Beginner II

Área de comunicación

Compendio de Actividades

Nombre del estudiante:

__________________________________________

Nombre del profesor:

__________________________________________

Grado:
________________

Grupo:
________________
 ÍNDICE

Contenido
UNIT 1 OUT AND ABOUT IN LIFE .............................................................................................................................................. 4
ADA 1. Perfect weekend ...................................................................................................................................................... 5
Content Unit 1...................................................................................................................................................................... 7
UNIT 2 TRAVELING AROUND THE WORLD ............................................................................................................................. 23
ADA 2. Travel guide ............................................................................................................................................................ 24
Content Unit 2.................................................................................................................................................................... 26
UNIT 3 LOOKING FOR EXPERIENCES AND PLACES ................................................................................................................. 39
ADA 3. Fabulous places ...................................................................................................................................................... 40
Content Unit 3.................................................................................................................................................................... 42
PROYECTO INTEGRADOR ....................................................................................................................................................... 49
PRUEBA DE DESEMPEÑO ....................................................................................................................................................... 52

2
 PRESENTACIÓN

Esta asignatura permite al estudiante expresarse de forma oral y escrita en inglés, ante los diversos
contextos (local e internacional), con pertinencia y aplicar estas habilidades en otras asignaturas
complementarias, en un ambiente de respeto de la diversidad y la multiculturalidad.

El propósito de esta asignatura es intercambiar información básica en una segunda legua y expresar
de manera correcta, sobre lo que está sucediendo en su entorno y a nivel internacional, sobre actividades
saludables, alimentos, costumbres y tradiciones del mundo. De igual forma el alumno reutilizará y consolidará
las habilidades de comunicación oral y escrita adquiridas en la asignatura Beginner I. Se relaciona con las
siguientes asignaturas:

• Organización de la información, contribuye a utilizar la información organizada para sus propósitos

académicos y personales bajo un proceso de autorregulación.

• Redacción de textos y expresión oral, por ser el parámetro de traslado de conocimientos y habilidades del
español al inglés en un contexto sociolingüista en la producción de texto y discursos.

• Uso de las TIC I y II, se utilizan las herramientas tecnológicas con propósitos académicos y sociales de
forma eficiente y eficaz.

• Adaptación en contextos, el estudiante transfiere su contexto académico con base en sus habilidades
académicas, personales y sociales a un segundo idioma, dando la oportunidad de tener un panorama
internacional.

3
 UNIT 1 OUT AND ABOUT IN LIFE

Competencia de la Unidad 1
Se comunica en forma oral y escrita acerca del clima, los deportes y la moda en su comunidad y otros
contextos.

Contenidos temáticos
Present continuous statements.
Yes-no questions, short answers and information questions.
Imperatives.
Like to, want to, need to and have to.

4
 ADA 1. Perfect weekend
Resultado de Aprendizaje: Comparte información acerca de sus actividades preferidas, el clima y
los deportes de forma. Se comunica intercambiando expresiones coloquiales de forma escrita sobre
la vida diaria.

Instrucciones generales:
INICIO
1. Review the verbs and learn the structure of the verb to be in the content of the unit (page7-22).

Check the structures and examples.

2. Now we are going to practice the present continuous by doing some exercises from the unit (pages
7-22)

3. Check your answers with the teacher.

DESARROLLO

It is time to work. We are going to write a post card

4 – Write a postcard describing what are you doing in an amazing weekend abroad.
Use the present continuous.

CIERRE
5. Share your work with a classmate.

Recursos y materiales
- Exercises.
- Compendio

Especificaciones
- At least 10 - Present
- Student full name
sentences. continuous

Evidencia de aprendizaje: Writing

Instrumento de evaluación: Lista de cotejo
Valor: 15 pts

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 Instrumento de evaluación: Lista de cotejo – Perfect weekend

Valor: 15 puntos

Resultado de aprendizaje: Comparte información acerca de sus actividades preferidas, el clima y los deportes de forma.
Se comunica intercambiando expresiones coloquiales de forma escrita sobre la vida diaria.

