BOOKLET 5TH YEAR

1
 Instituto San José Obrero
DIEGEP 6668

Lema institucional:” Llamados a promover la dignidad humana”

MATERIA: Inglés
CURSO: 5º A y B
PROFESOR/A: Valeria Dorna
CICLO LECTIVO: 2024
EXPECTATIVAS DE LOGRO

Al finalizar el año se espera que los/las alumnos/as logren:

1. Comprender textos simples, narrativos, descriptivos e instruccionales, orales y escritos
leyendo mensajes; analizando (auto)biografías y descripciones; siguiendo instrucciones y
procesos simples; reconociendo los elementos básicos en una estructura narrativa;
2. Redactar textos narrativos breves sobre temas propios y cotidianos, intereses y rutinas;
3. Elaborar diálogos que reflejen sus intereses personales y rutinas y comenten temas trabajados
en clase;
4. Reconocer y utilizar en forma oral y escrita el vocabulario básico relacionado con
información personal, preferencias personales, el entorno del alumno/a, los medios de
comunicación, los recursos tecnológicos y el análisis literario;
5. Participar y comprometerse con los valores de nuestra comunidad, la interacción grupal y las
prácticas comunicativas que facilitan el aprendizaje.

FORMAS Y CRITERIOS DE EVALUACIÓN

Los criterios e instrumentos de evaluación son orales y escritos

● La evaluación es constante en el aula: corrección de tareas y ejercicios del día (oral – escrito)
que podrán ser solicitados (en el caso de solicitar la ejercitación del día solo será recibida en
esa fecha) y éstos conllevarán una nota numérica que será parte de la calificación del
cuatrimestre.
● Exámenes escritos individuales, trabajos prácticos, elaborar textos de acuerdo al nivel,
escucha de audios para completar textos, ejercicios aplicando gramática, comprensión lectora,
proyección de videos y ejercicios escritos de compresión de los mismos.
● Evaluaciones orales: lectura de textos, utilización de audios para escucha y repetición y así
mejorar la pronunciación, interactuar con el docente y /o compañero en el idioma.
● Se utilizará una instancia al final de cada cuatrimestre para recuperar contenidos de cada
periodo.

_____________________ _____________________

Firma del padre/madre/tutor Firma del alumno/a

2
 UNIT 1: I know what you did last
summer

1.Read the memes and talk about them:

2.Look the chart in the following page. There you´ll be able to compare the different past
tenses (narrative tenses)

3
4
A.Choose the right option:

1.When Patricia _____ into her car, she remembered she _____ the water boiler on.

was getting / has left got / had left had got / leaves

2.Grandpa _____ his last car for thirty years when he _____ it last year.

was having / sold had / had sold had / was selling had had / sold

3.Although he _____ his early childhood in Germany, he doesn't remember anything from
that time now.

had been spending has spent spent

4.Vegetables and fruits don't taste as delicious as they _____ when I _____ a kid.

did / have been have done / was were doing / had been used to do / was

5.I _____ my pen, and I don't remember where I last _____ it.

have lost / have used lost / had used have lost / used had lost / was using

6.It was a real surprise because she _____ no idea that they _____ a birthday party for her.

has had / were organizing had / have been organizing

was having / organized had / had organized

7.The baby _____ the living room floor with colour pens while her mother _____ the kitchen.

marked / has been mopping was marking / was mopping has marked / mopped

8.There _____ some ketchup around his mouth because he _____ spaghetti.

was / had been eating is / had been eating had been / has eaten

9.When the film finished, I _____ the alarm clock and _____ to bed.

had sate / have gone set / went was setting / was going had set / is going

10.Janette _____ all her friends for advice before she _____ to quit her job.

had asked / decided was asking / has decided has asked / decides

11.1I told John not to drive, because he _____ all night.

drank .was drinking had drunk had been drinking

5
12.Why did you change the channel? I ______ that movie.
watched was watching had watched had been watching
13.When I _____ out of the shower the lights _____.
got / were getting off had got / were getting off was getting / went off
had been getting / had got off
14.When I saw Clara I realised that she ______ much in all those years.
didn't change wasn't changing hadn't changed hadn't been changing
15.When he entered the room somebody _____ him in the head.
hit was hitting had hit had been hitting

B.Choose the correct verbs so that each tense appears once.

