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Ingls

Segundo Ao
Ingls
Segundo Ao
Nivel de Educacin Media del Subsistema de Educacin Bsica

Hugo Rafael Chvez Fras


Comandante Supremo de la Revolucin Bolivariana

Nicols Maduro Moros


Presidente de la Repblica Bolivariana de Venezuela Coordinacin General de la Coleccin Bicentenario
Maryann del Carmen Hanson Flores
Jorge Alberto Arreaza Montserrat Coordinacin Pedaggica de la Coleccin Bicentenario
Vicepresidente Ejecutivo de la Repblica Bolivariana Maigualida del Valle Pinto Iriarte
de Venezuela
Coordinacin General Logstica y de Distribucin de la
Maryann del Carmen Hanson Flores Coleccin Bicentenario
Ministra del Poder Popular para la Educacin Franklin Alfredo Albarrn Snchez
Coordinacin Logstica
Maigualida del Valle Pinto Iriarte Deyanira D Jess Urbaz Salazar
Viceministra de Programas de Desarrollo Acadmico Jhonny Jos Quintero Pez
Yrene Lucrecia Duarte Hurtado
Trina Aracelis Manrique Coordinacin Editorial Serie Ingls
Viceministra de Participacin y Apoyo Acadmico Rosa Lpez de DAmico

Conrado Jess Rovero Mora Coordinacin Editorial


Viceministro para la Articulacin de la Yvemar Peraza M.
Educacin Bolivariana Autoras y Autores
Viceministro de Desarrollo para la Integracin de la Yvemar Peraza M.
Educacin Bolivariana Isabel Faneyth
Andrs Carmelo Algara
Maigualida del Valle Pinto Iriarte Jorge Enrique Gonzlez
Directora General de Currculo Rosa Lpez de DAmico
Yvonne Saulny


Neysa Yrama Navarro Manuel Adrin Arrioja
Rebeca Oropeza Gilberto Abad Vivas
Directora General (E) de Educacin Media y Tcnica Mayra Rondn Diagramacin
Isabel Carrillo Kelly Gerardin Caldern Labrador
Ministerio del Poder Popular para la Educacin Ligia lvarez
www.me.gob.ve Ilustracin
Belkis Blanco

    

  Jos Alberto Lostal
Caracas, Distrito Capital Asesora Metodolgica Jos ngel Daz
Jorge Enrique Gonzlez Jos Luis Garca Nolasco
Ministerio del Poder Popular para la Educacin, 2013 Andrs Carmelo Algara
Primera edicin: Mayo 2013
Julio Cesar Aguiar
Tiraje: 400.000 ejemplares Correccin de Lenguaje Morelys Rivas Fonseca
Depsito Legal: lf1620134281728 Rafael Pacheco Rangel
ISBN: 978-980-218-362-3 Mark Gregson
Repblica Bolivariana de Venezuela Samuel Gonzlez
Coordinacin de Arte Vctor Silva
Prohibida la reproduccin total o parcial de este material sin autorizacin Gilberto Abad VIvas Yassamy Moreno Prez
del Ministerio del Poder Popular para la Educacin

DISTRIBUCIN GRATUITA Suministro de papel: INVEPAL


A las y los docentes

La Coleccin Bicentenario acoge el ingls con gran emocin y expectativa en el 2do ao y lo pone
en tus manos convertido en My Second Victory. Esperamos que lo recibas con la mejor disposicin para
hacer de l tu apoyo en la noble tarea de ensear uno de los idiomas ms hablados en el mundo.

Hemos incluido temas de diversa ndole 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 ingls, no slo 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 histrico-culturales y logros sociales.

El libro contiene ocho unidades, cuyos ttulos re3ejan un tema a desarrollar. Las unidades por
su parte, estn divididas en tres lecciones que aportan contenido al tema correspondiente, a travs de
actividades diseadas para ejercitar las destrezas de comprensin y produccin oral y escrita. Adems, por
haberse concebido este libro dentro del enfoque comunicativo, nuestra lengua materna es considerada
como un recurso ms. La encontrars en las instrucciones y en algunas de las secciones a travs del texto.

En cuanto a la estructura de My Second Victory, cada leccin contiene un dilogo o una lectura
inicial que muestra el contexto en el cual se desarrollar el tema y establece los elementos gramaticales a
considerar. De all se generan dilogos que le permiten a la y el estudiante ejercitar el idioma en forma oral
y escrita. Asimismo, se incluyen secciones espec4cas tanto para la presentacin de vocabulario como para
la deduccin de algunos aspectos o patrones gramaticales tratados en la leccin.

Dos secciones ponen a prueba la evolucin de las y los estudiantes a travs de la unidad. Uno es de
comprensin auditiva y otro de comprensin lectora que a su vez estimula la re3exin. Todo ello sin dejar
a un lado la ejercitacin de las estructuras gramaticales, lo cual tambin cuenta con su espacio especial en
este libro.

El uso de imgenes 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 cul destreza se considera en
ella. Igualmente, las ilustraciones realzan estticamente lo contenido en cada seccin y contribuyen
e4cazmente a su comprensin.

Al 4nal del libro, se incluye un glosario con vocabulario que pudiera implicar alguna di4cultad para
las y los estudiantes por no estar explcito en la leccin. Su inclusin ofrece la posibilidad de aclarar de
la manera ms expedita las dudas en cuanto a signi4cado, sin tener que recurrir a un diccionario o al
profesor. Tambin estn anexos los textos (scripts) que debers leer para la realizacin de los ejercicios de
comprensin auditiva por parte de tus estudiantes.

Slo nos resta invitarte a que formes parte del equipo de quienes queremos contribuir e4cientemente
a mejorar la enseanza del ingls en Venezuela. Con la conviccin de que el hablar una lengua extranjera
tan usada en el mundo, ofrece una gran gama de oportunidades para el aprendizaje en cualquier rea, el
desarrollo en el campo laboral y sobre todo para comunicarle al mundo quines somos.
A las y los estudiantes

My Second Victory llega a ustedes con la idea de continuar en el camino del desarrollo de la
comunicacin en ingls que se inici el ao escolar pasado. En este sentido, hemos concebido un texto
con una variedad de temas de inters nacional e internacional, as 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 ttulo que re3eja el tema a desarrollar. Cada unidad
est dividida en tres lecciones que aportan contenido al tema correspondiente, a travs de actividades
amenas y sencillas de realizar, tales como dilogos, lecturas sobre temas de actualidad, juegos y canciones.
Adems, encontrarn notas sobre curiosidades culturales, histricas y mucho ms.

Nuestra intencin es que ustedes encuentren en el idioma ingls una herramienta de liberacin,
en la medida que les permita no slo 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 histrico-culturales y logros sociales. Todo esto enmarcado en la bsqueda constante
del ser humano consciente de su corresponsabilidad en la preservacin de nuestro planeta para nuestra
generacin y las generaciones futuras.

Finalmente, queremos decirles que la Coleccin Bicentenario trae este texto como un aporte
ms a la igualdad de condiciones y oportunidades. Por tanto, te invitamos estudiante venezolano,
estudiante venezolana a comunicarte en ingls, a utilizar uno de los idiomas ms hablados en el mundo, a
acompaarnos en este viaje de aprendizaje con diversin que te ofrece My Second Victory.
3

6
Lesson 19 - Were going to take our last test tomorrow 152
Lesson 20 - Were going to celebrate 160
Lesson 21 - Im going to take care of my school on vacation 168

Lesson 22 - Im telling you what I did 176


Lesson 23 - Tell me about Venezuelas history 184
Lesson 24 - How can I say...? 192
   
We found oil!
universal.  
regional, nacional y
acontecidos a nivel local,
Memories histricos, cient4cos  can
en forma crtica hechos y/o duda
3 en esas pocas. Analizar Where was Simn Bolvar born?       
habilidades desarrolladas  
pasado, destacando  
 Valorar costumbres del couldnt
 can could/ cant y
I used to play the cuatro.
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
hurt
razones en forma sencilla
That
 Argumentar y expresar    

2 I was cooking and I cut my 4nger.  
evitarlos.  
implican riesgos y cmo
accidentes, eventos que   
 Re3exionar sobre   why dont you
I lost my cell phone! when/where/how
   
 

libre. 
  
del disfrute del tiempo  

I travelled to La Gran Sabana!
importancia y necesidad   How
periodo vacacional, la  
signi4cativas del
Relatar las experiencias  to have en pasado simple.
what?
educativa. I miss my old school.  there was/were
know
compaeros institucin   how
Do you
administrativo , indeterminados
1 del personal obrero,     
los aspectos positivos posesivos
anteriores destacando last year.  
  

vividas en cursos Mr. Prez was my English teacher 
   
Socializar experiencias   who/what/Where
   
 
   

UNIDAD INTENCIONES LECCIONES GRAMTICA

CONTENIDOS Y PROPSITOS DE 2 AO
necesidades o intereses.
no satisfacen ciertas
year aquellos aspectos que
a lot this How can I say?
las mismas y mejorar formas estudiadas en el ao.
I learned para re3exionar sobre Fortalecimiento de todas las
8 en tiempo pasado
experiencias signi4cativas Tell me about Venezuelas history.
Comentar y expresar Im telling you what I did.
-ing despus de preposicin
school on vacation.
comunidad. # what about
Im going to take care of my
otros miembros de la Going to+verb
plans la participacin de   whose
Lets make acciones que promuevan 
s
Were going to celebrate!
7 el futuro, al emprender 1
 lets
acciones a realizar en Going to+verb
Plani4car y valorar tomorrow. 0 
Were going to take our last test Going to+verb
    one
    
that
  

cumplimiento. #  

y responsabilidad en su That was more diNcult.
  

really hard y demostrar compromiso / because
I worked comunitarias, al expresar    why
actividades personales y  
6 sencilla acerca de
when / but
experiencias en forma I needed more time.
 
Socializar y analizar
+ , -.
A hectic weekend. )$$$*
 

nacin.
la comunidad, estado y
rout instituciones y artistas de He founded it forty years ago.  
On the art del conocimiento sobre
en eventos culturales y
5 travs de la participacin Its not too far from here.  
regional y nacional a
    
 Valorar la cultura, local, I loved her performance.
 
 
It was an earthquake.
 
#$%&'%(
incontables
#  
  
antrpicos.
So sad Tsunami! !"   
ante eventos naturales y
 must
4 medidas de proteccin
 
Conocer y generar
 

   
  One
We lost our houses.
simple
 
 
8

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

English very well.


Mr. Morrison. He was great! I see. Now you can speak

played a lot!
dialogs, sang nice songs and
What was he like? We learned a lot. We practiced

meet my new English teacher. She was from Canada.


Hi, Nicols. Yeah. I want to No, she wasnt.

om?
teacher last year? She was on an exchange.
Hi, Susana. Is this your 4rst Cool! Was Mrs. Stanton your She was an excellent teacher.

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

1
Unit One: Do you know what? 9

STUDENT B: +22222222 ' +222222222222


STUDENT A: Where is he _______?
STUDENT B: He was __________.
STUDENT A: What __________ he like?
STUDENT B: Mr. ____________.
STUDENT A: Who ________ your math teacher last year?

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Toms: What was she like?


