ANEXOS BLOQUE 1

ANEXO 1.1. FONEMAS /S/  /Z/ /IZ/ EN PRESENTE SIMPLE

PRONUNCIATION PRACTICE EXERCISES FOR FINAL ´S´

Voiceless sound take /s/ Voiceless sound take /z/ This sound take /iz/
Imagine the sound a snake might make Imagine the sound a bee might make Similar to the word “is”
...ssssssssss ...zzzzzzzzz

These sounds are voiceless: These sounds are voiced: /s/ /ks/ /z/ /dg/
/f/ /h/ /k/ /p/ /t/  /b/ /d/ /g/ /j/ /l/ /m/ /n/ /ng/ /r/ /v/ /W/ +
all vowel sounds. 

EXAMPLES: EXAMPLES: EXAMPLES:

laughs/ leafs/  rubs/ rubz/  kisses/ kisiz/
talks/ toks/   sings/ singz/ boxes/ boksiz/

Say the following words out loud and then put them in the correct columns according to the sound
of the plural third person ´s´.

boys damages graduates lessons minutes products

chequesearns hates lives paints
sandwiches
closes faces hours loves phrases
things
cooks girls James´s messages places wants
/s/ /z/ /iz/

ANEXO 1.2. VIDEO QUIZ QUESTIONS (PRINTABLE). 1ST. CONDITIONAL ON ST.

VALENTINE’S

1. What will happen if he presses the button?

Fill the gap: If he __________ the button, the wish_________________ true.

2. Which wish will they make?

a)To find love

b) To be healthy

c) To live a long life

3. The sparkling ball will come out if…(Answer the question using your own words with
first conditional)
__________________________________________________
_____________________________________________
4. What will the flower girl do if she picks up the blowballs?

a. She’ll throw them away!

b. She’ll make a wish to find love

c. She’ll give them to the waiter

5. What will the waiter wish if he blows on the blowball?

Fill the gap: If the waiter_____________________- on the blowball, he __________________to be

rich.

6. What will happen if the traveller gets on the bus? Put the words in order:  
he                    traveller                        his                              love.                 the          never
Gets                meet                             on                               bus,                  If              the                                 
‘ll   
______________________________________

______________________________________

ANEXO 1.3. CANCIÓN COUNT ON ME BY BRUNO MARS

Listen to Count on me by Bruno Mars and fill in gaps 1-12. 

If you ever 1__________ yourself stuck in the middle of the sea 2__________ 3__________ the
world to find youIf you ever 4__________ yourself lost in the dark and you can't see 5__________
6
__________ the light to guide you 

Find out what we’re made of, when we are called to help our friends in need. You can count on me,
like 1, 2, 3, I'll be there,and I know when I need it, I can count on you, like 4, 3, 2, you'll be there,
'cause that's what friends are supposed to do, oh yeah. 

If 7__________ tossin' and you're turnin'And you just can't fall asleep 8__________ 9__________ a
song beside youAnd if you ever 10__________ how much you really mean to me Every day I
11
__________ 12__________ you.

Look carefully at the completed lyrics and analyze the grammar. Complete the table.
 

Grammar analysis: First Conditional 

   
Form: If + _____________________ , ______________ + infinitive 

Use: For talking about possibilities in the past and present / present and future / future 

 
Pronunciation: contraction: will = ’ll e.g. I___, you___, we___, he___, she___, it___, they___ 

Count on me (Bruno Mars)

 1. Complete the definitions with the right words

stuck                -find out-                 -mean to-                -in need-                -toss and turn-                 -count on-

1. If you _________________, you keep moving around in bed and cannot sleep properly, for
example because you are ill or worried.
2. If you_________________ something _________________, you learn something that you
did not already know, especially by making a deliberate effort to do so.
3. If you _________________, someone you rely on them to support your or help you.
4. If something _________________ something _________________ you, It is important to
you in some way.
5. If someone is _________________, he/ she is in a difficult situation.
6. If you are _________________ unable to escape from a bad boring situation.

ANEXO 1.4. FICHA DE DESARROLLO SOCIOEMOCIONAL EN INGLÉS

8.2  Feasible and creative alternatives

 Different alternatives are often presented in decision-making. To choose the one
that brings us closest to a responsible decision it is necessary, in addition to
considering its possible effects, to analyze the options to determine those that
come closest to our ultimate goal and following the assessment of its feasibility,
it is whether it can be achievable and if you have the resources to run it. It is also
appropriate to consider whether the alternative can be harnessed creatively under
different circumstances.

The challenge is to analyze feasible and creative alternatives to act in different

situations of your daily life, considering the characteristics of the possible
consequences.

Activity 1 
a. In pairs, discuss the following scheme about the feasibility of alternatives and review the
examples presented in each characteristic:  

b. Follow the examples and comment on some personal experience in which you have chosen a
feasible alternative to a decision.

Activity 2
a. In pairs, discuss the following cases and identify two possible alternatives to what each young
person can decide on. Write them in your notebook. 
Paulina really likes singing and wants to enter a Ernesto wants to study architecture but he has been
talent contest organized by a television set up in told that it is an expensive career and his parents
her state's capital. She knows her parents won't do not have any extra resources because they must
give her the permission to leave town for casting also support Ernesto’s brothers. He has thought he
can work and study but he knows that it is difficult
because they also believe that being a singer can
because of the assignments and practices of the
be a hobby but they don't see it as a professional major.
choice.

ALTERNATIVES

A. A.
 B. B.

b. Meet with another partner and discuss the feasibility of the alternatives considering the
criteria of the previous scheme.
b. Discuss the importance of being creative when identifying and opting for an alternative to a
decision-making process.

ANEXO 1.5. LECTURA SOBRE INVENTOS USANDO TEXTO EXPOSITIVO

PRE-READING

Match the headings with the correct pictures:

a. HabitAware
b. Gravity jet Suit
c. The mirror
d. Solar Charged Jacket
 1. _______                    (2) _______

(3) _______ (4) _______

Key Vocabulary
Do you know these words? Look up the words in your dictionary and write their meaning below:
Sleekest _________________________________________________________________
Streams _________________________________________________________________
Keen _________________________________________________________________
Suit _________________________________________________________________
Soar _________________________________________________________________

READING

The Mirror
The Mirror is one of the sleekest looking inventions on this list. Perfect for those with fitness goals in 2019,
the interactive mirror helps take your home fitness regime to the next level.
The device streams live workouts and even offers an interactive fitness coach.
HabitAware
A common New Year’s resolution centers around the idea of kicking some sort of bad habit. HabitAware is
here to make your life a little easier.
As a friendly reminder, the fashionable Keen band vibrates anytime it catches you doing the bad habit you are
trying to shake.
Solar Charged Jacket
If you are a night runner, then this one's for you. Created by U.K.-based sports-gear startup, Vollebak, the
Deutch word for full house, the Solar Charged Jacket phosphorescent membrane absorbs light during the day
and releases its “kryptonite green energy” for those who need to be safe after dark.
Gravity Jet Suit
If you are planning to join the Avengers in their fight against Thanos, you are going to want to get your hands
on this suit.
Created by Gravity industries, the 1,050 horsepower system uses five mini-jet engines to help users soar
through the sky at 80 kph.  

The best title for the passage is

a. Mini-jet engines that have transformed our world.
b. new technologies that will make your life more interesting 
c. Solar technology applied on everyday life
d. The mirror, HabitAware and Gravity Jet Suit are modern technology gadgets. 
This reading is 
a. A newspaper
b. A book
c. A web article 
d. An interview

POST READING

Discuss the answers to these questions with your classmates.

Why do people invent things?
What is your favorite invention? 
What invention would you create? Say the name you would give to your invention.

ANEXO 1.6. INSTRUMENTO DE EVALUACIÓN: LISTA DE COTEJO PARA UN TEXTO

EXPOSITIVO

Nombre del alumno: Fecha:

Grupo: Calificación:

LISTA DE COTEJO PARA ESCRIBIR UN TEXTO EXPOSITIVO SOBRE UN INVENTO

1.     Planificación S N OBSERVACION
Í O ES

Sé cuál es el propósito / objetivo del texto.      

Sé a quién se dirige el texto.      

Conozco la idea que tengo que comunicar.      

He pensado si necesito imágenes, gráficos, fotografías, etc. para añadir al texto.      

He pensado cómo crear interés en los lectores.      

He decidido si utilizaré un lenguaje coloquial o formal en función del objetivo y los      

destinatarios.

He escrito ideas en forma de palabras clave.      

Total: 7 puntos = ___________      

2.     Redacción del borrador      

He tenido en cuenta la estructura concreta del tipo de texto (carta, descripción, narración…)      

He escrito todas las ideas planificadas.      

He tenido en cuenta los lectores del texto.      

Total: 3 puntos = ___________      

3.     Revisión      

He escrito una idea en cada párrafo.      

