Cuaderno de Actividades Lúdicas de Inglés

CUADERNO DE ACTIVIDADES LÚDICAS
INGLÉS
ACTIVIDADES PARA EL FORTALECIMIENTO DEL INGLÉS EN EDUCACIÓN BÁSICA

SECUNDARIA / CICLO 4
EDUCACIÓN SECUNDARIA
Ing. Jaime H. Rodríguez Calderón
Gobernador Constitucional del Estado de Nuevo León
Dra. Esthela Gutiérrez Garza

Secretaria de Educación
Mtra. María de los Ángeles Errisúriz Alarcón

Subsecretaria de Educación Básica
Profr. José Esequiel Rodríguez Calderón

Director de Educación Secundaria
Dra. Anastacia Rivas Olivo

Jefa del Departamento Técnico de Educación Secundaria
ACADEMIA ESTATAL DE INGLÉS
Bertha Alicia Guerrero Sáenz

Esther Nohemí Medellín Guerrero
Héctor Villegas Jiménez
Silvia Ernestina Chávez Palacios
English can be fun
1
MI CUADERNO DE ACTIVIDADES LÚDICAS, INGLÉS
FUN WITH ENGLISH
Dear Teachers,
The present Activity Book was designed for Full Time Secondary Schools to work with in the
afternoon shift. When students arrive to our classrooms and have some gaps in their English
background to work with the NEPBE, this is the place to go, where students can get the necessary
knowledge and abilities, thus strengthening the students as they develop their competencies.
This Activity Book is a collection of challenging and fun activities its purpose is to give our students
the basic knowledge in English supporting the contents of the NEPBE: to do, to know, and to be,
giving it a ludic twist.
How will you work with this Activity Book?
First of all, both English teachers working in the morning and afternoon shift have to meet, talk and
organize how to work with this activity book.
The morning teacher is working with the NEPBE and the afternoon teacher will be working with the
activity book. The morning teacher identifies the topics which the students lack and with the
afternoon teacher chooses which learning activities to use from the activity book. So both teachers
work hand in hand for the students to reach the achievements from the English program stated in
the 592 Agreement.
What will you need in order to work with the Activity Book?
You will need to download the QR scanner app to your telephone, I Pod, or tablet:
Once you´ve downloaded the QR scanner, you will be able to scan the QR codes in the Activity Book.
We sincerely hope this Activity book will help you and your students in achieving the goals for Basic
Education.
English Department.
Departamento Técnico de Secundarias
Scan and find more.
2
Dear students,
This activity book was designed for you to work, learn and play with English. Many of the topics
covered in this activity book have language games for you to participate with your peers. To learn a
language you have to practice, read, write, use it and listen to it and take risks. If you make a
mistake, don´t worry, it´s OK as long as you learn from it.
What will you need in order to use the Activity Book?
You will need to download the QR scanner app to your telephone, I Pod or tablet.
Once you´ve downloaded the QR scanner, you will be able to scan the QR codes in the Activity Book.
By paying attention to your teachers and doing your very best every day, you will learn many new
and fun things that help you become successful in school and life. Here are some activities you can
do to practice and review some basic contents. To max your mind:
· Listen to your parents and teachers.

· Do the activities. Set aside time every day to study and stick to it!
· If you do not understand something, ask your teacher. Do not be afraid to ask!
· Apply what you learn to your daily life!
· Find friends who like English and practice it with them.
· Be positive and never give up! You can do it!
We sincerely hope you have fun this year learning English and playing with your teammates!
Scan and find more.
3
1. FAMILY
a) My family tree
b) Possesives
c) Let's play Bingo!
d) Practice
2. COLORS
a) Games
b) Coloring activities
c) Let's sing a song about colors!
3. MONTHS AND SEASONS

a) Games
b) Let's draw!
c) Holidays
d) Practice
4. NUMBERS
a) Some information about them
b) Cardinal numbers activities
c) Let's count!
d) Ordinal numbers activities
e) Let's order!
5. DETECTIVE SKILLS
a) Some information about Question Words
b) Let's sing a song about Question Words!
c) Practice
d) A question Game
e) Games
f) Let's play Bingo!
6. SEQUENCING
a) Let's make a Hanging Word!
b) Activities
c) Story sequencing
d) Follow instructions
e) Let's make a ghost!
7. DESCRIBING
a) Some information about the words we use to describe

b) Personality adjectives
c) Let's play Bingo!
d) Let's play Dominoes
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e) Opposites Game
f) Order to follow when you use adjectives
g) Help Skipper Game
8. COMPARING
a) Some information
b) Practice
c) Let's compare!
9. SENTENCES
a) Some information
b) Practice
c) Make a Mac and Cheese recipe
d) Let's play Simon Says!
e) Let's make Origamis!
f) A Board Game
10. ACTIONS
a) Some information
b) A Mental Map
c) Activities
d) Practice pronunciation!
e) Spin The Wheel Game
f) Let's watch a video!
g) Let's play!
h) An Angry Bird Interrogation
i) The Aquarium Activity
j) Zodiac Signs
k) Predictions
l) Modal verbs Activities
11. STATEMENTS
a) Some information
b) Let's watch a video!
c) Practice
12. AGREEING
a) Some information
b) Let's watch a video!
c) Take notes!
d) Practice
e) Let's reorder some words
5
Hello, My name is:
My Fa
mily
Favorite
Color:
CRAYON
ALL ABOUT
I am __ years old. ME !
Favorite
o o k is: Movie:
b
f a v orite
My
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I. WATCH THE FOLLOWING VIDEO OF FAMILY MEMBERS
https://www.youtube.com/watch?v=eQaS-p6_63s
II. NOW COMPLETE THE FOLLOWING FAMILY TREE OF YOUR OWN.
MY FAMILY TREE
Grandfather Grandmother Grandfather Grandmother
Father Mother
Me
III. COMPLETE THE MISSING INFORMATION FROM YOUR FAMILY.

1. My father´s name is
2. My mother´s name is
3. My mother´s father is
4. My mother´s mother is
5. My father's father is
6. My father's mother is
IV. COMPLETE THE MISSING LETTER.

Gran mother
Grand ather
Sist r
A nt
Brothe
Un le
Fat er
Scan and find more. other
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V. WATCH THE FOLLOWING VIDEO OF FAMILY MEMBERS
https://www.youtube.com/watch?v=eQaS-p6_63s
8
VI. WRITE A PARAGRAPH ABOUT YOUR BEST FRIEND´S FAMILY TREE.
e. g.
“My best friend is German, he is 13 years old. He has two brothers and 1 sister. His father´s name is
Alonso…..”
9
VII. LOOK AT THE LETTERS ON THE PICTURE AND LABEL THEM.
10
POSSESSIVE NOUNS
Use apostrophes in all possessive nouns. They show possession or ownership. Every possessive noun
must have an apostrophe.
- Sometimes it comes before the “s” at the end (Julia´s car)
- and sometimes it comes after it (the elephants´ trunk)
SINGULAR POSSESSIVE NOUNS

If the noun is singular, add ´s to make it possessive. It doesn´t matter what the last letter of the
singular noun is. Just add the ´s to all singular nouns to make them show ownership.
Examples:
Charles´s microscope.
The dog´s food.
My boss´s office is pretty big.
Andrew´s helicopter.
One exception to this rule is when you make the names of people from ancient literature, mythology,
or the Bible possessive. If their names end with S you can add either ´s or just ´
PLURAL POSSESSIVE NOUNS

If the noun is plural and you want it to show possession, look at the last letter.
If the last letter of a plural noun is S, add an apostrophe to make it possessive.
The baseball players´uniform

The musicians´instruments
If the last letter of a plural noun is not S,

add ´s to make it possessive.
Most plural nouns end with S,

but there are some irregular nouns that don´t.
Here are a few.
The women´s briefcase

The mice´s cheese
The children´s toys.
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I. COMPLETE WITH THE CORRECT FORM OF POSSESSIVE.

1. The car of Esteban.
2. The mother of Elsa.
3. The daughters of Sarah.
4. The pencil box of Kevin.
5. The house of Karla.
6. The sweater of John.
7. The tennis shoes of Simon.
8. The bell of the church.
9. The girlfriend of Thomas.
10. The friend of the doctor.
II. LOOK AT THE SIMPSON´S FAMILY TREE AND COMPLETE THE SENTENCES.
1. Bart is Homer´s and Marge´s cousin

2. and are Bart´s parents. husband
grandmother
3. Patty is Selma´s
aunt
4. is Homer´s father. nephew
5. Abraham is Bart´s son
Homer
6. Jackie is Lisa´s Marge
7. Selma is Lisa´s Homer´s
8. Homer is Marge´s Marge´s
brother
9. Maggie is Patty´s sister
10. Ling is Lisa´s Abraham
11. Bart is Selma´s grandfather
mother
12. Marge is Lisa´s grandparent´s
13. Herb is Homer´s niece
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III. LOOK AT THE PICTURES OF LUISA´S FAMILY. AND COMPLETE THE SENTENCES BELOW.
1. My father´s dad is my
2. My father´s mom is my
3. The boy with the ball is my
4. The lady in green is my
5. The man with the tie.
6. And the cute girl is
IV. PLAY BINGO.

Instructions:
a. Use the templates in the next pages.
b. Use the A1 template to do a deck of cards.
c. Players can make their own bingo cards of family members using the A2 templates following the
example.
d. At the time you complete a pattern: column, row, square or diagonal you have to say BINGO!
And you win
e. Stars ★ are for free . You can can mark it at the beginning of the game.
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A1
grandmother grandfather father mother
son daughter nephew niece
brother sister aunt uncle
mother-in-law father-in-law step-sister step-dad

d
great- great-
step-mom cousin
grandmother grandfather
sister in law siblings brother in law grandparents

nts
#
14
15
A2
Example:
Name:
Sister Step-dad Nephew

Son Mothe- in-law
Cousin Uncle Step-mom
Name:
Name:
#
16
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V. FIND AND CIRCLE THE FAMILY MEMBERS.
C E R Y C H E R N A
O F A T H E R B I U
U R Y S T R A W E N
S B L O S S O M C T
I L U M U N C L E P
N M O T H E R E T S
N H A R R Y P I T D
M B R O T H E R B U
G R A N D A D B O Y
O R A N S I S T E R
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VI. LOOK AT THE FOLLOWING PICTURES AND COMPLETE.
Hello my name is Alan and I have a beautiful family. My dad is Frank, he is an architect.
My mom is Linda, she is a housewife.
I have two cousins, and .
Nancy is my father´s sister, she is my . Jack is her husband and he is
my . I only have two grandparents they are and
.
VII. WRITE A SMALL PARAGRAPH ABOUT YOUR FAMILY. USE PUNCTUATION MARKS
AND CAPITAL LETTERS WHERE NECESSARY.
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VIII. CIRCLE THE WORDS BELOW:
Green if it can be female or male
Red if it´s a female
Blue if it´s a male.
DAUGHTER SISTER
GRANDFATHER COUSIN
SON NEPHFEW
BROTHER MOTHER
FATHER AUNT
UNCLE GRANDMOTHER
NIECE GRANDCHILD
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IX. WRITE AT LEAST 5 SENTENCES ABOUT YOUR FAMILY USE THE ADJECTIVES FROM THE BOX.
Look at the dictionary for words you don´t understand.
SOCIABLE
NICE
ACTIVE
AMBITIOUS
CREATIVE
FORMAL
CURIOUS
DYNAMIC
COOPERATIVE
CLEVER
HARD-WORKING
GENEROUS
Example: My mother is Lupita. She is creative.
X. WRITE AGAIN ABOUT YOUR FAMILY, FOLLOW THE EXAMPLE.
Hello friends my name is Manaar.

I live in Dubai.
I have a small family: a brother, a sister, my parents & myself.
XI. NOW PRACTICE YOUR SMALL PARAGRAPH SHARING IT WITH YOUR CLASSMATES.
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COLORS
I. FIRST, COMPLETE THE SENTENCES WITH THE WORDS IN THE BOX, THEN COLOR THE PICTURES.
NOTICE THE BRITISH FORM FOR COLOR (COLOUR)
RED YELLOW PINK GREEN ORANGE PURPLE BLUE BLACK WHITE
The sun is The pig is The cloud is
The bat is The aubergines are The frog is
The pumkin is The jeans are The strawberry is
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II. COLOR THE PICTURE AND THE COMPLETE THE SENTENCES ACCORDING THE COLORS YOU
USED.
a. The cute chicken is

b. The Little boy's hat is
c. The old barn is
d. The barn's roof is
e) The new fence is
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III. COLOR THE PICTURE ACCORDING THE SUM OF THE NUMBERS. CHECK THE COLORING CODE.
2= BROWN 3=PINK 4= PURPLE 5= GRAY 6= GREEN 7= YELLOW

8= ORANGE 9= RED 10=LIGHT BLUE 11= DARK BLUE
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IV. COLOR EACH FIGURE:
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RED COLOR
V. READ THE INFORMATION AND COLOR THE PICTURES
Some strawberries are acid.

What color are these strawberries?
These strawberries are red
Apples are yellow, green and red

What color is this apple?
This apple is red.
Tomatoes are green and red.

What color are these tomatoes?
These tomatoes are red.
Cars are painted of many colors.

What color is that car?
That car is red.
Roses are of many colors.

What color is this rose?
This rose is red.
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GREEN COLOR
VI. READ THE INFORMATION AND COLOR THE PICTURES.
Grass may be green or yellow

What color is that grass?
That grass is green.
Trees may be of different colors

What color is this tree?
This tree is green.
Lemons may be yellow or green.

