Segundo Ao
Ingls
Segundo Ao
Nivel de Educacin Media del Subsistema de Educacin Bsica
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
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
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
played a lot!
dialogs, sang nice songs and
What was he like? We learned a lot. We practiced
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.
1
Unit One: Do you know what? 9
Escucha y repite.
(Leamos y aprendamos!)
G. LETS READ AND LEARN!
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
ilustracin.
Escucha con atencin la descripcin de un docente. Encierra en un crculo la letra que corresponde con la
welcoming smile.
5. Was your last English teacher very loving? Yes, she was. She had a warm
games in class.
<
*
*'wonderful. We always played interesting and useful
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
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
Lee con atencin y escribe los adjetivos correspondientes en los espacios en blanco:
of our country.
#
>=6%)
'
&
loved our country.
#
=
*'
%
*
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
Questions Answers
Escucha y repite.
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?
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,
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:
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
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?
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.
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?
la leccin.
Formen grupos de dos para completar el dilogo y practicarlo. Utilicen la informacin que est al principio de
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
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.
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
BE EJEMPLOS
did/subject/verb/complement
Did your father travel to Achaguas?
DID EJEMPLOS
2-
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.
Observa cuidadosamente las respuestas siguientes y escrbe las preguntas correspondientes en tu cuaderno.
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
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
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
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
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.
Comparen los pronombres de ambas columnas de la izquierda y luego observen cmo se usan en los ejemplos.
2. A: I lost my keys/key
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.
2) Ahora subrayen, en cada oracin, el pronombre correcto, sujeto u objeto, segn el caso.
1) Re>exionen sobre cada una de las siguientes oraciones y compltenlas con el pronombre objeto correcto.
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
Observen las ilustraciones y re>exionen sobre el signiLcado de las siguientes palabras y expresiones.
his face
Peters father was washing I was making a sandwich
I was
yesterday at 6 oclock?
What were you doing
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.
Last night, Mrs Mayora was cooking dinner when she burnt herself. She went to a CDI. She feels good now.
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
They
You They they
were werent Were
You you
We
We we
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
2. Completen los espacios en blanco. Utilicen el verbo entre parntesis, reescribindolo en pasado continuo.
1. Completen las siguientes oraciones con la forma correcta del pronombre re>exivo.
2 That hurt!
I spilt coLee on my English homework!
Lesson 6
Unit Two: That hurt! 49
Leamos y aprendamos las palabras y expresiones que utilizamos en el ejercicio anterior y otras nuevas.
Esta es una tpica casa de Mucuches, Edo. Mrida. Escucha y aprende los nombres de las partes de la casa:
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
They
You were
We
It
sleeping when the president arrived.
She was
He
You were
I was
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
3 Memories
I used to play the cuatro
Lesson 7
Unit Three: Memories 57
Clar
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.
Information Questions
Questions
subject +can+not / cant+verb+complement We cannot / cant swim fast.
Now
subj+did+not / didnt+use to+ verb+complement We didnt use to swim in that lake.
subj+could+not / couldnt+verb+complement We could not / couldnt play the harp 5 years ago.
1. Observa:
En grupos de dos lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.
_____
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.
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 _________________________?
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.
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
EXAMPLES
born
in___________ (month)
I /she / he was
in __________ (year)
GRAMMAR
1. Observa:
Completa:
Dos compaeros conversan. Uno de ellos falt a la clase de ciencias y le pregunta a su compaero sobre la clase.
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?
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
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?
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).
Escucha las preguntas que leer tu docente y encierra en un crculo la letra de una de las opciones.
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?
propios nombres.
Despus de practicar los dilogos de las lecciones previas, completen y practiquen el siguiente, pueden usar sus
(Escuchemos y leamos!)
Flood Tsunami
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:
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
people.
Arrive Arrived /d /
The helicopters arrived to help
ralugeR
Present Past
Escucha y repite:
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.
Comenta con tus compaeros qu cosas hacemos los humanos que ayudan a causar los deslaves.
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
2. Observa:
I lost my house, but I got That er ther No, it is the red and white one
1. Lee y comenta:
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?
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.
T __ F __
T __ F __
T __ F __
T __ F __
Tsunami
www.meted.ucar.edu/trainingmodule_es.php?id=907
ou must be away from the sea shore. You must be away from glass.
