This publication is in copyright.

No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or by any means electronic, mechanical,
photocopying, recording, or otherwise without the prior and written permission of the
author. Under no circumstances may any part of this book be photocopied or printed for
sale.

I
A letter from the author

Fellow English Teachers and dear CBTis 83 students. During this pandemic I have had
the opportunity to think on our daily work. Once we have been given the opportunity to
continue contributing from the safety of our homes, we need to re-think concepts such as
school, teaching, learning and didactics. However, through the years, life has shown me
that you can only evolve, that is, adapt everything that has been done so far to the current
context.
This is why the EVOLUTION series is designed to work in a mixed model that works with
the virtues of face-to-face and distance modalities, the activities allow synchronous and
asynchronous interaction and uses free and free access digital platforms that have
licenses that allow the didactic use of their materials, without the need for prior written
permission, which I am infinitely grateful for. Likewise, the photos and graphics used were
downloaded and shared under creative commons licenses on different platforms.
The old paradigms in which education revolved around the teacher as the possessor of
knowledge and that is only possible to transmit this knowledge in person, have been left
behind. Today we are forced to work in a different way, the challenge is to achieve
significant learning even without face-to-face interaction. I know that in this global village
in which digital tools allow us to do things unimaginable for many just a few years ago.
This series use images and formats that make it difficult to simply translate its contents,
feel real and interactive examples with other platforms such as Edmodo for a real use of
the language.
The challenge belongs to everyone, teachers, students and I as author, we have the
responsibility of the correct use of this material. The purpose is to be able to develop
quantifiable linguistic and communicative competences, mobilize previous knowledge and
integrate grammatical structures in order to reach the higher educational level with
sufficient mastery of competences that allow us to develop specific activities to each area
of specialization, as well as the daily use of the language.
I wish you the best of success in this new adventure and I ask our authorities to provide
support to all of us who are from our trenches, trying to contribute a little.

Sincerely:

Israel Camarillo

II
 Technology High School
English III
The English III syllabus is designed to help students develop the four language skills
(Reading, writing, speaking and listening), based in topics stated by the level A2 of the
Common European Framework.
According to the new Educational Model, the level A2 goals have been divided to be part
of the English II and III courses for the students to reactivate previous knowledge and
obtain what they need in order to express themselves using different elements of
grammar, vocabulary, and specific contents that will help them communicate in different
situations.
The structural content will help teachers to develop the expected learning of the English
level A2 program. To achieve this goal, it is necessary to systematize teacher planning.
This document contains the relevant information to achieve the objectives for the new
Educational Model of High School.
English III is part of the disciplinary field of Communication. It is a second semester subject
in General High School. It has 3 hours a week; according to the Secretary Agreement
653, published in the Official Diary of the Federation on September 4th, 2012.
Purpose of the Disciplinary Area of Communication
The basic disciplinary competence of communication is related to the student`s ability to
communicate effectively in Spanish and in a second language in different contexts, using
distinct means and instruments.
The learners who have developed this competence can read critically, communicate and
support their own ideas in an effective way with clear speaking and writing. In addition to
these, they will use the information and communication technologies with a critical thinking
for different purposes.
The competence of communication leads to analyze the nature of the language and as a
tool for logical thinking.
Purpose of the English III Study Program
By the end of the third semester of English the student reads, writes, understands and
exchanges information about him/herself and others according to the context and time he/she
is situated.
Contribution of the subject to the High School Objectives
Language and Communication
The students express themselves clearly in English in oral and written form. They identify
the main ideas in a text or in an oral speech, and infers conclusions from them, the
students get and recognize information and communicate efficiently. They communicate
themselves fluently and naturally.

III
 Socioemotional Skills and Life Project
The student is aware of them and determined; he/she develops healthy interpersonal
relationships, self-regulates, can face adversity and act with efficiency and recognizes the
necessity asking for support. They can build a living project with personal goals. They
establish goals and seek to take advantage of their options and resources. They make
decisions that give him/her current comfort, opportunities, and he/she knows how to deal
with future risks.
Collaboration and Teamwork
The student works in teams in a constructive way and applies a participative and
responsible leadership, he/she proposes alternatives to act and solve problems. The
student assumes a constructive attitude.
Digital Skills
The students use the Information and Communication Technologies in an ethic and
responsible way to investigate, to solve problems, to generate materials, and to express
ideas. They take advantage of these technologies to develop ideas and innovations.
Evaluation method
Each semester will be evaluated under the current pedagogical model, and will also be
based on the State and Local English Academies agreements.
Concepts Procedures Attitude Total
40% 40% 20% 100%
English V Evaluation Grid

Concepts 40% Procedures 40% Attitude 20%

1.36 Practice test 5% 1.1 Diagnostic test 5% Class attendance 5%
1.8 Video and
1.37 Final exam 15% 5% Products/assignments 5%
itinerary
1.39 Full text 10% 1.11 Diagnostic L2 5% Interaction/Teacher 5%
1.42 Complete 1.17 Video and
10% 5% Interaction/Classmates 5%
video infographic
1.19 Diagnostic L3 5%
1.26 Video and
5%
poster
1.28 Diagnostic L4 5%
1.35 Video and
5%
collage
Subtotal 40% Subtotal 40% Subtotal 20%
1.40 Extra
Total: 100%

IV
Unit 1:
A flying start

Topics:
Will/Going to
Comparatives
Superlatives
Prepositions of time
Sequence words
Zero and first conditionals
 Lesson 1: Breaking in new ground.

1.0 Warm up: Please watch the following videos and answer the questions.

1.- What are tongue twisters?

