Ingles II

guas formativas del componente de formacinb s i c a y p r o p e d u t i c a

INGLS II

11

INGLS II

Lic. Miguel ngel Osorio ChongGobernador Constitucional

del Estado de Hidalgo

21

INGLS II

Lic. Jos Ramn del Campo OrtegaDirector General del Colegio de Estudios

Cientficos y Tecnolgicos del Estado de Hidalgo

31

INGLS II

Directorio General de Planteles

Colegio de Estudios Cientficosy Tecnolgicos del Estado de Hidalgo

Direccin General

Circuito Ex Hacienda La ConcepciinLote 17 Edificio B, San Juan Tilcuautla, C.P. 42160

Municipio de San Agustn Tlaxiaca, Hgo.

01 771 71 707 30

AcaxochitlnProl. de allende s/n Barrio Tlatzintla

Acaxochitlan, Hgo. C.P. 43720

0177675 2-01-9501 776 75 200 95 Presidencia

AtlapexcoCarret. Tianguistengo km. 5Atlapexco, Hgo. C.P. 43060

0178989 4-41-2201 789 89 44120, 44119, 44122 (caseta y fax)

01 789 89 44003 Secundaria Tcnica (enfrente)

CalnaliDomicilio conocido carret.

Calnali Tostlamantla Ahuimol Calnali, Hgo. C.P. 43230

Presidencia 0179797 4-20-48Fax 0179797 4-20-06 4-21-74017749742159,42048, 42001

ChapulhuacnCarret. Chapulhuacan La Loma Km. 3

Col. Porvenir Chapulhuacan, Hgo. C.P. 42280

Dejar Recado 014833782251Fax 014833782040

014833782062,82056,(caseta)

HuautlaDomicilio Conocido Carret. Los Tohuacos

La Puerta Huautla, Hgo. C.P. 43050

Celular 04477171224220447711016997

HuejutlaCarrt. Fed. Mxico Tampico Km. 217

Col. Santa Irene Frente a La Tienda ISSSTE, HuejutlaHgo. C.P. 43000

01 789 89 658 94

HuichapanCarret. Huichapan Tecozautla

Km. 2 Barrio Santa Brbara Huichapan, Hgo.C.P. 42400

044 771 1116051 Celular del Plantel.01 761 78 219 21

IxmiquilpanAv. Alamos No. 100 Barrio El Maye

Ixmiquilpan, Hgo.

01 759 72 3-43-83

MetztitlnDomicilio Conocido

Barrio del Tepeyacapa s/n

01 774 74 3-09-72

OmitlnDomicilio Conocido Crucero de Huasca

Mpio. Omitln de Jurez, Hgo. C.P. 43560

0177979 2-20-70 2-22-74

PachucaAv. Magisterio s/n Fracc.

Piracantos Lote nico entre Calle 11 y 12

771 71 6-64-74

PoxindejeAv. Jurez Norte s/n Carret. San Salvador Poxindeje.

Hgo C.P. 42642

01 772 72 7- 42-57727-42-58 Fax

SantiagoProl. Jurez s/n

Col. Francisco Villa Santiago Tulantepec, Hgo.

01 775 75 3-80-02

TepetitlnCamino a La Sub-Estacion de Pemex La siberia s/n Tepetitlan, Hgo.

01 773 73 2-56-21

TepehuacnAv. Democracias/n Tepehuacan de Guerrero

Hgo. C.P. 43120

01 774 74 4-00-52 55 Y 5974 270 81 Caseta

TetepangoCarret. Ajacuba Tetepango

s/n Col. Rojo Gomez Tetepango, Hgo. 42940

01 778 78 2-42-76

TizayucaCarret. Mxico-Pachuca Km. 50

Tizayuca, Hgo. C.P. 43800

01 779 79 6-03-80

41

INGLS II

Juan Benito Ramrez Romero

51

INGLS II

Crditos

Profesores que Elaboraron las Guas Formativas

Coordinadores del Proyecto en HidalgoLic. Jos Ramn Del Campo Ortega

Director General

Ing. Juan Benito Ramrez RomeroDirector de Academia

Lic. Olympia Morales MorenoJefe del Departamento de Planes y Programas

Arq. Renn Tlacalel Meja SotoCoordinador Editorial

Coordinadores

6

Norma Isela MendozaCoordinadora Tcnica

Adriana Garca OrtzCoordinadora General

Beatriz Hernndez GuerreroAdriana Garca Ortz

Metodologa

L.D. Xavier Alcntara JaramilloPersonal del Colegio de Estudios Cientficos

y Tecnolgicos del Estado de Hidalgo

Diseo e imagen

1

INGLS II

Objetivo General

xpresar, identificar y usar de manera correcta las diferentes habilidades del Ingls con la Eayuda de diferentes actividades relacionadas

con la vida diaria de cada estudiante.

71

INGLS II

Contenido de la Gua Formativa

I. Simbologa

II. Estructura General de la Asignatura

III. En sus marcaslistos!

IV. Secuencias Formativas

V. Fuera!

VI. Gua para la formulacin del proyecto integrador

VII.Fuentes de Informacin

VIII.Glosario

IX. Anexos

81

INGLS II

Introduccin

n el marco de la nueva reforma en la educacin es necesario crear nuevos recursos didcticos que nos permitan ser facilitadores del aprendizaje y al Emismo tiempo formar en nuestros alumnos personas competentes que

puedan destacar en un mundo globalizado.

Debido a los cambios y nuevos retos a los que nos enfrentamos en nuestro pas es necesario desarrollar en los jvenes las capacidades, habilidades y actitudes que les permitan desarrollarse en un mundo productivo, profesional y personal, para as interactuar en la sociedad de forma responsable y respetuosa.

Por ello los docentes de la materia de Ingles II en el estado de Hidalgo nos dimos a la tarea de disear actividades en las que puedas expresarte de manera oral o escrita en una segunda lengua, en un contexto real que te apoye, no solo a facilitarte el aprendizaje, sino a apropiarte a cada una de las actividades aqu propuestas y sobre todo queremos retomar tus ideas, creatividad y sentimientos, para lo cual se ha dedicado un espacio donde puedas realizarlo.

Este es el resultado del esfuerzo de todas las personas que formamos la gran familia CECyTEH que preocupados por ofrecerte una mejor educacin nos esforzamos cada vez mas y esperamos que esta gua te sea de mucha ayuda en tu proceso formativo y te siga adentrando al mundo de las competencias del idioma Ingls.

91

INGLS II

Simbologa

Desarrollo desecuencia formativa

Objetivo

Atencin!

Ejercicio

Un mensajepara t

Prctica

Introduccin

Conclusiones

Ejemplo

Mapacurricular

Errores tpicos

Gua deportafolio

Mapa decontenidos de lasecuencia formativa

En sus marcas...listos...!

... fuera!

Y para qu?

Estructura Generalde la Asignatura

5810

Rbrica

101

INGLS II

Estrutcura de la Gua Formativa

INGLS II

NUESTRO PASADO

NUESTRAS EXPERIENCIAS

HISTORIA

Personal Familiar Local

VIVENCIAS

Individuales Grupales

INGLES I

111

INGLS II

En sus marcas... listos...!

Bienvenido!

Ha llegado el momento de aventurarte en la magia del Idioma Ingls, as

como el valorar las oportunidades que se te pueden presentar si sustentas el

dominio de la lengua Inglesa en tu vida cotidiana. La decisin es tuya, el reto

te pertenece, el mundo del conocimiento te est esperando

No tardes en integrarte al fantstico mundo de la comunicacin global.

121

INGLS II

1Once

upon a time

131

INGLS II

Secuencia Formativa 1 Competencias Genricas a las que contribuye la asignatura

Competencias Elementos de competencia 1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte participa en la apreciacin e interpretacin de sus expresiones en distintos gneros. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiadas. 6. Sustenta una postura personal sobre temas de inters y relevancia general, considerando otros puntos de vista de manera crtica y reflexiva. 8. Participa y colabora de manera efectiva en equipos diversos.

