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INGLÉS 4
UNIDAD I
1. ADVERBS
Aprendizaje Esperado Estrategias de Aprendizaje Instrumento de evaluación
Learning Outcome
• Have students write a text where they describe the different actions of a character.
To read and act the description out, identifying the adverbs used.
• Student elaborate a box with objects that have similar features to compare between
them.
EvaluationProcess
• Students use “adverbs of manner” before the verbs. Describes different detailed
situations using adverbs of manner.
ADVERBS OF FREQUENCY
Los adverbios de frecuencia se utilizan para indicar actividades rutinarias. Suelen emplearse con el
presente simple. Si una frase tiene un solo verbo, coloque el adverbio de frecuencia en medio de la
frase, de modo que se sitúe después del sujeto, pero antes del verbo. Por ejemplo:
ADVERBS OF FRECUENCY.
Almost always (Casi siempre) 95% She almost always eats apple.
Actividad 1.1
Task: Fill in the blanks below with the best adverbs of frequency (some sentences may have more
than one answer). (Rellene los siguientes espacios en blanco con los adverbios de frecuencia que
correspondan (algunas frases pueden tener más de una respuesta).
1. She dance with Peter. She doesn't dance with someone else.
3. I remember to do my homework.
5. Jose saw a doctor for the first time in three years. She gets sick.
6. You get up at five o’clock seven days a week. You get up early.
7. It’s always hot and sunny where I live. That’s why I see snow.
8. My sister almost never eats burgers and fries. She eats healthy foods.
Este es el tipo de adverbios (ADVERBIOS DE MODO) los utilizamos cuando queremos expresar cuál es
la manera en la que se realiza una acción. En Inglés normalmente se forman agregando “ly” al final
del adjetivo. Pero como así visto todo parece muy complicado, vamos a ver algunos ejemplos.
Adjetivo Adverbio
Actividad 1.2
Task: Complete the following paragraph with the correct form of the adverb of manner. Completa
el siguiente párrafo con la forma correcta del adverbio de modo.
1. The children in the yellow house play (happy) in the garden. They run
(slow) and their siblings catch them (easy). The
children have fun just running after a ball. (natural), they are watched by
their parents. (clear), they are not of age and are
(happy) with their family.
ADVERBS OF PLACES
Los adverbios de lugar pueden ser direccionales, indicar distancia o indicar la posición de un objeto
en relación con otro. Por ejemplo, debajo, entre, encima, detrás, a través, alrededor y así
sucesivamente. Los adverbios de lugar se colocan normalmente después del objeto de la frase o del
verbo principal.
En inglés existen palabras que nos indican el lugar donde se desarrolla o desarrolló una acción. Estas
palabras se denominan adverbs of place / adverbios de lugar, y como lo indica su nombre, determinan
el sitio en donde algo ocurrió. Los adverbios de lugar, por su condición, deben ubicarse luego del
verbo principal de la oración.
Usualmente los adjetivos se ubican al final de la oración, pero en casos particulares, como there / allí,
pueden ubicarse al principio de la oración para enfatizar el sentido de la misma, sin cambiar su
significado.
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Task: Underlines the adverb of place within the sentence highlighted in bold type. Subraya el adverbio
de lugar dentro de la oración remarcada en negrita.
There: Allí, allá, por ahí. Al usar este adverbio nos referimos al lugar donde se realiza una acción que
podemos ver, pero no se encuentra cerca de nosotros:
Here: Aquí, acá, por aquí, por acá. Lo podemos utilizar al indicar el lugar donde se realiza una acción,
pero que es cerca nosotros:
Nearby: Cerca de, no tan lejos, cercano. Indica cercanía física, mas no temporal. Este adverbio puede
utilizarse antes o después del nombre al que describe. A diferencia de near, que puede cumplir
función de preposición y de adverbio de lugar, nearby sólo puede usarse como adverbio de lugar:
Out: Afuera, fuera. Cuando decimos que el lugar, objeto o sujeto se encuentra lejos o fuera de su
espacio habitual como lo puede ser su ciudad, país u hogar, se puede usar "out". También lo puedes
usar si algo sucede a las afueras de un espacio específico, por ejemplo un recinto cerrado, edificación
o construcción:
Outside: A las afueras, hacia afuera, afuera. Hace referencia a estar fuera de algo o de algún lugar,
pero de manera cercana o próxima, a diferencia de out, cuyas distancias pueden ser grandes:
Why are you outside the house? / ¿Por qué estás afuera de la casa?