Zuli: Mrs. Thompson.
Toms: Who was your teacher last year?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


10 Unit One: Do you know what?

and translated in class.


things and visit many places. werent interesting. We only read
demanding. We had to do many English teacher. Her classes
3 4    * 'very 5. - Ms. Prez was a boring

hardworking teacher. was very professional.


She was very active. teacher a year ago. He was a with our geography teacher. She
1. - She was an excellent teacher. 2. - Mr. Maldonado was my math 3. - I learned a lot about our country

Observa las ilustraciones. Practica las palabras y las expresiones.

E. LETS READ AND LEARN! (Leamos y aprendamos!)


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 wasnt. 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.
89:#;1!# ANSWERS

Escucha y repite.

(Leamos y aprendamos!)
G. LETS READ AND LEARN!

he never plays with his students.


STUDENT A: 6%'  ' * %) 7 % % %  
STUDENT B: Do you miss Ms. Fuentes?
STUDENT A: She played chess with all the students.
STUDENT B: That was very nice of her.
in class, but she was nice and talkative during recess.
STUDENT B )  5*%#*'
  
STUDENT A: What was your English teacher like last year?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


12 Unit One: Do you know what?

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 Lpez was our PE teacher three years ago. She was friendly and creative. She called me by my

Lee el siguiente prrafo. Describe uno de tus profesores del ao pasado.

I. READING AND REFLECTING (leyendo y re>exionando)

ilustracin.
Escucha con atencin la descripcin de un docente. Encierra en un crculo la letra que corresponde con la

H. ALL EARS! (Todo odos!)


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. Surez 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 truthful
faith faithful
care careful
-ful
beauty beautiful
use useful
wonder wonderful
Noun
Noun + ful adjective

love loving
annoy annoying
amaze amazing
-ing
welcome welcoming
confuse confusing
interest interesting
Verb SuNx Adjective
Verb + ing adjective

2. Ahora, observa la siguiente tabla:

investiga los antnimos.


1. Lee nuevamente la parte I, extrae los adjetivos que encuentres en la lectura, escrbelos en tu cuaderno e

J. BUILDING BLOCKS (Bloques de construccin)


14 Unit One: Do you know what?

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. Were 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 leccin.
En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

6. Whats 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 wasnt. He was an excellent athlete but an
2. I dont like that teacher! He is so _______________. We never do interesting activities.
1. Mr. Gonzlez, our biology teacher, wasnt very_______________. He never helped the students.

Lee con atencin y escribe los adjetivos correspondientes en los espacios en blanco:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


16

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Where is that? D ou miss your old school? Well e ha e beautiful

Is that school in this city?

Te recuerda algo esta situacin?


Observen la siguiente secuencia de dibujos y describan la situacin. En qu lugar se encuentran los personajes?

A. LETS EXPLORE! (Exploremos!)

1 I miss my old school


Lesson 2
Unit One: Do you know what? 17
Student A: I __________ a geography test.
Student B: Why didnt you _________ to the basketball court?
Student A: Great! Its a pity that I ________ see it!
Student B: 88-84.
Student A: What ________ the score?
Student B: The students of 4th B did. They _________ very well.
Student A: Who ________ the game?

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Anbal: Students of 4th BVs the students of 5th A.


Rodolfo: Really? Who was playing?
Anbal: There was a great game.
Rodolfo: Why were you there?
Anbal: I was at the basketball court.
Rodolfo: Where were you?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


18 Unit One: Do you know what?

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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit One: Do you know what? 19

wall, a bookcase and a 4le.


5. How was your classroom?
*% '&  %' * 
    *
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. LETS READ AND LEARN! (Leamos y aprendamos!)

STUDENT B: 6A ?  *   * %   *%7A1   * % 
STUDENT A: Was there a basketball court?
STUDENT B: It was small but cute. There was a very nice garden with beautiful roses.
STUDENT A: *%1   ?* '  @5
STUDENT B: I miss my old school.
STUDENT A: Whats wrong?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


20 Unit One: Do you know what?

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 con-
I 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 prrafo 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 leer tu docente:

H. ALL EARS! (Todo odos!)


Unit One: Do you know what? 21

5. She looked exhausted after the test.

4. They were excited about the game.

3. Mr. Noroo met the retired teachers in the conference room.

2. The teacher congratulated the advanced students.

1. The confused students stayed after class.

Examples

puzzle puzzled
distract distracted
exhaust -d exhausted
retire - ed retired
please y ied pleased
interest interested
satisfy satis4ed
Verb SuNx Adjective
Verb + ed adjective

2. Ahora observa la siguiente tabla:

My math teacher is talkative and friendly. My math teacher was very serious in class.
What is your math teacher like? What was your math teacher like?
Miriam misses her friends very much. Natalia missed her friends very much.
Does Miriam miss her friends? Did Natalia miss her friends?
I miss my school a lot. I missed my school a lot.
Do you miss your old school? Did you miss your old school?

SIMPLE PRESENT TENSE SIMPLE PAST TENSE

1. Observa de nuevo el cambio en los tiempos verbales:

J. BUILDING BLOCKS (Bloques de construccin)


22 Unit One: Do you know what?

STUDENT B: No, she __________.


STUDENT A: _______ The English teacher work in this high school last year?
STUDENT B: Yes, ______ were. There ________.
STUDENT A: _____ there many mango trees in that school?
STUDENT B: Yes, I ______.
STUDENT A: Do you miss_________?
STUDENT B: I _________ at a big school.
STUDENT A: Where did you ________ last year?

Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.

L. LETS 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 escrbelas en tu cuaderno en pasado simple.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


24

anlo en forma silenciosa.

ode a horse, danced,

tinezes The Garcas

Cules actividades realizaron en cada lugar? Has visitado alguno de estos sitios?
Observen la siguiente secuencia de dibujos y describan la situacin. En qu lugar se encuentran los personajes?

A. LETS EXPLORE! (Exploremos!)

1 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 leccin.
Formen grupos de dos para completar el dilogo y practicarlo. Utilicen la informacin que est al principio de

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

STUDENT A: Wow! They really had a great time!


typical food and they saw wild animals.
STUDENT B: They swam in the Sarare River, they went 4shing, they ate.
STUDENT A: Really? How nice! What did they do there?
STUDENT B: They went to Guasdualito.
STUDENT A: Where exactly?
STUDENT B: They went to the plains.
STUDENT A: Where did the Palmas go on their last vacation?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


26 Unit One: Do you know what?

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.

E. LETS 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 dont like it.

Escucha y encierra en un crculo la letra correspondiente a la respuesta apropiada.

H. ALL EARS! (Todo odos!)

delicious.
5. What kind of food did you eat?
I ate typical food, such as capybara stew. It was
It rained all the time.
4. How did you like it?
It was great! We had a wonderful time! /It was terrible.
on foot
3. How did you get there?
I got there by plane/by car/by bus/by boat /by train/
two years ago.
2. When did you go to Achaguas?
I went to Achaguas last month/last week/in Easter/
1. Where did you go? I went to Achaguas /the beach/the mountain.
Information Questions Answers

Escucha y repite.

G. LETS READ AND LEARN! (Leamos y aprendamos!)

STUDENT B: They liked that a lot.


STUDENT A: Did they like it?
STUDENT B: They ate typical food, such as carne en vara.
STUDENT A: What kind of food did they eat?
STUDENT B: They swam in the Sarare river.
STUDENT A: Where did they swim?
STUDENT B: They swam every day.
STUDENT A: What did they do there?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


28 Unit One: Do you know what?

informacin del cuadro.


1. Observa las ilustraciones y relata a tus compaeros la travesa que realiz la familia Romero. Utiliza la

J. BUILDING BLOCKS (Bloques de construccin)

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 prrafo 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

They were in El Tocuyo in January.


Subject/verb/complement
He was in Caracas last week.
When were they in El Tocuyo?
WH-word/was-were/Subject/verb/complement
When was he in Caracas?
Yes-No/subject/were-werent Yes, they were/ No, they werent.
Yes-No/subject/was-wasnt Yes, he was/ No, he wasnt.
Were Gladys and Belkys in Barquisimeto ?
was-were/subject/complement
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-didnt Yes, he did. / No, he didnt.

did/subject/verb/complement
Did your father travel to Achaguas?
DID EJEMPLOS

SIMPLE PAST TENSE

2-

down the mountain on mules to visit Los Nevados


go to Mrida / take an airplane / hire a car / visit beautiful towns / go to Los Aleros / buy souvenirs / go
Vocabulario:
30 Unit One: Do you know what?

STUDENT A: You really________ a __________ time!


STUDENT B: I _________ and __________ and___________.
STUDENT A: What ______ you ______ there?
STUDENT B: I _______there ___ ________.
STUDENT A: How ______ you ________ there?
STUDENT B: I went to _________.
STUDENT A: Where did you _______ on vacation?

Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

5. Yes, they were. They were at the Mare-Mares Hotel.


4. No, I wasnt. I was in El Viga last Tuesday.
3. I went to Caracas to visit the science museum.
2. No, they didnt. They travelled to Barinas in September.
1. Yes, she did. She visited Churn Mer.

Observa cuidadosamente las respuestas siguientes y escrbe las preguntas correspondientes en tu cuaderno.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


MORE FUN!
(Ms diversin!)
32 Unit Two: That hurt!

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Guess what! I got e honest


Yes. The janitor gave it to me. People in this school
Dos das despus...

Whats wrong Emily? *%  5+' Im sorry to hear that Why

Andrea y Emily estn hablando en el patio de la escuela. Emily perdi su canaimita.

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

2 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 dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Fernando: Good idea!


Sarah: Why dont you ask your teacher?
Fernando: I left it in the classroom. When I got back, it wasnt there.
Sarah: *%  5+'  5
Fernando: I am. I lost my cellphone.
Sarah: +%   B56 @' 

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


34 Unit Two: That hurt!

A backpack A watch A wallet A pencil case

Some personal objects

in the bathroom
I lost my keys In the school yard She left her laptop on the bus She found her cellphone

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Two: That hurt! 35

Watch (es) Watched Ver/observar


Study (ies) Studied Estudiar
Look (s) for Looked for Buscar
sbrev ralugeR

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 Traduccin

algo ocurri. Observa que algunos siguen un patrn en el pasado (regulares) y otros no. Ya sabes cul es el patrn?
Lean en voz alta los siguientes verbos, tiles para contar cosas que te sucedieron o que estabas haciendo cuando

G. LETS READ AND LEARN! (Leamos y aprendamos!)

Mrs. Ramos: B ;*@ 7A


Mrs. Lpez: Why dont you ask the principal?
Mrs. Ramos: I think I lost them this morning.
Mrs. Lpez: *%'*  *5
Mrs. Ramos: Not very well. Im looking for my keys.
Mrs. Lpez: Good morning, Mrs. Ramos. How are you?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


36 Unit Two: That hurt!

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 wasnt 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.

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
sbrev ralugerrI

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

Presente Pasado simple Traduccin


Unit Two: That hurt! 37

They them
You you They are in town. I saw them yesterday.

We us     
us.
It it
Did you see David? / Yes, I saw him last night.
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 Examples

Comparen los pronombres de ambas columnas de la izquierda y luego observen cmo se usan en los ejemplos.

J. BUILDING BLOCKS (Bloques de construccin)

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: Whats wrong, Gilbert?

Escuchen los siguientes fragmentos de conversaciones y subrayen la palabra o frase correcta.

