CENTRO DE AUTO-ACCESO POZA RICA · Grabar cualquier información que tú quieras aprender. Escucharlas en tu auto, mientras haces el quehacer doméstico y antes de ir a dormir. Enséñale

Guía de Actividades Inglés II febrero 2020

Editado por Ing. DLMS 1

CENTRO DE AUTOACCESO POZA RICA

EXAMENES DE PRÁCTICA DE INGLÉS II:

Calendario sugerido de avance por unidad.

Tareas

Cuestionario “Qué tipo de alumno soy”

Temas y Estructuras del curso

Lista de verbos regulares e irregulares

Bitácora y Plan de Trabajo por unidad

Exámenes de práctica por unidad

Fichas de trabajo sugeridas por unidad

Elaborado en: Centro de Autoacceso Poza Rica



CONTROL DE SESIONES

Inglés 2

ASESORIAS

En las asesorías debes entregar el examen de práctica calificado, los ejercicios de escritura y lectura y la bitácora completa (de las unidades correspondientes a la asesoría que solicitas)

para que sean registradas en tu kardex.

Fecha y hora

solicitada

Actividades entregadas (exámenes,

bitácoras)

Asesora que

te atendió

Asesoria 1

Asesoria 2

Asesoría 3

Asesoria 4

Asesoria 5

CONVERSACIONES

Para presentar una conversación, debes estudiar los temas, vocabulario y estructuras vistas en las unidades correspondientes a la conversación que solicitas.

Si realizas la actividad correctamente se anotará en tu kardex, de lo contrario deberás solicitarla nuevamente.

Fecha y hora solicitada Asesora que te atendió

Conversación 1 Conversación 2 Conversación 3 Conversación 4 Conversación 5



Días festivos: 24 y 25 de febrero, 16 y 18 de marzo, del 6 al 10 de abril, 1 y 15 de mayo.

Examen Final Oral: 2 de junio. Examen Final escrito: 5 de junio, 8:00 a.m.

CENTRO DE AUTO-ACCESO POZA RICA MODELO EDUCATIVO INTEGRAL FLEXIBLE

INGLÉS II CALENDARIO FEBRERO - JULIO 2020

UNIDADES y CONTENIDO del

PROGRMA

FECHAS para cubrir cada

unidad

FECHA EXAMEN

de práctica

EJERCICIOS DE CONVERSACIONES Y

ASESORIAS

(Se agendan en la Recepción del CADI)

WRITING (se ubican al final de tu

GUÍA DE ACTIVIDADES)

READING (se ubican en

Carpetas)

11 will & be going to 17 – 27 feb. Febrero 27 N2 031 N2 027 1

12 should/shouldn’t 28 feb. – 9 mar. Marzo 9 N2 039 N2 002 2

13 Prepositions, Adv. de

frecuencia 10 - 20 marzo Marzo 20 N2 038 N2 031 3

PRIMER EXAMEN PARCIAL DEL 23 AL 25 DE MARZO.

14 Simple Past 26 mar. - 3 abril Abril 3 N2 016 N2 001 4

(Unidades 14 y 15) 15 There was, There

were 13 - 21 abril Abril 21 N2 017 N2 039

* Past continuous 11 - 28 abril Abril 28 N2 040 N2 034

5 * Comparatives. 29 abr. – 6 mayo Mayo 6 N2 033 N2 003

16 Do you want to…? Would you like to…?

7 - 14 mayo Mayo 14 N2 027 N2 033

SEGUNDO EXAMEN PARCIAL DEL 18 AL 20 DE MAYO.

ENTREGA TAREA FINAL DEL 18 AL 22 DE MAYO.

MATERIAL DEL CURSO: Libro y cuaderno de trabajo Interchange INTRO. Unidades: 11 a la 16. Disponible en el CADI, en el área de Cómputo (en acceso directo en las máquinas) o en carpetas, seccionado por unidades, con transcripciones y claves de respuestas ubicadas al final de cada unidad.

RECUERDA:

Cuentas con MATERIAL DE APOYO en www.uv.mx/pozarica/cadi el cual contiene materiales de diferentes habilidades con transcripciones, claves de respuestas y descripciones para proporcionarte ayuda.

Solicitar ASESORÍAS y TALLERES DE CONVERSACIÓN en la Recepción de acuerdo a las fechas arriba sugeridas.

CRITERIOS DE EVALUACIÓN: 40% examen final escrito 20% examen final oral 40% trabajo en el CADI

GUÍA DE ACTIVIDADES: www.uv.mx/pozarica/cadi

NOTA: Es importante te asegures que todas tus actividades académicas se registren debidamente en el formato de seguimiento académico.

***LOS TALLERES DE CONVERSACIÓN Y LAS ASESORIAS SOLO SE OFRECEN EN LAS FECHAS SEÑALADAS EN EL CALENDARIO.***

20% exámenes parciales (2) 5% asesorías (5), bitácoras y exámenes de práctica (1 por unidad) 5% Talleres de Conversación (5) 5% 8 ejercicios de escritura y 8 ejercicios de lectura 5% Tarea Final.

http://www.uv.mx/pozarica/cadi




INGLÉS II

LINEAMIENTOS PARA TAREA VALOR 5%

FECHA LÍMITE DE ENTREGA: del 18 al 22 de MAYO 2020

* Tema:

1) COMPOSICIÓN ESCRITA DE TUS ULTIMAS VACACIONES (utilizando Pasado Simple) y sobre tus

planes futuros para tus PRÓXIMAS VACACIONES (utilizando Futuro simple y/o Futuro Idiomático)

* Objetivo: El participante aplica las estructuras vocabulario y expresiones vistas en Inglés II para describir

eventos pasados y planes futuros de la vida de un familiar.

* Contenido: Tema 1: COMPOSICIÓN ESCRITA DE TUS ÚLTIMAS Y PROXIMAS VACACIONES

Incluir: Nombre, lugar de nacimiento. El lugar donde pasaste tus vacaciones pasadas,

con quién fuiste, en que fuiste, qué hiciste, qué tipo de comida comiste, donde te alojaste

El lugar donde piensas pasar tus próximas vacaciones de verano. El lugar que visitarás,

dónde te hospedarás, cuántos días, cuánto planeas gastar, qué comprarás, qué tipo de

ropa y zapatos llevarás, que transporte utilizaras.

* Idioma: Inglés * Forma de presentar proyecto: Presentación en Power Point

* Plantilla de diseño: preferencia personal (mientras sea visible y claro al público)

* Tipo de letra: -Arial * Tamaño:- títulos 32 - subtítulos 28 - contenido 24

* Máximo de diapositivas: de 5 * Imágenes: las necesarias para hacer más atractiva su presentación.

NOTA: Ten presente que debes realizar esta presentación como si fueras a dar una exposición,

organiza tus ideas. El contenido de cada diapositiva deberá ser balanceado, suficiente para

exponer tus ideas pero no deberás saturar de información tus diapositivas.

CRITERIOS DE EVALUACIÓN

1.- Formato de la presentación correspondiente al solicitado. 1

2. Propiedad: que las estructuras/gramática y vocabulario empleados sean adecuados

al contexto de la temática desarrolladas y correspondan a los lineamientos

solicitados.

3

3. Creatividad 1

Total 5

Una vez terminada tu presentación por favor guardarlo como presentación power point 97-2003, y envía el

archivo al correo de tu asesora asignada para la revisión de esta tarea (no enviar enlace de almacenamiento en la

nube). Etiqueta tu proyecto de la siguiente manera: con el nombre “Tarea_MyName”. Ejemplo:

“Tarea_JuanSanchez”.



¿CUÁL ES MI ESTILO DE APRENDIZAJE?

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Recuerdo mejor las cosas cuando las escribo.

Tomo muchas notas.

Puedo visualizar fotos, números o palabras en mi mente.

Prefiero aprender con video o con TV más que con otros medios de

comunicación.

Subrayo o resalto las partes importantes cuando leo.

Utilizo marcadores para ayudarme a aprender.

Necesito instrucciones por escrito para mis tareas.

Me distraigo cuando escucho ruidos.

Tengo que ver a las personas para entender lo que me dicen.

Me siento más cómodo cuando las paredes donde estudio o trabajo tienen

posters y/o dibujos.

0

0

0

0

0

0

0

0

0

0

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

2

2

2

2

3

3

3

3

3

3

3

3

3

3

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Recuerdo mejor las cosas cuando las discuto en voz alta.

Prefiero aprender escuchando una conferencia o una cinta más que leyendo.

Necesito instrucciones orales para las tareas.

Los ruidos me ayudan a pensar.

Me gusta escuchar música cuando estudio o trabajo.

Puedo fácilmente entender que dice la gente aún si no los veo.

Recuerdo mejor lo que la gente dice a como lucen.

Puedo recordar fácilmente los chistes que escucho.

Puedo identificar personas por su voz.

Cuando la TV está encendida le pongo más atención al sonido que a la

pantalla.

0

0

0

0

0

0

0

0

0

0

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

2

2

2

2

3

3

3

3

3

3

3

3

3

3

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

Prefiero empezar a hacer las cosas sin leer instrucciones.

Necesito descansos frecuentes cuando trabajo o estudio.

Muevo los labios cuando leo en silencio.

Evito sentarme (en el mesabanco) cuando no tengo que hacerlo.

Me pongo nervioso cuando estoy sentado mucho tiempo.

Puedo pensar mejor cuando estoy en movimiento.

Manipular objetos me ayuda a recordar.

Me gusta crear o hacer cosas.

Me gustan muchas actividades físicas.

Me gusta coleccionar cartas, estampas, monedas u otras cosas.

0

0

0

0

0

0

0

0

0

0

1

1

1

1

1

1

1

1

1

1

2

2

2

2

2

2

2

2

2

2

3

3

3

3

3

3

3

3

3

3

Lee las siguiente frases cuidadosamente y marca la opción que consideres conveniente (0-3).



¿QUÉ TIPO DE ALUMNO SOY? Anota cuantos puntos obtuviste de la 1 – 10 __________________ (VISUAL) Anota cuantos puntos obtuviste de la 11 – 20 __________________ (AUDITIVO) Anota cuantos puntos obtuviste de la 21 – 30 __________________ (CINÉTICO) Encierra en un círculo el total más alto, si dos totales están a dos puntos de otro, encierra ambos. Si los tres totales están a dos puntos uno del otro encierra los tres totales. El número total que encerraste representa el tipo de alumno que eres. CARACTERÍSTICAS

1. Relacionas palabras mientras oyes, escuchas sonidos y tonos. 2. Dominas la información nueva al escuchar, y después repetir o discutir con otros. 3. Te gusta relacionarte, discutir, compartir ideas. 4. Te gusta trabajar en colaboración, con compañeros o en pequeños grupos. 5. Prefieres que alguien te explique cómo ensamblar o usar algo, que leer las instrucciones o

diagramas. 6. Te sientes frustrado cuando los maestros escriben tareas e instrucciones de examen en el

pizarrón o en una fotocopia sin leerlas oralmente. 7. Te ofreces para responder en clase, relacionas anécdotas relevantes y ejemplos, procesas lo

que ellos están aprendiendo oralmente. 8. Prefieres escuchar a un conferencista experto en un tema que leer un artículo de un libro. 9. No lees capítulos, artículos ni historias completas que se les dejan de tarea con la esperanza

de tener claras las ideas principales en una discusión dentro del grupo. 10. Recuerdas nombres y letras de canciones populares después de escucharlas una vez o pocas

veces. ESTRATEGIAS DE ESTUDIO QUE TE AYUDEN A RECORDAR

Grabar cualquier información que tú quieras aprender. Escucharlas en tu auto, mientras haces el quehacer doméstico y antes de ir a dormir.

Enséñale a alguien lo que has aprendido.

Resume el contenido de lo que quieras dominar en voz alta o para alguien.

Haz tus propios dibujos para estudiar vocabulario nuevo incluyendo definiciones, ejemplos del diccionario y oraciones originales propias, evalúate en voz alta o pregúntale a alguien.

Trata de solucionar un problema verbalmente antes de que lo escribas.

Pídele a tu maestro o asesor que te dé una explicación verbal para los diagramas dibujos y gráficas.

Pídele a tus maestros checar oralmente cualquier instrucción, tarea o exámenes.

Encuentra “un compañero de estudio” con quien tú puedas discutir material de clase y prepárate para los exámenes.

APRENDIENTE AUDITIVO



CARACTERÍSTICAS

1. Relacionas palabras como sentir, tocar, sostener, hacer, mover, 2. Disfrutas trabajar con tus manos, te gusta sentir y tocar todo. 3. Tienes habilidad para ensamblar cosas aún sin instrucciones. 4. Tienes coordinación para los deportes. 5. Te gusta explorar tu medio ambiente. 6. Te concentras bien cuando hay actividades y proyectos de acción. 7. Estás frecuentemente en movimiento, en actitud inquieta, te pones de pie con frecuencia,

golpeas tu lápiz en el mesabanco. 8. Te pones inquieto y te distraes durante clases y conferencias largas. 9. Te gusta que haya variedad de actividades en clase. 10. Disfrutas la oportunidad de hacer tareas en colaboración con compañeros o en grupos

pequeños. ESTRATEGIAS DE ESTUDIO QUE TE AYUDAN A APRENDER

Escribe tus ideas, elabora listas, esquemas, gráficos y mapas conceptuales.

Toma notas durante conferencias y discusiones si consideras que de esta manera, escribiendo y resaltando puntos importantes te ayuda en tu aprendizaje.

Elabora tus propias gráficas, dibujos, diagramas y mapas para entender mejor conceptos nuevos y material importante.

Haz una lectura inicial, posteriormente resalta las ideas principales, copia la información más importante con tus propias palabras de la manera que te sea más útil como: un dibujo, una gráfica, un diagrama, un resume, etc.

Elabora y utiliza tus propias fichas para evaluar, tú mismo, el vocabulario y material nuevo.

CARACTERÍSTICAS

1. Relacionas palabras como ver, observar y leer. 2. Te gusta leer libros y revistas para obtener información y diversión. 3. Disfrutas ver TV, documentales y películas en los cuales, información visual y verbal se

presenta simultáneamente. 4. Lees periódicos y revistas regularmente como fuente de noticias. 5. Prefieres leer lo que un experto ha escrito sobre una materia que escuchar una clase o una

discusión. 6. Prefieres ver instrucciones escritas y diagramas para ensamblar o usar algo que escuchar a

alguien explicar cómo hacerlo. 7. Te sientes frustrado cuando el maestro solo da instrucciones orales para tareas y exámenes en

lugar de escribirlas en el pizarrón o proporcionarlas en fotocopia. 8. Tomas notas durante clase y discusiones para revisarlas más tarde. 9. Regularmente elaboras listas de actividades diarias y de metas.

APRENDIENTE TÁCTIL-CINÉTICO

APRENDIENTE VISUAL



ESTRATEGIAS DE ESTUDIO QUE TE AYUDEN A RECORDAR

Toma notas para concentrarte durante la clase y discusiones, después estúdialas varias veces y haz un repaso visual antes del examen.

Escribe resúmenes o notas con tus propias palabras del material que hayas leído o discutido en clase.

Pregúntale a tu maestro o asesor por explicaciones escritas de nuevas palabras, conceptos y tareas.

Escribe cualquier instrucción oral de las tareas para tener una ayuda visual en la cual te puedas referir más tarde.

Lee tus libros de texto y otras tareas en silencio en lugar de hacerlo en voz alta de tal forma que captes lo más que se pueda.

Resalta las ideas importantes de tus lecturas con marcadores de colores y haz un resumen o comentario con tus propias palabras.

Escribe cualquier explicación oral que el maestro da de los diagramas, dibujos y gráficas.

Elabora dibujos con definiciones, ejemplos del diccionario y oraciones propias del vocabulario nuevo.

Elabora listas y notas que te hagan recordar cualquier cosa que necesites hacer.



Temas y Estructuras

Inglés II

UNIT 11 The future with Will; yes/no and Wh-questions with will; future time expressions. The future with Be going to; yes/no and Wh-questions with be going to.

