INGLÉS II

guías formativas del componente de formación b á s i c a y p ro p e d é u t i c a

INGLÉS II

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INGLÉS II

Lic. Miguel Ángel Osorio Chong
Gobernador Constitucional del Estado de Hidalgo

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INGLÉS II

Director General del Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo

Lic. José Ramón del Campo Ortega

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5 Atlapexco. Juárez Norte s/n Carret.(caseta) Huautla Domicilio Conocido Carret.P.P. 42642 01 772 72 7. 3 Col. México Tampico Km. C. C. 01 761 78 219 21 Ixmiquilpan Av. Rojo Gomez Tetepango. Fed. 44119. Omitlán de Juárez. 44122 (caseta y fax) 01 789 89 44003 Secundaria Técnica (enfrente) Calnali Domicilio conocido carret.42048. 43720 0177675 2-01-95 01 776 75 200 95 Presidencia Atlapexco Carret. Huejutla Hgo. 43230 Presidencia 0179797 4-20-48 Fax 0179797 4-20-06 4-21-74 017749742159. Hgo. Hgo. Francisco Villa Santiago Tulantepec. Santa Irene Frente a La Tienda ISSSTE. 50 Tizayuca. Hgo. 217 Col.42-57 727-42-58 Fax Santiago Prol.P. Hgo C. Hgo. 42940 01 778 78 2-42-76 Tizayuca Carret. Los Tohuacos La Puerta Huautla. Hgo. Huichapan Tecozautla Km. C. Hgo. Democracias/n Tepehuacan de Guerrero Hgo. Hgo. Tianguistengo km. C. 42001 Chapulhuacán Carret. Ajacuba Tetepango s/n Col. C. Magisterio s/n Fracc. San Salvador Poxindeje. San Juan Tilcuautla. C. 100 Barrio El Maye Ixmiquilpan.P. Chapulhuacan La Loma Km. Hgo.P. 43000 01 789 89 658 94 Huichapan Carret. 01 775 75 3-80-02 Tepetitlán Camino a La Sub-Estacion de Pemex La “siberia” s/n Tepetitlan. Juárez s/n Col.P. C. 42400 044 771 1116051 Celular del Plantel. Hgo.82056. 43800 01 779 79 6-03-80 4 1 . 43560 0177979 2-20-70 2-22-74 Pachuca Av. 43060 0178989 4-41-22 01 789 89 44120. Hgo. 43120 01 774 74 4-00-52 55 Y 59 74 270 81 Caseta Tetepango Carret. 01 771 71 707 30 Acaxochitlán Prol. Piracantos Lote Único entre Calle 11 y 12 771 71 6-64-74 Poxindeje Av. 43050 Celular 0447717122422 0447711016997 Huejutla Carrt. 01 759 72 3-43-83 Metztitlán Domicilio Conocido Barrio del Tepeyacapa s/n 01 774 74 3-09-72 Omitlán Domicilio Conocido Crucero de Huasca Mpio. Hgo. Calnali Tostlamantla Ahuimol Calnali. C. C. 42160 Municipio de San Agustín Tlaxiaca.P. Hgo. C.INGLÉS II Directorio General de Planteles Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo Dirección General Circuito Ex Hacienda La Concepciión Lote 17 Edificio B. 42280 Dejar Recado 014833782251 Fax 014833782040 014833782062. 01 773 73 2-56-21 Tepehuacán Av.P. Hgo. Alamos No. C. de allende s/n Barrio Tlatzintla Acaxochitlan.P.P.P. México-Pachuca Km. Porvenir Chapulhuacan.P. 2 Barrio Santa Bárbara Huichapan.

INGLÉS II Juan Benito Ramírez Romero 5 1 .

Renán Tlacaélel Mejía Soto Coordinador Editorial Norma Isela Mendoza Coordinadora Técnica Beatriz Hernández Guerrero Adriana García Ortíz Metodología Adriana García Ortíz Coordinadora General Profesores que Elaboraron las Guías Formativas Coordinadores Diseño e imagen L.D. José Ramón Del Campo Ortega Director General Ing.INGLÉS II Créditos Coordinadores del Proyecto en Hidalgo Lic. Juan Benito Ramírez Romero Director de Academia Lic. Xavier Alcántara Jaramillo Personal del Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo 6 1 . Olympia Morales Moreno Jefe del Departamento de Planes y Programas Arq.

identificar y usar de manera correcta las diferentes habilidades del Inglés con la ayuda de diferentes actividades relacionadas con la vida diaria de cada estudiante. E 7 1 .INGLÉS II Objetivo General xpresar.

Fuentes de Información VIII. Simbología II. Anexos 8 1 .INGLÉS II Contenido de la Guía Formativa I. Estructura General de la Asignatura III. ¡…Fuera…! VI. Guía para la formulación del proyecto integrador VII. ¡En sus marcas…listos…! IV.Glosario IX. Secuencias Formativas V.

Este es el resultado del esfuerzo de todas las personas que formamos la gran familia CECyTEH que preocupados por ofrecerte una mejor educación nos esforzamos cada vez mas y esperamos que esta guía te sea de mucha ayuda en tu proceso formativo y te siga adentrando al mundo de las competencias del idioma Inglés. E 9 1 . Por ello los docentes de la materia de Ingles II en el estado de Hidalgo nos dimos a la tarea de diseñar actividades en las que puedas expresarte de manera oral o escrita en una segunda lengua. para lo cual se ha dedicado un espacio donde puedas realizarlo.INGLÉS II Introducción n el marco de la nueva reforma en la educación es necesario crear nuevos recursos didácticos que nos permitan ser facilitadores del aprendizaje y al mismo tiempo formar en nuestros alumnos personas competentes que puedan destacar en un mundo globalizado. habilidades y actitudes que les permitan desarrollarse en un mundo productivo. en un contexto real que te apoye. Debido a los cambios y nuevos retos a los que nos enfrentamos en nuestro país es necesario desarrollar en los jóvenes las capacidades. para así interactuar en la sociedad de forma responsable y respetuosa. profesional y personal. creatividad y sentimientos. no solo a facilitarte el aprendizaje. sino a apropiarte a cada una de las actividades aquí propuestas y sobre todo queremos retomar tus ideas.

. fuera! Ejercicio Mapa curricular ¿Y para qué? Un mensaje para tí Errores típicos Estructura General de la Asignatura Práctica Guía de portafolio 10 8 5 Rúbrica 10 1 ...... listos.INGLÉS II Simbología Desarrollo de secuencia formativa Introducción Mapa de contenidos de la secuencia formativa Objetivo Conclusiones ¡En sus marcas.! Atención! Ejemplo ¡.

INGLÉS II Estrutcura de la Guía Formativa INGLES I INGLÉS II NUESTRO PASADO NUESTRAS EXPERIENCIAS HISTORIA · Personal · Familiar · Local · VIVENCIAS · Individuales · Grupales 11 1 .

...! ¡Bienvenido! Ha llegado el momento de aventurarte en la magia del Idioma Inglés. 12 1 ..INGLÉS II ¡En sus marcas. el reto te pertenece. listos. el mundo del conocimiento te está esperando… No tardes en integrarte al fantástico mundo de la comunicación global. así como el valorar las oportunidades que se te pueden presentar si sustentas el dominio de la lengua Inglesa en tu vida cotidiana. La decisión es tuya.

INGLÉS II Once upon a time 1 13 1 .

4. Sustenta una postura personal sobre temas de interés y relevancia general. Elementos de competencia · Valora · Participa · Interpreta · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora 14 1 . Es sensible al arte participa en la apreciación e interpretación de sus expresiones en distintos géneros.INGLÉS II Secuencia Formativa 1 Competencias Genéricas a las que contribuye la asignatura Competencias 1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. Participa y colabora de manera efectiva en equipos diversos. 8. Escucha. 2. 6. considerando otros puntos de vista de manera crítica y reflexiva. interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios. códigos y herramientas apropiadas.

