ENGLISH 3 - Editorial Patriaeditorialpatria.com.mx/pdffiles/9786074385311.pdf · Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish). ... BLOQUE 1 Aplica los niveles

ENGLISH 3

Paula Flores Kastanis

Katherine Urquijo Flores

primera edición ebook 2014

Grupo Editorial Patria®

División Bachillerato, Universitario y Profesional

Dirección editorial: Javier Enrique CallejasCoordinación editorial: Ma. Del Carmen Paniagua GómezSupervisión de producción: Gerardo Briones GonzálezDiseño de interiores y portada: Juan Bernardo Rosado SolísDiagramación: Jorge Antonio Martínez Jiménez/Gustavo Vargas MartínezIlustraciones y fotografía: Jorge Gonzáles Rodríguez, ThinkstockMapas: Leonardo Olguín Landa

English 3

Serie integral por competencias

Derechos reservados: ©2014, Paula Flores Kastanis y Katherine Urquijo Flores

©2014, Grupo Editorial Patria, S.A. de C.V.

ISBN ebook: 978-607-438-969-2

Renacimiento 180, Col. San Juan Tlihuaca,Delegación Azcapotzalco, Código Postal 02400, México, D.F.Miembro de la Cámara Nacional de la Industria Editorial MexicanaRegistro núm. 43

Queda prohibida la reproducción o transmisión total o parcial del contenido de la presente obra en

cualesquiera formas, sean electrónicas o mecánicas, sin el consentimiento previo y por escrito del editor.

Impreso en México / Printed in Mexico

Primera edición ebook: 2014

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correo:

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sitio web:

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teléfono:

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V

Contents

Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . V

Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

Competencias genéricas del Bachillerato General . . . . . . . . . . . . IX

Competencias disciplinares básicas del campo Comunicación . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX

Know your book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

BLO

CK

1 1.1 Th e present real conditional or “zero” conditional . . . . 4

1.2 First conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Describing cause and effect situations

BLO

CK

2 2.1 Vocabulary: Transportation, food . . . . . . . . . . . . . . . . . . . . . . 37

2.2 Th e habitual past with “used to” and “would” . . . . . . . . . . 39

2.3 “To be used to doing” and “to get used to doing” . . . . . . 65

2.4 Time expressions use in the past tense . . . . . . . . . . . . . . . . . 69

Comparing habits and customs

in other communities

BLO

CK

3 3.1 Th e past continuous or past progressive tense . . . . . . . . . 81

3.2 More uses of the past continuous or past progressive tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

3.3 When/while used in sentences in simple past and past continuous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

3.4 Connectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Describing activities in the past

B

LOC

K

4 4.1 Phrasal verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

4.2 Phrasal verbs related to clothing, cleaning and household activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

4.3 Modals use to make requests . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

4.4 Let’s review object pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

Making requests and giving instructions

VII

Overview

ENGLISH 3

Th is book is the third of four that compose a series design to comply with the update of the syllabi for the program of the subject Lengua Adicional al Español (English). Th is subject corresponds to the curriculum of the General Baccalaureate 2009 program which incorporates a competence based approach, established by the Common Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish).

English 3 is one of the subjects that belongs to the communication area of the curriculum, along with two other subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). Ac-cording to the CCF, the area’s main objective is to promote in students the development of the following skills: critical reading, argumentation of ideas, and eff ective communication in the student’s native language and an ad-ditional language (in this case, English). Th is subject is taught in the third semester and its antecedents are the two previous courses of English 1 and 2, and the subject called Foreign Language taught in the basic education level (secundaria). Its purpose is to increase and consolidate the social practices of language, this is, what the expert users of the language do to interpret and produce oral and writt en texts, preserving the social function of such acts. Th e four courses of the English program focused on the competence based approach, don’t ignore previous approaches, specially the communicative approach, which has been one of the most relevant ones.

Th e main goal of English 3 is to develop the communicative competence of the second language student by de-veloping linguistic communicative skills: oral and writt en production and listening and reading compre-hension.