He utilizado conectores para enlazar cada idea.      

He utilizado los tiempos presente simple, presente progresivo y condicional cero para describir      
el invento.

He corregido la ortografía y la puntuación.      

He comprobado que no falten palabras en las oraciones (subject/ verb/ complement) y he      

usado adjetivos calificativos y sinónimos para evitar repeticiones.

Total: 10 puntos = ___________      

Suma final: 20/2= 10         __________      

ANEXO 1.7. ADJETIVOS Y PREPOSICIONES: PICNIC IN THE COUNTRYSIDE
 Where are they? Insert: a, on, Put the verbs into present continuous tense: 
under, beside, between, behind, (am, is, are,.......... ing).
in front of, near
1) The picnic basket is _________ the rug. The Smiths  _________ (have) a picnic out in the countryside. Mom and Sue,_________ (sit) on the picnic rug and they __
2) The bananas are _________ Mom and (watch) Rex the dog. He _________ (run) towards them. He _________ (hope) for a little treat, maybe a small sausage or a
Susie. and Jack _________ (play) football. Jack _________ (kick) the ball. There is a horse on the hill and it _________ (run)arou
3) The horse is _________ the hill. duck on the pond and it _________ (swim) towards a ball. The frog _________ (sit) beside the pond and it _________ (cro
4) The football is _________ Dad and right, you can see a goat and he _________ (walk) fast! He can see another goat! Two baby birds _________ (sit) in their n
Jack. _________ wait for their mother. It´s a lovely day and the sun _________ (shine) And me? I _________ (stand) in front of
5) The bird´s nest is _________ the tree. _________ (take) a photo of my family!  
6) The dog is _________ Dad and Jack.
7) The goat is _________ the hill. It is
_________
Dad and Jack.
8) The frog is _________ the reeds. 
9) The reeds are _________ the frog.
10) The duck is _________ the pond.
11) Mum and Sue are _________ the rug.
12) The blue ball is _________ the white
flower.
13) The apple is _________ the tree.
14) The jug is _________ two cups.
15) The blue ball is _________ the duck.

ANEXO 1.8. DESCRIBING A PICTURE: WHAT ARE THEY DOING?

 Some crazy things are going on in this picture!!! Match up the sentence parts. 

1. A giraffe is poking his head a) On the top of the tent

2. He is cooking sausages b) Inside the van
3. The stag is wearing c) Skateboarding
4. The boy is sleeping d) Hanging up on the tent
5. A bear is sitting e) Doughnut for a front wheel
6. The girl is skiing f)But there is no snow 
7. The lady is putting suntan lotion on g) Out of the van
8. The owl in the tree is  h) At the picnic table
9. The man in green is skating i) A hat and a scarf
10. The fish are swimming  j) Over a block of ice 
11. There is a cuckoo clock k) But there is no ice 
12. The chipmunk is  l) Riding his one-wheel bike, but where is the circus?
13. The clown is playing his trumpet and m) But it's night time
14. There is a photo  n) Attached to the tree
15. There is a hoover o) But it's grass, not carpet!
16. The van has got a p) Checking his phone

ANEXO 1.9. INSTRUMENTO DE EVALUACIÓN: RÚBRICA PARA EXPOSICIÓN

ORAL DE UN INVENTO

Nombre del alumno: Fecha:

Grupo: Calificación
:

CATEGORIA 2 PUNTOS 6 PUNTOS 10 PUNTOS

GRAMÁTICA Y No utiliza el presente Utiliza adjetivos y Utiliza el presente simple,

VOCABULARIO simple, condicional 0, preposiciones en su condicional 0, condicional
condicional 1, adjetivos y exposición, pero 1, adjetivos y
preposiciones. omite el presente preposiciones
El vocabulario es simple, condicional apropiadamente.
impreciso e insuficiente. 0 y condicional 1. El vocabulario es preciso,
El vocabulario es sofisticado y suficiente.
limitado, pero
preciso.

PRESENTACIÓN La exposición del invento La exposición del La exposición del invento

& ORGANIZACIÓN  es sólo un párrafo con invento se presenta se presenta en tres
(introducción, información en dos párrafos con párrafos con información
desarrollo  & desorganizada.  información organizada en
conclusión) organizada, pero introducción, desarrollo y
incompleta y conclusión.
confusa.
DISCURSO ORAL Produce enunciados Produce oraciones Emite un discurso 
cortos con mucho largas y relevantes extendido y relevante
titubeo. la mayoría de las (puede haber alguna
Repite la información o veces (puede haber repetición)
se desvía del tema. dudas y alguna
repetición)

PRONUNCIACIÓN La pronunciación es La pronunciación es La pronunciación legible y

predominantemente ininteligible en pronuncia correctamente
ininteligible y pronuncia ocasiones, pero los fonemas /S/ /Z/ /IZ/
incorrectamente los tiene conocimiento
fonemas /S/ /Z/ /IZ/  de los fonemas
/S/ /Z/ /IZ/

APOYOS No utiliza ningún apoyo Utiliza 1 o 2 apoyos Utiliza dos apoyos

VISUALES visual para enriquecer su visuales para visuales que denotan
presentación. mejorar su mucho trabajo y
presentación.  creatividad y hacen que
la presentación sea muy
destacada.

ANEXO 1.10. ENGLISH EXAM

School:__________________________________
Student’s Name:_______________________________________________________________
Group: ____________________
Date:____________________________
Score:_____________________

GRAMMAR SECTION
I. Choose the correct answer to fill in the gaps. (6 Marks)
A. Is John feeling OK? He (1) _____ very red in the face.
B. Yes, I know. I (2) _____ for the doctor’s telephone number now.
A. (3) _____ a car?
B. Yes, but I (4) _____ some problems with it, so it’s in the garage.
A. Don’t worry, I can (5) _____ you to the hospital.
B. Thank you, we really (6) _____ it.

1. a) is looking b) looks c) look d) are looking

2. a) am looking b) looks c) look d) are looking
3. a) does you have b) do you have c) are you have d) are you having
4. a) have b) has c) am having d) are having
5. a) take b) takes c) taking d) am taking
6. a) are appreciating b) appreciates c) is appreciating d)
appreciate

II. Choose the correct answer to fill in the gaps. (4 Marks)

7. The girl fell _____ the river and tried to swim to the shore.
a. on
b. in
 c. at
d. under
8. Mary always sits _____ the front of the class.
a. on
b. in
c. at
d. under
9. He had to stay in hospital _____ a week because he was very ill.
a. to
b. in
c. from
d. for
10. Let’s meet tomorrow _____ 4:00 pm. 
a. to
b. in
c. at
d. on

WRITING SECTION
III. Circle the letter that contains a mistake (3 Marks)
11. A large number of automobile part are now made of plastic instead of steel.
        a     b     c        d
12. The pineapple, a fruit which grow in tropical climates, is native to parts of America.
a   b            c      d
13. Canals are artificials waterways used to transport water to cities and farms.
        a b          c    d

READING SECTION
IV. Read the text below and choose the correct word for each space. (10 Marks)
For each question, mark the correct letter A, B, C or D on your answer sheet 

San Francisco
Whatever you (0) ............ for from a visit to San Francisco in the USA, you won’t be disappointed.
The hills are just as steep as you imagined they would be, and the Golden Gate Bridge is just as
spectacular. It’s no (14) ............ then that the city is among the world’s (15) ............ tourist
destinations. (16) ............ many people live there, San Francisco (17)............
morelikeasmalltownthanacityofmorethan4millionpeople. Its (18) ............ on the water, its parks, and
its hills all (19) ............ that you can never see further than a few blocks. 
One of the most (20) ............ trips is a drive across the Golden Gate Bridge. This is a journey
(21) ............ should be saved for a sunny day so that you can (22) ............ the fantastic view, and
Golden Gate Park has wonderful gardens, (23) ............ addition to being great for a picnic. 

