Libro de Ingles3

INDICE
BLOCK I. DESCRIBES SITUATIONS CAUSE AND EFFECT........................................................

1
Didactic sequence 1. Review what you know about simple present tense................................
2
Didactic sequence 2. Review what you know about simple future tense...................................
7
Didactic sequence 3. What will happen if you...?......................................................................
12
Didactic sequence 4. If i do not want to...................................................................................
18
BLOCK II COMPARES HABITS AND ROUTINES IN THE PAST WITH THE PRESENT
ONES............................................................................................................................................
25
Didactic sequence 1. People used to..................................................................................
26
Didactic sequence 2. I used to play.....................................................................................
30
Didactic sequence 3. I used to travel...................................................................................
36
Didactic sequence 4. I used to eat......................................................................................
39
BLOCK III DESCRIBES ACTIVITIES DEVELOPED IN A PARTICULAR POINT IN THE
PAST..............................................................................................................................................
42
Didactic sequence 1. What were you doing yesterday?..........................................................
43
Didactic sequence 2. She was wearing a red dress................................................................
49
Sequence didactic 3. What were you doing when I called you?..............................................
55
Didactic sequence 4. Making a recipe....................................................................................
61
BLOCK IV. GIVES DIRECTIONS AND MAKES REQUESTS.........................................................

65
Didactic sequence 1. Hurry up! Its late!..................................................................................
66
Didactic sequence 2. Phrasal verbs usage in different context...............................................
86
APPENDIX....................................................................................................................................
99
BIBLIOGRAPHY............................................................................................................................
120
DESCRIBES SITUATIONS CAUSE AND EFFECT

Competencias Disciplinares bsicas:
* Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando el
contexto en el que se gener y en el que se recibe.
* Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de sus conocimientos
previos y nuevos.
* Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.
Identificar e interpretar la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua,
recurriendo a conocimientos previos, elementos no verbales y contexto.
*Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin
comunicativa.
* Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir materiales y
transmitir informacin.
Unidad de competencia:
Describe hechos y situaciones presentes y futuras, de manera oral y escrita, en situaciones de contexto personal, familiar y social.
Atributos a desarrollar en el bloque:
Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genricas:
4.1 Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o grficas.
4.2 Aplica distintas estrategias comunicativas segn quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresar ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sinttica.
7.1 Define metas y da seguimiento a sus procesos de construccin de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integracin y de convivencia en los contextos local, nacional e internacional.
BLOCK 1. DESCRIBES SITUATIONS CAUSE AND EFFECT

BLOQUE 1. DESCRIBE SITUACIONES CAUSA Y EFECTO
DIDACTIC SEQUENCE I
SECUENCIA DIDACTICA 1
REVIEW WHAT YOU KNOW ABOUT SIMPLE PRESENT TENSE
REPASANDO QUE ES LO QUE TU SABES DEL TIEMPO
PRESENTE SIMPLE
START UP ACTIVITY (ACTIVIDAD DE INICIO)

1.- Escribir en el pizarrn: review simple present tense
2.- Mediante una lluvia de ideas solicitar al grupo que digan en ingls actividades
que realizan en su vida cotidiana (verbos en presente simple), mientras el/la
docente los escribe en el pizarrn.
SUGERENCIA: se recomienda que el docente escriba enunciados cortos
utilizando los verbos de la lluvia de ideas, empleando las wh questions o
preguntas informativas: where, who, what, etc.
DEVELOPMENT ACTIVITIES (ACTIVIDADES DE DESARROLLO)

I.Leer el texto en voz alta y solicitar a los alumnos que lean despus de l/ella.
THE MAN WITH 13 JOBS.
JOHN Mc PORRAN is a very busy man. He is 60 years old and he has
thirteen jobs.
He is a postman, a policeman, a fireman, a taxi driver, a school-bus driver, a
boatman, an ambulance man, an accountant, a petrol attendant, a barman, and
undertaker. Also, he and his wife, Margaret, have a shop in a small hotel.
John lives and works on the Island of Gigha in the west of Scotland. Only
120 people live on Gigha, but in summer 150 tourists come by boat every day.
3
Every weekday John gets up at 6:00 and makes breakfast for the hotel
guests. At 8:00 he drives the islands children to school. At 9:00 he collects the
post from the boat and delivers it to all the houses on the island. He also delivers
the beer to the islands only pub. Then he helps Margaret in the shop.
He says: Margaret likes being busy, too. We never have holidays and we
dont like watching television. In the evenings Margaret makes supper and I do
the accounts. At 10:00 we have a glass of wine and then we go to bed. Perhaps
our life is not very exciting, but we like it.
1. Pedir a cada alumno que escriba las palabras que desconoce para sentar
las bases de su diccionario personal.
2. Pedir a los alumnos que busquen los significados en espaol de las
palabras del punto anterior.
3. Solicitar hagan una lectura de barrido del texto (lectura rpida) y busquen
los verbos en tiempo presente.
4. Solicitar a los alumnos los enlisten en su cuaderno.
5. Realizar una comparacin de los verbos encontrados en la lectura con los
escritos, al inicio de las actividades, en el pizarrn.
6. Solicitar al alumno que elija 5 verbos y los emplee en enunciados en forma
afirmativa, luego los cambie a su forma negativa y por ltimo a pregunta.
NOTA: Recordar a los alumnos el uso del do y does.
Ejemplos:
She dances every weekend.
She does not dance every weekend.
Does she dance every weekend?
Yes, she does.
No, she doesnt.
READING COMPREHENSION (Comprensin Lectora)

II.
According to the text answers the following questions. Choose A, B or C.

De acuerdo al texto responda las siguientes preguntas. Elija A, B o C.
1.
a)
Where does John live?

In Colombia. b) In Scotland. c)
2.
a)
How old is he?

60 years old.
In Paris.
b) 50 years old.
c)
20 years old.
4
3.
a)
How many jobs does he have?

12 jobs.
b) 6 jobs. c) 13 jobs.
4.
a)
5.
a)
Whats his wifes name?

John. b) Maria c) Margaret.
What does she do?
She works in the supermarket. b) She works in the shop. c)
in the hospital.
6.
a)
How many people live on Gigha?

150 people live on Gigha. b) 130 people live on Gigha. c)
live on Gigha.
7.
a)
How many tourists visit Gigha in summer?

150 tourists.
b) 120 tourists. c) 130 tourists.
She works
120 people
8.
a)
What does John do in the morning?

He gets up, makes breakfast for the hotel guest, watching television, he
drives the islands children to school, collects the post from the boat and
delivers it to the entire house on the island and finally he helps Margaret in
the shop.
b) He gets up, makes breakfast for the hotel guest, he drives the islands
children to school, collects the post from the boat and delivers it to the
entire house on the island and finally he helps Margaret in the shop.
c) He gets up, makes breakfast for the hotel guest, he drives the islands
children to school, collects the post from the boat and delivers it to the entire
house on the island and finally he sleeps all day.
III. Solicitar a los alumnos que completen la siguiente tabla escribiendo los oficios (en
ingls) encontrados en la lectura y la complementen con profesiones que
conozcan.
OCCUPATIONS
Postman
Policeman
Fireman
Taxi driver
School bus driver
Boat man
Ambulance man
PROFESSIONS
Teacher
Doctor
Dentist
Engineer
Accountant
Petrol attendant
Barman
Undertaker
SOME PROFESSIONS AND OCCUPATIONS. ALGUNAS PROFESIONES Y

OCUPACIONES.
VI. Write the professions/ occupations in the picture, you can find the job in the
grid.
NURSE
TEACHER
DOCTOR
HAIRDRESSER
H N K
N M U
F D
D I
H A
D R E
F E
G R
S
S
V
N
S B
D E
R A
P
Y
E
B S
R E
S
P
PAINTER
R E
K I Y
O C T
G P A
R A
Q A
D E
M R O T
O D F
M G L
Y A L
P
P
PLAYER
A W T H J F
T Q A S H R
H J
H D
E F
CHEF
F
R E
H
C
H
C
S A V
C O S
CLOSING ACTIVITY (ACTIVIDAD DE CIERRE)

1.
Complete the song with the verbs in simple present tense.

Imagine there's no Heaven
It' s easy if you try
And no Hell below us
Above us only sky
Imagine all the people

Living for today
Imagine there's no country
It isn't hard to do
Nothing to kill or die for
And no religion too
imagine all the people
Living life in peace
You may say I'm a dreamer
But I'm not the only one
I hope someday you will join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
Or Brotherhood of Man
Imagine all the people
Sharing all the world
You may say that I'm a dreamer
But I'm not the only one
I hope someday you will join us
And the world will live as one.
Imagine by John Lennon
DIDACTIC SEQUENCE 2
REVIEW WHAT YOU KNOW ABOUT SIMPLE FUTURE TENSE
REPASANDO LO QUE SABES DEL TIEMPO FUTURO SIMPLE
START UP ACTIVITIES (ACTIVIDADES DE INICIO)

1. Presentar el tema: review simple future tense
2. Realizar la dinmica de la papa caliente con una pelota pequea. El/ la
docente explicar que va a repasar el tiempo futuro simple con las
profesiones y oficios vistos en clases anteriores. Ej. I will be a doctor.
Lanzar la pelota a un alumno al azar y l tendr que decir otro enunciado y
as sucesivamente.
3.
I.
Dividir al grupo en binas para leer el siguiente dialogo en voz alta
A: What do you think the future will be like?

B: I think cars will fly.
A: Really? What do you think the schools will be like?
B: I think people will study in their houses via the Internet.
A: What will hospitals be like?
B: I think medicine will be totally different. We won't have many of the diseases
that we have today.
A: How will houses be different?
B: Maybe we'll have robots to clean our house and cook.
A: That would be nice!
II.
Solicitar que se aprendan el texto en binas y hagan un role play (juego de

roles), en el cual los alumnos pasarn al frente a representarlo.
III.
Escribe las palabras en orden para formar enunciados. Asegrate de que

escribiste correctamente las letras en maysculas o minsculas como
corresponde y que escribiste el punto o signo de interrogacin al final.
1. think/ cars/ I /will/ fly/

I think cars will fly.
2. will/ What /hospitals/ like/ be/ ?
What hospitals will be like?
3. houses/ be/ How/ different/ will/ ?
How different houses will be?
4. won't/ diseases/ We/ have/ many .
We wont have many diseases.
5. future/ will/ What/ like/ think/ be/ do/ the/ you/ ?
What do you think future will be like?
IV. Pedir a los alumnos que lean despus del docente el siguiente texto.
ROBOTS
When will we have robots? We already have many kinds of robots!
Industries use a variety of robots and now robots are becoming more common in
the home.
The Husqvarna company makes the Auto Mower, a lawn mowing robot. The
robot has sensors which detect where objects are in the yard and it maneuvers
around them. The robot can cut the grass while you relax on the patio with a glass
of lemonade! Also, Eureka now makes a robotic vacuum cleaner. Like the robot
lawn mower, the vacuum cleaner automatically detects where
the furniture is and vacuums around it.
Cars are becoming robots now that many cars have
GPS (Global Positioning Systems) on them. A car with a GPS
system can give you directions on how to go somewhere, tell
you where the closest gas station is, and, some day in the
future, will drive itself. You will take a nap or read while the car
drives itself to your destination.
We even have robotic pets now. The Sony Company makes a robotic dog
named Aibo that can sit, stand, and walk like a regular dog but can also
communicate and take pictures! Aibo understands certain commands, like a dog
does, such as "Sit down", "Stand up", and Turn right". If you ask Aibo a question
such as "How old are you? its eyes will flash how many years it has. Aibo is also
a great guard dog. He can patrol the yard and take pictures with a built in camera
of anything suspicious.
1. Integrar a los alumnos en grupos colaborativos.

2. Pedir que escriban en su diccionario personal el vocabulario
desconocido.
3. Solicitar que encierren los verbos en tiempo futuro encontrados en la
lectura.
4. Indicar a los alumnos que subrayen los cognados o palabras
transparentes (palabras que se entiende su significado en ambos
idiomas) que encuentren en el texto.
5. Solicitar que pase un miembro de cada uno de los grupos colaborativos
y escriba verbos y cognados en el pizarrn
V.
Exercises in Simple Future tense (will).
1. Jos, Pedro and Martha (visit) will visit you.

2. She (get) will get you a Coke.
3. Our team (win) will win the competition.
4. Isabel (bake) will bake a cake.
5. I (buy) will buy the tickets for Ricky Martins concert.
6. He (do) will do his homework.
7. We (stay) will stay at home tonight.
8. Sarah hopes that Jess (clean) will clean his room this afternoon.
9. Im sure your parents (understand) will understand your problems.
10. We (go) will go to a party this Saturday.
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VI.
Create sentences using the words to form simple Future (will).
1. Travel/ around/ you/ the/will/ world.

Affirmative: You will travel around the world.
Negative: You wont travel around the world.
Question: Will you travel around the world?
2. Perfect/ will/ everything/be.
Affirmative: Everything will be perfect.
Negative: Everything wont be perfect.
Question: Will everything be perfect?
3. You/will/always/I/love
Affirmative: I will always love you.
Negative: I wont always love you.
Question: Will I always love you?
4. Eduardo/ the/will/rules/break
Affirmative: Eduardo will break the rules.
Negative: Eduardo wont break the rules.
Question: Will Eduardo break the rules?
5. Close/will/the/door/I
Affirmative: I will close the door.
Negative: I wont close the door.
Question: Will I close the door?
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In small collaborative groups, prepare a mind map about the review of the simple
present and simple future. (En grupos colaborativos, prepare un mapa mental para
realizar un repaso del presente y futuro simple)
12
DIDACTIC SEQUENCE 3
WHAT WILL HAPPEN IF YOU...?
QUE PASARIA SI TU...?

1. Por medio de preguntas generadoras, cuestionar el conocimiento previo de
los alumnos acerca de que es una causa y que es un efecto, llegando a una
conclusin grupal.
2. Solicitar que los alumnos ejemplifiquen situaciones cotidianas de causaefecto en espaol.
3. Presentar el tema: hoy aprenderemos los condicionales tipo 0 y tipo 1.
(Dividir el pizarrn en 2 mediante una lnea)
I.
Escribir en una de las divisiones del pizarrn los siguientes enunciados (que
sern los condicionales tipo 0):
If it rains, I get wet.
If you call the doctor, he comes.
If you drop an apple, it falls.
13
1. Solicitar que el alumno observe los 3 enunciados, guindolos para que

encuentre las similitudes entre ellos (if, coma, verbos en presente).
2. Explicar que este tipo de enunciados se compone de 2 clausulas; una,
contiene el IF, que es la if clause o cause (CAUSA); y la otra es la main
clause o effect (EFECTO)
3. Los alumnos guiados por el docente debern construir la estructura.
If clause (CAUSE)
Main clause (EFFECT)
If + Present tense
Present tense
If you freeze water
it turns into ice.
Nota: si la primera clausula es la del IF, usualmente se usa una coma. Si la

clausula IF es la segunda, no hay necesidad de una coma.
Ejemplo:
If you heat water to 100C, it boils.

Water boils it you heat it at 100C.
4. Hacer notar que se usa este tipo de condicional cuando la condicin y el

resultado siempre es verdad, como por ejemplo los hechos cientficos o
verdades generales.
II.
Escribir en la otra divisin del pizarrn los siguientes enunciados (que sern los
condicionales tipo 1):
If you heat that substance too much, it will explode.

If you win the lottery, you will be rich.
If you cross that line, you will be arrested.
1. Solicitar que observen los enunciados y los comparen con los anteriores
para que expresen las similitudes y diferencias.
2. Con la ayuda del docente los alumnos construirn la regla del primer
condicional.
If clause (CAUSE)
Main clause (EFFECT)
If + Present tense
Future simple tense
If I finish high school
I will go to the University
14
3. Las oraciones condicionales tipo 1, sirven para expresar situaciones que

probablemente (o seguramente) ocurrirn en el futuro si se cumple la
condicin indicada .Se usa condicional tipo 1 en ofrecimientos, sugerencias,
advertencias y/o amenazas.
Ejemplos:
If we hurry, we will catch the train.

