Inglés Ii

Inglés II
GUÍA DE ACTIVIDADES DEL ALUMNO

PARA EL DESARROLLO DE COMPETENCIAS
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
Segundo Semestre FEBRERO DE 2022

Mtra. Marina del Pilar Ávila Olmeda
GOBERNADORA DEL ESTADO DE BAJA CALIFORNIA
Mtro. Gerardo Arturo Solís Benavides
SECRETARIO DE EDUCACIÓN DEL ESTADO DE BAJA CALIFORNIA
Dr. Juan Gabriel Haro Beltrán
ENCARGADO DE DESPACHO DE LA SUBSECRETARÍA DE EDUCACIÓN MEDIA SUPERIOR, SUPERIOR E INVESTIGACIÓN
Mtro. Juan Eugenio Carpio Ascencio
DIRECTOR GENERAL DEL CBBC
Ing. Omar Mayoral Sarmiento
DIRECTOR DE PLANEACIÓN ACADÉMICA DEL CBBC
LENGUA ADICIONAL AL ESPAÑOL II (RIEMS)

Edición, versión en español, febrero de 2011
Diseñado por:
Diseñado por: Lic. Elizabeth Rosas Mata Lic. Miriam Rodríguez Garayzar
Lic. Ofelia Yáñez Navarro Lic. Sara León Soto
Edición, versión en inglés, febrero de 2014

Traducción a cargo de: Lic. Elizabeth Rosas Mata
Revisado por: Lic. Aldo Salazar Medina

Lic. Martha Lorena Reyes Guerra
Lic. Susana González Casillas
Edición, febrero de 2015

Actualizado por: Lic. Sara León Soto
Lic. Melecia Avilés Urías
INGLÉS II (MEPEO)
Actualizado por: Lic. Susana González Casillas Lic. Ofelia Yáñez Navarro
Lic. Carlos Alberto Ramírez Soto Lic. Mónica Lorena León Denogeán
Lic. Aldo Salazar Medina Lic. María del Carmen De la Cruz Orozco
Lic. Alicia Sánchez Ríos
Revisado por: Lic. Mónica Lorena León Denogeán
Reimpresión, febrero de 2022

En la revisión del presente material, participaron:
JEFE DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

Ing. Javier Humberto Yescas Parra
PROGRAMA DE DESARROLLO EDUCATIVO

Mtro. Alfredo Sánchez Orozco
Mtro. Gerardo Enríquez Niebla
Ing. Diana Castillo Ceceña
La presente edición es propiedad del

Colegio de Bachilleres del Estado de Baja California.
Prohibida la reproducción total o parcial de esta obra.
Este material fue elaborado bajo la coordinación y supervisión de la

Dirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.
Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México www.cobachbc.edu.mx
2
Índice
Presentación
Competencias Genéricas
Competencias Disciplinarias Básicas de Comunicación
Enfoque de la disciplina
Ubicación de la asignatura
Relación de bloques del programa con los contenidos clave del Nuevo Modelo
Educativo del campo disciplinar de Comunicación
UNIT I: SIMILARITIES AND DIFFERENCES 12
UNIT II: OLD TIMES 48
UNIT III: RULES AND OBLIGATIONS 88
UNIT IV: PLANS AND PREDICTIONS 120
LECCIONES PARA EL DESARROLLO DE LAS HABILIDADES

SOCIOEMOCIONALES
140
ANEXOS:
LECCIÓN 4.3 CONVIVIR Y SENTIR 141
3
Presentación
Con la puesta en marcha del Modelo Educativo para la Educación Obligatoria (MEPEO)
(SEP, 2017), se realizó una reestructuración de los programas de estudio de primero a sexto
semestre por lo que fue necesario realizar una adecuación de los materiales didácticos de
apoyo para los estudiantes y docentes.
Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

preceptos educativos que caracterizaron la Reforma Integral de la Educación Media Superior
(RIEMS); sino que significa: fortalecimiento, articulación, organización y concreción de
aspectos educativos y pedagógicos, tal como se manifiesta en los siguientes párrafos:
“El Modelo educativo 2016 reorganiza los principales componentes del sistema
educativo nacional para que los estudiantes logren los aprendizajes que el siglo XXI
exige y puedan formarse integralmente... En este sentido, el planteamiento pedagógico
-es decir, la organización y los procesos que tienen lugar en la escuela, las prácticas
pedagógicas en el aula y el currículum- constituyen el corazón del modelo”.
“...El cambio que se plantea está orientado a fortalecer el sentido y el significado de

lo que se aprende. Se propone ensanchar y hacer más sólidos el entendimiento y
la comprensión de los principios fundamentales, así como de las relaciones que los
contenidos generan entre sí. La memorización de hechos, conceptos o procedimientos
es insuficiente y hoy ocupa demasiado espacio en la enseñanza. El desarrollo de las
capacidades de pensamiento crítico, análisis, razonamiento lógico y argumentación
son indispensables para un aprendizaje profundo que permita trasladarlo a diversas
situaciones para resolver nuevos problemas. Los aprendizajes adquieren sentido
cuando verdaderamente contribuyen al pleno desarrollo personal y de los individuos”.
(SEP, 2016: 15-18).
En este sentido, todas las Guías de Actividades del Alumno para el Desarrollo de Competencias
de las diferentes asignaturas de los Componentes de Formación Básica y Propedéutica así
como de las Guías de Aprendizaje de los distintos módulos del Componente de Formación
para el Trabajo, fueron adecuadas a los lineamientos pedagógicos antes citados y a los
nuevos programas de estudio emanados del MEPEO.
Conscientes de la dificultad para que el alumnado tenga acceso a una bibliografía adecuada
pertinente y eficaz con el entorno socioeconómico actual, el CBBC brinda la oportunidad a los
estudiantes de contar con materiales didácticos para el óptimo desarrollo de los programas
de estudio de las asignaturas que comprende el Plan de Estudios Vigente. Cabe subrayar
que, dichos materiales son producto de la participación de docentes de la Institución, en los
cuales han manifestado su experiencia, conocimientos y compromiso en pro de la formación
de los jóvenes bachilleres.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo
un trabajo de consulta e investigación en otras fuentes bibliográficas impresas y electrónicas,
material audiovisual, páginas Web, bases de datos, entre otros recursos didácticos que
apoyen su formación y aprendizaje.
4
COMPETENCIAS GENÉRICAS
SE AUTODETERMINA Y CUIDA DE SÍ
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.
CG1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
CG1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante
una situación que lo rebase.
CG1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
CG1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 Asume las consecuencias de sus comportamientos y decisiones.
CG1.6 Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.
CG2.1 Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
CG2.2
ras en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.
CG2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
CG3.2
de riesgo.
CG3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.
SE EXPRESA Y COMUNICA
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios,
códigos y herramientas apropiados.
CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
CG4.2
encuentra y los objetivos que persigue.
CG4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
CG4.4 Se comunica en una segunda lengua en situaciones cotidianas.
CG4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
PIENSA CRÍTICA Y REFLEXIVAMENTE

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos con-
CG5.1
tribuye al alcance de un objetivo.
CG5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
CG5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
CG5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
CG5.5
preguntas.
CG5.6 Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.
5
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista
de manera crítica y reflexiva.
Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuerdo
CG6.1
a su relevancia y confiabilidad.
CG6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
CG6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra nuevos
conocimientos y perspectivas al acervo con el que cuenta.
CG6.4
Estructura ideas y argumentos de manera clara, coherente y sintética.
APRENDE DE FORMA AUTÓNOMA

7. Aprende por iniciativa e interés propio a lo largo de la vida.
CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus
CG7.2
reacciones frente a retos y obstáculos.
CG7.3 Articula saberes de diversos campos y establece relaciones entre ellos y su vida cotidiana.
TRABAJA EN FORMA COLABORATIVA
8. Participa y colabora de manera efectiva en equipos diversos.
CG8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de
acción con pasos específicos.
CG8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de
CG8.3
distintos equipos de trabajo.
PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD
9. Participa con una conciencia cívica y Ética en la vida de su comunidad, región, México y el mundo.
CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.
CG9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.
CG9.3 Conoce sus derechos y obligaciones como mexicano y miembro de distintas comunidades e instituciones, y
reconoce el valor de la participación como herramienta para ejercerlos.
CG9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.
CG9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.
CG9.6 Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e internacional ocurren dentro
de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y
prácticas sociales.
CG10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de
todas las personas, y rechaza toda forma de discriminación.
CG10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación
de sus propias circunstancias en un contexto más amplio.
CG10.3 Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local,
nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
CG11.1 Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e
internacional.
CG11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en
un contexto global interdependiente.
CG11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.
6
COMPETENCIAS DISCIPLINARES BÁSICAS DEL
CAMPO DE COMUNICACIÓN
Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos

CDBC1.
en un texto, considerando el contexto en el que se generó y en el que se recibe.
Evalúa un texto mediante la comparación de un contenido con el de otros, en

CDBC2.
función de sus conocimientos previos y nuevos.
Plantea supuestos sobre los fenómenos naturales y culturales de su entorno

CDBC3.
con base en la consulta de diversas fuentes.
Produce textos con base en el uso normativo de la lengua, considerando la

CDBC4.
intención y situación comunicativa.
Expresa ideas y conceptos en composiciones coherentes y creativas, con

CDBC5.
introducciones, desarrollo y conclusiones claras.
Argumenta un punto de vista en público de manera precisa, coherente y

CDBC6.
creativa.
Valora y describe el papel del arte, la literatura y los medios de comunicación
CDBC7. en la recreación o la transformación de una cultura, teniendo en cuenta los
propósitos comunicativos de distintos géneros.
Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana
CDBC8.
y académica.
Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios

CDBC9.
de comunicación.
Identifica e interpreta la idea general y posible desarrollo de un mensaje
CDBC10. oral o escrito en una segunda lengua, recurriendo a conocimientos previos,
elementos no verbales y contexto cultural.
Se comunica en una lengua extranjera mediante un discurso lógico, oral o
CDBC11.
escrito, congruente con la situación comunicativa.
Utiliza las Tecnologías de la Información y Comunicación para investigar,

CDBC12.
resolver problemas, producir materiales y transmitir información.
7
ENFOQUE DE LA DISCIPLINA
Inglés se imparte de primero a cuarto semestre, comprendiendo las asignaturas de Inglés I, II,
III y IV teniendo como propósito, consolidar y desarrollar la capacidad de comunicarse en un
nivel de dominio intermedio, de acuerdo a estándares internacionales del Marco Común Europeo
de Referencia para las Lenguas (MCER). Las expectativas en primer y segundo semestre
están encaminadas a la consolidación del nivel A1 y comenzar la transición al nivel A2; por
su parte en tercero y cuarto semestre considerando el contexto, las posibilidades del personal
docente y recursos disponibles se alcanzará el umbral del nivel B1, a través del desarrollo de las
habilidades comunicativas: comprensión auditiva, comprensión lectora, expresión e interacción
oral y expresión escrita.
Por lo tanto, se utilizan las funciones sociales del lenguaje para que el estudiantado logre
comunicarse a través de las habilidades comunicativas con la intención de valorar similitudes
y diferencias de personas, objetos y lugares, explicar situaciones que ocurrieron en el pasado,
formular instrucciones, ordenes, sugerencias y prohibiciones de acuerdo al lugar o situación,
así como crear planes y predicciones a futuro con la intención de establecer metas a corto y
largo plazo, lo anterior bajo un entorno de respeto y tolerancia hacia la diversidad cultural de
su contexto y la reflexión en la toma de decisiones para que esta sea de manera consciente e
informada asumiendo las consecuencias.
8
UBICACIÓN DE LA ASIGNATURA
1ER. SEMESTRE 2DO. SEMESTRE 3ER. SEMESTRE 4TO. SEMESTRE 5TO. SEMESTRE 6TO. SEMESTRE
Taller de Lectura Taller de Lectura y
Literatura I Literatura II
y Redacción I Redacción II Todas las
Todas las
asignaturas
Inglés I Inglés II Inglés III Inglés IV asignaturas de
de 5to.
6to. semestre de
semestre de los
los componentes
componentes
Informática I Informática I Todas las Todas las básico y
básico y
asignaturas de asignaturas de propedéutico
propedéutico
3er. semestre 4to. semestre
Todas las Todas las
asignaturas de asignaturas de
1er. semestre 2do. semestre FORMACIÓN PARA EL TRABAJO
TUTORÍAS
9
RELACIÓN DE BLOQUES DEL PROGRAMA CON LOS
CONTENIDOS CLAVE DEL NUEVO MODELO EDUCATIVO
DEL CAMPO DISCIPLINAR DE COMUNICACIÓN
EJE COMPONENTE CONTENIDO CENTRAL BLOQUE
La comunicación y las relaciones
interpersonales. I
Comunicarse, relacionarse
y colaborar con los demás La integración de la comunidad de El trabajo colaborativo en el aula II
(eje transversal para todas aprendizaje. como base para la integración de
las asignaturas del campo
disciplinar de Comunicación y La contextualización de la comunidad la comunidad de aprendizaje. III
de Ciencias Sociales). de aprendizaje a partir de los
intereses y experiencias académicas IV
de los estudiantes.
La lectura, la escritura y la oralidad
La importancia de la lengua y el
como prácticas habilitadoras y
papel de la gramática.
generadoras del aprendizaje. I
La importancia de la lectura para la II

Leer, escribir, hablar y escuchar. escritura: la producción de textos El texto argumentativo.
argumentativos. III
La importancia de la lectura para El texto como fuente de IV

la escritura: la argumentación información y de expresión de
fundamentada. ideas nuevas.
El sustento de la opinión del

La escritura argumentativa.
estudiante con un argumento. I
Generación de una opinión II
razonada y razonable a partir
III
de la elaboración de textos. La construcción de una perspectiva
La escritura original argumentada. IV
propia y original argumentada.
El impacto de la tecnología en el
Tecnología y desarrollo humano.
desarrollo humano.
La generación, uso y
El manejo responsable de la
aprovechamiento responsable de la
información.
información para el aprendizaje. I
Tecnología, información, II
comunicación y aprendizaje. El aprendizaje en red. El aprendizaje e innovación.
III
La creación de contenidos para el IV
En y desde la red.
aprendizaje.
El uso de la tecnología como práctica

Programar para aprender.
habilitadora de aprendizajes en red.
10
UNIT I
SIMILARITIES AND
DIFFERENCES
Competencias Genéricas Competencias Disciplinares Básicas

4. Escucha, interpreta y emite mensajes pertinentes en distintos CDBC 3 Plantea supuestos sobre los fenómenos
contextos mediante la utilización de medios, códigos y naturales y culturales de su entorno con base en la
herramientas apropiados. consulta de diversas fuentes.
CG4.4 Se comunica en una segunda lengua en situaciones
cotidianas. CDBC 4. Produce textos con base en el uso normativo
de la lengua, considerando la intención y situación
8. Participa y colabora de manera efectiva en equipos diversos. comunicativa.
CG8.3 Asume una actitud constructiva, congruente con los
conocimientos y habilidades con los que cuenta dentro de distintos CDBC 10. Identifica e interpreta la idea general y
equipos de trabajo. posible desarrollo de un mensaje oral o escrito en una
segunda lengua, recurriendo a conocimientos previos,
10. Mantiene una actitud respetuosa hacia la interculturalidad y elementos no verbales y contexto cultural.
la diversidad de creencias, valores, ideas y prácticas sociales.
CG10.2 Dialoga y aprende de personas con distintos puntos de CDBC 11. Se comunica en una lengua extranjera
vista y tradiciones culturales mediante la ubicación de sus propias mediante un discurso lógico, oral o escrito, congruente
circunstancias en un contexto más amplio. con la situación comunicativa.
CDBC 12. Utiliza las Tecnologías de la Información

y Comunicación para investigar, resolver problemas,
producir materiales y transmitir información
Formación Básica - Segundo Semestre
UNIT I SIMILARITIES AND DIFFERENCES
Propósito del bloque
Valora las características de personas, objetos y lugares a través de las habilidades comunica-
tivas, para mostrar similitudes y diferencias en un entorno de respeto hacia la diversidad de su
contexto social.
Interdisciplinariedad Ejes transversales
ü Taller de Lectura y Redacción II ü Eje transversal social

ü Informática II ü Eje transversal de la salud
ü Eje transversal ambiental
ü Eje transversal de habilidades lectoras
Aprendizajes esperados
• Compara las características de personas, objetos y lugares de forma oral, considerando la

fluidez, pronunciación, dominio del tema y entonación, privilegiando al diálogo para la cons-
trucción de nuevos conocimientos.
• Establece de forma escrita las diferencias y similitudes de lugares, personas y objetos, utili-
zando la gramática apropiada, coherencia y ortografía en un entorno de respeto y tolerancia
hacia la diversidad de su contexto.
Conocimientos Habilidades Actitudes

¾ Vocabulario: ¾ Identifica diferentes adjetivos ¾ Reconoce la diversidad en su con-
• Características de que describen personas, texto practicando la tolerancia.
personas, lugares lugares y objetos.
y objetos. ¾ Privilegia al diálogo para la cons-
¾ Gramática: ¾ Diferencia en un segmento trucción de nuevos conocimientos.
• Adjetivos de igualdad oral o escrito características
de forma afirmativa y de personas, objetos y lugares ¾ Expresa sus ideas, mostrando res-
negativa “As…as” en sus diferentes grados de peto por las demás opiniones.
• Comparativos “-er comparación.
than, more than”.
• Superlativos “The ¾ Distingue la diferencia
est, the most”. entre el uso y estructura de
• Adjetivos Irregulares comparativos y superlativos.
12 SIMILARITIES AND DIFFERENCES

INGLÉS II
• A NEW SEMESTER..
ACTIVITY 1
• Objective: Diagnostic Activity
Opening activity: What do you remember from last semester? What would you like to learn?
Do you know how you will be evaluated this semester?
DIAGNOSTIC TEST UNIT 1
I. Answer the following Quiz.
1. Beyonce is ____________.
a) play b) run c) beautiful d) usually
2. Sponge Bob is a _________cartoon.

a) funny b)read c) jump d) speak
3. Watching a movie is as ____________listening music.

a)romantic than b) romantic as c) more romantic as d) more romantic
4. Spiderman is not _________________ as Hulk.

a) as powerful than b) more powerful as c) as powerful d) as more powerfuler
5. Chinese food is as ________________ Italian food.

a) as gooder than b) as better as c) as gooder as d) good as
6. Rihanna is _____________than Laura Bozzo.

a) beautifuler b) most beauty c) more beautiful d)more beautifuler
7. The Simpsons are ___________than Sponge Bob.

a) creative b) creativest c) more creativest d) more creative
8. Wolverine has _______ nails than Cat woman.

a) longer b) long c) longest d) more long
9. A lion is ___________ than a cat.

a) dangerouser b) more dangerous c) more dangerous d) dangerousest
10. Rock music is ____________ than pop music.

a) gooder b) more good c) better d) more better
11. Coca cola is the ____________drink in the world.

a) most famous b) more famous c) more famouser d) famouser
UNIT I 13
12. Bill Gates is one of the_________man on earth.

a) richer b) richest c) most rich d) more rich
13. Mexicali is one of the_______places in the world.

a) most hot b) more hot c) hottest d) hottest

Check your answer with your classmates
II. Listen to the class, and take notes about your teacher’s name, the classroom rules, the
evaluation and content of the subject
• DESCRIBING MYSELF
ACTIVITY 2
• Objective: Identify adjectives
Opening activity: You just met someone on a social media. How can you describe yourself?
What are your best qualities?
I. Find someone who has the characteristics on each space in the chart and ask your mates to
sign it (only one space will be signed for classmate). Notice the example.
Find someone who...
…is smart.
…is talkative. …is introverted. …has long hair. …is always happy.
Anna is Smart.
…is tall …very active. …has straight hair. …is friendly. …has big eyes.
…is grumpy. …is fancy. …is attractive. …is athletic. …is in good shape.
…has blond
…very serious. …is sporty. …is funny. …is optimist.
hair.
Note: The teacher may include a diagnostic test about Unit 1 (adjectives).

INGLÉS II
II. Find the adjectives in the next Word Search Puzzle. Which ones do you think describe
you the best?
III. Underline the words that describe you the best.

Appearance Personality
Age Height Weight Hair Eyes Imaginative Introverted Motivated
Young Tall Thin Long Big Reliable Adaptable Easy-going
Old Short Chubby Short Small Confident Friendly Optimist
Elder Average- Heavy Curly Brown Adventurous Sociable Pessimist
height Slim Straight Black Reserved Determined Generous
In- good- Wavy Blue Kind Talkative Quiet
shape Black Green Funny
Blonde
Brown
Note: You can use light or dark to point out the color of the hair or eyes: brown, light brown, dark
brown.
UNIT I 15
IV. Look at the following description.
Hi, I am Shannon. I am 16 years old.

