Inglés Segundo Año Inglés Segundo Año Nivel de Educación Media del Subsistema de Educación Básica Hugo Rafael Chávez
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Inglés Segundo Año
Inglés Segundo Año Nivel de Educación Media del Subsistema de Educación Básica
Hugo Rafael Chávez Frías Comandante Supremo de la Revolución Bolivariana
Nicolás Maduro Moros Presidente de la República Bolivariana de Venezuela Coordinación General de la Colección Bicentenario Maryann del Carmen Hanson Flores
Jorge Alberto Arreaza Montserrat
Coordinación Pedagógica de la Colección Bicentenario Vicepresidente Ejecutivo de la República Bolivariana Maigualida del Valle Pinto Iriarte de Venezuela Coordinación General Logística y de Distribución de la Maryann del Carmen Hanson Flores Colección Bicentenario Ministra del Poder Popular para la Educación Franklin Alfredo Albarrán Sánchez Coordinación Logística Deyanira D’ Jesús Urbaéz Salazar Viceministra de Programas de Desarrollo Académico Jhonny José Quintero Páez Yrene Lucrecia Duarte Hurtado
Maigualida del Valle Pinto Iriarte Trina Aracelis Manrique
Coordinación Editorial Serie Inglés Viceministra de Participación y Apoyo Académico Rosa López de D’Amico Coordinación Editorial Viceministro para la Articulación de la Yvemar Peraza M. Educación Bolivariana Autoras y Autores Viceministro de Desarrollo para la Integración de la Yvemar Peraza M. Educación Bolivariana Isabel Faneyth Andrés Carmelo Algara Maigualida del Valle Pinto Iriarte Jorge Enrique González Directora General de Currículo Rosa López de D’Amico Yvonne Saulny Adrián Arrioja Neysa Yrama Navarro Manuel Rebeca Oropeza Directora General (E) de Educación Media y Técnica Mayra Rondón Isabel Carrillo © Ministerio del Poder Popular para la Educación Ligia Álvarez www.me.gob.ve Belkis Blanco
Conrado Jesús Rovero Mora
Caracas, Distrito Capital
Asesoría Metodológica Jorge Enrique González Ministerio del Poder Popular para la Educación, 2013 Andrés Carmelo Algara Primera edición: Mayo 2013 Tiraje: 400.000 ejemplares Depósito Legal: lf1620134281728 ISBN: 978-980-218-362-3 República Bolivariana de Venezuela
Corrección de Lenguaje Mark Gregson
Coordinación de Arte Prohibida la reproducción total o parcial de este material sin autorización Gilberto Abad VIvas del Ministerio del Poder Popular para la Educación
DISTRIBUCIÓN GRATUITA
Gilberto Abad Vivas Diagramación Kelly Gerardin Calderón Labrador Ilustración José Alberto Lostalé José Ángel Díaz José Luis García Nolasco Julio Cesar Aguiar Morelys Rivas Fonseca Rafael Pacheco Rangel Samuel González Víctor Silva Yassamy Moreno Pérez
Suministro de papel: INVEPAL
A las y los docentes La Colección Bicentenario acoge el inglés con gran emoción y expectativa en el 2do año y lo pone en tus manos convertido en My Second Victory. Esperamos que lo recibas con la mejor disposición para hacer de él tu apoyo en la noble tarea de enseñar uno de los idiomas más hablados en el mundo. Hemos incluido temas de diversa índole que van desde situaciones personales cotidianas, hasta hechos que impactan o impactaron a las comunidades locales, nacionales e internacionales. Todo esto con la idea de formar estudiantes que utilicen el inglés, no sólo para hablar y aprender sobre otras culturas, sino sobre todo ciudadanos conscientes, orgullosos y preparados para difundir su propia realidad en todo lo relativo a riquezas naturales, valores histórico-culturales y logros sociales. El libro contiene ocho unidades, cuyos títulos re3ejan un tema a desarrollar. Las unidades por su parte, están divididas en tres lecciones que aportan contenido al tema correspondiente, a través de actividades diseñadas para ejercitar las destrezas de comprensión y producción oral y escrita. Además, por haberse concebido este libro dentro del enfoque comunicativo, nuestra lengua materna es considerada como un recurso más. La encontrarás en las instrucciones y en algunas de las secciones a través del texto. En cuanto a la estructura de My Second Victory, cada lección contiene un diálogo o una lectura inicial que muestra el contexto en el cual se desarrollará el tema y establece los elementos gramaticales a considerar. De allí se generan diálogos que le permiten a la y el estudiante ejercitar el idioma en forma oral y escrita. Asimismo, se incluyen secciones especí4cas tanto para la presentación de vocabulario como para la deducción de algunos aspectos o patrones gramaticales tratados en la lección. Dos secciones ponen a prueba la evolución de las y los estudiantes a través de la unidad. Uno es de comprensión auditiva y otro de comprensión lectora que a su vez estimula la re3exión. Todo ello sin dejar a un lado la ejercitación de las estructuras gramaticales, lo cual también cuenta con su espacio especial en este libro. El uso de imágenes es constante en My Second Victory. En el caso de las secciones en que se dividen las lecciones, cada una tiene un icono que la identi4ca y te permite saber cuál destreza se considera en ella. Igualmente, las ilustraciones realzan estéticamente lo contenido en cada sección y contribuyen e4cazmente a su comprensión. Al 4nal del libro, se incluye un glosario con vocabulario que pudiera implicar alguna di4cultad para las y los estudiantes por no estar explícito en la lección. Su inclusión ofrece la posibilidad de aclarar de la manera más expedita las dudas en cuanto a signi4cado, sin tener que recurrir a un diccionario o al profesor. También están anexos los textos (scripts) que deberás leer para la realización de los ejercicios de comprensión auditiva por parte de tus estudiantes. Sólo nos resta invitarte a que formes parte del equipo de quienes queremos contribuir e4cientemente a mejorar la enseñanza del inglés en Venezuela. Con la convicción de que el hablar una lengua extranjera tan usada en el mundo, ofrece una gran gama de oportunidades para el aprendizaje en cualquier área, el desarrollo en el campo laboral y sobre todo para comunicarle al mundo quiénes somos.
A las y los estudiantes My Second Victory llega a ustedes con la idea de continuar en el camino del desarrollo de la comunicación en inglés que se inició el año escolar pasado. En este sentido, hemos concebido un texto con una variedad de temas de interés nacional e internacional, así como personal y colectivo, basados en contextos reales que los invitan a participar en el intercambio de ideas dentro y fuera del espacio educativo. El libro contiene ocho unidades, cada una con un título que re3eja el tema a desarrollar. Cada unidad está dividida en tres lecciones que aportan contenido al tema correspondiente, a través de actividades amenas y sencillas de realizar, tales como diálogos, lecturas sobre temas de actualidad, juegos y canciones. Además, encontrarán notas sobre curiosidades culturales, históricas y mucho más. Nuestra intención es que ustedes encuentren en el idioma inglés una herramienta de liberación, en la medida que les permita no sólo aprender acerca de otras culturas, sino que les haga sensibles a valorar la propia. En consecuencia, incentivarlos a difundir lo que es nuestra patria en cuanto a recursos naturales, valores histórico-culturales y logros sociales. Todo esto enmarcado en la búsqueda constante del ser humano consciente de su corresponsabilidad en la preservación de nuestro planeta para nuestra generación y las generaciones futuras. Finalmente, queremos decirles que la Colección Bicentenario trae este texto como un aporte más a la igualdad de condiciones y oportunidades. Por tanto, te invitamos estudiante venezolano, estudiante venezolana a comunicarte en inglés, a utilizar uno de los idiomas más hablados en el mundo, a acompañarnos en este viaje de aprendizaje con diversión que te ofrece My Second Victory.
3
4 6 Lesson 19 - We’re going to take our last test tomorrow Lesson 20 - We’re going to celebrate Lesson 21 - I’m going to take care of my school on vacation
152 160 168
Lesson 22 - I’m telling you what I did Lesson 23 - Tell me about Venezuela’s history Lesson 24 - How can I say...?
176 184 192
We found oil!
universal. regional, nacional y acontecidos a nivel local, históricos, cientí4cos Memories en forma crítica hechos 3 en esas épocas. Analizar Where was Simón Bolívar born? habilidades desarrolladas pasado, destacando Valorar costumbres del I used to play the cuatro.
hurt… That 2
what? know Do you 1
UNIDAD
can y/o duda couldn´t can could/ can´t y Used to vs simple present used to
principios y valores. homework! atenten contra nuestros I spilt coLee on my English de situaciones que y re3exiva acerca razones en forma sencilla Argumentar y expresar I was cooking and I cut my 4nger. evitarlos. implican riesgos y cómo accidentes, eventos que Re3exionar sobre I lost my cell phone!
libre. del disfrute del tiempo importancia y necesidad periodo vacacional, la signi4cativas del Relatar las experiencias
How
educativa. compañeros institución administrativo , del personal obrero, los aspectos positivos anteriores destacando vividas en cursos Socializar experiencias
INTENCIONES
I travelled to La Gran Sabana!
I miss my old school.
last year. Mr. Pérez was my English teacher
LECCIONES
why don’t you… when/where/how
to have en pasado simple. there was/were how indeterminados posesivos who/what/Where GRAMÁTICA
CONTENIDOS Y PROPÓSITOS DE 2° AÑO
necesidades o intereses. no satisfacen ciertas year aquellos aspectos que How can I say…? a lot this formas estudiadas en el año. las mismas y mejorar I learned Fortalecimiento de todas las para re3exionar sobre en tiempo pasado 8 experiencias signi4cativas Tell me about Venezuela’s history. Comentar y expresar I’m telling you what I did. -ing después de preposición school on vacation. # what about comunidad. I’m going to take care of my Going to+verb otros miembros de la plans whose la participación de Let´s make ‘s acciones que promuevan We’re going to celebrate! 1 let’s el futuro, al emprender 7 Going to+verb acciones a realizar en Plani4car y valorar tomorrow. 0 We´re going to take our last test Going to+verb one that cumplimiento. # That was more diNcult. y responsabilidad en su y demostrar compromiso really hard / because comunitarias, al expresar I worked why actividades personales y 6 sencilla acerca de when / but I needed more time. experiencias en forma Socializar y analizar + , -. A hectic weekend. )$$$* nación. la comunidad, estado y instituciones y artistas de He founded it forty years ago. rout del conocimiento sobre On the art en eventos culturales y 5 través de la participación It’s not too far from here. regional y nacional a Valorar la cultura, local, I loved her performance. It was an earthquake.
So sad… 4
antrópicos. ante eventos naturales y medidas de protección Conocer y generar
Tsunami!
We lost our houses.
#$%&'%( incontables # !" must One simple
8
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
Mr. Morrison.
(¡Escuchemos y leamos!)
He was great!
What was he like?
meet my new English teacher. Hi, Nicolás. Yeah. I want to
No, she wasn´t.
English very well. I see. Now you can speak
played a lot! dialogs, sang nice songs and We learned a lot. We practiced
She was from Canada.
om? Hi, Susana. Is this your 4rst
teacher last year? Cool! Was Mrs. Stanton your
She was on an exchange. She was an excellent teacher.
historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
1
(¡Exploremos!)
Unit One: Do you know what? STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
9 +22222222
' +222222222222 Where is he _______? He was __________. What __________ he like? Mr. ____________. Who ________ your math teacher last year?
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
(¡Ahora, practiquemos!)
Tomás: What was she like? Zuli: Mrs. Thompson. Tomás: Who was your teacher last year? Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
10
things and visit many places. demanding. We had to do many 3 4 * 'very
She was very active. 1. - She was an excellent teacher.
and translated in class. weren’t interesting. We only read English teacher. Her classes 5. - Ms. Pérez was a boring
hardworking teacher. teacher a year ago. He was a 2. - Mr. Maldonado was my math
Observa las ilustraciones. Practica las palabras y las expresiones. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
was very professional. with our geography teacher. She 3. - I learned a lot about our country
Unit One: Do you know what?
11
5. Do you miss Mr. Benton?
5. I do. He helped all the students.
4. Where exactly was he from?
4. He was from Maracaibo.
3. Was he from England?
3. No, he wasn’t. He was from Venezuela.
2. What was he like?
2. He was friendly and helpful but he was a very busy teacher.
1. Who was your teacher two years ago?
1. Mr. Benton was my teacher two years ago. ANSWERS
89:#;1 !# Escucha y repite. G. LET’S READ AND LEARN!
STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT B STUDENT A:
(¡Leamos y aprendamos!)
he never plays with his students. 6%' ' * %) 7 % % % Do you miss Ms. Fuentes? She played chess with all the students. That was very nice of her. in class, but she was nice and talkative during recess. ) 5 *%#*' What was your English teacher like last year?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
12
a week. students and useful people in our neighborhood. We made teams and played interesting games two days helpful, friendly, studious, hardworking, eNcient, and some other important things we need to be good nickname: Ken. I always remember the activities we did with that teacher. We learned how to be respectful, Carol López was our PE teacher three years ago. She was friendly and creative. She called me by my Lee el siguiente párrafo. Describe uno de tus profesores del año pasado. I. READING AND REFLECTING
(leyendo y re>exionando)
ilustración. Escucha con atención la descripción de un docente. Encierra en un círculo la letra que corresponde con la H. ALL EARS!
(¡Todo oídos!)
Unit One: Do you know what?
13
welcoming smile. 5. Was your last English teacher very loving? Yes, she was. She had a warm with their homework after class. 4. Mr. Suárez and Mrs. Villena were very helpful! They always helped the students games in class. < * * 'wonderful. We always played interesting and useful 2. My geography teacher was amazing! He knew everything about geography. 1. Was your history teacher very boring? No. His classes were interesting. Examples truth faith care beauty use wonder Noun
-ful
Noun + ful love annoy amaze welcome confuse interest Verb
truthful faithful careful beautiful useful wonderful adjective loving annoying amazing welcoming confusing interesting Adjective
-ing
SuNx Verb + ing
adjective
2. Ahora, observa la siguiente tabla: investiga los antónimos. 1. Lee nuevamente la parte I, extrae los adjetivos que encuentres en la lectura, escríbelos en tu cuaderno e J. BUILDING BLOCKS
(Bloques de construcción)
Unit One: Do you know what?
14
STUDENT B: And he was very _____________ too. He always respected all the people in our school. exercises after class. STUDENT A: He was such a _____________ teacher, too. He helped all the students with their about numbers. STUDENT B: Cool! I can still play that _____________ game with the even numbers. We learned a lot STUDENT A: Yes! He came back. We’re all happy. He is so ___________. the students. STUDENT B: Sure. His name was Arturo Rojas. He did many _____________ activities that helped all STUDENT A: Can you remember the name of the ___________ math teacher we had, two years ago? representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de dos, lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. Pueden L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
6. What’s your English teacher like? He /She is ____________ and _________. 5. Was Mr. Robles a ________________ teacher? Yes, he was. He had everything in order. 4. What was your Spanish teacher like? She was courteous and ___________ . She respected every body. _____________ person. 3. Was her PE teacher a friendly person? No, he wasn’t. He was an excellent athlete but an 2. I don’t like that teacher! He is so _______________. We never do interesting activities. 1. Mr. González, our biology teacher, wasn´t very_______________. He never helped the students. Lee con atención y escribe los adjetivos correspondientes en los espacios en blanco: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
16
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
Where is that?
(¡Escuchemos y leamos!)
D
ou miss your old school?
Well
e ha e beautiful
Is that school in this city?
¿Te recuerda algo esta situación? Observen la siguiente secuencia de dibujos y describan la situación. ¿En qué lugar se encuentran los personajes? A. LET’S EXPLORE!
1
(¡Exploremos!)
