ingles 2

InglsSegundo Ao

Hugo Rafael Chvez FrasComandante Supremo de la Revolucin Bolivariana

Nicols Maduro MorosPresidente de la Repblica Bolivariana de Venezuela

Jorge Alberto Arreaza Montserrat Vicepresidente Ejecutivo de la Repblica Bolivariana

de Venezuela

Maryann del Carmen Hanson FloresMinistra del Poder Popular para la Educacin

Maigualida del Valle Pinto IriarteViceministra de Programas de Desarrollo Acadmico

Trina Aracelis ManriqueViceministra de Participacin y Apoyo Acadmico

Conrado Jess Rovero MoraViceministro para la Articulacin de la

Educacin Bolivariana Viceministro de Desarrollo para la Integracin de la

Educacin Bolivariana

Maigualida del Valle Pinto Iriarte Directora General de Currculo

Neysa Yrama NavarroDirectora General (E) de Educacin Media y Tcnica

InglsSegundo Ao

Nivel de Educacin Media del Subsistema de Educacin Bsica

Prohibida la reproduccin total o parcial de este material sin autorizacin del Ministerio del Poder Popular para la Educacin

DISTRIBUCIN GRATUITA

Ministerio del Poder Popular para la Educacinwww.me.gob.ve

Caracas, Distrito Capital

Ministerio del Poder Popular para la Educacin, 2013Primera edicin: Mayo 2013

Tiraje: 400.000 ejemplaresDepsito Legal: lf1620134281728

ISBN: 978-980-218-362-3Repblica Bolivariana de Venezuela

Coordinacin General de la Coleccin BicentenarioMaryann del Carmen Hanson Flores

Coordinacin Pedaggica de la Coleccin BicentenarioMaigualida del Valle Pinto Iriarte

Coordinacin General Logstica y de Distribucin de la Coleccin BicentenarioFranklin Alfredo Albarrn Snchez

Coordinacin Logstica Deyanira D Jess Urbaz SalazarJhonny Jos Quintero PezYrene Lucrecia Duarte Hurtado

Coordinacin Editorial Serie InglsRosa Lpez de DAmico

Coordinacin EditorialYvemar Peraza M.

Autoras y AutoresYvemar Peraza M.Isabel FaneythAndrs Carmelo AlgaraJorge Enrique GonzlezRosa Lpez de DAmicoYvonne SaulnyManuel Adrin ArriojaRebeca OropezaMayra RondnIsabel CarrilloLigia lvarezBelkis Blanco

Asesora MetodolgicaJorge Enrique GonzlezAndrs Carmelo Algara

Correccin de LenguajeMark Gregson

Coordinacin de Arte Gilberto Abad VIvas

Gilberto Abad VivasDiagramacinKelly Gerardin Caldern Labrador

IlustracinJos Alberto LostalJos ngel DazJos Luis Garca NolascoJulio Cesar AguiarMorelys Rivas FonsecaRafael Pacheco RangelSamuel GonzlezVctor Silva Yassamy Moreno Prez

Suministro de papel: INVEPAL

A las y los docentes

La Coleccin Bicentenario acoge el ingls con gran emocin y expectativa en el 2do ao y lo pone

en tus manos convertido en My Second Victory. Esperamos que lo recibas con la mejor disposicin para

hacer de l tu apoyo en la noble tarea de ensear uno de los idiomas ms hablados en el mundo.

Hemos incluido temas de diversa ndole que van desde situaciones personales cotidianas, hasta

hechos que impactan o impactaron a las comunidades locales, nacionales e internacionales. Todo esto con

la idea de formar estudiantes que utilicen el ingls, no slo para hablar y aprender sobre otras culturas,

sino sobre todo ciudadanos conscientes, orgullosos y preparados para difundir su propia realidad en todo

lo relativo a riquezas naturales, valores histrico-culturales y logros sociales.

El libro contiene ocho unidades, cuyos ttulos re3ejan un tema a desarrollar. Las unidades por

su parte, estn divididas en tres lecciones que aportan contenido al tema correspondiente, a travs de

actividades diseadas para ejercitar las destrezas de comprensin y produccin oral y escrita. Adems, por

haberse concebido este libro dentro del enfoque comunicativo, nuestra lengua materna es considerada

como un recurso ms. La encontrars en las instrucciones y en algunas de las secciones a travs del texto.

En cuanto a la estructura de My Second Victory, cada leccin contiene un dilogo o una lectura

inicial que muestra el contexto en el cual se desarrollar el tema y establece los elementos gramaticales a

considerar. De all se generan dilogos que le permiten a la y el estudiante ejercitar el idioma en forma oral

y escrita. Asimismo, se incluyen secciones espec4cas tanto para la presentacin de vocabulario como para

la deduccin de algunos aspectos o patrones gramaticales tratados en la leccin.

Dos secciones ponen a prueba la evolucin de las y los estudiantes a travs de la unidad. Uno es de

comprensin auditiva y otro de comprensin lectora que a su vez estimula la re3exin. Todo ello sin dejar

a un lado la ejercitacin de las estructuras gramaticales, lo cual tambin cuenta con su espacio especial en

este libro.

El uso de imgenes es constante en My Second Victory. En el caso de las secciones en que se dividen

las lecciones, cada una tiene un icono que la identi4ca y te permite saber cul destreza se considera en

ella. Igualmente, las ilustraciones realzan estticamente lo contenido en cada seccin y contribuyen

e4cazmente a su comprensin.

Al 4nal del libro, se incluye un glosario con vocabulario que pudiera implicar alguna di4cultad para

las y los estudiantes por no estar explcito en la leccin. Su inclusin ofrece la posibilidad de aclarar de

la manera ms expedita las dudas en cuanto a signi4cado, sin tener que recurrir a un diccionario o al

profesor. Tambin estn anexos los textos (scripts) que debers leer para la realizacin de los ejercicios de

comprensin auditiva por parte de tus estudiantes.

Slo nos resta invitarte a que formes parte del equipo de quienes queremos contribuir e4cientemente

a mejorar la enseanza del ingls en Venezuela. Con la conviccin de que el hablar una lengua extranjera

tan usada en el mundo, ofrece una gran gama de oportunidades para el aprendizaje en cualquier rea, el

desarrollo en el campo laboral y sobre todo para comunicarle al mundo quines somos.

A las y los estudiantes

My Second Victory llega a ustedes con la idea de continuar en el camino del desarrollo de la

comunicacin en ingls que se inici el ao escolar pasado. En este sentido, hemos concebido un texto

con una variedad de temas de inters nacional e internacional, as como personal y colectivo, basados en

contextos reales que los invitan a participar en el intercambio de ideas dentro y fuera del espacio educativo.

El libro contiene ocho unidades, cada una con un ttulo que re3eja el tema a desarrollar. Cada unidad

est dividida en tres lecciones que aportan contenido al tema correspondiente, a travs de actividades

amenas y sencillas de realizar, tales como dilogos, lecturas sobre temas de actualidad, juegos y canciones.

Adems, encontrarn notas sobre curiosidades culturales, histricas y mucho ms.

Nuestra intencin es que ustedes encuentren en el idioma ingls una herramienta de liberacin,

en la medida que les permita no slo aprender acerca de otras culturas, sino que les haga sensibles a

valorar la propia. En consecuencia, incentivarlos a difundir lo que es nuestra patria en cuanto a recursos

naturales, valores histrico-culturales y logros sociales. Todo esto enmarcado en la bsqueda constante

del ser humano consciente de su corresponsabilidad en la preservacin de nuestro planeta para nuestra

generacin y las generaciones futuras.

Finalmente, queremos decirles que la Coleccin Bicentenario trae este texto como un aporte

ms a la igualdad de condiciones y oportunidades. Por tanto, te invitamos estudiante venezolano,

estudiante venezolana a comunicarte en ingls, a utilizar uno de los idiomas ms hablados en el mundo, a

acompaarnos en este viaje de aprendizaje con diversin que te ofrece My Second Victory.

4

6

3

Lesson 22 - Im telling you what I did 176Lesson 23 - Tell me about Venezuelas history 184Lesson 24 - How can I say...? 192

Lesson 19 - Were going to take our last test tomorrow 152Lesson 20 - Were going to celebrate 160Lesson 21 - Im going to take care of my school on vacation 168

CONTENIDOS Y PROPSITOS DE 2 AO

UNIDAD INTENCIONES LECCIONES GRAMTICA

1

Do you know what?

