Inglés I

Inglés I
GUÍA DE ACTIVIDADES DEL ALUMNO

PARA EL DESARROLLO DE COMPETENCIAS
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
Primer semestre AGOSTO DE 2022

Marina del Pilar Ávila Olmeda
GOBERNADORA DEL ESTADO DE BAJA CALIFORNIA
Gerardo Arturo Solís Benavides
SECRETARIO DE EDUCACIÓN DEL ESTADO DE BAJA CALIFORNIA
Álvaro Mayoral Miranda
SUBSECRETARIO DE EDUCACIÓN MEDIA SUPERIOR, SUPERIOR E INVESTIGACIÓN
Juan Eugenio Carpio Ascencio
DIRECTOR GENERAL DEL CBBC
Omar Mayoral Sarmiento
DIRECTOR DE PLANEACIÓN ACADÉMICA DEL CBBC
INGLÉS I
Primera edición versión en español, febrero de 2011
Segunda edición versión en inglés, agosto de 2014
Edición versión en inglés, agosto de 2016 (RIEMS)
Actualizado por: María Selene Díaz González
Alba Rosario Marrón Canseco
Susana González Casillas
Edición, agosto de 2017 (NME)

Actualizado por:
Miriam Lorena García Salas J. Guadalupe Olmedo Vázquez
Carlos Alberto Ramírez Soto Aldo Salazar Medina
Ofelia Yáñez Navarro Melecia Avilés Urias
Beatriz Gabriela Hernández García Evangelina Zúñiga Lagos
Edición, agosto de 2020 (MEPEO) Edición, agosto de 2021 (MEPEO)

Actualizado por: Actualizado por:
Tania Marlene Pérez Blanco Susana González Casillas
Nancy Alcántara Ibarra Aldo Salazar Medina
Heriberto Guillermo López Acuña
Edición, agosto de 2022

Apoyo en la selección de textos para la
producción audiovisual: Heriberto Guillermo López Acuña
En la realización del presente material, participaron:

JEFE DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS
Javier Humberto Yescas Parra
PROGRAMA DE DESARROLLO EDUCATIVO
Gerardo Enríquez Niebla
Diana Castillo Ceceña
DEPARTAMENTO DE INFORMÁTICA
Carlos Manuel Chee Vázquez: producción audiovisual
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
INDEX
Presentación
Competencias Genéricas
Competencias Disciplinares Básicas de Comunicación
Enfoque de la disciplina
Ubicación de la asignatura
Relación de bloques del programa con los contenidos del Nuevo Modelo
Educativo del campo disciplinar de Comunicación
UNIT I: PERSONAL PROFILE 11
UNIT II: DAILY ROUTINES 39
UNIT III: HERE AND NOW 69
UNIT IV: UNITS OF MEASUREMENTS 95
References 117
LECCIONES PARA EL DESARROLLO DE HABI-

ANEXOS
LIDADES SOCIOEMOCIONALES 121
LECCIÓN 1.3 MIS LOGROS EN LA VIDA
LECCIÓN 8.3 IDEAS QUE NOS LIMITAN

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 aspec-
tos 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 pue-
dan 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 com-
prensión de los principios fundamentales, así como de las relaciones que los contenidos
generan entre sí. La memorización de hechos, conceptos o procedimientos es insuficien-
te 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 re-
solver 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 Competen-
cias 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 nue-
vos programas de estudio emanados del MEPEO.
Considerando y conscientes de la dificultad para que el alumnado tenga acceso a una biblio-
grafía 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 Insti-
tución, 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 en otras fuentes bibliográficas impresas y electrónicas, material audio-
visual, páginas Web, bases de datos, entre otros recursos didácticos que apoyen su forma-
ción y aprendizaje.
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.
CG2.2 Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
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.
CG3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
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.

CG4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
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.
CG5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo cómo cada uno de sus pasos con-
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.
CG5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
preguntas.
CG5.6 Utiliza las Tecnologías de la Información y Comunicación para procesar e interpretar información.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista
CG6.1
CG6.2
CG6.3
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
CG7.2
sus 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
CG8.2
CG8.3 Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro
de 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
CG9.2
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.
COMPETENCIAS DISCIPLINARES BÁSICAS
DEL CAMPO DE COMUNICACIÓN
CDBC 1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto,
considerando el contexto en el que se generó y en el que se recibe.
CDBC 2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus
conocimientos previos y nuevos.
CDBC 3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la
consulta de diversas fuentes
CDBC 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y si-
tuación comunicativa.
CDBC 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,

desarrollos y conclusiones claras.
CDBC 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.
CDBC 7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recrea-
ción o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos
géneros.
CDBC 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.
CDBC 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de

comunicación.
CDBC 10. Identifica e interpreta la idea general, y posible desarrollo, de un mensaje oral o escrito en
una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural.
CDBC 11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, con-
gruente con la situación comunicativa.
CDBC 12. Utiliza las Tecnologías de la Información y Comunicación para investigar, resolver proble-
mas, producir materiales y transmitir información.
ENFOQUE DE LA DISCIPLINA
El campo de Comunicación en la Educación Media Superior (EMS) tiene

como eje el desarrollar la habilidad comunicativa, verbal y no verbal, para
expresarse a través de los diversos códigos y herramientas del lenguaje.
Dentro del campo de Comunicación se ubican las materias de Taller de
Lectura y Redacción, Informática e Inglés.
La materia 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 Re-
ferencia para las lenguas (MCER). Las expectativas en primero 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 consideran-
do el contexto, las posibilidades del personal docente y recursos disponi-
bles se alcanzará el umbral del nivel B1, lo anterior a través del desarrollo
de las habilidades comunicativas: comprensión auditiva, comprensión lec-
tora, expresión e interacción oral y expresión escrita.
Por lo tanto, en Inglés I se utilizan las funciones sociales del lenguaje para
que el estudiantado logre comunicarse a través de las habilidades comu-
nicativas con la intención de expresar su perfil personal y el de otras per-
sonas, explicar sus actividades cotidianas, así como las que está realizan-
do en el momento del habla, para posteriormente seleccionar medidas y
cuantificadores que le permitan brindar información relacionada al proceso
de compra-venta, favoreciendo una conciencia social que promueva estilos
de vida saludables con sentido de autorregulación y toma responsable de
decisiones.
UBICACIÓN DE
LA ASIGNATURA
1ER. SEMESTRE 2DO. SEMESTRE 3ER. SEMESTRE 4TO. SEMESTRE 5TO. SEMESTRE 6TO. SEMESTRE
Taller de Lectura Taller de Lectura

y Redacción I y Redacción II
Literatura I Literatura II
Todas las a Todas las
signaturas de asignaturas de
5to. semestre de 6to. semestre de
los componentes los componentes
Inglés I Inglés II Ingles III Inglés IV básico básico y
y propedéutico propedéutico
Todas las Todas las

Informática I Informática II asignaturas de asignaturas de
3er. semestre 4to. semestre
Todas las Todas las

asignaturas de asignaturas de FORMACIÓN PARA EL TRABAJO
1er. semestre 2do. semestre
TUTORÍAS
Relación de bloques del programa con los contenidos
del Nuevo Modelo Educativo del campo disciplinar de
Comunicación
En diferentes apartados de la guía de Inglés I, encontrarás

códigos QR, que podrás escanear con tu celular y
escuchar una serie de audios, los cuales te ayudarán a
mejorar tu pronunciación y comprensión del idioma
inglés.
Unit I
PERSONAL PROFILE
Competences
GENERIC BASIC DISCIPLINARY
4. Listens, interprets and transmits relevant CDBC 2. Evaluates a text by comparing one content with
messages in different contexts through the use others, based on their previous and new knowledge.
of appropriate means, codes and tools.
CDBC 4. Produces texts based on the normative use of
CG4.2 Applies different communication strategies
the language, considering the intention and communica-
according to their interlocutors, in a context where
tive situation.
they are and the objectives they pursue.
CG4.4 Communicates in a second language on CDBC 10. Identifies and interprets the general idea and
daily situations in daily activities. possible development of an oral or written message in a
second language, using previous knowledge, nonverbal
10. Maintains a respectful attitude towards di- elements and cultural context.
fferent cultures and the diversity of beliefs, va-
lues, ideas and social practices. CDBC 11. Communicates in a foreign language through
a logical speech, oral or written, congruent with the com-
CG10.3 Assumes that respect for differences is the municative situation.
principle of integration and coexistence in local, na-
tional and international contexts.
Unit I
PERSONAL PROFILE
PROPÓSITO DEL BLOQUE
INTERDISCIPLINARIEDAD TRANSVERSALIDAD
Taller de Lectura y Redacción I Eje transversal social
Metodología de la Investigación Eje transversal de la salud
Informática I Eje transversal ambiental
Eje transversal de habilidades
lectoras
lectoras
APRENDIZAJES
Aprendizajes ESPERADOS
esperados
respeto por las demás opiniones.
CONOCIMIENTOS HABILIDADES ACTITUDES

y de respeto.
Vocabulario
otras personas utilizando la gramáti- Describe información personal de Se comunica de manera
Información manera oral y escrita. asertiva y empática.
cultural en personal
su contexto.
Nacionalidades Reconoce las estructuras grama-
ticales correspondientes para la Expresa sus ideas,
Características étnicas y creación de perfiles personales. mostrando respeto por
culturales las demás opiniones.
Identifica a los miembros de la fa-
Miembros de la familia milia utilizando el vocabulario co- Reconoce la diversidad
Números rrespondiente. cultural de su contexto
Diferencia nacionalidades, carac- practicando la tolerancia.
Fechas
terísticas étnicas y culturales.
Gramática
Distingue diferentes textos pre-
Verbo "to be" sentados de forma auditiva.
Pronombres personales
Adjetivos posesivos
Posesivo anglosajón
12 INGLÉS I Guía de actividades del alumno para el desarrollo de competencias

INTRODUCTION TO THE UNIT
At the end of this unit students will be able to express personal information about
their own and other people's profile; students will introduce themselves through
the use of the verb to be, personal pronouns, and adjectives according to their
context.
DIAGNOSTIC TEST UNIT I
2. The teacher applies the diagnostic

and making an assessment with the stude
and expectations. Once their academic expectations
DIAGNOSTIC TEST
Read the questions and answer choosing the right answer. What is a
1. - My hair dark brown. diagnostic
test?
a) is b) are c) be d) am
A diagnostic
2. - Jamie´s parents in a meeting. test is a test
a) aren’t b) isn’t c) I´m no d) be not that helps the
teacher and
3. - I in my house.
learners identify
a) ´m b) is c) are d) be problems that
they have with
4. - Mary a nurse? Yes, she .
the language.
a) Are / is b) Is / are c) Is / is d) Are / aren´t
5. - Christmas is December.
a) in b) on c) at d) the
6. - My birthday is May 10th.
a) the b) at c) on d) in
7. – Teacher, what’s ______ last name?
a) your b) ours c) us d) they
8. - I love Josie.. ________ eyes are beautiful.
a) she b) her c) him d) his
CoBachBC Colegio de Bachilleres del Estado de Baja California 13

UNIT I PERSONAL PROFILE
9. - I am from California, so I am .
a) United States b) Canadian c) Japanese d) American
10. - My daughter´s son is my .
a) son b) niece c) nephew d) grandson
INTRODUCE YOURSELF
LEARNING ACTIVITY - SPEAKING
you are going to int
with your class.
Hello! My name is Mariana.

I am 16 years old.
I am from Baja California. Hi, What´s your name?
My school’s name is COBACH high school. How old are you?
Where are you from?
What’s your school name?
Taken from:
https://mumsinthewood.com/guest-articles/insight-british-business-etiquette-victoria-rennoldson-founder-perfect-cuppa/attachment/business-2-people-chatting-vs-2-1-small/ (2021)
I. Conversation Sheet
1. What’s your name?
2. How old are you?
3. Where are you from?
4. What’s your school´s name?
5. Which semester are you in?
6. What subjects are you good at?
7. What’s you English teacher’s name?
8. What are your hobbies?
Chart created by Susana González (2021)

What´s your How old are Where are you What subjects What are your
name? you? from? are you hobbies?
good at?
Chart created by Susana González (2021)
Verb To Be in Simple Present Tense
LEARNING ACTIVITY - GRAMMAR
Verb TO BE in simple present tense
The verb “to be” is used to express something about a person, thing, or state, to
show a permanent or temporary quality, state, job or occupation, and nationality.
Example:
John is 23 years old.
My school is not expensive.
They are not happy. SCAN ME! 
Is Today's weather cold?
The verb "to be" has different structures, check the following chart and also revise
the use of contractions:
SCAN ME! 

1) He ________ English.
2) They ___________ tall and thin.
3) Lucy ________ Italian.
4) We _________ happy.
5) You _________ short.
6) My dog __________ black and white.
7) I _______ a good student.
8) They __________ at school.
9) Tom _________ strong.
10) It _________ a pencil.
Exercise taken from: https://agendaweb.org/verbs/to-be-worksheets-resources-lessons (2021)
1. My brother a student.
2. My mother reading a book now.
3. you an engineer? Yes I, .
4. Tommy and Billy babies.

5. The book on the table.
6. I ready for high school, I do not want to get up!
7. This my bag. And this one my sister ´s.
8. your brother at school? Yes, he .
9. Where you from? I from New York.
10. Magi a painter. She has some fine pictures. They on the walls.
11. What your name? My name Shirley Frank.
12. the pencil black? No it . This one black, take it.

13. The students ________ in the classroom. They are at the cafeteria.
14. It a film for children. Not for adults.
15. I glad to meet you.
Exercise taken from: https://busyteacher.org/3301-verb-to-be-exercises.html

III. Complete the sentences with NGATIV contractions. Use the e TO B
in present tense.
1. We teachers. We are students.
2. Today the weather nice. It is too hot.
3. These questions easy. They are difficult.
4. The exercises in this book long. They are short.
5. Ricky Martin Mexican. He´s Puerto Rican.
6. Will Smith single. He’s married.
7. Madonna young. She´s old.
8. I ready. Please wait.
9. Honk Kong in Mexico. It´s in China.
10. My mother in the kitchen. She’s in the yard.
IV. Put these words in order to make correct questions (e to e in present tense.
(Interrrogati orm).
1. your mother? / How old / is .
2. Is/ Canada / your / father / from .
3. from?/ they / are / Where .
4. Susan and Luis / friends? / Are .
5. at school? / the kids / Are .

Taken from: https://www.esl-lounge.com/student/grammar/1g2-to-be-question-formation.php (2021).
LEARNING ACTIVITY READING
Using the V "To e" write the correct orm o "to e" in present tense.

My name (be) (1) John. I (be) (2) fifteen years old. I live on a farm. It (be)
(3) in the country. It is quiet in the country. It (be, not) (4) loud in the country.
I wake up early. Sometimes, I wake up before the sun rises. Sometimes, it (be) (5)
still dark when I wake up. But I don’t mind. I like waking up that early. I like the way the country
looks in the morning. The first thing I do after I wake up is milk the cow. After I finished milking
the cow, I bring the milk to my mom. I think she uses it to make breakfast. She makes a delicious
breakfast. My mom (be) (6) a really good cook. Next, I feed the pigs. One time, I as-
ked my mom how come my little sister doesn’t feed them. She said it (be) (7) because
my sister (be, not) (8) strong enough. But I still don’t understand. She (be) (9)
almost as strong as me! I guess my mom doesn’t want my sister to get hurt. After all, the pigs
can be pretty rough, especially when they (be) (10) hungry. The last thing I do (be)
(11) feed the chickens. That (be) (12) easy. I just throw some food down on
the ground and they run out and eat it. While the chickens (be) (13) eating, I go into
their house to collect their eggs. Chicken eggs (be) (14) really good to eat. They (be)
(15) easy to cook too. That is what I do in the mornings. I (be) (16) pretty
busy.
Pronouns
Pronouns are small words that take the place of a noun. Pronouns are words like:
he, you, ours, themselves, some, each... We can use a pronoun instead of a
noun. If we didn't have pronouns, we would have to repeat a whole lot of nouns.
Personal or Subject
Pronouns
Personal pronouns represent specific people or things. We use them depending
on:
number: singular (eg: I) or plural (eg: we)
person: 1st person (eg: I), 2nd person (eg: you) or 3rd person (eg: he)
gender: male (eg: he), female (eg: she) or neuter (eg: it)
case: subject (eg: we) or object (eg: us)
We use personal pronouns in place of the person or people that we are talking about.
Ex. “My name is Josef” ; we use "I", not "Josef".
When someone is talking direct to you, We almost always use "you", not your name.
When we are talking about another person, “John”, we may start with "John" but then
use "he".

Here are the personal pronouns:
SUBJECT OR PERSONAL PRONOUNS

Singular Plural
st
1 . Person I We
nd
2 Person You You
3rd Person He, She, It They
Chart created by Susana
González (2021)
I. Complete the sentences with the correct Personal Pronoun.

