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ENGLISH 2

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: José Eugenio Contreras Femat, Jorge González Rodríguez, Jupiter Images Corp.

English 2

Serie integral por competencias

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

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

ISBN ebook: 978-607-438-968-5

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

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Primera edición ebook: 2014

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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 Comparisons: Equality and Inequality . . . . . . . . . . . . . . . . 4

1.2 Comparative Form of Adjectives . . . . . . . . . . . . . . . . . . . . . . 13

1.3 Th e superlative Degree: Th e Most or the Least . . . . . . . . 28

I Compare People, Objects and Places

BLO

CK

2

2.1 Th e Simple Past Tense. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

2.2 Forming the Simple Past Tense – Regular Verbs . . . . . . 53

2.3 Time Expressions Used in the Past Tense . . . . . . . . . . . . . 58

2.4 Use of the Verb To Be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

2.5 Forming the Simple Past Tense – Irregular Verbs . . . . . 67

2.6 Short Answers to Yes/No Questions . . . . . . . . . . . . . . . . . . 68

2.7 Adverbs of Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

2.8 Leisure, Work, and School Activities . . . . . . . . . . . . . . . . . . 80

I talk about Important Past Events

BLO

CK

3 3.1 Giving Orders and Instructions in English . . . . . . . . . . . . 104

3.2 Imperative Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

3.3 Modal Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

I follow Instructions and Understand Regulations

BLO

CK

4 4.1 Diff erent Leisure, Work and School Activities

that You Can Do . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

4.2 How Do We Use the Simple Future Tense? . . . . . . . . . . . 139

4.3 Future Tense Using “Going To” . . . . . . . . . . . . . . . . . . . . . . . . 144

4.4 Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

I Make Future Plans

VII

Overview

ENGLISH 2

Th is book is the second of four that compose a series design to comply with the fourth update of the syllabi for the program of the subject Lengua Adicional al Español (English). Th is subject corresponds to the curriculum of the Ge-neral Baccalaureate 2011 program which incorporates a competence based approach, established by the Common Curricular Framework or ccf (Marco Curricular Común, mcc in Spanish).

English 2 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). Accor-ding to the ccf, the area’s main objective is to promote in students the development of the following skills: critical reading, argumentation of ideas, eff ective communication in the student’s native language and an additional lan-guage (in this case, English). Th is subject is taught in the fi rst semester and its antecedent is the subject 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 compe-tence 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 2 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 2, 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, hel-ping 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 2Th 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.

BLOCK 1: I COMPARE PEOPLE, OBJECTS AND PLACES.

During Block 1 you will be able to identify people, places, and things, as well as cultural aspects within the texts. You will also be able to exchange information orally and in writing while comparing and using grammatical struc-tures correctly.

BLOCK 2: I TALK ABOUT IMPORTANT PAST EVENTS.

In Block 2 you will be able to recognize situations that occurred in the past, as well as ask for and give information about activities and situations that occurred in diff erent contexts. In order to do these descriptions it will be neces-sary to use grammatical structures adequately.

BLOCK 3: I FOLLOW INSTRUCTIONS AND UNDERSTAND REGULATIONS.

In Block 3 you will be able to recognize instructions, orders, suggestions, and prohibitions at the same time that you can exchange this information in simple situations using the grammatical structures correctly.

BLOCK 4: I MAKE FUTURE PLANS.

Block 4 is intended for you to identify and understand ideas within texts that ask for and give information about future activities and situations. You will be able to understand and use grammatical structures to express Future Tense in a communicative situation.

IX

Competencias genéricas del Bachillerato General

Las competencias genéricas son aquellas que todos los bachille-res 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 convi-

vencia 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 II1 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. X X X X

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

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

I compare People, Objects, and Places

1.1 Comparisons: Equality and Inequality

1.2 Comparative Form of Adjectives

1.3 The Superlative Degree: The Most or the Least

1B LO C K

n Identifi es cultural aspects in a simple text.

n Identifi es people, places, and things within a short text.

n Asks for and gives information comparing people and places, in oral and written

form, according to the communicative purpose.

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

n Uses appropriate grammatical structures to make comparisons in communicative

situations.

