Guía didáctica

SEGUNDO SEMESTRE
 Rubén Rocha Moya
Gobernador Constitucional del Estado de Sinaloa

Graciela Domínguez Nava

Secretaria de Educación Pública y Cultura

Santiago Inzunza Cázares

Director General del Colegio de Bachilleres del Estado de Sinaloa

Thalía Karamanos Ceceña

Secretaria General del Colegio de Bachilleres del Estado de Sinaloa

Arturo Gutiérrez Olvera

Director Académico

Responsables de elaboración:
Myriam Mercado Armenta
Paola Teresa Espino Cárdenas
Leslie Grethel Ávila Coy
Aleida Rivera Polanco
Marisela Gandar Ortega
Leobardo Cervantes Camacho
Francisco González Rodríguez
Carlos Alberto Torres Aguilar
Elizabeth López Montoya
Valeria Leyva Coronel
María Lilia Mendoza Preciado
Gisela Hernández Camacho
Brenda Lizeth Carrillo Guerrero
Marisol Pérez Cervantes

Edición con fines educativos no lucrativos.

Colegio de Bachilleres del Estado de Sinaloa

© 2022 de COBAES
Avenida Independencia 2142 Sur, Centro
80129 Culiacán, Sinaloa. Tel. 01 (667) 758 6830

www.cobaes.edu.mx

Primera edición: Enero 2022.

Inglés II Segundo Semestre

Número de registro de obra: 03-2021-081011003500-01

Todos los derechos reservados. No está permitida la reproducción total ni parcial de esta obra, ni la
recopilación en un sistema informático, ni la transmisión por medios electrónicos, mecánicos, por
fotocopias, por registro o por otros métodos, salvo de breves extractos a efectos de reseña, sin la
autorización previa y por escrito del editor o el propietario del copyright.

Impreso en México / Printed in Mexico

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 Presentación
Estimados alumnos y alumnas,

En Colegio de Bachilleres del Estado de Sinaloa estamos comprometidos en brindar una

educación de calidad, por esa razón tienen en sus manos una guía didáctica que es
un material de consulta actualizado conforme a los programas de estudios de la
Dirección General de Bachillerato de la asignatura que cursarán durante el semestre y
que tiene el propósito de apoyar en su proceso de aprendizaje.

Para facilitar su manejo, la guía está estructurada en tres momentos conforme los
periodos de evaluación de las asignaturas. Cada momento contiene secciones en la
primera de competencias genéricas, disciplinares y aprendizajes esperados, se indican
los aprendizajes que desarrollarás durante cada momento y bloques señalados en el
programa de estudios. En la sección lecturas y actividades de aprendizaje se
desarrollan los contenidos de cada temática con ejercicios, problemas y acciones que
realizarán a lo largo del curso, en forma individual, en binas, equipos o de manera
grupal. Las actividades están enfocadas a desarrollar las cuatro habilidades
comunicativas en un segundo idioma como son: leer, escuchar, escribir y hablar,
haciendo uso de las estructuras gramaticales y el vocabulario requerido según las
temáticas a abordar, los ejercicios para cada una de las habilidades están diseñados
para complementar y consolidar lo aprendido.

En la sección de evaluación de los aprendizajes se presentan actividades de

consolidación e integración de bloques y momento, que permitirán verificar con la guía
del docente cuáles evidencias fueron desarrollando en cada uno de los aprendizajes
esperados, el nivel de logro de las competencias que poseen, cómo valoran el trabajo
en pares y el registro de sus resultados académicos.

La guía es un valioso recurso de apoyo de acompañamiento dentro y fuera del aula.

Por ello, los invito a aprovechar la herramienta para que

alcancen aprendizajes significativos que les aporten en sus proyectos de vida.

Dr. Santiago Inzunza Cázares

Director General
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Block purpose:

Values the characteristics of people, objects and places through communication skills
to show similarities and differences in an environment of respect for the diversity of their
context.

Learning Outcome

Can orally contrast the characteristics of people, places, and things considering the
fluency, pronunciation and knowledge of the topic, and intonation, choosing to
privilege dialogue for the construction of new knowledge.
Writes about differences of things, places and people, using the appropriate structure,
coherence, and spelling. In an atmosphere of respect and tolerance for diversity of
his/her context.

Vocabulary:
Adjectives
Temperament Characteristics

Grammar:
Equality Adjectives “As…as” (affirmative, negative)
Comparative Adjectives “-er than, more than”
Irregular Adjectives (comparatives)
Superlatives “The-est, the most”
Irregular Adjectives (superlative)

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Basic Discipline Competencies Encouraged in Block 1
The student:
BDC 4 Produces texts based on the formative use of the language, with the intention
of a communicative situation.
BDC 10 Identifies and interprets the general idea of an oral or written message in a
second language, using prior knowledge, using only verbal elements and context.
BDC 11 Communicates in a foreign language through logical speech, oral or written,
consistent with the communicative situation.

BDC 12 Uses ICTs (Information and Communications Technologies) to investigate,

solve problems, produce materials, and convey information.

Generic Competencies Encouraged in Block 1

The student:

GC4.2 Applies different communication strategies, according to who their partners

are, those who are, the context in which he/she is located, and the objectives
pursued.

GC8.3 Assumes a constructive attitude, congruent with his/her knowledge and skills
within different work teams.

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 DIAGNOSTIC TEST
Diagnostic Test

/5

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 B. Fill in the blanks with the words from the box.

smaller / most beautiful / taller than / as intelligent / best

1. Marco is ____________________ Juan.

2. Dolphins are ______________________ as humans.
3. Patty is the _________________________girl in her class.
4. Mexican food is the __________________ food of the world.
5. Chihuahuas are ______________________ than Pitbulls.

/5
C. Unscramble the words to make adjectives.

1. adB ___________

2. odGo ___________
3. ppyHa ___________
4. ungYo ___________
5. ldO ___________

/5

Total /15
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 Reading: How many followers do you have?

A. How many followers do you have in social media?

Share with the class.

Each student at COBAES has a unique talent, some of them

are artists, other are athletes, or musicians, and so on. Now, new
generations have famous youtubers or influencers to look after and
some become one such as Marisol from COBAES 03 who has 1000
followers, and so does Gilberto from COBAES 115. Marisol creates
make up videos where she is funny and confident while Gilberto
creates videos about fixing motorcycles, he is usually curious and
energetic. Marisol is as friendly as Gilberto, but he is not as young as
Marisol; Gilberto is 18 years old, and she is 16.

B. Write (T) for true or (F) for false.

1) Gilberto is as friendly as Marisol is. _________

2) Gilberto is as young as Marisol is. _________

3) Marisol is curious in her videos _________

4) Gilberto is confident in his videos. _________

5) Marisol is as famous as Gilberto. _________

C. What do you think about social networks?

Discuss with your classmates about the impact of social

networks in your life as teenagers.

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 Vocabulary: Personal characteristics.

A. Find and circle the adjectives.

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 Comparative As….As.