Upstairs: Arriba, en el piso de arriba. Este adverbio lo puedes utilizar para decir que algo está pasando
en un piso superior:
Downstairs. Abajo, en el piso de abajo. Contrario a upstairs, con este adverbio nos referimos a un
espacio inferior, como el piso de un edificio o construcción:
Where is the bathroom? It's downstairs. / ¿Dónde está el baño? Está en el piso de abajo.
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Ahead: Adelante, delante de: Utilízalo para hacer referencia a planes futuros, a espacios que se
encuentren justo en frente tuyo, cuando se ubica algo o sucede en forma lineal, o en el caso del
tiempo, para registrar un suceso reciente:
John always drives ahead of us. / Juan siempre conduce delante de nosotros.
All over: Por todas partes/Puedes usarlo para situaciones generalizadas o globales:
That virus is all over the city /Ese virus está por toda la ciudad.
Around: Al rededor, por todas partes. Con este adverbio puedes referirte a algo que esté sucediendo
en un espacio cercano o lejano a ti:
Aside: A un lado, aparte. Nos da a entender que algo está aparte o distanciado:
Why did you leave aside my project? / ¿Por qué dejaron a un lado mi proyecto?
Beyond: Más allá. Nos indica que algo sucede lejos del espacio desde donde se narran los hechos:
We will walk beyond the mountains/ Caminaremos más allá de las montañas.
ADVERBS OF TIME
Cuando queremos decir cuándo, durante cuánto tiempo o con qué frecuencia sucede algo,
necesitamos usar adverbios de tiempo. Aquí hay una guía sobre todos estos adverbios para que
pueda comenzar a utilizarlos más fácilmente cuando hables y escribas.
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Los adverbios de tiempo más comunes son palabras que indican un momento particular en el pasado,
presente y futuro. Estos adverbios incluyen:
Now (ahora)
Today (hoy)
Yesterday (ayer)
Tomorrow (mañana)
Later (luego)
Early (Temprano)
Late (Tarde)
(Antes)
After (Después)
Currently (Actualmente)
Actividad 1.4
Task: Underline the adverbs of time in the following sentences. (Subraya los adverbios de tiempo en
las siguientes oraciones).
1. Fernanda went to the Bears' house yesterday (Fernanda fue ayer a casa de los Osos).
6. I saw that movie last year (Vi esa película el año pasado).
9. She spoke with her about the problem on Friday. (Ella habló con ella sobre el problema
el viernes)
10. The bill must be paid today. (La factura debe ser pagada hoy)
11. You have to come tomorrow. (Tú tienes que venir mañana)
12. He is moving to London next week. (Él se mudará a Londres la siguiente semana)
13. She will answer me next weekend. (Ella me responderá el siguiente fin de semana)
14. She will go for a walk in the park on Saturday. (Ella dará un paseo en el parque el sábado)
15. I recived your letter last week. (Recibí tu carta la semana pasada)
2.CORRELATIVE CONJUNCTIONS
Aprendizaje Esperado Estrategias de Aprendizaje Instrumento de evaluación
Uso y aplicación Se explica la regla gramatical Ejercicios de
Either= O/ uno u para el uso de conjunciones Resolución, realizados por el
otro correlativas en sus alumno durante la clase,
Neither=ni/tampoco modalidades, con el uso de post clase y ejercicios en
Nor= No/ni recursos didácticos línea.
Or= O proporcionados por el maestro.
Both= ambos/ambas
Not only… but also= No Aplicación de las 4 habilidades
solo…
sino también.
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Whether= si / ya sea
And= Y
The correlative conjunctions are either...or, neither...nor, both...and, not only...but also,
whether...or.
Nor= No/ni
Or= O
Both= ambos/ambas
Whether= si / ya sea
And= Y
Joining phrases: All of these clothes are either too small or worn out.
Joining clauses: Either Monica will bring drinks, or she will bring brownies.
Correlative conjunctions are stronger than coordinating conjunctions and emphasize the
relationship between the ideas being joined. Notice the difference in the following sentences:
Note: Not only...but also can be split apart. Even the second half can be split. Not only cannot be
split.