UNIT 12 Imperatives and should

UNIT 13 Prepositions of place: on, on the corner of, across from, next to, between, giving directions with imperatives.

UNIT 14 Simple past statements with regular and irregular verbs; simple past yes/no questions and short answers.

UNIT 15 Statements and questions with the past of be; Wh-questions with was, and were. There was, there were.

UNIT 16 Prepositional phrases; subject and object pronouns; invitations with Do you want to…? And Would you like to…?; verb + to.

Past continuous

Comparatives and superlatives



CENTRO DE AUTOACCESO

PLAN DE TRABAJO

Nombre ______________________________________ No de Usuario _______________ Carrera ___________________ Semana de _________ al __________ de______________, 20___. Nivel 2 Unidad 11 Ahora, llena cada columna del siguiente formato con la información adecuada.

TEMA MATERIAL QUE VAS A UTILIZAR ÁREA DE TRABAJO O HABILIDAD

TIEMPO APROXIMADO

Primeramente identifica cuáles son tus

necesidades y enuméralas del 1 al 6 de acuerdo a

la importancia que tienen para ti.

Habilidad Importancia Gramática Audio Lectura Escritura Vocabulario Conversación

CENTROS DE AUTO-ACCESO DE IDIOMAS

UNIVERSIDAD VERACRUZANA



CENTRO DE AUTOACCESO BITACORA

FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO

Comentarios (un comentario general acerca

de tu trabajo en esta unidad, evaluación de la

sesión, estrategias que te funcionan para

trabajar, observaciones, fácil/difícil,

¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad? ___________________________

Comentarios _______________________________________

¿Cómo calificas la selección de materiales que hiciste para esta unidad en cuanto a tus necesidades?

Adecuada ( ) Inadecuada ( ) ¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?

a) Excelente b) Muy bien c) Bien d) Regular

¿El material que utilizaste te ayudó a reforzar la habilidad que más necesitas trabajar?

¿Sí? ¿No? ¿Por qué? ________________________________________________

¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus dudas respecto a ese tema?

Sugerencias de la asesora

Me comprometo a ____________________________________________________________ Firma del alumno ___________________

Firma de la asesora ____________________________






CENTRO DE AUTO-ACCESO

POZA RICA

SALA LECTURA

HABILIDAD EXÁMENES DE PRÁCTICA

IDIOMA INGLES

NIVEL 2

HOJA DE TRABAJO UNIT 11

TEMA FUTURO: Will and Be going to

OBJETIVO EVALUAR CONTENIDO DE LA U 11

CODIFICACIÓN MDE/ U 11 /ING/ N2

ADAPTADO POR Leticia Arciga Solorio/Ma. del Carmen Barragán A.

y Ma. Del Socorro Rodríguez González

FUENTE Richards, Jack C. Teacher’s Resource Book 1.

2005. Cambridge University Press. Hong Kong, China



Unit 11 English 2

I. LISTENING A. Look at the pictures. Three people are going to celebrate their birthdays. Listen to

the conversations. Number the pictures from 1 to 3

_______ ________

________

B. Listen again: Who are the people going to celebrate their birthdays with?

Who is he/she going to celebrate with?

1.

2.

3.



II GRAMMAR

A. Match the following sentences as in the example.

1 My bag is very heavy. C A Well, I’m hungry. I’ll eat it.

2 Enjoy your holiday. B Give it to me and I’ll show.

3 I don’t want this banana. C I’ll carry it for you.

4 Do you want a chair? D Ho no, I forgot. I’ll do it now

5 Do you phone Jenny? E No, it’s ok. I’ll sit on the floor.

6 Are you coming with me? F No, I don’t think so. I’ll stay.

7 How do you use this camera? G Let’s go out tonight.

8 What time will we meet? H Thank you. I’ll send you a postcard.

B. Choose a verb from the box to complete the following sentences and use the correct auxiliary verb (will, be going to) to write them in future. 1. I’m hungry. I a delicious sandwich.

2. My brother got sick two days before, my parents him to the doctor.

3. I’m cold, the window.

4. I can’t do this exercise. Mark.

5. I know my shirt is dirty since I was at school. I it immediately.

6. Everything is ready for my birthday, I a great party.

C. Look at the phrases in parenthesis and use will or won’t. Example: 0. Tidy your room up now or (watch TV tonight) Tidy your room up now or you won’t watch TV tonight

1. Do your homework or (go to the cinema)

2. Be quiet or (do extra homework)

3. Listen to me or (punish you tonight)

4. Eat your dinner or (have ice-cream)

5. Pay me now or (phone the police)

wash take have phone close eat



III READING A. Read the text and answer if the sentences are true or false.

Robots

When will we have robots? We already have many kinds of robots!

Industries use a variety of robots and now robots are becoming more common in the home.

The Husqvarna Company makes the Auto Mower, a lawn mowing robot. The robot

has sensors which detect where objects are in the yard and it maneuvers around them. The robot can cut the grass while you relax on the patio with a glass of

lemonade! Also, Eureka now makes a robotic vacuum cleaner. Like the robot lawn

mower, the vacuum cleaner automatically detects where the furniture is and vacuums around it.

We even have robotic pets now. The Sony Company makes a robotic dog named

Aibo that can sit, stand, and walk like a regular dog but can also communicate and take pictures! Aibo understands certain commands, like a dog does, such as "Sit

down", "Stand up", "Turn right", etc. If you ask Aibo a question such as "How old are you?", its eyes will flash the number of years old it is. Aibo is also a great

guard dog. He can patrol the yard and take pictures with a built in camera of anything suspicious.

1. We have many kinds of robots now. T F

2. The Auto Mower is a robot that vacuums. T F

3. The Auto Mower has sensors that detect where objects are. T F

4. Eureka makes the auto mower. T F

5. Aibo is a robotic cat. T F

already - ya variety - variedad home - hogar lawn - césped mow - cortar el césped yard - jardín maneuver - maniobrar, manipular, manejar grass - pasto, césped while - mientras vacuum cleaner - aspiradora

vacuum - aspirar furniture - muebles even - aun pet - mascota understand - entender command - orden, mandato flash - destellar, brillar patrol - patrullar, rondar

http://www.inglesmundial.com/Basico/Leccion16/already.mp3

http://www.inglesmundial.com/Basico/Leccion16/variety.mp3

http://www.inglesmundial.com/Basico/Leccion16/home.mp3

http://www.inglesmundial.com/Basico/Leccion16/lawn.mp3

http://www.inglesmundial.com/Basico/Leccion16/mow.mp3

http://www.inglesmundial.com/Basico/Leccion16/yard.mp3

http://www.inglesmundial.com/Basico/Leccion16/maneuver.mp3

http://www.inglesmundial.com/Basico/Leccion16/grass.mp3

http://www.inglesmundial.com/Basico/Leccion16/while.mp3

http://www.inglesmundial.com/Basico/Leccion16/vacuum_cleaner.mp3

http://www.inglesmundial.com/Basico/Leccion16/vacuum.mp3

http://www.inglesmundial.com/Basico/Leccion16/furniture.mp3

http://www.inglesmundial.com/Basico/Leccion16/even.mp3

http://www.inglesmundial.com/Basico/Leccion16/pet.mp3

http://www.inglesmundial.com/Basico/Leccion16/understand.mp3

http://www.inglesmundial.com/Basico/Leccion16/command.mp3

http://www.inglesmundial.com/Basico/Leccion16/flash.mp3

http://www.inglesmundial.com/Basico/Leccion16/patrol.mp3



IV. WRITING A. Read the following sentences and write the correct preposition. 1. My birthday is (1) July 10th. 2. My birthday is (2) July. 3. I was born (3) 2001. 4. I was born (4) a Tuesday (5) August. B. WRITE A PARAGRAPH about your favorite holiday and what you will do next time. Use WILL or GOING TO : Use the following questions as a guide TO WRITE YOUR PARAGRAPH. Write between 60 and 70 words. What your favorite holiday is Why you like it What fun or interesting things you will do for that holiday next time Who you are going to call What you are going to buy *This part should be checked by a counselor.

San Valentine’s Day, Father’s day, Mother’s day, Easter vacation, Christmas, etc.



ANSWER KEY UNIT 11 I LISTENING A. A (2) B (3) C (1) Score: 1 point each, total = 3 points B. 1. her dad /father 2. his best friend 3. his brothers Score: 1 point each, total = 3 points II GRAMMAR A. 2. H 3. A 4. E 5. D 6. F 7. B 8. G Score: 1 point each, total = 7 points

B. 1. will/’ll eat 2. are going to take 3. I’ll close 4. I’ll phone 5. am going to wash 6. am going to have Score: 1 point each, total = 6 points

C. 1. you won’t 2. you will 3. I will 4. You won’t 5. I’ll Score: 1 point each, total = 5 points III READING A. 1. T 2 F 3 T 4 F 5 F Score: 1 points each, total = 5 points IV. WRITING A. 1 on 2 in 3 in 4 on 5 in. Score: 1 points each, total = 5 points B. *This part should be checked by a counselor. Score: 6 points ESCALA DE CALIFICACIONES ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN

40 10 35 8.8 30 7.5 25 6.3

39 9.8 34 8.5 29 7.3 24 6

38 9.5 33 8.3 28 7 23 5.8

37 9.3 32 8 27 6.8 22 5.5

36 9 31 7.8 26 6.5 21 5.3



Audio Script

RECUERDA QUE SI ESCUCHAS Y RESUELVES EL EJERCICIO DE AUDIO ANTES DE LEER EL AUDIOSCRIPT MEJORAS TU HABILIDAD AUDITIVA.

Los audios se encuentran en las computadoras

Happy Birthday! (Track 17 Interchange INTRO Third Edition Resource Book)

1. WOMAN: What are you going to do for your birthday, Paula? PAULA: I’m going to go fishing in Stevens Park WOMAN: Fishing? PAULA: Yeah. My dad and I are going to go fishing. We always go fishing on my

birthday. WOMAN: That sounds like fun. Have a good time. 2. WOMAN: Are you going to do anything special for your birthday, Chris? CHRIS: My best friend and I are going to see a show. WOMAN: How great! What are you going to see? CHRIS: Music to my ears. WOMAN: Where’s it playing? CHRIS: It’s at the Broadway Theater. 3. BARRY: Tomorrow’s my birthday. WOMAN: Really? How are you going to celebrate? BARRY: My brothers are going to take me to my favorite restaurant. WOMAN: Oh, where’s that? BARRY: It’s an Italian place downtown called Luigi’s. WOMAN: That sounds really nice. Happy birthday!



CENTRO DE AUTOACCESO PLAN DE TRABAJO



TIEMPO APROXIMADO










FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO





¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?

___________________________ Comentarios _______________________________________



¿Cómo calificas tu desempeño en esta unidad? a) Excelente b) Muy bien c) Bien d) Regular

¿El material que utilizaste te ayudó a reforzar la habilidad que más

necesitas trabajar? ¿Sí? ¿No? ¿Por qué? ________________________________________________




Firma de la asesora ______________________________





SHOULD

SHOULDN’T

A. Match each medical problem and emergency with the best advice:

Problem Advice

*lozenges=

SHOULD: es usado para dar consejos (advice) y para decir que es lo

mejor o lo correcto de hacer.

You should drink a lot of water daily. (= it’s a good idea.)

SHOULDN’T: es para expresar lo que no es correcto o bueno de hacer.

You shouldn’t drink too much coffee. (= it isn’t a good idea.)

1. I think there is a fire. ___. a. You should see a dentist.

2. How much medicine should I take? ___. b. You should take some cough syrup.

3. I think I have the flu ___. c. You shouldn’t walk alone at night.

4. I want to exercise but my leg hurts. ___ d. You should stay in bed today.

5. I have a sore throat. ___ e. You shouldn’t go to the gym today.

6. There are many robberies in my

neighborhood after dark. ___ f. You should call 911.

7. I need quarters for the pay phone. ___ g. You should try these throat lozenges*.

8. I have a toothache. ___ h. You should get change at the information desk.

9. I’m coughing all the time. ___ i. You should ask your doctor.

http://www.google.com.mx/url?url=http://www.alsuper.com/alsuperencasa/catalog.pl?id=340&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ahUKEwiG1NHAl__UAhVMzIMKHWr7BEM4PBDBbgg6MBI&usg=AFQjCNEg61Xq-R8IYU5LVkkg98YHeMohgw

https://www.google.com.mx/url?url=https://mx.depositphotos.com/11887311/stock-photo-throat-lozenges-close-up.html&rct=j&frm=1&q=&esrc=s&sa=U&ved=0ahUKEwjp09DVl__UAhWM24MKHWKuBNE4KBDBbgg0MA8&usg=AFQjCNFZjeAoO9TRlDEPvLcssyMVoyzTmQ





POZA RICA

SALA LECTURA


IDIOMA INGLES

NIVEL 2


TEMA Parts of the body, have + noun; feel + adjective,

Health problems, imperatives, should/shouldn’t

OBJETIVO EVALUAR LOS CONTENIDOS DE LA U 12


ADAPTADO POR Ma. del Carmen Barragán Albarrán y

Ma. Del Socorro Rodríguez González


2005. Cambridge University Press.



Unit 12 English 2 I LISTENING

A. Listen to the people talk to the doctor. What’s wrong with each person? Ben: He has an earache.____________________________________________ Laura: __________________________________________________________ Frances: ________________________________________________________

B. Listen again: What advice does the doctor give his patients? Ben: Use these ear drops.____________________________________________ Laura: __________________________________________________________ Frances: ________________________________________________________



II GRAMMAR A. Complete the conversations. Use the words from the box. Mrs. Pickles and Dr. Crawley are travelling in the same bus. They don’t know each other.

Dr. Crawley: ATCHOO! Mrs. Pickles: That sounds bad. Are you (1) ? Do you have a cold? Or is it the (2) ? Dr. Crawley: It’s nothing serious. Mrs. Pickles: Are you sure? Are you sneezing a lot? Do you have a (3) ? Maybe you should see a doctor and (4) some medicine. Dr. Crawley: Well, you see… cough! Cough! Mrs. Pickles: You’re coughing, too. Now that is a bad cough. You should drink warm (5) and get some (6) . Dr. Crawley: Perhaps, but… Mrs. Pickles: You (7) be on a bus, you should be at home in (8) . Dr. Crawley: Ma’am… Mrs. Pickles: Do you need a good doctor? I have a new one, Dr. Crawley. My son recommended him. I’m going to see him now. I (9) terrible stomachaches, you see. It’s my first (10) . Dr. Crawley: Is that so? Mrs. Pickles: Are you getting off at this stop, too. Dr. Crawley: Yes. Secretary: Morning Dr. Crawley. Dr. Crawley: Mrs. Pickles, I believe? 10 o’clock appointment? Come in. What seems to be the problem? You said you have (11) , right?

B. Match the problems with the appropriate advice.

1 “I can’t sleep at night!” b a I’m sorry to hear that. Go to the dentist.

2 “I’m a little heavy and I can’t lose weight”

b That’s too bad. So read a book or magazine and don’t have any coffee.

3 “I miss my family in Texcoco. I’m homesick”

c Don’t eat desserts every day. Eat them only on special occasions.

4 “I think I have a cold. I have a sore throat and a headache”

d Go to Suburbia, you can find many fine dresses with great discounts.

5 “I have a really bad toothache” e Don’t have cold drinks. Take a tablespoon of honey with lemon and take an aspirin.

6 “I’m always late for school.” f Phone them or go there just for the weekend. You’ll feel better.

7 “I don’t have a nice dress for Jenny’s party”

g Go to bed early and get a louder alarm clock.

bed tea shouldn’t rest flu stomachaches

fever take home visit have sick

Source: PIONEER elementary American edition st book.Mitchell H. Q. et al.2012. EU. MMPublications.



C Give suggestions to these people. Use SHOULD or SHOULDN’T and a verb from the box:

EJEMPLOS 0) I would like to lose weight.

1. I’m really worried because my father is sick.

2. I have a backache.

3. I need to study English.

4. I would like to have good habits for learning.

5. I have a stomachache.

III VOCABULARY There are ten mistakes in the diagram. Cross them and write the correct words beside them.