A. Complete the sentences about people.

Use “as … as” (+) or “not as … as” (-)

Example: The blue car is as fast as the red car. (fast)

1. Peter is _______ _______ _______ Fred. (tall)

2. Oliver is ______ __________ __________ ____ Maria (not optimistic)
3. Susana is _____ __________ _____Ariel (brave)
4. The chair is ____ _________ ______ The table (short)
5. You are ____ ________ ____________ _______ Joel. (not handsome)

B. Unscramble the sentences.

1. is / as / Guatemala / beautiful / Venezuela / as

________________________________________________________ .
2. responsible / is not / Lucy / as / Alex / as
_________________________________________________________ .
3. as / yours / laptop/ as / My / fast / is not
___________________________________________________________ .
4. big / as / Elephants / are / as / Mammoths
_____________________________________________________________ .
5. is not / Allie X / as / Daddy Yankee / as / famous
____________________________________________________________.
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 Writing: Who is more famous?

A. Do you think the singer Carlos Rivera is as famous as Ozuna?

Share your opinion with the group.

B. Write 5 sentences comparing your classmates or famous people you know.

Use “as … as” and “not as ... as”.

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 Listening: Are you a good student?

A. Read and think on the following answers.

Are you a good student? Do you leave everything to the last minute?
Are you creative? How can you improve?

B. Listen to the conversation between two Cobaes students talking about

their portfolios then answer the questions with the class.

C.

Alex: Nancy! You look so stressed, are you OK?

Nancy: I have six portfolios due tomorrow. Being a good
student is not as easy as it seems, at least for me.
Alex: I agree, I think the Math portfolio is as difficult as the
English portfolio.
Nancy: Yes, Teacher Pedro is as disciplined as Teacher
Edgar.
Alex: Don’t worry; we are as energetic as our teachers
are.

1. Who is a good student? 3. Why does she feel stressed?

2. How does Nancy feel? 4. What is Alex’s suggestion?

C. Practice the conversation with a classmate.

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Reading: The Hemsworth.

A. Read the text and answer the questions.

• Do you know The Avengers movie?

• Do you like Thor the movie character?
• Discuss with your classmates about The Avengers movie, and the actors who
play in it.

The Hemsworth
by Nadia Johnson

Liam and Chris Hemsworth are my

great actors. Chris was born in
1983 and Liam was born in 1990 in
Australia. Both are very famous,
Chris started acting at the age of
19 and Liam started acting in 2007,
encouraged by his brother.

For that reason, Chris’ acting

legacy is more extensive than
Liam’s. For me, Chris is more
handsome than Liam, but my
friend Karla thinks that Liam is more
handsome than Chris.

1. Where were they born? In …

a. México b. USA c. UK d. Australia
2. Which brother is older?
a. Karla b. Chris c. Liam d. Thor
3. What does Chris have more than Liam?
a. Movies b. Money c. Hair d. Dogs
4. According to Nadia, Who is more attractive?
a. Both b. Thor c. Chris d. Liam

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Vocabulary: How creative are you?

A. Choose 10 adjectives of the following list

and represent them with a drawing in
your notebook.

Tall Short Old New

Thin Athletic Serious Funny
Hot Cold Clean Dirty
Example:
Safe Dangerous Lively Quiet
Expensive Cheap Big Small
Light Heavy Cool Warm

B. Do you know more adjectives that are not mentioned in activity A?

Write them down.

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 Comparative Adjectives -er, more

WE USE COMPARATIVES ADJECTIVES TO DESCRIBE PEOPLE, PLACES OR THINGS.

We use “than” after the adjective to compare people, places, or things.

Examples:
➢ My grandfather is older than my father.
➢ Eliza is taller than her sister.

A. Complete the sentences using the comparative form.

1. An iPhone is __more expensive than an LG cellphone. (expensive)

2. Juan is ____________ than Oscar. (old)
3. My dog is _____________ than your cat. (big)
4. History is ___________________ than Math. (interesting)
5. This week the weather is ___________ than the past week. (hot)

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 Superlative Adjectives: The … -est, The most..

The superlative form expresses the highest degree of some quality.

A. Look at the chart. Complete the sentences comparing people’s

places on the Airbnb app using the SUPERLATIVE form.

1 . Marie’s place is the ______________(cheap).

2. Carlos’ place is the______________ (modern).

3. Leo’s place is the ____________ (safe).

4. Dany’s place has the _______ (good) location.

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 Writing. Comparing your family

A. Choose a picture of your family and describe it to a classmate.

B. Write a small paragraph comparing the members of your family

using comparative adjectives.

My sister is prettier than I am.

I am more intelligent than my
brother.

C. Share your paragraph with the class.

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 Listening: What’s your favorite song?

A. Who is your favorite singer? What is your favorite song?

Discuss with a classmate.

B. Listen to the song and complete it with the missing adjectives.

C. Sing the song with the class.

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 Speaking: Find someone who…

A. Talk to your classmates and find…

B. Write sentences using the results and share them with the class.

Example:
Laura is the most responsible,
she always does her homework...

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 LEARNING EVALUATION

SELF EVALUATION
In the following chart, we invite you to record the evidence developed during
the moment and reflect on how you achieved it and what you can do to improve:

Learning Outcomes Evidences How did you How can you

make it? improve?

1. Is able to orally
contrast the
Grammar
characteristics of
exercise
people, places, and
comparative
things considering the
form
fluency,
pronunciation and
knowledge of the
topic, and intonation,
choosing to privilege
dialogue for the
construction of new
knowledge.

2. Writes about
differences of things, Writing
places and people, superlative
using the appropriate form
structure, coherence,
and spelling. In an
atmosphere of
respect and
tolerance for diversity
of his/her context.

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CO-EVALUATION
The evaluation of peer work, that is, between peers is formative because it allows
you to review the degree of participation, commitment and performance, which
guides an exercise to improve learning. The Co-evaluation also encourages the
practice of values such as respect, honesty and empathy.

With the support of your teacher, select a learning activity that you have worked
collaboratively. On a scale of 0 to 4, it gives a score to each team member
according to their performance:

4 = Featured, 3 = Satisfactory, 2 = Regular, 1 = Needs Improvement, 0 = Didn't Work

Learning Activity:

Writing: Write a small paragraph comparing the members of your family using
comparative adjectives.

Competency (s) they develop: Establishes in writing the differences and similarities
of places, people and objects, using appropriate grammar, coherence and spelling
in an environment of respect and tolerance towards the diversity of their context.

Evaluation Criteria Team General evaluation of the

members activity

1 2 3 4 5

Use the adjectives seen in class.

Use grammar structures

correctly.

Express comparisons in writing.

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Record your evaluation of Stage I

Rate and record your academic results of the stage with the help of the teacher.

Evaluation Aspect What does it consist of? What result did you
accomplish?

Evidence Portfolio These are the evidences that

your teacher indicated for
you to develop during the
moment. There must be at
least 3 evidences.

Midterm exam Evaluate your knowledge

and learning of the stage.

Complementary Include your participation,

activities homework, discipline,
responsibility and proactivity
inside and outside the
classroom.

Attendance Registration of class

attendance your teacher
has at the stage.

Learning Evaluation
Evaluation is a process that aims to improve student performance and identify their
areas of opportunity. The evaluation should be a continuous process that allows
gathering relevant evidence on the achievement of learning, in order to provide
feedback on the teaching-learning process and improve its results.

Evidence Portfolio
The Evidence Portfolio is an instrument that integrates all those main activities
focused on the achievement of expected performances and learning and that
allow us to realize the progress in the learning of each student.