I miss my old school Lesson 2
Unit One: Do you know what? Student A: Student B: Student A: Student B: Student A: Student B: Student A:
17 I __________ a geography test. Why didn’t you _________ to the basketball court? Great! It´s a pity that I ________ see it! 88-84. What ________ the score? The students of 4th “B” did. They _________ very well. Who ________ the game?
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Aníbal: Rodolfo: Aníbal: Rodolfo: Aníbal: Rodolfo:
(¡Ahora, practiquemos!)
Students of 4th “B”Vs the students of 5th “A”. Really? Who was playing? There was a great game. Why were you there? I was at the basketball court. Where were you?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
18
of our country. # >=6%) ' & loved our country. # = * ' % *
Student B: She was concerned and friendly. Student A: What was your math teacher like?
but very professional. Student B: Mrs. Vizcaino. She was tough and demanding Student A: Who was your geography teacher last year?
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit One: Do you know what?
19
5. How was your classroom?
wall, a bookcase and a 4le. *% '& %' * *
4. What was your tourism teacher like?
He was creative, active and friendly.
3. Did you like your teachers?
Yes, I did. They were very professional.
2. What were your friends like?
They were very nice and fun.
1. Do you miss your school?
Yes, I do. And I miss my friends, too.
Questions
Answers
Escucha y repite. G. LET’S READ AND LEARN!
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Leamos y aprendamos!)
6A ? * * % *%7A1 * % Was there a basketball court? It was small but cute. There was a very nice garden with beautiful roses. *%1 ?* ' @5 I miss my old school. What´s wrong?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
20
cerned and hard-working. My classmates were friendly and studious. I was very happy there. and a beautiful garden. It had a nice cafeteria. There were many trees and 3owers. The teachers were conI miss my old school in Colombia. It was very big. There was a basketball court, a soccer 4eld, a huge yard, las oraciones subrayadas. Luego escribe la lectura en forma negativa. Lee el párrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas simples para I. READING AND REFLECTING
(leyendo y re>exionando)
5 4 3 2 1 SIMPLE PRESENT
SIMPLE PAST
Escucha y marca con una X en la casilla correspondiente, el tiempo verbal de las oraciones que leerá tu docente: H. ALL EARS!
(¡Todo oídos!)
Unit One: Do you know what?
21
5. She looked exhausted after the test. 4. They were excited about the game. 3. Mr. Noroño met the retired teachers in the conference room. 2. The teacher congratulated the advanced students. 1. The confused students stayed after class. Examples puzzle distract exhaust retire please interest satisfy
-d - ed ied
y
Verb
SuNx Verb + ed
puzzled distracted exhausted retired pleased interested satis4ed Adjective
adjective
2. Ahora observa la siguiente tabla:
My math teacher is talkative and friendly. What is your math teacher like? Miriam misses her friends very much. Does Miriam miss her friends? I miss my school a lot. Do you miss your old school?
My math teacher was very serious in class. What was your math teacher like? Natalia missed her friends very much. Did Natalia miss her friends? I missed my school a lot. Did you miss your old school?
SIMPLE PRESENT TENSE 1. Observa de nuevo el cambio en los tiempos verbales: J. BUILDING BLOCKS
(Bloques de construcción)
SIMPLE PAST TENSE
Unit One: Do you know what?
22
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
No, she __________. _______ The English teacher work in this high school last year? Yes, ______ were. There ________. _____ there many mango trees in that school? Yes, I ______. Do you miss_________? I _________ at a big school. Where did you ________ last year?
Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de dos, lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
8. There are many 3owers in this garden. 7. Marcos and Nelson play soccer in the stadium. 6. Kathy studies English at a language institute. 5. The students write sentences in their notebooks. 4. This bus goes to Valle de La Pascua. 3. Mr. Colina has 4fteen students. 2. I have an English book. 1. There is a mango tree in the yard. Observa cuidadosamente las oraciones siguientes y escríbelas en tu cuaderno en pasado simple. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
24 éanlo en forma silenciosa.
ode a horse, danced,
tinezes
The Garcías
¿Cuáles actividades realizaron en cada lugar? ¿Has visitado alguno de estos sitios? Observen la siguiente secuencia de dibujos y describan la situación. ¿En qué lugar se encuentran los personajes? A. LET’S EXPLORE!
1
(¡Exploremos!)
I travelled to la Gran Sabana Lesson 3
Unit One: Do you know what?
25
Student A: Wow! They really _________________a ____________time! ___________________________, ____________________________, and… Student B: They ___________________, ______________________, Student A: Really? How nice! What did they __________there? Student B: They went to _____________ Student A: Where did the________ go on their last vacation? la lección. Formen grupos de dos para completar el diálogo y practicarlo. Utilicen la información que está al principio de D. NOW, LET’S PRACTICE!
STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Ahora, practiquemos!)
Wow! They really had a great time! typical food and they saw wild animals. They swam in the Sarare River, they went 4shing, they ate. Really? How nice! What did they do there? They went to Guasdualito. Where exactly? They went to the plains. Where did the Palmas go on their last vacation?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
26
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit One: Do you know what?
27
5
a. Mr. Palma did.
b. Mr. Palma does.
4
a. They got there by car.
b. They went 4shing.
3
a. Two hours.
b. Two kilometers.
2
a. Yes, they did.
b. They went to The Andes.
1
a. It was nice.
b. I don’t like it.
Escucha y encierra en un círculo la letra correspondiente a la respuesta apropiada. H. ALL EARS!
(¡Todo oídos!) delicious. I ate typical food, such as capybara stew. It was It rained all the time. It was great! We had a wonderful time! /It was terrible. on foot I got there by plane/by car/by bus/by boat /by train/ two years ago. I went to Achaguas last month/last week/in Easter/
5. What kind of food did you eat? 4. How did you like it? 3. How did you get there? 2. When did you go to Achaguas? 1. Where did you go?
I went to Achaguas /the beach/the mountain.
Information Questions
Answers
Escucha y repite. G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
They liked that a lot. Did they like it? They ate typical food, such as “carne en vara”. What kind of food did they eat? They swam in the “Sarare” river. Where did they swim? They swam every day. What did they do there?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit One: Do you know what?
28
información del cuadro. 1. Observa las ilustraciones y relata a tus compañeros la travesía que realizó la familia Romero. Utiliza la J. BUILDING BLOCKS
(Bloques de construcción)
nice pictures. Now they are back. I always visit them to see their pictures. cards in the evening. Uncle Luis cooked dinner every day. Grandma made breakfast and lunch. They took in the mountain in the morning and relaxed in the afternoon. The grandparents stayed home and played went to the Andes and had a great time together. The children played and ate a lot. The parents walked There is a big family in my neighborhood that likes to go to the mountain on vacation. Last summer they con las partes subrayadas. Lee el párrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas relacionadas I. READING AND REFLECTING
(leyendo y re>exionando)
Unit One: Do you know what?
29
Subject/verb/complement
They were in El Tocuyo in January. He was in Caracas last week.
WH-word/was-were/Subject/verb/complement
When were they in El Tocuyo? When was he in Caracas?
Yes-No/subject/were-weren’t Yes-No/subject/was-wasn’t
Yes, they were/ No, they weren’t. Yes, he was/ No, he wasn’t.
was-were/subject/complement
Were Gladys and Belkys in Barquisimeto ? Was Mr. Sosa in Caracas last week?
BE
EJEMPLOS
subject/verb/complement
My father travelled to Achaguas last month
WH-word/did/subject/verb/complement
When did your father travel to Achaguas?
Yes-No/subject/did-didn’t
Yes, he did. / No, he didn’t.
did/subject/verb/complement
Did your father travel to Achaguas?
DID
EJEMPLOS SIMPLE PAST TENSE
2down the mountain on mules to visit Los Nevados go to Mérida / take an airplane / hire a car / visit beautiful towns / go to Los Aleros / buy souvenirs / go Vocabulario:
Unit One: Do you know what?
30
STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
You really________ a __________ time! I _________ and __________ and___________. What ______ you ______ there? I _______there ___ ________. How ______ you ________ there? I went to _________. Where did you _______ on vacation?
Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de dos, lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
5. Yes, they were. They were at the Mare-Mares Hotel. 4. No, I wasn’t. I was in El Vigía last Tuesday. 3. I went to Caracas to visit the science museum. 2. No, they didn’t. They travelled to Barinas in September. 1. Yes, she did. She visited Churún Merú. Observa cuidadosamente las respuestas siguientes y escríbe las preguntas correspondientes en tu cuaderno. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
MORE FUN! (¡Más diversión!)
Unit Two: That hurt!
32
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Guess what! I got
Yes. The janitor gave it to me.
e honest People in this school
Dos días después...
*% 5+'
What’s wrong Emily?
I’m sorry to hear that Why
Andrea y Emily están hablando en el patio de la escuela. Emily perdió su “canaimita”. historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
2
(¡Exploremos!)
That hurt!
I lost my cell phone! Lesson 4
Unit Two: That hurt!
33
Student 2: Good __________! Student 1: Why __________ you ask your teacher? ______ there. Student 2: I _______ _______ in the classroom. When I got back, it Student 1: *% 5+'22222222222222222222222222 5 Student 2: I am. I __________ __________ _________. Student 1: +%22222222222 B56 @22222222222 Formen parejas para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Fernando: Sarahí: Fernando: Sarahí: Fernando: Sarahí:
(¡Ahora, practiquemos!)
Good idea! Why don’t you ask your teacher? I left it in the classroom. When I got back, it wasn’t there. *% 5+' 5 I am. I lost my cellphone. +% B56 @'
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
34
A backpack
A watch
A wallet
A pencil case
Some personal objects I lost my keys In the school yard
She left her laptop on the bus
in the bathroom She found her cellphone
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
sbrev ralugeR
Unit Two: That hurt!
35
Watch (es)
Watched
Ver/observar
Study (ies)
Studied
Estudiar
Look (s) for
Looked for
Buscar
Look (s) at
Looked at
Mirar
Listen (s) to
Listened to
Escuchar
Drop (s)
Dropped
Dejar caer
Ask (s)
Asked
Pedir/preguntar
Answer (s)
Answered
responder
Presente
Pasado simple
Traducción
algo ocurrió. Observa que algunos siguen un patrón en el pasado (regulares) y otros no. ¿Ya sabes cuál es el patrón? Lean en voz alta los siguientes verbos, útiles para contar cosas que te sucedieron o que estabas haciendo cuando G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Mrs. Ramos: Mrs. López: Mrs. Ramos: Mrs. López: Mrs. Ramos: Mrs. López:
B ;*@ 7A Why don’t you ask the principal? I think I lost them this morning. *%'* *5 Not very well. I’m looking for my keys. Good morning, Mrs. Ramos. How are you?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
36 d. Mario got his book back. c. Mr Paredes phoned Mario. b. Mr Paredes is an English teacher. a. Mario left a personal object in the school canteen. TRUE FALSE
/* 5C +=D *%%) A;*@ *AC the book wasn’t there. Then, Mr Paredes, his math teacher, saw him and said: “Mario, this is your book. Yesterday, Mario left his math book in the school canteen. An hour later, he went back to the canteen, but Lee atentamente el siguiente fragmento y luego responde True o False.
sbrev ralugerrI
H. READING AND REFLECTING
(leyendo y re>exionando)
Write (s)
Wrote
Escribir
Take (s)
Took
Tomar
See (s)
Saw
Ver
Read (s)
Read
Leer
Make (s)
Made
Hacer (elaborar algo)
Lose (s)
Lost
Perder
Leave (s)
Left
Salir/dejar (algo/a alguien)
Have (has)
Had
Tener
Go (es)
Went
Ir
Give (s)
Gave
Dar
Get (s) back
Got back
Recuperar (algo)
Find (s)
Found
Encontrar
Eat (s)
Ate
Comer
Drink (s)
Drank
Beber
Do (does)
Did
Hacer (realizar una actividad)
Come (s)
Came
Venir
Buy (s)
Bought
Comprar
Bring (s)
Brought
Traer
Break (s)
Broke
Romper
Pasado simple
Traducción
Presente
Unit Two: That hurt!
37
They
them
You
you
They are in town. I saw them yesterday.
We
us
us.
It
it
She
her
He
him
This is a present for you.
You
you
My grandma loves me and I love her
I
me
Subject pronouns
Object pronouns
Did you see David? / Yes, I saw him last night.
Examples
Comparen los pronombres de ambas columnas de la izquierda y luego observen cómo se usan en los ejemplos. J. BUILDING BLOCKS
(Bloques de construcción)
1. A: I left / found my laptop on the bus B: How did you lose them / it? 2. A: I lost my keys/key B: I lost my wallet / I dropped my wallet. 1. A: What’s wrong, Gilbert? Escuchen los siguientes fragmentos de conversaciones y subrayen la palabra o frase correcta. I. ALL EARS!
(¡Todo oídos!)
Unit Two: That hurt!
38
Student B: Student A: Student B: Student A: Student B: Student A: Student B: Student A:
Good _________! She’s an honest person. Let’s talk to the janitor . I saw _________ in the garden. *%*'E ** * Why don’t you __________ your teacher? I think I ____________ it this morning. *%'* 2222225 Not very well. I _______________ my _____________. Good morning, _____________. How are _______?
Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. Formen parejas y lean de nuevo los diálogos anteriores. Luego, completen el siguiente diálogo y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
5. Trina likes cookies. She/her eats they/them everyday. 4. We/Us always take our dog with we/us when we/us go to the beach. 3. This is my notebook. Please give him/it to me/I . 2. My brother is very happy. My father gave he/him a book. 1. My brother and my father are in the kitchen. They/Them are talking. 2) Ahora subrayen, en cada oración, el pronombre correcto, sujeto u objeto, según el caso.
B: Yes, he did. He loves _________. c) A: Did he marry Luisa?
B: I was going to 4x _______. d) A: What were you doing with that book?
I asked _____ to turn oL the radio. a) My brother was making a lot of noise.
B: I bought _________ in PDVAL. b) A: Those mangoes look nice.
Ej.: Cachapas are delicious. I love them 1) Re>exionen sobre cada una de las siguientes oraciones y complétenlas con el pronombre objeto correcto. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Two: That hurt!
40 40
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
El domingo pasado Julia y Johnny tuvieron un accidente en sus casas: historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
2
(¡Exploremos!)
That hurt!
I was cooking and I cut my 4nger Lesson 5
Unit Two: That hurt!
41 41
Student A: Student B: Student A: Student B: Student A: Student B: Student A:
*%1E %222222222222222222 Yes, it ____________ a lot! Does it hurt? Look at my ________________ . I __________ myself with a knife. ______________’s wrong? I’m not ____________ well. Hello, _______________________. How are you?
conversan. Uno de ellos sufrió un accidente. Pueden usar sus propios nombres. Formen parejas para completar el siguiente diálogo y practicarlo. Como en el diálogo anterior, dos jóvenes D. NOW, LET’S PRACTICE!
Carlos: Manuel: Carlos: Manuel: Carlos: Manuel: Carlos:
(¡Ahora, practiquemos!)
*%1E %) Yes, it hurts a lot! Does it hurt? Look at my 4nger. I cut myself with a knife. What’s wrong? I’m not very well. Hello, Manuel. How are you?
Escuchemos, leamos y repitamos el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
42
and hurt herself She fell oL her bike last night
I cut myself this morning
They hurt themselves They had a car accident.
She burnt herself yesterday
Sunday and hurt himself He fell on the 3oor last
Observen las ilustraciones y re>exionen sobre el signiLcado de las siguientes palabras y expresiones. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Two: That hurt! to school Ronny and Dora were walking
his face Peter’s father was washing
43 Andrea was having breakfast
I was making a sandwich
I was… yesterday at 6 o’clock? What were you doing What were they doing yesterday at six o’clock?
