Cuadernillo Inglés II 2022-A

INGLES II
Cuadernillo de Actividades de
Aprendizaje de EMSaD
II
SEMESTRE
0
CONTENT/CONTENIDO Página
PRESENTACIÓN 3
BLOCK I “SIMILARITIES AND DIFERENCES” / BLOQUE I “SIMILARIDADES Y DIFERENCIAS” 4

DIDACTIC SEQUENCE 1 ADJECTIVES/ SECUENCIA DIDACTICA 1 ADJETIVOS 5
START UP ACTIVITY/ACTIVIDAD DE INICIO 5
ACTIVITY 1-DIAGNOSTIC ACTIVITY/ACTIVIDAD DIAGNÓSTICA 5
ACTIVITY 2 6
ACTIVITY 3 7
ACTIVITY 4 7
ACTIVITY 5 9
DIDACTIC SEQUENCE 2 / SECUENCIA DIDACTICA 2 10
COMPARISON OF ADJECTIVES / COMPARATIVO DE LOS ADJETIVOS 10
START UP ACTVITY / ACTIVIDAD DE INICIO 10
ACTIVITY 6 11
ACTIVITY 7 11
ACTIVITY 8 11
SUPERLATIVE / SUPERLATIVO 12
STARTUP ACTIVITY/ ACTIVIDAD DE INICIO 12
ACTIVITY 9 13
ACTIVITY 10 14
ACTIVITY 11 14
COMPARATIVES OF EQUALITY / COMPARATIVOS DE IGUALDAD 15
START UP ACTIVITY / ACTIVIDAD DE INICIO 15
ACTIVITY 12 15
ACTIVITY 13 16
ACTIVITY 14 17
ACTIVIDADES DE REFUERZO 17
BLOQUE II: OLD TIMES/ VIEJOS TIEMPOS 19

DIDACTIC SEQUENCE 1 THEN AND NOW /SECUENCIA DIDACTICA 1 DESPUÉS Y AHORA 20
ACTIVITY 1: DIAGNOSTICA EVALUATION/ ACTIVIDAD 1: EVALUACIÓN DIAGNÓSTICA 20
ACTIVITY 2 21
ACTIVITY 3 22
ACTIVITY 4 24
ACTIVITY 5 27
ACTIVITY 6 28
DIDACTIC SEQUENCE 2 GOOD OLD DAYS / SECUENCIA DIDACTICA 2 BUENOS VIEJOS 28
TIEMPOS
ACTIVITY 7 28
ACTIVITY 8 30
ACTIVITY 9 32
ACTIVITY 10 35
ACTIVITY 11 36
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ACTIVITY 12 38
ACTIVITY 13 39
ACTIVITY 14 39
FINAL TEST 40
BLOQUE III: RULES AND OBLIGATIONS/ REGLAMENTOS Y OBLIGACIONES 43

ACTIVITY: DIAGNOSTIC EVALUATION/ ACTIVIDAD: EXAMEN DIAGNÓSTICO 44
ACTIVITY 1 46
ACTIVITY 2 46
ACTIVITY 3 47
ACTIVITY 4 49
ACTIVITY 5 50
ACTIVITY 6 52
ACTIVITY 7 54
ACTIVITY 8 55
ACTIVITY 9 56
FINAL BLOCK ACTIVITY 56
BLOQUE IV: PLANS AND PREDICTIONS/ PLANES Y PREDICCIONES 57

DIAGNOSTIC EVALUATION/ EVALUACIÓN DIAGNÓSTICA 58
ACTIVITY 1 61
ACTIVITY 2 52
ACTIVITY 3 64
ACTIVITY 4 64
ANEXOS 65
PARTICIPANTES 66
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PRESENTACIÓN
Estimada y estimado estudiante:
Me es grato darte la bienvenida al nuevo semestre que estás por iniciar. En la Dirección
General del Colegio de Bachilleres de Quintana Roo, somos conscientes de las circunstancias
que te rodean y que han afectado al mundo desde hace más de año y medio; por ello, el
cuadernillo que ahora posees, es producto de un esfuerzo y trabajo conjuntos entre los
docentes y los responsables de las áreas académicas de nuestras oficinas centrales.
Si bien es cierto la pandemia continúa, ello no representa un impedimento para no cumplir con
nuestra labor educativa, razón esencial de nuestra gran institución. Por ello, hoy más que
nunca, la labor académica es vital para alcanzar nuestro principal objetivo: tu formación escolar
que contribuya a consolidar tu proyecto de vida.
El contenido de este Material didáctico del estudiante, te permitirá continuar con tu proceso de
enseñanza-aprendizaje desde casa. Por supuesto, estarás respaldado por la asesoría y
seguimiento de cada uno de tus docentes y autoridades educativas.
Cada una de las personas que laboramos en el Colegio de Bachilleres del Estado de Quintana
Roo ponemos lo mejor de nosotros para seguir caminando juntos, aun en la pandemia,
generando resiliencia y fortaleciendo las competencias académicas y socioemocionales que
nos permitan salir adelante.
Te invito a no bajar la guardia en lo académico y en el cuidado de tu salud. Trabaja

intensamente, con compromiso y con responsabilidad; sé responsable y perseverante, ello te
llevará al éxito y a cumplir tus metas. Te deseo lo mejor para este semestre que inicia.
Dr. Rafael Ignacio Romero Mayo

Director General
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BLOCK I: “SIMILARITIES AND DIFFERENCES”
BLOQUE I: “SIMILARIDADES Y DIFERENCIAS”
PURPOSE OF BLOCK I / PROPÓSITO DEL BLOQUE I:
Values the characteristics of people, objects and places through communication skills,
to show similarities and differences in an environment of respect for the diversity of their
social context / Valora las características de personas, objetos y lugares a través de las
habilidades comunicativas, para mostrar similitudes y diferencias en un entorno de respeto
hacia la diversidad de su contexto social.
EXPECTED LEARNING/ APRENDIZAJES ESPERADOS:
⮚ Compare the features of people, objects and places of oral form, considering the
fluency, pronunciation, mastery of the subject and intonation, privileging the
dialogue for construction of new knowledge/ Compara las características de personas,
objetos y lugares de forma oral, considerando la fluidez, pronunciación, dominio del tema y
entonación, privilegiando al diálogo para la construcción de nuevos conocimientos.
⮚ It establishes in writing the differences and similarities of places, people and objects,
using grammar appropriateness, coherence and spelling in an environment of
respect and tolerance towards diversity of your context/ Establece por escrito la
diferencias y similitudes de lugares, personas y objetos, usando gramática adecuación,
coherencia y ortografía en un entorno de respeto y tolerancia hacia diversidad de tu
contexto.
KNOWLEDGE / CONOCIMIENTOS:
Vocabulary / Vocabulario:
⮚ Characteristics of people, places and objects / Características de
personas, lugares y objetos.
Grammar / Gramática:
⮚ Adjectives of equality affirmatively and negatively “as… as / Adjetivos de igualdad
de forma afirmativa y negativa “as…as.
⮚ Comparatives "-er than, more than" / Comparativos "-er than, more than".
⮚ Superlatives "The est, the most" / Superlativos "The est, the most".
⮚ Irregular Adjectives / Adjetivos Irregulares.
CRITERIO DE EVALUACIÓN: Todas las actividades 70 %

Final Assignment 30 %
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DIDACTIC SEQUENCE 1/SECUENCIA DIDÁCTICA 1
ADJECTIVES/ ADJETIVOS
START UP ACTIVITY/ACTIVIDAD DE INICIO
DIAGNOSTIC ACTIVITY/ACTIVIDAD DIAGNÓSTICA
ACTIVITY 1: DIAGNOSTIC TEST BLOCK I

ACTIVIDAD 1: PRUEBA DIAGNÓSTICA BLOCK I.
Instruction: Choose the correct Answer / Escoge la respuesta correcta.
1. Beyonce is ____________.
a) play b) run c) beautiful d) usually
2. Sponge Bob is a _________cartoon.

a) funny b)read c) jump d) speak
3. Watching a movie is as ____________listening music.

a) romantic than b) romantic as c) more romantic as d) more romantic
4. Spiderman is not _________________ as Hulk.

a) as powerful than b) more powerful as c) as powerful d) as more powerfuler
5. Chinese food is as________________ Italian food.

a) as gooder than b) as better as c) as gooder as d) good as
6. Rihanna is _____________than Laura Bozzo.

a) beautifuler b) most beauty c) more beautiful d) more beautifuler
7. The Simpsons are ___________than Sponge Bob.

a) creative b) creativest c) more creativest d) more creative
8. Wolverine has _______ nails than cat woman.

a) longer b) long c) longest d) more long
9. A lion is ___________ than a cat.

a) dangerouser b) more dangerous c) more dangerous d) dangerousest
10. Rock music is ____________ than pop music.

a) gooder b) more good c) better d) more better
11. Coca cola is the ____________drink in the world.

a) most famous b) more famous c) more famouser d) famouser
12. Bill Gates is one of the_________man on earth.

a) richer b) richest c) most rich d) more rich
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DEVELOPMENT ACTIVITY/ACTIVIDAD DE DESARROLLO
ACTIVITY 2 / ACTIVIDAD 2
Instruction: Underline the words that describe you the best / Subraya las palabras que te
describen mejor.
Appearance Personality
Age Height Weight Hair Eyes Imaginative Introverted Motivated
Young Tall Thin Long Big Reliable Adaptable Easy-going
Old Short Chubby Short Small Confident Friendly Optimist
Elder Average- Heavy Curly Brown Adventurous Sociable Pessimist
height Slim Straight Black Reserved Determined Generous
In-good- Wavy Blue Kind Talkative Quiet
shape Black Green Funny
Blonde
Brown
Note: You can use light or dark to point out the color of the hair or eyes: brown, light
brown, dark Brown / Nota: Puedes usar claro (light) u oscuro (dark) para señalar el color del
cabello o de los ojos: castaño, castaño claro, castaño oscuro.
GRAMMAR / GRAMÁTICA
ADJECTIVES / ADJETIVOS
Adjectives are words that describe or modify another person, thing or animal in the
sentence. Adjectives give some information about an object’s size, shape, age, color,
origin or material/ Los adjetivos son palabras que describen o modificar a otra persona,
cosa o animal en la oración. Los adjetivos dan alguna información sobre el tamaño, la forma,
edad, color, origen o material.
ADJECTIVE ORDER / ORDEN DEL ADJETIVO
Adjective Order / Orden de los adjetivos

There are two basic positions for adjectives/ Hay dos posiciones básicas para los
adjetivos:
1. Before the noun / Antes del sustantivo.
2. After the verb to be (am, are, is) / Después del verbo to be (am, are, is).
adjective noun verb adjective
before noun after
verb
1 I have big dog
a
2 Snow is white
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ACTIVITY 3 / ACTIVITY 3
Adjectives Describing Yourself / Adjetivos describiéndote
Instruction: Write your name and draw a picture of yourself in the center. Then write
seven adjectives that describe you / Escribe tu nombre y haz un dibujo de ti mismo en el
centro. Luego escribe siete adjetivos que te describan.
Hi
I'm Fausto
I'm old, short and thin
I have black eyes
NAME: I'm funny and reliable
Fausto
Reliable old
short
Funny
black eyes thin
Instruction: Write sentences to describe yourself. Use the adjectives from above / Escribe
oraciones para describirte a ti mismo. Usa los adjetivos de arriba.
Example / Ejemplo: I am short, thin and a very extroverted person.
1. ________________________________________________________________________
I'm old, short and thin
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
6. ________________________________________________________________________
7. ________________________________________________________________________
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VOCABULARY / VOCABULARIO
APPEARANCE / APARIENCIA
I HAVE BIG AND BLUE EYES
What do you look like?
¿Cómo eres? (físicamente)
Eyes
big, round , blue, large,
small, bright, narrow,
brown, green, olive, honey
What does he/she look like?

