Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Ingles II 2010-12
Ingles II 2010-12
UNIT I
Past tense of Verb To-Be
16
25
28
39
49
52
UNIT II
Countable and uncountable nouns
70
Units of Measure
74
78
80
Plurals
85
88
94
104
15
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas.
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante mtodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva
comprendiendo como cada uno de sus pasos contribuye al alcance de un
objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente
y creativa enana legua extranjera.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
16
YES / NO QUESTIONS
I was silly
Negation and Questions work the same way as the present tense
I
You
He
She
nice.
tall.
Singular
First person I was
beautiful.
It
here.
We
there.
You
both tall.
They
busy.
Second
person
you
were
he was
Third person she was
it was
interesting
17
Plural
we were
you were
they
were
18
Is John a doctor?
I am from California.
His name is Rafael.
That was fun.
Predicate
Verb
Do
Does
they
she
buy
wear
19
a new car?
an old dress?
I like eggs.
20
21
Charles Darwin
1) Charles Darwin
[was/were] born on February 12, 1809
[was/were] a British naturalist who became famous for his theories
2) He_
of evolution and natural selection.
[was/ were]
3) In South America, Darwin found that fossils of extinct animals
similar to modern species.
[was/were] strongly opposed to the idea of evolution because
4) Many people
it conflicted with their religious beliefs.
5) Throughout his life, Darwin
student.
Albert Einstein
6) When Albert Einstein
/*
7) Einstein's parents
[was/were] concerned that Albert was "slow."
8) Albert
[was/were] a terrible student who didn't want to attend classes
regularly and take exams.
[was/were] published
9) Einstein's best-known work, the theory of relativity,
in 1905.
10) Unfortunately, the theory of relativity
[was/were] used to create the
atomic bomb.
22
was
born in Japan
You
wasnt
werent
born in Mexico
very old
He wasnt
in school
We werent born in the same place
in Japan in 1984
They werent
Kanagui is talking about his family. Choose the correct form of the verb
be.
My family and I
(were/was) all born in Japan.
We
(were/werent) born in the U.S., I
(was/were) born in Okinawa, and my brother
(was/were) in Nagasaki, but the rest of my family
(was/ were) born in capital, Kyoto.
23
Answer the questions and then practice the following dialogues, you decide
to answer negative or affirmative. Check on previous box for possible
answers
a) Were you born in this city?
b)
a)
b)
a)
b)
a)
b)
a)
Where
born?
b)
a) When
b) I
1906
1817
1982
2006
your father
you born?
born in
Nineteen oh six
Eighteen seventeen
Nineteen eighty-two
Two thousand and six
24
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas.
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante mtodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa enana legua extranjera.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
25
INTERROGATIVE WORDS:
WHEN
WHERE
WHY
With the following pictures and clues, take as example the previous
exercise, and build your own questions and answer them, give the precise
year and town.
Grandmother / born / ? (Ask for the place)
Where was your grandmother born?
She was born in Hermosillo
26
WRITING SECTION: Develop your own story; talk about your past and your family
history. Write and share with others, explain: Where is your family coming from?
Where were they some years ago? You can invent it! If you want.
27
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas.
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante mtodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa enana legua extranjera.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
Conoce aspectos elementales sobre el origen y desarrollo de una lengua
extranjera, y los interpreta en el marco de la diversidad lingstica y
cultural.
28
2.
your was
teacher
who favorite
3.
favorite
class what
4.
your
best
was
who friend?
5.
old
how
were
you
your was
?
?
Shakira
Singer
Colombia
Feb. 2, 1977
Roberto Clemente
Baseball player
1934-1972
Puerto Rico
Salma Hayek
Actress
Sept. 2, 1966
Mexico
Write the information of the famous people you see. Study the example.
1. Bruce Lee was an actor. He was born in 1940 in the U.S.A.
2.
3.
4.
29
30
Grammar Point
-Wh Questions with: Did, Was, Were
Where did you grow up?
I grew up in Rome.
Where did you learn English?
I learnt in New York.
When did you come to San Diego? I came in 2004.
How old were you?
What was your major degree?
Where was your mother born?
Ronaldinho
Ronaldinho de Assis Moreira was born on March 21st., 1980 in Porto Alegre, Brazil.
He helped Brazil win the World under-17 Championship in Egypt. During the competition he was scouted
by local club Gremio and signed his first professional contract. In 1999, after hitting 15 goals in 14
games for Gremio, Ronaldinho won his first senior cup for Brazil against Latvia.