I am a short and chubby person.
I have straight short and orange hair.
I have big blue eyes.
I am a very imaginative and sociable person.
V. Make a description about yourself.
Hi. I am _______________. I am _____ years old.

I am a _______________ and _______________ person.
I have ______________________________ hair.
I have ____________________ eyes.
I am a ___________________________________ person.
VI. Read the text and underline the words that are used to describe people.
Hello, I´m Steve. I´m a college student. Well, I am tall and athletic. I play
different sports: basketball, football, and soccer. I have brown hair and light
brown eyes. My friends say I´m friendly and nice. I am very open. I love
discussing interesting ideas and meeting new friends.
Adapted from: www.voanews.com/MediaAssets2/classroom/article_media/efl2_teacher.pdf
VII. Write your own presentation and description according with the previous text.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________.

INGLÉS II
• MY BEST FRIEND
ACTIVITY 3
• Objective: Describe a friend
Opening activity: What characteristics are important for you about a friend?
How would you describe your best friend?
I. Look at the following characteristics and add three more to the list.
Honest Reliable Direct

Enthusiastic Positive Optimist
Unique Fun Interesting
Good-Listener Happy Exciting
Supportive Loyal Generous
II. Team work; order the 4 most important characteristics about a friend.
1.________________, 2.__________________, 3.________________, 4.___________________
III. Team work: write the names of your friends and mark the characteristics they have.
Follow the example.
HAIR EYES
Name Personality
Length Style Color Size Color
Funny,
Diane Short Wavy Black Big Brown
Sociable
IV. Describe your classmates. Follow the example.

E.g.
Diane is funny and sociable. She has short wavy black hair and big brown eyes.
1.
2.
3.
4.
UNIT I 17
• MY FAVORITE ARTIST.
ACTIVITY 4
• Objective: as______as Introduction
Opening activity: Who are your favorite artists? Do you know who these people are?
I. Look at the images and identify the main characteristics.

Gal Gadot
Age: 32 years old.

Height: 1.78 mts.
Weight: 59 kg.
Occupation: Actress and
Fashion Model.
Hair Color: Dark Brown.
Hair Length: Long Wavy.
Eyes: Light Brown.
Leonardo DiCaprio Robert Downey Jr.
Age: 42 years old. Age: 52 years old.

Height: 1.83 mts. Height: 1.74 mts.
Weight: 75 kg. Weight: 78 kg.
Occupation: Actor and Occupation: Actor, Singer-
Producer. Songwritter, Producer,
Hair Color: Blond. Screenwirter.
Hair Length: Short straight. Hair Color: Dark Brown.
Eyes: Blue. Hair Length: Short straight.
Eyes: Dark Brown.
Information taken from: http://.healthyceleb.com
II. Identify similarities and differences. Use the adjectives from the box.
Tall Young Funny Strong Old Heavy Famous Pretty Handsome Fast
Good actor/actress In good shape Talented Thin Athletic Big Short
SIMILARITIES DIFFERENCES
1. Leo is as famous as Robert. 1. Robert is not as young as Gal.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.

INGLÉS II
• MY FAVORITE SINGER
ACTIVITY 5
• Objective: as______as practice
Opening activity:Who are your two favorite singers or bands? What do they have in common?
Can you identify differences?
I. Write the names of your favorite singers, bands or songs.

My favorite singers are: My favorite bands are:
____________, ___________, ____________. ___________, _____________, ___________.
My favorite song is: My favorite song is:

_____________________________________. _____________________________________.
II. Team work: describe your favorite singers, bands or songs using as many adjectives
as you can.
Example: Example:
Shakira: in good shape, long curly hair, pretty. Nirvana: Popular, famous.
My favorite song is: catchy, energetic, amused. My favorite song is: romantic, funny, and
rhythmic, energetic, sad, catchy.
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
____________________________________ ____________________________________
III. What do your favorite singers, bands or songs have in common?

Similar
E.g. Shakira is as famous as Juanes.
1.
2.
3.
4.
5.
IV. What are the main differences you can find about your singers, bands or songs?
Different
E.g. Shakira is not as thin as Juanes.
1.
2.
3.
4.
5.
UNIT I 19
• MUSIC AND FEELINGS

ACTIVITY 6
• Objective: Reading Comprehension
Opening activity: Do you like to listen to music? Which is your favorite genre of music? How
do you feel when you hear your favorite music? Do you think there is a relation between music
and the way you feel?
I. Read the following text and answer the question below:
“Music impacts help our emotions”.
Music unquestionably affects our emotions. We tend to listen to music

that reflects our mood. When we are happy, we may listen to upbeat
music; when we are sad we may listen to slower, moving songs;
when we are angry we may listen to darker music with heavy guitar,
drums, and vocals that reflect our level of anger. We may not know
why we prefer the artists we listen to, except to say that we resonate
with or feel the music, or just that they write songs we like. If we feel
lazy and unmotivated, maybe a playlist of up-tempo, energetic songs
would be a helpful way to change our mood. It could be interesting to
create playlists based on various emotions so they are within reach
as desired.
Mark True (T) or False (F) on each statement according to the reading.
a. Music affects our emotions. T F

b. Our music reflects our mood. T F
c. We listen to slower music if we are happy. T F
d. Listen to heavy music when you feel lazy. T F
Adapted from: http://psychcentral.com/blog/archives/2012/06/26/how-music-impacts-helps-our-emotions/
II. Write the adjectives according to their definition.

Happy Sad Angry Lazy Dark Slower Unmotivated
1. ________ Too inclined to avoid hard work, exercise, etc.

2. ________ Blackish or closer to black than white
3. ________ Having or showing a feeling of pleasure or contentment.
4. ________ To make someone less enthusiastic about a job.
5. Angry A violent, bitter feeling (against someone or something).

INGLÉS II
• BIGGER, MORE HANDSOME

ACTIVITY 7
• Objective: Identify short and long adjectives.
Opening activity:Imagine that you just watched a superhero movie, and you are talking to your
friend, what aspects would you compare about him/her.
I. Check the rules for short and long adjectives and complete.
POSITIVE COMPARATIVE SUPERLATIVE POSITIVE COMPARATIVE SUPERLATIVE
Active High
Beautiful More beautiful The most Honest
beautiful
Big Bigger The biggest Hot
Boring Long
Brilliant Low
Cheap New
Clean Nice
Cold Old
Creative Outgoing
Dangerous Polite
Deep Poor
Different Popular
Dirty Powerful
Dry Rich
Dynamic Romantic
Elegant Young
Expensive Safe
Fast Selfish
Fat Sensible
Friendly Short
Full Slow
Funny Small
Handsome Smooth
Successful Soft
Sweet Strong
Happy Tall
Hard Thick
Healthy Thin
Heavy Ugly
UNIT I 21
• SUPERHERO
ACTIVITY 8
• Objective: Comparing people.
Opening activity: Do you like Superheroes? Which is your favorite one?
I. Label the following superhero: Captain America, Batman, Iron man, Hulk, Thor,
Spiderman, Superman.
II. Pair work: according to the image compare:
1. Who is taller Iron Man or Spiderman? Iron man is taller than Spiderman.
2. Who is stronger than Captain America? ____________is stronger than Captain America.
3. Who is more serious than Superman? ____________is more serious than Superman.
4. Who is more handsome? ______________________________________________
5. Who is funnier?_______________________________________________________
6. Who is bigger than Superman? _________________is bigger than Superman.
III. Practice questions using the following adjectives: Fast, intelligent, powerful, clever,
rich, generous, strong:
E.g
Is Captain America more generous than Hulk? Yes, he is.
E.g
Is Spiderman stronger than Superman? No, he isn´t.
1.
2.
3.
4
5.

INGLÉS II
• THE FASTEST, THE MOST POWERFUL

ACTIVITY 9
• Objective: Identify Superlative.
Opening activity: Who is the tallest person in the classroom? Who do you think is the
most intelligent? The craziest?
I. Look at the following pictures and identify the rules.
II. Pair work: Compare your favorite superhero and create your own sentences.
E.g. Spiderman is fast, Superman is faster than Spiderman, but Flash is the fastest.
1.
2.
3.
4.
5.
III. Oral Practice: Interview your classmates about their superheroes
E.g. Who do you think is the strongest superhero? I think ______ is the strongest.
1.
2.
3.
4.
5.
UNIT I 23
• LET'S SING
ACTIVITY 10
• Objective: Identify adjectives in a song.
Opening activity: What characteristics do you want to have from a thing, an animal, a
place?
I. Listen to the song and underline all the adjectives.
Everything at Once All I wanna be, all I wanna be, oh

Lenka All I wanna be is everything
As sly as a fox, as strong as an ox As warm as the, the sun, as silly as fun

As fast as a hare, as brave as a bear As cool as a tree, as scary as the sea
As free as a bird, as neat as a word As hot as fire, cold as ice
As quiet as a mouse, as big as a house Sweet as sugar and everything nice
All I wanna be, all I wanna be, oh As old as time, as straight as a line
All I wanna be is everything As royal as a queen, as buzzed as a bee
Stealth as a tiger, smooth as a glider
As mean as a wolf, as sharp as a tooth Pure as a melody, pure as I wanna be
As deep as a bite, as dark as the night
As sweet as a song, as right as a wrong All I wanna be, all I wanna be, oh
As long as a road, as ugly as a toad All I wanna be is everything at once
As pretty as a picture hanging from a fixture

Authors: Lenka Kripac
Strong like a family, strong as I wanna be
Lyrics from Everything at Once © Sony/ATV Music Publishing
Bright as day, as light as play
LLC
As hard as nails, as grand as a whale
II. From the adjectives that you just underlined, change them to the comparative and
superlative form in your notebook.
Descriptive Comparative Superlative

INGLÉS II
• WELCOME TO BAJA CALIFORNIA.

ACTIVITY 11
• Objective: Use adjectives to compare places.
Opening activity: What do you know about Baja California? How many municipalities
are there? What are their names?
I. Write the names of the councils (municipalities).
1. Ensenada
2. Mexicali
3. Rosarito
4. Tecate
5. Tijuana
6. San Quintín
http://cuentame.inegi.org.mx/monografias/informacion/bc/territorio/
div_municipal.aspx?tema=me&e=02
II. Make a list of adjectives that you can use to describe cities, follow the examples
-amazing, beautiful, big, calm, clean, cold, colorful, crowded, dry, dirty, fresh, hot, incredible,
insecure, interesting, modern, polluted, small, ugly, warm,_______________,__________,____
________,_______________,_____________
III. Describe each of the cities using as many adjectives as you can (to describe a place
you can talk about: Weather, food, size, entertainment, people, etc.)
1. Ensenada: big, cold weather, good food, nice people, _______________________________
2. Mexicali: __________________________________________________________________
3. Rosarito: __________________________________________________________________
4. Tecate: ____________________________________________________________________
5. Tijuana:____________________________________________________________________
IV. Compare different aspects of the cities of Baja California.
Example: Rosarito is hot, Tecate is hotter than Rosarito, but Mexicali is the hottest city.
Tecate is populated, Mexicali is more populated than Tecate, Tijuana is the most populated.
1.
2.
3.
4.
5.
UNIT I 25
ACTIVITY 12
I. Read the following text and answer True or False.
Taken from: http://ngl.cengage.com/assets/downloads/grex_pro0000000538/grex2_su8.pdf
Read each statement. Circle T for true or F for false.
1. Dennis thinks that online reviews are not very important in marketing. T F
2. Newspaper ads used to be more effective. T F
3. Some marketing people have a negative opinion of online reviews. T F
4. Customers with problems are more likely to write online reviews. T F
5. Online shoppers won’t buy a product if they see a negative review. T F

INGLÉS II
• THE BEST PLAYER.

ACTIVITY 13
• Objective: Reading Comprehension.
Opening activity: What athletes do you admire? Do you know who Michael Jordan is?
What do you know about Michael Jordan?
I. Read the text aloud and underline the superlative adjectives.
Michael Jordan
Michael Jordan was the best-known basketball player of his time. His
career started in the early 1980's, when he played college basketball
with the University of North Carolina. Although he was not the tallest
or the strongest player, he won the attention of his coach for being an
excellent athlete. Probably his most important achievement at that time
was scoring the winning basket in the 1983-1984 championship game.
Jordan left college early to join the professional basketball team, the
Chicago Bulls. He led the Bulls to the best record in professional
basketball history. He was voted the most valuable player five times.
Jordan holds several records: the highest scoring average and the
most points in a playoff game.
II. Answer True or False according to the reading.

True False
1. Michael Jordan was the best baseball player
2. He was the tallest player.
3. He started his career in 1980.
4. He joined the Chicago Bulls after college.
5. He was voted the most valuable player eight times.
III. Describe using superlative adjectives. Example: I am the funniest person. I am the
shortest in the classroom. Miguel is the friendliest. Susan is the most sociable person.
1.
2.
3.
4.
5
UNIT I 27
• COMPARING.
ACTIVITY 14
• Objective: Use adjectives to compare.
Opening activity: Can I compare my two favorite artists, cars, cities, sports, favorite
games? Can I explain in English why I think one is better than another? Who is taller,
more beautiful, and thinner?
Describing Products
Adorable Attractive Breathtaking Bright Cheap Chic
Classy Colorful Comfortable Convenient Expensive Good
Powerful Innovative Revolutionary Fast Old Fashion Elegant
I. For this class you have to bring pairs of cutouts of people, sports, games, cities, etc.
II. Exchange cutouts with your classmates to get three pairs (two people, two articles, two houses,
etc.).
III. On a white sheet of paper with your names written on, stick your cutouts.
IV. Write three comparative sentences for each pair of chosen images, using different adjectives,
without repeating them.
V. In pairs, check and correct statements. (Teacher can select random participants or ask for
volunteers). Follow the next EXAMPLE:
The black shoes are more elegant than the green shoes.
The green shoes are more comfortable than the black
shoes.
The black shoes are higher than the green shoes.
The green shoes are uglier than the black shoes.
VI. Write your comparison Draw or stick your images.

E.g. A Samsung cell phone is faster than a
Nokia cell phone.
1.
2.
3.
4.
5.

INGLÉS II
• COMPARING AT SHOPPING
ACTIVITY 15
• Objective: Oral practice.
Opening activity:You are in the shopping center with a friend and you want him/her to
buy the same product you did.
I. Write a dialogue to convince him/her why he/she should buy it.

Example:
A: Hey Susan, why don’t you buy this black jacket?

B: I don’t know…I like this purple one better.
A: I think the black jacket is nicer, warmer, and cheaper.
B: Yes, you are right. But the price of the purple is cheaper, don’t you
think?
A: Yes, you are right. Let’s see the rest of the jackets.
Buying Clothes
A: Hey ______, Why don’t you buy the _________________ _______________?
B: I don’t know… I like this ___________ better.
A: I think the _________ __________ is __________, _____________, and ____________.
B: Yes, you are right. But the price of the _____________ is cheaper don’t you think?
A: Yes, you´re right. Let’s see the rest of the _________________.
Buying Gadgets
A: Hey ______, Why don’t you buy the _________________ _______________?
B: I don’t know… I like this ___________ better.
A: I think the _________ __________ is __________, _____________, and ____________.
B: Yes, you are right. But the price of the _____________ is cheaper don’t you think?
A: Yes, you´re right. Let’s see the rest of the _________________.
UNIT I 29
• THE BEST PRODUCT

ACTIVITY 16
• Objective: Identify product characteristics.
Opening activity: Do you know what a brand is? Do you have a favorite brand in
electronics or in clothing? Which is your favorite brand? Why do you like it?
I. Read the following paragraph.

A brand is a name given to a product or service. The brand is a trademark or distinctive name
identifying a product or a manufacturer, for instance LEVIS, GUESS, PANASONIC; these are the
brands to identify products. Usually we get a brand because we know what to expect from it: more
comfortable, cheaper, or better quality.
II.Get in teams of 4 people, complete the following mind map with your favorite brands
and add your own cathegory, i.e skateboards, cosmetics, clothing, videogames, etc.
III. Make a list of adjectives to describe your favorite brands (follow the example).
Comfortable Elegant Easy to use Fast
Long lasting Expensive Cheap
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
IV. Using different adjectives, compare you brands with the ones your classmates choose.
1. A Fujifilm camera is good, a Cannon camera is better than Fujifilm, Nikon is the best
2.
3
4.
5.
6.
7.

INGLÉS II
• HOW CAN I SELL MY PRODUCT?

ACTIVITY 17
• Objective:Create your own product.
Opening activity: You belong to the advertising department of a company in which you
have to develop a brand for a new product; you have to include a promotional poster to
increase sales. What can you do to attract the attention of potential customers?
I. Get in teams of 4 people, create a new brand product. Do some research on the Internet
about a product (price, quality, material, benefits, etc.). The information will help you to prepare
a presentation. Look at the different categories of interest: automobiles, motorcycles, make up,
perfume, food, music, cities, travel agencies, cell phones, computers….
II. Describe and draw all of the characteristics of your product. Use comparatives and
superlatives, remember that you have to persuade your customer to buy it from your company.
III. Design and create a poster to advertise your product, add cut outs to make it more
attractive (is cheaper, is better, has more quality, is the best).
Examples: Computers new brand: Toshiba= “Toocheapa’”
“Toocheapa” description: The best laptop in the world, with its 14” screen, is faster, and easier
to use.
“ Toocheapa”
• Includes the Longest lasting battery.

• The best display in a 14 inches LED Screen.
• More durability than regular laptops.
• Hard drive speed of 7,200 RPM considered
the fastest.
• Includes 3GB RAM for faster.
• Keyboard with a larger pad.
• Lighter in weight.
MY PROJECT: Characteristics
BRAND NAME:
PRODUCT:
(Draw your product)
*Complete and add final details to your

posters at home and bring them ready for
the next class to present it as a project of
this unit.
UNIT I 31
UNIT PROJECT A: HOW CAN I SELL MY PRODUCT?
OPENING ACTIVITY:
1. Design and create a poster to advertise your products, based on a previously researched
article, describe its benefits when compared to others. Use adjectives, comparatives and
superlatives, as well as cut outs to make it more attractive (is cheaper, is better, has more
quality, is the best…).
2. Present previous drafts to the teacher to verify that your poster does not contain errors.
3. You must complete and add final details to your posters at home and bring them ready for
the next class to present it as a project of this unit.
You must demonstrate what you have learned along this unit about the comparative and superlative
adjectives. Present your posters in class to be evaluated previously to the written exam. Examples
of ads:

INGLÉS II
UNIT PROJECT B: GUINNESS WORLD RECORDS
OPENING ACTIVITY:
Do you know what the Guinness World Records are? How many Guinness records do you
know? What information did you find more amusing? You need to find about the Guinness' World
Records and share them with the class.
Do a research on the Guinness Records and bring three interesting facts to share with class. It is
suggested this internet page address: http://www.guinnessworldrecords.es/GWR-2013/
I. Share the information you found about Guinness World Records. Examples: Longest
platform-to-platform bicycle jump: The longest platform-to-platform bicycle jump was 4 m
achieved by Vittorio Brumotti (Italy) in Fiera Milano, Milan, Italy for Guinness World Records Day
in November 2009. Eating pasta: The fastest time to eat a bowl of pasta correspond to Ernesto
Cesario (Italy). Cesario achieved it in 1 minute.
II. Write the 5 most interesting records contributed by peers to the class.
III. ANSWER THE FOLLOWING QUESTIONS ABOUT THE GUINNES WORLD RECORDS.
ONLY GUINNESS WORLD RECORDS HAS THE ANSWERS TO THE QUESTIONS THAT
MOVE THE WORLD!
1. Who's smaller?
2. The new shortest man or the heaviest newborn baby?
3. Who weighs more?
4. The largest donkey or the heaviest hot dog?
5. What's the biggest killer?
6. The largest shark or the most dangerous road?
7. Who'd win in a race?
8. The world's fastest man or the new fastest sheep?
9. Plus new for 2013?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
UNIT I 33
GRAMMAR NOTES; ADJECTIVES , AS, AS ___
What is an ADJECTIVE?
Definitions:
I. Adjective
An adjective is a word or set of words that modifies (i.e., describes) a noun or pronoun.
Adjectives may come before the word they modify.
Examples: She has cute eyes, She likes a high school senior.
Adjectives may also follow the word they modify:
Examples:
Her dog looks cute.
The girl is very honest.
II. Comparison As ...As Explanation

We can compare two things or actions, which have the same quality with as adjective1.
As Adjective As
We usually compare two things, which have the same quality with as...as. Let's see the following
examples.
• My son is as tall as my husband.
• My sister is as fat as my aunt.
III. Comparison Not As… As
This structure is used to express that two objects are different in some way.
Marie is not as tall as John.
My brother is not as funny as my friend.
*Remember that when using As____ As affirmative or negative the adjective does not change.
Adapted from: http://www.grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As-

Explanation

INGLÉS II
GRAMMAR NOTES; COMPARATIVE. –ER THAN, MORE THAN.
I. COMPARATIVE DEGREE: -er than, More than.

