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Presentation
4
5
6
7
Learning progressions
1. Participate by representing real or fictional situations, among other strategies, to interpret the verb
form used to, which describes past customs or habits, encouraging students to reflect on the practices
and customs of diverse contexts.

2. Use the past participle of regular and irregular verbs to structure oral and written expressions in
different tenses through various strategies, such as creating travel itineraries.

3. Choose the modal verbs must or have to to express responsibilities and obligations by creating a “to-do
list,” among other strategies.

4. Use the modal verbs should and ought to to make recommendations to peers, family, the community,
and within their context, through role-play and other strategies. This practice helps students enhance
their language skills.

5. Practice expressing polite and formal ideas and requests in the future using the modal verbs would and
will by creating storyboards, among other strategies.

6. Employ the simple future tense with the auxiliary will and future time expressions like tomorrow, next
year, tonight, and after class in affirmative forms to express future predictions, using story construction
and other strategies.

7. Practice the simple present tense to reinforce oral and written expression of habits, routines, facts, and
feelings through summarization and other strategies.

8
8. Use the zero conditional to discuss cause-and-effect events and daily life situations by creating
infographics, among other strategies.

9. Practice the first conditional to discuss present situations that may have future consequences or
effects by creating posters and using other strategies.

10. Use adverbs such as yet, already, just, recently, lately, ever, and never to construct expressions about
past events that may or may not continue into the present, with clarity and coherence, by creating a
songbook, among other strategies.

11. Group regular and irregular verbs in the past tense to identify their use in past and present perfect
expressions by creating videos or brochures, among other strategies.

12. Apply the second conditional to express and give advice in hypothetical situations using timelines and
other strategies.

13. Identify demonstrative adjectives such as this, that, these, and those to describe objects with defined
characteristics through flyers (informative leaflets) and other strategies.

14. Construct affirmative expressions in the passive voice in both present and past tenses to emphasize
the object or person receiving the action rather than the doer, by using graphic organizers and other
strategies.

15. Select different uses of the prepositions since and for to express past experiences, actions, and
situations that began in the past and continue into the present (present perfect) through comic strips
and other strategies.

9
Strategies for collaborative work
Strategie 5E
It is a strategy used in education for collaborative work and project design, it consists of:

Divide and conquer

It consists of not seeing a project as a unit, but as a series of stages that can be developed individually
and then integrate and present the findings found. Below are the steps to follow.

10
Contents
Unit 1. Building blocks of past, present, and future actions.
The verbal form of “used to” (P1)
The past participle of the regular and irregular verbs (P2)
The modal verbs “must & have to” as obligations and responsibilities (P3)
The modal verbs “should & ought to” as recommendations (P4)
The modal verbs “would & will” to make formal and polite requests (P5)
Simple future “will” with time expressions (P6)

Unit 2. Essentials of present tense and conditional forms.

Simple present practice and review (P7)
The zero conditional and its use (P8)
The way we use the frist conditional (P9)
Yet, already, just, recently, lately, ever, never (P10)
The difference between the past and present perfect (P11)

Unit 3. Exploring hypotheticals, descriptions, and the perfect tense.

The second conditional and its use (P12)
Demonstrative adjectives “this, that, these, those” (P13)
Passive voice in present and past (P14)
Reviewing “for and since” with present perfect (P15)
Making reports in present perfect (P16)

11
12
Learning goals:
◼ LG4. Comprehends every day and general oral expressions (basic information about himself/herself
and his/her family, shopping, places of interest, occupations, among others) Makes sense of oral
information in and its terms about aspects of the past and his/her environment, as well as issues
related to his/her diverse needs.
◼ SG4. Communicates orally in a correct way with frequently used expressions (basic information about
him/herself and his/her family, shopping, places of interest, occupations, among others). Can interact
with others and engage in conversation about aspects of his/her past, future and environment, as well
as issues related to his/her diverse needs.
◼ RG4. Interprets texts of diverse topics, writings and daily expressions of frequent use (basic information
about the family, shopping, places of interest, occupations, notes, among others). Selects written texts
that interest him/her, encouraging the pleasure of reading about aspects of his/her environment, as
well as information related to school subjects.
◼ WG4. Writes short texts and correctly and coherently writes frequently used topics (basic information
about him/herself and his/her family, shopping, places of interest, occupations, tasks, among others).
Writes about diverse aspects with appropriate conjugation of tenses, punctuation and grammar.