LISTA DE COTEJO
Nombre del alumno: Grado y grupo:
Contenido a evaluar:
- Present continuous
- Vocabulary: sports, activities, seasons, weather.
Competencias genéricas:
• Usa las TIC en diversos contextos de manera pertinente y responsable.
• Aplica los conocimientos de acuerdo con el contexto y requerimientos de la situación, con pertinencia.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Trabaja de manera eficaz, respetando los lineamientos 10 pts.
establecidos y demostrando compromiso con el aprendizaje del
tema.
Aplica las herramientas y recursos tecnológicos de manera 5 pts.
confiable y analizando válidamente la información que investiga,
misma que permite potencializar el conocimiento sobre el idioma.
Aplica los conocimientos adquiridos en el manejo del idioma 5 pts.
inglés contextualizándolo en los entornos académicos, sociales y
profesionales.
Competencias disciplinares:
• Utiliza las habilidades de comunicación oral y escrita en español, en lengua materna y en lengua extranjera ante
los diversos y cambiantes contextos (local e internacional) con pertinencia, coherencia y creatividad.
• Utiliza la multiplicidad de escrituras, lenguajes y discursos en los que se producen las decisiones que lo afectan
en el ámbito escolar, laboral, familiar y político para convertir la información en conocimientos aplicables a otros
campos disciplinares.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Se expresa de manera escrita, adecuada y pertinente en un 5 pts.
segundo idioma, aportando coherente y creativamente ideas y
posturas que comunica en diversos contextos.
Desarrolla diversos tipos de discurso, de acuerdo al contexto y a 5 pts.
la finalidad comunicativa, haciendo adecuado uso de las reglas
ortográficas y lingüísticas del idioma inglés.
Contenido
- Present continuous
- Vocabulary: sports, activities, seasons, weather.
INDICADORES
Utiliza el presente continuo de manera correcta. 14 pts.

Utiliza el vocabulario de actividades/deportes. 12 pts.

Utiliza el vocabulario de estaciones/clima 12 pts.
Redacta de 40 a 50 palabras. 8 pts.
Marca la diferencia entre la gramática aplicada y el vocabulario 8 pts.
por medio de colores, subrayado, listado.
Responde a las preguntas realizadas a manera de texto. 8 pts.
Incluye glosario. 8 pts.
Comentarios de mejora: Resultado

6
 Content Unit 1
Present Continuous
Empleamos el Present Continuous o Presente Progresive para expresar las acciones que estamos
realizando en este momento, hoy o ahora.
La estructura es la siguiente:
*Pon atención al uso del verb to be.

Observa las reglas para los verbos y como se les agrega -ing.

7
Exercises
1. Look at the pictures. Where is Anita? Where are her friends? Page 66 - 2.24

2. Where are the Anita and friends doing? Circle of the correct words.

a) Anita usually relaxes on Saturday, but today she works /she’s working

b) Yoko says, “Lisa and I am / are skiing today. It snows / It’s snowing here right now”.

c) Nathan says, "I'm in San Jose with Katie and Rob. They/ They're playing tennis."

8
 For negative sentences add
NOT:
Let’s review negative sentences: Am not – am not
Is not – isn’t
Are not – aren’t

3. Complete Anita’s other voice mail messages. Then listen and check. Page 67 -2.26

Saturday, 11:45 a.m. Saturday, 1:30 p.m. Saturday, 2:00 p.m.

Hi, Anita. This is Andrea.
I __'m calling__ (call) from the
mall. I'm in a cafe with Chris.
We ________________(have)
lunch right now.
Chris ________________ (not
stay) long.
He________________ (shop) for
a new computer. So, let's
meet.
Give me a call. See you!
Hey, Anita, it's me, John.
I'm at Andrew's house.
We ______________________(watch)
the baseball game. The
Giants ___________________ (not
play) very well. And now
it _______________________ (rain).
Um, let's meet for dinner. Call
me on my cell. Bye.
Hi. Where are you? I hope you
_____________________ (not work).
Listen, Chloe _________________
(not work) today, and I _______
____________ (not do) anything
special. You know, I ________
______________ (clean) the
house, Chloe ________ __________
(do) laundry. So come over
around 5:00 and have an early
dinner. Call me.

9
Let’s practice Questions:

10
Let’s check vocabulary:

*Pay attention to the verbs and the activities. There are verbs that are verbs already activities.

11
12
13
Let’s check more vocabulary

4. Write two sentences about each picture.

14
15
Something about verbs:

16
We can also use the present Pedrito Sola is wearing brown
continuous to describe what pants and a white shirt.
someone is wearing in this
moment:

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18
Reading time

The DUBAI Mall

Shopping, entertainment, lifestyle

If you want to buy a new outfit, you go to a mall. If you want to see sharks in an
aquarium or listen to a world-class concert, where do you go? A mall? Well, yes.
These days, malls are not just for shopping. They're an important part of our lifestyle.

Shopping

The Dubai Mall has over a thousand stores, with everything from
designer clothes to electronics. Every week, over 750,000 people
- including top celebrities - shop there. There's also a souk- a
traditional market with souvenirs, jewelry, and local craft stalls.
You need to spend several days there if you want to visit every
store. But that's fine because there's a 250·room luxury hotel in
the mall, too.

Entertainment

There's an indoor entertainment park full of virtual reality experiences: safari rides, a snowboard
jump, and other exciting games. There's an aquarium with sharks, and don't miss the amazing
fountains outside - they're the height of a five-story building.