Socializar experiencias vividas en cursos anteriores destacando los aspectos positivos del personal obrero, administrativo , compaeros institucin educativa.

Relatar las experiencias signi4cativas del periodo vacacional, la importancia y necesidad del disfrute del tiempo libre.

Mr. Prez was my English teacher last year.

who/what/Whereposesivosindeterminados

I miss my old school.howthere was/wereto have en pasado simple.

I travelled to La Gran Sabana!

How

2

That hurt

Re3exionar sobre accidentes, eventos que implican riesgos y cmo evitarlos.

Argumentar y expresar razones en forma sencilla y re3exiva acerca de situaciones que atenten contra nuestros principios y valores.

I lost my cell phone!

when/where/howwhy dont you

I was cooking and I cut my 4nger.

I spilt coLee on my English homework!

3

Memories

Valorar costumbres del pasado, destacando habilidades desarrolladas en esas pocas. Analizar en forma crtica hechos histricos, cient4cos acontecidos a nivel local, regional, nacional y universal.

I used to play the cuatro.

used toUsed to vs simple presentcan could/ cant y couldnt

Where was Simn Bolvar born?

y/o duda can

We found oil!

4

So sad

Conocer y generar medidas de proteccin ante eventos naturales y antrpicos.

We lost our houses.

simpleOne

Tsunami!

must!"#incontables#$%&'%(

It was an earthquake.

5

On the art rout

Valorar la cultura, local, regional y nacional a travs de la participacin en eventos culturales y del conocimiento sobre instituciones y artistas de la comunidad, estado y nacin.

I loved her performance.

Its not too far from here.

He founded it forty years ago.

6

I worked really hard

Socializar y analizar experiencias en forma sencilla acerca de actividades personales y comunitarias, al expresar y demostrar compromiso y responsabilidad en su cumplimiento.

A hectic weekend.)$$$*+,-.

I needed more time.when / but

That was more diNcult.

why/because #thatone

7

Lets make plans

Plani4car y valorar acciones a realizar en el futuro, al emprender acciones que promuevan la participacin de otros miembros de la comunidad.

Were going to take our last test tomorrow.

Going to+verb0

Were going to celebrate!

Going to+verb1letsswhose

Im going to take care of my school on vacation.

Going to+verb#what about-ing despus de preposicin

8

I learned a lot this

year

Comentar y expresar experiencias signi4cativas en tiempo pasado para re3exionar sobre las mismas y mejorar aquellos aspectos que no satisfacen ciertas necesidades o intereses.

Im telling you what I did.

Fortalecimiento de todas las formas estudiadas en el ao.

Tell me about Venezuelas history.

How can I say?

1

8

Cool! Was Mrs. Stanton your teacher last year?

She was an excellent teacher. She was on an exchange.

What was he like? We learned a lot. We practiced dialogs, sang nice songs and

played a lot!

Escuchen la conversacin anterior y lean la historia en forma silenciosa.

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la historia? Qu situacin se presenta?

B. LETS LISTEN AND READ! (Escuchemos y leamos!)

A. LETS EXPLORE! (Exploremos!)

Hi, Susana. Is this your 4rst

Hi, Nicols. Yeah. I want to meet my new English teacher.

No, she wasnt.

om?

She was from Canada.

Mr. Morrison. He was great! I see. Now you can speak English very well.

Unit One: Do you know what? 9

Ahora, escuchen y repitan el siguiente dilogo:

Formemos grupos de dos para completar el dilogo y practicarlo.

Toms:

Zuli:

Toms:

Who was your teacher last year?

Mrs. Thompson.

What was she like?

C. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)

(Ahora, practiquemos!)D. NOW, LETS PRACTICE!

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

Who ________ your math teacher last year?

Mr. ____________.

What __________ he like?

He was __________.

Where is he _______?

+22222222

' +222222222222

10 Unit One: Do you know what?

Observa las ilustraciones. Practica las palabras y las expresiones.

1. - She was an excellent teacher. She was very active.

E. LETS READ AND LEARN! (Leamos y aprendamos!)

2. - Mr. Maldonado was my math teacher a year ago. He was a hardworking teacher.

3. - I learned a lot about our country with our geography teacher. She was very professional.

3 4*'very demanding. We had to do many things and visit many places.

5. - Ms. Prez was a boringEnglish teacher. Her classes werent interesting. We only read and translated in class.

11Unit One: Do you know what?


Escucha y repite.

G. LETS READ AND LEARN! (Leamos y aprendamos!)

F. LETS LISTEN, READ AND SAY! (Escuchemos, leamos y digamos!)

STUDENT A:

STUDENT B

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

What was your English teacher like last year?

) 5*%#*'

in class, but she was nice and talkative during recess.

That was very nice of her.

She played chess with all the students.

Do you miss Ms. Fuentes?

6%' '*%) 7% %%

he never plays with his students.

89:#;1!# ANSWERS

1. Who was your teacher two years ago? 1. Mr. Benton was my teacher two years ago.

2. What was he like? 2. He was friendly and helpful but he was a very busy teacher.

3. Was he from England? 3. No, he wasnt. He was from Venezuela.

4. Where exactly was he from? 4. He was from Maracaibo.

5. Do you miss Mr. Benton? 5. I do. He helped all the students.


Escucha con atencin la descripcin de un docente. Encierra en un crculo la letra que corresponde con la

ilustracin.

Lee el siguiente prrafo. Describe uno de tus profesores del ao pasado.

Carol Lpez was our PE teacher three years ago. She was friendly and creative. She called me by my nickname: Ken. I always remember the activities we did with that teacher. We learned how to be respectful, helpful, friendly, studious, hardworking, eNcient, and some other important things we need to be good students and useful people in our neighborhood. We made teams and played interesting games two days a week.

H. ALL EARS!

I. READING AND REFLECTING

(Todo odos!)

(leyendo y re>exionando)


Noun + ful adjective

Noun

wonderuse

beautycarefaithtruth

-ful

wonderfuluseful

beautifulcarefulfaithfultruthful

Examples

1. Was your history teacher very boring? No. His classes were interesting.

2. My geography teacher was amazing! He knew everything about geography.

< **'wonderful. We always played interesting and usefulgames in class.

4. Mr. Surez and Mrs. Villena were very helpful! They always helped the students with their homework after class.

5. Was your last English teacher very loving? Yes, she was. She had a warm welcoming smile.

1. Lee nuevamente la parte I, extrae los adjetivos que encuentres en la lectura, escrbelos en tu cuaderno e investiga los antnimos.

2. Ahora, observa la siguiente tabla:

Verb + ing adjective

Verb SuNx Adjective

interestconfuse

welcomeamazeannoy

love

-ing

interestingconfusing

welcomingamazing annoying

loving

J. BUILDING BLOCKS (Bloques de construccin)


En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.

L. LETS REFLECT AND CREATE! (Re>exionemos y creemos)

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

Can you remember the name of the ___________ math teacher we had, two years ago?

Sure. His name was Arturo Rojas. He did many _____________ activities that helped all

the students.

Yes! He came back. Were all happy. He is so ___________.

Cool! I can still play that _____________ game with the even numbers. We learned a lot

about numbers.

He was such a _____________ teacher, too. He helped all the students with their

exercises after class.

And he was very _____________ too. He always respected all the people in our school.

Lee con atencin y escribe los adjetivos correspondientes en los espacios en blanco:

1. Mr. Gonzlez, our biology teacher, wasnt very_______________. He never helped the students.

2. I dont like that teacher! He is so _______________. We never do interesting activities.

3. Was her PE teacher a friendly person? No, he wasnt. He was an excellent athlete but an

_____________ person.

4. What was your Spanish teacher like? She was courteous and ___________ . She respected every body.

5. Was Mr. Robles a ________________ teacher? Yes, he was. He had everything in order.

6. Whats your English teacher like? He /She is ____________ and _________.

(Ahora, Practiquemos!)K. NOW, LETS PRACTICE!

