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COLEGIO DE BACHILLERES DEL ESTADO DE SONORA
Dr. Rodrigo Arturo Rosas Burgos

DIRECCIÓN GENERAL
Dra. Laura Lorenia Yeomans Reyna

DIRECCIÓN ACADÉMICA
INGLÉS III
Autores:
Lilian Beatriz Martínez López
Viridiana Vidal Trasviña
Revisión disciplinar:
Ariana Cota Juarez
Corrección de estilo:
Viridiana Vidal Trasviña
Coordinación general:
Claudia Yolanda Lugo Peñúñuri
Supervisión académica:
Héctor Manuel Acosta García
Coordinación técnica:
Rubisela Morales Gispert
Desarrollo editorial:
Grupo de Servicios Gráficos del Centro, S.A. de C.V.
Coordinación editorial:
Daniela Carolina López Solis
Elizabeth Hidalgo Marroquín
Luis Ricardo Sánchez Landín
Diseño: Yolanda Yajaira Carrasco Mendoza
Diseño de portada: Daniela Carolina López Solis
Banco de Imágenes:
Shutterstock ©
Módulo de Aprendizaje
Copyright ©, 2020 por el Colegio de Bachilleres del Estado de Sonora.
Todos los derechos reservados.
Primera edición 2020.
Primera reimpresión 2021.
Segunda reimpresión 2022. Impreso en México.
DEPARTAMENTO DE INNOVACIÓN EDUCATIVA

Blvd. Agustín de Vildósola, Sector Sur.
Hermosillo, Sonora. México. C.P. 83280.
Contenido: Colegio de Bachilleres del Estado de Sonora

ISBN: 978-607-730-058-8
Se terminó la impresión de esta obra en julio del 2022.

En los talleres de Grupo de Servicios Gráficos del Centro, S.A. de C.V.
Lambda No. 216 • Fraccionamiento Industrial Delta • C.P. 37545
León, Guanajuato, México.
Miembro de la Cámara Nacional de la Industria Editorial Mexicana

Registro No. 3681
Diseñado en Dirección Académica del Colegio de Bachilleres del Estado de Sonora

Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 10,586 ejemplares.
Impreso en México/Printed in Mexico
UBICACIÓN
CURRICULAR
CAMPO TIEMPO HORAS A LA CRÉDITOS:

DISCIPLINAR: ASIGNADO: SEMANA:
COMUNICACIÓN
48 HRS. 3 6
PRELIMINARES
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo y turno:
PRESENTACIÓN
El Colegio de Bachilleres del Estado de Sonora, a través de sus docentes, estructura los
contenidos de sus módulos de aprendizaje, para facilitar el desarrollo de competencias. En el
caso del componente de Formación para el Trabajo, además de las competencias genéricas,
fortalece el sentido de apreciación hacia procesos productivos, porque aunque el bachillerato
que te encuentras cursando es general y te prepara para ir a la universidad, es importante el que
aprendas un oficio y poseas una actitud positiva para desempeñarlo.
De tal forma que, este módulo de aprendizaje, es una herramienta valiosa porque con su contenido
y estructura propiciará tu desarrollo como persona visionaria, competente e innovadora,
características que se establecen en los objetivos de la Reforma Integral de Educación Media
Superior.
El módulo de aprendizaje es uno de los apoyos didácticos que el COBACH te ofrece con la finalidad
de garantizar la adecuada transmisión de saberes actualizados, acorde a las nuevas políticas
educativas, además de lo que demandan los escenarios local, nacional e internacional. En cuanto
a su estructura, el módulo se encuentra organizado en bloques de aprendizaje y secuencias
didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos:
4 inicio, desarrollo y cierre.
INGLÉS III
En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los
saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación,
mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo,
donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de
contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea
significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde
integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo.
En todas las actividades de los tres momentos se consideran los saberes conceptuales,
procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades,
éstas se desarrollan de forma individual, grupal o equipos.
Para el desarrollo de tus actividades deberás utilizar diversos recursos, desde material
bibliográfico, videos, investigación de campo, etcétera; así como realizar actividades prácticas de
forma individual o en equipo.
La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a

participar de forma activa cuando el docente lo indique, de esta forma aclararás dudas o bien
fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general
del logro de los aprendizajes del grupo.
Recuerda que la evaluación es un proceso continuo, que permite recabar evidencias a través de
tu trabajo, donde se tomarán en cuenta los tres saberes: conceptual, procedimental y actitudinal,
con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices
la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades,
limitaciones y cambios necesarios para mejorar tu aprendizaje.
Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su

actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus
aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo.
Finalmente, se destaca que, tu principal contribución es que adoptes un rol activo y participativo
para la construcción de tu propio conocimiento y el desarrollo de tus competencias, a través de
lo que podrás dar la respuesta y la contextualización adecuadas para resolver los problemas del
entorno a los que te enfrentes, ya sean personales o profesionales.
PRELIMINARES
ICONOGRAFÍA
Se trata de la evaluación que se realizará

al inicio de cada secuencia didáctica
y que te permitirá estar consciente de
tus conocimientos acerca del tema que
abordarás.
Individual
Con estos gráficos identificarás la

Actividad dentro del texto, incluyendo
la indicación y especificando si deben
Equipo realizarse de manera individual, en
equipo o grupal.
6
Grupal
INGLÉS III
Con este gráfico identificarás la actividad que

Listening cuenta con apoyo de material en audio para
contestarla.
Las lecciones ConstruyeT son actividades

didácticas diseñadas por la Secretaría
de Educación Pública y el Programa de
las Naciones Unidas para el Desarrollo
especialmente para la Educación Media
Superior, con el objetivo de desarrollar las
habilidades socioemocionales de las y los
estudiantes.
Te permitirá integrar y hacer activos los

conocimientos, habilidades, destrezas,
actitudes y valores desarrollados en diferentes
áreas, así como de la experiencia recopilada,
te ayudará a vincular el conocimiento del aula
con la vida cotidiana, con lo cual fortalecerás tu
aprendizaje.
En este espacio realizarás una evaluación de tu propio
trabajo, misma que deberá ser honesta para que puedas
identificar los conocimientos que has adquirido y las
habilidades que has desarrollado, así como las áreas que
necesitas reforzar.
Este tipo de evaluación se hace con uno

o varios de tus compañeros, en ella tú los
evalúas y ellos a ti. Les permite, además
de valorar sus aprendizajes, colaborar y
aprender unos de otros.
Son los criterios a considerarse

como guía para saber que 7
debe contener un trabajo y lo
PRELIMINARES
que determinará la evaluación
de los mismos.
Durante el semestre, tu profesor te irá

indicando qué evidencias (actividades)
debes ir resguardando para integrarlos en
un portafolio, mismos que le entregarás
cuando te lo indique, a través del cual te
evaluará.
Son las fuentes bibliográficas que utilizaron los docentes que

elaboraron el módulo de aprendizaje, las páginas de internet de las
cuales se tomó información, los vídeos y otras fuentes que nutrieron
los contenidos. Te permite también ampliar la información que te
proporcione tu profesor o la del módulo mismo.
ÍNDICE
UBICACIÓN CURRICULAR ....................................................................................................................... 3

PRESENTACIÓN ...................................................................................................................................... 4
ICONOGRAFÍA ........................................................................................................................................ 6
COMPETENCIAS GENÉRICAS .................................................................................................................. 10
COMPETENCIAS DISCIPLINARES BÁSICAS ............................................................................................... 12
APRENDIZAJE CLAVE .............................................................................................................................. 13
I
BLOCK
Life memories ................................................................. 14
Didactic Sequence 1 . My Childhood........................................................................................................ 16
8
INGLÉS III
II
BLOCK
Story tellers .................................................................... 40
Didactic Sequence 1 . Talking about Past Events and Actions ................................................................. 42
Didactic Sequence 2 . What were they doing? ....................................................................................... 63

III
BLOCK
Diversity ....................................................................... 72
Didactic Sequence 1 . How do I look like?............................................................................................... 74
Didactic Sequence 2 . Talking about descriptions. .................................................................................. 83
IV
BLOCK
Pick it up ........................................................................ 98
9
PRELIMINARES
Didactic Sequence 1 . Let's start up! ..................................................................................................... 100
Didactic Sequence 2 . I need to tell YOU something............................................................................ 116
References ............................................................................................................................................. 144

COMPETENCIAS
GENÉRICAS
1er 2do 3er

Clave Competencia Genérica
Parcial Parcial Parcial
I II III
Se auto determina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta
CG1.1 los objetivos que persigue.
1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores,
fortalezas y debilidades.
1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la
CG1.2 necesidad de solicitar apoyo ante una situación que lo rebase.
1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en
CG1.3 el marco de un proyecto de vida.
CG1.4 1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 1.5 Asume las consecuencias de sus comportamientos y decisiones.
1.6 Administra los recursos disponibles teniendo en cuenta las restricciones
CG1.6 para el logro de sus metas.
2. Es sensible al arte y participa en la apreciación e interpretación de sus
expresiones en distintos géneros.
CG2.1 2.1 Valora el arte como manifestación de la belleza y expresión de ideas,
sensaciones y emociones.
2.2 Experimenta el arte como un hecho histórico compartido que permite la
CG2.2 comunicación entre individuos y culturas en el tiempo y el espacio, a la vez
que desarrolla un sentido de identidad.
10 CG2.3 2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 3.1 Reconoce la actividad física como un medio para su desarrollo físico,
INGLÉS III
mental y social.
3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos
INGLÉS III
CG3.2 hábitos de consumo y conductas de riesgo.

3.3 Cultiva relaciones interpersonales que contribuyen a su desarrollo humano
CG3.3 y el de quienes lo rodean.
Se expresa y se comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos
CG4.1 mediante la utilización de medios, códigos y herramientas apropiados.
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas,
matemáticas o gráficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus
CG4.2 interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones
CG4.3 a partir de ellas.
CG4.4 4.4 Se comunica en una segunda lengua en situaciones cotidianas.   
4.5 Maneja las tecnologías de la información y la comunicación para obtener
CG4.5 información y expresar ideas. 
Piensa crítica y reflexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de
CG5.1 métodos establecidos.
5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo
como cada uno de sus pasos contribuye al alcance de un objetivo.
CG5.2 5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una
CG5.3 serie de fenómenos.
CG5.4 5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir
CG5.5 conclusiones y formular nuevas preguntas.
5.6 Utiliza las tecnologías de la información y comunicación para procesar e
CG5.6 interpretar información.
1er 2do 3er
Clave Competencia Genérica
I II III
6. Sustenta una postura personal sobre temas de interés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva.
CG6.1 6.1 Elige las fuentes de información más relevantes para un propósito
específico y discrimina entre ellas de acuerdo a su relevancia y confiabilidad.
CG6.2 6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
6.3 Reconoce los propios prejuicios, modifica sus puntos de vista al conocer
CG6.3 nuevas evidencias, e integra nuevos conocimientos y perspectivas al acervo
con el que cuenta.
CG6.4 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
Aprende de forma autónoma
CG7.1 7. Aprende por iniciativa e interés propio a lo largo de la vida.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
7.2 Identifica las actividades que le resultan de menor y mayor interés y dificultad,
CG7.2 reconociendo y controlando sus reacciones frente a retos y obstáculos.
7.3 Articula saberes de diversos campos y establece relaciones entre ellos y
CG7.3 su vida cotidiana.
Trabaja en forma colaborativa
8. Participa y colabora de manera efectiva en equipos diversos.
CG8.1 8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en
equipo, definiendo un curso de acción con pasos específicos.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de
CG8.2 manera reflexiva. 
11
8.3 Asume una actitud constructiva, congruente con los conocimientos y
CG8.3 habilidades con los que cuenta dentro de distintos equipos de trabajo.  
PRELIMINARES
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región,
INGLÉS III
CG9.1 México y el mundo.

9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.
9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo
CG9.2 democrático de la sociedad.
9.3 Conoce sus derechos y obligaciones como mexicano y miembro de
CG9.3 distintas comunidades e instituciones, y reconoce el valor de la participación
como herramienta para ejercerlos.
9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y
CG9.4 el interés general de la sociedad.
9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se
CG9.5 mantiene informado.
9.6 Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional
CG9.6 e internacional ocurren dentro de un contexto global interdependiente.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de
creencias, valores, ideas y prácticas sociales.
CG10.1 10.1 Reconoce que la diversidad tiene lugar en un espacio democrático de
igualdad de dignidad y derechos de todas las personas, y rechaza toda forma
de discriminación.
10.2 Dialoga y aprende de personas con distintos puntos de vista y tradiciones
CG10.2 culturales mediante la ubicación de sus propias circunstancias en un contexto  
más amplio.
10.3 Asume que el respeto de las diferencias es el principio de integración y
CG10.3 convivencia en los contextos local, nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones
responsables.
CG11.1 11.1 Asume una actitud que favorece la solución de problemas ambientales
en los ámbitos local, nacional e internacional.
11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas
CG11.2 y sociales del daño ambiental en un contexto global interdependiente.
11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo
CG11.3 plazo con relación al ambiente.
COMPETENCIAS
DISCIPLINARES
BÁSICAS
COMPETENCIA DISCIPLINAR DE COMUNICACIÓN.
1er 2do 3er

Clave Competencia Disciplinares Básicas
1.Identifica, ordena e interpreta las ideas, datos y conceptos

CDBC 1 explícitos e implícitos en un texto, considerando el contexto
en el que se generó y en el que se recibe
2. Evalúa un texto mediante la comparación de un contenido
CDBC 2 con el de otros, en función de sus conocimientos previos y
nuevos.
3.Plantea supuestos sobre los fenómenos naturales y
CDBC 3 culturales de su entorno con base en la consulta de diversas
fuentes
4. Produce textos con base en el uso normativo de la lengua,
CDBC 4   
considerando la intención y situación comunicativa.
5.Expresa ideas y conceptos en composiciones coherentes y
12 CDBC 5
creativas, con introducciones, desarrollo y conclusiones claras
6. Argumenta un punto de vista en público de manera precisa,
INGLÉS III
CDBC 6
coherente y creativa.
7. Valora y describe el papel del arte, la literatura y los medios
de comunicación en la recreación o la transformación de una
CDBC 7
cultura, teniendo en cuenta los propósitos comunicativos de
distintos géneros.
8. Valora el pensamiento lógico en el proceso comunicativo en
CDBC8
su vida cotidiana y académica.
9. Analiza y compara el origen, desarrollo y diversidad de los
CDBC 9
sistemas y medios de comunicación.
10. Identificar e interpretar la idea general y posible desarrollo
de un mensaje oral o escrito en una segunda lengua,
CDBC 10   
recurriendo a conocimientos previos, elementos no verbales
y contexto.
11. Se comunica en una lengua extranjera mediante un
CDBC 11 discurso lógico, oral o escrito, congruente con la situación   
comunicativa.
12. Utiliza las tecnologías de la información y comunicación
CDBC 12 para investigar, resolver problemas, producir materiales y   
trasmitir información.
APRENDIZAJE
CLAVE
EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