Have a great time

There are lots of other things to enjoy, too. Eat at one of the 160 restaurants, go and see a movie, a famous band,
or piano concert, take a diving course, or just relax.

1. Look at the article again. Can you find a word or an expression with these meanings?

a) one of the best in the world __world-class__

b) how you live your life _____________

c) 1,000 ____________

d) together with ____________

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 e) people sell things here ___________

f) some _________

g) an expensive place to stay __________

h) concerts, movies, games, etc. _________

i) be sure to see __________

j) like to do __________

REVIEW EXERCISES
2. Are these sentences true or false for you right now? Write T (true) or F (false).

Then correct the false sentences.

a) F I'm eating dinner right now.

I'm not eating dinner right now. I'm doing my homework.

b) __ I'm using a computer.

____________________________________

c) __ My family is watching TV.

____________________________________

d) __ My friends are working.

____________________________________

e) __ It's snowing.

____________________________________

f) __ My best friend is skiing.

____________________________________

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3. Which sports and exercises do you do? Check (√) the boxes.

□ aerobics □ biking □ skiing □ volleyball

□ basketball □ running □ soccer □ weight training

4. Read the advice column. Match the problems with the Sports Professional's advice.

Fitness Do you have a question about exercise?

Write to Steven, the Sports Professional, for help and good advice.
Advice

a. The Sports Professional: Slowly add

1. John: I never exercise. I drive to work,
exercise to your weekly routine. Walk or ride a
and I sit all day. I hate sports, and I don't like the
bike to work - don't drive. Use the stairs, not the
gym. I know it's a good idea to exercise,
elevator. Clean the house or do the laundry.
but how do I start?
Just do something - and start today!
_________

b. The Sports Professional: You're right. You

2. Amy: I'm really busy this year.
need a break. Try exergarning for a change.
I'm going to school, and I'm working part-time
There are a lot of different types of activities,
at night. I like exercise, but I don't have
and each one helps your body in a different way.
a lot of time. Help!
Don't stop your weight training, and remember,
____________
running is always good for you, too.

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 c. The Sports Professional: Yes, I know
1. Bill: I do weight training at the gym
the problem but try and make time Experts say
every day I usually love exercise,
we need 30 minutes of exercise five times a
but these days, it's boring. I think
week. So, do aerobics for 15 minutes in the
I need a break. What do you think?
morning. Go to school. Then go running for 15
_________
minutes in the evening after work.

5. Exercise C: Read the advice column again. Then answer the questions.

a) Is John getting enough exercise these days? _________________

b) Does John like sports? _______________

c) Amy is busy this year. What is she doing? ________________

d) What is Amy's problem? ___________________

e) How often does Bill go to the gym? __________________

f) What does Bill do at the gym? _________________

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 UNIT 2 TRAVELING AROUND THE WORLD

Competencia de la Unidad 2
Expresa de manera oral y escrita su opinión sobre diferentes actividades alrededor del mundo, así como
actividades y experiencias realizadas con anterioridad.

Contenidos temáticos
Uso de can y can’t, asi como de go, do y play.
Pasado simple.
Vocabulario de paises, nacionalidades e idiomas.

23
 ADA 2. Travel guide
Resultado de Aprendizaje: Comparte información sobre las actividades que ha realizado en el pasado utilizando
las estructuras gramaticales correctas.

Instrucciones generales:
INICIO

1. Review the verbs in past and learn the structure of past simple and can/can’t in the content of the
unit (pages 26-38).

Check the structures and examples.

2. Now we are going to practice the structures and vocabulary by doing some exercises from the unit
(pages 26-38).

3. Check your answers with the teacher.

DESARROLLO
It is time to work. We are going to share with the group our information about a specific place.

4 – Prepare a presentation (with a poster) to share information about what you did in that place.

5 – Add the possible activities you can /can’t do there.

CIERRE
6. Share your work with the group.

Recursos y materiales
- Exercises.
- Compendio

Especificaciones
- At least 8 sentences
in past
- Past simple
- Student full name - at least 6
- -can/can’t
sentences with
can/can’t

Evidencia de aprendizaje: Presentation oral y escrita.

Instrumento de evaluación: Lista de cotejo
Valor: 15 pts

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 Instrumento de evaluación: Lista de cotejo – Travel guide

Resultado de aprendizaje: Comparte información sobre las actividades que se realizan en el mundo utilizando las
estructuras gramaticales correctas.