Simple past, past continuous, past perfect simple, past perfect continuous

1. We __________________ (go) to the cinema last week.

2. A bird pooed on the window that I __________________ (clean) only a
minute before.
3. Yesterday at nine he ____________________ (sit) in front of his computer.
4. When their mum got home, the boys _________________(watch) TV for two
hours.

C.Complete the sentences for situations in the past. Decide which tense you need to
use.

1. A plumber __________________(come) to our house yesterday.

2. He ___________________(want) to repair our washing machine that (break)
____________________a few days before.
3. Before he __________________(ring) at my door, he
_______________(look) for a parking space for about ten minutes.
4. While the plumber ______________(repair) the washing machine, I
_______________(watch) the news.
5. Suddenly, I ________________ (realise) that they _______________(show)
our street on TV.
6. The reporter _________________(say) that a car ____________________
(crash) into a stop sign just before reaching the crossroads.
7. While I ___________________(listen) carefully to what
____________(happen) , someone _____________(knock) at my door.

6
8. I ___________________(open) the door and ________________ (see) a
police officer standing there.
9. He ______________________(ask) for the plumber.
10. It __________________(be) our plumber’s car that _________________
(roll) down the street.
11. In his haste, the plumber _________________(forget) to put the handbrake
on.

D.

E.Reading comprehension.

1.Read the following text

7
2.True or False

8
 ⮚ HORROR STORIES

The list of 101 best horror vocabulary to write a thrilling horror story.

In pairs look these words up in a dictionary and share the results:

16. Flesh
1. Terror 17. Goosebumps
2. Gothic 18. Monster
3. Horror 19. Zombie
4. Demon 20. Witch
5. Horrific 21. Scream
6. Haunted 22. Graveyard
7. Paranormal 23. Raven
8. Devil 24. Quiver
9. Mysterious 25. Black cat
10. Castle 26. Bat
11. Basement 27. Ghastly
12. Enchanted 28. Eerie
13. Vampire 29. Shivery
14. Gloomy 30. Panic
15. Afterlife 31. Grave

9
32. Ugly 67. Entity
33. Yelling 68. Dark Dead
34. Priest 69. Spooky
35. Peculiar 70. Ghost Busters
36. Bogeyman 71. Frightened
37. Abandoned 72. Sinister
38. Dreadful 73. Numb
39. Death 74. Grin
40. Hallucinate 75. Eyeballs
41. Creepy 76. Possessed
42. Clown 77. Cursed
43. Crawling 78. Bizarre
44. Hang 79. Ghastly
45. Scares 80. Strange
46. Horror-Struck 81. Haunt
47. Drip 82. Tortured
48. Coffin 83. Ocular
49. Scarecrow 84. Superstition
50. Buried 85. Thrilling
51. Evil spirit 86. Whisper
52. Dracula 87. Shadow
53. Doll 88. Unholy
54. Unearthly 89. Fatal
55. Spirits 90. Freaked Out
56. Casket 91. Moonlight
57. Presence 92. Staring
58. Cemetery 93. Calamity
59. Spider Web 94. RIP
60. Abnormal 95. Skull
61. Insane 96. Spell
62. Morbid 97. Ash
63. Corpse 98. Wicked
64. Bible 99. Midnight
65. Uncanny 100. Hounds
66. Claustrophobic 101. Death Bed

10
How to Write a Horror Story (And a Scary Short Story): In 7 Steps

Step 1- Choose your fear factor

A horror story includes some fear factors on which the whole story moves. These
fear factors are well known in every horror story.