I. ALL EARS! (Todo odos!)


38 Unit Two: That hurt!

Student B: Good _________! Shes an honest person.


Student A: Lets talk to the janitor . I saw _________ in the garden.
Student B: *%*'E   **  *  
Student A: Why dont you __________ your teacher?
Student B: I think I ____________ it this morning.
Student A: *%'* 2222225
Student B: Not very well. I _______________ my _____________.
Student A: Good morning, _____________. How are _______?

Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
Formen parejas y lean de nuevo los dilogos anteriores. Luego, completen el siguiente dilogo y practquenlo.

L. LETS 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 oracin, el pronombre correcto, sujeto u objeto, segn el caso.

B: Yes, he did. He loves _________. B: I was going to 4x _______.


c) A: Did he marry Luisa? d) A: What were you doing with that book?

I asked _____ to turn oL the radio. B: I bought _________ in PDVAL.


a) My brother was making a lot of noise. b) A: Those mangoes look nice.

Ej.: Cachapas are delicious. I love them

1) Re>exionen sobre cada una de las siguientes oraciones y compltenlas con el pronombre objeto correcto.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


40
40 Unit Two: That hurt!

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

El domingo pasado Julia y Johnny tuvieron un accidente en sus casas:

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

2 That hurt!
I was cooking and I cut my 4nger
Lesson 5
Unit Two: That hurt! 41
41
Student A: *%1E   %222222222222222222
Student B: Yes, it ____________ a lot!
Student A: Does it hurt?
Student B: Look at my ________________ . I __________ myself with a knife.
Student A: ______________s wrong?
Student B: Im not ____________ well.
Student A: Hello, _______________________. How are you?

conversan. Uno de ellos sufri un accidente. Pueden usar sus propios nombres.
Formen parejas para completar el siguiente dilogo y practicarlo. Como en el dilogo anterior, dos jvenes

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Carlos: *%1E   %)


Manuel: Yes, it hurts a lot!
Carlos: Does it hurt?
Manuel: Look at my 4nger. I cut myself with a knife.
Carlos: Whats wrong?
Manuel: Im not very well.
Carlos: Hello, Manuel. How are you?

Escuchemos, leamos y repitamos el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


42 Unit Two: That hurt!

and hurt herself They hurt themselves


She fell oL her bike last night They had a car accident.

Sunday and hurt himself


I cut myself this morning She burnt herself yesterday He fell on the 3oor last

Observen las ilustraciones y re>exionen sobre el signiLcado de las siguientes palabras y expresiones.

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Two: That hurt! 43
to school
Ronny and Dora were walking Andrea was having breakfast

his face
Peters father was washing I was making a sandwich

I was

yesterday at 6 oclock?
What were you doing

What about you?


What were they doing yesterday at six oclock?
Escucha y repite

G. LETS READ AND LEARN! (Leamos y apr

drove him to a CDI.


Jenny: Yes, he broke his leg, so I called an ambulance
Betty: *%'' 1E  *  * 0** * &5
Jenny: We were running and he fell down.
Betty: *%  5+' *5
Jenny: Im sorry. I was with Miguel. He had a little acciden
Betty: *%F%E   

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


44 Unit Two: That hurt!

accident.
They themselves
They didnt hurt themselves in the
Plural You yourselves Please, help yourselves!
We ourselves Luisa and I enjoyed ourselves in the party.
It itself The dog hit itself with the door.
She herself She fell oL her bike and she hurt herself.
Singular He himself Juan cut himself with a knife.
You yourself The coLee is hot. Dont burn yourself!
I myself I did it by myself.
pronouns pronouns
Examples
Personal ReFexive

1. Observen el cuadro siguiente y presten atencin a los pronombres re>exivos y cmo se usan en los ejemplos.

J. BUILDING BLOCKS (Bloques de construccin)

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 parntesis.


Escuchen atentamente esta pequea historia. Luego, escchenla de nuevo y subrayen las opciones correctas

H. ALL EARS! (Todo odos!)


Unit Two: That hurt! 45

A: No. I wasnt. I was having a shower.


continuous
B: I was sleeping. And you? Were you sleeping, too?
Using the past
A: What were you doing at 6 oclock this morning Brenda?

They
You They they
were werent Were
You you
We
We we

It studying. it sleeping. it walking?


She was She wasnt Was she
He He he

You were You werent Were you

I was I wasnt Was I

Negative form
AGrmative form Interrogative form
The past continuous

2. Ahora, observen y re>exionen sobre la siguiente tabla y el uso del tiempo pasado continuo.
46 Unit Two: That hurt!

Student 2: Yes, _____ broke his/her _________ ,so I called an ambulance. They drove __________ him/her to a CDI.
Student 1: *%'' 1E  *  * 0*$** 22222222222225
Student 2: We were ____________ and _____ ________________.
Student 1: *%  522222222222222222222222222222225
Student 2: Im sorry. I was with ___________. He _______ a little accident.
Student 1: *%222222222222%E   

Pueden aprenderlo y representarlo usando sus propios nombres u otros.


En parejas, lean de nuevo todos los dilogos anteriores. Luego completen el siguiente dilogo y practquenlo.

L. LETS 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 oclock p.m. I was watching (watch) T.V. My sister Nilda _____ ____________ (talk) on

2. Completen los espacios en blanco. Utilicen el verbo entre parntesis, reescribindolo en pasado continuo.

Nobody helped him. B: No. It cleans itself.


e. Csar did the homework by _________. f. A: Do you wash your cat?
at the party. B: Yes, we repaired it ____________.
c. Tiziri and Noemi enjoyed ____________ d. A: The table looks great now.
piece of glass. B: I hit ________ with a hammer.
a. My sister cut _______________ with a b. A: How did you hurt ______________?

1. Completen las siguientes oraciones con la forma correcta del pronombre re>exivo.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


48 Unit Two: That hurt!

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

I was doing my homework

out your books and notebooks and let


Good morning, class! Please, take Now, please, open your notebooks Wheres your notebook,

La clase de ingls est por comenzar.

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

2 That hurt!
I spilt coLee on my English homework!
Lesson 6
Unit Two: That hurt! 49

Student A: Please, ____________ to bring it ___________ (la prxima semana).


Student B: Well, I brought the _____________ (biologa) book by mistake.
Student A: *%  5?*522222222 *5
Student B: Im ___________, teacher. I left my English ___________ at home.
Student A: Good ____________, class! Please open your ____________ (libros).

Formen parejas para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Teacher: Please, remember to bring it tomorrow.


Claudia: Well, I brought the history notebook by mistake.
Teacher: *%  5?*5+' *5
Claudia: Im sorry, teacher. I left my English notebook at home.
Teacher: Good morning, class. Please open your notebooks.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


50 Unit Two: That hurt!

The telephone rang. I spilt coLee on my notebook.


They were watching TV in the living room. I was doing my homework in my bedroom.

He broke a window. She fell on the 3oor.


He was playing baseball in the backyard. She was washing the bathroom.

Leamos y aprendamos las palabras y expresiones que utilizamos en el ejercicio anterior y otras nuevas.

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Two: That hurt! 51

Esta es una tpica casa de Mucuches, Edo. Mrida. Escucha y aprende los nombres de las partes de la casa:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

he son: We broke the neighbors window.


ojas: *%  5?* *5
he son: Yes, mom. Im 4ne but thats not all.
ojas: 1 E   %*  B5
I ripped my pants.
he son: I was playing baseball with my friends and
ojas: Whats wrong? Why are you crying, Willy?
he son: Its me, William.
ojas: Who is that?

Ayer la familia Rojas estaba viendo TV cuando son el timbre

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


52 Unit Two: That hurt!

Ramons mom was cooking dinner.


Ramons 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 Ramons house. He was watching TV. His mom

I. READING AND REFLECTING (leyendo y re>exionando)

A B

A B

1
crculo la letra de la ilustracin 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 odos!)


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.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

B: No. They werent. 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
You were

We
It
sleeping when the president arrived.
She was

He
You were
I was

Past continuous Simple past

J. BUILDING BLOCKS (Bloques de construccin)


54 Unit Two: That hurt!

Student B: I ______ _______ _______ ______ ______ .


#  = *%  52222222222222225
Student B: Thank you, mom. But _______ ________ _______ .
Student C: Im sorry honey. Lets get a new notebook.
Student B: I was ______ ______ ______when I ______ ______ ______ ______ _______.
Student A: Whats wrong? Why _______ _______ so sad?
Student B: Its me, ____________.
Student A: _________ __________ ________?

representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de tres lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)


56 Unit Three: Memories

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

# & * C'*1


Thats excellent! What Fantastic! I belonged to The I used to play the violin

You didnt come to class yesterday

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

3 Memories
I used to play the cuatro
Lesson 7
Unit Three: Memories 57

much and you know, practice makes perfect.


Zaida: Yes, I__________ but now I dont practice
Carmen: Were you a good musician?
have time these days.
Zaida: No. I can play the ____________but I dont
Carmen: Can you play the __________?
Zaida: I did but not ________________.
Carmen: _____you use to play it?
when I used to play it too!
Zaida: What a charming piece of music! I remember
Carmen: Listen! Someone is playing the __________!

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

old, but now anymore.


Helena: I used to play the cuatro when I was 5 years
Pedro: Do you play any other musical instrument?
but not any more
Helena: I used to play volleyball when I was a child,
Pedro: Do you play any sport?
school.
impossible. We always work really hard at
Helena: I used to play it every day but now its
Pedro: Do you play it every day?
Helena My favorite pastime is to play the guitar
Pedro: Whats your favorite pastime, Helena?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


58 Unit Three: Memories

Clar

Harp Drums Mandolin

Violin Saxophone Trumpet

I used to play the______________, but now I play the ___________________.

Practiquemos oralmente utilizando los nombres de los instrumentos:

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Three: Memories 59
but not anymore.
He used to swim at school, but not anymore. He used to play catch when he was a child,

she plays volleyball. but now she plays softball.


She could play baseball when she was 5, but now She could play basketball when she was a child,

Observa lo que hacan y lo que hacen ahora:

G. LETS 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 Im studying
 = Do you study arts?
Trinidad: Look at these beautiful pictures.
 = Hi, there!
Trinidad: +% A

Ahora, escuchen y repitan el siguiente dilogo

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


60 Unit Three: Memories

3. Leonardo is a high school student


2. Leonardo can play the clarinet.
1. Leonardos parents have a lot of money.
TRUE FALSE
play the clarinet and read music.
   % *!  # &*  6 * * 
**  * !'%*
Leonardo Sequera used to study music, but he couldnt continue because his parents could not aLord it.
Responde verdadero o falso.

I. READING AND REFLECTING (leyendo y re>exionando)

she cant.
a-.She could run fast but now b.-No, I didnt.
c.- He could, but now he cant.
but I dont anymore. baseball.
a.- Yes, I used to play softball b.-No, I didnt use to play c.- Yes, they did.

Escucha las preguntas de tu docente y selecciona la respuesta apropiada.

H. ALL EARS! (Todo odos!)


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 / cant+verb+complement We cannot / cant swim fast.

subject +can+verb+complement We can play the harp.

