Cuaderno de Trabajo Ingles 2

INGLÉS 2: “BIT BY BEAT”
CUADERNO DE TRABAJO
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Inglés 2 Bit by Beat

Cuatro habilidades
Modalidad mixta
Cuaderno de trabajo
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Índice
Introducción.........................................................................................................................ii
Objetivos generales............................................................................................................iv
Evaluaciones formativas....................................................................................................iv
Certificación........................................................................................................................iv
Cronograma..........................................................................................................................v
Agenda de tareas integradoras.......................................................................................vii
Unidad 1. What do you like doing on the weekend?....................................................9
Unidad 2. Finding a pen pal............................................................................................15
Unidad 3. Abilities............................................................................................................23
Unidad 4. Time and Frequency.......................................................................................35
Unidad 5. Daily Routine...................................................................................................41
Unidad 6. Mexico now and then.....................................................................................55
Unidad 7. Were you good at school?..............................................................................61
Unidad 8. What did you do yesterday?..........................................................................69
Unidad 9. Childhood.........................................................................................................75
Unidad 10. Biographies....................................................................................................83
Unidad 11. On vacation....................................................................................................91
¿Estoy listo/a para certificar?.......................................................................................103
Answer Key.......................................................................................................................107
Introducción
Tienes en tus manos el material didáctico del curso de Inglés 2 con la

metodología Bit by Beat y el aula virtual NEO. Si cursaste Inglés 1 en esta
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modalidad ya estarás familiarizado con la forma de trabajo. En caso de que éste

sea tu primer curso en modalidad mixta, aquí te informamos sobre sus
particularidades
El curso comprende dos espacios: el salón de clase presencial y el aula

virtual NEO. En el aula virtual podrás consultar los audios y videos del material
didáctico cuantas veces sea necesario. También podrás compartir textos escritos
y audios para que la profesora evalúe tus avances y comunicarte con la profesora
para expresar dudas, sugerencias o para agendar asesorías. Al inicio del curso se
te indicará la manera de entrar al aula virtual desde tu computadora o tu
teléfono celular.
En el aula presencial se lleva a cabo la clase dos veces a la semana, en

sesiones de una hora y media. Este espacio es muy importante porque al
encontrarte con otros estudiantes tendrás más oportunidades de practicar el
idioma.
La metodología del curso se basa en la idea de que “la mejor manera de

aprender una lengua es usándola.” Este enfoque es diferente de otras
metodologías basadas en gramática o traducción. Aquí, primero te enfrentas a
resolver un problema en inglés; después analizas y estudias las reglas de la
gramática necesarias para resolver el problema y finalmente practicas esas
reglas. De manera que aquí estarás expuesto a situaciones donde tengas que
resolver problemas en inglés, aun cuando no tengas todos los conocimientos para
hacerlo. Algo similar a cuando estás frente a un extranjero y tienes que
comunicarte sea como sea, con errores, señas y con los conocimientos de los que
dispones.
En este Cuaderno de Trabajo las actividades que debes realizar en clase se

indican con la leyenda CLASSWORKy las que debes realizar en casa, con la
leyenda HOMEWORK. Los dos momentos de estudio son igualmente importantes

y van en secuencia, así que, si no cumples con las tareas para hacer en casa, te
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sentirás desorientado en clase. Para lograr los objetivos del curso es

indispensable que llegues a clase con la tarea resuelta, de otra manera no vas
a avanzar. Revisa si cuentas con el tiempo necesario: tres horas para asistir a
clase y tres horas de estudio autónomo por semana.
Los ejercicios del Cuaderno de Trabajo se dividen en tres categorías:
Actividades: Se trata de ejercicios para desarrollar tus habilidades de reading,

listening, writing y speaking. La clave de respuestas se encuentra en el “Answer
Key”.
Prácticas: Son ejercicios para practicar los conocimientos gramaticales de la

lengua y automatizarlos. Las respuestas están también en el “Answer Key”.
Tareas Integradoras: Son las más importantes. Se trata de tareas para integrar
los conocimientos y habilidades adquiridos a lo largo de cada unidad. Debes
subirlas a tiempo en la plataforma de aprendizaje para que la profesora pueda
evaluarlas. Consulta la Agenda de Tareas Integradoras en la página vii.
Este curso es una oportunidad para promover uno de los grandes objetivos de
nuestra Universidad: formar estudiantes autónomos y responsables de su propio
aprendizaje. Aprovechemos este reto para demostrarnos que en la UACM la
educación puede transitar por caminos placenteros y eficaces. Recibe nuestra
más cordial bienvenida.
Profesora: María Jiménez Mier y Terán

LABI A-302 Ext. 13020
Objetivos generales
• Identificarás y administrarás recursos para el estudio y práctica de la
lengua inglesa.
• Identificarás estrategias de aprendizaje de la lengua.
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• Desarrollarás habilidades de producción oral y escrita para intercambiar

información personal sobre ti mismo y tus seres cercanos sobre la vida
cotidiana y experiencias pasadas.
• Desarrollarás habilidades para obtener y utilizar información en textos
escritos y auditivos donde se proporcione información personal y se hable
sobre la vida cotidiana o experiencias pasadas.
• Compararás tu cultura con manifestaciones de otras culturas expresadas
en textos auditivos y orales.
Evaluaciones formativas
A lo largo del curso deberás realizar diez tareas integradoras, las cuales están
indicadas en el apartado Agenda de tareas integradoras. La profesora revisará tus
trabajos y hará evaluaciones formativas, que consisten en comentarios y
sugerencias sobre tu desempeño. De esta manera podrás advertir tus avances y
dudas en el proceso de apropiación, construcción y aplicación de los contenidos
abordados en el programa. Estas evaluaciones te indicarán lo que necesitas
reforzar. Las evaluaciones formativas NO son numéricas y no tienen un peso en la
certificación del curso.
Certificación
La certificación se lleva a cabo al final del semestre mediante un examen y
tiene como propósito valorar el desarrollo de tus habilidades comunicativas
conforme al programa de Inglés 2. Para alcanzar la certificación deberás poder:
Intercambiar información sobre tu vida diaria y la de personas cercanas a ti.

Intercambiar información sobre momentos vividos. Speaking
Redactar un texto de alrededor de 100 palabras, sobre tu vida diaria y la de
personas cercanas a ti. Redactar un texto de 100 palabras sobre experiencias que
hayas vivido en el pasado. Writting
Identificar información general y específica en un texto escrito que describa
acontecimientos de la vida cotidiana pasados o presentes. Reading
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Identificar información general y específica en un texto auditivo que describa

acontecimientos de la vida cotidiana pasados o presentes. Listening
Consulta la Agenda de la Universidad para conocer las fechas de Certificación.
Cronograma
Para que puedas lograr los objetivos del curso es importante que organices tu
tiempo, por lo tanto, te sugerimos llenar el cronograma de la siguiente página.
Registra en la tabla las actividades que realizas de manera cotidiana y selecciona
una hora y media antes de cada clase para poder realizar las actividades
destinadas al estudio del inglés por tu cuenta. Revisa periódicamente tu
cronograma y haz los ajustes necesarios.
Para llenar tu Cronograma, sigue estas instrucciones:
• Escribe en los recuadros todas las materias que tomarás en el semestre sea
como estudiante inscrito u oyente.
• En caso de que trabajes, escribe el número 1 en los recuadros de tu

HORARIO DE TRABAJO.
• Registra tus OBLIGACIONES FAMILIARES (cualesquiera que sean), anotando

el número 2.
• Registra tus actividades de RECREACIÓN Y DESCANSO, anotando el número

3.
Resalta con un marcador de color las tres horas que dedicarás a estudiar
inglés POR TU CUENTA (aparte del horario de clase)
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CRONOGRAMA
LUNES MARTES MIÉRCOLES JUEVES VIERNES SÁBADO DOMINGO
7:00 a 8:30
8:30 a 10:00
10:00 a 11:30
11:30 a 13:00
13:00 a 14:30
14:30 a 16:00
16:00 a 17:30
17:30 a 19:00
19:00 a 20:30
20:30 a 22:00
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Agenda de tareas
integradoras
Tareas integradoras Unidad Habilidad Actividad Fecha de

entrega
1. Pen Pal Project (1ª y 2ª parte) 2 Writing Texto escrito

2. What can you do? 3 Speaking Audio en pares
3. Mt daily routine? 5 Writing Texto escrito
4. Talking about daily life 5 Speaking Audio en pares
5. Talking about childhood 7 Speaking Audio en pares
6. My Childhood 9 Writing Texto escrito
7. My Biography 10 Writing Texto escrito
8. Talking about past experiences 10 Speaking Audio en pares
9. A Memorable Vacation 11 Writing Texto escrito
10. Talking abour your vacation 11 Speaking Audio en pares
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Unidad 1. What do you like doing on the weekend?
HOMEWORK
Activity 1. Read the texts by Luis; Yukiko, Sergio, Jane and Anita and answer the
questions below:
1. Where is Luis from? He is from Madrid

2. Where is Yukiko from? He is from Tokio
3. Where is Sergio from?
4. Where are Jane and Anita from? They are from Toronto
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Activity 2. Match the pictures with the names:

Picture 1: Name: Listen to music Picture 6: Name: They are reading
Picture 2: Name: Watch movies Picture 7: Name: He is skatting
Picture 3: Name: Go to the beach with my friends
Picture 4: Name: Go to eat
Picture 5: Name: Watch TV Picture 8: Name: They are dancing
Activity 3. Complete the following sentences. Follow the example:
1. Luis likes sleeping , To movies and skatting .

2. Yukiko likes to eat out .
3. Sergio likes hanging and to go the beach with his friends
4. He doesn’t like he hate studing on the weekend

.
5. Jane and Anita like They are listen to music
and watch TV .
6. They don’t like .
Activity 4. What do you like and don’t like doing on the weekend? Classify the
following activities in columns A and B in the table below.
sleeping going to e movies in-line skating
th
eating out studying hanging out with
friends
going clubbing dancing having fun on the beach
listening to music wathcing

tv
Column A Column B
I like…. I don’t like…
Hanging out with he hate studing on the weekend

friends
sleeping going clubbing
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listening to music eating out studying
Let’s think 1.
¿Cuáles de los siguientes enunciados son correctos? Subráyalos. 1. I like go to
parties
2. I like going to parties.
3. I like to go to parties.
¿Por qué?
Practice 1.
Completa los siguientes enunciados con actividades. Puedes usar el estilo
americano o británico
1. I love take the guitar.
2. I don’t like museums.
3. I like enjoy
4. We like dance
5. My mother doesn’t like watches TV.
Let’s think 2.
Compara los siguientes dos enunciados.

a. I work long hours during the week so on the weekend I like
sleeping!
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b. In winter we don’t go out because it’s so cold outside.

¿Por qué Luis conecta las ideas de su enunciado con so y por qué Jane y Anita
conectan sus ideas con because? Por que so quiere decir pero y because por que
pero al final sirve para dar una razón
Practice 2. Conecta los siguientes enunciados con and, but, because, so.
1. I don’t like watching too much TV the programs are boring.
2. During the week I study hard on the weekend I relax.
3. I love playing soccer I hate going to the gym.
4. In summer I like swimming in winter I like in-line skating.
Activity 5. Completa las siguientes oraciones sobre lo que te gusta y lo que te

disgusta hacer:
1.
In the morning I like but I don´t like

2. On Friday I like because
3. On the weekend I like and

4. On vacation I like ,
and
CLASSWORK
Activity 6. Encuentra las personas de tu equipo con quienes tienes más
afinidades. Procedimiento: Trabaja en grupos de 4 a 6 estudiantes. Cada
estudiante deberá formular a su compañero/a de la derecha las dos preguntas
del recuadro. El resto del equipo escuchará las respuestas. Enseguida ese
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estudiante hará las mismas preguntas a su compañero/a de la derecha La

actividad termina cuando todos han preguntado y todos han respondido a las
preguntas.
What do you like doing on the weekend?
What do you like doing on vacation?
Escribe los nombres de las personas de tu equipo con las que encontraste más
afinidades.
Activity 7. Responde por escrito el siguiente cuestionario.

Questions Answers
1. What’s your name? My name is Adriana
2. How old are you? I am 27 yers
3. What’s your major? My major is comuniqueison and culture
4. Where do you live? I live in miguel hidalgo
5. Do you have any brothers and sisters? Yeas i do i have one brother one sirter
6. Do you have a pet? Yes i do i have two dogs
7. What’s your favorite book? My favory book is cosmos
8. What’s your favorite music? My favory music is rock
9. Do you play a sport? Yeas i do play sport
10. What do you like doing in your free listening to music

time?
Activity 8. Con un compañero/a de tu mesa lee en voz alta las preguntas y

respuestas de la actividad anterior. Corrige tu pronunciación.
Activity 9. Levántate de la mesa y aplica el cuestionario a DOS compañeros de

clase que no hayan estado en tu mesa. ¿Con quién encuentras más afinidades?
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Unidad 2. Finding a pen pal
HOMEWORK
What do we know?
¿Sabes lo que significa la palabra “pen pal”? Investiga en Internet.
¿De qué país o región te gustaría tener un pen pal?
Activity 1. Lee el texto “Finding a pen pal” y decide cuál será el mejor pen pal
para Petr Valdovik, Synder, Olga, Jack, Stuart y Elisabeth, cuyos datos aparecen
más abajo. ELIGE SÓLO UN PEN PAL PARA CADA PERSONA.
“Finding a Pen pal”
1. Mary, 24 years old, comes from 2. Kim Lee, 19 years old, comes from Seoul,
Scotland and would like to find a pen pal South Korea. Kim loves travelling and hopes
who comes from East Europe. She likes to visit Great Britain in the future. He would
playing the piano and listening to jazz like a pen pal who is interested in discussing
music. She is interested in history but the differences between life in Europe and
does not like discussing politics. life in Asia. He loves listening to pop music
and playing football in his free time.
3. Pietro, 42 years old, comes from 4. Helga, 31 years old, comes from Germany
Argentina. He is a businessman and would and speaks French, English and Russian. She
like to find a pen pal who is also a would like a pen pal who is interested in
businessperson and lives in North exchanging ideas about language learning.
America. He is married with three She does not like using computers for
children and likes using the Internet in learning and believes that language learning
his free time. can only happen in a classroom.
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5. Jennifer, 18, comes from New Orleans 6. Alessandro, 25 years old, comes from
in the United States. She is interested in Rome. He is interested in finding a pen pal
discussing the political differences who speaks different languages and can
between East Europe and North America. exchange ideas on using the computer for
She loves riding her horse, Jackie, and learning purposes. He likes playing tennis
listening to jazz music. and football in his free time.
Petr Vladovic, 18, comes from Serbia and would like a pen pal who is interested
in discussing the current political situation in the world. He likes jazz and playing
tennis in his free time.
The best pen pal for Petr is like a pen pal who is interested in discussing the current
political situation in the world.
Tom Synder, 36, is a businessman from Toronto, Canada. He would like to find a
pen pal from a different continent to discuss business practices and differences
between his country and others.
The best pen pal for Tom is He would like to find a pen pal from a different
continent to discuss business practices and differences between his country and others.
Olga, 32 years old, comes from Moscow, Russia. She is a historian and would like
to find a pen pal who is interested in discussing the history of Russia before the
communist regime. She is not interested in comparing different political systems.
The best pen pal for Olga is Would like to find a pen pal who is interested in
discussing the history of Russia before the communist regime. She is not interested in
comparing different political systems
Jack, 27, is from London. His favorite pastime is learning languages. He goes to
evening German and French classes and uses his computer to improve his German
and French by visiting Internet sites.
The best pen pal for Jack is The person you would like to meet is the one who
likes languages
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Stuart, 22, is from Dublin. He loves travelling and wants to visit Asia in the near
future and would like a pen pal who likes playing football and who can tell him
about the differences between life in Asia and Ireland.
The best pen pal for Stuart is like a pen pal who likes playing football and who
can tell him about the differences between life in Asia and Ireland.
Elisabeth, 35 years old, comes from Sydney, Australia. She likes learning
languages, but does not like using modern technology. She is interested in finding
a pen pal who also enjoys learning languages in a traditional manner.
The best pen pal for Elisabeth is She is interested in finding a pen pal who also
enjoys learning languages in a traditional manner.
Activity 2. Identifica y subraya los lugares de origen de las doce personas de los
textos anteriores y completa los siguientes enunciados con el país y, en su caso,
la ciudad.
Example: Mary comes from Scotland. Peter comes from
Pietro comes from Tom comes from
Jennifer comes from Olga comes from
Kim Lee comes from Jack comes from
Helga comes from Stuart comes from
Alessandro comes from Elisabeth comes from
CLASSWORK
Let’s think 1
En los textos que leíste anteriormente aparecen enunciados que se
utilizan para expresar diferentes fines. Une con una línea el enunciado
y lo que indica. Sigue el ejemplo:
Enunciado Indica
El estado civil de esa
1
Jennifer, 18, comes from New Orleans in persona
the United States.
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2
He would like to find a pen pal who comes Lo que gusta hacer
en su tiempo libre from East Europe.
3
He likes playing tennis and football in his El lugar de origen de
esa persona free time.
4
She does not like using computers for El amigo que esa persona
desearía
learning. encontrar
5
He is married with three children. Lo que no le gusta hacer
Activity 3.
Con un compañero de tu mesa analiza el párrafo 4 del texto “Finding a pen pal”
y llena el recuadro de la siguiente página, describe qué se dice en cada
enunciado.
Por ejemplo, en el párrafo 5 el enunciado 1 proporciona el nombre, edad y lugar
de origen de Jennifer. El enunciado 2 proporciona información sobre lo que le
interesa a Jennifer. El enunciado 3 indica dos cosas que a Jennifer le fascina
hacer.
En el párrafo 4
El enunciado 1
Enunciado 2
y
Enunciado 3
Activity 4. Escribe enunciados completos (Sujeto + Verbo + Complemento) sobre

ti mismo en la siguiente tabla:
Información Enunciados
Name Hi my name is Erika
Age I am twenty seven
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Place of origin I come from México