In 2001 he left Gremio for Paris St. Germain (PSG) but was unable to make his debut because of
contract rows, until 3 months later when FIFA stepped in.
In 2002 Ronaldinho was voted Frances player of the month for January after hitting 6 goals in 7 games
for PSG. Ronaldinho won the World Cup with Brazil, playing in the final against Germany.
In the 2003 summer transfer market he rejected Manchester United to join Spanish side Barcelona for
21m.
In December he was named best player in the world for 2004 by FIFA beating Shevchenko and Henry to
first place.
In November 2005 Ronaldinho was named 2005 European Footballer of the Year - the award known as
the Ballon D'Or is voted for by European football journalists selected by French magazine France Football.
31
Write down the correct question for each answer on the right column
March 21 1980
Porto Alegre, Brazil.
In 1999
In the summer of 2003
In November 2004
Adrin Fernndez
Get together in teams of two, read the information about Adrian Fernandez, now lets
pretend that one of you is Adrian, and the other one is a journalist who is interviewing
Adrian. The journalist has to think about the questions he can ask, and Adrian has to
read and pay attention on his information so he can answer correctly. This is an oral
practice, so dont write any thing: SPEAK!!!
VOCABULARY
Major Degree: main course or subject of a student at college or university.
Learnt: Past tense of Learn- To get knowledge, irregular verb, sometimes is conjugated as learned
Scouted: To observe and evaluate (a talented person), as for possible hiring.
Award: Something awarded or granted, as for merit.
Journalist (s) a person collecting, writing, editing, and presenting of news or news articles in newspapers and
magazines and in radio and television
32
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas.
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante mtodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y
habilidades con los que cuenta dentro de distintos equipos de trabajo.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o implcitos
en un texto.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales, patrones
de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
33
IRREGULAR VERBS
PRESENT PAST
I went
shopping
last month.
He stole the
bank last
night
Be am/is/are
Bring
Become
Buy
Come
Do
Drive
Eat
Feel
Fly
Get
Give
Go
Have
Know
Leave
Make
Meet
Was / were
Brought
Became
Bought
Came
Did
Drove
Ate
Felt
Flew
Get
Gave
Went
Had
Knew
Left
Made
Met
34
PRESENT PAST
Pay
Read
Ride
Run
Say
See
Sell
Sing
Steal
Sit
Speak
Swim
Take
Teach
Think
Understand
Wear
Write
Paid
Read
Rode
Ran
Said
Saw
Sold
Sang
Stole
Sat
Spoke
Swam
Took
Taught
Thought
Understood
Wore
Wrote
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante
mtodos establecidos.
Desarrolla innovaciones y propone soluciones a problemas a partir de metodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y
habilidades con los que cuenta dentro de distintos equipos de trabajo.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o implcitos
en un texto.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales, patrones
de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
35
Yes/No
QUESTIONS IN PAST
No, he didnt.
Yes, I did.
No, they didnt
I went shopping.
We swam in the lake
I ate pizza and spaghetti
36
See the previous examples above, and with the following pictures, compose a
new sentence in the past, give a short answer accordingly. Check the verb
form on the chart
Jose
37
Observe the following pictures, use the verb given, and additional
instructions to write a question and answer.
Teach (interrogative sentence)
What did Teresa do last semester?
She taught math last semester.
38
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacion de medios, codigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones linguisticas,
matematicas o graficas.
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante metodos
establecidos.
Sigue instrucciones y procedimientos de manera reflexiva
comprendidendo como cada uno de sus pasos contribuye al alcance de
un objetivo.
Participa y colabora de manera efectyiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y
habilidades con los que cuenta dentro de distintos equipos de trabajo.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implicitos en un texto.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacion y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propositos
comunicativos.
39
REGULAR VERBS
There are two types of verbs in English, IRREGULAR: because they change
dramatically their spelling when are used in past tense. There are no rules to the past.
REGULAR: They are call regular because they keep its form when used in the past
tense. However, they follow some the rules to move into past:
ed at the end.