Height and Build
ADJECTIVES
What do you look like?
tall, short, medium height
What kind of hair do you have? chubby, stocky, slim,
thin, plump, fat, skinny,
What color eyes do you have? well-built
Physical Appearance
beautiful, good looking,
handsome, cute,
attractive, gorgeous,
ugly, plain looking, fit.
Note: Adjectives are the same for all nouns. They do not change for plurals. Example:
Nota: Los adjetivos son los mismos para todos los sustantivos. No cambian por plurales. Ejemplo:
“Three tired tigers tried to tie a triangular tie”.
Not : Not three tireds tigers.
ADJECTIVES TO DESCRIBE EMOTION AND PERSONALITY / ADJETIVOS PARA

DESCRIBIR EMOCIÓN Y PERSONALIDAD.
What are you like?

¿Cómo eres? (personalidad)
Adjectives to describe Personality adjectives:

Emotions: polite, lazy , kind, boring,-
happy, angry, sad, terrible, bad-tempered, charismatic,
What is he/she like?
well, grumpy, joyful, extroverted, inpulsive,
annoyed, loving , jealous, joyful, reliable, intelligent,
shame, excited, exhausted sociable, sympathetic, sociable,
stubborn, cheerful
Personality adjectives are adjectives that we use to describe a person and their
character or personality. Everybody is an individual, so we all have different
personalities and emotions / Los adjetivos de personalidad son adjetivos que usamos para
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describir a una persona y su carácter o personalidad. Todo el mundo es un individuo, por lo
que todos tenemos diferentes personalidades y emociones.
It is important that you consider the person’s personality and their emotions. Are they
happy? Lucky? Angry? Rude? Look all the words in the adjective vocabulary given
below / Es importante que considere la personalidad de la persona y sus emociones. ¿Están
felices? ¿Suerte? ¿Enojado? ¿Grosero? Busque todas las palabras en el vocabulario de
adjetivos que se proporciona a continuación.
ADJECTIVES FOR DESCRIBING PLACES / ADJETIVOS PARA DESCRIBIR LUGARES.
Adjectives for describing Places:
small beautiful noisy

What does he/she look like? polluted expensive calm
Who do you look like? cold boring quiet
What kind of hair do you have? modem colonial busy
large cheap pleasant
hot ugly warm
cool unpleasant ancient
interesting crowded fun
exciting clean
CLOSING ACTIVITY / ACTIVIDAD DE CIERRE
Order of adjectives / Orden de los adjetivos:
Opinions/ Facts / hechos

opiniones size age shape color origin material
beautiful small new square Blue chinese silk
ACTIVITY 5 / ACTIVIDAD 5 black, big, young dog

THIS IS A Big, young and black DOG
Instruction: Number the adjectives in the correct order / Numera los adjetivos en el orden
correcto.
1. A brown (1) wooden (3) Mexican ( 2) mask A brown, mexican and wooden mask
2. A cotton ( 3) large (1 ) white ( 2
) T-shirt
3. A square ( 1) leather (3 ) brown ( 2
) wallet
4. A wool ( 3 ) Mexican (2
) beautiful ( 1 ) scarf
5. A cloth ( 3) cheap (2 ) nice (1) bag
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DIDACTIC SEQUENCE 2 / SECUENCIA DIDACTICA 2
COMPARISON OF ADJECTIVES / COMPARATIVO DE LOS ADJETIVOS
START UP ACTIVITY / ACTIVIDAD DE INICIO
Comparatives:
Monosyllable/ Adjetivo monosílabo: adjective + er than
Two or more syllables / Adjetivos de dos o más silabas: more + adjective + than
EXAMPLES: Cozumel is more beautiful than Kantunilkin.

The Elephant is bigger than the Lion
RULES / REGLAS:
Some comparative adjectives are irregular, including some very common ones such as
good, bad and far / Algunos adjetivos comparativos son irregulares, incluidos algunos muy
comunes como bueno, malo y lejano.
IRREGULAR ADJECTIVES / ADJETIVOS IRREGULARES
Irregular adjectives Comparative Form

bad Worse
good Better
far (place) farther
far (place or time) further
RULE 1/REGLA 1 RULE 2 / REGLA 2 RULE 3 / REGLA 3

If an adjective ends in If an adjective ends in “y” • If an one-syllable adjective
“e”, add “r”. For example: with a consonant preceding ends in a consonant with a
wise, wiser / Si un adjetivo it, y is changed to an “i” single vowel preceding it, then
termina en "E", agregue "r". the consonant is doubled and
and add “er”. For example:
Por ejemplo: wise (sabio), add “-er” are used. For
wiser (más sabio). dry, drier / Si un adjetivo example: big, bigger.
termina en "y" con una
Si un adjetivo de una sílaba
consonante precedente
nice nicer
termina en consonante con una
it, y se cambia a "i" y agregue
"er". Por ejemplo: dry (seco), la vocal simple que la precede,
drier (más seco). entonces la consonante se
duplica y se agregan "-er". Por
ejemplo: big (grande), bigger
heavy heavier (más grande).
er, r
big bigger
cvc
more polite
more dangerous
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DEVELOPMENT ACTIVITY / ACTIVIDAD DE DESARROLLO
Complete the sentences by adding ER or MORE to the adjectives in the parentheses.

Consult the rules from the table above / Completa las oraciones agregando ER o MORE a
los adjetivos entre paréntesis. Consulte las reglas de la tabla anterior.
er
healthier
1. Apples are ______________________________than potato chips. (healthy)
r
bigger than
2. Elephants are ______________________________ (big) than bears.
more expensive
3. Gold is ______________________________ than silver. (expensive)
slower
4. Bikes are ______________________________than cars. (slow) better
better
5. I am ______________________________at English than my brother .(good)
taller
6. My friend is ______________________________ than me. (tall)
7. Julia is ______________________________than
thinner Isabella. (thin)
8. My father is ______________________________
stronger than Tom's father. (strong)
9. "Harry Potter "books are ______________________________than
more interesting "The Book of the
Jungle". (interesting)
heavier
10. The tiger is ______________________________than a fox. (heavy)
ACTIVITY 7 / ACTIVIDAD 7 more
Instruction: Circle the odd one out / Encierra el que no encaja.
Example: cold difficult short 100/16= 6.25
1. hot big bad 7 * 6.25 =

2. dry long new
3. popular sunny famous
4. easy early expensive
5. good cold late
6. big wet old
LISTEN UP. Track 1. Great cities / escucha. pista 1. grandes ciudades.

Listen and choose the correct option / Escucha y escoge la opción correcta.
1. Which city is more dangerous? TOKYO NEW YORK NOT MENTIONED

2. Which city is dirtier? TOKYO NEW YORK NOT MENTIONED
3. Which city is cleaner? TOKYO NEW YORK NOT MENTIONED
4. Wich city is more populated? TOKYO NEW YORK NOT MENTIONED
5. Which city is Noisier? TOKYO NEW YORK NOT MENTIONED
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SUPERLATIVE / SUPERLATIVO
SUPERLATIVE / SUPERLATIVO
BIG BIGGER BIGGEST
A superlative adjective is used when you compare three or more things. For example,
looking at apples you can compare their size, determining which is big, which is bigger
and which is the biggest. The superlative ending suffix for short, common adjectives is
EST. For longer adjectives, the superlative is made by adding the word "MOST" / Se usa
un adjetivo superlativo cuando se comparan tres o más cosas. Por ejemplo, mirando las
naranjas puede comparar su tamaño, determinando cuál es grande, cuál es más grande y cuál
es la más grande de las tres. El superlativo, El sufijo final para los adjetivos comunes cortos
es EST. Para adjetivos más largos, el superlativo se hace agregando la palabra "MOST”.
Example: most comfortable.
Often, the superlative adjective is preceded by "the". When we compare one thing with
itself, we do not use "the" / A menudo, el adjetivo superlativo está precedido por "el". Cuando
comparamos una cosa consigo misma, no usamos "the".
The same as the comparative degree some superlative adjectives are irregular, including
some very common ones such as good, bad and far / Al igual que el grado comparativo,
algunos adjetivos superlativos son irregulares, incluidos algunos muy comunes como bueno,
malo y lejano.
Irregular adjectives Superlative Form
Bad worst
Good best
far (place) farthest
far (place or time) furthest
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RULES / REGLAS
RULE 1/REGLA 1 RULE 2 / REGLA 2 RULE 3 / REGLA 3

If an adjective ends If an adjective ends in If an one-syllable adjective
in “e”, add “st”. For “y” with a consonant ends in a consonant with a
example: Wise- the wisest. preceding it, y is changed single vowel preceding it,
Si un adjetivo termina to an “i” and add “est”. For then the consonant is
en "e", agregue "st". por example: dry, driest. doubled and add “-est” are
ejemplo: Sabio (wise), el más Si un adjetivo termina en used. For example: big,
sabio (the wisest). "Y" con consonante biggest.
precedente, y se cambia Si un adjetivo de una sílaba
a una "i" y agregue "est". por termina en consonante con
ejemplo: seco (dry), más seco una vocal única que la
(driest). precede, luego se dobla la
nice the nicest
consonante y se agrega "-
est". Por ejemplo: grande
heavy the heaviest (big), más grande (biggest).
big the biggest
Part A / PARTE A the most important
Instruction: Complete the dialogue with the sentences in the next box / Completa el
siguiente diálogo con las oraciones del siguiente recuadro.
How much does it cost?
Can I pay by credit card?
No, I don´t like it in black.
Have you got a smaller size?
Can I help you?
Medium, I think.
Laura is in a shop in Oaxaca, she wants to buy a dress / Laura esta en una tienda en Oaxaca, ella
quiere comprar un vestido.
Dialogue / Dialogo 1.smaller

Can I help you
Assistant: Hello. _______________________? 2. nicer
Laura: Yes, please. You have the most beautiful dress in the window.
Assistant: This one?
Laura: Yes. Can I try it on, please? 1. the most beautiful
Assistant: Yes, what size are you?
Medium, I think
Laura: _____________________________ 2. the smallest
Assistant: Here, try it on.
Laura: Oh. It doesn´t fit. It is very big.
3. the cheapest
Have you got a smaller size?
___________________________.
Assistant: Sorry, that is the smallest size.
What about this one? Do you want to try it on? 100/11=9.09
NO, I don't like it in black
Laura: ____________________
9.09 * _10_= 90.9=9.1

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Assistant: Look at this one. The color is nicer and it is less expensive than the black one.
Laura: Ok, How does it look?
Assistant: Great! It looks very pretty.
How much does it cost?
Laura: _____________________
cheap
Assistant: It cost $200 pesos. It’s the cheapest dress in this shop.
Laura: Great! I will take it. Can I pay By credit card?
_____________
Assistant: Yes, you can pay over there.
Laura: Thank you very much.
PART B / PARTE B
Instruction: Underline the comparatives adjectives and superlatives in the previous

dialogue / Subraya los comparativos y los superlativos del diálogo anterior.
Instruction: Fill in the blanks below to complete the sentences / Complete los espacios en
blanco a continuación para completar las oraciones.
1. I (tall) _______am the tallest______________ person in my family.

2. Jupiter (big) __________________________________ planet in our solar system.
3. Elephants (large) __________________________________ land animals on earth.
4. We bought (expensive) __________________________________ TV in the store.
5. Which sports do you think (dangerous) ______________________________?
6. My cat (lazy) __________________________________ animal I know.
7. This restaurant serves (good) __________________________________ food in town.
8. I think math (difficult) __________________________________ subject.
9. What (long) __________________________________ word in English that you know?
10. He (strange) __________________________________ man in the story
Instruction: LISTEN UP . TRACK 2 . QUIZ / ESCUCHA . PISTA 2. PRUEBA

Give Answers to every question you hear on this track / Responda a todas las preguntas
que escuche en esta pista.
QUESTION: Are you the most generous among your Friends?

ANSWER: ________________________________________________
QUESTION: Who lives farthher from your school, you or your best friend?
ANSWER: _____________________________________________________
QUESTION: Who has better grades, you or your best friend?
ANSWER: __________________________________________________
QUESTION: Who is the funniest person among your classmates?
ANSWER: __________________________________________________
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COMPARATIVES OF EQUALITY / COMPARATIVOS DE IGUALDAD
GRAMMAR / GRAMATICA
Comparatives of Equality. We use as…as to say that two people, things, etc. are the
same in some way / Usamos as…as para decir que dos personas, cosas, etc. son lo mismo
de alguna forma.
AS…AS=TAN…COMO My town isn't as big as yours
as + adjective + as
Judy is as tall as Martin
less......than
I’m as old as you are. menos...que
In negative statements we use / En negativos usamos: not and as…as
Today is not as cold as yesterday.
Edna isn’t as tall as Carla.
Instruction: Reading and Speaking activity / Actividad de Lectura y expresión oral.