LISTA DE COTEJO
Nombre del alumno: Grado y grupo:
Contenido a evaluar:
- Can/can’t
- Vocabulario de países, idiomas, nacionalidades.
Competencias genéricas:
• Gestiona el conocimiento y el aprendizaje autónomo en sus intervenciones académicas y en otros contextos, de
manera pertinente
• Aplica los conocimientos de acuerdo con el contexto y requerimientos de la situación, con pertinencia.
• Manifiesta comportamientos éticos en los ámbitos en los que se desenvuelve de manera transparente.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Trabaja de manera eficaz, respetando los tiempos establecidos 10 pts.
y demostrando compromiso con el aprendizaje del tema.
Desarrolla estrategias de aprendizaje que le permiten mejorar 5 pts.
en el dominio de la expresión oral y escrita en el idioma inglés.
Aplica los conocimientos adquiridos en el manejo del idioma 5 pts.
inglés contextualizándolo en los entornos académicos, sociales
y profesionales.
Competencias disciplinares:
• Utiliza las habilidades de comunicación oral y escrita en español, en lengua materna y en lengua extranjera ante
los diversos y cambiantes contextos (local e internacional) con pertinencia, coherencia y creatividad.
• Utiliza la multiplicidad de escrituras, lenguajes y discursos en los que se producen las decisiones que lo afectan
en el ámbito escolar, laboral, familiar y político para convertir la información en conocimientos aplicables a otros
campos disciplinares.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Se expresa de manera escrita, adecuada y pertinente en un 5 pts.
segundo idioma, aportando coherente y creativamente ideas y
posturas que comunica en diversos contextos.
Desarrolla diversos tipos de discurso, de acuerdo al contexto y 5 pts.
a la finalidad comunicativa, haciendo adecuado uso de las
reglas ortográficas y lingüísticas del idioma inglés.
Contenido
- Present simple
- Can/can’t
- Vocabulario de paises, idiomas, nacionalidades.
INDICADORES
Emplea 6 oraciones correctas con can/can’t apropiadamente. 20 pts.
Emplea 8 oraciones correctas con pasado simple 20 pts.
Menciona el/los idiomas que se hablan en el país, así como su 10 pts.
nacionalidad.
Completa el gráfico con todo lo solicitado. 5 pts.
El gráfico cuenta con al menos 4 imágenes relacionadas con lo 10 pts.
que se habla y la bandera.
Presenta con vos clara, fuerte y pronuciación adecuada. 5 pts.
Comentarios de mejora:
Resultado

25
 Content Unit 2

Use Can to talk about things you do well.

Use Can’t for things you don’t do well, or don’t do.

1. Write 2 sentences about thing you can do well and 2 sentences about things you don’t
do well. Share with the group.

Things I can do Things I can’t do

I can speak Chinese.          What languages can you speak?         Can you speak Spanish?
I can’t speak Spanish.          I can speak English and Chinese.        Yes, I can. I No, I can’t.  

1. Read what Claudia says about languages. Then complete

the sentences.

I’m from Brazil. My first language is Portuguese,

but I can speak a little English, too. I can’t Speak
Spanish, but I can understand it.

26
 a) Claudia ________________ speak Portuguese and English.

b) She _________________ understand Spanish, but

she ______________ speak it.

*You should research some more countries nationalities and languages.

1. Write at least five countries in which people speak English, add nationalities.

Country Nationality Language

27
2. Write and answer the following questions by using can for ability.

a) How many/languages/you/speak? __________________________________

b) you/read/the news/in English? _____________________________________

c) What languages/you/understand/but not speak? _____________________

d) you/understand/movies/in English? ________________________________

e) you/sing/a song/ in English? ________________________________________

f) Who/speak/English/in your family? ________________________________

g) you/speak/any/other/languages? ___________________________________

Let’s talk about possibilities!

3. Look at the page from a guidebook. Which activities are good when it’s sunny? Which
are good when it’s raining? Page 86 – 2.49

28
 4. Circle the correct words. Use the conversation above to help you.

a) We can to go/go to the Statue of Liberty.

b) You can't see/seeing the views because it's raining.
c) What we can/can we do in New York on a rainy day?
d) Do we/Can we buy an umbrella?

Let’s check

5. Match the questions and the answers about New York City.

1. Can you visit a historic neighborhood?

_______________________________
2. What kinds of museums can you go to?
_______________________________
3. Can you take a bus tour?
________________________________
4. What can tourists do on a rainy day?
________________________________
5. Can you visit a castle?
________________________________
6. Where can you get a good view of the city?
_________________________________
a. You can go to the top of the Empire
State Building.
b. They can go shopping or go to a
Broadway show.
c. No, you can't. There are no real castles
in New York.
d. Yes, you can. You can walk around
Greenwich Village.
e. Well, you can go to an art museum or
a history museum.
f. Yes, you can. You can take a walking
tour, too.

29
1. Complete the conversations with can or can't.

a) Jill. What can you do at Harbourfront Centre?

