Modulo de Aprendizaje

3B-3
MÓDULO DE APRENDIZAJE
UNIDAD ACADÉMICA DE ESTUDIOS GENERALES
INGLÉS III
AUTORES
Mg. Víctor Lizama Mendoza
Lima, 2021
1
F-CV3-3B-3
Módulo de Aprendizaje
INGLÉS III
Director
Mg. Jorge Antonio Gonzales Miranda
Coordinador
Autores
Corrector de estilo
Lic. Aram Roosell Simangas Villalobos
2
F-CV3-3B-3
ÍNDICE GENERAL
Introduction ................................................................................................................ 5
Week I
UNIT I
• Grammar: Review Present Simple Vs Present Continuous ................................6
Week II
UNIT I
• Grammar: Modal “CAN” Abilities… .................................................................... 8
Week III
UNIT I
• Grammar: Yes/No Questions with the modal “CAN” ......................................... 10
Week IV:
UNIT II
• Grammar: Comparative Sentences Short Adjectives ......................................... 12
Week V
UNIT II
• Grammar: Comparative Sentences Long Adjectives ......................................... 14
Week VI
UNIT II
• Grammar: Superlative Sentences Short Adjectives ............................................ 16
Week VII
UNIT II
• Grammar: Superlative Sentences Long Adjectives ............................................ 18
Week VIII:
• First Exam
Week IX
UNIT III
• Grammar: The Simple past of BE “WAS” - “WERE” ........................................... 20
Week X:
UNIT III
• Grammar: The Simple Past of BE in Negative Form ........................................... 22
Week XI:
UNIT III
• Grammar: Yes/No Questions with the Past of BE ............................................... 24
Week XII:
UNIT IV
• Grammar: The Past Simple Regular Verbs......................................................... 26
3
F-CV3-3B-3
Week XIII
UNIT IV
• Grammar: The Past Simple Irregular Verbs........................................................ 28
Week XIV:
UNIT IV
• Grammar: The Past Simple in Negative Form .................................................... 30
Week XV:
UNIT IV
• Grammar: Yes/No Questions in Past Simple ...................................................... 33
Irregular verbs .............................................................................................................. 36
Regular verbs ............................................................................................................... 40
Week XVI:
Second Exam
Week XVII:
Third Exam
4
F-CV3-3B-3
INTRODUCCIÓN
En la actualidad, la lengua inglesa ha tenido mayor importancia debido a las

necesidades que plantea el siglo XXI en la que los estudiantes requieren tener un
dominio del mismo. La idea de aprender inglés es tener la facilidad de comunicarse en
una segunda lengua,con personas dentro y fuera del país; tener herramientas
necesarias para el conocimiento y el desarrollo de las cuatro habilidades lingüísticas
básicas (escucha,habla, lectura y escritura), así como una serie de sub-habilidades,
cuyo objetivo primordial es el dominio del idioma. En esta línea, el aprendizaje del
idioma inglés se desarrolla en contexto y las actividades deben proveer oportunidades
para que al desarrollar un tema central, se logren integrar las habilidades por medio
de actividades reales. En este sentido, la presente guía, tiene como propósito orientar
para el aprendizaje del idioma inglés.
La presente publicación: Módulo de Aprendizaje de Inglés III, constituye un
conjunto de ejercicios y actividades a realizar, los cuales servirán de orientación y guía
al estudiante a fin de complementar su formación del curso de Estudios Generales.
Para organizar el presente Módulo de Aprendizaje, la asignatura se ha dividido
en dos unidades, la primera se desarrollará las siete primeras semanas y la segunda
parte en las siete siguientes.
En cada unidad se exponen los temas de cada contenido, seguido de ejemplos
e ilustraciones y un conjunto de ejercicios y actividades. La profesora, en las clases
prácticas resolverá algunos de los ejercicios propuestos, dejando a los estudiantes
que completen lo demás, en trabajos grupales o en forma individual. Lo importante es
que el alumno asuma la responsabilidad de trabajar en forma sostenida
comprendiendo los conceptos, las estructuras gramaticales y las aplicaciones de los
diferentes temas.
Se invita a nuestros estudiantes predisponer del mayor entusiasmo, dedicación

y esfuerzo para resolver los ejercicios y actividades planteadas, a fin de lograr las
capacidades, aptitudes y competencias requeridas de la asignatura.
Mg. Victor Enrique Lizama Mendoza
5
F-CV3-3B-3
WEEK I: UNIT I
1.- THE SIMPLE PRESENT Vs THE PRESENT CONTINUOUS
I. DESARROLLO DEL TEMA
1.1. Competencia a desarrollar