Danced
Cooked
Painted
played
prayed
omitted
skipped
planned
cancelled
PRONUNCIATION NOTE:
Verbs ending
p k s ch sh f x h - pronounce ED as T
Stopped, asked, kissed, watched, washed, laughed, fixed
l v n m r b v g w y z and vowel
sounds (diphthongs) pronounce ED as D
Agreed, cancelled, moved, explained, welcomed, believed,
snowed, studied, realized
T or D pronounce ED as ID Example: Needed, accepted,
afforded, attended, arrested, collected, contacted,
40
1 catch
catched
catch
Caught
2 get
got
get
gought
3 fit
fit
fought
fat
4 set
set
sat
sought
5 drink
drink
drank
drunk
6 have
have
hove
had
7 bring
brought
bringed
brang
8 cut
cutted
caught
cut
9 find
found
fand
find
10 teach
teach
teached
taught
(write) her
national talent contests. By 13, she had signed a record deal with
Sony in Colombia, which (result) in her first album, "Magia
(write)
(take) a
Descalzos" which
copies worldwide.
In addition, this determined girl
she
Colombian government
(designate) Shakira as
Caught, got, fit, set, drank had, brought, cut, found, taught
41
10
show
showied
Showed
showwed
permit
permitied
permited
permitted
bathe
bathied
bathed
bathhed
rely
relied
relyed
rellyed
play
plaied
played
playyed
fail
failied
failed
failled
trap
trapied
traped
trapped
marry
married
marryed
marryyed
share
sharied
shared
sharred
depart
departied
departed
departted
Medicine. He also
When the war started, he
Force, but he
(study)
torpedo
(escape). They
now that he
case he
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm
42
43
9.
music/hear/you/the/?/Did
10.
last/you/in/Did/Italy/year/?/live
11.
table/Were/on/books/the/?/the
12.
office/the/open/post/?/is
It
Robert de Niro.
It
about a gangster.
He
to the cinema.
a milk shake.
to bed quite late.
However, I
I
and
I
It
I
dressed quickly
at work early.
the first person to arrive at work.
very calm and peaceful.
me eyes for a few moments.
And
up.
My boss
Because he
He
me a bonus.
44
a hamburger.
WENT (3),
SAW (1), WAS
(4), THOUGHT
(1) WOKE (1),
ARRIVED (2),
GOT (2),
CLOSED (1),
HAD (2),
STARTED (1),
SHOOT (1)
45
46
Puzzle
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------------------------------|5
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-------
ACROSS
DOWN
2. Past of blow
3. Past of cost
5. Past of throw
1. Past of beat
2. Past of bring
4. Past of see
(escape). They
(play) the
http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm
47
I WILL SURVIVE
By Gloria Gaynor
At first I
afraid; I
petrified,
Kept thinking I
never live without you by my side,
But then I
so many nights thinking how you
me wrong,
And I
strong, and learned how to get along.
So you're back, from outer space
I just
in to find you here with that sad look upon your face,
I should have
that stupid lock,
I should have
you leave your key,
If I'd
for just one second you'd be back to bother me,
Oh and now GO! Walk out the door! Just turn around now,
'Cause you're not welcome anymore!
to break me with goodbyes,
Weren't you the one who
You think I'd crumble, You think I'd lay down and die?
No, not I, I will survive...oh as long as I know how to love,
I know I am still alive.
I got all my life to live, and I got all my love to give,
I will survive, hey, hey!
It
all the strength I
not to fall apart,
Now I am trying hard to mend the pieces of my broken heart,
oh so many nights just feeling sorry for myself,
I
I
to cry, but now I hold my head up high,
And you see me, somebody new. I am not that chained up
little person still in love with you, and so you
just
like dropping in and just expect me to be free,
Now I am saving all my loving for someone who's loving me
Oh and now GO! Walk out the door! Just turn around now,
'Cause you're not welcome anymore!
Weren't you the one who
to break me with goodbyes,
You think I'd crumble, You think I'd lay down and die?
No, not I, I will survive, Oh as long as I know how to love,
I know I am still alive,
I got all my life to live, and I got all my love to give,
I will survive, oh yeah!
BE (2), CAN, SPEND (2) DO, GROW, WALK, CHANGE, MAKE, KNOW, TRY (2), TAKE, HAVE,
USE, FEEL
http://www.isabelperez.com/survive.htm
48
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Expresa ideas y conceptos mediante representaciones lingsticas,
matemticas o graficas
Se comunica en una segunda lengua en situaciones cotidianas
Desarrolla innovaciones y propone soluciones a problemas mediante
mtodos establecidos.
Desarrolla innovaciones y propone soluciones a problemas a partir de
metodos establecidos.