1. are in the garden. (The roses)
2. are from Cuba. (My sister and I)
3. is a nurse. (Andrea)
4. are on the table. (The books)
5. are friends. (Mariana and Arturo)
6. is from America. (Carlos)

7. is color red. (The dress)
8. is cold. (The weather)
9. are on the wall. (The pictures)

10. is in the kitchen. (My mother)
II. Write the correct Personal Pronoun.
1. Sister 11. Plant

2. Boy 12. Kids
3. School 13. Books
4. Cars 14. My family and I
5. Emily and Jack 15. Luis and Bob
6. Bike 16. Sunglasses
7. Sophia and I 17. The cat
8. Dad 18. Mexico
9. Parents 19. Weather
10.Teacher 20. Rain
Chart adapted by Susana González (2021)

Possessive Adjectives
Possessive adjectives are used to show possession or ownership of something.

While we use them when we refer to people, it is more in the sense of relationship
than ownership.
The possessive adjectives in English are.
Be careful!
Possessive
adjectives,
also called
possessive
determiners SCAN ME! 
(my/your etc.),
come before a
noun, whereas,
possessive
pronouns (mine/
yours etc.)
replace a noun
Taken from: https://www.grammar.cl/Notes/Possessive_Adjectives.htm
The possessive adjective needs to agree with the possessor and not with the thing that ispossessed.
Examples
My car is very old. (I) Her boyfriend is very friendly. (She)
Our dog is black. (We) Their homework is on the table. (They)
Like all adjectives in English, they are always located directly in front of the noun they referto. (Possessive
Adjective + Noun).
We do not include an S to the adjective when the noun is plural like in many other languages.
Examples:
Our cars are expensive. (Correct) Ours cars are expensive. (Incorrect)
However, the verb that is used needs to be in agreement with the noun - if the noun issingular then the verb
is singular; if the noun is plural then the verb is plural.
Examples:
My pen is black. (Singular) / My pens are black. (Plural)
Our child is intelligent. (Singular) / Our children are intelligent. (Plural)
Taken from: https://www.grammar.cl/Notes/Possessive_Adjectives.htm

I. Complete the blanks with the appropriate POSSESSIVE ADJECTIVE as in the example:
Example: He has a new computer. His computer is very good.
1. I have a house. _______ house is very big.

2. She has a cat. _______ cat is black.
3. My brother has a bike. He rides _____ bike every afternoon.
4. We learn English at school. _______ English teacher is nice.
5. You are in a new school. How is ______ new school?
6. Mr. and Mrs. Brown have a son. _______ son’s name is Michael.
Taken from: https://agendaweb.org/grammar/possessive-worksheet-resources.html (2021).
II. Irene is talking about her family. Complete the sentences with the correct Possessive
Adjective.
Irene and her family
My name is Irene. I’m 20 years old. I am a student., brother is a student too.

name is Jesus. He is favorite brother (I). last
name is Barrera (We). father is 53 years old (I). name is Jorge
(He). mother is 48 years old (I). name is Lucy (She). We have
a house. house is small (We). We also have a dog. name is
Spot (It). I have three brothers and two sisters. We have a big family. family
is big and happy.
Written by Susana González Casillas. (2021)
LEARNING ACTIVITY - VOCABULARY
Countries and Nationalities Vocabulary
Look at these example sentences:

She comes from France. She is French.
Her nationality is French. She is a Frenchwoman.
She drives a French car. She speaks French.
This chart lists many of the countries or nations in the world, with the following information:
Name of country
Adjective used for that country (also describes nationality)
Noun used for a person from that country

Countries and Nationalities Vocabulary
Taken from: https://www.englishclub.com/vocabulary/world-

countries-nationality.php
SCAN ME! 

I. Complete de chart.
COUNTRY NATIONALITY COUNTRY NATIONALITY

United States Spanish
Brazilian Japan
Canada Chinese
Colombian India
Egypt Turkish
Nigerien Australian
Korean Irish
Mexico Haiti
Peruvian Venezuelan
II. Complete the dialogues with the correct country or nationality. Then practice them.
1. A: I´m from ........................ 4. A: Is your newspaper in Spanish?

B: Oh, so you’re Hungarian. B: Yes, It’s a ……………. Newspaper.
I’m from Mexico.
2. A: Is Mr. Lee from Korea?
B: No. He’s.......................... . 5. A: We’re from Peru.
He’s from China. B: Oh, so you’re …………………..
A: That’s right.
3. A: Are you Vietnamese?

B: No. I’m................................ . 6. A: Are you from …………………?
I’m from Cambodia. B: Yes, we’re Japanese.
III. Languages
What is your native language?
THE TOP TEN
LANGUAGES SPOKEN
IN THE WORLD
1. Mandarin What is the official language of your country?
2. English
3. Hindi
4. Spanish What is another country with the same language?
5. Russian 6. Arabic
7. Bengali
8. Portuguese
9. Malay-Indonesian
10.French

Numbers
LEARNING ACTIVITY: VOCABULARY
SCAN ME! 

%&ARATION BTWN '*+,/,S AND T+S
Hundreds and tens are usually separated by “and” (in American English “and” is not necessary).
II. Write the name o these nuers.

29 twenty-nine
837
2,573
15,352
357,876
8,297, 346
III. Listen to your teacher 's dictation and circle the correct nur then write
it on the
k space.
1. - 202 | 212 | 222 | 220
2. - 660 | 666 | 616 | 661

3. - 149 | 491 | 144 | 419
4. - 370 | 307 | 317 | 377

5. - 550 | 515 | 551 | 505
6. - 702 | 772 | 712 | 727
7. - 1,012 | 1,020 | 1,122 | 1,212
8. - 50,880 | 15,080 | 50,018 | 15,018
9. - 12,414 | 14,214 | 12,441 | 14,020
10. - 70,190 | 70,090 | 70,019 | 70,900
IV. Phone Ners.

We normally give telephones by saying each individual number in it:
Ex. Our phone number is two six three, three eight four seven. (263-3847)
When there is a zero (0) in our telephone number, we often say O like the name of
the letter O. Ex. 505-1023 = five-O-five, one-O-two-three.

V. Group Work. Ask for and tell your phone number. Remember to ask your class-
mate to spell out their names and last name.
Example:
• What's your name? • What’s your last name?
• What's your phone number? • How old are you?
VI. Ask four classmates their name, last name, phone number and age and fill in the
address book.
Name Last Name Phone Number Age
***After completing prior activity, introduce your interviewed classmates to class, using he/she is... his/her...
Ordinal Numbers
We use Ordinal Numbers to indicate position or order in relation to other num-

bers: first, second, third, and so on. Ordinal Numbers do not represent quanti-
ty, but rather indicate rank and position.
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
Secon
First Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth
d
11th 12th 13th 14th 15th 16th 17th 18th 19th 20th
Eleve Twelft Thirtee Fourtee Fifteen Sixtee Seventee Eightee Nineteen Twent
nth h nth nth th nth nth nth th ieth*
21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th
Twent-
SCAN ME!  Twent
secon
Twent Twenty- Twent Twenty Twenty- Twenty- Twenty- Thirtie
y-first d y-third fourth y-fifth -sixth seventh eighth ninth th
31st
Thirty-
first

II. Paint the scoops according to the description.
1. Color the first scoop blue.
2. Color the ninth scoop yellow.
3. Color the tenth scoop red.
4. Color the second scoop green.
5. Color the fourth scoop purple.
6. Color the eighth scoop brown.
7. Color the third scoop orange.
8. Color the fifth scoop green.
9. Color the sixth scoop brown.
10. Color the seventh scoop red.
I colored my cone: .
My cone has scoops.
Celebrations
Days o the week

Wednesday – Saturday – Monday – Friday – Tuesday – Sunday - Thursday
I. Write the days o the week in the correct order.
1. Sunday
2.
3.
4.
5.
6.
7.

Months of the year

January February March April May June
July August September October November December
II. Answer with the correct inormation.

1. The first month of the year is ..........................................
2. The twelfth month of the year is ......................................
3. There are ........ months in the year.
4. We use .................... numbers with dates.
5. April comes before ...................................
6................................is the month with less days.
7. The seventh month is .................................
8. April is the ....................... month.
9. November is the .................................... month.
10. Winter starts in .................................
https://www.usingenglish.com/quizzes/61.html
III. Read an match

a. How old is he? 4 1. Yes, he is.
b. What´s his telephone number? 2. I´m sixteen.
c. Where´s she from? 3. On November 15th.
d. What are their names? 4. He is twenty eight.
e. How old are you? 5. Yes, they are.
f. When's your birthday? 6. It´s 555-4848.
g. Is he famous? 7. Spain.
h. Are they business people? 8. Susan and Linda.
Simon Williamson, Macmillan, Oxygen New Edition
IV. Read and complete the chart with the correct date.
Celebrations
New Year’s Eve is on December 31st.
Mexican Constitution Day is…
The First Day of Spring is…
Mexican Labor’s Day is …
Mother’s Day is …
Teacher’s Day is …
Student’s Day is …
Mexican Independence Day is …
Mexican Revolution Day is …
Christmas is …
My Birthday is …
Table created by :Susana Gonzalez (2021)

POSSESSIVE (´S)
The possessive form is used with nouns referring to people, groups of people,
countries, and animals. It shows a relationship of belonging between one thing and
another. To form the possessive, add apostrophe + s to the noun. If the noun is plural,
or already ends in s, just add an apostrophe after the s. Examples:
the car of John = John's car the room of the girls = the girls' room
clothes for men = men's clothes the boat of the sailors = the sailors' boat
For names ending in s, you can either add an apostrophe + s, or just an apostrophe.
The first option is more common. When pronouncing a possessive name, we add the
sound /z/ to the end of the name. Examples:
Thomas's book (or Thomas' book) Jesus's shop (or Jesus' shop)
the Smiths's house (or the Smiths' house)
Functions O The Possesi
"Belonging to" or 'ownership' is the most common relationship the possessive
expresses. Examples:
John owns a car. = It is John's car.
America has some gold reserves. = They are America's gold reserves.
The possessive can also express where someone works, studies or spends time.
Examples:
John goes to this school. = This is John's school.
John sleeps in this room. = This is John's room.
The possessive can express a relationship between people. Examples:

John's mother is running late.
Mrs. Brown's colleague will not be coming to the meeting.
https://www.ef.com/ca/english-resources/english-grammar/forming-possessive/
I. Write the correct possessi (‘s). Use the word in parenthesis.

1. This is ____Peter’s book. (Peter)
2. Let’s go to the house. (Smiths)
3. The room is upstairs. (children)
4. sister is twelve years old. (John)
5. and school is old.
(Susan – Steve)
6. shoes are on the second floor. (Men)

7. My car is not expensive. (parents)

8. iPhone is new. (Charles)
9. This is the bike. (boy)
10. These are the pencils. (boys)
https://www.englisch-hilfen.de/en/exercises/nouns_articles/apostrophe_s.htm
II. Add the 's or the s'
1. The men families.
2. These doctors hospital.
3. The babies toys.
4. People names.
5. Heidi and John son.
III. Write the correct orm o the possessi 's or the s'
1.- The books of the men. .
2.- The bikes women. .
3.- The toys of the children. .
4.- The shirt of Ely. .
5.- The sister of Ana. .
6.- The feathers of the birds. .
7.- The new fancy car of James. .
8.- The parents of Nataly and Nathan. .
9.- The tires of the bike. .
10.- The restroom of the girls. .
Family Members
Family Vocabulary
Your family members are also called your relatives. You have an immediate or nuclear
family and an extended family. Your immediate family includes your father, mother and
siblings. Your extended family includes all of the people in your father and mother's fa-
milies.
Your sibling is your brother or sister. If you have 1 brother and 2 sisters, then you have
3 siblings. Yourparentis your father or mother. Yourchildis your son or daughter. Your
spouse is your husband or wife.
You may also have a stepfamily. Your stepfamily includes people who became part of
your family due to changes in family life. These changes may include death, divorce or
separation. New partnerships create new children. The new children and their relatives

become part of your blended family. Some people are born into a stepfamily.
In a family, the word generation means all the people in one stage of the family. For
example, your parents are one generation, you and your siblings are the next generation,
and your children and their cousins are another generation.
SCAN ME! 
https://www.woodwardenglish.com/members-of-the-family/
I. Fill in the corr

1. My mother's sister is my .
2. My daughter's brother is my .
3. My father's daughter is my .
4. My mom and dad are my .
5. My sister's son is my .
6. My aunt's son or daughter is my .
7. My father's brother is my .
8. My mother's father is my .
9. My daughter's son is my .
10. My brother's daughter is my .
https://www.ego4u.com/en/cram-up/vocabulary/family/exercises?04

II. Read the short story elow.
About my family
From: kellycali@ainrofilac.eg
To: yoko@idkwyl.ptm Subject:
My family
Dear Yoko
Let me tell you about my family. I live with my mum, my dad and my big sis-
ter. We live in California. My mum’s name is Carmen. She’s Mexican and she
speaks English and Spanish. She’s a Spanish teacher. She’s short and slim,
she’s got long, brown hair and brown eyes. My dad’s name is David. He’s
American. He’s tall and a little fat! He’s got short brown hair and blue eyes. He
works in a bank. My sister Shania is 14 and she loves listening to music. She
listens to music all the time! She’s got long brown hair and green eyes, like me.
I’ve got long hair too. We’ve got a pet dog, Brandy. He’s black and white and
very friendly.
Write soon and tell me about your family.
Love Kelly
https://learnenglishteens.britishcouncil.org.cn/comment/64796
Now answer the questions

t the story.
1) How many people are in the family?
2) How old is the sister?
3) Who has long brown hair and green eyes?
4) Where do they live?
5) What´s the dog´s name?

UNIT PROJECT - ORAL SKILLS
Project A. You just move to a new city and you want to meet new people and make
some new friends. Create a profile to introduce yourself. Imaginea profile like in a social
media. Be ready to present it to your classmates and teacher. Be creative. Remember to
include your name, nick name, birthday, favorite: color, song, music, artist, book, subject,
sport, food, candy, and best friends. Check the rubric to evaluate projects.
https://www.pinterest.com.mx/pin/13088655140007076/

Project B. Ask your parents or grandparents about your family background.

Create your family tree. Use the vocabulary about family members, verb to be
in present tense, age, occupation, and possessive pronouns.

mple:
She is my mother. Her name is Rosario. She is 48 years old. She’s a nurse.
Be ready to present it to your classmates and teacher. You can present it in a

poster, a power point presentation, or any other visual aid. Check the rubric
to evaluate projects.

FINAL SELF EVALUATION
Let´s
1. - My hair curly.
a) be b) are c) is d) am
2. - Jamie´s parents in a meeting.
a) am not b) is c) I´m d) are
3. - I in my house.
a) is not b) ´m not c) are d) aren´t
4. - Mary a nurse? Yes, she .
a) are/is b) is/is c) is/are d) are/aren´t
5. - Christmas is December.
a) on b) in c) at d) the
6. - My birthday is May 10th.
a) the b) at c) on d) in
7. - Teacher, What’s last name?
a) your b) us c) ours d) they
8.I love Josie. _______ eyes are beautiful.
a) her b) he c) him d) his
9. - I am from Riverside,California, so I am .
a) United States b) American c) Japanese d) Canadian
10. - My daughter´s son is my .
a) niece b) grandson c) nephew d) son

ENGLISH I
Unit I: Personal Profile
RUBRIC TO EVALUATE YOUR PROJECT
Student´s name:
Diagnostic Formative Summative Introduction
Evaluation type: Self evaluation Coevaluation Moment: Body
Heteroevaluation Conclusion
Individual Binas Team Date: Group:
Evaluator:
(0.4) (0.3) (0.2) (0.1) (0)

CATEGORY EXCELLENT GOOD FAIR NEEDS NON
(100-95%) (95-85%) (85-70%) IMPROVEMENT INCLUDED
Visual aids support Visual aids have Visual aids are little Visual aids are
the theme and have little support for the related to the theme, hard to
proper size and theme. Have have no proper size understand
color for the proper size and and color for the and/or are not
VISUAL Non
audience. color for the audience. related to the
AIDS Included
audience. theme; size and
color have
difficult
comprehension.
Uses appropriate Uses appropriate His or her grammar The mistakes

vocabulary without vocabulary with presents mistakes and grammar
any grammar few grammar but he or she errors are
Speaks
GRAMMAR mistakes. His or her mistakes. communicates. evident and
Spanish
sentences are communication
according to the is not
learning objects. accomplished.
Pronounces with
The Only Read/
PRONUNCIA- Excellent Pronounces fairly errors or is not
pronunciation is Speaks
TION pronunciation. well. understandable from
poor and unclear. Spanish
time to time.
Is able to Is able to Is able to express Is not able to

communicate ideas communicate ideas, stopping to communicate Only Read/
FLUENCY in an excellent fluently, with just recall words. ideas, mixing Speaks
manner, without some hesitations. both languages Spanish
hesitation.
PROJECT. Turns in on time, Turns in on time, Turn in but missing Poor quality,
ESSAY OR with an excellent according to the some requirements. missing most of Not
WRITTEN quality according to requirements. the Delivered
TEXT the requirements requirements.
Score:

Generic competence
Competence
Use the following chart to analyze the progress of each student according to the generic compe-
tences they must develop.
4. Listens, interprets and transmits relevant messages in different contexts through the
use of appropriate means, codes and tools.
Almost always /
Always / Sometimes/ In Almost never/
4 3 In process 2 1
Competent process (Basic) Initial phase
(Advance)
10. Maintains a respectful attitude towards different cultures and the diversity of beliefs,
values, ideas and social practices.
Almost always /
4 3 In process 2 1
Competent (Advance) process (Basic) Initial phase
SELF AND PEER UNIT EVALUATION

Decide honestly according to each affirmative sentence, the description and evaluation of your
own learning process.
Self-evaluation
Student’s name:
st
Date: 1 Unit Observations
Competences performance indicators 100 80 No If you answer is No,
% % analyze the reasons.
I attend on time to all my classes.
I follow the instructions to do the exercises.
I participate with a constructive and
collaborative attitude asking when the topic is
not understood.
I answer the exercises provided in the book.
I contribute with ideas in oral and written
forms.
I am able to evaluate honestly 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
block.
I can communicate better and more
confidently.