What color is this lemon?
This lemon is green
Lettuces are for salads.

What color is this lettuce?
This lettuce is green.
Vegetables are delicious.

What color is that broccoli?
That broccoli is green
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BLUE COLOR
VII. READ THE INFORMATION AND COLOR THE PICTURES.
Sky is blue
What color is the sky?
The sky is blue.
Balloons are for parties.

What color are these balloons?
These balloons are blue.
My pants are brand new.

What color are my pants?
My pants are blue.
Tennis shoes are used for sports.

What color are my tennis shoes?
My tennis shoes are blue.
Sweaters protect from cold.

What color is this sweater?
This sweater is blue.
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WHITE COLOR
VIII. READ THE INFORMATION AND COLOR THE PICTURES
Milk is very nutritious.

What color is the milk?
The milk is white.
Lamps let you read at night.

What color is the lamp?
The lamp is white.
Tables are of different colors.

What color is this table?
This table is white.
Cars are of different colors.

What color is this car?
This car is white.
Playing with snow is fun.

What color is the snowman?
The snowman is white
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ORANGE COLOR
IX. READ THE INFORMATION AND COLOR THE PICTURES.
Melons are medium size and round.

What color is this melon?
This melon is orange.
Rabbits eat carrots.

What color is this carrot?
This carrot is orange.
Peaches are delicious.

What color is this peach?
This peach is orange.
Tangerines are smaller than oranges.

What color is this tangerine?
This tangerine is orange.
Pumpkins are bigger than melons.

What color is this pumpkin?
This pumpkin is orange.
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YELLOW COLOR
X. READ THE INFORMATION AND COLOR THE PICTURES.
Monkeys eat bananas.

What color is this banana?
This banana is yellow.
Earth moves around the sun.

What color is the sun?
The sun is yellow.
Pineapples are sweet.

What color is this pineapple?
This pineapple is yellow.
Corn is a cereal.
What color is the corn?
The corn is yellow.
Some peppers are hot.

What color is this pepper?
This pepper is yellow.
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PINK COLOR
XI. READ THE INFORMATION AND COLOR THE PICTURES.
Baby toys are cute.

What color is the baby toy?
The baby toy is pink.
Bags are very used by women.

What color is this bag?
This bag is pink.
Telephones connect people.

What color is this telephone?
This telephone is pink.
Clocks give time.

What color is this clock?
This clock is pink.
Sofas are of many colors.

What color is this sofa?
This sofa is pink.
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BROWN COLOR
XII. READ THE INFORMATION AND COLOR THE PICTURES.
You can sit on a chair.

What color is this chair?
This chair is brown.
Most desks are brown.

What color is this desk?
This desk is brown.
Some types of wood are brown.

What color is this wood?
This wood is brown.
Chocolate is delicious.
What color is the chocolate?
The chocolate is brown.
Necklaces are fancy.

What color is my necklace?
My necklace is brown.
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BLACK COLOR
XIII. READ THE INFORMATION AND COLOR THE PICTURES.
Most of the modern TVs. can be connected to internet

What color is this television?
This television is black.
Computers are very useful nowadays.

What color is this computer?
This computer is black.
Hats protects from sun.

What color is this hat?
This hat is black.
Shoes are of different colors.

What color are these shoes?
These shoes are black.
Boots are used in cold places.

What color are these boots?
These boots are black.
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PURPLE COLOR
XIV. READ THE INFORMATION AND COLOR THE PICTURES.
Some houses are beautiful.

What color is this house?
This house is purple.
Some people use bicycles as a mean of transportation.

What color is this bike?
This bicycle is purple.
Scarves are warm.

What color is this scarf?
This scarf is purple.
Paint gives things color.

What color is this paint?
This paint is purple.
Rugs are nice.

What color is this rug?
This rug is purple.
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GRAY COLOR
XV. READ THE INFORMATION AND COLOR THE PICTURES.
Ships are huge.

What color is this ship?
This ship is grey.
Cats are cute

What color is this cat?
This cat is grey.
Elephants eat leaves.

What color is this elephant?
This elephant is grey.
Trains are comfortable.

What color is this train?
This train is grey.
Motorcycles are fast.

What color is this motorcycle?
This motorcycle is grey.
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GOLD COLOR
XVI. READ THE INFORMATION AND COLOR THE PICTURES.
The watch is huge.

What color is the watch?
This watch is golden.
Some bracelets are fancy.

What color is this bracelet?
The bracelet is golden.
Some rings are expensive.

What color is this ring?
This ring is golden.
Pens are used to write.

What color is this pen?
This pen is golden.
Some shoes are formal.

What color is this shoe?
This shoe is golden.
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SILVER COLOR
XVII. READ THE INFORMATION AND COLOR THE PICTURES.
Greek columns are beautiful.

What color is this column?
The column is silver.
Spoons are often steel maiden.

What color is this spoon?
This spoon is silver.
Trash cans are useful.

What color is the garbage can?
The trash can is silver.
The umbrella is silver.

What color is the umbrella?
The umbrella is silver.
The stapler is silver.

What color is the stapler?
The stapler is silver.
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A GAME OF COLORS
XVIII. CIRCLE THE COLORS IN THE FOLLOWING WORDSEARCH LOOKING FOR THE WORDS IN THE
BOX.
BROWN | GREEN I RED | ORANGE | GRAY | PEACH | PINK | PURPLE | BLUE
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XIX. MITSUKO HAS MISSPELT ALL THE COLOURS. UNSCRAMBLE THE WORDS.
IPNK __________
ONBRW __________
UPPRLE __________
LACKB __________
REENG __________
WEYOLL __________
EDR __________
BUEL __________
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XX. FOLLOW THE DIRECTIONS TO FIND THE THINGS THAT USE ELECTRICITY:
· Draw a red circle around 4 electrical outlets.

· Draw a red cross on the fuse boxes.
· Draw a green box around the washer and dryer.
· Draw a blue cross on the TV, the telephone, and 2 clocks.
· Draw a yellow cross on the refrigerator, microwave and oven.
· Draw a green circle around the 2 ceiling lights.
· Draw a blue box around the furnace and water heater.
· Draw a yellow box around 3 lamps and a fluorescent light.
· Draw a blue circle around the computer and printer.
41
COLORS
XXI. SING THE SONG.
42
XXII. DRAW A LINE FROM EACH WORD TO THE CORRECT COLOR:
Blue
Yellow
Green
White
Red
Black
Violet
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MONTHS AND SEASONS

I. FIND WORDS RELATED TO MONTHS AND SEASONS.
A B P X G N I R P S T I O R April
F F R D O F T E V E R G K E March
E J E I A O C W D N E M T B August
R Z B G G U C O Q U B H L M May
December
J G M Y Q L G T K J M K P E
November
W L E H R G X U O R E F L T
Fall
I R V Q C A C H S B C L X P October
N E O Y N R U H I T E Z Z E February
T M N R F Y A R J L D R V S September
E M F A L F R M B G T L D Z January
R U L U R N C U G E M H S O Spring
July
A S J N U L L L A F F O O I
summer
Y I K A J R P L T Z K T P U June
A I S J I O M A Y A P R I L Winter
II. PUT THE MONTHS UNDER THE CORRECT SEASONS
SPRING SUMMER FALL WINTER
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SEASONS OF FUN
III. DRAW A PICTURE ABOUT WHAT YOU LIKE TO DO DURING EACH SEASON. THEN WRITE WHAT
YOUR PICTURE IS ABOUT ON THE LINES NEXT TO IT.
45
AMERICAN HOLIDAYS
IV. MATCH THE MONTHS WITH THE HOLIDAYS.
FEBRUARY OCTOBER NOVEMBER DECEMBER
V. MAKE QUESTIONS AND ANSWERS LIKE THE SAMPLE BELOW
1. When do people celebrate Chritsmas?

People celebrate Christmas in December.
2.
3.
4.
46
SUMMER FUN
VI. FIND THE WORDS.
S K J T V F R L E N D S bike
swim
U M Q R E S T N S W L M
fish
M S B L K E H B L R Y X play
M A B P F U N E G I U T travel
E K G L I H A X O T P R fun
R E A D S Q U W J E C A camp
L S T V H B Y K H C T V rest
friends
A Q G F J R P L A Y O E
read
V W X S L F H N F G H L write
M A M P Q W L B E A C H summer
VII. USE THE WORDS TO MAKE SENTENCES. START EACH ONE WITH: In summer…
a.
b.
c.
d.
e.
f.
g.
h.
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NUMBERS
There are two main types of numbers:
Cardinal Numbers - 1 (one), 2 (two) etc. (Used mainly for counting)
Ordinal Numbers - 1st (first), 2nd (second) etc. (Used mainly for putting things in a sequence)
48
Cardinal Numbers
Cardinal numbers are normally used when you:
· count things: I have two brothers. There are thirty-one days in January.
· give your age: I am thirty-three years old. My sister is twenty-seven years old.
· give your telephone number: Our phone number is two-six-three, three-eight-four-seven. (481-
2240)
· give years: She was born in nineteen seventy-five (1975). America was discovered in fourteen
ninety-two
Notice how we divide the year into two parts. This is the form for year up to 1999. For the year
2000 and on, we say two thousand (2000), two thousand and one (2001), two thousand and two
(2002) etc.
Ordinal Numbers
You can normally create Ordinal numbers by adding -TH to the end of a Cardinal Number.
Ordinal numbers are normally used when you:
· give a date: My birthday is on the 27th of January. (Twenty-seventh of January)
· put things in a sequence or order: Liverpool came second in the football league last year.
· give the floor of a building: His office is on the tenth floor.
· have birthdays: He had a huge party for his twenty-first birthday.
I. CLASSIFY THE NUMBERS IN CARDINALS OR ORDINALS.
a) Eleventh l) Twenty one

b) Nineth m) Six
c) Eleven n) Thirsty first
d) Sixth o) Seven
e) Twenty first p) Fourth
f) Thirty one q) Third
g) Seventh r) Fourteen
h) First s) Tenth
i) One t) Two
j) Ten u) Nine
k) Four v) Second
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CARDINAL NUMBERS
1 – one 20 – twenty
2 – two 21 – twenty-one
3 – three 22 – twenty-two
4 – four 23 – twenty-three
5 – five 30 – thirty
6 – six 40 – forty
7 – seven
50 – fifty
8 – eight
60 – sixty
9 – nine
70 – seventy
10 – ten
11 – eleven 80 – eighty
12 – twelve 90 – ninety
13 – thirteen 100 – one hundred*
14 – fourteen 101 – one hundred and one
15 – fifteen 200 – two hundred
16 – sixteen 300 – three hundred
17 – seventeen 1000 – one thousand
18 – eighteen 1,000,000 – one million
19 – nineteen 10,000,000 – ten million
* Instead of saying One Hundred, you can say A hundred.
e.g. (127) one hundred and twenty-seven OR (127) a hundred and twenty-seven.
The same rule applies for one thousand (a thousand) and one million (a million)
Notice that you need to use a hyphen (-) when you write the numbers between 21 and 99.
With long numbers, we usually divide them into groups of three which are divided by a comma. E.g.
5000000 (5 million) is normally written as 5,000,000
II. WRITE THE NUMBERS WITH LETTERS.
21. 116.
38. 308.
67. 1005.
93. 5015.
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III. HOW MANY ARE THERE? COMPLETE.
What are they?

They're
How many are there?

There are
What are they?

They're
How many are there?

There are
What are they?

They're
How many are there?

There are
51
What are they?

They're
How many are there?

There are
What are they?

They're
How many are there?

There are
52
IV. COMPLETE THE MISSING LETTERS. NOTE THAT ALL OF THE NUMBERS ARE ORDINALS
a. F teenth
b. Thir th
c. S teenth
d. Seve
e. lfth
f. Ele
g. Se d
h. Ni eenth
i. Ei en
j. F t
k. T d
l. F th
m. Ei h
V. UNSCRAMBLE THE LETTERS TO FIND THE NUMBERS:
RIFST DCSONE IRTHD UFHOTR FITHF
XSHIT VSEEHNT GETIHH ENNIHT TNHET
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VI. CHECK THE ANIMALS' ORDER AND ANSWER THE QUESTIONS.
VII. WHICH ANIMAL IS THE:
a) Fourth:
b) Seventh:
c) Second:
d) Sixth:
e) Ninth:
f) First:
g) Third:
h) Tenth:
i) Eighth:
j) Twelfth:
k) Fifth:
l) Eleventh:
54
I. WE USE THESE QUESTION WORDS TO ASK FOR INFORMATION.
II. READ THE FOLLOWING INFORMATION IN THE CHART.
WH-QUESTION When asking for a … EXAMPLE
Who person Who is your best friend?
What object, idea or action What is your favorite color?
Where place Where is your sweater?
When time When is your birthday?
How manner How are you?
Why reason Why did you come late?
Which flavor do you prefer,

Which choice
chocolate or strawberry?
III. PRACTICE IN PAIRS ASKING THE ABOVE QUESTIONS, WRITE THE

ANSWERS IN YOUR NOTEBOOK AND MAKE A GRAPH OF YOUR
FINDINGS OF THE GROUP.
55
IV. READ THE FOLLOWING CHART CAREFULLY TO CLARIFY POSSIBLE DOUBTS.
56
V. You can listen to it in the following link: scan the QR code
LYRICS: Question Word Song
Who? Why? Where? How? What? When?

Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?
Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?
WHO / WHAT /
WHERE / WHEN /
WHY / HOW
57
VI. READ THE FOLLOWING CHART CAN YOU GUESS WHAT THE MEANING OF EACH OF THE WH-
WORDS MEAN?
Who? What?
Where? When?
‘
Why? Because... Which?
How many? How much?
58
VII. FILL IN THE BLANKS WITH THE WORDS IN THE RECTANGLE.
what where who why

when which how many how much
1. money do you need? $ 60.00

2. are you coming? At 5 pm
3. is your brother? The one in the middle, his name is Alfred.
4. do you live? I live in Monterrey.
5. bears are there in the story? There are 3 bears, mama bear, papa bear
and baby bear.
6. sweater do you like, the brown or the dark blue one? I prefer the dark blue.
7. did Annie failed the test? Because she didn´t study.
8. do you materials do you need? Some scissors and glue.
9. is the party going to be? At Lucy´s house.
10. is the party? Next Friday, at 4pm
11. is going to be at the party? Nancy, Luis and all my friends.
12. cars do you have? Just two.
VIII: COMPLETE THE WORD MAPS:
Luis
Who?
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A pencil
What?
Los Angeles
Where?
Last Friday
When?
60
IX. READ THE DEFINITIONS AND COMPLETE WITH THE CORRECT WH-WORD (why, where, how,
what, who, when, which). (Taken from the McMillan Fully Illustrated Dictionary for Children)
1. what person or persons.

2. adverb; conjunction in, at or to what place.
3. pronoun 1. What one: You play both soccer and tennis- which do you like better?
4. adverb. At what time; during which time.
5. adverb; conjunction. For what reason; for what cause.
6. pronoun. 1. Used to ask questions about people or things.
7. adverb. 1. In what way, 2. To what amount, extent. 3. In what condition.
X. READ THE FOLLOWING INSTRUCTIONS TO PLAY THE: WHO, WHAT, WHERE, WHEN GAME.
A game intended to practice question words + Past Simple, but it can be used to practice questions
with present simple or any other verb tense.
Procedure:
a) The students should be divided in groups of 4 or 5 people. Each group gets a set of Wh-question
words (where, when, how, who, what). Place an easy-to-sit-on chair in front of the board.
Who? What?
Where? When?
‘
b) The teacher reads an answer; the groups send someone to sit on the chair carrying the right
question word. The student who sits there first has a chance to produce the whole question and
score 5 points. If the question is wrong, another group can give it a shot, but this time it is worth
10 points.
By NC Guerreiro: Busy teacher.org
61
XI. NOW READ THE FOLLOWING INFORMATION AND COMPLETE THE QUESTIONS WITH THE
CORRECT WH-WORD.
62
XII. NOW WRITE 8 QUESTIONS ON YOUR OWN USING THE WH WORDS: (WHO, WHAT, WHERE,
WHEN, WHY, WHICH, HOW MANY, HOW MUCH).
1.
2.
3.
4.
5.
6.
7.
8.
XIII. ASK THESE QUESTIONS TO YOUR PEER. WRITE THE ANSWERS ON THE LINE. COMPLETE THE
FOLLOWING SENTENCES WITH THE CORRECT WH- WORD.
1.
2.
3.
4.
5.
6.
7.
8.
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XIV. NOW WRITE 8 QUESTIONS ON YOUR OWN USING THE WH WORDS: (WHO, WHAT, WHERE,
1. is your name? 6. didn't you eat?

a) What a) Who
b) Where b) Which
c) When c) Why
d) Who d) Whose
2. old are you? 7. are you going to Canada?

a) What a) Whose
b) How b) Where
c) Which c) When
d) Whose d) Who
3. is your favorite singer? 8. is your birthday?

a) What a) Who
b) Where b) What
c) When c) When
d) Who d) Which
4. books are those? 9. color is your house?

a) Why a) What
b) How b) Where
c) Whose c) Whose
d) Where d) How
5. are the new students in the 10. aren´t you going to the movies?
a) Who classroom from? a) What
b) What b) How
c) Where c) Where
d) When d) Why
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XV. CUT CAREFULLY AND THEN PAST THE FIGURE TO FORM A CUB. PLAY WITH YOUR PEERS.
THROW THE DICE AND IF YOU GET THE WORD “who” SAY OR WRITE A QUESTION THAT STARTS
WITH THAT WORD, IF YOU GET IT RIGHT YOU WILL GET ONE POINT!
XVI. NOW WRITE 8 QUESTIONS ON YOUR OWN USING THE WH WORDS: (WHO, WHAT, WHERE,
What?
How? When? Why?
Where?
Who?
#
#
65
66
XVII. GAME. ROWS AND COLUMNS.
67
XVIII. GAME. ROWS AND COLUMNS.
Rows & Columns is a handy ESL classroom activity that can be played a number of different ways
depending on class numbers, your student's level of English and the type of questions you want to ask.
It can be used to cover things learned in previous lessons, to reinforce key ideas or simply as a fun time
filler at the end of a class.
Have all the students stand up at their desks and find a student to answer the first question (or
alternatively ask for a volunteer). Ask the student a question, it can be true or false, multi choice or
anything related to what they're currently learning.
If the student answers correctly they can choose either their row or column to sit down with them, if they
answer incorrectly nobody gets to sit down. Continue the game until everyone sits down.
It's always fun to see which of their friends the students will keep happy when choosing either their row or
column. You can control the game as you see fit by giving lower level students plenty of chances and
asking bright students more difficult questions.
To make things more challenging you can introduce a penalty system where a wrong answer forces both
the row and column of that student to stand up again. There are a lot of variations to this activity so feel
free to adapt it your students, classroom and teaching style.
68
A HANGING WORD
MATERIALS
· Signs words
· Scissors
· A hole punch Sequencing words
· A small piece of yarn
· Some clips.
· Color Pencils.
I. INSTRUCTIONS
1. First, cut out the words and make a hole with a hole punch in the circles located
on the corners of the signs.
Sequencing Then Finally

words
After that Finally
2. Then, order the signs according to the moment you use the words when you are
describing a sequence process.
3. After that, join the signs using some clips.
4. Next, place a piece of yarn in the holes at the bottom of the hanging topic.Finally,
color the letters of the words as you prefer and hang it on the wall.
69
Sequencing
words
70
# #
Sequencing
Then
words
#
71
72
# #
Finally
First
#
73
74
# #
After that
Sequencing
words
#
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SEQUENCES
Light has gone in Mike's room! He has to change the bulb for a new one. What steps he has to
follow?
For this activity you will need: glues, scissors, Events word strips, Events worksheet
I. CUT OUT EACH STRIP.
The light bulb is still dark. The light works!
Put a new light bulb in the socket. Flip the light switch to “on.”
Flip the light switch to “off.” Put the old light bulb in the trash.
Remove the light bulb from the socket. Flip the light switch to “on” again.
#
II. PASTE THE EVENTS WORD STRIPS NEXT TO THE NUMBERS IN THE CORRECT ORDER.
1.
2.
3.
4.
5.
6.
7.
8.
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78
PROCEDURES
One group of words that can help us demonstrate variety in our language are sequencing words.
You will recognize these as the words used to begin paragraphs in writing but they are also very
useful in giving presentations or speaking in meetings or other formal situations. Having a
selection of these at our fingertips helps us to keep our speaking and writing interesting and keep
the attention of our audience.
III. LABEL THE SEQUENCING WORDS ACCORDING TO THE MOMENT YOU USE THEM. CUT OUT
THE LABELS PROVIDED IN THE NEXT PAGE AND GUIDE THEM ON THE CORRECT CATEGORY.
Initially Meanwhile
Secondly Later on
Lastly To begin with
In the end Finally
After that In the beginning
At first Later
Ultimately Subsequently
To start with During this time
First of all Then
Thirdly Afterwards
Next Eventually
Firstly At this point
#
In the beginning In the beginning In the beginning In the beginning In the beginning
In the beginning In the beginning In the middle In the middle In the middle
In the middle In the middle In the middle In the middle In the middle
In the middle In the middle In the middle In the middle In the end
In the end In the end In the end In the end
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80
STORY SEQUENCING
How do you make a peanut butter and jelly sandwich?

. IV. CUT AND PASTE THE DIRECTIONS BELOW IN THE CORRECT ORDER.
1.
2.
3.
4.
5.
Eat up!
Spread jelly on the other slice.
Place two slices of bread on a plate.
Spread peanut butter on the first slice.
Press the two slices of bread together.
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82
STORY SEQUENCING
Setting refers to where or

when a story takes place.
Characters guide readers through their

stories, helping them to understand plots and
ponder themes
V. AFTER READING THE STORY, SEQUENCE THE IMPORTANT EVENTS BELOW.
TITLE AUTHOR
SETTINGS: CHARACTERS:
BEGINNING:
MIDDLE:
END:
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PROCEDURES
Some words describe events in order or explain the steps one must follow to do something or
make something, they are called sequencing words.
VI. COMPLETE THE PARAGRAPS. USE THE LABELS AT THE END OF THE PAGE.
I get up very early, at 6 o'clock in the
morning, I take a bath and brush
my teeth, I have breakfast,
collect my things and run to the bus stop; I arrive at school
on time.
Carlos loves his car; he likes to keep it all the time super
clean! In doing that, when he washes his car
he wets it with a hose, he soaps it
with a lot of shampoo and a sponge, he rinses it with water
and he dries it with a clean towel. He does a good job!
#
then finally in the beginning later
in the end first of all after that next
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SEQUENCING
VII. READ THE PARAGRAPH AND NUMBER THE STEPS TO MAKE A SANDWICH.
Susan made a peanut butter and jelly sandwich. First, she spread peanut
butter on one slice of bread. Next, she spread jelly on the other slice of
bread. After spreading the jelly on, she put the two slices of bread together.
Finally, she ate it. It was delicious!
Next, she spread jelly on the other slice of bread.

Finally, she ate it.
After spreading the jelly on, she put the two slices of bread together.
First, she spread peanut butter on one slice of bread.
VIII LET'S TRY ONE MORE!
Bill wants to tell a friend what he does in the morning before going to school. First, I
get out of bed. Next, I get dressed. Then, I eat breakfast. After breakfast, I brush my
teeth and make my lunch. Finally, I get on the bus and go to school. Put Bill's morning
in order
Finally, I get on the bus and go to school.

After breakfast, I brush my teeth and make my lunch.
Then, I eat breakfast.
Next, I get dressed.
First, I get out of bed.
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A DELICIOUS SANDWICH!
IX. MAKE A PAPER SANDWICH. FOLLOW THE INSTRUCTIONS.
· First, draw and cut out the bread or rolls you like best.
· Next, draw and cut out the things you like to put on your sandwich (example:
turkey, lettuce, tomato). White or yellow paper can be used for mayonnaise.
· Then, glue your sandwich together.
· Finally, write down the directions for making your sandwich.
Remember to use signal words.
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LITTLE RED RIDING HOOD
Sequencing words are words that help us understand the order of events that are happening in a
story, some examples of them are: Once upon a time, afterwards, meanwhile, after, then, in the
end.
X. COMPLETE THE STORY, USE SEQUENCING WORDS AND MAKE PICTURES. NOTICE THAT THE
EVENTS ARE NOT IN ORDER.
Remember to use signal words.
Little Red Riding Hood said Little Red Riding Hood was
“Grandma, what big eyes you have! The surprised to find the door to the cottage
better to see you with, my dear! open.
Little Red Riding Hood, the wolf met Little Red

Grandma, and the hunter, all enjoyed a Riding Hood and asked her: “Well, hello there
wonderful apple pie. young girl, Where are you off to?”
There was a young girl the wolf ran straight to

whom everyone called “Little Red Riding Grandma's house and knocked on the door.
Hood”.
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A cup of coffee
What steps you have to follow to prepare a delicious cup of coffee? Some
words show a transition in time and they are called sequencing words, some
examples of them are: first, second, then, now, immediately, until, while,
meanwhile, when, during, before, after, next, last, finally.
XI. FIRST, NUMBER THE INSTRUCTIONS IN THE CORRECT SEQUENCE, THEN,

WRITE THE APPROPIATE SEQUENCING WORDS.
blow on the hot cup of coffee to cool it and drink it.

pour water into a kettle, switch it on and wait the water to boil.
pour the boiling water into the cup.
add a spoon of coffee and sugar as you wish.
add some milk if you wish.
XII. WRITE THE WORDS IN THE CORRECT PICTURES.
water
spoon
milk
kettler
sugar
coffee
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A short story
Do you know what a magic carpet is? Some words show a transition in time
and they are called sequencing words, some examples of them are: Once
upon a time, first, second, then, now, immediately, until, while, meanwhile,
when, during, before, after, next, last, finally.
XIII. READ THE STORY.
Ali and the magic carpet Story

