Manual Inglés II Semestral CORREGIDO

LEARNING
HANDBOOK
CAMPUS: CHOLULA
CCT: 21ETC0019R
SUBJECT’S NAME:
ENGLISH II
ELABORATED BY:
Eric Paul Michimani Gutiérrez
STUDENT’S NAME:
___________________________________
___________________________________
SEMESTER B
February-June 2023
SEMESTER AND GROUP: Second -
ELABORATION DATE: 13/02/2023

INDEX
WELCOME .........................................................................................................................................................5
SUBJECT INTRODUCTION..............................................................................................................................5
COMPETENCIES TO DEVELOP......................................................................................................................6
METHODOLOGY EXPLANATION..................................................................................................................6
EDUCATIVE PACT............................................................................................................................................6
first PARtIAL.....................................................................................................................................................8
framework........................................................................................................................................................8
ASSESSMENT PLAN.....................................................................................................................................9
Topic 1:..........................................................................................................................................................10
QUANTIFIERS – COUNTABLE and UNCOUNTABLE.......................................................................10
WHAT YOU KNOW................................................................................................................................10
TO START................................................................................................................................................10
REMEMBER.............................................................................................................................................11
PRODUCTION..............................................................................................................................................12
consider this...............................................................................................................................................12
HANDS ON...............................................................................................................................................18
PRODUCTION..............................................................................................................................................19
WHAT WE GET TO.................................................................................................................................20
summary....................................................................................................................................................20
cross-sectional project....................................................................................................................................21
GLOSary........................................................................................................................................................21
resources.........................................................................................................................................................21
second partial....................................................................................................................................................23
framework......................................................................................................................................................23
ASSESSMENT PLAN...................................................................................................................................24
TOPIC I THERE WAS – THERE WERE.................................................................................................25
WHAT YOU KNOW................................................................................................................................25
TO START................................................................................................................................................25
REMEMBER.............................................................................................................................................25
PRODUCTION..............................................................................................................................................26
consider this...............................................................................................................................................26
HANDS ON...............................................................................................................................................27
PRODUCTION..............................................................................................................................................29
WHAT WE GET TO.................................................................................................................................29
summary....................................................................................................................................................29
Topic 2 Present continuous..........................................................................................................................30
WHAT YOU KNOW................................................................................................................................30
TO START................................................................................................................................................30
REMEMBER.............................................................................................................................................30
PRODUCTION..............................................................................................................................................31
consider this...............................................................................................................................................31
HANDS ON...............................................................................................................................................33
PRODUCTION..............................................................................................................................................35
WHAT WE GET TO.................................................................................................................................35
summary....................................................................................................................................................36
GLOSary........................................................................................................................................................36
resources.........................................................................................................................................................36
third partial.......................................................................................................................................................37
framework......................................................................................................................................................37
ASSESSMENT PLAN...................................................................................................................................38
Topic I SIMPLE PAST................................................................................................................................39
WHAT YOU KNOW................................................................................................................................39
TO START................................................................................................................................................39
REMEMBER.............................................................................................................................................40
PRODUCTION..............................................................................................................................................40
consider this...............................................................................................................................................40
HANDS ON...............................................................................................................................................47
PRODUCTION..............................................................................................................................................48
WHAT WE GET TO.................................................................................................................................49
summary....................................................................................................................................................49
Topic 2 PAST CONTINUOUS....................................................................................................................49
WHAT YOU KNOW................................................................................................................................49
TO START................................................................................................................................................50
REMEMBER.............................................................................................................................................50
PRODUCTION..............................................................................................................................................50
consider this...............................................................................................................................................50
HANDS ON...............................................................................................................................................54
PRODUCTION..............................................................................................................................................55
WHAT WE GET TO.................................................................................................................................56
summary....................................................................................................................................................56
GLOSary........................................................................................................................................................57
resources.........................................................................................................................................................57
WELCOME
Hello learners, I am educator Eric Paul Michimani

Gutierrez, graduated in International Relations from the
Universidad de Las Americas Puebla (UDLAP).
I have three years of solid experience as an educator,
working at CECyTE Cholula campus. I like my
profession, and I perform it in the best possible way.
I know that the situation is complicated, however the
effort and dedication is a sign of this beautiful
community of learners, and it is a fact that you will fulfill
the commitment that you have towards yourselves to
grow academically and professionally.
I ask you not to lose heart, that we maintain our strengths in the face of adversity to finish
this semester with the excellence of always.
I welcome you again, and I hope that we learn together in this new educational model.
You are already winners.
To fully understand how the course is structured please read the following points:
 Presentation
 Purpose of the subject
 Competences to develop
 Methodology
 Evaluation criteria
 Schedule
SUBJECT INTRODUCTION
The English II syllabus is designed to help students develop the four language skills
(Reading, writing, speaking, and listening), based in topics stated by the level A2 of the
Common European Framework. According to the new Educational Model, the level A2
goals have been divided to be part of the English II and III courses for the students to
reactivate previous knowledge and obtain what they need to express themselves using
different elements of grammar, vocabulary, and specific contents that will help them
communicate in different situations. The structural content will help teachers to develop the
expected learning of the English level A2 program. To achieve this goal, it is necessary to
systematize teacher planning. This document contains the relevant information to achieve
the objectives for the new Educational Model of High School.
Subject’s purpose
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.
COMPETENCIES TO DEVELOP
Generic
Disciplinary
The student listens, interprets,
4. Produces texts based on the
and communicates messages
normative use of the language,
relevant to different contexts
considering the intention and
by using appropriate means,
communicative situation.
codes, and tools.
METHODOLOGY EXPLANATION
During Semester B of the 2023 School Cycle, at the end of each topic, you will find a table
called Evaluation Plan. Each topic contains a set of activities, but there will be one or two
specific activities that will be evaluated together with the help of a checklist, for this
question is important to prioritize its realization.
EDUCATIVE PACT
(COLEGIO DE ESTUDIOS CIENTIFICOS Y TECNOLÓGICOS DEL ESTADO DE PUEBLA)
Carta compromiso
(Lugar y fecha)
Prof. Eric Paul Michimani Gutiérrez
Presente:
El que (La que) suscribe, (tu nombre completo), del (grupo, semestre y carrera), con la presente me
comprometo a realizar las actividades, trabajos y tareas, así como participar en las clases en línea y
presenciales correspondientes al curso de (asignatura), siguiendo los parámetros que se me han
marcado para su completa y satisfactoria culminación, sabiendo que debo cumplir con el número
de horas y las asistencias requeridas.
Declaro que conozco todos los parámetros marcados en los REGLAMENTOS del Colegio que
acataré y respetaré apoyado en mis valores (escribe los valores que aprendiste en tu casa con tu
familia).
También implementaré las siguientes estrategias para lograr mis metas y objetivos durante este
curso: (escribe cinco estrategias)
1. ___________
2. ___________
3. ___________
4. ___________
5. ___________
Por lo expuesto arriba, reitero mi compromiso nuevamente de que cumpliré con lo antes
mencionado.
Nombre del aprendiente. Nombre tutor(a) familiar Nombre docente asignatura
___________________________ _________________________ _________________________

Firma Firma Firma
FIRST PARTIAL
FRAMEWORK
In the New Educational Model, the classification of the academic contents of the English
subject has a significant importance considering not only the comprehension processes and
the key learning points of the disciplinary fields, but the language skills of listening,
reading, writing, and speaking. The Socio-Emotional skills to the Common Curricular
Framework in the New Educational Model for the Technological High School are part of
the design of the course plan.
EJES:
Learners will communicate, interact, and collaborate with others (transverse axis for all
subjects from Communication and Social Sciences as disciplinary fields).
COMPONENT:
 Communication and interpersonal relationships.
 Integration of learning communities.
 Contextualization of learning communities through learners' interests and academic

experiences.
CORE CONTENT:
Collaborative work in classroom as a basis for the integration of the learning community.
SPECIFIC CONTENT:
Quantifiers – Countable and Uncountable nouns

ASSESSMENT PLAN
LEARNING PRODUCTS FIRST PARTIAL

SIGNATURE OF THE
PERCENTAGE FATHER, MOTHER
PRODUCT PERCENTAGE
OBTAINED OR LEGAL
GUARDIAN
Trivia 0%
Quantifiers conversations
20
Quantifiers real practice

30%
Class notes 10%
20%
Cross-sectional Project
Tutoring and Orientation Activities 10%
10%
Innovation and Leadership CECyTE
TOPIC 1:
QUANTIFIERS – COUNTABLE AND UNCOUNTABLE
Expected Learning:
WHAT YOU KNOW
How much food is there in the fridge?
In English, there are some exciting topics to study such as quantifiers.
As the name suggests, quantifiers are used

to indicate quantities. Commonly we
express quantities using numbers, but we
can also use words to express quantities,
amounts and degree of something.
These words are known as Quantifiers.

