Good night every one.

Please watch the videos on youtube and answer the work sheets attached in edmodo.

https://www.youtube.com/watch?v=VZZzcKV8FSA&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=5

https://www.youtube.com/watch?v=Yt9j6BY03rw&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=6

send pictures of your work to prepare.with.english@gmail.com

hello again.

• Respond pages 38 and 39. The audio files are on edmodo report send your answers to my mail tomorrow
evening.

Unit 4 lesson one pages 40 and 41

Objective

At the end of this lesson, I’ll be able to use noun clauses after verbs like think or adjectives like disappointed to talk
about books and authors.

• Listen and practice the vocabulary on page 40

• Write examples for activity B

Grammar: noun clauses.

A noun is the anme we give to animals, places, people, things etc. example: Luis, cat, Mexico, Park etc..

Nouns can be the subject of a verb, the object of a verb, or the object of a preposition.

A clause is a phrase that contains a subject and a verb.

She works for Owens Corning.

A noun clause is a phrase that contains a subject and a verb and this phrase can be the subject or object of a verb or
object of a preposition.

In this lesson we’ll see noun clauses that start with the connector that as object of certain verbs or after some adjectives

• Read the first part of the grammar on page 40.

As you can see the structure is very simple. You just need to say a phase like I think then the connector that and a clause
(a phrase with a subject and a verb)
Example:

I think that it is going to rain.

I guess that his name is Diego.

In these kind of examples it is possible (and often common) to eliminate the conector that

Example:

I think it is going to rain.

I guess his name is Diego.

It is also common to use noun clauses after certain adjectives. That is also optional.

I’m happy (that) I passed the test.

I’m sorry (that) you lost your book.

• read the list of verbs and adjectives in the grammar chart

• Read the 3rd part of the grammar chart

We use so to avoid unnecessary repetition.

-do you think that this book is good?

-Yes. I think that this book is good.

Ti is not necessary to repeat the phrase this book is good so we replace it with so.

Do you think that this book is good?

Yes I think so

• Pay attention to the be careful section. In the grammar chart

• Respond the grammar practice on page 40
• Practice pronunciation on page 41
• Practice the conversation on page 41
• Create your own conversation
• Report activities on wenesday 25th at night
• Respond the workbook for unit 4 lesson one and the activities prior lesson one
• Respond the grammar booster for unit 4 lesson one report the activity on Thursday 26th
• Report your results to my mail.

April 1, 2020.

Unit 4 lesson 2
Objective:

At the end of this lesson I’ll be able to use noun clauses to make a question less direct.

Vocabulary: phrases to soften questions.

Tell me = dime

Please tell me = por favor dime

I wonder = me pregunto

Do you know…? = Sabes…?

Can you tell me….? = Me puedes decir …?

Connectors:

Where

When

Who

Whose = de quien

Why

What

Whether / if = si (conditional)

Grammar.

To soften a question (or make it less direct) it is common to use a phrase (like the ones in the vocabulary above ↑)

Look at the difference

1 Direct question Less direct question

2 What is her name? Can you tell me what her name is?
3 Where does he work? I wonder where he works.
4 When did they leave? Do you know when they left?
5 Is she a teacher? Do you know if/whether she is a teacher?
6 do they like to read? I wonder if / whether they like to read

Look at example 1 in the chart. When we add a phrase to soften a question, what happens to the subject and the verb
be?

They return to the affirmative position (first the subject then the verb). This is going to happen when in the question we
have the verb be (in any tense: present or past etc) or any modal. Example:

what book will she require for her class? → Do you know what book she will require for her class?
Look at the examples 3 and 4 in the chart. What happened to the auxiliary verbs does and did? And what happened to
the verbs?

When we add a phrase to a question that has did, do or does, the auxiliary disappears. However remember that the
auxiliary indicates the tense. After eliminating the auxiliary, we have to indicate the tense in the verb (conjugate the
verb in present or past.)

Look at examples 5 and 6. They’re yes-no questions. The structure is the same (first the subject, then the verb, and do or
did disappear)

The difference is that when we add a phrase to soften a question, we have to use the connector if or whether. In this
case both words mean the same.

Does she like to read? → Do you know if she likes to read? =Do you know whether she likes to read?

