WRITTEN ENGLISH COMMUNICATION 2

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de diciembre de 2010.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 1,012 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Mtro. Jorge Luis Ibarra Mendívil
Director Académico
Profr. Julio Alfonso Martínez Romero
Director de Administración y Finanzas
C.P. Jesús Urbano Limón Tapia
Director de Planeación
Mtro. Pedro Hernández Peña
WRITTEN ENGLISH COMMUNICATION 2
Módulo de Aprendizaje.
Copyright ©, 2010 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Primera edición 2010. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
COMISIÓN ELABORADORA:
Elaborador:
Edna Elinora Soto Gracia
Revisión Disciplinaria:
Viridiana Vidal Trasviña
Corrección de Estilo:
Diana Patricia Lugo Peñúñuri
Apoyo Metodológico:
Jesús Moisés Galaz Duarte
Supervisión Académica:
Luz María Grijalva Díaz
Equipo Técnico RIEMS
Diseño:
Joaquín Rivas Samaniego
María Jesús Jiménez Duarte
Grupo Editorial:
Cynthia Deyanira Meneses Avalos
Coordinación Técnica:
Claudia Yolanda Lugo Peñúñuri
Diana Irene Valenzuela López
Coordinación General:
Profr. Julio Alfonso Martínez Romero

3PRELIMINARES
Ubicación Curricular
COMPONENTE:
FORMACIÓN PARA EL
TRABAJO
CAPACITACIÓN PARA EL
TRABAJO:
IDIOMAS (INGLÉS)
HORAS SEMANALES:
04
CRÉDITOS:
08
DATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________

5PRELIMINARES
Presentación.................................................................................................................................................................................................7
Mapa de asignatura......................................................................................................................................................................................8
BLOCK 1: THE WORLD WE LIVE IN ......................................................................................................9
Didactic Sequence 1: Everything about food.....................................................................................................10
• Food vocabulary .........................................................................................................................................11
• Request with would and will .......................................................................................................................23
• Imperatives..................................................................................................................................................25
• Sequence adverbs......................................................................................................................................31
Didactic Sequence 2: My Vacation.....................................................................................................................41
• Adverbs of quantity.....................................................................................................................................43
• Means of transportation vocabulary...........................................................................................................45
• Indirect questions........................................................................................................................................47
• Will – Going to.............................................................................................................................................49
• Modal for necessity and suggestions ........................................................................................................52
Didactic Sequence 3: Our Environment.............................................................................................................61
• Environment Vocabulary.............................................................................................................................62
• First Conditional Sentences........................................................................................................................65
• Vocabulary for making suggestions ...........................................................................................................66
BLOCK 2: FEELINGS AND EMOTIONS ...............................................................................................71
Didactic Sequence 1: Long time no see!...........................................................................................................72
• Past continuous ..........................................................................................................................................73
• Present Perfect continuous.........................................................................................................................83
• Biographies.................................................................................................................................................88
Didactic Sequence 2: What do you think? .........................................................................................................89
• Participles as adjectives .............................................................................................................................89
• Adjectives for art vocabulary ......................................................................................................................93
• Movie genre vocabulary..............................................................................................................................95
• Relative clauses ..........................................................................................................................................97
Didactic Sequence 3: A Visit to ........................................................................................................................102
• Ailments and illnesses vocabulary ...........................................................................................................103
• Expressions for hypothesizing..................................................................................................................105
• Tag Questions...........................................................................................................................................108
• Idioms........................................................................................................................................................110
• Body language..........................................................................................................................................112
BLOCK 3: KNOW HOW OF TECHNOLOGY.......................................................................................119
Didactic Sequence 1: Speculating about.........................................................................................................120
• Unreal Conditional Sentences ..................................................................................................................122
Didactic Sequence 2: She said that .................................................................................................................130
• Reported Speech......................................................................................................................................131
Didactic Sequence 3: Getting into technology.................................................................................................136
• Comparing time periods...........................................................................................................................138
• Inventions and Inventors...........................................................................................................................139
• Time contrast ............................................................................................................................................141
• Describing Technology.............................................................................................................................143
• Social networks.........................................................................................................................................147
• Bibliography ..............................................................................................................................................151
Índice

7PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso
que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las
competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un
mismo propósito en un determinado contexto.
El presente Módulo de Aprendizaje de la asignatura Written English Communication 2, es una herramienta de suma
importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se
establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está
implementando a nivel nacional.
El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de
estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios
local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y
cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las
preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a
abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos
conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que
tu aprendizaje sea significativo.
Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que
realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y
actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma
individual, binas o equipos.
Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de
campo, etc.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa
cuando el docente lo indique, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este
momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo.
Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a
través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el
propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este
ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para
mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la
finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las
actitudes de responsabilidad e integración del grupo.
Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que
les permitan integrarse y desarrollarse de manera satisfactoria en el mundo laboral o en su preparación profesional.
Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de
ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y
contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y
aprender a vivir juntos.
Presentación

8
PRELIMINARES
WRITTEN ENGLISH
COMMUNICATION 2
Block 1
The World We Live in
Didactic Sequence 1:
Everything about Food
My Vacation
Our Environment
Block 2
Feelings and Emotions
Long Time no see!
What do you think?
A Visit to…
Block 3
Know How of
Technology
Speculating about…
She said that…
Getting into Technology

The World We Live In
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma.
2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma.
3. Realiza expresión o producción oral en otro idioma.
4. Realiza interacción oral en otro idioma.
5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.
Unidad de competencia:
 Solicita y da información referente a actividades vacacionales, lugares y alimentos;
identifica problemas ecológicos y propone soluciones.
Atributos a desarrollar en el bloque:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el
contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y
expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en
los contextos local, nacional e internacional.
Time assigned: 20 hours

10
THE WORLD WE LIVE IN
Didactic Sequence 1.
Everything about Food.
Start up activities
Evaluation
Activity: 1 Product: Ice breaker puzzle. Value:
Knowledge
Factual Procedural Attitude
Identifies vocabulary, spelling,
and facts about previous
knowledge.
Practices vocabulary, spelling and
facts about food.
Shows independence and interest
when practicing previous
knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
How much do you know about food vocabulary? Answer the crossword puzzle.
RESTAURANTS AND FOOD
1 2 3
4
5 6
7 8
9
10
11 12
13 14
15 16
17 18
Activity 1: Speaking
Down
1. A place where people can sit
around and drink alcoholic
beverages in a restaurant. (3)
2. A drink that many people have with
dessert. (6)
3. Something you use to cut meat.
(5)
4. Another word for a drink. (8)
6. The noon meal. (5)
7. Something you might need to get
into a busy restaurant. (11)
9. Someone who serves you food. (6)
10. The morning meal. (9)
12. Something, usually sweet, that
you eat after dinner. (7)
14. The evening meal (6)
16. The total amount that you have to
pay for a meal. (4)
Across
2. Someone who makes food in a cheap restaurant.
(4)
4. A meal between breakfast and lunch. (6)
5. Someone who makes food in an expensive
restaurant. (4)
8. This describes what you can eat at a restaurant. (4)
11. Something you eat before the main meal. (9)
12. If everybody pays for their own food then you
go_____________. (5)
13. A side dish with lettuce and other vegetables. (5)
15. What the cook places your food on. (5)
16. A meal where you help yourself from a table
with a variety of dishes. (6)
17. Long, stringy food. (7)
18. Something you give your waiter if the service
is good. (3)
(Number in parenthesis means letters of the answer)
Lanternfish worksheets © 2005

11
BLOCK 1
Evaluation
Activity: 2 Product: Vocabulary review. Value:
Knowledge
knowledge.
Applies vocabulary, spelling, and
previous knowledge about food.
Shows independence when
applying previous knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
Write the name under the picture.
_______________ ___________________ _________________ __________________
_______________ ___________________ _________________ __________________
_______________ ___________________ _________________ __________________
Activity: 2
Fill in the blanks with words from the box.
Chef – cook – dessert – dinner – dishwasher – waiter – lunch - salad- soup – breakfast – brunch – tip- appetizer
The person who serves your food is called a ___________________. The person who cooks your food is called a
____________________ if it is a cheap restaurant or a _____________________ if it is an expensive restaurant. A
___________________ is somebody who washes dishes. If the food and service is good, people usually leave a
__________________.
Most people eat ____________________ after they wake up. Around noon people have their midday meal, or
_____________________. And ___________________ is the meal that people eat in the evening. However,
sometimes, especially on Sunday, people like to sleep in, so instead of having breakfast, they eat a meal between
breakfast and lunch called ______________________.
At lunch or dinner sometimes people order a snack before the meal called an ________________________. A
__________________ or a ___________________ is often served alongside the main meal. After dinner, people
sometimes treat themselves to ___________________.
Activity: 2a

