2 INGLÉSII fj2019

PROGRAMA DE APOYO
DIDÁCTICO 9
2 01
U LIO
O-J
RER
FE B
GICO
Ó
NOL
TEC
ERATO
ILL
A CH
B
INGLÉS II
CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECY
TENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL CECYTENL
 RESPONSABILIDAD
 RESPETO
 COLABORACIÓN
 COMPROMISO
 LIDERAZGO
 SUSTENTABILIDAD
 HONRADEZ
Inglés II
Nombre del alumno:_________________________________________
Matrícula:______________________Semestre:______ Grupo: ______
Nombre del Plantel:__________________________________________
Nombre del Maestro:_________________________________________

DIRECTORIO
C.P. José Cárdenas Cavazos
Director General del CECyTENL
M.A.E Ángel Alberto Alameda Pedraza

Encargado de la Dirección Académica
C.P. Elsa Amparo Martínez Rojas

Encargada de la Dirección Administrativa
Mtro. Domingo Castillo Moncada

Encargado de la Dirección de Vinculación
Dirección de Planeación y Evaluación
Semestre: Febrero – Julio 2019
Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León, Andes

Nº 2722, Colonia Jardín Obispado, CP 64050, Monterrey, N.L., México. Teléfono
0181-81517600
Docentes colaboradores en las ediciones 2008 - 2012:

Juana Araceli Canizales Gaytán, Everardo Rafael de León de León, Nancy García Arredondo, Ma.
Concepción García Martínez, Reynaldo Garza Marroquín, Adriana Luisa Romero Castellón, Irma
Beatriz Martínez Prieto, Francisco García Ledezma, Ma. Elena Salazar Barraza, Juana Gabriela
Torres Patlán, Rubelia Parrilla Villa, Griselda Arcenia Treviño Cantú.
Docentes colaboradores en la edición 2015:

Gricelda Arcenia Treviño Cantú, Juana Araceli Canizales Gaytán
Docentes colaboradores en la edición 2017:

Gricelda Arcenia Treviño Cantú, Gabriela Torres Patlán, Adriana Romero Castel, Roberta Rossana
Garza Lozano, Thania Carolina Cázares Huerta.
Docente colaborador en la revisión 2018:

Bertha Rodríguez Torres
Docentes colaboradores en la revisión octubre 2018:
Adriana Romero Castellón, María Concepción García Martínez, Thania Carolina Cázares Huerta.
Monterrey, N.L., México

Octubre de 2018
DISCIPLINARES BÁSICAS DEL CAMPO DE COMUNICACIÓN
En las asignaturas de inglés, es posible desarrollar las siguientes competencias
1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en
un texto, considerando el contexto en el que se generó y en el que se r.
2. Evalúa un texto mediante la comparación de su contenido con el de otros, en
función de sus conocimientos previos y nuevos.
3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base
en la consulta de diversas fuentes.
4. Produce textos con base en el uso normativo de la lengua, considerando la intención
y situación comunicativa.
5. Expresa ideas y conceptos en composiciones coherentes y creativas, con
introducciones, desarrollo y conclusiones claras.
10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o
escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales
y contexto cultural.
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.
12. Utiliza las tecnologías de la información y comunicación para investigar, resolver
problemas, producir materiales y transmitir información.
DISCIPLINARES EXTENDIDAS DEL CAMPO DE COMUNICACIÓN

Las competencias disciplinares extendidas implican los niveles de complejidad deseables para
quienes opten por una determinada trayectoria académica y, en consecuencia, tienen una
función propedéutica en la medida que prepararán a los estudiantes de la EMS para su ingreso
y permanencia en la educación superior.
1. Utiliza la información contenida en diferentes textos para orientar sus intereses en
ámbitos diversos.
4. Propone soluciones a problemáticas de su comunidad, a través de diversos tipos de
textos, aplicando la estructura discursiva, verbal o no verbal, y los modelos gráficos o
audiovisuales que estén a su alcance.
8. Valora la influencia de los sistemas y medios de comunicación en su cultura, su
familia y su comunidad, analizando y comparando sus efectos positivos y negativos.
9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las
características de contextos socioculturales diferentes.
INDEX
ENGLISH II
UNIT I
1. Time expressions 9
2. To be (past tense) affirmative and negative forms 12
3. To be (past tense) Yes/No questions and Wh-questions 18
4. Regular and Irregular verbs (past tense) 25
5. Qualifying adjectives 33
UNIT II
1. Comparative adjectives 38
2. Superlative adjectives 44
3. Simple past: affirmative and negative forms 48
4. Simple past: Yes/No questions 52
5. Used to (affirmative, negative and interrogative forms) 56
UNIT III
1. Object Pronouns (used to) 60
2. Past Continuous: affirmative and negative forms 65
3. Past Continuous: Yes/No questions 71
4. Could (abilities in past tense) 75
5. Could (requests and possibility) 79
UNIDAD 1
SECUENCIA DIDÁCTICA 1
INTENCIONES FORMATIVAS
PROPÓSITO: IDENTIFICAR EXPRESIONES DE TIEMPO REFERENTES AL TIEMPO PASADO
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERÓ Y EN EL QUE SE RECIBE.
DISCIPLINAR: IDENTIFICA E INTERPRETA LA IDEA GENERAL Y POSIBLE DESARROLLO DE UN
MENSAJE ORAL O ESCRITO EN UNA SEGUNDA LENGUA, RECURRIENDO A
CONOCIMIENTOS PREVIOS, ELEMENTOS NO VERBALES Y CONTEXTO
CULTURAL.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
GENÉRICA:  EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 EXPRESIONES DE TIEMPO  TRADUCIR VOCABULARIO AL  RESPETO
EN PASADO ESPAÑOL DE MANERA  PARTICIPACIÓN
INDIVIDUAL.  INICIATIVA
 LEER INFORMACIÓN NUEVA DE  TRABAJO
MANERA INDIVIDUAL COLABORATIVO
 ENUMERAR EXPRESIONES DE
TIEMPO EN ORDEN CRONOLÓGICO
EN BINAS.
 ESCRIBIR LA EXPRESIÓN DE
TIEMPO DE ACUERDO AL
MOMENTO EN EL QUE SE
REALIZARON ALGUNAS
ACTIVIDADES
Productos de aprendizaje:
Traducción de vocabulario
Lista de expresiones en orden cronológico
Ejercicio I y II de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE
9
ANTICIPATORY SET
I. Write the Spanish meaning of the following words and expressions.
present ____________ time ____________ four minutes ago ____________

today ____________ past ____________ expressions ____________
last year____________ yesterday ____________ an hour ago ____________
three days ago __________ two months ago _________ last Sunday ____________
last night ____________ last weekend ____________
Check your answers with a classmate.
STEP BY STEP PROCEDURES

Read the following information.
PAST TIME EXPRESSIONS

Past time expressions are used to specify when an action took place. You can use days of the week,
months of the year and seasons of the year preceded by the word last.
Example: last Saturday, last January, last summer
You can use the word year preceded by last or the year (2000) preceded by the preposition in.
Example: last year, in 2000

The word ago is used with periods of time.
Example: three months ago
I. Look at the following list of past time expressions and write them in chronological order in
the timeline.
Last morning - Last winter - In 1980 - The day before yesterday Last night - Ten years ago - Last
Friday - Last month.
TIMELINE
PAST TODAY FUTURE
Check your answers with the teacher
10
I. Write past time expressions to describe each event
a) Christmas last year / last December 25th / two months ago
b) Your birthday ______________________________________
c) Your English class ______________________________________
d) Mother´s Day ______________________________________
e) A party ______________________________________
f) An English exam ______________________________________
g) Vacations ______________________________________
CLOSURE
I. Look at the pictures. When did you do these activities?
_______________ _______________ _______________ _____________
_________
__________
________________
________________
_______
______ ________________
__________
_________
_________________
____
_______
______ ________________
__________
_________
_________________
____
_______
______ _________
________________
__________
_________________
____
_______
______
II. Choose five of the activities above to write five sentences using past time expressions,
then read them to the rest of the class.
EXAMPLE. I ate pizza yesterday.
11
UNIDAD 1
PROPÓSITO: UTILIZAR EL VERBO “TO BE” EN FORMA AFIRMATIVA Y NEGATIVA EN TIEMPO
PASADO PARA HABLAR DE PERSONAS FAMOSAS
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA LENGUA,
DISCIPLINAR: CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
IDENTIFICA E INTERPRETA LA IDEA GENERAL Y POSIBLE DESARROLLO DE UN
CULTURAL.
APROPIADOS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER HACER) ACTITUDINALES (SABER
SER)
 VERBO “TO BE” EN  CONTESTAR PREGUNTAS  RESPETO
TIEMPO PASADO EN REFERENTES AL USO DEL VERBO  PARTICIPACIÓN
FORMA AFIRMATIVA Y “TO BE” DE MANERA INDIVIDUAL.  INICIATIVA
NEGATIVA  LEER INFORMACION REFERENTE AL  TRABAJO
VERBO “TO BE” EN TIEMPO COLABORATIVO
PASADO.
 CONTESTAR PREGUNTAS SOBRE LA
INFORMACION LEIDA DE MANERA
INDIVIDUAL.
 COMPLETAR ORACIONES
UTILIZANDO EL VERBO “TO BE” EN
TIEMPO PASADO DE MANERA
INDIVIDUAL.
 EN BINAS, COMPLETAR UN TEXTO
UTILIZANDO EL VERBO “TO BE” EN
TIEMPO PASADO.
 LEER INFORMACIÓN NUEVA
REFERENTE AL VERBO “TO BE” EN
PASADO EN FORMA NEGATIVA Y
CONTESTAR PREGUNTAS DE
12
ACUERDO A ELLA DE MANERA
INDIVIDUAL.
 CAMBIAR ORACIONES DE FORMA
AFIRMATIVA A FORMA NEGATIVA
DE MANERA INDIVIDUAL.
UTILIZANDO EL VERBO TO BE EN
TIEMPO PASADO EN FORMA
AFIRMATIVA O NEGATIVA.
 RELACIONAR FOTOGRAFÍAS CON
INFORMACIÓN SOBRE LAS MISMAS
DE MANERA INDIVIDUAL.
 CORREGIR ORACIONES FALSAS DE
MANERA INDIVIDUAL
 IDENTIFICAR EL USO CORRECTO
DEL VERBO “TO BE” EN TIEMPO
PASADO
Preguntas contestadas sobre el verbo “to be” en tiempo presente y pasado
Ejercicio I, II, IV, V, VI, VII, VIII y IX de STEP BY STEP PROCEDURES
ANTICIPATORY SET
I. Answer the following questions in your notebook.
1. What´s the meaning of the verb to be in Spanish?