Valora Participa Interpreta Escucha Reflexiona Se expresa

verbalmente Se expresa de forma

escrita Colabora

141

INGLS II

Competencias Disciplinares a las que contribuye la asignatura

Competencias Elementos de competencia 1. Enfrenta las dificultades que se le presentan y es consciente de sus valore, fortalezas y debilidades. 2. Experimenta el arte como un hecho histrico compartido que permite la comunicacin entre individuos y culturas en el tiempo y en el espacio, a la vez que desarrolla un sentido de identidad. 4. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. Se comunica en una segunda lengua en situaciones cotidianas Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresa ideas. 6. Estructura ideas y argumentos de manera clara, coherente y sinttica. 8. Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

Enfrenta Experimenta Interpreta Identifica Estructura ideas Escucha Reflexiona Se expresa


escrita Colabora

151

INGLS II

Resultado de aprendizaje de la asignatura con respecto a la competencia

Relacin con otras disciplinas

Escucha, interpreta, desarrolla y expresa mensajes sobre acciones en el pasado

QUMICA. Establece la interrelacin entre la ciencia, la tecnologa, la sociedad y el ambiente en contextos histricos y sociales especficos.

CTSyV II. Identifica el conocimiento social y humanista como una construccin en constante transformacin. Sita hechos histricos fundamentales que han tenido lugar en distintas pocas de Mxico y el mundo con relacin al presente.

161

INGLS II

Once upon a time

Nuestras experiencias Vivencias (Individuales y grupales)

Past of the verb To BE (Affirmative, negative, interrogative) Past Continuous (Affirmative, negative, interrogative) Gerund form of the verb Giving information about past events

Diversidad, Espacio, Tiempo, Energa, Materia

9 horas/clase.

Categoras Tiempo Programado

Tema Integrador

Concepto Fundamental Concepto Subsidiario

Concepto(s) Subsidiario(s) de primer nivel

171

INGLS II

Mapa de Contenidos de la Secuencia Formativa

Conceptual

Past of the verb To BE and Past Continuous

Procedimental

Actitudinal

Listening: Song Happy ending by Avril Lavigne Reading: Story Tale Speaking: Talk about their physicalappearance in their childhood. Representation Writing: Write about their physicalappearance in their childhood. Story Tale

Responsibility Respect Collaborative Creativity

Writing of texts Presentation

181

INGLS II

Dimensiones de la Competencia

Conceptual (aprender a conocer):Writing of textsPresentationTest

Procedimental (aprender a hacer):Listening: Song Happy ending by Avril Lavigne Reading: Story TaleSpeaking: Talk about their physical appearance in their childhood. RepresentationWriting: Write about their physical appearance in their childhood. Story Tale

Actitudinal (aprender a ser):ResponsibilityRespectCollaborativeCreativity

191

INGLS II

Actividades de Apertura

1. Read the following description and guess whos this? Write the name of the person on the line

He was an important character in a movie.

He was a hero.

He was the ugliest prince in the story.

He was big, fat, strong, and green.

So, he was _________.

201

INGLS II

Ejemplo

1. Look at the examples and check the use of verb to be in past. Charly Charly was five years old. He was short. He was middle weight. He was shy and serious. He was handsome. He was cute and a smart boy. He was in the park in Tula here in Hidalgo._________________________________

Adjectives Fifteen Five Short Tall Shy Serious Thin Middle weight Fat Handsome Happy Sad/blue Smart/Intelligent Cute Park Tula Guadalajara Hidalgo

Adjectives Best friends Classmates Six / Nine Fifteen / Twenty Tall Short Fat Thin Beautiful Ugly Elementary school College Fans Singers Concert Party

They were Alexia and Isamar. Alexia was six years old, short, and thin. Isamar was nine years old, tall, and fat. They were the best friends at elementary school. They were six and nine years old. They were fans of RBD. They were in a concert. They are so eautiful.

211

INGLS II

Ejercicio

Now, you can do it!

1. Look at the pictures and describe the people using the past of the verb To Be and the adjectives of the following chart. Then evaluate yourself using the Rubric N. 1 called Descriptions

Adjectives Six Eleven Extrovert Serious Handsome Ugly Sociable Timid On the beach In the office

Adjectives Six Eleven Extrovert Serious Handsome Ugly Sociable Timid On the beach In the office

Melissa, Danny, and Amy

221

INGLS II

Errores Tpicos

L Dont use WERE

with I L Dont use AM WERE

with I L Dont write WHERE

by WERE

231

INGLS II

Actividades de Desarrollo

1. Do you remember vocabulary about? Write it on the lines

Schools _______________________________________________________________________________________________

Adjectives __________________________________________________________________________________________

___

241

INGLS II

Popular Places __________________________________________________________________________________________________________________________________________

_____________

Time expressions in the past ________________________________________________________________________________________________________________________________________________________________________________________________________

__________________

251

INGLS II

I was not a mischievous

baby

Was I a bad baby?

Yes, I

was No, I

wasnt.

2. Check the sentences.

261

INGLS II

3.- Now talk about yourself; paste your photo in the square and write how were you were you were a baby. This activity you can evaluate using rubric N. 1 called descrptions

_________________________________________________

_________________________________________________

_________________________________________________

Paste your photo

4. Role play, talk about you with a partner about how were you in your childhood.

271

INGLS II

Ejemplo

1. Read the next examples.

I was three in this picture

and I was sitting in a chair. I was waiting my mother.

They were a couple. They

were in a party in

Michoacan and they were

dancing because they were happy.

281

INGLS II

1. The rules of the Gerund are:

Look at them

Work ing Working

Dance ing Dancing

Study

Sit ing

ing

Sitting

Studying

Go ing going

291

INGLS II

Ejercicio

1. Form the gerund of the next verbs.

Buy

Do Shop

Arrive

ing ing

ing

ing ing Begin

301

INGLS II

Actividades de Cierre

1. Structure a sentence in affirmative or negative form and go with your teacher to check it.

2. Form a team with another eight classmates.

3. Join your sentences to create a story tale. Use connectors. Use the past of the verb To Be and Past Continuous.

Exchange a guide with another team and ask them to evaluate your story tale using Check list N. 1 called story tale

311

INGLS II

Ejercicio

1. Complete with WAS, WERE in affirmative, negative and interrogative form. Check your answers with your class and your teacher. Evaluate yourself.

a. Yeri and John ________ in the fair of Pachuca. b. Rose ____ very happy with her baby. c. Sean _____ _____ a good student. (negative) d. Candy _____ in the school yesterday. e. Robert and Charles ________ bored at home. f. _______ Freddy and Anne friends? g. Paul and his father _______ ______ tall. (negative) h. My English teacher ______ ______ here. (negative) i. I _____ busy yesterday morning. j. ______ Tommy in the movie?

2. Read the next text and answer the questions. Evaluate yourself using the Rubric N. 3

called reading Questions

a. Where were they? b. When was the concert? c. What were the friends drinking and eating? d. Who was screaming a lot? e. What was fantastic?

A long journey Yesterday, I was very happy because I was enjoying the night in Pandas concert and I was singing louder their songs because I like them so much. My friends were drinking sodas and eating popcorns. We were taking pictures around. Peter was screaming a lot that now he is sick. It was a fantastic night. We were there with Panda.

321

INGLS II

1. Listen to the song and complete you can listen as many times you need to complete the song, in group with the help of your teacher individually you are going to correct your answers.

"My Happy Ending"

By Avril Lavigne

So much for my happy ending Oh oh, oh oh, oh oh...

Let's talk this over

It's not like we're dead _____ it something I did?

Was it something You said? Don't leave me hanging

In a city so dead Held up so high

On such a breakable thread

You _______ all the things I thought I knew And I thought we could be

[Chorus:]

You were everything, everything that I wanted We _______ meant to be, supposed to be, but we lost it And all of the memories, so close to me, just fade away

All this time you were pretending So much for my happy ending

You've got your dumb friends

I know what they say They tell you I'm difficult

But so are they But they don't know me

Do they even know you? All the things you hide from me

All the shit that you do [CD version] All the stuff that you do [radio edited version] You _______ all the things I thought I knew

And I thought we could be

[Chorus] It's nice to know that you were there

Thanks for acting like you cared And making me feel like I ________ the only one

It's nice to know we had it all Thanks for __________ as I fall

And letting me know we were done

331

INGLS II

Prctica

1. Now you have to represent your story tale. Give to your teacher a guide of one of the member of the team and ask them to evaluate you, in the check list N. 2 called Representation of the story tale.