14. a) guess b) excuse c) question d) surprise

15. a) complete b) top c) proper d) full
16. a) although b) besides c) unless d) despite
17. a) shows b) fits c) seems d) makes
18. a) location b) point c) landscape d) scene
19. a) allow b) meanc) let d) intend
20. a) amazed b) popular c) interested d) positive
21. a) who b) where c) which d) what
22. a) admire b) approve c) accept d) attract
23. a) in b) as c) on d) by

V. Answer the questions according to the reading. (3 Marks)

Modern Aircraft Navigation System

Modern aircraft use many additional methods of navigation. The pilot plots his course on a flight
plan before he takes off. After the take-off, an altimeter tells his height or 'altitude' above the ground
or water. Instruments controlled by gyroscopes show whether he is climbing or turning. Another
instrument informs him of 'drift' from his chosen course. An automatic pilot can navigate the plane
while he rests. Satellites in orbit around the Earth give him information about the weather and his
position. When he lands, radio beacons guide him down to the runway.
24. According to the passage, ----.
a) satellites can guide a pilot whether he is ascending or descending
b) gyroscopes are the devices which inform the pilot about weather conditions 
c) the direction in which the pilot keeps going is determined before the flight
d) the position of the pilot is spotted long before take-off
e) pilot should also take the Earth in orbit into consideration

25. A pilot ----.

a) uses many extra devices or gadgets to navigate the plane properly
b) is an automatic pilot who conducts the aircraft with the help of some devices
c) has nothing to do with the altitude since he can locate his position with help of longitudes
d) chooses his direction with the help of longitudes and latitudes
e) may not know how to use the radio signals

26. It can be concluded from the passage that ----.

a) an automatic pilot can direct the plane according to the radio signals
b) when the pilot lands, he has to know the altitude
c) an altimeter tells the pilot whether he is on the right direction or not
d) one instrument tells the pilot the deviation from the direction
e) a pilot can navigate the aircraft without any instruments
ANEXOS BLOQUE 2
ANEXO 2.1. ACTIVIDADES LÚDICAS DE REPASO: CRUCIGRAMA Y MINI
CONVERSACIONES.

Buy 100 cans of Laugh a lot PAST SIMPLE

cat food
 Run for almost Get a very short haircut  
three hours
A: What did you do yesterday?

B: I…………..yesterday.
Study Italian and Say Good-bye to my
friend
Japanese A: Where did you……………?

B: I…………. (place)
Drink six cups of Sleep all day
A: Why did you………...?
coffee
B: I……….. because (reason)

Make dinner
A: Did you have a good time?
Watch TV for ten
hours B: Yes, I did / No, I didn’t

A: Continue with your own

Go to a police Sing Happy Birthday questions and answers.
station
 

  
Take a photo of Read five books about
Iceland
my friend

Eat some fries and Lose my cell phone

a Burger

See an action Play basketball

movie

Do nothing Paint a picture

 GRAMMAR CROSSWORD PAST SIMPLE (IRREGULAR

VERBS) 
Change the verbs to Past Simple and fill in the missing words.

CROSS DOWN
WORDS WORDS

1. BRING 1. BREAK

4. FORGET 2. THINK

6. KNOW 3. GO

9. SEND 5.TAKE
11. STAND 7.CHOOSE

12. READ 8.HOLD

15.MAKE 10.FIND

17. DRAW 11.SWIM

22.SPEND 12. RIDE

23.CATCH 13.DRINK

25.FLY 14.DO

27. ARE 18.WRITE

28. DRIVE 19.LOSE

  20.STEAL

  21. COME

  24.HEAR

  26.IS
ANEXO 2.2. CLASIFICACIÓN  FONÉTICA DE LOS SONIDOS /d/ /t/ /Id/ EN
VERBOS REGULARES EN PASADO.
Classify the following verbs according to their correct pronunciation:
/t/ /d/ /id/

Changed Cleaned Practiced

Watched Damaged Played

Classified Faxed Parked

Specified Needed Hissed

Calmed Followed Worked

Classify the verbs by their pronunciation of their -ED endings, you have 3 options
/d/or /t/ or /id/.
 
Begged =  
______________________________________________________________                        
                                     
 
Breathed= ______________________________________________________________
 
Nodded= _______________________________________________________________
 
Kissed= _______________________________________________________________
 
Allowed= ______________________________________________________________
ANEXO 2.3. CORRECCIÓN DE ERRORES Y COMPLEMENTO DE VERBOS EN
PASADO
GRAMMAR WORKSHEET
PAST SIMPLE AND SPELLING PRACTICE
“YESTERDAY”
  Fill in the missing vowels: a, e, i, o, u.

1. Yesterday, I g __ t  __p __t  s__v__n   __´cl__ck

2. I  g__t  w__sh__d  __nd  dr__ss__d

3. Th__n,  __  __t__  br__ __kf__st  w__th  my  f__m__ly

4. __ft__r  th__t,  __  t__ __k  __   b__s  t__  c__ll__g__

5. __   __rr__v__d  __t  c__ll__g__  __t  __ __ght-th__rty.

6. W__  h__d  __n  __x__m  __n  th__  m__rn__ng

7. __t  n__ __n  __   h__d   l__nch  w__th  my  fr__ __nds

8. I  w__nt  t__  my  m__th  cl__ss__s, __  __n  th__  __ft__rn__ __n

9. __ft__r  my  cl__ss__s  __  w__nt  h__m__

10. Wh__n  __  g__t  h__m__ . __  h__d  __  sh__rt  n__p

11. Th__n, __  w__k__  __p  __nd  d__d  my  h__m__w__rk

12. __t  s__x ,  __  __t__  d__nn__r  w__th  my  f__m__ly

13. __ft__r  d__nn__r, __  w__sh__d  th__  d__sh__s

14. Th__n  ___  ch__tt__d  w__th  my  f__m__ly

15. __n  th__  __v__n__ng  w__  w__tch__d  TV  t__g__th__r

16. F__n__lly,  __  w__nt  t__  b__d  __nd  f__ll  __sl__ __ p.

GRAMMAR ERROR CORRECTION

 PAST SIMPLE
Positives, Negatives and Questions
 Find and correct the mistakes below

             Ate
1. They eat dinner at six o´clock yesterday

2. Did Maria drove to work this morning?

3. I not finished my homework last night

4. Did you busy last Monday?

5. Was she buy a new car yesterday?

6. I wanted to want to Montreal two years ago

7. Was you late for the meeting?

8. Who did you talked to?

9. Where was you stay in Washington?

10. I was read that book last year.

11. John filed to Argentina last week.

12. He weren´t at home last night

13. I not see the movie last weekend?

14. What do you did last night?

15. Did they has a good time at the party?

16. Did you in class yesterday?

ANEXO 2.4. ARGUMENTACIÓN CON CLÁUSULAS WHEN Y WHILE

PLANET PROBLEM

Inhabitant:
_______________________________________________________________
_______________________________

Describe the planet including other living things on or near the planet:

_______________________________________________________________
_______________________________
_______________________________________________________________
_______________________________

What else is on the planet that could be used:

_______________________________________________________________
_______________________________

_______________________________________________________________
_______________________________

Problem(s) faced by the inhabitant:

_______________________________________________________________
_______________________________

_______________________________________________________________
_______________________________

Brainstorms solutions:

_______________________________________________________________
_______________________________

_______________________________________________________________
_______________________________

ANEXO 2.5. EXPRESIÓN ORAL EN PASADO Y CLÁUSULAS WHEN Y WHILE

file://localhost/LINK/ https/::youtu.be:iloGbpCbDQE

Answer the following questions according to the Little Prince’s movie/Reading.

1. The autor (narrator) always had been misunderstood by the grown-ups. What did this

picture mean to him?

_______________________________________________________________
_______________________________
_______________________________________________________________
_______________________________

2. How did the narrator meet the Little Prince?

_______________________________________________________________
_______________________________
_______________________________________________________________
_______________________________

3. Where did the Little Prince come from?

_______________________________________________________________
_______________________________
_______________________________________________________________
_______________________________

4. Why did the pilot use to say that “ the grown-ups love numbers”
_______________________________________________________________
_______________________________
_______________________________________________________________
_______________________________
ANEXO 2.6. FICHA CONSTRUYE-T “EXPERIENCE AS A SOURCE OF
INFORMATION”

Experience as source of
9.2
information
To make decisions it is essential to have information of the situation on
which to decide, as well as the alternatives and their possible
“Experience is a consequences. Personal experience is a source of data, then,
lottery ticket conclusions and lessons are part of that information. In this lesson, we
purchased after the will review the importance of analyzing, processing, discriminating and
raffle. I believe in it." using personal experience as information resources. The challenge is to
Gabriela Mistral. contrast the main information from different sources, previous
experiences and reliable means to facilitate decision-making in the face
of various alternatives of action.

Activity 1
a. In pairs, discuss how far previous personal experience has influenced the characters’ decision-
making in the following cases:
 Javier´s class made a field trip. They had a guided
tour and at the end, they had lunch on a terrace.
They were all dressed in shorts and bathing suits,
except for Javier because he feared pools since
childhood when he went to the deepest part of the
pool and he almost drowned. His classmates tried
to convince him to have fun, but they didn’t
succeed. He tried to hide, but he couldn’t so he had
to see with sadness how everybody was having fun.
Ana didn't know what to study, she liked
maths, but she didn't want to opt for
engineering, she put attention to the art, but
not to engage professionally. 
One day, there was a university fair in the
school. Suddenly, she perceived an aroma
that caused such an emotion in her that she
could not tell. She got closer to where the
aroma  came from and she discovered that a
gastronomy presentation was taking place  at
school.

