Ingls

Segundo Ao

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

Hugo Rafael Chvez Fras

Comandante Supremo de la Revolucin Bolivariana

Nicols Maduro Moros

Presidente de la Repblica Bolivariana de Venezuela Coordinacin General de la Coleccin Bicentenario
Maryann del Carmen Hanson Flores

Jorge Alberto Arreaza Montserrat

Coordinacin Pedaggica de la Coleccin Bicentenario

Vicepresidente Ejecutivo de la Repblica Bolivariana Maigualida del Valle Pinto Iriarte
de Venezuela
Coordinacin General Logstica y de Distribucin de la
Maryann del Carmen Hanson Flores Coleccin Bicentenario
Ministra del Poder Popular para la Educacin Franklin Alfredo Albarrn Snchez
Coordinacin Logstica
Deyanira D Jess Urbaz Salazar
Viceministra de Programas de Desarrollo Acadmico Jhonny Jos Quintero Pez
Yrene Lucrecia Duarte Hurtado

Maigualida del Valle Pinto Iriarte

Trina Aracelis Manrique

Coordinacin Editorial Serie Ingls

Viceministra de Participacin y Apoyo Acadmico Rosa Lpez de DAmico
Coordinacin Editorial
Viceministro para la Articulacin de la Yvemar Peraza M.
Educacin Bolivariana Autoras y Autores
Viceministro de Desarrollo para la Integracin de la Yvemar Peraza M.
Educacin Bolivariana Isabel Faneyth
Andrs Carmelo Algara
Maigualida del Valle Pinto Iriarte Jorge Enrique Gonzlez
Directora General de Currculo Rosa Lpez de DAmico
Yvonne Saulny
Adrin Arrioja
Neysa Yrama Navarro Manuel
Rebeca Oropeza
Directora General (E) de Educacin Media y Tcnica Mayra Rondn
Isabel Carrillo
Ministerio del Poder Popular para la Educacin
Ligia lvarez
www.me.gob.ve
Belkis Blanco

Conrado Jess Rovero Mora


 



Caracas, Distrito Capital

Asesora Metodolgica
Jorge Enrique Gonzlez
Ministerio del Poder Popular para la Educacin, 2013 Andrs Carmelo Algara
Primera edicin: Mayo 2013
Tiraje: 400.000 ejemplares
Depsito Legal: lf1620134281728
ISBN: 978-980-218-362-3
Repblica Bolivariana de Venezuela

Correccin de Lenguaje
Mark Gregson

Coordinacin de Arte
Prohibida la reproduccin total o parcial de este material sin autorizacin Gilberto Abad VIvas
del Ministerio del Poder Popular para la Educacin

DISTRIBUCIN GRATUITA



Gilberto Abad Vivas
Diagramacin
Kelly Gerardin Caldern Labrador
Ilustracin
Jos Alberto Lostal
Jos ngel Daz
Jos Luis Garca Nolasco
Julio Cesar Aguiar
Morelys Rivas Fonseca
Rafael Pacheco Rangel
Samuel Gonzlez
Vctor Silva
Yassamy Moreno Prez

Suministro de papel: INVEPAL

A las y los docentes

La Coleccin Bicentenario acoge el ingls con gran emocin y expectativa en el 2do ao y lo pone
en tus manos convertido en My Second Victory. Esperamos que lo recibas con la mejor disposicin para
hacer de l tu apoyo en la noble tarea de ensear uno de los idiomas ms hablados en el mundo.
Hemos incluido temas de diversa ndole que van desde situaciones personales cotidianas, hasta
hechos que impactan o impactaron a las comunidades locales, nacionales e internacionales. Todo esto con
la idea de formar estudiantes que utilicen el ingls, no slo para hablar y aprender sobre otras culturas,
sino sobre todo ciudadanos conscientes, orgullosos y preparados para difundir su propia realidad en todo
lo relativo a riquezas naturales, valores histrico-culturales y logros sociales.
El libro contiene ocho unidades, cuyos ttulos re3ejan un tema a desarrollar. Las unidades por
su parte, estn divididas en tres lecciones que aportan contenido al tema correspondiente, a travs de
actividades diseadas para ejercitar las destrezas de comprensin y produccin oral y escrita. Adems, por
haberse concebido este libro dentro del enfoque comunicativo, nuestra lengua materna es considerada
como un recurso ms. La encontrars en las instrucciones y en algunas de las secciones a travs del texto.
En cuanto a la estructura de My Second Victory, cada leccin contiene un dilogo o una lectura
inicial que muestra el contexto en el cual se desarrollar el tema y establece los elementos gramaticales a
considerar. De all se generan dilogos que le permiten a la y el estudiante ejercitar el idioma en forma oral
y escrita. Asimismo, se incluyen secciones espec4cas tanto para la presentacin de vocabulario como para
la deduccin de algunos aspectos o patrones gramaticales tratados en la leccin.
Dos secciones ponen a prueba la evolucin de las y los estudiantes a travs de la unidad. Uno es de
comprensin auditiva y otro de comprensin lectora que a su vez estimula la re3exin. Todo ello sin dejar
a un lado la ejercitacin de las estructuras gramaticales, lo cual tambin cuenta con su espacio especial en
este libro.
El uso de imgenes es constante en My Second Victory. En el caso de las secciones en que se dividen
las lecciones, cada una tiene un icono que la identi4ca y te permite saber cul destreza se considera en
ella. Igualmente, las ilustraciones realzan estticamente lo contenido en cada seccin y contribuyen
e4cazmente a su comprensin.
Al 4nal del libro, se incluye un glosario con vocabulario que pudiera implicar alguna di4cultad para
las y los estudiantes por no estar explcito en la leccin. Su inclusin ofrece la posibilidad de aclarar de
la manera ms expedita las dudas en cuanto a signi4cado, sin tener que recurrir a un diccionario o al
profesor. Tambin estn anexos los textos (scripts) que debers leer para la realizacin de los ejercicios de
comprensin auditiva por parte de tus estudiantes.
Slo nos resta invitarte a que formes parte del equipo de quienes queremos contribuir e4cientemente
a mejorar la enseanza del ingls en Venezuela. Con la conviccin de que el hablar una lengua extranjera
tan usada en el mundo, ofrece una gran gama de oportunidades para el aprendizaje en cualquier rea, el
desarrollo en el campo laboral y sobre todo para comunicarle al mundo quines somos.

A las y los estudiantes

My Second Victory llega a ustedes con la idea de continuar en el camino del desarrollo de la
comunicacin en ingls que se inici el ao escolar pasado. En este sentido, hemos concebido un texto
con una variedad de temas de inters nacional e internacional, as como personal y colectivo, basados en
contextos reales que los invitan a participar en el intercambio de ideas dentro y fuera del espacio educativo.
El libro contiene ocho unidades, cada una con un ttulo que re3eja el tema a desarrollar. Cada unidad
est dividida en tres lecciones que aportan contenido al tema correspondiente, a travs de actividades
amenas y sencillas de realizar, tales como dilogos, lecturas sobre temas de actualidad, juegos y canciones.
Adems, encontrarn notas sobre curiosidades culturales, histricas y mucho ms.
Nuestra intencin es que ustedes encuentren en el idioma ingls una herramienta de liberacin,
en la medida que les permita no slo aprender acerca de otras culturas, sino que les haga sensibles a
valorar la propia. En consecuencia, incentivarlos a difundir lo que es nuestra patria en cuanto a recursos
naturales, valores histrico-culturales y logros sociales. Todo esto enmarcado en la bsqueda constante
del ser humano consciente de su corresponsabilidad en la preservacin de nuestro planeta para nuestra
generacin y las generaciones futuras.
Finalmente, queremos decirles que la Coleccin Bicentenario trae este texto como un aporte
ms a la igualdad de condiciones y oportunidades. Por tanto, te invitamos estudiante venezolano,
estudiante venezolana a comunicarte en ingls, a utilizar uno de los idiomas ms hablados en el mundo, a
acompaarnos en este viaje de aprendizaje con diversin que te ofrece My Second Victory.

4
6
Lesson 19 - Were going to take our last test tomorrow
Lesson 20 - Were going to celebrate
Lesson 21 - Im going to take care of my school on vacation

152
160
168

Lesson 22 - Im telling you what I did

Lesson 23 - Tell me about Venezuelas history
Lesson 24 - How can I say...?

176
184
192

We found oil!

universal.
regional, nacional y
acontecidos a nivel local,
histricos, cient4cos
Memories
en forma crtica hechos
3
en esas pocas. Analizar Where was Simn Bolvar born?
habilidades desarrolladas
pasado, destacando

 Valorar costumbres del
I used to play the cuatro.

hurt
That
2

what?
know
Do you
1

UNIDAD

  

 

can
y/o duda



 

 
couldnt

can could/ cant y

Used to vs simple present

used to

principios y valores.
homework!
atenten contra nuestros
I spilt coLee on my English
de situaciones que
y re3exiva acerca
razones en forma sencilla

 Argumentar y expresar
I was cooking and I cut my 4nger.
evitarlos.
implican riesgos y cmo
accidentes, eventos que

 Re3exionar sobre
I lost my cell phone!

 


 

 

libre.
del disfrute del tiempo
importancia y necesidad
periodo vacacional, la
signi4cativas del

Relatar las experiencias


 

 


 How

 

educativa.
compaeros institucin
administrativo ,
del personal obrero,
los aspectos positivos
anteriores destacando
vividas en cursos

Socializar experiencias

INTENCIONES

I travelled to La Gran Sabana!

I miss my old school.

last year.
Mr. Prez was my English teacher

LECCIONES





 

 

 

 why dont you
when/where/how

 

 

to have en pasado simple.

there was/were

 how
indeterminados

   
posesivos

 
  



  

 who/what/Where

  

 
 
GRAMTICA

CONTENIDOS Y PROPSITOS DE 2 AO

necesidades o intereses.
no satisfacen ciertas
year
aquellos aspectos que
How can I say?
a lot this
formas estudiadas en el ao.
las mismas y mejorar
I learned
Fortalecimiento de todas las
para re3exionar sobre
en
tiempo
pasado
8
experiencias signi4cativas Tell me about Venezuelas history.

Comentar y expresar
Im telling you what I did.

-ing despus de preposicin
school on vacation.

#what about
comunidad.
Im going to take care of my

Going to+verb
otros miembros de la
plans

 whose
la participacin de
Lets make


s
acciones que promuevan
Were going to celebrate!

1
 lets
el
futuro,
al
emprender
7

Going to+verb
acciones a realizar en

Plani4car y valorar
tomorrow.

0 
Were going to take our last test
Going to+verb

 one

  
that



cumplimiento.

#  

That was more diNcult.
y responsabilidad en su

 

y demostrar compromiso
really hard

/ because
comunitarias, al expresar
I worked

  why
actividades personales y

 
6
sencilla acerca de

when / but
I needed more time.
experiencias en forma

 

Socializar y analizar

+ , -.
A hectic weekend.

)$$$*

 
nacin.
la comunidad, estado y
instituciones y artistas de He founded it forty years ago.
rout
del conocimiento sobre
On the art
en eventos culturales y
5
travs de la participacin Its not too far from here.
regional y nacional a

 Valorar la cultura, local,
I loved her performance.
It was an earthquake.

So sad
4

antrpicos.
ante eventos naturales y
medidas de proteccin

Conocer y generar

Tsunami!

We lost our houses.

 

 

 

 

 

 

#$%&'%(
incontables

#  
  

!" 

must

 

 


 

One
simple

 
 

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

B. LETS LISTEN AND READ!

Mr. Morrison.

(Escuchemos y leamos!)

He was great!

What was he like?

meet my new English teacher.

Hi, Nicols. Yeah. I want to

No, she wasnt.

English very well.

I see. Now you can speak

played a lot!
dialogs, sang nice songs and
We learned a lot. We practiced

She was from Canada.

om?
Hi, Susana. Is this your 4rst

teacher last year?

Cool! Was Mrs. Stanton your

She was on an exchange.

She was an excellent teacher.

historia? Qu situacin se presenta?

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Unit One: Do you know what?

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

9
+22222222 ' +222222222222
Where is he _______?
He was __________.
What __________ he like?
Mr. ____________.
Who ________ your math teacher last year?

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

(Ahora, practiquemos!)

Toms: What was she like?

Zuli: Mrs. Thompson.
Toms: Who was your teacher last year?
Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

10

things and visit many places.

demanding. We had to do many
3 4  *'very

She was very active.

1. - She was an excellent teacher.

and translated in class.

werent interesting. We only read
English teacher. Her classes
5. - Ms. Prez was a boring

hardworking teacher.
teacher a year ago. He was a
2. - Mr. Maldonado was my math

Observa las ilustraciones. Practica las palabras y las expresiones.

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

was very professional.

with our geography teacher. She
3. - I learned a lot about our country

Unit One: Do you know what?

11

5. Do you miss Mr. Benton?

5. I do. He helped all the students.

4. Where exactly was he from?

4. He was from Maracaibo.

3. Was he from England?

3. No, he wasnt. He was from Venezuela.

2. What was he like?

2. He was friendly and helpful but he was a very busy teacher.

1. Who was your teacher two years ago?

1. Mr. Benton was my teacher two years ago.

ANSWERS

89:#;1!#
Escucha y repite.
G. LETS READ AND LEARN!

STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT B
STUDENT A:

(Leamos y aprendamos!)

he never plays with his students.

6%' ' *%) 7% % % 
Do you miss Ms. Fuentes?
She played chess with all the students.
That was very nice of her.
in class, but she was nice and talkative during recess.
)  5*%#*'

What was your English teacher like last year?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

12

a week.
students and useful people in our neighborhood. We made teams and played interesting games two days
helpful, friendly, studious, hardworking, eNcient, and some other important things we need to be good
nickname: Ken. I always remember the activities we did with that teacher. We learned how to be respectful,
Carol Lpez was our PE teacher three years ago. She was friendly and creative. She called me by my
Lee el siguiente prrafo. Describe uno de tus profesores del ao pasado.
I. READING AND REFLECTING

(leyendo y re>exionando)

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

(Todo odos!)