Supernatural entities - Monsters - Aliens - Humans

Step-2 Use the key elements of horror

Follow the elements of a horror story-

● Fear
● Mystery
● Suspense
● Surprise

These elements decide your story’s success and failure.

The use of these elements carelessly and without a proper and balanced way can
make your horror story go ineffective and worthless to read. These four elements
must be present in any horror story.

Step 3- Use a scary tone

Start playing with words and write every ordinary event in a scary tone.

Step 4- Set a scary background

It’s the background setting and the lonely environment.

Step 5- Place a plot twist

The plot twist and turns in any story are like the turn and zenith slopes in the
roller-coaster ride which makes it more enjoyable and scary as well.

Step 6- Use ”Triple S” concept- Survive, Search, Scare

11
 ● Survive– Let your characters struggle hard to survive in the story.
● Search- Write a story plot in which the protagonist (the main character)
is searching for the truth behind all the evil events or let him search for
someone lost in the struggle.
● Scare– Let the fear factor in your horror story scare the characters of
the story all the time and they are looking for the answer that why all
horrific things are happening to them.

Step 7- Save the secrets for the right time

While writing, don’t reveal the important secrets of the story so easily.

Give your readers full time to ride their horse of imagination. If there is a shadow
that is present at all the terrible events or at the death of characters in the story
don’t reveal its secret until you have completely terrorized your readers.

Let your reader guess who is actually behind the killing of the characters or a
character, is it a ghost, an unknown evil spirit, or a psycho killer.

Take your time and reveal it when you have nothing else to elaborate on in the
story.

Source:https://www.pandorapost.com/2020/08/how-to-write-a-horror-short-
story.html

⮚ READING: The Black Cat by Edgar Allan Poe

⮚ AFTER READING ACTIVITY: create a poster to promote this
book including as many images as you can. Think of a
catching phrase.
⮚ PROJECT: considering all the steps and vocabulary above
write a horror story

12
 UNIT 2: Everything is connected
A) Read the following text paying attention to the underlined/highlighted words. Then
we´ll talk about them:

*GRAMMAR:
RELATIVE CLAUSES

Relative clauses give us information about the person or thing mentioned. They can be classified into:
*defining relative clauses
*non-defining relative clauses

Defining relative clauses: Defining relative clauses give us essential information

We usually use a relative pronoun to start a defining relative clause: who, which, that, when where,
or whose

WHO/THAT (quien/que)
We can use who or that to talk about people. that is more common and a bit more informal.
Examples:
She's the woman who cuts my hair.
He's the man that I met at the conference.

WHICH/THAT (la cual/el cual/las cuales/los cuales/que)

We can use which or that to talk about things. that is more common and a bit more informal.
Examples:
There was a one-year guarantee which came with the TV.
The laptop that I bought last week has started making a strange noise!
WHEN (cuando)
We can use when to refer to a time.
Example:
Summer is the season when I'm happiest.

13
WHERE (donde)
We can use where to refer to a place.
Example:
That's the stadium where Real Madrid play.
WHOSE (cuyo/cuya/cuyos/cuyas)
We can use whose to refer to the person that something belongs to.
Example:
He's a musician whose albums have sold millions.

Omitting the relative pronoun

*Sometimes we can leave out the relative pronoun. For example, we can usually leave
out who, which or that if it is followed by a subject.

The assistant [that] we met was really kind.

(we = subject, can omit that)

*We can't usually leave it out if it is followed by a verb.

The assistant that helped us was really kind.

(helped = verb, can't omit that)

Non-defining relative clauses:Non-defining relative clauses give us extra information

about someone or something. It isn't essential for understanding who or what we are talking
about.

My grandfather, who's 87, goes swimming every day.

The house, which was built in 1883, has just been opened to the public.

The award was given to Sara, whose short story impressed the judges.

We always use a relative pronoun or adverb to start a non-defining relative

clause: who, which, whose, when or where (but not that). We also use commas to separate the
clause from the rest of the sentence.

WHO

We can use who to talk about people

Example: Yesterday I met my new boss, who was very nice.

