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PA U L A F L O R E S • K AT H E R I N E U R Q U I J O
•
3 BACHILLERATO BACHILLERAT O GENERAL GENER AL
ENGLISH
Serie int i ntegral egral por competencias
Primera Edición, 2011
ENGLISH 3
Paula Flores Kastanis Katherine Urquijo Flores
Para establecer comunicación con nosotros puede utilizar estos medios:
Grupo Editorial Patria® División Bachillerato, Universitario y Profesional
correo:
Dirección editorial: Javier Enrique Callejas Coordinación editorial: Ma. Del Carmen Paniagua Gómez Diseño de interiores: Juan Bernardo Rosado Solís Supervisión de producción: Gerardo Briones González
Renacimiento 180, Col. San Juan Tlihuaca, Azcapotzalco, 02400, México, D.F.
Coordinación de lecturas: Lamberto Javier Solís Diagramación: Jorge A. Martínez Jiménez/Gustavo Vargas Martínez Ilustraciones y fotografía: Jorge González Rodríguez, Thinkstock, José Eugenio Contreras Femat Mapas: Leonardo Olguín Landa
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English 3 Serie integral por competencias
Derechos reservados: ©2011, Paula Flores Kastanis y Katherine Urquijo Flores ©2011, GRUPO EDITORIAL PATRIA, S.A. DE C.V.
Serie integral por competencias
ISBN: 978-607-438-379-9
sitio web: Renacimiento 180, Col. San Juan Tlihuaca, Delegación Azcapotzalco, Código Postal 02400, México, D.F. Miembro de la Cámara Nacional de la Industria Editorial Mexicana Registro núm. 43 www.editorialpatria.com.mx
teléfono:
Queda prohibida la r eproducción o tr ansmisión total o par cial del c ontenido de la pr esente obra en cualesquiera formas, sean elec trónicas o mecánicas , sin el c onsentimiento pr evio y por escrit o del editor. Impreso en México / Printed in Mexico Primera edición: 2011
53 54 91 02
Contenido
Contenido . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IV Generic competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VI Basic disciplinaries competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII Learning outcomes of the course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VIII
UNIT 1
The past
Search Horizon 1.1 Remembering an event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.2 What used to be done . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.3 Unusual activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.4 My favorite singer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT 2
The future
Search Horizon 2.1 Present perfect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.2 My future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.3 My immediate plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.4 Leisure activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
UNIT 3
What would you do?
Search Horizon 3.1 Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.2 Home safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.3 Promises of candidates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3.4 Personal problems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The past
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T I N U
Search Horizon
Remembering an event n
Contrasting simple past tense and past continuous
Unusual activities n n
What used to be done n
Used to (past habitual) af rmative, negative and interrogative forms
Past participle form of verbs Present perfect t ense in afrmative, negative and interrogative forms
My favorite singer n
Present perfect tense using for/since
Warm up The world changed on 9/11, 2001 The devastating attacks on the World Trade Center and Pentagon stunned people acr oss the world. Most can remember exactly what they were doing as the shocking images were played and replayed. In a series of interviews with the BBC’s World Service, Radio 4 and BBC News Online (*), some people recalled how they heard about the dr amatic events of 11 September 2001 and how it a ected their lives. Here is one of these testimonies:
Lisa Lefer – Aon Insurance Company World Trade Center, South Tower, foor 103 “I heard what sounded like a jet going supersonic , which I though t was very odd. I look ed out my window and all I saw was this huge reball that was coming at me. I thought: “I’m getting out of here.” So I grabbed my purse and star ted screaming: “Fire, re, get out. There’s a re, let’s go.” I headed for the stairs and w alked down to 78. But there were also elevators running and one happened to open in front of myself and a couple of my co-workers so we jumped in. We got down to the ground lobby. The cops were directing that we couldn’t go
Learning outcomes At the attending level, the student: • Will watch expressions used to describe two simultaneous action • Will unscramble sentences or texts At the understanding level, the student: • Will relate time expressions with past activities. At the judging level, the student: • Will express orally and in writing, personal or group experiences using the present perfect tense.