In this lesson, you will practice countable and uncountable quantifiers, such as
many, much, some, any, a lot of, a few and a little in a context of food, diet and
eating habits.
TO START
Express information about existence using quantifiers like many, much, some,
any, a lot of, a few and a little to express quantities and non-specific portions
concerning eating habits.
To amplify your vocabulary, write on the lines the different words to the
appropriate image.
PASTA MILK PINEAP MEAT TOMAT RICE BANANA

PLE O
ICECRE CHER COFFEE BUTT SUGAR SANDWIC HAMBURG
AM RY ER H UER
JUICE SODA CHEESE CERE ORANG YOGHURT CARROT
AL E
WATER BREA EGG ONIO COOCK CHOCOLA APPLE
D N IE TE
______ _______ ______ _____ ______ ______
_______
_
_______ ________ ________ ________ ________ ________ ________

_
_______ ________ ________ ________

________ ________ ________
_
_______ ________ ________ ________ ________

________ ________
_
REMEMBER
Speaking activity - Spelling:

It’s important that you practice the English-speaking ability. So, the following activity is recommended to
you. With the support of the Tik Tok app, you have duo to the following video. The video has the indication
to follow:
https://vm.tiktok.com/ZMLLkuuWX/
PRODUCTION
Expected Learning:
CONSIDER THIS
Our objective is to express quantities, but to achieve our aim you need to know the
difference between countable and uncountable words.
Countable vs Uncountable
Countable nouns are things Uncountable are things you cannot count.
you can count, meaning
you can use NUMBERS to But how is that possible?
calculate them: Of course, we can count things, but the idea of
• There are three uncountable means we need to
bananas: identify IDEAS, ABSTRACT
QUALITIES or OBJECTS that are too
small TO COUNT THEM AS SINGLE
Countable nouns can be UNITS (concepts, liquids, gases, powder).
singular or plural: We often picture these nouns as single
• There is an apple concepts or a mass that is difficult to divide or
(singular) separate to count.
Think about the next example:
Of course, we can count rice
grains, but this is simply
crazy!!
We perceive ‘rice’ as a complete entity, as a
• There are two apples portion, not as single unit. For this reason,
(plural) ‘rice’ it is an uncountable noun.
Uncountable nouns are ONLY SINGULAR:

• There is rice in the kitchen.
Uncountable nouns do not have a plural form,
so it is incorrect if you say ‘rices ’ or ‘milks ’.
Traduction:
Vocabulary about things we have in the high school.
First, traduce the following words in their singular and plural form, consider if
they have a plural form.
WORD SINGULAR PLURAL
Pasto
Salón de clases
Pozo
Silla
Agua
Mujer
Laboratorio de
computo
Laboratorio de
plásticos
Estudiante
Amistad
Maestro
Tienda
Arena
Cancha de futbol
Cancha de básquet
Árbol
Biblioteca
Roca
Comunidad estudiantil
Next, write 10 sentences in affirmative, negative an interrogative form.
5 sentences using THERE IS and 5 sentences using THERE ARE.
Examples:
There is a teacher. There are teachers.
There is water.
THERE IS… THERE ARE…
It’s important that you attend this activity because when you assist to the campus the
teacher will ask you about the things there are in the school.
Quantifiers
MANY, MUCH, ANY, NO, NONE, (A) FEW, (A LITTLE), SOME, A LOT OF,
LOTS OF.
You can use different quantifiers to talk about large or small quantities of

countable and uncountable nouns. Look at the following charts:
 Large Quantities
We use the following quantifiers when we want to talk about a large or big
number of nouns. They are different depending on the noun. Observe that we use
different quantifiers when we use a countable or an uncountable noun and
sometimes, we can use a specific quantifier with both, countable and uncountable
nouns.
LARGE COUNTABLE UNCOUNTABLE

QUANTITIES
Many X
(muchos-as)
Much X
(mucho-a)
Any X X
(algunos/as, algo de,
ningún/a, nada de)
I have MANY dogs and they make MUCH noise when the doorbell rings.
I have LOTS OF dogs and they make A LOT OF noise when the doorbell rings.
ANY is used only in interrogative and negative sentences:
Are there ANY books on the desk?
There isn’t ANY water in the bottle.
 Small Quantities
We use the following quantifiers when we want to talk about a small number of
nouns. They are different depending on the noun. Observe that we use different
quantifiers when we use a countable or an uncountable noun and sometimes, we
can use a specific quantifier with both, countable and uncountable nouns.
SMALL QUANTITIES COUNTABLE UNCOUNTABLE

A few/few X
Pequeña cantidad/Insuficiente
A little/little X
Pequeña cantidad/Insuficiente/Poco
Some X X
Algunos/as – Algo de
My brother ate A FEW carrots, and he drank A LITTLE tea.
or
My brother ate SOME carrots and drank SOME tea.
There were FEW people at the concert, so the band only
collected LITTLE money for the dog shelter.
 Zero Quantity
We use the following quantifiers when we want to say that there is zero existence
of a given object. They are different quantifiers depending on the noun. Observe
how in zero numbers, we use these quantifiers
with countable and uncountable nouns depending on the type of sentence you’re
using, whether it is affirmative, negative or a question.
ZERO QUANTITY COUNTABLE UNCOUNTABLE
Any X X
Ningún/a - Nada
No X X
Ninguno/a
None of X X
Ninguno/a de
There aren’t ANY large trees in the desert.
NO stories are good.
NONE OF the stories are good.
In the previous explanation we checked the different kinds of nouns, but

now it is time to ask about quantities.
A quantifier is a word that indicates a number (countable nouns) or an

amount (uncountable nouns). To ask for quantities, you need to:
 use HOW MANY…..? with countable nouns.
How many apples are there?

There is an apple.
There are two apples.
 use HOW MUCH...? with uncountable nouns.
How much milk is there?

There is some milk.
ACTIVITY MOMENT 1
You will have the following page to carry out and understand the difference between
Singulars and Plurals, they will carry out activities 1 and 2, guided by the educator:
https://bit.ly/3ALlmbn
To continue the practice, you must decide if the sentences are correct or incorrect:
https://bit.ly/3odbWAp
Finally, in plenary, all learners will solve the following exercise in plenary:
https://bit.ly/3RuRxo5
Another of the practice activities, and that will strengthen your understanding of the
subject, is to view and listen to the following interactive video, as you progress through it,
the activities will appear:
The last practice activity will be to listen to each sentence (listening), and according to what
is heard and understood, select one of the options that you consider correct:
HANDS ON
1.- Students will form pairs; each team will be given a different image in which there are
quantities of various objects. What they will do is visualize the image and describe it, in a
conversation, what is there and what is not, using the quantifiers, but also the structure
There is and There are, which was analyzed in the first semester.
Examples of images:
ASSESSMENT PLAN
1.- PICTURE DESCRIPTION
Mark with an
Delivery X whether you
TOPIC ACTIVITY Weight
date have the
criteria.
IF you have the point, mark with an X in YES column, and if you do not
YES / NO
have the activity, mark NO column with an X.
Quantifiers The description has at 4% February
conversations least 6 sentences with 17th
THERE IS, and 6 with
THERE ARE, either
affirmative, negative, or
interrogative.
The length of the
4%
description is one page.
The description has at
4%
least 7 quantifiers.
There are no
grammatical or writing 4%
errors.
The pronunciation of
your description is 4%
adequate and clear.
PRODUCTION
Expected Learning:
The learners, in teams of 5 people, will carry out and

record an interview, in Spanish-English, about the objects
that the teachers and administrative staff of the CECyTE
Campus Cholula have in their homes, using quantifiers,
although the latter answer in Spanish, the learners will
have the task of translating, into English, their answers.
The group leader will oversee collecting the videos of his classmates in an USB, provided
by the teacher, and delivering the material to the teacher, at the stipulated time and date.
Learners will be able to consult a checklist to be able to analyze the requirements that their
video must meet.
TOPIC ACTIVITY Weight Delivery Mark with an

date X whether you
have the
criteria.
IF you have the point, mark with an X in YES column, and if you do YES / NO
not have the activity, mark NO column with an X.
Quantifiers The video is delivered in 5% March 08th
real practice time and form to the
teacher
The audio is clear. 5%
The interview is in a
suitable place for the
interviewer, as well as for
the interviewee.
The interview does not 5%
exceed the time of 5
minutes.
In the interview, at least 7 5%
quantifiers are
mentioned.
The interview has 4
There is structures, and 4
There are structures.
The interviewer's 5%
pronunciation is
acceptable.
The interview has an 5%
introduction,
development and closing.
WHAT WE GET TO
In case the learner considered as a Special Case has doubts about the Learning Manual, he
can contact the educator through Google Classroom.
It is important to mention that during the face-to-face sessions, the individual progress in
the Learning Manual will be reviewed for the learners who are cited, as well as counseling
will be given to learners with low academic performance.
SUMMARY
In this exercise, you can practice the quantifiers that make a distinction between
countable and uncountable. Complete the sentences with the correct quantifier.
Write on the space the quantifier to complete the sentence.
Are you ready?