2.- Why are tongue twisters a good opportunity to practice pronunciation?
1.1 Moment of truth: 1Please click on the following link to make a diagnostic
test. There are 100 questions, however test may terminate sooner for lower levels.
You do not need headphones for this placement test. If the final score exceeds Preliminary
level, the system will recommend you to take one of the higher placement tests.
You don’t have to introduce your personal data or group code, just hit this
button.

Once you have finished make a screenshot and upload it in the platform as
evidence of this task completion.

1.2 Grammar:
2Prepositions of Time - at, in, on
We use:
at for a precise time
in for months, years, centuries and long periods
on for days and dates

1
https://www.anglia.org/placement-test
2
https://www.englishclub.com/grammar/prepositions-at-in-on-time.htm

2
 at in on
PRECISE MONTHS, YEARS, CENTURIES and LONG DAYS and DATES
TIME PERIODS
at 3 o'clock in May on Sunday
at 10.30am in summer on Tuesdays
at noon in the summer on 6 March
at dinnertime in 1990 on Dec. 25th 2010
at bedtime in the 1990s on Christmas Day
on Independence
at sunrise in the next century
Day
at sunset in the Ice Age on my birthday
at the moment in the past/future on New Year's Eve
Look at these examples:
I have a meeting at 9am.
The shop closes at midnight.
Jane went home at lunchtime.
In England, it often snows in December.
Do you think we will go to Jupiter in the future?
There should be a lot of progress in the next century.
Do you work on Mondays?
Her birthday is on November 20th.
Where will you be on New Year's Day?

3Adverbs of Time List

This is a list of common single-word time adverbs.
Adverbs of time mainly modify verbs and tell us when something happens.
Points of time (definite)

now then today tomorrow

tonight yesterday frequency (definite) annually
daily fortnightly hourly monthly
nightly quarterly weekly yearly

3
https://www.englishclub.com/vocabulary/adverbs-time.htm

3
The word bimonthly is ambiguous and best avoided. Bimonthly can mean "twice a
month" or "every two months". The same is true of biyearly and biannually.
Frequency (indefinite)

always constantly ever frequently

generally infrequently never normally
occasionally often rarely regularly
seldom sometimes regularly usually

Relationships in time (indefinite)

already before early earlier

eventually finally first formerly
just last late later
lately next previously recently
since soon still yet

4Common Future Time Expressions in English

There are several time expressions used to talk about the future. Always remember time
expressions usually go at the beginning or at the end of a sentence.
Below are the common future time expressions with examples: -
Tomorrow – A day after today
Example – I will go meet him tomorrow.

The day after tomorrow – Two days after today

Example – My mom will visit me the day after tomorrow.

Next week –The week after this week (similar expressions – next moth /next year)
Example – Adam will start his swimming class next week.

4
http://www.learnex.in/common-future-time-expressions-in-english/

4
In a year – A specific period of time in the future (similar expressions – in a week / in a
month / in an hour)
Example – Sam is going to graduate in a year
Later – Talking about doing something or meeting someone in the near or far future.
Example – I will talk to you later.

In the near future – Very soon, within a short period

Example – I will need a new new washing in the near future.

Soon – Talking about a period in the near future , not specific time.
Example – I will see you soon.

On Monday / In August / In 2019 – Talking about a specific day, month or year in the
future.
Example – I will visit the doctor on Monday.

5Adverbs of sequence
Adverbs of sequence also describe time. We use adverbs of sequence to describe the
order in which things happen. We often use adverbs of sequence to tell a story, write a
recipe, or give directions.
Adverbs of sequence almost always come at the beginning of a sentence and are followed
by a comma (,):
Before breakfast, you should clean your room.
After lunch, I go to the shop.
First, do your homework.
Second, wash the dishes.
Third, walk the dog.
Next, read to your sister.
Finally, you can relax.

5
https://grammar.ctx.ef.com/adverbs/adverbs-of-time-and-sequence

5
First and next can also go at the end of a sentence.
Do your homework first.
Read to your sister next.
Then can be used as an adverb of sequence as well as an adverb of time. Then is not
followed by a comma.
Then you mix everything together.
We will graduate then.

Negative statements and questions

We can use adverbs of time and sequence in:
Negative statements
He didn't go out yesterday.
Yes / No questions
Did she boil the water first?
Yes, she did. / No, she didn't.

Wh- questions

We use adverbs of time and sequence when answering wh- questions

about when something happened or will happen.
When are you going home?
Soon.
When did you go to the concert?
Yesterday.
When are you going to the shop?
After lunch.

6
 1.3 Watch the following videos and take some notes.

1.4 Read the following text and identify the steps to make a travel itinerary.
6Itinerary: Mexico City
You could live in Mexico City for a lifetime and still not discover all it has to offer. Each
time you step out of the door there’s something new and unexpected to keep you on your
toes. But everyone has to start somewhere, and with that in mind we’ve put together a
guide to how to tackle the capital of Mexico, covering all cultural bases, in just five short
days.
DAY ONE
Keep it simple and give yourself time to adjust to the altitude (Mexico City sits at a
ridiculous 7,200 feet (2,200 meters) above sea level) by starting off with a visit to the key
landmarks of the city’s historic center.

6
https://theculturetrip.com/north-america/mexico/articles/itinerary-mexico-city-in-5-days/

7
 9am: Have a quick breakfast at El Popular, and
tuck into their legendary – and enormous – plates
of chilaquiles (corn tortillas cut up and covered in
green or red salsa or mole sauce). After you’ve
fueled up the obvious place to begin exploring is at
the zócalo. This is the central square of Mexico
City and is ringed by important edifices such as
the Metropolitan Cathedral and the National
Palace. If you’re lucky, you might be there on a day when there’s a big event taking place.