WHICH
We can use which to talk about things.
Example: The house, which is very big, is also very cold!

14
WHOSE
We can use WHOSE to refer to the person that something belongs to.
Examples:
My next-door neighbour, whose children go to school with ours, has just bought a new
car.
After the port there is a row of fisherman's houses, whose lights can be seen from across
the bay.

WHEN
We can use when to refer to a time.
Example: December, when Christmas is celebrated, is a summer month for the southern
hemisphere.

WHERE
We can use where to refer to a place.
Example: City Park, where we used to go, has been closed down.

Let´s practise!!

2.Complete the sentences with 'who', 'which', 'whose', 'when' or 'where'

1. Last week he got a phone call from his father, _________ he hadn't spoken to in years.
2. When I left they threw me a party, ___________ was a complete surprise.
3. My birthday, __________ was my 40th, turned out to be a wonderful day!
4. The Javan tiger, ___________habitat was largely destroyed by humans, is now extinct.
5. I sometimes go and study in my local park, ____________ I can get some fresh air.
6. Winter, ___________ temperatures are lower, sees higher rainfall.
7. They went to a concert at the new arena, _____________ was built last year.

15
 4

6)Combine the sentences using relative clauses. ALL relative clauses ARE NON-DEFINING.

1. Samuel Johnson was the son of a bookseller. Samuel Johnson was born in 1709.
Samuel Johnson_______________________________

2. In 1728, he went to Oxford. He studied at Pembroke College in Oxford.

In 1728, he went______________________________

3. Johnson had to leave Oxford without a degree. He was too poor to pay the fees.
Johnson________________________________

4. In 1737, Johnson moved to London. There he wrote poetry, essays and biographies.
In 1737, Johnson____________________________________

5. In 1746, Johnson started to write his dictionary. It took him nine years to complete.
In 1746, Johnson started

6. In this house, his wife died in 1752. Her name was Elizabeth Porter.
In this house his wife_______________________________

7. In 1755, the work was published. It was called A Dictionary of the English Language.
In 1755, the work_________________________________

8. Samuel Johnson died in 1784. He is buried in Westminster Abbey.

Samuel Johnson__________________________________

16
Watch these videos:
https://youtu.be/if9ZbGl7i7Q

https://www.letras.com/coldplay/184036/ (The hardest part)

https://youtu.be/XSvlIBhpFM8 (Stronger)

https://youtu.be/RBOJpIwF47Y (fighter)

GRAMMAR TIME!

COMPARATIVE ADJECTIVES:

The basic way to compare is using THAN.

Examples:

• Our car is bigger than your car.

• This grammar topic is easier than most others.

• I find science more difficult than mathematics.

When comparing with than, however, some changes are necessary, depending on the
number of syllables the adjective has:

➢ 1-syllable adjectives: add -er to the adjective

• My sister is taller than me.

• It's colder than it was yesterday.

Note: * If the word ends: consonant-vowel-consonant, then the last consonant is

usually doubled in the comparative. Examples: big-bigger, fat-fatter, hot-hotter.

*If the word ends in E we only add: R . Example: nice- nicer

17
➢ 2-syllable adjectives ending in -y: change the -y to -ier

• This grammar topic is easier than the last one. (easy)

➢ Other 2-syllable adjectives or adjectives with 3 or more syllables: use more

with the unchanged adjective
• Is there anything more boring than reading about grammar?

• Russian grammar is more difficult than English grammar.

➢ Less and not as/not so with comparatives

We use less with longer adjectives (interesting, beautiful, complicated), but we

don’t normally use less with short adjectives of one syllable (big, good, high,
small). Instead we use not as … as … When comparing with as .. as…/less the
adjective does not change

• The second method was less complicated than the first one.

• This new laptop is not as fast as my old one. I’m sorry I bought it now.
(preferred to is less fast than my old one.)
• This book is not as exciting as the last one.

➢ Comparative adjectives using much, a lot, far, etc.