12
Development activities
Look over the dishes, answer the questions, and discuss them with classmates.
Popular Ethnic Dishes
Lebanese Kibbee American Brazilian Feijoada Mexican Mole Thai Prawn African Bobotie
Hamburger tom yam
Which of these dishes have you ever tried? ____________________________________________________________
Write two popular dishes in your country: ___________________________, _________________________________
What ethnic dishes can you find in your city? ___________________________________________________________
Activity: 3
What’s it made of?
Match the ingredients needed to cook the ethnic dishes presented above. Write the name
of the dish below the corresponding ingredients. (Use the dictionary if needed).
1 2 3
_________________________ ______________________________ _______________________________
4 5 6
_________________________ ______________________________ _______________________________
Activity: 3a
- Chicken or
turkey
- Different
kinds of chili
- Sesame
seeds
- Ground
beef of lamb
- bulgur
- parsley
- Patties of
ground meet
- Lettuce
- tomato
- buns
(bread)
-shrimp
-lemongrass
-mushrooms
- cilantro
-Minced
beef
-Curry
powder
-golden
raisins
- Pork
- black
beans
- spices and
garlic

13
BLOCK 1
Evaluation
Activity: 3 Product: Ingredients vocabulary. Value:
Knowledge
Identifies food – specifically
ethnic dishes.
Recognizes ethnic dishes and
writes about dishes in her/his
community.
Shows initiative and interest when
acknowledging about ethnic
dishes.
Auto-Evaluation
C MC NYC
Obtained Value:
Pair practice. Read the dialogue and answer the questions. Then act out the dialogue with
your partner and discuss the answers.
Diego: I would like to go out to dinner on Friday, would you like to come?
Alex: Yes, Where would you like to go?
Diego: Well, what do you think of Japanese food?
Alex: I like it, but most of the dishes I like are prepared with raw fish
specially sushi and I’m not in the mood to eat that.
Diego: I’m not either; seafood is dangerous this time of the year.
Alex: Hmm. How do you like Sonora food: “carne asada”?
Diego: Oh, I like it a lot. I like “salsa” and “guacamole” also.
Alex: I do, too. I know a nice “Carne Asada” restaurant, it’s called
La Parrilla Sonorense”.
Diego: Oh, I’ve always wanted to go there.
Alex: Great! Let’s make plans for Friday then.
1. What does Diego invite Alex to do? ________________________________________________________________
2. What kind of foods do they talk about? ________________________ and ________________________________
3. Where do they finally decide to go? _______________________________________________________________
4. Have they both been there before? ________________________________________________________________
5. What do you prefer, “sushi” or “carne asada”? ______________________________________________________
Activity: 3b
What ethnic dishes can you find in your city? Write two of these dishes and their
ingredients.
Activity: 3c
Name:
_______________________________________
Ingredients:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
___________________________________
Name:
_______________________________________
Ingredients:
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
__________________________________

14
Read and learn the food groups in the FOOD PYRAMID.
Activity: 4
Write the food group that each picture belongs to and what they provide.
____________________ ____________________ _______________ ______________________ _________________
____________________ ____________________ _______________ ______________________ _________________
What group is missing? _____________________________________________________________________________
Activity: 4a

15
BLOCK 1
Evaluation
Activity: 4 Product: Food list. Value:
Knowledge
Verifies knowledge of the food
guide pyramid and the basic
food groups in order to plan
nutritious meals.
Applies information of the food
guide pyramid and its groups to
classify them in categories.
acknowledging about food guide
pyramid and the basic food
groups.
Auto-Evaluation
C MC NYC
Obtained Value:
With the help of your teacher write each of the ingredients from exercise 3a and 3c in the
corresponding food group. Complete the table with other ingredients that you know. Use
your dictionary if necessary.
Grains Vegetables Fruits Meats Dairy Products
Bulgur Parsley Beef
Activity: 4b

16
Evaluation
Activity: 5 Product: Reading comprehension. Value:
Knowledge
Classifies and selects
information about the food
food groups.
Reads information of the food
guide pyramid and the basic food
groups to answer questions.
Appreciates acquired information
about the food guide pyramid.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the article, look at the food pyramid, answer the questions and discuss them with
your partners.
The Food Pyramid
You have already studied food vocabulary in a pyramid when you were in first semester, remember? Now we are
going to study the “Food Pyramid” as a guide to understand how to eat healthy. The spaces in each group
represent suggested percentage of the diet, for example, the vegetable section is bigger than the meat and
poultry section therefore more vegetables are suggested in our daily diet.
Water plays a very important part in our nutrition because it dilutes toxic wastes in the body and transports fuel to
the working tissues. That’s why water is the base of the pyramid.
 Bread, fortified cereals, rice, pasta and other foods made from grain are carbohydrates that provide the body
with “fuel.” Use whole grain rice, flour, and pasta. Look for the word “whole” on the package.
 Veg & Fruit are an essential part of a healthy diet. They have been found to prevent some cancers & heart
disease. They provide us with fiber which aids digestion. They provide essential vitamins and minerals. Use
more fruit for sweeten up desserts and instead of sugar.
 Meat, poultry, fish and eggs provide the necessary Protein that builds and repairs the body. Use lean cuts of
meat, remove the white fatty parts. Add nuts or seeds to salads and cereals.
 Calcium is an essential mineral, found in dairy products (cheese group), that affects our bones and teeth. Use
reduced fat or low fat ingredients such as low fat cheese or skim milk.
 Fat and Sugars are a necessary part of a healthy diet, in small quantities, and the right kind of fat! That’s why
they are recommended to be used in moderation and are at the top of the pyramid. Fats are found in foods
like milk, cheese, meat, fish, and eggs. Try to use healthy oils (fat) they usually come from unrefined products
such as fish, nuts, avocado, seeds, and olives.
A balanced diet is one that includes all the food groups.
1. Which of the tips of the article do you already follow? ________________________________________________
_________________________________________________________________________________________________
2. What do you eat in a typical day? _________________________________________________________________
_________________________________________________________________________________________________
3. Why do you think that fats and sugars should be used in moderation? _________________________________
_________________________________________________________________________________________________
4. Do you use more fat than healthy oils? ___________________________________________________________
5. Do you think that you eat healthy food? ___________________ Why? ___________________________________
_________________________________________________________________________________________________
Activity: 5

17
BLOCK 1
Evaluation
Activity: 6
Product: Reading comprehension
continuation.
Value:
Knowledge
Selects information and uses
dictionary to look for new words.
Applies information about the food
guide pyramid and searches for
new words meaning in the
dictionary.
Shows interest when
acknowledging new information
and words.
Auto-Evaluation
C MC NYC
Obtained Value:
Dictionary use. Read the pyramid passage and check your dictionary for words you don’t
know.
Word Your guess Dictionary meaning
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Activity: 6
Read the article and look at the food pyramid. Then check ( ) True or False. For the
statements that you marked false, write the correct information.
True False
1. It is better to eat foods that are high in protein than vegetable
2. Fruits and Vegetables prevent dangerous diseases
3. Breads and cereals are a good source of minerals
4. Healthy oils come from whole grains
5. It is recommended to eat excess of fat and sugar
Correct information:
__________________________________________________________________________________________________
_________________________________________________________________________________________
Activity: 6a

18
Keep track of everything (servings) you eat and drink in a day. Include which food groups
they belong to as well as fat, sugar and calorie amounts. Be sure to put your daily goals
for each day!
Activity: 7
Compare your table with your partners’ one. Do you think their diet is balanced?
Activity: 7a

19
BLOCK 1
Evaluation
Activity: 7 Product: Report. Value:
Knowledge
Organizes questions and then
integrates the results in the
graph.
Practices making questionnaire’s
questions; discusses results with
other teams, and reports results.
Shows interest when keeping
track of what he/she eats in a day
and share information with
classmates.
Auto-Evaluation
C MC NYC
Obtained Value:
Team work. Make teams of three. Answer the questions and then ask them to your
partners. Write down the answers.
Questions You Student 1 Student 2
1. How many servings of protein did you
have?
2. How many servings of grains did you
have?
3. How many servings of vegetables did
you have?
4. How many servings of dairy products
did you have?
5. How many servings of fruits did you
have?
6. How many servings of sugar and fats
(junk food or refined products) did you
have?
Activity: 7b
Discuss the answers with other teams and gather information. Make a graph with the
results here and then present it in class.
Activity: 7c

20
Evaluation
Activity: 8 Product: Written paragraphs. Value:
Knowledge
Classifies information to
complete charts with his/her own
information.
Reports information from his/her
own experience.
Shows initiative when working in
basic exercises.
Auto-Evaluation
C MC NYC
Obtained Value:
Complete the charts.
Activity: 8
In which food group would you find the
following?
sausages: ________________________
chocolate : _______________________
yoghurt: __________________________
pasta: ___________________________
pears: ___________________________
Which food group is best for giving
us…?
calcium: _________________________
instant energy: ___________________
protein : __________________________
vitamins and
minerals: _________________________
long lasting
energy: __________________________
Write a paragraph about the most
horrible food you’ve ever had. What was
it and why did you dislike it so much?
Write a paragraph about the best food
you’ve ever had. What was and why did
you like it so much?

