ACTIVIDADES PARA EL FORTALECIMIENTO DEL INGLÉS EN EDUCACIÓN BÁSICA

SECUNDARIA
CICLO 4
 FUN WITH ENGLISH
Dear Teachers,

The present Activity Book was designed for Full Time Secondary Schools to work with in the
afternoon shift. When students arrive to our classrooms and have some gaps in their English background
to work with the NEPBE, this is the place to go, where students can get the necessary knowledge and
abilities, thus strengthening the students as they develop their competencies.

This Activity Book is a collection of challenging and fun activities its purpose is to give our
students the basic knowledge in English supporting the contents of the NEPBE: to do, to know, and to be,
giving it a ludic twist.

How will you work with this Activity Book?

First of all, both English teachers working in the morning and afternoon shift have to meet, talk
and organize how to work with this activity book.

The morning teacher is working with the NEPBE and the afternoon teacher will be working with
the activity book. The morning teacher identifies the topics which the students lack and with the
afternoon teacher chooses which learning activities to use from the activity book. So both teachers work
hand in hand for the students to reach the achievements from the English program stated in the 592
Agreement.

What will you need in order to work with the Activity Book?

You will need to download the QR scanner app to your telephone, I Pod, or tablet:
Once you´ve downloaded the QR scanner, you will be able to scan the QR codes in the Activity Book.
We sincerely hope this Activity book will help you and your students in achieving the goals for
Basic Education.

English Department.
Departamento Técnico de Secundarias
Dear students,

This activity book was designed for you to work, learn and play with English. Many of the topics
covered in this activity book have language games for you to participate with your peers. To learn a
language you have to practice, read, write, use it and listen to it and take risks. If you make a mistake,
don´t worry, it´s OK as long as you learn from it.

What will you need in order to use the Activity Book?

You will need to download the QR scanner app to your telephone, I Pod or tablet.
Once you´ve downloaded the QR scanner, you will be able to scan the QR codes in the Activity Book.
By paying attention to your teachers and doing your very best every day, you will learn many
new and fun things that help you become successful in school and life. Here are some activities you can
do to practice and review some basic contents. To max your mind:

• Listen to your parents and teachers.

• Do the activities. Set aside time every day to study and stick to it!

• If you do not understand something, ask your teacher. Do not be afraid to ask!

• Apply what you learn to your daily life!

• Find friends who like English and practice it with them.

• Be positive and never give up! You can do it!

We sincerely hope you have fun this year learning English and playing with your teammates!

English Department

Departamento Técnico de Secundarias

 CONTENTS
1. FAMILY
a) My family tree
b) Possesives
c) Let’s play Bingo!
d) Practice
2. COLORS
a) Games
b) Coloring activities
c) Let’s sing a song about colors!
3. MONTHS AND SEASONS
a) Games
b) Let’s draw!
c) Holidays
d) Practice
4. NUMBERS
a) Some information about them
b) Cardinal numbers activities
c) Let’s count!
d) Ordinal numbers activities
e) Let’s order!
5. DETECTIVE SKILLS
a) Some information about Question Words
b) Let’s sing a song about Question Words!
c) Practice
d) A question Game
e) Games
f) Let’s play Bingo!
6. SEQUENCING
a) Let’s make a Hanging Word!
b) Activities
c) Story sequencing
d) Follow instructions
e) Let’s make a ghost!
7. DESCRIBING
a) Some information about the words we use to describe
b) Personality adjectives
c) Let’s play Bingo!
d) Let’s play Dominoes
e) Opposites Game
f) Order to follow when you use adjectives
g) Help Skipper Game
8. COMPARING
 a) Some information
b) Practice
c) Let’s compare!
9. SENTENCES
a) Some information
b) Practice
c) Make a Mac and Cheese recipe
d) Let’s play Simon Says!
e) Let’s make Origamis!
f) A Board Game
10. ACTIONS
a) Some information
b) A Mental Map
c) Activities
d) Practice pronunciation!
e) Spin The Wheel Game
f) Let’s watch a video!
g) Let’s play!
h) An Angry Bird Interrogation
i) The Aquarium Activity
j) Zodiac Signs
k) Predictions
l) Modal verbs Activities
11. STATEMENTS
a) Some information
b) Let’s watch a video!/*
c) Practice
12. AGREEING
a) Some information
b) Let’s watch a video!
c) Take notes!
d) Practice
e) Let’s reorder some words!
I. WATCH THE FOLLOWING VIDEO OF FAMILY MEMBERS

https://www.youtube.com/watch?v=eQaS-p6_63s

II. NOW COMPLETE THE FOLLOWING FAMILY TREE OF YOUR OWN.

MY FAMILY TREE
Name: ____________________________________________________________

Grandfather Grandmother Grandfather Grandmother

Father Mother

Me

III. COMPLETE THE MISSING INFORMATION FROM YOUR FAMILY.

1. My father´s name is ____________________.

2. My mother´s name is ___________________.

3. My mother´s father is ____________________.

4. My mother´s mother is ___________________.

5. My father’s father is ____________________.

6. My father’s mother is ___________________.

IV. COMPLETE THE MISSING LETTER.

Gran_mother Brothe_

Grand_ather Un_le

Sist_r Fat __ er

A __ nt __ other
V. USE THE FOLLOWING LINK TO DO YOUR OWN FAMILY TREE AND ANOTHER ONE OF YOUR
BEST FRIEND. http://kids.familytreemagazine.com/kids/FamilyTreeForm.asp.
VI. WRITE A PARAGRAPH ABOUT YOUR BEST FRIEND´S FAMILY TREE.

e. g.
“My best friend is German, he is 13 years old. He has two brothers and 1 sister. His father´s
name is Alonso…..”

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________
VII. LOOK AT THE LETTERS ON THE PICTURE AND LABEL THEM.
 POSSESSIVE NOUNS
Use apostrophes in all possessive nouns. They show possession or ownership. Every possessive
noun must have an apostrophe.
➢ Sometimes is comes before the “s” at the end (Julia´s car)
➢ and sometimes it comes after it (the elephants´ trunk)

SINGULAR POSSESSIVE NOUNS

If the noun is singular, add ´s to make it possessive. It doesn´t matter what the last letter of the
singular noun is. Just add the ´s to all singular nouns to make them show ownership.
Examples:
Charles´s microscope.
The dog´s food.
My boss´s office is pretty big.
Andrew´s helicopter.

One exception to this rule when you make the names of people from ancient literature,
mythology, or the Bible possessive. If their names end with S you can add either ´s or just ´

PLURAL POSSESSIVE NOUNS

If the noun is plural and you want it to show possession, look at the last letter.
If the last letter of a plural noun is S, add an apostrophe to make it possessive.

The baseball players´uniform

The musicians´instruments
If the last letter of a plural noun is not S,
add ´s to make it possessive.
Most plural nouns end with S,
but there are some irregular nouns that don´t.
Here are a few.

The women´s briefcase

The mice´s cheese
The father-in-law-s gifts
The children´s toys.
I. COMPLETE WITH THE CORRECT FORM OF POSSESSIVE.
1. The car of Esteban. __________________________________
2. The mother of Elsa. __________________________________
3. The daughters of Sarah. ______________________________
4. The pencil box of Kevin. ______________________________
5. The house of Karla. __________________________________
6. The sweater of John. _________________________________
7. The tennis shoes of Simon. ____________________________
8. The bell of the church. ________________________________
9. The girlfriend of Thomas. ______________________________
10. The friend of the doctor. ______________________________
II. LOOK AT THE SIMPSON´S FAMILY TREE AND COMPLETE THE SENTENCES.

cousin husband grandmother aunt nephew son Homer

Marge Homer´s Marge´s brother sister Abraham
grandfather mother grandparent´s niece

1. Bart is Homer´s and Marge´s ____________________.

2. ____________________ and ____________________ are Bart´s parents.
3. Patty is Selma´s ______________________________.
4. _____________________________ is Homer´s father.
5. Abraham is Bart´s _____________________________.
6. Jackie is Lisa´s ________________________________.
7. Selma is Lisa´s ________________________________.
8. Homer is Marge´s _____________________________.
9. Maggie is Patty´s ______________________________.
10. Ling is Lisa´s __________________________________.
11. Bart is Selma´s ________________________________.
12. Marge is Lisa´s ________________________________.
13. Herb is Homer´s _______________________________.
III. LOOK AT THE PICTURES OF LUISA´S FAMILY. AND COMPLETE THE SENTENCES BELOW.

1. My father´s dad is my ___________________________________________.

2. My father´s mom is my _________________________________________.
3. The boy with the ball is my _______________________________________.
4. The lady in green is my __________________________________________.
5. The man with the tie. ___________________________________________.
6. And the cute girl is _____________________________________________.

IV. PLAY BINGO.

Instructions:
a. Use the templates in the next pages.
b. Use the A1 template to do a deck of cards.
c. Players can choose from the A2 templates the Bingo card they wish to play with.
d. At the time you complete a pattern: column, row, square or diagonal you have to say
BINGO! And you win

e. Stars ★ are for free . You can can mark it at the beginning of the game.
 A1

grandmother grandfather father mother

son daughter nephew niece

brother sister aunt uncle

mother-in-law father-in-law step-sister step-dad

great- great-
step-mom cousin
grandmother grandfather

sister in law siblings brother in law grandparents

 A2

Name: __________________________________________________________________
Family members: _________________________________________________________

sister step-dad nephew

son ★ mother-in-law

cousin uncle s t e p - m o m

Name: __________________________________________________________________
Family members: __________________________________________________________

mother-in-law uncle great-grandmother

niece ★ nephew

father-in-law brother d a u g h t e r

Name: __________________________________________________________________
Family members: __________________________________________________________

great-grandfather nephew sister

niece ★ mother

mother-in-law uncle brother

Name: __________________________________________________________________
Family members: __________________________________________________________

d a u g h t e r uncle brother

great-grandmother ★ niece

nephew great-grandfather mother

Name: __________________________________________________________________
Family members: __________________________________________________________

step-sister great-grandmother niece

sister ★ father

father-in-law cousin d a u g h t e r

Name: __________________________________________________________________
Family members: __________________________________________________________

mother-in-law grandmother niece

father ★ son

father-in-law great-grandmother s t e p - m o m
Name: __________________________________________________________________
Family members: __________________________________________________________

step-sister grandfather father-in-law

father ★ uncle

step-dad son sister

Name: __________________________________________________________________
Family members: __________________________________________________________

step-dad mother-in-law father

brother ★ grandmother

niece sister aunt

Name: __________________________________________________________________
Family members: __________________________________________________________

niece grandmother sister

father-in-law ★ mother

great-grandfather aunt step-sister

Name: __________________________________________________________________
Family members: __________________________________________________________

grandfather great-grandfather step-sister

nephew ★ father

niece sister aunt

Name: __________________________________________________________________
Family members: __________________________________________________________

s t e p- m o m cousin mother-in-law

sister ★ niece

step-sister father-in-law son

Name: __________________________________________________________________
Family members: __________________________________________________________

great-grandmother cousin mother-in-law

nephew ★ great-grandfather

brother aunt son

Name: __________________________________________________________________
Family members: __________________________________________________________

son uncle aunt

d a u g h t e r ★ s t e p - m o m

step-sister father brother

Name: __________________________________________________________________
Family members: __________________________________________________________

step-sister s t e p - m o m step-dad

mother ★ great-grandfather

brother daughter aunt

Name: __________________________________________________________________
Family members: __________________________________________________________

nephew step-dad mother

cousin ★ niece

brother sister uncle

Name: __________________________________________________________________
Family members: __________________________________________________________

son brother nephew

grandfather ★ great-grandmother

father uncle mother

Name: __________________________________________________________________
Family members: __________________________________________________________

step-dad brother mother-in-law

uncle ★ grandfather

grandmother daughter father-in-law

Name: __________________________________________________________________
Family members: __________________________________________________________

sister step-dad brother

grandmother ★ uncle

son cousin aunt

Name: __________________________________________________________________
Family members: __________________________________________________________

nephew father father-in-law

son ★ mother

s t e p - m o m daughter grandmother

Name: __________________________________________________________________
Family members: __________________________________________________________

s t e p - m o m uncle mother

step-dad ★ great-grandfather

father brother mother-in-law

V. CIRCLE THE FAMILY MEMBERS.

C E R Y C H E R N A

O F A T H E R B I U

U R Y S T R A W E N

S B L O S S O M C T

I L U M U N C L E P

N M O T H E R E T S

N H A R R Y P I T D

M B R O T H E R B U

G R A N D A D B O Y

O R A N S I S T E R
 VI. LOOK AT THE FOLLOWING PICTURES AND COMPLETE.

Hello my name is Alan and I have a beautiful family. My dad is Frank, he is an architect. My mom
is Linda, she is a housewife.
I have two cousins, _________________ and ______________.
Nancy is my father´s sister, she is my _________. Jack is her husband and he is my _____________. I
only have two grandparents they are ________ and ____________.

VII. WRITE A SMALL PARAGRAPH ABOUT YOUR FAMILY. USE PUNCTUATION MARKS AND
CAPITAL LETTERS WHERE NECESSARY.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
VIII. COLOR THE RECTANGLES BELOW:

GREEN IF IT CAN BE FEMALE OR MALE

RED IF IT´S A FEMALE

YELLOW IF IT´S A MALE.

DAUGHTER SISTER

GRANDFATHER COUSIN

SON NEPHEW

BROTHER MOTHER

FATHER AUNT

UNCLE GRANDMOTHER

NIECE GRANDCHILD
IX. WRITE AT LEAST 5 SENTENCES ABOUT YOUR FAMILY USE THE ADJECTIVES FROM THE BOX.
Look at the dictionary for words you don´t understand.

SOCIABLE NICE ACTIVE AMBITIOUS CREATIVE FORMAL CURIOUS

DYNAMIC COOPERATIVE CLEVER HARD-WORKING GENEROUS

Example: My mother is Lupita. She is creative.

1. __________________________________________________________________________
2. __________________________________________________________________________
3. __________________________________________________________________________
4. __________________________________________________________________________
5. __________________________________________________________________________
X. WRITE AGAIN ABOUT YOUR FAMILY, FOLLOW THE EXAMPLE.

Hello friends my name is Manaar.