Decide honestly according to each affirmative sentence, the description and evaluation of one of
your classmates learning process.
Peer’s evaluation
Student’s name Evaluator:
st
Date: 1 Unit Observations
% % discuss the reasons with
him or her.
He or she attends on time to all the classes.
He or she follows the instructions in the

exercises.
He or she participates with a constructive and

not understood.
He or she answers the book exercises.
He or she contributes with ideas.

He or she is able to evaluate honestly him or
her.
He or she reads the lessons and texts
searching for new meanings and words.
He or she is able to establish links between

new and old grammatical 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

block.
He or she can communicate better and more

confidently.

Unit II
DAYLY ROUTINES
Competences
3. Choose and practice healthy life styles. CDBC 2. Evaluates a text by comparing one
content with others, based on their previous
CG3.2 Makes decisions based on the assessment of the con- and new knowledge.
sequences of different consumption habits and risk behaviors.
CDBC 3. It makes assumptions about the natu-
4. Listens, interpret and transmit relevant messages in diffe- ral and cultural phenomena of its environment
rent contexts through the use of appropriate means, codes
based on the consultation of various sources.
and tools.
CG4.2 Applies different communication strategies according CDBC 4. Produces texts based on the norma-
to their interlocutors, in a context where they are and the ob- tive use of the language, considering the inten-
jectives they pursue. tion and communicative situation.
CG4.4 Communicates in a second language on daily situa- CDBC 10. Identifies and interprets the general
tions.
idea and possible development of an oral or
8. Participates and collaborates effectively in diverse teams. written message in a second language, using
previous knowledge, nonverbal elements and
CG8.1 Proposes ways to solve a problem or develop a team cultural context.
project, defining a course of action with specific steps.
CDBC 11. Communicates in a foreign langua-
10. Maintains a respectful attitude towards different cultures ge through a logical speech, oral or written,
and the diversity of beliefs, values, ideas and social practices. congruent with the communicative situation.
CG10.3 Assumes that respect for differences is the principle of
integration and coexistence in local, national and international
contexts.
Unit II
DAILY ROUTINES

Explica las actividades cotidianas propias y de otras personas a
través de las habilidades comunicativas, para promover estilos de
vida saludable.
Eje transversal de habilidades
lectoras
lectoras
Aprendizajes esperados
Explica de manera oral las actividades cotidianas propias y de otras personas, utilizando el
vocabulario, las propiedades de fluidez, pronunciación, entonación y dominio del tema con
disposición a afrontar las consecuencias de diferentes posturas ante la toma de decisiones.
Ordena de manera escrita las actividades cotidianas propias y de otras personas, utilizando
la gramática apropiada, coherencia y ortografía, reconociendo la diversidad en su contexto.
Conecta preguntas y respuestas de manera oral y escrita utilizando la gramática apropiada,
relacionándose con sus semejantes de forma colaborativa.

Vocabulario Identifica de manera oral y escrita Se relaciona con sus
Actividades diarias de recreación, actividades que se realizan cotidiana- semejantes de forma
escolares y de trabajo mente. colaborativa.
Lugares
Profesiones y ocupaciones
Reconoce las estructuras gramatica- Afronta consecuencias y
Medios de transporte
les correspondientes para la descrip- diferentes posturas ante
Verbos frecuentes para rutinas
ción de actividades cotidianas. su toma de decisiones.
Gramática
Presente Simple
Reglas para tercera persona del Predice preguntas de forma coheren- Reconoce la diversidad en
singular te y precisa. su contexto practicando la
Uso de auxiliares “Don’t”, “Doesn’t” tolerancia.
Uso de auxiliares "Do", "Does"
Distingue diferentes textos presenta-
Preguntas con WH
dos de forma auditiva.
Adverbios de frecuencia
Expresiones de tiempo
Preposiciones de lugar

In this unit you will learn how to express yourself in the present simple with
the appropriate use of grammatical structures, vocabulary of routines, the
appropriate use of verbs, adverbs of time, expressions of time, the use of
the third person in singular. This in order to carry out a conversation and
describe likes, preferences, routines, facts, habits and schedules. Students
will also express location of nouns using the appropiate prepostion of place
with nouns that describe professions. Finally they will answer a test about
the unit.
DIAGNOSTIC TEST UNIT II
Instructions: Choose the correct option to complete each sentence.

1. Henry and John English three days a 6. My kids many sports. ( )
week. ( )
a) practices c) practice
a) study c) studying
b) practiced d) practicing
b) studies d) studied
7. Sarah and Susan to school, they

2. I _____ _____too much TV; I prefer music. walk. ( )
( )
a) doesn´t / drive c) doesn´t / drives
a) don´t / watches c) doesn´t / watches
b) don´t / drives d) don´t / drive
b) don´t / watch d) doesn’t / watch
8. you a shower every morning?

3. you a lot of exercise? ( )
( )
a) do / does c) do / do
a) do / take c) do / takes
b) does / do d) does / do
b) does / take d) does / take
4. Carol very often because of her job.

9. Steve to her any more. ( )
( )
a) doesn´t / talks c) don´t / talk
a) travel c) traveled
b) doesn´t / talk d) don´t / talks
b) traveling d) travels
10. I my mother every Sunday. ( )

5. your dad on weekends?( )
a) do / works c) does / works a) visiting c) visit
b) does / work d) do / work b) visits d) visited

UNIT II DAILY ROUTINES
PRESENT SIMPLE
https://englishstudypage.com/grammar/simple-present-tense-structure/
When do we use the present simple?
SCAN ME! 
https://www.ef.com/ca/english-resources/english-grammar/simple-present-tense/

ACTIVITY 1: VERBS PUZZLE
Find the verbs listed on the next table. Underline or circle them.
Created in https://www.superteacherworksheets.com/generator-word-search.html

ACTIVITY 2 : "YOUR ROUTINE IN A DAY"
What do you usually do every day? In the table below you can see some of
the action that we usually do in a day.
SCAN ME! 
I. Write 10 actions that you usually do.
Example: I never take a shower on Sunday.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

ACTIVITY 3 : "MY WEEK'S SCHEDULE"
For this activity think in English all the actions (verbs) that happen in
a week, the actions must be with the specific time and day, then write
them all in the following schedule chart.
“My week’s schedule”
Monday Tuesday Wednesday Thursday Friday Saturday Sunday

8:00
English
Class
5:00
Go to
Dentist
ACTIVITY 4: "MY DAILY ACTIVITIES"
Think about of at least 5 activities that you do daily in the same way and write
them as the example. Share them to the class.
Example: I go to English Class at 8 a.m. on Mondays.
1.
2.
3.
4.
5.

‘S’ RULE (VERBS FOR 3rd PERSON IN SINGULAR)
In general, in the third person we add "S" in the third person. The spelling for the verb
in the third person differs depending on the ending of that verb.
Examples:
Peter always calls his parents after school. Anna plays flags football in the afternoons.
He usually washes the dishes after dinner. She studies French three days at week.
1. For verbs that end in -o, -ch, -sh, -ss, -x, or -z we add -es in the third go goes
person. catch catches
wash washes
kiss kisses
fix fixes
buzz buzzes
2. For verbs that end in a consonant + y, we remove the y and add -ies. marry marries
study studies
SCAN ME!  carry carries
worry worries
3. For verbs that end in a vowel + y, we just add -s. play plays
enjoy enjoys
say says
4. Irregular verbs for adding the rule. go goes
do does
have has
ACTIVITY 5: EXERCISE AFFIRMATIVE SENTENCES
1. I (go) shopping with my 11. I (play) tennis after

brother. school.
2. We sometimes (use) a 12. You (start) school at nine
dictionary in class. o clock.
3. My friends (study) Italian at 13. We (have) lunch at
their school. school.
4. School (finish) at three 14. They (watch) TV after
o clock. dinner.
5. You (live) near me. 15. She (get up) at seven
6. He (like) rap music. o clock.
7. She (do) her homework 16. We (go) to bed at nine
before dinner. o clock.
8. We (play) tennis in school 17. Ducks (love) water.
on Wednesday afternoon. 18. The sun (rise) in the
9. I (watch) TV in the evening. east.
10. My mother (teach) art. 19. He (play) football.
20. Susan (go) to the cinema.

SIMPLE PRESENT NEGATIVE (DON’T & DOESN’T)
We use the present simple, in its negative form, to deny situations that regularly, repeatedly or
always occur.
When we use the present simple in its negative form, we start with the subject followed by do
not and the verb in its base form. In the third person singular, we use does not.
For example:
— “I don’t work on important projects.” = The sentence is in the present simple negative
use do not followed by the base form of the verb to work (do not work).
— “She doesn’t work on important projects.”17.= The subject is she, so we use does not followed
by the base form of the verb to work (does not work).
18.
NOTE: The verb to be is irregular, so it doesn’t follow the general formation rule for the negative
form, and we just add not after the verb. 19.
https://open.books4languages.com/english-a1-grammar/?p=28
ACTIVITY 6: EXERCISE NEGATIVE SENTENCES
1. Brian (not get) up at eight 14. Luis Miguel (not read)

o clock. magazines.
2. Serena (not know) what 15. My parents (not read)
to do. the newspaper.
3. Wendy (not like) to do 16. Blanca (not go) to a
shopping. sleepover.
4. My grandfather (not live) in 17. Isabel (not phone) a
London. friend.
5. My sisters (not walk) to 18. I (not eat) a hamburger
school every day. every weekend.
6. My best friend _ (not like) 19. My mum (not like) classical
math. music.
7. My cousin (not study) 20. I (not eat) pizza.
biology. 21. I (not drink)
8. We (not go) to the cinema water.
at the weekend.
22. Gonzalo (not help) his
9. Gill (not work) in a friends with their homework.
supermarket.
23. Carlos (not make) people
10. Ana (not watch) laugh.
TV.
24. Alan
20. (not like) talking to
11. Peter (not study) new people.
French.
12. Hector (not watch)
TV.
13. Antonio (not play) computer
games.
https://www.englishpage.com/verbpage/simplepresent.html

SCAN ME! 
Examples:
I always wake up at 6 a.m.
I usually like to drink coffee when I wake up.
I sometimes have my breakfast before school.
I rarely arrive late to school.
I never skip classes.
Note: Frequency adverbs go before an action. Some of these adverbs may also
be used at the beginning or end of a sentence.
Example:
Sometimes I go to school by bus. I walk to school often.

ACTIVITY 7: INTERROGATIVE SENTENCES
Write interrogative sentence from the sentences below.
1.You / speak English.

Do you speak English?
2. She / work hard.
3. They / have dinner at eight.
4. Jill and Tom / study at university.
5. You / do your homework every day.
6. John / watch TV after dinner.
7. He / wash the car at the weekend.
8. Her friends / live in London.
9. You / have any brothers or sisters.
10. Your friends / go to the cinema very often.
http://www.english-area.com/paginas/presentesimpleE3.pdf

ACTIVITY 8 : WH
‘ QUESTIONS’
Write interrogative sentence from the sentences below.

1. (Where / you / go to school?)
Where do you go to school?
2. (What / you / do?)
3. (Where / John / come from?)
4. (How long / it / take from London to Paris?)
5. (How often / she / go to the cinema?)
6. (How many children / you / have?)
7. (When / you / get up?)
8. (How often / you / study English?)
9. (What time / the film / start?)
10. (Where / you / play tennis?)
11. (What sports / Lucy / like?)
12. (How / they / get to work?)
13. (How often / I / come here?)
14. (Where / she / live?)

15. (Why / you / eat so much chocolate?)
16. (What / this machine / do?)
17. (Who / she / meet on Saturdays?)
18. (How many brothers / she / have?)
19. (How much / this / cost?)
20. (Where / you / eat lunch?)
https://www.perfect-english-grammar.com/support-files/present_simple_form_wh-questions_other-verbs.pdf
ACTIVITY 9: FREQUENCY ADVERBS SENTENCES
What do you frequently do on a single day? Answer the following questions to

express how frequently your routines are.
1. What do you always do on Monday mornings?
2. What do you usually do on Friday nights?
3. What do you sometimes do after classes?
4. What do you rarely do on weekends?
5. What do you never do at school?

ACTIVITY 10: "MY FRIEND'S OFTEN ACTIVITIES"
Ask to 5 of your mates what do they do in a different day of the week and write
down their answers as the example.
Example: Q. What do you do on Tuesdays at 5 p.m.?
A. Michelle goes to the dentist
1.
2.
3.
4.
5.
SIMPLE PRESENT TIME EXPRESSIONS
Today
Daily, weekly, monthly, annually.
Every … day, week, month, year.
Once a… day, week, month, year.
On …. Monday, Tuesday, Wednesday morning, Valentine’s Day.
In … the morning, the evening on Sunday, the spring, January.
How always, almost always, usually/generally, often, sometimes, rarely/seldom, very

often…? rarely, almost never, never, three times a day, twice a day, three times a week,
three times a month, once every two weeks, once a month, once every three
months, three times a year.
https://www.usingenglish.com/files/pdf/present-simple-time-expressions.pdf
PREPOSITIONS OF PLACE
AT IN ON
We use at to show a We use in to show that We use on to show position on a
specific place, location or something is enclosed or horizontal or vertical surface, also to
position. surrounded. show position on streets, roads, etc.
at home in a car on a bus

SCAN ME!  at work in a taxi on a train
at school in a helicopter on a plane
at university in a boat on a ship
at college in a lift on a bicycle
at the top in the newspaper on an elephant
at the bottom in the sky on a horse
at the side in a row on television
at reception in oxford street on the right
on the way
https://learningenglish.voanews.com/content/learn-prepositions-in-on-at/3073690.htm

ACTIVITY 11: LOCATIONS
I. Complete the sentences with the proposition of place: in, on or at. Some
prepositions may be used more than once in a sentence.
1. He studies the living room.
2. Jenny works the office.
3. I don’t a e s a my coffee.
4. The children are school.
5. Bill always reads the bed.
6. I work the station.
7. There are lots of clouds the sky.
8. They usually stay home in the evening.
9. I read it the newspaper.
10. Ellen hangs her photos the wall.
II. Look at the picture. Complete the sentences with the preposition of place:
in or on.
The TV is the table.
The painting is the wall.

The fish is the fish tank.
The fish tank is the chair.
The bottle is the table.

The plant is the TV.
http://digitalcampus.free.fr/Level1/Unit11/SubUnit113/RoomPreposMatch01.jmt.h

JOBS AND PROFESSIONS
ACTIVITY 12: JOBS AND ACTIVITIES
I. Label the following pictures with the correct profession.
TEACHER MAIL MAN POLICE OFFICER
CHEF LAWYER DOCTOR FIRE FIGHTER
MECHANIC ACTOR WAITER
II. Complete the following statements identifying the profession, the correct
form of the verb and the preposition of place according to each one.
Example: A doctor works (work) in a hospital.

a) A (fix) cars the mechanical workshop.
b) A (write) information a whiteboard.
c) The (deliver) letters the mail box.
d) A (serve) people a restaurant.
e) The (defend) innocent people a court house.
f) A (prepare) delicious meals the Restaurant.
g) The (protect) people the streets.
h) An (perform) many plays theatres.