Read the dialogue and answer the questions / Lee el diálogo y contesta las siguientes
preguntas.
Weeks off! / ¡Semanas libres!
Sophia: What are you going to do?

Pablo: I’m going to work for one month.
Do you have any plans?
Sophia: Well, my parents rented a condominium.
in Rocky Point. I’m going to take long walks along
the beach every day and do lots of swimming.
Pablo: Sounds great!
Sophia: Say, why don’t you come with us?
Pablo: I can’t. I need to save some money.
Sophia: Why do you need money for?
Pablo: I’m going to go to San Carlos with my sister on my next vacation.
She says that San Carlos is as attractive as Rocky Point.
Sophia: I like both. You should search for information on a travel information web page.
Pablo: Ok Sophie I’ll do that. Enjoy your vacation at Rocky Point.
1. Why is Pablo going to work on vacations?

__________________________________________________________________________
He needs to save some money
__________________________________________________________________________
__________________________________________________________________________
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2. What is Sophia going to do on vacations?
She is going to take long walks along the beach every day
__________________________________________________________________________
and do lots of swimming
__________________________________________________________________________
__________________________________________________________________________
3. Which place does Pablo’s sister think is more interesting, San Carlos or Rocky Point?
__________________________________________________________________________
She thinks that san carlos is more interesting
__________________________________________________________________________ san carlos
__________________________________________________________________________
4. What are you planning for your next vacations?
I am planning to visit Calakmul
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. What places have you visited in the state of Sonora?
Yucatan Peninsula
__________________________________________________________________________
__________________________________________________________________________
Archaelogical site of Tulum
Chichen Itza Cenote Cristal
_________________________________________________________________________
6. What places would you like to visit in Sonora?
Xel ha
__________________________________________________________________________
I would like to visit calakmul
__________________________________________________________________________
__________________________________________________________________________
DEVELOPMENT ACTIVITY / ACTIVIDAD DE DESARROLLO
Instruction: Write the “Comparatives of Equality”. Use as … as or not as…as and the
adjective in parentheses. Escribe los “Comparativos de la igualdad”. Utilice tan ... como
(as…as) o no tan ... como (not as…as) y el adjetivo entre paréntesis.
1. Diego is 6’0”. Gus is 6’0”. Diego is ________________________________Gus. (tall)

2. Jacob is very handsome. Alonso is also very handsome. Jacob is
________________________________Alonso. (handsome)
3. The maple tree is 69 feet high. The sycamore tree is also 69 feet high.
The maple tree is ________________________________________the sycamore. (tall)
4. The cobra snake in the zoo is 22 feet long. The viper snake is 20 feet long. The viper
is________________________________ the cobra. (long)
5. Christina gets A’s on every history test. Emma gets C’s on most history tests. Emma
is________________________________ Christina in history test. (good)
6. The average temperature in Nogales is 60oF. The average temperature in Hermosillo is
80oF. Nogales is _________________________________________Hermosillo. (hot)
7. Coffee in Caffenio costs 1.65. Coffee in Starbucks costs 1.95. The coffee in Caffenio is
_________________________________ in Startbuks. (expensive)
8. It is very windy in Agua Prieta. It is also very windy in Naco. Agua Prieta
is________________________________________ Naco. (windy).
16
Instructions: LISTEN UP. TRACK 3. Do they look like you? / ESCUCHA. Pista 3. ¿Ellos
se parecen a ti?
Listen and choose the correct Answers / Escucha y elige la respuesta correcta.
1. Neil’s son is as tall as his daughter. TRUE FALSE NOT MENTIONED

2.Neil’s daughter is as short as his wife. TRUE FALSE NOT MENTIONED
3. Neil’s son is as Slim as he is. TRUE FALSE NOT MENTIONED
4. Neil’s son is not as Slim as his father. TRUE FALSE NOT MENTIONED
ACTIVIDADES DE REFUERZO
1. Complete each of the sentences below with the correct comparative or superlative
form of the adjective / Completa cada una de las siguientes oraciones con la forma
comparativa o superlativa correcta del adjetivo.
Choose the best option at the bottom. Then check with your teacher. (10 value point)
1. Jeremy is 10 years old. Jenny is 8 years old. Jeremy is (old) __________________ Jenny.
2. The Alps are very high. They are (high) ______________________ mountains in Europe.
3. An ocean is (large) ______________________ a sea.
4. A Ford Lobo costs a lot of money. A Tsuru costs less. A Ford Lobo is (expensive)
________ a Tsuru.
5. John’s results were bad. Fred’s were very poor. Fred’s results were (bad) ____________
John’s.
6. This exercise is not very difficult. It is _______________________ I expected.
7. The weather is not good today. It’s raining. I hope the weather will be (good)
___________next week.
8. People are not very friendly in big cities in. They are usually (friendly) _____________ in
small towns in Sonora.
9. In the government of a country, the President is (important) ___________________person.
10. People say that Spanish is (difficult) _______________________ to learn than English.
17
2. Complete the sentences to write an equality comparison for the sentences below. DO
NOT use the collapsed form / Completar las frases para escribir una comparación de igualdad
para las frases más abajo. NO utilices la forma contraída.
Ejemplo 1
John is 32 years old. Dave is 32 years old. (is/old)
John is as old as John.
1) John is 1 metre 80cms tall. Dave is 1 metre 80cms tall. (is/tall)

John __________________Dave.
2) Seville is 40ºC in summer. Cordova is 40ºC in summer. (is/hot)

Seville __________________Cordova.
3) John is not very clever. Mary is cleverer. (is/clever)

John ____________________________Mary.
4) The blue car is not expensive. The red car is more expensive. (is/expensive)
The blue car _________________________the red car.
5) Mrs. Jones talks very quietly. Mrs Smith talks more loudly. (talk/loudly)
Mrs Jones ________________________Mrs Smith.
6) The brown house is 100 years old. The green house is 100 years old. (is/old)
The brown house __________________the green house.
7) Steve did not do well in the English test. Melissa did better in the English test.
(do/well)
Steve ________________________________Melissa.
8) The impala runs 90km per hour. The cheetah runs 120km per hour. (run/fast)
The impala _________________________the cheetah.
9) The first exam was difficult. The second exam was difficult too. (was/difficult)
The first exam____________________________ the second exam.
10) Ciudad Real is not very beautiful. Seville is more beautiful. (is/beautiful)
Ciudad Real ___________________________Seville.
18
BLOCK II: “OLD TIMES”
BLOQUE II: “VIEJOS TIEMPOS”
PURPOSE OF THE BLOCK/ PROPOSITO DEL BLOQUE:
Explains events that occurred in the past through communicative skills recognizing
personal and others’ experiences and learnings in an environment of respect and
tolerance. Explica situaciones que ocurrieron en el pasado a través de las habilidades
comunicativas reconociendo experiencias y aprendizajes propios y de otras personas en un
ámbito de respeto y tolerancia.
 Explains in an oral form personal and other people’s events occurred in the past,
considering fluency, pronunciation, intonation, and knowledge of the topic, using an
empathic communicationthat allows him/her to express his/her ideas in an
environment of respect and tolerance. Explica de manera oral acciones propias y de
otras personas ocurridas en el pasado considerando la fluidez, pronunciación, entonación
y dominio del tema, aplicando una comunicación empática que le permita externar sus
ideas en un entorno de respeto y tolerancia.
 Analyzes in written form personal and other people's events that occurred in the
past, using proper grammar, coherence and spelling, with a respectful attitude, and
reflecting on the consequences of his/her actions. Analiza de manera escrita acciones
propias y de otras personas ocurridas en el pasado utilizando la gramática apropiada,
coherencia y ortografía con una actitud de respeto y reflexión sobre las consecuencias de
sus actos.
KNOWLEDGE/ CONOCIMIENTOS:
Vocabulary/ Vocabulario
 Past events (verbs in simple past tense) / Acciones pasadas (verbos en el tiempo
pasado simple).
Grammar/ Gramática:
 Simple Past Verb TO BE (affirmative, negative, and interrogative)/ Verbo to be en
pasado (afirmativo, negativo e interrogativo).
 Simple past tense (affirmative, negative, and interrogative)/ Pasado Simple
(afirmativo, negativo, interrogativo).
 Regular and irregular verbs/ Verbos regulares e irregulares
 Auxiliary “Did – Didn’t”/ Auxiliar Did/Didn’t.
 Time expressions for the past tense/ Expresiones de tiempo para el pasado.
EVALUATION CRITERIA/ CRITERIO DE EVALUACION: Todas las actividades 70 %

Final test 30 %
19
DIDACTIC SEQUENCE 1 THEN AND NOW /SECUENCIA DIDACTICA 1 DESPUÉS Y
AHORA
TO BE PAST TENSE / PASADO SIMPLE DEL VERBO TO BE
ACTIVITY 1 / ACTIVIDAD 1: DIAGNOSTIC ACTIVITY / ACTIVIDAD DIAGNÓSTICA
Instructions:
1. Write the past form of THE VERB TO BE according to the pronoun given/ Escribe el
pasado simple del verbo ser y estar de acuerdo al pronombre.
2. Fill in the blanks with a verb from the box in the SIMPLE PAST/ Llena los espacios en
blanco con los verbos del recuadro usando la forma del pasado simple.
Break sit have make write spend buy drink lose wash
A. She _____________a cake an hour ago.

B. She _____________ a hat last week.
C. The boy ______________ a letter yesterday.
D. They _________________ a lot of Coke last night.
E. She __________________ her arm last week.
F. He _________________ all his money last week.
G. She ________________ a bath two minutes ago.
H. He _________________ his wallet last night.
I. She ________________ on the old chair a minute ago.
J. She ________________ the clothes yesterday.
20
TO BE PAST TENSE-AFFIRMATIVE
We use was and were to describe characteristics, states, and places in the past.
Usamos el verbo ser y estar para describir características, estados de ánimo y lugares en el
pasado.
Was/were
I was in the hospital.
You were very lazy.
He was at a café.
She was lazy.
It was cold.
They were at home.
We were sad.
You were hungry.
El verbo to be es un verbo irregular, como se puede ver en sus formas en past simple (que se
pueden traducir por: yo fui / estuve / era / estaba, tú fuiste / estuviste / eras / estabas, etc.).
Este verbo habla de un estado o una situación (por ejemplo, cómo te sientes), y puede servir
para describir las cosas. Cuando lo emplees en pasado necesitas asegurarte de usar las
formas que te he mostrado en la parte de arriba y no el infinitivo “be”.
The party was amazing! (¡La fiesta fue increíble!).

-We were really happy! (¡Todos estábamos súper contentos!).

ACTIVITY 2/ACTIVIDAD 2
Instructions:
1. Check the following sentences and complete the following ideas. Analiza las
siguientes oraciones y complete las siguientes ideas. 2 puntos.
In, this photo, my mother was 4 years old.

In this picture, my parents were getting married.
Here I was celebrating my first birthday.
This was my dad´s first car.
They were my preschool friends.
1. _________and __________are the past forms of the verb to be.

2. We use _______________when we talk about I, he, she or it.
21
3. We use _______________when we talk about you, we or they.
2. Fill in the blanks with was o were. Llena los espacios en blanco con was o were. 3 puntos.
1. Beethoven _______________________a great classical music composer.