You shouldn’t eat desserts.

17. ankle

16. leg

15. toe

14. wrist

8. finger

7. knee

13. arm

12. ear

11. cheek

9. hair

10. chest

3. tooth

2. lip

6. stomach

5. neck

4. shoulder

1. eye

Source: http://es.123rf.com/photo_19552751-ilustraci-n.

exercise eat desserts study 10 minutes every day eat so much take him to the doctor watch TV in English

http://previews.123rf.com/images/sararoom/sararoom1305/sararoom130500027/19552751-ilustraci-n-de-una-parte-del-vocabulario-del-cuerpo-Foto-de-archivo.jpg



ANSWER KEY UNIT 12 I LISTENING A Laura: She has the flu. Frances: She has sore knees.

B Laura: Go home and sleep. Frances: Take some aspirin. Don’t play any sports this week. Score: 1 point each, total = 4 points II GRAMMAR A 1. sick 2. flu 3. fever 4. take 5. tea 6. rest 7. shouldn’t 8. bed 9. have 10. visit 11. stomachaches Score: 1 point each, total = 11 points B 2. c 3. f 4. e 5. a 6. g 7. d Score: 1 point each, total = 6 points C 1. You should take him to the doctor 4. You should study 10 minutes every day 2. You shouldn’t exercise 5. You shouldn’t eat so much 3. You should watch TV in English Score: 1 point each, total = 5 points III VOCABULARY 2 lip = nose 11 cheek =mouth 4 shoulder = chest 12 ear = neck 5 neck = elbow 14 wrist = hand 8 finger = toe 15 toe = finger 10 chest = ear 17 ankle = foot Score: 1 points each, total = 10 points ESCALA DE CALIFICACIONES

ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN

36 10 31 8.6 26 7.2

35 9.7 30 8.3 25 6.9

34 9.4 29 8.1 24 6.7

33 9.2 28 7.8 23 6.4

32 8.9 27 7.5 22 6.1

Answers de Should / Shouldn’t

1 f 4 e 7 h

2 I 5 g 8 a

3 b 6 c 9 b



Audio Script

RECUERDA QUE SI ESCUCHAS Y RESUELVES EL EJERCICIO DE AUDIO ANTES DE LEER EL AUDIOSCRIPT MEJORAS TU HABILIDAD AUDITIVA.

Los audios se encuentran en las computadoras

I feel terrible. (Track 18 Interchange INTRO Third Edition Resource Book)

Frances FRANCES: Hello Dr. Macintosh? How are you? DR. MACINTOSH. I’m fine, thanks Frances. How are you? FRANCES: Not so good. DR. MACINTOSH: Sorry to hear that. How’s your back. FRANCES: It’s better. Now it’s my knees. I have sore knees. DR. MACINTOSH: That happens to athletes. What sports do you play again? FRANCES: Tennis and volleyball. DR. MACINTOSH: Here’s what you’re going to do, Frances: First, take some aspirin. And don’t play any sports this week. FRANCES: No sports? DR. MACNTOSH: No sports! FRANCES: OK. Thanks, Dr. Macintosh.

Ben DR. MACINTOSH: So, Ben, How are you today? BEN: I feel really terrible, Dr. Macintosh. DR. MACINTOSH: What’s the problem? BEN: I have a bad earache. DR. MACINTOSH: Hmm. Yes. I see. I’m going to give you some drops. Use the drops in the morning before

breakfast.

BEN: Before breakfast? OK. Thanks, doctor. Laura DR. MACINTOSH: Laura, you don’t look very well. LAURA: And I feel awful! DR. MACINTOSH: Do you have a fever? LAURA: Yes, and I have this bad cough. DR. MACINTOSH: Well, you have the flu. LAURA: What can I do? DR. MACINTOSH: There’s only one thing to do: Go home and sleep. LAURA: I can do that. Thank you, doctor.






TIEMPO APROXIMADO










FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO





¿Por qué?, etc.)


___________________________ Comentarios _______________________________________
















POZA RICA

SALA LECTURA


IDIOMA INGLES

NIVEL 2


TEMA GIVING DIRECTIONS

OBJETIVO EVALUAR LOS CONTENIDOS DE LA UNIDAD 13


ADAPTADO POR Leticia Arciga Solorio


2005. Cambridge University Press. Hong



Unit 13 English 2 I. LISTENING A. Listen. Simon, Tina and Steve are talking about their hometowns. Write each

person’s name under the map of his or her hometown.

B. Listen to the statements. Look at the maps again. Check ( √ ) True (T) or False (F). 4. a. ( ) T ( ) F 5. a. ( ) T ( ) F 6. a. ( ) T ( ) F b. ( ) T ( ) F b. ( ) T ( ) F b. ( ) T ( ) F



II.- GRAMMAR A. LOOK AT THE MAP BELOW. READ AND FOLLOW THE DIRECTIONS ON THE MAP. ANSWER THE

QUESTIONS. 7.- You are at the subway station. Go left on 11th avenue. Turn left on Second Street. Go straight for

one block and turn right on 9th Avenue. It’s on your left, next to the travel agency. Where are you? _________________________________________________

8.- You are at the bookstore. Go left on 7th Avenue. Walk straight for two blocks and turn left on 2nd Street. Go straight for two more blocks and turn left on 11th Avenue. It’s on the right next to the subway.

Where are you? __________________________________________________

B. Some tourists are visiting the city. They want to go to some places but they don’t know how to get to them. Help them and answer their questions. 9.- A: Tourist: Excuse me. How can I get from the Ritz Hotel to the Art Gallery? B: You: ______________________________________________________ ______________________________________________________ 10.- A: Tourist: Excuse me. How can I get from the bookstore to the university? B: You: ______________________________________________________ ______________________________________________________ ______________________________________________________

Mapa: Real Time America 1, workbook. Pag. 40



III. VOCABULARY Complete the following sentences with appropriate places as in the example.

0. You can buy bread at a bakery or at a supermarket. 11. You can see paintings at a _____________________.

12. You can get stamps at a _______________________.

13. You can buy a toothbrush at a ___________________.

14. You can buy books at a _______________________.

15. You can buy some sandals at a __________________.

16. You can drink a cup of coffee at a ________________.

IV. WRITING For numbers 1-7, read each question and answer and decide which of the three options (A, B, or C) correctly completes the answer. Mark the correct option on your answer sheet with an X.

1. Luis: Are you ok? You look terrible! What’s the matter? Martin: I have a horrible_____________ A. stomach B. toothache C. eye drops

2. What is Pedro best interest? A. Listen to music outdoors. B. in the summer. C. next to the river

3. Cristina and Sandy ___________ going to buy a new car next year! Silvia: Really! It’s great. A. be B. are C. is

4. Man: Excuse me. Can you help me? _________a public restroom around here? A. Are there B. There is C. Is there

5. Pedro: We need to look in a newspaper? Where is a newsstand? Elena: ______the corner of Juarez Avenue and Ruiz Cortines Boulevard A. On B. Next to C. Across

6. Rose: How often do you go bike riding? Pedro: I go__________. A: once a week B. weekdays C. tomorrow

7. Fernando: Coffee? Karen: Er, no. I think I _________have coke. A: does B. will C. should

EXAMPLE: ANSWER:

0. Carlos: Can you cook Chinese food? 0. B

Martha: No, I can’t, but I cook __________________

A. a dress. B. Japanese food a lot. C. muscle cream.



ANSWER KEY UNIT 13

I LISTENING A Score: 1 point each, total = 3 points 1.- Steve 2. Tina 3. Simon B Score: 1 point each, total = 6 points 4. a) T 5. a) F 6. a) T

b) F b) F b) T II. GRAMMAR A Score: 1 point each, total = 2 points 7. The Hilton Hotel 8. The Parking Lot B Score: 3 points each, total = 6 points 9 and 10 (Answers may vary. Your counselor can help you to check it) III. VOCABULARY A Score: 1 point each, total = 6 points 11. You can see paintings at a museum /gallery/ painting expositions.

12. You can get stamps at a post office.

13. You can buy a toothbrush at a drugstore / supermarket.

14. You can buy a book at a bookstore.

15. You can buy some sandals at a shoe store/ supermarket.

16. You can drink a cup of coffee at a coffee shop.

IV. WRITING

Score: 1 point each, total = 7 points

1- B 2- A 3- B 4- C 5- A 6- A 7- B

ESCALA DE CALIFICACIONES ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN

30 10 25 8.3 20 6.7

29 9.7 24 8 19 6.3

28 9.3 23 7.7 18 6

27 9 22 7.3 17 5.7

26 8.7 21 7 16 5.3



Audio Script

QUE NO SE TE OLVIDE QUE SI ESCUCHAS Y RESUELVES EL EJERCICIO DE AUDIO ANTES DE LEER EL AUDIOSCRIPT MEJORAS TU HABILIDAD AUDITIVA Y QUE LOS AUDIOS ESTAN EN LAS COMPUTADORAS. Tell me about your hometown. (Track 19 Interchange INTRO Third Edition Resource Book)

A.

B.

Steve

WOMAN: Tell me about your hometown, Steve.

STEVE: It’s great. I go there a lot on the weekends with my friends and sometimes with my family..

WOMAN: What do you do there on the weekends?

STEVE: Well, there’s a terrific bookstore on Main Street. Next to the bookstore – between the bookstore and

the drugstore – there’s a really good coffee shop. My family often has breakfast there on Sundays.

WOMAN: Is there a park there?

STEVE: Yes, it’s right across from the coffee shop. Sometimes my friends and I have picnics on Saturdays.

Simon

WOMAN: Tell about your hometown, Simon. Is it nice?

SIMON: I think it’s great. The important street is First Avenue. My school is on First Avenue. The school’s

between a drugstore and a coffee shop. The coffee shop has great hamburgers, so my friends and I eat there a

lot. There’s a really big park on First Avenue, too, and we go there every day –when it’s not raining or cold.

Tina

MAN: Dou you spend a lot of time in your hometown, Tina?

TINA: Yeah, I do. I love going back home. There’s a great museum, a terrific restaurant, and a movie theater.

MAN: Where’s the museum?

TINA: It’s on the corner of Center Avenue and First Street, next to the post office. It’s right across from the

restaurant. Oh, and the movie theater is right next to the restaurant.

1.

Woman: a. The coffee shop is between the bookstore and the drugstore

b. The school is next to the park.

2.

Man: a. The restaurant is next to the museum.

b. The bank is across from the restaurant.

3.

Woman: a. The bookstore is on the corner of First Avenue and Main Street

b. The park is on First Avenue.




Nombre ______________________________________ No de Usuario _______________ Carrera ___________________ Semana de _________ al __________ de______________, 20___. Nivel 2 Unidad 14__ Ahora, llena cada columna del siguiente formato con la información adecuada.


TIEMPO APROXIMADO










FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO





¿Por qué?, etc.)


___________________________ Comentarios _______________________________________














Irregular Verbs

SECCION 1 TO FIGHT Fight Fought Fought

Verbos Irregulares cuyos tiempos pasado o participio son

totalmente diferentes en pronunciación y ortografía

Estos son los verbos auxiliares ingleses.

TO TEACH Teach Taught Taught

TO THINK Think Thought Thought

SECCION 6 INFINITIVE PRESENT PAST PARTICIPLE La característica de estos verbos es que los tiempos

pasado y participio terminan en "T" TO BE Am/ Is / Are Was/ Were Been

TO DO Do / Does Did Done INFINITIVE PRESENT PAST PARTICIPLE

TO HAVE Have / Has Had Had TO BEND Bend Bent Bent

Aun cuando no es verbo auxiliar, el verbo GO sigue

este patrón especial.

TO BUILD Build Built Built

TO BURN Burn Burnt Burnt

INFINITIVE PRESENT PAST PARTICIPLE TO LEARN Learn Learnt Learnt

TO GO Go / Goes Went Gone TO LEND Lend Lent Lent

SECCION 2 TO SEND Send Sent Sent

La característica de estos verbos irregulares es que no

experimentan ningún cambio en los tiempos de conjugación

TO SMELL Smell Smelt Smelt

TO DREAM Dream Dreamt Dreamt

INFINITIVE PRESENT PAST PARTICIPLE SECCION 7 TO COST Cost Cost Cost La característica de estos verbos son el cambio de una

vocal y/o una consonante. TO CUT Cut Cut Cut

TO HIT Hit Hit Hit INFINITIVE PRESENT PAST PARTICIPLE

TO HURT Hurt Hurt Hurt TO FEEL Feel Felt Felt

TO LET Let Let Let TO HEAR Hear Heard Heard

TO PUT Put Put Put TO KEEP Keep Kept Kept

TO SHUT Shut Shut Shut TO LEAVE Leave Left Left

SECCION 3 TO LOSE Lose Lost Lost

La característica de estos verbos irregulares, es que el

pasado y participio pasado son iguales

TO MEAN Mean Meant Meant

TO SAY Say Said Said

INFINITIVE PRESENT PAST PARTICIPLE TO SELL Sell Sold Sold

TO FIGHT Fight Fought Fought TO SLEEP Sleep Slept Slept

TO FIND Find Found Found TO STAND Stand Stood Stood

TO HANG Hang Hung Hung TO TELL Tell Told Told

TO HOLD Hold Held Held SECCION 8 TO LIGHT Light Lit Lit La característica de estos verbos es la terminación en "N" o

"EN" en el participio pasado TO MAKE Make Made Made

TO MEET Meet Met Met INFINITIVE PRESENT PAST PARTICIPLE

TO READ Read Read(Red) Read(Red) TO BITE Bite Bit Bitten

TO SHINE Shine Shone Shone TO BLOW Blow Blew Blown

TO SIT Sit Sat Sat TO BREAK Break Broke Broken

TO SLIDE Slide Slid Slid TO CHOOSE Choose Chose Chosen

TO STICK Stick Stuck Stuck TO DRAW Draw Drew Drawn

TO STRIKE Strike Struck Struck TO DRIVE Drive Drove Driven

TO WIN Win Won Won TO EAT Eat Ate Eaten

SECCION 4 TO FALL Fall Fell Fallen

La característica de estos verbos es el cambio de vocales

en su estructura

TO FLY Fly Flew Flown

TO FORGET Forget Forgot Forgotten

INFINITIVE PRESENT PAST PARTICIPLE TO GIVE Give Gave Given

TO BEGIN Begin Began Begun TO GROW Grow Grew Grown

TO COME Come Came Come TO HIDE Hide Hid Hidden

TO DRINK Drink Drank Drunk TO KNOW Know Knew Known

TO RING Ring Rang Rung TO LIE Lie Lay Lain

TO RUN Run Ran Run TO RIDE Ride Rode Ridden

TO SING Sing Sang Sung TO SEE See Saw Seen

TO SWIM Swim Swam Swum TO SHAKE Shake Shook Shaken

SECCION 5 TO SPEAK Speak Spoke Spoken

La característica de estos verbos es que los tiempos pasado

participio terminan en "OUGHT" y "AUGHT"