2. Which are the three forms of the verb to be in present tense?
Check the answers with the teacher
13
PRESENT TENSE PAST TENSE
Verb “to be” Verb “to be”
Affirmative form Affirmative form
I am I was yesterday
You are You were last week l
He is He was ast month
now
She is She was at home last night
at home right now
It is It was an hour ago
in this moment
We are We were last year
You are You were last weekend
They are They were last Friday
I. Answer the following questions according to the previous information.
1. Which are the two forms of the verb “to be” in past?
2. What is the past tense of “am” and “is”?
3. What is the past tense of “are”?
The teacher will check the answers with the whole class.
II. Complete the sentences using the past tense of the verb “to be”.
• Yesterday __________ ______________.

(day of the week)
• Last Sunday ____________ _____________________.

(sunny / foggy / windy / rainy)
14
• I _____________ _________________ yesterday.
(in the school /at home/ in a cyber)
• The weather __________ ___________ yesterday.

(warm / hot / cold)
• My parents __________ ___________________________ last night.

(at home / in the cinema / in a restaurant)
III. Read your answers to the rest of the class.
IV. Complete the following paragraph using the verb to be in past tense.
Linda´s party
Fred _________ at Linda´s party last Saturday. He _________ with his girlfriend. The
party __________ good. There __________ many people. Mike __________in the party
because Linda is his best friend. They __________ classmates in elementary school and
now they are in the same high school. The dinner __________ delicious and the music
__________ great.
All the guests __________ very happy. It __________ an unforgettable party.

PAST TENSE
VERB TO BE
NEGATIVE FORM
I was not / wasn´t yesterday
You were not / weren´t a day before yesterday
He was not / wasn´t last night
She was not / wasn´t at home last week
It was not / wasn´t last month
We were not / weren´t last year
You were not / weren´t last semester
They were not / weren´t an hour ago
15
V. Answer the following questions according to the previous information.
1. What is the contraction of “was not”?
2. What is the contraction of “were not”?
VI. Change the sentences from exercise II to the negative form in your notebook.
VII. Complete the following sentences using the verb to be in past in the correct form.
(affirmative or negative)
1. I __________in New York last week.

2. My mother __________ in the kitchen yesterday morning.
3. My classmates and I __________in the Chemistry lab last class.
4. My father __________ in his job last night.
5. My sister __________ in the circus last Sunday.
VIII. Match the pictures with the information below.
William Frida Kahlo Marilyn Diana Spencer Ayrton

Shakespeare Monroe Senna
(1) (2) (3) (4) (5)
_________ Painter /Mexico / 1907 __________ Writer / England / 1564
__________ Race-car-driver / Brazil / 1960 __________ Princess / England / 1961

__________ Actress / US / 1926
16
Check your answers with the teacher.
IX. Using the information from the previous exercise, read the sentences and write TRUE or
FALSE. Then correct the false statements in your notebook.
Example:
Marilyn Monroe was born in 1960. __F____
Marilyn Monroe wasn´t born in 1960. She was born in 1926.
a) Ayrton Senna was an actor

b) Marilyn Monroe and Shakespeare were Mexican
c) Frida Kahlo was a scientist
d) Diana Spencer and Marilyn Monroe were born in Brazil.
e) Shakespeare was a race-car-driver
f) Frida Kahlo was a princess
g) Diana Spencer was a painter
h) Ayrton Senna and Frida Kahlo were born in US
CLOSURE
I. Circle the correct verb
1. He was / were in the hospital

2. The children was / were very sad about it.
3. His wife be / was very nervous
4. You were / was sick last week
5. We was /were both tired
At random, students will read the statements to check the right answers.
II. Change the sentences from exercise I to the negative form in your notebook.
At random students will read the statements to check the right answers.
17
UNIDAD 1
PROPÓSITO: REALIZAR PREGUNTAS UTILIZANDO EL VERBO “TO BE” PARA OBTENER
INFORMACIÓN SOBRE OTRAS PERSONAS
DISCIPLINAR: CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
IDENTIFICA E INTERPRETA LA IDEA GENERAL Y POSIBLE DESARROLLO DE UN
CULTURAL.
APROPIADOS.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
GENÉRICA: LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
CONTENIDOS:
SER)
 VERBO “TO BE” EN  LEER ORACIONES Y DECIDIR SI SON
PASADO EN FORMA VERDADERAS O FALSAS DE  RESPONSABILIDAD
INTERROGATIVA MANERA INDIVIDUAL.  PARTICIPACIÓN
 REESCRIBIR LAS ORACIONES  INICIATIVA
FALSAS CON INFORMACIÓN CIERTA  TRABAJO
DE MANERA INDIVIDUAL. COLABORATIVO
REFERENTE A LA FORMA
INTERROGATIVA DEL VERBO “TO
BE” EN TIEMPO PASADO.
 CAMBIAR LAS ORACIONES DE
FORMA AFIRMATIVA A FORMA
INTERROGATIVA.
 REALIZA PREGUNTAS A UN
COMPAÑERO.
 ESCRIBE PREGUNTAS Y
RESPUESTAS SOBRE TERCERAS
PERSONAS.
18
 TRADUCIR PALABRAS
INTERROGATIVAS AL ESPAÑOL.
 COMPLETAR PREGUNTAS
UTILIZANDO PALABRAS
INTERROGATIVAS
 HACER PREGUNTAS PARA OBTENER
INFORMACION TOMANDO EN
CUENTA ALGUNAS ORACIONES.
 CAMBIAR ORACIONES
AFIRMATIVAS A PREGUNTAS
 IDENTIFICAR EL USO CORRECTO
DEL VERBO TO BE EN TIEMPO
PASADO PARA COMPLETAR UNA
CONVERSACION
 CONTESTAR PREGUNTAS
PERSONALES
Ejercicio I y II de ANTICIPATORY SET
Ejercicio I, II, III, V, VII, VIII, IX y X de STEP BY STEP PROCEDURES
EJERCICIO I, II, IV Y V DE CLOSURE
ANTICIPATORY SET
I. Read the following sentences and write T if they are true or F if they are false.
You were in school yesterday _____ Your father was born in Mexico. _____
You were born in 1999. _____ Your mother was born in 2000. _____
Last year, you were 10 years old. _____ It was rainy yesterday. _____
II. Rewrite the false sentences from exercise I using the correct information.
The teacher will check the exercise.
19
PAST TENSE
VERB TO BE
INTERROGATIVE FORM SHORT ANSWERS
Was I Yes, you were / No, you weren´t

yesterday
Were you Yes, I was / No, I wasn´t
last week
Was he last month ? Yes, he was / No, he wasn´t
Was at home last night an Yes, she was / No, she wasn´t
she
hour ago Yes, it was / No, it wasn´t
Was it last year Yes, you were / No, you weren´t
Were we last Yes, we were / No, we weren´t
weekend Yes, they were / No, they weren´t
Were you last Friday
Were they
I. Change the sentences from the exercise 1 in the anticipatory set to the interrogative form and
write them in your notebook.
Example: Were you in school yesterday?

True: Yes, I was
False: No, I wasn´t
The teacher will check the answers.
II. Pairwork. Ask the questions from the previous exercise to a partner.
III. Write questions and answers using the clues below and the information from exercise VIII
from sequence 2.
20
Example:
Marilyn Monroe / singer

Was Marilyn Monroe a singer? No, she wasn´t.
a) Ayrton Senna /a race-car-driver d)Marilyn Monroe / born in US

b) Frida Kahlo / American e) Shakespeare / a writer
c) Shakespeare and Diana Spencer / f) Diana Spencer / born in 1960
painters
IV. At random, students will read the questions and answers and the teacher will make any
necessary correction.
V. Make questions and answers using the clues below.
Example: You / at home / yesterday / X
Were you at home yesterday ? No, I wasn´t
a) Mike / in the school / last Monday / √

b) Maggie and Susan / happy / last weekend / X
c) You / with your friends / last Sunday / √
d) Ann / in a party / yesterday / X
e) Bill and John / born in 2000 / √
VI. At random, students will read the questions to be checked by the teacher.
VII. Look at the chart. Make questions in your notebook using the clues given and then answer
them according to the chart.
In the cinema In a party last Sad last Friday With your
last night Saturday friends last
week
You √ X √ X
Bob X √ √ X
Mike and Joe √ X X √
Examples: Were you ___________? Yes, I was / No, I wasn´t

Was Bob ____________? Yes, he was / No, he wasn´t
Were Mike and Joe _____________? Yes, they were / No, they weren´t
21
VIII. Write the Spanish meaning of the following WH words.
Where ___________ When ___________ What time ___________

How old ___________ Who ___________ What ___________

PAST TENSE
VERB TO BE
WH QUESTIONS Answers
was I yesterday
were you last week The answers depends of the Wh word
was he last month used to make the question and are
WH was she an hour ago ? mostly in affirmative form.
word was it last night Example:
were we last year last Where...? I was at school.
were you Monday a Who...? I was with my parents.
were they day before Why...? Because I was sick.
yesterday
IX. Complete the following questions using question words.
1. __________ was your birthday? It was last month

2. __________ were your parents last night? They were in my house
3. __________ was your teacher in primary school? My last teacher was Michael
4. __________ was your first class? It was at 7 oćlock
X. Write Wh questions for the following sentences in your notebook.
Example
I was at home yesterday at 5 oćlock.
Where were you yesterday at 5 oćlock?

What time were you at home yesterday?
When were you at home?
Who was at home yesterday at 5 oćlock?
a) My mother was at church last Sunday at 9 a.m. (where/ when / what time / who).
b) I was born in Monterrey in 2000 (where / when / who).
c) Mike and Bill were playing in a soccer team ten years ago (who / what/ when).
22
CLOSURE
I. Change the following sentences to questions.