They had brought a portable oven and an

orange cake which smelled the same as the
one her grandmother would prepare. Ana
hadn’t seen her grandma for a long time and
just at that precise moment, she decided
what she wanted to study.

b. Decide whether the information in Javier and Ana´s previous experience was: clear, accurate,
relevant and sufficient, for them to guide their decisions.

Criteria Javier’s information Ana’s information

YES               NO YES                             
NO
Clear
Accurate
Relevant
Sufficient/Enough
c. Share your answers with your classmates.

Activity 2
a. In groups, read the definition of the criteria information that guides decision-makers should
have. The information should be:
Clear: It is easy to understand and adapt to new circumstances. 
Accurate: It answers directly to the interests in question.
Relevant: It stands out for its importance and meaning. 
Enough: It is the right amount needed to make clear the matter to be dealt with.

b. Individually, remember an occasion when you made a decision from a personal experience:
b. Assess whether the information you obtained from it fulfilled the criteria:
The obtained information was… YES NO
Clear
Accurate
Relevant
Enough
d. Discuss with the rest of the group, if you do so, whether the information you got, accomplished
the criteria to guide your decision.
ANEXO 2.7. LECTURA “A FRIGHTENING EXPERIENCE”

A Frightening Experience

             October 1, 1987, was a terrifying day for me. It was 7:30 on a Thursday
morning in Mexico. I was alone because my parents were out of town.

Suddenly, the room started to shake. Some dishes fell to the floor. I did not know what to do,
so I got under the table. A few minutes later, I came out and tried to turn on the television,
but the electricity was off. After that, I tried the telephone, but it did not work. Shortly
after, the neighbors came to see if I was all right. Finally, at about 9:00 a.m., the telephone
rang. It was my mother. She was calling from Mexico City. She was more frightened than I
was.
Writing Skills
A.    Organizing: A Narrative Paragraph
The paragraph you just read is a narrative paragraph.  Narrative paragraph tells a story about
something that happened. In a narrative paragraph, you must use a good time order for your
sentences. This means that the sentences must be in the order in which the story happened.
Exercise
1.     The following sentences are about a terrifying day, but they are not in the correct time
order. Number them in the correct order.
a)    _____________ I got under the table.
b)    _____________ I came out and tried the telephone, but it did not work.
c)    _____________ Shortly after, the neighbors came to see if I was all right.
d)    _____________the room started to shake. 

B.     Words showing Time Order

The next step is to add words that show time order to connect your sentences. These words show the order in
which things happened in time.
October 1, 1987, …
At 9:00 a.m., …
Suddenly, …
A few minutes later, …
Finally,…
            
Exercise
2.     Now underline the words showing time order in the model paragraph. 

C.    Punctuation: The Comma (,) with Time and Place Expressions
Look at the words showing time order. Look at the use of the comma after words showing time order. Now go
back to the model paragraph and circle all the commas after the words showing time order. We also use a
comma with dates and place names.
Dates
We use a comma to separate a date from a year:
            I came to the United States on March 4, 2006.
            They were married on July 26, 2008

We use a comma after the year when a sentence continues:

            October 1, 1987, was the day of the earthquake.
            On March 27, 1964,  a big earthquake hit Alaska.

Place Names
We use a comma to separate a city from a state or city from a country:
            We were at home in Anchorage, Alaska.
            I come from Tokyo, Japan.
We use a comma after a state or country when the sentence continues:
            Crescent City, California,  is on the coast.

Exercises

3.     Put a comma where necessary in the following sentences.

a.     The San Francisco earthquake hit on the morning of April 8 1906.

b.     On November 26 2004 a tsunami hit Asia.
c.     The tsunami hit Telewatta Sri Lanka.
d.     The biggest earthquake recorded in North America was the earthquake on March
27 1964.
e.     Suddenly people heard a noise like thunder.
 f.      An earthquake hit southern Sumatra on September 12 2007.
g.     A terrible earthquake hit Kobe Japan in 1995.
h.     Tsunamis hit Sumatra Indonesia after this.
i.      A few minutes later buildings washed away.
J. Shortly after tsunamis hit the coast of Sri Lanka

ANEXO 2.8. WRITING PRACTICE: CONNECTORS OF SEQUENCE

1.     Circle the connectors of sequence in the paragraph.

Saturday was a great day! First, I met my friends at the Sports Centre. Then, we had lunch at Chez Café. Next,
we went to a museum and saw some amazing dinosaurs. Finally, we went to a fantastic science fiction film.

2.     Complete the Blog entry with the connectors of sequence.

GINA’S BLOG

Yesterday, it was my birthday and it didn’t start well. I went to the park to meet my friends, but they weren’t
there. I decided to look for them. 1______________, I went to the shopping Centre opposite the park, but they
weren’t there. 2 ______________, I looked for them at the library, but they weren’t there. 3______________, I tried
the Sports Centre and the restaurant near the park, but my friends weren’t there. 4______________, I went home
and my friends were there… with a birthday cake, ice-cream, music and games. It was a surprise party for me! In
the end, I had a great birthday.

3.     Look at the pictures and match the questions and answers about Tom’s Day.
 4.     Make a paragraph outline of your story, legend or myth for your writing project. The paragraph outline
below will help you and it is only an example.

(specify date) was a _____________________________________ day when everything happened. It was

______________
because____________________________________________________________________________________
__________________.
Suddenly,
__________________________________________________________________________________________
__________.
A few minutes later,
__________________________________________________________________________________________
_.
Shortly after that,
__________________________________________________________________________________________
___.

Finally,
__________________________________________________________________________________________
_____________.

ANEXO 2.9. INSTRUMENTO DE EVALUACIÓN: LISTA DE COTEJO PARA

ESCRIBIR UN TEXTO NARRATIVO

Nombre del alumno: Fecha:

Grupo: Calificación:

LISTA DE COTEJO PARA ESCRIBIR UN CUENTO, LEYENDA O MITO

  S NO OBSERVACIONE
Í S

1.     Planificación      

Sé cuál es el propósito / objetivo del texto.      

Sé a quién se dirige el texto.      

Conozco la idea que tengo que comunicar.      

He pensado si necesito imágenes, gráficos, fotografías, etc. para añadir al texto.      

He pensado cómo crear interés en los lectores.      

He decidido si utilizaré un lenguaje coloquial o formal en función del objetivo y los destinatarios.      

He escrito ideas en forma de palabras clave.      

Total: 7 puntos = ___________

     

2.     Redacción del borrador

     

He tenido en cuenta la estructura concreta del tipo de texto (carta, descripción, narración…)
     

He escrito todas las ideas planificadas.

     

He tenido en cuenta los lectores del texto.

     

Total: 3 puntos = ___________

 

3.     Revisión      

He escrito una idea en cada párrafo.

     

He utilizado conectores de secuencia (first, then, after that, suddenly, etc.) para enlazar cada idea.
     

He utilizado los tiempos pasado simple y pasado progresivo para narrar los sucesos.
     

He corregido la ortografía y la puntuación.      

He comprobado que no falten palabras en las oraciones (subject+ verb+ complement) y he usado      
sinónimos para evitar repeticiones.

Total: 10 puntos = ___________        Suma final: 20/2= 10         __________

     

ANEXO 2.10. EJERCICIOS DIVERSOS

PAST SIMPLE AND PAST

PROGRESSIVE 
COMPLETE THE SENTENCES WITH THE CORRECT TENSE
Tomorrow we will write a test. I must be successful.
While the teacher isn't looking, I'll take my textbook out of my bag.
As soon as I find the right answers, I'll put them down.
While I'm writing the answers, Alison will copy them.
The teacher won't see us because we'll be very careful.
We won't fail, because our answers will be correct.
And our teacher will be happy while she is checking our tests.

Yesterday we ___________  a test. I ____________  be successful. 

While the teacher ____________  , I ____________  my textbook out of my bag. 

As soon as I _____________  the right answers, I ____________  them down. 

While I _____________  the answers, Alison _____________  them. 

The teacher ____________  us because we ____________  very careful. 

We ______________  fail, because our answers _____________  correct. 

And our teacher ______________  happy while she ______________  our tests. 

WHEN OR WHILE?
CHOOSE THE CORRECT ANSWER

1.  I saw him  ___________ I was on my way home.

2. ____________he was young, he used to smoke a lot.

3. George had a terrible accident ____________  he was a child.

4.  _____________ Jane was taking a bath, the phone rang three times.

5.  _____________ we lived in London, we met many interesting people.

6. Where are my friends ____________  I most need them?

7. ____________ I was driving, I listened to a very interesting radio program

8. Who did you meet ____________  you arrived at the party?

9. ____________ I was speaking, they were thinking of something else!