MUCH AN A FEW MANY ANY A A ANY
LITTLE
1. Is there______sandwich in your lunch box?

2. There are_________eggs in the basket. You need to buy more.
3. She doesn’t eat________meat. She is vegetarian.
4. Are there_____cookies in the box?
5. There is________orange in my bag.
6. How_____hamburgers did you eat?
7. How________cheese would you like?
8. There is___________suggar in my coffee. I want more.
CROSS-SECTIONAL PROJECT
A) DATOS DE IDENTIFICACIÓN
PONDERACIÓN
PLANTEL/CENTRO: CECyTE Cholula SEMESTRE: SEGUNDO SEMESTRE
TOTAL: 20%
NOMBRE DEL PROYECTO TRANSVERSAL: CONSUMO DE DROGAS EN LAS ESCUELAS
PROPÓSITO DEL PROYECTO: Las y los aprendientes comprendan cómo contribuyen las actividades a realizar
con el objetivo informar oportunamente a la comunidad educativa con respecto al uso de sustancias nocivas
para la salud y sus consecuencias, el ser consciente de sus decisiones y compartirlo en su entorno en el que se
desenvuelven.
NOMBRE DEL/LOS ESTUDIANTE/S:
ASIGNATURAS PARTICIPANTES: DOCENTES PARTICIPANTES:
● LEOYE ● Luis Jorge Fortoul Corona.

● Inglés II ● Eric Paul Michimani Gutiérrez.
● Química II ● Elizabeth Villegas Muñoz
B) RELACIÓN CONTENIDO SELECCIONADO- COMPETENCIA QUE BUSCA DESARROLLAR
CONTENIDO APRENDIZAJES PRODUCTOS

COMPETENCIA A LA QUE ATIENDE
SELECCIONADO ESPERADOS ESPERADOS
Lectura -Examina los Párrafo 6. Sustenta una postura personal sobre

expresión oral y elementos sintácticos argumentativo. temas de interés y relevancia general,
escrita del párrafo considerando otros puntos de vista de
argumentativo. manera crítica y reflexiva.
Incluye textos
1ER PARCIAL - argumentativos
-Aprecia, da
importancia y deduce para participar en
Párrafo
la perspectiva de cada la mesa redonda.
argumentativo
argumento y del suyo. Atributo 6.4: Estructura ideas y
2DO PARCIAL - argumentos de manera clara, coherente y
Elementos del Utiliza el Formato sintética.
ensayo. -Identifica las APA para indicar
herramientas de las fuentes de
3ER PARCIAL -
extracción y información que
Formato APA
comprensión de la utilizó.
información.
Inglés II Párrafo The learner listens, interprets, and

-Cuantificadores
argumentativo. communicates messages relevant to
contables o
incontables, different contexts by using appropriate
1ER PARCIAL- means, codes, and tools.
identificación.
Quantifiers
- Estructurar oraciones
2DO PARCIAL - Incluye textos
en tiempo verbal 4. Produces texts based on the normative
There was - argumentativos
presente continuo use of the language, considering the
There were para participar en
- Estructurando la mesa redonda. intention and communicative situation.
3ER PARCIAL -
pasado simple.
Past simple
Relaciona la cantidad
de sustancia que se
consume y se forma en Cuadro sqa
Química una reacción química
con los coeficientes de
la ecuación química
1ER PARCIAL- correspondiente.
C.G.4. Escucha, interpreta y emite
Estequiometría
Explica los beneficios, mensajes pertinentes en distintos
2DO PARCIAL - riesgos y contextos mediante la utilización de
Sistemas contaminación Matriz de medios, códigos y herramientas
dispersos ambiental, derivados clasificación apropiados.
del uso de disoluciones
3ER PARCIAL - cotidianas.
Macromolécula
s Explica y ejemplifica
los conceptos de
monómeros, polímeros
y macromoléculas. Estudio de caso
C) DESARROLLO DEL PROYECTO
PON
PAR MATERIALES, RECURSOS O FECHA Y MEDIO DE
PRODUCTO DESCRIPCIÓN DERA
CIAL INSUMOS ENTREGA
CIÓN
Respecto a la
materia de
LEOYE II debe
redactar un
texto
argumentativo
donde
muestren su
opinión sobre el
tema y tenga
una extensión
de 500
palabras.
Respecto a la
Semana del 27 al 03
materia de
de marzo del 2023
inglés II, debe
redactar la ● Promoción a la salud
información ● Contenido de la Evaluación formativa
1ER INVESTIGACIÓN solicitada por la asignatura Determinado en 20%
materia de ● Material audiovisual primer parcial.
Química ● Bibliografía
utilizando Impreso, entrega de
cuantificadores manera presencial.
contables e
incontables.
Respecto a la
asignatura de
química II debe
observarse un
análisis de las
relaciones
estequiométric
as de consumo
de sustancias
tóxicas
promedio en la
escuela.
2D DISCURSO- Respecto a la ● Promoción a la salud Semana del 17 al 21 20%

O MESA asignatura de ● Contenido de la de abril del 2023
REDONDA química II asignatura
● Material audiovisual
Debe Evaluación formativa
Bibliografía
observarse un Determinado en
análisis químico segundo parcial.
respecto a la
presencia de
algún sistema
disperso que
acompañe al
consumo de
sustancias
tóxicas en la
escuela
Respecto a la
materia de
inglés II, debe
redactar la
información
solicitada por la
materia de
Química
utilizando el
tiempo verbal
presente
continuo.
Respecto a la
asignatura de
LEOYE II debe
investigar e
incluir como
mínimo 5
textos
argumentativos
relacionados
con el tema
abordado, para
poder
participar en la
mesa redonda.
3ER JUEGO O Elaboración de ● Promoción a la salud 20%

DINÁMICA un material ● Contenido de la Semana del 29 de
LÚDICA lúdico de asignatura mayo al 02 de junio
destreza como ● Material didáctico del 2023
(PARA
juego o ● Stand
PARTICIPAR EN
dinámica Bibliografía
FERIA DEL Evaluación final
ruleta, tiro al
PLANTEL)
blanco, Determinado en
pastelazo tercer parcial.
lotería etc.
(esto para la
feria)
Respecto a la
asignatura de
química II
Integrar en un
juego o
dinámica la
identificación
de compuestos
químicos
orgánicos e
inorgánicos
presentes en
las sustancias
tóxicas que se
consumen con
frecuencia en la
escuela.
Respecto a la
materia de
inglés II, debe
redactar un
párrafo
explicando por
qué el uso de
determinada
fuente de
información fue
importante y la
relevancia que
tuvo en la
misma,
utilizando la
estructura del
tiempo verbal
pasado simple.
Respecto a la
asignatura de
LEOYE II
mencionar el
Formato APA
para indicar las
fuentes de
información
que utilizó y
mostrar a los
participantes
donde pueden
continuar
investigando.
EVALUATION PLAN
ESCALA EVALUATIVA _INVESTIGACIÓN_1ER PARCIAL
TIPO DE EVALUACIÓN HETEROEVAL MOMENTO FORMATIVA

UACIÓN DE
EVALUACIÓN
TEMA DE PROYECTO TRANSVERSAL CONSUMO DE SEMESTRE SEGUNDO

DROGAS EN
LAS
ESCUELAS
CARRERA GRUPO
NOMBRE DEL ESTUDIANTE O INTEGRANTES DE NOMBRE DEL Luis Jorge Fortoul Corona
EQUIPO DOCENTE
Elizabeth Villegas Muñoz
Eric Paul Michimani

Gutiérrez
COMPETENCIAS GENERICAS Y ATRIBUTOS 6. Sustenta una postura personal sobre temas de interés y relevancia
general, considerando otros puntos de vista de manera crítica y
reflexiva.
C.G.5 Desarrolla innovaciones y propone soluciones a problemas a

partir de métodos establecidos.
EVIDENCIA O PRODUCTO PARA EVALUAR / INVESTIGACIÓN 20%