What about you?
Escucha y repite G. LET’S READ AND LEARN!
Jenny: Betty: Jenny: Betty: Jenny: Betty:
(¡Leamos y apr
drove him to a CDI. Yes, he broke his leg, so I called an ambulance *%'' 1E * * 0** * &5 We were running and he fell down. *% 5+' *5 I’m sorry. I was with Miguel. He had a little acciden *%F%E
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
44
Plural
Singular
They
themselves
accident. They didn’t hurt themselves in the
You
yourselves
Please, help yourselves!
We
ourselves
Luisa and I enjoyed ourselves in the party.
It
itself
She
herself
She fell oL her bike and she hurt herself.
He
himself
Juan cut himself with a knife.
You
yourself
The coLee is hot. Don’t burn yourself!
I
myself
pronouns Personal
pronouns ReFexive
The dog hit itself with the door.
I did it by myself. Examples
1. Observen el cuadro siguiente y presten atención a los pronombres re>exivos y cómo se usan en los ejemplos. J. BUILDING BLOCKS
(Bloques de construcción)
Mrs. Mayora went to a pharmacy. She was preparing dinner last night. Mrs. Mayora burnt herself yesterday morning. TRUE FALSE Last night, Mrs Mayora was cooking dinner when she burnt herself. She went to a CDI. She feels good now. I. READING AND REFLECTING
(leyendo y re>exionando)
the ground was wet. My (brother/sister) fell down and hurt (himself/herself ). Last (Saturday/Sunday), my father and my brother were (running/walking) in the park. It was raining and entre las dos que se muestran entre cada paréntesis. Escuchen atentamente esta pequeña historia. Luego, escúchenla de nuevo y subrayen las opciones correctas H. ALL EARS!
(¡Todo oídos!)
Unit Two: That hurt!
45
continuous Using the past
A: No. I wasn’t. I was having a shower. B: I was sleeping. And you? Were you sleeping, too? A: What were you doing at 6 o’clock this morning Brenda?
They You
They
were
You
weren’t
Were
they you
We We It
studying.
She
was
He
we
it She
it
sleeping. wasn’t
Was
He
she he
You
were
You
weren’t
Were
you
I
was
I
wasn’t
Was
I
AGrmative form
walking?
Negative form The past continuous
Interrogative form
2. Ahora, observen y re>exionen sobre la siguiente tabla y el uso del tiempo pasado continuo.
Unit Two: That hurt!
46
Student 2: Student 1: Student 2: Student 1: Student 2: Student 1:
Yes, _____ broke his/her _________ ,so I called an ambulance. They drove __________ him/her to a CDI. *%'' 1E * * 0*$** 22222222222225 We were ____________ and _____ ________________. *% 522222222222222222222222222222225 I’m sorry. I was with ___________. He _______ a little accident. *%222222222222%E
Pueden aprenderlo y representarlo usando sus propios nombres u otros. En parejas, lean de nuevo todos los diálogos anteriores. Luego completen el siguiente diálogo y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
_____________ (play) chess and my parents ________ _____________ (cook) dinner. the phone. My baby brother Raul ______ ___________(sleep). My grandma and grandpa _________ Last night at 7 o’clock p.m. I was watching (watch) T.V. My sister Nilda _____ ____________ (talk) on 2. Completen los espacios en blanco. Utilicen el verbo entre paréntesis, reescribiéndolo en pasado continuo. Nobody helped him. e. César did the homework by _________.
B: No. It cleans itself. f. A: Do you wash your cat?
at the party. c. Tiziri and Noemi enjoyed ____________
B: Yes, we repaired it ____________. d. A: The table looks great now.
piece of glass. a. My sister cut _______________ with a
B: I hit ________ with a hammer. b. A: How did you hurt ______________?
1. Completen las siguientes oraciones con la forma correcta del pronombre re>exivo. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Two: That hurt!
48
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
I was doing my homework
and let Now, please, open your notebooks
out your books and notebooks Good morning, class! Please, take
Where’s your notebook,
La clase de inglés está por comenzar. historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
2
(¡Exploremos!)
That hurt!
I spilt coLee on my English homework! Lesson 6
Unit Two: That hurt! Student A: Student B: Student A: Student B: Student A:
49 Please, ____________ to bring it ___________ (la próxima semana). Well, I brought the _____________ (biología) book by mistake. *% 5?*522222222 *5 I’m ___________, teacher. I left my English ___________ at home. Good ____________, class! Please open your ____________ (libros).
Formen parejas para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Teacher: Claudia: Teacher: Claudia: Teacher:
(¡Ahora, practiquemos!)
Please, remember to bring it tomorrow. Well, I brought the history notebook by mistake. *% 5?*5+' *5 I’m sorry, teacher. I left my English notebook at home. Good morning, class. Please open your notebooks.
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
50 The telephone rang. They were watching TV in the living room.
He broke a window. He was playing baseball in the backyard.
I spilt coLee on my notebook. I was doing my homework in my bedroom.
She fell on the 3oor. She was washing the bathroom.
Leamos y aprendamos las palabras y expresiones que utilizamos en el ejercicio anterior y otras nuevas. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Two: That hurt!
51
Esta es una típica casa de Mucuchíes, Edo. Mérida. Escucha y aprende los nombres de las partes de la casa: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
he son: ojas: he son: ojas: he son: ojas: he son: ojas:
We broke the neighbor’s window. *% 5?* *5 Yes, mom. I’m 4ne but that’s not all. 1 E
%* B5 I ripped my pants. I was playing baseball with my friends and What’s wrong? Why are you crying, Willy? It’s me, William. Who is that?
Ayer la familia Rojas estaba viendo TV cuando sonó el timbre
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Two: That hurt!
52 Ramon’s mom was cooking dinner. Ramon’s father was reading a book at 7.00 pm. Ramon was sleeping when the telephone rang. The telephone rang at 6.00 pm. TRUE FALSE Responde verdadero (true) o falso (false)
was making dinner and his father was reading a book. Yesterday, it was 7.00 pm when the telephone rang at Ramon’s house. He was watching TV. His mom I. READING AND REFLECTING
(leyendo y re>exionando)
A
B
2
A
B
1 círculo la letra de la ilustración correspondiente. Escucha las oraciones. Cada una se reLere a una de las ilustraciones en cada par de Lguras. Encierra en un H. ALL EARS!
(¡Todo oídos!)
Unit Two: That hurt!
53
4. Nora and Mirna / talk in the street / I see them 3. I / take a shower / my father / come home 2. She / sleep / her mom / call her 1. The teacher / write on the board / the principal /arrive We were studying when the dog opened the door Ejemplo: We / study / the dog / open the door En tu cuaderno, construye oraciones con when, a partir de las palabras dadas. (Ahora, ¡Practiquemos!)
K. NOW, LET’S PRACTICE!
B: No. They weren’t. They were talking. A: Were they working on their laptop when the lights went oL? B: Yes. I was. A: Were you doing your homework when you spilt coLee on your notebook? Yes/No questions B: I was taking a shower. A: What were you doing when I called you yesterday? Wh-questions They were
You We It
sleeping
was
She
when
the president arrived.
He You
were
I
was Past continuous
J. BUILDING BLOCKS
(Bloques de construcción)
Simple past
Unit Two: That hurt!
54
Student B: # = Student B: Student C: Student B: Student A: Student B: Student A:
I ______ _______ _______ ______ ______ . *% 52222222222222225 Thank you, mom. But _______ ________ _______ . I’m sorry honey. Let’s get a new notebook. I was ______ ______ ______when I ______ ______ ______ ______ _______. What’s wrong? Why _______ _______ so sad? It’s me, ____________. _________ __________ ________?
representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de tres lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. Pueden L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
Unit Three: Memories
56
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
# & * C'*1 Fantastic! I belonged to “The
That´s excellent! What
I used to play the violin
You didn´t come to class yesterday
historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
3
(¡Exploremos!)
Memories
I used to play the cuatro Lesson 7
Unit Three: Memories
Zaida: Carmen: Zaida: Carmen: Zaida: Carmen: Zaida: Carmen:
57
much and you know, practice makes perfect. Yes, I__________ but now I don´t practice Were you a good musician? have time these days. No. I can play the ____________but I don´t Can you play the __________? I did but not ________________. _____you use to play it? when I used to play it too! What a charming piece of music! I remember Listen! Someone is playing the __________!
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Helena: Pedro: Helena: Pedro:
Helena: Pedro: Helena Pedro:
(¡Ahora, practiquemos!)
old, but now anymore. I used to play the cuatro when I was 5 years Do you play any other musical instrument? but not any more I used to play volleyball when I was a child, Do you play any sport? school. impossible. We always work really hard at I used to play it every day but now it´s Do you play it every day? My favorite pastime is to play the guitar What´s your favorite pastime, Helena?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Three: Memories
58
Clar
Harp
Drums
Violin
Saxophone
Mandolin
Trumpet
I used to play the______________, but now I play the ___________________. Practiquemos oralmente utilizando los nombres de los instrumentos: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Three: Memories
59
He used to swim at school, but not anymore.
but not anymore. He used to play catch when he was a child,
she plays volleyball. She could play baseball when she was 5, but now
but now she plays softball. She could play basketball when she was a child,
Observa lo que hacían y lo que hacen ahora: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
= I could play the violin, but now I prefer sports. prefer to work on the computer. What about you? Trinidad: I could paint well when I was a child, but now I = Great! graphic design. Trinidad : Well, I used to study arts but now I´m studying = Do you study arts? Trinidad: Look at these beautiful pictures. = Hi, there! Trinidad: +% A Ahora, escuchen y repitan el siguiente diálogo F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Three: Memories
60
3. Leonardo is a high school student 2. Leonardo can play the clarinet. 1. Leonardo´s parents have a lot of money. TRUE FALSE play the clarinet and read music. % *! # & * 6 * * ** * !'%* Leonardo Sequera used to study music, but he couldn´t continue because his parents could not aLord it. Responde verdadero o falso. I. READING AND REFLECTING
(leyendo y re>exionando)
she can´t. a-.She could run fast but now
b.-No, I didn´t.
but I don´t anymore. a.- Yes, I used to play softball
baseball. b.-No, I didn´t use to play
Escucha las preguntas de tu docente y selecciona la respuesta apropiada. H. ALL EARS!
(¡Todo oídos!)
c.- He could, but now he can´t. c.- Yes, they did.
Unit Three: Memories
61
Aux+subj+verb+object+adverbial clause
Could you play catch when you were 5?
Aux+subj+verb+object
Can you play soccer? Yes/ no questions What instrument did you use to play?
What+ object+aux+subj+verb+adverbial clause
a child? What instrument could you play when you were
What+object+aux+subj+verb+adverbial clause
What instrument can you play?
Information Questions Questions subject +can+not / can’t+verb+complement
We cannot / can’t swim fast.
subject +can+verb+complement
We can play the harp.
Now… subj+did+not / didn’t+use to+ verb+complement
We didn’t use to swim in that lake.
subj+used to+ verb+ complement
We used to swim when we were children.
subj+could+not / couldn’t+verb+complement
We could not / couldn’t play the harp 5 years ago.
subject +could+verb+complement
We could play the clarinet 20 years ago.
In the past…
Examples
2. Ahora, observa la siguiente tabla:
when he was a child. He could play the drums
were at the university. mandolin when they They used to play the
were children. 15 years ago. play the harp when they She used to play the cello Julio and his sister used to
1. Observa: J. BUILDING BLOCKS
(Bloques de construcción)
Unit Three: Memories
62
Student B: Student A: Student B: Student A: Student B: Student A:
I couldn’t play any _____________. I _______ _______ volleyball. I used to play the___________. What about you? What instrument did you _______ _______ play? I ________ play it when I was a child. *% ;* G22222222222222& ____________, somebody is playing ______________.
En grupos de dos lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
_____ 4. Could your sister swim when she was 10 years?
was a teenager. d. No, I didn’t. I could play the saxo when I
_____ 3. Could you ride a bike when you were 3 years old?
c. Yes. She could swim 4 laps in six minutes.
teenager ? _____ 2. Did you use to play the 3ute when you were a
b. I used to play the harp. I loved it.
a child?____ 1. What instrument did you use to play when you were
a. No, I couldn’t. I didn’t even have a bike.
Escribe la letra de la respuesta sobre la línea. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Three: Memories
64
Escuchen lean silenciosamente el diálogo anterior.
B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Mrs. Aponte, Was Simon Bolivar
I read he was born in C
historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
3
(¡Exploremos!)
Memories
Where was he born? Lesson 8
Unit Three: Memories
65 Jorge: Rebeca: Jorge: Rebeca: Jorge Rebeca:
_________ was born in_______. Where was ______born? ______was_______ in _______. When was_______born? _________was_____ _________ _______ Who was _________________________?
importante de la historia de Venezuela. Formemos grupos de dos para completar y practicar el siguiente diálogo. Para este diálogo escoja una Lgura D. NOW, LET’S PRACTICE!
Rosa: Roberto: Rosa: Roberto: Rosa:
(¡Ahora, practiquemos!)
She was a very brave Venezuelan heroine. Who was she, then? No, she wasn´t. She was an actress! Who was Luisa Cáceres de Arismendi?
Ahora, escucha y repite el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Three: Memories
66
courageous man. His wife was Joaquina Sánchez. at the end of the seventeenth century. He was a very He´s a hero. His name was José María España. He lived
Venezuelan woman. Her husband was José María España. the end of the seventeenth century. She was a brave This is Joaquina Sánchez. She´s a heroine She lived at
E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Three: Memories
67
4 a) At home.
b) In Maracaibo.
c) In 1783.
3 a) She was a dancer. b) She was a heroine.
c) She was a doctor.
2 a) In 1800.
b) At the end of the 17th century. c) 1899.
1 . HIth.
b) In December.
c) In Colombia.
Escucha las preguntas que leerá tu docente y selecciona las respuestas: H. ALL EARS!
(¡Todo oídos!)
The year before last
before last. We had a very good history teacher the year
The day before yesterday
They arrived the day before yesterday.
Last + noun
He beat him .
Noun phrase + ago
He did it a long time ago. He visited me a month ago. She lived in Aragua State two years ago.
ADVERBIALS IN THE PAST TENSE
G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Alma: Víctor: Alma: Víctor Alma: Víctor: Alma:
F. LET’S LISTEN, READ AND SAY!
Really? I didn’t know that. He was one of Simón Bolívar’s teachers. Who was he? He told me about Simón Rodríguez. What did he tell you about this time? I was visiting my grandfather. I love listening to him. Where were you yesterday?
(¡Escuchemos, leamos y digamos!)
Unit Three: Memories
68
Francisco de Miranda was born in 1750.
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. J. BUILDING BLOCKS
(Bloques de construcción)
3. What did he do after his tragedy? 2. Who were his teachers? 1. Was Simón Bolivar born in 1830? life to his country and America. del Toro but she died some months later and Bolívar became a widower. After his tragedy, he devoted his > + '**'* &* @* # + ) ; Simón Bolívar was born on July 24th 1783 in Caracas. Two of his teachers were Simón Rodríguez and Andrés Lee y responde las preguntas: I. READING AND REFLECTING
(leyendo y re>exionando)
Unit Three: Memories
69
José Félix Ribas was born on September 19th, 1775. My grandparents were born in November. Manuelita Sáenz was born in 1797. EXAMPLES We/ You / They
on __________ (complete date)
were born
I /she / he
in___________ (month)
was in __________ (year) GRAMMAR
1. Observa:
He 3ew the 4rst Venezuelan 3ag in 1806.
He died in Spain in 1816.