One very hot day Ali finds a carpet in his uncle's shop. “What's this?” Suddenly the carpet jumps! It moves
and flies off into the air. “Hey! What's happening?” A loud booming voice comes from the carpet.
“Welcome, O master. I am a magic carpet.” First they fly high up into the sky and then they land in a
jungle. It is hot and wet and it's raining. Then they fly to the desert. It is very, very hot and dry. “It is very,
very hot today!” After that they fly to the South Pole. There is lots of ice and snow. It's freezing. “Brrr!”
“Where are we now? I can't see!” “In the mountains. Can you see me?” “It's very foggy.” Then they fly to a
forest. It's very windy there. “Oh, it's windy in the forest!” Then they fly to an island in the sea. There is
thunder and lightning. “Aaagh! Let's go home!” “What a storm!” Finally they fly back home. The carpet
lands in the shop and Ali gets off. “Wow! What an adventure!”
XIV. NOW REWRITE THE STORY. COMPLETE THE SENTENCES WITH THE MAIN EVENTS AT THE
END MAKE PICTURES AND COLOR THEM,
1. Once upon a time,
2. Suddenly,
3. Then,
4. After that,
5. Later,
6. Then,
7. In the end,
It's hot and wet

and it's rainning in It's very hot and It's freezing in the It's very foggy in It's stormy in the
the jungle. dry in the desert. South Pole. the mountains. island.
89
Story taken from: www.britishcouncil.org/learnenglishkids
ŸHave you heard about dragons? Some words show a transition in time and
they are called sequencing words, some examples of them are: Once upon a
time, first, second, then, now, immediately, until, while, meanwhile, when,
during, before, after, next, last, finally.
XV. READ THE STORY
Once upon a time there was a brave knight called George. George had lots of adventures as he travelled by horse
across many lands. One day he came to a small village and met a man who lived in a cave next to the village. The
hermit told the knight about the awful things that were happening there. A terrible dragon had come to live in the
lake and attacked the village every day. The villagers didn't know what to do. First, they gave the dragon all their
food, but the dragon just took the food and still attacked the village. So then the villagers gave the dragon all the
animals from their farms. The dragon took all the animals, but continued to attack the villagers. So then they gave
the dragon all their gold and jewels. The dragon took all their money, but still was not satisfied. The king sent his
army to try and capture the dragon, but the dragon was too strong and the knights of the army were too scared and
they ran away. With nothing left to give, the king could only think of one thing to help protect his people. He sent his
only daughter, the princess, to the lake to wait for the dragon. When George heard this he rode as fast as he could to
the lake. Just then the dragon jumped out from the lake and was going to eat the princess. George attacked the
dragon. He fought very bravely, won the fight and killed the dragon. George and the princess returned to the village
and everyone was very pleased that they would have no more problems with the dragon. Today, the story of
George's bravery is remembered and George is known as the patron saint of many countries.
XVI. NOW REWRITE THE STORY. COMPLETE THE SENTENCES WITH THE MAIN EVENTS THEN MAKE PICTURES AND
COLOR THEM, AT THE END WRITE TWO ADJECTIVES THAT DESCRIBE YOUR PICTURES.
1. First,
2. Second,
3. Then,
4. After that,
5. Later,
6. Then,
7. Finally,
A dragon A knigth A village Gold and jewels A princess
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Story taken from: www.britishcouncil.org/learnenglishkids

A short story
Have you heard Snow White and the Seven Dwarfs?

Some words show a transition in time and they are called sequencing words, some examples of them
are: Once upon a time, one morning, today, yesterday, first, second, then, now, immediately, until,
while, meanwhile, later that night, when, during, before, after, next, last, finally.
XVII. READ THE STORY AND UNDERLINE THE SEQUENCING WORDS YOU FIND, AT THE END,
WRITE THE WORDS IN CAPITAL LETTERS INTO THE PICTURES.
Once upon a time, there was a wicked QUEEN who asked her magic mirror, “Mirror, mirror, on the
wall, who is the fairest of them all? Each time this question was asked, the mirror would give the
same answer.” You, O Queen, are the fairest of all.”
Then, one morning when the Queen asked, “Mirror, mirror, on the wall, who is the fairest of them
all? She was shocked when it answered: “You, my Queen, are fair it is true, but Snow White is
even fairer than you”. After that, the queen grew so angry that she ordered the HUNTSMAN to
take Snow White into the forest, and leave her there, never to return.
All of a sudden, SNOW WHITE saw that she was alone in the great forest, and she did not know
what to do. But then, she saw a small house and went inside to rest. Later that day, the owners of
the small house returned home. They were the seven dwarfs who mined for gold in the
mountains. They saw Snow White sleeping and wondered who she was. Then when Snow White
woke up, they told her she could live with them if she took care of their small house.
The next day, the wicked Queen, who was disguised as an old woman, knocked on the door and
gave Snow White a poisoned apple. If Snow White ate the apple, it would put her to sleep for 100
years. Snow White was very hungry, so she ate the shiny, red apple. All of a sudden, she became
very, very sleepy and she lied down and fell asleep. After a while, the seven DWARFS returned
home and found Snow White asleep. They knew the wicked Queen had poisoned her, and they
were very sad.
Later that night, a handsome PRINCE riding his horse stopped at the small house looking for food
and shelter. When he saw Snow White sleeping, he gave her a kiss, Suddenly Snow White woke
up! Then when Snow White learned what had happened, she was so happy that the Prince's kiss
woke her up. She decided to married him. In the end, Snow White, the prince and the seven
dwarfs all lived happily ever after.
____________________ ____________________ ___________________ _____________________
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Do you know the Three Little Pigs and the Bad Wolf story?
Some words show a transition in time and they are called sequencing words,
some examples of them are: Once upon a time, one morning, today,
yesterday, first, second, then, now, immediately, until, while, meanwhile,
later that night, when, during, before, after, next, last, finally.
XVIII. READ THE STORY AND UNDERLINE THE SEQUENCING WORDS YOU FIND, AT THE END
MATCH THE PICTURES WITH THE NAMES.
Once upon a time there were three little pigs. One pig built a house of straw while the second pig
built his house with sticks. They built their houses very quickly and then sang and danced all day
because they were lazy. The third little pig worked hard all day and built his house with bricks.
Suddenly, a big bad wolf saw the two little pigs while they danced and played and thought, “What
juicy tender meals they will make!”
Then, he chased the two pigs and they ran and hid in their houses.
Next, the big bad wolf went to the first house and huffed and puffed and blew the house down in
minutes. The frightened little pig ran to the second pig's house that was made of sticks. The big
bad wolf now came to this house and huffed and puffed and blew the house down in hardly any
time.
Now, the two little pigs were terrified and ran to the third pig's house that was made of bricks.
The big bad wolf tried to huff and puff and blow the house down, but he could not. He kept trying
for hours but the house was very strong and the little pigs were safe inside. He tried to enter
through the chimney but the third little pig boiled a big pot of water and kept it below the
chimney. The wolf fell into it and died.
Finally, the two little pigs now felt sorry for having been so lazy. They too built their houses with
bricks and lived happily ever after.
The bad wolf The three A straw A stick A brick

little pigs house house house
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SEQUENCE OF EVENTS
You will need:
1. glue
2. scissors
3. Event word strips
4. Event worksheet
Event Word Strips:

XIX. CUT OUT EACH NUMBER AND EACH STRIP.
3 Pick a great pumpkin from the pumpkin patch.
2 Go to the pumpkin patch with your friends.
1 Pay for the pumpkin and go home.
4 Spread out newspaper on the kitchen floor.
9 Cut the top of the pumpkin.
5 Scoop out the pumpkin seeds.
8 Carve out the eyes, nose and mouth.
6 Make it look funny or scary!
7 Put the jack-o-lantern on the porch with a candle inside it.
11 Light the candle and enjoy your jack-o-lantern.
10 Clean up the mess and throw out the newspapers.

#
93
94
XX. PASTE THE NUMBERS IN ORDER FROM 1-10. READ THE EVENT STRIPS THEN PUT THEM
IN THE CORRECT SEQUENCE.
95
Compare Using a Venn Diagram

XXI. COLOR EACH PUMPKIN. USE THE VENN DIAGRAM TO COMPARE THE PUMPKINS.
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Make a Ghost
Reading and Following Directions

You will need:
1. white tissues (Kleenex)
2. a Tootsie Roll pop (or any sphere-shaped candy on a stick)
3. markers (Sharpies work well)
4. string
XXII. MAKE A GHOST WORKSHEET
Step 1: Place the tissue on your desk or table.
Step 2: Cut a small string 6 inches long.
Step 3: Place the tissue over the candy.
Step 4: Tie the string under the round part of the candy, to the stick.
Step 5: Use the marker to make the eyes and mouth. Be creative!
Step 6: You are done! Hold the stick and make your ghost fly.
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DESCRIBING
An adjective is a word that describes (or modifies) a noun or a pronoun such as a person, place,
thing or idea.
Examples:
A yellow apple
A big house
A dark night
An American eagle
COLOR SIZE SHAPE TASTE ODOR TEXTURE SOUND NUMBER WEATHER
black big boxy bitter fresh bumpy faint few clear
blue huge oval sour musty furry loud fifty dry
coral large round sweet stinky slimy pleasant many foggy
green little square tangy flowery smooth quiet two rainy
pink short triangular tart minty squishy harmonious sparse windy
An adjective can come right in front of the noun it modifies:

America is a free country, and brave people live here.
An adjective can come after a linking verb (like the verb to be):
America is free, and her people are brave.
An adjective can even stand alone without the noun is describing:

America is the land of the free and the home of the brave.
COMMON
ADJECTIVES
PROPERS
A common adjective is a regular adjective, like happy, huge, sloppy or wonderful.
A proper adjective comes from a proper noun and is always capitalized.
PROPER NOUNS PROPER ADJECTIVES

Japan Japanese
Venice Venetian
Florida Floridian
Finland Finnish
France French
Shakespeare Shakespearean
Taken from: Guide to Grammar by Martin Terban
98
More examples:
99
And more...
100
PERSONALITY ADJECTIVES
101
And more ...
102
I. COMPLETE THE ADJECTIVES WITH THE MISSING LETTER.

1. b g 7. a venturous
2. br ve 8. h t
3. mall 9. fa
4. re 10. a gresive
5. ld 11. cr ative
6. happ 12. jeal ous
II. READ THE FOLLOWING PARAGRAPH AND CIRCLE THE ADJECTIVES YOU SEE.
I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual
clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to
meet and help so many different people from all over the world. During my spare
time, I like playing tennis which I play at least three times a week. I also love listening
to classical music and I must admit that I spend a lot of money on buying new CDs! I
live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and
laughing with the likable people who live here.
III. USE THE ADJECTIVES YOU CIRCLED IN SENTENCES OF YOUR OWN.
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IV. LET´S PLAY BINGO.
Students complete bingo cards with a selection of specified adjectives. The teacher calls out
adjectives one by one. If a student has the opposite of the adjective on their bingo card, they
cross the word off. The winner is the student who gets three opposite adjectives in a row, either
vertically, horizontally or diagonally. You can also play with the winner having all nine squares
crossed off. As soon as a student has a winning sequence, he or she shouts out Bingo!
This enjoyable listening activity can be used to teach adjectives and their opposites.
Before class, make one copy of the worksheet for every eight students and cut as indicated.
Procedure:
· Begin by writing the following adjectives on the board:
fat / thin sad / happy right / wrong

small / big noisy / quiet new / old
old / young clean / dirty hot / cold
ugly / beautiful slow / fast bad / good
light / heavy hard / soft wet / dry
· You can choose other adjectives and their opposites if you wish. Review the selected adjectives
and their meanings with the class. Give each student a bingo card.
· Tell the students to choose nine of the adjectives and write them on their bingo card.
· When they have done that, start calling out the adjectives from the list and write them down as
you go.
· If a student has the opposite of that adjective, he or she crosses the word off their bingo card.
· The winner is the student who gets three opposite adjectives in a row either vertically,
horizontally or diagonally.
· You can also play with the winner having all nine squares crossed off. As soon as a student has a
winning sequence, he or she shouts Bingo!
· Check the winning student's bingo card by going through the adjectives you have written down.
· Play a few rounds. Variations and extensions: Students can play in small teams or they can be
the callers.
· Adjectives can be changed to match your lesson. Students can use some of the adjectives to
make a story.
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A-3
Adjective Bingo
#
105
106
V. FIRST, READ THE FOLLOWING SENTENCES AND CIRCLE THE ADJECTIVES. NEXT, PUT AN
ARROW TO THE WORD THEY MODIFY.
e. g. My daddy bought a beautiful motorcycle.
1. That house is new.
2. My sister is a funny girl.
3. Natalia is tall, but Valeria is short.
4. The new department is very small.
5. The cute kitten played with the soft ball.
6. Playing cards is very fun!
7. Your tennis shoes are too dirty! They are not clean!
8. That is a fascinating and interesting story.
107
VI. LET´S PLAY DOMINOES.
DOMINOES
Here is a fun matching game for elementary students to practice adjective-noun combinations.
The class is split into pairs. Each pair is then given a set of dominoes. Students take it in turns to
put down their dominoes at either end of the domino chain. Each time a student puts down a
domino, it must make an adjective-noun combination. If a student thinks the adjective and noun
combination does not match, he or she can challenge the other student. The first student to get
rid of all their dominoes is the winner.
108
RAIN BEAUTIFUL ROOM RICH KNIFE LOUD
HOUSE OLD MAN RED MUSIC DIFFICULT
WOMAN NEW WINE SMALL TEST DEEP
MAN FAST PLATE TALL WATER CHEAP
CAR YOUNG BUILDING FUNNY PHONE POOR
BOY EXPENSIVE JOKE LONG PEOPLE EARLY
WATCH COLD HAIR HAPPY MORNING LATE
DRINK BIG CHILDREN PRETTY NIGHT SAD
CITY EMPTY GIRL SHARP FILM HEAVY

