MAD 2 inglésII Feb-Jul2023

PROGRAMA DE
APOYO DIDÁCTICO
INGLÉS II
FEBRERO – JULIO 2023
NUESTROS VALORES
• RESPONSABILIDAD
• RESPETO
• COLABORACIÓN
• COMPROMISO
• LIDERAZGO
• SUSTENTABILIDAD
• HONRADEZ
Inglés II
Nombre del alumno:
Matrícula: Semestre: Grupo:
Nombre del Plantel:
Nombre del Maestro:

DIRECTORIO
Dr. Samuel Alejandro García Sepúlveda

Gobernador Constitucional del Estado de Nuevo León
Mtro. Aram M. González Ramírez

Director General
Mtra. Hilda Fernández Garza

Directora Académica
Mtro. Jorge Fernando Gutiérrez

Director Administrativo
Semestre: Febrero - Julio 2023
Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León,

Andes Nº 2722, Colonia Jardín Obispado, CP 64050, Monterrey, N.L., México. Teléfono
8147372275.
Docentes colaboradores en las ediciones 2008 - 2012:
Juana Araceli Canizales Gaytán, Everardo Rafael de León de León, Nancy García Arredondo,
Ma.Concepción García Martínez, Reynaldo Garza Marroquín, Adriana Luisa Romero
Castellón, Irma Beatriz Martínez Prieto, Francisco García Ledezma, Ma. Elena Salazar
Barraza, Juana Gabriela Torres Patlán, Rubelia Parrilla Villa, Griselda Arcenia Treviño
Cantú.
Docentes colaboradores en la edición 2015:
Gricelda Arcenia Treviño Cantú, Juana Araceli Canizales Gaytán
Gricelda Arcenia Treviño Cantú, Gabriela Torres Patlán, Adriana Romero Castel, Roberta
Rossana Garza Lozano, Thania Carolina Cázares Huerta.
Docentes colaboradores en la revisión 2019:
Juana Araceli Canizales Gaytán, Thania Carolina Cázares Huerta, Adriana Luisa Romero
Castellón, Alicia Saaraim Martínez Guerrero.
Iris Coral Cerda Barrón, Ludivina Flores García, María Concepción García Martínez,
Gabriela Sifuentes Báez, Adriana Luisa Romero Castellón, Roberta Garza Lozano, Alicia
Saaraim Martínez Guerrero, María de la Cruz Briones Moreno
Nancy García Arredondo, Rubelia Parrilla Villa, Thania Carolina Cázares Huerta

María Concepción García Martínez, Juana Araceli Canizales Gaytán, Rubelia Parrilla Villa,
Thania Carolina Cázares Huerta
TABLE OF CONTENTS
Academic Support for English II
SEQUENCES PAGES
UNIT 1
S1 How much / how many and quantifiers 6
S2 Present Continuous Tense (affirmative and negative forms) 12
S3 Present Continuous Tense (question form) 17
UNIT 2
S1 Simple past with the verb to be in all forms 21
S2 Regular and Irregular verbs 27
S3 Simple Past in all forms 32
S4 WH questions in Simple Past 35
UNIT 3
S1 Past continuous in all forms 40
S2 Used to in all forms 46
S3 Could and be able to 50
Bibliography 56
Annex: Regular and irregular verbs in past 57
5
UNIT 1
DIDACTIC SEQUENCE NO.1: How much/How many: expressing the number of things.
Competence/Axis: Students will communicate, interact, and collaborate with others (transvers axis for all
subjects from Communication and Social Sciences as disciplinary fields).
Objective: Students will be able to ask and answer questions using how much and how many as well as
quantifiers to practice how to buy things.
Component: Communication and interpersonal relationships - Integration of learning communities
Content: Collaborative work in classroom as a basis for the integration of the learning community.
Specific Content:
 How do I ask for the products I need in different situations?
 How much and how many questions
 Quantifiers, vocabulary of shopping
Expected Learning:
 To ask for the correct products in different contexts using quantifiers.
COMPETENCES TO BE DEVELOPED
Disciplinary: 1. The student identifies, orders, and interprets the ideas, data, and concepts
explicit and implicit in a text, considering the context in which it was generated
and in which it is received.
10. The student identifies and interprets the general idea and the possible oral
and written message development in a second language by drawing upon
previous knowledge, non-verbal elements, and cultural context.
11. The student communicates in a foreign language through a logical speech,
oral or written, consistent with the communicative situation.
Generic: 4.1 The student expresses ideas and concepts through linguistic, mathematical, or
graphic representations.
4.2 The student communicates in a second language in dairy situations.
5.1 The student follows instructions and procedures in a reflexive way,
comprehending how each of the steps contributes to the scope of a goal.
EXPECTED PRODUCTS
Opening Development Closing
 Vocabulary of  Explanation’s charts  Reading comprehension
shopping  Exercises  True and false
 Conversation practice statements
 Shopping conversation
Learning Students do the activities in the handbook and/or their notebook.
evidence
6
OPENING
Activity 1. Individual work. Match the following words with the correct picture.
1. Window shopping
( )
2. Cashier ( )
3. Shop assistant ( )
4. Shopping mall ( )
5. Receipt ( )
6. Customer ( )
7. Basket ( )
8. fitting room ( )
9. Price ( )
10. Pay ( )
Check the exercise with the teacher and the whole class.
7
DEVELOPMENT
Grammar Presentation: How much / How many. Some / any. Quantifiers
Read carefully the following information about How much and How many?
A) When we want to know the quantity or amount of something, we ask questions starting
with how much or how many.
How much? I want to know the quantity How many? I want to know the quantity
or amount. or amount.
How much + uncountable noun How many + plural countable noun
Example: Example:
How much milk do you want? How many shoes did you buy?
How much money did you spend? How many eggs do we have in the
fridge?
When I want to know the price. Note: The noun is often omitted in the
How much + singular or plural noun (we question when it is obvious what we are
use the verb Cost or to be (am, is, are) talking about.
Example: Example:
How much is this dress? I would like to buy some apples.
How much cost these boots? How many (apples) would you like?
I would like to buy some beer.