11am: Afterwards, head off to Museo del Palacio

de Bellas Artes for some much-needed culture.
Opened in the early 20th century, this Art Deco
building is an icon of the Mexico City skyline and
boasts a huge collection of murals by some of
Mexico’s most prolific artists, as well as
international artworks and well-curated temporary
exhibits. We recommend spending at least a
couple of hours there.
1.30pm: Get some lunch on the go from any of the street vendors that can be found in
the nearby Chapultepec park, or on the streets leading up to it. It’s a brief walk to the park
from the museum and you can enjoy the sights of Paseo de la Reforma on your way. Find
a bench and watch the squirrels scrabbling up and down the trees, on the lookout for kind
tourists offering them food. After you’ve eaten, stroll around the park – it’s the largest
inner-city green space in all of Latin America. If you have the time and the inclination, take
the quaint train up to the Castillo de Chapultepec and marvel at the exhibits – and the
impressive stained glass windows – that can be found in this historic building.
7.30pm: Try and make it before sunset to the Torre Latinoamericana for some drinks in
the Miralto bar (and food in the restaurant if you’re feeling peckish). The best time to visit
this towering Mexico City building is just before the sunsets, so you can soak up the views
by day and night. If you’re female, head to the ladies’ bathrooms and grab the cubicle that
has the completely glass wall for a restroom visit with a view!
DAY TWO
Take in a different but equally as fascinating part of the city on day two by heading south
to Coyoacán.

8
9am: Get a speedy breakfast at the excellent Café Avellaneda, which offers some of the
city’s best coffee as well as a selection of cakes and pan dulces (sweet Mexican pastries).
10am: Pay a visit to Casa Azul, Frida Kahlo’s old
house that is now a museum containing her
personal possessions and some of her most
recognizable artworks. Make sure to beat the
crowds and either have a pre-bought ticket or be
there early, as the queue can be incredibly long. It
opens at 10am most days.
12pm: Your Casa Azul ticket allows entry to Diego Rivera’s old house too, now known as
the Anahuacalli Museum. Head there straight after and make sure to go right up to the
terrace and take in the views over Coyoacán.
2pm: Grab lunch at the Mercado de Coyoacán. This fantastic indoor market was said to
have been frequented by Kahlo when she was alive, and it has a great assortment of
foods to choose from. Either eat as you browse or head to the neighboring Jardín
Centenario to enjoy your lunch alfresco style. Alternatively, give seafood a go at the
famous El Jardin del Pulpo.
3.30pm: Pop over to the Leon Trotsky Museum before it closes and take advantage of
this amazing and weirdly underrated Coyoacán destination. Guided tours are available in
both Spanish and English.
5pm: Return to the Jardín Centenario and spend the rest of the afternoon enjoying the
sunshine and atmosphere, and exploring the adjacent Plaza Hidalgo. Perhaps stop
by Centenario 107 for a drink before you return to your accommodation.
DAY THREE
Finally, after giving yourself some time to get used to the ridiculous altitude of Mexico City,
you can dedicate day five to that most touristy of pursuits: visiting Teotihuacán and
climbing the pyramids.
7am: Given that it can take around an hour to get
to the pyramids by bus, make sure you’re up early
to beat the crowds and can get there for the
specified opening time. This way, you get the best
pictures and the most tranquil experience
possible. Plus, you don’t have to wander around
this entirely unshaded archaeological site in the
midday Mexican heat. Make sure to take a good
few hours to enjoy the site, and hire a tour guide if
you prefer to have a more thorough explanation.

9
1pm: You’re probably hungry and thirsty by now, so drop by La Gruta for some lunch
before you catch your return bus back to the city center. This restaurant is right next to
the site and super easy to find, plus it serves up a selection of Mexican favorites.
7pm: Head over to Arena México for the final evening of your trip to Mexico City and enjoy
the luchas libres (professional wrestling matches). An interesting cultural experience that
is worth indulging in at least once, you’ll be left with anecdotes for years to come.

1.5 Write in your notebook some of the wonders that the state of Hidalgo has to
offer to tourists, both local and foreign. Choose a possible starting point and a point to end
the trip. Please provide historical, geographic, cultural and recreational information about
the place.

1.6 Listen the following audio and answer the questions.

1.- What is a travel itinerary?

I 2.- What may assist a travel itinerary?

3.- What is the definitions of travel literature?

4.- Are travel journals, diaries and guidebooks

helpful sources for making a travel itinerary?

1.7 Speak: Using notes from exercises 1.3, 1.4 and 1.5, make a travel itinerary
in your computer or notebook. After that read it and record it. (using any communication
mean that can be recorded). You can use some templates to make it look better and then
download it on PDF format.

1.8 Interactive: Upload your video or audio in the provided platform.

10
 Lesson 2: Just around the corner.

1.9 Warm up: Please watch the following videos and answer the questions.

1.- What is an infographic?

2.- Why are infographics important?

1.10 Moment of truth: Please click on the following link to make the diagnostic
tests for this lesson.

Once you have finished make a screenshot and upload it in the platform as
evidence of this task completion.

7Future
1.11 Grammar: - Will and Going to

A very confusing concept is when to use WILL and when to use BE GOING TO when we
refer the future. Both refer to the future and there is a slight difference between the two
though in most cases they can be used interchangeably with no difference in meaning.

7
https://www.grammar.cl/Notes/Future_Will_vs_Going.htm

11
Even if you misuse them, a native speaker is going to understand you without any
problems.

When to use
GOING TO
The structure BE
GOING TO is
normally used to
indicate the future
but with some type of
connection to the
present. We use it in
the following
situations:

1. When we have
already decided or
we INTEND to do
something in the
future. (Prior Plan)

The decision has

been made before
the moment of
speaking.