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Block purpose:
Explain situations that occurred in the past through communicative skills
recognizing experiences and lessons learned from others and in a field of
respect and tolerance.
Learning Outcome
1. Explains in oral form his/her and others actions that occurred in the
past, considering fluency, intonation, and knowledge about the topic,
as well as applying an emphatic communication that allows him/her
to externalize his/her ideas in an environment of respect and
tolerance.
2. Analyzes in writing, his/her and other actions that occurred in the past
tense, using the appropriate grammar coherence, and spelling with
respectful and reflective attitude about the consequences of his/her
actions.
Vocabulary:
Past Actions
Grammar:
Verb to Be in Past (affirmative, negative, interrogative)
Simple Past (affirmative, negative, interrogative)
Regular and Irregular Verbs
Auxiliary Verb “Did-Didn’t”
Time Expressions Used for the Past Tense

Basic Discipline Competencies Encouraged in Block 2

The student:
BDC 4 Produces texts based on the formative use of the language,
whereas the intention a communicative situation.

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BDC 5 Expresses ideas and concepts through coherent and creative
compositions, with clear introduction, development and conclusions.

BDC 10 Identifies and interprets the general idea in a possible development

of an oral or written message in a second language, using prior knowledge,
no verbal elements and context.

BDC 11 Communicates in a foreign language through a logical speech, oral

or written, consistent with the communicative situation.

Generic Competencies Encouraged in Block 2

The student:
GC 4.4 Communicates in a second language on daily situations.
GC 8.3 Assumes a constructive attitude, consistent with the knowledge and
skills it has within different work teams.
GC10.1 recognizes that diversity takes place in a democratic space of equal
dignity and rights of all people and rejects all forms of discrimination.

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 Diagnostic Test

A. Read the text and answer the questions.

Last weekend, me and three friends visited one of Sinaloa’s magic towns. We
decided to visit Mocorito. We drove for two hours to get there; the landscape
was beautiful, and it was very scenic. We got there around 8:45 in the
morning. We were very hungry, so we found a restaurant where the food was
delicious.

After that we visited the church, there, we found a young boy who gave us a
talk about the church’s construction; he shared some interesting facts with us,
he mentioned that it was first built with stone, and it had a ceiling of wood.

Later that day, we sat at the Mocorito weapons square and saw how people
passed by. During our time there, we spent some time outdoors and had a
picnic with some of the new friends we made. We went to the park, where
got into there were zip lines for children. We walked for a while on the walking trails
and we saw beautiful gardens. We had a lot of fun. My friends and I enjoyed
our visit to Mocorito, and we were invited to visit this magic town again. We
also invited our new friends to come and visit us too.

1. What did the writer and his friends do first in Mocorito?

a) Walked in the trails.
b) Ate some delicious food.
c) Visited the church.
d) Invited his new friends.

2. How much time did they drive to get to Mocorito?

a) About 45 minutes.
b) About 30 minutes.
c) About 120 minutes.
d) About 180 minutes.

3. What did they do at the end of their trip?

a) They went to the park.
b) They stayed at the restaurant.
c) They sat downtown.
d) They walked on the walking trails.

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 4. How was the food they ate at the restaurant?
a) It was awful
b) It was bad
c) It was tasty
d) It was unsatisfactory

B. Listen to the conversation and answer the questions.

1. Where did Oscar go? He went…

a. to a party b. dancing c. to a concert d. out with friends

2. How was Chayanne’s concert? It was…

a. boring b. amazing c. awful d. terrible

3. Why didn’t Valery go to the concert? She …

a. was tired b. was grounded c. was bored d. was sick

C. Fill in the blanks with the correct past tense of the verbs given.

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Reading: Ximena’s Adventure

A. Look at pictures about Ximena’s Adventures and answer the

questions with a classmate.

- Where was she? - Who was she with? - What did she do?
- Did she have a good time?

B. Read Ximena’s blog post and answer the questions below.

My name is Ximena Mitchell. Last summer my family and I went to

Mazatlán for our family vacation. We did not have much. The
weather was very bad, it was hot and humid. The first day we had
to get out of the hotel because there was a flood in our floor, and
we could not stay there during reparations. The next day we went
to the Stone Island. It was a beautiful place, but it was too sunny
and hot, and I got sunburned. I was in pain and uncomfortable.

After spending the day on the beach, my mom and my dad were
tired and they did not want to go out that night, so we decided to
go to the hotel restaurant and had some dinner there. The food
was awful, that night my little brother Arthur got a stomachache.
I think it was not a good vacation .

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 1. Where did Ximena and her family go last summer?

2. Why were they out of the hotel all the sudden?

3. Who got sick?

4. What places did the visit?

C. Compare your answer with a classmate.

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 Vocabulary: Holidays Activities

A. Use the words from the box to label the pictures.

Theater

B. Use words from the vocabulary to complete

the paragraph.

My friends and I made a trip to California, we went to Disneyland.

We had the most amazing time there. We all agreed that it’s the most
amazing _________________ in the whole world. After that, we went to
the_________ where we built some sandcastles and swam in the ocean.
Later that day we went to the _______________ and saw a beautiful play,
the actors were very enthusiastic. Tomorrow we want to go to the
______________ and climb them a little bit, and after that we plan to swim
in Yosemite’s ____________ .

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 Simple past: Verb To Be
¿

We use the simple past tense of the verb To Be to describe what a person is
doing or situation taking place in the past. Verb “To Be” has two functions in
one: it is a verb and an auxiliary.

You can also use

Wh-questions to
obtain more info.
They go before
verb To Be

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A. Look at the pictures and write sentences in simple past.
Use was or were and write two more.

1. Freddy Mercury / singer

Freddy Mercury was a singer.

2. Robbin Wiliams / an actor.

3. Diego Rivera and Frida Khalo /

Mexican.

4. Kobe Bryant and his daughter / American.

5. Amy Winehouse / a famous singer.

6. The Titanic / an amazing movie.

7. The Beatles / a famous British group.

8.

9.

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 Listening: Luis went to the movies

A. Look at the pictures and describe them. Think and say:

What do you think the conversation is going to be about?

B. Listen to the conversation and answer the questions.

1. Who went to the movies with Luis?

a) Carlos b) Leo c) Lupita d) Oliver

2. When did they go to the movies?

a) Last Saturday b) Yesterday c) A week d) Last weekend

ago
3. What movie did they watch?

a) Luca b) Dad’s war c) Avengers d) Maleficient II

C. Compare your answers with a classmate and then with the class.

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 ¿

Simple Past: Regular and Irregular Verbs.

The simple past is a verb tense that is used to talk about things that happened or
existed before now. An English verb can be regular or irregular. Regular verbs form
their past and past participle forms by adding –d, -ed or -ied.

Regular verb rules.

1. Most verbs add -ed at the end.

Play → Played Listen → Listened Pay→ Payed

2. Verbs ending in -e take a -d at the end.

Love → Loved Smile→ Smiled Dance → Danced

3. Verbs ending in consonant + -y, drop the -y and add -ied.

Study → Studied Try → Tried

Irregular verb rules.

For irregular verbs, things get more complicated. The simple past tense of some
irregular verbs looks exactly like the base form.

Put → Put Cut → Cut Set → Set

For other irregular verbs, including the verb to be, the simple past forms change
completely.

