Past Tim

Five Bimonthly
Unit 5
Unit Purpose:
The purpose of this unit is to enable you to describe past events in your life and that of others.
Social Practice:
• Giving and obtaining factual information of a personal and non-personal kind
Unit functions:
5.1. Expressing ability and inability in the past
5.2. Expressing past events.
page 134
Unit 5
page 154
INGLES P 9okNEW.indd 134 8/8/08 11:49:39

Past Times
Performance evidence
• You will be able to recognize and understand quotidian texts in order to use them
purposefully.
• You will be able to recognize and understand academic texts in order to compare
with the rest of the class their own interpretation and judgment of such texts.
• You will be able to recognize and understand short literary texts in order to comment
on the feelings generated by them.
• You will be able to use language creatively and appropriately by selecting lexis,
phrases and grammatical resources in order to produce short, relevant texts
regarding (in)ability in the past and past events.
page 135
INGLES P 9okNEW.indd 135 page 155
8/8/08 11:49:52 Unit 5

Unit five
Lesson
one
Talking About the Past
Social practices: Giving and obtaining factual information of a personal and non-personal kind.
In this lesson you will learn: • How to ask for and give information about where people were at a specific time in
the past.• How to describe physical and personality characteristics of a person in the past.
1
Where was everybody? Listen to Mrs. Tellez talking to a friend and complete the spaces
with the correct places from the box below.
gym
hospital
work
skating rink
bank
Yesterday
Mrs. Tellez Mr. Tellez Jonah Christie
10:00 home bank gym skating rink
1:00 hospital work swimming pool cinema
Work in pairs. Say where each member of
the family was yesterday morning.
Student A: Where was Christie at 10:00 am?
Student B: She was at the skating rink.
Activities questionnaire. Where were you?
Use your notebook and complete the first
line with your information.
2
Work in groups of four. Take turns
to ask and answer questions about
your activities yesterday. Write your
partners’ answers on the lines in
exercise 3.
Student A: Where were you yesterday afternoon?
Student B: I was at the library.
Sugerencias
didácticas
Name Yesterday morning Yesterday afternoon Yesterday evening
You
Classmate 1
Classmate 2
Classmate 3
Unit 5, Past Times
page 136
3
1. Antes de realizar esta actividad, asegúrese de que los
alumnos entiendan el significado de yesterday y que el
audio se trata del pasado y no del presente.
2. Mencione algunas frases del diálogo y pida que los
alumnos las repitan para que entiendan que was y were
son el pasado de be.
3. Pida a los alumnos que mencionen las horas para
morning, afternoon, y evening: morning = del momento
en que despiertan hasta mediodía, afternoon = de medio
día hasta como las 6 p.m., y evening = de 6 p.m. hasta la
hora de irse a dormir.
1. Before doing this activity, make sure that students
understand the meaning of “yesterday” and that the
listening is about the past and not the present.
INGLES P 9okNEW.indd 136 8/8/08 11:49:58
2. You may want to model sentences from the dialogue for
students to repeat so that they understand “was” and
“were” are the past of “be”.
3. Elicit times for “morning”, “afternoon”, and “evening”:
“morning” = waking up to about 12 noon, “afternoon” = 12
noon to about 6 p.m., and “evening” = 6 p.m. until going
to bed.
Unit 5
page 156

Listen to Mr. Tellez talk to Jonah about his great grandparents and match the sentences below.
fic time in
rson in the past.
1
Great grandmother was a short woman
Great grandmother and great grandfather
Great grandfather was tall and
Great grandmother was a painter and
Great grandfather was a general in the army and
her favorite painter was Diego Rivera.
very handsome.
with long hair and green eyes.
he was very strict.
were born in Guadalajara.
Discover the rule
• I am rich.
• I was happy.
• He/She is a painter. • He/she was an artist.
• They are very intelligent. • They were very handsome.
BE in the present is __________ am , ___________ are and __________. is
BE in the past is ____________ was and ____________. were
Listen to the conversation again and complete the chart below.
Born in...
Occupation
Physical appearance
Personality
Likes
Great grandmother Great grandfather
Guadalajara
Guadalajara
painter
General
short with long hair and
green eyes
Tall and handsome
intelligent and creative
Strict
painting Traveling and playing the guitar
Work in pairs. Ask and answer about Jonah’s
great grandparents using the information in the
chart.
Think of a famous dead person and write notes
about him/her using to the cues below.
Student A: What was Jonah´s great
grandmother like?
Student B: She was an intelligent and
creative woman.
Student A: What else?
Student B: She was a painter.
• Born in
• Physical appearance
• Personality
• Occupation
• Likes
2
Work in pairs. Ask your partner
questions to find out about the person
he/she chose.
page 137
Talking About the Past
1. Asegúrese de que los alumnos entiendan que el audio
trata de personas que ya no viven.
INGLES P 9okNEW.indd 137 8/8/08 11:50:05
2. Si los alumnos tienen información sobre un pariente mayor
o que ya no vive, esta actividad se puede personalizar
pidiéndoles hablar sobre él.
1. Make sure students understand that the listening is about
people that are no longer alive.
2. If students know this information about a relative who
is no longer alive or an older relative, this activity can
become more personalized by having them talk about
their relative.
page 157
Unit 5