PONDERACIÓN (%)
INDICADORES NIVEL NIVEL NIVEL EFECTIVO

MÁXIMO EFECTIVO LOGRADA EN NIVEL
POSIBLE LOGRADO EN II
PARA NIVEL I
LOGRAR (.5)
(1)
(2)
PORTADA
Contiene una portada requisitada con los siguientes datos:

nombre del colegio, integrantes, el tema de investigación, nombres
de los representantes de asignatura, coordinadora transversal, fecha
de entrega, ciclo escolar (texto centrado, letra Arial 16, una imagen
referente al tema de fondo en buena calidad, hoja #1)
INDICE
Presenta índice específicamente donde referencie planteamiento

de problema, introducción, marco teórico, método, resultados,
conclusiones y bibliografía. Y en que número de página se
encuentra la información (manejar tabla de contenido automática)
hoja #2
INTRODUCCIÓN
Se observa una explicación breve del contenido de la

investigación de manera general y en el que se incluye el
planteamiento del problema y la justificación (1/2 cuartilla, texto
justificado Arial 12, títulos Arial 14 negrita) hoja #3
MARCO TEÓRICO
Sustenta teóricamente el estudio, implica analizar y exponer teorías

investigación y antecedentes de que originan problemas de drogas
en las escuelas (Máximo 3 cuartillas, texto justificado, Arial 12,
títulos Arial 14 negrita) hoja #4
MÉTODO
Respecto a la asignatura de química II debe observarse un análisis

de las relaciones estequiométricas de consumo de sustancias tóxicas
promedio en la escuela.
Relaciona la cantidad de sustancia que se consume y se forma en

una reacción química con los coeficientes de la ecuación química
correspondiente. hoja #5
Inglés. Acorde a la información que solicita la materia de Química,

al momento de relacionar X cantidad de sustancia que es consumida
y formada… utilizará al menos 5 cuantificadores contables o
incontables para dar una idea general de la cantidad basta o mínima
que se necesita, según la información que presente. hoja #6
RESULTADOS
Analiza los datos obtenidos, así como los resultados que obtuviste.
(máximo 1 cuartilla, texto justificado, Arial 12, títulos Arial 14

negrita). hoja #7
CONCLUSIONES
Se puede notar que la conclusión
Respecto a la materia de LEOYE II se debe apreciar en la

conclusión, un texto argumentativo breve donde compartan su
opinión sobre el tema explique la resolución que ha tomado a partir
de los resultados que obtuvieron y describe con tus propias palabras
cómo se transversalizan los contenidos, habilidades o competencias
de las diferentes asignaturas. Este texto debe tener una extensión de
500 palabras. (máximo 1 cuartilla, texto justificado, Arial 12, título
Arial 14 negrita)hoja #8,9.
BIBILOGRAFIA Y ENTREGA
Identifica una referencia primaria, secundaria, y terciaria

Escribe referencias bibliográficas y o electrónicas en las que te
basaste para obtener la investigación.
(Texto justificado Arial 12, título Arial 14 negrita)
Realiza la entrega de su reporte de investigación en la fecha

indicada, en tiempo y forma por el líder de equipo, en folder de
costilla pastas color transparente y negro, anexando este
instrumento de evaluación con los datos de identificación
previamente llenado. hoja #10
TOTAL
NIVEL DE LOGRO DE LA Excele Regula Insuficie CALIFICACI

Bien
COMPETENCIA GENÉRICA nte r nte ÓN FINAL
OBSERVACIONES Y / O
SUGERENCIAS:
NOMBRE DEL FIRMA DEL

EVALUADOR EVALUADOR
GLOSARY
At the end of the partial, the glossary with the words that you have not understood will be
reviewed. You must have at least 20 words with their respective definitions in your
glossary.
You can use the following dictionaries to find words that you don't understand.
1. https://dictionary.cambridge.org/es/
2. https://www.ldoceonline.com/
3. https://www.macmillandictionary.com/
RESOURCES
Singular and Plural: https://bit.ly/3ALlmbn
Countable and Uncountable nouns: https://bit.ly/3odbWAp
Quantifiers online worksheet:https://bit.ly/3RuRxo5
Quantifiers listening video:https://bit.ly/3RuSQ6t

Quantifiers listening: https://bit.ly/3IMsAPa
EMS Program: BT_ENGLISH_II.pdf (sep.gob.mx)

SECOND PARTIAL
FRAMEWORK
AXIS:
Learners will communicate, interact, and collaborate with others (transverse axis for all subjects from
Communication and Social Sciences as disciplinary fields).
COMPONENT:
 Contextualization of learning communities through learners' interests and academic experiences.
CORE CONTENT:
SPECIFIC CONTENT:
There was- There were
Present continuous
ASSESSMENT PLAN
LEARNING PRODUCTS SECOND PARTIAL

SIGNATURE OF THE
PRODUCT PERCENTAGE
OBTAINED OR LEGAL
GUARDIAN
Way of working 0%
Notebook 30%
Various activities 30%
20%
10%
TOPIC I THERE WAS – THERE WERE
Expected Learning:
WHAT YOU KNOW
Use the following activities to read, notice and study the structure of there
was/there were. Use them to review and use some quantity expressions.
There is / There are?

Remember we use there is/are to express that something exists in the present.
For example, with count nouns.
There is an apple on the

table. One apple = singular
There are two women

in the car.
Two women = plural.
TO START
By the end of this topic, you will: use the structure there was – there were to
say that something exists in past; in negative, affirmative, and interrogative form.
You will recycle quantity expressions, to ask and give information about objects
and places.
REMEMBER
You also know some expressions to talk about the quantity of objects. For
example:
COUNTABLE NOUNS UNCOUNTABLE NOUNS
A lot of people Lots of pollution
Some cars Some water
A few boats Little danger
Any students Any milk
Many rooms How much sugar was there in the
cabinet?
PRODUCTION
Expected Learning:
CONSIDER THIS
There was – There were

Now study existence in the past!
We use there was/there were to say that something exists in the past. Additionally, we can
include past expressions.
Here is the affirmative form with singular With plural nouns:

nouns:
THERE WAS an apple on the table. THERE WERE two women in the
park.
Now remember the previous and observe these ideas:
Was there a dog in the park?
No, there was not a dog in the park.

The negative form of There was / There formed by adding NOT.
You can answer using a short form or contraction too.
WAS = WASN’T – WAS NOT
WERE = WEREN’T – WERE NOT
ACTIVITY MOMENT 1
You, the learner, can view the

following interactive video on
the topic THERE IS and
THERE ARE. As the video
progresses, small exercises are
presented that you will have to
solve to move on to the next
one. Enjoy this audiovisual
material that is available for
you: https://bit.ly/3Ds4IA7
HANDS ON
1.- Exercise 1. Listening, which consists of entering the Live Worksheet platform and
listening to a set of audios and identifying, among different options, which is the sentence
that is mentioned. https://bit.ly/3Czy8uq
2.- Memories. The learners will write a text of two paragraphs in which they talk about a
place they have visited and have loved, they will describe what things were in that place,
using the There was - There were form.
Analyse the following example:

“Last weekend I was out in an exciting experience. My friends and I were at the Zoo. There
were many people because it was a long weekend, but there was little traffic, so we arrived
fast.
In the zoo, there was a lot of garbage
on the floor, and that was not nice, but
the good thing was that there were
many animals awake. When we were
hungry, there were very few foods
stands, and there wasn’t anything
healthy.
Then, we were in the “safari” area.
Here there were many small buses to
visit the giraffe, the lion and all the
wild animals. There were also many cardboard glasses with a little food for them.
When we were out of the Zoo, there wasn’t any organization to get our car! Finally, we
were on our way home. It was a fun day.”
3.- Life in 1600. To culminate, the learners will attend another activity on the Live
Worksheet platform. They will listen to an audio lesson and complete a text with
information from it. https://bit.ly/3vXQp3t
ASSESSMENT PLAN
Mark with an X if you obtained or not the evaluation criteria.
CRITERIA YES NO WEIGHT
Exercise 1. It is complete and correct, the 5%

evidence was delivered to the teacher in a
timely manner.
Exercise 2. Memories. The writing 5%

complies with the requested extension of
two paragraphs, each of the There is and
There are structures are used at least 4
times.
Exercise 3. Life in 1600. Dedicate the 5%

necessary time to listen and understand
the audio, as well as the reading, which I
complete in time and form.
Total weight obtained
PRODUCTION
Expected Learning:
WHAT WE GET TO
In case the learner considered as a Special Case has doubts about the Learning Manual, he
can contact the educator through Google Classroom.
It is important to mention that during the face-to-face sessions, the individual progress in
the Learning Manual will be reviewed for the learners who are cited, as well as counseling
will be given to learners with low academic performance.
SUMMARY
TOPIC 2 PRESENT CONTINUOUS
Expected Learning:
WHAT YOU KNOW
In this section you will find some short texts in Present Progressive. This tense is
important when you communicate because you can describe actions that are happening
in the precise moment that we are speaking.
TO START
By the end of this topic, you will: practice the present progressive form through
using some sentences as well as some texts to denote an action that is happening
in the precise moment.
REMEMBER
PRESENT PROGRESSIVE:
Affirmative – Negative – Interrogative
We use present continuous for actions that are happening at the moment of
speaking.
Look the following example:
Sandy and Joe are dancing Tango.