During the fi rst two courses (English 1 and 2) it is intended that students recall the most relevant concepts and skills learned in basic education. With this foundation, during the other two courses (English 3 and 4), the goal is for students to acquire a more advanced profi ciency level. Using the language teaching Common European Framework terms, during the fi rst year of their baccalaureate studies, it is intended for students to consolidate level A1 and reach the threshold of level B1. English 3, published by Editorial Patria and its complementary resources, present one of the best proposals writt en in Mexico to help students go beyond the minimal level expected, help-ing them reach a higher level. Th is is achieved by reinforcing the previously learned structures (in secundaria), with detailed explanations about their use, cultural notes, and by encouraging students to refl ect on their learning processes, as well as on comparative aspects of their native language and English.

VIII

English 3Th is book is divided into four blocks. Each one develops a particular theme, which is common in the life of our students, and is developed in specifi c contexts where communication and the use of language are performed naturally. In this way, the student develops his or her profi ciency by acquiring new vocabulary, reinforcing the knowledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and evaluation.

Th e blocks are the following:

BLOCK 1: Describing cause and eff ect situations.

BLOCK 2: Comparing habits and customs in other communities.

BLOCK 3: Describing activities in the past.

BLOCK 4: Making requests and giving instructions.

Th e objectives of these blocks are:

Block 1: Th e student is able to describe facts, present and future cause and eff ect situations, orally and in writing, related to personal, family and social situations.

Block 2: Th e student is able to compare past and present habits and routines, orally and in writing, in social and family-related contexts.

Block 3: Th e student is able to describe and understand activities that are occurring at a specifi c moment in the past.

Block 4: Th e student can interpret and make requests and give instructions, orally and in writing, in family, work, or social communicative situations.

IX

Competencias genéricas del Bachillerato General

Las competencias genéricas son aquellas que todos los bachi-lleres deben tener la capacidad de desempeñar y les permitirán a los estudiantes comprender su entorno (local, regional, nacional o internacional) e infl uir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida y practicar una con-

vivencia adecuada en sus ámbitos social, profesional, familiar, etc. Estas competencias junto con las disciplinares básicas constituyen el Perfi l del Egresado del Sistema Nacional de Bachillerato.

A continuación se enlistan las competencias genéricas.

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. 3. Elige y practica estilos de vida saludables. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. 5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos. 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y refl exiva. 7. Aprende por iniciativa e interés propios a lo largo de la vida. 8. Participa y colabora de manera efectiva en equipos diversos. 9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo. 10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales. 11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Competencias disciplinares básicas del campo Comunicación

Competencias disciplinares básicasBloque de la LAE I1 2 3 4

1. Identifi ca, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.

X X X X

2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y nuevos.

X X X X

3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.

4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.

6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros.

8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. X X X X

9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación.

10. Identifi ca e interpreta la idea general y el posible desarrollo de un mensaje oral o escrito en una segunda lengua, recu-rriendo a conocimientos previos, elementos no verbales y contexto.

X X X X

11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa. X X X X

12. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

X X X X

X

BLOQUE 1 Aplica los niveles básicos de la ecología en su contexto

Warm Up

Competencies to be developed

Demonstrate your

knowledge, skills and

attitudes applied to real-life

situations as you develop the

disciplinary competencies

described in each block.

Find a detailed explanation of what are

the learning outcomes you are expected to

achieve at the end of each block.

Learning objects

Under the “Learning Objects” section you

will find a collection of structural and

notional items which are contextualized

according to the thematic unit in a logical

and pertinent sequence, giving the student

and teacher a clear direction to follow

throughout the block.

This section can be used as a

diagnostic evaluation that

will allow you to identify the

competences and knowledge

you already have in order to

begin the acquisition of new

knowledge and the

development of new skills.

How would you solve it?

Each block begins with a challenging learning situation that can be

to solve a problem, read a text, analyze a situation, answer questions,

give a presentation, write a text, discuss an issue, or do an assignment

that will help you to acquire knowledge and develop competences.

What do you have to do?

The activity sequence is based on a methodology to acquire

knowledge and develop the necessary skills to become competent.

The activity sequence describes the process in detail, so you can

easily follow the steps, go through the activity and obtain the desired

results.

How do you knowyou did it well?

Rubrics are practical and

concrete tools that help you to

evaluate your performance

and continuously improve it.

Rubrics evaluate not only

knowledge, but also skills and

attitudes.

Sections of Your book

Rubrics

Learning situation

Activity sequence

Examples

It is important to mention that you will find in each block different

examples that are designed to facilitate your learning.

Excercises

This proposed excercises will help you to consolidate your recently

acquired knowledge, through either real or hypotetical situations

and a the same time will help to create a feeling of easyness and

reasuring throughout your learning process.