10. I had many problems ____________  I was a teenager.

 SECOND CONDITIONAL
WRITE THE CORRECT TENSE VERB

1. If I (have) _______________ enough money, I (buy)_______________ a yacht.

2. He (be) _______________happy, If you (dance)_______________ with him.

3. If they (drink) _______________ something, they (drink) _______________beer.

4. If she (have)_______________ a bike, she (travel) _______________to Galicia.

5. If you (ring) _______________the bell, somebody (answer) _______________.

6. It (be) _______________nice, If you (love) _______________me.

WRITE THE CORRECT FORMS

1. What would you wish if you ................... three wishes?

a.  have  b)  had

2. Tim ............................................. if he asked for a pay-rise.

a. wouldn't be fired  b) wasn't fired

3. Suppose you had to marry Rachel, what ....................................... first?

a. would you do  b) you would do

4. I wouldn't accept the job on the condition that I .................................................... very

early.

a. had getup   b) would have getup

5. If we ............... a TV set, we could watch the Olympic games.

a. buy b)bought

6. He'd go with us in case we ................................. help.

a. needed   b) would need

7. If the flowers were dry, ......................................... them?

a. will you water b) would you water

8. We would deliver the parcel today on condition that you .................... extra charge.
 a. paid  b) payed

9. We would support your project provided that you .............................. it till the end of this
year.

a. finished  b) finish

10. If you gave me your address, I ....................... send someone to have a look at it. 

a. will be able  b) could

SEQUENCE CONNECTORS AND NARRATIVE TEXTS ABOUT

MYTHS, LEGENDS OR TALES
“LA LLORONA”

This is a story that the old ones have been telling to children for hundreds of years.
It is a sad tale, but it lives strong in the memories of the people, and there are
many who swear that it is true.

Long years ago in a humble little village there lived a fine looking girl named Maria.
Some say she was the most beautiful girl in the world! And because she was so
beautiful, Maria thought she was better than everyone else.

As Maria grew older, her beauty increased And her pride in her beauty grew too.
When she was a young woman, she would not even look at the young men from
her village. They weren't good enough for her! "When I marry," Maria would say, "I
will marry the most handsome man in the world."

And then one day, into Maria's village rode a man who seemed to be just the one
she had been talking about. He was a dashing young rancher, the son of a wealthy
rancher from the southern plains. He could ride like a Comanche! In fact, if he
owned a horse, and it grew tame, he would give it away and go rope a wild horse
from the plains. He thought it wasn't manly to ride a horse if it wasn't half wild.

He was handsome! And he could play the guitar and sing beautifully. Maria made
up her mind-that was, the man for her! She knew just the tricks to win his attention.

If the ranchero spoke when they met on the pathway, she would turn her head
away. When he came to her house in the evening to play his guitar and serenade
her, she wouldn't even come to the window. She refused all his costly gifts. The
young man fell for her tricks. "That haughty girl, Maria, Maria! " he said to himself.
"I know I can win her heart. I swear I'll marry that girl."

And so everything turned out as Maria planned. Before long, she and the ranchero
became engaged and soon they were married. At first, things were fine. They had
two children and they seemed to be a happy family together. But after a few years,
the rancher went back to the wild life of the prairies. He would leave town and be
gone for months at a time. And when he returned home, it was only to visit his
children. He seemed to care nothing for the beautiful Maria. He even talked of
setting Maria aside and marrying a woman of his own wealthy class.

As proud as Maria was, of course she became very angry with the ranchero. She
also began to feel anger toward her children, because he paid attention to them,
but just ignored her.

One evening, as Maria was strolling with her two children on the shady pathway
near the river, the rancher came by in a carriage. An elegant lady sat on the seat
beside him. He stopped and spoke to his children, but he didn't even look at Maria.
He whipped the horses on up the street.

When she saw that, a terrible rage filled Maria, and it all turned against her
children. And although it is sad to tell, the story says that in her anger Maria seized
her two children and threw them into the river! But as they disappeared down the
stream, she realized what she had done! She ran down the bank of the river,
reaching out her arms to them. But they were long gone.

The next morning, a traveler brought word to the villagers that a beautiful woman
lay dead on the bank of the river. That is where they found Maria, and they laid her
to rest where she had fallen.

But the first night Maria was in the grave, the villagers heard the sound of crying
down by the river. It was not the wind, it was La Llorona crying. "Where are my
children?" And they saw a woman walking up and down the bank of the river,
dressed in a long white robe, the way they had dressed Maria for burial. On many
a dark night they saw her walk the river bank and cry for her children. And so they
no longer spoke of her as Maria. They called her La Llorona, the weeping woman.
And by that name she is known to this day. Children are warned not to go out in
the dark, for, La Llorona might snatch them and never return them.

ANEXO 2.11.  INSTRUMENTO DE EVALUACIÓN: RÚBRICA PARA

EXPOSICIÓN ORAL DE UN TEXTO NARRATIVO
Nombre del Fecha:
alumno:

Grupo: Calificación:

CATEGORÍA 2 PUNTOS 6 PUNTOS                       10

PUNTOS

GRAMÁTICA Y No utiliza el pasado Utiliza el pasado Utiliza el pasado simple,

VOCABULARIO simple, pasado simple, pasado pasado progresivo,
progresivo, condicional 2, progresivo, condicional 2, conectores
conectores de secuencia condicional 2, de secuencia sobre un
sobre un mito, leyenda o conectores de mito, leyenda o cuento
cuento narrativo. secuencia sobre un narrativo
mito, leyenda o apropiadamente.
El vocabulario es cuento narrativo.
impreciso e insuficiente. El vocabulario es preciso,
El vocabulario es sofisticado y suficiente.
limitado, pero
preciso.

PRESENTACIÓN La exposición del texto La exposición del La exposición del texto

narrativo es sólo un texto narrativo se narrativo se presenta en
& párrafo con información presenta en dos tres párrafos con
ORGANIZACIÓN  desorganizada.  párrafos con información organizada
información en introducción,
(introducción, organizada, pero desarrollo y conclusión.
desarrollo  & incompleta y
conclusión) confusa.

DISCURSO ORAL Produce enunciados Produce oraciones Emite un discurso 

cortos con mucho titubeo.
Repite la información o se
desvía del tema.
largas y relevantes extendido y relevante
la mayoría de las (puede haber alguna
veces (puede haber repetición)
dudas y alguna
repetición)

PRONUNCIACIÓN La pronunciación de los La pronunciación La pronunciación de los

verbos en pasado es de los verbos en verbos en pasado es
predominantemente pasado es legible y pronuncia
 ininteligible y pronuncia ininteligible en correctamente los
incorrectamente los ocasiones, pero símbolos fonéticos  /d/
símbolos fonéticos  /d/ tiene conocimiento /t/ /Id/
/t/ /Id/  de los símbolos
fonéticos /d/ /t/ /Id/

APOYOS No utiliza ningún apoyo Utiliza 1 o 2 apoyos Utiliza dos apoyos

VISUALES visual para enriquecer su visuales para visuales que denotan
presentación. mejorar su mucho trabajo y
presentación.  creatividad y hacen que
la presentación sea muy
destacada.

ANEXO 2.12. PRUEBA ESCRITA TIPO CERTIFICACIÓN

ENGLISH EXAM
School:

__________________________________________________________________
_

Full Name:

__________________________________________________________________
_

Date: ____________________________ Score:

____________________________

GRAMMAR SECTION

I. Choose the correct answer to fill in the gaps. (19 Marks)

1.She _______________ [fed/was feeding/] the baby while I _______________

[was reading/read] the book.
2.The children _________________ [studied/were studying] for the exam while
they ________________ [were waiting/created] for the teacher.
3.When his mother ________ [came/had come] into the room, the baby
_________________[wasn't crying/didn't cry] .
4. George and Donald _________________ [swam/were swimming/] when it
___________ [was
starting/started] to rain.
5.While the children _________________ [watched/were watching] television,
Sarah______________ [made/was making/] dinner.
6. I ______________ [was taking/took/] a shower when the phone ________ [was
ringing/rang/] .
7.He _______________ [was waiting/waited] for the bus when his mother
___________[arrived/was arriving] in her car.
8. James _______________ [left/was leaving] the library when he ________ [was
seeing/saw/] his friend.

II. Choose the correct answer to fill in the gaps.

9. A vampire killed a man while he ________________ [were sleeping/slept/was

sleeping]

10. A monster was chasing a princess when the prince ___________ [arrived/was
arriving/were
arriving] 

11. When the programme ________ [was beginning/were beginning/began/] , the

chef wasn't cooking

12. George painted many pictures while he ______________ [was living/didn't

live/lived ] in France

13. While the police officer _________________ [was examining/were

examining/examined/] the house, another police officer was looking for clues in the
garden.