Lesson 2 I miss my old school

16

1


Observen la siguiente secuencia de dibujos y describan la situacin. En qu lugar se encuentran los personajes? Te recuerda algo esta situacin?

Is that school in this city?

Where is that? D ou miss your old school? Well e ha e beautiful








Rodolfo:

Anbal:

Rodolfo:

Anbal:

Rodolfo:

Anbal:

Where were you?

I was at the basketball court.

Why were you there?

There was a great game.

Really? Who was playing?

Students of 4th BVs the students of 5th A.

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Who ________ the game?

The students of 4th B did. They _________ very well.

What ________ the score?

88-84.

Great! Its a pity that I ________ see it!

Why didnt you _________ to the basketball court?

I __________ a geography test.


Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas.

Student A: Who was your geography teacher last year?

Student B: Mrs. Vizcaino. She was tough and demanding

but very professional.

Student A: What was your math teacher like?

Student B: She was concerned and friendly.

#=*'%*

loved our country.

#>=6%) '&

of our country.




Escucha y repite.



STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

Whats wrong?

I miss my old school.

*%1 ?*'@5

It was small but cute. There was a very nice garden with beautiful roses.

Was there a basketball court?

6A ?**% *%7A1*%

Questions Answers

1. Do you miss your school? Yes, I do. And I miss my friends, too.

2. What were your friends like? They were very nice and fun.

3. Did you like your teachers? Yes, I did. They were very professional.

4. What was your tourism teacher like? He was creative, active and friendly.

5. How was your classroom?*%'&%'**

wall, a bookcase and a 4le.


Escucha y marca con una X en la casilla correspondiente, el tiempo verbal de las oraciones que leer tu docente:

Lee el prrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas simples para

las oraciones subrayadas. Luego escribe la lectura en forma negativa.

SIMPLE PRESENT SIMPLE PAST

1

2

3

4

5

I miss my old school in Colombia. It was very big. There was a basketball court, a soccer 4eld, a huge yard, and a beautiful garden. It had a nice cafeteria. There were many trees and 3owers. The teachers were con-cerned and hard-working. My classmates were friendly and studious. I was very happy there.

H. ALL EARS! (Todo odos!)

I. READING AND REFLECTING (leyendo y re>exionando)


2. Ahora observa la siguiente tabla:

Examples

1. The confused students stayed after class.

2. The teacher congratulated the advanced students.

3. Mr. Noroo met the retired teachers in the conference room.

4. They were excited about the game.

5. She looked exhausted after the test.

Verb + ed adjective

Verb SuNx Adjective

satisfyinterestpleaseretire

exhaustdistractpuzzle

y ied- ed-d

satis4edinterested

pleasedretired

exhausteddistracted

puzzled

1. Observa de nuevo el cambio en los tiempos verbales:

SIMPLE PRESENT TENSE SIMPLE PAST TENSE

Do you miss your old school?

I miss my school a lot.

Does Miriam miss her friends?

Miriam misses her friends very much.

What is your math teacher like?

My math teacher is talkative and friendly.

Did you miss your old school?

I missed my school a lot.

Did Natalia miss her friends?

Natalia missed her friends very much.

What was your math teacher like?

My math teacher was very serious in class.



En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.

Pueden representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.

(Re>exionemos y creemos)

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

Where did you ________ last year?

I _________ at a big school.

Do you miss_________?

Yes, I ______.

_____ there many mango trees in that school?

Yes, ______ were. There ________.

_______ The English teacher work in this high school last year?

No, she __________.

Observa cuidadosamente las oraciones siguientes y escrbelas en tu cuaderno en pasado simple.

1. There is a mango tree in the yard.

2. I have an English book.

3. Mr. Colina has 4fteen students.

4. This bus goes to Valle de La Pascua.

5. The students write sentences in their notebooks.

6. Kathy studies English at a language institute.

7. Marcos and Nelson play soccer in the stadium.

8. There are many 3owers in this garden.


L. LETS REFLECT AND CREATE!

Lesson 3 I travelled to la Gran Sabana

24

1

anlo en forma silenciosa.

Observen la siguiente secuencia de dibujos y describan la situacin. En qu lugar se encuentran los personajes?

Cules actividades realizaron en cada lugar? Has visitado alguno de estos sitios?

ode a horse, danced,


tinezes The Garcas



Formen grupos de dos para completar el dilogo y practicarlo. Utilicen la informacin que est al principio de

la leccin.

Student A: Where did the________ go on their last vacation?

Student B: They went to _____________

Student A: Really? How nice! What did they __________there?

Student B: They ___________________, ______________________,

___________________________, ____________________________, and

Student A: Wow! They really _________________a ____________time!

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

Where did the Palmas go on their last vacation?

They went to the plains.

Where exactly?

They went to Guasdualito.

Really? How nice! What did they do there?

They swam in the Sarare River, they went 4shing, they ate.

typical food and they saw wild animals.

Wow! They really had a great time!





Escucha y repite.



STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

What did they do there?

They swam every day.

Where did they swim?

They swam in the Sarare river.

What kind of food did they eat?

They ate typical food, such as carne en vara.

Did they like it?

They liked that a lot.

Escucha y encierra en un crculo la letra correspondiente a la respuesta apropiada.


1 a. It was nice. b. I dont like it.

2 a. Yes, they did. b. They went to The Andes.

3 a. Two hours. b. Two kilometers.

4 a. They got there by car. b. They went 4shing.

5 a. Mr. Palma did. b. Mr. Palma does.

Information Questions Answers

1. Where did you go? I went to Achaguas /the beach/the mountain.

2. When did you go to Achaguas?I went to Achaguas last month/last week/in Easter/two years ago.

3. How did you get there?I got there by plane/by car/by bus/by boat /by train/on foot

4. How did you like it?It was great! We had a wonderful time! /It was terrible. It rained all the time.

5. What kind of food did you eat?I ate typical food, such as capybara stew. It was delicious.


1. Observa las ilustraciones y relata a tus compaeros la travesa que realiz la familia Romero. Utiliza la

informacin del cuadro.


Lee el prrafo y trabaja el vocabulario con el / la docente. Luego, en tu cuaderno, escribe preguntas relacionadas

con las partes subrayadas.

There is a big family in my neighborhood that likes to go to the mountain on vacation. Last summer they went to the Andes and had a great time together. The children played and ate a lot. The parents walked in the mountain in the morning and relaxed in the afternoon. The grandparents stayed home and played cards in the evening. Uncle Luis cooked dinner every day. Grandma made breakfast and lunch. They took nice pictures. Now they are back. I always visit them to see their pictures.



2-

Vocabulario:go to Mrida / take an airplane / hire a car / visit beautiful towns / go to Los Aleros / buy souvenirs / go down the mountain on mules to visit Los Nevados

SIMPLE PAST TENSE

DID EJEMPLOS

did/subject/verb/complementDid your father travel to Achaguas?

Yes-No/subject/did-didnt Yes, he did. / No, he didnt.

WH-word/did/subject/verb/complement When did your father travel to Achaguas?

subject/verb/complement My father travelled to Achaguas last month

BE EJEMPLOS

was-were/subject/complementWas Mr. Sosa in Caracas last week?Were Gladys and Belkys in Barquisimeto ?

Yes-No/subject/was-wasntYes-No/subject/were-werent

Yes, he was/ No, he wasnt.Yes, they were/ No, they werent.

WH-word/was-were/Subject/verb/complementWhen was he in Caracas?When were they in El Tocuyo?

Subject/verb/complementHe was in Caracas last week.They were in El Tocuyo in January.


1. Yes, she did. She visited Churn Mer.

2. No, they didnt. They travelled to Barinas in September.

3. I went to Caracas to visit the science museum.

4. No, I wasnt. I was in El Viga last Tuesday.

5. Yes, they were. They were at the Mare-Mares Hotel.

Observa cuidadosamente las respuestas siguientes y escrbe las preguntas correspondientes en tu cuaderno.


En grupos de dos, lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.



STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

STUDENT B:

STUDENT A:

Where did you _______ on vacation?

I went to _________.

How ______ you ________ there?

I _______there ___ ________.

What ______ you ______ there?

I _________ and __________ and___________.

You really________ a __________ time!


MORE FUN! (Ms diversin!)