1. - Tony was at home on Monday. 2. - You weren’t in New York last month.
______________________________ ________________________________
3. - They were here this morning. 4. - It was very windy yesterday.
_______________________________ ________________________________
5. - My husband wasn’t sick last week. 6. - Jack and Joe were always good friends.
_______________________________ ________________________________
7. - Your wife wasn´t at home this morning. 8. - You and Paul were in Las Vegas last year.
______________________________ ________________________________
II. Change the sentences from exercise I of the ANTICIPATORY SET to the interrogative
form in your notebook.
III. At random the students will read the statements to be checked by the teacher.
IV. Answer the following questions.

a) Where were you yesterday?
________________________________________________________________
b) When were you born?
________________________________________________________________
c) Where were you born?
________________________________________________________________
d) How old were you ten years ago?
________________________________________________________________
e) Who was your last teacher in primary school?
________________________________________________________________
f) When was your father born?
________________________________________________________________
g) Where was your mother born?
________________________________________________________________
h) How old were your parents when you were born?
________________________________________________________________
23
V. Complete the conversation by circling the correct answer.
A: When and where you were born/ was you born / you born / were you born?
B: I were born / was born /you born/ were you born in New York in 1980. And
you?
A: I born / were born / was born / am born the same year as you but…
I weren’t born / wasn’t born / not born / don’t born in the US. My parents
are / lived / was / is in Japan then… so I born / were born / am born / was
born in Tokyo.
B: How long were you / are you / you were / was you in Japan?
A: Until I was seven.
B: Were / Are you / Were you / You were happy there?
A: Yes, I am / I was / you were / I wasn´t, but my parents aren´t / weren´t / wasn´t
/ isn´t. Their jobs were / was / is / are very hard and Japan was / were / weren´t /
wasn´t very expensive.
24
UNIDAD 1
PROPÓSITO: CONOCER LOS VERBOS REGULARES E IRREGULARES EN PASADO ASÍ COMO LA
MANERA EN QUE SE ESCRIBEN Y SU PRONUNCIACIÓN
DISCIPLINAR: EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
APROPIADOS.
CONTENIDOS:
HACER) SER)
 VERBOS REGULARES E  ESCRIBIR EN INGLÉS LAS  RESPETO
IRREGULARES EN TIEMPO ACTIVIDADES MOSTRADAS EN  PARTICIPACIÓN
PASADO LAS IMÁGENES DE MANERA  INICIATIVA
INDIVIDUAL.  TRABAJO
 ELABORAR UNA LISTA EN EL COLABORATIVO
PIZARRÓN CON LAS RESPUESTAS  HONESTIDAD
CORRECTAS Y LUEGO ESCRIBIRLA
EN LA LIBRETA.
REFERENTE A LOS VERBOS
REGULARES.
 CAMBIAR LOS VERBOS DE
PRESENTE A PASADO
AGREGÁNDOLES LA
TERMINACION –ED.
UTILIZANDO VERBOS REGULARES
EN TIEMPO PASADO
 ESCRIBIR ORACIONES PROPIAS EN
TIEMPO PASADO
 LEER INFORMACIÓN REFERENTE
A LA PRONUNCIACIÓN DE LOS
VERBOS REGULARES.
 CLASIFICAR LOS VERBOS DE
ACUERDO A SU PRONUNCIACIÓN.
 PRONUNCIAR LOS VERBOS
25
 LEER INFORMACION SOBRE
VERBOS IRREGULARES EN TIEMPO
PASADO
 RELACIONAR VERBOS
IRREGULARES EN TIEMPO
PRESENTE Y PASADO.
 BUSCAR EL TIEMPO PASADO DE
ALGUNOS VERBOS IRREGULARES
EN EL DICCIONARIO
 COMPLETAR TABLAS DE VERBOS
REGULARES E IRREGULARES EN
TIEMPO PASADO.
 CLASIFICAR VERBOS EN
REGULARES E IRREGULARES.
Ejercicio I de ANTICIPATORY SET
Ejercicio II, III, IV, VI , VII , VIII y IX de STEPBY STEP PROCEDURES
Ejercicio I, III y IV de CLOSURE
26
ANTICIPATORY SET
I. Individual work. Look at the pictures and write the name of each activity in English
_______________ ____________ _______________ ______________ ____________
_____________ ____________ ______________ ______________ ____________
II. Pair work. Compare your answers with a partner.
III. Group work. At random, students will write the correct answers in the board and will copy
the list in their notebook.

SIMPLE PAST
We use the simple past for:
• Complete actions which happened in the past
• Actions which happened at a specific time in the past
• Past habits
In past tense there are regular and irregular verbs. Regular verbs finish in –ed.
HOW TO ADD THE ENDING -ED TO REGULAR VERBS
• Most of the verbs finish in –ed: work -worked

• We add – d to the verbs ending in e: save- saved
• For verbs ending in consonant + y, we drop the y and add –ed: study-studied
• For verbs ending in vowel + y, we add –ed: play played
27
• For verbs of one syllable ending in consonant vowel consonant, double the last consonant and
add –ed: stop -stopped
• If there is a consonant after a stressed vowel at the end of the word, double the
consonant:
o Stop – stopped
o Ban – banned
o Swap - swapped
• If the vowel is not stressed, do not double the consonant:
o Open – opened
o Offer - offered
• In British English double the last “l” even though the last vowel is not stressed:
o Travel – travelled
o Cancel – cancelled
o Marvel - marvelled
I. Add –ed to the verbs from the anticipatory set to make their past form in your notebook.
II. Complete the following sentences using the verbs in parentheses in past tense.
1. I __________ my grandma last Sunday (visit)

2. My father __________ a car last vacation. (rent)
3. My brother __________ his car yesterday. (wash)
4. My girlfriend __________ me last night. (call)
5. Someone __________ the door. (close)
6. We __________ a new lesson last class. (learn)
III. Choose five activities from exercise I of the anticipatory set and write five sentences in
past tense (in your notebook).
IV. Click on the following link and watch the video about the correct pronunciation of
the -ed sound at the end of regular verbs.
https://www.youtube.com/watch?v=-_WYJClELoc
The following information is a summary of the pronunciation mentioned in the video.
-ed PRONUNCIATION
• It is pronounced as /t/ when the verb in the base form ends in sounds: x, s, ss, sh, p, k
• It is pronounced as /id/ when the base form of the verb ends in “t” or “d”.
• It is pronounced as /d/ with the rest of the sounds.
28
V. Classify the following regular verbs according to their pronunciation.
fixed saved wanted listened worked needed studied asked played started
kissed laughed stopped opened painted watched traveled
/t/ /d/ /id/
VI. Read the three lists of verbs out loud.
VII. Read the following information.
In past tense, irregular verbs could have a completly different writing or not change at all.
Irregular verbs do not follow grammatical rules but can be classified by the way they change.
Example:
Drink - Drank Swim - Swam Run - Ran
Buy - Bought Bring - Brought Fight - Fought
Cut - Cut Read - Read Hit - Hit
VIII. Match the verbs in present with the verbs in past.
1. do ___ flew
2. make ___ spoke
3. sell ___ won
4. have ___ did
5. run ___ fought
6. fight ___ spent
7. fly ___ had
8. speak ___ made
9. spend ___ ran
10. win ___ sold
IX. Look up the past tense of the following irregular verbs.
buy ____________ take ____________ send ____________

teach ____________ swim ____________ say ____________
be ____________ hit ____________ tell ____________
read ____________ put ____________ think ____________
29
understand ____________ write ____________ drive ____________
feel ____________ give ____________ see ____________
meet ____________ build
X. Complete each sentence using the simple past of the verb in parentheses.
1. My brother __________ to the hospital (drive)
2. You __________ at 7 a.m. (wake up)
3. You __________ to the doctor at noon. (go)
4. Your parents __________ some medicine. (buy)
5. Teresa __________ some exercise (do)
6. She __________ a healthy breakfast. (eat)
7. Dan __________ ten hours last night. (sleep)
8. He __________ some vitamins (take)
9. We __________ a lot of soda. (drink)
10. I __________ sick yesterday. (get)
XI. Choose five verbs from the previous exercise and write five sentences in past tense
(in your notebook)
CLOSURE
I. Complete the following chart by writing the Spanish meaning and the past tense of the verbs.
Base form Spanish Past tense Base form Spanish Past tense
answer need
ask open
call paint
clean play
cook rest
30
dance save
earn start
fix stop
iron study
kill travel
kiss want
laugh wash
learn watch
listen wish
live work
Check your answers with the teacher.
II. Group work. Listen and repeat the correct pronunciation after your teacher.
III. Write the Spanish meaning of the most common irregular verbs.
BASE FORM SPANISH PAST TENSE BASE FORM SPANISH PAST TENSE
Be was / were Know knew
Break broke Leave left
Build built Lend lent
Buy bought Make made
Catch caught Pay paid
31
Cost cost Read read
Cut cut Run ran

Do did See saw
Drink drank Sell sold
Drive drove Sing sang
Eat ate Sleep slept
Feel felt Speak spoke
Fight fought Spend spent
Find found Steal stole
Fly flew Swim swam
Forget forgot Take took
Get got Understand understood
Give gave Wake up woke up
Go went Wear wore
Have had Win won
Hear heard Write wrote
IV. Classify the following verbs into REGULAR or IRREGULAR , then write their past form.
live dance go make play write read watch clean fly paint be have listen
REGULAR IRREGULAR
PRESENT PAST PRESENT PAST

_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
The teacher will check the exercise individually.
32
UNIDAD I
PROPÓSITO: UTILIZAR ADJETIVOS CALIFICATIVOS PARA HACER DESCRIPCIONES
CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
DISCIPLINAR:
SE COMUNICA EN UNA LENGUA EXTRANJERA MEDIANTE UN DISCURSO
LÓGICO, ORAL O ESCRITO CONGRUENTE CON LA SITUACIÓN COMUNICATIVA.
APROPIADOS.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
GENÉRICA: LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
CONTENIDOS:
SER)
 ADJETIVOS  TRADUCE PALABRAS AL  RESPETO
CALIFICATIVOS ESPAÑOL  RESPONSABILIDAD
 LEE INFORMACIÓN NUEVA  PARTICIPACIÓN
ACERCA DE LOS ADJETIVOS.  INICIATIVA
 ELABORA PARES DE  TRABAJO
ADJETIVOS OPUESTOS COLABORATIVO
 IDENTIFICA IMÁGENES
 ELABORA LISTA DE ADJETIVOS
 COMPLETA DESCRIPCIONES
 ELABORA DECRIPCIONES
Ejercicio I, II, III, IV, V y VI de STEP BY STEP PROCEDURES
Ejercicio I de CLOSURE
Descripción
33
ANTICIPATORY SET
I. Write the Spanish meaning of the following words.

difficult ____________ modern ____________ elegant ____________
intelligent ____________ beautiful ____________ famous ____________
popular ____________ hot ____________ funny ____________

Qualifying Adjectives
An adjective is a word used to describe a noun. It expresses the qualities or attributes of the word
it qualifies.
I. Look up the Spanish meaning of the following adjectives in a dictionary.
clean ____________ dirty ____________ warm ____________

tall ____________ short ____________ fat ____________
thin ____________ dangerous ____________ safe ____________
easy ____________ cold ____________ old ____________
new ____________ expensive ____________ hungry ____________
thirsty ____________ big ____________ small ____________
young ____________ serious ____________ pretty ____________
ugly ____________ cheap ____________ strong ____________
weak ____________ heavy ____________ healthy ____________
34
II. Match the adjectives of the previous exercise with their correct antonym.
Example clean dirty
1. _______________ _______________ 6. _______________ _______________

2. _______________ _______________ 7. _______________ _______________
3. _______________ _______________ 8. _______________ _______________
4. _______________ _______________ 9. _______________ _______________
5. _______________ _______________ 10. _______________ _______________
III. Do you know the names of these words in English?
______________________
______________________ ______________________
______________________
______________________ ______________________
Check the correct answers with the teacher.
IV. Write three adjectives to describe each item from exercise III.
35
V. Write three adjectives used to describe occupations, public places, and tools.
OCCUPATIONS PUBLIC PLACES TOOLS
VI. Write sentences using the information from the previous exercises
Example: The school is __________, __________ and ___________.
Being a / an __________ is __________, ___________ and __________.