WRITING SECTION

III. Match the two halves of the sentences. (6 Marks)

14. If I needed some cash, a. we’d produce fewer greenhouse
gases 

15. If I had bad stomach ache, b. I’d find a cash machine

16. I’d phone the bank c. I’d go to the doctor’s

17. If I wore make-up to school, d. if I lost my credit card

18. Climate change would slow down e. if we cut carbon emissions. 

19. If we burnt less fossil fuel, f. my teacher would send me home

14 _____ 15 _____ 16 _____ 17 _____ 18 _____ 19 _____ 

READING SECTION

IV. Read the following passage and answer the questions that follow. Refer
to the text to check your answers when appropriate. Mark the correct letter A,
B, C or D on your answer sheet (25 Marks)

Cinderella
Once upon a time, there (20) ______ a beautiful girl named Cinderella.  Her
mother was dead and her father had (21) _______ a widow with two daughters,
who treated Cinderella very badly. She was only allowed to sit for a while by the
fire, near the cinders. That’s why everybody called her Cinderella.

One day, they were invited for a grand ball in the king’s palace. (22) _______
Cinderella’s stepmother (23) _______ not let her go. Cinderella was made to sew
new party gowns for her stepmother and stepsisters, and curl their hair. They then
(24) _________ to the ball, leaving Cinderella alone at home.

Cinderella felt very sad and began to cry. Suddenly, her fairy godmother appeared
and said:

- (25) _______ cry, Cinderella! I will send you to the ball! -

- But I don’t have a gown to wear for the ball – cried Cinderella

The fairy godmother waved her magic wand and changed Cinderella’s old clothes
into a beautiful new dress. The fairy godmother (26) _______ touched Cinderella’s
feet with the magic wand. And she had beautiful glass (27) ________! 

- How will I go to the grand ball? - asked Cinderella.

The fairy godmother found six mice playing near a pumpkin, in the kitchen. She
touched them with her magic wand and the mice became four shiny black horses
and two coachmen and the pumpkin turned into a golden coach. Cinderella was
overjoyed and set off for the ball in the coach drawn by the six black horses. Before
leaving. the fairy godmother warned her:

- Cinderella, this magic will only last until midnight! You (28) ________ reach home
by then! -

(29) _________ Cinderella entered the palace, everybody was struck by her
beauty. Nobody, not even Cinderella’s stepmother or stepsisters, knew who she
really was in her pretty clothes and shoes. The handsome prince also saw her and
fell in love with Cinderella. He went to her and asked her to dance with him.

The prince danced with her all night and nobody recognized the beautiful dancer.
Cinderella was so happy (30) ________ with the prince that she almost forgot what
the fairy godmother had said. At the last (31) _________, Cinderella remembered
her fairy godmother’s words and she rushed to go home. 

- Oh! I must go! - she cried and ran out of the palace. One of her glass slippers
came off but Cinderella did not turn back for it.

She reached home just as the clock struck twelve. Her coach turned back into a
pumpkin, the horses into mice and her fine ball gown into rags. Her stepmother
and stepsisters reached home shortly after that. They were (32) _________ about
the beautiful lady who had been dancing with the prince.

The prince had fallen in love with Cinderella and wanted to find out who the
beautiful girl was, but he did not even know her name. He found the glass slipper
that had come off Cinderella’s foot as she ran home. The prince said, 

- I will find her. The lady whose foot fits this slipper will be the one I marry! - 

The (33) _________ day, the prince and his servants took the glass slipper and
went to all the houses in the kingdom. They wanted to find the lady whose feet
would fit in the slipper. All the women in the kingdom tried the slipper but it would
not fit any of them. 

Cinderella’s (34) _________ also tried on the little glass slipper. They tried to
squeeze their feet and push hard into the slipper, but the servant was afraid the
slipper would break. Cinderella’s stepmother would not let her try the slipper on,
but the prince saw her and said:

- Let her also try on the slipper! -

The slipper fit her perfectly. The prince recognized her from the ball. He married
Cinderella and together they lived happily ever after.
20. a) was b) is c) were d) being

21. a) marry b) marriage c) marrying d) married

22. a) however b) and c) but d) when

23. a) could b) would c) should d) must

24. a) went b) go c) gone d) going

25. a) didn´t b) doesn't c) don´t d) wouldn´t 

26. a) next b) but c) and d) then

27. a) crown b) slippers c) dress d) shoes

28. a) must b) should c) could d) would

29. a) while b) when c) then d) but

30. a) dance b) danced c) dancing d) dances

31. a) moment b) time c) period d) place

32. a) talk b) talking c) talked d) talks

33. a) before b) after c) later d) next

34. a) sisters b) cousins c) aunts d) stepsisters

Wintertime 

Brrrr. Winter is cold in some places. Many plants do not grow during winter. Some
plants die. Snow and ice may cover the ground. It can be hard for animals to find
food during winter. Animals get through this time in many ways. 

Birds and butterflies can fly. Many of them do not stick around for the winter. They
leave. They go to a place with nice weather. Then they come home in the spring.
We call this migration. Migrating is a good way to avoid the cold. 

Another good way to avoid the cold is to sleep through it. Many animals hide during
the winter. Their bodies slow down. They save their energy. They do not eat. They
live off of their fat. They do this until food returns. We call this hibernation. Snakes,
frogs, and bears hibernate. 
Some animals store food in their homes. They do not sleep all winter, but they do
much less. They live on what they saved in the summer and fall. This is what
squirrels, beavers, and raccoons do. Skunks do this too. 

Other animals tough it out. They do not leave. They do not hide. They must
survive. Sometimes nature helps them out. Some animals grow thicker coats in the
winter. Other animals change color. The arctic fox is brown in the summer. His coat
turns white in the winter. 

Winter may be pretty. It is nice to see snow on the trees. But it is dangerous too.
People are also at risk. You can get frost bitten or worse. How do you beat the
winter? Do you wear a thick coat? Do you stay inside? Or do you live somewhere
warm? 

35. Which of these animals migrates during the winter? 

a. foxes 

b. snakes

c. bears 

d. butterflies 

36. Which of these animals survives winter by eating stored food? 

a. bears 

b. raccoons

c. frogs 

d. birds 

37. Why does the arctic fox's coat change white during winter? 

a. The white coat is prettier and attracts mates.

b. White absorbs the sun and is warmer.

c. The white coat helps him blend with the snow. 

d. His body saves energy by reducing hair color. 

38. Which does not hibernate?

a. skunks 
b. frogs 

c. snakes 

d. bears 

39. Why is winter a difficult season in some places? 

a. There is less food.

b. It is colder.

c. Snow and ice cover the ground. 

d. All of these 

40. What does it mean to migrate?

a. To grow a thicker coat

b. To move somewhere warmer for a season

c. To enter a long sleep and survive off of body fat 

d. To change colors 

41. What is the main idea of this text?

a. Animals do funny and interesting things.

b. Most flowers do not grow during the wintertime. 

c. Animals survive the winter in many ways.

d. We must prepare for the dangers of winter. 

42. How does a hibernating animal survive?

a. A hibernating animal lives off of stored food. 

b. A hibernating animal lives off of body fat.

c. A hibernating animal lives somewhere warm. 

d. A hibernating animal lives off of the land.

43. How would a thicker coat help an animal survive winter? 

a. A thicker coat would help an animal hide better.

b. A thicker coat would protect an animal against attacks.

c. A thicker coat would help an animal stay warm. 

d. A thicker coat would help an animal migrate. 

44. Which title would best describe this text? 

a. Winter: A Time to Migrate

b. Hibernation: Sleeping it off

c. Survive: How Animals Beat the Winter 

d. Birds and Butterflies: Nature's Movers and Shakers 

ANEXOS BLOQUE III

ANEXO 3.1. ACTIVIDAD FONÉTICA DE LOS SONIDOS /a:/ /æ/

🔊
 

                                                 (Phonetic Practice)

Listen to the words and classify them in the chart below, based on  the
phonetic sounds /a:/ /æ/  
   

 Then make up a story using these words in present or past simple and some modal
verbs..

_________________________________________________________________________
_____________________

_________________________________________________________________________
_____________________

_________________________________________________________________________
_____________________

_________________________________________________________________________
_____________________

_________________________________________________________________________
_____________________

_________________________________________________________________________
_____________________

Fill in the gaps with the vowels “a” or “o” and, then, write its phonetic symbol next to
them: 

1. b__t =
2. h__t =
3. h__d =
4. c__p =
 5. c__t =
6. __rt =
7. __pple =
8. f__ther =
9. b__tman =
10. __rmy =

ANEXO 3.2. FICHA CONSTRUYE-T “WITH HEAD AND HEART”

10.1 With head and heart

“When making a decision, the best
thing you can do is do the right
thing, the next best thing is to
make a mistake, and the worst of
the options is to do nothing."  easy to feel confusion.  Some decisions, certainly, have lots to do with
Theodore Roosevelt
Have you ever made an impulsive decision and regretted afterwards?
Or perhaps you have hesitated too long to do something, and it is too
late when you finally made your mind, as it is not the right time? If our
reason goes in one direction and our emotions towards another it is
rational analysis and others with the way we feel. However, most
decisions require us to consider the rational and emotional underlying
aspects to make a worthy decision and feel happy at the same time.
The challenge is to support the decision-making, considering our
priorities and values, the alternatives of action and all the relevant
information to promote critical thinking.