Take care of your pronunciation Be creative with the scenery and your clothes. Use body language Work in team

1. Go to the English laboratory and enjoy it. Do excises about the past of the verb to be and past continuous.

341

INGLS II

5810

Rbrica

Rubric N. 1 Descriptions Date: Level Aspects

E VG G S NP IS

Use of the past

of the verb TO

BE

Identify the use of the verb to

be in past correctly in all text and use all

adjectives without

mistakes

Identify and use the verb to be in past in most of

the sentences and use the most

of the adjectives

in a correct

form

Identify and use

the past of verb to be in some of

the sentences

and use adjectives but with

some errors

Identify and use only few

times verb to be in

past correctly

adjectives were used few times

scarcely the verb to be in

past and adjectives are used

wrong

Didnt use the verb to be in

past and none of

the adjective

s were used

Coherence

Use all the sentences in a coherence and understandable way

Use the most of the sentence with coherence

Use some of the sentences with coherence

Use few sentences in a coherence way

Scarcely sentences are used in coherence

None of the sentences are used coherently

Students name ___________________ Teachers sign ___________________

351

INGLS II

Rubric N. 2 Role Play Date: Level Aspects

E VG G S NP IS

Use of the past of the

verb TO BE

Identify the use of the verb to be in past correctly

in all text and use all adjectives without mistakes

Identify and use

the verb to be in past in most of

the sentences

and use the most of

the adjectives

in a correct form

Identify and use the

past of verb to be in

some of the sentences

and use adjectives but with

some errors

Identify and use only

few times verb to be

in past correctly

adjectives were used few times

scarcely the verb to be in

past and adjective

s are used

wrong

Didnt use the verb to be in

past and none of

the adjectives were used

Coherence Use all the sentences in a coherence and understandable

way

Use the most of the sentence

with coherence

Use some of the

sentences with

coherence

Use few sentences

in a coherence

way

Scarcely sentence

s are used in

coherence

None of the

sentences are used

coherently

Pronunciation

Express all the sentences with

an excellent pronunciation

Express most of the sentences with few errors

Express some of the sentences

with a clear pronunciati

on

Express few of the sentences in with a

clear pronunciati

on

Scarcely few

sentences are

express with a clear

pronunciation

None of the

sentences are

express with a clear

pronunciation

Fluency Express all the sentences with

fluency

Express most of the sentences

with fluency

Express some of the sentences

with fluency

Express few

sentences with fluency

Scarcely sentence

s were express

with fluency

None of the

sentences were

expressed with

fluency

Students names __________________ Teachers sign ___________________

361

INGLS II

Rubric N. 3 Name: Reading

Date:

Level

Aspects

E VG G S NP IS

Answer correctly the questions

Answer correctly

all the questions

Answer correctly the most

of the questions

Answer correctly some of

the questions

Answer correctly only few

questions with help

Not all the

questions were

answered with help

None of the

questions were

answered

Check List N. 1 Story tale Date:

Aspects E VG G S NP IS Correct use of the past of the verb TO BE and Past Continuous

Use of the connectors Sequence and coherence of ideas Creativity Originality

Check List N. 2 Representation of the story tale Practice name: Representation of the Story Tale

Date:

Aspects E VG G S NP IS Correct use of the grammar structure

Creativity in the scenery and clothes Originality of the scenery and clothes Body Language Work team Fluency Pronunciation Knowledge of the work Work team

371

INGLS II

Teachers sing _____________________________

E VG G S NP US 10 9 8 7 6 5

E Excellent VG Very Good G Good S Satisfactory NP Need Practice IS Insufficient

381

INGLS II

Gua de Portafolio

1. Description of yourself. 2. Story Tale in a creative form.

... fuera!

Felicidades! Haz concluido la enseanza de la lengua Inglesa correspondiente a tu segundo semestre. Concluyendo as una etapa ms de tu formacin estudiantil en la modalidad de la educacin media superior.

Esperamos que se hayan cubierto los objetivos planteados y tus expectativas del curso. Es tiempo de valorar los beneficios que la adquisicin del idioma Ingles te brindan en tu formacin estudiantil, personal y profesional.

A partir de hoy, posees las herramientas necesarias para poder comunicarte en una lengua extranjera como lo es el idioma Ingles. Es menester que desarrolles y practiques el uso de las cuatro habilidades que rodean a la enseanza del idioma: listening, speaking, reading y writing para que de esta manera, tu conocimiento y desenvolvimiento se transformen en un aprendizaje significativo y universal como lo es el idioma Ingles.

Te invitamos a construir tu propio aprendizaje, a valorar el nivel de vida que la adquisicin de una lengua extranjera te brinda y esperamos verte el prximo semestre dispuesto a seguirte desenvolviendo en el importantsimo mundo de la comunicacin global.

391

INGLS II

2Beautiful

memories

401

INGLS II

Secuencia Formativa 2

Competencias Elementos de competencia Se comunica en una segunda

lengua en situaciones cotidianas Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicacin de sus propias circunstancias en un contexto ms amplio.

Expresin verbal Expresin escrita Analiza Interpreta Respeto

411

INGLS II


Competencias Elementos de competencia Identifica e interpreta la idea general y

posible desarrollo de un mensaje oral o escrito en una segunda lengua,

recurriendo a acontecimientos, previos, elementos no verbales y contexto

cultural. Produce textos con base en el uso normativo de la lengua, considerando la intencin y situacin comunicativa.

Se comunica en una lengua extranjera mediante un discurso logico, oral o escrito, congruente con la situacin

comunicativa.

Desarrolla un mensaje Identifica Expresa

Interpreta Produce

Comunica

421

INGLS II


Identifica y utiliza las estructuras del tiempo pasado simple de verbos regulares e irregulares mediante una serie de ejercicios y situaciones planteadas en el aula, las cuales le permitirn preguntar y proporcionar informacin sobre eventos pasados as como lo realizado por otras personas en distintos mbitos.


Lectura Expresin Oral y Escrita: Se relaciona con los conocimientos previos que los alumnos puedan tener para relacionarlos con el tema de pasado simple. Pone en prctica los elementos del circuito del habla al interactuar en una conversacin.

C.T.S.Y V.I. La practica de los valores, el trabajo en equipo y el respeto hacia la participacin de sus compaeros reafirma lo aprendido en la materia.

431

INGLS II

Last weekend.

Nuestro Pasado Nuestra Historia

Personal Familiar

Local


Tema Integrador



441

INGLS II


Procedimental: (aprender a hacer)Deduccin de estructura gramaticalComplementacin de enunciadosComprensin de dialogo.Elaboracin de ejemplos.

Conceptual (aprender a conocer):Aprender el uso de la forma del pasado simple en Ingles con verbos regulares e irregulares.Desarrollo de dilogos en pasado.

Actitudinal (aprender a ser):Participacin.Inters.Respeto a sus compaeros.Sentido de colaboracin.

451

INGLS II


Guess the action in the flash cards that your teacher is going to show you and write the past form of them on the lines, you are going to evalute yourself with the help of your teacher. a) _______________________ b) _______________________ c) _______________________ d) _______________________ e) _______________________ f) _______________________ g) _______________________ h) _______________________ i) _______________________ j) _______________________

1. Read the conversation and underline the verbs in past.

ROBERT: What did you do last weekend, Mary? MARY: My friends and I went to Pachuca on Saturday ROBERT: That sound nice, Where did you go? MARY: We went to the movie, we saw the new film Divina confusion,and after that we decided to have dinner there. What about you? Did you do anything special? ROBERT: Not really. I just worked on my car all day. MARY: Is very old, Isnt it? Why dont you sell it? ROBERT: But then what would I do every weekend?