 They're going to retire to the beach - in fact they have already bought a little beach
house.
 I'm going to accept the job offer.

2. When there are definite signs that something is going to happen. (Evidence)

Something is likely to happen based on the evidence or experience you have.

 I think it is going to rain - I just felt a drop.

 I don't feel well. I think I'm going to throw up. (throw up = vomit)

3. When something is about to happen:

 Get back! The bomb is going to explode.

12
When to use WILL
In other cases, where there is no implicit or explicit connection to the present, use WILL:

1. For things that we decide to do now. (Rapid Decisions)

This is when you make a decision at that moment, in a spontaneous way.

 I'll buy one for you too.

 I think I'll try one of those. (I just decided this right now)

2. When we think or believe something about the future. (Prediction)

 My team will not win the league this season.

 I think it will rain later so take an umbrella with you.

Note: You can use both Will and Going to for making future predictions.

3. To make an offer, a promise or a threat.

 I'll give you a discount if you buy it right now.

 I promise I will behave next time.
 I'll take you to the movies if you'd like.

4. You use WON'T when someone refuses to do something.

 I told him to take out the trash but he won't do it.

 My kids won't listen to anything I say.
 My car won't start.

Future Predictions
As you can see, both Will and Going to can be used for making future predictions without
having a real difference in meaning.

 The weather report says it will rain tomorrow. (Correct)

 The weather report says it is going to rain tomorrow. (Correct)

Compare Will vs. Going To

If someone asks: "Are you busy this evening?"

If I respond: "Yes, I'm going to the movies." I use going to because it is a plan I made
earlier (before I was asked the question). - In this case we cannot use Will.

13
If I haven't made plans, then you can say either: "I will probably watch TV." OR
"I'm probably going to watch TV."

Both will and going to are possible in this situation because we are predicting what will
happen (since we haven't made any plans).

8Simple future tense structure/ formula:

Affirmative sentences:
subject+ will+ verb 1
Long form Short form

He will visit Dubai. I ‘ll visit.

She will write. We ‘ll help
We will go. You ‘ll study
You will learn. He ‘ll attend the party.
It will play. she ‘ll offer prayer.
They will go. They ‘ll go.
Negative sentences:
Subject+ will not+ verb1
Long Form Short Form

He will not learn English. He won’t learn English.

She will not learn English. She won’t learn English.
I will not learn English. I won’t learn English.
We will not learn English. We won’t learn English.
You will not lean English. You won’t learn English.
They will not learn English. They won’t learn English.

8
https://aboutenglishlanguage.com/future-simple-tense/

14
 Question form:
Will+Subject+Verb1+?
Yes, No Questions “wh” Questions

Will I study? Where will I study?

Will you study? Who will study?
Will we study? When will he study?
Will he study? What time will he study?
Will she study? Where will we study?
Will they study? When will they study?

Future with going to tense structure/ formula:

Affirmative sentences in the going to-future
Long forms Contracted forms
I am going to play handball. I'm going to play handball.
You are going to play handball. You're going to play handball.
Negative sentences in the going to-future
Long forms Contracted forms
I am not going to play handball. I'm not going to play handball.
You are not going to play handball. You're not going to play handball.
You aren't going to play handball.

Questions in the going to-future

Long forms Contracted forms
Am I going to play handball?
not possible
Are you going to play handball?

9
https://slideplayer.com/slide/11697689/

15
 1.12 Watch the following videos.

1.13 Read the following texts and answer the questions with the future
grammatical structures that fit each situation.
10
Going to the Movies
My class is going to the movies on a field
trip next week. We have to get permission
slips signed before we go. We also need to
ask our parents if they will drive to the movie
theater.

We are going to see a movie that tells the

story from a book we read. We love it when
movies are made from books. It is fun to
compare the movie to the book. I usually like
the book better.

10
https://www.k5learning.com/sites/all/files/worksheets/2nd-grade-2-reading-comprehension-worksheet-
going-movies.pdf

16
We will get to the movie early so we can buy popcorn. Some of us will buy candy and
slushes too. We´re going to enjoy watching the movie. When we return to school, we will
talk about things that were in the movie and the book.

1.-What do the students need to do

2.-What is fun to compare?
before going to the movie?
3.-What do the students like better, the
4.-What book are you going to read?
movie or the book?

11Robots That Feel?

Futurologists predict that many
homes will have robots in the
future. Robots already do many
things such as building cars and
vacuuming floors. But scientists
today are starting to build
friendlier, more intelligent robots
that people will feel more
comfortable having around in
the house.
Sociable robots will be able to show
feelings with their faces, just like
humans. They will smile and frown,
make eye contact, and speak. These
robots will do work around the house
such as cooking and cleaning. They will
even take care of children and the
elderly. How soon will this smart home
be a reality? There’s a good chance it
will be a part of your life in 25 or 30
years, perhaps sooner. Much of the
technology is already here.

6.Will sociable robots be able to show

5.Will scientist create intelligent robots?
feelings?
8.List three actions that robots will do in
7.Will many home have robots?
the future.

11
https://www.webcolegios.com/file/44b5ae.pdf

17
 1.14 Write in your notebook sentences with activities to be carried out, where to
go, and specify details to meet from a place of your choice within the state of Hidalgo.
Remember activities 1.4, 1.5 and 1.7 you can use the travel itinerary in order to make a
well planned schedule using the structures of the future in an affirmative, negative and
interrogative way. After that make an infographic highlighting the places and activities
you mentioned in your sentences.

