CECYTE Plantel I “LOMAS DEL MEZQUITAL”

ASIGNATURA

INGLES IV

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DIRECTORIO

Lic. Joel Ramírez Díaz

Secretario de Educación del Gobierno del

Estado de San Luis Potosí

Lic. José Antonio Bonales Rojas

Director de Educación Media Superior y

Superior de la Secretaria de Educación del

Gobierno del Estado de San Luis Potosí

Lic. Isidoro del Camino Ramos

Director General de CECYTESLP

Mtra. Eugenia Santos de Alba

Directora Académica de CECYTESLP.

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CREDITOS

Araujo Becerra María Azalea Plantel III

Castillo Ramírez Yadira

Plantel I

Castro Ayala Erasto

Plantel IV

Cortez Magaña Vivaldo

Plantel V

Galván Corpus Jorge

Plantel II

García Torres Jesús

Plantel II

Hernández Gamboa Javier

Plantel IV

Ibarra Ruíz Sonia

Plantel I

Martínez Hernández Reyno Plantel VII

Martínez Reyes José Inés

Plantel VIII

Reyes Macías José Guadalupe

Plantel III

Rodríguez Ángeles Isabel Carmen Plantel I

Saldaña Medrano Claudia Plantel II

ADECUACIONES AL ACUERDO 653

ENERO 2016

Ibarra Ruiz Sonia de Jesús Plantel I

García Torres Jesús Plantel II

Reyes Macías José Guadalupe Plantel III

Sauceda Gonzalez Alma Patricia Plantel VI

Díaz Ruiz Liliana Elizabeth Plantel IX

Navarrete Ramírez Salvador Plantel X

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UNIDAD I APROVECHAMIENTO Y PRESERVACION DE RECURSOS

STUDENT IDENTIFICATION Name _________________________________________________________

First name last name

School ___________________________________Group _______________

Address _______________________________________________________

____________________________________________________

Telephone___________________Cell phone________________________e –mail

______________________________________________________

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PRESENTACIÓN

El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí, comprometido con

la calidad educativa, ha implementado acciones que apoyan tu desarrollo académico, siendo una de

estas, la elaboración de esta cuarta guía de aprendizaje, la cual pertenece a la asignatura de Inglés

IV, que cursarás durante este cuarto semestre.

El propósito de la asignatura de Ingles IV es que analices, valores , propongas y participes en

soluciones a las problemáticas que se presentan en la sociedad así como; utilices las estructuras ya

conocidas para determinarla habilidad para realizar algo, propiciando situaciones que permitan

escuchar, hablar, escribir y leer el idioma en diversos contextos

Para lograr lo anterior, esta guía se conforma de dos unidades, descritas a continuación:

UNIDAD I. Aprovechamiento y preservación de recursos

UNIDAD II. Historia y Cultura

Esperando que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje, así mismo

despierte el interés por conocer y aprender más, te deseamos el mayor de los éxitos.

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MAPA CURRICULAR

COMPONENTE: CAMPO DE CONOCIMIENTO:

Formación básica Comunicación

ASIGNATURA ASIGNATURA ANTECEDENTE: CONSECUENTE:

Inglés III Inglés V

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ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLÉS

INGLÉS

IV

LA

COMUNI

CACION En relación

a:

Aprovechamiento y

preservación de

recursos

Historia y

cultura

Aprendi

endo

Nociones

gramaticales

Voz pasiva en presente

Voz pasiva en pasado

Tag questions

Segundo condicional (unreal) (would, could, migth)

Pasado Perfecto

Tercer condicional (past unreal)

Cláusulas o preposiciones relativas (definidas y no definidas: who, whom, whose, what, which, that)

Vocabulario

Pasado participio de verbos regulares e irregulares Preposiciones: of, by Materiales: wood, plastic, iron, leather Elementos de la naturaleza: river, ocean, mountain, hill, forest

Expresiones de tiempo de acuerdo con las estructuras gramaticales propuestas Sucesos derivados del trabajo, educación, política, investigación, economía

Aplica

ndo

Funciones

del lenguaje

Solicitar y dar información de hechos relevantes sobre aprovechamiento y preservación de recursos. Pedir y dar información sobre la elaboración y consistencia de diversos productos. Describir causas y efectos.

Investigar y recrear la cultura popular en su comunidad y en su país. Pedir y dar información sobre acontecimientos que han afectado el rumbo del país y del mundo. Conocer y relatar eventos históricos y culturales de su localidad, de su país y del mundo. Dar información acerca de hechos en forma secuenciada.

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COMPETENCIA DE LA ASIGNATURA

Al término del curso el alumno está en condiciones de poder aprovechar los recursos

del saber que ya ha obtenido para analizar y valorar la importancia presente y futura

de los recursos naturales y participar activamente en la preservación de estos.

COMPETENCIASGENÉRICAS Describen, fundamentalmente conocimientos, habilidades, actitudes y valores indispensables en la formación de los alumnos. Se autodetermina y cuida de sí 1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. 3. Elige y practica estilos de vida saludables. Se expresa y comunica 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Piensa crítica y reflexivamente 5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos. 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva. Aprende de forma autónoma 7. Aprende por iniciativa e interés propio a lo largo de la vida. Trabaja en forma colaborativa 8. Participa y colabora de manera efectiva en equipos diversos. Participa con responsabilidad en la sociedad 9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo. 10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales. 11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables

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COMPETENCIAS DISCIPLINARES DEL BACHILLER Son conocimientos, habilidades y actitudes asociados con las disciplinas en las que tradicionalmente se ha organizado el saber y que todo bachiller debe adquirir

SPEAKING READING Presentar a dos personas. Participar en conversaciones acerca de lo

que necesita o ha hecho. Preguntar y contestar preguntas simples. Usar oraciones cortas para comprar algo o

solicitar un doctor. Dar algunas direcciones simples. Usar el tiempo pasado con algunos verbos

comunes. Tener suficiente vocabulario para una

conversación común. Usar algunas palabras como conectores

entre oraciones, como “y”, “pero”, Hacer conversaciones muy cortas por

teléfono.

Hacerse entender usando un vocabulario básico.

Leer una historia simple, de dos o tres párrafos.

Poder seguir instrucciones simples. En ocasiones, al leer un texto, entender

alguna palabra nueva, aunque comúnmente use el diccionario.

Obtener información de folletos, anuncios publicitarios, cartas, documentos, etc.

Usar un diccionario bilingüe.

Entender, si lee en silencio o en forma oral.

LISTENING WRITING

Entender una conversación, donde le

hablan lentamente y sobre un tema que

le resulte familiar

Saber de qué se le está hablando,

porque reconoce algunas palabras y

frases.

Entender preguntas simples.

Seguir instrucciones para encontrar

algo en un mapa o imagen.

Entender un mensaje telefónico corto.

Escribir un párrafo referente a una

experiencia personal. Escribir un párrafo acerca de su proyecto de

vida. Escribir una nota, una carta o un mensaje en

forma coherente. Llenar formatos de solicitud simple, de más

de 20 conceptos. Escribir ideas usando oraciones completas. Copiar información de diccionarios,

catálogos y manuales. Tomar dictado con pronunciación lenta y

clara, con varias repeticiones. Escribir correctamente las palabras

(Ortográficamente). Leer fácilmente textos y folletos.

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A partir de esta guía de aprendizaje lograrás realizar actividades y ejercicios que te ayudarán

a potencializar tus habilidades en cuanto a inglés, de forma gradual podrás ir comprendiendo este

idioma extranjero.

Las habilidades desarrolladas te servirán para un mejor desenvolvimiento personal, profesional y

académico. Una vez que sabes quién eres, cuál ha sido tu pasado y tus vivencias o experiencias,

que has construido tu proyecto de vida, lo que sigue es que analices y valores la importancia

presente y futura de los recursos naturales y participar activamente en la preservación de estos.

Mediante los ejercicios y las actividades de esta guía, podrás entender instrucciones básicas

así como realizar conversaciones cortas, escribir textos cortos, toda vez que vayas aprendiendo de

manera gradual.

La estructura de esta guía tiene la finalidad de que exista un auto-aprendizaje, pues mediante

tu actitud y dinamismo podrás avanzar de manera rápida.

En el aula te encontrarás con un entorno cooperativo y colaborativo para que te expreses

poco a poco y que describas el entorno en el que te desenvuelves.

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RECOMENDACIONES PARA EL ALUMNO

La presente guía de aprendizaje, representa un importante esfuerzo que el Colegio de Estudios

Científicos y Tecnológicos del Estado de San Luis Potosí ha realizado, para brindarte los contenidos

que se abordarán en la asignatura de Inglés IV.

Los contenidos de Inglés IV, se llevarán a cabo a través de diversos textos, ejercicios, evaluaciones,

entre otras actividades. Cabe mencionar, que algunas de las actividades propuestas las deberás

realizar de manera individual mientras que en algunas otras, colaborarás con otros compañeros

formando equipos de trabajo bajo la guía de tu profesor.

Así mismo algunas actividades están planteadas para ser resultas en el aula y algunas otras te las

llevaras de tarea buscando que practiques los contenidos revisados en el aula.

Para lograr un óptimo uso de este módulo de aprendizaje, deberás:

Llevar siempre tu diccionario a la clase.

Mostrar siempre una actitud constructiva.

Aprovechar las oportunidades de practicar el idioma oralmente con tus

compañeros y maestro.

Mantener limpia tu área de trabajo

Explotar todas las opciones dentro y fuera del aula para aprender el idioma.

Considerarlo como un documento que presenta información relevante en el área de la

Información, a ser utilizado incluso después de concluir esta asignatura.

¡Disfrutar la materia al máximo! ¡Bienvenido a la experiencia!

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1. Review of 1st. 2nd.and 3rd. Semesters

2. Tag question

3. Relative Pronouns

4. Relative Clauses

1. Review

2. Yes/ No

3. Practicing Relative Pronouns

4. Who, Which, Whose, That, Where

Nombre de la

competencia:Util

iza correctamente el

vocabulario y

estructuras

gramaticales para

solicitar y dar

información en

diversos contextos.

NOMBRE DE LA

COMPETENCIA: El

estudiante es competente

al expresar en forma oral

y escrita en inglés, los

conocimientos que le

permitan analizar, valorar

e interactuar en forma

responsable y consciente

con los recursos

naturales de su entorno y

su preservación.

1 Nombre de la

competencia:Util

iza correctamente el

vocabulario y

estructuras

gramaticales para

solicitar y dar

información en

diversos contextos.