Dan. Let's see… you _______ rent a boat. And at night, you ________
go to an outdoor concert.
Jill. Sounds great! ________ we go right now?
Dan. No, we ________. It opens at 10:00 a.m., and it's only 7:30 a.m.
now. It's really early.
Jill. Oh, you're right. Well, _________ we go to a café for breakfast?
Dan. Yes, we ________ do that. Let's go!

b) Yoshi. I'm tired today. I don't want to go on another walking tour!

Where _________ we go to relax?
Keiko. Let's go to Yorkville. We _________ have a nice lunch and see a
movie.
Yoshi. OK, but we _________spend a lot of money. We need to save
our money for shopping!

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 Past simple
In English the verbs in past are divided in regular and irregular verbs:

6. Complete the chart with the correct verb.

Base form Past Spanish Form

go went ir irregular
comer
sleep
read
hablar
talk
made
drink
cocinar
study studied estudiar regular
play
watched
visitar
call
worked
see
tener
buy
did
escribir

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 El pasado simple se usa para acciones que tuvieron lugar en el pasado.

Let’s practice regular verbs:

7. Complete the sentences about last night with the simple past form of the verbs.

a) I __played__ (play) a video game.

b) I ________________ (not/want) to work.
My best friend _______________ (call) me.
c) It ______________ (rain), so I __________________ (not/ want) to go out.
d) My friend and I ______________ (practice) guitar together.
e) I ______________ (try) to study, but some friends (call) ______________ and they

______________ (invite) me to a party.

f) Some friends and I ______________ (cook) dinner together.

g) I ______________ (watch) a movie, but I _____________ (not I like) it much.

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Complete Grace’s email. Use the simple past.

Irregular verbs:

Fill in the blanks below to complete the sentences. Study the boxes above.

1. I (eat)___________ dinner at six o’clock yesterday.

2. My neighbor (buy)___________ a new car last week.

3. They (go)___________ to Italy on their last summer holiday.

4. My family and I (see)___________ a comedy movie last night.

33
 5. First, we (do)___________ exercise, and then we (drink)___________ some water.

6. Suddenly, the animal jumped and (bite)___________ my hand.

7. The Wright brothers (fly)___________ the first airplane in 1903.

8. I think I (hear)___________ a strange sound outside the door one minute ago.

9. When I was ten years old, I (break)___________ my arm. It really (hurt) __________.

10. The police (catch)___________ all three of the bank robbers last week.

Parts of the day:

Past time expressions

34
 8. Write one thing you did at each time below.
Yesterday Last night Two days ago

Last week Last month Last year

Simple past - questions

9. Unscramble the questions and write your own answers.

a) You/ early/ go to bed/ Did/ last night/?

Did you go to bed early last night?
Yes, I did I went to bed at 9:00.

b) a lot of homework/ you/ Did/ yesterday/ do/?

______________________________________________________________
______________________________________________________________
c) do any errands/ you/ have to/ Did/ last weekend/?
______________________________________________________________
______________________________________________________________
d) have/ Did/ last month/ a busy schedule/ you/?
______________________________________________________________
______________________________________________________________

e) last Friday/ go out/ Did/ you and your friends/?

______________________________________________________________
______________________________________________________________

f) anything interesting/ your best friend/ do/ Did/ last week/?

______________________________________________________________
______________________________________________________________

35
 Review. Reading time
What do you know about these popular tourist destinations? What can you see or do there?
Make a class list.

• Bogota • Rio de Janeiro • Moscow • Beijing

Where can you go for a great city break? Paris? London? New York? Of course! But there are
many more amazing cities to see! Click More to find out about these exciting destinations.

BOGOTÁ, Colombia MOSCOW, Russia

Bogota is a city of contrasts. The Kremlin Palace and the
Walk around La Candelaria, Cathedral of Saint Basil in Red
a historic neighborhood with Square are just some of the historic
narrow streets, old churches, sites you can see in Russia's capital.
and modern skyscrapers! There are also tourist attractions
Or go to the Chapinero under the city! The Moscow Metro
neighborhood, with its beautiful (the subway) is full of art, statues,
park, great cafes, and shops. and crystal chandeliers.
Don't miss the Gold Museum and its beautiful jewelry
exhibits.

RIO DE JANEIRO, Brazil BEIJING, China

Rio is famous for its beaches, In Beijing, you can
mountains, and natural beauty. experience the old and the
Walk through Tijuca National new. Take a tour of the
Park or take the cable car to the Forbidden City with its 600-
top of Sugar Loaf Mountain for year-old palaces. Then visit
amazing views of the city. Or you the modern Olympic "bird's
can join the locals and head for nest" stadium [Beijing
the beach. National Stadium]. End the
day with a traditional foot massage.

36
10. Look at the text again. Find these things and answer the questions.

a) a historic neighborhood. What are the streets like?