1.15 Listen the following audio and use it as example to answer the questions
with true information about yourself using the appropriate future structures (will/going to).
1.-What will you do after class?
2.-What are you going to do this weekend?

3.-What will you do when you graduate?

4.-What are your plans for this summer?

5.-Where will you go today?

6.-Tell me about your short term future plans?

1.16 Speak: Using notes from previous exercise, make a video presenting your
infographic (using any communication mean that can be recorded) and record it.

1.17 Interactive: Upload your video and the infographic in the provided platform.

12

12
https://www.hoytamaulipas.net/infografias/1183/5-lugares-para-conocer-en-Hidalgo-.html

18
 Lesson 3: Comparing apples to oranges.

1.18 Warm up: Please watch the following videos and answer the questions.

1.-What are the eight effective promotion ideas for tourism marketing?
2.-Why is it important to introduce different tourism attractions to prospective visitors?
3.-How important is the social media for tourism?

1.19 Moment of truth: Please click on the following links to make the diagnostic
tests for this lesson. There are two different tests this time, one for comparatives and
another for superlatives.

Once you have finished make a screenshot and upload it in the platform as
evidence of this task completion.

13Comparative
1.20 Grammar: and Superlative Adjectives

Adjectives can compare two things or more than two things. When we make these
comparisons, we use comparative and superlative forms of adjectives.

13
https://www.grammarly.com/blog/comparative-and-superlative-adjectives/

19
 Comparatives
One way to describe nouns (people, objects, animals, etc.) is by comparing them to
something else. When comparing two things, you’re likely to use adjectives like smaller,
bigger, taller, more interesting, and less expensive. Notice the -er ending, and the
words more and less. A mistake that both native speakers and non-native speakers make
is using incorrectly formed comparative adjectives.

Superlatives
When comparing more than two things, you’ll likely use words and phrases like smallest,
biggest, tallest, most interesting, and least interesting. Notice the -est ending and the
words most and least. Make sure you use the proper ending or superlative adjective when
forming these superlatives. The examples below illustrate the correct form:
Martha is the elder of the four sisters.
If there were only two sisters, we could use the comparative elder here. Because there
are four sisters, we need a superlative.
Martha is the eldest of the four sisters.
Here are a couple of other examples:
I think his last book is his least interesting; his third book was the most interesting.
That must be the weirdest play ever written.

Adjective/Adverb Comparative Superlative

good/well better best
bad/badly worse worst
far farther, further the farthest, the furthest
little less least

Here are some examples of these irregular words as comparatives and superlatives in
context:
Today I had the best time touring the city.
I went farther than my friend when we walked around the park.
You dance better than I do.
You bought the least attractive pair of moccasins at the thrift store.
He can run the farthest of his classmates, but that’s only once around the track.
I do badly in math, but at least I’m not the worst.

20
 14The rules to form comparatives and superlatives:

1. One syllable adjective ending in a silent 'e' — nice

Comparative — add 'r' — nicer
Superlative — add 'st' — nicest

2. One syllable adjective ending in one vowel and one consonant — big
Comparative — the consonant is doubled and 'er' is added —bigger
Superlative — the consonant is doubled and 'est' is added—biggest

3. One syllable adjective ending in more than one consonant or more than a vowel (or
long vowels) — high, cheap, soft.
Comparative — 'er' is added — higher, cheaper, softer.
Superlative — 'est is added — highest, cheapest, softest.

4. A two syllable adjective ending in 'y' — happy

Comparative — 'y' becomes 'i' and 'er' is added — happier
Superlative — 'y' becomes 'i' and 'est' is added — happiest

5. Two syllable or more adjectives without 'y' at the end — exciting

Comparative — more + the adjective + than — more exciting than
Superlative — more + the adjective + than — the most exciting

Examples:
The Nile River is longer and more famous than the Thames.
Egypt is much hotter than Sweden.
Everest is the highest mountain in the world.
This is one of the most exciting films I have ever seen.

14
https://www.myenglishpages.com/site_php_files/grammar-lesson-comparatives-superlatives.php

21
 1.21 Watch the following videos.

1.22 Read the following text and answer the questions that follow.
15
A very special family16
17Hi, my name is Violet Parr, I’m 14 years old
and I live in the center of New York. Let me
introduce you to my family. I’ll start talking about
my youngest brother Jack. He’s only 1-year-old,
weighs only 13 kilos and his main power is
shape shifting, it means he can change into
different forms. Then, I’ll continue talking about
my younger brother Dash. He is 10 years old,
but he can run faster than anyone in the family,
but I’m stronger than him. He also has special
powers like me. We can become invisible and

15

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Comparatives_and
_superlatives/Reading_Comprehension_fd34014jz
16
https://www.coursehero.com/file/46736373/reading-the-incredibles-comparatives-and-superlati-reading-
comprehension-exercises-doc/
17
https://brainly.lat/tarea/15881651

22
we have elastic arms but mum says that we can’t use our powers unless we are in danger.
Finally, I’ll talk about my parents, they are Helen and Bob Parr. My mum is 37 years old
and she is the most intelligent in the family, my dad is 39 and can lift very heavy things so
he’s the strongest. We are a very special family as you can see. Now, tell me about yours,
I’m sure that you have a very special family too.

1.Who is the youngest in the family? 2.How old is Dash?

3.Who is the oldest? 4.Who is the most intelligent?

1.23 Write in your notebook a text with two places in Hidalgo, make comparative
and superlative sentences. You can use the following text as an example, if you can add
some Covid-19 prevention rules.