2. Answer the following questions according with the reading then work with a partner, comment your answers and evaluate each other.

a) According to the ending, how many groups of words can you find?

Two one

b) What is the most common ending in the words?

ed different endings

c) How are known the verbs with the ed ending in the past?

irregular verbs regular verbs

e) How are known the verbs that change from present to past and past participle?

Irregular verbs Regular verbs

461

INGLS II

4.-Analyze the next rules to form the simple past of the verbs Past simple structure of regular verbs |Most of the verbs take ed paint.painted |Verbs ending in e take d live.lived | Verbs ending in consonant + y take ied. Cry.cried BUT play.played | Verbs with one syllable ending in one vowel + one consonant double the consonant before the ed. Stopstopped | Verbs with two or more syllables ending in a stressed vowel + one consonant double the consonant before the ed. Prefer..preferred BUT Answer..answered 5. - The past simple of irregular verbs change.

Irregular verbs dont take ed in the past simple. See-----------------------------saw

AFFIRMATIVE NEGATIVE INTERROGATIVE I YOU HE SHE IT saw WE YOU THEY

I YOU HE SHE IT didnt WE see YOU THEY

I YOU HE SHE Did IT see? WE YOU THEY

471

INGLS II

Ejemplo

Look at the examples and pay attention to the form of the verbs in each one. Can you see the differences? Comment with your partner When she listened Pretty woman she remembered to her boyfriend.

I didnt see my classmates of the secondary school anymore.

Did you remember your first birthday party?

481

INGLS II

Ejercicio

CROSS WORD 1. - Write the following verbs in simple past. 3 ACROSS

1 2 1 4 Past of 1. "sell"

2. "get" 3. Know 4. ride 5 6 5. think 2 6. throw 7. come 3 7 8. feel 4 DOWN

Past of 1 "buy"

8 6 9 2. wake up 7 3. fight 4. drink

8 5. take

2. Write ten sentences into affirmative and negative form using the verbs below, work with a partner and evaluate each other your sentences.

AFFIRMATIVE NEGATIVE

491

INGLS II

Errores Tpicos

Dont use the past form of the verbs after Did o didnt. Not all the verbs have the ending ed and some of them dont change from present to past.


Ejercicio

1- Read the next text and circle the verb s in past.

A BIG STAR

Barbara Streisand was born in 1924 in Brooklyn, New York. She started her career as a singer and she first appeared on Broadway in the 1960s. in 1968 she won an Academy Award for the film Funny girl. In the 1970s and 1980s she starred in several popular films. And she was also a very successful singer. In 1983 she made a film Yentl, and it was a one woman show. Barbara produced, directed, and starred in the film and she sang the songs, too. In September 2000 she gave a farewell concert in New York. Was this her last show? Who Knows.

501

INGLS II

2. Write the regular and irregular verbs that you found on the reading.

REGULAR VERBS IRREGULAR VERBS

3. Complete the sentences, using the verbs in the box. Then read aloud one question and your

answer evaluate yourself.

Sang won started gave made was 1. What did Barbara Streisand do in 1983?

She ____________ the film Yentl.

2. What happened to Barbara Streisand in 1968?

She ___________ an Academy Award for the film Funny Girl.

3. What did Barbara give in September 2000 in New York?

She ____________ a farewell concert

4. Besides producing, directing and starring, what else did Barbara do in the film Yentl?

She __________ the song of the film.

5. How did this famous start her career?

She __________ her career as a singer.

511

INGLS II

1. Work in pairs and write a conversation about your last weekend activities, then perform it in front of

the group. You can use the conversation in the oppening. Then with your part evaluate your

conversation using Rubric N. 1

521

INGLS II


Ejercicio

- Choose one of the following topics and write about it, using verbs in past, exchange with a partner your guide and using Rubric N. 1 called Writing activities evaluate each other.

531

INGLS II

2. Write about a hero in our country who fought to the freedom. With at least fifty words. Evaluate yourself according with Rubric N. 1 called Writing activities

541

INGLS II

5810

Rbrica

Rubric N. 1 Writing activities Date: Level Aspects

E VG G S NP IS

Use of verbs in

past

Identify the use of the verbs in past correctly

in all text without

mistakes

Identify and use

the verbs in past in most of

the sentences

in a correct

form

Identify and use

the past of verbs

some of the

sentences but with

some errors


times verbs in

past correctly

scarcely the

verbs in past are

used wrong

Didnt use the verbs in

past

Coherence







Teachers sing ____________________________

551

INGLS II

3What do you

have forbreakfast?

561

INGLS II

Competencias Genricas a las que contribuye la asignatura


Competencias Elementos de competencia 1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 3.- Elige y practica estilos de vida saludables. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiadas. 6. Sustenta una postura personal sobre temas de inters y relevancia general, considerando otros puntos de vista de manera crtica y reflexiva. 8. Participa y colabora de manera efectiva en equipos diversos.

Valora Elige Practica Expresin oral. Expresin escrita. Colabora

571

INGLS II


Competencias Elementos de competencia 1. Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades. 2. Experimenta el arte como un hecho histrico compartido que permite la comunicacin entre individuos y culturas en el tiempo y en el espacio, a la vez que desarrolla un sentido de identidad. 4. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. Se comunica en una segunda lengua en situaciones cotidianas Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresa ideas. 6. Estructura ideas y argumentos de manera clara, coherente y sinttica. 8. Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

Enfrenta Experimenta Interpreta Identifica Estructura ideas Escucha Reflexiona Se expresa


escrita Colabora

581

INGLS II


Compare and use the countable and uncountable nouns, how much, how many, some, any, a lot of and the regular and irregular plural form.


MATEMATICAS Cantidades y medidas.

EXPERIMENTALES caractersticas fsicas de algunos alimentos.

CIENCIAS SOCIALES Analiza la productividad y competitividad de la canasta bsica en el entorno

socioeconmico familiar. COMUNICACIN

Evala un texto, produce un texto, expresa ideas y conceptos mediante la

comparacin de su contenido con el de otros, en funcin de sus conocimientos previos y nuevos. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito

en una segunda lengua. Se comunica en una segunda lengua extranjera mediante un discurso lgico, oral o

escrito, congruente con la situacin comunicativa.

591

INGLS II

Tema Integrador



How much How many Some Any Alot of Regular plural Irregular

plural

What do

you have for breakfast?

Nuestras experiencias.

Vivencias

Categoras

Tiempo Programado


15 horas/clase.

601

INGLS II


Countable and uncountable nouns

Desarrollo Countable and

uncountable nouns. How much,

how many. Some, any, a

lot of. Measures. Conversation.

Cierre Plan your

birthday party. Follow

instructions. Exercises Read and

draw.

Apertura Vocabulary. Look at the

picture and complete the sentences. Rules of plural

form. Examples.

611

INGLS II


Conceptual (aprender a conocer):Remember vocabulary Writing of texts

Procedimental (aprender a hacer):Listening: Reading: Conversation.Speaking: Conversation.Writing: Write about your birthday party.


621

INGLS II


631

INGLS II

1. Look at the picture, and complete with few, lot of, many, some, packet, any, loaf, can.

1.- There is a__________ of tuna.

2.- There are __________ sugar.

3.- There isnt any __________ of pizza.

4.- There isnt__________ bread on the table.

5.- There are a _________ eggs.

6.- Theres a ___________ of cereal.

7.- Theres ____________ butter .

8.- How ______________ apples are there?

There are four appples.

9.- How _______________ oranges are there?

There are three oranges.

10.- Theres a ___________ candies.

11.- Theres a ____________of mayonnaise.

Atencin!

641

INGLS II

3. Were going to remember the plural form.

Box Glass Brush Match

Boxes Glasses Brushes Matches

Rule 1

Tomato Potato

Tomatoes Potatoes Rule 2

Boy Day Key

Baby University City

Babies

Universities Cities

Boys Days Keys

Rule 4

Rule 3

Wife Wolves Knives

Wives Wolves Knives

Rule 5

Rule 5

Wife Wolves Knives

Wives Wolves Knives

651

INGLS II

4. - Analyze the difference about how to do a plrural.