Learning progressions:
1. Participate by representing real or fictional situations, among other strategies, to interpret the verb
form used to, which describes past customs or habits, encouraging students to reflect on the practic-
es and customs of diverse contexts.
2. Use the past participle of regular and irregular verbs to structure oral and written expressions in
different tenses through various strategies, such as creating travel itineraries.
3. Choose the modal verbs must or have to to express responsibilities and obligations by creating a
“to-do list,” among other strategies.
4. Use the modal verbs should and ought to to make recommendations to peers, family, the commu-
nity, and within their context, through role-play and other strategies. This practice helps students en-
hance their language skills.
5. Practice expressing polite and formal ideas and requests in the future using the modal verbs would
and will by creating storyboards, among other strategies.
6. Employ the simple future tense with the auxiliary will and future time expressions like tomorrow,
next year, tonight, and after class in affirmative forms to express future predictions, using story con-
struction and other strategies.

13
Presentation
In the following learning unit of the English book 4, and the following 6 progressions of the current study
program are developed so you may learn the use of past forms and modal verbs among other grammar forms,
using the affirmative, negative and interrogative forms, through representations and presentations, to narrate
short stories creating role plays talking about past anecdotes, agendas, itineraries and the elaboration of
comics. And learn to differentiate the modal verbs, managing the vocabulary to compliment the new language
acquisition.

14
Respond to every day questions.
1. What do you usually do on the weekends?
2. How do you get to school or work each day?
3. What is your favorite type of food, and why?
4. What hobbies or activities do you enjoy in your free time?
Answer the questions with complete sentences.
1. Did you use to watch the soccer match?
2. What must you do over the weekends?
3. Should you visit your grandparents every week?
4. Why would Melanie be late for her piano class?
5. Where will they study next year?
Match the Sentences with the Correct answer.
1. You finish your homework before you go out. a) should
2. She call her grandmother more often. b) ought to
3. I like to have some coffee, please. c) would
4. They wear uniforms at their school. d) must
5. You see a doctor if you’re feeling sick. e) have to

Complete the irregular verb chart with the past and past participle forms and write 10 of your own.
Base form Past simple Past participle
Done
Sink
Hid
Broken
Grown
Bring
Rode
Cut
Bet
Teach
Fell
Made
Eat
Shooke
Send
Risen
15
 The verbal form of “USED TO”
ˆ WarmUp
Let’s remember things we did as children against what
Opening our parents did, use as many verbs in the past tense
as you can. Write all the verbs you use.

ˆ Grammar
Development

16
Fill in the blanks with the correct form of “used to.”
1. When I was a child, I (play) outside all day.
2. She (not/like) broccoli when she was younger.
3. (you/live) in the countryside before moving to the city?
4. We (go) to the beach every summer when we were kids.
5. My grandparents (not/have) a television when they were young.

Writing
Now write your own examples.
1.
2.
3.
4.
5.

Listening
Listen to the audio then read it and underline used to in affirmative with blue, used to in negative with red,
and used to in interrogative in green.
A simple life
A few days ago, talking with my grandparents they told me they used to live on a small farm in the
countryside. They used to wake up early every morning to tend to their animals and crops. My
grandmother used to bake fresh bread every day, and the whole house smelled wonderful. They
used to have a cow, and my grandfather used to milk it every morning. However, they didn’t use to
have a tractor, so all the farming was done by hand.
One day, I asked them, “Did you use to have a car back then?” My grandfather smiled and said, “No,
we didn’t use to have a car. We used to walk everywhere or ride our old bicycle.”
Now, they live in the city, and they don’t do those things anymore. But they often remember about
how they used to enjoy the simple life on the farm.