La comunicación y las relaciones
Comunicarse, relacionarse interpersonales.
y colaborar con los demás
La integración de la comunidad de El trabajo colaborativo en
(eje transversal para I
aprendizaje el aula como base para la
todas las asignaturas II
La contextualización de la comunidad integración de la comunidad
del campo disciplinar III
de aprendizaje a partir de los intereses de aprendizaje.
de Comunicación y de IV
Ciencias Sociales). y experiencias académicas de los
estudiantes.
La lectura, la escritura y la oralidad como
La importancia de la lengua y
prácticas habilitadoras y generadoras del
el papel de la gramática.
aprendizaje
La importancia de la lectura para la I
Leer, escribir, hablar y escritura: la producción de textos El texto argumentativo. II
escuchar argumentativos III
El texto como fuente de IV
La importancia de la lectura para
información y de expresión
la escritura: la argumentación
de ideas nuevas.
fundamentada
Generación de una El sustento de la opinión del estudiante
La escritura argumentativa. 13
opinión razonada y con un argumento.
razonable a partir de la La construcción de una perspectiva La escritura original
PRELIMINARES
elaboración de textos. propia y original argumentada. argumentada.
El impacto de la tecnología
Tecnología y desarrollo humano.
en el desarrollo humano.
La generación, uso y
El manejo responsable de la
aprovechamiento responsable de
información
Tecnología, información, la información para el aprendizaje.
comunicación y El aprendizaje en red El aprendizaje e innovación.
aprendizaje. La creación de contenidos para el
En y desde la red.
aprendizaje.
El uso de la tecnología como
práctica habilitadora de Programar para aprender.
aprendizajes en red.
Interdisciplinariedad Ejes Transversales

Eje transversal social.
Literatura I. Eje transversal ambiental.
Historia de México I . Eje transversal de salud.
Eje transversal de habilidades lectoras.
Dosificación por parcial

Parcial I Parcial II Parcial III
Bloque I Bloque II Bloque III y Bloque IV
BLOCK I
Life Memories
Allotted Time: 8 hours
PURPOSE OF THE BLOCK

The student communicates in a foreign language through logical, oral and written discourse using
“used to” and past time expressions effectively.
KNOWLEDGE
● Different uses of “Used to” and its positive, negative and interrogative form.
● Past time expressions “ago”, “last” and “yesterday”.
EXPECTED LEARNING
Communicates effectively orally and in written way in English as a foreign language using “used to” and
past time expressions.
ABILITIES
● Locates specific information in a text, communicates effectively using “used to” in the negative,
interrogative and positive form as well as past time expressions.
● The student creates sentences using the grammar seen in different contexts.
ATTITUDES
● Relates to other people in a collaborative way.
● Listens to groups of people he or she interacts with.
● Communicates assertively and emphatically.
COMPETENCIA GENÉRICA COMPETENCIA DISCIPLINAR BÁSICA

DE COMUNICACIÓN
● CG4.4 ● CDBC4 ● CDBC11
BLOCK
I
Didactic Sequence 1
My Childhood
Start up Activity
Complete the sentences with what people used to do long time ago.
1. Before the invention of the light bulb, people 2. Before the invention of paper, people used to
used to ________________________ ________________________
16
INGLÉS III
3. Before the invention of the TV, people used 4. Before the invention of the emails, people
to________________________ used to ________________________
5. Before the invention of the mobile phone,

6. Before the invention of the car, people used
people used to_____________________
to ________________________
7. Before the invention of the remote control, 8. Before the invention of the digital camera,
people used to ______________________ people used to _____________________
Development Activity
Listen the following conversation between Ana Fernanda and Santiago.
Write (T) for true or (F) for false.
1. _______Ana Fernanda needed to interview a child.

2. _______Santiago used to play hide and seek.
3. _______Santiago used to play hide and seek with his friends.
4. _______Santiago's favorite sport used to be baseball.
5. ______ Santiago was in ITSON´s baseball team.
2
17
Complete the word map. Add two more words of your own to each category.
BLOCK I Life Memories

Play the guitar The Avengers Cereal Smashed vegetables
Overalls Play the nintendo Baby apron The incredibles
Cartoons/TV shows Hobbies

______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
Childhood
Memories
Food Clothes
______________________ ______________________
______________________ ______________________
______________________ ______________________
______________________ ______________________
3
Choose some words from the word map and use them to describe your childhood memories. Share your
childhood memories with your partner.
Example
A: I loved to watch the Avengers when I was little. It was my favorite cartoon.
B: Really? My favorite was Sponge Bob. I liked to eat sweet popcorns while watching it.
GRAMMAR
USED TO: Meaning and Form.
Meaning 1: Habits in the past and generalizations.
Used to expresses the idea that something was an old habit that stopped in the past or it is not usually
done now.
Examples:
18 Affirmative form: Jerry used to eat meat, but now he is vegetarian.

Negative form: Lucia didn´t use to like cheese, but now she loves it.
INGLÉS III
Yes/No question: Did Jerry use to eat asparagus ? Yes, he did. OR Yes, he used to.
No, he didn´t. OR No, he didn´t use to.
Wh-question: What did you use to eat so much? I used to eat a lot of fast food, but not anymore.
Meaning 2: Accustomed to
Be used to means to be accustomed to something. If you are used to something, you have often done or
experienced it; it is not strange, new or difficult for you.
Examples:
be used to + gerund
When I first moved to Korea, I didn’t like the food but now I’m used to eating it.
be used to + object
I am used to the noise now. But when I first came here, it really bothered me.
Be careful! With be used to, don´t change used in negative statements or questions.
He wasn´t used to the hot weather. NOT He wasn´t use to the hot weather.
Are you used to the life here? NOT Are you use to the life here?
4
Draw a checkmark next to the sentences in which used to means accustomed to something.
1. ____ When the school term ended, I was finally used to the new teacher.
2. ____ In our other class, the teacher used to be very strict.
3. ____ They used to like seafood, but now they don´t.
4. ____ Because we lived in the mountains, we weren´t used to fresh seafood.
5. ____ I´m used to the noisy and crowded streets.
6. ____ These shoes used to be comfortable, but now they´re too loose.
7. ____ I´m used to this brand juice taste. It is acid but delicious.
19

5
Join the sentences from column A to column B. Write the numbers in the blanks.
A B
1. Luis played football when he was a child. ____ I am not used to speaking to strangers.
2. She was a nurse. Now she is retired. ____ I am used to swimming long distances.
3. They usually wore formal clothes. Now it is not
____ She used to train on Saturdays.
obligatory.
4. It is easy for me to swim long distances. ____ He used to play football.
5. It is not easy for me to speak to strangers. ____ They used to wear formal clothes.
6. She trained on Saturdays but now she doesn't ____ She used to be a nurse.
have enough time.
____ I am not used to this tea flavor.
7. I can’t stand the flavor of this tea.
6
Draw a checkmark if the sentence is correct. Draw an X if it is incorrect and make corrections.
1. ____ I am not use to the traffic here.
2. ____ We didn´t use to take vacations very often but now we do.
3. ____ Is he use to his new roommate yet?
4. ____ Are you use to life in the city?
5. ____ What did you used to do on weekdays when you were little?
7
Use the context to help you complete each sentence with used to or didn´t use to. Then write two
sentences about yourself.
20
1. Gary _____________________ go out to eat a lot, but now he eats at home more often.
INGLÉS III
2. Nina ______________________________________ eat a lot of pasta, but now she does.
3. Carolina __________________________________________ drink a lot of diet coke, but now

he´s a diet coke addict.
4. Alex ______________________ eat a lot of fruits, but now he doesn´t.
5. Kathy _______________ hate seafood, but now she´s crazy about fish.
6. Edgar ___________________ eat a lot of fatty foods, but now he realized they are bad for health.
7. Mario ___________________________________________ like salads, but now she has salads

several times a week.
8. Andrew __________________________________________ drink a lot of water, but now he has

several glasses a day.
9. (used to)_________________________________________________________________
10. (didn´t use to)_____________________________________________________________

8
Read about Sophie´s food passions. Then complete each sentence with used to or didn´t use to + base
form of the verb.
When I was a child, I loved candies and chocolates. I think I ate about 2 chocolate bars a day! When I
was a teenager, I started eating a lot of meat. I had steaks and fries almost every day. I didn´t care for
vegetables or fruit. Then on my 20th birthday, I decided I needed a change, so I became vegetarian.
These days I eat meat again, but I avoid fatty foods and sugar. I´ve lost a lot of weight and feel much
better.
1. Sophie __________________________ (eat) a lot of sweets, but now she avoids sugar.
2. When she was a teenager, she ___________________________ (have) fatty foods.
3. Before she turned 20, she ____________________________ (like) vegetables.
4. She _____________________________ (be) vegetarian, but now she eats meat.
5. Sophie ____________________________ (take) care of herself, but now she eats well.
21

9
Part A. Write sentences using used to + base form.
Example: She worked for that company in the past.

She used to work for that company.
1. He lived in Florida for a long time. Now he doesn't.
He ______________________ in Florida.
2. Leonard was really heavy until he lost a hundred pounds.
Leonard ________________________ really heavy.
3. Maria played piano for ten years before she stopped.
Maria _________________________ the piano.

4. She smoked for ten years before she decided to quit.
She __________________________________.
5. I ate a lot of candy when I was a kid.
I _______________________________ a lot of candy.
Part B. Write the negative form in the following sentences.
1. You speak English all the time now, but you didn't speak English very much in the past.
You ____________________________ English in the past.
2. She goes to work eight hours a day five days a week, but last year he didn’t´ work.
She ______________________________ last year.
3. Saul takes a lot of medicine and not when he was young.
22 When he was younger, he ______________________________ medicine.

INGLÉS III
4. I need glasses to see things that are far away.
I ______________________________ glasses when I was a child.
5. Up until now, Ted wasn't overweight.
Ted ________________________________ overweight

10
Complete the sentences using BE (am, is, are, was, or were) + (not) USED TO + gerund.
1. I feel so nervous and I _______________________________________ (speak) English in public.
2. They _______________________________________ (eat) fast food every Saturday in that

restaurant.
3. Don´t worry about him, he _______________________________________(get) up early all the

time. He will be on time.
4. My mom _______________________________________ (sing) every time she takes a bath. My

dad always laughs at her.
5. When I started to work here I needed a lot of help, but now I ____________________________
___________ (do) all the work on my own.
6. Mr. Smith was shocked when he joined our company because he ________________________
_______________ (do) much work everyday.
23
7. He _______________________________________ (deal) with animals, so he is a bit scared of

the dogs.
8. Luisa _______________________________________(drive) in heavy traffic. She has no

problem with it.
9. It was very hard to get up at five when I first started this job, because I _____________________
__________________ (get) up so early.
10. He _______________________________________ ( do) a lot of exercise, so a ten-mile walk is

easy for him.
11
Complete the sentences using BE (am, is, are, was, or were) + (not) USED TO + object. Choose the
object that best fit in the sentence.
spicy food this smell scary movies the cold weather that type of music
1. I've lived here in Canada for three years but I ___________________________________
2. Joseph ____________________________________because he works in a seafood restaurant.
3. He didn´t complain about the neighbors´ loud party. He ___________________________
4. Laura didn´t get scared. She _________________________________________________
5. I am not happy eating boneless. I _____________________________________________
24 Self-Evaluation
INGLÉS III
Complete the following self-evaluation. Draw a checkmark in the correct column.
Yes No
I learned to distinguish the different uses of “used to”.
I learned to write correctly sentences in the affirmative, negative and interrogative
form using “used to” as a past habit.
I learned that Be used to means to be accustomed to something.
I learned to use effectively the structure:
be (not) used to + gerund
be (not) used to + object
12
Conduct a survey to find out what your classmates’ lives were like when they were a child. Write a “Did
you use to…?” question for each category. Look at the example. Then, go around the class and ask your
classmates the questions. Draw a checkmark (√ ) in the correct column.
Did you use to…? Yes No

1. Games
Did you use to play nintendo?
2. Food
3. School subjects
4. Toys
25
5. Family

6. Sports
7. Transportation
8. Hobbies
9. Housework
10. Friends
13
Read about what Molly used to do when she was young.
The way we were
I was a young girl in the 1960s. My friends and I used to do a lot of things which shocked our parents. We
used to do things our mothers never did. We cut our hair, we wore short skirts, we smoked, and went
dancing. We danced to the music of Elvis Presley and the Beatles. We also got the chance to see the
Beatles live at a concert once. It was amazing. My father went fishing once a week. He always wished that
I would accompany him, but fishing was not my cup of tea. Instead my friends and I went for picnics in the
surrounding area quite often. My boyfriend had a car, a 1960 Ford Falcon, so he always picked us up and
we often drove to Brighton. We went to the pictures twice a week and I loved to watch films with Marlon
Brando and Elizabeth Taylor , especially the ‘Reflections in a Golden Eye’ starring both of them. I still love
to watch this film. It’s my favorite. I can remember it all so clearly.
Answer “TRUE” or “FALSE” for the following statements.
Molly...
26 1. Used to do a lot of things which shocked her parents. ______

INGLÉS III
2. Used to cut her hair. ______
3. Used to wear long skirts. ______
4. Used to sing Elvis Presley songs. ______
5. Went to a Beatles concert once. ______
6. Used to go fishing with her father. ______
7. Used to go for picnics in the surrounding area quite often.______
8. Used to drive to Brighton with her friends and boyfriend. ______
9. Used to go to the pictures twice a week. ______
10. Used to watch films with Marlon Brando and Elizabeth Taylor. ____
14
Read the following text and answer the questions below. Answer with complete sentences and be
careful with capitalization and punctuation marks.
School in Ancient Times
What was school like in ancient times? In Greece 2,500 years ago, students used to get up at dawn to go
to school. Classes began very early and ended when it was dark. Students didn´t rest on the weekends.
They had classes seven days a week, so they didn´t have much time for anything else. In Athens, only the
sons of rich people went to school, and they started school around the age of seven. After they learned
to read and write, they used to study Greek poetry and historical works. Music was very important, and
physical training was also important. Teachers used to hit students who didn´t pay attention or were lazy.
Girls stayed at home with their mothers and learned how to do work in the home.
In ancient Rome, boys and girls from wealthy families received a bilingual education. They had to study
Greek and Latin. Students usually had classes outside, if the weather was good, or in the teacher´s house.
Young students sat on the floor. Older students used to sit on benches, higher up. That´s how “high school”
gots its name.
Education was very important to the ancient Aztecs of Mexico. Boys and girls used to attend school,
27
but they were kept separate from one another. They learned Aztec history, myths, and rituals, but they
memorized everything because they weren´t any textbooks. The boys received intensive military training.

and the girls learned how to manage the home and the family. There were two kinds of schools: one for
children of nobility and another for children of ordinary families.
Dos Santos, Manuel (2007) Welcome to my World. Mc Graw Hill

1. What time did students use to get up in ancient Greece?
2. How many days a week did they use to have classes?
3. What did teachers use to do with lazy students?
4. Where did young students use to sit in the Roman classroom?
5. Why did Aztec students use to memorize everything?
6. How many kinds of schools did the Aztecs use to have?
GRAMMAR
Past Time Expressions
Use ago, last and yesterday to talk about past events.