Irregular plural Man------ Men Woman---Women Mouse----Mice Tooth-----Teeth Foot-------Feet Child------Children People----People

Man=MEN Craftsman---Craftsmen Milkman-----Milkmen Fireman------Firemen

Componed words Living room-living rooms Arm chair---Armchairs.

Ejemplo

661

INGLS II

671

INGLS II

Ejercicio

DONT FORGET USE

Some in affirmative with plural countable nouns and with uncountable nouns A/an in affirmative, negative and interrogative with countable nouns in the singular. Any in the negative and interrogative with both countable nouns in plural and uncountable nouns. How much with uncountable nouns to ask about the amount of something. How many with countable nouns to ask about the number of things.

7.- Underline the correct word: a, an, some, any, much, many, a lot of, then tell a classmate your answer and evaluate him/her.

1. - Is there an/a apple on the floor? 2. - Where can I buy some /any milk? 3. - There isnt any/some butter ! 4. - There is some/any chicken in the fridge. 5.- There is a /an packet of cookies on the floor. 6.- How Many /much fruits do you eat in a week? 7.- How many/much water do you drink in a day? 8.- There are a lot of/ few pears. 9.- Theres some/ any cheese in my sandwich. 10.- How many/much apples do you eat in your lunch?

681

INGLS II

Errores Tpicos

691

INGLS II


8.- Order the countable and uncountable noun.

Bread Flour Yogurth Banana Apple Ice cream Soda Candy Milk Pears Cheese Orange Egg Water Tea Coffee

COUNTABLE NOUNS UNCOUNTABLE NOUNS

1.- Apple 2.- Bread 9. - Fill in with the labels with these phrases.

cookies

tuna

chicken

Water

Tea

a) b) c) d) e) f)

A can of

A bottle

of

A carton

of

A piece

of

A glass of

A cup of

701

INGLS II

1. Complete the conversation.

I dont eat _____ slice of pizza in my lunch.

How______slices of pizza do you eat for lunch?

Ejemplo

Read the conversation. Freddy: Hi. Its Joseph. Im having breakfast in London. Joseph : Oh, hi. What are you having? Freddy: Im having orange juice and some cereal with milk, and my dads having eggs with bacon and a cup of tea. Joseph: Mmmmm! Sounds great!

What do you have for a snack?

I have for snack a sandwich.

711

INGLS II

Ejercicio

Read the next conversation and complete with : much, some, any,a kilo of, bottles of, packet of

Peter is in the supermarket. He has his shopping list and his basket. He is buying food and drinks. The shop assistant is very tall and he has black hair. His name is Jarel.

Peter:Good morning Mr. Jarel Mr. Jarel: Good morning, may I help you? Peter: Do you have __________ bananas? Mr. Jarel: Yes, I have __________big bananas. Peter: I want _______________ bananas, please. Mr. Jarel: Here you are, anything else? Peter: Yes, two______________ __ milk and ______________ cookies. Mr. Jarel: Here you are! Peter: How ________ ___is it? Mr. Jarel: It is fifteen dollars. Peter: Here you are! Good bye. Mr. Jarel: Thank you, Good bye.


1. Plan your birthday party; Write a list of the things, food and drinks that you are going to need?

721

INGLS II

Ejercicio

1. What ingredients do you need to prepare a sandwich, write on them on the lines. I need

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Match the questions with the answers. 1.- Are there any candies? 2.- Are there any cookies? 3.- Is there any salt? 4.- Are there any chocolates? 5.- is there any sugar? 6.- Is there any orange juice? 7.- Is there any cooking oil?

( ) Yes, there are many cookies ( ) Yes, there are a lots of chocolates ( ) Yes, there is some sugar ( ) No, there arent any candies. ( ) No, there isnt any orange juice. ( ) Yes, there is a lot of cooking oil. ( ) Yes, there is some salt.

2. Read the next text and draw the items.

Something about the supermarket in my town.

Theres a small supermarket in my town. Look at the windows in the supermarket! There is some cheese, some milk and some sugar. There are not any eggs . The shop assistant is counting the packets of sugar. One, two, three! There are three packets of sugar. There are some apples, and there is a bottle of water, there isnt any butter. There are four bananas and seven pears. Theres a carton of cookies and five cans of tuna.

731

INGLS II

Prctica

1. Write and act your own conversation. 2. Can you find some simple recipes? In teams of 5 people, show at your group how to

prepare a recipe, then enjoy it with your classmates. 3. - Go to the English laboratory and enjoy it.

5810

Rbrica

Check List Practice name: Follow instructions Date:

Aspects E VG G S NP IS Use of some, any, a lot of Correct use of much, many Material Coherence

Check List Practice name: Conversation Date:

Aspects E VG G S NP IS Fluency Correct use of some, any, a lot of, how much, how many. Domain Coherence

Teachers sing _____________________________

741

INGLS II

Gua de Portafolio

1.- Prepare a recipe in front of your classmates, follow the instructions and do it in front of your classmates, then enjoy it. 2.- Create your own conversation in where you use some, any, a lot of, how much, how many. Practice it in an oral form with a classmate. 3.- Write about the things, food and drinks that you are going to need for your next birthday party. 4.- Go to the English Lab and enjoy it.

751

INGLS II

4My childhood

761

INGLS II


Competencias Elementos de competencia 1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiadas.

Expresin verbal Expresin escrita


771

INGLS II


Competencias Elementos de competencia 1. Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades. 4. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. 11.Se comunica en una segunda lengua en situaciones cotidianas 6. Estructura ideas y argumentos de manera clara, coherente y sinttica.

8. Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

Enfrenta Experimenta Interpreta Identifica Escucha Reflexiona Se expresa


escrita Colabora

781

INGLS II


Identify, use and express students childhood using used to


CTSyV II Porque pone en prctica valores, como tolerancia, respeto, empata y responsabilidad.

791

INGLS II

Mi niez.

Experiencias en el pasado Nuestras experiencias

Historia. Vivencias.

Personal, Familiar, Local Individuales y Grupales


3 /clase.


Tema Integrador



801

INGLS II


Affirmative, negative, interrogative

Nuestro pasado

Used to

Vivencias

Historia Personal Familiar Local

Vivencias Individuales grupales

811

INGLS II


Conceptual (aprender a conocer):Used to grammar structureAffirmative NegativeNegative

Procedimental (aprender a hacer):Listening: Talk about past habits.Reading: My granddadSpeaking: Talk about you activities that you used to do in your childhood.Students talk about their childhood. Writing: Write about their childhood.


821

INGLS II


1.-Tell to your teacher things you used to do when you were a child, and write them on the lines.

2. Listen to your teacher what he o she used to do when he/ she was a child. Pay attention to the activities that your teacher used to do and write them down. Correct with your teacher what you wrote.

I used to ____________________________________________________________________________________________ _______________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

831

INGLS II

3. - Match the sentences with the pictures. Then check the answers of one of your classmates.

A. I used to play in the morning in my school.

B. I didnt use to write on the walls.

C. Did you use to do projects?

Yes, I did

No, I didnt

841

INGLS II

Ejemplo

When I was five years old, I used to play marbles. When I was six years old, I didnt use to see el chavo del ocho.

When you were seven years old, did you use to play toys cars?

GRAMMAR.

Affirmative. He used to play

marbles.

Negative. He didnt use to

play marbles

Interrogative. Did he use to play marbles?

Yes, he did No, he didnt

851

INGLS II

Ejercicio

2. Paste some photos or draw some pictures about activities you used to do when you were a child, write the name of the activity on the line. _____________________________ _________________________ ____________________________ _________________________

Paste your photo

Paste your photo

Paste your photo

Paste your photo

861

INGLS II

Errores Tpicos

Dont write the verb in past tense with used to

We used to wrote tales when we were children

Dont write used to with negative or interrogative form. We used not to write tales when we were children


3.-Complete these sentences with used to; pay attention with the form that is required in each sentence.