How much (beer) would you like)
 Examples:
a. How many bananas are there in the basket?
b. How many days are there in a year?
c. How much ink is there in the pen?
d. How much honey is there in the tin?
Activity 2. Individual work. Use how much or how many to complete the questions. Mind
COUNTABLE and UNCOUNTABLE nouns.
1. _________________________ stars are there in the sky?
2. _________________________ people live on islands?
3. _________________________ water is in the ocean?
4. _________________________ birds are there?
5. _________________________ money do you have in your pockets?
6. _________________________ countries are there in the world?
7. _________________________ bread do you eat?
8. _________________________ sand is in deserts?
9. _________________________information is on the Internet?
10. ________________________ bones are there in human body?
8
B) Some / any
C) Quantifiers are used at the beginning of noun phrases. They are used to express an
amount or a degree of something. They are also used with people.
Activity 3. Pair work. Complete the following statements with the correct quantifier.
Choose the right answer.
1.How __________ lemons are there in tis this plate?
A) much B) many
2. I want to buy school supplies, but I don´t have ______ money.
A) some B) any
3. How _______ times do you exercise your body?
A) much B) many
4. I have ____ friends who live in the same street of my house.
A) some B) any
9
5. How ______ cheese did you buy in the supermarket?
A) much B) many
6. Are you hungry? There are cookies_______ on the board.
A) a Little B) a few
7. There are ______ cookies in the plate. I bought a box yesterday.
A) much B) a lot of
8. I don´t have ______ time to arrive at the airport.
A) enough B) few
9. How ______ cost this blouse?
A) many B) much
10. There are ______ glasses for the party.
A) a bit B) very few
Activity 4. Pair work. Read the following conversations and practice with your partner.
Conversation 1:
A: Good morning! How can I help you?
B: Yes, I would like to buy a chocolate cake, please.
A: Ok. Would you like with some strawberries?
B: It sounds delicious. How much is it?
A: It costs $300 pesos.
B: I don´t have enough money. Do you accept credit card?
A: Of course. We accept all kind of credit cards.
B: Thank you very much.
A: Here you are, please come again.
Conversation 2:
A: Good morning! How I can I help you?
B: I want to buy some white and large T-shirts, please.
A: Sorry but we don´t have any in color white
B: OK. Do you have in color blue?
A: Here you are. Our fitting rooms are in the back.
B: How do they look?
A: They look great!
B: How much are the T-shirts?
A: The T-shirts cost $ 25.30 each one. Cash or credit?
B: Cash, please would you like put everything in a bag?
A: Of course. Here you are.
B) Thanks.
10
CLOSING
Reading Comprehension
Activity 5. Individual work. Read the following text about Mary´s shopping day and write
the statements True or False.
Mary wants to buy some new clothes because she got an important job as a computer
programmer, so she decided to invite some of her friends. They went to the shopping mall in
middle town. They saw many bargains in different stores. First, they went into Zara´s store
where Mary picked up a pair of suits, a black blouse, and some skirts. After paying for all
the things she chose. They went to a shoes department while they were in the store Mary saw
a beautiful heels, she knew that she would look lovely, so she decided to buy it. The last shop
they went was a makeup store where with the help with a shop assistant found a beautiful
red lipstick. After all that shopping, they went to eat hamburgers at Carl´s Jr. restaurant. They
had a fun day.
1. Mary went to buy new clothes with her family. _____________

2. Mary wanted to buy clothes for going to a party. _____________
3. The first store she went into was Zara´s store. _____________
4. She bought a pair of shoes and pants. _____________
5. The last thing that she bought was a pink lipstick. _____________
Activity 6. Pair work. Write a short conversation between a customer and a shop assistant
with a partner. Do not forget to use quantifiers.
Flowers $ 45.30 Blue jeans $ 86.00

Box of Chocolates $ 27.00 Pink Dress $ 65.50
11
DIDACTIC SEQUENCE NO.2: Present Continuous Tense (affirmative and negative forms)
Objective: Students will be able to recognize and use the present continuous to make written statements
about the activities that they and other are doing at the moment.
Specific Content:
 Present Continuous Tense (affirmative and negative forms)
Expected Learning:
 Recognize the use of the present continuous tense and write sentences using structures correctly.
Disciplinary: 1. The student identifies, orders, and interprets the ideas, data and concepts
Generic: 4.1 The student expresses ideas and concepts through linguistic, mathematical or
EXPECTED PRODUCTS
 Match some  Write the ending -ing to some verbs  Write sentences using
actions with their  Change sentences into form the structures learned
pictures  Complete sentences  Make a poster and
present it to the class
evidence
12
OPENING
Activity 1. Individual work. Match the following actions with their pictures.
sleeping / eating / reading / playing soccer / watching TV /

doing the homework / dancing / paying attention
Mention other activities you can remember in English and list them in your notebook.
DEVELOPMENT
Analyze the following information.
13
Grammar presentation: Present continuous (affirmative and negative forms)
Subject + verb to be (am, is, are) + verb –ing + complement

AFFIRMATIVE I am doing the homework.
She is studying English.
They are watching TV.
Subject + verb to be (am, is are) + NOT + verb –ing + complement.

