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ENGLISH 4

Paula Flores Kastanis

Katherine Urquijo Flores

primera edición ebook 2014

Grupo Editorial Patria®

División Bachillerato, Universitario y Profesional

Dirección editorial: Javier Enrique CallejasCoordinación editorial: Ma. del Carmen Paniagua GómezSupervisión de producción: Gerardo Briones GonzálezDiseño de interiores y portada: Juan Bernardo Rosado SolísDiagramación: Jorge Antonio Martínez Jiménez / Gustavo Vargas MartínezIlustraciones y fotografía: José Eugenio Contreras Femat, Thinkstock.

English 4

Serie integral por competencias

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

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

ISBN ebook: 978-607-438-970-8

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

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

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

Impreso en México / Printed in Mexico

Primera edición ebook: 2014

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correo:

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V

Contents

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

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

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

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

Know Your Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

BLO

CK

1

1.1 Second Conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.2 Modals Would, Could, and Might . . . . . . . . . . . . . . . . . . . . . 5

1.3 Affi rmative and Negative Forms of Conditional Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1.4 Interrogative Statements with Present Unreal Conditional . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.5 First Conditional or Future Possible Conditional . . . . . 16

1.6 Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1.7 So and Because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Describing Your Behavior in Hypothetical Situations

BLO

CK

2

2.1 Th e Present Perfect Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

2.2 Spelling Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

2.3 When Do We Use the Present Perfect Tense? . . . . . . . . . 54

2.4 Present Perfect + For, Since . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

2.5 Present Perfect + Adverbs (Ever, Never, Already, Yet, Still) . . . . . . . . . . . . . . . . . . . . . . . . 58

2.6 Present Perfect Continuous - Form . . . . . . . . . . . . . . . . . . . . 79

2.7 Present Perfect Continuous - Use . . . . . . . . . . . . . . . . . . . . . . 79

Describing Experiences

B

LOC

K

3 3.1 Vocabulary Related to Sports and

Recreational Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

3.2 Th e Verb Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

3.3 Would Prefer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

3.4 Would Rather (I’d Rather...) . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

3.5 Stating a Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Expressing Likes and Preferences

BLO

CK

4 4.1 Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

4.2 Summary of Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . 135Describing Information About Objects, Activities, and People

VII

Overview

ENGLISH 4

Th is book is the fourth and last of four that compose a series designed to comply with the update of the syllabi for the program of the subject Lengua Adicional al Español (English). Th is subject corresponds to the curriculum of the General Baccalaureate 2009 program which incorporates a competence based approach, established by the Com-mon Curricular Framework or CCF (Marco Curricular Común, MCC in Spanish).

English 4 is one of the subjects that belongs to the communication area of the curriculum, along with two other subjects: Taller de Lectura y Redacción (Spanish Reading and Composition) and Informática (Computing). Ac-cording to the CCF, the area’s main objective is to promote in students the development of the following skills: critical reading, argumentation of ideas, and eff ective communication in the student’s native language and an additional language (in this case, English). Th is subject is taught in the fourth semester and its antecedents are the three previous courses of English, 1, 2 and 3, and the subject called Foreign Language taught in the basic educa-tion level (secundaria). Its purpose is to increase and consolidate the social practices of language, this is, what the expert users of the language do to interpret and produce oral and writt en texts, preserving the social function of such acts. Th e four courses of the English program focused on the competence based approach, don’t ignore pre-vious approaches, specially the communicative approach, which has been one of the most relevant ones.

Th e main goal of English 4 is to develop the communicative competence of the second language student by de-veloping linguistic communicative skills: oral and writt en production and listening and reading compre-hension.

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

VIII

English 4Th is book is divided into four blocks. Each one develops a particular theme, which is common in the life of our students, and is developed in specifi c contexts where communication and the use of language are performed naturally. In this way, the student develops his or her profi ciency by acquiring new vocabulary, reinforcing the knowledge of grammar structures learned previously and by developing linguistic skills with appropriate practice and evaluation.

BLOCK 1: DESCRIBING YOUR BEHAVIOR IN HYPOTHETICAL SITUATIONS

In Block 1, the teacher provides students with hypothetical situations about moral dilemmas so they can perform accordingly.

BLOCK 2: DESCRIBING EXPERIENCES

In Block 2, the teacher motivates students to narrate their travel experiences.