Now that you identified the use of the Present Progressive for actions that are happening
now.
There are some rules that you must take in consideration.
Read the following information:

DESCRIPTION
The present progressive is used for describing what someone is doing now.
Example:
We are swimming in the pool.
PRODUCTION
Expected Learning:
CONSIDER THIS
Spelling Rules 1
With most verbs we must add just ING ending.
Example:
Talk --> talking
Eat --> eating
Drink --> drinking
Watch --> watching
He is watching an interesting program on the TV
SPELLING RULES 2
With the verbs that ends in a consonant + e, we
drop the e and we add -ING
Example:
Come --> coming
Make --> making
Take --> taking
Write --> writing
Joe is writing a love letter to his girlfriend.

SPELLING RULES 3
With some verbs ending in a vowel + a consonant; we have to
double the consonant and add ING.
Example:
Run --> running
Swim --> swimming
Sandy is running in a competition.
ACTIVITY MOMENT 1
Los y las aprendientes realizan un texto de media cuartilla en el cual redactaran que estarán
haciendo sus familiares y amistades en ese preciso momento, con la intención de corroborar
que no haya dificultades de comprensión respecto al tema, en caso de existirlas, se dará una
retroalimentación sobre el tema. La actividad deberá contar con 4 estructuras afirmativas, 4
estructuras negativas, y 4 estructuras interrogativas (2 yes/no questions y 2 informativas).
Here is an example:
My father is just uploading some photos to Facebook and he’s sending a message to

Billie, my brother. My mom and my sister are riding camels and the sun's shining.
They're waiting for me to get off the phone!
HANDS ON
Exercise 1. Dictation and Scramble Sentences

Enter the link and solve the activities that are shown to you.
Follow the directions in each activity.
Present continuous. Affirmative, negative, and interrogative form. (unam.mx)
Exercise 2. Present Continuous Listening

Enter the link and answer the electronic worksheet, according to each exercise. The
answers will be reviewed in plenary during the face-to-face sessions.
Present Continuous listening worksheet (liveworksheets.com)
Exercise 3. Present Continuous Listening

Enter the link, rewrite the sentences in negative and interrogative form, but do not
use contractions.
Present continuous: affirmative, negative, and interrogative form (unam.mx)
ASSESSMENT PLAN
TOPIC ACTIVITY Weight Delivery Mark with an X

date whether you
have the
criteria.
IF you have the activity, mark with an X in YES column, and if you do not YES / NO
have the activity, mark NO column with an X.
May 06th
Quan Exercise 1. Submit the activity in 5%
Dictation and time and form, as
requested by the teacher.
Submit the activity in 5%
Scramble Sentences
rs conver time and form, as
S Exercise 2.
Present Submit the activity in 5%
time and form, as
Continuous
Listening
atio Exercise
3. Present
Continuous
Listening
ns
PRODUCTION
Expected Learning:
Learners can enter the following link: https://bit.ly/3jj4D
View the video and follow it up with the transcript that is presented, and perform the True
or False, Gap Fill, and Multiple Choice activities. This with the aim that the subject has
been made clear, and in case of doubts, that the learner approaches the teacher to receive
feedback on the subject.
WHAT WE GET TO
REMEMBER:
The present continuous is made from the present tense of the

verb be and the –ing form of a verb:
I am working
You are playing
He is talking
She is living
It is eating
SUMMARY
To summarize the topic,

We use the present continuous to talk about:
 activities now of speaking:
I'm just leaving work. I'll be home in an hour.

Please be quiet. The children are sleeping.
 future plans or arrangements:
Mary is going to a new school next term.

What are you doing next week?
D) DATOS DE IDENTIFICACIÓN
PONDERACIÓN
TOTAL: 20%
desenvuelven.

E) RELACIÓN CONTENIDO SELECCIONADO- COMPETENCIA QUE BUSCA DESARROLLAR

-Examina los
elementos sintácticos Párrafo
Lectura
del párrafo argumentativo.
expresión oral y
argumentativo. 6. Sustenta una postura personal sobre
escrita
temas de interés y relevancia general,
Incluye textos considerando otros puntos de vista de
-Aprecia, da argumentativos manera crítica y reflexiva.
1ER PARCIAL -
Párrafo
argumentativo
3ER PARCIAL -
Formato APA
información.
Inglés II -Cuantificadores Párrafo The learner listens, interprets, and

contables o argumentativo. communicates messages relevant to
1ER PARCIAL- identificación. means, codes, and tools.
Quantifiers
2DO PARCIAL - en tiempo verbal Incluye textos
4. Produces texts based on the normative
There was - presente continuo argumentativos
use of the language, considering the
para participar en
There were
3ER PARCIAL - pasado simple.
Past simple
Relaciona la cantidad
de sustancia que se
consume y se forma en Cuadro sqa
Química una reacción química
con los coeficientes de
1ER PARCIAL- correspondiente.
C.G.4. Escucha, interpreta y emite
Estequiometría
Explica los beneficios, mensajes pertinentes en distintos
2DO PARCIAL - riesgos y contextos mediante la utilización de
Sistemas contaminación Matriz de medios, códigos y herramientas
dispersos ambiental, derivados clasificación apropiados.
3ER PARCIAL - cotidianas.
Macromolécula
los conceptos de
F) DESARROLLO DEL PROYECTO
PON
CIÓN
1ER INVESTIGACIÓN Respecto a la ● Promoción a la salud Semana del 27 al 03 20%

materia de ● Contenido de la de marzo del 2023
LEOYE II debe asignatura
redactar un ● Material audiovisual
Evaluación formativa
texto ● Bibliografía
Determinado en
argumentativo
primer parcial.
donde
muestren su
Impreso, entrega de
opinión sobre el
manera presencial.
tema y tenga
una extensión
de 500
palabras.
Respecto a la
materia de
inglés II, debe
redactar la
información
solicitada por la
materia de
Química
utilizando
cuantificadores
contables e
incontables.
Respecto a la
asignatura de
química II debe
observarse un
análisis de las
relaciones
estequiométric
as de consumo
de sustancias
tóxicas
promedio en la
escuela.

Bibliografía
respecto a la
presencia de
algún sistema
disperso que
acompañe al
consumo de
sustancias
tóxicas en la
escuela
Respecto a la
materia de
inglés II, debe
redactar la
información
solicitada por la
materia de
Química
utilizando el
tiempo verbal
presente
continuo.
Respecto a la
asignatura de
LEOYE II debe
investigar e
incluir como
mínimo 5
textos
argumentativos
relacionados
con el tema
abordado, para
poder
participar en la
mesa redonda.

(PARA
juego o ● Stand
PARTICIPAR EN
ruleta, tiro al
PLANTEL)
lotería etc.
(esto para la
feria)
Respecto a la
asignatura de
química II
Integrar en un
juego o
dinámica la
identificación
de compuestos
químicos
orgánicos e
inorgánicos
presentes en
las sustancias
tóxicas que se
consumen con
frecuencia en la
escuela.
Respecto a la
materia de
inglés II, debe
redactar un
párrafo
explicando por
qué el uso de
determinada
fuente de
información fue
importante y la
relevancia que
tuvo en la
misma,
utilizando la
estructura del
tiempo verbal
pasado simple.
Respecto a la
asignatura de
LEOYE II
mencionar el
Formato APA
para indicar las
fuentes de
información
que utilizó y
mostrar a los
participantes
donde pueden
continuar
investigando.
EVALUATION PLAN
RÚBRICA DE EVALUACIÓN_MESA REDONDA_2DO PARCIAL
TIPO DE EVALUACIÓN HETEROEVALUACIÓN MOMENTO DE FORMATIVA

EVALUACIÓN
TEMA DE PROYECTO CONSUMO DE DROGAS EN SEMESTRE SEGUNDO

TRANSVERSAL LAS ESCUELAS
CARRERA GRUPO
NOMBRE DEL NOMBRE DEL Luis Jorge Fortoul Corona

ESTUDIANTE O DOCENTE
INTEGRANTES DE Elizabeth Villegas Muñoz
EQUIPO
COMPETENCIAS 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros
GENERICAS Y puntos de vista de manera crítica y reflexiva.
ATRIBUTOS
C.G.5 Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
EVIDENCIA O MESA REDONDA 20%