6. Asume una actitud constructiva. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. coherente y sintética. 8.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias 1. Elementos de competencia · Enfrenta · Experimenta · Interpreta · Identifica · Estructura ideas · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora 15 1 . congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo. a la vez que desarrolla un sentido de identidad. 2. 4. Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y culturas en el tiempo y en el espacio. Enfrenta las dificultades que se le presentan y es consciente de sus valore. Se comunica en una segunda lengua en situaciones cotidianas Maneja las tecnologías de la información y la comunicación para obtener información y expresa ideas. Estructura ideas y argumentos de manera clara. fortalezas y debilidades.

Establece la interrelación entre la ciencia. 16 1 . Sitúa hechos históricos fundamentales que han tenido lugar en distintas épocas de México y el mundo con relación al presente.INGLÉS II Resultado de aprendizaje de la asignatura con respecto a la competencia Escucha. Identifica el conocimiento social y humanista como una construcción en constante transformación. la tecnología. interpreta. desarrolla y expresa mensajes sobre acciones en el pasado Relación con otras disciplinas QUÍMICA. la sociedad y el ambiente en contextos históricos y sociales específicos. CTSyV II.

INGLÉS II Tema Integrador Once upon a time … Concepto Fundamental Nuestras experiencias Concepto Subsidiario Vivencias (Individuales y grupales) Concepto(s) Subsidiario(s) de primer nivel Past of the verb To BE (Affirmative. 17 1 . negative. interrogative) Past Continuous (Affirmative. interrogative) Gerund form of the verb Giving information about past events Categorías Diversidad. Tiempo. negative. Espacio. Energía. Materia Tiempo Programado 9 horas/clase.

Story Tale Responsibility Respect Collaborative Creativity 18 1 . Representation Writing: Write about their physical appearance in their childhood.INGLÉS II Mapa de Contenidos de la Secuencia Formativa Past of the verb To BE and Past Continuous Conceptual Procedimental Actitudinal Writing of texts Presentation Listening: Song “Happy ending” by Avril Lavigne Reading: Story Tale Speaking: Talk about their physical appearance in their childhood.

INGLÉS II Dimensiones de la Competencia Conceptual (aprender a conocer): Writing of texts Presentation Test Procedimental (aprender a hacer): Listening: Song “Happy ending” by Avril Lavigne Reading: Story Tale Speaking: Talk about their physical appearance in their childhood. Representation Writing: Write about their physical appearance in their childhood. Story Tale Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity 19 1 .

He was big. He was the ugliest prince in the story.INGLÉS II Actividades de Apertura 1. he was _________. and green. 20 1 . He was a hero. fat. strong. So. Read the following description and guess who’s this? Write the name of the person on the line He was an important character in a movie.

He was in the park in Tula here in Hidalgo. They were in a concert. 21 1 . Adjectives Fifteen Five Short Tall Shy Serious Thin Middle weight Fat Handsome Happy Sad/blue Smart/Intelligent Cute Park Tula Guadalajara Hidalgo Charly Charly was five years old. He was cute and a smart boy. They were the best friends at elementary school. Look at the examples and check the use of verb to be in past. They were fans of RBD. Isamar was nine years old.INGLÉS II Ejemplo 1. He was middle weight. They were six and nine years old. He was short. short._________________________________ Adjectives Best friends Classmates Six / Nine Fifteen / Twenty Tall Short Fat Thin Beautiful Ugly Elementary school College Fans Singers Concert Party They were Alexia and Isamar. He was handsome. Alexia was six years old. They are so eautiful. tall. He was shy and serious. and thin. and fat.

you can do it! 1. Danny. Then evaluate yourself using the Rubric N. Look at the pictures and describe the people using the past of the verb To Be and the adjectives of the following chart. and Amy Adjectives Six Eleven Extrovert Serious Handsome Ugly Sociable Timid On the beach In the office 22 1 .INGLÉS II Ejercicio Now. 1 called Descriptions Adjectives Six Eleven Extrovert Serious Handsome Ugly Sociable Timid On the beach In the office Melissa.

INGLÉS II Errores Típicos L Don’t use WERE with I L Don’t use AM WERE with I L Don’t write WHERE by WERE 23 1 .

INGLÉS II Actividades de Desarrollo 1. Do you remember vocabulary about…? Write it on the lines Schools ___________________ ___________________ ___________________ ___________________ ___________________ Adjectives __________________ __________________ __________________ __________________ __________________ ___ 24 1 .

INGLÉS II Popular Places _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _____________ Time expressions in the past ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ __________________ 25 1 .

INGLÉS II 2. I wasn’t. I was Ø No. 26 1 . Check the sentences. I was not a mischievous baby Was I a bad baby? Ø Yes.

Now talk about yourself. talk about you with a partner about how were you in your childhood. 27 1 . paste your photo in the square and write how were you were you were a baby..INGLÉS II 3. 1 called descrptions Paste your photo _________________________________________________ _________________________________________________ _________________________________________________ 4. This activity you can evaluate using rubric N. Role play.

28 1 . I was waiting my mother.INGLÉS II Ejemplo 1. They were a couple. They were in a party in Michoacan and they were dancing because they were happy. Read the next examples. I was three in this picture and I was sitting in a chair.

The rules of the Gerund are: Look at them Work ing Working Dance ing Dancing Study ing Studying Sit ing Sitting Go ing going 29 1 .INGLÉS II 1.

Arrive ing Begin ing Buy ing Do ing Shop ing 30 1 . Form the gerund of the next verbs.INGLÉS II Ejercicio 1.

· Use connectors. 1 called story tale 31 1 . · Use the past of the verb To Be and Past Continuous. Form a team with another eight classmates. Exchange a guide with another team and ask them to evaluate your story tale using Check list N. 3. 2. Structure a sentence in affirmative or negative form and go with your teacher to check it. Join your sentences to create a story tale.INGLÉS II Actividades de Cierre 1.

c. We were taking pictures around. (negative) I _____ busy yesterday morning.INGLÉS II Ejercicio 1. It was a fantastic night. (negative) Candy _____ in the school yesterday. b. Where were they? When was the concert? What were the friends drinking and eating? Who was screaming a lot? What was fantastic? 32 1 . _______ Freddy and Anne friends? Paul and his father _______ ______ tall. h. i. Rose ____ very happy with her baby. e. (negative) My English teacher ______ ______ here. a. Yeri and John ________ in the fair of Pachuca. Sean _____ _____ a good student. g. e. Read the next text and answer the questions. j. negative and interrogative form. I was very happy because I was enjoying the night in Panda’s concert and I was singing louder their songs because I like them so much. ______ Tommy in the movie? 2. Peter was screaming a lot that now he is sick. d. Complete with WAS. My friends were drinking sodas and eating popcorns. We were there with Panda. Evaluate yourself. Evaluate yourself using the Rubric N. Check your answers with your class and your teacher. c. 3 called reading A long journey Yesterday. d. Questions a. WERE in affirmative. b. f. Robert and Charles ________ bored at home.

everything that I wanted We _______ meant to be.INGLÉS II 1. just fade away All this time you were pretending So much for my happy ending You've got your dumb friends I know what they say They tell you I'm difficult But so are they But they don't know me Do they even know you? All the things you hide from me All the shit that you do [CD version] All the stuff that you do [radio edited version] You _______ all the things I thought I knew And I thought we could be [Chorus] It's nice to know that you were there Thanks for acting like you cared And making me feel like I ________ the only one It's nice to know we had it all Thanks for __________ as I fall And letting me know we were done 33 1 . in group with the help of your teacher individually you are going to correct your answers. but we lost it And all of the memories. Listen to the song and complete you can listen as many times you need to complete the song. oh oh. oh oh. so close to me.. Let's talk this over It's not like we're dead _____ it something I did? Was it something You said? Don't leave me hanging In a city so dead Held up so high On such a breakable thread You _______ all the things I thought I knew And I thought we could be [Chorus:] You were everything. "My Happy Ending" By Avril Lavigne So much for my happy ending Oh oh.. supposed to be.

Go to the English laboratory and enjoy it.INGLÉS II Práctica 1. 2 called Representation of the story tale. 34 1 . Now you have to represent your story tale. · Take care of your pronunciation · Be creative with the scenery and your clothes. · Do excises about the past of the verb to be and past continuous. in the check list N. · Use body language · Work in team 1. Give to your teacher a guide of one of the member of the team and ask them to evaluate you.