I live in Dubai.
I have a small family: a brother, a sister, my parents & myself.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

XI. NOW PRACTICE YOUR SMALL PARAGRAPH SHARING IT WITH YOUR CLASSMATES.
 COLORS
I. FIRST, COMPLETE THE SENTENCES WITH THE WORDS IN THE BOX, THEN
COLOR THE PICTURES. NOTICE THE BRITISH FORM FOR COLOR (COLOUR)
II. COLOR THE PICTURE AND THE COMPLETE THE SENTENCES ACCORDING THE COLORS YOU
USED.

a. The cute chicken is ___________________________________________________

b. The Little boy’s hat is _________________________________________________

c. The old barn is ______________________________________________________

d. The barn’s roof is___________________________________________________

e. The new fence is _____________________________________________________

III. COLOR THE PICTURE ACCORDING THE SUM OF THE NUMBERS. CHECK THE COLORING
CODE.

2= BROWN 3=PINK 4= PURPLE 5= GRAY 6= GREEN

7= YELLOW 8= ORANGE 9= RED 10=LIGHT BLUE 11= DARK BLUE

IV. COLOR EACH FIGURE:
 RED COLOR

V. READ THE INFORMATION AND COLOR THE PICTURES.

.

Some strawberries are acid.

What color are these strawberries?

These strawberries are red

Apples are yellow, green and red

What color is this apple? This apple is red.

Tomatoes are green and red.

What color are these tomatoes? These tomatoes are red.

Cars are painted of many colors.

What color is that car? That car is red.

Roses are of many colors.

What color is this rose? This rose is red.

 GREEN COLOR

VI. READ THE INFORMATION AND COLOR THE PICTURES.

Grass may be green or yellow

What color is that grass? That grass is green.

Trees may be of different colors

What color is this tree? This tree is green.

Lemons may be yellow or green.

What color is this lemon? This lemon is green

Lettuces are for salads.

What color is this lettuce? This lettuce is green.

Vegetables are delicious.

What color is that broccoli? That broccoli is green

 BLUE COLOR

VII. READ THE INFORMATION AND COLOR THE PICTURES.

Sky is blue

What color is the sky? The sky is blue.

Balloons are for parties.

What color are these balloons? These balloons are blue.

My pants are brand new.

What color are my pants? My pants are blue.

Tennis shoes are used for sports.

What color are my tennis shoes? My tennis shoes are blue.

Sweaters protect from cold.

What color is this sweater? This sweater is blue.

 WHITE COLOR

VIII. READ THE INFORMATION AND COLOR THE PICTURES.

Milk is very nutritious.

What color is the milk? The milk is white.

Lamps let you read at night.

What color is the lamp? The lamp is white.

Tables are of different colors.

What color is this table? This table is white.

Cars are of different colors.

What color is this car? This car is white.

Playing with snow is fun.

What color is the snowman? The snowman is white.

 ORANGE COLOR

IX. READ THE INFORMATION AND COLOR THE PICTURES.

Melons are medium size and round.

What color is this melon? This melon is orange.

Rabbits eat carrots.

What color is this carrot? This carrot is orange.

Peaches are delicious.

What color is this peach? This peach is orange.

Tangerines are smaller than oranges.

What color is this tangerine? This tangerine is orange.

Pumpkins are bigger than melons.

What color is this pumpkin? This pumpkin is orange.

 YELLOW COLOR

X. READ THE INFORMATION AND COLOR THE PICTURES.

Monkeys eat bananas.

What color is this banana? This banana is yellow.

Earth moves around sun.

What color is the sun? The sun is yellow.

Pineapples are sweet.

What color is this pineapple? This pineapple is yellow.

Corn is a cereal.

What color is the corn? The corn is yellow.

Some peppers are hot.

What color is this pepper? This pepper is yellow.

 PINK COLOR

XI. READ THE INFORMATION AND COLOR THE PICTURES.

Baby toys are cute.

What color is the baby toy? The baby toy is pink.

Bags are very used by women.

What color is this bag? This bag is pink.

Telephones connect people.

What color is this telephone? This telephone is pink.

Clocks give time.

What color is this clock? This clock is pink.

Sofas are of many colors.

What color is this sofa? This sofa is pink.

 BROWN COLOR

XII. READ THE INFORMATION AND COLOR THE PICTURES.

You can sit on a chair.

What color is this chair? This chair is brown.

Most of desks are brown.

What color is this desk? This desk is brown.

Some types of wood are brown.

What color is this wood? This wood is brown.

Chocolate is delicious.

What color is the chocolate? The chocolate is brown.

Necklaces are fancy.

What color is my necklace? My necklace is brown.

 BLACK COLOR

XIII. READ THE INFORMATION AND COLOR THE PICTURES.

Most of the modern TVs. can be connected to internet

What color is this television? This television is black.

Computers are very useful nowadays.

What color is this computer? This computer is black.

Hats protects from sun.

What color is this hat? This hat is black.

Shoes are of different colors.

What color are these shoes? These shoes are black.

Boots are used in cold places.

What color are these boots? These boots are black.

 PURPLE COLOR

XIV. READ THE INFORMATION AND COLOR THE PICTURES.

Some houses are beautiful.

What color is this house? This house is purple.

Some people use bicycles as a mean of transportation.

What color is this bike? This bicycle is purple.

Scarves are warm.

What color is this scarf? This scarf is purple.

Paint gives things color.

What color is this paint? This paint is purple.

Rugs are nice.

What color is this rug? This rug is purple.

 GRAY COLOR

XV. READ THE INFORMATION AND COLOR THE PICTURES.

Ships are huge.

What color is this ship? This ship is grey.

Cats are cute

What color is this cat? This cat is grey.

Elephants eat leaves.

What color is this elephant? This elephant is grey.

Trains are comfortable.

What color is this train? This train is grey.

Motorcycles are fast.

What color is this motorcycle? This motorcycle is grey.

 GOLD COLOR

XVI. READ THE INFORMATION AND COLOR THE PICTURES.

This watch is gold.

What color is this watch? This watch is gold.

Some bracelets are fancy.

What color is this bracelet? The bracelet is golden.

Some rings are expensive.

What color is this ring? This ring is golden.

Pens are used to write.

What color is this pen? This pen is golden.

Some shoes are formal.

What color is this shoe? This shoe is golden.

 SILVER COLOR

XVII. READ THE INFORMATION AND COLOR THE PICTURES.

Greek columns are beautiful.

What color is this column? The column is silver.

Spoons are often steel maiden.

What color is this spoon? This spoon is silver.

Trash cans are useful.

What color is the garbage can? The trash can is silver.

The umbrella is silver.

What color is the umbrella? The umbrella is silver.

The stapler is silver.

What color is the stapler? The stapler is silver.

 A GAME OF COLORS

XVIII. CIRCLE THE COLORS IN THE FOLLOWING WORDSEARCH LOOKING FOR THE WORDS IN THE
BOX.

BROWN | GREEN I RED | ORANGE | GRAY | PEACH | PINK | PURPLE | BLUE

XIX. MITSUKO HAS MISSPELT ALL THE COLOURS. UNSCRAMBLE THE WORDS.

IPNK __________

ONBRW __________

UPPRLE __________

LACKB __________

REENG __________

WEYOLL __________

EDR __________

BUEL __________
XX. FOLLOW THE DIRECTIONS TO FIND THE THINGS THAT USE ELECTRICITY:
• Draw a red circle around 4 electrical outlets.
• Draw a red cross on the fuse boxes.
• Draw a green box around the washer and dryer.
• Draw a blue cross on the TV, the telephone, and 2 clocks.
• Draw a yellow cross on the refrigerator, microwave and oven.
• Draw a green circle around the 2 ceiling lights.
• Draw a blue box around the furnace and water heater.
• Draw a yellow box around 3 lamps and a fluorescent light.
• Draw a blue circle around the computer and printer.
 COLORS

XXI. SING THE SONG.

XXII. DRAW A LINE FROM EACH WORD TO THE CORRECT COLOR:

Blues

Yellow

Green

White

Red

Black

Violet
 MONTHS AND SEASONS

I. FIND WORDS RELATED TO MONTHS AND SEASONS.

A B P X G N I R P S T I O R
F F R D O F T E V E R G K E
E J E I A O C W D N E M T B
R Z B G G U C O Q U B H L M
J G M Y Q L G T K J M K P E
W L E H R G X U O R E F L T
I R V Q C A C H S B C L X P
N E O Y N R U H I T E Z Z E
T M N R F Y A R J L D R V S
E M F A L F R M B G T L D Z
R U L U R N C U G E M H S O
A S J N U L L L A F F O O I
Y I K A J R P A T Z K T P U
A I S J I O M A Y A P R I L

April March August May December November

Fall October February September January Spring
July summer June Winter
II. PUT THE MONTHS UNDER THE CORRECT SEASONS.

WINTER SPRING FALL WINTER

 SEASONS OF FUN
III. DRAW A PICTURE ABOUT WHAT YOU LIKE TO DO DURING EACH SEASON.
THEN WRITE WHAT YOUR PICTURE IS ABOUT ON THE LINES NEXT TO IT.

SPRING _________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

SUMMER _________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

FALL _________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

WINTER _________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
 AMERICAN HOLIDAYS

IV. MATCH THE

MONTHS WITH THE
HOLIDAYS.

II. MAKE QUESTIONS AND ANSWERS LIKE THE SAMPLE BELOW

 SUMMER FUN

V. FIND THE WORDS.

s k j t v f r I e n d s
u m q r e s t n s w I m
m s b I k e h b l r y x
m a b p f u n e g i u t
e k g l i h a x o t p r
r e a d s q u w j e c a
l s t v h b y k h c t v
a q g f j r p l a y o e
v w x s I f h n f g h l
m a m p q w I b e a c h

bike swim fish play

travel fun camp rest
friends read write summer
VI. USE THE WORDS TO MAKE SENTENCES. START EACH ONE WITH: In summer…
a. _____________________________________________________________________.
b. _____________________________________________________________________.
c. _____________________________________________________________________.
d. _____________________________________________________________________.
e. _____________________________________________________________________.
f. _____________________________________________________________________.
g. _____________________________________________________________________.
h. _____________________________________________________________________.
 NUMBERS

There are two main types of numbers:

Cardinal Numbers - 1 (one), 2 (two) etc. (Used mainly for counting)

Ordinal Numbers - 1st (first), 2nd (second) etc. (Used mainly for putting things in a sequence)
Cardinal Numbers
Cardinal numbers are normally used when you:

• count things: I have two brothers. There are thirty-one days in January.
• give your age: I am thirty-three years old. My sister is twenty-seven years old.
• give your telephone number: Our phone number is two-six-three, three-eight-four-
seven. (481-2240)
• give years: She was born in nineteen seventy-five (1975). America was discovered in
fourteen ninety-two

Notice how we divide the year into two parts. This is the form for year up to 1999. For the year
2000 and on, we say two thousand (2000), two thousand and one (2001), two thousand and two
(2002) etc.

Ordinal Numbers
You can normally create Ordinal numbers by adding -TH to the end of a Cardinal Number.

Ordinal numbers are normally used when you:

• give a date: My birthday is on the 27th of January. (Twenty-seventh of January)

• put things in a sequence or order: Liverpool came second in the football league last
year.
• give the floor of a building: His office is on the tenth floor.
• have birthdays: He had a huge party for his twenty-first birthday.

I. CLASSIFY THE NUMBERS IN CARDINALS OR ORDINALS.

a) Eleventh ________________ l) Twenty one _____________

b) Nineth _________________ m) Six ____________________
c) Eleven__________________ n) Thirsty first ______________
d) Sixth ___________________ o) Seven __________________
e) Twenty first_____________ p) Fourth _________________
f) Thirty one_______________ q) Third___________________
g) Seventh_________________ r) Fourteen________________
h) First ___________________ s) Tenth__________________
i) One ___________________ t) Two____________________
j) Ten ____________________ u) Nine ___________________
k) Four ___________________ v) Second_________________
 CARDINAL NUMBERS

1 – one 12 – twelve 23 – twenty- 101 – one

three hundred and
2 – two 13 – thirteen one
30 – thirty
3 – three 14 – fourteen 200 – two
40 – forty hundred
4 – four 15 – fifteen
50 – fifty 300 – three
5 – five 16 – sixteen hundred
60 – sixty
6 – six 17 – seventeen 1000 – one
70 – seventy thousand
7 – seven 18 – eighteen
80 – eighty 1,000,000 – one
8 – eight 19 – nineteen million
90 – ninety
9 – nine 20 – twenty 10,000,000 –
100 – one ten million
10 – ten 21 – twenty-one hundred*

11 – eleven 22 – twenty-two

* Instead of saying One Hundred, you can say A hundred.

e.g. (127) one hundred and twenty-seven OR (127) a hundred and twenty-seven.

The same rule applies for one thousand (a thousand) and one million (a million)

Notice that you need to use a hyphen (-) when you write the numbers between 21 and 99.

With long numbers, we usually divide them into groups of three which are divided by a comma.
E.g. 5000000 (5 million) is normally written as 5,000,000

II. WRITE THE NUMBERS WITH LETTERS.

21. _____________________________ 116 ______________________________

38 _____________________________ 308 ______________________________

67 _____________________________ 1005 ______________________________

93 _____________________________ 5015 ______________________________

III. HOW MANY ARE THERE? COMPLETE.

What are they?

They’re ____________

How many are there?

There are________

What are they?

They’re ____________

How many are there?

There are________

What are they?

They’re ____________

How many are there?

There are________
What are they?

They’re ____________

How many are there?

There are________

What are they?

They’re ____________

How many are there?

There are________
IV. COMPLETE THE MISSING LETTERS. NOTE THAT ALL OF THE NUMBERS ARE ORDINALS

a. F______TEENTH

b. THIR_______TH

c. S______TEENTH

d. SEVE________

e. _____LFTH

f. ELE______

g. SE______D

h. NI______EENTH

i. EI_______EN

j. F_______T

k. T_______D

l. F_______TH

m. EI_______H
V. UNSCRAMBLE THE LETTERS TO FIND THE NUMBERS:

RIFTS___________ DCSONE____________ IRTHD____________

_____

UFHOTR____________ FITHF______________ XSHIT____________

_ _

VSEEHNT__________ GETIHH_____________ NNIHT______________

_ _

TNHET____________
VI. CHECK THE ANIMALS’ ORDER AND ANSWER THE QUESTIONS.

• WHICH ANIMAL IS THE:

a) Fourth:_______________________
b) Seventh: _____________________
c) Second: _____________________
d) Sixth: _______________________
e) Ninth: _______________________
f) First: ________________________
g) Third: _______________________
h) Tenth: _______________________
i) Eighth: _______________________
j) Twelfth: ______________________
k) Fifth: ________________________
l) Tenth: _______________________
m) Eleventh: _____________________
I. WE USE THESE QUESTION WORDS TO ASK FOR INFORMATION.

II. READ THE FOLLOWING INFORMATION IN THE CHART.

WH-QUESTION When asking for a … EXAMPLE

Who person Who is your best friend?
What object, idea or action What is your favorite color?
Where place Where is your sweater?
When time When is your birthday?
How manner How are you?
Why reason Why did you come late?
Which choice Which flavor do you prefer,
chocolate or strawberry?

