ASIGNATURA

INGLES IV
 DIRECTORIO
Lic. Joel Ramírez Díaz

Secretario de Educación del Gobierno del

Estado de San Luis Potosí

Lic. José Antonio Bonales Rojas

Director de Educación Media Superior y

Superior de la Secretaria de Educación del
Gobierno del Estado de San Luis Potosí

Lic. Isidoro del Camino Ramos

Director General de CECYTESLP

Mtra. Eugenia Santos de Alba

Directora Académica de CECYTESLP.

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 CREDITOS
Araujo Becerra María Azalea Plantel III
Castillo Ramírez Yadira Plantel I
Castro Ayala Erasto Plantel IV
Cortez Magaña Vivaldo Plantel V
Galván Corpus Jorge Plantel II
García Torres Jesús Plantel II
Hernández Gamboa Javier Plantel IV
Ibarra Ruíz Sonia Plantel I
Martínez Hernández Reyno Plantel VII
Martínez Reyes José Inés Plantel VIII
Reyes Macías José Guadalupe Plantel III
Rodríguez Ángeles Isabel Carmen Plantel I
Saldaña Medrano Claudia Plantel II

ADECUACIONES AL ACUERDO 653

Ibarra Ruiz Sonia de Jesús Plantel I

García Torres Jesús Plantel II

Reyes Macías José Guadalupe Plantel III

Sauceda Gonzalez Alma Patricia Plantel VI

Díaz Ruiz Liliana Elizabeth Plantel IX

Navarrete Ramírez Salvador Plantel X

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 UNIDAD I
APROVECHAMIENTO Y PRESERVACION DE RECURSOS

STUDENT IDENTIFICATION
Name _________________________________________________________
First name last name

School ___________________________________Group _______________

Address _______________________________________________________
____________________________________________________
Telephone___________________Cell phone________________________e –mail
______________________________________________________

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 PRESENTACIÓN

El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí, comprometido con
la calidad educativa, ha implementado acciones que apoyan tu desarrollo académico, siendo una de
estas, la elaboración de esta cuarta guía de aprendizaje, la cual pertenece a la asignatura de Inglés
IV, que cursarás durante este cuarto semestre.
El propósito de la asignatura de Ingles IV es que analices, valores , propongas y participes en
soluciones a las problemáticas que se presentan en la sociedad así como; utilices las estructuras ya
conocidas para determinarla habilidad para realizar algo, propiciando situaciones que permitan
escuchar, hablar, escribir y leer el idioma en diversos contextos
Para lograr lo anterior, esta guía se conforma de dos unidades, descritas a continuación:

UNIDAD I. Aprovechamiento y preservación de recursos

UNIDAD II. Historia y Cultura

Esperando que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje, así mismo
despierte el interés por conocer y aprender más, te deseamos el mayor de los éxitos.

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 MAPA CURRICULAR

COMPONENTE: CAMPO DE CONOCIMIENTO:

Formación básica Comunicación

ASIGNATURA ASIGNATURA
ANTECEDENTE: CONSECUENTE:

Inglés III Inglés V

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 ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLÉS
Aprovechamiento y
preservación de
recursos
Voz pasiva en
presente
Voz pasiva en
pasado gramaticales
Tag questions
Segundo
condicional (unreal)
(would, could,
migth)
Pasado participio de
verbos regulares e Vocabulario
irregulares
Preposiciones: of, by
Materiales: wood,
plastic, iron, leather
Elementos de la
naturaleza: river,
ocean,
mountain, hill, forest
Solicitar y dar información Funciones
de hechos relevantes del lenguaje
sobre aprovechamiento y
preservación de recursos.
Pedir y dar información
sobre la elaboración y
consistencia de diversos
productos. Describir
causas y efectos.
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INGLÉS Historia y
IV cultura
LA
COMUNI
En relación
CACION
a:
Pasado Perfecto
Aprendi Tercer condicional
endo (past unreal)
Cláusulas o
preposiciones
Nociones
relativas (definidas y
no definidas: who,
whom, whose, what,
which, that)
Expresiones de tiempo
de acuerdo con las
estructuras gramaticales
propuestas
Sucesos derivados del
trabajo, educación,
política, investigación,
economía
Investigar y recrear la
Aplica cultura popular en su
ndo comunidad y en su país.
Pedir y dar información
sobre acontecimientos que
han afectado el rumbo del
país y del mundo. Conocer
y relatar eventos históricos
y culturales de su
localidad, de su país y del
mundo. Dar información
acerca de hechos en
forma secuenciada.
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 COMPETENCIA DE LA ASIGNATURA
Al término del curso el alumno está en condiciones de poder aprovechar los recursos
del saber que ya ha obtenido para analizar y valorar la importancia presente y futura
de los recursos naturales y participar activamente en la preservación de estos.

COMPETENCIASGENÉRICAS

Describen, fundamentalmente conocimientos, habilidades, actitudes y valores indispensables

en la formación de los alumnos.

Se autodetermina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que
persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos
géneros.
3. Elige y practica estilos de vida saludables.

Se expresa y comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de
medios, códigos y herramientas apropiados.

Piensa crítica y reflexivamente

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros
puntos de vista de manera crítica y reflexiva.

Aprende de forma autónoma

7. Aprende por iniciativa e interés propio a lo largo de la vida.

Trabaja en forma colaborativa

8. Participa y colabora de manera efectiva en equipos diversos.

Participa con responsabilidad en la sociedad

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores,
ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables

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 COMPETENCIAS DISCIPLINARES DEL BACHILLER
Son conocimientos, habilidades y actitudes asociados con las disciplinas en las
que tradicionalmente se ha organizado el saber y que todo bachiller debe adquirir
SPEAKING
 Presentar a dos personas.
 Participar en conversaciones acerca de lo
que necesita o ha hecho.
 Preguntar y contestar preguntas simples.
 Usar oraciones cortas para comprar algo o
solicitar un doctor.
 Dar algunas direcciones simples.
 Usar el tiempo pasado con algunos verbos
comunes.
 Tener suficiente vocabulario para una
conversación común.
 Usar algunas palabras como conectores
entre oraciones, como “y”, “pero”,
 Hacer conversaciones muy cortas por
teléfono.
 Hacerse entender usando un vocabulario
básico.
LISTENING
 Entender una conversación, donde le
hablan lentamente y sobre un tema que
le resulte familiar
 Saber de qué se le está hablando,
porque reconoce algunas palabras y
frases.
 Entender preguntas simples.
 Seguir instrucciones para encontrar
algo en un mapa o imagen.
 Entender un mensaje telefónico corto.
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READING
 Leer una historia simple, de dos o tres
párrafos.
 Poder seguir instrucciones simples.
 En ocasiones, al leer un texto, entender
alguna palabra nueva, aunque comúnmente
use el diccionario.
 Obtener información de folletos, anuncios
publicitarios, cartas, documentos, etc.
 Usar un diccionario bilingüe.
 Entender, si lee en silencio o en forma oral.
WRITING
 Escribir un párrafo referente a una
experiencia personal.
 Escribir un párrafo acerca de su proyecto de
vida.
 Escribir una nota, una carta o un mensaje en
forma coherente.
 Llenar formatos de solicitud simple, de más
de 20 conceptos.
 Escribir ideas usando oraciones completas.
 Copiar información de diccionarios,
catálogos y manuales.
 Tomar dictado con pronunciación lenta y
clara, con varias repeticiones.
 Escribir correctamente las palabras
(Ortográficamente).
 Leer fácilmente textos y folletos.
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 A partir de esta guía de aprendizaje lograrás realizar actividades y ejercicios que te ayudarán
a potencializar tus habilidades en cuanto a inglés, de forma gradual podrás ir comprendiendo este
idioma extranjero.

Las habilidades desarrolladas te servirán para un mejor desenvolvimiento personal, profesional y

académico. Una vez que sabes quién eres, cuál ha sido tu pasado y tus vivencias o experiencias,
que has construido tu proyecto de vida, lo que sigue es que analices y valores la importancia
presente y futura de los recursos naturales y participar activamente en la preservación de estos.
Mediante los ejercicios y las actividades de esta guía, podrás entender instrucciones básicas
así como realizar conversaciones cortas, escribir textos cortos, toda vez que vayas aprendiendo de
manera gradual.

La estructura de esta guía tiene la finalidad de que exista un auto-aprendizaje, pues mediante
tu actitud y dinamismo podrás avanzar de manera rápida.

En el aula te encontrarás con un entorno cooperativo y colaborativo para que te expreses

poco a poco y que describas el entorno en el que te desenvuelves.

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 RECOMENDACIONES PARA EL ALUMNO

La presente guía de aprendizaje, representa un importante esfuerzo que el Colegio de Estudios

Científicos y Tecnológicos del Estado de San Luis Potosí ha realizado, para brindarte los contenidos
que se abordarán en la asignatura de Inglés IV.

Los contenidos de Inglés IV, se llevarán a cabo a través de diversos textos, ejercicios, evaluaciones,
entre otras actividades. Cabe mencionar, que algunas de las actividades propuestas las deberás
realizar de manera individual mientras que en algunas otras, colaborarás con otros compañeros
formando equipos de trabajo bajo la guía de tu profesor.
Así mismo algunas actividades están planteadas para ser resultas en el aula y algunas otras te las
llevaras de tarea buscando que practiques los contenidos revisados en el aula.
Para lograr un óptimo uso de este módulo de aprendizaje, deberás:
Llevar siempre tu diccionario a la clase.
Mostrar siempre una actitud constructiva.
Aprovechar las oportunidades de practicar el idioma oralmente con tus
compañeros y maestro.
Mantener limpia tu área de trabajo
Explotar todas las opciones dentro y fuera del aula para aprender el idioma.
Considerarlo como un documento que presenta información relevante en el área de la
Información, a ser utilizado incluso después de concluir esta asignatura.
¡Disfrutar la materia al máximo! ¡Bienvenido a la experiencia!

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 NOMBRE DE LA COMPETENCIA: El estudiante es
competente al expresar en forma oral y escrita en inglés,
los conocimientos que le permitan analizar, valorar e
1
interactuar en forma responsable y consciente con los
recursos naturales de su entorno y su preservación.

NOMBRE DE LA st nd
COMPETENCIA:
1. Review
El
of 1 . 2 .and 3rd. Semesters
estudiante es competente
2. Tag question
al expresar en forma oral
y escrita en inglés, los
3. Relative Pronouns
conocimientos que le
permitan analizar, valorar
4. Relative Clauses
e interactuar en forma
responsable y consciente
con los recursos
naturales de su entorno y
su preservación.