I like not only ice skating but also hockey. Not only is he a great singer, but he is also an actor.
Confusing: Either you must bring in your permission slip or stay home. (The reader is left hanging
waiting for the second clause.)
Better: You must either bring in your permission slip or stay home. (You must do one of these two
actions.)
Also better: Either you must bring in your permission slip, or you must stay home.
Better: The movie was not only long but also exciting.
Better: It was not only a long movie but also an exciting one.
As you learned in the modifiers unit, watch where you put only.
When using correlative conjunctions, ensure verbs agree so your sentences make sense. For
example: Every night, either loud music or fighting neighbors wake John from his sleep.
When you use a correlative conjunction, you must be sure that pronouns agree. For example:
Neither Debra nor Sally expressed her annoyance when the cat broke the antique lamp.
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When using correlative conjunctions, be sure to keep parallel structure intact. Equal grammatical
units need to be incorporated into the entire sentence. For example: Not only did Mary grill burgers
for Michael, but she also fixed a steak for her dog, Vinny.
a) Or
b) Nor
c) Not
d) Yet
a) If /then
b) Either/ or
c) Whether/or
d) What with/and
a) Whether / or
b) Both / and
c) Scarcely / when
d) Rather / than
b) whether / or
c) neither / nor
d) not / but
a) not / but
b) both / and
c) whether / or
d) scarcely / when
6. Joe his sisters could understand what their parents were saying when
they spoke French.
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a) Whether / or
b) No sooner / than
c) Rather / than
Actividad 1.6 El alumno seguirá el enlace adjunto y repetirá las oraciones en la grabación.
https://www.liveworksheets.com/kx3243666tt
"Correlative conjuctions"
1. Both the man and his wife came down the hall and went into the room.
2. Either you or I will have to move.
3. I like neither reading nor writing.
4. Your work is both neat and accurate.
5. The meal is not only delicious but also nutritious
.
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Actividad 1.7 El alumno escuchará y escribirá la palabra faltante entrando al enlace adjunto ubicado al final del
Correlative Conjunctions
Instructions: Listen and write the missing word
Name:
Actividad 1.8
Name:________________________
Activity: Fill in the blanks below with the best adverbs of frequency (some sentences may have more
than one answer). (Rellene los siguientes espacios en blanco con los adverbios de frecuencia que
correspondan (algunas frases pueden tener más de una respuesta).
1. She dance with Peter. She doesn't dance with someone else.
3. I remember to do my homework.
5. Jose saw a doctor for the first time in three years. She gets sick.
6. You get up at five o’clock seven days a week. You get up early.
7. It’s always hot and sunny where I live. That’s why I see snow.
8. My sister almost never eats burgers and fries. She eats healthy foods.
Actividad 1.9 El alumno resolverá el crucigrama de adverbios que se generan a partir de la lista de adjetivos.
Actividad 1.8 El alumno llenara los espacios en blanco con el adverbio adecuado en el siguiente enlace
https://www.liveworksheets.com/zu3242828mh
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References
http://www.ingenierogeek.com/2013/10/curso-ingles-medio-uso-de-adverbios-.html
http://www.practicainglesadverbios.com/es/adverbios/art/3512/
(https://www.liveworksheets.com/)
Adverbs of manner -
https://www.canva.com/design/DAFQwlRDp5o/NWnx4SRatQ4XH4W3rvYQaw/view?utm_content
=DAFQwlRDp5o&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
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Pronunciación El estudiante era difícil de A veces, el estudiante no tenía La pronunciación era buena y
entender, callado al hablar, clara la pronunciación, pero en no interfería con la
poco claro en la pronunciación general es aceptable. comunicación.
Fluidez Al estudiante le faltaba tono y El habla de los estudiantes era La pronunciación era buena
entonación por completo. El lenta y, a menudo, vacilante e y no interfería con la
habla era robótica y irregular. Las oraciones pueden comunicación.
monótona, sin mostrar quedar sin completar, pero el
ninguna emoción o inflexión estudiante puede continuar
en absoluto
Contenido La presentación no tenía los La presentación tenía solo La presentación tenía todo el
contenidos adecuados algunos de los contenidos contenido indicado en las
indicados en las instrucciones indicados en las instrucciones. instrucciones
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El tema y la idea
se presentan de
forma clara
Fluidez Lee de forma Lee con poca Lee de forma fluida y utiliza la
no fluida y no fluidez y utiliza entonación de voz en todas las
utiliza el entonación estructuras gramaticales
timbre de voz adecuada en
de acuerdo a algunas de las
las estructuras estructuras
gramaticales gramaticales.