#
109
110
A-4
ADJECTIVE + NOUN DOMINOES
Here is a fun matching game for elementary students to practice adjective-noun

combinations.
Before class, make one copy of the worksheet for each pair of students and cut as indicated.
Procedure:
· Split the students into pairs.
· Give one set of shuffled dominoes to each pair and ask them to divide the dominoes out equally.
· One student places a domino down on the table. The other student then places one of his or her
dominoes at either end of the first domino so that the adjective and noun match.
· The two students then take it in turns to put down their dominoes at either end of the domino
chain.
· If a student thinks the adjective and noun combination doesn't match, he or she can
challenge the other student.
· If the students cannot agree, they ask the teacher.
· If the adjective and noun combination doesn't match, the student must take back the domino
and miss a turn.
· If a student cannot make a matching adjective-noun combination, the turn passes to the next
student.
The game continues until one student has used all his or her dominoes. That student is the
winner.
111
VII. MATCH THE OPPOSITES
good big
safe sad
happy dangerous
real hard
easy nice
fun bad
fast slow
tall short
young fake
mean old
little boring
VIII. OPPOSITES GAME (ATTACHMENT 5)
This writing activity helps to increase the vocabulary of lower-level students by practicing
adjectives and their opposites. The class is divided into groups of four and each student is given a
copy of the worksheet. The teacher reads an adjective at random from the worksheet. The first
group to give an appropriate opposite gets a point. For an extra point, the group uses the
opposite adjective in a sentence. All the students then write down the adjective on their
worksheet. The group with the most points at the end is the winner. After the game has been
completed, the students write ten sentences using two adjectives from the worksheet in a each
sentence. The students then work in pairs. The students exchange their sentences with their
partner and change the adjectives in the sentences to their opposites. Finally, the pairs create a
short story using the adjectives from the worksheet.
rich old
new sad
cheap expensive
wet dry
safe dangerous
112
OPPOSITES
rich long
high north
cloudy lazy
male first
modern nice
fat intelligent
interesting sick
early curly
full off
cold best
clean far
wet happy
good easy
front fast
pretty east
married round
black big
sweet alive
beautiful cheap
left old
light polite
quiet safe
soft true
113
OPPOSITES
Procedure
Start the activity by saying each adjective and asking for synonyms or examples of its meaning.
Students will need to know the meaning of all the words before they can proceed with the
activity.
Divide the class into groups of four and give each student a copy of the worksheet.
Read an adjective at random from the worksheet. The first group to give an appropriate opposite
gets a point. For an extra point, ask the group to use the opposite adjective in a sentence. All of
the students then write down the adjective on their worksheet
The group with the most points at the end is the winner.
After the game has been completed, ask the students to write ten sentences using two adjectives
from the worksheet in each sentence, e.g. The pretty girl drove a black sports car.
Next, split the students into pairs. Have the students exchange their sentences with their partner
and change the adjectives in the sentences to their opposites, e.g. The ugly girl drove a white
sports car.
Finally, ask the pairs to create a short story using the adjectives from the worksheet.
Answer Key
rich - poor happy - sad/unhappy

long - short good - bad
high - low easy - difficult
north - south front - back
cloudy - sunny/clear fast - slow
lazy - hardworking pretty - plain/ugly
male - female east - west
first - last married - single
modern – traditional round - square
nice - nasty black - white
fat - thin big - little/small
intelligent - stupid sweet - sour/bitter
interesting - boring alive - dead
sick - healthy beautiful - ugly
early - late cheap - expensive
curly - straight left - right
full - empty old - new/young
off - on light - heavy
cold - hot polite - rude/impolite
best - worst quiet - noisy
clean - dirty safe - dangerous
far - near soft – hard
wet - dry true – false
114
The basic types of adjectives
An opinion adjective explains what you think about something

Opinion (other people may not agree with you).
For example: silly, beautiful, horrible, difficult
A size adjective, of course, tells you how big or small something is.
Size
For example: large, tiny, enormous, little
An age adjective tells you how young or old something or someone

Age is.
For example: ancient, new, young, old
A shape adjective describes the shape of something.

Shape
For example: square, round, flat, rectangular
A colour adjective, of course, describes the colour of something.

Colour
For example: blue, pink, reddish, grey
An origin adjective describes where something comes from.

Origin
For example: French, lunar, American, eastern, Greek
A material adjective describes what something is made from.

Material
For example: wooden, metal, cotton, paper
A purpose adjective describes what something is used for. These

adjectives often end with “-ing”.
Purpose
For example: sleeping (as in “sleeping bag”), roasting (as in “roasting
tin”)
When you write in English you have to follow the order. You cannot use the adjectives in any
other order.
OPINION SIZE AGE SHAPE COLOUR ORIGIN MATERIAL PURPOSE noun

A silly young English man
A huge round metal bowl
A small red sleeping bag
115
IX. READ AND REWRITE ACCORDING TO THE CORRECT ORDER. LOOK AT THE PREVIOUS CHART.
1. small / reading / lamp
#
2. German / yellow / car
#
3. wooden / huge / sailing / ship

#
4. slim / Canadian / handsome / snowboarder

#
5. sugar / blue / round / bowl

#
116
X. LET´S PLAY A GAME
To play this adjective review game, you or your students will need to
create a deck of adjective cards. You can use index cards or upcycle
an old deck that may be missing a card or two. To prep the game,
simply write a different adjective on each card. To play, each person
starts with a picture. You might want to choose pictures for your
students or have them choose their own. You can use magazine
pictures, travel brochures, pictures printed off the internet, or have
students bring in pictures they have taken themselves. Each person
lays the picture in front of him so he and the other players can easily
see it. Then, the dealer gives each person four cards and turns the
first card over to make a discard pile. The goal is to get four cards,
and therefore four adjectives, that describe the picture in front of
you. On each turn, pick up one card either from the draw pile or the
discard pile.
LET´S PLAY ANOTHER ONE.

XI. CIRCLE THE ADJECTIVES YOU SEE IN THE RUNITALLTOGETHER PARAGRAPH.
iamprettysureyouknowharrypotteraquietgoodboywholived
withhisunclesinasmallhousehisfriendsweregoodfriendsreliable
onehadredwhorthairanotherhadlongbrownhairthosewerehisbest
friendseverybodyatgifrindorworeblacksomewerebadevilclassmate
harrywasthinandshorthagridwastallandfatbutnobleandloyal
XII: NOW DESCRIBE YOUR TWO BEST FRIENDS
XIII: NOW DESCRIBE YOUR PARENTS.
117
XIV. HELP SKIPPER FIND HIS WAY TO THE FISH. DO THIS BY COLORING THE PEEBLES
WITH ADJECTIVES ON THEM.
XV. NOW USE THE ADJECTIVES ON THE PEEBLES AND DESCRIBE SKIPPER AND THE FISH.
118
119
COMPARATIVES
120
Comparative and Superlative Adjectives
A comparative adjective is used for comparing two people or things.

A superlative adjective is used for comparing one person or thing with a group of other people or
things.
Adjective: small Comparative Adjective: smaller Superlative Adjective: smallest
I. CIRCLE THE ADJECTIVE THAT CORRECTLY COMPLETES THE SENTENCE.
1. Oscar is a very dog. friendly friendlier friendliest

2. It is today than it was yesterday. cold colder coldest
3. The librarian asked us to be . quiet quieter quietest
4. Mom's lasagna is the I've ever had. tasty tastier tastiest
5. The swimming pool is much at the other end. deep deeper deepest
6. Grandpa was because his favorite team lost. angry angrier angriest
7. This has been the day all year. busy busier busiest
8. Brandon is the boy in our class. tall taller tallest
9. I am than Uncle Joe. short shorter shortest
10. The construction workers are working very . fast faster fastest
Some comparative and superlative adjectives are irregular. They don't follow the same spelling
conventions.
Adjective: bad Comparative Adjective: worse Superlative Adjective: worst
11. Ted wanted vegetables on his plate. many more most

12. That movie was the I've seen in a long time. bad worse worst
13. I wish Grandma didn't live so away far farther furthest
14. I had the amount of ice cream. little less least
15. Gina is a runner than me. good better best
16. There is only a left in the jar. little fewer fewest
17. The thunderstorm is than the one we had last month. bad worse worst
18. I wanted peas but we ran out. much more most
19. She is feeling much than she was yesterday. well better best
20. My house is the one from school. far farther farthest
121
II. LOOK AT THE INFORMATION AND FILL IN THE BLANKS.
122
III. LOOK AT THE PICTURE AND FILL IN THE BLANKS.
123
SENTENCES
There are four types of sentences:
*Another way to say period (.) is full stop (Brit. English)

Every sentence in every book, newspaper, magazine, blog, story, text message and e-mail that you
have ever read fits into one of these four categories.
IV. READ THE FOLLOWING DIALOG. AND IDENTIFY THE DIFFERENT TYPES SENTENCES.
“You have a banana in your ear.”
“What did you say?”
“You have a banana in your ear!”
“Please speak more loudly. I have a banana in my ear.”
124
V. NOW LOOK AT ANY PARAGRAPH IN YOUR TEXT BOOK AND IDENTIFY ONE SENTENCE OF
EACH TYPE.
Declarative
Interrogative
Imperative
Exclamatory
VI. NOW WRITE ON YOU OWN ONE IMPERATIVE, ONE INTERROGATIVE, ONE DECLARATIVE,
AND ONE EXCLAMATORY.
Declarative
Interrogative
Imperative
Exclamatory
125
REMEMBER:
Use an imperative (also called a command) to tell someone to do or not to do something.
Imperatives are common in:
Imperative statements do not have a subject. The subject is understood to be you (singular or
plural).
*Stay on the sidewalk. Don´t walk on the grass.

*Turn left at the next right, and go two blocks.
*Heat the milk, but don´t boil it.
*Put the book on the table, please.
You can add please to make an imperative more polite. Put please at the beginning or at the end
of the statement.
Imperative statements are strong. People in authority (such as teachers, employers, parents,
police officers, etc.) often use imperative statements. It is more polite to use a modal to ask or
request (not tell) others to do something.
IMPERATIVE REQUEST
Call a doctor! It´s an Would you dance with

emergency! me?
Open your English book to page Could you repeat again,

95! please?
126
VII. NOW LOOK AT THE PICTURES, THINK AND WRITE THE CORRECT IMPERATIVE NEXT TO IT.
Airports, restaurants, schools, etc. have this sign.

What is the imperative?
Some restaurants, hotels, parks, etc. have this sign.

What would be the imperative?
You see this bottle in a lab, what would be the command?
There´s a bench in the park that has this sign. What is the command?
Wet floor.
In a school crossing what advice do you give the drivers?
127
VIII. READ THE FOLLOWING INFORMATION ABOUT THE SITUATIONS IN WHICH IMPERATIVES
ARE USED.
RECIPES
INSTRUCTIONS
WARNINGS
GIVING DIRECTIONS
128
IX. DO YOU LIKE MAC AND CHEESE? HAVE YOU PREPARED IT? LET´S IMAGINE WE´RE IN OUR
KITCHEN AND ARE GOING TO MAKE SOME MAC AND CHEESE FOR DINNER.
FOLLOW THE INSTRUCTIONS.
YOU WILL NEED...
*Cut along the dotted line.

*Color the ingredients.
*First, cut out the macaroni and glue it inside the pot.
*Then cut out the cheese and add it to the pot.
*Next, cut out the milk and pour some on the pot.
*Finally, cut out the butter and place it in the pot. Enjoy!
129
X. MAKE A LIST OF 10 ACTIONS A STUDENT COULD DO INTO THE CLASSROOM, FOR EXAMPLE:
OPEN YOUR SCIENCE BOOK TO PAGE SEVENTY FOUR.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
XI. NOW LET´S PLAY “SIMON SAYS”
Simon Says is a fun game that helps in exercising listening skills. This
game is fairly easy, but it can quickly turn into a challenge, especially
if playing in a large group. How to play:
· Gather your group of players. According to the number of students
in your group distribute in teams of 5 or 6.
· Designate someone as Simon.
· Understand the role of Simon. Simon is the leader and commander
of the group of listeners. Simon gives commands to the group of
listeners. Simon's commands can be given in two different ways:
beginning a command by saying, “Simon says…” or simply stating the command. Simon's goal is to
eliminate as many listeners as possible, until there is one listener remaining as the winner.
Understand the role of the listeners. Listeners must listen closely to what the leader, Simon,
commands them to do. If Simon gives a command by first stating, “Simon says…” the listeners must
obey Simon's command. If Simon gives a command without first saying, “Simon says…” the listeners
must not obey his command. If a listener incorrectly obeys or does not obey Simon's command, they
are eliminated from the rest of the game round, and must sit out until another game round is started.
130
XII. TALK TO YOUR PEERS ABOUT: “HOW TO BE A SUPER HERO”. BY PAIRS CHOOSE ONE
SUPERHERO AND THEN WRITE AT LEAST 6 SENTENCES ON THE LINES.
e. g. If you want to be a super hero like Superman … Be tough with bad guys.
a.
b.
c.
d.
e.
f.
131
XIII. NOW LET´S HAVE MORE FUN DOING THESE ORIGAMIS . FOLLOW THE INSTRUCTIONS.
132
133
OWL
134
XIV. PLAY AND HAVE FUN!
Lose
Draw a flower,
color it and Go back We have
a turn five spaces
give it to your
best friend
a winner
Draw
a cat
Go back Walk around

