Inglés II

Dirección General de Educación Tecnológica Industrial y de Servicios
Dirección Académica e Innovación Educativa

Subdirección de Innovación Académica
Departamento de Planes, Programas y Superación Académica
Cuadernillo de Aprendizajes Esperados
Semestre: 2do.
Inglés II
Subsecretaría de Educación Media Superior
Aprendizajes Esperados
Campo
Disciplinar:
Asignatura: Inglés II Comunicación Semestre: 2
Al final del segundo semestre, los estudiantes usarán los elementos del lenguaje para expresar las actividades que
están haciendo ahora, en el pasado, y para compartir y requerir información personal de otras personas con frases
Propósito de la asignatura simples y tareas que requieren un intercambio simple y directo de información de su entorno y necesidades
inmediatas. Además, ellos continuarán practicando las habilidades del lenguaje para alcanzar una interacción eficiente
con estudiantes y promover el trabajo colaborativo con otros.
Aprendizajes Esperados Primer parcial Estrategias de Aprendizaje Productos para Evaluar/Instrumento
Actividad 1 Producto 1
El alumno activa conocimientos previos. El alumno identifica y encierra en un círculo el verbo Ejercicio de gramática que trata de un cuento
correcto de cada frase. A continuación, escribe en la línea corto, utilizando los verbos regulares e irregulares.
Activation of previous knowledge.
en blanco el verbo regular o el verbo irregular según Fill in the blank. / Lista de cotejo.
corresponda.
Ejemplo:
___ Yesterday, Rosy lost her cell phone here.

El alumno lee un poema llamado "la tormenta" donde se Leer el poema llamado la tormenta.
utiliza el pasado simple.
Actividad 3
Producto 3
El alumno escribe en una tabla todos los verbos que

Tabla correctamente completa/completada con
aparecen en el poema, en pasado simple, infinitivo
los verbos regulares e irregulares del poema. /
completo, y su significado en español
Tabla completa correctamente.
Ejemplo:
IRREGULAR VERBS REGULAR VERBS
SIMPLE FULL MEANING IN SIMPLE FULL MEANING IN

PAST INFINITIVE SPANISH PAST INFINITIVE SPANISH
El alumno hace un dibujo sobre el poema, es decir dibujar El dibujo que muestra de qué se trata el poema. /
de lo que trata el poema y con esto activar su imaginación Lista de cotejo.
y creatividad.
1.- El dibujo fue realizado por el estudiante.
2.- El dibujo tiene relación con el poema.
3.- El dibujo fue realizado con creatividad y

esfuerzo del estudiante.
Hacer referencia del momento en que
ocurre un evento.
El alumno completa la historia escribiendo el pasado de los Ejercicio de gramática con el pasado simple.
verbos del cuadro. Se trata de un trabajo escrito basado en Completa la historia. Fill in the blank. / Historia
Refering to the time when an event el pasado simple. completa correctamente.
happens.
Ejemplo:
Joseph and Jessica (1)_______________ for Aguascalientes

Friday night. It (2)_________________ two hours to arrive
in Aguascalientes.
Actividad 6
Producto 6
El alumno completa el crucigrama escribiendo los verbos
en pasado
El crucigrama contestado, utilizando verbos

regulares e irregulares en pasado. / Crucigrama
Ejemplo:
contestado correctamente.
Hablar de los lugares en los que se estuvo Actividad 7

Producto 7
alguna vez usando verbos en pasado.
El alumno responde un ejercicio de gramática utilizando el

Las respuestas del ejercicio de gramática
Talking about the places one stayed at verbo to be en pasado
utilizando el verbo to be en pasado. Fill in the
some time before
blank. Ejercicio respondido correctamente.
Ejemplo:
1. I ____________ student when I __________ young.
2. You __________ at school yesterday.
3. He ___________ 16 years old last semester.

El alumno completa las frases con "wasn't" o "were't", El ejercicio de gramática contestado, utilizando la
según el sujeto. forma negativa del verbo to be en pasado. Fill in
the blank. / Ejercicio contestado correctamente.
Describir a otros en tiempo pasado como
forma de informar sobre un hecho o un Ejemplo:
acontecimiento.
1. Today Melanie is in town, but yesterday she
_______________
Describing others in past tense as way to 2. Yesterday I __________ happy, but now I am glad.
report a fact or an event.
El alumno escribe preguntas y una respuesta corta con las El ejercicio gramatical contestado donde
siguientes palabras, para practicar cómo hacer preguntas practicaron cómo hacer preguntas de respuesta
usando el verbo to be en pasado. PREGUNTAS DE SÍ/NO. SÍ/NO. Fill in the blank./ Autoevaluación
Ejemplo: Ejemplo:
1) Laurence / tall / short ________________ _________ 1.- El alumno realizó las preguntas.
2) Alex and Andrew / smart / fool __________ _________ 2.- Las preguntas están formuladas correctamente
conforme a las estructuras gramaticales.
3) Crystal / heavy / thin __________________ _________
3.- Las respuestas son elaboradas conforme a las

estructuras gramaticales.
Producto 10 (Producto opcional)
Realizar descripciones en tiempo pasado

Crear un vídeo de 1 minuto en el que hablen de
sus últimas vacaciones, utilizando el pasado
Describing in simple past simple, el verbo estar en pasado y los verbos
regulares e irregulares. Pueden usar VOCAROO
Para audio y YOUTUBE para video. / Lista de

cotejo.
El alumno activa conocimientos previos. Ejemplo:

Activation of previous knowledge.
1.- El vídeo tiene una duración de 1 minuto.
2.- Se escucha la voz del estudiante.
3.- El estudiante utiliza estructuras gramaticales

del pasado simple.
4.- El producto es un audio o vídeo.

Expresa en pasado utilizando el verbo to
be en sus formas básicas, afirmativa, 5.- La pronunciación del estudiante es buena y
negativa e interrogativa. fluida.
Indica cómo se encontraban las cosas El estudiante reconoce la estructura afirmativa, negativa e
basado en lo observado. interrogativa del Tiempo Pasado Simple.
To state how thing were based in what El docente invita a la clase a jugar un juego donde cada vez
they saw que el docente mencione medios de transporte, el
estudiante dirá un verbo relacionado con el significado.
Ejemplo: el docente dirá avión, el estudiante dirá volar,
viajar, vacacionar, visitar, etc.
En plenaria, el estudiante y el docente discutirán que tienen

esos verbos en común.
Consejos de enseñanza:
1.- Recuerde a los estudiantes que no es lo mismo un verbo

en infinitivo, que un verbo en presente simple o pasado
simple. Puede utilizar para esto el verbo to be.
2.- Solicite a los estudiantes que siempre en sus clases de

inglés tengan una lista de verbos a la mano.
3.- Facilite a los estudiantes las reglas de pronunciación de

los verbos regulares con terminación “ed”.
4.- De forma regular, intente unir las actividades que hayan

realizado los estudiantes un día antes.
Posteriormente, el docente pide al estudiante que forme

Indica la cantidad de algo en el pasado.
equipos para discutir sus últimas vacaciones con sus
compañeros de clase.
To express the quantity of something in

past.
El docente designa un portavoz en cada grupo para
compartir las ideas del grupo con el resto de la clase.
Mientras discuten, el docente escribe en la pizarra las
oraciones del producto 11. El docente dará más énfasis en
los ejemplos y les dará más para que la estructura sea lo
más clara posible, para poder hacer la Actividad 11.
Producto 11
Actividad 11 Realizar correctamente la actividad con verbos

resaltados y la identificación entre regular e
irregular. / Producto contestado correctamente.
Describe las características de un lugar en

el pasado.
To describe what the characteristics of a Actividad 12 Producto 12

place were like in the past.
El docente pregunta al estudiante si ha oído hablar del Encerrar en un círculo los verbos en tiempo
escritor alemán Herman Hesse (puede explicar algo del pasado. / Verbos en tiempo pasado circulados.
autor). A continuación, el docente menciona que ha elegido
un fragmento de una de sus mejores novelas: Demian. El
estudiante lee en voz alta y luego discutirá el pasaje con un
compañero de clase. El alumno encierra en un círculo los
verbos en tiempo pasado en el siguiente extracto de
Demian, de Herman Hesse, y luego discuta el pasaje con un
Producto 13
compañero de clase.
Usando los verbos del extracto de Demian, escribir
Actividad 13
su propia versión de la historia. / Lista de cotejo
El alumno escribe su propia versión de la historia del
Ejemplo:
extracto de Demian utilizando los verbos circulados en la
actividad 12. El alumno utilizó los verbos del escrito. Sí / No
El texto tiene relación con el escrito. Sí / No
El texto tiene coherencia (inicio, desarrollo, cierre).

Sí / No
El texto no tiene faltas de ortografía. Sí / No
Actividad 14
Producto 14
El estudiante practica arte mientras usa sus recuerdos en Dibujo sobre vacaciones mostradas en el producto
contexto con verbos en pasado simple al seguir las 11. / Autoevaluación.
siguientes instrucciones: El alumno dibuja las vacaciones
Ejemplo:
que se muestran en el PRODUCTO 11 (puede agregar tantos
detalles como pueda imaginar). Solicitar a los estudiantes copiar la siguiente
autoevaluación del pizarrón:
El producto fue realizado por mí mismo. Sí / No

Enfoque basado en tareas: En esta experiencia, el maestro
fomentará la creatividad mientras refuerza el aprendizaje El producto fue realizado con creatividad. SÍ / No
de verbos regulares e irregulares en pasado simple.
El dibujo tiene relación con el producto 1. Sí / No
Actividad 15
Producto 15
Verbos resaltados en lectura, tabla completada

El estudiante lee en voz alta la lectura Cuevas submarinas correctamente. / verbos resaltados, tabla
en México: ¿Qué son los cenotes? por Shelley. El alumno completada.
discute algunas ideas sobre el texto con ellos
posteriormente, el alumno resaltará los verbos en pasado
simple en el texto y completará la tabla.
Actividad 16
Producto 16
El estudiante lee la infografía en voz alta, generará un
Leer la infografía. / No aplica
debate al respecto y pedirá en más ejemplos similares a la
temática de la infografía, reforzando algunos verbos en

pasado simple.
Productos 17 y 18
Oraciones completadas correctamente / oraciones

Actividades 17 y 18 completadas correctamente.
El estudiante trabaja con una pareja y realiza los productos

17 y 18 juntos. Completará las oraciones correctamente.
El estudiante describe su localidad o ciudad en el pasado

usando “there was/were” y vocabulario común de la ciudad
(park, cinema, etc.) para indicar que había y que no.
Ejemplo. There were two cinemas.
El alumno recupera y emplea el vocabulario común de la

ciudad y sus lugares.
El alumno relaciona y complementa una lista de

vocabulario de lugares y su significado en inglés.
El estudiante reconoce y aplica el uso de “There was / There Subraya was o were, piensa en el pasado. /
were” para indicar los objetos que había en ciudad o Oraciones subrayadas correctamente.
Indica donde han sido encontradas las
localidad.
cosas basado en lo observado.
El alumno reconoce y subraya el verbo “to be” en pasado
simple para describir la presencia de algunos objetos y
To state where things have been found lugares.
based in what they saw
Actividad 20 Producto 20:
El alumno selecciona y escribe la forma correcta de there Llenar los espacios. Escritura de oraciones
was/were/wasn´t/weren´t para completar oraciones. utilizando there was/there were en forma
Ordena correctamente oraciones. afirmativa, negativa e interrogativa. / Oraciones
completas correctamente.
El alumno describe algunos lugares de manera escrita,

utilizando el verbo “to be” en pasado simple para describir
cualidades de algunos lugares y/objetos.
Actividad 21
Producto 21
El alumno lee la Lectura “Underground cities” e identifica Underground Cities.Lectura de comprensión,

las estructuras gramaticales. El alumno responde identificando las estructuras there was y there
verdadero o falso según lo que indica la lectura. were. Contestar verdadero o falso según
corresponda.
a) El estudiante une los adjetivos con sus
sinónimos. a) Recuerda adjetivos para describir. /
Sinónimos unidos correctamente.
Expresa la cantidad de algo en el pasado. Actividad 22 Producto 22
To express the quantity of something in El alumno describe lo que recuerda había en la ciudad de There was + there were In Cappadocia. Escritura
past Cappadocia mediante un mapa mental. de un texto descriptivo y un organizador gráfico. /
Rúbrica
El estudiante describe de forma oral y escrita el mobiliario

de una sala utilizando la estructura “there was y there
were” así como también vocabulario de mobiliario y
objetos que se encontraban en una sala de estar. (lamp,
mirror, etc.)
Ejemplo. There was a vase on the table.
El alumno recupera y emplea el vocabulario común de una

habitación (living room).
Producto 23
Actividad 23
Listado de vocabulario de 12 muebles en la sala. /
El alumno elabora una lista de vocabulario de muebles y Listado de vocabulario de 12 muebles en la sala.
objetos de una sala.
Actividad 24
Producto 24
El estudiante reconoce y aplica el uso de “There was /
There were” para indicar los objetos que había Quince oraciones escritas con la forma correcta
anteriormente en la sala (imagen B), aplica el uso de la there was/were en forma interrogativa
estructura there was/ there were para describir la describiendo lo que se indica en las imágenes.
presencia de algunos objetos en la imagen B /Oraciones escritas conforme a la forma correcta.
El alumno escribe 15 oraciones interrogativas con la forma

correcta there was/were en forma interrogativa utilizando
las imágenes.
Producto 25
Describe las características de un lugar en Actividad 25
el pasado. Audio describiendo una habitación de la infancia. /
El alumno describe la existencia de objetos y mobiliario de
Rúbrica.
la sala de su casa o cualquier habitación que recuerde de su
infancia. Posteriormente, el estudiante graba un audio de 1
Describe characteristics of a certain place minuto con la descripción (utiliza ideas afirmativas o
in the past negativas y vocabulario visto en esta sección.
El estudiante recupera conocimientos sobre el uso del

verbo “to be” en pasado simple (was/were).
Ejemplo:
Where were you yesterday night?
There was many people at the show yesterday.
El estudiante aprende sobre usos y estructura del