NOMBRE DE LA COMPETENCIA: El estudiante es

competente al expresar en forma oral y escrita en inglés,

los conocimientos que le permitan analizar, valorar e

interactuar en forma responsable y consciente con los

recursos naturales de su entorno y su preservación.

1

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HABILIDADES Y DESTREZAS

HABILIDADES

Digo enunciados simples acerca de temas

relacionados al clima, el medio ambiente y los

recursos naturales, personajes famosos, etc.

Respondo preguntas simples con enunciados cortos

Sigo instrucciones simples

Entiendo letreros y hago una lista de puntos

principales

Escribo una nota o mensaje

RESULTADO DE

APRENDIZAJE

A lo largo de la competencia se podrá expresar en forma oral y escrita en inglés, entiende instrucciones y responde preguntas simples.

Welcome

to this

course

A continuación encontrarás

algunos ejercicios que te

permitirán realizar un repaso

de los temas revisados

durante el semestre anterior

en la asignatura de Inglés III

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A. Complete the next sentences in present perfect; use the verb in parentheses and make the

negative and interrogative forms.

1.-Susana (lose) .......................... the key of her car.

Neg.-………………………………………………………………..

Int.-…………………………………………………………………..

2.-Jenny (finish) …………............... her homework.

Neg.-………………………………………………………………..

Int.-…………………………………………………………………..

3.-My brother (break) .................................. the windows many times.

Neg.-………………………………………………………………..

Int.-…………………………………………………………………..

4.-My mother (buy) ……………….............new glasses.

Neg.-………………………………………………………………..

Int.-…………………………………………………………………..

5. -I (read) ................................a hundred pages of this book.

Neg.-………………………………………………………………..

Int.-…………………………………………………………………..

B. Complete the first part to the sentences in Present Perfect and choose the right word.Look the example.

Example: She has danced(dance) with you since/ yet the party started.

1. We_______________(be) waiting here for / since 4 o'clock !

2. I _________________( not hear) from them yet / for two weeks.

3. We________________(Know)that since / during 2003.

4. Gerardo _____________(live) in Monterrey ever/ since last month.

5. Yolanda ____________________(not finish) her homework yet/ during

6.You____ ____________ ( go)never/ ever to the supermarket

7.We ________________(be) just/ already seen that film

8. They________ ________(work)for/ ever three months

9. You _________ never / ever _______(see) a snake.

Remember: Present Perfect

is used to describe an action

that started in the past and

continues now.

You must use the auxiliary

have/has and the main verb

in past participle.

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10. He________________(not be) in my house__________ during/yet

A. Write in English the words and found it in the soup

______________ ______________ ______________ _______________ ______________

___________ _____________ ______________ ___________ ____________

______________ _____________ __________ ___________ ___________

___________ _____________ _____________ ___________ __________

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A S D F G G H J J K L Ñ M N B V C C X H Q I S A Z X C V B

Q Q L A M P T R T Y B O O K C A S E C C B N M I F V B N M

A S S F G H J K L Ñ L J H G F D S A Q E R T Y U N P O I U

Q A D R E F R I G E R A T O R E R S V A S U N B G K L K V

E D C V G H J T R W F G H J K K L T A D F G J I O O P P C

C H E I R A F E I A Z D F G H J K O W S X G H J G E D G H

K J H G F D S A R H Y B O N B V C O F G H T J K A T E R A

Q W D F G H J J I R F G E E D G H L A D O A G H B T V B I

S E L B A T X C A V B N M D N F D S A P D A A Y I D S A R

M N B V C X X Z H A S D F G H J K L R Ñ P O I U N T R E S

S I M O N U S J C E S U A G U S T E A R N O L D E T D T D

E R P N O I M E M D M S I O V E W V I S A P R A T E B Y D

S P P E N T B E R F L Y D R A O G O N F L I C U S C O P A

T R I I S H U C A U M O S U L O Y S S I M E T S I H C R N

W E R L A O T P A P A P S F S A S C A R P E T A Z F E O F

S D F S L U T A P E C A S F G H D G H K O P P I H G F R A

X C C R H O B R O P I R G D S E R T G E S A V B V C X R Z

R T H J K L W Q T C L O C K A Z R A R H E C T J U E N I I

F C D W Q A Z L B N M B V X D R T R T T Y U I O P N M M G

Z C V B N M U T O Q W E R T Y U S N I A T R U C F G H J U

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B. Order the next words and make sentences in future

1. she / clean /the / won´t/ house/ tomorrow

___________________________________________________________

2.? / you / morning/sweep /in the/ street/ will/ the

___________________________________________________________

3. the/ weekend/enjoy/ the next/will/ concert/ they

___________________________________________________________

4. the/ ? / next weekend/ the boys/ will/ soccer/ play

___________________________________________________________

5. swim/ I/ not / the/ pool/ next Sunday / will /in/

___________________________________________________________

6. will /read / book / this /we

________________________________________________________

7. send/ my mother /invitations/ will/ the

___________________________________________________________

C. Change the next sentences to Simple Future

1. I travel to Spain. ______________________________________________

2. Tony doesn’t go to school. _________________________________________

3. I work in a factory.___________________________________________________

4. We have a party on the weekend.________________________________________

5. Sharon and Max study hard for the exam. _________________________________

D. Complete with the phrases listed below 1. I’m hungry______________________________ a sandwich.

2. Suzy and Carlos are expecting their child so they _______________ a bigger house.

3. It’s a beautiful day. I ______________________________ in the sea.

4. I’ll call to Miguel to say I ____________________________ late.

5. Put on a sweater! You______________________________ cold.

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6. Help me to clean the house, I ___________________________ a party tomorrow.

7. She is sick, She ____________________________ the doctor.

is going to visit am going to swim are going to buy are going to have I’m going to eat am going to do am going to be

E. Complete the next sentences in future Be going to(idiomatic future) and make the negative

and the interrogative forms.

1. Sylvie____________________ (play) tennis.

Neg.

Int.

2. It _____________________(rain) !

Neg.

Int.

3. Paul________________ (travel) around the world.

Neg.

Int.

4. I__________________ (spend) a week in Paris.

Neg.

Int.

F. Complete the next Conditional Clauses with the verb in parentheses

1. If Britney Spears (hit) ................... the paparazzi, she (be) ............................... in a serious trouble. 2. If he (listen) ............... to the teacher, he (understand) .......................... the lesson. 3. If you (touch) ............... the oven, you (burn) ........................ your hand. 4. If she (break) ............... the window, her parents (pay).......................... for it. 5. If they (go) ............... to the cinema, they (enjoy) ......................... the movie.

Remember: In the or Idiomatic Future is used the verb be (is, am, are) the expression going to and the main verb

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6. If he (be) ............... intelligent, he (solve) ................... the problem. 7. If you (go) ............... to the party, I (go) ......................... with you. 8. If he (knock) ............... the door, I (not talk) ......................... him. 9. If she (need) ............... a favor, I (do) ........................... it. 10. If your car (break down)................. , the mechanic (repair) …………… it. G. Complete the next Conditional Clauses.

1. - You will cook a cake, If…….. ___________________________________________

2. - The baby will be sick if………___________________________________________

3. - She will visit her boyfriend if……_________________________________________

4. - They will clean the house if…..__________________________________________

5. - I will help you with the homework if…..____________________________________

6. - If you arrive late to the house……._______________________________________

7. - If you learn to speak English….._________________________________________

8. - If you visit the museum……____________________________________________

9. - If your computer is damage……________________________________________

10. - If your children fail the exam……..______________________________________

H. Complete with the correct modal verb

1.You _________clean your room. Tú tienes que limpiar tu cuarto

2.They _________ study more. Ellos deberían estudiar más.

3.She___________ drive . Ella no puede manejar

4.I_________ travel to London next week. Yo debo viajar a Londres la próximasemana.

5. You ……………read a book daily Túdeberías leer un libro diariamente

6. She ………………go to México alone Ella no iría a México sola

7. They …………………..live here. Ellos no deben vivir aquí

Remember: First conditional is formed by two sentences, (If clause and Main clause) The main clause is in future.

Remember: Shoud is used to give a recommendation, Must is for a obligation, Can is forphysical ability in present, May for permission or posibility in future, Would modifies the verb, Could is for ability in Past, Might is for a possibility in future, Be able to is to express ability.

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8. ............you speak English whenyou were a child? ¿Podías hablar inglés cuando erasniño?

9. ………………..I go to the party? ¿Puedo yo ir a la fiesta?

10.He ……………………….drive Él no puede manejar

11. Martha will ………………….to cook Martha será capaz de cocinar

12. ……………………you play with me? ¿Jugarías tú conmigo?

13. You …………………..to figth Tú no eres capaz de pelear

14. …………….Ximena sleep early? ¿Debería Ximena dormir temprano?

TAG QUESTIONS

A tag question is a short question added to the end of a positive or negative statement. Tag questions are used

to verify or check information that we think is true or to check information that we aren’t sure is true.

Normally a positive statement is followed by a negative tag, and a negative statement is followed by a positive

tag.

The statement and the tag are always separated by a comma.

For example: + -

You are a student, aren’t you?

She isn’t Mexican, is she? - +

The verb in the statement should be the same tense as the verb in the tag.

Nombre TAG QUESTIONS No. 6

Instrucciones

para el Alumno Comprender y usar correctamente las tag questions

Conocimientos

a adquirir

Uso

correcto de

tag

questions

Manera

Didáctica de

Lograrlos

Identificar y aplicar las tag

questions basado en las

instrucciones descritas para

llevar a cabo los ejercicios

propuestos.

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If the verb used in the statement is an auxiliary verb, then the verb used in the tag must match it. If a modal

(can, could, will, should, etc.) is used in the statement, then the same modal is used in the tag part. If the

statement doesn’t use an auxiliary verb, then the auxiliary do is used in the tag part.

A) VERB TO BE (PRESENT AND PAST)

B) PRESENT AND PAST SIMPLE

C) OTHERS (Present progressive, future simple, present perfect, there is, there are, modals).

Affirmative Negative

You are the new teacher, aren’t you?They aren’t lawyers, are they?

He is the doctor Oscar, isn’t he? You aren’t in this group, are you?

It was a hard day, wasn’t it? He wasn’t very famous, was he?

They were good friends, weren’t they? You weren’t at the party, were you?

Affirmative Negative

You work in a garage, don’t you? He doesn’t speak English, does he?