17
 Writing
Write your own sentences using “used to” based on the sentences.
1. A hobby you had in the past but no longer do.
I
2. A food you didn’t like as a child but do now.
I
3. A place you lived when you were younger.
I
4. An activity your family did together in the past.
We
5. A person you were friends with but lost contact with.
I

Closing

Writing
Now when you go home ask your parents or grandparents about what they used to do and write a short
story with that information.Print a picture of that activity and paste it here.

18
The past participle of the
regular and irregular verbs
ˆ WarmUp Opening

Listen to the following monolog then use the flash cards on page # and see how many of them do you
know.

When we talk about the past participle form of verbs in English, there’s a clear difference between
regular and irregular verbs.
Regular verbs are quite straightforward—they follow a consistent pattern. To form the past
participle, you simply add -ed or -d to the base form of the verb. For example, the verb “walk”
becomes “walked”, “need” becomes “needed” and “love” becomes “loved”. This pattern makes
regular verbs easy to predict and learn.
On the other hand, irregular verbs are different because they don’t follow this pattern. Each
irregular verb has its own unique past participle form that often needs to be memorized. For
example, “go” becomes “gone,” “eat” becomes “eaten,” and “write” becomes “written.” These
forms vary widely and don’t have a set rule for their endings, making them a bit trickier to
master.
In summary, the main difference lies in the formation: regular verbs add -ed or -d to create
the past participle, while irregular verbs have unpredictable forms that must be learned
individually.

Writing

Write the verbs you do not recognize from the flash verbs.

Writing
Now write sentences with those verbs..
1.
2.
3.
4.
5.
19
 ˆ Grammar

Development

20
 Reading Listening
Listen to the audio and underline the words you do not understand, afterwards talk about the tenses in
bold letters.
Mr. Jenkins’ Trip to England
Mr. Jenkins is currently preparing for his trip to England. He has planned this journey for months,
and everything is finally coming together. His flights have been booked and his accommodation
has been reserved at a beautiful hotel in London.
As he is packing his suitcase, he is checking his list to ensure he hasn’t forgotten anything. His
passport has been renewed, and all necessary documents have been printed and placed in a
folder.
When he arrives in England, his itinerary is filled with exciting activities. He has been wanting to
visit the British Museum, and now his dream is being fulfilled. The entire trip has been organized
meticulously to ensure that he makes the most of his time there.
Mr. Jenkins is looking forward to exploring new places, meeting new people, and experiencing all
that England has to offer.

Writing
Now write a short itinerary for your next trip, do not be afraid to use your imagination.

21
 ˆ Vocabulary
Mixed tenses, match the letters with the numbers

1. She is A. prepared in advance.

2. They have B. being baked in the oven.
3. The cookies are C. decided to take a vacation.
4. The invitations have been D. delivered to all guests.
5. The meeting has been E. talking on the phone.

Closing

Speaking
With the whole group talk about the activity.
1. Do you like to use itineraries? Why?

2. Why is it important?

3. Were they similar?

4. Do you know how to make an itinerary?

Write your itinerary for the week.

22
The modal verbs “must & have to” as
obligations and responsibilities
ˆ WarmUp Opening
Look at the pictures and comment with your classmates, what activities do you like to do and which ones
you do not like, give your reasons why.

Listening
Listen to the conversation and discuss if there is any resemblance at your house.
Wilma: Toby, you must clean your room today. It’s getting really messy.
Toby: Do I really have to? I was planning to play video games.
Wilma: Yes, you have to. Keeping your space tidy is important.
Plus, you must finish your homework before dinner.
Toby: I know, but do I have to do it now?
Wilma: Yes, you must. And after that, you have to take out the trash. It’s your turn this week.
Toby: Okay, I get it. I’ll start with my room and then do the rest.