If Susan studies hard, she can answer the math exam.
If you get home after midnight, you wont go out in a month.
III. Actividades de condicional cero

From de verbs given, choose those who complete the following sentences correctly
and logically.
Cause clause: has expose
Effect or result clause: catch
a)
b)
c)
d)
e)
mix
becomes
freeze
get
burn
are
stops
If you freeze water, it becomes a solid.

If my husband has a cold, I usually catch it.
People are using their cars if public transport stops efficient.
If you mix red and blue, you get purple.
Phosphorus expose if you burn it to air.
IV.Change the order of the following conditional sentences. (cambie el orden de las
condicionales en los siguientes enunciados)
Example:
If she eats too much chocolate, my daughter gets sick.
My daughter gets sick if she eats too much chocolate.
1. If it gets wet, iron rusts.
1. Iron rusts if it gets wet.
2. If you drop ice in water, it floats.
2. It floats if you drop ice in water.
15
3. The grass doesnt grow if there is no rain.

3. If there is no rain, the grass doesnt grow.
4. You die if you dont eat.
4. If you dont eat you die.
5. If you want to make a phone call, insert a phone card in the slot.
5. Insert a phone card in the slot if you want to make a phone call.
6. If Mrs. Flores is not in the office, leave a
message in the answering machine.
6. Leave a message in the answering
machine if Mrs. Flores is not in the office.
ACTIVIDADES PARA CONDICIONAL UNO
V. Solicitar que observen la ilustracin y
mediante
lluvia
de
ideas
hagan
predicciones acerca de lo que piensan que se va a tratar la lectura.
Internet dating dangers
Meeting over the Internet will cause problems. First, chat rooms can attract
unpleasant people. Someone can seem nice at first, but then become rude.
Second, it is easy for people to lie about themselves on the internet. Moreover,
people who are married or who already have a serious relationship may use the
internet to have an affair. So if you meet someone new on the internet, you will
think you have found a soul mate, but then you will be disappointed when the truth
comes out. Whats more, surfing the internet you do alone. If you are alone at your
computer at home, then you are not in the real world meeting people face to face.
In addition, internet romance often develops quickly, and can become serious too
quickly. Always remember, meeting online is not real and cannot replace face to
face contact.
1. Mediante lectura de scanner (de barrido) buscar cognados o palabras
transparentes.
2. Indicar a los alumnos que circulen los verbos o acciones encontradas en el
texto.
3. Pedir que subrayen los condicionales que encuentren.
4. Solicitar que agreguen en su diccionario personal el vocabulario
desconocido.
5. Pedir al alumno que haga una interpretacin de la lectura en espaol.
16
VI.Read the text one more time internet dating dangers, then read the sentences
and check the ones are true according to the information you read.
a) If you date by internet, your romantic life will be easier than the real life.
True False
b) If you date by internet, you will start a serious relationship. True False
c) If you want to feel real love, then you will use the internet dating. True False
d) If you use internet dating, you will find people who often lie about their
romantic status. True False
e) Dating agencies will make money if more lonely people want to find love.
True False
Nota: segn la frase condicional convendr emplear otros verbos modales en lugar
de will. Podemos usar can, may y might, en caso de posibilidad y should en caso
de consejo.
Ejemplos:
VII.
You can come with me if you want.

If you are good, I may buy you an ice- cream
If he wins this game, he might win the championship.
If you want to be healthy, you should give up smoking.
Match the 2 columns below according to the first conditional
1. If you dont wear a thick coat

2. If you dont have any money
Someday
3. If I have time,
4. If it is warm tomorrow,
5. If you work hard,
6. If you spend more than you ear,
7. If you pay now,
8. If he is busy now,
9. If it rain today,
10. May I take this book home
11. If you want to lose weight
12. If you want to learn more
(11) you should eat less bread

( 5 ) you may become a millionaire
(6) youll become a poor man.
(4) well go the park.
(8) I will come back tomorrow.
(12) you should study hard.
(10) if I bring it back for tomorrow?
(2) I can lead you some.
(1) you might catch a cold.
(3) Ill visit my parent this afternoon.
(7) youll get a discount.
(9) Ill stay at home.
17

1. Recortar una hoja de mquina por la mitad para hacer tarjetas de trabajo.
2. En las dos tarjetas escribir un enunciado; la primera deber contener la
causa y la segunda el efecto. (Utilizar ambos condicionales).
Nota. Dependiendo del nmero de grupos de trabajo que se forman en el grupo,
dividir los 68 enunciados contenidos en la secuencia didctica 3.
3. Una vez que todos los grupos hayan escrito las oraciones en las tarjetas, estas
sern entregadas en desorden al profesor, quien las repartir a los distintos grupos
de trabajo para que las ordenen adecuadamente (cuidando de no entregar a un
grupo de trabajo, las tarjetas que ellos mismos hicieron).
4. Cada grupo de trabajo deber ordenar adecuadamente los enunciados,
pegndolas en el pizarrn que estar dividido en las siguientes clasificaciones:
Condicionales Tipo Cero

Will
Condicionales Tipo Uno

Can
May
Shoul Negativa
(might
d
s
)
18
DIDACTIC SEQUENCE IV
IF I DO NOT WANT TO...
SI NO QUIERO

Presentar el tema: escribir en el pizarrn el tema que aprenderemos el da de hoy
es: Condicionales con negacin.
1. Escribir en el pizarrn los siguientes 3 enunciados:
If I eat a lot, I wont feel good.
If I dont go out tonight, I will wake up early.
If I dont study hard, I wont pass the exam.
2. Solicitar que los alumnos las observen y preguntar:
En el primer enunciado la condicin/ causa es positiva o negativa? : If I eat a lot
(+); y el resultado/efecto del primer enunciado es positivo o negativo?: I wont
feel good (-)
3. Y repetirlo con los otros 2 enunciados de forma tal que los alumnos debern
llegar a la siguiente conclusin:
Negation can be expressed in three ways.
(+) cause or condition, (-) result
If I eat a lot, I wont feel good.
19
(-) cause or condition, (+) result

early.
If I dont go out tonight, I will wake up
(-) cause or condition, (-) result

exam.
If I dont study hard, I wont pass the

I.
Complete using the verb in the parenthesis. Complete usando el verbo

que est entre parntesis.
1.
2.
3.
4.
5.
We will die (die) if we dont get (not get) help soon!

We wont go (not go) on a picnic if it rains.
Teresa wont pass the exam if she doesnt study.
If it isnt hot, you wont (not) turn on the air conditioning.
You wont know (not know) how good player Jack is, if you dont play (not
play) with him.
6. If we dont hurry (not hurry), we will arrive late.
7. If your wife doesnt like (not like) this house, will you still buy it?
8. If you wont help (not help) me, I wont give (not give) you a lot of money.
20
II. Del banco de datos elije la opcin correcta y escrbela en la lnea

If you dare.
if he drives.
if it's sunny.
If you study, you will

pass.
she'll be sad.
you will pass.
If you vote for me
Im not go, if it rains.
If you vote for me, I You'll see it, if you

will win.
wear glasses.
If Tom cries, shell

be sad.
if I have time.
If he sings
If you wear glasses.
I'll do it, if I have

time.
If he's ill
If you love me
I'm not go
Do it, if you dare.
If you love me, I'll be He'll come, if its

happy.
sunny.
If he sings, I'll listen. If he is ill, he won't I won't go, if he

be able to go.
drives.
21
III.
Despus de haber realizado la actividad anterior, cambia los enunciados a su

forma negativa.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
If you dont study, you wont pass the exam.

_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
IV.ACTIVIDAD DE LISTENING
NOTA DE INICIO: Para el desarrollo de esta actividad se requiere que el docente,
previo a la clase, prepare el material de la siguiente manera
1. Fotocopie la lectura Are you in love? De acuerdo al nmero de grupos
colaborativos que se formen en clase.
2. Recorte los prrafos como se sugiere.
3. Mezclar los prrafos para su entrega a cada grupo colaborativo.
Realizado lo anterior proceder a lo siguiente:
1. Dividir en grupos colaborativos.
2. Entregar la lectura recortada y mezclada a los diferentes grupos
colaborativos.
3. Solicitar que escuchen con atencin la grabacin de la lectura.
4. Indicar que ordenen la lectura acorde a lo escuchado. Nota: si no logran
hacerlo correctamente, el docente puede poner la grabacin las veces
que considere necesarias.
Are you in love?
22
What is the difference between having a crush on someone and falling in love?
You think youre really attracted to a certain person. But this happened before, and
it was just a crush. How can you tell if its real this time? Heres what our readers
said:
If youre in love, youll find yourself talking to or texting the person for no
reason. (You might pretend theres a reason, but often theres not.)
If youre in love, youll find yourself bringing this person into every
conversation. (When I was in Mexico-, a friend begins. You interrupt with,
My boyfriend made a great Mexican dinner last week.)
If youre in love, you might suddenly be interested in things you used to
avoid. (When a woman asks me to tell her all about football, I know shes
fallen in love, said a TV sports announcer.)
If youre in love, you can be honest about yourself.
OK, so youve fallen in love. But falling in love is one thing, and staying in love is
another. How can you tell, as time passes, that youre still in love? If you stay in
love, your relationship will change. You might not talk as much about the person
you are in love with. You might not always call him or her so often. But this person
will nevertheless become more and more important in your life.
Youll find that you can be yourself whit this person. When you first fell in love, you
were probably afraid to admit certain things about yourself. But now you can be
totally honest. You can trust him or her to accept you just as you are. Falling in love
is great staying in love is even better!
5. Solicitar que hagan una clasificacin en su cuaderno de los siguientes

componentes: cognados, verbos en presente simple, verbos en futuro
simple, condicionales.
23
6. Solicitar que el vocabulario desconocido lo agreguen a su diccionario

personal.
7. Trascribir la lectura en el cuaderno, dejando espacio entre lneas para
realizar la interpretacin (traduccin al espaolen forma coherente no
literalmente).
V. Collocations. Colocaciones.
1. Which words or phrases go with which verbs? Complete the chart
Cules palabras o frases van con cuales verbos?.Complete la tabla
a cold
dieting
feel
energetic
relaxed
energetic
married
get
married
A cold
relaxed
smoking
lose
weight
touch
touch
weight
Quit
Smoking
Dieting
24
1.
1)
.
2)
.
3)
.
4)
.
5)
.
6)
.
Write the sentences with if. Use some of the words in part 1.
Escriba enunciados con if. Use algunas de las palabras de la
parte 1.
If I feel energetic, I might go to the gym.
If I get married,
CLOSING
ACTIVITY
(ACTIVIDAD
DE CIERRE)
Dividir la clase
en
grupos
colaborativos,
y solicitar que
busquen en la
secuencia
didctica
3
todos
los
condicionales.
Los
escriban
en su forma afirmativa y luego los cambien a su forma negativa.
Ejemplo:
If we hurry, we will catch the train.
If we dont hurry, we wont catch the train.
25
26
27
COMPARES HABITS AND ROUTINES IN THE PAST WITH PRESENT ONES

Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando el
Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de sus conocimientos
previos y nuevos.
Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.
Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin
comunicativa.
Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir materiales y
Compara hbitos y rutinas del pasado, de acuerdo a la realidad actual, de manera oral y escrita en contextos familiares y sociales.
persigue.
10.3 Asume que el respeto de las diferencias es el principio de integracin y de convivencia en los contextos local, nacional e internacional.
28
BLOCK II COMPARES HABITS AND ROUTINES IN THE

PAST WITH THE PRESENT ONES.
COMPARAS HBITOS Y COSTUMBRES REALIZADAS EN
DIFERENTES ENTORNOS SOCIALES
DIDACTIC SEQUENCE I
SECUENCIA DIDACTICA I
PEOPLE USED TO.
LAS PERSONAS SOLIAN
I. Presentar el tema: el da de hoy aprenderemos el uso del used to
1. Dividir la clase en grupos colaborativos
2. El docente leer en voz alta el texto haciendo nfasis en las frases en
negritas, mientras los alumnos siguen la lectura en silencio. Previamente
dando la indicacin a los alumnos que deben subrayar las frases en las
cuales se hizo nfasis.
ROMANCE THROUGH THE AGES

In ancient times, many of the first marriages used to
be capture, not choice when there was a scarcity of nubile
women, men used to raid other villages for wives.
Frequently the tribe from which a warrior used to steal a
bride would come looking for her, and it was necessary for
the warrior and his new wife to go into hiding to avoid being
discovered. According to an old French custom, as the
moon went thought all its phases the couple used to drink
a brew called metheglin, which was made from honey.
Hence, we get the word honeymoon.
Arranged marriages used to be the norm, primarily business relationship
used to be born to the desire and /or need for property, monetary or political
alliances. From buying a woman dinner to opening a door for her, many of todays
courting rituals are rooted in medieval chivalry.
29
During medieval times, the importance of love in relationship used to

emerge as a reaction to arrange marriages, but was still not considered a
prerequisite in matrimonial decisions. Men used to request their intended with
serenades and flowery poetry, following the lead of lovelorn characters on stage
and in verse. Chastity and honor were highly regarded virtues. In 1228, women first
gain the right to propose marriage in Scotland, a legal right that then slowly spread
through Europe.
VOCABULARIO
Capture- captura
Brew= infusin, brebaje, bebida elaborada a mano.
Nubile women- mujeres en edad de casarse
Chivalry- caballerosidad
Chastity- castidad
Flowery poetry- poemas amorosos
On stage and in verse- en prosa y en verso
Hence- por lo tanto
II. Hacer una interpretacin de la lectura en grupos colaborativos
III. Solicitar que enumeren la historieta siguiendo la secuencia del texto
30
IV. Responda correctamente de acuerdo a la lectura, falso o verdadero

1.
2.
3.
4.
5.
Couples used to choose their spouses

Men used to ask women to marry them
The new couple used to hide themselves
Honeymoon comes from a French customs
Marriage used to be a business relationship
T
T
T
T
T
F
F
F
F
F
DEVELOPMENT ACTIVITIES (Actividades de desarrollo)

I.
Retomar el texto de ROMANCE THROUGH THE AGES

1. Solicitar que los alumnos le dicten al docente las frases que subray con
antelacin.
Used to be (3)
Used to raid
Used to steal
Used to drink
Used to emerge
Used to request
2. Pedirles que hagan inferencias (deducciones) acerca de la estructura del
used to
31
Se usa used to + verbo para hablar de hbitos ya pasados y para hablar de

estados pasados.
Explicar cmo se utiliza el used to en enunciados afirmativos (Se utiliza en la
misma forma con todas las personas). Ver apndice para el grammar point.
CLOSING ACTIVITY
1. Preguntar a la clase que solan hacer cuando eran nios que ya no hacen
ahora.
When I was a child..
I used to play marbles, now I play soccer
I used to play with my dolls, now I play candy crush
My cousins used to come in July and August for vacations, now they dont come
because they work.
We used to have classes from September to June, now we have classes in
semesters.
My mother used to tell me stories at night, now she watches TV.
2. Solicitar que cambien a negacin la primer parte del enunciado
Ejemplo:
I didnt use to play marbles.
3. Luego a pregunta, con respuestas cortas afirmativa y negativa.
Did you use to play marbles?
Yes, I did.
No, I didnt.
32
DIDACTIC SEQUENCE 2
I USED TO PLAY.
SOLIA JUGAR

1. Solicitar que observen las imgenes y las relacionen con las actividades
recreativas y deportivas de la tabla.
2. Pedir que escriban en el recuadro el nombre de la actividad en ingls.
1. Jogging
6. Volleyball
11. Videogames
2.
7.
12.
16. Martial arts
17.
21. Fishing
26. Puzzle
22.
27.
Checkers
Billiards
Chess
Card
games
Dominoes
Singing
Volleyball
24
Mountaineering
3.
8.
13.
Cycling
Scuba
Athletics
4.
9.
14.
Basketball
Aerobics
Boxing
5.
10.
15.
Dice
Car racing
Soccer
18.
Baseball
19.
Horse racing
20.
Hunting
23.
28.
Football
drawing
24.
29.
Mountaineering
Swimming
25.
Dance
11
15
Videogames
Jogging
Soccer
26
14
21
Puzzle
Boxing
Fishing
33
29
Swimming
2
Checkers
25
Dance
10
Car racing
20
22
28
Hunting
Dominoes
Drawing
16
27
Martial arts
Dice
Singing
19
17
Cycling
Horse racing
Card games
Basketball
Scuba
Billiards
34
Aerobics
23
18
12
Football
Baseball
Chess
13
Athletics

CARAS Y GESTOS
1. Dividir la clase en dos grupos.
2. Escribir en el pizarrn I used to play
____________, but now I
play___________.
3. Solicitar que pase un integrante de un grupo
4. El docente le asignar dos actividades recreativas y/o deportivas.
5. El alumno representar por medio de mmica las actividades asignadas.
6. Su equipo deber adivinar las actividades e irlas escribiendo en el pizarrn
en las lneas que previamente traz el docente.
7. Realizar lo mismo con el otro grupo.
8. Solicitar que escriban en su cuadernillo todas las actividades recreativas y
deportivas que usaron con el used to del nmero 2.
I.
Con las actividades recreativas y deportivas pedir al alumno que escriba 5

enunciados en forma afirmativa, usando el used to
Ejemplos:
35
She used to play checkers. Now she plays card games.