Unit One: Do you know what?

13

welcoming smile.
5. Was your last English teacher very loving? Yes, she was. She had a warm
with their homework after class.
4. Mr. Surez and Mrs. Villena were very helpful! They always helped the students
games in class.
<  * *'wonderful. We always played interesting and useful
2. My geography teacher was amazing! He knew everything about geography.
1. Was your history teacher very boring? No. His classes were interesting.
Examples
truth
faith
care
beauty
use
wonder
Noun

-ful

Noun + ful
love
annoy
amaze
welcome
confuse
interest
Verb

truthful
faithful
careful
beautiful
useful
wonderful
adjective
loving
annoying
amazing
welcoming
confusing
interesting
Adjective

-ing

SuNx
Verb + ing

adjective

2. Ahora, observa la siguiente tabla:

investiga los antnimos.
1. Lee nuevamente la parte I, extrae los adjetivos que encuentres en la lectura, escrbelos en tu cuaderno e
J. BUILDING BLOCKS

(Bloques de construccin)

Unit One: Do you know what?

14

STUDENT B: And he was very _____________ too. He always respected all the people in our school.
exercises after class.
STUDENT A: He was such a _____________ teacher, too. He helped all the students with their
about numbers.
STUDENT B: Cool! I can still play that _____________ game with the even numbers. We learned a lot
STUDENT A: Yes! He came back. Were all happy. He is so ___________.
the students.
STUDENT B: Sure. His name was Arturo Rojas. He did many _____________ activities that helped all
STUDENT A: Can you remember the name of the ___________ math teacher we had, two years ago?
representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.
En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

6. Whats your English teacher like? He /She is ____________ and _________.

5. Was Mr. Robles a ________________ teacher? Yes, he was. He had everything in order.
4. What was your Spanish teacher like? She was courteous and ___________ . She respected every body.
_____________ person.
3. Was her PE teacher a friendly person? No, he wasnt. He was an excellent athlete but an
2. I dont like that teacher! He is so _______________. We never do interesting activities.
1. Mr. Gonzlez, our biology teacher, wasnt very_______________. He never helped the students.
Lee con atencin y escribe los adjetivos correspondientes en los espacios en blanco:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

16

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

B. LETS LISTEN AND READ!

Where is that?

(Escuchemos y leamos!)

ou miss your old school?

Well

e ha e beautiful

Is that school in this city?

Te recuerda algo esta situacin?

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

(Exploremos!)

I miss my old school

Lesson 2

Unit One: Do you know what?

Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

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

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

Anbal:
Rodolfo:
Anbal:
Rodolfo:
Anbal:
Rodolfo:

(Ahora, practiquemos!)

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

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

18

of our country.
#  >=6%)   ' 

 & 
loved our country.
#  =  *'
% *

Student B: She was concerned and friendly.

Student A: What was your math teacher like?

but very professional.

Student B: Mrs. Vizcaino. She was tough and demanding
Student A: Who was your geography teacher last year?

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit One: Do you know what?

19

5. How was your classroom?

wall, a bookcase and a 4le.

*% '&  %' * 
   *

4. What was your tourism teacher like?

He was creative, active and friendly.

3. Did you like your teachers?

Yes, I did. They were very professional.

2. What were your friends like?

They were very nice and fun.

1. Do you miss your school?

Yes, I do. And I miss my friends, too.

Questions

Answers

Escucha y repite.
G. LETS READ AND LEARN!

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Leamos y aprendamos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

20

cerned and hard-working. My classmates were friendly and studious. I was very happy there.
and a beautiful garden. It had a nice cafeteria. There were many trees and 3owers. The teachers were conI miss my old school in Colombia. It was very big. There was a basketball court, a soccer 4eld, a huge yard,
las oraciones subrayadas. Luego escribe la lectura en forma negativa.
Lee el prrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas simples para
I. READING AND REFLECTING

(leyendo y re>exionando)

5
4
3
2
1
SIMPLE PRESENT

SIMPLE PAST

Escucha y marca con una X en la casilla correspondiente, el tiempo verbal de las oraciones que leer tu docente:
H. ALL EARS!

(Todo odos!)

Unit One: Do you know what?

21

5. She looked exhausted after the test.

4. They were excited about the game.
3. Mr. Noroo met the retired teachers in the conference room.
2. The teacher congratulated the advanced students.
1. The confused students stayed after class.
Examples
puzzle
distract
exhaust
retire
please
interest
satisfy

-d
- ed
ied

Verb

SuNx
Verb + ed

puzzled
distracted
exhausted
retired
pleased
interested
satis4ed
Adjective

adjective

2. Ahora observa la siguiente tabla:

My math teacher is talkative and friendly.

What is your math teacher like?
Miriam misses her friends very much.
Does Miriam miss her friends?
I miss my school a lot.
Do you miss your old school?

My math teacher was very serious in class.

What was your math teacher like?
Natalia missed her friends very much.
Did Natalia miss her friends?
I missed my school a lot.
Did you miss your old school?

SIMPLE PRESENT TENSE

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

(Bloques de construccin)

SIMPLE PAST TENSE

Unit One: Do you know what?

22

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

No, she __________.

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

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

(Re>exionemos y creemos)

8. There are many 3owers in this garden.

7. Marcos and Nelson play soccer in the stadium.
6. Kathy studies English at a language institute.
5. The students write sentences in their notebooks.
4. This bus goes to Valle de La Pascua.
3. Mr. Colina has 4fteen students.
2. I have an English book.
1. There is a mango tree in the yard.
Observa cuidadosamente las oraciones siguientes y escrbelas en tu cuaderno en pasado simple.
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

24
anlo en forma silenciosa.

ode a horse, danced,

tinezes

The Garcas

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

(Exploremos!)

I travelled to la Gran Sabana

Lesson 3

Unit One: Do you know what?

25

Student A: Wow! They really _________________a ____________time!

___________________________, ____________________________, and
Student B: They ___________________, ______________________,
Student A: Really? How nice! What did they __________there?
Student B: They went to _____________
Student A: Where did the________ go on their last vacation?
la leccin.
Formen grupos de dos para completar el dilogo y practicarlo. Utilicen la informacin que est al principio de
D. NOW, LETS PRACTICE!

STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Ahora, practiquemos!)

Wow! They really had a great time!

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

26

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit One: Do you know what?

27

a. Mr. Palma did.

b. Mr. Palma does.

a. They got there by car.

b. They went 4shing.

a. Two hours.

b. Two kilometers.

a. Yes, they did.

b. They went to The Andes.

a. It was nice.

b. I dont like it.

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

H. ALL EARS!

(Todo odos!)
delicious.
I ate typical food, such as capybara stew. It was
It rained all the time.
It was great! We had a wonderful time! /It was terrible.
on foot
I got there by plane/by car/by bus/by boat /by train/
two years ago.
I went to Achaguas last month/last week/in Easter/

5. What kind of food did you eat?

4. How did you like it?
3. How did you get there?
2. When did you go to Achaguas?
1. Where did you go?

I went to Achaguas /the beach/the mountain.

Information Questions

Answers

Escucha y repite.
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

They liked that a lot.

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit One: Do you know what?

28

informacin del cuadro.

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

(Bloques de construccin)

nice pictures. Now they are back. I always visit them to see their pictures.
cards in the evening. Uncle Luis cooked dinner every day. Grandma made breakfast and lunch. They took
in the mountain in the morning and relaxed in the afternoon. The grandparents stayed home and played
went to the Andes and had a great time together. The children played and ate a lot. The parents walked
There is a big family in my neighborhood that likes to go to the mountain on vacation. Last summer they
con las partes subrayadas.
Lee el prrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas relacionadas
I. READING AND REFLECTING

(leyendo y re>exionando)

Unit One: Do you know what?

29

Subject/verb/complement

They were in El Tocuyo in January.

He was in Caracas last week.

WH-word/was-were/Subject/verb/complement

When were they in El Tocuyo?

When was he in Caracas?

Yes-No/subject/were-werent
Yes-No/subject/was-wasnt

Yes, they were/ No, they werent.

Yes, he was/ No, he wasnt.

was-were/subject/complement

Were Gladys and Belkys in Barquisimeto ?

Was Mr. Sosa in Caracas last week?

BE

EJEMPLOS

subject/verb/complement

My father travelled to Achaguas last month

WH-word/did/subject/verb/complement

When did your father travel to Achaguas?

Yes-No/subject/did-didnt

Yes, he did. / No, he didnt.

did/subject/verb/complement

Did your father travel to Achaguas?

DID

EJEMPLOS
SIMPLE PAST TENSE

2down the mountain on mules to visit Los Nevados

go to Mrida / take an airplane / hire a car / visit beautiful towns / go to Los Aleros / buy souvenirs / go
Vocabulario:

Unit One: Do you know what?

30

STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

You really________ a __________ time!

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

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

(Re>exionemos y creemos)

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

4. No, I wasnt. I was in El Viga last Tuesday.
3. I went to Caracas to visit the science museum.
2. No, they didnt. They travelled to Barinas in September.
1. Yes, she did. She visited Churn Mer.
Observa cuidadosamente las respuestas siguientes y escrbe las preguntas correspondientes en tu cuaderno.
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

MORE FUN!
(Ms diversin!)

Unit Two: That hurt!

32

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

Guess what! I got

Yes. The janitor gave it to me.

e honest
People in this school

Dos das despus...

*% 5+'

Whats wrong Emily?

Im sorry to hear that Why

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

historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

That hurt!

I lost my cell phone!

Lesson 4

Unit Two: That hurt!

33

Student 2: Good __________!

Student 1: Why __________ you ask your teacher?
______ there.
Student 2: I _______ _______ in the classroom. When I got back, it
Student 1: *% 5+'22222222222222222222222222 5
Student 2: I am. I __________ __________ _________.
Student 1: +%22222222222 B56 @22222222222
Formen parejas para completar el dilogo y practicarlo.
D. NOW, LETS PRACTICE!

Fernando:
Sarah:
Fernando:
Sarah:
Fernando:
Sarah:

(Ahora, practiquemos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

34

A backpack

A watch

A wallet

A pencil case

Some personal objects

I lost my keys In the school yard

She left her laptop on the bus

in the bathroom
She found her cellphone

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

sbrev ralugeR

Unit Two: That hurt!

35

Watch (es)

Watched

Ver/observar

Study (ies)

Studied

Estudiar

Look (s) for

Looked for

Buscar

Look (s) at

Looked at

Mirar

Listen (s) to

Listened to

Escuchar

Drop (s)

Dropped

Dejar caer

Ask (s)

Asked

Pedir/preguntar

Answer (s)

Answered

responder

Presente

Pasado simple

Traduccin

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

(Leamos y aprendamos!)

Mrs. Ramos:
Mrs. Lpez:
Mrs. Ramos:
Mrs. Lpez:
Mrs. Ramos:
Mrs. Lpez:

B ;*@ 7A
Why dont you ask the principal?
I think I lost them this morning.
*%'*  *5
Not very well. Im looking for my keys.
Good morning, Mrs. Ramos. How are you?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

36
d. Mario got his book back.
c. Mr Paredes phoned Mario.
b. Mr Paredes is an English teacher.
a. Mario left a personal object in the school canteen.
TRUE FALSE

/* 5C +=D*%%)A;*@

*AC
the book wasnt there. Then, Mr Paredes, his math teacher, saw him and said: Mario, this is your book.
Yesterday, Mario left his math book in the school canteen. An hour later, he went back to the canteen, but
Lee atentamente el siguiente fragmento y luego responde True o False.

sbrev ralugerrI

H. READING AND REFLECTING

(leyendo y re>exionando)

Write (s)

Wrote

Escribir

Take (s)

Took

Tomar

See (s)

Saw

Ver

Read (s)

Read

Leer

Make (s)

Made

Hacer (elaborar algo)

Lose (s)

Lost

Perder

Leave (s)

Left

Salir/dejar (algo/a alguien)

Have (has)

Had

Tener

Go (es)

Went

Ir

Give (s)

Gave

Dar

Get (s) back

Got back

Recuperar (algo)

Find (s)

Found

Encontrar

Eat (s)

Ate

Comer

Drink (s)

Drank

Beber

Do (does)

Did

Hacer (realizar una actividad)

Come (s)

Came

Venir

Buy (s)

Bought

Comprar

Bring (s)

Brought

Traer

Break (s)

Broke

Romper

Pasado simple

Traduccin

Presente

Unit Two: That hurt!

37

They

them

You

you

They are in town. I saw them yesterday.

We

us

  
us.

It

it

She

her

He

him

This is a present for you.

You

you

My grandma loves me and I love her

me

Subject pronouns

Object pronouns

Did you see David? / Yes, I saw him last night.

Examples

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

(Bloques de construccin)

1. A: I left / found my laptop on the bus

B: How did you lose them / it?
2. A: I lost my keys/key
B: I lost my wallet / I dropped my wallet.
1. A: Whats wrong, Gilbert?
Escuchen los siguientes fragmentos de conversaciones y subrayen la palabra o frase correcta.
I. ALL EARS!

(Todo odos!)

Unit Two: That hurt!

38

Student B:
Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

Good _________! Shes an honest person.

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

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

(Re>exionemos y creemos)

5. Trina likes cookies. She/her eats they/them everyday.

4. We/Us always take our dog with we/us when we/us go to the beach.
3. This is my notebook. Please give him/it to me/I .
2. My brother is very happy. My father gave he/him a book.
1. My brother and my father are in the kitchen. They/Them are talking.
2) Ahora subrayen, en cada oracin, el pronombre correcto, sujeto u objeto, segn el caso.

B: Yes, he did. He loves _________.

c) A: Did he marry Luisa?

B: I was going to 4x _______.

d) A: What were you doing with that book?

I asked _____ to turn oL the radio.

a) My brother was making a lot of noise.