Wherever you see this icon (ICONO),

you will find audio material related to

that topic available at our academic

resources website.

You may listen to them directly online

or download them onto any electronic

mobile device in an mp3 format.

Beginning of the block

At the end of this blockthe student...

1


Applying your Knowledge

This section is designed so you can apply your knowledge to

real-life situations, analyze and solve problems you may face as an

individual or as a member of a community or society, as well as to

improve your life in many ways.

Food for Thought

The purpose of this section is to enrich your knowledge with

additional data, related texts, and relevant information about the

topic being covered in the block. This useful section will provide

different perspectives and contexts of the same data.

Learning activities

Throughout the book you will find these activities, they will allow

you to strengthen your knowledge and competences while doing

research

In this book you will find different suggestions

and activities you can use as learning evidence.

These products may be written texts, aural texts

as a result of oral presentations, or different

types of projects. It is important you remember

that besides presenting the product, you must

consider the performance indicators that will

determine the quality and accuracy of your

performance. We invite you to always aim for the

highest level.

These will help you to verify your perfor-

mance through the evaluation of the

projects, products or other evidences that

you’ll be asked to do in each block. In

general this instruments are a criteria list

that will allow you to evaluate the learning

level, abilities, knowledge and performance

reached, based on a particular project.

these rubrics can be done in a personal or

coevaluative way.

This section allows you to self-evaluate the knowledge acquired and the skills you have

developed throughout the block. In addition to your evidence portfolio, these assignments

will help you attain better results in the summative evaluation that your professor will do of

your performance.

Choosing this book has granted you access

to our website where you can find additional

material such as audios, readings, vocabulary

games, and online tests that will help you in-

crease your knowledge, clarify some concepts,

and understand more complex grammatical

structures that are included in the English

Program syllabi in a quick and easy way.

Demonstrate your competence

Evidence portfolio Rubricswww.recursosacademicosenlinea-gep.com.mx

In addition, you will find a list of supplementary resources

and in some cases, vocabulary lists and glossaries.

other sections

Describing cause and effect situations

1.1 The present real conditional or “zero” conditional

1.2 First conditional

1B LO C K

Students are able to:

n Identify and interpret the general idea and possible development of an oral

or written message about the characteristics of people, places, and things in a

foreign language.

n Identify and interpret the general idea and possible development of an oral or

written message about causes and eff ects in diff erent situations in a foreign

language.

n Communicate in a foreign language by using a logical oral or written discourse in

order to compare causes and consequences of environmental situations in local,

national and international contexts, as well as in everyday situations.

n Evaluate a text by comparing its content with the one of other texts according to

his/her new and previous knowledge.

n Use autonomous learning strategies using information and communication

technologies to obtain information about the grammatical structures and uses of

zero and fi rst conditionals.

n Identify and interpret the general idea and possible development of an oral or

written message in a foreign language, by using his/her previous knowledge,

non-verbal elements, and the context.

n Recognize and understand the implications of environmental damage in a global

and interdependent context.

Competencies to be developed

Learning Objects

Warm Up

Science is great!

Fernando and Jason are high school students. They are talking about their

science class. They are amazed by the things they have learned. Science is

based on what is called the scientifi c method. The scientifi c method is a

process for experimentation that is used to explore observations and answer

questions. Scientists use the scientifi c method to search for cause and eff ect

relationships in nature. In other words, scientists design an experiment so

that changes to one item cause something else to vary in a predictable way.

First they observe a phenomenon. Second, they ask a question related to what

they observed. To answer that question, they do research and formulate a

hypothesis, which is like making a prediction of what will happen. Third, they

test their hypothesis by doing an experiment. Sometimes, scientists repeat

their experiment several times to make sure their results are accurate. Finally,

they analyze the results and draw a conclusion, which can agree or disagree

with their hypothesis. When a cause and eff ect relationship shows to be true

every time that it is tested, it can become a scientifi c law.

Scientifi c statements can be expressed as general truths. These are some

examples Fernando and Jason found in their general science book:

If you heat water to 100 degrees Celsius, it boils.

n Use information and communication technologies to investigate, solve

problems, produce materials, and transmit information.

n Produce texts based on the normative use of language, considering the

intention, communicative situation, and formal elements of the language, such

as punctuation, spelling, syntax, coherence, and cohesiveness.

n Identifi es the main ideas in an aural or written text.

n Describes, orally and in writing, the causes and eff ects of a situation.

n Uses fi rst conditional and zero conditional grammatical structures to exchange

information about causes and eff ects.