TO STEAL Steal Stole Stolen

TO TAKE Take Took Taken

INFINITIVE PRESENT PAST PARTICIPLE TO TEAR Tear Tore Torn

TO BRING Bring Brought Brought TO WEAR Wear Wore Worn

TO BUY Buy Bought Bought TO WRITE Write Wrote Written

TO CATCH Catch Caught Caught





Regular Verbs

ESPAÑOL INFINITIVO PRESENTE

PASADO PASADO

PARTICIPIO GERUNDIO

INFINITIVO PRESENTE

PASADO PASADO

PARTICIPIO GERUNDIO ESPAÑOL

ABRIR TO OPEN OPENED OPENED OPENING LIMPIAR TO CLEAN CLEANED CLEANED CLEANING

ACEPTAR TO ACCEPT ACCEPTED ACCEPTED ACEPTING LLEGAR TO ARRIVE ARRIVED ARRIVED ARRIVING

AMAR TO LOVE LOVED LOVED LOVING LLENAR TO FILL FILLED FILLED FILLING

APRENDER TO LEARN LEARNED LEARNED LEARNING LLOVER TO RAIN RAINED RAINED RAINING

APRESURARSE TO HURRY HURRIED HURRIED HURRYING MIRAR TO LOOK LOOKEDE LOOKED LOOKING

ATREVERSE TO DARE DARED DARED DARING MOSTRAR TO SHOW SHOWED SHOWED SHOWING

AYUDAR TO HELP HELPED HELPED HELPING NECESITAR TO NEED NEEDED NEEDED NEEDING

BAILAR TO DANCE DANCED DANCED DANCING NOMBRAR TO NAME NAMED NAMED NAMING

BORRAR TO ERASE ERASED ERASED ERASING ORDENAR TO ORDER ORDERED ORDERED ORDERING

CAMBIAR TO CHANGE CHANGED CHANGED CHANGING PARAR TO STOP STOPED STOPED STOPPING

CAMINAR TO WALK WALKED WALKED WALKING PERMANECER TO STAY STAYED STAYED STAYING

CERRAR TO CLOSE CLOSED CLOSED CLOSING PERTENECER TO BELONG BELONGED BELONGED BELONGING

CITAR TO DATE DATED DATED DATING PLANEAR TO PLAN PLANNED PLANNED PLANNING

COCINAR TO COOK COOKED COOKED COOKING PLANTAR TO PLANT PLANTED PLANTED PLANTING

CONSIDERAR TO CONSIDER CONSIDERED CONSIDERED CONSIDERING PRACTICAR TO PRACTICE PRACTICED PRACTICED PRACTICING

CONTAR TO COUNT COUNTED COUNTED COUNTING PREGUNTAR TO ASK ASKED ASKED ASKING

CONTESTAR TO ANSWER ANSWERED ANSWERED ANSWERING QUERER TO WANT WANTED WANTED WANTING

DESEAR TO WISH WISHED WISHED WISHING RECORDAR TO REMEMBER REMEMBERED REMEMBERED REMEMBERING

EMPEZAR TO START STARTED STARTED STARTING RENTAR TO RENT RENTED RENTED RENTING

EMPUJAR TO PUSH PUSHED PUSHED PUSHING REPETIR TO REPEAT REPEATED REPEATED REPEATING

ENTREGAR TO DELIVER DELIVERED DELIVERED DELIVERING RESISTIR TO RESIST RESISTED RESISTED RESISTING

ESCUCHAR TO LISTEN LISTENED LISTENED LISTENING SALTAR TO JUMP JUMPED JUMPED JUMPING

ESPERAR (ESPERANZA) TO HOPE HOPED HOPED NO SE USA SEGUIR TO FOLLOW FOLLOWED FOLLOWED FOLLOWING

ESPERAR (LUGAR) TO WAIT WAITED WAITED WAITING SEÑALAR TO POINT POINTED POINTED POINTING

ESTUDIAR TO STUDY STUDIED STUDIED STUDYING TERMINAR TO FINISH FINISHED FINISHED FINISHING

EXTRAÑAR TO MISS MISSED MISSED MISSING TRABAJAR TO WORK WORKED WORKED WORKING

FINALIZAR TO END ENDED ENDED ENDING TRATAR TO TRAY TRAYED TRAYED TRAYING

FUMAR TO SMOKE SMOKED SMOKED SMOKING ESCALAR, TREPAR TO CLIMB CLIMBED CLIMBED CLIMBING

GOZAR (DIVERSION) TO ENJOY ENJOYED ENJOYED ENJOYING USAR TO USE USED USED USING

GUSTAR TO LIKE LIKED LIKED LIKING VESTIR TO DRESS DRESSED DRESSED DRESSING

HABLAR TO TALK TALKED TALKED TALKING VIAJAR TO TRAVEL TRAVELED TRAVELED TRAVELING

INTENTAR (INTENCIÓN) TO INTEND INTENDED INTENDED INTENDING VISITAR TO VISIT CISITED VISITED VISITING

JUGAR TO PLAY PLAYED PLAYED PLAYING VIVIR TO LIVE LIVED LIVED LIVING

LAVAR TO WASH WASHED WASHED WASHING VOLTEAR, GIRAR TO TURN TURNED TURNED TURNING







POZA RICA

SALA LECTURA


IDIOMA INGLES

NIVEL 2


TEMA Simple past statements with regular and irregular

verbs; simple past yes/no questions and short

answers.

OBJETIVO EVALUAR LOS CONTENIDOS DE LA U 14


ADAPTADO POR Ma. del Carmen Barragán Albarrán


2005. Cambridge University Press. Hong Kong, China



Unit 14 English 2 I LISTENING A Listen to the conversation. Meg and her mother are talking about the weekend. Did Meg do these things on Friday night? Check (√) Yes or No.

Did Meg…? Yes No

study

cook

watch TV

see a movie

go to a bookstore

buy a book

B Listen to the rest of the conversation: What did Meg’s mother do over the weekend? Check (√) the correct picture (s).



II GRAMMAR A. What did these people do on the weekend? Write sentences. Use the activities in the box. 1. Anna: “It’s a great story, but the actors are not very good.” Anna saw a movie.__________________________________________________________ 2. Debbie: “I just loved the food and we had so much fun!” _________________________________________________________________________ 3. Robert: “what a fantastic mystery! Agatha Christie is a terrific writer.” _________________________________________________________________________ 4. Teresa: “I bought new shoes and a dress:” _________________________________________________________________________ 5. Frank: “The DJ played great techno music.” _________________________________________________________________________ 6. Nicole: I felt so tired…I didn’t do anything.” _________________________________________________________________________

III VOCABULARY A. Write the present form of the irregular verbs. Irregular verbs ate _______ read _______ bought _______ rode _______ came _______ sat _______ did _______ saw _______ felt _______ slept _______ got _______ took _______ had _______ went _______ met _______ wrote _______

go dancing have dinner with friends relax

go shopping read a book see a movie X



B. Look at the pictures. What did these people do on the weekend? Write about the people. 1. - Laura vacuumed the living room._____________________________________ 2. - Jenny____________________________________________________________ 3. - Adam____________________________________________________________ 4. - Jane_____________________________________________________________ 5. - Paul______________________________________________________________ 6. - Mrs. Richards______________________________________________________ 7.-Simon_____________________________________________________________ 8.-Max ______________________________________________________________ IV. WRITING WRITE A PARAGRAPH about your school day yesterday. Use the following questions as a guide. Write between 60 and 70 words. What time you got up What time you started classes What you had for breakfast What you did in the afternoon Who you saw *This part should be checked by a counselor.



ANSWER KEY UNIT 14 I LISTENING A. Score: 1 point each, total = 6 points

study no

cook no

watch TV yes

see a movie yes

go to a bookstore yes

buy a book no

B. Score: 1 point each, total = 2 points Pictures 1 and 2 II GRAMMAR A. Score: 1 point each, total = 5 points 2. Debbie had dinner with friends. 5. Frank went dancing. 3. Robert read a book. 6. Nicole relaxed. 4. Teresa went shopping. III VOCABULARY

A. Score: 1 points each, total = 16 points

ate _eat___ read __read_ bought __buy__ rode __ride_ came __come_ sat __sit__ did __do___ saw __see__ felt __feel_ slept __sleep_ got __get__ took _ take__ had __have_ went __go __ met __meet__ wrote __write_

B. Score: 1 points each, total = 7 points 2. - Jenny_listened to music______________________________________________ 3. - Adam_took a nap (siesta) or slept on the sofa_or relaxed__________________ 4. - Jane_went for a walk or walked in the park______________________________ 5. - Paul_cut the grass___________________________________________________ 6. - Mrs. Richards_read a book____________________________________________ 7. - Simon_rode bicycle_or went bike-riding_________________________________ 8. - Max _wrote a letter or did homework____________________________________

IV WRITING Score: 6 points *This part should be checked by a counselor.



ESCALA DE CALIFICACIONES ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACION

42 10 37 8.8 32 7.6 27 6.4

41 9.8 36 8.6 31 7.4 26 6.2

40 9.5 35 8.3 30 7.1 25 6

39 9.3 34 8.1 29 6.9 24 5.7

38 9 33 7.9 28 6.7 23 5.5

Audio Script

QUE NO SE TE OLVIDE QUE SI ESCUCHAS Y RESUELVES EL EJERCICIO AUDITIVO ANTES DE LEER EL AUDIOSCRIPT MEJORAS TU HABILIDAD AUDITIVA Y QUE LOS AUDIOS ESTAN EN LAS COMPUTADORAS.

What did you do this weekend? (Track 21 Interchange INTRO Third Edition Teacher’s Resource Book)

MOTHER: What did you do Friday night? Did you study for your exams?

MEG: No Mom. I never study on Friday or Saturday nights. It’s my time to relax.

MOTHER: So what did you do?

MEG: I actually had a great time. Jennifer and Trish came over.

MOTHER: That’s nice. Did you cook dinner?

MEG: No, we didn’t cook. We just made some sandwiches and ate them with some chips. Then we watched

TV.

MOTHER: That’s good. Did the girls stay late?

MEG. No, not really. After the movie, we went down to Bobbie’s Books. It’s open late on Fridays.

MOTHER: Did you buy a book?

MEG: No, I didn’t, but Jennifer got something for her sister’s birthday.

MOTHER: So, it sounds like you had a fun Friday night.

MEG. Yes, Mom, I did. MEG: So how about you, Mom? Did you have a nice weekend?

MOTHER: Yes, I did. I cooked all day on Saturday and Freda and Alex came for dinner.

MEG: That sounds great! Did you do anything interesting today?

MOTHER: Not really. Your father and I just stayed home and relaxed.




Nombre ______________________________________ No de Usuario _______________ Carrera ___________________ Semana de _________ al __________ de______________, 2019. Nivel 2 Unidad 15 Ahora, llena cada columna del siguiente formato con la información adecuada.


TIEMPO APROXIMADO










FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO





¿Por qué?, etc.)


___________________________ Comentarios _______________________________________
















POZA RICA

SALA LECTURA


IDIOMA INGLES

NIVEL 2


TEMA VERBO TO BE EN PASADO SIMPLE

OBJETIVO EVALUAR CONTENIDOS DE LA U 15


ADAPTADO POR Ma. del Socorro Rodríguez González

FUENTE Dooley J. & Evans V. 2005. BLOCKBUSTER

(book, workbook & grammar book). Express

Publishing. EU.



Unit 15 English 2

II.- READING A. Read this article and answer TRUE (T) or FALSE (F) the sentences below.

1. Steve is from Australia. T F

2. He didn’t live with his parents. T F

3. The python was a gift for him. T F

4. He worked with crocodiles at the age of five. T F

5. He began his TV show in 1996. T F

Steve Irwin was a famous conservationist and a TV show host. He was born in

Australia in 1962, and he grew up on his parents’ wildlife park. Steve loved reptiles,

and he got a python for his birthday when he was six years old! When Steve was

older, he learned to work with crocodiles. In 1996, Irwin started his TV show, The

Crocodile Hunter, and it became popular in many countries.

On September 4, 2006, when Steve went to the Great Barrier Reef to film ocean

animals, a stingray stung him. He died that day of cardiac arrest. People all over the

world were sad when Steve Irwin died. Many people still remember his excellent

work.

Source: Rogers M. et al.2010.Open Mind (Level 1 Student’s book). Oxford. MACMILLAN.

I.- LISTENING



B. Read the following text and then answer the questions.

1.-WHO PLAYED REAL TENNIS?

2.- WHAT WAS THE WORD PLAYERS SAID AT THE BEGINNING OF THE GAME?

3.- WHAT WAS MODERN TENNIS FIRST CALLED AND WHERE DID THEY PLAY IT?

4.- WHAT WAS THE PROBLEM WITH WOODEN RACKETS?

5.- WHAT DID PLAYERS WEAR IN THE PAST?

Mitchell H.Q. 2008. TRAVELLER Beginners , sts. Book (pag. 98). EU. MMpublications

Tennis first appeared in England and France

in the 16th century. It was called real (royal)

tennis and only kings and queens played it.

It was an indoor sport and players started the

game by saying “Tenez!” (Hold! or Play!) and

that’s how it got its name.

Modern tennis appeared in the 1860s. It was first called ‘Lawn Tennis’ and players

only played on grass. The first tennis tournament was at Wimbledon, London in

1887. Nowadays, players play on other kinds of courts, too.

In the past, players didn’t use plastic rackets. They used wooden rackets and they

were quite heavy. Men wore trousers and shirts and women wore long dresses.

The first person to wear shorts at Wimbledon was Bunny Austin in 1993. In the

past, players also wore shoes but today, players wear trainers.

Today, tennis is an Olympic sport. It is also part of the Paralympics and athletes

play in wheelchairs.

Mitchell H.Q. 2008. TRAVELLER Beginners , sts. Book (pag. 98). EU. MMpublications



III.- WRITING

A. For numbers 1-7, read each question and choose the correct options (A, B, or C).

1. Eduardo: Why didn’t they eat breakfast?

A. Because they weren’t hungry B. Yes, they did. C. Coffee and bread.

2. Who was your friend in school? A. She was shy. B. Her name was Yazmin. C. She is my friend

3. What was your major in high school? A. Breakfast and supper B. Saturday and Sunday C. Math and drama

4. What time are you going to go to bed on Sunday? A. With Martin B. At midnight C. Pajamas

5. What food does your Mom dislike to cook? A. Junk food B. She dislikes T-shirts C. Jackets

6. How often do you watch TV? A. My favorite TV program is “Está cañon” B. Three times a week C. Yesterday

7. Where will your parents be one hour from now? A. They were at work B. They go to work. C. They’ll probably be at work

B. Fill in the blanks in the dialogue, using: was, wasn’t, were, or weren’t.

A: What’s this? B: It’s a poster from one of Sting’s concerts. A: When 1) the concert? B: Oh, five years ago. A: How old 2) you then? B: 13 A: 3) you there alone? B: No, I 4) alone. My brother, Tom, and some friends 5) there, too. A: What 6) it like? B: Amazing! Sting was fantastic and the people 7) very excited. They 8) dancing, but they were singing along. A: 9) Sting a member of Simply Red? B: No, he 10) , silly. He 11) in the famous rock band The Police A: Oh, yes. You’re right.

EXAMPLE: ANSWER:

0. Tony: What was your grandmother like? 0. B

Ana:______________________________

B. She liked desserts. B. She was generous and kind. C. She is nice.



C. Read the text and fill in the blanks with the correct word. Remember only ONE word.

D. WRITE A PARAGRAPH about your life when you were a child. Use the following questions as a guide. Write between 60 and 70 words.

Where you were born

Where you grew up

What kind of clothes you wore

What programs you watched

When you played with your friends

*This part should be checked by a counselor.

Hi there! My name is Melissa Yun. I was (1) in Korea but I didn´t grow(2) there. I was born (3) ____ July. I was a cute baby. I (4) ____ a little baby with curly black (5)____ and dark black eyes. My mouth was really small. Maybe, you won’t believe it, but my favorite toy was (6) _____small red car. It was so brilliant (7)_____ beautiful!. When (8) _____ was at elementary school I was good at Math, now I’m not anymore. And (9) ____ best friend was Susan. She is still my best friend.



ANSWER KEY UNIT 15 I LISTENING A. Score: 1 point each, total = 1 points PICTURE C

II READING A. Score: 1 point each, total = 5 points 1 T 2 F 3 T 4 F 5 T B Score: 1 point each, total = 5 points 1.- kings and queens 2.- Tenez! 3.- It was called “Lawn tennis” and they played it at Wimbledon. 4.- They were quite heavy. 5.- Men wore trousers and shirts, women wore long dresses and they also wore shoes.