2. John Lennon and Paul McCartney _______________________members of the Beatles.
3. Patty´s birthday _______________________las Saturday.
4. Yesterday _______________________a beautiful day for a picnic.
5. My friends _______________________at the soccer game this morning.
People and physical description/ Personas y descripciones físicas
Instruction: Match the columns/Relaciona las columnas. 5 puntos.
___Adult, toodler, teenager, baby senior citizen child. a) Height

b) Condition
____Young, elderly,middle-aged
c) Age
____Average height, tall, short
d) Hair
____Straight, wavy,curly,long, short,bald. e) Hair color
____Black, gray,brown,blond, red. f) Weight
____Heavy, slim,average weight g) Stages
____Pregnant, vision impaired, physically challenged, hearing impaired.
TO BE PAST TENSE, AFFIRMATIVE AND NEGATIVE SENTENCES/ Pasado simple del

verbo to be, oraciones Afirmativas, Negativas e Interrogativas.
 Hay muchas maneras de hablar del pasado en inglés, pero el pasado simple es la
forma más común.
 El pasado simple en inglés es equivalente al pretérito imperfecto y pretérito indefinido del
español.
 Usamos el pasado simple para acciones completas en el pasado.
 El período de tiempo de estas acciones no es importante como en el español.
 En el pasado simple hay verbos regulares y verbos irregulares.
22
ESTRUCTURES: / Estructuras:
1. AFFIRMATIVE SENTENCES/ Oraciones afirmativas
SUBJECT / PAST TENSE OF VERB “TO BE”/ Pasado COMPLEMENT/

sujeto simple del verbo “To be” (was,were) complemento
I was tired this morning.
You were very good.
He was the best in class.
She was late for work.
It was a sunny day.
We were at home.
You were on holiday.
They were Happy.
2. NEGATIVE SENTENCES/ Oraciones negativas
SUBJECT / PAST TENSE OF VERB “TO BE” (was,were) + NOT / COMPLEMENT /

Sujeto Pasado simple del verbo “to be” (was,were) + NOT Complemento
I was not tired this morning.
You were not very good.
He was not the best in class.
She was not late for work.
It was not a sunny day.
We were not at home.
You were not on holiday.
They were not happy.
Was not = wasn’t

Were not = weren’t
We do not use WAS/WERE to describe actions in the past! / ¡No usamos was/were para
describer acciones en el pasado!
As you notice, Was and Were are used to express the same concepts as verb to
be in present, but when we are talking about the past: Origin, Name, Profession,
Age, Description, Location, Birth place, Birthdate, Possession . / Como puede ver,
Was y Were se usan para expresar los mismos conceptos que el verbo estar en presente, pero
cuando hablamos del pasado: Origen, Nombre, Profesión, Edad, Descripción, Ubicación,
Lugar de nacimiento, Fecha de nacimiento, Posesión.
23
Vocabulary Example
Place Michael Jackson was at school in 1960.
John Lennon and Paul MC Cartney were shorter when they were 5 years
Adjective
old.
Origen Elvis Presley was from USA.
Nationality Consuelo Velázquez was Mexican.
Profession Jorge Negrete was an actor and an opera singer.
Instructions:
PART A/ Parte A.
a) Complete the following exercise using was/ were / Completa el siguiente ejercicio usando
was/were. 2 puntos.
1. I __________
2. He ________
3. She ________
4. It __________
5. We ________
6. You ________
7. They _______
8. The teacher _________
9. My friends _________
10. The doctor _________
11. Louis ________
24
12. My dog __________
13. Her hair _________
14. Pablo and I _________
b) Complete the sentences using was or were / complete las oraciones usando was / were.
3 puntos.
1. John _____________ at home last week.

2. They _____________ at the cinema yesterday.
3. Your parents _____________ at the station at nine o’clock.
4. Mary _____________ in the street this morning.
5. My aunt _____________ in the hospital yesterday morning.
6. I _____________ at school this morning.
7. Jill and Kevin _____________ at the zoo last Sunday.
8. We _____________ in a Chinese restaurant last night.
c) Rewrite the previous sentences into the negative form / Reescribe las oraciones
anteriores en la forma negativa. 3 puntos.
1. ________________________________________________________________________.
2. ________________________________________________________________________.
3. ________________________________________________________________________.
4. ________________________________________________________________________.
5. ________________________________________________________________________.
6. ________________________________________________________________________.
7. ________________________________________________________________________.
8. ________________________________________________________________________.
PART B/ Parte B.
Read the text and find examples of the use of WAS and WERE – affirmative and negative,
then write them on the lines below / Lea el texto y encuentre ejemplos del uso de WAS y
WERE: afirmativo y negativo, luego escríbalos en las líneas siguientes. 10 puntos.
It was a cold day
Last week, there was one really, bad day. It was Monday. Usually, there are about 25 students
in my class, but that day, there were only 5 people! It wasn’t warm. In fact, it was really cold. It
was raining a lot. It was dark and gray outside. There wasn’t any sunshine. I think the students
weren’t at school because they were sick. They were at home. Maybe they were in bed.
25
Mr. Lopez is our teacher. He is always at school.
He is never at home on a Monday. Last Monday
was not different. He was not in bed. He was in
the classroom, and he was cold! Why was he
cold? That’s a very good question. He was cold
because the heater in the school was broken. It
was freezing. The school was like a refrigerator.
Our classroom was like a freezer! And poor Mr.
Lopez was like ice! The small class was really
cold!
The next days were much warmer. The heater
was fixed on Tuesday, so everything was OK.
There were 25 students, not only 5. But where was Mr. Lopez? He was at home, sick in bed!
1.________________________________________________________________________
2.________________________________________________________________________
3.________________________________________________________________________
4.________________________________________________________________________
5. ________________________________________________________________________
TO BE – PAST SIMPLE – INTERROGATIVE FORM/ To be – Pasado Simple – Forma

Interrogativa
To create questions with the verb TO BE, put the VERB before the subject. In order to
ask a question, was/were needs to be at the beginning of the sentence / Para crear
preguntas con el verbo TO BE, coloque el VERBO antes del sujeto. Para hacer una pregunta,
was / were debe estar al principio de la oración.
INTERROGATIVE FORM/ Forma interrogativa
Affirmative Question Short Answers Short Answers

I was late. Was I late? Yes, you were. No, you weren't.
You were sick. Were you sick? Yes, I was. No, I wasn't.
He was surprised. Was he surprised? Yes, he was. No, he wasn't.
She was from Italy. Was she from Italy? Yes, she was. No, she wasn't.
It was a big house. Was it a big house? Yes, it was. No, it wasn't.
We were ready. Were we ready? Yes, we were. No, we weren't.
You were early. Were you early? Yes, we were. No, we weren't.
They were busy. Were they busy? Yes, they were. No, they weren't.
ANALYZE THE TABLE/ Analiza la tabla
26
Past tense of verb to be
Subject/ Complement/ Question mark/
(was/were)/ pasado del verbo to
sujeto complemento signo de pregunta
be (was,were)
Was I late ?
Were you sick ?
Was he surprised ?
Was she From Italy ?
Was It A big house ?
Were we ready ?
Were you early ?
Were they busy ?
ACTIVITY 5/ Actividad 5
Instructions:
Part A. Complete the questions with the correct form: was / were. Then write an answer
to each question / Complete las preguntas con la forma correcta: was / were. Luego escribe
una respuesta a cada pregunta, la respuesta puede ser afirmativa o negativa, según te
parezca. 5 puntos.
1) ________ he twenty years old? ______________

2) ________ she from Dublin? ______________
3) ________ your parents American? ______________
4) ________ Susan at home? ______________
5) ________ they good doctors? ______________
6) ________ your new car blue? ______________
7) ________ she angry with you? ______________
8) ________ Bill and Fred at the restaurant? ______________
9) ________ the umbrella in the car? ______________
10) ________ the doors closed? ______________
Part B. Choose the correct answer to each question / Escoge la respuesta correcta para
cada pregunta. 2 puntos.
1. Were you and John invited? Yes, they were. No, we weren’t.
2. Was Mike at work yesterday? Yes, she was. No, he wasn’t.
3. Was your car damaged? Yes, it was. No, he wasn’t.
4. Was your brother angry? No, he wasn’t. Yes, she was.
5. Were Jack and Jill Mexican? Yes, we were. No, they weren’t.
27
CLOSING ACTIVITY/ACTIVIDAD DE CIERRE
Instructions:
Part A. Complete the text using was or were / Completa el texto usando was o were. 2
puntos.
My Last Weekend
My family and I ________ at the beach, it ________ a long trip. We went by bus; the bus
________
big. My glasses ________ white and black, my sandals ________ blue and white, and my hat
________
brown. The hotel ________five stars and there ________ a small pool.
It ________ a nice trip because of the sun and the sea, the sand ________ hot, and the weather
________ sunny. It ________ an amazing experience.
Part B. Your turn! Now write a similar paragraph about an experience you had last year.
Use the verb TO BE in simple past tense / ¡Tu turno! Ahora escribe un parrafo similar acerca
de una experiencia que has tenido el año pasado. Usa el verbo To BE en pasado simple. No
tiene que ser un viaje de vacaciones, puede ser otro tipo de experiencias. 10 puntos.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
DIDACTIC SEQUENCE 2 GOOD OLD DAYS / SECUENCIA DIDACTICA 2 BUENOS

VIEJOS TIEMPOS
START UP ACTIVITY/ACTIVIDAD DE INICIO
Instruction: Make a timeline of your life completing the spaces with years/information
about the following facts / Haz una línea de tiempo de tu vida completando los espacios con
los años. 2 puntos.
A timeline is a way to understand the relationship between events and the dates they took place
/ una línea de tiempo es una forma de comprender la relación entre eventos y fechas en el que
sucedieron.
28
I started I finished
I was born secondary
in elementary
school in school in
________ _________
________
I started
high
I studied at I learned how school
__________ to read in______
Kindergarden in__________
DEVELOPMENTE ACTIVITY / ACTIVIDAD DE DESARROLLO
Simple Past Tense / Tiempo pasado simple
The past tense is used to talk about something that started and finished at a definite time in the
past/ El pasado simple es usado para hablar de algo que comenzó y terminó en un tiempo
definido en el pasado.
There are two types of past forms in English: those for regular verbs and those for irregular
verbs / Hay dos tipos de formas pasadas en inglés: las de los verbos regulares y las de los
verbos irregulares.
Usage/uso:
● Use the simple past to express the idea that an action started and finished at a specific
time in the past/ el pasado simple se usa para expresar la idea de una acción que empezó y
terminó en un tiempo específico en el pasado.
● We use the simple past to list a series of completed actions in the past / Usamos el
pasado simple para enlistar una serie de acciones completadas en el pasado.
29
Regular verbs/ verbos regulares
To form the past tense of Regular Verbs add –ED to the verb. There are some rules that
need to be considered / para formar el pasado simple de los verbos regulares se agrega
–ED. Hay algunas reglas que necesitan ser considerados.
Most of the regular verbs only add –ED, La mayoría de los verbos solamente se les agrega
–ED para convertirlos en pasado simple.
• SPELLING RULES TO ADD –ED/ Reglas para agregar –ED.
Verbs ending in
CONSONANT + VOWEL +
CONSONANT Verbs ending in
Double the last consonant and add CONSONANT + Y
Verbs ending in – - ED
Most verbs - E add - D change “Y” to
ED. Stop- stopped “I” and add - ED
Bake- baked Mop- mopped
Ask- asked Dance- danced
Want- wanted Skip- skipped Study- studied
Like- liked Chop- chopped Carry- carried
Fail- failed
Visit- visited Live- lived Shop- shopped Worry- worried
Hate- hated Hurry- hurried
Love- loved When the second syllable is the
"stressed syllable". Dry- dried
commit - Committed
Instructions:
Part A. Practice Time. Circle the correct past form of the following verbs / encierra la
forma correcta del pasado de los siguientes verbos. 2 puntos.
1. show a. showed b. showwed c. showied d. showd