I am not doing the homework.
NEGATIVE She is not studying English.
They are not watching TV.
Is not = isn’t are not = aren’t (FORMAS CONTRAÍDAS)
Activity 2. Individual work. Write the –ing form of the following verbs.
VERB -ING FORM VERB -ING FORM

Cut Cutting Study
Play playing Read
Do Pay
Meet Answer
Eat Dance
Sit Take
Swim Write
Drive Listen
Drink Die
Run Lie
Sleep Stay
Watch Sing
Go Arrive
Blow Fly
Get
14
Activity 3. Individual work. Change the sentences to negative in your notebook.
EXAMPLE: (+) You are writing in your notebook.

(-) You aren’t writing in your notebook.
1. I am reading a book.
2. She is paying attention to the teacher.
3. Marlon is sleeping right now.
4. They are dancing.
5. You are eating a big hamburger.
Activity 4. Pair work. Complete the sentences placing the verb correctly in your notebook.
1. Mark __________________a book. (read)

2. Pete __________________ angry. (get)
3. We _________________ a friend. (meet)
4. They __________________ coffee. (drink)
5. Ramon _________________ his meal. (wait)
6. I _________________ to music. (listen)
15
CLOSING
Activity 5. Individual work. Look at the picture and 5 write sentences about what these people are
doing. (Affirmative sentences)
Activity 6. Individual work. Write 5 sentences about what they aren’t doing.
(Negative sentences)
Activity 7. Teamwork. Make a poster. Find pictures in magazines or newspapers about people
doing some actions, cut them out, paste them on a cardboard paper and write sentences using the
Present Continuous. Share your work with the whole class.
16
DIDACTIC SEQUENCE NO. 3: Present continuous Tense (question form)
Objective: Students will be able to use the present continuous in question form to ask and answer in oral and
written way about what they are doing at the moment.
Specific Content:
 Present Continuous Tense (question form)
Expected Learning:
 Recognize the use of the present continuous and write sentences
EXPECTED PRODUCTS
 Answer some  Study the charts  Game Find someone
questions  Write wh questions who… to practice
 Write yes/no questions question form

evidence
OPENING
Activity 1. Whole class. Review the present continuous in affirmative and negative forms. Look
around the classroom and check what your classmates and your teacher are doing right now. Write
two sentences about what they are doing right now.
1. What are you doing right now?

2. What is your teacher doing right now?
17
DEVELOPMENT
Study the following charts:
18
Activity 2. Pair work. Write a complete wh-question using the prompts, in your notebook.
1. They are watching TV. (what)

What are they watching? ______________
2. I am doing homework. (where )
3. Marie is cleaning her room. (who)
4. Pete is eating something. (what)
5. We are taking on-line classes. (why)
Activity 3. Pair work. Look at the pictures and write yes/no questions using the Present Continuous
Tense in your notebook.
19
CLOSING
Activity 4. Mingling class. Game: Play someone who…
Stand up and go around the classroom asking your classmates questions until they find someone
who is doing the activities in the chart.
FIND SOMEONE WHO…
Classmate’s name
… is speaking English in the classroom.
… is paying attention to the class.
… is sleeping in the class.
… is taking notes.
… is thinking about food.
… is doing homework in the classroom.
Share your information with the teacher and the whole class.
20
UNIT 2
DIDACTIC SEQUENCE NO. 1: Simple past with the verb to in all forms
Objective: Students will be able to use the past of the verb to be in affirmative, negative, and interrogative
forms through of people and places in the context of music, in order to describe conditions and situations that
were true at a specific time in the past.
Specific Content:
 Past of to be (affirmative, negative, and interrogative forms)
Expected Learning:
 Learn the past of to be
EXPECTED PRODUCTS
 Answer some  Read a paragraph  Write a paragraph about
questions  Answer comprehension questions a famous dead celebrity
 Write affirmative and negative sentences
 Answer questions with was or were

evidence
21
OPENING
Activity 1. Whole class. Answer:

1. What are the three forms of the present of the verb to be?
2. Do you know who these people are?
3. What do you know about them?
DEVELOPMENT
Activity 2. Individual work. Read the following paragraph.
Here we describe her nationality, her origin,

her age, when she wrote the song, her
profession, and more information about her
22 using was, the past of the verb TO BE.
Answer the following questions:
1. Who was Consuelo Velázquez?
2. What was her most important composition?
3. How old was she when she wrote it?
Grammar presentation: Past of to be (was / were)
PAST OF TO BE (was / were)

I You
He
She was We
They
were
it
Example: Example:
They are The Beatles. They were

He is Michael Jackson. He was from Liverpool, England. There
born in 1958. He was very famous. were famous in the 70s. They
He was a great entertainer. He were one of the most influential
was the King of pop. music groups of the rock era.
Subject + was / were + complement

AFFIRMATIVE She was in the school.
We were good friends.
Subject + was / were + not + complement
She was not in the school
NEGATIVE We were not good friends.
* was not = wasn’t were not = weren’t