INGLÉS II 10 8 5 Rúbrica Rubric N. 1 Descriptions Date: Level E Aspects Use of the past of the verb TO BE Identify the use of the verb to be in past correctly in all text and use all adjectives without mistakes VG Identify and use the verb to be in past in most of the sentences and use the most of the adjectives in a correct form Use the most of the sentence with coherence G Identify and use the past of verb to be in some of the sentences and use adjectives but with some errors S Identify and use only few times verb to be in past correctly adjectives were used few times NP scarcely the verb to be in past and adjectiv es are used wrong IS Didn’t use the verb to be in past and none of the adjective s were used Coherenc e Use all the sentences in a coherence and understandable way Use some of the sentences with coherence Use few sentences in a coherence way Scarcely sentenc es are used in coheren ce None of the sentence s are used coherentl y Student’s name ___________________ Teacher’s sign ___________________ 35 1 .

2 Role Play Date: Level E Aspects Use of the past of the verb TO BE Identify the use of the verb to be in past correctly in all text and use all adjectives without mistakes VG Identify and use the verb to be in past in most of the sentences and use the most of the adjectives in a correct form Use the most of the sentence with coherence Express most of the sentences with few errors G Identify and use the past of verb to be in some of the sentences and use adjectives but with some errors S Identify and use only few times verb to be in past correctly adjectives were used few times NP scarcely the verb to be in past and adjective s are used wrong IS Didn’t use the verb to be in past and none of the adjectives were used Coherence Use all the sentences in a coherence and understandable way Express all the sentences with an excellent pronunciation Use some of the sentences with coherence Express some of the sentences with a clear pronunciati on Use few sentences in a coherence way Express few of the sentences in with a clear pronunciati on Pronuncia tion Fluency Express all the sentences with fluency Express most of the sentences with fluency Express some of the sentences with fluency Express few sentences with fluency Scarcely sentence s are used in coherenc e Scarcely few sentence s are express with a clear pronunci ation Scarcely sentence s were express with fluency None of the sentences are used coherently None of the sentences are express with a clear pronuncia tion None of the sentences were expressed with fluency Students names __________________ Teachers sign ___________________ 36 1 .INGLÉS II Rubric N.

3 Name: Reading Date: Level Aspects Answer correctly the questions E Answer correctly all the questions VG G S NP IS Answer Answer Answer Not all None of correctly correctly correctly the the the most some of only few questions questions of the the questions were were questions questions with help answered answered with help Check List N. 2 Representation of the story tale Practice name: Representation of the Story Date: Tale Aspects E VG Correct use of the grammar structure Creativity in the scenery and clothes Originality of the scenery and clothes Body Language Work team Fluency Pronunciation Knowledge of the work Work team G S NP IS 37 1 . 1 Story tale Date: Aspects Correct use of the past of the verb TO BE and Past Continuous Use of the connectors Sequence and coherence of ideas Creativity Originality E VG G S NP IS Check List N.INGLÉS II Rubric N.

INGLÉS II Teacher’s sing _____________________________ E 10 VG 9 G 8 S 7 NP 6 US 5 E – Excellent VG – Very Good G – Good S – Satisfactory NP – Need Practice IS – Insufficient 38 1 .

posees las herramientas necesarias para poder comunicarte en una lengua extranjera como lo es el idioma Ingles. personal y profesional. Esperamos que se hayan cubierto los objetivos planteados y tus expectativas del curso. 39 1 . Te invitamos a construir tu propio aprendizaje.INGLÉS II Guía de Portafolio 1. Es menester que desarrolles y practiques el uso de las cuatro habilidades que rodean a la enseñanza del idioma: listening.. ¡. 2. Es tiempo de valorar los beneficios que la adquisición del idioma Ingles te brindan en tu formación estudiantil. a valorar el nivel de vida que la adquisición de una lengua extranjera te brinda y esperamos verte el próximo semestre dispuesto a seguirte desenvolviendo en el importantísimo mundo de la comunicación global. fuera! ¡Felicidades! Haz concluido la enseñanza de la lengua Inglesa correspondiente a tu segundo semestre. reading y writing para que de esta manera. Story Tale in a creative form. A partir de hoy. Description of yourself. tu conocimiento y desenvolvimiento se transformen en un aprendizaje significativo y universal como lo es el idioma Ingles.. Concluyendo así una etapa más de tu formación estudiantil en la modalidad de la educación media superior. speaking.

INGLÉS II Beautiful memories 2 40 1 .

Elementos de competencia Expresión verbal Expresión escrita Analiza Interpreta Respeto 41 1 .INGLÉS II Secuencia Formativa 2 Competencias Se comunica en una segunda lengua en situaciones cotidianas Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación de sus propias circunstancias en un contexto más amplio.

elementos no verbales y contexto cultural.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua. recurriendo a acontecimientos. considerando la intención y situación comunicativa. previos. oral o escrito. Se comunica en una lengua extranjera mediante un discurso logico. Produce textos con base en el uso normativo de la lengua. Elementos de competencia Desarrolla un mensaje Identifica Expresa Interpreta Produce Comunica 42 1 . congruente con la situación comunicativa.

las cuales le permitirán preguntar y proporcionar información sobre eventos pasados así como lo realizado por otras personas en distintos ámbitos.INGLÉS II Resultado de aprendizaje de la asignatura con respecto a la competencia Identifica y utiliza las estructuras del tiempo pasado simple de verbos regulares e irregulares mediante una serie de ejercicios y situaciones planteadas en el aula.T.I. el trabajo en equipo y el respeto hacia la participación de sus compañeros reafirma lo aprendido en la materia.S. Pone en práctica los elementos del circuito del habla al interactuar en una conversación. Relación con otras disciplinas Lectura Expresión Oral y Escrita: Se relaciona con los conocimientos previos que los alumnos puedan tener para relacionarlos con el tema de pasado simple. C. La practica de los valores.Y V. 43 1 .

INGLÉS II Tema Integrador Last weekend. Concepto Fundamental Nuestro Pasado Concepto Subsidiario Nuestra Historia Concepto(s) Subsidiario(s) de primer nivel Personal Familiar Local Categorías Tiempo Programado 44 1 .

Elaboración de ejemplos. Sentido de colaboración. Conceptual (aprender a conocer): Aprender el uso de la forma del pasado simple en Ingles con verbos regulares e irregulares. 45 1 . Actitudinal (aprender a ser): Participación.INGLÉS II Dimensiones de la Competencia Procedimental: (aprender a hacer) Deducción de estructura gramatical Complementación de enunciados Comprensión de dialogo. Respeto a sus compañeros. Desarrollo de diálogos en pasado. Interés.

Where did you go? MARY: We went to the movie. you are going to evalute yourself with the help of your teacher. comment your answers and evaluate each other. Isn’t it? Why don’t you sell it? ROBERT: But then what would I do every weekend? 2. Answer the following questions according with the reading then work with a partner. a) _______________________ b) _______________________ c) _______________________ d) _______________________ e) _______________________ f) _______________________ g) _______________________ h) _______________________ i) _______________________ j) _______________________ 1. ROBERT: What did you do last weekend. I just worked on my car all day. how many groups of words can you find? •Two b) What is the most common ending in the words? • ed •irregular verbs • different endings •regular verbs c) How are known the verbs with the –ed ending in the past? •one e) How are known the verbs that change from present to past and past participle? •Irregular verbs •Regular verbs 46 1 . MARY: Is very old. a) According to the ending.and after that we decided to have dinner there. we saw the new film “Divina confusion”.INGLÉS II Actividades de Apertura Guess the action in the flash cards that your teacher is going to show you and write the past form of them on the lines. Mary? MARY: My friends and I went to Pachuca on Saturday ROBERT: That sound nice. Read the conversation and underline the verbs in past. What about you? Did you do anything special? ROBERT: Not really.

