English Teacher:

Student Name:

Group:
 INDICACIONES

Estimado estudiante:
En este cuadernillo de trabajo podrás obtener información de los temas y actividades programadas para los tres cortes. Por esta
razón, se te solicita que leas con atención todas las recomendaciones e indicaciones para lograr un trabajo exitoso.

Primeramente, encontrarás información relevante para que puedas comprender los tiempos verbales y/o gramática; posteriormente,
se presentan algunos ejercicios para que realices.
Learning unit (Main
1. Exchange of information about personal actions. 30 hours
content)
Learning outcome 1.1 Describe and compare actions and objects, in different contexts using adverbs and
correlative words 20 hours
 Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.1 Describe and compare actions and objects, in different contexts using adverbs and correlative words

Activity number 2: Description of actions with adverbs of manner

The
Theadverbs
adverbofis manner
a part ofexplain how an action
the sentence whoseoccurs. Most usually
main function is toend up in or
modify “ly” Adverbs of manner
complement are usually
the meaning formed
of the verb,from
the adjectives by another
adjective or adding “ly”.
For example:
adverb.

The adverbs of manner explain how an action occurs. Most usually end up in “ly” Adverbs of manner are usually formed from adjectives
•by Careful-carefully
adding “ly”. For example:
• Easy-easily
 Careful-carefully
• Bad-badly
Easy-easily
• Quiet-quietly
Bad-badly
• Sudden-suddenly
Quiet-quietly
 Sudden-suddenly

Although,
Although,there areare
there exceptions (Hay Well-
exceptions: excepciones):
aloud Well-

But sometimes there are changes in spelling. For example:

aloud But sometimes there are changes in spelling. For example:
 Easy-easily
• Gentle-gently
Easy-easily
 Careful-carefully
• Gentle-gently
• Careful-carefully
The adverb formed from good is well. For example:

 You exposed the theme of the Middle Ages very well

The adverb
 He formed
climbed thefrom good
top of is wellvery
Everest (El adverbio
well formado de good es well) . For example:
• You exposed the theme of the Middle Ages very well.
•Adverbs of manner normally come after the verb. For example:
He climbed the top of Everest very well.
 My teacher spoke clearly on the subject of drugs
 I read avidly the stories of Julio Cortázar
Adverbs of manner
 I love deeplynormally come afterpoems
Mario Benedetti's the verb (Los adverbios de manera normalmente vienen después del verbo). For example:
•OrMy teacher spoke clearly on the
after the object. For example:
subject of drugs.
• I read avidly the stories of Julio Cortázar.
• I love deeply Mario Benedetti's poems.

Or after the object ( o después del objeto). For example: CPIN-03 24/ 78
• He entered the lab quietly.
• The specialist started the conference dynamically.
• The master treated the slave cruelly.
EXCERCISE.
Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.1 Describe and compare actions and objects, in different contexts using adverbs and correlative words

Activity number 3: Identification of adverbs in a manner in written discourse

Underline the adverbs in green so that they are presented in the following text:

Underline the adverbs

The little prince in green“Your
continued: so that they is
planet aresopresented inyou
small that the following text:
can turn it in three strides. You don't have to do more than walk very slowly
to always stay in the sun. When you want to rest, you will walk ... and the day will last as long as you want.