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PARCIAL 2
Definition: A comparative adjective is an adjective used to compare two people or things. We use
comparative adjectives to say that one person or thing demonstrates a high degree of a quality or
is a better example of a quality than the other is. Words like taller, smarter, and slower are
examples of comparative adjectives.
Add -er for the comparative. If the adjective has a consonant + single vowel + consonant spelling,
the final consonant must be doubled before adding the ending.
Adjective Comparative
tall taller
fat fatter
Two syllables
big bigger
Adjectives with two syllables can form the comparative either by sad sadder
adding -er or by preceeding the adjective with more. In many cases,
both forms are used, although one usage will be more common than the other. If you are not sure
whether a two-syllable adjective can take a comparative or superlative ending, play it safe and use
more instead. For adjectives ending in y, change the y to an i before
Adjective Comparative
adding the ending.
happy happier
simple simpler
busy busier
Three or more syllables
tilted more tilted
Adjectives with three or more syllables form the comparative by putting tangled More tangled
more in front of the adjective.
Adjective Comparative
important more important
expensive more expensive
Actividad 2.1: Complete the following comparisons, some examples are given.
Actividad 2.2: Complete the following comparisons, use the words that you need.
Actividad 2.3: Complete the conversation. Use the comparative form of the adjectives given,
compare your answers with a partner, then practice the conversation in pairs.
Example:
You: What is sweeter than an apple?
Partner: A candy is sweeter than an apple.
Actividad 2.6.1- Look at the picture below. Write the country where these cities are located and
threeof the most important places to visit in each of them. If you don’t remember, google the
Information or watch a video. What is your favorite city?
Example: New York City: United States. The Empire State Building, the Statue of liberty, Central
Park
Bangkok:
London:
Singapore:
Tokyo:
Dubai:
Hong Kong:
Seoul:
Kuala Lumpur:
Shenzhen:
Actividad 2.6.2: According to your own interests, elaborate a leaflet (written production)
providing characteristics and comparing two of your favorite cities in the world (Choose from
the cities below and use your research) with the objective of providing information about
these touristicdestinations. (include comparisons and so, very, too, both, either..or, neither…
nor)
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Actividad 2.7.- Videotape (or present live) some quick advertisements related to
comparatives, you can choose a particular topic to promote in a 30 second – 1-minute
ad.
Examples of topics:
-The city and the country, Bicycles and cars, The Moon and The Sun, America and
Europe, or Being poor and being rich
Actividad 2.8.- Chain Game: The aim of the game is to make as many “comparative
chains”as possible.
INSTRUCTIONS:
a) Divide the class into teams.
b) The class brainstorms some comparative adjectives; you can write them on the board.
Each team takes turns to make the chains on the board, or all teams can write the
sentences on a piece of paper at the same time.
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Superlative Adjectives
We use the superlative form of the adjective to compare three or more people, places, or things. When
comparing more than two things, you’ll likely use words and phrases like smallest, biggest, tallest, most
interesting, and least interesting. Notice the –est ending and the words most and least.
Make sure you use the proper ending or superlative adjective when forming these superlatives. The
examples below illustrate the correct form:
Short adjectives
Syllable adjectives: old, fast
Syllable adjectives ending in -y: happy, easy
RULE: add "-est" old → the oldest
Variation: if the adjective ends in -e, just add -st : late → the latest
Variation: if the adjective ends in consonant, vowel, consonant, double the last consonant big
→ the biggest
Variation: if the adjective ends in -y, change the y to I : happy → the happiest
Long adjectives
2-syllable adjectives not ending in -y: modern, pleasant
All adjectives of 3 or more syllables: expensive, intellectual
RULE: use "most" modern → the most modern
expensive → the most expensive
Actividad 2.9- Complete the sentences with the superlative form of the adjectives in the box.
Mercury is planet.
Canada, China and Russia are big countries. But Russia is big.