23
Development
ˆ Grammar

Fill in the blanks with either “must” or “have to” (use the correct form).
1. You finish your homework before you go out to play.
2. She wear a uniform to school every day.
3. We be quiet during the exam; it’s a strict rule.
4. He take his medicine three times a day, as prescribed by the doctor.
5. You not smoke inside the building; it’s against the law.
24
 Reading Listening
Listen to the audio, then listen to it again. Underline the professions and circle the verbs in past participle.
School Rules
“Good morning, students. I want to take a moment to remind everyone about some important rules
we must all follow here on school grounds. First and foremost, you must respect your teachers
and fellow students at all times. This is not just a suggestion; it is essential for maintaining a
positive and safe learning environment.
Now, let’s talk about safety. You must wear your school ID badges every day. This helps us ensure
that everyone on campus is supposed to be here. If you forget your badge, you have to get a
temporary one from the office before attending your classes. It’s a small task, but it helps keep
our school secure.
There are also some things you must not do. For example, you must not use your phones during
class. It’s disruptive and takes away from your learning experience. If you’re caught using your
phone, it will be confiscated, and you will have to pick it up from the office at the end of the day.
Additionally, you must not bring any prohibited items to school, like sharp objects or anything that
could be considered dangerous. If you do, there will be serious consequences, and you have to
understand that these rules are in place to protect everyone.
Finally, while we encourage participation in extracurricular activities, you do not have to join
every club or team. Choose the ones that genuinely interest you and balance your time wisely.
Remember, your studies come first.
Let’s all work together to make our school a place where everyone feels safe, respected, and
ready to learn. Thank you.

Closing

Speaking
Talk about this topic, is this similar at your school, what is different? Take notes.

25
 Children and teenagers obligations and rights
Rights of children and teenagers
◼ Right to education. Ensures that all children have access to free and compulsory education.
◼ Right to health. Children are entitled to the highest attainable standard of health and access
to health care services.
◼ Right to protection. Protects children from all forms of abuse, neglect, exploitation, and
violence.
◼ Right to identity. Ensures that children have the right to a name, nationality, and family ties.

Obligations of children and teenagers

◼ Obeying laws. Children and teenagers are required to follow the laws of their country,
including attending school, respecting others’ rights, and adhering to age-appropriate
responsibilities.
◼ Respect for parents and guardians. While parents have duties towards their children,
children also have the obligation to respect their parents or guardians.
◼ Educational duties. Attending school and participating in education are often legally
mandated obligations for minors.

Conclusion
Civil laws regarding children and teenagers vary by country, but they generally cover a range of
rights designed to ensure their safety, well-being, and development. These laws are complemented
by international agreements like the CRC, which provides a framework for the protection of
children’s rights globally.

Do you think something is missing? Make a group discussion with your teacher and write a couple of
obligations and rights as a result of this exercise, and fill in the chart.

26
 Natural Resources, do we take care of them…?
Teenagers play a crucial role in the stewardship of our natural resources, and getting involved is
both impactful and educational. They can start by participating in local environmental groups or
school clubs that focus on conservation efforts. Simple actions like organizing clean-up drives,
promoting recycling programs, and advocating for reduced plastic use can make a significant
difference.
Additionally, teenagers can educate themselves and others about sustainable practices, such
as conserving water and energy at home. By using social media, they can raise awareness and
inspire their peers to adopt eco-friendly habits. Volunteering for tree-planting initiatives or joining
campaigns to protect local wildlife are also excellent ways for teenagers to contribute.
Ultimately, by taking these small but meaningful steps, teenagers can help ensure the preservation
of our natural resources for future generations, while also developing a lifelong commitment to
environmental responsibility.

Make a list for each column.

Now make a group conclusion, then create a poster and share it with your school.

27
 The modal verbs “should & ought to”
as recommendations.
ˆ WarmUp
Opening
These are some problems that teenagers suffer from. Match the pictures to the problems, then place them next
to the category in which you think they belong.

Physical health issues.

Mental health issues.

Lifestyle-related conditions.

Chronic conditions.

28
 Listening
Listen to a doctor’s lecture on teenage health problems underline the words you do not know and look
for them on the internet.