18Now I live in England, but I’ve lived

and worked in several countries. I think
my favorites were probably Japan and
Mexico, mainly because of the food and
because of the weather.
As you know, the weather in England is
often very cold, very grey and quite wet.
In Mexico it’s much hotter, the skies
were much bluer and there was less rain there, so it was lovely. And that was most of the
year even in winter.
Japan was lovely, also. It got more
humid than Mexico in the summer and
colder than Mexico in the winter, but it
was still very, very sunny there –
sunnier than in England. The food …
well, I know some people eat to live,
but I don’t; I live to eat. I love my food,
so Japan and Mexico were both
wonderful countries for me. I know the
food in Britain is maybe more varied
than in other countries, because we’ve got so many different types of cooking here, with
all of our Indian restaurants, Chinese, Thai, Italian… the list is endless. But Mexican food
was definitely the spiciest food I’ve had, so that even on fruit we often had chilli. Japanese

18
https://esol.britishcouncil.org/sites/default/files/Comparisons%20tapescript.pdf

23
food – this was probably the healthiest food and the most delicious, and I became a bit of
an addict to sushi by the end of my time there.
Language in the countries … for me
Spanish was easier – that’s the language of
Mexico – because I’d studied it at university
before, and it’s more similar to English.
Japanese was extremely difficult – the most
difficult language I’ve ever come across. And
the more I learned, the more difficult it
seemed to get. So, overall, choosing
between Mexico, England and Japan, I think
Mexico is my favorite. It’s the most relaxed
country, and the weather is beautiful. It’s the
sunniest and hottest country, and it has beautiful beaches. So if I chose, I’d live there.

1.24 Listen to what the first video says, after each participation pause the video
and repeat the sentences until you get the same pronunciation. On the second video
answer the questions while you watch and practice making comparative and superlative
sentences.

1.25 Speak: Using notes from previous exercise, make an advertising poster of
your favorite place with images and explain it on a video (using any communication mean
that can be recorded and sentences from exercise 1.23).

1.26 Interactive: Upload your video and poster in the provided platform.

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 Lesson 4: As if there's no tomorrow.

1.27 Warm up: Please watch the following videos and answer the questions.

1.- What are tongue twisters?

2.- Why are tongue twisters a good opportunity to practice pronunciation?
3.- What is a collage?

1.28 Moment of truth: Please click on the following links to make the diagnostic
tests for this lesson. There are three different tests this time however they have a topic in
common, so don’t miss anyone.

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1.29 Grammar: Conditionals. Sometimes we call them 'if clauses'. They
describe the result of something that might happen (in the present or future) or might have
happened but didn't (in the past). They are made using different English verb tenses.
There are four main kinds of conditionals:
The Zero Conditional:
(if + present simple, ... present simple)
If you heat water to 100 degrees, it boils.

19
https://www.perfect-english-grammar.com/conditionals.html

25
 The First Conditional:
(if + present simple, ... will + infinitive)
If it rains tomorrow, we'll go to the cinema.

The Second Conditional:

(if + past simple, ... would + infinitive)
If I had a lot of money, I would travel around the world.

The Third Conditional

(if + past perfect, ... would + have + past participle)
If I had gone to bed early, I would have caught the train.

20Conditionals

If I see her, I will tell her.

There are several structures in English that we
call conditionals or if conditionals. The word
"condition" means "situation or circumstance". If a
particular condition is true, then a particular result
happens:
if y = 3 then 2y = 6
There are three basic English conditionals plus the so-called zero conditional. There
are some more conditionals that we do not use so often.
conditional usage if-clause main-clause
type
1 possible condition + probable present will + base verb
result simple

2 hypothetical condition + past simple would + base verb

possible result

3 expired past condition + past perfect would have + past

possible past result participle

0 real condition + inevitable result present present simple

simple

20
https://www.englishclub.com/grammar/verbs-conditional.htm

26
 Structure of Conditional Sentences
The structure of most conditionals is very simple. There are two basic possibilities.
Of course, we add many words and can use various tenses, but the basic structure is
usually like this:

if condition result

if y = 10 2y = 20

or like this:

result if condition

2y = 20 if y = 10

This structure can produce, for example, the following sentences:

If I see her, I will tell her.
I will tell her if I see her.
Notice the comma in the first sentence. (A comma is always correct in this case, but not
always essential if the sentence is short.) In the second sentence we do not normally use
a comma.
Zero Conditional for certainty
If you heat ice, it melts.
We use the so-called zero conditional when the result of the condition is always true, like
a scientific fact.
Take some ice. Put it in a saucepan. Heat the saucepan. What happens? The ice melts
(it becomes water). You would be surprised if it did not.

if condition result
Present Simple Present Simple
If you heat ice, it melts.

Notice that we are thinking about a result that is always true for this condition. The result
of the condition is an absolute certainty. We are not thinking about the future or the past,
or even the present. We are thinking about a simple fact. We use the Present
Simple tense to talk about the condition. We also use the Present Simple tense to talk
about the result. The important thing about the zero conditional is that the condition
always has the same result.
Look at these example sentences:

27
 result if condition
Present Simple Present Simple
I am late for work if I miss the 8 o'clock bus.
My boss gets angry if I am late for work.
People get hungry if they don't eat.
Does ice melt if you heat it?
if condition result
Present Simple Present Simple
If I miss the 8 o'clock bus, I am late for work.
If I am late for work, my boss gets angry.
If people don't eat, they get hungry.
If you heat ice, does it melt?

First Conditional for real possibility

If I win the lottery, I will buy a car.
We are talking about the future. We are thinking about a particular condition or situation
in the future, and the result of this condition. There is a real possibility that this condition
will happen. For example, it is morning. You are at home. You plan to play tennis this
afternoon. But there are some clouds in the sky. Imagine that it rains. What will you do?

if condition result

Present Simple will + base verb

If it rains, I will stay at home.