Was / were + subject + complement + ?
INTERROGATIVE Was she in the school?
Were they good friends?
Short answers:
Yes, I was. No, I wasn’t.
Yes, she was. No, she wasn’t.
Yes, he was. No, he wasn’t.
Yes, we were. No, they weren’t.
Yes, you were. No, you weren’t.
Yes, they were. No, they weren’t.
23
Activity 3. Pair work. Who were these celebrities?
Look at the pictures and the information about those celebrities and write sentences using WAS or
WERE in your notebook.
 Born in 1958
 In Gary, Indiana, USA
 American singer,
songwriter and dancer
 The King of pop
 Famous in the 80s and 90s
Example:
He is Michael Jackson. He was born in 1958. He was from the USA. He was an American singer,
songwriter, and dancer. He was the King of pop. He was very famous in the 80s and 90s.
24
Selena Quintanilla
• Born in 1971
• From the USA
• Famous singer
• The queen of Tex-Mex
• Member of the band ‘Selena y
los dinos’
Elvis Presley
• Born in 1935
• From the USA
• American Singer and actor
• The king of Rock & Roll
• An icon in the 70s.
The Bee Gees

• From Australia
• English-Australian pop-rock
music group
• Formed in 1958
• Three brothers
• Famous by his song ‘Night
Fever’
Juan Gabriel
• Born in 1950
• From Mexico
• A Mexican songwriter, singer, and
actor
• Called ‘EL Divo de Juárez’
• Very famous
Activity 4. Pair work. Write a negative sentence about those famous people in activity 3. (5
sentences in total).
25
Activity 5. Individual work. Answer the questions about these people:
Were BTS famous five years ago?

Was Diego Verdaguer from Mexico?
Was Marilyn Monroe a famous actress?
Answer about you:

Were you intelligent last semester?
Were you at home last night?
CLOSING
Activity 6. Individual work. Find one famous dead celebrity, search about him/her life and write a
small paragraph about him/her (like the one in the presentation) using the past of to be.
Read your paragraph to your classmates. Deliver it to your teacher.
26
DIDACTIC SEQUENCE NO. 2: Regular and Irregular verbs in simple past
Objective: Students will be able to form and use regular and irregular past tense verbs in a complete
sentence.
Specific Content:
Regular and Irregular verbs in Simple past
Expected Learning:
 Apply rules correctly
 Identify kind of verbs
 Write the past of regular and irregular verbs correctly
EXPECTED PRODUCTS
 Write the names of  Write the past of some verbs  Complete sentences
the activities in the  Complete the table of regular verbs with regular and
pictures  Complete the table of irregular verbs irregular verbs
Learning Students do the activities in the handbook

evidence
27
OPENING
Activity 1. Individual work. Look at the pictures and write the name of each activity in English
__________ __________ ____________ ___________ _________
____________ ___________ ___________ ____________ __________
DEVELOPMENT
Grammar presentation: Regular and irregular verbs in past
Read the following information.

A) Verbs are the action words that describe what the subject is doing. Regular verbs and irregular
verbs are types of verbs.
B) Regular verbs are a form of verbs that follow the normal rules of conjugation, that is, they follow
a typical pattern for changing verbs into their past.
Usually, -ed or -d is added to regular verbs when used in the past tense or in case the word ends with
a ‘y’ then the ‘y’ is removed, and -ied is added.
Spelling Rules for Regular Past Verbs

Rule #1
If a verb ends in -e, add -d.
 like → liked
 arrive → arrived
 decide → decided
Rule #2
If a verb ends in consonant + -y, change -y to -i and add -ed.
 carry → carried
 try → tried
 study → studied
Rule #3
If a verb ends in vowel + -y, add -ed.*
 play → played
 stay → stayed
28
 enjoy → enjoyed
Rule #4
If a verb ends in a consonant-vowel-consonant (CVC) pattern, double the final consonant and add -
ed.**
 hug → hugged
 plan → planned
 stop → stopped
Rule #5
For all other verbs, add -ed.
 watch → watched
 ask → asked
 clean → cleaned
Activity 2. Pair work. Complete the following chart by writing the past tense of the regular
verbs.
Base form Past tense
answer
ask
call
clean
cook
dance
learn
listen
live
need
open
paint
play
stop
study
watch
work
29
C) In past tense, irregular verbs could have a completely different writing or not change at all.
Irregular verbs do not follow grammar rules but can be classified by the way they change.
Examples:
Drink - Drank Swim - Swam Run - Ran
Buy - Bought Bring - Brought Fight - Fought
Cut - Cut Read - Read Hit - Hit
Activity 3. Pair work. Write the past tense of the most common irregular verbs.
BASE FORM PAST TENSE BASE FORM PAST TENSE
Be Know
Break Leave
Build Lend
Buy Make
Catch Pay
Cost Read
Cut Run
Do See
Drink Sell
Drive Sing
Eat Sleep
Feel Speak
Fight Spend
Find Steal
Fly Swim
Forget Take
Get Understand
Give Wake up
Go Wear
30
Have Win
Hear Write
CLOSING
Activity 4. Individual work. Complete the following sentences using the regular verbs in
parentheses in past tense.
1. I __________ my grandma last Sunday (visit)
2. My father __________ a car last vacation. (rent)
3. My brother __________ his car yesterday. (wash)
4. My girlfriend __________ me last night. (call)
5. Someone __________ the door. (close)
6. We __________ a new lesson last class. (learn
Activity 5. Individual work. Complete each sentence using the simple past of the irregular verb
in parentheses.
1 My brother __________ to the hospital (drive)