___________________________________________________________________

___________________________________________________________________

b) two cities with palaces. Where are these palaces?

___________________________________________________________________

___________________________________________________________________

c) a place to get a great view. How do you get to the top?

___________________________________________________________________

___________________________________________________________________

d) a city you want to visit. What do you like about this city?
___________________________________________________________________

___________________________________________________________________

37
2. What did they do last night? What did these people do last night? What didn't they do?
Complete two sentences for each picture. Use the simple past.

Stay home/visit their parents Watch TV/practice her guitar

1. Kate stayed home 2. Rita ____________________

She didn't visit her parents She ____________________

Study English/cook dinner Play chess/watch a movie

c) Mee-Sun _______________ 4. Ali and Sam _______________

She ___________________ They ______________________

Listen to music/ email friends Invite friends over/clean the house

5. Emil ____________________ 6. Joe and Ken ___________

He _____________________ They _____________________

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 UNIT 3 LOOKING FOR EXPERIENCES AND PLACES

Competencia de la Unidad 3

Proporciona información oral y escrita sobre experiencias pasadas y hábitos alimenticios.

Contenidos temáticos

Simple past statements and questions.

Verb to be in past.
There is / are.

39
 ADA
Tiempo presencial: ajustado a virtualidad 3. Fabulous
Tiempo places
Independiente: 12 hr. Valor: 17 puntos.

Resultado de Aprendizaje: Expresa de manera escrita información sobre la existencia diferentes

lugares.

Instrucciones generales:
INICIO
1. Review the verb to be in past and learn the structure of there is/are from the content of the unit,
pages 42-48.

Check the structures and examples.

2. Now we are going to practice the structures and vocabulary by doing some exercises from the unit,
pages 42-48.

3. Check your answers with the teacher.

DESARROLLO

It is time to work. We are going to share with the group our information about a specific place.

4 – Describe the place provided for your teacher, using there is/are and adjectives writing at
least 15 sentences.

CIERRE
6. Share your work with the group.

Recursos y materiales
- Exercises.
- Compendio

Especificaciones
- At least 10
sentences using
- There is/are
- Student full name there is/are
- Was / were
- At least 5 using
was/were

Evidencia de aprendizaje: Writing.

Instrumento de evaluación: Lista de cotejo
Valor: 10 pts

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 Instrumento de evaluación: Lista de cotejo – Fabolous places
Valor: 10 puntos
Resultado de aprendizaje: Expresa de manera escrita información sobre la existencia diferentes lugares.
LISTA DE COTEJO
Nombre del alumno: Grado y grupo:
Contenido a evaluar:
- There is/are (affirmative and negative form)
VOCABULARY
- Adjectives
Competencias genéricas:
• Gestiona el conocimiento y el aprendizaje autónomo en sus intervenciones académicas y en otros contextos, de
manera pertinente
• Aplica los conocimientos de acuerdo con el contexto y requerimientos de la situación, con pertinencia.
• Manifiesta comportamientos éticos en los ámbitos en los que se desenvuelve de manera transparente.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Trabaja de manera eficaz, respetando los tiempos establecidos y 10 pts.
demostrando compromiso con el aprendizaje del tema.
Desarrolla estrategias de aprendizaje que le permiten mejorar en el 5 pts.
dominio de la expresión oral y escrita en el idioma inglés.
Aplica los conocimientos adquiridos en el manejo del idioma inglés 5 pts.
contextualizándolo en los entornos académicos, sociales y
profesionales.
Competencias disciplinares:
• Utiliza las habilidades de comunicación oral y escrita en español, en lengua materna y en lengua extranjera ante
los diversos y cambiantes contextos (local e internacional) con pertinencia, coherencia y creatividad.
• Utiliza la multiplicidad de escrituras, lenguajes y discursos en los que se producen las decisiones que lo afectan
en el ámbito escolar, laboral, familiar y político para convertir la información en conocimientos aplicables a otros
campos disciplinares.
INDICADORES PUNTAJE SI NO OBSERVACIONES
Se expresa de manera escrita, adecuada y pertinente en un 5 pts.
segundo idioma, aportando coherente y creativamente ideas y
posturas que comunica en diversos contextos.
Desarrolla diversos tipos de discurso, de acuerdo al contexto y a la 5 pts.
finalidad comunicativa, haciendo adecuado uso de las reglas
ortográficas y lingüísticas del idioma inglés.
Contenido
- There is/are (affirmative and negative form)
VOCABULARY
- Prepositions of place
INDICADORES
Utiliza la estructura de “there is/are” para expresar las cosas que se 20 pts.
encuentran en el lugar asignado.
Emplea el vocabulario de adjetivos correctamente con was/were. 15 pts.
Las 10 oraciones se encuentran escritas completas, correctas y 15 pts.
tienen al menos 5 palabras.
El documento cuenta con al menos una imagen clara y fácil de 10 pts.
identificar, relacionada con las oraciones.
El documento cuenta con glosario. 10 pts.
Comentarios de mejora:
Resultado

41
 Content Unit 3

Verb to be in past
*Empleamos el verbo To BE para describir

The use of the past simple of the verb to be to describe past situations.
I Am –> was/was not – wasn’t
He/she/it Is -> was/was not – wasn’t
You/we/they are –> were/were not – weren’t
1. Complete these conversations with was, wasn’t, were, or weren’t.

a) A Do you remember your first teacher?