El estudiante habla sobre las acciones
pasado simple con verbos regulares e irregulares:
personales que sucedieron en el tiempo
pasado.
Affirmative: Verb + ed
Talk about personal actions that Negative: s+ did not (didn’t) + verb + c
happened
Interrogative: Did + s + v + c + ?.
before now
El alumno recupera conocimientos previos sobre las Wh-

SIMPLE PAST Question words y las Yes/No Questions con short answers,
y expresiones de tiempo específicas para el tiempo pasado
simple. El estudiante habla sobre las acciones personales
que sucedieron en el tiempo pasado.
What did the teacher ask you 10 min ago?
Did you see the film? Yes, I did.
No, I didn´t.
El docente hace uso de su material didáctico como

videos explicativos, audios y diapositivas.
Talk about personal actions that
happened
before now El estudiante conoce la diferencia entre verbo to be y su

conjugación en pasado, así como el pasado de los demás
verbos, las expresiones de tiempo.
SIMPLE PAST
Aprendizajes Esperados Estrategias de Aprendizaje Productos para Evaluar / Instrumento
Did you see the film?
El estudiante habla sobre las acciones Recuadro de verbos regulares e irregulares

personales que sucedieron en el tiempo llenado correctamente. / Lista de cotejo
El alumno realiza ejercicios para ordenar los verbos en
pasado.
columnas ya sea regulares o irregulares con su pasado
conjugado en pasado simple.
Talk about personal actions that Actividad 27

Producto 27
happened
El alumno completa con la conjugación en pasado simple
Oraciones completas correctamente. / Oraciones
before now del verbo que se indica para formar oraciones.
correctas.
SIMPLE PAST Actividad 28

Producto 28
Simple past review sentences: was, were and did.

El alumno cambia la conjugación de las oraciones según / Oraciones escritas correctamente.
corresponda a afirmativo, negativo e interrogativo sin
errores, ya sea completando oraciones, pasando de una
oración afirmativa a una negativa y también ordenando
las partes de la oración para formar preguntas en pasado.
Lo mismo para identificar cuándo usar Was o Were y Did.
Actividad 29 y 30 Producto 29
Encontrar los errores. / Lista de cotejo.
El estudiante diferencia los verbos regulares de los Producto 30

irregulares, lo cual le permitirá identificar errores en las
Lectura y encontrar los 33 errores / Lista de cotejo.
oraciones y redactarlas de forma correcta
gramaticalmente hablando y también identificar sin
problemas los errores en la lectura del producto 20.
Actividad 31
Producto 31
El estudiante responde a las preguntas personales de

aspectos de su pasado, e identificará incluso las Question Responder a las preguntas de forma correcta. /
Words y los Time expressions para responder. Lista de cotejo.
Actividad 32
Producto 32
El alumno empieza una conversación en su perfil de Actividad en redes sociales / Lista de cotejo
facebook con sus amistades utilizando el tiempo pasado
simple.
Actividad 33
Producto 33
Self Evaluation Simple Past Tense questions.

El alumno responde un cuestionario con una
autoevaluación como actividad integradora.
El alumno habla sobre las acciones El alumno completa una tabla de verbos en presente simple Completar tabla. / Tabla completada con los
personales que sucedieron en el tiempo y pasado simple. verbos faltantes.
pasado utilizando el pasado simple.
El docente lee el texto “What did Fernando do last year?”

Students talk about personal actions that mientras el alumno sigue la lectura y subrayará las palabras
happened in the past using SIMPLE PAST que no entienda.
El docente ayuda al estudiante con las definiciones de las

palabras que desconozca.
Obtiene información acerca de otras
personas empleando WH questions en El alumno lee el texto “What did Fernando do last year?” y
pasado. contestan las 5 preguntas.
Preguntas contestadas usando el pasado simple. /
El profesor revisa las respuestas con la clase. Preguntas respondidas correctamente
To get information about other people
using the Wh questions in past.
El docente presenta las WH question words al estudiante y

lo incitará a compartir la definición y uso de las WH
question words con sus compañeros.
El docente presenta la estructura gramatical del pasado

simple en su forma interrogativa y con el uso de WH
question words.
Producto 36
Actividad 36
Tabla completa correctamente. / Tabla

El alumno completa la tabla de la estructura del pasado
correctamente respondida.
simple en su forma interrogativa y con el uso de WH
question words.
Preguntas escritas en pasado simple. / 5 preguntas

en pasado simple.
El alumno trabaja en grupos de 3 o 4 estudiantes y
escribirá 5 preguntas en pasado simple y con el uso de
WH question words. Posteriormente, preguntará esas
oraciones a sus compañeros y responderá de manera
oral.
Producto 38
Actividad 38
El docente lee el texto “Things Fernando did not do last

Preguntas contestadas basándose en la lectura. /
year” mientras el estudiante sigue la lectura y subrayará las
Preguntas respondidas correctamente.
palabras que no entienda.
El docente ayuda al estudiante con las definiciones de las

palabras que desconozca.
El alumno lee el texto “Things Fernando did not do last

year” y contestará las 5 preguntas.
El profesor revisa las respuestas con la clase.
Producto 39
Actividad 39
El docente presenta la estructura gramatical del pasado

simple en su forma negativa y el alumno completa con sus Oraciones completadas por los alumnos y con sus
propias ideas las oraciones en pasado simple. propias ideas. / Oraciones completas.
Actividad 40
El estudiante escribe oraciones (entre 3 y 5 oraciones) en Producto 40

pasado simple y en la forma negativa, mencionando
algunas actividades que él no hizo el año pasado. Oraciones en pasado simple y en forma negativa. /
Actividad 41
El estudiante escucha el audio “What did you do last Producto 41

weekend?1 las veces que considere necesario, con la
finalidad de ordenar las imágenes en el orden correcto.
Iniciando con la acción o evento que ocurrió primero, e Ordenar eventos en pasado. / Self evaluation
1
https://test-english.com/listening/a1/what-did-you-do-last-weekend-a1-english-listening-test/
Aprendizajes
esperados
Asignatura: Inglés II Campo Disciplinar: Comunicación Semestre: 2
Propósito de la asignatura Al final del segundo semestre, los estudiantes usarán los elementos del lenguaje para expresar las
actividades que están haciendo ahora, en el pasado, y para compartir y requerir información personal
de otras personas con frases simples y tareas que requieren un intercambio simple y directo de
información de su entorno y necesidades inmediatas. Además, ellos continuarán practicando las
habilidades del lenguaje para alcanzar una interacción eficiente con estudiantes y promover el trabajo
colaborativo con otros.
Aprendizajes esperados 2do parcial Estrategias de Aprendizaje Productos a Evaluar
Comparar las cosas que solía hacer y la forma El estudiante describe hábitos y habilidades Producto 1: Crucigrama completado. Guía
en cómo solía ser con esas que hago ahora. pasadas utilizando used to; en conjunción con de observación.
el vocabulario de verbos comunes (eat, run,
sing, etc) para expresar las cosas que solía
● Used to realizar en el pasado.Ejemplos. I used to play
video games. I used to have short hair.
1. El estudiante comprende las

To compare the things I used to do and the estructuras para el uso correcto
way I used to be with those I do now. de “used to” para describir
hábitos del pasado.
2. Actividad 1 (crucigrama): El
Past habits and abilities estudiante identifica el
vocabulario necesario para
● Used to
completar la lección.
Producto 2: Escritura de oraciones

3. Actividad 2, 3 y 4 (grammar): El/La
corregidas. Guía de observación.
estudiante aplica las estructuras
gramaticales de used to para hablar Producto 3: Preguntas
de cosas que solían hacer en el respondidas.Guía de observación.
pasado.
Producto 4: Escritura acerca de sus hábitos
4. Actividad 5 y 6 (reading): El/La pasados.Guía de observación.
estudiante lee un texto y a partir de
él responde las preguntas dadas.
5. Actividad 7 (Good memories): El Producto 5: Oraciones completadas.
estudiante responde algunas Guía de observación.
preguntas acerca de sus hábitos
pasados.
6. Actividad 8 (My life then and now):
El/La estudiante escribirá acerca de
Producto 6: Relación de verbos con
cómo su vida solía ser en su infancia y imagen. Rúbrica.
como ha cambiado ahora.
7. Actividad 7 (Childhood memories):
El/La estudiante escucha el audio y Producto 7: Escritura de oraciones corregidas.
completa las oraciones con la Rúbrica.
información faltante.
Comunicar situaciones específicas de tu escuela El estudiante construye una historia en pasado

o tus familiares. donde relata un evento especial en el pasado.. Producto 8: Preguntas respondidas. Rúbrica.
[Ejemplo. I was walking in the park when the accident
happened.]
● Pasado continuo y los Producto 9: Escritura de oraciones
adverbios de tiempo 1. El/La estudiante
basadas en una imagen. Rúbrica.
comprende las estructuras para el
uso correcto de “past progressive”
para hablar de acciones que
Producto 10: Oraciones completadas. Rúbrica.
sucedieron al mismo tiempo que

otra.
Producto 11: Proyecto completado. Rúbrica.
2. Actividad 1 (vocabulary): El
estudiante identifica el vocabulario
necesario para completar la lección.
3. Actividad 2 y 3 (grammar): El
estudiante aplica las estructuras
gramaticales del Past Progressive
To communicate the specific situations of your para hablar de acciones simultáneas
school or relative’s work.
en el pasado.
4. Actividad 4 (reading): El estudiante
lee un texto y a partir de él responde
Past Continuous and the adverbs of
las preguntas dadas.
frequency
5. Actividad 5 (writing): El estudiante
observa una imagen y describe lo
que ve.
6. Actividad 6 (bad experiences):
El estudiante escucha el audio y
selecciona el nombre de la persona
que hace el comentario dado.
7. Actividad 7 (Project): El estudiante

escribe una carta hablando de un
día especial donde utiliza todo lo
visto durante el parcial.
Aprendizajes
esperados
Asignatura: Inglés II Campo Disciplinar: Comunicación Semestre: 2
Propósito de la asignatura Al final del segundo semestre, los estudiantes usarán los elementos del lenguaje para
expresar las actividades que están haciendo ahora, en el pasado, y para compartir y requerir
información personal de otras personas con frases simples y tareas que requieren un
intercambio simple y directo de información de su entorno y necesidades inmediatas.
Además, ellos continuarán practicando las habilidades del lenguaje para alcanzar una
interacción eficiente con estudiantes y promover el trabajo colaborativo con otros.
Aprendizajes esperados 3er parcial Estrategias de Aprendizaje Productos a Evaluar
Comunicarse en situaciones específicas de la escuela o del