III. PRACTICE IN PAIRS ASKING THE ABOVE QUESTIONS, WRITE THE ANSWERS IN YOUR
NOTEBOOK AND MAKE A GRAPH OF YOUR FINDINGS OF THE GROUP.
IV. READ THE FOLLOWING CHART CAREFULLY TO CLARIFY POSSIBLE DOUBTS.
 V. NOW LISTEN TO THE WHO, WHAT, WHERE SONG AND SING ALONG.

You can listen to it in the following link: https://youtu.be/CH_RfP46xUw

LYRICS: Question Word Song

Who? Why? Where? How? What? When?

Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?
Who? Why? Where? How? What? When?
Who is that man?
Why is he here?
Where do you live?
How can I help?
What do you like?
When are you free?
Who? Why? Where? How? What? When?

WHO / WHAT /
WHERE / WHEN /
WHY / HOW
VI. READ THE FOLLOWING CHART CAN YOU GUESS WHAT THE MEANING OF EACH OF THE WH-
WORDS MEAN?
WHO? WHAT?

WHERE? WHEN?

WHY? WHICH?
BBECAUS
BECAUSE
EECAUSE

HOW MANY? HOW MUCH?

VII. FILL IN THE BLANKS WITH THE WORDS IN THE RECTANGLE.

what where who why

when which how many how much

1. _______________ money do you need? $ 60.00

2. _______________ are you coming? At 5 pm

3. _______________ is your brother? The one in the middle, his name is Alfred.

4. _______________do you live? I live in Monterrey.

5. _______________bears are there in the story? There are 3 bears, mama bear, papa bear
and baby bear.

6. _______________sweater do you like, the brown or the dark blue one? I prefer the dark
blue.

7. _______________ did Annie failed the test? Because she didn´t study.

8. _______________do you materials do you need? Some scissors and glue.

9. _______________ is the party going to be? At Lucy´s house.

10. _______________is the party? Next Friday, at 4pm

11. _______________is going to be at the party? Nancy, Luis and all my friends.

12. _______________cars do you have? Just two.

VIII. Complete the word maps

Luis

WHO
WHAT

WHERE
Los
Angeles
 WHEN

IX. READ THE DEFINITIONS AND COMPLETE WITH THE CORRECT WH-WORD (why, where, how,
what, who, when, which). (Taken from the McMillan Fully Illustrated Dictionary for
Children)

1. ____________what person or persons.

2. ____________ adverb; conjunction in, at or to what place.

3. ____________pronoun 1. What one: You play both soccer and tennis- which do you like
better?

4. ____________ adverb. At what time; during which time.

5. ____________adverb; conjunction. For what reason; for what cause.

6. ____________pronoun. 1. Used to ask questions about people or things.

7. ____________adverb. 1. In what way, 2. To what amount, extent. 3. In what condition.

X. READ THE FOLLOWING INSTRUCTIONS TO PLAY THE: WHO, WHAT, WHERE, WHEN GAME.

A game intended to practice question words + Past Simple, but it can be used to practice
questions with present simple or any other verb tense.
Procedure:
a) The students should be divided in groups of 4 or 5 people. Each group gets a set of Wh-
question words (where, when, how, who, what). Place an easy-to-sit-on chair in front of the
board.

b) The teacher reads an answer; the groups send someone to sit on the chair carrying the right
question word. The student who sits there first has a chance to produce the whole question
and score 5 points. If the question is wrong, another group can give it a shot, but this time it
is worth 10 points.
By NC Guerreiro: Busy teacher.org
XI. NOW READ THE FOLLOWING INFORMATION AND COMPLETE THE QUESTIONS WITH THE
CORRECT WH-WORD.
XII. NOW WRITE 8 QUESTIONS ON YOUR OWN USING THE WH WORDS: (WHO, WHAT, WHERE,
WHEN, WHY, WHICH, HOW MANY, HOW MUCH).

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

6. ___________________________________________________________________________

7. ___________________________________________________________________________

8. ___________________________________________________________________________

XIII. ASK THESE QUESTIONS TO YOUR PEER. WRITE THE ANSWERS ON THE LINE. COMPLETE THE
FOLLOWING SENTENCES WITH THE CORRECT WH- WORD.

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

4. ___________________________________________________________________________

5. ___________________________________________________________________________

6. ___________________________________________________________________________

7. ___________________________________________________________________________

8. ___________________________________________________________________________
XIV. FILL IN THE BLANKS WITH THE CORRECT QUESTION WORD.

1. _________ is your name? 6. __________ didn’t you do eat?

a) What a) Who
b) Where b) Which
c) When c) Why
d) Who d) Whose

2. __________ old are you? 7. __________ are you going to

a) What Canada?
b) How a) Whose
c) Which b) Where
d) Whose c) When
d) Who

3. __________ is your favorite singer?

a) What 8. __________ is your birthday?
b) Where a) Who
c) When b) What
d) Who c) When
d) Which

4. __________ books are those?

a) Why 9. __________ color is your house?
b) How a) What
c) Whose b) Where
d) Where c) Whose
d) How

5. __________ are the new students in

the classroom from? 10. __________ aren´t you going to the
a) Who movies?
b) What a) What
c) Where b) How
d) When c) Where
d) Why
XV. CUT CAREFULLY AND THEN PAST THE FIGURE TO FORM A CUB. PLAY WITH YOUR PEERS.
THROW THE DICE AND IF YOU GET THE WORD “who” SAY OR WRITE A QUESTION THAT
STARTS WITH THAT WORD, IF YOU GET IT RIGHT YOU WILL GET ONE POINT!
XVI. BINGO. LET´S PLAY BINGO WITH WH WORDS.

STUDENTS CAN MAKE THEIR OWN BINGO BOARD, AS LONG AS THE TEACHER HAS ALL THE
PLACES ON A DECK OF CARDS WITH QUESTIONS SUCH AS:

Where are the eggs? Where is the ring? Where is the teddy bear?

This with the objective to make it a bit more challenging for our students.

WHERE BINGO
XVII. GAME. ROWS AND COLUMNS.

Rows & Columns is a handy ESL classroom activity that can be played a number of different ways
depending on class numbers, your student's level of English and the type of questions you want
to ask.

It can be used to cover things learned in previous lessons, to reinforce key ideas or simply as a
fun time filler at the end of a class.

Have all the students stand up at their desks and find a student to answer the first question (or
alternatively ask for a volunteer). Ask the student a question, it can be true or false, multi choice
or anything related to what they’re currently learning.
If the student answers correctly they can choose either their row or column to sit down with
them, if they answer incorrectly nobody gets to sit down. Continue the game until everyone sits
down.
It’s always fun to see which of their friends the students will keep happy when choosing either
their row or column. You can control the game as you see fit by giving lower level students
plenty of chances and asking bright students more difficult questions.
To make things more challenging you can introduce a penalty system where a wrong answer
forces both the row and column of that student to stand up again. There are a lot of variations to
this activity so feel free to adapt it your students, classroom and teaching style.
 A hanging Word
MATERIALS

• Signs words

• Scissors

• A hole punch Sequencing words

• A small piece of yarn

• Some clips.

• Color Pencils.

I. INSTRUCTIONS

1. First, cut out the words and make a hole with a hole punch in the circles located on the corners
of the signs.

2. Then, order the signs according to the moment you use the words when you are describing a
sequence process.

3. After that, join the signs using some clips.

4. Next, place a piece of yarn in the holes at the bottom of the hanging topic.

5. Finally, color the letters of the words as you prefer and hang it on the wall.

Sequencing
Sequencing
words
words

Sequencing
words
Sequencing
words
Sequencing
words
Then
Finally
First
 Sequencing
words
After that
 SEQUENCES
Light has gone in Mike’s room! He has to change the bulb for a new one. What steps he has to follow?
For this activity you will need: glues, scissors, Events word strips, Events worksheet
II. CUT OUT EACH STRIP.

The light bulb is still dark.

Put a new light bulb in the socket.

Flip the light switch to “off.”

Remove the light bulb from the socket.

The light works!

Flip the light switch to “on.”

Put the old light bulb in the trash.

Flip the light switch to “on” again.

III. PASTE THE EVENTS WORD STRIPS NEXT TO THE NUMBERS IN THE CORRECT ORDER.

8
 SEQUENCING WORDS

One group of words that can help us demonstrate variety in our language are sequencing
words. You will recognize these as the words used to begin paragraphs in writing but they are also
very useful in giving presentations or speaking in meetings or other formal situations. Having
a selection of these at our fingertips helps us to keep our speaking and writing interesting and keep
the attention of our audience.

IV. LABEL THE SEQUENCING WORDS ACCORDING TO THE MOMENT YOU USE THEM. CUT
OUT THE LABELS PROVIDED IN THE NEXT PAGE AND GUIDE THEM ON THE CORRECT
CATEGORY.

Initially Meanwhile

Secondly Later on

Lastly To begin with

In the end Finally

After that In the beginning

At first Later

Ultimately Subsequently

To start with During this time

First of all Then

Thirdly Afterwards

Next Eventually

Firstly At this point

 In the beginning In the beginning In the beginning In the beginning

In the beginning In the beginning In the beginning In the middle

In the middle In the middle In the middle In the middle

In the middle In the middle In the middle In the middle

In the middle In the middle In the middle In the end

In the end In the end In the end In the end

ANSWER KEY

In the Beginning In the Middle In the End

• Initially • Secondly • Finally
• At first • thirdly
• Eventually
• To start with • later
• First of all • then
• In the end
• Firstly • afterwards • Ultimately
• To begin with • at this point • Lastly
• In the beginning • meanwhile
• next
• after that
• subsequently
• later on
• during this time
 STORY SEQUENCING

How do you make a peanut butter and jelly sandwich?

V. CUT AND PASTE THE DIRECTIONS BELOW IN THE CORRECT

ORDER.

1.

2.

3.

4.

5.

Eat up!

Spread jelly on the other slice.

Place two slices of bread on a plate.

Spread peanut butter on the first slice.

Press the two slices of bread together.

 STORY SEQUENCING

Setting refers to where or when a story takes place.

Characters guide readers through their stories, helping them to understand plots and ponder themes
VI. AFTER READING THE STORY, SEQUENCE THE IMPORTANT EVENTS BELOW.
TITLE____________________________________________________ AUTHOR___________________

Setting Characters

________________________ _____________________________

________________________ _____________________________

_________________________ _____________________________

Beginning

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Middle

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

End

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 PROCEDURES

Some words describe events in order or explain the steps one must follow to do something or
make something, they are called sequencing words.

VII. COMPLETE THE PARAGRAPS. USE THE LABELS AT THE END OF THE PAGE.

I get up very early, at 6 o’clock in the morning,

I take a bath and brush my teeth, I have breakfast, collect my things and

run to the bus stop; I arrive at school on time.

Carlos loves his car; he likes to keep it all the time super clean! In doing that, when he washes his

car he wets it with a hose, he soaps it with

a lot of shampoo and a sponge, he rinses it with water and

he dries it with a clean towel. He does a good job!

then finally In the beginning later

in the end First of all After that next

 SEQUENCING

VIII. READ THE PARAGRAPH AND NUMBER THE STEPS TO MAKE A SANDWICH.

Susan made a peanut butter and jelly sandwich. First, she spread peanut butter on one slice of
bread. Next, she spread jelly on one slice of bread. After spreading the jelly on, she put the two slices of
bread together. Finally, she ate it. It was delicious!

Next, she spread jelly on one slice of bread.

Finally, she ate it.
After spreading the jelly on, she put the two slices of bread together.
First, she spread peanut butter on one slice of bread.

IX. LET’S TRY ONE MORE!

Bill wants to tell a friend what he does in the morning before going to school. First, I get out of
bed. Next, I get dressed. Then, I eat breakfast. After breakfast, I brush my teeth and make my lunch.
Finally, I get on the bus and go to school. Put Bill’s morning in order.

Finally, I get on the bus and go to school.

After breakfast, I brush my teeth and make my lunch.
Then, I eat breakfast.
Next, I get dressed.
First, I get out of bed.
 A DELICIOUS SANDWICH!

X. MAKE A PAPER SANDWICH. FOLLOW THE INSTRUCTIONS.

• First, draw and cut out the bread or rolls you like best.
• Next, draw and cut out the things you like to put on your sandwich (example: turkey, lettuce,
tomato). White or yellow paper can be used for mayonnaise.
• Then, glue your sandwich together.
• Finally, write down the directions for making your sandwich. Remember to use signal words.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 LITTLE RED RIDING HOOD

Sequencing words are words that help us understand the order of events that
are happening in a story, some examples of them are: Once upon a time, afterwards,
meanwhile, after, then, in the end. IX. COMPLETE THE STORY, USE SEQUENCING
WORDS AND MAKE PICTURES. NOTICE THAT THE EVENTS ARE NOT IN ORDER.

__________________________ Little Red Riding __________________________ Little Red Riding

Hood said “Grandma, what big eyes you have! Hood was surprised to find the door to the
The better to see you with, my dear! cottage open.

_________________________ Little Red __________________________ the wolf met

Riding Hood, Grandma, and the hunter, all Little Red Riding Hood and asked her: “Well,
enjoyed a wonderful apple pie. hello there young girl, Where are you off to?”

_____________________________ There was a ______________________________ the wolf

young girl whom everyone called “Little Red ran straight to Grandma’s house and knocked on
Riding Hood”. the door.
 A cup of coffee
What steps you have to follow to prepare a delicious cup of coffee? Some words show
a transition in time and they are called sequencing words, some examples of them are:
first, second, then, now, immediately, until, while, meanwhile, when, during, before,
after, next, last, finally. XII. FIRST, NUMBER THE INSTRUCTIONS
IN THE CORRECT SEQUENCE, THEN, WRITE THE APPROPIATE SEQUENCING WORDS.

_______________________ Blow on the hot cup of coffee to cool it and drink it.

_______________________ Pour water into a kettle, switch it on and wait the water to boil.

_______________________ Pour the boiling water into the cup.

_______________________ Add a spoon of coffee and sugar as you wish.

_______________________ Add some milk if you wish.

XIII. Place the labels in the correct pictures.

water spoon milk kettler sugar coffee

 A short story
Do you know what a magic carpet is? Some words show a transition in time and
they are called sequencing words, some examples of them are: Once upon a time, first,
second, then, now, immediately, until, while, meanwhile, when, during, before, after,
next, last, finally.