Unit five
two
Lesson
1
Famous People in the Past
Social practices: Giving and obtaining factual information of a personal and non-personal kind.
In this lesson you will learn: • How to ask for and give
information about famous people.
Mexico City in 1930. Listen to Jonah talking to his
grandmother. Put checks (✓) or crosses (✗) on the lines
to compare Mexico City in 1930 and now.
Mexico City Mexico City
in 1930 now
tall buildings ___ ✗
___ ✓
cars ___ ✓
___ ✓
buses ___ ✓
___ ✓
trains ___ ✓
___ ✗
subway ___ ✗
___ ✓
traffic ___ ✗
___ ✓
pollution ___ ✗
___ ✓
See Picture Dictionary 7, on page 196,
to find vocabulary related to places and
things in a town or city.
2
Work in pairs. Ask and answer questions about Mexico City in 1930.
Student A: Were there any tall buildings in Mexico
in 1930?
Student B: No, there weren´t.
Student A: Was there any pollution?
Student B: Yes, there was.
Famous people in the 30’s. Listen to the
dialog and complete the information
about a famous Mexican painter.
_________ Diego Rivera
( 1886 ____-1957)
Muralist
_________ history of Mexico
Discover the rule
Look at the examples and circle the correct option.
Was there any pollution?
Were there any tall buildings?
These questions ask about existence in the past/present.
Work in pairs. Ask and answer questions
about the muralists in the pictures according
to the following cues.
• Who/he? - Who was he?
• When/born?
• Why/famous?
Sugerencias
didácticas
Unit 5, Past Times
Jose Clemente Orozco
(1886-1957)
Muralist
History of Mexico
page 138
David Alfaro Siqueiros
(1883-1949)
Muralist
Mexican Revolution
1. Antes de escuchar el audio, pregunte a los alumnos lo
que saben de la ciudad de México de hoy en día y del
pasado.
2. Antes de hacer las siguientes actividades, pregunte a los
alumnos lo que saben sobre Frida Kahlo, Diego Rivera,
David Alfaro Siqueiros y de otros artistas famosos de
México.
1. Before doing the listening activity, ask students what they
know about Mexico City today and in the past.
INGLES P 9okNEW.indd 138 8/8/08 11:50:19
2. Before doing the following activities, ask students what
they know about Frida Kahlo, Diego Rivera, David Alfaro
Siqueiros and other famous Mexican artists.
Unit 5
page 158

Frida Kahlo. A great Mexican painter. Read the text
about Frida Kahlo and complete her family tree.
Frida Kahlo
was born in Mexico City on July 6th, 1907.
Her father was Guillermo Kahlo. He was not
Mexican, he was German. He came to Mexico
in 1891 when he was very young and worked
as an architect and a photographer. In Mexico
City, he married Maria Luisa Cardeña. She
died when she had her second daughter. They
had two daughters, Maria Luisa and Margarita.
In 1898, Guillermo Kahlo married a woman
from Oaxaca, Matilde Calderon. They had four
daughters. Frida was the third one. She was a
very intelligent, creative and brave woman. In
1925, she had a terrible accident and started her
career as a painter. In 1929, she married Diego Rivera.
She died in 1954. Frida Kahlo is Mexico’s greatest
female painter.
Guillermo Kahlo
Maria Luisa Cardeña
Matilde Calderon
(1891) (1898)
______________
Maria Luisa
Matilde , Adriana,
Margarita
________ Frida and Cristina
Taken and adapted from Frida Kahlo,
Ministerio de Cultura de Madrid, 1985.
Work in pairs. Talk about Frida’s family tree using the words in the box.
Frida’s half-sister was Margarita.
Guillermo’s first wife was Maria Luisa Cardeña.
mother
father
sister
daughter
half-sister
husband
wife
Read the sentences below and mark T for true or F for false according to the text in exercise 5.
Frida Kahlo’s parents were both Mexican. T F
Guillermo Kahlo’s second wife was Matilde Calderon. T F
Frida started painting before her accident in 1925. T F
Frida was famous for her paintings. T F
Diego Rivera died in 1954. T F
Work in pairs. Student A, go to page 170, activity
J, and Student B, go to page 175, activity J.
Student A: Who was David Alfaro Siqueiros’ wife?
Student B: His wife was Angelica Arenal.
Student A: What was one of his famous murals?
Student B: “La Marcha de la Humanidad”
page 139
Famous People in the Past
INGLES P 9okNEW.indd 139 8/8/08 11:50:24
page 159
Unit 5

