ENGLISH 4

Paula Flores Kastanis

Katherine Urquijo Flores

primera edición ebook 2014

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Renacimiento 180,
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English 4
Serie integral por competencias
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Derechos reservados:
©2014, Paula Flores Kastanis, Katherine Urquijo Flores
©2014, Grupo Editorial Patria, S.A. de C.V.
info@editorialpatria.com.mx

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

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Contents Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII
V

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

Competencias disciplinares básicas del campo
Comunicación . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX
Know Your Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . X

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

1.2 Modals Would, Could, and Might . . . . . . . . . . . . . . . . . . . . . 5
1.3 Affirmative and Negative Forms of Conditional

1 Describing Your Behavior

Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 Interrogative Statements with Present Unreal
11
BLOCK

in Hypothetical Situations Conditional. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

1.5 First Conditional or Future Possible Conditional . . . . . 16
1.6 Coordinating Conjunctions . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
1.7 So and Because . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

2.1 The Present Perfect Tense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

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

2
2.3 When Do We Use the Present Perfect Tense? . . . . . . . . . 54
Describing 2.4 Present Perfect + For, Since . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
BLOCK

Experiences 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

3.1 Vocabulary Related to Sports and

Recreational Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
3 Expressing Likes 3.2 The Verb Like . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
BLOCK

and Preferences 3.3 Would Prefer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

3.4 Would Rather (I’d Rather...) . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
3.5 Stating a Preference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

V
 4.1 Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
4 Describing Information About 4.2 Summary of Relative Pronouns . . . . . . . . . . . . . . . . . . . . . . . 135
BLOCK

Objects, Activities, and People

Overview

ENGLISH 4

This 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). This 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 effective communication in the student’s native language and an
additional language (in this case, English). This 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 written texts, preserving the social function of
such acts. The 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.

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

During the first 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 proficiency level. Using the language teaching Common European
Framework terms, during the first 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 written in Mexico to help students go beyond the minimal level expected, help-
ing them reach a higher level. This is achieved by reinforcing the previously learned structures (in secundaria),
with detailed explanations about their use, cultural notes, and by encouraging students to reflect on their learning
processes, as well as on comparative aspects of their native language and English.

VII
 English 4
This 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 specific contexts where communication and the use of language are performed
naturally. In this way, the student develops his or her proficiency 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 different workplaces and pro-
files of people who work there.

VIII
Competencias genéricas del Bachillerato General
Las competencias genéricas son aquellas que todos los bachilleres
deben tener la capacidad de desempeñar, y les permitirán a los
estudiantes comprender su entorno (local, regional, nacional o
internacional) e influir 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 Perfil 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 reflexiva.
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

Bloque de la LAE IV
Competencias disciplinares básicas
1 2 3 4
1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en
X X X
el que se generó y en el que se recibe.
2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y
X X X X
nuevos.
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. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo
X X X X
a conocimientos previos, elementos no verbales y contexto.
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
X X X
información.

IX
 BLOQUE
Sections
1 of Your book
Aplica los niveles básicos de la ecología en su contexto

Beginning of the block

Warm Up
This section can be used as a
Learning objects diagnostic evaluation that
will allow you to identify the
Under the “Learning Objects” section you competences and knowledge
will find a collection of structural and you already have in order to
notional items which are contextualized begin the acquisition of new
according to the thematic unit in a logical knowledge and the
and pertinent sequence, giving the student development of new skills.
and teacher a clear direction to follow
throughout the block.
Competencies to be developed

At the end of this block Demonstrate your

the student... knowledge, skills and
attitudes applied to real-life
Find a detailed explanation of what are
situations as you develop the
the learning outcomes you are expected to
disciplinary competencies
achieve at the end of each block.
described in each block.

Learning situation
How would you solve it? Rubrics
Each block begins with a challenging learning situation that can be How do you know
to solve a problem, read a text, analyze a situation, answer questions, you did it well?
give a presentation, write a text, discuss an issue, or do an assignment
that will help you to acquire knowledge and develop competences. Rubrics are practical and
concrete tools that help you to
evaluate your performance
Activity sequence and continuously improve it.
Rubrics evaluate not only
What do you have to do?
knowledge, but also skills and
The activity sequence is based on a methodology to acquire attitudes.
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.

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.

Examples
Wherever you see this icon (ICONO),
It is important to mention that you will find in each block different you will find audio material related to
examples that are designed to facilitate your learning. 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.
X
 Learning activities
Grupo Editorial Patria®
Throughout the book you will find these activities, they will allow
you to strengthen your knowledge and competences while doing
research

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.

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.

other sections

Demonstrate your competence

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.

In addition, you will find a list of supplementary resources

and in some cases, vocabulary lists and glossaries.