XIV. READ THE STORY. Ali and the magic carpet Story

One very hot day Ali finds a carpet in his uncle’s shop. “What’s this?” Suddenly the carpet
jumps! It moves and flies off into the air. “Hey! What’s happening?” A loud booming voice comes from
the carpet. “Welcome, O master. I am a magic carpet.” First they fly high up into the sky and then they
land in a jungle. It is hot and wet and it’s raining. Then they fly to the desert. It is very, very hot and dry.
“It is very, very hot today!” After that they fly to the South Pole. There is lots of ice and snow. It’s
freezing. “Brrr!” “Where are we now? I can’t see!” “In the mountains. Can you see me?” “It’s very
foggy.” Then they fly to a forest. It’s very windy there. “Oh, it’s windy in the forest!” Then they fly to an
island in the sea. There is thunder and lightning. “Aaagh! Let’s go home!” “What a storm!” Finally they
fly back home. The carpet lands in the shop and Ali gets off. “Wow! What an adventure!”
XV. NOW REWRITE THE STORY. COMPLETE THE SENTENCES WITH THE MAIN EVENTS AT THE
END MAKE PICTURES AND COLOR THEM,

1. Once upon a time,___________________________ _______________________________

_________________________________________________________________________.
2. Suddenly,__________________________________________________________________
_________________________________________________________________________.
3. Then,_____________________________________________________________________
_________________________________________________________________________.
4. After that,_________________________________________________________________
_________________________________________________________________________.
5. Later, ____________________________________________________________________
_________________________________________________________________________.
6. Then, _____________________________________________________________________
_________________________________________________________________________.
7. In the end,________________________________________________________________
_________________________________________________________________________.

It’s hot and wet and it’s It’s very hot and dry in It’s freezing in the South It’s very foggy in the
It’s stormy in the island.
rainning in the jungle. the desert. Pole. mountains.

Story taken from: www.britishcouncil.org/learnenglishkids

 Have you heard about dragons? Some words show a transition in time and
they are called sequencing words, some examples of them are: Once upon a
time, first, second, then, now, immediately, until, while, meanwhile, when,
during, before, after, next, last, finally.

XVI. READ THE STORY

Once upon a time there was a brave knight called George. George had lots of adventures as he travelled
by horse across many lands. One day he came to a small village and met a man who lived in a cave next to the
village. The hermit told the knight about the awful things that were happening there. A terrible dragon had come to
live in the lake and attacked the village every day. The villagers didn’t know what to do. First, they gave the dragon
all their food, but the dragon just took the food and still attacked the village. So then the villagers gave the dragon
all the animals from their farms. The dragon took all the animals, but continued to attack the villagers. So then they
gave the dragon all their gold and jewels. The dragon took all their money, but still was not satisfied. The king sent
his army to try and capture the dragon, but the dragon was too strong and the knights of the army were too scared
and they ran away. With nothing left to give, the king could only think of one thing to help protect his people. He
sent his only daughter, the princess, to the lake to wait for the dragon. When George heard this he rode as fast as
he could to the lake. Just then the dragon jumped out from the lake and was going to eat the princess. George
attacked the dragon. He fought very bravely, won the fight and killed the dragon. George and the princess returned
to the village and everyone was very pleased that they would have no more problems with the dragon. Today, the
story of George’s bravery is remembered and George is known as the patron saint of many countries.

XVII. NOW REWRITE THE STORY. COMPLETE THE SENTENCES WITH THE MAIN EVENTS THEN MAKE
PICTURES AND COLOR THEM, AT THE END WRITE TWO ADJECTIVES THAT DESCRIBE YOUR PICTURES.

1. First,______________________________________________________________________
_________________________________________________________________________.
2. Second, ___________________________________________________________________
_________________________________________________________________________.
3. Then, _____________________________________________________________________
_________________________________________________________________________.
4. After that, _________________________________________________________________
_________________________________________________________________________.
5. Later, ____________________________________________________________________
_________________________________________________________________________.
6. Then, _____________________________________________________________________
_________________________________________________________________________.
7. Finally, ___________________________________________________________________
_________________________________________________________________________.

A dragon A knigth A village Gold and jewels A princess

Story taken from: www.britishcouncil.org/learnenglishkids

 A short story
Have you heard Snow White and the seven dwarfs?
Some words show a transition in time and they are called sequencing
words, some examples of them are: Once upon a time, one morning, today,
yesterday, first, second, then, now, immediately, until, while, meanwhile,
later that night, when, during, before, after, next, last, finally.
READ THE STORY AND UNDERLINE THE SEQUENCING WORDS YOU FIND, AT
THE END, WRITE THE WORDS IN CAPITAL LETTERS INTO THE PICTURES.

Once upon a time, there was a wicked QUEEN who asked her magic mirror, “Mirror, mirror, on
the wall, who is the fairest of them all? Each time this question was asked, the mirror would give the
same answer.” You, O queen, are the fairest of all.”

Then, one morning when the queen asked, “Mirror, mirror, on the wall, who is the fairest of
them all? She was shocked when it answered: “You, my Queen, are fair it is true, but Snow White is even
fairer than you”. After that, the queen grew so angry that she ordered the HUNTSMAN to take Snow
White into the forest, and leave her there, never to return.

All of a sudden, SNOW WHITE saw that she was alone in the great forest, and she did not know
what to do. But then, she saw a small house and went inside to rest. Later that day, the owners of the
small house returned home. They were the seven dwarfs who mined for gold in the mountains. They saw
Snow White sleeping and wondered who she was. Then when Snow White woke up, they told her she
could live with them if she took care of their small house.

The next day, the wicked queen, who was disguised as an old woman, knocked on the door and
gave Snow White a poisoned apple. If Snow White ate the apple, it would put her to sleep for 100 years.
Snow White was very hungry, so she ate the shiny, red apple. All of a sudden, she became very, very
sleepy and she lied down and fell asleep. After a while, the seven DWARFS returned home and found
Snow White asleep. They knew the wicked queen had poisoned her, and they were very sad.

Later that night, a handsome PRINCE riding his horse stopped at the small house looking for food
and shelter. When he saw Snow White sleeping, he gave her a kiss, Suddenly Snow White woke up! Then
when Snow White learned what had happened, she was so happy that the Prince’s kiss woke her up. She
decided to married him. In the end, Snow white, the prince and the seven dwarfs all lived happily ever
after.

____________________ ____________________ ___________________ _____________________

 Do you know the three little pigs and the bad wolf story?

Some words show a transition in time and they are called

sequencing words, some examples of them are: Once upon a time,
one morning, today, yesterday, first, second, then, now,
immediately, until, while, meanwhile, later that night, when,
during, before, after, next, last, finally.
READ THE STORY AND UNDERLINE THE SEQUENCING WORDS YOU
FIND, AT THE END MATCH THE PICTURES WITH THE NAMES.

Once upon a time there were three little pigs. One pig built a house of straw while the second pig
built his house with sticks. They built their houses very quickly and then sang and danced all day because
they were lazy. The third little pig worked hard all day and built his house with bricks.
Suddenly, a big bad wolf saw the two little pigs while they danced and played and thought, “What
juicy tender meals they will make!”
Then, he chased the two pigs and they ran and hid in their houses.
Next, the big bad wolf went to the first house and huffed and puffed and blew the house down in
minutes. The frightened little pig ran to the second pig’s house that was made of sticks. The big bad wolf
now came to this house and huffed and puffed and blew the house down in hardly any time.
Now, the two little pigs were terrified and ran to the third pig’s house that was made of bricks.
The big bad wolf tried to huff and puff and blow the house down, but he could not. He kept trying for
hours but the house was very strong and the little pigs were safe inside. He tried to enter through the
chimney but the third little pig boiled a big pot of water and kept it below the chimney. The wolf fell into
it and died.
Finally, the two little pigs now felt sorry for having been so lazy. They too built their houses with
bricks and lived happily ever after.

The bad wolf The three Little pigs A straw house A stick house A brick house
 SEQUENCE OF EVENTS

You will need:

1. glue
2. scissors
3. Event word strips
4. Event worksheet
Event Word Strips:
XVIII. CUT OUT EACH NUMBER AND EACH STRIP.

3 Pick a great pumpkin from the pumpkin patch.

2 Go to the pumpkin patch with your friends.

1 Pay for the pumpkin and go home.

4 Spread out newspaper on the kitchen floor.

9 Cut the top of the pumpkin.

Scoop out the pumpkin seeds.

5

Carve out the eyes, nose and mouth.

8 Make it look funny or scary!

Put the jack-o-lantern on the porch with a

6 candle inside it.

Light the candle and enjoy your jack-olantern.

7

Clean up the mess and throw out the

10 newspapers.
XIX. PASTE THE NUMBERS IN ORDER FROM 1-10. READ THE EVENT STRIPS THEN PUT THEM IN
THE CORRECT SEQUENCE.
Compare Using a Venn Diagram
XX. COLOR EACH PUMPKIN. USE THE VENN DIAGRAM TO COMPARE THE PUMPKINS.
 Make a Ghost
Reading and Following Directions
You will need:
1. white tissues (Kleenex)
2. a Tootsie Roll pop (or any sphere-shaped candy on a stick)
3. markers (Sharpies work well)
4. string

XXI. MAKE A GHOST WORKSHEET

Step 1: Place the tissue on your desk or table.

Step 2: Cut a small string 6 inches long.

Step 3: Place the tissue over the candy.

Step 4: Tie the string under the round part of the candy, to the stick.

Step 5: Use the marker to make the eyes and mouth. Be creative!

Step 6: You are done! Hold the stick and make your ghost fly.
 DESCRIBING

An adjective is a word that describes (or modifies) a noun or a pronoun such as a person, place,

thing or idea.
Examples:
A yellow apple
A big house
A dark night
An American eagle

AN ADJECTIVE CAN TELL

COLOR SIZE SHAPE TASTE ODOR TEXTURE SOUND NUMBER WEATHER
black big boxy bitter fresh bumpy faint few clear
blue huge oval sour musty furry loud fifty dry
coral large round sweet stinky slimy pleasant many foggy
green little square tangy flowery smooth quiet two rainy
pink short triangular tart minty squishy harmonious sparse windy

An adjective can come right in front of the noun it modifies:

America is a free country, and brave people live here.

An adjective can come after a linking verb (like the verb to be):
America is free, and her people are brave.

An adjective can even stand alone without the noun is describing:

America is the land of the free and the home of the brave.

1. COMMON

ADJECTIVES
2. PROPER

A common adjective is a regular adjective, like happy, huge, sloppy or wonderful.

A proper adjective comes from a proper noun and is always capitalized.

PROPER NOUNS PROPER ADJECTIVES

Japan Japanese
Venice Venetian
Florida Floridian
Finland Finnish
France French
Shakespeare Shakespearean
Taken from: Guide to Grammar by Martin Terban
More examples:

funny clown hot desert Cold weather

busy mom red apple shiny penny

sad boy

old man young man

happy face

broken egg
sleepy dragon
 thin
new old
fat

bad
good clear dark

interesting boring

easy difficult
active lazy

responsible
small / big
 PERSONALITY ADJECTIVES

ROMANTIC FRIENDLY

INTELLIGENT CARING

LOYAL AMBITIOUS

BRAVE CREATIVE
 FEARLESS GENEROUS

ADVENTUROUS KIND

AGGRESSIVE JEALOUS

TOLERANT SELFISH
I. COMPLETE THE ADJECTIVES WITH THE MISSING LETTER.

b__g a__venturous

br___ve h__t

___mall fa__

ne__ a__gressive

__ld cr__ative

happ__ jeal__ous

II. READ THE FOLLOWING PARAGRAPH AND CIRCLE THE ADJECTIVES YOU SEE.

I am forty years old, rather tall and I have blue eyes and short black hair. I wear casual
clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and
help so many different people from all over the world. During my spare time, I like playing
tennis which I play at least three times a week. I also love listening to classical music and I
must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on
the Italian coast. I enjoy eating great Italian food and laughing with the likable people who
live here.

III. USE THE ADJECTIVES YOU CIRCLED IN SENTENCES OF YOUR OWN.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 IV. LET´S PLAY BINGO.

Students complete bingo cards with a selection of specified adjectives. The teacher calls out
adjectives one by one. If a student has the opposite of the adjective on their bingo card, they cross the
word off. The winner is the student who gets three opposite adjectives in a row, either vertically,
horizontally or diagonally. You can also play with the winner having all nine squares crossed off. As soon
as a student has a winning sequence, he or she shouts out Bingo!

This enjoyable listening activity can be used to teach adjectives and their opposites.

Before class, make one copy of the worksheet for every eight students and cut as indicated.

Procedure:

• Begin by writing the following adjectives on the board:

fat / thin small / big old / young

ugly / beautiful light / heavy sad / happy
noisy / quiet clean / dirty slow / fast
hard / soft right / wrong new / old
hot / cold bad / good wet / dry

• You can choose other adjectives and their opposites if you wish.
Review the selected adjectives and their meanings with the class.
Give each student a bingo card.
• Tell the students to choose nine of the adjectives and write them on their bingo card.

• When they have done that, start calling out the adjectives from the list and write them down
as you go.

• If a student has the opposite of that adjective, he or she crosses the word off their bingo
card.

• The winner is the student who gets three opposite adjectives in a row either vertically,
horizontally or diagonally.

• You can also play with the winner having all nine squares crossed off.
As soon as a student has a winning sequence, he or she shouts Bingo!
• Check the winning student's bingo card by going through the adjectives you have written
down.
• Play a few rounds. Variations and extensions: Students can play in small teams or they can be
the callers.
• Adjectives can be changed to match your lesson. Students can use some of the adjectives to
make a story.
 A-3

Adjective Bingo
V. FIRST, READ THE FOLLOWING SENTENCES AND CIRCLE THE ADJECTIVES. NEXT, PUT AN
ARROW TO THE WORD THEY MODIFY.

e. g. My daddy bought a beautiful motorcycle.

1. That house is new.

2. My sister is a funny girl.

3. Natalia is tall, but Valeria is short.

4. The new department is very small.

5. The cute kitten played with the soft ball.

6. Playing cards is very fun!

7. Your tennis shoes are too dirty! They are not clean!

8. That is a fascinating and interesting story.

VI. LET´S PLAY DOMINOES.

DOMINOES

Here is a fun matching game for elementary students to practice adjective-noun

combinations. The class is split into pairs. Each pair is then given a set of dominoes. Students
take it in turns to put down their dominoes at either end of the domino chain. Each time a
student puts down a domino, it must make an adjective-noun combination. If a student
thinks the adjective and noun combination does not match, he or she can challenge the
other student. The first student to get rid of all their dominoes is the winner.
 ADJECTIVE + NOUN DOMINOES

rain BEAUTIFUL woman NEW house OLD

man FAST car YOUNG boy EXPENSIVE

watch COLD drink BIG city EMPTY

room RICH man RED wine SMALL

plate TALL building FUNNY joke LONG

hair HAPPY children PRETTY girl SHARP

knife LOUD music DIFFICULT test DEEP

water CHEAP phone POOR people EARLY

morning LATE night SAD film HEAVY

 A-4
ADJECTIVE + NOUN DOMINOES

Here is a fun matching game for elementary students to practice adjective-noun

combinations.