• Will demonstrate the correct use of the expression used to and the present perfect tense using appropriate time expressions At the valuing level, the student: • Will become aware of the ethical implications of personal actions expressed in English.
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The past
out onto Church Street. So we had t o go through the mall and w e popped out , I think, on Broadway. So we go onto Broadway and it was complete chaos. There were papers fying all over the place. My cell phone wasn’t working, my friend’s cell phone wasn’t working.
This is a list of some of the events that Lisa narrated in chronological order. Indicate if they are in simple past or in past continuous. 1. Lisa heard a very strong sound. 2. She looked out her window. 3. A huge reball was going at Lisa.
We were heading down towards some of our colleagues’ofces, but then one of the people I was with said: “My sister - I have to get to my sister.”
4. She grabbed her purse and started screaming: “Fire , f re, get out! ”
By this time we were about a block away when the other plane hit. And then I heard somebody that was saying: “A missile just hit the trade center, I saw a missile hit.”
6. She walked down to oor 78.
And I just remember I was looking at him like he was crazy.
8. Lisa and some coworkers were passing in front of an elevator.
*Source: BBC News UK edition. Accessed on October 30, 2004. Available at
5. She headed for the stairs. 7. Elevators were running at that moment. 9. The elevator it opened in front of them. 10. They jumped in the elevator. 11. They got down to the ground lobby. 12. The cops were directing people to not go out to Church Street.
Discuss the following questions with your classmates and teacher.
13. Lisa and the other people went through the mall.
1. What do you think was happening around Lisa when the plane hit the building she was in?
14. Lisa and the other people popped out on Broadway.
.
Continue writing the past events that followed according to Lisa’s testimony.
2. What do you think the President of the United States and all the high ofcials were thinking at the moment of t hese attacks? . 3. What were you doing when this happened? Share your answers with your teacher and classmates. .
.
TO KNOW Grammar presentation
Time Clauses Using Beore , Afer , While and When Wha is a ime clause? A ime clause is phrase ha indicaes when he acion (indicaed by he verb)occurs. For example. Karen brushes her teeth before she goes to bed.
When did Karen brush her eeh? Beore she goes o bed. We use hese words (beore , afer , while and when) o inroduce ime clauses o ell when somehing happens. Look a hese examples: 4
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Aurora washed the dishes before she watched her soap opera. Aurora washed the dishes after the soap opera. Aurora washed the dishes when the soap opera ended. Aurora washed the dishes while she was watching the soap opera.
In all o hese cases, Aurora washed the dishes. However, we have o look a he ime clauses o see when he dishes were washed.
before she watched the soap opera.
Time clauses:
Alter the soap opera when the soap opera ended while she was watching the soap opera
In all o hese examples, he main (independen) clause is “Aurora washed he dishes”. Te ime clause simply saes he relaionship o oher acions (waching he soap opera) o he aciviy in he main clause.
TO THINK
Le’s analyze he ime sequence--wih anoher example. Tese evens happened yeserday 3 o’clock 3:30 p.m. 3:30 p.m.
My moher arrived. We began o ea dinner My Uncle Harry arrived home.
3:45 p.m. 4:00 p.m.
My siser Laura arrived home My aher arrived home
My aher arrived home afer we ae dinner. (First we ate our meal, and then my ather arrived .) My moher arrived home beore we ae dinner. (First my mother arrived, and then we ate .) My Uncle Harry arrived home when we sared dinner. Also: My Uncle Harry arrived home as we ae dinner. (We started to eat and my Uncle Harry arrived at the same time .) My siser Laura arrived home while we were eaing dinner. Also: My siser Laura arrived home as we were eaing dinner. (Tis is the same as above, but with the progressive tense [-ing] ).