FRISO
A friso is a folded brochure to illustrate a certain topic. It is made of sequenced images and
information to explain a topic. It encourages creativity, knowledge and the development of
cognitive and communicative activities. It is used to organize different aspects of the same topic
in a logical sequence. Besides, it shows the most important aspects in a topic exposition
Actividad 2.12: Use the following table to talk about your family using superlatives.
Example: “Marcos is the funniest person in my family”
ANEXO 1
ADJECTIVES
.- Funny .- Strong
.- Intelligent .- Happy
.- Tall .- Practical
.- Fast .- Serious
.- Responsible .- Talkative
.- Honest .- Shy
.- Friendly .- Competitive
Actividad 13.- Design an infographic about different places, use images and a
superlativesentence to provide information about the different places.
You can use cardboard or design this activity in designing apps or platforms such as: canva,
Infogram, Pixlr, Piktochart, etc.
Intensifiers are kind of words which use is to give force to the meaning of verbs, adjectives, and
adverbs, but also, they can give a soft intensity to the message, in other words, they weaken the
meaning too. Examples:
a) Are you ok? I feel little cold but I can deal with it.
Also, intensifiers can give a negative connotation to the meaning of the message: example:
Activity 2.14: How much do I know? Find the words in the puzzle
Activity 2.15: How much do I know? Match each sentence with the correct alternative.
too hot big enough very hard sunny enough early enough
enough time too slowly too much really hungry enough food
They didn’t finish the project. They say they didn’t have .
These shoes aren’t . My feet hurt!
We can go swimming today. It is .
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Actividad 2.16: Complete the sentences by using a suitable intensifier and circle the
wordthey are modifying.
1. The soup was delicious.
2. They are good friends.
3. Today is nice.
4. Cheetahs are fast.
5. The gift is perfect.
6. Lions are dangerous.
7. My sister is sick.
8. I love this song.
9. Sometimes money is hard to get.
10. My students are hard working.
11. Pokemon are amazing creatures.
12. Among us has become a popular game.
13. Christmas is joyful.
14. The Internet is useful.
15. Mozart was a amazing composer.
Indicador SI NO
Comprendo el uso de los intensificadores.
Identifico su uso en la oración.
Uso correctamente los intensificadores en
las oraciones.
¿Sobre qué temas requiero más Asesoríá Académica?
is completely
is totally
is absolutely
is extremely
is really
is rather
is quite
is kind of
is a little
is not really
is not at all
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Activity 2.18: Read the text about extreme sports and underline the intensifiers.
Extreme sports are different from average sports because they are incredibly risky.
Either you perform the sport at an extremely fast pace or its location is incredibly
dangerous. In order to do an extreme sport completely safely, you should be really
experienced at it.
Free solo climbing is an example of a very dangerous extreme sport. It involves climbing
incredibly steep cliffs that can be thousands of feet high. The most terrifying thing about
this sport is that you climb without any equipment. That's totally crazy, right? Those
who have done this sport have said that the only way to do it successfully is by climbing
very slowly and remaining totally focused on every move you make.
For the adrenaline junkies, extreme sports are very attractive and intriguing. But, if
you're thinking about taking up an extreme sport, think very hard about the challenges
involved.
Actividad 2.19.- Write down the intensifiers that you underlined in the text.
Anexo 1: checklist
Evaluation instruments
CHECKLIST
THE CITY OR THE COUNTRY
Description Yes No Points
The student writes the correct form of most of the comparative adjectives
/2.5
The student practices the dialogue in understandable English
/2.5
The student shows interest in the activity and cooperates with his/her partner
/2.5
The student does the activity on time
/2.5
Total points
Anexo 2
CHECKLIST
THINK, WRITE AND TALK
Description Yes No Points
The student writes the correct form of most of the comparative adjectives in the
sentences
/2
The student answers the task with correct and logical sentences
/2
The student asks and answers the questions in understandable English
/2
The student shows interest in the activity and cooperates with his/her partner
/2
The student does the activity on time
/2
Total Points
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Anexo 3
CHECKLIST
RESEARCH “ TOURIST DESTINATIONS “
Description Yes No Points
/2.5
The student wrote the city and 3 of the main tourist spots.
/5
The student showed interest in the activity.