2 You __________ at 7 a.m. (wake up)
3 You __________ to the doctor at noon. (go)
4 Your parents __________ some medicine. (buy)
5 Mike __________ a poem to his mother. (write)
6 I __________ English in class. (speak)
31
DIDACTIC SEQUENCE NO. 3: Simple Past Tense in all forms
Objective: Students will be able to use the simple past to talk and write about leisure activities in the past.
Specific Content:
Simple past (affirmative, negative, and interrogative forms)
Expected Learning:
 Learn the simple past tense
 Write affirmative and negative sentences in past to talk about leisure activities
 Learn the simple past of all verbs
EXPECTED PRODUCTS
 Mind map leisure  Write the past of some verbs  Write a paragraph in
activities  Complete a paragraph with the correct of simple past
the verb
 Change the sentences into negative
 Create affirmative and negative sentences
evidence
32
OPENING
Activity 1. Individual work. Mind map LEISURE activities you know in English
Answer: What do you do every day?
LEISURE
Share your mind map with a classmate.
DEVELOPMENT
Grammar presentation: Simple past
Analyze the following information:

The SIMPLE PAST is used to talk about actions we did in the past.
SUBJECT + VERB IN PAST + COMPLEMENT.
AFFIRMATIVE I went to the movies yesterday.
She studied English last semester.
SUBJECT + AUXILIARY “DID” + NOT + VERB IN BASE FORM + COMPLEMENT.
I did not go to the movies last week.
She did not study English yesterday.
NEGATIVE DID NOT= didn’t
**En la forma negativa ya no se usa el verbo en pasado, el verbo se escribe en su

forma base.
AUXILIAR DE PRESENTE SIMPLE: DID did not= didn’t
AUXILIARY “DID” + SUBJECT + VERB IN BASE FORM + COMPLEMENT
INTERROGATIVE Did you go to the movies last week?
Did she study English yesterday?
33
Activity 2. Pair work. Complete the paragraph with the correct verb.
He is Gregh. He _______ (be) born in London but he lives in Mexico. Last weekend, he
visited (visit) his grandparents and _____________ (go) to the beach. He ___________
(have) dinner with his grandparents and _____________ (help) his grandmother with the
dishes. He ____________ (play) soccer and his team _______ (win) the match. On
Sunday, he ____________ (go) to the church and after that, he ___________ (come) back
home to watch TV.
Activity 3. Pair work. Change the paragraph to the negative form

He is Gregh. He was born in London. But he lives in Mexico. Last weekend, he didn’t visit his
grandparents and he…
Activity 4. Pair work. Look at the following leisure activities and write a sentence in past.
Go to the park read a book watch TV listen to music ride a bike
EXAMPLE: I went to the park yesterday.
Activity 5. Pair work. Change the sentences from activity 4 into negative form.
CLOSING
Activity 6. Individual work. What did you do yesterday?

Write a small paragraph in your notebook about what you did yesterday.
34
DIDACTIC SEQUENCE NO. 4: WH questions in simple past
Objective: Students will be able to ask and answer wh-questions in past to get information about other
people.
Specific Content:
 Wh-questions in simple past
Expected Learning:
 Learn how to make wh-questions in past to ask about personal information
EXPECTED PRODUCTS
 Write the meaning  Make wh-questions  Create wh-questions in
of the wh-  Read a text and answer the questions simple past
questions  Answer wh-questions about themselves  Answer wh-questions
 Write the past of and ask their classmates
some verbs
evidence
35
OPENING
Activity 1. Whole class. Write the meaning of the following question words.
Activity 2. Write the PAST of the following verbs.
DEVELOPMENT
Grammar presentation: Wh-questions in simple past
Examples:
Where did you go yesterday? I went to the movies.
(¿Dónde fuiste ayer?)
What did he do in the morning? I washed my car.
(¿Qué hizo él en la mañna?)
Who drank the beer? Mike drank it.
(¿Quién se tomó la cerveza?)
When did they arrive? They arrived yesterday.
(¿Cuándo llegaron?)
Why did you eat my sandwich? Because I was hungry.
(¿Por qué te comiste mi sándwich?)
** We use the auxiliary “did”
36
Activity 3. Individual work. Make wh-questions using the prompts in your notebook.
Example: Where / you / go / to school?

Where did you go to school?
1. When / she / Paint / the house?

2. Why / he / eat / many cookies?
3. What / they / do / last Saturday?
4. How / she / go / to school this morning?
5. Where / I / leave / my shoes?
6. What / you / do / yesterday?
Activity 4. Individual work. Read the following texts and answer the questions in your notebook.
1. When was Selena born?

2. How many times was Robert Ironman?
3. Who did Frida Kahlo get married to?
4. Where did Frida live?
5. What books did J. K. Rowling write?
6. How old was Selena when her first album was recorded?
7. When was J. K. Rowling born?
8. Where did Robert act?
9. What did Frida paint?
37
Activity 5. Individual work. Answer the following questions about you.
1. What did you do yesterday morning?