ACTIVITY 13: DAVID'S DAILY ROUTINE
Exercise 1. Complete the story of David day. Share your answers with a classmate.
Use these 12 verbs. You will need to use some of them more than once.
On school days David at 6.30. He a wash. After that

he and at 7:30 he breakfast. He usually
cornflakes, bread, and tea. He to school by bike and atschool at 8.45.
He lessons in the morning ’til lunch time. Lunchtime at
school is from 12.30 to 1:30. In the afternoons he more lessons or
sport. He normally home at half past four. Mum, Dad and
Duncan Dark Blue dinner at 8 p.m. In the evenings Duncan
his homework, TV or his friends. They about
their plans for the weekend.
Exercise 2. Here are some questions. You write the answers.
What time does David wake up? He wakes up at 6:30.
Does he have a shower?
What does he have for breakfast?
How does he go to school?
Where does he have lunch?
How long does the journey take?
When do the family have dinner?
Exercise 3. Let’s change to questions about YOUR day. Write the answers.
What time do you usually get up?
What do you normally have for breakfast?
Do you usually have lunch at home?
What do you do in the mornings?
http://www.brainfriendlylearning.org/publications.htm

ACTIVITY 14: SIMPLE PRESENT FEEDBACK
I. Choose the correct form of the following verbs:
wake (s) up open (s) speak (s) take (s) do (es) cause (s)
live (s) play (s) close (s) live (s) drink (s)
1. Ann volley ball very well.
2. I never coffee.
3. The swimming pool at 7:00 in the morning.
4. It at 9:00 in the evening.
5. Bad driving many accidents.
6. My parents in a very small house.
7. The Olympic Games place every four years.
8. They are good students. They always their homework.
9. My students a little English.
10. I always early in the morning.
II. Write the verbs between brackets in the correct form:
1. Jane (not / drink) tea very often.
2. What time (the banks / open) in Britain?
3. Where (John / come) from?
4. It (take) me an hour to get to work.
5. She (not / wake) up early on Sundays.

III. Choose the right verbs to complete the sentences. Sometimes you need the
negative form:
1. The earth around the sun.
2. The sun in the east.
3. Vegetarians meat.
4. A liar is someone who the truth.
5. A novelist novels.
ACTIVITY 15 : SIMPLE PRESENT REVIEW
Make the present simple (choose positive, negative or question).
1. (They / wear suits to work?)

Do they wear suits to work?
2. (He / not / say much)
3. (Hen / she / study?)
4. (She / know a lot about cooking)
5. (We / make dinner at the weekends)
6. (I / not / leave work on time very often)
7. (She / meet her brother every week?)

8. (They / find London’s weather cold)
9. (We / use the computer every day?)
10. (You / not / smoke)
11. (Why / we / always get into trouble?)
12. (What/ they / usually cook?)
13. (What / we / need?)
14. (They / not / win at tennis)
15. (What / they / like to watch on TV?)
16. (I / do my homework every night)
17. (Why / she / swim every morning?)
18. (You / walk to the station every day)
19. (He / teach in a school?)
20. (He / study English at a night class)
https://www.perfect-english-grammar.com/support-files/present_simple_form_mixed_exercise_2_other_verbs.pdf

ACTIVITY 16: LAB CLASSES
1. Lab class: watch the video and practice the SIMPLE PRESENT TENSE in
the three forms with songs with this link : “songs with the simple present”
https://www.youtube.com/
watch?v=scjALd4iIaE&index=1&list=PLh1fOPy0AV51FYpknM4mOIJKx20cCd1cN
2. Lab class: Watch the video and practice in SIMPLE PRESENT TENSE
through Movies and TV english-challenge.ru.
https://www.youtube.com/watch?v=gtFliYjTmHM&spfreload=10

UNIT PROJECT – ORAL SKILLS
PROJECT A) “MEDICAL CHECK UP”
1. Work in pairs (doctor and patient) 3. Use complete sentences with

2. Interview your partner frequency adverbs
4. Share with the class.
SCAN ME! 

PROJECT B) “A FAMOUS PERSON”
Do a research about a famous person. What does she / he usually do in a common day?
1. Print the text with the link.
2. Underline all the actions and circle the time expressions in the text.
3. Write 5 sentences about his or her actions.
1.
2.
3.
4.
5.

PROJECT C) “INTERVIEW A PARTNER”
1. Pair work.
2. Discuss the following questions with your partner in front of the group.
3. Rewrite the questions with their answers in a white paper and present it to the teacher.
1. What is your name? My name is _____.
2. Where do you live? I live in Mexico.
3. What time do you usually get up in the mornings?
4. What time do you usually go to bed?
5. What do you usually eat for breakfast?
6. What do you often have for lunch?
7. How do you usually come to class, by bus or taxi?
8. What do you like to watch on TV?
9. What kind of movies do you usually watch?
10. What kind of restaurants do you like to eat at?
11. What kind of books or magazines do you like to read?
12. What kind of sports or exercises do you like to do?
13. How do you practice English at home?
14. Where do you sometimes go shopping?
15. What kind of music do you sometimes listen to?

FINAL SELF EVALUATION
In order to verify the learning’s acquired through the Unit II, let´s evaluate how
much you have learnt.
1. Andy the family car. 9. It a beautiful day today.

A) wash B) washing A) are B) is
C) washs D) washes C) be D) am
2. Every morning my mother 10. John often handball.

at 6 o’clock. A) play B) plays
A) got up B) gets up C) playing D) playes
C) get up D) get ups
11.It a lot in Mexico.
3. Mr. Black e-mails in the A) rain B) rains
evenings.
C) raining D) is rain
A) write B) writs
C) writes D) writing
12.I pizza very much.
A) likes B) like
4. The girls the shopping.
C) is like D) liking
A) dos B) doing
C) does D) do
13.I English very well.
A) no speak B) don´t speak
5. Mary and Susan films
every weekend. C) not speak D) doesn´t speak
A) watches B) watching
C) watch D) watchs 14. My sister to the cinema
very often.
A)don´t go B) doesn´t go
6. His friend to school.
C)goes not D) doesn´t goes
A) going B) goes
C) gos D) go
15. They always TV in the
evening.
7. Do you milk in your tea? A) watch B)watchs
A) like B) liks C)watches D)watching
C) liking D) likes
16. Mexican people animals.
8. I correct? A) likes B) liking
A) Are B) Is C) like D) liked
C) Be D) Am

17. The banks on Sundays. 25. Which verb forms are correct?
A) doesn´t opens B) don´t open A) She has B) She plaies
C) doesn´t open D) don´t opens C) She are D) She hase
18. My sister in Tijuana. 26. What are the typical signal words
A) live B) living (time expressions) for the simple
present?
C) lives D) lived
A) Always B) Yesterday
C) At the moment D) Now
19. Your brother tennis very
well.
A) play B) plays 27.Which question is in the simple
present?
C) is play D) played
A) From where do you come?
B) Where do you come from?
20. They the answer.
C) Where does you come from?
A) doesn´t know B)doesn´t knows
D) Where do you came from?
C) don´t know D) don´t knows
28. Which question is in the simple

21. your father a teacher or a present?
policeman?
A) Do she work in an office?
A) Is B) Does
B) Do she works in an office?
C) Are D) Do
C) Does she work in an office?
D)Does she works in an office?
22. My wife and I are from Canada.
you from?
A) Where are B) Where do 29. In which sentence is the simple
present used correctly?
C) Where D) Where does
A) Andrew wash the dishes.
B) Andrew washs the dishes.
23. (A) do you usually go on
holiday. C) Andrew washes the dishes.
(B) I usually go to Greece. D) Andrew washing the dishes.
A) What B) When
C) Where D) What 30. Which negative sentence is in the
simple present?
A) We don’t work in a bank.
24. Which verbs forms are used in the
simple present? B) We don´t work in a bank.
A) Infinitive + -ed C) We does not work in a bank.
B) Infinitive + s D) We does not works in a bank.
C)Infinitive + -ing https://www.learnclick.net/quiz/821
D)Have +infinitive

ENGLISH I
Unit II: Daily Routines
Student´s name
Evaluation type: Self evaluation Coevaluation Moment: Body
Evaluator:
(0.4) (0.3) (0.2) (0.1) (0)

CATEGORY EXCELLENT GOOD FAIR NEEDS NON
(100-95%) (95-85%) (85-70%) IMPROVEMENT INCLUDED
Visual aids support Visual aids have Visual aids are little Visual aids are
the theme and have little support for the related to the theme, hard to
proper size and theme. Have have no proper size understand
color for the proper size and and color for the and/or are not
VISUAL Non
audience. color for the audience. related to the
AIDS Included
audience. theme; size and
color have
difficult
comprehension.
Uses appropriate Uses appropriate His or her grammar The mistakes
vocabulary without vocabulary with presents mistakes and grammar
any grammar few grammar but he or she errors are
Speaks
GRAMMAR mistakes. His or her mistakes. communicates. evident and
Spanish
sentences are communication
according to the is not
learning objects. accomplished.
Pronounces with
The Only Read/
PRONUNCIA- Excellent Pronounces fairly errors or is not
pronunciation is Speaks
TION pronunciation. well. understandable from
poor and unclear. Spanish
time to time.
Is able to Is able to Is able to express Is not able to
communicate ideas communicate ideas, stopping to communicate Only Read/
FLUENCY in an excellent fluently, with just recall words. ideas, mixing Speaks
manner, without some hesitations. both languages Spanish
hesitation.
PROJECT. Turns in on time, Turns in on time, Turn in but missing Poor quality,
ESSAY OR with an excellent according to the some requirements. missing most of Not
WRITTEN quality according to requirements. the Delivered
TEXT the requirements requirements.
Score:

GENERIC COMPETENCES
Use the following chart to analyze the progress of each student according to
the generic competences they must develop.
4. Listens, interprets and transmits relevant messages in different contexts

through the use of appropriate means, codes and tools.
Almost always /
4 3 In process 2 1
(Advance)
10. Maintains a respectful attitude towards different cultures and the diversity
of beliefs, values, ideas and social practices.
Almost always /
4 3 In process 2 1
(Advance)

Decide honestly according to each affirmative sentence, the description and evaluation of your
own learning process.
I .
.


Decide honestly according to each affirmative sentence, the description and evaluation of one of
your classmates learning process.
Peer’s evaluation
Student’s name Evaluator:
Date: 2nd Unit Observations
% % discuss the reasons with
him or her.
He or she attends on time to all the classes.
He or she follows the instructions in the
exercises.
He or she participates with a constructive and
not understood.
He or she answers the book exercises.
He or she contributes with ideas.
He or she is able to evaluate honestly him or
her.
He or she reads the lessons and texts
searching for new meanings and words.
He or she is able to establish links between
new and old grammatical 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
block.
He or she can communicate better and more
confidently.

Unit III
HERE AND NOW
Competences
4. Listens, interpret and transmit relevant messages in different

contexts through the use of appropriate means, codes and tools. CDBC 4. Produces texts based on the nor-
mative use of the language, considering
CG4.2 Applies different communication strategies according to the intention and communicative situation.
their interlocutors, in a context where they are and the objectives
they pursue. CDBC 10. Identifies and interprets the ge-
neral idea and possible development of an
CG4.4 Communicates in a second language on daily situations.
oral or written message in a second lan-
8. Participates and collaborates effectively in diverse teams. guage, using previous knowledge, nonver-
bal elements and cultural context.
CG8.1 Proposes ways to solve a problem or develop a team pro-
ject, defining a course of action with specific steps. CDBC 11. Communicates in a foreign lan-
10. Maintains a respectful attitude towards different cultures and guage through a logical speech, oral or
the diversity of beliefs, values, ideas and social practices. written, congruent with the communicative
situation.
CG10.3 Assumes that respect for differences is the principle of in-
tegration and coexistence in local, national and international con-
texts.
11. Contributes to sustainable development critically, with res-

ponsible actions.
CG11.1 Assumes an attitude that favors the solution of environ-

mental problems in the local, national and international spheres.
Unit III
HERE AND NOW
Ética I Eje transversal de habilidades
lectoras
lectoras
• Expresa de manera oral las actividades que se están realizando al momento del habla,
utilizando el vocabulario, las propiedades de fluidez, pronunciación, entonación y dominio
del tema, demostrando respeto y tolerancia a sus semejantes.
• Desarrolla de manera escrita las actividades que está realizando en el momento, consi-
derando la gramática apropiada, coherencia y ortografía, demostrando una conciencia social
ante las situaciones de su entorno.
• Formula preguntas y respuestas de manera oral y escrita acerca de actividades que se
están realizando en el momento del habla considerando la gramática, entonación y pronun-
ciación apropiada, promoviendo una escucha y participación activa.

Vocabulario Reconoce de manera oral y escrita Respeta y tolera a sus
Actividades deportivas y escolares las actividades que se están realizan- semejantes.
Pasatiempos do al momento del habla.
Cuidado ambiental Identifica las estructuras gramaticales
Escucha y participa acti-
Verbos dinámicos y estáticos correspondientes al presente progre-
vamente.
Gramática sivo.
Presente progresivo Contrasta la diferencia entre tiempos
(Forma afirmativa negativa, interro- presente simple y progresivo. Demuestra una conciencia
gativa) social ante las situaciones
Distingue la diferencia entre pregun- de su entorno.
Reglas para verbos en gerundio-ing
tas abiertas y cerradas, respuestas
Preguntas con Wh cortas y completas en presente
Expresiones de tiempo progresivo.
Asocia expresiones de tiempo con
actividades que se están llevando a
cabo en el momento del habla.

In this unit we will analyze the use of the present progressive to be

able to talk about activities that we are doing at the moment of
speaking, description of situations that we are seeing with the
appropriate use of the grammatical structure of the present pro-
gressive. Activities of grammatical, affirmative, negative and inter-
rogative structures of the present progressive tense. As well as
reading activities and oral production. Finally, we will close with a
reading and vocabulary regarding caring for the environment.

UNIT III HERE AND NOW
There are some rules that apply to form the –ing ending called present participle: please
read the examples carefully and analyze them.
VERB VERB
RULE BASE -ING
FORM
1. General rule: when changing a verb into its -ing form is made just call calling
adding -ing to the end of the verb. clean cleaning
need needing
2. Verbs that end in e, drop the e and add the -ing form to the end of take taking
the verb. give giving
hide hiding
wake waking
3. Verbs ending with ee just add –ing. agree agreeing
flee fleeing
see seeing

4. Verbs ending with -ie, change the -ie to -y and add –ing. die dying
tie tying
lie lying
5. Verbs that end in a (consonant + vowel + consonant) combination, and swim swimming
that are only one syllable double the last consonant and add –ING… get getting
cut cutting
D I G = DIGGING dig digging
jog jogging
stop stopping
C V C
Note: do not double W, X,Y. fix fixing
enjoy enjoying
snow snowing
ACTIVIY 1: “ADDING - ING TO VERBS”
Instructions: Write the meaning of the following verbs is Spanish and then add"–
ING" according to the rules that were previously mentioned.
1ST RULE (General rule)
1. Visit (visitar) visiting (visitando)
2. Ask (preguntar) asking (preguntando)
3. Belong belonging
4. Call
5. Clean
6. Need
7. Order
8. Own SCAN ME! 
9. Want
10. Pick
11. Need
2nd RULE
12. Receive (recibir) receiving (recibiendo)
13. Argue arguing
14. Bake baking
15. Change
16. Close
17. Dance
18. Hesitate
19. Hope
20. Use
21. Like
22. Leave
5th RULE
23. Stop (detener) stopping (deteniendo)
24. Plan planning
25. Set
26. Cut
27. Run
28. Sit
29. Chop
30. shop
31. get
32. let
33. swim

ACTIVITY 2 - PRESENT PROGRESSIVE

VERBS-ING WORD SEARCH
Instructions: below are 18 present tense verbs, find the words in the puzzle
in the present continous form (-ing) using different colors.
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-wordsearch-prescont.pdf

ACTIVITY 3: PRESENT PROGRESSIVE CROSSWORD
Instructions: fill the blanks with the correct verb in each one of the sentences,
then write the word adding –ing in the crossword.
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-crossword-presentcont.pdf

ACTIVITY 4 - SPEAKING ACTIVITY: WHAT ARE THEY DOING?
What is she doing? She is sweeping

the house.
ACTIVITY 5 - PRESENT PROGRESSIVE AFFIRMATIVE SENTENCES
Instructions: write affirmative sentences using the present progressive tense, use the
following colors (blue the auxiliary) and with (red the –ing form).
1. They (talk) about the invoices. They are talking about the invoices.
2. He (write) a report.
3. Helen (make) photocopies.
4. She (dedicate) a memo.
5. Peter (check) the boxes.
SCAN ME!  6. The secretary (file) the invoices.
7. He (interview) candidates for a job.
8. Mr. Diaz (prepare) a report.
9. Judy (make) some appoinments.
10. The trainees (meet) at 12 o`clock

ACTIVITY 6 - PRESENT PROGRESSIVE NEGATIVE SENTENCES
Instructions: write negative sentences using the present progressive tense, use the
following colors (blue the auxiliary) and with (red the –ing form).
1. She is going into town. She isn´t going into town.