/2.5
Total points
Anexo 4
Excellent: 2 points
Good: 1 point
Poor: 0 points
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Anexo 5
CHECKLIST
CLOSURE ACTIVITY 1 – AN AD
Description Yes No Points
/2.5
The student displays visual material: slides, pictures, images, realia, etc.
/2.5
The student uses at least 8 comparative sentences when presenting the ad.
/2.5
The student delivers the activity on time.
/2.5
Total points
Anexo 6
CHECKLIST
CHAIN GAME
Description Yes No Points
/2
The student answers the task with correct and logical sentences.
/1
The student pronounces correctly most of the sentences.
/2
The student shows interest in the activity and cooperates with his/her partner
/1
Total Points
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3er Parcial
a. Las tag questions se usan para que la persona que está platicando
contigo, reafirme lo que acabas de decir.
Actividad 3.2
Instructions: Match the tag questions with the corresponding sentence.
Actividad 3.3
ACTIVITY 3.4
Instruction: Circle the correct tag to complete the
questions.
It's next to the supermarket, don’t it / isn’t it?
1. You've met my brother before, don’t you / haven’t you?
3. He was born in 1970, didn’t he / wasn’t he?
4. Bela can help, can’t she / doesn’t she?
5. I'm right, aren’t I / am I?
6. You can't drive down your road, can’t you / can you?
7. They won't be late, will they / are they?
8. You're coming tomorrow, aren’t you / do you?
1-She does her homework very well 6-She has got a new car,
a) does she? a) doesn´t she?
b) doesn´t she? b) hasn´t she?
c) she doesn´t? c) has she?
2-You didn´t take the exam, 7-We have to buy another car,
a) didn´t they? a) doesn´t we?
b) did you? b) hasn´t we?
c) didn´t you? c) haven´t we?
3-The movies were very fun 8-Nowadays finding a new job is easy,
a) wasn´t they? a) isn´t it?
b) were they? b) is it?
c) weren´t they? c) doesn´t it?
4-Your sister doesn´t play the violin 9-I think she isn´t Mexican,
a) doesn´t it? a) isn´t I?
b) does she? b) isn´t she?
c) doesn´t she? c) is she?
Instruction: Match
the next columns
to complete the next questions with the correct question-tag.
Actividad 3.5:
Read the following dialogue and write your own using “Tag questions” correctly, use at least 5.
Self-assessment
Actividad 3.6
Introductory activity
Instructions: Complete the text with a word in bold. Compare your answer with a partner or other pair.
Actividad 3.7.
Linking word classification
Instructions: Listen to the teacher's presentation, check out the links below, or research on the internet
about linking word or connectors, and complete the graphic organizer.
● Conectores en inglés https://www.youtube.com/watch?v=CfMGEB5_e5A
● Conectores en inglés |Linking words https://www.youtube.com/watch?v=2ztwdysvV9w
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Cause
Linking words
Effect
Contrast
ACTIVITY 3.8
Instructions: Read the texts below and underline the linking words.
ACTIVITY 3.9
Connectors of cause and effect
(Connectors of C ause and Effect, Connectors Showing Cause & Effect, 2019)
Sentence connectors improve your writing. They add variety and sophistication to your style of writing, we
use several different words to show cause and effect.
Connectors are words or groups of words that help us connect words, phrases or sentences. Cause and
effect is a relationship between events or things, where one is the result of the others. They are a
combination of action and reaction.
When we talk about an effect resulting from a certain cause, we use expressions such as: because, since, as,
owing to, due to.
In addition, while an effect is produced by a cause, cause is the producer of an effect. The cause can be a
person, object, situation, or event that can result in something, while an effect is the result of the actions of
the person or the outcome of some chain of events that have happened.
The cause will in a way explain the reason why the effect happened in the first place. The cause naturally
precedes an effect, while the effect will always follow it.
There are three main types of linking words: conjunctions, transitions, and prepositions.
Conjunctions; The most common conjunctions are because, as, since, and so. Words of “because”, “since”
introduce a cause; “so” introduces an effect.
Transitions; The most common transitions are therefore, consequently, and as a result.
Prepositions; The most common prepositions are due to and because of.