Open Jump two
three the
the door spaces
spaces classroom
Put your Write your

Lose Roll the
hands on name on Smile
a turn dice again
your head the board
Go back
two spaces
Write one
instruction
Jump two
spaces
START
135
ACTION WORDS
A verb is a word that shows actions
Verbs can show vigorous action like
running
Jumping
Bouncing
or quiet action like
thinking
dreaming
and looking
136
VERBS
The verb to be shows just being, not doing: am, are, is, was, were, be, being, been.
Here are some examples of verbs:
VERBS
137
and moe verbs...
138
TENSES
Simple Present Tense
a) It states, feelings, and perceptions that are true at the moment of speaking.
· The box contains six cans. (state)
· Jenny feels tired. (feeling)
· I see three stars in the sky. (perception)
NOW
past future
b) It is used with situations that extend before and after the present moment. It can describe
ongoing activities, or things that happen all the time.
· Tina works for a large corporation.
· She lives in Manchester.
· Jim goes to the London School of Economics.
NOW
past future
c) The simple present tense can also describe repeated activities that occur at regular intervals,
including people´s habits or customs.
· I exercise every morning.
· Peter usually walks to work.
· Anna often cooks dinner.
NOW
past future
d) The simple present tense describes things that are always true.
· Buckingham Palace is in London.
· The heart pumps blood around the body.
· Water boils at 100° Celsius.
NOW
past future
139
I. CHECK THIS MENTAL MAP ABOUT THE SIMPLE PRESENT TENSE.
http://www.tt-group.net/text/mape_uma/mape_uma_2.htm
140
II. NOW CHECK OUT THIS OTHER ORGANIZER ABOUT THE SIMPLE PRESENT TENSE.
141
III. WRITE AT LEAST 5 SENTENCES USING VERBS FROM THE PICTURES IN THE VERB SECTION OR
THE ONES YOU ALREADY KNOW.
Remember to write the subject, then the verb and the complement. And don´t forget to add
the “s” to the verb if you use: He, She or It as the subject. You can talk about anything you
want.
142
VERBS in past tense
IV. OBSERVE THE NEXT INFORMATION

Vicky the Verb can do anything, She is the one to call when you
are in trouble with verbs. Vicky the Verb tells us that there are
two types of Verbs in English.
Regular verbs are easy to learn you just add the –ed Examples:
PRESENT PAST
WALK WALKED
TALK TALKED
LIVE LIVED
WORK WORKED
DANCE DANCED
MOVE MOVED
COMB COMBED
BRUSH BRUSHED
STUDY STUDIED
WATCH WATCHED
LOOK LOOKED
SAVE SAVED
COMPLETE COMPLETED
ERASE ERASED
NEED NEEDED
WANT WANTED
RETURN RETURNED
LISTEN LISTENED
143
V. PRACTICE THE PRONUNCIATION OF REGULAR VERBS.

http://www.youtube.com/watch?v=j32SurxnE4s&sns=em
However, irregular verbs need a bit more practice, because they change their form from
present to past.
PRESENT PAST
IS /ARE / AM WAS /WERE
DRIVE DROVE
SEE SAW
SWIM SWAM
RING RANG
DRINK DRANK
GO WENT
HAVE HAD
EAT ATE
DO DID
MAKE MADE
WEAR WORE
WRITE WROTE
READ READ
HURT HURT
PUT PUT
SLEEP SLEPT
RUN RAN
GET GOT
PAY PAID
BUY BOUGHT
144
Irregular Verbs
Present Tense Past Tense
EAT ATE
DRIVE DROVE
MAKE MADE
DRINK DRANK
VI. IN THE FOLLOWING LINK YOU CAN PRACTICE IDENTIFYING WHICH VERBS ARE REGULAR
AND WHICH ONES ARE IRREGULAR.
http://www.english-grammar-lessons.com/irregularverbs/exercise1.swf
145
The simple past is used principally to

describe events in the past, but it also
has some other uses.
Here are the main uses of the simple

past.
Finished events in the past

· William Shakespeare wrote Hamlet.
· Christoph Columbus discovered
America in 1492.
· He kissed her and left.
Past habitual action
· I visited them every day for a year.
· I drove to work every day when I worked with that company.
Events that were true for some time in the past
· He lived in Paris for 20 years.
· They talked on the phone for ten minutes.
Remember:
didn't is the short form of did not. You can say either:
· I did not play basketball, or
· I didn't play basketball.
Taken from Collins Cobuild Advanced Dictionary
Examples of Typical Time Expressions that you might use when using the Simple Past Tense.
· An hour ago
· yesterday
· last week
· last month
· 2 years ago
· Last Monday
· in 1974
· when I was Young
To learn the irregular verbs you must learn by heart, perhaps a song may help you
There are lots of things you can try:
· Make cards to test yourself – put the infinitive on one side and the past on the other.
· Write sentences with different verbs in them. Include some negatives.
· Make up stories and record yourself. The story could just be about what you did last weekend.
· Do practice activities online. You can start by doing the ones below on this page!
- See more at: http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-
videos/past-simple-irregular-verbs#sthash.Th1Ibqtx.dpuf
146
SPIN THE WHEEL
Instructions: cut the spinner wheel and the mark out. insert a toothpick in the center. take turns
with a partner to spin the wheel and look wich verb is in the mark. say if it is regular or irregular.
the player with more correct answers wins the game.
I N K EAT
D R
BEG
DY
STU
IN WOR
L AY
P
E SW
NEA
LIV IM
E
W RIT D
ND
SIN
SPE
WA G
A KE
T
M
C H
LIST
EN DRAW
#
147
148
L L WA
T E SH
CLE
OY
ENJ
AN
R D
PIN
E A
S
B LIK
E ANSW
I M E
CL
N C
DA ER
CO
SEE
OK
P
S
M
L E
JU
EP
E S REA
C LO D
#
149
150
VII. LET'S PLAY!

a) Get in teams of 4 with one copy of the worksheet.
b) Cut the cards up as indicated, separate into two piles (time expression cards and verb cards)
and shuffle.
c) Put the time expression cards face down on the desk and deal out the verb cards equally
between the students.
d) Take turns to turn over a time expression card from the pile and then make true past simple
sentences about yourself.
e) If you construct a grammatically correct and believable past simple sentence which is agreed
on by the other players to be true, then you may discard that verb card.
the first student to get rid of all the verb cards is the winner.
Time expression cards Verb cards
An hour ago This m orning Yes terday Las t night
Las t w eek Tw o w eeks ago Las t y ear Tw o day s ago
Las t Saturday Las t Sunday In 2013 A w eek ago
W hen I w as s ix Yes terady afternoon W hen I w as ten Yes terday ev ening
Fiv e y ears ago Las t s um m er A m onth ago in 2 0 1 2
Las t w inter A long tim e ago Ten y ears ago Las t m onth
be have go take
get do leave start
see buy live finish
listen to w atch m eet learn
choose feel keep w ear
think clean know like

#
151
152
VIII. WATCH THE FOLLOWING VIDEO ABOUT A STORM. IDENTIFY THE VERBS IN THE PAST.
http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-
irregular-verbs
IX. NOW LET´S PRACTICE SOME REGULAR VERBS. EACH STUDENT IS GIVEN A COPY OF THE
WORKSHEET. USING THE PAST SIMPLE TENSE, STUDENTS COMPLETE A CONVERSATION WITH
VERBS FROM A BOX. ALL THE VERBS ARE REGULAR VERBS THAT NEED TO BE CHANGED INTO
THEIR PAST TENSE FORM.
NEXT, THE CLASS IS SPLIT INTO PAIRS AND THE STUDENTS READ THE CONVERSATION
TOGETHER. STUDENTS THEN LOOK AT THE RULES ASSOCIATED WITH -ED SOUNDS. STUDENTS
FOLLOW THE RULES AND PUT THE REGULAR VERBS FROM THE CONVERSATION INTO THEIR
CORRECT CATEGORY. THEN, THEY READ THE CONVERSATION AGAIN. HERE THEY GET TO
PRACTICE THE CORRECT PRONUNCIATION FOR THE -ED SOUNDS.
153
X. COMPLETE THE DIALOG BELOW WITH THE VERBS FROM THE BOX. USE THE PAST SIMPLE
TENSE. THEN READ THE CONVERSATION WITH A PARTNER.
wait stay cook need walk return visit look call

wash miss decide watch play wrap seem
A: What did you do last weekend?

B: I _____________ tennis with Mathew.
A: Oh, how is Matt?
B: He __________ happy. He ________ some exercise, so he ___________ me.
A: That´s great! The last time I saw Mathew, he ________________ fat.
B: Well, he´s getting into shape now. So, what did you do last weekend?
A: Nothing much. I _________at home all weekend.
B: Did you do anything at home?
A: Let me see. I _____________ my clothes.
B: Sounds boring.
A: I ____________ TV.
B: Amazing.
A: I _________ a steak.
B: Wow.
A: And I ______________ my girlfriend´s birthday present.
B: When is her birthday?
A: It´s today. I ________ her this morning. She _____________ from New York last Tuesday.
B: She´s been gone a long time.
A: Yes, I _____________ her so much while she was away.
B: Did you do anything nice?
A: She_____________ to go out for lunch. So, I took her to an expensive restaurant. It was very
nice.
B: that´s great.
A: We ate so much food, Then, we ______ to the cinema. The cinema was very crowded. We
__________ for a long time to get the tickets, but the movie was really good.
154
I. PAST TENSE VERBS THAT END IN –ED, CAN BE PRONOUNCED IN 3 WAYS: /d / /t/ or /id/.
FOLLOW THE RULES AND PUT THE REGULAR VERBS FROM THE CONVERSATION INTO THE
CORRECT COLUMN.
/d / / t/ u n v o i c e d :
/id /
a l l o th e r s o u n d s p , k , s , f, th , s h , c h
d and t sounds
COMPLETE THE CONVERSATION WITH THE VERBS FROM THE BOX IN PAST TENSE.
DID YOU NOTICED SOMETHING?
LISTEN TO YOUR TEACHER EXPLAIN SOMETHING ABOUT HOW TO PRONOUNCE THE –ED IN
REGULAR VERBS (PAST TENSE).
NOW WRITE THE VERBS FROM THE CONVERSATION INTO THE CORRECT COLUMN.
155
XII. NOW IMAGINE AND WRITE A SHORT STORY USING THE PICTURE.
156
XIII. GET IN TEAMS OF FOUR. EACH GROUP GETS A SET OF TIME EXPRESSION CARDS AND VERB CARDS.
THE TIME EXPRESSION CARDS ARE PLACED FACE DOWN AND THE VERB CARDS ARE DEALT OUT EQUALLY
BETWEEN THE STUDENTS. THEN TAKE IT IN TURNS TO TURN OVER A TIME EXPRESSION CARD AND MAKE
A TRUE PAST SIMPLE SENTENCE ABOUT YOURSELVES USING ONE OF THEIR VERB CARDS AND THE TIME
EXPRESSION. IF YOU CONSTRUCT A BELIEVABLE PAST SIMPLE SENTENCE, YOU MAY DISCARD THE VERB
CARD. IF THE OTHER PLAYERS THINK THE SENTENCE CAN'T BE TRUE OR IF THE SENTENCE IS
GRAMMATICALLY INCORRECT, THEY CHALLENGE YOU, IN THIS CASE YOU HAVE TO KEEP THE VERB CARD.
THE WINNER IS THE STUDENT TO GET RID OF ALL THEIR VERB CARDS.
157
XIV. Split into pairs and get a set of cards. Each card contains a clause. You race to make ten complex past simple
sentences by joining three cards together. Join the second clause to the first clause using the conjunction 'and' and
the third clause using 'but'. The third clause is negative. You must write 'and' and 'but' in the spaces provided and
lay the cards out on the table in the correct order. The first pair of students to complete all of the sentences
correctly wins.
BUT / AND
158
XV. LOOK AT THE FOLLOWING MENTAL MAP AND COMPLETE IT ON YOUR OWN ABOUT THE PAST
159
FUTURE
FUTURE WITH WILL AND GOING TO
PAST NOW FUTURE
When we want to talk about future facts or things we believe to be true about the future, we use
'will'.
· The President will serve for four years.
· The boss won't be very happy.
· I'm sure you'll like her.
· I'm certain he'll do a good job.
If we are not so certain about the future, we use 'will' with expressions such as 'probably', 'possibly', 'I
think', 'I hope'.
· hope you'll visit me in my home one day.
· She'll probably be a great success.
· I'll possibly come but I may not get back in time.
· I think we'll get on well.
160
Either will or going to can be used to describe things that are likely to happen in the future. Will is
used when there is evidence that thinsare likely to happen.
· It will rain this afternoon.
· You are going to love that film!
· They are going to study a lot before the exam.
· They will probably stay up all night.
Use Going to express that something is a plan.The person intends to do something in the future.
· He´s going to spend his vacation in Hawaii.
· I´m going to be an actor when I grow up.
· They are going to drive all the way to Alaska.
· She is going to make John a birthday cake.
161
XVI. COMPLETE WITH THE CORRECT FORM OF TO BE ( am, are or is).

1. I ______ a student.
2. You ______ a good teacher
3. He ______ an engineer.
4. She _____ in the house right now
5. We ____ Mexicans.
6 . They _____ citizens of the world.
162
XVII. NOW LOOK AT THE PICTURES AND WRITE ABOUT THEIR PLANS.
Are you going to use WILL or GOING TO?
1.Carol and John_______________________ to get married.