(occupation)
The __________ is _________, __________ and _____________.
(tool)
VII. Read the sentences you made to the class. Correct them with your teacher's help
CLOSURE
I. Write sentences describing the following things.
1. My classroom is
_________________________________________________________________________
2. My city is
_________________________________________________________________________
3. My mother is
_________________________________________________________________________
4. I am
_________________________________________________________________________
5. My classmates are
_________________________________________________________________________
36
6. My friends are
_________________________________________________________________________
7. My house is
_________________________________________________________________________
8. My cellphone is
_________________________________________________________________________
10. The president is
_________________________________________________________________________
II. Make a poster describing something or someone you like and read it in front of the class.
Example: My best friend is average height and thin. She is hard-working, kind and friendly.
She has beautiful brown eyes and short, black, straight hair. She is a very easygoing person.
37
UNIDAD 2
PROPÓSITO: REALIZAR COMPARACIONES DE OBJETOS O PERSONAS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN
EL QUE SE GENERO Y EN EL QUE SE RECIBE.
EVALUA UN TEXTO MEDIANTE LA COMPARACION DE SU CONTENIDO CON
EL DE OTROS, EN FUNCION DE SUS CONOCIMIENTOS PREVIOS Y NUEVOS
DISCIPLINAR:
PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE UN DISCURSO
LOGICO, ORAL O ESCRITO, CONGRUENTES CON LA SITUACION
COMUNICATIVA.
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
• EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA: GRAFICAS
• IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS
• SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS
CONTENIDOS:
SER)
• FORMA COMPARATIVA • COMPLETAR LA ESCRITURA • RESPETO
DE LOS ADJECTIVOS CORRECTA DE ALGUNOS • RESPONSABILIDAD
ADJETIVOS EN BINAS • PARTICIPACIÓN
• LEER INFORMACION • INICIATIVA
ACERCA DE LA FORMA • TRABAJO
COMPARATIVA DE LOS COLABORATIVO
ADJETIVOS
• ESCRIBIR LA FORMA
COMPARATIVA DE ALGUNOS
ADJETIVOS.
• COMPLETAR
CONVERSACIONES USANDO LA
FORMA COMPARATIVA DE LOS
ADJETIVOS.
38
• ESCRIBIR UNA
CONVERSACION
UTILIZANDO LA FORMA
COMPARATIVA DE LOS
ADJETIVOS DE MANERA
INDIVIDUAL
• COMPARAR ALGUNOS
RESTAURANTES Y DECIDIR
SI LA INFORMACION
BRINDADA ES FALSA O
VERDADERA.
• REALIZAR UN DICTADO DE
ADJETIVOS PARA
POSTERIORMENTE
CAMBIARLOS A SU FORMA
COMPARATIVA.
• ESCRIBIR ORACIONES
UTILIZANDO LA FORMA
COMPARATIVA DE LOS
ADJETIVOS
Activity I, ANTICIPATORY SET
Activities I, II, and III STEP BY STEP PROCEDURES
Activity I y II
CLOSURE
ANTICIPATORY SET
I. Pair work. Use your dictionary to complete the adjectives describing the following pictures.
Then circle the picture that matches the adjective you found.
2. e __ __ __ y
1. b __ __ __ __ __ __ __ l 3. f __ t.
39
4. t __ __ l 5. y __ __ __ g 6. h __ __ __ y

COMPARATIVE FORM
1. For adjectives of one syllable and for some adjectives of two syllables, we form the comparative form
adding "–er than" at the end of the adjective. Example:
Adjective Comparative form

old older than
small smaller than
happy happier than
easy easier than
2. For one syllable adjectives which end in consonant-vowel-consonant, we double the last
consonant and add –er for the comparative form. Examples:
big bigger than
hot hotter than
3. For adjectives of more than two syllables and for some adjectives of two syllables, we form the
comparative form adding "more" before the adjective and "than" at the end of the adjective.
beautiful more beautiful than

interesting more interesting than
careful more careful than
clever more clever than
4. A few adjectives have special comparative form. They are called Irregular adjectives and
need to be memorized. Examples:
good better than
bad worse than farther/
far further than
40
Examples of Comparative Sentences:
a) My car is older than yours.
b) Lesson three is easier than lesson five.
c) Monterrey is more beautiful than Guadalajara.
d) The English class is more interesting than the Math class.
e) John is a good student. John is a better student than Paco.
f) New York is bigger than London.
I. Write the comparative form of the following adjectives.
Adjectives Comparative form

small ___________________
friendly ___________________
beautiful ___________________
big ___________________
great ___________________
clean ___________________
noisy ___________________
short ___________________
II. Work in pairs and make sentences using the comparative adjectives from last exercise.
Example: Your iPhone is more expensive than my cellphone.
1.____________________________________________
2. ___________________________________________
3.___________________________________________
4.___________________________________________
5.___________________________________________
6.___________________________________________
7.___________________________________________
8.___________________________________________
41
III. Individual work. Read the information about the restaurants. Then read the sentences,
write T if the sentence is true and F if the sentence is false.
Fast Food & Drinks. Nani’s Buffet & Grill Il Ristorante Mamma Mia
San Nicolas de los Garza N. L. San Pedro Garza Garcia, N. L.
Apodaca, Nuevo Leon
2 years old 10 years old
5 years old
10 dishes More than 30 different dishes daily $ 10 - $ 30
$ 5 - $ 12 10 minutes to downtown
$3-$7
25 minutes to downtown Pasta, Pizza & Gourmet dishes
35 minutes to downtown
Salads, grill, desserts, sea food Luxury and nice atmosphere
No variety
Family atmosphere
Youngters
Fast Food & Drinks is cheaper than Nani’s Buffet & Grill. ______
Nani's Buffet & Grill is older than IL Ristorante. ______
Fast Food & Drinks is closer to the downtown than Nani’s Buffet & Grill. ______
Fast Food & Drinks is more luxurious than Il Ristorante Mamma Mia ______
Nani’s Buffet & Grill. is more expensive than in Il Ristorante Mamma Mia. ______
Nani’s Buffet & Grill. is newer than Fast Food & Drinks. ______
Fast Food and Drinks is farther than Nani’s Buffet & Grill. ______
42
CLOSURE
I. Listen to the dictation of adjectives and write them in your notebook. Then, write their
comparative form.
II. Individual work. Write comparative sentences using the following adjectives. Then, compare
your answers with your classmates writing some of your sentences on the board.
cheap – dirty – noisy – expensive – exciting – friendly – dangerous - modern
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
8. _______________________________________________________
43
UNIDAD 2
PROPÓSITO: RESALTAR LAS CARACTERISTICAS DE PERSONAS U OBJETOS
EXPRESA IDEAS Y CONCEPTOS EN COMPOSICIONES COHERENTES
Y CREATIVAS, CON INTRODUCCIONES, DESARROLLOS Y
CONCLUSIONS CLARAS.
DISCIPLINAR: DESARROLLA ESTRATEGIAS PARA HACERSE COMPRENDER EN
LENGUA EXTRANJERA EN SITUACIONES COMUNICATIVAS
COTIDIANAS, MEDIANTE CONVENCIONES LINGÜÍSTICAS Y
RECURSOS NO LINGÜÍSTICOS.
EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS.
SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
GENÉRICA: COTIDIANAS.
ASUME QUE EL RESPETO DE LAS DIFERENCIAS ES EL PRINCIPIO DE
INTEGRACIÓN Y CONVIVIENCIA EN LOS CONTEXTOS LOCAL,
NACIONAL E INTERNACIONAL.
CONTENIDOS:
HACER) SER)
• FORMA SUPERLATIVA • RELACIONAR OBJETOS CON • RESPETO
DE LOS ADJETIVOS ADJETIVOS QUE LOS • RESPONSABILIDAD
DESCRIBAN • PARTICIPACIÓN
• LEER INFORMACION SOBRE • INICIATIVA
LA FORMA SUPERLATIVA • TRABAJO
DE LOS ADJETIVOS COLABORATIVO
• COMPLETAR ORACIONES EN
FORMA SUPERLATIVA
• RESALTAR LAS CUALIDADES
DE ALGUNOS
RESTAURANTES Y DECIDIR
SI LA INFORMACION
BRINDADA ES FALSA O
VERDADERA.
• ESCRIBIR ORACIONES EN
FORMA SUPERLATIVA
• CONTESTAR PREGUNTAS
UTILIZANDO LA FORMA
SUPERLATIVA DE LOS
ADJETIVOS
Products de aprendizaje:
Activity I, ANTICIPATORY SET
Activities I, II and III, STEP BY STEP PROCEDURES
Activity I, CLOSURE
44
ANTICIPATORY SET
I. Individual work. Match the words with the correct qualifying adjective.
a. woman ____slow
b. car ____interesting
c. book ____expensive
d. man ____short
e. food ____hot
f. cellphone ____handsome
g. computer ____cheap
h. animal ____fast
i. season ____delicious
j. month ____beautiful
Compare your answers with a partner.

SUPERLATIVE FORM
1. For adjectives of one syllable and some adjectives of two syllables, we form the superlative by
writing the and adding –est to the adjective. Examples:
Adjective Superlative form
old the oldest
small the smallest
happy the happiest
2. For one syllable adjectives which end in consonant-vowel-consonant, we double the last consonant
and add–est for the superlative form. Examples
big the biggest
hot the hottest
3. For adjectives having more than two syllables and some adjectives of two syllables, we form the
superlative with the most. Examples:
beautiful the most beautiful
interesting the most interesting
careful the most careful
4. There are a few adjectives which do not follow the previous rules. They are called Irregular adjectives
and need to be memorized. Examples:
good the best
bad the worst
far the farthest
45
Examples of Superlative sentences:
a. Mike is the oldest student in the class.
b. New York is the dirtiest city in USA.
c. The Italian restaurants are the most expensive in the city.
d. Sony Ericsson is the best brand for cell phones.
I. Complete the conversations using the superlative form of the adjectives.
1. A. Chris Evans is a very popular actor.