Actividad 3.10
Watch a video to clarify the use of ‘because of’ and ‘due to’
1. Go to the link:
2. Watch the video and complete the following chart selecting the correct answer.
Differences between
because of due to
This connector is o ‘as a result of’ or ‘caused by’ o ‘as a result of’ or ‘caused by’
equivalent to: o none o none
What is the structure o Modifies: pronouns and nouns o Modifies: pronouns and nouns
that this connectors o Modifies verbs o Modifies verbs
modifies
References:
✔ Connectors of Cause and Effect, Connectors Showing Cause & Effect. (2019, 23 diciembre). English
Grammar Here. https://englishgrammarhere.com/conjunctions/connectors-of-cause-and-effect-
connectors-showing-cause-effect/
✔ Oxford English Now. (2019, 29 marzo). DUE TO or BECAUSE OF? - English Grammar Lesson [Video].
YouTube. https://www.youtube.com/watch?v=f5xtQ-GVklY
Actividad 3.11
1. She decided to buy the car… a. …feeling sick all day long.
…although…
2. We will make the exposition… b. …the snow
4. I enjoyed the course… …in spite of… d. …the fact she doesn´t
know how to drive.
1.
2.
3.
4.
5.
6.
For further information about the use of these connectors, watch the following video:
https://www.youtube.com/watch?v=93kcnHtUMYU
References:
✔ Connectors Although, In spite of, Despite. (2019, Abril). ESL forums. Website:
✔ https://eslforums.com/wp-content/uploads/2019/04/Using-ALTHOUGH-IN-SPITE-OF-DESPITE-2-1.jpg
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Actividad 3.12
✔ Because
It is used to give a reason of something important for the listener.
Example: Because I did not finish my assignments on time, I can’t go to the party.
We also use it to give an answer to the question Word: Why?
Example: Why can’t you go to the party? I can’t go because I have homework.
✔ As and Since
They are normally used when the listener knows the reason why something happens.
Example: As you did not finish on time, you are not able to attend the meeting. (that you did not finish
your activities on time is not something new to the listener.)
✔ For
· Example: I was not able to attend the meeting – for the deadline of my tasks.
✔ Owing to + noun
It indicates that an action happened as a result of something. It is also used to introduce the reason for
something happening:
Owing to his bad behavior he was not allowed to attend the meeting.
For further information, check these web pages about these connectors:
Complete using:
a) As b) Owing to
2. Why didn't you eat the pizza? I didn’t eat it I wasn’t hungry.
a) owing to b) because
a) as b) owing to
a) Owing to b) For
a) because b) as
References:
✔ BBC (2022). 'Due to', 'owing to', on account of' and 'because of'. Retrieved from:
https://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv56.shtml#:~:text=Du
e%20to%20and%20owing%20to,and%20are%20often%20used%20interchangeably.
✔ GrammarBank (2011).Because/ Since/ As/ For/. Retrieved from:
https://www.grammarbank.com/as-because-since-
for.html#:~:text=Like%20because%2C%20we%20use%20as,wanted%20to%20eat%20something%2
0first.
Actividad 3.13
For the closure, you are going to create a conversation with 2 of your Friends.
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Dialogue
Elena: Hey Karla. What do you think about the new English literature professor?
Karla: Well, to be honest, he is not very elegant. However, he seems to be a good teacher, because he is
always worried about his students.
Elena: Some of our partners mentioned that they were disappointed with his attitude, and they stopped
encouraging him.
Karla: I think he is a good person but he is not very polite. Isn’t he?
Elena: Yes, you are right. On the other hand, he teaches very well. Doesn’t he?
Karla: I agree. I remember we haven’t had such a good professor since two years ago. So, I don’t mind if he
is not polite enough.
Elena: Anyway, I think we are here because of knowledge, so we need to continue learning and improving.
Aren’t we?
Karla: I totally agree. Besides, we can learn in spite of the teacher. I mean, if we study we approve, although
we have a good teacher or not.
Elena: Of course, besides, we need to consider that the teacher was hired owing to his knowledge and
academic experience. Don’t you think?
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Self-assessment
Instrumentos de evaluación
INGLES IV.
Docente:
Nombre del alumno (a):
Grupo: Especialidad:
Competencia: Completa las siguientes oraciones de acuerdo con el correcto uso de la gramática y
ortografía de las Tag Questions.
SI NO NA
Emplea correctamente la
gramática y ortografía.
Relaciona correctamente la
oración con su question-tag
correspondiente.