21
BLOCK 1
Evaluation
Activity: 9 Product: A collage. Value:
Knowledge
Orders a collage clarifying and
visualizing ideas about food
groups.
Creates a collage to visualize and
clarify ideas about food groups by
using authentic material.
satisfying exercises of collage’s
creativity using authentic material.
Auto-Evaluation
C MC NYC
Obtained Value:
Make a collage with cut outs of packages or boxes of assorted food products.
Activity: 9
Then divide the products’ ingredients into the correct food groups and list them on a
separate sheet of paper. Present it to your teacher.
Activity: 9a

22
Pair work. Answer and ask the questions to your partner. Write down the answers.
Questions You Partner
1. Do you order food at your home?
2. How often do you eat at restaurants? (times
a week)
3. What is your favorite restaurant?
4. What is your favorite fast-food restaurant?
5. Do you prefer to eat in a fast-food restaurant
or in a restaurant?
6. Do you usually leave a tip?
Activity: 10
Write in a paragraph the differences between your partner and you.
Example: I eat at restaurants two times a week but my partner (name) never eats at restaurants. I
order…
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
Activity: 10a
Ordering food in a Restaurant
One of the most important tasks in English is ordering
food when you go to a restaurant. There are basic forms
and questions, as well food vocabulary that you can use
in places where people speak English.

23
BLOCK 1
Practice vocabulary on restaurants: http://www.esl-lab.com/vocab/v-restaurant.htm
Evaluation
Activity: 10
Product: Perform written and oral
exercises.
Value:
Knowledge
Identifies the new theme: At a
restaurant, uses information to
make and answer questions.
Applies information to write a
paragraph, forms and answers
questions.
Collaborates with his/her partner
on the activities developed by
pairs.
Co-Evaluation
C MC NYC
Obtained Value:
Read the conversation and answer the questions.
At a Restaurant
Waiter: Welcome to Antico's. Here are your menus.
Today's special is grilled salmon. I'll be back to take
your order in a minute.
. . .
Waiter: Are you ready to order?
Customer 1: I'd like the seafood spaghetti.
Waiter: And you?
Customer 2: I'll have a hamburger and fries.
Waiter: Would you like anything to drink?
Customer 1: I'll have a coke, please.
Waiter: And for you?
Customer 2: Bring water, please.
Waiter: OK. So that's one seafood spaghetti, one hamburger and
fries, one coke, and one water. I'll take your menus.
. . .
Waiter: Here is your food. Enjoy your meal.
. . .
Waiter: How was everything?
Customer 2: Delicious thanks.
Waiter: Would you like anything for dessert?
Customer 1: No, bring the bill (check) please.
1. What is the special of the day? ____________________________________________________________
2. What did customer 1 order? ______________________________________________________________
3. What did customer 2 orders? ______________________________________________________________
4. Did someone order coffee for drink? _______________________________________________________
5. Did they like the dishes? __________________________________________________________________
Did they have dessert? ___________________________________________________________________
Activity: 10b
Modal verbs WOULD and WILL for
requests
What would you like to eat?
I’d like grilled chicken.
I’ll have the special of the day.
What would you like to drink?
I’d like lemonade, please.
I’ll have tea.
Would you like anything else?
Yes, please. I’d like dessert.
No, thank you. That will be all.
Contractions
I will = I’ll
I would = I’d
Role-play activity. Form teams of three and act out the dialogue. Change roles.
Activity: 10c

24
Pair work. Read and discuss with your partner the vocabulary relevant to a restaurant.
Match numbers: waiter’s request to guest’s response, guest’s request to waiter’s
response.
1. What can I do for you?
2. Can I help you?
3. Can I take your coat?
4. Have you booked a table?
5. How many are you?
6. Would you follow me, please?
7. Can I take your order, sir/madam?
8. What would you like to start with?
9. What would you like to drink?
10. What would you like for dessert?
11. How would you like your steak?
(rare, medium, well done)
12. Do you want a salad with it?
13. What kind of dressing?
14. Anything to drink?
15. Do you want a dessert?
16. The burgers are very good.
17. Sorry, the hamburgers are off.
18. Is everything all right?
19. Did you enjoy your meal?
20. Are you paying together?
21. May I show you to a table?
22. If you wait, there'll be a table for you free
in a minute.
23. Do you want vegetables with it?
24. Why don't you try the pizza?
25. It'll take about 20 minutes.
Activity: 11
1. A table for two, please.
2. May we sit at this table?
3. The menu, please.
4. What's on the menu?
5. Do you want fish?
6. What's Irish Stew like?
7. We're not ready yet.
8. The steak for me, please.
9. Can you bring me the ketchup, please?
10. A salad, please.
11. I'll have the same.
12. That's all, thank you.
13. Can I have the bill (AE: check), please?
14. This is on me.
15. Here you are.
16. The rest is for you.
17. Have you got wine by the glass?
18. I'd prefer red wine.
19. Please bring us another beer.
20. Could I have chips (AE: French Fries)
instead of salad?
21. What can you recommend?
22. Please bring me the check with my
coffee.
23. I think you've made a mistake
Waiter to Guest Guest to waiter
Example: 7 - 7 21 - 16
____________________ _____________________
____________________ _____________________
____________________ _____________________
____________________ _____________________

25
BLOCK 1
Evaluation
Activity: 11
Product: Recognition of
imperatives.
Value:
Knowledge
Verifies and identifies
vocabulary meaning and
grammar point with resource
materials.
Applies word analysis skills to
recognize restaurant vocabulary
and use of imperatives.
Collaborates with his/her partner
on the activities developed by
pairs.
Co-Evaluation
C MC NYC
Obtained Value:
Write some pair of sentences from the previous activity.
Waiter to Guest Guest to waiter
Example:
7-7 Can I take your order Sr.? 21-16 What can you recommend?
We’re not ready yet. The burgers are very good.
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
___________________________________________ _________________________________________________
Activity: 11a
Find “Imperatives” in activity 10b and activity 11 and write them down.
____________________________________________ ______________________________________
____________________________________________ ______________________________________
____________________________________________ _________________________________________________
____________________________________________ _________________________________________________
____________________________________________ _________________________________________________
Activity: 11b
Imperatives are verbs used to give orders, commands, warning, and (if you use "please")
to make a request.
Instructions. Imperatives are also used to give instructions: cook, peel, bake, etc.
Requests. You can also use the imperative to make a request, but you should use a polite
word before the verb:
For example:
Please take a seat. Please bring me the check.
Please wait here. Please don’t smoke here.
Notes:
Note that an imperative sentence does not require a subject; the pronoun "you" is implied.

26
Evaluation
Activity: 12 Product: Written dialogue. Value:
Knowledge
Integrates vocabulary used in
the block.
Practices a communicative activity
using food and restaurant
vocabulary by writing a dialogue
using his/her own information.
Creates his/her own dialogues
based in vocabulary and
grammar studied.
Auto-Evaluation
C MC NYC
Obtained Value:
Write a dialogue in a restaurant. Use imperatives and restaurant vocabulary from activity
11. Then answer the questions.
Waitress:
Customer
Waitress:
Customer:
Waitress:
Customer:
Waitress:
Customer:
Waitress:
Customer:
Waitress:
Customer:
Waitress:
Customer:
Waitress:
1. Is it a fast food restaurant? ______________________________________________________________________
2. Did the customer order healthy food? _____________________________________________________________
3. Did the waitress use polite words? ________________________________________________________________
4. Did the customer live a “Tip”? ____________________________________________________________________
11b. Find “Imperatives” in activity 10b and activity 11 and write them down.
____________________________________________ _________________________________________________
____________________________________________ _________________________________________________
Activity: 12

27
BLOCK 1
Pair work. You are a customer (A) in a restaurant. Choose what you want to order from the
menu, your partner is the waiter/waitress (B), write a dialogue. Then act out the dialogue
changing roles.
Ordering in a Restaurant
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Activity: 13
Fill in the form; later bring the check to the customer.
Activity: 13a
SONORA SANDWICHES No. 062753
Date _________________________________
Sonora Sandwiches
MENU
Starters
Chicken Soup $2.50
Salad $3.25
Sandwiches - Main Course
Ham and cheese $3.50
Tuna $3.00
Vegetarian $4.00
Grilled Cheese $2.50
Piece of Pizza $2.50
Cheeseburger $4.50
Hamburger deluxe $5.00
Spaghetti $5.50
Drinks
Coffee $1.25
Tea $1.25
Soft Drinks - Coke, Sprite, Root Beer,
coffee, etc.
$1.75
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Thank you! Total ________________