See → Saw Build → Built Go → Went

Do → Did Write → Wrote Am/Is/Are → Was/Were

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List of irregular verbs.

Infinitive Simple past Infinitive Simple past

Be (Is, Am, Are) Was, Were Hear Heard
Become Became Hide Hid
Begin Began Know Knew
Blow Blew Make Made
Break Broke Read Read
Bring Brought Ride Rode
Buy Bought Run Ran
Choose Chose Say Said
Come Came See Saw
Cost Cost Sell Sold
Cut Cut Send Sent
Do Did Sing Sang
Draw Drew Sit Sat
Drive Drove Sleep Slept
Drink Drank Speak Spoke
Eat Ate Spend Spent
Fall Fell Swim Swam
Feel Felt Take Took
Find Found Teach Taught
Fly Flew Tell Told
Forget Forgot Think Thought
Forgive Forgave Wake Woke
Give Gave Wear Wore
Go Went Win Won
Have Had Write Wrote

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A. Write the past form of the verbs.

Go Play Take
Dance Drink Hug
Do Love Cry

Paint Write Clean

Eat Listen Tell
Answer Cut Borrow
Swim Study Fly

B. Unscramble the words to make sentences.

1. yesterday night / danced / We.

________________________________________________________________

2. the / ? / Did / stop / bus / here yesterday

_________________________________________________________________
3. did / They / finish / not / the project.
________________________________________________________________
4. did / he / to school / go / Where?
________________________________________________________________
5. was / She / at home / not.
________________________________________________________________
6. studied / Italian / You / last year.
________________________________________________________________
7. at / Were / the restaurant / they?
________________________________________________________________
8. not / hamburgers / I / eat / did.
________________________________________________________________
9. 41
 ¿

Simple past

The simple past is a verb tense that is used to talk about things that happened or
existed before now.

Note:
In affirmative statements,
the verb goes in past and it
is the same for all the
subjects.

A. Rewrite the following sentences using simple past.

1.wWe move to a new city. _________________________________________________.

2. They bring me a cake. ___________________________________________________.

3. He does his homework. __________________________________________________.

4. They sell cars. ___________________________________________________________.

5. I take the bus to school. __________________________________________________.

6. She cleans her bedroom. ________________________________________________.

7. I read books. ____________________________________________________________.

8. You eat hamburgers. ____________________________________________________.

9. He drives to school. ______________________________________________________.

10. We send text messages. _________________________________________________.

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 ¿

Simple past: Auxiliary Did.

“Did” is an auxiliary verb (or “helping verb”) that is followed by a main verb, which
carries the real verb meaning.

In the negative form “did” will take the “not” (“did not” or “didn’t”) the main verb in
will be in infinite.

Auxiliary did
is also used
to form
questions.

43
A. Complete the table using the simple past.

44
 Speaking: What did you do last weekend?

A. Discuss with a classmate the following questions:

What did you do last weekend? Where did you go?
Who did you go with?

B. Work with a classmate: Look at the pictures and say what the girl
was thinking and make a story.

C. Share your story with the class.

45
 Reading: Vacationing in New York.

A. Look at the pictures and talk with a classmate.

What do you think the text is going to be about?

B. Read the text and circle the verbs in past.

Francisco, Ramon, and Arnold wanted to learn English, so

they went to New York last summer. They looked for a
language school there. They decided to visit a community
college as well. At the community college, they talked to
an English teacher and some of the students from different
countries enrolled there. They asked them many questions
about the school and the students kindly answered all their
doubts.
After that, they visited Central Park, they walked around
and looked at all the beautiful things there. They visited the
Yankee Stadium; there they watched an exciting baseball
game. They liked everything in New York City.
They really enjoyed their trip.

46
 C. Read the text again and answer if the sentences are
True (T) or False (F).

1-Francisco and his friends visited New York T F

last week.

2-Francisco, Ramon and Arnold wanted to learn T F

French.

3-They talked with some students in the T F

community college.

4-They visited the Yankee Stadium. T F

5-They watched a boring game. T F

D. In pairs: Talk about a place that you wanted to visit when you were a
child. What place was it? Why did you want to visit it? Make some notes.

47
 Vocabulary: Verbs in Past.

A. Look at the verbs chart and write them in past tense.

B. Find the verbs from activity A.

48
 Simple Past: Time Expressions.

We use time expression in the simple past tense to specify when something took
place.

A. Complete the sentences with last, ago or yesterday.

1. My father found a new job three weeks __________.

2. What time did you get up _______________ morning?

3. My family traveled to Brazil __________________ year.

4. I began to study French _______________ September.

5. Today is Tuesday, What day was it __________________?

6. Did you finish your science project two days __________?

7. Aleida and Antonio got married _____________ month.

8. I moved to this city _____________year.

9. We had a picnic at the park ______________ weekend.

49
 Writing: Jonathan’s life story.

A. Fill in the blanks with the past tense of the regular

verbs in parenthesis.

When Jonathan was in high school he ___________ (use) to play baseball

with his school friends. He ____________(play) very well. They usually
__________ (stay) after school to practice and improve their skills. The
school coach __________ (use) to stay with them. They ____________
(practice) every day because they __________ (want) to be the best.
Their coach ____________ (motivate) them. Jonathan and his friends
____________ (love) their coach because he ______ (be) always with
them. Now Jonathan is a successful baseball player.

B. Fill in the blanks with the verbs from the box.

Worked/talked - visited/ talked - learned/enjoyed - stayed - traveled

1. Last month, Paul and his brothers ____________ to Mexico city.

2. They __________________ with their uncle Ricardo.
3. Ricardo ________________ in a bank. They ___________ to him about it
during breakfast.
4. After that they ___________ the UNAM university and _____________ to a lot
of students from different states.
5. They ____________ a lot about other customs. They _____________ their visit
to Mexico City.

50
 C. Think about a trip you had and answer the questions.

1. - When did you go? _______________________________________

2. - Where did you go? _______________________________________

3. - Who did you go with?________________________________________

4. - What did you do there? _____________________________________

5. - What did you eat? ______________________________________

D. Write the correct form of the verb in Simple Past.

Yesterday it ___________ (be) my friend´s birthday. He ______________ (invite)

many friends from school. It ___________ (be) very hot, so we_______ (decide)
to go to the swimming pool. The swimming pool___________ (not be) full so
we ____________ (swim) a lot. Suddenly, Joe ____________ (fall) and_________
(hurt) himself. We __________ (call) an ambulance. He__________________ (not
stay) at the hospital but he_______ (have) a broken arm.

51
 Speaking: Bad Experiences

A. In groups read and answer the next question.

B. Listen to the audio about Alina’s day and

complete the blanks with the following
verbs.

arrived got took had

was started went was

A Terrible Day

Last Friday (1) ____________ a terrible day. I (2) ____________ to a birthday party
at a friend’s house. I (3) ____________ an Uber to Sunset Street, but the Uber
driver took too long to get there, because of that I (4) __________ late,
everyone were already eating. So, there (5) __________ no food left. I was very
angry. On the way home, I took a taxi and it stopped because it
(6)____________ a flat tire. Then I had to take a long walk back home when all
of the sudden it (7)____________ to snow. I (8) __________ very cold. I had a
terrible day last Friday.