2. My assistant is explaining the details.
3. He is working in sales.
4. They are leaving the office.
5. I am copying a letter.
6. Judy is reading the sales report.
7. She is sending a telegram to Tokyo.
SCAN ME! 
8. We are attending a sales meeting.
9. The manager is telexing Venezuela.
10. They are checking the letters.
ACTIVITY 7 - PRESENT PROGRESSIVE AFFIRMATIVE

AND NEGATIVE SENTENCES
Instructions: write affirmative and negative sentences using the present progres-
sive tense, use the following colors (blue auxiliary) and with (red the –ing form).
1. I am watching (watch) a reality show on TV.
2. My favorite team (win)!
3. Someone (swim) in the sea.
4. We (not watch) a soap opera.
5. I (not do) my homework.
6. Mum (read) a magazine.
7. My brother (not listen) to the radio.
8. Dad (not cook) dinner.
9. Joe (play) on the computer.
10. Sue (watch) TV.
11. Tina (do) grammar exercises.
12. I (eat) a pizza.
13. We (sit) in the classroom.
14. I (not write) an email.
15. Amy (not go) to school today.
16. We (not have) fun today.
17. My team (not win) the match.
18. My parents (drive) to work now.
https://learnenglish.britishcouncil.org/english-grammar-reference/present-continuous

ACTIVITY 8 - PRESENT PROGRESSIVE INTERROGATIVE SENTENCES
Instructions: write questions using the present progressive tense, use the
following colors: green wh-question, blue auxiliary and with red the –ing form.
1. (you / eat / cake?) Are you eating cake?

2. (what time / you / go to the cinema?)
3. (why / you / study?)
4. (when / you / leave?) When are you living?
5. (you / smoke?)
6. (he / play / tennis later?)
SCAN ME!  7. (you / go / shopping at the weekend?)
8. (you / drink / wine?)
9. (what / you / drink now?)
10. (what / you / think?)
11. (she / work / in an office at the moment?)
12. (they / study / Portuguese?)
13. (what time / she/ come?)
14. (where / you / play tennis tonight?)
15. (you / meet / your friends on Friday?)
16. (you / read / now?)
17. (where / you / go now?)
18. (what / you / do?)
19. (she / live / in London?)
20. (they / study now?)
https://www.perfect-english-grammar.com/support-files/present_continuous_form_wh_and_yes-no_questions_1.pdf
Instructions: order the following sentences into questions, be careful, rules of the
present progressive are already applied, use the following colors to identify the
elements of this tense: green wh-question, blue auxiliary and with red the –ing
form.
1. a book/ I / reading/ Am/ ?.......Am I reading a book?......................................................................

2. raining / a lot/ it/ Is/ ?......................................................................................................................
3. Is / his bike/ repairing/ he/ ?.........................................................................................................
4. ?/ they / watching/ Are/ a film………………………………………………………………………………
5. the cat / sleeping/ Is/ ?/ on the chair………………………………………………………………………..
6. ?/ Jane and Emily / doing/ are/ their homework/ Where………………………………………………….

7. waiting/ is/ at the bus stop/ What time/ Bill/ ?....................................................................................
8. we / listening/ What kind/ on the radio/ of music/ are/ ?....................................................................
9. ?/ the children / playing/ Where/ the game/ are…………………………………………………………….
10. Laura / walking/ Is/ the dog/ ?..........................................................................................................
Retrieved and adapted from http://www.ego4u.com/en/cram-up/grammar/presentprogressive/form/exercises?form02 on English
exercise "Present - simple or continuous" created by bridge with The test builder
ACTIVIY 10 - PRESENT PROGRESSIVE SPEAKING
Instructions: read very carefully the conversations of Nancy and Susan and
answer the questions about the reading.
Susan: Hi, Nancy, this is Susan. I’m in Rio.

Nancy: In Rio? What are you doing there?
Susan: I’m on vacation.

Nancy: Cool! Are you having a good time?
Susan: I’m having a wonderful time. SCAN ME! 

Nancy: What’s the weather like?
Susan: It’s nice and hot. I’m sitting near the pool, eating and delicious Brazilian
breakfast. And, how are you?
Nancy: I’m okay, but the weather is terrible here! It’s really cold, and it’s snowing.
Susan: That’s too bad.
Underline the correct answer according to the conversation.

Where is Susan? What’s Susan doing now?
a) She is in River. a) She is eating cool Brazilian food.
b) She is in Rio. b) She is sitting near the pool eating.
c) She is in Reno. c) She is sitting in the food.
What’s she doing in Rio? What’s the weather like in Toronto?

a) She’s on vacation. a) Cold
b) She’s on the station. b) Hot
c) She’s on possession. c) Raining
What’s the weather like?

a) It’s nice and cold.
b) It’s cool.
c) It’s nice and hot.

ACTIVITY 11 - PRESENT PROGRESSIVE GRAMMAR
Complete the sentences with the present progressive form. Use the informa-
tion chart.
1. Ted and Lucy (kiss).

2. Tom and Ana (watch) TV together.
3. Bob and Debbie (make) bubbles. They (have) fun.
4. George and Tania (sit) on a bench and (smile).
5. David (kneel) and (propose) to Suzan.
6. Paul (read) a love poem to Maria.
7. Sean (give) his heart to Jill.
8. Mr. & Mrs. Jones (dance) at a party.
9. Don (give) Rona a present.
10. Harry and Helen (exchange) gifts.
11. Ron (give) Sarah a special dish he made for her.
12. Bart and Penny (get married).
https://www.englishexercises.org/makeagame/viewgame.asp?id=1083
ACTIVITY 12 - LISTEN SKILL
Instructions: Listen and practice the song.

Lemon Tree (Fools Garden)
I'm sitting' here in the boring room I'm turning', turning', turning', turning',
It's just another rainy Sunday afternoon turning' around And all that I can see is
I'm wasting my time just another lemon tree
I got nothing' to do I'm hanging' around Sing!
I'm waiting' for you Dap-dadada-dadpm-didap-da Dada-
But nothing ever happens and I wonder da-dadpm-didap-da Dap-didili-da
I'm driving' around in my car I'm sitting' here
SCAN ME!  I'm driving' too fast I'm driving' too far I miss the power
I'd like to change my point of view I feel I'd like to go out takin' a shower
so lonely But there's a heavy cloud inside my head
I'm waiting' for you I feel so tired
But nothing ever happens and I wonder I Put myself into bed
wonder how Well, nothing ever happens and I wonder
I wonder why Isolation is not good for me
Yesterday you told me 'bout the blue Isolation, I don't want to sit on the lemon
blue sky And all that I can see is just a tree I'm stepping' around in the desert of
yellow lemon tree I'm turning' my head joy Baby, anyhow I'll get another toy
up and down

And everything will happen and you wonder I wonder how I wonder why
I wonder how Yesterday you told me 'bout the blue blue sky
And all that I can see
I wonder why And all that I can see And all that I can see
Yesterday you told me 'bout the blue blue Is just a yellow lemon tree
sky And all that I can see is just another
lemon tree I'm turning' my head up and down
I'm turning', turning', turning', turning', turn-
ing' around
And all that I can see is just a yellow lemon
tree And I wonder, wonder
https://play.google.com/music/preview/Tdtrqkhw7lko2h5kpglqu mdepi?lyrics=1&utm_source=google&utm_me-
dium=search&utm_campaign=lyrics&pcampaignid=kp-lyrics
ACTIVITY 13 - PRESENT PROGRESSIVE WRITING AND SPEAKING ACTIVITY
Speaking: make questions for each picture, what is he/she doing? Your classmate
describes the picture using the present progressive tense.
Writing: develop sentences using the appropriate grammar structure (pronoun+ aux + verb
–ing+ complement+ time expression).
STUDENT (A)
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________

5. _________________________________________________________________________
6. _________________________________________________________________________
7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. _________________________________________________________________________
11. _________________________________________________________________________
12. _________________________________________________________________________
Speaking: make questions for each picture, what is he/she doing? Your classmate
describes the picture using the present progressive tense.
Writing: develop sentences using the appropriate grammar structure (pronoun+ aux +
verb –ing+ complement+ time expression).
STUDENT (B)
1.
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
6. _________________________________________________________________________

7. _________________________________________________________________________
8. _________________________________________________________________________
9. _________________________________________________________________________
10. _________________________________________________________________________
11. _________________________________________________________________________
12. _________________________________________________________________________
ACTIVITY 15 - PRESENT PROGRESSIVE LISTENING
Here are 30 verbs, 25 of them are illustrated on the picture page: climb; talk; get
(on); cry; clean; drive; sing; cook; fight; play; cut; take (for a walk); sleep; paint;
smoke; have (food or a drink); have (a bath or shower); shout; make (a phone call);
watch; swim; use; listen; jog; shop; dance; get (off); ride; write; read. Play the
game with friends in the class. For example: making questions.
“What’s he doing in picture 19?” “Picture 3 – Is he riding a horse?”

“He’s singing.” “No. He’s riding a bike.”
SCAN ME! 

ACTIVITY 16 - PRESENT PROGRESSIVE DESCRIBE THE PICTURES
Instructions: discuss the questions below with your partner and give complete
answers adding complements and time expressions to your answers.
Student (A) 7. What is your girlfriend/boyfriend doing

right now?
1. What are you doing now? 8. Are you studying right now?
2. Are you listening to music? 9. Are you eating at this moment?
3. What are you parents doing? 10. Is it raining right now?
4. What is your father doing? 11. Are you eating well this day?
5. What do you think the president is doing 12. What projects are you working on this
right now? week?
6. What is your best friend doing right 13. What TV shows are you watching
now? now?
Student (B)
7. What class are you having now?
1. What is the teacher doing now? 8. Are you drinking at this moment?
2. Are you watching videos on your 9. Is it cloudy right now?
phone? 10. Are you feeling well right now?
3. What is your mother doing? 11. Are you drinking water this day?
4. Are you doing this exercise at home? 12. What are you studying these days?
5. What are your brothers doing right 13. Who are you hanging out with a lot
now? 6. What is your girlfriend/boyfriend these days?
doing right now?
SIMPLE PRESENT VS PRESENT PROGRESSIVE

ACTIVITY 17 - SIGNAL WORDS (TIME EXPRESSIONS)
IDENTIFY THE PRESENT SIMPLE FROM THE PRESENT PROGRESSIVE
Present Progressive (signal words) Present Simple (signal words)
We are learning English now. We learn English every day.

He is presently studying in Istanbul. She studies in Istanbul on weekdays.
At present my father is working abroad. My father works all year.
The Director is currently having talks in the The Director always has talks in the USA.
USA.
She's not waiting here at the moment She doesn´t wait here on Saturday.
Charles is taking three courses right now. Charles takes three courses on weekends.
Car prices are getting higher nowadays Car prices get higher every year.
/these days.
ACTIVITY 18 - TIME EXPRESSION USED IN PRESENT PROGRESSIVE

AND SIMPLE PRESENT.
Instructions: Complete the chart into Spanish.
ACTIVITY 19 - PRESENT PROGRESSIVE VS SIMPLE PRESENT
Put the verbs into the correct tense; identify some of the signal words in order to identify
the tense (simple present or present progressive).
1. Look! He (leave) the house now.

Signal word
2. Quiet please! I (write) a test right now.
present progressive
3. She usually (walk) to school.
4. But look! Today she (go) by bike. Signal word
present simple
5. Every Sunday we (go) to see my grandparents.
6. He often (go) to the cinema.
7. We (play) Monopoly at the moment.

8. The child seldom (cry).

9. I (not / do) anything at the moment.
10. (watch / he) the news regularly?
11. I (study) on week days.
12. He (wear) a t-shirt and shorts today.
13. He (eat) an apple at the moment.
14. Marc (like) fruits and vegetables every morning.
15. He (eat) some every day.
16. Marc (know) that apples are good for his health.
17. I (play) cricket right now.
18. I (play) cricket on Saturdays.
19. Silvia (cook) in the kitchen now.
20. Silvia (cook) for her father on Sundays.
ACTIVITY 20 - PRESENT PROGRESSIVE VS SIMPLE PRESENT
Put the verbs into the correct tense; identify some of the signal words in order
to identify the tense (simple present or present progressive).
1. Keep silent, Manuel (read) a book.

2. Erik (love) Mariana.
3. Ann (jog) in the park today.
4. George (want) to go outside.
5. Barbara (eat) chicken wings at the moment.
6. What you (do)? I´m sleeping.
7. How many languages you (speak)?
8. I (not like) politics.
9. What you (do) at the moment?
10. Where you (live)?
11. I (want) to be a millionaire.
12. Nacho (not wear) a tie today.
13. Jesus is in Amsterdam this week. He (stay) at the Hilton.
14. Look! Miguel (jump) into the water.
15. Lili is rich, she (drive) a Mercedes.
16. Once a week, I (go) to my yoga lessons.
17. I (think) you´re amazing.
18. Bea sometimes (read) comics.
19. We never (watch) TV in the morning.
20. Listen! Blanca (sing) in the bathroom.

ACTIVITY 21 - SPEAKING IN PRESENT PROGRESSIVE OR SIMPLE PAST
Instructions: work with a partner making questions and answers using the pres-
ent progressive or present simple tense, be careful and add complements and
time expression to your answers.
1. How often do you watch TV? 11. Do you usually feel cheerful?
2. What TV shows are you watching now? 12. How are you feeling today?
3. What do you do in your free time? 13. What do you usually wear to a party?
4. What are you doing after class? 14. What are you wearing now?
5. Who do you live with? 15.What do you usually do with your friends?
6. Where are you living at the moment? 16. Are you meeting any friends today?
7.What sports do you like to play? 17. Where do you like to go at the weekend?
8. Are you playing any sports this weekend? 18. Where are you going this weekend?
9.How often do you study English? 19.What do you spend most of your money on?
10. Are you studying anything else at the moment? 20. Are you saving for anything at the moment?
ACTIVITY 22- USEFUL VOCABULARY
ACTIVITIES AND ENVIRONMENTAL CARE

Instructions: translate the vocabulary into Spanish.

ACTIVITY 23- READING SKILLS
Instructions: check the news about environmental care and then answer the
sentences. Circle T for (true) or F for (false).
Tanzania: Care for Environment Is Every Citizen's Duty
This year's World Environment Day theme, "Connecting people with nature",
is inviting people to think about how everyone of us is part of nature and how
intimately we depend on it.
It is challenging us to find fun and exciting ways to experience and take
care of this vital relationship. It was in adherence to his theme that Minister
of State in the Vice President's Office (Union and Environment) announced
there would free entry for all nationals to all national parks and all government-
controlled touristic attractions.
Daily experiences
Many of us are tending to take nature probably due to the fact that a majority
of Tanzanians, including those who are living in towns and cities, have rural
backgrounds where interacting with trees, grasslands and the fauna is part
of people's daily experiences. With the increase in rural-urban migration,
a growing number of the population is losing connection nature, as a
consequence the need for deliberate efforts to reconnect.
We are encouraging our people to appreciate nature, which would entail
visiting, savoring and appreciating of our seashores, the lakes, the rivers and
mountains. A 2015 Tourism Report shows that most tourists are visiting the
country are from Kenya, United Kingdom, United States of America, Germany,
South Africa and France and these constitutes 60 per cent of visitors to
our tourists' destination. We need to have more Tanzanians enjoying the
beauty and natural attributes of their country instead of considering them the
preserve of foreigners.
1. World Environment Day theme is inviting people to take care of environment. T F

2. Many of us are tending to take nature. T F
3. The play is applied in Tanzania. T F
4. We are not encouraging our people to appreciate nature. T F
5. Most tourists are visiting the country. T F
https://allafrica.com/stories/201706050318.html

FINAL SELF EVALUATION - PRESENT PROGRESSIVE
In order to verify the learning’s acquired through the Unit III, let´s evaluate how
much you have learnt.
1. We making sandwiches. 14. A) are you doing?