-Analyze the next rules to form the simple past of the verbs Past simple structure of regular verbs | Most of the verbs take –ed paint…………………... Irregular verbs don’t take –ed in the past simple. Cry………………………….played | Verbs with one syllable ending in one vowel + one consonant double the consonant before the –ed.preferred BUT Answer………………. Prefer………………….cried BUT play………………………. Stop…………………………stopped | Verbs with two or more syllables ending in a stressed vowel + one consonant double the consonant before the –ed. .INGLÉS II 4.lived | Verbs ending in consonant + y take –ied.The past simple of irregular verbs change. See-----------------------------saw AFFIRMATIVE I YOU HE SHE IT WE YOU THEY NEGATIVE I YOU HE SHE IT WE YOU THEY INTERROGATIVE I YOU HE SHE Did IT WE YOU THEY saw didn’t see see? 47 1 .painted | Verbs ending in –e take –d live……………….answered 5.

· I didn’t see my classmates of the secondary school anymore. Can you see the differences? Comment with your partner · When she listened “Pretty woman” she remembered to her boyfriend. · Did you remember your first birthday party? 48 1 .INGLÉS II Ejemplo Look at the examples and pay attention to the form of the verbs in each one.

feel DOWN Past of 1 "buy" 2. "get" 3. work with a partner and evaluate each other your sentences. AFFIRMATIVE NEGATIVE 49 1 . "sell" 2.Write the following verbs in simple past.INGLÉS II Ejercicio CROSS WORD 1. Write ten sentences into affirmative and negative form using the verbs below. take 8 2. ride 5. think 6. 3 1 2 1 4 5 2 3 7 4 6 8 7 6 9 ACROSS Past of 1. come 8. wake up 3. throw 7. Know 4. fight 4. . drink 5.

Actividades de Desarrollo Ejercicio 1. in 1968 she won an Academy Award for the film Funny girl. 50 1 .Read the next text and circle the verb s in past. Barbara produced. Not all the verbs have the ending –ed and some of them don’t change from present to past. and it was a “one woman show”. too. A BIG STAR Barbara Streisand was born in 1924 in Brooklyn. directed. In the 1970s and 1980s she starred in several popular films.INGLÉS II Errores Típicos Don’t use the past form of the verbs after Did o didn’t. She started her career as a singer and she first appeared on Broadway in the 1960s. Was this her last show? Who Knows. In 1983 she made a film Yentl. New York. In September 2000 she gave a farewell concert in New York. And she was also a very successful singer. and starred in the film and she sang the songs.

directing and starring. using the verbs in the box. What happened to Barbara Streisand in 1968? She ___________ an Academy Award for the film Funny Girl. What did Barbara Streisand do in 1983? She ____________ the film Yentl. What did Barbara give in September 2000 in New York? She ____________ a farewell concert 4. what else did Barbara do in the film Yentl? She __________ the song of the film. How did this famous start her career? She __________ her career as a singer. Then read aloud one question and your answer evaluate yourself. Write the regular and irregular verbs that you found on the reading. Complete the sentences. Sang won started gave made was 1.INGLÉS II 2. Besides producing. 5. 51 1 . 2. REGULAR VERBS IRREGULAR VERBS 3. 3.

Work in pairs and write a conversation about your last weekend activities. Then with your part evaluate your conversation using Rubric N. then perform it in front of the group.INGLÉS II 1. 1 52 1 . You can use the conversation in the oppening.

exchange with a partner your guide and using Rubric N. 1 called Writing activities evaluate each other.Choose one of the following topics and write about it.INGLÉS II Actividades de Cierre Ejercicio . using verbs in past. 53 1 .

INGLÉS II 2. With at least fifty words. Evaluate yourself according with Rubric N. 1 called Writing activities 54 1 . Write about a hero in our country who fought to the freedom.

1 Writing activities Date: Level E Aspects Use of verbs in past Identify the use of the verbs in past correctly in all text without mistakes VG Identify and use the verbs in past in most of the sentences in a correct form Use the most of the sentence with coherence G Identify and use the past of verbs some of the sentences but with some errors Use some of the sentences with coherence S Identify and use only few times verbs in past correctly NP scarcely the verbs in past are used wrong IS Didn’t use the verbs in past Coherenc e Use all the sentences in a coherence and understandable way Use few sentences in a coherence way Scarcely sentenc es are used in coheren ce None of the sentence s are used coherentl y Teacher’s sing ____________________________ 55 1 .INGLÉS II 10 8 5 Rúbrica Rubric N.

INGLÉS II What do you have for breakfast? 3 56 1 .

códigos y herramientas apropiadas..INGLÉS II Secuencia Formativa 3 Competencias Genéricas a las que contribuye la asignatura Competencias 1. · Expresión escrita. Escucha. 8.Elige y practica estilos de vida saludables. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. considerando otros puntos de vista de manera crítica y reflexiva. 3. Elementos de competencia · Valora · Elige · Practica · Expresión oral. 6. Participa y colabora de manera efectiva en equipos diversos. · Colabora 57 1 . interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios. Sustenta una postura personal sobre temas de interés y relevancia general. 4.

Enfrenta las dificultades que se le presentan y es consciente de sus valores. congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo. fortalezas y debilidades. Elementos de competencia · Enfrenta · Experimenta · Interpreta · Identifica · Estructura ideas · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora 58 1 . 6. 8.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias 1. Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y culturas en el tiempo y en el espacio. coherente y sintética. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. 4. Estructura ideas y argumentos de manera clara. Asume una actitud constructiva. 2. Se comunica en una segunda lengua en situaciones cotidianas Maneja las tecnologías de la información y la comunicación para obtener información y expresa ideas. a la vez que desarrolla un sentido de identidad.

· Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua. how many. EXPERIMENTALES · características físicas de algunos alimentos. CIENCIAS SOCIALES · Analiza la productividad y competitividad de la canasta básica en el entorno socioeconómico familiar. oral o escrito. how much. COMUNICACIÓN · Evalúa un texto. en función de sus conocimientos previos y nuevos. expresa ideas y conceptos mediante la comparación de su contenido con el de otros. produce un texto. congruente con la situación comunicativa. 59 1 .INGLÉS II Resultado de aprendizaje de la asignatura con respecto a la competencia Compare and use the countable and uncountable nouns. Relación con otras disciplinas MATEMATICAS · Cantidades y medidas. any. a lot of and the regular and irregular plural form. · Se comunica en una segunda lengua extranjera mediante un discurso lógico. some.

Vivencias Concepto(s) Subsidiario(s) de primer nivel · How much · How many · Some · Any · Alot of · Regular plural · Irregular plural Categorías Tiempo Programado Diversidad.INGLÉS II Tema Integrador What do you have for breakfast? Concepto Fundamental Concepto Subsidiario Nuestras experiencias. 60 1 . Tiempo. Espacio. Energía. Materia 15 horas/clase.

INGLÉS II

Mapa de Contenidos de la Secuencia Formativa

Countable and uncountable nouns

Apertura § Vocabulary. § Look at the picture and complete the sentences. § Rules of plural form. § Examples.

Desarrollo § Countable and uncountable nouns. § How much, how many. § Some, any, a lot of. § Measures. § Conversation.

Cierre § Plan your birthday party. § Follow instructions. § Exercises § Read and draw.

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INGLÉS II

Dimensiones de la Competencia

Conceptual (aprender a conocer): Remember vocabulary Writing of texts Procedimental (aprender a hacer): Listening: Reading: Conversation. Speaking: Conversation. Writing: Write about your birthday party. Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity

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INGLÉS II

Actividades de Apertura

63 1

. 10. Atención! 64 1 .There are __________ sugar. 1. 8.. 3. loaf. any. Look at the picture. 7. some.There isn´t__________ bread on the table. many.INGLÉS II 1. 11. 4. 2...How ______________ apples are there? Ø There are four appples.There isn’t any __________ of pizza..There´s a ___________ of cereal.. 9..There´s ____________ butter ..There is a__________ of tuna.There are a _________ eggs.There´s a ___________ candies. lot of.. packet. 5.. and complete with few.There´s a ____________of mayonnaise. can. 6.How _______________ oranges are there? Ø There are three oranges..

Box Glass Brush Match Boxes Glasses Brushes Matches Rule 1 Rule 2 Tomato Potato Tomatoes Potatoes Rule 3 Boy Day Key Boys Days Keys Rule 4 Baby University City Babies Universities Cities Rule 5 Wife Wolves Knives Wives Wolves Knives Rule 5 Wife Wolves Knives Wives Wolves Knives 65 1 .INGLÉS II 3. We´re going to remember the plural form.