B: I bought _________ in PDVAL.

b) A: Those mangoes look nice.

Ej.: Cachapas are delicious. I love them

1) Re>exionen sobre cada una de las siguientes oraciones y compltenlas con el pronombre objeto correcto.
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Two: That hurt!

40
40

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

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

historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

That hurt!

I was cooking and I cut my 4nger

Lesson 5

Unit Two: That hurt!

41
41

Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

*%1E %222222222222222222

Yes, it ____________ a lot!
Does it hurt?
Look at my ________________ . I __________ myself with a knife.
______________s wrong?
Im not ____________ well.
Hello, _______________________. How are you?

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

Carlos:
Manuel:
Carlos:
Manuel:
Carlos:
Manuel:
Carlos:

(Ahora, practiquemos!)

*%1E %)

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

Escuchemos, leamos y repitamos el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

42

and hurt herself

She fell oL her bike last night

I cut myself this morning

They hurt themselves

They had a car accident.

She burnt herself yesterday

Sunday and hurt himself

He fell on the 3oor last

Observen las ilustraciones y re>exionen sobre el signiLcado de las siguientes palabras y expresiones.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Two: That hurt!

to school
Ronny and Dora were walking

his face
Peters father was washing

43
Andrea was having breakfast

I was making a sandwich

I was
yesterday at 6 oclock?
What were you doing
What were they doing yesterday at six oclock?

What about you?

Escucha y repite
G. LETS READ AND LEARN!

Jenny:
Betty:
Jenny:
Betty:
Jenny:
Betty:

(Leamos y apr

drove him to a CDI.

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

44

Plural

Singular

They

themselves

accident.
They didnt hurt themselves in the

You

yourselves

Please, help yourselves!

We

ourselves

Luisa and I enjoyed ourselves in the party.

It

itself

She

herself

She fell oL her bike and she hurt herself.

He

himself

Juan cut himself with a knife.

You

yourself

The coLee is hot. Dont burn yourself!

myself

pronouns
Personal

pronouns
ReFexive

The dog hit itself with the door.

I did it by myself.
Examples

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

(Bloques de construccin)

Mrs. Mayora went to a pharmacy.

She was preparing dinner last night.
Mrs. Mayora burnt herself yesterday morning.
TRUE FALSE
Last night, Mrs Mayora was cooking dinner when she burnt herself. She went to a CDI. She feels good now.
I. READING AND REFLECTING

(leyendo y re>exionando)

the ground was wet. My (brother/sister) fell down and hurt (himself/herself ).
Last (Saturday/Sunday), my father and my brother were (running/walking) in the park. It was raining and
entre las dos que se muestran entre cada parntesis.
Escuchen atentamente esta pequea historia. Luego, escchenla de nuevo y subrayen las opciones correctas
H. ALL EARS!

(Todo odos!)

Unit Two: That hurt!

45

continuous
Using the past

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

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

They
You

They

were

You

werent

Were

they
you

We
We
It

studying.

She

was

He

we

it
She

it

sleeping.
wasnt

Was

He

she
he

You

were

You

werent

Were

you

was

wasnt

Was

AGrmative form

walking?

Negative form
The past continuous

Interrogative form

2. Ahora, observen y re>exionen sobre la siguiente tabla y el uso del tiempo pasado continuo.

Unit Two: That hurt!

46

Student 2:
Student 1:
Student 2:
Student 1:
Student 2:
Student 1:

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

Pueden aprenderlo y representarlo usando sus propios nombres u otros.

En parejas, lean de nuevo todos los dilogos anteriores. Luego completen el siguiente dilogo y practquenlo.
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

_____________ (play) chess and my parents ________ _____________ (cook) dinner.

the phone. My baby brother Raul ______ ___________(sleep). My grandma and grandpa _________
Last night at 7 oclock p.m. I was watching (watch) T.V. My sister Nilda _____ ____________ (talk) on
2. Completen los espacios en blanco. Utilicen el verbo entre parntesis, reescribindolo en pasado continuo.
Nobody helped him.
e. Csar did the homework by _________.

B: No. It cleans itself.

f. A: Do you wash your cat?

at the party.
c. Tiziri and Noemi enjoyed ____________

B: Yes, we repaired it ____________.

d. A: The table looks great now.

piece of glass.
a. My sister cut _______________ with a

B: I hit ________ with a hammer.

b. A: How did you hurt ______________?

1. Completen las siguientes oraciones con la forma correcta del pronombre re>exivo.
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Two: That hurt!

48

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

I was doing my homework

and let
Now, please, open your notebooks

out your books and notebooks

Good morning, class! Please, take

Wheres your notebook,

La clase de ingls est por comenzar.

historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

That hurt!

I spilt coLee on my English homework!

Lesson 6

Unit Two: That hurt!

Student A:
Student B:
Student A:
Student B:
Student A:

49
Please, ____________ to bring it ___________ (la prxima semana).
Well, I brought the _____________ (biologa) book by mistake.
*% 5?*522222222 *5
Im ___________, teacher. I left my English ___________ at home.
Good ____________, class! Please open your ____________ (libros).

Formen parejas para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

Teacher:
Claudia:
Teacher:
Claudia:
Teacher:

(Ahora, practiquemos!)

Please, remember to bring it tomorrow.

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

50
The telephone rang.
They were watching TV in the living room.

He broke a window.
He was playing baseball in the backyard.

I spilt coLee on my notebook.

I was doing my homework in my bedroom.

She fell on the 3oor.

She was washing the bathroom.

Leamos y aprendamos las palabras y expresiones que utilizamos en el ejercicio anterior y otras nuevas.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Two: That hurt!

51

Esta es una tpica casa de Mucuches, Edo. Mrida. Escucha y aprende los nombres de las partes de la casa:
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

he son:
ojas:
he son:
ojas:
he son:
ojas:
he son:
ojas:

We broke the neighbors window.

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

Ayer la familia Rojas estaba viendo TV cuando son el timbre

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Two: That hurt!

52
Ramons mom was cooking dinner.
Ramons father was reading a book at 7.00 pm.
Ramon was sleeping when the telephone rang.
The telephone rang at 6.00 pm.
TRUE FALSE
Responde verdadero (true) o falso (false)

was making dinner and his father was reading a book.

Yesterday, it was 7.00 pm when the telephone rang at Ramons house. He was watching TV. His mom
I. READING AND REFLECTING

(leyendo y re>exionando)

1
crculo la letra de la ilustracin correspondiente.
Escucha las oraciones. Cada una se reLere a una de las ilustraciones en cada par de Lguras. Encierra en un
H. ALL EARS!

(Todo odos!)

Unit Two: That hurt!

53

4. Nora and Mirna / talk in the street / I see them

3. I / take a shower / my father / come home
2. She / sleep / her mom / call her
1. The teacher / write on the board / the principal /arrive
We were studying when the dog opened the door
Ejemplo: We / study / the dog / open the door
En tu cuaderno, construye oraciones con when, a partir de las palabras dadas.
(Ahora, Practiquemos!)

K. NOW, LETS PRACTICE!

B: No. They werent. They were talking.

A: Were they working on their laptop when the lights went oL?
B: Yes. I was.
A: Were you doing your homework when you spilt coLee on your notebook?
Yes/No questions
B: I was taking a shower.
A: What were you doing when I called you yesterday?
Wh-questions
They
were

You
We
It

sleeping

was

She

when

the president arrived.

He
You

were

was
Past continuous

J. BUILDING BLOCKS

(Bloques de construccin)

Simple past

Unit Two: That hurt!

54

Student B:
#  =
Student B:
Student C:
Student B:
Student A:
Student B:
Student A:

I ______ _______ _______ ______ ______ .

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

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

(Re>exionemos y creemos)

Unit Three: Memories

56

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

# &* C'*1

Fantastic! I belonged to The

Thats excellent! What

I used to play the violin

You didnt come to class yesterday

historia? Qu situacin se presenta?

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Memories

I used to play the cuatro

Lesson 7

Unit Three: Memories

Zaida:
Carmen:
Zaida:
Carmen:
Zaida:
Carmen:
Zaida:
Carmen:

57

much and you know, practice makes perfect.

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

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

Helena:
Pedro:
Helena:
Pedro:

Helena:
Pedro:
Helena
Pedro:

(Ahora, practiquemos!)

old, but now anymore.

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Three: Memories

58

Clar

Harp

Drums

Violin

Saxophone

Mandolin

Trumpet

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

Practiquemos oralmente utilizando los nombres de los instrumentos:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Three: Memories

59

He used to swim at school, but not anymore.

but not anymore.

He used to play catch when he was a child,

she plays volleyball.

She could play baseball when she was 5, but now

but now she plays softball.

She could play basketball when she was a child,

Observa lo que hacan y lo que hacen ahora:

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

 = I could play the violin, but now I prefer sports.

prefer to work on the computer. What about you?
Trinidad: I could paint well when I was a child, but now I
 = Great!
graphic design.
Trinidad : Well, I used to study arts but now Im studying
 = Do you study arts?
Trinidad: Look at these beautiful pictures.
 = Hi, there!
Trinidad: +% A
Ahora, escuchen y repitan el siguiente dilogo
F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Three: Memories

60

3. Leonardo is a high school student

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

(leyendo y re>exionando)

she cant.
a-.She could run fast but now

b.-No, I didnt.

but I dont anymore.

a.- Yes, I used to play softball

baseball.
b.-No, I didnt use to play

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

H. ALL EARS!

(Todo odos!)

c.- He could, but now he cant.

c.- Yes, they did.

Unit Three: Memories

61

Aux+subj+verb+object+adverbial clause

Could you play catch when you were 5?

Aux+subj+verb+object

Can you play soccer?

Yes/ no questions
What instrument did you use to play?

What+ object+aux+subj+verb+adverbial clause

a child?
What instrument could you play when you were

What+object+aux+subj+verb+adverbial clause

What instrument can you play?

Information Questions
Questions
subject +can+not / cant+verb+complement

We cannot / cant swim fast.

subject +can+verb+complement

We can play the harp.

Now
subj+did+not / didnt+use to+ verb+complement

We didnt use to swim in that lake.

subj+used to+ verb+ complement

We used to swim when we were children.

subj+could+not / couldnt+verb+complement

We could not / couldnt play the harp 5 years ago.

subject +could+verb+complement

We could play the clarinet 20 years ago.

In the past

Examples

2. Ahora, observa la siguiente tabla:

when he was a child.

He could play the drums

were at the university.

mandolin when they
They used to play the

were children.
15 years ago.
play the harp when they
She used to play the cello Julio and his sister used to

1. Observa:
J. BUILDING BLOCKS

(Bloques de construccin)

Unit Three: Memories

62

Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

I couldnt play any _____________. I _______ _______ volleyball.

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

En grupos de dos lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

_____
4. Could your sister swim when she was 10 years?

was a teenager.
d. No, I didnt. I could play the saxo when I

_____
3. Could you ride a bike when you were 3 years old?

c. Yes. She could swim 4 laps in six minutes.

teenager ? _____
2. Did you use to play the 3ute when you were a

b. I used to play the harp. I loved it.

a child?____
1. What instrument did you use to play when you were

a. No, I couldnt. I didnt even have a bike.

Escribe la letra de la respuesta sobre la lnea.

K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Three: Memories

64

Escuchen lean silenciosamente el dilogo anterior.

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

Mrs. Aponte, Was Simon Bolivar

I read he was born in C

historia? Qu situacin se presenta?

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Memories

Where was he born?

Lesson 8

Unit Three: Memories

65
Jorge:
Rebeca:
Jorge:
Rebeca:
Jorge
Rebeca:

_________ was born in_______.

Where was ______born?
______was_______ in _______.
When was_______born?
_________was_____ _________ _______
Who was _________________________?

importante de la historia de Venezuela.

Formemos grupos de dos para completar y practicar el siguiente dilogo. Para este dilogo escoja una Lgura
D. NOW, LETS PRACTICE!

Rosa:
Roberto:
Rosa:
Roberto:
Rosa:

(Ahora, practiquemos!)

She was a very brave Venezuelan heroine.

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

Ahora, escucha y repite el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Three: Memories

66

courageous man. His wife was Joaquina Snchez.

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

Venezuelan woman. Her husband was Jos Mara Espaa.

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

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Three: Memories

67

4 a) At home.

b) In Maracaibo.

c) In 1783.

3 a) She was a dancer. b) She was a heroine.

c) She was a doctor.

2 a) In 1800.

b) At the end of the 17th century. c) 1899.

1 . HIth.

b) In December.

c) In Colombia.

Escucha las preguntas que leer tu docente y selecciona las respuestas:

H. ALL EARS!

(Todo odos!)

The year before last

before last.
We had a very good history teacher the year

The day before yesterday

They arrived the day before yesterday.

Last + noun

He beat him   .

Noun phrase + ago

He did it a long time ago.

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

ADVERBIALS IN THE PAST TENSE

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Alma:
Vctor:
Alma:
Vctor
Alma:
Vctor:
Alma:

F. LETS LISTEN, READ AND SAY!

Really? I didnt know that.

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

(Escuchemos, leamos y digamos!)

Unit Three: Memories

68

Francisco de Miranda was born in 1750.

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

(Bloques de construccin)

3. What did he do after his tragedy?

2. Who were his teachers?
1. Was Simn Bolivar born in 1830?
life to his country and America.
del Toro but she died some months later and Bolvar became a widower. After his tragedy, he devoted his
>  + '**'*  &*  @* # +);
Simn Bolvar was born on July 24th 1783 in Caracas. Two of his teachers were Simn Rodrguez and Andrs
Lee y responde las preguntas:
I. READING AND REFLECTING

(leyendo y re>exionando)

Unit Three: Memories

69

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

My grandparents were born in November.
Manuelita Senz was born in 1797.
EXAMPLES
We/ You / They

on __________ (complete date)

were
born

I /she / he

in___________ (month)

was
in __________ (year)
GRAMMAR

1. Observa:

He 3ew the 4rst Venezuelan 3ag in 1806.