BLOCK 3: EXPRESSING LIKES AND PREFERENCES

In Block 3, the teacher provides learning situations that motivate students to describe their likes and preferences about leisure activities.

BLOCK 4: DESCRIBING INFORMATION ABOUT OBJECTS, ACTIVITIES, AND PEOPLE

In Block 4, the teacher provides learning situations that allow students to describe diff erent workplaces and pro-fi les of people who work there.

IX

Competencias genéricas del Bachillerato General

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

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

A continuación se enlistan las competencias genéricas.

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

Competencias disciplinares básicas del campo Comunicación

Competencias disciplinares básicasBloque de la LAE IV1 2 3 4

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

X X X

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

X X X X

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

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

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

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

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

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

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

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

X X X X

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

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

X X X

X

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

Warm Up

Competencies to be developed

Demonstrate your

knowledge, skills and

attitudes applied to real-life

situations as you develop the

disciplinary competencies

described in each block.

Find a detailed explanation of what are

the learning outcomes you are expected to

achieve at the end of each block.

Learning objects

Under the “Learning Objects” section you

will find a collection of structural and

notional items which are contextualized

according to the thematic unit in a logical

and pertinent sequence, giving the student

and teacher a clear direction to follow

throughout the block.

This section can be used as a

diagnostic evaluation that

will allow you to identify the

competences and knowledge

you already have in order to

begin the acquisition of new

knowledge and the

development of new skills.

How would you solve it?

Each block begins with a challenging learning situation that can be

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

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

that will help you to acquire knowledge and develop competences.

What do you have to do?

The activity sequence is based on a methodology to acquire

knowledge and develop the necessary skills to become competent.

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

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

results.

How do you knowyou did it well?

Rubrics are practical and

concrete tools that help you to

evaluate your performance

and continuously improve it.

Rubrics evaluate not only

knowledge, but also skills and

attitudes.

Sections of Your book

Rubrics

Learning situation

Activity sequence

Examples

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

examples that are designed to facilitate your learning.

Excercises

This proposed excercises will help you to consolidate your recently

acquired knowledge, through either real or hypotetical situations

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

reasuring throughout your learning process.

Wherever you see this icon (ICONO),

you will find audio material related to

that topic available at our academic

resources website.

You may listen to them directly online

or download them onto any electronic

mobile device in an mp3 format.

Beginning of the block

At the end of this blockthe student...

1


Applying your Knowledge

This section is designed so you can apply your knowledge to

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

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

improve your life in many ways.

Food for Thought

The purpose of this section is to enrich your knowledge with

additional data, related texts, and relevant information about the

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

different perspectives and contexts of the same data.

Learning activities

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

you to strengthen your knowledge and competences while doing

research

In this book you will find different suggestions

and activities you can use as learning evidence.

These products may be written texts, aural texts

as a result of oral presentations, or different

types of projects. It is important you remember

that besides presenting the product, you must

consider the performance indicators that will

determine the quality and accuracy of your

performance. We invite you to always aim for the

highest level.

These will help you to verify your perfor-

mance through the evaluation of the

projects, products or other evidences that

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

general this instruments are a criteria list

that will allow you to evaluate the learning

level, abilities, knowledge and performance

reached, based on a particular project.

these rubrics can be done in a personal or

coevaluative way.

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

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

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

your performance.

Choosing this book has granted you access

to our website where you can find additional

material such as audios, readings, vocabulary

games, and online tests that will help you in-

crease your knowledge, clarify some concepts,

and understand more complex grammatical

structures that are included in the English

Program syllabi in a quick and easy way.

Demonstrate your competence

Evidence portfolio Rubricswww.recursosacademicosenlinea-gep.com.mx

In addition, you will find a list of supplementary resources

and in some cases, vocabulary lists and glossaries.

other sections

Describing Your Behavior in Hypothetical Situations

1.1 Second Conditional

1.2 Modals Would, Could, and Might

1.3 Affi rmative and Negative Forms of Conditio-

nal Sentences

1.4 Interrogative Statements with Present Unreal

Conditional

1.5 First Conditional or Future Possible Conditional

1.6 Coordinating Conjunctions

1.7 So and Because

1B LO C K

n Locates main ideas within an aural or written text about topics related to moral

dilemmas.

n Describes, orally and in writing, personal characteristics and hypothetical

situations.

n Uses appropriate grammatical structures of the second conditional to describe

hypothetical situations.