This form is used when comparing two people, objects or places, it indicates that one of them has
the characteristic in a higher level. With short adjectives add –er than, with long adjectives add
more…. than.
Example:
1. Short adjectives. 2. Long adjectives.
Big Powerful
A Buffalo is bigger than a cow. A Mustang car is more powerful than a Nissan.
Tall Expensive
A jiraffe is taller than a horse. A laptop is more expensive than a pc computer.
Hot Popular
Mexicali is hotter than Ensenada. The Beatles are more popular than Beyoncé.
II. Look at the rules
UNIT I 35
GRAMMAR NOTES: SUPERLATIVE, THE ___–EST, THE MOST _____
I. SUPERLATIVE DEGREE: The –est and the most

Superlative degree is used to compare one person, object or place with the rest of the group. This
degree indicates that the person object or place has the characteristic in the highest level. Add
“The___ -est” for short adjectives and “The most _____” for long adjectives.
Example:
1. Short adjectives. 2. Long adjectives.
Big Important
The elephant is one of the biggest animals. English is one of the most important languages
Cold in the world.
The North Pole has the coldest weather on Expensive
earth. London is the most expensive city to live in the
Long world.
The Nile is the longest river in the world. Distant
Jupiter is the most distant planet from sun.
II. Forming Comparative and Superlative Adjectives
1. One-syllable adjectives. Form the comparative and superlative forms of a one-syllable

adjective by adding–er for the comparative form and–est for the superlative.
One-Syllable Adjectives
Adjective Comparative Form Superlative Form
Tall Taller Tallest
Old Older Oldest
Long Longer Longest
Adjective
• Mary is taller than Max.

• Mary is the tallest of all the students.
• Max is older than John.
• Of the three students, Max is the oldest.
• My hair is longer than your hair.
• Max's story is the longest story I've ever heard.

INGLÉS II
2. If the one-syllable adjective ends with an e, just add–r for the comparative form and–st for the
superlative form.
One-Syllable Adjective with Final–e
Large Larger Largest
Wise Wiser Wisest
• Mary's car is larger than Max's car.
• Mary's house is the tallest of all the houses on the block.
• Max is wiser than his brother.
• Max is the wisest person I know.
3. If the one-syllable adjective ends with a single consonant with a vowel before it, double the
consonant and add –er for the comparative form; and double the consonant and add–est for the
superlative form.
One-Syllable Adjective Ending with a Single Consonant with a Single Vowel before It
Big bigger biggest
Thin thinner thinnest
Fat fatter fattest
• My dog is bigger than your dog.
• My dog is the biggest of all the dogs in the neighborhood.
• Max is thinner than John.
• Of all the students in the class, Max is the thinnest.
• My mother is fatter than your mother.
• Mary is the fattest person I've ever seen.
4. Two syllable adjectives. With most two-syllable adjectives, you form the comparative with
more and the superlative with most.
peaceful more peaceful most peaceful
pleasant more pleasant most pleasant
careful more careful most careful
thoughtful more thoughtful most thoughtful
• This morning is more peaceful than yesterday morning.
• Max's house in the mountains is the most peaceful in the world.
• Max is more careful than Mike.
• Of all the taxi drivers, Jack is the most careful.
• Jill is more thoughtful than your sister.
• Mary is the most thoughtful person I've ever met.
UNIT I 37
5. If the two-syllable adjectives end with–y, change the y to I and add–er for the comparative
form. For the superlative form change the y to I and add–est.
Two-Syllable Adjective –y
Comparative Superlative
ending
happy happier happiest
angry angrier angriest
busy busier busiest
• John is happier today than he was yesterday.
• John is the happiest boy in the world.
• Max is angrier than Mary.
• Of all of John's victims, Max is the angriest.
• Mary is busier than Max.
• Mary is the busiest person I've ever met.
6. Two-syllable adjectives ending in–er, -le, or–ow take –er and –est to form the comparative
and superlative forms.
Two-Syllable Adjective
ending er,-le, or–ow
Narrow narrower narrowest
Gentle gentler gentlest
• The roads in this town are narrower than the roads in the city.
• This road is the narrowest of all the roads in California.
• Big dogs are gentler than small dogs.
• Of all the dogs in the world, English Mastiffs are the gentlest.
7. Adjectives with three or more syllables. For adjectives with three syllables or more, you form
the comparative with more and the superlative with most.
Adjective with three or More
Syllables
Generous more generous most generous
Important more important most important
Intelligent more intelligent most intelligent
• John is more generous than Jack.
• John is the most generous of all the people I know.
• Health is more important than money.
• Of all the people I know, Max is the most important.
• Women are more intelligent than men.
• Mary is the most intelligent person I've ever met.

INGLÉS II
8. Exceptions. Irregular Adjectives.

Irregular Adjective Comparative Form Superlative Form
good better Best
bad worse worst
far farther farthest
little less least
many more most
Example:
• Italian food is better than American food.
• My dog is the best dog in the world.
• My mother's cooking is worse than your mother is cooking.
• Of all the students in the class, Max is the worst.
9. Two-syllable adjectives that follow two rules. These adjectives can be used with-er and –est
and with more and most.
Two-Syllable Adjective –y
ending
clever cleverer cleverest
clever More clever Most clever
gentle gentler gentlest
gentle More gentle Most gentle
friendly friendlier friendliest
friendly More friendly Most friendly
Quiet quieter quietest
Quiet More quiet Most quiet
simple simpler simplest
simple More simple Most simple
• Big dogs are gentler than small dogs.

• Of all the dogs in the world, English Mastiffs are the gentlest.
• Big dogs are more gentle than small dogs.
• Of all the dogs in the world, English Mastiffs are the most gentle.
http://www.eflnet.com/tutorials/adjcompsup.php
UNIT I 39
GRAMMAR PRACTICE: COMPARING
I. Complete the next sentences with the correct form of the given adjective. Compare your
answers with your classmates.
1. Greenland is the _______________ (large) island in the world.

2. Traveling by plane is _____________ (fast) than travelling by train.
3. Boracay Island in the Philippines has the _______________ (good) beaches I have ever
seen.
4. Jamaica is _______________(sunny) than Norway.
5. Fjordland in New Zealand is the _______________ (wet) place in the world.
6. Rain in the wet season is _______________ (heavy) than during the rest of the year.
7. Easter Island is the _______________ (interesting) island I have ever visited.
8. A holiday in Thailand is _______________ (exciting) than a holiday in Spain.
9. Santa Cruz is the second _______________ (large) island in the Galapagos.
10. The Galapagos are one of the _______________ (expensive) places in the world to visit.
Adapted from: http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-48433.php
1. A lion is _______________ (big) than a cat.

2. Oh fine, it was raining yesterday but today the weather is _______________ (good).
3. I have just a little money, then I'll have the_______________ (cheap) menu.
4. She thinks that Chinese language is ________________ (difficult) than English language.
5. Water is _______________ (expensive) than champagne.
6. It's awful, we have the _______________ (bad) weather in the world.
7. Your car is old! It is _______________ (dangerous) than mine.
8. Jane is 8 and Kim is 10; Jane is _______________ (young) than Kim.
9. Don't be in a hurry; you need to be _______________ (slow) when walking.
10. You should get up_______________ (early) tomorrow than today or you'll be late again.
Adapted from:http://www.tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php

INGLÉS II
UNIT I
SELF EVALUATION
Do you know how to describe yourself? What words will you use?
___________________________________________________________
Answer the following diagnostic to find out how much you learned in this 1st. Unit.
SELF-EVALUATION
Student’s name:
Date: 1st. UNIT
Competences performance indicators Yes No Examples:
1. I can describe myself using adjectives. Give an
example:
2. I know how to compare people using equal level
adjectives (as… as). Give an example.
3. I can compare people or places using short
adjectives.Write an example:
4. I know how to compare people or places using
long adjectives. Write an example:
5. I can compare using Superlative form with short
adjectives. Give an example
6. I know how to compare using Superlative form
with long adjectives. Give an example
7. I know how to compare using Irregular adjectives.
Give an example:
8. I can use irregular adjectives in Superlative form.
Write an example.
9. I work collaboratively with my classmates
10. I feel I improved my English level with this block
UNIT I 41
SELF EVALUATION UNIT I

Answer the following Quiz
1.- Beyonce is ____________.

A) Play B) Run C) Beautiful D) Usually
2.- Sponge bob is a _________cartoon.
A) Funny B) Read C) Jump D) Speak
3.- Watching a movie is as ____________listening music.
A) Romantic than B) Romantic as C) more romantic as D) More romantic
4.- Spiderman is not _________________ as Hulk.
A) As powerful than B) more powerful as C) as powerful D) as more powerfuler
5.- Chinese food is as ________________ Italian food.
A) As Gooder than B) as better as C) as gooder as D) good as
6.- Rihanna is _____________than Laura Bozzo.
A) Beautifuler B) most beauty C) More beautiful D) more beautifuler
7.- The Simpsons are ___________than Sponge Bob.
A) Creative B) Creativest C) more creativest D) More creative
8.- Wolverine has _______ nails than Cat woman.
A) longer B) long C) longest D) more long
9.- A lion is ___________ than a cat.
A) dangerouser B) More dangerous C) more dangerous D) dangerousest
10.- Rock music is ____________ than pop music.
A) gooder B) more good C) better D) more better
11.- Coca cola is the ____________drink in the world.
A) most famous B) more famous C) more famouser D) famouser
12.- Bill Gates is one of the_________man on earth
A) richer B) Richest C) most rich D) more rich
13.- Mexicali is one of the_______places in the world.
A) most hot B) more hot C) hottest D) hottest
Check your answer with your classmates.

INGLÉS II
SELF AND PEER UNIT EVALUATION

Answer the following chart about your learning process.
SELF-EVALUATION
Student’s name:
Date: 1st. UNIT Observations
If your answer is NO,
Competences performance indicators Yes No
explain the reasons.
I attend on time to all my classes.
I follow the instructions to solve the exercises.
I participate with a constructive and collaborative attitude ask-
ing when I don’t understand the topic..
I answer the exercises provided in the book.
I share my ideas in oral and written forms.
I am able to honestly evaluate my own performance
I read the lessons and texts searching for new meanings and
words.
I am able to establish links between new and old grammatical
forms and integrate new words.
I have an interest in learning by my own using the internet.
I work collaboratively with my classmates.
I feel I have improved my English with this unit.
I feel confident communicating in a foreign language.
Answer the following chart about your peer´s learning process.
PEER EVALUATION
Student’s name:
Date: 1st. UNIT Observations
If you answer is NO,
Competences performance indicators Yes No discuss the reasons with
him or her.
He or she attends on time to all the classes.
He or she follows the instructions to solve the exercises.
He or she participates with a constructive and collaborative atti-
tude asking when he/she doesn’t understand the topic.
He or she answers the exercises from the book.
He or she shares ideas oral and written forms.
He or she is able to evaluate honestly him or herself.
He or she reads the lessons and texts searching for new mea-
nings and words.
He or she is able to establish links between new and old gram-
matical forms and to learn new words.
He or she has interest in learning by his own or her instance
using internet.
He or she works collaboratively with classmates.
He has improved his or her English with this unit.
He or she feels confident communicating in a foreign language.
UNIT I 43
COLEGIO DE BACHILLERES DEL ESTADO DE BAJA CALIFORNIA
Asignatura: Inglés II Semestre: Segundo

Nombre de la Unidad I: “Similarities and Differences”
Rúbrica para la Evaluación del Proyecto Oral.
Nombre de la presentación: ____________________________________________________
Alumno:
( ) Diagnóstica ( ) Formativa ( )Sumativa Momento: ( ) Apertura
Tipo de
( ) Autoevaluación ( ) Coevaluación ( ) Desarrollo
Evaluación:
( ) Heteroevaluación ( ) Cierre
Trabajo: ( ) Individual ( )Binas ( )Equipo Fecha: Grupo:
Evaluador:
NEEDS NON
EXCELLENT GOOD FAIR
CATEGORY IMPROVEMENT INCLUDED
(0.4) (0.3) (0.2)
(0.1) (0)
Visual aids Visual aids have Visual aids are
support the theme little support for little related to the Visual aids are hard
VISUAL and have proper the theme. Have theme, have no to understand and/
Non Included
AIDS size and color for proper size and proper size and or are not related to
the color for the color for the the theme.
audience. audience. audience.
Uses
appropriate gram- The mistakes and
mar Uses appropriate Presents mistakes grammar errors are No Structures
GRAMMAR without mistakes. grammar with few but he or she evident and Applied
Sentences are mistakes. communicates. communication is Correctly
according to the not accomplished.
goals.
Pronounces with
Excellent errors or is not un- The pronunciation is Speaks
PRONUNCIATION Well pronounced.
pronunciation. derstandable from poor and unclear. Spanish
time to time.
Is able to
communicate Is able to Is not able to
Is able to express
ideas in an communicate communicate ideas,
FLUENCY ideas, stopping to Only Reads
excellent manner, fluently, with just mixing both lan-
recall words.
without some hesitations. guages.
hesitation.
Turns in on
PROJECT. ESSAY time, with an Turns in on time, Turn in but Poor quality,
OR WRITTEN excellent quality according to the missing some missing most of the Not Delivered
TEXT according to the requirements. requirements. requirements.
requirements.
Score:

INGLÉS II
Casi Algunas Casi

Competencias Siempre
Atributos: siempre veces nunca
Genéricas: 4
3 2 1
CG4.4 Se comunica en una segunda
lengua en situaciones cotidianas.
CG8.3 Asume una actitud constructiva,
congruente con los conocimien-
tos y habilidades con los que
cuenta dentro de distintos equi-
pos de trabajo.
CG10.2 Dialoga y aprende de personas
con distintos puntos de vista y
tradiciones culturales mediante
la ubicación de sus propias cir-
cunstancias en un contexto más
amplio.
Retroalimentación
UNIT I 45
WEB REFERENCES
Eflnet. (s.f.). Forming Comparative and Superlative. Recuperado de: http://www.eflnet.com/

tutorials/adjcompsup.php
Tolearnenglish. (s.f.). Comparative or superlative. Recuperado de: http://www.tolearnenglish.
com/exercises/exercise-english-2/exercise-english-48433.php
Tolearnenglish. (s.f.). Comparative and superlative forms. Recuperado de: http://www.
tolearnenglish.com/exercises/exercise-english-2/exercise-english-6657.php
Learn English Feel Good. (s.f.). Grammar Quiz, comparative or superlative? Recuperado de:
http://www.learnenglishfeelgood.com/english-comparative-superlative1.html
ESL Kids World. (s.f.). Exercise: Comparative and superlative. Recuperado de: http://
www.eslkidsworld.com/worksheets/comparative%20and%20superlative%20worksheets/
comparatives%20and%20superlatives%201%20worksheet.pdf
Brendari1. (18 de diciembre de 2009). Comparatives, describing people, places and things.
Video recuperado de: http://www.youtube.com/watch?v=yy0d808kkSg
Real English (31 de enero de 2008). Comparatives and superlatives. Video recuperado de:
http://www.youtube.com/watch?v=KLE5yPZa_Ow
Sandro, Borem. (30 de septiembre de 2009). ESL video lesson, superlative, the biggest. Video
recuperado de: http://www.youtube.com/watch?v=r25R_Xbdr-0&feature=related
Talk Correspondents. (22 de marzo de 2009). Comparatives and superlatives. Video recuperado
de: http://www.youtube.com/watch?v=jHad_GVnpgQ&feature=related
Quintana, María. (s.f.). Healthy Celeb, Rihanna. Recuperado de: http://healthyceleb.com/
rihannaheight-weight-body-statistics/498
Murray, Chapman. (s.f.). Biography, Jackie Chan. Recuperado de:http://www.imdb.com/name/
nm0000329/bio?ref_=nm_ov_bio_sm
The Free Dictionary (2012). Thesaurus. Recuperado de:http://www.thefreedictionary.com/
brand#Thesaurus
Englet. (s.f.) English Grammar Exercises, comparison As…As. Recuperado de: http://www.
grammar-test.englet.com/comparison-as-as#TOC-Comparison-As-...As-Explanation
Schell, Catherine (2011). Lesson #2. Describing People. Recuperado de: www.voanews.com/
MediaAssets2/classroom/article_media/efl2_teacher.pdf
NGL, Cengage. (s.f.). Unit 8. Consumer Society. Comparatives and Superlatives. Recuperado
de: http://ngl.cengage.com/assets/downloads/grex_pro0000000538/grex2_su8.pdf

UNIT Ii
OLD TIMES

4. Escucha, interpreta y emite mensajes pertinentes en distintos CDBC 4. Produce textos con base en el uso normativo
contextos mediante la utilización de medios, códigos y de la lengua, considerando la intención y situación
herramientas apropiados. comunicativa.
cotidianas. CDBC 5. Expresa ideas y conceptos en composiciones
coherentes y creativas, con introducciones, desarrollo
8. Participa y colabora de manera efectiva en equipos diversos. y conclusiones claras.
CG8.3 Asume una actitud constructiva, congruente con los
conocimientos y habilidades con los que cuenta dentro de distintos CDBC 10. Identifica e interpreta la idea general y
equipos de trabajo. posible desarrollo de un mensaje oral o escrito en una
10. Mantiene una actitud respetuosa hacia la interculturalidad y elementos no verbales y contexto cultural.
la diversidad de creencias, valores, ideas y prácticas sociales.
CG10.1 Reconoce que la diversidad tiene lugar en un espacio CDBC 11. Se comunica en una lengua extranjera
democrático de igualdad de dignidad y derechos de todas las mediante un discurso lógico, oral o escrito, congruente
personas, y rechaza toda forma de discriminación. con la situación comunicativa.
UNIT iI Old times
Explica situaciones que ocurrieron en el pasado a través de las habilidades comunicativas, re-
conociendo experiencias y aprendizajes propios y de otras personas, en un ámbito de respeto y
tolerancia.

• Explica de manera oral acciones propias y de otras personas ocurridas en el pasado con-
siderando la fluidez, pronunciación, entonación y dominio del tema, aplicando una comuni-
cación empática que le permita externar sus ideas en un entorno de respeto y tolerancia.
• Analiza de manera escrita acciones propias y de otras personas ocurridas en el pasado utili-
zando la gramática apropiada, coherencia y ortografía con una actitud de respeto y reflexión
sobre las consecuencias de sus actos.

¾ Vocabulario: ¾ Identifica la estructura ¾ Respeta y tolera a sus seme-
• Acciones pasadas. gramatical del pasado simple. jantes.
¾ Gramática: ¾ Reconoce la pronunciación ¾ Externa emociones e ideas

• Verbo “to be” en pasado y ortografía adecuada de los ante las causas y consecuen-
(afirmativo, negativo e verbos regulares e irregulares cias de sus actos para la toma
interrogativo). en pasado. de decisiones.
• Pasado Simple (afirmativo,
negativo, interrogativo). ¾ Distingue en textos orales y ¾ Se comunica de manera aser-
• Verbos regulares e escritos situaciones que se tiva y empática.
irregulares. desarrollaron en el pasado
• Auxiliar “Did / didn´t”. tanto en su contexto como el ¾ Reflexiona las consecuencias
• Expresiones de tiempo de otras personas. de sus actos como ser social.
para el pasado.
48 OLD TIMES
INGLÉS II
DIAGNOSTIC FOR UNIT II
Do you know how to talk about activities you did last year? What words will you
use?
________________________________________________________________
Answer the following diagnostic to find out how much you know about the 2nd. unit.
*If there is something you don’t know, don’t worry, in second unit you will find your answers.
DIAGNOSTIC
Student’s name:
Date: 2nd. unit Self-evaluation
Competences performance
Underline the best answer Yes No
indicators
1. I can describe how I looked like when a) I was short and thin.
I was a child. b) I was in my house.
2. I know how to describe what my a) My mother was at the supermarket.
friends or relatives were like when they b) My mother was beautiful.
were children.
3. I can talk about activities I did yester-a) I went to the park yesterday morning.
day, using regular verbs. b) I played video games yesterday.
4. I know how to describe activities I did a) I studied French last year.
last year, using irregular verbs. b) I learnt how to drive last year.
5. I can talk about activities I did not do a) I didn´t practice any sport last year.
last year. b) I don´t practice any sport.
a) Did you go to the soccer game yes-
6. I can ask a friend about his yesterday’s
terday? Yes, I did.
activities using Yes/No questions.
b) Do you study English? Yes, I do.
7. I know how to ask a friend about ac-
a) Where do you practice sport?
tivities he did last year using
b) Where did you practice sport?
Wh-questions.
8. I know how to talk about the past a) I went to the mall last night.
using time expressions. b) I am texting with my friend now.
UNIT II 49
• WHO WERE THEY?