Finally look at all the examples in the chart (less direct questions) examples 3 and 6 don’t have a question mark (?). the
question mark depends on the phrase we add to soften the question. If the phrase is a question, we use a question mark
at the end but if the phrase is not a question, then we don’t use a question mark. For example the phrase Do you
know…? Is a question, but the phrase Tell me… is not a question.

Do you know whether she works at the library?

I wonder whether she works at the library.

Respond pages 42 and 43, the audios are in edmodo. Create a new conversation, respond your workbook (all the
activities for unit 4 lesson 2. Finally do the grammar booster on page. 127. Don’t forget to send you answers to my mail.
Good night guys.

Respond pages 44 and 45 in your student book.

Vocabulary:

Respond the corresponding pages in the workbook.

Respond pages 46 and 47 in your student book. Then respond the corresponding pages in the workbook.

Respond pages 47 and 48 in the student book. Respond writing booster on page 143 in the student book. Then finish
unit 4 in your workbook. Audios will be available in edmodo.
Unit 5 Preview

Vocabulary

Vaccine = vacuna

Epidemic = epidemia

Disease = enfermedad

Dump = arrojar

Blizzard = ventisca

Delays = retrasos

School closures = cierres de escuelas

Power outages = apagones

Worldwide = por todo el mundo

Famine = hambruna

Take a look at this! = mira esto!

Flood = inundacion

Casualties = damnificados

Breaking news = noticias de última hora.

Respond pages 50 and 51 and the corresponding activities in your workbook.

Unit 5 lesson 1

Objective:

At the end of this lesson, I’ll be able to report an instruction or suggestion that was given using the imperative.
Grammar:

Indirect speech: imperatives.

Look at the conversation:

Sam: Hi. Did you hear the news?

Ben: No I didn’t. Is everything ok?

Sam: A hurricane is coming in about ten hours. Buy supplies, return home as soon as possible and hide with
your family in the basement don’t wait too long. See you later. I’m going to the supermarket.

Ben: Ok. I’ll do that too! Paty! Paty!

In the conversation, Sam is giving instructions using the imperative (verbs with no subjects). Can you find
them?

Yes the imperatives in the conversation are “buy supplies”, “return home as soon as possible”,“hide in the
basemen with your family”, and “don’t wait too much”

Now read the conversation. Ben is telling his wife about his conversation with Sam.

Ben: a hurricane is coming in about 10 hours!

Paty: That’s terrible!

Ben: Sam said to buy supplies.

Paty: will you have time?

Ben: yes but he said to return home as soon as possible.

Paty: What will we do?

Ben: He said to hide in the basement.

Paty: Are you going to the supermarket now?

Ben: yes he said not to wait too long. Don’t worry. I’ll be back soon.
1 What happened to the imperatives he reported to his wife?

2 What happened to the negative imperative he reported?

1 the imperatives became an infinitive (to + verb in simple form)

2 he changed don’t to simply not and continued with an infinitive ( he said not to wait…)

Be careful to make the necessary changes to keep the same idea. For example:

Paty: call me if you have any problem.

Ben finds a friend at the supermarket and is telling him about the recent events.

Ben: Paty told me to call her if I have any problem.

Respond pages 52, 53 and grammar booster on page 129(audios are available in edmodo). Then respond the
corresponding activities in the workbook.

Unit 5 lesson 2

Objective: at the end of this lesson, I’ll be able to report speech changing tense (when necessary) and to use
the reporting verbs tell and say correctly.

Grammar: say and tell.

Say and tell are reporting verbs. Since we usually report things from the past, we usually use them in their
past form said and told.
The difference is that after told, we have to mention the listener and after said we don’t.

Example:

Grammar. Reported speech, change in tenses.

We “report speech” when we tell somebody about comments and facts we read or heard.

For example:

Daniel: my mother told me that a hurricane had stroke her town.

Look at the next sentences and how they are reported. Pay attention to pronouns and time expressions.

Direct speech Reported speech

1 Raul: I’m hungry
2 Sara: I need help today
3 Diego: I went to the party yesterday.
4 Ana: I was at work this morning.
5 Luis: I can’t go now.
6 Fer: I will call you tomorrow.
Pedro: Raul said (that) he was hungry.
Pedro: Sara said (that) she needed help that day.
Pedro: Diego told me (that) he had gone to the
party last saturday.
Pedro: Ana told me (that) she had been at work
that morning.
Pedro: Luis said (that) he couldn’t go then.
Pedro: Fer told me he would call me the next
day.