2. permit a. permitted b. permitied c. permited d. permitt
3. depart a. departted b. departed c. departied d. departid
4. marry a. married b. marrieed c. marryed d. maried
5. rely a. relyed b. relied c. relayed d. rellyied
6. share a. sharred b. shard c. sharied d. shared
7. play a. plaied b. playyed c. played d. playied
8. trap a. trapped b. trapied c. traped d. trapd
9. fail a. failled b. failied c. faill d. failed
10. study a. studid b. studyd c. studied d. studyed
Part B. Complete the sentences by using the correct past tense form of the verb in
parenthesis / Completa las oraciones usando la forma correcta del tiempo pasado simple de
los verbos en parentesis. 3 puntos.
30
1. You ____________________ in England last week. (arrive)
2. My mom ____________________ English at university. (study)
3. I ____________________ you yesterday, but you weren’t at home. (phone)
4. Last night, Marge and Alice ____________________ their holiday. (plan)
5. Tom ____________________ us to his birthday party. (invite)
6. The children ____________________ the books to the classroom. (carry)
7. We ____________________ the exam at half past three. (finish)
8. I ____________________ to Jane about films and fashion. (talk)
REGULAR VERBS / Verbos regulares
Although regular verbs have the same ending –ED, pronunciation is different.
There are three different ways to pronounce the 'ed' ending of regular verbs in the simple
past tense: / Id /, / t / or / d /. Aunque los verbos regulares tienen la misma terminación –ED,
la pronunciación es diferente. Hay tres formas diferentes de pronunciar la terminación 'ed' de
los verbos regulares en tiempo pasado simple: / Id /, / t / o / d /.
1. The /id/ sound
If the last letter of the word is spelled with D or T, the ED is pronounced as a separate
syllable with an /id/ sound (it rhymes with kid and lid). Si la última letra de la palabra se
escribe con D o T, la ED se pronuncia como una sílaba separada con un sonido / id / (rima con
kid y lid).
31
 wanted (sounds like "want-id")
 waited
 needed
 folded
2. The /t/ sound
If the last consonant of the word is voiceless, then the ED is pronounced as a T. Be

careful not to create an extra syllable or "id" sound. Si la última consonante de la palabra
no tiene voz, entonces la ED se pronuncia como una T. Tenga cuidado de no crear una sílaba
adicional o un sonido "id".
 talked (sounds like "talkt")

 kissed (the S sound comes from the front of mouth so it would sound like "kisst")
 parked
 helped
NOTE: As an example, with the word "helped", if you say "help-id" as a two syllable word,
then it is very likely that people will NOT understand the word or what you are saying. (It
is pronounced like "helpt"). Como ejemplo, con la palabra "helped", si dice "help-id" como
una palabra de dos sílabas, entonces es muy probable que la gente NO entienda la palabra o
lo que está diciendo. (Se pronuncia como "helped=helpt").
3. The /d/ sound
If the last letter of the words ends in a voiced consonant (or sound), then the ED is
pronounced like a D (without creating another syllable). Si la última letra de las palabras
termina en una consonante sonora (o sonido), entonces la ED se pronuncia como una D (sin
crear otra sílaba).
 played (sounds like "playd")

 closed (the S sounds like a vibrating Z so the word would sound like "clozd")
 opened
 lived
ACTIVITY 9 / Actividad 9
Instructions: Read the short story and look at the regular simple past verbs in bold. After
reading the story put the verbs into the correct groups on the chart below. Lea la historia
corta y observe los verbos pasados simples regulares en negrita. Después de leer la historia,
coloque los verbos en los grupos correctos en la tabla a continuación. 3 puntos.
Yesterday I watched a nice movie with my sister.

Then I decided to go out.
32
I called my friend Ellie.
We wanted to go to a cafe.
We studied English at the cafe.
I opened my book.
She asked me some questions and I answered.
It started to rain, so we waited at the cafe for one hour.
Then, the rain stopped.
We walked home.
We arrived home at 6:30.
Ellie stayed in our home.
t d id
IRREGULAR VERBS/ Verbos irregulares
Some verbs are irregular; their past forms do not end in -ed. The structure of the irregular
verbs changes when forming the past simple tense. Some have the same base and past
form, some change vowel sounds, and a few have completely different base and past
forms.
Algunos verbos son irregulares; sus formas pasadas no terminan en -ed. La estructura de los
verbos irregulares cambia al formar el pasado simple. Algunos tienen la misma forma base y
pasada, algunos cambian los sonidos de las vocales y algunos tienen formas base y pasada
completamente diferentes.
Irregular verbs can be governed by the following patterns / los verbos irregulares pueden
regirse por los siguientes patrones:
1. Verbos que tienen la misma forma en presente, past simple y participio pasado:
33
Infinitivo Past simple Participio pasado Traducción
cut cut cut cortar
set set set poner, fijar, provocar…
let let let permitir
put put put poner, meter, expresar…
cost cost cost costar
2. Verbos que tienen la misma forma solo en el past simple y el participio pasado:

build built built construir
feel felt felt sentir
find found found encontrar
get got got conseguir, recibir…
have had had tener, tomar, haber…
make made made hacer, fabricar…
say said said decir
think thought thought pensar
tell told told contar, decir
teach taught taught enseñar
win won won gana
3. Verbos que tienen la misma forma en el infinitivo y el participio pasado:

come came come venir
become became become convertirse en
run ran run correr
4. Verbos que tienen una forma distinta para el presente, el past simple y el participio pasado:

be was/ were been ser, estar
do did done hacer
drink drank drunk beber
eat ate eaten comer
go went been/ gone ir
know knew known saber
see saw seen ver
34
take took taken llevar, tomar
write wrote written escribi
CLOSING ACTIVITY/ Actividad de cierre

Instructions: Choose the option with the correct spelling of the verb in parentheses and
write it on the line / Elija la opción con la ortografía correcta del verbo entre paréntesis y
escríbala en la línea. 2 puntos.
1. He ___________ (begin) to sing when he was 9 years old.

a) begun b) beginnerd c) began d) beginning
2. My little brother ___________ (break) his new glasses when he fell off his bike.
a) broked b) broken c) broke d) breaking
3. The students ___________ (be) at the football championship a week ago.

a) was b) are c) were d) been
4. I ___________ (do) my English homework at school yesterday.

a) do b) am doing c) was doing d) did
5. He ___________ (read) all the "Harry Potter" books last year.

a) readed b) reads c) is reading d) read
6. My father ___________ (be) at my school last Monday.

a) were b) is c) was d) be
7. That boy ___________ (throw) the ball in the basket.

a) threw b) throwed c) is throwing d) are throwing
8. The police ___________ (catch) the thief quickly.

a) catched b) caught c) catch d) catching
9. He ___________ (see) famous men and women from history in the "Madame Tussaud's
Museum.
a) sees b) saw c) seeing d) seed
10. I ___________ (buy) T-shirts from the museum shop to remind us of our visit yesterday.
a) buyed b) bought c) am buying d) is buying
35
DIDACTIC SEQUENCE III: What did you do yesterday? / SECUENCIA DIDACTICA III:
¿Qué hiciste ayer?
Instructions: In this exercise you will be able to practice the correct use of verb tenses
in English. Read the sentences carefully and complete the boxes with the Simple Past
form of the verbs in parentheses. En este ejercicio podrás practicar el uso correcto de los
tiempos verbales en inglés. Lee atentamente las oraciones y completa los recuadros con la
forma de Simple Past de los verbos que se encuentran entre paréntesis. 2 puntos.
1. Yesterday my father (go)_____________ to work by car.

2. This morning I (have)_______________ a shower.
3. My sister (not clean)_______________ her room on Saturday.
4. The birds (fly)_____________ over our heads.
5. Last week my family (not buy)____________ a new table for the dining room.
6. The other day, I (lose)______________ my math's book.
7. I (tell)______________ my mother a lie.
8. We (hear)____________ a terrible sound outside last night.
9. Did you (see)_________ the football match Tuesday night?
10. Paul (drink) __________ a litre of Coke for lunch yesterday.
Simple Past Tense: Affirmative, Negative, and Interrogative Form/ Tiempo pasado simple:
Afirmativo, Negativo e Interrogativo
AFFIRMATIVE FORM/ Forma afirmativa
SUBJECT VERB IN PASTE TENSE/ COMPLEMENT/

/sujeto verbo en pasado complemento
I went to school.
You played videogames all day.
He danced at the party.
She studied for the exam.
It ate all the food.
We traveled around the country.
You had a good opportunity.
They broke the window.
36
NEGATIVE FORM/ Forma negativa
SUBJECT/ VERB (BASE FORM)

DID NOT =didn’t COMPLEMENT/complemento
sujeto /verbo (forma base)
I did not go to school.
You did not play videogames all day.
He did not dance at the party.
She did not study for the exam.
It did not eat all the food.
We did not travel around the country.
You did not have a good opportunity.
They did not break the window.
INTERROGATIVE FORM/ Forma interrogativa
Auxiliary/ Verb (base

Subject/ Complement/ Short answers/ respuestas
auxiliar form) / verbo en
sujeto complemento cortas
(did) su forma base
Did I Go To school? Yes, I did. No, I didn’t
Did You Play Videogames all day? Yes, I did No, I didn’t
Did He Dance At the party? Yes, he did No, he didn’t
No, she
Did She Study For the exam? Yes, she did
didn’t
Did It Eat All the food? Yes, it did No, it didn’t
Did We Travel Around the country? Yes, we did No, we didn’t
Did You Have A good oportunity? Yes, we did No, we didn’t
No, they
Did they break The window? Yes, they did
didn’t
To make our sentences more complete, we can express time with expressions like/ Para
hacer nuestras oraciones más completas, podemos expresar el tiempo con expresiones como:
P Last...
A week, month, year, night, Saturday, etc.
S
T Yesterday...
morning, evening, night, etc. or only yesterday.
T
I
M
This time last...
E week, month, year, Monday, etc.
P ...ago
H Two weeks, four days, three years, six months,
R
A
etc.
S You use these phrases according to the idea that
E you need to express.
S
37
Instructions:
Part A. Rewrite the sentences and change them into negative form/ Reescribe las
oraciones y cámbialos en la forma negativa. 2 puntos.
1. Michelle went to bed early.

Michelle didn’t go to bed early.
2. Michelle studied for her exams.

__________________________________________________________________________
3. Michelle had breakfast on Monday at 8:30 a.m.
__________________________________________________________________________
4. Michelle passed her exams.
__________________________________________________________________________
5.Michelle got up early.
__________________________________________________________________________
6. Michelle arrived at school on time.
__________________________________________________________________________
7. Michelle gave good news to her mother.
__________________________________________________________________________
8. Michelle read books in the library before her exam.
__________________________________________________________________________
9. Michelle paid attention in class.
__________________________________________________________________________
Part B. Rewrite these negative sentences into questions/ Reescribe las oracionas
negativas en preguntas. 2 puntos.
10. Diana didn’t get up early.

Did Diana get up early?
11. Diana didn’t pass her exams.

_________________________________________________________________________
12. Diana didn’t have lunch at work.
_________________________________________________________________________
13. Diana didn’t fail her exams.
_________________________________________________________________________
14. Diana didn’t stay up late.
________________________________________________________________________
15. Diana didn’t arrive to the airport on time.
________________________________________________________________________
16. Diana didn’t surprise her mother.
________________________________________________________________________
17. Diana didn’t read the instructions on the exam.
________________________________________________________________________
18. Diana didn’t work hard in class
________________________________________________________________________
38
WH-QUESTIONS / Preguntas con WH
Another way to ask questions in English is using WH – question words. Otra forma de
hacer preguntas en inglés es usando WH - palabras para preguntas.
QUESTION (BASE
WORD AUXILIARY DID/ SUBJECT / FORM) VERB COMPLEMENT?
/palabra para auxiliar DID sujeto / forma base / complemento
preguntar del verbo
What did you play yesterday?
How did she get here?
Where did he go last night?
Why did we stay Home all day?
When Did they cook pizza?
Instruction: Part A. Match the WH questions with the answers. Write the letter on the line/
Relaciona las preguntas con WH con las respuestas. 3 puntos.
a. Where did you grow up? ___ I was eighteen.

b. When did you come to Cancún? ___ I met my best friend.
c. Why did you become a hairstylist? ___ Because my English wasn’t very good.
d. How old were you in 1990? ___ I came to Cancún in 1990.
e. Who did you meet then? ___ It was a little scary.
f. When did you start school? ___ I grew up in Bacalar.
g. How was your first day of school? ___ I entered language school in 1991.
h. Why did you take this class? ___ Because I needed the money
CLOSING ACTIVITY/ Actividad de cierre

Instructions: Use the verbs from the box to complete each retirement card/ Usa los verbos
del cuadro para completar cada tarjeta de jubilación. 1 punto.
were met deserved did was retired spent
39
I'm glad you finally The work you _____ for
___________ You __________ one
years is over.
You __________ it! of the best employees
You worked so I ever ________. Good Now your fun years
hard!
luck! You will be begin! Congratulations!
missed!
You ________ your time It __________ a pleasure working

doing valuable work. with you and
Now you can spend your time getting to know you.
enjoying valuable Have an awesome retirement!
interests.
FINAL TEST
INSTRUCTIONS:
1. Find and correct the mistakes below / Busque y corrija los siguientes errores. 8 puntos.
1. They eat dinner at six o’clock yesterday.