At the end of this block, the student…

Learning Objects

Warm Up

My Two Best Friends

Jorge and Antonio are my best friends. Both of them are high school students. Jorge

is studying in a public school and Antonio is studying in a private school. Both of

them are very intelligent, good students, responsible, hard workers, and are fans of

Metallica.

Physically, they have many similar characteristics. Jorge is 17 years old and

Antonio is 18. Both weigh 65 kilograms, but Jorge is a bit taller than Antonio.

Jorge is 1.68 m and Antonio is 1.65 m tall. Both of them have brown hair, and

big brown eyes. However, Antonio’s hair is longer and a little wavy, and Jorge’s

hair is shorter and curly.

Both of them drive, but their cars are very diff erent. Antonio has a 2007, small,

blue Chevy, while Jorge has a 1985, big, gray van.

Even when they are both my friends, their personalities are not similar. Jorge

is very friendly, likes to go to parties, and loves to play videogames. Jorge is an

only child. He lives with his mother. Jorge speaks Spanish and a little of English.

On the other hand, Antonio has very few friends, he loves airplanes and to

read History books. He is a little shy and doesn’t practice any sport on a regular

basis. He has a sister. He lives with his parents. Antonio can speak English and

Spanish fl uently, and a little of Japanese.

Both of them have nicknames. Jorge’s nickname is “Judas” because he is a fan of

the rock group Judas Priest. Antonio’s nickname is “Bassneko”, because he plays

the bass and he loves cats (neko means cat in Japanese). Although they are

very diff erent, another thing they have in common is that I always have a great

time with them! Jorge is as good a friend as Antonio.

Fill in the following chart with the information about Jorge and Antonio.

Characteristic Jorge Antonio

AgeOccupationHeightWeightHairEyesCarLanguages he can speakPersonalityNicknameHobbies / LikesFamily members

Answer the questions:

1. Who is taller?

2. Who has longer hair?

3. Who speaks more languages?

4. Who has more brothers and/or sisters?

5. Who has an older car?

6. Who has a newer car?

Complete the sentences according to the information in the text:

1. is as heavy as .

2. is older than .

3. is as intelligent as .

4. is as responsible as .

5. is taller than .

6. is shorter than .

7. has shorter hair than .

8. has longer hair than .

9. ’s car is newer than ’s car.

10. is as good a friend as .

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 Evaluate a text by comparing it with others using previous and new knowledge.

n Communicate in a foreign language using an oral or written logical text to

compare men, women, objects, and places.

n Assume that respecting diff erences is the basis for an adequate coexistence in

the local, national, and international contexts when comparing people, places,

and things.

n Learn autonomously using information and communication technologies to

obtain information of the grammar structures to compare, as well as of the

cultural aspects of people and countries.

Competencies to be developed

4

BLOCK 1 I compare People, Objects, and Places

For example: I can see tall trees from my window.

Tommy and Lisa are smiling. They are happy children.

In the preceding examples, the adjective tall modifi es the noun trees, and the adjective happy modifi es the pronoun they.

Most English adjectives have the same form for the singular as for the plural. Th e only exceptions are the demonstrative adjec-tives this and that.

Th e unaltered form of an adjective is oft en referred to as the positive form of the adjective.

1. EqualityWe can show that two people or things are equal or not equal in one way by using an adjective or an adverb. Words which are used to modify nouns or pronouns are usually referred to as adjectives. For instance, the adjectives in the following sentences are underlined.

Grammar presentation

as + adjective + as

Adjective: Jorge is as heavy as Antonio.

Jorge is as responsible as Antonio.

Other characteristics:

n color: light, dark n strength: strong, weak n speed: slow, fast

An adjective is a word that modifi es a noun or pronoun. Adjectives are used to describe qualities or characteristics of some-one or something.

We usually use adjectives to describe qualities such as size, shape, age, height, weight, price, or length.

For example: SIZE tiny, small, big, large, extra large WEIGHT light, heavy SHAPE round, square, triangular, thin, fat, PRICE cheap, expensive AGE young, old, antique, new LENGTH short, long HEIGHT short, tall

1.1 Comparisons: Equality and Inequality

5


Th e positive forms of adjectives that refer to qualities can be used in making certain types of comparisons. In the following sentences, for example, the positive forms of the adjectives red and soft are combined with the word as in order to make comparisons.