As you can see in the chart:

A verb in present changes to past. (examples 1 and 2)

A verb in past changes to past perfect. (examples 3 and 4)

The modal can changes to could (example 5)

The modal will changes to would (example 6)

However, it is not always necessary to change tenses when the information is still true.

Example

Wednesday

Sara: I need help today

If you report this information the same day, you can say:

Sara told me that she needs help today.

But if you report on a different day, for example on Friday, then you report:

Sara told me that she needed help that day (or on Wednesday)

Respond pages 54 and 55 including the grammar booster on page 129 and 130 (unit five lesson 2 only) in the
now you can section on page 55 report all the news using reported speech. Audios will be available in edmodo.

Then respond the corresponding activities in the workbook.

Respond pages 56, 57, 58, 59, 60 and 61 and finish the workbook unit 5. There are no grammar points. That’s
why I’m asking you to respond them with no more instructions. Also do the writing booster for unit 5.

Then watch the videos and respond the worksheets. Audios and worksheets will be available in edmodo.

https://www.youtube.com/watch?v=GrcbbM-ZGXk&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=10

https://www.youtube.com/watch?v=AcHnh9EUPq0&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=11
May 1st 2020

Unit 6 preview.

Vocabulary:

Please investigate the meaning of the next expressions:

After investigating this vocabulary, please respond pages 62 and 63 and the corresponding pages in the
workbook.

Unit 6 lesson 1

Objective:

At the end of this lesson, I’ll be able to use was/were going to and would to talk about intentions in the past that
changed or weren’t achieved.

Vocabulary: reasons for changing plans.

My tastes changed mis gustos cambiaron.

It’s hard to make a living as (an artist) es duro (dificil) ganarse la vida como (un artista)
I didn’t pass the exam no pasé el exámen

My family talked me out of it my familia me convenció de no hacerlo

I just changed my mind simplemente cambie de parecer

Grammar: was/were going to.

When we have intentions for the future, we can use be going to.

Example:

I’m going to study medicine.

We use was/were going to, when after time that intention changed or wasn’t achieved for some reason.

Examples:

I was going to study medicine but I didn’t pass the exam.

She wasn’t going to study at this university, but they offered her a full scholarship.

-Weren’t you going to study arts?

-Yes, but it is hard to make a living as an artist.

Grammar: would

We can also use would to talk about past intentions but it has to be in a noun clause as a direct object of verbs
like think, say, explain, believe, etc. (remember we are talking about past intentions so these verbs should be
in past.

Example:

Armando said he would be a lawyer but he changed his mind.

I believed my parents wouldn’t help me to pay for my studies but they
did.

In this structure, it is also possible to use was/were going to:

Mary thought she was going to be an engineer but her family talked out of it.

Armando said he was going to be a lawyer but he changed his mind.

I believed my parents weren’t going to help me to pay for my studies but they did.

Respond pages 64 and 65 including the grammar booster on page 130, then respond the corresponding
activities in the workbook. Audios will be available in edmodo.

Unit 6 lesson 2

Objective:

At the end of this lesson, I’ll be able to use the perfect modals to express regrets or speculation about past
actions and events.

Grammar: Perfect modals

Must have

May have

Might have

Should have

Would have

Could have

Structure : subject + perfect modal + verb in past participle

Examples:

Jim must have been accepted to the university, he looked very happy.

Remember that no matter what the subject is, the modal never changes with the subject. It always uses have,
and the verb after the perfect modal is always past participle.

Meaning:
Must have indicates we are very sure that we know the reason something happened.

She didn’t pass the exam. She must have gone to a party instead of studying. (Seguramente ella debió haber
ido a una fiesta en lugar de estudiar.)

When I’m not very sure that I know the reason I use may have or might have.

She didn’t pass the exam. She may have gone to a party instead of studying. (a lo mejor ella fué a una fiesta
en lugar de estudiar)*the idea is in past but in the structure in English we have to use the perfect modal.

She didn’t pass the exam. She might have gone to a party instead of studying. (quizá ella fue a una fiesta en
lugar de estudiar) *might is less certain than may.

Should have indicates we regret about something we did or didn’t do in the past.

I should have chosen a different career. This one is too hard. (Debería haber elegido una carrera diferente.
Esta está demasiado difícil.)

I shouldn’t have chosen this career.