They used to play baseball. Now they used play billiards.
1.
2.
3.
4.
5.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
II. Utilizando diferentes actividades recreativas y deportivas, solicitar que escriban 5

enunciados en forma negativa.
Ejemplos:
Juan didnt use to play soccer
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
5.________________________________________________________________
III. Para finalizar utilicen otras actividades recreativas y deportivas diferentes para
hacer preguntas.
Ejemplos:
Did you use to play volleyball?
Did she use to sing?
1.________________________________________________________________
2.________________________________________________________________
3.________________________________________________________________
4.________________________________________________________________
5.________________________________________________________________
IV. Elija la forma correcta del verbo para completar el enunciado y subryela.
When I was a child
1. I used to walk / walking one mille to school every day.
36
2. I used to play / played the guitar every afternoon.

3. Their uncle used to lived / live with them.
4. My parents didnt use to have / had a truck.
5. My mother used to work / works at a school.
6. I didnt use to wore / wear a uniform at school.
7. We used to spended / spend our holidays at Colina.
8. We didnt use to watch / watched TV because we didnt have one.
V. Relacione correctamente ambas columnas
1.
2.
3.
4.
5.
I used to eat a lot of candy but.

(4) I often used to go the movies.
Alice is used to work in Juarez, but (3) now he drives his car.
Oscar used to take a bus to work but. (1) now I am on a diet
When I live in Chihuahua City
(5) now he plays the bass
Tony used to play the flute...
(2) now she works in Delicias.
VI. Elija la correcta forma del verbo y escriba la letra correspondiente en el

parntesis
1. Are you used to ( a ) spicy food?
2. My sister ( a ) cook on Saturdays.
a) eat
b) eats to
c) eating
a) used to
b) to is used
c) is used
2. Didnt he use to ( a )?
3. I didnt use to ( b ) this much TV.
a) Swim
b) Swimed
c) Swimming
a) To watch
b) Watch
c) Watching
5. Alexis ( a ) my best friend.
6. I used to ( a ) 10 cigarettes a day.
a) used to be
b) being to use
c) being
a) smoke
b) smokes
c) smoking

Solicitar a los alumnos que dibujen 2 actividades que solan hacer y 2 que ahora
hacen para que pasen a exponerla frente al grupo en forma oral.
37
Ejemplo:
I used to read stories but now I play videogames.
DIDACTIC SEQUENCE 3.
I USED TO TRAVEL
38
SOLIA VIAJAR

I.
Solicitar al alumno que observe el grfico de medios de transporte.
1. Indicar a los alumnos que repitan el vocabulario de medios de transporte

despus de que l lo lea. (Repetir cada palabra 5 veces)
2. Pedir a los alumnos que se junten en binas y que se turnen para leer las
palabras en voz alta 5 veces cada uno.
3. Indicar que cierren el libro y enlisten los que recuerden
4. Mediante lluvia de ideas dictar al docente todos los medios de transporte.
39
DEVELOPMENT ACTIVITY
Solicitar que observen las ilustraciones y completen los enunciados de acuerdo a
lo que ven. Luego que escriban el enunciado en la lnea.
1. My brother used to ride a bicycle but now he rides a motorcycle

____________________________________________________________
2. Monicas parents used to travel by train, now they travel by bus.

____________________________________________________________
3. My Aunt Lidia used to travel to Europe by ship but now she travels by
plane.
____________________________________________________________
4. I used to go to school by school bus but now I go by car because my

parents bought me one.
____________________________________________________________
40
5. Olivias grandparent used to go to town by cart but now they go by truck.

____________________________________________________________
CLOSING ACTIVITY
Oral practice
Organizar el grupo en un crculo, en la parte de en medio colocar las tarjetas
boca abajo, solicitar que vayan pasando uno por uno y que creen un enunciado
empleando el medio de transporte con el used to ( hacer nfasis que utilicen
diferentes sujetos).
NOTA: las cartas se encuentran adjuntas en apndice
DIDACTIC SEQUENCE 4
I USED TO EAT
SOLIA COMER
41
1. Mediante lluvia de ideas hacer una lista de alimentos en ingls, clasificarlas

en carnes, verduras, frutas, etc.
2. Pedir al alumno escriba los alimentos en su cuaderno.
1. Solicitar que observen la ilustracin y hagan predicciones acerca de la
lectura.
2. Indicar que lean el texto despus del docente en voz alta.
3. Pedir que en binas realicen una interpretacin de la lectura.
4. Solicitar que creen, en binas, un titulo en ingls acorde a la misma.
5. Elegir el ttulo ms adecuado en forma grupal.
_________________________________________________________
Made from maize, and
tamales, a kind of envelope
made from steamed maize
stuffed with vegetables or meat.
Aztecs also ate chocolate. In
their culture chocolate was
reserved for warriors and
nobility. A drink of cacao mixed
with ground maize was believed
to provide stamina and was
used
in
sacred
rituals.
Chocolate was a drink for the elite.
The Aztecs ate twice a day and the main meal was eaten during the hottest
part of the day. Some of the edible things available in an Aztec market were fruit,
vegetables, spices, flowers, edible dogs, and birds.
The Aztecs had an alcoholic drink called octli. An octli gatherer would take
the sap out of the maguey plant and put it in a large jug. Then they would let the
sap rot and then they would drink it. Octli was reserved strictly for nobles, royalty,
and warriors. Any nobleman who abused (got drunk from) the divine drink of the
Aztecs would be put to death. A good vendor of maguey sap boiled it until it was
like honey, while a bad vendor would water it down.
VOCABULARY
Stamina= protena que provee energa y fuerza vigorizante
42
Octli= pulque
Vendor= tlachiquero (persona que elabora pulque)
I. Acorde a la lectura responda las preguntas wh

1. Who used to eat chocolate? Warriors and nobility used to ate chocolate.
2. What did the Aztecs use to eat? They used to eat fruits, vegetables and
edible dogs.
3. Who used to drink Octli? Nobles, royalty and warriors used to drink Octli.
4. Where did the Aztecs use to get their food staff? They used to get their food
in the market.
5. How did the Aztecs use to prepare Octli? The vendor used to take the sap
out of the maguey plant and put it in a large jug and boiled until it was like
honey.
6. When did the Aztec use to eat their main meal? The main meal was eaten
during the hottest part of the day.
II. Use did/ use to plus a suitable verb to complete this questions
1. What did you use to watch when you were six years old?
I used to watch Ninja Turtle Show.
2. What did your mother use to cook when she was at home?
She used to cook tuna salad.
3. What games did you use to play when you were at kinder garden school?
I used to play hides with my friends.
4. What did your father use to play with you for having fun?
He used to play soccer with me all the time.
5. Where did your family use to visit on weekends?
We used to visit my grandparents.
III.
Use did not/ use to plus a suitable verb to complete this negative
sentences.
1. Did you use to go to the mountains on summer vacation?
No, we didnt use to go to the mountains. We used to go to the beach.
2. Did you use to watch The Smurfs?
No, I didnt use to watch The Smurfs. I used to watch soap operas.
3. Did you use to eat potato chips?
No, I didnt use to eat potato chips. I used to eat chocolates.
4. Did your parents use to go to visit relatives?
No, they didnt use to go to visit relatives. They used to visit friends.
5. When you were a kid, did your best friend use to go to your house to play
with you?
43
No, he didnt use to play in my house; his parents did not allow him to go
out.

Realizar una entrevista con sus compaeros de clase, usando las wh questions y
escriba sus respuestas en un esquema comparativo
Nota. Utilice vocabulario de alimentos
Preguntas para gua
1. How did (personal pronouns)
use to (cook/ prepare/ bake/ make)
____________?
2. What did ____________ use to eat _______________?
3. Who use to eat ________________?
4. Where did ___________ use to eat ______________?
5. When did _________ use to eat _______________?
44
45
DESCRIBES ACTIVITIES DEVELOPED IN A PARTICULAR POINT IN THE PAST

* Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando el
* Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de sus conocimientos
previos y nuevos.
*Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.
* Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la situacin
comunicativa.
*Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir materiales y
Describe y comprende actividades que se estn desarrollando en un momento determinado del pasado, de manera oral y escrita, en
contextos familiares, sociales y laborales.
persigue.
10.3 Asume que el respeto de las diferencias es el principio de integracin y de convivencia en los contextos local, nacional e internacional
46
BLOCK III DESCRIBES ACTIVITIES DEVELOPED IN A

PARTICULAR POINT IN THE PAST.
BLOQUE III DESCRIBES ACTIVIDADES QUE SE
DESARROLLARON EN EL PASADO
DIDACTIC SEQUENCE I
SECUENCIA DIDACTICA I
WHAT WERE YOU DOING YESTERDAY?
QUE ESTABAS HACIENDO AYER?
1. Presentar el tema: hoy aprenderemos el uso del pasado continuo
2. Utilizando una hoja de peridico (u hoja de papel), el docente pide que
observen en silencio las acciones que va representar. Realizar diferentes
acciones con el peridico (ejemplo: abrirlo como que est leyendo, enrollarlo
para escribir, hacerlo bolita a modo de pelota, etc.)
3. Escribir en el pizarrn: what was the teacher doing?
She was .
4. La lluvia de ideas que dicen los alumnos en espaol, escribirla en ingls
She was reading the newspaper
She was writing a letter
5. Solicitar que se junten en grupos colaborativos y darles unas hojas de
peridico para que ellos representen 2 acciones cada uno.
6. Un equipo representa las acciones y los dems adivinan la accin y el
docente escribe en ingls en el pizarrn lo que dedujeron.
Ejemplo:
7.
They were playing volleyball

He was playing the guitar
They were playing baseball
Solicitar a los alumnos que observen los enunciados escritos en ingls para
que deduzcan la estructura del pasado continuo.
47
8. Preguntar: observen cundo usamos was y cuando usamos were?

Qu significa was/were? En qu tiempo est? Con que pronombres
personales se utiliza el was y con cual el were?
9.
presentarlo como en esta tabla:
I
you
He
was
we
were
She
they
It
10. Cul es el verbo o accin principal de cada enunciado (subrayarlo), qu
terminacin tiene el verbo?
Irlos guiando para que construyan la estructura, que deber quedar as.
Sujeto + Was/were
Subject
I
You
He/she/it
We
They
verbo con terminacin ing

gerundio
verb to be (past main verb+ ing

tense)
was
were
was
watching
were
were
RECUERDE:
Agregue ing
Cuando el verbo termina en e
se quita la e y se agrega ing
En un verbo de una slaba
que termine en consonante
( p, t, r )antecedida por una vocal
( a, o, e) se dobla la consonante
go
work
going
working
live
living
shop
complemento
complement
TV
in
afternoon
the
shopping
PARA SABER MS CONSULTE EL APPENDIX

48
I.
Times Change
Mr. and Mrs Lopez cant believe how times change. They look at their
grandchildren, Oscar and Ximena, and remember what they were doing when they
were their age.
Mr. Lopez was going to school but he certainly wasnt using a computer. When
Mrs. Lopez was 16, she was working in her fathers store and helping her mother
at home. They were living in the same town but things were very different then.
They didnt have a cell phone, lap top, tablet neither iPods, so they didnt use
Facebook, Twitter, Whatsapp, Telegram, etc. They used to meet their friends in the
town square and when there was a party they used to dance to rock and roll --- not
reggae or pop.
1. Solicitar que lean despus del docente el texto Times change
2. Mediante lectura de barrido, pedir que los alumnos que subrayen los
enunciados que estn en pasado continuo (afirmativas y negativas).
3. Requerir que escriban en su cuaderno 5 o ms diferencias que encuentren
entre entonces (then) y ahora (now), escribir un ejemplo:
THEN:
a) Mr. Lpez wasnt using a computer.
b) Mrs. Lpez was working in her
Fathers store.
c) Mrs. Lpez was helping her mother
at home.
d) They used to meet their friends
in the town square.
e) They used to dance rock and roll
.
I.
NOW
a)Students are studying
computer science.
b) Students arent
working.
c)Young people arent
helping home.
d) Students meet their
friends in houses.
e) Young people dance
reggae or pop.
Llenar el espacio en blanco con los verbos apropiados, para formar enunciados
afirmativos en pasado continuo.
Live
wear
was
sleep
fly
were
work
49
practice swim
1.
2.
3.
4.
5.
6.
7.
8.
She was practicing karate last week

It was flying through space in the seventies
We were living together last year
They were sleeping in the hotel last night
You were living in Madrid two years ago
You were working in USA last year.
She was wearing blue jeans and a jacket.
He was swimming in the hotels pool.
II. Cambiar los enunciados a su forma negativa.

1. She wasnt practicing karate last week.
2. It wasnt flying through space in the seventies.
3. We werent living together last year.
4. They werent sleeping in the hotel last night.
5. You werent living in Madrid two years ago.
6. You werent working in USA last year.
7. She wasnt wearing blue jeans and a jacket.
He wasnt swimming in the hotels pool.
IV. Cambiarlos enunciados a su forma interrogativa.
1. Was she practicing karate last week?
2. Was I flying through space in the seventies?
3. Were we living together last year?
4. Were they sleeping in the hotel last night?
5. Were you living in Madrid two years ago?
6. Were you working in USA last year?
7. Was she wearing blue jeans and a jacket?
8. Was he swimming in the hotels pool?
V. Cambiar el verbo que est entre parntesis a pasado continuo
1. The children (play) were playing football during the week.
2. It (rain) was raining hard during the soccer game.
3. I (study) was studying English for five years.
4. Peter (practice) was practicing the guitar before the competition.
5. Susana (drive) was driving when the accident happened.
6. My friends (dance) were dancing at the club.
7. Daniela (teach) was teaching French for ten hours.
8. I (try) was trying to get a new job.
9. Rebecca (plan) was planning to go the cinema with her parents.
10. My son (play) was playing tennis when he broke his leg.
11. Michael (climb) was climbing the mountain for three days.
12. John (sleep) was sleeping when the thieves broke the window.
13. My mother (prepare) was preparing the dinner when Charles come home.
50
14. Sara (send) was sending a message to me when I saw her.

