Libro Ingles 2

Inglés II
CECyTE Baja California

DIRECCIÓN GENERAL
Av. Panamá #199, esquina con Buenos Aires.

Colonia Cuauhtémoc Sur
Teléfonos 01 (686) 905 56 00 al 08
Correo Electrónico: docencia@cecytecbc.edu.mx

Página Web: www.cecytebc.edu.mx
INGLÉS II
Segundo semestre
Bachillerato Tecnológico
Primera edición
Meléndez López Ana María
Tapia Ávalos Lino
Sánchez Venegas María Refugio
Segunda edición
Sánchez Venegas María Refugio
Vidal Llamas Blanca Lilia
En la realización de este material participaron:

Gabriela Rivas García
Diana Alejandra Chávez Ramírez
IMPRESO EN MÉXICO
Segunda Edición, 2020
DATOS DE IDENTIFICACIÓN
NOMBRE DEL ALUMNO: _____________________________________________________
CORREO: __________________________________________________________________
TELÉFONO: ________________________________________________________________
GRUPO: ___________________________________________________________________
GRADO: ___________________________________________________________________
PLANTEL: _________________________________________________________________
DOCENTE: _________________________________________________________________
3
INDEX
¾ Presentation ...................................................................... 6
¾ Learning Objective of English II ....................................... 10
UNIT 1 Daily Routines ........................... 12
EXPECTED LEARNING OUTCOMES ...................... 12

LESSON 1: Grammar ................................................... 14
LESSON 2: Grammar .................................................. 19
LESSON 3: Grammar .................................................... 24
LESSON 4: Writing ......................................................... 26
LESSON 5: Vocabulary ................................................. 28
Daily Routines ............................................................... 28
LESSON 6: Grammar ..................................................... 29
Imperative verbs or action verbs ................................. 29
LESSON 7: Reading ...................................................... 31
LESSON 8: Writing .......................................................... 33
UNIT 2 Our Past ..................................... 34

EXPECTED LEARNING OUTCOMES ....................... 34
LESSON 1: Vocabulary ................................................ 36
LESSON 2: Grammar .................................................. 38
Simple past: verb be .................................................... 38
LESSON 3: Speaking ................................................... 40
LESSON 4: Writing ....................................................... 41
LESSON 5: Speaking ................................................... 43
LESSON 6: Writing ....................................................... 43
LESSON 7: Reading ..................................................... 44
LESSON 8: Grammar .................................................. 45
Simple Past ................................................................... 45
Simple Past Uses ......................................................... 45
LESSON 9: Writing ....................................................... 48
LESSON 10: Reading ................................................... 50
LESSON 11: Speaking .................................................. 52
4
UNIT 3 Past Continuous ......................... 54
EXPECTED LEARNING OUTCOMES ....................... 54

LESSON 1: Grammar ..................................................... 56
LESSON 2: Wriiting ..................................................... 61
LESSON 3: Speaking .................................................. 63
LESSON 4: Reading and Writing ............................... 64
LESSON 5: Vocabulary ............................................... 66
LESSON 6: Writing ....................................................... 69
LESSON 7: Speaking ..................................................... 70
LESSON 8: Writing ........................................................ 71
LESSON 9: Grammar ................................................... 72
Modal auxiliary “Could” ................................................ 72
LESSON 11: Writing ...................................................... 75
LESSON 12: Reading ................................................. 76
LESSON 13: Reading, writing and speaking .............. 77
IRREGULAR VERBS LIST ......................................... 80
FINAL IRREGULAR VERBS TEST INSTRUCTIONS .. 85
RESOURCE .................................................................. 92
5
Presentation
Our country, like other nations in the world, is driving a significant Education Reform, whose primary
objective is to ensure that all children and young people exercise their right to high-quality education
and receive contents and skills that allow them to obtain the learning needed to face the challenges
of the XXI century.
In the design of the corresponding Reform, the

elaboration of the plans and study programs for
compulsory schooling is established as an obligation,
so that it finds a dimension of pedagogical and
curricular concretion in the classrooms. In the New
Educational Model, given the relevance that society
sees in education as an enhancer of personal and
social development, a key element is the creation
of new curricula for compulsory public education
in general and High School Education (HSE), as
well as the programs by subject. As pointed out by
Reimers and Cárdenas (2016), it is in the definition
of 'competency' incorporated to the curriculum where
the articulation, pertinence, and correlation with the national educational goals established by the
educational systems, such as the Mexican one, are observed. There is evidence that the current
Educational Model of Higher Secondary Education does not respond to the present or future needs
of young people.
Currently, teaching is directed strictly by the teacher: it is impersonal, homogeneous and prioritizes
the accumulation of knowledge and not the achievement of deep learning outcomes fragmented in
academic semesters, classes, subjects, and memory is prioritized, with the consequent accumulation
of disconnected contents; knowledge governed a strict calendar of activities in which students are
told, rigorously, what to do and what not to do, and new technologies incorporated into old practices.
All this produces disjoin knowledge with limited applicability, relevance, pertinence, and
validity in the daily life of the students, as well as post- evaluation amnesia instead of significant
and profound learning.
Nowadays, young people from HSE move towards adult life in a world that evolves from a
knowledge society towards a learning and innovation society (Joseph Stiglitz, 2014, Ken Robinson,
2015, Richard Gerver, 2013; and Marc Prensky, 2015, among others). They process vast amounts
of information at high speed, understand and use, simultaneously, the technology that is part of
6
their daily environment, and that is relevant to their
interests. Because of this, High School Education must
overthrow the misconnection with the curriculum, school
and students, since it could lead to educational problems
such as low results, failures and school dropouts.
As a result, it is necessary to understand firstly young

people have different learning backgrounds and abilities
(they are not a homogeneous group) that need to be
strengthened to develop analytical, critical, reflective,
synthetic and creative thinking, in opposition to the
scheme that points only to memorization. It also becomes pivotal to change the evaluation schemes
that leave many students behind and that do not measure the gradual development of learning and
competencies to successfully respond to the current dynamism that young people need to face to
overcome the challenges of the present and the future.
Secondly, a relevant and dynamic curriculum is required, which focuses on youth and their
learning, and emphasizes that they are the architects of their education, instead of the current one
that is segmented and limited by disciplinary fields. Therefore, the school needs to transform itself to
incorporate the new ways in which young people learn and continue to do so in the classroom and
teaching practice (Gerver, 2013; Prensky, 2013); if the school does not do it, it will be increasingly
relegated from reality every day.
Curriculum and syllabus suffered a transformation in the Integral Reform of High School Education
in Mexico is known as (RIEMS) to fulfill its original rationale; however, the results of national and
international evaluations show that the endeavored has not been sufficient and that progress has not
been made in the development of core competences which are fundamental for the development of
people and society.
Therefore, Public Education Department, through the Deputy of High School Education, proposed
to modify the syllabus basic training component of General and Technological Baccalaureate in all
disciplinary fields that forms the HSE curriculum.
The work was carried out based on an integral and cross-disciplinary vision, implied of this
continuum in opposition to the disjunction with traditionally approach. Students are in the center
of the educational activities with a Learning Network (“Key Learning Points") set up for each field
7
of discipline. This network operates in the classroom through a Learning Community in which the
change of roles is fundamental: to pass from a passive student to a proactive one and with critical
thinking; and from an instructor teacher to one that is a "learning guide."
This change is vital because students learn better, when they are engaged, this doesn´t happen,
when lessons are centered, mainly, when the teacher take the word and students and do not receive
feedback from students and they became passive.
Another factor to consider is subject and content transformation allows the connection with
school and young people real world development. It is important to mention, the Public Education
Department in the national consultation process the Collegiate Teacher Academies throughout the
country attended to the call, and all the experiences, observations, and recommendations from the
academy were for the New High School Education Curriculum designing.
The world consensus indicates the purpose of education is not only to memorize curricular
content, but also students have to develop “soft skills” to set goals and achieve them. They
must be instructed in such way they “can learn to learn”, to think critically, to act and to live with
others to achieve significant challenges, regardless of the area of knowledge they are studying
(Prensky, 2013).
The contents of the subjects are relevant because they encourage and guide the development of
skills, abilities, and skills; however, in the current curriculum, fundamental aspects that allow young
people to respond to the challenges of the present and prepare for the future have been left aside.
Several authors have devoted many pages to listing the skills, and abilities they must develop to
respond to the challenges of the present. In this sense, they coincide in need to promote collaboration,
creativity, communication, entrepreneurial spirit, problem-solving skills, social responsibility, the use
of technology, perseverance, honesty, determination, flexibility to adapt to changing environments,
leadership, and innovation.
In society, there is a perception that education is increasingly essential

for the development of people and organizations. Based on an international
survey referred to in the study Teaching and Learning in the XXI century:
Goals, Educational Policies and Curricula in Six Countries (2016), a
higher percentage of developing economies, compared to those
already produced, consider that a good education "is important to
get ahead in life" (Reimers and Chung, 2016).
8
Finally, to promote the realization of this perception about the social relevance of education, it is
imperative that the experience of young people in school be relevant. For this reason, the Higher
Secondary Education, through an up-to-date curriculum, puts students' learning at the center of
institutional efforts, promotes the achievement of the four functions and the four purposes of this
educational level.
CECyTEBC is an institution that assumes responsibility, is committed to youth, and creates an