Learning Situation 2
Using ime clauses o express sequence o evens. Competency: Te suden can wrie senences using ime clauses.
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The past Activity Sequence 2
1. Combine he frs fve senences using he conjuncion ha is provided. 2. In senences 6-.10, supply he conjuncion : beore, afer, when, while 1. Ingrid sudied very hard al l day Tursday. She ook he exam on Friday. ( beore)
2. Fernando was horoughly exhaused. He ran he Mexico Ciy Marahon (26 miles). ( afer )
3. Te doorbell rang. Beariz was aking a shower. (when or while)
4. Dessy was eaing her breakas o rui and cereal. She was waching he news on V. ( when or while)
5. Gabriel was backing ino a parking space. He heard a srong noise. ( when or while)
6. My music eacher heard he band play las monh. He invied hem o play a he Independence Day concer.
7. Jennier had a dae wih Anhony. She hough she was alling in love.
8. ony cried or weeks. His dear pe died.
9. Arie was doing homework. Susan called o ask abou he assignmen.
10. Bernie had o say home or hree weeks. He broke his leg.
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When wriing complex senences, i is imporan o correcly use ime clauses o ideniy he dependen clause rom he independen clause. Look a he previous senence divided in is cl auses: Independent clause It can stand alone grammatically
TO DISCUSS
Dependent clause (time clause in this example) It needs an independent clause to be a complete sentence
My father arrived home
before we ate dinner.
Puncuaion is very imporan when wriing senences wih time clauses. Look a he ollowing examples: My aher arrived home beore we ate dinner. Beore we ate dinner , my aher arrived home.
When he independen clause comes frs in he senence, no comma is needed. W hen he dependen clause comes frs in he senence, he clauses are separaed by a comma.
Time clauses and complex sentences in the past
TO THINK
You can use when or afer o explain some cause and eect siuaions. Eect: He go a a ire (puncure). Cause: He ran over some glass.
He go a a ire aer he ran over some glass. Aer he ran over some glass, he go a a ire. Cause: I rained. Eect: Our pain job was ruined.
When i rained, our pain job was ruined. Our pain job was ruined when i rained. Look a hese ime clauses used wih dieren pas enses:
Two past tense events: I sared o rain. I go home I sared o rain beore I go home I sared o rain a 5 p.m. Mark woke up a 5 p.m. Mark woke up when i sared o rain. An on-going event interrupted by a single event in the past
Marha was reading a book when he phone rang
Two past tense continuous activities I was sudying rom 5 p.m. o 6 p.m. My siser was waching V. rom 5 p.m. o 6 p.m. I was sudying while my siser was waching V One past tense continuous event interrupted by single action.
I was aking a shower. Te phone rang. While I was aking a shower, he phone rang. Te phone rang while I was aking a shower
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The past Learning Situation 3
Using ime clauses o express pas ense evens. Competency: Te suden can wrie a paragraph using ime clauses.
Activity Sequence 3
1. Work wih anoher suden. 2. Wrie a shor sory (fcion) or a sequence o evens in he pas (real siuaion) including ime clauses. 3. Prepare o read aloud o he res o he group your sory when he eacher ells you. STORY:
What used to be done
WARM UP What did you use to do when you were a teenager? Listen to the following conversation between Paula and her daughter Katherine. Kathy is a teenager. She is studying high school and is working on an assignment for her English class. She was asked to interview her mother about things that she used to do when she was her age. Paula was a teenager in the 70’s, so this conversation may be quite interesting for you too.
Paula: W Kathy:
Did you use to wear a uniform to school?
Paula:
No, I didn’t. I wore a uniform in primary school, but not in high school.
Kathy:
Did you use to like school?
Paula:
Yes, actually I did. It was fun to go to school. I had many friends and we used to do many things together.
Kathy: Really Paula: W
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Kathy:
Mom, can I interview you for my English class assignment.