2. Where did you go last weekend?
3. Why did you choose studying at CECyTE?
4. When did you start school?
CLOSING
Activity 6. Individual work / mingling class. Use the prompts to create past simple questions for
the answers below.
38
Now, answer the eight questions about your last holiday and write your answers in the column
marked “You”. Then ask three other students about their last holiday and complete the other
columns in the chart.
Questions You
39
UNIT 3
DIDACTIC SEQUENCE NO. 1: Past continuous in all forms
Objective: Students will be able to use the past continuous to describe activities happening in a long amount
of time.
Specific Content:
 Past continuous
Expected Learning:
 Write sentences using past continuous.
EXPECTED PRODUCTS
 Match the pictures  Complete sentences correctly  Write affirmative,
with the verbs  Reading comprehension negative and
 Write affirmative and negative sentences interrogative sentences
in past continuous
 Write a small paragraph
expressing what you
and your family were
doing yesterday
evidence
40
OPENING
Activity 1. Pair work. Match the pictures with the verbs.
eating a sandwich
flying a kite watching TV
playing soccer carrying books
reading tales
DEVELOPMENT
Grammar Presentation: Past Continuous
Analyze the following charts:

Past continuous / Past Progressive
The past continuous of any verb is composed by two parts:
1) the past tense of the verb to be (was/were) and
2) the base of the main verb + ing.
Subject was / were verb -ing
They were watching
 The past progressive can be used in negative and affirmative form for actions
in the past:
Subject Affirmative Negative
was/were + verb-ing +C wasn’t/weren’t + verb-ing +C
I /He/ She/ It
was speaking yesterday was not speaking yesterday wasn’t
speaking yesterday
were speaking yesterday were not speaking yesterday weren’t

We/ You/ They speaking yesterday
41
 Yes / No question structure
PAST PROGRESSIVE / PAST CONTINUOUS
QUESTIONS SHORT AFFIRMATIVE SHORT NEGATIVE
ANSWERS ANSWERS
Was I studying? Yes, you were No, you weren´t
Were you studying? Yes, I was No, I wasn´t
Was he studying? Yes, he was No, he wasn´t
Was she studying? Yes, she was No, she wasn´t
Was it studying? Yes, it was No, it wasn´t
Were we studying? Yes, we were No, we weren´t
Were you studying? Yes, you were No, you weren´t
Were they studying? Yes, they were No, they weren´t
Activity 2. Individual work. Complete the following sentences using the past progressive of the verbs
in parentheses.
1. I Math in the morning. (study)
2. She English with the teacher. (speak)
3. They when the class began. (come)
4. The students a test. (answer)
5. Sue and Mary fish. (cook)
Activity 3. Pair work. Look at the pictures below and answer the questions. Use the phrases from the
box.
playing soccer / preparing breakfast / playing computer games /

getting up washing the car / swimming in a pool / washing dishes /
playing a guitar / doing the laundry / playing with the dog
 Example:
What was Jake doing at 8:00 a.m.?
He was getting up.
42
1. What was Jake’s father doing at 5:30 p.m.?
_____________________________________________
2. What was Jake’s father doing at 11:15 a.m.?
_____________________________________________
3. What was Jake doing at 2:00 p.m.?

_____________________________________________
4. What was Jake doing at 11:15 a.m.?
______________________________________________
Reading Comprehension
Activity 4. Individual work. Read the next paragraph and identify the sentences in Past Continuous.
Yesterday morning, I went to a picnic with Janet´s family and I

want to tell you all we were doing. Janet was reading the
newspaper at the park with her boyfriend. He was drinking a
soda. Janet´s mother was taking photos to the squirrels and
birds. They were eating rice on the floor. Janet’s brothers,
Charlie and Thomas, were playing soccer together and I was
listening to music. And what were the little girls doing? What
was Janet’s father doing? Could you imagine it?
Write if each the statement is True or False.
Statements True / False

1. Janet was riding a horse.
2. The animals weren´t eating.
3. Janet´s mother was reading the newspaper.
4. Charlie and Thomas were playing soccer.
5. Her boyfriend was drinking a soda.
6. I was listening to music.
7. Janet and her boyfriend were taking photos.
43
Activity 5. Pair work. Look at the picture and write 5 affirmative and 5 negative sentences about
what those people were doing at the park some time ago in your notebook.
Example: A girl was skating.

A girl wasn’t dancing.
CLOSING
Activity 6. Individual work. Write affirmative, negative and interrogative sentences. Follow
the example.
at
1:00 PM
AFF: She was eating at 1:00 pm.

NEG: She wasn´t eating at 1:00 pm.
INT: Was she eating at 1:00 pm?
at
9:00 PM
(brushing her teeth)

AFF: _______________________________________
NEG: _______________________________________
INT: _______________________________________
44
at
3:00 PM
(cleaning the house)
AFF: ______________________________________
NEG: ______________________________________
INT: _______________________________________
at
6:00 PM
(driving a car)
AFF: _____________________________________
NEG: ______________________________________
INT: _______________________________________
Activity 7. Individual work. Write a small paragraph about what you and your family were
and weren’t doing yesterday morning in your notebook. Then interchange the activity with a
classmate to check your work.
Yesterday morning my family and I were doing different activities. My mother wasn’t
cooking but she was cleaning the kitchen. My father was…
45
DIDACTIC SEQUENCE NO. 2: Used to
Objective: Students will be able to talk and write about past habits using “used to.”
Specific Content:
 Used to
Expected Learning:
 Use “used to” to write and talk about childhood memories
EXPECTED PRODUCTS
 Answer two  Write sentences using “used to” in all  Write sentences with
questions forms “used to”
 Write questions to your
mother or father using
“used to”
evidence
OPENING
Activity 1. Individual work. Answer:
What did you do when you were a child?
Did you play any game or sport? Which one?
46
DEVELOPMENT
Vocabulary presentation: Children’s games
Vocabulary presentation: Sports
47
Grammar presentation: Used to
Activity 2. Individual work. Write sentences using USED TO according to the sign in your
notebook.
 Examples: My sister /play cards (+) My sister used to play cards.