Sigue instrucciones y procedimientos de manera reflexiva
comprendiendo como cada uno de sus pasos contribuye al alcance
de un objetivo.
Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas
de manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y
habilidades con los que cuenta dentro de distintos equipos de trabajo.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto.
Expresa ideas y conceptos en forma escrita de manera clara, coherente
y creativa.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
49
50
COULD
EXAMPLE: Juan was accepted at Medical School and Law School. Both
gave him a scholarship. Bernardo could go Medical School but He wants
to be a Lawyer.
What is the ability on the following sentences?
1. Sofia taught math when she was young.
51
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Se comunica en una segunda lengua en situaciones cotidianas
Maneja las tecnologas de la informacin y la comunicacin para obtener
informacin y expresar ideas.
Sigue instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
Identifica las ideas clave en un texto e infiere conclusiones a partir de
ellas.
Competencias disciplinares:
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Evala el lenguaje como una herramienta para interpretar y representar la
realidad que estructura nuestras percepciones y experiencias diarias.
Conoce aspectos elementales sobre el origen y desarrollo de una lengua
extranjera, y los interpreta en el marco de la diversidad lingstica.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
52
Introduction
Grammar Focus
Modal Verb
Infinitivo without to
I
you
COULD/COULDNT
He
She
It
|
We
|
|
You
They
53
Examples
54
Task
What is the ability on the following sentences?
1. Sofia taught math when she was young.
She could teach math when she was young.
2. Armando answered three phones at the same time
He couldnt answer three phones at the same time.
3. Delia and her husband danced tango many years ago.
55
4. Carlos & Lina were able to spend long time visiting the museums.
56
Choose the correct answer. Fill the gaps when youve checked your answers.
1I
solve this.
6 You
was
could
couldnt
could to
red herring
is
2 Diana
A
could play
can to play
eats
the piano.
come on holiday
3 She
next month if her parents give her
permission.
A
can't
could
could to
4 They
was too bad.
A
couldn't
can't
could to
do it
7 Sorry, Teacher. I
yet.
A
wasn't
couldn't
could to
8 He
he studied harder.
A
can to
could to
could
9 They
A
could to
couldnt
wasn't
10 Im sorry, We
the party.
can't to
couldn't
am not
Cant to
could
will can't
57
go to
Exercises
Write sentences about yourself. Use could or couldnt.
Short Answers
Yes, (I you he she it we they) could No, (I you he she
it we they) could/couldnt
58
Pair work
Time to speak
Talk about these questions
Which of these favors ask you most? Which you ask the least?
What are two other favors that you dislike being asked?
Imagine that your best friend asked you all these favors; what would you say in each situation?
Lend me
your
toothbrush
Let me use
your car for
a weekend
Let me see
your exam
Could you?
Lend me
some money
Make me my
homework
Let me stay
at your house
for a year
59
Process
The student has to research for additional information in internet and books about the
modal could.
In this chart you can put the information you found in your research.
Affirmative
Negative
Ability
in the
past
Past or
future
permission
Present
possibility
Requests
Possibility or
ability in
contingent
circumstances
Look at the next links to find the information needed; you can start gathering useful information
from the websites and look for others websites.
http://www.ssdd.bcu.ac.uk/learner/Grammar%20Guides/3.07%20Modals.htm
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/auxvb.html
http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL
60
Evaluation
Category
&
Score
Beginning 1
Developing 2
Very Good 3
Exemplary 4
Score
Test of Prior
Knowledge
The student
poorly recall the
concept about
Modal could
Auxiliary Verb
The student is
able to recall
well the concept
about the could
Auxiliary Verb
The student
completely
recall the
concept about
Modal
could
Auxiliary Verbs
%20
Reading the
Notes
The student
scan the notes
found in the
following links
provided for
she/he
The student
read the notes
completely
found in the
following links
provided for
she/he
The student
read the notes
found in the
following links
provided for
he/se
%25
Differentiating
Affirmative
Present
possibility
Past or future
permission
Students just
read the
handout
provided for
he/she
Students read
the handout
provided for
he/she
Students have
read and
understood the
handouts
provided for
he/she
Students have
fully read and
mastered the
handout
provided for
he/she
%30
The students
got 1% - 25% of
the total score
in the task
activity
The students
got 25% - 50%
of the total score
in the task
activity
The students
got 50% - 75%
of the total score
in the task
activity
The students
got 75% 100% of the
total score in
the task
activity
%25
Negative
Ability in the
past
Possibility or
ability in
contingent
circumstances
Exercises
Total Score:
%100
NOTE: Is important to know that in second semester students focus in the modal auxiliary verb could in past, but it is not a
bad idea that the students know all this forms of the modal auxiliary verb could. This is only a suggestion if the teacher
consider the use of the modal auxiliary verb could only in the past form, she/he are going to teaching in the correct way
too.