Then exchange your guide with a partner and check the answers.

a. She________________ cook sea food. negativeb. They _______________ go to cinema. affirmativec. ________ he________ climb the mountain?d. We ___________ drink easy mineral water negativee. Sandy ______________ make up a lot. affirmativef. _________ they __________ paint the walls? g. My big brother ______________ play marbles. negativeh. Sam ______________ eat vegetables. affirmativei. Sally _____________ clean up her bedroom. negativej. ________ Tom and Tommy __________ listen to classic music?

871

INGLS II

Ejercicio

4. - Put the words in the correct order to make sentences and questions. When you have finished evaluate yourself with the teacher your sentences a.- used to/ play / she / with dolls/ ________________________________________________________ b.- ?/ eat / did / use to / we / ____________________________________________________ c.- didnt / he / use to / soda / drink/ ________________________________________________________ d.- use to / ? / did / Sandy / parties / go / ___________________________________________________ e.- chess / Tommy / play / used to/ ________________________________________________________

881

INGLS II


Ejercicio

What did you use to do in your childhood?

4. - Listen and read the dialogue, then answer the questions. You can evaluate this activity by yourself going to the rubric N. 1 called: reading

MY GRANDFATHER Anna: Granddad, guess who I saw yesterday. Grandfather: who? Anna: The Lozanos. Grandfather: The Lozanos? I dont remember them. Anna: Sure you do. They used to live next to door to us. Grandfather: Did they use to have a little dog? Anna: Yes, they did. Theyre living in Tampico now. Grandfather: I remember them. How are they? Anna: Fine.

891

INGLS II

I.-Where did the Lozanos use to live? ____________________________________________________ II. - What did they use to have? _____________________________________________________ III. - Where are they living now? _______________________________________________________

5. Write a short paragraph about the activities you used to do in your childhood. Then evaluate one of your classmates using the check list N. 2

901

INGLS II

Prctica

Work in pairs, and write a dialogue about the things you used to do you can evaluate your patner using Rubric N. 2 called dialogue about your childhood. Student 1: I used to watch cartoons. Student 2: Did you use to watch Chabelo? Student 1: No, I didnt. I used to watch el chavo.

5810

Rbrica

Rubric N. 1 Name: Reading

Date:

Level

Aspects

E VG G S NP IS

Answer correctly

the questions

Answer correctly

all the questions

Answer correctly the most

of the questions

Answer correctly some of

the questions

Answer correctly only few

questions with help

Not all the questions

were answered with help

None of the

questions were

answered Spelling Pronounce

all the words

correctly

Pronounce the most

of the words

correctly

Pronounce some of

the words correctly

Pronounce only few words

correctly with help

Not all the words were

pronounce correctly even with

help

Didnt want to

participate

Students name: ____________________ Teachers sign: _____________________

911

INGLS II

E VG G S NP US 10 9 8 7 6 5

E Excellent VG Very Good G Good S Satisfactory NP Need Practice IS Insufficient

921

INGLS II

5I could

play

931

INGLS II



Competencias Elementos de competencia 1. Se conoce y valora a s mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiadas.

Expresin verbal Expresin escrita

941

INGLS II


Competencias Elementos de competencia 1. Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades. 4. Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas. 11.Se comunica en una segunda lengua en situaciones cotidianas

6. Estructura ideas y argumentos de manera clara, coherente y sinttica.

Enfrenta Experimenta Interpreta Identifica Escucha Reflexiona Se expresa


escrita Colabora

951

INGLS II

Competencias Genricas a las qu contribuye la asignatura

CTSy I. Reconoce y practica los valores, como son la tolerancia, respeto, escuchar hacia a los dems. Yo podra jugar.

Nuestro pasado Nuestras experiencias

Historia Vivencias

Auxiliary could (polite request, possibility) (Affirmative, negative, interrogative)


3 /clase.



No.

Tema Integrador



961

INGLS II

Affirmative, negative, interrogative

Nuestro pasado

Could

Nuestras experiencias

Historia Pesrsona Familiar Local

Vivencias Individual Grupales


971

INGLS II


Conceptual (aprender a conocer):Writing PresentationConceptual MapTest

Procedimental (aprender a hacer):Listening: Mrs. Murphy's students couldn't do their homework.Reading: . Mrs. Murphy's students couldn't do their homework.Speaking: Talk about you activities that you could do. Writing: Write about ability in the past.


981

INGLS II


1. Look at the pictures your teacher shows and listen what the person is doing, write the activities on the lines.

3.-Read the text and underline the verbs which show an ability in the past. Then answer the following questions, evaluate this activity using Check List N. 1called

MRS. MYRPHS STUDENTS COULDNT DO THEIR HOMEWORK

Mrs. Murphys students couldnt do their homework taken from didactic sequence II

a. Write the verbs __________________________

b. What is the form of the verbs? ___________________________

c. Which ability is expressing? ____________________________

MRS. MURPHS STUDENTS COULDNT DO THEIR HOMEWORK Mrs. Murphy doesnt know what to do with her students today. They didnt do her homework last night, and now she cant teach the lesson she prepared. Bob couldnt do his homework because he had a stomachache. Sally couldnt do her homework because she was tired and fell asleep early. John couldnt do his homework had to visit his grandmother in the hospital. Donna couldnt do her homework because she had to take care of her baby sister while her mother worked late at the office. And all the other students couldnt do their homework because there was a blackout in their neighborhood last night. All the students promise Mrs. Murphy theyll be able to do their homework. She certainly hopes so.

_______________________________________________________________________________________________________

991

INGLS II

4.- Grammar. Could possibility.

She could cut a delicious cake.

They couldnt celebrate a big party.

1001

INGLS II

5. - Grammar could polite request.

Could she sleep in the classroom? No, she couldnt

Could they play during classes? Yes, they could

1011

INGLS II

Ejemplo

We could go to cinema.

We couldnt swim very well.

Could I have some soda please?

Ejercicio

6. - Put the words in the correct order to make sentences and questions, evaluate your sentences with a partner. a. - could / play / we/the piano/ ________________________________________________________ b. - ?/ milk / could / the cow / they/ ____________________________________________________ c. - couldt / he / soda / drink/ ________________________________________________________ d. - could / ? / to / Saymi / the parties / go / ___________________________________________________ e. - could / Tommy / lunch / lunch/

1021

INGLS II

7.-Write sentences using could (affirmative, negative and interrogative) the fist sentences are done for you. Affirmative Negative interrogative Short answer He/eat/sea food He could eat sea

food He couldnt eat sea food

Could he eat sea food?

Yes, he could

They /visit/ Merida No, She/ clean / the house

Yes,

We/drink/ cold soda

No,

It / sleep/outdoors Yes,

Errores Tpicos

Dont write the verb in past tense with could

Dont write the verb in gerunds with could .

1031

INGLS II


8. - According to the pictures write down what the people could do, use the verbs from the box.

Play visit eat be

__________________________

1041

INGLS II


Listen and complete.

Ejercicio

9.-Read the dialogue and fill in the missing words .Then check yourself your answers using your name, address and the phone number.

A. Good morning, madam. Could I help you? B. Yes, please Id like to join the tennis club. A. Certainly, madam. Whats your___________? B. Mavis steed. A. Could you spell your name, please? B. Yes, of course. M-A-V-I-S.S-double E-D. A .And _________________are you? B. Im thirty-two years old. A. Right. _____________ your home address? B. Green Street. A. Thanks. And your phone number? B.720644 A.___________________ Ms Steed. Heres Your card. Please, sing it here.

1051

INGLS II

5. Write a similar dialogue as the last activity using your own information working with a partner evaluate each other using Rubric N. 2 called Dialogue

1061

INGLS II

7. - In pairs, act out similar dialogues. Give one of the guides to your teacher to evaluate you using Check list N. 2 called Act out.

1071

INGLS II

5810

Rbrica

Rubric N. 1 Writing activities Date: Level Aspects

E VG G S NP IS

Use could

Identify the use of could

correctly in all text without

mistakes

Identify and use

could most of

the sentences

in a correct

form

Identify and use could in some of

the sentences but with

some errors


times could

Scarcely use

could are used

wrong

Didnt use

could

Coherence







Teachers sing ____________________________

1081

INGLS II

1091

INGLS II

6Love,

sweet love!