. Irregular plural Man-----.Men Woman---Women Mouse----Mice Tooth-----Teeth Foot-------Feet Child------Children People----People Man=MEN Craftsman---Craftsmen Milkman-----Milkmen Fireman------Firemen Componed words Living room-living rooms Arm chair---Armchairs.Analyze the difference about how to do a plrural.INGLÉS II 4. Ejemplo 66 1 .

INGLÉS II 67 1 .

9.There are a lot of/ few pears. 5. negative and interrogative with countable nouns in the singular. .. 7. an.. 10. ..There´s some/ any cheese in my sandwich. much. many..How Many /much fruits do you eat in a week? 7.Is there an/a apple on the floor? 2.There is a /an packet of cookies on the floor. . some. How many with countable nouns to ask about the number of things.. .How many/much apples do you eat in your lunch? 68 1 .How many/much water do you drink in a day? 8.INGLÉS II Ejercicio DON´T FORGET USE…… Some in affirmative with plural countable nouns and with uncountable nouns A/an in affirmative. 1. Any in the negative and interrogative with both countable nouns in plural and uncountable nouns. a lot of. then tell a classmate your answer and evaluate him/her.. 6.Where can I buy some /any milk? 3. How much with uncountable nouns to ask about the amount of something.There is some/any chicken in the fridge. any..Underline the correct word: a.There isn´t any/some butter ! 4.

INGLÉS II Errores Típicos 69 1 .

. .. A can of A bottle of A carton of A piece of A cup of A glass of cookies tuna chicken Water Tea a) b) c) d) e) f) 70 1 .INGLÉS II Actividades de Desarrollo 8.Order the countable and uncountable noun. Bread Apple Milk Egg Flour Ice cream Pears Water Yogurth Soda Cheese Tea Banana Candy Orange Coffee COUNTABLE NOUNS 1.Bread 9.Fill in with the labels with these phrases..Apple UNCOUNTABLE NOUNS 2.

Freddy: Hi. 71 1 . What are you having? Freddy: I´m having orange juice and some cereal with milk. and my dad´s having eggs with bacon and a cup of tea. Ejemplo Read the conversation. How______slices of pizza do you eat for lunch? I don´t eat _____ slice of pizza in my lunch. Joseph : Oh. It´s Joseph. Complete the conversation. I´m having breakfast in London. hi. Joseph: Mmmmm! Sounds great! What do you have for a snack? I have for snack a sandwich.INGLÉS II 1.

anything else? Peter: Yes. Jarel: Here you are! Peter: How ________ ___is it? Mr. two______________ __ milk and ______________ cookies. may I help you? Peter: Do you have __________ bananas? Mr. some. Write a list of the things. Jarel: It is fifteen dollars. Plan your birthday party. please. The shop assistant is very tall and he has black hair. food and drinks that you are going to need? 72 1 . Mr. I have __________big bananas. Good bye. Actividades de Cierre 1. Mr. any. Peter:Good morning Mr.INGLÉS II Ejercicio Read the next conversation and complete with : much. He has his shopping list and his basket. Peter: Here you are! Good bye. Jarel: Yes. Mr. Jarel: Here you are. packet of Peter is in the supermarket. Jarel: Good morning. bottles of. Jarel: Thank you. Peter: I want _______________ bananas. His name is Jarel. Jarel Mr.a kilo of. He is buying food and drinks.

there are a lots of chocolates Yes. There are not any eggs .Is there any salt? 4.Are there any chocolates? 5. there is some sugar No. I need…… __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Match the questions with the answers..Is there any orange juice? 7. there aren´t any candies. there isn´t any orange juice.. Read the next text and draw the items.. 2. write on them on the lines...Are there any candies? 2. and there is a bottle of water. three! There are three packets of sugar. There´s a small supermarket in my town. Look at the windows in the supermarket! There is some cheese. Something about the supermarket in my town.Are there any cookies? 3.Is there any cooking oil? ( ( ( ( ( ( ( ) ) ) ) ) ) ) Yes. there are many cookies Yes. there is a lot of cooking oil. there is some salt. There are four bananas and seven pears. Yes.. One.. What ingredients do you need to prepare a sandwich. some milk and some sugar.is there any sugar? 6. No.INGLÉS II Ejercicio 1. two. There are some apples. There´s a carton of cookies and five cans of tuna. 1. Yes. 73 1 . there isn´t any butter. The shop assistant is counting the packets of sugar.

Write and act your own conversation. many Material Coherence Check List Date: E VG G S NP IS Check List Practice name: Conversation Date: Aspects Fluency Correct use of some.INGLÉS II Práctica 1. Can you find some simple recipes? In teams of 5 people. show at your group how to prepare a recipe. how much. how many. Domain Coherence E VG G S NP IS Teacher’s sing _____________________________ 74 1 . then enjoy it with your classmates. any. 2. a lot of Correct use of much.Go to the English laboratory and enjoy it. a lot of. 3. 10 8 5 Rúbrica Practice name: Follow instructions Aspects Use of some. . any.

any.. a lot of. 75 1 . Practice it in an oral form with a classmate.Create your own conversation in where you use some. 3.Write about the things.Prepare a recipe in front of your classmates.INGLÉS II Guía de Portafolio 1..Go to the English Lab and enjoy it. food and drinks that you are going to need for your next birthday party. 4. follow the instructions and do it in front of your classmates. how many. 2.. then enjoy it.. how much.

INGLÉS II My childhood 4 76 1 .

Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 4.INGLÉS II Secuencia Formativa 4 Competencias Genéricas a las que contribuye la asignatura Competencias 1. códigos y herramientas apropiadas. interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios. Escucha. Elementos de competencia · Expresión verbal · Expresión escrita 77 1 .

Estructura ideas y argumentos de manera clara. congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo. Enfrenta las dificultades que se le presentan y es consciente de sus valores. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.Se comunica en una segunda lengua en situaciones cotidianas 6. Asume una actitud constructiva.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias 1. Elementos de competencia · Enfrenta · Experimenta · Interpreta · Identifica · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora 78 1 . 11. 8. 4. coherente y sintética. fortalezas y debilidades.

use and express students’ childhood using used to Relación con otras disciplinas CTSyV II Porque pone en práctica valores. 79 1 . respeto. empatía y responsabilidad.INGLÉS II Resultado de aprendizaje de la asignatura con respecto a la competencia Identify. como tolerancia.

Concepto(s) Subsidiario(s) de primer nivel Personal. Concepto Fundamental Experiencias en el pasado Nuestras experiencias Concepto Subsidiario Historia. Energía. Familiar. Vivencias.INGLÉS II Tema Integrador Mi niñez. Materia Tiempo Programado 3 /clase. Espacio. Local Individuales y Grupales Categorías Diversidad. 80 1 . Tiempo.

negative.INGLÉS II Mapa de Contenidos de la Secuencia Formativa Used to Affirmative. interrogative Nuestro pasado Vivencias Historia · Personal · Familiar · Local Vivencias · Individuales · grupales 81 1 .

Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity 82 1 . Reading: My granddad Speaking: Talk about you activities that you used to do in your childhood. Students talk about their childhood.INGLÉS II Dimensiones de la Competencia Conceptual (aprender a conocer): Used to grammar structure Affirmative Negative Negative Procedimental (aprender a hacer): Listening: Talk about past habits. Writing: Write about their childhood.

-Tell to your teacher things you used to do when you were a child. ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ________ 83 1 . Correct with your teacher what you wrote. Pay attention to the activities that your teacher used to do and write them down. –Listen to your teacher what he o she used to do when he/ she was a child. and write them on the lines.INGLÉS II Actividades de Apertura 1. I used to _______________________ _______________________ _______________________ _______________________ _______________________ 2.

INGLÉS II

3. - Match the sentences with the pictures. Then check the answers of one of your classmates.

A. I used to play in the morning in my school.

B. I didn’t use to write on the walls.

C. Did you use to do projects? Yes, I did No, I didn’t

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INGLÉS II

Ejemplo

· When I was five years old, I used to play marbles.

· When I was six years old, I didn’t use to see el chavo del ocho.

· When you were seven years old, did you use to play toys cars?