(Bloques de construccin)
:/K:);1!L/1#1#K!:/9#!:##K#L1;90:K2222222222222
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?
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
22222222222222222222222222222222222222
22222222222222222222222222222222222222
22222222222222222222222222222222222222
22222222222222222222222222222222222222
En grupos de dos o tres completen lo que debe hacerse ante una situacin de un tsunami .
Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
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.
The ground shakes gently. wobble noisily. Domestic animals behave strangely.
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
running out.
We were running out. Were you running out?
They were not / werent
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
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?
Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
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?
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.
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:
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:
2. Observa en los siguiente cuadros los cambios de categora gramatical y su lugar en la oracin:
Examples
112 Unit Five: On the art route
Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
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
Adems de orquestas, las escuelas de msica tienen coros. Hay cuatro tipos de voces principales:
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:
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?
Encierra en un crculo el nmero de las oraciones relacionadas con lo que leer tu docente:
2. Observa:
Observa las imgenes.Tienes idea de dnde se encuentran los personajes o sobre qu hablan?
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.
Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas:
The school is between the books store and the restaurant. The museum is next to the drugstore.
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:
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 ______.
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.
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
housework? y hec
o you usually do
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,______________.
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:
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:
Lean el siguiente texto, respondan verdadero o falso y dibujen un graMti sobre su comunidad o estado.
Escucha las oraciones y marca con una X si es verdadero (V) o falso (F):
Examples
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.
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
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:
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?
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
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.
letra correspondiente.
Escucha las siguientes preguntas. Seala la respuesta apropiada para cada una, encerrando en un crculo la
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.
More vs less
More vs Fewer
4. I like my new english teacher. She gives ________ reward and ________ punishment.
That one was the longest. Youre lucky! I dont like it at all!
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:
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?
Lee c encin:
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:
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.
Examples
Adjetivos Irregulares
the + tall + est = the tallest the most + adjective= the most interesting
Superlativo de Superioridad
Comparativo de Superioridad
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.
The school year is about to 4nish. Next Friday, students are going to have their 4nal English test.
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:
Lee y aprende las siguientes expresiones, tiles, para hacer sugerencias e invitaciones.
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
stay home all day because hes going to study for his English test.
NP *E
*
*
;*
*
#%*E
#
%
IE @ ;*%*E
@*'*
@&
B
Unit Seven: Lets make plans 157
Yes. they are. No. Im not. Tony is. No, she isnt.
Yes, she is.
Yes/No-questions
at home.
Im going to study. Im going to study Next Thursday.
Ms. Tovar.
Wh-questions
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
___________________________________________________________
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$
*$#$$&$
$
$
or dinner!
lease,
o the
les pregunta
Ahora, escuchen y repitan el siguiente dilogo. Mnica y Kybel van por el patio, la Sra Torres, se las encuentra y
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.
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.
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 /
I my mine
), E$ E. / ;*, E$ .S
EJEMPLOS
166 Unit Seven: Lets make plans
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
Books / the students A: Whose books are these? B: They are the students.
Ej.: Pencil / Mara A: Whose pencil is this? B: Its Maras.
Im going t el t
El profesor Hernndez y sus estudiantes estn hablando sobre sus planes para las vacaciones:
play basketball?
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?
(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.
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
coming to my house.
Thanks for inviting me to your house.
helping me/us with my/our homework.
A B C
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
_______________________________? ____________________________.
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.
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
Observen el siguiente mapa. Qu lugares ven en l? Han ido ustedes a alguno de esos sitios?
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?
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.
/t/
Lee sobre nuestro Parque Nacional Warairarepano y completa las oraciones con verbos en pasado:
/id/
/d/
____________________________________________________________________.
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.
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.
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
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
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.
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
_______________________________
1. Observa las imgenes y utiliza el verbo y el tiempo requerido: start, build, found, 4nish.
you like this school year? history, math and English. you know in English.
Examina las siguientes imgenes. Sabes qu son? Dnde los has visto? Cmo se les dice en ingls?
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.
Say words aloud to activate your auditory memory. Play scrabble or any other word games.
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
Escucha una recomendacin para aprender vocabulario en ingls. Marca verdadero o falso:
de tu propia inspiracin:
Las rimas, canciones o poemas nos ayudan a mejorar nuestra pronunciacin. Practica sta y luego escribe una
We should be positive. We must laugh at our mistakes. We have to be patient with ourselves
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