We use time reference + ago to show how far back in the past something happened.
Time reference + ago
The movie ended five minutes ago.
28 The plane landed two hours ago.
I came to this city a long time ago.
INGLÉS III
We use last + time reference when referring to the most recent or nearest to the present day time.
last + time reference
Last year, Jake and Kim got married.
I saw a game on TV last night.
Last Christmas I got a lot of presents.
We use yesterday or yesterday + morning/afternoon/evening to talk about the day before today.
Joel called me yesterday.
We got up early yesterday morning.
She left the hospital yesterday afternoon.
15
Tell when you did the following things. Use the time expression ago, last, yesterday or yesterday +
morning/afternoon/evening. Change the verbs to the past tense.
1. Wash your hands I washed my hands an hour ago.
2. Go to a movie______________________________________________________________
3. Eat in a restaurant __________________________________________________________
4. Go to a party ______________________________________________________________
5. Give someone a present _____________________________________________________
6. Buy clothes _______________________________________________________________
7. Write a letter ______________________________________________________________
29
16

Look at the pictures and create questions as in the example. Then, ask them to your partner and take
notes. Remember to practice past time expressions.
Example: When was the last time you went on a date?

The last time Fernanda went on a date was last year. She went to a fancy restaurant with Luis.
Went on a date Cleaned your room Went shopping
Lost money Went swimming Got a present

Co-Evaluation
Complete the following evaluation about your partner´s participation in the previous activity. Draw a
checkmark in the correct column.
My classmate….. Yes No
used the past time expressions correctly.
listened carefully and understood the questions.
talked only in English in this activity.
had a good pronunciation.
Construye -T Activity
30 1.- Mi perspectiva se nutre de mi experiencia.

Página: 36
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17
You are going to interview an elderly person about his/her life. Then, write a paragraph using the
grammar seen in this block.
Add some photographs.
Practice this grammar:

ͳ Used to (habits in the past)
ͳ Used to (accustomed to)
ͳ Past time expressions (ago, last, and yesterday)
The following questions can guide you:

What did you use to play with when you were a child?
What did you use to enjoy?
How did you use to go to school?
Where did you use to live?
Are you used to current technologies? Which ones? When did you learn to use them?
31

Self-Evaluation
Needs to improve Good Excellent

Activity 17 Evaluation Checklist.
____ points _____ points _____ points
“Used to” is written grammatically correct.
The student included Past Time Expressions
correctly.
The student included punctuation marks
and capitalization.
The student included some photographs.
This project is neat, typed or legibly written.
32
INGLÉS III
Closing Activity
18
Underline the correct answer.
Closure Items
1. I ________________ cartoons when I was younger but not anymore.

A. was used to watch.
B. used to watch.
C. used watching.
2. In the 19th century, people________________ more than 8 hours. It was not a problem at all.
A. were used to work.
B. use to work.
C. were used to working. 33

3. She ________________ early. She didn’t mind it.
A. used to getting up.
B. was used to getting up.
C. use to get up.
4. Now, people ________________ harder. We are accustomed to work many hours.

A. used to work.
B. used to working.
C. are used to working.
5. We _________________ late. This is not strange at all.

A. are used to sleeping.
B. use to sleeping.
C. used to sleeping.
6. Dan ________________ a lot of alcohol but now he realized it is unhealthy. He doesn´t do it
anymore.
A. is used to drink.
B. is used to drinking.
C. used to drink.
7. I drank a coffee
A. two hours morning.
B. two hours ago.
C. two hours afternoon.
8. I got married _______ year.

A. ago.
B. yesterday.
C. last.
9. I took that photo many years __________ .
34 A. ago.
B. yesterday.
INGLÉS III
C. monday.
10. _____ Christmas I got a lot of presents.

A. Ago.
B. Last.
C. Yesterday.
Your score: _______ /10.

Crosscutting Project
Social Skills Oriented Approach
In the subject Mexican History 1 block 1, you looked into history and its characteristics. In a brief
paragraph, write something that you used to enjoy in your childhood that became part of your life
history. Include some pictures and share it with your classmates.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
35
_____________________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
CONSTRUYE T
1 Mi perspectiva se nutre de mi
experiencia
36
INGLÉS III
a. Elige una de las imágenes e imagina que la persona que recibe el mal trato es alguien
cercano a ti, puede ser un amigo, un familiar o tú mismo.
b. Desde tu perspectiva escribe, aquí o en tu cuaderno, dos enunciados breves en los que
expreses tu punto de vista sobre el conicto que vive el personaje que elegiste, la situación
emocional que enfrenta, la forma en que su vida diaria resulta afectada y cómo puede
solucionarse.
1. _____________________________________________________________
____________________________________________________________
2. _____________________________________________________________
____________________________________________________________
c. Comparte tus conclusiones con un compañero.

Escribe un texto de breve, aquí o en tu cuaderno, en donde expliques cómo crees que influye
tu experiencia personal y el contexto en el que vives en tu punto de vista respecto a distintos
conflictos que experimentan en la escuela los personajes que elegiste en la actividad anterior.
a. Sigue la indicación de tu profesor y, si lo deseas, comparte tu texto con tu grupo.
37
Actividad Construye T
BLOCK II
Story Tellers

The student uses the simple past tense, past progressive and its connectors in real life situations
improving communicative, writing, and reading skills.
KNOWLEDGE
● Vocabulary: Social, historical and personal events, irregular and regular verbs in the simple past
tense.
● Grammar: Simple past and past progressive tense in its affirmative, negative and interrogative
form.
● Connectors used in the past progressive: “when”, “first”, “then”, “after”, “later”, “after a while”,
“after that”, “finally”, and “at the end”.
EXPECTED LEARNING
● The student uses the simple past tense and past progressive tense correctly to talk and write about
past events in its affirmative, interrogative and negative form.
ABILITIES
● The student describes past experiences being aware of fluency, pronunciation, coherence and
intonation. Identifies the simple past tense and past progressive in texts and uses his/her writing
skills in these two tenses taking into account the syntaxes, punctuation marks, capitalization, spelling
and coherence.
ATTITUDES
● The student interacts with its peers collaboratively showing willingness to methodical and organized
work.
● Improves creativity, respects others opinions, and demonstrates social awareness in situations of
their environment

DE COMUNICACIÓN
BLOCK
II
Didactic Sequence 1
Talking about Past Events and Actions
Start up Activity
Complete the story. Use the verbs in the parenthesis. Then, add an ending to the story in the lines below.
Last year I went (go) on holiday . I _____________ (drive) to the sea with my friend. On the first day we
_____________(look) at the beautiful buildings and ______________ (eat) in lots of restaurants. The next
day ___________(be) very hot so we ______________ (drive) to the sea. We ___________ (leave) our
clothes in the car and sunbathed and ___________ (swim) all day. At six o’clock we ___________(walk)
to our car, but the car ___________(be/neg) there.
_____________________________________________________________________________________
40 _____________________________________________________________________________________
INGLÉS III
_____________________________________________________________________________________
1
Look at the pictures and discuss with your classmates the following question:
Who were they?
Princess of Wales Rock band
41
BLOCK II Story Tellers

Writer Painter
Singer Inventor
Actor Military leader

2
Read and practice the following conversation with a partner.
Jake: Dad! I have homework about Elvis Presley. Who was he?
Ben: He was a famous singer and actor in the 20th century.
Jake: He was born in Arizona, right?
Ben: No, he wasn’t. He was born in Mississippi. He was the “King

of Rock and Roll” and his first single was "Heartbreak Hotel".
Jake: And which was one of his most famous films?
Ben: In1956, Presley made his film debut in “Love Me Tender”,

which is also the name of one of his songs used in this film. He
was commercially successful in many genres, including pop,
country, R&B, adult contemporary, and gospel.
Jake: Did you like it dad?
Ben: Oh yeah! One of my favorite singers.

42
INGLÉS III
GRAMMAR
Simple Past Tense Verb: be
Affirmative (+) Negative (-)

I I
He He
was wasn’t (was + not)
She She at school.
at school.
It It
We We
You were You weren’t (were + not)
They They
Yes/No question (?) Short Answer (+) Short Answer (-)
I I I
he he he
Was was. wasn’t.
she at school? she she
it Yes, it No, it
we we we
Were you you were. you weren’t. 43
they they they

Wh- question (?)
I I
he he
was was absent
she she
absent because the
Why it it
yesterday? bus didn´t
we we arrive.
were you you were
they they
3
In pairs, try to guess and complete the following sentences. Use was, were, wasn’t or weren’t.
1. Jimi Hendrix ___________ a famous guitarist.
2. Leonardo da Vinci _____________ Spanish.
3. Rembrandt and Velasquez _________ great musicians.
4. Cleopatra _______ the queen of Egypt.
5. Gandhi and Martin Luther King __________ leaders.
6. The Beatles ________ from the city of Liverpool.
7. Einstein ________ born in the United States.
8. Elvis Presley _______ the “King of Rock and Roll”.
44
4
INGLÉS III
Complete the following questions and answers.
1. ________________ Simon Bolivar? He was a general.
2. ________________Bob Marley born? __________________________ in Jamaica.
3. ____________________ Walt Disney born? ________________________ in 1901.
4. _____________________ Laurel and Hardy? They______________________ actors.
5. ______________________ Louis Pasteur a painter? No, _______________________. He

__________________ a scientist.
6. __________________ Frida Kahlo born? _____________________ in Mexico.

5
Use the following chart and practice with a partner making questions and answering them.
Who was Wes Craven?
He was a film director but also a writer, producer and actor. He was known for his popular horror movies
like “Scream” in 1996.
Who Job Country of birth Date of birth

Wes Craven Film director United states 1939
Pablo Picasso Painter Spain 1881
Marie Curie Scientist Poland 1867
Maria Felix Actress Mexico 1914
Kobe Bryant Basketball player United States 1978
Michael Jackson Singer United States 1958
45

Co-Evaluation
Complete the following evaluation about your partner´s participation in the previous activity. Draw a
checkmark in the correct column.
He/she did this very He/she did this He/she needs to study
My classmate…
well. quite well. or practice more.
used the verb “be” in the
negative and positive form in the
past tense .
talked about famous historical
figures.
asked and answered questions
using “was” and “were”.
was fluent when speaking.
6
PART A. Complete the text with WAS or WERE. Practice it with a partner.
Interviewer: What____________ it like during the First World War, Bill?
Bill : It _____________ a terrible time. I ___________ a young man, so I__________ in the

army. We_____________ in Italy.
Interviewer: Where _____________ your wife and children?
Bill : They ____________ in London. That ___________ dangerous too. There_________
bombs and there ____________ not a lot of food. The children_____________ very
young. Maria was six and Fernanda was eight years old and they ___________ very
frightened.
46
INGLÉS III
PART B. According to the conversation you have just read, are these statements TRUE or FALSE?
Correct the FALSE statements using WASN’T or WEREN’T:
Example: Bill was an old man during the First World War.
FALSE- Bill wasn’t an old man during the First World War.
TRUE - Bill was in the army.
1. Bill was in Poland. ……………………………………………………………......….
2. Bill’s wife and children were in Italy. ………………………………………….
3. It was dangerous in London. ……………………………………………………
4. There was a lot of food in London. ……………………………………………
5. The children were quite old. ………………………………………………………
6. The children were frightened. …………………………………………………….
PART C. Now, make questions using the words given. Add was or were as in the example below.
47
Example: How old / Bill / during the First World War?

How old was Bill during the First World War?
1. / Bill / in the army? ………………………………………………………..........……
2. Where / Bill? …………………………………………………………………..........…..
3. Where / Bill’s wife and children? ………………………………………………..
4. / It dangerous in London? …………………………………………………...……..
5. / there bombs? ………………………………………………………………........……
6. / there a lot of food? ………………………………………………………......……..
7. How old / the children? ………………………………………………….....……….
8. / the children frightened? …………………………………………………...……..

7
Read the following text and then answer the statements True or False.
Multiple Intelligences
According to psychologist Howard Gardener, people have some different types of intelligences. Some
people are good at some things; other people are good at others. Not all people are good on everything.
A person with logical-mathematical intelligence can solve math problems easily, and someone with good
musical intelligence can play an instrument well. For example, Mozart´s musical intelligence was amazing.
His first work was at the age of five, and his first opera at the age of fourteen. Albert Einstein was a brilliant
mathematician, but his interpersonal intelligence wasn´t very good. Einstein wasn´t very sociable.
Let´s look at a variety of intelligences of some famous people in history. Napoleon was a great general
and strategist. Sigmund Freud had good linguistic intelligence, and he was good with people. Winston
Churchill wasn´t a very good student at school, but he was a political genius. He was one of Britain´s
greatest prime ministers. Churchill was also a newspaper reporter, and a very good painter. Thomas Edison
wasn´t a scientist, but he was a great inventor with lots or practical ideas. Some of his inventions were the
phonograph, the electric bulb, and the movie camera. Leonardo da Vinci is a good example of different
types of intelligences. Leonardo was a painter, a sculptor, a designer, an architect, a scientist, an engineer,
an inventor, all in one.
48 Dos Santos, Manuel (2007) Welcome to my World II, Mc Graw Hill.
INGLÉS III
1. _________ According to Gardener, people are intelligent in different ways.

2. ________ Mozart was a composer at a very young age.
3. ________ Einstein was very sociable and good with people.
4. ________ Churchill wasn´t very good at arts.
5. ________ Edison was the inventor of the electric bulb.
6. _______ Leonardo da Vinci was good at many things.
GRAMMAR
Simple Past Tense
Regular and Irregular Verbs

Use the simple past tense to talk about an event that happened in the past.
Regular verbs in the simple past tense end in –ed

1. If the base form ends in –e, add only –d arrive- arrived
2. If the base form ends in –y after a consonant, change -y to -i and add-ed. Study- studied
3. If one-syllable verb ends in a consonant + vowel + consonant, double the last consonant and add
–ed.
Hug-hugged
However, do not double the last consonant if it is a w, x, or y.
Row- rowed
mix- mixed
stay-stayed.
Affirmative (+) Negative (-)

I cleaned the house. I clean the house.
You washed the clothes. You wash the clothes.
He lived in Japan. He live in Japan.
She studied French. She didn’t study French. 49
It ate its food. It (did + not) eat its food.