1. Review

2. Yes/ No

3. Practicing Relative Pronouns

4. Who, Which, Whose, That, Where

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 HABILIDADES Y DESTREZAS

 Digo enunciados simples acerca de temas

relacionados al clima, el medio ambiente y los
recursos naturales, personajes famosos, etc.
 Respondo preguntas simples con enunciados cortos
HABILIDADES  Sigo instrucciones simples
 Entiendo letreros y hago una lista de puntos
principales
 Escribo una nota o mensaje

RESULTADO DE A lo largo de la competencia se podrá expresar en forma oral

y escrita en inglés, entiende instrucciones y responde
APRENDIZAJE
preguntas simples.

A continuación encontrarás
Welcome algunos ejercicios que te
to this permitirán realizar un repaso
course de los temas revisados
durante el semestre anterior
en la asignatura de Inglés III

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A. Complete the next sentences in present perfect; use the verb in parentheses and make the
negative and interrogative forms.
Remember: Present Perfect
is used to describe an action
1.-Susana (lose) .......................... the key of her car.
that started in the past and
Neg.-……………………………………………………………….. continues now.

Int.-………………………………………………………………….. You must use the auxiliary

have/has and the main verb
2.-Jenny (finish) …………............... her homework.
in past participle.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
3.-My brother (break) .................................. the windows many times.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
4.-My mother (buy) ……………….............new glasses.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
5. -I (read) ................................a hundred pages of this book.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..

B. Complete the first part to the sentences in Present Perfect and choose the right
word.Look the example.

Example: She has danced(dance) with you since/ yet the party started.

1. We_______________(be) waiting here for / since 4 o'clock !

2. I _________________( not hear) from them yet / for two weeks.
3. We________________(Know)that since / during 2003.
4. Gerardo _____________(live) in Monterrey ever/ since last month.
5. Yolanda ____________________(not finish) her homework yet/ during
6.You____ ____________ ( go)never/ ever to the supermarket
7.We ________________(be) just/ already seen that film
8. They________ ________(work)for/ ever three months
9. You _________ never / ever _______(see) a snake.

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 10. He________________(not be) in my house__________ during/yet

A. Write in English the words and found it in the soup

______________ ______________ ______________ _______________ ______________

___________ _____________ ______________ ___________ ____________

______________ _____________ __________ ___________ ___________

___________ _____________ _____________ ___________ __________

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 A S D F G G H J J K L Ñ M N B V C C X H Q I S A Z X C V B

Q Q L A M P T R T Y B O O K C A S E C C B N M I F V B N M

A S S F G H J K L Ñ L J H G F D S A Q E R T Y U N P O I U

Q A D R E F R I G E R A T O R E R S V A S U N B G K L K V

E D C V G H J T R W F G H J K K L T A D F G J I O O P P C

C H E I R A F E I A Z D F G H J K O W S X G H J G E D G H

K J H G F D S A R H Y B O N B V C O F G H T J K A T E R A

Q W D F G H J J I R F G E E D G H L A D O A G H B T V B I

S E L B A T X C A V B N M D N F D S A P D A A Y I D S A R

M N B V C X X Z H A S D F G H J K L R Ñ P O I U N T R E S

S I M O N U S J C E S U A G U S T E A R N O L D E T D T D

E R P N O I M E M D M S I O V E W V I S A P R A T E B Y D

S P P E N T B E R F L Y D R A O G O N F L I C U S C O P A

T R I I S H U C A U M O S U L O Y S S I M E T S I H C R N

W E R L A O T P A P A P S F S A S C A R P E T A Z F E O F

S D F S L U T A P E C A S F G H D G H K O P P I H G F R A

X C C R H O B R O P I R G D S E R T G E S A V B V C X R Z

R T H J K L W Q T C L O C K A Z R A R H E C T J U E N I I

F C D W Q A Z L B N M B V X D R T R T T Y U I O P N M M G

Z C V B N M U T O Q W E R T Y U S N I A T R U C F G H J U

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B. Order the next words and make sentences in future
1. she / clean /the / won´t/ house/ tomorrow
___________________________________________________________
2.? / you / morning/sweep /in the/ street/ will/ the
___________________________________________________________
3. the/ weekend/enjoy/ the next/will/ concert/ they
___________________________________________________________
4. the/ ? / next weekend/ the boys/ will/ soccer/ play
___________________________________________________________
5. swim/ I/ not / the/ pool/ next Sunday / will /in/
___________________________________________________________
6. will /read / book / this /we
________________________________________________________
7. send/ my mother /invitations/ will/ the
___________________________________________________________

C. Change the next sentences to Simple Future

1. I travel to Spain. ______________________________________________
2. Tony doesn’t go to school. _________________________________________
3. I work in a factory.___________________________________________________
4. We have a party on the weekend.________________________________________
5. Sharon and Max study hard for the exam. _________________________________

D. Complete with the phrases listed below

1. I’m hungry______________________________ a sandwich.
2. Suzy and Carlos are expecting their child so they _______________ a bigger house.
3. It’s a beautiful day. I ______________________________ in the sea.
4. I’ll call to Miguel to say I ____________________________ late.
5. Put on a sweater! You______________________________ cold.

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6. Help me to clean the house, I ___________________________ a party tomorrow.
7. She is sick, She ____________________________ the doctor.

is going to visit am going to swim are going to buy

are going to have I’m going to eat am going to do
am going to be

E. Complete the next sentences in future Be going to(idiomatic future) and make the negative
and the interrogative forms.

1. Sylvie____________________ (play) tennis. Remember: In the or Idiomatic Future

Neg. is used the verb be (is, am, are) the
expression going to and the main verb
Int.
2. It _____________________(rain) !
Neg.
Int.
3. Paul________________ (travel) around the world.
Neg.
Int.
4. I__________________ (spend) a week in Paris.
Neg.
Int.

F. Complete the next Conditional Clauses with the verb in parentheses

1. If Britney Spears (hit) ................... the paparazzi, she (be) ............................... in a serious trouble.

2. If he (listen) ............... to the teacher, he (understand) .......................... the lesson.

3. If you (touch) ............... the oven, you (burn) ........................ your hand.

4. If she (break) ............... the window, her parents (pay).......................... for it.

5. If they (go) ............... to the cinema, they (enjoy) ......................... the movie.

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6. If he (be) ............... intelligent, he (solve) ................... the problem. Remember: First conditional is
formed by two sentences,
(If clause and Main clause) The
7. If you (go) ............... to the party, I (go) ......................... with you.
main clause is in future.

8. If he (knock) ............... the door, I (not talk) ......................... him.

9. If she (need) ............... a favor, I (do) ........................... it.

10. If your car (break down)................. , the mechanic (repair) …………… it.

G. Complete the next Conditional Clauses.

1. - You will cook a cake, If…….. ___________________________________________

2. - The baby will be sick if………___________________________________________
3. - She will visit her boyfriend if……_________________________________________
4. - They will clean the house if…..__________________________________________
5. - I will help you with the homework if…..____________________________________
6. - If you arrive late to the house……._______________________________________
7. - If you learn to speak English….._________________________________________
8. - If you visit the museum……____________________________________________
9. - If your computer is damage……________________________________________
10. - If your children fail the exam……..______________________________________

H. Complete with the correct modal verb

Remember:
Shoud is used to give a recommendation, Must is for a obligation, Can is forphysical ability in
present, May for permission or posibility in future, Would modifies the verb, Could is for ability in
Past, Might is for a possibility in future, Be able to is to express ability.

1.You _________clean your room. Tú tienes que limpiar tu cuarto

2.They _________ study more. Ellos deberían estudiar más.
3.She___________ drive . Ella no puede manejar
4.I_________ travel to London next week. Yo debo viajar a Londres la próximasemana.
5. You ……………read a book daily Túdeberías leer un libro diariamente
6. She ………………go to México alone Ella no iría a México sola
7. They …………………..live here. Ellos no deben vivir aquí
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8. ............you speak English whenyou were a child? ¿Podías hablar inglés cuando erasniño?
9. ………………..I go to the party? ¿Puedo yo ir a la fiesta?
10.He ……………………….drive Él no puede manejar
11. Martha will ………………….to cook Martha será capaz de cocinar
12. ……………………you play with me? ¿Jugarías tú conmigo?
13. You …………………..to figth Tú no eres capaz de pelear
14. …………….Ximena sleep early? ¿Debería Ximena dormir temprano?

Nombre TAG QUESTIONS No. 6

Instrucciones
Comprender y usar correctamente las tag questions
para el Alumno

Uso Manera Identificar y aplicar las tag

Conocimientos correcto de Didáctica de questions basado en las
a adquirir tag Lograrlos instrucciones descritas para
questions llevar a cabo los ejercicios
propuestos.

TAG QUESTIONS
A tag question is a short question added to the end of a positive or negative statement. Tag questions are used
to verify or check information that we think is true or to check information that we aren’t sure is true.

Normally a positive statement is followed by a negative tag, and a negative statement is followed by a positive
tag.

The statement and the tag are always separated by a comma.

For example:
+ -
You are a student, aren’t you?

She isn’t Mexican, is she?

-+
The verb in the statement should be the same tense as the verb in the tag.

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If the verb used in the statement is an auxiliary verb, then the verb used in the tag must match it. If a modal
(can, could, will, should, etc.) is used in the statement, then the same modal is used in the tag part. If the
statement doesn’t use an auxiliary verb, then the auxiliary do is used in the tag part.

A) VERB TO BE (PRESENT AND PAST)

Affirmative Negative

You are the new teacher, aren’t you?They aren’t lawyers, are they?

He is the doctor Oscar, isn’t he? You aren’t in this group, are you?

It was a hard day, wasn’t it? He wasn’t very famous, was he?

They were good friends, weren’t they? You weren’t at the party, were you?

B) PRESENT AND PAST SIMPLE

Affirmative Negative

You work in a garage, don’t you? He doesn’t speak English, does he?

He lives with his parents, doesn’t he? You don’t work here, do you?

He arrived late to class, didn’t he? She didn’t come to work, did she?

You ate fruit, didn’t you? They didn’t call today, did they?

C) OTHERS (Present progressive, future simple, present perfect, there is, there are, modals).

Affirmative Negative

It is raining very hard, isn’t it? It isn’t raining now, is it?

They are working, aren’t they? They aren’t working, are they?

You will return next week, won’t you? You won’t play with us, will you?

She is going to read a book, isn’t she? We are going to study tomorrow, are we?
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They have gone home, haven’t they? You haven’t called home yet, have you?
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Diego has finished his career, hasn’t he? He hasn’t arrived yet, has he?

There is a new student, isn’t there? There isn’t a T.V. in the school, is there?
 Ricardo isn’t a doctor, is he?