28
Evaluation
Activity: 13 Product: Menu. Value:
Knowledge
Identifies vocabulary and
grammar point to be used in the
construction of dialogues and to
fill in checks or bills.
Practices a communicative activity
using food and restaurant
vocabulary introduced in the block
by writing dialogues, menus, and
bills.
Demonstrate appropriate
treatment of politeness and
respect to classmates.
Co-Evaluation
C MC NYC
Obtained Value:
Create a menu, choose what you want to order and write a dialogue.
Ordering in a Restaurant
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
A:
B:
Activity: 13b
MENU

29
BLOCK 1
Evaluation
Knowledge
Comprehends unfamiliar words
using context clues and prior
knowledge.
Uses new vocabulary to label
pictures and answers the
questions.
Integrates vocabulary to be used
in real situations.
Auto-Evaluation
C MC NYC
Obtained Value:
Choose words from the box to answer the questions in each picture that shows a
restaurant problem. In a separate paper write your experiences and problems you have
had in a restaurant and present it to your teacher.
Activity: 14
1. What does he want?
_________________________ 2. How does he feel? Why?
_________________________
3. What’s annoying her?
_________________________
4. What’s annoying him?
_________________________
5. Why is he shocked?
_________________________
6. Why is he surprised?
_________________________
7. What’s that on my glass?
_________________________
8. What’s she’s thinking?
_________________________
9. What happened?
_________________________
lipstick, glass, angry, man, bill, laughing, overcharge, service, expensive,
teen, eating, restaurant, menu, spilling, mess, coffee, pizza, fly, soup,
cigarette, smoke, shocking, coughing

30
What do you know about cooking instructions? Match verbs in column A with information
from column B. Ask your teacher for help and use your dictionary.
A B
1. bake ( ) "to soften a mixture by stirring it with a spoon
or a beater until it gets light and fluffy"
2. beat ( ) "to cook meat on each side until it turns light
brown"
3. boil ( ) "to cook at a high temperature, usually in an
oven"
4. brown ( ) "to mix with a spoon, whisk, or beater using a
fast motion"
5. cream ( ) "to heat a liquid until it gets very hot and
bubbles"
6. fry ( ) "to cook in a liquid at a low temperature on a
stovetop"
7. flour ( ) "to add flavor to food using spices, such as
salt and pepper"
8. grease ( ) "to fry briefly with a small amount of oil in a
skillet"
9. marinate ( ) "to mix ingredients in a blender until they turn
into a liquid"
10. preheat ( ) "to cover a pan with a thin layer of flour"
11. puree ( ) "to cover a pan with oil, butter, or shortening"
12. sauté ( ) "to heat an oven to a certain temperature
before baking something"
13. season ( ) "to soak uncooked food in a liquid for a period
of time to add flavor"
14. simmer ( ) “cook on a hot surface using oil"
Activity: 15
What cooking utensils and appliances do you use for the cooking instruction verbs? Write
a verb under each picture.
________________ ________________ ________________ ________________ ________________
Activity: 15a

31
BLOCK 1
Evaluation
Knowledge
Identifies sequence adverbs and
food vocabulary as well as the
directions to follow when writing
a recipe.
Applies sequence adverbs,
ingredients and directions
vocabulary when matching and
answering questions.
Demonstrate understanding of
basic cooking instructions.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the conversation and answer the questions.
Preparing a snack
Charles: What is your favorite sandwich?
Frederick: Oh, it’s a sandwich with beans, cheese, tomato, and onions. I call it “BEANWICH”.
Charles: Mmm! I’ve never heard of that! How do you make it?
Frederick: Well, first, you take two slices of bread and spread beans on them. Then put a slice of cheese on
top of the beans. Finally put a slice of tomato and an onion ring over the cheese and put the other
slice of bread on top. Yum!
Charles: It sounds good!
Frederick: Yes, I eat it as a snack at home or bring it to school for recess time.
Charles: Good idea! Besides it is easy to make. I’ll bring a “beanwich” tomorrow.
Frederick: Bring two. See you tomorrow!
1. What is Frederick’s sandwich name? ______________________________________________________________
2. What is the first step to make a “beanwch”? ________________________________________________________
3. What is the second step to make a “beanwich”? ____________________________________________________
_________________________________________________________________________________________________
4. What is the last step to make a “beanwich”? _______________________________________________________
_________________________________________________________________________________________________
5. When does Frederick eat a “beanwich”? _________________________________________________
Activity: 15b
Write down the “Sequence Adverbs” found in the dialogue.
______________________________________________________________________________________
___________________________________________________________________________________________________
Activity: 15c
Sequence Adverbs
Sequence words or adverbs also known as “Order Words” are
used when you want to tell someone how to do something that
must be done in steps and each of these steps should be done in
specific order, they are used in manuals, stories, recipes, etc.
First After that
Then Finally
Next Last

32
Look at the recipe for “Lime and cilantro roasted chicken breasts”. Order the sentences
from 1 to 6. Add a sequence adverb to each step.
Preparation:
_______ Combine the oil, lime juice, salt, pepper, garlic, and cilantro in the plastic container.
_______ Bake for 25 to 35 minutes, or until chicken registers 165° on an instant read thermometer.
_______ Marinate for about 2 to 4 hours.
_______ Heat oven to 375°.
_______ Put chicken in a large plastic covered container.
_______ Arrange chicken, skin-side up, in a baking pan previously greased.
Complete the list of ingredients:
•4 chicken breast halves
•1/4 cup of ____________________________________________
•juice of ______________________________________________
•1/2 teaspoon _________________________________________
•1/8 teaspoon _________________________________________
•3 _________________________________________, finely minced
•1/4 cup chopped fresh cilantro
Activity: 16
Create your own recipe; write your ideas on this organizer to help you plan it.
Name of the Recipe:
Ingredients:
Steps:
1.
2.
3.
4.
5.
(Continue adding as many steps as you need)
Conclusion: (If it is a family recipe, if you can change ingredients, when can you serve it and how you think your
recipe will turn out)
Activity: 16a

33
BLOCK 1
Activity: 16 Product: A recipe. Value:
Knowledge
Identifies vocabulary as well as
the directions to follow when
writing a recipe.
Writes out a recipe based on the
models he/she learns in class
through vocabulary and language
functions on instructions.
Values the usage of the language
in real life, integrating new
vocabulary and grammar to
his/her knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
Let’s write down a recipe. Use the information in the previous organizer and write your
recipe. Draw the dish or paste a photograph to make it more interesting.
Activity: 16b

34
Closing activities
Evaluation
Activity: 17 Product: Questionnaire. Value:
Knowledge
Identify vocabulary learnt when
studying the pyramid to answer
questionnaire.
Applies acquired knowledge to
answer questionnaire.
Shows responsibility with
classmate in activities performed
in pairs.
Co-Evaluation
C MC NYC
Obtained Value:
Pair work. Answer the questions, exchange books and with the help of your teacher
evaluate your partner.
The food pyramid suggests that we eat a varied diet. Which type of food should you eat the most of each day?
__________________________________________________________________________________________________
2. How many servings of breads, rice, pasta, and other starchy foods should you eat each day? _______________
3. How many servings of vegetables should you eat each day? ___________________________________________
4. How many servings of fruit should you eat each day? __________________________________________________
5. How many servings of milk, cheese, and yogurt should you eat each day? ________________________________
6. How many servings of meat, fish, beans, and nuts should you eat each day? _____________________________
7. What food group do raisins fit into in this pyramid? ____________________________________________________
8. What food group does peanut butter fit into in this pyramid? ____________________________________________
9. Name two foods that belong to the vegetable food group. _______________________________ and
_______________________________.
10. What foods are the least nutritious and should be the smallest part of your diet?
__________________________________________________________________________________________________
PRODUCT
Evaluation
Max.
Value.
Student
points.
Questions 20
Activity: 17
Recommended web pages
Play in the “Interactive Pyramid” and learn about the variety of
food a person should eat:
http://kidshealth.org/parent/nutrition_fit/nutrition/pyramid.html
www.hooah4health.com/.../pyramidinteractive.htm

35
BLOCK 1
Evaluation
Activity: 18 Product: Food group drawing. Values:
Knowledge
Verifies knowledge of the food
food groups.
Applies knowledge of the food
guide pyramid in order to answer
questions.
basic creative exercises.
Auto-Evaluation
C MC NYC
Obtained Value:
Write the name of the food group beside the “Food Rainbow.
Activity: 18
Pair work. Discuss with your partner and answer the questions.
What food group is mostly used in Mexican Dishes? ____________________________________________
What food group is mostly used in Chinese Dishes? _____________________________________________________
What food group is mostly used in Indian Dishes? _______________________________________________________
What food group is mostly used in Argentinean Dishes? __________________________________________________
What food group is mostly used in Thai dishes? _________________________________________________________
What food group is mostly used in American Dishes? ____________________________________________________
What food group do you use when you cook a meal? ____________________________________________________
Activity: 18a
We’ve already studied the food groups in a food pyramid and a food rainbow, in a separate
paper draw the food groups in a different figure. Present it to your teacher
Activity: 18b