We can emphasize a comparative adjective using words such as much, a

lot, far, even or rather, or by using than ever after the adjective:

• This food is much better than the food we had yesterday.

• The town is a lot more crowded these days because of the new shopping
centre.

• Alex is far less intelligent than the other kids in the class.

• We’ve been busier than ever at work this last month or so.(busy)

18
➢ Comparative adjectives using a little or a bit
We can soften a comparative adjective using a little or a bit. A bit is less formal:
• She feels a little more confident now that she’s given her first public
performance. or She feels a bit more confident … (less formal)

➢ When we want to describe how something or someone changes we can use two
comparatives with and:

The balloon got bigger and bigger.

Everything is getting more and more expensive.
Grandfather is looking older and older.

SUPERLATIVE ADJECTIVES
In the superlative you talk about one thing only and how it is the best, worst, etc. You do
not compare two things. Example:

• My sister is the shortest in our family.

 1-syllable adjectives: add -est to the adjective (plus the)

Note: If the word ends: consonant-vowel-consonant, then the last consonant is
usually doubled in the superlative.
Examples: big-biggest, fat-fattest, hot-hottest.

➢ 2-syllable adjectives ending in -y: change the -y to -iest (plus the)

• Which do you think is the easiest language to learn?

➢ Other 2-syllable adjectives or adjectives with 3 or more syllables: use the most
with the unchanged adjective
• The most boring thing about ESL class is doing grammar exercises.

• Some people think that Russian is the most difficult language.

➢“ The least” with superlative

What is the least expensive way of travelling in Japan?

19
➢ Emphasizing superlative adjectives

We can make a superlative adjective stronger with by far, easily or of all:

• The Beatles were by far the most successful rock band of the

1960s. • This method is by far the least complicated.

• She’s easily the best dancer in the group. No one is as elegant as her. •
There were a number of excellent poems entered for the competition, but
the best poem of all was written by a ten-year-old boy.

One-syllable adjectives which are irregular

Some one-syllable adjectives have irregular comparative and superlative forms:

COMPARATIVE SUPERLATIVE

BAD WORSE than the WORST

FAR FARTHER/FURTHER the

than FARTHEST/FURTHEST

GOOD BETTER than the BEST

OLD OLDER/ELDER than the OLDEST/ELDEST

• The morning flight is better than the afternoon one.

• His elder sister works for the government.

• Olivia is Denise’s best friend.

• I think that was the worst film I’ve ever seen!

• Pluto is the furthest planet from the sun in our solar system.

20
 SUMMARY

⮚ Let`s practise!

A.Complete the sentences with the present simple form of the verbs in
brackets. Use contractions where possible.

1. My sister thinks she's ____________________(intelligent) than me, but I

don't agree!
2. Avatar is probably _________________________(bad) film I've seen!
3. What is ____________________(wet) month of the year in England?
4. Do you think the Harry Potter films are___________________(good) than
the books?
5. Who is ______________________(powerful) person in your country?
6. I think Men in Black 1 was ____________________(funny) than Men in
Black 3.
7. Is Angelina Jolie ___________________(old) than Sandra Bullock?

8. John is ___________________(nice) person that I know.

21
 B.

C.

22
D.

E.

F.

23
G.

H.

TOURISM VOCABULARY

Tourism is a social, cultural and economic phenomenon which entails the

movement of people to countries or places outside their usual environment
for personal or business/professional purposes. These people are called
visitors (which may be either tourists or excursionists; residents or
non-residents) and tourism has to do with their activities, some of which
involve tourism expenditure.
● Airport: a complex of runways and buildings for the take-off, landing, and
maintenance of civil aircraft, with facilities for passengers.
● Check-in: the action of registering one’s presence, typically as a passenger
at an airport.
● Fly: travel through the air; be airborne
● Land: To land somewhere