Unit Three: Memories
70
Mrs. Tovar &' 2222222222 José *%2222222251G 22222222 * Antonio She fought at Pichincha, Junín and Ayacucho battles. Mrs. Tovar What did she do? María She ______ a brave woman, a heroine. Mrs. Tovar Who ______ Manuelita Sáenz? Completa: L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
3. When was José Felix Ribas born? (complete date) 2. When was your mother born? (only month) 1. When were you born? (complete date) Responde como se te indica y luego pregunta la fecha de nacimiento a tus compañeros: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Three: Memories
72
Escuchen y lean silenciosamente el diálogo anterior. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
and read more about it? y don e go t
and lit their 4res. hey caulked their canoes
y
y
Dos compañeros conversan. Uno de ellos faltó a la clase de ciencias y le pregunta a su compañero sobre la clase. historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
3
(¡Exploremos!)
Memories
We found oil Lesson 9
Unit Three: Memories Pedro: That’s incredible! Rafael: They ______ their 4res, and ______their canoes Pedro: What did they ________ with it? Rafael: Yes. I _____ about that in the library. Pedro: Really? Rafael: * Pedro: Who _________oil for the 4rst time, Rafael? Formen parejas para completar el diálogo y practicarlo. Utiliza la forma apr D. NOW, LET’S PRACTICE!
(¡Ahora, practiquemos!)
Engineer : José: Engineer: Alida:
@ + I can hand them out. There´s gasoline, kerosene… but wait! It´s a long list, I brought these lea3ets for you all. Yes. I have a question! What oil products do you produce? a lot about petroleum. Do you have any questions for him? Teacher: Good morning, students. This is Mr. Noé Alvarado, an engineer from PDVSA. He knows
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
73
Unit Three: Memories
74
Polythene
Kerosene
Gasoline
Diesel fuel
Synthetic Obers
Lubricating oils
Rubber
Plastic
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Three: Memories
75
Venezuelan oil re4neries are in___________________ There are ________re4neries in Venezuela Where are there oil re4neries in our country? How many oil re4neries are there in Venezuela? map on the right and answer: J % ' * Listen and repeat (Escuchen y repitan) G. LET’S READ AND LEARN!
Pedrito: Grandpa: Pedrito: Grandpa: Pedrito: Pedrito: Grandpa:
(¡Leamos y aprendamos!)
*%*''& A Yes, it was. Sometimes gas or oil wells caught 4re. Was it risky? I liked it very much. How did you like your work? I was an oil 4eld worker for 30 years. What was your occupation, grandpa?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Three: Memories
76
Spanish conquerors taught indigenous people about oil. Indigenous people cured some ailments with petroleum. Spanish conquerors called the petroleum mene TRUE FALSE the indigenous people to caulk their ships as well, and treat their weapons. the caulking of canoes. Upon their arrival in the early 16th century, the Spanish conquerors learned from thick black liquid as mene, and used it primarily for medicinal purposes, as an illumination source, and for oozed through the ground to the surface, before the Spanish conquistadors arrived. The locals knew the The indigenous peoples in Venezuela already utilized crude oils and asphalts from petroleum seep, which Lean y marquen verdadero (true) o falso (false). I. READING AND REFLECTING
(leyendo y re>exionando)
3. a. It´s an oil re4nery. 2. a. There are 4ve re4neries in our country. 1. a. They used it to caulk their canoes.
b. It´s in Carabobo state. b. These re4neries are near the coast.
Escucha las preguntas que leerá tu docente y encierra en un círculo la letra de una de las opciones. H. ALL EARS!
(¡Todo oídos!)
Unit Three: Memories 4. ______ do we have our re4neries ? 3. ______ did we drill an oil well in Venezuela for the 4rst time? 2. ______ managed those re4neries in 2002? 1. ______ do they do at a re4nery?
77
Completen las siguientes oraciones. Use who, where, when, what. (Ahora, ¡Practiquemos!)
K. NOW, LET’S PRACTICE!
Our indigenous people used oil for the 4rst time Who used oil for the 4rst time?
He worked in El Palito reOnery Where did he work last year?
They lit their Ore. What did our indigenous people do with oil?
They 4rst found oil in 1914. When did they drill the 4rst oil well?
oraciones y deduzcan el patrón) Pay attention to the following sentences and deduce the pattern involved. (Presten atención a las siguientes J. BUILDING BLOCKS
(Bloques de construcción)
Unit Three: Memories
78
América: Martín: América: Martín: América: Martín: América: Martín:
They _____ about their experience in the oil industry. What did they talk about? Some workers ______ did you interview? I went last week ______did you go? Yes, I did. I _____ with some of my classmates. _______you go to the re4nery?
propios nombres. Después de practicar los diálogos de las lecciones previas, completen y practiquen el siguiente, pueden usar sus L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
Unit Four: So sad... , and others. A natural disaster causes a lot of damage and harm. , tsunamis, earthquakes, volcanic eruptions, tornadoes, 3oods, avalanches, erse events resulting from natural processes of Mother Earth. Some Natural Disasters ales han ocurrido en Venezuela en estos últimos años: (¡Escuchemos y leamos!) Earthquake
Flood
Forest 4re
Tsunami
Can you mention some natural disasters? What are natural disasters? Observa y comenta acerca de las siguientes imágenes. Responde la preguntas: A. LET’S EXPLORE!
4
So sad...
(¡Exploremos!)
We lost our houses Lesson 10
Unit Four: So sad... Unhappy / very unhappy Sad / So sad
81 Depressed / very depressed
Adverbios intensi4cadores Lee y aprende las palabras y expresiones: E. LET’S READ AND LEARN!
You: Your partner: You: Your partner: You:
(¡Leamos y aprendamos!)
That’s terrible. I feel so ______ about that. We ______ our property. There was a ______ in _______. Why did you _______? I _______ from _______, my home town. _____, you look very ____, what happened?
Formemos grupos de dos para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
Mayra Victor Mayra: Victor: Mayra:
(¡Ahora, practiquemos!)
*%1& * We lost our house. There was a terrible mudslide in Vargas state. Why did you move? I moved from La Guaira, my home town. Victor, you look very sad, what happened?
Victor se acaba de mudar de La Guaira. Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
82
of the mudslide when she heard the noise She was having dinner
It started to rain while I was sleeping
the disaster happened They were having fun when
Pasado continuo vs pasado simple Tired / really tired
Nervous /pretty nervous
ralugeR
ralugerrI
Unit Four: So sad...
83
Have
Had
Hear
Heard
I heard people’s cries.
Give
Gave
They gave us directions to follow.
I had a broken arm.
Arrive
Arrived
/d /
Help
Helped
/t/
Start
Started
/id /
Present
people. The helicopters arrived to help I helped my family and neighbors. The rain started at midnight.
Past Verbos Regulares e Irregulares
Escucha y repite: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Mayra: Victor: Mayra: Victor: Mayra:
properties. My goodness! So many people lost their lives and I was reading a book when I heard people screaming. Tell me, what were you doing when it happened? It’s true. There were such beautiful houses destroyed. There were so many people devastated by their loss.
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
84
Comenta con tus compañeros qué cosas hacemos los humanos que ayudan a causar los deslaves. mud3ows, and slurries. activity, earthquakes, 4res, and humans mismanaging the land. They can also be called landslides, Mudslides are moving rivers of rock, soil, and water. Mudslides are often triggered by storms, volcanic Mudslide. Lee y subraya los sinónimos de ‘mudslide’: I. READING AND REFLECTING
(leyendo y re>exionando)
5
study
studied
4
enjoy
enjoyed
3
paint
painted
2
laugh
laughed
1
stop
stopped /d/
/t/
Escucha, selecciona el tiempo verbal e indica el sonido Lnal, en caso de ser pasado H. ALL EARS!
(¡Todo oídos!)
/ id /
Unit Four: So sad...
85
adjective+one
The Vargas and El Limón tragedies were big ones.
demonstrative+one
Those ones are our apartments. Plural
determiner+adjective+one
The Vargas tragedy was a big one.
demonstrative+one
That one is my apartment. Singular
IndeOnite Pronouns One/Ones
2. Observa:
I lost my house, but I got
That
er ther
I lost my house, but now I got a new one
1. Lee y comenta: J. BUILDING BLOCKS
(Bloques de construcción)
No, it is the red and white one
86
Student B Student A Student B Student A Student B Student A
Yes, it’s a big ________. *%1222222222 & We got a _________ house. What happened? Yes, I am _______ happy You ________ happy.
En grupos de tres, completen el diálogo y practíquenlo: L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
(visit / visited / visits) 4. Many reporters ____________ the country to cover the news in El Limón in 1987. (take / took / takes) 3. The disaster in Santa Cruz de Mora (Mérida state) _______ place in 2005. (watched / watches / watch) 2. She always ____________ the news on TV. (lose / lost / loses) 1. Many people ______ their houses in La Guaira in 1999. Selecciona el tiempo verbal: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Four: So sad...
88
land and return. A tsunami can occur at any time, day or night. damage and loss of life. The tsunami danger period can continue for many hours as the waters move onto fast as jet planes over deep waters, and they can violently attack beaches, causing devastating property impact of cosmic bodies, such as meteorites, can generate tsunamis. Extremely big waves may travel as or volcanic eruptions under the sea. Earthquakes, mudslide, volcanic eruptions, explosions, and even the A tsunami (Japanese word that means ‘harbour wave’) is a series of giant waves caused by earthquakes ¿Qué puede dar origen a un tsunami? ¿Cuáles son los efectos de un tsunami? Escuchen y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observen el siguiente collage y describan la situación. ¿Qué situación se presenta? A. LET’S EXPLORE!
4
(¡Exploremos!)
Tsunami ! Lesson 11
Unit Four: So sad...
89 Student A: Teacher: Student B: Student A: Teacher:
That’s ___ scaring! Many people _____ their properties. _____ 2011. When _______ _______ _______ ? There was a _______ in Japan.
Formemos grupos de tres para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
Mayra: The teacher: Rebeca: Mayra: The teacher:
(¡Ahora, practiquemos!)
It is so sad! It is so scaring! Thousands of people died and many people lost their houses It was in 2004. It damaged other countries When did it happen? There was a tsunami in Thailand.
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
90
many bottles of w
a lot of food
some bottles of w
some food
a few bottles of w
little food
Countable
Non countable NOUNS
Lee y aprende palabras y expresiones: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Four: So sad...
91
T __ F __ T __ F __ T __ F __ T __ F __
Escucha y marca la opción correcta en cada par de letras. Ej.: T H. ALL EARS!
F
(¡Todo oídos!)
Tsunami
Tsunami warning signs: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!) Mapa de zona de tsunami en el mar Caribe www.meted.ucar.edu/trainingmodule_es.php?id=907
Mayra: The teacher: Rebeca: Mayra: The teacher:
Yes, Venezuela experienced tsunamis in the past. But we had a tsunami in the Caribbean in 1530. Tsunamis are deadly. Thank God we live in the Caribbean. Yes I did. It was really impressive. Did you watch the documentary on natural disasters?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
92
ou must be away from the sea shore. You must be away from glass.
ener en cuenta en situación de alarma por tsunami ¿Qué podemos hacer? (Bloques de construcción)
:/K:) ;1 !L /1#1#K!:/ 9#!:##K# L1;90:K2222222222222
En pareja re>exiona acerca de los sentimientos que genera un tsunami. I. READING AND REFLECTING
(leyendo y re>exionando)
Unit Four: So sad...
93
There was some support.
They didn’t make any eLort.
Were there any blankets?
There was a lot of help.
She doesn’t need any help
injured? Were there a lot of people
They made a little eLort.
I don’t have a lot of candles.
Did they have a few candles?
There wasn’t a tsunami in America in 2004.
There weren’t any candles.
Was there a tsunami in Asia in 2004?
Were there any candles?
There was a tsunami in Asia in 2004
There were some candles.
Singular
Plural
candles
a lot of a few any
blankets +
sheets children
some
eLorts Countable Nouns
a lot of a little any
food +
some
help eLort
Uncountable Nouns
2. Ahora, observa las siguientes tablas:
support
Unit Four: So sad...
94
22222222222222222222222222222222222222 22222222222222222222222222222222222222 22222222222222222222222222222222222222 22222222222222222222222222222222222222 When a tsunami, you must… En grupos de dos o tres completen lo que debe hacerse ante una situación de un tsunami . L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
We need ______4rst aid kits.
We need _____medicine.
________ participants.
We have ____ water.
We need ________ petrol.
________ volunteers.
________ of ointment.
I have _____ hope.
There are ____ aspirines.
Completen las oraciones con una forma de cantidad. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
MORE FUN! (¡Más diversión!)
Unit Four: So sad...
96
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observen las imágenes.¿ Dónde están los personajes? ¿De qué crees que hablen? A. LET’S EXPLORE!
4
(¡Exploremos!)
It was an earthquake Lesson 12
Unit Four: So sad...
97
You: Your partner: You: Your partner: You: Your partner: You:
I ___________. I didn’t know. I _______ learn some safety ____________. Good for _________. That´s _____________. I was ______________ into the street, but dad _________me. You’re right. I was so ________________. _____ ______. That was ______________. I felt an_______________yesterday.
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Ramiro: Mariana: Ramiro: Mariana : Ramiro: Mariana
(¡Ahora, practiquemos!)
I agree. We and our families should be prepared. We never know! We have to learn some safety measures for those events. Good for him. We must not run outside during an earthquake. I was running to the door, but my dad stopped me. Yeah! They surely are. I was frightened, too. Earthquakes are frightening. I felt one yesterday.
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
98
Don´t get out of your car.
Don t rush in a crowded place.
Stay beside a piece of furniture.
Existen algunas medidas a tomar mientras sucede un terremoto: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
y
y
Move away from buildings.
Unit Four: So sad... The ground shakes gently.
99 wobble noisily.
Domestic animals behave strangely.
Reconozcamos los signos de un terremoto: G. LET’S READ AND LEARN!
Ayauá: Tibaire: Ayauá: Tibaire: Ayauá:
(¡Leamos y aprendamos!)
areas in Venezuela. Yes. Unfortunately, there are many risky there were some aftershocks, too. Yes, a magnitude 7.6 earthquake. And very intense. Many buildings collapsed there. It was Caracas when it happened. I know about it. My mom was living in earthquake in Venezuela in 1967. My history teacher talked about an awful
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Four: So sad...
100
2. Was Simón Bolívar the only survivor?_________________________________. 1. How many people died during that event? _____________________________.
early evening of that dreadful day. estimated 20,000 deaths and incalculable material damage. Simón Bolívar was among the survivors in the damage in Caracas, La Guaira, Barquisimeto, San Felipe, and Mérida. The capital was destroyed with an A devastating 7.7 magnitude earthquake occurred at 4:37 p.m. on March 26, 1812. This disaster caused Lee y responde las preguntas : I. READING AND REFLECTING
(leyendo y re>exionando)
3. The presidential palace collapsed. 2. It happened in the early morning. 1. An earthquake hit Haiti in 2010. TRUE FALSE Escucha y marca verdadero o falso H. ALL EARS!
(¡Todo oídos!)
Unit Four: So sad...
101
We were running out.
running out. They were not / weren’t
Were you running out?
yesterday. The ground was shaking
shaking yesterday. The ground was not / wasn’t
yesterday? Was the ground shaking
Examples Subject + was/were + Verb+ing Past Continuous 2. Observa: in case of an emergency. Don’t use the telephone except
Don t light a 4re.
Shut oL the gas valve
Stay out of severely damaged buildings
Safety measures after an earthquake.
1. Existen algunas medidas a tomar después de un terremoto: J. BUILDING BLOCKS
(Bloques de construcción)
102
You: Your partner: You: Your partner: You: Your partner: You:
I ___________. I didn’t know. I _______ learn some safety ____________. Good for _________. That´s _____________. I was ______________ into the street, but dad _________me. You’re right. I was ___________ when it happened. Yes,_____ ______. That was ______________. Did you ____________ the earthquake?