Major I am student at UACM. My major is Communication
and culture
Marital Status I am single
Lo que te gusta hacer en In my free time i like taking pictures and traveling
tu tiempo libre
Lo que te encanta hacer I love watching movies and listen to music

El amigo que desearías I would like to find a penpal who is interested in a
encontrar astronomy, science and technology
Algo que no te gusta I don´t like soccer and stay at home
hacer
Tarea integradora 1 primera parte

Pen pal project
Escribe un texto para buscar a un pen pal. Inspírate en los modelos de la

actividad 1. Entrega tu trabajo escrito a mano a la profesora para que lo evalúe.
HOMEWORK
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Let’s think 2
Compara los siguientes dos enunciados. ¿Cuál indica un deseo y cual
es un hecho?
He likes playing tennis and football in his free time.
He would like to find a pen pal who speaks different languages.
He would like significa:
• a) le gustará b) le gustaba c) le gustaría
Practice 1. Escribe en inglés los siguientes enunciados. Usa la forma americana

para indicar actividades. No uses diccionario.
Ejemplo: Me encanta escuchar música. I love to listen to music.
1. A Maria no le gusta estudiar inglés.
2. Me encanta ir a los antros.
3. Nos gustaría tener una casa en la playa.
4. Jane detesta hacer la tarea el fin de semana.
5. A los mexicanos les encanta cantar y bailar.
6. Me gustaría ir al cine con mis amigos este fin de semana.
7. A mi familia le encantaría tener una mascota.
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8. Te gusta nadar?
9. Te gustaría ir a museos?
10.Te gusta comer en la calle?
11. Nos gustaría relajarnos en vacaciones.
12.A mi novia le encanta ir a fiestas.
13.A Monica le encanta jugar futbol.
CLASSWORK
Tarea integradora 1 segunda parte

Pen pal project
Intercambia tu texto de la Tarea integradora 1 primera parte con un

compañero/a.
Escribe el texto que recibiste en tercera persona (he/she).
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Erika Bautista twenty-seven years old. She comes from Mexico, she is single,
she studies at UACM and her specialty is Communication and culture. He loves
watching movies and listening to music. In his spare time, he enjoys taking
photos and traveling. You would like to find a pen pal who is interested in
astronomy, science, and technology. She doesn't like soccer and staying home.
En equipos de 6 personas transcriban sus textos a la cartulina que les dará la

profesora.
Sube a la plataforma NEO los dos textos que escribiste en esta unidad. Uno
donde te describes a ti mismo/a y otro donde describes a un compañero/a.
Deberás subir los textos a la sección: Tarea 1 “Pen Pal Project” para que la
profesora evalúe tu trabajo.
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Unidad 3. Abilities
HOMEWORK
What do we know? 1
1. ¿Tienes alguna habilidad especial, cantar, tocar algún
instrumento, etc.?  SÍ  NO
2. ¿En tu familia quién tiene habilidades musicales?
Activity 1. Completa la siguiente tabla con los nombres de los instrumentos
musicales y su definición. Toma las palabras de los recuadros de abajo.
Name Definition
Clarinete
Violin
Recorde
Piano
Guitar
guitar violin clarinet recorder piano
▪ a musical instrument of the woodwind family

▪ a bowed stringed instrument
▪ a musical instrument of the woodwind family
▪ a musical instrument with a keyboard
▪ a stringed musical instrument with a long neck
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Activity 2. Observa las siguientes fotografías y escribe la pregunta que

corresponde a cada una. Copia las preguntas del recuadro.
Can you cook?

What else can you do?
Can you play a musical instrument?
Activity 3. Ve el video Can YOU…? SIN SUBTÍTULOS, sólo la parte Can you play a
musical instrument? y contesta las siguientes preguntas.
1. ¿Cuántas personas le hablan a la entrevistadora?
a) 9 b) 12 c) 10
2. ¿Cuántos son hombres? ¿Cuántas son mujeres?
Activity 4
Vuelve a ver el video y escribe los instrumentos que saben tocar las personas.
1.
-Shirley 6 Daina
2.
-Ghia 7 Billy
3.
-Jenny 4 8 Ruth
Robin 9 Leslie
5 Dave 10 Helen
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Activity 5. Vuelve a ver el video CON SUBTITULOS y elige la respuesta correcta

a las siguientes preguntas.
1. Shirley can play the clarinet. What about Ghia? What can she play?
a) She can play the recorder.
b) She can play the violin.
c) She can play the piano.
2. Jenny can play two musical instruments. Which instruments can she
play?
a) The recorder and the clarinet.
b) The recorder and the violin.
c) The recorder and the piano.
3. Can Robin and Dave play any musical instruments?
a) Robin can play the piano but Dave can't play any instruments.
b) Yes, they can.
c) No, they can’t.
4. Jenny and Diana …
a) can both play the violin.
b) can both play the piano.
c) can't play any musical instruments.
5. Billy's a rock and roll star in Scotland. What can he play?
a) He can play the guitar.
b) He can play the keyboards.
c) He can play the recorder.
6. How can Billy play?
a) He can play well.
b) He can play pretty well.
c) He can’t play very well.
7. Leslie and Helen can't play any musical instruments, but
a) Helen can sing well.
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b) Leslie's children can play musical instruments.

c) Leslie can sing well.
8. Helen can't play any instruments, and she can't sing at all. In fact,
a) she’s dreadful.
b) she’s pretty good at playing the piano.
c) she’s pretty good at singing.
Activity 6. En tu celular graba tu voz con las preguntas que hacen los
entrevistadores y responde con información sobre ti mismo. Escucha tu
grabación.
Repite varias veces.
CLASSWORK
Let’s think 1.
Traduce al español las siguientes preguntas.
• Can you cook?
• Can you play a musical

instrument?
• What else can you do?
¿Qué verbo se utiliza en inglés para expresar una habilidad? ¿Cómo

traduces “can” al español cuando se refiere a una habilidad?
Activity 7. Escribe estos tres enunciados en el lugar que les corresponde en la

siguiente tabla.
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a) Can Shirley sing?

b) No, she can’t.
c) Hellen can’t sing at all.
d) Robin can play the piano.
e) Yes, I can.
Short answers
Affirmative Negative Question
Affirm. Negative
Let’s think 2.
¿Cuál es la estructura para afirmar, negar y preguntar con el verbo
“can”? Llena los siguientes espacios con las palabras: SUBJECT / VERB / CAN /
YES / NO / CAN’T
Affirmative: +
+
Negative: +
+
Questions: +
+
Short answers affirmative +
+
Short answers negative: +
+
Practice 1. Conjuga en la siguiente tabla el verbo modal “can” + el verbo

principal “sing”
Affirmative Negative Question Short answers
Affirmative Negative
I can sing I can’t sing Can I sing? Yes, I can No, I can’t
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You
He
She
We
They
Practice 2. Fill in the blanks with can or can’t.

1. I can ride a bicycle, but I can’t swim.
2. ..……………. you play chess?
3. ..Margie’s always late for work because she ……………………. get up early.
4. ..……………. your husband cook?
5. ..Their daughter’s only six months old, so she ………………. talk or read.
6. ..………………….. you speak any foreign languages?
7. ..I’m sorry, I …………………… understand this sentence.
8. ..My sister ………………… play the violin brilliantly.
Practice 3. Answer the following questions.
1. Can you cook?

Yes, I can.
2. Can your parents speak English?
No, .
3. Can your brother play soccer well?
Yes, .
4. Can your daughter read and write?
Yes, .
5. Can you swim?
No, .
6. Can your son read music?
No, .
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7. Can your friends play tennis?

Yes, .
Activity 8. Answer the following questions:
1. Can you play a musical instrument? 2. Which instrument can you play?
3. Can your parents play a musical instrument? 4.
Which instrument can they play?
Activity 9. Practica con un compañero la pronunciación de tus preguntas y

respuestas.
Activity 10. Trabajo en equipo. Por turnos, cada persona deberá formular cada
una de las cuatro preguntas anteriores a la persona de su derecha. El resto del
grupo escucha y toma nota. Cuando todos hayan preguntado y respondido, entre
todos llenan la tabla siguiente con enunciados basados en estos ejemplos: Juan
can play the guitar / Jose can’t play any instruments / Juan’s parents can’t play
any musical instruments / Juan’s father can play the piano.
Student Parents
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HOMEWORK
What do we know? 2
¿Cay you cook?  Yes, I can  No, I can’t

¿Cuál es el platillo que te sale mejor?
Investiga cómo se dice ese platillo en inglés
Activity 11. Ve el video Can you …? Sólo la parte 2. Can you cook? y responde
las preguntas siguientes:
1. ¿Cuántas personas responden a la pregunta de la entrevistadora?
a) 8 b) 9 c) 11
2. ¿Cuántos son hombres? ¿Cuántas son mujeres?
3. Completa las preguntas que formula el o la entrevistador/a.
a. you ?
b. What’s your ?
Activity 12. Vuelve a ver el video y junto al platillo de la siguiente tabla escribe
el nombre de la persona que lo sabe cocinar.
chili and curry spaghetti
pasta Bouillabaisse
*
chocolate chip cookies veal Marsala**
peanut butter sandwich
lasagna
steak and chips

*Bouillabaisse is a traditional Provençal fish stew originating from the port city of Marseille.
** Veal is meat from a young cow or bull.
Activity 13. Ve el video Can you …? SIN SUBTITULOS Parte 3 What else can you
do? y termina los enunciados siguientes.
1. Michael can films.
2. Raina can use her brain. She can play .
3. Bernadette can and a piano.
4. Marie Noelle can , and .
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5. Eddie can and play piano.

6. Daina can , talk and .
7. Lynn can .
8. Alison can .
9. Alli can . Also, he can play ,
,
, , and rugby.
10.Michelle can many languages.
Practice 4. Para ampliar vocabulario. Abre el libro electrónico “Talents” que

está en la plataforma digital y responde las hojas 1 a 9.
Practice 5. Para reforzar gramática. Realiza en Internet los “Ejercicios de
gramática con el verbo modal Can” indicados en la plataforma NEO.
CLASSWORK
Activity 14. Organiza el vocabulario del recuadro en la siguiente tabla

arts sports / board daily life academic life
games
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play a musical instrument play play bridge dance sing

squash speak indigenous languages play play a piano juggle act
domino play table tennis read music play tennis ski
direct films ride a horse ride a motor play chess skate sail
cycle ride a bike play football talk swim
play rugby walk cook
shop
Activity 15. Listen to the audio “Ben and Kris abilities” at NEO and fill in the
blanks.
Ben : OK… mmm, so let’s think… can you ?
Karis: Yes, you know I can! How about you?
Ben: Yes, of course!
Karis: OK, can you a bicycle then?
Ben: Erm, no. I can’t actually … I don’t like bicycles very much… can you ?
Karis: Yes, I ride my bicycle to work every day.
Ben: Mm… OK… what next… can you a hundred meters?
Karis: Mmmm, yes, I think I can. I’m not very good at swimming, but… yes, I can
swim a hundred meters, I think … can you?
Ben: Yes… I’m a very good swimmer! Mm, what else? I know, languages… which
languages can you speak?
Karis: French… a little bit…
Ben: Aha! But can you Spanish?
Karis: No… why? Can you?
Ben: Yes, I speak very good Spanish…
Karis: Mmmm … What about music! Can you the violin?
Ben: No, I can’t … of course I can’t! You know I’m not musical! Can you play the
violin?
Karis: Yes, I was in the school orchestra! I was very good! So that’s two to me!
Ben: OK… mmm… this is difficult… what else? Can you…?
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Activity 16. Answer the following questions.

1. What’s your name?
2. Can you play a musical instrument? 3. Which instrument can you play?
4. Can you cook?
5. What’s your best dish?
6. What else can you do?
Tarea integradora 2
What can you do? (pair work)
Formula las preguntas de la actividad 17 a un compañero de tu mesa. Practiquen

varias veces y cuando se sientan seguros, graben las entrevistas en un celular.
Cada entrevista deberá integrar un solo audio. Sube a NEO la grabación donde tú
respondes a las preguntas en la sección Tarea 2. “What can you do?”
HOMEWORK
Let’s think 3. Compara los siguientes enunciados. ¿Qué diferencia encuentras en

las formas verbales? ¿A qué se debe esta diferencia?
a) Billy can play the guita pretty well.
b) Billy likes to play the guitar at parties.
Diferencias: A
qué se deben:
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Practice 6: Llena los espacios en blanco con los verbos can, like/likes, hate/hates,
play/plays, love/loves .
1. My boyfriend …………………………. dancing at parties; he’s a very good dancer. 2.

They are professional musicians, they …………………. play the guitar very well.
3. Every weekend I ……………………. the drums in a band.
4. Do you …………………. visiting museums?
5. My sister ………………………… reading. She’s a bad student.
6. The human body ………………… live without water for many days.
7. …………………… your father play any musical instruments?
8. Do you ………………………… playing the recorder?
9. Everyone in my family ………………. sing.
10.I …………………… going clubbing on the weekend. It’s my hobby!
Homework continues in Unit 4
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Unidad 4. Time and Frequency

HOMEWORK
Activity 1. Ve el video Time and Frequency en NEO e identifica los temas que se
tratan:
hobbies ( ) phone numbers ( ) drinking habits ( )
marital status( ) vacations ( ) food habits ( )
jobs ( ) work schedule ( ) abilities ( )
Activity 2. Vuelve a ver el video y contesta las siguientes preguntas.
DIANE
1. What time do you start work? I start work …
a) at 7:50 a.m. b) at 7:30 a.m. c) at 5:30 a.m.
2. And what time do you finish work? I finish…
a) at 3:30 a.m. b) at 3:00 p.m. c) at 3:30 p.m.
CLIONA
3. What time do you start work? I start
a) at 8:00 a.m. b) at 9:00 a.m. c) at 9:00
p.m.
and I finish
a) at 5:00 p.m. b) at 5:30 p.m. c) at 3:30
4. How many hours a week do you work? p.m.
a) 30 ½ hours b) 37 ½ hours c) 37 hours

THELMA
5. Where do you work? I work down
a) Crow Street b) Crown alley c) turn left
6. What do you do? I’m
a) a team manager b) a restaurant manager c) a hotel manager
7. What time do you start work? I start…
a) at 8:00 p.m. b) at 8:00 a.m. c) at 18 hours.
PAULINE
8. How many hours a day do you work? I work…
a) 18 hours a day b) 4 hours a day c) 8 hours a day
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9. From what to what?

a) from 6 am to 2 pm b) from 2 am. to 6 pm c) from 5am. to 2 pm HARRY
10. How many hours a week do you work?
a) 55 to 60 b) 50 to 55 c) 15 to 16
11. How much annual holiday do you have?
a) three weeks b) thirteen weeks c) thirty days
TOM
12. How many hours a day do you drive your cab?
a) twenty b) ten c) twelve
13. How many days a week?
a) five days a week b) three days a week c) seven days a week
CHRIS AND LILLIAN
14. What do you do in America?
Chris: I’m a
Lillian: a) health attendant b) a house attendant c) a flight attendant
15. How many hours a week does he work?
a) 18 to 19 b) 80 to 90 c) 8 to 9
AISLING
16. Do Irish people like wine?
a) We can, yes b) We don’t c) We do,
17. How often do you drink wine? yes
a) every Sunday b) every lunc c) every

day
RAE
18. Do you ever drink champagne?
a) No, I can’t b) No c) Yes, I do
19. How often do you drink wine?
a) I do b) any day c) every
ELAINE day
20. Do you often drink wine?

a) every day b) any day c) I do
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CLASSWORK
What do we know? 1
Compara las columnas A y B.
A B
What time do you start work? Do Irish people drink wine?
How many hours a day do you work? Do you ever drink champagne?
How often do you drink wine? Do you often drink wine?
¿Qué nombre reciben las preguntas de la columna A?