52
 EVALUATION OF LEARNING
SELF EVALUATION

In the following chart, we invite you to record the evidence that you developed
during the stage and reflect on how you achieved it and what you can do to
improve:

Learning Outcomes Evidences How did you How can you

make it? improve?

1. Explains in oral form

his/her and others
actions that
occurred in the past,
considering fluency,
intonation, and
knowledge about
the topic, as well as
applying an Conversation
emphatic exercises
communication that
allows him/her to
externalize his/her
ideas in an
environment of
respect and
tolerance.

2. Analyzes in writing,
his/her and others Grammar and
actions that
Writing
occurred in the past
exercises using
tense, using the
the past tense
appropriate
grammar
coherence, and
spelling with
respectful and
reflective attitude
about the
consequences of
his/her actions.
53
COEVALUATION

The evaluation of peer work, that is, between peers is formative because it allows
you to review the degree of participation, commitment and performance, which
guides an exercise to improve learning. The Co-evaluation also encourages the
practice of values such as respect, honesty and empathy.

With the support of your teacher, select a learning activity that you have worked
collaboratively. On a scale of 0 to 4, it give a score to each team member
according to their performance:

4 = Featured, 3 = Satisfactory, 2 = Regular, 1 = Needs Improvement, 0 = Didn't Work

Learning Activity:

Writing: Describes situations in the past, both personal and someone else's.

Using communicative skills, the student explains situations that occurred in the past,
recognizing his/her own experiences and learning, and the ones of other people, in
an atmosphere of respect and tolerance.

Criteria to evaluate Team members General evaluation

of the activity
1 2 3 4 5

Use regular and irregular verbs seen in

class.

Use grammar structures correctly.

Express in the writing, past situations

made by him or someone else.

54
Record your evaluation of Stage II

Rate and record your academic results of the moment with the help of the teacher.

Evaluation Aspect What does it consist of? What result did you get?

Evidence Portfolio These are the evidences that

your teacher indicated you
to develop during the stage.
There must be at least 3
evidences.

Midterm exam

Evaluate your knowledge

and learning of the stage.

Complementary Include your participation,

activities homework, discipline,
responsibility and proactivity
inside and outside the
classroom.

Registration of class
Attendance attendance your teacher
has at the stage.

Learning Evaluation
Evaluation is a process that aims to improve student performance and identify their
areas of opportunity. The evaluation should be a continuous process that allows
gathering relevant evidence on the achievement of learning, in order to provide
feedback on the teaching-learning process and improve its results.

Evidence Portfolio
The Evidence Portfolio is an instrument that integrates all those main activities
focused on the achievement of expected performances and learning, it allows us
to realize the progress in the learning of each student.

55
56
Block purpose:
Formulate instructions, orders, suggestions and prohibitions through the
communication skills identifying the place or situation in which it is being
carried out recognizing the cultural diversity of its context.
Learning Outcome
1. Constructs texts to indicate obligation, orders, instructions, prohibitions,
permissions, suggestions, and / or recommendations in an oral and written
form, using the appropriate grammatical structures, coherence, and
spelling to promote an assertive and emphatic communication in the
contexts where he / she acts.
2. Formulate oral and written recommendations, instructions, orders,
permissions, and suggestions in different places or situations considering the
fluency, pronunciation, intonation, domain of the subject an appropriate
grammar, favoring a socially beneficial behavior.

Vocabulary:
Health and food.
Streets, roads, and highways.
Regulations for places in libraries, gyms, museums, laboratories, etc.
Public signs.

Grammar:
Imperative verbs.
Modal verbs: “should, must, can, have to / has to, may (affirmative, negative
and interrogative).

57
Basic Discipline Competencies Encouraged in Block 3
The student:
BDC2 Evaluates a text through comparing the content of it with others, using
previous and new knowledge.

BDC4 Produces texts based on the formative use of the language, whereas
the intention a communicative situation.

BDC10 Identifies and interprets the general idea a possible development

of an oral or written message in a second language, using prior
knowledge, no verbal elements and context.

BDC11 Communicates in a foreign language through a logical speech,

oral or written, consistent with the communicative situation.

Generic Competencies Encouraged in Block 3

The student:
GC4.2 Applies different communication strategies, according to those
who are their partners, the context in which he/she is located, and the
objectives pursued.

GC 4.4 Communicates in a second language in daily life situations.

GC8.1 Proposes ways to solve a problem or develop a team project,

defining a course of action with specific steps.

CGB9.1 Privileges dialogue as a mechanism for conflict resolution

58
 Diagnostic Test

A. Write imperative sentences using the clues below.

1. Brush teeth /after each meal. __________________________________________

2. Eat/ in a museum. __________________________________________

3. Wash the dishes / after eat. __________________________________________

4. Drive/ when you are tired. __________________________________________

5. Turn off / lights / after you leave. __________________________________________

___/ 5

B. Complete the statements. Use CAN or CAN´T.

1. My younger brother is 7 years old. He _____read very well but he ________ write well.

2. My father ______drive a bus but he _______use a computer.

He is afraid of technology.

3. Sofia is a Chef so, she _________cook a lot of dishes but she __________ drive a car.

4. Some animals, like penguins ________ swim but they __________ fly.

5. Teachers _______ explain everything correctly in a classroom but some _______ make
proper use of technology.
___/ 5

C. Match the columns.

A. To drive a car ( ) students have to wear a uniform.

B. If you have a headache ( ) you should take an aspirin.
C. In a library ( ) you can get grades.
D. At a school ( ) you must keep silence.
E. If you study before a test ( ) you have to have a license.
___/ 5

59
Total : ___/15
 Reading: Rules at The Zoo.

A. Look at the picture: What do you see? Do you usually go to The Zoo?
What can you do there? What are the rules?

B. Read the text and check your answers.

Culiacan’s Zoo

Culiacan’s Zoo is the biggest Zoo in the Northwest of

Mexico. It has around 1,400 animals among
mammals, reptiles and birds. When you visit the zoo,
you must follow some rules.

Rules:

• Children under the age of ten must be in the

company of an adult.
• Dogs are not allowed.
• Plastic bags or food are not
allowed inside the facilities.
• Do not feed the animals! (They have a special
diet, so if you do it they might get sick or die.)
• Do not play soccer, frisbee, or other sport activities
inside the Zoo premises.
• Do not play any audio system or musical
instruments inside (loud noises disturb or irritate the
animals.
During your visit, follow the rules and you will have a fabulous adventure! Enjoy it!

60
C. Read. Circle T for true or F for false.

1. Dogs are not allowed inside the zoo. True False

2. You can’t feed the animals is allowed in the zoo. True False

3. Animals enjoy music. True False

4. Do not take plastic bags inside the zoo. True False

D. Why do you think is it important to follow the rules when you visit
the zoo?

61
 Vocabulary: Places, Health and Signs.

Public Places Health Roadways Public signs

• Museum • Illness • Road • Stop
• Hospital • Heart Attack • Street • Go ahead
• Library • Flu • Boulevard • Phone
• School • Stomachache • Bridge • School
• Park • Injury • Country road crossing
• Aquarium • Diarrhea • Avenue • Yield
• Gym • Pill • Highway • Speed limit
• Bus Station • Antibiotic • Lane • Handicapped
• Movie • Prescription • No parking

A. Label the pictures using the vocabulary from the chart.

B. Complete the sentences, use the places from activity A.

1. My brother loves to lift weights. He goes to the __________________every day.

2. Paola is a doctor. She works in a_______________ in Guamuchil.
3. Whenever I visit Mazatlán, I love to go to the _____________ to watch the sea lions.
4. Many people go jogging to the _____________________ every morning.
5. I love going to the __________________________ to watch my favorite films.
6. My classmates and I go to ____________________ from Monday to Friday.