At the end of this block, the student…

Learning Objects

Ingrid is going to fi nish high school soon and is thinking about what she is

going to do. She doesn’t know what to do, so she decided to write an e-mail

to her friend Xochitl who is about to enter the university to study Visual

Communication in a private university in Monterrey, NL. She writes to ask her

for advice. Read Ingrid’s message and then read Xochitl’s answer.

From: Ingrid Sepulveda [mailto: [email protected]]

Sent: Monday June 7, 2013 11:33 a.m.

To: Xochitl Zagal

Subject: Help!!

Hi Xochitl,

How are you doing? I hope you’re doing well, because I’m not. I desperately

need your advice. As you know, I will fi nish high school in two weeks and

the next step is to fi nd a good university where to study. I will fi nish high

school with very good grades. My fi nal average is 9.5, but my parents don’t

have enough money for me to study in a private university. I want to study

Marketing, but I don’t know what to do. What would you do in my case?

Regards,

Ingrid.

Students are able to:

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

ten message about texts that are related to moral dilemmas in a foreign language.

n Express ideas and concepts in coherent and creative compositions with clear

introductions, developments, and conclusions.

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

n Use autonomous learning strategies, using information and communication

technologies to obtain information about the use of the second conditional to

express hypothetical situations and use adjectives to describe people’s attitudes

and moral values.

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

express what they would do in a hypothetical situation.

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

and the communicative situation, as well as the formal elements of language

(punctuation, spelling, syntax, coherence, and cohesiveness).

n Evaluate a text by comparing the content of one with the content of others

according to their previous and new knowledge.

Competencies to be developed

Warm Up

4

BLOCK 1 Describing Your Behavior in Hypothetical Situations

1.1 Second Conditional

From: Xóchitl Zagal [mailto: [email protected]]

Sent: Monday June 7, 2013 7:15 p.m.

To: Ingrid Sepúlveda

Subject: Re: Help!!

Hi Ingrid,

I’m so glad to hear from you! =)

I’m fi ne and things are going well for me here in Monterrey. I arrived about a month

ago, a week after I graduated from high school and I am studying hard for the

admission exam. Fortunately, my family is able to pay the tuition for the school

I want. If they didn’t have the money, I wouldn’t study here. You know I didn’t fi nish

with very good grades =(, but I know that if I study hard, I will pass the exam.

I’m very happy to know that you are about to fi nish high school and that

your grades are good. If I were you, I would defi nitely do everything I could

to continue studying. If I had such good grades as you do, I would try to get a

scholarship or might ask about fi nancial aid. My fi nal average in high school was

8.7. If I had your fi nal average, I wouldn’t have to do an admission exam.

I think you should get in touch with the Admissions Offi ce at the universities

you are interested in and ask for information about this. Also, if I knew about

computers as much as you do, I could try getting a job at the university or work

independently doing nice presentations for companies, for example. That is

something you can do if you want to get a job.

I hope these ideas help you make a good decision. Don’t give up! I am sure you

will fi nd a solution to your problem. =)

Warm regards,

Xo.

COMPREHENSION QUESTIONS: Answer the following questions according to

what is said or implied in the e-mail messages you read.

1. Why does Ingrid write to Xochitl?

2. What is Ingrid’s problem?

3. What advice does Xo give to Ingrid?

4. How does Xo give her advice to Ingrid?

5. What advice would you give Ingrid, if you were her?

Instructions: Are the following sentences true or false?

Xochitl is about to fi nish high school. TRUE FALSE

Ingrid is about to fi nish high school. TRUE FALSE

Xo’s parents can pay her tuition in a private university. TRUE FALSE

Ingrid’s parents can pay her tuition in a private university. TRUE FALSE

Xochitl fi nished high school with very good grades. TRUE FALSE

Ingrid will fi nish high school with very good grades. TRUE FALSE

A. Structure of a Second Conditional SentenceLike a fi rst conditional, a second conditional sentence consists of two clauses, an “if ” clause and a main clause:

If clause main clause

If I had a car, I would travel all over Mexico.

Th e subjunctive form is used in the if clause. In most cases, the subjunctive form is the same as the simple past. For the verb be, however, were is used for all persons in formal English.