educational setting that provides students with a higher education level, with quality and appropriate
conditions for their learning development. It offers students educational options, where they can
find the path to improvement and the necessary support that enables them to enter the labor
market as professional technicians, as well as the possibility to plan and continue their academic
education in any university nationwide.
The document you hold in your hands is the result of the effort and commitment from the teaching
staff of our high school, to provide quality materials for your learning. With the elaboration of the
English Guide II, we reinforce our commitment to continue to strive to provide our students with
quality learning materials that allow them to continue and further their studies, as well as to be able
to conclude this important stage of their development in a satisfactory manner.
9
L E A R N I N G O B J E T I V E O F E N G L I S H II
At the end of the second semester, the students will use the elements of language to express
the activities they are doing now, in the past, and to share or request personal information
from other people with simple phrases and tasks that require a simple and direct exchange
of information of their environment and immediate needs. In addition, they will continue
practicing the language skills to achieve an efficient interaction with students and to promote
the collaborative work with others.
Communication
Key Learning Points
Competence Component Content
Students communicate, Communication: Interpersonal
interact, and collaborate with relationship Integration of learning Collaborative work in classroom
others (transversal axis for all communities. Contextualization of as a basis for the integration of a
subjects from Communication learning through students' interests learning community.
and Social Sciences). and academic experience.
Reading, writing and oral production
as learning sources and abilities The importance of language and
practice. grammar.
Reading, writing, speaking
and listening.
The importance of reading as a Argumentative text as a resource
resource. for information and new ideas.
The justification of the student’s

opinion with an argument.
Explain their point of view for
Argumentative writing.
producing a text. The solid construction of one´s
original perspective.
The impact of technology on

human development. Responsible
General and responsible use of
use of information.
Technology, information, information for learning, creation of
communication, learning. contents and use of technology to
Learning and innovation in and
enhance Web-based learning.
from the web. Programming to
learn.
10
Learning Outcomes and Competency
Learning Evidence of Specific Disciplinary

Competency
Outcome Learning Competency Competency
4. The student
4. The student The student
produces texts
-Activation of prior listens, interprets, uses different
The student writes based on the
knowledge. and communicates communicative
a conversation normative of use
relevant messages strategies
between a shop of the language,
-To ask for the for different contexts according to
assistant and a considering the
correct products in by using appropriate the audience,
customer. intention and
different contexts. means, codes and context and their
communicative
tools. objectives.
situation.
-To communicate -A presentation
the specific with graphic
11. The student
situations at school support where the 4. The student
communicates in
or work (present student describes listens, interprets, The student
a foreign language
continuous and their activities and communicates expresses ideas
through a logical
the adverbs of and those from a relevant messages and concepts by
speech, oral or
frequency) relative. for different contexts using linguistic,
written form,
by using appropriate mathematic and
coherent with the
-To get information -Write questions means, codes and graphic means.
communicative
about other people to ask about a tools.
situation.
using the (Wh deceased famous
questions in past). person
1. The student
identifies
4. The student The student
commands and
listens, interprets, uses different
interprets the
and communicates communicative
To provide simple Write and answer ideas, data and
relevant messages strategies
arguments about a questions about explicit and implicit
for different contexts according to
text. an article. concepts in a text,
by using appropriate the audience,
considering the
means, codes and context and their
context where it
tools. objectives.
was generated and
received.
4. Student listens,
12. The student
-How to start a interprets, and The student
To give orders uses TIC’s to
blog. communicates uses TIC’s in
or instructions in investigate,
-How to have a relevant messages order to find
different contexts. solve problems,
videoconference. for different contexts information and
(Imperatives, action produce materials,
-How to use an by using appropriate the express of
verbs). and transmit
electronic device. means, codes and ideas.
information.
tools.
11
1
UNIT
Daily Routines
EXPECTED LEARNING OUTCOMES
The student will be able to ask for the correct amount of many
products in different contexts or situations.Talk about their daily
routines and communicate the specific situations of their school
or relatives jobs.
Generic Competences and Attributes
CG4. Identifies and interprets general

ideas and possible development of an
oral or written message in a second
language, using prior knowledge, non-
verbal elements and cultural context.
CG10.1 Recognizes that diversity takes

place in a democratic context of equality,
dignity and respect for everyone’s rights.
Rejects any form of discrimination.
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Disciplinary Competences
CD1. Identifies, collects, and interprets ideas, data, explicit, and

implicit concepts in a text, considering the context in which it was
generated and received.
https://7esl.com/daily-routines/
13
English II
LESSON 1: GRAMMAR
How much…? and How many…?

We use How many…? to ask for countable nouns.
EXAMPLES
How many apples do you need for an apple pie?

How many pies are you going to prepare?
How many apple pies do you prepare for selling?
Countable nouns: They are things we can count. They usually have a singular
and plural form.
EXAMPLES
Singular Plural
apple apples
T-shirt T-shirts
towel towels
ball balls
pencil pencils
We use How much…? to ask for uncountable nouns.

EXAMPLES
How much sugar do you need for an apple pie?

How much milk do you need for an apple pie?
About uncountable nouns: They are things we

cannot count. They do not have a plural form.
EXAMPLES
Singular Plural
salt no
rice no
water no
wine no
sugar no
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UNIT 1• Daily Routines
Practice
Complete the following questions using: How much…? or How many…?
1. _________________bread do you need for tuna cake?

I need three loaves of bread.
2. _______________Christmas trees do you sell each year?

Between 300 and 350.
3. _________________lemons do we need for a lemonade?

I need a dozen of lemons.
4. _________________turkeys are sold in between November and December?

Hundreds.
5. ________________ does this package of socks cost?

Six dollars.
6. ________________ aspirins should I take for a headache?

One each six hours if the discomfort persist.
7. _________________ salt do I have to add to a 50 gallons fish tank?

Half cup of salt per gallon.
8. _________________ gallons of milk do you need for the chocolate?

I need 2 gallons.
9. __________________ types of memories does a computer have?

It has two different types of memories, one for storing data
permanently and second one for operating.
10. ____________________ oil does a Jetta transmission need?

Three liters.
15
Second Semester
English II
In pairs, choose one department from the ones shown on the image below, from any
store, and investigate which products you can get there. Make a list (25 minimum)
of the products in both English and Spanish. Then design a conversation between
a customer and a shop assistant asking for the price of the product, quantity and/or
amount you might need to buy.
Retrieved from: http://www.retailcrc.org/Style%20Library/virtualStore/virtual_store_

map.jpg on November 19th 2019.
16
EXAMPLES
17
Second Semester
English II
Conversation Example:
Shop assistant: Good afternoon! How can I help you?
Customer: Good afternoon! I’m looking for some canned products that I want to
donate to a retirement house.
Shop assistant: How many cans do you need?
Customer: I need 120.
Shop assistant: Do you need a specific product?
Customer: No, I’m going to buy different products.
Shop assistant: How many cans of each one?
Customer: 20 of each one from the following: carrots, potatoes, green beans, corn,
tomato sauce, and peas.
Shop assistant: Wow! you are quite generous! How many people are there at that
retirement house?
Customer: There are a total of 25 people; by the way, can you tell me how much
is it going to be?
Shop assistant: Well I need to check if I can get you a discount because of the
amount you are going to purchase.
Customer: Wow! that sounds great because that way I can by some more cans.
Shop assistant: Ok, let me check how much of a discount I can give you and then
we can calculate how many more cans you can buy. By the way, how much money
are you planning to spend on this?
Customer: I’m planning to spend 250 dollars.
Shop assistant: Ok, I’ll back in a moment.
A few minutes later…
Shop assistant: I’m back, after speaking with the manager, I was able to get a
great discount for you, so instead of buying only 120 cans, you will be able to buy
200 cans. What do you think?
Customer: That’s great! Let me choose some different products to close this
purchase.
18
LESSON 2: GRAMMAR
Present progressive or continuous

USE:
Actions happening at the moment of speaking.

Peter is reading a book now.
Fixed plans in the near future.

She is going to Mexico, City on Saturday.
Temporary actions.
His father is working in Rome this month.
Actions happening around the moment of speaking (longer actions)

My friend is preparing for his exams.
Trends
More and more people are using their computers to listen to music and watch
movies and/or series.
Repeated actions which are irritating to the speaker (with always, constantly,
forever).
Andrew is always coming late.
19
Second Semester
English II
HOW TO FORM THE PRESENT PROGRESSIVE SENTENCES:
STRUCTURES
AFFIRMATIVE SENTENCES:
Subject + verb to be (am, are, is) + verb in the “ing” form + complement.
as auxiliary verb
EXAMPLES
I am singing.
He/She/It is singing.
We/You/They are singing.
NOTE: We often use short forms in affirmative sentences in the Present Progressive.
I’m…/You’re…/He’s…/She’s…/It’s…/We’re…/You’re…/They’re…
NEGATIVE SENTENCES:
Subject + verb to be (am, are, is) + not + verb in the “ing” form + complement.
as auxiliary verb
EXAMPLES
I am not singing.
He/She/It is not singing.
We/You/They are not singing.
NOTE: We often use short forms in negative sentences in the Present Progressive.
I’m not…/You aren’t…/He isn’t…/She isn’t…/It isn’t…/We aren’t…/You aren’t…/
They aren’t…
20
INTERROGATIVE SENTENCES:
Yes/No Questions with short answers:
Verb to be (Am, Is, Are) + subject + verb in the “ing” form + complement + ?
as auxiliary verb
EXAMPLES
Am I playing volleyball? Yes, you are. / No, you aren’t.