The little
I was prince continued:
surprised “Your
to suddenly planet is sothat
understand smallmysterious
that you canglow
turn of
it in three
the strides. You don't have to do more than walk very slowly to always stay in
sand.
the sun. When you want to rest, you will walk ... and the day will last as long as you want.
Over time I have comforted a little, but not completely. I know he has returned to his planet, because at dawn I did not find his body,
which was not really so heavy ... And I like at night to listen to the stars, which sound like five hundred million bells.
I was surprised to suddenly understand that mysterious glow of the sand.
The little prince looked for a place to sit, but the planet was completely occupied by the magnificent ermine cloak. So he stood, but as
he was tired, he yawned.
Over time I have comforted a little, but not completely. I know he has returned to his planet, because at dawn I did not find his body, which was not really
so
If Iheavy ... And
ordered, "heI said
like atfrequently,"
night to listen
if I to the stars,
ordered which sound
a general like fivea hundred
to become million
seabird and thebells.
general did not obey me, it would not be the general's
fault, but mine”, "Can I sit down? The little prince asked timidly. "I order you to sit down," the king replied, "majestically picking up a skirt
from his ermine cloak.
The little prince looked for a place to sit, but the planet was completely occupied by the magnificent ermine cloak. So he stood, but as he was tired, he yawned.
The little prince continued: “Your planet is so small that you can turn it in three strides. You don't have to do more than walk very slowly
to always stay in the sun. When you want to rest, you will walk ... and the day will last as long as you want.
If I ordered, "he said frequently," if I ordered a general to become a seabird and the general did not obey me, it would not be the general's fault, but mine”,
"Can I sit down?
Examine The little
it carefully so prince asked
that they timidly.
know how "I order you to sitit,down,"
to recognize if one the king
day, replied,through
traveling "majestically picking
Africa theyup a skirt
cross the from his ermine
desert. If you cloak.
happen to
happen by chance, do not hurry, I beg you, and stop a little, precisely under the star. If a child comes to you, if this child laughs and has
golden hair and never answers your questions, you will immediately guess who he is. Be kind to him! Don't leave me so sad! And let me
The
knowlittle princethat
quickly continued: “Your planet is so small that you can turn it in three strides. You don't have to do more than walk very slowly to always stay
has returned… in
the sun. When you want to rest, you will walk ... and the day will last as long as you want.
The little Prince
Antoine Saint Exupery
Examine it carefully so that they know how to recognize it, if one day, traveling through Africahttp://bibliotecadigital.ilce.edu.mx/Colecciones/ObrasClasicas/_docs/ElPrincipito.pdf
they cross the desert. If you happen to happen by chance,
do not hurry, I beg you, and stop a little, precisely under the star. If a child comes to you, if this child laughs and has golden hair and never answers your
questions, you will immediately guess who he is. Be kind to him! Don't leave me so sad! And let me know quickly that has returned…

CPIN-03 26/ 78
Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.1 Describe and compare actions and objects, in different contexts using adverbs and correlative words

Activity number 4: Description of actions with adverbs of places

The adverbs of places indicate where an action is performed. Some are: around, far, near, there, here, etc.
The adverbs of places indicate where an action is performed. Some are: around, far, near, there, here, etc.
An adverb of place always talks about the location where the action of the verb is being carried out. Adverbs of place are normally placed after a sentence’s
object
An or main
adverb verb. always talks about the location where the action of the verb is being carried out. Adverbs of place are normally
of place
placed after a sentence’s object or main verb.
Adverbs of place can be directional. For example: Up, down, around, away, north, southeast Adverbs of place can refer to distances. For example: Nearby, far
away, miles
Adverbs apart can be directional. For example: Up, down, around, away, north, southeast
of place
An adverb of place can indicate an object’s position in relation to another object. For example: Below, between, above, behind, through, around and so forth.
Adverbs of place can refer to distances. For example: Nearby, far away, miles apart
Many adverbs of place indicate movement in a particular direction and end in the letters “-ward or -wards”. For example: Toward, forward, backward,
homeward,
An adverb ofwestward,
place caneastwards onwards.
indicate an object’s position in relation to another object. For example: Below, between, above, behind, through,
around and so forth.

EXCERCISE.
Many adverbs of place indicate movement in a particular direction and end in the letters “-ward or -wards”. For example: Toward,
forward, backward, homeward, westward, eastwards onwards.

Choose the best answer to complete each sentence

1. Close the door when you go

out / westward / lightly / here

2. The cat is hiding the couch

On / underneath / somewhere / there

3. Will you be starting your plants or in a greenhouse?

Round / home / outside / around

CPIN-03 28/ 78
Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.1 Describe and compare actions and objects, in different contexts using adverbs and correlative words

Activity number 5: Description of actions with adverbs of time

The adverbs of time indicate when an action is performed. Some are: Again, at first, before, son, late, etc.

The adverbs
Adverbs of timeofare
time indicate
used when an action is performed. Some are: Again, at first, before, son, late, etc.
to describe:

When something happens. For example:

 Adverbs
I saw Mary of time are used to describe:
yesterday
 She was born in 1978
 When something
I will see you laterhappens. For example:
 There was a storm during the night
• I saw Mary yesterday
 He is going to travel tomorrow
• She was born in 1978
How long.
• ForI willexample:
see you later
 We waited all day
• There was a storm during the night
 They have lived here since 2004
 We •will He is going
be on to travel
holiday from 1tomorrow
July until 3 August

How often (frequency). For example:

How long. For example:
 They usually watched television in the evening
 We • We waited
sometimes all to
went daywork by car
• They
 He never havea lived
misses classhere since 2004
 It’s always cold in this room
• We will be on holiday from 1 July until 3 August

How
Choose often
the best(frequency). For example:
answer to complete each sentence.