61
REFERENCIA
Ttulo: Lado English series
Autor: Robert Lado
Lugar: University of Michigan
Editorial: Englewood Cliffs, Jersey 07632
Edicin: Printed in the United States of America
Pgina: 98
Auxiliar \"Could\"
http://images.google.com.mx/images?um=1&hl=es&lr=&safe=active&rlz=1G1G
GLQ_ESMX302&q=fotografia+de+persona+hablando+por+telefono&start=20&sa=
N&ndsp=20
Auxiliar \"Could\"
http://www.wikilearning.com/curso_gratis/1000_palabras_usadas_y_gramat
ica-condicional_could/26255-16
Auxiliar \"Could\"
http://aprendeinglesenutah.wordpress.com/2008/11/11/lesson-18-can-coul
d-and-be-able-to-modal-verbs-i/
http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL
http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL
62
I was working
She was finishing her homework
I started again.
but
We fell asleep.
63
Read the following story, and change the verb given in parenthesis to the
past tense.
Sergio and Maggie_
(watch) TV last night, when their children
_(come) and
(interrupt) them, they
(want)
(be) tired and
(not want) to
to go to the movies; but Sergio,
drive all the way to down town.
(plan) to stay home. But Hugo, the oldest son,
It was Friday night, and the parents
(propose) that Maggie could drive. But Maggie
(say) no. Andres
(play) Nintendo,
(cook) dinner. So, she
(not like) to go with Hugo.
and
Read the following story; fill in the gaps using the given verbs to complete
the sentence, and then continue with your own end to the story.
GO (3) / NOT LIKE /BE (3) / FEEL / RAIN / NOT BE / HAVE/ TRY / CRY
about
very strange.
minutes.
64
, the
for five
1. I went
(go) to the mall after school, while I was walking(walk),
I saw (see) my Math teacher.
2. My brother
3.
he
4. Alex
5.
meeting? No they
6. We
7.
it
8. Sorry, I
9. I
10. What
(eat)
sick.
65
12.
someone
15. I
16. Maria
17. I
18. I
19. Paul
66
SKIING
BROKE ARM
STEAL
PUNCH ME
HOLD ME
67
EXERCISE
68
69
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Se comunica en una segunda lengua en situaciones cotidianas.
Trabaja en forma colaborativa
Participa y colabora de manera efectiva en equipos diversos.
Propone maneras de solucionar un problema o desarrollar un proyecto en
equipo, definiendo un curso de accin con pasos especficos.
Aporta puntos de vista con apertura y considera los de otras personas de
manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y
habilidades con los que cuenta dentro de distintos equipos de trabajo.
Competencias disciplinares:
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
70
Frank: Were there enough signals to help control the traffic jam?
Enriqueta: Yes, there were; but there were too many business located there! and cars, pollute
the air. Now there is a lot of noise and too much smog.
Frank: The city should prohibit traffic in downtown to reduce pollution and people should use
more bicycles and fewer cars.
Enriqueta: People can also use the subway.
Frank: How many stations are there?
Enriqueta: There are two train stations in downtown; one of them is close to the mall where
you can find all kind of stores. It even has the biggest movie theater you can image. Many
people visit it.
Frank: In my home town there was only one Movie Theater it is also well visited by every body
in my town. But my town is a small one!!!
71
72
Continuation.
UNCOUNTABLE NOUNS
They are often the names for abstract ideas or qualities. Examples
of common uncountable nouns:
Money
Happiness
Research
Safety
Knowledge
Furniture
Sadness
Evidence
Beauty
Traffic
a piece of furniture
a lot of evidence
73
Tema:
Units of measure
Adverbs of quantity
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa en una lengua extranjera.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
74
UNITS OF MEASURE
A cup: (cupful) The amount that a cup can hold
A bottle: glass or plastic container with a narrow neck for keeping liquids.
A Slice: A flat piece of food that is cut from a larger piece.
A bunch: a group of things of the same type grown together.