He lives with his parents, doesn’t he? You don’t work here, do you?

He arrived late to class, didn’t he? She didn’t come to work, did she?

You ate fruit, didn’t you? They didn’t call today, did they?

Affirmative Negative

It is raining very hard, isn’t it? It isn’t raining now, is it?

They are working, aren’t they? They aren’t working, are they?

You will return next week, won’t you? You won’t play with us, will you?

She is going to read a book, isn’t she? We are going to study tomorrow, are we?

They have gone home, haven’t they? You haven’t called home yet, have you?

Diego has finished his career, hasn’t he? He hasn’t arrived yet, has he?

There is a new student, isn’t there? There isn’t a T.V. in the school, is there?

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Ricardo isn’t a doctor, is he?

You live in San Luis Potosí, Don’t you?

Nombre YES? or NOT? No. 6

Instrucciones para el Alumno

Contesta correctamente los siguientes ejercicios de acuerdo a la instrucción de cada actividad.

Actitudes a formar Responsabilidad. Orden. Honestidad

Manera Didáctica

de Lograrlas

Trabajo individual. Trabajo en equipo.

Competencias Genéricas y atributos a Desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Aplica distintas estrategias comunicativas según quienes sean sus

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Exercise 1: Complete the sentences with the correct Tag Question 1. Brian arrived from Italy last night, _________________________?

2. Mary is a very good lawyer, _________________________?

3. You wrote those letters, _________________________?

4. There are many students absent today, _________________________?

5. It was a good movie, _________________________?

6. The bus stops in this corner, _________________________?

7. He has studied English for years, _________________________?

8. You will be in class tomorrow, _________________________?

9. They have been studying, _________________________?

10. Juan and Jesus were in Oaxaca last year, _________________________?

11. Patty will study medicine like her father, _________________________?

12. Mariana and Luz won’t come to class next week, ___________________?

13. They can buy the tickets today, _________________________?

interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

Manera Didáctica

de Lograrlas

Realizando las actividades propuestas, participando en equipo y de manera individual.

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14. You have lived in this house for years, _________________________?

15. He hasn’t been with you, _________________________?

16. Angie is going to read a book, _________________________?

Exercise 2: Choose the correct answer: 1. Diana didn’t hurt her arms in the accident, did she? didn’t she?

2. The mail hasn’t been delivered yet, has it? hasn’t it?

3. She won’t work in the school, will she? won’t she?

4. I played tennis, did I? didn’t I?

5. That dog is yours, isn’t it? is it?

6. The traffic will be heavy, will it? won’t it?

7. You saw that movie, did you? didn’t you?

8. They haven’t had vacations, have they? haven’t they?

9. She is a famous artist, is she? isn’t she?

10. There is water in the freezer, is there? Isn’t there?

11. There were two flowers in the vase, were there? Weren’t there?

12. There aren’t good programs on T.V., are there? aren’t there?

Exercise 3: Write the Tag Question in the correct place:

1. - The mail hasn’t arrived yet, _________________________?

2. - The bus was very crowded this morning, _________________________?

3. - He is the new teacher, _________________________?

4. - You won’t study a long career, _________________________?

5. - They now live in Mexico, _________________________?

6. - She doesn’t want anything to eat, __________________________?

isn’t he? wasn’t it? will you? don’t they? has it? does she?isn’t it?

didn’t he? haven’t they? won’t you?

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7. - Marco studied English in U.S.A., ________________________?

8. - You will stay at home tonight, _________________________?

9. - The weather is very hot today, _________________________?

10. -They have never been in Mexico City, _________________________?

Exercise 4: Match the two columns 1. - You are from England, ( ) aren’t we?

2. - He hasn’t had time to study, ( ) won’t they?

3. - Alejandro went to de cinema, ( ) didn’t you?

4. - We are going to work tomorrow, ( ) aren’t you?

5. - The bus stops on 1st. street, ( ) has he?

6. - The new secretary is bilingual, ( ) doesn’t it?

7. - You went to New York, ( ) didn’t he?

8. - They will go to Chiapas later, ( ) isn’t she?

Exercise 5: Write 7 sentences using the different tense and translate:

1.-__________________________________________, ____________________?

__________________________________________, ____________________?

2.-___________________________________________, ____________________?

__________________________________________, ____________________?

3.-___________________________________________, ____________________?

__________________________________________, ____________________?

4.-___________________________________________, ____________________?

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__________________________________________, ____________________?

5. -___________________________________________, ____________________?

__________________________________________, ____________________?

6.-___________________________________________, ____________________?

__________________________________________, ____________________?

7.-___________________________________________, ____________________?

__________________________________________, ____________________?

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RELATIVE PRONOUNS

We use the relative pronouns to refer to a noun mentioned before and of which we are adding more information.They are used to join two or more sentences

Nombre RELATIVE PRONOUNS No. 4

Instrucciones

para el Alumno Lee la gramática del tema Pregunta tus dudas al profesor

Conocimientos a adquirir

Practicar y utilizar los pronombres relativos en situaciones cotidianas

Manera

Didáctica de Lograrlos

Explicación del profesor Trabajo individual Trabajo en equipos Trabajo grupal

THAT WHO

WHICH

WHOM

WHOSE WHAT

el que, la que,

los que, las que,

lo que

quien,

quienes

el cual, la cual,

los cuales, las

cuales, lo cual

a quien, a quienes

de quien, de

quienes, cuyo,

cuya, cuyos, cuyas

lo que, lo

cual

RELATIVE PRONOUN

USE

EXAMPLE

THAT

Subject or object pronoun for people, animals and things in defining relative clauses

(who or which are also possible)

I don’t like the table that stands in the kitchen.

WHO Subject or pronoun for people

I told you about the woman who lives next door.

WHICH

Subject or pronoun for animals and things

Do you see the cat which is lying on the roof?

WHOM

Object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)

I was invited by the professor whom I met at the conference.

WHOSE

Possession for people, animals and things

Do you know the boy whose mother is a nurse?

WHAT

Object pronoun for things, ideas

What you see is whatI have

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My sister was the woman that (who) was there

That was the topic which he was talking about

I could not imagine what my partner wanted to know

I saw the boy who studies here

Nombre PRACTICING RELATIVE PRONOUNS

Instrucciones para el Alumno

Lee la gramática de el tema Pregunta tus dudas Resuelve los ejercicios de tu guía

Actitudes a formar

Solidaridad Colaboración Respeto

Manera Didáctica

de Lograrlas

Trabajo individual Trabajo en equipo Trabajo grupal

Competencias Genéricas y atributos a Desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Se comunica en una segunda lengua en situaciones cotidianas

Manera Didáctica de Lograrlas

Realizando las actividades propuestas, participando en dinámicas grupales diversas

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Exercise1: Choose the correct relative pronoun and write it on the line to complete the statement

a. I talked to the girl ______ motorcycle had broken down in front of the shop j) whose t) which f) that h) whom

b. The Rojas family often visit their cousin in Syracuse _______ is near a river k) that d) Whose b) which u) who

c. My sister read a romantic novel last month _______ was very interesting x) which c) that f) who g) whom

d. The painter ________ used an expensive latex paint is the principal neighbor

m) who z) what y) which l) whose Exercise 2: Re write the sentences using a Relative Pronoun, but giving the same meaning as the original

1. I bought a house. It was advertised in the local paper

______________________________________________________________________

2. Carol works in that office. Her husband is a nurse

_____________________________________________________________________

3. Chiapas is a wonderful place. We spent our last holiday there

_____________________________________________________________________

4. They have rented the house I wanted to buy it

___________________________________________________________________

5. Joe has won a LCD screen. His wife and children love watching cartoons

__________________________________________________________________

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RELATIVE CLAUSES

We use relative clauses to give additional information about something without starting another

sentence, and are introduced by relative pronouns who, which, whose, that and the relative adverb

where

You must know that:

Defining Relative Clauses give information which is needed to understand the meaning of the

sentence. They are not separated from the main clause by commas, examples:

Tracy is the nurse who / that has curly hair

The pen which / that your father gave you isn’t on the desk

Non- defining Relative Clauses give extra information about the person, thing or idea they refer

to.They are always separated from the main clause by commas, examples:

She is Claire, who is Mary’s aunt lives in Florida

Their TV set, which cost them a lot, is a modern flat screen

Nombre RELATIVE CLAUSES No. 5

Instrucciones para el Alumno

Lee la información gramatical del tema Pregunta tus dudas al profesor Responde los ejercicios correspondientes

Conocimientos a adquirir

Uso de las Cláusulas Relativas más comunes en Inglés

Manera Didáctica de Lograrlos

Conferencia Trabajo individual Trabajo en parejas Trabajo grupal

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Check this table:

PRONOUNS

People Who / that

Things / animals /ideas Which / that

Possession Whose

ADVERB

Place Where

SOME NOTES

The words Who, Which, That: can be omitted if they refer to the object of the clause.

However, Whose and where cannot be omitted

In informal language prepositions appear at the beginning of the relative clause

Example: The sofa which / that my sister is sitting on is very comfortable

In formal language prepositions appear at the end of the relative clause

Example: The sofa on which my sister is sitting is very comfortable

Paris where Monique was born, is a beautiful city

Alex who studied medicine, is a good doctor

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Exercise 1: Underline the correct Relative Clause

a. Miss Green where / whose microwave was damaged by the short circuit, has decided to buy another one.

b. Linda and Jaime that / who are in the same course this semester are engaged.

c. The ranch where / whom we stayed last weekend, has amazing landscapes.

d. Phil Collins what / who presents his show at the Orange Bowl, is a great singer.

e. That building where / which is the oldest of the city has a gothic style

Nombre WHO, WHICH, WHOSE, THAT, WHERE

Instrucciones

para el Alumno

Lee la gramática del tema Pregunta tus dudas al profesor Contesta los ejercicios correspondientes

Actitudes a formar

Responsabilidad Colaboración Tolerancia

Manera Didáctica de

Lograrlas

Conferencia Lluvia de ideas Mapa conceptual Trabajo en equipo

Competencias

Genéricas y

atributos a

Desarrollar

4.- Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados

Participa y colabora de manera efectiva en equipos diversos.