Is he/she/it playing volleyball? Yes, he/she/it is. / No, he/she/it isn’t.
Are we/you/they playing volleyball? Yes, we/you/they are. / No, we/you/they aren’t.
Interrogative Questions:
Wh- question word + verb to be + subject + verb in the “ing” form + complement + ?
(am, are, is) as auxiliary verb
EXAMPLES
What am I playing?
What is he/she/it playing?
What are we/you/they playing?
RULES TO MAKE THE “ING” FORM OF THE VERBS:

Rule No. 1: Add –ing to most of the verbs.
Examples: play - playing rest - resting jump - jumping
Rule No. 2: When the verb ends in “-e”, eliminate “e” and add –ing.
Examples: paste - pasting prepare - preparing hide – hiding
Rule No. 3: When the verb ends in “-ie”, change “ie” to “y” and add –ing.
Examples: tie - tying lie - lying die – dying
Rule No. 4: If the verb ends in consonant, vowel, consonant, double the last
consonant and add –ing. Only if the syllable is a stressed one and does not end in
“w”, “y” or “x”.
Examples: mop - mopping swim - swimming begin - beginning
21
Second Semester
English II
Conjugate the verb in parentheses in the present continuous tense (affirmative

form), such as in the following example.
Example: I am talking to you. (talk)
1. I _____________________ attention to the class. (pay)
2. Salma ______________________a delicious chocolate cake. (prepare)
3. All the students ________________________pretty well. (work)
4. We _______________________the first partial. (begin)
5. She _______________________ due to a surgery complication. (die)
6. I _______________________to the radio. (listen)
7. The plane to Can Cun _____________________ off at this moment. (take)
8. He _______________________German because he applied for an interchange
program in Germany. (study)
9. The rain _____________________ the city streets. (flood)
10. Lizeth ___________________her wedding with Thomas. (plan)
Complete the following sentences using the verbs in parentheses and the
present continuous tense (negative form), such as in the following example.
Example: Teresa isn’t paying attention to the class. (not / pay)
1. Wendy and Philip _____________________ anymore. (not/date)

2. I_______________________ well. (not/feel)
3. They _______________________ for anything this time. (not/vie)
4. The bank _____________________my payment on time. (not/transfer)
5. Ismael ____________________ to the gym anymore. (not/go)
6. My parents ____________________together. (not/live)
7. Henry___________________ the laces of his shoes in the right way. (not/tie)
8. The teacher____________________ the final grades yet. (not/submit)
9. The kids ___________________ the classroom rules at all. (not/observe)
10. I____________________ money to the Telethon anymore. (not/donate)
22
Complete the following sentences using the information in parentheses and

the present continuous tense in its interrogative form (Yes/No Questions),
as in the following example.
Example: Are you eating enough food? (you/eat)
1. _________________________on time? (the train/arrive)
2. _________________________as always? (he/lie)
3. _________________________ your kitchen cupboard? (the carpenter/repair)
4. _________________________note of the lesson? (you/take)
5. _________________________a letter for her grandmother? (she/write)
6. _________________________ the stars? (Osvaldo/observe)
7. _________________________ the truth? (he/tell)
8. _________________________ hard enough to pass this time? (the students/work)
9. _________________________ your students? (you/control)
10. _________________________his responsibility in the crime? (he/admit)
Complete the following sentences using the information in parentheses

and the present continuous tense in its interrogative form (Information
Questions), as in the example.
Example: What are you eating? (What / you / eat)
1. _____________________________? (What / you / do)

2. _____________________________? (Where / he / go)
3. _____________________________ Kimberly one more time? (When / you / see)
4. _____________________________? (Why / Norma / cry)
5. _____________________________weight? (How / Salvador / lose)
6. _____________________________to the party? (What / he / bring)
7. _____________________________in your bank account each month?
(How much money / you / deposit)
8. ____________________________ together? (Why / they / work)
9. ____________________________ the violin solo? (When / Carmen / play)
10. ___________________________ us our final grades? (When/ the teachers / give)
23
Second Semester
English II
LESSON 3: GRAMMAR
Adverbs of frequency
They tell us how often an activity is carried out and are represented by a percentage.
In a sentence an adverb of frequency may have different positions depending on
the same adverb of frequency and/or the verb being used in the sentence, as you
may observe in the following information.

If the main verb is the verb “to be”, the adverb of frequency is placed right after it.
Structure: Subject + verb “to be” + adverb of frequency + complement.
Example: She is always late.

If the main verb is any verb except the verb “to be”, the adverb of frequency has to
be placed before it.
Structure: Subject + adverb of frequency + main verb + complement.
Example: He never arrives on time.
The adverbs of frequency “occasionally, sometimes, often, frequently and

usually” can also go at the beginning or end of a sentence.
Example: Sometimes, they come and stay with us.
They come and stay with us sometimes.
“Rarely and seldom” can also go at the end of a sentence often with "very".
Example: We see them rarely.
John eats meat very seldom.
24
When we use an auxiliary verb or modal auxiliary (am, is, are, have, will, must,
might, could, would, can, etc.), the adverb is placed between the auxiliary and
the main verb.
Structure: Subject + auxiliary verb / modal auxiliary + adverb of

frequency + complement.
Example: She can sometimes beat me in a race.

I would hardly ever be unkind to someone.
I might never see each other again.
They could occasionally be heard laughing.
We cannot use always, seldom, rarely, hardly ever, never at the beginning of a

sentence.
We can never use these adverbs at the beginning of a sentence.
The adverbs of frequency percentage can be observed in the following board.
Frequency Adverb of Frequency Example

100% always I always go to bed before 11 p.m.
90% usually I usually have cereal for breakfast.
80% normally / generally I normally go to the gym.
70% often* / frequently I often surf the internet.
50% sometimes I sometimes forget my wife's birthday.
30% occasionally I occasionally eat junk food.
10% seldom I seldom read the newspaper.
5% hardly ever / rarely I hardly ever drink alcohol.
0% never I never swim in the sea.
25
Second Semester
English II
LESSON 4: WRITING
Rewrite the following sentences and place the adverb of frequency in

parentheses in the correct place. Take into account that some of them may
be in more than one place, so use all of the possible positions for each one.
Example: I am working in the office at that time. (usually)
Answer: I am usually working in the office at that time.
1. She is listening to the radio in her way home. (normally)

_______________________________________________________________
2. He is reading books after finishing his assignments. (usually)

_______________________________________________________________
3. They are failing the same subject. (always)

_______________________________________________________________
4. Erick is paying attention to the class. (never)

_______________________________________________________________
5. I am daydreaming about my future. (frequently) _________________________

______________________________________
6. Ramon and Miguel are fighting. (often) ________________________________

_______________________________
7. My grandfather is going to the doctor each month. (generally) ______________

_________________________________________________
8. Griselda is helping other people. (usually) _____________________________

__________________________________
9. Martha is using her cell phone during classes. (always) ___________________

____________________________________________
10. I am discussing about things that I really do not know. (hardly ever) ________
_______________________________________________________
26
Write five sentences using different adverbs of frequency

and the present progressive tense about activities done
by different members of your family. Add an image from
a magazine or the internet, as in the following example.
Example: My father is always waking up late.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
27
Second Semester
English II
LESSON 5: VOCABULARY
Daily Routines
Identify the different illustrated daily routines from the images below and
write a sentence for each one, such as in the given
1. She wakes up at 5:00 AM.

___________________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
10. ______________________________
11. ______________________________
12. ______________________________
Retrieved from: https://www.vectorstock.com/royalty-free-vector/woman-daily-routine-housewife-ironing-and-vector-26809847
on November 20th 2019
1. He goes to bed at 9:00 PM.

___________________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
Retrieved from: https://www.vectorstock.com/royalty-free-vector/daily-routine vector-19515569 on November 20th 2019

28
LESSON 6: GRAMMAR
Imperative verbs or action verbs

Imperative verbs instruct people to do something. They usually come at
the beginning of sentences that are used to give commands, a warning or
recommendation, and (if you use “please”) to make a request.
EXAMPLES
Orders
“Sit down now!” “Come here!”
Warnings
“Watch out!” “Look out!”
Recommendation
“Eat an apple – it’s much better for you than a biscuit!”
“Don’t tell him you’re resigning now! Wait until Monday when he’s in a
better mood.”
Travelling long-distance
Do try to sleep well the night before
Do try to walk about the plane during the flight
Don’t wear restrictive clothing
Requests
“Please wait here.” “Please hold the line.”
With “let’s” before the verb

“Let’s stop now.” “Let’s have some lunch.”
29
Second Semester
English II
Characteristics
Imperative verbs command others to do something, many people call them, ''bossy
verbs.''
They come at the beginning of imperative sentences in the simple present form
without any inflection; this is, in its base form.
These verbs can also be paired with the word ''don't'' with the same use of the
verb. So, we can say, ''Talk loud when you present your project,'' or ''Don't talk while
someone else is presenting.''
They can also be paired with the word, ''please.'' We can say, ''Get me a glass of
water,'' or ''Please, get me a glass of water.''
Retrieved from: https://study.com/academy/lesson/what-is-an-imperative-verb-definition-examples.html on
November 20th 2019.
Examples: Look at this list of imperative verbs and let’s try to figure out their
meanings.
IMPERATIVE VERB MEANING IMPERATIVE VERB MEANING

bake put
bring peel
clean beat
do cut
move slice
open boil
shut steam
tell break
throw join
wash copy
write paste
mix drag
pour flip
blend baste
fry attach
30
LESSON 7: READING
Read the following recipe which will help guide you when writing your
own recipe.
Imperative verbs in use: Recipe to prepare a Potato Omelet
Ingredients:
4 eggs
15 new potatoes
2 onions
3 tablespoons olive oil
Recipe:
Wash, peel and thinly slice potatoes.