A) am B) is C) are D) be B) I am taking a test.
2. I sending a text message. A) What B) When
A)am B) is C) are D) be C) Where D) Who
3. Tom cleaning the shop. 15. I can´t talk to you right now because I
.
A) am B) is C) are D) be
A) am studying B) am study
4. The girls the shopping.
C) are studying D) are study
A) dos B) doing C) does D) do
16. they coming over for dinner?
5. The teacher checking the ho-
mework. A) is B) am C) are D) be
A) am B) are C) is D) be 17. Which verbs forms are in the present progres-
sive?
6. My friends watching a new DVD.
A) Infinitive + ed B) Infinitive + s
A) am B) are C) is D)be
C) Infinitive + ing D) Be + infinitive + ing
7. George wearing a pullover today.
18. Which verbs forms are correct?
A) am B) are C) is D) be
A) She is puting B) She are puting
8. Ronny and David running out of the
house. C)She are putting D)She is putting
A) am B) are C) is D) be 19. Which verbs forms are correct?
9. My baby brother playing with his A)We are makeing B) We are making
toys.
C) We is makeing D)We is making
A) am B) are C) is D) be
20. What are the typical signal words for the pre-
10. Our class visiting a museum. sent progressive?
A) am B) are C) is D) be A) Always B) Tomorrow
C) At the moment D) Yesterday
11. I am watching TV and my brother a
book.
21. Which actions are in the present progressive?
A) reading B) reads
A) Action happening at the moment of speaking
C) is reading D) are reading
B) Things in general
12. Thomas and Patty outside in the yard
now. C) Actions in the past
A) are playing B) playing D) General truths
C) is playing D) plays 22. Which sentence is in the present progressive?
13. A) doing? A) He is reading B) He likes reading
B) I am washing the dishes. C) He is reads D) He was reading
A) What are you B) What do you
C) What you D) What is you

23. Which sentence is in the present progressive? 27. The children in the garden.
A) He not is reading on the horse. A) be B) are
B) He not reading on the horse C) is D) am
C) He isn´t riding on the horse.
28. I and my sister teachers.
D) He aren´t riding on the horse
A) are not B) am not
24. Russia one of the largest countries in C) is not D) be not
the world.
29. she your sister?
A) are B) is
A) be B) are
C) am D) be
C) is D) am
25. French wine very tasty.
A) are not B) am not 30. you a high school student?
C) is not D) be not A) be B) is
26. These books very hard to unders-

tand.
A) be B) are
C) is D) am
FINAL SELF EVALUATION - PRESENT PROGRESSIVE VS SIMPLE PRESENT

In order to verify the learning’s acquired through the Unit III, let´s evaluate how much
you have learnt.
1. A) What ? B) He´s an engineer. 5. He always (say) that he will mend the

window but he never (do).
A) does your father doing
A) is saying / is doing B) says / does
B) is your father do
C) are saying / are doing
C) is your father doing
D)says / do
D) does your father do
6. The milk (smell) sour. Do you keep milk
2. Why sunglasses? Its cloudy today. a long time?
A) do you wear A) smells B) smells
B) are you wearing C) are smelling D) is smelling
C) are your wear 7. He usually (drink) coffee but today he
(drink) tea.
D) do you wearing
A) is drinking / drinks B) drinks / drinks
3. a really good book at the moment.
C) drinks / is drinking
A) I am read B) I reads
D) is drinking / is drinking
C) I reading D) I´m reading
8. He usually (speak) so quickly that I
4. It a lot in La Spezia in winter. (not understand) him.
A) is raining B) rain A) is speaking / am not understanding
C) rains D) are raining B) is speaking / don´t understand
C) speaks / don´t understand
D)speak / doesn´t understand

9. you (hear) the wind? It 19. Maria isn´t here. She tennis.
(blow) very strongly tonight.
A) play B) plays
A) Do you hear/ blowing
C) are playing D) is playing
B) Do you hear / is blowing
20. We French at our school.
C) Are you hearing / blows
A) don´t do B) aren´t doing
D) Are you hearing / is blowing
C) isn´t doing D) doesn´t do
10. Tom can´t have the newspaper now because 21. Sorry, Bill can´t come now, he her
his aunt (read) it. homework.
A) reads B) is reading A) do B) is doing
C) read D) are reading C) does D) are doing
11. How much you (owe) him? 22. Georgia her new blouse today.
A) do / owes B) do / oweing A) is wearing B) wears
C) do / owe D) are / oweing C) wear D) are wearing
12. Mary usually (learn) languages very 23. Andrea and Jim their beds every day.
quickly but she (seem) able to learn mo-
dern Greek. A) are making B) make
A) learn / don´t seem C) makes D) is making

B) are learning/ aren´t seeming 24. My brother and sister all the time!
C)is learning / isn´t seeming
A) talk B) is talking
D)learns / doesn´t seem
C) are talking D) talks
13. What you (have) for breakfast usua-
lly? 25. Where is Michael? He TV.
A) is / having B) do / have A) are watching B) watches
C) does / have D) are / having C) watch D) is watching
14. A) are you doing? 26. My mom the lunch at the moment.
B) I am taking a test. A) cooks B) is cooking
A) What B) When C) are cooking D) cook
C) Where D) Who 27. Be quiet! Dad .
15. Thomas his teeth every day. A) sleeps B) are sleeping
A) is cleaning B) clean C) is sleeping D) sleep
C) cleans D) are cleaning 28. I at 6:30 every morning.
16. Rosa and Elena to their grandma A) get up B) are getting up
every week.
C) am getting up D) gets up
A) write B) writes
29. Kate swimming now.
C) are writing D) is writing
A) goes B) are going
17. We our breakfast at the moment.
C) is going D) go
A) have B) has
30. I to the library every week.
C) is having D) are having
A) goes B) is going
18. My dad football.
C) am going D) go
A) isn´t playing B) don´t play
C) doesn´t play D) aren´t playing
Closing Learning Activities:
1.Think of five events that are happening today around the world and they call your
attention. Be prepared to write briefly about those 5 events and present them orally to
the group.
2. Discuss the events or news in pairs.
3. Write about it and get ready to present them to the group.
Discuss with your classmates a situation or any issue that your city, country, region or state
might have. It could be a worldwide problem regarding: the environment, violence, racism,
eating disorders, etc.
Exchange information about this problem: The causes, effects, characteristics or needs that
are causing it.
Do a research in the internet and write a 300 word personal essay using the traditional struc-
ture: Introduction, body and conclusion.
Oral presentation requirements:

Describe this situation using the information that you research from internet.
1. Print photos or images that graphically describe the situation. Bring them to the class.
2.- Write a short essay about it. It will help you to organize your ideas.
3.- Present your findings to your classmates. Use sentences in present progressive.
4.- You should be ready for your classmates questions.
5.- Analyze.

RUBRIC TO EVALUATE ORAL PRESENTATIONS.
Inglés I.- Unit II or III.
Student´s name:
Evaluation type: Self-evaluation Coevaluation Moment: Body

Evaluator:
CATEGORY
GENERIC COMPETENCE
4. Listens, interprets and transmits relevant messages in different contexts through

the use of appropriate means, codes and tools.
Almost always /
4 3 In process 2 1
10. Maintains a respectful attitude towards different cultures and the diversity of
beliefs, values, ideas and social practices.
Almost always /
4 3 In process 2 1


Unit IV
UNITS OF MEASUREMENTS
Competences
CDBC 2. Evaluates a text by comparing

3. Choose and practice healthy life styles. one content with others, based on their
previous and new knowledge.
CG3.2 Makes decisions based on the assessment of the conse-
quences of different consumption habits and risk behaviors.
CDBC 4. Produces texts based on the nor-
4. Listens, interpret and transmit relevant messages in different mative use of the language, considering
contexts through the use of appropriate means, codes and tools. the intention and communicative situation.
CG4.2 Applies different communication strategies according to CDBC 10. Identifies and interprets the ge-
their interlocutors, in a context where they are and the objectives neral idea and possible development of an
they pursue.
oral or written message in a second lan-
CG4.4 Communicates in a second language on daily situations.10. guage, using previous knowledge, nonver-
Maintains a respectful attitude towards different cultures and the bal elements and cultural context.
diversity of beliefs, values, ideas and social practices.
CDBC 11. Communicates in a foreign lan-
10. Maintains a respectful attitude towards different cultures and guage through a logical speech, oral or
the diversity of beliefs, values, ideas and social practices. written, congruent with the communicative
situation.
CG10.3 Assumes that respect for differences is the principle of in-
tegration and coexistence in local, national and international con-
texts.
Unit IV
UNITS OF MEASUREMENTS
Selecciona medidas y cuantificadores para solicitar y brindar infor-

mación relacionada con el proceso de compra-venta, haciendo uso
de las habilidades comunicativas, promoviendo la autorregulación y
la toma responsable de decisiones.
Ética I Eje transversal de habilidades
Matemáticas I lectoras
lectoras
• Explica de manera oral y escrita, medidas y cuantificadores de productos, utilizando el

vocabulario, las propiedades de fluidez, pronunciación, entonación y dominio del tema,
mostrando empatía con sus pares y favoreciendo una postura de conciencia social.
• Establece de manera escrita y oral el uso de los sustantivos contables y no contables, así
como el uso de artículos determinados e indeterminados, con una actitud responsable de las
repercusiones de sus decisiones, aplicando la gramática apropiada, coherencia y ortografía.
Vocabulario Relaciona de manera oral y escrita Se relaciona con los

Productos alimenticios. unidades de medida y empaque de demás de forma colabora-
Unidades de medidas y diversos productos. tiva.
empaque. Describe las estructuras relaciona-
Sustantivos contables y no das con sustantivos contables y no
Muestra empatía con sus
contables contables.
pares favoreciendo una
Gramática Diferencia sustantivos contables y no postura con conciencia
How much/ How many. contables a través de unidades de social.
Cuantificadores (a few, a medida.
little, some, any). Identifica los artículos determinados
Toma decisiones de ma-
There is/there are e indeterminados y su uso.
nera responsable.
(afirmativo, negativo,
interrogativo).
Artículo determinado e
indeterminado (a, an, the).

INTRODUCTION
Selects measures and quantifiers to request and provide information on a balanced

diet, also Differentiating between accounting and non-accounting nouns, taking
into account regular and irregular ones, making use at the same time of the singular
and plural of the noun.
DIAGNOSTIC FOR UNIT IV
Do you know how to follow a recipe? Write some ingredients.
Answer the following diagnostic to find out how much do you know about
IV Unit knowledge. IF there is something you don’t know, do not worry, in
this IV Unit you will find your answers.
DIAGNOSTIC
Student’s name: UNIT IV Observations:
Date:
Competences performance indicators: Yes No If your answer is no, analyze

the reasons.
1. I can identify the countable & uncountable
nouns in a recipe.
2. I know the differences between how much &

how many.
3. I can identify the use of some & any.
4. I can write a list with vocabulary of food.
5. I know how to organize a party.
6. I can use the indefinite and definite articles:

a, an, the.
7. I know how to use: “a few & a little” as

quantifiers.
8. I know how to use “There is & there are”

In its three ways: affirmative, negative &
interrogative.

UNIT IV UNITS OF MEASUREMENT
USEFUL VOCABULARY: RESEARCH THE MEANING IN SPANISH
ENGLISH SPANISH ENGLISH SPANISH ENGLISH SPANISH

Bread Oil Pepper
Brown bread Flour Fat
Toast Café Mixed herbs
Peas Water Calories
Yogurt Lentil Cumin
Tomatoes Vinegar Amount
Strawberries Olives Basil
Oranges Bacon Serving Size
Potatoes Mushrooms Chili powder
Bananas Hot sauce Nutrition
Carrots Jar Sugar
Avocadoes Spoon Vitamin
Cabbage Drop Salt
Broccoli Glass Juice
Lettuce Grams Rice
Onions Box Peach
Cheese Carton Quantifiers
Apples Littre Lemon
Turkey Dozen Containers
Chicken Sack Feet
Fish Piece Measures
Mayonnaise Loaf Yard
Mustard Slice Pounds
Sandwich Bunch Snack
Milk Kilograms Teaspoon
Eggs Ounce Raisin
Margarine Can Bottle
Honey Pasta Beverage
Jelly Bowl Gallon
Nuts Tons Half

Grapes Cup Bag
Garlic Pinch Whole
SCAN ME! 

ACTIVITY 1: DEFINITE ARTICLES A - AN
https://www.grammar.cl/Notes/Articles.htm
Now it's time to put into practice what has been learned.
Exercise 1. Fill in the gap with the correct article: a, an, the or none with an (x).
– I would like chocolate muffin, please.
– We will spend month in London.
– We need a website for smartphones.
– girl is cleaning the shop.
– dolphins are very intelligent.
– I love the place you live, it’s nice house.
– Could you please close door?
– I think studying is best thing you can do. SCAN ME! 
– See you next Sunday!
– We will spend more than hour there

circle the correct option to each case.

– I’m in hurry.
– Do you think health is important?
– What interesting article you are reading.
– John doesn’t want go to bed.
– This is Sandra’s house.
Exercise 2: Read each of the following sentences and complete them by choosing "a"
or "an". If you think the article isn't necessary, write an x over the stripe.
1. The boy was riding bicycle.
2. I need information on the English course.
3. I'd like egg for my breakfast.
4. Do you take cream in your coffee?
5. Can you lend me pound?
6. She lost money on the way home.
7. He has to have operation on his back.
8. She needed to have blood transfusion.
9. I took photograph of the family.
10. She likes to study grammar.
COUNTABLE NOUNS
Most of the nouns are countable, you can number them: one, two or three. Here
are some examples:
One teacher.
Two teachers.
Three teachers.
Fifty teachers.
A bunch of bananas.
Here are some more countable nouns for certain group of items:
• Friend, sister, city, woman, street
• Can, pound, bottle
• Euro, bill, peso
• Car, tire, window
• Room, restroom, floor, door.
Countable nouns can be singular or plural:
• My baby is playing.

• My children are hungry.
We can use the indefinite article a/an with countable nouns:
• A dolphin is an animal.
• An elephant is a mammal.
When a countable noun is singular, we can use an article like a / the /:
• I want an apple (not I want apple).
• Whereis the bottle? (not where is car?).
But when a countable noun is plural, we can use it without the article (it is not necessary):
• I like apples.
• Bottles can easily break.
People is countable, is the plural of person. We can count people:

• There is one person here.
• There are three people here.
Before going forward with uncountable nouns, it is advisable to review how a plural noun
is made. There are some rules that apply to form plural nouns.
RULES TO MAKE PLURAL NOUNS
Plural countable nouns are recognizable because they have an s at the ending.
They are things that we can count. For example: idea, we can count ideas, we can
have one, two, three or more ideas.
Read carefully the example, analyze it and then write the plural form in the blank
spaces.
1st. Rule (general rule): Most plural nouns Examples

are formed just adding an s
Computer Computers
Chair Chairs
Sister
Chicken
Page
Decision SCAN ME! 
Ending
Bicycle
Street
Oil
Plural forms rules (Marrón, 2016), edited by Salazar (2021).
nd
2 . Rule: It is added -es, if the noun ends in Examples
s, x, ch, sh, x.
Bunch Bunches
Lunch Lunches
Mix Mixes
Bush
Bus
Gas

Kiss
Watch
Boss
Box
NOTE: Tomato and potato plurals also end with es: and
3rd. Rule: the plural is formed changing the Examples

f or –fe andadding ves.
Wife Wives
Shelf Shelves
Wolf
Half
Knife
Life
Loaf
Thief
Himself Themselves
Yourself Yourselves

.
4th. Rule: Singular nouns that end with ‘y’
Examples (if it has avowel before the ‘y’, the
the plural is formed changing the ‘ y’ and
rule does not apply)
adding ‘ies’.
Baby Babies
Cherry Cherries
Pastry
Kitty
Fifty
Seventy
Dummy
Party
Activity
Category
NOTE: Vowel before ‘y’: toy-toys / day-days / valley-valleys / holiday-holidays, etc.
There are nouns that do not follow any of the previous rules, that is why they are called:
IRREGULAR PLURALS
Singular Noun Plural Noun

Woman Women
Man Men
Child Children
Person People
Tooth Teeth
Foot Feet
Mouse Mice

UNCOUNTABLE NOUNS
Uncountable nouns are things you see as whole, things you cannot count.
Have only one form. They do not have a plural form, because they cannot be
divided or separated or counted, because it is impractical.
Note:
Money is
considered as an
uncountable noun.
It is like love and
time.
Example: I don´t
have any money. Rice Sugar Flour
I don´t have any
time.
Susan has much

money. She has
much love.
It is needed to Water Love Time Salt

quantify:
I need 100 dollars.

The car costs 3,000
According to the www.englishclub.com webpage, uncountable nouns are substances,
concepts that we cannot divide into separate elements. We cannot "count" them. For
example, we cannot count milk. We can count "bottles of milk" or "liters of milk", but we
cannot count "milk" itself.
The webpage exemplifies some more uncountable nouns:

• Music, art, love, happiness • Advice, information, news
• Furniture, luggage • Rice, sugar, butter, water
• Electricity, gas, power • Money, currency
Uncountable nounsare also called "mass nouns".
Countable Uncountable
Dollar Money
Song Music
Suitcase Luggage
Table Furniture
Battery Electricity
Bottle Wine
Report Information
Tip Advice
Job Work
Table that compares nouns by www.tesol-direct.com, edited by Salazar (2021).

These nouns can be expressed using quantifiers or measures:

Examples with quantifiers: Examples with containers or measures:
I need some sugar. 2 pounds of sugar / one cup of sugar

He needs some time. 3 hours/ 5 days / 2 months / 1 year / 5 minutes
She cooks with a lot of salt. One pound of salt
We do not have any rice. 2 pounds of rice / a bag of rice / a box of rice
My mother gives a lot of love and attention. Love is needed
We have to put some flour in the pan. 3 cups of flour / 5 packages of flour
Please, just use a little salt. One teaspoon of salt / one bag of salt
People waste a lot of water everyday. Two bottles of water / 2 gallons of water
Quantifiers Table by Marrón 2016.
ACTIVITY 2: COUNTABLE AND UNCOUNTABLE NOUNS

Exercise 1: What is the difference between these two lists? Write a C if is
countable and a U if is uncountable. Also write how much or how many
according to the noun.
UN-
NOUNS COUNTABLE
COUNTABLE
HOW MUCH…/ HOW MANY...
1. Sugar
2. Soda
3. Chips
4. Juice
5. Rice
6. Oil
7. Pepper
8. Peach
9. Orange
10.Tortilla
11.Carrots
12.Potatoes
13.Grapes
14. Lemon
15.Children
16. Feet
17. Cabbage
18.Lettuce
19.Garlic
20.Mango
Exercise 2: How much or How many?