36
Evaluation
Activity: 19 Product: Favorite food drawing. Values:
Knowledge
Organizes information and
vocabulary introduced in the
block to write a report.
Writes a report based on the
models he/she learns in class
through vocabulary and language
functions.
exercises of creativity.
Auto-Evaluation
C MC NYC
Obtained Value:
Draw a picture of your favorite food and write about it. Describe what it looks like, what it
tastes like, why you like it, when you eat it, who makes it, and other things about it.
Activity: 19

37
BLOCK 1
Evaluation
Activity: 20 Product: Vocabulary task. Value:
Knowledge
Understands how will guests
respond to questions in a
restaurant.
Applies word analysis skills to
recognize restaurant vocabulary.
Shows openness to the feedback
given by the teacher.
Auto-Evaluation
C MC NYC
Obtained Value:
Fill in the blanks, choose words from the box. Check your answers with your teacher.
In a Restauran
Principio del formulario
1. We'll take a of draft with four glasses, please.
2. I think we are all ready to .
3. We read the on our way through.
4. I think we'll get an order of garlic bread to .
5. I like my steak so that there is a little pink in the middle.
6. Do you have any to dip the chicken fingers in?
7. Everything is thank you.
8. I can't eat another .
9. We'll have coffee while we look at the dessert .
10. You can put it all on one , thanks.
Final del formulario
Activity: 20
bill – bite – delicious – medium rare – menu – order – pitcher – sauce – special board - split

38
Evaluation
Knowledge
Recognizes vocabulary, nutrition
information, categories of
vegetables, fruits, and other
foods.
Demonstrates his/her knowledge of
vegetables, fruits, and other foods.
answering questionnaires.
Auto-Evaluation
C MC NYC
Obtained Value:
How much do you know about vegetables, fruits, and other food? Read each statement
below. Circle True if you think the statements tells a correct fact about food. Circle False
if you think the statement is incorrect.
1. A plain baked potato is almost 100 percent fat free. True False
2. Blueberries are native to South America. True False
3. The best liquid to drink is water. True False
4. Tomatoes and potatoes are in the same food family. True False
5. One serving of a vegetable or fruit is 1 cup. True False
6. Eating ice cream raises your body temperature. True False
7. Brazil is the world's largest producer of grapefruits and
oranges.
True False
8. Potatoes contain little water. True False
9. Sweet potatoes and yams are the same vegetable. True False
10. Strawberries are part of the rose family. True False
© 2000 by Education World®. Education World grants users permission to reproduce this page for educational
purposes.
Activity: 21

39
BLOCK 1
Evaluation
Extra Activity Product: Questionnaire. Extra Value:
Knowledge
Recognizes the amount of water
when keeping track in a format.
Practices answering
questionnaires, discusses results
with other classmates, and reports
results.
Shows interest when keeping
track of the amount of water
he/she drinks and when sharing
information with classmates.
Auto-Evaluation
C MC NYC
Obtained Value:
Follow instructions. After a month present a report to your teacher.
Extra Activity

40
“Fast Food” nutritional table
There are various ways to measure nutritional value; girls and women need to consume an average of 2,200 calories
every day, while boys and men need an average of 2,800 calories.
Fast food is bad food. That's pretty much common knowledge these days. The majority of the foods served at fast food
restaurants contain an insane amount of calories, tons of fat including the very evil trans-fat (saturated fats), and are
high in pretty much everything else that you'd want your food to be low in. Long story short, it's the kind of food you
want to avoid eating. Consult this table every time you eat in a “Fast Food Restaurant”.

41
BLOCK 1
My Vacation.
Start up activity
Evaluation
Activity: 1 Product: Diagram. Value:
Knowledge
knowledge.
Practices vocabulary, spelling and
facts about daily activities.
Collaborates with classmates
when working in teams.
Auto-Evaluation
C MC NYC
Obtained Value:
Team work. In teams of 4 complete the diagram with activities you like to do on vacations.
Ask your partner: What do you like to do on vacations?
Which activity do you like the best? ___________________________________________________________________
Do you need a lot of money for this activity? ___________________________________________________________
Activity: 1
What I like to do on
vacations

42
Evaluation
Knowledge
Identifies adverbs of quantity to
talk about problems in a city.
Read a dialogue to determine
answers to the problems in the city.
basic exercises.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the conversation and answer the questions. Practice the dialogue with a partner.
Taxi driver: Are you new here?
Tourist: Yes, I am on vacations.
Taxi driver: How long have you waited for the taxi?
Tourist: For a long time, in fact, I was waiting for the bus.
Why is there never a bus when you want one in this city.
Taxi driver: There aren’t enough buses on this route.
Tourist: I’m thinking on complaining in the corresponding department.
Taxi driver: Good idea. You should say that we need more subway lines, too.
Tourist: Yes, there should be more public transportation in general.
Taxi driver: And fewer cars! There’s too much traffic. It’s getting impossible for
us to drive around the city.
Tourist: Stop in the next corner, please.
Taxi driver: By the way, do you know someone at the department of tourism?
Tourist: No, but I am the person in charge of the department of public transportation.
Taxi driver: Uuups!
1. What’s the taxi driver first question?
_________________________________________________________________________________________________
2. What’s the tourist’s first complain?
_________________________________________________________________________________________________
3. What is the tourist thinking on doing?
_________________________________________________________________________________________________
4. What other problems did the taxi driver mention?
_________________________________________________________________________________________________
Activity: 2

43
BLOCK 1
Evaluation
Activity: 3 Product: Adverbs task. Value:
Knowledge
Identifies transportation and
other public services vocabulary,
as well as adverbs of quantity.
Practices vocabulary and applies
adverbs of quantity in statements
about transport problems in his/her
city or state.
Appreciates the opportunity to
develop grammar structure s in a
meaningful situation.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the adverbs of quantity and use them to complete the statements about
transportation problems in the state of Sonora. Then complete the statements about the
city you are living in. Compare with partners.
Adverbs of quantity
With countable nouns With uncountable nouns
There are too many cars. There is too much traffic.
There aren’t enough buses. There isn’t enough parking.
We need more subway lines. We need more public transportation.
1. There are ____________________________ police officers in Navojoa.
2. There should be ________________________ cars in Hermosillo.
3. There is ______________________ public transportation in Pueblo Yaqui than Magdalena.
4. The Government needs to build ____________________Highways in Sonora.
5. There should be __________________________ noise in Rocky Point.
6. We should have __________________________ public parking garages in Nogales.
7. There is ________________________ air pollution in the city.
8. There are _______________________ cars parked on Nainari Street.
9. There aren’t _______________________ buses on the route Caborca-Pitiquito.
10. There is _________________________ traffic in Agua Prieta.
1. The city needs to provide more ___________________________________________________________________
2. We have too many _____________________________________________________________________________
3. There’s too much ______________________________________________________________________________
4. There should be fewer __________________________________________________________________________
5. We don’t have enough __________________________________________________________________________
6. There should be less ___________________________________________________________________________
Activity: 3

44
Evaluation
Knowledge
Identifies transportation
problems in a city in an authentic
material.
Suggests possible solutions to
his/her city’s transportation
problems.
Values the opportunity given to
suggest solutions to a city’s
transportation problems.
Auto-Evaluation
C MC NYC
Obtained Value:
Bring articles from a newspaper about transportation problems in your city, post it here
and write possible solutions. Then in a separate paper write a report about
“Transportation in my city” and present it to your teacher.
Activity: 4
Helpful phrases
People should…
The city needs to…
There should be more…
We need fewer…
There isn’t/aren’t
enough…

45
BLOCK 1
Evaluation
Activity: 5 Product: Transport vocabulary. Value:
Knowledge
Identifies means of
transportation vocabulary.
Recognizes means of
transportation and applies
vocabulary to his/her real context.
Shows wiliness t when working
with classmates.
Co-Evaluation
C MC NYC
Obtained Value:
Pair Work. Write the names of the means of transportation. Then answer the questions and
discuss with your partner.
1. _____________________ 6. _____________________
2. _____________________ 7. _____________________
3. _____________________ 8. _____________________
4. _____________________ 9. _____________________
5. _____________________ 10. _____________________
1. Have you used these kinds of transportation? ______________________________________________________
2. What kind of transportation do you usually use? ____________________________________________________
3. Name three kinds of transportation that you use most often? __________________________________________
_________________________, ___________________________________.
4. What unusual forms of transportation are there in your city or country? _________________________________
_________________________________________________________________________________________________
Activity: 5