Th e blouse is as red as blood. Her hands are as soft as silk.

Structure

Noun or pronoun representing

the fi rst thing being compared

+ To be

or other linking verb

+ as Positive form

of the adjective

as +

Noun, pronoun or expression

representing the second thing being

compared

Th ose swans are as white as snow.

Tony is as tall as his father.

Th is type of construction can be used to indicate that the things being compared are equal in some respect. For instance, the fi rst example indicates that swans and snow are equally white. Th e second example indicates that Tony and his father are equally tall.

not as + adjective + as

Antonio is not as tall as Jorge

2. InequalityComparisons can also express an inequality, by adding the adverb not before the fi rst as.

Grammar Presentation

Harrison Ford is not as young as Brad Pitt.

Brad Pitt isn’t as old as Al Pacino.

The lettuce isn’t as fresh as the spinach.

Domino’s pizzas are not as good as Giovanni’s pizzas.

Giovanni’s pizzas aren’t as expensive as Benedetti’s pizzas.

Look at these other examples:

6


1. Make sentences expressing inequality between adults and children with the words given.

Example: tall Children are not as tall as adults.

a ) educated .

b ) energetic .

c ) strong .

d ) playful .

e ) experienced .

f ) responsible .

2. Look at the chart below. Make statements about Jack and Henry using as/as not + adjective + as.

Jack Henry

1.57 m tall 1.78 m tall

52 kilograms 75 kilograms

38 years old 25 years old

135 IQ* 135 IQ

Master’s degree Bachelor’s degree

Can lift 100 pounds Can lift 200 pounds

Can run a mile in 8 minutes Can run a mile in 8 minutes

* IQ = Intelligence quotient is a measure of a person’s intelligence.

Example: tall Jack is not as tall as Henry.

a ) short .

b ) tall .

c ) strong .

d ) fast .

e ) educated (diplomas or degrees obtained) .

f ) heavy .

g ) old .

h ) young .

3. Make a comparison chart about two of your friends. Write at least fi ve things you want to compare them.

Write at least eigth sentences like in the previous exercise. You may use the same characteristic and express

equality fi rst, and then inequality.

Things to compare Name: ____________________ Name: ___________________

1.

2.

3.

4.

5.

Exercise 1

7


Sentences about your two friends:

a ) .

b ) .

c ) .

d ) .

e ) .

f ) .

g ) .

h ) .

For example: Fernando is as strong a weightlifter as Samuel.

Mark is as clever an administrator as Robert.

Jorge is as good a friend as Antonio.

The girls are as good students as the boys.

3. Express Equality Using as + adjective + noun + asTh e construction as, followed by an adjective, followed by as can also be combined with a noun.


as + positive form of adjective + a/an + singular countable noun + as

In the fi rst example, Fernando is being compared as a weightlift er to Samuel. In the second example, Mark is being compared as an administrator to Robert. In the third example, Jorge is being compared as a friend to Antonio. In the fourth example, the girls are being compared as students to the boys.

As illustrated in these examples, if the noun following the adjective is a singular countable noun, it must be separated from the adjective by the indefi nite article a or an. Th e position of a or an is indicated in the summary below.

In the case of plural nouns, no article is required.

Young men are as reliable workers as one can fi nd.

Ana and Saul are as powerful athletes as their competitors.

Rewrite each of the following sentences as a comparison, using the word or words given in parentheses as the second part of the comparison.

For example: He has a heavy workload. (Tom)

He has as heavy a workload as Tom.

1. Alejandro Fernandez is a good singer. (his father)

.

Exercise 2

8


2. They are talented musicians. (their parents)

.

3. Joe is a skilled carpenter. (his grandfather)

.

4. Chuck is an effi cient manager. (Karen)

.

5. Chris and Sandy are wonderful secretaries. (Rocio and Lourdes)

.

6. Ricardo won a prestigious award. (Mauricio)

.

7. The white hens are good egg layers. (the brown ones)

.

8. German Shepherd dogs are good watchdogs. (Doberman)

.

Now write negative comparisons of the above sentences.

For example: He has a heavy workload. (Tom)

He has not as heavy a workload as Tom.

9


1. .

2. .

3. .

4. .

5. .

6. .

7. .

8. .

Th e use of this construction with as to compare two diff erent types of things, such as a person and an animal, results in a type of comparison referred to as a simile.