Th e second conditional (also called present / future unreal or conditional type 2) is a structure used in English for talking about unreal situations in the present or in the future. We will discuss how this structure is formed and when to use it.

Grammar Presentation

5


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

main clause if clause

I would travel all over Mexico if I had a car.

We use diff erent verb forms in each part of a second conditional:

if clause if + subject + simple past verb*

main clause subject + would + verb could Might

*Note that whatever the subject, the verb form of BE is “were,” not “was”:

If I were rich, I would travel around the world.It is important to notice that the subjunctive form in Spanish is the following: “Si yo fuera rico, viajaría por todo el mundo.” It is not translated “Si yo fui…”.

1.2 Modals Would, Could, and MightTh ese modals are used in the result or main clause of a second conditional sentence. Th e three are always followed by the SIMPLE FORM OF THE VERB.

Th ey vary in the intention of what you are trying to communicate:

Would indicates what you most surely think of doing in this present unreal situation. Could indicates that you would be able to do something. It expresses possibility (capacity, ability). Might indicates that you are not very certain of what you would do in this hypothetical situation.

Look at the following example of three possible results using the same cause:

If I won the lott ery, I would buy a house. (I am sure I would do this.) If I won the lott ery, I could pay my debts. (I would have the capacity, in this case, to pay what I owe.) If I won the lott ery, I might give some money to my brother. (Th is is a possibility, I am not sure.)

B. When to Use the Second ConditionalTh e second conditional is used to talk about things which are unreal (not true or not possible) in the present or the future – things which don’t or won’t happen:

EXAMPLES EXPLANATION

If I were you, I would apply for a scholarship.

I am not you - this is unreal.

Paula would be happy if Kathy came. Kathy will not come - that’s not going to happen.

If cats spoke, they would be able to tell you what they want. Cats are not able to speak - that’s impossible.

6


Imaginary conditions express ideas that the speaker thinks are unlikely to happen, are untrue, or contrary to fact. Th ey may be dreams and wishes, or they may express advice to others.

Match the “if clause” on the left, with its “result clause” on the right.

IF CLAUSE / DEPENDENT RESULT CLAUSE / INDEPENDENT

If I had a lot of money, I might walk him everyday.

If I were the ambassador, I would do exercise everyday.

If I owned a dog, I would be able to water the plant on the top

shelf.

If I were a little taller, I would love to talk to Francois.

If I spoke French, I could buy a large house in the suburbs.

If I had more time, I would make sure the President heard about

that issue.

Exercise 1

7


Choose the letter that best completes the sentences in the “if” clause, the result clause, or both.

1. What would you do if you the teacher?

a ) are b) were c) would be

2. If car drivers had to pay an extra tax to drive in cities, they their cars a lot less.

a ) used b) wouldn’t use c) would use

3. If public buses a good service, less people would use their cars.

a ) give b) gave c) would give

4. If you rich, where would you live?

a ) are b) were c) would be

5. If your boss you to work all weekend, what would you say?

a ) asked b) would ask c) asks

6. If I a car in a raffl e, I’d give it to my dad.

a ) win b) won c) didn’t win

7. If I went to New York, I the Statue of Liberty.

a ) visit b) visited c) would visit

8. If you me the money you owe me, I a ticket for the concert.

a ) paid …. buy b) would pay … could buy c) paid … could buy

9. I more exercise if I you. You’re getting fat.

a ) would do … were b) did … am c) can do … were

10. I him if I were you. He should know the truth.

a ) can tell b) would tell c) told

11. I to the hospital if I sick.

a ) go … felt b) would go … feel c) would go … felt

12. If my boyfriend / girlfriend me to change, I .

a ) asked … refuse b) asked … would refuse c) ask … refused

Exercise 2

Complete the following sentences with the correct structure. Make sure your sentence is logical. Change the verb

in parentheses to a past form in the “if clause” and use would + the simple form of the verb in parentheses in the

“result clause.”

1. If Jerry _____________ (be) here, he _____________________ (buy) something for supper.

2. It _____________ (be) nice to go for a walk if the rain ___________________ (stop)!

3. I __________________ (sing) you a song if I ___________ (have) my guitar.

4. If I ____________ (have) a sweater, I ______________________ (not feel) so cold.

5. If this tent _________________ (be) smaller, one of us __________________ (have to sleep) outside!

6. I ____________________ (take) my bathing suit if I __________________ (be) sure there is a swim-

ming pool in the hotel.