I / play volleyball (-) I didn’t use to play volleyball.
They / go to school by foot (?) Did they use to go to school by foot?
1. You / play hide and seek (?)

2. He / play soccer in the afternoons (-)
3. We / play jackstones when we were 8 years old (+)
4. My mother / play tag when she was a child (+)
5. I / play any sport when I was a child (-)
6. They / play hopscotch 10 years ago (?)
48
CLOSING
Activity 3. Individual work. Childhood memories. What did you use to do when you were a child?
Write 5 sentences about the games or sports you used to play when you were a child in your
notebook.
 Examples:
My sister and I used to climb My friends and I used to play to

mountains spinning top.
when she was young.
Activity 4. Individual work. Write 3 questions for your mother or father about what they used to do
when they were younger in your notebook.
 Examples:
Mom, Did you use to participate in the school assembly when you were in primary school?
49
DIDACTIC SEQUENCE NO. 3: could and be able to
Objective: Students will be able to identify their past abilities and possibilities by writing about what they
could or couldn’t do, as well as write about other people’s past abilities.
They will be able to use “be able to” in past to talk about abilities.
Specific Content:
 Could
 Be able to
Expected Learning:
 Identify the uses of COULD and BE ABLE TO to talk about past abilities, possibilities or
requests.
EXPECTED PRODUCTS
 Write sentences  Complete exercises of COULD  Create sentences using
about abilities  Answer exercises on BE ABLE TO the structures learned
 Answer test
evidence
50
OPENING
Activity 1. Individual work. Look at the following abilities and write about the ones you can do in
your notebook.
 Example: I can read a book fast. / I am able to write in English.
DEVELOPMENT
Grammar presentation: Could and be able to

Study and analyze the following charts.
Could: ability
COULD: ability in past
Could es el pasado de CAN y significa “podía”. Se utiliza para hablar de habilidades pasadas.
Ejemplos:
Affirmative form: could Negative form: could + not = couldn’t
My grandfather could speak six languages. He couldn’t play football when he was 8 years old.
Mi abuelo podía hablar seis idiomas. Él no podía jugar futbol cuando tenía 8 años.
Tom could write when he was 3 years old. She couldn’t swim when she was a child.
Tom podía escribir cuando tenía 3 años. Ella no podía nadar cuando tera una niña.
51
Could: possibilities and polite requests
COULD: possibilities
Se utiliza también para hablar de una posibilidad. Su significado en
español es “podría”.
Ejemplos:
It could rain tomorrow

Podría llover mañana.
We could have a quiz next week.

Podríamos tener un examen la próxima semana.
COULD: polite requests

Se utiliza también para hacer una petición o pedir un favor de una
manera muy amable. Su significado en español es “podría”.
Ejemplo:
Could you help me, please?

¿Podrías ayudarme, por favor?
Be able to (past ability)
BE ABLE TO in past
Se utiliza también para hablar de habilidades en pasado.
En español significa “ser capaz de”. En pasado se utiliza WAS /
WERE y su forma negativa es: WASN’T / WEREN’T
Ejemplos:
I was able to run fast when I was ten years old.

Yo era capaz de correr rápido cuando tenía 10 años.
They were able to speak three languages when they were 6.

Ellos eran capaces de hablar tres idiomas cuando tenían 6.
I wasn’t able to run fast when I was ten years old.

They weren’t able to speak three languages when they were 6.
52
Activity 2. Individual work. Complete the information according to the table with COULD or
COULDN’T.
 Example: My mom could swim when she was a kid.

1. My grandma _______________ play soccer when she was young.
2. My dad ________________ swim when he was a kid.
3. My grandpa _____________ cook when he was young.
4. My mom _______________ ride a bike when she was a kid.
5. My dad ________________ cook when he was a kid.
6. My grandpa _______________ swim when he was young.
7. My mom _______________ play soccer when she was young.
8. My mom ________________ play soccer when she was a kid.
9. My dad _________________ ride a bike when he was a kid.
10. My grandma ________________ cook when she was young.
Activity 3. Pair work. Look at the pictures and write a sentence about what could happen.
______It could rain in the afternoon______ He could___________________________
53
______________________________________ ______________________________________
Activity 4. Pair work. Complete the conversations below by making polite requests.
Activity 5. Individual work. Write a sentence true for you using be able to in past. (the sentence can
be positive or negative according to your situation).
 Example:
1. My father / read when he was 6 years old.
My father was able to read when he was 6 years old.
2. I / speak English last semester.

________________________________________________________________________________
3. My brother and I / play soccer when they were in primary school.
________________________________________________________________________________
4. My parents / work when they were younger.
________________________________________________________________________________
5. My mother / cook when she was a teenager.
________________________________________________________________________________
54
CLOSING
Activity 6. Individual work. Change the sentences according to the sign in parentheses.
1. Were you able to win a marathon? (+)
2. Was your father able to play marbles ( - )

when he was a child?
3. She wasn’t able to cook at 7. (?)
4. They were able to dance in elementary (-)

school.
5. We weren’t able to read in English at (+)
10.
Activity 7. Individual Test. Underline the best answer.
1) I __________________ tango at 8 in primary school.

A) am able to B) was able to dance C) were able to D) was able
2) We _____________ to play atari in the 80’s.

A) was able to B) wasn´t able to C) were able D) are able to
3) My mother ________________ cook delicious food.

A) am able B) was able to C) were able to D) is able
4) The students ________________ to answer the English test yesterday.

A) are able to B) were able to C) were able D) was able
5) When I was young, I _______________ to ride a horse.