1.
• They usually watched television in the evening
We go out for Japanese food
• We sometimes went to work by car willingly / normally/ weekly / perfectly
• He never misses a class
• It’s always cold in this room

CPIN-03 30/ 78
Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.1 Describe and compare actions and objects, in different contexts using adverbs and correlative words

Activity number 6: Comparison of characteristics of two objects, people, or situations using correlative words Both, either, neither

The correlative conjunctions allow expressing sentences and ideas more connected to each other so that you form more complex and
The correlative
interesting conjunctions
sentences, allowresorting
avoiding expressingto
sentences andshort
extremely ideas more connected to
and repetitive each other so that you form more complex and interesting sentences, avoiding
sentences.
resorting to extremely short and repetitive sentences. (Las conjunciones correlativas permiten expresar oraciones e ideas más conectadas entre sí para que
It is vitally important to master different connectors to spin your ideas, either in writing or orally.
formes oraciones más complejas e interesantes, evitando recurrir a oraciones extremadamente cortas y repetitivas).
Either
EITHER
It offers
It offers a choice
a choice betweentwo
between twopossibilities.
possibilities.Or
Orone
oneoption,
option, or
or the
the other,
other, no
no matter
matterwhich (Ofrece la posibilidad de elegir entre dos posibilidades. O una
which.
opción, o la otra, no importa cuál).
Example:
 I’m saving money to travel to either Canada or Australia.
Example:
 If you want to stay tuned to our blog, you can either follow us on social networks or subscribe to our newsletter.
I’m saving money to travel to either Canada or Australia.
AffirmativeIfstructure:
you want to stay tuned to our blog, you can either follow us on social networks or subscribe to our newsletter.

Affirmative Either
structure: Name (subject) Verb Complement

Either Name (subject) Verb Complement

Example:
Example:
A: Do you
A: Do want
you wantititready forThursday
ready for Thursdayor or Friday?
Friday? B: Either day is fine for me
B: Either day is fine for me

Negative
Negative structure:
structure:
Name (subject) Negative verb/ negative auxiliary Either

Example: Name (subject) Negative verb/ negative auxiliary Either

A: I wasn’t thirsty.
B: I wasn’t either
A: I’ve never been to Portugal. B: I haven’t either

Neither
It offers a choice between two possibilities. Or one option, or the other, no matter which (Ofrece la posibilidad de elegir entre dos posibilidades. O una
CPIN-03 32/ 78
opción, o la otra, no importa cuál).
Examples:
Neither my family nor my friends know about my secret.
His teacher was not terribly understanding or particularly despotic.
Important! As this conjunction conveys a negative idea, the verb must go in any case in its affirmative.

Structure:
Neither verb / auxiliary Name (subject)

Examples:
A: I don't understand Spanish
B: Neither do I. (I don't understand Spanish either.) A: I cannot swim
B: Neither can I. (I can't swim either.)

Both
It connects both two subjects and two objects, granting the same importance to both. It places greater emphasis than simply using the conjunction and.
(Conecta dos sujetos y dos objetos, otorgando la misma importancia a both. Pone mayor énfasis que simplemente usar la conjunción and).

Examples:
I speak both English and French
Both the film and the book were really good.
This conjunction is always used with affirmative verbs. If we want to use a negative verb, we must use the conjunction either... or... instead.
EXCERCISE.

Choose the correct answer using only both, either or neither.

1. were ill so they stayed at home instead of going to school.

2. I didn't like of the choices

3. I couldn't decide between them, I liked them

4. Yuko nor Hiromi turned up today.

5. You can take the 38 bus or the 341 to get to town

6. I don't think much of of the candidates

7. I called of them and left messages as they didn't answer.

8. I Itook the test twice and failed times

EVALUATION ACTIVITY 1.1.1.

Create a text which use correlative conjunctions, describes actions, and read and act out the written descriptions to identify the adverbs used.