Comunica actividades que realiza en tiempo presente y continuo en su vida
cotidiana de manera oral y escrita.
1.2. Contenidos a desarrollar
THE SIMPLE PRESENT vs THE PRESENT CONTINUOUS
A.- Complete the text with the correct form of the verb in brackets. Use the present
simple or present continuous.
A DAY IN THE PARK!

Hello! I’m Lisa and I am 10 years
old. Today it (be) sunny in
my town. My parents
(buy) some food for lunch in the
supermarket and I (play)
at the park near my house. Every Sunday,
I here with my
friends.
In the park, there are a lot of people.
I (wear) a
purple skirt with a pink T-shirt. I
(eat) a sweet. Tom and
David (have) fun in the
swings. David always (wear)
glasses. Rachel (skip).
She (wear) a
purple dress with a white T-shirt. Jenny
6
F-CV3-3B-3
and Mike (chat) in a bench. Tim and Kevin
(play) football. Tim (have got) red hair like me. Michael is playing with a
yo-yo. And Luis, Imran and Jenny (play) in the slide. Luis
(wear) blue shorts with a white and yellow T-shirt and
(have got) blond hair. It (be) 12 p.m. and I
(go) home to have lunch.
B.- Identify each character. Write their names in the picture.
C.- Unscramble the words to make sentences Present Simple
For example: play / in / the park / They / soccer

They play soccer in the park.
1. in / works / She / the school
2. every / Sunday / gym / to / the / go / I
3. French / He / studies / home / at
4. their / homework /do / They
5. washes / Mario / his / clothes
6. in / run / We / the / stadium
II. Bibliografía
• A day in the park. Recuperado de

https://en.islcollective.com/resources/printables/worksheets_doc_docx/a_day_
in_the_park_-_present_simple continuous/present-simple-/9006
• Parkinson, D. (2005). Oxford Business English Dictionary for learners of
English. Oxford: OUP.
• Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press
• Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.
7
F-CV3-3B-3
WEEK II: UNIT I
2.- MODAL “CAN” - ABILITIES
Es capaz de comprender y utilizar el auxiliar “Can” para expresar cuales son las
habilidades que puede realizar.
MODAL “CAN” - ABILITIES
I can play the guitar…
8
F-CV3-3B-3
A.- Write five sentences about your abilities.
For example: I can play the violin.
1.- .
2.- .
3.- .
4.- .
5.- .
B.- Write five sentences about what you cannot do.
For example: I can’t swim in the sea.
1.- .
2.- .
3.- .
4.- .
5.- .
II. Bibliografía
• Podnecky, J. (2000). Putting English to work. Contemporary books.
• Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford
University Press.
9
F-CV3-3B-3
WEEK III: UNIT I
3.- YES / NO QUESTIONS WITH “CAN”
Expresa oralmente en diálogos o actividades grupales con apoyo visual utilizando

entonación y pronunciación adecuada.
Utiliza vocabulario preciso para hacer uso de preguntas y las responde
adecuadamente.
YES / NO QUESTIONS WITH “CAN”
10
F-CV3-3B-3
A.- Unscramble the questions.
1.- play / Can / she / trumpet / the / ?

.
2.- the / cymbals / they / Can / play / ?

.
3.- a / Can / he / car / drive / ?

.
4.- sing / rock / you / Can / ?

.
5.- huayno / Can / we / dance / ?

.
B.- Answer the next questions with your own information.
Can you speak French?