El estudiante construye una historia en pasado
trabajo de conocidos
donde relata un evento especial en el pasado..
[Ejemplo. I was walking in the park when the
accident happened.]
● pasado continuo
El alumno pregunta y responde acerca de eventos
y actividades en el pasado.
1. El docente escribe en el pizarrón una Producto 1: Manual del
fecha y/o tiempo específico del pasado. estudiante. Practice
Por ejemplo: 8 o’clock last night. Activity #1. Lista de cotejo.
El alumno se refiere a un tiempo determinado en el que un
evento sucedió.
También escribe la pregunta: What were you
doing at 8 o’clock last night? Para ayudar a los
estudiantes, el docente puede mostrar alguna
El alumno habla acerca de lugares en los que estuvo en
actividad de la rutina diaria o actividad escolar y
algún momento en el pasado.
modelar una respuesta a la pregunta: “I was
studying at 8 o’clock last night”. De esta forma los
alumnos verán el ejemplo; algunos de ellos
podrán inferir la forma de redactar su respuesta,

otros solo escribirán la acción. Ambas pueden
Producto 2: Manual del
tomarse como válidas para introducir el tema del
estudiante Practice
“Past Progressive”. Los alumnos participan
Activity #2. Lista de cotejo.
leyendo su respuesta.
2. Los alumnos identifican en la oración que

se escribió por parte del docente los Producto 3: Escala Estimativa
elementos necesarios para expresar algo
que estaba ocurriendo en un tiempo
específico del pasado (8 o’clock last Producto 4: Actividad de
night). To be in past + verb + ing ending .
desarrollo: Completa los
En este punto es importante recordar el
ejercicios de la página X. Lista
uso del Verbo “BE” en pasado (WAS-
WERE) y recordar algunas acciones que de cotejo.
los alumnos ya conocen e incorporar
nuevo vocabulario. (Manual del
estudiante pág. 1 y 2). Producto 5: Crucigrama. Lista de
3. El docente escribe en el pizarrón algunas cotejo.
respuestas de sus alumnos y puede
conjuntar algunas con el uso de la palabra
“WHILE”
Por ejemplo: “While Jorge was sleeping Producto 6: Verbos escritos
Emma was playing videogames” correctamente. Lista de cotejo.
Producto 7: Contesta las preguntas

de la página
X. Lista de cotejo.
Producto 8: Escribe
correctamente los verbos en la
página X. Lista de cotejo.
Hablar sobre posibilidades y habilidades que se tenían en 4. El docente trabaja con las imágenes del
tiempo pasado manual del estudiante en la página 3
para pedirle a los estudiantes identificar Producto 2: Manual del
primeramente las acciones que se estudiante Practice
presentan en las imágenes ( swim, play, Activity #2. Lista de cotejo.
cook, wash the dishes, etc) y después
trabajar en participaciones de forma
oral o escritas. Producto 3: Escala Estimativa
5. El docente realiza preguntas de forma
oral y/o escritas sobre las acciones
realizadas por cada personaje de las Producto 4: Actividad de
imágenes. Pueden ser preguntas abiertas desarrollo: Completa los
o cerradas. Los alumnos contestan. ejercicios de la página X. Lista
6. El docente escribe la pregunta : “What de cotejo.
were you doing yesterday at this time?” .
Se explican las reglas del juego “Don’t say
a Word”. Los alumnos se dividen en dos Producto 5: Crucigrama. Lista de
equipos para realizar una competencia cotejo.
entre ellos. Cada equipo tendrá un turno
para que uno de sus integrantes pase al
frente y tome un pequeño papel donde Producto 6: Verbos escritos
estará escrita la respuesta a la pregunta. correctamente. Lista de cotejo.
La idea es que los alumnos dibujen la
acción que ellos están leyendo en el papel
y utilicen el pizarrón para que sus
Producto 7: Contesta las preguntas
compañeros de equipo adivinen y sumen
de la página
puntos. Los compañeros de equipo
pueden realizar preguntas cerradas (were X. Lista de cotejo.
you studying?, were you Reading?) o
pueden decir la oración de forma
afirmativa (you were studying, you were
reading).
Producto 8: Escribe
correctamente los verbos en la
7. En esta parte el docente podrá decidir
página X. Lista de cotejo.
las respuestas que considere que sus
alumnos pueden comunicar, o depende
del vocabulario que se haya trabajado
en las sesiones anteriores. El docente le
proporción el link a los estudiantes para
que escuchen un audio.
8. El profesor proporciona a los
estudiantes la teoría acerca del pasado
simple y pasado progresivo usando una
tabla comparativa enfocándose en las
diferencias entre estos tiempos verbales
(usos y formación de la oración).
Hablar sobre posibilidades y habilidades que se tenían en 9. El alumno identifica y traduce verbos Producto 9: Oraciones escritas.
tiempo pasado. mediante un crucigrama. El alumno Lista de cotejo.
identifica verbos mediante imágenes. El
docente explica la teoría de COULD y
COULDN’T. El alumno lee e identifica Producto 10: Actividad:
palabras claves en el texto y contesta las Completar oraciones. Lista de
preguntas. El alumno propone cotejo.
información y la coloca en las nubes de
diálogo utilizando COULD y COULDN’T
correctamente. Producto 11: Actividad: Ordenar
10. El alumno elabora oraciones cortas oraciones. Lista de cotejo.
utilizando COULD y COULDN’T. El alumno
selecciona y coloca correctamente las
acepciones del verbo could.
Producto 12: Actividad: Lectura de
11. El estudiante lee algunos ejemplos y
Comprensión. Cuestionario. Lista
compara la estructura “was/were able
de cotejo.
to” con el uso del verbo “Could”.
12. Grammar: Con apoyo del profesor, se Producto 13: Actividad:

explica el uso de la estructura “was/were able Elaboración de un texto. El
to” en sus tres formas: afirmativa, negativa e docente decide si los estudiantes
interrogativa. realizan menos o más renglones a
los sugeridos. Lista de cotejo.
13. Grammar practice: Los estudiantes
completarán las oraciones utilizando la
forma correcta de la estructura was/were
Producto 14: Autoevaluación.
able to.
14. Reading comprehension: El estudiante

realiza la lectura y contesta las preguntas
de comprensión.
15. Writing: Basado en la lectura anterior

el estudiante realiza un escrito sobre sus
propias experiencias pasadas (logros) y
las de sus familiares más cercanos. El
profesor facilita al estudiante el link para
que pueda revisar un video respecto a los
verbos modales de habilidades.
16. Writing: Basado en la lectura anterior

el estudiante realiza un escrito sobre sus
propias experiencias pasadas (logros) y
las de sus familiares más cercanos. El
profesor facilita al estudiante el link para
que pueda revisar un video respecto a los
verbos modales de habilidades
Departamento de Planes, Programas y Superación Académica
Manual del Estudiante - Aprendizajes Esperados
Semestre: II
Asignatura INGLÉS II
SIMPLE PAST OF IRREGULAR AND REGULAR VERBS
Activity 1. Directions: Circle the verb in each sentence. Then write Regular verb or Irregular verb on the line
according to the verb.
1) Yesterday, Rosy lost her cell phone here.

2) Melanie worked a lot.
3) Paulo brought the ball to Leslie.
4) Sophie threw the rock so far.
5) We waited for weeks.
6) The police officer needed a new pair of sunglasses.
7) She found her cat in the garden.
8) My sister helped me with my dance steps.
9) I practiced soccer every weekend.
10 You forgot your snickers in your home.
Activity 2. Directions: Read the next poem.
The Storm
“I heard the wind,

it howled,
It whistled,
It sighed,
It whizzed,
The wind freshened,
and got up strongly
then dropped suddenly
and branches cracked.
Falling brown
leaves twisted,
and curled,
and spun,
on the ground.
The wind blew loud
it rumbled
it roared,
it burst,
and darkened the sky.
The trees danced,
The sky grew black,
And it rained,
it flashed,
it lightened,
it poured,
water attacked.
Activity 3: Directions: Write over there the verbs that are in the poem, in simple past, full infinitive, and their
meaning in Spanish.
IRREGULAR VERBS REGULAR VERBS

SIMPLE FULL MEANING SIMPLE FULL MEANING
PAST INFINITIVE IN PAST INFINITIVE IN
SPANISH SPANISH
Activity 4: Directions: Draw a picture that shows what the poem is talking about.
Activity 5: Directions: Complete the story by writing the past tense of the verbs from the box.
sleep stay be take go
Joseph and Jessica (1)_______________ for Aguascalientes Friday night. It (2)_________________ two hours
to arrive in Aguascalientes. It (3)_______________ an exciting trip. They (4)____________ in a hotel the first
night. The next two days, they (5)_______________ at a friend’s house.
visit have eat enjoy play hang out
On Saturday morning they (6)____________ soccer. In the afternoon they (7)_______________ to

the “City Hall”. They really (8)_______________ it. On Saturday night they (9)_____________ dinner in a
restaurant and __________ (10) the famous Enchiladas Hidrocálidas. Later, they (11) ___________
downtown.
dance buy stop by meet celebrate sing
On Sunday morning they (12)_____________ guava candies. Also they (13)_______________ the Guadalupe
Posada´s Museum. At night, they (14)_______________ their aunt´s birthday. They (15)___________ new
friends, they (16)________________ salsa and (17) _____________ lots of songs. What a funny weekend!
Activity 6: Directions: Complete the crossword writing the verbs in past tense.
SIMPLE PAST TENSE OF VERB TO BE
Activity 7. Directions: Complete next sentences using the verb to be in simple past tense
1. I ____________ student when I __________ young.

2. You __________ at school yesterday.
3. He ___________ 16 years old last semester.
4. She ___________ in the mall.
5. It ___________ dangerous.
6. We _____________ happy.
7. They ____________ cold last winter.
8. Victoria _______________ thirty before eating.
9. My friends _______________ late for the appointment.
10. Susan and Joseph __________________ in the house.
11. My classmates and I _____________ nervous before the math exam.
12. The car ______________ clean.
13. You ___________ at the dentist.
14. John _____________ in love with you.
15. We ____________ famous doctors.
Activity 8: Directions: Complete the sentences with “wasn´t” or “weren´t”, according to the subject.
1. Today Melanie is in town, but yesterday she _______________

2. Yesterday I __________ happy, but now I am glad.
3. This week my parents are in holydays, but last week they _____________
4. Last week Tony _____________ 15 years old, but today he is.
5. Last month the fields _____________ green, but now they are.
6. Yesterday my neighbors _____________ in their house, but now they are.
7. In the morning the computer ____________ turned on, but now it is.
8. When I was young I _____________ in love, but now I am.
9. Before eating she __________ hungry, but now she is.
10. Last summer Danny ______________ on the beach, but this summer he is.
Activity 9: Directions: Write an “or questions” and a short answer with the next words.
Question Answer
1) Laurence / tall / short
2) Alex and Andrew / smart / fool
3) Crystal / heavy / thin
4) The chairs / black / white
5) Houses / cheap / expensive
6) Anna / shy / talkative
7) Your office / neat / disorganized
8) His hair / curly / straight
9) Their brothers / strong / weak
10) Math Classes / easy / difficult
LESSON: HOW IT WAS!

GRAMMAR: SIMPLE PAST OF REGULAR AND IRREGULAR VERBS
OBJECTIVE: Students will be able to recognize the Simple Past Tense structure in affirmative, negative and
interrogative form.
SIMPLE PAST OF IRREGULAR AND REGULAR VERBS
Activity 11. Directions: Use a highlighter to mark the verb in each sentence. Then choose one of these
emoticons: 😊 for regular verbs or 🙃 for irregular verbs, then draw it at the left of the sentence.
1. Last year, we visited Mayan peninsula.

2. We traveled by car from CDMX to reach up there.
3. My dad drove from Palenque, Chiapas to Tabasco.
4. We saw an amazing sunrise in Ciudad del Carmen.
5. We could not watch dolphins on Laguna de Términos.
6. My sister slept all the way through the Mayan route.
7. There we heard about the Mayan Train.
8. Once in Quintana Roo, we felt excited.
9. We spent good time in Chiapas, Tabasco, Campeche, Yucatán and Quintana Roo.
10. Cancun got our hearts at first glance.
PRODUCT 12. Directions: Circle the verbs in past tense in the next excerpt from Demian, by Herman Hesse,
and then discuss the passage with a classmate.
Activity 13. Directions: Using the same verbs from Demian excerpt, write
your own version of that story.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________
______________________________________________________________
Activity 14: Directions: Draw the vacation pictured in PRODUCT 1, you can add as many details as you can
imagine.
Activity 15: Directions: Highlight the verbs in simple past in the text and then complete the table as seen.
Underwater Caves in Mexico: What are Cenotes?