III WRITING A. Score: 1 points each, total = 7 points 1- A 2.- B 3.- C 4.- B 5.- A 6.- B 7- C

B. Score: 1 points each, total = 11 points 1. was 7. were 2. were 8. were 3. were 9. was 4. wasn’t 10. wasn’t 5. were 11. was 6. was C. Score: 1 points each, total = 9 points 1. born 2. up 3. in 4. was 5. hair 6. a 7. and 8. I 9. my D. WRITING *This part should be checked by a counselor. Score: total 6 points ESCALA PARA CALIFICACIONES

ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACION

44 10 39 8.9 34 7.7 29 6.6

43 9.8 38 8.6 33 7.5 28 6.4

42 9.5 37 8.4 32 7.3 27 6.1

41 9.3 36 8.2 31 7 26 5.9

40 9.1 35 8 30 6.8 25 5.7



Audio Script

TRATA DE ESCUCHAR Y RESOLVER EL EJERCICIO AUDITIVO ANTES DE LEER EL AUDIOSCRIPT Y MEJORARAS TU HABILIDAD AUDITIVA LOS AUDIOS ESTAN EN LAS COMPUTADORAS, OK?

Lethaby C., Acevedo A. & Harmer J. 2007.JUST RIGHT Elementary St’s book, American Edition.

Marshall Cavendish. London

L: Hello!

M: Hello Leo!

L: Hello Maggy!

M: How is it going? Do you want to come to the zoo with us today?

L: Mmm… maybe, what’s the weather like over there?

M: Well, it was awful yesterday, but today it’s nice, it’s sunny at the moment.

L: Oh, really! Yesterday it was sunny all day here, but not today, it’s raining here. I don’t think it’s a

good idea to go to the zoo

M: But, it’s nice here. It’s just a little cloudy and windy, but there’s no rain at all.

L: Is it cool?

M: No, not at all.

L: Why don’t we go to the movies, instead?

M: Are there any good movies on?

L: I heard that submarine is good.

M: A movie about rain? No, thanks.

L: What about the park near your house? Let’s go for a walk.

M: All right. You win. What time?

L: I can be in your place in an hour.

M: Ok, see you here in an hour.






TIEMPO APROXIMADO










FECHA TEMA

ÁREA DE TRABAJO O

HABILIDAD TIEMPO





¿Por qué?, etc.)


___________________________ Comentarios _______________________________________














PASADO CONTINUO – (PAST CONTINUOUS)

El Pasado Continuo es un tiempo verbal que describe:

acciones que estaban siendo realizadas en un momento del pasado y no se hace referencia cuando la acción empezó o terminó. Ejemplo: Yesterday he was studying English.

acciones que estaban siendo realizadas en un momento específico en el pasado: Ejemplo: I was reading a newspaper at eight o’clock yesterday morning.

una acción que está siendo realizada (past continuous) y otra acción la interrumpe. (simple past). Ejemplo: He was walking (past continuous) when he slipped (simple past) on a banana skin.

dos o más acciones simultaneas en pasado. Ejemplo: She was steering the boat while he was playing the guitar.

la atmosfera o escenario, etc. En la introducción de una historia antes de describir el evento principal. Ejemplo: Todd and Emily were riding through the forest. The sun was shining and the birds were singing.

El Pasado Continuo se construye con el verbo auxiliar “to be” en su forma pasada (was, were) y el verbo principal en infinitivo con la terminación ING. Ejemplo: Pat was reading a magazine while her sons were watching TV. La forma negativa se construye colocando la partícula NOT después del verbo TO BE. Puede usarse también la forma contraída WASN’T o WEREN’T. Ejemplo: It wasn’t raining when we went out. La forma interrogativa se construye colocando WAS o WERE al inicio de la oración. Ejemplo: Were you working? Las palabras interrogativas se le agregan a la oración interrogativa ya elaborada al inicio de la misma. Ejemplo:

Why were you working? When were you working?

TIME EXPRESSIONS: when, while, as, all day / night/ morning. etc.

YOUR TURN TO PRACTICE a. write the verbs in the correct form.

1. The children (play) football during the week.

2. I (study) English for five years in London.

3. Mary (be) always (borrow) my books.

4. Peter (practice) the guitar before the competition.

5. Susan (drive) when the accident happened.

http://www.aprenderinglesfacil.es/2008/03/verbo-to-be-ser-o-estar.html



6. My friends (fight) during the whole night at the club.

7. Daniela (teach) language for ten hours.

b. After reading the following text, write the question for the answers. Tom was saving money for months to go to France and yesterday he realized that he had enough, but when he was driving to the travel agency he remembered that he did not pay the rent, disappointed he turn round and went back home. He was getting very angry when he thought that he could borrow some money and finally he could travel. 1. ________________________________________________ To go to France. 2. ________________________________________________ For months. 3. ________________________________________________ To the travel agency. 4. ________________________________________________ To pay the rent. 5. ________________________________________________ Yes, he did.

COMPARATIVE Y SUPERLATIVE

Al igual que en español, en inglés cuando queremos comparar dos cosas utilizamos los adjetivos y sus distintos grados: positivo, comparativo y superlativo.

El grado positivo refiere la forma más simple:

A sunny day El grado comparativo refiere una cualidad mayor de una cosa respecto de otra.

A better day El grado superlativo refiere la cualidad en su mayor expresión:

Today is the best day of the year

COMPARATIVO DE IGUALDAD

Se forma con el adjetivo intercalado entre la construcción "as...as" (tan...como) para

frases afirmativas e interrogativas y "not as...as" o "not so...as" para las frases

negativas.

I'm as young as you

am I as young as you? I'm not so young as you

Podemos emplear tras el segundo 'as' el pronombre en caso nominativo o acusativo



(He, his; She, her...)

He is as young as she; He is as young as her / Él es tan joven como ella

Si se trata de una comparación entre dos verbos, podemos usar la expresión "as much as" (tanto como) también en forma negativa

he does not work as much as she should / Ella no trabaja tanto como debería

Si estamos comparando dos sustantivos contables (libros, coches, casas...) utilizaremos "as many... as", pero si estamos comparando dos sustantivos incontables

(madera, tiempo, música...) usaremos la construcción "as much...as". We have as many books as them / Tenemos tantos libros como ellos We have as much space as them / Tenemos tanto espacio como ellos

COMPARATIVO DE INFERIORIDAD

Se forma con el adjetivo intercalado entre la construcción "less...than" (menos...que),

aunque es más usual encontrar la comparación de igualdad en forma negativa (que tiene el mismo significado). He's less young than you / Él es menos joven que tú

He's not as young as you / Él no es tan joven como tú (más usual)

Normalmente se emplea less para incontables y fewer para contables

COMPARATIVO DE SUPERIORIDAD

Se forma de dos modos:

Añadiendo al adjetivo el sufijo -er para el comparativo de superioridad y -est para el superlativo a los adjetivos cortos.

= + er + est

big (grande) bigger (más grande) biggest (el más grande)

Anteponiendo la palabra more (más) para el comparativo de superioridad y "the

most" para el superlativo a los adjetivos de dos sílabas o más.



intelligent more intelligent the most intelligent

Los de dos sílabas que terminan en er, y, le y ow y los que tienen el acento (prosódico) en la última sílaba forman también el comparativo y el superlativo con -er y –est

clever, cleverer, the cleverest idle, idler, the idlest

happy, happier, the happiest narrow, narrower, the narrowest

COMPARATIVOS Y SUPERLATIVOS IRREGULARES

Algunos adjetivos forman el comparativo de manera irregular

good, better, the best / bueno, mejor, el mejor bad, worse, the worst / malo, peor, el peor far, further, the furthest / lejano, más lejano, el más lejano

CONSIDERACIONES Cuando un adjetivo termina en e solamente añade -r y -st para el comparativo

y superlativo.

large, larger, the largest / grande, más grande, el más grande Cuando terminan en consonante + y cambian la y por i

easy, easier, the easiest / fácil

Si termina en una sola consonante precededida de una sola vocal, duplica la consonante

big, bigger, the biggest / grande El segundo término de la comparación utiliza la forma than que corresponde

al que español.

He is taller than his brother / Él es más alto que su hermano Cuando la comparación se realiza entre dos adjetivos se usa more.

She is more funny than happy / Ella es más alegre que feliz La expresión española "cada vez más" equivale en inglés a los dos comparativos

del adjetivo.

The film is becoming more and more interesting La película se vuelve cada vez más interesante

A. ESCRIBE EL COMPARATIVO

1. small 6. large

2. intelligent 7. narrow

3. old 8. new

4. dark 9. easy

5. bad 10. funny



Reading.

a) Read the following article and then answer the questions about the CD_ROM and the

books.

Incredible, but True!!

All the information in the enormous Britannic Encyclopedia now comes on one small disk. Which

do you prefer – the CD-ROM or the set of 30 books? Let’s compare them.

The CD-ROM is smaller and higher than the books and it is cheaper. We think it’s more interesting,

too, because it has video and sound – you can hear animals, musical instruments and famous people

talking. So if you think the 30 books are good, we think the CD-ROM is better!

C. WRITE SENTENCES THAT HAVE THE SAME MENING USING ‘AS ………AS’.

Ejemplo: A Porche is faster than a Skoda A Skoda isn’t as fast as a Porche..

1. Football is more popular than cricket in Spain. Cricket isn’t__________________________

2. I work harder than you. ______________________________________________________

3. My car’s newer than yours. ___________________________________________________

4. His watch is more expensive than hers. __________________________________________

5. Your flat’s nicer than ours. ____________________________________________________

6. Paris is cooler than Casablanca. ________________________________________________

B. COMPLETE THE SENTENCES USING A COMPARATIVE

Ejemplo: My flat isn’t very big. I want a bigger flat.

1. My motorbike isn’t very fast I’d like

2. My husband isn’t very rich. I need

3. Your computer is getting old now. You need

4. His camera isn’t very good. He needs

5. It isn’t very hot today. It was

6. I’m not very interested in football. I’m

D. WRITE THE SENTENCES WITH A SUPERLATIVE.

Ejemplo: He is a very good footballer. He’s the best footballer in Europe at the moment..

1. She’s a pretty girl. She’s____________ girl in my class.

2. There are many exciting cities in North America, but I think New York is____________.

3. August is a hot month in Spain. It’s usually___________ month of the year.

4. I was so happy when I got married. My wedding day was ___________ day of my life.

5. It’s such an expensive restaurant. I think it’s the _________ restaurant in Madrid.

6. It’s a very interesting book. It’s one of the __________ books I’ve ever read.

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b) Answer the questions.

1. Which is heavier?

_________________________________________________________________

2. Which of the articles is more boring?

_________________________________________________________________

3. Are the books bigger than the CD-ROM?

_________________________________________________________________

4. Is the CD-ROM more expensive than the books?

_________________________________________________________________

ANDREA - It was fantastic. It's a little bit warmer in Los Angeles than in San Di

WANT TO HAVE TO NEED TO I’D LOVE TO (quiero…) (tengo que…) (necesito…) (me encantaría…) I’D LIKE TO WOULD YOU LIKE TO (me gustaria…) (¿te gustaria…?) WANT TO menos formal que “would” y más directa, más común en Estados Unidos que en Inglaterra. HAVE TO expresa obligación externa. NEED TO necesario hacer algo. WOULD manera amable de pedir u ofrecer un favor y hacer invitaciones. References: Dooley J. & Evans V. Grammarway 3. 2000. Berkshire. Express Publishing. Hornby A. S. 2000. Oxford Advance Learner’s Dictioneary of Current English.Oxford. Oxfors University Press. Dooley J. & Evans V. 2000.Enterprise Student’s book Grammar 4. Berkshire. Express Publishing.

LEE Y COMPLETA LAS SIGUIENTES ORACIONES CON EL MODAL QUE CORRESPONDE. 1. I to have a tattoo but I wait till I’ll be 18 at least. 2. A: you like to go to the movies tonight? B: Ho!, I can’t go tonight, but we go tomorrow? 3. I like to be on vacation but I come to classes.

http://www.inglesmundial.com/Ingles_Intermedio_Leccion13/Ingles_Intermedio_Leccion13_ComprensionOral.html.

http://www.inglesmundial.com/Ingles_Intermedio_Leccion13/Ingles_Intermedio_Leccion13_ComprensionOral.html



PASADO CONTINUO

COMPARATIVE Y SUPERLATIVE

WANT TO HAVE TO CAN

Exercise b 1. Why was Tom saving? / What was Tom saving money for? 2. How long was Tom saving money? 3. Where was he driving to? 4. What did he remember? 5. Did he finally travel? / Did he borrow some money to travel? / Could he finally travel?

1. want have to 2. A: would B: can 3. would have to

Exercise B

1. My motorbike isn’t very fast. I’d like a faster motorbike. 2. My husband isn’t very rich. I need a richer husband. 3. Your computer is old now. You need a newer computer. 4. His camera isn’t very good. He needs a better camera. 5. It isn’t very hot today. It was hotter yesterday. 6. I’m not very interested in football. I’m more interested in tennis.

Exercise C

1. Cricket isn’t as popular as football in Spain. 2. You don’t work as hard as me. 3. Your car isn’t as new as mine 4. Her watch is not as expensive as his. 5. Our flat isn’t as nice as yours. 6. Casablanca isn’t as cold as Paris

Exercise D

1. She’s a pretty girl. She’s the prettiest girl in my class. 2. There are many exciting cities in North America, but I think New York is the most exciting. 3. August is a hot month in Spain. It’s usually the hottest month of the year. 4. I was so happy when I got married. My wedding day was the happiest day of my life. 5. It’s such an expensive restaurant. I think it’s the most expensive restaurant in Madrid. 6. It’s a very interesting book. It’s one of the most interesting books I’ve ever read.

Exercise A

1. small – smaller 2. intelligent – more intelligent 3. old – older 4. dark – darker 5. bad – worse 6. large – larger 7. narrow – narrower 8. new – newer 9. easy – easier 10. funny - funnier

Reading. 1. The Britannic Encyclopedia. 3. Yes, they are.

2. The Britannic Encyclopedia. 4. No it isn’t.

Exercise a 1. were playing 2. was studying 3. was borrowing 4. was driving 6. were fighting 7. was teaching





POZA RICA

SALA LECTURA


IDIOMA INGLES

NIVEL 2


TEMA Frases Preposicionales, Pronombres Objeto,

Invitaciones y Excusas

OBJETIVO EVALUAR CONTENIDOS DE LA U 16


ADAPTADO POR Ma. del Socorro Rodríguez González

FUENTE Dooley J. & Evans V. 2005. BLOCKBUSTER

(book, workbook & grammar book). Express

Publishing. EU.



Unit 16 English 2

I.- LISTENING A.- Listen to the people in the pictures make phone calls. Number the pictures from 1 to 3

B.- Listen to phone calls again. Look at the message pads. Correct the false information. (There are three mistakes in each message.)

For: Mom

Message: Dr. Bloom’s office called you.

Your appointment changed. It’s now

next Tuesday at 3:30 P.M. The doctor

can’t see you on Monday because she

has to work at the hospital. Call her

office before Monday morning.

Caller’s number: 955 - 4920

2

For: Tim

Message: Your girlfriend Joyce called you.

She can meet you for dinner on Friday

night because she has to visit her sister in

the hospital. She wants to have lunch on

Sunday at the new Mexican restaurant.

Call her tomorrow at work.


3

For: Clarissa

Message: Jerry Porter called you.

There’s a jazz concert tomorrow

night. He wants to invite you.

Call him tonight.


1

Terry



II.- GRAMMAR

A. Read carefully the following text and write down: me, you, him, her, us and them.

B. Read the dialogue and complete with these expressions:

Stan: (11) We __________walk home because there are no buses.

Lisa: (12) __________ to have dinner with us on Sunday?. Yes (13)__________

Stan: Oh I see… Then… Do you (14) go to the movies tonight?

Lisa: Tonight? Sorry, I have a headache I (15) _________see the doctor.

C. Choose the correct preposition. 16.-This is Charlie’s house. He is not home; a. in b. on c. at d. in the e. at the 17.-Maybe, he is class. a. in b. on c. at d. in the e. at the 18.-Yesterday, he was mall and he saw a beautiful hammock. a. in b. on c. at d. in the e. at the 19.- his last vacation he went to Zacatlán. a. in b. on c. at d. in the e. at the 20.-He was playing beach but he had an accident; a. in b. on c. at d. in the e. at the

need to want to I’d love to have to would you like to

In our family every year, in Christmas our parents come or we go to their home. So,

last year we went to stay with (1) .This year they are coming to stay with (2) . My

mother brought (3) some fresh fruit. My brother brought his three kids with (4) .