B. Yes, he is but Johnny Depp is ______ _________ _____________ actor in the United States.
2. A. Miss Lucy is a very funny teacher.

B. Yes, she is ______ _____________ teacher in our school.
3. A. Monterrey is a safe city in Mexico.

B. No, it is______ __________ __________ (unsafe) city in Mexico.
II. Individual work. Read the information about the restaurants. Read the statements below and decide
if they are TRUE or FALSE.
Nani’s Buffet & Grill IL Ristorante Mamma Mia

Fast Food & Drinks
San Nicolas de los Garza N. L. San Pedro Garza Garcia, N. L.
Apodaca, Nuevo Leon
2 years old 10 years old
5 years old
More than 30 different dishes daily $ 10 - $ 30
10 dishes
$ 5 - $ 12 10 minutes to downtown
$3-$7
35 minutes to downtown 25 minutes to downtown
46
Il Ristorante Mamma Mia is the cheapest. _______
Nani’s Buffet & Grill is the oldest restaurant. _______
Fast Food & Drinks is the closest restaurant to the downtown. _______
Fast Food & Drinks is the most luxurious than Il Ristorante. _______
Il Ristorante Mamma Mia is the oldest restaurant. _______
Fast Food & Drinks has the cheapest dish. _______
III. Individual work. Write 5 superlative sentences using the information from exercise I in the
anticipatory set. (in your notebook)
Example: Miss Universe is the most beautiful woman.

CLOSURE
I. Team work. How well do you know the other students in your class? Answer and complete.
1. Who is wearing the most complete uniform today? ____________________________

2. Who has the longest name? _______________________________________________
3. Who has the nicest notebook? _____________________________________________
4. Who is the tallest person in the class? _______________________________________
5. Who is the youngest student? ______________________________________________
6. ______________ is intelligent but ______________ is the most intelligent in the group.
7. ____________ is short, ____________ is shorter than ____________
but_____________ is the shortest student of the class.
47
UNIDAD 2
PROPÓSITO: EL ALUMNO CONOCE SUCESOS DEL PASADO PARA ESTABLECER UNA
COMPARACIÓN CON EL PASADO INMEDIATO Y PUEDE SER CAPAZ DE INSERTAR
EXPERIENCIAS Y CONOCIMIENTOS PROPIOS.
IDENTIFICA, ORDENA E INTERPRETA IDEAS, DATOS Y
CONCEPTOS. DESARROLLA ESTRATEGIAS ÚTILES PARA LA
COMPRENSIÓN, ANÁLISIS E INTERPRETACIÓN DE TEXTOS.
UTILIZA PROCEDIMIENTOS Y ESTRATEGIAS DE LA
DISCIPLINAR: COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
EVALUAR LAS PRODUCCIONES, TANTO PROPIAS COMO AJENAS,
CON CRITERIOS OBJETIVOS DE CORRECCIÓN, COHERENCIA,
PROPIEDAD Y CREATIVIDAD.
APRENDE Y COMPARTE OPINIONES SOBRE SITUACIONES Y
PERSONAJES ESPECÍFICOS DEL PASADO MEDIANTE LA
UBICACIÓN DE SUS PROPIAS CIRCUNSTANCIAS EN UN
CONTEXTO MÁS AMPLIO.
GENÉRICA: EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS.
ASUME UNA ACTITUD CONSTRUCTIVA, CONGRUENTE CON SUS
HABILIDADES Y CONOCIMIENTOS.
CONTENIDOS:
SER)
• TIEMPO PASADO • COMPRENDER LA LECTURA • RESPETO
SIMPLE EN FORMA • IDENTIFICAR VERBOS EN • RESPONSABILIDAD
AFIRMATIVA Y TIEMPO PASADO • PARTICIPACIÓN
NEGATIVA • LEER INFORMACION SOBRE • INICIATIVA
EL TIEMPO PASADO SIMPLE • TRABAJO
• COMPLETAR ORACIONES COLABORATIVO
CON VERBOS EN PASADO
• CAMBIAR ORACIONES DE
LA FORMA AFIRMATIVA A
LA NEGATIVA
AFIRMATIVAS Y
NEGATIVAS EN TIEMPO
PASADO
48
• ESCRIBIR UN PARRAFO
SOBRE SUS ULTIMAS
VACACIONES
SOBRE ACTIVIDADES QUE NO
REALIZO
Activities I and II from ANTICIPATORY SET
Activities I, II and III from STEP BY STEP PROCEDURES
Activities I and II from CLOSURE
ANTICIPATORY SET
I. Read the following text and underline the verbs in past tense.
Wangari Maathai is a famous environmentalist. In 2004 she won the Nobel Peace Prize.
Wangari was the first woman who taught in Kenyan university. She was also the
first woman and the first environmentalist to win the Nobel
Peace Prize. “Protecting the environment is important for peace” said Wangari.
“There are many wars in Africa because everybody wants its natural resources.
Peace depends on saving our natural resources and
our environment. Peace also means respecting human rights”. Wangari worked very hard to help the
people in her country, especially women. In 1977, she founded the Green Belt Movement. The
movement planted 20 million trees in Kenya and in neighboring countries. Tree felling (when you cut
down trees) is particularly dangerous in Africa because trees provide water and food. Without trees,
people starve.
Check the answers with the teacher
II. Individual work. Complete the following chart using the verbs from the previous exercise, either in
present or in past tense.
Verbs in present Spanish Verbs in past Spanish
is, are ser, estar was era, estuvo, fue
win
worked
plant
taught
found
49
I. Read the information from the boxes below.
Simple Past Tense

We use Simple past tense to talk about events that occurred (affirmative) or didn´t occur (negative) in the
past. The events can be finished events, stories, news, etc.
We can use regular and irregular verbs and time expressions about the past.
In the negative form we have to use the auxiliary “did” and he verb has to be in the base form.
Simple Past
Affirmative form Negative form
I yesterday I yesterday
You last week You last week last
He last Sunday He Sunday
She two days ago She two days ago
It went to school in 2012 It didn´t go to school in 2012
last year last year last
We We
last semester semester a
You You
they a day before day before
they yesterday
yesterday
I.I Complete the following information according to the reading in exercise I of the anticipatory set.
1. Wangari Maathai__________ the Nobel Peace Prize in 2004.
2. The movement __________20 million trees in Kenya.
3. Wangari__________ in a Kenyan university as the first woman.
4. She__________: “Protecting the environment is important for peace”.
5. In 1977, Wangari __________ the Green Belt Movement.
6. Wangari __________ very hard to help the people.
Check the answers with the teacher.
50
III. Change the sentences from the previous exercise to the negative form with false information.
Example: Wangari Maathai didn´t win the lottery in 2004.
IV. Look at the chart and write five affirmative sentences and five negative sentences about the
presented information in your notebook.
Yesterday Last month Last year An hour ago
You Do the Go on vacations Have an Write a poem
homework accident
Bill Fix a car Paint his house Win the lottery Read a book
Mike and Susan Go to a party Play soccer Get married Listen to the
radio
Maggie Visit a doctor Bake a cake Buy a car Take a nap
Example: AFFIRMATIVE: You did the homework yesterday.

NEGATIVE: Bill didn´t win the lottery last month.
CLOSURE
I. Write a paragraph about your last vacations (in your notebook)
II. Write five activities you didn´t do last week. (in your notebook)
51
UNIDAD 2
PROPÓSITO: REALIZAR PREGUNTAS DE CONFIRMACIÓN Y CONTESTARLAS DE ACUERDO A
DISTINTOS CONTEXTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
DISCIPLINAR: PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
SE COMUNICA EN UNA LENGUA EXTRANJERA MEDIANTE UN DISCURSO
LOGICO, ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
HACER) SER)
 PREGUNTAS DE  COMPRENDER UNA  RESPETO
CONFIRMACION EN LECTURA  RESPONSABILIDAD
TIEMPO PASADO  COMPLETAR UN TEXTO CON  PARTICIPACIÓN
SIMPLE VERBOS EN PASADO SIMPLE  INICIATIVA
 LEER INFORMACION SOBRE  TRABAJO
PREGUNTAS DE COLABORATIVO
CONFIRMACION EN TIEMPO
PASADO SIMPLE
 ESCRIBIR Y CONTESTAR
PREGUNTAS DE
PASADO SIMPLE
 PREGUNTAR Y CONTESTAR
PREGUNTAS DE
PASADO SIMPLE.
Ejercicio I y II de STEP BY STEP PROCEDURES
52
ANTICIPATORY SET
I. Complete the following reading using the verbs from the box.
Wrote was left published wrote was lived
Gabriel García Márquez, Nobel Prize for Literature.

He’s one of the world’s greatest contemporary writers. Gabriel García
Márquez______ born in Aracataca in Columbia on March 6, 1928. In 1995
he _________ his country because of the dictatorship. He then __________
in Rome and Paris and __________ articles for newspapers and magazines.
He __________ his first novel Big
Mama’s funeral (Los funerales de Mamá Grande) in Mexico City in 1962. In 1967
he __________One hundred years of solitude (Cien años de soledad) which made him
famous throughout the world. The book is about the Buendía family in Macondo. In 1982 he
__________ awarded the Nobel Prize for Literature. His most famous books are: Chronicle of a
Death Foretold (Crónica de una muerte anunciada), Love in the time of Cholera (El amor en los
tiempos del cólera), Love and Other Demons (Del amor y otros demonios).