EVIDENCE OF LEARNING.
A Text.
Colegio Nacional de Educación Profesional Técnica

Student´s name:
Learning unit: 1. Exchange of information about personal actions
Learning outcome: 1.2 Exchange information, emphasizing certain aspects of it using intensifiers

Activity number 8: Identification of the grammatical function of the intensifiers

Intensifiers are used to emphasize the meaning of words. Change the strength of the word or adjective. The most frequent intensifiers
are: so, such, too, enough. Some others are: very, quite, rather, fairly, really and pretty.

We use words like very, really and extremely to make adjectives stronger:
So
It's a very interesting story.
Everyone
It is used before was verythat
adjectives excited.
are not followed by names. It is also used before adverbs and before many or many that can be
followed by names.
It's a really interesting story.
Examples:
Everyone was extremely excited.
 The film was so boring that i fell asleep.
 Sheila We is socall these words intensifiers.
pretty
 Other intensifiers
Dan eats so fast are:
 I love him so much
 There are so many exercises
amazingly in this book
particularly
 Thank you for being so kind
exceptionally remarkably
Suchincredibly unusually

We alsoa use
Intensify enough
quality to say
before more about
introducing thean adjective,
effect but enough comes after its adjective:
or consequence.
Example: If you are seventeen, you are old enough to drive a car.
 It was Isuch
can'tawear those
horrible shoes.
day They're
that we not big
decided enough.
to stay indoors.
 They went through such an awful experience that they will never try again.
It is used before a name or before a name + adjective. When the name is singular and preceded by an article, such is placed in front of
the article.
Examples:
 Larry is such a fool
 That was such an interesting movie
 They are such polite children

CPIN-03 38/ 78
Intensifiers with strong adjectives
Strong adjectives are words like:

very big enormous, huge

very small tiny

very clever brilliant

very bad awful, terrible, disgusting, dreadful

very sure certain

very good excellent, perfect, ideal, wonderful, splendid

very tasty delicious

We do not normally use very with these adjectives. We do not say something is very enormous or someone is very brilliant.

With strong adjectives, we normally use intensifiers like:

absolutely really
completely quite
exceptionally totally
particularly utterly
 The film was absolutely awful.
He was an exceptionally brilliant child.
The food smelled really disgusting.

EXCERCISE.

Choose the correct intensifier

1. A: How was your exam? B: Not good. It was difficult

absolutely / really

2. A: Are you hungry? B: Hungry? I'm starving!

absolutely / extremely

3. A: So, did you enjoy the film? B: No, I thought it was awful
totally / very

4. Do you think we'll get a pay rise this year? B: Well, if we do, it'll be small
extremely / totally

5. Did you have a good holiday? B: Yes, thanks, it was fantastic

really / very
EXCERCISE.
Write down in the correct place the correct phrase.
1. The women I had as very close friends were very independent women, very progressive. They're very sensitive about social change.
2. She told a very interesting story.
3. He’s really cute.
4. He is old enough to drive a car.
5. It´s incredibly intelligent.
6. The mouse was really tiny.
7. The Grand Canyon is absolutely breathtaking.
8. There was an amazingly beautiful woman at the party.
9. It was totally disgusting.
10. Dinner was really wonderful.
11. They´re completely perfect siblings.
12. I am extremely tired.

EVALUATION ACTIVITY 1.2.1.

Make an oral presentation of a case using intensifiers.

EVIDENCE OF LEARNING.
Oral presentation
Learning unit (Main
2. Exchange of information about personal interests 24 hours
content)
Learning outcome 2.1 Exchange information on personal interests using comparatives and superlatives
to express similarities and differences, as well as tag questions to confirm or deny 14 hours
LESSON 1 Comparative
it Adjectives and Adverbs

E XPLOR E

CD2-28
1 READ the article about consumer societies. Notice the words in bold.

What is a Consumer Society?

A consumer is a person who buys things, and a consumer society is a society that
encourages people to buy and use goods.1 Some people think that a consumer society
provides people with better lives. People in consumer societies tend to live more
comfortably. They eat a wider variety of food. They go to restaurants more often.
They also buy a lot of products, maybe more than they need.
Products such as TVs, cell phones, and computers used to be luxuries. 2 Today
people can buy these things more easily than ever before. The market for these goods
is growing faster all the time. Consumer societies encourage people to buy bigger and
better products. For example, “smarter” phones come out every year. In a consumer
society, people are often buying newer and more advanced products. This creates a
lot of waste. Nowadays, many people are thinking more seriously about the effects
of consumer societies on the environment, and they are trying to become more
responsible consumers.