Slice onions.
Beat the eggs in a bowl, season
Heat oil in a frying pan, sauté onions.
Add potatoes and leave to cook over a low heat for 20 or 30 minutes.
Leave to cool and add beaten egg.
Cook for 15 minutes in frying pan.
Recommendation:
Finish off in oven for 10 minutes. Serve your omelet in pieces as a snack or starter,
or as a main course with a light green salad and some Roquefort. Eat with sangria.
Retrieved from: http://www.talkingpeople.net/tp/skills/writing/typesoftexts/

instructional2.htm on November 20th 2019.
31
Second Semester
English II
Put the verbs in brackets into the imperative form. Use the (+ or -) form as
required.
1. ___________________upstairs. (to go)
2. ___________________in this lake. (not/to swim)
3. ___________________your homework. (to do)
4. ___________________football in the yard. (not/to play)
5. ___________________your teeth. (to brush)
6. ___________________during the lesson. (not/to talk)
7. ___________________the animals in the zoo. (not/to feed)
8. ___________________the instructions. (to read)
9. ___________________late for school. (not/to be)
10. ___________________your mobiles. (to switch off)
Choose one of the imperative verbs from the box below to complete the
following commands. Some of these imperative forms are negative (-), use
the negative form.
help phone go leave clean sit drink close take tell

tell
1. ___________________your shoes.
2. Today is her birthday. ___________________her, please.
3. ___________________her my phone number. (-)
4. It's cold outside. ___________________the window, please.
5. ___________________her in the kitchen.
6. ___________________on the table. (-)
7. ___________________your dirty boots outside.
8. ___________________and drive. (-)
9. ___________________them to the airport.
10. ___________________through the park at night. (-)
32
LESSON 8: WRITING
Write your own recipe to prepare something you like a lot. Include
ingredients, recipe procedure and any recommendation you consider
necessary. Create a PPT presentation with your information to present
in class.
Ingredients:
Recipe:
Recommendation:
33
Second Semester
2
UNIT
Our Past
The student will be able to communicate facts involving him/her

in past tense and talk about events or activities in the Simple
Past using the grammar and structures seen in this unit.


34
CD1. Identifies, collects, and interprets ideas, data, explicit, and

implicit concepts in a text, considering the context in which it was
generated and received.
35
English II
Times phrases
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwi0uZyWjPjlAhX4IDQIHeYnCqUQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.
pinterest.com%2Fpin%2F555561304027535147%2F&psig=AOvVaw0-fwCYyvsEf77SmSHz4Is4&ust=1574315328675911
Write the meaning in Spanish for each of the following Time Phrases and
Circle the ones used to describe the past.
last Sunday three hours ago later today last night

this afternoon six weeks ago next Monday usually
tonight twelve years ago tomorrow morning yesterday
next Tuesday last Summer ten minutes ago recently
Write the phrases you circled in Activity 1 in order, 1 = most recent and 8 = furthest
in the past.
1. ___________________________ 5. ____________________________
2. ___________________________ 6. ____________________________
3. ___________________________ 7. ____________________________
4. ___________________________ 8. ____________________________
36
UNIT 2 • Our Past
Complete the statements using one of the expressions in Activity 2.
1. I went to Las Vegas in 2007. That was

_______________________________
2. My friend called me yesterday evening. That was
_________________________
3. It’s 2 o’clock, I left home at 1:50. That was
______________________________
4. Today I fell sick, but _______________________________ I felt OK.
5. July and August were hot, so it was hot
______________________________
6. I was on vacation a month and a half ago. That was
_______________________
Choose the correct time expression used with the past simple tense.
1. Cathy left on holiday (last / ago) week.
2. I played football (when / last) I was in high school.
3. Were you able to go to the meeting (ago / in) May?
4. She didn't think about those problems two days (last / ago).
5. There weren't any children at the party (last / when) Saturday.
6. Peter went to a meeting in Chicago (last / ago) Tuesday.
7. Alexander made a number of mistakes (yesterday / tomorrow).
8. Tom was born (at / in) 1987.
9. Our teacher helped us understand the problem (this morning / tomorrow

morning).
10. Fred didn't attend the meeting (last / ago) week.
https://www.thoughtco.com/past-simple-worksheets-1209900
37
Second Semester
English II
LESSON 2: GRAMMAR
Simple past: verb be

Look at the statements. Do they refer to the present or to the past?
Underline the verbs.
We were seven member in our family.
I was happy to live there.
The days were hot and sunny.
*Each subject pronoun has a form of the verb “be” in past tense as you in the
chart below:
Subject pronoun
Simple past of verb be
(Personal pronoun)
I WAS
YOU WERE
HE WAS
SHE WAS
IT WAS
WE WERE
YOU WERE
THEY WERE
THE PAST TENSE OF VERB “BE” IN THE NEGATIVE FORM
To have a negative statement just place the word “not” right after the past of
verb “be”.
STRUCTURE: Noun + past of verb “be” + not + complement
EXAMPLES
The security guard was on duty. Affirmative/positive statement

The security guard was not on duty. Negative statement
Note: Was not = wasn’t Were not = weren’t
38
UNIT 2 • Our Past
YES / NO QUESTIONS WITH THE VERB “BE” IN PAST TENSE
It is easy to make a yes/no question. Just place the past tense of “be” (was/were)
at the beginning of the question, then the noun, and the complement.
Structure: Was/were + noun + complement + ?
EXAMPLES
Joe was happy.

Was Joe happy? (Possible short answer). Yes, he was. No, he wasn’t
They were intelligent.

Were they intelligent? (Possible short answer) Yes, they were. No, they weren’t.
INFORMATION QUESTIONS WITH WAS/WERE
This type of questions are used to ask for time, places, reasons, objects,
people, etc.
Wh-question words
Where? (to ask about a place) Who? (to ask about a person)
What? (to ask about an object/activity/occupation) Why? (to ask about a reason)
When? (to ask about ) How? (to ask about manner)
How long? (to ask about a period of time) How many? (to ask about quantity)
Structure: Wh-question word or question word + was/were + subject +

complement +?
EXAMPLES
What was your favorite sport as a child?

Where was Mary born?
39
Second Semester
English II
LESSON 3: SPEAKING
Fill in the space with the name of one of your classmates, answer each
question and share your answers with your classmates.
1. Why was ___________________________ sad?

_________________________________________________________________
2. What was that material for?

_________________________________________________________________
3. When was _____________________ birthday?

_________________________________________________________________
4. Where were you yesterday afternoon?

_________________________________________________________________
5. Who was your best friend in Junior High School?

_________________________________________________________________
6. How long were you at school yesterday?

_________________________________________________________________
7. How many students were there in your English Class last semester?
_________________________________________________________________
8. How was the food at the restaurant?

_________________________________________________________________
40
UNIT 2 • Our Past
LESSON 4: WRITING
Complete the box with: was / were, wasn’t / weren’t
Simple past : verb “be”
Yes/No questions: Negative:

__________the movie interesting? Carlos ___________sick yesterday.
__________ they at the library? Frank and Luisa _________at the parade.
Wh-information questions: Short answers:

Who________ Nelson Mandela? Yes, it _________.
When _______you born? No, they _____________.
Complete the following conversation using the past tense of verb “be”.
Mario: Where _________you born?
Xochitl: I __________ born in New York. What about you?
Mario: I ___________ born in Ensenada.
Xochitl: Oh! My father _________ born there too.
Mario: What a coincidence! What did he do?
Xochitl: He _________ a Teacher.
Mario: _________ he at CECyTE?
Xochitl: No, he ___________. He _________ at CONALEP.
Mario: Oh! How interesting! ________ he a Math Teacher?
Xochitl: No, he ________. He ________ an English Teacher.
Mario: _________you at his school?
Xochitl: Yes, I _________. I _________ in his class.
Mario: Oh, I _________ there too.
Xochitl: Well, it _______ nice meeting you! See you later.
Mario: It ________ nice meeting you too. Bye, Bye.
41
Second Semester
English II
Fill in the space with the correct form of the Verb “to be” in past tense.
1. - It ______ very cold yesterday.
2. - Everybody _______ happy to see me.
3. - There _____ any milk in the refrigerator.
4. - __________ they at school yesterday?
5 - How ______ your day?
6 - I ________ very disappointed.
7 - We ________ ready for the test.
8 - People _______ arguing about the high prices.
9 - ________ Blanca at the bank when the robbery happened?
10 - The students’ __________ happy because they had a problem.
Write information questions according to the answers given.
1. - _____________________________?
He was a South African pacific human rights activist.
2. - _____________________________?
Nelson Mandela was born on July 18, 1918.
3.-_____________________________?
Nelson Mandela was born in Mezzo, Union of South Africa
4.-______________________________?
He was well-known as an anti-apartheid revolutionary and President of South Africa.
5. - _____________________________?
He was a President of South Africa from 1994 to 1999.
42
UNIT 2 • Our Past
LESSON 5: SPEAKING
Walk around the class and find someone who was…

1. _______________________________15 years old last year.
2. _______________________________sick yesterday.
3. _______________________________ late to school today.
4. _______________________________ home all day on Sunday.
5. _______________________________ in San Diego on Saturday or Sunday,
6. _______________________________at the Mall on the weekend.
7. _______________________________ awake at 5:00 a.m. today.
8. _______________________________in a bad mood yesterday.
9. _______________________________with his girlfriend/her boyfriend an hour ago.
10. _______________________________sleeping in the class.
LESSON 6: WRITING
Write a short story about yourself using the verb “be” in past tense.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
43
Second Semester
English II
LESSON 7: READING
Work in pairs. Read the text and circle the simple past tense verbs.
My name is Mario. When I was 15 years old,

I lived in Mexicali, Baja California. I lived in a
small house but we had a large piece of land to
cultivate vegetables. I lived there with the rest
of my family. There were eight of us total: my
mother, father, three sisters, two brothers, me.
We were happy to live in the valley and enjoy nature. The days were usually hot
and sunny.
My father worked in the field and farmed the land, and my mother cooked our food,
cleaned the house, washed our clothes and walked us to school. I was very happy
living there. My brothers were always very shy. They were at home all the time.
When I was a teenager, I was very tall, was 1.70 m almost as tall as my father was.
My brothers were short, maybe because my mother was short too. When I was 17
years old, we moved to Tijuana and started a new life. I really miss my old home I
enjoyed my time at the ranch.
Read the text above and answer the following questions related to
the text.
1. How many members were there in the family?