Paula:
Sure, what do you want to talk about?
Kathy:
Can you tell me what you used to do when you were a teenager?
ell, I used to study high school.
. What did you use to do in your free time? ell, I used to dance, but I don’t dance now.
Kathy:
Why don’t you dance now?
Paula:
I have other things to do and worry about. Besides, I don’t have the energy. I used to go dancing almost every weekend. We also used to practice sports. I used to play volley-ball. I was on the school’s team.
Kathy:
Where did you use to go dancing?
Paula:
Sometimes we would go to places called discotheques, or we would organize a party at someone’s house, but parties weren’t like the one’s you go to nowadays. I remember there used to be a place close to my house called “The Cave”. It would open at about 7 p.m. and close at about 1:00 a.m. Most of the people used to leave around midnight, but I didn’t use to go there at nights.
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You had to be 18 years old to go to discotheques. Sometimes the owners used to organize afternoon parties and we used to go to those. They didn’t use to serve alcoholic beverages in the afternoon. Kathy: W
hat time did you use to get home on weekends?
Paula:
Oh, around 11:00 p.m. the latest.
Kathy:
What kind of music did you listen to?
Paula:
Well, disco music was very popular then as well as rock-and-roll and other bands. We also used to listen to the radio or tape recorders. There were no CDs.
Kathy:
Did you use to chat on the computer.
Paula:
Of course not! Computers were only used by adults then. Most people didn’t even know how a computer looked like. We used to communicate on the phone or write letters and send them by surface mail. Actually, I think communication was slower then, but more personal.
Kathy:
Did you have a cell phone?
Paula:
Oh no! Cell-phones were not invented until the 90’s. We used to call our parents or friends using public phones when we were not home.
Kathy: T Paula:
ell me, what did you use to do for fun?
Look at the expressions in bold type to answer the second part. Comprehension questions: What is the relationship between Paula and Kathy?
. Why is Kathy interviewing Paula?
. What is the interview about?
. Mention two things that Paula used to do when she was a teenager: • that teenagers don’t do nowadays.
. • that teenagers do nowadays too.
My friends and I used to watch TV,go to the movies, play table games, practice a sport, or meet at a restaurant and spend hours talking.
.
Kathy:
What were your favorite TV programs?
Language understanding questions:
Paula:
My brothers and I used to watch comedy, police or detective series. My parents used to watch the evening news. Some programs were still transmitted in black and white.
What do you nd in common in the expressions in bold type?
Kathy:
Oh Mom! I can’t imagine my life without a computer, a cell phone, or video games. I think your life was a little boring, wasn’t it.
Paula:
No, it wasn’t. Actually, I think it was very exciting. When you have your own children, you will tell them how your life used to be as a teenager. I am sure they will nd that your life was very boring compared to theirs.
Kathy:
I think you are right! Thanks for the interview, mom.
Paula:
You’re very welcome.
After listening and reading activity
. What are they expressing?
. Are they talking about present or past habits?
. Could you gure out the structure or structures of a sentence that expresses a past habit in an afrmative sentence, negative sentence and interrogative sentence? Afrmative:
Work in pairs rst. Discuss these questions with a partner and then with your teacher.
Negative: Interrogative:
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The past Grammar Presentation
A. Use 1. Te expression used to is commonly used when alking abou pas habis. I means “somehing was rue in he pas, bu i is no rue anymore.” For example,
— I used to live i n Veracruz, but I don’t anymore. Now I live in Mexico City.
I used to ride a bicycle to school, but I don’t anymore. Now I drive a car.
—
— I used to be married, but I’m not anymore. Now I’m divorced.
Do no use i or acions or saes ha happened only once. Te adverbs o requency and oher ime expressions wih used to emphasize he repeaed acions or saes. We often used to go to the movies with my parents. My math teacher used to be unfriendly. She never smiled. People didn’t use to have cell phones in the early 80’s.