Lesson 4I lost my cell phone!2 That hurt!

Unit Two: That hurt!32

Observen la siguiente secuencia de dibujos y describan la situacin. Dnde se encuentran los personajes de la

historia? Qu situacin se presenta?

Andrea y Emily estn hablando en el patio de la escuela. Emily perdi su canaimita.

Whats wrong Emily? *%5+' Im sorry to hear that Why

Dos das despus...

Guess what! I got Yes. The janitor gave it to me. People in this school e honest




Unit Two: That hurt! 33


Formen parejas para completar el dilogo y practicarlo.



Sarah:

Fernando:

Sarah:

Fernando:

Sarah:

Fernando:

+% B56@'

I am. I lost my cellphone.

*%5+'5

I left it in the classroom. When I got back, it wasnt there.

Why dont you ask your teacher?

Good idea!

Student 1:

Student 2:

Student 1:

Student 2:

Student 1:

Student 2:

+%22222222222 B56@22222222222

I am. I __________ __________ _________.

*%5+'222222222222222222222222225

I _______ _______ in the classroom. When I got back, it

______ there.

Why __________ you ask your teacher?

Good __________!

34 Unit Two: That hurt!

Some personal objects

A backpack A watch A wallet A pencil case

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras nuevas


I lost my keys In the school yard She left her laptop on the bus She found her cellphone in the bathroom

35Unit Two: That hurt!


Mrs. Lpez:

Mrs. Ramos:

Mrs. Lpez:

Mrs. Ramos:

Mrs. Lpez:

Mrs. Ramos:

Good morning, Mrs. Ramos. How are you?

Not very well. Im looking for my keys.

*%'**5

I think I lost them this morning.

Why dont you ask the principal?

B ;*@ 7A


Presente Pasado simple Traduccin

Regular verbs

Answer (s) Answered responder

Ask (s) Asked Pedir/preguntar

Drop (s) Dropped Dejar caer

Listen (s) to Listened to Escuchar

Look (s) at Looked at Mirar

Look (s) for Looked for Buscar

Study (ies) Studied Estudiar

Watch (es) Watched Ver/observar

Lean en voz alta los siguientes verbos, tiles para contar cosas que te sucedieron o que estabas haciendo cuando

algo ocurri. Observa que algunos siguen un patrn en el pasado (regulares) y otros no. Ya sabes cul es el patrn?



H. READING AND REFLECTING (leyendo y re>exionando)

Lee atentamente el siguiente fragmento y luego responde True o False.

Yesterday, Mario left his math book in the school canteen. An hour later, he went back to the canteen, but the book wasnt there. Then, Mr Paredes, his math teacher, saw him and said: Mario, this is your book. /*5C +=D*%%)A;*@*AC

TRUE FALSE

a. Mario left a personal object in the school canteen.

b. Mr Paredes is an English teacher.

c. Mr Paredes phoned Mario.

d. Mario got his book back.

Irregular verbs

Break (s) Broke Romper

Bring (s) Brought Traer

Buy (s) Bought Comprar

Come (s) Came Venir

Do (does) Did Hacer (realizar una actividad)

Drink (s) Drank Beber

Eat (s) Ate Comer

Find (s) Found Encontrar

Get (s) back Got back Recuperar (algo)

Give (s) Gave Dar

Go (es) Went Ir

Have (has) Had Tener

Leave (s) Left Salir/dejar (algo/a alguien)

Lose (s) Lost Perder

Make (s) Made Hacer (elaborar algo)

Read (s) Read Leer

See (s) Saw Ver

Take (s) Took Tomar

Write (s) Wrote Escribir

Presente Pasado simple Traduccin


I. ALL EARS! (Todo odos!)

Comparen los pronombres de ambas columnas de la izquierda y luego observen cmo se usan en los ejemplos.

Subject pronouns Object pronouns Examples

I me

My grandma loves me and I love her

This is a present for you.

Did you see David? / Yes, I saw him last night.

us.

They are in town. I saw them yesterday.

You you

He him

She her

It it

We us

You you

They them


Escuchen los siguientes fragmentos de conversaciones y subrayen la palabra o frase correcta.

1. A: Whats wrong, Gilbert?

B: I lost my wallet / I dropped my wallet.

2. A: I lost my keys/key

B: How did you lose them / it?

1. A: I left / found my laptop on the bus


Formen parejas y lean de nuevo los dilogos anteriores. Luego, completen el siguiente dilogo y practquenlo.



2) Ahora subrayen, en cada oracin, el pronombre correcto, sujeto u objeto, segn el caso.

1. My brother and my father are in the kitchen. They/Them are talking.

2. My brother is very happy. My father gave he/him a book.

3. This is my notebook. Please give him/it to me/I .

4. We/Us always take our dog with we/us when we/us go to the beach.

5. Trina likes cookies. She/her eats they/them everyday.

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Good morning, _____________. How are _______?

Not very well. I _______________ my _____________.

*%'*2222225

I think I ____________ it this morning.

Why dont you __________ your teacher?

*%*'E***

Lets talk to the janitor . I saw _________ in the garden.

Good _________! Shes an honest person.

1) Re>exionen sobre cada una de las siguientes oraciones y compltenlas con el pronombre objeto correcto.

Ej.: Cachapas are delicious. I love them

a) My brother was making a lot of noise. I asked _____ to turn oL the radio.

b) A: Those mangoes look nice. B: I bought _________ in PDVAL.

c) A: Did he marry Luisa? B: Yes, he did. He loves _________.

d) A: What were you doing with that book? B: I was going to 4x _______.



40

Lesson 5I was cooking and I cut my 4nger2 That hurt!

40

2

Unit Two: That hurt!



El domingo pasado Julia y Johnny tuvieron un accidente en sus casas:





Escuchemos, leamos y repitamos el siguiente dilogo:

Formen parejas para completar el siguiente dilogo y practicarlo. Como en el dilogo anterior, dos jvenes

conversan. Uno de ellos sufri un accidente. Pueden usar sus propios nombres.



Carlos:

Manuel:

Carlos:

Manuel:

Carlos:

Manuel:

Carlos:

Hello, Manuel. How are you?

Im not very well.

Whats wrong?

Look at my 4nger. I cut myself with a knife.

Does it hurt?

Yes, it hurts a lot!

*%1E%)

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

Student A:

Hello, _______________________. How are you?

Im not ____________ well.

______________s wrong?

Look at my ________________ . I __________ myself with a knife.

Does it hurt?

Yes, it ____________ a lot!

*%1E%222222222222222222


Observen las ilustraciones y re>exionen sobre el signiLcado de las siguientes palabras y expresiones.

I cut myself this morning He fell on the 3oor last Sunday and hurt himself

She fell oL her bike last night and hurt herself

They had a car accident. They hurt themselves


She burnt herself yesterday



Escucha y repiteWhat were they doing yesterday at six oclock?

Peters father was washinghis face

I was making a sandwich

Ronny and Dora were walkingto school

Andrea was having breakfast

What about you?

What were you doing yesterday at 6 oclock?

I was

Betty:

Jenny:

Betty:

Jenny:

Betty:

Jenny:

*%F%E

Im sorry. I was with Miguel. He had a little acciden

*%5+'*5

We were running and he fell down.

*%'' 1E** 0***&5

Yes, he broke his leg, so I called an ambulance

drove him to a CDI.

G. LETS READ AND LEARN! (Leamos y apr



Last night, Mrs Mayora was cooking dinner when she burnt herself. She went to a CDI. She feels good now.

TRUE FALSE

Mrs. Mayora burnt herself yesterday morning.

She was preparing dinner last night.

Mrs. Mayora went to a pharmacy.

Escuchen atentamente esta pequea historia. Luego, escchenla de nuevo y subrayen las opciones correctas

entre las dos que se muestran entre cada parntesis.

Last (Saturday/Sunday), my father and my brother were (running/walking) in the park. It was raining and the ground was wet. My (brother/sister) fell down and hurt (himself/herself ).

1. Observen el cuadro siguiente y presten atencin a los pronombres re>exivos y cmo se usan en los ejemplos.



Personal pronouns

ReFexive pronouns

Examples

Singular

I myself I did it by myself.

You yourself The coLee is hot. Dont burn yourself!