1
goods: items that can be bought or sold
2
luxur y: something that is expensive but not necessary

2 CHECK. Read each statement. Circle T for true and F for false.

1. Everyone agrees that consumer products improve their lives. T F

2. These days, consumer goods are hard to find. T F

3. Many people want luxury products these days. T F

4. Consumer societies help the environment. T F

3 DISCOVER. Complete the exercises to learn about the grammar in this lesson.

A Find these sentences in the article from exercise 1. Write the missing words.
LE AR N
Exceptions
8.1 Comparative Adjectives
Comparative
Tha n
Adjective
newer
The blue car is than the gray car.
more expensive

1. Use a comparative adjective + than to Lydia is taller than Alex.

compare two people, places, or things. Gorillas are more intelligent than cows.

You can use a comparative adjective The bigger house is mine.

+ noun when the comparison is clear The more interesting shows are on cable TV.
from context.

2. Add -er to the end of most one-syllable small smaller low lower
adjectives to form the comparative.* If large larger nice nicer
the adjective ends in -e, add -r.

3. Use more before most long adjectives Jack is more serious than Nikki.
(adjectives that have two or more Do you think math is more important than music?
syllables).

4. Some two-syllable adjectives are used quiet quieter / more quiet

with either -er or more to form the simple simpler / more simple
comparative.

5. Some adjectives have an irregular good better bad worse

comparative form. far farther, further

REAL ENGLISH
*See page A3 for more information on speling rules for comparative adjectives.
Words such as a little, a lot, much,
and not much, are often used to
quantify comparative adjectives.
4 Complete each sentence with the correct
comparative form of the adjective in parentheses. Tina is a little taller than Nick.
Add than when necessary.

1. New cars are much more quiet than / quieter than (quiet) old cars.

2. Do you think money is (important) good health?

3. This coat is (nice) that one.

4. My old laptop was a lot (big) my new one.

5. Gas is so expensive! I want a (efficient) car.

6. Many people think modern life is (good) life in the past.

7. Communication is a lot (easy) it was 50 years ago.

8. The pollution in my city is much (bad) it used to be.

9. I prefer (hot) temperatures. That’s why I love summer.

EXCERCISE.

Complete each sentence with the correct comparative form of the adjective in parentheses. Add than when necessary.

1. Tina is a little taller than Nick. 1. New cars are much more quiet than / quieter than (quiet) old cars.

2. Do you think money is _______________________________ (important) good health?

3. This coat is ______________________ (nice) that one.

4. My old laptop was a lot ________________________ (big) my new one.

5. Gas is so expensive! I want a ______________________ (efficient) car.

6. Many people think modern life is _____________________ (good) life in the past.

7. Communication is a lot __________________________ (easy) it was 50 years ago.

8. The pollution in my city is much ______________________ (bad) it used to be.

9. I prefer ___________________________ (hot) temperatures. That’s why I love summer.

10. My new school is a little _________________________ (far) my old one.

 LESSON 3 Superlative Adjectives and Adverbs

E XPLOR E

CD2-31
1 READ the article about a problem on Mount Everest. Notice the words in

Mount Everest:
The Highest Garbage Dump in the World?
Most people know that Mount Everest is the highest mountain in the world.
However, there is another fact that many people don’t know: it has become one of the
dirtiest mountains in the world.
Mount Everest is one of the toughest and most exciting mountains to climb on
Earth. It is not the coldest or the windiest place on Earth, but it comes close! These
challenges make it one of the most attractive mountains for serious climbers. Since
1952, over 3500 climbers have reached the top. Unfortunately, most of them have left
equipment and trash on the mountain.

In fact, trash is now one of the biggest threats to the environment on Mount Everest.
Local organizations have brought tons of trash down from the mountain. One of the
most interesting projects handed over more than a ton of tin cans, glass bottles, and old
climbing tools to artists in Nepal. The artists used the trash to create works of art. Then,
they sold the art to raise money for local charities.1 The least expensive work of art cost
$17, and the most expensive one cost $2400.

1
charity: an organization that raises money to help people

The consumer society produces a lot of waste,

even in the Himalayas. Here, a climber collects
trash on Mount Everest.

220 CO M PA R AT IV ES A N D S U P E R L AT IV ES

51106_GE2_U08_204-231_rev06.indd 220 8/14/14 12:25 PM

2 CHECK. Circle the correct word to complete each statement.
2 CHECK. Circle the correct word to complete each statement.
1. According to the reading, Mount Everest is very clean / dirty.
1. According to the reading, Mount Everest is very clean / dirty.