¿Qué nombre reciben las preguntas de la columna B?
¿Qué tipo de respuestas se pueden dar a las preguntas de la columna A?
¿Qué tipo de respuestas se pueden dar a las preguntas de la columna B?
¿Cuál es la estructura para hacer preguntas en tiempo presente con verbos

comunes?
Regla para hacer preguntas
en tiempo presente con verbos comunes
+
?
Regla para hacer preguntas

en tiempo presente con verbos comunes
+ + + ?
Practice1. Ordena las siguientes palabras para escribir preguntas

estructuradas conforme a las reglas anteriores.
1. you / start / What time / do / English class / ?
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2. do / What time / finish / you / work?
3. study / English / How many hours a week/ you / do/?
4. How much time / you / do / spend on traffic a day?
5. beer / How often/ do / drink / you / ?
6. on Sunday / do / How much beer / you / drink /?
7. wine / you /do / drink /How often
8. drink / Mexican people / tequila / do / ?
9. drink / Do / beer / often / you / ?
What do we know? 2
Compara los siguientes enunciados.
How many hours do you study English?
How much beer do you drink on Sunday?
¿Por qué en el primer enunciado se usa many y en el segundo se usa much?
¿Sabes qué son countable / uncountable nouns? Escribe aquí la regla:
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Practice 2. Complete the questions with many or much .

1. How money does it cost?
2. How cups of coffee do you drink every
daay?
3. How sugar do you like in your coffee?
4. How rice do you cook for a paella?
5. How students are in the classroom?
6. How pets do you have?
7. How water do you drink every day?
8. How glasses of wine do you drink with
dinner?
9. How time do you spend on Facebook and Instagram?
10.How beers do you drink on weekends?
Activity 3. Answer the following questions with complete sentences (Subject +

Verb + Object).
1. What time do you start school?
2. What time do you finish school?
3. How many hours a day do you read?
4. How much time do you spend on social media every day?
5. Do you have a job?
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7. Does your father drink beer?
8. Do you like tequila?
Activity 4. Lee con un compañero/a las preguntas anteriores. Gráben su diálogo

en un celuar y escuchen. Corrijan pronunciación y vuelvan a grabar.
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Unidad 5. Daily Routine

HOMEWORK
Activity 1. Classify the activities of the drawings in the following table:
brush my hair comb my hair cook do homework
do laundry drink milk have breakfast have dinner
have lunch exercise feed the cat feed the dog
get dressed get undressed go to bed hang out
listen to music play guitar play piano put on make up
read relax rent a video see a movie
shave sleep study take a bath
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talk on the
take a shower phone wake up walk the dog
wash the
dishes watch TV write essays
Activity 2. Classify the activities of the drawings in this table.

Things I usually do Things I don’t usually do
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CLASSWORK
Activity 3. What time do yo do these activities? Answer with complete

sentences.
Follow the example.
Example: I wake up at six iem. I get up six thirty. I go to the bathroom seven o
clock. I have a shower seven thirty. I have break
1.
2.
3.
4.
5.
6.
7.
What do we know? 1
¿Qué preposición usamos para decir la hora en inglés? Escríbela aquí
¿Qué preposición usamos para las siguientes expresiones?
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the morning noon the afternoon midnight the

evening night Practice 1. Fill in the blanks with the
correct preposition.
1. My mother always prepares dinner noon.

2. I start English class 10 o’clock.
3. Every Saturday I hang out with my friends the evening.
4. My dad goes to bed midnight.
5. Sometimes I watch TV the evening.
6. the afternoon I go to the library.
7. I like to read a book night.
What do we know? 2
¿Qué significa o’clock y cuándo se utiliza? Escribe un ejemplo:
Activity 4. Classify the verbs of Activity 3 in the following table.

in the in the in the evening at night at midnight
morning afternoon (5 to 8 or
(after 12 around
o’clock) sunset)
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Activity 5. Compare your answers to Activity 1 with one of your classmate’s.

Complete the following table with five activities you both usually do and five
activities you don’t usually do.
We usually... We don’t usually....
1. 1. 2 2 3. 3.
4. 4 .
5. 5.
HOMEWORK
Activity 6. Read the text and answer the questions below: TRUE or FALSE?
John's Daily Routine
His name is John Smith, he is a good student from

England. His weekdays are very busy. Usually he gets
up at eight o´clock and he goes to the bathroom, he
has a quick shower, gets dressed and combs his hair.
At a quarter past eight he has breakfast with his
mother. After breakfast he
brushes his teeth and at twenty past eight he goes to school by bus. He arrives at
school at a quarter to nine and his classes start at nine o’clock. He always has
lunch in the school canteen at one o’clock P.M and his classes start again at
twentyfive past two. He goes home at half past four. When he arrives home he
has tea, does his homework and watches TV. Before dinner he plays computer
games and sometimes he helps his mother. He always has dinner at eight o’clock
with his family and at half past nine he goes to bed. He never sleeps after
midnight
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True False
1. John is from England.
2. He has a very quiet life.
3. He gets up before nine o’clock.
4. He has a shower every day.
5. He has breakfast with his siblings.
6. He goes to school on foot.
7. He arrives at school at noon.
8. He always has lunch in the school canteen.
9. He watches TV every evening.
10. He goes to bed after midnight
Activity 7. Read about Lesley’s routine and answer the questions below.
Lesley’s day
Lesley is an ESOL teacher at Hackney College in London. On weekdays she always
gets up at about 7 o’clock. She has a shower and then she has breakfast with her
husband and daughter. After breakfast she brushes her teeth and gets dressed
and then she takes her daughter to school. She goes to college by bicycle at 8.30
and she starts work at 9 o’clock. At about 1.30 she usually has lunch. She has a
sandwich and some fruit in her office. She finishes work at 5 o’clock and picks up
her daughter from her after-school club. She usually has dinner at about 7
o’clock and then she has a cup of coffee. In the evening she watches television
or sometimes she listens to the radio. She likes listening to music. She usually
goes to bed at about 11.30.
1. What time does Lesley get up on weekdays? 2. What

does she do after breakfast? 3. How does
she get to college? 4. What does
she have for lunch? 5. What does she do
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after work? 6. What does she do in the

evening? 7. What does she like
doing? 8. What time does she go to
bed?
Activity 8. Read the following text and answer the questions:
Free Time Activities

By Martina Johansen
I’m a student and I go to school weekdays, so I don’t have too much free time. I
usually spend six or seven hours at school then I have lunch at the school
cafeteria. After that I go downtown for some shopping or go home and study. If
I have some free time during the week I read a book or watch some TV.
I have a lot to do, but I still have some free time for leisure activities. ON the
weekends during spring and autumn I like to go with my family to our cottage. I
like taking long walks around the countryside and I like watching the seasons
change. Also I am interested in rock collecting and mineralogy so when I get
some free time I like to look for interesting rocks to improve my collection. IN
the winter I enjoy sports like skiing, skating or playing ice hockey. I am not very
good at skating or hockey but I think I am a pretty good skier.
I have the most free time during the summer months. One of my favorite
activities is to go canoeing with my friends. It’s really nice. We spend the day
floating and paddling down the river. Sometimes if it gets hot we jump in the
water and go swimming. Of course we take breaks during the day, we stop along
the river to prepare some food or to visit a local pub. In the evening we set up
our tents and make a campfire. We spend the evening talking, singing songs and
enjoying nature. One of my favorite things to do is to cook some sausages over
the campfire. We also lit to wrap potatoes in foil then cook them in the hot
ashes.
These wonderful trips, just like summer, always end too soon.
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1. How many hours does Martina spend in school? 2.

What does she do after school? 3. Does
she watch TV every day?
4. What does she do on the weekends during spring and autumn?
5. What is she interested in?

6. What does she enjoy doing in winter?
7. What is her favorite sport in summer?

8. Can she swim?
9. How does she spend summer evening?
10. What is her best dish over the campfire?
CLASSWORK
Activity 9. Fill in the blanks with the following vocabulary. Usually, always,
never, seldom, don’t usually, sometimes.
1. I get up before ten
2. I o’clock on weekdays.
3. I listen to rock music.
4. I drink coffe with
5. I my breakfast.
6. I go to bed after
7. I midnight. read
8. I a newspaper.
9. I hang out with friends on
10. I weekends.
spend more than two
What do we know?3
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hours on social media. do English homework.

read books. go to the movies
on weekdays.
Cómo se dicen en español las palabras subrayadas de las siguientes

oraciones:
What does she do before leaving home?
What does she do after work?
Practice 2. Translate into English the following sentences:

1. Después del trabajo juego futbol con mis amigos.
2. Después de la comida hago la tarea.
3. Antes del desayuno me visto y me baño.
4. Antes de dormir, leo un libro.
What do we know? 4
Traduce al español las frases subrayadas en las oraciones siguientes y describe
qué diferencias encuentras entre el inglés y el español:
On Saturday mornings I play football in the park.

How does Martina spend summer evening?
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Practice 3. Translate into English the following phrases.

Los lunes por la tarde.
El domingo en la mañana
Entre semana
Los fines de semana
Activity 10. Fill the gaps with the words from the
box.
Afternoon do have to at games
with Sundays get comes watch past
My Daily Routine
I wake up at half ........................ seven. I ........................ a shower and
then I have breakfast. I ........................ to school just before nine o’clock. I
have lunch at school ........................ one o’clock. The food is always
horrible! I go home at four o’clock and then I ........................ cartoons on
TV. At six o’clock I ........................ my homework. I have dinner at eight
o’clock and I go ........................ bed at half past nine.
On Saturday mornings I play football in the park ........................ my friends.
In the ........................ my friend ....................... to my house and we play
computer ......................... Sometimes Mummy and Daddy take me to the
cinema. On ........................ my cousins come and my uncle does a barbeque
in the garden. It’s delicious. On Sunday evenings I do my homework because the
next day is Monday. Yuk!
Tarea integradora 3
“My daily routine”
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Escribe un texto de 100 palabras sobre un día típico en tu vida. Usa el

vocabulario de esta unidad. Incluye tanta información como la del párrafo de la
actividad 10.
Criterios que debe cumplir el texto:

1. Ser interesante y comunicativo, original, no repetitivo. Algo que hable
realmente de tu vida diaria y lo que disfrutas hacer. (No digas solamente lo
que haces y a qué hora lo haces.)
2. Contar con vocabulario amplio.
3. Contar con enunciados bien estructurados (sujeto+verbo+ complemento). NO
OLVIDES ESCRIBIR EL SUJETO.
4. Enlazar tus enunciados de manera coherente con puntuación adecuada. Usa
conectores and, but, so.
5. Ortografía correcta.
“A Typical Day in My Life”
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Evalúa tu propio texto según los siguientes criterios:

Tienes el vocabulario necesario Bien Suficiente Insuficiente
Tu ortografía es correcta Bien Suficiente Insuficiente
Haces buen uso de puntuación y mayúsculas Bien Suficiente Insuficiente
Tus enunciados están bien estructurados Bien Suficiente Insuficiente
Tus enunciados están unidos con coherencia Bien Suficiente Insuficiente
Tu texto es original y verdadero. Bien Suficiente Insuficiente
Haz las correcciones necesarias y sube tu texto a NEO en la sección Tarea 3. “My
Daily Routine”.
HOMEWORK
Activity 11. Read about Marcus’s routine and answer the questions below.
Marcus’s Routine
“My daily routine? Well… I sleep all morning and I get up at about one in the
afternoon. I love getting up late, when all my friends are at work! Then at
about one thirty I go to a coffee shop for breakfast. After that… well, I go
shopping to buy some new records. And in the evening… I usually go to work at
about nine thirty and start work at ten thirty. I enjoy my job so it isn’t really
work. I love watching people dance to the music. The club closes at three, and
I get home at about four thirty. I go to bed at about five in the morning – I’m
usually really tired by then, but I know that I have the best job in the world.”
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1. What does Marco do in the morning?
2. What time does he get up?
3. Where does he have

breakfast?
4. What does he do in
the afternoon ?
5. What time
does he start work?
6. What does he love doing?
7. What time does he get home? 8.

What is Marcus’s job?
Activity 12. Listen to the audio “Interview with a swimmer” at NEO and
answer the questions below. TRUE or FALSE?
True False
1. Dan gets up early. T F
2. He has a small breakfast. T F
3. He´s a student. T F
4. Dan has lunch at home. T F
5. He goes swimming after class. T F
6. Dan watches TV or goes on the internet T F
before bed.
Activity 13. Watch the video “Teachers’ routines” at NEO and answer the
following questions.
1. Who wakes up at:
8 a.m. 7 a.m. at 9 a.m.
2. Who exercises every day? a) Kim b) Sam c)
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Claire
3. Who has a shower every day? a) Kim b) Sam c)
Claire
4. Who has children? a) Kim b) Sam c)
Claire
5. Who goes to bed after midnight? a) Kim b) Sam c)
Claire
c)
6. Who has a look at the news? a) Kim b) Sam Claire
7. Which is the favorite moment of the day for:
a) Kim (morning) (afternoon) (evening)
b) Sam (morning) (afternoon) (evening)
c) Claire (morning) (afternoon) (evening)
8. A dream day for Kim is
9. A dream day for Sam is
10.A dream day for Clarie is
CLASSWORK
Activity 14. Elige una de las respuestas del recuadro para cada una de las
siguientes preguntas y escríbela sobre la línea correspondiente.
• I have bread and coffee for breakfast.

• I go to class and study. Sometimes I go to the library.
• At 7 o’clock on weekdays, and weekends I get up after 9.
• On Saturday I meet friends and go to parties. On Sunday I stay in
the house with my family and we watch Netflix.
• I hang out with my friends or go directly home.

• I usually go to bed after midnight.
• Monday and Thursday, I start class at 8:30; Tuesday and Friday I
start at 10 o’clock.
• From three to four hours.

• I usually have dinner at home with my family.
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• I do homework, read books and use social media.
1. What time do you get up ?
2. What do you usually have for breakfast?
3. What time do you start class?
4. What do you usually do at school?
5. What do you do when you finish class?
6. Where do you have dinner?
7. What do you do in the evening?
8. How many hours a day do you spend on social media?
9. What time do you go to bed?
10.What do you do on weekends?
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Tarea integradora 4
“Talking about daily life” (Pair work)
1. Elige 8 preguntas de la actividad 14 y escribe las respuestas según tu

propia realidad.
2. Pide a un compañero que lea en voz alta las preguntas que elegiste y tú
ofrece tus respuestas a cada una de ellas. Lean la entrevista varias veces.
3. Graba la entrevista. Escucha, corrige.
4. Sube tu audio a NEO en la sección Tarea 4 “Talking about daily life”.
(Cada estudiante deberá subir su propia grabación).
Unidad 6. Mexico now and then
HOMEWORK
What do we know?
1. ¿Cómo se llamaba la Ciudad de México en época de los Aztecas?