Evidence portfolio Rubrics

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.
www.recursosacademicosenlinea-gep.com.mx
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.
1
Describing Your Behavior
in Hypothetical Situations

Learning
Objects
B LO C K

1.1 Second Conditional

1
1.2 Modals Would, Could, and Might
1.3 Affirmative 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

At the end of this block, the student…

n Locates main ideas within an aural or written text about topics related to moral n Uses appropriate grammatical structures of the second conditional to describe
dilemmas. hypothetical situations.
n Describes, orally and in writing, personal characteristics and hypothetical
situations.
 Warm Up

Ingrid is going to finish 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: ingrid_sweet16@yahoo.com]

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 finish high school in two weeks and
the next step is to find a good university where to study. I will finish high
school with very good grades. My final 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.

Competencies to be developed
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.
BLOCK
1 Describing Your Behavior in Hypothetical Situations

From: Xóchitl Zagal [mailto: xoxo90@yahoo.com] COMPREHENSION QUESTIONS: Answer the following questions according to
Sent: Monday June 7, 2013 7:15 p.m. what is said or implied in the e-mail messages you read.
To: Ingrid Sepúlveda 1. Why does Ingrid write to Xochitl?
Subject: Re: Help!!

2. What is Ingrid’s problem?

Hi Ingrid,

I’m so glad to hear from you! =)

3. What advice does Xo give to Ingrid?
I’m fine 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 finish
with very good grades =(, but I know that if I study hard, I will pass the exam.
4. How does Xo give her advice to Ingrid?
I’m very happy to know that you are about to finish high school and that
your grades are good. If I were you, I would definitely 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 financial aid. My final average in high school was 5. What advice would you give Ingrid, if you were her?
8.7. If I had your final average, I wouldn’t have to do an admission exam.
I think you should get in touch with the Admissions Office 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 Instructions: Are the following sentences true or false?
independently doing nice presentations for companies, for example. That is
something you can do if you want to get a job. Xochitl is about to finish high school. TRUE FALSE

I hope these ideas help you make a good decision. Don’t give up! I am sure you Ingrid is about to finish high school. TRUE FALSE
will find a solution to your problem. =) Xo’s parents can pay her tuition in a private university. TRUE FALSE
Warm regards, Ingrid’s parents can pay her tuition in a private university. TRUE FALSE

Xo. Xochitl finished high school with very good grades. TRUE FALSE
Ingrid will finish high school with very good grades. TRUE FALSE

1.1 Second Conditional

Grammar Presentation

The 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.

A. Structure of a Second Conditional Sentence

Like a first 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.

The 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.

4
 Grupo Editorial Patria®

If the “if ” clause comes first, 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 different 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 Might

These modals are used in the result or main clause of a second conditional sentence. The three are always followed
by the SIMPLE FORM OF THE VERB.
They 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 lottery, I would buy a house. (I am sure I would do this.)
If I won the lottery, I could pay my debts. (I would have the capacity, in this case, to pay what I owe.)
If I won the lottery, I might give some money to my brother. (This is a possibility, I am not sure.)

B. When to Use the Second Conditional

The 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.

5
 1
BLOCK
Describing Your Behavior in Hypothetical Situations

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

Exercise 1

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.

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 Grupo Editorial Patria®

Exercise 2

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 raffle, 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 3

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.

7
BLOCK
1 Describing Your Behavior in Hypothetical Situations

Exercise 4

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? .

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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? .

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Reading and Listening

“If I were a millionaire…”
Listen to the following conversation between two friends, Antonio and Manuel, who have just bought a lottery
ticket. Read along as you listen.
Antonio: Well Manuel, I think this time I will have better 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. After 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: That 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 lottery, I think the first 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 lottery?

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

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

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1.3 Affirmative and Negative Forms of Conditional

Sentences
Grammar Presentation

Cause / Condition Clause Result Clause

Would
Verb Past Tense Verb Simple
If Subject Complement Subject Could Complement
Form Form
Might

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: The 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. Then, share your answers with a classmate.

Example: If I had a computer, I would finish 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,

.

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6. If Julio spent more time with his family,

.

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

.

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

9. If our company opened an office 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. Georgette wouldn’t be so overweight if .

15. We would go to the excursion if .

1.4 Interrogative Statements with Present Unreal Conditional

Grammar Presentation

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

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)

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Food for Thought

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

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.

Exercise 5

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?
.

Learning Situation 2

Giving Advice: What would you do if…?

Competence: The 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 different.

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

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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:

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Food for thought

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”)

Learning Situation 3

Asking questions about imaginary situations

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

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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. Then, 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 fields?
.
.
5. What could you do if you spoke English perfectly?
.
.

1.5 First Conditional or Future Possible Conditional

Grammar Review

First Conditional or Future Possible Conditional

In Book 3 we learned how to express future possible conditional sentences. This is a review of that. They are used to express
present conditions that will, may, or can give a result in the future.

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. flight to New York, you don’t have to change planes.
If you mix ammonia and chlorine bleach, you will create a smelly, dangerous solution.

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Exercise 6

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 filter often.
a. Changing the oil and the oil filter is good for your engine.
b. Changing the oil or the oil filter 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 7

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?

.
.
.

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