PRODUCTO A
EVALUAR /
PONDERACIÓN (%)
CATEGORI MUY BIEN BIEN REGULAR NECESITAS TOT

A MEJORAR AL
5 4 3
2
Los 3 argumentos fueron vinculados a

idea principal(premisa) y fueron
organizados de manera lógica.
Demuestra dominio total del tema.
INFORMACI
ÓN Y Argumento 1_Respecto a la asignatura
DOMINIO de química el dialogo se debe basar en Los 3 argumentos 2 argumentos No se vinculan
DEL TEMA un análisis químico respecto a la fueron claramente fueron claramente los argumentos
presencia de algún sistema disperso vinculados a idea vinculados a idea y no había
que acompañe al consumo de
principal(premisa), principal(premisa) organización
sustancias tóxicas en la escuela.
fueron pero la organización clara ni lógica.
organizados de no fue clara ni No se
Argumento 2 Respecto a la materia de manera lógica. lógica. Demuestra demuestra
inglés II, debe dar lectura a la Demuestra buen regular dominio del dominio del
información solicitada por la materia dominio del tema. tema. tema.
de Química traducido idioma inglés
utilizando el tiempo verbal presente
continuo.
Respecto a la asignatura de LEOYE II

debe investigar e incluir como mínimo
5 textos argumentativos relacionados
con el tema abordado, para poder
participar en la mesa redonda. Integra
las 5 fuentes de información (textos
argumentativos) que aportan
conocimientos valiosos que enriquecen
el diálogo.
ORGANIZAC El grupo demuestra que se organizó El grupo El grupo demuestra El grupo
IÓN muy bien para su presentación. demuestra que se que se organizó de demuestra que
(GRUPAL) organizó bien para manera regular para no se organizó
su presentación. su presentación. bien para la
presentación.
EMPLEO DE Durante toda su intervención se expresa En la mayor parte Por momentos, se Empleo
CUALIDADE con claridad, fluidez, buena entonación, de su intervención, expresa con solamente
S DE VOZ ritmo, etc. se expresa con claridad, fluidez, alguna de las
claridad, fluidez, buena, entonación, cualidades de la
buena entonación, ritmo etc. voz y solo por
ritmo etc. instantes
ENTREGA Entrega en tiempo y forma el avance del Entrega los El avance del Entrega el guion
DE proyecto. avances del proyecto es en escrito hecho a
SEGUNDO proyecto dos o tres tiempo, pero no en mano y carece
AVANCE DE Entrega de guion escrito hecho a días después de la forma. de estructura
PROYECTO. computadora e impreso. fecha asignada. apenas se logra
Entrega el guion comprender.
Entrega el guion escrito hecho a
escrito omitiendo mano, pero tiene la
realizarlo en estructura correcta.
computadora.
NIVEL DE
LOGRO DE LA CALIFICACIÓN
Muy bien Bien Regular Insuficiente
COMPETENCIA FINAL
GENÉRICA
OBSERVACIONE
SY/O
SUGERENCIAS:
FIRMA DEL
NOMBRE DEL
EVALUADOR
EVALUADOR
GLOSARY
glossary.
RESOURCES
There was and There were: https://bit.ly/3Czy8uq
There was and There were. Interactive video: https://bit.ly/3Ds4IA7
There was and There were. Life in 1600: https://bit.ly/3vXQp3t
Present continuous. Exercise 1. Dictation and Scramble Sentences: https://bit.ly/3I1y1ZL

Present continuous. Exercise 2. Present Continuous Listening: https://bit.ly/35JwGtL
Present continuous. Exercise 3. Present Continuous: https://bit.ly/3MLZnH2
THIRD PARTIAL
FRAMEWORK
AXIS:
Learners will communicate, interact, and collaborate with others (transverse axis for all subjects from
Communication and Social Sciences as disciplinary fields).
COMPONENT:

 Contextualization of learning communities through learners' interests and academic experiences.
CORE CONTENT:
SPECIFIC CONTENT:
Simple Past
Past continuous
ASSESSMENT PLAN
LEARNING PRODUCTS THIRD PARTIAL

SIGNATURE OF THE
PRODUCT PERCENTAGE
OBTAINED OR LEGAL
GUARDIAN
Brainstorming 0%
Class notes 20%
Practicing the topics 20%
Accumulative exam 20%
20%
10%
TOPIC I SIMPLE PAST
Expected Learning:
WHAT YOU KNOW
Are you ready to practice English?

Here we go!!!
Welcome to the lesson!
When you see or read some expressions such as last month, year, week etc. you
immediately identify what tense it is.
In English, we have two

types of verbs: regular and
irregular. In Regular verbs,
have a distinctive feature,
their “ed” ending, and the
pronunciation of this ending
or suffix. In this lesson, you
will explore how to pronounce these endings correctly.
Due to their nature, we will explore some relevant past events in this lesson.
Finally, you will use regular verbs to express the things or activities you and other
persons did.
TO START
By the end of this topic, you will:

Use the past tense of regular verbs in the affirmative form. You will use it along
with the expressions: last month, last night, on Saturday morning etc. to express
what happened, to you as well as to other people specific point in the past.
REMEMBER
You will find several phrases to express when things or activities happened in the
past. Here are some of them.
PAST TIME PHRASES

Yesterday...
morning, evening, night etc. or only yesterday

This time last...
week, month, year, night, Monday, etc.

...ago
Two weeks, four days, three years, six months, etc.
You use these phrases according to the idea that you need to express.
PRODUCTION
Expected Learning:
CONSIDER THIS
Regular Verbs
Ask- asked
Want- wanted
Add to most verbs- ED
Fail- failed
Visit- visited
Bake- baked
Dance- danced
Like- liked
Verbs ending in –E add a - D
Live- lived
Hate- hated
Love- loved
Stop- stopped
Verbs ending in
Mop- mopped
CONSONANT + VOWEL +
Skip- skipped
CONSONANT
Chop- chopped
Double the last consonant and add - ED
Shop- shopped
Verbs ending in Study- studied
Carry- carried
CONSONANT + Y Worry- worried
change “Y” to “I” and add - ED Hurry- hurried
Dry- dried
Pronunciation of the “ED” ending

Watch the video on this link Past Tense paying attention the rules to pronounce
the regular verbs in the past.
(864) [t], [d] or [Id]? | "-ed" Past Tense | English Pronunciation -

YouTube
Affirmative Sentences with Regular Verbs

You need to see the structure of the affirmative sentences in past. The past phrases
can be at the beginning or the end of the sentence when necessary.
Subject + verb in past “ed”

ending + complement
 Yesterday I cooked a delicious meal.
 On Wednesday morning you printed a poster.
 Salma Hayek moved to the U.S.A.
 Mexican students finished their courses in

Europe five months ago.
You write the past of regular verbs in the same way with all the subjects in
affirmative sentences.
Negative Sentences with Regular Verbs
Interrogative Sentences with Regular Verbs

Irregular Verbs
In the case of irregular verbs, you must memorize their tense patterns
or changes.
Group 1
All three forms of the verb are the same.
Group 2
The 2nd and 3rd forms of the verb are the same
Group 3
All three forms of the verb are different
ACTIVITY MOMENT 1
You will complete a text writing the verbs in the parenthesis in past tense in
affirmative, negative, or interrogative on the line.
Simple Past. Forms: affirmative, negative and interrogative. (unam.mx)
ACTIVITY 1: SELF-ASSESSMENT
Policeman: Ok, Mr. López relax and tell me about the problem. Mr. López: It’s
my wife. She (go) out yesterday to buy some milk. And she
(not come) back. Policeman: When (you see) your wife for the last
time? Mr. López: I (see) her yesterday evening. Policeman: Tell me what
happened yesterday. Mr. López: Well, we (wake) up around 7 o’clock as
usual. We (have) breakfast, and then I (drive) to work. I think
she (go) shopping. She always goes shopping on Wednesdays. Then,
she (make) dinner. Policeman: When (you come) home? Mr.
López: I (come) home at 5 o’clock. I (sit) down in my sofa
and (read) my favorite book. Then we (have) dinner. After dinner,
my wife (go) to the kitchen. I (have) a cup of tea and (sleep)
in my sofa. Policeman: (you speak) to your wife when you
(come) home? or (she say) anything to you? Mr.
López: I (not speak) to her, but after about an hour she (say),
“This isn’t a life I’m going away”. She (take) her bag and her jacket.
She (not say) good-bye. I (hear) the door close. But
I (not see) her again.