2. Describe a la ciudad en esa época?
3. ¿Cómo estaba dividida la sociedad?
Activity 1. Lee el texto y mira las fotos de abajo. Subraya en el texto las partes
ilustradas por las fotos.
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Hundreds of years ago, the Aztec people built the great city of Tenochtitlan on a
salt lake. There were four artificial causeways. These causeways were very wide,
and connected the city with the mainland. The city was very big. The main
streets were very wide and very straight. There were many canals. The canals
connected all the streets in the city. People used canoes to move from one place
to another. There were openings in the streets. The openings permitted the
water to pass from one canal to another. There were bridges over some of these
openings. The bridges were over the water. In all the districts of the city there
were many temples or houses for the gods. They were all beautiful buildings.
There was one principal temple. This temple was very big. The temple was in the
center of the city. There was an area dedicated to the god Tlaloc, and there was
a section dedicated to the god Huitzilopochtili. The temple was surrounded by a
wall. Inside the area of the temple there were very elegant quarters with very
large rooms and corridors where the priests lived. There were around forty
towers. These towers were very high. The highest tower had 50 steps going up to
the main part of it. These towers were higher than the towers of the cathedral in
Seville, Spain.
1 2 3
4 5 6
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Activity 2. Indica si las siguientes afirmaciones son verdaderas o falsas de

acuerdo con el texto anterior.
1 There was a big lake under the city of Tenochtitlan. True False
2 There were four natural causeways. True False
3 The causeways were not very wide. True False
4 The main streets were very straight. True False
5 There were many canals in the city. True False
6 There were canoes in the canals. True False
7 There were openings in the streets of the City. True False
8 There was one bridge in the city. True False
9 There were many houses for the gods in Tenochtitlan. True False
10 The principal temple was small. True False
11 There were elegant rooms inside the principal temple. True False
12 There were very high towers in the city. True False
CLASSWORK
Let’s think 1. Compara las siguientes expresiones y explica las

diferencias entre there was y there were
There was a lake under the city of Tenochtitlan.
There were around forty towers.
There was se usa para
There were se usa para
Practice 1. Traduce al español las siguientes oraciones:

1. There was a big blue lake
2. There was an area dedicated to god Tlaloc
3. There was one principal channel?
4. There were around forty towers
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Let’s think 2. Compara las siguientes expresiones y explica la diferencia entre

they y there.
There were many temples.

They were all beautiful buildings.
There es un y su función es .
Literalmente significa: .
They es un y su función es
.
Literalmente significa: .
Practice 2. Completa los siguientes enunciados con they o there.

1. My grandparents were born in Guanajuato. were peasants.
2. In my hometown was an hacienda.
3. were many students at the conference yesterday. were very interested
in the topic.
What do we know? 1 ¿Recuerdas cómo se dicen there was y there were en

inglés en tiempo presente?
Simple past Simple present

There was
There were
Practice 3. Completa las siguientes oraciones con there is/there are/there

was/there were.
1. many intelligent children in my first grade class.
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2. In my neighborhood a
high school.
3. In UACM-SLT campus,
three buildings.
4. a big lake in Tenochtitlan.
Activity 3. Lee el texto sobre la ciudad de México y llena la siguiente tabla.
Mexico City in 1550
After the conquest of the Aztec empire in 1521, the

new territory was named “La Nueva España”, and its
capital city was Mexico City.
Mexico City today is very different from the Mexico
City of the year 1550. Today, Mexico City is a huge
city with eight million inhabitants. In the middle of the
16th century there were around one hundred
thousand inhabitants in Mexico City.
Today we see cars, trucks and buses everywhere, but
in 1550 there weren’t any cars. For transportation there were horses, mules and carriages. There
are
very
tall
buildings and magnificent monuments in the city

today, but in the 16th century there weren’t any tall
buildings in Mexico City. There is a big cathedral in
the Zocalo today, but in those times there wasn’t a
big cathedral. There was a small cathedral only.
Today, there is an important park called The
Alameda Central near the Bellas Artes building. In
1550 there wasn’t an Alameda, and there wasn’t a Bellas Artes building. There were parks in the
city, but the parks weren’t big, and they weren’t near the Zocalo.
Today we can see the Palacio Nacional next to the Metropolitan Cathedral, but in the 16th
century there wasn’t a Palacio Nacional. There was a small building called Palacio Virreinal, but it
wasn’t big, and it wasn’t exactly in the Zocalo, it was in a different location.
In Mexico City today, there are many monuments dedicated to different events or heroes. In
1550 there weren’t many monuments. There were some statues, but that was all.
Today, there are many shopping centers around the city. In those days, there weren’t any
shopping centers.
The Mexico City of today is very different from the Mexico City of the 16th century.
In Mexico City in 1550 there were these things: In Mexico City in 1550 there weren’t these things:
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Let’s think 3
De acuerdo a lo que narra el texto “Mexico City in 1550”, contesta las siguientes
preguntas.
1. ¿Qué quiere decir “there wasn’t a”?

2. ¿Qué quiere decir “there weren’t
any”?
3. ¿Hay alguna diferencia en la forma de usar estas dos expresiones?
4. ¿Recuerdas cómo usar estas expresiones en inglés en tiempo presente?

There wasn’t a
There weren’t any
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Unidad 7. Were you good at school?
HOMEWORK
Activity 1. Watch the video “Were you good at school? at NEO and complete
the following sentences:
Madeleine:
Susan: Yeah,
Yes, I I s student.
a very good
Cindy: Yes, I was very good at o. .
Wayne: I think so.
Ada: I was an student.
David:
Ian Yeah, reasonably, reasonably , yeah-
I was a
Catherine: Yes, I was a student, model pupil.
boy, but I very
Loren: good at the academic
site.
Eloisa:
Ann:
Margaret I was goo
d.
Katie: Yes, she was. I . Regina: Yeah,
Colin: Wonderful
I
Chris: I . Hopeless. definitely an
overachiever at school
Randy: I was at school. Unfortunately it doesn’t work the
same way in business.
Jim: Yes, I good at Gary:
I good in school?
June: He still . He teaches.
Jessica: Yes, very .
Tracy: Yeah, good, not very
good.
Activity 2. Classify the names of the people in the video. Write them in the
corresponding column.
People who were good in People who were so so or Peope who weren’t good in
school average school
Susan
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CLASSWORK
Activity 3. Classify the following answers in the following table.
1. Yes, I was a very good student. 8. I was pretty good.
2. I was an average student. 9. Yeah, just good, not very
good.
3. Yes, I was very good at school.
10.I wasn’t. Hopeless.
4. I was a model student.
11.I was excellent at school.
5. So so.
12.Yes, I was good at school.
6. I don’t think so.
13.Yeah, I think so
7. No.
14.I was good at the academic
site.
15. Yeah, I was definitely an
overachiever at school.
Table
Good So so / average Not good
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Activity 4. Elige tres respuestas de la actividad 3 para responder a la pregunta

“Were you good at school?”. Escribe tus respuestas aquí:
1.
2.
3.
Activity 5. Escribe las siguientes preguntas en inglés:

1. Tus papá era bueno para la escuela?
2. Tu mamá era buena para la escuela?
3. Tus hermanos y hermanas eran buenos para la escuela?
Activity 6. Escribe las respuestas a las preguntas de la actividad 5.

1.
2.
3.
Activity 7. Ask a classmate the following questions:
1. Were you good at school?
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2. Was your father good at school?

3. Was your mother good at school?
4. Were your siblings good at school?
Let´s think. Escribe las siguientes oraciones sobre la línea

correspondiente.
• No, I wasn’t
• I was very good at school.
• Were you good at school?
• Yes, I was
• I wasn’t good at school.
Pregunta:
Afirmación:
Negación:
Respuesta corta afirmativa: Respuesta
corta negativa:
What do we know? ¿Recuerdas cómo se conjuga el verbo “to be” en pasado?

Conjugación del verbo “to be” en pasado afirmaciones
I
You
He We
She You
It They
Conjugación del verbo “to be” en pasado negaciones

I We
You
You
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He They
She
It
Conjugación del verbo “to be” en pasado preguntas

we
you
he you
they
she
it
I
HOMEWORK
Practice 1. Practica en línea el uso de was/were en el enlace indicado en NEO
Activity 8. Realiza el ejercicio en línea de la lectura Einstein y Darwin en NEO
y luego llena la siguiente tabla:
Darwin Einstein
First name
Birth date
occupation
qualities
famous for
defects
best known work
CLASSWORK
Activity 9. Listen to the audio Childhood of Niall Kelly and fill in the blanks.
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“My name’s Niall Kelly, and I was born in , in a village called

Mallahyde, in Ireland. My father Donald was an
, and Maeve, my mother, was a nurse. There six people in our
family; my parents, my three and me. My sisters were usually
very , but I was a quiet child. I wasn’t at
my first school. I wasn’t good at or English, but I was
good at sports, especially . I remember my best friends
were brothers called Jim and Adam, and they were very naughty
in class! I also remember my favorite
– it was hot bread!!!
Activity 10. Answer the following questions with complete sentences:

1. When and where was Niall Kelly born?
2. What was his mother’s job?
3. Was he a noisy child?
4. Was he happy at his first school?
5. Was he good at school?
6. Who were his best friends?
7. What was his favorite food?
Practice 2. Ordena las siguientes palabras para estructurar preguntas.

1. you / a quiet child /were / ?
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you were a quiet child?
2. happy / you / at your first school / were / ?

You were happy at your first school?
3. you / were / at math /good / ?

You were good at math?
4. you / at sports / good / were / ?

You were goog at sports?
5. your best friends / were / Who / ?

Your were who best friends
6. How / your best friends/ were / in class / ?

Your were best friends how in class
7. your favorite food / what / was / ?

What was your favorite food
Activity 11. Con un/a compañero/a lee en voz alta las preguntas de la práctica
2. Graba en tu celular, escúchate y corrige.
HOMEWORK
Activity 12. Responde las preguntas de la práctica 2.
1.
2.
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3.
4.
5.
6.
7.
CLASSWORK
Tarea integradora 5
“Talking about childhood” Pair work
Pide a un/a compañero/a que te haga las preguntas de la práctica 2. Responde
con las respuestas que escribiste en la actividad 10. Corrige la pronunciación.
Graba la entrevista y súbela a NEO en la sección Tarea 5 “Talking about
childhood”. Cada estudiante deberá subir el audio con sus respuestas.
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Unidad 8. What did you do yesterday?
HOMEWORK
Practice 1. Fill in the spaces with is/are/was/were.
1. My brother (to be) at school now.
2. My bike (to be) in the garage last weekend.
3. The children (to be) outside in the garden two hours ago.
4. John and Sam (to be) at home yesterday.
5. My dog (to be) very ill last week.
6. Jack's friend (to be) very nice. We all like him.
7. It (to be) cold today.
8. They (to be) at the zoo last weekend.
9. Some of the animals (to be) very tame.
10. We (to be) at our grandparents’ house two weeks ago.
11. I (to be) at the theater last evening.
Activity 1. See the video Yesterday at NEO and answer the following questions:
1. Write the question that the interviewers ask in the video.
2. Write the question in Spanish.
3. Tick (√) the activities people did and cross (x) the activities people didn’t
do.
Mary watched TV ( ) remained in the house ( ) cooked ( ) did
some housework ( )
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Charles rested ( ) worked ( ) read books ( ) fixed lunch ( ) watched TV ( )
Dina relaxed ( ) studied ( ) watched a Little TV ( ) worked out ( )

worked on my computer ( )
Danny read a book ( ) went to work ( ) rested ( ) went to school ( )

relaxed ( ) watched TV ( )
Yale cleaned the house ( ) taught ( ) wrote an essay ( )
Asker did the dishes( ) ate( ) watched the news ( ) went to the movies( )
Liz cooked ( ) worked ( ) played tennis ( )
Mia visited friends ( ) walked around the city ( ) got some capuccino ( )
Shauna went to Rockefeller Center ( ) Visited the Metropolitan Museum ( )
Rebecca taught English ( ) attended a speech ( )
Tony fixed dinner ( ) watched the football game ( )
Regina went to a party ( ) went to her shrink ( ) worked on her computer ( )
How was Regina at school? a) pretty good b) an overachiever c) average
How was Richard at school? a) pretty good b) an overachiever c) average
How was Vivian at school? a) pretty good b) an overachiever c) average
CLASSWORK
Activity 2. Underline the activities you did yesterday.

1. remained in the house 14. cooked
2. took a nap 15. read books
3. worked out 16. worked on my
computer
4. went to the movies 17. hung out with friends
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5. wrote an essay 18. had English class

6. saw a movie 19. went to the library
7. fixed breakfast 20. rested
8. attended a lecture 21. watched tv
9. studied 22. played computer
games
10. went to school 23. checked Facebook
11. went on the Internet 24. listened to music
12. visited family 25. danced
13. walked the dog 26. did some shopping
What do we know?
¿Recuerdas cómo se pronuncian las palabras remained, cooked,
attended? ¿Puedes distinguir cómo suena el final de cada palabra? ¿Cuál termina
con el sonido /id/? ¿Cuál termina con el sonido /t/ y cuál con el sonido /d/?
Activity 3. Clasifica los siguientes verbos según su pronunciación. ¿El final debe
sonar /t/, /id/ o /d/?
worked attended remained cooked fixed played cleaned
laughed checked studied breathed walked listened danced
watched visited looked rested helped enjoyed washed
offered laughed used called love followed hated
/t/ /id/ /d/
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Let’s think 1.
Analiza qué tienen en común los verbos de cada columna de la tabla
anterior. ¿Cuáles son las reglas de pronunciación de las formas en pasado?
I. El pasado se pronuncia con /t/ al final cuando el infinitivo termina con los
siguientes sonidos: , , , , , , .
II. El pasado se pronuncia con /id/ al final cuando el infinitivo termina con el
sonido o .
III. El verbo se pronuncia con /d/ al final cuando el infinitivo termina con los
siguientes sonidos: , , , , , , , , , .
Activity 4. Write three things you did yesterday.

Yesterday I ,
and
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Activity 5. What did your classmates do yesterday?

Forma una pareja. Acérquense a una pareja de otra mesa. Tu deberás preguntar
a uno de sus dos integrantes “What did you do yesterday?” Mientras esa persona
responde, tu pareja deberá tomar nota. Intercambien papeles: Ahora tu pareja
pregunta y tú tomas nota. Intercambien papeles: ahora tanto tú como tu pareja
respondan a la pregunta What did you do yesterday? Regresen a su mesa y
comparen sus respuestas con el resto de sus compañeros. Escriban una lista de
todas las respuestas que recibieron.
HOMEWORK
Practice 2. Pronunciation. Abre el libro electrónico “How to talk about the
past” en NEO y realiza la actividad de las páginas 22 a 25.
Let’s think 2.
Compara las siguientes dos preguntas.
What do you usually do at school?

What did you do yesterday?
¿Qué cambia en la estructura de las preguntas en presente y pasado?
¿Qué permanece igual?
Llena las líneas del siguiente recuadro con la estructura para hacer preguntas
cerradas en pasado.
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Did you enjoy yesterday evening?

+ + +
Llena las líneas del siguiente recuadro con la estructura para hacer preguntas
abiertas en pasado.
What did you do yesterday evening?

+ + + +
Practice 2. Fill in the blanks with do, does or did.
1. you usually have breakfast at home?