You live in San Luis Potosí, Don’t you?

Nombre YES? or NOT? No. 6

Instrucciones para Contesta correctamente los siguientes ejercicios de acuerdo a la

el Alumno instrucción de cada actividad.
Manera
Responsabilidad.
Didáctica Trabajo individual.
Actitudes a formar Orden.
de Trabajo en equipo.
Honestidad
Lograrlas
Competencias 4. Escucha, interpreta y emite mensajes pertinentes en distintos
Genéricas y contextos mediante la utilización de medios, códigos y
atributos a herramientas apropiados.
Desarrollar Aplica distintas estrategias comunicativas según quienes sean sus
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 interlocutores, el contexto en el que se encuentra y los objetivos
que persigue.
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
Realizando las actividades propuestas, participando en equipo y
Manera Didáctica
de manera individual.
de Lograrlas

Exercise 1:

Complete the sentences with the correct Tag Question

1. Brian arrived from Italy last night, _________________________?
2. Mary is a very good lawyer, _________________________?
3. You wrote those letters, _________________________?
4. There are many students absent today, _________________________?
5. It was a good movie, _________________________?
6. The bus stops in this corner, _________________________?
7. He has studied English for years, _________________________?
8. You will be in class tomorrow, _________________________?
9. They have been studying, _________________________?
10. Juan and Jesus were in Oaxaca last year, _________________________?
11. Patty will study medicine like her father, _________________________?
12. Mariana and Luz won’t come to class next week, ___________________?
13. They can buy the tickets today, _________________________?
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14. You have lived in this house for years, _________________________?
15. He hasn’t been with you, _________________________?
16. Angie is going to read a book, _________________________?
Exercise 2:
Choose the correct answer:

1. Diana didn’t hurt her arms in the accident, did she? didn’t she?

2. The mail hasn’t been delivered yet, has it? hasn’t it?

3. She won’t work in the school, will she? won’t she?

4. I played tennis, did I? didn’t I?

5. That dog is yours, isn’t it? is it?

6. The traffic will be heavy, will it? won’t it?

7. You saw that movie, did you? didn’t you?

8. They haven’t had vacations, have they? haven’t they?

9. She is a famous artist, is she? isn’t she?

10. There is water in the freezer, is there? Isn’t there?

11. There were two flowers in the vase, were there? Weren’t there?

12. There aren’t good programs on T.V., are there? aren’t there?

Exercise 3:

Write the Tag Question in the correct place:

isn’t he? wasn’t it? will you? don’t they? has it? does she?isn’t it?
didn’t he? haven’t they? won’t you?

1. - The mail hasn’t arrived yet, _________________________?

2. - The bus was very crowded this morning, _________________________?

3. - He is the new teacher, _________________________?

4. - You won’t study a long career, _________________________?

5. - They now live in Mexico, _________________________?

6. - She doesn’t want anything to eat, __________________________?

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7. - Marco studied English in U.S.A., ________________________?

8. - You will stay at home tonight, _________________________?

9. - The weather is very hot today, _________________________?

10. -They have never been in Mexico City, _________________________?

Exercise 4:

Match the two columns

1. - You are from England, ( ) aren’t we?

2. - He hasn’t had time to study, ( ) won’t they?

3. - Alejandro went to de cinema, ( ) didn’t you?

4. - We are going to work tomorrow, ( ) aren’t you?

5. - The bus stops on 1st. street, ( ) has he?

6. - The new secretary is bilingual, ( ) doesn’t it?

7. - You went to New York, ( ) didn’t he?

8. - They will go to Chiapas later, ( ) isn’t she?

Exercise 5:
Write 7 sentences using the different tense and translate:

1.-__________________________________________, ____________________?

__________________________________________, ____________________?

2.-___________________________________________, ____________________?

__________________________________________, ____________________?

3.-___________________________________________, ____________________?

__________________________________________, ____________________?

4.-___________________________________________, ____________________?

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 __________________________________________, ____________________?

5. -___________________________________________, ____________________?

__________________________________________, ____________________?

6.-___________________________________________, ____________________?

__________________________________________, ____________________?

7.-___________________________________________, ____________________?

__________________________________________, ____________________?

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 Nombre RELATIVE PRONOUNS No. 4

Instrucciones Lee la gramática del tema

para el Alumno Pregunta tus dudas al profesor

Practicar y utilizar los Manera Explicación del profesor

Conocimientos pronombres relativos Didáctica de Trabajo individual
a adquirir en situaciones Lograrlos Trabajo en equipos
cotidianas Trabajo grupal

RELATIVE PRONOUNS

THAT WHO WHICH WHOM WHOSE WHAT

el que, la que, quien, el cual, la cual, a quien, de quien, de lo que, lo

los que, las que, quienes los cuales, las a quienes quienes, cuyo, cual
lo que cuales, lo cual cuya, cuyos, cuyas

We use the relative pronouns to refer to a noun mentioned before and of which we are adding more
information.They are used to join two or more sentences

RELATIVE USE EXAMPLE

PRONOUN
Subject or object pronoun for people, animals
I don’t like the table that stands in the
and things in defining relative clauses
THAT kitchen.
(who or which are also possible)

WHO Subject or pronoun for people I told you about the woman who lives
next door.

WHICH Subject or pronoun for animals and things
Object pronoun for people, especially in non-
WHOM defining relative clauses (in defining relative
clauses we colloquially prefer who)
Do you see the cat which is lying on the
roof?
I was invited by the professor whom I
met at the conference.

WHOSE Possession for people, animals and things Do you know the boy whose mother is
a nurse?

WHAT Object pronoun for things, ideas What you see is whatI have

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My sister was the woman that (who) was there

That was the topic which he was talking about

I could not imagine what my partner wanted to know

I saw the boy who studies here

Nombre PRACTICING RELATIVE PRONOUNS

Lee la gramática de el tema
Instrucciones
Pregunta tus dudas
para el Alumno
Resuelve los ejercicios de tu guía
Manera
Solidaridad Trabajo individual
Actitudes a Didáctica
Colaboración Trabajo en equipo
formar de
Respeto Trabajo grupal
Lograrlas
Competencias 4. Escucha, interpreta y emite mensajes pertinentes en
Genéricas y distintos contextos mediante la utilización de medios, códigos y
atributos a herramientas apropiados.
Desarrollar Se comunica en una segunda lengua en situaciones cotidianas

Manera Didáctica Realizando las actividades propuestas, participando en

de Lograrlas dinámicas grupales diversas

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Exercise1:
Choose the correct relative pronoun and write it on the line to complete the statement

a. I talked to the girl ______ motorcycle had broken down in front of the shop

j) whose t) which f) that h) whom

b. The Rojas family often visit their cousin in Syracuse _______ is near a river

k) that d) Whose b) which u) who

c. My sister read a romantic novel last month _______ was very interesting

x) which c) that f) who g) whom

d. The painter ________ used an expensive latex paint is the principal neighbor

m) who z) what y) which l) whose

Exercise 2:

Re write the sentences using a Relative Pronoun, but giving the same meaning as the original

1. I bought a house. It was advertised in the local paper

______________________________________________________________________

2. Carol works in that office. Her husband is a nurse

_____________________________________________________________________

3. Chiapas is a wonderful place. We spent our last holiday there

_____________________________________________________________________

4. They have rented the house I wanted to buy it

___________________________________________________________________

5. Joe has won a LCD screen. His wife and children love watching cartoons

__________________________________________________________________

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 Nombre RELATIVE CLAUSES No. 5
Lee la información gramatical del tema
Instrucciones
Pregunta tus dudas al profesor
para el Alumno
Responde los ejercicios correspondientes
Uso de las
Conferencia
Cláusulas Manera Didáctica
Conocimientos Trabajo individual
Relativas más de Lograrlos
a adquirir Trabajo en parejas
comunes en
Trabajo grupal
Inglés

RELATIVE CLAUSES

We use relative clauses to give additional information about something without starting another
sentence, and are introduced by relative pronouns who, which, whose, that and the relative adverb
where
You must know that:

Defining Relative Clauses give information which is needed to understand the meaning of the
sentence. They are not separated from the main clause by commas, examples:
Tracy is the nurse who / that has curly hair
The pen which / that your father gave you isn’t on the desk

Non- defining Relative Clauses give extra information about the person, thing or idea they refer
to.They are always separated from the main clause by commas, examples:

She is Claire, who is Mary’s aunt lives in Florida

Their TV set, which cost them a lot, is a modern flat screen

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Check this table:
PRONOUNS
People Who / that
Things / animals /ideas Which / that
Possession Whose
ADVERB
Place Where

SOME NOTES
 The words Who, Which, That: can be omitted if they refer to the object of the clause.
However, Whose and where cannot be omitted

 In informal language prepositions appear at the beginning of the relative clause

Example: The sofa which / that my sister is sitting on is very comfortable

 In formal language prepositions appear at the end of the relative clause

Example: The sofa on which my sister is sitting is very comfortable

Paris where Monique was born, is a beautiful city

Alex who studied medicine, is a good doctor

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 Nombre WHO, WHICH, WHOSE, THAT, WHERE

Instrucciones Lee la gramática del tema

Pregunta tus dudas al profesor
para el Alumno
Contesta los ejercicios correspondientes
Conferencia
Responsabilidad Manera
Actitudes a Lluvia de ideas
Colaboración Didáctica de
formar Mapa conceptual
Tolerancia Lograrlas
Trabajo en equipo
Competencias 4.- Escucha, interpreta y emite mensajes pertinentes en distintos
Genéricas y contextos mediante la utilización de medios, códigos y herramientas
atributos a apropiados
Desarrollar Participa y colabora de manera efectiva en equipos diversos.
Manera
Realizando las actividades correspondientes, actuando con disposición
Didáctica de
para integrarse en diversos equipos
Lograrlas

Exercise 1:

Underline the correct Relative Clause

a. Miss Green where / whose microwave was damaged by the short circuit, has decided to buy
another one.

b. Linda and Jaime that / who are in the same course this semester are engaged.

c. The ranch where / whom we stayed last weekend, has amazing landscapes.

d. Phil Collins what / who presents his show at the Orange Bowl, is a great singer.

e. That building where / which is the oldest of the city has a gothic style

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Exercise 2:

Translate to Spanish the next sentences

1.- My friend Henry, whose wife was born in Seattle, moved there last week

____________________________________________________________________

2.- The bag which I bought last month cost 80 dollars

______________________________________________________________________

3.- Larry’s cats which are grey color play with his slipper shoes

______________________________________________________________________

4.- Mr. Davis who I met at the mall is a famous painter

______________________________________________________________________

5.- Carmen’s mother, who is a nurse, has lost her keys

______________________________________________________________________

Exercise 3:

Complete the sentences using a Relative Clause.