ACTIVITY 1
• Objective: Was, Were introduction.
Opening activity: Do you remember who was your favorite singer when you were a
child? How was your favorite singer back then? How do you think she/he is now?
I. Who are the people in the following pictures? These are photos of famous people before
and after.
I. Who are the people in the following pictures? Write their names.
These are photos of famous people before and after.
She is __________________________ He is __________________________
He is __________________________ She is __________________________
II. Find differences between each pair of pictures think about: time, age, and career before
and now.
1. Miley Cyrus was in Hanna Montana and, now she is a famous pop singer.
2. Maluma ___________________________________________________________.
3. Ariana Grande _________________________________________________________.
4. Justin Bieber _______________________________________________________.
50 OLD TIMES
INGLÉS II
GRAMMAR PRACTICE: WAS / WERE
EXERCISE I
Complete with am, is, are, was or were. After you finish, exchange your exercise with a
classmate to check answers.
UNIT II 51
EXERCISE II
Complete these sentences with “am, is, are, was, or were”.
1. Last year, she _____ 22, so she is 23 now.
2. Today the weather _____ nice, but yesterday it _____ so cold.
3. I _____ hungry last night, so I had something to eat.
4. Where _______ you at 11 o´clock last Friday morning?
5. Don’t buy those shoes. They _____ too expensive.
6. I _____ hungry. Can I have something to eat?
7. Why ______ you angry with me yesterday?
8. We must go now. It _____ very late.
9. This time last year I ______ in Paris.
10. We _____ tired when we arrived home, so we went to bed.

http://www.tolearnenglish.com/exercises/exercise-english-1/exercise-english-701.php
EXERCISE III
Complete these sentences using wasn´t or weren´t.
1. I ____________ in Canberra last spring.
2. We ____________ at school last Saturday.
3. Tina ___________ at home yesterday.
4. He _________ happy.
5. Robert and Stan _________ Garry's friends.
6. You __________ very busy on Friday.
7. They __________ in front of the supermarket.
8. I _________ in the museum.
9. She ________ in South Africa last month.
10. Jessica and Kimberly ___________ late for school.

http://www.englisch-hilfen.de/en/exercises/tenses/was_were.htm
52 OLD TIMES
INGLÉS II
EXERCISE IV
Complete the sentences with WAS/WASN`T – WERE/WEREN`T.
Example: Steve and I WEREN´T at the library. We WERE at his home.

Change these sentences to Negative and Interrogative (yes/no question) and practice.
Tom was very romantic yesterday.
Negative: Tom wasn’t romantic yesterday.
Question: Was Tom romantic yesterday?
The kids were at a birthday party.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Jane was very sick.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Peter was late for work.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Jack was at a party.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Paul was very happy.

Negative: ___________________________________________________.
Question: ___________________________________________________?
John and Pat were very happy.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Peter was in a big hurry.

Negative: ___________________________________________________.
Question: ___________________________________________________?
Susan was tired of cooking.

Negative: ___________________________________________________.
Question: ___________________________________________________?
They were singing very loud.

Negative: ___________________________________________________.
Question: ___________________________________________________?
UNIT II 53
• I WAS A BEAUTIFUL CHILD!

ACTIVITY 2
• Objective: Was, Were practice.
Opening activity: Do you remember what your favorite song was when you were a child?
Or who was your best friend in elementary school? Why?
I. Write your own answer for each of the following questions. Draw yourself or stick your
photo.
1. When were you born? ____________________
I was born on___________________________ My name is______________
2. Where were you born?
3. Who was the most important person in your childhood?
4. Who were your best friends in Elementary school?
5. What was your favorite game? MY

PHOTO
6. Which was your favorite song? Why?
7. What was your favorite subject in elementary school?
8. Which was your best birthday party?
ORAL ACTIVITY: INTERVIEW

II. Pair work: Interview your classmate and write his/her answers.
My classmate’s name is:

Questions Answers
When were you born?
Where were you born?
Who was the most important person in your
childhood?
Who were your best friends in Elementary
school?
What was your favorite game?
Which was your favorite song? Why?
What was your favorite subject in elementary
school?
Which was your best birthday party?
54 OLD TIMES
INGLÉS II
ORAL PRACTICE: CONVERSATION
I. PAIR WORK: Read, complete and practice the following conversations.

ESL CONVERSATIONS
1. 2.
A: Were you at school yesterday? A: Was there a handout?
B: Yes, I was. B: Yes, there was.
A: I wasn’t. I was sick. A: What was the lesson?
B: It was an interesting class. B: The past tense.
A: Was Patricia in class? A: Were there a lot of students?
B: Yes, she was. B: Yes, there were
3. 4.
A: It __________ sunny yesterday. A: We_______________ out of town.
B: Yes, it was. B: Where were you? At the beach?
A: It was hot also. A: We weren’t at the beach.
B: My children ___________ at home. B: _____________ you in Reno?
A: It was windy in the afternoon. A: Yes, we were.
B: It was very windy. B: __________ it hot there?
A: It wasn’t too hot.
5. Create your own Interview

A: The movie was bad. 6.
B: It was? A: ________________________
A: It was terrible. B: ________________________
B: Why wasn’t it good? A: ________________________
A: It was just a car chase. B: ________________________
B: Just a car chase A: ________________________
http://squirrelspace.blogspot.mx/2011/05/1_30.html
UNIT II 55
• Past events
ACTIVITY 3
• Objective: Reading comprehension.
Opening activity: Who was Shakespeare? Do know where he was from? Was he a singer,
poet, dancer or writer? Do you know what was his work?
I. Read the text about William Shakespeare and underline the verbs in past tense.
William Shakespeare
1. William Shakespeare was born in Stratford on April 23rd, 1564.
2. His father, John Shakespeare, was an important man in the town
3. William didn’t come from a poor family.
4. When he was eighteen, William married Anne Hathaway in Stratford but
he didn’t want to stay there.
5. He wanted to be an actor and the best theatres were in London.
6. So, in 1587, William went to London, where he worked as an actor in a
theatre called The Rose.
7. He began to write plays for the actors.
8. He wrote Romeo and Juliet, Julius Caesar, Richard II, Antony and Cleopatra and many
more. Everyone liked his plays, and he became famous.
9. When James I became king in 1603, Shakespeare worked for him, and performed his plays
for the King and his friends. He also worked at the famous Globe Theatre. This playpresented
his last play, Henry VIII. There was a gun in this play, and the fire from the gun burned the
theatre down.
10. In 1610, Shakespeare went back to Stratford. He wanted to live there with his family, but he
died on April 23rd, 1610. He was only forty-six years old.
(https://en.islcollective.com/resources/search_result?Tags=shakespeare&type=Printables&searchworksheet=GO)
II. Answer the questions according to the text.

1. How old was Shakespeare when he got married?
__________________________________________
2. What was his wife’s name?

__________________________________________
3. Why did Shakespeare go to London?

__________________________________________
4. What was the name of the first theatre he worked in?

__________________________________________
5. What was he famous for?

__________________________________________
56 OLD TIMES
INGLÉS II
• ACTIVITIES I DID...
ACTIVITY 4
• Objective: Identify Regular and Irregular verbs.
Opening activity: What activities did you do yesterday? Did you study? Did you clean
your room?
PAST TENSE
I. This is a reinforcement activity in which you have to recognize the different endings
of regular past tense verbs.
1. Think about the endings of the regular past tense verbs. Say:
Walked /t/ Wanted /id/ Moved /d/
2. Repeat the verbs as many times as necessary to hear the different endings; Did you notice the
endings are i.e. /t/ /id/ and /d/.
3. Write these phonemes in your books and draw three columns around them.
4. You are going to hear different verbs with the ‘ed’ ending; Write the verbs in the correct column
according to the sound of the ending.
5. Hear the verbs, as many times as you need to identify the ending sound.
6. Check your work in pairs and then go over the answers. Say a few sentences of your own, using
some of these verbs.
Booked Helped Remembered Developed

Walked Planted Moved Divided
Listened Wanted Sorted Played
Looked Started Trained Rained
ANSWERS: /t/ /id/ /d/
Walked Wanted Moved

Looked Planted Played
Booked Divided Trained
Helped Sorted Rained
Developed Started Listened
Remembered
UNIT II 57
Spelling Rules for Adding "ed" Introduction
Vowel = a sound we make when the breath flows out through the mouth freely, without being
blocked. The English letters a, e, i, o, u are called vowels, because they represent such sounds.
Consonant = a sound we make that is not a vowel. The breath is somehow blocked on its way out
of the mouth. For example, the sound b is made when breath flow is stopped with the lips. All the
English letters which are not vowels are called consonants. These are: b, c, d, f, g, h, j, k, l, m, n,
p, q, r, s, t, v, w, x, y, z.
Some verbs change their spelling when "ed" is added to them
I. Verbs ending with "consonant-vowel-consonant"
When a verb ends with a consonant-vowel-consonant, and we put STRESS on this sound in
speech, we double the last consonant. Then we add ed.
Look at the following examples pay attention to the consonant, the vowel, and -ed form.
The STRESS is underlined.
stop => stopp + ed => stopped
plan => plann + ed => planned
But if we don't put STRESS on this sound in speech, then we simply add ed.
open => open + ed => opened
visit => visit + ed => visited
listen => listen + ed => listened
happen => happen + ed => happened
II. Verbs ending with "e"
When a verb ends with the letter e, we add only the letter d.
Look at following examples pay attention to the letter e, and the letter dat the end.
dance => dance + d => danced
smile => smile + d => smiled
III. Verbs ending with "y"+ consonant
When a verb ends with the letter y, and there is a consonant before it, the y changes into i. Then
we add ed.
Look at the following examples pay attention to the consonant before -y, and -ed form.
try => tri + ed => tried
cry => cri + ed => cried
study => studi + ed => studied
IV. Verbs ending with "y"+ vowel.
When a verb ends with y, and there is a vowel before it, we simply add -ed to the verb.
Read the following examples pay attention to the vowel before “y” and -ed form.
stay => stay + ed => stayed
play => play + ed => plays
enjoy => enjoy + ed => enjoys
58 OLD TIMES
INGLÉS II
REGULAR VERBS LIST

EXERCISE I
Complete the simple past form of the regular verbs.
PRESENT PAST(ED) Español PRESENT PAST(ED) Español

Accept accepted aceptar Play played jugar
Act Practice
Adore Prefer
Answer Prepare
Arrive Produce
Ask Rain
Believe Receive
Borrow Register
Breathe Remember
Brush Remind
Call Repair
Carry Repeat
Celebrate Rest
Change Return returned regresar
Clean Review
Close closed cerrar Sail
Compare Serve
Cook Sew
Correct Ship
Dance Show
Discover Smell
Dress Snow
Enjoy Spoil
Explain Start
Finish Stay
Help Step
Invent Study
Jump Talk
Laugh Thank
Learn Touch
Listen Travel
Live Try
Love Type
UNIT II 59
Miss Use
Move Visit
Need Wait
Obtain Walk
Operate Want
Open Wash
Order Watch
Organize Wish
Owe Work
Park Weigh
Pick
Plan
IRREGULAR VERB LIST
Infinitive Simple Past Past Participle Spanish in Infinitive

Arise arose arisen Surgir
Be was / were been Ser
Beat beat beaten Golpear
become became become Convertirse
Begin began begun Comenzar
Bet bet/betted bet/betted Apostar
Bite bit bitten Morder
Bleed bled bled Sangrar
blow blew blown Soplar
break broke broken Romper
bring brought brought Traer
build built built Construir
buy bought bought Comprar
catch caught caught Atrapar
choose chose chosen Elegir
come came come Venir
cost cost cost Costar
creep crept crept Arrastrarse
cut cut cut Cortar
deal dealt dealt dar, repartir
do did done Hacer
draw drew drawn Dibujar
60 OLD TIMES
INGLÉS II
dream dreamt/dreamed dreamt/dreamed Soñar

drink drank drunk Beber
drive drove driven Conducir
eat ate eaten Comer
fall fell fallen Caer
feed fed fed Alimentar
feel felt felt Sentir
fight fought fought Pelear
find found found Encontrar
flee fled fled Huir
fly flew flown Volar
forget forgot forgotten Olvidar
forgive forgave forgiven Perdonar
forsake forsook forsaken Abandonar
freeze froze frozen Congelar
get got got tener, obtener
give gave given Dar
go went gone Ir
grind ground ground Moler
grow grew grown Crecer
hang hung hung Colgar
have had had Tener
hear heard heard Oír
hide hid hidden Esconderse
hit hit hit Golpear
hold held held tener, mantener
hurt hurt hurt herir, doler
keep kept kept Guardar
kneel knelt knelt Arrodillarse
know knew known Saber
lead led led Encabezar
learn learnt/learned learnt/learned Aprender
leave left left Dejar
lend lent lent Prestar
let let let Dejar
lie lay lain Yacer
lose lost lost Perder
UNIT II 61
make made made Hacer

mean meant meant Significar
meet met met conocer, encontrar
pay paid paid Pagar
put put put Poner
quit quit/quitted quit/quitted Abandonar
read read read Leer
ride rode ridden montar, ir
ring rang rung Llamar por teléfono
rise rose risen Elevar
run ran run Correr
say said said Decir
see saw seen Ver
sell sold sold Vender
send sent sent Enviar
set set set Fijar
sew sewed sewn/sewed Coser
shake shook shaken Sacudir
shine shone shone Brillar
shoot shot shot Disparar
show showed shown/showed Mostrar
shrink shrank/shrunk shrunk Encoger
shut shut shut Cerrar
sing sang sung Cantar
sink sank sunk Hundir
sit sat sat Sentarse
sleep slept slept Dormir
slide slid slid Deslizar
sow sowed sown/sowed Sembrar
speak spoke spoken Hablar
spell spelt/spelled spelt/spelled Deletrear
spend spent spent Gastar
spill spilt/spilled spilt/spilled Derramar
split split split Partir
spoil spoilt/spoiled spoilt/spoiled Estropear
spread spread spread Extenderse
stand stood stood Estar de pie
62 OLD TIMES
INGLÉS II
steal stole stolen Robar

sting stung stung Picar
stink stank/stunk stunk Apestar
strike struck struck Golpear
swear swore sworn Jurar
sweep swept swept Barrer
swim swam swum Nadar
take took taken Tomar
teach taught taught Enseñar
tear tore torn Romper
tell told told Decir
think thought thought Pensar
throw threw thrown Lanzar
tread trode trodden/trod Pisar
wake woke woken Despertarse
wear wore worn Llevar puesto
weave wove woven Tejer
weep wept wept Llorar
win won Won Ganar
wring wrung Wrung Retorcer
write wrote Written Escribir
UNIT II 63
EXERCISE II
Solve the crossword puzzle.
64 OLD TIMES
INGLÉS II
• MY BEST VACATIONS
ACTIVITY 5
• Objective: Verbs in context
Opening activity: Do you remember your best vacations? Where did you go? Why was
this vacation so important to you? What did you do?
EXERCISE I
Answer the following questions about your last vacation using the simple past of the verbs.
1. When was your best vacation? It was on__________________________________________

2. Where did you go in your best vacations? I went to _________________________________
3. What did you do? ____________________________________________________________
4. What or who did you see? _____________________________________________________
5. What did you eat? ____________________________________________________________
6. What did you buy? ___________________________________________________________
7. What did you wear? __________________________________________________________
8. Where did you stay? __________________________________________________________
9. With who were you on your vacation? _____________________________________________
10. What was the funniest thing in your vacation? _____________________________________
EXERCISE II
INTERVIEW your classmate and, write his/her answers.
My classmate’s name is_________________________________________________________
1. When was your best vacation? It was on___________________________________________
2. Where did you go in your best vacations? I went to __________________________________
3. What did you do? _____________________________________________________________
4. What or who did you see? ______________________________________________________
5. What did you eat?_____________________________________________________________
6. What did you buy?_________________________________________________________
7. What did you wear?___________________________________________________________
8. Where did you stay?__________________________________________________________
9. With who were you on your vacation? _____________________________________________
10. What was the funniest thing in your vacation? _____________________________________
UNIT II 65
EXERCISE III. WRITING

Which of the next activities did you do in your vacation? Create negative and
affirmative sentences in past tense.
Look at the examples:
I watched Netflix on my cell phone. (+) I didn’t watch Netflix on my cell phone. (-)
watch Netflix - take a shower - eat junk food - read a newspaper - make a phone call - write
a letter- study - practice a sport - listen to music - go out - visit a museum- do the homework
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
_________________________________ ____________________________________
66 OLD TIMES
INGLÉS II
• I DIDN'T VISIT MY FRIENDS

ACTIVITY 6
• Objective: Simple past negative form.
Opening activity: Do you remember your last year’s vacations? What did you do?
Sometimes there are things or activities we want to do but maybe there is no time or
money or even permission, so, Was there something you wanted to do but didn’t do last
year? Why?
EXERCISE I
Write activities you did in your last vacations and the ones you wanted to do but you
didn’t do because you didn’t have time, money (or permission).
ACTIVITIES
Stay at home Eat: seafood/pizza/hambur- Visit: family/friends
a fancy hotel gers Play a musical instrument
my relative’s house Talk on the telephone
Ride a: motorcycle/horse/ Play: volleyball, basketball, Cook Swim
bicycle videogames Watch TV
Listen to music Sleep Sing Go to the beach, mountains,
Think about a /girl/boy mall
Read a book Wear beach clothes Build a sand castle
Take photos Check: Facebook/Instagram/ Surf the internet
Buy: Clothes, Souvenir Twitter
Example: I didn´t stay at home. (-)
1. ___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
UNIT II 67
• WHAT DID YOU DO YESTERDAY?

ACTIVITY 7
• Objective: Time expressions.
Opening activity: Do you remember what did you do yesterday? Did you watch a movie?
Did you visit your friends? Did you call your boyfriend?
68 OLD TIMES
INGLÉS II
• WHERE DID YOU GO?

ACTIVITY 8
Opening activity: Where was your favorite activity vacation? Which was the furthest
place you visited? Why was it so memorable?
I. Pre-reading: Do you know what or where Bali is? Discuss with your classmates.
II. Read the following text; identify the main characteristics of Bali.
BALI
Bali is magical. As probably the most famous island in
Indonesia, Bali blends spectacular mountain scenery and
beautiful beaches with warm and friendly people, a vibrant
culture and out of this world resorts. Bali’s white beaches are
favorite for family holidays. There is a variety of water sports
available, such as banana boats, parasailing, jet skiing,
swimming, or plain sunbathing. Cruises to the surrounding
islands can be taken from here as well as submarine
dives to watch the tropical underwater life from within safe
compartments.
Adapted from:http://www.indonesia.travel/en/destination/73/bali
III. Work with a partner. Practice the conversation below with a partner.
Where did you go on your last holiday?

Tom: So, Julia, where did you go on your last holiday?
Julia: I went to Bali.
Tom: Really? How was it?
Julia: Wonderful! The beaches were clean, and the weather was
great! I walked miles and miles of white sandy beaches!
Tom: How long did you stay?
Julia: I stayed for about 10 days and enjoyed great beaches.
Tom: What did you do there?
Julia: Well, I went sunbathing and tried lots of local food, and, also
rented a jet-ski to visit secluded beaches. It was wonderful!
IV. Role-play. Change parts of the dialogue and V. Ask two follow-up questions
make a new conversation.
A: Where did you go on your last holiday? Whom did you go with?
B: I_____________________________________ Where did you stay?
A: How was it? What did you buy?
B: ______________________________________
When did you go there?
A: How long did you stay?
What was your best holiday?
B:______________________________________ Why did you like it?
A: What did you do there?
B:______________________________________ http://www.allthingsgrammar.com/past-simple.html
UNIT II 69
• I LEARNED SOMETHING
ACTIVITY 9
• Objective:Identify simple past verbs structure.
Opening activity: Do you remember the main differences between Regular and Irregular
verbs? What happens to Regular verbs? And Irregular Verbs?
I. Complete the following Crossword. Identify regular and irregular verbs. Some of them are
in the infinitive form, and others are written in the simple past tense.
II. Compare your answers with your classmates. Fill in the columns for regular and irregular
verbs.
Across Down Regular Verbs Irregular Verbs

3. wait 1. have a) Wait-Waited a) Leave-left
5. leave 2. visit b) b)
6. teach 3. go c) c)
7. see 4. play d) d)
9. wear 8. write e) e)
10. walk 10. wash f) f)
11. stay 12. do g) g)
14. cook 13. ride h) h)
15. make 15. meet i) i)
16. fly
17. talk
70 OLD TIMES
INGLÉS II
• WHAT DID HE DO?