Before class, make one copy of the worksheet for each pair of students and cut as indicated.

Procedure:

• Split the students into pairs.

• Give one set of shuffled dominoes to each pair and ask them to divide the dominoes out
equally.

• One student places a domino down on the table. The other student then places one of his or her
dominoes at either end of the first domino so that the adjective and noun match.

• The two students then take it in turns to put down their dominoes at either end of the domino
chain.

• If a student thinks the adjective and noun combination doesn't match, he or she can
challenge the other student.

• If the students cannot agree, they ask the teacher.

• If the adjective and noun combination doesn't match, the student must take back the domino
and miss a turn.

• If a student cannot make a matching adjective-noun combination, the turn passes to the next
student.

The game continues until one student has used all his or her dominoes. That student is the winner.
VII. MATCH THE OPPOSITES

good big
safe sad
happy dangerous
real hard
easy nice
fun bad
fast slow
tall short
young fake
mean old
little boring

VIII. OPPOSITES GAME (ATTACHMENT 5)

This writing activity helps to increase the vocabulary of lower-level students by

practicing adjectives and their opposites. The class is divided into groups of four and each
student is given a copy of the worksheet. The teacher reads an adjective at random from the
worksheet. The first group to give an appropriate opposite gets a point. For an extra point,
the group uses the opposite adjective in a sentence. All the students then write down the
adjective on their worksheet. The group with the most points at the end is the winner. After
the game has been completed, the students write ten sentences using two adjectives from
the worksheet in a each sentence. The students then work in pairs. The students exchange
their sentences with their partner and change the adjectives in the sentences to their
opposites. Finally, the pairs create a short story using the adjectives from the worksheet.

rich___________ old _____________

new___________ sad _____________

cheap _________ expensive ________

wet ___________ dry _____________

safe ___________ dangerous ________

 OPPOSITES

rich ______________________ long _____________________

high _____________________ north ____________________
cloudy ____________________ lazy _____________________
male _____________________ first _____________________
modern ___________________ nice _____________________
fat _______________________ intelligent _________________
interesting _________________ sick _____________________
early _____________________ curly ____________________
full ______________________ off ______________________
cold _____________________ best _____________________
clean _____________________ far _____________________
wet _____________________ happy ____________________
good _____________________ easy _____________________
front _____________________ fast _____________________
pretty _____________________ east _____________________
married ___________________ round _____________________
black _____________________ big _______________________
sweet _____________________ alive _____________________
beautiful ___________________ cheap ____________________
left _____________________ old ______________________
light _____________________ polite _____________________
quiet _____________________ safe _____________________
soft _____________________ true _____________________
 OPPOSITES

Procedure
Start the activity by saying each adjective and asking for synonyms or examples of its
meaning. Students will need to know the meaning of all the words before they can proceed with
the activity.
Divide the class into groups of four and give each student a copy of the worksheet.
Read an adjective at random from the worksheet. The first group to give an appropriate
opposite gets a point. For an extra point, ask the group to use the opposite adjective in a
sentence. All of the students then write down the adjective on their worksheet
The group with the most points at the end is the winner.
After the game has been completed, ask the students to write ten sentences using two
adjectives from the worksheet in each sentence, e.g. The pretty girl drove a black sports car.
Next, split the students into pairs. Have the students exchange their sentences with their partner
and change the adjectives in the sentences to their opposites, e.g. The ugly girl drove a white
sports car.
Finally, ask the pairs to create a short story using the adjectives from the worksheet.

Answer Key

rich - poor long - short

high - low north - south
cloudy - sunny/clear lazy - hardworking
male - female first - last
modern – traditional nice - nasty
fat - thin intelligent - stupid
interesting - boring sick - healthy
early - late curly - straight
full - empty off - on
cold - hot best - worst
clean - dirty far - near
wet - dry happy - sad/unhappy
good - bad easy - difficult
front - back fast - slow
pretty - plain/ugly east - west
married - single round - square
black - white big - little/small
sweet - sour/bitter alive - dead
beautiful - ugly cheap - expensive
left - right old - new/young
light - heavy polite - rude/impolite
quiet - noisy safe – dangerous
soft – hard true – false
The basic types of adjectives

An opinion adjective explains what you think about something

Opinion (other people may not agree with you).
For example: silly, beautiful, horrible, difficult

A size adjective, of course, tells you how big or small something is.
Size
For example: large, tiny, enormous, little

An age adjective tells you how young or old something or someone

Age is.
For example: ancient, new, young, old

A shape adjective describes the shape of something.

Shape
For example: square, round, flat, rectangular

A colour adjective, of course, describes the colour of something.

Colour
For example: blue, pink, reddish, grey

An origin adjective describes where something comes from.

Origin
For example: French, lunar, American, eastern, Greek

A material adjective describes what something is made from.

Material
For example: wooden, metal, cotton, paper

A purpose adjective describes what something is used for. These

adjectives often end with “-ing”.
Purpose
For example: sleeping (as in “sleeping bag”), roasting (as in “roasting
tin”)

When you write in English you have to follow the order. You cannot use the adjectives in any
other order.
OPINION SIZE AGE SHAPE COLOUR ORIGIN MATERIAL PURPOSE noun

A silly young English man

A huge round metal bowl

A small red sleeping bag

IX. READ AND REWRITE ACCORDING TO THE CORRECT ORDER. LOOK AT THE PREVIOUS
CHART.

1. small / reading / lamp

_______________________________

2. German / yellow / car

______________________________

3. wooden / huge / sailing / ship

_____________________________

4. slim / Canadian / handsome / snowboarder

_____________________________________

5. sugar / blue / round / bowl

______________________________
X. LET´S PLAY A GAME

To play this adjective review game, you or your students will need to create a deck of
adjective cards. You can use index cards or upcycle an old deck that may be missing a
card or two. To prep the game, simply write a different adjective on each card. To play,
each person starts with a picture. You might want to choose pictures for your students or
have them choose their own. You can use magazine pictures, travel brochures, pictures
printed off the internet, or have students bring in pictures they have taken themselves.
Each person lays the picture in front of him so he and the other players can easily see it.
Then, the dealer gives each person four cards and turns the first card over to make a
discard pile. The goal is to get four cards, and therefore four adjectives, that describe the
picture in front of you. On each turn, pick up one card either from the draw pile or the
discard pile.

LET´S PLAY ANOTHER ONE.

XI. CIRCLE THE ADJECTIVES YOU SEE IN THE RUNITALLTOGETHER PARAGRAPH.

iamprettysureyouknowharrypotteraquietgoodboywholived
withhisunclesinasmallhousehisfriendsweregoodfriendsreliable
onehadredwhorthairanotherhadlongbrownhairthosewerehisbest
friendseverybodyatgifrindorworeblacksomewerebadevilclassmate
harrywasthinandshorthagridwastallandfatbutnobleandloyal

XII. NOW DESCRIBE YOUR TWO BEST FRIENDS.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

XIII. DESCRIBE YOUR FATHER, MOTHER AND SISTER.

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
XIV. HELP SKIPPER FIND HIS WAY TO THE FISH. DO THIS BY COLORING THE PEEBLES
WITH ADJECTIVES ON THEM.

boat
pears
bookstore movie
romantic
funny

delicious black
red
friendly white

adorable
ocean penguin

Antartic kind

XV. NOW USE THE ADJECTIVES ON THE PEEBLES AND DESCRIBE SKIPPER AND THE FISH.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
COMPARATIVES
 Comparative and Superlative Adjectives
A comparative adjective is used for comparing two people or things.
A superlative adjective is used for comparing one person or thing with a group of other people or
things.

Adjective: small Comparative Adjective: smaller Superlative Adjective:

smallest

I. CIRCLE THE ADJECTIVE THAT CORRECTLY COMPLETES THE SENTENCE.

1. Oscar is a very dog. friendly friendlier friendliest

2. It is today than it was yesterday. cold colder coldest

3. The librarian asked us to be . quiet quieter quietest

4. Mom's lasagna is the I've ever had. tasty tastier tastiest

5. The swimming pool is much at the other end. deep deeper deepest

6. Grandpa was because his favorite team lost. angry angrier angriest

7. This has been the day all year. busy busier busiest

8. Brandon is the boy in our class. tall taller tallest

9. I am than Uncle Joe. short shorter shortest

10. The construction workers are working very . fast faster fastest

Some comparative and superlative adjectives are irregular. They don’t follow the same spelling
conventions.
Adjective: bad Comparative Adjective: worse Superlative Adjective: worst
11. Ted wanted vegetables on his plate. many more most

12. That movie was the I’ve seen in a long time. bad worse worst

13. I wish Grandma didn't live so away. far further furthest

14. I had the amount of ice cream. little less least

15. Gina is a runner than me. good better best

16. There is only a left in the jar. little fewer fewest

17. The thunderstorm is than the one we had last month. bad worse worst

18. I wanted peas but we ran out. much more most

19. She is feeling much than she was yesterday. well better best

20. My house is the one from school. far farther farthest

II. LOOK AT THE INFORMATION AND FILL IN THE BLANKS.
III. LOOK AT THE PICTURE AND FILL IN THE BLANKS.
 SENTENCES
There are four types of sentences:

Types of Declarative This sentence declares a fact,

Sentences makes a statement, or gives

information. It always ends with
a period.

Interrogative This kind of sentence asks a

question. It always ends with a
question mark.

This kind of sentence makes a

request, asks a favor or gives a
command. It ends with a period
Imperative if it expresses a polite request or
gives a mild order. If it expresses
strong emotions it ends with an
exclamation point.

This kind of sentence exclaims

or cries out with strong
emotions or feelings (like anger,
Exclamatory frustration, happiness, disgust,
surprise, shock or horror). It
always ends with an
exclamation point (also called
and exclamation mark).

*Another way to say period (.) is full stop (Brit. English)

Every sentence in every book, newspaper, magazine, blog, story, text message and e-mail
that you have ever read fits into one of these four categories.

IV. READ THE FOLLOWING DIALOG. AND IDENTIFY THE DIFFERENT TYPES SENTENCES.

“You have a banana in your ear.” _________________

“What did you say?” _________________
“You have a banana in your ear!” _________________
“Please speak more loudly. I have a banana in my ear.” _________________
V. NOW LOOK AT ANY PARAGRAPH IN YOUR TEXT BOOK AND IDENTIFY ONE SENTENCE OF
EACH TYPE.
Declarative

_____________________________________________________________________
Interrogative

_____________________________________________________________________
Imperative

_____________________________________________________________________
Exclamatory

_____________________________________________________________________

VI. NOW WRITE ON YOU OWN ONE IMPERATIVE, ONE INTERROGATIVE, ONE DECLARATIVE,
AND ONE EXCLAMATORY.

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Imperatives Negative form

ADDING DON´T (DO NOT) BEFORE THE

THEY ARE FORMED BY USING THE
VERB MAKES IT NEGATIVE.
SIMPLE PRESENT FORM OF THE VERB.
WARNINGS ARE DONE THIS WAY .
FINISH THE WORK DON´T FEED THE ANIMALS.

CLOSE THE DOOR. DON´T RUN IN THE HALL.

LEND ME YOUR NOTES DON´T SWIM AFTER EATING.

DON´T OPEN THE DOOR. = DO NOT

PLEASE SPEAK MORE LOUDLY.
OPEN THE DOOR.
REMEMBER:
Use an imperative (also called a command) to tell someone to do or not to do something. Imperatives
are common in:

Giving
directions to a
place.

Imperative statements do not have a subject. The subject is understood to be you (singular or plural).
*Stay on the sidewalk. Don´t walk on the grass.
*Turn left at the next right, and go two blocks.
*Heat the milk, but don´t boil it.
*Put the book on the table, please.

You can add please to make an imperative more polite. Put please at the beginning or at the end of the
statement.
Imperative statements are strong. People in authority (such as teachers, employers, parents, police
officers, etc.) often use imperative statements. It is more polite to use a modal to ask or request (not tell)
others to do something.

IMPERATIVE REQUEST

Would you dance with

Call a doctor! It´s an emergency!
me?

Open your English book to page Could you repeat again,

95! please?
VII. NOW LOOK AT THE PICTURES, THINK AND WRITE THE CORRECT IMPERATIVE NEXT TO IT.

Airports, restaurants, schools, etc. have this sign.

What is the imperative?

________________________________________!

Some restaurants, hotels, parks, etc. have this sign.

What would be the imperative?

_________________________________________.

_________________________________________.

_________________________________________.

_________________________________________.

You see this bottle in a lab, what would be the

command?
_________________________________________

There´s a bench in the park that has this sign. What

is the command?
________________________________________.

Wet floor. ________________________!

 In a school crossing what advice do you give the
drivers?
________________________________________!

VIII. READ THE FOLLOWING INFORMATION ABOUT THE SITUATIONS IN WHICH IMPERATIVES
ARE USED.

RECIPES
INSTRUCTIONS
WARNINGS
GIVING DIRECTIONS
 IX. DO YOU LIKE MAC AND CHEESE? HAVE YOU PREPARED IT? LET´S IMAGINE WE´RE IN OUR
KITCHEN AND ARE GOING TO MAKE SOME MAC AND CHEESE FOR DINNER.
FOLLOW THE INSTRUCTIONS.

---------------------------------------------------------------------------------------------------------------------

*Cut along the dotted line.