At the end of this block, the student…

4

BLOCK 1 Describing cause and effect situations

If you freeze water, it becomes a solid.

If iron is in contact with water, it rusts.

If heat is transferred, it moves from a higher temperature to

a lower temperature.

If you don’t water a plant, it dies.

If you drop something, it falls.

You get sick when you don’t have a balanced diet.

Your immune system responds if bacteria enter your body.

When a seed is planted in fertile soil, it grows well.

Thanks to science, we are now able to understand many phenomena in nature

that have made our daily lives better and easier.

Text handling exercise

Answer the following questions about the text.

1. What is this text about?

2. Why do scientists use the scientifi c method?

3. Which are the steps in the scientifi c method?

4. How can scientifi c statements be expressed?

5. What benefi t does science bring to society?

Analyze the scientifi c statements that Fernando and Jason read in their general

science book.

1. What happens if you heat water?

2. What happens if you freeze water?

3. If iron gets wet, what happens to it?

4. What happens if you don’t water plants?

5. If a human being doesn’t have a balanced diet, what happens?

1.1 The present real conditional or “zero” conditional

Th e present real conditional or zero conditional is a structure used for talking about things which always happen under certain conditions, also called general truths. Th e zero conditional indicates certainty. For example, what happens when you heat ice? It melts. Every time you heat ice, it will melt into water. You can be certain it will always happen. So you can say: If you heat ice, it melts. Th is example is based on scientifi c facts.

Grammar Presentation

5


A. The structure of a zero conditional sentenceA zero conditional sentence consists of two clauses: an “if ” clause and a main clause. In most zero conditional sentences you can use when or if and the meaning will stay the same. Look at the following example:

“If clause” (CAUSE) Main clause (EFFECT)

If you heat water to 100 degrees Celsius, it boils

If the fi rst clause is the “if ” clause, a comma is usually used. If the “if ” clause comes second, there is no need for a comma. Compare:

Main clause (EFFECT) “If clause” (CAUSE)

Water boils if you heat it to 100 degrees Celsius

In each clause of a zero conditional, we use the same verb form: the simple present tense. Th is is the structure:

“if” clause if + subject + simple present verb

Main clause subject + simple present verb

B. When to use the zero conditional 1. Th e zero conditional is used to talk about things which are always true, such as scientifi c facts and general

truths:

Another example: If you drop an apple, it falls. = An apple falls, if you drop it. (This is an absolute truth based on scientifi c fact - gravity).

However, a general truth can also be something personal or not necessarily based on science. Th is is called a personal fact or personal truth. Th e important thing about the zero conditional is that the condition always has the same result. For example, consider a person who needs to take the bus before seven o’clock in order to get to work on time. What happens if the person takes the bus at 7:15? Th is person will not arrive to work on time under normal circumstances of traffi c, bus schedule, etcetera.

So, you can say: If he doesn’t take the bus before seven o’clock, he arrives late to work.

In everyday conversation, we use this type of conditional sentence to talk about “our personal truths” or someone’s personal truths. For example, my friend Laura is allergic to cats. Every time she is close to a cat, she begins to sneeze.

So, I can say: If Laura is close to a cat, she sneezes.

Th is is true for Laura. Th is is a general truth for Laura. Now, let’s revise how the zero conditional is formed and when it is used.

6


EXAMPLES EXPLANATION

When you cross an international date line, the time changes.

Every time you cross a date line, the time changes. This will always happen.

The ground gets wet if it rains. This is basically always true – the rain makes the ground wet.

If there is no air, wood doesn’t burn. This is a scientifi c fact – wood needs air in order to burn. No air = no fi re.

2. Th is structure is oft en used to give instructions, using the imperative in the main clause:

“If” clause Main clause

If my sister phones, tell her to meet me at my offi ce.

Main clause “If” clause

Ask your doctor if you’re not sure what to do.

3. Th e present real conditional is used to talk about what you normally do in real-life situations.

Examples

1. If I go to a friend’s house for dinner, I usually take a bott le of wine or some fl owers.

2. When I have a day off from work, I oft en go out of town.

3. If the weather is nice, my sister walks to school.

4. Kathy helps me with my homework when she has time.

5. I listen to music if there is nothing interesting on TV.

From the verbs given, choose those that complete the following sentences correctly and logically.