2. you study English yesterday?
3. What your father like doing on weekends?
4. What you like doing when you were a child?
5. your parents like classical music?
6. your grandparents live in Mexico city when they were young?
7. What your mother cook yesterday?
8. What you do last weekend?
9. Where you go last vacation?
your mother cook every
10. day?
Let’s think 3.
¿Cuáles son las palabras clave en las preguntas anteriores para saber
si la pregunta debe formularse en presente o pasado?
Marcadores de presente Marcadores de pasado
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Activity 6. Abre el libro electrónico “How to talk about the past” en NEO y
realiza las actividades de las páginas 2 a 7.
Unidad 9. Childhood
CLASSWORK
Activity 1. Read the following paragraphs and complete the table below.
Hi! My name is Erika. I was born in Bighton on June 10, 1993. I was slim baby. I
was a very cry baby. When I was a child I had a green frog . It was my favorite
toy. I liked to eat a lot, but I didn’t like vegetables.
My sister Brenda was born in Mexico city. She was born on August 15, 2000.
When she was a child, Brenda had a red fish. It was her favorite toy. She liked
carrots, but she didn’t like meat.
My brother Carlos was born in Mexico city on the 27 of April 2008. He was a fat
baby. When he was a child, he had a black cat. It was his favorite toy. He liked
meat but he didn’t like milk.
Name Birthplace Birthdate Built Favorite toy Liked Didn’t like

Alice
Sarah
Mark
Let’s think
Compara las siguientes negaciones y describe en los recuadros las
estructuras para negar en pasado.
I was not a slim baby.
I didn’t like fish.
Estructura para negar en pasado con el verbo to be
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subject
+ + + complement
Estructura para negar en pasado con verbos comunes
I did not like carrots.

+ + + +
Practice 1. Change the following sentences to negative.
1. I was very happy at your party. 2.

Mary remained in the house yesterday.
3. Charles watched TV on Saturday night. 4.
Dina relaxed last weekend. 5. Danny
read a book last night. 6. My mom
cleaned the house last weekend. 7. My parents
were at home last night. 8. My friends and I
went to the movies yesterday. 9. We walked around the
city last night. 10. I was at the library
yesterday evening. 11. My boyfriend and I fixed
dinner yesterday.
12. We ate pizza last Sunday.

13. My English teacher was friendly.
Activity 2. Fill the table with information about you and two family members.
Name birthplace birthdate built favorite toy liked didn’t like
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Activity 3. Write three paragraphs similar to the texts of Activity 1. One about
yourself and two about your relatives.
1.
2.
3.
HOMEWORK
Practice 2. Write the infinitive of the following past forms.

Infinitive Simple past Infinitive Simple past
Ex. get up got up studied
had spoke
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watched was
left read
took wrote
Activity 4. Underline the verbs in the following text.

I often get up at 7 a.m. but yesterday I got up at 6 a.m. I had breakfast at 6.45
a.m. Then I had a shower. I watched TV a liitle and left the house at 7.40 a.m. I
took the bus at 7.50 a.m. I arrived at school at 8.30 a.m. and I spoke with my
friends. The art lesson was great because we did screenprinting. The English
lesson was not interesting, becasuse we read a very boring book. I had lunch at
noon. I went home at 3.00 p.m. and I had dinner with my mother. After, I
whatsapped for a while. From 7 to 10 I wrote an essay for my Language and
Thought course. After, I surfed the net, then I listened to music and read a
novel. I went to bed after midnight.
Activity 5. Write a tick (√) after the activities you did yesterday and a cross (X)
after the activities you didn’t do.
had breakfast wrote an essay
had a shower surfed the net
watched tv listened to music
took a bus read a book
went to school went to bed after midnight
had english lesson met my girlfriend or boyfriend
spoke with friends studied for an exam
attended a conference played soccer
had lunch went for a walk
whatsapped went to the library
CLASSWORK
What do we know?
¿Recuerdas la estructura de las respuestas cortas para preguntas cerradas
como Do you like dancing? Escribe respuestas cortas en los siguientes recuadros.
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Respuestas cortas afirmativas
+ +
Afirmación Sujeto auxiliar
Respuestas cortas negativas
+ +
Negación Sujeto auxiliar con negación
Activity 6. Answer these questions with short answers.

Did you read a book yesterday? Did
you attend a conference yesterday?
Activity 7. Escribe sobre las líneas dos preguntas cerradas, como por ejemplo,
Did you have breakfast yesterday? Levántate de tu silla y pregunta a tres
compañeros las dos preguntas que escribiste. Llena la tabla.
Student 1 Student 2 Student 3

1. Yes No Yes No Yes No
2. Yes No Yes No Yes No
Activity 8. Listen to the audio “When I was young”. Are the following
statements TRUE or FALSE?
1. The man lived in a big city in Scotland. T F
2. He liked watchig TV every evening T F
3. His parents had a car. T F
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4. He rode to school by bicycle. T F
5. He was a good student. T F
6. There weren’t any movie theaters T F
7. He played tennis with his friends T F
8. His family went to live to England. T F
9. Finally he went back to his hometown. T F
Activity 9. Listen to the audio “When I was Young” and fill in the blanks with
the missing words.
When I young I in Scotland, in a village near the

sea. Life very different then. It was the 1930´s, so there
any TV, but my family a radio, and we
to it
every evening. My parents didn’t a car, so I to
school by bicycle – six miles every day! But I didn’t very hard, and
school when I was fourteen. There
any movie
theaters near our village, so every Saturday I my friends on the
beach and we soccer all day. When I was
fifteen my parents sold our house and the family to England. I never
back to my village, but I still hear the sea in my
head…
HOMEWORK
What do we know?
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¿Recuerdas cuál es la diferencia entre los verbos regulares e irregulares?
Practice 2. Regular and irregular verbs. Abre el libro electrónico “How to talk
about the past” y realiza las actividades de las páginas 28 a 30.
Activity 10. Clasifica los siguientes verbos y escribe su forma en pasado en la

tabla de abajo.
watch hang out cook do rest work fix
read see go relax clean teach eat
write play visit walk attend get live
have listen ride sell leave meet move
Verbos regulares Verbos irregulares
Forma en Forma en pasado Forma en Forma en pasado

infinitivo infinitivo
Ejem. play played teach taught
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Activity 11. Escribe enunciados de recuerdos de tu infancia. Utiliza el

vocabulario de los enunciados de la actividad 8. Agrega nuevo vocabulario.
1.
2.
3.
4.
5.
6.
7.
8.
CLASSWORK
Tarea integradora 6
“My childhood” Individual writing
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Escribe un texto sobre tu infancia. Toma como modelo los textos de la Actividad
9, Unidad 7 y de la Actividad 8 de esta Unidad. Entrega tu texto escrito a mano a
la profesora para que evalúe tu trabajo. El texto deberá cubrir los siguientes
requisitos:
1. Ser original y comunicativo.
2. Contar con vocabulario pertinente.
3. Contar con formas verbales en pasado y con marcadores de tiempo.
4. Contar con enunciados bien estructurados (sujeto + verbo +
complemento). NO OLVIDES ESCRIBIR EL SUJETO.
5. Contar con puntuación adecuada.
6. Contar con ortografía correcta.
My Childhood
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Una vez corregido el texto, súbelo a la sección Tarea 6 “ My Childhood” en NEO.
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Unidad 10. Biographies
HOMEWORK
Activity 1. Complete the following texts with the words in the boxes below.
My father was born on August 18, 1968. When he was a child, he was very
and he was also messy. He had
of toy cars and he liked them very much. He didn’t like

with dolls, of course!
playing extremely curious lots
My mother was born on March 22. She was very small baby. When she was a
child, she was patient, but very absent-minded. She had a red
. It was her favorite toy. She liked it very much. She
like carrots.
quite fox a didn’t
Activity 2. Listen to the audio “Biographies” at NEO and choose the correct
answer for each biography:
Biography 1. This person excelled in:
a) science b) music c) fashion business d) plastic art e)
movies
movies
movies
e)
a) science b) music c) fashion business d) plastic art movies
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Activity 3. Listen to the audio “Biographies” for a second time. Are the
following statements true or false?
1. Van Gogh was born in 1835 T F
2. He painted over 570 pictures. T F
3. He sold one picture in his lifetime. T F
4. A person bought Portrait of Dr. Gachet fo 82,000,000 T F
T F
5. Bob Marley was born in 1954.
T F
6. His parents were both English.
T F
7. Catch a fire was his first album.
T F
8. He met his wife in 1970.
T F
9. His son’s name is Wailer.
T F
10.Coco Chanel was born in the 1883.
T F
11.Her family was rich and successful.
T F
12.Charly Chaplin was born in England.
T F
13.He made his first movie in Hollywood.
T F
14.Chaplin made more than one hundred movies.
T F
15.He had four children. T F
16.He died in Switzerland.
Activity 4. Which biography do you find more interesting? Why?

I like biography number , because
CLASSWORK
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Activity 5. Match the two columns.

Infinitive Simple Past
to create was
to leave sold
to have went
to be painted
to sell made
to have became
to make died
to paint created
to go left
to die had
Activity 6. Complete the following sentences with one of the verbs in the box
below.
1. Last weekend Omar his car to his neighbor.
2. My grandmother six children, two boys and four girls.
3. Last summer I to Veracruz on vacation
4. You a very good decision!
5. Who the first man in space?
6. Frida Kahlo many portraits.
7. Yesterday evening I my friends at the bar.
8. Bob Marley in 1981.
went painted met died

sold had was made
Let’s think!
Read the following text and answer the questions below.
My Biography
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My name is Sebastian Ruiz. I was born in 2000 in Mexico City in the Iztapalapa
area. When I was a child I had a hospital operation, because I broke my leg. I
was a very naughty boy. My parents divorced in 2007. I was seven years old then.
My mother and I moved to Xochimilco with my grandparents. I studied middle
school from 2012 to 2015. From 2016 to 2019 I studied high school at IEMS. I was
an excellent student. I loved to read and to write essays. I started College eight
months ago at UACM. My major is Creative Writing. I love writing poems. I also
like music. I can play the guitar. My mother bought my first guitar when I was
12. At age 14, I started playing at a band. I met my girlfriend Andrea at a
concert. She is a student at UACM, too. Last year we traveled with the school to
a Zapatista community. We enjoyed the trip very much. Yesterday we gave a
talk in UACM about our experience in Chiapas. It was great!
I. ¿Cuales acontecimientos del texto están narrados en pasado y

cuáles en presente? Subraya los acontecimientos en pasado con
un color y los acontecimientos en presente con otro color.
II. Encuentra en el texto las siguientes expresiones:
in 2000 in 2007 then from 2012 to 2015 from 2016 to 2019 yesterday
last year eight months ago when I was a child when I was 12 at age 14
¿Qué lugar ocupan dichas expresiones en las oraciones?
a) Entre el sujeto y el verbo.

b) Sólo al principio de la oración, antes de la estructura S+V+O.
c) Sólo al final de la oración, después de la estructura S+V+O.
d) Al principio o al final de la estructura S+V+O.
HOMEWORK
Activity 7. Llena el siguiente esquema con oraciones completas sobre tu

biografía. Escribe complementos de tiempo al principio o al final de la oración,
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como tu prefieras. Utiliza toda la gama de marcadores de tiempo del ejercicio

anterior.
También utiliza complementos de lugar cuando sea necesario. Incluye los
momentos más importantes de tu vida, por ejemplo, nacimientos, logros, viajes,
inicio o finalización de estudios, etc. Cuida la estructura S+V+O y el uso correcto
del tiempo.
NOTA: No es necesario llenar todas las columnas en cada fila. Lo que sí es

indispensable es llenar las columnas del sujeto y el verbo.
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Complemento de tiempo Sujeto Verbo Objeto Complemento de lugar Complemento de tiempo
10
11
12
13
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CLASSWORK
Tarea integradora 7
“My Biography“
Muestra a la profesora los enunciados de la actividad anterior. Corrige y únelos

en uno o dos párrafos para escribir tu biografía. Sube tu textro a la sección
Tarea 7.
“My Biography”.
My Biography
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HOMEWORK
Activity 8. Write answers to the following questions.
1. When and where were you born?

I was born on june ten in 1993 in mexico city
2. Where did you live when you were a child?

When i was a child , i live in Nezahualcoyoth
3. When did you start elementary school?

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I started elementary school was treeh
4. Were you good at school?

I was very good at school
5. What was your favorite sport?

My favorite sport was running
6. Who were your best friends?

My best friends Sandy
7. Were you a quiet child?

Yes it was a quiet child?
8. What was your best food?

My favorite food is pizza
9. Did you have a happy childhood?

I was yes happy at my first school
10. When did you start high school?

I started high school when i was fourteen
11. What did you do yesterday?

Yesterday morning I went shopping and prepared a typical
Mexican dish.
12. What did you do last weekend?

On Saturday morning i did an online meditation with my teacher
CLASSWORK
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Tarea integradora 8
“Talking about past experiences” (Pair wor
Pide a un compañero/a que lea las preguntas anteriores y tú contéstalas. Graba

la entrevista y escucha. Corrige y vuelve a grabar hasta obtener un buen
resultado. Intercambia papeles con tu compañero/a. Ahora tú deberás formular
las preguntas. Sube a NEO la grabación en la que tu respondes las preguntas en
la sección Tarea 8 “Talking about past experiences”.
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Unidad 11. On vacation
CLASSWORK
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Activity 1. Read the following text and complete the table below.
Luz Rodríguez Yoko Mia Hirano John Barnes
When did he/she

go on vacation?
Where did she/he

go?
Who did she/he

go with?
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Activity 2. Encuentra en los textos de Luz, Yoko y John las actividades

más interesantes que hicieron en sus vacaciones. Subraya las expresiones
que elegiste.
Activity 3. Recuerda unas vacaciones memorables y marca con una cruz (X) lo
hiciste en esos días.
did many things spent two weeks in a went sightseeing
hotel
listened to music had a fantastic time ate too much
went to bed late watched the sunrise took a ferry
got up late ate dinner on the looked at the views of
beach the city
walked the streets watched the sunset ate dinner on a boat
visited tourist sites went swimming had typical food
sat in cafés took a water taxi watched people
drank coffee went snorkeling saw many beautiful fish
Activity 4. Haz una lluvia de ideas de lo que recuerdes de esas vacaciones y

escribe la información en inglés dentro de los recuadros. No escribas oraciones
completas, sólo palabras claves. Usa el vocabulario de la actividad 3 y agrega lo
necesario.
People Places Activities
Food Hotel Impressions
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HOMEWORK
Activity 5. Answer the following questions with complete sentences S+V+O:

1. When and where did you go on vacation?
2. Who did you go with?
3. How did you travel?
4. Where did you stay?
5. What was it like?

(mountains/lakes/river/sea/city/museum/monuments/people, etc.)
6. What did you do there?
7. What did you do during the day?
8. What did you do in the evening?
9. What did you eat? How was the food?
10. What did you see?
11. What was the best place you went to?
CLASSWORK
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Tarea integradora 9
“A Memorable Vacation” (Individual work)
Organiza tus respuestas a las preguntas de la actividad 5 en dos o más párrafos.
Por ejemplo, en el primero párrafo puedes escribir lo general de viaje: cuándo,
donde, con quién fuiste, como viajaste, en donde te quedaste y cómo fue tu
impresión del viaje, así como las actividades que hacías todos los días.
En el segundo párrafo puedes especificar qué hiciste cada día, qué viste qué te
pareció lo que viste, qué comiste y qué te pareció la comida. Vuelve a leer los
textos de Luz, Yoko, John y toma de ellos las expresiones y el vocabulario que
necesites.
A Memorable Vacation
(1)
(2)
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Antes de entregar tu texto evalúalo tú mismo/a. Corrige si es necesario y sube tu

texto corregido a NEO a la sección Tarea 9 “A Memorable Vacation”.
El texto es interesante y comunica tu experiencia Bien Suficiente Insuficiente
Los párrafos están organizados de manera coherente Bien Suficiente Insuficiente
Los enunciados están bien estructurados (S + V + C) Bien Suficiente Insuficiente
El vocabulario es amplio y pertinente al tema Bien Suficiente Insuficiente
La ortografía es correcta Bien Suficiente Insuficiente
La puntuación es adecuada Bien Suficiente Insuficiente
HOMEWORK
Activity 6. Listen to the dialogue “On vacation”. What did Matt and his wife
Claire do during their trip to New York? Write a tick ( ) for what they did and a
(X) for what they didn’t.
a. ( ) go for a walk in Manhattan

b. ( ) go shopping
c. ( ) go to the Metropolitan museum
d. ( ) go to the Statue of Liberty
e. ( ) go to the Empire State Building
f. ( ) stay in a hotel
g. ( ) stay with friends
h. ( ) go for a walk in Central Park
i. ( ) go to expensive restaurants
Activity 7. Listen again to the dialogue “On vacation” and fill in the gaps.
A: Hello, Matt, how are you?
M: Oh, I’m fine, thanks.
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A: I didn’t you last week.