Instructions: how much or how many? Write the right choice for each noun.
1) Shoes: 4) Dollars:
2) Admiration: 5) Salt:
3) Monkeys: 6) Children:

7) Sugar: 14) Yogurt:
8) Fun: 15) Love:
9) Cats: 16) Skirts:
10) People: 17) Flour:
11) DVDs: 18) Cereal:
12) Music: 19) Pizzas:
13) Tables: 20) Soda:
Exercise 3: Complete each sentence with "much" or "many".

Check if they are countable or uncountable nouns.
1) How students are in your group?
2) How people live in your house?
3) How trees are in your garden?
4) How liters in a gallon?
5) How money is in your wallet?
6) How countries are in America?
7) How sugar do you eat per day? SCAN ME! 
8) How fingers are in the human body?
9) How blood is in the body?
10) How contacts do you have in your Facebook?
Exercise 4: Using the phrases in the box, complete and form the 10 questions.
Figure outabout if the noun is countable or uncountable.
Time to leave? Singers have One Direction?
Children do you have? Followers do you have in Twitter?
Do you love your best friend? Time does a cat sleep in a day?
Sisters do you have? Cousins do you have?
Hours do you study daily? Selfies do you have in your Facebook profile?
1) How many ?
2) How much ?
3) How many ?
4) How much ?
5) How many ?
6) How many ?
7) How many ?
8) How much ?
9) How many ?
10) How many ?

QUANTIFIERS
"HOW MUCH, HOW MANY, SOME, ANY, FEW, LITTLE"

A quantifier is a word or phrase which is used before a noun to indicate the amount
or quantity.
Some common quantifiers that are used according to the type of noun: countable and non-
countable.
Uncountable Nouns Countable Nouns Can be used with countable
and non-countable
A little A few Some
Little Few A lot of
Very little Very few Any
Too much 2, 3 …
Not much Many
Too many
According to the webpage of TESOL , www.tesol-direct.com, a quantifier is a word
(or phrase) which indicates the number or amount being referred to. It generally
comes before the noun (or noun phrase). The chart below shows which type of noun
goes with which quantifier.
The following table exemplifies the use of the quantifiers some, much, many, a few,
a little, and any.
Quantifiers Countable Non-countable
Much ------------------------------------- How much sugar do you need?
Many How many apples in a pie? -------------------------------------
A few I need a few apples. -------------------------------------
A little ------------------------------------- I need a little salt.
Some The recipe needs some The recipe needs some butter.
apples.
Any It does not need any apples. It does not need any butter.
Quantifiers Countable Non-countable

Many How many in a ? -------------------------------------
A few I need a few -------------------------------------
A little ------------------------------------- I need a little
Some The recipe needs some The recipe needs some
Any It does not need any It does not need any
Quantifiers Countable Non Countable

Many How many in a ? -------------------------------------
A few I need a few -------------------------------------
A little ------------------------------------- I need a little
Some The recipe needs some The recipe needs some
Any It does not need any It does not need any
Use of quantifiers, table by Marron, 2016.
What is the difference between these two lists? Write a C if is countable and a U if is
uncountable. Also write “how much” or “how many” according to the noun.

ACTIVITY 3: QUANTIFIERS
Exercise 1: Complete with “some”, “any” in sentences.

1) We need oranges.
2) You can't buy cigarettes if you are a minor.
3) We don´t get lemons at the moment.
4) Adelle doesn´t have new song.
5) She always drinks sugar with her tea.
6) I don´t buy animal skin clothes.
7) There aren't books in my bag.
8) I have news for you.
9) There are dishes on the table.
10) Pam does not have pencils on her desk.
According to the webpage dictionary.cambridge.org, we use "any" before

nouns to refer to indefinite or unknown quantities or an unlimited entity:
• Did you bring any bread?
• Mr. Jacobson refused to answer any questions.
We use "any" for indefinite quantities in questions and negative sentences. We

use "some" in affirmative sentences:
• Have you got any eggs?
• I haven’t got any eggs.
• I’ve got some eggs.
Not: I’ve got any eggs.
Retrieved from dictionary.cambridge.org on April 8, 2016
We use weak form "any" only with uncountable nouns or with plural nouns:
(Talking about fuel for the car)
• Do I need to get any petrol? (+ uncountable noun).
• There aren’tany clean knives. They’re all in the dishwasher (+ plural noun).
We can use "some" and "any" with countable nouns:

• I have some dollars.
• Do you need any batteries?

We can use a "few" and "many" with countable nouns:

• I need a few dollars.
• I don´t have many games.
We use "any" in interrogative sentences and also in negative sentences:

• Do you have any problem? No. I don´t have any.
• Is she in any problem? No, she isn´t.
I don´t need any of your pity. I don´t need any of this hate.
She doesn´t want any of your money. She doesn´t need any of that attention.
Exercise 2: Complete each sentence with “some”, “any”.

1) Can you chop of these tomatoes?
2) There are nails on the floor.
3) Does she eat salads? No, she doesn't eat .
4) We usually eat fruit every morning.
5) We don´t have time for excuse.
SCAN ME! 
6) Is there cake left?
7) We don't cook with meat.
8) We have cereal, but there aren't eggs.
9) I'm preparing steaks and burgers.
10) There is no milk and cream in the fridge. Go and buy .
Exercise 3: Complete each sentence with “some”, “any”.

1) Can I keep of these magazines?
2) Are there lions in Baja California?
3) Students usually have fun without money.
4) Bring lemons if they are cheap.
5) Would you like soda?
6) Is there free time to talk to you?
7) My father usually does charity work.
8) In this bus stop, buses run to downtown.
9) Mary never eats fish and sea food.
10) There isn´t sugar left.

Exercise 4: Complete each sentence with “a few” and “a little”.
1) Can you buy tomatoes?
2) There are potatoes in the refrigerator.
3) Does she need money? Yes, she needs money.
4) I usually eat cream with my crepes.
5) We don´t have any money left even for chips.
6) Is there ice cream left?
7) Every Sunday we cook steaks.
8) We have butter, but we need eggs.
9) I'm preparing burgers, just for us.
10) There is no salt and sugar in the house. Go and ask for with your a
https://www.allkidsnetwork.com/
ACTIVITY 4: THERE IS, THERE’S AND THERE ARE
According to the website dictionary.cambridge.org, we use there is and there

are when we first refer to the existence or presence of someone or something:
There’s a letter on your desk. Julia brought it from the mail room.
Not: It’s a letter on your desk.

There are three Japanese students in my class.
There is and there’s are both singular forms. We use there’s more commonly
in informal speaking:
There is a new cafe in the center of town which sells Indonesian
food.
She’s very determined and there’s no chance she will change her
mind.
There are is the plural form of there is and there’s:
There are two new buildings next to the school. They are both
science buildings.
Retrieved from dictionary.cambridge.org on April 8, 2016.

Examples:
Singular Nouns: Plural Nouns:

There is a huge comet in the sky. There are many gardens with flowers in April.
There´s a problem with your card. There are many people addicted to gambling.
There´s an art museum in my city. There are like 25 museums in our state.
There´s a need for bilingual people. There are 200 parking spaces in my school.
There´s a nice restaurant 2 blocks away. There are 12 different restaurants in this street.
SCAN ME! 
Exercise 1. Using the pictures, please write sentences to describe them, using “there is”
and “there are”.
Food Vocabulary
Photos retrieved from: http://www.fotosearch.com on May 2013

Exercise 2. Choose the correct answer:
1. _____ _____a bed in the room.
There is There are Is there Are there
2. _____ _____an apple tree in the garden?
3. _____ _____many cars in the street.
4. _____ _____two chairs in the room?

5. Susan, _____ _____ a coffee maker in the kitchen?
there is there are is there are there
6. “Is there too much sugar in the coffee?” “No, there _____ too much.”
isn’t is aren’t are
7. _____ _____many boys and girls in the group.
8. “Are there many TVs in the house?” “No, _____ _____ only one”
there isn’t there are there is aren’t
9. “Are there many trees in the park?” “Yes, _____ _____ many.”
10. _____ _____ two little dogs in the portrait.
11. _____ _____ a little cat outside our classroom?
12. “Is there a ghost here?” “No, _____ _____ “
there aren’t there is there are there isn’t
13. “Is there a car in the office?” “No, _____ _____”
there aren’t there is there are there isn’t
14. ______ ______ a nice restaurant in this little town.
15. In Chicago _____ _____ a lot of skyscrapers.
16. “Is there any mayonnaise?” “No, _____ _____”
there isn´t there aren´t is there are there

17. _____ _____ many gifts in your life.

18. _____ _____some tomatoes in the salad?
19. _____ _____ a lot of paintings in the museum?
20. _____ _____ a little trick in the game?
21. Is there any issue in the deal? No, _____ _____.
22. “Are there any hurt people?” “Yes, _____ _____ only one”
23. David, _____ _____ any food left?
24. Maria, _____ _____ any problem in the office?
25. “Are there frauds in Facebook?” “Yes, _____ _____.”
26. In this website, _____ _____ some important information.
27. This month _____ _____ many holidays to celebrate.
28. Sam, _____ _____ any garbage bags at home?
29. “Are there six available rooms in the hotel?” “No, _____ _____ only five”
30. “Is there any available room in the hotel?” “No, _____ _____”

UNIT PROJECT: ORAL SKILLS
Project A) “Presenting
am your own menu”.
Discuss about your own preferences in food; you are going to prepare your own
menu based in all the information that you have learned. Make up a poster with ima-
ges taken from magazines and glue them. Be very creative.
Present it to the class in 2 minutes. First write your own menu for 3 days using this
table:
Name:
Meal Monday Tuesday Wednesday
Breakfast: 6-8 1.- 1.- 1.-
a.m. 2.- 2.- 2.-
3.- 3.- 3.-
4.- 4.- 4.-
Snack 10-11
a.m.
Lunch: 12-2 1.- 1.- 1.-

p.m. 2.- 2.- 2.-
3.- 3.- 3.-
4.- 4.- 4.-
Mid afternoon
snack 3-5
Dinner 6:8 1.- 1.- 1.-

p.m. 2.- 2.- 2.-
3.- 3.- 3.-
4.- 4.- 4.-
Project B) “Preparing a traditional dish”.
In 3-4 people teams, choose with your classmates about a traditional dish or famous
dish from any country. You have to research for the recipe, the ingredients and the
instructions about how is prepared or made.
Research in the internet and bring to the class the recipe that includes the ingre-
dients and the instructions about how is prepared or made.
1.- Work with your team in order to buy or get all the ingredients needed.
2.- Organize your team to prepare the dish at home.
3.- Describe it to your classmates, be sure in using the right pronouns and plural
forms.

4.- Your classmates must ask one question at least before try the dish.
5.-Take notes and participates on the oral presentations by your classmates.
6.-The team has to dress as the country, region or culture, bring to class flags and decorations
according to the region.
7.- Use the rubric and the co–evaluation as reference for the oral presentation.
8.- The whole team must participate and describe orally how the food is made.
9.- Use the rubric and the co–evaluation as reference for the oral presentation.
Project C) “Let´s have a party!”
1. You're going to host a party for your best friend and you should organize the menu according to
your friend preferences. What do you need to buy for the party? How do you ask your partner what
they need for the party? Everyone should describe the items that are needed.
2. Explain what you need to organize a party and use the expression (“There is / There are “) and
write 10 sentences about what there is not on the list, and other 10 items you already have.
3. Make a list of all the needed groceries and things for a party based in the things in your refrigera-
tor, kitchens cabinets and money budget.
4. Discuss the place or the house or when the party will be held. If it is a pool party, a theme party,
a birthday party, etc. Discuss if you have to rent the place or who is going to be responsible for
cleaning, before and after the party.
5. Discuss about how you are going to collect the money.
6. Write a dialogue in which you and your friend agree about what to buy or get at the supermarket.
7. In class, you have to describe all the party details: the guest list, the menu, the activities, the
music, etc. and what they will need.
8. The teacher will mentor the activity, providing help to students when necessary.
9. This activity must be included in the portfolio of evidence.

Learning Activities
Obesity is the world´s health issue. Eating right and just enough is the wisest choice a human
must follow every day. How healthy is your eating style?
How much sugar do you consume daily? How many vegetables and fruits do you eat per day?
Is your food enough green? How much salt and fat do you eat?
The following table is from the Office of Disease Prevention and Health Promotion from US.
Table taken from: http://health.gov/dietaryguidelines/ retrieved on April 12, 2016

ENGLISH I
UNIT IV: UNITS OF MEASUREMENT

Student´s name:
Evaluation type: Self-evaluation Coevaluation Moment: Body

Evaluator:
CATEGORY
GENERIC COMPETENCE
4. Listens, interprets and transmits relevant messages in different contexts through
the use of appropriate means, codes and tools.
Almost always /
4 3 In process 2 1
10. Maintains a respectful attitude towards different cultures and the diversity of
beliefs, values, ideas and social practices.
Almost always /
4 3 In process 2 1

REFERENCES
UNIT I
A. Llanas, L. Williams, (2010), Oxygen for DGB. Macmillan publishers, S.A. de

C.V., México D.F.
Ambiente Virtual de Idiomas (s.f.) Retrived from https://avi.cuaed.unam.mx/

repositorio/moodle/pluginfile.php/3103/mod_resource/content/18/con tenido/index.
html (March 12th, 2020)
Busy Teacher (s. f) Retrived from https://busyteacher.org/3301-verb-to-be-

exercises.html (March 12th, 2020)
El blog de Teacher Eva (s.f.) Retrived from https://elblogdeteachereva.weebly.

com/1ordm- primaria/my-name-is (March 12th, 2020)
English Club (s. f.) Retrived from https://www.englishclub.com/grammar/pronouns-

personal.htm (March 12th, 2020)
English Club (s. f. ) Retrived from https://www.englishclub.com/vocabulary/world-

countries- nationality.php (March 12th, 2020)
English Club (s. f. ) Retrived from https://www.englishclub.com/vocabulary/family.

htm (March 12th, 2020)
Education First (s. f.) Retrived from https://www.ef.com/ca/english-resources/

english- grammar/forming-possessive/ (March 12th, 2020)
English Grammar Online (s.f.) Retrived from https://www.ego4u.com/en/cram- up/

vocabulary/family/exercises?04 (March 12th, 2020)
English-hifen.de (s.f.) Retrieved from http://www.englisch- th hilfen.de/en/

exercises/nouns_articles/apostrophe_s.htm (March 20 , 2016)
Learn English Teens (s. f.) Retrived from https://learnenglishteens.britishcouncil.

org.cn/comment/64796 (March 12th, 2020)
Listverse (s.f.) Retrieved from http://listverse.com/2008/06/26/top-10-most-

spoken-languages- in-the-world (March, 19th 2016)
Pinterest (s.f.) Retrieved from https://www.pinterest.com.mx/

pin/13088655140007076/ (March 12th, 2020)
Using English (s.f.) Retrieved from http://www.usingenglish.com/quizzes/61.html
(March 13th, Wood Ward (2003) Retrived from https://www.woodwardenglish.com/
numbers-from-1-to-100-in- english/ (March 12th, 2020)
Wood Ward (2003) Retrived from https://www.woodwardenglish.com/members-of-

the-family/ (March 12th, 2020)

REFERENCES
Wood Ward (2003) Retrived from https://www.grammar.cl/Notes/Possessive_

Adjectives.htm (March 12th, 2020)
Work Sheet (s. f. ) Retrived from https://worksheetplace.com/index.

php?function=DisplayCategory&showCategory=Y&links=3&id
=89&link1=91&link2=315&link3=89 (March 12th, 2020)
UNIT II
http://www.learnenglish.de/grammar/prepositionplace.html#sthash.gzNZIl6a.
dpuf
http://learningenglish.voanews.com/content/learn-prepositions-in-on-
at/3073690.htm
http://digitalcampus.free.fr/Level1/Unit11/SubUnit113/RoomPreposMatch01.jmt.htm
https://www.superteacherworksheets.com/generator-word-search.html
My english pages (s.f) Recuperado Mayo 2016 de : http://www.myenglishpages.

com/site_php_files/grammar-exercise-simple-present.php
https://www.youtube.com/watch?v=scjALd4iIaE&index=1&list=PLh1fOPy0AV51
FYpknM4mOI JKx20cCd1cN
https://www.ef.com/ca/english-resources/english-grammar/simple-present-tense/
10. https://www.usingenglish.com/files/pdf/present-simple-time-expressions.pdf
http://www.english-area.com/paginas/presentesimpleE3.pdf
https://www.allthingsgrammar.com/present-simple.html
https://www.learnclick.net/quiz/821
https://www.perfect-english-grammar.com/support-files/present_simple_form_
wh- questions_other-verbs.pdf
https://www.perfect-english-grammar.com/support- files/present_simple_form_
mixed_exercise_2_other_verbs.pdf
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-crossword-
presentsimple.pdf

REFERENCES
UNIT III
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-wordsearch-
prescont.pdf
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-crossword-
presentcont.pdf
https://learnenglish.britishcouncil.org/english-grammar-reference/present-continuous
https://www.perfect-english-grammar.com/support-
files/present_continuous_form_wh_and_yes-no_questions_1.pdf
Retrieved and adapted from http://www.ego4u.com/en/cram-up/grammar/

presentprogressive/form/exercises?form02 on English exercise "Present - simple
or continuous" created by bridge with The test builder
Retrieved from http://www.englishexercises.org/makeagame/viewgame.

asp?id=1083 on May,2nd. 2016.
http://allafrica.com/stories/201706050318.html
UNIT IV
Effective English. Fraier Jacob. Silver Burdett Company. 1979.
Marrón Canseco Alba Rosario. Cuaderno de Texto. Lengua Adicional al Español

I. COBACH.
2001.México.
Steven J. Molinsky, Bill Bliss, Side by Side Book 1. Activity Book. Pearson Education. USA.
Windows images, 2016, retrieved on March 3, 2016.
TESOL Direct Ltd, 2015. retrieved from www.tesol-direct.com on March 18, 2016.