By Shelley
Updated June 11, 2022
(FRAGMENT) Mexico Culture Blogs, Yucatan Peninsula
https://travelmexicosolo.com/best-underwater-caves-in-mexico/
The word cenote means “sinkhole,” or limestone sinkhole, but they are
essentially natural fresh water pools. Most of them were connected by
underground rivers, and located in the Riviera Maya. Some are above
ground, and some are underwater caves with unique geological
formations.
The Yucatan Peninsula was home of the ancient Mayans and yet for the
Mayan people in Mexico. Due to Cenotes were their largest source of
water to drink, they were considered sacred places of great reverence
and still now.
There are several cenotes you can explore including Cenote El Pit and
Cenote Pet Cemetery. The Pet Cemetery Cenote earned its nickname
because there have been human remains, animal remains and extinct
fauna discovered throughout the years. In fact, the oldest human skeleton
and skeletal remains on the Americas, known as Naia, were found here.
VERBS
SIMPLE PAST TRANSLATION
Connected Conectado-s
Activity 16: Directions: Read the infographic and reinforce some verbs in simple past.
GRAMMAR: SIMPLE PAST TENSE OF VERB TO BE
Activity 17. Directions: Complete the sentences using the proper form of verb to be in simple past.
1. We __________ having fun in our last vacation.

2. My sister ___________ her birthday in the Yucatan Peninsula.
3. My parents ___________ so happy visiting Cenotes in Yucatán.
4. I _______ nervous before entering the Grutas de Lol-Tun.
5. We _____________ happy to discover the fascinating Mayan world.
6. Our Mayan guide __________ a great storyteller.
7. Our group _______ invited to meet a Mayan priest.
8. Our hotel __________ so crowded.
9. Mayan gastronomy _________ a great discovery.
10. Tulum sightseeing tour___________ one of the best part of our vacation.
Activity 18: Directions: Complete with “wasn’t” or “weren´t”, as corresponding.
1. Xavi and his family _______________ camping in the mountains on their last vacations.
2. His sister _____________ awake the whole trip.
3. Their parents _____________ sad on vacation.
4. His luggage _______________ lost at the hotel.
5. His birthday _____________ celebrated in Chiapas.
THERE WAS & THERE WERE GRAMMAR
La estructura en inglés 'there was' y 'there were' se utiliza para expresar cantidad en pasado. Vamos a ver un
ejemplo para comprender a qué hacemos referencia.
Había una mujer en el parque.

Había dos mujeres en una cafetería.
Lo único que debemos tener en cuenta para usar esta estructura es si estamos hablando de singular o plural,
así como la forma correcta del verbo 'to be.'
► AFIRMATIVA: Utilizamos ‘there was’ con cuando hablamos en singular. Sin embargo, si hablamos en plural
utilizamos ‘there were’.
there + was/were + resto de frase
Había una mujer en el parque.

There was a woman in the park.
Había dos mujeres en una cafetería.
There were two women in a café.
* Recuerda que este verbo es impersonal y en español no existe diferencia para singular y plural. En inglés sí
hacemos distinción.
► NEGATIVA: Para hacer las negaciones negamos el verbo ‘to be’ añadiendo la partícula ‘not’ detrás del
verbo o con la forma contraída.
there + wasn't/weren't + resto de frase
No había una mujer en el parque.

There wasn't a woman in the park.
No había dos mujeres en una cafetería.
There weren't two women in a café.
* Podemos encontrar la forma completa 'there was not' o 'there were not', pero es mucho más común la
forma contraída.
► INTERROGATIVA: Para la formación de preguntas necesitamos invertir el verbo ‘to be’ y la partícula
'there', tal y como vemos en el ejemplo.
was/were + there + resto de frase?
¿Había una mujer en el parque?

Was there a woman in the park?
¿Había dos mujeres en una cafetería?
Were there two women in a café?
► RESPUESTAS CORTAS: Para dar respuestas cortas debemos utilizar la forma correspondiente del verbo 'to
be' en pasado, respetando si es singular o plural.
Is there a woman in the park?

Yes, there was. / No, there wasn’t.
Are there two women in a café?
Yes, there were. / No, there weren’t.
* Utilizamos la forma completa en las respuestas afirmativas, mientras que utilizamos la forma contraída en
las respuestas negativas.
Los aspectos importantes que debemos tener en cuenta son los siguientes:
▪ Es importante que conozcas el verbo To Be (forma en pasado) ya que te ayudará a
comprender mejor las formas usadas en este tiempo.
▪ Recuerda que el verbo 'haber' en español es impersonal y por lo tanto no hay diferencia
entre singular y plural. Sin embargo, en inglés sí distinguimos entre singular y plural.
▪ Este verbo suele combinarse con las partículas some y Any para indicar cantidad.
Activity 19. THINK about this. Underline “was” or “were” (CONSIDER THE PAST CONTEXT)
A hundred years ago...

1. There was / were fewer cars in the cities.
2. There was / were healthier food.
3. There was / were less technology.
4. There was / were fewer universities.
5. There was / were less pollution.
6. There was / were more children.
7. There wasn’t / weren’t any computers at schools.
8. There wasn’t / weren’t any cell phones.
9. Was / Were any international companies in Mexico?
10. Was / Were any mortal diseases in the world?
Activity 20. Fill in the blank. Complete the sentences using there was / there wasn’t / was there / there
were / there weren’t / were there.
1. I was hungry but ________________ anything to eat.

2. _________________________ any letters for me yesterday?
3. _________________________ a football match on tv last night. Did you see it?
4. Did you stay at a very nice hotel? ___________________________ a swimming pool?
5. The wallet was empty. _____________________________ any money in it.
6. ‘Did you by any eggs?’ ‘No, ___________________________ any in the shop.
7. Twenty years ago, _______________________ many tourists here. Now there are a lot.
8. ________________________________ many people at the meeting?’ ‘No, very few’.
Activity 21. Underground Cities. Identify the forms There was y There were. Read the passage and
write T if the statements are true or F if the statements are false according to the passage.
UNDERGROUND CITIES
In Cappadocia, Turkey there are over 200 ancient cities under the ground. Some of these cities are about
three thousand years old. There are secret passages between the cities. The passages are sometimes
many kilometers long. Nobody lives there anymore but a lot of people visit them and they are very
famous., They are a tourist attraction.
In the past, however, there were thousands of people living in the underground cities, there were houses,
kitchens, shops, churches, schools and places to keep the animals and food. What was the reason for
these mysterious places? Three thousand years ago, people were frightened of the cold winters and of
the wild animal above the ground. Years later, people were frightened of the Romans, and the cities were
good places to hide.
It probably wasn´t fun living for months, or even years, in these dark places. There wasn´t any electricity
and there weren´t any sports centers, cinemas, parks, stadiums or other exciting places to go. But today
Cappadocia is an amazing place to visit.
True or False?
The cities in Cappadocia are a hundred years old. ________
The underground cities in Cappadocia are around 3000 years old. ________
These cities are connected with short passages. ________
Many famous people live there. ________
There weren´t any schools in these mysterious cities. ________
There wasn´t food in these cities. ________

Underground cities were safe in winter. ________
Underground cities were bright places. ________
It was very exciting to live in these cities for a long time ________
a) Match the adjectives used in the passage with their synonyms.
1 Ancient. ( ) a. Popular
2 Famous ( ) b. Obscure
3 Mysterious ( ) c. Enigmatic
4 Frightened. ( ) d. Savage
5 Wild ( ) e. Fun
6 Dark ( ) f. Scared
7 Exciting ( ) g. Wonderful
8 Amazing ( ) h. Very Old
Activity 22. There was there were in Cappadocia. C. Reading Strategy Create a mind map according to the
places that were or weren´t in Cappadocia. Feel free to use your creativity, adjectives and all the structures
of there was or there were.
RUBRICA PARA EVALUAR MAPA MENTAL
Ponderación Ponderación Ponderación

ELEMENTO Tres o más veces Una o dos veces Una o dos veces
solamente mal formulados
Utiliza la expresión “There was”
correctamente
3 puntos 2 puntos 1 punto
Utiliza la expresión “There were”
correctamente
Utiliza “some” y/o “any”
Utiliza “There wasn´t / there weren´t”
Utiliza la estructura Todo el tiempo y Casi siempre, algunas Pocas veces o
“Sujeto/Verbo/Complemento” bien estructurada veces mal estructurada. nunca.
correctamente.
Nombra lugares de la ciudad Más de seis Más de cuatro, menos De 1 a tres

de seis.
TOTAL
LA MÁXIMA CALIFICACIÓN SUMARÁ 20 PUNTOS QUE SE DIVIDIRÁN ENTRE DOS PARA UN TOTAL MÁXIMO
DE DIEZ
Activity 23. My Living room before and After– Look at the pictures and make a list in English of the
furniture and objects found in the living room (before and after). Compare your list with a partner.
OBJECTS FURNITURE
lamp sofa
BEFORE AFTER
Activity 24. Write in your notebook 15 interrogative sentences using there was there were to talk about the
differences between the pictures.
Activity 25. There was /There were

Describe the existence of objects and furniture in your living room or nay room you remember when you
were a child. Record a one minute audio with the description. You can use the following page to record
your audio https://vocaroo.com. Don´t forget to check the rubric.
RUBRIC AUDIO FILE
Excellent Good Must improve Not enough

ASPECTS
4 3 2 1
Your You pronounced Your pronunciation is You are having
PRONUNCIATION pronunciatio some words not clear, you invented notable trouble
n is clear, correctly, and pronunciation or pronouncing words.
with 3 or 4 others are not pronounced words as Production is
errors. The correct. they are spelled. inconsisted and it is
message is difficult to get the
comprehensi message.
ble.
FLUENCY You used a Your speech Your speech Your fluency is

clear and responds to the demonstrates some difficult. You have
articulated prompt with few fluency and you are problems with the
speech with errors and able to construct simple ability to put words
no relative sentences. together in a
hesitation. confidence. sentence.
Your content Your content is Your content has some Your content is not
reflects deep relevant to the relevance to the topic, relevant to the
understandin topic, with 3 or but there are more than prompt or question.
g of the 4 errors related 4 mistakes related to You used There
topic. You to the use of the use of There was/ was / There were
CONTENT
used There There was There were. incorrectly, there is
(THERE WAS/
was / There /There were. no distinction
THERE WERE)
were between singular
correctly. and plural nouns
when the structure
is used.
Your speech You had 3 or 4 Your word choice is You used just a few
has incorrectly used very basic, with many words; none related
contextualiz vocabulary (5 or 6) errors. to the topic. The
ed related to speech is not
VOCABULARY
vocabulary Spanish comprehensible.
and the idea interference or
is cohesive there are
and invented words.
coherent.
SIMPLE PAST TENSE

The past tense or the preterite, expresses completed actions in the recent and distant past. It is the basic
past tense in English grammar. We form this tense with the past simple form of the main verb and did, the
past simple form of the auxiliary verb do.
USES
● To express completed action in the past :
I saw a scary ghost last night.
● To describe series of completed actions in the past:
I finished my homework, drink a cup of coffee and watched a horror movie.
● To express habits in the past
When I was a little girl I used to watch cartoons after school for hours.
STRUCTURE
TO BE VERBS
+ S + was/ were + v + c + Verb – ed
They were friends when they She danced in the festival last
were kids year
- S + was/ were +not+ v + c - S + did not /didn’t + verb + c
Richard wasn´t teacher in Marco didn´t go to the park

2020 yesterday
? S + was/ were + v + c+ ? ? Did + s + v + c + ?
Were Sandra and Lucy friends? Did you do your English

project?
Yes/No questions with short answers Example:
YES/NO SHORT ANSWERS Did you see the film?

QUESTIONS
Did + subj + Yes + subj + did Yes, I did.
verb+ c+? No, + subj + didn´t No, I didn’t.
Wh-questions
Wh question + did + subj + verb + ?.
Why did you work?
Where did she go?
When did they arrive to México?
What did the tell you?

teacher
Which course did you choose?
Who ate all the

chocolate?
Whom did he call?
How did you get there?