______________________________________________________________
2. Were they happy to live in the valley?

_______________________________________________________________
3. What was the weather like most of the time?

______________________________________________________________
4. Why were his brothers short?

______________________________________________________________
5. How old was Mario when he moved to Tijuana?

______________________________________________________________
44
UNIT 2 • Our Past
LESSON 8: GRAMMAR
Simple Past
https://www.englishpage.com/verbpage/simplepast.html
The simple past (also called past simple, past indefinite or preterite) is used to show
that a completed action took place at a specific time in the past. It is also frequently
used to talk about past habits and generalizations. Read the following for detailed
description and examples.
The simple past is formed using the verb + ed for Regular Verbs:

Questions are made with did and negative forms are made with did not.
· Statement: You called Debbie.
· Question: Did you call Debbie?
· Negative: You did not call Debbie.
Regular Verb Simple Past Test Past Participle

jump jumped has jumped
Irregular Verb Simple Past Test Past Participle
arise arose arisen
Simple Past Uses

USE 1 Completed Action in the Past
To express the idea that an action started and finished at a specific time in the past.
Sometimes, the speaker may not actually mention the specific time, but they do
have one specific time.
EXAMPLES
· I saw a movie yesterday. I didn't see a play yesterday.

· Last year, I traveled to Japan. Last year, I didn't travel to Korea.
· Did you have dinner last night? She washed her car.
· He didn’t wash his car.
45
Second Semester
English II
USE 2 A Series of Completed Actions

To list a series of completed actions in the past. These happen 1st, 2nd, 3rd, 4th,
and so on.
EXAMPLES
· I finished work, walked to the beach, and found a nice place to swim.

· He arrived from the airport at 8:00, checked into the hotel at 9:00,
and met me at 10:00.
· Did you add flour, pour in the milk, and then add the eggs?
USE 3 Duration in the Past

It can be used with a duration which starts and stops in the past. A duration is a
longer action often indicated by expressions such as: for two years, for five minutes,
all day, all year, etc.
EXAMPLES
· I lived in Canada for two years. Shauna studied English for five years.

· They sat at the beach all day. They did not stay at the party the entire time.
· We talked on the phone for thirty minutes.
· A: How long did you wait for them?
· B: We waited for one hour.
USE 4 Habits in the Past

It can also be used to describe a habit which stopped in the past. To make it clear
that we are talking about a habit, we often add expressions such as: always, often,
usually, never, when I was a child, when I was younger, etc.
EXAMPLES
· I studied German when I was a child.

· He played the violin.
· He didn't play the piano.
· Did you play a musical instrument when you were a kid?
· She worked at the movie theater after school.
· They never went to school, they always skipped class.
46
UNIT 2 • Our Past
RULES TO FORM THE PAST TENSE OF REGULAR VERBS
The general rule states to add –ed to most of the regular verbs to form their past
tense, but there are some exceptions to this rule as follows:
I). - If the verb ends in “e” just add “d”
Example: erase-erased bake-baked
II). - If the verb ends in consonant + vowel + consonant, double the last consonant
and add “ed”, only if the last syllable has the stress sound. (except w, x, y)
Example: stop – stopped tip – tipped

*notice that: open- opened listen – listened (stressed sound in the first syllable)
III). - If the verbs ends in “y” preceded by a consonant, change the “y’ to “i” and
add –ed.
Example: study – studied try – tried

*notice that: play – played obey – obeyed
*You can browse the web for videos about practicing pronunciation of the
regular verbs.
47
Second Semester
English II
LESSON 9: WRITING
Complete the sentence with a verb from the box in the simple past tense.
mop visit copy call study
discover work dance walk play
1. - Jerry ______________five kilometers to get to Macro plaza.
2. - Patricia ____________the exercises from the textbook.
3. - Sara _______________her grandparents last weekend.
4. - Frankia _____________ Zumba at the Cecum.
5. - Raul _______________ 066 to report a crime.
6. - Karim______________ English in the United States.
7. - Christopher Columbus __________________America in 1492.
8. - The janitor _________________the floor yesterday morning.
9. - Obed __________________soccer at the Solos stadium.
10.-Regina ________________at Aero California last year.
https://www.youtube.com/watch?v=0b4rsDuzThE
48
UNIT 2 • Our Past
1. Fill in the gaps with the affirmative past form 2. Put the verbs in brackets in the negative past
of the verb in brackets: form:
1. My father __________ to Paris last week. 1. The children ____________ to school
(travel) yesterday. (come)

2. Peter ___________ ill last week. (be)
2. I __________ a dictionary yesterday. (buy)
3. We _______________ the film. (like)
3. Mario __________ an email. (send)
4. Sam ______________ English fluently.
4. My mother ___________ German at school.
(speak)
(study)
5. I _________ Sue at El Rey Sol. (meet)
5. Sussy ___________ me a nice birthday 6. Grandma ________ very fast. (drive)
present. (give) 7. Paul___________ a birthday party. (have)
6. We ___________ at home last night. (be) 7. Paula _____________ Ms. Mary’s
7. It _________ a lot last week. (rain) explanation. (understand)
8. A lot of people ______ to Hawaii in July. (fly) 8. I ______________ a letter from Joe. (receive)
9. Daniel _________ a nice poem. (write) 9. Mary _____________ pasta. (cook)
10. We ______________ to school. (go)
10. Mom _______ a great cake. (bake)
3. Ask questions for the underlined words: 4. Correct the mistakes in the sentences.
Rewrite them:
1. Sandra came home yesterday.

1. Tony didn’t sang very well.
___________________________________ _____________________________________
2. We went to the park after school. 2. Did Anne studies German?
_____________________________________
__________________________________
3. We didn’t be late for school yesterday.
3. Nancy ate a lot of sweets.
_____________________________________
__________________________________
4. Gaby slept seven hours yesterday. 4. Henry runned very fast.

_____________________________________
___________________________________
5. Mark travelled to Italy by plane. 5. Does Sally saw you?

___________________________________ _____________________________________
49
Second Semester
English II
LESSON 10: READING
The American Dream

Mayra Gutierrez lived in the United States of America.
She worked in a Mexican restaurant called “El Torito”
as a Chef. She cooked all kinds of Mexican food,
which was her specialty. She traveled from her
hometown, Fresnillo, Zacatecas to cross the border
to the US. She crossed the border at Tijuana on
the night of July 4th. She walked for about 14 hours
to get to San Ysidro. The nice houses and clean
streets fascinated her. When she got to San Ysidro,
she wanted to eat something because she was very
hungry, so she ordered a hamburger and can of soda
at a fast food restaurant. Then she took the train to
Los Angeles.
While she was in Los Angeles, she visited her relatives and stayed with them for a couple
of days. Then, after a few weeks, she found the job at “El Torito”. She worked and studied
to become a successful woman and accomplish her American dream.
Write the Past Tense for each of the following verbs.
1. travel 6. start 11. stay

2. cook 7. cross 12. order
3. live 8. visit 13. study
4. call 9. want 14. fascinate
5. work 10. walk 15. happen
50
UNIT 2 • Our Past
Read the text and then answer the questions.
Alonzo Sanchez made a trip to Puerto Vallarta, Jalisco. He flew from Phoenix,
Arizona via Los Angles, Ca. He got off from one plane and got on to another. It took
him 6 hours to get to his destination. When he arrived to his hotel, it was time to
check in so he registered and paid with a credit card. Then he took a shower, got
dressed and went down stairs to eat at the restaurant. After he ate, he met some
friends at the lobby and made arrangements to go out and have a couple of drinks
in a bar nearby. He got back late that night.
The following day he woke up, had breakfast and took a tour to “El Eden”, where the
movie “Terminator 1“was filmed. Later that day he also went to “Mismaloya Beach”
where Elizabeth Taylor and Richard Burton had a romance there while filming the
movie “La Noche de la Iguana”.
On the third day, he took a trip by boat to the islands around Puerto Vallarta. He ate,
danced and drank during the trip that lasted all day. He returned to his hotel around
7 p.m. and slept until 8 a.m. the next day. He spent another 3 days walking around
the city and visited the municipal Market where he bought souvenirs for his friends
in Arizona. He walked around the beach boardwalk every night. He was very happy
there and he hopes to come back sometime next year.
1. - How many planes did Alonzo take?

2. - What was the name of the movie filmed in “El Eden”?
4. - What places did Alonzo visit?
5. - What did Alonzo buy at the Municipal Market?
6.-What time did Alonzo came back from his trip to the islands?
7. - How many days did Alonzo spend in Puerto Vallarta?
51
Second Semester
English II
LESSON 11: SPEAKING
Interview an adult family member using the following questions. Then on a

poster board create a mind map to present the answers to the class.
What kinds of food did you eat when you were a child?
_________________________________________________________________
_________________________________________________________________
Do you eat the same things now? ______________________________________
What was your country like when you were a child?
_________________________________________________________________
_________________________________________________________________
Do you think the past was better than the present? Why or why not?
_________________________________________________________________
_________________________________________________________________
What were some of the benefits of living in the past?
_________________________________________________________________
_________________________________________________________________
52
UNIT 2 • Our Past
Investigate about your country’s past (100 years ago), using the topics below:
how was the past different from the present? Create a Timeline to present
your work.
Food
Weddings
Clothing
School
Work
53
Second Semester
3
UNIT
Past Continuous
Identify and use the Past Continuous to describe an event that was happening
in the past, but was interrupted by another event.
Use Used To to speak about events that happened in the past.
Use Could vs. be Able To to compare the past with the present when speaking
and writing about possibilities and polite requests.