2. Did Maria drove to work this morning?
3. I not finished my homework last night.
4. Did you busy last Monday?
5. Was she buy a new car yesterday?
6. I wanted to went to Montreal two years ago.
7. Was you late for the meeting?
8. Who did you talked to?
9. Where was you stay in Washington?
10. I was read that book last year.
11. John flied to Argentina last week.
12. He weren’t at home last night.
13. I not see the movie last weekend?
14. What do you did last night?
15. Did they has a good time at the party?
16. Did you in class yesterday?
40
2. Change the verbs to Past Simple and fill in the missing words/ Cambie los verbos a
Pasado simple y complete las palabras que faltan. 10 puntos
ACROSS WORDS
1. bring
4. forget
6. know
9. send
11. stand
12. read
15. make
17. draw
22. spend
23. catch
25. fly
27. are
28. drive
DOWN WORDS
1. break
2. think
3. go
5. take
7. choose
8. hold
10. find
11. swim
12. ride
13. drink
14. do
18. write
19. lose
20. steal
21. come
24. hear
26. is
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2. You are going to tell a story that happened in your life. Write this story in a maximum
of 150 words where you describe an important situation that has happened in the last
month or year. You can use next questions and statements / Vas a contar una historia
que pasó en tu vida. Escribe esta historia en un máximo de 150 palabras donde describas
una situación importante que ha ocurrido en el último mes o año. Puede utilizar las
siguientes preguntas y declaraciones: 12 puntos.
1. Where did it happen?

2. What happened?
3. Mention the people involved.
4. When did it happen?
5. Mention the important events that happened during your story using time expressions such
as yesterday, the day before, ago, etc
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
42
BLOCK III: “RULES AND OBLIGATIONS”
BLOQUE III: “REGLAMENTOS Y OBLIGACIONES”
PURPOSE OF THE BLOCK/ PROPÓSITO DEL BLOQUE
Formulates instructions, orders, suggestions, and prohibitions through communication

skills identifying the place or situation in which it is being carried out, recognizing the
cultural diversity of his/her context. Formula instrucciones, órdenes, sugerencias y
prohibiciones a través de las habilidades comunicativas identificando el lugar o situación en el
que se está llevando a cabo reconociendo la diversidad cultural de su contexto.
KNOWLWDGE/ CONOCIMIENTOS
Vocabulary/ Vocabulario:
 Health and nutrition/ Salud y alimentación
 Roads/ Vialidades
 Regulations of places (libraries, gymnasiums, museums, laboratories, etc.)
Reglamentos de lugares (bibliotecas, gimnasios, museos, laboratorios, etc.)
 Public signs/ Señalamientos públicos
 Imperative verbs/ Verbos imperativos
 Modal verbs/ Verbos modales
o Should
o Must
o Can
o Have to/ has to
o May (affirmative, negative and interrogative/ afirmativo, negativo e interrogativo)
HABILITIES/ HABILIDADES:
 Makes a list of norms and rules that apply in various contexts. Identifies auditory the
use of modal verbs and imperatives to indicate instructions, obligations, orders,
prohibitions, and permissions.
 Enlista normas y reglas que se aplican en diversos contextos. Identifica de forma auditiva el
uso de los verbos modales e imperativos para indicar instrucciones, obligación, órdenes,
prohibición y permiso.
 Recognizes suggestions and / or recommendations in written texts to regulate
behavior indifferent spaces and situations.
 Reconoce sugerencias y/o recomendaciones en textos escritos para regular el
comportamiento en diferentes espacios y situaciones.
ATTITUDES/ ACTITUDES:
 Communicates assertively and empathetically. Recognizes the cultural diversity of

his/her context, practicing tolerance. He / She is conducted favoring a socially
beneficial behavior. Se comunica de manera asertiva y empática. Reconoce la diversidad
cultural de su contexto practicando la tolerancia. Se conduce favoreciendo un
comportamiento benéfico socialmente.
43
 Presents texts to indicate obligations, orders, instructions, prohibitions,

permissions, suggestions, and / or recommendations orally and in writing using the
appropriate grammar, coherence and spelling, fostering assertive and empathic
communication in the spaces in which he / She operates. Formulates orally and in
writing, recommendations, instructions, permits and suggestions in different places
or situations, considering fluency, pronunciation, intonation, mastery of the subject
and the appropriate grammar, favoring a socially beneficial behavior. Plantea textos
para indicar obligación, órdenes, instrucciones, prohibición, permiso, sugerencias y/o
recomendaciones de manera oral y escrita utilizando la gramática apropiada, coherencia
y ortografía, fomentando una comunicación asertiva y empática en los espacios en que se
desenvuelve.
 Formula de manera oral y escrita, recomendaciones, instrucciones, órdenes, permisos y
sugerencias en diferentes lugares o situaciones, considerando la fluidez, pronunciación,
entonación, dominio del tema y la gramática apropiada, favoreciendo un comportamiento
benéfico socialmente.
DIAGNOSTIC EVALUATION/ EXAMEN DIAGNÓSTICO
Traduce las siguientes oraciones a inglés.
1. ¡Haz tu tarea!
2. ¡Detente!
3. ¡Lava los platos!
4. Tu deberías ir al doctor.
Escoge la traducción correcta.
5. Tu no deberías comer mucho.

a) You must note at a lot b) you should not eat a lot. c) You have to eat a lot.
6. Tal vez juegue futbol la otra semana.

a) I may play soccer next week. b) I might play soccer next week. c)I should play
soccer next week.
7. Do you know what does “may” mean?

______________________
8. Explain it
_______________________
9. Do you know what does “might” mean?

_______________________
44
INTRODUCCIÓN
GRAMMAR: GRAMÁTICA
IMPERATIVE VERBS: VERBOS IMPERATIVOS
En inglés no se usa el imperativo tanto como en el español. En general, se usa para dar
órdenes, instrucciones o advertencias. Las frases imperativas se construyen de manera
diferente a las afirmativas: no se utiliza un sujeto porque se supone que el sujeto es
siempre “you” y el verbo principal va en la forma infinitiva.
Los verbos en imperativo se pueden formular de dos formas:
 Imperativo positivo. Expresa una orden. Por ejemplo: escucha, miren, lea.
 Imperativo negativo. Expresa una prohibición. Por ejemplo: no escuches, no mires, no lea.
IMPERATIVO AFIRMATIVO
Es la forma más común y directa del imperativo. Únicamente tiene la segunda persona en
singular y plural. Se forma con el infinitivo del verbo sin el “to“.
Verbo en infinitivo sin el “to” + nombre, adjetivo…
Hurry up or you’ll miss the show!

Do your homework! (¡Haz la tarea!)
Wash your hands! (¡Lavate las manos!)
Tell me the truth! (¡Dime la verdad!)
Dado que es una forma muy directa de dar órdenes, se puede acompañar con algunas
expresiones como just (solamente), please (por favor), if you don’t mind (si no te importa) etc.,
para suavizar el tono.
Just wait for me here, please. (Espérame aquí, por favor)

Close the door, if you wouldn’t mind. (Cierra la puerta, si no te importa)
IMPERATIVO NEGATIVO
Es la forma negativa del imperativo afirmativo y requiere la adición de los auxiliares y el

infinitivo del verbo sin el “to”.
Do + not + verbo infinitivo (sin el “to”)

(Don’t en la forma contraída)
Don’t be late! (¡No llegues tarde!)

Do not go to work today. (No vayas al trabajo hoy)
Don’t keep opening the fridge! (¡Deja de abrir la nevera!)
45
IMPERATIVE VERBS
Hold Play Measure Cut
Draw go Bake Slice
Fold Wash Add Peel
Tidy Brush mix Pour
Sort Put Spread Sprinkle
Order Stir Chop place
ACTIVITY 1/ ACTIVIDAD 1. EJERCICIOS DE IMPERATIVOS EN INGLÉS
En este ejercicio practicarás con ejercicios de imperativos en inglés (Imperatives in

English).
Completa el texto usando los siguientes verbos en afirmativo según corresponda.
Ejemplo: + Close the window (Cierra la ventana)

- Do not close the window (No cierres la ventana)
No debes usar contracciones para la forma negativa (Escribe “Do not” en vez de “Don’t”).
Estos son los verbos que debes usar:
o Smoke: fumar
o Bring: traer
o Eat: comer
o Throw: arrojar
o Touch: tocar
o Turn off: apagar (un dispositivo electrónico)
o Enjoy: disfrutar
ACTIVITY 2/ ACTIVIDAD 2
Welcome to the City Museum. Before we start our tour, we’d like to inform you about the
rules of the museum. For safety reasons, please respect the following rules:
1. Do not take pictures with flash.

2. Ask as many questions as you can.
3. Please ________________________ or drink inside the museum.
4. ________________________ your visit as much as possible.
5. ________________________ your mobile phone during your visit.
6. ________________________ the items on display as they can break.
7. ____________________ inside the museum – Cigarettes are bad for your health.
8. ________________________ garbage on the floor.
9. ________________________ umbrellas or large packages to the museum.
We hope you enjoy your visit to the City Museum. Come back soon.
46
II. ANSWER the following questions with your own information.

Responde las siguientes preguntas con tu propia información.
1. How often do you have headache? _____________________________________

2. How often do you have toothache? _____________________________________
3. How often do you have backache? _____________________________________
4. How often do you have earache? _____________________________________
5. How often do you have cough? _____________________________________
VOCABULARIO: SALUD Y ALIMENTACIÓN
III. Match the words to the correct picture. Une las palabras con la imagen correcta.
sore throat cough stomachache

headache backache toothache
flu earache allergy
47
MODAL VERBS/ VERBOS MODALES
Son aquellos verbos que funcionan como auxiliares, que expresan posibilidad, necesidad y
obligación.
REGLAS PARA RECORDAR
No pueden funcionar como verbo principal, a diferencia de los verbos

auxiliares “be”, “do” y “have” que sí pueden funcionar como un verbo
principal.
Como verbos complementarios que son, los verbos modales no

funcionan sin otro verbo. Este otro verbo siempre va después del verbo
modal y está en la forma base (el infinitivo sin “to”).
En terceras personas no se le agrega la –s al final.
MODALS No se conjugan los verbos modales y no tienen tiempo.

METER
USE (USOS)
SHOULD
“Should” indica una obligación o recomendación. Refleja una opinión sobre lo que es correcto.
Se traduce como el condicional de “deber” en español.
AFIRMATIVO
VERBO
SUJETO + SHOULD + INFINITIVO + COMPLEMENTO.
(sin to)
my parents more (Debería llamar a mis
I should call
often padres más a menudo.)
She should practice more. (Ella debería practicar.)
NEGATIVO
VERBO
SUJETO+ SHOULD *NOT INFINITIVO + COMPLEMENTO.
(sin to)
(No deberías llamar
You should not call my parents.
a mis padres.)
(Él no debería
He should not work so hard.
trabajar tan duro)
*should not = shouldn’t (forma contraída)
48
Se utiliza “should” en frases interrogativas para preguntar si existe una obligación o para pedir
una recomendación.
INTERROGATIVA
VERBO
SHOULD SUBJECT+ INFINITIVO + COMPLEMENTO?
(sin to)
(¿Deberíamos dejar
Should we leave a tip?
una propina?)
(¿Debería comer el
Should I have the steak or the chicken?
bistec o el pollo?)
IV. Complete the following pieces of advice. Use should or shouldn’t.

Completa los siguientes consejos. Utiliza should or shouldn’t.
1. You _______________________ take an aspirin if you have a headache.