I. Read the information from the charts.
Yes / No Questions in Simple Past Tense
We use Yes /No questions in Simple Past Tense to ask about events that occurred
(affirmative) or didn´t occur (negative) in the past. We can use regular and irregular verbs
and time expressions about the past.
In the questions we have to use the auxiliary “did” at the beginning of the question and add
a question mark at the end. As we use the auxiliary “did” the verb has to be in the base form.
53
Simple Past
Yes / No Questions Short Answers
I yesterday
you last week I I
he last Sunday he he
she two days she she
ago in Yes, you it did / No, you it didn´t
Did it study 2012 last ? you you
we year last we we
you semester a they
they
they day before
yesterday
II. Answer the following questions according to the reading

1. - Did Garcia Marquez write One hundred years of solitude in 1962? ________________
2. - Did he live in Roma and Paris? ________________
3. - Did he win Nobel Prize for Peace in 1982? ________________
4. - Did he leave Columbia because of the dictatorship? ________________
III. Write questions about Gabriel García Márquez using the information given.
a) He / write / articles for newspapers and magazines.
______________________________________________________________________
b) One hundred years of solitude / make / him famous.
_______________________________________________________________________
c) He /publish / Big Mama’s funeral in Mexico City.
_______________________________________________________________________
d) García Márquez / win / Nobel Prize of Literature in the 80’s.
_______________________________________________________________________
e) He / live / in Europe many years ago.
_______________________________________________________________________
54
CLOSURE
I. Read the information in the chart. Then, write Yes/No questions and their answers according to the given
information. (X: negative answer, V: affirmative answer)
Do the homework Go to the movies Play soccer last

yesterday last night Sunday
You √ X √
Mike X √ X
Bill and Rose √ X √
Example: Did you do the homework yesterday? Yes, I did.
II. Work with a partner and ask each other questions from the previous exercise.
55
UNIDAD 2
PROPÓSITO: HABLAR SOBRE LAS ACTIVIDADES QUE ACOSTUMBRABAN A HACER EN
ALGUNOS MOMENTOS DEL PASADO
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE N DISCURSO LOGICO,
ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS.
CONTENIDOS:
HACER) SER)
 USED TO  IDENTIFICAR ACTIVIDADES  RESPETO
QUE ACOSTUMBRABAN A  RESPONSABILIDAD
HACER EN SU INFANCIA  PARTICIPACIÓN
 LEER INFORMACION SOBRE  INICIATIVA
EL USO DE “USED TO”  TRABAJO
 COMPLETAR ORACIONES COLABORATIVO
CON “USED TO” EN FORMA
AFIRMATIVA Y NEGATIVA
 ELABORAR PREGUNTAS DE
CONFIRMACION Y
CONTESTARLAS
 ENTREVISTAR A LOS
ABUELOS SOBRE
ACTIVIDADES QUE
ACOSTUMBRABAN A HACER
EN EL PASADO
Ejercicio I, II, III y IV de STEP BY STEP PROCEDURES
Ejercicio I, II y III de CLOSURE
56
ANTICIPATORY SET
I. Read the following activities and put a marck √ next to the activities you used to do when you
were a child.
_____ play with dolls _____ go on vacations
_____ go to school _____ take a nap
_____ go to bed early _____ visit your grandparents
_____ eat candies _____ drive a car
_____ cook _____ smoke

I. Read the following information.
Used to
Used to + infinitive, only exists in the past. It refers to past habits and customs. It is
used with all the personal pronouns. Used to in negative form is made of the auxiliary
Didn't + use in infinitive + verb in infinitive
Affirmative Form
I used to work harder
You used to study more
He/She / It used to eat less
We/ they used to do more exercise

Negative Form
I didn´t use to watch TV
He/She/ It didn´t use to drink alcohol
We didn´t use to eat a lot
They didn´t use to play with food
57
II. Complete the following sentences using “used to” and an appropriate verb.
Example: Louis doesn´t smoke, but he used to smoke 35 cigarettes a day 3.
1.- The dog doesn’t bark so much now, but it __________________every night three months ago.
2.- Grace _________________my friend in elementary school, but we aren’t friends anymore.
3.- He lives in Toronto now, but he ____________________ in Mexico in the past.
4.- When I was a child, I __________ ice cream, but I don´t eat it anymore.
5.- Alex has a car now, but he __________a bike two years ago.
III. Write sentences with “used to” in affirmative or negative form. Use the information from
exercise I of the anticipatory set. (in your notebook)
Example √ I used to play with dolls.

X I didn´t use to play with dolls.
IV. Read the following information.

USED TO
YES / NO QUESTIONS SHORT ANSWERS
I Yes, you did / No, you didn´t

you Yes, I did / No, I didn´t
he Yes, he did / No, he didn´t
Did she use to play soccer ? Yes, she did / No, she didn´t
it Yes, it did / No, it didn´t
we Yes, you did / No, you didn´t
you Yes, we did / No, we didn´t
they Yes, they did / No, they didn´t
V. Using the activities from exercise I in the anticipatory set, make questions and answer them in
your notebook
Example: Did you use to play with dolls when you were a child?
√ Yes, I did
X No, I didn´t
58
IV. Work with a partner and ask him / her the questions from the previous exercise.
CLOSURE
I. Complete with the correct answer.
1. I __________ smoke when I was in my 20s.
a) usually b) use to c) used to d) am used to
2. I __________ smoke when I drink.

a) didn't used b) use to c) used to d) am used to
3. I __________ the smell of smoke because my husband smokes.

d) am used to
a) didn't used b) use to c) used to
4. There was a time when she __________ work everyday
a) usually b) used to c) was used to d) would
5. He __________ be a vegetarian when he was a kid.

a) usually b) use to c) used to d) didn't used to
6. Sally __________ drink a lot of wine.

a) didn’t use to b) wouldn’t c) didn’t used to d) don’t use to
II. Write five activities your parents used to do or didn´t use to do when they were in the school.
III. Write five activities you used to do or you didn´t use to do when you were in secondary school.
IV. Interview your grandparents by asking them the questions from exercise III in STEP BY
STEP PROCEDURES
59
UNIDAD 3
PROPÓSITO: PROPORCIONAR INFORMACIÓN ACERCA DE LAS ACCIONES QUE SE
REALIZAN Y REPERCUTEN EN OTRAS PERSONAS U OBJETOS MEDIANTE UNA
SERIE DE SITUACIONES PLANTEADAS EN EL AULA
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y
CONCEPTOS EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO,
CONSIDERANDO EL CONTEXTO EN EL QUE SE GENERÓ Y EN EL
QUE SE RECIBE.
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA
LENGUA, CONSIDERANDO LA INTENCIÓN Y SITUACIÓN
DISCIPLINAR:
COMUNICATIVA.
UTILIZA PROCEDIMIENTOS Y ESTRATEGIAS DE LA
COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
SIGUE INSTRUCCIONES Y PROCEDIMIENTOS DE MANERA
REFLEXIVA, COMPRENDIENDO COMO CADA UNO DE SUS PASOS
CONTRIBUYE AL ALCANCE DE UN OBJETIVO.
GENÉRICA: ORDENA INFORMACIÓN DE ACUERDO A CATEGORÍAS,
JERARQUÍAS Y RELACIONES.
APORTA PUNTOS DE VISTA CON APERTURA Y CONSIDERA LOS DE
OTRAS PERSONAS DE MANERA REFLEXIVA.
CONTENIDOS:
HACER) SER)
PRONOMBRES DE ESCRIBIR ORACIONES RESPETO
OBJETO SOBRE ACTIVIDADES QUE RESPONSABILIDAD
HACEN O NO HACEN PARTICIPACIÓN
LEER INFORMACION SOBRE INICIATIVA
LOS PRONOMBRES DE TRABAJO
OBJETO COLABORATIVO
COMPLETAR ORACIONES
UTILIZANDO PRONOMBRES
DE OBJETO
REESCRIBIR ORACIONES
UTILIZANDO PRONOMBRES
DE OBJETO
60
RELACIONAR SUJETOS CON
PRONOMBRES DE OBJETO
REEMPLAZAR OBJETOS
DIRECTOS CON
PRONOMBRES DE OBJETO.
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I, II, III, IV y V de CLOSURE
ANTICIPATORY SET
I. Match both columns.
1. Obey ( ) my mother
2. Do ( ) the exercises
3. Help ( ) my parents
4. Read ( ) my boyfriend
5. Kiss ( ) TV
6. Answer ( ) my grandmother
7. See ( ) books
8. Watch ( ) the homework
II. Using the previous information, write sentences about the things you do and the ones
you don´t do in your notebook.
Example. I obey my parents. I I don´t obey my parents.
III. Share your sentences with the rest of the group.
61
Object pronouns
They can be used as direct objects, or indirect objects. Example:
This gift is for my wife. I bought it at Sears.
As you can see, it is an object pronoun and is used as a direct object.
I´ll give her the present after the anniversary dinner.
In this example the pronoun is used as an indirect object, but in both cases the
pronouns (direct/indirect) are placed after the verb.
SUBJECT PRONOUNS OBJECT PRONOUNS

I Me
You You
He Him
She Her
It It
We Us
They Them
I. Complete the following sentences by using the appropriate object pronouns.
My best friend Tony used to collect toy soldiers. I gave _____ some of my toys.
My English teacher Mary used to play music at class. I used to ask _____ to play
my favorite songs.
My mother gave _____ (me and brothers) a present for our birthday.
My grandmothers used to bake some cookies for the children. I used to help
______on vacations.
My partners and I have good teachers. They explain to _____ all about the subjects.
When I was a child my father used to swim in a river. He used to teach _____ how
to swim in different ways.
62
II. Rewrite the sentences from the Anticipatory set by replacing the direct object with the
object pronoun.
Example. I obey my parents = I obey them
III. Share your sentences with the whole class.
CLOSURE
I. What kind of pronouns did you study in this sequence? _________________
II. Match the people with the correct object pronouns.
People Object pronouns
___Lucy, Mary and Susan 1. him
___Mary and I 2. us
___Susan’s boyfriend 3. her
___Lucy 4. them
III. Complete the following text using object pronouns.
I was in the school answering some exercises. My teacher asked _____ “May I
help _____? But I told _____ “No, thanks. I can answer _____ by myself.
IV. Aaron was on a business trip to California. He shows you the souvenirs he got for his
family. Fill in the correct pronouns.
her
1. My sister Jane loves books. This novel is for (she) .
2. My children like Disney films. The video is for (they) .
3. My brother Matt collects picture postcards. These postcards are for (he) .
4. My parents like Latin music. The CD is for (they) .
5. I like watches. This nice watch is for (I) .
6. My wife and I love sweets. These sweets are for (we) .
7. My nephew likes cars. The toy truck is for (he) .
8. My neighbor wants to go to California next year. The guide book is for (she) .
9. Here is another souvenir. I don't know what to do with (it) .
10. You know what? - It's for (you) .
63
V. Replace the underlined words with an object pronoun.
1. I invited Mario to my party. __________________________
2. I gave the children some Christmas presents. __________________________
3. I send my parents a letter every week. __________________________
4. He drives the car. __________________________
5. I have my books on the desk. __________________________
64
UNIDAD 3
PROPÓSITO: EL ESTUDIANTE EXPRESA ACTIVIDADES REALIZADAS POR ELLOS O
POR PERSONAS CERCANAS O DE INTERES PERSONAL EN UN PASADO INMEDIATO
RELACIONADAS A LA VIDA DIARIA EN UN CONTEXTO PRÓXIMO COMO EN EL
GLOBAL.
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA
LENGUA, CONSIDERANDO LA INTENCIÓN Y SITUACIÓN
COMUNICATIVA.
RECONOCE QUE LA LECTURA ES EL RESULTADO DE UNA
INTERACCIÓN ENTRE EL TEXTO Y EL LECTOR APLICANDO LAS
DISCIPLINAR: ESTRATEGIAS NECESARIAS DE ACUERDO AL PROPÓSITO DEL
TEXTO Y DEL LECTOR.
DESARROLLA ESTRATEGIAS PARA HACERSE COMPRENDER EN
LENGUA EXTRANJERA EN SITUACIONES COMUNICATIVAS
COTIDIANA, MEDIANTE CONVENCIONES LINGÜÍSTICAS Y
RECURSOS NO LINGÜÍSTICOS.
LINGÜÍSTICAS.
COTIDIANAS.
SE EXPRESA EN FORMA COHERENTE, CREATIVA Y ADECUADA A
GENÉRICA:
LAS DIVERSAS SITUACIONES Y FINALIDADES DE LA
COMUNICACIÓN, ENFATIZA LAS DESTREZAS COMUNICATIVAS
PROPIAS DEL DIÁLOGO Y DE LA CONVERSACIÓN QUE REQUIERE
EL TRATO CON OTRAS PERSONAS Y LA PRÁCTICA EXPOSITIVA
PÚBLICA.