We had a good time. We have a good time.
You went to the mall. You go to the mall.
They saw a good movie. They see a good movie.
Yes/No question (?) Short Answer (+) Short Answer (-)
I clean the house? I I

you wash the clothes? you you
he live in Japan? he he
she study French she she
Did Yes, did. No, didn’t.
it eat its food? it it
we have a good time? we we
you go to the mall? you you
they see a good movie? they they
“Wh-question (?)
I
he
she leave the keys?
Where did it
we
you
they
Base Forms and Past Tense Forms of Common Irregular Verbs
Base Form Past-tense Form Base Form Past-tense Form Base Form Past-tense Form
Be Was, were Give Gave Say Said
Begin Began Go Went See Saw
Break Broke Grow Grew Sing Sang
Bring Brought Have Had Sit Sat
Build Built Hear Heard Sleep Slept
Buy Bought Hit Hit Speak Spoke
Come Came Know Knew Spend Spent
Do Did Leave Left Stand Stood
Drink Drank Lose Lost Swim Swam
Drive Drove Make Made Take Took

50
INGLÉS III
Eat Ate Mean Meant Tell Told
Fall Fell Meet Met Think Thought
Find Found Put Put Understand Understood
Fly Flew Read Read Wake Woke
Forget Forgot Ride Rode Win Won
Get Got Run Ran Write Wrote

8
The regular simple past verb ending has three sounds: /t/, /d/, and /Id/..
Listen and repeat. Observe the pronunciation of the regular verbs in the past tense.
/t/ /d/ /id/
Dress dressed rain rained decide decided
Watch watched study studied celebrate celebrated
Fix fixed prepare prepared demand demanded
Help helped enjoy enjoyed visit visited
Laugh laughed page paged land landed
Work worked warn warned want wanted
51
Read the sentences. Underline the verb in the past tense. Then, with the help of your teacher draw a
checkmark in the correct sound of the –ed.

Sentence /t/ /d/ /Id/
1. He graduated from college last year.
2. They started a business.
3. They worked long hours.
4. They hired many people.
5. They learned a lot.
6. A company wanted to buy their business.
7. They agreed.
9
Identify and correct the 30 grammar mistakes below.
Last month is very special. I fly by myself for the first time! I am a little nervous but it is exciting.
First, I take a taxi to the international airport terminal. Then, I check-in at the reception desk
and walk to the departure lounge at Gate B64. I am early, so I don’t have to wait a long time
to go through immigration and security. Then, I wait in the departure lounge for about 25
minutes before I get on the plane. After I board the plane, I walk along the aisle and find my
seat. Then, I sit down and fasten my seatbelt. I am lucky because my seat is a window seat,
so I can look outside as the plane takes off. After a few hours, the flight attendants serve us
dinner and then I talk to the passenger next to me. His name is Eduardo and I am surprised to
find out that he is also travelling to Vancouver to study English for the summer. Finally, I watch
an action movie and then our plane lands soon after that. I have a wonderful time in Canada.
52
It is really fun and I make lots of new friends from all over the world. Next week, I will fly back
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to Mexico but I will never forget my time here.

10
Complete the following conversations in the simple past tense.
1. A: Where _____________ you go on Saturday?

B: I stayed at home and ____________ TV. How about you?
A: I _____________ to the beach with my friends.
2. A: What ____________ you eat for dinner last night?

B: We _________ chicken and a salad.
A: _________ you ________ dessert?
B: No, we didn´t. We ________ full.
3. A: Where ________ Jenny born?

B: She was _________ in China. 53
A: When did she _________ to the U.S?

B: She came in 2004.
4. A: What _______ you do yesterday?

B: I _________ to the game.
A: What was it like?
B: It ________ great.
11
Complete the conversations. Write yes/no questions with the words in the box.
Verbs: call get up go have leave rain

Subjects: I it Jeremy you your parents you and Amanda
Look at the following example:
1. A: Did you have breakfast this morning, Jeremy?
B: Yes, I had cereal, eggs, toast, and tea.
2. A: Josh, ____________________________________________ early this morning?
B: No, we didn´t. We slept until 10:00 am. It´s Saturday, remember?
3. A: __________________________________ yesterday in Seattle, Mary?
B: Yes, it did. It rained all day.

54
4. A: ____________________________________ to the movies with you?
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B: Yes, he did. Ben went too. We all really enjoyed it.
5. A: I´m sorry, Mark. ________________________________ too late?
B: No, you didn´t. It´s only 9:45. What´s up?
6. A: ______________________________________ for vacation, Jessica?
B: Yes, they did. They left at 6:30 this morning to Jamaica.

12
Complete the following conversation between Mary and Jessica. Write questions about the underlined
word in the simple past tense.
1. Mary: _____________________________________?
Jessica: We went to the country.
2. Mary: Really?_________________________________?
Jessica: We left at ten in the morning. The drive took five hours.
3. Mary: ________________________________________?
Jessica: It took five hours because we had a flat tire on the way.
4. Mary: _________________________________________?
Jessica: Jeremy changed the tire.
5. Mary: ________________________________________? 55

Jessica: We got home at midnight.
13
Read the following biography and answer part A and B.
Albert Einstein (1879-1955)

Albert Einstein, one of the world’s most renowned scientists, was
born in Germany in 1879. It is said that he didn’t talk until he was
four years old, and that his parents and others believed that he was
of average intelligence, or less. When he was in elementary school,
his teachers didn’t think he was a successful student. By the time
he was eight years old, they had already decided that he could
not learn as fast as his classmates could. Furthermore, he didn’t
have much interest in his classes, and didn´t give time to study the
required Latin and Greek.
The only subject that interested him was mathematics. However,

even this interest caused trouble with his teachers; Einstein solved
mathematical problems in his own way which was different from
the way of the prescribed curriculum. His teachers didn’t believe
56 that his future would be very bright.
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When Einstein was sixteen, he left school. His parents moved to Italy earlier, so he decided to follow
them there. After he was in Italy for only a few months, he decided to enter another school, the
Zurich Polytechnic, in Switzerland. There he encountered other problems: the teachers forced him
to study the same subjects that the other students were studying at the same time. Of course, he
already mastered the basic subjects that were taught in the school, and so he quickly became bored
and disillusioned. He had been studying physics and other natural sciences by himself before that
time, and he hoped to continue in his own way. After many frustrations, he finally graduated from the
Polytechnic just after he turned twenty-one years old. At that time, he began publishing his important
scientific theories. At first, his theories weren’t accepted, but after a while, other scientists realized
how brilliant they were, and Einstein received the recognition he deserved.
Einstein settled in the United States before World War II. He taught at Princeton University in New
Jersey, and continued making important contributions to science. In the town of Princeton, he used
to walk around town like any ordinary citizen, and was usually not recognized as the great man that
he was.
Einstein’s theories changed the ways that scientists thought about time, space, and matter. His ideas,
such as the theory of relativity, continue to be valid today. There was no other scientist of such
importance in the twentieth century, and indeed, he is among the few great scientists of all time.
Adapted from Spack,R &Keith S (2000) Focus on Grammar Workbook Vol. A. Second Ed. Longman
Part A. According to the previous text, answer the following questions. Write complete sentences.
1. Where was Albert Einstein born?
2. What was his favorite subject?
3. When did he leave school?
4. What were some of the problems he encountered at school?
5. What did he do once he settled in the United States?
Part B. According to Einstein´s biography, change these false statements.
When he was in elementary school, teachers considered him a successful student.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
From a young age, he showed a lot of interest in all his classes.

_____________________________________________________________________________________
_____________________________________________________________________________________
57
_____________________________________________________________________________________

Einstein's math classes bored and disillusioned him.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
When he began publishing his important scientific theories, they were accepted.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
In the twentieth, he was not an important scientist.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
14
Listen to this song, and complete the following lyric.
Someone Like You

Adele
I ________ that you're settled down I had hoped you'd see my face.
That you ________ a girl and you're ________ now And that you'd be ________ that for me, it isn't
I heard that your dreams ________ true over.
Guess she ________ you things, I ________ give to Never mind, I'll find someone like you
58 you I wish nothing but the best for you, too
Old friend, why are you so shy? "Don't forget me, " I begged
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Ain't like you to hold back or hide from the light I remember you ________
I hate to turn up out of the blue, uninvited "Sometimes it lasts in love, but sometimes it hurts
But I ________ stay away, I couldn´t fight it instead".
I had hoped you'd see my face Nothing compares, no worries or cares.
And that you'd be ________ that for me, it isn't over Regrets and mistakes, they're memories ________
Never mind, I'll find someone like you Who would have known how bittersweet this would
taste?
I wish nothing but the best for you, too
Never mind, I'll find someone like you.
"Don't forget me, " I beg
I wish nothing but the best for you.
I remember you ________
"Don't forget me, " I beg.
"Sometimes it lasts in love, but sometimes it hurts
instead" I remember you ________
"Sometimes it lasts in love, but sometimes it hurts "Sometimes it lasts in love, but sometimes it hurts
instead" instead"
You know how the time flies. Never mind, I'll find someone like you.
Only yesterday ________ the time of our lives. I wish nothing but the best for you, too.
We ________ born and ________ in a summer "Don't forget me, " I begged.
haze. I remember you ________.
Bound by the surprise of our glory days. "Sometimes it lasts in love, but sometimes it hurts
I hate to turn up out of the blue, uninvited instead".
But I ________ stay away, I ________ fight it. "Sometimes it lasts in love, but sometimes it hurts
instead".
2.- Ver para entender.
Página: 78
Closing Activity
15
Write about a famous person that lived long time ago. Use the simple past tense. Be careful with
capitalization and punctuation marks.
59

Self-Evaluation
I can do this very I can do this quite I need to study or

well. well. practice more.
Use the verb “be” in the simple
past.
Use regular verbs in the simple
past.
Use irregular verbs in the simple
past.
Say what people did and didn´t
do.
Describe a person´s life story.
60
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Didactic Sequence 2
What were they doing?
Start up Activity
Write the correct option in the parenthesis.
1. (____) My brother and sister _____ playing tennis yesterday at 11 am.
A) was B) were C) are
2.(_____) _____ you still working at 7 pm last night?
A) Were B) Are C) Was

61

3. (____) Mariana _____ driving home when you called her.
A) was B) am C) were
4. (____) We _____ sleeping when the police came. We were watching a terror movie.
A) was B) weren't C) won't
5. ¿Why _____ he having lunch at 4 pm? It was very late.
A) was B) does C) were

1
Read the following conversation and practice it with your partner.
Danny: Sorry I’m late, Dad.

Father: Oh Danny where were you?
Danny: I was at the concert. Don´t you remember?
Father: What were you doing there until 3:00 A.M? Your mom and I were worried about you.
Danny: I was dancing. My favorite band was playing.
Father: Why didn’t you call?
Danny: My cell phone battery was dead, and…
Father: Wasn’t there any pay phone?
Danny: I didn’t have any change.
62 Father: Any more creative excuses? You’re grounded for one month.
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Danny: But, Dad.

Father: No buts.
Complete the sentences about the conversation.
1. Danny ____________________ until very late.

2. His favorite band_______________.
3. His cell pone ___________ working.
4. Danny couldn’t use the pay phone because ___________________.
GRAMMAR
PAST PROGRESSIVE TENSE
The past progressive tense indicates a continuing action at some point in the past.
Affirmative (+) and Negative (-) Yes/No question (?)
I I
She She
Was/wasn´t working. Was working?
He He
It It
You You
We Were/weren´t working. Were We working?
They They
Short Answer (+) (-)

I
Yes, she
No, he was/wasn´t.
it
you 63
Yes,
we were/weren´t.

No,
they
Wh- question (?)
she She
working at the
Where was he working? He was
hospital.
it It
you You
working at the
Where were we working? We were
hospital.
they They
2
Fill in the postcard with the past progressive tense. Use the verbs from the box.
get shine watch enjoy learn have sit get
Dear Joe,
Hello from Hawaii. Let me tell you what we were doing yesterday evening. Yesterday
we were having a great time.
The sun __________________ and we ______________________
every minute of our vacation. Jack ____________________
on the beach. He ____________________ the
children. The water was warm, but I’m lazy. So
I __________________ on the sand writing

64 this postcard to you. We ___________________
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very tan. Oh, and Jack _____________ to
surf. Are you surprised? I am.
Wish you were here.
Love,
Jane, Jack, Billy and Sue.
3
Write sentences using the verbs at the right. Look at the example.
Where was everybody?

Do homework
1. Harry and Jennifer were outside.
They were playing baseball. Make dinner
Talk to a friend
2. The dog was outside too.
_______________________________________ Set the table
3. Larry was in the dining room. Take a shower

______________________________________ Run after the ball
4. Sally was in the bathroom. Play baseball

______________________________________
5. Dad was in the kitchen.

______________________________________
6. Mom was on the phone.

______________________________________ 65

7. I was at my desk.
______________________________________
4
Write Yes/no questions in the past progressive tense with the words given. Give a short answer
depending on the picture.
1. policeman/talk on the phone

Was the policeman talking on the phone? Yes, he was.
2. old man/sleep
__________________________________________________________
3. girls/read magazines
66
__________________________________________________________
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4. women/listen music
__________________________________________________________
5. child/eat ice cream
__________________________________________________________
6. baby/ cry
__________________________________________________________
5
Write Wh-questions as in the example below.
1. They were having dinner in the dining room. (Where)
Where were they having dinner?
2. They were eating turkey, mashed potatoes and vegetables. (What)
_____________________________________________________________________________________
3. He was sitting next to Clare. (Where)
_____________________________________________________________________________________
4. Diego was eating desperate. (Why)
_____________________________________________________________________________________ 67

5. They were listening to electronic music. (What)
_____________________________________________________________________________________
6. They were celebrating Thanksgiving. (What)
_____________________________________________________________________________________
6
Practice with a partner making yes/no questions and Wh-questions. Take turns. Remember to use the
past progressive tense. Look at the example.
A: What was Jenny doing? Or A: Was Jenny playing the piano?
B: She was reading a book. B: No, she wasn´t. She was reading a book.
Mary Lucia George
68
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The boys The boys Mr. Silva
Self-Evaluation
Activity 6
I can… I can do this very I can do this quite I need to study or
well. well. practice more.
identify the action verbs in each
picture.
use the past progressive tense in
questions.
use the past progressive tense in
affirmative sentences.
answer questions in the past
progressive tense.
7
Read the following story. Then answer questions below.
Hannah met Jamie in the summer of 2004. It was Hannah’s 21st birthday and she and her friends went to a
club. They wanted to dance, but they didn’t like the music so Hannah went to speak to the DJ. ‘This music
is awful,’ she said. ‘Could you play something else?’ The DJ looked at her and said ‘Don’t worry; I have the
perfect song for you.’
Two minutes later he said: ‘The next song is by Coldplay. It’s called Yellow and it’s for a beautiful girl who
is dancing over there.’ Hannah knew that the song was for her because she was wearing a yellow dress.
When Hannah and her friends left the club the DJ was waiting at the door. ‘Hi, I’m Jamie,’ he said to
Hannah. ‘Can I see you again?’ So Hannah gave him her phone number.
Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant
and they talked all evening. After that Jamie and Hannah saw each other every day. Every evening when
Hannah finished work they met at 5:30 pm in a coffee bar in the High Street. They were madly in love.
One evening in October 31st, Hannah was at work. As usual she was going to meet Jamie at 5:30 pm. It was
dark and it was raining. She looked at her watch. It was 5:20! She was going to be late! She ran to her car
and got in. At 5:25 pm she was driving along the High Street. She was going very fast because she was in
a hurry. 69

When Hannah was on her way she hit the sidewalk. She called an ambulance and they took her to the
hospital, nothing serious happened to her.
When Jamie arrived to the coffee bar, Hannah wasn’t there. He phoned her, but her mobile was turned
off, so he waited for ten minutes and then went home.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
1. What was Hannah wearing in her birthday?