*Color the ingredients.
*First, cut out the macaroni and glue it inside the pot.
*Then cut out the cheese and add it to the pot.
*Next, cut out the milk and pour some on the pot.
*Finally, cut out the butter and place it in the pot. Enjoy!
X. MAKE A LIST OF 10 ACTIONS A STUDENT COULD DO INTO THE CLASSROOM, FOR EXAMPLE:
OPEN YOUR SCIENCE BOOK TO PAGE SEVENTY FOUR.

a. _____________________________________________________________
b. _____________________________________________________________
c. _____________________________________________________________
d. _____________________________________________________________
e. _____________________________________________________________
f. _____________________________________________________________
g. _____________________________________________________________
h. _____________________________________________________________
i. _____________________________________________________________
j. _____________________________________________________________

XI. NOW LET´S PLAY “SIMON SAYS”

Simon Says is a fun game that helps in exercising listening skills. This game is fairly easy,
but it can quickly turn into a challenge, especially if playing in a large group. How to play:
• Gather your group of players. According to the number of students in your group
distribute in teams of 5 or 6.
• Designate someone as Simon.
• Understand the role of Simon. Simon is the leader and commander of the group
of listeners. Simon gives commands to the group of listeners. Simon’s commands
can be given in two different ways: beginning a command by saying, “Simon
says…” or simply stating the command. Simon’s goal is to eliminate as many
listeners as possible, until there is one listener remaining as the winner.
• Understand the role of the listeners. Listeners must listen closely to what the
leader, Simon, commands them to do. If Simon gives a command by first stating,
“Simon says…” the listeners must obey Simon’s command. If Simon gives a
command without first saying, “Simon says…” the listeners must not obey his
command. If a listener incorrectly obeys or does not obey Simon’s command,
they are eliminated from the rest of the game round, and must sit out until
another game round is started.
XII. TALK TO YOUR PEERS ABOUT: “HOW TO BE A SUPER HERO”. BY PAIRS CHOOSE ONE
SUPERHERO AND THEN WRITE AT LEAST 6 SENTENCES ON THE LINES.

e. g. If you want to be a super hero like Superman … Be tough with bad guys.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
XIII. NOW LET´S HAVE MORE FUN DOING THESE ORIGAMIS . FOLLOW THE INSTRUCTIONS.
 Put your
Write one Go back Open the Draw a Lose a
XIV.

hands on
instruction 2 spaces door. cat. turn.
your head.

Write your Draw a flower,

color it and
name on
give it to your
PLAY AND HAVE FUN!

the board. best friend.

Go back Go back
Lose a
three five
turn.
spaces. spaces.

Jump two
Smile.
spaces

Roll the Walk

dice around the
again. classroom.
 ACTION WORDS

A verb is a word that shows actions

Verbs can show vigorous action like running

Jumping

Bouncing

or quiet action like thinking

dreaming

and looking
The verb to be shows just being, not doing: am, are, is, was,
were, be, being, been.
Here are some examples of verbs:
VERBS
 TENSES
Simple Present Tense
a) It states, feelings, and perceptions that are true at the moment of speaking.
• The box contains six cans. (state)
• Jenny feels tired. (feeling)
• I see three stars in the sky. (perception)
NOW

FUTURE
PAST

b) It is used with situations that extend before and after the present moment. It can describe ongoing
activities, or things that happen all the time.
• Tina works for a large corporation.
• She lives in Manchester.
• Jim goes to the London School of Economics.
NOW
------------------------------------

PAST FUTURE

c) The simple present tense can also describe repeated activities that occur at regular intervals,
including people´s habits or customs.
• I exercise every morning.
• Peter usually walks to work.
• Anna often cooks dinner.
NOW

PAST FUTURE

d) The simple present tense describes things that are always true.
• Buckingham Palace is in London.
• The heart pumps blood around the body.
• Water boils at 100° Celsius.
•
NOW

PAST FUTURE
 I. CHECK THIS MENTAL MAP ABOUT THE SIMPLE PRESENT TENSE.

http://www.tt-group.net/text/mape_uma/mape_uma_2.htm
II. NOW CHECK OUT THIS OTHER ORGANIZER ABOUT THE SIMPLE PRESENT TENSE.
 III. WRITE AT LEAST 5 SENTENCES USING VERBS FROM THE PICTURES IN THE VERB SECTION
OR THE ONES YOU ALREADY KNOW.

Remember to write the subject, then the verb and the complement. And don´t forget to add the “s”
to the verb if you use: He, She or It as the subject. You can talk about anything you want.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 VERBS in past tense

IV. OSERVE THE NEXT INFORMATION

Vicky the Verb can do anything, She is the one to call when you are in trouble with verbs.
Vicky the Verb tells us that there are two types of Verbs in English.
 Regular verbs are easy to learn you just add the –ed Examples:
PRESENT PAST
WALK WALKED
TALK TALKED
LIVE LIVED
WORK WORKED
DANCE DANCED
MOVE MOVED
COMB COMBED
BRUSH BRUSHED
STUDY STUDIED
WATCH WATCHED
LOOK LOOKED
SAVE SAVED
COMPLETE COMPLETED
ERASE ERASED
NEED NEEDED
WANT WANTED
RETURN RETURNED
LISTEN LISTENED

V. PRACTICE THE PRONUNCIATION OF REGULAR VERBS.

http://www.youtube.com/watch?v=j32SurxnE4s&sns=em

However, irregular verbs need a bit more practice, because they change their form from
present to past.
PRESENT PAST
IS /ARE / AM WAS /WERE
DRIVE DROVE
SEE SAW
SWIM SWAM
RING RANG
DRINK DRANK
GO WENT
HAVE HAD
EAT ATE
DO DID
MAKE MADE
WEAR WORE
WRITE WROTE
READ READ
HURT HURT
PUT PUT
SLEEP SLEPT
RUN RAN
GET GOT
PAY PAID
BUY BOUGHT
 Irregular Verbs

Present Tense Past Tense

Eat Ate

Drive Drove

Make Made

Drink Drank
 VI. IN THE FOLLOWING LINK YOU CAN PRACTICE IDENTIFYING WHICH VERBS ARE REGULAR
AND WHICH ONES ARE IRREGULAR.
http://www.english-grammar-lessons.com/irregularverbs/exercise1.swf

SPIN THE WHEEL

INSTRUCTIONS: CUT THE SPINNER WHEEL AND THE MARK OUT. INSERT A TOOTHPICK IN THE
CENTER. TAKE TURNS WITH A PARTNER TO SPIN THE WHEEL AND LOOK WICH VERB IS IN THE
MARK. SAY IF IT IS REGULAR OR IRREGULAR. THE PLAYER WITH MORE CORRECT ANSWERS
WINS THE GAME.

drink study

eat live

begin play

work swim
 write spent

read make

sing draw

watch listen
 spin tell

wash enjoy

clean climb

dream like
 dance see

answer jump
e
cook close
sleep read
The simple past is used principally to describe events in the past, but it also has some other uses. Here
are the main uses of the simple past.

Finished events in the past

• William Shakespeare wrote Hamlet.

• Christoph Columbus discovered America in 1492.
• He kissed her and left.

Past habitual action

• I visited them every day for a year.

• I drove to work every day when I worked with that company.

Events that were true for some time in the past

• He lived in Paris for 20 years.

• They talked on the phone for ten minutes.

Remember:

didn't is the short form of did not. You can say either:

• I did not play basketball, or

• I didn't play basketball.

Taken from Collins Cobuild Advanced Dictionary

 Examples of Typical Time Expressions that you might use when using the Simple Past Tense.

• An hour ago
• yesterday
• last week
• last month
• 2 years ago
• Last Monday
• in 1974
• when I was Young

To learn the irregular verbs you must learn by heart, perhaps a song may help you

There are lots of things you can try:

• Make cards to test yourself – put the infinitive on one side and the past on the other.
• Write sentences with different verbs in them. Include some negatives.
• Make up stories and record yourself. The story could just be about what you did last weekend.
• Do practice activities online. You can start by doing the ones below on this page!

- See more at: http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-

videos/past-simple-irregular-verbs#sthash.Th1Ibqtx.dpuf
 VII. LET’S PLAY!

a) GET IN TEAMS OF 4 WITH ONE COPY OF THE WORKSHEET.

b) CUT THE CARDS UP AS INDICATED, SEPARATE INTO TWO PILES (TIME EXPRESSION
CARDS AND VERB CARDS) AND SHUFFLE.
c) PUT THE TIME EXPRESSION CARDS FACE DOWN ON THE DESK AND DEAL OUT THE VERB
CARDS EQUALLY BETWEEN THE STUDENTS.
d) TAKE TURNS TO TURN OVER A TIME EXPRESSION CARD FROM THE PILE AND THEN
MAKE TRUE PAST SIMPLE SENTENCES ABOUT YOURSELF.
e) IF YOU CONSTRUCT A GRAMMATICALLY CORRECT AND BELIEVABLE PAST SIMPLE
SENTENCE WHICH IS AGREED ON BY THE OTHER PLAYERS TO BE TRUE, THEN YOU MAY
DISCARD THAT VERB CARD.
THE FIRST STUDENT TO GET RID OF ALL THE VERB CARDS IS THE WINNER.

This morning Yesterday Last night

An hour ago

Last week Two weeks ago Last year Two days ago

Last Saturday Last Sunday In 2013 A week ago

When I was six Yesterday When I was ten Yesterday evening

afternoon

Five years ago Last summer A month ago In 2012

Last Winter A long time ago Ten years ago Last month
 be have go Take

get do leave start

see buy live Finish

listen to watch meet Learn

choose feel keep Wear

think clean know Like

VIII. WATCH THE FOLLOWING VIDEO ABOUT A STORM. IDENTIFY THE VERBS IN THE PAST.

http://learnenglishteens.britishcouncil.org/grammar-vocabulary/grammar-videos/past-simple-irregular-
verbs

IX. NOW LET´S PRACTICE SOME REGULAR VERBS. EACH STUDENT IS GIVEN A COPY OF THE
WORKSHEET. USING THE PAST SIMPLE TENSE, STUDENTS COMPLETE A CONVERSATION
WITH VERBS FROM A BOX. ALL THE VERBS ARE REGULAR VERBS THAT NEED TO BE
CHANGED INTO THEIR PAST TENSE FORM.

NEXT, THE CLASS IS SPLIT INTO PAIRS AND THE STUDENTS READ THE CONVERSATION
TOGETHER. STUDENTS THEN LOOK AT THE RULES ASSOCIATED WITH -ED SOUNDS. STUDENTS
FOLLOW THE RULES AND PUT THE REGULAR VERBS FROM THE CONVERSATION INTO THEIR
CORRECT CATEGORY. THEN, THEY READ THE CONVERSATION AGAIN. HERE THEY GET TO
PRACTICE THE CORRECT PRONUNCIATION FOR THE -ED SOUNDS.
X. COMPLETE THE DIALOG BELOW WITH THE VERBS FROM THE BOX. USE THE PAST SIMPLE
TENSE. THEN READ THE CONVERSATION WITH A PARTNER

wait stay cook need walk return visit look call

wash miss decide watch play wrap seem

A: What did you do last weekend?

B: I _____________ tennis with Mathew.
A: Oh, how is Matt?
B: He __________ happy. He ________ some exercise, so he ___________ me.
A: That´s great! The last time I saw Mathew, he ________________ fat.
B: Well, he´s getting into shape now. So, what did you do last weekend?
A: Nothing much. I _________at home all weekend.
B: Did you do anything at home?
A: Let me see. I _____________ my clothes.
B: Sounds boring.
A: I ____________ TV.
B: Amazing.
A: I _________ a steak.
B: Wow.
A: And I ______________ my girlfriend´s birthday present.
B: When is her birthday?
A: It´s today. I ________ her this morning. She _____________ from New York last Tuesday.
B: She´s been gone a long time.
A: Yes, I _____________ her so much while she was away.
B: Did you do anything nice?
A: She_____________ to go out for lunch. So, I took her to an expensive restaurant. It was
very nice.
B: that´s great.
A: We ate so much food, Then, we ______ to the cinema. The cinema was very crowded. We
__________ for a long time to get the tickets, but the movie was really good.
XI. PAST TENSE VERBS THAT END IN –ED, CAN BE PRONOUNCED IN 3 WAYS: /d / /t/ or /id/.
FOLLOW THE RULES AND PUT THE REGULAR VERBS FROM THE CONVERSATION INTO THE
CORRECT COLUMN.

/d / /t/ unvoiced: /id/

all other sounds p, k, s, f, th, sh, ch d and t sounds

COMPLETE THE CONVERSATION WITH THE VERBS FROM THE BOX IN PAST TENSE.
DID YOU NOTICED SOMETHING?
LISTEN TO YOUR TEACHER EXPLAIN SOMETHING ABOUT HOW TO PRONOUNCE THE –ED IN
REGULAR VERBS (PAST TENSE).
NOW WRITE THE VERBS FROM THE CONVERSATION INTO THE CORRECT COLUMN.
XII. NOW IMAGINE AND WRITE A SHORT STORY USING THE PICTURE.

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

XIII. GET IN TEAMS OF FOUR. EACH GROUP GETS A SET OF TIME EXPRESSION CARDS AND VERB
CARDS. THE TIME EXPRESSION CARDS ARE PLACED FACE DOWN AND THE VERB CARDS ARE
DEALT OUT EQUALLY BETWEEN THE STUDENTS. THEN TAKE IT IN TURNS TO TURN OVER A
TIME EXPRESSION CARD AND MAKE A TRUE PAST SIMPLE SENTENCE ABOUT YOURSELVES
USING ONE OF THEIR VERB CARDS AND THE TIME EXPRESSION. IF YOU CONSTRUCT A
BELIEVABLE PAST SIMPLE SENTENCE, YOU MAY DISCARD THE VERB CARD. IF THE OTHER
PLAYERS THINK THE SENTENCE CAN’T BE TRUE OR IF THE SENTENCE IS GRAMMATICALLY
INCORRECT, THEY CHALLENGE YOU, IN THIS CASE YOU HAVE TO KEEP THE VERB CARD. THE
WINNER IS THE STUDENT TO GET RID OF ALL THEIR VERB CARDS.
XIV. SPLIT INTO PAIRS AND GET A SET OF CARDS. EACH CARD CONTAINS A CLAUSE. YOU RACE
TO MAKE TEN COMPLEX PAST SIMPLE SENTENCES BY JOINING THREE CARDS TOGETHER.
JOIN THE SECOND CLAUSE TO THE FIRST CLAUSE USING THE CONJUNCTION ‘AND’ AND THE
THIRD CLAUSE USING ‘BUT’. THE THIRD CLAUSE IS NEGATIVE. YOU MUST WRITE ‘AND’
AND ‘BUT’ IN THE SPACES PROVIDED AND LAY THE CARDS OUT ON THE TABLE IN THE
CORRECT ORDER. THE FIRST PAIR OF STUDENTS TO COMPLETE ALL OF THE SENTENCES
CORRECTLY WINS.

BUT / AND

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XV. LOOK AT THE FOLLOWING MENTAL MAP AND COMPLETE IT ON YOUR OWN ABOUT THE
PAST
 FUTURE

FUTURE WITH WILL AND GOING TO

PAST NOW FUTURE

When we want to talk about future facts or things we believe to be true about the future, we use 'will'.

• The President will serve for four years.

• The boss won't be very happy.
• I'm sure you'll like her.
• I'm certain he'll do a good job.

If we are not so certain about the future, we use 'will' with expressions such as 'probably', 'possibly', 'I
think', 'I hope'.

• I hope you'll visit me in my home one day.

• She'll probably be a great success.
• I'll possibly come but I may not get back in time.
• I think we'll get on well.
 Either will or going to can be used to describe things that are likely to happen in the future. Will
is used when there is evidence that thins are likely to happen.

• It will rain this afternoon.