A bundle: to make or tie a number of things together.
A loaf: Bread baked in one piece (before it is cut in pieces, [slices])
Pinch: The amount of something you can pick up with your thumb and
your first finger
A pound: Measure of weight equal to 0.454 Grms.
Spoonful: The amount that a spoon can hold
Dozen: twelve units of something.
Half a dozen: six units of something.
Choose the correct word to show quantity, remember, Can you count
them? Use many, a few. You cant? Use much, little
75
76
Adverbs of quantity
Enough
Not to much
A little
More
Not enough
Plenty
Fewer
Less
77
Tema:
Unidad:
Objetivo conceptual:
El alumno
Objetivo
procedimental:
El alumno
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Competencias disciplinares:
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa en una lengua extranjera.
Evala el lenguaje como una herramienta para interpretar y representar la
realidad que estructura nuestras percepciones y experiencias diarias.
78
Answer the following questions using a unit of measure you learnt using Is
there.? Yes, there is, Yes, there are
79
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa en una lengua extranjera.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
80
Questions using: How much? How many? Answer the question using
the units of measure learnt.
81
We use a lot of
with uncountable nouns and plural count nouns
I ate a lot of apples.
A lot of people like to swim at night.
That dog has a lot of fleas.
Mary bought a lot of furniture.
The man gave us a lot of advice.
Our teacher gave us a lot of homework.
http://www.eflnet.com/tutorials/muchmanyalotof.php
Can you count the following items? If you cant, write: MUCH. If you can write MANY
1.
Many
students
2.
time
3.
money
4.
dollars
5.
wine
6.
children
7.
water
8.
fun
9.
dogs
10.
people
11.
rice
12.
sand
13.
coffee
14.
news
15.
furniture
82
2. Mark doesn't do
exercise.
3. I don't eat
meat.
4. Helen eats
fruit.
5. I don't know
people at work.
6. How
7. We need
bananas.
9. We haven't got
new books.
http://www.englisch-hilfen.de/en/exercises/some_any.htm
students
15. How
16. I buy
19. I have
friends in America.
orange juice.
cheese in the salad
milk do we need?
24.
25.
rice do we have?
26.
I ate
83
1. There are
2. How
money?
milk left
friends
homework
furniture
chairs
money
12. You cannot borrow money from your brother. He only has
money.
13. Buy a new car. Your old car has
problems.
people here.
butter.
ink.
22. How
homework.
21. How
23. How
homework.
84
Tema:
Plurals
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa en una lengua extranjera.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
85
PLURALS
glasses
buzz
buzzes
box
boxes
dish
dishes
church
churches
IZ
Rule #3 Nouns ending in - y preceded by a consonant change - y to - ies. Examples: lady, ladies;
city, cities; army, armies
Rule #4 Nouns ending in y preceded by a vowel add - s. Example: boy, boys; day, days
Rule #5 Most nouns ending in o preceded by a consonant add es. Example: hero; heroes; potato:
wives, knife-knives
IRREGULAR PLURALS
man, men
foot, feet
mouse, mice
woman, women
tooth,
teeth
louse, lice
child, children
ox, oxen
goose, geese
scissors oats
tongs
trousers pinchers
measles
cattle
shears
victuals tweezers
86
ADDITIONAL ACTIVITY
A day in Ensenada
Prepare a tour through Ensenada (or choose your own recreational place)
which of the following activities would you like to do? Number them from
1 (most interesting) and 6 (least interesting).
Eat lobster in
Puerto Nuevo
Visit La Bufadora
Vineyards in Valle de
Guadalupe
Visit Hanson Lagoon
Bring pictures of that place to make a poster, present your poster to the
class, tell them why and when are you visiting that place.
Talk about the activities you are planning to do, in the order you gave
initially, and tell why you want to do that particular action. Use the box
bellow to write down the information you will need to talk about your trip.
87
Tema:
Unidad:
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Se expresa y se comunica
Escucha, interpreta y emite mensajes pertinentes en distintos contextos
mediante la utilizacin de medios, cdigos y herramientas apropiados.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
a partir de ellas.
Se comunica en una segunda lengua en situaciones cotidianas.
Aplica distintas estrategias comunicativas segn quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Competencias disciplinares:
Localiza y ordena distintos datos, ideas y conceptos expresados o
implcitos en un texto en una lengua extranjera.