He died in Spain in 1816.

Unit Three: Memories

70

Mrs. Tovar  &' 2222222222 

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

(Re>exionemos y creemos)

3. When was Jos Felix Ribas born? (complete date)

2. When was your mother born? (only month)
1. When were you born? (complete date)
Responde como se te indica y luego pregunta la fecha de nacimiento a tus compaeros:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Three: Memories

72

Escuchen y lean silenciosamente el dilogo anterior.

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

and read more about it?

y don e go t

and lit their 4res.

hey caulked their canoes

Dos compaeros conversan. Uno de ellos falt a la clase de ciencias y le pregunta a su compaero sobre la clase.
historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Memories

We found oil
Lesson 9

Unit Three: Memories

Pedro: Thats incredible!
Rafael: They ______ their 4res, and ______their canoes
Pedro: What did they ________ with it?
Rafael: Yes. I _____ about that in the library.
Pedro: Really?
Rafael: *   
Pedro: Who _________oil for the 4rst time, Rafael?
Formen parejas para completar el dilogo y practicarlo. Utiliza la forma apr
D. NOW, LETS PRACTICE!

(Ahora, practiquemos!)

Engineer :
Jos:
Engineer:
Alida:

@ +
I can hand them out.
Theres gasoline, kerosene but wait! Its a long list, I brought these lea3ets for you all.
Yes. I have a question! What oil products do you produce?
a lot about petroleum. Do you have any questions for him?
Teacher: Good morning, students. This is Mr. No Alvarado, an engineer from PDVSA. He knows

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

73

Unit Three: Memories

74

Polythene

Kerosene

Gasoline

Diesel fuel

Synthetic Obers

Lubricating oils

Rubber

Plastic

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Three: Memories

75

Venezuelan oil re4neries are in___________________

There are ________re4neries in Venezuela
Where are there oil re4neries in our country?
How many oil re4neries are there in Venezuela?
map on the right and answer:
J           % '      
 *
Listen and repeat (Escuchen y repitan)
G. LETS READ AND LEARN!

Pedrito:
Grandpa:
Pedrito:
Grandpa:
Pedrito:
Pedrito:
Grandpa:

(Leamos y aprendamos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Three: Memories

76

Spanish conquerors taught indigenous people about oil.

Indigenous people cured some ailments with petroleum.
Spanish conquerors called the petroleum mene
TRUE FALSE
the indigenous people to caulk their ships as well, and treat their weapons.
the caulking of canoes. Upon their arrival in the early 16th century, the Spanish conquerors learned from
thick black liquid as mene, and used it primarily for medicinal purposes, as an illumination source, and for
oozed through the ground to the surface, before the Spanish conquistadors arrived. The locals knew the
The indigenous peoples in Venezuela already utilized crude oils and asphalts from petroleum seep, which
Lean y marquen verdadero (true) o falso (false).
I. READING AND REFLECTING

(leyendo y re>exionando)

3. a. Its an oil re4nery.

2. a. There are 4ve re4neries in our country.
1. a. They used it to caulk their canoes.

b. Its in Carabobo state.

b. These re4neries are near the coast.
  

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

(Todo odos!)

Unit Three: Memories

4. ______ do we have our re4neries ?
3. ______ did we drill an oil well in Venezuela for the 4rst time?
2. ______ managed those re4neries in 2002?
1. ______ do they do at a re4nery?

77

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

(Ahora, Practiquemos!)

K. NOW, LETS PRACTICE!

Our indigenous people used oil for the 4rst time

Who used oil for the 4rst time?

He worked in El Palito reOnery

Where did he work last year?

They lit their Ore.

What did our indigenous people do with oil?

They 4rst found oil in 1914.

When did they drill the 4rst oil well?

oraciones y deduzcan el patrn)

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

(Bloques de construccin)

Unit Three: Memories

78

Amrica:
Martn:
Amrica:
Martn:
Amrica:
Martn:
Amrica:
Martn:

They _____ about their experience in the oil industry.

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

propios nombres.
Despus de practicar los dilogos de las lecciones previas, completen y practiquen el siguiente, pueden usar sus
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

Unit Four: So sad...

, and others. A natural disaster causes a lot of damage and harm.
, tsunamis, earthquakes, volcanic eruptions, tornadoes, 3oods, avalanches,
erse events resulting from natural processes of Mother Earth. Some
Natural Disasters
ales han ocurrido en Venezuela en estos ltimos aos:
(Escuchemos y leamos!)
Earthquake

Flood

Forest 4re

Tsunami

Can you mention some natural disasters?

What are natural disasters?
Observa y comenta acerca de las siguientes imgenes. Responde la preguntas:
A. LETS EXPLORE!

So sad...

(Exploremos!)

We lost our houses

Lesson 10

Unit Four: So sad...

Unhappy / very unhappy
Sad / So sad

81
Depressed / very depressed

Adverbios intensi4cadores
Lee y aprende las palabras y expresiones:
E. LETS READ AND LEARN!

You:
Your partner:
You:
Your partner:
You:

(Leamos y aprendamos!)

Thats terrible. I feel so ______ about that.

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

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE!

Mayra
Victor
Mayra:
Victor:
Mayra:

(Ahora, practiquemos!)

*%1&   *
We lost our house. There was a terrible mudslide in Vargas state.
Why did you move?
I moved from La Guaira, my home town.
Victor, you look very sad, what happened?

Victor se acaba de mudar de La Guaira.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

82

of the mudslide
when she heard the noise
She was having dinner

It started to rain while I was sleeping

the disaster happened

They were having fun when

Pasado continuo vs pasado simple

Tired / really tired

Nervous /pretty nervous

ralugeR

ralugerrI

Unit Four: So sad...

83

Have

Had

Hear

Heard

I heard peoples cries.

Give

Gave

They gave us directions to follow.

I had a broken arm.

Arrive

Arrived

/d /

Help

Helped

/t/

Start

Started

/id /

Present

people.
The helicopters arrived to help
I helped my family and neighbors.
The rain started at midnight.

Past
Verbos Regulares e Irregulares

Escucha y repite:
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Mayra:
Victor:
Mayra:
Victor:
Mayra:

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

84

Comenta con tus compaeros qu cosas hacemos los humanos que ayudan a causar los deslaves.
mud3ows, and slurries.
activity, earthquakes, 4res, and humans mismanaging the land. They can also be called landslides,
Mudslides are moving rivers of rock, soil, and water. Mudslides are often triggered by storms, volcanic
Mudslide.
Lee y subraya los sinnimos de mudslide:
I. READING AND REFLECTING

(leyendo y re>exionando)

study

studied

enjoy

enjoyed

paint

painted

laugh

laughed

stop

stopped
/d/

/t/

Escucha, selecciona el tiempo verbal e indica el sonido Lnal, en caso de ser pasado
H. ALL EARS!

(Todo odos!)

/ id /

Unit Four: So sad...

85

adjective+one

The Vargas and El Limn tragedies were big ones.

demonstrative+one

Those ones are our apartments.

Plural

determiner+adjective+one

The Vargas tragedy was a big one.

demonstrative+one

That one is my apartment.

Singular

IndeOnite Pronouns One/Ones

2. Observa:

I lost my house, but I got

That

er ther

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

1. Lee y comenta:
J. BUILDING BLOCKS

(Bloques de construccin)

No, it is the red and white one

86

Student B
Student A
Student B
Student A
Student B
Student A

Yes, its a big ________.

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

En grupos de tres, completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

(visit / visited / visits)

4. Many reporters ____________ the country to cover the news in El Limn in 1987.
(take / took / takes)
3. The disaster in Santa Cruz de Mora (Mrida state) _______ place in 2005.
(watched / watches / watch)
2. She always ____________ the news on TV.
(lose / lost / loses)
1. Many people ______ their houses in La Guaira in 1999.
Selecciona el tiempo verbal:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Four: So sad...

88

land and return. A tsunami can occur at any time, day or night.
damage and loss of life. The tsunami danger period can continue for many hours as the waters move onto
fast as jet planes over deep waters, and they can violently attack beaches, causing devastating property
impact of cosmic bodies, such as meteorites, can generate tsunamis. Extremely big waves may travel as
or volcanic eruptions under the sea. Earthquakes, mudslide, volcanic eruptions, explosions, and even the
A tsunami (Japanese word that means harbour wave) is a series of giant waves caused by earthquakes
Qu puede dar origen a un tsunami? Cules son los efectos de un tsunami?
Escuchen y lean la historia en forma silenciosa.
B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

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

A. LETS EXPLORE!

(Exploremos!)

Tsunami !
Lesson 11

Unit Four: So sad...

89
Student A:
Teacher:
Student B:
Student A:
Teacher:

Thats ___ scaring!

Many people _____ their properties.
_____ 2011.
When _______ _______ _______ ?
There was a _______ in Japan.

Formemos grupos de tres para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE!

Mayra:
The teacher:
Rebeca:
Mayra:
The teacher:

(Ahora, practiquemos!)

It is so sad! It is so scaring!
Thousands of people died and many people lost their houses
It was in 2004. It damaged other countries
When did it happen?
There was a tsunami in Thailand.

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

90

many bottles of w

a lot of food

some bottles of w

some food

a few bottles of w

little food

Countable

Non countable
NOUNS

Lee y aprende palabras y expresiones:

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Four: So sad...

91

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

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

H. ALL EARS!

(Todo odos!)

Tsunami

Tsunami warning signs:

G. LETS READ AND LEARN!

(Leamos y aprendamos!)
Mapa de zona de tsunami en el mar Caribe
www.meted.ucar.edu/trainingmodule_es.php?id=907

Mayra:
The teacher:
Rebeca:
Mayra:
The teacher:

Yes, Venezuela experienced tsunamis in the past.

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

92

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

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

(Bloques de construccin)

:/K:);1!L/1#1#K!:/9#!:##K#L1;90:K2222222222222

En pareja re>exiona acerca de los sentimientos que genera un tsunami.

I. READING AND REFLECTING

(leyendo y re>exionando)

Unit Four: So sad...

93

There was some support.

They didnt make any eLort.

Were there any blankets?

There was a lot of help.

She doesnt need any help

injured?
Were there a lot of people

They made a little eLort.

I dont have a lot of candles.

Did they have a few candles?

There wasnt a tsunami in America in 2004.

There werent any candles.

Was there a tsunami in Asia in 2004?

Were there any candles?

There was a tsunami in Asia in 2004

There were some candles.

Singular

Plural

candles

a lot of
a few
any

blankets
+

sheets
children

some

eLorts
Countable Nouns

a lot of
a little
any

food
+

some

help
eLort

Uncountable Nouns

2. Ahora, observa las siguientes tablas:

support

Unit Four: So sad...

94

22222222222222222222222222222222222222

22222222222222222222222222222222222222

22222222222222222222222222222222222222

22222222222222222222222222222222222222
When a tsunami, you must
En grupos de dos o tres completen lo que debe hacerse ante una situacin de un tsunami .
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

We need ______4rst aid kits.

We need _____medicine.

________ participants.

We have ____ water.

We need ________ petrol.

________ volunteers.

________ of ointment.

I have _____ hope.

There are ____ aspirines.

Completen las oraciones con una forma de cantidad.

K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

MORE FUN!
(Ms diversin!)

Unit Four: So sad...

96

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
A. LETS EXPLORE!

(Exploremos!)

It was an earthquake
Lesson 12

Unit Four: So sad...

97

You:
Your partner:
You:
Your partner:
You:
Your partner:
You:

I ___________.
I didnt know. I _______ learn some safety ____________.
Good for _________. Thats _____________.
I was ______________ into the street, but dad _________me.
Youre right. I was so ________________.
_____ ______. That was ______________.
I felt an_______________yesterday.

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

Ramiro:
Mariana:
Ramiro:
Mariana :
Ramiro:
Mariana

(Ahora, practiquemos!)

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

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

98

Dont get out of your car.

Don t rush in a crowded place.

Stay beside a piece of furniture.

Existen algunas medidas a tomar mientras sucede un terremoto:

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Move away from buildings.

Unit Four: So sad...

The ground shakes gently.

99
 wobble noisily.

Domestic animals behave strangely.

Reconozcamos los signos de un terremoto:

G. LETS READ AND LEARN!

Ayau:
Tibaire:
Ayau:
Tibaire:
Ayau:

(Leamos y aprendamos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Four: So sad...

100

2. Was Simn Bolvar the only survivor?_________________________________.

1. How many people died during that event? _____________________________.

early evening of that dreadful day.

estimated 20,000 deaths and incalculable material damage. Simn Bolvar was among the survivors in the
damage in Caracas, La Guaira, Barquisimeto, San Felipe, and Mrida. The capital was destroyed with an
A devastating 7.7 magnitude earthquake occurred at 4:37 p.m. on March 26, 1812. This disaster caused
Lee y responde las preguntas :
I. READING AND REFLECTING

(leyendo y re>exionando)

3. The presidential palace collapsed.

2. It happened in the early morning.
1. An earthquake hit Haiti in 2010.
TRUE FALSE
Escucha y marca verdadero o falso
H. ALL EARS!

(Todo odos!)

Unit Four: So sad...

101

We were running out.

running out.
They were not / werent

Were you running out?

yesterday.
The ground was shaking

shaking yesterday.
The ground was not / wasnt

yesterday?
Was the ground shaking

Examples
Subject + was/were + Verb+ing
Past Continuous
2. Observa:
in case of an emergency.
Dont use the telephone except

Don t light a 4re.

Shut oL the gas valve

Stay out of severely damaged buildings

Safety measures after an earthquake.

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

J. BUILDING BLOCKS

(Bloques de construccin)

102

You:
Your partner:
You:
Your partner:
You:
Your partner:
You:

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

En grupos de dos, completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

4. your / the / hands / of / neck / Cover / with / your / sides

3. your / in / head / Tuck
2. to / knees / Drop / your
1. to / Dont / next / glass / stand
Ordena estas oraciones y aprende otras medidas de seguridad en caso de terremoto:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

MORE FUN!
(Ms diversin!)