He himself Juan cut himself with a knife.

She herself She fell oL her bike and she hurt herself.

It itself The dog hit itself with the door.

Plural

We ourselves Luisa and I enjoyed ourselves in the party.

You yourselves Please, help yourselves!

They themselvesThey didnt hurt themselves in the accident.



2. Ahora, observen y re>exionen sobre la siguiente tabla y el uso del tiempo pasado continuo.

AGrmative formThe past continuous

Negative formInterrogative form

I was

studying.

I wasnt

sleeping.

Was I

walking?

You were You werent Were you

He

She

It

was

He

She

it

wasnt Was

he

she

it

We

You

They

were

We

You

Theywerent Were

we

you

they

Using the past continuous

A: What were you doing at 6 oclock this morning Brenda?

B: I was sleeping. And you? Were you sleeping, too?

A: No. I wasnt. I was having a shower.


En parejas, lean de nuevo todos los dilogos anteriores. Luego completen el siguiente dilogo y practquenlo.

Pueden aprenderlo y representarlo usando sus propios nombres u otros.


1. Completen las siguientes oraciones con la forma correcta del pronombre re>exivo.

My sister cut _______________ with a piece of glass.

A: How did you hurt ______________?B: I hit ________ with a hammer.

Tiziri and Noemi enjoyed ____________ at the party.

A: The table looks great now.B: Yes, we repaired it ____________.

Csar did the homework by _________. Nobody helped him.

A: Do you wash your cat?B: No. It cleans itself.


a. b.

c. d.

e. f.

2. Completen los espacios en blanco. Utilicen el verbo entre parntesis, reescribindolo en pasado continuo.

Last night at 7 oclock p.m. I was watching (watch) T.V. My sister Nilda _____ ____________ (talk) on the phone. My baby brother Raul ______ ___________(sleep). My grandma and grandpa _________ _____________ (play) chess and my parents ________ _____________ (cook) dinner.

Student 1:

Student 2:

Student 1:

Student 2:

Student 1:

Student 2:

*%222222222222%E

Im sorry. I was with ___________. He _______ a little accident.

*%522222222222222222222222222222225

We were ____________ and _____ ________________.

*%'' 1E** 0*$**22222222222225

Yes, _____ broke his/her _________ ,so I called an ambulance. They drove __________ him/her to a CDI.


Lesson 6I spilt coLee on my English homework!That hurt!

48

2

Unit Two: That hurt!



La clase de ingls est por comenzar.

Good morning, class! Please, take out your books and notebooks

Now, please, open your notebooks and let

Wheres your notebook,




I was doing my homework



Formen parejas para completar el dilogo y practicarlo.



Teacher:

Claudia:

Teacher:

Claudia:

Teacher:

Good morning, class. Please open your notebooks.

Im sorry, teacher. I left my English notebook at home.

*%5?*5+'*5

Well, I brought the history notebook by mistake.

Please, remember to bring it tomorrow.

Student A:

Student B:

Student A:

Student B:

Student A:

Good ____________, class! Please open your ____________ (libros).

Im ___________, teacher. I left my English ___________ at home.

*%5?*522222222*5

Well, I brought the _____________ (biologa) book by mistake.

Please, ____________ to bring it ___________ (la prxima semana).


Leamos y aprendamos las palabras y expresiones que utilizamos en el ejercicio anterior y otras nuevas.

He was playing baseball in the backyard.

He broke a window.

She was washing the bathroom.

She fell on the 3oor.

They were watching TV in the living room.

The telephone rang.

I was doing my homework in my bedroom.

I spilt coLee on my notebook.



Esta es una tpica casa de Mucuches, Edo. Mrida. Escucha y aprende los nombres de las partes de la casa:


Ayer la familia Rojas estaba viendo TV cuando son el timbre



ojas:

he son:

ojas:

he son:

ojas:

he son:

ojas:

he son:

Who is that?

Its me, William.

Whats wrong? Why are you crying, Willy?

I was playing baseball with my friends and

I ripped my pants.

1E

%* B5

Yes, mom. Im 4ne but thats not all.

*%5?**5

We broke the neighbors window.


Yesterday, it was 7.00 pm when the telephone rang at Ramons house. He was watching TV. His mom was making dinner and his father was reading a book.

Responde verdadero (true) o falso (false) TRUE FALSE

The telephone rang at 6.00 pm.

Ramon was sleeping when the telephone rang.

Ramons father was reading a book at 7.00 pm.

Ramons mom was cooking dinner.


Escucha las oraciones. Cada una se reLere a una de las ilustraciones en cada par de Lguras. Encierra en un

crculo la letra de la ilustracin correspondiente.

1

2


A

A

B

B


En tu cuaderno, construye oraciones con when, a partir de las palabras dadas.

Ejemplo: We / study / the dog / open the door We were studying when the dog opened the door

1. The teacher / write on the board / the principal /arrive

2. She / sleep / her mom / call her

3. I / take a shower / my father / come home

4. Nora and Mirna / talk in the street / I see them



Past continuous Simple past

I was

sleeping when the president arrived.

You were

He

wasShe

It

We

wereYou

They

Wh-questions

A: What were you doing when I called you yesterday?

B: I was taking a shower.

Yes/No questions

A: Were you doing your homework when you spilt coLee on your notebook?

B: Yes. I was.

A: Were they working on their laptop when the lights went oL?

B: No. They werent. They were talking.


En grupos de tres lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo. Pueden

representarlo usando sus propios nombres u otros y agregando el nuevo vocabulario de esta leccin.

Student A: _________ __________ ________?

Student B: Its me, ____________.

Student A: Whats wrong? Why _______ _______ so sad?

Student B: I was ______ ______ ______when I ______ ______ ______ ______ _______.

Student C: Im sorry honey. Lets get a new notebook.

Student B: Thank you, mom. But _______ ________ _______ .

#= *%52222222222222225

Student B: I ______ _______ _______ ______ ______ .

(Re>exionemos y creemos)L. LETS REFLECT AND CREATE!

Lesson 7I used to play the cuatroMemories

Unit Three: Memories

3

56




Thats excellent! What

You didnt come to class yesterday

Fantastic! I belonged to The #&*C'*1


I used to play the violin

Unit Three: Memories 57



Pedro:

Helena

Pedro:

Helena:

Pedro:

Helena:

Pedro:

Helena:

Whats your favorite pastime, Helena?

My favorite pastime is to play the guitar

Do you play it every day?

I used to play it every day but now its

impossible. We always work really hard at

school.

Do you play any sport?

I used to play volleyball when I was a child,

but not any more

Do you play any other musical instrument?

I used to play the cuatro when I was 5 years

old, but now anymore.

Carmen:

Zaida:

Carmen:

Zaida:

Carmen:

Zaida:

Carmen:

Zaida:

Listen! Someone is playing the __________!

What a charming piece of music! I remember

when I used to play it too!

_____you use to play it?

I did but not ________________.

Can you play the __________?

No. I can play the ____________but I dont

have time these days.

Were you a good musician?

Yes, I__________ but now I dont practice

much and you know, practice makes perfect.



58 Unit Three: Memories

Violin Saxophone Trumpet

HarpMandolin

Clar

Practiquemos oralmente utilizando los nombres de los instrumentos:

I used to play the______________, but now I play the ___________________.

Drums


59Unit Three: Memories



Ahora, escuchen y repitan el siguiente dilogo

Trinidad:

=

Trinidad:

=

Trinidad :

=

Trinidad:

=

+%A

Hi, there!

Look at these beautiful pictures.

Do you study arts?

Well, I used to study arts but now Im studying

graphic design.

Great!

I could paint well when I was a child, but now I

prefer to work on the computer. What about you?

I could play the violin, but now I prefer sports.

She could play baseball when she was 5, but now she plays volleyball.

She could play basketball when she was a child, but now she plays softball.

He used to swim at school, but not anymore. He used to play catch when he was a child, but not anymore.

Observa lo que hacan y lo que hacen ahora:



Escucha las preguntas de tu docente y selecciona la respuesta apropiada.

a.- Yes, I used to play softball but I dont anymore.

b.-No, I didnt use to play baseball.

c.- Yes, they did.

a-.She could run fast but now she cant.

b.-No, I didnt.c.- He could, but now he cant.