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa enana legua extranjera.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera, recurriendo a conocimientos previos, pistas no verbales,
patrones de entonacin y contexto cultural.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
Conoce aspectos elementales sobre el origen y desarrollo de una lengua
extranjera, y los interpreta en el marco de la diversidad lingstica y
cultural.
88
Possessive Pronouns
Demonstrative Pronouns
89
fun?
Angela: We did!!! There was plenty of food for all of us.
1. I saw
2. Give it to
. They / them
3. He kissed
_. she / her
4. He took
? Us / we
7. What did
am. Me / I
http://www.usingenglish.com/handouts/73.html
90
. (He)
Lorena was talking to Mike, she was telling Mike not to be late
from work.
91
http://www.eslpractice.net/obpro/ex1.htm
.
yesterday.
92
PROGRESS TEST- Fill in the gaps using the appropriate OBJECT PRONOUN.
! (he/him/his)
(him/it/ its)
! (him / it / its)
. (him / it / them)
93
Tema:
Unidad:
II
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Maneja las tecnologas de la informacin y la comunicacin para obtener
informacin y expresar ideas.
Trabaja en forma colaborativa
Identifica las ideas clave en un texto e infiere conclusiones a partir de
ellas.
Aporta puntos de vista con apertura y considera los de otros compaeros
de manera reflexiva.
Sigue instrucciones y procedimiento de manera reflexiva.
Competencias disciplinares:
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera
94
Introduction
The student will practice in everyday life when is he or she expressing, in a correct way after
study understand the use of; "Used to" expresses the idea that something was an old habit that
stopped in the past. It indicates that something was often repeated in the past, but it is not usually
done now.
Grammar Focus
Used To
FORM
USED TO + VERB
Example
I used to go to the park every day
Habit in the past
You can use to +verb for talk of habits in that you used to do in past but you dont do any
more.
Example
Habit: I used to play tennis
Affirmative
I you he she it
we they
Used to
verb
Example: I used to play the guitar he used to play the guitar we used to play the
guitar etc
Negative
I you he she it
we they
Didnt Used
to
verb
Example: I didnt use to play tennis she didnt use to play tennis they didnt play
tennis etc.
Questions
Did
I you he she
it we they
Used to
95
verb
TASK
Activity 1
Complete these sentences. Then compare with a partner.
1.
2.
3.
4.
Activity 2
Pair work
Time to write
Write six more sentences about yourself using used to
Do you and your classmate have anything in common?
96
2.
I used to
3.
Writing and Speaking Add four more questions to the following list and
take turns to ask and answer each question. Then, write the main idea of
your classmates
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
97
didn't use to
He didnt used to
used to
Use a pillow
was using to
People
use the
Internet but now everybody is surfing
is
Didnt use to
Used
gets used
I
to play baseball
when I was young. I'm too old and fat to
play now.
speak in
used
to
I
wear long hair for the holidays but
not any more
used to
use
to be used to
got used to
to used to get
used
Juan was in London for a year. He liked
the
England but he
insipid food and the miserable weather.
The baker's
but now it's terrible.
didn't
to be so bad
use
I
talk over the phone
every day, but not any more
used
Used to
am using
am already used
use
http://perso.wanadoo.es/autoenglish/freeexercises.htm
98
Process
The student has to research for additional information in internet and books about the
modal could.
In this chart you can put the information you found in your research.
Affirmative
Negative
Questions
Short answers
Look at the next links to find the information needed; you can start gathering useful information
from the websites and look for others websites.
http://www.englishclub.com/grammar/verbs-m_used-to-do.htm
http://www.uwstout.edu/soe/profdev/rubrics/primaryteamworkrubric.pdf
http://perso.wanadoo.es/autoenglish/freeexercises.htm
99
Evaluation
Self evaluation rubric
As team member I:
As team member I:
As team member I:
REFERENCIA
http://www.englishclub.com/grammar/verbs-m_used-to-do.htm
http://www.uwstout.edu/soe/profdev/rubrics/primaryteamworkrubric.pdf
http://perso.wanadoo.es/autoenglish/freeexercises.htm
http://es.123rf.com/photo_593369.html
100
San Felipe
Swimming
Tacos
Tijuana
Fishing
Ensenada
Paying Soccer
Fishing
The lake
Skating
Park
Pizza
Playing baseball
Watching Cartoons
Used to refers to something that you regularly did in the past but
dont do anymore
101
Tema:
Unidad:
II
Objetivo conceptual:
Objetivo
procedimental:
Objetivo Actitudinal:
Competencias genricas:
Maneja las tecnologas de la informacin y la comunicacin para obtener
informacin y expresar ideas.