Unit Five: On the art route

104

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
A. LETS EXPLORE!

(Exploremos!)

On the art route

I loved her performance

Lesson 13

Unit Five: On the art route

Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

105
Yes. It ____________ an unforgettable concert.
;*22222222222   E
I _____________liked the second part.
Youre right. He sings ______________.
I __________ it! Hes a great singer.
How did you __________ his performance?

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE!

Mara Jos:
Paco:
Mara Jos:
Paco:
Mara Jos:

(Ahora, practiquemos!)

He was from Yaritagua, but he lived in Maracay for a long time.

Where was he from?
;*'   7 JE +''& 
I loved it! Specially the 4rst part.
How did you like the concert?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Five: On the art route

106

Arturo plays the bass. Hes an excellent bassist.

Rosa plays the piano. Shes a great pianist.

Henry plays the harp. Hes an awesome harpist.

Pablo plays the violin. He is a marvellous violinist.

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Five: On the art route

107

Jess conducts an orchestra. Hes a conductor.

Rosolina can dance. Shes a dancer.

Hes a cuatro player.

Gabriel Ros plays the cuatro.

Shes an actress and hes an actor.

Daifra and Manolo act.

Observa las imgenes y lo que se dice de ellas:

G. LETS READ AND LEARN!

Student A:
Student B:
Student A:
Student B:
Student A:

(Leamos y aprendamos!)

It was incredibly good! And theyre only four musicians.

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Five: On the art route

108

4. She gave her 4rst concert in England.

3. She died when she was 63 years old.
2. Her 4rst piano concert was in 1866.
1. Teresa Carreo could not sing.
TRUE FALSE
gave concerts all around the world and became really famous. She died in New York on June 17,1917.
22nd, 1853. She gave her 4rst piano concert at the age of nine at the Irving Hall Theater, in New York. She
Teresa Carreo was a piano concert pianist, singer and composer. She was born in Caracas on December
Lee y responde verdadero o falso. Escribe en tu cuaderno la informacin verdadera para las que sean falsas:
I. READING AND REFLECTING

4. Salvador
3. Roberto and Manuel
H 
1. Glen and Christian

(leyendo y re>exionando)

marvelous singers
an excellent violinist
awesome cuatro players
marvelous violinists
an amazing bassist
great harpists

Escucha las oraciones y une el nombre de las personas con lo que se dice de ellos:
H. ALL EARS!

(Todo odos!)

Unit Five: On the art route

Clear
Awful
Excellent
Marvellous
Amazing
Quiet
Nice
Slow
Awesome

109

+ly

Adjective

Clearly
Awfully
Excellently
Marvellously
Amazingly
Quietly
Nicely
Slowly
Awesomely

Act
Direct
Conduct
Sing
Paint
Compose
Dance
Play

Adverb

Verb

+or

Actor
Director
Conductor

+er

Singer
Painter
Composer
Dancer
Player
noun

2. Observa en los siguiente cuadros los cambios de categora gramatical y su lugar en la oracin:
He danced gracefully yesterday.
Francisco is a graceful dancer.

He composes awesomely.
Alejandro is an awesome composer.

She sang marvelously last night.

Nikita is a marvelous singer.

1. Observa como realizan ellos sus acciones:

J. BUILDING BLOCKS

(Bloques de construccin)

He paints amazingly.
Hilario is an amazing painter.

Unit Five: On the art route

110

Student B:
Student A:
Student B:
Student C:
Student B:
Student A:

Yes. It was an ______________concert.

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

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

5. Their performance was awfully/awful.

4. His notes were clearly/clear.
3. The choir sang loudly/loud.
2. The guitarist played a softly/soft song,
1. The conductor moved slowly/slow.
Subraya el adjetivo o el adverbio, segn corresponda:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

 He directed Romeo and Juliet. Hes a good director.

 There was a quiet audience at that theater. They listened quietly.

 Rudy is an awful singer. He sang awfully at the concert.
Examples

Unit Five: On the art route

112

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?
A. LETS EXPLORE!

(Exploremos!)

On the art route

He founded it many years ago

Lesson 14

Unit Five: On the art route

Student A: Thats __________ news. ___________s a friend of mine.
Student B: *%A> *'%1222222222222222222   *
Student A: I do. I play the _____________.
Student B: No, I dont. Im a ____________. What about you?
Student A: 02222222222' * * * 5
Formemos grupos de dos para completar el dilogo y practicarlo:
D. NOW, LETS PRACTICE!

Mara Gabriela:
Gabriel:
Mara Gabriela:
Gabriel:
Mara Gabriela:

(Ahora, practiquemos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

113

Unit Five: On the art route

114

Juana is an alto.

Jorge is a bass.

They can both reach low notes.

Tamara is a soprano.

Andrs is a tenor.

They can both reach high notes.

Adems de orquestas, las escuelas de msica tienen coros. Hay cuatro tipos de voces principales:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Five: On the art route

115

The oboe belongs to the woodwind section.

The cello belongs to the string section.

The trumpet belongs to the brass section.

The timpani belong to de percussion section.

En las orquestas hay cuatro secciones que agrupan los instrumentos segn su caracterstica comn:
G. LETS READ AND LEARN!

Student A:
Student B:
Student A:
Student B:
Student A:

(Leamos y aprendamos!)

Because Im a pianist, and they only need one piano in an orchestra.

Why do you say that?
I want to play in one, but its diNcult to 4nd a place.
None. I sing in a choir. Im a mezzo. What about you?
What orchestra do you play with?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Five: On the art route

116

2. Was he born in Aragua?__________________________________________.

1. How old was he when he died?_____________________________________.
Transcendence to the future was his motto.
among others. He was a pioneer of the musical movement we are experiencing today in our country
; * %San Juan de Los Morros * %#** %
2nd, HPPQ'** +' && *J 6 *!  * %
He founded Escuela Federico Villena, in Maracay in 1969 and was the principal of that school until March
) ' 7
') HM%NO3P +' *
  
Lee y responde las preguntas.
I. READING AND REFLECTING

(leyendo y re>exionando)

5. Musically intelligent people are good at thinking in patterns.

4. Music is a gift from heaven.
3. A musically intelligent person is usually a good composer.
H @&   * 
1. Music can make you feel relaxed.

Encierra en un crculo el nmero de las oraciones relacionadas con lo que leer tu docente:
H. ALL EARS!

(Todo odos!)

Unit Five: On the art route

117

Pamela is a friend of Rauls and Isaass.

She is a friend of theirs.

Josu is a friend of mine and yours.

Hes a friend of ours.

Romn is a friend of Lucias.

Hes a friend of hers.

They are friends of Albertos.

They are friends of his.

2. Observa:

Shes a friend of his.

Shes a friend of ours.

Hes a friend of mine.

1. Observa como realizan ellos sus acciones:

J. BUILDING BLOCKS

(Bloques de construccin)

Unit Five: On the art route

118

Student A:
Student B:
Student C:
Student B:
Student A:

&  ? *  *

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

En grupos de tres, completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

5. Youre a friend of ________. (we)

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

Completa con el pronombre posesivo correspondiente:

K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

UnitOn
Two:
hurt!
Unit Five:
theThat
art route

120
120
120
Escuchen la conversacin anterior y lean la historia en forma silenciosa.
B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

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

(Exploremos!)

On the art route

Not too far from here

Lesson 15

Unit Two:
hurt!
Five: That
On the
art route
Student A;
Student A;
Student A;
Student A;
Student A;
Student A;

121
121
121
Its not ___________from here. Its next to the church.
How nice. ___________ is it?
It _________________ last weekYoure ___________ to a 4lm club?. When did it start?
It is. I meet my __________ at the 4lm club at 3 oclock
____________ you are. That ________ looks heavy.

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

(Ahora, practiquemos!)

Fabiana: Its not far from here. Its next to San Isidro school.
Alicia: Fantastic! Where is it?
Fabiana: They opened it last week.
open it?
Alicia: Youre going to an art school? When did they
Fabiana: They are. We have our arts and handcraft class.
Alicia: Hey, those bags look heavy.
Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Five: On the art route

122

Arts and Crafts club

Theater Crew

Computer and Technology club

Film Club

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Five: On the art route

123

Its on the left

Its on the right

Go along this street.

Turn/go back and go on for two blocks.

Escucha y repite las expresiones para dar direcciones.

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

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

Student A: *% E 
&
Student B: Well, Its about seven blocks. Its on Bolvar Avenue, right across from the church.
Student A: So you meet the theater crew at Casa de la Cultura. Is it far from here?
Ahora, escuchen y repitan el siguiente dilogo:
F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Five: On the art route

124
The school is between the books store and the restaurant.

The museum is next to the drugstore.

1. Observa las imgenes y completa la oracin.

J. BUILDING BLOCKS

(Bloques de construccin)

connect to the internet. You can 4nd lots of maps there, for example, Google maps.
speci4c map of the place, then you can make use of the advantages of your modern cellular phone and
know. A guide book can be a lot of help too. Its also necessary to pack a map. If it is not possible to get a
essentials such as a note pad, a pen to write notes, and a road atlas in case you get to a place that you dont
It is amazing the number of people that are not prepared when they travel. It is a good idea to pack some
4 x 4 TV Adventure Tip
Realiza la lectura en silencio Escribe una lista con las cosas recomendadas y agrega algunas ms:
I. READING AND REFLECTING

(leyendo y re>exionando)

Student B: Youre welcome.

Student A: Thank you.
Student B: Thats it.
__________ until I get to the gas station.
Student A: @ 0'*% *222222222 &  *2222222222 @ 1*
 ' 
street about six _________, and the __________ is _________ from the gas station.
Student B: *%    ' *     @ * 22222222 & 6 *
  22222222 ' * 
Student A: To the _________.
Student B: ______ are you trying to _______?
Student A: Excuse me. I think I may be lost.
Escucha el siguiente dilogo y completa los espacios en blanco.
H. ALL EARS!

(Todo odos!)

Unit Five: On the art route

125

5. _____ you _____ _____here?

Yes, _____ ______. How ______ I _______ you?

on for about three _______.
Fuerzas Areas Avenue. Then _____ left and go

4. _____ you ______ ______ the Terminal _____?

3. Where _____ the ______ cafeteria?
2. ______ you tell me ______ the bakery ______?
1. How ________ I __________ to the Polideportivo?

Sure. Go _____ this street until you get to

Its _______ that building.
Its in _______ of drugstore.
______ the second street on the ______.

Completen las oraciones de ambas columnas.

(Ahora, Practiquemos!)

K. NOW, LETS PRACTICE!

Im looking for Vargas Street.

Turn left on the next corner and go on for 4ve blocks.

Do you know where the lunch room is?

turn left and go to the end.

Walk straight until you get to the next hall. Then

Can you tell me where the school is?

Sure. Its behind the Mercal.

Where is the bank?

Its near the church.

How do I get to Las Flores Street?

Go ahead for 4ve blocks.

Asking and Giving Directions

2. Ahora, observa la siguiente tabla en la que se te muestran algunas formas de preguntar direcciones.

Turn right on the next corner.

Turn left and go straight that street.

Unit Five: On the art route

126

nuevo vocabulario de esta leccin.

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

(Re>exionemos y creemos)

128
Escuchen la conversacin anterior y lean la historia en forma silenciosa
B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

y hec

housework?
o you usually do

It looks like you were

your weekend?

mom in the kitchen.

weekend I helped my
     ;*
things too.
Really? I did many

this weekend I had to!

I cant cook very well, but

supermarket with my dad.

ran many errands

of homework and
Well, I had to do a lot

historia? Qu situacin se presenta?


 la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

A hectic weekend
Lesson 16

Unit Six: I worked really hard

Student B:
Student A:
Student B:
Student A:
Student B:
Student A:

129

Me, too. What a hectic weekend!

Yes. I also had a lot of ____________.
That ___________ tiring.
Well, really __________. I had to cook and ___________.
Hello,____________. How__________ your weekend?
Hi,______________.

Formemos grupos de dos para completar el dilogo y practicarlo:

D. NOW, LETS PRACTICE!

Andrs:
Joseph:
Andrs:
Analy:
Andrs:
Joseph:
Analy:

(Ahora, practiquemos!)

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

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Six: I worked really hard

130

Pedro had to clean the windows.

Renzo had to 4x his bike.

Miguel had to do the dishes.

Leida had to do the laundry.

Marco and Simn had to wash the dog.

Luis had to mow the lawn.

I had to

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Six: I worked really hard

131

He had to wash many dishes.

She had to do a lot of homework.

She had to wash some dishes.

She didnt have to wash any dishes.

She had to do some homework.

She didnt have to do any homework.

Lee y observa:
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

School Principal
MPPE supervisor
School Principal
MPPE supervisor
School Principal
MPPE supervisor

Yes, they love their school

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Six: I worked really hard

132

2. GraNti expreses bad feelings.

1. GraNti appeared recently.
TRUE FALSE
around the world.
time, they included interesting images with political or environmental messages. This art form spread
They used pencils to paint their tags. Soon, many teenagers added color to their tags with aerosol. In
During the 70s in big USA cities, some young people started painting their names or tags on street walls.
Lean el siguiente texto, respondan verdadero o falso y dibujen un graMti sobre su comunidad o estado.

I. READING AND REFLECTING

(leyendo y re>exionando)

4. His wife had to do a lot of housework.

3. The doctor had to see many patients.
2. The mechanic had to 4x many cars.
1. The secretary had to type some letters.
TRUE FALSE
Escucha las oraciones y marca con una X si es verdadero (V) o falso (F):
H. ALL EARS!

(Todo odos!)

Unit Six: I worked really hard

133

write some essays.

- I did some. I had to cook.
- I did. I had to solve many math problems and
clean my bedroom
a short story.
- No, I didnt have to do much. I only had to - No, I didnt have to do much. I only had to read
- No, I didnt have to do any.
- Yes, I had to do a lot of homework.