En grupos de dos, completen el diálogo y practíquenlo: L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
4. your / the / hands / of / neck / Cover / with / your / sides 3. your / in / head / Tuck 2. to / knees / Drop / your 1. to / Don’t / next / glass / stand Ordena estas oraciones y aprende otras medidas de seguridad en caso de terremoto: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
MORE FUN! (¡Más diversión!)
Unit Five: On the art route
104
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observen las imágenes.¿ Dónde están los personajes? ¿De qué crees que hablen? A. LET’S EXPLORE!
5
(¡Exploremos!)
On the art route
I loved her performance Lesson 13
Unit Five: On the art route Student B: Student A: Student B: Student A: Student B: Student A:
105 Yes. It ____________ an unforgettable concert. ;*22222222222 E I _____________liked the second part. You’re right. He sings ______________. I __________ it! He´s a great singer. How did you __________ his performance?
Formemos grupos de dos para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
María José: Paco: María José: Paco: María José:
(¡Ahora, practiquemos!)
He was from Yaritagua, but he lived in Maracay for a long time. Where was he from? ;*' 7 JE +'' & I loved it! Specially the 4rst part. How did you like the concert?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Five: On the art route
106
Arturo plays the bass. He’s an excellent bassist.
Rosa plays the piano. She’s a great pianist.
Henry plays the harp. He’s an awesome harpist.
Pablo plays the violin. He is a marvellous violinist.
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Five: On the art route
107
Jesús conducts an orchestra. He’s a conductor.
Rosolina can dance. She’s a dancer.
He’s a cuatro player. Gabriel Ríos plays the cuatro.
She’s an actress and he’s an actor. Daifra and Manolo act.
Observa las imágenes y lo que se dice de ellas: G. LET’S READ AND LEARN!
Student A: Student B: Student A: Student B: Student A:
(¡Leamos y aprendamos!)
It was incredibly good! And they’re only four musicians. How did you like it? It was a jazz band. Really? What kind of music was it? 1' * *;
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Five: On the art route
108
4. She gave her 4rst concert in England. 3. She died when she was 63 years old. 2. Her 4rst piano concert was in 1866. 1. Teresa Carreño could not sing. TRUE FALSE gave concerts all around the world and became really famous. She died in New York on June 17,1917. 22nd, 1853. She gave her 4rst piano concert at the age of nine at the Irving Hall Theater, in New York. She Teresa Carreño was a piano concert pianist, singer and composer. She was born in Caracas on December Lee y responde verdadero o falso. Escribe en tu cuaderno la información verdadera para las que sean falsas: I. READING AND REFLECTING
4. Salvador 3. Roberto and Manuel H 1. Glen and Christian
(leyendo y re>exionando)
marvelous singers an excellent violinist awesome cuatro players marvelous violinists an amazing bassist great harpists
Escucha las oraciones y une el nombre de las personas con lo que se dice de ellos: H. ALL EARS!
(¡Todo oídos!)
Unit Five: On the art route Clear Awful Excellent Marvellous Amazing Quiet Nice Slow Awesome
109
+ly
Adjective
Clearly Awfully Excellently Marvellously Amazingly Quietly Nicely Slowly Awesomely
Act Direct Conduct Sing Paint Compose Dance Play
Adverb
Verb
+or
Actor Director Conductor
+er
Singer Painter Composer Dancer Player noun
2. Observa en los siguiente cuadros los cambios de categoría gramatical y su lugar en la oración: He danced gracefully yesterday. Francisco is a graceful dancer.
He composes awesomely. Alejandro is an awesome composer.
She sang marvelously last night. Nikita is a marvelous singer.
1. Observa como realizan ellos sus acciones: J. BUILDING BLOCKS
(Bloques de construcción)
He paints amazingly. Hilario is an amazing painter.
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Student B: Student A: Student B: Student C: Student B: Student A:
Yes. It was an ______________concert. Those _____________ all jazz pieces. I liked the ______________part. You’re right. She played ______________. I loved it! She’s a _______________ concert violinist. How did you __________ the concert?
L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
5. Their performance was awfully/awful. 4. His notes were clearly/clear. 3. The choir sang loudly/loud. 2. The guitarist played a softly/soft song, 1. The conductor moved slowly/slow. Subraya el adjetivo o el adverbio, según corresponda: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
He directed Romeo and Juliet. He’s a good director. There was a quiet audience at that theater. They listened quietly. Rudy is an awful singer. He sang awfully at the concert. Examples
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112
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observen las imágenes. ¿Dónde están los personajes? ¿De qué crees que hablen? A. LET’S EXPLORE!
5
(¡Exploremos!)
On the art route
He founded it many years ago Lesson 14
Unit Five: On the art route Student A: That’s __________ news. ___________’s a friend of mine. Student B: *%A> *'%1222222222222222222 * Student A: I do. I play the _____________. Student B: No, I don’t. I’m a ____________. What about you? Student A: 02222222222' * * * 5 Formemos grupos de dos para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
María Gabriela: Gabriel: María Gabriela: Gabriel: María Gabriela:
(¡Ahora, practiquemos!)
That’s good news! She’s a good alto, and she’s a friend of mine. *%1 > *'%1* * I play the piano, and they already have a pianist. No. I study there, but I’m a soloist. What about you? 0 ' * * * 5
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
113
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114
Juana is an alto.
Jorge is a bass.
They can both reach low notes. Tamara is a soprano.
Andrés is a tenor.
They can both reach high notes. Además de orquestas, las escuelas de música tienen coros. Hay cuatro tipos de voces principales: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
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115
The oboe belongs to the woodwind section.
The cello belongs to the string section.
The trumpet belongs to the brass section.
The timpani belong to de percussion section.
En las orquestas hay cuatro secciones que agrupan los instrumentos según su característica común: G. LET’S READ AND LEARN!
Student A: Student B: Student A: Student B: Student A:
(¡Leamos y aprendamos!)
Because I’m a pianist, and they only need one piano in an orchestra. Why do you say that? I want to play in one, but it’s diNcult to 4nd a place. None. I sing in a choir. I’m a mezzo. What about you? What orchestra do you play with?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
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2. Was he born in Aragua?__________________________________________. 1. How old was he when he died?_____________________________________. “Transcendence to the future” was his motto. among others. He was a pioneer of the musical movement we are experiencing today in our country ; * %San Juan de Los Morros * % #* * % 2nd, HPPQ'** +' & & *J 6 *! * % He founded Escuela Federico Villena, in Maracay in 1969 and was the principal of that school until March ) ' 7 ' ) HM%NO3P +' * Lee y responde las preguntas. I. READING AND REFLECTING
(leyendo y re>exionando)
5. Musically intelligent people are good at thinking in patterns. 4. Music is a gift from heaven. 3. A musically intelligent person is usually a good composer. H @& * 1. Music can make you feel relaxed.
Encierra en un círculo el número de las oraciones relacionadas con lo que leerá tu docente: H. ALL EARS!
(¡Todo oídos!)
Unit Five: On the art route
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Pamela is a friend of Raul’s and Isaías’s.
She is a friend of theirs.
Josué is a friend of mine and yours.
He’s a friend of ours.
Román is a friend of Lucia’s.
He’s a friend of hers.
They are friends of Alberto’s.
They are friends of his.
2. Observa:
She’s a friend of his.
She’s a friend of ours.
He’s a friend of mine.
1. Observa como realizan ellos sus acciones: J. BUILDING BLOCKS
(Bloques de construcción)
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Student A: Student B: Student C: Student B: Student A:
& ? * * Is it ___________? Well, why don’t you _____________at the Federico Villena. Yes. I ______ in a choir. I’m a soprano, but I don’t read music. I _________ you want to study music.
En grupos de tres, completen el diálogo y practíquenlo: L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
5. You’re a friend of ________. (we) 4. He’s a friend of_________. (you) 3. We are friends of ________. (they) 2. They’re friends of________. (she) 1. She’s a friend of _________. (he) Ejm.: Tomás is a friend of mine ( I )
Completa con el pronombre posesivo correspondiente: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
UnitOn Two: hurt! Unit Five: theThat art route
120 120 120 Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observa las imágenes.¿Tienes idea de dónde se encuentran los personajes o sobre qué hablan? A. LET’S EXPLORE!
5
(¡Exploremos!)
On the art route
Not too far from here Lesson 15
Unit Two: hurt! Five: That On the art route Student A; Student A; Student A; Student A; Student A; Student A;
121 121 121 It’s not ___________from here. It´s next to the church. How nice. ___________ is it? It _________________ last weekYou’re ___________ to a 4lm club?. When did it start? It is. I meet my __________ at the 4lm club at 3 o’clock ____________ you are. That ________ looks heavy.
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
(¡Ahora, practiquemos!)
Fabiana: It´s not far from here. It´s next to San Isidro school. Alicia: Fantastic! Where is it? Fabiana: They opened it last week. open it? Alicia: You’re going to an art school? When did they Fabiana: They are. We have our arts and handcraft class. Alicia: Hey, those bags look heavy. Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
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122
Arts and Crafts club
Theater Crew
Computer and Technology club
Film Club
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
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123
It’s on the left
It’s on the right
Go along this street.
Turn/go back and go on for two blocks.
Escucha y repite las expresiones para dar direcciones. G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Student B: That’s right. It’s only 4ve minutes on foot. Student A: *% E & Student B: Well, It’s about seven blocks. It’s on Bolívar Avenue, right across from the church. Student A: So you meet the theater crew at Casa de la Cultura. Is it far from here? Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Five: On the art route
124 The school is between the books store and the restaurant.
The museum is next to the drugstore.
1. Observa las imágenes y completa la oración. J. BUILDING BLOCKS
(Bloques de construcción)
connect to the internet. You can 4nd lots of maps there, for example, Google maps. speci4c map of the place, then you can make use of the advantages of your modern cellular phone and know. A guide book can be a lot of help too. It’s also necessary to pack a map. If it is not possible to get a essentials such as a note pad, a pen to write notes, and a road atlas in case you get to a place that you don’t It is amazing the number of people that are not prepared when they travel. It is a good idea to pack some 4 x 4 TV Adventure Tip Realiza la lectura en silencio Escribe una lista con las cosas recomendadas y agrega algunas más: I. READING AND REFLECTING
(leyendo y re>exionando)
Student B: You’re welcome. Student A: Thank you. Student B: That’s it. __________ until I get to the gas station. Student A: @ 0'* % *222222222 & *2222222222 @ 1* ' street about six _________, and the __________ is _________ from the gas station. Student B: *% ' * @ * 22222222 & 6 * 22222222 ' * Student A: To the _________. Student B: ______ are you trying to _______? Student A: Excuse me. I think I may be lost. Escucha el siguiente diálogo y completa los espacios en blanco. H. ALL EARS!
(¡Todo oídos!)
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125
5. _____ you _____ _____here?
Yes, _____ ______. How ______ I _______ you? on for about three _______. Fuerzas Aéreas Avenue. Then _____ left and go
4. _____ you ______ ______ the Terminal _____? 3. Where _____ the ______ cafeteria? 2. ______ you tell me ______ the bakery ______? 1. How ________ I __________ to the Polideportivo?
Sure. Go _____ this street until you get to It’s _______ that building. It’s in _______ of drugstore. ______ the second street on the ______.
Completen las oraciones de ambas columnas. (Ahora, ¡Practiquemos!)
K. NOW, LET’S PRACTICE!
I’m looking for Vargas Street.
Turn left on the next corner and go on for 4ve blocks.
Do you know where the lunch room is?
turn left and go to the end. Walk straight until you get to the next hall. Then
Can you tell me where the school is?
Sure. It’s behind the Mercal.
Where is the bank?
It’s near the church.
How do I get to Las Flores Street?
Go ahead for 4ve blocks. Asking and Giving Directions
2. Ahora, observa la siguiente tabla en la que se te muestran algunas formas de preguntar direcciones.
Turn right on the next corner.
Turn left and go straight that street.
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126
nuevo vocabulario de esta lección. den las direcciones y practíquenlo. Pueden representarlo usando sus propios nombres u otros y agregando el En grupos de dos/tres, lean de nuevo los diálogos anteriores. Luego creen nuevos diálogos con la siguiente imagen, L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
128 Escuchen la conversación anterior y lean la historia en forma silenciosa B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
y hec
housework? o you usually do
It looks like you were your weekend?
mom in the kitchen. weekend I helped my ;* things too. Really? I did many
this weekend I had to! I can´t cook very well, but
supermarket with my dad.
ran many errands of homework and Well, I had to do a lot
historia? ¿Qué situación se presenta? la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
(¡Exploremos!)
A hectic weekend Lesson 16
Unit Six: I worked really hard Student B: Student A: Student B: Student A: Student B: Student A:
129
Me, too. What a hectic weekend! Yes. I also had a lot of ____________. That ___________ tiring. Well, really __________. I had to cook and ___________. Hello,____________. How__________ your weekend? Hi,______________.
Formemos grupos de dos para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
Andrés: Joseph: Andrés: Analy: Andrés: Joseph: Analy:
(¡Ahora, practiquemos!)
That sounds great! I want to talk to your father. My father was a baseball player some years ago. He can help you. Because we didn’t have enough training. We don´t have a trainer Too bad. Why did you lose the game? I had a baseball game on Saturday, and our team lost again. for our community. Busy and fun. We had to do a lot of things. We organized some sport competitions Hi, guys. It is a very beautiful Monday. How was your weekend?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
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130
Pedro had to clean the windows.
Renzo had to 4x his bike.
Miguel had to do the dishes.
Leida had to do the laundry.
Marco and Simón had to wash the dog.
Luis had to mow the lawn.
I had to…
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Six: I worked really hard
131
He had to wash many dishes.
She had to do a lot of homework.
She had to wash some dishes.
She didn’t have to wash any dishes.
She had to do some homework.
She didn’t have to do any homework.
Lee y observa: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
School Principal MPPE supervisor School Principal MPPE supervisor School Principal MPPE supervisor
Yes, they love their school Wow! That sounds great! Yes. The students painted and cleaned on weekends. Really? We had to ask for help from our community. How did you solve the problems in this school?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
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132
2. GraNti expreses bad feelings. 1. GraNti appeared recently. TRUE FALSE around the world. time, they included interesting images with political or environmental messages. This art form spread They used pencils to paint their “tags’. Soon, many teenagers added color to their “tags” with aerosol. In During the 70s in big USA cities, some young people started painting their names or “tags” on street walls. Lean el siguiente texto, respondan verdadero o falso y dibujen un graMti sobre su comunidad o estado.
I. READING AND REFLECTING
(leyendo y re>exionando)
4. His wife had to do a lot of housework. 3. The doctor had to see many patients. 2. The mechanic had to 4x many cars. 1. The secretary had to type some letters. TRUE FALSE Escucha las oraciones y marca con una X si es verdadero (V) o falso (F): H. ALL EARS!
(¡Todo oídos!)
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133
write some essays. - I did some. I had to cook. - I did. I had to solve many math problems and clean my bedroom a short story. - No, I didn’t have to do much. I only had to - No, I didn’t have to do much. I only had to read - No, I didn’t have to do any. - Yes, I had to do a lot of homework. 0* any housework?. 0* much homework? Examples
any some many
errands
any
events
some
essays
much
houses
a lot of
+
a lot of
Countable nouns
food +
homework housework work
Uncountable Nouns
2. Mira cuidadosamente la siguiente tabla
many/much cars. René had to 4x
much/many houses. Tadeo had to paint
1. Lee en voz alta y escoge entre much y many: J. BUILDING BLOCKS
(Bloques de construcción)
much/many food. Josefa didn’t have to cook
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134
Student B: Gee! You had _________ things to do! my homework. Student A: I had to _________ my bike, _________ my dog and _________ Student B: Really? What did you have to ________. Student A: It was pretty _____________, Student B: Hello, ____________. How__________ your weekend? Student A: Hello,______________
Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. Formen parejas y lean de nuevo los diálogos anteriores. Luego, completen el siguiente diálogo y practíquenlo. L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
4. The school principal had to talk to ____________ people. 3. Mr. Martínez didn´t have to send ____________ e-mails, only _________ 2. Mrs. Sumoza had to buy ____________ sugar. 1. Did she have to run _________ errands? Completa con some, any, a lot of o many: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
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136
Escuchen lean silenciosamente. B. LET’S LISTEN AND READ! time. I’m so tired.