Activity 26. Regular and Irregular verbs Simple Past

Organize the verbs in each column. Write the simple past form beside them.
paint listen go break do make study watch smile write
see like have think clean be watch visit eat dance
REGULAR VERBS IRREGULAR VERBS

Paint - Painted See - saw
Example:
Last week a girl from Tokio, Japan joined our class.
She came in, introduced herself, and began to talk about her country and its
traditions. She showed us where she was from on a map that was in the
classroom. While she was talking about her home town, the school bell
suddenly rang.
If I spoke Japanese, I would love to go on a holiday to Japan with my family.
How to conjugate the Simple Past
The verb be
The verb be is irregular in the simple past:
positive negative question

I/he/she/it I was I was not Was I?
you/we/they you were you were not Were you?
Activity 27. Grammar Simple past tense
Affirmative Form
Complete the sentences with the simple past tense.
1. They _______ (eat) delicious vegetables from the farm.
2. Last evening he ___________(watch) the TV before going to bed.
3. My granny _______ (sing) in a band when she was a child.
4. I ______________(visit) my relatives in Canada the last summer.
5. She ____________(return) home by car yesterday.
TIME EXPRESSION FOR SIMPLE PAST TENSE
last ago yesterday
last night 10 minutes ago yesterday
last Sunday an hour ago yesterday morning
last week three days ago yesterday afternoon
last weekend a week ago yesterday evening
last year a month ago the day before

yesterday
last month a year ago
Activity 28.
Change the affirmative sentences into the negative simple past tense form.
6. Mark read the latest Harry Potter book.
7. My mom walked Diana’s dogs last night.
8. Carl and Fred went fishing last Saturday.
9. Sharon tidied her room yesterday afternoon.
10. I rode a scooter yesterday afternoon.
Interrogative Form
Make question sentences with the simple past tense
11. when / Peter / to buy / a new car /?
12. what / She / to have / for lunch/?
13. know / the party/ you/Did/?
14. she/say/Did/anything/?
15. a girl/ China/ our class/ Did/ from/to join/last week?

Group:
Date: / /
Name:
___________________________________________________________
Last name Name(s)
PRODUCTO 28 EVALUACIÓN Satisfactorio Necesita mejorar

Repaso de oraciones en pasado simple con Was / Were / Did
Comprende el uso del verbo “To Be” en pasado simple
(Was/Were)
Rellenó todos los espacios en blancos con el auxiliar
was/were/did
Identificó oraciones en tiempo pasado con Was
correctamente
Identificó oraciones en tiempo pasado con Were
correctamente
Identificó oraciones en tiempo pasado con Did correctamente
Disipó dudas con su docente o sus pares
Entregó en tiempo y forma
Activity 29. Grammar Simple past tense
Find the mistakes and answer the next questions.
Find the mistake in each sentence and rewrite the question in its correct form,finally answer them using
short answers in negative or affirmative. Yes + s + did
No + s + didn’t.
A) Do the English teacher teach a new grammar lesson today?
Did the English teacher teach a new grammar lesson today? Yes, she did.
B) Did the boys drinked sodas at the party last night ?
_________________________________________________________________________
C) Did Samantha eaten fish yesterday?
_________________________________________________________________________
D) Do your friends closen the windows last night ?
________________________________________________________________________
E) Did she had hamburgers with French fries for dinner yesterday?
_________________________________________________________________________
F) Does you have a nice weekend?
_________________________________________________________________________
LISTA DE COTEJO PRODUCTO 29
Group:
Date: / /
Name:
___________________________________________________________
Last name Name(s)
PRODUCT 29 Satisfactoriamente Necesita mejorar

Encuentra el error en cada pregunta en pasado
simple y responde con respuestas cortas
Identificó los errores en cada una de las oraciones
interrogativas en pasado simple
Re-escribió las oraciones interrogativas en tiempo
pasado correctamente
Elaboró respuestas cortas correctamente

Usó correctamente mayúsculas y signos de
interrogación correctamente al realizar oraciones
Activity 30. Reading Simple past tense
Find the mistakes.
This story has lots of mistakes. There are 33 verbs in

the wrong tense!
Can you find them all: circle them up!
I wake up at 7:00 a.m. this morning and I get out of my

bed. It is a fresh and beautiful day! The sun was shining
and the wind was blowing. I decide that I would go for a
walk to dowtown. I start by walking down my road. I push
open my gate and close it behind me. I walk for kilometers and kilometers along a beautiful country road. I
even visit my grandmother. Along the way I pass a young pretty lady selling fruit. ‘How much are the
pineapple with watermelon bags?’ I ask, “$40 pesos for a bag” she say. I pay the lady and I continue to
walk. I eat all of the fruits except for one, which I drop on the ground, they are delicious.
After a while I meet a man, this man have a donkey. The donkey was a little bit tired, as I could see, and...
Oh my god! it have blue eyes. ‘What is his name?’ I ask the man. “His name is Joe,” say the man and they
stayed there for a few minutes.
I realized that I walk for a very long time, because soon the sun begin to go down. It is beautiful! I thought,
I love sunsets. I get home at about 7:30. I is very tired, normally I go to bed at 9:00 p.m. I washed my
teeth, put on my pyjamas, rub my hands together and went straight to bed. As soon as my head hit the
pillow I fall asleep. That is the best walk of my life, I love it. The next day I call my daughter and tell her
all about it.
Write all the verbs in past simple tense

Group:
Date: / /
Name:
___________________________________________________________
Last name Name(s)
Lista de cotejo producto 30 Satisfactoriamente Necesita mejorar

Encuentra los 33 errores en la lectura
Encontró los 33 errores (subraya el rango) Encontré: de 0 a 10 Encontré: de 0 a 10
Utiliza un marcatextos para ubicar el rango Encontré: de 11 a 20 Encontré: de 11 a 20
Encontré: de 21 a 30 Encontré: de 21 a 30
Encontré: de 30 a 33 Encontré: de 30 a 33
Re-escribió correctamente el pasado de cada verbo con error
Activity 31. Practice your English Writing skills
Answer the questions about you. Use the past simple in your answers.
1. What did you do yesterday?
_________________________________________________________
2. What time did you go to bed last night?
_________________________________________________________
3. What time did you get up this morning?
_________________________________________________________
4. What did you have for breakfast this morning?
_________________________________________________________
5. What time did you arrive in class today?
_________________________________________________________
6. What did you watch on TV yesterday?
_______________________________________________________
7. How much money did you spend yesterday?
_________________________________________________________
8. Did you go on-line this morning?
_________________________________________________________
Group:
Date: / /
Name:
___________________________________________________________
Last name Name(s)
PRODUCTO 31 EVALUACIÓN Satisfactoriamente Necesita mejorar

Práctica de respuestas a preguntas en pasado simple sobre tí
Respondió a las preguntas
Utiliza los verbos regulares e irregulares correctamente para
responder
Activity 32. Activity for social media
FACEBOOK ACTIVITY
You will start a conversation to a friend and you will interact each other.
Your friend to you:
Hey, I didn’t see you last weekend! Where were you? What did you do?
Write your answer:

Group:
Date: / /
Name:
___________________________________________________________
Last name Name(s)
PRODUCT 32 Satisfactoriamente Necesita mejorar

Interacción entre alumnos pares pasado simple en
Facebook
No te ví el fín de semana pasado... ¿Dónde
estuviste? ¿Qué hiciste?
Respondió a las dos preguntas

Utiliza los verbos regulares e irregulares
correctamente para responder
Entregó en tiempo y forma captura de interacción
Activity 33. Self Evaluation Simple past tense
Simple past English Grammar Review
Underline the correct option.

Which one is the Grammar Structure in the Simple Past?
● 2nd column of the table of the irregular verbs

● infinitive + -ed
● was/were + infinitive + -ing
Underline the verbs that are in the Simple Past Tense.
● had
● has
● played
● was / were
Which of the following words are used with the Simple Past (signal words)?
● at the moment
● in 2002
● two weeks ago
● while
● yesterday
In which sentence is the Simple Past used correctly?
● Steven forgetted his homework.

● Steven forgot his homework.
● Steven forgots his homework.
Which sentence is in the Simple Past?
● She has read a book.

● She read a book.
● She reads a book.
Which question is in the Simple Past?
● Did you saw her?

● Did you see her?
● Have you seen her?
Activity 34. Complete the table below with the missing verbs.
Simple present Past simple Simple present Past simple
Go Went Drank
Drove Returned
Picked up Arrived
Visited Tell Told
Listen Listened Was
Danced Cut
Ate Read Read

Activity 35. Read the following text and answer the questions 1-5.
What did Fernando do last weekend?
Fernando went to Súchil last weekend to celebrate the Patronage Festival. First, he drove eight minutes from
Vicente Guerrero to Súchil with his friend Yessenia. Second, they picked another friend up at her house. Then,
they visited the main square where they listened to Banda music and danced all night long. Also, Fernando
ate some beef tacos and drank a soda. Finally, Fernando returned to his house at midnight. When he arrived
home, he told his family that Súchil was an amazing place to visit.
Answer the questions.
1. What did Fernando do last weekend? _________________________
2. What did Fernando eat? ___________________________________
3. What did Fernando drink? __________________________________
4. What time did Fernando arrive home? ________________________
5. What place did Fernando visit in Súchil? _______________________
Directions: Check the Wh question words from the box.
Wh question words
What Who Why
How Where When

We will use Wh question words to ask certain types of questions.
Questions in simple past
Directions: Check the structure to ask questions in the simple past using Wh question words.
Structure: Wh + Did + subject + verb + Complement + time marker + ?
Example: Where did you go last week?
Activity 36: Complete the table below using the prompts provided and your own ideas.
Wh word did Subject Verb Complement Time marker ?
What your sister yesterday
When Did to Monterrey _____________________
How pass
Where last Monday
What Did in the store
Why the teacher ?

Activity 37. Work in groups of 3 or 4 and write questions in the simple past. Then ask and answer the questions
orally.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
Negative simple past
Activity 38. Read the following text and answer the questions 1-5.
Things Fernando did not do last year
Fernando didn’t do many things last year. First, he didn’t do exercise because he was very tired. Second, he
didn’t learn French because he didn’t have time. Third, he didn’t travel to another country because he didn’t
have enough money. Last year, Fernando didn’t visit his cousins who live in The United States, because the
plane tickets were too expensive. Finally, he didn’t learn to play the guitar because he didn’t find someone to
teach him.
1. Did Fernando do exercise last year? _______________________________
2. Did Fernando learn French last year? ______________________________
3. Did Fernando have a little money last year? _________________________
4. Did Fernando go to the United States last year? ______________________
5. Did Fernando want to learn to play an instrument last year? _____________

Directions: Check the structure of Past Simple Negative Form.
Structure: Subject + did + not + verb + complement
Example: She didn’t buy gorditas at the local market.
Activity 39. Complete the sentences with your own ideas. Check the example 0.
0. I didn’t watch Netflix last night.______________________________________
1. My mom didn’t ___________________________________________________
2. My brother didn’t _________________________________________________
3. The Math teacher didn’t ____________________________________________
4. The principal didn’t ________________________________________________
5. I didn’t _________________________________________________________
Activity 40. Write the things you did not do last year.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
Activity 41. Listening: What did you do last weekend?
Listen to two people talking about their last weekend. What did Lucia do at the weekend? Put the events in order. There
are THREE extra events that you do not need.
Listen the video: https://www.youtube.com/watch?v=w7EUJ1-aEpI&t=28s
From:https://hip2save.com/2019/12/08/buy-one-get-one-free-womens-boots-at-macys-free-shipping-on-25/
From: https://www.hoteles.com/go/england/london?pos=HCOM_LATAM&locale=es_MX
A _______ B _______
From: https://www.gestionistaitalia.com/noticias/carnaval-venecia-historia-fiesta/ From: https://www.traveller.com.au/the-art-of-sharing-food-how-to-deal-with-communal-eating-in-west-

africa-h1js5z
C _______ D _______
From: https://toursinvalencia.com/tours/sailing-trips-and-boat/
From: https://www.hotelsone.com/torreon-hotels-mx/sleep-inn-torreon.es.html
E_______ F ________
From: https://www.asianage.com/life/food/190518/buy-fresh-organic-food-at-the-bandra-farmers- From: https://voxatl.org/see-lion-king-musical-fox-theatre/

market.html
G _______ H ______
From: https://www.visitnorway.com/plan-your-trip/getting-around/by-train/beautiful-journeys/
From: https://www.racked.com/2016/10/7/13150428/leather-jacket-clean-protect
J ______
I _______
From: https://myautoworld.com/autonews/33607/driving-in-car From: https://www.istockphoto.com/es/fotos/eating-fish-and-chips