0*
 any housework?.

0*
 much homework?
Examples

any
some
many

errands

any

events

some

essays

much

houses

a lot of

a lot of

Countable nouns

food
+

homework
housework
work

Uncountable Nouns

2. Mira cuidadosamente la siguiente tabla

many/much cars.
Ren had to 4x

much/many houses.
Tadeo had to paint

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

J. BUILDING BLOCKS

(Bloques de construccin)

much/many food.
Josefa didnt have to cook

Unit Six: I worked really hard

134

Student B: Gee! You had _________ things to do!

my homework.
Student A: I had to _________ my bike, _________ my dog and _________
Student B: Really? What did you have to ________.
Student A: It was pretty _____________,
Student B: Hello, ____________. How__________ your weekend?
Student A: Hello,______________

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

(Re>exionemos y creemos)

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

3. Mr. Martnez didnt have to send ____________ e-mails, only _________
2. Mrs. Sumoza had to buy ____________ sugar.
1. Did she have to run _________ errands?
Completa con some, any, a lot of o many:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Six: I worked really hard

136

Escuchen lean silenciosamente.

B. LETS LISTEN AND READ!
time. Im so tired.

Did you work on

because it was too long.

Did you 4nish your

(Escuchemos y leamos!)
I started two days ago.

my father in the grocery store.

too lat The teachers assigned that

*%*  6  

When did you start

homework was very hard.

Did you write all the

homework but I couldn t 4nish it.

Really? What time

historia? Qu situacin se presenta?

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

I needed more time

Lesson 17

Unit Six: I worked really hard

STUDENT A: Thank you very much.
STUDENT B: *%1*
 +
STUDENT A: Yes, I ______. But I __________ 4nish it. I _________ more paper.
STUDENT B: Did you _________ on the science project?
STUDENT A: It ______ very late when I ________ it. It was very diNcult.
STUDENT B: No, I ______. It was _______ long.
STUDENT A: _______ you _________ your math homework?
Formemos parejas para completar el dilogo y practicarlo:
D. NOW, LETS PRACTICE!

STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Ahora, practiquemos!)

Ask the teacher for an extension of time

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

137

Unit Six: I worked really hard

138

Did you 4nish the science paper?

The map was too diNcult.

We didnt have the graphics we needed.

Escucha y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Six: I worked really hard

No. I didnt. I needed more time.
Did you do all your test?

139
No. It was too long.
Did she write the dialogue?

No. It was too late when I started.

Did you 4nish the essay?

Ellos tuvieron razones para no hacerlo:

G. LETS READ AND LEARN!

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Leamos y aprendamos!)

Sure. Next week

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Six: I worked really hard

140

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

2. Why didnt they get good grades in biology?
1. In what subjects did they want to get As?
they didnt study enough. They needed help from their teachers and more time.
the English dialogs because they were too long and they couldnt do the oral presentation in PE because
was very diNcult; they couldnt end the science project because they needed more material; they didnt do
term, some of them had to do many things and didnt have time to 4nish the math homework because it
The students in my school wanted to get good grades in mathematics, biology, English and in PE. But this

Lee con mucha atencin. Luego responde las preguntas en tu cuaderno.

I. READING AND REFLECTING

(leyendo y re>exionando)

a. No. I didnt read the newspaper today.

b. No, I didnt. I didnt have time.

a. Yes, I did. I went to bed very late.

b. Yes, I did. I 4nished lunch and went home.

a. Because she wanted to come early.

b. Because I had to help my mother.

letra correspondiente.
Escucha las siguientes preguntas. Seala la respuesta apropiada para cada una, encerrando en un crculo la
H. ALL EARS!

(Todo odos!)

Unit Six: I worked really hard

141

The students wanted more exercises.

The students wanted less reading.

on Friday.
Monday.
Mrs. Pelez gave her students more homework Mrs. Pelez gave her students less homework on
The teacher had more time today.

The teacher had fewer students today.

I want to learn more words in English.

I want to have fewer mistakes.

More vs less
More vs Fewer

2. Observa cuidadosamente la siguiente tabla.

7. The principal spoke very loudly this morning.
6. This morning they walked quickly to get to school on time.
5. We cleaned it very fast.
4. I did my homework neatly.
3. We carried it carefully.
2. We worked hard.
1. I didnt study enough.

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

J. BUILDING BLOCKS

(Bloques de construccin)

Unit Six: I worked really hard

142

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

Thats ______ bad.

Yes, our teachers give us ________ homework on Friday than any other _______.
+'@55
I didnt ________ there, because I had ______ homework.
Fine, thanks! I ________ see you at the party last Friday.
Hi, dear! How are you?

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

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

4. I like my new english teacher. She gives ________ reward and ________ punishment.
3. Teachers have _________ time to correct and ________ problems to solve.
2. Students want ________ time to practice sports.
1. I need ________ information for this academic essay.
Escribe more o less segn corresponda en las siguientes oraciones:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Six: I worked really hard

144

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

That one was the longest.

Youre lucky! I dont like it at all!

weeks doing that homework.

Youre right. I spent three

its my favorite subject.

But I enjoyed it a lot because

and shorter.
Because yours was easier

homework? I did mine.

Why didnt you 4nish your

to write four pages.

& 6E *


Do you think so?

was the science project.

Yeah, but the most diNcult

diNcult than the math exercises.

This homework was more

historia? Qu situacin se presenta?

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

That was more diNcult

Lesson 18

Unit Six: I worked really hard

Pedros exam is good.

145
Juans exam is better tan Pedros.

Maritzas exam is the best of all.

c.

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas. Observa:
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

STUDENT B: @ L E %

STUDENT A: I like that _______ over there.
STUDENT B: Yeah, they are__________ , too.
STUDENT A: This bookstore is new. Notebooks are ___________ than in the one over there.
STUDENT B: @ 122222222 
STUDENT A: Lets __________ a notebook..

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Ahora, practiquemos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Six: I worked really hard

146

Lee c

encin:

G. LETS READ AND LEARN!

STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

(Leamos y aprendamos!)

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

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Six: I worked really hard

147

grado: positivo, comparativo y superlativo:

Escribe en tu cuaderno los adjetivos que se encuentran en la lectura y clasifcalos en tres columnas, segn su

everything was too expensive. We couldnt aLord it so we decided to go back to our old City Mall.
town. We were very happy to be there. We went into several stores looking for something we could buy but
It also had a great place to eat diLerent kinds of food. It had the most amazing garden of all the malls in
went to the new mall. What a surprise! It was bigger than the old one. It had larger department stores.
Yesterday, my sister and I went shopping. We wanted to buy something nice for our young brother so we

Lee cuidadosamente:
I. READING AND REFLECTING

(leyendo y re>exionando)

4. I had to buy the ___________ notebook. I didnt have enough money.

3. Are these backpacks more _____________ than those ones over there?
2. My students can read __________ than yours.
1. This book is __________ than that one.
Escucha al docente y completa las oraciones:
H. ALL EARS!

(Todo odos!)

Unit Six: I worked really hard

148
Juan is shorter than Julia.
Julia is taller than Juan.

The black briefcase is bigger than the brown one.

The brown briefcase is smaller than the black one.

The backpack is more expensive than the wallet.

The wallet is cheaper than the backpack.

1. Observa las ilustraciones y compara los objetos.

J. BUILDING BLOCKS

(Bloques de construccin)

The book is thinner than the dictionary.

The dictionary is thicker than the book.

Unit Six: I worked really hard

149

6. Julio is good, but Ramon is better.

students than to his colleagues.
6.
5. Mr. Molina is always more helpful to his
5.
science one.
4. The math book is more interesting than the
4.
3. That briefcase is cheaper than the backpack.
3.
Paola.
2. Gloria has two sisters. Tania is younger than 2.

Vctor is the best of them.

He is the most helpful to his students.
of all.
The math book is the most interesting book
The blue one is the cheapest in this store.
Gloria is the youngest of them all.

1. Henry is the tallest of all.

1. My classmates are taller than me.

Examples

far

further
farther

the furthest
the farthest

bad

worse

the worst

good

better

the best

Adjetivos Irregulares
the + tall + est = the tallest

the most + adjective= the most interesting

Adjetivos con una slaba

Adjetivos con ms de dos slabas

Superlativo de Superioridad

Young + er = younger
Adjetivos de una slaba

More + adjetive = more beautiful

Adjetivos con ms de dos slabas
Comparativo de Superioridad
Grados de los adjetivos

2. Ahora, observa la siguiente tabla.

Unit Six: I worked really hard

150

STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:
STUDENT B:
STUDENT A:

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

un artculo en una tienda.

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

(Re>exionemos y creemos)

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

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

Escribe el grado correspondiente del adjetivo en parntesis.

K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Seven: Lets make plans

152

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

The school year is about to 4nish. Next Friday, students are going to have their 4nal English test.
la historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de
A. LETS EXPLORE!

(Exploremos!)

Lets make plans

to take our last test tomorrow

Lesson 19 Were going

Unit Seven: Lets make plans

153

Mary:
Beto:
Mary:
Jairo:
Beto:

Great!
Come to my house. My ___________ is going to make _________.
__________?
____________ idea!
*%A?*2222222222222222222222    *5
Its going to be on _______________.
Mary: Hey, guys. _________ you going to study for the __________ test?
Formen grupos de tres. Completen el siguiente dilogo y practquenlo.
D. NOW, LETS PRACTICE!

Beto:
Mary:
Beto:
Mary:
Jairo:
Beto:
Mary:

(Ahora, practiquemos!)

Great!
Come to my house. My grandpa is going to make empanadas.
Where?
Good idea!
*%A?*E '    *5
Its going to be on Wednesday.
Hey, guys. Are you going to study for the biology test?

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

154

Rodney:
Mirna:
Marlon:
Mirna:
Marlon.
Mirna:
Rodney:
Mirna:

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

*%7 L EA

together?
Why dont we study

Lets practice math together!

How about taking the bus?

The library is far away.

Lee y aprende las siguientes expresiones, tiles, para hacer sugerencias e invitaciones.
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Seven: Lets make plans

Shes going to study computering this weekend. Theyre going to practice physics next Friday.

Tomorrow, Hes going to meet Andrea.

this afternoon.
Julio and Ronny are going to write an essay

anuncian planes?
Re>exiona sobre los contenidos de las ilustraciones. En A, se anuncian planes personales En B, tambin se
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

155

Unit Seven: Lets make plans

156
d. Alex is going to study for his English test on Saturday.
c. Alexs grandparents live near the sea.
b. Alex is going to have breakfast at his grandparents house.
a. Alex is going to visit his grandparents on Sunday.

TRUE FALSE
stay home all day because hes going to study for his English test.
NP  *E  
* 
 *  ;* 
 * #%*E 
# %    IE @ ;*%*E  @*'*
@&  
Lee atentamente el siguiente fragmento y subraya la opcin correcta.
I. READING AND REFLECTING

a.
c.


(leyendo y re>exionando)

Whos going to make cachapas?

Whos going to meet Jos?
?*F  * 5

My brother and I / My mom and I / My dad

Samuel is / I am / Jenny is
$# $#

Escuchen atentamente y subrayen la opcin correcta.

H. ALL EARS!

(Todo odos!)

Look at the clouds. Its going to rain.

Theyre going to fail the exam.

They didnt study for the test.

Unit Seven: Lets make plans

Yes. they are.

teachers next year?

going to be your
Are Mr and Mrs Baena

157

No. Im not. Tony is.

to have a test?
Are you going

Yes, she is.

make pabelln?
Is your mom going to

No, she isnt.

teach you English?

Is Wendy going to

Yes/No-questions

Im going to study.

at home.
Im going to study

to do this weekend?
What are you going

to study?
Where are you going

WHAT?

Next Thursday.

have your English test?

When are you going to

WHERE?

Wh-questions

J. BUILDING BLOCKS

(Bloques de construccin)

WHEN?

Ms. Tovar.

next year?
your English teacher
Who is going to be
?+5

Unit Seven: Lets make plans

158

Student 1:
Student 2:
Student 1:
Student 3:
Student 2:
Student 3.
Student 1:
Student 2:
Student 1:

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

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

(Re>exionemos y creemos)

___________________________________________________________
d. Are / going to / they / study / library / the / in / ?
___________________________________________________________
c. not / Mom / going to / cook / is / today
___________________________________________________________
b. you / going to / are / Where / go / this weekend / ?
___________________________________________________________
 1E$ *$#$$&$ $  $ 
Where are you going to study?
Ex.: going / Where / are / to / you / study / ?

Sonia is going to have a test.

test / have / Sonia / going / is / a

palabras para formar oraciones interrogativas o declarativas.


   
  #  R 
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

MORE FUN!
(Ms diversin!)

Unit Seven: Lets make plans

160

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

or dinner!
lease,
o the


ls

did

I did v

ell, t

Seconds later, Johnnys cellphone

A week after the 4nal English test

historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Lets make plans

Were going to celebrate

Lesson 20

Unit Seven: Lets make plans

B Congratulations!

B Im sorry!

B Way to go!

I got an 18.
A I did great on the history test.

I got a 7.
A I failed the exam.

I got a 15.
A I passed my math test.

161

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Then, ______________ ___________________.

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

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

D. NOW, LETS PRACTICE!

Mnica:
Csar:
Kybel:
Mnica:
Kybel:
Csar:

(Ahora, practiquemos!)

Then, lets celebrate.

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Seven: Lets make plans

162

Monica:
Mrs Torres:
Kybel:
Mrs Torres:

Thank you, Mrs Torres!

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

les pregunta
Ahora, escuchen y repitan el siguiente dilogo. Mnica y Kybel van por el patio, la Sra Torres, se las encuentra y
F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Seven: Lets make plans

Theyre going to have a swimming competition tomorrow.
Javier and Patricia failed their history test.