Responde verdadero o falso.

Leonardo Sequera used to study music, but he couldnt continue because his parents could not aLord it. %*!#&*6***** !'%*

play the clarinet and read music.

TRUE FALSE

1. Leonardos parents have a lot of money.

2. Leonardo can play the clarinet.

3. Leonardo is a high school student


He could play the drums when he was a child.

They used to play the mandolin when they were at the university.

She used to play the cello 15 years ago.

Julio and his sister used toplay the harp when they were children.

In the past Examples

subject +could+verb+complement We could play the clarinet 20 years ago.

subj+could+not / couldnt+verb+complement We could not / couldnt play the harp 5 years ago.

subj+used to+ verb+ complement We used to swim when we were children.

subj+did+not / didnt+use to+ verb+complement We didnt use to swim in that lake.

Now

subject +can+verb+complement We can play the harp.

subject +can+not / cant+verb+complement We cannot / cant swim fast.

2. Ahora, observa la siguiente tabla:

1. Observa:


Questions

Information Questions

What+object+aux+subj+verb+adverbial clause What instrument can you play?

What+ object+aux+subj+verb+adverbial clause

What instrument could you play when you were a child?

What instrument did you use to play?

Yes/ no questions

Aux+subj+verb+object Can you play soccer?

Aux+subj+verb+object+adverbial clause Could you play catch when you were 5?


Escribe la letra de la respuesta sobre la lnea.


1. What instrument did you use to play when you were a child?____

2. Did you use to play the 3ute when you were a teenager ? _____

3. Could you ride a bike when you were 3 years old? _____

4. Could your sister swim when she was 10 years? _____

a. No, I couldnt. I didnt even have a bike.

b. I used to play the harp. I loved it.

c. Yes. She could swim 4 laps in six minutes.

d. No, I didnt. I could play the saxo when I was a teenager.


En grupos de dos lean de nuevo los dilogos anteriores. Luego completen el siguiente y practquenlo.

Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

____________, somebody is playing ______________.

*% ;*G22222222222222&

I ________ play it when I was a child.

What instrument did you _______ _______ play?

I used to play the___________. What about you?

I couldnt play any _____________. I _______ _______ volleyball.


Lesson 8Where was he born?Memories

64

3





I read he was born in C

Mrs. Aponte, Was Simon Bolivar

Escuchen lean silenciosamente el dilogo anterior.




Rosa:

Roberto:

Rosa:

Roberto:

Rosa:

Who was Luisa Cceres de Arismendi?

She was an actress!

No, she wasnt.

Who was she, then?

She was a very brave Venezuelan heroine.

Ahora, escucha y repite el siguiente dilogo:

Formemos grupos de dos para completar y practicar el siguiente dilogo. Para este dilogo escoja una Lgura

importante de la historia de Venezuela.

Rebeca:

Jorge

Rebeca:

Jorge:

Rebeca:

Jorge:

Who was _________________________?

_________was_____ _________ _______

When was_______born?

______was_______ in _______.

Where was ______born?

_________ was born in_______.


This is Joaquina Snchez. Shes a heroine She lived at the end of the seventeenth century. She was a braveVenezuelan woman. Her husband was Jos Mara Espaa.

Hes a hero. His name was Jos Mara Espaa. He lived at the end of the seventeenth century. He was a very courageous man. His wife was Joaquina Snchez.





Alma:

Vctor:

Alma:

Vctor

Alma:

Vctor:

Alma:

Where were you yesterday?

I was visiting my grandfather. I love listening to him.

What did he tell you about this time?

He told me about Simn Rodrguez.

Who was he?

He was one of Simn Bolvars teachers.

Really? I didnt know that.

ADVERBIALS IN THE PAST TENSE

Noun phrase + agoShe lived in Aragua State two years ago.

He visited me a month ago.He did it a long time ago.

Last + noun He beat him .

The day before yesterday They arrived the day before yesterday.

The year before lastWe had a very good history teacher the year

before last.

1 .HIth

. b) In December. c) In Colombia.

2 a) In 1800. b) At the end of the 17th

century. c) 1899.

3 a) She was a dancer. b) She was a heroine. c) She was a doctor.

4 a) At home. b) In Maracaibo. c) In 1783.

Escucha las preguntas que leer tu docente y selecciona las respuestas:




Francisco de Miranda was born in 1750.



Lee y responde las preguntas:

Simn Bolvar was born on July 24th

1783 in Caracas. Two of his teachers were Simn Rodrguez and Andrs > +'**'* &*@*# +);del Toro but she died some months later and Bolvar became a widower. After his tragedy, he devoted his life to his country and America.

1. Was Simn Bolivar born in 1830?

2. Who were his teachers?

3. What did he do after his tragedy?


He 3ew the 4rst Venezuelan 3ag in 1806. He died in Spain in 1816.

1. Observa:

GRAMMAR

I /she / he was

born

in __________ (year)

in___________ (month)

We/ You / They were on __________ (complete date)

EXAMPLES

Manuelita Senz was born in 1797.

My grandparents were born in November.

Jos Flix Ribas was born on September 19th

, 1775.




Responde como se te indica y luego pregunta la fecha de nacimiento a tus compaeros:

1. When were you born? (complete date)

2. When was your mother born? (only month)

3. When was Jos Felix Ribas born? (complete date)

Completa:

Mrs. Tovar

Mara

Mrs. Tovar

Antonio

Jos

Mrs. Tovar

Who ______ Manuelita Senz?

She ______ a brave woman, a heroine.

What did she do?

She fought at Pichincha, Junn and Ayacucho battles.

*%2222222251G22222222*

&'2222222222


Lesson 9We found oil

Memories

72

3





Dos compaeros conversan. Uno de ellos falt a la clase de ciencias y le pregunta a su compaero sobre la clase.

Escuchen y lean silenciosamente el dilogo anterior.

y

hey caulked their canoes and lit their 4res.

y don e go t y and read more about it?





Formen parejas para completar el dilogo y practicarlo. Utiliza la forma apr

Teacher:

Alida:

Engineer:

Jos:

Engineer :

Good morning, students. This is Mr. No Alvarado, an engineer from PDVSA. He knows

a lot about petroleum. Do you have any questions for him?

Yes. I have a question! What oil products do you produce?

Theres gasoline, kerosene but wait! Its a long list, I brought these lea3ets for you all.

I can hand them out.

@ +

Pedro:

Rafael:

Pedro:

Rafael:

Pedro:

Rafael:

Pedro:

Who _________oil for the 4rst time, Rafael?

*

Really?

Yes. I _____ about that in the library.

What did they ________ with it?

They ______ their 4res, and ______their canoes

Thats incredible!



KeroseneLubricating oils Rubber Plastic

Polythene Gasoline Diesel fuel Synthetic Obers




Listen and repeat (Escuchen y repitan)

J % ' *

map on the right and answer:

How many oil re4neries are there in Venezuela?

Where are there oil re4neries in our country?

There are ________re4neries in Venezuela

Venezuelan oil re4neries are in___________________


Grandpa:

Pedrito:

Pedrito:

Grandpa:

Pedrito:

Grandpa:

Pedrito:

What was your occupation, grandpa?

I was an oil 4eld worker for 30 years.

How did you like your work?

I liked it very much.

Was it risky?

Yes, it was. Sometimes gas or oil wells caught 4re.

*%*''&A




Lean y marquen verdadero (true) o falso (false).

The indigenous peoples in Venezuela already utilized crude oils and asphalts from petroleum seep, which oozed through the ground to the surface, before the Spanish conquistadors arrived. The locals knew the thick black liquid as mene, and used it primarily for medicinal purposes, as an illumination source, and for the caulking of canoes. Upon their arrival in the early 16th century, the Spanish conquerors learned from the indigenous people to caulk their ships as well, and treat their weapons.

TRUE FALSE

Spanish conquerors called the petroleum mene

Indigenous people cured some ailments with petroleum.

Spanish conquerors taught indigenous people about oil.


Escucha las preguntas que leer tu docente y encierra en un crculo la letra de una de las opciones.

a. They used it to caulk their canoes.

a. There are 4ve re4neries in our country.

a. Its an oil re4nery.

b. These re4neries are near the coast.

b. Its in Carabobo state.