2. What was Jamie doing when he met Hannah?
3. Were they going to a French restaurant in their first date?
4. What was Hannah doing on October 31st at 5:25 pm?
8
Read the next story and complete the spaces with the correct connector. These words called connectors,
as the word says by itself, help you connect your ideas and give sequence to the story.
At the end then after a while finally

after that after first
Last week was my best friend’s birthday, but I forgot it because I was playing videogames all day, since
quarantine was starting. So, I decided to make her a pizza for dinner. _________, I went to the grocery
store to buy all the ingredients I needed, but I saw there were two men fighting in the grocery’s door, so I
got scared and went to another shop. ___________, I arrived home, but when I was preparing the pizza,
I saw a rat in the kitchen so I started to scream all over the house. ____________, I opened the door for
the rat to come out, but ___________, it went out my home. I finished the pizza and I said: “I’m going
to give it to her ___________ I take a shower.” While I was taking the shower, my phone was ringing but I
couldn’t answer it. __________, I took my phone and I saw who called me, it was my best friend and she
was telling me that she was arriving to her house in that moment. ___________, I went to her house with
70 the delicious pizza but she said she didn’t like the pepperoni. Anyway, I still made her eat it all.
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9
Underline the correct connector for each sentence.
1. Yesterday morning I was preparing a delicious cake. ____ I preheated the

oven to 180° F.
A) Finally
B) When
C) First
2. At 9:05 am I was mixing all the ingredients. ___, I added boiling water to the
mixture.
A) Then
B) When
C) At the end
71

3. _______ having the mixture ready, I checked that the oven was in the correct
temperature. At 9:10 am I was putting the cake in the oven.
A) After
B) Then
C) After while
4. I was preparing the frosting and thinking about the decoration ___ suddenly
the oven turned off. The cake was ready! I waited a few minutes to start with the
decoration.
A) later
B) after that
C) when
5. At 5:00 pm everything was ready and one hour later my mom was lighting
the candles' cake. It was my sister´s birthday and all my family were there
celebrating with us. _____, my sister blew out the candles and shared the
delicious cake I prepared.
A) First
B) After that
C) At the end
6. We were eating cake and ___ my sister started to open her presents .
A) when
B) first
C) later
7. My cousins were laughing and having fun. ___ everyone flattered me for
the delicious dessert I made.
A) Finally
B) When
72 C) First
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8. ____ everyone was leaving very satisfied with the banquet.
A) After that
B) First
C) At the end
3.- El contexto cuenta.

Página: 80
Closing Activity
10
Look at the following picture taken yesterday at Miss Kathy´s class. What were all her students doing?
Create a short story. Write negative and affirmative sentences.
73

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Reading Comprehension Approach
In the subject Mexican History block 2, you looked into the Ancient Civilizations in Mexico which are
also known as Pre-hispanic cultures. The Mesoamerican region accommodates the most advanced and
complex civilizations of the American continent which developed over many centuries before the arrival
of the invading Spanish “conquistadors”. The main Mesoamerican Pre-hispanic cultures of Mexico are:
the Olmec, Teotihuacan, Toltec, Zapotec, Maya, Aztec, Mixtec, and the Chichimec peoples, among others.
In teams of 3, investigate about one of the pre-hispanic cultures already mentioned. Create a time line
showing all of its development since it first started until it disappeared. Include images and sentences in
the simple past tense and past progressive. Make sure your time line is big enough for your classmates to
see. Then, present it in front of the class.
You will be graded according to the following rubric.
Time line Rubric

Needs to improve ___
Excellent ___ points Good ___ points
points
Includes the Includes the majority The majority of the
most important of the most important most important
Content information. All information. Some information is omitted.
74 relevant details are relevant details are Lacks of important
included. included. details.
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The majority of the The majority of the

Images and dates
Dates and images images and dates are images and dates are
are complete.
included. not included.
The sentences There´s one or two
There are 3 or more
are well written mistakes in: grammar
mistakes in: grammar
in the simple (simple past tense and
(simple past tense and
past tense and past progressive) or
past progressive) or
past progressive. spelling.
spelling.
Grammar There´s no
Some punctuation
spelling mistakes. There´s no
marks are missing.
It includes correct punctuation marks.
punctuation Capitalization is
marks and There is no
missing in some
capitalization. capitalization.
sentences.
The team members The team members The team members
spoke clearly during spoke clearly during the had a lot of difficulties
the presentation presentation half of the in expressing their
Communicative most of the time time. ideas. They had a
skills (100-95%). lot of pronunciation
Pronunciation is good. problems.
Pronunciation is
excellent.
Team members
shared their ideas
and they helped
each other in their The team members The team members
problems. had few difficulties weren´t able to work
in working in teams. in teams. They looked
Collaborative work They worked disorganized when
together as a team They seemed a little
prepared when presenting.
and prepared a
good presentation presenting.
which was
presented complete
and on time.
Closure Items
PART A. Match the questions with the answer. Then, complete the sentences with was or were.
1. _____ Where were you this afternoon? a. The large sizes________ .
2. _____How was the party? b. She________ sick in bed.

75
3. _____ Who was that handsome boy with you? c. It ________at nine o’clock.

4. ____What was the weather like on your trip? d. We ________at soccer practice.
5. _____ When were the twins born? e. It ________ my boyfriend.
6. _____Which sweaters were on sale? f. It ________ really fun.
7. _____What time was the show? g. They ________born in 1990.
8. _____Why wasn’t Maria at school today? h. It ________cold and miserable.

PART B.
1. Complete the conversations. Circle the correct option.
1. AMANDA: Where were you last night?

KATHY: ___________________________
A) Yes, I was. C) Were you alone?
B) I was in the park. D) For two hours.
2. MARK: Was she at gym?

STEVE: _____________________________________
A) No, she was. C) Who was at the gym?
B) Yes, she was. D) No, they weren’t.
3. KATE: ________________________________
ANA: Where were you?
A) Sorry, I wasn’t home last night. C) Are you at the gym?
B) Were you at home? D) Mark and I are at soccer game.
4. LOUIS: How long were you there?

CLARK: __________________________________
A) Fine, thanks. C) Yesterday.
76 B) By car. D) I was there for four days.
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5. JOSEPH: ________________________________
MARCOS: It was cold.
A) How was the weather? C) How long was it?
B) How are you? D) Where were you?
6. DAVID: ________________________________
GEORGE: Yes, I was. We were on a tour.
A) Were you having fun with your friends? C) Where were you?
B) Who was there? D) What movie was it?
7. MARIANNE: ________________________________
LAUREN: It was scary.
A) How long was the movie? C) How was the movie?
B) How is the movie? D) Who was in the movie?
8. ALEX: Sorry I’m late. ____________________

TIM: That’s okay.
A) I miss the train. C) I missed the train.
B) Do I miss the train? D) I do miss the train.
9. ANGELA: ____________________________
JOSH: Yes, I got up after nine.
A) Do you get up late? C) When did you get up?

B) Did you get up late? D) Who got up late?
10. TIM: ___________________________________

STEVE: They stayed at my house.
A) Why did your friends stay there? C) Where did your friends stay?
B) Did your friends stay at your house? D) Did your friends stay at a hotel?
11. MARIE: ___________________________________

STEVEN: They were taking the bus at about nine.
A) Why did they leave? C) Where do they leave?
B) Who left last night? D) What time were they leaving?
12. MAX: What were you doing yesterday morning?

PATTY: Yesterday morning I was having a relaxed moment. _____, at 7:00 I was already taking a hot bath.
______, I decided to drink a hot tea ____ having breakfast. ____ at about 8:15 I was preparing delicious
hot cakes decorated with a lot of strawberries. Later, I sat on the sofa and read a romantic novel. I really
loved this day.
77
A) First/Before/finally/After a while C) When/After that/later/Finally

B) First/ Then/before/After a while D) First/After that/later/before
2
CONSTRUYE T
Ver para entender
78
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b. Comenten el caso y “poniéndose en los zapatos” de Luis y Mariano, deduzcan tres

necesidades, pensamientos y emociones que consideran que tiene cada uno. Anótenlas
en el siguiente cuadro:
a. De acuerdo con el ejercicio anterior, en su mismo equipo comenten sobre los siguientes
puntos:
• La forma en que las necesidades, pensamientos y emociones de Luis y Mariano, junto
con la situación que están viviendo en sus familias influyen en la actitud que asumen
ante el acoso.
• Lo que pasaría si cada uno considerara la perspectiva del otro.
b. En equipo realicen una conclusión. Pueden compartirla con el resto del grupo.
79
3
CONSTRUYE T
El contexto cuenta
80
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81
BLOCK III
Diversity
PURPOSE OF THE BLOCK:
Explains the characteristics of people, objects or places around by using relative pronouns and
communicative abilities that enhance inclusive environments that allow him/her to appreciate his own
and other people’s differences.
KNOWLEDGE: VOCABULARY:
● “There is”, “there are” to describe people, places and things.
● Qualifying Adjectives.
● Grammar: Relative
● Pronouns: “who”, “which”, “that” and “where”.
EXPECTED LEARNING:
● Describes the characteristics of people, places or things in oral and written language using relative
pronouns and promoting inclusive environments.
ABILITIES:
● Recognizes the characteristics of people, places and things in oral and written texts. Expresses
information related to people, places and things using the relative pronouns, considering fluency,
pronunciation, coherence and intonation.
● Describes people, places and things using relative pronouns, considering syntax, spelling and
coherence.
ATTITUDES:
● Recognizes diversity in his/her context practicing the tolerance. Respects his/her own and other
people’s similarities and differences.
● Promotes inclusive environments.
● Rejects any forms of discrimination.

DE COMUNICACIÓN
BLOCK
III
Didactic Sequence 1
How do I look like?
Start up Activity
Get together in pairs and describe each other using as many DESCRIPTIVE ADJECTIVES as possible. Write
down your description of the other person and the one they made of you.
How did they describe you? Do you agree with their perception?
My classmate’s description.
84
INGLES III
My classmate’s name: _____________________________________________________________
Description: _____________________________________________________________________
________________________________________________________________________________
My description.
My name: _______________________________________________________________________
How my classmate described me: ____________________________________________________
________________________________________________________________________________
Do you agree with the description? ________ Why? _____________________________________
________________________________________________________________________________
1
Place the following adjectives under the correct category.
Interesting ancient crowded short plastic modern light

spacious young blue calm gold mysterious bright
hot stormy comfortable huge terrible leather 14-year-old
urban wonderful important wooden stone old cotton tropical
enormous black large delicious tall tiny fluorescent
Opinion Size Age

_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________ 85
_________________________ _________________________ _________________________
BLOQUE III Diversity

_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
_________________________ _________________________ _________________________
Color Material Places

__________________________ _________________________ _________________________
__________________________ _________________________ _________________________
__________________________ _________________________ _________________________
__________________________ _________________________ _________________________
__________________________ _________________________ _________________________
__________________________ _________________________ _________________________
_________________________ _________________________ _________________________
GRAMMAR
there is / there are
THERE IS / ARE
There is a laptop
in my suitcase.
two shirts
There are
some sweaters
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Look at the grammar box. Then look at the sentences and choose the correct option.
1. We use there is / there are with singular nouns.

2. We use there is / there are with plural nouns.
PRONUNCIATION - Reduction of there is.
Listen to your teacher and practice. Notice how there is and there are are reduced in a conversation,
except for short answers.
Is there a parking lot near here?

Yes, there is. There’s one across from the shopping center.
Are there any grocery stores around here?

Yes, there are. There are some on Pine Street.
2
Pair Work
Work in pairs. Choose a place you travel to a lot. What do you take with you? Write a list. Tell your
partner where you go and what you usually have in your suitcase. Use there is and there are.
For example: I usually travel to Bahía de Kino.

In my suitcase, there are usually four T-shirts
and two swimsuits. Also, there is a …...
87

GRAMMAR
There is/are NEGATIVE AND QUESTION FORMS
There is / are NEGATIVE AND QUESTION FORMS
There isn’t a train.
There aren’t any cheap hotels.
Yes, there is.

Is there a train?
No, there isn’t.
Yes, there are.

Are there any cheap hotels?
No, there aren’t.
3
Let’s practice! Decide whether there is or there are is the best choice.
1. Look, __________ a new movie out today.
2. Andrew, be careful, __________ too many rocks on the road.
3. We noticed __________ several broken pieces on the floor.
4. __________ more clouds today than usual.
5. __________ a different way to do that. Let me show you.
6. Carlos said __________ a very good movie at the cinema.
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7. I will feel very nervous if __________ too many people at the conference.
8. __________ two new buildings next to the school.

4
Write the questions for the following sentences.
● There is a banana in the bowl. Is there a banana in the bowl?
● There are two books on the desk. _______________________________________
● There are six sandwiches in the basket. _______________________________________
● There is an elephant in the zoo. _______________________________________
● There are five kites in the sky. _______________________________________
● There is a rabbit behind the tree. _______________________________________
Complete the following sentences with the correct form of “Is there…?” or “Are there…?
● ___________________ five chairs in the class?
● ___________________ an ice cream in the fridge?
● ___________________ twenty tomatoes on the table? 89

● ___________________ eight eggs in the plate?
● ___________________ a banana in the fridge?

5
Bring to class 3 color photographs taken from a magazine or from Internet. The photographs must
include a variety of PEOPLE, PLACES or OBJECTS. Write about everything you see in them. Remember
to use descriptive adjectives from the diagnostic evaluation with “there is” or “there are”.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
90
___________________________________________
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___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
4.- Si te caes, te levanto.

Página: 96
Closing Activity
6
The World in One Neighborhood
Scan the article. Then, check () the countries that are not mentioned.
 Brazil  China  India Japan  Pakistan Romania Thailand
1. The sidewalks are crowded with Indian women in colorful traditional dresses. A woman on the corner
is selling Chinese cakes. A new song from a Romanian band is playing in a restaurant. Is it China? India?
Romania? No, it’s Astoria, a neighborhood in Queens, New York City. Astoria was once a mostly Greek
neighborhood, but the area is changing fast. New residents from India, Pakistan, Thailand, China, and
all over the United States are moving in.
91

2. The new residents bring many traditions. These traditions blend together to make Astoria truly
multicultural. “When people are surrounded by different cultures, they adopt the things that they
like”, says one resident. “Here in Astoria, it isn’t surprising that an Indian woman buys Mexican tortillas
from a Korean grocery store. It’s one of the things that makes the neighborhood special.”
3. It isn’t surprising that Astoria is becoming a very popular place to live. The rents are reasonable, the
neighborhood is safe, and it has a very good public transportation. There are inexpensive stores, many
nice restaurants, and good fresh fruit and vegetable markets. And Astoria is a comfortable place to
live. Apartments are usually big and roomy. As one long-time resident says, “Why live anywhere else?
Astoria has it all.”
92
A. Read the article. Then, write the number of each paragraph next to its main idea.
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_____ The new residents make Astoria a multicultural neighborhood.

_____ People from all over the world are moving to Astoria.
_____ The neighborhood has many good characteristics.
B. Check () the things you can find in Astoria.
_____ Inexpensive stores _____ Beautiful seas _____ Many different cultures
_____ Big apartments _____ Great markets _____ Interesting old buildings
_____ Good schools _____ Nice restaurants _____ Good public transportation
Didactic Sequence 2
Talking about descriptions
Start up Activity
Circle the correct option on each of the following sentences.
1. Rob bought a house which / whose windows are broken.
2. This is the restaurant where / which I had a delicious pasta.
3. The book which / who I prefer is called Jane Eyre.
4. The man, who / where looks very familiar, is called John.