The sentence She is as proud as a peacock gives an example of a traditional English saying which com-

pares a person having a certain quality to an animal which is noted for possessing that quality. In the follo-

wing sentences, the traditional expressions are underlined.

He is as clever as a monkey.

She is as wise as an owl.

My sister looks as pretty as a princess.

Food for Thought

Make up your own comparisons, using the pronouns he, she and I with the adjectives given below. Use a dictionary

to fi nd the meanings of the nouns and adjectives used in this exercise.

For example: brave - busy

She is as brave as a lion. He is as busy as a bee.

Exercise 3

10


turtle mouse feather ox rabbit

bat butterfl y fox honey mule

1. stubborn .

2. strong .

3. beautiful .

4. frightened .

5. tiny .

6. slow .

7. blind .

8. light .

9. sweet .

10. sly .

Learning Situation 1 Activity Sequence 1

Comparing equal or not equal characteristics

Competence: Th e student can recognize the correct use of the com-parative forms of adjectives to express equality and inequality.

1. In your notebook, make a list of fi ve diff erent characteristics you can compare about two famous people or two things. (For example, height, weight, intelligence, length, etcetera).

2. Choose the appropriate adjectives you can use to compare at least six of the characteristics.

3. Write sentences comparing the quality or characteristic to mention equality (as…as) or inequality (not as… as).

4. Make drawings or use photographs of those famous people and things, and prepare an oral presentation in which you make the comparison.

11


Example:

Two famous politicians: George Bush and Barack H. Obama

Characteristic: height

Adjective: tall / short

Information about height: George Bush 5’11” and Barack H. Obama 6’1”

Sentence: George Bush isn’t as tall as Barack H. Obama.

Barack H. Obama isn’t as short as George Bush.

Look up in the list shown below the adjectives that describe the ways of being of the people showed in the photographs. Choose the correct word that

describes each person and write them down in the corresponding lines in English.

Vocabulary

Adjectives: Affectionate, brave, polite, sweet, dishonest, shy, aggressive, creative, refl exive, enthusiastic, impulsive, fearful.

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Temperament Characteristics (Nature)Temperament refers to those aspects of an individual’s personality, such as introversion or extroversion. Th e common modern perception is that introverts tend to be more reserved and less outspoken in groups. Th ey oft en take pleasure in solitary activities such as reading, writing, or using computers. Introverts prefer solitary activities over social ones

Extraverts tend to enjoy human interactions and to be enthusiastic, talkative, and sociable. Th ey take pleasure in activities that involve large social gatherings, such as parties, community activities, public demonstrations, and business or political groups.

Some adjectives that describe temperaments are:

For extraverts: Pleasant, sociable, ambitious, leader, enthusiastic, talkative, assertive, gregarious, and friendly.

For introverts: Th oughtful, relaxed, quiet, reserved, and solitary.

Look up in a dictionary the meaning of these adjectives and think about people you know that have this charac-teristic. What is your temperament?

Characteristics of Cultural and Ethnic GroupsAn ethnic group is a group of people whose members identify with each other through a common heritage,

consisting of a common culture, including a shared language or dialect.

The largest ethnic group in Mexico is the Mestizos who are of mixed Spanish and Indian ancestry. The next largest

group is the indigenous population who largely retain their sense of distinct identity. The Mexican government recogni-

zes 56 different indigenous groups and these cultures who live in rural isolated areas. These people are generally poor

and their main wealth is traditional and spiritual and their way of life fi lled with communal customs and rituals.

The largest indigenous group is the Nahua, descendants of the Aztecs. There are at least 1.7 million Nahuatl speakers.

There are approximately 1 million Maya speakers, 500 000 Zapotecs, 500 000 Mixtecs, 260 000 Totonacs, and

130 000 Purepechas. The other 50 groups are very small and are spread out throughout the Mexican territory.

LanguagesThe national and more spoken language in Mexico is Spanish. Other important languages are the Maya and Nahuatl,

as well as other regional indigenous languages.

ReligionReligion plays a central role in Mexican culture and the overwhelming majority of the population is Roman Catholic

(89%). Old traditions still survive however. In the traditional Indian world almost everything has a spiritual dimension

– animals, trees, rivers, wind, rain, sun, and hills have their own gods or spirits. And these may be invoked in ancient

ceremonies for their own purposes. Witchcraft and magic also still survive.