Ordena la informacin de a cuerdo a categoras y jerarquas.
Trabaja en forma colaborativa
Identifica las ideas clave en un texto e infiere conclusiones a partir de
ellas.
Aporta puntos de vista con apertura y considera los de otros compaeros
de manera reflexiva.
Competencias disciplinares:
Expresa ideas y conceptos en forma escrita de manera clara, coherente y
creativa.
Comprende las ideas generales expresadas en un texto en una lengua
extranjera.
Elabora textos simples en una lengua extranjera para diversos propsitos
comunicativos.
Capta la idea general y posible desarrollo de un mensaje en una lengua
extranjera
102
Introduction
The student will practice in everyday life when is he or she expressing, in a correct way after
study understand the use of; Word order in questions; In The English language there are no
different forms for subjects and objects. To keep subject and object apart however, we have to
stick to the word order.
In questions, the word order subject-verbs-objects is the same as in affirmative sentences. The
only thing that's different is that you usually have to put the auxiliary verb example: (main verb be)
before the subject interrogative are put at the beginning of the sentence.
Grammar Focus
Interrogative W questions
interrogative
what
When
Auxiliary
verb
would
subject
Did
You
were
you
you
Other
verbs
Like
to tell
have
Indirect
object
me
Direct
object
place
time
A party
In your
hose
Here?
yesterday
You dont use an auxiliary verb if you ask for the subject. In this case the interrogative
simply takes the place of the subject.
interrogative
who
Verb (s)
asked
object
You?
Verb (s)
object
speak
English
Can speak
English
Negative
The word order in negative sentences is the same as in affirmative sentences.
Note however, that in negative sentences we usually need an auxiliary verb.
Subject
verb
Indirect object
Direct object
place
time
will not
you
the story
at school
tomorrow
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Task
Word Order in Questions
INTERROGATIVE + AUXILIARY + SUBJECT + MAIN VERB
Order the words in the boxes to make questions.
oranges
like
do
you
?
1
you have much do how
money
?
you
are who
?
my chocolate did eat you
?
say you what did
?
going you where are
?
car tonight borrow I your can
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Process
The student has to research for additional information in internet and books about word
order in questions.
In this chart you can put the information you found in your research.
Affirmative
Negative
Questions
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Short answers
Evaluation
Word order in affirmative sentences
Instructions
Put in order the next affirmative sentences
Referencia
http://www.englisch-hilfen.de/en/exercises_list/satz.htm
http://www.ego4u.com/en/cram-up/grammar/word-order/exercises?03
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Jennifer Lopez
Born July 24 1969 Jennifer Lopez, she of the infamous buttocks, is now one of the Bronxs
biggest exports. Starting her career as a dancer and actress appearing on American TV shows
such as Living Color and Hotel Malibu Jennifer was nominated for a Golden Globe for her first
film role in 1998 comedy Selena.
With a change of name came super stardom as, in 2001, JLo was released, featuring hit singles
Play, Love Dont Cost A Thing as well as
giving birth to remixes of Im Real and Aint
It Funny. JLos collaboration with
rappers such as Ja Rule gave her a
new audience and credibility
outside of the pop world, although
Jenny From the Block, the lead
single from her 2002 album This is
Me? Then, saw her rather
ridiculed for claiming to be from the
seen in the worlds finest hotels
block when she was often
the yearly wage of most of us.
wearing fur coats costing
In between failed
marriages (to Cris Judd) and
broken engagements
(Ben Affleck), getting arrested with
P Diddy (another ex)
and appearing in films such as Maid
in Manhattan and The
Wedding Planner, Jennifer managed to
turn herself in to a
corporation with a range of clothes,
perfumes and a production company to her name. She has also turned her hand to modeling,
most notably appearing in a fabulous campaign for Louis Vuitton.
More recently the one time diva seems to have settled down, dedicating time to her new
husband Marc Antony (the Latino pair married in June 2004) and releasing her latest album
Rebirth which, although a commercial flop, signified a new direction for the singer. Despite this
disappointment it seems that JLos success is set to run and run although whether her future
lies in singing, acting or fashion remains to be seen.
After reading JLos biography, write down with your own words, what
she used to do in her life.
JLo used to be a dancer. She used to
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