ACTIVITY 10
Opening activity: Do you know who Daniel Corral is? What did he do? Why is he so
important for Mexican sports?
I. Read the following text and, underline the verb in Simple Past tense.
DANIEL CORRAL
Daniel corral was born 25 January 1990 in Ensenada, Baja

California. He participated at the 2010 Central American and
Caribbean Games where he won the silver medal at the
team competition and the bronze medal at the vault final. He
then competed at the 2011 Pan-American Games, where he
achieved two gold medals in the pommel horse and parallel
bars finals. In 2012 he qualified to the 2012 Summer Olympic
Games to the individual all-around competition, when he
finished 4th at the 2012 Gymnastics Olympic Test Event, he
also achieved the gold medal in the parallel bars final in the same event. In 2013 at the Artistic
Gymnastics World Championships held in Antwerp he participated and qualified in 2nd place to
the Pommel Horse final, where he tied with 10 British gymnast Max Whitlock for the silver medal
with a score of 15.633, thereby becoming the first Mexican gymnast to win a medal at the World
Championships.
(https://en.wikipedia.org/wiki/Daniel_Corral)
II. Classify the verbs you found in Regular or Irregular.

REGULAR VERBS IRREGULAR VERBS
III. Answer the following questions about the reading.

1. Where is Daniel Corral from?
2. When was Daniel born?
3. At what games he won a silver medal?
4. What was the prize he won in the 2011 Pan-American games?
5. What was the prize that he won in 2013 Artistic gymnastics?
UNIT II 71
• WHAT DID THEY DO YESTERDAY?

ACTIVITY 11
• Objective: Listening comprehension.
Opening activity: Listen to the song and underline the past tense verbs.
The One That Got Away by Katy Perry It's time to face the music
I'm no longer your muse
In another life, I would be your girl
We keep all our promises,
be us against the world
In another life, I would make you stay
So I don't have to say you were
The one that got away
the one that got away
Summer after high school, The one

when we first met The one
We make-out in your Mustang to Radiohead The one
And on my eighteenth birthday, The one that got away
we got matching tattoos
All this money can't buy me
Used to steal your parents' liquor A time machine, no
And climb to the roof Can't replace you with a
Talk about our future Million rings, no
like we had a clue I should have told you what you
Never plan that one day Meant to me, whoa
I'd be loosing you 'Cause now I pay the price
In another life, I would be your girl In another life, I would be your girl
We keep all our promises, We'd keep all our promises
be us against the world Be us against the world
In another life, I would make you stay In another life, I would make you stay
So I don't have to say you were So I don't have to say you were
the one that got away The one that got away
The one that got away The one that got away
I was June and you were The one (the one)

My Johnny Cash The one (the one)
Never one without the other The one (the one)
We made a pact
Sometimes when I miss you In another life, I would make you stay
I put those records on So I don't have to say you were
Someone said you had your the one that got away
Tattoo removed The one that got away
Saw you downtown
Singing the blues Song link: https://www.youtube.comwatch?v=Ahha3Cqe_fk
72 OLD TIMES
INGLÉS II
• IT WAS IN A HAUNTED HOUSE...

ACTIVITY 12
Opening activity: Do you like ghost stories? Do you know any horror story? Do you
believe in them?
I. Team work: Read the following documented case about a family of Atlanta, Georgia, United
States and write the number for each paragraph with its respective photograph.
A REAL GHOST’S STORY

1. It was the winter of 1987. The Walsh Family moved into a large, old house in Atlanta, Georgia.
Very soon unusual things began to happen. Doors opened and closed in the night. Furniture moved
mysteriously. The dog barked for no reason. Then one day the dog ran away and didn’t come back.
2. The family didn’t believe in ghosts, so at first they weren’t afraid. But one night the daughter of
the family heard horrible laughter. She went to the top of the stairs and looked down. The figure of a
woman appeared for a moment in the dining room and then disappeared. Was the house haunted?
3. Mrs. Walsh knew it was haunted after her experience in the bathroom. She was in front of the
mirror when she saw a hand behind her. She felt the fingers touch her shoulders. Terrified, she
turned around. She was alone in the room.
4. The Walshes were frightened, but they didn’t want to move to another house. And then nothing
happened for a few weeks. The family began to relax. Maybe it was all in their imagination. Then,
during a special dinner in April, they suddenly heard terrible screams from the bedroom and a red
liquid began to drip, drip onto the table from the ceiling. That was it! The next day, the family packed
their things and left the house to never come back!
II. Team work: Answer the questions about the text and compare with classmates.
1. What characteristics about the house make it perfect for a ghost story?
2. Which of the “unusual events” do you think is the most frightening? _____________________
____________________________________________________________________________
3. Why wasn’t the family frightened at first? _________________________________________
____________________________________________________________________________
4. Do you think the figure of the woman was a ghost, or did the daughter imagine it? _________
____________________________________________________________________________
5. What did Mrs. Walsh see and feel in the bathroom? _________________________________
____________________________________________________________________________
____________________________________________________________________________
UNIT II 73
• IT WAS A FUNNY DAY

ACTIVITY 13
Opening activity: Do you have a dog? How often do you take him for a walk? What was
the funniest story that happened to you with your dog?
I. Read the following text and, underline the verbs in Simple Past tense.
Ben’s day
When I woke up this morning, I found my dog, Fox, waiting for me. He wanted
me to take him for a walk. I was too hungry, so first I had breakfast. I had a glass
of milk and a piece of toast. Then I washed my teeth and put on a tracksuit and
a heavy coat, because it was cold outside. Fox was already impatient. We both
went out, and walked to the park near home. He ran and jumped, and pursued
some passers-by. He also destroyed some pieces of furniture somebody left on
the road. I sat on a bench all the time, wishing I could be inside my warm bed. When my hands were
frozen, I decided it was time to go back home. Fox didn’t want to, but I pulled hard and I managed
to take him back. When we arrived at the front door, I realized I didn’t have my keys with me, so we
stayed out in the cold for more than an hour! Fox was happy, but I was late for work!
II. Classify the verbs you found.
Regular Verbs Irregular Verbs
1.Want-wanted 1. Wake-woke
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
III. Reading Comprehension: How did Ben spend this day? What happened? Answer the
following questions about the reading.
Who was happy to stay outside?___________________________________________________
What did Ben do in the park?_____________________________________________________
What did Fox do in the park?_____________________________________________________
Who is Fox?__________________________________________________________________
What did Ben have for breakfast?__________________________________________________
What was the weather like?______________________________________________________
What was Ben wearing?_________________________________________________________
When did Ben decide it was time to go home?_______________________________________
For how long were they out in the cold?_____________________________________________
Why were Ben and Fox left out in the cold?__________________________________________
IV. Share your answers with your classmates.
74 OLD TIMES
INGLÉS II
• Let´s play!
ACTIVITY 14
• Objectve: Structure practice
Opening activity: Do you fell that you can idenify verbs in past? What verbs do you know
in past?
I. In pairs. Play with a dice. Roll the dice and, where you land you have to say the verb in
past.
https://en.islcollective.com/resources/
UNIT II 75
• Let´s talk about past events.

ACTIVITY 15
• Objective: Speaking using verbs in past.
Opening activity: What did you do? Where were you born?
I. In pairs. Have a conversation with your classmate about the topics using Past tense.
https://en.islcollective.com/resources/
76 OLD TIMES
INGLÉS II
PROJECT “A”: “CELEBRITY’S BIOGRAPHY”
Final project instructions Unit II.
1. Pair work: Select a character; artist, actor, sportsperson, friend or member of your family who
has either had an influence in your life in a positive way or someone who you admire. Do a
research about that person and organize a presentation in which you talk about his/her life,
family, studies, adventures, and why you appreciate or admire this person so much.
2. The presentation must include:

a) Visual material: It can be images about the person’s life (born place, grew, studied…) (include
a verb in simple past for each image) or one of the members of the team can be dressed as the
character.
Example:
b) Oral: Make an interview where your classmate is the character, use the structure for Simple
Past Wh-questions (your teacher decides how many questions there must be)
Example: Where did you study? I studied at North Carolina University.

When did you win the National Championship? I won in 1991.
c) Written report must include Character’s biography, The Interview, Glossary of used verbs,
and References.
3. Presentation: Present your material to the class.

4. Listen to your classmates presentations.
5. Coevaluate your classmate’s presentations using the rubric.
UNIT II 77
PROJECT “B”: "MY BEST VACATIONS"
Final project instructions Unit II.
1. Get in pairs and choose the best vacation (yours or your classmate’s), do a research about the
place where the vacation took place. Organize a presentation in which you talk the place and
the activities you did there.

a) Visual material: Images about the place and about the activities you did there, (include a verb
in simple past for each image).
b) Oral: Make an interview to your classmate about his best vacation (use Simple Past with
Wh-questions)
*Ask your teacher about the number of questions.
Example:
Where did you go? I went to San Diego
What did you do there? I bought souvenirs.
c) Written Report must include: Place description (location, main attractions, something fun
about that place), Activities each member of the team did in his/her best vacations, Interview
(questions with answers).

5. Coevaluate your classmate’s presentations using the rubric
78 OLD TIMES
INGLÉS II
PROJECT “C”: “THE STRANGEST EXPERIENCE AT SCHOOL”
Final project instructions Unit II
1. Get in pairs and do a research about strange or funny experiences at school, it can be from
your family, friends, or internet. Organize a presentation in which you talk about what happened
and to whom.

a) Visual material: Images about the place and about the activities that happened, (include a
verb in simple past for each image)
Example:
b) Oral: Make an interview to your classmate about the situation (use Simple Past, Wh-questions
structure)
*Ask your teacher about the number of questions you must make.
Example:
Where were you? I was at school.
What happened? The bell rang
What did you do? I ran to the exit door as usually.
What did you see? The bus stopped near my classroom…
c) Written Report must include: Essay about the strangest school experience (add images),
Interview (questions with answers), Glossary of used verbs, References.

5. Coevaluate your classmate’s presentations using the rubric
UNIT II 79
GRAMMAR NOTES; SIMPLE PAST STRUCTURE.
Opening activity: Do you remember how to make a Simple Past Wh questions? What is
the structure?
I. Watch the video and take notes about the activities the woman did. http://www.youtube.
com/watch?v=7KWLZELf1Sk
II. Write all of the Simple Past verbs that III. Check with your classmates the meaning
describe what the woman did. of each of the verbs.
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
IV. Read the description of activities the woman did and decide which of the verbs that
you wrote down are regular or irregular.
Regular verbs Irregular verbs
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Adapted from: http://www.youtube.com/watch?v=7KWLZELf1Sk
80 OLD TIMES
INGLÉS II
SELF-EVALUATION
Answer the following test, after you finish exchange your quiz for peer evaluation.
NAME:_________________________________________________GRADE:________________
What score can you get on the next 20 questions test?
I. UNDERLINE the correct answer for each question.
1. Where ______ on vacation last summer?
A) went you B) did you went C) did you go
2. They ______ until 5 o'clock in the afternoon.
A) not arrived B) didn't arrive C) doesn't arrive
3. We _____ a bus to Chicago last week.
A) taked B) did C) took
4. _____ to the party last weekend?
A) Did you go B) Went you C) Where went
5. They _____ a swimming pool into their backyard last summer.
A) did B) put C) putted
6. Where _____ this afternoon?
A) did go B) did he go C) did he went
7. She _____ home early from the party yesterday.
A) camed B) came C) didn't came
8. How much _____ for it?
A) does you pay B) did you pay C) paid you
9. They _____ the play very much.
A) didn't enjoys B) didn't enjoyed C) didn't enjoy
10. When ____ that crazy idea?
A) did you get B) did you got C) got you
II. Write the Simple Past for the following verbs.

11. Write-___________ 16. Wait__________
12. Speak___________ 17. Clean__________
13. Want____________ 18. Study__________
14. Go______________ 19. Pass__________
15. Think____________ 20. Teach__________
III. Exchange your evaluation and check your classmate’s answers with your teacher’s
help.
IV. SELF EVALUATION: Get your test back and do a little reflection:
1.What was my grade? _______________________________________________________
2. Something I learned:___________________________________________________________
3.Something I need to work on:____________________________________________________
4.Ideas for the next test:__________________________________________________________
UNIT II 81

Decide honestly according to each affirmative sentence, the evaluation of your own learning process.
SELF-EVALUATION
Student’s name:
Date: 2nd. Unit Observations
100 80 If your answer is No, explain
Competences performance indicators No
% % the reasons.
I participate with a constructive and collaborative attitude asking
when I don’t understand the topic.
I answer the exercises provided in the book
I am able to honestly evaluate my own performance.
words.
I have an interest in learning by my own using the internet
Decide honestly according to each affirmative sentence, the evaluation of one of your classmates learning process.
PEER EVALUATION
Student’s name:
Date: 2nd. Unit Observations
100 80 If you answer is No, discuss
% % the reasons with him or her.
He or she participates with a constructive and collaborative at-
titude asking when he/she doesn’t understand the topic.
He or she is able to evaluate honestly him or herself
He or she reads the lessons and texts searching for new mean-
ings and words.
He or she has interest in learning by his own or her instance us-
ing internet.
82 OLD TIMES
INGLÉS II

Nombre de la Unidad II: “Old times”

Alumno:
Tipo de
Evaluación:
Evaluador:
NEEDS NON
EXCELLENT GOOD FAIR
(0.4) (0.3) (0.2)
(0.1) (0)
Visual aids have Visual aids are
Visual aids sup-
little support for little related to the Visual aids are hard
port the theme
VISUAL the theme. Have theme, have no to understand and/
and have proper Non Included
AIDS proper size and proper size and or are not related to
size and color for
color for the audi- color for the audi- the theme.
the audience.
ence. ence.
Uses appropri-
The mistakes and
ate grammar Presents mis-
Uses appropriate grammar errors are No Structures
without mistakes. takes but he or
GRAMMAR grammar with few evident and com- Applied Cor-
Sentences are she communi-
mistakes. munication is not rectly
according to the cates.
accomplished.
goals.
Pronounces with
Excellent pronun- errors or is not The pronunciation Speaks
ciation. understandable is poor and unclear. Spanish
from time to time.
Is able to com-
Is able to com- Is not able to com-
municate ideas Is able to express
municate fluently, municate ideas,
FLUENCY in an excellent ideas, stopping to Only Reads
with just some mixing both lan-
manner, without recall words.
hesitations. guages.
hesitation.
Turns in on time,
PROJECT. ESSAY with an excellent Turns in on time, Turn in but miss- Poor quality, miss-
OR WRITTEN quality according according to the ing some require- ing most of the Not Delivered
TEXT to the require- requirements. ments. requirements.
ments.
Score:
UNIT II 83
Casi Algunas Casi

Genéricas: 4
3 2 1
CG8.3 Asume una actitud constructiva,
congruente con los conocimien-
tos y habilidades con los que
cuenta dentro de distintos equi-
pos de trabajo.
CG10.2 Reconoce que la diversidad tiene
lugar en un espacio democrático
de igualdad, de dignidad y dere-
chos de todas las personas y re-
chaza toda forma de discrimina-
ción.
Retroalimentación
84 OLD TIMES
INGLÉS II
WEB REFERENCES
Englisch-hilfen. (2021). Grammar Exercise. Was or were – simple past – exercise. Recuperadode:
http://www.englisch-hilfen.de/en/exercises/tenses/was_were.htm
To learn english. (s.f.). Was / were. Recuperado de: http://www.tolearnenglish.com/exercises/
exercise-english-1/exercise-english-701.php
English Exercise. (s.f). Was – wasn´t – were – weren´t. Recuperado de: http://www.
englishexercises.org/makeagame/viewgame.asp?id=3509
Torres, Isabel. (2006). Past Simple Tense. Recuperado de: http://www.isabelperez.com/happy/
tenses/past_simple.htm
Ministry of Tourism, Republic of Indonesia. (s.f.). What makes this country a wonderful place to
visit. Recuperado de: http://www.indonesia.travel/en/destination/73/bali
Teach This. (s.f.). Games and worksheets. Recuperado de: http://www.teachthis.com/images/
resources/picture-this.pdf
Marcela, Ana. (08 de julio de 2008). Ana Gabriela Guevara, Olympics Hero from México.
Recuperado de: http://www.myhero.com/hero.asp?hero=a_guevara_ccs_mx_08 October 8th
2014
Jennifer ESL. (29 de julio de 2008). Simple Past Tense – Basic English Grammar – Part 3. Video
recuperado de: http://www.youtube.com/watch?v=7KWLZELf1Sk
Marzio, Michael. (2007). What did you do yesterday? Lesson 46. Video recuperado de: http://
www.dailymotion.com/video/x4vzt8_what-did-you-do-yesterday-a-real-en_creation
Katy Perry (11 de noviembre de 2011). The one that got away. Video recuperado de: https://
www.youtube.com/watch?v=Ahha3Cqe_fk
Wikipedia (s.f.). Daniel Corral. Recuperado de: https://en.wikipedia.org/wiki/Daniel_Corral
All things grammar. (s.f.). Past simple. Recuperado de: http://www.allthingsgrammar.com/
pastsimple.html
UNIT II 85
MIS NOTAS:
86 OLD TIMES
UNIT IIi
RULES AND OBLIGATIONS

4. Escucha, interpreta y emite mensajes pertinentes en distintos CDBC 2 Evalúa un texto mediante la comparación
contextos mediante la utilización de medios, códigos y de un contenido con el de otros, en función de sus
herramientas apropiados. conocimientos previos y nuevos.
CG4.2 Aplica distintas estrategias comunicativas según quienes
sean sus interlocutores, el contexto en el que se encuentra y los CDBC 4. Produce textos con base en el uso normativo
objetivos que persigue. de la lengua, considerando la intención y situación
CG4.4 Se comunica en una segunda lengua en situaciones comunicativa.
cotidianas.
CDBC 10. Identifica e interpreta la idea general y
8. Participa y colabora de manera efectiva en equipos diversos. posible desarrollo de un mensaje oral o escrito en una
CG8.1 Propone maneras de solucionar un problema o desarrollar segunda lengua, recurriendo a conocimientos previos,
un proyecto en equipo, definiendo un curso de acción con pasos elementos no verbales y contexto cultural.
específicos.
CDBC 11. Se comunica en una lengua extranjera
9. Participa con una conciencia cívica y ética en la vida de su mediante un discurso lógico, oral o escrito, congruente
comunidad, región, México y el mundo. con la situación comunicativa.
CG9.1 Privilegia el diálogo como mecanismo para la solución de
conflictos.
UNIT iII RULES AND OBLIGATIONS
Formula instrucciones, órdenes, sugerencias y prohibiciones a través de las habilidades comuni-

cativas, identificando el lugar o situación en el que se está llevando a cabo, reconociendo la diver-
sidad cultural de su contexto.
ü Informática II ü Eje transversal social

ü Ética II ü Eje transversal de la salud
• Plantea textos para indicar obligación, órdenes, instrucciones, prohibición, permiso, suge-
rencias o recomendaciones de manera oral y escrita utilizando la gramática apropiada,
coherencia y ortografía, fomentando una comunicación asertiva y empática en los espacios
en que se desenvuelve.
• Formula de manera oral y escrita, recomendaciones, instrucciones, órdenes, permisos y

sugerencias en diferentes lugares o situaciones, considerando la fluidez, pronunciación,
entonación, dominio del tema y la gramática apropiada, favoreciendo un comportamiento
benéfico socialmente.

¾ Vocabulario: ¾ Enlista normas y reglas que se ¾ Se comunica de manera aserti-
• Salud y alimentación. aplican en diversos contextos. va y empática.
• Vialidades.
• Reglamentos de lugares ¾ Identifica de forma auditiva ¾ Reconoce la diversidad cultural
(bibliotecas, gimnasios, el uso de los verbos modales de su contexto practicando la
museos, laboratorios, e imperativos para indicar tolerancia.
etc.). instrucciones, obligación,
• Señalamientos públicos. órdenes, prohibición y permiso. ¾ Se conduce favoreciendo un
comportamiento benéfico so-
¾ Gramática: ¾ Reconoce sugerencias o cialmente.
• Verbos imperativos. recomendaciones en textos
• Verbos modales: Should, escritos para regular el
must, can, have to / has comportamiento en diferentes
to, may (afirmativo y espacios y situaciones.
negativo e interrogativo).
88 RULES AND OBLIGATIONS

INGLÉS II
DIAGNOSTIC TEST
Modal Verbs!
I. Write down the correct Modal verb to the specific sign.
- Can - May - Must – Should – Have to
UNIT III 89
• WHEN DRIVING A CAR, YOU MUST...