163

TRUE FALSE
competition.
he got a 19. Now they are at the swimming pool because next week they are going to have a swimming
Javier and Patricia are very happy today because they did very well on their history test. She got an 18 and

Lean atentamente el siguiente fragmento. Luego, marquen True o False de acuerdo con la lectura.
I. READING AND REFLECTING

(leyendo y re>exionando)

to celebrate.
I am Fernando. Today I had my (4nal test / 4rst test).I did (great / bad). My (mother/sister) and I are going
Escuchen atentamente el siguiente fragmento y subrayen la palabra o frase correcta de cada par de opciones.
H. ALL EARS!

(Todo odos!)

Theres no name on it.

Whose test this?

No, its not mine.

Is this book yours?

Leamos y aprendamos las siguientes frases interrogativas y sus respuestas.

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Seven: Lets make plans

164
* solo para referirse a animales o cosas.
They

their

theirs

You

your

yours

No, it isnt

We

our

ours

Yes, its

It

its*

its

She

her

hers

He

his

his

Its /theyre

You

your

yours

Whose is / are..?

my

mine

pronouns

adjectives

pronouns

Subject

Possessive

Possessive

that/
Is this /

arent
No, they
theyre.
Yes,
Are these / those?

Questions and Answers

2. Fortalezcamos los contenidos de la siguiente tabla:

Pedros house.

Gladyss cellphone

my teachers handbag

the teachers room

This is

This is

This is

This is

sustantivos propios
Expresar posesin con

1. Observen los siguientes enunciados, para expresar posesin.

J. BUILDING BLOCKS

(Bloques de construccin)

singulares y plurales
Expresar posesin con sustantivos

Unit Seven: Lets make plans

165

 ), E$ E. / 

 ;*, E$ .S 

a. Mara is (Ramns/Ramn) teacher.

c. (Belkyss/Belkys) house is very near.

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

K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

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

A: What are your brothers names? B: Jesus and Carlos.
A: Whats your brothers name? / B: Luis.
A: Is this your pencil? B: No, it isnt mine. Its Luiss.
A: Whose backpack is this? B: Its Peters
EJEMPLOS

Unit Seven: Lets make plans

166

Student 3:
Student 2:
Student 1:
Student 3:
Student 1:
Student 2:
Student 1:

Youre right. Lets ask him.

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

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

(Re>exionemos y creemos)

beautiful. What about (yours/your)?

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

opcin correcta en cada caso.

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

d. car/my grandma
c. oNce/the teachers
b. cell phone/Susan
a. laptop/Carlos

A_______________________________ B: _________________
A_______________________________ B: _________________
A_______________________________ B: _________________
A_______________________________ B: _________________

Books / the students

Ej.: Pencil / Mara

A: Whose books are these? B: They are the students.

A: Whose pencil is this? B: Its Maras.

2. Completen las siguientes preguntas y respndanlas.

Unit Seven: Lets make plans

168

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

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

How about planting

Im going t

el t

El profesor Hernndez y sus estudiantes estn hablando sobre sus planes para las vacaciones:
historia? Qu situacin se presenta?
Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la
A. LETS EXPLORE!

(Exploremos!)

Lets make plans

care of my school on vacation

Lesson 21 Im going to take

Unit Seven: Lets make plans

Student 4:
Student 1:
Student 3:
Student 1:
Student 2:
Student 1:

169

_____________________________.
What __________ you, ________________?
Im_________________________________ .
What are you going to do on vacation, __________________?
Were going to miss you too, ___________________.
Hello friends! Today is our last day of school. _____________________.

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

D. NOW, LETS PRACTICE!

Daniela:
Teacher:
Yoel:
Teacher:
Paula:
Teacher:

(Ahora, practiquemos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Seven: Lets make plans

170

take a computer course?

volunteer in your community library?

play basketball?

y chess,?

learn how to play a musical instrument?

What are you going to do on vacation? Are you going to

COMMUNITY SPORTS AND CULTURAL ACTIVITIES

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Seven: Lets make plans

Teacher:
Alexis:
Teacher:
Alexis:
Teacher:
Alexis:
Teacher:

171

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Seven: Lets make plans

172

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

(Todo odos!)

d. Diana and Alessio are going to clean the computers at the library.
c. A group of students are going to paint their classroom.
b. The students are going to do several activities on vacation.
a. Yesterday was the last day of school.
TRUE FALSE
organizing and cleaning the books.
classroom. Diana and Alessio are going to volunteer at the local library. Theyre going to participate in
and I are going to take part in diLerent community activities. Felipe, Melissa and I are going to paint our
Our plans for vacation. Tomorrow is our last day of school. We have many plans for vacation. My classmates
G. READING AND REFLECTING

(leyendo y re>exionando)

Melissa: Great idea! Im proud of you, my friends!

Felipe: How about painting the classroom?
Ronald: We are going to stay home, too.
What about you guys?
Melissa: I'm going to stay home on vacation.

una actividad en su comunidad. Estos son sus planes

Algunos chicos se quedarn en casa durante las vacaciones, pero quieren aprovechar para participar en

Unit Seven: Lets make plans

173
going to the park?

How

about

painting the classroom?

staying home this weekend?
coming to my house.

Thanks

for

inviting me to your house.

helping me/us with my/our homework.
in participating in community activities.

I am interested

in

learning how to play the cuatro.

making new friends.

C
Preposition + verb (-ing)

1. Observen la siguiente tabla:

I. BUILDING BLOCKS

(Bloques de construccin)

174

Unit Seven: Lets make plans

Student 5: My father and I _______ ________ ______ __________ ___________.
Student 4: Well. Im interested _________ _________so Im __________ ________ ____________.
Student 1: What about you,___________________?
Student 3: And I am going to___________ _________ ___________.
Student 2: Well. I'm going to__________ _________ _________ ___________.
Student 1: Hello guys! Do you have plans for vacation?

esta leccin.
practquenlo. Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de
1. Formen grupos de cinco y lean de nuevo los dilogos anteriores. Luego, completen el siguiente dilogo y
K. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

_______________________________? ____________________________.
d. you / going to / on vacation / stay home / Are / ?
_______________________________? ____________________________.
c. Are /us / to / going to /paint / this weekend / you / help?
______________________________? ____________________________.
b. going to / are / go / you / Where / on vacation / ?
_______________________________? ____________________________.
a. you / going to / What / are / on vacation / do / ?
When are you going to visit your grandparents? Im going to visit them on Monday.
Ej.: you / grandparents / going to / When / visit / are / your / ?
para el Ln de semana o las vacaciones.
2. Organicen las siguientes palabras para formar preguntas y luego, respndanlas de acuerdo con sus planes
c. How ________________(about / clean) our classroom tomorrow?
b. Thanks ___________________(for / help) me paint the principals oNce.
a. Darwin is interested ___________________ (in / paint) the computer room.
Ej.: Dalia is interested in learning (in / learn) Pemn.
1. En las siguientes oraciones, escriban la preposicin y agreguen el verbo en la forma correcta.
J. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Eight: I learned a lot this year

176

aviation museum in Maracay is one of the largest in Latin America,with over 40 aircraft on display.
weapons, documents, photographs, maps, paintings, memorabilia and other items of historical value.The
inMaracay). Its the only one of its kind in Venezuela and the largest collector and restorer of aircraft, engines,
1963 and located at the installations of the former Aeropuerto Nacional Florencio Gmez (the 4rst airport
historical aviation museum of military and civic aeronautic technology inaugurated on December 10,
The Venezuelan Air Forces Museo Aeronutico de Maracay (Aeronautics Museum of Maracay) is a
B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

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

(Exploremos!)

this year
I learned a lot

Im telling you what I did

Lesson 22

Unit Eight: I learned a lot this year

Student B: No, I _______________. I went with my friends.
Student A: __________ you go with your family?
Student B: I ____________ to Choron.
Student A: What beach _________ you go to?
Student B: Hi, Jos. I __________ to the beach?
Student A: Hello, Pedro. Where _______you go last Sunday?
Formemos grupos de dos para completar el dilogo y practicarlo:
D. NOW, LETS PRACTICE!

(Ahora, practiquemos!)

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

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

177

Unit Eight: I learned a lot this year

178

Carmen
Laura
Carmen
Laura
Carmen
Laura:
Carmen

Thats a marvelous idea!

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

to cook /kuk/ - cocinar

cooked/kukt/

to help /jelp/ - ayudar, socorrer

helped /jelpt/

to work /weerk/ - trabajar

worked/weerkt/

to walk /uok/ - caminar

walked/uokt/

to talk/tok/ - hablar

talked /tokt/

/t/
terminados en p k s ch sh f x h, la terminacin ed se pronuncia /t/:
Practica la pronunciacin de la terminacin ed de los verbos regulares en pasado simple. En los verbos
E. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Eight: I learned a lot this year

179

4. We should _______________ our National Park Warairarepano

3. In the seventies, the cable car ____________.
2. The cable car and the hotel ___________ in 1956.
1. El Warairarepano ________ a park in 1958.
February 2000 when the government reopened it.
and drops down the other side to the city of Macuto, opened in 1956. The cable car closed in the 70s, until
its conservation. A hotel and a cable car, which climbs to the highest point at 2,135 meters above sea level
resource for the inhabitants of Caracas, who use the area for a variety of activities, some of which threaten
a recreational area and as a buLer to pollution and urban expansion. El Warairarepano is an important
forested mountains that surround Caracas, the capital of Venezuela. These mountains now serve as both
Venezuela. El Warairarepano became a park in 1958, and with its creation came the protection of the
El Warairarepano National Park is in the central stretch of the Cordillera de la Costa mountains in northern
Lee sobre nuestro Parque Nacional Warairarepano y completa las oraciones con verbos en pasado:
I. READING AND REFLECTING

(leyendo y re>exionando)

4. The road to the beach was built by Marcos Prez Jimnez.

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

(Todo odos!)

to add/ad/- aadir

added/did/

to want/wont/- querer

wanted/wntid/

to start/start/- empezar

started/strtid/

to visit/vsit/- visitar

visited/vsitid/
/id/

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

Practica la pronunciacin de la terminacin ed de los verbos regulares en pasado simple. En los verbos
G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Eight: I learned a lot this year

180

to declare/diklr/- declarar
to play/plei/- tocar (un instrumento musical), jugar.
to explore/eksplr/- explorar

declared/diklrd/
played/pleid/
explored/eksplrd/

to fulOll/fulfl/ - satisfacer,llenar
to happen/jpen/- suceder, pasar
to climb/klaim/- subir, escalar
to open/upen/- abrir

fulOlled /fulfld/
happened /jpend/
climbed /klaimd/
opened /upend/
/d/

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

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

____________________________________________________________________.
6. He bought his electric toaster last week.
____________________________________________________________________.
5. Toms birthday is on July 17th.
____________________________________________________________________.
4. The bridge across the river is near the factory.
____________________________________________________________________.
3. They came to Canaima on vacation.
____________________________________________________________________.
2. It happened at about 4:00 p.m.
____________________________________________________________________.
1. He went to his grandmothers house.
1. Utiliza where, when o why para formular una pregunta acerca de la parte subrayada de la oracin.
J. BUILDING BLOCKS

(Bloques de construccin)

Unit Eigh

181

8. Carlos didnt ______________ (4nish) his homework and the teacher ________ (be) very upset.
7. Who ________________ (found) the Federico Villenas music school?
6. Tornados never _____________ (happen) in Venezuela.
5. Jos _________ (be) running, __________ (fall) down and _________ (hurt) his knee.
4. I __________ (have) an excellent English teacher last year.
3. It was ____________ (rain) when I ____________ (come) home last night.
2. Marta ___________ (play) the piano every night.
1. I __________ (go) to a concert last night.
Completa las oraciones con la forma correcta del verbo que est en parntesis.
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Eight: I learned a lot this year

182

Student B: *% '@222222222  

Student A: Wow! You really _________ fun, guys.I ________ go anywhere.
Student B: And I went to Choron. Its a _________ awesome beach.
and plants in that park.
Student C: Yeah, I _________ to Warairarepano. There are lots of ______________animals
Student B: Great! We ________ talking about what we did last weekend.
Student A: Whats up, guys?
luego dramatcenlo.
propios nombres. Puede ser sobre lo que hicieron el Ln de semana utilizando el tiempo pasado. Practquenlo y
En grupos de cuatro lean de nuevo los dilogos anteriores. Luego escriban un dilogo parecido usando sus
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

183

Escribe el pasado de cada verbo en el cruza letras.

MORE FUN!
(Ms diversin!)

Unit Eight: I learned a lot this year

184

as a prisoner.
& *  T * * * '* *margaritea heroine Luisa Cceres de Arismendi stayed
a small room that has been converted into a museum.There, visitors can see old pictures and weapons
* ' *     *  ' * ***. & *  *
(a reservoir to store water from the rain that is collected through a system of pipes, although locals claim
retains much of its original structure. You can still see the access ramp to the upper 3oor and the old well
Nueva Esparta.The fort was begun on March 24, 1677, and concluded in 1682. In general, the fortress still
was built to protect la Asuncin, one of the oldest cities in the country and now the capital of the state of
LaFortaleza de Santa Rosa de la Eminencia, also known asCastillo de Santa Rosa, is an old forti4cation that
B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

otro lugar parecido aqu en Venezuela?

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

(Exploremos!)

this year
I learned a lot

Tell me about Venezuelas history

Lesson 23

Unit Eight: I learned a lot this year

185

En las terminaciones oes, ies, ves, des, es, ds, ls, rs, ys, ns, ms, el Lnal es o s debe pronunciarse /Z/
En las terminaciones ps, ts, fs, ks, el Lnal s debe pronunciarse /S/
En las terminaciones ses, xes, zes, shes, ches, ces, gdes el Lnal es debe pronunciarse /IZ/
Presente simple. Pronunciacin de los verbos en tercera persona del singular en oraciones aLrmativas.
E. LETS READ AND LEARN!

Eduardo
Daniel
Eduardo
Daniel
Eduardo
Daniel
Eduardo
Daniel

(Leamos y aprendamos!)