1.

2.

3.



Pay attention to the following sentences and deduce the pattern involved. (Presten atencin a las siguientes oraciones y deduzcan el patrn)

Completen las siguientes oraciones. Use who, where, when, what.

1. ______ do they do at a re4nery?

2. ______ managed those re4neries in 2002?

3. ______ did we drill an oil well in Venezuela for the 4rst time?

4. ______ do we have our re4neries ?

Where did he work last year?He worked in El Palito reOnery

When did they drill the 4rst oil well?They 4rst found oil in 1914.

Who used oil for the 4rst time?Our indigenous people used oil for the 4rst time

What did our indigenous people do with oil?They lit their Ore.




Despus de practicar los dilogos de las lecciones previas, completen y practiquen el siguiente, pueden usar sus propios nombres.

Martn:

Amrica:

Martn:

Amrica:

Martn:

Amrica:

Martn:

Amrica:

_______you go to the re4nery?

Yes, I did. I _____ with some of my classmates.

______did you go?

I went last week

______ did you interview?

Some workers

What did they talk about?

They _____ about their experience in the oil industry.


Lesson 10We lost our houses

So sad...

Unit Four: So sad...

4

Observa y comenta acerca de las siguientes imgenes. Responde la preguntas:


(Escuchemos y leamos!)

What are natural disasters?

Can you mention some natural disasters?

TsunamiFlood

Earthquake Forest 4re

ales han ocurrido en Venezuela en estos ltimos aos:

Natural Disasters

erse events resulting from natural processes of Mother Earth. Some , tsunamis, earthquakes, volcanic eruptions, tornadoes, 3oods, avalanches,

, and others. A natural disaster causes a lot of damage and harm.

Unit Four: So sad... 81



Mayra:

Victor:

Mayra:

Victor

Mayra


Victor se acaba de mudar de La Guaira.

Victor, you look very sad, what happened?

I moved from La Guaira, my home town.

Why did you move?

We lost our house. There was a terrible mudslide in Vargas state.

*%1&*

Formemos grupos de dos para completar el dilogo y practicarlo:

You:

Your partner:

You:

Your partner:

You:

_____, you look very ____, what happened?

I _______ from _______, my home town.

Why did you _______?

We ______ our property. There was a ______ in _______.

Thats terrible. I feel so ______ about that.

Sad / So sadUnhappy / very unhappy

Depressed / very depressed

Lee y aprende las palabras y expresiones:


Adverbios intensi4cadores

82 Unit Four: So sad...

Tired / really tired Nervous /pretty nervous

Pasado continuo vs pasado simple

It started to rain while I was sleeping She was having dinner when she heard the noise of the mudslide

They were having fun when the disaster happened

83Unit Four: So sad...



Mayra:

Victor:

Mayra:

Victor:

Mayra:

There were so many people devastated by their loss.

Its true. There were such beautiful houses destroyed.

Tell me, what were you doing when it happened?

I was reading a book when I heard people screaming.

My goodness! So many people lost their lives and

properties.

Escucha y repite:

Verbos Regulares e Irregulares

Present Past

Regular Start

Help

Arrive

Started

Helped

Arrived

/id /

/ t /

/d /

The rain started at midnight.

I helped my family and neighbors.

The helicopters arrived to help people.

Irregular Give

Hear

Have

Gave

Heard

Had

They gave us directions to follow.

I heard peoples cries.

I had a broken arm.





Escucha, selecciona el tiempo verbal e indica el sonido Lnal, en caso de ser pasado

/ d / / t / / id /

1 stop stopped

2 laugh laughed

3 paint painted

4 enjoy enjoyed

5 study studied

Lee y subraya los sinnimos de mudslide:

Mudslide.

Mudslides are moving rivers of rock, soil, and water. Mudslides are often triggered by storms, volcanic activity, earthquakes, 4res, and humans mismanaging the land. They can also be called landslides, mud3ows, and slurries.

Comenta con tus compaeros qu cosas hacemos los humanos que ayudan a causar los deslaves.


1. Lee y comenta:

I lost my house, but I got That er ther No, it is the red and white one

I lost my house, but now I got a new one

2. Observa:

IndeOnite Pronouns One/Ones

Singular

demonstrative+one That one is my apartment.

determiner+adjective+one The Vargas tragedy was a big one.

Plural

demonstrative+one Those ones are our apartments.

adjective+one The Vargas and El Limn tragedies were big ones.


86



1. Many people ______ their houses in La Guaira in 1999.

(lose / lost / loses)

2. She always ____________ the news on TV.

(watched / watches / watch)

3. The disaster in Santa Cruz de Mora (Mrida state) _______ place in 2005.

(take / took / takes)

4. Many reporters ____________ the country to cover the news in El Limn in 1987.

(visit / visited / visits)

Selecciona el tiempo verbal:

Student A

Student B

Student A

Student B

Student A

Student B

En grupos de tres, completen el dilogo y practquenlo:

You ________ happy.

Yes, I am _______ happy

What happened?

We got a _________ house.

*%1222222222&

Yes, its a big ________.


Lesson 11Tsunami !

88

4


Observen el siguiente collage y describan la situacin. Qu situacin se presenta?



Escuchen y lean la historia en forma silenciosa.

Qu puede dar origen a un tsunami? Cules son los efectos de un tsunami?

A tsunami (Japanese word that means harbour wave) is a series of giant waves caused by earthquakes or volcanic eruptions under the sea. Earthquakes, mudslide, volcanic eruptions, explosions, and even the impact of cosmic bodies, such as meteorites, can generate tsunamis. Extremely big waves may travel as fast as jet planes over deep waters, and they can violently attack beaches, causing devastating property damage and loss of life. The tsunami danger period can continue for many hours as the waters move onto land and return. A tsunami can occur at any time, day or night.




The teacher:

Mayra:

Rebeca:

The teacher:

Mayra:

There was a tsunami in Thailand.

When did it happen?

It was in 2004. It damaged other countries

Thousands of people died and many people lost their houses

It is so sad! It is so scaring!


Formemos grupos de tres para completar el dilogo y practicarlo:

Teacher:

Student A:

Student B:

Teacher:

Student A:

There was a _______ in Japan.

When _______ _______ _______ ?

_____ 2011.

Many people _____ their properties.

Thats ___ scaring!


Lee y aprende palabras y expresiones:

a few bottles of w

some bottles of w

many bottles of w

little food

some food

a lot of food

NOUNS

Countable Non countable






The teacher:

Mayra:

Rebeca:

The teacher:

Mayra:

Did you watch the documentary on natural disasters?

Yes I did. It was really impressive.

Tsunamis are deadly. Thank God we live in the Caribbean.

But we had a tsunami in the Caribbean in 1530.

Yes, Venezuela experienced tsunamis in the past.

www.meted.ucar.edu/trainingmodule_es.php?id=907

Mapa de zona de tsunami en el mar Caribe

Tsunami warning signs:

Tsunami

Escucha y marca la opcin correcta en cada par de letras. Ej.: T F

T __ F __

T __ F __

T __ F __

T __ F __




En pareja re>exiona acerca de los sentimientos que genera un tsunami.

:/K:);1!L/1#1#K!:/9#!:##K#L1;90:K2222222222222

ou must be away from the sea shore. You must be away from glass.

ener en cuenta en situacin de alarma por tsunami Qu podemos hacer?

(Bloques de construccin)


2. Ahora, observa las siguientes tablas:

Uncountable Nouns

some

any

a little

a lot of

+

eLort

help

support

food

Singular Plural

There was a tsunami in Asia in 2004 There were some candles.

Was there a tsunami in Asia in 2004? Were there any candles?

There wasnt a tsunami in America in 2004. There werent any candles.

They made a little eLort. I dont have a lot of candles. Did they have a few candles?

There was a lot of help. She doesnt need any helpWere there a lot of people

injured?

There was some support. They didnt make any eLort. Were there any blankets?

Countable Nouns

some

any

a few

a lot of

+

eLorts

children

sheets

blankets

candles


En grupos de dos o tres completen lo que debe hacerse ante una situacin de un tsunami .