A) am able to B) was able to C) were able to D) was able
6) _________ he ___________ swim well many years ago? No, he __________.

A) Was/able B) Was/able/was C) Were/able D) Is/able to/isn’t
to/wasn´t to/wasn´t
55
http://www.communication4all.co.uk/http/OutandAbout.htm
https://en.islcollective.com/
https://leverageedu.com/blog/regular-and-irregular-verbs/
https://ellii.com/blog/spelling-rules-for-regular-past-verbs
www.english studyhere.com
www.test-english.com
www.woodwardenglish.com
56
ANNEX: REGULAR AND IRREGULAR VERBS IN PAST
IRREGULAR VERBS REGULAR VERBS

 Irregular verbs have special  When forming the past tense
past tense form. of regular verbs, add -d or -ed
 They do not end in -d or -ed. to the present tense form of
 You will need to memorize the verb.
these special forms.
Example: Cook – cooked
Example: Drive – driven Dance – danced
Sing – sang Play – played
Cut – cut Study – studied
Sleep – slept Stop – stopped
Eat – ate
REGULAR VERBS
SPELLING RULES EXAMPLES

Base form + ed walk → walked
jump → jumped
Verbs ending in -e + d like → liked
move → moved
Verbs ending in a consonant + y study → studied
↓ carry → carried
Change y → i + ed
Verbs ending in a vowel + y play → played

↓ enjoy → enjoyed
Just add -ed
Some verbs ending in a single plan → planned

consonant + the second last letter stop → stopped
is a vowel chat → chatted
→ double the last letter + ed
57
IRREGULAR VERBS
GROUP 1 (NO CHANGE) GROUP 2

PRESENT PAST PRESENT PAST
cut cut -ought / -aught
put put
shut shut bring brought
hit hit buy bought
let let think thought
set bet fight fought
bet set
quit quit catch caught
cost cost teach taught
hurt hurt
GROUP 3
PRESENT PAST
a) d
tell told
sell sold
feed fed
pay paid
say said
find found
b) t
sleep slept
keep kept
sweep swept
feel felt
meet met
leave left
deal dealt
learn learnt
build built
c) u
dig dug
stick stuck
sting stung
hang hung
58
GROUP 4
PRESENT PAST PRESENT PAST
a) i a d) a oo
begin began take took
drink drank mistake mistook
sing sang shake shook
swim swam
ring rang
b) o e e) an oo
blow blew stand stood
grow grew understand understood
throw threw
know knew
fly flew
a e
draw drew
c) ea o e f) i o
break broke
speak spoke drive drove
steal stole ride rode
swear swore
wear wore i a
a e o e give gave
wake woke
awake awoke
59
GROUP 5 (OTHER VERBS)
PRESENT PAST
lose lost
win won
hear heard
have had
make made
dream dreamt
eat ate
be was/were
see saw
do did
go went
read read
write wrote
come came
become became
send sent
spend spent
lend lent
get got
forget forgot
shoot shot
60

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PROGRAMA DE

Nombre del alumno:

Matrícula: Semestre: Grupo:

Nombre del Plantel:

Nombre del Maestro:

Dr. Samuel Alejandro García Sepúlveda

Mtro. Aram M. González Ramírez

Mtra. Hilda Fernández Garza

Mtro. Jorge Fernando Gutiérrez

Semestre: Febrero - Julio 2023

Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León,

Docentes colaboradores en la edición 2023:

Academic Support for English II

How much + uncountable noun How many + plural countable noun

I would like to buy some beer.

1. Mary went to buy new clothes with her family. _____________

Flowers $ 45.30 Blue jeans $ 86.00

sleeping / eating / reading / playing soccer / watching TV /

Subject + verb to be (am, is, are) + verb –ing + complement

Subject + verb to be (am, is are) + NOT + verb –ing + complement.

Is not = isn’t are not = aren’t (FORMAS CONTRAÍDAS)

VERB -ING FORM VERB -ING FORM

EXAMPLE: (+) You are writing in your notebook.

1. Mark __________________a book. (read)

Learning Students do the activities in the handbook and/or their notebook.

1. What are you doing right now?

Study the following charts:

1. They are watching TV. (what)

2. I am doing homework. (where )

3. Marie is cleaning her room. (who)

4. Pete is eating something. (what)

5. We are taking on-line classes. (why)

FIND SOMEONE WHO…

… is speaking English in the classroom.

… is paying attention to the class.

… is sleeping in the class.

… is thinking about food.

… is doing homework in the classroom.

Learning Students do the activities in the handbook and/or their notebook.

Activity 1. Whole class. Answer:

3. What do you know about them?

Activity 2. Individual work. Read the following paragraph.

Here we describe her nationality, her origin,

Grammar presentation: Past of to be (was / were)

PAST OF TO BE (was / were)

They are The Beatles. They were

Subject + was / were + complement

* was not = wasn’t were not = weren’t

The Bee Gees

Were BTS famous five years ago?

Was Marilyn Monroe a famous actress?

Answer about you:

Learning Students do the activities in the handbook

__________ __________ ____________ ___________ _________

____________ ___________ ___________ ____________ __________

Grammar presentation: Regular and irregular verbs in past

Read the following information.

Spelling Rules for Regular Past Verbs

1 My brother __________ to the hospital (drive)

Share your mind map with a classmate.

Grammar presentation: Simple past

Analyze the following information:

__ _ _____

______ _ _ ____

It could rain in the afternoon He could_______________________

6) ___ he _ swim well many years ago? No, he ______.