Notice that we are thinking about a future condition. It is not raining yet. But the sky is
cloudy and you think that it could rain. We use the Present Simple tense to talk about the
possible future condition. We use will + base verb to talk about the possible future result.
The important thing about the first conditional is that there is a real possibility that the
condition will happen.
Here are some more examples (do you remember the two basic structures: [if condition
result] and [result if condition]

if condition result
Present Simple will + base verb
If I see Mary, I will tell her.
If Tara is free tomorrow, he will invite her.
If they do not pass their exam, their teacher will be sad.
If it rains tomorrow, will you stay at home?
If it rains tomorrow, what will you do?

28
 result if condition
will + base verb Present Simple
I will tell Mary if I see her.
He will invite Tara if she is free tomorrow.
Their teacher will be sad if they do not pass their exam.
Will you stay at home if it rains tomorrow?
What will you do if it rains tomorrow?

Second Conditional for unreal possibility

If I won the lottery, I would buy a car.
The second conditional is like the first conditional. We are still thinking about the future.
We are thinking about a particular condition in the future, and the result of this condition.
But there is not a real possibility that this condition will happen. For example, you
do not have a lottery ticket. Is it possible to win? No! No lottery ticket, no win! But maybe
you will buy a lottery ticket in the future. So you can think about winning in the future, like
a dream. It's not very real, but it's still possible.

if condition result
Past Simple would + base verb
If I won the lottery, I would buy a car.

Third Conditional for no possibility

If I had won the lottery, I would have bought a car.
The first conditional and second conditionals talk about the future. With the third
conditional we talk about the past. We talk about a condition in the past that
did not happen. That is why there is no possibility for this condition. The third conditional
is also like a dream, but with no possibility of the dream coming true.
Last week you bought a lottery ticket. But you did not win.

if condition result
Past Perfect would have + past participle
If I had won the lottery, I would have bought a car.

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 Summary of Conditionals
Here is a table to help you to visualize the basic conditionals.
Do not take the 50% and 10% too literally. They are just to help you.

Probability,
Example Time
conditional

100% zero If you heat ice, it melts. any

50% 1st If I win the lottery, I will buy a car. future

10% 2nd If I won the lottery, I would buy a car. future

0% 3rd If I had won the lottery, I would have bought a car. past

1.30 Watch the following videos.

30
 1.31 Read the following text and write in your notebook all the conditional
sentences that you can find. Finally answer the questions below.
TEXT 1
21
Today in class, my daughter learned that if you
mixed yellow and blue you make green. Then she told
me about a science experiment she did, she learned
that water melts when it’s heated at 100 degrees. She
is learning so much! She’s growing up so quickly. This
morning, I was almost late for work I really don’t want
to be late for work because my boss told me that if I
am late for work again, I instantly lose my job. It was
such a stressful day at work, so now I am going to
meet my friend at a park and go for a walk. I want to wear perfume, but I can’t because if
I wear perfume, I have reactions to it and I start sneezing. When I got home from work
today, I realized how cold it was, so I turned on the radiator to warm up. But, if I have it on
for too long, it will cost me too much. So, I only had it on for an hour. Tomorrow I am going
to cut my hair, I want to dye my hair blue, but I once heard that dying your hair damages
it. So, I often worry about it, my friends told me that if you dye my hair too much, it falls
out.

TEXT 2
22Christine and Margaret are friends.
They are both busy because the work
and study! But on Wednesday they
meet for coffee.
"What are you going to do this
weekend?" asks Margaret.
"Well, I have a big project to finish for
my design class. But if I can finish it by
Friday, I'll do something fun as a
treat," says Christine.
"That sounds great!" replies Margaret.
"I think the ballet is coming to town. If
it isn't too expensive, I'm going to buy
tickets. Would you like to come?"
"Well, I don't really like ballet very much. If you want to go to the ballet in the evening, let's
do something in the morning," says Christine.
"All right. If you have the energy, let's go swimming!" suggests Margaret.
"That sounds great! If I don't call you on Friday, send me an email at work," agrees
Christine. "And if I don't answer, call me again. And if I don't pick up… oh, let's just make
plans now! I'm too busy to plan later!"

21
https://en.islcollective.com/english-esl-worksheets/grammar/zero-conditional-0/zero-conditional-reading-
comprehension-sheet/123351
22
https://www.really-learn-english.com/english-short-stories-english-conditionals-2.html

31
 1. How many sentences in text 1 use the zero conditional?
2. What happened this morning that gave the woman stress?
3. What did her boss tell her?
4. What color does she want to dye her hair?
5. Why is the woman worried about dying her hair?
6. What is the difference between zero and first conditionals?
7. In the sentence: If I finish it by Friday, I'll do something fun as a treat.” What is the
cause?
8. In the sentence: If I finish it by Friday, I'll do something fun as a treat.” What is the
result?
9. What does Margaret think about the ballet?
10. Where does Christine agree to go?

1.32 Write in your notebook at least twenty sentences using zero and first
conditional to talk about the place in Hidalgo that you have chosen in previous activities,
especially in activity 1.25.
e.g.
If you go to Hidalgo, you will have the opportunity to eat barbacoa.
If you travel to La Huasteca, you will enjoy Xantolo.

1.33 Listen the following audio, answer the questions and complete the if clauses.
1.- Where will Jason be working?
2.- If _______________, I won´t be able to go out
with my friends.
3.- If you go to Japan, ____________________.
4.- I’ll miss my parents if ___________________.
5.- I will earn more if ______________________.
6.- If I live there, _________________________.