A very small percentage of other religions are also practiced in Mexico including Protestantism and Judaism.

You can consult more about culture and ethnic groups in Mexico at the following website: http://www.questconnect.

org/mexico_cc_ethnic.htm

You may consult more about culture and ethnic groups in the United States at the following website: http://www.usa.

gov/Citizen/Topics/History-Culture.shtml

Cultural note

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1.2 Comparative Form of AdjectivesKathy and Monica love to go shopping. It is their favorite activity. Th ey are always looking for the good quality, but also for good price. Th ey heard that the department store in the new mall had a great sale, so they decided to go together. Read the conversation between these two expert shoppers. Pay att ention to the words in bold type.

Who Said Shopping Was Easy?

Kathy: Look over there! Th at sweater looks great.

Monica: Yes, it does. Hmm… let’s see the price. $300.00… It is more expensive than I thought!

Kathy: But it still is cheaper than the normal cost. It is marked down 30%... Let me see… it is size large and I need a smaller one… maybe a size medium.

Monica: Let’s go see the blouses. Look at this blue one. It looks nice.

Kathy: Yes, it does, but… don’t you like blouses with longer sleeves? Th ese sleeves are shorter than what you usually wear.

Monica: You’re right, but they look nice. However, I think a lighter blue would be nicer. Do you see a lighter blue blouse like this one?

Kathy: Here is one, but it is size 5. You need a larger size.

Monica: Too bad. I hate this. When I fi nd something I like, it isn’t my size. Th ere are smaller than my size or larger than my size. How frustrating!

Kathy: Well, how about looking for shoes?

Monica: I like the idea… let’s go to the shoe department.

Kathy: Look! Th ose high-heeled red leather shoes would look great on your long thin feet, don’t you think so?

Monica: Yes, but I think the heels are very high. I like shoes with lower heels than those… Let’s say…like those black shoes over there.

Kathy: Th e black ones look more comfortable than the red ones. Th ey also may be more rea-sonable, because they are less fancy and fashionable than the red ones.

Monica: But they are closed shoes. Soon the weather will be hott er than now. Maybe I should get some sandals.

Kathy: You’re right. You will be more comfortable and happier with sandals than using closed shoes. I also think you will look prett ier with sandals with all the beautiful new dresses you bought last week.

Monica: Now… I just hope they have my size.

Saleswoman: Good aft ernoon ladies, may I help you?

Monica: Yes. I am looking for a pair of black shoes like these…Size 7.

Saleswoman: Sure I will be back in a minute. Please, sit down.

(Aft er a couple of minutes the saleswoman comes back with the pair of shoes Monica asked for.)

Saleswoman: Here you are.

Monica: (Tries the shoes on.) Th ey feel fi ne, but… the right shoe is tighter than the left one.

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Saleswoman: Th at is normal. Sometimes one foot is a litt le bigger or wider than the other. Let me stretch it out for you… Now… try it on again.

Monica: Feels bett er than before, but I’m indecisive.

Kathy: Th ey look nice. Are you going to buy them?

Monica: I need to think about it. I think I want something more casual than these shoes. Th ank you Miss.

Saleswoman: You’re welcome. Come back soon.

Discussion questions:

1. What are these two women doing?

2. Are they comparing things?

3. What similarity do you fi nd in the words in bold type?

4. What diff erences do you fi nd?

5. What can be inferred about the use of comparisons from this dialogue?

When we talk about what we like or prefer and give our opinions, we oft en compare:

1. products - That sweater is better than this one.

2. prices - Yes, but that one’s cheaper.

In English, we oft en compare things.

When we go shopping, for example, we oft en compare:


n things - Their car is newer than ours. . . . . . . . . . . . . . . . . . . . . .

n people - She’s more intelligent than her sister. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

n places - New York City is older than San Francisco. . . . . . . . . . . . .

n sizes - That house is bigger than mine. . . . . . . . . . . . . . . . . . . .

n experiences - This book is more interesting than the one I read last month . . . . . . . . . . . . . . . . . . . .