When a tsunami, you must


22222222222222222222222222222222222222

22222222222222222222222222222222222222

22222222222222222222222222222222222222

22222222222222222222222222222222222222


________ of ointment. I have _____ hope. There are ____ aspirines.

We have ____ water. We need ________ petrol. ________ volunteers.

We need ______4rst aid kits. We need _____medicine. ________ participants.

Completen las oraciones con una forma de cantidad.


Lesson 12It was an earthquake

96

4




Observen las imgenes. Dnde estn los personajes? De qu crees que hablen?






Mariana

Ramiro:

Mariana :

Ramiro:

Mariana:

Ramiro:

Earthquakes are frightening. I felt one yesterday.

Yeah! They surely are. I was frightened, too.

I was running to the door, but my dad stopped me.

Good for him. We must not run outside during an earthquake.

We have to learn some safety measures for those events.

I agree. We and our families should be prepared. We never know!


You:

Your partner:

You:

Your partner:

You:

Your partner:

You:

I felt an_______________yesterday.

_____ ______. That was ______________.

Youre right. I was so ________________.

I was ______________ into the street, but dad _________me.

Good for _________. Thats _____________.

I didnt know. I _______ learn some safety ____________.

I ___________.


Existen algunas medidas a tomar mientras sucede un terremoto:

Stay beside a piece of furniture. Move away from buildings.

Dont get out of your car. Don t rush in a crowded place. y y




Ayau:

Tibaire:

Ayau:

Tibaire:

Ayau:

My history teacher talked about an awful

earthquake in Venezuela in 1967.

I know about it. My mom was living in

Caracas when it happened.

Many buildings collapsed there. It was

very intense.

Yes, a magnitude 7.6 earthquake. And

there were some aftershocks, too.

Yes. Unfortunately, there are many risky

areas in Venezuela.


The ground shakes gently. wobble noisily. Domestic animals behave strangely.

Reconozcamos los signos de un terremoto:




Lee y responde las preguntas :

A devastating 7.7 magnitude earthquake occurred at 4:37 p.m. on March 26, 1812. This disaster caused damage in Caracas, La Guaira, Barquisimeto, San Felipe, and Mrida. The capital was destroyed with an estimated 20,000 deaths and incalculable material damage. Simn Bolvar was among the survivors in the early evening of that dreadful day.

1. How many people died during that event? _____________________________.

2. Was Simn Bolvar the only survivor?_________________________________.


Escucha y marca verdadero o falso

TRUE FALSE

1. An earthquake hit Haiti in 2010.

2. It happened in the early morning.

3. The presidential palace collapsed.



1. Existen algunas medidas a tomar despus de un terremoto:

Safety measures after an earthquake.

Shut oL the gas valve

Don t light a 4re.

Stay out of severely damaged buildings

Dont use the telephone except in case of an emergency.

2. Observa:

Past Continuous

Subject + was/were + Verb+ing

Examples

The ground was shaking

yesterday.

The ground was not / wasnt

shaking yesterday.

Was the ground shaking

yesterday?

We were running out.They were not / werent

running out.Were you running out?

102


En grupos de dos, completen el dilogo y practquenlo:

You:

Your partner:

You:

Your partner:

You:

Your partner:

You:

Did you ____________ the earthquake?

Yes,_____ ______. That was ______________.

Youre right. I was ___________ when it happened.

I was ______________ into the street, but dad _________me.

Good for _________. Thats _____________.

I didnt know. I _______ learn some safety ____________.

I ___________.


Ordena estas oraciones y aprende otras medidas de seguridad en caso de terremoto:

1. to / Dont / next / glass / stand

2. to / knees / Drop / your

3. your / in / head / Tuck

4. your / the / hands / of / neck / Cover / with / your / sides


104

Lesson 13I loved her performance

On the art route

Unit Five: On the art route

5





105Unit Five: On the art route

Mara Jos:

Paco:

Mara Jos:

Paco:

Mara Jos:

How did you like the concert?

I loved it! Specially the 4rst part.

;*'7JE +''&

Where was he from?

He was from Yaritagua, but he lived in Maracay for a long time.



Student A:

Student B:

Student A:

Student B:

Student A:

Student B:

How did you __________ his performance?

I __________ it! Hes a great singer.

Youre right. He sings ______________.

I _____________liked the second part.

;*22222222222E

Yes. It ____________ an unforgettable concert.



106 Unit Five: On the art route

Lee y aprende las palabras y expresiones que utilizaste en el ejercicio anterior y otras.

Rosa plays the piano. Shes a great pianist. Pablo plays the violin. He is a marvellous violinist.


Arturo plays the bass. Hes an excellent bassist. Henry plays the harp. Hes an awesome harpist.



Student A:

Student B:

Student A:

Student B:

Student A:

1'**;

Really? What kind of music was it?

It was a jazz band.

How did you like it?

It was incredibly good! And theyre only four musicians.



Rosolina can dance. Shes a dancer.

Observa las imgenes y lo que se dice de ellas:

Daifra and Manolo act. Shes an actress and hes an actor.

Jess conducts an orchestra. Hes a conductor. Gabriel Ros plays the cuatro. Hes a cuatro player.



Lee y responde verdadero o falso. Escribe en tu cuaderno la informacin verdadera para las que sean falsas:

Teresa Carreo was a piano concert pianist, singer and composer. She was born in Caracas on December 22

nd, 1853. She gave her 4rst piano concert at the age of nine at the Irving Hall Theater, in New York. She

gave concerts all around the world and became really famous. She died in New York on June 17,1917.

TRUE FALSE

1. Teresa Carreo could not sing.

2. Her 4rst piano concert was in 1866.

3. She died when she was 63 years old.

4. She gave her 4rst concert in England.


Escucha las oraciones y une el nombre de las personas con lo que se dice de ellos:

1. Glen and Christian

H

3. Roberto and Manuel

4. Salvador

great harpists

an amazing bassist

marvelous violinists

awesome cuatro players

an excellent violinist

marvelous singers


1. Observa como realizan ellos sus acciones:

Nikita is a marvelous singer.She sang marvelously last night.

Hilario is an amazing painter.He paints amazingly.

Francisco is a graceful dancer.He danced gracefully yesterday.

Alejandro is an awesome composer. He composes awesomely.

2. Observa en los siguiente cuadros los cambios de categora gramatical y su lugar en la oracin:

Adjective Adverb

AwesomeSlowNiceQuietAmazingMarvellous ExcellentAwfulClear

+ly

AwesomelySlowlyNicelyQuietlyAmazinglyMarvellously ExcellentlyAwfullyClearly

Verb noun

PlayDanceComposePaintSing

+er

PlayerDancerComposerPainterSinger

ConductDirectAct

+orConductorDirectorActor




Student A:

Student B:

Student C:

Student B:

Student A:

Student B:

How did you __________ the concert?

I loved it! Shes a _______________ concert violinist.

Youre right. She played ______________.

I liked the ______________part.

Those _____________ all jazz pieces.

Yes. It was an ______________concert.


Subraya el adjetivo o el adverbio, segn corresponda:

1. The conductor moved slowly/slow.

2. The guitarist played a softly/soft song,

3. The choir sang loudly/loud.

4. His notes were clearly/clear.

5. Their performance was awfully/awful.

Examples

Rudy is an awful singer. He sang awfully at the concert.

There was a quiet audience at that theater. They listened quietly.

He directed Romeo and Juliet. Hes a good director.


Lesson 14He founded it many years ago

On the art route

112

5

Unit Five: On the art route









Mara Gabriela:

Gabriel:

Mara Gabriela:

Gabriel:

Mara Gabriela:

0'***5

No. I study there, but Im a soloist. What about you?

I play the piano, and they already have a pianist.

*%1 >*'%1**

Thats good news! Shes a good alto, and shes a friend of mine.


Student A:

Student B:

Student A:

Student B:

Student A:

02222222222'***5

No, I dont. Im a ____________. What about you?

I do. I play the _____________.

*%A>*'%1222222222222222222*

Thats __________ news. ___________s a friend of mine.


Tamara is a soprano. Andrs is a tenor.

Juana is an alto. Jorge is a bass.

They can both reach high notes.

They can both reach low notes.

Adems de orquestas, las escuelas de msica tienen coros. Hay cuatro tipos de voces principales:




Ahora, escuchen y repitan el siguiente dilo

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