Did you work on
because it was too long.
Did you 4nish your
(¡Escuchemos y leamos!) I started two days ago.
my father in the grocery store.
too lat The teachers assigned that *% * 6
When did you start
homework was very hard.
Did you write all the
homework but I couldn t 4nish it.
Really? What time
historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
6
(¡Exploremos!)
I needed more time Lesson 17
Unit Six: I worked really hard STUDENT A: Thank you very much. STUDENT B: *%1* + STUDENT A: Yes, I ______. But I __________ 4nish it. I _________ more paper. STUDENT B: Did you _________ on the science project? STUDENT A: It ______ very late when I ________ it. It was very diNcult. STUDENT B: No, I ______. It was _______ long. STUDENT A: _______ you _________ your math homework? Formemos parejas para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Ahora, practiquemos!)
Ask the teacher for an extension of time Yes, it is. I need more time. I worked on paper recycling. I 4nished the homework last night. It was hard. I searched for the process of recycling bottles. And you? What did you do? No, I didn’t. I had to work on my recycling project. Did you begin the paper on Venezuelan history last weekend?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
137
Unit Six: I worked really hard
138
Did you 4nish the science paper?
The map was too diNcult.
We didn’t have the graphics we needed.
Escucha y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Six: I worked really hard No. I didn´t. I needed more time. Did you do all your test?
139 No. It was too long. Did she write the dialogue?
No. It was too late when I started. Did you 4nish the essay?
Ellos tuvieron razones para no hacerlo: G. LET’S READ AND LEARN!
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Leamos y aprendamos!)
Sure. Next week I want to help. Let me know next time you go there. No, we didn’t. Just a few. We didn’t have enough time. *%%1& * 0 *5 Because we went to the Warairarepano on foot. And we got here too late. Why didn’t you attend the meeting yesterday?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
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140
3. Did they get a good grade in PE? Why? 2. Why didn’t they get good grades in biology? 1. In what subjects did they want to get “A”s? they didn’t study enough. They needed help from their teachers and more time. the English dialogs because they were too long and they couldn’t do the oral presentation in PE because was very diNcult; they couldn’t end the science project because they needed more material; they didn’t do term, some of them had to do many things and didn’t have time to 4nish the math homework because it The students in my school wanted to get good grades in mathematics, biology, English and in PE. But this
Lee con mucha atención. Luego responde las preguntas en tu cuaderno. I. READING AND REFLECTING
(leyendo y re>exionando)
3
a. No. I didn’t read the newspaper today.
b. No, I didn’t. I didn’t have time.
2
a. Yes, I did. I went to bed very late.
b. Yes, I did. I 4nished lunch and went home.
1
a. Because she wanted to come early.
b. Because I had to help my mother.
letra correspondiente. Escucha las siguientes preguntas. Señala la respuesta apropiada para cada una, encerrando en un círculo la H. ALL EARS!
(¡Todo oídos!)
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141
The students wanted more exercises.
The students wanted less reading.
on Friday. Monday. Mrs. Peláez gave her students more homework Mrs. Peláez gave her students less homework on The teacher had more time today.
The teacher had fewer students today.
I want to learn more words in English.
I want to have fewer mistakes. More vs less More vs Fewer
2. Observa cuidadosamente la siguiente tabla. 7. The principal spoke very loudly this morning. 6. This morning they walked quickly to get to school on time. 5. We cleaned it very fast. 4. I did my homework neatly. 3. We carried it carefully. 2. We worked hard. 1. I didn’t study enough.
1. Observa las ilustraciones e identifícalas con el número correspondiente a la frase de la columna. J. BUILDING BLOCKS
(Bloques de construcción)
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142
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
That’s ______ bad. Yes, our teachers give us ________ homework on Friday than any other _______. +' @5 5 I didn’t ________ there, because I had ______ homework. Fine, thanks! I ________ see you at the party last Friday. Hi, dear! How are you?
Completa el siguiente diálogo y practícalo con un (a) compañero (a): L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
4. I like my new english teacher. She gives ________ reward and ________ punishment. 3. Teachers have _________ time to correct and ________ problems to solve. 2. Students want ________ time to practice sports. 1. I need ________ information for this academic essay. Escribe more o less según corresponda en las siguientes oraciones: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Six: I worked really hard
144
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
That one was the longest.
You’re lucky! I don’t like it at all!
weeks doing that homework. You’re right. I spent three
it’s my favorite subject. But I enjoyed it a lot because
and shorter. Because yours was easier
homework? I did mine. Why didn’t you 4nish your
to write four pages. & 6E *
Do you think so?
was the science project. Yeah, but the most diNcult
diNcult than the math exercises. This homework was more
historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
6
(¡Exploremos!)
That was more diNcult Lesson 18
Unit Six: I worked really hard Pedro’s exam is good.
145 Juan’s exam is better tan Pedro’s.
Maritza’s exam is the best of all.
c.
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. Observa: E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
STUDENT B: @ L E % STUDENT A: I like that _______ over there. STUDENT B: Yeah, they are__________ , too. STUDENT A: This bookstore is new. Notebooks are ___________ than in the one over there. STUDENT B: @ 122222222 STUDENT A: Let´s __________ a notebook..
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE! STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Ahora, practiquemos!)
No, it is not. It is more beautiful than mine, but it’s smaller and it has fewer pages. Really? This is better than that one. The cheapest and the worst. I had one two weeks ago. Because it was the cheapest in the bookstore. Why did you buy that notebook?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Six: I worked really hard
146
Lee c
ención:
G. LET’S READ AND LEARN!
STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
(¡Leamos y aprendamos!)
And I have to go back to class. See you later! Well, I have a lot of homework to do. Mine are longer today. Because my classes 4nished earlier today. Why did you leave school so early?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Six: I worked really hard
147
grado: positivo, comparativo y superlativo: Escribe en tu cuaderno los adjetivos que se encuentran en la lectura y clasifícalos en tres columnas, según su
everything was too expensive. We couldn’t aLord it so we decided to go back to our old City Mall. town. We were very happy to be there. We went into several stores looking for something we could buy but It also had a great place to eat diLerent kinds of food. It had the most amazing garden of all the malls in went to the new mall. What a surprise! It was bigger than the old one. It had larger department stores. Yesterday, my sister and I went shopping. We wanted to buy something nice for our young brother so we
Lee cuidadosamente: I. READING AND REFLECTING
(leyendo y re>exionando)
4. I had to buy the ___________ notebook. I didn’t have enough money. 3. Are these backpacks more _____________ than those ones over there? 2. My students can read __________ than yours. 1. This book is __________ than that one. Escucha al docente y completa las oraciones: H. ALL EARS!
(¡Todo oídos!)
Unit Six: I worked really hard
148 Juan is shorter than Julia. Julia is taller than Juan.
The black briefcase is bigger than the brown one. The brown briefcase is smaller than the black one.
The backpack is more expensive than the wallet. The wallet is cheaper than the backpack.
1. Observa las ilustraciones y compara los objetos. J. BUILDING BLOCKS
(Bloques de construcción)
The book is thinner than the dictionary. The dictionary is thicker than the book.
Unit Six: I worked really hard
149
6. Julio is good, but Ramon is better. students than to his colleagues. 6. 5. Mr. Molina is always more helpful to his 5. science one. 4. The math book is more interesting than the 4. 3. That briefcase is cheaper than the backpack. 3. Paola. 2. Gloria has two sisters. Tania is younger than 2.
Víctor is the best of them. He is the most helpful to his students. of all. The math book is the most interesting book The blue one is the cheapest in this store. Gloria is the youngest of them all.
1. Henry is the tallest of all.
1. My classmates are taller than me.
Examples
far
further farther
the furthest the farthest
bad
worse
the worst
good
better
the best
Adjetivos Irregulares the + tall + est = the tallest
the most + adjective= the most interesting
Adjetivos con una sílaba
Adjetivos con más de dos sílabas Superlativo de Superioridad
Young + er = younger Adjetivos de una sílaba
More + adjetive = more beautiful Adjetivos con más de dos sílabas Comparativo de Superioridad Grados de los adjetivos
2. Ahora, observa la siguiente tabla.
Unit Six: I worked really hard
150
STUDENT B: STUDENT A: STUDENT B: STUDENT A: STUDENT B: STUDENT A:
Sorry, my dear, beauty is not enough. We need comfort. Let´s buy the_________ one. But the brown one is more ____________! It’s ___________ too. I don´t have much money. That blue one is___________. I always carry many notebooks. @ ;*22222222222222222 1 @ Let´s buy a new backpack. Mine is ugly and yours is torn.
un artículo en una tienda. representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. Comprar En grupos de dos. Lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. Pueden L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
4. Jorge isn’t the___________ in my class. (young) 3. Camila is the ____________ girl in class. (short) 2. These magazines are ___________than the ones in the principal’s oNce. (old) 1. This girl is __________ than that girl sitting near the teacher. (pretty)
Escribe el grado correspondiente del adjetivo en paréntesis. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Seven: Let’s make plans
152
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
The school year is about to 4nish. Next Friday, students are going to have their 4nal English test. la historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de A. LET’S EXPLORE!
7
(¡Exploremos!)
Let’s make plans
to take our last test tomorrow Lesson 19 We’re going
Unit Seven: Let’s make plans
153
Mary: Beto: Mary: Jairo: Beto:
Great! Come to my house. My ___________ is going to make _________. __________? ____________ idea! *%A?*2222222222222222222222 * 5 It’s going to be on _______________. Mary: Hey, guys. _________ you going to study for the __________ test? Formen grupos de tres. Completen el siguiente diálogo y practíquenlo. D. NOW, LET’S PRACTICE!
Beto: Mary: Beto: Mary: Jairo: Beto: Mary:
(¡Ahora, practiquemos!)
Great! Come to my house. My grandpa is going to make empanadas. Where? Good idea! *%A?*E ' * 5 It’s going to be on Wednesday. Hey, guys. Are you going to study for the biology test?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
154
Rodney: Mirna: Marlon: Mirna: Marlon. Mirna: Rodney: Mirna:
See you. Bye, bye. Well, see you this evening, guys. Mmm…She makes a delicious bolog Mom is going to make pasta. Why don’t we study in my house this English test next Tuesday. I’m 4ne. Listen! We’re going to ha We’re 4ne. How about you? Hey, Rodney! Marlon! How are you guys?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
*%7 L EA together? Why don’t we study
Let’s practice math together!
How about taking the bus? The library is far away.
Lee y aprende las siguientes expresiones, útiles, para hacer sugerencias e invitaciones. E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Seven: Let’s make plans She’s going to study computering this weekend. They’re going to practice physics next Friday.
Tomorrow, He’s going to meet Andrea.
this afternoon. Julio and Ronny are going to write an essay
A
anuncian planes? Re>exiona sobre los contenidos de las ilustraciones. En A, se anuncian planes personales ¿En B, también se G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
155
Unit Seven: Let’s make plans
156 d. Alex is going to study for his English test on Saturday. c. Alex’s grandparents live near the sea. b. Alex is going to have breakfast at his grandparents’ house. a. Alex is going to visit his grandparents on Sunday.
TRUE FALSE stay home all day because he’s going to study for his English test. NP *E * * ;* * #%*E # % IE @ ;*%*E @*' * @& Lee atentamente el siguiente fragmento y subraya la opción correcta. I. READING AND REFLECTING
a. c.
(leyendo y re>exionando)
Who’s going to make cachapas? Who’s going to meet José? ?*F * 5
My brother and I / My mom and I / My dad Samuel is / I am / Jenny is $ # $ #
Escuchen atentamente y subrayen la opción correcta. H. ALL EARS!
(¡Todo oídos!)
Look at the clouds. It’s going to rain.
B
They’re going to fail the exam. They didn’t study for the test.
Unit Seven: Let’s make plans
Yes. they are.
teachers next year? going to be your Are Mr and Mrs Baena
157
No. I’m not. Tony is.
to have a test? Are you going
Yes, she is.
make pabellón? Is your mom going to
No, she isn’t.
teach you English? Is Wendy going to
Yes/No-questions
I’m going to study.
at home. I’m going to study
to do this weekend? What are you going
to study? Where are you going
WHAT?
Next Thursday.
have your English test? When are you going to
WHERE?
Wh-questions
J. BUILDING BLOCKS
(Bloques de construcción)
WHEN?
Ms. Tovar.
next year? your English teacher Who is going to be ?+ 5
Unit Seven: Let’s make plans
158
Student 1: Student 2: Student 1: Student 3: Student 2: Student 3. Student 1: Student 2: Student 1:
See you. Well, ________ you this ________. Wow. That’s great, too. I like _______________. No. _____________, she’s going to make pabellón. Mmm. Is ______________ going to make ____________? She cooks very well. Why ________ ________ study and have dinner in my house _________ __________? Fine. Listen! We ________________ have our ______________test next ________________. We’re ________. ________ _______ you? Hey, ___________How are you?
representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de tres lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. Pueden L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
___________________________________________________________ d. Are / going to / they / study / library / the / in / ? ___________________________________________________________ c. not / Mom / going to / cook / is / today ___________________________________________________________ b. you / going to / are / Where / go / this weekend / ? ___________________________________________________________ 1E$ *$#$ $& $ $ $ Where are you going to study? Ex.: going / Where / are / to / you / study / ?
Sonia is going to have a test. test / have / Sonia / going / is / a
palabras para formar oraciones interrogativas o declarativas. # R K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
MORE FUN! (¡Más diversión!)
Unit Seven: Let’s make plans
160
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
or dinner! lease, o the
ls
did
I did v
ell, t
Seconds later, Johnny’s cellphone
A week after the 4nal English test… historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
7
(¡Exploremos!)
Let’s make plans
We’re going to celebrate Lesson 20
Unit Seven: Let’s make plans B Congratulations!
B I’m sorry!
B Way to go!
I got an 18. A I did great on the history test.
I got a 7. A I failed the exam.
I got a 15. A I passed my math test.
161
E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Then, ______________ ___________________. __________________! I got an 19, too. Yes. I __________ a 19 and Yvonne got a 20. *%2222222222222222 We are. We _____ very well on the ____________ test Estudiante 1: You look __________ happy! Estudiante 3: Estudiante 1: Estudiante 2: Estudiante 3: Estudiante 2:
Formemos grupos de tres. Completen el siguiente diálogo y practíquenlo. D. NOW, LET’S PRACTICE!
Mónica: César: Kybel: Mónica: Kybel: César:
(¡Ahora, practiquemos!)
Then, let’s celebrate. Congratulations! I got an 18, too. Yes. I got an 18 and Yoly got a 19. *% 5 We are. We did great on the language test. Hey, girls, you look very happy!
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Seven: Let’s make plans
162
Monica: Mrs Torres: Kybel: Mrs Torres:
Thank you, Mrs Torres! And you’re going to celebrate. Congratulations! Well, We did great in our tests… Where are you going, girls?
les pregunta… Ahora, escuchen y repitan el siguiente diálogo. Mónica y Kybel van por el patio, la Sra Torres, se las encuentra y F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Seven: Let’s make plans They’re going to have a swimming competition tomorrow. Javier and Patricia failed their history test.