K _______ L ______
Self-evaluation
Student´s name: Yes No

(1 pt) (0 pt)
I identified the first action
I identified the second action
I identified the third action
I identified the fourth action
I identified the fifth action
I identified the fifth action
I identified the sixth action
I identified the seventh action
I identified the eighth action
I identified the ninth action
I identified the THREE extra events
Total
IRREGULAR VERBS
abide abided / abode abided / abode Aguantar

alight alighted / alit alighted / alit Iluminar
arise Arose arisen levantar, erguer
awake awoke / awaked awoken / awaked acordar, despertar
(to) be was, were been ser, estar
bear bore born / borne levar, aguantar
beat beat beaten batir, golpear
become became become hacerse, ponerse
beget begot/begat begotten Engendrar
begin began begun Comenzar
bend bent bent Torcer
bereave bereaved / bereft bereaved / bereft Despojar
beseech besought / beseeched besought / beseeched Suplicar
bet bet bet Apostar
bid bid / bade bid / bidden Ofrecer
bind bound bound atar, amarrar
bite bit bitten morder, picar
bleed bled bled Sangrar
blow blew blown Soplar
break broke broken Romper
breed bred bred Criar
bring brought brought Traer
broadcast broadcast / broadcasted broadcast / broadcasted transmitir, emitir
build built built Construer
burn burned / burnt burned / burnt Quemar
burst burst burst reventar(se), romper(se)
buy bought bought Comprar
can could Poder
cast cast cast echar, lanzar
catch caught caught coger, agarrar
chide chided / chid chided / chidden Reprender
choose chose chosen Elegir
cleave cleft / cleaved, clove cleft / cleaved, cloven lascar, rachar
cling clung clung pegarse, agarrarse
clothe clothed / clad clothed / clad Vestir
come came come venir, llegar
cost cost cost costar, valer
creep crept crept Arrastrarse
crow crowed crowed / crew cacarear, alardear
cut cut cut Cortar
deal dealt dealt tramitar, operar
dig dug dug cavar, excavar
dive dived / dove (US) dived tirarse, sumergirse
do did done Hacer
draw drew drawn tirar, sacar
dream dreamt / dreamed dreamt / dreamed Sonar
drink drank drunk beber, tomar
drive drove driven Conducer
eat ate eaten Comer
dwell dwelt / dwelled dwelt / dwelled morar, vivir

fall fell fallen Reprobar
feed fed fed Alimentar
feel felt felt Sentir
fight fought fought luchar, pelear
find found found Encontrar
fit fit / fitted fit / fitted quedar (de ropa)
flee fled fled Huir
fling flung flung lanzar, arrojar
fly flew flown Volar
forbid forbade forbidden Prohibir
forecast forecast forcast Pronosticar
forget forgot forgotten Olvidar
forgive forgave forgiven perdonar, disculpar
forsake forsook forsaken Abandoner
freeze froze frozen Helar
geld gelded / gelt gelded / gelt Castrar
get got got Conseguir
gild gilded / gilt gilded / gilt Dorar
give gave given Dar
gnaw gnawed gnawed / gnawn Roer
go went gone Ir
grind ground ground moler, picar
grip gripped / gript gripped / gript Asir
grow grew grown Crecer
hang hung hung Colgar
have had had Tener
hear heard heard Oir
heave heaved / hove heaved / hove tirar, estirar
hew hewed hewed / hewn labrar, tallar
hide hid hidden Seconder
hit hit hit Golpear
hold held held tener, abrazar
hurt hurt hurt lastimar, perjudicar, doler
keep kept kept Guardar
kneel kneeled / knelt kneeled / knelt Arrodillarse
knit knitted / knit knitted / knit hacer, tricotar, tejer
know knew known Conocer
lade laded laded / laden cargar de
lay laid laid poner, colocar
lead led led llevar, guiar
lean leaned / leant leaned / leant Apoyarse
leap leaped / leapt leaped / leapt Saltar
learn learnt / learned learnt / learned Aprender
leave left left dejar, abandoner
lend lent lent Prestar
let let let Dejar
lie lay lain tenderse, acostarse
light lit / lighted lit / lighted encender, iluminar
lose lost lost Perder

make made made hacer, crear
may might Poder
mean meant meant Significar
meet met met Encontrar
melt melted melted / molten Derretir
misunderstand misunderstood misunderstood entender mal
mow mowed mowed / mown segar, cortar
offset offset offset Compensar
outbid outbid outbid pujar más alto que
overtake overtook overtaken Adelantar
pay paid paid Pagar
pen penned / pent penned / pent escribir, redactor
plead pleaded / pled pleaded / pled aducir, suplicar
prove proved proved / proven demostrar, probar
put put put Poner
quit quit quit renunciar, abandoner
read read read Leer
rid rid / ridded rid / ridded deshacerse de
ride rode ridden montar, pasear
ring rang rung Sonar
rise rose risen levantarse, elevarse
run ran run Corer
say said said Decir
saw sawed sawed / sawn Serrar
see saw seen ver, mirar
seek sought sought Buscar
sell sold sold Vender
send sent sent Enviar
set set set Poner
sew sewed sewed / sewn Coser
shake shook shaken sacudir, mover
shall should Deber
shave shaved shaved / shaven afeitar(se), rasurar(se)
shear sheared sheared / shorn Esquilar
shed shed shed Derramar
shine shone / shined shone / shined Brillar
shit shit / shitted / shat shit / shitted / shat Cagar
shoe shod / shoed shod / shoed Mostrar
shoot shot shot pegar un tiro a
show showed shown Mostrar
shred shred / shredded shred / shredded retalhar, triturar
shrink shrank / shrunk shrunk Encoger
shut shut shut Cerrar
sing sang sung Cantar
sink sank sunk Hundir
sit sat sat Sentar
slay slew slain Matar
sleep slept slept Dormir
slide slid slid deslizarse, resbalar

sling slung slung Lanzar
slink slinked / slunk slinked / slunk Zafarse
slit slit slit cortar, abrir
smell smelt / smelled smelt / smelled Oler
smite smote smitten Golpear
sow sowed sowed / sown Sembrar
speak spoke spoken< Hablar
speed sped / speeded sped / speeded correr a toda prisa
spell spelled / spelt spelled / spelt Deletrear
spend spent spent Gastar
spill spilled / split spilled / split Derramar
spin spun spun hacer girar
spill spilled / split spilled / split Derramar
spin spun spun hacer girar
spit spitted / spat spitted / spat espetar, soltar
split split split Divider
spoil spoilt spoilt Arruinar
spread spread spread tender, desplegar
spring sprang / sprung sprung Saltar
stand stood stood pararse, estar de pie
stave (in/off) stove / staved stove / staved evitar, aplazar
steal stole stolen Robar
stick stuck stuck Pegar
sting stung stung Picar
stink stank / stunk stunk Apestar
strew strewed strewed / strewn Esparcir
stride strode stridden andar a pasos largos
strike struck struck / stricken golpear, pegar
string strung strung ensartar, encordar
strive strove / strived striven / strived Esforzarse
swear swore sworn Jurar
sweep swept swept Barrer
swell swelled swelled / swollen Hincharse
swim swam swum Nadar
swing swung swung Mecer
take (away) took taken Tomar
teach taught taught Enseñar
tear tore torn rasgar, romper
telecast telecast / telecasted telecast / telecasted Televisar
tell told told Decir
think thought thought Pensar
thrive throve / thrived thriven / thrived Prosperar
throw threw thrown arrojar, echar
thrust thrust thrust empujar, clavar
tread trod trod / trodden Pisar
understand understood understood entender, comprender
upset upset upset afectar, disgustar
wake up woke up woken up Despertar
wear wore worn usar, vestir

weave weaved / wove weaved / woven Tejer
wed wed / wedded wed / wedded Casar
weep wept wept Llorar
wet wet / wetted wet / wetted Mojar
win won won Ganar
wind wound wound dejar sin aliento, ovillar
wring wrung wrung Torcer
write wrote written Escribir
2DO. PARCIAL
Aprendizaje esperado 4:
Used to
Comparar cosas que solía hacer y la forma en que solía ser con aquellas que hago ahora.
Observa las siguientes imágenes y relaciona con las oraciones.
___________
Utilizamos used to para hablar de cosas que realizábamos en el pasado (hábitos) y que normalmente ya no
hacemos en el presente.
En la forma afirmativa, utilizamos un sujeto (persona, animal, objeto) y combinamos con used to y un verbo
en su forma base.
En la forma negativa, añadimos el auxiliar de pasado simple

(didn’t) y la forma use to. También combinamos con un verbo en forma base.
En la forma interrogativa, utilizamos el auxiliar de pasado simple (did) antes del sujeto y la forma use to.
Agregamos un verbo en forma base.
Podemos usar algunas expresiones para enfatizar que hablamos de hábitos en el pasado.
Objective
At the end of this activity you will:

Use the right vocabulary related to aspects that describe past events, habits and routines that no longer
occur.
Activity 1: Vocabulary
Objective

Use the term "used to" from facts related to aspects that describe past events, habits and routines that no
longer occur.
Activity 2: Grammar
Instructions: Now it’s time to practice the structure, rearrange the words to make a sentence about what
happened in the past and what happens in the present.
1. prefers it / Samantha / long hair / short. / used to / have / she / but now
_______________________________________________________________
2. he / smoke / used to / a day / anymore. / but / doesn’t smoke / Paul / 10 cigarettes
_______________________________________________________________
3. he / My father / a big city. / moved to / live / in a small town / but / used to
_______________________________________________________________
4. take the bus / My brother / used to / but now / to school / has / he /

a car.
_______________________________________________________________
5. she / but now / drinks / Jennifer / drink / orange juice. / coffee / used / for breakfast
_______________________________________________________________
Activity 3: Grammar
Instructions: To know and practice verb forms expressing habits, check the sentences and choose which of
them are not possible when referring to habits.
1. We lived in Paris when I was a child

2. We used to live in Paris when I was a child
3. We live in Paris when I was a child
1. She used to start work at seven

2. She starts work at seven
3. She started work at seven
1. I had long hair

2. I used to have long hair
3. I have long hair
Activity 4: Grammar
Instructions: Complete the sentences by adding “used to” according to the sentence.
1. My family _________________ live in the country before coming to the city.
2. ___________ you ___________ go to visit your grandparents on vacations?
3. I _______________ hate eating vegetables, but I love them now.
4. He ______________ not _______________ smoke.
5. My brother _________________ play soccer when he was at school.

Activity 5: I used to live in Canada

Instructions: Read the passage about what Peter used to do some years ago. After reading there are some
questions for you to answer. There are two options (True and False) for you to select.
True False
1. Peter and his friends used to go to the school’s party and
then to their friend’s houses. _____ _____
2. The school used to offer a party every year. _____ _____
3. Peter lives in Canada now. _____ _____
4. Halloween is celebrated in the USA and Canada. _____ _____
5. Peter’s roommates used to wear the same style of _____ _____
costume.
Activity 6: Football
Instructions: You will read a passage about the beginnings of soccer and how this game arrived in Brazil.
Instructions: Choose the correct answer according to the

text.
1. In the 19th century…

a. formed a sports association authority.
b. every school used to have different rules for sports.
c. boys didn’t use to practice sports in schools.
2. In 1863…
a. a group of players wrote sports rules.
b. Charles used to go every month to Brazil.
c. Football became very popular.
3. Charles Miller …
a. took several footballs to Brazil.
b. used to play football when he was a little boy.
c. was very successful with soccer when he arrived to Brazil.
4. Miller and his team…

a. used to play in professional fields in Brazil.
b. attracted neighbors who watch them play.
c. were very successful when they invited journalists to see the game.
5. When the first amateurs played in Brazil, they used to…

a. make their rules.
b. play in a club
c. make their balls
Activity 7: Good memories.