2.
2. Climbing
Climbing Mount
Mount Everest is very
Everest is difficult//easy.
very difficult easy.

3.
3. Mount
Mount Everest is an
Everest is unusual // aa popular
an unusual popularmountain
mountainfor
forserious
seriousclimbers.
climbers.

4. Climbers rarely
4. Climbers rarely / often leave
leave trash
trash on
on Mount
MountEverest.
Everest.

5. People
5. create art / charities
People create charities from
from the
the trash
trashon
onMount
MountEverest.
Everest.

3 DISCOVER.
3 DISCOVER. Complete
Complete the
the exercises
exercises to
to learn
learnabout
aboutthe
thegrammar
grammarininthis
thislesson.
lesson.
A Look at the bold phrases in the reading from exercise 1. Then write three more examples in
A Look at the bold phrases in the reading from exercise 1. Then write three more examples in
each column of the chart.
each column of the chart.
Adjectives with - est Adjectives with most
Adjectives with - est Adjectives with most
tall exciting
tall exciting

B Which adjectives add most? Circle the correct answer. a. long ones b. short ones
B Which
B Which adjectives
adjectives add most?add
Circle most? Circle
the correct the correct answer.
answer. a. long
a. long ones b. short onesones b. short ones
LEARN

8.6 Superlative Adjectives and Adverbs

S uperlative
Adjective
the nicest
The red car is car in the parking lot.
the most expensive

S uperlative
Adverb
the fastest
She runs of all the players on the team.
the most slowly

1. Use a superlative adjective to Ali is the tallest student in our class.

compare three or more people, Prague is the most beautiful city I’ve ever seen.
places, or things. What’s the most interesting book you’ve ever read?

2. Use a superlative adverb to compare Of all my friends, Alicia calls the most frequently.
the action of three or more people or My red shoes fit the most comfortably of all my shoes.
things.

3. Add -est to the end of most one- Adjective: I bought the longest couch in the store.
syllable adjectives or adverbs to Adverb: Steve works hardest of all the students.
form the superlative.* Use the before
superlative adjectives. It is not as
common before adverbs.

4. Use the most before most adjectives Maria is the most careful climber of the group.
that have two or more syllables and The Grand Canyon is the most amazing sight I’ve ever seen.
adverbs ending in -ly. Of all the girls, Brenda sings the most beautifully.

5. For some two-syllable adjectives and stupid the stupidest/the most stupid
adverbs, either -est or the most can cruel the cruelest/the most cruel
be used to form the superlative.

6. Some superlatives are irregular. good/well the best bad/badly the worst

*See page A3 for more information on spelling superlative adjectives and adverbs.

4 Complete the sentences with the superlative form of the adjective or adverb in parentheses.

1. The biggest (big) piles of trash on Mount Everest are on the lower areas.

2. Trash is one of (bad) problems on Mount Everest now.

3. Many climbers consider K2, a mountain between Pakistan and China, to be

(difficult) mountain to climb, not Mount Everest.

4. Ted was (experienced) climber on the expedition.

 5. For some two-syllable adjectives and stupid the stupidest/the most stupid
adverbs, either -est or the most can cruel the cruelest/the most cruel
be used to form the superlative.

6. Some superlatives are irregular. good/well the best bad/badly the worst

*See page A3 for more information on spelling superlative adjectives and adverbs.
EXCERCISE.

4 Complete the sentences with the superlative form of the adjective or adverb in parentheses.

1. The biggest (big) piles of trash on Mount Everest are on the lower areas.

2. Trash is one of (bad) problems on Mount Everest now.

3. Many climbers consider K2, a mountain between Pakistan and China, to be

(difficult) mountain to climb, not Mount Everest.

4. Ted was (experienced) climber on the expedition.

5. Which climber is (far) from the top?

6. That was (easy) mountain I’ve ever climbed.

7. Danny climbs (quickly) of all of us.

8. Mount
OMPARATIVES Everest
AND SUPERL is
ATIVES (high) mountain on Earth.

9. That company has (good) guides.

231_rev06.indd 222 8/13/14 4:40 PM
10. Climbing Mount Everest in a snowstorm is one of (stupid)
thing you can do. It’s extremely dangerous!