7. If I _______________ (not be) so hungry, I ___________________ (share) my sandwich with you.

8. If my teacher _______________ (have) a car, she _________________ (not ride) the bus to school.

9. If Mexico ________________ (hire) more police, there _______________ (be) less crime.

10. If Marie ___________ (know) about computers, she ______________ (get) a job at the computing lab.

Exercise 3

8


Look at the following hypothetical situations and answer the questions. Use the appropriate modal auxiliary in the result clause (would, could,

or might). Follow the example.

Example: Tom isn’t rich. He can’t travel around the world.

Is Tom rich? No, he isn’t.

Can he travel around the world? No, he can’t.

But… if Tom were rich, what could he do?

If Tom were rich, he could travel around the world.

1. My sister is 14 years old. She can’t drive me to school.

Is my sister 18 years old? .

Can she drive me to school? .

But… if my sister were older, what could she do? .

2. Bruno’s father doesn’t have a job. He can’t pay Bruno’s tuition.

Does Bruno’s father have a job? .

Can he pay Bruno’s tuition? .

But… if Bruno’s father had a job, what could he do? .

3. Mr. Pearson is fat, but he doesn’t do exercise. He may not lose weight fast.

Does Mr. Person do exercise? .

Will he lose weight fast? .

But… if Mr. Pearson did exercise, what might happen? .

4. Your dad didn’t give you permission to go to the party.

Did your dad give you permission to go to the party? .

Will you go to the party? .

But… if your dad gave you permission, what would you do? .

Exercise 4

9


5. The dress is not your size. You will not buy it.

Is the dress your size? .

Will you buy it? .

But… if the dress were your size, what would you do? .

6. We don’t have an antenna. We can’t watch the soccer game.

Do we have an antenna? .

Can we watch the game? .

But… if we had an antenna, what could we do? .

7. It’s raining. We don’t have an umbrella. We will get wet.

Is it raining? .

Do we have an umbrella? .

But… if we had an umbrella, what wouldn’t happen? .

8. It’s Sunday. The library isn’t open.

Is it Sunday? .

Is the library open? .

But… if it weren’t Sunday, where would we go? .

9. Bella doesn’t love Jacob. She won’t marry him.

Does Bella love Jacob? .

Will Bella marry Jacob? .

But… if Bella loved Jacob, what might she do? .

10. I don’t have a cell phone. I can’t call my friend Sam now.

Do I have a cell phone? .

Could I call my friend now? .

But… if I had a cell phone, what could I do? .

10


Reading and Listening

“If I were a millionaire…”

Listen to the following conversation between two friends, Antonio and Manuel, who have just bought a lott ery ticket. Read along as you listen.

Antonio: Well Manuel, I think this time I will have bett er luck.

Manuel: Yeah, I hope so. What would you do with two million dollars if you won?

Antonio: What would I do? Well, If I won two million dollars, I would buy a nice big house.

Manuel: Really? Would you buy a house in a big city?

Antonio: Oh no! If I liked to live in a big city, I would buy the house there, but I don’t like living in big cities. I prefer a house on the beach. And you, what would you do with a million dollars?

Manuel: If I had a million dollars, I would also buy a house, but a small house with a big garden.

Antonio: I think two million dollars is a lot of money. Aft er buying the house, I think I might take a long vaca-tion and then I could start a business.

Manuel: What kind of business?

Antonio: I’ve always wanted to have a hotel. So if I were able to buy a big and nice piece of land near the ocean, I might build a small hotel there. How about you? What else would you do with all that money?

Manuel: Well, I might quit my job, and I could open a restaurant.

Antonio: Th at sounds great!

Manuel: So… now we just have to wait. By the way… can I borrow some money for the bus home?

Antonio: If you won the lott ery, I think the fi rst thing you could do is buy a car, don’t you think so?

Answer these questions.

1. Are Manuel and Antonio millionaires?

2. Does Antonio have a big house? Does he have a hotel?

3. Does Manuel have a small house? Does he have a restaurant?

4. Do they have a million dollars?

5. What are they talking about?

6. What would happen if they won the lott ery?

7. Where would Antonio buy a house if he won the lott ery?

8. What would you do if you won two million dollars in the lott ery? Discuss your answer with a partner.

11


1.3 Affi rmative and Negative Forms of Conditional Sentences

Cause / Condition Clause Result Clause

If Subject Verb Past Tense Form Complement Subject

WouldCouldMight

Verb Simple Form Complement

If I were a millionaire, I would buy a big house.