Suki had her kids with (5) .

My grandparents always give (6) money for my birthday. My father always takes

some work with (7) when he goes on vacation. My mother never lets (8) help

(9) with the cooking. My parents like me to go on vacation with (10) .



D. Complete the sentences with the present continuous. 21.- A: Where you in 2010? B: I in London. 22.- A: it when you got up? B: No, it was sunny. 23.- A: Why Ann so fast? B: Because she was in a hurry 24.- A: Tim a suit, yesterday? B: No, he a T-shirt and jeans.

III.- READING

Read the text and answer T (true) or F (false) 1. The new student is the youngest of the class. T F

2. Eric is weaker than the new student. T F

3. The new student is skinnier than Mark and Paul. T F

4. He is not the funniest of the class. T F

Today I went to school there was a new kid at school he was the tallest of the class, he was younger than me, and he was stronger than Eric but skinnier than Mark. He sat down beside me he looked more muscular than me and not very smart either. When we went to the gym he was slower than Markus but faster than me. He was skinnier than Paul and Paul were fatter than him. He was the strongest of the class and he was the funniest of the class too. And then I went home with him and that comes were I am now.



IV.- WRITING

INSTRUCTIONS: Read the following text and fill in the spaces (numbers 1-9 with ONE appropriate word. Write the word in the space provided on your answer sheet.

I live in Poza Rica but I was ( 1 ) _________ in Guanajuato on May 19th, 1998. My

parents ( 2 ) ________ born in Guanajuato too. I came to Poza Rica to ( 3 ) ________

medicine. I moved here two years ( 4 ) _______. I really miss my mom’s cooking ( 5 )

_______ my friends. The most difficult thing about living in Poza Rica is the ( 6 )

_______ weather, so that I take a lot of cool showers and wear cotton clothes.

EXAMPLE: ANSWER:

0. I live (0) _____ Poza Rica, Veracruz… 0. in



ANSWER KEY UNIT 16

I.- LISTENING. A: 1 point each one. Total: 3 points. 3 2 1 B: 1 points each one. Total: 8 points. Message 1: There’s a rock concert tomorrow night. Caller’s number: 346 – 9761 Message 2: For: Dad It’s now next Thursday at 3:30 P.M. Caller’s number: 944 – 4920 Message 3: Message: Your sister Joyce called you …she has to visit her friend in the hospital. …on Sunday at the new Italian restaurant.

II.- GRAMMAR. A: 1 point each one. Total: 10 points. 1. them 2. us 3. me/us 4. him 5. her 6. me 7. him 8. me 9. her 10. them B: 1 point each one. Total: 5 points. 11. have to 12. Would you like to 13. I’d love to 14. want to 15. need to

C: 1 point each one. Total: 5 points. 16. c (at) 17. a (in) 18. d (in the) 19. b (on) 20. e (at the)

D: 1 point each correct answer. Total: 6 points. 21. were- living / was-living 22. was- raining 23.was-driving 24.was-wearing /was-wearing

III.- READING. 1 points each one. Total: 4 points. 1. F 2. T 3. T 4. F IV.- WRITING. Total: 6 points. 1. - born 2. – were 3.- study 4.-ago 5.-and 6.- hot *This part should be checked by a counselor.

ESCALA PARA CALIFICACIONES

ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN ACIERTOS CALIFICACIÓN

47 10 42 8.9 37 7.9 32 6.8

46 9.8 41 8.7 36 7.7 31 6.6

45 9.6 40 8.5 35 7.5 30 6.4

44 9.4 39 8.3 34 7.2 29 6.2

43 9.1 38 8.1 33 7 28 6



Audio Script GRACIAS: POR ESCUCHAR Y RESOLVER EL EJERCICIO AUDITIVO ANTES DE LEER EL AUDIOSCRIPT Y MEJORAR TU HABILIDAD AUDITIVA Y DE BUSCAR LOS AUDIOS EN LAS COMPUTADORAS.

Can I take a message? (Track 23 Interchange INTRO Third Edition Teacher’s Resource Book)

1 WOMAN: Hello?

TERRY: Hello. Is Clarissa there? WOMAN: No, I’m sorry; she’s not here right now. Can I take a message?

TERRY: Yes please. This is Terry Potter.

WOMAN: Perry? TERRY. No, Terry. Please tell Clarissa that there’s a rock concert tomorrow night. I’d like to invite her to go with me if she’s free.

WOMAN: OK. TERRY: I’m calling from a public phone because I’m not home right now. But can you ask her to call me at home tonight? The number’s 346-9761

WOMAN: OK. TERRY: Thanks very much

2 BOY: Hello? NURSE: Hello. I’m calling from Dr. Bloom’s office. BOY: Uh-huh. NURSE: Is Mr. Paulsen there? BOY: No, he’s at work. I’m his son. Can I take a message?

NURSE: Yes. Please tell him his appointment has changed. It’s now next Thursday at three thirty. The doctor can’t see him on Monday because she has to work at the hospital.

Ask him to call our office before Monday morning. BOY: What’s your number? NURSE: The number here is 944-4920. BOY: OK. Thanks. Bye. 3 MAN: Hello? JOYCE: Hello. I speak with Tim, Please?

MAN: Sorry, He’s in class. Can I give him a message? JOYCE: Yes, I’m Joyce, Tim’s sister. Can you please tell Tim I can’t meet him for dinner on

Friday night? I have to visit my friend in the hospital. Tell him we can have lunch on Sunday. I want to go to the new Italian restaurant.

MAN: OK.

JOYCE: I have to go out now, but he can call me at work tomorrow.

MAN. Does he have your number?

JOYCE: I’m not sure. It’s 917-8426.

MAN: All right. JOYCE: Thanks a lot. Bye.





WRITING N2 031 (Sugerencia para unidad 11) (Si ya tienes planes, usa be going to) (Si no tienes planes seguros, usa will) If you already have plans use be going to If you don´t have fixed plans, use will. I´m not sure. Maybe I´ll … Well, I´ve decided on one thing. I´m not sure. I guess I´ll … I ……. go camping I don´t know. I think I´ll … I ……. take my next vacation (Utilizamos will para ofrecimientos espontáneos y decisions repentinas) We also use will for spontaneous offers and sudden decisions I¨ll ……

INSTRUCTIONS Think about your future plans. What you will do in ten years Use the following questions as a guide. Use between 70 and 80 words. What´s your name? Where are you from? What are you studying? and where? What will you do in ten years? Will you keep studying? Will you get a master´s degree? Will you work? Where will you travel? Will you get married?

Elaboró: Mtra. Maria del Carmen Barragán Albarrán

*This part should be checked by a counselor.



WRITING N2 039 (Sugerencia para unidad 12) A. Complete the following exercise with the appropriate imperative a, b, or c. Number 1 is already done for you.

1. Doctor: Take two pills before you go to bed! You will feel better. Patient: Ok, doctor. Thanks a lot.

a. taking b. to take c. take

2. Tom: It is very hot in this room. Dad: _________ the window. a. you will shut b. Open c. Shut 3. Mary: Let´s go out for dinner today. Sam : ....... me after 4 p.m today. I am very tired and I´m planning to go to bed early a. Don´t call b. Call c. Don´t calling 4. Man: Is the bank near here? Police: ........ right and you'll see the bank a. Turn b. Don´t turn c. Turning 5. A. I don´t have time to do some exercise. B. ------ some time after you eat a big meal. It's a good idea. a. To walk b. Walking c. Walk 6. Mom: ........ warm clothes so you don't get cold in the park. It's snowing! Jane: OK. Mom. a. Wear b. To wear c. Don´t wear 7. Mom: __________ me when I am talking on the phone. Tom: Sorry, mom. a. Don´t interrupt b. You don´t interrupt c. Please interrupt 8. Dad: Please ....... that again. Your mother may get very angry. Boy: Ohh. I´m sorry a. not to do b. don´t doing c. don´t do 9. Man: How can I lose weight, Doctor ? Doctor: ....... fast food, and get more exercise. a. to eat b. don´t eat c. don´t eating 10. Teacher: ----- the exercise. You all did it wrong. Students: Ahh. Not again please!! a. You repeating b. Repeat c. Don´t repeat

MEB



WRITING N2 038 (Sugerencia para unidad 13) A. Look at the map, write a paragraph about how to go to the bus station, and how to go the cinema. Ask the question: How can I…… Use words like: walk on… …blocks, turn to the right… turn to the left…. And prepositions like: next to… across from… between… on the corner

EXAMPLE. A. Excuse me. How can I go to the supermarket? B. Walk on Bond Street for three blocks, the supermarket is to your right, next to the book shop, across from the police station. 1. A. Excuse me. How can I go to the Italian restaurant?… __________________________________________________________________ _________________________________________________________________ 2. A. Excuse me. How can I go to the cinema? ____________________________________________________________________________________________________________________________________ No olvides acudir con tu asesor (a) para la revisión de tu ejercicio.

Elaboró: Mtra. María Elia Bisteni Chena



ANSWER KEY WRITING N2 038

A. KEY Excuse me. How can I go to the Italian Restaurant?

Walk on Bond Street for two blocks, turn right on King´s Road

and walk for two blocks. The Italian Restaurant is to your right

and is next to the Café.

B. KEY Excuse me. How can I go to the Cinema?

Walk on Bond Street for one block, turn left on King´s Road

and walk for one block. The Cinema is to your left and is next

to the Theatre.



WRITING N2 016 (Sugerencia para unidad 14)

FORM (I, you, he, she, it, we, they)

Base form of verb Affirmative Negative Interrogative Play I played She did not play Did you play? Live It lived He did not live Did they live? Stop They stoped We did not stop Did she stop? Teach She taught We did not teach Did he teach? Forget I forgot He did not forget Did you forget? Go They went It did not go Did they go?

EXAMPLES OF USE

San Francisco and San Diego played in the 1995 Super Bowl. Benjamin Franklin lived in England for some time. Many slaves did not survive. Elvis did not take music lessons. Did you go to San Antonio last week? Did we forget anything? The traders sold the slaves in America. They bought the slaves from Arab traders. Ann Sullivan taught Helen Keller t oread braille.

FORM EXERCISE A. Complete these sentences using the verbs in parentheses in the past simple. Affirmative 1. Last night we _________football snd then ________to the movies. (play – go) 2. Elvis Presley__________a large mansión called “Graceland”; he _________ in it Until 1077 (buy – live) 3. The referee__________ the fight and Julio Cesar Chavez__________ champion. (stop – become) Negative 4. I______ _______ _______Plácido Diomingo´s concert last year. (see) 5. George Bush _______ _______ _______the presidential election in 1992. (win) 6. They ______ ______ _________ the movie on TV last night. (enjoy) Interrogative 7. _______ The United States _______ the 1994 World Cup? (win) 8. _______ you __________ your boyfriend at school? (meet) 9. _______ Cortes _________ Maya? (speek)

Pág 1 de 3, ficha Writing N2 016



B. Match the past tense forms from the box with the verbs in the list by writing them In the appropriate spaces. One has been done as an example

began - sang - left - brought - went - flew - lost- won - found – saw – was – bought – led – ran

1. leave ____________ 8. fly ____________ 2. bring ____________ 9. find ___________ 3. go ____went______ 10. sing ___________ 4. begin ____________ 11. be ____________ 5. win ______________ 12. lead ___________ 6. see ______________ 13. run ____________ 7. lose _____________ 14. buy ____________ C. Complete the following sentences using the past tense forms.

1. The Mexican Revolution ____________ in 1910.

2. Charles Lindberg __________an airplane from New York to Paris in 1927.

3. Cortes and his men ____________ horses to America.

4. Germany and Japan ____________The Second World War.

5. Argentina _________ the World Cup in Mexico in 1968.

6. Juan Diego ________ a visión of the Virgin of Guadalupe in the 16th century.

7. On his first voyage to America, Columbus _________Spain on August 3, 1492.

8. From Spain, Columbus ___________ to San Salvador.

9. Pizarro and his men __________ a lot of gold in Peru.

10. The Beatles _________ Elvis´s songs when they began as a group.

Adaptado por: Mtra. Ma. Elena Vargas Magaña




WRITING N2 016

ANSWER KEY

A. Completing sentences:

Affirmative KEY 1. played - went 2. bought - lived 3. stoped - became Negative KEY 4. did not see 5. did not win 6. did not enjoy Interrogative KEY 7. Did - win 8. Did - meet 9. Did - speak

B. Matching the verbs in present to past:

KEY 1. left 8. flew 2. brought 9. found 3. went 10. sang 4. began 11. was / were 5. won 12. led 6. saw 13. ran 7. lost 14. bought

C. Completing sentences using the past tense:

KEY 1. was 6. saw 2. flew 7. left 3. brought 8. went 4. lost 9. found 5. won 10. sang - began





A. INSTRUCTIONS: Write a paragraph about you. Use the following questions as a guide. Use between 60 and 70 words. 1. Where were you born? 2. Did you grow up in Poza Rica? 3. Where did you study high school? 4. What was your school like? 5. Who were your best friends in high school? 6. What were your favorite subjects in high school? 7. Who was y our favorite teacher? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ “LAS RESPUESTAS PUEDEN VARIAR. SOLICITA UNA ASESORIA PARA SU REVISION” ***También puedes consultar los siguientes materiales: SIMPLE PAST “TO BE”. Libro ENTER THE WORLD Book 1 (Unidad 16 Pág. 96) Codificación GBK 054. SIMPLE PAST: Libro ESSENTIAL GRAMMAR IN USE (Unidad 10-12 Pág. 28-33) Codificación GBK 013. CD ROM (Solicítalo en recepción) NEW INTERCHANGE INTRO Video Activity Book Unidad 14-16, Pág. 54-57 y 62-65 (En área de Video) CONSULTA: www.uv.mx/pozarica/cadi (Taller de Inglés 2. Unidad 14-16)

Elaboró: Mtra. Maria del Carmen Barragán Albarán




WRITING N2 040 (Sugerencia para Past Continuous)

Complete the paragraph with the past continuous form of the correct verb.

rain smoke hold wear eat sleep bark walk drink walk read

It was exactly ten o'clock. Outside, it was raining. We (1) _________ our

books in the living room, and our 9-year-old twins (2) __________ quietly in their bedroom. My husband (3) ____________ a cup of tea, and I (4) ___________ a cigarrete. Our 16-year-old daughter (5) _____________

towards the door. She (6) __________ her dark blue raincoat and she

(7) __________ an umbrella. She (8) __________ a chocolate bar. Our

cats (9) __________ beside her, and our dog (10) __________ loudly. It was a normal evening. Suddenly, two men jumped through the window!

ADAPTED BY: Mtra. Maria Elia Bisteni Chena

Completing paragraph: KEY 1. were Reading 6. was wearing 2. were sleeping 7. was holding 3. was drin King 8. was eating 4. was smoking 9. were walking

5. was walking 10. Was barkin

ANSWER KEY WRITING N2 040



WRITING N2 033 (Sugerencia para Comparatives)

A. Write sentences to compare the pictures. Use the adjectives in brackets.

________________________________ ______________________________________

(Expensive)

________________________________ ________________________________

(Fast)

______________________________________ ______________________________________

Gutierrez Zamora (Far) (Casitas)

________________________________ _______________________________________

(Large)

________________________________

________________________________

(Confortable)




HOUSE A

HOUSE ON BELISARIO DOMINGUEZ STREET. AGE. 15 years old SIZE: 150 M2 COST: $ 450,000

B. Look at the information about the two houses and write four sentences using “is (not) as … as” and the adjective in the box.