REFERENCES
EnglishClub, 1997-2016, www.englishclub.com, retrieved on March 18, 2016.
Cambridge University Press 2016 retrieved from dictionary.cambridge.org from on

April 8, 2016. Publitek, Inc. dba Fotosearch retrieved from http://www.fotosearch.
com on May 2013. USDA.GOV retrieved from http://health.gov/dietaryguidelines/
retrieved on April 12, 2016. retrieved on April 13, 2016.
USDA.GOV retrieved from http://www.choosemyplate.gov/sites/default/files/

budget/2WeekMenusAndFoodGroupContent.pdf
https://www.curso-ingles.com/aprender/cursos/nivel-basico/the-articles/the-
indefinite-article
https://whatsup.es/blog/ejercicios-de-articulos-en-ingles-uso-de-y-o-ninguno
https://www.aprenderinglesgo.com/ejercicios-articulos-indefinidos-a-an-ingles-5367
SOK Internet S.L. (n.d.). THE ARTICLES. Retrieved April 18, 2020, from
1-https://www.curso- ingles.com/aprender/cursos/nivel-basico/the-articles/the-
indefinite-article
ejercicios. (n.d.). Retrieved April 18 , 2020, from 2-https://whatsup.es/blog/

ejercicios-de- articulos-en-ingles-uso-de-y-o-ninguno
prender ingles go. (n.d.). ejercicios a y an. Retrieved April 18, 2020, from https://
www.aprenderinglesgo.com/ejercicios-articulos-indefinidos-a-an-ingles-5367

ANEXOS
LECCIONES PARA EL DESARROLLO
DE HABILIDADES SOCIOEMOCIONALES
ANEXOS 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 so-

cioemocionales” 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 con-
secuencias 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 Me-
dia 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 ingre-
sar a las siguientes direcciones 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

1.3 Mis logros en la vida
“Donde hay un sueño, ¿Qué cualidades o fortalezas te han ayudado a conseguir tus
hay un camino”. metas? Todos hemos tenido logros en nuestra vida, grandes o
Proverbio africano pequeños, pero logros al fin. El hecho de que ahora puedas asistir
a clase y puedas leer este texto es un gran logro. Seguramente
tus logros son el resultado de haber usado tus propias cualidades
y fortalezas. Reconocerlas te dará la confianza de que puedes
emplearlas para alcanzar nuevas metas y afrontar retos. En esta
lección trabajaremos para que identifiques algunos de tus lo-
gros, las fuerzas y cualidades que te han permitido alcanzarlos.
1. Recuerda una experiencia que te haya dejado una sensación

de alegría por haber logrado algo importante para ti; algo que
Fortaleza Fortaleza
puedas ejemplificar con frases como: “¡sí se puede!”, “¡bien hecho!” Trabajoen Paciencia
o “¡lo logré!”. Recuerda: ¿qué fue lo que lograste?, ¿dónde es- equipo
Logro:
tabas?, ¿cómo te sentías?, ¿te sentías seguro y orgulloso de ¡Somoscampeones
Ganamos la final
ti mismo? contrauno de los
equiposmásfuertes
Fortaleza: de la liga. Fortaleza
2. Cuando Alexis recordó la vez que ganó el primer campeonato Motivación Esfuerzo
de su vida, se dio cuenta de cuatro fortalezas que tiene y que

fueron muy importantes para lograrlo.
Piensa qué fortalezas te ayudaron a conseguir el logro que
recor- daste en el ejercicio anterior y escríbelas en el siguiente
Fortaleza: Fortaleza:
diagrama. Si sientes que te cuesta trabajo identificar estas
fortalezas, no te preocupes, tómate un momento para reflex- Logro:
ionar al respecto y aquí te damos algunos ejemplos para que
te inspires. Fortalezas: el buen humor, la motivación, la
paciencia, el compromiso, el trabajo en equipo, la perseveran- Fortaleza: Fortaleza:
cia, el optimismo, la creatividad, la amabilidad, el deseo de
aprender, la disciplina, la honestidad.
3. En parejas, lean las siguientes preguntas y platiquen sobre la

que les interese más.
I. ¿Cómo te sientes al recordar tus logros?
II. ¿Cómo te sientes al pensar en tus fortalezas?
III.¿Te costó trabajo encontrar tus fortalezas?

4. Piensa en alguna meta que quieras alcanzar y completa:

Para lograr esta meta puedo usar estas
“meta”
fortalezas
“fortalezas”
Resumen
Para alcanzar una meta es muy importante confiar en que so-
mos capaces de lograrla. Si no confiamos en nosotros mismos
es fácil que nos dejemos vencer por los contratiempos, que no
invirtamos el esfuerzo que se requiere para lograr esa tarea o
que ni siquiera lo intentemos. Recordar nuestros logros e
identificar las fortalezas que nos llevaron a conseguirlos,
nos ayuda a generar confianza en nosotros mismos.
A veces cuesta trabajo pensar en nuestras cualidades, éxi-
tos y fortalezas. El cerebro está programado para ver
con mayor facilidad las situaciones negativas y por eso,
muchas veces nos fijamos más en nuestras limitaciones
que en nuestras cualidades. Esta manera en la que fun-
ciona el cerebro puede ser una explicación de por qué en
ocasiones vemos más grande una sola de nuestras limita-
ciones que diez fortalezas.
Ahora que lo sabes, haz un esfuerzo consciente para
valorar tus fortalezas, ya que gracias a ellas eres capaz de
obtener metas.
Para tu vida diaria ¿Quieres saber más?

• Cada mañana haz el esfuerzo ¿Quieres saber en qué se
por recordar una de tus for- parecen los retos de la
talezas. acrobacia a los retos de la
• Cuando sientas que alguna vida diaria? Ve el video de
actividad dentro o fuera de Martín Ciapponi, puedes
la escuela es muy difícil o que buscar en Youtube el
no vas a poder terminarla, re- vídeo titulado “Un salto de
cuerda dos de tus fortalezas confianza”, o darle clic aquí.
que te recuerden que sí
puedes lograrlo.

8.3 Ideas que nos limitan
“No vemos las cosas Muchas veces tenemos ideas sobre nosotros mismos y nuestras ca-
como son, las vemos pacidades que no nos ayudan, por el contrario, nos limitan. Son ideas
como nosotros somos”. destructivas o limitantes porque bloquean nuestro desempeño, nos
Anaïs Nin abruman, sesgan nuestra perspectiva y nos impiden ver las alternati-
vas. Por el contrario, las ideas que nos permiten seguir adelante son
acordes con la realidad y nos abren opciones para afrontar los retos.
En esta lección vamos a identificar algunas ideas o creencias sobre no-
sotros mismos que nos limitan y cuáles son sus implicaciones en el logro
de nuestras metas. Al identificarlas, podrás comenzar a transformarlas.
1. Lee el siguiente texto.
Fui tutora de Carmen durante un año escolar. Carmen es

una chava bromista, cariñosa y solidaria. Tuve la oportuni-
dad de platicar varias veces con ella y me dio la impresión
de que no se daba cuenta de su verdadero potencial.
—¿Qué opinión tienes de ti misma? —le pregunté a
Carmen al sentir que ya me tenía confianza.
—No sé, a veces creo que no voy a ser capaz de termi-
nar el ciclo escolar —respondió rascándose la cabeza.
—¿Por algo en especial?
—Así me siento a veces. Nunca he sido buena para el
taller de lectura y redacción, no es lo mío. Entonces,
¿para qué esforzarme? —dijo al tiempo que levantaba los
hombros como si ya no le importara.
—Carmen, el semestre lleva sólo dos semanas. ¿No será que
estás exagerando? ¿Cómo sabes que no lograrás algo que
todavía no has intentado?
—Siempre me ha costado trabajo leer y escribir. Desde la
primaria.
—Y sin embargo has llegado hasta acá. De alguna manera lo
has resuelto, ¿no crees?
—Pues sí.
—No creo que el problema sean tus capacidades, sino las
ideas que te haces. ¿Qué tal si comienzas soltando la idea de

que no eres buena para la materia y haces algo diferente? Siéntate al

frente del salón y pídele ayuda a Miriam cada vez que tengas dudas.
—Mmm… no estoy segura de que eso vaya a funcionar.
—Pregúntale a Miriam. A ella le costaba muchísimo la clase de español
y ahora es una de las mejores estudiantes en la materia. Ella tampoco
se consideraba buena, pero estuvo practicando. ¿Por qué crees que el
semestre pasado se cambió de lugar hasta adelante?
Carmen siguió dudando. Para motivarla le propuse un reto:
—Miriam necesitará una compañera que la apoye con el periódico es-
colar. Apuesto que tú podrías hacerlo muy bien. Tienes muchas buenas
ideas y un gran sentido del humor para comunicar. ¿Te gustaría hacerlo?
—¿Yo? ¿Tú crees que yo podría hacer algo así?
GLOSARIO —¡Claro! Tienes todas las cualidades, sólo te falta desarrollar tu
lecto-escritura.
Ideas que limitan.
Conjunto de creencias que —¡Wow! ¿En serio? Estaría bien… Voy a decirle a Miriam que si me echa
restringen o constriñen la una mano con eso.
percepción que tenemos
de nosotros mismos, Carmen pasó el segundo
de otras personas, examen. La vi tomando
cosas o circunstancias.
apuntes, bromeando y
Generalmente se trata de
estudiando con Miriam,
prejuicios, es decir, ideas
desfavorables procedentes haciéndole preguntas al
del desconocimiento, profe. Los pequeños lo-
que acentúan los gros se fueron acumulan-
rasgos negativos de do y la más sorprendida y
aquello que percibimos, satisfecha fue Carmen.
confundiéndonos,
haciéndonos pensar que
las cosas, personas o A Carmen la limitaba su idea de que no era buena para leer y
circunstancias existen como escribir. ¿Y a ti?
las vemos y no como son en
realidad. Las ideas que nos 2. Responde lo siguiente.
limitan encuentran paralelo I. Nombra dos ideas o creencias que tengas de ti mismo que
en la descripción que hace
consideras que están limitando tu desempeño. Por ejemplo:
Aaron Beck, padre de la
no voy a poder, no tengo la capacidad o no soy inteligente.
terapia cognitiva, sobre los
desórdenes cognitivos que
afectan a las personas que 1.
sufren depresión, pues en
ambos casos ocasionan a 2.
quienes las padecen “un
error sistemático, es decir,
un sesgo [interpretativo]
contra ellos mismos”.1 1. A. Beck (1967), Depression: Clinical, Experimental, and Theoretical Aspects, University of Pennsylvania Press, p. 234.

II. ¿Cómo te sientes cuando tienes ese tipo de pensamientos?
Elige y escribe las palabras que mejor describan tu experiencia.
Por ejemplo, sentí: desesperanza, resignación, frustración,
preocupación, confianza, entusiasmo, determinación, optimismo,
alivio, alegría al decirme eso.
III. Identifica las consecuencias de las ideas que te limitan. Cuando

piensas así, ¿cómo actúas? (por ejemplo: me paralizo, no me
esfuerzo, todo me da igual, etcétera).
IV. ¿Cuál sería el efecto de darte cuenta que ese pensamiento no

es cierto?

Resumen:
Todos podemos tener ideas que nos limitan. Estas ideas se pre-
sentan de manera automática y tienen un efecto en nuestras
emociones y conducta. Nos hacen sentir mal y nos llevan a hacer
cosas que nos perjudican. De acuerdo con el enfoque cognitivo
conductual del doctor Aaron Beck, muchas de estas ideas no es-
tán basadas en la realidad, sino en creencias que sostenemos por
hábito, porque es lo que nos han dicho y que en muchos casos ni
siquiera nos cuestionamos. “No vemos las cosas como son, las ve-
mos como nosotros somos”. Te recomendamos explorar las ideas
que tienes sobre ti y cuestionarlas. Cuando te vengan a la mente,
no te dejes llevar por ellas, recuerda: son sólo ideas.
Para tu vida diaria

Identificando nuestras ideas limitantes.
1. Piensa en algún problema que hayas tenido en la casa o es-
cuela en esta semana. Escríbelo:
2. Identifica un pensamiento que surja y que sientas te limita
o dificulta resolver el problema. Por ejemplo: esto nunca se
va a resolver, no puedo con esto, no tiene sentido intentarlo,
etcétera. Escríbelo:
3. Analiza:
a. ¿Cómo te sientes cuando tienes ese tipo de pensamientos?
b. Identifica las consecuencias de pensar así. ¿Cómo actúas

cuando piensas de esa forma?
c. ¿Cuál sería el efecto de darte cuenta que ese pensamiento

no es del todo cierto?

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GUÍA DE ACTIVIDADES DEL ALUMNO

DATOS DEL ALUMNO

Grupo: Turno: Teléfono:

Primer semestre AGOSTO DE 2022

Edición, agosto de 2017 (NME)

Edición, agosto de 2020 (MEPEO) Edición, agosto de 2021 (MEPEO)

Edición, agosto de 2022

En la realización del presente material, participaron:

Este material fue elaborado bajo la coordinación y supervisión de la

Competencias Disciplinares Básicas de Comunicación

UNIT I: PERSONAL PROFILE 11

UNIT II: DAILY ROUTINES 39

UNIT III: HERE AND NOW 69

UNIT IV: UNITS OF MEASUREMENTS 95

LECCIONES PARA EL DESARROLLO DE HABI-

LECCIÓN 1.3 MIS LOGROS EN LA VIDA

LECCIÓN 8.3 IDEAS QUE NOS LIMITAN

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 lo

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

3. Elige y practica estilos de vida saludables.

CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

PIENSA CRÍTICA Y REFLEXIVAMENTE.

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.

APRENDE DE FORMA AUTÓNOMA

7. Aprende por iniciativa e interés propio a lo largo de la vida.

TRABAJA EN FORMA COLABORATIVA

8. Participa y colabora de manera efectiva en equipos diversos.

PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

CDBC 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,

CDBC 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

CDBC 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.

CDBC 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de

El campo de Comunicación en la Educación Media Superior (EMS) tiene

La materia se imparte de primero a cuarto semestre, comprendiendo las

Taller de Lectura Taller de Lectura

Todas las Todas las

Todas las Todas las

En diferentes apartados de la guía de Inglés I, encontrarás

PROPÓSITO DEL BLOQUE

respeto por las demás opiniones.

CONOCIMIENTOS HABILIDADES ACTITUDES

12 INGLÉS I Guía de actividades del alumno para el desarrollo de competencias

DIAGNOSTIC TEST UNIT I

2. The teacher applies the diagnostic

6. - My birthday is May 10th.

7. – Teacher, what’s ______ last name?

a) your b) ours c) us d) they

8. - I love Josie.. ________ eyes are beautiful.

a) she b) her c) him d) his

CoBachBC Colegio de Bachilleres del Estado de Baja California 13

a) United States b) Canadian c) Japanese d) American

10. - My daughter´s son is my .

a) son b) niece c) nephew d) grandson

LEARNING ACTIVITY - SPEAKING

you are going to int

with your class.

Hello! My name is Mariana.

14 INGLÉS I Guía de actividades del alumno para el desarrollo de competencias

Chart created by Susana González (2021)

Verb To Be in Simple Present Tense

II. Write the name o these nuers.

IV. Phone Ners.