• You are going to love that film!
• They are going to study a lot before the exam.
• They will probably stay up all night.

Use Going to express that something is a plan. The person intends to do something in the future.

• He´s going to spend his vacation in Hawaii.

• I´m going to be an actor when I grow up.
• They are going to drive all the way to Alaska.
• She is going to make John a birthday cake.
XVI. COMPLETE WITH THE CORRECT FORM OF TO BE ( am, are or is).

1. I ______ a student.

2. You ______ a good teacher.

3. He ______ an engineer.

4. She _____ in the house right now.

5. We ____ Mexicans.

6. They _____ citizens of the world.

XVII. NOW LOOK AT THE PICTURES AND WRITE ABOUT THEIR PLANS.
Are you going to use WILL or GOING TO?

1.Carol and John_______________________ to get married.

2. Bob _______________________ to ride his bike.
3. Mary ________________________ to the supermarket.
4. Sarah ______________________________ her novels.
5. Jack _____________________________________________________________________.
6. Morty ____________________________________________________________________.
7. Pete and Janet _____________________________________________________________.

XVIII. YOU CAN ALSO MAKE CONTRACTIONS WITH THE VERB TO BE. LOOK AT THE FOLLOWING CHART.

FULL FORM WITH CONTRACTION

I AM I´M
YOU ARE YOU´RE
HE IS HE´S
SHE IS SHE´S
IT IS IT´S
WE ARE WE´RE
THEY ARE THEY´RE
XIX. MAKE YOU OWN CONTRACTION PAPER. YOU WILL NEED:
▪ Y
O
U

W
I
L SCISSORS MARKERS RULER
CONSTRUCTION PAPER
L
DO SOMETHING LIKE THE FOLLOWING PAINT SAMPLES THAT YOU SEE IN ANY HARDWARE STORE,
HOME DEPOT, LOWE´S, ETC.

▪ THE NEXT THING IS TO WRITE THE FULL FORM AND THEN THE CONTRACTION:

I am = I´m It is = It´s
You are = You´re We are = we´re
He is = He´s They are = They´re
She is = She´s
▪ IT WILL LOOK SOMETHING LIKE THIS, YOU FOLD IT AND YOU HAVE THE FULL FORM AND THE CONTRACTION.

‘re

are

You
XX. NOW WRITE AT LEAST 5 SENTENCES OF YOUR PLANS FOR NEXT WEEKEND. USE THE
CONTRACTIONS.

1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
6. ________________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. ________________________________________________________________________________
10. ________________________________________________________________________________
XXI. NOW CHOOSE THE CORRECT OPTION.

1. 5.
▪ He are going to buy a car. ▪ He am going to ride a horse.
▪ He is going to buy a car ▪ He are going to ride a horse.
▪ He am going to buy a car. ▪ He is going to ride a horse.

2. 6.
▪ I is going to write a note.
▪ I am going to cook a meal.
▪ I am going to write a note.
▪ I is going to cook a meal.
▪ I are going to write a note.
▪ I are going to cook a meal.

3.
7.
▪ It are going to eat grass. ▪ They is going to swim.
▪ It is going to eat grass. ▪ They am going to swim.
▪ It am going to eat grass. ▪ They are going to swim.

4. 8.
▪ It is going to rain. ▪ She is going to watch TV.
▪ It are going to rain. ▪ She is going to wash TV.
▪ It am going to rain. ▪ She is going to look TV.
XXII. REWRITE THE CORRECT SENTENCES FROM THE ABOVE EXERCISE AND USE CONTRACTIONS.
▪ __________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________
▪ ___________________________________________________________________

XXIII. READ THE FOLLOWING INFORMATION.

To form the negative we just add NOT after the verb to be.
Example:
1. I am not going to write that e-mail.
2. He is not going to the park this weekend.
He isn´t going to the park.( in this case we use the contraction of IS NOT = ISN´T)
3. She is not going to study college.
She isn´t going to study college.
4. They are not going to get married.
They aren´t going to get married.
5. It is not going to drink milk.
It isn´t going to drink milk.
XXIV. NOW LOOK AT THE PICTURES AND WRITE THE SENTENCES OF IAN´S PLANS FOR HIS NEXT
HOLIDAY IN OAXACA.

PLACES TO VISIT IN THE DESCRIPTION IAN´S PLAN TO VISIT OR NOT

STATE OF OAXACA

Puerto Escondido Beautiful beach south of the state √√√

“20 de noviembre” market Typical Mexican market with all its √√√
colors

Historical Center Downtown Oaxaca where you can sit √√√

and have a sip of the delicious and
famous Oaxaca coffee.

Textil Museum Admire the old techniques, the weaving x

of different textiles.

Teotitlán del Valle Small town near the capital with its x
small home enterprises where they
make wool carpets, etc.

San BartoloCoyotepec The famous black pottery is made in √√√

this town

Santa María el Tule Here there´s an enormous “ahuehuete” X

tree

Monte Albán Pyramids √√√

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XXV. MAKE A NOTE OF WHAT YOU ARE GOING TO DO AT THESE TIMES.
after class tonight
tomorrow on Saturday
next week Next year

MINGLE AND FIND SOMEONE WHO IS GOING TO DO THE SAME THING AS YOU.
Example: María and I are going ice skating.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

XXVI. NEW YEAR´S RESOLUTIONS.

XXVII. DO YOU MAKE NEW YEAR´S RESOLUTIONS? TELL US A FEW TYPICAL RESOLUTIONS PEOPLE
MAKE. USE GOING TO.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
XXVIII. READ THE FOLLOWING INFORMATION OF THE FUTURE USING WILL.
We form the future adding the auxiliary WILL after the pronoun or name and before the
main verb, which is in present simple.
Example:

I will listen to some music.

Transportation in the future will be faster and cheaper.

Clark Kent will die and his son will take his place.
XXIX. THE SIMPLE FUTURE TENSE EXPRESSES AN ACTION THAT HAS NOT YET HAPPENED.
COMPLETE THE WILL + VERB EACH OF THE SENTENCES.

1. He (mow) _____________________ the grass.

2. I (watch) ______________________ television in the morning.

3. We (serve) ____________________ lunch at 12:30.

4.I (pack) _______________________ my bags.

5.Grandma (bake) ________________ the best cookies.

6. He (paint) _____________________ the house.

7. Emma (hike) ___________________ in the mountain.

8. The train (stop) _________________ in New York.

 AUXILIARIES.

ENGLISH AS WELL AS SPANISH HAS AUXILIARY VERBS. READ THE FOLLOWING, THE
HIGHLIGHTED WORD IS THE AUXILIARY VERB.
Did you go to the movies?
Do you work?
Is your mom a nurse?
Can you play the guitar?
Are you a student?
Will you get married?
Would you marry me?
Could you please open the door for me?
Where do you live?
What do you do?
Where are you from?
Who is your sister?
Where will you live?
Who can draw?
What would you like to eat?
When could you come?
XXX. USE THE FOLLOWING T-CHART AND COMPLETE IT.

AUXILIARIES WH- WORDS

XXXI. HELP RED, THE ANGRY BIRD, WITH ITS INTERROGATION TO THE BAD PIGGIES AND

UNSCRAMBLE THE QUESTIONS.

You usually make questions by switching the place of the auxiliary with the noun or name,
the rest is in the same place and
adding a question mark at the end.

did / you / snatch / ? / the / eggs /

______________________________________________________________________

did / eat / the / ? / you / eggs /

______________________________________________________________________

you / did / cook / ? / the eggs /

______________________________________________________________________

planning / you / are / come / back / to / ? /

______________________________________________________________________

you / have / a / do / you / king / . /

______________________________________________________________________

have / eaten / you / any eggs / recently / ? /

______________________________________________________________________
XXXII. NOW, LET’S TRY WRITING SOME WH- QUESTIONS. AND CONTINUE WITH RED´S
INTERROGATION.
Usually you follow the same order as the one mention above and add at the very beginning
the Wh- word (where, who, what, how, when, why, etc.).

Where / did / you / come / from / ? /

__________________________________________________________________

are / you planning/ how long / to stay / ? /

__________________________________________________________________

did / you / where / helmet / the / ? /

___________________________________________________________________

leader / who / is / your / ? /

___________________________________________________________________

are / you / why / here ?

__________________________________________________________________

XXXIII. NOW WRITE FIVE QUESTIONS ON YOUR OWN.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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 THE AQUARIUM

XXXIV. COMPLETE EACH SENTENCE BY CHANGING THE VERB INTO THE FUTURE TENSE.

1. I hope I (learn) ________________________about how dolphins communicate with each

other.

2. Don´t worry, I (explain) _________________ him the rules.

3. If I like the aquarium, my mom says we (go) ________________ back next year.

4. Next month, our class (go) _________________on a trip to the zoo.

5. At the zoo, we (buy) _______________________ animal food.

6. I (feed) _______________ the turkeys, the rabbits, and the bears.

7. After we see the animals, we (play) _________________ on the playground.

8. I think (slide)______________ down the huge, curvy slide that is there.

9. When we go on our field trip, our class (ride) ___________ on a bus.

 XXXV. ZODIAC SIGNS.

A) THE CLASS IS DIVIDED INTO PAIRS AND EACH PAIR IS GIVEN A COPY OF THE WORKSHEET.
B) THE STUDENTS WRITE SHORT HOROSCOPES FOR ALL THE SIGNS OF THE ZODIAC WITH PREDICTIONS FOR THE FOLLOWING
DAY OR WEEKEND USING THE MODAL VERB 'WILL'. STUDENTS WRITE PREDICTIONS ABOUT HEALTH, MONEY, FAMILY, FRIENDS,
FREE TIME, LOVE, LUCK AND TRAVEL.
C) WHEN EVERYONE HAS FINISHED WRITING, THE STUDENTS DISPLAY THEIR HOROSCOPES ON THE CLASSROOM WALL.
D) EACH STUDENT THEN GOES ROUND THE CLASSROOM, READING THE PREDICTIONS FOR THEIR SIGN AND MAKING NOTES
ABOUT THE PREDICTIONS. E) THE NEXT DAY OR THE NEXT WEEK, STUDENTS RE-READ THEIR NOTES ABOUT THE PREDICTIONS
AND TELL THE CLASS ABOUT WHICH PREDICTIONS WERE TRUE.
AQUARIUS PISCES ARIES
JAN. 21- FEB. 18 FEB. 19- MAR. 20 MAR. 21 – APRIL 20

_______________________ _________________________ _______________________

________________________ _________________________ _______________________

TAURUS GEMINI CANCER

APRIL 21 - MAY 21 MAY 22- JUNE 21 JUNE 22 -JULY 22

________________________ _________________________ _______________________

________________________ _________________________ _______________________

LEO VIRGO LIBRA

JULY 23- AUGUST 23 AUGUST 24 - SEPTEMBER 23 SEPT. 24 - OCT. 23

________________________ _________________________ _______________________

________________________ _________________________ _______________________

SCORPIO SAGITARIUS CAPRICORN

OCT. 24- NOV. 22 NOV. 23 – DEC. 21 DEC. 22 – JAN.20

________________________ ________________________ ______________________

________________________ ________________________ ______________________
 XXXVI. MAKE PREDICTIONS ABOUT YOUR CLASSMATES USING ‘WILL’. SIT IN A CIRCLE IN GROUPS
OF 11 OR 12. WRITE PREDICTIONS ABOUT YOUR PEERS. USE “WILL”.
▪ WHEN YOU FINISH WRITING THE PREDICTION, FOLD IT TO HIDE THE SENTENCE AND PASS IT
TO THE PERSON ON YOUR RIGHT. THIS PROCESS CONTINUES UNTIL THE WORKSHEET HAS
BEEN WRITTEN. WHEN THE LAST SENTENCE HAS BEEN WRITTEN, GIVE THE PAPER BACK TO
THE PERSON WHOSE NAME IS AT THE TOP OF THE WORKSHEET.CORRECT ANY
MISTAKESYOU FIND AND READ IT TO THE TEAM.

NAME_______________________________________________________
In 20 years, the year will be________

1. HOME you will…

2. QUALIFICATIONS you will..

fold

3. JOB you will…

fold

4. PLACE OF WORK you will…

fold

5. MARITAL STATUS you will…

fold

6. CHILDREN you will..

fold

fold 7. HOBBIES you will…

8. TRANSPORT you will...

fold

fold
9. WEALTH you will…

10. PETS you will…

fold
XXXVII. IT IS THE YEAR 2080, IMAGINE THE MANY CHANGES THERE ARE IN OUR WORLD AND SOCIETY.

MAKE A LIST OF TEN MAJOR CHANGES THAT YOU THINK WILL TAKE PLACE.

Technology

War and peace

Culture

Economics

Ecology

Transportation

a. __________________________________________________________________________

b. __________________________________________________________________________

c. __________________________________________________________________________

d. __________________________________________________________________________

e. __________________________________________________________________________

f. __________________________________________________________________________

g. __________________________________________________________________________

h. __________________________________________________________________________

i. __________________________________________________________________________

j. __________________________________________________________________________
XXXVIII. IN PAIRS, TELL EACH OTHER ABOUT YOUR HOPES AND FUTURE PLANS, INCLUDING
MARRIAGE, AMBITIONS, HOME, TRAVEL AND WORK. USE THESE EXPRESSIONS:

I thinK I´ll… Maybe I´ll… I hope I´ll…

I´ll never…. I expect I´ll… I´ll probably…

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XXXIX. WE´RE GOING TO HAVE A CLASS PARTY NEXT WEEK. WHAT WILL YOU BRING OR DO?

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 MODAL VERBS

Here's a list of the modal verbs in English:

can could may might will

would must shall should ought to

Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.
2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').

Probability:

First, they can be used when we want to say how sure we are that something happened / is
happening / will happen. We often call these 'modals of deduction' or 'speculation' or 'certainty' or
'probability'.
For example:
• It's snowing, so it must be very cold outside.
• I don't know where John is. He could have missed the train.
• This bill can't be right. $200 for two cups of coffee!

Ability

We use 'can' and 'could' to talk about a skill or ability.

For example:
• She can speak six languages.
• My grandfather could play golf very well.
• I can't drive.
Obligation and Advice

We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary, or to
give advice.
For example:
• Children must do their homework.
• We have to wear a uniform at work.
• You should stop smoking.

Permission

We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use modal
verbs to say something is not allowed.
For example:
• Could I leave early today, please?
• You may not use the car tonight.
• Can we swim in the lake?

Habits

We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past.
For example:
• When I lived in Italy, we would often eat in the restaurant next to my flat.
• John will always be late!
XL. LET´S PRACTICE. CHOOSE THE MODAL VERB THAT BETTER FITS IN EACH SENTENCE
COLORING THE CORRECT SQUARE WITH A PENCIL COLOR.