A holiday in Washington

a. The students spent their holiday in Washington last year. _________________is near Oregon,
Idaho and Montana

b. They first went to The White House. _____________are available public tours from 7:30 a.m.
to 11:00 a.m.

c. After that they visited the Library of Congress __________________ knew more of this historic
building and learn about its history, symbolic art and architecture

d. Then they travel to the Smithsonian National Zoological Park by bus. __________________
they could see many animals, from birds to mammals to reptiles for free admission

e. Finally they went back to the hotel __________________had delicious dinner and went to
sleep

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 UNIDAD II
Historia y Cultura

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 2
NOMBRE DE LA COMPETENCIA:El alumno es competente
cuando analiza, valora y preserva los recursos naturales,
incluyendo los relacionados con la cultura, la ciencia y la
tecnología, haciendo uso adecuado de ellos, tanto en su
entorno como en el regional, nacional o mundial

2
1. Second Conditional

2. Past Perfect

3. Third Conditional

4. Tools, Sports

1. Places and sports Vocabulary

2. Simple Past or Perfect Past

3. If I had…

4. Tools Vocabulary

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 HABILIDADES Y DESTREZAS

-Conozco y relato eventos importantes del lugar donde vivo,

mi país y del mundo.
-Pido y doy información sobre acontecimientos que han
HABILIDADES
afectado el rumbo del país y del mundo.
-Investigo y recreo la cultura popular en mi comunidad y en
mi país.
-Solicito y comparto información sobre la elaboración y
consistencia de diversos productos.
RESULTADO
El alumno será capaz de expresarse oralmente y en forma
DE escrita para solicitar e informar acerca de acontecimientos,
APRENDIZAJE cultura popular de su comunidad, país y el mundo.

Nombre SECOND CONDITIONAL No. 1

Escucha la explicación del profesor

Instrucciones
Pregunta tus dudas
para el Alumno
Realiza los ejercicios que se indican

Usocorrecto
Manera Trabajo individual
Conocimientos de las
Didáctica Trabajo en binas
a adquirir cláusulas
de Trabajo en equipos
condicionales
Lograrlos

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Conditional Clauses of type 2are used to express an action in present or the future, which is not
true (contrary to fact). -As in conditional type 1- These have also a Main clause and an IF clause.

If you went to bed early, you would be ready for the exam
IF CLAUSE MAIN CLAUSE

his kind of clause is called Conditional Type 2, Second Conditional or Hypothetical Conditional. In
the second conditional, the verb in the IF clause is used in Past Tense, and in the Main clause is
used would /could + the simple form of another verb.

In this type of conditionals WERE is often used instead of WAS in the IF clause, to express an
opinion or to give advice. Example: If I were you, I would go to the doctor

In this type of conditional clauses are used the word UNLESS (a menos que) instead of if…not…
Example: I won’t buy this cell unless you agree (= if you don’t agree)

I would go to the concert with you, if you bought a ticket for me

If Tim needed money, he could sell his car
We won’t arrive to work early unless we take a taxi

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 Nombre IF …

Instrucciones Lee con atención la gramática de tu guía

para el Alumno Pregunta tus dudas al profesor
Realiza los ejercicios correspondientes
Conferencia
Respeto Manera
Actitudes a Trabajo individual
Solidaridad Didáctica de
formar Trabajo en binas
Colaboración Lograrlas
Trabajo en equipo
Competencias 4. escucha, interpreta y emite mensajes pertinentes en
Genéricas y distintos contextos mediante la utilización de medios, códigos y
atributos a herramientas apropiados
Desarrollar Se comunica en una segunda lengua en situaciones cotidianas
Realizando los ejercicios presentados
Manera
Participando activamente en las actividades de la clase
Didáctica de
Lograrlas

Exercise 1:
Complete the next clauses with WOULD, COULD, MIGHT and the verb in parenthesis as
corresponds:

1. If I won thelottery, we ______________ around the world

(podríamos viajar)

2. If you went to Germany, you _______________ the delicious beer

(disfrutarías)

3. She ____________ (play) tennis better, if she trained three times a week
(jugaría)

4. If they sang at the concert, it_____________ a great concert

(podría ser )

5. If he were in my place, he _________ (do) this project with responsibility

(haría)

Exercise 2:
Translate to English the following clauses:

1. Si ellos no quisieran ir yo te lo diría

_________________________________________

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 2. Podría comprar un carro nuevo si tuviera más dinero
_________________________________________

3. Si yo fuera tú compraría esos zapatos

_________________________________________

4. Podríamos entender la película si habláramos Francés

_________________________________________

5. Si ella llegara a tiempo entregaría la correspondencia

__________________________________________

Exercise 3:
Underline the correct word to complete a second conditional clause:

a. If he was busy, I would / may come back in an hour

b. If you had time you could / would visit my parents this week
c. She couldn´t / wouldn´t go to the party unlessshe were invited
d. If Bob spent his vacations on Cancun he might / would go to the beach
e. Jane might not / could not buy a big house unless she had much money
Exercise 4:
Match the two columns:
1. Would play _____ a. podría ganar
2. Could win _____ b. podría amar
3. Might write _____ c. nadaría
4. Would swim _____ d. podría escribir
5. Might love _____ e. jugaría

Exercise 5:
Complete the sentences with the correct form of the verbs in parentheses to form Conditional
Clauses Type 2.

1. If Roger _________________ (borrow) my car, he _________________crash it.

2. If I ___________(be) you, I _______________ (not go) to the party tonight.

3. I _________________ (scream) if I ______________ (find) a spider in my bed.

4. If you ___________ (stay) at school, who ___________you talk to with?

Exercise6:
Translate to Spanish next Conditional Clauses.

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If I were in Brazil, I would go to Rio de Janeiro.

_____________________________________________________________

If he were in my place, he wouldn't do this.

_____________________________________________________________

If I won the lottery, I would travel around the world.

_____________________________________________________________

If I met a famous pop star, I’d be really nervous.

_____________________________________________________________

If I didn’t eat a big breakfast, I’d be hungry all day.

_____________________________________________________________

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 Nombre PAST PERFECT No. 2

Instrucciones
Pregunta tus dudas al profesor
para el Alumno
Responde los ejercicios correspondientes
Hacer uso Manera Conferencia
Conocimientos adecuado del Didáctica Trabajo en pares
a adquirir pasado perfecto de Trabajo grupal
Lograrlos

PAST PERFECT
In general it is used to describe:
 Actions that have passed before another action in the past.
 Actions that began in the past but have consequences in the present
 Actions that had begun in a specific period of time in the past
 It is used to show order of the actions form the past

This tense uses the auxiliary Had + the Past Participle of the principal verb. In Spanish these forms
of verbs have ADO, IDO, TO, SO, CHO meaning. The table below shows that the auxiliary is used for
all the personal pronouns

I, You ,He, She, It, We, You, They had visited, traveled

Affirmative Sentences: Personal pronoun + "had" + past participle

I had played hockey You had played hockey

I'd played hockey You'd played hockey

Negative Sentences: Personal pronoun + “had not”+ past participle

I had not played hockey You had not played hockey

I'd not played hockey You'd not played hockey
I hadn't played hockey You hadn't played hockey

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Questions: “Had”+ personal pronoun + past participle +?

Had you played hockey?

SOME TIPS

 When is used the wordalready = ya with this tense it is written between had and
past participle Example: When I got there the party had already started
 By the time = cuando
 Before using the past perfect check whether the action had happened before another action

We had spoken English at our project last Friday

Sharon and Sophie had studied French before they went to France
Mrs. Smith had had two sons before she got married

Nombre SIMPLE PAST OR PAST PERFECT

Lee la gramática de el tema
Instrucciones
Pregunta tus dudas
para el Alumno
Resuelve los ejercicios de tu guía
Solidaridad Manera Trabajo individual
Actitudes a
Colaboración Didáctica de Trabajo en equipo
formar
Respeto Lograrlas Trabajo grupal
Competencias 4. Escucha, interpreta y emite mensajes pertinentes en
Genéricas y distintos contextos mediante la utilización de medios, códigos y
atributos a herramientas apropiados.
Desarrollar Se comunica en una segunda lengua en situaciones cotidianas

Manera Didáctica Realizando las actividades propuestas, participando en

de Lograrlas dinámicas grupales diversas

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Exercise 1:
Read the two options in English and choose the one is correct

Cristina nunca ( ) Cristina had ( ) Cristina have check your

había estado en never been at ever been at option, why not
el cine del Dorado’s cinema Dorado’s cinema the other option
Dorado.
Yo no tenía ( ) I didn’t have ( ) I didn’t have check your
dinero porque any money because I any money option, why not
había perdido mi had lost my wallet because I have lost the other option
billetera my wallet
¿Habías ( ) Had you ever ( ) Have you check your
escuchado antes heard before of that heard before of option, why not
a ese cantante rock singer? that rock singer? the other option
de rock?

Exercise 2:
Complete the text with the correct auxiliary and the Past Perfect of the verbs in parenthesis

Last month we _______ _____________(travel) to Valle de Bravo, we _______ __________ (enjoy)

those days, but unfortunately my cousin_______ __________(think) his camera ______ ______(be)
stolen in that place. He _________ _______ (be) worried all day and night, because he couldn’t take
any photo of the lake, he was sad, but when we came back to Mexico City, he found it at home and
his face _______ _______ (change) after that, he was happy. Each time he visits us he talks about
what he _________ ___________ (feel) those days.

Exercise 3:
Write verbs in the correct form PAST SIMPLE or PAST PERFECT

1. I sometimes _______ (forget) my keys that I ______ _____________(leave) on my bed.

2. After I ______ _____________ (go) to the doctor I ______ (feel) much better.

3. I ______ ____________ (work) today before I __________(celebrate) my birthday at home.

4. I ______ _____________ (begin) cleaning, up by the time my parents ____________(arrive).

5. They _______ (were) sure they _______ _____________(see) Sharon somewhere before.

6. We _______ (were not) afraid because we _____ ____________(see) scary films before.
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 Exercise 4:
Write in Spanish the following statements:

a. All the girls had finished the exam before 6 o´clock; the boys finished it at 6:30
_____________________________________________________________
b. Your cousin had planned her trip after she went back form the concert
_____________________________________________________________
c. The project had ended, when the contest started
_____________________________________________________________
d. By the time, Lucas arrived to the bus station, the train had left
_____________________________________________________________
e. His father had booked a ticket for the 3 o’clock flight
_____________________________________________________________

THIRD CONDITIONAL
Is used to talk about unreal situations in the past, (used to express unrealistic situations - that
never happened - in the past and, in general, within the context of criticism, complaint or remorse).
Like the other types of conditionals are formed for an IF CLAUSE and a MAIN CLAUSE, in Spanish
is the same to “Hubiera”

IF CLAUSE MAIN CLAUSE

If + Past Perfect Tense Modal auxiliaries:
would, could, might +have+ past participle

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 Nombre THIRD CONDITIONAL No. 3

Instrucciones Escucha la conferencia del profesor

Pregunta tus dudas
para el alumno
Resuelve los ejercicios que se presentan
Características y usos
Manera Conferencia
del tercer condicional
Conocimientos Didáctica de Trabajo individual
Establecer diferencia
a adquirir Lograrlos Trabajo en equipos
entre los tres tipos de Trabajo grupal
cláusulas condicionales

If If she had come on Saturday, I would have seen her

Rossy couldn’t have played tennis, if it had rained last weekend
Would you have done the homework if you had copied it ?