1, House A __________________________________________ 2. __________________________________________________ 3. __________________________________________________ 4. __________________________________________________

ADAPTADO POR: Mtra. Ma. Del Socorro Rodríguez González

MODERN OLD LARGE EXPENSIVE

HOUSE B HOUSE ON BLVD. ADOLFO RUIZ CORTINES AGE: 3 years SIZE: 150 M2

COST: $ 540,000




WRITING N2 033

ANSWER KEY

A. Writing sentences to compare: KEY 1. The motorcycle is more expensive than the bicycle. 2. The airplane is faster than the car. 3. Casitas is farer than Gutierrez Zamora. 4. The bus is larger than the car. 5. The armchair is more confortable than the chair. B. Writing 4 sentences to compare the two houses. KEY 1. House A is more modern than house B 2. House A is older than house B 3. House A is as big as house B 3. House A is cheaper than house B





WANT TO - HAVE TO - NEED TO (Verb + to + Verb); & WOULD WANT TO menos formal que “would” y mas directa, mas común en U.S. que en Inglaterra. HAVE TO expresa obligación externa. NEED TO necesario hacer algo WOULD manera amable de pedir u ofrecer un favor y hacer invitaciones. ◙ We use like + ing to say what we like in general I like going to the gym. ◙ We use would like to tos ay what we want to do and to make offers, Invitations and request. (I would = I´d) I´d like to go to the movies. CIRCLE THE CORRECT WORD IN THE FOLLOWING EXERCISE: 1. A: I (need to / need) buy some things from the supermarket. Do you (want to / have to) go with me? B: I´m sorry, I can´t. I (have to / want to) be at the basketball court by 3:00 p.m. I don´t want to miss the game. 2. A: (Need I / do I need) to wash the car today? B: Yes, the cart is dirty. 3. A: The train leaves at 9:00 p.m. and it´s 7:30. We have planty of time. B: Yes, but I (have / need) to buy some batteries for my Walkman before we leave. 4. A: Would you like (to go / going) out tonight? B: Yes, I (like / ´d like) to catch a movie. A: Me too. Do you want (to go / going) to the new movie theater downtown? B: Sure. I enjoy (to go / going) there. 5. A: Do you want (to play / playing) a video game? B: I´d like (to watch / watching) T.V. A: What (do you like / would you like) to watch? B: I don´t know. What´s on? A: (Do you like / Would you like) soap operas? B: No! I can´t stand (to watch / watching) soap operas. They´re terrible! A: What about that new sitcom on cannel three? B: OK.

ADAPTADO POR: Mtra. Ma. Del Socorro Rodríguez González



PROGRAMA DE EXPERIENCIA EDUCATIVA

1.-Área académica

Cualquiera

2.-Programa educativo

Cualquiera

3.- Campus

Poza Rica – Tuxpan; Veracruz – Boca del Río; Córdoba – Orizaba; Coatzacoalcos –

Minatitlán – Acayucan; y Xalapa.

4.-Dependencia/Entidad académica

Dirección General del Área de Formación Básica General

5.- Código 6.-Nombre de la experiencia educativa 7.- Área de formación

Principal Secundaria 00004 LENGUA II: INGLES Básica General Ninguno

8.-Valores de la experiencia educativa

Créditos Teoría Práctica Total horas Equivalencia (s) 4 0 6 90 (80 aula /10

en el CAA)

Ninguno

9.-Modalidad 10.-Oportunidades de evaluación Taller Cursativa

11.-Requisitos

Pre-requisitos

Co-requisitos Taller de inglés1 / Lengua 1 ó equivalente Ninguno

12.-Características del proceso de enseñanza aprendizaje

Individual / Grupal Máximo Mínimo

Grupal 25 15

13.-Agrupación natural de la Experiencia

educativa (áreas de conocimiento, academia, ejes,

módulos, departamentos)

Academia Estatal de Inglés del AFBG y de

Competencias Comunicativas de la UVI

14.-Proyecto integrado

Cualquiera



15.-Fecha

Elaboración Modificación Aprobación 14/07/200

3 12/05/201

7

16.-Nombre de los académicos que participaron

Miembros de la Academia Estatal: Lic. Leticia Ramírez, Mtra. Rita Cecilia López Figueroa,

Mtra. Nohemí Ruiz Bentancourt, Mtra. Emily Librado Torres, Mtra. Ernestina Isabel López

Martínez, Dra. Claudia Andrea Durán Montenegro, Mtro. David Armando Morales Enríquez,

Mtro. Miguel Alexander Alarcón Bailleres, Dr. Isaí Alí Guevara Bazán, Mtra. Martha Edna

García Ramírez, Lic. Marissa del Carmen Vázquez Patiño, Lic. Francisca Gallardo Gómez

(Coordinadora Estatal) con la colaboración de Dra. María de los Ángeles Morales Sosa Mtra.

Asunción Coutiño Clemente, Mtra. Marcela León Torales, Mtra. Ma. Graciela Natalia

Govella de la Fuente, Mtra. Laura Bello Sánchez y Mtra. Janeth Tello Carrillo.

17.-Perfil del

docente

Licenciatura en Lengua Inglesa preferentemente con posgrado en Enseñanza del

Inglés, Educación o Tecnología Educativa, o Licenciatura en cualquier área de

conocimiento con Especialización en Enseñanza del inglés y/o Maestría en la

Enseñanza del Inglés.

18.-Espacio 19.-Relación disciplinaria

Institucional Interdisciplinaria

20.-Descripción

Lengua II, es una de las experiencias educativas (EE) que conforman el Área de formación

básica general (AFBG) del Modelo educativo integral y flexible (MEIF). La EE se trabaja en

diferentes ambientes de aprendizaje en donde las 90 horas se distribuyen entre el trabajo presencial

y autónomo dependiendo de cada modalidad. La EE tiene un valor de 4 créditos. Dado que el

idioma inglés es un medio de comunicación universal, esta EE posibilitará el análisis de

contenidos culturales, valores e ideas intrínsecas en el aprendizaje de esta lengua con el objeto de

sensibilizar a los estudiantes. De esta manera, se continuará el desarrollo de estrategias de

autoaprendizaje adquiridas en el taller de inglés I por medio de las habilidades culturales y

lingüísticas: comprensión auditiva y expresión oral; comprensión lectora y expresión escrita. Esto

les permitirá comunicarse en un nivel elemental básico. Se considerará como evidencia de

desempeño para este ambiente y para este nivel, actividades de aprendizaje, individuales y

grupales que conlleven al desarrollo de las competencias lingüísticas, así como la participación

respetuosa y responsable. Se pretende que el alumno que acredite inglés II alcance un nivel de

competencia equivalente a A1+ según el Marco de referencia europeo (ALTE) para el

aprendizaje, la enseñanza y la evaluación de lenguas del Consejo Europeo.



21.-Justificación El conocimiento del idioma inglés es necesario para los estudiantes universitarios por ser uno de los

vehículos de comunicación internacional y su influencia en múltiples culturas y áreas de

conocimiento. A partir de los grupos heterogéneos en las aulas, se tendrá como objetivo la

sensibilización hacia esta lengua y otras para el entendimiento de la otredad y su aportación a la

sociedad. Es gracias a este enfoque intercultural que la diversidad puede dejar de ser un

obstáculo para la comunicación, y convertirse en enriquecimiento y comprensión mutua,

venciendo así prejuicios y actos discriminatorios. Se trata de capacitar al estudiante en estrategias

socio-comunicativas tales como la comparación y el contraste de los valores culturales propios y

de la cultura meta. Para esto, es indispensable que los estudiantes universitarios cuenten con las

competencias comunicativas y habilidades cognitivas que les permitan interactuar en contextos

pluriculturales y plurilingües en un nivel básico

22.-Unidad de competencia

Los estudiantes se comunican en inglés de manera oral y escrita en un nivel elemental básico con

un enfoque comunicativo e intercultural, al mismo tiempo que ponen en práctica estrategias

de autoaprendizaje, articulándolas con las otras experiencias educativas de su trayectoria

académica, en ambiente de colaboración, respeto y responsabilidad.

23.-Articulación de los ejes

Las competencias comunicativas de los estudiantes servirán de apoyo para incorporar contenidos

temáticos (eje teórico) a través de habilidades y actividades interculturales, de pensamiento y de

comunicación (eje heurístico), en un marco de respeto, autonomía, colaboración y de

participación individual y grupal (eje axiológico), permeando de manera transversal con el

propósito de establecer las bases para que los estudiantes puedan conocer e identificar información.



24.-Saberes

Teóricos Heurísticos Axiológicos

Estilos de vida.

- Presente simple (en sus tres

formas) - Adverbios de frecuencia

- Verbo TO BE (en sus tres formas)

- Palabras interrogativas

- Respuestas cortas con Preguntas en Presente Simple

- Uso de HOW MUCH / MANY

-Hablar sobre hábitos alimenticios y de salud

Apertura

Amabilidad

Autocrítica

Autorreflexión

Apreciación de la diferencia

Autonomía e Independencia

Cooperación

Compromiso con el trabajo académico

Colaboración con los compañeros en la realización de ejercicios

Confianza

Curiosidad

Constancia

Creatividad

Disposición para la interacción y el intercambio de información

Disciplina

Disposición al trabajo colaborativo

Entusiasmo

Equidad

Ética

Flexibilidad

Honestidad

Interés

Iniciativa

Limpieza

Mesura

Tolerancia hacia las expresiones culturales de otros países o regiones

Paciencia

Perseverancia

Puntualidad

Responsabilidad

Reconocimiento de la diversidad cultural.

Comparaciones.

- Forma comparativa y

superlativa de adjetivos

cortos y largos

- Forma comparativa y superlativa de adjetivos irregulares

-Comparar personas, objetos y lugares

-Describir el grado de

igualdad, superioridad e

inferioridad de objetos,

personas o cosas.

Dirección de lugares.

- Modo imperativo - Preposiciones de

movimiento

-Pedir y dar información

acerca de cómo llegara un

lugar.

Tiendas y restaurantes.

- Cuantificadores

- Verbo modal WOULD para ofrecimientos

- Pronombres demostrativos

- Palabra interrogativa WHICH - Pronombres

demostrativos con ONE - WILL para decisiones

-Preguntar precios,

tallas, platillos,

bebidas, ropa,

existencia de productos -Preguntar ubicación de productos -Ofrecer y pedir ayuda en una tienda -Ordenaren un restaurante -Ofrecer y elegir entre opciones de compra -Tomar decisiones sobre compras

Eventos pasados.

- Pasado del verbo TO BE (En sus tres formas)

- Hablar sobre la infancia



- Estructura THEREWAS/ THERE WERE (en sus tres formas)

- Tiempo pasado simple (en sus tres formas)

- Verbos regulares e irregulares en pasado

- Palabras interrogativas

- Hablar sobre eventos pasados

Respeto a los compañeros

Respeto a las diferencias

culturales

Respeto a la propiedad intelectual

Respeto a la vida en todas sus manifestaciones

Solidaridad con los compañeros del curso

Socialización

Salud, malestares y

recomendaciones.

- Modo imperativo

- Uso del verbo modal SHOULD en forma afirmativa y negativa

- Pronombres demostrativos

- Uso del verbo modal CAN para concertar una cita formal

- Describir una dolencia, malestar o problema de salud

- Dar sugerencias para promover estilos de vida saludable

- Hacer una cita vía telefónica

Anécdotas personales.

- Tiempo pasado progresivo

- Tiempo pasado simple

- Contraste o simultaneidad de tiempos en pasado

-Describir acciones o eventos

pasados (en forma simultánea

o interrumpidas)

Obligaciones y reglas. - Permisos y reglas con el verbo modal CAN / CAN´T

- Reglas con el verbo modal HAVE TO forma afirmativa

- Expresar reglas y

obligaciones en casa,

escuela, trabajo

Invitaciones y proyectos.

- Uso de WOULD con LIKE

para expresar deseos e

invitaciones

- Uso de WANT TO para expresar deseos e invitaciones

- Uso de CAN y HAVE TO para rechazar invitaciones

- Expresar deseos para proyectos, planes e invitaciones

- Aceptar y rechazar invitaciones



25.-Estrategias metodológicas

De aprendizaje De enseñanza

Análisis, discusión y resolución de casos

Aprendizaje basado en problemas

Diálogos simultáneos

Analogía

Auto-observación

Búsqueda de fuentes de información

Clasificaciones

Conceptualización

Consulta en fuentes de información

Elaboración de bitácoras

Establecimiento de objetivos

Estrategias de lectura (scanning y skimming)

Estructuras textuales

Exposición de motivos y metas

Imitación de modelos (auditivos, escritos y visuales)

Investigaciones

Lenguaje corporal

Mapas conceptuales

Organización y planeación del aprendizaje

Parafraseo

Procedimiento de interrogación

Realización de ejercicios

Reciclaje de los saberes

Reconocimiento de la tipología en estrategias de lectura

Reconocimiento y tolerancia del otro

Reflexión y auto evaluación del aprendizaje

Repetición simple y acumulativa

Revisión constante

Solución de problemas

Subrayado eficiente

Tareas extra escolares

Taxonomías

Toma de notas

Tutoría entre pares

Utilización de la lengua materna

Visualizaciones

Resúmenes

Recursos nemotécnicos

Grupo colaborativo

Curso de inducción

Diagnóstico del estilo de aprendizaje

Dirección de la auto-evaluación y

evaluación

Discusión dirigida

Ejemplificación

Enseñanza tutorial

Escenificaciones y simulaciones

Estructuras textuales

Estudios de caso

Exposición con apoyo tecnológico

variado

Ilustraciones

Lluvia de ideas

Mapas conceptuales

Monitoreo de prácticas

Objetivos y propuestas de aprendizaje

Organización de grupos de trabajo

Pistas textuales

Preguntas intercaladas

Puesta en común de acciones de

transversalidad

Redes semánticas

Sensibilización a la cultura propia y ajena

Tareas para estudio independiente, individual y grupal

Organización de grupo colaborativo



26.-Apoyos educativos

Materiales didácticos Recursos didácticos

Agenda de sesiones

Catálogos de materiales

Diccionarios

Discos de audio y video

Fichas de trabajo

Fotocopias

Internet

Ilustraciones

Libros, revistas, periódicos y diccionarios

Material lúdico (lotería, memorama, dominó, entre otros

Multimedia

Programa de curso de inducción

Programa de estudio

Rutas de aprendizaje interculturales y comunicativas

Software educativo

Tarjetas con preguntas básicas

Cañón

Centro de recursos bibliográficos

Computadora con conexión a internet

Equipo audiovisual

Gises

Marcadores

Centro de Auto - acceso

Pintarrón

Pizarrón

Rotafolio

Salón de clase

Pizarrón inteligente

Hojas de rotafolio

27.-Evaluación del desempeño

Evidencia (s) de

desempeño Criterios de

desempeño

Porcentaje

Campo(s) de

aplicación

EXAMEN

ESTATAL

FINAL

Examen oral: Diálogo Entrevista

Propiedad

Fluidez

Cohesión

Coherencia

Suficiencia

Pronunciación

20%

Grupo de aprendizaje Binas o trío

Examen escrito: Comprensión

lectora Redacción y

uso de estructuras

gramaticales y

vocabulario Comprensión

auditiva

Cohesión

Coherencia

Claridad

Adecuación

Exactitud

Suficiencia

40%

Grupo de aprendizaje



Examen

parcial

Escrito Comprensión

lectora Redacción y uso

de estructuras gramaticales y

Vocabulario Comprensión

auditiva

Cohesión

Coherencia

Claridad

Adecuación

Exactitud

5%


Oral Diálogo Entrevista

Propiedad

Fluidez

Cohesión

Coherencia

Suficiencia

Pronunciación

5%

Grupo de

aprendizaje

Reporte de

bitácoras

Suficiencia

Orden

Puntualidad en la entrega Limpieza

Congruencia y

pertinencia con

sus necesidades

individuales

10%

Centro de Autoacceso

Trabajo en

Línea

Asesorías

Tareas Tarea inicial

Tarea

integradora

Propiedad

Precisión

Comunicación

Realización de Tareas

Calificación Global

10%

10%


28.Acreditación Para la acreditación, el estudiante deberá obtener un mínimo de 60% al sumar los porcentajes en cada una de

las evidencias de desempeño siendo obligatorio el cumplimiento de las actividades de auto aprendizaje. De

esta manera el estudiante demostrará el uso básico de la lengua inglesa de manera oral y escrita en un

ambiente comunicativo, intercultural, de colaboración, respeto y tolerancia. Para tener derecho a ser

examinado y evaluado, se requiere como mínimo el 80% de asistencia a las clases.