1. I was using my cell phone a minute ago, It ________________ be here somewhere!

must could would

2. You really _______________ be late again.

haven’t mustn’t wouldn’t

3. If Gloria doesn´t start working harder, she ______________ repeat the course next year.

must have to will have to

4. Valeria ____________ be very pleased with herself. She got the best grades.

must has to would

5. Juan __________ broken the classroom window. He wasn´t even in school today.

couldn’t have mustn’t shouldn’t have

6. Why didn’t you tell me? I ________ you!

could have helped could help as able to help

7. What do you want to do? Well, we _______ go to the movies, but it looks like rain.

can should could

8. You ____________ eat so much soda! It’s not good for you.

mustn’t shouldn’t don’t have to

9. You _________ put your shoes on the table. That´s rude!

must not could not would not

10. __________ you open the door? Please.

must may can

11. I __________ ride a bike already before I was 6 years old.

would should could

12. His excuse __________ be true, but I don’t believe.

can may have to

13. _______ your father speak German?

can may ought to

14. The weather __________ be worst next weekend.

can will has to

15. From the way Delia speaks, she __________ be from Veracruz.

will can could

16. You ____________ smoke at schools.

won’t can’t couldn’t

17. It’s OK, you __________ go when you’ve finished your cores.

may can might

18. You __________ be right but I’d still like to check.

will could have to

19. ________ you water my plants while I am away?

should might could

20. Eduardo is not at home. He _______ have gone to the park.

will might could

 STATEMENTS
When do we use reported speech? Sometimes someone says a sentence, for example
"I'm going to the cinema tonight". Later, maybe we want to tell someone else what the first
person said.
Here's how it works:
We use a 'reporting verb' like 'say' or 'tell'. it's easy. We just put 'she or he says' and then the
sentence:

• Direct speech: I like ice cream.

• Reported speech: She says (that) she likes ice cream.
We don't need to change the tense, though probably we do need to change the 'person'
from 'I' to 'she', or ‘he’ for example. We also may need to change words like 'my' and 'your'.
(Often, we can choose if we want to use 'that' or not in English. It’s in brackets () to show that it's
optional. It's exactly the same if you use 'that' or if you don't use 'that'.)
But, if the reporting verb is in the past tense, then usually we change the tenses in the
reported speech:
• Direct speech: I like ice cream.
• Reported speech: She said (that) she liked ice cream.

Tense Direct Speech Reported Speech

present simple I like ice cream She said (that) she liked ice cream.

present
I am living in London She said (that) she was living in London.
continuous

She said (that) she had bought a car OR

past simple I bought a car
She said (that) she bought a car.

past I was walking along She said (that) she had been walking
continuous the street. along the street.

present
I haven't seen Julie She said (that) she hadn't seen Julie.
perfect

I had taken English She said (that) she had taken English
past perfect*
lessons before lessons before.
 will I'll see you later She said (that) she would see me later.

would* I would help, but.. She said (that) she would help but...

I can speak perfect She said (that) she could speak perfect
can
English English.

I could swim when I She said (that) she could swim when she
could*
was four was four.

shall I shall come later She said (that) she would come later.

I should call my She said (that) she should call her

should*
mother mother

might* "I might be late" She said (that) she might be late

She said (that) she must study at the

"I must study at the
must weekend OR She said she had to study
weekend"
at the weekend

* doesn't change.

Occasionally, we don't need to change the present tense into the past if the information in direct
speech is still true (but this is only for things which are general facts, and even then usually we
like to change the tense):
• Direct speech: The sky is blue.
• Reported speech: She said (that) the sky is/was blue.
Reported Questions

So now you have no problem with making reported speech from positive and negative
sentences. But how about questions?

• Direct speech: "Where do you live?"

How can we make the reported speech here?

In fact, it's not so different from reported statements. The tense changes are the same, and
we keep the question word. The very important thing though is that, once we tell the question to
someone else, it isn't a question any more. So we need to change the grammar to a normal
positive sentence. A bit confusing? Maybe this example will help:

• Direct speech: "Where do you live?"

• Reported speech: She asked me where I lived.

The direct question is in the present simple tense. We make a present simple question with
'do' or 'does' so I need to take that away. Then I need to change the verb to the past simple.
Another example:

• Direct speech: "where is Julie?"

• Reported speech: She asked me where Julie was.

The direct question is the present simple of 'be'. We make the question form of the present
simple of be by inverting (changing the position of) the subject and verb. So, we need to change
them back before putting the verb into the past simple.
Here are some more examples:

Direct Question Reported Question

Where is the Post Office,

She asked me where the Post Office was.
please?

What are you doing? She asked me what I was doing.

She asked me who that fantastic man had

Who was that fantastic man?
been.

So much for 'wh' questions. But, what if you need to report a 'yes / no' question? We don't have
any question words to help us. Instead, we use 'if':
• Direct speech: "Do you like chocolate?"
• Reported speech: She asked me if I liked chocolate.
 No problem? Here are a few more examples:

Direct Question Reported Question

Do you love me? He asked me if I loved him.

Have you ever been to Mexico? She asked me if I had ever been to Mexico.

Are you living here? She asked me if I was living here.

Reported Requests
There's more! What if someone asks you to do something (in a polite way)? For example:
• Direct speech: "Close the window, please"
• Or: "Could you close the window please?"
• Or: "Would you mind closing the window please?"
All of these requests mean the same thing, so we don't need to report every word when we tell
another person about it. We simply use 'ask me + to + infinitive':
• Reported speech: She asked me to close the window.
Here are a few more examples:

Direct Request Reported Request

Please help me. She asked me to help her.

Please don't smoke. She asked me not to smoke.

She asked me to bring her book that

Could you bring my book tonight?
night.

Could you pass the milk, please? She asked me to pass the milk.

Would you mind coming early She asked me to come early the next
tomorrow? day.
To report a negative request, use 'not':

• Direct speech: "Please don't be late."

• Reported speech: She asked us not to be late.
Reported Orders
And finally, how about if someone doesn't ask so politely? We can call this an 'order' in
English, when someone tells you very directly to do something. For example:

• Direct speech: "Sit down!"

In fact, we make this into reported speech in the same way as a request. We just use 'tell' instead
of 'ask':

• Reported speech: She told me to sit down.

Direct Order Reported Order

Go to bed! He told the child to go to bed.

Don't worry! He told her not to worry.

Be on time! He told me to be on time.

Don't smoke! He told us not to smoke.

Time Expressions with Reported Speech

Sometimes when we change direct speech into reported speech we have to change time
expressions too. We don't always have to do this, however. It depends on when we heard the
direct speech and when we say the reported speech.
For example:

It's Monday. Julie says "I'm leaving today".

If I tell someone on Monday, I say "Julie said she was leaving today".
If I tell someone on Tuesday, I say "Julie said she was leaving yesterday".
If I tell someone on Wednesday, I say "Julie said she was leaving on Monday".
If I tell someone a month later, I say "Julie said she was leaving that day".

So, there's no easy conversion. You really have to think about when the direct speech was said.
 Here's a table of some possible conversions:

now then / at that time

today yesterday / that day / Tuesday / the 27th of June

the day before yesterday / the day before / Wednesday / the 5th of
yesterday
December

last night the night before, Thursday night

last week the week before / the previous week

tomorrow today / the next day / the following day / Friday

I. NOW WATCH A VIDEO ABOUT IT. YOU CAN TAKE SOME NOTES.
https://www.youtube.com/watch?v=BLYjETy1d7s

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
II. IT’S YOUR TURN! CHANGE TO REPORTED SPEECH.

I like this
song!

1. ____________________________________________________________________________

Where is my
mom?

2. ________________________________________________________________________
 I don’t speak
Russian!

3. ________________________________________________________________________

The film
began at
seven

4. ________________________________________________________________________

Don’t play like

that!

5. ________________________________________________________________________

I will make a
better
country!
6. ________________________________________________________________________

I never make
mistakes!

7. ________________________________________________________________________

Don’t try this

at home!

8. _______________________________________________________________________
 A few severe
thunderstorm will
be possible over
Monterrey
Metropolitan Area.

9. _______________________________________________________________________

Hitting is the most

difficult part of
baseball but don’t get
discouraged you can
do it!

10. _______________________________________________________________________
 PHRASES TO AGREE OR DISAGREE
Sometimes we need to express a point of view an opinion or ask for them, agree or disagree
or maybe make an interruption or settle an argument, for those cases here are some phrases
that could help you.

Some useful phrases you can use for

Starting an Asking Expressing agreement Expressing Interruptions Settling an

opinion for an disagreement argument
opinon

In my What's I agree with you 100 I don't think Can I add Let's just move
opinion... your percent. so. something here? on, shall we?
idea?
The way I I couldn't agree with (strong) No Is it okay if I jump Let's drop it.
see it... What are you more. way. in for a second?
your I think we're
If you want thoughts That's so true. I'm afraid I If I might add going to have
my honest on all of disagree. something... to agree to
opinion.... this? That's for sure. disagree.
(strong) I Can I throw my
According How do Tell me about it! totally two cents in? (sarcastic)
to Lisa... you feel disagree. Whatever you
about You're absolutely right. Sorry to say./If you say
As far as that? I beg to differ. interrupt, but... so.
I'm Absolutely.
concerned. Do you (strong) I'd (after
.. That's exactly how I feel. say the exact accidentally
have
anything opposite. interrupting
If you ask Exactly. someone) Sorry,
to say
me... about Not go
I'm afraid I agree with necessarily.
this? ahead. OR Sorry,
James.
you were
What do That's not saying...
I have to side with Dad always true.
you on this one.
think? (after being
That's not interrupted) You
No doubt about it. always the
Do you didn't let me
agree? case. finish.
You have a point there.

Wouldn't No, I'm not so

I was just going to say
you say? sure about
that.
that.
 I. WATCH A VIDEO ABOUT HOW TO AGREE OR DISAGREE. NOTE THE BRITISH ACCENT.
https://www.youtube.com/watch?v=amJ7ApXR0tw

II. TAKE SOME NOTES ABOUT THE INFORMATION.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
III. IT’S YOUR TURN! NOW USE THE EXPRESSION THAT BETTER FITS FOR EACH SITUATION.

1. Monterrey is the most beautiful city in the country.____________________________.

2. _____________________________ I do not like dancing!

3. Stars Wars is my favorite movie! ___________________________________________.

4. China is the world’s most inhabited country. __________________________________.

5. A: Justin Bieber is…

B: _____________________________________________.
A: ______________________________________________!
6. ______________________________ There is no better country to live in than England.

7. Bruno Mars is a better singer than Justin Bieber. _______________________________.

8. Well, that is my opinion. ______________________________________.

9. ________________________ There are not a better thing to do on vacations than going to

the beach.

10. A: The most important thing I want you to do is…

B: ________________________________
IV. REORDER EACH JUMBLED SENTENCE TO FORM AN OPINION. WRITE THE OPINION IN THE
SPACE PROVIDED.

a) best is winter season the

OPINION
____________________________________________________________________________
RESPONSE
___________________________________________________________________________

b) much advertising is TV too there on

OPINION
____________________________________________________________________________
RESPONSE
___________________________________________________________________________

c) world the think is I baseball the best in sport

OPINION
____________________________________________________________________________
RESPONSE
___________________________________________________________________________

d) Monterrey love people barbecue from eating

OPINION
____________________________________________________________________________
RESPONSE
___________________________________________________________________________

e) not hamburgers nutritious are all at

OPINION
____________________________________________________________________________
RESPONSE
___________________________________________________________________________
 DIGESTIVE SYSTEM

I. LABEL THE PARTS OF THE HUMAN DIGESTIVE SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO
THE CORRECT PART.

PANCREAS LIVER LARGE INTESTINE SMALL INSTESTINE

MOUTH ESOPHAGUS RECTUM STOMACH

 CIRCULATORY SYSTEM

II. LABEL THE PARTS OF THE HUMAN CIRCULATORY SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO
THE CORRECT PART.

ARTERY VEIN BLOOD

HEART CAPILLARIES AORTA

 ENDOCRINE SYSTEM

III. LABEL THE PARTS OF THE HUMAN ENDOCRINE SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO
THE CORRECT PART.

PITUITARY ADRENAL
OVARY PANCREAS
GLAND GLAND

THYROID
TESTICLES THYMUS
GLAND
 IMMNUNE SYSTEM

IV. LABEL THE PARTS OF THE HUMAN IMMUNE SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO THE
CORRECT PART.

LYMPHATIC
THYMUS LYMPH NODES BONE MARROW
VESSELS

BARRIERS: NOSE LYMPHATIC

LYMPH NODES SPLEEN
MUCOUS VESSELS

TONSILS LYMPH NODES

 INTEGUMENTARY SYSTEM

V. LABEL THE PARTS OF THE HUMAN INTEGUMENTARY SYSTEM. CUT THE TAGS OUT AND GLUE THEM
TO THE CORRECT PART.

FINGERNAILS SKIN HAIR

 RESPIRATORY SYSTEM

VI. LABEL THE PARTS OF THE HUMAN RESPIRATORY SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO
THE CORRECT PART.

ALVEOLI BRONCHI TRACHEA

PHARINX BRONCHIOLES DIAPHRAGM

LUNGS NASAL CAVITY LARINX

 MUSCULAR SYSTEM

VII. LABEL THE PARTS OF THE HUMAN MUSCULAR SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO
THE CORRECT PART.

BICEPS TRICEPS CUADRICEPS

FRONTALIS PECTORALIS TIBIALIS ANTERIOR

DELTOID
 SKELETAL SYSTEM

VIII. LABEL THE PARTS OF THE HUMAN SKELETAL SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO THE
CORRECT PART.

RADIUS FEMUR TIBIA PELVIS

BALL AND SOCKET FIXED JOINT

STERNUM ULNA
JOINT (SHOULDER) (PARIETO-TEMPORAL)

HINGE JOINT
FIBULA HUMERUS SKULL
KNEE

VERTEBRA RIB
 URINARY SYSTEM

IX. LABEL THE PARTS OF THE HUMAN URINARY SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO THE
CORRECT PART.

URETHRA KIDNEYS URETERS BLADDER

 REPRODUCTIVE SYSTEM

X. LABEL THE PARTS OF THE HUMAN REPRODUCTIVE SYSTEM. CUT THE TAGS OUT AND GLUE THEM
TO THE CORRECT PART.

VAGINA PENIS OVARIES

TESTES UTERUS
 NERVOUS SYSTEM

XI. LABEL THE PARTS OF THE HUMAN NERVOUS SYSTEM. CUT THE TAGS OUT AND GLUE THEM TO THE
CORRECT PART.

NERVES SPINAL CORD BRAIN