15. The tourists (travel) were traveling to London when the plane crashed.
16. Ivn (sing) was singing beautifully during the concert.
17. Tim (work) was working very hard in the weekend.
18. George (have) was having lunch when my roommate met him.
CLOSING ACTIVITY
Divida la clase en grupos colaborativos y solicite que escriban los verbos en
pasado continuo y realicen una pequea historieta de cada uno. Ver apendice.
Peter (drive) was driving to work yesterday when a dog ran into the middle of the
road, while he (try) was trying to avoid the accident, other car crashed with Peters
so he couldnt do anything about it. He decided to call the police but when they
(arrive) were arriving to the place the second car escaped, fortunately the police
could catch him to ask the driver some questions.
Tom (save) was saving money for months to go to France and yesterday he
realized that he had enough, but when he (drive) was driving to the travel agency
he remembered that he did not pay the rent, disappointed he turn round and went
back home. He (get) was getting very angry when he thought that he could borrow
some money and finally he could travel.
51
Jim (walk) was walking along the High Street when he noticed someone behind
him. The man (follow) was following him during the whole day, so he decided to
go faster. When he (enter) was entering into a dark and narrow street, his heart
(go) was going to explode but when he turned back to see if the man kept
following him, he disappeared.
DIDACTIC SEQUENCE 2
52
SHE WAS WEARING A RED DRESS

ELLA ESTABA USANDO UN VESTIDO ROJO
START UP ACTIVITY (Actividad de inicio)
Para repasar el vocabulario de vestimenta, solicitar al grupo que realice las
siguientes actividades
1.
Del banco de datos, elija la opcin correcta para cada imagen

pajama
s
53
2. Escriba la palabra correcta relacionndola con las imgenes
it

1. Solicitar a los alumnos que lean solamente el ttulo del texto.
2. Organizarlos en grupos colaborativos
3. Pedir que realicen un mapa mental con predicciones acerca de lo que
piensan que se tratar la lectura.
Aztecs..What were they wearing?
54
Aztec women wore a skirt wrapped around their hips and waist. Men wore
loincloths often wearing a sleeveless poncho or a cloak over it. All men carried a
small pouch under their cloak or poncho that was slung over the shoulder. They
used it to carry tobacco leaves to chew. They also carried amulets for good luck.
The bright colors and the natural shine of tropical bird feathers made them
very desired when it came to trading them. The birds were hunted and kept in
captivity for their feathers. The feathers were plucked and then woven into
beautiful designs or they were used for head dresses.
The tradition of weaving and
spinning was practiced by all women.
They were expected to weave for their
families' needs and to contribute woven
goods as payments and taxes to the
rulers. The woven goods were made
from cotton and maguey fibers. The
rulers wore the cotton woven things and
the peasants had to use the maguey
fiber. The peasants were not allowed to
dress lavishly.
I.
Circle the word that correspond to the illustration
pajama
boots
scarf
skirt
55
socks
jacket
coat
taparrabo
hat
shoes
jeans
bag
dress
skirt
blouse
poncho
pants
gloves
dress
sweater
4. Solicitar que retomen la lectura y mediante lectura de barrido o escaneo,

circulen las acciones o verbos en pasado simple.
5. Requerir que subrayen los verbos en pasado participio que encuentren en
la lectura.
6. Pedir que hagan una lista de cognados o palabras transparentes.
7. Solicitar que escriban el vocabulario desconocido en su diccionario personal
con su respectivo significado en espaol.
I.
Read the text

1. Solicitar que practiquen
personalizarlo)
el
texto
en
binas
(hacer
adecuaciones/
Omar: Gloria, Gloria! I cant find my wallet.

Gloria: Dont panic. What were you doing when you noticed it was missing?
56
Oscar: I was trying to pay for a soda!

Gloria: And when did you last see it? What were you doing?
Omar: Well, it was yesterday. I was talking to the waiter and I was paying for an
ice-cream.
Gloria: What were you wearing?
Omar: I was wearing my jeans and a sweater.
Gloria: Werent you wearing a jacket, too?
Omar: Thats an idea! Let me check. Yes, here it is. It was in my jacket pocked!
2. Pedir a los alumnos que hagan un role play (juego de roles)
II. Unscramble the questions.

a) To/who/you/were/talking.
Who were you talking to?
b) Wearing/ you/ what / were.
What were you wearing?
c) You/ what / doing / were.
What were you doing?
Recuerde la estructura:
Wh question + was/were + pronombre+ predicado+ signo de interrogacin

JUEGO DE ESCRITURA. FOLD A STORY: GOSSIP!
Trabajar en grupos colaborativos de 5.
Cada persona necesita una pieza de papel en blanco.
57
1. Escribe el nombre de un compaero y una compaera en la parte de arriba

de la hoja.
2. Luego inventa una respuesta para la pregunta numero 1.
3. Dobla la parte de arriba (en forma de acorden) y psala a tu compaero de
la izquierda.
4. Ahora inventa una respuesta para la pregunta 2 y as sucesivamente.
5. Finalmente, abre tu papel y lee tu historia.
Questions
1.
2.
3.
4.
5.
Where they were?

What was she wearing?
What were they doing?
What was he eating?
What happened then?
SEQUENCE DIDACTIC 3
WHAT WERE YOU DOING WHEN I CALLED YOU?
QUE HACIAS CUANDO LLAME?
1. Presentacin del tema: el da de hoy aprenderemos los pronombres
relativos: When y While
58
2. Solicitar a los alumnos que observen la ilustracin y usen el pasado

continuo, en forma oral, para describir
las acciones que estaban
ocurriendo.
Mr. and Mrs. Gold invited several friends to their house for the weekend. A
thief stole Mrs. Golds jewelry at midnight on Saturday. What were the guests doing
at midnight?
Escribir en el pizarrn los siguientes enunciados para que los alumnos observen la
estructura de los mismos:
a) The mousse appeared while I was studying.
or
b) While I was studying, the mousse appeared.
c) I was studying when the mousse appeared.
or
d) When the mousse appeared, I was studying.
1. Subraye el while y pregunte despus de l en que tiempo est el

verbo?
59
2. Realice lo mismo con el when.

3. Haga notar, asimismo, el uso de la coma. (Cuando se inicia el enunciado
con la clausula while o when , se pone una coma despus del verbo )
El verbo en la clusula while es frecuentemente en pasado continuo, como
en el inciso a y b.
El verbo en la clusula when es frecuentemente en pasado simple, como
en el inciso c y d.

I.
Prctica oral. Combine los enunciados. Use While

1. I was studying last night.
Octavio called.
While I was studying, Octavio called.
Octavio called while I was studying.
2. A tree fell on my car.
I was driving home yesterday.
While I was driving home yesterday, a tree fell on my car.
A tree fell on my car while I was driving home yesterday.
3. I was studying last night.
My boyfriend suddenly appeared.
While I was studying, my boyfriend suddenly appeared.
My boyfriend suddenly appeared while I was studying.
60
4. Cecilia raised her hand.

The teacher was talking.
While Cecilia raised her hand, the teacher was talking.
The teacher was talking while Cecilia raised her hand.
5. I was cooking dinner yesterday evening.
I burned my hand.
While I was cooking dinner, I burned my hand.
I burned my hand while I was cooking.
6. Someone knocked on my apartment door.
I was eating breakfast yesterday morning.
While someone knocked on my apartment door, I was eating
breakfast
I was eating breakfast while someone knocked on my
apartment door.
II. Complete los enunciados. Use pasado progresivo en las clusulas while y
pasado simple en las clausulas when.
1. While I (wash) was washing dishes last night, I (get) got a phone call
from my best friend.
2. When my best friend (call) called last night, I was (wash) washing
dishes.
3. My friend Jessica (come) came while I (eat) was eating last night.
4. I (eat) was eating dinner when my friend Jessica (come) came last
night.
5. Abraham (wear) was wearing a suit and tie when I (see) saw him
yesterday.
6. My roommate came home late last night. I (sleep) was sleeping when
she (get) got home.
7. When Gina (call) called last night, I was (take) taking a bubble bath.
8. While I (watch) was watching TV last night and (relax) relaxing after a
long day, my new puppy (take) took my wallet from my bedside table.
III. Elija la letra que corresponda a la opcin correcta.
1. I was watching TV. I heard a knock on the door. When I heard the knock on
the door, I _______ it.
61
a. open
b. am opening
c. opened
2. When ______ you talk to Jane? Yesterday

a. do
b. should
c. did
d. was opening
d. were
3. I ________ TV when Gina called last night. We talked for an hour.

a. watch
c.
e.
b. watched
d. was watching
f. am watching
3. I saw a fish while I _______ in the ocean yesterday.
a. swim
b. was swimming
c. were swimming
4. When I heard the phone ring, I _______.
a. answer
b. am answering
c. answered
e. was answering
d.
5. While I ______ dinner last night, I burned my finger.

a. cooking
b. cook
c. was cooking
d. was cook
IV.Complete the sentences. Use the simple past or the past continuous
e.
1. I (have) had a busy day yesterday. I (go) went to class in the morning. I
(eat) ate lunch with my brother after class.
f.
In the afternoon, I (drive) drove to the airport to pick up my cousin. I
(take) took her to a restaurant for dinner. After dinner, we (go) went back to
my apartment and (watch) watched a movie on TV. After the movie, we
(talk) talked for a couple of hours before we (go) went to bed.
g.
2. While I (walk) was walking to class yesterday morning, I (see) saw

Abraham. We (say) said hello and (walk) walked the rest of the way to
school together.
h.
3. I (eat) was eating lunch with my brother when I suddenly (remember)

remembered my promise to pick my cousin up at the airport.
i.
4. While I (drive) was driving to the airport I (see) saw an accident.

j.
5. While my cousin and I (have) were having dinner at the restaurant last
night, we (see) saw a friend of mine. I (introduce) introduced her to my
cousin.
k.
6. When I (hear) heard a knock at the door last night, I (walk) walked to the
door and (open) opened it.
l.
62
7. When I (open) opened the door I (see) saw my brother.

m.
n.
o.
p.
CLOSING ACTIVITIES (ACTIVIDADES DE CIERRE)
Q.
I.
Pida que vean los enunciados que estn en la tabla

r.
1. Solicite que los unan para hacer 3 diferentes historias.

2. Pida que imaginen que pas al final de cada historia y la escriban
utilizando el when o while
s.
t. S
o
fi
a
w
a
s
a
l
o
n
e
i
n
t
h
e
d
a
r
k
h
o
u
s
e
u.
She
stopped the car
and got out to
have a look.
v. Su
sa
na
wa
s
dri
vin
g
alo
ng
an
em
pty
for
est
roa
d.
w. S
h
e
sa
t
u
p,
fr
oz
e
n
wi
th
fe
ar
.
x. She
was
lying in
bed
trying
to get
to
sleep.
63
.
y. S
h
e
s
a
w
a
s
tr
a
n
g
e
b
l
u
e
li
g
h
t
fl
a
s
h
i
n
g
t
h
e
r
o
a
d
a
h
e
a
z.
Suddenly
she heard the
sound
of
breaking
glass
downstairs.
aa. It
wa
s
sto
rm
y
nig
ht,
an
d
the
win
d
wa
s
ho
wli
ng
thr
ou
gh
the
tre
es
out
sid
e.
ab. It
w
as
a
d
ar
k
a
n
d
ra
in
y
ni
g
ht
,
a
n
d
sh
e
w
as
so
ak
e
d
to
th
e
sk
in.
ac. As she
was
passin
g the
church,
the
clock
struck
midnig
ht.
64
d
.
ad.
ae.
Suddenly
she
heard
a
scream coming
from
the
churchyard.
af. A
full
mo
on
wa
s
shi
nin
g
thr
ou
gh
the
tre
es.
ag. B
er
th
a
w
as
w
al
ki
n
g
h
o
m
e
th
ro
u
g
h
th
e
vil
la
g
e
sq
u
ar
e.
ah.
II. Organice en grupos colaborativos

ai.
1. Solicite que elijan una ilustracin y escriban una historia de miedo usando
las preguntas.
aj.
ak.
al. What time was it?

am.
an. What was the weather like?

ao.
65
ap. Where were the people?

aq.
ar. What were they doing?

as.
at. What did the see/ hear/ feel?

au.
av. How did they react?

aw.
ax. What happened next?

ay.
az.
ba.
bb.
bc.
bd.
be.
MAKING A RECIPE
HACIENDO UNA RECETA
bf.
bg.
bh.
bi. Presentacin del tema: El da de hoy aprenderemos los conectores

1. El/la docente les pondr el video de Mr. Bean, adjunto en el CD.
2. Mediante lluvia de ideas solicitar que describan los pasos en espaol de
cmo hizo el sndwich Mr. Bean. El docente ir anotando los pasos en el
pizarrn.
3. Solicitar que identifiquen los conectores usados.
bj.
bk.
I.
DEVELOPMENT
DESARROLLO)
ACTIVITIES
(ACTIVIDADES
DE
Realice las siguientes actividades

bl.
1. Exponer la presentacin en power point de Making a P and J sandwich,

contenida en el CD.
2. Realizar la check list (lista de cotejo) que viene al final de la presentacin.
3. Pedir que identifiquen los conectores empleados en la presentacin.
4. Solicitar que realicen la siguiente actividad.
bm.
Making a Sandwich is Easy!
66
bn.
Getting Started: How do you make a peanut butter and

jelly sandwich? Order the pictures below and tell your partner.
bo. 5
bp.
bq. 1
br.
bu. put
together
bx. 3
by.
bv. need
cd. wipe
bs. 6
bt.
bw.
cut
bz. 4
ca.
cb. 2
cc.
ce. spread
cf. spread
cg.
I.
Leer y escuchar el texto Food Allergies

ch.
1. Mediante lectura de barrido, solicitar que busquen los conectores y los

subrayen.
2. Pedir que retomen la lectura para que busquen vocabulario desconocido y lo
integren a su diccionario personal.
3. Solicitar que realicen una interpretacin del texto.
ci. FOOD ALLERGIES
cj. Luis always had headaches and stomachaches. First,
Luiss doctor gave him some medicine, but it didnt work. Then his
doctor asked him about his favorite foods. Luis said he loved
cakes and ice cream. His doctor said stop eating sweets. Luis
stopped, but still got headaches and stomachaches. Next, his
doctor asked more questions about his diet. Luis said he ate a lot
of fish. His doctor said to stop eating fish. When Luis stopped
eating fish, he finally felt much better.
ck.
67
cl.
Mnica often had a very sore mouth after eating. First, she stopped
drinking milk and eating cheese, but this made no difference. Then in the summer,
the problem became really bad, and it was difficult for Mnica to eat. Her doctor
asked about her diet. After a while, she said she had a tomato garden, and she
ate about ten tomatoes a day. When finally she stopped eating tomatoes, Mnicas
mouth got better.
cm.
cn. Alfredo is a mechanic, but he was not able to hold his tools. His hands were
swollen. First, he went to his doctor, and she gave him some medicine. The
medicine didnt work. He still couldnt hold his tools. After that, his doctor asked him
about his diet. Alfredo told her he ate a lot of bread. She told him not to eat bread
or pasta. After ten days, Alfredo could finally hold his tools again.
II. Esta es una receta de un omelet de championes. Vea la ilustracin y numere las
oraciones de abajo del 1 al 5, teniendo en consideracin los conectores.
co.
68
cp.
cq. 2 after that pour the eggs into a frying pan. Add the mushrooms and
cook.
cr. 4 then beat the eggs in a bowl.
cs. 1 first, slices the mushrooms.
ct. 3 next, add salt and pepper to the egg mixture.
cu. 5 finally, fold the omelet in half. And enjoy! Your omelet is ready!
cv.
III. Cooking methods (Formas de cocinar)

cw.
cx. How much do you cook these foods? Check () the methods that are more
common in your country. Then compare with a partner. Cunto cocinas estos
alimentos? Revisa () los mtodos ms comunes en tu pas. Despus compara
las respuestas con tu compaero.
cy.
69
cz.
da.
db.
dc.
dd.
de.
df.
b
dg.
fry
dh. r
o
a
st
di.
b
dj. ba
rb
ec
ue
dk.
st
dl.
dm.
dn.
do.
dp.
dq.
dr.
M
ds.Foods
dt.
du.
dv.
dw.
eggs
dx.
ch
dy.
dz.
p
ea.
eb.
e
ec.
b
ed.
b
ee.
ef.
eg.
eh.
ei.
ej.
ek.
el.
em.
en.
f
eo.
ep.
eq.
er.
es.
et.
eu.
ev.
ew.
ex.
r
ey.
ez.
fa.
fb.
fc.
fd.
fe.
ff.
fg.
fh.
b
fi.
fj.
fk.
fl.
fm.
fn.
fo.
fp.
fq.
fr.
b
fs.
ft.
fu.
fv.
fw.
fx.
fy.
fz.
ga.
gb.
s
gc.
gd.
ge.
gf.
gg.
gh.
gi.
gj.
gk.
gl.
gm.
gn.
CLOSING ACTIVITY
70
go.
gp. En grupos colaborativos hacer una presentacin en power point

utilizando los conectores para que hagan una receta en ingls.
gq.
gr.
gs.
gt.
gu.
gv.
gw.
gx.
gy.
gz.
ha.
hb.
hc.
71
72
hd.
he.GIVES DIRECTIONS AND MAKES REQUESTS.