Activity 1.
a. Read Lucia’s case in groups.
 
Lucia is in 11th grade and her best friend, Paulina, has a puppy. Lucia plays with it each time she drops by her
house. 
Since a couple of months, Lucia is considering about adopting a puppy, she’s happy about the idea and Laura,
her mother, gives her advice:
“You should carefully analyze the reasons behind such an important decision, puppies are not
toys, they require a lot of care and maintenance. Why don't you start by making a list of what
you must take into account to adopt? Think about it carefully and write it down.”

Lucia wrote the following:

1. I would like to have company. 

2. I would love to rescue a street puppy. 

3. I’ve already got the perfect name, Teo. 

4. I need it to be of a small breed because we don't have a lot of space at home.

b. Just like Lucia did, bring to mind a decision you have to make in the near future. Work Individually.
“I'm going to...
________________________________________________________________________________________
_______________
Mention four situations you have to consider for that:

1.

 
2.

 
3.

 
4.

Activity 2.
a. Continue  reading Lucia’s case. 
When Lucia finished the list, her mom told her: 
Very good, now classify your observations on those you have done with the heart, guided by some emotio,
and those you've done with the head, taking into account the reason. This will help you identify how balanced
is the decision that you want to make.
Lucia continued writing:
HEAD HEART

4. I need it to be of a small breed because we don't have a lot of 1. I would like to have company. 
space. 2. I would love to rescue a street
puppy. 
3. I’ve already got the perfect name:
Teo

As soon as Lucia finished with the classification, she showed it to her mother, who said to her: 

 What do you think? How balanced is your decision? 

  Mmm... not much, three out of four of my considerations are more emotional than rational-
 You see, this does not mean that your emotional considerations are not valid. However, before
making an important decision it is necessary to categorize your priorities by asking you about
more practical aspects: 
o Who is going to walk it if you're not at home? Do you have enough money for food,
veterinary, toys, etc.? 
b. Individually, classify the considerations that you made according to the area to which they
belong: head or heart.
b. If your perception of the event is not balanced, try to include the missing data as to the reasons
(based on an analysis of the alternatives and consequences) or emotional aspects that allow you
to take a responsible decision and  feel good at the same time.

HEAD HEAR Key Concept

T
    Critical thinking: This refers to "the ability to analyze an idea,
    phenomenon or situation from different perspectives, and adopt a
personal position 
    regarding it. "1 During this process we will be able to integrate the
    alternatives, information, values, and the emotions relevant so that the
                                                    decision we make is responsible.
 
 

ANEXO 3.3. EJERCICIO SOBRE VOZ ACTIVA Y VOZ PASIVA. 

Read the following sentences. Decide if the underlined verb is active (A) or passive (P).
 EXAMPLE: The actress received an Oscar. A 
                   The actress was given an Oscar. P                    
 
 1. The actress wore a beautiful gown.
 

 
2. Halle Berry presented an Oscar.
 
 
3. Halle Berry has been seen in many movies.
 
 
4. The director has been nominated many times.
 
 
5. Old movies were filmed in black and white.
 
 
6. Many actors live in California.
 
 
7. Many movies are made in Hollywood.
 
 
8. The names of the winners will be printed in tomorrow’s newspaper. 
 
 
9. The actress thanked all the people who helped her win.

 
10. The actress was driven to the ceremony in a white limousine.

ANEXO 3.4. READING THE OSCARS

The Academy Awards are given out every year to recognize outstanding work of
movie actors, directors, and others who are part of the movie-making industry. These awards, called Oscars,
are presented in a formal ceremony in Hollywood. Several people are nominated in specific categories, such
as Best Movie, Best Actor, Best Music, and Best Costumes. One nominee is chosen to receive an award in
each category.
 
When the awards ceremony started in 1929, 15 awards were presented and the ceremony was attended by
only 250 people. Tickets cost $10, and anyone who could afford a ticket could attend. Today about two dozen
Oscars are presented. Tickets are no longer sold to the general public; invitations are sent only to people
involved in making the movies and to their guests. Today the awards are presented in the 3400-seat Kodak
Theatre in Hollywood.
 
Until 1941, the winners’ names were already known before the ceremony and published in newspapers the
night before the ceremony. Now the winners’ names are placed in sealed envelopes and the envelopes are not
opened until the night of the ceremony.
Since 1953, Oscar night has been televised and broadcast all over the world. This show is seen by hundreds of
millions of people. Viewers watch as their favorite movie stars arrive looking beautiful and hopeful.
 
 ACTIVITY: Fill in the blanks with the passive voice of the verb in parentheses. Use the tense or modal given.

1. (simple present: see) 

The awards ceremony __________ _________ by millions of people. 
 
2. (future: choose) 
Which actor __________ _________ ____________ next year?
 
3. (modal: can / see) 
The movie __________ ___________ ___________ at many theaters.

4. (present perfect: make) 

Many movies _____________ _____________ _____________ about World War II.
 
5. (simple past: give) 
Kate Winslet _____________ _____________ the best actress award in 2009.
 
6. (present continuous: show) 
A good movie ____________ _____________ _____________ at a theater near my house.
 
7. (simple past: make) 
Star Wars ____________ _____________ in 1977.
 
8. (present perfect: show) 
The movie ______________ ________________ _______________ on TV many times.

 
9. (present perfect: give)
Over 2,000 Academy Awards ______________ ______________ _____________ out since 1929.      
 
10. (simple past: give)
In 1929, only one award _______________ ______________ to a woman.
ANEXO 3.5.  PASSIVE VOICE (PRESENT AND PAST)
 
ACTIVITY: Fill in the blanks with the passive voice of the verb in parenthesis (). Use the
past tense.
 
1. Mickey Mouse _______________________  by Walt Disney
                                              (create)
 
2. The movie projector _____________________ By Thomas Edison.
                                                 (invent)
 
3. Romeo and Juliet _______________________ by William Shakespeare in 1595.
                                                 (write)
 
4. Romeo and Juliet _______________________ into a movie in 1968.
                                                 (make)
 
5. Stars Wars _____________________ by George Lucas.
                                 (direct)

ANEXO 3.6. PASSIVE VOICE (PRESENT AND PAST)

 
ACTIVITY: Fill in the blanks below to complete the sentences.
 
 
1. English (Speak) _____________ in many countries around the world.
 
 
2. The flowers (water) ______________ every evening by the gardener.
 
 
3. My friend’s salary (pay) ___________________ by his company every two weeks.
 
 
4. The cinema (open) _____________________ to customers at 9 p.m.
 
 
5. A new actor (elect) ______________________ every Oscar’s event.

ANEXO 3.7. PASSIVE VOICE WITH MODALS

TALK ABOUT IT
 
ACTIVITY: Make a list of the movies you’ve seen recently. Compare your list with
another student’s list. Finally, answer the questions using modal verbs.
 
1. Is it important to give awards to actors and actresses? Why or why not?
______________________________________________________________________
______________________________________________________________________
 
2. Have you ever seen an Academy Awards ceremony? What did you think of it?
 _____________________________________________________________________
_____________________________________________________________________
 
3. How are American films diferente from films made in other countries? 
_____________________________________________________________________
_____________________________________________________________________
 
4. Who are your favorite actors and actresses?
 _____________________________________________________________________
_____________________________________________________________________
 
5. What American movies have been popular in your native country?
 
____________________________________________________________________
____________________________________________________________________
 
PASSIVE VOICE WITH MODALS 
ACTIVITY: Write a short summary of a movie you saw recently. Write about a famous person you admire.
Give a short biography of this person using modal verbs.
MY SUMMARY IMAGE

 
______________________________________
_
______________________________________
_
______________________________________
_
______________________________________
_
______________________________________
_
______________________________________
_
______________________________________
_
______________________________________
_
 

MY FAVORITE FAMOUS PERSON IMAGE

 
_______________________________
_
_______________________________
_
_______________________________
_
_______________________________
_
_______________________________
_
_______________________________
_
_______________________________
_
ANEXO 3.8. ORIENTACIÓN CONCEPTUAL SOBRE “FILM REVIEWS”
(RESEÑAS CINEMATOGRÁFICAS)
La información puede exponerse en un organizador gráfico, presentación de powerpoint,
etc.
A review is a special type of article written for publication in a magazine, newspaper, etc.,
giving a brief description and evaluation of a film, book, play, TV/radio programme, etc. It
may be formal or semi-formal in style, depending on its intended readership, and is usually

written using present tenses.