Can you dance tango?
Can you cook Peruvian food?
Can you swim in rivers?
Can you make a sandcastle?
Can you prepare cookies?
Can you play tennis?
Can you sing in English?
II. Bibliografía
University Press.
11
F-CV3-3B-3
WEEK IV: UNIT II
4.- COMPARATIVE SENTENCES “SHORT ADJECTIVES”

Es capaz de expresar con facilidad comparaciones de lugares, personas,
animales y objetos usando adjetivos comparativos cortos.
COMPARATIVE SENTENCES “SHORT ADJECTIVES”
Adjectives big Irregular

that end in a “Russia is Adjectives ex-pen-sive
single vowel bigger than Adjectives
with two or “This book is
and Canada.” more more
consonant: than
syllables, add: expensive than
double the
‘more’ + ‘than’ that book.”
final letter
before adding far further than
‘than’
12
F-CV3-3B-3
A.- Change the next adjectives into the comparative form.
Tall
Short
Happy
Fast
Slow
Smart
Fat
Thin
Big
Small
B.- Complete the next sentences using comparative adjectives.
1. I (tall) For example: I am taller than my sister.
2. Sarah (busy) Mary.
3. The sun (hot) the earth.
4. The earth (large) the moon.
5. Elephants (big) horses.
6. This restaurant (good) that restaurant.
7. Salads (healthy) hamburgers.
8. I think weekends (nice) weekdays.
9. The sun (far) the moon.
10. That hotel (bad) this hotel.
II. Bibliografía
• Murphy, R. (2004). English Grammar in Use for basic level. Third

edition.Cambridge University Press.
University Press.
13
F-CV3-3B-3
WEEK V: UNIT II
5.- COMPARATIVES SENTENCES “LONG ADJECTIVES”

Es capaz de expresar con facilidad comparaciones de lugares, personas,
animales y objetos usando adjetivos comparativos largos y crea textos en la cual
describe diferentes sujetos.
COMPARATIVES SENTENCES “LONG ADJECTIVES”
14
F-CV3-3B-3
A.- Write comparative sentences using the next adjectives.
1.- (beautiful)
2.- (expensive)
3.- (interesting)
4.- (boring)
5.- (intelligent)
6.- (dangerous)
7.- (exciting)
8.- (amazing)
B.- Write a short paragraph using comparative adjectives.
II. Bibliografía
University Press.
15
F-CV3-3B-3
WEEK VI: UNIT II
6.- SUPERLATIVE SENTENCES “SHORT ADJECTIVES”

Es capaz de expresar ideas en las cuales describe usando diferentes lugares,
personas, animales y objetos usando adjetivos superlativos cortos.
SUPERLATIVE SENTENCES “SHORT ADJECTIVES”
16
F-CV3-3B-3
A.- Change the next adjectives into the superlative form.
Tall
Short
Happy
Fast
Slow
Smart
Fat
Thin
Big
Small
B.- Write superlative sentences using the adjectives from the chart.
1.-
2.-
3.-
4.-
5.-
II. Bibliografía
University Press.
17
F-CV3-3B-3
WEEK VII: UNIT II
7.- SUPERLATIVE SENTENCES “LONG ADJECTIVES”

Es capaz de expresar ideas en las cuales describe usando diferentes lugares,
personas, animales y objetos usando adjetivos superlativos largos.
Crea textos en las cual relata las características de diferentes tipos de sujeto.
SUPERLATIVE SENTENCES “LONG ADJECTIVES”
18
F-CV3-3B-3
A.- Write superlative sentences using the next adjectives.
1.- (beautiful)
2.- (expensive)
3.- (interesting)
4.- (boring)
5.- (intelligent)
6.- (dangerous)
7.- (exciting)
8.- (amazing)
B.- Complete the next sentences.
II. Bibliografía
University Press.
19
F-CV3-3B-3
WEEK IX: UNIT III
9.- THE SIMPLE PAST OF BE “WAS” – “WERE”