Now
subj+did+not / didnt+use to+ verb+complement We didnt use to swim in that lake.

subj+used to+ verb+ complement We used to swim when we were children.

subj+could+not / couldnt+verb+complement We could not / couldnt 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:

were at the university. were children.


when he was a child. mandolin when they 15 years ago. play the harp when they
He could play the drums They used to play the She used to play the cello Julio and his sister used to

1. Observa:

J. BUILDING BLOCKS (Bloques de construccin)


62 Unit Three: Memories

Student B: I couldnt play any _____________. I _______ _______ volleyball.


Student A: I used to play the___________. What about you?
Student B: What instrument did you _______ _______ play?
Student A: I ________ play it when I was a child.
Student B: *% ;* G22222222222222&
Student A: ____________, somebody is playing ______________.

En grupos de dos lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

_____ was a teenager.


4. Could your sister swim when she was 10 years? d. No, I didnt. 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 couldnt. I didnt even have a bike.

Escribe la letra de la respuesta sobre la lnea.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


64 Unit Three: Memories

Escuchen lean silenciosamente el dilogo anterior.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Mrs. Aponte, Was Simon Bolivar

I read he was born in C

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

3 Memories
Where was he born?
Lesson 8
Unit Three: Memories 65
Jorge: _________ was born in_______.
Rebeca: Where was ______born?
Jorge: ______was_______ in _______.
Rebeca: When was_______born?
Jorge _________was_____ _________ _______
Rebeca: Who was _________________________?

importante de la historia de Venezuela.


Formemos grupos de dos para completar y practicar el siguiente dilogo. Para este dilogo escoja una Lgura

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Rosa: She was a very brave Venezuelan heroine.


Roberto: Who was she, then?
Rosa: No, she wasnt.
Roberto: She was an actress!
Rosa: Who was Luisa Cceres de Arismendi?

Ahora, escucha y repite el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


66 Unit Three: Memories

courageous man. His wife was Joaquina Snchez.


at the end of the seventeenth century. He was a very
Hes a hero. His name was Jos Mara Espaa. He lived

Venezuelan woman. Her husband was Jos Mara Espaa.


the end of the seventeenth century. She was a brave
This is Joaquina Snchez. Shes a heroine She lived at

E. LETS 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 leer tu docente y selecciona las respuestas:

H. ALL EARS! (Todo odos!)

before last.
The year 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     .

He did it a long time ago.


Noun phrase + ago He visited me a month ago.
She lived in Aragua State two years ago.

ADVERBIALS IN THE PAST TENSE

G. LETS READ AND LEARN! (Leamos y aprendamos!)

Alma: Really? I didnt know that.


Vctor: He was one of Simn Bolvars teachers.
Alma: Who was he?
Vctor He told me about Simn Rodrguez.
Alma: What did he tell you about this time?
Vctor: I was visiting my grandfather. I love listening to him.
Alma: Where were you yesterday?

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


68 Unit Three: Memories

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 construccin)

3. What did he do after his tragedy?


2. Who were his teachers?
1. Was Simn Bolivar born in 1830?

life to his country and America.


del Toro but she died some months later and Bolvar became a widower. After his tragedy, he devoted his
>  +  '**'*  &*  @* # + ) ; 
Simn Bolvar was born on July 24th 1783 in Caracas. Two of his teachers were Simn Rodrguez and Andrs

Lee y responde las preguntas:

I. READING AND REFLECTING (leyendo y re>exionando)


Unit Three: Memories 69

Jos Flix Ribas was born on September 19th, 1775.

My grandparents were born in November.

Manuelita Senz was born in 1797.

EXAMPLES

We/ You / They were on __________ (complete date)

born
in___________ (month)
I /she / he was
in __________ (year)

GRAMMAR

1. Observa:

He 3ew the 4rst Venezuelan 3ag in 1806. He died in Spain in 1816.


70 Unit Three: Memories

Mrs. Tovar  &' 2222222222  


Jos *%2222222251G 22222222 *
Antonio She fought at Pichincha, Junn and Ayacucho battles.
Mrs. Tovar What did she do?
Mara She ______ a brave woman, a heroine.
Mrs. Tovar Who ______ Manuelita Senz?

Completa:

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

3. When was Jos 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 compaeros:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


72 Unit Three: Memories

Escuchen y lean silenciosamente el dilogo anterior.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

and lit their 4res. and read more about it?


hey caulked their canoes y don e go t y

Dos compaeros conversan. Uno de ellos falt a la clase de ciencias y le pregunta a su compaero sobre la clase.

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

3 Memories
We found oil
Lesson 9
Unit Three: Memories 73
Pedro: Thats 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 dilogo y practicarlo. Utiliza la forma apr

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Engineer : @ +  


Jos: I can hand them out.
Engineer: Theres gasoline, kerosene but wait! Its a long list, I brought these lea3ets for you all.
Alida: 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. No Alvarado, an engineer from PDVSA. He knows

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


74 Unit Three: Memories

Polythene Gasoline Diesel fuel Synthetic Obers

Lubricating oils Rubber Plastic


Kerosene

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.

E. LETS 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. LETS READ AND LEARN! (Leamos y aprendamos!)

Pedrito: *%*''& A
Grandpa: Yes, it was. Sometimes gas or oil wells caught 4re.
Pedrito: Was it risky?
Grandpa: I liked it very much.
Pedrito: How did you like your work?
Pedrito: I was an oil 4eld worker for 30 years.
Grandpa: What was your occupation, grandpa?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


76 Unit Three: Memories

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. Its an oil re4nery. b. Its in Carabobo state.


2. a. There are 4ve re4neries in our country. b. These re4neries are near the coast.
1. a. They used it to caulk their canoes.   

Escucha las preguntas que leer tu docente y encierra en un crculo la letra de una de las opciones.

H. ALL EARS! (Todo odos!)


Unit Three: Memories 77
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?

Completen las siguientes oraciones. Use who, where, when, what.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

Our indigenous people used oil for the 4rst time They lit their Ore.
Who used oil for the 4rst time? What did our indigenous people do with oil?

He worked in El Palito reOnery They 4rst found oil in 1914.


Where did he work last year? When did they drill the 4rst oil well?

oraciones y deduzcan el patrn)


Pay attention to the following sentences and deduce the pattern involved. (Presten atencin a las siguientes

J. BUILDING BLOCKS (Bloques de construccin)


78 Unit Three: Memories

Amrica: They _____ about their experience in the oil industry.


Martn: What did they talk about?
Amrica: Some workers
Martn: ______ did you interview?
Amrica: I went last week
Martn: ______did you go?
Amrica: Yes, I did. I _____ with some of my classmates.
Martn: _______you go to the re4nery?

propios nombres.
Despus de practicar los dilogos de las lecciones previas, completen y practiquen el siguiente, pueden usar sus

L. LETS 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 ltimos aos:

(Escuchemos y leamos!)

Earthquake Forest 4re

Flood Tsunami

Can you mention some natural disasters?


What are natural disasters?

Observa y comenta acerca de las siguientes imgenes. Responde la preguntas:

A. LETS EXPLORE! (Exploremos!)

4 So sad...
We lost our houses
Lesson 10
Unit Four: So sad... 81
Unhappy / very unhappy
Sad / So sad Depressed / very depressed

Adverbios intensi4cadores
Lee y aprende las palabras y expresiones:

E. LETS READ AND LEARN! (Leamos y aprendamos!)

You: Thats terrible. I feel so ______ about that.


Your partner: We ______ our property. There was a ______ in _______.
You: Why did you _______?
Your partner: I _______ from _______, my home town.
You: _____, you look very ____, what happened?

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mayra *%1&    *


Victor We lost our house. There was a terrible mudslide in Vargas state.
Mayra: Why did you move?
Victor: I moved from La Guaira, my home town.
Mayra: Victor, you look very sad, what happened?
Victor se acaba de mudar de La Guaira.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


82 Unit Four: So sad...

of the mudslide
when she heard the noise the disaster happened
It started to rain while I was sleeping She was having dinner They were having fun when

Pasado continuo vs pasado simple

Tired / really tired Nervous /pretty nervous


Unit Four: So sad... 83

Have Had I had a broken arm.


ralugerrI

Hear Heard I heard peoples cries.


Give Gave They gave us directions to follow.

people.
Arrive Arrived /d /
The helicopters arrived to help
ralugeR

Help Helped /t/


I helped my family and neighbors.
Start Started /id /
The rain started at midnight.

Present Past

Verbos Regulares e Irregulares

Escucha y repite:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

properties.
Mayra: My goodness! So many people lost their lives and
Victor: I was reading a book when I heard people screaming.
Mayra: Tell me, what were you doing when it happened?
Victor: Its true. There were such beautiful houses destroyed.
Mayra: There were so many people devastated by their loss.

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


84 Unit Four: So sad...

Comenta con tus compaeros qu 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 sinnimos 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/ / id /

Escucha, selecciona el tiempo verbal e indica el sonido Lnal, en caso de ser pasado

H. ALL EARS! (Todo odos!)


Unit Four: So sad... 85

adjective+one The Vargas and El Limn 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 No, it is the red and white one

I lost my house, but now I got a new one

1. Lee y comenta:

J. BUILDING BLOCKS (Bloques de construccin)


86

Student B Yes, its a big ________.


Student A *%1222222222 & 
Student B We got a _________ house.
Student A What happened?
Student B Yes, I am _______ happy
Student A You ________ happy.

En grupos de tres, completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

(visit / visited / visits)


4. Many reporters ____________ the country to cover the news in El Limn in 1987.
(take / took / takes)
3. The disaster in Santa Cruz de Mora (Mrida 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, LETS PRACTICE! (Ahora, Practiquemos!)


88 Unit Four: So sad...

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
Qu puede dar origen a un tsunami? Cules son los efectos de un tsunami?

Escuchen y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observen el siguiente collage y describan la situacin. Qu situacin se presenta?

A. LETS EXPLORE! (Exploremos!)

4 Tsunami !
Lesson 11
Unit Four: So sad... 89
Student A: Thats ___ scaring!
Teacher: Many people _____ their properties.
Student B: _____ 2011.
Student A: When _______ _______ _______ ?
Teacher: There was a _______ in Japan.

Formemos grupos de tres para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mayra: It is so sad! It is so scaring!


The teacher: Thousands of people died and many people lost their houses
Rebeca: It was in 2004. It damaged other countries
Mayra: When did it happen?
The teacher: There was a tsunami in Thailand.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


90 Unit Four: So sad...

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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Four: So sad... 91

T __ F __
T __ F __
T __ F __
T __ F __

Escucha y marca la opcin correcta en cada par de letras. Ej.: T F

H. ALL EARS! (Todo odos!)

Tsunami

Tsunami warning signs:

G. LETS 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: Yes, Venezuela experienced tsunamis in the past.


The teacher: But we had a tsunami in the Caribbean in 1530.
Rebeca: Tsunamis are deadly. Thank God we live in the Caribbean.
Mayra: Yes I did. It was really impressive.
The teacher: Did you watch the documentary on natural disasters?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


92 Unit Four: So sad...

ou must be away from the sea shore. You must be away from glass.

ener en cuenta en situacin de alarma por tsunami Qu podemos hacer?

(Bloques de construccin)

:/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 didnt make any eLort. Were there any blankets?
injured?
There was a lot of help. She doesnt need any help
Were there a lot of people
They made a little eLort. I dont have a lot of candles. Did they have a few candles?