Unit five
three
Lesson
Weekend Trips
Social practices: Giving and obtaining factual information of a personal and non-personal kind.
In this lesson you will learn: • How to describe situations in the past.
• How to ask for and give information about past events.
Weekend trip. Use your notebook. Listen to Christie talking to her aunt and order the
sentences below. Use numbers from 1 to 5 for Saturday and from 6 to 8 for Sunday.
Saturday
2
3
5
4
1
Sunday
8
7
6
They walked along the shore of Lake Michigan.
They had lunch at the Hancock Center.
They went to the Chicago Blues Bar.
They went to the Magnificent Mile.
Mark picked Lucy up at the hotel.
They watched the Chicago Bulls play at the
United Center.
They visited the Art Institute.
They visited the Nature Museum.
Use your notebook. Listen to the conversation again and complete the blanks in the chart below.
Day Place Activity
Saturday
Morning ________ Hotel
Mark picked her up
Lake Michigan
Afternoon
Evening
Hancock Center
Magnificent Mile
Chicago Blues Bar
___________ Walked along the shore
_______ Had lunch
Shopped for some clothes
Listened to ________________ music
Sunday
Morning
Afternoon
Evening
________ Nature Museum
________ Art Institute
United _________ Center
Shopped for some souvenirs
Looked at paintings
Watched the Chicago Bulls play
Work in pairs. Talk about aunt Lucy’s
weekend in Chicago.
Student A: Where did Lucy go on Saturday morning?
Student B: She went to Lake Michigan.
Student A: What did she do there?
Student B: She walked along the shore.
Unit 5, Past Times
page 140
INGLES P 9okNEW.indd 140 8/8/08 11:50:29
Unit 5
page 160

Match the verbs below with their past tense form.
go
watch
pick
arrive
visit
walk
be
do
shop
arrived
went
walked
watched
picked
was/were
visited
shopped
did
Discover the rule
The ending for regular verbs in the past is __________________. ed
Is there a rule for irregular verbs in the past? Yes / No
1
Write the past tense form of the verbs in exercise 4 under the correct heading.
Regular Past Tenses
Irregular Past Tenses
_________________________ watched
_________________________ visited
_________________________
_________________________ picked
_________________________ walked
_________________________
went
_________________________ arrived
_________________________ shopped
_________________________
did
Discover the rule
Look at the examples and complete
the rule.
Did he/she/you go to the park
yesterday?
Yes, he/she/I did.
/ No, he/she/I didn’t.
We use the auxiliary verb ________
for questions and answers in
the past.
Your weekend activities. Listen to Christie talking to aunt
Lucy and complete the chart below putting checks (✔) for the
activities Christie did each day and crosses (✗) for the activities
she didn’t do.
Saturday
Sunday
Christie You Christie You
get up late? ___ ✓ ___ ___ ✗ ___
do house chores? ___ ✓ ___ ___ ✓ ___
eat at a restaurant? ___ ✗ ___ ___ ✗ ___
go to a party? ___ ✓ ___ ___ ✗ ___
go to the cinema? ___ ✗ ___ ___ ✗ ___
Work in pairs. Ask and answer questions
about Christie’s activities last weekend.
Use the information in the chart.
Complete the chart in exercise 6 with your
information in the “You” column.
Work in pairs. Take turns to ask and
answer questions about your activities
last weekend.
Student A: Did Christie go shopping on Sunday?
Student B: Yes, she did./No, she didn’t.
Student A: Did you get up late on Saturday?
Student B: No, I didn’t./Yes, I did.
page 141
Weekend Trips
1. Asegúrese de que los alumnos entiendan y saben usar did
en preguntas y respuestas cortas acerca del pasado.
INGLES P 9okNEW.indd 141 8/8/08 11:50:32
1. Make sure students understand and can use “did” in
questions and short answers in the past.
page 161
Unit 5