2. I we say somehing used o happen we are alking abou repeaed evens and acions in he pas, usually things that happened a long time ago and are now fnished .
o express his we can use eiher used to or would. Look a he ollowing examples:
When I was young I used to play with my dolls. I would brush their hair and dress them. (I don’t play with dolls anymore, because I am an adult)
My sister and I used to go camping with our cousins. We would go to di erent places at least once a month. (This implies that we no longer go camping with our cousins every month).
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B. Form You should use ‘use to’ wihou a d in senences when i ollows ‘did’ or ‘didn’t’.
AFFIRMATIVE STATEMENTS Subject
used to
Base Form of the verb
used to
eat
I You He/She It
sandwiches for lunch at school.
We You They
NEGATIVE STATEMENTS Subject
did + not
Used to
Base Form of the verb
did not didn’t
use to
eat
I You He/She It
sandwiches for lunch at school.
We You They
YES/NO QUESTIONS – INTERROGATIVE Did
subject
used to
Base Form of the verb
use to
Eat
I you he/she Did
it
sandwiches for lunch at school.
we you they
SHORT ANSWERS Yes
subject
did
No
I Yes
he they
subject
did + not
I did.
No,
he
didn’t.
they
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The past
INFORMATION QUESTIONS Wh-words
did
Subject
Why
use to
you
Where
did
When
she
use to
Base form of the verb work
in this company.
live
abroad.
eat
lunch.
they
Te quesion orm is “Did you use to…?” When asking a closed quesion you pu did/didn’t in ron o he subjec ollowed by use o, you cannot use would. Did
you use to go out with my sister?
Did
they use to own the company? ’t we use to go to the same school?
Didn
Note - Te general rule is when here is “did” or “didn’t” in he senence, we say use to (without “d”). When here is no “did” or “didn’t” in he senence, we say used to (with “d”). aBe careful: Use he infniive orm in quesions or negaive senences:
Did you use to take the bus to school when you lived there?
—
— Repor ters didn’t use to ask so many questions!
Tere is also a dierence beween “used to do something” and “to be used to something”.
Learning Situation 4
Ideniying pas habis Competency: Te suden can demonsrae he undersands he meaning o he expression “used o” o express
pas habis. Activity Sequence 4
1. Mach he segmens o senences in Column A wih heir logical complemens ound in Column B. 2. Check your answers wih anoher classmae and wih he eacher.
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3. Do he ollowing exercise unscrambling he words o orm correc and logical senences using he verbal orm “used o”.
Grupo Editorial Patria® COLUMN A
COLUMN B
1. I used to eat a lot of candy but…
a) I often used to go to the theatre.
2. Jane used to work in Denver, but…
b) now I am on a diet.
3. Marcos used to take a bus to work but…
c) now he drives
4. When I was a child I didn’t use to eat fruit, but…
d) now he takes the subway.
5. When I lived in Mexico City…
e) now I nd him boring.
6. My brothers used to go to a catholic school…
f ) and they wore a uniform.
7. Laura used to really enjoy Ed’s company but…
g) now he works in Los Angeles.
8. Anthony used to play the guitar but…
h) now he plays the bass.
9. We used to go to the beach for our vacation…
i) when we where children
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The past COLUMN A
10. Tom used to have a motorcycle but…
COLUMN B
j) now I eat a lot.
Learning Situation 5
Expressing habis using he verbal orm “used o” in armaive, negaive, and inerrogaive orms. Competency: Te suden can demonsrae undersanding he srucure o he expression “used o” in arma-
ive, negaive and inerrogaive orms. Activity Sequence 5
1. Compare hese wo chars ha menion he pas habis o wo riends, Frank and Oscar. 2. ead he quesions 1-4 and answer according o he inormaion in he char. You may answer armaively or negaively. 3. I he answer was negaive, wrie he real siuaion abou heir pas habis. 4. Make quesions 5-8 according o he answer. 5. Check your answers wih anoher classmae and wih he eacher. FRANK’S HABITS Lived in an apartment
Oscar lived in a house.