M. No, Claire and I went to New York on .
A: : Oh, wow! What did you do there?
M. Oh, lots of things. The first day we for a walk in
Manhattan. It was very busy, lots of buildings and cars. Then on the second
day we… er… went , and
went to one or two museums. The
Metropolitan Museum was closed, though, so we didn’t go there.
A: Did you go to the Statue of ?
M. Yes, of course. We went to the top, and you can see all of New York from
there – it looks ! But we didn’t go to the Empire
State Building.
Next time, maybe.
A: Did you stay in a ?
M. No, we didn’t, we stayed with friends. They live on 9th Avenue, near
Central Park. We lucky they weren’t there, because New York’s a
really expensive city.
A: Hmmmm. So was the best place you went
to?
M. Er… Central Park, I think. We went for a walk there every day. It’s a
beautiful park, very big, and it’s interesting watching all the people there.
A: What about the ?
M: Oh, we ate sandwiches and burgers all the time! We didn’t go to expensive
because we didn’t have a lot of money.

A: So you had a good time then.
M. Oh, yes, it was great. We want to go back again
year.
A: Hmmm, I think I need a vacation.
Activity 8. Listen at NEO to the audio “Howard talking about his vacation”.
Answer the following quiz:
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1. How long was Howard’s vacation:

a) one week
b) two weeks
c) three weeks
2. How was the weather during his vacation?
a) sunny
b) rainy
c) cloudy
3. At the beach, Howard enjoyed _______.
a) the service
b) the surf
c) reading the newspaper
4. During his vacation, Howard went to bed _______.

a) early
b) late
c) very late
5. Howard saw an interesting movie about _______.
a) English and French
b) English and Swedish
c) English and Spanish
Activity 9. Listen at NEO to the audio “A conversation between Jeanna and

Todd” and answer the following questions with true or false
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1. Jeanna visited Las Vegas, Reno, Tahoe, San T F

Diego and Disneyland.
2. She liked Disneyland best. T F
3. In las Vegas she didn’t go to casinos. T F
4. There is a Superdam in las Vegas. T F
5. Jeanna didn’t swim T F

6. You can swim in the Reservoir T F
7. She got to las Vegas by car. T F
8. The trip took one hour and 45 minutes T F
Activity 10. Listen at NEO to the audio “Steven’s vacation”. Answer the
following quiz.
1. Steven is from USA. T F
2. He traveled all around Europe twice when he T F

was younger.
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3. He travelled with his sister. T F
4. The Interail is a fast train. T F
5. He travelled to France, Italy, Greece, Holland. T F
6. In France he visited museums and galleries. T F
7. He didn’t go to Serdenia. T F
8. Steven’s favorite place is Florence. T F
9. He stayed with italian friends in an apartment. T F
10. They went to a traditional restaurant. T F
11. He played soccer at a communist festival T F
CLASSWORK
Activity 11. Práctica de lectura en voz alta para mejorar pronunciación. Lee
en voz alta con un compañero/a la siguiente conversación. Grábense, escuchen y
corrijan.
Q: Hello, Rosa, how are you?

R: Oh, I’m fine, thanks.
Q: I didn’t see you last week.
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R. No, Pedro and I went to Oaxaca on vacation.

Q: Oh, wow! What did you do there?
R: Oh, lots of things. The first day we went for a walk in the city. First we
stopped at the main square. It was full of people selling food and balloons. Then
we headed to Templo de Santo Domingo, it is an amazing baroque church. Then
on the second day we visited Montealbán ruins and in the afternoon, we bought
some souvenirs.
Q: Did you go to the Mitla?
R: Yes, of course. It is also a must in Oaxaca. But we didn’t go to Hierve El Agua.
Next time, maybe.
Q: Did you stay in a hotel?
R: No, we didn’t, we stayed with friends. They live in a big house near the
downtown area.
Q: So… what was the best place you went to?
R: Montealban, I think. I loved the symmetrical and decorated buildings. They
are amazing!
Q: What about the food?
R: Oh, we ate typical food: tamales, tlayudas with meat and cheese, mole and
tasajo. It was delicious!
Q: So you had a good time then.
R: Oh, yes, it was terrific. We want to go back again next year.
Q: I think I need a vacation.
Tarea integradora 10
“Talking about your vacation” (Pair work)
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Llena los espacios en blanco para completar el siguiente diálogo sobre tus
vacaciones. Usa el vocabulario de esta unidad cuando lo necesites.
Q: Hello, , how are you?
A: Oh, I’m fine, thanks.
Q: I didn’t see you last week.
A. No, I went to on vacation.
Q: Oh, wow! Did you go alone?
A:
Q: What did you do there?
A: Oh, lots of things. The first day we
. It was .
Then on the second day we
Q: Did you go to
?
A: Yes, of course. But we didn’t go to . Next
time, maybe.
Q: Did you stay in a hotel?
A:
A: Hmmmm. So what was the best place you went to?
M. , I think.
Q: What about the food?
M: Oh, we ate
A: So you had a good time then.
M. Oh, yes, it was terrific. We want to go back again next year.
Pide a un compañero/a que te haga las preguntas y tú responde. Practiquen la

lectura en voz alta y cuando se sientan seguros, graba en tu celular. Sube tu
audio a NEO en la sección Tarea 10. “Talking about your vacation”.
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¿Estoy listo/a para certificar?
Speaking
¿Qué sabes hacer de lo siguiente?
Función Marca con una paloma cuando tu respuesta sea afirmativa y con una
cruz cuando se negativa
Puedo estructurar enunciados en presente para afirmar,
1.- Hablar de mi vida cotidiana, de la vida negar y preguntar con verbos comunes (uso del auxiliar
cotidiana de mis seres cercanos y preguntar do/does para preguntar y negar)
sobre la vida cotidiana de un interlocutor. Vocabulario: expresiones de tiempo, momentos del día,
días de la semana, adverbios de frecuencia, verbos comunes
(get up, start school, etc)
Pronunciación y entonación
He hecho prácticas y grabaciones con mis compañeros.
Sintaxis de los enunciados para afirmar, negar y preguntar
3.- Hablar de experiencias pasadas, con to be y verbos comunes en tiempo pasado
relacionadas conmigo y con mis seres Vocabulario: verbos comunes, expresiones de tiempo
cercanos: infancia, actividades realizadas pasado (yesterday, two years ago, last year, last week, etc.)
ayer, la semana pasada, el mes pasado, el año
pasado, etc.
He hecho prácticas y grabaciones con mis compañeros.
Conocimientos para estructurar enunciados afirmativos,

4.- Dar información sobre la vida de personas negativos y preguntas con el verbo con to be y verbos
famosas, como Van Gogh, Chaplin, etc. a comunes en tiempo pasado
partir de información accesible (no de Vocabulario: fechas, meses, años, verbos comunes
memoria). Pronunciación, en especial de las formas de los verbos en
pasado /t/ /d/ /id/
He practicado con mis compañeros
Conocimientos para estructurar enunciados afirmativos y
5.- Describir unas vacaciones, a donde fui, con negativos con el verbo “to be” y verbos comunes en tiempo
quién fui, cuándo fui, cuánto tiempo estuve pasado
ahí, como viajé, que actividades realicé, cuáles Vocabulario: verbos comunes, expresiones de tiempo
fueron mis impresiones. pasado (yesterday, two years ago, last year, last week, etc.)
Actividades de vacaciones
He hecho prácticas y grabaciones con mis compañeros
Conocimientos para estructurar enunciados con can y can’t
6.- Hablar de lo que sé hacer y no sé hacer: Vocabulario sobre habilidades (verbos y expresiones)
cantar, bailar, tocar la guitarra, etc. y
Pronunciación
preguntar a un interlocutor cuáles son sus
habilidades. He hecho prácticas y grabaciones con mis compañeros
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Writing
CONSIDERO QUE HE ADQUIRIDO O NO HE ADQUIRIDO LO SIGUIENTE: (Dibuja
Actividad una paloma cuando tu respuesta sea afirmativa y una cruz cuando se negativa)
1.- Puedo escribir un párrafo de 80 a 100 Estructurar enunciados para afirmar, negar y preguntar con verbos
palabras para describir mi rutina cotidiana. comunes (uso del auxiliar do/does para preguntar y don’t/doesn’t
para negar)
Uso de mayúsculas, ortografía y vocabulario (expresiones de
tiempo, momentos del día, días de la semana, adverbios de
frecuencia, verbos comunes (get up, get dressed, start school, etc)
Formar párrafos coherentes en torno a una idea, uniendo ideas o
enunciados simples o coordinados con and, so, because, but
2.- Puedo escribir un párrafo de 80 a 100 Estructurar enunciados para afirmar, negar y preguntar con verbos
palabras sobre la rutina cotidiana de una comunes en tercera persona (uso de la s) (uso del auxiliar does
tercera persona (he, she) para preguntar y doesn’t para negar)
Uso de mayúsculas, ortografía y vocabulario (expresiones de
tiempo, momentos del día, días de la semana, adverbios de
frecuencia, verbos comunes (get up, get home, etc)
enunciados simples o coordinados con and, so, because, but
Estructurar enunciados para afirmar y negar con verbo to be y con
3.- Puedo escribir un párrafo de no menos verbos comunes)
de 80 palabras sobre mi vida en el pasado. Uso de mayúsculas, ortografía y vocabulario (expresiones de
Dónde y cuándo nací, cómo era mi familia, tiempo, verbos comunes en pasado, regulares e irregulares)
cómo era yo en la escuela, para qué era Formar párrafos coherentes en torno a una idea, uniendo ideas o
bueno, qué me gustaba, etc. enunciados simples o coordinados con and, so, because, y but
4.- Puedo escribir un párrafo de 80 a 100 Estructurar enunciados para afirmar y negar con verbo to be y
palabras sobre la biografía de una tercera verbos comunes (uso del auxiliar didn’t para negar)
persona (he, she). Puede ser de un Uso de mayúsculas, ortografía y vocabulario (expresiones de
personaje famoso (si tengo la información tiempo, verbos comunes en pasado, regulares e irregulares)
básica a la mano) o de algún familiar o Formar párrafos coherentes en torno a una idea, uniendo ideas o
amigo. enunciados simples o coordinados con and, so, because y but
5.- Puedo escribir enunciados sobre lo que Conocimientos para estructurar enunciados simples afirmativos y
sé hacer o no sé hacer (cantar, bailar, negativos con can y can’t.
escribir poesía, etc.) o sobre lo que sabe o Conectar ideas con and y but
no sabe hacer la gente cercana a mí.
Vocabulario sobre habilidades: play the drums, sing opera, dance
belly dance, etc.
6.- Puedo escribir un correo electrónico, Estructurar enunciados para afirmar y negar con verbo to be y
describiendo mi vida cotidiana, lo que me verbos comunes en presente y pasado
gusta hacer, lo que sé hacer (mis Uso de mayúsculas, ortografía y vocabulario (expresiones de
habilidades), mi vida pasada, con una tiempo, verbos comunes en presente y en pasado, regulares e
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extensión de 130 palabras. irregulares)

enunciados simples o coordinados con and, so, because y but
Listening
Puedo identificar información general y Leo detenidamente las preguntas sobre el texto
específica de un texto auditivo donde se Enfoco el sentido general del texto la primera vez
intercambia información sobre rutinas, que lo escucho
experiencias pasadas y habilidades. Guardo la calma y tolero no entender cada una de
las palabras del texto.
He hecho las prácticas auditivas del curso
Reading
Puedo identificar información general y Leo detenidamente las preguntas sobre el texto
específica de un texto escrito que habla de Enfoco el sentido general del texto la primera vez
costumbres, habilidades, rutinas, que lo escucho
experiencias pasadas. . Guardo la calma y tolero no entender cada una de
las palabras del texto.
He hecho las prácticas de lectura del curso
Subrayo en el texto escrito la información que
fundamenta cada una de mis respuestas
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Answer Key
Unidad 1. What do you like doing on the weekend? Activity

1.
5. Madrid
6. Japan
7. Rio
8. Toronto
Activity 2.
Picture 1: Yukiko Picture 5: Sergio
Picture 2: Luis Picture 6: Jane and Anita
Picture 3: Sergio Picture 7: Luis
Picture 4: Yukiko Picture 8: Jane and Anita
Activity 3.
7. Luis likes sleeping , going to the movies and in-line skating.
8. Yukiko likes eating out .
9. Sergio likes hanging out with friends and having fun on the beach
10.He doesn’t like studying on the weekend .
11.Jane and Anita like going clubbing and dancing. 12. They don’t like going
out.
Let’s think 1.
4. I like going to parties.
5. I like to go to parties.
Uso de la lengua para hablar de actividades:

Cuando hablamos de actividades que nos gustan o disgustan usamos los
verbos like, love, enjoy, hate seguido de dos opciones:
1. el verbo + ing (swimming) Esta forma la usa el inglés británico
2. el infinitivo (to swim). Esta forma la usa el inglés americano
La forma con ing se llama “gerund”. OJO: El “gerund” NO equivale al

gerundio del español (nadando), sino a nadar.
I like swimming = Me gusta nadar.
I enjoy going to the movies. = Disfruto ir al cine.
I don’t like watching TV. = No me gusta ver la Televisión.
Practice 1.
1. playing / to play
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2. visiting / to visit
3. writing o to write
4. reading o to read
5. watching o to watch
Let’s think 2.
So es un conector que expresa consecuencia (por lo tanto), mientras que
because indica causa (porque)
Practice 2. Conecta los siguientes enunciados con and, but, because, so.
1. because
2. so
3. but
4. and
Unidad 2. Finding a pen pal
What do we know?
Pen pal es un amigo por correspondencia. Es una costumbre muy difundida entre
personas que se interesan por otras culturas y para ello entablan amistad a
distancia con personas de otras nacionalidades para practicar alguna lengua
extranjera y saber cómo se desarrolla la vida en otros países.
Activity 1.
The best pen pal for Petr is Jennifer
The best pen pal for Tom is Pietro
The best pen pal for Olga is Mary
The best pen pal for Jack is Alessandro
The best pen pal for Stuart is Kim Lee
The best pen pal for Elisabeth is Helga
Activity 2.
Peter /Serbia
Pietro / Argentina Tom / Toronto, Canada
Jennifer / New Orleans, Canada Olga / Moscow, Russia
Kim Lee / Seoul, South Korea Jack / London, England
Helga / Germany Stuart /Dublin, Ireland
Alessandro / Rome, Italy Elisabeth / Sidney, Australia
Let’s think 1
Enunciado Indica
1
Jennifer, 18, comes from New Orleans El lugar de origen de esa persona
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in the United States.

2
He would like to find a pen pal who El amigo que esa persona desearía
comes from East Europe. encontrar
3
He likes playing tennis and football in Lo que gusta hacer en su tiempo libre
his free time.
4
She does not like using computers for Lo que no le gusta hacer
learning.
5
He is married with three children. El estado civil de esa persona
Activity 3.
El enunciado 1 indica la edad de Helga, su país de origen y los idiomas que habla.
Enunciado 2 el amigo que le gustaría encontrar
Enunciado 3 lo que no le gusta y lo que cree sobre el aprendizaje de una lengua.
Let’s think 2
He likes playing tennis and football in his free time. (un hecho)
He would like to find a pen pal who speaks different languages. (un deseo) He
would like significa le gustaría
Practice 1.
1. Maria doesn’t like to study English
2. I love to go clubbing.
3. We would like to have a house at the beach.
4. Jane hates to do homework on the weekend.
5. Mexican people love to sing and dance.
6. I would like to go to the movies with my friends this weekend.
7. My family would love to have a pet.
8. Do you like to swim?
9. Would you like to visit museums?
10.Do you like to eat out?
11.We would like to relax on vacation.
12.My girlfriend loves to go to parties.
13.Monica loves to play soccer.
Unidad 3. Abilities
Activity 1.
Name Definition
Recorder ▪ a musical instrument of the woodwind family
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Violin ▪a bowed stringed instrument

clarinet ▪a musical instrument of the woodwind family
piano ▪a musical instrument with a keyboard
guitar ▪a stringed musical instrument with a long neck
Activity 2.
Can you play a musical instrument? Can you cook? What else can you do?
Activity 3.
1. 9
2. 1 hombre y 8 mujeres
Activity 4
1.
-Shirley Clarinet 6 Daina Piano
2.
-Ghia Violín 7 Billy guitar
3.
-Jenny 4 Recorder and piano 8 Ruth
Robin 9 Leslie
5 Dave
10 Helen
Activity 5.
3. She can play the piano.
4. The recorder and the piano.
3. Robin can play the piano but Dave can't play any instruments.
4. can both play the piano.
5. He can play the guitar.
6. He can play pretty well.
7. Leslie's children can play musical instruments.
8. She’s dreadful.
Let’s think 1.
• ¿Sabes cocinar?
• ¿Sabes tocar algún instrument musical?
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• ¿Qué más sabes hacer?