ACTIVITY 1
• Objetive: Modal verb "Must"
Opening activity:Do you know how to drive a car? What do you need to drive a car?
1. VOCABULARY Write the names according to the images.

1. Speed limit 5. Parking zone
2. Fasten your seatbelt 6. Yield sign
3. Traffic light 7. Pedestrian
4. Stop sign. 8. Handicapped parking zone
II.PAIR WORK: Brainstorm; What is an OBLIGATION when you drive a car?

1. 6.
2. You must get your driver’s license. 7.
3 8.
4. 9.
5. 10.
III. What do you think is forbidden when you drive?(you may get a ticket if you do it)
1. 6.
2. You must not park on red zone. 7.
3. 8.
4. 9.
5. 6.

INGLÉS II
• AT THE GYM, YOU MUST...

ACTIVITY 2
Opening activity: How many students in the classroom practice a sport?_________,

How many of you go to a gym? ____________ are the any rules in the gym?, Which are
the most important rules?
I. PAIR WORK: discuss the meaning of the following vocabulary with your classmates
and add any other you can think of (use a dictionary).
1. Push-ups. 8. Workout clothing.
2. Weight lift 9. Dropping
3. Wipe down 10. Check-in
4. Training machine 11. Guests
5. Athletic shoes 12.
6. Towel. 13.
7. Fitness equipment 14.
II. TEAM WORK: brainstorm with your team members the most popular rules you must
follow at the gym.
MUST (Obligation) MUSTN’T (forbidden)
1. 1.
2. 2. You mustn’t drop weights
3. 3.
4. You must bring your own sweat towel. 4.
5. 5
III. Read the following rules for a Gym and UNDERLINE the ones where modals must, may/
may not is used.
Bally Total Fitness© Rules and Regulations.
CHECKING IN: Members and guests must check-in at the front desk upon entering the club.
Members must show their membership cards to the receptionist and may be required to leave their
membership cards at the front desk and Members may not loan their membership cards to anyone.
We may require members and guests to show additional photo identification prior to admittance to
the club. Members must be in good standing (that is, paid to date) to use the club. A fee may be
charged to replace lost or stolen membership cards.
GUEST PRIVILEGES: Members may bring or send only three guests at any one time and the
same person may not visit a club as a guest of any member more than once in a 90-day period.
Guests must be 18 years of age or older. Guests must be accompanied by an instructor during their
workout and must comply with the rules and regulations of the club.
UNIT III 91
MEMBERSHIP AGE RESTRICTIONS: Family or other membership plans may be available

for minors (under 18 years old). Further, we may require members under 18 years of age to be
accompanied by an adult member at all times while in the club. Members may be required to use
personal towels to wipe equipment upholstery clean after use as a courtesy to other members.
POOL, SPA AND SHOWER: all persons with shoulder length or longer hair must wear swim caps
while in the pool and the whirlpool.
LOBBY/RECEPTION AREA: Members and guests may not be in the lobby area.
http://www.ballyfitness.com/rules-regulations.aspx
IV. PAIR WORK. Share the rules you underlined with your partner.
1. Guest must check in at the front desk.
2.
3.
4.
5.
• YOU MUST EXPLAIN THE RULES...

ACTIVITY 3
Opening activity: You are responsible for a gym and you want you customers to know
the rules. What are the correct rules you must let your customers know to make use of
all the facilities?
I. Read the following conversation...

Trainer: Hello, welcome to the gym!
Customer: Hi, I´m interested in signing up for a membership.
Trainer: All you have to do is pay and sign the contract accepting the facilities’ uses and rules.
Customer: How much is the fee?
Trainer: The price is 40 dollars monthly; if you pay 6 months in advance you get a 20%
discount.
Customer: I would like to read the contract.
Trainer: Sure, here is a copy.

INGLÉS II
II. Analyze the following gym rules.
Adapted from: http://www.compliancesigns.com/NHE-17442.shtml
III. Rewrite the rules using modal verb Must/Mustn’t.

1. You must return weights to rack after use.
2.
3.
5.
6.
7.
8.
9.
10.
IV. Practice the conversation and the rules with your classmates.
UNIT III 93
• SKATING... YOU SHOULD...

ACTIVITY 4
• Objetive: Identify proper advice
Opening activity: Do you any sport? What kind of sport is that? What type of considerations
you must take to practice this sport? What do you think about skating? What cautions do
skaters must have to practice skating?
I. Answer the following questions.

• What do you think about skating?
• What cautions do you consider you must have to practice skating?
II.VOCABULARY Match the words to the pictures.
ROLLERBLADING HELMET ELBOW PADS KNPADS SIDEWALK
III. Read the following conversation and answer the questions.

Host: Today we are accepting questions about road safety. And our first caller is…?
Mayra: Myra Hinds. I am calling about my teenage son. He goes rollerblading in the traffic. I am
terrified. I think it’s so dangerous. But he never listens to me.
Host: Yes, Myra. You are right. Rollerblading on the road is dangerous. Your son should stay away
from traffic. He shouldn´t rollerblade on the road at all. He shouldn’t take risks. He should rollerblade
on the sidewalk or on the park. Now tell me, does he wear a helmet?
Mayra: No, he doesn’t.
Host: Well, he should. And he should use elbow and knee pads too. Myra, a lot of parents are worried
about the dangers of rollerblading. Your son should check out my website. www.safetyfirst/rollerblading.
com and see the statistics for rollerblading accidents. That should make him stop and think.
1. What is the program about? _____________________________________________________

2. What seem to worry the caller? ___________________________________________________
3. What is the name of the website which provides statistics about accidents and safety tips?
_____________________________________________________________________________
Now share the information with your peers about the advice given on the radio.
What is your opinion about it? ______________________________________________________

Do you think skating is a dangerous sport? ___________________________________________
In teams, discuss the security measures bikers should always respect. Take notes.____________
Audio script (Oxygen, student´s book 2, Llanas, Williams. Unit 3 Lesson 2 page 75)

INGLÉS II
• BREAKING UP... YOU SHOULD

ACTIVITY 5
• Objetive: Modal verb "Should"
Opening activity: Have you ever broken with a girlfriend/boyfriend? what was the aspect that helped
you the most? Imagine that your best friend just broke up with her boyfriend (because he ran away
with another girl), she feels very sad, she is inside her room, she is listening to sad music, she
doesn't what to speak with nobody, but she is your best friend, and you want to help her.
I. Pair work: Match the following activities with their definition.
a) Headache 1. To move or travel; proceed:
b) Break up 2. Use the teeth to cut into something in order to eat it.
c) Fail 3. To attempt to harm or gain power over an adversary by blows or with weapons.
d) Bite. 4. To carry or have on the person as covering, adornment, or protection
e) Go 5. Continuous pain in the head.
f) Fight 6. To separate or be separated into pieces
g) Wear 7. To receive an academic grade below the acceptable minimum.
II. Pair work: discuss the previous situation with your classmates.
What would you recommend?
Should Shouldn’t
1. You should go out with us. 1.
2. 2.
3. 3. You shouldn’t cry.
4. 4.
5. 5.
6. 6.
III. Pair work: What would you recommend in the following situations? Give a
recommendation for each situation then practice with your partner.
1. Susan/ broke up with boyfriend 2. Peter/has a headache
A: What happened to Susan? A: What happened to Peter?
B: She just broke up with her boyfriend B: He ___________________________
A: She should go out with friends. A: He should ____________________
She shouldn’t stay in her room He shouldn’t ___________________
3. Sean/failed a test 4. Julie/wants to loss weight
A: What happened to Sean? A: What happens to Julie?
B: He ______________________ B: She_____________________
A: He should _________________ A: She should________________
He shouldn’t She shouldn’t
5. Mary/was bitten by a spider. 6. Maggie/fought with her father..
A: What happened to Mary? A: What happened to Maggie?
B: She___________________ B: She_____________________
A: She should______________________ A: She should_________________________
She shouldn’t B: She shouldn’t
If you need it:
_____________________________________________________________________________
_____________________________________________________________________________
UNIT III 95
• RESPONSIBILITIES... SHARING DUTIES...

ACTIVITY 6
• Objetive: Modal verb "Have to"
Opening activity: Do you help home with chores? What are the main activities you do
in your house? In some families chores are shared and all of the family help to keep the
house clean. Does this happen in your house?
I. Match chores with the person who does it in your house and the time (see the example).
Chores Who does it at home At what time….
1. Dust furniture 1. Mother In the morning
2. Wash dishes 2. Father In the afternoon
3. Feed pets 3. Sister In the evening
4. Do laundry 4. Brother At night
5. Prepare breakfast 5. Me Every week
6. Clean bathrooms 6. Other Every month
7. Mop floors 7. My brother and me Everyday
8. Take out the trash 8. My parents (both) Every other day
9. Wash the car 9. My sister and me Another_________
10. Clean refrigerator. 10. The children
11. Iron uniform 11. _________________
12. Prepare lunch 12. _________________
13. Prepare dinner. 13. _________________
14. Work
II. Describe who does the responsibilities at home (follow the example)
1. My mother has to prepare breakfast in the morning.
2. My parents have to
3. My father
4. I
5.
6.
7.
III. Discuss your findings with your classmates.
1. Who does most of the activities at home?
2. How do you think this can be more reasonable for each member?
3. How can you help to keep your house clean?
IV. Read the following text and choose the option have to/has to that better completes the
statements.
There are some families where they share chores, look at the following example:
Mary’s home: In Mary’s family, all of the members of the family have a duty at home: In the morning,
Mary have to/has to prepare breakfast and clean the kitchen, the children have to/has to go to school
and when they come back they have to/has to set the table and do the dishes after lunch. Mary’s
husband goes to work in the morning, but in the afternoon he have to/has to feed the pets. This way
everyone can enjoy the sense of pride from doing important things that keeps home running smoothly
and looking nice all the time.
V. Pair practice: Write the affirmative and negative sentences on your notebook and read them aloud.
1. Mary has to prepare breakfast and clean the kitchen, she doesn’t have to feed pets.

INGLÉS II
• RULES EVERYWHERE...
ACTIVITY 7
Opening activity: Imagine that you are at a meeting of the students' society at your school
and have to design rules that will manage them for the next semester. What bahaviors and
attitudes would you and your classmates give more importance to?
I. TEAM WORK: Discuss with your classmates what are the actual rules in your school? What
rules do you think the school should have?
Wear the uniform Arrive on time Bring your own school materials
Keep the classroom clean Not smoke in school Respect your classmates
Show your students´ ID to borrow books.
ACTUAL RULES NEW RULES
1. You must wear your uniform. 1.
2. 2.
3. 3.You mustn’t drink alcohol at school
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
II. PAIR WORK: Do you play a sport? Or a musical instrument? Are there any rules in that acti-
vity? Is there something forbidden when playing it? Make a list with the rules for your favorite
activity.
RULES FORBIDDEN ACTIVITIES
Example: To play football. Example: To play football.
You must know how to play You mustn’t touch the ball with your hands.
Your activity: ______________________ Your activity: ________________________
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
UNIT III 97
• "TO COOK ... YOU MUST..."

ACTIVITY 8
• Objetive: Modal verb "Must, have to, should"
Opening activity: Imagine that you are working as a chef in a restaurant in the United
States and you must teach a helper how to work in the kitchen. How do you give him7her
the right instructions? Use the next examples to organize your ideas.
I. PAIR WORK: Write the instructions in case an earthquake happens, what do you have
to do? What are the steps to follow if it occurs? Follow the basic suggestions and create
your own.
____________________________________________________________
____________________________________________________________
____________________________________________________________
___________________________________________________________
___________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
ADDITIONAL SUPPORT
Watch these video for details on how to proceed in case a earthquake occurs.
https://youtu.be/GSDmqLQmMN0

INGLÉS II
• I CAN DANCE
ACTIVITY 9
• Objetive: Modal verb "Can"
Opening activity: Have you ever heard the quote "Nobody is good at everything, but
everybody is good something "What do you think the meaning of this quote is?
You might think that knowing how to cook is not an important activity, but there is no doubt
that somebody who is hungry will really appreciate this skill. What about changing a tire:
imagine that you are on the middle of the desert and you have a flat tire, do you think it is
important to know how to change a tire?
I. Discuss with your classmates: Is there an activity that you can do? One that you think is
not so important because it’s so easy for you… maybe you will be surprised by how many
people don’t know how to do it. Write your ideas:
Example:
Play volleyball Draw Change a tire Cook __________ ____________ ___________

Play the guitar Run Speak English Sing Listen to people ____________ ____________
Swim Dance Speak in public Write (songs, poems…) _____________ _______________
Modal verb Can: It is used to express Write your own questions:

ability.
_____________________________________
Example
I can sing _____________________________________
I cannot climb a mountain _____________________________________
I can’t play the guitar
_____________________________________
_____________________________________
Question Statements and short answers:
_____________________________________
Can you dance? Yes, I can / no, I can’t _____________________________________
II. Interview some classmates and get 5 different activities they can do, and cannot do.
Example:
Can you speak Korean? Yes, I can / No, I can´t
1.
2.
3.
4.
5.
UNIT III 99
III. Based on previous activity, introduce 1 classmate to the class describing his/her
abilities.
FIND SOMEONE WHO. . .

Can you …?
Play a musical Listen to people Open Space:

Dance salsa Run 5 km
instrument Susan ____________
Ride a Play
Draw Speak English Walk 10 km
motorcycle videogames
Change a tire Skateboard Cook a cake Play football Tell funny jokes

INGLÉS II
• "MAY I HELP YOU?"

ACTIVITY 10
• Objetive: Modal verb "May"
Opening activity: Imagine that you are at your favorite departament store looking for a pair
of pants, whem suddenly out of nowhere a girl asks you: May I help you? What would you
answer? Do you like to get help while you are shopping?
I. PAIR WORK. Look at the following clothes, complete de conversations and practice
with your partner.
Pants Skirt Sweater Tennis shoes Small Tight Large Fits
Blouse Shorts Dress Jacket perfectly Big Little
Salesperson: May I help you?

Me: Yes, I like the jacket but it may be too large for me.
Do you have a smaller size?
Salesperson: I may have it. Let me check. Yes, here is one, it is small size.
Me: Can I try it on, please?
Salesperson: Sure you can!
Salesperson: ______ I help you?

Me: Yes, I like these ________ but it may be too large for me.
Salesperson: I ______ have it. Let me check. Yes, here is one, it is ____ size.
Salesperson: May I help you?

Me: Yes, I like the ______ but it ______ be too ______ for me.
Salesperson: I ____ have it. Let me check. Yes, here is one, it is _____ size.
UNIT III 101

• "VIDEOGAMES"
ACTIVITY 11
• Objetive: Conversation
Opening activity: You work at a video game store and you must explain to potential buyers
how to play a videogame.
I. PAIR WORK: What video games have you played? Explain to your classmate how you
play your favorite game.
II. Team work: Read the following video game instructions (or a video game instruction
that you brought). Identify at least four steps on how to play the game using modal verbs.
(e.g. “You must avoid getting into field mines”, “you should run away from the enemy”).
WARZONE3
Game Instructions
Welcome to WarZone3, and advanced 3D tank combat simulation game.
Your objective in WarZone3 is to battle your

way through as many missions as possible.
There is a short briefing before each mission,
which outlines the mission's objectives, provides
operational background, and gives warning as to
the amount and type of resistance you can expect
to face. During combat, you can check the top
right hand corner of the screen for your current
mission completion criteria. Upon successfully
completion of a mission, you will be debriefed,
given statistics about your performance, and
then you must be prepped for your next mission.
Mission Briefings
You should pay close attention to you mission briefings, these occur before you are sent out
on you mission, and they will highlight your mission objectives. You mustn’t fail to complete
your mission successfully or it will end your game. The mission briefing stage will also notify
you of any special combat conditions that you have to be aware of during your mission (i.e.
the presence of friendly tanks in the area, special mission objectives on radar, visibility reports
etc...).
Levels
The missions must take place over three distinct combat areas (levels). You must work your
way through each level before progressing to the next. The first level is 'Urban Decay' and you

INGLÉS II
must start here if this is your first time playing WarZone3. This level consists of 10 missions,
and upon successfully completion of these, the next level will be unlocked, and you will be
allowed to progress on to new missions. You will also be given a level access password (check
your mission de-briefing at the end of the 10 mission). You can use this level access password
to continue from the same point, the next time you visit the website and play WarZone3.
Advertisement. Tank Selection After you have chosen a starting level, you will then be asked
to select a tank to use. There are 3 different tanks you can choose from, each with its own
characteristics and appearance.
III. Based on the previous reading, write the rules you found or using the videogame´s
instructions you brought.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
UNIT III 103

GRAMMAR PRACTICE: MODAL VERBS.
I. Read the next sentences and complete each one with the correct modal verb. Then,
compare your answers with a classmate and if you have any doubts or disagreement, ask
your teacher.
Just to remember . . . before you start the next exercise.
Exercise No. 1
Modals of Obligation 1 Put in: mustn’t or don’t / doesn’t have to:
MODAL VERBS and HAVE TO

Basic meanings
1. We have a lot of work tomorrow. You _______________ be late.
2. You _______________ tell anyone what I just told you. It’s a secret.
3. The museum is free. You _______________ pay to get in.
4. Children _______________ tell lies. It’s very naughty.
5. John’s a millionaire. He _______________ go to work.
6. I _______________ do my washing, because my mother does it for me.

INGLÉS II
7. We _______________ rush. We’ve got plenty of time.
8. You _______________ smoke inside the school.
9. You can borrow my new dress but you _______________ get it dirty.
10. We _______________ miss the train, it’s the last one tonight.
11. She _______________ do this work today, because she can do it tomorrow.
12. I _______________ clean the floor today because I cleaned it yesterday.
13. We _______________ forget to lock all the doors before we leave.
14. We _______________ stay in a hotel in London, we can stay with my brother.
15. I _______________ spend too much money today. I’ve only got a little left.
16. They _______________ get up early today, because it’s Sunday.
17. I _______________ eat too much cake, or I’ll get fat!
18. We _______________ be late for the exam.
19. You _______________ tidy up now. I’ll do it later.
20. He _______________ cook tonight because he’s going to a restaurant.
http://www.perfect-english-grammar.com
© 2012 www.perfect-english-grammar.com May be freely copied for personal or classroomuse.
UNIT III 105

Exercise No. 2
Write in can´t or must:
1. Why is that man looking around like that? He _____________ be lost.
2. That woman _____________ be a doctor! She looks far too young.
3. John always fails the tests, even though he’s clever. He _____________ study enough.
4. The food is really good at that restaurant. They _____________ have a great chef.
5. Who’s that at the door? It _____________ be Susie – she’ll still be at work now.
6. This _____________ be John’s house. This house has a red door, and it’s number 24, just
like he said.
7. Julie _____________ have much money, or she would buy a new car. Her old one is falling
apart.
8. He _____________ be at work now, can he? It’s nearly midnight.
9. What a lot of lovely flowers you have! You _____________ really like gardening.
10. David _____________ drink a lot of coffee. He’s finished two packets already this week!
11. This _____________ be Jamie’s coat. He’s very tall, and this is tiny.
12. Her life _____________ be easy. She has four children and very little money.
13. Where’s Lucy? She _____________ be at the library, as she often goes there at this time.
14. This bill _____________ be right! £50 for two cups of coffee!
15. Emma’s amazingly good at the piano. She _____________ practice a lot.
16. The car in front is driving so slowly that I think they _____________ be looking for something.
17. You’ve already eaten enough for three people! You _____________ still be hungry!
18. This book _____________ belong to the library. It’s certainly not mine.
19. It only takes three hours to fly from London to Sydney? That _____________ be correct!
20. There _____________ be something wrong with the fridge! It’s making a very unusual noise.
http://www.perfect-english-grammar.com/
© 2012 www.perfect-english-grammar.com May be freely copied for personal or classroomuse.