Manera

Didáctica de

Lograrlas

Realizando las actividades correspondientes, actuando con disposición para integrarse en diversos equipos

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Exercise 2: Translate to Spanish the next sentences 1.- My friend Henry, whose wife was born in Seattle, moved there last week

____________________________________________________________________

2.- The bag which I bought last month cost 80 dollars

______________________________________________________________________

3.- Larry’s cats which are grey color play with his slipper shoes

______________________________________________________________________

4.- Mr. Davis who I met at the mall is a famous painter

______________________________________________________________________

5.- Carmen’s mother, who is a nurse, has lost her keys

______________________________________________________________________

Exercise 3: Complete the sentences using a Relative Clause. A holiday in Washington

a. The students spent their holiday in Washington last year. _________________is near Oregon, Idaho and Montana

b. They first went to The White House. _____________are available public tours from 7:30 a.m.

to 11:00 a.m.

c. After that they visited the Library of Congress __________________ knew more of this historic

building and learn about its history, symbolic art and architecture

d. Then they travel to the Smithsonian National Zoological Park by bus. __________________

they could see many animals, from birds to mammals to reptiles for free admission

e. Finally they went back to the hotel __________________had delicious dinner and went to

sleep

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UNIDAD II Historia y Cultura

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1. Second Conditional

2. Past Perfect

3. Third Conditional

4. Tools, Sports

1. Places and sports Vocabulary

2. Simple Past or Perfect Past

3. If I had…

4. Tools Vocabulary

2

2

NOMBRE DE LA COMPETENCIA:El alumno es competente cuando analiza, valora y preserva los recursos naturales, incluyendo los relacionados con la cultura, la ciencia y la tecnología, haciendo uso adecuado de ellos, tanto en su entorno como en el regional, nacional o mundial

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HABILIDADES Y DESTREZAS

HABILIDADES

-Conozco y relato eventos importantes del lugar donde vivo, mi país y del mundo. -Pido y doy información sobre acontecimientos que han afectado el rumbo del país y del mundo. -Investigo y recreo la cultura popular en mi comunidad y en mi país. -Solicito y comparto información sobre la elaboración y consistencia de diversos productos.

RESULTADO

DE

APRENDIZAJE

El alumno será capaz de expresarse oralmente y en forma escrita para solicitar e informar acerca de acontecimientos, cultura popular de su comunidad, país y el mundo.

Nombre SECOND CONDITIONAL No. 1

Instrucciones para el Alumno

Escucha la explicación del profesor Pregunta tus dudas Realiza los ejercicios que se indican

Conocimientos a adquirir

Usocorrecto de las cláusulas condicionales

Manera Didáctica

de Lograrlos

Trabajo individual Trabajo en binas Trabajo en equipos

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Conditional Clauses of type 2are used to express an action in present or the future, which is not

true (contrary to fact). -As in conditional type 1- These have also a Main clause and an IF clause.

If you went to bed early, you would be ready for the exam IF CLAUSE MAIN CLAUSE his kind of clause is called Conditional Type 2, Second Conditional or Hypothetical Conditional. In

the second conditional, the verb in the IF clause is used in Past Tense, and in the Main clause is

used would /could + the simple form of another verb.

In this type of conditionals WERE is often used instead of WAS in the IF clause, to express an

opinion or to give advice. Example: If I were you, I would go to the doctor

In this type of conditional clauses are used the word UNLESS (a menos que) instead of if…not…

Example: I won’t buy this cell unless you agree (= if you don’t agree)

I would go to the concert with you, if you bought a ticket for me

If Tim needed money, he could sell his car

We won’t arrive to work early unless we take a taxi

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Exercise 1: Complete the next clauses with WOULD, COULD, MIGHT and the verb in parenthesis as corresponds: 1. If I won thelottery, we ______________ around the world

(podríamos viajar)

2. If you went to Germany, you _______________ the delicious beer (disfrutarías)

3. She ____________ (play) tennis better, if she trained three times a week

(jugaría)

4. If they sang at the concert, it_____________ a great concert (podría ser )

5. If he were in my place, he _________ (do) this project with responsibility (haría)

Exercise 2: Translate to English the following clauses:

1. Si ellos no quisieran ir yo te lo diría _________________________________________

Nombre IF …

Instrucciones para el Alumno

Lee con atención la gramática de tu guía Pregunta tus dudas al profesor Realiza los ejercicios correspondientes

Actitudes a formar

Respeto Solidaridad Colaboración

Manera Didáctica de

Lograrlas

Conferencia Trabajo individual Trabajo en binas Trabajo en equipo

Competencias Genéricas y atributos a Desarrollar

4. escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados Se comunica en una segunda lengua en situaciones cotidianas

Manera Didáctica de

Lograrlas

Realizando los ejercicios presentados Participando activamente en las actividades de la clase

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2. Podría comprar un carro nuevo si tuviera más dinero _________________________________________

3. Si yo fuera tú compraría esos zapatos _________________________________________

4. Podríamos entender la película si habláramos Francés _________________________________________

5. Si ella llegara a tiempo entregaría la correspondencia __________________________________________

Exercise 3: Underline the correct word to complete a second conditional clause:

a. If he was busy, I would / may come back in an hour

b. If you had time you could / would visit my parents this week

c. She couldn´t / wouldn´t go to the party unlessshe were invited

d. If Bob spent his vacations on Cancun he might / would go to the beach

e. Jane might not / could not buy a big house unless she had much money

Exercise 4: Match the two columns:

1. Would play _____ a. podría ganar 2. Could win _____ b. podría amar 3. Might write _____ c. nadaría 4. Would swim _____ d. podría escribir 5. Might love _____ e. jugaría

Exercise 5: Complete the sentences with the correct form of the verbs in parentheses to form Conditional Clauses Type 2.

1. If Roger _________________ (borrow) my car, he _________________crash it.

2. If I ___________(be) you, I _______________ (not go) to the party tonight.

3. I _________________ (scream) if I ______________ (find) a spider in my bed.

4. If you ___________ (stay) at school, who ___________you talk to with?

Exercise6: Translate to Spanish next Conditional Clauses.

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If I were in Brazil, I would go to Rio de Janeiro. _____________________________________________________________ If he were in my place, he wouldn't do this. _____________________________________________________________ If I won the lottery, I would travel around the world. _____________________________________________________________ If I met a famous pop star, I’d be really nervous. _____________________________________________________________ If I didn’t eat a big breakfast, I’d be hungry all day. _____________________________________________________________

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PAST PERFECT

In general it is used to describe:

Actions that have passed before another action in the past.

Actions that began in the past but have consequences in the present

Actions that had begun in a specific period of time in the past

It is used to show order of the actions form the past

This tense uses the auxiliary Had + the Past Participle of the principal verb. In Spanish these forms

of verbs have ADO, IDO, TO, SO, CHO meaning. The table below shows that the auxiliary is used for

all the personal pronouns

I, You ,He, She, It, We, You, They had visited, traveled

Affirmative Sentences: Personal pronoun + "had" + past participle

I had played hockey I'd played hockey

You had played hockey You'd played hockey

Negative Sentences: Personal pronoun + “had not”+ past participle

Nombre PAST PERFECT No. 2

Instrucciones

para el Alumno

Pregunta tus dudas al profesor Responde los ejercicios correspondientes

Conocimientos a adquirir

Hacer uso adecuado del pasado perfecto

Manera Didáctica

de Lograrlos

Conferencia Trabajo en pares Trabajo grupal

I had not played hockey I'd not played hockey I hadn't played hockey

You had not played hockey You'd not played hockey You hadn't played hockey

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Questions: “Had”+ personal pronoun + past participle +?

SOME TIPS

When is used the wordalready = ya with this tense it is written between had and past participle Example: When I got there the party had already started

By the time = cuando Before using the past perfect check whether the action had happened before another action

We had spoken English at our project last Friday

Sharon and Sophie had studied French before they went to France Mrs. Smith had had two sons before she got married

Had you played hockey?

Nombre SIMPLE PAST OR PAST PERFECT

Instrucciones para el Alumno

Lee la gramática de el tema Pregunta tus dudas Resuelve los ejercicios de tu guía

Actitudes a formar

Solidaridad Colaboración Respeto

Manera Didáctica de

Lograrlas

Trabajo individual Trabajo en equipo Trabajo grupal

Competencias Genéricas y atributos a Desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Se comunica en una segunda lengua en situaciones cotidianas

Manera Didáctica de Lograrlas

Realizando las actividades propuestas, participando en dinámicas grupales diversas

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Exercise 1: Read the two options in English and choose the one is correct

Cristina nunca había estado en el cine del Dorado.

( ) Cristina had never been at Dorado’s cinema

( ) Cristina have ever been at Dorado’s cinema

check your option, why not the other option

Yo no tenía dinero porque había perdido mi billetera

( ) I didn’t have any money because I had lost my wallet

( ) I didn’t have any money because I have lost my wallet

check your option, why not the other option

¿Habías escuchado antes a ese cantante de rock?

( ) Had you ever heard before of that rock singer?

( ) Have you heard before of that rock singer?

check your option, why not the other option

Exercise 2: Complete the text with the correct auxiliary and the Past Perfect of the verbs in parenthesis

Last month we _______ _____________(travel) to Valle de Bravo, we _______ __________ (enjoy)

those days, but unfortunately my cousin_______ __________(think) his camera ______ ______(be)

stolen in that place. He _________ _______ (be) worried all day and night, because he couldn’t take

any photo of the lake, he was sad, but when we came back to Mexico City, he found it at home and

his face _______ _______ (change) after that, he was happy. Each time he visits us he talks about

what he _________ ___________ (feel) those days.

Exercise 3: Write verbs in the correct form PAST SIMPLE or PAST PERFECT

1. I sometimes _______ (forget) my keys that I ______ _____________(leave) on my bed.

2. After I ______ _____________ (go) to the doctor I ______ (feel) much better. 3. I ______ ____________ (work) today before I __________(celebrate) my birthday at home. 4. I ______ _____________ (begin) cleaning, up by the time my parents ____________(arrive). 5. They _______ (were) sure they _______ _____________(see) Sharon somewhere before. 6. We _______ (were not) afraid because we _____ ____________(see) scary films before.

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Exercise 4: Write in Spanish the following statements:

a. All the girls had finished the exam before 6 o´clock; the boys finished it at 6:30

_____________________________________________________________

b. Your cousin had planned her trip after she went back form the concert

_____________________________________________________________

c. The project had ended, when the contest started

_____________________________________________________________

d. By the time, Lucas arrived to the bus station, the train had left

_____________________________________________________________

e. His father had booked a ticket for the 3 o’clock flight

_____________________________________________________________

THIRD CONDITIONAL

Is used to talk about unreal situations in the past, (used to express unrealistic situations - that

never happened - in the past and, in general, within the context of criticism, complaint or remorse).