“Good afternoon, everyone. Today, I want to touch on a few important health topics that are
especially relevant to you as teenagers.
You might be dealing with common colds, flu, or allergies—these are normal, but it’s important to
take care of your immune system. Regular exercise, a balanced diet, and good hygiene habits can
help keep you healthy. If you have conditions like asthma or acne, managing them with the right
treatments and lifestyle choices is important.
This topic is just as important as your physical health. Many of you may experience stress, anxiety,
or even depression due to school pressures, social situations, or just the challenges of growing
up. It’s okay to feel this way, but don’t keep it to yourself. Talk to someone—a friend, a teacher, or a
counselor. Taking care of your mental health will make a huge difference in your overall well-being.
What you do every day, like your sleep habits, diet, and whether or not you exercise, can have long-
term effects. Poor choices can lead to obesity, substance abuse, or sleep disorders. So, make
conscious decisions to live a healthier lifestyle. Remember, your habits now will impact your future.
Some of you might have conditions like diabetes, hypertension, or even something more serious
like a heart condition. It’s crucial to manage these with proper medical care, a healthy diet, and
regular check-ups. Even if you don’t have a chronic condition, understanding these issues can
help you support friends who do and keep you aware of your own health risks.
Remember, taking care of your health now sets the foundation for a healthier future. Don’t hesitate
to seek help or ask questions; “your health is worth it.” Thank you.

Writing
Write a paragraph to comment about the topic you just heard in the audio and show it to your teacher so
he/she may help you if needed.

29
 ˆ Grammar
Development

Listening
Listen and repeat.
1. You should study hard for the exam.
2. You ought to wear sunscreen when you’re out in the sun.
3. You should return library books on time.
4. You ought to take more breaks during long work hours.
5. You should listen carefully to the instructions.

30
 Writing
Use the words in the parenthesis to create sentences using “should” or “ought to”.
1. (study hard / exam)

2. (wear sunscreen / sun)

3. (return library books / on time)

4. (take more breaks / long work hours)

5. (listen carefully / instructions)

Closing

Make a digital banner or poster to make your school aware of these problems ask your teacher to check
it before you share it on facebook or instagram.

31
 The modal verbs “would & will”
to make formal and polite requests
ˆ WarmUp
Opening
Look for the vocabulary words and look for the meaning of the ones you do not understand

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

chicken nuggets hotdog sausage nutrition

french fries bacon muffin beef
onion rings drive through combo bun
soft drink condiments menu dressing
takeout franchise eatin biscuit
smoothie beverage soda fountain drinks
coffee slushie hash browns burguer
32
 Speaking
Talk about your favorite fast food and your least favorite one try to use the vocabulary in the soup letter,
and what would you like to eat or when will you go.

Listening
Listen to the conversation and answer the follow questions.
Customer: Good afternoon. I would like to place an order, please.
Employee: Of course! What can I get for you today?
Customer: I will have a cheeseburger with no pickles and large fries. Also, could you please
make sure the fries are fresh?
Employee: Certainly. Would you like anything to drink with that?
Customer: Yes, I would like a medium soda, please.
Employee: Got it. Your total will be $8.50. It will be ready at the window shortly.
Customer: Thank you. I would appreciate it if you could make the burger extra hot.
Employee: Absolutely, we’ll make sure everything is prepared just as you requested. Have a
great day!
Customer: Thanks, you too!

1. What does the customer ask for?

2. Would you change the order?

3. What will the employee do for the customer?

Speaking
Make your own conversation with a class mate and make 3 questions for the group about your
conversation.
Employee:
Customer:
Employee:
Customer:
Employee:
Customer:

33
 ˆ Grammar
Development

Listening
Listen to the following sentences and repeat them.
Affirmative Forms:
“Would” is followed by the base form of the verb (e.g., “would go”).
“Will” is also followed by the base form of the verb (e.g., “will see”).
Negative Forms:
“Would not” or “Wouldn’t” + base verb (e.g., “I wouldn’t know.”)
“Will not” or “Won’t” + base verb (e.g., “She won’t attend the meeting.”)
Interrogative Forms:
“Would” is used to form questions (e.g., “Would you like some tea?”)
“Will” is used to form questions about the future (e.g., “Will you join us for dinner?”)