Instructions: Tell me about your experience. Past habits make us have good memories even more when you
were a child. Write an answer to the following questions.
1. Did you use to play in the street outside your home?
______________________________________________________________
______________________________________________________________
2. What kind of toys did you use to play with?
______________________________________________________________
______________________________________________________________
3. What did you use to do in your vacations?
______________________________________________________________
______________________________________________________________
4. How did you use to celebrate Christmas?
______________________________________________________________
______________________________________________________________
5. Where did you use to play when you were a child?
______________________________________________________________
______________________________________________________________
Fuente:
UNAM - Ambiente Virtual de Idiomas - Unidad de Apoyo para el Aprendizaje
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/3654/mod_resource/content/26/contenido/index.html
Activity 8: My life then and now
Instructions: To put into practice the tense when you talk about habits or repeated actions in the past
which we don't do in the present anymore. Students work in trios and interview each other to complete the
chart about their lives now and when they were then…
Now When I was 10
Live
Where…
Free time
What…
Appearance
What…
Food
What kind of…
Dislikes
What…
Friends
Who…
Books
What kind of…
Activity 9: Childhood memories

Instructions: Scan the QR code. Listen to Alicia and Peter talk about their childhood memories, what did they
use to do? Complete the sentences.
Alicia’s family used to ______________ on weekends.

a) go to the movies b) go to the park
They’d get ____________ and they would share them.
a) popcorn b) snacks and drinks
Before, families used to ______ doing things together.
a) spend more time b) spend more money
Peter used to play __________ when he was younger.
a) the guitar b) the saxophone
Peter used to play in ________________ .
a) a jazz band b) a rock band
Autoevaluación aprendizaje esperado 4: Used to

INSTRUCCIONES: Completa la siguiente lista de acuerdo con el aprendizaje logrado del tema used to.
con
Si No
CRITERIO dificultad
☺ ☹
😐
1. Puedo entender correctamente textos escritos y orales acerca de hábitos en el
pasado de otras personas
2. Puedo crear oraciones afirmativas correctas utilizando used to
3. Puedo crear oraciones negativas correctas utilizando used to
4. Puedo crear oraciones interrogativas correctas utilizando used to
5. Puedo compartir de manera oral y escrita qué solía hacer en el pasado
6. Puedo compartir de manera oral y escrita cómo solía ser en el pasado

Comentarios sobre mi desempeño: ___________________________________
_________________________________________________________________
_________________________________________________________________
Aprendizaje esperado 5:
Past Progressive
Objective

Use the right vocabulary related to aspects that describe bad experiences.
Activity 1: Vocabulary
Activity 2: Grammar
Instructions: Unscramble the sentences and write them correctly using the formulas given before.
1.- You / making / were / sandwiches
______________________________________________
2.- My / sister / clothes / packing / was
______________________________________________
3.- She / planning / first / day / was
______________________________________________
4.- He / reading / new magazine / was
______________________________________________
5.- They / were / good / grades / get
______________________________________________
Activity 3: Grammar
Instructions: Choose the correct answer for each sentence.
A. Peter ____________ dinner when the telephone rang.
1. were cooking
2. cooked
3. was cooking
B. _____ you ______ for the taxi on the avenue at 9 p.m.?
1. was - waiting
2. were - waiting
3. waited - was
C. He ____________ a book, he __________ a newspaper.
1. were reading - weren't reading

2. wasn't reading - was reading
3. wasn't reading - were not
D. While they _________ video games, we ____________ cards.
1. was playing - were playing

2. weren't playing - wasn't playing
3. were playing - were playing
Activity 4: A strange experience
Instructions: Read the following text and answer the questions below.
Last month I was on holiday in Ireland with my mum and dad. One day, we were
driving through a small village.
It was time for lunch, so we stopped at a restaurant.
It was a large, old building. We looked through the window. There were lots of
people in the restaurant. They were eating, drinking and chatting. A musician was
playing the violin. But there was something strange about the people. They weren't
wearing normal, modern clothes. They were wearing hats, jackets and dresses from
another century. We couldn't understand it. But we were hungry, so we opened the
door.
When we went into the restaurant, everything was different. The people were
wearing normal clothes. The musician wasn't there- the music was on CD. It was a
very strange experience!
Daniel
1. Who was Daniel on holiday with?
_____________________________________________________________
2. Why did they stop at a restaurant?
_____________________________________________________________
3. What were the people in the restaurant doing?
_____________________________________________________________
4. What instrument was the musician playing?
_____________________________________________________________
5. What was strange about their clothes?
_____________________________________________________________
6. When they went into the restaurant, did they see the musician?
_____________________________________________________________
Activity 5: Writing
Instructions: Look at the picture and write 10 sentences about what the people were doing when the
teacher arrived at the school.
Example: When the teacher arrived, the girl in number 1 was sitting on a bench and she was studying.
1.- ___________________________________________________
2.- ___________________________________________________
3.- ___________________________________________________
4.- ___________________________________________________
5.- ___________________________________________________
6.- ___________________________________________________
7.- ___________________________________________________
8.- ___________________________________________________
9.- ___________________________________________________
10.-__________________________________________________
Activity 6: Bad experiences

Instructions: Scan the QR code. Listen to two people talk about some bad experiences. Check the boxes.
Alan Megan
Who didn’t know how to ride a bicycle? _____ _____
Who has a scar on their hand? _____ _____
Who got scared by a dog? _____ _____
Who didn’t listen to their mom? _____ _____
Who got stitches? _____ _____
Who got burned? _____ _____

Activity 7: Yesterday’s news

Instructions: This is a group writing activity where the students have to plan an article detailing a dramatic
event. Students will be working in groups to write a newspaper report on a past event, use famous disaster
movies for inspiration.
Objective

To orally express anecdotes and memories using social media resources. (Instagram, Facebook, Tiktok,
Reels, etc)
Activity 8: Assessment Project

Instructions:
I'm sure you've had a super special day in your life. Write a short text answering the following questions.
What was happening? When and where was it happening? Who were with you at that time? What emotions
were you feeling in those moments in your life?
On the other hand, write a short text mentioning 5 activities that you used to do and 5 things that you
didn't do at that time.
Use this example to guide you:
Hello this is me: Sylvia, and these are my best childhood friends: Martha, Cristy, Lalo
and Paty. We were celebrating my birthday at my grandmother´s house.
My mom was bringing the cake, my dad was decorating with balloons, all my friends
were singing "Las Mañanitas", I was blowing out the candles and Paty was eating
the cake before delivering it hahaha! I was very happy. I remember it as one of the
funniest days of my life!
I also remember that, when I was a child I used to draw flowers and animals, Cristy
used to jump on the bed, Lalo used to climb the trees, Paty used to eat many delicious
sweets and my mom used to love me a lot. What beautiful times!
Final Product:
The students will present a Memorable Event in their childhood using the correct grammars, on white sheets
and add an image relative to their writing.
They will present it to the class orally.
Evaluation Rubric for the project:
Exceeds expectations Meets expectations Below expectations

3 points 2 points 1 point
Front page -Name of school One or two data missing Three or four data missing
-Name of the subject
-Project name
-2nd unit
-Teacher’s name
-Student's name
-Grade and group
-Place and date
Writing White sheets White sheets No white sheets
5 - 6 sentences past 4 sentences past 2 - 3 sentences past
progressive grammar, 5 - 6 progressive grammar, progressive grammar,
sentences with 4 sentences 2 - 3 sentences
used to grammar used to grammar, used to grammar,
Underlined grammar underlined grammar, some -No underlined grammar,
No grammar mistakes grammar mistakes, Grammar mistakes, - No
Image image image
Speaking -Fluently -Fluently -No Fluently
-Confidence, -Confidence, -No confidence,
-No pronunciation errors -Some pronunciation - Pronunciation errors
errors
TERCER PARCIAL
Session 1
The teacher give to the students the theory about simple past and past progressive using a comparative table
to focus in their uses and examples to establish the differences between these verbal tenses (uses and
sentences formation).
Opening activity: The students make questions, take notes in their notebooks, and identify the differences
between simple past and past progressive.
PAST SIMPLE PAST PROGRESSIVE

What is the formula of past simple? What is the rule of past continuous tense?
The formula for making sentences in the Past continuous tense can be formed in the
simple past tense is subject + verb in past. following way: Subject + Be form
There are regular verbs adding “ed” to the (was/were) + 'ing' form of verb. For
root form of the verb. example, “My brother was cooking dinner
There are irregular verbs that change: yesterday.”
go/went. La regla para formar pasado continuo es
La fórmula para hacer enunciados en pasado colocar el sujeto y luego agregar el pasado
simple es colocar el sujeto que usaremos del verbo be (was/were) + el verbo base con
con un verbo que puede ser regular es decir “ing” gerundio.
ponemos la raíz del verbo agregando “ed”.
Play/played o bien colocando un verbo
irregular que son aquellos que cambian al
ponerse en pasado go/went.
Used to talk about events, states or habits Emphasizes the action or event in
at a definite time in the past. progress around a time in the past.
Mary and I used to play videogames 5 years She was cooking dinner.
ago. Enfatiza la acción o evento alrededor de un
Se usa para hablar de eventos, estados o tiempo en el pasado
hábitos en un tiempo definido en el pasado.
Used to talk about actions that finished in To talk about background repeated
the past. events in the past. It can suggest that the
We played tennis now we can. situation was temporary: She was feeding
Se usa para hablar de acciones que her neighbors’ dog every morning while
terminaron en el pasado y quedaron atrás. they were on holiday.
También es usado para acciones realizadas
temporalmente en el pasado.
To talk about repeated actions in the past
one after the other
I went to the market bought a chicken then I
cooked it.
Para hablar de acciones que se hicieron en
el pasado una detrás de otra.
Together past simple and continuous can work together in this case past simple interrupt the action of the
continuous. She was working hard when I arrived.
Al unir estos dos tiempos el pasado simple interrumpe la

acción del otro. She was working hard when I arrived.
Listen to the audios in the next qr links to improve your knowledge of this topic.
https://voca.ro/1mL0mqaZ4d46 https://voca.ro/13UpYXIy8dTV
1. Identify the parts (subject, complement, ., auxiliary for simple past, verb in past progressive, auxiliary for
the past progressive, verb in past progressive)of the following sentences:
a) She was studying hard when I arrived.

b) She was feeding her neighbors’ dog every morning while they were on holiday.
c) Mary and I used to play videogames 5 years ago.
d) I was sleeping when Natasha opened the door to ask for help.
e) While she was doing her homework, her brother was playing football.
2. Circle the correct verb from each of the following sentences:
a) Alex prepared / was preparing lunch when they came / was coming.
b) They drove / were driving to London in Tom’s new car.
c) I was writing / wrote my report on Word while you slept/were sleeping.
d) While Adrian was recovering / recovered in the hospital, I decorated our room.
e) Miranda was so unlucky. It rained / was raining every day during his basketball games.
Session 2
Development activities: complete the exercises in the pages X to X.
Activity 1: Complete the sentences with the words in parentheses using the SIMPLE PAST or the PAST
PROGRESSIVE:
1. He ………………………………….. (talk) with Mary, when Mrs. Smith came in.