Exercise 1:
Translate to Spanish next sentences

1. If I had seen him, I would have told him about you

___________________________________________________

2. If I had known the answer, I could have raised my hand.

___________________________________________________

3. If they had invited us, we could have accepted at once.

___________________________________________________

4. If she had explained the problem to me, I would have understood it

_____________________________________________________

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 5. If I hadn't forgotten his number, I would have phoned him
_____________________________________________________

Exercise 2:
Complete the sentences with the correct form of the verbs in parenthesis

1. If Ted ____________ (run) faster, he __________________ (not miss) the bus

2. I ____________(not catch) a cold if I __________________ (wear) my coat

3. Edna _________ (stay) at home if she ___________ (know) it was going to rain

4. If I ______________ (not drive) to the mall, I ___________(not be) an accident

5. _______ you __________(write) to Alice yesterday If you __________ time?

Exercise 3:
Complete the following conditional clauses

1. If she _______________(go)to the party, she ___________________ (enjoy) it a lot

2. If you ________________(run) faster, you ___________________(not miss) the bus

3. They _______________(listen) to the radio if you ______________(lend) it to them

4. I _______________(watch)an interesting film if I____________(go) to the cinema

5. If we ______________ (not leave) our notebooks, we __________(do) our homework

Exercise 4:
Change to negative form the following conditionals

a. If I had known Charlie’s cell number, I would have called him

________________________________________________________

b. We could have invited Tim to the party if he had been in town

________________________________________________________

c. Roger would have paid the bills if he had received his check
_________________________________________________________

d. If last night´s lecture had been in Spanish my parents could have gone too
________________________________________________________________

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 e. The teacher could have missed classes if she had felt sick this morning
_______________________________________________________________

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 TOOLS VOCABULARY
Exercise 4:
Search in the dictionary the meaning of the following tools.

______________ ______________ _________________

_______________ _______________ ______________

_____________ _____________ ________________

_________________ _________________ ____________________

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 _________________ _________________ _____________________

____________________ __________________ ______________________

AUTOEVALUACION

SOY CAPAZ DE: SI NO

1.- Expresar ideas y conceptos mediante representaciones lingüísticas o
graficas
2.- Comunicarme en una segunda lengua en situaciones cotidianas
3.- Manejar las tecnologías de la comunicación para obtener información y
expresar ideas
4.- Identificar e interpretar la idea general y posible desarrollo de un mensaje
oral o escrito en una segunda lengua, recurriendo a conocimientos previos,
elementos no verbales y contexto cultural.
5.- Desarrollar estrategias para hacerme comprender en una lengua extranjera

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 UNIDAD III
Our experiences

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 3
Nombre de la competencia: El estudiante será competente al utilizar su
conocimiento creativamente para escuchar, hablar, leer y escribir sobre
su pasado y experiencias personales en la lengua extranjera.

1. materials

2. Enviroment

3. Passive Voice (Present)

4. Passive Voice (Past)

1. Vocabulary
2. Changing the active voice
3. Who? or What?

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 HABILIDADES Y DESTREZAS

 Pregunto y proporciono información de hechos

pasados.
HABILIDADES  Preguntar y dar información sobre el lugar y la
fecha de nacimiento de una persona.
 Solicitar y dar información de personajes del
pasado.
 Dar información de lo realizado por una persona.
El alumno será capaz de comunicarse de manera oral y
RESULTADO DE
escrita en inglés; describiendo eventos pasados propios o de
APRENDIZAJE otras personas.

Vocabulary: Materials

acrylic aluminum brass

silver, gold, bronze cardboard cement cooper

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 cotton feather flannel gauze

glass iron lead leather linen

marble paper plaster plastic porcelain

silk steel stone straw

tin velvet wax wood wool

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 zinc clay fiberglass nylon

Exercise 1:
Find in English the vocabulary about materials

P N V C Z A D D F D N U O R O G Y R A S M Seda
R G A N A D R E P O O C U R I S M S R O Y Lana
O S A D S C S R D G A M E S A O P T T B F Madera
B X Q U Q A A F P E T R O L L O G E S R E Cera
L A A A Z X R H L A B N P S U T D E U E A Terciopelo
E W A S C E R V E X Z A L S M F O L D P T Estaño
M T W D O R O Y N I T P A E I H I L N O H Paja
A C R Y L I C M N E N T S H N S I O I B E piedra
S E X G O A L O A E E T T A I E S N N L R Acero
E R E H M C O C L N M M I H U L I S E A T Plata
C V N A I D E C F M E R C I M T O B A C N Porcelana
K L I S A Q W F X R C E K E U G S G A L I Platico
N C R E P P I I U Y L R S R N W B W P O G Yeso
O D T E V L E V O M O S O K I O M Z P N S Papel
M A C P A D D H D A A T B D M Z I N C O U Mármol
I E C L U D O I G R D R D I A H L C J R R Lino
C L L E L N S N B U G A I N D U N O R I A Cuero
O Z V O Y V A G E S G W R G U A E B F Y T Plomo
S A G N I E E E M T U S J R O L R V H C N Hierro
D S D V R R S I L V E R S K A O I N G O I Vidrio
A S E I M S I N G C O T L E N F D M I I P Gasa
P A P E R I V A E I V L A Z A A O O F N N Franela
A G E D I O D D T R O L E E T I A G O G H Pluma
D K M Z Q N R N L O D L S S F L H Q G W A Algodón
U S P Ñ A D A A W A L I R E H T A E L N Z Cobre
E T L P I U O M U D T B I N E E R I I G E Cemento
D O E L D N B E D F E Y I A T H E A T R U Cartón
C N O O D L D D I S L C E N S A L N O N Q Bronce
V E S K I F R H J K B A P L A E C G O L I Aluminio
O T S N C S A T R A R A J O C H O T F A R Acrílico
M E E Y T U C O P Ñ A K J R G F T S E A Z Oro
D N J S O T S E U P M I O T Y O E W Q P X Latón (estaño)
S I S R E T S A L P N P M I C O M N B V C Zinc

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 Vocabulary: The nature and environment

Bay Canyon Coast Dunes

Stream or brook Jungle Hills Lagoon

Marsh Oasis Reef Waterfall

Flower Sun Moon Grass

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Earth and World Volcano Bush Cliff

Desert Forest Gulf Island

Lake Mountain Ocean

River Stone Tree Clouds

Stars Rainbow Soil Glacier

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 Beach Vegetation Animals Sky

Environment Acid rain Carbon dioxide Chemicals

Climate change Conservation Contaminant Pollution

Deforestation Ecological Ecosystem Effluent

Endangered species Extinction

Garbage Global warming Greenhouse effect noise pollution

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 Ozone layer Recyclable Smog Toxic waste Poison

Waste disposal Combustion Junk Dense

Oil spill Flooding Urbanization Dump

Disastrous Aerosol can Drought

Exercise 1:
Complete with the words in the box
climate change global warming deforestation
garbage flooding urbanization

1. The _________________ is the phenomenon of the increase of the global average temperature of
the atmosphere.
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 2. The ________________ is the destruction of forest.

3. The ________________________ is the modification of the climate with respect to the climatic file.

4. _____________ is called the action and effect to flood

5. The _________________________ is material considered as waste and it is needed to eliminate.

Exercise 2:
Complete with the vocabulary about the nature in English

20 10

1
11

2 16
15
22
11 12 17
3
12 14
13 18
4 7

5
21 19
6
8

10
9

Horizontal Vertical
1-Arroyo 7- Bosque 10-Bahía 16-
Colina
2-Jungla 8-Río 11-Desierto 17-
Lago
3-Cascada 9-Tierra(Planeta) 12-Mundo 18-Cielo
4-Tierra 10-Arecife 13-Océano 19-Playa
5-Árbol 11-Prado 14-Montaña 20-Isla
6-Volcán 12-Pantano 15-Mar 21-
Acantilado
22-Oasis

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 Nombre PASIVE VOICE (PRESENT) No. 4
Instrucciones
Comprender, y hacer uso de la voz pasiva en presente.
para el Alumno
Uso y
Manera
aplicación Poder cambiar oraciones de voz
Conocimientos Didáctica de
de la voz activa a voz pasiva a partir de
a adquirir Lograrlos
pasiva en las instrucciones descritas.
presente

PASSIVE VOICE (present)

Passive Voice is used when the focus is on the action. It is not important or not known; however,
who or what is performing the action.
Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who
did it.

The subject of a sentence in passive voice corresponds to the object in a sentence is active voice

Miguel writes a letter to Vanessa Active voice

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Subject object

A letter to Vanessa is written by Miguel Passive Voice

Subject object

Present passive form

Present passive

Affirmative: Negative: Interrogative:

Subject +is/are + past Subject+ is/are + not + Is/ Are+ subject+
participle form of the past participle form of past participle form
verb the verb of the verb.

The rivers are polluted The rivers are not Are the rivers polluted
by factories polluted by factories. by factories?

ACTIVE VOICE: They clean the beach every morning.

PASSIVE VOICE: The beach every morning is cleaned by them.

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 Nombre CHANGE THE ACTIVE VOICE No. 4

Instrucciones para Contesta correctamente los siguientes ejercicios conforme a la

el Alumno instrucción de cada actividad.
Manera
Responsabilidad. Trabajo individual.
Didáctica
Actitudes a formar Orden. Trabajo en equipo
de
Honestidad
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
herramientas apropiados.
Competencias Se comunica en una segunda lengua en situaciones cotidianas.
Genéricas y Aplica distintas estrategias comunicativas según quienes sean sus
atributos a interlocutores, el contexto en el que se encuentra y los objetivos
Desarrollar que persigue.
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.