ACTIVITY 2: SPEAKING. LEAVING A MESSAGE
Enter the following link, locate the activity, and answer it according to the
instructions.
https://uapa.cuaieed.unam.mx/avi/ing_1/U_6/ing1_u6_t3/index.html
HANDS ON
ACTIVITY 3: SPEAKING. A MEMORABLE CELEBRATION.
Do you remember a special birthday celebration?
Think of the answers to these questions.
• When was it?
• Where did you spend the day in?
• What did you wear?
• What did you eat?
• What did you drink?
• What presents did you receive?
• What did you do that day?
You will record yourself describing that day. It is important that you use complete
ideas in past tense and that you answer all the questions. Your description should
be organized in three paragraphs.
You must share your recording in Classroom.
ASSESSMENT PLAN
TOTAL
PRODUCT Evaluation criteria WEIGHT
Recording. The recording is The recording The recording 15%

A clear and concise. presents was delivered
MEMORABLE The recording innovative in due time
CELEBRATION. answers at least 5 audiovisual and form to
of the 7 questions material. the group
proposed. leader.
Total obtained
PRODUCTION
Expected Learning:
To continue reinforcing your knowledge on the subject, you will go to the following link
and solve exercises 1 and 2, in addition to solving the Self-Assessment activity called
Antonyms. You will share your answers in plenary with your classmates.
Simple Past with Regular Verbs in Affirmative Form (unam.mx)
WHAT WE GET TO
Read the following text and underline the verbs in the past simple that you identify.
Afterwards, exchange opinions with your classmates to have a co-evaluation in the
activity.
Last month a girl from China joined our class.

She came in, introduced herself, and began to talk about her
country. She showed us where she was from on a map. While she
was talking about her hometown, the school bell suddenly rang.
If I spoke Chinese, I would love to go on a holiday to China.
SUMMARY
REMEMBER!
The simple past is a verb tense that is used to talk about things that happened or existed
before now. Imagine someone asks what your brother Wolfgang did while he was in town
last weekend.
Example: Wolfgang entered a hula hoop contest.
Example: He won the silver medal.
TOPIC 2 PAST CONTINUOUS

Expected Learning:
WHAT YOU KNOW

Throughout this topic, you are going to practice how to use “past continuous” in
all its forms: affirmative, negative and questions. We use that tense to express
activities that were in progress at some time in the past.
To explore that topic, you are going to use words like “while” and “when” which
are necessary to express those two activities were happening simultaneously or to
indicate that specific activity interrupted another action in progress.
TO START
By the end of this topic, you will:
Use “past continuous” in a to describe activities that happened simultaneously or

actions which were interrupted by another event.
REMEMBER
Look at the words in parenthesis and use them to write questions.

Add WAS/WERE according to the subject.
Follow the example:
(your hotel/good?) Was your hotel good?
1. (the weather/nice?)
2. (your room/comfortable?)
3. (the streets/full of people?)
4. (the shops/expensive?)
5. (the food/spicy?)
PRODUCTION
Expected Learning:
CONSIDER THIS
In past continuous we need to add –“ING” to the verbs we use.
For most of the verbs we only add: “-ING”.
For example:
COOK / COOKING
PLAY / PLAYING
OPEN / OPENING
CALL / CALLING
LISTEN / LISTENING
Look at the way we form sentences in past continuous:
Affirmative sentence
SUBJECT + VERB TO BE IN SIMPLE PAST + VERB WITH ING
I
He
was drinking
She
Affirmative: It
You
We were drinking
They
Negative sentence
SUBJECT + VERB TO BE IN SIMPLE PAST + NOT + VERB WITH ING
I
He was not
reading
She wasn’t
Negative: It
You
were not
We reading
weren’t
They
Questions
For questions we invert the subject and verb to be.
VERB TO BE IN SIMPLE PAST + SUBJECT + VERB WITH ING + ?
I
He
Was dancing?
She
Question: It
You
Were We dancing?
They
When and While
when
This conjunction expresses the idea of a short action. It is usually followed by

past simple.
When I opened the door, a strange man was standing in front of me.
(When + past simple, past continuous)
while
This conjunction expresses the idea of a long action: during that time.
It is usually followed by past continuous.
While I was driving home, an alien crossed the road quickly.

(While + past continuous, past simple)
ACTIVITY MOMENT 1
Exercise 1. Self-assessment. More anecdotes.

Enter the link and solve the activities that are shown to you.
Follow the directions in each activity.
Past continuous (unam.mx)
On this topic, you have learned about past continuous to express actions
that happened simultaneously. It’s time for a self-evaluation so that you
know your progress of this topic.
Complete the following exercise by writing the verbs in parenthesis in past
continuous.
In case you make a mistake, you can answer two more times. If you can’t
answer correctly any item, Click on “show answer”.
HANDS ON
Exercise 2. Amazing Stories.

In this section, we read about a close encounter of the second kind that a group of
friends at Lake Erie experienced. They saw a UFO at close range, so it was an
encounter of the second kind.
An encounter of the 1st kind happens when a person sees the UFO within 150
meters, but there is no physical evidence, nor trace, nor visible occupants.
It is your turn to write a story for a magazine of a close encounter of the 1st kind.
Write a short paragraph about a story of the 1st kind.

It can be real or imaginary.
(90 – 110 words)
Look at this example, so you have an idea of what you need to do:
A WONDERFUL EXPERIENCE
IT WAS A QUIET NIGHT IN THE PARK, WITH A CLEAR SKY WHEN
SOMETHING EXTRAORDINARY
HAPPENED. WE WERE ADMIRING THE
FULL MOON WHEN ANOTHER SINGULAR
FULL, BLUEISH MOON APPEARED IN THE
SKY. WHILE WE WERE TRYING TO
RECORD IT WITH OUR MOBILE PHONES,
THE UFO SUDDENLY VANISHED, AND A
LITTLE GLOWING HONE IN THE GLOOMY
ATMOSPHERE. WE DECIDED TO MAKE
SENSE TO IT, SHOUTING THAT IT MIGHT
BE A GHOST OR A SPECTRUM. HOWEVER,
IT POINTED AT OUR DOG. AND THE DOG
IMMEDIATELY RESPONDED. IT
FOLLOWED IT!! OUT OF THE BLUE, THE
UFO APPEARED AGAIN, AND ALL OF A
SUDDEN THE DOG AND THE ALIEN
VANISHED WHEN A SHINY LIGHT STUNG
OUR EYES. WE CHECKED OUR
RECORDING, BUT IT DIDN’T SHOW A THING. IT WAS ALL BLACK,
SOUNDLESS. IT WAS THE LAST TIME WE SAW OUR DOG. IRONICALLY
IT WAS NAMED AFTER STARTRECK CHARACTER, “MR SPOCK”.
ASSESSMENT PLAN
PRODUCT Evaluation criteria TOTAL

WEIGHT
Writing The writing is The writing The writing 6.6%

Amazing stories clear and concise. presents an was delivered
The writing has at innovative in due time
least 4 affirmative visual material. and form to
sentences, 4 .6% the group
negative sentences leader. 3%
and 2 questions
proposed. 3%
Total obtained
PRODUCTION
Expected Learning:
Exercise 3. A
strong
earthquake.
Enter the link, fill in the
blanks with simple past
or past continuous. Do
not use contractions.
Past Continuous
(unam.mx)
WHAT WE GET TO
The past continuous is made from the past tense of the verb be and the –ING form of a
verb:
I was
You were
He was working
She was playing
It was living
We were talking
You were etc.
They wer
e
SUMMARY
REMEMBER!
We use the past continuous to talk about the past:
 for something which happened before and after another action:
The children were doing their homework when I got home.
 for something that happened before and after a specific time:
It was eight o'clock. I was writing a letter.
 to show that something continued for some time:
My head was aching.
Everyone was shouting.
 for something that happened again and again:
I was practicing every day, three times a day.

They were meeting secretly after school.
They were always quarrelling.
 with verbs which show change or growth:
The children were growing up quickly.

Her English was improving.
My hair was going grey.
The town was changing quickly.
G) DATOS DE IDENTIFICACIÓN
PONDERACIÓN
TOTAL: 20%
desenvuelven.