93
5. This is the hospital who / where I was born.

6. The film is about a woman who / which becomes invisible.
7. This is the train who / which goes to Madrid.
8. A doctor is a person who / where makes people feel better.
9. These are the shoes who / which I bought last week.
10. That is the teacher where / who taught me English last year.
Read the following text and then, answer the exercise below.
Panic at Seville
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It was the Holy Week of 2000. Processions commemorating Christ’s Passion were held in the central
streets of most of Spain’s cities and towns. These processions are planned to start late, start even
later than planned, and now have little spiritual significance, having become largely tourist attractions.
Seville’s processions are probably the most famous. In 1999, a Spanish film was released, “Nobody knows
Anybody”, which portrayed a group of young people causing some violent incidents during the Holy Week
processions there. That idea became reality around 5 o’clock on Good Friday morning when eight separate
incidents occurred during the processions, causing panic which led to quite a few people being injured.
Nobody seems able to describe exactly what happened; tales of frightening noises, gun shots and warnings
of people wielding knives were rather contradictory but they caused panic during which several people
were trampled on and others had attacks of hysteria: nearly sixty people required medical attention, three
being kept in hospital. The police chief must have seen “Casablanca” yet again and copied the order given
by Inspector Cloud Raines to “Round up the usual suspects” as a young delinquent was quickly arrested,
only to be released on Monday when it became obvious that that figure was hardly a Superman capable
of causing eight separate simultaneous incidents.
Adapted from: https://www.grammarbank.com/reading-comprehension-test.html

Part A. Decide if the following statements are True (T) or False (F).
1. According to the text, processions keep their spiritual meaning. ________
2. They had made a film before the events of the Holy Week of 2000 in Seville __________
3. In spite of the incident nobody was harmed _________
4. Panic appeared in the crowd because of the contradictory information they had. _________
5. People said that there were people with knives and guns. __________
6. There were not many people injured. ___________
Part B. Complete the following clauses with information from the text.
1. Processions at Holy Week in Seville are those events which___________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
95

2. A group of young people are the people who _____________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
3. Spain’s cities and towns are the places where ______________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
GRAMMAR
RELATIVE PRONOUNS
Relative Pronouns take the place of nouns or pronouns. They are called relative pronouns because they
always relate back to something or someone else. They are used to join two sentences about the same
person or thing.
Pronouns Usage Examples
who replaces the subject pronouns I, she, he, This is the man. He broke the window.
we and they. This is the man who broke the window.
which / that replaces the pronouns it or they to talk The dog is brown. The dog belongs to me.
about objects or things. The dog, which / that belongs to me, is
*that can also be used for replacing who. brown.
This is the man that broke the window.
where refers to places. This is the house. My son was born there.
This is the house where my son was born.
Read the following text and describe to whom the relative pronouns are referring to.
96
The City Park

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It’s a Sunday Evening in the city. Many people have come to stroll in the
park, which is by downtown. There are two girls who are sitting where the
fountain is. There are some doves which are eating. We can see a girl who
has a balloon in her hand. There are the parents who are with her. We can
also see some people who are where the trees are.
Near the park, there’s a restaurant where people like to go for breakfast,
lunch or dinner. We see a couple who eat some food which is on the table.
Line 2, which refers to: the park Line 5, who refers to:
Line 2, who refers to: Line 5, where refers to:
Line 3, which refers to: Line 6, where refers to:
Line 3, who refers to: Line 7, who refers to:
Line 4, who refers to: Line 7, which refers to:

3
Fill in the gaps using who, which, that, or where to complete the sentences.
1. The school bus, _______ is crowded with pupils, needs more fresh air.
2. A park is a place _________ we can have a picnic.
3. I think that he wants the book _______ is on sale.
4. They plan to get married in a beach _______ everybody falls in love.
5. Can you stop saying the word _______ I hate?
6. The hotel ________ we spent the night was very elegant.
7. I don’t know the man _________ is sitting in that corner.
8. The film _______ I watched on television was very funny.
9. The river _________ I used to swim is in my village.
10. They caught the man _______ spied for China.
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4
RELATIVE CLAUSE BINGO!
Get in groups of four. Each of you will choose one of the cards given
(A, B, C or D) and create a shuffle of cards in pieces of paper to place
face down in a pile. Each student takes one on its turn and describe
the person, place, or thing on the card using a relative pronoun. (For
example: It is a place where….) The other students in the group try
to guess the word. When the word has been guessed, the students
who have the word on their bingo card cross it off. The next student
then, picks up a word card and so on. The first student to cross off
all the words on its card shouts ‘bingo’ and wins the game!
Student A Student B
mirror microphone passport wife
disco journalist museum suitcase
exit truck customer bicycle
volunteer nurse teacher truck
98
museum garden volunteer nurse
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Student C Student D
suitcase park bicycle folder
desk exit garden microphone
journalist club teacher park
folders trainers passport wife
mirror customer desk trainers
WORD CARDS
PASSPORT CLUB MICROPHONE EXIT
JOURNALIST TRUCK SUITCASE TEACHER
FOLDER BICYCLE WIFE PARK
MIRROR VOLUNTEER GARDEN CUSTOMER
DESK NURSE TRAINERS MUSEUM

5
Carefully, read the beginning of each sentence and write down the number of the most appropriate
relative clause to complete it.
1. The police officer interrogated the ( ) ….which was shown on TV last night.
witness…. 99
( ) ….who can speak seven languages.
2. Imade a cake with the recipe…

( ) ….that live in groups.
3. We arrived at a nice beach….
( ) ….who gave him useful information on the suspect.
4. Yesterday I met John and Mary ….
( ) ….where John was kept.
5. Ants are small insects…
( ) ….that was used in the crime.
6. They finally found the murderer…
( ) ….who are my brother’s friends.
7. What’s the name of the prison…
( ) ….that your mother gave me.
( ) ….where we could swim and lie on the sun.
( ) ….who was hiding in a small village.
Adapted from: https://www.montsemorales.com/gramatica/RelativeBU4-7.htm

6
Listen to the following song and complete with the correct relative pronouns.
what (2) - where (8) - when (2)
“Sun Goes Down”

(Robin Schulz ft. Jasmine Thompson)
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Nothing's ever ____________ we expect

But they keep asking____________ we're going next
All we're chasing is the sunset
Got my mind on you
Doesn't matter ____________ we are are are are Doesn't matter ____________ we are are are ar-are
Doesn't matter no
If there's a moment____________ it's perfect
We'll carve our names
As the sun goes down

Hey
Hey
Doesn't matter ____________ we are are are are Doesn't matter ____________ we are are are ar-are
Doesn't matter now
You are so lonely now [x2]
Nothing's ever ____________ we expect
But they keep asking ____________
we're going next All we're chasing is the sunset
Got my mind on you
Doesn't matter ____________ we are are are are Doesn't matter ____________ we are are are are Doesn't
matter no
If there's a moment ____________ it's perfect
We'll carve our names

Hey
Hey
You are so lonely now [x2]
As the sun goes down.
101

5.- Prevenir situaciones de exclusión.

Página: 98
Closing Activity
7
Complete these sentences to score your knowledge of the unit and underline the correct answer.
1. I know a great little restaurant ________ we can get lunch.
A. that
B. who
C. where
2. Students ________ study hard get good grades.
A. when
B. where
102 C. who
3. ________ many people standing outside the movie theater.

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A. There is
B. There are
C. There
4. (A) How many cups ________ ?

(B) There are two cups.
A. are there
B. there are
C. there have
5. He had a feeling ________ something terrible was going to happen.
A. who
B. that
C. where
6. (A)________ a taxi waiting for us?
(B) Yes, ________ .
A. Is there / is there
B. Is there / there is
C. Are there / there is
7. The cookies ________ you baked are really delicious.
A. why
B. which
C. when
8. ________ any English exams that we have to study for next week.
A. There no
B. There isn’t
C. There aren’t
9. (A) ________ any books on the table?

(B) No, ________ . 103

A. There are / aren’t
B. Are there / there aren’t
C. Are there / there isn’t
10. Can you find the teacher ________ you talked to this morning?
A. who
B. where
C. which
SCORE: ________ /10

Evaluation Instruments
Name: ______________________________________ Date: ________________ Group: ________
Needs Not
Category Excellent Good Fair
Improvement included
Visual Aids Visual aids Visual aids have Visual aids are Visual aids Not
support the little support little related to are hard to included.
theme and have for the theme. the theme, have understand and/
proper size and Have proper size no proper size or are not related
color for the and color for the and color for the to the theme;
audience. audience. audience. size and color
have difficult
comprehension.
Grammar Uses appropriate Uses His or her It has 5-6 errors It has
appropriate that more than
vocabulary grammar 6 mistakes.
without vocabulary with are evident and
presents communication
any grammar 1-2 grammar is not
3-4 mistakes but
mistakes. His or mistakes. accomplished.
he or she is able
104 her sentences to
are
communicate.
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according to the
learning objects.
Pronunciation Excellent Pronounces Pronounces with The Only reads
pronunciation. fairly well. errors or is not pronunciation is / speaks
understandable poor and unclear. Spanish.
from time to
time.
Fluency The student The student The student is The student The
is able to is able to able to express is not able to student
communicate communicate ideas, stopping communicate only
ideas in an fluently, with to recall words. ideas, mixing reads/
excellent just some both languages. speaks
manner, without hesitations. Spanish.
hesitation.
Written Text It was handed in It was handed It was handed in Poor quality, Not
on time, with an in on time, but missing some missing most of delivered.
excellent quality according to the requirements. the requirements.
according to the requirements.
requirements.
Score: ________
Co-Evaluation
Decide honestly according to each affirmative sentence, the description and the evaluation of one of
your classmates’ learning process.
Student’s name: ______________________________________ Evaluator: __________________
Block III
Competence performance indicators Always Sometimes Never If your answer is Never,
discuss the reasons
with him / her.
He or she attends on time to all the
classes.
He or she follows the instructions to do
the exercises.
He or she participates with a
constructive and collaborative
attitude asking when the topic is not
understood.
He or she answers the book exercises.
105
He or she contributes with ideas in oral
and written forms.

He or she is able to evaluate honestly
his or her own performance.
He or she reads the lessons and texts
searching for new meanings and words.
He or she is able to establish links
between new and old grammatical
forms and to learn new words.
He or she has an interest in learning
by his own or her instance using the
internet.
He or she works with classmates
collaboratively.
He or she has improved her or his
English.
He or she can communicate better and
more confidently.
4
CONSTRUYE T
Si te caes, te levanto
1. Lee el caso de Pablo:

106 Cuando Pablo entró a la escuela no tenía dinero para comprar
los libros, la primera semana no pasó gran cosa, pero para la
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segunda los maestros empezaron a presionarlo. Sus compañeros

notaban que se angustiaba cada vez que en clase pedían que
sacaran su libro y lo que hacía era acercarse a alguien que le
permitiera leer o copiar los ejercicios.
El momento de crisis llegó cuando la maestra de historia le dijo que no podía entrar a la
siguiente clase sin material. Como algunos de sus compañeros se daban cuenta de que no
era falta de ganas sino de recursos económicos, se organizaron y cada quien aportó una
cantidad de dinero para comprarle el libro a Pablo. Cuando se lo entregaron su cara se iluminó
y no sabía qué decir, estaba realmente agradecido y conmovido con el detalle. Su actitud
cambió y su estado de ánimo también, aunque le faltaban los demás libros ese día incluso
estuvo contando chistes en el receso.
a. Contesta las siguientes preguntas sobre el caso.

I. ¿Qué crees que haya motivado a los compañeros de Pablo para ayudarlo?
_________________________________________________________________
_________________________________________________________________
II. ¿Qué piensas que hará Pablo cuando se encuentre con una persona en situación de
desventaja y esté en condiciones de apoyarle?
_________________________________________________________________
_________________________________________________________________
a. Recuerda una ocasión en la que hayas apoyado a alguien y descríbela aquí o en tu
cuaderno. Explica qué fue lo que te motivó a apoyarle y la forma en que ese acto favoreció
tu relación con esa persona o personas.
Las relaciones personales constructivas se nutren de la

empatía, la solidaridad, la reciprocidad y la confianza.
Mostrar interés por alguien, apoyarle si lo necesita,
acompañarla o escuchar si requiere hablar, estas son
acciones que fortalecen el vínculo entre esa persona y
tú. Las acciones de apoyo que se emprenden de manera
desinteresada suelen generar reacciones positivas tanto
107
en quien las realiza como en quien se beneficia de ellas.
5
CONSTRUYE T
Prevenir situaciones de exclusión
108
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a. Compartan lo más significativo de la actividad anterior y qué acciones haces o harías
en tu comunidad para ser una persona incluyente con los demás.
b. Anoten en su cuaderno una lista con las tres mejores buenas prácticas en la escuela
y en la vida diaria que promueven el respeto y evitan la exclusión.
Las escuelas deben ser espacios incluyentes donde

se prevengan situaciones de exclusión; en donde se
fomente el aprecio por la diversidad y se elimine la
discriminación por origen étnico, apariencia, género,
discapacidad, creencias religiosas, orientación sexual
o cualquier otro motivo.
La inclusión beneficia a todo el estudiantado, además
de las personas en condiciones de vulnerabilidad
y grupos tradicionalmente excluidos. Por eso, es
necesario que identifiques las buenas prácticas en
tu escuela, familia y comunidad para promover
ambientes inclusivos y de respeto a la diversidad.
109
BLOCK IV
Pick it Up
Allotted Time: xxxx

Builds information about instructions and rules using phrasal verbs, relative pronouns and
communicative skills, stimulating creativity, opening to different points of view and behavior manners
in his / her context.
KNOWLEDGE
● Vocabulary: Separable and inseparable phrasal verbs for instructions and obligations.
● Grammar: Object pronouns “me”, “you”, “him”, “her”, “it”, “us”, and “ them”.
EXPECTED LEARNING
Gives instructions in oral and written form using phrasal verbs and object pronouns in real life situations.
ABILITIES
● Identifies the use of phrasal verbs and object pronouns in written texts and audios.
● Presents specific information using phrasal verbs and object pronouns, considering fluency,
intonation and pronunciation aspects.
● Shows specific information using phrasal verbs and object pronouns considering coherence, syntax
and spelling.
ATTITUDES
● Stimulates his / her creative development.
● Reflects about his/her own ways of behaving on different context.
● Brings on a critical and reflexive thinking.