If I had enough money, I could invest it in a business.

If we won the lottery, we might quit our jobs.

If I weren’t a responsible student, I wouldn’t do all my homework.

If he didn’t have a car, he couldn’t give me a ride home.


Learning Situation 1

Talking about imaginary situations

Competence: Th e student can express and describe clearly what he or she would do in imaginary situations.

Activity Sequence 1

1. Read the following conditions.

2. Individually, write an imaginary result related to the conditional situations. Follow the example.

3. Th en, share your answers with a classmate.

Example: If I had a computer, I would fi nish my homework faster.

1. If I studied in another city,

.

2. If I were in Acapulco,

.

3. If I played the guitar as well as a rock star does,

.

4. If our school spent more on sport activities,

.

5. If Joanne spoke less on her cell phone,

.

12


6. If Julio spent more time with his family,

.

7. If Tom and Jane controlled their expenses a bit bett er,

.

8. If you invested some time into learning how the Internet works,

.

9. If our company opened an offi ce in Los Angeles,

.

10. If Carol didn’t take the job at the travel agency,

.

Now, write a logical condition to the following results.

11. I would travel around the world if .

12. My brother would go to parties with me if .

13. Mr. Jones wouldn’t be so sad if .

14. Georgett e wouldn’t be so overweight if .

15. We would go to the excursion if .

For example:

Question Answer

What would you do if you had a computer? I would do my homework faster.

What instrument would you play if you took music lessons? I might play the piano.

Who would you invite to the concert if you were going? I might invite you.

When would you like to travel to Europe if you had the money? I would like to travel in the summer.

Question + would + subject + VSF + if + subject + verb past form + complement? Word could (What, who, might where, when, how, etcetera)

We can also use conditional when we ask questions (interrogative statements). Th ese questions usually ask the person about the result and establish the condition. Look at the following examples:


1.4 Interrogative Statements with Present Unreal Conditional

13



Giving Advice: What would you do if…?

Competence: Th e student can express and describe clearly what he or she would do in imaginary situations and give simple advice.

Activity Sequence 2

1. Read the introductory text. 2. Ask two people you trust what they would do about the given situations. 3. Work with a partner and share your answers. 4. Compare answers and indicate if they were similar or diff erent.

What would you do if…?Sometimes, when we don’t feel well, we don’t know what to do. We usually ask someone we trust for advice. For example, you may ask your grandmother what she would do if she had a sore throat. She might answer, “If I were

Although you can also contract other pronouns, like we, they, it, these are not usually contracted, but it wouldn’t be a

mistake if you did.

It is very common to reduce expressions in English by using an apostrophe (’).

Some pronouns can be contracted with the auxiliary verb would as follows:

I would I’d

You would You’d

He would He’d

She would She’d

Food for Thought

Read the following questions about possible, but unreal situations. Then, give a logical answer. Next, work in pairs.

Share your answers with your classmate and read his or her answers.

1. What car would you buy if you had 200,000?

.

2. Where would you go to if you had vacation?

.

3. What movie would you rent if you had time to watch one?

.

4. What concert would you go to if you could buy the tickets?

.

5. What actor would you like to meet if you were in Hollywood?

.

Exercise 5

14


you, I would take a spoonful of honey with lemon.” If you asked your neighbor, who is a nurse, she may an-swer,” If I were you, I would take an aspirin.” Here are some questions for you to ask two people you trust. Write their suggestions on the following lines.

Questions

1. What would you do if your boyfriend or girlfriend gave you a puppy?

Person 1:

Person 2:

2. What would you do if your neighbor made a lot of noise at night?

Person 1:

Person 2:

3. What would you do if your sister / brother put on your favorite T-shirt?

Person 1:

Person 2:

4. What would you do if you forgot your mother’s birthday?

Person 1:

Person 2:

5. What would you do if you didn’t understand your teacher?

Person 1:

Person 2:

6. What would you do if you lost your English book?

Person 1:

Person 2:

7. What would you do if you had a stomachache because you ate too much?

Person 1:

Person 2:

8. What would you do if you got up late for school?

Person 1:

Person 2:

9. What would you do to lose weight fast?

Person 1:

Person 2:

10. What would you do if your parents tell you to leave your boyfriend / girlfriend?

Person 1:

Person 2:

15



Asking questions about imaginary situations

Competence: Th e student can solve and complete exercises related to imaginary situations.