hf. Competencias Disciplinares bsicas:
hg. * Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto,
considerando el contexto en el que se gener y en el que se recibe.
hh. * Evala un texto mediante la comparacin de un contenido con el de otros, en funcin de
sus conocimientos previos y nuevos.
hi.
*Valora el pensamiento lgico en el proceso comunicativo en su vida cotidiana y acadmica.
hj.
* Identificar e interpretar la idea general y posible desarrollo de un mensaje oral o escrito en
una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto.
hk.
*Se comunica en una lengua extranjera mediante un discurso lgico, oral o escrito, congruente con la
situacin comunicativa.
hl.
* Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir
materiales y transmitir informacin.
hm. Unidad de competencia:
hn. Interpreta y hace solicitudes e indicaciones de manera oral y escrita, en situaciones comunicativas del mbito
familiar, social o laboral.
ho. Atributos a desarrollar en el bloque:
hp. Durante el presente bloque se busca desarrollar los siguientes atributos de las competencias genricas:
hq. 4.1 Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o grficas.
hr. 4.2 Aplica distintas estrategias comunicativas segn quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
hs. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
ht. 4.4 Se comunica en una segunda lengua en situaciones cotidianas.
hu. 4.5 Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresar ideas.
hv. 6.4 Estructura ideas y argumentos de manera clara, coherente y sinttica.
hw. 7.1 Define metas y da seguimiento a sus procesos de construccin de conocimiento.
hx. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
73
hy.
10.3 Asume que el respeto de las diferencias es el principio de integracin y de convivencia en los contextos local,
nacional e internacional.
hz.
BLOCK IV. GIVES DIRECTIONS AND

MAKES REQUESTS.
ia.BLOQUE IV. HACER SOLICITUDES Y DAR

INSTRUCCIONES
ib.
ic.SECUENCIA DIDACTICA 1
id. HURRY UP! ITS LATE!
ie. APRESURATE! ES TARDE!
if.
START UP ACTIVITIES. ACTIVIDAD DE INICIO
1. Presentacin del tema: hoy aprenderemos el uso de los verbos

compuestos( Phrasal Verbs)
2. Solicitar que lean despus del docente las siguientes instrucciones con
el uso de phrasal verbs.
3. Repetir 3 veces
4. Como actividad de listening, el docente lee una instruccin y selecciona
a diferentes alumnos para que las ejecuten, hasta terminar con las
instrucciones.
Stand up and then sit down again.

ig.
ih.
ii.
ij.
ik.
il.
io.
im.
in.
ip.
iq.
Pick up your pen and then put it down.
ir.
is.
it.
iu.
iv.
iz.
74
iw.
ix.
iy.
Put away your books.

ja.
jb.
jc.
jd.
je.
jf.
jg.
jh.
ji.
jj.
Rub out the words on the board.

jk.
jl.
jm.
jn.
jo.
jp.
jq.
jr.
js.
jt.
Pick up your pen and write down some words in your notebook.
ju.
jv.
jw.
jx.
jy.
jz.
ka.
kb.
kd.
kc.
ke.
kf.
Turn on the light and then turn it off.

kg.
kh.
ki.
kj.
kk.
kl.
km.
kn.
kp.
75
ko.
kq.
kr.
Turn over your papers and put your hand up.

ks.
kt.
la.
ku.
kv.
kw.
kx.
ky.
kz.
lb.
lc.
Open your book. Cover up page 15 with a piece of paper.

ld.
le.
lf.
lg.
lh.
li.
lj.
lk.
ll.
lm.
5. Solicitar a los alumnos que circulen las palabras que el docente lea (leer slo
la phrasal verb ejemplo turn on)
ln.
lo. Nota: Recuerde que los verbos compuestos o phrasal verbs son
expresiones idiomticas que se forman combinando verbos con
preposiciones o adverbios. Esto da como resultado nuevos verbos
compuestos con un significado muy distinto al que nos da el
diccionario para los verbos individuales. Adems, un mismo verbo
compuesto (phrasal verb) puede tener varios significados segn el
contexto.
lp.
lq.
lr. Por ejemplo el verbo give significa dar, pero si le agregamos el

complemento up, tenemos give up que, segn mi
diccionario Babylon, tiene los siguientes significados:
76
ls.
lt.
lu. IR A APPENDIX PARA VER EL GRAMMAR POINT

lv.
lw.
lx.
DEVELOPMENT
DESARROLLO)
ACTIVITIES
(ACTIVIDADES
DE
ly.
lz. En la siguiente actividad se presenta un dialogo entre Jasmine y su

pap.
ma.
mb.
1.
2.
3.
4.
Organizar el grupo en binas.

Asignar quien va a ser Jasmine y quien el pap.
Solicitar al grupo que lea el texto despus del docente.
Pedir a los alumnos que subrayen las phrasal verbs (verbos compuestos)
que encuentren.
5. Pedir a los alumnos que relean el texto despus del docente pero
solamente el personaje que se le asign previamente.
mc.
md.
I.
Jasmines parents are about to leave to the airport. They are going to spend a
weeks vacation in Chihuahua. Jasmine and her sister Alondra are still in school,
so they stay home. Jasmines dad is giving her some important instructions
about what her and her sister need to do during their absence. Read the
conversation.
me.
mf.
mg.
77
mh.
Dad: Well Jasmine, we are about to take off to Chihuahua, but
there are several things we want you to do during these days.
mi. Jasmine: Sure dad! What do you want me to do?
mj. Dad: First of all, please dont forget to pick up your sister Alondra.
She went to Adrianas house to study. They have to go over some
notes for tomorrows exam and turn in an important History project.
mk.
Jasmine: No problem. I will pick her up at 7:00 pm.
ml. Dad: On your way to Adrianas house, please drop off my suits at the
cleaners. Call up first to ask them at what time they are close.
mm.
Jasmine: Dont worry. I will find out their schedule before I go
to pick Alondra up.
mn.
Dad: I wasnt able to wash the dishes, so please clean the
kitchen up as soon as you can.
mo.
Jasmine: I will do that as soon as you leave.
mp.
Dad: Dont forget to set your alarm clock. You need to get up
early tomorrow and drop by your aunt Carolinas house. Remember
you have to pick out the dress you will wear to Miriams party next
week. She can have it ready for you in three days.
mq.
Jasmine: Yes, I know. She is great seamstress, but I still need
to think over what color I want.
mr.Dad: When you go to see your aunt, give her back the magazines
she loaned me. They are on my night table.
ms.
Jasmine: Yes, I will.
mt. Dad: Dont forget to take out the garbage every day, feed the dog,
turn the lights off, and turn on the entrance alarm before you go to
bed.
mu.
Jasmine: No dad, I wont forget.
mv.
Dad: Oh! I just remembered we ran out of milk. Go to the
supermarket and buy some. Phone Dr. Ayala and call off the
appointment I have with her next week and tell her I will call her back
when we return to make another one.
78
mw.
Jasmine: Yes, dad.
mx.
Dad: I will also go to the sports club and fill out an application
for a better locker. The one your sister has now is very small.
my.
Jasmine: Yes, dad. I also want to get information. I want to
take up a yoga class next month.
mz.
Dad: ok. I have to leave. As soon as we check in our hotel, I
will call you. Please look after your sister and take care of yourself.
na. Jasmine: I will dad, anything else?
nb. Dad: No, Jasmine. If I remember something else, I will call you from
the airport. Goodbye Jasmine.
nc. Jasmine: Goodbye Dad... Have a nice trip.
nd. Dad: Goodbye dear. See you in a week.
ne.
6. Solicitar que hagan un listado en su cuaderno de las phrasal verbs que

subrayaron.
7. Pedir que un miembro de cada bina pase al pizarrn a escribir una phrasal
verb.
8. Mediante lluvia de ideas solicitar que hagan una prediccin de lo que
significan las frases en el contexto de la lectura.
nf.
ng.
II. Escriba los verbos compuestos tomando en consideracin el significado y la

ilustracin, observe los siguientes 3 ejemplos.
ni. TAKE
OFF
nj. Leave on a
trip
nh.
79
nk.
nn.
no.
np.
nq.
nr.
ns.
nt.
nu.
nv.
nw.
nz.
nl. PICK UP
nm.
Go to
get
someone
nx. GO OVER
ny. Review
check
ob. Drop off
oc. Take
somewhere
or
leave
something.
or
oa.
od.
oe. Give back

of.
og. Return
something
80
oh.
oi.
oj.
ok.
ol.
om.
on.
oo.
op.
oq.
or.
ou.
ov.
ow.
ox.
oy.
oz.
pa.
pb.
pc.
pd.
pe.
pf.
pi.
pj.
os. Clean up
ot. Make things

clean
pg. Call off
ph. Cancel
pk. Get up
pl. To
and
from
bed.
pn. Take out
po. To go out
with
wake
rise
ones
pm.
81
pp.
pq. Call up
pr. To recall, to
telephone.
ps.
pt. Drop by
pu. Pay
a
casual visit
pv.
pw.
px. Think over
py. To consider
something
pz.
qa.
qb. Give back
qc. To
return
something
qd.
82
qe.
qf. Run out
qg. Empty
qh.
qj. Switch off
qi. Turn off
ql.
qm.
qn.
qo.
qp.
qq.
qr.
qs.
qt.
qw.
qk.
qu. Turn on
qv. Switch on
qy. Initiate, start

something
(a hobby),
accept
qx. Take up
qz.
83
ra.
rb. Look after
rc. To take care

of,
be
responsible
for.
re. Turn in
rf. Submit,
hand it.
rd.
rg.
rh. Pick out

ri.
rk.
rl.
rm.
rn.
ro.
rp. Call back
rj. Choose or
select
something
rq. Return
a
phone call
84
rr.
rs.
rt.
ru.
rv.
rw.
rx.
ry. Fill out
rz. To complete
sb. Check in
sc. To register
se. Call off
sf. To cancel
sj. Find out
sk. Check
information
about
something
( schedules)
sa.
sd.
sg.
sh.
si.
sl.
sm.
85
sn. Recycle and reuse

so. As with all vocabulary, once youve learnt a phrasal verb,
you have to revise, recycle and reuse it frequently. In other
words: Use it or lose it.
sp.
III. Cuales enunciados tienen verbos compuestos? subryelas Which statement has
a phrasal verb?
sq.
a.
b.
c.
d.
e.
f.
g.
h.
Pablo likes to sit back and watch TV when he gets the chance.
Edna is thinking about what she can cook for dinner.
Pictures and photographs hang on Glorias walls.
Jorge is sitting on the couch and reading a magazine.
Alonso didnt get around to vacuuming until after 2 in the afternoon.
Gaby said goodbye and hung up.
Miriam was happy she got her new coat for only ten dollars.
Silvia is thinking over what she wrote in her complaint letter. Is it ready to
send?
sr.
IV.Complete la conversacin usando la forma correcta de la lista de verbos

compuestos de abajo. Puedes usar algunos ms de una vez.
ss.
Complete the conversation using the correct form of the phrasal verbs
listed below. You can use some of the verbs more than once.
st.
su.
sv. to dress down

to take off
sw.
to dress up
sx.
sy. Vicki: So, Carla, youll be getting dress up later - before you go to
the BBC television studios.
sz.
ta. Carla: Yes but to tell you the truth, Vicki I prefer working in
radio.
tb.
tc. Vicki: You prefer radio?
td.
te. Carla: Thats right. You can dress down in a radio studio.
tf.
tg. Vicki: What do you mean?
th.
86
ti. Carla: You can dress down. You can wear something casual.
Theres no need to get dressed up.
tj.
tk. Vicki: Well, I always try to make an effort to look smart, Carla!!
tl.
tm. Carla: Yes of course you always look fantastic, Vicki. But you dont
have to dress up for radio. The audience cant see you!
tn.
to. Vicki: Ah I see what you mean. In TV the audience can see you, so
you have to look your best.
tp.
tq. Carla: Exactly. You have to dress up. You put on something smart
so you look the part.
tr.
ts. Vicki:
Yes I suppose if youre on TV, you have to look like a TV
presenter should, you have to be dressed right.
tt.
tu. Carla: But in radio, the listeners cant see you so we can dress
down if we want to.
tv.
tw. Vicki:
Yes I suppose even I sometimes wear jeans sometimes to
work.
tx.
ty. Carla: Exactly. On radio, I can take off my tie! I can even take off
my shoes!
tz.
ua. Vicki: I dont think so, Carla! You dont have to wear your tie - you
can take off that if you want to but please dont take off your
shoes!!
ub.
uc.
V. Gapped text
ud.
ue.
uf. Listen and then choose the best option a, b, c or d, to fill the gaps in the
text.
ug.
uh.
ui. Running out of steam?
uj.
87
uk.
Jamie had always loved his job. He
was thrilled when he passed the physical tests
and did well in the interview. Finally, he had (1)
got in! The fire service had accepted him! Of
course, being a fire fighter is not an easy job.
Jamie worked long hours and was often woken in
the middle of the night to go to an emergency. At
weekends, he would go to bed early and sleep
late. It was the only way he could keep himself from (2) burning out.
ul.
His wife was always telling him to (3) slow down to have a rest,
take a break. She was worried that with all the long hours and night-time callouts
he would (4) run out of steam before he was even 30 years old. But Jamie loved
his job passionately and wasnt prepared to give it up. Even if that meant work
would sometimes (5) take over his life, it was a sacrifice he was prepared to make.
um.
un. 1
uo. 2
up. 3
uq. 4
ur. 5
us. a
uw.
va. a.
ve. a.
vi. a
.
a.
ru
ru
.
g
sl
n
nni
g
o
o
out
ng
e
t
w
vb. b.
out
t
i
d
sl
of
i
n
o
ow
vf. b.
n
w
do
ru
vj. b
ut. b
n
wn
ns
.
. ux.
b.slowin
vc. c.s
out
g
g
g down
lo
of
e
e
uy. c.
wi
vg. c.
tt
t
b
ng
ru
i
i
u
do
n
n
n
r
wn
ou
g
uu. c
n
vd. d.
t
i
.
i
tak
of
n
b
n
e
vh. d.
vk. c
u
g
ov
ra
.
r
o
er
n
t
n
u
out
a
t
t
of
k
o
uz. d.
e
u
b
o
t
u
v
uv. d
r
e
.
n
r
t
o
vl. d
a
ut
.
k
t
e
o
88
o
v
e
r
t
a
k
e
o
v
e
r
vm.
VI.True or false?
vn.
vo. Read Amys diary entry below, then decide whether the statements
that follow are true or false. Write your answers in the spaces
provided.
vp.
vq.
December 20
vr.
vs.
I just dont know what to do! I saw
vt.
Richard today, outside his office. It was his
lunch hour and he was outside in the
vu.
sunshine, eating his lunch and talking to a
vv.
pretty blonde woman. I was going to go over
vw.
vx.
vy.
vz.
wa.
wb.
wc.
wd.
we.
and say hello when I saw him lean over and

kiss her on the lips. Then they smiled at each
other and gazed into each others eyes.
Ive got a feeling this is a regular
lunchtime routine for them.
I feel sick. Hes let me down so badly. I

know were going to fall out in a big way when
I tell him what I saw. Maybe I should keep my
mouth shut? But no, I have to find out what
this girl means to him. If he says he loves her,
then I think we have to break up. But I dont
know how Ill ever get over him.
Help!
wf.
wg.
wh.
1. The woman Richard spent his
not attractive. F
wi.
wj.
2. Amy had no intention of introducing
woman. F
wk.
lunch hour with is

herself
to
the
89
wl.
3. Amy believes this is not the first time Richard has kissed the
woman. T
wm.
wn.
4. Amy and Richard are likely to argue when Amy confronts him. T
wo.
wp.
5. Amy decides the best plan is to say nothing about what she saw. F
wq.
wr.
6. Amy would never consider ending the relationship. F
ws.
wt.
7. Amy believes shell be happy without Richard. F
wu.
wv.
VII.
Match the phrasal verbs, used in health care, on the left to the definitions on
the right.
ww.
wx.
wy. 1. to bring something down
wz.
a. to stop an
illness making you sick
xa.
xb.
xc. 2. to cool down

xd.
xe. b. to start to feel well

again
xf.
xg.
xh. 3. to fight something off
xj. c. to become less warm
xi.
xk.
xl.
xm.
4. to get over
xo. d. to reduce
xn.
xp.
xq.
xr. 5. to go down with something
xt. e. to become ill with a

particular illness
xs.
xu.
xv.
90
VIII.
Complete the sentences.