1101

INGLS II


Competencias Elementos de competencia 2. Es sensible al arte y participa en la apreciacin e interpretacin de sus expresiones en distintos gneros. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiadas.

7. Aprender por iniciativa e inters propio a lo largo de la vida.

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

Expresin verbal Expresin escrita Escucha


1111

INGLS II


Competencias Elementos de competencia 1. Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando el contexto en el que se gener y en el que se recibe. 4. Produce textos con base en el uso normativo de la lengua, considerando la intencin y situacin comunicativa. 7. Valora y describe el papel del arte, la literatura y los medios de comunicacin en la recreacin o la transformacin de una cultura, teniendo en cuenta los propsitos comunicativos de distintos gneros. 11. Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin comunicativa.

Expresin verbal Expresin escrita Escucha

1121

INGLS II


Comprendo y expreso de forma oral y escrita experiencias personales mediante el uso del presente perfecto en momentos definidos o indefinidos en el pasado en situaciones generales.


CTSyV II. Identifica el conocimiento social y humanista como una construccin en constante transformacin.

1131

INGLS II

Love, sweet love!

Nuestras experiencias

Vivencias (Individuales y grupales)

Presente Perfecto (Afirmativo, negativo, interrogativo) Forma del pasado participio del verbo Dar informacin sobre eventos pasado en perodos definido e indefinidos


9 horas/clase.


Tema Integrador



1141

INGLS II


Present perfect

(Affirmative, negative, interrogative form)

Past participle

Have, has

Time expressions in the past

Preposition

s

Recent past

(Definite time)

A period of

time in the life (Indefinite time)

1151

INGLS II


Conceptual (aprender a conocer):Present Perfect (affirmative, negative, interrogative form)Past Participle form of the verbVerb To Have (have - has)PrepositionsTime expressions in the pas

tProcedimental (aprender a hacer):Listening: Song, Have you ever seen the rain by The CreedenceSpeakingWritingReading

Actitudinal (aprender a ser):ResponsibilityRespectWork teamCreativityFreedom

1161

INGLS II


1. Read the next paragraphs.

BE IN LOVE FALL IN LOVE You are really in a crush. You are just thinking about him/her and for that reason you find the way to call him/her by phone, send messages and letters at any time. You frequently talk about this person and you are interesting of doing everything that he or she likes.

You dont talk much about him or her. You call him/her only if it is necessary, but obviously, this person is one of the most important in your life. You are yourself with him/her and you cant be unfaithful because it is so important to you to be totally honest in this relationship.

2. Comment these questions with your teacher.

a. According to the reading, what is the difference between be in love and fall in love?

b. Have you ever been in love? c. Have you ever fallen in love?

d. Has somebody broken your heart? e. Have you ever broken a heart?

1171

INGLS II

Ejemplo

1. Check the forms of the verbs. Present Past Gerund Past Participle

Be

Was, were

Being Been

Fall

Fell

Falling

Fallen

Write

Wrote

Writing

Kissed

Kissing

Kissed

Kiss

Written

Dance

Dance

Dancing

Danced

1181

INGLS II

Ejercicio

1. Complete this activity, then compare with partner your answers. Present Past Gerund Past Participle

Cooked

Saw

Do

Making

Have

1191

INGLS II

1. Find the next verbs in past participle. Use different colors. Sing Drink Read Draw Drive Try Wear Learn Lose Eat

S P F T F R W H U N M B X O P S R H

H U W C V V M Y W R A L E A R N E D

I P N N D S T A B I O W C L O N E G

V T Y G H J R O S X F G D E R T Y H

W W T K Q D M S R T N D E A S M K G

O Q G L B G N A Q Y M R P N E Q S O

R R H S Q M G T P G G V O D D R D M

E T D R U N K R B M U H R E E P R L

A Y L H A W H E J P T H Y G H I Y S

B F L P S U P N E V I R D W N W R Q

R J H O M I E J G R E E O P E M H T

O F B Y S A S D T Q T A W O T T S G

P H Q T H T H J O P Y T Q K A X U T

H F W L N U H H P S G U B P E W B Q

1201

INGLS II

Errores Tpicos

L Dont write: He

have, she have L Dont forget to

write the verb in past participle after Have L Dont use Have to

instead of the Present Perfect

1211

INGLS II


1. You need cuttings, photos, and colors for the next activity. 2. Illustrate the vocabulary.

Time expressions in the past

At night

In summer

In October

On March 4th

Once

Twice

Tree times

Many times

On vacation

For about six days

For two days

never

1221

INGLS II

Ejemplo

1. Pay attention to the next sentences.

Have you ever?

1231

INGLS II

2. Read these sentences. I have traveled with my girlfriend on winter vacation.

I havent gone to the discotheque with my boyfriend last month.

Have you ever written a love letter? Yes, I have. I wrote one to my boyfriend for about

two weeks ago. No, I havent. I have never written a love letter.

1241

INGLS II

1. Pay attention to the prepositions FOR ABOUT and SINCE in the sentences.

R We have been together for about one month and we have been so happy for about one

week ago. R We havent been happy for about two weeks because we have been apart.

R I havent sung a romantic song to my girlfriend since 2006. R I have been a romantic boyfriend since I ask her to be my girlfriend.

1251

INGLS II

Ejercicio

individual work

1. For this activity you are going to use your list of verbs, scissors and glue. 2. Use the pictures that you will find at the end of your book in the Added page 1. 3. Now make two affirmative sentences, two negative sentences, and two interrogative

sentences with answers using the phrases in the oval, prepositions, and time expressions.

4. Finally give your guide to your teacher to evaluate you. Kiss a friend Give flowers to Eat something that I dont like just for

him/her

Receive a teddy bear from my boyfriend/girlfriend Bee faithful Go to a Kalimbas concert

paste

Paste

_______________________________________________________________________________________

_______________________________________________________________________________________

1261

INGLS II

1271

INGLS II

1. Look at the example.

BINGO

Have you ever danced?

Have you ever traveled? Have you ever been?

Have you ever visited?

Have you ever played? Have you ever kissed?

Play

Have you ever played?

Ejemplo

1281

INGLS II

Ejercicio

Group activity

1. Cut the cards which are in the Added page 2 for this activity. 2. Form a group of five. 3. Make eight little balls of paper. 4. Write one interrogative sentence per each square using the verbs in the cards. 5. Every student in your team has to take a turn to roll the cards saying interrogative

sentences just like in the last example.

BINGO

1291

INGLS II

Ejemplo

Class activity. 1. Read the poem. Check the use of HOW LONG, ALREADY, and YET.

Love, sweet love How long we have been together? I do not know. But I am sure Our love has already touched the happiness. Sweet memories that cross the heaven And seas. Good Lord who blesses our feelings and dreams. Love, sweet love. How long have I loved you? I do not know. But I am sure I have felt it since I met you. I havent dreamt the end yet, So please, do not let me down With the broken heart.

1301

INGLS II

Ejercicio

Role play

1. Ask a partner. And write your answers on your notebook.

Group activity

1. You need a romantic photo or cutting to develop this activity. 2. Form a team with other three students and make a poem using how long, already, and

yet. Use another color piece of paper if it is necessary.

paste

How long have you had a friendship? How long have you gone out as a couple?

How long have you shown your real feeling to your boyfriend/girlfriend?