Like the other types of conditionals are formed for an IF CLAUSE and a MAIN CLAUSE, in Spanish

is the same to “Hubiera”

IF CLAUSE If + Past Perfect Tense

MAIN CLAUSE Modal auxiliaries:

would, could, might +have+ past participle

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If If she had come on Saturday, I would have seen her

Rossy couldn’t have played tennis, if it had rained last weekend

Would you have done the homework if you had copied it ?

Exercise 1: Translate to Spanish next sentences

1. If I had seen him, I would have told him about you ___________________________________________________

2. If I had known the answer, I could have raised my hand. ___________________________________________________

3. If they had invited us, we could have accepted at once. ___________________________________________________

4. If she had explained the problem to me, I would have understood it _____________________________________________________

Nombre THIRD CONDITIONAL No. 3

Instrucciones

para el alumno

Escucha la conferencia del profesor Pregunta tus dudas Resuelve los ejercicios que se presentan

Conocimientos

a adquirir

Características y usos

del tercer condicional

Establecer diferencia

entre los tres tipos de

cláusulas condicionales

Manera

Didáctica de

Lograrlos

Conferencia Trabajo individual Trabajo en equipos Trabajo grupal

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5. If I hadn't forgotten his number, I would have phoned him _____________________________________________________

Exercise 2: Complete the sentences with the correct form of the verbs in parenthesis

1. If Ted ____________ (run) faster, he __________________ (not miss) the bus

2. I ____________(not catch) a cold if I __________________ (wear) my coat

3. Edna _________ (stay) at home if she ___________ (know) it was going to rain

4. If I ______________ (not drive) to the mall, I ___________(not be) an accident

5. _______ you __________(write) to Alice yesterday If you __________ time? Exercise 3: Complete the following conditional clauses

1. If she _______________(go)to the party, she ___________________ (enjoy) it a lot

2. If you ________________(run) faster, you ___________________(not miss) the bus

3. They _______________(listen) to the radio if you ______________(lend) it to them

4. I _______________(watch)an interesting film if I____________(go) to the cinema

5. If we ______________ (not leave) our notebooks, we __________(do) our homework

Exercise 4: Change to negative form the following conditionals

a. If I had known Charlie’s cell number, I would have called him

________________________________________________________

b. We could have invited Tim to the party if he had been in town

________________________________________________________

c. Roger would have paid the bills if he had received his check

_________________________________________________________

d. If last night´s lecture had been in Spanish my parents could have gone too

________________________________________________________________

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e. The teacher could have missed classes if she had felt sick this morning

_______________________________________________________________

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TOOLS VOCABULARY

Exercise 4: Search in the dictionary the meaning of the following tools.

______________ ______________ _________________

_______________ _______________ ______________

_____________ _____________ ________________

_________________ _________________ ____________________

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_________________ _________________ _____________________

____________________ __________________ ______________________

AUTOEVALUACION

SOY CAPAZ DE: SI NO

1.- Expresar ideas y conceptos mediante representaciones lingüísticas o graficas

2.- Comunicarme en una segunda lengua en situaciones cotidianas

3.- Manejar las tecnologías de la comunicación para obtener información y expresar ideas

4.- Identificar e interpretar 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.

5.- Desarrollar estrategias para hacerme comprender en una lengua extranjera

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UNIDAD III Our experiences

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1. materials

2. Enviroment

3. Passive Voice (Present)

4. Passive Voice (Past)

1. Vocabulary

2. Changing the active voice

3. Who? or What?

Nombre de la competencia: El estudiante será

competente al utilizar su conocimiento creativamente para escuchar, hablar, leer y escribir sobre su pasado y experiencias personales en la lengua extranjera.

3 Nombre de la competencia: El estudiante será competente al utilizar su

conocimiento creativamente para escuchar, hablar, leer y escribir sobre

su pasado y experiencias personales en la lengua extranjera.

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HABILIDADES Y DESTREZAS

Vocabulary: Materials

acrylic aluminum brass

silver, gold, bronze cardboard cement cooper

HABILIDADES

Pregunto y proporciono información de hechos

pasados. Preguntar y dar información sobre el lugar y la

fecha de nacimiento de una persona. Solicitar y dar información de personajes del

pasado. Dar información de lo realizado por una persona.

RESULTADO DE

APRENDIZAJE

El alumno será capaz de comunicarse de manera oral y

escrita en inglés; describiendo eventos pasados propios o de

otras personas.

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cotton feather flannel gauze

glass iron lead leather linen

marble paper plaster plastic porcelain

silk steel stone straw

tin velvet wax wood wool

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zinc clay fiberglass nylon

Exercise 1: Find in English the vocabulary about materials

P N V C Z A D D F D N U O R O G Y R A S M Seda

R G A N A D R E P O O C U R I S M S R O Y Lana

O S A D S C S R D G A M E S A O P T T B F Madera

B X Q U Q A A F P E T R O L L O G E S R E Cera

L A A A Z X R H L A B N P S U T D E U E A Terciopelo

E W A S C E R V E X Z A L S M F O L D P T Estaño

M T W D O R O Y N I T P A E I H I L N O H Paja

A C R Y L I C M N E N T S H N S I O I B E piedra

S E X G O A L O A E E T T A I E S N N L R Acero

E R E H M C O C L N M M I H U L I S E A T Plata

C V N A I D E C F M E R C I M T O B A C N Porcelana

K L I S A Q W F X R C E K E U G S G A L I Platico

N C R E P P I I U Y L R S R N W B W P O G Yeso

O D T E V L E V O M O S O K I O M Z P N S Papel

M A C P A D D H D A A T B D M Z I N C O U Mármol

I E C L U D O I G R D R D I A H L C J R R Lino

C L L E L N S N B U G A I N D U N O R I A Cuero

O Z V O Y V A G E S G W R G U A E B F Y T Plomo

S A G N I E E E M T U S J R O L R V H C N Hierro

D S D V R R S I L V E R S K A O I N G O I Vidrio

A S E I M S I N G C O T L E N F D M I I P Gasa

P A P E R I V A E I V L A Z A A O O F N N Franela

A G E D I O D D T R O L E E T I A G O G H Pluma

D K M Z Q N R N L O D L S S F L H Q G W A Algodón

U S P Ñ A D A A W A L I R E H T A E L N Z Cobre

E T L P I U O M U D T B I N E E R I I G E Cemento

D O E L D N B E D F E Y I A T H E A T R U Cartón

C N O O D L D D I S L C E N S A L N O N Q Bronce

V E S K I F R H J K B A P L A E C G O L I Aluminio

O T S N C S A T R A R A J O C H O T F A R Acrílico

M E E Y T U C O P Ñ A K J R G F T S E A Z Oro

D N J S O T S E U P M I O T Y O E W Q P X Latón (estaño)

S I S R E T S A L P N P M I C O M N B V C Zinc

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Vocabulary: The nature and environment

Bay Canyon Coast Dunes

Stream or brook Jungle Hills Lagoon

Marsh Oasis Reef Waterfall

Flower Sun Moon Grass

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Earth and World Volcano Bush Cliff

Desert Forest Gulf Island

Lake Mountain Ocean

River Stone Tree Clouds

Stars Rainbow Soil Glacier

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Beach Vegetation Animals Sky

Environment Acid rain Carbon dioxide Chemicals

Climate change Conservation Contaminant Pollution

Deforestation Ecological Ecosystem Effluent

Endangered species Extinction

Garbage Global warming Greenhouse effect noise pollution

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Ozone layer Recyclable Smog Toxic waste Poison

Waste disposal Combustion Junk Dense

Oil spill Flooding Urbanization Dump

Disastrous Aerosol can Drought

Exercise 1: Complete with the words in the box

climate change global warming deforestation garbage flooding urbanization

1. The _________________ is the phenomenon of the increase of the global average temperature of

the atmosphere.

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2. The ________________ is the destruction of forest.

3. The ________________________ is the modification of the climate with respect to the climatic file.

4. _____________ is called the action and effect to flood

5. The _________________________ is material considered as waste and it is needed to eliminate.

Exercise 2: Complete with the vocabulary about the nature in English

20

10

1

11

2

16

15

22

11

12

17

3

12

14

13

18

4

7

5

21

19

6

8

10

9

Horizontal Vertical 1-Arroyo 7- Bosque 10-Bahía 16-Colina 2-Jungla 8-Río 11-Desierto 17-Lago 3-Cascada 9-Tierra(Planeta) 12-Mundo 18-Cielo 4-Tierra 10-Arecife 13-Océano 19-Playa 5-Árbol 11-Prado 14-Montaña 20-Isla 6-Volcán 12-Pantano 15-Mar 21-Acantilado 22-Oasis

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PASSIVE VOICE (present)

Passive Voice is used when the focus is on the action. It is not important or not known; however,

who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who

did it.

The subject of a sentence in passive voice corresponds to the object in a sentence is active voice

Miguel writes a letter to Vanessa Active voice

Nombre PASIVE VOICE (PRESENT) No. 4

Instrucciones

para el Alumno Comprender, y hacer uso de la voz pasiva en presente.

Conocimientos

a adquirir

Uso y

aplicación

de la voz

pasiva en

presente

Manera

Didáctica de

Lograrlos

Poder cambiar oraciones de voz

activa a voz pasiva a partir de

las instrucciones descritas.

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Subject object

A letter to Vanessa is written by Miguel Passive Voice

Subject object

Present passive form

ACTIVE VOICE: They clean the beach every morning.

PASSIVE VOICE: The beach every morning is cleaned by them.

Present passive

Interrogative:

Is/ Are+ subject+ past participle form

of the verb.

Negative:

Subject+ is/are + not + past participle form of

the verb

Affirmative:

Subject +is/are + past

participle form of the

verb

The rivers are polluted

by factories

Are the rivers polluted

by factories?

The rivers are not

polluted by factories.

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Exercise 0: Write 12 sentences using the vocabulary. Look the example:

Example: The house is made of cement.

1. - ________________________________ 7. - _______________________________

Nombre CHANGE THE ACTIVE VOICE No. 4

Instrucciones para el Alumno

Contesta correctamente los siguientes ejercicios conforme a la instrucción de cada actividad.