62
 ¿

Imperative Verbs

Affirmative actions Negative actions

Use the basic form of the verb “without TO”, to form the Use “do + not” (don’t)
imperative. before the verb.

Don’t feed the animals!

Do the homework! Sit down! Close the door!

Open the door! Be quiet! Open your book! Don’t touch it!

Go to bed! Wash the dishes! Turn on/off the Don’t smoke!

lamp

A. Match the imperative sentences with the correct picture.

Don’t eat food in this place!

Don’t feed the animals!

Don’t write on the walls!

Don’t enter this property!

63
B. Complete the message below with the imperative expressions.

Go to
bed

Hello Monica

I have to go to Mazatlán for two days, next weekend.

PLEASE PAY ATTENTION TO THIS! Do not __________________________

to anybody, please! _____________________ early and _________________

until late because you need to go to church on Sunday at 8:00 a.m.

After breakfast _______________and ___________________.

Don’t forget _____________________ correctly when you leave the house.

Love,

Your mom

64
 Writing: Classroom Rules

A. Look at the pictures and discuss the questions with a partner.

What do you see in the pictures? Which classroom is following school rules?

Do you have rules in your classroom?

B. Read the classroom rules, add three more rules that you practice in your
classroom.

C. Share your new rules with the class.

65
 Listening: Rules are important.

A. Listen and repeat the following expressions.

6. Pay attention in class. 1. Do homework.

7. Ignore old people. 2. Argue with your parents.
8. Use cell phones in class. 3. Take care of school’s furniture.
9. Go to bed late. 4. Practice sports.
10. Arrive late to class 5. Respect your teachers and classmates.

B. Listen to the audio and check (✓) if the statements

are True or False.

True False

1. The text says rules are not important. _________ _________

2. The text hints the rules at the library. _________ _________

3. It contains the rules at school. _________ _________

4. You can use your cellphone during the _________ _________

lesson.

5. You can be noisy during the lesson. _________ _________

C. Compare your answers with a classmate. Do you agree?

66
 Modal Verbs
¿

Modal
Type Example
verb
Can Ofelia can speak three languages.
ABILITY
Could She could speak German when she was 3

Can He can go out.

PERMISSION
May You may go out of the classroom.
She should visit her dentist.
ADVICE Should
You shouldn’t skip meals. You can get sick.
Must I must memorize all these rules.
OBLIGATION
Have to You have to study before a test.
Might We might go out tonight, if we finish our projects.

POSSIBILITY May Leo may go with us to the movies.

Can I can go to the party if I clean my room.

67
She doesn’t have to stay up late. She needs to rest.

We may not arrive on time. Our bus us late.

They mustn’t fail the test. It’s their last chance.

are formed simply by

placing the modal
verb first and then
the subject.

Wh-Questions. Yes / No Questions

 When can we go?  May I go to the bathroom?

 How must we tell her? Yes, you may. / No, you may not.
 Where do they have to be?  Can we talk?
 Why should they know?  Do you have to go to the concert?
 What may they do?  Must I help with the dishes?
 Should we tell her?
68
 A. Look at the following statements. Write them in the correct
place.

Be eighteen to drive a Learn English if you pay Always get enough sleep
car in Mexico. attention to your teacher before driving a car.

Use your cell phone Rest and drink a lot of liquid Show your passport or ID
during an exam. when you have a cold. to get on a plane.

Call the emergency

Get good grades if you Behave and participate
services (911) when you just
study enough. in English classes.
have a cold.

You have to … You mustn’t …

You should … You can …

B. Put the words in order and make sentences or questions.

1. Can - the - she - guitar – play? _________________________________________.

2. wait - must - You – outside. _____________________________________________.
3. doesn't – cook – lunch – He – have to___________________________________.
4. study – We – before – should – the test _________________________________.
5. not – eat – library – must – You – in – the ________________________________.

69
 Speaking: What are the rules at…?

A. Look at the pictures. Work with a classmate and brainstorm

the rules of each place.

RESTAURANT HOSPITAL LIBRARY

B. Look at the places and write an advice, a rule and an

obligation using the modal verbs.

Restaurant Hospital Library

Advice.

Rule.

Obligation.

C. Share your statements with the class.

70
71
Block purpose:

Create future plans and predictions through communicative skills with the intention
of setting short- and long-term goals that allow you to make conscious decisions

Learning Outcome

Orally develops future plans being fluent, with an appropriate pronunciation an

intonation, demonstrating knowledge about the topic, showing respect and
tolerance for other opinions.

In writing, (he/she) will predict event using the appropriate grammar in a fluent and
coherent way, favoring conscious and informed decision-making.

Vocabulary:

Future Plans (trips, predictions, goals, life projects, weather)

Grammar:

Idiomatic Future Tense “Going to” (affirmative, negative, interrogative)

Simple Future Tense “Will” (affirmative, negative, interrogative)

Time expressions

Basic Discipline Competencies Encouraged in Block 4

The student:

BDC 2 Evaluates a text through comparing the content of it with others, using
previous and new knowledge.

BDC 3 Makes assumptions about natural and cultural events of their environment
based on the research of different sources.

BDC4 Produces texts based on the formative use of the language, whereas the
intention a communicative situation.

BDC10 Identifies and interprets the general idea a possible development of an oral
or written message in a second language, using prior knowledge, no verbal elements
and context.

72
BDC11 Communicates in a foreign language through a logical speech, oral or
written, consistent with the communicative situation.

Generic Competencies Encouraged In Block 4

The student:

GC 4.4 Communicates in a second language in daily life situations.

GC 7.1Defines goals and monitor his/her knowledge-building processes.

GC 8.1 Proposes ways to solve a problem or develop a team project, defining a

course of action with specific steps.

73
 Diagnostic Test

A. Complete the conversation using “be going to”.

Pedro: Hello Gabriel! What 1.________you ________ do next weekend?

Gabriel I don’t know. I think I 2._____________ stay home. Why? What do you have in
mind?
Pedro: I 3.____________ go to the movies with Thomas and Anthony. Do you want join
us?

Gabriel It sounds awesome. Unfortunately, I can’t because I 4.____________ look after

my grandmother so, I 5.____________ (not) go out this weekend. Thanks
anyway.
Pedro: Oh, that’s too bad. Maybe we can arrange something for next weekend. I
6.____________________ talk to our friends about it. See you on Monday at
school then. Have a nice weekend.
Gabriel Thanks Pedro have a good time. See you on Monday. /5

B. Unscramble the words to write sentences with Will.

1. the gym / this evening / go / I / to ( + )

___________________________________________________________.
2. visit / Lizbeth and Brenda / Sunday / their /on / grandparents. ( - )
_____________________________________________________________.
3. be / morning / you / home / tomorrow ( ? )
_____________________________________________________________?
4. The weather forecast / tomorrow / rain / says ( + )
_____________________________________________________________.
5. in June / It / snow ( - )
_____________________________________________________________.