En inglés se usa el verbo “can” para expresar una habilidad.
Can se traduce al español como “saber” cuando nos referimos a una habilidad
Activity 7.
Short answers
Affirmative Negative Question Affirm. Negative
Robin can play the Hellen can’t sing at all. Can Shirley sing? Yes, I can No, she can’t
piano.
Let’s think 2.
Estructura para afirmar, negar y preguntar con el verbo “can”

Affirmative: Subject + can + verb
Negative: Subject + can‘t + verb
Questions: Can + subject + verb
Short answers affirmative Yes + subject + can
Short answers negative: No + Subject + can’t
Practice 1.
Conjugación del verbo modal “can”

Affirmative Negative Question Short answers
Affirmative Negative
I can sing I can’t sing Can I sing? Yes, I can No, I can’t
You can sing You can’t sing Can you sing? Yes, you can No, you can´t
He can sing He can’t sing Can he sing? Yes, he can No, he can´t
She can sing She can’t sing Can she sing? Yes, she can No, she can´t
We can sing We can’t sing Can we sing? Yes, we can No, we can´t
They can sing They can’t sing Can they sing? Yes, they can No, they can
´t
Practice 2.
1. Can you play chess?
2. Margie’s always late for work because she can’t get up early.
3. Can your husband cook?
4. Their daughter’s only six months old, so she can’t talk or read.
5. Can you speak any foreign languages?
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6. I’m sorry, I can’t understand this sentence.

7. My sister can play the violin brilliantly.
Practice 3.
1. No, They can’t.
2. Yes, he can.
3. Yes, she can.
4. No, I can’t.
5. No, he can’t.
6. Yes, they can.
Activity 11.
1. once personasl
2. cinco hombres; seis mujeres
3. a. Can you cook?
b. What’s your best dish?
Activity 12.
Jonathan chili and curry Andrew spaghetti
Diana pasta Michael Bouillabaisse*
Ann chocolate chip cookies Carmine veal Marsala**
Matt peanut butter sandwich
Lorena lasagna
Graham steak and chips
Activity 13.
11.Michael can direct films.
12.Raina can use her brain. She can play bridge .
13.Bernadette can sing and play a piano.
14.Marie Noelle can sing , dance and act .
15.Eddie can juggle and play piano.
16.Daina can walk , talk and shop .
17.Lynn can ski .
18.Alison can play tennis .
19.Alli can sail . Also, he can play table tennis , tennis , chess
, squash, football and rugby.
20.Michelle can speak many foreign languages.
Activity 14.
arts sports / board games daily life academic life
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play a play table tennis cook speak foreign languages

musical ride a motor shop
instrument cycle sail skate talk
direct films swim play tennis walk
sing act play chess play
dance juggle
football play
play a piano
rugby play squash
read music
ride a horse ride
a bike play bridge
play domino
Activity 15.
Ben : OK… mmm, so let’s think… can you cook ?
Karis: Yes, you know I can! How about you?
Ben: Yes, of course!
Karis: OK, can you ride a bicycle then?
Ben: Erm, no. I can’t actually … I don’t like bicycles very much… can you ?
Karis: Yes, I ride my bicycle to work every day.
Ben: Mm… OK… what next… can you swim a hundred meters?
Karis: Mmmm, yes, I think I can. I’m not very good at swimming, but… yes I
can swim a hundred meters, I think … can you?
Ben: Yes… I’m a very good swimmer! Mm, what else? I know, languages…
which languages can you speak?
Karis: French… a little bit…
Ben: Aha! But can you speak Spanish?
Karis: No… why? Can you?
Ben: Yes, I speak very good Spanish…
Karis: Mmmm … What about music! Can you play the violin?
Ben: No, I can’t … of course I can’t! You know I’m not musical! Can you play
the violin?
Karis: Yes, I was in the school orchestra! I was very good! So that’s two to
me!
Ben: OK… mmm… this is difficult… what else? Can you…?
Let’s think 3.
En el enunciado, Billy can play the guita pretty well, el verbo can no lleva “s” al
final aunque el sujeto es una tercera persona (he). En el segundo enunciado,
Billy likes to play the guitar at parties, el verbo “like” si termina con “s”. Esto
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se debe a que el verbo “can” no es un verbo común sino un verbo modal. Los
verbos modales no se conjugan con “s” en la tercera persona.
Practice 6:
11.My boyfriend loves dancing at parties; he’s a very good dancer.
12.They are professional musicians, they can play the guitar very well.
13.Every weekend I play the drums in a band.
14.Do you like visiting museums?
15.My sister hates reading. She’s a bad student.
16.The human body can live without water for many days.
17.Can your father play any musical instruments?
18.Do you like playing the recorder?
19.Everyone in my family can sing.
20.I love going clubbing on the weekend. It’s my hobby!
Unidad 4. Time and Frequency
Activity 1.
drinking
habits food
habits jobs
work schedule
Activity 2.
1. I start work at 7:30 a.m.
2. I finish at 3:30 a.m.
3. I start at 9:00 am. and I finish at 5:00 p.m.
4. 37 ½ hours
5. I work down at Crown alley. 6. I’m a restaurant manager
7. I start at 8:00 a.m.
8. I work 8 hours a day.
9. from 6 am to 2 pm
10. 50 to 55
11. three weeks
12. twelve
13. five days a week
14. Chris doctor / physician
Lillian: a flight attendant
15. 80 to 90
16. We do, yes
17. every Sunday
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18. No
19. every day
20. I do
What do we know? 1
En la columna A hay preguntas abiertas. En la columna B, preguntas cerradas.
Las preguntas abiertas pueden recibir respuestas muy variadas, mientras que las
preguntas cerradas se responden con respuestas cortas.
Regla para hacer preguntas cerradas en

tiempo presente con verbos comunes
auxiliar+ sujeto + verbo?
Regla para hacer preguntas abiertas en

tiempo presente con verbos comunes
Wh question + auxiliar + sujeto + verbo?
Practice1.
1. What time do you start English class?
2. What time do you finish work?
3. How many hours a week do you study English?
4. How much time do you spend on traffic a day?
5. How often do you drink beer?
6. How much beer do you drink on Sunday?
8. Do Mexican people drink tequila?
9. Do you often drink beer?
What do we know? 2
Se usa many para los sustantivos que pueden contarse: una hora, dos horas, etc.
Se usa much para los sustantivos que no pueden contarse: leche, agua, cerveza.
Puedes contar los vasos, las jarras, los tambos, etc, pero no la sustancia.
Practice 2.
1. How much money does it cost?
2. How many cups of coffee do you drink every daay?
3. How much sugar do you like in your coffee?
4. How much rice do you cook for a paella?
5. How many students are in the classroom?
6. How many pets do you have?
7. How much water do you drink every day?
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8. How many glasses of wine do you drink with dinner?

9. How much time do you spend on Facebook and Instagram?
10.How many beers do you drink on weekends?
Unidad 5. Daily Routine
What do we know? 1
Para dar la hora usamos la preposición at, I get up at 7 a.m. Para
los momentos del día la regla es la siguiente.
In the morning at noon
In the afternoon at midnight
In the evening at night
Practice 1.
1. My mother always prepares dinner at noon.
2. I start English class at 10 o’clock.
3. Every Saturday I hang out with my friends in the evening.
4. My dad goes to bed at midnight.
5. Sometimes I watch TV in the evening.
6. In the afternoon I go to the library.
7. I like to read a book at night.
What do we know? 2 o’clock quiere decir of the clock y significa “en punto”;
por lo tanto sólo se usa con horas cerradas. I start English class at 10 o’clock.
F
T
T
F
F
F
T
T
F
Activity 6. 1
2
3
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4
5
6
7
8
9
10
Activity 7.
1. At about 7 o’clock.
2. She has a shower and then she has breakfast. After she brushes
her teeth and gets dressed and then she takes her daughter to
school.
3. She gets to college by bicycle.
4. She has a sandwich and some fruit.
5. She picks up her daughter from her after-school club.
6. In the evening she watches TV or sometimes she listens to the
radio.
7. She likes listening to music.
8. She goes to bed at about 11:30.
Activity 8:
1. Martina spends six or seven hours at school
2. Se goes downtown for some shopping or goes home and studies.
3. No, she doesn’t.
4. During spring and autumn she goes with her family to their
cottage.
5. She interested in rock collecting and mineralogy.
6. In winter she enjoys sports like skiing, skating or playing ice
hockey.
7. Her favorite sport in summer is canoeing.
8. Yes, she can.
9. She spends summer evening talking, singing songs and enjoying
nature.
10.Her best dish is sausages over the campfire.
What do we know? 3
Before significa antes; after significa después.
Practice 2.
1. After work I play soccer with my friends.
2. After dinner I do homework.
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3. Before breakfast I take a shower and get dressed.

4. Before sleeping I read a book.
What do we know? 4
On Saturday mornings : los sábados por la mañana
Summer evening : las tardes de verano
El inglés es un idioma sintético, esto quiere decir que usa menos palabras.
Observa que en español en la primera oración usamos los / por/ la y en la
segunda, las / de.
Practice 3.
On Monday evening
On Sunday morning
On weekdays
On the weekend
Activity 10.
My Daily Routine
I wake up at half past seven. I have a shower and then I have breakfast. I get to
school just before nine o’clock. I have lunch at school at one o’clock. The food
is always horrible! I go home at four o’clock and then I watch cartoons on TV. At
six o’clock I do my homework. I have dinner at eight o’clock and I go to bed at
half past nine.
On Saturday mornings I play football in the park with my friends. In the afternoon
my friend comes to my house and we play computer games. Sometimes Mummy
and Daddy take me to the cinema. On Sundays my cousins come and my uncle
does a barbeque in the garden. It’s delicious. On Sunday evenings I do my
homework because the next day is Monday. Yuk!
Activity 11.
1. He sleeps all morning.
2. He gets up at about one in the afternoon.
3. He has breakfast at a coffee shop.
4. He goes shopping to buy new records.
5. He starts work at 10:30
6. He loves watching people dance to the music.
7. He gets home at about four thirty.
8. Marcus is a DJ.
Activity 12. Listen to the audio “Interview with a swimmer” at NEO and
answer the questions below. TRUE or FALSE?
1. T
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2. F
3. T
4. F
5. F
6. T
Activity 13.
1. Who wakes up at:
8 a.m. Kim 7 a.m. Claire at 9 a.m. Sam
2. Who exercises every day? Kim
3. Who has a shower every day? Kim Sam Claire
4. Who has children? Claire
5. Who goes to bed after midnight? Sam 6. Who has a look at
the news? Sam
7. Which is the favorite moment of the day for:
Kim (the evening)
Sam (the morning)
Claire (the evening)
8. A dream day for Kim is receiving a a bunch of flowers from
George Cooney.
9. A dream day for Sam is being unemployed.
10.A dream day for Clarie is being an astronaut.
Activity 14.
1. At 7 o’clock on weekdays, and weekends I get up after 9.
2. I have bread and coffee for breakfast.
3. Monday and Thursday I start class at 8:30; Tuesday and Friday I
start at 10 o’clock.
4. I go to class and study. Sometimes I go to the library.
5. I hang out with my friends or go directly home.
6. I usually have dinner at home with my family.
7. I do homework, read books and use social media.
8. From three to four hours.
9. I usually go to bed after midnight.
10.On Saturday I meet friends and go to parties. On Sunday I stay in
the house with my family and we watch Netflix.
Unidad 6. Mexico now and then
Activity 1.
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Picture 1. There was one principal temple.

Picture 2. The great city of Tenochtitlan on a salt lake.
Picture 3. The cathedral in Seville, Spain.
Picture 4. There were four artificial causeways.
Picture 5. There were many canals. People used canoes to move from one place
to the other.
Picture 6. In the districts oft he city there were many temples or houses for the
gods.
Activity 2.
1 T
2 F
3 F
4
F
5 T
6 T
7 T
8
F
9
T
10
11 F
12 T
T
Let’s think 1.
There was se usa para SINGULAR
There were se usa para PLURAL
Practice 1.
1. Había un gran lago azul.
2. Había una zona dedicada al rey Tlaloc.
3. Había un canal principal.
4. Había alrededor de cuarenta torres.
Let’s think 2.
There es un adverbio de lugar y su función es indicar lugar. En español significa:
“ahí”.
They es un pronombre personal y su función es indicar el sujeto de la oración.
En español significa: “ellos” o “ellas”.
Practice 2.
1. My grandparents were born in Guanajuato. They were peasants.
2. In Tenochtitlan there was a big temple.
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3. There were many students at the conference yesterday. They were very
interested in the topic.
What do we know?
Simple past Simple present
There was There is
There were There are
Practice 3.
1. There were many intelligent children in my first grade class.
2. In my neighborhood there is a high school.
3. In UACM-SLT campus, there are three buildings.
4. There was a big lake in Tenochtitlan.
Activity 3.
In Mexico City in 1550 there were these In Mexico City in 1550 there weren’t
things: these things:
There were around 100,000 inhabitants There weren’t any cars.
There were horses, mules and carriages. There weren’t any tall buildings.
There was a small cathedra. There wasn’t a big cathedral.
There were small parks. There wasn’t an Alameda nor a Bellas
Artes building.
There was a Palacio Virreinal There weren’t big parks.
There were some statues. There weren’t parks near the Zocalo.
There wasn’t a Palacio Nacional
There weren’t many monuments.
There weren’t any shopping centers.
Let’s think 3
1. “There wasn’t a” No había un
2. “There weren’t any” No había ningún
3. Usamos “a” para preguntar si había una cosa en singular; usamos “any”
para preguntar si había alguna cosa en plural.
4. Pasado: Presente:
There wasn’t a There isn’t a
There weren’t any There aren’t any
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Unidad 7. Were you good at school?