Negative. He didn’t use to play marbles GRAMMAR. Affirmative. He used to play marbles.

Interrogative. Did he use to play marbles? Yes, he did No, he didn’t

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INGLÉS II

Ejercicio

2. Paste some photos or draw some pictures about activities you used to do when you were a child, write the name of the activity on the line.

Paste your photo

Paste your photo

_____________________________

_________________________

Paste your photo

Paste your photo

____________________________

_________________________

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h. b. c. affirmative Sally _____________ clean up her bedroom. negative Sam ______________ eat vegetables. negative ________ Tom and Tommy __________ listen to classic music? 87 1 . She________________ cook sea food. f. e. pay attention with the form that is required in each sentence. Then exchange your guide with a partner and check the answers. We used not to write tales when we were children Actividades de Desarrollo 3. affirmative ________ he________ climb the mountain? We ___________ drink easy mineral water negative Sandy ______________ make up a lot. a. g. d. affirmative _________ they __________ paint the walls? My big brother ______________ play marbles. j. negative They _______________ go to cinema. i.INGLÉS II Errores Típicos Don’t write the verb in past tense with used to We used to wrote tales when we were children Don’t write used to with negative or interrogative form.-Complete these sentences with used to.

.didn’t / he / use to / soda / drink/ ________________________________________________________ d.?/ eat / did / use to / we / ____________________________________________________ c.Put the words in the correct order to make sentences and questions.INGLÉS II Ejercicio 4.chess / Tommy / play / used to/ ________________________________________________________ 88 1 ... When you have finished evaluate yourself with the teacher your sentences a...use to / ? / did / Sandy / parties / go / ___________________________________________________ e.used to/ play / she / with dolls/ ________________________________________________________ b..

Anna: Sure you do. Grandfather: I remember them. Grandfather: The Lozanos? I don’t remember them.INGLÉS II Actividades de Cierre Ejercicio What did you use to do in your childhood? 4.Listen and read the dialogue. they did. guess who I saw yesterday. Grandfather: Did they use to have a little dog? Anna: Yes. How are they? Anna: Fine. They used to live next to door to us. then answer the questions. 1 called: reading MY GRANDFATHER Anna: Granddad. They’re living in Tampico now. 89 1 . Grandfather: who? Anna: The Lozanos. You can evaluate this activity by yourself going to the rubric N. .

What did they use to have? _____________________________________________________ III. Then evaluate one of your classmates using the check list N. – Write a short paragraph about the activities you used to do in your childhood. 2 90 1 . .Where are they living now? _______________________________________________________ 5.-Where did the Lozanos use to live? ____________________________________________________ II. .INGLÉS II I.

Student 1: I used to watch cartoons. and write a dialogue about the things you used to do you can evaluate your patner using Rubric N.INGLÉS II Práctica Work in pairs. 2 called dialogue about your childhood. I didn’t. 10 8 5 Rúbrica Rubric N. 1 Name: Reading Date: Level Aspects Answer correctly the questions Spelling E Answer correctly all the questions VG G S NP IS Answer Answer Answer Not all the None of correctly correctly correctly questions the the most some of only few were questions of the the questions answered were questions questions with help with help answered Pronounce Pronounce Pronounce Pronounce Not all the Didn’t all the the most some of only few words want to words of the the words words were participate correctly words correctly correctly pronounce correctly with help correctly even with help Student’s name: ____________________ Teacher’s sign: _____________________ 91 1 . I used to watch el chavo. Student 2: Did you use to watch Chabelo? Student 1: No.

INGLÉS II E 10 VG 9 G 8 S 7 NP 6 US 5 E– VG – G– S– NP – IS – Excellent Very Good Good Satisfactory Need Practice Insufficient 92 1 .

INGLÉS II I could play 5 93 1 .

Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. Elementos de competencia · Expresión verbal · Expresión escrita 94 1 . 4.INGLÉS II Secuencia Formativa 5 Competencias Genéricas a las que contribuye la asignatura Competencias 1. códigos y herramientas apropiadas. interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios. Escucha.

Estructura ideas y argumentos de manera clara. Enfrenta las dificultades que se le presentan y es consciente de sus valores.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias 1. coherente y sintética.Se comunica en una segunda lengua en situaciones cotidianas Elementos de competencia · Enfrenta · Experimenta · Interpreta · Identifica · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora 6. 95 1 . Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. 11. 4. fortalezas y debilidades.

Tema Integrador No.INGLÉS II Competencias Genéricas a las qu contribuye la asignatura Relación con otras disciplinas CTSy I. como son la tolerancia. negative. Materia Tiempo Programado 3 /clase. possibility) (Affirmative. Tiempo. Concepto Fundamental Nuestro pasado Nuestras experiencias Concepto Subsidiario Historia Vivencias Concepto(s) Subsidiario(s) de primer nivel Auxiliary could (polite request. respeto. 96 1 . Espacio. escuchar hacia a los demás. interrogative) Categorías Diversidad. Yo podría jugar. Energía. Reconoce y practica los valores.

negative. interrogative Nuestro pasado Nuestras experiencias Historia · Pesrsona · Familiar · Local Vivencias · Individual · Grupales 97 1 .INGLÉS II Mapa de Contenidos de la Secuencia Formativa Could Affirmative.

Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity 98 1 . Speaking: Talk about you activities that you could do. Murphy's students couldn't do their homework. Writing: Write about ability in the past. Murphy's students couldn't do their homework.INGLÉS II Dimensiones de la Competencia Conceptual (aprender a conocer): Writing Presentation Conceptual Map Test Procedimental (aprender a hacer): Listening: Mrs. Reading: . Mrs.

All the students promise Mrs. Mrs. 1called MRS. Murphy doesn’t know what to do with her students today. Which ability is expressing? ____________________________ 99 1 .-Read the text and underline the verbs which show an ability in the past. and now she can’t teach the MYRPH’S STUDENTS COULDN’T DO THEIR HOMEWORK lessonMRS. Sally couldn’t do her homework because she was tired and fell asleep early. __________________________ __________________________ __________________________ _________________________ 3. – Look at the pictures your teacher shows and listen what the person is doing. Murphy’s students couldn’t do their homework taken from didactic sequence II a. And all the other students couldn´t do their homework because there was a blackout in their neighborhood last night. Bob couldn’t do his homework because he had a stomachache. Murphy they´ll be able to do their homework. Donna couldn´t do her homework because she had to take care of her baby sister while her mother worked late at the office. write the activities on the lines. John couldn’t do his homework had to visit his grandmother in the hospital. They didn’t do her homework last night. MURPH’S STUDENTS COULDN’T DO THEIR HOMEWORK Mrs. Then answer the following questions. she prepared.INGLÉS II Actividades de Apertura 1. evaluate this activity using Check List N. What is the form of the verbs? ___________________________ c. Write the verbs __________________________ b. She certainly hopes so.

She could cut a delicious cake. They couldn’t celebrate a big party. Could possibility.INGLÉS II 4.Grammar.. 100 1 .

Could they play during classes? Yes.INGLÉS II 5. she couldn’t 101 1 . .Grammar could polite request. they could Could she sleep in the classroom? No.

. · We couldn’t swim very well.?/ milk / could / the cow / they/ ____________________________________________________ c.Put the words in the correct order to make sentences and questions.could / play / we/the piano/ ________________________________________________________ b.could / Tommy / lunch / lunch/ 102 1 . . · Could I have some soda please? Ejercicio 6. a.could / ? / to / Saymi / the parties / go / ___________________________________________________ e.could’t / he / soda / drink/ ________________________________________________________ d. .INGLÉS II Ejemplo · We could go to cinema. . evaluate your sentences with a partner. . .

-Write sentences using could (affirmative. he could No.INGLÉS II 7. Yes. Affirmative He could eat sea food Negative He couldn’t eat sea food interrogative Could he eat sea food? Short answer Yes. negative and interrogative) the fist sentences are done for you. Yes. He/eat/sea food They /visit/ Merida She/ clean / the house We/drink/ cold soda It / sleep/outdoors Errores Típicos Don’t write the verb in past tense with could Don’t write the verb in gerunds with could . No. 103 1 .

Play visit eat be __________________________ 104 1 .INGLÉS II Actividades de Desarrollo 8.According to the pictures write down what the people could do. . use the verbs from the box.