54
CD9. Transmits messages in a second or foreign language

addressing the characteristics of different socio-cultural contexts.
CD11. Communicates in a foreign language using a logical, oral

or written dialogue, coherent to the communicative situation.
55
English II
LESSON 1: GRAMMAR
Past Continuous
USE 1 Interrupted Action in the Past
Use the past continuous to indicate that a longer action in the past was interrupted.
The interruption is usually a shorter action in the simple past. Remember this can
be a real interruption or just an interruption in time.
EXAMPLES
· I was watching TV when she called.

· When the phone rang, she was writing a letter.
· While we were having the picnic, it started to rain.
· What were you doing when the earthquake started?
56
UNIT 3 • Past Continuous
USE 2 Specific Time as an Interruption
In USE 1, described above, the past continuous is interrupted by a shorter action in

the simple past. However, you can also use a specific time as an interruption.
EXAMPLES
· Last night at 6 PM, I was eating dinner.

· At midnight, we were still driving through the desert.
· Yesterday at this time, I was sitting at my desk at work.
IMPORTANT NOTE
In the simple past, a specific time is used to show when an action began or finished.
In the past continuous, a specific time only interrupts the action.
EXAMPLES
· Last night at 6 PM, I ate dinner.

I started eating at 6 PM.
· Last night at 6 PM, I was eating dinner.

I started earlier; and at 6 PM, I was in the process of eating dinner.
57
Second Semester
English II
USE 3 Parallel Actions
When you use the past continuous with two actions in the same sentence, it
expresses the idea that both actions were happening at the same time. The actions
are parallel.
EXAMPLES
· I was studying while he was making dinner.

· While Ellen was reading, Tim was watching television.
· Were you listening while he was talking?
· What were you doing while you were waiting?
USE 4 Atmosphere
In English, we often use a series of parallel actions to describe the atmosphere at

a particular time in the past.
EXAMPLES
· When I walked into the office, several people were busily typing, some were
talking on the phones, the boss was yelling directions, and customers
were waiting to be helped. One customer was yelling at a secretary and
waving his hands. Others were complaining to each other about the bad
service.
58
USE 5 Repetition and Irritation with "Always"
The past continuous with words such as "always" or "constantly" expresses the
idea that something irritating or shocking often happened in the past. The concept
is very similar to the expression used to but with negative emotion. Remember to
put the words "always" or "constantly" between "be" and "verb+ing."
EXAMPLES
· She was always coming to class late.

· He was constantly talking. He annoyed everyone.
· I didn't like them because they were always complaining.
Retrieved from: https://www.englishpage.com/verbpage/pastcontinuous.html on

November 21st 2019.
59
Second Semester
English II
Structures:
AFFIRMATIVE FORM
SINGULAR PLURAL
Subject Verb to be Verb + ing Subject Verb to be Verb + ing
I
We
He
was playing. You were playing.
She
They
It
NEGATIVE FORM
SINGULAR PLURAL
Verb to be + Verb to be +
Subject Verb + ing Subject Verb + ing
not not
I
He
was not (wasn’t) playing. We You They were not (weren’t) playing.
She
It
INTERROGATIVE FORM
(Yes/No Questions)
SINGULAR PLURAL
Verb to be Subject Verb + ing Verb to be Subject Verb + ing
I
he
Was playing? Were we you they playing?
she
it
INTERROGATIVE FORM
(Information Questions)
SINGULAR PLURAL
Wh- Wh-
Question Verb to be Subject Verb + ing Question Verb to be Subject Verb + ing
word word
I
he
Where was playing? Where were we you they playing?
she
it
60
LESSON 2: WRITING
Look at the schedule below and complete the following sentences using the past
continuous and one of the following adverbs: always, never, still, just, as in the
example.
Time Mike’s activities

7:00 – 7:30 took a shower
9:00 – 10:00 ate breakfast
10:00 – 11:00 read a book
12:00 – 12:30 ate lunch
14:00 – 16:00 did homework
16:30 – 18:00 played soccer
18:30 – 19:30 ate dinner
20:00 – 21:00 watched TV
Example: At 7:00 Mike was just taking a shower.__________________________ (took a shower)
1. At 9:15 Mike ______________________________________________ (ate breakfast)
2. From 10:00 to 11:00 Mike____________________________________ (read a book)
3. By 12:00 Mike________________________________________________ (ate lunch)
4. At 15:00 Mike _____________________________________________ (did homework)
5. At 17:00 Mike _____________________________________________ (played soccer)
6. At 18:15 Mike ________________________________________________ (ate dinner)
7. By 20:30 Mike ______________________________________________ (watched TV)
61
Second Semester
English II
Put the following sentences in order using the words given and the verbs in the
past continuous tense. Be careful: not all the sentences are negative. Check
the example.
Example: I / not write / a letter / while / you / read.

I wasn’t writing a letter while you were reading.
1. I / not ask / too much / while / the policeman / question / me.

_________________________________________________________________
2. The children / play / football / while / they / stay / on the playground.

_________________________________________________________________
3. Dad / not take / the medicine / when / he / go / to the hospital.

_________________________________________________________________
4. The woman / explain / about the pictures / while / she / give / the tour at the
museum.
_________________________________________________________________
5. While / you / drive / to the police station / the police / interrogate / the suspect.
_________________________________________________________________
Complete the following sentences with the verbs from the box in the past
continuous.
not set scrub not make listen not drive wait
1. Susan _______________________to the news when Cesar phoned her.

2. My mother _______________________for me when I arrived home.
3. The maid ____________________the beds at the hotel when the guest arrived.
4. Tony _______________________the floor at the public library.
5. The waitress ______________________the table while the chef was cooking.
6. Martha _____________________her new car when we met in the supermarket.
62
LESSON 3: SPEAKING
Interview two classmates in your group. Find out what they were doing at the
specific times mentioned in the chart below.
EXAMPLES
A: What were you doing at 7:00 p.m. yesterday?
B: I was doing my homework.
A: He was doing his homework.
Time Classmate 1 Classmate 2
1:00 p.m. yesterday
6:00 yesterday evening
10:00 last night
7:00 this morning
9:40 this morning
Last Saturday
Last weekend
Yesterday after school
63
Second Semester
English II
LESSON 4: READING AND WRITING
Read the following story. Then answer the questions on the following page.
Hannah met Jamie in the summer of 2004. It was Hannah’s 21st birthday, she
and her friends went to a club, they wanted to dance. They didn’t like the music so
Hannah went to speak to the DJ. ‘This music is awful,’ she said. ‘Could you play
something else? The DJ looked at her and said ‘Don’t worry; I have the perfect song
for you.’
Two minutes later he said: ‘The next song is by Coldplay. It’s called Yellow and it’s
for a beautiful girl who is dancing over there.’ Hannah knew that the song was for
her because she was wearing a yellow dress. When Hannah and her friends left the
club the DJ was waiting at the door. ‘Hi, I’m Jamie,’ he said to Hannah. ‘Can I see
you again?’ So Hannah gave him her phone number.
The next day Jamie phoned Hannah and invited her to dinner. He took her to a
very romantic French restaurant and they talked all evening. After that Jamie and
Hannah saw each other every day. Every evening when Hannah finished work, they
met at 5:30 at a coffee bar on High Street. They were madly in love.
One evening in October, Hannah was at work. As usual, she was going to meet
Jamie at 5:30. It was dark and it was raining. She looked at her watch. It was 5:20!
She was going to be late! She ran to her car and got in. At 5:25 she was driving
along High Street. She was going very fast because she was in a hurry. Suddenly,
a man ran across the road. He was wearing a dark coat and Hannah didn’t see him
until it was too late. Although she tried to stop, she hit the man. Hannah panicked.
She didn’t stop and she drove to the coffee bar as fast as she could. However, when
she arrived Jamie wasn’t there. She phoned him, but his mobile was turned off, so
she waited for ten minutes and then went home.
Two hours later a police car arrived at Hannah’s house. A policewoman knocked
at the door. ‘Good evening, Madam,’ she said, ‘Are you Hannah Davis? I’d like to
speak to you. Can I come in?’
64
1. Where did Hannah meet Jamie?
________________________________________________________________
2. What was Jamie doing when they met?
________________________________________________________________
3. Where did they go on their first date?
________________________________________________________________
4. Why did Hannah run to her car one October evening?
________________________________________________________________
5. What did she do after she hit the man?
________________________________________________________________
6. How long did she wait for Jamie?
________________________________________________________________
What did the police tell Hannah?

Show it to your teacher for correction.
Retrieved from: https://www.englishexercises.org/makeagame/viewgame.asp?id=3872 on November 21st 2019.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
65
Second Semester
English II
Do you remember when you were a child? What things did you like to do? Where
did you use to live?
When I was a child, I used to…

When I was a child, I used to live...
play marbles go to the movies visit my relatives visit my friends

go to the circus buy popsicles go to church watch cartoons
eat pizza eat candy play with dolls play with toys
LESSON 6: GRAMMAR
Semi-modal auxiliary “Used to”
We use the expression “used to” to talk about habits or repeated actions in the past.
It indicates that something was often repeated in the past, but that it is not usually
done now. We also use it to talk about states in the past that are no longer true.
66
Structures:
Affirmative form
Subject + used to + verb in the base form + complement.
EXAMPLES
I used to play soccer every day. (Explanation: He doesn’t play soccer now.)
My mother used to cook ham and eggs for me.
(Explanation: She doesn’t cook ham and eggs for me.)
My sister used to have long hair. (Explanation: Now she has short hair.)
My friend used to live in Tepic. (Explanation: Now he lives somewhere else.)
Match the sentences to make logical statements.
1. Erika used to walk to school, but a. now he is the principal of the school.
2. Joe used to work at Oxxo, but b. now she has her own bed.
3. Ivette used to eat a lot, but c. he quit the habit last year.
4. Patty used to sleep on the sofa, but d. now she lives in Mexicali.
5. Raul used to drink a lot of soda, but e. now she is on a diet.
6. Hector used to smoke, but f. now he works at Soriana.
7. Martín used to be a Teacher, but g. now he drinks water instead.
8. Karla used to live in Tijuana, but h. now she takes the bus.
Negative form
Subject + didn’t + use to + verb in the base form + complement
EXAMPLES
I didn’t use to drink much water.