Manera Didáctica Realizando las actividades propuestas, participando activamente.

de Lograrlas

Exercise 0:
Write 12 sentences using the vocabulary. Look the example:
Example: The house is made of cement.
1. - ________________________________ 7. - _______________________________

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2.- ________________________________ 8.- _______________________________

3.- ________________________________ 9.- ________________________________

4.-________________________________ 10.- ________________________________

5.- ________________________________ 11.- ________________________________

6.- ________________________________ 12.- _________________________________

Exercise 1:

Complete the sentences in Passive Voice, with the verbs in the box

Damage hurt exploit destroy die contaminate

provoke increase hunt enjoy

1. The beach_______________________ by the tourist.

2. The ozone layer __________________ by the contamination.
3. The rivers ___________________ by the toxic waste.
4. The forest __________________ by the deforestation.
5. The climate changes _________________ by the humanity.
6. The natural disaster____________________ by the climate change
7. Animal ______________ in the ocean by oil spill.
8. The mountains______________ by the man.
9. The nature ______________ by the contamination
10. The endangered species___________ by the man
Exercise 2:

Change the following sentences form the Active Voice to the Passive Voice, and write in negative and
interrogative form. Look the example
Hector teaches English Affirm.English is taught by Hector
Neg. English isn’t taught by Hector Int.Is English taught by Hector?
1.-Guillermo delivers the mail every day.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
2. - Sara cleans the house in the morning
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
3. - The boys do the homework every day.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
4.-We find the solution to the problem.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
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5. – We plant some flowers
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
6.-Paula crashes the car.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
7. - My children finish the homework
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________

Exercise 3:

Active or Passive? Underline the Passive sentences

1. - She invited us to the party

2.-“La incondicional” is sung by Luis Miguel.
3. -Smoking is forbidden in our school
4. - Michael Phelps won eight gold medals at the 2008 Beijing games
5. - My purse is stolen
6. - Peter writes poems
7. - Our homework is done
8. - An earthquake shook Haiti
9. - The flowers are planted by us.
10.-English is spoken all over the world
11.-Tomas dances every day.
12. - Mexico is governed by Felipe Calderon
13. - The letters are delivered by the postman.
14. - Alejandra drives the new car.

Exercise 4:

Write 10 sentences in Passive Voice using the vocabulary of environment and nature
1.-________________________________________________________________
2. - ________________________________________________________________
3. - ________________________________________________________________
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4. - ________________________________________________________________
5. - ________________________________________________________________
6. - ________________________________________________________________
7. - ________________________________________________________________
8. - ________________________________________________________________
9. - ________________________________________________________________
10. - _______________________________________________________________

Exercise 5:

Choose the correct Present Passive form of the verbs.

1-The largest diamond ever found is called/ are callthe Star of Africa.
2- The best diamonds is sell/ are sold in exclusive stores.
3- The Mexican pyramids visiting / are visited by many tourist
4- Tequilais produced /are produce in Mexico.
5- The hill “la silla” are locating /is located in Monterrey.
6-Every year the gray whales are see/ are seen in Baja California.
7-The Spanish is talked/ are talks in Latin America.
8- The craftsis make/ are made by the artisans.
9- Cruise ships is receive/ are received in Puerto Vallarta.
10- The silver is made/is making into silver bars.

Exercise 6:

Complete with the missing information

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1. - The crown is made of ___________
2. - The houses are made of __________
3. - The box is made of______________
4. -The glass is made of ___________
5. - The chairs are made of __________
6. - The ________________ _____ made of plaster.
7. - The ______________ _____ made of Stone.
8. - The ______________ _______ made of porcelain.
9. - The window is made of ______________.
10. The ____________ _____ made of wood.
11. - The ___________ _____ made of nylon.
12. - The ____________ ______ made of silver.
13. - The books are made of ___________
14. - The _______________ _______ made of iron.
15. - The candles are made of_____________.

Exercise 7:
Match the following posters to the place where you see

Bar Airport Police station

Library Parking Lot Restaurant
Clothing store Hotel

The thieves are Customers under 18 years of age aren’t

persecuted. served alcohol

____________________________ _______________________________

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Valuables should be left in the safe. Meals aren’t served between 1
Pm and 3 Pm

_____________________________ _____________________________________

If the suitcase is
forgotten, ask at
Vehicles are the counter.
parked at owner
risk.

__________________________ _______________________________
All major credit cards are accepted. If the books
aren’t returned in
a week, You will
receive a fine.

____________________________ ________________________________

Nombre THE PASSIVE VOICE (PAST) No. 5

Instrucciones Comprender, diferenciar y usar correctamente la estructura de voz
para el Alumno pasiva en pasado.

Identificar y aplicar la estructura de

Uso correcto Manera
voz pasiva en pasado con base en
Conocimientos de voz Didáctica de
las instrucciones descritas para
a adquirir pasiva en Lograrlos
llevar a cabo los ejercicios
pasado
propuestos.

PASSIVE VOICE (PAST)

To understand this concept you must know first that the active voice is the way that we talk regularly. We always say that
someone (a person) does (or does not perform) an action. For example:

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Past: Michael cut the Apple.
In this example we say that someone named "Michael" made the action of cut.

Therefore, the active voice refers to those phrases that express a person (the subject) performs an action.
However, sometimes we do not want to stress that a person is performing the action. In this case, we make the object
(things or persons on whom falls the action) takes the role of the action. The above example says that:

 Past passive voice the apple was cut by Michael.

Therefore, in the passive voicethe object is used as a subject and remember that in past passive voice we have to use the
verb to be in past (was – were).

Consider now the structure of sentences in Passive Voice.

Affirmative form Negative form Interrogative form

Active voice:
Active voice: Active voice:
The boy didn’t break the windows.
The boy broke the windows. Did the boy break the windows?
(subject) + (didn’t + verb in
(subject) + (verb in simple past) (Did) + (subject) + (verb in present)
present)
+ (complement). + (complement) + (?).
+ (complement).

Passive voice:
Passive voice: Passive voice:
The windows weren’t broken by
The windows wer ebroken by Were the windows broken by the boy?
the boy.
the boy. (Was / Were) + (object) + (verb in
(object) + (wasn’t / weren’t) +
(object) + (was / were) + (verb past participle) + (by) + (complement)
(verb in past participle) + (by) +
in past participle) + (by) + + (?)
(complement).
(complement).

 The picture “La llamada” was painted by Remedios Varo.

 The picture “La llamada” wasn´t painted by Salvador Dalí.

 Was the picture “La llamada” painted by Remedios Varo?

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 Nombre WHO? OR WHAT? No. 5

Instrucciones para Contesta correctamente los siguientes ejercicios de acuerdo a la

el Alumno instrucción de cada actividad.
Manera
Responsabilidad.
Didáctica Trabajo individual.
Actitudes a formar Orden.
de Trabajo en equipo.
Honestidad
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
herramientas apropiados.
Competencias
Aplica distintas estrategias comunicativas según quienes sean sus
Genéricas y
interlocutores, el contexto en el que se encuentra y los objetivos
atributos a
que persigue.
Desarrollar
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
Realizando las actividades propuestas, participando en equipo y
Manera Didáctica
de manera individual.
de Lograrlas

Exercise 1:

Choose and underlinethe correct sentence in Past Passive Voice

Example:People used hieroglyphics five thousand years ago.

Hieroglyphics was used by people five thousand years ago.

Hieroglyphics were used by people five thousand years ago.

1. - The Egyptians decorated jewelry with hieroglyphics.

Jewelry was decorated by Egyptians with hieroglyphics.
Jewelry is decorated by Egyptians with hieroglyphics.

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2. - Many people in America spoke a native language.
A native language is spoken in America by many people.
A native language was spoken in America by many people.
3. - Native American tribes used tepees.
Tepees are used by Native American tribes.
Tepees were used by Native American tribes.
4. - The Spanish conquered Mexico.
Mexico was conquered by the Spanish.
Mexico were conquered by the Spanish.
5.-The police arrested the thieves
The thieves were arrested by the police.
The thieves were arrest by the police.

6. - Someone invented the car in the twentieth century.

The car were invent in the twentieth century by someone.
The car was invented in the twentieth century by someone
7. - Ruben and Maria wrote an interesting book.
An interesting book was wrote by Ruben and Maria
An interesting book was written by Them.

8. - Carolina took the books to the bookshelf.

The books were taken to the bookshelf by Carolina
The books were took to the bookshelf by Carolina.
Exercise 2:

Complete the next sentences using was – wasn’t or were – weren’t and change the verb in
parenthesis with the past participle like in the example:

Example: Mexico wasn’t conquered (conquer) by Christopher Columbus.

Mexico was conquered by Hernan Cortes.

1. - Radium _______________________________ (invent) by Fleming.

Radium _______________________________by Madam Curie.

2. - Gunpowder _____________________________ (invent) by the Japanese.

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 Gunpowder _____________________________by the Chinese.

3. - The first bicycle __________________________ (make) in Germany.

The first bicycle __________________________in Scotland.

4. - The Twin Towers ________________________ (destroy) by an earthquake.

The Twin Towers ________________________by terrorist attacks.

5. - The Independence war of Mexico ________________ (declare) by Morelos.

The Independence war of Mexico __________________ by Father Hidalgo.

Exercise 3:
Instructions: Complete the interrogative sentences using the words:

composed invented painted

Lennon and McCartney Miguel Angel Walt Disney Thomas A. Edison Agustin Lara (was
– were)

Example: Was the telephone invented by Alexander Graham Bell?

1._________ electric light bulb______________ by____________________ ?

2._________ “María bonita” ________________ by ____________________ ?

3. _______ “Yesterday” and “Michelle” ____________ by ________________?

4.________ Mickey Mouse and Donald duck _________ by ______________?

5.________ “The Pasion” ____________ by __________________________?

Exercise 4:
Order the words and write a sentence in Past Passive Voice.

Example: Was / Yesterday / The / Repaired / Car

The car was repaired yesterday.

1. - The/ the secretary/ Typed /Letter /Was/ by

_________________________________________.
2. - by/ those/ written / books / were / ? / Miguel
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________________________________________.
3. - Received / Yesterday / Was /The / Information
_________________________________________.
4. - Weren’t / Party / Invited / To/ We/ The
_________________________________________.
5. House / Weren’t/ by /Our / Painted/ Roberto
_________________________________________.

Exercise 5:
Write each sentence in Past Passive Voice in affirmative, negative and interrogative form, use
was (wasn’t) or were (weren’t).
Example:

(active voice) Bartholdi designed the statue of liberty.

(passive voice) (+) The statue of liberty was designedby Bart

(-) The statue of liberty wasn’t designedby Bartholdi.

(?) Was the statue of liberty designedby Bartholdi?