1311

INGLS II


1. Listen to the song and fill the spaces.

AGAIN by LENNY KRAVITZ

I've _______ searching for you I heard a cry within my soul

I've _______ had a yearning quite like this before Know that you are walking right through my door

CHORUS: All of my life

Where _______ you _______ I wonder if I'll ever see you again

And if that day comes I know we could win

I wonder if I'll _______ see you again

A sacred gift of heaven For better worse, wherever

And I would never let somebody break you down Until you cried, never


Where ________ you ________ I wonder if I'll ever see you again


I wonder if I'll ________ see you again

At every time I've always _________ That you where there, upon your throne

A lonely queen without her king I longed for you, my love forever


Where ________ you ________ I wonder if I'll ever see you again


I wonder if I'll ________ see you again


Where _________ you ________ I wonder if I'll ever see you again


I wonder if I'll _________ see you again


Where __________ you ________ I wonder if I'll ever see you again


I wonder if I'll _________ see you again

1321

INGLS II

Prctica

Group activity 1. Use any kind of paper to design your clothes. 2. Make use of scissors, glue, or tape. 3. Work with the same team in the activity of the poem. 4. Recite your poem. Group activity 5. You are going to buy a candy and give it to the teacher. 6. Form a team with two other classmates. 7. Identify the mistake in the sentences and rewrite them on the lines. Everybody has to

start at the same time and the first team that has the correct answers will win all the candies.

Joseph has to driven until Monterrey to see his girlfriend. _______________________________________________________

Susie and Peter has celebrated their wedding aniversary. _______________________________________________________

Your girlfriend has given you a nice present? _______________________________________________________

Clare havent learned that she has to be honest in a relationship. _______________________________________________________

I have cook something special for you. _______________________________________________________

_______________________________________________________

1331

INGLS II

Gua de Portafolio

1. Illustrated affirmative, negative, and interrogative sentences. 2. Poem.

3. Take pictures as an evidence of your recital.

... fuera!

Felicidades! Haz concluido exitosamente esta secuencia, por lo que hora ya eres capaz de expresar, desarrollar e identificar enunciados que denoten un pasado definido o indefinido en situaciones generales. As que eres una persona competente en el espacio fantstico de la lengua inglesa.

1341

INGLS II

Proyectointegrador

1351

INGLS II

LAS FABRICAS COMO AGENTE CONTAMINANTE. Redacta un ensayo en ingls utilizando el tiempo pasado, tomando en cuenta como a perjudicado la contaminacin al mundo entero partiendo de la contaminacin que generan las fabricas que producen plsticos. Usa tu investigacin de la materia de Lectura Expresin Oral y Escrita.

1361

INGLS II

Bibliografa

Eastwood, John. (1992).Oxford Practice grammar. Ed. Oxford University Press.

Richards, Jack C. (1997).New interchange, student's book 1. Ed. Cambridge University Press.

Richards, Jack C. (1997).New interchange, student's book 2. Ed. Cambridge University Press.

Rogers, M. Sturtevant, J. Williams, L. (2004). Style 2,Student's book. Ed. Macmillan.

Curtis, Andy; Stempleski, Susan.World Link. Developing English Fluency book 3.United States Of America. Thomson Learning Press. 2005 Dixson, Robert.Graded Exercises in English.New York, USA. Prentice-Hall. 1994

Folse, Keith S.Clear Grammar 3. Activities for Spoken and Written Communication.Michigan, USA. The University of Michigan Press. 2002

Gardner, Ian, et al.Style 3.Oxford, Thailand: Macmillan Publishers Limited, 2008.

Hewings, Martin.Advanced Grammar In Use.Cambridge, UK. Cambridge University Press. 1999

Murphy, Raymond; Altman, Roann.Grammar In Use. Reference and Practice For Intermediate Students Of English. Cambridge, UK. Cambridge University Press. 1999

Speak Up Magazine Revista para Aprender Ingls.Barcelona, Espaa. Agostini-Rizzoli Periodici. Publicacin Mensual

www.englishtown.com

www.mansioningles.com

1371

INGLS II

Anexos

1381

INGLS II

ADDED PAGE 2


Activity 2. Cut the cards to play BINGO

DRIVE WRITE WEAR EAT

TRY LEARN DO FALL

DRINK SEE LOSE KISS

HAVE DRAW MAKE RECEIVE

1391

INGLS II

VOCABULARY Numbers n umbers Cake pastel Cheese-queso One hundred-cien Coffee caf Tomato-tomate One thousand- mil Fruit fruta Time expressions Pen- boligrafo Apple manzana Last week semana pasada Pencil lapiz Orange naranja Ago hace Book libro Strawberry fresa Since desde Notebook cuaderno Cherry cereza Yesterday ayer Map mapa Lemon limon Last month- mes pasado Blackboard pizarron Guava guayaba Last year- Ruler regla Pine apple pina Again- atra vez Marker- marcador Watermelon sandia Ever- alguna vez

boad marker- marcador para pizarron Soup sopa Weekend-fin de semana Chalk- gis Dessert postre Once-una vez Classroom saln Pie - pay Twice-dos veces Class- clase Butter- mantequilla Nouns-sustantivos Eraser- goma Salad-ensalada Man-hombre Sharpener sacapuntas Breakfast-desayuno Woman-mujer Desk escritorio Measure- medida Child-nino Dictionary diccionario Quarter cuarto Mouse-raton Computer computadora Half medio Foot-pie Food comida Litter litro Tooth-diente Egg huevo Box caja Church-iglesia Carrot zanahoria Bottle botella Watch-reloj Potatoe papa Can - lata Brush-cepillo Bread- pan Cup taza Kiss- beso Burger hamburguesa Glass vaso Bush-arbusto Flour harina Plate plato Family-familia Fish pescado Fork tenedor Baby-bebe Tuna fish atun Spoon cuchara Lady-dama Milk leche Knife- cuchillo City-ciudad Water agua Oil- aceite Key-llave Wine vino Garlic-ajo Day-dia Soda - refresco Cream-crema Wolf-lobo Cookies galletas Nut-nuez Thief-ladron Cereal cereal Lettuce-lechuga Life-vida Rice arroz Chicken-pollo Leaf-hoja Cucumber pepino Beef-carne de res Shelf-repisa Beans - frijoles Banana-platano Bus-autobus Meat carne Pasta-pasta School-escuela Chocolate-chocolate Noodles-tallarines Printer-impresora Sandwich-emparedado Flour-harina Cell-pnone-telefono celular

1401

INGLS II

Pgina 1Pgina 2Pgina 3Pgina 4Pgina 5Pgina 6Pgina 7Pgina 8Pgina 9Pgina 10Pgina 11Pgina 12Pgina 13Pgina 14Pgina 15Pgina 16Pgina 17Pgina 18Pgina 19Pgina 20Pgina 21Pgina 22Pgina 23Pgina 24Pgina 25Pgina 26Pgina 27Pgina 28Pgina 29Pgina 30Pgina 31Pgina 32Pgina 33Pgina 34Pgina 35Pgina 36Pgina 37Pgina 38Pgina 39Pgina 40Pgina 41Pgina 42Pgina 43Pgina 44Pgina 45Pgina 46Pgina 47Pgina 48Pgina 49Pgina 50Pgina 51Pgina 52Pgina 53Pgina 54Pgina 55Pgina 56Pgina 57Pgina 58Pgina 59Pgina 60Pgina 61Pgina 62Pgina 63Pgina 64Pgina 65Pgina 66Pgina 67Pgina 68Pgina 69Pgina 70Pgina 71Pgina 72Pgina 73Pgina 74Pgina 75Pgina 76Pgina 77Pgina 78Pgina 79Pgina 80Pgina 81Pgina 82Pgina 83Pgina 84Pgina 85Pgina 86Pgina 87Pgina 88Pgina 89Pgina 90Pgina 91Pgina 92Pgina 93Pgina 94Pgina 95Pgina 96Pgina 97Pgina 98Pgina 99Pgina 100Pgina 101Pgina 102Pgina 103Pgina 104Pgina 105Pgina 106Pgina 107Pgina 108Pgina 109Pgina 110Pgina 111Pgina 112Pgina 113Pgina 114Pgina 115Pgina 116Pgina 117Pgina 118Pgina 119Pgina 120Pgina 121Pgina 122Pgina 123Pgina 124Pgina 125Pgina 126Pgina 127Pgina 128Pgina 129Pgina 130Pgina 131Pgina 132Pgina 133Pgina 134Pgina 135Pgina 136Pgina 137Pgina 138Pgina 139Pgina 140

Documents

Ingles II