What’s your___________? B. Certainly. 105 1 .INGLÉS II Actividades de Cierre Listen and complete. Please. of course.And _________________are you? B. Right.720644 A. Yes. A. M -A-V-I-S…. A. please? B. Could you spell your name. I’m thirty-two years old.-Read the dialogue and fill in the missing words . A . madam. _____________ your home address? B. And your phone number? B. madam. Here’s Your card. A. Yes. address and the phone number. Could I help you? B. Mavis steed. please I’d like to join the tennis club. A. Ejercicio 9. Good morning. Green Street. Thanks.S-double E-D. sing it here.Then check yourself your answers using your name.___________________ Ms Steed. A.

–Write a similar dialogue as the last activity using your own information working with a partner evaluate each other using Rubric N. 2 called Dialogue 106 1 .INGLÉS II 5.

Give one of the guides to your teacher to evaluate you using Check list N. act out similar dialogues. . 2 called Act out.INGLÉS II 7.In pairs. 107 1 .

INGLÉS II

10 8

5

Rúbrica

Rubric N. 1 Writing activities Date: Level E Aspects Use could Identify the use of could correctly in all text without mistakes VG Identify and use could most of the sentences in a correct form Use the most of the sentence with coherence G Identify and use could in some of the sentences but with some errors Use some of the sentences with coherence S Identify and use only few times could NP Scarcely use could are used wrong IS Didn’t use could

Coherenc e

Use all the sentences in a coherence and understandable way

Use few sentences in a coherence way

Scarcely sentenc es are used in coheren ce

None of the sentence s are used coherentl y

Teacher’s sing ____________________________

108 1

INGLÉS II

109 1

INGLÉS II

Love, sweet love!

6

110 1

8. Participa y colabora de manera efectiva en equipos diversos. Aprender por iniciativa e interés propio a lo largo de la vida. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. Escucha. 7. códigos y herramientas apropiadas. 4.INGLÉS II Secuencia Formativa 6 Competencias Genéricas a las que contribuye la asignatura Competencias 2. interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios. Elementos de competencia · Expresión verbal · Expresión escrita · Escucha 111 1 .

7. 11. considerando el contexto en el que se generó y en el que se recibe. Elementos de competencia · Expresión verbal · Expresión escrita · Escucha 112 1 . la literatura y los medios de comunicación en la recreación o la transformación de una cultura. Identifica. 4. oral o escrito. congruente con la situación comunicativa. ordena e interpreta las ideas. considerando la intención y situación comunicativa. Produce textos con base en el uso normativo de la lengua. datos y conceptos explícitos e implícitos en un texto.INGLÉS II Competencias Disciplinares a las que contribuye la asignatura Competencias 1. Valora y describe el papel del arte. teniendo en cuenta los propósitos comunicativos de distintos géneros. Se comunica en una lengua extranjera mediante un discurso lógico.

INGLÉS II Resultado de aprendizaje de la asignatura con respecto a la competencia Comprendo y expreso de forma oral y escrita experiencias personales mediante el uso del presente perfecto en momentos definidos o indefinidos en el pasado en situaciones generales. 113 1 . Relación con otras disciplinas CTSyV II. Identifica el conocimiento social y humanista como una construcción en constante transformación.

Espacio. Tiempo.INGLÉS II Tema Integrador Love. negativo. interrogativo) Forma del pasado participio del verbo Dar información sobre eventos pasado en períodos definido e indefinidos Categorías Diversidad. Energía. Materia Tiempo Programado 9 horas/clase. 114 1 . sweet love! Concepto Fundamental Nuestras experiencias Concepto Subsidiario Vivencias (Individuales y grupales) Concepto(s) Subsidiario(s) de primer nivel Presente Perfecto (Afirmativo.

negative. interrogative form) Past participle Have.INGLÉS II Mapa de Contenidos de la Secuencia Formativa Present perfect (Affirmative. has Preposition s Time expressions in the past Recent past (Definite time) A period of time in the life (Indefinite time) 115 1 .

has) Prepositions Time expressions in the pas tProcedimental (aprender a hacer): Listening: Song. negative. “Have you ever seen the rain” by The Creedence Speaking Writing Reading Actitudinal (aprender a ser): Responsibility Respect Work team Creativity Freedom 116 1 .INGLÉS II Dimensiones de la Competencia Conceptual (aprender a conocer): Present Perfect (affirmative. interrogative form) Past Participle form of the verb Verb To Have (have .

According to the reading. send messages and letters at any time. You frequently talk about this person and you are interesting of doing everything that he or she likes. Have you ever fallen in love? d. You are just thinking about him/her and for that reason you find the way to call him/her by phone. b. Read the next paragraphs. what is the difference between be in love and fall in love? FALL IN LOVE You don’t talk much about him or her. a. You call him/her only if it is necessary. Have you ever been in love? c. You are yourself with him/her and you can’t be unfaithful because it is so important to you to be totally honest in this relationship. 2. Have you ever broken a heart? 117 1 . this person is one of the most important in your life. Comment these questions with your teacher. Has somebody broken your heart? e. but obviously.INGLÉS II Actividades de Apertura 1. BE IN LOVE You are really in a crush.

were Being Been Fall Fell Falling Fallen Write Wrote Writing Written Kiss Kissed Kissing Kissed Dance Danced Dancing Dance 118 1 . Check the forms of the verbs.INGLÉS II Ejemplo 1. Present Past Gerund Past Participle Be Was.

then compare with partner your answers.INGLÉS II Ejercicio 1. Complete this activity. Present Past Gerund Past Participle Cooked Saw Do Making Have 119 1 .

Find the next verbs in past participle. ¶ Sing ¶ Drink S H I V W O R E A B R O P H P U P T W Q R T Y F J F H F F W N Y T G H D L L H B Q W ¶ Read ¶ Draw T C N G K L S R H P O Y T L F V D H Q B Q U A S M S H N R V S J D G M N W U I A T U W M T R M N G K H P E S H H H Y A O S A T R E N J D J H ¶ Drive ¶ Try U W B S R Q P B J E G T O P N R I X T Y G M P V R Q P S M A O F N M G U T I E T Y G B L W G D R V H H R E A T U X E C D E P O R Y D O ¶ Wear ¶ Learn O A L E A N D E G W P O K P P R O R S E D E H N E T A E S N N T M Q R P I W M T X W R E E Y K S D R Y R H S U B ¶ Lose ¶ Eat H D G H G O M L S Q T G T Q W Q B 120 1 . Use different colors.INGLÉS II 1.

INGLÉS II Errores Típicos L Don’t write: He have. she have L Don’t forget to write the verb in past participle after Have L Don’t use Have to instead of the Present Perfect 121 1 .

INGLÉS II Actividades de Desarrollo 1. You need cuttings. and colors for the next activity. Illustrate the vocabulary. Time expressions in the past At night In summer In October On March 4th Once Twice Tree times Many times On vacation For about six days For two days never 122 1 . photos. 2.

Pay attention to the next sentences.INGLÉS II Ejemplo 1. Have you ever…? 123 1 .

INGLÉS II 2. I have traveled with my girlfriend on winter vacation. I wrote one to my boyfriend for about two weeks ago. I haven’t gone to the discotheque with my boyfriend last month. 124 1 . I have. I haven’t. · No. Read these sentences. I have never written a love letter. Have you ever written a love letter? · Yes.

INGLÉS II 1. Pay attention to the prepositions FOR ABOUT and SINCE in the sentences. R I have been a romantic boyfriend since I ask her to be my girlfriend. R We haven’t been happy for about two weeks because we have been apart. R We have been together for about one month and we have been so happy for about one week ago. R I haven’t sung a romantic song to my girlfriend since 2006. 125 1 .

Now make two affirmative sentences. prepositions. Use the pictures that you will find at the end of your book in the Added page 1. 4. 3. Finally give your guide to your teacher to evaluate you. and two interrogative sentences with answers using the phrases in the oval. two negative sentences.INGLÉS II Ejercicio individual work 1. ¶ Kiss a friend ¶ Give flowers to ¶ Eat something that I don’t like just for him/her ¶ Receive a teddy bear from my boyfriend/girlfriend ¶ Bee faithful ¶ Go to a Kalimba’s concert ________________________________________ ________________________________________ _______ paste ________________________________________ ________________________________________ _______ Paste 126 1 . For this activity you are going to use your list of verbs. and time expressions. scissors and glue. 2.