Unit five
four
Lesson
I Could Walk and Run
Social practices: Giving and obtaining factual information of a personal and non-personal kind.
In this lesson you will learn: • How to talk abou abilities and inabilities in the past.
1
Read and underline
the sentences with
could and circle
the sentences with
couldn’t.
Homework
Sandy White
When I was…
When I was five, I could walk and
run, not very fast. I was in school
but I couldn’t read or write. When I
was seven, I was in first grade and
I could read very slowly, I could run
fast and play basketball. I couldn’t swim
very well. When I was eleven, I could do
many things: read, write, add, multiply,
use the computer and swim very fast,
but I couldn’t understand chemistry or
algebra.
Finally, last year when I was 13, I
could understand physics, algebra and
chemistry, but I couldn’t finish all the
homework!
Sugerencias
didácticas
Read and choose the correct answer.
Sandy could run when she was…
5 11 13
She could read very slowly when she was:
5 7 13
What couldn’t Sandy do when she was 11?
She couldn’t understand chemistry or algebra.
She couldn’t multiply.
She couldn’t write.
What could she do when she was 13?
She could read and write.
She could read very slowly.
She could understand physics, algebra
and chemistry.
Unit 5, Past Times
page 142
Pronunciation: Listen and repeat.
I could run fast and play basketball.
I could understand physics, algebra
and chemistry.
I could run fast and play basketball.
I couldn’t read or write.
I couldn’t understand chemistry or
algebra.
I couldn’t finish all the homework!
Discover the rule
I/You/He/Hshe/It/We/They could...
I/You/He/She/It/We/They couldn’t…
Do could and couldn’t change form?
Yes / No
1. Cuando los alumnos terminen esta actividad, cuastiónelos
si el texto se trata del presente o del pasado. Pregúnteles si
could y couldn’t se refieren a habilidades en el presente o
en el pasado. Asegúrese de que entiendan que se refieren
al pasado.
1. When students finish this activity, ask them if the reading
is about the present or the past. Ask them if “could” and
“couldn’t” refer to present or past abilities. Make sure they
understand that they refer to the past.
INGLES P 9okNEW.indd 142 25/8/08 18:03:36
Unit 5
page 162

Write something you could do at different ages. Use the words in the box.
write multilply walk read eat alone cross the street
take a shower alone play basketball do my homework on the computer
When I was was 10 years old, I could do my homework on the computer.
RM
_______________________________________________
When I was 2 years old, I couldn’t take a shower alone.
_______________________________________________
When I was 12 years old, I could multiply.
_______________________________________________
When I was one year old, I couldn’t eat alone.
_______________________________________________
When I was 8 years old, I could play basketball.
_______________________________________________
When I was 6 years old, I could write.
Work with a partner and share your ideas.
Were you the same when you were younger?
When I was one year old, I could walk.
s 13, I
bra and
h all the
Read and complete the list of the things the boy’s mother could and couldn’t do when she was young.
A: Mom, can I ask you some questions for my
homework?
B: Sure!
A: Good. Ok…number one. When you were a
child, could you send e-mails to your friends?
B: No, I couldn’t, but I could send letters or cards
by mail. They were very nice.
A: Oh..Ok…no e-mails!
B: Now… Could you rent DVDs?
A: No, I couldn’t. My friends and I could go to the
cinema together and we could see two films for
the price of one.
B: The DVDs are better… Next…Could you play
computer games?
A: No, of course not, but I could watch TV and play
with my friends or listen to the radio. It was so
nice to have fun with them!
B: Fun? Oh, Mom!
Work in pairs. Ask about children 30 years ago.
A: Could children send e-mails to
their friends?
B: No, they couldn’t.
Could do Couldn’t do
___________________________________
Send letters or. Send e-mails to
___________________________________
cards by mail. friends.
___________________________________
Go to the cinema Rent DVDs.
___________________________________
with friends.
___________________________________
See two films for Play computer
___________________________________
the price of one. games.
___________________________________
Watch TV.
___________________________________
Play with friends.
___________________________________
Listen the radio.
___________________________________
Suggestion: You can write some of the
ideas you discussed with your partner in
your notebooks.
Work in pairs. Student A, go to page 170, activity
K, and Student B, go to page 175, activity K.
Thirty years ago, children could… but
they couldn’t…
page 143
I Could Walk and Run
INGLES P 9okNEW.indd 143 26/8/08 14:07:14
page 163
Unit 5