163
TRUE FALSE competition. he got a 19. Now they are at the swimming pool because next week they are going to have a swimming Javier and Patricia are very happy today because they did very well on their history test. She got an 18 and
Lean atentamente el siguiente fragmento. Luego, marquen “True” o “False” de acuerdo con la lectura. I. READING AND REFLECTING
(leyendo y re>exionando)
to celebrate. I am Fernando. Today I had my (4nal test / 4rst test).I did (great / bad). My (mother/sister) and I are going Escuchen atentamente el siguiente fragmento y subrayen la palabra o frase correcta de cada par de opciones. H. ALL EARS!
(¡Todo oídos!)
There’s no name on it. Whose test this?
No, it’s not mine. Is this book yours?
Leamos y aprendamos las siguientes frases interrogativas y sus respuestas. G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Seven: Let’s make plans
164 * solo para referirse a animales o cosas. They
their
theirs
You
your
yours
No, it isn’t
We
our
ours
Yes, it’s…
It
its*
its
She
her
hers
He
his
his
It’s /they’re…
You
your
yours
Whose… is / are..?
I
my
mine
pronouns
adjectives
pronouns
Subject
Possessive
Possessive
that/… Is this /
aren’t… No, they they’re…. Yes, Are these / those…?
Questions and Answers
2. Fortalezcamos los contenidos de la siguiente tabla:
Pedro’s house.
Gladys’s cellphone
my teacher’s handbag
the teachers’ room
This is
This is
This is
This is
sustantivos propios Expresar posesión con
1. Observen los siguientes enunciados, para expresar posesión. J. BUILDING BLOCKS
(Bloques de construcción)
singulares y plurales Expresar posesión con sustantivos
Unit Seven: Let’s make plans
165
), E$ E. /
;*, E$ .S
a. María is (Ramón’s/Ramón) teacher.
c. (Belkys’s/Belkys’) house is very near.
1. Subraya la opción correcta en cada una de las siguientes oraciones: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
A: Are those pencils yours? B: No, they are hers. A: What are your brothers’ names? B: Jesus and Carlos. A: What’s your brother’s name? / B: Luis. A: Is this your pencil? B: No, it isn’t mine. It’s Luis’s. A: Whose backpack is this? B: It’s Peter’s EJEMPLOS
Unit Seven: Let’s make plans
166
Student 3: Student 2: Student 1: Student 3: Student 1: Student 2: Student 1:
You’re right. Let´s ask him. What about Ramon’s? ________ house is big. No. My parents are not at home. What about ________ house? *% A?* '22222222222 5 We did _________, too. Why don´t we have a ________. We did _______________in the history test.
representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta lección. En grupos de tres, lean de nuevo los diálogos anteriores. Luego completen el siguiente y practíquenlo. Pueden L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
beautiful. What about (yours/your)? (Whose / Who) car is this? It’s (Mrs. Torres’ / Mrs. Torres’s) car. It is very nice. (Mine/My) is small but
opción correcta en cada caso. 3. En las siguientes oraciones, encontrarán todas las formas de posesión estudiadas hasta ahora. Subrayen la
d. car/my grandma c. oNce/the teachers b. cell phone/Susan a. laptop/Carlos
A_______________________________ B: _________________ A_______________________________ B: _________________ A_______________________________ B: _________________ A_______________________________ B: _________________
Books / the students Ej.: Pencil / María
A: Whose books are these? B: They are the students’. A: Whose pencil is this? B: It’s María’s.
2. Completen las siguientes preguntas y respóndanlas.
Unit Seven: Let’s make plans
168
Escuchen la conversación anterior y lean la historia en forma silenciosa. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
How about planting
I’m going t
el t
El profesor Hernández y sus estudiantes están hablando sobre sus planes para las vacaciones: historia? ¿Qué situación se presenta? Observen la siguiente secuencia de dibujos y describan la situación. ¿Dónde se encuentran los personajes de la A. LET’S EXPLORE!
7
(¡Exploremos!)
Let’s make plans
care of my school on vacation Lesson 21 I’m going to take
Unit Seven: Let’s make plans Student 4: Student 1: Student 3: Student 1: Student 2: Student 1:
169
_____________________________. What __________ you, ________________? I‘m_________________________________ . What are you going to do on vacation, __________________? We’re going to miss you too, ___________________. Hello friends! Today is our last day of school. _____________________.
Formen grupos de cuatro para completar el siguiente diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Daniela: Teacher: Yoel: Teacher: Paula: Teacher:
(¡Ahora, practiquemos!)
I’m going t y home What about you, Mirelli? I’m going to visit my grandparents in San Carlos. Let’s see. What are you going to do on vacation, Samuel? We’re going to miss you too, teacher. Well, today is our last day of school. I’m going to miss you all.
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Seven: Let’s make plans
170
…take a computer course?
…volunteer in your community library?
…play basketball?
y chess,?
…learn how to play a musical instrument?
What are you going to do on vacation? Are you going to… COMMUNITY SPORTS AND CULTURAL ACTIVITIES
E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Seven: Let’s make plans
Teacher: Alexis: Teacher: Alexis: Teacher: Alexis: Teacher:
171
Excellent! No. Actually, this is going to be my 4rst time there. I'm so excited. It's a nice state. Didn't you go to Apure last year? Yes. My family is from Apure. *% A0* * 5 I'm going to go to Apure, teacher. What are you going to do on vacation?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Seven: Let’s make plans
172
(Sundays/Saturdays). learn how to play the (guitar/cuatro). Ana plays the harp and she’s going to play for a community group on María and (her sister/her mom) %,María/María’s sister) is going to Escuchen atentamente y luego subrayen la opción correcta en cada paréntesis. H. ALL EARS!
(¡Todo oídos!)
d. Diana and Alessio are going to clean the computers at the library. c. A group of students are going to paint their classroom. b. The students are going to do several activities on vacation. a. Yesterday was the last day of school. TRUE FALSE organizing and cleaning the books. classroom. Diana and Alessio are going to volunteer at the local library. They’re going to participate in and I are going to take part in diLerent community activities. Felipe, Melissa and I are going to paint our Our plans for vacation. Tomorrow is our last day of school. We have many plans for vacation. My classmates G. READING AND REFLECTING
(leyendo y re>exionando)
Melissa: Great idea! I’m proud of you, my friends! Felipe: How about painting the classroom? Ronald: We are going to stay home, too. What about you guys? Melissa: I'm going to stay home on vacation.
una actividad en su comunidad. Estos son sus planes… Algunos chicos se quedarán en casa durante las vacaciones, pero quieren aprovechar para participar en
Unit Seven: Let’s make plans
173 going to the park?
How
about
painting the classroom? staying home this weekend? coming to my house.
Thanks
for
inviting me to your house. helping me/us with my/our homework. in participating in community activities.
I am interested
in
learning how to play the cuatro. making new friends.
A
B
C Preposition + verb (-ing)
1. Observen la siguiente tabla: I. BUILDING BLOCKS
(Bloques de construcción)
174
Unit Seven: Let’s make plans Student 5: My father and I _______ ________ ______ __________ ___________. Student 4: Well. I’m interested _________ _________so I’m __________ ________ ____________. Student 1: What about you,___________________? Student 3: And I am going to___________ _________ ___________. Student 2: Well. I'm going to__________ _________ _________ ___________. Student 1: Hello guys! Do you have plans for vacation?
esta lección. practíquenlo. Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de 1. Formen grupos de cinco y lean de nuevo los diálogos anteriores. Luego, completen el siguiente diálogo y K. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
_______________________________? ____________________________. d. you / going to / on vacation / stay home / Are / ? _______________________________? ____________________________. c. Are /us / to / going to /paint / this weekend / you / help? ______________________________? ____________________________. b. going to / are / go / you / Where / on vacation / ? _______________________________? ____________________________. a. you / going to / What / are / on vacation / do / ? When are you going to visit your grandparents? I’m going to visit them on Monday. Ej.: you / grandparents / going to / When / visit / are / your / ? para el Ln de semana o las vacaciones. 2. Organicen las siguientes palabras para formar preguntas y luego, respóndanlas de acuerdo con sus planes c. How ________________(about / clean) our classroom tomorrow? b. Thanks ___________________(for / help) me paint the principal’s oNce. a. Darwin is interested ___________________ (in / paint) the computer room. Ej.: Dalia is interested in learning (in / learn) Pemón. 1. En las siguientes oraciones, escriban la preposición y agreguen el verbo en la forma correcta. J. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
Unit Eight: I learned a lot this year
176
aviation museum in Maracay is one of the largest in Latin America, with over 40 aircraft on display. weapons, documents, photographs, maps, paintings, memorabilia and other items of historical value. The in Maracay). It’s the only one of its kind in Venezuela and the largest collector and restorer of aircraft, engines, 1963 and located at the installations of the former Aeropuerto Nacional Florencio Gómez (the 4rst airport historical aviation museum of military and civic aeronautic technology inaugurated on December 10, The Venezuelan Air Force’s Museo Aeronáutico de Maracay (Aeronautics Museum of Maracay) is a B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
Observen el siguiente mapa. ¿Qué lugares ven en él? ¿Han ido ustedes a alguno de esos sitios? A. LET’S EXPLORE!
8
(¡Exploremos!)
this year I learned a lot
I’m telling you what I did Lesson 22
Unit Eight: I learned a lot this year Student B: No, I _______________. I went with my friends. Student A: __________ you go with your family? Student B: I ____________ to Choroní. Student A: What beach _________ you go to? Student B: Hi, José. I __________ to the beach? Student A: Hello, Pedro. Where _______you go last Sunday? Formemos grupos de dos para completar el diálogo y practicarlo: D. NOW, LET’S PRACTICE!
(¡Ahora, practiquemos!)
María I stayed home. My grandparents came and we had a barbecue. It was nice but What about you, María? What did you do? Elizabeth I saw the 4rst airplane owned by the Venezuelan air force, and a lot more. María Really? What did you see there? Elizabeth Hi, María. Listen, I went to Maracay yesterday. I visited the Museo Aeronáutico. María Hi, Elizabeth. Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
177
Unit Eight: I learned a lot this year
178
Carmen Laura Carmen Laura Carmen Laura: Carmen
That´s a marvelous idea! That’s great! We can go together. I’m going to plan a trip there with my parents. It’s really amazing. I want to go there again soon. Wow! That’s great. How did you like it? I went to Warairarepano with my parents There you are, Laura! I didn´t see you this weekend.
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
to cook /kuk/ - cocinar
cooked /kukt/
to help /jelp/ - ayudar, socorrer
helped /jelpt/
to work /weerk/ - trabajar
worked /weerkt/
to walk /uok/ - caminar
walked /uokt/
to talk /tok/ - hablar
talked /tokt/
/t/ terminados en – p – k – s – ch – sh – f – x – h, la terminación ed se pronuncia /t/: Practica la pronunciación de la terminación ed de los verbos regulares en pasado simple. En los verbos E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
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179
4. We should _______________ our National Park Warairarepano 3. In the seventies, the cable car ____________. 2. The cable car and the hotel ___________ in 1956. 1. El Warairarepano ________ a park in 1958. February 2000 when the government reopened it. and drops down the other side to the city of Macuto, opened in 1956. The cable car closed in the 70s, until its conservation. A hotel and a cable car, which climbs to the highest point at 2,135 meters above sea level resource for the inhabitants of Caracas, who use the area for a variety of activities, some of which threaten a recreational area and as a buLer to pollution and urban expansion. El Warairarepano is an important forested mountains that surround Caracas, the capital of Venezuela. These mountains now serve as both Venezuela. El Warairarepano became a park in 1958, and with its creation came the protection of the El Warairarepano National Park is in the central stretch of the Cordillera de la Costa mountains in northern Lee sobre nuestro Parque Nacional Warairarepano y completa las oraciones con verbos en pasado: I. READING AND REFLECTING
(leyendo y re>exionando)
4. The road to the beach was built by Marcos Pérez Jiménez. 3. The beach’s real name is Playa Grande. 2. The town’s name is San Francisco de Paula. 1. It takes three hours to get to Choroní from Maracay. TRUE FALSE H. ALL EARS!
(¡Todo oídos!)
to add /ad/ - añadir
added /ádid/
to want /wont/ - querer
wanted /wóntid/
to start /start/ - empezar
started /stártid/
to visit /vísit/ - visitar
visited /vísitid/ /id/
terminados en d o t la terminación ed se pronuncia /id/: Practica la pronunciación de la terminación ed de los verbos regulares en pasado simple. En los verbos G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
Unit Eight: I learned a lot this year
180
to declare /diklér/ - declarar to play /plei/ - tocar (un instrumento musical), jugar. to explore /eksplór/ - explorar
declared /diklérd/ played /pleid/ explored /eksplórd/
to fulOll /fulfíl/ - satisfacer,llenar to happen /jápen/ - suceder, pasar to climb /klaim/ - subir, escalar to open /óupen/ - abrir
fulOlled /fulfíld/ happened /jápend/ climbed /klaimd/ opened /óupend/ /d/
simple. En los verbos terminados en r, n, i o l la terminación ed se pronuncia /d/: 2. Observa la siguiente tabla y practica la pronunciación de la terminación ed de los verbos regulares en pasado
____________________________________________________________________. 6. He bought his electric toaster last week. ____________________________________________________________________. 5. Tom’s birthday is on July 17th. ____________________________________________________________________. 4. The bridge across the river is near the factory. ____________________________________________________________________. 3. They came to Canaima on vacation. ____________________________________________________________________. 2. It happened at about 4:00 p.m. ____________________________________________________________________. 1. He went to his grandmother’s house. 1. Utiliza where, when o why para formular una pregunta acerca de la parte subrayada de la oración. J. BUILDING BLOCKS
(Bloques de construcción)
Unit Eigh
181
8. Carlos didn’t ______________ (4nish) his homework and the teacher ________ (be) very upset. 7. Who ________________ (found) the Federico Villena’s music school? 6. Tornados never _____________ (happen) in Venezuela. 5. José _________ (be) running, __________ (fall) down and _________ (hurt) his knee. 4. I __________ (have) an excellent English teacher last year. 3. It was ____________ (rain) when I ____________ (come) home last night. 2. Marta ___________ (play) the piano every night. 1. I __________ (go) to a concert last night. Completa las oraciones con la forma correcta del verbo que está en paréntesis. K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
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Student B: *% '@222222222
Student A: Wow! You really _________ fun, guys.I ________ go anywhere. Student B: And I went to Choroní. It´s a _________ awesome beach. and plants in that park. Student C: Yeah, I _________ to Warairarepano. There are lots of ______________animals Student B: Great! We ________ talking about what we did last weekend. Student A: What’s up, guys? luego dramatícenlo. propios nombres. Puede ser sobre lo que hicieron el Ln de semana utilizando el tiempo pasado. Practíquenlo y En grupos de cuatro lean de nuevo los diálogos anteriores. Luego escriban un diálogo parecido usando sus L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
183
Escribe el pasado de cada verbo en el cruza letras.
MORE FUN! (¡Más diversión!)
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as a prisoner. & * T * * * '* *margariteña heroine Luisa Cáceres de Arismendi stayed a small room that has been converted into a museum. There, visitors can see old pictures and weapons
* ' * * ' * * * *. & * * (a reservoir to store water from the rain that is collected through a system of pipes, although locals claim retains much of its original structure. You can still see the access ramp to the upper 3oor and the old well Nueva Esparta. The fort was begun on March 24, 1677, and concluded in 1682. In general, the fortress still was built to protect la Asunción, one of the oldest cities in the country and now the capital of the state of La Fortaleza de Santa Rosa de la Eminencia, also known as Castillo de Santa Rosa, is an old forti4cation that B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
otro lugar parecido aquí en Venezuela? Examina las siguientes imágenes. ¡Reconoces el lugar? ¿Puedes decir a qué hacen referencia? ¿Has estado en A. LET’S EXPLORE!