There wasnt a tsunami in America in 2004. There werent 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
blankets
a few
+ sheets
any
children
some
eLorts

Countable Nouns

a lot of food
a little support
+
any help
some eLort

Uncountable Nouns

2. Ahora, observa las siguientes tablas:


94 Unit Four: So sad...

22222222222222222222222222222222222222
22222222222222222222222222222222222222
22222222222222222222222222222222222222
22222222222222222222222222222222222222

When a tsunami, you must

En grupos de dos o tres completen lo que debe hacerse ante una situacin de un tsunami .

L. LETS 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, LETS PRACTICE! (Ahora, Practiquemos!)


MORE FUN!
(Ms diversin!)
96 Unit Four: So sad...

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?

A. LETS EXPLORE! (Exploremos!)

4 It was an earthquake
Lesson 12
Unit Four: So sad... 97
You: I ___________.
Your partner: I didnt know. I _______ learn some safety ____________.
You: Good for _________. Thats _____________.
Your partner: I was ______________ into the street, but dad _________me.
You: Youre right. I was so ________________.
Your partner: _____ ______. That was ______________.
You: I felt an_______________yesterday.

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Ramiro: I agree. We and our families should be prepared. We never know!


Mariana: We have to learn some safety measures for those events.
Ramiro: Good for him. We must not run outside during an earthquake.
Mariana : I was running to the door, but my dad stopped me.
Ramiro: Yeah! They surely are. I was frightened, too.
Mariana Earthquakes are frightening. I felt one yesterday.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


98 Unit Four: So sad...

Dont get out of your car. Don t rush in a crowded place. y y

Stay beside a piece of furniture. Move away from buildings.

Existen algunas medidas a tomar mientras sucede un terremoto:

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Four: So sad... 99

The ground shakes gently.   wobble noisily. Domestic animals behave strangely.

Reconozcamos los signos de un terremoto:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

areas in Venezuela.
Ayau: Yes. Unfortunately, there are many risky
there were some aftershocks, too.
Tibaire: Yes, a magnitude 7.6 earthquake. And
very intense.
Ayau: Many buildings collapsed there. It was
Caracas when it happened.
Tibaire: I know about it. My mom was living in
earthquake in Venezuela in 1967.
Ayau: My history teacher talked about an awful

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


100 Unit Four: So sad...

2. Was Simn Bolvar 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. Simn Bolvar was among the survivors in the
damage in Caracas, La Guaira, Barquisimeto, San Felipe, and Mrida. 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 odos!)


Unit Four: So sad... 101

running out.
We were running out. Were you running out?
They were not / werent

yesterday. shaking yesterday. yesterday?


The ground was shaking The ground was not / wasnt Was the ground shaking

Examples
Subject + was/were + Verb+ing
Past Continuous

2. Observa:
in case of an emergency.
Don t light a 4re. Dont use the telephone except

Shut oL the gas valve Stay out of severely damaged buildings

Safety measures after an earthquake.

1. Existen algunas medidas a tomar despus de un terremoto:

J. BUILDING BLOCKS (Bloques de construccin)


102

You: I ___________.
Your partner: I didnt know. I _______ learn some safety ____________.
You: Good for _________. Thats _____________.
Your partner: I was ______________ into the street, but dad _________me.
You: Youre right. I was ___________ when it happened.
Your partner: Yes,_____ ______. That was ______________.
You: Did you ____________ the earthquake?

En grupos de dos, completen el dilogo y practquenlo:

L. LETS 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 / Dont / next / glass / stand

Ordena estas oraciones y aprende otras medidas de seguridad en caso de terremoto:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


MORE FUN!
(Ms diversin!)
104 Unit Five: On the art route

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?

A. LETS EXPLORE! (Exploremos!)

5 On the art route


I loved her performance
Lesson 13
Unit Five: On the art route 105
Student B: Yes. It ____________ an unforgettable concert.
Student A: ;*22222222222   E
Student B: I _____________liked the second part.
Student A: Youre right. He sings ______________.
Student B: I __________ it! Hes a great singer.
Student A: How did you __________ his performance?

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mara Jos: He was from Yaritagua, but he lived in Maracay for a long time.
Paco: Where was he from?
Mara Jos: ;*'    7 JE +'' & 
Paco: I loved it! Specially the 4rst part.
Mara Jos: How did you like the concert?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


106 Unit Five: On the art route

Arturo plays the bass. Hes an excellent bassist. Henry plays the harp. Hes an awesome harpist.

Rosa plays the piano. Shes a great pianist. 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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Five: On the art route 107
Hes a cuatro player.
Jess conducts an orchestra. Hes a conductor. Gabriel Ros plays the cuatro.

Shes an actress and hes an actor.


Rosolina can dance. Shes a dancer. Daifra and Manolo act.

Observa las imgenes y lo que se dice de ellas:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

Student A: It was incredibly good! And theyre only four musicians.


Student B: How did you like it?
Student A: It was a jazz band.
Student B: Really? What kind of music was it?
Student A: 1'     *   *;   

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


108 Unit Five: On the art route

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 Carreo 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 Carreo 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 informacin verdadera para las que sean falsas:

I. READING AND REFLECTING (leyendo y re>exionando)

marvelous singers
an excellent violinist
4. Salvador awesome cuatro players
3. Roberto and Manuel marvelous violinists
H   an amazing bassist
1. Glen and Christian great harpists

Escucha las oraciones y une el nombre de las personas con lo que se dice de ellos:

H. ALL EARS! (Todo odos!)


Unit Five: On the art route 109
Clear Clearly Act Actor
Awful Awfully Direct +or Director
Excellent Excellently Conduct Conductor
Marvellous Marvellously
+ly
Amazing Amazingly Sing Singer
Quiet Quietly Paint Painter
Nice Nicely Compose +er Composer
Slow Slowly Dance Dancer
Awesome Awesomely Play Player
Adjective Adverb Verb noun

2. Observa en los siguiente cuadros los cambios de categora gramatical y su lugar en la oracin:

He danced gracefully yesterday. He composes awesomely.


Francisco is a graceful dancer. Alejandro is an awesome composer.

She sang marvelously last night. He paints amazingly.


Nikita is a marvelous singer. Hilario is an amazing painter.

1. Observa como realizan ellos sus acciones:

J. BUILDING BLOCKS (Bloques de construccin)


110 Unit Five: On the art route

Student B: Yes. It was an ______________concert.


Student A: Those _____________ all jazz pieces.
Student B: I liked the ______________part.
Student C: Youre right. She played ______________.
Student B: I loved it! Shes a _______________ concert violinist.
Student A: How did you __________ the concert?

L. LETS 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, segn corresponda:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

 He directed Romeo and Juliet. Hes 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
112 Unit Five: On the art route

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?

A. LETS EXPLORE! (Exploremos!)

5 On the art route


He founded it many years ago
Lesson 14
Unit Five: On the art route 113
Student A: Thats __________ news. ___________s a friend of mine.
Student B: *%A> *'%1222222222222222222   * 
Student A: I do. I play the _____________.
Student B: No, I dont. Im a ____________. What about you?
Student A: 02222222222' * *   * 5

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mara Gabriela: Thats good news! Shes a good alto, and shes a friend of mine.
Gabriel: *%1 > *'%1*     * 
Mara Gabriela: I play the piano, and they already have a pianist.
Gabriel: No. I study there, but Im a soloist. What about you?
Mara Gabriela: 0 ' * *   * 5

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


114 Unit Five: On the art route

Juana is an alto. Jorge is a bass.

They can both reach low notes.

Tamara is a soprano. Andrs is a tenor.

They can both reach high notes.

Adems de orquestas, las escuelas de msica tienen coros. Hay cuatro tipos de voces principales:

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Five: On the art route 115

The oboe belongs to the woodwind section. The trumpet belongs to the brass section.

The cello belongs to the string section. The timpani belong to de percussion section.

En las orquestas hay cuatro secciones que agrupan los instrumentos segn su caracterstica comn:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

Student A: Because Im a pianist, and they only need one piano in an orchestra.
Student B: Why do you say that?
Student A: I want to play in one, but its diNcult to 4nd a place.
Student B: None. I sing in a choir. Im a mezzo. What about you?
Student A: What orchestra do you play with?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


116 Unit Five: On the art route

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 crculo el nmero de las oraciones relacionadas con lo que leer tu docente:

H. ALL EARS! (Todo odos!)


Unit Five: On the art route 117

Pamela is a friend of Rauls and Isaass. She is a friend of theirs.


Josu is a friend of mine and yours. Hes a friend of ours.
Romn is a friend of Lucias. Hes a friend of hers.
They are friends of Albertos. They are friends of his.

2. Observa:

Shes a friend of his.

Shes a friend of ours.

Hes a friend of mine.

1. Observa como realizan ellos sus acciones:

J. BUILDING BLOCKS (Bloques de construccin)


118 Unit Five: On the art route

Student A: &   ?  *  * 


Student B: Is it ___________?
Student C: Well, why dont you _____________at the Federico Villena.
Student B: Yes. I ______ in a choir. Im a soprano, but I dont read music.
Student A: I _________ you want to study music.

En grupos de tres, completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

5. Youre a friend of ________. (we)


4. Hes a friend of_________. (you)
3. We are friends of ________. (they)
2. Theyre friends of________. (she)
1. Shes a friend of _________. (he)

Ejm.: Toms is a friend of mine ( I )

Completa con el pronombre posesivo correspondiente:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


120
120
120 UnitOn
Unit Five: Two:
theThat hurt!
art route

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observa las imgenes.Tienes idea de dnde se encuentran los personajes o sobre qu hablan?

A. LETS EXPLORE! (Exploremos!)

5 On the art route


Not too far from here
Lesson 15
Unit Two:
Five: That hurt!
On the art route 121
121
121
Student A; Its not ___________from here. Its next to the church.
Student A; How nice. ___________ is it?
Student A; It _________________ last week-
Student A; Youre ___________ to a 4lm club?. When did it start?
Student A; It is. I meet my __________ at the 4lm club at 3 oclock
Student A; ____________ you are. That ________ looks heavy.

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Fabiana: Its not far from here. Its next to San Isidro school.
Alicia: Fantastic! Where is it?
Fabiana: They opened it last week.
open it?
Alicia: Youre 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 dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


122 Unit Five: On the art route

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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Five: On the art route 123
Its on the left Its 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. LETS READ AND LEARN! (Leamos y aprendamos!)

Student B: Thats right. Its only 4ve minutes on foot.


Student A: *% E 
 &
Student B: Well, Its about seven blocks. Its on Bolvar 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 dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


124 Unit Five: On the art route

The school is between the books store and the restaurant. The museum is next to the drugstore.

1. Observa las imgenes y completa la oracin.

J. BUILDING BLOCKS (Bloques de construccin)

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. Its 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 dont
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 ms:

I. READING AND REFLECTING (leyendo y re>exionando)

Student B: Youre welcome.


Student A: Thank you.
Student B: Thats 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 dilogo y completa los espacios en blanco.

H. ALL EARS! (Todo odos!)


Unit Five: On the art route 125

5. _____ you _____ _____here? Yes, _____ ______. How ______ I _______ you?
on for about three _______.
Fuerzas Areas Avenue. Then _____ left and go
4. _____ you ______ ______ the Terminal _____? Sure. Go _____ this street until you get to
3. Where _____ the ______ cafeteria? Its _______ that building.
2. ______ you tell me ______ the bakery ______? Its in _______ of drugstore.
1. How ________ I __________ to the Polideportivo? ______ the second street on the ______.