Note that the “If clause” can contain the subjunctive in the form of the past continuous.

n If I were still living in Ciudad Juarez, I would commute by bus to El Paso.

n If your friend Dessy were coming, she would be here by now.

n If my neighbors were thinking of selling their beautiful home, I would want to buy it.

Note that the main clause can contain would, could, or might.

1. If I had the chance to do it again, I would do it differently.

2. If we convinced them to go for lunch, we could go to that new restaurant and close the deal.

3. If I spoke to the client face to face, I might persuade him.

Sometimes the ‘if clause’ is implied rather than spoken.

n What would I do without you? (It is implied that you are here with me, but the situation that I am establishing is

“if you weren’t here”.)

n Where would I get a telephone card at this time of night? (“if I wanted one”)

n He wouldn’t agree. (“if I asked him”)

Food for thought

16


Activity Sequence 3

1. Read the following questions.

2. Individually, answer the question with an imaginary result related to the conditional situations. Follow the example.

3. Th en, share your answers with a classmate.

Write your personal opinion answering the following questions. Follow the example.

Example: What would happen if the North Pole began to melt?

If the North Pole began to melts the world might be in serious trouble.

1. What would happen if Communism disappeared in Cuba?

.

.

2. What would you do if you were the president of Mexico?

.

.

3. What would happen if China became a democratic country?

.

.

4. What would the United States do if Mexican workers didn’t go to work in the American fi elds?

.

.

5. What could you do if you spoke English perfectly?

.

.

Look at the following examples.

If you are late to the theater, you will not be seated until intermission. If you take the 8 a.m. fl ight to New York, you don’t have to change planes. If you mix ammonia and chlorine bleach, you will create a smelly, dangerous solution.

First Conditional or Future Possible ConditionalIn Book 3 we learned how to express future possible conditional sentences. Th is is a review of that. Th ey are used to express present conditions that will, may, or can give a result in the future.

Grammar Review

1.5 First Conditional or Future Possible Conditional

17


First vs. Second Conditional Sentences

Future Possible vs. Present Unreal

What do these conditionals mean? According to the conditional sentence, decide whether the sentence A or B is true.

1. If I spoke Portuguese, I would have less trouble in Brazil.

a. I speak Portuguese. b. I have trouble in Brazil.

2. The Senator will help with the negotiations if she stays another year.

a. We don’t know if the Senator will stay another year.

b. We know that the Senator will help with the negotiations.

3. If Alice weren’t already a department head, I would recommend her promotion.

a. Alice is the department head. b. I don’t respect Alice.

4. Mary Lou said, “If he were me, he would quit the Navy.”

a. I am in the Navy. b. I am giving Dick some advice.

5. If Atlanta were an older city, it would have some historical sites.

a. Silicon Valley has a lot of historical sites.

b. Most of Atlanta was built in the last 100 years.

6. If I weren’t on a diet, I’d have the chocolate cake for dessert.

a. I’m overweight. b. I will have the chocolate cake for dessert.

7. If you leave your computer on overnight, it won’t harm the CPU.

a. It’s OK to leave your computer on overnight.

b. The CPU will be OK if you don’t turn off your computer at night.

8. You will prolong the life of your car if you change the oil and the oil fi lter often.

a. Changing the oil and the oil fi lter is good for your engine.

b. Changing the oil or the oil fi lter is not important.

9. I’ll drive if you rent the car.

a. We’ll share the expenses. b. We’ll share the driving.

10. Charles will drown if we don’t do something right now!

a. Charles is dead. b. We can help Charles.

Exercise 6

Now, think about yourself: your own experience, your own likes, dislikes, preferences, etc. Answer the questions

using conditionals. If you want, add a comment or an explanation to your answer.

Example: Your boyfriend / girlfriend wants to get married next month.

What would you tell him / her?

If my boyfriend wanted to get married next month, I would refuse to his proposal. I am very young to get married.

1. You have to give up something you like. What would it be?

.

.

.

Exercise 7

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