xw.
xx.
xy. Passed away, do without, look forward to, called off, made up, carried
away, break out, run out, put up with, keep up.
xz.
ya.
yb.
1. Don't smoke in the forest. Fires break out easily at this time of the year.
2. I look forward to seeing my friends again.
3. I'm afraid; we have run out of apple juice. Will an orange juice do?
4. Your website has helped me a lot to keep up the good work.
5. A friend of mine has her called off wedding.
6. His mother can't put up with his terrible behavior anymore.
7. As an excuse for being late, she made up a whole story.
8. I got carried away by his enthusiasm.
9. I just cannot do without my mobile. I always keep it with me.
10. She was very sad because her father passed away last week.
yc.
yd.
ye.
yf.
yg.
yh.
yi.
yj.
yk.
yl.
ym.
yn.
yo.
yp.
91
yq.
yr.
IX. Match the
ys.words to the pictures. Then read the definitions about some of them and write the verbs on the line.
yt.
yu.
Have somebody as a boyfriend or girlfriend: ___________________
yv.
yw.
1 break down
2 throw
away for example a husband or wife, boyfriend or girlfriend: ___________________________
Stop being
with somebody,
yx.
yy.
yz.
3 break up
4 payPut
forsomething in the dustbin because you dont want it: _________________________________
za.
5 look after
zb.
6 laugh at
zc.
7 agree with
zd.
ze.
zf.
zg.
zh.
zi.
Not do something that you promised to do for somebody: ___________________________________
Have the same idea as another person about something: __________________________________
8 look for
9 hold on
Not remember something; not have something in your mind any more: _________________________________
10 go out with
11 look at
Have no more of something: _____________________________
12 give up
Stop
trying
to do something, because you know that you cannot do it: ________________________________
run
out
zj. Reading13
comprehension
zk. X. Read the text below then choose the best answers.
14 come round
zl.
zm.
new
flat
Take care Sophies
of somebody
or something:_________________________
zn.
15 let down
zo.
Sophie had moved into her new flat more than six months ago. Yet
16 forget about
she had found it almost impossible to settle in. It wasnt that she disliked living
Try to find somebody or something: ______________________________
alone; she was used to that. And anyway, she had plenty of friends who would
come round for dinner or to watch a DVD. They all thought her new flat was
fantastic. Lucy, her best friend, had even brought round an expensive bottle of
92
champagne and had drunk to Sophies expert house-hunting skills. But her friends
werent with her at night, when she heard strange voices and saw frightening
shadows in the dark. Only that morning, she had found her dressing gown which
she had hung up on the back of the bathroom door the night before in the
kitchen, on the floor. No, the flat may be beautiful, but for Sophie it was time to
move on.
zp.
zq. 1) Since moving into her new
flat, Sophie had felt
zr. a) comfortable and settled
zs. b) unhealthy
zt. c) uncomfortable
zu. d) angry
zv.
zw.2) Sophies friends
zx. a) regularly visited her in her
zz. c) shared her worries about the
flat.
flat.
zy. b) thought she had paid too
aaa.
d) refused to visit her in
much for the flat.
her flat.
aab.
aac.
3) Lucy thought that
aad.
a) Sophies flat was
expensive.
aae.
b) Sophie had found a
good flat.
aag.
celebrate more
aah.
aai.
4) We can infer that
aaj. a) Sophie has strange dreams.
aak.
b)
Sophie
has
a
flatmate.
aaf. d) Sophie should become an

estate agent.
c) Sophie should
often.
aal. c) Sophie has a vivid
imagination.
aam.
d) Sophies flat is
haunted.
aan.
aao.
5) In the near future, Sophie will
aap.
a) ask Lucy to move in
aar.c) buy a new bed so she can
with her.
sleep better.
aaq.
b) look for a new job.
aas.
d) move into a new flat.
93
aat.
CLOSING ACTIVITY (ACTIVIDADES DE CIERRE)
aau.
1.
Organizar a los alumnos en grupos colaborativos.
2.
Solicitar que busquen todas las phrasal verbs (verbos compuestos) en la

secuencia didctica.
3.
Pedir que realicen una lista de ellas.
4.
Solicitar que escriban 10 enunciados utilizndolas.

aav.
aaw.
aax.
aay.
aaz.
aba.
abb.
abc.
abd.
abe.
abf.
abg.
abh.
abi.
abj.
abk.
abl.
abm.
abn.
abo.
abp.
abq.
abr.
SECUENCIA DIDACTICA 2.
PHRASAL VERBS USAGE IN DIFFERENT

CONTEXT
abs.
VERBOS COMPUESTOS USADOS EN

DIFERENTES CONTEXTOS
abt.
abu.
START UP ACTIVITY. (ACTIVIDAD DE INICIO)
abv.
El docente entra al aula dando rdenes, sugerencias,
invitaciones e instrucciones en ingls, despus de escribir el tema
imperatives en el pizarrn. Irlos escribiendo en el pizarrn.
abw.
Elija del siguiente banco de datos, los que le sean pertinentes:
abx.
Open the door!
please
Call me up
Sit there!
Please come in
Follow me,
aby.
abz.
up!
Would you close the door, please?
Dont come in!
Stand
aca.
acb.
Come back!
interrupt! Sit down!
Clean your chair!
Come here!
Don't
acc.
acd.
Open the window, please Don't eat in class! Let me see that
Don't be late!
ace.
acf.
Open your notebooks! Write it on! Listen to me! Turn on the
light!
acg.
ach.
Turn off the light!
Don't make noise! Be quiet!
Wait!
Lets work!
aci.
acj.
Lets write!
1. El docente pregunta que actividades les piden sus padres que realicen en
sus hogares.
2. Mediante lluvia de ideas el docente escribir, en ingls, en el pizarrn las
instrucciones, rdenes o solicitudes que los alumnos reciben en sus casas.
3. Solicitar que observen todos los imperativos escritos en el pizarrn y

preguntar que tienen en comn. A esta conclusin deben llegar: Con el
imperativo no se utilizan los pronombres personales. Es el nico caso en
ingls en el que no se utilizan.
4. Pedir que hagan una clasificacin donde enlisten los que son a su vez verbos
compuestos o Phrasal verbs, para vincularlo con el tema anterior.
5. Preguntar que como definiran los imperativos. Explicarlos para que no
queden dudas.
ack.
IR AL APPENDIX PARA VER EL GRAMMAR POINT
acl.
DESARROLLO)
I.
DEVELOPMENT
ACTIVITIES.
(ACTIVIDADES
DE
LETS PLAY SCRABBLE.

acm.
1. Divida la clase en 2 grupos para jugar scrabble con sustantivos referentes a

alimentos y bebidas (en ingls)
2. Pida que vaya pasando un voluntario de cada equipo a escribir una palabra,
luego al otro.
acn.
aco. Ejemplo:
acp.
C
acq. C H E E S E B U R G E R
acr.
I
I
acs.
C
C
act.
K
E
acu.
E
acv.
N
acw.
II. What would you like to eat, sir?

acx.
1. Solicitar que lean el siguiente dialogo:

acy.
acz.
ada.
adb.
adc.
add.
ade.
adf.
adg.
adh.
adi.
Waiter: are you ready to order?

Omar: Yes, I think so.
Patricia: Could I have the onion soup to
start with and then the roast chicken,
please?
Waiter: and what would you like to drink, miss?
Patricia: Ill have lemonade.
Waiter: with ice?
Patricia: yes, please.
Waiter: and for you, sir?
Omar: Ill have lemonade, too, without ice.
Waiter: and what would you like to eat?
adj.
adk.
adl.
adm.
adn.
Omar: can I have a fruit cocktail and the steak?

Waiter: certainly, sir. How do you like your steak? Would you like it
rare, medium or well done?
Omar: medium
Waiter: certainly, sir, anything else?
Omar: I think thats all for the moment.
ado.
2. Pedir que escriban lo que pidi Patricia en una lista y en otra lo que pidi
Omar. Comparar respuestas.
3. Preguntar que piensan que significan las preguntas hechas en negritas
4. Pedir que en grupos colaborativos hagan un role- play del texto, cambiando
las bebidas y alimentos.
adp.
Patri
cia
onion soup
roast chicken
lemonade with ice
adq.
Omar
a fruit cocktail
steak
lemonade without
ice
adr.
ads.
IR AL APPENDIX PARA VER EL GRAMMAR POINT
adt.
III. Unscramble the following sentences

adu.
1.
2.
3.
4.
5.
hands/your/wash/! Wash your hands!

lie/me/!/don't/to. Dont lie to me.
go/cinema/!/the/let's/to. Lets go to the cinema.
TV/!/don't/watch. Dont watch TV.
play/football/!/let's. Lets play football.
adv.
IV.Here is a recipe for a simple apple cake. Fill in the gaps

correctly using the verbs below:
adw.
adx.
tir
S ady.
erve
s adz.
lend
b aea. c
ombine
aeb.
et
l aec.
ake
aeg.
1.
2.
3.
4.
5.
_ Combine_ apples and sugar in a mixing bowl.

And __let__ stand 10 minutes.
__mix__ oil, vanilla and egg with the apples.
Then ___combine__ the dry ingredients
And __blend___ in well.
b aed.
our
p aee. c
ombine
aef.
ix
6.
7.
8.
9.
_stir____ in the raisins.

___pour_ into greased 8 inch square cake pan.
____bake_____ at 350 degrees for 35 to 40 minutes.
At the end ___serve___ it to your friends!
aeh.
aei.
aej.
aek.
PHRASAL VERBS RELATED TO CLOTHING, CLEANING
AND HOUSEHOLD ACTIVITIES
ael.
P
HRAS
AL
VERB
aen.
M
EANIN
G
aeo.
aep.
EXAMPLE
SENTENCE
aes.
W
ear on
ones
body
aet.
My aunt has
her new dress on.
aem.
aeq.
H
ave on
aer.
aev.
P
ut on
aew.
aex.
afb.
afc.
T
ry on
afd.
afe.
aff.
afg.
afh.
aey.
P
ut
clothing
on
ones
body
(to
wear it)
afi. Put on
clothing
to see if
the size
is
correct
and
how it
aeu.
aez.
You need to put
on a sweater. It is
cold outside.
afa.
afj. You need to try shoes

on
before
buying
them.
afk.
afl.
afm.
D
rop off
afn.
afo.
afp.
afq.
afr.
afu.
afv.
T
ake off
afw.
afx.
afy.
afz.
looks
on
ones
body.
afs.
T
ake
someon
e
or
somethi
ng (on
the way
somew
here,
often by
car)
aga.
off
means
remove
from
the
surface
of
somethi
ng.
aft. Could you drop me off

at the bank?
agb.
Japanese
people
take
their
shoes
off
when
entering a house.
agc.
agd.
age.
C
lean off
agf.
agg.
agh.
agi.
agm.
agn.
D
ust off
agk.
My
mother
asked me to clean off
the table. We are
going to eat soon.
agl.
ags.
Can you dust
the shelf off? It is very
dusty.
ago.
agp.
agq.
agt.
agu.
agv.
agw.
agx.
agy.
agz.
aha.
ahb.
ahc.
ahd.
ahe.
ahf.
aht.
I cant wash
paint off my hands
ahu.
.
ahg.
W
ash off
ahh.
ahi.
ahj.
ahk.
ahl.
ahm.
ahn.
aho.
ahv.
ahw.
ahx.
ahp.
ahq.
ahr.
ahz.
aia.
aib.
aic.
aid.
lean
out
ahy.
aie.
aif.
aig.
out
means
remov
e from
the
inside
of
somethi
ng
aih.
There
are
many things I dont
need in this drawer. I
have to clean out.
aii.
aij.
aio.
I will sweep out
my room
aik.
ail. Sweep
out
aim.
aip.
aiq.
ajb.
My
mother
often helps me out
with my children.
air. Help
out
ais.
ait.
aiu.
aiv.
aiw.
aix.
aiy.
aiz.
ajd.
aje.
ajf. Clean
up
ajg.
ajh.
aji.
ajl.
AJC .
ajj. up
means
lift
o
remove
somethi
ng that
droppe
ajk.
After a party at
home, it is not very
pleasant to clean the
kitchen up.
ajq.
Mom wants us
ajm.
W
ash up
ajn.
ajo.
ajr. Sweep
up
d
or
fell it
also
means
comple
tely
aju.
ajv.Pick up
ajw.
to wash up. We will

have dinner in five
minutes.
ajt. A glass fell and broke
in the floor. Be careful
when you sweep the
pieces up.
ajy.Tell your sister to pick
up her toys.
ajz.
aka.
akb.
akc.
P
ick up
akd.
akg.
akh.
aki.
T
urn off
akj.
akk.
ake.
P
ick up
also
means
to go to
get
someon
e (like
someon
e who
is
waiting
or is at
specific
place)
akl.
off
means
stop
somethi
ng
such as
the flow
akf.
Mark picks up
his sister form school
every day.
akm.
Dont forget to
turn off the light in the
living before you go to
bed.
akn.
ako.
akp.
akq.
T
urn on
akr.
akx.
aky.
T
urn
down
akz.
ala.
alb.
of water
or
an
electric
al
applian
ce.
aks.
on
means
start
somethi
ng
such as
the flow
of water
or
an
electric
al
applian
ce.
alc.
down
and
up
refer to
sound
levels
or
volume
akt.
It is a little dark
in here. Would you
please turn the lights
on?
aku.
akv.
akw.
ald.
If you dont turn
down your CD player
ale.
, Mon will throw
it out!
alf.
alg.
alh.
ali.
alj. Turn
up
alk.
all.
alo.
aln.
I can hear the
radio.
Could
you
please turn it up?
alp.
alq.
alr.
V. Ren, Mabel and their three sons, Roberto, Alfonso and Eddy, are a modern family.
Both parents work, so all help out in the house chores.
als.
alt. In pairs, take turns asking and answering questions about their activities
using the phrasal verbs in the previous chart. Use the example as a model.
alu.
EXAMPLE: clean up the kitchen on Sundays / Alfonso
alv.Question: Who cleans up the kitchen on Sundays?
alw.
Answer: Alfonso cleans up the kitchen on Sundays
alx.
1. Pick up the toys/ Eddy.