Es capaz de expresar ideas usando el tiempo pasado en la cual usa los
auxiliares WAS and WERE.
Crea textos cortos en la cual describe situaciones en tiempo pasado.
The Simple Past of BE
20
F-CV3-3B-3
A.- Choose the right verb
B.- Read and mark true ( T ) or false ( F ).
Sam, an unemployed piano tuner, said it was only the second thing he had ever won in
his life. The first thing was an Afghan blanket at a church raffle when he was 25 years old. But
this was much bigger: it was $120,000! He had won the Big Cube, a state lottery game. To win,
a contestant must first guess which number a spinning cube will stop on. The cube has six
numbers on it: 1X, 10X, 50X, 100X, 500X, and 1000X. If he is correct, the contestant must then
guess which of two selected variables is going to be greater. So, just guessing which number
appears on the cube does not guarantee that you will win any money.
Sam correctly guessed 1000X, but he still had to choose between two variables. One
variable was the number of cars that would run the stop sign at Hill Street and Lake Avenue in
six hours. The other variable was the number of times that a teenage boy would change TV
channels in a three-hour period. This was a tough decision.
1.- Sam was a teacher. T - F
2.- He was 25 when he won a blanket. T - F
3.- It was the fourth time he had won a prize T - F
4.- It was an easy decision T - F
II. Bibliografía
University Press.
21
F-CV3-3B-3
WEEK X: UNIT III
10.- THE PAST OF BE IN NEGATIVE FORM

auxiliares WAS and WERE en su forma negativa.
Crea textos cortos en la cual describe situaciones en tiempo pasado.
THE PAST OF BE IN NEGATIVE FORM
A.- Choose and complete.
The football shirts in the bag. (wasn't or weren't)
It dark at 10 o´clock. (wasn't or weren't)
The tickets expensive. (wasn't or weren't)
The exercise easy. (wasn't or weren't)
22
F-CV3-3B-3
Your mum late. (wasn't or weren't)
They at home yesterday. (wasn't or weren't)
B.- Unscramble the next sentences.
1.- the / weren’t / They / in / mall

.
2.- wasn’t / I / a / good / painter

.
3.- a / wasn’t / She / nurse

.
4.- at / You / the / weren’t / hospital

.
5.- bad / wasn’t / He / a / singer

.
6.- weren’t / We / funny / school / at

.
II. Bibliografía
23
F-CV3-3B-3
WEEK XI: UNIT III
11.- YES/NO QUESTIONS WITH THE PAST OF “BE”

auxiliares WAS and WERE en su forma interrogativa.
Crea preguntas con respuestas cortas en la cual describe situaciones en tiempo
pasado.
YES/NO QUESTIONS WITH THE PAST OF “BE”
A.- Answer the next questions.

1. Was Julia Robert French? No, .
2. What about Robert de Nero? Was he an American actor? Yes, .
3. Were New York and Los Angeles Spanish Cities? No, .
4. Was Big Ben in Paris? No, .
5. Was Mount Everest in Africa? No, _.
24
F-CV3-3B-3
B.- Change the next structures into the simple past tense.
II. Bibliografía
25
F-CV3-3B-3
WEEK XII: UNIT IV
12.- THE SIMPLE PAST TENSE “REGULAR VERBS”

Es capaz de expresar ideas usando el tiempo pasado en la cual usa los verbos
regulares en tiempo pasado.
Crea párrafos en tiempo pasado en la cual relata situaciones de su niñez.
THE SIMPLE PAST TENSE “REGULAR VERBS”
26
F-CV3-3B-3
A.- Write the past tense of the next regular verbs.
PRESENT PAST
PLAY
COOK
WASH
WORK
WATCH
LOOK
DANCE
STUDY
WALK
CLEAN
JUMP
LISTEN
LIVE
LEARN
TALK
ASK
B.- Write five sentences in past simple using the verbs from the chart.
1.- .
2.- .
3.- .
4.- .
5.- .
II. Bibliografía
27
F-CV3-3B-3
WEEK XIII: UNIT IV
13.- SIMPLE PAST TENSE “IRREGULAR VERBS”

Es capaz de redactar textos en la cual relata sucesos en tiempo pasado usando
diferentes verbos.
Expresa ideas en tiempo pasado usando verbos irregulares.
SIMPLE PAST TENSE “IRREGULAR VERBS”
28
F-CV3-3B-3
A.- Write the past tense of the next irregular verbs.
PRESENT PAST
GO
GIVE
THINK
HAVE
DRINK
FEEL
SLEEP
TELL
DO
WRITE
SEE
TAKE
SAY
GET
DRIVE
COME
READ
BUY
MAKE
MEET
B.- Complete the next sentences with the verbs in past simple.
1.- Mary a new blue dress. (buy)
2.- Daniel and Jo in a French restaurant. (eat)
3.- We a big truck. (drive)
4.- She a new interesting book. (read)
5.- Lu and I a new house. (get)
6.- Joan a beautiful song in the concert. (sing)
II. Bibliografía
29
F-CV3-3B-3
WEEK XIV: UNIT IV
14.- THE SIMPLE PAST TENSE IN NEGATIVE FORM