1.34 Speak: First you need to make a collage with images from a place in
Hidalgo, then using your sentences from exercise 1.32, make a video in which you explain
the different attractions you have mentioned.

1.35 Interactive: Upload your video and the collage in the provided platform.

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 Lesson 5: A dry run.

1.36 Warm up: Practice test

Practice all the activities below. Pay attention to the instructions and format that the
practice test has due to the final exam will have the same format. Remember this is the
evaluation week so all activities will be graded as conceptual terms.

Put in ‘will’ or ‘be going to’:

1. A: We don’t have any bread.
B: I know. I ____________ get some from the shop.
2. A: We don’t have any bread.

B: Really? I ____________ get some from the shop then.

3. A: Why do you need to borrow my suitcase?
B: I ____________ visit my mother in Scotland next month.

4. A: I’m really cold.

B: I ____________ turn the heating on.
5. A: Are you going to John’s party tonight?
B: Yes. Are you going too? I ____________ give you a lift.
6. A: What are your plans after you leave university?
B: I __________________ work in a hospital in Africa. I leave on the 28th .

7. (The phone rings) A: I __________________ get it!

8. A: Are you ready to order?
B: I can’t decide … Okay, I __________________ have the steak, please.

9. A: Are you busy tonight? Would you like to have coffee?

B: Sorry. I __________________ go to the library. I’ve been planning to study all
day.

10. A: Why are you carrying a hammer?

B: I __________________ put up some pictures.

33
Directions: Complete the sentences using the following prepositions of time: “in,
on, at, from_to”.
11. We have class ______ eleven o’clock.

12. We have class ______ nine ______ eleven.

13. Tom has class ______ the morning, and he works ______ the afternoon.
14. I study ______ the evening.

15. I sleep ______ night.

16. Mary was born ______ October.
17. Mary was born ______ 1967.

18. Mary was born ______ October 28.

19. Mary was born ______ October 28, 1967.

20. The bank isn’t open ______ Sundays.

21. The bank is open ______ 8:00 a.m. ______ 5:00 p.m. Monday through Saturday.
22. The bank closes ______ 5:00 p.m.

Complete the following sentences with the correct comparative form of the words
listed below.

bad important crowded good high heavy

convenient difficult cheap expensive quiet easy
thin healthy dangerous cold
23. In Canada, January is _________________________ than March.
24. I think that good health is ___________________________ than money.
25. I can’t carry my suitcase. It’s much _________________________ than yours.

26. I can afford to buy a new bike but not a new car. A car is ___________________
than a bike.
27. You look _______________________ than the last time I saw you. Have you lost
weight?
28. I couldn’t get a seat in the restaurant. It was ____________________________
than usual.

30. Mountains are __________________________ than hills.

34
31. He got a very good mark on his exam. The exam was ______________________
than he had expected.
32. You should go to the doctor. Your cold is _____________________________
than it was a few days ago.
33. There is a lot of crime in the big cities. They are _____________________ than
the small town where I live.

34. I don’t understand this lesson. It is ______________________________ than the

last one we did.
35. I can’t study in this room. It’s too noisy. I’m going to find a
_____________________________ place.
36. Our apartment is far from everything. We want to move to a _________________
location.
37. Orange juice is __________________________ than Coke.
38. The store is having a great sale today. Most televisions are 25% _____________
than they were yesterday.

39. The doctor told me that I can go back to work if I feel ______________________
tomorrow.
Choose the best sentences below.

40. (A) If it rains, I take my umbrella to work.

(B) If I take my umbrella to work, it rains.
41. (A) Animals die if they don’t get enough food.
(B) If animals die, they don’t get enough food.

1.37 Moment of truth: Final exam

Get into the provided educative platform that your teacher uses and make all the activities
related to this unit´s topics.

35
 1.38 Watch the following videos but first activate the subtitles, which will appear
in English. Pay attention on how the grammatical structures seen in this unit are used to
promote a place or a country. Tourism has become one of the main income for all
Mexicans and it is well known that English has become the favored language of tourists
around the world.

1.39 Write a full text using all the activities done in this unit, talking about a specific
place in Hidalgo and giving some advice to tourist, don’t forget to use will, going to,
comparatives, superlatives, prepositions of time, sequence words, zero and first
conditionals.

Interactive: Upload your text with your personal data in PDF format in the provided
platform.

36
 1.40 Listen: This is an extra activity. However, it is necessary that you attend
all instructions and participate, because it is a great opportunity to practice all the topics
from this unit using the different skills. You just have to click on the Kahoot icon and join
with you FIRST NAME followed by your GROUP, example ISRAEL3AVN.
This activity will give you a straight 10 if you win. Let me tell you in other words: you have
to be the winner to get a straight partial 10.
The PIN, day and hour for this activity will be given by your teacher in the provided
platform.

1.41 Speak: Using the text from exercise 1.39 and all the products made, make
a complete video talking about a specific place in Hidalgo and record it
.
1.42 Interactive: Upload your video in the provided platform.

Attitudes: In this section, you will be able to get the 20% in the attitudinal section of your
grade. Be honest with your answers, your teacher will support your results with your
grades and class attendance.

Hardly
Always Sometimes Never
During this partial… ever
5 4 3 2
I attended all my classes or virtual meetings
that my teacher asked me to.
I did and loaded all my products and
assignments properly and at the right times.
I interacted with my teacher and asked him to
clarify my doubts about the products,
activities and topics seen in this unit.
I searched for information autonomously and
I worked with my classmates and helped
them to develop all the products.
Total

Grade: You need to identify all your activities and fill the grade chart in page IV to have
a clear reason of your grade.

37