2. You _______________________ call an ambulance when there is an accident.
3. You _______________________ carry heavy things after a surgery.
4. You _______________________talk to much when you have a sore throat.
5. You _______________________ cover your mouth when you sneeze.
HAVE TO
 Se trata de una obligación en general

 Se usa para hablar de leyes, reglas, normativas.
 Cuando queremos describir responsabilidades.
 La obligación no procede de la persona que habla, sino de un tercero. Se usa
preferentemente para hablar acerca de una obligación impuesta desde afuera, externa
a nosotros.
 Va seguido del infinitivo sin “to”
AFIRMATIVO
VERBO
SUJETO + HAVE/ HAS TO + INFINITIVO + COMPLEMENTO.
(sin to)
(Ella tien que pagar
She has to pay taxes.
impuestos)
(Los niños tienen
Children have to go to school.
que ir al colegio)
49
NEGATIVO
VERBO
DO / DOES +
HAVE TO + INFINITIVO + COMPLEMENTO.
SUJETO+ NOT
(sin to)
(Ella no tiene que
She does not have to pay taxes.
pagar impuestos)
(Los niños no
Children do not have to go to school. tienen que ir al
colegio)
INTERROGATIVA
VERBO
DO /
SUBJECT+ HAVE TO + INFINITIVO + COMPLEMENTO?
DOES+
(sin to)
(¿Ella tiene que
Does she have to pay taxes?
pagar impuestos?)
(¿Los niños tienen
Do children have to go to school?
que ir al colegio?)
V. Write some of the responsibilities you have to / don’t have to do at home.

Escribe algunas de las responsabilidades que tienes / no tienes que hacer en casa.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
CAN
“Can” indica habilidad o posibilidad. En estos casos puede ser traducido como “poder” en
español.
AFIRMATIVO
VERBO INFINITIVO
SUJETO + CAN + + COMPLEMENTO.
(sin to)
(Puedo hablar cinco
I can speak five languages.
idiomas.)
(Podemos trabajar hasta
We can work late tonight.
tarde esta noche)
50
NEGATIVO
VERBO
SUJETO+ CAN+ *NOT INFINITIVO + COMPLEMENTO.
(sin to)
Bill and (Bill y Tom no pueden
can not help you.
Tom ayudarte)
The (Él restaurant no puede
can not be that expensive.
restaurant ser tan caro.)
*can not = can’t (forma contraída)
En frases interrogativas, el uso de “can” puede solicitar permiso o preguntar sobre

posibilidades.
INTERROGATIVA
VERBO INFINITIVO
CAN SUBJECT+ + COMPLEMENTO?
(sin to)
(¿Puedo tomar un vaso
Can I have a glass of water?
de agua?)
Can you help me? (¿Puedes ayudarme?)
MAY
Se usa “may” para indicar posibilidades en el futuro.
AFIRMATIVO
VERBO
SUJETO + MAY + INFINITIVO + COMPLEMENTO.
(sin to)
better to finish your (Tal vez sea mejor
It may be
this now. terminar esto ahora.)
It may rain later. (Puede llover más tarde.)
También se puede utilizar para dar permisos o instrucciones.
AFIRMATIVO
VERBO INFINITIVO
SUJETO + MAY + + COMPLEMENTO.
(sin to)
You may leave if you like. (Puede salir si quiere.)
your cell phones (Pueden usar sus
You may use
now. teléfonos ahora.)
51
INTERROGATIVA
VERBO
MAY SUBJECT+ INFINITIVO + COMPLEMENTO?
(sin to)
(¿Podría tomar un vaso de
May I have a glass of water?
agua?)
May I leave now? (¿Podría salir ahora?)
Es importante tener en cuenta los horarios y cómo se denomina a cada comida que se realiza
durante el día, además de consejos alimenticios:
 Breakfast – desayuno
 Lunch – comida (a mediodía)
 Dinner – cena
 Snack – tentempié
 Tea time – la hora del té. (En Inglaterra, a las 5 p.m.)
 Would you like to join me for lunch – ¿Cómemos juntos?
 Would you like to come for a drink? – ¿Quieres que tomemos algo?
 Let’s eat out tonight – Vamos a cenar fuera
 Drink plenty of wáter – Beber abudante agua
 Eat vegetables – Come vegetales
 Limit the amount of salt – Limita la cantidad de sal
VI. HEALTHY Vs UNHEALTHY FOOD: COMIDA SALUDABLE Y NO SALUDABLE.
Write the numbers next to words and add four new words about food and drinks.
Escribe los números a lado de las palabras y agrega cuatro nuevas palabras de comida y
bebidas.
52
Rice ___ Chips ___ Salad ___ Beans ___
Milk ___ Pancake ___ Ice cream ___ Duck ___
Ostrich ___ Noodle soup ___ Pizza ___ Honey ___
Maple syrup ___ Jam ___ Cereal ___ Tomatoes ___
Butter ___ Cheese ___ Hamburger ___ Chicken ___
Water ___ Potatoes ___ Cake ___ Escargots ___
Fish ___ Crisps ___ Orange juice ___ ____________
Lettuce ___ Sausages ___ Watermelon ___ ____________
Steak ___ Mashed potatoes ___ Sandwich ___ ____________
Eggs ___ Bacon ___ Toast ___ ____________
53
VII. Find 6 healthy and 6 unhealthy food, add two of your own and Write them down.
Encuentra 6 comidas saludables y 6 comidas no saludables, agrega dos y escríbelos sobre

las líneas.
HEALTHY UNHEALTHY
1. 2. 3. 1. 2. 3.
4. 5. 6. 4. 5. 6.
7. 8. 7. 8.
MUST
“Must” indica una obligación, prohibición o necesidad. También puede emplearse “have to”
(tener que) en frases afirmativas.
AFIRMATIVO
VERBO INFINITIVO
SUJETO + MUST + + COMPLEMENTO.
(sin to)
my parents more (Tengo que llamar a mis
I must call
often padres más a menudo.)
(Ella tiene que practicar
She must practice more.
más.)
NEGATIVO
VERBO
SUJETO+ MUST *NOT INFINITIVO + COMPLEMENTO.
(sin to)
(No debes de llamar a mis
You must not call my parents.
padres.)
(Él no debería trabajar tan
He must not work so hard.
duro.)
*must not = mustn’t (forma contraída)
54
También se puede usar “must” para indicar probabilidad o asumir algo.
Ejemplos:
John’s not here. He must be sick because he never misses class. (John no está aquí.
Debe estar enfermo porque nunca pierde clases.)
It must be difficult to learn a new language as an adult. (Debe ser difícil aprender un idioma
como adulto.)
Es posible también usar “must” para preguntas retóricas.
Ejemplos:
Must you always be late? (¿Siempre tienes que llegar tarde?)

Must she talk so much? (¿Tiene que hablar tanto?)
ACTIVITY 8/ ACTIVIDAD 8.
VOCABULARIO:
PUBLIC SIGNS AND REGULATION OF PUBLIC PLACES (SEÑALAMIENTOS PÚBLICOS
Y REGLAMENTOS DE LUGARES)
VIII. Match the words to the pictures. Une las palabras con las imagenes.
( ) No parking ( ) School crossing ( ) Maximum Speed

( ) Don’t take potos ( ) Don’t wear caps ( ) Don’t turn left
( ) Don’t smoke ( ) No pets allowed ( ) No U-turn
( ) Don’t use cellphones
55
IX. Match the sentences to the pictures and write two more rules. Une las oraciones con las
imágenes y agrega dos reglas más.
When we go to the movie theater we have to follow these rules:
 You must no speak during the movie.

 You must not smoke inside the room.
 You must not take food from another store inside.
 You must turn off your cell phone.
1. 2.
________________________ ________________________
3. 4.
________________________ ________________________
5. ____________________________________________________________.
6. ____________________________________________________________.
Entra al siguiente enlace para más vocabulario de Salud y Alimentación y vialidades.

https://www.youtube.com/watch?v=_5c1uBCsaCo
Final block activity. Actividad final del bloque.
Usando el vocabulario y los verbos modales,

escribe 10 reglas que te gustaría que tu
comunidad tuviera en esta nueva normalidad,
realiza un cartel y haz un video exponiendo
dichas reglas. El video no debe exceder 3 min.
Recuerda usar la creatividad.

(Ver Anexo A para su calificación.)
56
BLOCK FOUR: PLANS AND PREDICTIONS
BLOQUE 4: “PLANES Y PREDICCIONES”
PROPÓSITO DEL BLOQUE
Creates plans and predictions for the future through communication skills with the
intention ofestablishing short and long term goals that allows to make conscious
decisions/ Crea planes y predicciones a futuro a través de las habilidades comunicativas con
la intención de establecer metas a corto y largo
plazo que le permitan tomar decisiones de manera consciente.
KNOWLEDGE/ CONOCIMIENTOS
Vocabulary/ Vocabulario:
 Future Plans (trips, predictions, goals, life projects, weather) / Planes futuros
(viajes, predicciones, metas, proyecto de vida, clima).
 Idiomatic future: ¨ Going to ¨ (affirmative, negative, and interrogative) / Futuro
idiomático:"Going to"(afirmativo, negativo, interrogativo).
 Simple Future: ¨Will (affirmative, negative, and interrogative)/ Futuro simple: "Will"
(afirmativo, negativo, interrogativo).
 Time Expressions/ Expresiones de tiempo.
HABILITIES/ HABILIDADES:
 Identifies texts orally and in writing vocabulary related to future plans and goal/
Identifica en textos orales y escritos vocabulario relativo a planes y metas a futuro.
 Interprets ideas in texts related to future situations/ Interpreta ideas en textos relativos
a situaciones futuras.
 Distinguish the use of the plan in the future/ Distingue el uso del plan a futuro.
 Associate the proper use of expressions of time in the future/ Asocia el uso adecuado
de las expresiones de tiempo en el futuro.
ATTITUDES/ ACTITUDES:
 Makes decisions in a conscious and informed way assuming the consequences/

Toma decisiones de manera consciente e informada asumiendo las consecuencias.
 Expresses his ideas, showing respect for other opinions/ Expresa sus ideas,
mostrando respeto por las demás opiniones.
 Respects and tolerates his fellow students/ Respeta y tolera a sus semejantes
 Creates in an oral form, plans for the future considering fluency, pronunciation,
intonation, and mastery of the subject, with an attitude of respect and tolerance for
other opinions/ Crea de manera oral planes futuros considerando la fluidez,
pronunciación, entonación y dominio del tema, con actitud de respeto y tolerancia por las
demás opiniones.
57
 Makes predictions of events in writing using appropriate grammar, coherence and
spelling, favoring conscious and informed decision making/ Plantea de manera escrita
predicciones de sucesos utilizando la gramática apropiada, coherencia y ortografía,
favoreciendo la toma de decisiones consciente e informada.
DIAGNOSTIC EXAM (EVALUACIÓN DIAGNÓSTICA)
Instructions: choose and underline the correct option.
Instrucciones: Escoge y subraya la opción correcta.
1. Tom will/is going to be 18 next year

2. i think Sara will/ is going to love this song
3. My sister will/ is going to study in Warsaw
4. Look at the sky! it will/is going to rain
5. I´ve got a headache. I will/ am going to get you a painkiller.
6. I will/ am going to make a pizza. Have we got any cheese in the fridge?
7. I will/ am going to send you an whatsApp in the evening, I promise.
8. I spoke Helen yesterday, She will/ is going to buy a new car
9. Don´t worry. I'm sure everything will/ is going to be ok!
10. What are your plans for the weekend? I will/am going to go to the cinema. I've won a
ticket for the latest James Bond movie.
HOW DO WE USE THE FUTURE SIMPLE TENSE?
We use the Future Simple tense when there is no plan or decision to do something before we
speak. We make the decision spontaneously at the time of speaking. (Usamos el tiempo
futuro simple cuando no hay un plan o una decisión para hacer algo antes de hablar.
Tomamos la decisión de forma espontánea en el momento de hablar)
Look at these examples:
● Hold on. I'll get a pen.