46
Evaluation
Activity: 6 Product: Chart. Value:
Knowledge
Organizes a graphic
presentation about the
interpretation of the results in the
graph.
Practices means of transportation
vocabulary, discusses results with
other teams, and reports results.
Collaborates with classmates in
the activities when he/she has the
chance to develop fluency.
Co-Evaluation
C MC NYC
Obtained Value:
Team Work Survey. Talk to four classmates, ask them about transportation. Write the
answers in the chart.
Question
Name
_________________
Name
_________________
Name
_________________
Name
_________________
1. How do you get
to school?
 Walk
 Take public
transportation
 Drive
 Other
2. How much does
public
transportation
cost?
3. How long does
it take you to get
to school?
4. In your opinion
is public
transportation
good in your city
or town? Why or
Why not?
5. Your question:
Activity: 6
Discuss question one with other teams. Count the students who walk to school, take public
transportation, etc. Make a graph and present it in class.
Activity: 6a

47
BLOCK 1
Evaluation
Activity: 7 Product: Question and answer task. Value:
Knowledge
Identifies indirect questions
when reading a dialogue.
Practices a dialogue, answers the
questions and forms “Indirect
questions”.
working in basic exercises.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the dialogue, answer the questions and underline the “Indirect questions.”
Vicky: Excuse me. Could you tell me where the bus station is?
Man: There’s one on Lincoln St., across from the duty-free shop.
Vicky: Thank you. Do you know what time it opens?
Man: It should be open now. It opens at 9:00 A.M.
Vicky: Good. Can you tell me how often the buses leave for the city?
Man: You need to check at the counter in the bus station.
Vicky: OK. And just one more thing. Do you know where the restrooms are?
Man: Right behind you, ma’am. See that sign?
Vicky: Oh. Thank you very much.
1. What opens at 9:00 A.M.? _______________________________________________________________________
2. Where is it located? _____________________________________________________________________________
3. Does the man know how often the buses leave for the city? ___________________________________________
Activity: 7
How to form indirect questions
Wh questions with be/do/did Indirect questions
Where is the drugstore? Do you know where the drugstore is?
When did flight 55 arrive? Can you tell me when flight 55 arrived?
What time does the bus leave? Could you tell me what time the bus leaves?
Do you know
Can you tell me + WH question + noun + be or a verb?
Could you tell me
Write “Indirect Questions” using these WH-questions. Then compare with a partner.
1. How much does the book cost? ___________________________________________________________________
2. Where is the nearest bus stop? ____________________________________________________________________
3. How can I get to the airport? ______________________________________________________________________
4. How often do the buses come? ___________________________________________________________________
Activity: 7a

48
Practice listening comprehension: www.esl-lab.com/trip1/trip1.htm
Evaluation
Activity: 8 Product: Identification of places. Value:
Knowledge
Identifies places and writes
indirect questions.
Recognizes places to visit and
forms “Indirect questions”.
Collaborates in a respectful
manner with classmates when
working in teams.
Co-Evaluation
C MC NYC
Obtained Value:
Team work. Look at the pictures, make up and write a sentence describing each one of
them. Have your classmates guessed which picture you are describing.
Picture number
Example: Many people visit this place to ski.
1. ___________________________________________________
2. ___________________________________________________
3. ___________________________________________________
4. ___________________________________________________
5. ___________________________________________________
Activity: 8
1 2 3 4 5
3
Make indirect questions to the answers.
Example: Do you know where Chichen Itza is? Yes, it is in Mexico in the state of Yucatan.
1. _____________________________________________________________________________________________?
It takes only 100 kilometers to get from Hermosillo to Kino Bay.
2. _____________________________________________________________________________________________?
The one day Disneyland park ticket is $72.00
3. _____________________________________________________________________________________________?
Aspen Colorado is a nice place to ice ski.
4. _____________________________________________________________________________________________?
You can get to the statue by using the Statue of Liberty - Ellis Island Ferry system.
Activity: 8a

49
BLOCK 1
Read the dialogue and answer the questions.
Sophia: I’m so excited! We have two weeks off!
What are you going to do?
Victoria: I’m going to work for one month.
Do you have any plans?
Sophia: Well, my parents have rented a condominium
in Rocky Point. I’m going to take long walks along
the beach every day and do lots of swimming.
Victoria: Sounds great!
Sophia: Say, why don’t you come with us?
Victoria: I can’t. I need to save some money.
Sophia: Why do you need money for?
Victoria: I’m going to go somewhere for vacations with my sister.
She says that we are going to look for a nice place to visit.
Sophia: You should search for information on a travel information web page.
Victoria: Ok Sophie I’ll do that. Enjoy your vacation at Rocky Point.
1. Why is Victoria going to work on vacations? ________________________________________________________
2. What is Sophia going to do on vacations?__________________________________________________________
3. What is Victoria going to do after working? _________________________________________________________
4. What are you planning for your next vacations? _____________________________________________________
_________________________________________________________________________________________________
5. What places have you visited in the state of Sonora? ________________________________________________
_________________________________________________________________________________________________
6. What places would you like to visit? _______________________________________________________________
_________________________________________________________________________________________________
Activity: 9
Think about your next vacation. Write answers to the questions. If you already have plans
use, BE GOING TO. If you don’t have fixed plans, use WILL.
1. How are you going to spend your next vacations? ____________________________________________________
__________________________________________________________________________________________________
2. When are you going to take your vacations? ________________________________________________________
__________________________________________________________________________________________________
3. How long are you going to be on vacations? ________________________________________________________
__________________________________________________________________________________________________
4. What are you going to do? _______________________________________________________________________
__________________________________________________________________________________________________
5. Is anyone going to travel with you? ________________________________________________________________
Activity: 9a

50
Evaluation
Activity: 9 Product: Conversation. Value:
Knowledge
Identifies the use of “will” and
“be going to” for making
vacation plans.
Applies “be going to” and the
modal” will” to express future
vacations and travel plans.
Demonstrate understanding when
expressing future tense.
Auto-Evaluation
C MC NYC
Obtained Value:
Complete the conversation with appropriate forms of BE GOING TO or WILL.
A: Have you made any vacation plans?
B: Well, I’ve decided on one thing –
I ______________________ go camping.
A: That’s great! For how long?
B: I ________________________ be away for a week.
A: So, when are you leaving?
B: I’m not sure. I _______________________ probably
leave around the end of the month.
A: And where ______ you ____________ go?
B: I haven’t thought about that yet. I guess I
______________ go to Aconchi.
A: That sounds like fun!
B: Yeah. Maybe I __________________ go
hiking and do some fishing. But for sure
I _______________________spend most of the
time in the thermal waters.
A: I didn’t know about the thermal waters in Aconchi.
B: Yes, The main attraction is “El Agua Caliente de Aconchi”.
A: What is that about?
B: It consists of spring thermal water with a temperature of 59 °C.
A: How exciting! Maybe I ___________ plan my next vacation there.
What do I need to go camping?
B: You have to bring a tent and a sleeping bag,
these are the two essential thinks you shouldn’t forget.
A: Ok, you tell me when you come back.
Activity: 9b
Remember that we have studied the future tense to make plans
you have decided on using: BE GOING TO
I’m going to the beach.
For making possible plans before making a decision using: WILL
I’m not sure. Maybe I’ll go camping.
Making plans for the Future using WILL and BE GOING TO

51
BLOCK 1
What items should or must I take on my vacation? Choose and write the item in the
corresponding box.
Camping Vacation abroad
Activity: 10
many cloth – lantern – spare batteries – passport – dissolving soap – traveler’s checks –
tent – cash – camping shower – plane ticket - back pack - identification card - arm chair–
Visa - first aid kid - hotel reservations - sleeping bag - coffee maker - lot of luggage -
fishing rod - formal cloth - I pod - cookware - volleyball - sunglasses - camera - map
Write sentences with items (from the box) that you should/must take to your vacation.
Example: I must bring my tent to go camping.
1. ________________________________________________________________________________________________
2. ________________________________________________________________________________________________
3._________________________________________________________________________________________________
4. ________________________________________________________________________________________________
5. ________________________________________________________________________________________________
6. ________________________________________________________________________________________________
Activity: 10a

52
Evaluation
Activity: 10 Product: Modals practice. Value:
Knowledge
Identifies “Modals” for
describing necessity and giving
suggestions.
Applies “Modals” for describing
necessity and giving suggestions
for traveling and taking vacations.
Integrates new vocabulary to
his/her knowledge and shares it
with partner.
Co-Evaluation
C MC NYC
Obtained Value:
Pair work. Read and practice the dialogue with your partner. Underline the “Modal Verbs”.
Victoria: Hi Gus! You just came back from vacations.
Can you tell me a little about Mexico City?
Gus: Sure I can. What would you like to know?
Victoria: Well, what’s a good time to visit?
Gus: I think you can go anytime. The weather is always nice.
Victoria: Oh, good! And what should I see there?
Gus: Well, you should visit the National Museum, go to the
Palace of Fine Arts, Frida Kahlo’s “Casa Azul”, Templo Mayor.
Victoria: What else?
Gus: Oh, you shouldn’t miss the Pyramid of the Sun in
Teotihuacan, it’s one hour from the city. It’s very interesting.
Victoria: It all sounds really exciting. What advice can you give me?
Gus: You should buy a round-trip plane ticket and you
must get a passport.
Victoria: Thank you Gus. Your information will help me and
my sister to plan our trip to Mexico city.
Activity: 10b
Modals for necessity and suggestion
Describing Necessity Giving Suggestions
You have to get a passport. You ought to go to “Casa Azul”.
You must get a visa to go to USA. You should visit the Pyramids.
You need to take a tent. You’d better take spare batteries.
You don’t have to bring cookware. You shouldn’t forget a lantern.
Complete the sentences about things to do in Hermosillo. Use a Modal (change to
negative form if necessary) and a verb from the box.
1. You _______________ _______________ Hermosillo.
2. You _______________ _______________ “El Cerro de la Campana”.
3. You _______________ _______________ “Carne asada”.
4. You _______________ _______________ shopping at “Plaza Galerias”.
5. You _______________ _______________ a walk at UNISON campus.
6. You _______________ _______________ a morning at MUSAS.
Activity: 10c
miss
spend
see
go
visit
try