Cause clause:

has expose mix freeze is

Effect or result clause:

catch becomes get burns stop

a) If you water, it a solid.

b) If my husband a cold, I usually it.

c) People using their cars if public transport effi cient.

d) If you red and blue, you purple.

e) Phosphorus if you it to air.

Exercise 1

7


Change the order of the following conditional sentences.

Example: If she eats too much chocolate, my daughter gets sick.

My daughter gets sick if she eats too much chocolate.

1. If it gets wet, iron rusts.

.

2. If you drop ice in water, it fl oats.

.

3. The grass doesn’t grow if there is no rain.

.

4. You die if you don’t eat.

.

5. If you want to make a phone call, insert a phone card in the slot.

.

6. If Mrs. Flores is not in the offi ce, leave a message in her answering machine.

.

7. If you move, notify the bank of your change of address.

.

8. If you don’t return the book to the library by the due date, you pay a fi ne.

.

Exercise 2

8


According to the clues given, write sentences expressing personal truths. Remember to change the form of the verb

in present tense according to the subject (when the subject is a “third person singular” you add –s or –es to the

simple form of the verb).

Example: John / wear eyeglasses. John / see well

If John wears his eyeglasses, he sees well.

1. I / drink coffee. I / can’t sleep.

.

2. Mary / listen to music. Mary / type faster.

.

3. We / talk in class. Teacher / get angry.

.

4. I / arrive late. My father / punish me.

.

5. It / rain. My grandmother’s knees / hurt.

.

6. My neighbor / play the guitar. My dog / bark.

.

7. Andrea / eat strawberries. Andrea / get sick.

.

8. Tom / smokes. Tom / get dizzy.

.

9. Mark / stay up late. Mark / be exhausted the next day.

.

10. You / don’t do homework. You / get low grade.

.

Exercise 3

9


Using the zero conditional

1. Work in pairs. Th ink about 10 diff erent situations related to your community or the environment. Th ey may be neutral, positive or negative situations. Example. If it is spring, people plant their land.

2. Take 20 cards. Write on 10 cards the cause clauses of your 10 contidional sentences. Write on 10 cards the eff ect clauses of your 10 conditional sentences. Mix them.

Learning Activity 1

3. Work with another pair of students. Give them your cards and receive their 20 cards. Try to match each cause with its eff ect. Th e other pair of students will do the same with your cards.

4. At the end check with them your answers (matched cards cause-eff ect).

5. Do the same exchange with two or three other pairs of stu-dents.

Actividad de aprendizaje

What is the difference between using If or using When?

Examples When I have a day off from work, I usually go out of town. (I frequently have days off from work.)

If I have a day off from work, I usually go out of town. (I rarely have days off from work.)

Both “if” and “when” are used in the present real conditional. Using “if” suggests that something happens occasionally.

Using “when” suggests that something happens frequently.

Food for Thought

Complete the following sentences using “if” or “when”.

1. Jack is late to work, his boss gets very angry. That is why he’s always on time.

2. I leave work, I usually go to the fi tness center to work out.

3. he eats, he tries to choose healthy foods.

4. Tracy’s car is very reliable, and she rarely has any trouble with it, but she has had a couple of

diffi culties in the past. she has any problems with her car, she calls her mechanic.

5. Martha’s car is terrible! It always breaks down. she has any problems, she calls the mechanic.

Exercise 4

10


Learning Situation 1

Expressing personal truths.

Competence: Th e student can effi ciently express general truths and cause and eff ect conditions in daily familiar situations, orally and in writing.

Activity Sequence 1

1. Look at these examples.

A: What do you do when it rains?

B: When it rains, I stay home.

A: Where do you stay if you go to California?

B: When I go to California, I stay with my mother.

2. Answer the following questions in writing according to your personal truths.

a) What do you do when you feel cold?

6. Mary gets six weeks paid vacation a year. She loves to travel. she goes on vacation,

she always goes somewhere exotic.

7. Dessy works harder than anyone I know. I don’t think she has taken a day off in three years. She loves to travel.

she takes vacation, she travels.

8. Eddie loves going to the theater. he goes to the theater, he always buys his tickets in

advance to get a good seat.

9. My literature teacher hates TV. She thinks television is a waste of time. she watches any television at all, it is usually a news

program or a documentary.