Actitudes a formar Responsabilidad. Orden. Honestidad

Manera Didáctica

de Lograrlas

Trabajo individual. Trabajo en equipo

Competencias Genéricas y atributos a Desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Se comunica en una segunda lengua en situaciones cotidianas. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

Manera Didáctica

de Lograrlas Realizando las actividades propuestas, participando activamente.

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2.- ________________________________ 8.- _______________________________

3.- ________________________________ 9.- ________________________________

4.-________________________________ 10.- ________________________________

5.- ________________________________ 11.- ________________________________

6.- ________________________________ 12.- _________________________________

Exercise 1: Complete the sentences in Passive Voice, with the verbs in the box

Damage hurt exploit destroy die contaminate provoke increase hunt enjoy

1. The beach_______________________ by the tourist. 2. The ozone layer __________________ by the contamination. 3. The rivers ___________________ by the toxic waste. 4. The forest __________________ by the deforestation. 5. The climate changes _________________ by the humanity. 6. The natural disaster____________________ by the climate change 7. Animal ______________ in the ocean by oil spill. 8. The mountains______________ by the man. 9. The nature ______________ by the contamination 10. The endangered species___________ by the man Exercise 2:

Change the following sentences form the Active Voice to the Passive Voice, and write in negative and interrogative form. Look the example Hector teaches English Affirm.English is taught by Hector Neg. English isn’t taught by Hector Int.Is English taught by Hector? 1.-Guillermo delivers the mail every day. Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________ 2. - Sara cleans the house in the morning Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________ 3. - The boys do the homework every day. Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________ 4.-We find the solution to the problem. Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________

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5. – We plant some flowers Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________ 6.-Paula crashes the car. Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________ 7. - My children finish the homework Affirm.____________________________________________________ Neg._____________________________________________________ Int. ______________________________________________________

Exercise 3:

Active or Passive? Underline the Passive sentences 1. - She invited us to the party

2.-“La incondicional” is sung by Luis Miguel.

3. -Smoking is forbidden in our school

4. - Michael Phelps won eight gold medals at the 2008 Beijing games

5. - My purse is stolen

6. - Peter writes poems

7. - Our homework is done

8. - An earthquake shook Haiti

9. - The flowers are planted by us.

10.-English is spoken all over the world

11.-Tomas dances every day.

12. - Mexico is governed by Felipe Calderon

13. - The letters are delivered by the postman.

14. - Alejandra drives the new car.

Exercise 4: Write 10 sentences in Passive Voice using the vocabulary of environment and nature 1.-________________________________________________________________

2. - ________________________________________________________________

3. - ________________________________________________________________

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4. - ________________________________________________________________

5. - ________________________________________________________________

6. - ________________________________________________________________

7. - ________________________________________________________________

8. - ________________________________________________________________

9. - ________________________________________________________________

10. - _______________________________________________________________

Exercise 5:

Choose the correct Present Passive form of the verbs.

1-The largest diamond ever found is called/ are callthe Star of Africa.

2- The best diamonds is sell/ are sold in exclusive stores.

3- The Mexican pyramids visiting / are visited by many tourist

4- Tequilais produced /are produce in Mexico.

5- The hill “la silla” are locating /is located in Monterrey.

6-Every year the gray whales are see/ are seen in Baja California.

7-The Spanish is talked/ are talks in Latin America.

8- The craftsis make/ are made by the artisans.

9- Cruise ships is receive/ are received in Puerto Vallarta.

10- The silver is made/is making into silver bars.

Exercise 6: Complete with the missing information

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1. - The crown is made of ___________

2. - The houses are made of __________

3. - The box is made of______________

4. -The glass is made of ___________

5. - The chairs are made of __________

6. - The ________________ _____ made of plaster.

7. - The ______________ _____ made of Stone.

8. - The ______________ _______ made of porcelain.

9. - The window is made of ______________.

10. The ____________ _____ made of wood.

11. - The ___________ _____ made of nylon.

12. - The ____________ ______ made of silver.

13. - The books are made of ___________

14. - The _______________ _______ made of iron.

15. - The candles are made of_____________.

Exercise 7: Match the following posters to the place where you see

Bar Airport Police station

Library Parking Lot Restaurant

Clothing store Hotel

The thieves are

persecuted.

Customers under 18 years of age aren’t

served alcohol

____________________________ _______________________________

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Valuables should be left in the safe.

Meals aren’t served between 1

Pm and 3 Pm

_____________________________ _____________________________________

Vehicles are

parked at owner

risk.

If the suitcase is

forgotten, ask at

the counter.

__________________________ _______________________________

All major credit cards are accepted.

If the books

aren’t returned in

a week, You will

receive a fine.

____________________________ ________________________________

PASSIVE VOICE (PAST)

To understand this concept you must know first that the active voice is the way that we talk regularly. We always say that someone (a person) does (or does not perform) an action. For example:

Nombre THE PASSIVE VOICE (PAST) No. 5

Instrucciones

para el Alumno

Comprender, diferenciar y usar correctamente la estructura de voz

pasiva en pasado.

Conocimientos

a adquirir

Uso correcto

de voz

pasiva en

pasado

Manera

Didáctica de

Lograrlos

Identificar y aplicar la estructura de

voz pasiva en pasado con base en

las instrucciones descritas para

llevar a cabo los ejercicios

propuestos.

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Past: Michael cut the Apple. In this example we say that someone named "Michael" made the action of cut. Therefore, the active voice refers to those phrases that express a person (the subject) performs an action. However, sometimes we do not want to stress that a person is performing the action. In this case, we make the object (things or persons on whom falls the action) takes the role of the action. The above example says that:

Past passive voice the apple was cut by Michael.

Therefore, in the passive voicethe object is used as a subject and remember that in past passive voice we have to use the verb to be in past (was – were). Consider now the structure of sentences in Passive Voice.

Affirmative form Negative form Interrogative form

Active voice: The boy broke the windows.

(subject) + (verb in simple past) + (complement).

Active voice:

The boy didn’t break the windows. (subject) + (didn’t + verb in

present) + (complement).

Active voice: Did the boy break the windows?

(Did) + (subject) + (verb in present) + (complement) + (?).

Passive voice:

The windows wer ebroken by the boy.

(object) + (was / were) + (verb in past participle) + (by) +

(complement).

Passive voice: The windows weren’t broken by

the boy. (object) + (wasn’t / weren’t) +

(verb in past participle) + (by) + (complement).

Passive voice: Were the windows broken by the boy?

(Was / Were) + (object) + (verb in past participle) + (by) + (complement)

+ (?)

The picture “La llamada” was painted by Remedios Varo.

The picture “La llamada” wasn´t painted by Salvador Dalí.

Was the picture “La llamada” painted by Remedios Varo?

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Exercise 1: Choose and underlinethe correct sentence in Past Passive Voice Example:People used hieroglyphics five thousand years ago.

Hieroglyphics was used by people five thousand years ago.

Hieroglyphics were used by people five thousand years ago.

1. - The Egyptians decorated jewelry with hieroglyphics.

Jewelry was decorated by Egyptians with hieroglyphics.

Jewelry is decorated by Egyptians with hieroglyphics.

Nombre WHO? OR WHAT? No. 5

Instrucciones para el Alumno

Contesta correctamente los siguientes ejercicios de acuerdo a la instrucción de cada actividad.

Actitudes a formar Responsabilidad. Orden. Honestidad

Manera Didáctica

de Lograrlas

Trabajo individual. Trabajo en equipo.

Competencias Genéricas y atributos a Desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados. Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

Manera Didáctica

de Lograrlas

Realizando las actividades propuestas, participando en equipo y de manera individual.

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2. - Many people in America spoke a native language.

A native language is spoken in America by many people.

A native language was spoken in America by many people.

3. - Native American tribes used tepees.

Tepees are used by Native American tribes.

Tepees were used by Native American tribes.

4. - The Spanish conquered Mexico.

Mexico was conquered by the Spanish.

Mexico were conquered by the Spanish.

5.-The police arrested the thieves

The thieves were arrested by the police.

The thieves were arrest by the police.

6. - Someone invented the car in the twentieth century.

The car were invent in the twentieth century by someone.

The car was invented in the twentieth century by someone

7. - Ruben and Maria wrote an interesting book.

An interesting book was wrote by Ruben and Maria

An interesting book was written by Them.

8. - Carolina took the books to the bookshelf.

The books were taken to the bookshelf by Carolina

The books were took to the bookshelf by Carolina.

Exercise 2:

Complete the next sentences using was – wasn’t or were – weren’t and change the verb in

parenthesis with the past participle like in the example:

Example: Mexico wasn’t conquered (conquer) by Christopher Columbus. Mexico was conquered by Hernan Cortes. 1. - Radium _______________________________ (invent) by Fleming.

Radium _______________________________by Madam Curie.

2. - Gunpowder _____________________________ (invent) by the Japanese.

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Gunpowder _____________________________by the Chinese.

3. - The first bicycle __________________________ (make) in Germany.

The first bicycle __________________________in Scotland.

4. - The Twin Towers ________________________ (destroy) by an earthquake.

The Twin Towers ________________________by terrorist attacks.

5. - The Independence war of Mexico ________________ (declare) by Morelos.

The Independence war of Mexico __________________ by Father Hidalgo.

Exercise 3: Instructions: Complete the interrogative sentences using the words:

Example: Was the telephone invented by Alexander Graham Bell?

1._________ electric light bulb______________ by____________________ ?

2._________ “María bonita” ________________ by ____________________ ?

3. _______ “Yesterday” and “Michelle” ____________ by ________________?

4.________ Mickey Mouse and Donald duck _________ by ______________?

5.________ “The Pasion” ____________ by __________________________?

Exercise 4: Order the words and write a sentence in Past Passive Voice. Example: Was / Yesterday / The / Repaired / Car

The car was repaired yesterday.

1. - The/ the secretary/ Typed /Letter /Was/ by

_________________________________________.

2. - by/ those/ written / books / were / ? / Miguel

composed invented painted Lennon and McCartney Miguel Angel Walt Disney Thomas A. Edison Agustin Lara (was

– were)

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________________________________________.

3. - Received / Yesterday / Was /The / Information

_________________________________________.

4. - Weren’t / Party / Invited / To/ We/ The

_________________________________________.

5. House / Weren’t/ by /Our / Painted/ Roberto

_________________________________________.

Exercise 5: Write each sentence in Past Passive Voice in affirmative, negative and interrogative form, use was (wasn’t) or were (weren’t). Example:

(active voice) Bartholdi designed the statue of liberty.

(passive voice) (+) The statue of liberty was designedby Bart

(-) The statue of liberty wasn’t designedby Bartholdi.