1.- Salvador Dali painted “La persistencia de la memoria”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

2. -Leonora Carrington created beautiful sculptures.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

3. - Alejandra Pizarnik wrote magnificent poems.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

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4.- Dostoievsky wrote “Noches Blancas”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

5.- Rigo Tovar sang “El Sirenito”.

(+)________________________________________________________.

( - )________________________________________________________.

( ? )________________________________________________________.

Exercise 6:

Read the text, underline and write the sentences in Passive Voice and answer True or False.

José arrived late to work this morning because he had a few problems:
When he was sleeping he wasn’t woken up by the alarm clock.
Then he was woken up by a nightmare, he looked the clock and woke up very fast and he was hurt in
his toes by the bed.
When he was leaving to his house, he was hit on the head with a flowerpot that felt to the window.
After that he walked to the bus stop, he was bitten by a dog and he was wet by a fastcar that was
driven by his cousin.
While he was waiting in the same bus stop, he drank his coffee and this was shed in his shirt by it
because the glass fell to his hand.
When he was in the bus, his wallet was stolen and all his money and identification cards were taken.
When José was walking into his office building, he passed under a tree and he was stained by a little
bird.
Finally arrived to his office and he was yelled by his boss for being two hours late.

Poor José!!!!!!!!!!!!!!!!!!!!!!!!!!

Write the sentences in Past Passive Voice that you found.

1. - _______________________________________________________
2. - __________________________________________________________
3.-__________________________________________________________
4. - __________________________________________________________
5. - __________________________________________________________
6. - __________________________________________________________
7. - __________________________________________________________

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8. - __________________________________________________________
9. - __________________________________________________________
10. - __________________________________________________________
11. - _________________________________________________________

Answer True, False or maybe (if the answer isn’t in the story)

1. Jose arrived early to work __________________________

2. Jose was woken up by a nightmare._________________________
3. He was hit on the head with a big flowerpot.___________________
4. He was wet by a yellow car.____________________
5. The car almost hit José.__________________
6. José had a lot of money in his wallet.____________________
7. José drank his coffee in the bus stop.____________________
8. He was bitten by a dog.___________________
9. He was stained by a little bird.__________________________
10. Jose was yelled by his boss.___________________

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Exercise 7:

Complete with the words in the box

was painted was taken was finished were punished

were broken were corrected was returned was seen
were practiced were arrested

1. The house _________________ By Miguel

2. The accident _________________ by Mr. Gutierrez.

3. Five suspects ___________________ by the police.

4. Our exercise _________________ by the teacher

5. The report ______________________ by the secretary

6.The plate and the glass _________________ by the maid .

7. The money _________________ by Rocco.

8. The book _______________ by the boy.

9. The boys__________________ by their parents.

10. Soccer and basketball_____________ by the students.

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 A N E X O S

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 A C T I V I T I E S

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 UNIT 1
LISTENING UNIT 1

USE TRACK2

READING UNIT I

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 LISTENING UNIT 2

USE TRACK1

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 READING UNIT 2

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 Temas de Proyectos Inglés IV (trabajo final)

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 INSTRUMENTOS DE EVALUACION

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Rúbrica para evaluar las actividades de la estrategia didáctica (Mapa Conceptual)

Objeto de aprendizaje (contenidos): Descripción de la actividad:

Asignatura:

Inglés IV

Unidad:
Alumno:

Semestre y Grupo:

Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas.
8.2 Aporta puntos de vista con apertura y considera
Evaluador: Periodo de Aplicación:

Desempeño
Elemento Excelente Bueno Satisfactorio Deficiente Puntuación
10 7.5 5 2.5
Expresa sus ideas
Expresa sus ideas con
con algunas pausas, Expresas sus ideas con
fluidez, clara y Expresa sus ideas
clara y muchas pausas, a veces
coherentemente con muchas pausas y
coherentemente sin ser muy claro y
estructurando errores, sin
estructurando coherente utilizando
Speaking oraciones utilizando coherencia y sin
oraciones utilizando estructuras de semestres
estructuras de vocabulario
estructuras de anteriores. Vocabulario
semestres anteriores, pertinente.
semestres anteriores, aceptable.
vocabulario amplio.
vocabulario limitado
.
Interpreta Interpreta las ideas
Interpreta las ideas de los No interpreta las ideas
correctamente las de los temas previos
temas previos con errores de los temas previos
Reading ideas de los temas con un mínimo de
moderados. únicamente.
vistos previamente. errores

Estructura y utiliza los Estructura y utiliza No estructura y/o

Estructura y utiliza los
tiempos principales en los tiempos utiliza los tiempos
tiempos principales en una
una segunda lengua principales en una principales en una
segunda lengua en
Writing en oraciones escritas y segunda lengua en segunda lengua en
algunas de las oraciones
las responde con oraciones escritas y oraciones escritas y
escritas y las responde.
escasos errores. las responde, algunos no las responde.
Errores moderados.
errores. Errores abundantes.
El estudiante siempre El estudiante rara vez
El estudiante la
participa con participa con
mayoría de las veces
entusiasmo, El estudiante a veces entusiasmo,
participa con
solidaridad y en un participa con entusiasmo, solidaridad y en un
entusiasmo,
Trabajo en marco de respeto. Su solidaridad en un marco marco de respeto. Su
solidaridad y en un
equipo interacción en el de respeto. Su interacción interacción en el
marco de respeto. Su
equipo es altamente en el equipo es aceptable. equipo no es la
interacción con el
productiva y adecuada, incumple y
equipo es buena.
persuasiva. genera distractores.

La actividad se La actividad se La actividad se presenta La actividad se

presenta en material presenta en material en material diferente a las presenta en material
Presentación
adecuado y con adecuado y con poca indicaciones y con poca inadecuado y sin
limpieza. limpieza. limpieza. limpieza.

Observación: Puntuación

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Guía de Observación para evaluar las actividades de la estrategia didáctica (Presentación de Canción y/o Debate)
Objeto de aprendizaje (contenidos): Descripción de la actividad:
Asignatura:

Inglés IV

Unidad:
Alumno:

Semestre y Grupo:

Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas.
Evaluador: Periodo de Aplicación:

Cumplimiento
Indicador Ponderación Observaciones
SI NO
1. Los contenidos del tema fueron expuestos con
orden y claridad.

2. Muestra dominio del tema.

3. Expresa sus ideas con seguridad, fluidez y

dominio de escena.
4. Se expresa con propiedad, haciendo uso de
vocabulario en una segunda lengua.
5. Emplea material necesario, considerando
indicaciones previas.

6. El material se presenta sin errores

7. Utiliza el tiempo adecuado en su presentación.

8. Utiliza otras herramientas de apoyo.

9. Responde dudas con claridad.

10. Manifiesta y enfatiza en puntos clave de su

presentación.
Observaciones Generales: Puntuación Final:

Rúbrica para evaluar las actividades de la estrategia didáctica (Proyecto Final)

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 Objeto de aprendizaje (contenidos): Descripción de la actividad:

Asignatura:

Inglés IV

Unidad:
Alumno:

Semestre y Grupo:

Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas.
8.2 Aporta puntos de vista con apertura y considera
Evaluador: Periodo de Aplicación:

Desempeño
Elemento Excelente Bueno Satisfactorio Deficiente Puntuación
10 7.5 5 2.5
Expresa sus ideas
Expresa sus ideas con
con algunas pausas, Expresas sus ideas con
fluidez, clara y Expresa sus ideas
clara y muchas pausas, a veces
coherentemente con muchas pausas y
coherentemente sin ser muy claro y
estructurando errores, sin
estructurando coherente utilizando
Speaking oraciones utilizando coherencia y sin
oraciones utilizando estructuras de semestres
estructuras de vocabulario
estructuras de anteriores. Vocabulario
semestres anteriores, pertinente.
semestres anteriores, aceptable.
vocabulario amplio.
vocabulario limitado
.
Interpreta Interpreta las ideas
Interpreta las ideas del No interpreta las ideas
correctamente las del proyecto
proyecto proporcionado del proyecto
Reading ideas del proyecto proporcionado con un
con errores moderados. proporcionado.
proporcionado. mínimo de errores

Estructura y utiliza los Estructura y utiliza No estructura y/o

Estructura y utiliza los
tiempos principales en los tiempos utiliza los tiempos
tiempos principales en una
una segunda lengua principales en una principales en una
segunda lengua en
Writing en oraciones escritas y segunda lengua en segunda lengua en
algunas de las oraciones
las responde con oraciones escritas y oraciones escritas y
escritas y las responde.
escasos errores. las responde, algunos no las responde.
Errores moderados.
errores. Errores abundantes.
El estudiante siempre El estudiante rara vez
El estudiante la
participa con participa con
mayoría de las veces
entusiasmo, El estudiante a veces entusiasmo,
participa con
solidaridad y en un participa con entusiasmo, solidaridad y en un
entusiasmo,
Trabajo en marco de respeto. Su solidaridad en un marco marco de respeto. Su
solidaridad y en un
equipo interacción en el de respeto. Su interacción interacción en el
marco de respeto. Su
equipo es altamente en el equipo es aceptable. equipo no es la
interacción con el
productiva y adecuada, incumple y
equipo es buena.
persuasiva. genera distractores.

La actividad se La actividad se La actividad se presenta La actividad se

presenta en material presenta en material en material diferente a las presenta en material
Presentación
adecuado y con adecuado y con poca indicaciones y con poca inadecuado y sin
limpieza. limpieza. limpieza. limpieza.

Observación: Puntuación

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 IRREGULAR VERBS LIST
PRESENT PAST PAST PARTICIPLE SPANISH
Arise arose Arisen elevarse, surgir, originarse.
Awake awoke Awoken despertar, mover, excitar.
Be Was, were Been Ser o estar
Bear bore Born soportar, sostener, tolerar.
beat beat Beaten batir,revolver, golpear, vencer.
become became Become hacerse, convertirse en
begin began Begun empezar, iniciar.
bend bent Bent doblar, inclinar, torcer.
bet bet Bet Apostar
bind bound Bound atar, unir, enlazar.
bite bit Bitten morder.
blow blew Blown Soplar
break broke Broken quebrar, partir, romper.
bring brought Brought traer, llevar, conducir.
build built Built construir, edificar.
burn burnt Burnt quemar, incendiar.
burst burst burst romper, reventar.
buy bought bought Comprar
catch caught caught coger, asir, atrapar.
choose chose chosen escoger, elegir.
come came come Venir
cost cost cost Costar
cut cut cut cortar, dividir.
deal dealt dealt tratar, tener que referirse.
dig dug dug cavar, ahondar.
do did done hacer, ejecutar.
draw drew Drawn tirar, arrastrarse, atraer, dibujar.
drink drank Drunk Beber
drive Drove Driven impulsar, conducir, llevar
fall fell Fallen caer, disminuir.
feed Fed fed alimentar, nutrir.
feel Felt felt sentir, percibir, tocar.
fight Fought fought pelear, combatir.
find found found encontrar, descubrir.
find out found out found out averiguar, investigar.
flee fled fled escapar, huir, evitar.
fly flew flown Volar
forbid forbade forbidden prohibir.