B Yeah. His name ______ was _____ Mr. Davis.
A __________ he strict with you?
B No, he __________. He __________ always very nice.

b) A _________ you shy when you __________little?

B Yeah, I _________. I scared to talk in class. It __________ awful.

c) A Tell me about your first best friend. ____________ you classmates?

B No, we __________. She ___________ in my class. We ___________ neighbors.

d) A Did you have a favorite toy when you ____________ a kid?

B Yes. It ___________ my train set. It _____________ really cool.
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 A ____________ it a birthday present?
B No, it_______________. I bought it with my own money.

2. We will practice with more conversations, complete with was, wasn’t, were, or weren’t

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 Existence

We use There is/are to talk about the existence of the things.

1. Complete the sentences with There is / there are.

a. __________________ a t-shirt on the bed.

b. __________________ two books on the floor.

c. __________________ a scarf on the floor.

d. __________________ four pictures on the wall.

e. __________________ many books on the shelves.

f. __________________ a book on the bed.

g. __________________ a laptop on the floor.

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h. __________________ some papers on the floor.

1. Write affirmative sentences using there is or there are.
1. ___________________ five shops.
2. ___________________ a lot of restaurants.
3. ___________________ a building.
4. ___________________ some parks.
5. ___________________a library.
6. ___________________a bus station.
7. ___________________a sports centre.
2. Write the sentences in exercise 1 into the negative form.

1. _________________________________________.
2. _________________________________________.
3. _________________________________________.
4. _________________________________________.
5. _________________________________________.
6. _________________________________________.
7. _________________________________________.

3. Write the sentences in exercise 1 into the interrogative form. Add short answers about
your city.
1. ____________________________in your city? _________________
2. ____________________________in your city? _________________
3. ____________________________ in your city? _________________
4. ____________________________ in your city? _________________
5. ____________________________ in your city? _________________
6. ____________________________ in your city? _________________
7. ____________________________ in your city? _________________

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 4. Choose the correct words.
1. There’s / There are a TV.
2. There’s / There are four chairs in the living room.
3. Is there a / Are there any windows in the kitchen?
4. Is there a / Are there any teacher in the classroom?
5. There isn’t / There aren’t any pencils on the table.
6. There isn’t a / There aren ́t any milk in the fridge.
7. Is there / Are there a bookcase?

Let’s check vocabulary

46
 Review

1. Unscramble the questions. Then write true answers.

a) trip or vacation/was/last/your/When?
A. When was your last trip or vacation?
B. ___________________________________

b) go/did/Where/exactly/you?
A. ___________________________________
B. ___________________________________

c) weather/like/was/the/What?
A.____________________________________
B. ____________________________________

d) you/there/do/did/What?
A. ____________________________________
B. ____________________________________

e) were/there/How/you/long?
A. ____________________________________
B. ____________________________________

2. Read about Emi's first trip to the park with a friend.

"We weren't very old - I think I was eight, and my

friend was ten. We went to the park, but my
mother didn't know. We had a great time! We went
swimming in the pool. I remember it was a beautiful
day - warm and sunny. We were there about an
hour. Then we got hungry, so we went home. When
we got back, my mother wasn't too happy."

47
Write questions for the answers.
1. A. How old was Emi?
B. Eight.

2. A. _________________________
B. To the park.

3. A. _________________________
B. Her friend.

4. A. __________________________
B. They went swimming.

5. A. __________________________
B. Warm and sunny.

6. A. __________________________
B. About an hour.

2. Answer the questions using:

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 PROYECTO INTEGRADOR

Resultado de Aprendizaje: Expresa con precisión oralmente en presente simple con el verbo to be, presente
simple, sustantivos contables y no contables y el vocabulario correspondiente al curso.

Instrucciones generales:
INICIO

1. Review the vocabulary and grammar from units 1, 2 and 3.

Check the structures and examples.

2. Now we are going to work with the practice exercises from each unit.

3. Check your answers with the teacher.

DESARROLLO
It is time to work. We are going to introduce yourself.

4 – Prepare a presentation about you.