5 LISTEN & SPEAK.

32
A Listen and complete each question with the superlative form of the adjective or adverb you
hear.

1. At what time of day do you work most efficiently ?

 QUESTION TAGS

Las QUESTION TAGS son preguntas cortas al final de las oraciones. Se utilizan principalmente en el habla cuando queremos:
confirmar que algo es cierto o no, o
para alentar una respuesta de la persona con la que estamos hablando.

Las QUESTION TAGS se

forman con el verbo auxiliar o modal del enunciado y el sujeto correspondiente.
TRES REGLAS BASICAS QUE DEBES RECORDAR
1. Los tag questions utilizan siempre los verbos auxiliares.
2. Con oraciones afirmativas utilizamos un tag question en NEGATIVO.
3. Con oraciones negativas utilizamos un tag question en AFIRMATIVO o POSITIVO.
 NAME: ________________________ DATE: ________________________

GRAMMAR QUIZ
TAG QUESTIONS (Mixed Tenses)
EXCERCISE.
 Complete the sixteen sentences below.

1. David and James are both going to 9. Excuse me, your name is Brad Pitt,
take a holiday soon, …? …?
a) are they a) aren’t you
b) aren’t they b) isn’t he
c) won’t they c) isn’t it
2. Hawaii became the 50th American 10. Your classmates had a really good
state in 1959, …? time at the party, …?
a) doesn’t it a) haven’t they
b) wasn’t it b) didn’t they
c) didn’t it c) weren’t they
3. You work at the new department 11. Tomorrow is Monday, so you’ll be at
store downtown, …? work, ...?
a) do you a) don’t you
b) aren’t you b) aren’t you
c) don’t you c) won’t you
4. Mercury and Venus are closer to the 12. I think Maria grew up in Sydney. Then
sun than Earth, …? she moved to Melbourne, …?
a) are they a) didn’t she
b) isn’t it b) doesn’t she
c) aren’t they c) isn’t she
5. You usually buy your lunch at the 13. Sarah looked sick yesterday. She
company cafeteria, …? won’t be at school today, …?
a) don’t you a) did she
b) aren’t you b) will she
c) haven’t you c) is she
6. You already own a car. You won’t 14. Hurry, or we’ll be late! Our flight
buy another one, …? leaves at 2:45, …?
a) have you a) won’t we
b) will you b) doesn’t it
c) do you c) didn’t it
7. (A) Jenny hasn’t already left, …? 15. I really like your new hamster. His
(B) No, she hasn’t. name is Mr. Fuzzy Pants, …?
a) has she a) doesn’t it
b) hasn’t she b) is he
c) didn’t she c) isn’t it
8. (A) I need to buy some aspirin. 16. Hey, there’s a new restaurant near
(B) There’s a pharmacy nearby, …? our school, …?
a) isn’t there a) isn’t there
b) is there b) aren’t we
c) there is c) aren’t there

15 – 16 = Excellent 13 – 14 = Good 12 = Study More!

Permission granted to reproduce for classroom use. © www.allthingsgrammar.com

EVALUATION ACTIVITY 2.1.1.

Make and present a commercial comparing objects, people, places or situations that includes a dialogue with “tag questions” to confirm assumptions.

EVIDENCE OF LEARNING.
A commercial
 Student´s name:
Learning unit: 2. Exchange of information about personal interests
Learning 2.2 2.2
Express information, ideasideas
or arguments, using using
the corresponding text structure and link words to give
Learningoutcome
outcome: Express information, or arguments, the corresponding text structure
10 hours
cohesion tolink
and the text
words to give cohesion to the text

Activity number 18: Use of linking words to complementCAUSE

ideas.AND EFFECT

The two main properties of the text are coherence and cohesion.