Jovanny didn’t use to go to church.
Wenceslao didn’t use to live in Tijuana.
67
Second Semester
English II
Note: The negative and interrogative forms replace used to with use to.
Interrogative form
Yes/No Questions
Did + subject + use to + verb in the base form + complement + ?
EXAMPLES
Did you use to live in Mexicali?

Did Juan use to play soccer on Saturdays?
Did Karen use to go to school?
Information Questions
Wh-Question Word + did + subject + use to + verb in the base form +

complement + ?
EXAMPLES
What did you use to do on the weekends?

Where did you use to go on vacations?
How did you use to behave when you were a teenager?
68
LESSON 7: WRITING
Rewrite the sentences as negative statements, as in the following example

Example: Erika used to walk to school. Ericka didn’t use to walk to school.
1. Joe used to work for Oxxo.

_______________________________________________________________
2. Ivette used to eat a lot. ____________________________________________
3. Patty used to sleep on the sofa.

_______________________________________________________________
4. Raul used to drink a lot of soda.

_______________________________________________________________
5. Hector used to smoke. ____________________________________________
6. Magdalena used to be my friend. ____________________________________
7. Hellen used to be a nice person. ___________________________________
Complete the statements with the correct form of used to (affirmative, negative or
interrogative).
1. ______________________________________ (they) study together?

2. ____________________________________ (What / he) do on weekends?
3. We _________________________________ walk 3 miles every day.
4. ________________________________ (Where / they) go camping?
5. He_________________________ run on weekends, but he does now.
6. Lucero_________________________________ work for Televisa.
7. ________________________________ (Who / you) hang out with?
8. Lorena_______________________________ like potatoes, but she does now.
9. _____________________________ (she) be late for work?
10. ________________________________ (Where / he) live?
69
Second Semester
English II
LESSON 8: SPEAKING
Work with a partner. Ask and answer the following questions about what you
used to do as a child.
1. How many Friends did you use to have?

________________________________________________________________
2. Who did you use to play with?

________________________________________________________________
3. What did you use to play?

________________________________________________________________
4. Which food did you use to enjoy the most?

_________________________________________________________________
5. What time did you use to go to be on weekdays?

_________________________________________________________________
6. Which cartoons did you use to watch?

_________________________________________________________________
7. Where did you use go on vacation?

________________________________________________________________
8. What did you use to do on vacation?

_________________________________________________________________
70
LESSON 9: WRITING
Write a short story about things you used to do when you were 6-14 years old.
When I was 6 years old, I used to…
71
Second Semester
English II
LESSON 10: GRAMMAR
Modal auxiliary “Could”

Uses
Past possibility
We use could to talk about what was possible in the past.
EXAMPLES
I could be the student of the month, but I got sick and missed a week of classes.
Sandra could stay with us if she didn’t have money for the hotel.
Past ability
We use could to talk about what we were able to do:
EXAMPLES
I could read when I was 4 years old.

My great grandma could speak five different languages.
Past impossibility
We use could to talk about what was not possible in the past.
EXAMPLES
When we got to the car, we could not (couldn't) open the door.
Manuel could not (couldn’t) come to school yesterday because he was really sick.
72
Polite Requests
We often use could in questions to ask someone to do something in a polite way.
EXAMPLES
Could you tell me where the post office is, please?

Could you lend me your pencil, please?
Suggestions
We often use could to make suggestion to someone about different things.
EXAMPLES
You could take your girlfriend to the movies and then to have dinner.
You could stay at a hotel near down town if you go to Guadalajara.
Polite Permission
We often use could in questions to ask someone for permission.
EXAMPLES
Could I use your pen?

Could I bring some friends over after school?
73
Second Semester
English II
Structures:
Affirmative form
Modal Auxiliary
Subject Main Verb complement
could
My grandfather could swim pretty fast.
Negative form
Modal Auxiliary
Subject could + not or Main Verb complement
couldn’t
could not
My grandfather swim pretty fast.
(couldn’t)
Interrogative form (Yes/No Questions)
Modal Auxiliary
Subject Main Verb complement + ?
Could
Could your grandfather swim pretty fast?
Interrogative form (Information Questions)
Modal
Wh-Question complement
Auxiliary Subject Main Verb
word +?
could
Why could your grandfather swim pretty fast?
74
LESSON 11: WRITING
1. Complete the following sentences using “Could I” or “Could you” to make

requests.
2. _________________________open the door for Sue? She is carrying all

those books.
3. Oh, Joe isn’t at home! _________________________leave a message for

him, please?
4. Waiter! _________________________see the menu? Thank you.
5. Mark, I don’t get my money till next week. ____________________lend me

$50 until then?
6. I like watching soccer a lot. _________________________change the TV to

the game, please?
7. I didn’t understand what you said to me. _________________________

repeat it, please?
8. _________________________ borrow your car? Mine is being repaired.
9. Your music is on very loud. _________________________turn it down a

little, please?
75
Second Semester
English II
LESSON 12: READING
Find the word could in the text below, underline it. Then complete the sentences.
My Father’s School Days
My father’s secondary school was about a mile and a half from his house, so
he used to go to school on his bike. When the weather was bad, he could take
the bus, but he didn’t like to do that. It was always crowded and full of cigarette
smoke. His mother used to give him money for the bus, so he liked to save the
money and ride his bike instead!
At lunchtime he could stay at school and eat his packed lunch. Instead, he used
to ride to his grandmother’s house and have lunch with her and his grandfather.
It used to be a good way to break up the day. He would eat his lunch quickly, so
he could race back and play soccer with his friends before classes began again.
It was a strict school. It was the 1970s and the older teachers had experienced
even stricter and more traditional teaching than he had. They didn’t see the
need to change things. My father says that they weren’t allowed to run in the
corridors or around the school, and they had to stand up when the teacher came
into the classroom.
My father was afraid of the principal and his two prefects. They had complete
control and yet there was no corporal punishment. Punishments used to be
extra written work––anessay––or detentions. It’s amazing to think that you
could be told to stay behind after school for an hour, and there would be no way
to warn your parents. The written punishments could be tough and my father
remembers getting quite a few. His class, in general, was always in trouble and
they were always in detention.
1. Nacho’s father could get to school_______________or___________________.
2. At lunchtime, he could eat ________________or with ___________________.
3. After lunch, he could ______________________and with his friends.
4. Prefects could keep him after school ________________________________
5. The written punishment could be ____________________________________
76
LESSON 13: READING, WRITING AND SPEAKING
With a partner, read the following brainteasers. Use could to express possibilities to
explain each situation. Think of as many explanations as possible as in the following
example. Compare your answers with your classmates.
A man lived on the fourteenth floor of a

building. Every day he took the elevator
to the ground floor to go to work. When
he returned, he took the elevator to the
tenth floor and walked up the stairs to his
apartment on the fourteenth floor. Example:
Maybe the elevator could have been
He hated walking, so why did he do it? broken on that floor, so he could have
only been able to arrive to his apartment
by walking.
Maybe the man could have had a friend

to visit on the tenth floor, so he left the
elevator in order to go to his friend’s
house for a while, and then he was able
to continue by walking to his apartment.
77
Second Semester
English II
A man and his son were in a car ________________________________________

accident. The man died on the ________________________________________
way to the hospital, but the boy ________________________________________
was taken into surgery. The ________________________________________
surgeon said, “I can’t operate ________________________________________
that’s my son!” ________________________________________
How was this possible? ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
_______________________________________
________________________________________
________________________________________
________________________________________
A couple had a relationship of 5 years and