aly.Q: Who picks the toys up?
alz.
A: Eddy picks the toys up
ama.
2. Take out the garbage/ Roberto

amb.
Q: Who takes out the garbage?
amc.
A: Roberto takes out the garbage
amd.
3. Wake up the children / Ren

ame.
Q: Who wakes up the children?
amf.
A: Rene wakes up the children
amg.
4. Help the kids out with homework / Ren and Mabel

amh.
Q: Who help the kids out with homework?
ami.
A: Rene and Mabel help the kids out with homework.
amj.
5. Sweep out the garbage/ Alfonso

amk.
Q: Who sweep out the garbage?
aml.
A: Alfonso sweeps out the garbage.
amm.
6. Clean off the table before dinner/ Eddy.

amn.
Q: Who cleans off the table before dinner?
amo.
A: Eddy cleans off the table before dinner
amp.
7. Call up Grandma on Sundays/ the kids.

amq.
Q: Who calls grandma up on Sundays?
amr.
A: The kids call grandma up on Sundays.
ams.
8. Pick up clothes at the dry cleaners / Roberto

amt.
Q: Who picks the clothes up at the dry cleaners?
amu.
A: Roberto picks the clothes up at the dry cleaners.
9. Drop off the kids at school/ Ren
amv.
Q: Who drops the kids off at school?
amw.
A: Rene drops the kids off at school.
amx.
10. Pick up the kids after school/ Mabel.

amy.
Q: Who picks the kids up after school?
amz.
A: Mabel picks the kids up after school
ana.
VI.LETS REVIEW OBJECT PRONOUNS

anb.
Personal pronouns have different forms depending on if they
act as a Subjects or Objects.
anc.
and.
A subject is a word which does an action and usually comes
before the verb.
ane.
Object is a word that receives an action and usually comes
after the verb.
anf.
ang.
Los pronombres personales tienen diferentes
dependiendo de si actan como sujetos u objetos.
formas
anh.
ani.
Un sujeto es una palabra que hace una accin y por lo general
viene antes del verbo.
anj.
ank.
Objeto es una palabra que recibe una accin y por lo general
viene despus del verbo
anl.
anm.
PRONOUNS
ann.
Subject Pronoun
ano.
Object Pronoun
anp.
anq.
Me
anr.
You
ans.
You
ant.
He
anu.
Him
anv.
She
anw.
Her
anx.
It
any.
It
anz.
We
aoa.
Us
aob.
You (plural)
aoc.
You
aod.
They
aoe.
Them
aof.
aog.
Example:
Yesterday Kevin called his mother
Kevin is the subject and his mother is the object.
Yesterday he called her.

aoh.
VII.
Write the correct object pronoun. Escriba el pronombre objetivo correcto.

aoi.
1.
2.
3.
4.
I saw my brother. I saw him

I understood the tourists. I understood them.
My parents brought my hat. My parents brought it.
My parents took me and my sister to a restaurant. They took us to a
restaurant.
5. I met the new teacher, Robert Wilson. I met him.
6. I saw her at the airport, and she saw me too.
7. You saw her at the airport, and she saw you too.
8. I don't understand this lesson. I don't understand it.
9. He told me and my friends the truth. He told us the truth.
10. She brought the money. She brought it.
aoj.
VIII.
Choose the correct option

aok.
1. May I use your phone?

a) May
b) Can
c) your
d) you
aol.
2. Could you help me, please?

a) Could
b) Can
c) I
d) me
aom.
3. Could you give me a hand?

a) Could
b) May
c) me
d) I
aon.
4. Could you help us?

aoo. a) Could
b) can
c) us
d) we
aop.
5. May I ask you a question?

a) Can
b) May
c) your
d) you
aoq.
6. Can I ask you a question, if you are not too busy?

a) Can
b) could
c) you
d) your
aor.
7. Can you lend her 5 dollars?

a) May
b) Can
c) her
d) she
aos.
8. Can I borrow your pencil?

a) Can
b) May
c) you
9. Can you play the piano?
aot. a)May
b) Can
aou.
aov.
10. Can he see me?
d) your
aow.
a) Could
b) Can
c) me
d) I
aox.
aoy. CLOSING ACTIVITY

aoz.
apa.
Could you ?
Podras?
apb. In this activity, students practice the language of requests and

offers by asking individual students to do things.
apc. En esta actividad, los estudiantes practican el idioma de peticiones y
ofertas por medio de preguntas individuales a estudiantes de cmo se hacen
cosas.
apd.
ape.
apf.
Procedure
Procedimiento
apg.
aph. Make one copy of the worksheet for each group of four students and
cut as indicated.
api. Haga una copia de la hoja de trabajo para cada grupo de cuatro
estudiantes y corte donde se indica.
apj.
apk. Begin the activity, by revising requests and offers. Ask individual
students to do various things in the classroom, e.g. Could you open the window,
please? Could I borrow your dictionary?
apl. Empiece la actividad de peticiones y ofertas.
Pregnteles
individualmente a los estudiantes como hace diversas cosas en el aula, ejemplo:
Podra abrir la ventana, por favor? me podra prestar su diccionario?
apm.
apn. Explain that students are going to play a game where they make
requests and try to find the student in their group who has the Yes, of course
response to their request.
apo. Explique que los estudiantes que van a jugar un juego donde hacen
peticiones y tratan de encontrar al estudiante en su grupo que tiene el S, de
respuesta para su peticin.
app.
apq.
apr.
Divide students into groups of four.

Forme en grupos de cuatro a los estudiantes.
aps.
apt. Give Students A worksheet A, Students B worksheet B, and so on.

For groups of less than four students, give the strongest student two cards.
apu. D al estudiante A de la hoja de trabajo de la A, hoja de trabajo B al
estudiante B, etctera. Para grupos de menos de cuatro estudiantes, dan los
naipes dos estudiantiles ms fuertes.
apv.
apw. Tell the students not to show each other their cards.
apx. Dgales a los estudiantes que no muestren a otros sus naipes.
apy.
apz. Student A begins by asking one of the other three students in the
group (B, C, or D) the first request at the top of his/her card.
aqa. El estudiante A empieza por preguntarle uno de los otros tres
estudiantes en el grupo (B, C, o D) la primera parte pide en lo alto de su tarjeta.
aqb.
aqc. If the student answers: Yes, of course ... Student A can cross off that
request.
aqd. Si el estudiante contesta: S, claro est... El estudiante A puede
eliminar (tachar) esa peticin.
aqe.
aqf. If the student answers: Im sorry ... Student A has to wait until the next
turn before asking the request again to another student in the group.
aqg. Si el estudiante contesta: Lo siento... El estudiante A tiene que
esperar hasta la siguiente vuelta antes de pedirle la peticin otra vez a otro
estudiante en el grupo.
aqh.
aqi. After Student A has asked one request, it is then Student Bs turn,
then Cs, and so on.
aqj. Despus de que el estudiante A haya preguntado una peticin es el
turno del estudiante B, luego el C, etctera.
aqk.
aql. The aim is to be the first to cross off all three requests, but the game
should continue until all students have crossed off all their requests.
aqm. La meta es ser el primero en tachar todas las peticiones (tres), pero
el juego debera continuar hasta que todos los estudiantes hayan dejado fuera
todas sus peticiones.
aqn.
aqo.
aqp.
aqq.
aqr.
aqs.
aqt.
aqu.
aqv.
aqw.
aqx.
aqy.
aqz.
Could you ?
ara.
arb.
arc.
Could you come to my

party tonight, please?
ard.
Could I close the
window, please?
are.
Could I have a coffee,

please?
arj. I'm sorry. We don't make hamburgers
arf.
arg.
B
asb.
Yes, of course. My mobile phone

is my bag.
here.
ark.
arl. I'm sorry. But I'm very cold.
arm.
arn.
Yes, of course. Do you want a
blue pen or a red pen?
aro.
arp.
Yes, of course. Its four o'clock.
arq.
arr. Yes, of course. Please sit down.
ars.
art. I'm sorry. I cant. My sister has my car.
aru.
arv.Yes, of course. How can I help?
arw.
arx.
I'm sorry. I left my phone at
home.
ary.
arz.
Im sorry. I have lots of bags too.
asa.
Could you help me,

please?
arh.
Could I sit here,
please?
ari. Could you take my bag,
please?
asc.
asd.
I'm sorry. I don't have any
coffee.
ase.
asf. I'm sorry. I don't have a pen.
asg.
ash.
Im sorry. But I'm very hot!
asi.
asj. Yes, of course. What time do you want
to be at the station?
ask.
asl. I'm sorry. It's my brother's birthday party
tonight.
asm.
asn.
aso.
asp.
I'm sorry. But I'm very cold.

I'm sorry. I can't. I dont have a
watch.
asq.
asr.
Yes, of course. Do you want a

big or a small hamburger?
ass.
asw.
ast. Could I have a hamburger,

please?
asu.
Could you drive me to
the station, please?
asv.
Could you open the

window, please?
ata.
I'm sorry. I cant. I don't have a
watch.
atb.
atc. Yes, of course. Do you want sugar in
your coffee?
atd.
ate.
asx.
Could I borrow a pen,

please?
asy.
Could I use your
mobile phone, please?
asz.
Could you tell me the
time, please?
atr. I'm sorry. I can't. My sister has my car.

ats.
att. I'm sorry. I don't have any coffee.
atu.
atv. I'm sorry. I don't have time to help you at
the moment.
I'm sorry. It's my friend's chair.
atw.
atf.
atg.
atx. Yes, of course. Where do you want me

to put your bag?
I'm sorry. I don't have time to

help you at the moment.
aty.
atz. Yes, of course. It's hot in here.
aua.
aub.
I'm sorry. But I'm very hot!
auc.
aud.
I'm sorry. It's my friend's chair.
aue.
auf.
I'm sorry. It's my brother's
ath.
ati. I'm sorry. I left my phone at home.
atj.
atk. I'm sorry. I have lots of bags too.
atl.
atm.
Yes, of course. What time does
your party start?
atn.
ato.
atp.
I'm sorry. I don't have a pen.
atq.
Yes, of course. It's very cold in
birthday party tonight.
aug.
auh.
I'm sorry.
hamburgers here.
We
don't
here!
aui.
auj.
auk.
aul.
APPENDIX
aum.
SECUENCE DIDACTIC 1
aun.
SIMPLE PRESENT TENSE
auo.
El presente simple se forma usando el verbo sin el to
aup.
En tercera persona se agrega una 'S'
auq.
S
ubject
aur.
Verb
aus.
The Rest of
the sentence
aut.
I /
you / we
/ they
auu.
s
peak /
learn
auv.
English
home
at
auw.
h
e / she /
it
aux.
s
peaks
/
learns
auy.
English
home
at
auz.
Dependiendo de la terminacin de los verbos en tercera
persona se le agrega S, ES o IES.
make
ava.
1. para verbos que terminan en -O, -CH, -SH, -SS, -X, o -Z se
le agrega -ES.
go goes
catch catches
wash washes
kiss kisses
fix fixes
buzz buzzes
avb.
2. para verbos que terminan en consonante + Y, quitamos la
Y y agregamos -IES.
marry marries
study studies
carry carries
worry worries
avc.
NOTA: para verbos que terminan en una
solamente agregamos la -S.
play plays
enjoy enjoys
say says
vocal + Y,
avd.
ave.
avf.
Negative Sentences in the Simple Present Tense
avg.
Para hacer
enunciados negativos en ingls, usamos
normalmente Don't or Doesn't con todos los verbos exceptuando el
To Be and Modal verbs (can, might, should etc.).
Affirmative: You speak French.

Negative: You don't speak French.
avh.
Se agrega don't entre el sujeto y el verbo. Se usa Don't
cuando los sujetos son: I, you,we or they.
Affirmative: He speaks German.

Negative: He doesn't speak German.
avi.
Cuando el sujeto es he, she or it, agregamos doesn't entre el
sujeto y el verbo para hacer enunciados negativos. Ntese que la
letra S al final del verbo en el enunciado en forma afirmativa
desaparece en el enunciado en forma negativa.
avj.
Negative Contractions
avk.
Don't = Do
Doesn't = Does not
avl.
not
I don't like meat = I do not like meat.
avm.
Las contracciones se utilizan usualmente cuando se habla
ingls, no existe diferencia en el significado.
avn.
Word Order of Negative Sentences
avo.
Estructura para formar un enunciado en forma negativo en
tiempo presente usando Don't or Doesn't.
avp.
Subje
ct
avq.
don'
t/
d
o
e
s
n
't
avt.
I / you /
we /
they
avu.
don't
avx.
avy.
avr.
Ve
avs.
The
Rest of the
sentence
avv.
ha
v
e
avw.
cereal
for breakfast
he / she
/ it
does
n't
/
b
u
y
e
a
t
/
awb.
* Verb: el verbo que va aqu es la base del verbo del infinitivo,
es decir, el infinitivo sin el TO antes del verbo. Ejemplo : en lugar del
infinitivo To have, se utiliza solo have.
awc.
Recuerde que el infinitivo es el verbo antes de ser conjugado y
empieza con TO. Por ejemplo: to have, to eat, to go, to live, to
speak etc.
awd.
Examples of Negative Sentences with Don't and Doesn't:
You don't speak Arabic.
John doesn't speak Italian.
We don't have time for a rest.
It doesn't move.
They don't want to go to the party.
She doesn't like fish.

awe.
FUTURE SIMPLE TENSE
awf.
I will sing
awg.
El futuro simple es identificado como will, porque para formar
este tiempo se utilize el auxiliary will.
awh.
awi.
su
La estructura del futuro simple es:

awj.
awn.
awk.
auxiliary
verb WILL
awo.
invariable
awl.
awm.
main
verb
awp.
awq.
base
awr.
Para formar enunciados negativos en futuro simple, se le
agrega not entre el verbo auxiliar (will) y el verbo principal.
aws.
Para formular preguntas, intercambiamos el sujeto y el verbo
auxiliar.
awt.
awu.
s
awv.
auxilia
ry
ver
b
aww.
awx.
m
awy.
awz.
axa.
I
axb.
will
axc.
axd.
op
axe.
the
door.
axf.
axg.
Y
axh.
will
axi.
axj.
fin
axk.
bef
ore me.
axm.
S
axn.
will
axo.
not
axp.
be
axq.
at
school
tomorrow.
axs.
W
axt.
will
axu.
not
axv.
le
axw.
.
axy.
W
axz.
you
aya.
ayb.
arr
ayc.
on
time?
axx.
yet
ayd.
aye.
W
ayf.
they
ayg.
ayh.
w
ayi.
din
ner?
ayj.
Cuando hablamos en futuro, frecuentemente utilizamos las
contracciones
ayk.
I will
ayl.
I'll
aym.
you will
ayn.
you'll
ayo.
he
she
it will
will
will
ayp.
he'll
she'll
it'll
ayq.
we will
ayr.
we'll
ays.
they will
ayt.
they'll
ayu.
Para enunciados negativos en futuro simple, utlizamos la
contraccin won't
ayv.
I will not
ayw.
I won't
ayx.
you will not
ayy.
you won't
ayz.
he
she
it will not
will
will
not
not
aza.
he
she
it won't
azb.
we will not
azc.
we won't
azd.
they will not
aze.
they won't
azf.
Cuando se usa el futuro simple?
azg.
No Plan
won't
won't
azh.
Se usa el futuro simple cuando no hay un plan o decisin de
hacer algo antes de hablar, es decir, se toman decisiones
espontneamente en el momento que se est hablando.
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.

azi.
Prediction
azj.
Se usa el tiempo futuro simple para hacer predicciones, es
decir, algo que se piensa que pasar.
It will rain tomorrow.
People won't go to Jupiter before the 22nd century.
Who do you think will get the job?

azk.
Be
azl.
Cuando el verbo principal es el TO BE, podemos usar el
tiempo futuro simple siempre y cuando haya un firme decisin antes
de hablar.
I'll be in London tomorrow.
I'm going shopping. I won't be very long.

azm.
Will you be at work tomorrow?
azn.
azo.
BLOCK II
Didactic sequence I
azp.
Used to
azq.
used to + infinitive
azr.
Se usa el used to para hablar de cosas que sucedieron en el
pasado (acciones o estados, que ya no estn pasando ahora).
We use used to to talk about things that happened in the past
actions or states that no longer happen now.
She used to be a long distance runner when she was younger.