INGLÉS II
Exercise No. 3
Choose the most appropriate option:
1. She looks pretty sick. I think she ________ go to a doctor.

a) can b) should
2. You've been driving all day. You ________ be exhausted!

a) must b)should
3. You ________ smoke so much. It's bad for your health.

a) can't b) shouldn't
4. Hey I'm lost. ________ you help me?

a) Should b) Can
5. You have such a beautiful voice. You ________ sing for us!
a) should b)can
6. I know he speaks five languages, but ________ he speak Arabic?

a) should b)can
7. That looks very expensive. It ________ have cost a fortune!

a) must b)should
8. I ________ believe that you failed your test!

a) can't b)shouldn't
9. I'm on my way. I ________ be there in about 10 minutes.

a) can b)should
10. I ________ afford that.

a) shouldn't b)can't
http://www.learnenglishfeelgood.com/esl-mixed-modals1.html
Exercise 4. Answer the following exercise using modal verbs.
1. Practice the modal verbs with the next exercises.

http://www.english-4u.de/modal_verbs_ex1.htm
2. Verify if your answers are correct with the help of one of your classmates.
3. Clear doubts and correct mistakes.
UNIT III 107

MODAL VERBS (Use the modals CAN, MUST, and MAY) MODAL QUIZ 1.
1. George has travelled a lot. He__________ speak many languages.
2. I can hear you quite well. You _____________not shout.
3. I´m not sure where I will go for my holidays but I ____________ go to Italy.
4. She _____________ ride her bike at night without lights. It's not allowed.
5. She _____________ not eat so much chocolate because it's bad for her figure.
6. I_____________ understand him. He should speak louder.
7. It's later than I thought. I ___________ go now.
8. You _____________ a better trainer if you want to improve yourself.
9. Talk to Ann about your problems. I'm sure she_____________ help you.
10. You_______________ not vacuum the carpets, Carol has already done it.
11. You_______________ be tired because you have worked very hard.
12. He ______________come to my party because he is ill.
13. He ______________ go to the dentist when he has toothache.
14. It’s not very important. You_________________ not do it now. You _______________ do it
tomorrow.
15. ______________ you speak many languages?
16. I don't know what I'm doing this weekend but I ___________ go to London.
17. Smoking is very unhealthy. You_____________ stop it.
18. Playing football ___________________in this park.
19. You have plenty of time. You ________________ not hurry.
20. You _______________ have a passport to visit most foreign countries.

INGLÉS II
Exercise 5.
INSTRUCTIONS: Complete the following sentences using SHOULD, SHOULDN´T, CAN,

CAN´T or COULDN´T.
1. It was very dark last night. I_____________ see the man on the road.
2. He is not very strong. He ___________ try to lift the box.
3. She´s singing in the shower. I _________ hear her.
4. We must be home by ten o´clock. Perhaps we___________ go now.
5. Cigarettes are unhealthy. People ____________ smoke them.
6. Your face is dirty. You ____________ wash it.
7. That book doesn’t belong to him. He ____________ take it.
8. Emily´s on a diet. She ____________ eat that cake.
9. When I was young I ____________ cook at all.
10. The speed limit is 50 km/hr in the city. You ____________ slow down.
Use either MUST, HAVE TO, MUSTN´T, or NOT HAVE TO for the following questions
1. Jack___________ (go) home early last night.

2. ___________ (she/commute) to work?
3. Children ___________ (play) with cleaning liquids.
4. We___________ (get) going it´s already midnight!
5. When___________ (you/arrive) for work last week?
6. You___________ (do) the cleaning up this morning, I will!
7. They___________ (visit) the doctor yesterday, as they were not feeling well.
UNIT III 109

PROJECT “A”: “VISITING A FOREIGN COUNTRY”

INSTRUCTIONS FOR THE FINAL PROJECT FOR BLOCK III
1. Get in teams of four students and do a research about a foreign country. Make a presentation,
this presentation must include;
2. Visual Material: A representative element of the country made in a creative way, e.g. The Eiffel
Tower, the Egyptian pyramids, the roman coliseum, the Chinese wall.
3. Oral presentation:
a) Tell the group 3 interesting facts about the country or the representative element, e.g. where
is located the country/element, when was built, the creator did…..
b) 3 Requirements to travel to this country (use Modal verb Must) e.g. To travel to Cuba you
must have a passport.
c) 3 forbidden activities (use Modal verb mustn’t) e.g. To travel to Cuba you must not bring
American credit cards/you must not bring weapons.
d) 3 Activities you have to do before traveling, e.g. You have to reserve the hotel, you have to
buy plane tickets..
e) 3 Recommendations you would give someone who wants to visit this country (restaurants,
places to visit…) e.g. When you travel to Cuba, you should visit “Old Havana” , you should
eat “Moors and Christians”
4. Written Report: This report must include:

a) A country description (include a small image of the country)
b) Brochure containing *Ideas for countries:
• 5 Requirements to travel to the country ( using must) Canada, Russia, Africa, England,
• 5 Forbidden activities (mustn’t ) Germany, Japan, Italy, France
• 5 Activities you have to do before traveling (have to) China, Australia, USA, Ireland,
• 5 Recommendations (should, shouldn’t ) Switzerland, Jamaica,
• References (all of the web pages used to do this project).
Example:
*Must *Have to *Should Team members:
“VISITING
When visiting
CUBA”
Cuba
You must have a
passport You have to buy You should eat
your plane tickets “Moors and Date:
*Mustn’t Christians”
You mustn’t carry

weapons
For more
An amazing information
place! contact
http://www.
visitcuba.com/

INGLÉS II
PROJECT “B”: “RULES EVERYWHERE”
Get in pairs and do a research about the rules and instructions you must follow in your favorite
activity e.g.: To play football, To play a videogame, To read a book...Your presentation must include:
1. Visual material: Images about the activity/or you can be dressed with the proper clothes for
this activity, e. g Wear the basketball team uniform…
2. Oral: Present in teams a total of 12 activities you must/mustn’t/have to/ don’t have to/ should/
shouldn’t do in the activity you like
Example:
To play Basketball:
Obligation: You must wear the uniform
Forbidden: You must not bounce the ball outside the basketball court
Recommendation: You should use a Spalding brand ball to play (they last longer and have the
official measures)
To do before the game: You have to train before a competition.
3. Written Report must include:

a) Activity description (rules / history)
b) Using modals:
• 5 Obligations (must).
• 5 Forbidden activities (mustn’t).
• 5 Recommendations (should).
• 5 Things you have to/don’t have to do before or after the activity (have to/don´t
have to).
• References (all of the books or web pages you used for this project).
UNIT III 111

SELF EVALUATION Unit III
Answer the following Quiz.
1.- To drive a car you _______have a driver’s license.

a) is b) was c) can d) must
2.- When driving a car you _______ park on red zone.
a) should b) mustn’t c) has to d) have to
3.- To play football you _______ wear the uniform.
a) must b) can’t c) has to d) shouldn’t
4.- When playing soccer you ________touch the ball with your hands.
a) mustn’t b) have to c) should d) can
5.- If you have a headache, you _______take an aspirin
a) must b) can’t c) shouldn’t d) should
6.- My sister was bitten by a spider, she _______go to sleep.
a) can b) shouldn’t c) should d) must
7.- Mary wants to lose weight, she________ eat greasy food.
a) shouldn’t b) should c) can d) has to
8.- I _______ iron my clothes in the morning.
a) has to b) have to c) must d) mustn’t
9.- Eric ______ arrive early to school, because English class is at 7 am.
a) have to b) don’t have to c) has to d) shouldn’t
10.- I ________ study in the morning (tomorrow we don’t have class)
a) doesn’t have to b) can c) mustn’t d) don’t have to
11.- Susan __________leave class so early.
a) have to b) don’t have to c) doesn’t have to d) mustn’t
12.- ______ I help you?
a) has to b) must c) have to d) may
13.- I_____ go to the party tomorrow, because I´m the DJ.
a) have to b) may c) has to d) mustn’t
14.- ______you dance like Michel Jackson?
a) must b) has to c) have to d) can
15. My grandmother______________ play soccer.
a) don’t have to b) has to c) can’t d) have to
Check your answers with your classmates.

INGLÉS II

Decide honestly according to each affirmative sentence, the evaluation of your own learning process.
SELF-EVALUATION
Student’s name:
Date: 3rd. Unit Observations
100 80 If your answer is No, explain
% % the reasons.
words.
Decide honestly according to each affirmative sentence, the evaluation of one of your classmates learning process.
PEER EVALUATION
Student’s name:
100 80 If you answer is No, discuss
% % the reasons with him or her.
He or she participates with a constructive and collaborative atti-
tude asking when he/she doesn’t understand the topic.
nings and words.
He or she has interest in learning by his own or her instance
using internet.
UNIT III 113


Nombre de la Unidad III: “Rules and Obligations”

Alumno:
Tipo de
Evaluación:
Evaluador:
NEEDS NON
EXCELLENT GOOD FAIR
(0.4) (0.3) (0.2)
(0.1) (0)
Visual aids sup-
little support for little related to Visual aids are hard
port the theme
VISUAL the theme. Have the theme, have to understand and/
AIDS proper size and no proper size or are not related to
size and color for
color for the and color for the the theme.
the audience.
audience. audience.
Uses appro-
The mistakes and
priate grammar Presents mis-
Uses appropriate grammar errors are No Structu-
GRAMMAR grammar with few evident and com- res Applied
Sentences are she communica-
mistakes. munication is not Correctly
according to the tes.
accomplished.
goals.
Pronounces with
from time to time.
Is able to com-
Is able to com- Is not able to
municate fluently, communicate
with just some ideas, mixing both
hesitations. languages.
hesitation.
Turns in on time,
PROJECT. ESSAY with an excellent Turns in on time, Turn in but Poor quality, mis-
OR WRITTEN quality according according to the missing some sing most of the Not Delivered
TEXT to the require- requirements. requirements. requirements.
ments.
Score:

INGLÉS II
Casi Algunas Casi

Genéricas: 4
3 2 1
CG4.2 Aplica distintas estrategias comu-
nicativas según quienes sean sus
interlocutores, el contexto en el
que se encuentra y los objetivos
que persigue.
CG8.1 Propone maneras de solucionar
un problema a desarrollar un pro-
yecto en equipo, definiendo un
curso de acción con pasos espe-
cíficos.
CG9.1 Privilegia el diálogo como meca-
nismo para la solución de conflic-
tos.
Retroalimentación
UNIT III 115

Final Self Evaluation Chart

Student’s name:
If you answer, is No,
Competences performance indicators 100 % 80 % No
analyze the reasons.
1. I can describe the rules to drive a car (must)
Give an example:
2. I know how to talk about the forbidden
activities when you drive a car (mustn’t)
Give an example.
3. I can give recommendations to a person
who has a headache (should)
Write an example.
4. I know how to give an advice to somebody
(shouldn’t) Write an example.
5. I can express my abilities (can)
Give an example.
6. I can write a list with my everyday chores
(have to) Give an example
7. I know how to talk about other person’s
chores.(has to)
Write an example
8. I know how to ask for permission (may).
Give an example:

INGLÉS II
WEB REFERENCES
Bally Fitness (s.f.). Recuperado de: http://www.ballyfitness.com/rules-regulations.aspx
International House Bristol (2020). Grammar, vocabulary & phrases. Recuperado de:http://www.
ihbristol.com/free-english-exercises/test/esol-smc-modal-verbs
Learn English Feel Good (2006) Mixed Modals #1 (can, should, must). Recuperado de:http://
www.learnenglishfeelgood.com/esl-mixed-modals1.html
Futonge, Kisito (2008). Modal verbs – can, can´t, could, couldn´t. Recuperado de:http://www.
esltower.com/GRAMMARSHEETS/modals/can,%20can't,%20couldn't,%20could%20Quiz.pdf
My English Pages (s.f.). Grammar Exercise – modals. Recuperado de:http://www.

myenglishpages.com/site_php_files/grammar-exercise-modals.php#.UpQAPozTkdk
English-4u (s.f.). Modal Verbs-Exercise. Recuperado de: http://www.english-4u.de/modal_

verbs_ex1.htm
Perfect English Grammar (s.f.) Grammar Exercise. Recuperado de: http://www.perfect-

englishgrammar.com/
Visit Cuba (s.f.) Visit Cuba is coming soon. Recuperado de: http://www.visitcuba.com/
UNIT III 117

MIS NOTAS:

UNIT IV
PLANS AND PREDICTIONS

4. Escucha, interpreta y emite mensajes pertinentes en distintos CDBC 2. Evalúa un texto mediante la comparación de
contextos mediante la utilización de medios, códigos y un contenido con el de otros, en función de sus
herramientas apropiados. conocimientos previos y nuevos.
cotidianas. CDBC 3. Plantea supuestos sobre los fenómenos
naturales y culturales de su entorno con base en la
7. Aprende por iniciativa e interés propio a lo largo de la vida. consulta de diversas fuentes.
CG7.1 Define metas y da seguimiento a sus procesos de
construcción de conocimiento. CDBC 4. Produce textos con base en el uso normativo
de la lengua, considerando la intención y situación
8. Participa y colabora de manera efectiva en equipos diversos. comunicativa.
CG8.1 Propone maneras de solucionar un problema o desarrollar
un proyecto en equipo, definiendo un curso de acción con pasos CDBC 10. Identifica e interpreta la idea general y
específicos. posible desarrollo de un mensaje oral o escrito en una
elementos no verbales y contexto cultural.
CDBC 11. Se comunica en una lengua extranjera

mediante un discurso lógico, oral o escrito, congruente
con la situación comunicativa.
UNIT iV PLANS AND PREDICTIONS
Crea planes y predicciones a futuro a través de las habilidades comunicativas, con la intención de
establecer metas a corto y largo plazo que le permitan tomar decisiones de manera consciente.

• Crea de manera oral planes futuros considerando la fluidez, pronunciación, entonación y

dominio del tema, con actitud de respeto y tolerancia por las demás opiniones.
• Plantea de manera escrita predicciones de sucesos utilizando la gramática apropiada, co-

herencia y ortografía, favoreciendo la toma de decisiones consciente e informada.

¾ Vocabulario: ¾ Identifica en textos orales y ¾ Toma decisiones de manera
• Planes futuros (viajes, escritos vocabulario relativo a consciente e informada asu-
predicciones, metas, planes y metas a futuro. miendo las consecuencias.
proyecto de vida, clima).
¾ Interpreta ideas en textos ¾ Expresa sus ideas, mostran-
¾ Gramática: relativos a situaciones futuras. do respeto por las demás opi-
• Futuro idiomático: “Going niones.
to” (afirmativo, negativo, ¾ Distingue el uso del “will” y
interrogativo). “going to” para planes a futuro. ¾ Respeta y tolera a sus seme-
• Futuro simple: “Will” (afirmativo, jantes.
negativo, interrogativo). ¾ Asocia el uso adecuado de
• Expresiones de tiempo. las expresiones de tiempo en
el futuro.
120 PLANS AND PREDICTIONS

INGLÉS II
DIAGNOSTIC FOR UNIT IV
Do you know how to talk about activities you are going to do in the future? Do you
know how to make planes for the future?
________________________________________________________________
Answer the following diagnostic to find out how much you know about 4th Unit
knowledge.
*If there is something you don’t know, don’t worry, in this unit you will find your answers.
DIAGNOSTIC
Student’s name:
Date: UNIT IV
Competences performance indicators Yes No Examples
I can describe an activity I’m going to do on the
weekend (going to)
Give an example:
I know how to talk about the activities another

person is going to do on the next weekend.
Give an example:
I can give recommendations to a person who is

going to travel in the next weeks.
Write an example.
I know how to make plans for the future (will) an

advice to somebody (shouldn’t). Write an example.
I can interview a person about his/her future plans
Give an example:
I can write a plan that I will do in the future.
UNIT IV 121
GRAMMAR NOTES: “GOING TO” STRUCTURE.
We use ‘to be going to’ when we have decided to do something (an intention or plan).
Examples
I'm going to read the map if I get lost.
Emma is going to go on holiday this afternoon.
Rachel and Vicky are going to spend six weeks in Vietnam.
We also use going to for a prediction based on the present situation, when we can see that
something is going to happen.
Examples
The ladder is moving, so David is going to fall.
My sister is going to have a baby in March.
It's nearly nine now. We're going to miss our flight.
As an example, we use the Subject “I”, the Verb “To play”, and the Object “Cards”. The grammatical
structure for going to looks like this.
Subject + verb to be + going to + infinitive
The actual sentence is... I am going to play cards.
Written by Paul Adams for Teach-This.com ©2012
I. Complete the conversation with the verbs and ‘to be going to’.
Laura: What are you doing with that camera?
Boom: I'm going to take (I / take) it to work. (1) ____________________________ (I / lend) it to Phil. (2)
__________________________ (he / take) a few photos with it.
Laura: Why can't he buy his own camera?
Boom: He's got one, but it isn't working properly. (3)_______________________ (it / be) a while before
he can get it repaired.
Laura: Well, how long (4) ______________________________ (he / keep) ours? When
(5) ________________________________ (we / get) it back?
Boom: (6) ________________________________ (he / have) it over the weekend.
(7) _________________________________ (we / get) it back on Monday.
Laura: Well, I hope (8) ______________________________ (it / not / get) damaged.
II. What would you say in these situations? Use these words: be sick, crash, get wet, lose,
not stop, rain.
Example:
The sky is full of dark clouds.
It’s going to rain.
1. Now it's starting to rain. There's nowhere to shelter, and you haven't got an
umbrella.
____________________________________________________________
2. You feel awful. There's a terrible feeling in your stomach.
____________________________________________________________
3. You are playing snooker. The game is nearly over and you are 100 points behind.
_________________________________________________________________________________
4. You can see a plane coming down. It's out of control and falling to the ground.
_________________________________________________________________________________
5. You are waiting for a bus. There's one coming, but you don't know if it's the one you want. It's travelling
very fast.
_________________________________________________________________________________

INGLÉS II
• WE ARE GOING TO CELEBRATE

ACTIVITY 1
• Objective: "Going to"introduction.
Opening activity: This month we are going to celebrate Student's Day. What activities are
you going to do along this week? What are your classmates going to do? Which of these
are leisure activities and which ones require work?
I. Underline the activities you are going to do in May.
Visit friends/family Make a party Do homework Practice my favorite sport Read Drive a
car Ride a motorcycle Watch a movie Go to school Walk Dance Buy Wear Play a
musical instrument Eat Study Listen music Write Talk Call Wait Drink Rollerblade
Skate Swim Go to a party Have fun Plan Climb Draw Compete
II. Classify the activities in Leisure or Work activities.
Leisure Activities Work activities
1. Ride a motorcycle 1.Study
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
III. Write five activities you are going to do this week.
Example:
I am going to visit my friends.
1.
2.
3.
4.
5.
IV. Pair work: Interview your classmate and write the activities he/she is going to do.
What is he/she going to do this week?
Example:
Marie is going to buy a blouse for the party.
1.
2.
3.
4.
5.
V. Share your activities with your group and take notes of the most interesting activities of
the classroom.
The most interesting activities of the classroom are:
1.Marie is going to play football.
2.
3.
4.
5.
6.
7.
8.
UNIT IV 123
• MY WORLD IN 2030
ACTIVITY 2
• Objective: "Going to"in context.
Opening activity: Imagine you are now in the year 2030. What do you think the world is
going to be like? How do you think technologies are going to be? how about your friends
and family? Try to answer the next questions. If there is any doubt, ask your classmates
and teacher to help you.
I. Pair work, discuss and answer the following questions with your classmates.
It is 2030. Take a few minutes to imagine and answer some questions about the future.
1. What is going to be your age in 2030?

__________________________________________________________________________
2. What do you think is going to be your best skill/ability?

__________________________________________________________________________
3. Where are you going to live?

__________________________________________________________________________
4. Describe your future job. Where are you going to work?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Describe your future family. (Wife/husband, children, pets, etc.).

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. Is there anything else important that you’d like us to know about the future you? (House, travels,
car, etc.).
__________________________________________________________________________
__________________________________________________________________________
Written by Paul Adams for Teach-This.com ©2012
II. Share your ideas with your group and decide which are the most interesting.

INGLÉS II
• I AM NOT GOING TO....

ACTIVITY 3
• Objective: "Going to" negative form.
Opening activity: Students' day is coming ang definititely there are some activities that
you are not going to do on this specific day: Which is the first activity that you know for
sure you are not going to do?
I. Underline the activities you are not going to do on students’ day…
Work Study Do homework Clean the house Write Wash the dishes Read Dance Listen
music Speak in English Call my friends Drive a car Ride a motorcycle Build a sand castle
Use a computer Listen to the teacher Sleep Go to school Sing Get up early
II. Write five activities you are not going to do on students’ day.
Example:
I am not going to Speak in English.
1.___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
III. Pair work: Interview your classmate and write five activities your classmate isn’t going
to do.
Example:
Susan is not going to write on her notebook.
1.___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. __________________________________________________________________________
IV. Share your answers with your classmates, and decide who is going to have the best
students’ day ever
Example:
Julio isn’t going to stay in his house
1.___________________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
5. ___________________________________________________________________________
6. ___________________________________________________________________________
UNIT IV 125
• ARE YOU GOING TO....?.