HACER) SER)
TIEMPO PASADO LEER INFORMACION SOBRE RESPETO
CONTINUO O EL TIEMPO PASADO RESPONSABILIDAD
PROGRESIVO EN CONTINUO O PREGRESIVO PARTICIPACIÓN
FORMA AFIRMATIVA AGREGAR L TERMINACIÓN INICIATIVA
Y NEGATIVA –ING A LOS VERBOS TRABAJO
COMPLETAR ORACIONES EN COLABORATIVO
PASADO CONTINUO
ESCRIBIR ORACIONES EN
PASADO CONTINUO
COMPRENDER UNA
LECTURA PARA
EDENTIFICAR
INFORMACION E INFERIR LA
65
VERACIDAD DE LA
INFORMACION
Ejercicio I, II, III, IV y V de CLOSURE
ANTICIPATORY SET
I. Group work. Tell me what they were doing yesterday afternoon. Observe people and their
activities. What were they doing yesterday? Then fill in the blanks with the right name.
K S
a u
r e
l Watching TV
Carrying books
M
a T
Playing the guitar
r i
y n
Flying a kite a
J Eating a sandwich
u
s Reading a tale L
t u
i k
n Cooking special a
soup
Riding a bike
E
S d
a
m &
A
m
y
66
Read the following information
Past continuous / Past Progressive
The past continuous of any verb is composed by two parts: the past tense of the verb to be
(was/were), and the base of the main verb + ing.
Subject was/were Base - ing

They were Watch- ing
Past continuous is very similar in structure to the Present Continuous tense. The only
difference is that in the present continuous we use the verb to be in the present (am/is/are)
but with the past continuous we use the verb to be in the past (was/were).
PRESENT CONTINUOUS / PAST CONTINUOUS / PROGRESSIVE

PROGRESSIVE
I am I was yesterday
You are You were last night
He is now He was last week
She is eating right now She was eating last month
It is in this moment It was last Sunday
We are We were last year
You are You were last weekend
They are They were an hour ago
The past progressive puts emphasis on the course of an action in the past. Check
the complete form:
Affirmative Negative
I
he she it was speaking yesterday was not speaking yesterday
wasn’t speaking yesterday
We you were speaking yesterday were not speaking yesterday

they weren’t speaking yesterday
67
Adding ing Example
Final e is dropped (but: ee is not changed) come – coming
One syllable verbs ending in consonant-vowel-consonant, Run - running

double the last consonant and add “ing”.
Final “ie” becomes “y” lie – lying
I. Add -ing to the following words. Remember the exceptions.
a. live _________________ f. give _________________

b. sit _________________ g. run _________________
c. ride _________________ h. lie _________________
d. play _________________ i. swim _________________
e. fly _________________ j. travel _________________
II. Complete the following sentences in past progressive using the verbs in parentheses.
1. I _____________________ Math in the morning.(study)

2. She _____________________ English with the teacher. (speak)
3. They ______________________ when the class began. (come)
4. The students ___________________ a test. (answer)
5. Sue and Mary _____________________ fish.(cook)
III. Write 4 sentences about the activities you were doing yesterday afternoon.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
68
CLOSURE
I. Individual work. Read and answer, then circle the past progressive sentences.
Yesterday morning, I went to a picnic with Janet´s family and I want to tell you all we were
doing. Janet was reading the newspaper at the park with her boyfriend. He was drinking a
soda. Janet´s mother was taking photos to the squirrels and birds. They were eating rice on
the floor. Janet’s brothers, Charlie and Thomas, were playing soccer together and I was
listening to music. And what were the little girls doing? What was Janet’s father doing?
Could you imagine it?
II. According to the reading, choose the correct answer.
TRUE FALSE
1. Janet was riding a horse.
2. The animals weren´t eating.
3. Janet´s mother was reading the newspaper.
4. Charlie and Thomas were playing soccer.
5. Her boyfriend was drinking a soda.
6. I was listening to music.
7. Janet and her boyfriend were taking photos.
III. Write the circled sentences in your notebook and change them to the negative form.
Example: Janet was not reading the newspaper.
69
IV. Look at the following picture. Write five sentences in your notebook about the
activities some people were doing yesterday afternoon in the park.
Example: A girl was skating.
V. Using the same picture, write five sentences about the activities they weren´t doing. You can
invent names or activities (in your notebook).
70
UNIDAD 3
PROPÓSITO: EL ESTUDIANTE EXPRESA ACTIVIDADES REALIZADAS POR ELLOS O
POR PERSONAS CERCANAS O DE INTERES PERSONAL EN UN PASADO INMEDIATO
RELACIONADAS A LA VIDA DIARIA EN UN CONTEXTO PRÓXIMO COMO EN EL
GLOBAL
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN
EL QUE SE GENERO Y EN EL QUE SE RECIBE.
EXPRESA IDEAS Y CONCEPTOS MEDIANTE
GENÉRICA: GRAFICAS
IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
SE COMUNICA EN UNA SEGUNDA LENGUA
EN SITUACIONES COTIDIANAS
CONTENIDOS:
HACER) SER)
PASADO CONTINUO IDENTIFICA ACTIVIDADES RESPETO
EN FORMA REALIZADAS CON RESPONSABILIDAD
INTERROGATIVA ANTERIORIDAD PARTICIPACIÓN
LEER INFORMACIÓN SOBRE INICIATIVA
EL TIEMPO PASADO TRABAJO
PROGRESIVO EN FORMA COLABORATIVO
INTERROGATIVA
ELABORAR PREGUNTAS Y
CONTESTARLAS
ELABORAR UNA ENCUESTA
Y REPORTAR LOS
RESULTADOS
Ejercicio I de CLOSURE
71
ANTICIPATORY SET
I. Put a √ next to the activities you were doing yesterday.
_____ cook _____ drive a car _____ fix a car

_____ study _____ wash clothes _____ play soccer
_____ do the homework _____ write a letter _____ sleep
_____ watch TV _____ clean the house _____ read a book

PAST CONTINUOUS OR PROGRESSIVE
INTERROGATIVE FORM SHORT ANSWERS
Was I yesterday Yes, you were / No, you weren´t

Were you last night Yes, I was / No, I wasn´t
Was he last week Yes, he was / No, he wasn´t
Was she sleeping last month ? Yes, she was / No, she wasn´t
Was it last Sunday Yes, it was / No, it wasn´t
Were we last weekend Yes, you were / No, you weren´t
Were you last year Yes, we were / No, we weren´t
Were they an hour ago Yes, they were / No, they weren´t
I. Use the activities from the exercise I in the anticipatory set to make questions and
answer them in your notebook.
Example: Were you cooking yesterday?
√ Yes I was
X No, I wasn´t
72
II. Use the prompts below to form questions in past continuous tense. Don't forget to add a
question mark at the end of each question.
Example:
a) they / shop / for clothes Were they shopping for clothes?
b) he / drive / a sports car _______________________________

c) Brent and George / smoke _______________________________
d) she / speak / English _______________________________
e) they / read / a book _______________________________
f) he / take / the dog for a walk _______________________________
III. Fill in the blanks below to complete the questions.
1. Sam and Mike were playing basketball in the morning

Question: __Were Sam and Mike playing basketball in the
morning?
Answer: Yes, they were.______
Answer: NO, they weren’t.____
2. It was raining yesterday at 5 p.m.

Question: ____________________________________
Answer: ____________________
Answer: _____________________
3. Susan was doing her homework last night.

Question: _____________________________________
Answer: _____________________
Answer: _____________________
4. My classmates were making noise in the chemistry class.

Question: ____________________________________
Answer: ____________________
Answer: _____________________
73
CLOSURE
I. Play “Find someone who…”

Stand up and mingle around the classroom asking questions to your partners. Write their
names on the line.
FIND SOMEONE WHO… NAME

1. was doing homework yesterday afternoon.
2. was working last Saturday.
3. was studying English this morning.
4. wasn’t eating yesterday noon.
5. wasn’t playing soccer last night.
II. Share your answers as a whole class.
III. Individual work. Make 5 question using the structure learned in class. Then stand up, mingle
around and find a classmate to ask him/her the questions. Take notes about his/her answers.
74
UNIDAD 3
PROPÓSITO: EL ESTUDIANTE IDENTIFICA SUS HABILIDADES RECONOCIENDO LO
QUE PODÍA O NO HACER, ADEMÁS DE HABLAR ACERCA DE LAS HABILIDADES
QUE PODÍAN DESARROLLAR OTRAS PERSONAS
ASUME UNA ACTITUD CONSTRUCTIVA, CONGRUENTE CON LOS
CONOCIMIENTOS Y HABLILIDADES CON LOS QUE CUENTA,
DENTRO DE DISTINTOS EQUIPOS DE TRABAJO.
UTILIZAPROCEDIMIENTOS Y ESTRATEGIASDELA
DISCIPLINAR:
COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
COTIDIANAS.
GENÉRICA:
LINGÜÍSTICAS.
ESTRUCTURA IDEAS Y ARGUMENTOS DE MANERA CLARA,
COHERENTE Y SINTÉTICA.

HACER) SER)
AUXILIAR COULD IDENTIFICAR HABILIDADES RESPETO
(HABILIDAD EN EL LEER INFORMACION SOBRE RESPONSABILIDAD
PASADO) EL AUXILIAR COULD EN PARTICIPACIÓN
FORMAS DIFERENTES INICIATIVA
COMPLETAR ORACIONES TRABAJO
CON EL AUXILIAR COULD COLABORATIVO
RELACIONAR
INFORMACION PARA HACER
ORACIONES
RELACIONAR PREGUNTAS Y
RESPUESTAS
HACER PREGUNTAS A UN
COMPAÑERO
CAMBIAR ORACIONES DE
ACUERDO AL SIGNO
75
ANTICIPATORY SET
I. Discuss with a partner:
1. What can you do?