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

Formemos grupos de dos para completar el dilogo y practicarlo.

D. NOW, LETS PRACTICE!

Marcos:
Sandra:
Marcos:
Sandra:
Marcos:
Sandra:

(Ahora, practiquemos!)

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

Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

Unit Eight: I learned a lot this year

186
Ivonne:
Marcos:
Ivonne:
Marcos:
Ivonne:
Marcos:

Thats true. We have to be proud of our country and its people.

We have many historic treasures in our country.
Thats right. They did that in 2000.
/ 51* *9!:# Ciudad Universitaria a World Heritage Site.
At the UCV. You know, at Ciudad Universitaria de Caracas,
Yvonne, where did your mom study?

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

/S/

(Escuchemos, leamos y digamos!)

/Z/

Wishes

Stays

Does

Lives

Makes

Invites

/IZ/
Washes
Works

persona singular.
Coloca cada uno de los siguientes verbos en la columna correcta de acuerdo a la pronunciacin de la tercera

Unit Eight: I learned a lot this year

187

house in 1641.
Francisco Martn de Narvez built Simn Bolivars

took place in 1885.

The 4rst military parade at Battle4eld of Carabobo

The Spanish Monarchy built Solano Castle in 1766.

Algunos lugares que guardan nuestra historia. Qu ms sabes de ellos?

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Eight: I learned a lot this year

188

4ghting for the liberty of our country.

and said: My General, I am not afraid, I came to tell you goodbye because I am dead. He ended his life
Battle of Carabobo, the brave Afro-Venezuelan approached General Pez, showed him his fatal wounds
Campaign of the Plains and the Battle of Carabobo. He was famous for his loyalty. Historians say that in the
Antonio Pez. He was born somewhere in the Venezuelan plains region around 1790, and fought in the
People called him Negro Primero. He was a valiant Cavalry Lieutenant under the service of General Jos
_______________________________

oracin con cada uno de ellos.

Escoge el ttulo correcto y escrbelo en el espacio en blanco. Luego lee y subraya los adjetivos y escribe una
I. READING AND REFLECTING

(leyendo y re>exionando)

What is the name of the university? _______________________________________.

How many architects designed it? __________________________________________.
Who was Carlos Ral Villanueva? ________________________________________.
______________________________________________.
?* *9!:# Ciudad Universitaria de Caracas a World Heritage Site?_________________
con oraciones completas.
Contesta las siguientes preguntas relacionadas con la lectura que acabas de escuchar. Las respuestas deben ser
H. ALL EARS!

(Todo odos!)

Unit Eight: I learned a lot this year

189

German settlers ________ la Colonia Tovar in 1843.

oros mayor________ Coro Art Museum in 1759.

1884 and___________ in 1897.

Mira3ores Palace construction________ in

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

(Bloques de construccin)

Unit Eight: I learned a lot this year

190

Student A
Student A
Student B
Student C
Student A
Student B
Student A

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

En grupos de tres completen el dilogo y practquenlo:

L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

5. 1816 / in / in / died / He / Spain

4. French / Miranda / in / participated / the / Revolution
3. George / Yorktown / He / Washington / of / the / met /before / battle
2. was / was / father / his / and / Spanish / mother / his / Venezuelan
1. born / Miranda / in / was / 1750
Ordena las oraciones sobre Francisco de Miranda:
K. NOW, LETS PRACTICE!

(Ahora, Practiquemos!)

Unit Eight: I learned a lot this year

192

Escuchan y lean en forma silenciosa el dilogo anterior.

B. LETS LISTEN AND READ!

(Escuchemos y leamos!)

you like this school year?

history, math and English.

W w! time 3ies W

Well, I liked it v y much.

you know in English.

I really enjoyed English. I

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

(Exploremos!)

this year
I learned a lot

How can I say...?

Lesson 24

Unit Eight: I learned a lot this year

Student B: Yes, I want to remember every word and expression!
Student A: But, you dont have to. We can keep on practicing.
Student B: Im going to miss my English classes.
Student A: What are you going to miss?
Student B: Yeah, classes are almost over.
Student A: I cant believe were going on vacation soon.
Formemos grupos de dos para completar el dilogo y practicarlo.
D. NOW, LETS PRACTICE!

(Ahora, practiquemos!)

Alnaldo:
Alnaldo:
Alberto:
Alnaldo:

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

The same, piranhas.
And how can I say piraas?
Peccari.
say bquiro?
Alberto: I know. I like the wild animals you have there. They have, um, how can you
Alnaldo: Im going to the plains. You know my parents are from Apure state.
Alberto: We are about to 4nish school. What are you planning to do on vacation?
Ahora, escuchen y repitan el siguiente dilogo:

C. LETS LISTEN, READ AND SAY!

(Escuchemos, leamos y digamos!)

193

Unit Eight: I learned a lot this year

194
Ral:
Vctor:
Ral:
Vctor:
Ral:

Yes. I read about that, too.

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

Ahora, escuchen y repitan el siguiente dilogo:

F. LETS LISTEN, READ AND SAY!

expressions in the text book.

We must review words and

(Escuchemos, leamos y digamos!)

to practice with us.

We should ask a friend

Qu podemos hacer para recordar lo que estudiamos en ingls?

E. LETS READ AND LEARN!

(Leamos y aprendamos!)

programs in English.
You can watch TV

Unit Eight: I learned a lot this year

195

Listen to radio and TV programs.

Say words aloud to activate your auditory memory.

Talk to your friends in English.

Play scrabble or any other word games.

Algunas otras recomendaciones para mejorar en ingls:

G. LETS READ AND LEARN!

(Leamos y aprendamos!)

Unit Eight: I learned a lot this year

196

new words. Also, do a search on diLerent sources to get many examples of how we actually use the word.
as you learn a new word, start using it. Review your index cards periodically to see if you forgot any of your
and a sentence you make up using the word - perhaps on an index card that can later be reviewed. As soon
repetitions to really make a word part of your vocabulary. It helps to write the word - both the de4nition
Learning a word wont help very much if you promptly forget it. Research shows that it takes from 10 to 20

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

Ahora lee otras recomendaciones para aprender vocabulario. Di a tus compaeros cul(es) de esas ya pones
I. READING AND REFLECTING

(leyendo y re>exionando)

4. We should listen to advanced material.

3. The dictionary must be the 4rst option.
2. We should pay close attention to unknown words.
1. We learn words only by repetition.

TRUE FALSE

Escucha una recomendacin para aprender vocabulario en ingls. Marca verdadero o falso:
H. ALL EARS!

(Todo odos!)

Unit Eight: I learned a lot this year

197

Then gave it to the cat.

The bone they picked it clean.
His wife ate all the fat.
Jack ate all the lean,
They picked the dishes clean
And so between them both you see,
His wife could eat no lean.
Jack Sprat could eat no fat,

de tu propia inspiracin:
Las rimas, canciones o poemas nos ayudan a mejorar nuestra pronunciacin. Practica sta y luego escribe una
K. NOW, LETS PRACTICE!

We should be positive.

(Ahora, Practiquemos!)

We must laugh at our mistakes.

We have to be patient with ourselves

La actitud que tenemos hacia el aprendizaje es determinante en el caso de un idioma:

J. BUILDING BLOCKS

(Bloques de construccin)

Unit Eight: I learned a lot this year

198

En los Centros Bolivarianos de Informtica y Telemtica

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

En grupos de cuatro lean de nuevo los dilogos de las lecciones anteriores. Luego escriban uno utilizando
L. LETS REFLECT AND CREATE!

(Re>exionemos y creemos)

boring (adj): aburrido (a) (lo que aburre)

corner (s): esquina

bookstore (s): librera

confusing (adj): confuse (a)

blocks (s): cuadra

concerned (adj): interesado (a)

become (v): convertirse, volverse, hacerse

competition (s): competencia

beautiful (adj): bonito (a), hermoso(a)

close to (adj): cerca de

barbecue (s): parrilla

climb (v): subir, escalar, ascender

backpack (s): morral

clean out (v): limpiar

awfully (adv): horriblemente

choir (s): coral

awful (adj): horrible

chess (s): ajedrez

awesomely (adv): fenomenalmente

cheap (adj): barato

awesome (ad): fenomenal

caulk (v): impermeabilizar

assign (v): asignar

castle (s): castillo

ask (v): preguntar, pedir.

carry (v): cargar, llevar

annoying (adj): fastidioso (a)

careless (adj): descuidado (a)

amazing (adj): asombroso (a)

careful (adj): cuidadoso (a)

aircraft (s): avin

cake (s): torta

aLord (v): costear

cable car (s): telefrico

advantages (s): ventajas

buy (v): comprar

across from (prep): enfrente de

busy (adj): ocupado (a)

accident (s): accidente

bushes (s): arbustos

access ramp (s): rampa de acceso

burn (v): quemar/quemarse algo

v: verbo

buLer (s): amortiguador

adv: adverbio

bring (v): traer

adj: adjetivo

brave (adjetivo): valiente

s: sustantivo

boxing (sustantivo): boxeo

Abreviaturas:

both (s): ambos (as)

fall (v): caer

housework (s): tareas domsticas

fall oL (v): caerse de

heroine(sustantivo): herona

faithful (adj): Lel

hero (s): hroe

exhausted (adj): exhausto

helpful (adj): til, servicial

essay (s): ensayo

hectic (adj): ajetreado

errands (s): diligencias

heavy (adj): pesado (a)

enroll (v): inscribirse

heaven (s): cielo

enjoy (v): disfrutar

hard-working (s): ascendoso (a), aplicado(a)

engines (s): mquinas, motores

hard (adj): difcil

eat (v): comer

harbor (s): puerto

early (adj, adv): temprano

handball(s): pelota

drop (v): dejar caer

handbag(s): bolso

drive (v): conducir

hailstorm (s): tormenta de granizo

drill (s): taladro

guess (v): suponer

dreadful (adj) espantoso

grocery store (s): abasto

distracted (adj): distrado (a)

grades (s): caliLcacin

display (s): exhibicin

go (v): ir

devastating (adj): devastador

go 4shing: ir a pescar

demanding (adj): exigente

gift (s): obsequio, regalo

damage (s): dao

frightening (adj): horroroso(a)

damage (v): daar

frightened (adj): asustado

cut (v): cortar

friendly (v): amistoso(a)

creative (adj): creativo (a)

founder (v): fundador

cozy (adj): acogedor (a)

found (v): fundar

cover (v): cubrir

4nish (v): terminar

court (s): corte

4nd (v): encontrar

courageous (adj): valiente

4ght (v): luchar

cosmic bodies (s): cuerpos csmicos

far (adv): lejos

next to (prep): al lado de

sometimes (adv): algunas veces

newspaper (s): peridico

soloist (s): solista

neighborhood (s): vecindario

soil (s): tierra

need (v): necesitar

singer (s): cantante

near (adv): cerca

sing (v): cantar

mismanage (v): administrar mal

short (adj): corto

memorabilia (s): recuerdos

scholarship(s): beca

meeting (s): reunin

scaring (adj): espantoso

match (s): fsforo

safety measures (s): medidas de seguridad

marvelously (adv): maravillosamente

safe (adj): a salvo

marvelous (adj): maravilloso

sad (adj): triste

mal (s): centro comercial

run (v); correr

make (v): hacer/elaborar algo

risky (adj): riesgoso

machiennery (s): maquinaria

ride (v): conducir (bicicleta, un caballo)

lucky (adj): sortario

retired (adj): retirado

loving (adj): amoroso, encantador

respectful (adj): respetuoso

locals (s): lugareos

rehearse (v): ensayar

light (v): encender

puzzled (adj) confundido

lea3ets (s) folletos

principal (s): director, directora

leave (v): salir, dejar

prepare (v): preparar

late (adj): tarde

pollution (s): contaminacin

late (adv): tarde

pleased (v); complacido

know (v): saber

play (v): jugar, tocar

knight (v): caballero

pipes (s): tubera

knife/knives (s): cuchillo/cuchillos

pioneer (s): pionero

interesting (adj): interesante

paint (v): pintar

interested (adj): interesado

ointment (s): ungento

incredibly (adv): incriblemente

oose (v): brotar

hurt (v): doler/duele

note pad (s): block de notas

huge (adj): enorme

none (pron): ninguno (a)

trees (s): sustantivo

what was he/she like: Cmo era ella?

travel (v): viajar

to do well: salir bien (en un examen)

training (s): entrenamiento

to do great: salir excelente, muy bien

trainer (s) entrenador(a)

to do bad/badly: salir mal (en un examen)

train (v): entrenar

to be worried : estar preocupado

tough (adj): duro

Frases

together (adv): juntos (as)

to swim (v): nadar
to stay long: quedarse mucho tiempo

yard (s): patio

to pass (v): aprobar (un examen)

worried (adj): preocupado, preocupada

to get (v): obtener, sacar (una caliLcacin)

worry (v): preocuparse

to fail (v): reprobar (un examen)

work (v): trabajar

tiny (adj): mnimo, pequeito

wonderfully (adv): maravillosamente

threaten (v): amenazar

wonderful (adj): maravilloso

think (v): pensar

wobble (v): tambalearse

term (s): lapso

whose: de quin?

teenager (s): adolescente

welcoming (s): bienvenida (o)

talkative (adj): hablador

weekend (s): Ln de semana

take turn s(v): tomar turnos

weapons (s): Armas

swimming (s):natacin

wave (s): ola

swim (v): nadar

want (v) querer

survivors (s): sobreviviente

walk:(v): caminar

sure (s): seguro

wait (v): esperar

subject (s): asignatura

useful (adj): til

studious (adj): estudioso (a)

unfriendly (adj): antiptico(a)

stretch (adj): elastic (a)

unforgettable (adj): inolvidable

store (v): almacenar

truth (s): verdad

stay (V): quedarse

trip (s): viaje

start (v): comenzar

trinidadian(adj): trinitario

spend (v): pasar (una temporada)

trigger (s) gatillo

Unit 3

Unit 5

Unit 6

Unit 8