53
BLOCK 1
Evaluation
Knowledge
suggestions.
Collaborates with classmates
when working on reading and
writing a report.
Co-Evaluation
C MC NYC
Obtained Value:
Team work. Get in teams and read the passage. Answer the questions discuss with your
partner, write a report and present it to your teacher.
Must and mustn’t of transportation
These are the names of some public and private means of transport:
1) Car – taxi – van – lorry - bus – coach
2) Motorbike – bicycle
3) Airplane, helicopters,
Notice that you drive all the vehicles in line number 1, but you ride the ones in line number 2. All drivers
on the road are called motorists, while walking people are pedestrians. You must have a driving license to drive a
car, but you don't have to have one to ride a moped.
Motorists should stop whenever they see people standing at a pedestrian (zebra) crossing. You can say
you drive to school, to the supermarket etc., or that you go by car. On the other hand, you can say you walk there,
or go on foot.
If you use public transport, you must pay the fare (bus/train/taxi fare). If you can take/catch a train or a
bus, you mustn't get on without a ticket. If you take a taxi, you should also give the driver a tip. In big cities you
often have an underground.
Riding in an airplane is a great way to travel because it is fast and easy. Some people fly to their vacation
destination and others fly for business. Plane tickets should be purchased online, by phone, or by using a travel
agency. The prices of tickets vary, so you should check around and research all your options. If you're flying for
vacation, you should plan your trip several months ahead of time so you can get the best deal. You might want to
compare vacation packages that include your plane ticket, hotel room, and rental car.
Information taken from:
http://www.elcivics.com/lifeskills/airline-travel-1.html and
www.nspeak.com/newbasic/lesson5/index.htm
1. What mean of transport do you usually use? _______________________________________________________
2. When you drive a car the first thing that you must do is: ______________________________________________
3. When people are standing at a pedestrian crossing, what should the motorists do? ______________________
______________________________________________________________________________________________
4. Must you get a ticket before taking a bus in your city? _______________________________________________
5. Should you give a taxi driver a tip in your country? ___________________________________________________
6. Must you always buy your plane tickets online? _____________________________________________________
7. What should you do to get the best deal when buying a plane ticket? __________________________________
_________________________________________________________________________________________________
Activity: 11

54
Evaluation
Activity: 12 Product: Question practice. Value:
Knowledge
Identifies questions to be made
when buying tickets to travel.
Reads and discusses questions to
Apply them to the answers given.
Values new structures used in real
situations and integrates them to
her/his knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the questions and discuss them with your teacher. Then write the correct
QUESTION for the ANSWER given.
1. _____________________________________________________________________________________________?
Yes, it's 10% cheaper if you have you International Student Card.
2. _____________________________________________________________________________________________?
The charge is 60 dollars for a round trip.
3. _____________________________________________________________________________________________?
No, we'll put them in the bus' baggage compartment.
4. _____________________________________________________________________________________________?
No, they leave from North Station.
5. _____________________________________________________________________________________________?
Yes, there are three stops before the station.
6. _____________________________________________________________________________________________?
Yes, if it's not expired you'll get 70% of the ticket price back.
7. _____________________________________________________________________________________________?
If you buy your ticket one week in advance, it'll be 20% cheaper.
_____________________________________________________________________________________________?
No, it's a direct bus.
Activity: 12
Questions for “Buying tickets”
(Train, Airplane, Bus)
How much is the ticket?
Can I get a student / senior discount?
Do I have to bring my bags on the bus?
Does the bus stop anywhere before the central bus station?
Do you have a schedule I could look at?
Can I get a refund (= money back) for an unused ticket?
Can I get a discount if I buy my ticket in advance?
Do I have to change buses?
Do trains to Mexico City leave from this station?

55
BLOCK 1
Pair work. Plan your DREAM VACATION around the world, in your country or in your state.
Discuss these questions and make notes with your partner.
Where are you going to start from? Where are we going to stay?
What time of the year should we travel? What are we planning to do and see there?
How are we going to travel? How much money do we have to take?
What places should we visit? What do we need to take with us?
How long should we spend in each place? What kind of cloth should we take?
Notes
Activity: 13
Recommended web pages:
Information and Video guidebooks: http://www.travelchannel.com/Places_Trips
Interesting places in USA: http://www.travelinformation.com/
Places in Sonora : http://www.gotosonora.com/
Photographs: http://www.esl-
galaxy.com/themeworksheets/generalknowledge/World%20Land%20Marks.pdf
Mount Rushmore: http://www.elcivics.com/mount-rushmore.html

56
Evaluation
Knowledge
Integrates and reinforces
grammar and vocabulary by
writing a report.
Applies and reinforces grammar
and vocabulary studied by writing a
report as well as searches for
information on the web.
Values new structures used in real
situations and integrates them to
her/his knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
Write a report about the vacation you planned with your partner in the previous page.
(Use vocabulary, useful phrases, grammar studied in the sequence, and search the
recommended web pages for information and pictures). Post your report here.
Activity: 13a
Take turns and read your draft aloud to your partner
Activity: 13b

57
BLOCK 1
Closing activities
Evaluation
Activity: 14 Product: Indirect questions. Value:
Knowledge
Relates questions to answers
from a dialogue booking a hotel
room.
Applies previous knowledge to
match questions and answers.
Writes indirect questions.
Collaborates with responsibility
when working in basic exercises.
Auto-Evaluation
C MC NYC
Obtained Value:
Read the questions in the left column and match the best answers to the right column.
Write the dialogue. Then change the questions in the left column to “Indirect questions”.
In a Hotel
1. How can I help you? ( ) No, it is included in the price of your room
2. When will you be visiting? ( ) Yes, we have a safe behind the front desk
3. How long will you be staying? ( ) I need to book a room
4. How will you be paying for this room? ( ) Three days and two nights.
5. Must I pay extra for breakfast? ( ) With a Visa card
6. Is there anywhere to store my valuables? ( ) July 8th
and 9th
Dialogue
Agent:
Customer:
Agent:
Customer:
Agent:
Customer:
Agent:
Customer:
Agent:
Customer:
Agent:
Customer:
Indirect questions.
1.________________________________________________________________________________________________
2.________________________________________________________________________________________________
3.________________________________________________________________________________________________
4.________________________________________________________________________________________________
5.________________________________________________________________________________________________
6.________________________________________________________________________________________________
Activity: 14

58
Evaluation
Knowledge
Identifies means of
transportation vocabulary and
searches for information.
Applies vocabulary studied and
searches for information on the
web.
Shows creativity by writing a
report and openness by using
technology to search for
information.
Auto-Evaluation
C MC NYC
Obtained Value:
Write about different means of transportation; when, why, and how they are used. Post
photographs. You’ll find information and pictures in the following web page:
http://www.elcivics.com/esl_transportation_1.html
Activity: 15

59
BLOCK 1
Evaluation
Activity: 16 Product: Advice practice. Value:
Knowledge
suggestions.
Demonstrate understanding of
basic instructions and ask for
clarification to his/her teacher.
Auto-Evaluation
C MC NYC
Obtained Value:
Complete the advices use modals for necessity or suggestion. Then compare your
answers with your classmates.
1. You ________________________ get a passport to travel to USA.
2. You ________________________ bring formal cloth to go camping.(negative)
3. You ________________________ bring a sleeping pack to go hunting.
4. You ________________________ buy a round-trip plane ticket.
5. You ________________________ hotel reservations.
6. You ________________________ pack too many clothes to go camping. (negative)
7. You ________________________ get a vacation.
8. You ________________________ check the weather.
9. You ________________________ carry lots of cash. (negative).
10. You ________________________ traveler’s checks.
11. You ________________________ forget to bring spare batteries to go camping.
12. You ________________________ take a lot of luggage. (negative)
13. You ________________________ check your visas.
14. You ________________________ carry your wallet in your backpack. (negative)
15. You ________________________ take identification with you.
Activity: 16
Give advice to a person who is planning to visit your city.
Example: You should bring an umbrella when you come to Nogales.
1. ______________________________________________________________________________________________.
2. ______________________________________________________________________________________________.
3. ______________________________________________________________________________________________.
4. ______________________________________________________________________________________________.
5. ______________________________________________________________________________________________.
Activity: 16a