Walked to school
Took a bus to school.
Played soccer
Played tennis.
Got good grades in school.
Got bad grades in school.
His father worked in a factory
His father worked in a bank,
Studied French.
Studied German
Example:
Did Frank use o live in a house? No, he didn’t use to live in a house. Frank used to live in an apartment.
1. Did Frank use o ake a bus o school? 2. Did Frank use o play soccer 14
OSCAR’S HABITS
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3. Did Oscar use o play soccer? 4. Did Oscar use o sudy Japanese? 5. Did Frank use o sudy French?
Example.
Where did Frank use to live? (Where)
Frank used o live in an aparmen. (Where)
6. Oscar used o live in a house.
(Whose aher)
7. Frank’s aher used o work in a acory.
(Wha)
8. He used o sudy German. 9.
(Where) He used o work in a bank.
10.
(Who? Frank used o ge good grades.
Learning Situation 6
Expressing pas habis using he verbal orm “used o” in comparison o presen habis. Competency: Te suden can demonsrae undersanding he srucure o he expression “used o” when com-
paring pas habis o some people wih presen habis o ohers. Activity Sequence 6
1. Compare wha you do wih wha your parens or grandparens used o do. 2. Follow he example and wrie he senences. 3. Check your answers wih he answers o a classmae. Formative Evaluation Exercise 4
Example:
I take photographs with my cell phone.
(camera)
My parents used to take photographs with a camera.
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The past
1. I communicate with my friends by e-mail.
(by surface mail) .
2. I buy the groceries at a supermarket.
(the local market) .
3. I search for information on the Internet.
(the library) .
4. I draw money from an ATM machine.
(the bank) .
5. I use a mp3 player to listen to my favorite music. (record player) .
6. I take the subway to go to school.
(trolley car) .
7.
I watch color TV.
(black and white TV) .
8. I play videogames.
(table games) .
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Learning Situation 7
Wriing he pas habis o someone using he verbal orm “used o” Competency: Te suden can wrie a shor paragraph expressing he pas habis o a person using he verbal
orm “used o”. Activity Sequence 7
1. Wih he inormaion given, wrie a paragraph using he expression “used o” o alk abou Mary’s pas ha bis.. 2. Check he spelling and grammar o your paragraph and edi i necessary. 3. Check your fnal paragraph wih he paragraph o a classmae. Mary said: I wore a uniorm o school every day. I played wih dolls. I walked my dog every aernoon. I wen wih my riends o he cinema every wo weeks. I did my homework when I go home rom school. Paragraph: “Mar y’s childhood”
Mary remembers several hings abou her childhood. She used o live in a big house and…
Learning Situation 8
Wriing abou pas cusoms. Competency:Te suden can wrie a repor abou pas cusoms o a counry or communiy. Activity Sequence 8
1. 2. 3. 4.
Inerview an older person. Ask his person how he or she used o celebrae his or her birhday when he or she was a child. Wrie a shor paragraph describing he cusom evise and edi your paragraph.
HOW I USED O CELEBRE MY BIHDAY WHEN I WAS A CHILD
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The past Learning Situation 3
Performance Indicator: Te suden can ideniy personal imporan inormaion in a writen ex by using exended reading comprehension sraegies.
Activity Sequence 3
1. ead he ollowing exs abou Placenia, Canada and how Chrismas was celebraed here in he pas. 2. Look up in he dicionary he words or phrases you don’ undersand. 3. Answer he quesions ollowing he ex. 4. Do he exercises ollowing he ex.