/5

74
 C. Read the weather forecast and complete the sentences.

Of Sinaloa

The North of Sinaloa (Los Mochis, El Fuerte, Choix, Sinaloa de Leyva and
Guasave) will be rainy and humid tomorrow through the afternoon until late
evening. In the mountains (Ocuragui and San José de los Hornos) it will be
rainy and cold all day, also it will be breezy.

In the Center (Guamúchil and Culiacan) it will be cloudy and hot. The
temperature will go up to 48 °C.
In the south of the state (Mazatlán, Rosario and Escuinapa) will be sunny
and warm, the sun will shine all day, temperature will reach to 30 °C.

1. The weather in El Fuerte will _____________________________________________.

2. The weather in Culiacan ________________________________________________.
3. ___________________________________________it will be rainy and cold all day.
4. The temperature in ________________________will reach thirty degrees Celsius.

/4

Total: /15

75
 Reading: A place to visit

A. Look at the pictures and answer the questions.

Share your answers with the class.

Do you recognize the city? Where is it?

What places do you know?

Have you traveled to Mazatlán? What can you do in Mazatlán?

B. Read the text and answer the questions.

Ruben’s plans.
Ruben is excited because his father told him that if he gets good
grades at school, he will take him to Mazatlán for the first time.
He is thinking about the things he is going to do there; “I’m going to
spend long hours playing and swimming on the beach; I am going
night clubbing and dance a lot. I will go to the Stone Island and the
Aquarium. I’m going to climb “El Faro” and I will take a lot of pictures
of the landscape”.

But Ruben must study very hard, otherwise, his plans are not going to
come true, so he turns the TV off, and starts studying for his subjects.

76
 1. What is Ruben excited about?
____________________________________.
2. What activities is he going to do?
_____________________________________.
4. Why isn’t he going to continue watching TV?
__________________________________________________
_________________________________________________.

C. Imagine you are going to travel to your dreamed place. What

are you going to do when you get there? Write it down.

________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
D. What are going to do when you finish your high school studies?
what are your plans? Make some notes. Share with the class.

77
open

Vocabulary: Travel, Goals, Life Project, and Weather

Travel Predictions and

Life Projects Weather
goals
• Vacation • Get a job • Go to university • Humid
• Drive • Get good • Get a scholarship • Breezy
• Holiday grades • Start a business • Hot
• Beach • Apply for a • Buy a car • Cold
• Mountain scholarship • Get married • Sunny
• Woods • Win the • Buy a house • Warm
lottery • Rainy

A. Look at the pictures and label them with the words from the box.

78
 B. Complete the sentences using the vocabulary from the box.

university buy a car rainy mountains holidays

win the lottery become a doctor road buy a house beach

humid hot

1. I am going to ____________in ten years. I will specialize in Pediatrics.

2. On my summer vacation I am going to go to the ______________.

3. The weather in Culiacan is very dry and ___________.

4. I love to celebrate _____________. In my country, we have many

festivities.

5. I am feeling lucky this year, I think I will ___________________________.

6. After I finish high school, I am going to study at a __________.

7. After university I will ___________ in the best neighborhood of town.

8. My family has a pretty house in Surutato. The _______________ to

get there, has many beautiful landscapes.

9. The weather in Mazatlán is very ___________ and hot.

10. During June and July, the weather in Mazatlán is very ___________.

79
 Going to

We use going to, to express future events, it is used to refer to plans, intentions and
predictions.

Predictions
We use “be going to” to predict something
that we think is certain to happen or which
we have evidence for now
You are going to graduate from high school
in two years.
Intentions
We use “be going to” to talk about
future plans and intentions. Usually the
decision about the future that has
already been made
I am going to have a new car next year.

Affirmative

Subject Verb to be Going to Verb in Infinitive Complement.

I am going to play videogames.

She Is going to wash the dishes.

Negative

Subject Verb to be not Going to Verb in Infinitive Complement.

You are not / aren’t going to have classes.

He is not / isn’t going to cook tonight.

Interrogative

Verb to be Subject Going to Verb in Infinitive Complement.

Are you going to go to the movies?

Is she going to study university?

80
 A. Make sentences about Jose’s plans using be going to.

José’s Dreams!
José is thinking about his future and he is imaging that he has a very good job
with an excellent salary, so he started thinking what he is going to do with the
money.

Example: I am going to buy a BMW.

1. Get new clothes.

______________________________________________.
2. Travel around the world.
______________________________________________.
3. Help my family and friends.
______________________________________________.
4. Give money to a charity found.
______________________________________________.
5. Buy a big and beautiful house.
______________________________________________.

B. Complete the conversation with “be going to” and the verbs in brackets.

Sebastian: Hi, Orlando, what _______you ________________ (do) on Summer

vacation?

Orlando: Well, I have a plan. Firstly, I __________________(go) to Mexico City, there,

I_________________ (visit) my grandparents for two days.
Then we___________________ (travel) to the Mayan Riviera.
We ____________________ (stay) in the Ritz-Carlton, Cancún hotel.
Sebastian: Wow! That’s sound great! ______ you __________ (go) Cozumel? It’s a
beautiful island.
Orlando: No, We ________________ (not go) there, because my grandma can’t
travel by boat, but we ____________ (visit) Xcaret and Tulum. There, we in
a restaurant called “La Zebra”, they serve the best seafood in the
region. Pardon me Sebastian, but I must go. See you soon!

Sebastian: See you. Safe trip!

81
 ¿

Will

We use will to talk about the future. We also use it to make predictions and talk
about decisions, to make promises, offers, requests and threats.

A. Read the sentences and rewrite them using “will”.

1. I´m not going to call you tomorrow.

____________________________________________.
2. She´s going to stop at the front desk first.
______________________________________________.
3. My uncle is going to meet my father at the airport
________________________________________________
4. What time is the tour group going to get back?
________________________________________________.
5. When are they going to make a reservation?
________________________________________________.
82
 ¿

Time Expressions

We use time expressions to describe future plans and intentions, they go at the
beginning or at the end of a sentence.

Months, Seasons, Years,

Centuries and Long Precise Time Days and Dates
Periods
January / October 6 o'clock / 10.45 am Monday / Sunday
winter / the summer Noon / night / dawn October 23 / January 3, 2001

the morning/aftertnoon Lunchtime / bedtime Halloween / Mother's Day

1969 / the 1800s the moment your birthday / New Year's Eve

Tomorrow morning I will take a shower tomorrow

morning.
Tomorrow afternoon I will study for the test tomorrow
afternoon.
Next week I am going to the movies next week.

Next month I am going to Culiacan next month.

Next year I am going to learn English next year.

On + Day of the week / I will see my grandfather on Monday.

month. I am going to visit him on January.

83
 A. Look at the pictures and say: What plans are in your
future?

Graduate Start college Get a job Get married

Learn to drive Travel Have a baby Start a business

business.

B. Write sentences about your future plans.

Use time expressions.

84
 Writing: Future plans

A. Look at the mind map. Write sentences using going to and will.
Use the ideas below.

In the future …

I will go to college.

I am going to study university.