Coherence Cohesion
Consists in selecting and organizing the Consists of the grammatical and semantic relationship between the statements
information that the speaker wants to transmit so that make up that text.
that it can be perceived clearly and precisely by the
recipient
All statements revolve around a theme. Include mechanisms to achieve that cohesion, that relationship between the
statements that form the text are:
It is internally organized or structured Mechanisms of recurrence consisting of the repetition of words, group of words
or sentences.
That is, all the parts are related to each other. Mechanisms of substitution that consist of avoiding the repetition of words,
groups of words or sentences.
It presents a thematic progression that can be Mechanisms of suppression that consist in suppressing what is understood.
presented in various ways, taking into account that
the topic is known information and rounds new or
unknown information.
Textual markers that help the recipient to interpret the meaning of the message,
since they inform about the sender's attitude towards the statement:
Textual connectors that establish relationships between the different parts of a
text. Within this groups are, among others:
Summative connectors: and also ...
Opposition connectors: but, nevertheless ...
Consequence or cause connectors: then, therefore, therefore ...
Speech computers: first, to finish, then ...
La estructura Causa-Efecto se da en textos que analizan las causas y consecuencias de un hecho o fenómeno. Es habitual, por ejemplo, en textos de
carácter histórico o científico en los que se exponen hechos o motivos que han llevado a una situación o desencadenado un proceso. Por ejemplo:

In recent years, the population of white storks is increasing in Spain. This is due in part to the improvement of climatic conditions in African areas where
these animals spend the winter. But the determining cause is the adoption of protective measures, such as the installation of nests and the modification
of power lines.
Among the typical markers of the cause-effect structure are the words cause and consequence itself, and some connectors as because, since, so,
therefore ...

A cause is something that makes something else happen. It answers the question “Why did this happen”. An effect is what happens as a result of the cause.
It answer the question “What happened”. (Una causa es algo que hace que suceda algo más. Responde a la pregunta "¿Por qué sucedió esto?". Un efecto es
lo que sucede como resultado de la causa. Responde a la pregunta "Qué pasó"). For example:

Cause: Lissa missed the school bus.

Effect: Lissa was late for school.
Lissa was late for school because she missed the school bus

Write a sentence to show the relationship between the cause and effect:

1. Cause: Joe left his backpack at school

Effect: Joe didn ́t finish his homework

2. Cause: My dog was barking all night long

Effect: I didn t́ get any sleep.

3. Cause: Missy was cold

Effect: Brian had to start a fire in the fireplace.
 LINKING WORDS

Son palabras que vinculan o relacionan dos ideas, dentro de una oración o dentro de un párrafo. Los linking words tienen varias funciones, tales como
contrastar información, hacer comparaciones, agregar información o dar razones o explicaciones. Si usamos incorrectamente estas palabras podemos
cambiar completamente el significado de la frase y puede causar confusión. Por lo tanto, es importante tener una buena comprensión de los diversos
significados y usos de estas palabras. A continuación encontrarás una lista de las palabras de enlace según su función.
EXAMPLES…
§ I tried to lift the box, but it was too heavy for me.
§ I tried to lift the box. However, it was too heavy for me.
§ Although I exercise every day, I can’t seem to lose any weight.
§ She still loves him, even though he treated her very badly.
§ I like tennis, while my brother prefers bowling.
§ This cell phone plan costs $0.05 per minute, whereas that one
gives you up to 800 minutes per month for a fixed price.
§ His boss allows him to work from home, unlike mine.
§ She’s very friendly, unlike her sister.
nking words 3 extra exercises 1 de 3 Descargar
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EXCERCISE.
Linkingwords3
although,inspiteof,despite,because,however,dueto,t

AMatcheachbeginningontheleftwithitsendinga,b,orcontherigh

1 Because a)therain,westayedathome
2 Becauseof b)itwasraining,westayedath
3 Due c)totherain,westayedathom
4Heoftenfeltthecoldbecause a)havinglivedinIndia.
5 Heoftenfeltcoldbecauseof b)tohavinglivedinIndia.
6Heoftenfeltcolddue c)hehadlivedinIndia.
7Inspite a)thecost,weboughtit.
8Despite b)ofthecost,weboughtit.
9Although c)itwasexpensive,webought
10Inspite a)shewasill,shecametothem
11Despite b)ofbeingill,shecametothem
12Although c)beingill,shecametotheme

BRewritethefollowingsentencesusingthewordinbracketseacht
1Becauseofthetrainstrike,wetookthecar.(due)
2AlthoughIwashungry,Icouldn'teatthesnails.(despite)
Inspiteoftheroughweather,theboatsetsail.(although)
4Theeconomycollapsed,thereforethegovernmentresigned.(because)

//es.slideshare.net/alexandraalvarez/linking-words-3-extra-exercises
EXCERCISE.

EVALUATION ACTIVITY 2.2.1.

Write an essay which use he linking words (in my personal opinion, I think that, it is looks like) to support information, ideas or arguments.
EVIDENCE OF LEARNING.
An essay.