A successful review should consist of:
1. an introduction which mentions:
a. the title, the type of book/play/film/etc, 
b. the setting (when/where), 
c. the theme, 
d. the main characters, etc.

2. a main body of two or more paragraphs containing the main points of the plot
(without revealing the ending), and evaluating such features as the acting, writing
style, direction, characters, etc.; and
2. a conclusion which includes an overall assessment of the work and/or a
recommendation, usually with justification.
You may also be asked to give reasons why someone should see the film/play or read the
book, how it has influenced you, etc. Note that the number and length of paragraphs varies
depending on the topic.

Useful language
  To begin reviews:
This well-written/informative/fascinating/thought-provoking film is…
This film/book/play/etc is set in.../tells the story of.../is based on…
the film/play stars.../is directed by.../is the sequel to…

 To end reviews:
You should definitely see/read.../Don’t miss it/You might enjoy…
all in all, it is well worth seeing/reading, since…
on the whole, I wouldn’t recommend it, in view of the fact that…
it is a classic of its kind/it is sure to be a hit/best seller…

 To explain the plot:

The plot involves.../focuses on.../has an unexpected twist.
The story begins with.../unfolds/reaches a dramatic climax when…

 Evaluating various features:

The play/film/series has a strong/mediocre cast.
The acting is moving/powerful/excellent/weak/disappointing/unconvincing.
The plot is dramatic/fascinating/suspense-filled/fast-moving.
The plot is predictable/confusing/dull/unimaginative.
The script/dialogue is touching/hilarious/boring/mundane.
It is beautifully/brilliantly/sensitively written/directed.
ANEXO 3.9. EJERCICIOS DE LECTURA Y VOCABULARIO SOBRE LA
RESEÑA CINEMATOGRÁFICA

Read the following excerpts and fill in the gaps using words from the list below.

a. On its 1) _______________ night, Tom Watt’s new production was a

disappointment. The poor performance in the first act may have been due to the lack
of 2) _______________ as many in the cast seemed ill-prepared, uneasy in their
roles and unsure of their 3) _______________. After the 4) _______________ the
second half was a great improvement.
b. This star-studded, electrifying remake of an old favourite has impressive and
dangerous 1) _______________, spectacular special effects and an original 2)
_______________ by one of the hottest current rock bands. The best 3)
_______________movie of the year. Don’t miss it!
c. The novel is narrated in the first person by its 1) _______________ . Amelia Evans,
and it is through her actions that the 2) _______________ unfolds. From the
opening chapter her 3) _______________dominates events, up to their dramatic 4)
_______________.
d. It has all the makings of first-class 1) _______________; it is set in 15th-century
England and the 2) _______________ it explores centre around the paranormal and
the occult. Although it is not quite a literary 3) _______________, it is definitely
very 4) _______________ .

ANEXO 3.10. INSTRUMENTO DE EVALUACIÓN:LISTA DE COTEJO PARA

ESCRIBIR  UNA RESEÑA CINEMATOGRÁFICA
 Nombre del alumno: Fecha:

Grupo: Calificación:

LISTA DE COTEJO PARA ESCRIBIR UNA RESEÑA CINEMATOGRÁFICA

  S NO OBSERVACIONE
Í S

1.     Planificación      

Sé cuál es el propósito / objetivo del texto.      

Sé a quién se dirige el texto.      

Conozco la idea que tengo que comunicar.      

He pensado si necesito imágenes, gráficos, fotografías, etc. para añadir al texto.      

He pensado cómo crear interés en los lectores.      

He decidido si utilizaré un lenguaje coloquial o formal en función del objetivo y los      

destinatarios.

He escrito ideas en forma de palabras clave.      

Total: 7 puntos = ___________

     

2.     Redacción del borrador

     

He tenido en cuenta la estructura concreta del tipo de texto (narracióN, reseña....)

     

He escrito todas las ideas planificadas.

     

He tenido en cuenta los lectores del texto.

     

Total: 3 puntos = ___________

     
 3.     Revisión      

He escrito una idea en cada párrafo.

     

He utilizado los modales de posibilidad (may, might, can’t, must, will)

     

He utilizado la voz pasiva en presente, pasado o con verbos modales

     

He corregido la ortografía y la puntuación.      

He comprobado que no falten palabras en las oraciones (subject+ verb+ complement) y he      

usado sinónimos para evitar repeticiones.

Total: 10 puntos = ___________        Suma final: 20/2= 10         __________

     

ANEXO 3.11. INSTRUMENTO DE EVALUACIÓN: RÚBRICA RÚBRICA PARA

EXPOSICIÓN ORAL DE UN TEXTO ARGUMENTATIVO 

Nombre del Fecha:

alumno:

Grupo: Calificación:

CATEGORÍA 2 PUNTOS 6 PUNTOS                       10

PUNTOS

GRAMÁTICA Y Utiliza los modales de Utiliza los modales Utiliza los modales de
VOCABULARIO posibilidad, pero no la de posibilidad y la posibilidad y la voz
voz pasiva en presente, voz pasiva en pasiva en presente,
pasado o con verbos presente, pasado o pasado o con verbos
modales en la reseña de con verbos modales modales de manera
su película.  con errores notorios apropiada en la reseña
en la reseña de su de su película. 
El vocabulario es película. 
impreciso e insuficiente. El vocabulario es
El vocabulario es preciso, sofisticado y
limitado, pero suficiente.
preciso.
PRESENTACIÓN La exposición de la La exposición de la La exposición de la
reseña cinematográfica reseña reseña cinematográfica
& es sólo un párrafo con cinematográfica se se presenta en tres
ORGANIZACIÓN  información presenta en dos párrafos con información
desorganizada.  párrafos con organizada en
(introducción, información introducción, desarrollo
desarrollo  & organizada, pero y conclusión.
conclusión) incompleta y
confusa.

DISCURSO ORAL Produce enunciados Produce oraciones Emite un discurso 

cortos con mucho titubeo. largas y relevantes la extendido y relevante
mayoría de las veces (puede haber alguna
Repite la información o (puede haber dudas repetición)
se desvía del tema. y alguna repetición)

PRONUNCIACIÓN La pronunciación de los La pronunciación de La pronunciación de los

verbos modales de los verbos modales verbos modales de
posibilidad es de posibilidad es posibilidad es legible y
predominantemente ininteligible en pronuncia correctamente
ininteligible y pronuncia ocasiones, pero tiene los símbolos fonéticos 
incorrectamente los conocimiento de los /a:/ /æ/
símbolos fonéticos  símbolos fonéticos
/a:/ /æ/ /a:/ /æ/

APOYOS No utiliza ningún apoyo Utiliza 1 o 2 apoyos Utiliza dos apoyos

VISUALES visual para enriquecer su visuales para mejorar visuales que denotan
presentación. su presentación.  mucho trabajo y
creatividad y hacen que
la presentación sea muy
destacada.

ANEXO 3.12. EXAMEN DE CONOCIMIENTOS DEL BLOQUE 3

 Use of language
Possibilities

I. Complete the sentences with must or can’t. (5 marks)

1. The actors haven’t eaten anything. They ____________ be hungry.
2. The film is not selling any tickets. The director ____________ be happy.
3. The film has got a mediocre cast. People____________ be disappointed.
4. The plot is predictable. It____________ be an imaginative story.  
5. The film is not a masterpiece. It ____________ be an Oscar nominee.

II. Make sentences about books in the future, using may and might. (5 marks)
6. Books/only be/ digital.
_____________________________________________________________
_______.
7. People/not read/ any books.
_____________________________________________________________
_______.
8. writers/be/ rich.
_____________________________________________________________
_______.
9. Books genres/be/wider.
_____________________________________________________________
_______.
10. films/take over/books.
_____________________________________________________________
_______.

III. Fill in the gaps with the passive voice of the verb in parentheses. Use the tense
or modal given.(6 marks)
Example: (simple present: give) 
The best actor is given an Oscar. 

11. (simple present: see) 

The awards ceremony________   ________ by millions of people. 
12. (future: choose) 
Which actor________ ________  ________  next year? 
13. (modal: can / see) 
 The movie ________ ________________  at many theaters. 
14. (simple past: give) 
Kate Winslet ________ ________  the best actress award in 2009.
15. (simple past: make) 
Star Wars ________  ________ in 1977. 
16. (simple past: give) 
In 1929, only one award________  ________  to a woman. 

 Reading
IV. Choose the most suitable word from the options to complete each of the
numbered spaces in the text. (4 marks)

Michael’s life story is a 17) _________ which has just won a national writer’s
competition, and deservedly so. It is a 18)_________ story that only adults will
enjoy. It is  19)_________ in the USA during the early part of this century and
tells the 20)_________  of a young man, Michael.

17. a) cartoon b) biography c) a poem d) a film

17. a) weak b) children’s c) boring d)
dramatic
17. a) placed b) set c) put d) timed
17. a) details b) character c) plot d) story