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 foresee foresaw foreseen prever, prevenir
forget forgot forgotten olvidar (se)
forgive forgave forgiven Perdonar
freeze froze frozen Congelar
get got got (ten) lograr, obtener, conseguir.
give gave given dar, conceder.
go went gone ir (se), funcionar, resultar.
grind ground ground moler, triturar.
grow grew grown crecer, cultivar.
hang hung hung colgar, suspender.
have had had tener, haber.
hear heard heard oír, escuchar.
hide hid hid (den) ocultar, encubrir.
hit hit hit pegar, golpear, acertar.
hold held held sostener,mantener,contener.
hurt hurt hurt herir, dañar, lastimar.
keep kept kept mantener, guardar,conservar.
know knew known conocer, saber.
lay laid laid poner, colocar.
lead led led guiar, llevar, conducir.
learn learnt learnt aprender, saber.
leave left left partir, irse, abandonar.
lend lent lent Prestar
let let let permitir, conceder.
lie lay lain tenderse, descansar,
light lit lit alumbrar, iluminar, encender
lose lost lost perder, malgastar.
make made made hacer, confeccionar, producir.
meet met met encontrarse, satisfacer.
melt melted molten (old) derretir(se), fundir(se)

mistake mistook mistaken equivocarse, errar

pay paid paid pagar, recompensar.
put put put poner,colocar, exponer.
read read read leer,descifrar, marcar.
rebuild rebuilt rebuilt Reconstruir
rid rid rid librarse, zafarse.
ride rode ridden rodar, tener juego, funcionar.
ring rang rung tocar, sonar.
rise rose risen ascender,elevarse,levantarse
run ran run correr, funcionar.

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 say said said decir, afirmar.
see saw seen ver, observar.
sell sold sold Vender
send sent sent Enviar
set set set instalar, establecer, colocar
shake shook shaken sacudir, lanzar, agitar.
shed shed shed derramar, esparcir, dejar caer.
shine shone shone brillar, relumbrar, sobresalir.
shoot shot shot disparar, emitir, lanzar.
show showed shown mostrar, exhibir, probar
shut shut shut cerrar, impedir, excluir.
sing sang sung Cantar
sit sat sat sentarse, reunirse.
sleep slept slept Dormir
slide slid slid(den) resbalar, deslizarse,
smell smelt smelt oler, percibir.
speak spoke spoken hablar, decir.
speed sped sped acelerar, apresurarse.
spend spent spent gastar, consumir,emplear(tiempo)
split split split partir, dividir, separar, reventar.
spoil spoilt spoilt deteriorar, dañar, inutilizar.
spread spread spread extender, esparcir, propagar.
spring sprang sprung saltar, soltar, brotar, surgir.
stand stood stood pararse, tolerar, estar (de pie).
steal stole stolen robar, escabullirse.
stick stuck stuck pegar, adherirse, prender, fijar.
stink stank stunk oler mal, apestar.
strike struck struck golpear, pegar, estallar.
swell swelled swollen hinchar, inflamar, engrosar.
swim swam swum nadar, flotar.
swing swung swung balancear(se), hacer girar.
take took taken tomar, llevar.
teach taught taught Enseñar
tell told told decir, contar, narrar.
think thought thought pensar, creer.
throw threw thrown lanzar, tirar, arrojar.
understand understood understood comprender.
wake woke woke (n) despertar, excitar.
wear Wore worn gastar(se), consumirse, usar.
win Won won ganar, conquistar.
write Wrote written escribir.

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 REGULAR VERBS LIST
Recuerda que los verbos regulares forman su tiempo pasado y pasado participio agregando letra ed al infinitivo.

PRESENT PAST PAST PARTICIPLE SPANISH

act acted acted actuar
add added added sumar, añadir
arrest arrested arrested arrestar
assist assisted assisted ayudar
attend attended attended asistir, ir
advertise advertised advertised anunciar
amuse amused amused entretener
approach approached approached acercarse
ask asked asked preguntar, pedir
accompany accompanied accompanied acompañar
accustom accustomed accustomed acostumbrar
agree agreed agreed concordar
answer answered answered responder
arrange arranged arranged arreglar, ordenar
arrive arrived arrived arribar, llegar
accustom accustomed accustomed acostumbrar
annoy annoyed annoyed molestar
appeal applealed applealed atraer
appear appeared appeared aparecer
board boarded boarded abordar
bark barked barked ladrar
bless blessed blessed bendecir
brush brushed brushed cepillar
belong belonged belonged pertenecer
beg begged begged suplicar, mendigar
believe believed believed Creer
boil boiled boiled hervir
breathe breathed breathed respirar
complete completed completed completar
count counted counted contar
close closed closed cerrar
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cook cooked cooked cocinar
crash crashed crashed chocar
cross crosssed crosssed cruzar
call called called llamar
care cared cared cuidar
carry carried carried llevar
change changed changed cambiar
check checked checked chequear
charge charged charged cargar, cobrar
clean cleaned cleaned limpiar
climb climbed climbed escalar, subir
comb combed combed peinar

cover covered covered cubrir

cry cried cried Llorar
crawl crawled crawled gatear, arrastrarse
dance danced danced bailar
dress dressed dressed Vestir
die died died Morir
declare declared declared declarar
delay delayed delayed demorar
deliver delivered delivered entregar
deny denied denied negar
dine dined dined cenar
dry dried dried secar
enjoy enjoyed enjoyed disfrutar
engage engaged engaged comprometer
envy envied envied envidiar
express expressed expressed expresar
exclaim exclaimed exclaimed exclamar
explain explained explained explicar
fail failed failed fracasar, fallar
file filed filed archivar
fill filled filled llenar
fire fired fired despedir del trabajo, disparar
follow followed followed seguir
frighten frightened frightened espantar
fry fried fried Freír

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finish finished finished terminar
fish fished fished pescar
fix fixed fixed arreglar
gain gained gained ganar
guess guessed guessed adivinar
help helped helped ayudar
hope hoped hoped esperar, desear
happen happened happened suceder
hurry hurried hurried apurar (se)
imagine imagined imagined imaginar
iron ironed ironed planchar
judge judged judged juzgar
kiss kissed kissed besar
kill killed killed matar
laugh laughged laughged Reír
leak leaked leaked gotear
like liked liked gustar
look looked looked Mirar
miss missed missed extrañar
marry married married casar (se)
measure measured measured medir
move moved moved mover
observe observed observed observar
offer offered offered ofrecer
open opened opened Abrir
order ordered ordered ordenar
perform performed performed ejecutar, llevar a cabo
plan planned planned planear
play played played jugar, tocar
pray prayed prayed Orar
prefer prefered prefered preferir
prepare prepared prepared preparar
pull pulled pulled tirar, jalar
park parked parked estacionar
pass passed passed pasar
pick picked picked recoger
please pleased pleased complacer, favorecer

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polish polished polished Pulir
practise practised practised practicar
promise promised promised prometer
pronounce pronounced pronounced pronunciar
punish punished punished castigar
push pushed pushed empujar
repeat repeated repeated repetir
report reported reported reportar, informar
request requested requested solicitar, pedir
rest rested rested descansar
reach reached reached alcanzar
refuse refused refused rehusar, rechazar
raise raised raised levantar
rain rained rained llover
receive received received recibir
remain remained remained quedar, sobrar
remember remembered remembered recordar
repair pepaired pepaired reparar
require required required requerir
reserve reserved reserved reservar, guardar
row rowed rowed remar
resolve resolved resolved resolver
return returned returned retornar, volver
search searched searched buscar, registrar
save saved saved salvar
serve served served servir
sign signed signed firmar
smile smiled smiled sonreír
snow snowed snowed nevar
stay stayed stayed permanecer, quedarse
study studied studied estudiar
suffer suffered suffered Sufrir
swallow swallowed swallowed tragar
slip slipped slipped resbalar
smoke smoked smoked fumar
stop stopped stopped detener, parar
switch switched switched conectar, accionar

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stretch stretched stretched estirar
talk talked talked conversar
thank thanked thanked agradecer
touch touched touched tocar, palpar
trap trapped trapped atrapar
tire tired tired cansar, fatigar
train trained trained entrenar
travel traveled traveled viajar
trouble troubled troubled molestar
try tried tried tratar, intentar
turn turned turned girar, voltear
use used used Usar
visit visited visited visitar
wait waited waited esperar
want wanted wanted querer, requerir
walk walked walked caminar
wash washed washed Lavar
watch watched watched observar, mirar
wish wished wished desear, anhelar
work worked worked trabajar
wrap up wrapped up wrapped up envolver
wreck wrecked wrecked naufragar
warm warmed warmed calentar
warn warned warned advertir
water watered watered Regar
weigh weighed weighed pesar
whistle whistled whistled silbar

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 BIBLIOGRAPHY

1. Traveler American Edition H.Q MitchellMm publications

2. English in Action 2 Barbara H. Foley/ Elizabeth R. NELBLETE Edit. Thompson

3. Side by SideSteven J. MolinskyBill Blis.

4. Let’s Speed Up 2 Student’s book and teacher’s book H. Q. Mitchell Mm publications

5. Ways to grammar –A modern English Practice Book John Shepherd, R. Rossner, James
Taylor Macmillan
6. Upload student book & workbook Virginia Evans / Jenny Dooley US2 Express Publishing
7. Grammar Practice Activities. A practical guide for teachers Penny Ur
8. Cambridge Handbooks for language teachers, pp.213 – 214
9. Click on America Student Book and Workbook, Virginia Evans & Jenny Dooley Express
Publishing
10. H. Q. Mitchell. Let´s Speed Up 4 student´s book. MM Publications.EU. 2009

11. http://www.mansioningles.com/gram40.htm
12. http://www.vetement-sportif.com/

13. english.people.com.cn/.../94629/6450537.html

14. www.curso-ingles.com/gramatica-inglesa/few.php

15. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm

16. esl.about.com/od/.../a/cm_lot.htm.

17. http://www.shertonenglish.com/resources/es/conditionals/type3.php
18. http://slekisingles.blogspot.com/2010/08/wish-versus-hope.html

19. http://ompersonal.com.ar/omgrammar/tagquestions.htm

20. http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect.htm

21. http://www.aprenderinglesfacil.es

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