2. They ………………………………… (study) two hours last night.
3. Jane …………………………………. (sleep) when the telephone rang.
4. As I …………………………………. (walk) to the lab, I met my friend.
5. We ………………………………….. (watch) TV last night.
6. The barber …………………………………. (cut) my hair yesterday.
7. She ………………………………. (dance) when she

hurt her ankle.
8. It …………………………………. (rain) hard when I got up.
9. It …………………………………. (rain) hard last night
Activity 2: Complete the sentences with the words in parentheses using the SIMPLE PAST or the PAST
PROGRESSIVE:
1. Sally …..……………… (eat) dinner last night when someone …………….. (knock) on the door.
2. I began to study at seven last night. Fred …………………………… (come) at seven thirty. I
……………………………… (study) when Fred ………………………..(come).
3. While I …………………………. (study) last night, Fred…………………………… (drop by) to visit me.
4. My roommate’s parents …………………………………. (call) him last night while we ……………….. (watch) TV.
5. My mother called me around five. My husband came home a little after five. When
he ………………….. (come) home, I …………………………….. (talk) to my mother on the phone.
6. Yesterday Tom and Janice ……………… (go) to the zoo around one. They ………………… (see) many kinds
of animals. They stayed at the zoo for two hours. While they ………………………… (walk) home, it
…………….…….. (begin) to rain, so they …………………………….. (stop) at a small café and ……………………
(have) a cup of coffee.
7. Yesterday afternoon I ……………… (go) to visit the Parker family. When I ………………. (get) there around
two o’clock, Mrs. Parker ………………….. (be) in the yard. She ………………………………… (plant) flowers in
her garden. Mr. Parker …………….. (be) in the garage. He ……………………………….. (work) on their car. He
…………………………….. (change) the oil.
Activity 3: Write the answer of the following question using simple past or past progressive:
1. Your parents called you yesterday?
______________________________________________________________________
2. What were you doing at 8:00 p.m. last night?
______________________________________________________________________
3. When the guests arrived, what were you doing?
______________________________________________________________________
4. Did you find what you were looking for in the library, yesterday?
Lista de cotejo
Nombre
Contestó todo el ejercicio
Comprendió el ejercicio
A. Find the 10 verbs in the word search, then look for the translation of the verbs.
Verbs Translation
1. SWIM ______________________
2. PLAY ______________________
3. RUN ______________________
4. SLEEP ______________________
5. DANCE ______________________
6. DRIVE ______________________
7. SPEAK ______________________
8. JUMP ______________________
9. STUDY ______________________
10. EAT ______________________

B. Label the pictures with the correct verb. Discuss if you could do some activities.
__________________ __________________ __________________ __________________
__________________ __________________ __________________ __________________
__________________ __________________
We usually use could or couldn't to talk about general abilities in the past.
Examples:
She could paint before she started school.
I couldn't cook until I went to university.
When I lived next to the pool, I could go swimming every day.
Could you play the piano when you were 15 years old? Yes, I could. / No, I couldn’t.
I could read when I was four.
Reading
Read about Olivia and Peter talking about their childhood. Then complete the chart.
Peter
I was born in London. My parents were born in London too. My dad was a taxi driver and my mom was a cleaner.
My first school was next to our house, that was good. I was quite clever. I could read and write when I was just six
or seven but I wasn’t very good at sports. I couldn’t play soccer like the other boys, I couldn’t kick a ball at all. I
wasn’t popular at school so my childhood wasn’t very happy. My next school was a really good one in the city
center, West school, and after Oxford University, now I’m a journalist and I love my work. My mom and dad still
live in the same street, I often visit them but when I see my old school I can feel how unhappy I was there.
Olivia
I’m married. I have two children, a son and a daughter. I live in England but I wasn’t born there, I was born in East
Africa in Tanzania. My mom and dad were teachers there at that time, my mom is German but she was born in
Tanzania because my grandfather worked there. My dad is English, he is from the north of England, but after
university he wanted to travel to Africa. I have two brothers. We went to the same school together. I wasn’t in the
town, it was in the bush and it was great fun, there were only two classes, one for the young children who were five
and six, and the other was for six to eleven-year-old children. We couldn’t play outside because it was too hot and
there were snakes. School finished at one o’clock every day and our house was near the sea so we could all go
swimming every afternoon. My childhood was very happy, all sunshine and swimming.
Pete Olivia
Where was he / she born?
Where were his / her parents born?
What were his / her parents’ jobs?
What couldn’t he / she do in his / her childhood?
Was it a happy childhood?
I. Answer the questions about Pete.
1. What was his first school?

________________________________________________
2. Why was he unhappy at school?
________________________________________________
3. Where was his next school?
________________________________________________
4. What does Pete do now?
________________________________________________
5. Where do his parents live now?
________________________________________________
II. Complete the sentences with Olivia’s information.
1. She was born in ____________________ in ____________________ Africa.

2. She lives in _______________________________.
3. She has two ____________________. A son and a ____________________.
4. Her mom is from ____________________ and her father is from ____________________.
5. Her childhood was very ____________________.
III. Now, complete the bubbles with Pete, Olivia’s childhood. Add YOUR own information.
Pete could
_____________________ Olivia could
I could______________
______________
____________________
____________
Olivia couldn’t I couldn’t____________

Pete couldn’t________
________________
________________
WRITING
Write a short paragraph about what you could and couldn’t do when you were a child. Use the vocabulary
from the first section.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
INSTRUCTIONS:
I. Select what does each sentence express:

POSSIBILITY / FORMAL REQUEST / PERMISSION / SUGGESTION / CONDITIONAL
1. Bob could play the guitar when he was in primary school. ___________________________
2. Could you deliver open the door? ___________________________
3. The government could prevent crime. ___________________________
4. What could I do? Help me, please! ___________________________
5. I could visit many places if I had a lot of money? ___________________________

6. Could your mother bake a cake for the party? ___________________________
7. Robert could get happy with this surprise. ___________________________
8. Patty could win the competition if she practices every day. ___________________________
9. Children could be scared with the Jurassic Park movie. ___________________________
10. Dad could speak Japanese when he was 5 years old. ___________________________
Self-assessment
Was/were
able to
Warm up: (speaking) Lee la estructura, ejemplos y piensa en algo que eras capaz de hacer cuando eras
menor de 10 años.
● Utilizamos la estructura “be able to” cuando hablamos de algo que pudimos hacer o no en una
ocasión, es decir, un logro en específico.
Ejemplos: My brother was able to get on time at school every day.
My parents were able to jump the rope very well when they were ten
years old.
When I was five, I wasn´t able to ride a bicicle, but I was able to run fast.
Grammar:
Affirmative Negative Questions
I was able to I wasn’t able to Was I able to?
He He he
She was able to She wasn’t able to Was she able to…?
It It it
We We we
They were able to They weren’t able to Were they able to…?
You You you
NOTA: La forma interrogativa con el pronombre (I) no es muy común utilizarla, sin embargo se puede utilizar
a manera de pregunta auto reflexiva, o preguntar a alguien más sobre mi persona. Ejemplo: Was I able to
speak English when I was a kid?
Fill in the blanks with “was/were able to” (or their negative forms).
1. I have no idea how they _____________________ find a place in this restaurant that is always
crowded.
2. I asked to the teacher and she _____________________ solve my doubts.
3. ________ you ______________ get in touch with your mom?
4. My aunt Mary _________________ get on time, because of the accident on the highway.
5. By the time he was five, my brother Juan José ____________________ read and write.
6. Even though Eduardo had studied a lot, he ______________________ pass the test.
7. I ___________________ to go to the beach this weekend because it was raining. We might go next
weekend.
8. My cousin Fernanda _________________________ walk when she was only 11 months old.
9. Lisa were talking quite loudly. I ____________________ hear her conversation.
10. - How was the test? - It was so easy! All students ______________________ pass it.
11. He had an accident when he was a child and after that _______________walk by himself.
12. _________ you __________ finish the household chores?
13. __________ she ___________ pick my coat up from the dry cleaner’s?
14. Students ____________________ go to school for about two years due to COVID-19
15. My cousin Liam is deaf. A few years ago, we ___________________ to communicate with him. Now, we
are learning sign language to solve this issue.
LISTA DE COTEJO
El estudiante entregó todo el ejercicio
El estudiante contestó correctamente
El estudiante entregó en tiempo y forma
El estudiante comprendió el ejercicio
(Reading)
Instrucciones: Lee el texto y realiza las siguientes actividades: subraya todas las oraciones que encuentres
con was/were able to, contesta las preguntas de comprensión.
The Arriaga family

My name is Eduardo, I am the eighth brother of a big family.
In my family we are five brothers and five sisters.
Let me tell you something about my family. When
I was a kid, I remember that my father was able to
work all day at the stone workshop to get some
money and give it to my mother. He wasn´t able
to have much free time, but on Sundays he was
able to go to the baseball field to watch the game
with his friends. My mother, A hardworking
person was able to make delicious tortillas for all
of us. Sometimes my brothers and sisters were
able to play baseball together, until one day that
a ball hit my younger sister Laura in the face and
left a scar near her eye. My sisters were not able
to play any sport after that, but they were able to
play with their dolls and play hide and seek with
their friends. My brothers and I were able to go to
the forest to fetch wood to heat the house, heat
the water for bathing, and for my mother to make more tortillas. When my brother Jesus was 6
years old, he was able to play with his broken and old plastic cars. My older brother Alfredo was
able to drive when he was 13 years old. Every time we had time, my brothers and I were able to play
marbles with our town friends. Since I was a kid, I was not able to play many sports, but over time I
was able to play basketball and volleyball. when I grew up, I was able to study and finish a degree.
As you can see, my family and I were not able to have cellphones, internet nor expensive things, but
we were able to learn how to live happy with what we had.
LISTA DE COTEJO
El estudiante entregó a tiempo
El estudiante subrayó todas las oraciones
El estudiante comprendió el ejercicio
1. Who was able to make delicious tortillas? _____________________________________

2. Was Eduardo´s father able to play basketball? _____________________________________
3. Where was his father able to work all day? _____________________________________
4. Was Eduardo and his brothers able to play marbles? ______________________________
5. Who was able to play with dolls? _______________________________________
6. When was Eduardo´s brother Alfredo able to drive a car? ___________________________
7. Was Eduardo able to finish a degree? ___________________________
8. Was all the family able to buy expensive things? _______________________
(Writing)
Read the text again. Then write your own story, the following information can give you some ideas for your
text:
● How many members does your family have?

● What things they were or weren’t able to do in the past.
Write a short text (three or four lines) about your family.
To improve your knowledge for this topics check the next link.
https://www.youtube.com/watch?v=6Lo6RPWiEYI

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Dirección General de Educación Tecnológica Industrial y de Servicios

Dirección Académica e Innovación Educativa

Cuadernillo de Aprendizajes Esperados

Aprendizajes Esperados Primer parcial Estrategias de Aprendizaje Productos para Evaluar/Instrumento

___ Yesterday, Rosy lost her cell phone here.

El alumno escribe en una tabla todos los verbos que

IRREGULAR VERBS REGULAR VERBS

SIMPLE FULL MEANING IN SIMPLE FULL MEANING IN

2.- El dibujo tiene relación con el poema.

3.- El dibujo fue realizado con creatividad y

Joseph and Jessica (1)_______________ for Aguascalientes

El crucigrama contestado, utilizando verbos

Hablar de los lugares en los que se estuvo Actividad 7

El alumno responde un ejercicio de gramática utilizando el

1. I ____________ student when I __________ young.

2. You __________ at school yesterday.

3. He ___________ 16 years old last semester.

3.- Las respuestas son elaboradas conforme a las

Producto 10 (Producto opcional)

Realizar descripciones en tiempo pasado

Para audio y YOUTUBE para video. / Lista de

El alumno activa conocimientos previos. Ejemplo:

1.- El vídeo tiene una duración de 1 minuto.

2.- Se escucha la voz del estudiante.

3.- El estudiante utiliza estructuras gramaticales

4.- El producto es un audio o vídeo.

En plenaria, el estudiante y el docente discutirán que tienen

1.- Recuerde a los estudiantes que no es lo mismo un verbo

2.- Solicite a los estudiantes que siempre en sus clases de

3.- Facilite a los estudiantes las reglas de pronunciación de

4.- De forma regular, intente unir las actividades que hayan

Posteriormente, el docente pide al estudiante que forme

To express the quantity of something in

Actividad 11 Realizar correctamente la actividad con verbos

Describe las características de un lugar en

To describe what the characteristics of a Actividad 12 Producto 12

El texto tiene relación con el escrito. Sí / No

El texto tiene coherencia (inicio, desarrollo, cierre).

El texto no tiene faltas de ortografía. Sí / No

El producto fue realizado por mí mismo. Sí / No

Verbos resaltados en lectura, tabla completada

temática de la infografía, reforzando algunos verbos en

Oraciones completadas correctamente / oraciones

El estudiante trabaja con una pareja y realiza los productos

El estudiante describe su localidad o ciudad en el pasado

Ejemplo. There were two cinemas.

El alumno recupera y emplea el vocabulario común de la

El alumno relaciona y complementa una lista de

Actividad 20 Producto 20:

El alumno describe algunos lugares de manera escrita,

El alumno lee la Lectura “Underground cities” e identifica Underground Cities.Lectura de comprensión,

Expresa la cantidad de algo en el pasado. Actividad 22 Producto 22

El estudiante describe de forma oral y escrita el mobiliario

Ejemplo. There was a vase on the table.

El alumno recupera y emplea el vocabulario común de una

El alumno escribe 15 oraciones interrogativas con la forma

El estudiante recupera conocimientos sobre el uso del

Where were you yesterday night?

There was many people at the show yesterday.

El estudiante aprende sobre usos y estructura del

1. I __ student when I young.

On Saturday morning they (6) soccer. In the afternoon they (7)___ to

1. I __ student when I young.