H) RELACIÓN CONTENIDO SELECCIONADO- COMPETENCIA QUE BUSCA DESARROLLAR

-Examina los
elementos sintácticos Párrafo
Lectura
del párrafo argumentativo.
expresión oral y
argumentativo. 6. Sustenta una postura personal sobre
escrita
temas de interés y relevancia general,
Incluye textos considerando otros puntos de vista de
-Aprecia, da argumentativos manera crítica y reflexiva.
1ER PARCIAL -
Párrafo
argumentativo
3ER PARCIAL -
Formato APA
información.
Inglés II Párrafo The learner listens, interprets, and

-Cuantificadores
argumentativo. communicates messages relevant to
contables o
1ER PARCIAL- means, codes, and tools.
identificación.
Quantifiers
2DO PARCIAL - Incluye textos
en tiempo verbal 4. Produces texts based on the normative
There was - argumentativos
presente continuo use of the language, considering the
There were para participar en
3ER PARCIAL -
pasado simple.
Past simple
Química Relaciona la cantidad C.G.4. Escucha, interpreta y emite

de sustancia que se mensajes pertinentes en distintos
Cuadro sqa
consume y se forma en contextos mediante la utilización de
1ER PARCIAL- una reacción química medios, códigos y herramientas
Estequiometría con los coeficientes de apropiados.
2DO PARCIAL - correspondiente.
Sistemas
Explica los beneficios,
riesgos y
contaminación Matriz de
dispersos ambiental, derivados clasificación
3ER PARCIAL -
cotidianas.
Macromolécula
los conceptos de
I) DESARROLLO DEL PROYECTO
PON
CIÓN
1ER INVESTIGACIÓN Respecto a la ● Promoción a la salud Semana del 27 al 03 20%

materia de ● Contenido de la de marzo del 2023
LEOYE II debe asignatura
redactar un ● Material audiovisual
Evaluación formativa
texto ● Bibliografía
Determinado en
argumentativo
primer parcial.
donde
muestren su
Impreso, entrega de
opinión sobre el
manera presencial.
tema y tenga
una extensión
de 500
palabras.
Respecto a la
materia de
inglés II, debe
redactar la
información
solicitada por la
materia de
Química
utilizando
cuantificadores
contables e
incontables.
Respecto a la
asignatura de
química II debe
observarse un
análisis de las
relaciones
estequiométric
as de consumo
de sustancias
tóxicas
promedio en la
escuela.

Bibliografía
respecto a la
presencia de
algún sistema
disperso que
acompañe al
consumo de
sustancias
tóxicas en la
escuela
Respecto a la
materia de
inglés II, debe
redactar la
información
solicitada por la
materia de
Química
utilizando el
tiempo verbal
presente
continuo.
Respecto a la
asignatura de
LEOYE II debe
investigar e
incluir como
mínimo 5
textos
argumentativos
relacionados
con el tema
abordado, para
poder
participar en la
mesa redonda.

(PARA
juego o ● Stand
PARTICIPAR EN
ruleta, tiro al
PLANTEL)
lotería etc.
(esto para la
feria)
Respecto a la
asignatura de
química II
Integrar en un
juego o
dinámica la
identificación
de compuestos
químicos
orgánicos e
inorgánicos
presentes en
las sustancias
tóxicas que se
consumen con
frecuencia en la
escuela.
Respecto a la
materia de
inglés II, debe
redactar un
párrafo
explicando por
qué el uso de
determinada
fuente de
información fue
importante y la
relevancia que
tuvo en la
misma,
utilizando la
estructura del
tiempo verbal
pasado simple.
Respecto a la
asignatura de
LEOYE II
mencionar el
Formato APA
para indicar las
fuentes de
información
que utilizó y
mostrar a los
participantes
donde pueden
continuar
investigando.
EVALUATION PLAN
LISTA DE COTEJO_ JUEGO O DINAMICA LÚDICA_3ER PARCIAL
TIPO DE HETEROEVALUACIÓN MOMENTO DE FORMATIVA

EVALUACIÓN EVALUACIÓN
TEMA DE CONSUMO DE DROGAS SEMESTRE SEGUNDO

PROYECTO EN LAS ESCUELAS
TRANSVERSAL
CARRERA GRUPO
NOMBRE DEL NOMBRE DEL Luis Jorge Fortoul Corona

ESTUDIANTE O DOCENTE
INTEGRANTES DE Elizabeth Villegas Muñoz
EQUIPO
COMPETENCIAS 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de
GENERICAS Y vista de manera crítica y reflexiva.
ATRIBUTOS
C.G.5 Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
EVIDENCIA O JUEGO O DINAMICA LÚDICA 20%

PRODUCTO PARA
EVALUAR /
PONDERACIÓN (%)
INDICADORES SI (2) NO (0)

Participan en la actividad todos los integrantes del grupo
Las instrucciones del juego o dinámica claras y concisas.
Generaliza contenidos trabajados previamente.
El tiempo a sido adecuado (momento y duración)
El espacio es sido idóneo en condiciones y contexto
Los materiales han sido accesibles reutilizados y creativos
Disfruta y muestra entusiasmo en la realización del juego
Mencionan cual es el objetivo del juego o dinámica de la feria. (concientización)
Se observa que quienes participan en el juego o dinámica comprendieron el objetivo de la feria.
La instalación de stand fue en tiempo y forma
Total
NIVEL DE LOGRO DE LA CALIFICACIÓN

Muy bien Bien Regular Insuficiente
COMPETENCIA GENÉRICA FINAL
OBSERVACIONES Y / O
SUGERENCIAS:
FIRMA DEL
NOMBRE DEL EVALUADOR
EVALUADOR
GLOSARY
glossary.
RESOURCES
Simple past. Self-assessment activity: https://bit.ly/3scpwG2
Simple past. Leaving a message activity: https://bit.ly/3MLHNlq
Past continuous. More anecdotes: Past continuous (unam.mx)
Past continuous. A strong earthquake: Past Continuous (unam.mx)

Manual Inglés II Semestral CORREGIDO

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Manual Inglés II Semestral CORREGIDO

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LEARNING

SEMESTER AND GROUP: Second -

ELABORATION DATE: 13/02/2023

Hello learners, I am educator Eric Paul Michimani

(COLEGIO DE ESTUDIOS CIENTIFICOS Y TECNOLÓGICOS DEL ESTADO DE PUEBLA)

Nombre del aprendiente. Nombre tutor(a) familiar Nombre docente asignatura

___________________________ _________________________ _________________________

 Communication and interpersonal relationships.

 Integration of learning communities.

 Contextualization of learning communities through learners' interests and academic

Quantifiers – Countable and Uncountable nouns

LEARNING PRODUCTS FIRST PARTIAL

Quantifiers real practice

Class notes 10%

Tutoring and Orientation Activities 10%

QUANTIFIERS – COUNTABLE AND UNCOUNTABLE

WHAT YOU KNOW

How much food is there in the fridge?

In English, there are some exciting topics to study such as quantifiers.

As the name suggests, quantifiers are used

These words are known as Quantifiers.

PASTA MILK PINEAP MEAT TOMAT RICE BANANA

_______ ________ ________ ________ ________ ________ ________

_______ ________ ________ ________

_______ ________ ________ ________ ________

Speaking activity - Spelling:

Uncountable nouns are ONLY SINGULAR:

You can use different quantifiers to talk about large or small quantities of

LARGE COUNTABLE UNCOUNTABLE

SMALL QUANTITIES COUNTABLE UNCOUNTABLE

NO stories are good.

NONE OF the stories are good.

In the previous explanation we checked the different kinds of nouns, but

A quantifier is a word that indicates a number (countable nouns) or an

 use HOW MANY…..? with countable nouns.

How many apples are there?

How much milk is there?

1.- PICTURE DESCRIPTION

Quantifiers real practice

The learners, in teams of 5 people, will carry out and

Quantifiers real practice

TOPIC ACTIVITY Weight Delivery Mark with an

Write on the space the quantifier to complete the sentence.

Are you ready?

1. Is there______sandwich in your lunch box?

NOMBRE DEL PROYECTO TRANSVERSAL: CONSUMO DE DROGAS EN LAS ESCUELAS

NOMBRE DEL/LOS ESTUDIANTE/S:

ASIGNATURAS PARTICIPANTES: DOCENTES PARTICIPANTES:

● LEOYE ● Luis Jorge Fortoul Corona.

● Química II ● Elizabeth Villegas Muñoz

B) RELACIÓN CONTENIDO SELECCIONADO- COMPETENCIA QUE BUSCA DESARROLLAR

CONTENIDO APRENDIZAJES PRODUCTOS

Lectura -Examina los Párrafo 6. Sustenta una postura personal sobre

Inglés II Párrafo The learner listens, interprets, and

C) DESARROLLO DEL PROYECTO

2D DISCURSO- Respecto a la ● Promoción a la salud Semana del 17 al 21 20%

3ER JUEGO O Elaboración de ● Promoción a la salud 20%

TIPO DE EVALUACIÓN HETEROEVAL MOMENTO FORMATIVA

TEMA DE PROYECTO TRANSVERSAL CONSUMO DE SEMESTRE SEGUNDO

Eric Paul Michimani

C.G.5 Desarrolla innovaciones y propone soluciones a problemas a

EVIDENCIA O PRODUCTO PARA EVALUAR / INVESTIGACIÓN 20%

_______________ _ _____________

_ __

_ __

_ __