● We will see what we can do to help you.
● Maybe we'll stay in and watch television tonight.
In these examples, we had no firm plan before speaking. The decision is made at the time of
speaking. (En estos ejemplos, no teníamos un plan firme antes de hablar. La decisión se
toma en el momento de hablar)
58
We often use the Future Simple tense with the verb to think before it:(A menudo usamos el
tiempo futuro simple con el verbo pensar antes de él)
● I think I'll go to the gym tomorrow.

● I think I will have a holiday next year.
● I don't think I'll buy that car.
Prediction (Para hacer predicciones)
We often use the Future Simple tense to make a prediction about the future. Again, there is no
firm plan. We are saying what we think will happen. (A menudo usamos el tiempo futuro simple
para hacer una predicción sobre el futuro. Una vez más, no hay un plan firme. Estamos
diciendo lo que creemos que sucederá)
Here are some examples:
● It will rain tomorrow.

● People won't go to Jupiter before the 22nd century.
● Who do you think will get the job?
Be (con el verbo to be)
When the main verb is be, we can use the Future Simple tense even if we have a firm plan or
decision before speaking. (Cuando el verbo principal es be, podemos usar el tiempo futuro
simple incluso si tenemos un plan o una decisión firme antes de hablar)
Examples:
● I'll be in London tomorrow.

● I'm going shopping. I won't be very long.
● Will you be at work tomorrow?
The Future Simple tense is often called the "will tense" because we make the Future Simple
with the modal auxiliary will.
How do we make the Future Simple tense?

The structure of the Future Simple tense is:
subject + aux will + main verb
invariable base
will v1
59
For negative sentences in the Future Simple tense, we insert not between the auxiliary verb
and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at
these example sentences with the Future Simple tense:
subject aux. verb will main verb complement
+ I will Open the door
+ You will Finish before me
- She will not Be at school tomorrow
- We will not Leave yet
? Will you Arrive on time?
? Will they Want dinner
Tip: We sometimes use shall instead of will, especially for I and we.
Contraction with Future Simple
When we use the Future Simple tense in speaking, we often contract the subject and auxiliary
verb:
I will I'll
you will you'll
he will he'll
she will she'll
it will it'll
we will we'll
they will they'll
In negative sentences, we contract with won't, like this:

I will not I won't
you will not you won't
he will not he won't

she will not she won't
it will not it won't
we will not we won't
they will not they won't
60
ACTIVITY 1
INSTRUCTIONS: choose and underline the correct option. It test what you learned on the
Simple Future
INSTRUCCIONES: Escoge y subraya la opción correcta. Demuestra lo que aprendiste del
Futuro Simple will.
1. He _____ arrive on time.

a) will
b) is
c) not
2. Will your folks _____ before Tuesday?

a) leaving
b) leave
c) leaves
3. We _____ get there until after dark.

a) will
b) won’t
c) will’nt
4. We will _____ what your father says

a) see
b) to see
c) seeing
5. I don't ________ go swimming today

a) think I
b) think I’ll
c) thinking
6. It ________ tomorrow
a) will snow
b) snows
c) is snowing
7. We won't ________ until we get there

a) knowing
b) have know
c) know
61
8. I ________ back before Friday.
a) ‘ll be
b) am
c) am being
9. Will you _____ at the rehearsal on Saturday?

a) go
b) be
c) have
10. I'm going to the grocery store. I think _____ buy a turkey.
a) I’ve
b) I’ll
c) I’d
ACTIVITY 2
INSTRUCTIONS: Make questions using the future simple WILL.

INSTRUCIONES: Hacer oraciones usando el futuro WILL.
Example: you | tidy | room | your

Will you tidy your room?
1.Bill | arrive | When?

2. not | work | mum | late | your | tonight?
3.at | be | Marion | tomorrow | school?
4you | what | leave time?
5. classmates | in | be | classroom | their | your?
6. hairstyle | think | what | Matt | my | of | new?
7. concert | enjoy | the | Mr. and Mrs. Gregson?
8 you | till | stay | there | not | Sunday?
9.you | address | your | tell | me | email?
10.the | how | Joe | find | hotel?
Going to” equivale a “ir a” en español.
Las formas “will” y “going to” se utilizan para expresar el futuro. La diferencia entre “going to” y
“will” es el sentido de planificación y probabilidad de que suceda una acción. En general,
se usa “going to” para planes concretos, cuando estamos seguros de que algo va a suceder.
1. intención: Se usa “going to” para planes, indica la intención de hacer algo.
Ejemplos:
62
 We are going to have a party tonight. (Vamos a dar una fiesta esta noche.)
 Richard is going to take an English class. (Richard va a realizar una clase de inglés.)
 Are they going to play football later? (¿Van a jugar a fútbol luego?)
2. Predicción: Se puede usar el presente continuo para acciones seguras en el futuro

cercano.
Ejemplos:
 Sarah is arriving tonight. (Sarah llega esta noche.)

 I am going to the doctor this afternoon. (Voy al médico esta tarde.)
Structure (Estructura)
1. Affirmative Sentences (Frases afirmativas)
Sujeto + verbo auxiliar (to be) + “going to” + verbo principal.
Ejemplos:
 I am going to call you tonight. (Voy a llamarte esta noche.)

 She is going to arrive late. (Va a llegar tarde.)
 They are going to be happy to see you. (Van a estar felices de verte.)
2. Negative Sentences (Frases negativas)
Sujeto + verbo auxiliar (to be) + “not” + “going to” + verbo principal.
Ejemplos:
 I am not going to call you tonight. (No voy a llamarte esta noche.)
 She is not going to arrive late. (No va a llegar tarde.)
Verbo auxiliar (to be) + sujeto + “going to” + verbo principal?
Ejemplos:
 Are you going to call me tonight? (¿Vas a llamarme esta noche?)

 Is she going to arrive late? (¿Va a llegar tarde?)
 Are they going to be happy to see you? (¿Van a estar felices de verte?)
63
ACTIVITY 3
Instructions: Complete each sentence. Use GOING TO and the verb in brackets
Instrucciones: Completa cada oración. Usa going to y el verbo en el paréntesis.
Example:
1. …. Are you going to buy ... (you / buy) a new bike?
2. Tom ……………………………………………………………… (not / be) a doctor.

3. I ……………………………………………………………... (buy) some new shoes.
4. …………………………………………………………….. (Helen / catch) the train?
5. Who …………………………………………………… (carry) the shopping for me?
6. Jim and Dinah …………………………………………………… (not / get) married.
7. Sam ………………………………………………………………… (take) a holiday.
8. What time ……………………………………………………….. (you / phone) me?
9. Where …………………………………………………………… (we / eat) tonight?
10. I ………………………………………… (not /give) a birthday present!
ACTIVITY 4
INSTRUCTIONS: click the link and watch the following video, take notes and then answer the
questions. Remember that we are practicing the topic of simple future going to & will.
INSTRUCCIONES: Haz click en el link y ve el video, toma notas y después responde a las
preguntas. recuerda que estamos practicando el tema: futuro simple going to & will)
https://www.youtube.com/watch?v=yTwqzXXn7p0
Questions:
1. Where is Jerry going to go?

____________________________________________
2. Who is Jerry going to go with?
____________________________________________
3. How is Jerry going to get there?
___________________________________________
4. What is Jerry going to do there?
__________________________________________
5. Where is Jerry going to stay?
_________________________________________
64
ANEXOS
BLOQUE 3 -Anexo A.
Actividad Bloque Final. CARTEL
CARTEL
Criterio de evaluación Valor

De Forma
 Ficha técnica de identificación (Inst., Asignatura, Participantes, Docente, 5
Fecha, Tema abordado).
 Color: Número, tonos, contraste. 5
 Tamaño y Formato: Adecuado al mensaje 5
 Creatividad. 15
De Contenido
 Mensaje: Dirección, Impacto, Respuesta Fundamentación. Relación con 20
contenido temático.
 Impacto a los sentidos. 20
 Imagen: Coherencia, simbología, tipo, síntesis de la idea, lleva el peso 20
del cartel.
 Composición: Distribución, equilibrio, estructura, armonía, unidad, y 10
elementos válidos.
65
CUADERNILLO DE ACTIVIDADES DE APRENDIZAJE DE EMSAD
INGLÉS II
Este material fue elaborado con la participación de las Docentes de EMSaD del Colegio de
Bachilleres del Estado de Quintana Roo:
Llic. Zazil Be Sulub Cabrera

EMSaD PUERTO AVENTURAS
Lic. Fausto Chi Rivas

EMSaD CHUN-YAH
Lic. Dulce Guadalupe García Cruz

EMSaD JOSEFA ORTÍZ DE DOMÍNGUEZ
Lic. Addy Yahaira Jarillo Ramírez

EMSaD MAHAHUAL
Coordinado por el Departamento de EMSaD
66

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INGLES II

BLOCK I “SIMILARITIES AND DIFERENCES” / BLOQUE I “SIMILARIDADES Y DIFERENCIAS” 4

BLOQUE II: OLD TIMES/ VIEJOS TIEMPOS 19

BLOQUE III: RULES AND OBLIGATIONS/ REGLAMENTOS Y OBLIGACIONES 43

BLOQUE IV: PLANS AND PREDICTIONS/ PLANES Y PREDICCIONES 57

Estimada y estimado estudiante:

Te invito a no bajar la guardia en lo académico y en el cuidado de tu salud. Trabaja

Dr. Rafael Ignacio Romero Mayo

PURPOSE OF BLOCK I / PROPÓSITO DEL BLOQUE I:

EXPECTED LEARNING/ APRENDIZAJES ESPERADOS:

CRITERIO DE EVALUACIÓN: Todas las actividades 70 %

ACTIVITY 1: DIAGNOSTIC TEST BLOCK I

Instruction: Choose the correct Answer / Escoge la respuesta correcta.

2. Sponge Bob is a _________cartoon.

3. Watching a movie is as ____________listening music.

4. Spiderman is not _________________ as Hulk.

5. Chinese food is as________________ Italian food.

6. Rihanna is _____________than Laura Bozzo.

7. The Simpsons are ___________than Sponge Bob.

8. Wolverine has _______ nails than cat woman.

9. A lion is ___________ than a cat.

10. Rock music is ____________ than pop music.

11. Coca cola is the ____________drink in the world.

12. Bill Gates is one of the_________man on earth.

ADJECTIVE ORDER / ORDEN DEL ADJETIVO

Adjective Order / Orden de los adjetivos

black eyes thin

Example / Ejemplo: I am short, thin and a very extroverted person.

What does he/she look like?

ADJECTIVES TO DESCRIBE EMOTION AND PERSONALITY / ADJETIVOS PARA

What are you like?

Adjectives to describe Personality adjectives:

ADJECTIVES FOR DESCRIBING PLACES / ADJETIVOS PARA DESCRIBIR LUGARES.

Adjectives for describing Places:

small beautiful noisy

CLOSING ACTIVITY / ACTIVIDAD DE CIERRE

Opinions/ Facts / hechos

ACTIVITY 5 / ACTIVIDAD 5 black, big, young dog

EXAMPLES: Cozumel is more beautiful than Kantunilkin.

IRREGULAR ADJECTIVES / ADJETIVOS IRREGULARES

Irregular adjectives Comparative Form

RULE 1/REGLA 1 RULE 2 / REGLA 2 RULE 3 / REGLA 3

Complete the sentences by adding ER or MORE to the adjectives in the parentheses.

ACTIVITY 7 / ACTIVIDAD 7 more

Instruction: Circle the odd one out / Encierra el que no encaja.

Example: cold difficult short 100/16= 6.25

1. hot big bad 7 * 6.25 =

CLOSING ACTIVITY / ACTIVIDAD DE CIERRE

LISTEN UP. Track 1. Great cities / escucha. pista 1. grandes ciudades.

1. Which city is more dangerous? TOKYO NEW YORK NOT MENTIONED

BIG BIGGER BIGGEST

Example: most comfortable.

RULE 1/REGLA 1 RULE 2 / REGLA 2 RULE 3 / REGLA 3

Dialogue / Dialogo 1.smaller

9.09 * _10_= 90.9=9.1

Instruction: Underline the comparatives adjectives and superlatives in the previous

1. I (tall) _______am the tallest______________ person in my family.

1. I (tall) _am the tallest________ person in my family.

1. _and __are the past forms of the verb to be.

1) he twenty years old? ______