DE COMUNICACIÓN
● CG4.4 ● CDBC 4 ● CDBC 11
● CG4.5 ● CDBC 10 ● CDBC 12
● CG8.2
BLOCK
IV
Didactic Sequence 1
Let's start up!
Start up Activity
PART A. Read and choose the best option to complete the sentences using phrasal verbs.
1. _________ your shoes before you step on the carpet.
A. Take B. Take in C. Take off
2. I have read this book and _________ very interesting information.
A. found out B. found in C. found down

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3. A keystone to success is to never __________ on your dreams.
A. give to B. give C. give up
4. Can you ____________ my dog for me this weekend?
A. look B. look after C. look up
5. Could you __________ the music while I’m on the phone?
A. turn B. turn off C. turn around
6. It will be easier to read if you _____________ the lights.
A. switch B. switch on C. switch over

1
Read the following text about a person who has difficulties in waking up in time. Then complete the
chart that follows.
For his whole life, Nick has never been able to get up early. When he was in elementary school, his mother
would set the alarm clock for 6:00 AM, but it would not wake him up. When Nick was in high school, his
alarm clock would go off, but he simply turned it off and went back to sleep. Every morning his father
would shout, “Come on, Nick! You’re going to be late.” The shouting did not help, however. On a few days,
Nick would show up two hours late! Nick knew that his school would not put up with this situation much
longer. His parents were frustrated, but they could not give up.
One day Nick’s mom came across a blog on the Internet where people were sharing their stories about
oversleeping and different solutions they had come up with to solve their problems. After going over a few
of these stories and realizing there could be an underlying health issue, Nick’s mother made up her mind
that the best advice was to look for a sleep specialist on the Internet. After checking out several websites,
Nick’s mom found out about a specialist for her son’s condition. She called him up and left a message. The
next day, the doctor called her back to talk about Nick’s situation. Now the family is counting on him to
help solve Nick’s problem.
113
Retrieved from: Folse, K.S. (2015). Clear Grammar 3, 2nd. Edition: Keys to Grammar for English Language Learners.
BLOCK IV Pick it up
The bold words are called “phrasal verbs”. Try to deduce the meanings and write them in the following
chart:
Phrasal Verb Meaning

Get up
Wake up
Go off
Turn off
Go back
114
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Come on
Show up
Put up with
Give up
GRAMMAR
PHRASAL VERBS
● A phrasal verb is a combination of a verb and preposition. This particle can change the meaning
of the verb completely. For example:
○ Look up: consult a reference book (look a word up in a dictionary).
○ Look for: seek (look for her ring).
○ Look forward: anticipate with pleasure (look forward to meeting someone)
● There are no rules that might explain the meaning of phrasal verbs.
● All you can do is look them up in a good dictionary and study their meanings.
115
Separable or inseparable?
BLOCK IV Pick it up
1. Sometimes, the preposition/adverb is placed either after the verb or after the object.
Examples:
a. Mary made up a really entertaining story.
b. Mary made the story up.
2. If the object is a pronoun, however, the preposition/adverb has to be placed after the pronoun
(object).
Example:
a. She made it up.
b. Put it down.
c. Take it off.
3. Some phrasal verbs are inseparable.
Example:
a. I came across some old photos in a drawer.
NOT
b. I came some old photos across in a drawer.
2
Choose the right preposition or adverbial particle.
1. She tried ________ her new dress and 9. I’m looking these words _______ in a
found it all right. dictionary. I don’t know what they mean.
A. on A. up
B. off B. after
2. Be sure to get ________ the bus in front 10. Will you be in if I call you _____ at dinner
of the hospital. time?
A. to A. on
B. off B. up
3. The plane takes _______ very late at 11. She should look ______ the baby better,
night. even if she doesn’t care.
A. out A. after
B. off B. for
4. I was looking ______ my neighbor’s dogs 12. Someone turned the water ______ while I
when I found some money. was having a shower.
A. for A. over
116
B. after B. off
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13. You can sit ____ for a while. I know you

5. Don’t take ______ your coat. It’s too cold. are tired.
We are putting ours. A. back
A. over B. over
B. off
14. I can look _______ myself. I don’t need
6. He’s looking _______ his little sister. any help.
A. on A. about
B. after B. after
7. Put your hat _______ and come with us 15. They got _____ the bus and walked away.
for a walk. A. out
A. up B. off
B. on
8. I’m calling him _______ this evening.

A. up
B. to
3
Complete the sentences with the verbs below.
look go turn break take get
1. I have invited all my friends to the party but I don’t know who will _____________ up.
2. The cost of living will continue to ____________ up.
3. Many bands ______________ up even though they are successful.
4. We usually _______________ up early to go jogging in the morning.
5. George decided to ____________ up golf.
6. _______________ up the company’s phone number in the yellow pages.
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BLOCK IV Pick it up
4
Fill in the blanks with the suitable particle.
After On Over Up (x3) Into Along Down By
1. She stopped working to look ____________ the kids.
2. He took ___________ jogging after his doctor told him to get some exercise.
3. We are best friends because we get __________ very well.
4. He applied for the job but he was turned _______________.
5. I was in the neighborhood, so I decided to come _____________ to see how you were doing.
6. I ran __________ my English teacher at the cinema last night.
7. He didn’t turn ___________ for class today.
8. They had been going out for a couple of years before they broke __________.
118
INGLES III
9. His real intention was to take __________ the company.
10. He has put _________ a lot of weight since he quit smoking.

5
Replace the underlined expressions with a phrasal verb from the box.
took off looking forward get along took in come across gets up
ran after come up go away looking for
1. The flight to Paris departed on time.
__________________________________________________________________________
2. I’m anticipating my holiday with pleasure.
__________________________________________________________________________
3. The policeman chased the thief who had stolen my phone.
__________________________________________________________________________
4. We are trying to find a good place to eat.

119
__________________________________________________________________________
BLOCK IV Pick it up
5. They are trying to think of a solution.
__________________________________________________________________________
6
Complete each of the following sentences with a suitable form of the phrasal verb from the box.
check out 1. I know things seem bad, but life must _____________.
go on 2. I _____________ a pair of jeans and a green t-shirt yesterday.
call back 3. Guests must _____________ by 12:00 p.m.
have on 4. I’m _____________ seeing John and Janet again, aren’t you?
settle down 5. All passengers tried to _____________ at the same time.
look for 6. I’m afraid Mr Thompson isn’t here. Can you _____________ later?
slow down 7. I’m going to travel to America before _____________ and starting a family.
look forward to 8. The tree growth _____________ by the lack of rain.
120 write down 9. Before I began writing, I _____________ my ideas.

INGLES III
check in 10. Where have you been? We’ve been _____________ you everywhere.
Closing Activity
7
Work in groups of 3-4 people. You are going to review and analyze the following list of phrasal verbs.
Then, choose an image that represents one phrasal verb and you are going to represent a minimum of
15 phrasal verbs per team. Also, you have to write down a sentence next to each image.
OPTIONAL: You can work with images, glue and carton paper OR you can create a Power Point
Presentation.
121
BLOCK IV Pick it up
PHRASAL VERBS LIST
Phrasal Verb Meaning Example
move backwards, away from something She saw he had a gun and backed
Back away
frightening or dangerous. away.
move backwards; step backwards; drive The traffic is starting to back up in

Back up
backwards the freeway.
I had to bear down in order to hit the

Bear down push or press down hard
ball.
coming to an end of a business or personal Their marriage broke up as a result

Break up
relationship of long separations.
Breathe in take a breath in; take air into the lungs The doctor asked me to breathe in.
122 When you do this meditation, try to

Breathe out take a breath out; push air out of the lungs
breathe out.
INGLES III
My mother brightened up when she

Brighten up be cheerful; be happier
saw the flowers.
start working, studying or doing something If you want to pass the semester, you
Buckle down
else seriously seriously have to buckle down.
Ok, kids, buddy up and start

Buddy up find a partner
working.
to call (someone or some place) on the

I didn’t get an answer so I’ll be trying
Call back telephone again, usually after failing to reach
to call back tomorrow.
the desired person the first time.
Please, call up your mother once in

Call up call someone or something by phone.
a while.
confirm one’s arrival at a certain place where I will go check in at the front desk
Check in
one is expected and get out room key.
confirm that one has vacated one’s hotel We have to check out in one hour, so
Check out
room start packing!
You really need to clean up your

Clean up clean yourself or your surroundings
room.
find or see someone or something I came across him in the library after
Come across
incidentally. work.
Come by visit a place Janny came by the house earlier.
Come down and look at this flood in

Come down move down off something high come south
the basement.
Come in enter a closed space Come in! I’m in the kitchen.
Please, come out of your room and 123

Come out leave a closed space
talk to me.
BLOCK IV Pick it up
Do you want to come over after
Come over come to my house; come to where I am
school today?
Just come up to my apartment-it’s on

Come up move to a higher place
the fourth floor!
I’ll answer the door in a moment, I

Cover up put on more clothes
just need to cover up first.
form pairs because space or resources are I doubled up my students for the
Double up
limited field trip.
This smoothie is gross! I really can’t

Drink up finish your drink
drink it up.
If you eat it up, you will have some

Eat up finish your food
dessert.
When do you think the party will
Finish up finish what you have been doing
finish up?
make a group and come together in one All of the kids gathered around
Gather around
place Santa Claus.
Gear up get ready to do something I had geared up myself for the fight.
interact with someone in a mutually friendly I’m glad you finally met my brother- I
Get along
way knew you two would get along.
The robber is getting away! Stop

Get away move away; run away; escape
him!
Get in go inside something, like a car or a bus I forgot my key! I can’t get in.
124 Get off the plane when you are

Get off go out of something, like a bus or train
ready.
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climb on board something moving or about I think we need to get on the express
Get on
to start moving, like a train train.
When do you guys think you will get

Get to arrive at a destination
to the party?
Get up stand from a seated or reclining position Get up! It’s time to go.
stop doing what you are doing You’ll never get the answer! Do you
Give up
give yourself to the police or authorities give up?
Go on continue what you were saying Go on, what happened next?
Taking part of your responsibility is

Grow up behave in a mature way, don’t act like a child
part of growing up.
wait Sally’s on the other phone, would
Hang on
hold tight you like to hang on?
wait on a minute, hold this tight or you

Hold on Hold on, I’ll check on my diary.
might fall
Building work in progress! Please,

Keep out stay outside; do not enter
keep out.
One person looks after the store’s

Look after to take care or be in charge of something brand image and another looks after
the advertising.
I’m looking for my sister, have you

Look for search for someone or something
seen her?
to perform a search for particular Can you look up the definition of this
Look up
information word?
Look forward I’m looking forward to visiting my 125

excitedly anticipate something
to family this Christmas.
BLOCK IV Pick it up
We don’t have time left, so we will
Move on continue with your life; go on with your life
move on with the agenda.
I ran into Mary when I was at the

Run into encounter someone by chance
movie theater.
Sit up sit straight in your chair, bed, etc. Please sit up during class.
being or settle into a life of stability,

I never thought that John would
Settle down responsibility and peace (typically by getting
settle down with a wife and kids
married)
Would you please slow down? You

Slow down decrease in speed or frequency
are going 100 miles per hour.
Make sure you stay away from that

Stay away don’t go near
cliff!
I can sum up the project in just three
Sum up summarize
words: Waste of time.
remove or extract someone or something I’m taking the kids out of school
Take out
from a place early.
The kids took off as soon as they

Take off leave fast
heard the sirens.
My husband has taken up gardening

Take up begin doing something as a habit or hobby
now he’s retired.
Try on put on a garment to see if it fits. I’m going to try on this dress.
I asked her out in a date but she

Turn down reject or refuse something or someone
turned me down.
126 Can you turn up the volume of the

Turn up increase some aspect of something
TV?
INGLES III
He started walking away before I

Walk away leave a difficult situation
was finished talking.
leave a situation because you do not approve The movie was so terrible that I
Walk out of something actually walked out before it was
leave someone (leave a relationship) over.
Watch out be very careful Watch out! There is a car coming.
I’ve been working away at my

Work away continue working
project for the last month.
Make sure you write the directions

Write down record or note something on paper
down so you don’t forget!
Self-Evaluation
Choose the best option for each statement.
1. The teacher’s voice ...........................her thoughts.

A. broke out B. broke down C. broke into D. broke to
2. She has just......................with her boyfriend.
A. broken up B. broken through C. broken down D. been down
3. Hurry up! The movie starts at 6 and we have to .................. John on the way.
A. pick in B. pick up C. turn in D. broken to
4. My grandpa is a little deaf so he has to ..................the TV volume really loud.
A. turn up B. turn on C. turn in D. turn off
5. They ............................ their dog everywhere, but they couldn’t find it.
A. look after B. look in C. look for D. look out
6. He is in Miami right now. He ‘ll ...................... On the 17th.
A. come in B. come on C. come into D. come back 127
7. I’ll find you that address now. ........................... a minute.
BLOCK IV Pick it up
A. hold on B. hold in C. hold off D. hold up
8. Is she writing to Leonardo di Caprio?” “Yes, she is in love with ___!”
A. her B. him C. his D. it
9. John is making a lot of noise!” “I’ll ask ___ to be quiet.”
A. him B. it C. its D. them
10. “Please tell Mrs. Smith to come in.” “Sorry, I don’t know ___.”
A. she B. him C. he D. her
11. “I can’t find my glasses!” “You are wearing ___!”
A. them B. there C. they D. these
12. Why is he always talking about Pamela Anderson?” “He obviously likes ___ !”
A. his B. her C. him D. she
13. “Where is my book? Oh, dear! I’ve lost ___ !”
A. him B. its C. it D. them
14. “Is that Mary’s new boyfriend?” “Don’t ask me, ask ___!”
A. her B. his C. it D. she
Didactic Sequence 2
I need to tell YOU something
Start up Activity
Complete the following sentences to score your knowledge of PERSONAL and OBJECT PRONOUNS.
1. My brother is a college student. _______ will graduate next year.