Could have expresses that something probably happened

Why didn’t you study French? You could have applied for the scholarship to study a master in France. (¿Por
qué no estudiaste francés? Podrías haber solicitado la beca para estudiar una maestría en Francia.)

Would have expresses we are very sure about the result of a condition.

If I had married before finishing my studies, it would have been really hard to finish them later. (Si me hubiera
casado antes de terminar mis estudios, habría sido realmente difícil terminarlos después.)

Respond pages 66 and 67 including grammar booster on page 131 then respond the corresponding activities
in the workbook. Audios are available in edmodo.

Unit 6 lesson 3

Objective:

In this lesson, I’ll expand vocabulary to talk about my skills and qualifications.

Vocabulary:

Investigate the meaning of these expressions:

Respond pages 68 and 69 and the corresponding activities in the workbook. Audios are available in edmodo.

For activity C on page 69, create a conversation where you have a job interview. Recycle the vocabulary in unit
6 and the box below.

Respond pages 70, 71, 72 and, 73 including writing booster and finish unit 6 in the workbook.

Then watch the 3 videos and work on the worksheets. Every material you’ll need is available in edmodo.

https://www.youtube.com/watch?v=dGyvNIZ2zls&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=12

https://www.youtube.com/watch?v=r1bzPdL4tWs&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=13

https://www.youtube.com/watch?v=YvOLIx2DtSA&list=PLSzF8ImQOnKjT2aPXvRA24Blt7m-6UL-8&index=14
hello again guys.

The next activities are due on June 10th

Unit 7 preview

Respond pages 74 and 75 in the student’s book and th corresponding activities in the workbook. Audios are
available in Edmodo.

Unit 7 lesson 1

Objective:

At the end of this lesson, I’ll be able to use adjective clauses with that and who to describe holidays and their
participants.

Vocabulary:

Grammar: adjective clauses with subject relative pronouns who and that.

Remember an adjective is a word that gives a description and a clause is a phrase that contains a subject and
a verb. Therefore, an adjective clause is a phrase that contains a subject and a verb, and it gives a description.

Noun clauses and adjective clauses are very similar the difference is their position in a sentence. A noun
clause can be placed before a verb (because it is the subject), after a verb (because it is the object of the
verb), or after a preposition (because it is the object of the preposition. If it is necessary, review the information
about noun clauses on page 1 of this document or unit 4 in your student’s book.

An adjective clause is always placed after the noun it refers to (a person, an animal, a city, etc.) in this lesson
we’ll learn how to use adjective clauses with the subject relative pronouns who and that.
Imagine that you are talking about your traditions and say something like

“In Mexico people celebrate the day of the Virgin Maria.”

This sentence indicates that 100% of the people celebrate the day of the Virgin Maria. But this is not true. To
prevent confusion we add an adjective clause after the noun people to describe the people that really
celebrate this day.

“In Mexico people who are catholic celebrate the day of the Virgin Maria.”

Now it is really clear which people celebrate that day.

Look at the examples in the grammar chart

We call who and that subject relative pronouns because they refer to the noun before them, but at the same
time, they are the subject of the verb they have after them.

Use who to refer to people and that to refer to people and things.

Remember: adjective clauses give more information about a noun and they always go after the noun they
describe

Examples:
Respond pages 76 and 77 and the grammar booster on page 131 then respond the corresponding activities in
the workbook. Audios are available in Edmodo.

Unit 7 lesson 2

Objective

At the end of this lesson, I’ll be able to use adjective clause with the object relative pronouns

We say that the relative pronoun (who or that) is an object when it does not do the action.

Example:

Silvia is the girl who Andres invited to the “huamantlada”.

Remember that who refers to the girl, but it is not the subject of the verb invite. The subject of the verb invite is
Andres.

Look at this example.

Remember: if who or that is not the subject, it means it is an object.

When who or that is an object, it can be omitted.

Silvia is the girl who Andres invited to the “huamantlada” → Silvia is the girl Andres invited to the
“huamantlada”.

Diego is the boy that Elena met at the festival. → Diego is the boy Elena met at the festival.
In addition, when who is the object, it can be changed to whom. The idea is the same but remember this can
happen only if who is the object.

Silvia is the girl whom Andres invited to the “huamantlada”.

Respond pages 78 and 79 and the grammar booster on page 133 then respond the corresponding activities in
the workbook. Audios are available in Edmodo.