Completen las oraciones de ambas columnas.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

Im looking for Vargas Street. Turn left on the next corner and go on for 4ve blocks.
turn left and go to the end.
Do you know where the lunch room is?
Walk straight until you get to the next hall. Then
Can you tell me where the school is? Sure. Its behind the Mercal.
Where is the bank? Its 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.
126 Unit Five: On the art route

nuevo vocabulario de esta leccin.


den las direcciones y practquenlo. Pueden representarlo usando sus propios nombres u otros y agregando el
En grupos de dos/tres, lean de nuevo los dilogos anteriores. Luego creen nuevos dilogos con la siguiente imagen,

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)


128

Escuchen la conversacin anterior y lean la historia en forma silenciosa

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

housework? y hec
o you usually do

mom in the kitchen.


weekend I helped my this weekend I had to!
It looks like you were      ;* I cant cook very well, but

your weekend? things too. supermarket with my dad.


Really? I did many

ran many errands


of homework and
Well, I had to do a lot

historia? Qu situacin se presenta?


 
 la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

A hectic weekend
Lesson 16
Unit Six: I worked really hard 129
Student B: Me, too. What a hectic weekend!
Student A: Yes. I also had a lot of ____________.
Student B: That ___________ tiring.
Student A: Well, really __________. I had to cook and ___________.
Student B: Hello,____________. How__________ your weekend?
Student A: Hi,______________.

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Andrs: That sounds great! I want to talk to your father.


Joseph: My father was a baseball player some years ago. He can help you.
Andrs: Because we didnt have enough training. We dont have a trainer
Analy: Too bad. Why did you lose the game?
Andrs: I had a baseball game on Saturday, and our team lost again.
for our community.
Joseph: Busy and fun. We had to do a lot of things. We organized some sport competitions
Analy: Hi, guys. It is a very beautiful Monday. How was your weekend?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


130 Unit Six: I worked really hard

Pedro had to clean the windows. Renzo had to 4x his bike. Marco and Simn had to wash the dog.

Miguel had to do the dishes. Leida had to do the laundry. 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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Six: I worked really hard 131

He had to wash many dishes. She had to wash some dishes. She didnt have to wash any dishes.

She had to do a lot of homework. She had to do some homework. She didnt have to do any homework.

Lee y observa:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

School Principal Yes, they love their school


MPPE supervisor Wow! That sounds great!
School Principal Yes. The students painted and cleaned on weekends.
MPPE supervisor Really?
School Principal We had to ask for help from our community.
MPPE supervisor How did you solve the problems in this school?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


132 Unit Six: I worked really hard

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 odos!)


Unit Six: I worked really hard 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 didnt have to do much. I only had to - No, I didnt have to do much. I only had to read
- No, I didnt have to do any. - Yes, I had to do a lot of homework.
0*
 any housework?. 0*
 much homework?

Examples

any errands any food

some events some homework


+ +
many essays much housework

a lot of houses a lot of work

Countable nouns Uncountable Nouns

2. Mira cuidadosamente la siguiente tabla

many/much cars. much/many houses. much/many food.


Ren had to 4x Tadeo had to paint Josefa didnt have to cook

1. Lee en voz alta y escoge entre much y many:

J. BUILDING BLOCKS (Bloques de construccin)


134 Unit Six: I worked really hard

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 leccin.
Formen parejas y lean de nuevo los dilogos anteriores. Luego, completen el siguiente dilogo y practquenlo.

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

4. The school principal had to talk to ____________ people.


3. Mr. Martnez didnt 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, LETS PRACTICE! (Ahora, Practiquemos!)


136 Unit Six: I worked really hard

Escuchen lean silenciosamente.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

time. Im so tired. my father in the grocery store.


I started two days ago.

Did you work on When did you start too lat The teachers assigned that
*% *  6  

because it was too long. homework was very hard. homework but I couldn t 4nish it.

Did you 4nish your Did you write all the Really? What time

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

6 I needed more time


Lesson 17
Unit Six: I worked really hard 137
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 dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

STUDENT A: Ask the teacher for an extension of time


STUDENT B: Yes, it is. I need more time.
STUDENT A: I worked on paper recycling. I 4nished the homework last night. It was hard.
STUDENT B: I searched for the process of recycling bottles. And you?
STUDENT A: What did you do?
STUDENT B: No, I didnt. I had to work on my recycling project.
STUDENT A: Did you begin the paper on Venezuelan history last weekend?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


138 Unit Six: I worked really hard

Did you 4nish the science paper? The map was too diNcult. We didnt have the graphics we needed.

Escucha y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas:

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Six: I worked really hard 139

No. I didnt. I needed more time. No. It was too long. No. It was too late when I started.
Did you do all your test? Did she write the dialogue? Did you 4nish the essay?

Ellos tuvieron razones para no hacerlo:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

STUDENT B: Sure. Next week


STUDENT A: I want to help. Let me know next time you go there.
STUDENT B: No, we didnt. Just a few. We didnt have enough time.
STUDENT A: *%%1&     * 0    *5
STUDENT B: Because we went to the Warairarepano on foot. And we got here too late.
STUDENT A: Why didnt you attend the meeting yesterday?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


140 Unit Six: I worked really hard

3. Did they get a good grade in PE? Why?


2. Why didnt they get good grades in biology?
1. In what subjects did they want to get As?

they didnt study enough. They needed help from their teachers and more time.
the English dialogs because they were too long and they couldnt do the oral presentation in PE because
was very diNcult; they couldnt end the science project because they needed more material; they didnt do
term, some of them had to do many things and didnt 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 atencin. Luego responde las preguntas en tu cuaderno.

I. READING AND REFLECTING (leyendo y re>exionando)

3 a. No. I didnt read the newspaper today. b. No, I didnt. I didnt 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. Seala la respuesta apropiada para cada una, encerrando en un crculo la

H. ALL EARS! (Todo odos!)


Unit Six: I worked really hard 141

The students wanted more exercises. The students wanted less reading.
on Friday. Monday.
Mrs. Pelez gave her students more homework Mrs. Pelez 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 didnt study enough.

1. Observa las ilustraciones e identifcalas con el nmero correspondiente a la frase de la columna.

J. BUILDING BLOCKS (Bloques de construccin)


142 Unit Six: I worked really hard

STUDENT B: Thats ______ bad.


STUDENT A: Yes, our teachers give us ________ homework on Friday than any other _______.
STUDENT B: +' @5 5
STUDENT A: I didnt ________ there, because I had ______ homework.
STUDENT B: Fine, thanks! I ________ see you at the party last Friday.
STUDENT A: Hi, dear! How are you?

Completa el siguiente dilogo y practcalo con un (a) compaero (a):

L. LETS 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 segn corresponda en las siguientes oraciones:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


144 Unit Six: I worked really hard

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

That one was the longest. Youre lucky! I dont like it at all!

weeks doing that homework. its my favorite subject.


Youre right. I spent three But I enjoyed it a lot because

and shorter. to write four pages. was the science project.


Because yours was easier &  6E *
 Yeah, but the most diNcult

homework? I did mine. diNcult than the math exercises.


Why didnt you 4nish your Do you think so? This homework was more

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

6 That was more diNcult


Lesson 18
Unit Six: I worked really hard 145

Pedros exam is good. Juans exam is better tan Pedros. Maritzas 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. LETS 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: Lets __________ a notebook..

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

STUDENT A: No, it is not. It is more beautiful than mine, but its smaller and it has fewer pages.
STUDENT B: Really? This is better than that one.
STUDENT A: The cheapest and the worst. I had one two weeks ago.
STUDENT B: Because it was the cheapest in the bookstore.
STUDENT A: Why did you buy that notebook?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


146 Unit Six: I worked really hard

Lee c encin:

G. LETS READ AND LEARN! (Leamos y aprendamos!)

STUDENT A: And I have to go back to class. See you later!


STUDENT B: Well, I have a lot of homework to do.
STUDENT A: Mine are longer today.
STUDENT B: Because my classes 4nished earlier today.
STUDENT A: Why did you leave school so early?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS 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 clasifcalos en tres columnas, segn su

everything was too expensive. We couldnt 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 didnt 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 odos!)


148 Unit Six: I worked really hard

Juan is shorter than Julia. The black briefcase is bigger than the brown one.
Julia is taller than Juan. The brown briefcase is smaller than the black one.

The backpack is more expensive than the wallet. The book is thinner than the dictionary.
The wallet is cheaper than the backpack. The dictionary is thicker than the book.

1. Observa las ilustraciones y compara los objetos.

J. BUILDING BLOCKS (Bloques de construccin)


Unit Six: I worked really hard 149

6. Julio is good, but Ramon is better.

students than to his colleagues. 6. Vctor is the best of them.


5. Mr. Molina is always more helpful to his
5. He is the most helpful to his students.
science one.
4. The math book is more interesting than the of all.
4. The math book is the most interesting book
3. That briefcase is cheaper than the backpack.
3. The blue one is the cheapest in this store.
Paola.
2. Gloria has two sisters. Tania is younger than 2. Gloria is the youngest of them all.

1. My classmates are taller than me. 1. Henry is the tallest of all.

Examples

further the furthest


far
farther 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 slaba Adjetivos con ms de dos slabas

Superlativo de Superioridad

Young + er = younger More + adjetive = more beautiful

Adjetivos de una slaba Adjetivos con ms de dos slabas

Comparativo de Superioridad

Grados de los adjetivos

2. Ahora, observa la siguiente tabla.


150 Unit Six: I worked really hard

STUDENT B: Sorry, my dear, beauty is not enough. We need comfort. Lets buy the_________ one.
STUDENT A: But the brown one is more ____________!
STUDENT B: Its ___________ too. I dont have much money.
STUDENT A: That blue one is___________. I always carry many notebooks.
STUDENT B: @ ;*22222222222222222 1 @
STUDENT A: Lets buy a new backpack. Mine is ugly and yours is torn.

un artculo en una tienda.


representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin. Comprar
En grupos de dos. Lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

4. Jorge isnt the___________ in my class. (young)


3. Camila is the ____________ girl in class. (short)
2. These magazines are ___________than the ones in the principals oNce. (old)
1. This girl is __________ than that girl sitting near the teacher. (pretty)

Escribe el grado correspondiente del adjetivo en parntesis.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


152 Unit Seven: Lets make plans

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS 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? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de

A. LETS EXPLORE! (Exploremos!)

7 Lets make plans


to take our last test tomorrow
Lesson 19 Were going
Unit Seven: Lets make plans 153
Mary: Great!
Beto: Come to my house. My ___________ is going to make _________.
Mary: __________?
Jairo:____________ idea!
Beto: *%A?*2222222222222222222222    * 5
Its going to be on _______________.
Mary: Hey, guys. _________ you going to study for the __________ test?

Formen grupos de tres. Completen el siguiente dilogo y practquenlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Beto: Great!
Mary: Come to my house. My grandpa is going to make empanadas.
Beto: Where?
Mary: Good idea!
Jairo: *%A?*E '    * 5
Beto: Its going to be on Wednesday.
Mary: Hey, guys. Are you going to study for the biology test?
Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


154

Rodney: See you.