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A. Comparative Forms of AdjectivesWhen we compare two things, we oft en use the comparative forms of adjectives, for example:

n My brother is 20 years old and your brother is 18. My brother is older than your brother. n A compact car is usually cheaper than a van.Th e shortest and most commonly used English uses endings in order to express diff erent types of comparison. In the comparative form, the ending is –er.

For example: tall Martha is taller than I am.

How these forms are created depends on how many syllables there are in the adjective. For instance, “old” contains one syllable, but “happy” contains two – ha and ppy, but “expensive”, which has three syllables, follows a diff erent rule: more + expensive.

Look at the following chart:

Adjective Form Comparative

Only one syllable, ending in E. Examples:

wide, cute, brave, late, close

Add -R:

wider, cuter, braver, later, closer

When an adjective ends in a single consonant other than w, x or y, prece-ded by a single vowel, and this vowel by a consonant, the fi nal consonant is doubled before the ending -er is added Examples:

hot, big, fat, thin, sad

Double the consonant, and add -ER:

hotter, bigger, fatter, thinner, sadder

Only one syllable, with more than one vowel or more than one consonant at the end. Examples:

light, neat, fast, young, loud, soon

Add -ER: lighter, neater, faster, younger, louder, sooner

One or Two syllables, ending in Y. Examples:

dry, happy, silly, lonely, heavy

Change Y to l, then add -ER:

drier, happier, sillier, lonelier, heavier

Two syllables or more, not ending in Y. Examples:

modern, interesting, beautiful

Use MORE before the adjective:

more modern, more interesting, more beautiful

B. How to Use ComparativesComparatives are used to compare two things. You can use sentences with than.

Noun, pronoun or other expression representing the fi rst thing being

compared

+ To be

or other linking verb

+

Comparative form of adjectiveAdjective-er

orMore + adjective

+ than +

Noun, pronoun or other expression representing the

second thing being compared

Examples:

Bett y is taller than Maureen.

Ice feels colder than snow.

Riding a bicycle is easier than riding a horse.

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SUBJECT + VERB + ADJECTIVE –er + THAN + COMPLEMENT

Tom is stronger than his brother Jack.

SUBJECT + VERB + MORE + ADJECTIVE + THAN + COMPLEMENT

Patrick is more responsible than his classmates.

Sometimes you can use the conjunction but. Examples:

Tom is stronger than Jack. Jack is strong, but Tom is stronger.

Patrick is braver than Sam. Sam is brave, but Patrick is braver.

Note: A few other two-syllable adjectives are also sometimes used with endings. For example:

able a-ble abler simple sim-ple simpler clever cle-ver cleverer quiet qui-et quieter narrow na-rrow narrower shallow sha-llow shallower

Describing People, Places and Things

1. Work individually. Write a list of adjectives that describe you phy-

sically, and that describe your personality and temperament.

2. Write a list of adjectives that describe the place you live in.

3. Use the adjectives to write a descriptive paragraph of yourself and

of the place you live in (state, city, town… you decide).

4. Give an oral presentation to your group. Prepare visual aids.

5. Listen to your classmates’ presentations respectfully and carefully.

6. Check the evaluation instrument your teacher will use to evaluate

your written and oral texts.

Evaluation Instrument

Checklist for elements of written work:

a ) List of adjectives to describe physical

characteristics

b ) List of adjectives to describe personality

and temperament

Learning Activity 1

c ) List of adjectives to describe place

(neighborhood, town, city, and/or state)

d ) Paragraph includes self-description

(physical characteristics)

e ) Paragraph includes personality traits

and temperament

Oral Presentation

You will be evaluated as VG (Very Good), G (Good), S (Satisfactory), or

CI (Could Improve)

a) Fluency VG G S CI

b ) Pronunciation VG G S CI

c ) Vocabulary (adjectives) VG G S CI

d ) Grammar VG G S CI

e ) Visual aids VG G S CI

f ) Body language VG G S CI

Actividad de aprendizaje

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TEMPERATURE

hot

cold

warm

cool

HUMIDITY

wet

dry

damp

humid

AGE

new

old

young

SHAPE

square

round

triangular

octagonal

Adjectives

Vocabulary

Learning Situation 2

Practicing pronunciation of the lett ers of the alphabet

Competence: Students can spell out and understand the diff erent lett ers of the alphabet.

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