INGLÉS II 127 1 .

Look at the example. BINGO Have you ever danced? Have you ever traveled? Have you ever been? Have you ever visited? Have you ever played? Have you ever kissed? Have you ever played? Play 128 1 .INGLÉS II Ejemplo 1.

INGLÉS II Ejercicio Group activity 1. Write one interrogative sentence per each square using the verbs in the cards. 5. 3. Every student in your team has to take a turn to roll the cards saying interrogative sentences just like in the last example. Form a group of five. 2. Make eight little balls of paper. Cut the cards which are in the Added page 2 for this activity. 4. BINGO 129 1 .

But I am sure I have felt it since I met you.INGLÉS II Ejemplo Class activity. ALREADY. Good Lord who blesses our feelings and dreams. and YET. But I am sure Our love has already touched the happiness. sweet love How long we have been together? I do not know. Sweet memories that cross the heaven And seas. How long have I loved you? I do not know. I haven’t dreamt the end yet. do not let me down With the broken heart. Love. 1. Read the poem. Love. sweet love. So please. 130 1 . Check the use of HOW LONG.

paste 131 1 . and yet. Use another color piece of paper if it is necessary. already. Form a team with other three students and make a poem using how long.INGLÉS II Ejercicio Role play 1. Ask a partner. And write your answers on your notebook. How long have you had a friendship? How long have you gone out as a couple? How long have you shown your real feeling to your boyfriend/girlfriend? Group activity 1. 2. You need a romantic photo or cutting to develop this activity.

never CHORUS: All of my life Where ________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll ________ see you again At every time I've always _________ That you where there. wherever And I would never let somebody break you down Until you cried. Listen to the song and fill the spaces. AGAIN by LENNY KRAVITZ I've _______ searching for you I heard a cry within my soul I've _______ had a yearning quite like this before Know that you are walking right through my door CHORUS: All of my life Where _______ you _______ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _______ see you again A sacred gift of heaven For better worse. my love forever CHORUS: All of my life Where ________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll ________ see you again CHORUS: All of my life Where _________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _________ see you again CHORUS: All of my life Where __________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _________ see you again 132 1 .INGLÉS II Actividades de Cierre 1. upon your throne A lonely queen without her king I longed for you.

Form a team with two other classmates. Joseph has to driven until Monterrey to see his girlfriend. Everybody has to start at the same time and the first team that has the correct answers will win all the candies. _______________________________________________________ Your girlfriend has given you a nice present? _______________________________________________________ Clare haven’t learned that she has to be honest in a relationship.INGLÉS II Práctica Group activity 1. _______________________________________________________ _______________________________________________________ 133 1 . Recite your poem. _______________________________________________________ Susie and Peter has celebrated their wedding aniversary. Group activity 5. Work with the same team in the activity of the poem. Make use of scissors. You are going to buy a candy and give it to the teacher. 7. Identify the mistake in the sentences and rewrite them on the lines. or tape. 3. 6. glue. Use any kind of paper to design your clothes. _______________________________________________________ I have cook something special for you. 2. 4.

INGLÉS II Guía de Portafolio 1. por lo que hora ya eres capaz de expresar. 2. 134 1 . Illustrated affirmative. and interrogative sentences. Poem.. Take pictures as an evidence of your recital. 3. desarrollar e identificar enunciados que denoten un pasado definido o indefinido en situaciones generales. ¡. negative. Así que eres una persona competente en el espacio fantástico de la lengua inglesa. fuera! ¡Felicidades! Haz concluido exitosamente esta secuencia..

INGLÉS II Proyecto integrador 135 1 .

INGLÉS II LAS FABRICAS COMO AGENTE CONTAMINANTE. tomando en cuenta como a perjudicado la contaminación al mundo entero partiendo de la contaminación que generan las fabricas que producen plásticos. Usa tu investigación de la materia de Lectura Expresión Oral y Escrita. 136 1 . Redacta un ensayo en inglés utilizando el tiempo pasado.

Michigan. Oxford. Keith S. (2004). New interchange. Barcelona. Roann. Williams. Developing English Fluency book 3.com 137 1 . Richards. Stempleski. (1997). Jack C. 2002 Gardner. (1997). Prentice-Hall. Hewings. UK. Cambridge University Press. Style 3. L. Sturtevant. 2008. Rogers. The University of Michigan Press. Ed. Richards. Andy. Ed. Cambridge. Martin. Susan. Curtis. Robert. 1999 “Speak Up Magazine” Revista para Aprender Inglés. John. Ed. España.mansioningles.INGLÉS II Bibliografía Eastwood. Ian. Cambridge University Press. Thomson Learning Press. et al. (1992). UK. 2005 Dixson. Oxford Practice grammar. Publicación Mensual www. USA. Thailand: Macmillan Publishers Limited. Clear Grammar 3.englishtown. Student's book. New interchange. Agostini-Rizzoli Periodici. Cambridge. Cambridge University Press. Altman. student's book 2. World Link. 1994 Folse. J. Ed. Cambridge University Press. New York. Activities for Spoken and Written Communication. United States Of America. Reference and Practice For Intermediate Students Of English. Oxford University Press. USA. Jack C.com www. Advanced Grammar In Use. Graded Exercises in English. Raymond. M. Macmillan. student's book 1. Grammar In Use. Style 2. 1999 Murphy.

INGLÉS II Anexos 138 1 .

Cut the cards to play BINGO DRIVE WRITE WEAR EAT TRY LEARN DO FALL DRINK SEE LOSE KISS HAVE DRAW MAKE RECEIVE 139 1 .INGLÉS II ADDED PAGE 2 Secuencia Formativa 6 Activity 2.

clase Eraser.mes pasado Last yearAgain.refresco Cookies – galletas Cereal – cereal Rice – arroz Cucumber – pepino Beans .pay Butter.mantequilla Salad-ensalada Breakfast-desayuno Measure.INGLÉS II VOCABULARY Numbers – n umbers One hundred-cien One thousand.alguna vez Weekend-fin de semana Once-una vez Twice-dos veces Nouns-sustantivos Man-hombre Woman-mujer Child-nino Mouse-raton Foot-pie Tooth-diente Church-iglesia Watch-reloj Brush-cepillo Kiss.lata Cup –taza Glass – vaso Plate – plato Fork – tenedor Spoon – cuchara Knife.beso Bush-arbusto Family-familia Baby-bebe Lady-dama City-ciudad Key-llave Day-dia Wolf-lobo Thief-ladron Life-vida Leaf-hoja Shelf-repisa Bus-autobus School-escuela Printer-impresora Cell-pnone-telefono celular 140 1 .frijoles Meat – carne Chocolate-chocolate Sandwich-emparedado Cake – pastel Coffee – café Fruit – fruta Apple – manzana Orange – naranja Strawberry – fresa Cherry – cereza Lemon – limon Guava – guayaba Pine apple – pina Watermelon –sandia Soup – sopa Dessert – postre Pie .pan Burger – hamburguesa Flour – harina Fish – pescado Tuna fish – atun Milk –leche Water – agua Wine – vino Soda .medida Quarter – cuarto Half – medio Litter – litro Box – caja Bottle – botella Can .boligrafo Pencil – lapiz Book – libro Notebook – cuaderno Map – mapa Blackboard – pizarron Ruler – regla Marker.aceite Garlic-ajo Cream-crema Nut-nuez Lettuce-lechuga Chicken-pollo Beef-carne de res Banana-platano Pasta-pasta Noodles-tallarines Flour-harina Cheese-queso Tomato-tomate Time expressions Last week –semana pasada Ago – hace Since – desde Yesterday – ayer Last month.goma Sharpener – sacapuntas Desk – escritorio Dictionary – diccionario Computer – computadora Food – comida Egg – huevo Carrot – zanahoria Potatoe – papa Bread.marcador para pizarron Chalk.cuchillo Oil.mil Pen.atra vez Ever.marcador boad marker.gis Classroom – salón Class.

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