Mirna: Bye, bye.
Marlon: Well, see you this evening, guys.
Mirna: MmmShe makes a delicious bolog
Mom is going to make pasta.
Marlon. Why dont we study in my house this
English test next Tuesday.
Mirna: Im 4ne. Listen! Were going to ha
Rodney: Were 4ne. How about you?
Mirna: Hey, Rodney! Marlon! How are you guys?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)

*%7  L EA How about taking the bus?


together?
Why dont we study Lets practice math together! The library is far away.

Lee y aprende las siguientes expresiones, tiles, para hacer sugerencias e invitaciones.

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Seven: Lets make plans 155
Shes going to study computering this weekend. Theyre going to practice physics next Friday.

this afternoon.
Tomorrow, Hes going to meet Andrea. Julio and Ronny are going to write an essay

anuncian planes?
Re>exiona sobre los contenidos de las ilustraciones. En A, se anuncian planes personales En B, tambin se

G. LETS READ AND LEARN! (Leamos y aprendamos!)


156 Unit Seven: Lets make plans

d. Alex is going to study for his English test on Saturday.


c. Alexs 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 hes going to study for his English test.
NP  *E  
* 
 *    ;* 
 * #%*E 
#  %    IE @ ;*%*E  @*' *
 @&  

Lee atentamente el siguiente fragmento y subraya la opcin correcta.

I. READING AND REFLECTING (leyendo y re>exionando)

a. Whos going to make cachapas? My brother and I / My mom and I / My dad


c. Whos going to meet Jos? Samuel is / I am / Jenny is
 ?*F   * 5  $#  $#

Escuchen atentamente y subrayen la opcin correcta.

H. ALL EARS! (Todo odos!)

Theyre going to fail the exam.


Look at the clouds. Its going to rain. They didnt study for the test.

B
Unit Seven: Lets make plans 157

Yes. they are. No. Im not. Tony is. No, she isnt.
Yes, she is.

teachers next year? make pabelln? teach you English?


to have a test? Is Wendy going to
going to be your Are you going Is your mom going to
Are Mr and Mrs Baena

Yes/No-questions

at home.
Im going to study. Im going to study Next Thursday.
Ms. Tovar.

to do this weekend? to study? have your English test? next year?


What are you going Where are you going When are you going to your English teacher
Who is going to be

WHAT? WHERE? WHEN? ?+5

Wh-questions

J. BUILDING BLOCKS (Bloques de construccin)


158 Unit Seven: Lets make plans

Student 1: See you.


Student 2: Well, ________ you this ________.
Student 1: Wow. Thats great, too. I like _______________.
Student 3: No. _____________, shes going to make pabelln.
Student 2: Mmm. Is ______________ going to make ____________? She cooks very well.
Student 3. Why ________ ________ study and have dinner in my house _________ __________?
Student 1: Fine. Listen! We ________________ have our ______________test next ________________.
Student 2: Were ________. ________ _______ you?
Student 1: Hey, ___________How are you?

representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de tres lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

L. LETS 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? Sonia is going to have a test.


Ex.: going / Where / are / to / you / study / ? test / have / Sonia / going / is / a

palabras para formar oraciones interrogativas o declarativas.


 
    
    #   R   

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


MORE FUN!
(Ms diversin!)
160 Unit Seven: Lets make plans

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

or dinner!
lease,
o the


ls did I did v ell, t


Seconds later, Johnnys cellphone

A week after the 4nal English test

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

7 Lets make plans


Were going to celebrate
Lesson 20
Unit Seven: Lets make plans 161
B Congratulations! B Im sorry! B Way to go!

I got an 18. I got a 7. I got a 15.


A I did great on the history test. A I failed the exam. A I passed my math test.

E. LETS READ AND LEARN! (Leamos y aprendamos!)

Estudiante 3: Then, ______________ ___________________.


Estudiante 1: __________________! I got an 19, too.
Estudiante 2: Yes. I __________ a 19 and Yvonne got a 20.
Estudiante 3: *%2222222222222222 
Estudiante 2: We are. We _____ very well on the ____________ test
Estudiante 1: You look __________ happy!

Formemos grupos de tres. Completen el siguiente dilogo y practquenlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mnica: Then, lets celebrate.


Csar: Congratulations! I got an 18, too.
Kybel: Yes. I got an 18 and Yoly got a 19.
Mnica: *%  5
Kybel: We are. We did great on the language test.
Csar: Hey, girls, you look very happy!

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


162 Unit Seven: Lets make plans

Monica: Thank you, Mrs Torres!


Mrs Torres: And youre going to celebrate. Congratulations!
Kybel: Well, We did great in our tests
Mrs Torres: Where are you going, girls?

les pregunta
Ahora, escuchen y repitan el siguiente dilogo. Mnica y Kybel van por el patio, la Sra Torres, se las encuentra y

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


Unit Seven: Lets make plans 163
Theyre going to have a swimming competition tomorrow.
Javier and Patricia failed their history test.

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 odos!)

No, its not mine.


Theres no name on it.
Whose test this? Is this book yours?

Leamos y aprendamos las siguientes frases interrogativas y sus respuestas.

G. LETS READ AND LEARN! (Leamos y aprendamos!)


164 Unit Seven: Lets make plans
* solo para referirse a animales o cosas.

They their theirs

arent
You your yours No, it isnt
No, they
theyre.
We our ours Yes, its
Yes,
that/
It its* its Are these / those?
Is this /

She her hers

He his his Its /theyre

You your yours Whose is / are..?

I my mine

pronouns adjectives pronouns Questions and Answers

Subject Possessive Possessive

2. Fortalezcamos los contenidos de la siguiente tabla:

Pedros house. Gladyss cellphone my teachers handbag the teachers room

This is This is This is This is


sustantivos propios singulares y plurales
Expresar posesin con Expresar posesin con sustantivos

1. Observen los siguientes enunciados, para expresar posesin.

J. BUILDING BLOCKS (Bloques de construccin)


Unit Seven: Lets make plans 165

),  E$  E.  /    ;*,  E$  .S 

a. Mara is (Ramns/Ramn) teacher. c. (Belkyss/Belkys) house is very near.

1. Subraya la opcin correcta en cada una de las siguientes oraciones:

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

A: Are those pencils yours? B: No, they are hers.

A: What are your brothers names? B: Jesus and Carlos.

A: Whats your brothers name? / B: Luis.

A: Is this your pencil? B: No, it isnt mine. Its Luiss.

A: Whose backpack is this? B: Its Peters

EJEMPLOS
166 Unit Seven: Lets make plans

Student 3: Youre right. Lets ask him.


Student 2: What about Ramons? ________ house is big.
Student 1: No. My parents are not at home.
Student 3: What about ________ house?
Student 1: *%  A?*  '22222222222 5
Student 2: We did _________, too. Why dont we have a ________.
Student 1: We did _______________in the history test.

representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de tres, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

beautiful. What about (yours/your)?


(Whose / Who) car is this? Its (Mrs. Torres / Mrs. Torress) car. It is very nice. (Mine/My) is small but

opcin correcta en cada caso.


3. En las siguientes oraciones, encontrarn todas las formas de posesin estudiadas hasta ahora. Subrayen la

d. car/my grandma A_______________________________ B: _________________


c. oNce/the teachers A_______________________________ B: _________________
b. cell phone/Susan A_______________________________ B: _________________
a. laptop/Carlos A_______________________________ B: _________________

Books / the students A: Whose books are these? B: They are the students.
Ej.: Pencil / Mara A: Whose pencil is this? B: Its Maras.

2. Completen las siguientes preguntas y respndanlas.


168 Unit Seven: Lets make plans

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

How about planting

Im going t el t

El profesor Hernndez y sus estudiantes estn hablando sobre sus planes para las vacaciones:

historia? Qu situacin se presenta?


Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

A. LETS EXPLORE! (Exploremos!)

7 Lets make plans


care of my school on vacation
Lesson 21 Im going to take
Unit Seven: Lets make plans 169
Student 4: _____________________________.
Student 1: What __________ you, ________________?
Student 3: Im_________________________________ .
Student 1: What are you going to do on vacation, __________________?
Student 2: Were going to miss you too, ___________________.
Student 1: Hello friends! Today is our last day of school. _____________________.

Formen grupos de cuatro para completar el siguiente dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Daniela: Im going t y home


Teacher: What about you, Mirelli?
Yoel: Im going to visit my grandparents in San Carlos.
Teacher: Lets see. What are you going to do on vacation, Samuel?
Paula: Were going to miss you too, teacher.
Teacher: Well, today is our last day of school. Im going to miss you all.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


170 Unit Seven: Lets make plans

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. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Seven: Lets make plans 171

Teacher: Excellent!
Alexis: No. Actually, this is going to be my 4rst time there. I'm so excited.
Teacher: It's a nice state. Didn't you go to Apure last year?
Alexis: Yes. My family is from Apure.
Teacher: *%  A0*
   
 * 5
Alexis: I'm going to go to Apure, teacher.
Teacher: What are you going to do on vacation?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


172 Unit Seven: Lets make plans

(Sundays/Saturdays).
learn how to play the (guitar/cuatro). Ana plays the harp and shes going to play for a community group on
Mara and (her sister/her mom)  
    
 %,Mara/Maras sister) is going to
Escuchen atentamente y luego subrayen la opcin correcta en cada parntesis.

H. ALL EARS! (Todo odos!)

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. Theyre 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! Im 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 quedarn en casa durante las vacaciones, pero quieren aprovechar para participar en
Unit Seven: Lets 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 construccin)


174 Unit Seven: Lets make plans
Student 5: My father and I _______ ________ ______ __________ ___________.
Student 4: Well. Im interested _________ _________so Im __________ ________ ____________.
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 leccin.
practquenlo. Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de
1. Formen grupos de cinco y lean de nuevo los dilogos anteriores. Luego, completen el siguiente dilogo y

K. LETS 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? Im 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, respndanlas de acuerdo con sus planes

c. How ________________(about / clean) our classroom tomorrow?


b. Thanks ___________________(for / help) me paint the principals oNce.
a. Darwin is interested ___________________ (in / paint) the computer room.

Ej.: Dalia is interested in learning (in / learn) Pemn.

1. En las siguientes oraciones, escriban la preposicin y agreguen el verbo en la forma correcta.

J. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


176 Unit Eight: I learned a lot this year

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
inMaracay). Its 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 Gmez (the 4rst airport
historical aviation museum of military and civic aeronautic technology inaugurated on December 10,
The Venezuelan Air Forces Museo Aeronutico de Maracay (Aeronautics Museum of Maracay) is a

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

Observen el siguiente mapa. Qu lugares ven en l? Han ido ustedes a alguno de esos sitios?

A. LETS EXPLORE! (Exploremos!)

8 this year
I learned a lot
Im telling you what I did
Lesson 22
Unit Eight: I learned a lot this year 177
Student B: No, I _______________. I went with my friends.
Student A: __________ you go with your family?
Student B: I ____________ to Choron.
Student A: What beach _________ you go to?
Student B: Hi, Jos. I __________ to the beach?
Student A: Hello, Pedro. Where _______you go last Sunday?

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Mara I stayed home. My grandparents came and we had a barbecue. It was nice but
What about you, Mara? What did you do?
Elizabeth I saw the 4rst airplane owned by the Venezuelan air force, and a lot more.
Mara Really? What did you see there?
Elizabeth Hi, Mara. Listen, I went to Maracay yesterday. I visited the Museo Aeronutico.
Mara Hi, Elizabeth.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


178 Unit Eight: I learned a lot this year

Carmen Thats a marvelous idea!