10. My aunt Alicia always calls me every Sunday in the evening. the phone rings on Sunday evenings, I pick up the phone and say

“Hi aunt Alicia!”

11


b) What do you do when you are hungry?

.

c) What do you do when your head hurts?

d) What do you do when you feel sad?

e) What do you do when you feel happy?

f ) What do you say when you answer the telephone?

g) What do you do when you see a mouse in your house?

h) What do you do to remember something?

i) What do you say to someone if he or she sneezes?

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j) What do you say to someone who gives you something?

3. Work with a partner. Ask the above questions to your partner and listen att entively to his/her answers.

4. Exchange roles. Now, your partner will ask you the questions and you will answer them.

Reading

If I fi nish high school, I will go to college

Read the following conversation between Kathy and Ingrid.

Kathy: Well, we are about to fi nish high school. In two months after the fi nal exams we will be

preparing to go to college.

Ingrid: Yes, that are our plans, but we still need to pass the fi nal exams. I have trouble with

math… When I open my math book, my mind goes blank! I hope I can get the neces-

sary grade to pass. If I don’t get the necessary grade, I will have to take a summer

course to fi nish high school.

Kathy: I know, but don’t think about not passing. You are going to pass. I am sure. I will help you study.

Remember I am good in math. If you want to, we can start studying this weekend.

Ingrid: That will be great! If you help me study for my math test, I will help you fi x your room. You told me you wanted to change the decoration

of your bedroom, so I can help you.

Kathy: Sounds good to me. That’s a deal. Now tell me… what are your plans once you fi nish high school?

Ingrid: If I fi nish high school as planned, I will surely enter the university in August or September. I want to study Industrial Engineering. How about

you?

Kathy: When I fi nish high school, I will defi nitely enter the university too. I want to study Computer Science. You know I love computers. When I

am in front of a computer, I spend hours surfi ng the web. I just love it! I think it is a fascinating world.

Food for Thought

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Now, discuss these questions with a classmate. Work in pairs. Th en, the teacher will lead a class discussion. Be prepared to participate.

1. What will Ingrid do when she fi nishes high school?

2. What will Kathy do when she fi nishes high school?

3. What will you do when you fi nish high school?

4. Do you fi nd any subject diffi cult? If so, which one?

5. Do you study bett er alone or with a friend or group of friends?

Ingrid: Yeah… I know. So, when shall I go to your house to start studying?

Kathy: How about tomorrow afternoon?

Ingrid: So soon? Well… OK. The sooner, the better. See you then tomorrow afternoon. Is four o’clock fi ne with you?

Kathy: Great! See you tomorrow afternoon at four o’clock then. Don’t forget your math books, your pencils, your calculator, and paper.

Ingrid: I won’t. Thank you Kathy. Bye.

Kathy: Bye Ingrid.

Using the zero conditional

1. Read the following story:

When it rains, my roof leaks. If my roof leaks, the walls get wet. When the walls get wet, they get moldy. I get sick if they get moldy. I go to the doctor when I get sick,. When I go to the doctor, he always says the same thing , “Fix your roof!”

Learning Activity 2

2. Identify the number of cause-eff ect sentences.

3. Identify the tense of each part of the conditional sentences.

4. Explain the punctuation in each type of sentences.

5. Write a short, simple text that includes cause-eff ect clauses.

6. Write four examples of type zero conditional sentences and illustrate them using photographs or drawings.

Actividad de aprendizaje

Evaluation instrument

1. How many cause-eff ect sentences are there in the story?

2. Which tense is used in the cause clause?

3. Which tense is used in the result clause?

4. What is the punctuation diff erence between the conditional sentences that begin with the “if / when” clause and those that begin with the result clause?

5. Th e text includes correct cause-eff ect clauses.

All the sentences some of the sentences none of the sentences

6. Th e four examples of type zero conditional sentences illustrated by photographs or drawings are correctly formed and writt en.

a) four sentences b) three sentences c) two sentences d) one sentence

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A: If you call the doctor, he comes. B: If you call the doctor, he will come.

What these two sentences have in common is that both sentences seem to suggest that an action will take place, if a certain condition is met.

However, there is a diff erence: sentence A seems to express a sort of general rule or general truth, a principle that the speaker adheres to. Th at is, every time you call a doctor, he comes. Th at is the rule.

In sentence B the speaker merely states an intention (what is likely to happen).