5- Prepare a presentation where you include:

Your name
What are you doing now? (unit 1)
Important things you did in the past. (unit 2)
Describe your favorite place. (unit 3)

CIERRE
5. Share you work with the group.

Recursos y materiales
- Exercises.
- Compendio

Especificaciones

- At least 15
- Student full name
sentences.

Evidencia de aprendizaje: Presentación oral y escrita

Instrumento de evaluación: Lista de cotejo
Valor: 30 pts
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 Instrumento de evaluación: Lista de cotejo – Proyecto integrador

Valor: 30 puntos
Resultado de Aprendizaje: Expresa con precisión oralmente en presente simple con el verbo to be, presente
simple, sustantivos contables y no contables y el vocabulario correspondiente al curso.

LISTA DE COTEJO

Nombre del alumno: Grupo:

Contenido a evaluar:
- Present simple
- Frequency adverbs
- Verb spelling for he/she/it

Competencias genéricas:
• Usa las TIC en diversos contextos de manera pertinente y responsable.
• Aplica los conocimientos de acuerdo con el contexto y requerimientos de la situación, con pertinencia.

INDICADORES PUNTAJE SI NO OBSERVACIONES

Aplica las herramientas y recursos tecnológicos de manera 10 pts.

confiable y analizando válidamente la información que
investiga, misma que permite potencializar el conocimiento
sobre el idioma.

Trabaja de manera eficaz, respetando los tiempos 4 pts.

establecidos y demostrando compromiso con el aprendizaje
del tema.

Aplica los conocimientos adquiridos en el manejo del idioma 4 pts.

inglés contextualizándolo en los entornos académicos,
sociales y profesionales.

Competencias disciplinares:
• Utiliza las habilidades de comunicación oral y escrita en español, en lengua materna y en lengua
extranjera ante los diversos y cambiantes contextos (local e internacional) con pertinencia, coherencia
y creatividad.
• Utiliza la multiplicidad de escrituras, lenguajes y discursos en los que se producen las decisiones que
lo afectan en el ámbito escolar, laboral, familiar y político para convertir la información en
conocimientos aplicables a otros campos disciplinares.

INDICADORES PUNTAJE SI NO OBSERVACIONES

Se expresa de manera adecuada, fluida y pertinente en un 4 pts.

segundo idioma, aportando coherente y creativamente ideas y
posturas que comunica en diversos contextos.

50
Desarrolla diversos tipos de discurso, de acuerdo al contexto y 4 pts.
a la finalidad comunicativa, haciendo adecuado uso de las
reglas ortográficas y lingüísticas del idioma inglés.

Contenido
- Units 1, 2 and 3

INDICADORES

Emplea correctamente el presente continuo e en 5 oraciones . 20 pts.

20 pts.
Emplea correctamente el pasado simple en 5 oraciones

20 pts.
Emplea correctamentethere is/are en 5 oraciones.

Se expresa conn voz fuerta, clara y con una pronunciación 14 pts.

aecuada.
Comentarios de mejora:

Resultado

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 PRUEBA DE DESEMPEÑO

Resultado de Aprendizaje: Aplica con precisión las estructuras gramaticales correspondientes al

contexto y tiempo en que se desarrolla la situación.

Instrucciones generales:
INICIO

1. Review the vocabulary and grammar from units 1, 2 and 3.

Check the structures and examples.

2. Now we are going to work in our unit’s review.

Create a booklet with the information from the units.

DESARROLLO
4 – Study for the exam.

CIERRE

5- Take the exam.

Recursos y materiales
- Exercises.
- Compendio

Especificaciones
Individual
Evidencia de aprendizaje: Prueba de desempleño
Instrumento de evaluación: Answer key
Valor: 30 pts

52
 BIBLIOGRAFÍA GENERAL

• McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 1. 2nd edition.
USA: Cambridge.
• McCarthy Michael, M. McCarten Jeanne & Sandiford, H. (2014). Touchstone 1 Teacher’s
book. 2ndedition. USA: Cambridge.
• Información de diversos países: https://www.worldtravelguide.net/guides
• Personas famosas del mundo: https://www.thefamouspeople.com/famous-people-by-country.php
• Spelling rules IMG: https://7esl.com/present-continuous-spelling-rules/
• Vocabulary of clothes: https://www.easypacelearning.com/all-lessons/learning-english-level-1/13-
clothes-and-accessories-for-men-women-and-babies-vocabulary
• Vocabulary of Places in the city: https://www.eslbuzz.com/english-vocabulary-places-in-the-city-2/
• Vocabulary of Adjectives: https://www.teacherspayteachers.com/Product/ELLESL-Adjectives-ESL-
Flashcards-Worksheets-Activities-ELL-ESL-Resources-3842104

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