29.-Fuentes de información

Básicas J.A. Van Ek and J.L.M. Trim. Waystage 1990. Council of Europe 1991. U.S.A. Cambridge University Press

J. A. Van Ek and J.L.M. Trim. Breakthrough manuscript 2001. Council of Europe 2001. Cambridge University

Press

Complementarias

Acevedo Ana, Harmer Jeremy y Lethaby Carol.(2007) Just Right 1 Student book 1. American Edition. Editorial Marshall Cavendish.

Ascher Allen, Saslow Joan y Kisslinger y Ellen J.(2006) Top Notch Fundamentals Student’s book; Pearson Longman.

Blackwell Angela y Naber Therese.(2003) Know how Student’s Book Opener.

Oxford University Press: OUP.

Beatty Ken y Nunan David. (2002) Expressions Intro Student’s book. Heinle and

Heinle

Beaumont, Digby. (1993) Elementary English Grammar. Heinemann. U.S.A.

Collins Cobuild English Dictionary (1995) Harper-Collins Publishers.

Lethaby, Carol y otros (2001) Skyline 1, Student’s book. Macmillan:Thailand

Lethaby, Carol y otros (2001) Skyline 1, Teacher’s Guide. Macmillan:Thailand

Lethaby, Carol y otros (2001) Skyline 1, Workbook.Macmillan:Thailand

Murphy, Raymond (1999) Essential Grammar in Use. Cambridge University.

ReinoUnido

Pye, D. and Greenall S.(1997) Move up Starter, Student’s Book. Macmillan Heinemann: UK

Pye, D. and Greenall S. (1997) Move up Starter, Workbook. Macmillan Heinemann:

UK.

Richards, Jack. (2005) Interchange Intro, Third Edition, Teacher’s Edition.

Cambridge University Press: Hong Kong

Richards, Jack. (2005) Interchange Intro, Third Edition. Student’s Book. Cambridge University Press: Hong Kong.

Richards, Jack. (2003) New Interchange. Full Contact. English for international communication. Cambridge University Press: Cambridge.

Swan, Michael et al (1997) How English Works. Gran Bretaña: Oxford University Press.

Council of Europe. Marco común de referencia Europeo (Documento Electrónico). https://www.coe.int/t/dg4/linguistic/Waystage_CUP.pdf. Fecha de último acceso: 7/Ago/2017.

English Profile, The CEFR for English. Portal y comunidad de docentes investigadores del idioma inglés. http://www.englishprofile.org/. Fecha de último acceso: 7/Ago/2017.

English Profile, The CEFR for English. Portal y comunidad de docentes investigadores del idioma inglés (Documento Electrónico). http://www.englishprofile.org/928- uncategorised/120-breakthrough Fecha de último acceso: 7/Ago/2017.

Editorial Imperia. Funciones del lenguaje según Roman Jakobson . https://editorialimperia.com/funciones-del-lenguaje-segun-roman-jakobson. Fecha de último acceso: 7/Ago/2017.

https://www.coe.int/t/dg4/linguistic/Waystage_CUP.pdf

http://www.englishprofile.org/

http://www.englishprofile.org/928-uncategorised/120-breakthrough


https://editorialimperia.com/funciones-del-lenguaje-segun-roman-jakobson



GLOSARIO INGLES II / LENGUA II: INGLES

TEMA 1: ESTILOS DE VIDA

Expresiones

Expresiones de Tiempo Expresiones de Frecuencia

Verbos

Hábitos early

late

on time

all day

every …

hour

day

week

month

year

morning

afternoon

evening

night

after around

before

at … night

noon

midnight

o’clock

in …

the morning

the afternoon

the evening

on …

weekends

weekdays

the weekend

almost always

almost never

always

ever

frequently

never

often

seldom sometimes

usually

very often

very rarely

cook

do exercise

drink

go jogging go to bed

go to sleep get home

get up have a meal

have / eat

breakfast

lunch

dinner

supper

rest run

sleep

start

stay up study

take a break take a shower / a bath

taste

wake up

walk

wash (your hands/face) watch TV

work

Where do you work? Where do you go to school?

What time do you …?

What time do / does ...? How do / does …?

What do you do?

How often do you…?

What do you usually do …? What about …?

When do you get home?

Where do / does …?

How do / does … get to?

by bus / car / train.

on foot.

Adverbios

de Modo badly beautifully

carefully

early

quickly

slowly Hábitos Alimenticios

What is this / that? This / That is …

What are these / those? These / Those are…

What’s your favorite …?

What do / does … have for …? How many meals do you have / eat?

Do you like …?

I like …

I love … I don’t like … / I dislike …

I hate …

Frases

Adverbiales Comida

Bebidas Carnes Frutas y

Verduras Postres once / twice

a week

a year

a month

three / four times

a week

a year a month

meat beef

chicken

fish lamb

pork

sausage

fruit apples bananas

oranges

tomatoes

vegetables

carrots

lettuce

potatoes

sweet(s) candy cake

chocolate

cookies ice-cream

a drink bottled water

mineral water

tap water

beer coffee

juice

lemonade

milk soda

milkshake tea tequila

wine

Hábitos de Salud

Conectores de Secuencia y

Contraste Vocabulario Relacionado

Recipientes y

Porciones What time do you get up?

How much do you sleep?

I sleep 8 hours.

How much water do you drink? I drink (a glass of) water (a day).

How much … do you eat / have?

I eat / have…

Can I have …? Would you like …?

I’d like …

and … then…

but

or

before that after that

food

meal breakfast

lunch

dinner

Mexican food

fast food

salad eggs

French Fries

chips hamburger

pizza

rice soup spaghetti

sushi

sandwich

bread

butter

ice

cereal cheese

sugar

salt

pepper

yogurt

a bottle (of)

a carton (of)

a cup (of)

a glass (of) a piece (of)

a litre / liter (of)

much Palabras en Restaurante

Lugares

de Comida bill self-service

junk food

waiter / waitress menu tip

café pub / bar

restaurant



TEMA 2: COMPARACIONES

Expresiones Adjetivos Adjetivos

Irregulares The boy is taller than …

The boys are more popular than …

Mike is the tallest. Xalapa is the most important city in Veracruz.

Cats are as intelligent as dogs.

big

brave

careful cheap

classical

clean

cold

dark

deep

dirty

dry early

easy

empty

expensive fast far

green

happy hard

hot

hungry

important

intelligent

light

lovely

near new

nice

rainy

sad

safe

sweet

slim

slow sour

soon

strong

sunny

tall

thirsty

tired wet

windy

worried

young rainy

good – better – best

bad – worse – worst

far – farther – farthest further – furthest

little – less – least

much (many) more – most Preguntas con How / Who / Which Colores

How big …? How tall …? How high …?

Which is the …?

black blue brown

gray / grey green

orange

pink

red

white yellow

purple

TEMA 3:

DIRECCIÓN DE LUGARES

Expresiones Indicaciones para llegar a un Lugar Lugares Verbos Is there a / an … near here?

Yes, there is a … / Yes, there is one on … / next to … No, there isn’t.

Are there any …. around here? Yes, there are …

No, there aren’t (any) …

Where’s the …? Is it far from here?

It’s on the right … It’s on the left …

It’s right behind you … How do I get to …?

How can I get to …?

Can you tell me how to get to …? Can you tell me the way to …?

It’s located …

You can’t miss it. You’ll see the … (on the right / on the left, next to …) There.

It’s there. Over there.

It’s over there.

walk up … go up … walk to ...

walk down … go down … for … blocks

go along …

… past the store

go straight ahead until you get to … go to the corner of … and …

go straight for … blocks turn right (on …)

turn left (on …)

airport bridge

building

castle

cathedral

City Hall

downtown

drugstore factory

gas station movie theater

stadium

zoo

Nota: Para más vocabulario

checar el glosario

de Lengua I.

arrive drive go

get miss

turn

walk

take

Vocabulario Relacionado

Avenue / Ave. block corner

exit traffic lights

stop

North

South East

West



TEMA 4: TIENDAS Y RESTAURANTES

Expresiones Compras y Comercios Verbos Tipos de

Moneda Vocabulario

Relacionado Would you like to ...?

I would like to order a …

How much is / are the…? How much does it cost?

How much is it?

This one.

That one. The red one.

I’ll take it. I’ll take the red one.

Here you are.

shop

bakery

florist’s bread

book

toy

necklace, watch

clothes

articles of clothing (Revisar el glosario de Lengua I, tema 4)

shop

(go) shopping

pay (for) buy

sell

put on

take off cost

show try (on)

money

penny

cent dollar

franc

pound (£) Euro (€)

sale

change

credit card receipt

note

Weights and Measures Gram(me) kilogram

kilometer pound

TEMA 5:

EVENTOS PASADOS

Expresiones Expresiones para Expresar

Agrado / Desagrado Palabras para Narrar Eventos

Pasados How was …?

When I was a child …

My favorite … was / were….

My favorite teacher /cartoon / toy was … Were you …?

What was / were you... like?

Where / when were you born? Who was your …?

What were you like?

There was/wasn’t a party at (the beach).

Did you go to (city) …?

What did you do …? Where / When did you go …?

Who did you …with?

Why did you …? How long did you …?

What time did you …?

There were / weren’t many videogames at the mall. Was there a museum in the town?

Yes, there was. / No, there wasn’t.

Were there any shopping centers? Yes, there were. / No, there weren’t.

It was terrific / exciting / fun / very nice / pleasant.

It wasn’t (very) pleasant.

It was boring.

each

best friend

cartoons disco

elementary school high school

hometown

kindergarten

lake trip

neighbor concert

famous people

childhood shopping center

party

picnic

shopping songs

sports videogames

weather

Expresiones

de Tiempo ago

in +(year)

yesterday last … night / summer / weekend / year / birthday

Verbos

Regulares Presente Pasado Presente Pasado answer answered look looked arrive arrived love loved ask asked open opened believe believed pass passed call called phone phoned carry carried play played change changed prefer preferred check (examine) checked rain rained clean cleaned return returned close closed smoke smoked cross crossed snow snowed dance danced start started die died stay stayed dress dressed stop stopped end ended study studied



enjoy enjoyed talk talked explain explained travel traveled follow followed try tried happen happened visit visited hate hated wait waited help helped walk walked invite invited want wanted learn learned wash washed like liked watch watched listen to listened to work worked live lived

Verbos

Irregulares Presente Pasado Presente Pasado be was / were meet met be born was /were born pay paid become became put put begin began read read break broke ride rode bring brought run ran buy bought say said come came see saw cut cut sell sold do did send sent drink drank sing sang drive drove sit sat eat ate sleep slept get got speak spoke give gave spend spent go went show showed grow up grew up take took have had teach taught hear heard tell told hurt hurt think thought keep kept understand understood know knew wake woke leave left wear wore lose lost win won make made write wrote

TEMA 6:

SALUD, MALESTARES Y RECOMENDACIONES

Expresiones Problemas de salud Estados de ánimo y salud Partes del cuerpo How are you?

I’m not so good actually, …

What’s the matter? What’s the problem?

I have a …

My back really hurts! How do you feel?

I feel sick!

I feel well!

I don’t feel well.

What should I do?

You should …

You shouldn’t … I’m sorry to hear that. I hope you feel better soon.

Does it hurt?

Have a pain (in the leg / arm) I suffer from …

You look well!

See a doctor / dentist!

a fever a

rash

backache broken (leg / arm)

cold cough

headache headache

stomachache

toothache sore eyes

sore throat temperature

the flu

bad

fine (well)

good (better) great

happy

hungry patient

sad

sick terrible

thirsty

tired

arm

elbow

knee leg

mouth

neck

nose

shoulder

skin

stomach

throat toe(s)

tooth (teeth) wrist

tongue

lips

back

ear eye

eyebrow eyelash



Do you take any medicine? Can I make an appointment?

What time is your appointment? What should I do?

Should I take any medicine?

Verbos face finger(s)

foot (feet) hand

head

feel help

hope

rest

stay (in bed) take

hurt

TEMA 7:

ANÉCDOTAS PERSONALES Expresiones Expresiones de tiempo Conjunciones

I did my homework yesterday.

I was doing my homework at 5p.m. this afternoon. She was singing and they were dancing.

He was talking, but you weren’t listening. I was sleeping when the telephone rang. I was studying while you were reading a book.

yesterday

at … a.m. / p.m. last night

this afternoon … days ago

and

but

while when

TEMA 8:

OBLIGACIONES Y REGLAS

Expresiones Verbos Conectores de Secuencia

Causa-efecto en la Casa en la Escuela You need to … I have to … Do you have to …? I don’t have to …

I don’t need to …

I like to …

I don’t like to …

I really need to … I’d like to …

I want to … I hate to … I’m free on Saturdays.

clean cook wash

do housework

do the dishes do the homework

do the shopping

make breakfast

make lunch make dinner

be punctual arrive on time arrive early

go to class

go to the Self-Access Center (SAC) go to the library

help

make a phone call respect

study wear a uniform

work on the computer

write notes

because then after



TEMA 9: INVITACIONES Y PROYECTOS

Expresiones Expresiones de Tiempo Vocabulario Relacionado Celebraciones Entretenimiento

Would you like to …?

Do you want to …? I would like to … / I’d like to …

I would love to … / I’d love to … I want to …

What are you doing next …?

When are you leaving?

Are you visiting …?

I’m celebrating my…

this afternoon

tomorrow tomorrow night

tonight this / next coming Friday

this / next Christmas

baby birthday

birthday cake celebration

festival fun

graduation

guest house

holiday

party

present

advertisement

cartoons cinema

comedy drama

hobby

magazine

news

newspaper

picture

play

show sports

theatre

tickets

go to the disco

play the guitar

sing at the karaoke bar surf the web

ELABORADO POR:

Miembros de la Academia Estatal: Lic. Leticia Ramírez, Mtra. Rita Cecilia López Figueroa,

Mtra. Nohemí Ruiz Bentancourt, Mtra. Emily Librado Torres, Mtra. Ernestina Isabel López

Martínez, Dra. Claudia Andrea Durán Montenegro, Mtro. David Armando Morales Enríquez,

Mtro. Miguel Alexander Alarcón Bailleres, Dr. Isaí Alí Guevara Bazán, Mtra. Martha Edna

García Ramírez, Lic. Marissa del Carmen Vázquez Patiño, Lic. Francisca Gallardo Gómez

(Coordinadora Estatal) con la colaboración de Dra. María de los Ángeles Morales Sosa

Mtra. Asunción Coutiño Clemente, Mtra. Marcela León Torales, Mtra. Ma. Graciela

Natalia Govella de la Fuente, Mtra. Laura Bello Sánchez y Mtra. Janeth Tello Carrillo.

BIBLIOGRAFÍA

J.A. Van Ek and J.L.M. Trim. Waystage 1990. Council of Europe 1991. U.S.A.

Cambridge University Press J. A. Van Ek and J.L.M. Trim. Breakthrough manuscript 2001. Council of Europe

2001. Cambridge University Press

English Profile, The CEFR for English. Portal y comunidad de docentes investigadores del idioma inglés. http://www.englishprofile.org/. Fecha de último acceso: 7/Ago/2017.

Council of Europe. Marco común de referencia Europeo (Documento Electrónico). https://www.coe.int/t/dg4/linguistic/Waystage_CUP.pdf. Fecha de último acceso:7/Ago/2017 http://www.englishprofile.org/928-uncategorised/120-breakthrough Editorial Imperia. Funciones del lenguaje según Roman Jakobson https://editorialimperia.com/funciones-del-lenguaje-segun-roman-jakobson. Fecha de último acceso: 7/Ago/2017

http://www.englishprofile.org/

https://www.coe.int/t/dg4/linguistic/Waystage_CUP.pdf


https://editorialimperia.com/funciones-del-lenguaje-segun-roman-jakobson



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