2. What can’t you do?
3. What could you do when you were a child?

Could: ability in the past
Sometimes could is the past of can. We use it to say that someone had the ability to do
something in the past. It is used in the same form with all pronouns. Examples:
Affirmative form:
My grandfather could speak six languages.

When I was 16, I could run 100 meters in 11 seconds.
Tomas could write when he was only three years old.
Negative Form
It is formed with: could + not = couldn't
He couldn't play football when he was eight months old.
She couldn’t swim when she was four. But at ten she became a champion swimmer.
Einstein couldn't speak fluently until he was eight!
Could I play the piano?

Could he walk at five?
Could it bring you the paper when it was a puppy?
Could they dance rock when they were teenagers?
Short answers
There are many possible answers to the above questions but check the short options:
Short answers (positive) Short answers (negative)
Yes, I could No, I couldn't

Yes, you could No, you couldn't
Yes, he could No, he couldn't
Yes, she could No, she couldn't
Yes, it could No, it couldn't
Yes, we could No, we couldn't
Yes, they could No, they couldn't
76
I. True or False.
Read and circle True or False.
When I was a baby I couldn’t speak, but now I can speak my language and
English! When I was smaller I could sleep all day, but now I can’t: I have to go
to school! Now I can watch television and understand what it’s saying, but
when I was younger that was impossible – I couldn’t understand very much!
a. When he was a baby he couldn’t speak. True False

b. Now he can speak 5 languages. True False
c. Now he can sleep all day. True False
d. When he was younger he couldn’t understand very much on TV. True False
e. Now he can’t understand what the television is saying. True False
II. What could you do when you were five?

Write these words in the correct group so that it is true for you.
swim play soccer read speak English play chess run quickly
When I was five I could … When I was five I couldn’t …
III. Pair work. Put the words in the correct order.
a. was / swim / I / seven / I / could / when

_I could swim when I was seven.___________________________________________________
b. was / play / when / I / chess / six / could / I
______________________________________________________________________________
c. I / six / when / couldn’t / I / was / read
______________________________________________________________________________
d. when / speak / were / you / five / could / you / English
_____________________________________________________________________________?
e. two / could / sister / was / my / she / walk /when
______________________________________________________________________________
77
IV. Complete the sentences with COULD or COULDN’T.
1.When I was five years old I ............... speak English (X)

2.When she was ten years old she ............. dance . (\/)
3.I .............. climb tress when I was 7 yeras old. (\/)
4.What................ you do when you were seven ?
5. .............he ride a bike when he was three ?
6.When I was only one I ............ walk but I ........... climb trees.
7.When they were ten the ...........use a computer but they ..........tell the time.
8. ..............they swim when were five?
9. My mother ........... run when she was four.
10. ........... your brother write his name when he was eight ?
CLOSURE
I. Change the sentences according to the signs
1. Could my brother go with us? (-) ____________________________________

2. Could you live in Mexico City? (+) ____________________________________
3. She couldn’t run fast. (?) ____________________________________
4. They could dance. (-) ____________________________________
5. Could he swim on the beach? (+) ____________________________________
II. Write three sentences about what you could do and three sentences about what you couldn’t
do when you were a child.
78
UNIDAD 3
PROPÓSITO: Utilizar COULD correctamente para hablar sobre una posibilidad futura y para hacer peticiones
EXPRESA IDEAS Y CONCEPTOS MEDIANTE
GENÉRICA:
GRAFICAS
IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
HACER) SER)
AUXILIAR COULD LEER INFORMACION SOBRE RESPETO
(REQUERIMIENTO / EL USO DEL AUXILIAR RESPONSABILIDAD
POSIBILIDAD) COULD COMO PARTICIPACIÓN
REQUERIMIENTO O INICIATIVA
POSIBILIDAD TRABAJO
COMPLETAR ORACIONES COLABORATIVO
PARA EXPRESAR
REQUERIMIENTOS
COMPLETAR ORACIONES
PARA EXPRESAR
POSIBILIDAD
COMPRENDER UNA
CONVERSACION PARA
CONTESTAR ALGUNAS
PREGUNTAS SOBRE LA
MISMA
ESCRIBIR ORACIONES QUE
EXPRESAN
REQUERIMIENTOS O
POSIBILIDAD
79
Ejercicio I, II y III de CLOSURE
ANTICIPATORY SET
I. Answer: What could you do when you were a baby?

II. Game “Hot Potato.” Make a circle and pass a ball to the other classmates. When the
teacher says STOP, the one who has the ball, will say a sentence using could.

Read the following information
Could
Could is used in polite requests when you want to ask in a nice way.
Could you pass me the dictionary, please? Sure / Sorry, I couldn’t

Could you clean the kitchen? No problem.
Yes, I could./ No, I couldn’t
Could is also used to indicate possibility.
The results could be given next week.

It could rain tomorrow.
My grandparents could visit us next Christmas.
Remember that after the modal auxiliary Could you need a verb in simple form.
My friends could remember the address.
80
I. Fill in the space in each sentence using either "Could I" or "Could You".
a) _______________close your window please? It's very cold in here.

b) _______________ open the door for me please? I am carrying all these books.
c) Oh, Anna isn't at home! ____________________ leave a message for her please?
d) Waiter! _________________ see the wine list now? Thank you.
II. Fill in the blanks using could and the verb in parentheses.
1. I _______________________ (go) to the party, but I’m not sure.
2. My brother wishes he _______________________ (travel) next month.
3. The teacher _____________________ (give) an exam tomorrow.
4. The concert _____________________ (be) a great success.
81
III. Read the following conversation and answer the questions below.
Diego: Hi, Luis. How are you doing?

Luis: Just fine. Thanks. Listen, I’m going to Guadalajara next week. Could you do
me some favors?
Diego: Sure.
Luis: Could you feed my dog? And could you water my plants and the grass?
Diego: No problem. Could I use your stereo while I’m watering them?
Luis: Yes, you could. And thank you very much for your help.
Diego: Oh friend, it’s my pleasure.
1. Who is going to Guadalajara?

a) Diego b) Luis c) cat d) a friend
2. Who wants to listen to music?

a) Diego b) feed c) dog d) Luis
3. Could Luis water the plants?

a) Yes, he can. b) No, he couldn’t. c) Yes, I can. d) No, I could.
82
IV. Look at the picture. What could happen? Write three sentences about what could happen.
Then share them with the whole class.
Example: It could rain.
83
CLOSURE
I.. rite five requests you make…….
in your school
in your house
on the street
II. Write five possibilities for the future.
Example: I could go on vacations next summer.
84
BIBLIOGRAPHY
Soars Liz and John. American Headway 1. Student’s Book. Oxford University Press: OUP.
2001.
Durá Monleón, Reyes and Lawley Jim. Everything 1. Student’s Book. Richmond Publishing.
2009.
Sure! The English monthly magazine for you. Year XXII. Eli Magazines. 2009.
Let’s Start! A magazines for your English. Year XXII. Eli Magazines. 2009.
Rogers Mickey and Sturtevant Jane. English with Style 1, 3. Student’s Books. MacMillan.
2007.
Páginas consultadas en Internet:
http://www.englishexercises.org
http://esl.about.com
http://www.curso-ingles.com

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PROGRAMA DE APOYO

Nombre del alumno:_________________________________________

Matrícula:______________________Semestre:______ Grupo: ______

Nombre del Plantel:__________________________________________

Nombre del Maestro:_________________________________________

M.A.E Ángel Alberto Alameda Pedraza

C.P. Elsa Amparo Martínez Rojas

Mtro. Domingo Castillo Moncada

Dirección de Planeación y Evaluación

Semestre: Febrero – Julio 2019

Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León, Andes

Docentes colaboradores en las ediciones 2008 - 2012:

Docentes colaboradores en la edición 2015:

Docentes colaboradores en la edición 2017:

Docente colaborador en la revisión 2018:

Monterrey, N.L., México

DISCIPLINARES EXTENDIDAS DEL CAMPO DE COMUNICACIÓN

I. Write the Spanish meaning of the following words and expressions.

present ____________ time ____________ four minutes ago ____________

Check your answers with a classmate.

STEP BY STEP PROCEDURES

PAST TIME EXPRESSIONS

Example: last Saturday, last January, last summer

Example: last year, in 2000

Example: three months ago

Check your answers with the teacher

b) Your birthday ______________________________________

c) Your English class ______________________________________

d) Mother´s Day ______________________________________

f) An English exam ______________________________________

I. Look at the pictures. When did you do these activities?

_______________ _______________ _______________ _____________

EXAMPLE. I ate pizza yesterday.

I. Answer the following questions in your notebook.

1. What´s the meaning of the verb to be in Spanish?

Check the answers with the teacher

Affirmative form Affirmative form

I. Answer the following questions according to the previous information.

2. What is the past tense of “am” and “is”?

3. What is the past tense of “are”?

• Yesterday __________ ______________.

• Last Sunday ____________ _____________________.

• The weather __________ ___________ yesterday.

• My parents __________ ___________________________ last night.

III. Read your answers to the rest of the class.

Read the following information.

1. What is the contraction of “was not”?

2. What is the contraction of “were not”?

1. I __________in New York last week.

William Frida Kahlo Marilyn Diana Spencer Ayrton

_________ Painter /Mexico / 1907 __________ Writer / England / 1564

__________ Race-car-driver / Brazil / 1960 __________ Princess / England / 1961

Marilyn Monroe was born in 1960. __F____

Marilyn Monroe wasn´t born in 1960. She was born in 1926.

a) Ayrton Senna was an actor

I. Circle the correct verb

1. He was / were in the hospital

The teacher will check the exercise.

INTERROGATIVE FORM SHORT ANSWERS

Was I Yes, you were / No, you weren´t

Example: Were you in school yesterday?

The teacher will check the answers.

Marilyn Monroe / singer

Matrícula:______________Semestre: Grupo:

present time four minutes ago

_______ _ _ _____

• Yesterday ____.

• Last Sunday _________.

• The weather _ yesterday.

• My parents _________________ last night.

_ Painter /Mexico / 1907 __ Writer / England / 1564

Race-car-driver / Brazil / 1960 Princess / England / 1961

Marilyn Monroe was born in 1960. F__

Where _____ When _ What time _______

_______ _ ____

_

buy take send

clean dirty warm

1. _______ _ 6. _ _______

Example: The school is , and ___.

Being a / an ____ is , _ and ____.