Es capaz de redactar textos en la cual relata sucesos en tiempo pasado usando
diferentes verbos.
Expresa ideas en tiempo pasado usando verbos irregulares y regulares en forma
afirmativa y negativa.
THE SIMPLE PAST TENSE IN NEGATIVE FORM
30
F-CV3-3B-3
A.- Write the negative form.
1. They swam on Saturday but they on Sunday.
2. I went to work on Monday but I to work on Tuesday.

3. He bought a new car. He a second-hand car.
4. She learnt French in high school. She French in primary

school.
5. We got up early this morning. We early yesterday.
6. They did Science at school but they Science at University.
7. He slept well last night but he well the night before.
8. I ate spaghetti for dinner but I anything for lunch.
9. You saw Helen but you Celia.
10. They lived in Fairfield. They in Cabramatta.
B.- Write the correct verbs in the blanks.

She saw your brother.
She didn't your brother.
We heard a terrible noise.
We didn't a terrible noise.
He slept well.
He didn't well.
He looked at her.
He didn't at her.
They drank water.
They didn't water.
She thought about it.
She didn't about it.
7. The police caught the thief.
The police didn't the thief.
8. He hid the letter.
He didn't the letter.
31
F-CV3-3B-3
C.- Read the text.
Sick on Saturday
I have just had a terrible weekend! On Saturday I was so tired that I slept all morning.
When I woke up I had a head ache and my throat was sore. My body ached all over.
My nose ran and I coughed a lot. My mother took my temperature but I did not have
a fever. My mother made me some soup for lunch and I ate it in bed. I drank some
juice. I tried to read a book but I couldn’t keep my eyes open. I lay in bed all afternoon.
I drifted in and out of sleep. I drank more juice. I felt miserable all afternoon. I didn’t
want to do anything. I got out of bed at dinner time. My parents ordered pizza for dinner
and I was able to eat some of it. I drank more juice! I felt a bit better after dinner so I
stayed up. I snuggled under a blanket on the couch and watched some TV with my
parents. I fell asleep in front of the TV. The next morning I felt better but now my mother
had a cold! She looked miserable. It was her turn to be sick.
Comprehension Check:
Are these sentences true?
1. The boy was sick on Saturday. Yes or no?
2. On Sunday his father was sick. Yes or no?
3. He had a fever on Saturday. Yes or no?
4. He ate dinner in bed on Saturday. Yes or no?
Fill in the Blanks:
The family had for dinner on Saturday.
On Saturday night the boy fell asleep while he .
He had a head and his throat was .
8. The boy drank lots of .
II. Bibliografía
University Press.
32
F-CV3-3B-3
WEEK XV: UNIT IV
15.- YES / NO QUESTIONS IN THE SIMPLE PAST TENSE

Es capaz de crear párrafos en la cual relata ideas en tiempo pasado y asimismo
crea cuestionarios usando el tiempo pasado.
Crea preguntas en tiempo pasado y las responde adecuadamente usando
respuestas cortas.
YES / NO QUESTIONS IN THE SIMPLE PAST TENSE
33
F-CV3-3B-3
A.- Answer the questions.
1. Q: Did Sam fly to Tokyo last month? A: Yes,
2. Q: Did it rain last week? A: No,
3. Q: Did Mr. Smith go to work this morning? A: Yes,
4. Q: Did the dog bite you? A: No,
5. Q: Did you watch TV last night? A: Yes,
6. Q: Did she find a better job? A: Yes,
7. Q: Did the train arrive on time? A: No,
8. Q: Did you remember to buy eggs? A: No,
9. Q: Did Mr. Johnson buy a new car yesterday? A: Yes,
10. Q: Did you travel to Asia? A: No,
B.- Read the text.
Ben’s day
When I woke up this morning, I found my dog, Fox, waiting for me. He wanted me to
take him for a walk. I was too hungry, so first I had breakfast. I had a glass of milk and
a piece of toast. Then I washed my teeth and put on a track-suit and a heavy coat,
because it was really cold outside. Fox was already impatient. We both went out, and
walked to the park near home. He ran and jumped, and pursued some passers-by. He
also destroyed some pieces of furniture somebody left on the road. I sat on a bench all
the time, wishing I could be inside my warm bed. When my hands were frozen, I
decided it was time to go back home. Fox didn’t want to, but I pulled hard and I
managed to take him back. When we arrived at the front door, I realized I didn’t have
my keys with me, so we stayed out in the cold for more than an hour! Fox was happy,
but I was late for work!
1.- Underline all the irregular verbs in past.
34
F-CV3-3B-3
2.- Answer the next questions.
Did Fox want to stay home? .
Did he have breakfast? .
Did they go to the park? .
Did Fox sleep in the park? .
Did he have his keys? .
Did they stay out ? .
II. Bibliografía
University Press.
35
F-CV3-3B-3
IRREGULAR VERBS
PRESENT
PRESENT TENSE PAST TENSE SPANISH
PERFECT
Past Participle
Past tense verbs Meaning
verb
Arise [a'rais] Arose [a'rous] Arisen [a'risn]