34
 Speaking
With your class neighbor read each sentence out loud from exercises 1 and 2, follow the instructions
Exercise 1:
Each sentence contains a mistake with the use of “would” or “will”. Identify and correct the mistake
1. I will have gone to the store if I had known you needed something.
2. She would be excited if she will win the contest.
3. They will help you with your presentation if you asked them.
4. If I see him, I would give him your message.
5. I would finish the report by tomorrow if I will have more time.
Exercise 2:
Choose the correct option to complete each sentence.
1. He said he _______ finish the report by Friday.
a) would b) will
2. _______ you help me with this task?
a) Would b) Will
3. I _______ be there on time if the traffic is light.
a) would b) will
4. We _______ go to the beach if it’s sunny this weekend.
a) would b) will
5. She _______ love to visit Paris one day.
a) would b) will

Closing

Now sum everything up think on some characters and create a comic on page # and make sure to cut it
out, ask the teacher to check it so the whole group make either a comic book or comic posters to share
with the school. GOOD LUCK!!!

35
 Simple future “will” with time expressions.
ˆ WarmUp
Look at the pictures, which ones can you identify and which ones have
Opening you used. Match the numbers with the pictures.

1. Bull Cart 4. Boat 1. Bicycle 1. Horse Wagon 1. Ship

2. Motorcycle 5. Scooter 1. Bus 1. Air Balloon 1. Sailboat
3. Helicopter 6. Subway 1. Car 1. Truck 1. Airplane

ˆ FollowUp
Now make 5 sentences and use the means of transportation that you will travel in someday if it is not
among the pictures, do not be afraid to look for it on the internet.
Example: One day I will travel to Europe in a hot air balloon and ride a motorcycle to visit different
countries.

1.
2.
3.
4.
5.

36
 Listening
Listen to Sir Phineas Frog as he takes you on a trip of imagination. Underline the words you do not
understand and look for them on the internet or in a dictionary.
Sir Phineas Frog and the Hot Air Balloon Trip
“Good day, esteemed friends! As you know, I am a man of precision, and my next grand adventure
shall be no different. I will embark on a journey around the world in a hot air balloon, a feat of daring
and determination!
I will rise with the dawn, setting off on this extraordinary expedition at precisely six o’clock
tomorrow morning. The winds will carry me across vast lands and mighty seas. By next week, I will
have crossed the English Channel and the Alps.
In two weeks’ time, I will be floating above the deserts of Africa, marveling at the endless golden
sands below. As the days turn into weeks, I will reach the Orient, where I will greet the rising sun
from the skies above. By the end of the month, I will have circled the globe and returned to London,
having completed the journey in record time.
This voyage will be a testament to the power of human ingenuity and the indomitable spirit of
adventure. I will show the world that no challenge is too great when one is determined to succeed.
Mark my words, my friends, this will be a journey unlike any other!”

Writing
Write about what you would change while you imagine that it is your trip and what type of transportation
will you use. Then show it to your teacher so he/she may help you if needed.

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 ˆ Grammar
Development

Listening
Here are some examples using the simple future with the auxiliary “will” and future time expressions in
their affirmative form to express future predictions. Listen and repeat.
“It will rain tomorrow, so don’t forget your umbrella.”
“She will graduate from university next year.”
“They will watch the new movie tonight.”
“I will meet you at the café after class.”
“We will start the new project next week.”
“The bus will arrive in a few minutes.”
“We will go hiking this weekend.”
“He will finish the report by the end of the day.”
“You will receive your package soon.”
“They will probably live in a different country in 10 years.”
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 Closing

Make a collage to express what you expect in the future, then present it to the whole group.

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 Read and answer thw following questions.