(?) Was the statue of liberty designedby Bartholdi?

1.- Salvador Dali painted “La persistencia de la memoria”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

2. -Leonora Carrington created beautiful sculptures.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

3. - Alejandra Pizarnik wrote magnificent poems.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

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4.- Dostoievsky wrote “Noches Blancas”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

5.- Rigo Tovar sang “El Sirenito”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

Exercise 6: Read the text, underline and write the sentences in Passive Voice and answer True or False. José arrived late to work this morning because he had a few problems: When he was sleeping he wasn’t woken up by the alarm clock. Then he was woken up by a nightmare, he looked the clock and woke up very fast and he was hurt in his toes by the bed. When he was leaving to his house, he was hit on the head with a flowerpot that felt to the window. After that he walked to the bus stop, he was bitten by a dog and he was wet by a fastcar that was driven by his cousin. While he was waiting in the same bus stop, he drank his coffee and this was shed in his shirt by it because the glass fell to his hand. When he was in the bus, his wallet was stolen and all his money and identification cards were taken. When José was walking into his office building, he passed under a tree and he was stained by a little bird. Finally arrived to his office and he was yelled by his boss for being two hours late.

Poor José!!!!!!!!!!!!!!!!!!!!!!!!!! Write the sentences in Past Passive Voice that you found. 1. - _______________________________________________________

2. - __________________________________________________________

3.-__________________________________________________________

4. - __________________________________________________________

5. - __________________________________________________________

6. - __________________________________________________________

7. - __________________________________________________________

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8. - __________________________________________________________

9. - __________________________________________________________

10. - __________________________________________________________

11. - _________________________________________________________

Answer True, False or maybe (if the answer isn’t in the story)

1. Jose arrived early to work __________________________

2. Jose was woken up by a nightmare._________________________

3. He was hit on the head with a big flowerpot.___________________

4. He was wet by a yellow car.____________________

5. The car almost hit José.__________________

6. José had a lot of money in his wallet.____________________

7. José drank his coffee in the bus stop.____________________

8. He was bitten by a dog.___________________

9. He was stained by a little bird.__________________________

10. Jose was yelled by his boss.___________________

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Exercise 7: Complete with the words in the box

was painted was taken was finished were punished were broken were corrected was returned was seen were practiced were arrested

1. The house _________________ By Miguel

2. The accident _________________ by Mr. Gutierrez.

3. Five suspects ___________________ by the police.

4. Our exercise _________________ by the teacher

5. The report ______________________ by the secretary

6.The plate and the glass _________________ by the maid .

7. The money _________________ by Rocco.

8. The book _______________ by the boy.

9. The boys__________________ by their parents.

10. Soccer and basketball_____________ by the students.

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A N E X O S

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A C T I V I T I E S

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UNIT 1 LISTENING UNIT 1

USE TRACK2

READING UNIT I

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LISTENING UNIT 2

USE TRACK1

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READING UNIT 2

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Temas de Proyectos Inglés IV (trabajo final)

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INSTRUMENTOS DE EVALUACION

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Rúbrica para evaluar las actividades de la estrategia didáctica (Mapa Conceptual)

Asignatura: Inglés IV

Objeto de aprendizaje (contenidos): Descripción de la actividad:

Alumno:

Unidad:

Semestre y Grupo:

Competencia: 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas. 8.2 Aporta puntos de vista con apertura y considera

Evaluador:

Periodo de Aplicación:

Elemento

Desempeño

Puntuación Excelente 10

Bueno 7.5

Satisfactorio 5

Deficiente 2.5

Speaking

Expresa sus ideas con fluidez, clara y coherentemente estructurando oraciones utilizando estructuras de semestres anteriores, vocabulario amplio. .

Expresa sus ideas con algunas pausas, clara y coherentemente estructurando oraciones utilizando estructuras de semestres anteriores, vocabulario limitado

Expresas sus ideas con muchas pausas, a veces sin ser muy claro y coherente utilizando estructuras de semestres anteriores. Vocabulario aceptable.

Expresa sus ideas con muchas pausas y errores, sin coherencia y sin vocabulario pertinente.

Reading

Interpreta correctamente las ideas de los temas vistos previamente.

Interpreta las ideas de los temas previos con un mínimo de errores

Interpreta las ideas de los temas previos con errores moderados.

No interpreta las ideas de los temas previos únicamente.

Writing

Estructura y utiliza los tiempos principales en una segunda lengua en oraciones escritas y las responde con escasos errores.

Estructura y utiliza los tiempos principales en una segunda lengua en oraciones escritas y las responde, algunos errores.

Estructura y utiliza los tiempos principales en una segunda lengua en algunas de las oraciones escritas y las responde. Errores moderados.

No estructura y/o utiliza los tiempos principales en una segunda lengua en oraciones escritas y no las responde. Errores abundantes.

Trabajo en equipo

El estudiante siempre participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción en el equipo es altamente productiva y persuasiva.

El estudiante la mayoría de las veces participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción con el equipo es buena.

El estudiante a veces participa con entusiasmo, solidaridad en un marco de respeto. Su interacción en el equipo es aceptable.

El estudiante rara vez participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción en el equipo no es la adecuada, incumple y genera distractores.

Presentación

La actividad se presenta en material adecuado y con limpieza.

La actividad se presenta en material adecuado y con poca limpieza.

La actividad se presenta en material diferente a las indicaciones y con poca limpieza.

La actividad se presenta en material inadecuado y sin limpieza.

Observación: Puntuación

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Guía de Observación para evaluar las actividades de la estrategia didáctica (Presentación de Canción y/o Debate)

Asignatura: Inglés IV

Objeto de aprendizaje (contenidos): Descripción de la actividad:

Alumno:

Unidad:

Semestre y Grupo:

Competencia: 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas.

Evaluador:

Periodo de Aplicación:

Indicador Cumplimiento

Ponderación Observaciones SI NO

1. Los contenidos del tema fueron expuestos con

orden y claridad.

2. Muestra dominio del tema.

3. Expresa sus ideas con seguridad, fluidez y

dominio de escena.

4. Se expresa con propiedad, haciendo uso de

vocabulario en una segunda lengua.

5. Emplea material necesario, considerando

indicaciones previas.

6. El material se presenta sin errores

7. Utiliza el tiempo adecuado en su presentación.

8. Utiliza otras herramientas de apoyo.

9. Responde dudas con claridad.

10. Manifiesta y enfatiza en puntos clave de su

presentación.

Observaciones Generales:

Puntuación Final:

Rúbrica para evaluar las actividades de la estrategia didáctica (Proyecto Final)

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Asignatura: Inglés IV

Objeto de aprendizaje (contenidos): Descripción de la actividad:

Alumno:

Unidad:

Semestre y Grupo:

Competencia: 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas. 8.2 Aporta puntos de vista con apertura y considera

Evaluador:

Periodo de Aplicación:

Elemento

Desempeño

Puntuación Excelente 10

Bueno 7.5

Satisfactorio 5

Deficiente 2.5

Speaking

Expresa sus ideas con fluidez, clara y coherentemente estructurando oraciones utilizando estructuras de semestres anteriores, vocabulario amplio. .

Expresa sus ideas con algunas pausas, clara y coherentemente estructurando oraciones utilizando estructuras de semestres anteriores, vocabulario limitado

Expresas sus ideas con muchas pausas, a veces sin ser muy claro y coherente utilizando estructuras de semestres anteriores. Vocabulario aceptable.

Expresa sus ideas con muchas pausas y errores, sin coherencia y sin vocabulario pertinente.

Reading

Interpreta correctamente las ideas del proyecto proporcionado.

Interpreta las ideas del proyecto proporcionado con un mínimo de errores

Interpreta las ideas del proyecto proporcionado con errores moderados.

No interpreta las ideas del proyecto proporcionado.

Writing

Estructura y utiliza los tiempos principales en una segunda lengua en oraciones escritas y las responde con escasos errores.

Estructura y utiliza los tiempos principales en una segunda lengua en oraciones escritas y las responde, algunos errores.

Estructura y utiliza los tiempos principales en una segunda lengua en algunas de las oraciones escritas y las responde. Errores moderados.

No estructura y/o utiliza los tiempos principales en una segunda lengua en oraciones escritas y no las responde. Errores abundantes.

Trabajo en equipo

El estudiante siempre participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción en el equipo es altamente productiva y persuasiva.

El estudiante la mayoría de las veces participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción con el equipo es buena.

El estudiante a veces participa con entusiasmo, solidaridad en un marco de respeto. Su interacción en el equipo es aceptable.

El estudiante rara vez participa con entusiasmo, solidaridad y en un marco de respeto. Su interacción en el equipo no es la adecuada, incumple y genera distractores.

Presentación

La actividad se presenta en material adecuado y con limpieza.

La actividad se presenta en material adecuado y con poca limpieza.

La actividad se presenta en material diferente a las indicaciones y con poca limpieza.

La actividad se presenta en material inadecuado y sin limpieza.

Observación: Puntuación

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IRREGULAR VERBS LIST

PRESENT PAST PAST PARTICIPLE SPANISH

Arise arose Arisen elevarse, surgir, originarse.

Awake awoke Awoken despertar, mover, excitar.

Be Was, were Been Ser o estar

Bear bore Born soportar, sostener, tolerar.

beat beat Beaten batir,revolver, golpear, vencer.

become became Become hacerse, convertirse en

begin began Begun empezar, iniciar.

bend bent Bent doblar, inclinar, torcer.

bet bet Bet Apostar

bind bound Bound atar, unir, enlazar.

bite bit Bitten morder.

blow blew Blown Soplar

break broke Broken quebrar, partir, romper.

bring brought Brought traer, llevar, conducir.

build built Built construir, edificar.

burn burnt Burnt quemar, incendiar.

burst burst burst romper, reventar.

buy bought bought Comprar

catch caught caught coger, asir, atrapar.

choose chose chosen escoger, elegir.

come came come Venir

cost cost cost Costar

cut cut cut cortar, dividir.

deal dealt dealt tratar, tener que referirse.

dig dug dug cavar, ahondar.

do did done hacer, ejecutar.

draw drew Drawn tirar, arrastrarse, atraer, dibujar.

drink drank Drunk Beber

drive Drove Driven impulsar, conducir, llevar

fall fell Fallen caer, disminuir.

feed Fed fed alimentar, nutrir.

feel Felt felt sentir, percibir, tocar.

fight Fought fought pelear, combatir.

find found found encontrar, descubrir.

find out found out found out averiguar, investigar.

flee fled fled escapar, huir, evitar.

fly flew flown Volar

forbid forbade forbidden prohibir.