Activity 1.
Susan: Yes, I was a very good student.
Cindy: Yes, I was very good at school.
Ada: I was an average student.
Ian Yeah, reasonably, reasonably good, yeah-
Catherine: Yes, I was a model student, model pupil.
Loren: So, so
Eloisa: So, so
Margaret No
Katie: Yes, she was. I wasn’t.
Colin: Wonderful
Chris: I wasn’t. Hopeless.
Madeleine: Yeah, I think so.
Wayne: I don’t think so.
David: I was a bad boy, but I was very good at the academic site.
Ann: I was pretty good.
Regina: Yeah, I was definitely an overachiever at school
Randy: I was excellent at school. Unfortunately, it doesn’t work the
same
way in business.
Jim: Yes, I was good at school
Gary: Was I good in school?
June: He still is. He teaches.
Jessica: Yes, very god.
Tracy: Yeah, just good, not very
good.
Activity 2.
People who were good in People who were so so Peope who weren’t good
school or average in school
Susan Loren Margaret
Cindy Eloisa Katie
Ian Chris
Catherine Wayne
Lynn
Colin
Madeleine
David
Ann
Regina
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Randy
Jim
Gary
Jessica
Activity 3.
Table
Yes, I was a very good student. I was an average I don’t think so.
student.
Yes, I was very good at school. So, so No
I was a model student. I wasn’t. Hopeless.
Yeah, I think so.
I was pretty good.
Yeah, just good, not very good.
I was excellent at school.
Yes, I was good at school.
Yeah, I think so
I was good at the academic site.
Yeah, I was definitely an
overachiever at school.
Activity 5.
1. Was your father good in school?
2. Was your mother good in school?
3. Were your siblings good in school?
Let´s think.
Pregunta: Were you good at school?
Afirmación: I was very good at school.
Negación: I wasn’t good at school.
Respuesta corta afirmativa: Yes, I was.
Respuesta corta negativa: No, I wasn’t.
What do we know?
Conjugación del verbo “to be” en pasado afirmaciones
I was We were
You were You were
He was They were
She was
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It was
Conjugación del verbo “to be” en pasado negaciones
I wasn’t We weren’t
You weren’t You weren’t
He wasn’t They weren’t
She wasn’t
It wasn’t
Conjugación del verbo “to be” en pasado preguntas

Was I? Were we?
Were you? Were you?
Was he? Were they?
Was she?
Was it?
Activity 8.
Darwin Einstein
First name Charles Albert
Birth date February 12, 1809
occupation British naturalist Physist
qualities Reserved, thorough, hard working
famous for His theories of evolution and natural The theory of relativity
selection
defects Slow
best known work The Origin of Species The Theory of Relativity
Activity 9.
“My name’s Niall Kelly, and I was born in 1946 , in a village called Mallahyde,
in Ireland. My father Donald was an enginee , and Maeve, my mother, was a
nurse. There were six people in our family; my parents, my three sisters and
me. My sisters were usually very noisy , but I was a quiet child. I wasn’t
happy at my first school. I wasn’t good at Math or English, but I was good at
sports, especially soccer . I remember my best friends were two brothers
called Jim and Adam, and they were always very naughty in class! I also
remember my favorite food – it was hot bread!!!
Activity 10.
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1. Nial Kelly was born in 1946, in a village called Mallahyde in

Ireland.
2. His mother was a nurse.
3. No, he was a quiet child.
4. He wasn’t happy at his first school.
5. He wasn’t good at Math or English, but he was good at sports,
especially soccer.
6. His best friends were two brothers called Jim and Adam.
7. His favorite food was hot bread.
Practice 2.
1. Were you a quiet child?
2. Were you happy at your first school?
3. Were you good at math?
4. Were you good at sports?
5. Who were your best friends?
6. How were your best friends in class?
7. What was your favorite food?
Unidad 8. What did you do yesterday?
Practice 1.
1. My brother is at school now.
2. My bike was in the garage last weekend.
3. The children were outside in the garden two hours ago.
4. John and Sam were at home yesterday.
5. My dog was very ill last week.
6. Jack's friend is very nice. We all like him.
7. It is cold today.
8. They were at the zoo last weekend.
9. Some of the animals are very tame.
10.We were at our grandparents’ house two weeks ago.
11.I was at the theater last evening.
Activity 1.
1. What did you do yesterday?
2. ¿Qué hiciste ayer?
3.
Mary remained in the house; cooked; did some housework
Charles rested; read books; watched TV
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Dina studied; watched a Little TV; worked out; worked on my computer

Danny went to school; watched TV
Yale taught
Asker ate; watched the news; went to the movies
Liz worked
Mia walked around the city; got some capuccino
Shauna went to Rockefeller Center
Rebecca attended a speech
Tony watched the football game
Regina went to her shrink
How was Regina at school? an overachiever

How was Richard at school? pretty good
How was Vivian at school? average
Activity 3.
/t/ /id/ /d/
worked visited remained
cooked rested played
walked attended studied
checked hated listened
danced needed enjoyed
fixed breathed cleaned
washed offered
watched called loved
laughed followed
kissed
helped
used
Let’s think 1.
I. El pasado se pronuncia con /t/ al final cuando el infinitivo termina con
sonidos no vocalizados, es decir, con los sonidos: k, s, p, f, sh, ch, th. Lleva tus
manos tu garganta y emite estos sonidos. Observa que las cuerdas vocales no se
mueven, solo dejan pasar aire.
II. El pasado se pronuncia con /id/ al final cuando el sonido final del verbo es
t o d.
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III. El verbo se pronuncia con /d/ al final cuando el infinitivo termina con
consonantes vocalizadas, es decir l, m, n, j, r, g, b, v, w, z. Lleva tus manos a
tu garganta y escucha los sonidos emitidos por tus cuerdas vocales.
Let’s think 2.
La estructura de las preguntas en presente y pasado es igual, lo único que cambia
es el auxiliar: do/does para presente y did para pasado.
Estructura para hacer preguntas cerradas en pasado
Did you enjoy yesterday evening?

Auxiliar + Sujeto + verbo + Complemento de
tiempo
Estructura para hacer preguntas abiertas en pasado
What did you do yesterday evening?

Wh word + auxiliar + sujeto + verbo + Complemento de tiempo
Practice 2.
1. Do you usually have breakfast at home?
2. Did you study English yesterday?
3. What does your father like doing on weekends?
4. What did you like doing when you were a child?
5. Do your parents like classical music?
6. Did your grandparents live in Mexico city when they were young?
7. What did your mother cook yesterday?
8. What did you do last weekend?
9. Where did you go last vacation?
10.Does your mother cook every day?
Let’s think 3.
Marcadores de presente Marcadores de pasado
Usually Yesterday
On weekends When you were a child
Every day When they were young
Last weekend
Last vacation
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Unidad 9. Childhood
Activity 1.
Name Birthplace Birthdate Built Favorite toy Liked Didn’t like
Alice Brighton Sep. Fat A pink rabbit To eat Fish
10,,1988
Sarah Liverpool March 30, A blue Dolphin carrots Broccoli
1996
Mark London 22nd May fat A yellow giraffe potatoes tomatoes
2000
Let’s think
Estructura para negar en pasado con el verbo to be

Sujeto + verbo + negación + subject
complement
Estructura para negar en pasado con verbos comunes
I did not like verbo carrots.

Sujeto + auxiliar + negación + en infinitivo + objeto
Practice 1.
1. I wasn’t very happy at your party.
2. Mary didn’t remain in the house yesterday. 3.
Charles didn’t watch TV on Saturday night.
4. Diana didn’t relax last weekend.
5. Danny didn’t read a book last night.
6. My mom didn’t clean the house last weekend.
7. My parents weren’t at home last night.
8. My friends and I didn’t go to the movies yesterday.
9. We didn’t walk around the city last night.
10.I wasn’t at the library yesterday evening.
11.My boyfriend and I didn’t fix dinner yesterday.
12.We didn’t eat pizza last Sunday.
13.My English teacher wasn’t friendly.
Practice 2.
Infinitive Simple past Infinitive Simple past
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Ex. get up got up study studied

have had speak spoke
watch watched to be was
leave left read read
take took write wrote
Activity 4.
I often get up at 7 a.m. but yesterday I got up at 6 a.m. I had breakfast at 6.45
a.m. Then I had a shower. I watched TV a liitle and left the house at 7.40 a.m. I
took the bus at 7.50 a.m. I arrived at school at 8.30 a.m. and I spoke with my
friends. The art lesson was great because we did screenprinting. The English
lesson was not interesting, becasuse we read a very boring book. I had lunch at
noon. I went home at 3.00 p.m. and I had dinner with my mother. After, I
whatsapped for a while. From 7 to 10 I wrote an essay for my Language and
Thought course. After, I surfed the net, then I listened to music and read a novel.
I went to bed after midnight.
What do we know?
Respuestas cortas afirmativas

Yes I do
Afirmación Sujeto + auxiliar
+
Respuestas cortas negativas

No I don’t
Negación Sujeto auxiliar con negación
+ +
Activity 8.
1. 2. 3. F
4. 5. 6. F
7. 8. F
9.
T
Activity F 9.
When I T was young I lived in Scotland, in a village near the sea. Life was
very F different then. It was the 1930´s, so there wasn’t any TV, but
my T family had a radio, and we listened to it every evening. My
parents F didn’t have a car, so I rode to school by bicycle – six miles every
day! But I didn’t study very hard, and left school when I was fourteen.
There weren’t any movie theaters near our village, so every Saturday I met my
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friends on the beach and we played soccer all day. When I was fifteen my
parents sold our house and the family moved to England. I never went back to
my village, but I can still hear the sea in my head…
What do we know?
Los verbos regulares hacen su pasado añadiendo ed al infinitivo. Los irregulares
no siguen esta regla.
Activity 10.
Verbos regulares Verbos irregulares
Infinitivo Pasado Infinitivo Pasado
Ejem. play played teach taught
watch watched read read
listen to listened to write wrote
cook cooked have had
visit visited hang out hung out
relax relaxed see saw
walk walked go went
rest rested ride rode
clean cleaned do did
attend attended sell sold
work worked leave left
fix fixed get got
live lived meet met
move moved eat ate
Unidad 10. Biographies

Activity 1.
My father was born on August 18, 1968. When he was a child, he was very
curious and he was also extremely messy. He had lots of toy cars and he liked
them very much. He didn’t like playing with dolls, of course!
My mother was born on March 22. She was a very small baby. When she was a
child, she was quite patient, but very absent-minded. She had a red fox. It was
her favorite toy. She liked it very much. She didn’t like carrots.
Activity 2.
Biography 1. plastic art
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Biography 2. music
Biography 3. fashion business
Biography 4. movies
Activity 3.
1. 2. F
3. 4. T
5. 6. T
7. 8. T
9. F
10.
F
T
T
F
T
F
T
T
F
F
T
11.
12. 13.
14.
15.
16.
Activity 5.
Infinitive Simple Past
to create created
to leave left
to have had
to be was / were
to sell sold
to have had
make made
to paint painted
to go went
to die died
Activity 6.
1. Last weekend Omar sold his car to his neighbor.
2. My grandmother had six children, two boys and four girls. 3.
Last summer I went to Veracruz on vacation
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4. You made a very good decision!

5. Who was the first man in space?
6. Frida Kahlo painted many portraits.
7. Yesterday evening I met my friends at the bar.
8. Bob Marley died in 1981.
Let’s think!
Acontecimientos en pasado Acontecimientos en presente
I was born in 2000… My name is Sebastian Ruiz
When I was a child, I had a hospital My major is Creative Writing
operation, because I broke my leg.
I was a very naughty boy I love writing poems.
My parents divorced in 2007 I also like music.
I was seven years old then I can play the guitar.
My mother and I moved to Xochimilco She is a student at UACM.
I studied middle school from…
I studied high school at IEMS
I was an excellent student
I loved to read and to write essays.
I started College eight months ago
My mother bought my first guitar when I was
twelve.
At age 14 I started playing at a band.
I met my girlfriend at a concert.
Last year we traveled to a Zapatista
community.
We enjoyed the trip very much.
Yesterday we gave a talk about our
experience in Chiapas.
It was great!
Las expresiones temporales tales como “in 2000, yesterday, at age 14, etc.
pueden ir al principio o al final de la oración, pero nunca entre el sujeto y el
verbo.
Unidad 11. On vacation
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Activity 1.
Luz Rodríguez Yoko Mia Hirano John Barnes
When did he/she go on last summer two years ago in 2003
vacation?
Where did she/he go? to Paris to Cancun to Hong Kong
Who did she/he go with her husband with her friends with his wife
with?
Activity 6.
✓ go for a walk in Manhattan
✓ go shopping
✓ go to the Statue of Liberty
✓ stay with friends
Activity 7. Listen again to the dialogue “On vacation” and fill in the gaps.
A: Hello, Matt, how are you?
M: Oh, I’m fine, thanks.
A: I didn’t see you last week.
M: No, Claire and I went to New York on vacation.
A: Oh, wow! What did you do there?
M: Oh, lots of things. The first day we went for a walk in Manhattan. It was
very busy, lots of buildings and cars. Then on the second day we… er…
went shopping, and went to one or two museums. The Metropolitan
Museum was closed, though, so we didn’t go there. A: Did you go to the
Statue of Liberty?
M: Yes, of course. We went to the top, and you can see all of New York from
there – it looks fantastic! But we didn’t go to the Empire State Building. Next
time, maybe.
A: Did you stay in a hotel?
M: No, we didn’t, we stayed with friends. They live on 9th Avenue, near
Central Park. We were lucky they lived there, because New York’s a really
expensive city.
A: Hmmmm. So what was the best place you went to?
M: Er… Central Park, I think. We went for a walk there every day. It’s a
beautiful park, very big, and it’s interesting watching all the people there.
A: What about the food?
M: Oh, we ate sandwiches and burgers all the time! We didn’t go to expensive
restaurants because we didn’t have a lot of money.
A: So, you had a good time then.
M: Oh, yes, it was great. We want to go back again next year.
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Activity 8.
1. two weeks
2. rainy
3. the surf
4. early
5. English and Spanish
Activity 9.
1 T
2 F
3 F
4
T
5
T
6
7 T
8 F
T
Activity 10.
1 F
2 T
3 F
4
F
5
T
6
7 F
8 T
9 T
F
T
T
10
11
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INGLÉS 2: “BIT BY BEAT”

Inglés 2 Bit by Beat

Tienes en tus manos el material didáctico del curso de Inglés 2 con la

modalidad ya estarás familiarizado con la forma de trabajo. En caso de que éste

El curso comprende dos espacios: el salón de clase presencial y el aula

En el aula presencial se lleva a cabo la clase dos veces a la semana, en

La metodología del curso se basa en la idea de que “la mejor manera de

En este Cuaderno de Trabajo las actividades que debes realizar en clase se

leyenda HOMEWORK. Los dos momentos de estudio son igualmente importantes

sentirás desorientado en clase. Para lograr los objetivos del curso es

Los ejercicios del Cuaderno de Trabajo se dividen en tres categorías:

Actividades: Se trata de ejercicios para desarrollar tus habilidades de reading,

Prácticas: Son ejercicios para practicar los conocimientos gramaticales de la

Profesora: María Jiménez Mier y Terán

• Desarrollarás habilidades de producción oral y escrita para intercambiar

Intercambiar información sobre tu vida diaria y la de personas cercanas a ti.

Identificar información general y específica en un texto auditivo que describa

Consulta la Agenda de la Universidad para conocer las fechas de Certificación.

Para llenar tu Cronograma, sigue estas instrucciones:

• En caso de que trabajes, escribe el número 1 en los recuadros de tu

• Registra tus OBLIGACIONES FAMILIARES (cualesquiera que sean), anotando

• Registra tus actividades de RECREACIÓN Y DESCANSO, anotando el número

INGLÉS 2: “BIT BY BEAT”

Tareas integradoras Unidad Habilidad Actividad Fecha de

1. Pen Pal Project (1ª y 2ª parte) 2 Writing Texto escrito

Unidad 1. What do you like doing on the weekend?

1. Where is Luis from? He is from Madrid

Activity 2. Match the pictures with the names:

Activity 3. Complete the following sentences. Follow the example:

1. Luis likes sleeping , To movies and skatting .

4. He doesn’t like he hate studing on the weekend

listening to music wathcing

I like…. I don’t like…

Hanging out with he hate studing on the weekend

listening to music eating out studying

Compara los siguientes dos enunciados.

b. In winter we don’t go out because it’s so cold outside.

Activity 5. Completa las siguientes oraciones sobre lo que te gusta y lo que te

In the morning I like but I don´t like

3. On the weekend I like and

estudiante hará las mismas preguntas a su compañero/a de la derecha La

Activity 7. Responde por escrito el siguiente cuestionario.

2. How old are you? I am 27 yers

3. What’s your major? My major is comuniqueison and culture

4. Where do you live? I live in miguel hidalgo

6. Do you have a pet? Yes i do i have two dogs

7. What’s your favorite book? My favory book is cosmos

8. What’s your favorite music? My favory music is rock

9. Do you play a sport? Yeas i do play sport

10. What do you like doing in your free listening to music

Activity 8. Con un compañero/a de tu mesa lee en voz alta las preguntas y

Activity 9. Levántate de la mesa y aplica el cuestionario a DOS compañeros de

Unidad 2. Finding a pen pal

¿De qué país o región te gustaría tener un pen pal?

Activity 4. Escribe enunciados completos (Sujeto + Verbo + Complemento) sobre

Place of origin I come from México

Lo que te encanta hacer I love watching movies and listen to music

Tarea integradora 1 primera parte

Escribe un texto para buscar a un pen pal. Inspírate en los modelos de la

• a) le gustará b) le gustaba c) le gustaría

Practice 1. Escribe en inglés los siguientes enunciados. Usa la forma americana

Ejemplo: Me encanta escuchar música. I love to listen to music.

1. A Maria no le gusta estudiar inglés.