2. Bob _______________________ to ride his bike.
3. Mary ________________________ to the supermarket.
4. Sarah ______________________________ her novels.
5. Jack
_____________________________________________________________________.
6. Morty
____________________________________________________________________.
7. Pete and Janet
_____________________________________________________________.
163
XVIII. YOU CAN ALSO MAKE CONTRACTIONS WITH THE VERB TO BE. LOOK AT THE FOLLOWING CHART.
FULL FORM WITH CONTRACTION
I AM I´M
YOU ARE YOU´RE
HE IS HE´S
SHE IS SHE´S
IT IS IT´S
WE ARE WE´RE
THEY ARE THEY´RE
XIX.MAKE YOU OWN CONTRACTION PAPER. YOU WILL NEED:
WILL DO SOMETHING LIKE THE FOLLOWING PAINT SAMPLES THAT YOU

SEE IN ANY HARDWARE STORE, HOME DEPOT, LOWE´S, ETC.
THE NEXT THING IS TO WRITE THE FULL FORM AND THEN THE CONTRACTION: I am = I´m
You are = You´re
He is = He´s
She is = She´s
It is = It´s
We are = we´re
They are = They´re
IT WILL LOOK SOMETHING LIKE THIS, YOU FOLD IT AND
YOU HAVE THE FULL FORM AND THE CONTRACTION.
164
XX. NOW WRITE AT LEAST 5 SENTENCES OF YOUR PLANS FOR NEXT WEEKEND.
USE THE CONTRACTIONS.
THINGS TO DO THIS WEEKEND
165
XXI. NOW CHOOSE THE CORRECT OPTION.
Ÿ He are going to buy a car.

Ÿ He is going to buy a car
Ÿ He am going to buy a car.
Ÿ I am going to cook a meal.

Ÿ I is going to cook a meal.
Ÿ I are going to cook a meal.
Ÿ It are going to eat grass.

Ÿ It is going to eat grass.
Ÿ It am going to eat grass.
Ÿ It is going to rain.
Ÿ It are going to rain.
Ÿ It am going to rain.
166
Ÿ He am going to ride a horse.

Ÿ He are going to ride a horse.
Ÿ He is going to ride a horse.
Ÿ I is going to write a note.

Ÿ I am going to write a note.
Ÿ I are going to write a note.
Ÿ They is going to swim.

Ÿ They am going to swim.
Ÿ They are going to swim
Ÿ She is going to watch TV.

Ÿ She is going to wash TV.
Ÿ She is going to look TV.
167
XXII. REWRITE THE CORRECT SENTENCES FROM THE ABOVE EXERCISE AND USE CONTRACTIONS.
168
XXIII.
VI. READ THE FOLLOWING INFORMATION.
To form the negative we just add NOT after the verb to be.
Example:
1. I am not going to write that e-mail.
2. He is not going to the park this weekend.
He isn´t going to the park.( in this case we use the contraction of IS NOT = ISN´T)
3. She is not going to study college.
She isn´t going to study college.
4. They are not going to get married.
They aren´t going to get married.
5. It is not going to drink milk.
It isn´t going to drink milk.
169
XXIV. NOW LOOK AT THE PICTURES AND WRITE THE SENTENCES OF IAN´S PLANS FOR HIS NEXT
HOLIDAY IN OAXACA.
PLACES TO VISIT IN THE STATE OF OAXACA DESCRIPTION IAN´S PLAN TO VISIT OR NOT
Puerto Escondido Beautiful beach south of the state √√√
“20 de noviembre” marketTypical Mexican market with all its colors √√√
Historical Center Downtown Oaxaca where you can sit and √√√
have a sip of the delicious and famous
Oaxaca coffee.
Textil Museum Admire the old techniques, the weaving x

of different textiles.
Teotitlán del Valle Small town near the capital with its small x
home enterprises where they make wool
carpets, etc.
San Bartolo Coyotepec The famous black pottery is made in this √√√
town
Santa María el Tule Here there´s an enormous “ahuehuete” X

tree
Monte Albán Pyramids √√√
170
171
172
XXV. MAKE A NOTE OF WHAT YOU ARE GOING TO DO AT THESE TIMES.
after class tonight
tomorrow on Saturday
next week Next year
MINGLE AND FIND SOMEONE WHO IS GOING TO DO THE SAME THING AS YOU.
Example: María and I are going ice skating.
XXVI. NEW YEAR´S RESOLUTIONS.
173
XXVII. DO YOU MAKE NEW YEAR´S RESOLUTIONS? TELL US A FEW TYPICAL RESOLUTIONS PEOPLE
MAKE. USE GOING TO.
XVIII. READ THE FOLLOWING INFORMATION OF THE FUTURE USING WILL.
We form the future adding the auxiliary WILL after the pronoun or name and before the main
verb, which is in present simple.
Example:
174
XXIX. THE SIMPLE FUTURE TENSE EXPRESSES AN ACTION THAT HAS NOT YET HAPPENED.
COMPLETE THE WILL + VERB EACH OF THE SENTENCES.
1. He (mow) _____________________ the grass.
2. I (watch) ______________________ television in the morning.
3. We (serve) ____________________ lunch at 12:30.
4. I (pack) _______________________ my bags.
5. Grandma (bake) ________________ the best cookies.
1. He (paint) _____________________ the house.
2. Emma (hike) ___________________ in the mountain.
3. The train (stop) _________________ in New York.

AUXILIARIES.
ENGLISH AS WELL AS SPANISH HAS AUXILIARY VERBS. READ THE FOLLOWING, THE
HIGHLIGHTED WORD IS THE AUXILIARY VERB.
Did you go to the movies?
Do you work?
Is your mom a nurse?
Can you play the guitar?
Are you a student?
Will you get married?
Would you marry me?
Could you please open the door for me?
Where do you live?
What do you do?
Where are you from?
Who is your sister?
Where will you live?
Who can draw?
What would you like to eat?
When could you come?
175
XXX.USE THE FOLLOWING T-CHART AND COMPLETE IT.
AUXILIARIES WH- WORDS
176
XXXI. HELP RED, THE ANGRY BIRD, WITH ITS INTERROGATION TO THE BAD PIGGIES AND
UNSCRAMBLE THE QUESTIONS.
You usually make questions by switching the place of the auxiliary with the noun or name,
the rest is in the same place and adding a question mark at the end.
did / you / snatch / ? / the / eggs /

______________________________________________________________________
did / eat / the / ? / you / eggs /

______________________________________________________________________
you / did / cook / ? / the eggs /

______________________________________________________________________
planning / you / are / come / back / to / ? /

______________________________________________________________________
you / have / a / do / you / king / . /

______________________________________________________________________
have / eaten / you / any eggs / recently / ? /

______________________________________________________________________
177
XXXII. NOW, LET'S TRY WRITING SOME WH- QUESTIONS. AND CONTINUE WITH RED´S
INTERROGATION.
Usually you follow the same order as the one mention above and add at the very beginning
the Wh- word (where, who, what, how, when, why, etc.).
Where / did / you / come / from / ? /

__________________________________________________________________
are / you planning/ how long / to stay / ? /

__________________________________________________________________
did / you / where / helmet / the / ? /

___________________________________________________________________
leader / who / is / your / ? /

___________________________________________________________________
are / you / why / here ?

________________________________________________
__________________
XXXIII. NOW WRITE FIVE QUESTIONS ON YOUR OWN.
178
THE AQUARIUM
XXXIV. COMPLETE EACH SENTENCE BY CHANGING THE VERB INTO THE FUTURE TENSE.
1. I hope I (learn) ________________________about how dolphins communicate with each other.

2. Don´t worry, I (explain) _________________ him the rules.
3. If I like the aquarium, my mom says we (go) ________________ back next year.
4. Next month, our class (go) _________________on a trip to the zoo.
5. At the zoo, we (buy) _______________________ animal food.
6. I (feed) _______________ the turkeys, the rabbits, and the bears.
7. After we see the animals, we (play) _________________ on the playground.
8. I think (slide)______________ down the huge, curvy slide that is there.
9. When we go on our field trip, our class (ride) ___________ on a bus.
179
XXXV. ZODIAC SIGNS.

A) THE CLASS IS DIVIDED INTO PAIRS AND EACH PAIR IS GIVEN A COPY OF THE WORKSHEET.
B) THE STUDENTS WRITE SHORT HOROSCOPES FOR ALL THE SIGNS OF THE ZODIAC WITH PREDICTIONS FOR THE FOLLOWING DAY OR
WEEKEND USING THE MODAL VERB 'WILL'. STUDENTS WRITE PREDICTIONS ABOUT HEALTH, MONEY, FAMILY, FRIENDS, FREE TIME,
LOVE, LUCK AND TRAVEL.
C) WHEN EVERYONE HAS FINISHED WRITING, THE STUDENTS DISPLAY THEIR HOROSCOPES ON THE CLASSROOM WALL.
D) EACH STUDENT THEN GOES ROUND THE CLASSROOM, READING THE PREDICTIONS FOR THEIR SIGN AND MAKING NOTES ABOUT
THE PREDICTIONS. E) THE NEXT DAY OR THE NEXT WEEK, STUDENTS RE-READ THEIR NOTES ABOUT THE PREDICTIONS AND TELL THE
CLASS ABOUT WHICH PREDICTIONS WERE TRUE .
180
XXXVI. MAKE PREDICTIONS ABOUT YOUR CLASSMATES USING 'WILL'. SIT IN A CIRCLE IN GROUPS OF
11 OR 12. WRITE PREDICTIONS ABOUT YOUR PEERS. USE “WILL”.
§ WHEN YOU FINISH WRITING THE PREDICTION, FOLD IT TO HIDE THE SENTENCE AND PASS IT TO
THE PERSON ON YOUR RIGHT. THIS PROCESS CONTINUES UNTIL THE WORKSHEET HAS BEEN
WRITTEN. WHEN THE LAST SENTENCE HAS BEEN WRITTEN, GIVE THE PAPER BACK TO THE
PERSON WHOSE NAME IS AT THE TOP OF THE WORKSHEET.CORRECT ANY MISTAKESYOU FIND
AND READ IT TO THE TEAM.
NAME_______________________________________________________
In 20 years, the year will be________
fold
fold
fold
fold
fold
fold
fold
fold
fold
181
XXXVII. IT IS THE YEAR 2080, IMAGINE THE MANY CHANGES THERE ARE IN OUR WORLD AND SOCIETY.
MAKE A LIST OF TEN MAJO R CHANGES THAT YO U THINK WILL TAKE PLACE.
Technology War and peace
Culture Economics
Ecology Transportation
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
182
XXXVIII. IN PAIRS, TELL EACH OTHER ABOUT YOUR HOPES AND FUTURE PLANS, INCLUDING
MARRIAGE, AMBITIONS, HOME, TRAVEL AND WORK. USE THESE EXPRESSIONS:
I thinK I´ll… Maybe I´ll… I hope I´ll…

I´ll never…. I expect I´ll… I´ll probably…
183
XXXIX. WE´RE GOING TO HAVE A CLASS PARTY NEXT WEEK. WHAT WILL YOU BRING OR DO?
MODAL VERBS
Here's a list of the modal verbs in English:
can could may might will
Would must shall should ought to
Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').:
184
Probability:
First, they can be used when we want to say how
sure we are that something happened / is happening /
will happen. We often call these 'modals of deduction' or
'speculation' or 'certainty' or 'probability'.
For example:
· It's snowing, so it must be very cold outside.
· I don't know where John is. He could have missed
the train.
· This bill can't be right. $200 for two cups of coffee!
Ability
We use 'can' and 'could' to talk about a skill or
ability.
For example:
· She can speak six languages.
· My grandfather could play golf very well.
· I can't drive.
Obligation and Advice
We can use verbs such as 'must' or 'should' to
say when something is necessary or unnecessary, or
to give advice.
For example:
· Children must do their homework.
· We have to wear a uniform at work.
· You should stop smoking.
Permission
We can use verbs such as 'can', 'could' and
'may' to ask for and give permission. We also use
modal verbs to say something is not allowed.
For example:
· Could I leave early today, please?
· You may not use the car tonight.
· Can we swim in the lake?
Habits
We can use 'will' and 'would' to talk about
habits or things we usually do, or did in the past.
For example:
· When I lived in Italy, we would often eat in
the restaurant next to my flat.
· John will always be late!
185
XL. LET´S PRACTICE. CHOOSE THE MODAL VERB THAT BETTER FITS IN EACH SENTENCE COLORING
THE CORRECT SQUARE WITH A PENCIL COLOR.
1. I was using my cell phone a minute ago, It ________________ be here somewhere!

must/could/would
must could would

2. You really _______________ be late again.
haven't mustn't wouldn't

3. If Gloria doesn´t start working harder, she ______________ repeat the course next
year.
Must have to will have to
4. Valeria ____________ be very pleased with herself. She got the best grades.
Must has to would

5. Juan __________ broken the classroom window. He wasn´t even in school today.
couldn't have mustn't shouldn't have
6. Why didn't you tell me? I ________ you!
could have helped could help as able to help
7. What do you want to do? Well, we _______ go to the movies, but it looks like rain.
Can should could
8. You ____________ eat so much soda! It's not good for you.
mustn't shouldn't don't have to
9. You _________ put your shoes on the table. That´s rude!
must not could not would not
10. __________ you open the door? Please.
must may cannot

11. I __________ ride a bike already before I was 6 years old.
would should could
12. His excuse __________ be true, but I don't believe.
can may could
186
13. _______ your father speak German?
can may ought to

14. The weather __________ be worst next weekend.
can will has to
15. From the way Delia speaks, she __________ be from Veracruz.
will can could
16 . You ____________ smoke at schools

won't can't couldn't
17. It's OK, you __________ go when you've finished your cores.
may can might
18. You __________ be right but I'd still like to check.

will could have to
19. ________ you water my plants while I am away?

should might could
20. Eduardo is not at home. He _______ have gone to the park.
will might could
187
STATEMENTS
When do we use reported speech? Sometimes someone says a sentence, for example "I'm going
to the cinema tonight". Later, maybe we want to tell someone else what the first person said.
Here's how it works:
We use a 'reporting verb' like 'say' or 'tell'. it's easy. We just put 'she or he says' and then the
sentence:
· Direct speech: I like ice cream.
· Reported speech: She says (that) she likes ice cream.
We don't need to change the tense, though probably we do need to change the 'person' from
'I' to 'she', or 'he' for example. We also may need to change words like 'my' and 'your'.
(Often, we can choose if we want to use 'that' or not in English. It's in brackets () to show that it's
optional. It's exactly the same if you use 'that' or if you don't use 'that'.)
But, if the reporting verb is in the past tense, then usually we change the tenses in the
reported speech:
· Direct speech: I like ice cream.