We use the fi rst conditional in off ers, suggestions, warnings and threats.

FORM will

If + S + simple present (+ C), S + can + simple present (+ C )

may/might should

S = subject C = Complement

Compare these two sentences:

Grammar Presentation

Examples: If we hurry (present simple), we will catch the train.

If we don’t hurry (present simple), we may lose the train.

If we miss it, there may be another one.

if we run, we might catch it on time.

if we know this, we should run to catch the train.

If Jonas studies hard, he can answer the math exam.

If he studies hard, he may get a grade of 100.

If he doesn't study, he won't pass.

If you are his friend, you should help him.

We use will in the result clause to express something we think will most likely happen.

We use may (modal auxiliary) in the result clause to express that something is probable (we are uncertain or not sure that it will occur).

We use can in the result clause to express the capacity or ability of something or someone in the future action.

We use should in the result clause to express advice about the cause or if clause.

1.2 First conditional

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Threats and warningsFirst conditional sentences are oft en used to warn about dangerous or unusual situations.

For example, the following sentences express warnings:

“If you heat that substance too much, it will explode.”

“If you put a metal object in a microwave oven, it will go out of order.”

“If you make that long distance call before seven p.m., it will be more expensive.”

“If Mary doesn’t pay her telephone bill by Saturday, they will cut off the service.”

Th e following sentences express threat:

“If you don’t give me your money, I will hurt you.”

“If you cross that line, you will be arrested.”

“If you get home aft er midnight, you will not go out in a month.”

For example:

If I fi nish high school in May, I will go to university (I am sure).

I may/might apply for a scholarship (this is probable, I am still not sure if I will do it or not).

I can apply for the university (I will be able to do this because I will have a high school diploma, which is a requirement to enter university).

I should apply for the university (I suggest to myself what to do).

Exercise 5

Match the clauses in column A with the ones in column B.

COLUMN A COLUMN B

1. If I lose my job now, … I won’t call again.

2. If he calls me “irresponsible” again, … I will take a long vacation and look for a new job later.

3. Jane won’t speak to me again … prices will rise.

4. If the demand increases, … if I let her down now.

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Complete the sentences with the correct form of the verb in parentheses.

1. If you ________ (not study), you ________ (fail) the test.

2. We _________ (die) if we _________ (not get) help soon!

3. If you ________ (look) in the fridge, you _________ (fi nd) some cold drinks.

4. If there _______ (be) no oil in the engine, the car ________ (break) down.

5. I _______ (lend) you my umbrella if you ________ (need) it.

6. The sea level ______ (rise) if the planet _______ (get) hotter.

5. Our dog Krane will start barking at you … if you make faces at it.

6. Don’t be offended. If Sam is annoyed, he … will start yelling at people.

7. If Betty doesn’t answer the phone this time, … I will never help him again.

1.

2.

3.

4.

5.

6.

7.

Exercise 6

17


7. If you _________ (eat) your sandwiches now, you ________ (not have) anything for lunch!

8. You ________ (be) safe in an accident if you _________ (wear) your seatbelt.

9. If he ________ (save) all his money, he _________ (be able to go) on holiday to Canada.

10. I _________ (not come) with you if you _________ (not bring) John!

Complete the following sentences with the following verbs. Only use the modal auxiliary will in the result clauses.

Make the necessary changes (auxiliary, contraction of not) when using negative forms

BUY LOOK TURN PAY GET PASS IMPROVE

EAT CONTINUE REDUCE STUDY CUT SEE BE

1. If you an apple every day, you very healthy.

2. Dolly has very long hair. She completely different if she her hair.

3. If Mary a new car, she a higher insurance.

4. If you the light on, you much better.

5. You sick if you eating high cholesterol foods.

6. If you the sugar in your diet, you your health.

7. You pass the course if you .

Exercise 7

Choose the correct answer. Some of these are zero conditional and some are fi rst

conditional sentences.

1. If you hear a baby crying…

a) what should you do? b) what you do?

2. I’ll be back here by 10 p.m. tonight…

a) if the train wasn’t late. b) if the train isn’t late.

Exercise 8

Documents

ENGLISH 3 - Editorial Patriaeditorialpatria.com.mx/pdffiles/9786074385311.pdf · Curricular Framework or CCF (Marco Curricular Común, MCM in Spanish). ... BLOQUE 1 Aplica los niveles