Where is Placentia? Sreched across a oresed coasal area on he Avalon Peninsula and approximaely 100 km souhwes o S. John’s, Placenia coninues o grow vigorously oday. Mainaining he area’s charm as a sraegic locaion or business while remaining one o he mos picuresque communiies in Newoundland and Labrador, Canada, Placenia will always be known as “Te pleasan place.” Voisey’s Bay
OCÉANO ATL ÁNTICO Labrador
Placenia
NEWFOUNLAND St. John’s Placentia
Particular days and months, which held special signifcance or the people, were celebrated throughout the year. Christmas, was one o the most estive seasons.
How was Christmas celebrated in Placentia long ago? Faher, along wih he boys, used o go a couple o days beore Chrismas and cu he ree. Te ree would usually be pu up a day beore Chrismas Eve and he enire amily would ake par in he decoraing. Tere used o be some sore-bough ornamens bu many used o be homemade. Te children would color in picures on small pieces o paper and hang hem on he ree along wih sreamers, which were made by olding wo long srips o paper ogeher. As here was no elecriciy he ree, people used o be ligh he ree wih candles. People used o place he candles in small hree-sided wooden cases and pu in among he branches. Te children used o receive some small oy, balloons, and rui. o ge an apple or an orange in hose days was considered a real rea. Quie oen hey used o ge a pair o boos or some clohes ha hey needed.
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Chrismas Eve used o be a “as day”. No mea was eaen and only one main meal was served. (Tis meal was usually dinner.) For breakas and supper he people used o have a very ligh snack. I was mainly because hey didn’ ea all
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day ha he people cooked a big meal aer midnigh mass. Neighbors would drop in and everyone was given somehing o ea, along wih a drink. Tey usually used o dance hen and his coninued all nigh. Te children used o ge up “brigh and early” on Chrismas morning and aer hey had opened heir sockings hey would be brough o mass. A he house he older people used o dance o he accordion or whaever insrumen was available. Oher imes hey would wander around all nigh and visi as many homes as hey could. For hree consecuive nighs aer Boxing Day*, he children rom he schools used o do needle work and hen he aduls would play cards. Someimes a person would win a novely such as a can o pineapple. Chrismas “ocially” ended or he people on Januar y 6h which was called “Old Chrismas Day.” On his day, people used o ake down heir rees and used o pu away he ornamens or he ollowing year. *Boxing Day: he frs weekday aer Chrismas observed as a legal holiday in pars o he Commonwealh o Naions, including Canada, and marked by he giving o Chrismas boxes o service workers (as posal workers). Taken from: A pr oject cr eated by La val H igh S chool students entitled “Arts, Culture and Music of the P lacentia Area.” Last edited M arch, 2003. Adapted by P. Flores and K. Ur quijo Available at: http://www.laval.k12.nf.ca/Commun2001/Special.htm
Reading Comprehension questions 1. Was Chrismas celebraed dierenly in Placenia long ime ago? 2. How did people in Placenia obain heir Chrismas ree? 3. Wha kind o ornamens did people in Placenia used o decorae heir ree wih? 4. How did people use o illuminae he ree? 5. Why did people use o lighen heir rees ha way? 6. Wha did he children use o receive as Chrismas presens? 7. Why did people use o ea lighly on he day beore Chrismas? 8. Why did children use o ge up early on Chrismas Day? 9. Wha did older people use o do on Chrismas Day? 10. When did Chrismas used o ocially end years ago?
Understanding questions 1. Wha are hree hings ha people used o do in Placenia years ago hose are sill done oday?
2. Wha are hree hings ha people used o do in Placenia o celebrae Chrismas ha aren’ done nowadays?
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The past
3. Wha are some hings you used o do on Chrismas when you were a child ha you don’ do anymore?
4. Wha hings did you use o do on Chrismas when you were a child ha you sill do nowadays?
Learning Situation 4
Performance Indicator: Te suden can discriminae imporan daa rom no relevan daa in an aural ex abou pas habis and rouines which are no perormed in he presen by using lisening comprehension sraegies.