24
 ● Landing: an instance of coming or bringing something to land, either from
the air or from water.
● Take-off: an instance of becoming airborne.
● Camp: a place with temporary accommodation of huts, tents, or other structures,
typically used by soldiers, refugees, or traveling people.
● Destination: the place designated as the end, as of a race or journey
● Go Camping: go and perform the activity known as camping
● Go Sightseeing: Sightseeing is the activity of traveling around a city or
region to see the interesting places that tourists usually visit
● Hostel: an establishment which provides inexpensive food and lodging for a
specific group of people, such as students, workers, or travelers.
● Excursion: a short journey or trip, especially one taken as a leisure activity.
● Hotel: an establishment providing accommodation, meals, and other services for
travelers and tourists.
● Luggage: suitcases or other bags in which to pack personal belongings for
traveling.
● Motel: a roadside hotel designed primarily for motorists
● Packaging: materials used to wrap or protect goods.
● Passenger: a traveler on a public or private mean of transport other than the
driver, pilot, or crew.
● Route: a way or course is taken in getting from a starting point to a destination.
● Suitcase: a case with a handle and a hinged lid, used for carrying clothes
and other personal possessions.
● Tour: a route all the way around a particular place or area
● Travel: Change Location
● Roam: move about aimlessly or without any destination
● Move: change ___location
● Journey: the act of traveling from one place to another

MORE WORDS! Package holiday -Travel agent- Bicycle- Bus

station- Motorcycle- Highway- Railway- Road- Taxi- Traffic-
Train- Tube- Underground -Subway- Boat -Cruise- Ferry-
Ocean- Port-Sea-Ship

⮚ PROJECT: create a leaflet or a dialogue

25
 UNIT 4: WHAT IS DONE
Have a look at this example:
IS DONE
https://buenosairesherald.com/sports/argentina-chile-paraguay-and-uruguay-announce-joint-
candidacy-to-host-2030-world-cup

26
⮚ GRAMMAR:

⮚ Let`s practise!

1.

27
2.

3.

4.

5.

28
6.

7.

29
8.

9.Passive voice (Indirect object). Make two possible answers in the passive.

1.John gave a bar of chocolate to Jill.

a:___________________________________________
b:___________________________________________

2.I lent a pencil to Graham.

a:___________________________________________
b:___________________________________________

3.Fiona told the truth to Julian.

a:___________________________________________
b:___________________________________________

4.They offered the job to Simon.

a:___________________________________________
b:___________________________________________

30
5.The boss showed the new computer to Anna.
a:___________________________________________
b:___________________________________________

6.Julie taught the grammar to the students.

a:___________________________________________
b:___________________________________________

7. I sent the email to John.

a:___________________________________________
b:___________________________________________

8. Lucy threw the ball to the child.

a:___________________________________________
b:___________________________________________

9. Sophia sold the car to a doctor.

a:___________________________________________
b:___________________________________________

10. I asked the question to David.

a:___________________________________________
b:___________________________________________

10.Rewrite the sentences into passive voice. (one or two objects)

1.They don't speak English in this shop.

2.Kevin asked Dennis a question.

3.They built the house last year.

4.She gives him a box.

31
5.The waiter brought Fred a big steak.

8.Somebody broke into our bungalow last Friday.

9.The teacher told us a joke.

VOCABULARY: Elements of a newspaper

1. Name of the newspaper

2. Section
3. Headline
It sums up the story or article. It’s usually in a larger font and often in bold.
4. Drophead
It’s a secondary headline that provides additional information about the story.
5. Byline
It's the author of the article. It appears at the beginning of the article.

32
6. Dateline
It has two elements: the name of the place from where the story originated and the
date on which it was written. It usually appears in bold letters.
7. Lead
It briefly gives the most important information.
8. Body
It supplies additional information. It’s divided into small paragraphs.
9. Photo
They are used to make a text easier to understand or more interesting.
10. Caption
It is used to describe a photograph. It is known as cutline in the US.

⮚ PROJECT: write an article about a situation at school

33
EXTRA ACTIVITIES TO BE USED WHEN
THE TEACHER IS ABSENT

34
35
36
37