Was [wuas] /
Be [bi] Been [bin]
were [wer]
Beat [bit] Beat [bit] Beaten [bitn]
Become [bi´kam] Became [bi´keim] Become [bi´kam]
Begin [bi´gIn] Began [bi'gan] Begun [bi'gan]
Bet [bet] Bet [bet] Bet [bet]
Bite [bait] Bit [bIt] Bitten [bItn]
Bleed [blid] Bled [bled] Bled [bled]
Blow [blou] Blew [blu] Blown [bloun]
Break [breik] Broke [brouk] Broken [broukn]
Bring [bring] Brought [brot] Brought [brot]
Build [bild] Built [bilt] Built [bilt]
Buy [bai] Bought [bot] Bought [bot]
Catch [katch] Caught [kot] Caught [kot]
Choose [chus] Chose [chous] Chosen [chousn]
Come [kam] Came [keim] Come [kam]
Cost [kost] Cost [kost] Cost [kost]
Creep [krip] Crept [krept] Crept [krept]
Cut [kat] Cut [kat] Cut [kat]
Deal [dil] Dealt [delt] Dealt [delt]
Do [du] Did [dId] Done [don]
Draw [dro] Drew [dru] Drawn [dron]
Dream [driim] Dreamt [dremt] Dreamt [dremt]
Drink [drInk] Drank [drank] Drunk [draank]
Drive [draiv] Drove [drouv] Driven [drivn]
Eat [iit] Ate [eit] Eaten [iitn]
Fall [fol] Fell [fel] Fallen [folen]
Feed [fiid] Fed [fed] Fed [fed]
36
F-CV3-3B-3
Feel [fiil] Felt [felt] Felt [felt]
Fight [fait] Fought [fot] Fought [fot]