Activity Sequence 4
1. Inerview an elderly person. Ask him or her o ell you hing he or she used to do when he or she was a young adul or a child. ell he person you wan o alk abou aciviies ha hey don’ do anymore. 2. Wrie your quesions on a separae piece o paper and hen wrie he answers he person gives you. Lisen careully. Possible questions
3. Be prepared o give an oral presenaion abou wha your inerviewee used to do o he res o he group. You may use visual aids o help you give he presenaion. You may use he inerview a he beginning o his lesson as an example. 20
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Unusual activities Reading: Have you ever?
One day some riends were alking abou unusual aciviies or Mexican eenagers. Tey decided o wrie a lis o hese aciviies and hen fnd ou who had done hem. Tis is he lis hey wroe:
Unusual activities 1. 2. 3. 4. 5.
Go bungee-jumping Pracice scuba diving Climb a mounain Ea insecs un a marahon
6. 7. 8. 9. 10.
Drive a ruck Camp on he beach. Go o a live V program ravel o Ausralia. Play a bagpipe
Tey began asking each oher i hey had ever done hese aciviies. ead a par o he dialogue beween Manuel and oño, wo o hese riends. Manuel:
Hey oño, have you gone bungee-jiumping?
oño:
No, I haven’t. ell me, have you practiced scuba-diving?
Manuel:
Yes, I have. I went scuba diving in Cancun last year.
oño:
But have you ever climbed a mountain?
Manuel:
No, I haven’t climbed a mountain, but I have camped on the beach.
Noice how hese quesions are ormed. We are using a verb ense called PESEN PEFEC ENSE. evise he O KNOW secion. We will alk abou unusual aciviies laer in he uni.
TO KNOW Grammar Presentation
THE PRESENT PERFECT TENSE Te PRESENT PERFECT TENSE is ormed wih a presen ense orm o “o have” plus he pas pariciple o he verb (which can be eiher regular or irregular in orm). Tis ense indicaes eiher ha an acion was compleed (fnished or “pereced”) a some poin in he pas or ha he acion exends o he presen: • I have walked two kilometers already [but I’m still walking]. • Michael has run the Mexico City Marathon [but that was some time ago, we don’t know exactly when it happened]. • The critics have praised the lm Avatar since it came out [and they continue to do so].
Firs we will analyze he orm, hen some imporan spelling rules or he verbs used in his ense, and hen we will analyze in deail when he Presen Perec ense is used. 21
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The past A Form: Simple Present Perfect Tense Present Perfect FORM Subject
+
Verb Have
+
Verb past
+
Complement
Present Tense (have - has)
participle
AFFIRMATIVE STATEMENTS Subject
Have / has
Past Participle
I My mother
have has
prepared lunch.
NEGATIVE STATEMENTS Subject
Have / has + not
Past Participle
We My mother
haven’t hasn’t
nished cleaning the house.
INTERROGATIVE POSITIVE Have / Has
Subject
Past Participle
Have Has
they she
done the laundry?
INTERROGATIVE NEGATIVE Haven’t / Hasn’t
Subject
Past Participle
Haven’t Hasn’t
you she
gone shopping?
INFORMATION QUESTIONS Wh word + have / has + not
Subject
Past Participle
Where have When has
they she
studied?
b. Irregular verbs In addiion o regular English verbs, here are many irregular English verbs, which do no orm he pas pariciple wih he ending ed. Te English irregular verbs are relaed o he strong verbs o he German language. Irregular verbs orm heir pas and pariciple orms dierenly. Tere is no se o rules o deermine how hese irregular orms are ormed. Te pas pariciples o irregular English verbs are ormed in an unpredicable manner, and mus be memorized. I sugges memorizing hem litle by litle. Examples o irregular verbs are:
• speak (infnitive) – spoke (past tense) – spoken (participle form) ( one orm or the infnitive , a di erent one for the past tense and a tirad one for the past participle form)
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