For lesson 3 there is no objective since it is just a reading.

Respond pages 80 and 81 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 7 lesson 4

Objective:

In this lesson, I‘ll expand vocabulary to discuss wedding traditions.

Respond pages 82 and 83 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 7 review

Respond pages 84 and 85 then respond the corresponding activities in the workbook. Audios are available in
Edmodo. Then finish all the activities for unit 7 in the workbook and the writing booster on page 146.

Unit 8 preview.

Respond pages 86 and 87 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 8 lesson 1

Objective:

In this lesson, I’ll review the use of the real conditional and the unreal conditional.
Grammar: conditionals for the present and the future.

A conditional sentence has two parts: the “if” clause and the “result” clause. (Remember a clause is a phrase
that has a subject and a verb). Use a comma to separate the two parts.

Example:

We use present real conditionals to describe what people normally do in certain situations. The two clauses
(“if” clause and “result” clause) are in simple present.

Example:

If I have problems with my phone, I always call tech support. →Si tengo problemas con mi teléfono, siempre
llamo a servicio al cliente.

It is possible to use when instead of if.

Example:

When I have problems with my phone, I always call tech support. →Cuando tengo problemas con mi teléfono,
siempre llamo a servicio al cliente.

It is also possible to start with the result clause but don’t use the comma.

Example:

I always call tech support if I have problems with my phone.

We use future real conditionals to escribe what will happen after certain situations take place.

The “if” clause is in present, but the result clause is in any form of future (going to, will)

Example:

If I get enough money, I’m going to buy a new cellphone.

She won’t be able to finish the project if you don’t send her the file.

We use present unreal conditionals to describe imaginary situations in the present.

The “if” clause is in the simple past (but it refers to the present), and the “result clause uses the modal would or
could.

Example:

It is possible to use could in the “if” clause (but not would) because could is also the past of can.

Example:

If you could turn off your cellphone, I would appreciate it. Si pudieras apagar tu celular, lo apreciaría.

When we need to use the verb be in the “if” clause, we use were with all the subjects. Remember this only
happens when describing imaginary situations in the present.

Example:

If the corona virus weren’t still active, we could go back to normality. Si el corona virus no estuviera aun activo,
podríamos regresar a la normalidad.

It is possible to use was in an imaginary situation but this is considered very informal.

Respond pages 88 and 89 and the grammar booster on page 134 then respond the corresponding activities in
the workbook. Audios are available in Edmodo.

Unit 8 lesson 2

Objective:

At the end of this lesson, I’ll be able to use the past unreal conditionals.

We use the past unreal conditionals to talk about imaginary situations in the past (da!)

We can’t change the past so we just imagine alternative results.

Imagine that you were driving and got distracted with your cellphone, as a consequence, you hit the car in front
of you. So you start thinking:
 “if I had paid more attention to the road, I wouldn’t have hit the other car” Si hubiera puesto mas atencion al
camino, no habria golpeado el otro coche.

or

“if I hadn’t gotten distracted with the phone, I could have stopped on time” Si no me hubiera distraido con el
telefono, me podria haber detenido a tiempo.

The “if” clause is in the past perfect (if + subject + had + verb in past participle).

If I had paid more attention to the road,

The “result” clause uses subject + modal would or could + have + verb in past participle.

I wouldn’t have hit the other car.

Remember we can start with the result clause but we don’t use the comma.

I wouldn’t have hit the other car if I had paid more attention to the road.

Questions

To make a question about a condition (present, past, real or unreal). We make the question in the result
clause. No matter if it is at the beginning or at the end.

What would you do if you had a million dollars?

If you had a million dollars, what would you do?

If you have problems with your phone, do you call tech support?

Do you call tech support if you have problems with your phone?

If I finish my homework, will you let me go to the party?

Will you let me go to the party if I finish my homework?

Respond pages 90 and 91 and the grammar booster on page 135 then respond the corresponding activities in
the workbook. Audios are available in Edmodo.

Unit 8 lesson 3

There is no objective for this lesson,

Vocabulary
Respond pages 92 and 93 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 8 lesson 4

There’s no objective for this lesson. It is a reading.

Respond pages 94 and 95 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 8 review.

Respond pages 96 and 97, the writing booster on page 146, and finish all the activities for unit 8 in the
workbook. Audios are available in Edmodo.