________________________________________
they were planning to get married soon;
________________________________________
however, they had a fight, broke up and
________________________________________
never saw each other again.
________________________________________
________________________________________
What could have happened?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
_______________________________________
________________________________________
78
A man bought a car that was advertised

in the newspaper. The seller took ________________________________________
it personally to this man’s house; ________________________________________
however, the next morning when he ________________________________________
went outside to start it in order to go to ________________________________________
work, it wasn’t there and nobody saw ________________________________________
anything strange. ________________________________________
________________________________________
What could have happened? ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
_______________________________________
________________________________________
________________________________________
________________________________________
A man was driving to his house when a

police officer intercepted and arrested
him, he hadn’t broken the law; however, ________________________________________
he was sent to jail. ________________________________________
________________________________________
What could have happened? ________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
_______________________________________
_______________________________________
________________________________________
79
Second Semester
English II
IRREGULAR VERBS LIST
Bare Infinitive Simple Past Past Participle Meaning in Spanish
arise arose arisen surgir
be was / were been ser
beat beat beaten golpear
become became become convertirse
begin began begun comenzar
bet bet/betted bet/betted apostar
bite bit bitten morder
bleed bled bled sangrar
blow blew blown soplar
break broke broken romper
bring brought brought traer
build built built construir
buy bought bought comprar
catch caught caught atrapar
choose chose chosen elegir
come came come venir
cost cost cost costar
creep crept crept arrastrarse
cut cut cut cortar
deal dealt dealt dar, repartir
80
do did done hacer
draw drew drawn dibujar
dream dreamt/dreamed dreamt/dreamed soñar
drink drank drunk beber
drive drove driven conducir
eat ate eaten comer
fall fell fallen caer
feed fed fed alimentar
feel felt felt sentir
fight fought fought pelear
find found found encontrar
flee fled fled huir
fly flew flown volar
forget forgot forgot/forgotten olvidar
forgive forgave forgiven perdonar
forsake forsook forsaken abandonar
freeze froze frozen congelar
get got got/gotten tener, obtener
give gave given dar
go went gone ir
grind ground ground moler
81
Second Semester
English II
grow grew grown crecer
hang hung hung colgar
have had had tener
hear heard heard oír
hide hid hidden esconderse
hit hit hit golpear
hold held held tener, mantener
hurt hurt hurt herir, doler
keep kept kept guardar
kneel knelt knelt arrodillarse
know knew known saber
lead led led encabezar
learn learnt/learned learnt/learned aprender
leave left left dejar
lend lent lent prestar
let let let dejar
lie lay lain yacer
lose lost lost perder
make made made hacer
mean meant meant significar
meet met met conocer, encontrar
82
pay paid paid pagar
put put put poner
quit quit/quitted quit/quitted abandonar
read read read leer
ride rode ridden montar, ir
ring rang rung llamar por teléfono
rise rose risen elevar
run ran run correr
say said said decir
see saw seen ver
sell sold sold vender
send sent sent enviar
set set set fijar
sew sewed sewn/sewed coser
shake shook shaken sacudir
shine shone shone brillar
shoot shot shot disparar
show showed shown/showed mostrar
shrink shrank/shrunk shrunk encoger
shut shut shut cerrar
sing sang sung cantar
83
Second Semester
English II
sink sank sunk hundir
sit sat sat sentarse
sleep slept slept dormir
slide slid slid deslizar
sow sowed sown/sowed sembrar
speak spoke spoken hablar
spell spelt/spelled spelt/spelled deletrear
spend spent spent gastar
spill spilt/spilled spilt/spilled derramar
split split split partir
spoil spoilt/spoiled spoilt/spoiled estropear
spread spread spread extenderse
stand stood stood estar de pie
steal stole stolen robar
sting stung stung picar
stink stank/stunk stunk apestar
strike struck struck golpear
swear swore sworn jurar
sweep swept swept barrer
swim swam swum nadar
take took taken tomar
84
teach taught taught enseñar
tear tore torn romper
tell told told decir
.think thought thought pensar
throw threw thrown lanzar
tread trod/trode trodden/trod pisar
understand understood understood entender
wake woke woken despertarse
wear wore worn llevar puesto
weave wove woven tejer
weep wept wept llorar
win won won ganar
wring wrung wrung retorcer
write wrote written escribir
FINAL IRREGULAR VERBS TEST INSTRUCTIONS: Copy the verbs provided

by the teacher onto each table for each partial and complete with the missing verbs,
which are at the end of this book.
This exercise is to help you practice and learn the spelling of irregular verbs in the
different tenses.
85
Second Semester
English II
FIRST PARTIAL TEST NUMBER 1

SCORE: _________/10
BARE SIMPLE PAST MEANING IN

INFINITIVE PAST PARTICIPLE SPANISH

SCORE: _________/10

86

SCORE: _________/10


SCORE: _________/10

87
Second Semester
English II

SCORE: _________/10


SCORE: _________/10

88

SCORE: _________/10


SCORE: _________/10

89
Second Semester
English II

SCORE: _________/10


SCORE: _________/10

90

SCORE: _________/10


SCORE: _________/10

91
Second Semester
English II
RESOURCES
The following are didactic resources and useful tools for English II syllabus, this
aids to accelerate the learning outcome, and teachers can reach different options
according to the specific needs of their group.
Resource Description
A learning management system (LMS) for

K-12 schools, higher education institutions,
Schoology.com
and corporations that allows users to create,
manage, and share content and resources.
A tool to help the teacher who wants to use

rubrics but does not have the time to develop
Rubistar.4teachers.org them from scratch. RubiStar provides generic
rubrics that can simply be printed and used
for many projects and research assignments.
The most popular language-learning platform

and the most downloaded education app in
Duolingo the world, with more than 300 million users.
The company’s mission is to make education
free, fun and accessible to all.
This application will help students to learn

English much more quickly by using music.
Learn English with music
This app can find the lyrics of the song while
(Lytrans English)
students listening to, they can read along
when the music is playing.
92
SECOND SEMESTER LINKS TO REVIEW TOPICS
“ED” Sounds
http://www.englishmaven.org/HP6/Pronouncing%20ED%20Endings%20
Exercise%205.htm
http://evaeaston.com/pronunciation/t-d-Id-quiz01.html
Simple Past
http://www.adelescorner.org/grammar/past_tense/past_regular.html
http://www.montsemorales.com/gramatica/PastSimpAffRegSw2-4.htm
http://www.montsemorales.com/gramatica/IrregularPDC23-1a.htm
http://www.montsemorales.com/gramatica/PastSimpAffIrregSw2-4.htm
http://www.perfect-english-grammar.com/past-simple-exercise-4.html
http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_negation_
sentences.htm
http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_negation_
sentences2.htm
http://www.englisch-hilfen.de/en/exercises/questions/simple_past.htm
http://www.esl-lounge.com/student/grammar/1g24-past-simple-pos-neg-
questions.php
Past Continuous
http://www.perfect-english-grammar.com/past-continuous-exercise-1.html
http://www.englisch-hilfen.de/en/exercises/tenses/past_progressive_mix.htm
https://www.ego4u.com/en/cram-up/grammar/past-progressive/exercises?07
Modal Auxiliary “Could”

http://www.eoilangreo.net/cristina/advanced/couldandmanagedto.htm
http://www.cambridge.org/us/esl/touchstone/student/index.html?site_
locale=en_US
http://agendaweb.org/
http://eslyes.com/
93
Second Semester
English II
MIS NOTAS:
94
MIS NOTAS:
95
Second Semester
GUÍA DE APRENDIZAJE DE
INGLÉS II
Prohibida la reproducción total o parcial de esta

obra, incuído el diseño tipográfico y de portada por
cualquier medio electrónico o mecánico, sin el con-
sentimiento por escrito del CECyTE Baja California.
Impresos en México/Printed in Mexico.

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Inglés II

CECyTE Baja California

Av. Panamá #199, esquina con Buenos Aires.

Correo Electrónico: docencia@cecytecbc.edu.mx

En la realización de este material participaron:

NOMBRE DEL ALUMNO: _____________________________________________________

UNIT 1 Daily Routines ........................... 12

 EXPECTED LEARNING OUTCOMES ...................... 12

UNIT 2 Our Past ..................................... 34

 EXPECTED LEARNING OUTCOMES ....................... 54

In the design of the corresponding Reform, the

As a result, it is necessary to understand firstly young

In society, there is a perception that education is increasingly essential

CECyTEBC is an institution that assumes responsibility, is committed to youth, and creates an

The justification of the student’s

The impact of technology on

Learning Evidence of Specific Disciplinary

EXPECTED LEARNING OUTCOMES

Generic Competences and Attributes

CG4. Identifies and interprets general

CG10.1 Recognizes that diversity takes

CD1. Identifies, collects, and interprets ideas, data, explicit, and

How much…? and How many…?

How many apples do you need for an apple pie?

 We use How much…? to ask for uncountable nouns.

How much sugar do you need for an apple pie?

About uncountable nouns: They are things we

Complete the following questions using: How much…? or How many…?

1. _________________bread do you need for tuna cake?

2. _______________Christmas trees do you sell each year?

3. _________________lemons do we need for a lemonade?

4. _________________turkeys are sold in between November and December?

5. ________________ does this package of socks cost?

6. ________________ aspirins should I take for a headache?

7. _________________ salt do I have to add to a 50 gallons fish tank?

8. _________________ gallons of milk do you need for the chocolate?

9. __________________ types of memories does a computer have?

10. ____________________ oil does a Jetta transmission need?

Retrieved from: http://www.retailcrc.org/Style%20Library/virtualStore/virtual_store_

Shop assistant: Good afternoon! How can I help you?

Shop assistant: How many cans do you need?

Customer: I need 120.

Shop assistant: Do you need a specific product?

Customer: No, I’m going to buy different products.

Shop assistant: How many cans of each one?

A few minutes later…

Present progressive or continuous

 Actions happening at the moment of speaking.

 Fixed plans in the near future.

 Actions happening around the moment of speaking (longer actions)

HOW TO FORM THE PRESENT PROGRESSIVE SENTENCES:

Am I playing volleyball? Yes, you are. / No, you aren’t.

RULES TO MAKE THE “ING” FORM OF THE VERBS:

Conjugate the verb in parentheses in the present continuous tense (affirmative

Example: I am talking to you. (talk)

1. I _____________________ attention to the class. (pay)

2. Salma ______________________a delicious chocolate cake. (prepare)

3. All the students ________________________pretty well. (work)

4. We _______________________the first partial. (begin)

5. She _______________________ due to a surgery complication. (die)

6. I _______________________to the radio. (listen)

7. The plane to Can Cun _____________________ off at this moment. (take)

EXPECTED LEARNING OUTCOMES ...................... 12

EXPECTED LEARNING OUTCOMES ....................... 54

We use How much…? to ask for uncountable nouns.

Actions happening at the moment of speaking.

Fixed plans in the near future.

Actions happening around the moment of speaking (longer actions)