85
B. Imagine you are on vacation. Write a post card to a friend.
Tell him/her the activities you are planning to do in the next days.

C. Share your postcard with the class.

86
 Listening: Carlos’ party.

A. Look at the pictures and answer the following questions:

Do you like birthday parties? Have you planed one? Was it easy?
Talk to a classmate about it.

B. Listen to Carlos’ plans to celebrate his birthday, then answer the questions.

C. What do you think about Carlos’ plans? Is it a good idea to

ask for help? Share with the class.

87
 Speaking: Where do you want to go on vacation?

A. Look at the words and put them in order. Make questions in future.

1. brother / cook / on / Saturday / lunch 2. travel / Myriam and Rita / Los Cabos / July

A:___________________________________? A:_________________________________?

B:___________________________________. B :_________________________________.

B. Work in pairs. Image you are going on vacation.

Choose one option and make questions using going to.

Mexico City
*Visit the National Palace.
*Go hiking on the Ajusco Mountain.
*Taste tortas de tamal.
*See the National Museum of Anthropology.
*Take a trip on Xochimilco lake.

Queretaro

*Check out Queretaro’s Roman-Style Aqueduct.

*Go shopping for Indigenous Crafts in downtown.
*Visit the Teatro de la Republica.
*Taste the delicious huaraches.
*Go hiking on Peña de Bernal.

C. Work in pairs. Practice asking and answering the questions.

EVALUATION OF LEARNING

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SELF EVALUATION

In the following chart, we invite you to record the evidence that you were
developing during the moment and reflect on how you achieved it and what you
can do to improve:

Learning Outcomes Evidences How did you How can you

make it? improve?

1. Constructs texts to Grammar

indicate obligation, exercises using
orders, instructions, imperatives
prohibitions, verbs and
permissions, modal verbs
suggestions, and / or
recommendations in
an oral and written
form, using the
appropriate
grammatical
structures,
coherence, and
spelling to promote
an assertive and
emphatic
communication in
the contexts where
he / she acts.

2. Formulate oral and

written Writing with the
recommendations, classroom rules
instructions, orders, and advice.
permissions, and
suggestions in
different places or
situations considering
the fluency,
pronunciation,
intonation, domain
of the subject an
appropriate
grammar, favoring a
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 socially beneficial
behavior.

3. Orally develops plans

being fluent, with an
appropriate Grammar
pronunciation an exercises in
intonation, context that
demonstrating includes going
knowledge about to and will.
the topic, showing
respect and
tolerance for other
opinions.

4. In writing, (he/she)
will predict event
Postcard writing
using the
appropriate addressed to a
grammar in a fluent friend or
and coherent way, relative
favoring conscious expressing
and informed future
decision-making. vacations.

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CO-EVALUATION

The evaluation of peer work, that is, between peers is formative because it allows
you to review the degree of participation, commitment and performance, which
guides an exercise to improve learning. The Co-evaluation also encourages the
practice of values such as respect, honesty and empathy.

With the support of your teacher, select a learning activity that you have worked
collaboratively. On a scale of 0 to 4, it gives a score to each team member
according to their performance:

4 = Featured, 3 = Satisfactory, 2 = Regular, 1 = Needs Improvement, 0 = Didn't Work

Learning Activity:
Writing: Describes situations in the past, both personal and someone else's.

Competency (s) they develop: Establishes in writing the differences and similarities
of places, people and objects, using appropriate grammar, coherence and spelling
in an environment of respect and tolerance towards the diversity of their context.

Criteria to evaluate Team members General evaluation

of the activity

1 2 3 4 5
Uses imperative verbs and
modal verbs seen in class.

Use grammar structures

correctly.

Express advices and prohibitions

correctly.

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Writing: Write a small paragraph about your future vacation

Competency (s) they develop:

Communicate in a second language in everyday situations, using appropriate

grammar, coherence and spelling in an environment of respect and tolerance
towards the diversity of its context.

Criteria to evaluate Team General evaluation of the

members activity

1 2 3 4 5

Use the adjectives seen in class.

Use grammar structures

correctly.

Express comparisons in writing.

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Record your evaluation of Stage III

Rate and record your academic results of the moment with the help of the teacher.

Evaluation Aspect What does it consist of? What have I

accomplished?

Evidence Portfolio These are the evidences

that your teacher indicated
for you to develop during
the stage. There must be at
least 3 evidences.

Midterm exam Evaluate your knowledge

and learning of the stage.

Complementary Include your participation,

activities homework, discipline,
responsibility and proactivity
inside and outside the
classroom.

Registration of class
Attendance attendance your teacher
has at the stage.

Learning Evaluation
Evaluation is a process that aims to improve student performance and identify their
areas of opportunity. The evaluation should be a continuous process that allows
gathering relevant evidence on the achievement of learning, in order to provide
feedback on the teaching-learning process and improve its results.

Evidence Portfolio
The Evidence Portfolio is an instrument that integrates all those main activities
focused on the achievement of expected performances and learning and that
allow us to realize the progress in the learning of each student.

93
References

All things grammar. (s.f.). Obtenido de Past time words :

https://www.allthingsgrammar.com/past-time-words.html
Blanes, P. B. (2010). Freepik. Obtenido de www.freepik.com
Castineira, B. T. (2009). Social Practice II : Competency-Based Approach.
Mexico : Santillana Bachillerato.
E4Sucess. (05 de 03 de 2017). Obtenido de Simple past time expressions:
http://e4success10.blogspot.com/2017/03/past-simple-time-
expressions.html
Englis Grammar Guide. (2018). Obtenido de Modal verbs :
https://www.insegnanti-inglese.com/grammar-1/modals1.html
Imagenes. (s.f.). Obtenido de Shutterstock: www.shutterstock.com
Interactions 1 Grammar. (2002). In E. K. Jack, Interactions 1 Grammar (pp.
157, 71 ). New York, NY.: The McGraw- Hill Companies , Inc. .
Kastanis, F. P., & Urquijo, F. K. (2016). English 2 . Grupo Editorial Patria.
Kirn, E., & Jack, D. (2001). Interactions 1 Grammar. Mcgraw-Hill College.
Language Schools. (s.f.). Obtenido de Irregular verb list :
https://languageonschools.com/blog/english-irregular-verbs-list/
Last, S. (s.f.). Blendspace by tes. Obtenido de Modal verbs:
https://www.tes.com/lessons/l0Ack8RLazvVvA/modals
Maris, J. (s.f.). Learner's dictionary. Obtenido de Auxiliary Did:
https://learnersdictionary.com/qa/did-main-verb-base-form-or-past-
tense-form
mireia76. (14 de Julio de 2014). Slideshare. Obtenido de Going to and Time
expressions: https://www.slideshare.net/mireia76/be-going-to-future-
forms
My English pages. (s.f.). Obtenido de Simple past:
https://www.myenglishpages.com/site_php_files/grammar-exercise-
simple-past.php
Sitio web consultado. (s.f.). Obtenido de Pinterest:
https://www.pinterest.com.mx/

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Sitio web consultado. (s.f.). Obtenido de Adele's corner:
http://www.adelescorner.org
Sitio web consultado. (2019). Obtenido de Lingonda:
https://www.ligonda.com
Sitio web consultado. (s.f.). British council. Obtenido de
https://learnenglish.britishcouncil.org.

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