ACTIVITY 4
• Objective: "Going to" Yes/No question.
Opening activity: What activities are you and your friends planning to do next weekend?
Are they going to visit some family members? Are they going out to eat at any favorite
restaurant? Are they going to practice any favorite sport or attend any match?
I. Team work. Discuss with your classmates: What activities do you usually do on weekend?
Write the most usual activities.
Eat out Drive a car Ride a motorcycle/Bike Go to the beach Rest Visit family
____________ ____________ ____________ ____________ ____________
____________ ____________ ____________ ____________ ____________
II. Organize and make a draft for a calendar, which includes your weekend activities:
(Friday evening; watch a movie, Saturday morning; visit my grandmother, Sunday; go to
a restaurant…).
Mary´s calendar (EXAMPLE)

Friday Saturday Sunday
Evening: watch a movie Morning: clean my room, Morning: visit my grandmother,
Afternoon: play football, Afternoon: study math.
Evening: go to a party
My calendar (weekend activities)

Friday Saturday Sunday
III. TEAM CONVERSATION: Create your own interview and practice with a partner.
Example: Your own interview
A: Are you going to visit your grandparents A:
on the weekend? B:
B: Yes, I am A:
A: Is your mother going to bake a cake? B:
B: No, she is not A:
A: Is your sister coming? B:
B: Yes, she is. A:
B:

INGLÉS II
• WHERE ARE YOU GOING...?

ACTIVITY 5
• Objective: "Going to" Wh-questions.
Opening activity: Imagine you just won a trip for three poeple everything included,it has
open date, to any place on earth! The question is where are you going? ... and Who is
going with you?...
I. TEAM WORK Discuss with your team the following information and based on your team’s
opinions answer the questions.
Place and Clothing
Weather Attractions Transportation
Things to do Vocabulary
France: Cold in winter Eiffel Tower, his- Plane, bus, train,
walk,take photos… Warm in summer toric cities, castles. taxi.
Summer: Dress
June to August. Skirt
Autumn: Coat
Australia: Kangaroo Island,
September to November Pants Train, bus, ferry,
Sail, visit the Tasmania, Sydney
Winter: Shorts taxi.
Kangaroo island… Opera.
December to February. Blouse
Spring: Shirt
March to May. T-Shirt
Scarf Train, bus, ferry,
Canada:
Cold all year Niagara falls. Gloves taxi, streetcars
Ski, Snowboard
Sandals (trams).
Summer Tennis Shoes
(mid-October to mid- Sneakers
February) Snow boots
Africa: Autumn Cape Town, Boots Camel caravan,
Diving, surfing, (mid-February to April) Garden Route, Hat bus, bicycles,
river rafting Winter Johannesburg. Cap walking.
(May-July)
Spring
(August-Mid October)
Your own…
1. Where are you going to travel? I am going to travel to______________
2. Why are you going to that place?
3. When are you going to travel? I am going to travel in _______________
4. How are you going to travel?
5. What is the transportation you are going to use once you get there?
. Who is going to travel with you?
7. What places are you going to visit?
8. What are you going to take to the trip?
9. What type of clothes are you going to wear there?
10. What are you going to buy?
II. Share your answers with your classmates and decide which the most interesting place
is and who is going to have the funniest time.
UNIT IV 127
• I WILL GRADUATE AND THEN...

ACTIVITY 6
• Objective: "Will" Introduction.
Opening activity: Imagine that today is your High School graduation? What activities do
you think you will do on this day? What plans do you have for the future?
I. Select a famous university in the world where you will study.

INGLÉS II
II. Write a list of 5 activities you will do in University every day (meet girls, boys, join a
sports team, etc.) and 5 things you won’t do (see mom, play with my friends, eat Mexican
food, date, etc.).
When I go to ___________ University… When I go to ____________University.
1. I will meet new people. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6 6. I won’t eat Mexican food.
III. Pair work: Complete the conversation and interview your partner
1.My information 2. My classmate’s interview.
A: Where will you study? A: Where will you study?
B: I will study at ________ University B: I will study at ________ University
campus______ campus______
A: What will you Study there? A: What will you Study there?
B: I will study ____________ B: I will study ____________
A: How many years Will it take you to finish? A: How many years Will it take you to finish?
B: It will take me______ years. B: It will take me______ years.
*It is recommended for the teacher to present the next slide share with the most relevant information
about the 10 most prestigious universities in the world.
http://www.slideshare.net/italiansinfuga/top-10-universities-in-the-world
IV. PAIR WORK: Discuss with your classmate the activities you will perform on your
graduation day and the things you will do afterwards, Write a list of activities
Your own ideas. ____________.. ____________ .. ____________ .. ____________
Have a party Visit my relatives Celebrate with friends Wear a beautiful dress
See my classmates for the last time together Dance Sing Share memories Rest
Study Go to a night club Go to University Work Become (Lawyer/Architect/…)
Travel Go on vacation Move to another city ______________ _______________
UNIT IV 129
On my graduation day… After I graduate…

1. Wear a beautiful dress/Nice tuxedo. 1.
2. Have a party 2. Go to University.
3. 3.
4 4.
5. 5.
6. 6.
7. 7.
V. Write the activities you will do (Use “Will” structure).
On my graduation day… After I graduate…
1. I will wear a beautiful dress/Nice tuxedo. 1.
2. I will have an amazing party 2.
3. 3. I will go to University
4 4
5. 5.
6. 6.
7. 7
VI. Pair Work: Complete the conversation and interview your classmates
1. 3.
A: What will you do on your graduation day? A: What will you do after you graduate from
B: I will go to a great party High School?
A: Will you invite your boyfriend/girlfriend? B: I will work
B: Yes, I will… A: Will you study after work?

B: Yes, I will…
2. 4.
A: What will you do on your graduation Dan? A: What will you do after you graduate from
High School?
B: I will________________________________
B: I will________________________________
A: Will you____________________________?
A: Will you____________________________?
B: ___________________________________
B: ___________________________________
VII. Share the information with your group.

INGLÉS II
PROJECT “A”: “WHERE ARE YOU GOING TO TRAVEL?”
Students will confirm their understanding about the grammar of future watching this video. http://
www.youtube.com/watch?v=ALejnj--Was
Get in teams (your teacher decides the team number) do a research about a country you are
going to visit on your next vacation: The information you find must include: things to do in that
place, weather (best season to visit this place), main attractions, and ways of transportation, do a
presentation including:
1. Images about the country or a main attraction/or you can be dressed with the proper clothes for
this activity, e.g wear the clothes you will use to visit this place.

1. Oral: Present in teams an interview with a total of 12 questions with answers using “Going
to”
Example:
France: \
1. Where are you going to? I am going to France
2. When are you going to leave? We are going to leave in December
3. Who is going with you? My sister and a friend are going with me..
4. What are you going to wear there? I am going to wear a nice jacket, boots and a hat.
5. How are you going to travel in the city? I am going to take the train.
2. Written Report must include:

a) Country description ( history/main attractions/places to visit)
b) Interview (questions with answers.)
c) References…
*Ideas for countries: Canada, Russia, Africa, England, Germany, Japan, Italy, France China,
Australia, USA, Ireland, Switzerland, Jamaica.
UNIT IV 131
PROJECT “B”: “WHAT WILL HAPPEN IN THE FUTURE?”
Get in teams (the teacher decides the number of students

for each team) Imagine that you were granted the gift of
clairvoyance; you are a fortuneteller who works for a
television station. What can you predict about the future of
celebrities, your country, politicians, education and economy
around the world? Do a presentation including:
1. Visual Material: One of the members will be dressed

as a fortune teller/gypsy/astrologist
2. Oral: Members of the team will make the interview

to the fortune teller. What will happen to my family
this year? When will we win a competence? What will
happen to Mexican economy in next 20 years? Who
will be our next president?
3. Written Reports:
a) Interview (10 different questions, include images)
b) An individual time line for each team member (include 10 activities for each member
about important achievements in the future)
c) Each member composes 5 activities they are going to do on their next vacation.
PROJECT “C”: “MY FUTURE IN A TIMELINE”
I. You know the importance that involves developing a life project. How do you see yourself
in the future? What achievements will have you accomplished? Develop a timeline of
your life project and do a presentation including:
A) Visual Material: Draw a timeline (include images), where you highlight the goals you expect to
achieve in your life within the next 20 years. (I will finish high school by year 2017, I will go to
University in 2018, I will work at…).A timeline including your 10 greatest accomplishments and
how you see yourself in the future (highlight the goals you expect to achieve in life).

INGLÉS II
B) Oral: Each student presents his/her time line and the rest of the classmates look at each
collage or drawing (I will finish high school by year…I will go to University…, I will finish a career
as a…., I will get married by year … I will have children…, I will travel to Europe….).
Present your timeline to your classmates, the timeline must include 10 activities, one per year
starting from the current year, Teacher and classmates help with grammar, cohesion and
coherence.
C) Written report must include:

1. A timeline (small, include images)
2. The achievements you have on each stage of your life (sentences using “will”
3. Five activities for each member of the group
(using “be going to”).
Can you identify the activities other people will

perform in the future by observing the time lines of
your classmates?
Students point out and comment about the 5 most
interesting plans for the future they observe in their
classmates’ posters and share their ideas on how
they believe the world will be like in the year 2020.
http://www.youtube.com/watch?v=XB0CORT1k9w
4. Teacher presents a video about the future and students take note about the most interesting
predictions for the world in the year 2020.
5. Students comment about the facts presented in the video.
UNIT IV 133
SELF EVALUATION UNIT IV
ANSWER THE FOLLOWING QUIZ
1. I _______travel to San Diego next week.
a) is b) am going to c) won’t d) must
2. Susan _______ visit her grandmother.
a) not going to b) am not c) is going to d) will
3. The football players _______ wear the uniform.
a) is going to b) am going to c) is going to d) are going to
4. When _________play volleyball?
a) is you going to b) are you going to c) i am going to d) is you going to
5. In 2017, I _______from High school.
a) will graduate b) is going to graduate c) shouldn’t d) should
6. In 2022 I ________my degree as a doctor.
a) are will b) will get c) will going d) going
7. Mary wants to lose weight, she________ go on diet.
a) will b) going to c) won’t d) has
8. Where _______you live after you finish?
a) are b)have to c) going to d) will
9. When ________Eric finish school.
a) have to b)will c) has to d) going to
10. I am ________ study in the morning (tomorrow we don’t have class)
a) doesn’t have to b)is not c) not going to d) don’t going

INGLÉS II
Decide honestly according to each affirmative sentence, the evaluation of your own learning
process.
SELF-EVALUATION
Student’s name:
Date: 4th. Unit Observations
100 If your answer is No, explain
Competences performance indicators 80 % No
% the reasons.
words.
Decide honestly according to each affirmative sentence, the evaluation of one of your classmates
learning process.
PEER EVALUATION
Student’s name:
Date: 4th. Unit Observations
100 If you answer is No, discuss
Competences performance indicators 80 % No
% the reasons with him or her.
He or she participates with a constructive and collaborative attitu-
de asking when he/she doesn’t understand the topic.
nings and words.
He or she has interest in learning by his own or her instance using
internet.
UNIT IV 135

Nombre de la Unidad IV: “Plans and Predictions”

Alumno:
Tipo de
Evaluación:
Evaluador:
NEEDS NON
EXCELLENT GOOD FAIR
(0.4) (0.3) (0.2)
(0.1) (0)
Visual aids sup-
little support for little related to Visual aids are hard
port the theme
VISUAL the theme. Have the theme, have to understand and/
AIDS proper size and no proper size or are not related to
size and color for
color for the and color for the the theme.
the audience.
audience. audience.
Uses appro-
The mistakes and
priate grammar Presents mis-
Uses appropriate grammar errors are No Structures
GRAMMAR grammar with few evident and com- Applied Cor-
Sentences are she communica-
mistakes. munication is not rectly
according to the tes.
accomplished.
goals.
Pronounces with
from time to time.
Is able to com-
Is able to com- Is not able to
municate fluently, communicate
with just some ideas, mixing both
hesitations. languages.
hesitation.
Turns in on time,
PROJECT. ESSAY with an excellent Turns in on time, Turn in but Poor quality, mis-
OR WRITTEN quality according according to the missing some sing most of the Not Delivered
TEXT to the require- requirements. requirements. requirements.
ments.
Score:

INGLÉS II
Casi Algunas Casi

Genéricas: 4
3 2 1
CG7.1 Define metas y da seguimiento a
sus procesos de construcción de
conocimiento.
CG8.1 Propone maneras de solucionar
un problema o desarrollar un pro-
yecto en equipo, definiendo un
curso de acción con pasos espe-
cíficos.
Retroalimentación
UNIT IV 137
WEB REFERENCES
Reading extracts taken from course “Welcome to my world III” page 25, Dos Santos, Manuel.
Oxford university press unit 10 151 resource files
Teach this (s.f.) Change your mind. Recuperado de: http://www.teachthis.com/images/resources/

to-be-going-to.pdf
Fighting English. (19 de agosto de 2010) Will vs going to, english future tense. Video recuperado
de: http://www.youtube.com/watch?v=ALejnj--Was
Language planet Toluca. (12 de octubre de 2011) Future tense: going to. Video recuperado de:
http://www.youtube.com/watch?v=K03PIjwN8ls
Education, Sport. (15 de agosto de 2011). Top 10 Universities in the world. Recuperado de:
http://www.slideshare.net/italiansinfuga/top-10-universities-in-the-world
3rdfFloorVideos. (09 de marzo de 2011). Future ´going to´- English with sound and light. Video
recuperado de: http://www.youtube.com/watch?v=CgPJM6XCu74
Fun English Games (s.f). English Worksheet. Recuperado de: http://www.funenglishgames.

com/worksheets/travel.html
Telefónica ID. (15 de mayo de 2011). How will be the world in 2020? Video recuperado de: http://
www.youtube.com/watch?v=XB0CORT1k9w

INGLÉS II
ANEXOS
Lecciones para el Desarrollo de
Habilidades Socioemocionales
UNIT IV 139
LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
Presentación
Uno de los objetivos de la educación es contribuir a la formación integral de las personas, esto
significa que además de instruirlas en conocimientos; es lograr el desarrollo de su potencial para
alcanzar su proyecto de vida.
En virtud de ello, se pone en marcha el programa “Desarrollo de habilidades socioemocionales” dirigido

a nuestros estudiantes, a través del cual se busca trabajar de manera proactiva en sus debilidades,
aumentar sus fortalezas, expresar lo que sienten y mejorar su comunicación con los demás, resolver
conflictos, aprender a manejar las presiones de la vida diaria, desarrollar perseverancia y valorar las
consecuencias de sus decisiones.
El desarrollo de habilidades socioemocionales es un conjunto de lecciones dentro del programa

Construye T, para que jóvenes como tú, que cursan la Educación Media Superior, cuenten con las
herramientas o medios para conocer sus emociones, trazar sus metas y mejorar la convivencia con
sus compañeros, amigos y maestros. Dando como resultado, un mejor ambiente escolar.
Durante tus estudios de preparatoria, en los seis semestres y en cada una de tus asignaturas,
realizarás actividades que te ayudarán a desarrollar las habilidades, bajo los siguientes aspectos:
DIMENSIONES HABILIDADES SEMESTRE

Conoce T Autoconocimiento Primero
Se enfoca en entender y trabajar tus
emociones. Autorregulación Segundo
Relaciona T Conciencia Social Tercero
Fortalece la interacción con los demás. Colaboración Cuarto
Elige T Toma responsable de decisiones Quinto
Promueve la toma de decisiones responsables. Perseverancia Sexto
Tus profesores llevarán a cabo las lecciones y es muy importante tu participación, pues de esta
forma podrás lograr desarrollar tus habilidades sociales y emocionales.
Si quieres tener más información o compartir tu opinión sobre el tema, puedes ingresar en las
siguientes direcciones electrónicas, con tu correo de CoBachBC:
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/hse?authuser=0+
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/buzón
140
4.3 Convivir y sentir
Actividad 1. Siéntate cómodamente y cierra los ojos. Recuerda una relación que ha
detonado en ti emociones que te ayudan. Abre los ojos.
a. Escribe aquí o en tu cuaderno qué crees que fue lo que despertó esas emociones y cómo
tu respuesta impactó positivamente tu vida.
b. Escribe una relación que haya detonado en ti emociones que te afectaron, cuáles fueron y
cómo impactaron en tu vida.
141
ANEXOS
LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
Actividad 2. A partir de la actividad anterior reflexionen colectivamente sobre qué podrían

hacer cuando se enfrenten a personas que promueven respuestas emocionales que les
afectan y a quienes promueven las que les benefician.
Hay relaciones que definitivamente tienen un impacto

positivo en nosotros. Pero también es verdad que
no siempre es posible tener una relación amistosa o
incluso cordial con todo el mundo. En ocasiones nos
encontramos con personas con quienes nos cuesta
trabajo relacionarnos armoniosamente, pero en cada
uno de nosotros está la decisión de convertir esto en un
conflicto o no.
Es necesario regular nuestra atención para reconocer las
relaciones interpersonales que nos producen emociones
que nos ayudan, así como las que no nos ayudan. De esta
manera lograremos sentirnos con mayor tranquilidad y
seguridad.
142
ANEXOS
MIS NOTAS:
143

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GUÍA DE ACTIVIDADES DEL ALUMNO

DATOS DEL ALUMNO

Grupo: Turno: Teléfono:

Segundo Semestre FEBRERO DE 2022

LENGUA ADICIONAL AL ESPAÑOL II (RIEMS)

Edición, versión en inglés, febrero de 2014

Revisado por: Lic. Aldo Salazar Medina

Edición, febrero de 2015

Reimpresión, febrero de 2022

JEFE DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS

PROGRAMA DE DESARROLLO EDUCATIVO

La presente edición es propiedad del

Este material fue elaborado bajo la coordinación y supervisión de la

Competencias Disciplinarias Básicas de Comunicación

UNIT I: SIMILARITIES AND DIFFERENCES 12

UNIT II: OLD TIMES 48

UNIT III: RULES AND OBLIGATIONS 88

UNIT IV: PLANS AND PREDICTIONS 120

LECCIONES PARA EL DESARROLLO DE LAS HABILIDADES

Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

“...El cambio que se plantea está orientado a fortalecer el sentido y el significado de

PIENSA CRÍTICA Y REFLEXIVAMENTE

APRENDE DE FORMA AUTÓNOMA

CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos

Evalúa un texto mediante la comparación de un contenido con el de otros, en

Plantea supuestos sobre los fenómenos naturales y culturales de su entorno

Produce textos con base en el uso normativo de la lengua, considerando la

Expresa ideas y conceptos en composiciones coherentes y creativas, con

Argumenta un punto de vista en público de manera precisa, coherente y

Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios

Utiliza las Tecnologías de la Información y Comunicación para investigar,

La importancia de la lectura para la II

La importancia de la lectura para El texto como fuente de IV

El sustento de la opinión del

El uso de la tecnología como práctica

Competencias Genéricas Competencias Disciplinares Básicas

CDBC 12. Utiliza las Tecnologías de la Información

UNIT I SIMILARITIES AND DIFFERENCES

Propósito del bloque

Interdisciplinariedad Ejes transversales

ü Taller de Lectura y Redacción II ü Eje transversal social

• Compara las características de personas, objetos y lugares de forma oral, considerando la

Conocimientos Habilidades Actitudes

12 SIMILARITIES AND DIFFERENCES

DIAGNOSTIC TEST UNIT 1

I. Answer the following Quiz.

2. Sponge Bob is a _________cartoon.

3. Watching a movie is as ____________listening music.

4. Spiderman is not _________________ as Hulk.

5. Chinese food is as ________________ Italian food.

6. Rihanna is _____________than Laura Bozzo.

7. The Simpsons are ___________than Sponge Bob.

8. Wolverine has _______ nails than Cat woman.

9. A lion is ___________ than a cat.

10. Rock music is ____________ than pop music.

11. Coca cola is the ____________drink in the world.

12. Bill Gates is one of the_________man on earth.

13. Mexicali is one of the_______places in the world.

Find someone who...

14 SIMILARITIES AND DIFFERENCES

III. Underline the words that describe you the best.

Hi. I am ___________. I am _ years old.

1., 2., 3., 4._____

GRAMMAR NOTES: SUPERLATIVE, THE _–EST, THE MOST ___