60
Evaluation
Knowledge
Integrates and reinforces
grammar and vocabulary by
writing a report.
Applies and reinforces grammar
and studied vocabulary by writing a
report.
Shows creativity by writing a
report and appreciates the use of
structures to be used in a real
context.
Auto-Evaluation
C MC NYC
Obtained Value:
What advice can you give to someone who is planning to visit your country? Include
information about transportation, accommodations, places to visit, dining and pictures.
Write a report and post it here.
Activity: 17

61
BLOCK 1
Our Environment.
Start up activity
Evaluation
Knowledge
Identifies facts about previous
knowledge.
Applies previous knowledge about
“Environmental Problems”.
Shows independence when
applying previous knowledge.
Auto-Evaluation
C MC NYC
Obtained Value:
How much do you know about “Environmental Problems”. Choose the best answer and then
discuss with your partners.
1. What do you call the rain that contains chemical waste and causes damage to plants and animals?
a) Smog b) Acid rain c) Monson rain d) Season Rain
2. What is the term used to describe a substance that can be broken down and eaten up by microorganisms
like bacteria?
a) Compound b) Environment friendly c) Biodegradable d) Recycled
3. We all know that the Kaziranga sanctuary is a place where rhinos can live safely away from hunters. What is
the term used for such careful use and protection of nature?
a) Biofriendly b) Ecofriendly c) Degradation d) Conservation
4. What is the natural environment of a living organism called?
a) Habitat b) Surroundings c) Environment d) Biosphere
5. Most of the oil that we use is imported into our country from other nations. The oil is carried in huge sea going
tankers. Sometimes these tankers get damaged and the oil leaks into the oceans and seas. What is such an
accidental discharge of oil into water bodies called?
a) Water pollution b) Oil spill c) Oil leak d) Tanker leak
6. What is the process of collecting, processing and reusing waste materials called?
a) Recycling b) Reworking c) Reusing d) Reprocessing
7. Name the phenomenon because of which the earth’s atmospheric temperature is increasing causing
widespread environmental changes?
a) Seebeck effect b) Greenhouse effec c) Geothermal effect d) Biothermal efect
8. What is a substance that dirties the air, water or ground – thereby harming the living organisms called?
a) Pesticides b) Non-biodegradable c) G Pollutant d) Environmental friendly
9. What is the term used for the pollution and damage caused by release of heated water into rivers and lakes
that can harm animal and plant life?
a) Thermal pollution b) Geothermal pollution c) G Bothermal Pollution d) Isothermal Pollution
10. Have you heard that the ultraviolet radiations from the sun may cause skin cancer? Can you tell me which
layer of the earth’s atmosphere protects the earth from these dangerous ultraviolet radiations of the sun?
a) Stratosphere b) Ozonosphere c) G Lonosphere d) Troposphere
Activity: 1

62
Evaluation
Activity: 2 Product: Recognition. Value:
Knowledge
Recognizes vocabulary related
to ecological problems.
Applies vocabulary and his/her
knowledge about ecological
problems.
Appreciates interesting acquired
information about environmental
problems.
Auto-Evaluation
C MC NYC
Obtained Value:
Team work. Learn “Pollution Pre-reading vocabulary” and discuss it with your partners. Answer
the questions.
Word Meaning
acid rain noun
Acid that contains harmful chemicals that collect in the atmosphere when fossil fuels
are burned
carcinogen noun A substance that has been linked to causing one or more types of cancer
Contaminated adj. Has come in contact with organisms or substances that cause disease
developing country noun A nation that is working towards becoming more economically and socially advanced
domestic waste noun Garbage that is produced by people in a household
dumping verb Placing waste in an area that is not appropriate ( ex. dumping chemicals in oceans)
industrial adj. Related to the advancement of the economy
pesticides noun Chemicals that are sprayed on crops to prevent insects from destroying them
pollutant noun Something that causes damage to the environment
pollution noun The contamination of the environment
sewage noun Waste that humans put down drains
smog noun Air pollution caused by a reaction between chemicals in the atmosphere and sunlight
sustain verb Support
toxic chemicals (toxins)
noun
Poisonous materials that can cause disease
1. Trash thrown away at every home is called _________________________________________________waste.
2. This is a form of precipitation that contains harmful chemicals _________________________________________
3. These are used to protect plant fields from insects: _________________________________________________
4. Waste matter that contaminates the water, air, and soil: ______________________________________________
5. Air pollution by a mixture of smoke and fog: ________________________________________________________
Activity: 2

63
BLOCK 1
Evaluation
Knowledge
problems.
Reads information about
environmental problems to answer
questions.
Appreciates interesting acquired
problems.
Auto-Evaluation
C MC NYC
Obtained Value:
Team work. Take turns and read paragraphs. Discuss the reading, and answer the
questions.
Water, Air and Soil Contamination
Pollution is an environmental concern for people throughout the world. One university study
suggests that pollutants in the water, air, and soil cause up to 40 percent of the premature
deaths in the world's population. The majority of these deaths occur in developing countries.
Water in many third world countries is contaminated with toxic chemicals, also known as toxins. In many regions
the water that is used for drinking, cooking, and washing is the same water that is used for dumping sewage and
hazardous waste. Most developing countries cannot afford water treatment facilities. Approximately 80% of
infectious diseases in the world are caused by contaminated water.
Air pollution is a growing problem throughout the world. Indoor air pollution is one of the leading causes of lung
cancer. Families in developing countries use open stoves for cooking and heating their homes. These homes do
not have proper ventilation. The smoke, which is full of chemicals and carcinogens, gets trapped inside where
families eat and sleep. Outdoor pollution also causes disease and illness, especially in industrial cities such as
Beijing, China, where cancer is the leading cause of death. Acid rain, results mainly from the coal powered
factories, which produce inexpensive goods for North American and European consumers.
Soil pollution is also a major concern, both in industrial and developing countries. Pollutants such as metals and
pesticides seep into the earth's soil and contaminate the food supply. Soil pollution causes major health risks to
entire ecosystems. This type of pollution reduces the amount of land suitable for agricultural production and
contributes to global food shortages. Dumping of industrial and domestic waste products produces much of the
world's soil pollution, though natural disasters can also add to the problem. Farmers in poor nations grow food in
contaminated soil both to earn a living and to avoid starvation.
As more people move to urban centers, premature deaths caused by pollution are expected to increase
worldwide. Today, the developed nations who achieved their wealth at the expense of the environment will be
held accountable for protecting the earth's resources for future generations.
ESL English Club
1. According to the article, what causes 40% of the world's premature deaths? _____________________________
2. What causes the “Global food shortage”? __________________________________________________________
_________________________________________________________________________________________________
3. What is the main reason people die of waterborne illnesses? __________________________________________
4. Which is the main cause of lung cancer in third world countries? ______________________________________
5. Which is NOT mentioned as a source of soil pollution? Choose two and underline them.
a) Dumping of wastes b) Use of pesticides c) smoke from factories d) acid rain
Activity: 3

64
Evaluation
Activity: 4 Product: Brief repot. Value:
Knowledge
problems.
Reads information about
environmental problems to match
words and complete statements.
Shows initiative and interest by
writing about ecological problem
in actual time.
Auto-Evaluation
C MC NYC
Obtained Value:
Match the words in column A with words in column B. Use the same words to complete
the statements.
Column A Column B
Oil __________________________ Rain
Exhaust __________________________ Spill
Catalytic __________________________ Fumes
Ecological __________________________ Disaster
Greenhouse __________________________ Layer
Acid __________________________ Effect
Ozone __________________________ Warming
Global __________________________ Converter
1. I think that the smoke from factories is more dangerous to the atmosphere than the
_______________________ from cars. It contributes to ________________________ which can destroy forests.
2. I don’t believe that there is a hole in the _________________________________________ because I can’t see it.
3. I like the fact that the ________________________________________ is making the planet hotter. I like hot
weather so I don’t think that _______________________________________ is a problem.
4. I think the ___________________________ in the Galapagos Islands was a preventable ___________________.
Activity: 4
What ecological disaster do you remember? Why do you remember it in particular?
______________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
________________________________________________________________________________________________
Activity: 4a

WRITTEN ENGLISH COMMUNICATION 2

WRITTEN ENGLISH COMMUNICATION 2

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (20)

Similar to WRITTEN ENGLISH COMMUNICATION 2

Similar to WRITTEN ENGLISH COMMUNICATION 2 (20)

More from Luciano Renteria

More from Luciano Renteria (20)

Recently uploaded

Recently uploaded (20)

WRITTEN ENGLISH COMMUNICATION 2