Explaining Interculturality in Mexico

In the colorful city of Oaxaca, a young student named Beelia (which means “Star” in zapotec
language) walked through the busy streets filled with people from various backgrounds. Her
school was hosting an intercultural festival, where students were encouraged to share their
heritage. Beelia, of Zapotec descent, proudly wore her traditional dress, while her classmates
showcased their own diverse cultures, including those of Mixtec, Afro-Mexican, and even Korean
descent.
During the festival, each student shared a piece of their culture—traditional dances, music, and
foods were all part of the celebration. Beelia noticed how the different traditions blended perfectly,
creating a colorful picture of shared experiences.
Later that day, the students discussed how interculturality had become a cornerstone of modern
Mexico. They reflected on how embracing different cultures strengthened their community,
fostering respect and understanding. Beelia realized that interculturality was not just about
preserving individual traditions, but also about creating a harmonious society where everyone’s
heritage was valued.
Through this festival, the students learned that in today’s Mexico, interculturality is a way of life—
where diverse cultures coexist, interact, and enrich the nation’s identity, making it stronger and
more united.

1. What did Beelia and her classmates do to represent their diverse backgrounds at the festival?
a) They exchanged traditional gifts.
b) They shared traditional dances, music, and foods.
c) They wore school uniforms.
d) They studied different cultures from textbooks.

2. What realization did Beelia have about interculturality by the end of the festival?
a) It is only about preserving individual traditions.
b) It involves creating a harmonious society where everyone’s heritage is valued.
c) It is unnecessary in modern Mexico.
d) It creates divisions among different cultural groups.

3. How did the students feel interculturality impacted their community?

a) It made them feel isolated from one another.
b) It weakened their sense of national identity.
c) It strengthened their community by fostering respect and understanding.
d) It made them forget their own cultural heritage.

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Grade how well you understood, each topic. Mark the box that best represents your level of understanding.
5 = I fully understand: You feel very confident with this topic and can explain it to others.
4 = I mostly understand: You understand most of it but might have a few small questions.
3 = I somewhat understand: You understand the basics but need more practice.
2 = I need more practice: You struggle with this topic and need more examples and explanations.
1 = I do not understand: You are confused by this topic and need significant help to understand it.
Topic 5 4 3 2 1
The verbal form of “USED TO”
The past participle of regular and irregular verbs
The modal verbs “MUST & HAVE TO” as obligations and responsibilities
The modal verbs “SHOULD & OUGHT TO” as recommendations
The modal verbs “WOULD & WILL” to make formal and polite requests
Simple future “WILL” with time expressions

Reflection:
After filling out the chart, focus on the areas where you rated yourself a 3 or lower. Consider reviewing
the topics, asking questions in class, or seeking additional practice to improve your understanding.
Here are some QR codes that you can scan. Each QR directs you to an extra activity for each topic.

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 The following questions are based on the contents of the first five progressions in this partial.
1. Which of the following sentences correctly uses “used to” to describe a past habit?
a) She used to play the piano every day, but she doesn’t anymore.
b) She is used to playing the piano every day.
c) She used playing the piano every day.
d) She will used to play the piano every day.

2. Which sentence correctly uses the past participle of an irregular verb?

a) They has taked the bus to school yesterday.
b) She has written a letter to her friend.
c) We have played soccer last week.
d) He has finish the project on time.

3. Which sentence correctly expresses an obligation using “must” or “have to”?

a) You have go to the doctor immediately.
b) They musted finish their homework before class.
c) I must submit my assignment by tomorrow.
d) She have to study for the exam.

4. Which of the following sentences correctly uses “should” or “ought to” to give advice?
a) You should to eat more vegetables.
b) He ought to exercise more often.
c) She should studies harder for the test.
d) They ought take a break from work.

5. Which of the following sentences correctly uses “would” or “will” to make a polite request?
a) Would you mind to help me with this?
b) Will you please pass the salt?
c) I would to ask for your opinion.
d) He will open the door for me.

6. Which sentence correctly uses “will” with a future time expression?

a) I will go to the meeting now.
b) She will finish her project by next week.
c) They will start the presentation yesterday.
d) We will leave the office an hour ago.

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