· Reported speech: She said (that) she liked ice cream.
Tense Direct Speech Reported

present simple I like ice cream She said (that) she liked ice
present continuous I am living in London She said (that) she was
past simple I bought a car She said (that) she had

bought a car OR
She said (that) she bought
a car.
past continuous I was walking along the She said (that) she had
street. been walking along the
street.
present perfect I haven't seen Julie She said (that) she hadn't
seen Julie.
past perfect* I had taken English lessons She said (that) she had taken
before English lessons before.
188
Will'll see you later I'll see you later She said (that) she would
see me later.
would* I would help, but.. She said (that) she would help
but...
Can I can speak perfect English She said (that) she could
speak perfect English.
could* I could swim when I was She said (that) she could
four swim when she was four.
Shall I shall come later She said (that) she would

come later.
should* I should call my mother She said (that) she should

call her mother
might* “I might be late" She said (that) she might

be late
Must “I must study at the She said (that) she must

weekend" study at the weekend OR
She said she had to study
at the weekend
* doesn't change.
Occasionally, we don't need to change the present tense into the past if the information in direct
speech is still true (but this is only for things which are general facts, and even then usually we like
to change the tense):
· Direct speech: The sky is blue.
· Reported speech: She said (that) the sky is/was blue.
189
Reported Questions
So now you have no problem with making reported speech from positive and negative
sentences. But how about questions?
· Direct speech: "Where do you live?"
How can we make the reported speech here?

In fact, it's not so different from reported statements. The tense changes are the same, and we
keep the question word. The very important thing though is that, once we tell the question to
someone else, it isn't a question any more. So we need to change the grammar to a normal
positive sentence. A bit confusing? Maybe this example will help:
· Direct speech: "Where do you live?"
· Reported speech: She asked me where I lived.
The direct question is in the present simple tense. We make a present simple question with
'do' or 'does' so I need to take that away. Then I need to change the verb to the past simple.
Another example:
· Direct speech: "where is Julie?"
· Reported speech: She asked me where Julie was.
The direct question is the present simple of 'be'. We make the question form of the present simple
of be by inverting (changing the position of)the subject and verb. So, we need to change them
back before putting the verb into the past simple.
Here are some more examples:
Direct Question Reported Question
Where is the Post Office, please? She asked me where the Post Office was.
What are you doing? She asked me what I was doing.
Who was that fantastic man? She asked me who that fantastic man had
been.
So much for 'wh' questions. But, what if you need to report a 'yes / no' question? We don't have
any question words to help us. Instead, we use 'if':
· Direct speech: "Do you like chocolate?"
· Reported speech: She asked me if I liked chocolate.
190
No problem? Here are a few more examples:
Direct Question Reported Question
Do you love me? He asked me if I loved him.
Have you ever been to Mexico? She asked me if I had ever been to Mexico.
Are you living here? She asked me if I was living here.
Reported Requests
There's more! What if someone asks you to do something (in a polite way)? For example:
· Direct speech: "Close the window, please"
· Or: "Could you close the window please?"
· Or: "Would you mind closing the window please?"
All of these requests mean the same thing, so we don't need to report every word when we tell
another
person about it. We simply use 'ask me + to + infinitive':
· Reported speech: She asked me to close the window.
Here are a few more examples:
Direct Request Reported Request
Please help me. She asked me to help her.
Please don't smoke. She asked me not to smoke.
Could you bring my book tonight? She asked me to bring her book that night.
Could you pass the milk, please? She asked me to pass the milk.
Would you mind coming early tomorrow? She asked me to come early the next day.
191
No problem? Here are a few more examples:
To report a negative request, use 'not':

· Direct speech: "Please don't be late."
· Reported speech: She asked us not to be late.
Reported Orders
And finally, how about if someone doesn't ask so politely? We can call this an 'order' in
English, when someone tells you very directly to do something. For example:
· Direct speech: "Sit down!"
In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead
of 'ask':
· Reported speech: She told me to sit down.
Direct Order Reported Order

Go to bed! He told the child to go to bed.
Don't worry! He told her not to worry.
Be on time! He told me to be on time.
Don't smoke! He told us not to smoke.
Time Expressions with Reported Speech
Sometimes when we change direct speech into reported speech we have to change time expressions too.
We don't always have to do this, however. It depends on when we heard the direct speech and when we
say the reported speech.
For example:
It's Monday. Julie says "I'm leaving today".
If I tell someone on Monday, I say "Julie said she was leaving today".
If I tell someone on Tuesday, I say "Julie said she was leaving yesterday".
If I tell someone on Wednesday, I say "Julie said she was leaving on Monday".
If I tell someone a month later, I say "Julie said she was leaving that day".
So, there's no easy conversion. You really have to think about when the direct speech was said.
192
To report a negative request, use 'not':

· Direct speech: "Please don't be late."
· Reported speech: She asked us not to be late.
Reported Orders
And finally, how about if someone doesn't ask so politely? We can call this an 'order' in
English, when someone tells you very directly to do something. For example:
· Direct speech: "Sit down!"
In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead
of 'ask':
· Reported speech: She told me to sit down.
Here's a table of some possible conversions:
now then / at that time
today yesterday / that day / Tuesday / the 27th of
yesterday the day before yesterday / the day before /
last night the night before, Thursday night
last week the week before / the previous week
tomorrow today / the next day / the following day /
I. NOW WATCH A VIDEO ABOUT IT. YOU CAN TAKE SOME NOTES.
https://www.youtube.com/watch?v=BLYjETy1d7s
193
II. IT'S YOUR TURN! CHANGE TO REPORTED SPEECH.
I like this
song!
Where is my
mom?
I don’t speak
Russian!
194
The film
began at
seven
Don’t play like

that!
I will make a
better
country!
195
I never make
mistakes!
Don’t try this

at home!
A few severe
thunderstorm will
be possible over
Monterrey
Metropolitan Area.
196
Hitting is the most

difficult part of
baseball but don’t get
discouraged you can
do it!
197
PHRASES TO AGREE OR DISAGREE

Sometimes we need to express a point of view an opinion or ask for them, agree or disagree
or maybe make an interruption or settle an argument, for those cases here are some phrases
that could help you.
Some useful phrases you can use for
Starting an Asking for an Expressing Expressing Interruptions Settling an

opinion opinon agreement disagreement argument
In my opinion... What's your I agree with you I don't think so. Can I add Let's just move
The way I see idea? 100 percent. (strong) No something on, shall we?
it... What are your I couldn't agree way. here? Let's drop it.
If you want my thoughts on all with you more. I'm afraid I Is it okay if I I think we're
honest of this? That's so true. disagree. jump in for a going to have to
opinion.... How do you second? agree to
That's for sure. (strong) I totally
According to feel about that? disagree. If I might add disagree.
Tell me about
Lisa... Do you have something... (sarcastic)
it! I beg to differ.
As far as I'm anything to say Can I throw my Whatever you
You're (strong) I'd say
concerned... about this? two cents in? say./If you say
absolutely right. the exact
What do you Sorry to so.
If you ask me... Absolutely. opposite.
think? interrupt, but...
That's exactly Not necessarily.
Do you agree? (after
how I feel. That's not
Wouldn't you accidentally
Exactly. always true.
say? interrupting
I'm afraid I That's not someone)
agree with always the case. Sorry, go ahead.
No, I'm not so OR Sorry, you
James.
sure about that. were saying...
I have to side
with Dad on (after being
this one. interrupted)
You didn't let
No doubt about
me finish.
it.
You have a
point there.
I was just going
to say that.
198
I. WATCH A VIDEO ABOUT HOW TO AGREE OR DISAGREE. NOTE THE BRITISH ACCENT.
https://www.youtube.com/watch?v=amJ7ApXR0tw
II. TAKE SOME NOTES ABOUT THE INFORMATION.
199
III. IT'S YOUR TURN! NOW USE THE EXPRESSION THAT BETTER FITS FOR EACH SITUATION
1. Monterrey is the most beautiful city in the

country.____________________________.
2. _____________________________ I do not
like dancing!
3. Stars Wars is my favorite movie!

___________________________________________.
4. China is the world's most inhabited country.

_____________________________.
200
1. 5. A: Justin Bieber is…

_____________________________________________.
______________________________________________!
6. ______________________________ There is no better country to live in than England.
7. Bruno Mars is a better singer than Justin Bieber. _______________________________.
8. Well, that is my opinion. ______________________________________.
201
9. ______________________ There are not a better thing to do

on vacations than going to the beach.
10. A: The most important thing I want you to do is…
B: ________________________________
IV. REORDER EACH JUMBLED SENTENCE TO FORM AN OPINION. WRITE THE OPINION IN THE SPACE
PROVIDED..
a) best is winter season the
OPINION
RESPONSE
b) much advertising is TV too there on
OPINION
RESPONSE
202
c) world the think is I baseball the best in sport
OPINION
RESPONSE
d) Monterrey love people barbecue from eatin
OPINION
RESPONSE
e) not hamburgers nutritious are all at
OPINION
RESPONSE
203
Recursos Didácticos para el Fortalecimiento de la Educación Secundaria
Cuaderno de Actividades Lúdicas, Inglés
Alineados al Plan y Programas de Estudio 2011

Articulación de la Educación Básica
PRIMERA EDICIÓN, 2016-2017
D.R. © Secretaría de Educación de Nuevo León
Control: DES/DT-CAL-001-16
Departamento Técnico de Educación Secundaria
Dra. Anastacia Rivas Olivo
Portada: Martín Alfonso Frías Martínez
Se imprimió en el Departamento Técnico de Educación Secundaria
Av. San Bernabé No. 100, Col. Nueva Morelos, Monterrey, Nuevo León
El tiraje fue de 10,000 ejemplares
MATERIAL DIDÁCTICO/Prohibida su venta
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Cuaderno de Actividades Lúdicas de Inglés

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Cuaderno de Actividades Lúdicas de Inglés

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CUADERNO DE ACTIVIDADES LÚDICAS

ACTIVIDADES PARA EL FORTALECIMIENTO DEL INGLÉS EN EDUCACIÓN BÁSICA

Dra. Esthela Gutiérrez Garza

Mtra. María de los Ángeles Errisúriz Alarcón

Profr. José Esequiel Rodríguez Calderón

Dra. Anastacia Rivas Olivo

ACADEMIA ESTATAL DE INGLÉS

Bertha Alicia Guerrero Sáenz

FUN WITH ENGLISH

How will you work with this Activity Book?

What will you need in order to use the Activity Book?

· Listen to your parents and teachers.

Scan and find more.

3. MONTHS AND SEASONS

a) Some information about the words we use to describe

Hello, My name is:

I. WATCH THE FOLLOWING VIDEO OF FAMILY MEMBERS

II. NOW COMPLETE THE FOLLOWING FAMILY TREE OF YOUR OWN.

Grandfather Grandmother Grandfather Grandmother

III. COMPLETE THE MISSING INFORMATION FROM YOUR FAMILY.

IV. COMPLETE THE MISSING LETTER.

V. WATCH THE FOLLOWING VIDEO OF FAMILY MEMBERS

VI. WRITE A PARAGRAPH ABOUT YOUR BEST FRIEND´S FAMILY TREE.

VII. LOOK AT THE LETTERS ON THE PICTURE AND LABEL THEM.

SINGULAR POSSESSIVE NOUNS

PLURAL POSSESSIVE NOUNS

The baseball players´uniform

If the last letter of a plural noun is not S,

Most plural nouns end with S,

The women´s briefcase

I. COMPLETE WITH THE CORRECT FORM OF POSSESSIVE.

1. Bart is Homer´s and Marge´s cousin

IV. PLAY BINGO.

grandmother grandfather father mother

son daughter nephew niece

brother sister aunt uncle

mother-in-law father-in-law step-sister step-dad

sister in law siblings brother in law grandparents

Sister Step-dad Nephew

Cousin Uncle Step-mom

V. FIND AND CIRCLE THE FAMILY MEMBERS.

VI. LOOK AT THE FOLLOWING PICTURES AND COMPLETE.

VIII. CIRCLE THE WORDS BELOW:

Green if it can be female or male

Red if it´s a female

Blue if it´s a male.

Look at the dictionary for words you don´t understand.

Example: My mother is Lupita. She is creative.

X. WRITE AGAIN ABOUT YOUR FAMILY, FOLLOW THE EXAMPLE.

Hello friends my name is Manaar.

RED YELLOW PINK GREEN ORANGE PURPLE BLUE BLACK WHITE

The sun is The pig is The cloud is

The bat is The aubergines are The frog is

The pumkin is The jeans are The strawberry is

a. The cute chicken is

2= BROWN 3=PINK 4= PURPLE 5= GRAY 6= GREEN 7= YELLOW

IV. COLOR EACH FIGURE:

Some strawberries are acid.

Apples are yellow, green and red

Tomatoes are green and red.

Cars are painted of many colors.

Roses are of many colors.

Grass may be green or yellow