8
(¡Exploremos!)
this year I learned a lot
Tell me about Venezuela’s history Lesson 23
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En las terminaciones oes, ies, ves, des, es, ds, ls, rs, ys, ns, ms, el Lnal es o s debe pronunciarse /Z/ En las terminaciones ps, ts, fs, ks, el Lnal s debe pronunciarse /S/ En las terminaciones ses, xes, zes, shes, ches, ces, gdes el Lnal es debe pronunciarse /IZ/ Presente simple. Pronunciación de los verbos en tercera persona del singular en oraciones aLrmativas. E. LET’S READ AND LEARN!
Eduardo Daniel Eduardo Daniel Eduardo Daniel Eduardo Daniel
(¡Leamos y aprendamos!)
& #-> %22222222222 ________ you name one national heroe? Because the tombs of our national heroes ___________ there. Why ___________ it a historic place? It __________ in Caracas. ________ you know where it is? Yes, I ___________. The National Pantheon is one. ________ you know some historic places here in Venezuela?
Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
Marcos: Sandra: Marcos: Sandra: Marcos: Sandra:
(¡Ahora, practiquemos!)
You’re right. *%'1 + >HP My history teacher talked about her today in class. She is a Venezuelan heroine who fought for our independenc No, I don’t. Who is she? Do you know who Luisa Cáceres de Arismendi is?
Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
Unit Eight: I learned a lot this year
186 Ivonne: Marcos: Ivonne: Marcos: Ivonne: Marcos:
That’s true. We have to be proud of our country and its people. We have many historic treasures in our country. That’s right. They did that in 2000. / 51* *9!:# Ciudad Universitaria a World Heritage Site. At the UCV. You know, at Ciudad Universitaria de Caracas, Yvonne, where did your mom study?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
/S/
(¡Escuchemos, leamos y digamos!)
/Z/
Wishes
Stays
Does
Lives
Makes
Invites
/IZ/ Washes Works
persona singular. Coloca cada uno de los siguientes verbos en la columna correcta de acuerdo a la pronunciación de la tercera
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house in 1641. Francisco Martín de Narváez built Simón Bolivar’s
took place in 1885. The 4rst military parade at Battle4eld of Carabobo
The Spanish Monarchy built Solano Castle in 1766.
Algunos lugares que guardan nuestra historia. ¿Qué más sabes de ellos? G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
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4ghting for the liberty of our country. and said: “My General, I am not afraid, I came to tell you goodbye because I am dead.” He ended his life Battle of Carabobo, the brave Afro-Venezuelan approached General Páez, showed him his fatal wounds Campaign of the Plains and the Battle of Carabobo. He was famous for his loyalty. Historians say that in the Antonio Páez. He was born somewhere in the Venezuelan plains region around 1790, and fought in the People called him “Negro Primero”. He was a valiant Cavalry Lieutenant under the service of General José _______________________________
oración con cada uno de ellos. Escoge el título correcto y escríbelo en el espacio en blanco. Luego lee y subraya los adjetivos y escribe una I. READING AND REFLECTING
(leyendo y re>exionando)
What is the name of the university? _______________________________________. How many architects designed it? __________________________________________. Who was Carlos Raúl Villanueva? ________________________________________. ______________________________________________. ?* *9!:# Ciudad Universitaria de Caracas a World Heritage Site?_________________ con oraciones completas. Contesta las siguientes preguntas relacionadas con la lectura que acabas de escuchar. Las respuestas deben ser H. ALL EARS!
(¡Todo oídos!)
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German settlers ________ la Colonia Tovar in 1843.
oro’s mayor________ Coro Art Museum in 1759.
1884 and___________ in 1897. Mira3ores Palace construction________ in
1. Observa las imágenes y utiliza el verbo y el tiempo requerido: start, build, found, 4nish. J. BUILDING BLOCKS
(Bloques de construcción)
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Student A Student A Student B Student C Student A Student B Student A
It really is. I understand it is a ___________ impressive construction. How nice! I also __________ Solano Castle last weekend. I couldn’t believe my eyes! Me too. Last month I _________ a weekend in Coro. I ________its Art Museum. You’re right. I enjoy visiting _________places. Yes. It ________ a really awesome place, full of history, art and nature. Did you _________ to Carabobo Battle4eld last Sunday?
En grupos de tres completen el diálogo y practíquenlo: L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
5. 1816 / in / in / died / He / Spain 4. French / Miranda / in / participated / the / Revolution 3. George / Yorktown / He / Washington / of / the / met /before / battle 2. was / was / father / his / and / Spanish / mother / his / Venezuelan 1. born / Miranda / in / was / 1750 Ordena las oraciones sobre Francisco de Miranda: K. NOW, LET’S PRACTICE!
(Ahora, ¡Practiquemos!)
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Escuchan y lean en forma silenciosa el diálogo anterior. B. LET’S LISTEN AND READ!
(¡Escuchemos y leamos!)
you like this school year?
history, math and English.
W w! time 3ies W
Well, I liked it v y much.
you know in English.
I really enjoyed English. I
Examina las siguientes imágenes. ¿Sabes qué son? ¿Dónde los has visto? ¿Cómo se les dice en inglés? A. LET’S EXPLORE!
8
(¡Exploremos!)
this year I learned a lot
How can I say...? Lesson 24
Unit Eight: I learned a lot this year Student B: Yes, I want to remember every word and expression! Student A: But, you don’t have to. We can keep on practicing. Student B: I’m going to miss my English classes. Student A: What are you going to miss? Student B: Yeah, classes are almost over. Student A: I can’t believe we’re going on vacation soon. Formemos grupos de dos para completar el diálogo y practicarlo. D. NOW, LET’S PRACTICE!
(¡Ahora, practiquemos!)
Alnaldo: Alnaldo: Alberto: Alnaldo:
Well, be careful. There are many of them in the rivers! The same, piranhas. And how can I say pirañas? Peccari. say báquiro? Alberto: I know. I like the wild animals you have there. They have, um, how can you Alnaldo: I´m going to the plains. You know my parents are from Apure state. Alberto: We are about to 4nish school. What are you planning to do on vacation? Ahora, escuchen y repitan el siguiente diálogo:
C. LET’S LISTEN, READ AND SAY!
(¡Escuchemos, leamos y digamos!)
193
Unit Eight: I learned a lot this year
194 Raúl: Víctor: Raúl: Víctor: Raúl:
Yes. I read about that, too. What about seeing the one with no subtitles? It’s good to learn vocabulary. Why don’t you come to the movies with me? They are showing Race 2. I think I’m going to stay home. What are you going to do on Saturday?
Ahora, escuchen y repitan el siguiente diálogo: F. LET’S LISTEN, READ AND SAY!
expressions in the text book. We must review words and
(¡Escuchemos, leamos y digamos!)
to practice with us. We should ask a friend
¿Qué podemos hacer para recordar lo que estudiamos en inglés? E. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
programs in English. You can watch TV
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Listen to radio and TV programs.
Say words aloud to activate your auditory memory.
Talk to your friends in English.
Play scrabble or any other word games.
Algunas otras recomendaciones para mejorar en inglés: G. LET’S READ AND LEARN!
(¡Leamos y aprendamos!)
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new words. Also, do a search on diLerent sources to get many examples of how we actually use the word. as you learn a new word, start using it. Review your index cards periodically to see if you forgot any of your and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon repetitions to really make a word part of your vocabulary. It helps to write the word - both the de4nition Learning a word won’t help very much if you promptly forget it. Research shows that it takes from 10 to 20
en práctica y otra(s) que aquí no se mencionen. Ahora lee otras recomendaciones para aprender vocabulario. Di a tus compañeros cuál(es) de esas ya pones I. READING AND REFLECTING
(leyendo y re>exionando)
4. We should listen to advanced material. 3. The dictionary must be the 4rst option. 2. We should pay close attention to unknown words. 1. We learn words only by repetition.
TRUE FALSE
Escucha una recomendación para aprender vocabulario en inglés. Marca verdadero o falso: H. ALL EARS!
(¡Todo oídos!)
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Then gave it to the cat.” The bone they picked it clean. His wife ate all the fat. Jack ate all the lean, They picked the dishes clean And so between them both you see, His wife could eat no lean. “Jack Sprat could eat no fat,
de tu propia inspiración: Las rimas, canciones o poemas nos ayudan a mejorar nuestra pronunciación. Practica ésta y luego escribe una K. NOW, LET’S PRACTICE!
We should be positive.
(Ahora, ¡Practiquemos!)
We must laugh at our mistakes.
We have to be patient with ourselves
La actitud que tenemos hacia el aprendizaje es determinante en el caso de un idioma: J. BUILDING BLOCKS
(Bloques de construcción)
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En los Centros Bolivarianos de Informática y Telemática
vocabulario y expresiones ya aprendidos . Pueden representarlo usando sus propios nombres. En grupos de cuatro lean de nuevo los diálogos de las lecciones anteriores. Luego escriban uno utilizando L. LET’S REFLECT AND CREATE!
(Re>exionemos y creemos)
boring (adj): aburrido (a) (lo que aburre)
corner (s): esquina
bookstore (s): librería
confusing (adj): confuse (a)
blocks (s): cuadra
concerned (adj): interesado (a)
become (v): convertirse, volverse, hacerse
competition (s): competencia
beautiful (adj): bonito (a), hermoso(a)
close to (adj): cerca de
barbecue (s): parrilla
climb (v): subir, escalar, ascender
backpack (s): morral
clean out (v): limpiar
awfully (adv): horriblemente
choir (s): coral
awful (adj): horrible
chess (s): ajedrez
awesomely (adv): fenomenalmente
cheap (adj): barato
awesome (ad): fenomenal
caulk (v): impermeabilizar
assign (v): asignar
castle (s): castillo
ask (v): preguntar, pedir.
carry (v): cargar, llevar
annoying (adj): fastidioso (a)
careless (adj): descuidado (a)
amazing (adj): asombroso (a)
careful (adj): cuidadoso (a)
aircraft (s): avión
cake (s): torta
aLord (v): costear
cable car (s): teleférico
advantages (s): ventajas
buy (v): comprar
across from (prep): enfrente de
busy (adj): ocupado (a)
accident (s): accidente
bushes (s): arbustos
access ramp (s): rampa de acceso
burn (v): quemar/quemarse algo
v: verbo
buLer (s): amortiguador
adv: adverbio
bring (v): traer
adj: adjetivo
brave (adjetivo): valiente
s: sustantivo
boxing (sustantivo): boxeo
Abreviaturas:
G
both (s): ambos (as)
fall (v): caer
housework (s): tareas domésticas
fall oL (v): caerse de
heroine(sustantivo): heroína
faithful (adj): Lel
hero (s): héroe
exhausted (adj): exhausto
helpful (adj): útil, servicial
essay (s): ensayo
hectic (adj): ajetreado
errands (s): diligencias
heavy (adj): pesado (a)
enroll (v): inscribirse
heaven (s): cielo
enjoy (v): disfrutar
hard-working (s): ascendoso (a), aplicado(a)
engines (s): máquinas, motores
hard (adj): difícil
eat (v): comer
harbor (s): puerto
early (adj, adv): temprano
handball(s): pelota
drop (v): dejar caer
handbag(s): bolso
drive (v): conducir
hailstorm (s): tormenta de granizo
drill (s): taladro
guess (v): suponer
dreadful (adj) espantoso
grocery store (s): abasto
distracted (adj): distraído (a)
grades (s): caliLcación
display (s): exhibición
go (v): ir
devastating (adj): devastador
go 4shing: ir a pescar
demanding (adj): exigente
gift (s): obsequio, regalo
damage (s): daño
frightening (adj): horroroso(a)
damage (v): dañar
frightened (adj): asustado
cut (v): cortar
friendly (v): amistoso(a)
creative (adj): creativo (a)
founder (v): fundador
cozy (adj): acogedor (a)
found (v): fundar
cover (v): cubrir
4nish (v): terminar
court (s): corte
4nd (v): encontrar
courageous (adj): valiente
4ght (v): luchar
cosmic bodies (s): cuerpos cósmicos
far (adv): lejos
next to (prep): al lado de
sometimes (adv): algunas veces
newspaper (s): periódico
soloist (s): solista
neighborhood (s): vecindario
soil (s): tierra
need (v): necesitar
singer (s): cantante
near (adv): cerca
sing (v): cantar
mismanage (v): administrar mal
short (adj): corto
memorabilia (s): recuerdos
scholarship(s): beca
meeting (s): reunión
scaring (adj): espantoso
match (s): fósforo
safety measures (s): medidas de seguridad
marvelously (adv): maravillosamente
safe (adj): a salvo
marvelous (adj): maravilloso
sad (adj): triste
mal (s): centro comercial
run (v); correr
make (v): hacer/elaborar algo
risky (adj): riesgoso
machiennery (s): maquinaria
ride (v): conducir (bicicleta, un caballo)
lucky (adj): sortario
retired (adj): retirado
loving (adj): amoroso, encantador
respectful (adj): respetuoso
locals (s): lugareños
rehearse (v): ensayar
light (v): encender
puzzled (adj) confundido
lea3ets (s) folletos
principal (s): director, directora
leave (v): salir, dejar
prepare (v): preparar
late (adj): tarde
pollution (s): contaminación
late (adv): tarde
pleased (v); complacido
know (v): saber
play (v): jugar, tocar
knight (v): caballero
pipes (s): tubería
knife/knives (s): cuchillo/cuchillos
pioneer (s): pionero
interesting (adj): interesante
paint (v): pintar
interested (adj): interesado
ointment (s): ungüento
incredibly (adv): incriblemente
oose (v): brotar
hurt (v): doler/duele
note pad (s): block de notas
huge (adj): enorme
none (pron): ninguno (a)
trees (s): sustantivo
what was he/she like: ¿Cómo era ella?
travel (v): viajar
to do well: salir bien (en un examen)
training (s): entrenamiento
to do great: salir excelente, muy bien
trainer (s) entrenador(a)
to do bad/badly: salir mal (en un examen)
train (v): entrenar
to be worried : estar preocupado
tough (adj): duro
Frases
together (adv): juntos (as) to swim (v): nadar to stay long: quedarse mucho tiempo
yard (s): patio
to pass (v): aprobar (un examen)
worried (adj): preocupado, preocupada
to get (v): obtener, sacar (una caliLcación)
worry (v): preocuparse
to fail (v): reprobar (un examen)
work (v): trabajar
tiny (adj): mínimo, pequeñito
wonderfully (adv): maravillosamente
threaten (v): amenazar
wonderful (adj): maravilloso
think (v): pensar
wobble (v): tambalearse
term (s): lapso
whose: de quién?
teenager (s): adolescente
welcoming (s): bienvenida (o)
talkative (adj): hablador
weekend (s): Ln de semana
take turn s(v): tomar turnos
weapons (s): Armas
swimming (s):natación
wave (s): ola
swim (v): nadar
want (v) querer
survivors (s): sobreviviente
walk:(v): caminar
sure (s): seguro
wait (v): esperar
subject (s): asignatura
useful (adj): útil
studious (adj): estudioso (a)
unfriendly (adj): antipático(a)
stretch (adj): elastic (a)
unforgettable (adj): inolvidable
store (v): almacenar
truth (s): verdad
stay (V): quedarse
trip (s): viaje
start (v): comenzar
trinidadian(adj): trinitario
spend (v): pasar (una temporada)
trigger (s) gatillo
S
Unit 3
Unit 5
Unit 6
Unit 8