Laura Thats great! We can go together.
Carmen Im going to plan a trip there with my parents.
Laura Its really amazing. I want to go there again soon.
Carmen Wow! Thats great. How did you like it?
Laura: I went to Warairarepano with my parents
Carmen There you are, Laura! I didnt see you this weekend.

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS 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 terminacin ed se pronuncia /t/:


Practica la pronunciacin de la terminacin ed de los verbos regulares en pasado simple. En los verbos

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Eight: I learned a lot this year 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 Prez Jimnez.


3. The beachs real name is Playa Grande.
2. The towns name is San Francisco de Paula.
1. It takes three hours to get to Choron from Maracay.
TRUE FALSE

H. ALL EARS! (Todo odos!)

to add/ad/- aadir added/did/

to want/wont/- querer wanted/wntid/

to start/start/- empezar started/strtid/

to visit/vsit/- visitar visited/vsitid/

/id/

terminados en d o t la terminacin ed se pronuncia /id/:


Practica la pronunciacin de la terminacin ed de los verbos regulares en pasado simple. En los verbos

G. LETS READ AND LEARN! (Leamos y aprendamos!)


180 Unit Eight: I learned a lot this year

to declare/diklr/- declarar declared/diklrd/


to play/plei/- tocar (un instrumento musical), jugar. played/pleid/
to explore/eksplr/- explorar explored/eksplrd/
to fulOll/fulfl/ - satisfacer,llenar fulOlled /fulfld/
to happen/jpen/- suceder, pasar happened /jpend/
to climb/klaim/- subir, escalar climbed /klaimd/
to open/upen/- abrir opened /upend/

/d/

simple. En los verbos terminados en r, n, i o l la terminacin ed se pronuncia /d/:


2. Observa la siguiente tabla y practica la pronunciacin de la terminacin ed de los verbos regulares en pasado

____________________________________________________________________.
6. He bought his electric toaster last week.

____________________________________________________________________.
5. Toms 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 grandmothers house.

1. Utiliza where, when o why para formular una pregunta acerca de la parte subrayada de la oracin.

J. BUILDING BLOCKS (Bloques de construccin)


Unit Eigh 181

8. Carlos didnt ______________ (4nish) his homework and the teacher ________ (be) very upset.
7. Who ________________ (found) the Federico Villenas music school?
6. Tornados never _____________ (happen) in Venezuela.
5. Jos _________ (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 est en parntesis.

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)


182 Unit Eight: I learned a lot this year

Student B: *%  '@222222222    


Student A: Wow! You really _________ fun, guys.I ________ go anywhere.
Student B: And I went to Choron. Its 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: Whats up, guys?

luego dramatcenlo.
propios nombres. Puede ser sobre lo que hicieron el Ln de semana utilizando el tiempo pasado. Practquenlo y
En grupos de cuatro lean de nuevo los dilogos anteriores. Luego escriban un dilogo parecido usando sus

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)


183

Escribe el pasado de cada verbo en el cruza letras.

MORE FUN!
(Ms diversin!)
184 Unit Eight: I learned a lot this year

as a prisoner.
& *  T * *  * '*  *margaritea heroine Luisa Cceres 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 Asuncin, one of the oldest cities in the country and now the capital of the state of
LaFortaleza de Santa Rosa de la Eminencia, also known asCastillo de Santa Rosa, is an old forti4cation that

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

otro lugar parecido aqu en Venezuela?


Examina las siguientes imgenes. Reconoces el lugar? Puedes decir a qu hacen referencia? Has estado en

A. LETS EXPLORE! (Exploremos!)

8 this year
I learned a lot
Tell me about Venezuelas history
Lesson 23
Unit Eight: I learned a lot this year 185

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. Pronunciacin de los verbos en tercera persona del singular en oraciones aLrmativas.

E. LETS READ AND LEARN! (Leamos y aprendamos!)

Eduardo &  #-> 


 %22222222222    
Daniel ________ you name one national heroe?
Eduardo Because the tombs of our national heroes ___________ there.
Daniel Why ___________ it a historic place?
Eduardo It __________ in Caracas.
Daniel ________ you know where it is?
Eduardo Yes, I ___________. The National Pantheon is one.
Daniel ________ you know some historic places here in Venezuela?

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Marcos: Youre right.


Sandra: *%'1   +    >HP 
Marcos: My history teacher talked about her today in class.
Sandra: She is a Venezuelan heroine who fought for our independenc
Marcos: No, I dont. Who is she?
Sandra: Do you know who Luisa Cceres de Arismendi is?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


186 Unit Eight: I learned a lot this year
Ivonne: Thats true. We have to be proud of our country and its people.
Marcos: We have many historic treasures in our country.
Ivonne: Thats right. They did that in 2000.
Marcos: / 51*  *9!:#  Ciudad Universitaria a World Heritage Site.
Ivonne: At the UCV. You know, at Ciudad Universitaria de Caracas,
Marcos: Yvonne, where did your mom study?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)

/S/ /Z/ /IZ/

Wishes Stays Does


Washes
Lives Makes Invites Works

persona singular.
Coloca cada uno de los siguientes verbos en la columna correcta de acuerdo a la pronunciacin de la tercera
Unit Eight: I learned a lot this year 187

house in 1641.
Francisco Martn de Narvez built Simn Bolivars

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. Qu ms sabes de ellos?

G. LETS READ AND LEARN! (Leamos y aprendamos!)


188 Unit Eight: I learned a lot this year

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 Pez, 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 Pez. 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 Jos

_______________________________

oracin con cada uno de ellos.


Escoge el ttulo correcto y escrbelo 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 Ral 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 odos!)


Unit Eight: I learned a lot this year 189

German settlers ________ la Colonia Tovar in 1843.

oros mayor________ Coro Art Museum in 1759.

1884 and___________ in 1897.


Mira3ores Palace construction________ in

1. Observa las imgenes y utiliza el verbo y el tiempo requerido: start, build, found, 4nish.

J. BUILDING BLOCKS (Bloques de construccin)


190 Unit Eight: I learned a lot this year

Student A It really is.


Student A I understand it is a ___________ impressive construction.
Student B How nice! I also __________ Solano Castle last weekend. I couldnt believe my eyes!
Student C Me too. Last month I _________ a weekend in Coro. I ________its Art Museum.
Student A Youre right. I enjoy visiting _________places.
Student B Yes. It ________ a really awesome place, full of history, art and nature.
Student A Did you _________ to Carabobo Battle4eld last Sunday?
En grupos de tres completen el dilogo y practquenlo:

L. LETS 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, LETS PRACTICE! (Ahora, Practiquemos!)


192 Unit Eight: I learned a lot this year

Escuchan y lean en forma silenciosa el dilogo anterior.

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

you like this school year? history, math and English. you know in English.

W w! time 3ies W Well, I liked it v y much. I really enjoyed English. I

Examina las siguientes imgenes. Sabes qu son? Dnde los has visto? Cmo se les dice en ingls?

A. LETS EXPLORE! (Exploremos!)

8 this year
I learned a lot
How can I say...?
Lesson 24
Unit Eight: I learned a lot this year 193
Student B: Yes, I want to remember every word and expression!
Student A: But, you dont have to. We can keep on practicing.
Student B: Im going to miss my English classes.
Student A: What are you going to miss?
Student B: Yeah, classes are almost over.
Student A: I cant believe were going on vacation soon.

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE! (Ahora, practiquemos!)

Alnaldo: Well, be careful. There are many of them in the rivers!


Alnaldo: The same, piranhas.
Alberto: And how can I say piraas?
Alnaldo: Peccari.
say bquiro?
Alberto: I know. I like the wild animals you have there. They have, um, how can you
Alnaldo: Im 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 dilogo:

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)


194 Unit Eight: I learned a lot this year

Ral: Yes. I read about that, too.


Vctor: What about seeing the one with no subtitles? Its good to learn vocabulary.
Ral: Why dont you come to the movies with me? They are showing Race 2.
Vctor: I think Im going to stay home.
Ral: What are you going to do on Saturday?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)

expressions in the text book. to practice with us. programs in English.


We must review words and We should ask a friend You can watch TV

Qu podemos hacer para recordar lo que estudiamos en ingls?

E. LETS READ AND LEARN! (Leamos y aprendamos!)


Unit Eight: I learned a lot this year 195

Listen to radio and TV programs. Talk to your friends in English.

Say words aloud to activate your auditory memory. Play scrabble or any other word games.

Algunas otras recomendaciones para mejorar en ingls:

G. LETS READ AND LEARN! (Leamos y aprendamos!)


196 Unit Eight: I learned a lot this year

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 wont help very much if you promptly forget it. Research shows that it takes from 10 to 20

en prctica y otra(s) que aqu no se mencionen.


Ahora lee otras recomendaciones para aprender vocabulario. Di a tus compaeros cul(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 recomendacin para aprender vocabulario en ingls. Marca verdadero o falso:

H. ALL EARS! (Todo odos!)


Unit Eight: I learned a lot this year 197

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 inspiracin:
Las rimas, canciones o poemas nos ayudan a mejorar nuestra pronunciacin. Practica sta y luego escribe una

K. NOW, LETS PRACTICE! (Ahora, Practiquemos!)

We should be positive. 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 construccin)


198 Unit Eight: I learned a lot this year

En los Centros Bolivarianos de Informtica y Telemtica

vocabulario y expresiones ya aprendidos . Pueden representarlo usando sus propios nombres.


En grupos de cuatro lean de nuevo los dilogos de las lecciones anteriores. Luego escriban uno utilizando

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)


boring (adj): aburrido (a) (lo que aburre) corner (s): esquina
bookstore (s): librera 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): avin cake (s): torta
aLord (v): costear cable car (s): telefrico
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:
both (s): ambos (as)

G
fall (v): caer housework (s): tareas domsticas
fall oL (v): caerse de heroine(sustantivo): herona
faithful (adj): Lel hero (s): hroe
exhausted (adj): exhausto helpful (adj): til, 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): mquinas, motores hard (adj): difcil
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): distrado (a) grades (s): caliLcacin
display (s): exhibicin go (v): ir
devastating (adj): devastador go 4shing: ir a pescar
demanding (adj): exigente gift (s): obsequio, regalo
damage (s): dao frightening (adj): horroroso(a)
damage (v): daar 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 csmicos far (adv): lejos
next to (prep): al lado de sometimes (adv): algunas veces
newspaper (s): peridico 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): reunin scaring (adj): espantoso
match (s): fsforo 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): lugareos 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): contaminacin
late (adv): tarde pleased (v); complacido
know (v): saber play (v): jugar, tocar
knight (v): caballero pipes (s): tubera
knife/knives (s): cuchillo/cuchillos pioneer (s): pionero
interesting (adj): interesante paint (v): pintar
interested (adj): interesado ointment (s): ungento
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: Cmo 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 caliLcacin) worry (v): preocuparse
to fail (v): reprobar (un examen) work (v): trabajar
tiny (adj): mnimo, pequeito wonderfully (adv): maravillosamente
threaten (v): amenazar wonderful (adj): maravilloso
think (v): pensar wobble (v): tambalearse
term (s): lapso whose: de quin?
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):natacin 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): til
studious (adj): estudioso (a) unfriendly (adj): antiptico(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

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