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foresee foresaw foreseen prever, prevenir

forget forgot forgotten olvidar (se)

forgive forgave forgiven Perdonar

freeze froze frozen Congelar

get got got (ten) lograr, obtener, conseguir.

give gave given dar, conceder.

go went gone ir (se), funcionar, resultar.

grind ground ground moler, triturar.

grow grew grown crecer, cultivar.

hang hung hung colgar, suspender.

have had had tener, haber.

hear heard heard oír, escuchar.

hide hid hid (den) ocultar, encubrir.

hit hit hit pegar, golpear, acertar.

hold held held sostener,mantener,contener.

hurt hurt hurt herir, dañar, lastimar.

keep kept kept mantener, guardar,conservar.

know knew known conocer, saber.

lay laid laid poner, colocar.

lead led led guiar, llevar, conducir.

learn learnt learnt aprender, saber.

leave left left partir, irse, abandonar.

lend lent lent Prestar

let let let permitir, conceder.

lie lay lain tenderse, descansar,

light lit lit alumbrar, iluminar, encender

lose lost lost perder, malgastar.

make made made hacer, confeccionar, producir.

meet met met encontrarse, satisfacer.

melt melted molten (old) derretir(se), fundir(se)

mistake mistook mistaken equivocarse, errar

pay paid paid pagar, recompensar.

put put put poner,colocar, exponer.

read read read leer,descifrar, marcar.

rebuild rebuilt rebuilt Reconstruir

rid rid rid librarse, zafarse.

ride rode ridden rodar, tener juego, funcionar.

ring rang rung tocar, sonar.

rise rose risen ascender,elevarse,levantarse

run ran run correr, funcionar.

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say said said decir, afirmar.

see saw seen ver, observar.

sell sold sold Vender

send sent sent Enviar

set set set instalar, establecer, colocar

shake shook shaken sacudir, lanzar, agitar.

shed shed shed derramar, esparcir, dejar caer.

shine shone shone brillar, relumbrar, sobresalir.

shoot shot shot disparar, emitir, lanzar.

show showed shown mostrar, exhibir, probar

shut shut shut cerrar, impedir, excluir.

sing sang sung Cantar

sit sat sat sentarse, reunirse.

sleep slept slept Dormir

slide slid slid(den) resbalar, deslizarse,

smell smelt smelt oler, percibir.

speak spoke spoken hablar, decir.

speed sped sped acelerar, apresurarse.

spend spent spent gastar, consumir,emplear(tiempo)

split split split partir, dividir, separar, reventar.

spoil spoilt spoilt deteriorar, dañar, inutilizar.

spread spread spread extender, esparcir, propagar.

spring sprang sprung saltar, soltar, brotar, surgir.

stand stood stood pararse, tolerar, estar (de pie).

steal stole stolen robar, escabullirse.

stick stuck stuck pegar, adherirse, prender, fijar.

stink stank stunk oler mal, apestar.

strike struck struck golpear, pegar, estallar.

swell swelled swollen hinchar, inflamar, engrosar.

swim swam swum nadar, flotar.

swing swung swung balancear(se), hacer girar.

take took taken tomar, llevar.

teach taught taught Enseñar

tell told told decir, contar, narrar.

think thought thought pensar, creer.

throw threw thrown lanzar, tirar, arrojar.

understand understood understood comprender.

wake woke woke (n) despertar, excitar.

wear Wore worn gastar(se), consumirse, usar.

win Won won ganar, conquistar.

write Wrote written escribir.

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REGULAR VERBS LIST Recuerda que los verbos regulares forman su tiempo pasado y pasado participio agregando letra ed al infinitivo.

PRESENT PAST PAST PARTICIPLE SPANISH

act acted acted actuar

add added added sumar, añadir

arrest arrested arrested arrestar

assist assisted assisted ayudar

attend attended attended asistir, ir

advertise advertised advertised anunciar

amuse amused amused entretener

approach approached approached acercarse

ask asked asked preguntar, pedir

accompany accompanied accompanied acompañar

accustom accustomed accustomed acostumbrar

agree agreed agreed concordar

answer answered answered responder

arrange arranged arranged arreglar, ordenar

arrive arrived arrived arribar, llegar

accustom accustomed accustomed acostumbrar

annoy annoyed annoyed molestar

appeal applealed applealed atraer

appear appeared appeared aparecer

board boarded boarded abordar

bark barked barked ladrar

bless blessed blessed bendecir

brush brushed brushed cepillar

belong belonged belonged pertenecer

beg begged begged suplicar, mendigar

believe believed believed Creer

boil boiled boiled hervir

breathe breathed breathed respirar

complete completed completed completar

count counted counted contar

close closed closed cerrar

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cook cooked cooked cocinar

crash crashed crashed chocar

cross crosssed crosssed cruzar

call called called llamar

care cared cared cuidar

carry carried carried llevar

change changed changed cambiar

check checked checked chequear

charge charged charged cargar, cobrar

clean cleaned cleaned limpiar

climb climbed climbed escalar, subir

comb combed combed peinar

cover covered covered cubrir

cry cried cried Llorar

crawl crawled crawled gatear, arrastrarse

dance danced danced bailar

dress dressed dressed Vestir

die died died Morir

declare declared declared declarar

delay delayed delayed demorar

deliver delivered delivered entregar

deny denied denied negar

dine dined dined cenar

dry dried dried secar

enjoy enjoyed enjoyed disfrutar

engage engaged engaged comprometer

envy envied envied envidiar

express expressed expressed expresar

exclaim exclaimed exclaimed exclamar

explain explained explained explicar

fail failed failed fracasar, fallar

file filed filed archivar

fill filled filled llenar

fire fired fired despedir del trabajo, disparar

follow followed followed seguir

frighten frightened frightened espantar

fry fried fried Freír

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finish finished finished terminar

fish fished fished pescar

fix fixed fixed arreglar

gain gained gained ganar

guess guessed guessed adivinar

help helped helped ayudar

hope hoped hoped esperar, desear

happen happened happened suceder

hurry hurried hurried apurar (se)

imagine imagined imagined imaginar

iron ironed ironed planchar

judge judged judged juzgar

kiss kissed kissed besar

kill killed killed matar

laugh laughged laughged Reír

leak leaked leaked gotear

like liked liked gustar

look looked looked Mirar

miss missed missed extrañar

marry married married casar (se)

measure measured measured medir

move moved moved mover

observe observed observed observar

offer offered offered ofrecer

open opened opened Abrir

order ordered ordered ordenar

perform performed performed ejecutar, llevar a cabo

plan planned planned planear

play played played jugar, tocar

pray prayed prayed Orar

prefer prefered prefered preferir

prepare prepared prepared preparar

pull pulled pulled tirar, jalar

park parked parked estacionar

pass passed passed pasar

pick picked picked recoger

please pleased pleased complacer, favorecer

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polish polished polished Pulir

practise practised practised practicar

promise promised promised prometer

pronounce pronounced pronounced pronunciar

punish punished punished castigar

push pushed pushed empujar

repeat repeated repeated repetir

report reported reported reportar, informar

request requested requested solicitar, pedir

rest rested rested descansar

reach reached reached alcanzar

refuse refused refused rehusar, rechazar

raise raised raised levantar

rain rained rained llover

receive received received recibir

remain remained remained quedar, sobrar

remember remembered remembered recordar

repair pepaired pepaired reparar

require required required requerir

reserve reserved reserved reservar, guardar

row rowed rowed remar

resolve resolved resolved resolver

return returned returned retornar, volver

search searched searched buscar, registrar

save saved saved salvar

serve served served servir

sign signed signed firmar

smile smiled smiled sonreír

snow snowed snowed nevar

stay stayed stayed permanecer, quedarse

study studied studied estudiar

suffer suffered suffered Sufrir

swallow swallowed swallowed tragar

slip slipped slipped resbalar

smoke smoked smoked fumar

stop stopped stopped detener, parar

switch switched switched conectar, accionar

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stretch stretched stretched estirar

talk talked talked conversar

thank thanked thanked agradecer

touch touched touched tocar, palpar

trap trapped trapped atrapar

tire tired tired cansar, fatigar

train trained trained entrenar

travel traveled traveled viajar

trouble troubled troubled molestar

try tried tried tratar, intentar

turn turned turned girar, voltear

use used used Usar

visit visited visited visitar

wait waited waited esperar

want wanted wanted querer, requerir

walk walked walked caminar

wash washed washed Lavar

watch watched watched observar, mirar

wish wished wished desear, anhelar

work worked worked trabajar

wrap up wrapped up wrapped up envolver

wreck wrecked wrecked naufragar

warm warmed warmed calentar

warn warned warned advertir

water watered watered Regar

weigh weighed weighed pesar

whistle whistled whistled silbar

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BIBLIOGRAPHY

1. Traveler American Edition H.Q MitchellMm publications

2. English in Action 2 Barbara H. Foley/ Elizabeth R. NELBLETE Edit. Thompson

3. Side by SideSteven J. MolinskyBill Blis.

4. Let’s Speed Up 2 Student’s book and teacher’s book H. Q. Mitchell Mm publications

5. Ways to grammar –A modern English Practice Book John Shepherd, R. Rossner, James Taylor Macmillan

6. Upload student book & workbook Virginia Evans / Jenny Dooley US2 Express Publishing

7. Grammar Practice Activities. A practical guide for teachers Penny Ur

8. Cambridge Handbooks for language teachers, pp.213 – 214

9. Click on America Student Book and Workbook, Virginia Evans & Jenny Dooley Express Publishing

10. H. Q. Mitchell. Let´s Speed Up 4 student´s book. MM Publications.EU. 2009

11. http://www.mansioningles.com/gram40.htm

12. http://www.vetement-sportif.com/

13. english.people.com.cn/.../94629/6450537.html

14. www.curso-ingles.com/gramatica-inglesa/few.php

15. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm

16. esl.about.com/od/.../a/cm_lot.htm.

17. http://www.shertonenglish.com/resources/es/conditionals/type3.php

18. http://slekisingles.blogspot.com/2010/08/wish-versus-hope.html

19. http://ompersonal.com.ar/omgrammar/tagquestions.htm

20. http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect.htm

21. http://www.aprenderinglesfacil.es