Find [faind] Found [faund] Found [faund]
Flee [flii] Fled [fled] Fled [fled]
Fly [flai] Flew [flu] Flown [floun]
Forget [forget] Forgot [forgat] Forgotten [forgatn]
Forgive [forgiv] Forgave [forgeiv] Forgiven [forgivn]
Forsake [forseik] Forsook [forsuk] Forsaken [forseikn]
Freeze [friisz] Froze [frousz] Frozen [frouszn]
Get [get] got/gotten
Got [gat]
[gat,gatn]
Give [gIv] Gave [geiv] Given [givn]
Go [gou] went [wuent] Gone [gon]
Grind [graind] Ground [graund] Ground [graund]
Grow [grou] Grew [gru] Grown [groun]
Hang [hang] Hung [haang] Hung [haang]
Have [hav] Had [had] Had [had]
Hear [hir] Heard [herd] Heard [herd]
Hide [haid] Hid [hId] Hidden [hIdn]
Hit [hIt] Hit [hIt] Hit [hIt]
Hold [hold] Held [held] Held [held]
Hurt [hert] Hurt [hert] Hurt [hert]
Keep [kip] Kept [kip] Kept [kept]
Kneel [nil] Knelt [nelt] Knelt [nelt]
Know [nou] Knew [niu] Known [noun]
Lead [liid] Led [led] Led [led]
Learn [lern] Learnt [lernt] Learnt [lernt]
Leave [liv] Left [left] Left [left]
Lend [lend] Lent [lent] Lent [lent]
Let [let] Let [let] Let [let]
Lie [lai] Lay [lei] Lain [lein]
Lose [lus] Lost [lost] Lost [lost]
Make [meik] Made [meid] Made [meid]
Mean [min] Meant [ment] Meant [ment]
Meet [mit] Met [met] Met [met]
Pay [pei] Paid [peid] Paid [peid]
Put [put] Put [put] Put [put]
37
F-CV3-3B-3
Quit [kuit] Quit [kuit] Quit [kuit]
Read [rid] Read [red] Read [red]
Ride [raid] Rode [roud] Ridden [ridn]
Ring [rIng] Rang [rang] Rung [rang]
Rise [rais] Rose [rous] Risen [risn]
Run [raan] Ran [ran] Run [raan]
Say [sei] Said [sed] Said [sed]
See [si] Saw [so] Seen [sin]
Sell [sel] Sold [sold] Sold [sold]
Send [send] Sent [sent] Sent [sent]
Set [set] Set [set] Set [set]
Sew [sou] Sewed [soud] Sewn [soun]
Shake [sheik] Shook [shuk] Shaken [sheikn]
Shine [shain] Shone [shoun] Shone [shoun]
Shoot [shut] Shot [shot] Shot [shot]
Show [shou] Showed [shoud] Shown [shoun]
Shrink [shrInk] Shrank [shrank] Shrunk [shraank]
Shut [shaat] Shut [shaat] Shut [shaat]
Sing [sIng] Sang [sang] Sung [sang]
Sink [sInk] Sank [sank] Sunk [saank]
Sit [sIt] Sat [sat] Sat [sat]
Sleep [sliip] Slept [slept] Slept [slept]
Slide [sslaid] Slid [sslId] Slid [sslId]
Sow [sou] Sowed [soud] Sown [soun]
Speak [sspIk] Spoke [sspouk] Spoken [sspokn]
Spel [sspel]l Spelt [sspelt] Spelt [sspelt]
Spend [sspend] Spent [sspent] Spent [sspent]
Spill [sspIl] Spilt [sspIlt] Spilt [ssplt]
Split [ssplI] Split [ssplI] Split [ssplI]
Spoil [sspoil] Spoilt [sspoilt] Spoilt [sspoilt]
Spread [sspred] Spread [sspred] Spread [sspred]
Stand [sstand] Stood [sstud] Stood [sstud]
Steal [sstil] Stole [sstol] Stolen [stol]
Sting [sstIng] Stung [sstaang] Stung [sstaang]
Stink [sstink] Stank [sstank] Stunk [sstaank]
Strike [straik] Struck [straak] Struck [strak]
Swear [suer] Swore [suor] Sworn [suorn]
Sweep [suip] Swept [suept] Swept [suept]
38
F-CV3-3B-3
Swim [suim] Swam [suam] Swum [suaan]
Take [teik] Took [tuk] Taken [teikn]
Teach [tiich] Taught [tot] Taught [tot]
Tear [tiir] Tore [tor] Torn [torn]
Tell [tel] Told [told] Told [told]
Think [zInk] Thought [zot] Thought [zot]
Throw [zrou] Threw [zriu] Thrown [zroun]
Tread [trid] Trode [troud] Trodden [trodn]
Wake [güeik] Woke [guok] Woken [guokn]
Wear [güer] Wore [guor] Worn [gourn]
Weave [güiv] Wove [guov] Woven [gouvn]
Weep [wuip] Wept [wuept] Wept [wuept]
Win [wuin] Won [wuon] Won [wuon]
Wring [rIng] Wrung [raang] Wrung [raang]
Write [rait] Wrote [rout] Written ['ritn]
39
F-CV3-3B-3
REGULAR VERBS
INFINITIVE PAST TENSE SPANISH
Answer Answered
Arrive Arrived
Ask Asked
Borrow Borrowed
Brush Brushed
Call Called
Clean Cleaned
Close Closed
Complete Completed
Cook Cooked
Copy Copied
Cross Crossed
Cry Cried
Change Changed
Dance Danced
Decide Decided
Decorate Decorated
Deliver Delivered
Dress Dressed
Earn Earned
Enjoy Enjoyed
Erase Erased
Explain Explained
Finish Finished
Fish Fished
Fix Fixed
Smile Smiled
Hate Hated
Help Helped
Hope Hoped
Invite Invited
Join Joined
Jump Jumped
Kill Killed
Kiss Kissed
Knock Knocked
Laugh Laughed
Lie Lied
Like Liked
Listen Listened
Live Lived
Love Loved
40
F-CV3-3B-3
Phone Phoned
Pick up Picked up
Play Played
Point Pointed
Practise Practised
Push Pushed
Rain Rained
Receive Received
Remember Remembered
Rent Rented
Repair Repaired
Repeat Repeated
Rest Rested
Return Returned
Save Saved
Search Searched
Serve Served
Shave Shaved
Smell Smelled
Smile Smiled
Snow Snowed
Start Started
Stay Stayed
Stop Stopped
Study Studied
Talk Talked
Travel Traveled
Trust Trusted
Type Typed
Use Used
Visit Visited
Wait for Waited for
Walk Walked
Want Wanted
Wash Washed
Watch Watched
Wish Wished
Work Worked
Yawn Yawned
41
F-CV3-3B-3
42
F-CV3-3B-3