A. Him
B. He
C. She
128 2. Sandra and Thomas will be at the airport tonight. ________ will arrive at 7 pm.
A. He
INGLES III
B. She
C. They
3. After you meet ______ at the airport, please take them to the hotel.
A. them
B. they
C. him
4. I have a problem with question 4. Could you please help _________?
A. him
B. I
C. me
5. Should I give this book to ______ or Sheyla?
A. she
B. you
C. they
6. My friends and I are going to the movies. Would you like to join _______?
A. us
B. we
C. I
7. I like _______ because they are always telling funny stories
A. they
B. she
C. them
8. Please don’t ask ______ that question. I don’t know the answer.
A. I
B. me
C. they
129
BLOCK IV Pick it up
1
Listen to the song “Another Day in Paradise” by Phil Collins and complete the lyrics correctly.
_____calls out to the man on the street Starts to whistle as _____ crosses the street
"Sir, can _____ help _____? Seems embarrassed to be there
It's cold and I've nowhere to sleep,
Is there somewhere _____ can tell _____?"
Oh
Think twice
_____ walks on, doesn't look back 'Cause it's another day for _____ and
_____ pretends _____ can't hear _____ _____ in paradise
Oh Oh
Think twice Think twice
'Cause it's another day for _____ 'Cause it's another day for you and me in paradise
You and me in paradise
Oh
(Think about it) Think twice
It's just another day for _____
_____ and _____ in paradise (Another day in
_____ calls out to the man on the street
paradise, ooh)
_____can see she's been crying
She's got blisters on the soles of her feet
_____ can't walk but she's trying Just think about it
Hmm-mmm
Oh Think about it
Think twice It's just another day
'Cause it's another day for _____ and
_____ in paradise For _____ and _____
In paradise
It's just another day
Oh
For _____ and _____
Think twice
It's just another day for _____
In paradise
_____ and me in paradise
130
(Para, paradise)
(Paradise) It's just another day
INGLES III
Just think about it For _____ and _____ (Ooh-ooh)

(Just think about it) In paradise
Oh lord! (Paradise) It's just another day
For _____ and _____
Is there nothing more anybody can do?
(Just think about it) In paradise
Oh-oh whoa lord! (Para, paradise)
(Ooh-ooh, in paradise) It's just another day
here must be something _____ can say
_____ can tell from the lines on _____ face For _____ and _____
_____ can see that she's been there (Hmm-mmm, paradise) In paradise
Probably been moved on from every place It's just another day (Paradise)
Cause _____ didn't fit in there For _____ and _____ (Just another day)
(In paradise) In paradise
(Para, paradise)
GRAMMAR
OBJECT PRONOUNS
Subjects are what the sentence is about.
Objects are what is affected by the action of the subject.
● I like oranges. (I is the subject, Oranges is the object)

● They read books (They is the subject, books is the object)
Subject Pronouns Object Pronouns

I me
you you
he him
she her
it it
we us
they them
131
OBJECT PRONOUNS are used instead of nouns, usually because we already know what the object is. It
BLOCK IV Pick it up
makes the sentence easier to read and understand and avoids repetition. We normally use object pronouns
after a VERB or a PREPOSITION.
Examples
I like horses. Subject Pronoun
I like them. Object pronoun
We talked to our neighbor Lucia. Subject Pronoun

We talked to her Object pronoun
They listened to Mr. Thompson. Subject Pronoun

They listened to him. Object pronoun
2
Read the following sentences and write “Subject” or “Object” according to the position of the pronoun
marked in BOLD in each sentence. Check your answers with a partner.
132
INGLES III
1. The museum has very old collections. They show more than two million years of human
history.________________
2. It also includes 8 millions pieces. People learn a lot from them. ________________
3. Some pieces have arisen controversy. It is because some countries claim them.________________
4. Rosetta Stone is an attraction there. A friend recommended me to see it. ________________
5. Different languages are engraved on it. ________________

6. Serpentine lake passes through the park and people visit it. We would like to boat and swim there.
________________
7. You can also cycle in the park. ________________
8. My friend says from November to January there is ice skating. If I go there, I will skate with him.
________________
9. Cycling is another must in this park. I wonder if I can try it one day. ________________
133
10. You can also try hiking. He says it is really healthy. ________________
BLOCK IV Pick it up
3
AVOIDING REPETITION. In this case, you will substitute the object in BOLD for the correct object
pronoun, in order to practice how to avoid repetition.
1. We met some foreigners at the beach yesterday and we played beach volleyball with ____________.
2. My parents paid for a fun banana ride and we all enjoyed _____________ a lot.
3. Some friends invited my brother and me out for a dance, so they picked _________up at our hotel.
4. My mother doesn’t know how to swim and my father tried to help __________into the ocean.
5. My father was very hungry at midday, so my mom bought some seafood for ___________.
4
Circle the most appropriate option for the following sentences.
1. My friends usually camp in the forest. They say it is

me you him her it us them
very healthy for _______.
2. Last vacation, I rested in a hammock. I enjoyed in

_______ a lot.
3. Sally will swim with her friends next vacation. She

has already invited _______.
4. I would like to ride on a horse in the camp. I have

always wanted to do _______.
5. My mom goes to concerts when we are on vacation.

She enjoys _______ a lot.
134 6. My parents like going to museums with my sister

and me, so they always make _______ go with them.
INGLES III
7. Two weeks ago, I rode a bike with Sally, and even she
doesn´t like it a lot, she accepted going with _______.
8. My dad took some pictures of a dog when it was

swimming in the river. We had fun seeing _______ in me you him her it us them
the river.
9. On the plane, I listened to some music. I really need

_______ to get relaxed when flying.
10. Paco´s mom usually calls him when he is

abroad, but this time, he called _______.
6.- ¿Quiénes participamos?

Página: 132
Closing Activity
5
Read the following text. CIRCLE all the object pronouns that you find and answer the questions below.
I don’t know what’s wrong with me. You see, I love my girlfriend, Josy. I always give her some presents. I
always get the best seat for us when we go to concerts. Her parents are nice people. I like them very much
and I feel they like me, too. I think her father likes soccer, so I invite him to a game every weekend.
Her mother is like a mother to me. I give her flowers and chocolates every Saturday. The problem is Josy.
Now, she is telling me she doesn’t love me anymore. She says that she likes a rock band drummer. She also
said that he gave her a black new t-shirt. According to her, his name is Thomas. He wears many piercings
and tattoos all over his body. He lives with his family near Josy. She goes to his house everyday to see him
playing the drum or to listen to music. They don’t like classical songs, so they listen to rock. I don’t know
what my girlfriend sees in this boy. He is so ridiculous. I won’t give up on her. I am going to write her a love
letter telling her that she is very special to me and ask her to meet me at the park, so we will be able to
talk about us.
1. Why does Josy want to break up with her boyfriend?

A. She doesn’t love the presents he gave her. 135
BLOCK IV Pick it up
B. She doesn’t like him anymore.
C. She thinks he is ridiculous.
D. Her parents doesn’t like him.
2. Who is Thomas?
A. He is a rock band drummer.
B. He is a soccer player.
C. He is a romantic writer who writes love letters.
D. He is a talkative guy who likes singing.
3. Does Thomas wear many piercings and tattoos?

A. Yes, she does.
B. Yes, they do.
C. Yes, he does.
D. Yes, I do.
4. What does Thomas like to do with Josy?
A. He likes to buy presents and go to the concert.
B. He likes to play soccer and travel.
C. He likes to give her chocolates and flowers.
D. He likes to play the drum and listen to music.
5. Do Thomas and Josy like to listen to classical music?

A. No, he doesn’t.
B. No, she doesn’t.
C. No, we don’t.
D. No, they don’t.
6. The boy has an opinion about Thomas. What is it?

A. He thinks Thomas is very lovely.
B. He thinks Thomas is wrong about Josy.
136
C. He thinks Thomas is nice and gentle
INGLES III
D. He thinks Thomas is ridiculous.

Environmental Approach
Make a creative and attractive brochure, of up to 100 words, to invite a friend to a one-week tour in
Mexico.
1. Write an attractive heading at the front of your brochure, which summarizes your main ideas.
2. Suggest a minimum of three places you recommend
3. You can include:
a. Place and its location
b. Interesting tourist spots
c. Activities and food that visitors can try
4. Be sure to keep your descriptions united by the correct use of subject pronouns and object
pronouns to avoid repetition.
5. Present it in front of your class!
137
BLOCK IV Pick it up
Evaluation Instruments
Project Evaluation Rubric

Name: ______________________________________ Date: ________________ Group: ________
Needs
Category Excellent Good Fair Not included
Improvement
Visual aids Visual aids Visual aids are Visual aids Not included.
support the have little little related are hard to
theme and support for the to the theme, understand and/
Visual Aids / have proper theme. Have have no proper or are not related
Brochure size and proper size and size and to the theme;
color for the color for the color for the size and color
audience. audience. audience. have difficult
comprehension.
Uses Uses His or her The mistakes and Speaks Spanish.
appropriate appropriate grammar grammar errors
vocabulary vocabulary with presents 4-6 are evident and
without 1-3 grammar communication is
138 mistakes but
any grammar mistakes. not
he or she
INGLES III
mistakes. His or accomplished.

Grammar communicates.
her sentences
are
according to
the
learning
objects.
Excellent Pronounces Pronounces The pronunciation Only reads /
pronunciation. fairly well. with errors is poor and speaks Spanish.
or is not unclear.
Pronunciation
understandable
from time to
time.
The student The student The student is The student Only reads/
is able to is able to able to express is not able to speaks Spanish.
communicate communicate ideas, stopping communicate
ideas in an fluently, with to recall words. ideas, mixing both
Fluency
excellent just some languages.
manner, hesitations.
without
hesitation.
Score: ________
Co-Evaluation
Decide honestly according to each affirmative sentence, the description and the evaluation of one of
your classmates’ learning process.
Student’s name: _________________________________________ Evaluator: _____________________
BLOCK IV
If your answer is Never,
Competence performance indicators Always Sometimes Never discuss the reasons with
him / her.
He or she attends on time to all the
classes.
He or she follows the instructions to do
the exercises.
He or she participates with a constructive
and collaborative attitude asking when
the topic is not understood.
He or she answers the book exercises
He or she contributes with ideas in oral
and written forms.
He or she is able to evaluate honestly his 139
or her own performance.
BLOCK IV Pick it up
He or she reads the lessons and texts
searching for new meanings and words.
He or she is able to establish links
between new and old grammatical
forms and to learn new words.
He or she has an interest in learning
by his own or her instance using the
internet.
He or she works with classmates
collaboratively.
He or she has improved her or his
English.
He or she can communicates better and
more confidently.
Closure Items
Circle the correct words in these five mini-conversations. Then, model your conversation in front of
the class.
1. Ella: Have you heard the weather report for tomorrow?

Bob: No, I haven’t, but I can turn the Tv (in / on) now if you’d like.
Ella: Ok, thanks, I’m planning to paint the porch, but if it rains I’ll have to put it (off / up).
2. Son: Dad, can I borrow your new snow boots?
Dad: Uh . . . they’re probably too big. Have you tried them (up / on)?
Son: Yes. They’ll fit perfectly if I put (away / on) two pairs of socks.
Dad: All right. Just be sure to put them (out / back) where you found them.
3. Hailey: Mrs. Smith, I have a dental appointment tomorrow and my mom needs to pick (up me /
me up) before school is out.
Teacher: Thanks for telling me, Hailey. Here is the excuse form. Remember to ask your dentist to
fill (out it / it out)
4. Luis: How can I prevent someone from using my identification?
140
Jack: One way is to tear (up / down) any old documents before you throw (away them / them
away).
INGLES III
5. Yuka: In Japan, we always remove our shoes when we enter the house.
Owen: Really? I only have to take mine (off / down) when they’re muddy.
Choose and write the correct object pronoun: me, you, him, her, us, them.
6. “Is he marrying Leila?”

Yes, he is in love with ________!
1. “Your son is making a lot of noise!”
I’ll ask _______ to be quiet.
2. “Please, will you ask Robert to come in?”
Sorry. I don’t know _________.
3. “Where are my glasses?”
You are wearing _______!
4. “We need a big favor!”
Can you do it for ______?
BLOCK IV Pick it up
141
6
CONSTRUYE T
¿Quiénes participamos?
142
INGLES III
a. Sigan las instrucciones de su profesor y comenten en su grupo ¿por qué consideran que
unas personas participen en la solución de problema y otras no?
Muchos conflictos de la vida cotidiana de nuestra

escuela requieren de la participación de todas las
personas para ser resueltos y mitigar sus efectos.
Este tipo de problemas nos permiten plantear metas 143
comunes. Por ello, para participar en su solución, es
necesario identificar lo que tenemos en común con los
demás. Lo anterior nos permitirá enriquecer nuestra
interdependencia, por ella, tenemos la posibilidad de
formar parte de grupos diversos, más allá de nuestra
familia y amigos.
• Dos Santos, M. (2007) Welcome to my World IV. Ed Mc Graw Hill.
• Saslow, J & Ascher, A (2011) Top Notch 2B with Active Book Second Edition. Ed Pearson.
• Dos Santos, M. (2007) Welcome to my World II, Mc Graw Hill.
• Spack, R &Keith, S. (2000) Focus on Grammar Workbook Vol. A. Second Ed. Longman
• https://www.myenglishpages.com/site_php_files/grammar-lesson-phrasal-verbs.php
• Rebecca (2008). Phrasal Verbs. 9 de marzo, de engvid english-resourse Sitio web: http://www.
engvid.com/english-resource/100-phrasal-verbs-used-as-commands/
144
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COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

Dr. Rodrigo Arturo Rosas Burgos

Dra. Laura Lorenia Yeomans Reyna

Diseño: Yolanda Yajaira Carrasco Mendoza

Diseño de portada: Daniela Carolina López Solis

DEPARTAMENTO DE INNOVACIÓN EDUCATIVA

Contenido: Colegio de Bachilleres del Estado de Sonora

Se terminó la impresión de esta obra en julio del 2022.

Miembro de la Cámara Nacional de la Industria Editorial Mexicana

Diseñado en Dirección Académica del Colegio de Bachilleres del Estado de Sonora

CAMPO TIEMPO HORAS A LA CRÉDITOS:

La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a

Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su

Se trata de la evaluación que se realizará

Con estos gráficos identificarás la

Con este gráfico identificarás la actividad que

Las lecciones ConstruyeT son actividades

Te permitirá integrar y hacer activos los

Este tipo de evaluación se hace con uno

Son los criterios a considerarse

Durante el semestre, tu profesor te irá

Son las fuentes bibliográficas que utilizaron los docentes que

UBICACIÓN CURRICULAR ....................................................................................................................... 3

Life memories ................................................................. 14

Didactic Sequence 1 . My Childhood........................................................................................................ 16

Story tellers .................................................................... 40

Didactic Sequence 1 . Talking about Past Events and Actions ................................................................. 42

Didactic Sequence 2 . What were they doing? ....................................................................................... 63

Didactic Sequence 1 . How do I look like?............................................................................................... 74

Didactic Sequence 2 . Talking about descriptions. .................................................................................. 83

Didactic Sequence 2 . I need to tell YOU something............................................................................ 116

References ............................................................................................................................................. 144

1er 2do 3er

CG3.2 hábitos de consumo y conductas de riesgo.

CG9.1 México y el mundo.

COMPETENCIA DISCIPLINAR DE COMUNICACIÓN.

1er 2do 3er

1.Identifica, ordena e interpreta las ideas, datos y conceptos

EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

Interdisciplinariedad Ejes Transversales

Dosificación por parcial

PURPOSE OF THE BLOCK

COMPETENCIA GENÉRICA COMPETENCIA DISCIPLINAR BÁSICA

5. Before the invention of the mobile phone,

Listen the following conversation between Ana Fernanda and Santiago.

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

1. _______Ana Fernanda needed to interview a child.

BLOCK I Life Memories

Cartoons/TV shows Hobbies

Meaning 1: Habits in the past and generalizations.

18 Affirmative form: Jerry used to eat meat, but now he is vegetarian.

2. ____ In our other class, the teacher used to be very strict.

3. ____ They used to like seafood, but now they don´t.

4. ____ Because we lived in the mountains, we weren´t used to fresh seafood.

5. ____ I´m used to the noisy and crowded streets.

BLOCK I Life Memories

1. ____ I am not use to the traffic here.

3. ____ Is he use to his new roommate yet?

4. ____ Are you use to life in the city?

2. Nina ______________________________________ eat a lot of pasta, but now she does.

3. Carolina __________________________________________ drink a lot of diet coke, but now

4. Alex ______________________ eat a lot of fruits, but now he doesn´t.

7. Mario ___________________________________________ like salads, but now she has salads