Unit 9 preview.

Respond pages 98 and 99 then respond the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 9 lesson 1

Objective:
At the end of this lesson, I’ll be able to bring up a controversial issue using non-count nouns that represent
abstract ideas.

Grammar: non-count nouns that represent abstract nouns.

An abstract noun is something we can’t physically touch or perceive but we know it is there

For example the word education. We can talk about education, or describe it or criticize it but not see it or
touch it.

Abstract nouns are uncountable. Don’t use the article the before an abstract noun.

Example:

Education is an issue most politicians forget about.

Respond pages 100 and 101 and the grammar booster on page 136 then respond the corresponding activities
in the workbook. Audios are available in Edmodo.
Unit 9 lesson 2

Objective:

At the end of this lesson, I’ll be able to discuss controversial issues politely using objects and infinitives.

Vocabulary:

Grammar: verb + object + infinitive

Remember: when there is a noun or pronoun after a verb, it is the object of the verb.

to + verb in the simple form is an infinitive.

these verbs are followed directly by an infinitive.

Examples:

They agreed to lower the driving age. Acordaron reducer la edad para manejar.

He deserves to win the elections. El merece ganar las elecciones.

She doesn’t seem to accept the result. Parece que no acepta el resultado.
These verbs are followed by an object and an infinitive

Examples:

They advised everyone to vote consciously. Le aconcejaron a todos votar concientemente.

She reminded me to vote before 6:pm. Me recordó que votara antes de las 6:00.

They encouraged her to vote for their candidate. La motivaron a votar por su candidato.

Respond pages 102 and 103 and the grammar booster on page 137 then respond the corresponding activities
in the workbook. Audios are available in Edmodo.

Unit 9 lesson 3

There is no objective for his lesson

Respond pages 104 and 105 and the grammar booster on page 136 then respond the corresponding activities
in the workbook. Audios are available in Edmodo.

Unit 9 lesson 4

Objective:

At the end of this lesson, I’ll be able to debate an argument.

Vocabulary:

That may be true but… eso podria ser cierto

I see what you mean but… entiedo lo que quieres decir pero…

On the one hand …. But on the other hand por una parte ….. pero por otra …

That’s one way to look at it, but… ese es un modo de verlo, pero…

Respond pages 106 and 107 and the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 9 review

Respond pages 108 and 109, the writing booster on page 147 and finish the activities in unit 9 in the workbook.
Audios are available in Edmodo.

Unit 10 preview

Vocabulary:
Respond pages 110 and 111 and the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 10 lesson 1

Objective:

At the end of this lesson, I’ll be able to use the appropriate prepositions to describe geographical locations.

Respond pages 112 and 113, the grammar booster on page 138 and the corresponding activities in the
workbook. Audios are available in Edmodo.

Unit 10 lesson 2

Objective:

At the end of this lesson, I’ll be able to warn people about possible risks

Vocabulary:
Grammar:

Remember that too + adjective is an exaggeration.

The mountain is too steep. We can’t go up by bicycle.

We can explain why something is not possible or not a good idea using the structure too + adjective + infinitive

Examples:

You shouldn’t travel at night on this road. It is too dark to see. No deberías viajar en este camino en la noche.
Esta muy oscuro para ver.

I can’t photograph the hummingbird. It moves too fast to focus it. No puedo fotografiar el colibri. Se mueve
demasiado rapido para enfocarlo.

We can include for + object to make a more specific explenation.

You shouldn’t travel at night on this road. It is too dark for people to see.

I cant photograph the hummingbird. It moves too fast for me to focus it.

Respond pages 114 and 115, the grammar booster on page 140 and the corresponding activities in the
workbook. Audios are available in Edmodo.

Unit 10 lesson 3

Objective:

In this lesson, I’ll expand vocabulary to describe natural settings.

Respond pages 116 and 117, and the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 10 lesson 4

Objective:

In this lesson, I’ll expand vocabulary to discuss solutions to global warming

Respond pages 118 and 119, and the corresponding activities in the workbook. Audios are available in
Edmodo.

Unit 10 review

Respond pages 120 and 121, the writing booster on page 148 and finish the corresponding activities in the
workbook. Audios are available in Edmodo. The dead line to deliver this work is June 10 th. Don’t worry if you
can’t finish all the activities send as much as you can to my mail. See you soon.