Modulo de Aprendizaje

Cargado por

Información del documento

Descripción original:

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Modulo de Aprendizaje

Cargado por

Copyright:

Formatos disponibles

3B-3

UNIDAD ACADÉMICA DE ESTUDIOS GENERALES

Mg. Víctor Lizama Mendoza

Irregular verbs .............................................................................................................. 36

Regular verbs ............................................................................................................... 40

En la actualidad, la lengua inglesa ha tenido mayor importancia debido a las

Se invita a nuestros estudiantes predisponer del mayor entusiasmo, dedicación

1.- THE SIMPLE PRESENT Vs THE PRESENT CONTINUOUS

I. DESARROLLO DEL TEMA

1.1. Competencia a desarrollar

1.2. Contenidos a desarrollar

THE SIMPLE PRESENT vs THE PRESENT CONTINUOUS

A DAY IN THE PARK!

B.- Identify each character. Write their names in the picture.

C.- Unscramble the words to make sentences Present Simple

For example: play / in / the park / They / soccer

1. in / works / She / the school

2. every / Sunday / gym / to / the / go / I

3. French / He / studies / home / at

4. their / homework /do / They

5. washes / Mario / his / clothes

6. in / run / We / the / stadium

• A day in the park. Recuperado de

2.- MODAL “CAN” - ABILITIES

I. DESARROLLO DEL TEMA

1.1. Competencia a desarrollar

1.2. Contenidos a desarrollar

MODAL “CAN” - ABILITIES

I can play the guitar…

For example: I can play the violin.

B.- Write five sentences about what you cannot do.

For example: I can’t swim in the sea.

3.- YES / NO QUESTIONS WITH “CAN”

I. DESARROLLO DEL TEMA

1.1. Competencia a desarrollar

Expresa oralmente en diálogos o actividades grupales con apoyo visual utilizando

1.2. Contenidos a desarrollar

YES / NO QUESTIONS WITH “CAN”

1.- play / Can / she / trumpet / the / ?

2.- the / cymbals / they / Can / play / ?

3.- a / Can / he / car / drive / ?

4.- sing / rock / you / Can / ?

5.- huayno / Can / we / dance / ?

B.- Answer the next questions with your own information.

Can you speak French?

4.- COMPARATIVE SENTENCES “SHORT ADJECTIVES”

I. DESARROLLO DEL TEMA

1.1. Competencia a desarrollar

1.2. Contenidos a desarrollar

COMPARATIVE SENTENCES “SHORT ADJECTIVES”

Adjectives big Irregular

B.- Complete the next sentences using comparative adjectives.

1. I (tall) For example: I am taller than my sister.

2. Sarah (busy) Mary.

3. The sun (hot) the earth.

4. The earth (large) the moon.

5. Elephants (big) horses.

6. This restaurant (good) that restaurant.

7. Salads (healthy) hamburgers.

8. I think weekends (nice) weekdays.

9. The sun (far) the moon.

10. That hotel (bad) this hotel.

• Murphy, R. (2004). English Grammar in Use for basic level. Third