I used to eat meat but I became a vegetarian 5 years ago.
azs.
azt.
La forma negativa es didnt use to, es decir, se le agrega el
auxiliary did not y al used se le quita la d.
azu.
Para elaborar preguntas se usa el Did al inicio y al used se le
quita la d.
azv.
azw.
The negative is didnt use to and questions are formed with
Did
you
use
to
?
There is no present tense equivalent of used to.
azx.
azy.
azz.
baa.
bab.
bac.
bad.
bae.
baf.
bag.
bah.
bai.
baj.
bak.
bal.
bam.
ban.
bao.
bap.
baq.
bar.
bas.
bat.
bau.
bav.
baw.
bax.
bbb.
bbc.
bbd.
bbe.
bbf.
bbg.
bbh.
bay.
baz.
bba.
bbi.
bbj.
bbk.
bbl.
bbm.
bbn.
bbo.
bbp.
bbq.
bbr.
bbs.
bbt.
bbu.
bbv.
bbw.
bbx.
bby.
bbz.
bca.
bcb.
bcc.
bcd.
bce.
bcf.
bcg.
bch.
bci.
bcj.
bck.
bcl.
bcm.
bcn.
bco.
bcp.
bcq.
bcr.
bcs.
bct.
bcu.
bcv.
bcw.
bcx.
bcy.
bcz.
bda.
bdb.
bdc.
bdd.
bde.
bdf.
bdg.
bdh.
bdi.
bdj.
bdk.
bdl.
bdm.
bdn.
bdo.
bdp.
bdq.
bdr.
BLOCK III
bds.
Didactic sequence 1
BDT.
GRAMMAR FOCUS: CUNDO UTILIZAR EL PASADO
CONTINUO?
bdu.
Existen
pasado
tres circunstancias en la cual debemos utilizar el

continuo,
estas
son:
1. Cuando queremos indicar una accin que estaba ocurriendo en el pasado

pero fue interrumpido por otra accin. Por ejemplo:
When Laura arrived, I was reading the newspaper

I was reading the newspaper when Laura arrived
2.
Cuando dos o ms acciones ocurren al mismo tiempo en el pasado. Por
ejemplo:
Alex was reading while Mark was writing

While Mark was writing, Alex was reading
3.
Cuando una accin ocurre en un momento especfico en el pasado. Por
ejemplo:
What was he doing at ten o'clock this morning?

Linda was singing at eight o'clock last night
bdv.
bdw.
bdx.
bdy.
bdz.
bea.
beb.
bec.
bed.
CLOSING ACTIVITY
bee.
bef.
Interpretacin de los textos para las historietas:
beg.
Peter (drive) was driving to work yesterday when a dog ran
into the middle of the road, while he (try) was trying to avoid the
accident, other car crashed with Peters so he couldnt do anything
about it. He decided to call the police but when they (arrive) were
arriving to the place the second car escaped, fortunately the police
could catch him to ask the driver some questions.
beh.
bei.
Pedro estaba manejando al trabajo ayer cuando un perro
corri hacia el medio de la carretera, mientras l estaba tratando de
evitar el accidente, otro carro choc con el de Pedro, y l no pudo
hacer nada al respecto. l decidi llamar a la polica pero cuando
ellos estaban llegando al lugar el segundo carro escap,
afortunadamente la polica pudo detener al conductor para hacerle
algunas preguntas.
bej.
Tom (save) was saving money for months to go to France
and yesterday he realized that he had enough, but when he (drive)
was driving to the travel agency he remembered that he did not pay
the rent, disappointed he turn round and went back home. He (get)
was getting very angry when he thought that he could borrow some
money and finally he could travel.
bek.
bel.
Tom estuvo ahorrando dinero por meses para ir a Francia y
ayer se dio cuenta que tena suficiente, pero mientras estaba
manejando a la agencia de viajes, record que no pag la renta,
decepcionado se regres a su casa. Se estaba enojando mucho
cuando pens que poda pedir dinero prestado y finalmente podra
viajar.
bem.
Jim (walk) was walking along the High Street when he noticed
someone behind him. The man (follow) was following him during the
whole day, so he decided to go faster. When he (enter) was entering
into a dark and narrow street, his heart (go) was going to explode
but when he turned back to see if the man kept following him, he
disappeared.
ben.
beo.
bep.
Jim estaba caminando por la calle principal cuando not a
alguien atrs de l. El hombre lo estaba siguiendo durante todo el
da, as que decidi ir ms aprisa. Cuando estaba entrando en una

calle estrecha y obscura, su corazn iba a explotar pero cuando el
volte a ver si el hombre lo segua, este desapareci.
beq.
ber.
bes.
11
10
13
16
15
18
bet.
1
bev.
2
bex.
3
bez.
4
bfb.
5
bfd.
6
bff.
bfh.
8
bfj.
bfl.
bfn.
11
bfp.
12
bfr.
bft.
bfv.
15
bfx.
16
bfz.
17
bgb.
18
bgd.
bge.
beu.
shirt
bew.
T-
bey.
et
bfa.
s
bfc.
Jack
Shirt
Shoe
Tie
bfe.
Sock
s
bfg.
Paja
ma
bfi. Sweater
bfk.
Coat
bfm.
Tenni
s shoes
bfo.
Jean
s
bfq.
Skirt
bfs.
bfu.
bfw.
Pants
bfy.
Jumper
bga.
Swimsuit
bgc.
Boots
Hat
Cap
bgf.
Vertical
bgg.
1. Coat
4.
bgh.
2. Shirt
5.
bgi.
bgj.
bgk.
3. Socks
5. Jeans
6. trousers
Horizontal
Boots
Jacket
7. Hat
8. jumper
9. Tie
bgl.
bgm.
bgn.
bgo.
bgp.
bgq.
bgr.
bgs.
bgt.
bgu.
bgv.
bgw.
bgx.
bgy.
BLOQUE III
SEQUENCE DIDACTIC 3
START UP ACTIVITIES
El Sr. y la Sra. Gold invitaron a algunos amigos a su casa para pasar el fin
de semana. Un ladrn rob la joyera de la Sra. Gold, el sbado a media noche.
Qu estaban haciendo sus invitados a media noche?
bgz.
bha.
bhb.
bhc.
bhd.
bhe.
bhf.
bhg.
bhh.
bhi.
bhj.
bhk.
bhl.
bhm.
bhn.
While Mr. and Mrs. Gold were sleeping, the thief stole them.
bho.
Miss Grey and Mr. Brown were playing billiards.
bhp.
Mr. White was playing the piano while Mrs. Blue was singing.
bhq.
Mr. Black and Mr. Green were playing cards.
bhr.
Miss Orange was reading a book.
bhs.
Mr. Blue was watching the TV.
bht.
The bat was sleeping.
bhu.
The mouse was going to the trap to eat a piece of cheese.
bhv. BLOCK IV
bhw. DIDACTIC SEQUENCE 1
bhx.
GRAMMAR POINT
bhy.
Definicin: Un verbo compuesto o phrasal verb consiste de
un verbo junto con una preposicin o adverbio que modifica el

sentido del mismo.
bhz.
Los verbos compuestos o phrasal verbs se pueden dividir
en tres grupos:
bia.
1.-Verbos compuestos inseparables
bib.
No se puede separar la preposicin del verbo y el
complemento de objeto directo debe venir despus de la preposicin

o adverbio que compone el phrasal verb.
bic.
Un ejemplo es look after con el sentido de cuidar a u
ocuparse de:
bid.
Parents must look after their kids.
bie.
2.-Verbos compuestos separables
bif. En este tipo de verbo compuesto o phrasal verbs, el complemento

de objeto directo va entre el verbo y el complemento.
big.
Un ejemplo es set apart con el sentido de distinguir o
caracterizar:
bih.
The quality of their products sets Rolex apart from other watch
makers.
bii.3.-Verbos intransitivos
bij. Varios verbos compuestos o phrasal verbs se pueden utilizar sin un
complemento de objeto directo.
bik.
Por ejemplo make up en el sentido de hacer las paces:
bil. When mom and dad have an argument, they usually make up the
following day.
bim.
Como ves, en este caso no se usa un complemento de objeto
directo.
bin.
Por si todo esto no fuera suficientemente complicado,
muchas veces un mismo verbo compuesto o phrasal verb se

puede usar junto o separado
bio.
Tomemos por ejemplo el verbo turn off con el sentido de
apagar:
bip.
biq.
Tanto
Before
going
to
bed,
I turn
off the
TV
como Before going to bed, I turn the TV off, son correctos.

bir. GRAMMAR POINT
El imperativo es la forma utilizada para hacer peticiones, dar rdenes, dar

instrucciones, avisar,etc.
bis.
bit.
biu.
Open the door! Abre la puerta!

Sit there! Sintate ah!
Look! Mira!
biv.
Puede aadirse antes o despus del verbo la palabra please para

suavizar una instruccin o peticin:
biw.
Please come in. Entre por favor
bix.
Follow me, please. Sgame por favor.
Se pueden utilizar los verbos modales will o would para dar instrucciones o
hacer peticiones de una forma an ms educada. Fijase en las siguientes
expresiones, en las que va en aumento el grado de cortesa.
biy.
biz.
bja.
Open the door! - BRUSCO
Open the door, please. - MENOS BRUSCO
Will you open the door, please? - CORTS
would you open the door, please? - MUY CORTS
Slo existe la conjugacin de la segunda persona tanto del singular como la

del plural.
Hay que destacar que las oraciones de imperativo carecen de sujeto.
Con el verbo auxiliar Let (permitir, dejar) se puede formar un equivalente al

imperativo para la primera persona y la tercera persona:
bjb.
Let me run
permteme correr
bjc.
Let him run permtele correr
bjd.
Let her run
permtele correr
bje.
Let it run
permtele correr
bjf. Let them run
permteles correr
bjg.
DEVELOPMENT
DESARROLLO
ACTIVITIES.
ACTIVIDADES
DE
bjh.
bji.
bjj.GRAMMAR POINT
bjk.
Los verbos modales ingleses, modal verbs, se llaman
tambin modal auxiliary verbs o simplemente modals. Estos verbos
son una categora de verbos auxiliares, es decir que no se puede
usarlos sin verbo principal.
bjl. Hay diez verbos modales ingleses:

bjm.
Can
Could/ May
Must Ought to
Might/ Shall
Should/ Will
Would/
bjn.
Sin embargo en este boque estudiaremos solamente 4: can,
could, may y would en su forma interrogativa.
1. En preguntas si/no (Yes / No questions):
bjo.
Verbo modal + sujeto + verbo principal.
bjp.
Can
they
come?
bjq.
2. En preguntas informativas (Wh- questions).

bjr.
Wh- Word + verbo modal+ sujeto+ verbo principal
bjs.
When
bjt. How
can
could
they
he
eat?
walk?
bju.
a)
b)
c)
d)
Can.- se utiliza en preguntas, para solicitar permiso para hacer algo

o para preguntar sobre una posibilidad.
Can I help you?
Can Tom eat another piece of cake?
Who can answer the question?
When can we have the results?
bjv.
Could, en las preguntas s / no, especula sobre posibilidades en el

presente o en el futuro
a) Could she be the murderer?
b) Could this be a mistake?
c) Could you return tomorrow?
bjw.
bjx.
Nota:
bjy.En las preguntas de s / no, could hace una solicitud corts. En estos
ejemplos, can puede reemplazar a could pero es un poco menos
corts.
bjz.
Could you open the window?
bka.
Can you open the window?
bkb.
Se usa may, can y could, en las preguntas s o no, para hacer

demandas. Las palabras may y could se utilizan para ms cortesa
a) May I see your passport?
a) Can I see your passport?
a) Could I see your passport?
b) May we have some more water, please?

b) Can we have some more water, please?
b) Could we have some more water, please?
bkc.
Would vuelve una solicitud ms corts.

a) Come here, please.
a) would you come here, please?
b) Stop making that noise! b) would you stop making that noise?
bkd.
bke.
Nota: En preguntas, would + like + infinitive es una forma de
corts para solicitar una decisin.
a) Where would you like to sit?
b) Would you like to start with a salad?
bkf.
bkg.
bkh.
bki.
bkj.
bkk.
bkl.
bkm.
bkn.
bko.
bkp.
bkq.
bkr.
bks.
bkt.
BIBLIOGRAPHY
bku.
bkv.
http://simple-presentlesson1.blogspot.mx/
bkw.
Condicional
inglesa/condic.php
ZEROhttp://www.curso-ingles.com/gramatica-
bkx.
http://www.cuaed.unam.mx/english_media/reading.php
bky.
http://aztecs.mrdonn.org/
bkz.
http://blogpara-aprenderingles.blogspot.mx/2012/10/que-es-el-
pasado-progresivo-en-ingles.html
bla.
http://www.aprenderinglesfacil.es/2008/04/ejercicios-pasado-
continuo-textos.html
blb.
https://sites.google.com/site/palomasanzclass/first-then-next-
after-that-finally
blc.
http://www.englishcom.com.mx/aprender-
ingles/gramatica/phrasal-verbs-verbos-compuestos/
bld.
http://www.bbc.co.uk/worldservice/learningenglish/teachingengl
ish/grammar_vocabulary/funky_phrasals/
ble.
https://learnenglish.britishcouncil.org/es/grammar-
reference/used-infinitive-and-beget-used
blf.

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INDICE

BLOCK I. DESCRIBES SITUATIONS CAUSE AND EFFECT........................................................

BLOCK IV. GIVES DIRECTIONS AND MAKES REQUESTS.........................................................

DESCRIBES SITUATIONS CAUSE AND EFFECT

BLOCK 1. DESCRIBES SITUATIONS CAUSE AND EFFECT

START UP ACTIVITY (ACTIVIDAD DE INICIO)

DEVELOPMENT ACTIVITIES (ACTIVIDADES DE DESARROLLO)

READING COMPREHENSION (Comprensin Lectora)

According to the text answers the following questions. Choose A, B or C.

Where does John live?

How old is he?

How many jobs does he have?

Whats his wifes name?

How many people live on Gigha?

How many tourists visit Gigha in summer?

What does John do in the morning?

SOME PROFESSIONS AND OCCUPATIONS. ALGUNAS PROFESIONES Y

CLOSING ACTIVITY (ACTIVIDAD DE CIERRE)

Complete the song with the verbs in simple present tense.

Imagine all the people

START UP ACTIVITIES (ACTIVIDADES DE INICIO)

Dividir al grupo en binas para leer el siguiente dialogo en voz alta

A: What do you think the future will be like?

Solicitar que se aprendan el texto en binas y hagan un role play (juego de

Escribe las palabras en orden para formar enunciados. Asegrate de que

1. think/ cars/ I /will/ fly/

1. Integrar a los alumnos en grupos colaborativos.

Exercises in Simple Future tense (will).

1. Jos, Pedro and Martha (visit) will visit you.

Create sentences using the words to form simple Future (will).

1. Travel/ around/ you/ the/will/ world.

CLOSING ACTIVITY (ACTIVIDAD DE CIERRE)

START UP ACTIVITIES (ACTIVIDADES DE INICIO)

1. Solicitar que el alumno observe los 3 enunciados, guindolos para que

Main clause (EFFECT)

If you freeze water

it turns into ice.

Nota: si la primera clausula es la del IF, usualmente se usa una coma. Si la

If you heat water to 100C, it boils.

4. Hacer notar que se usa este tipo de condicional cuando la condicin y el

If you heat that substance too much, it will explode.

Main clause (EFFECT)

Future simple tense

If I finish high school

I will go to the University

3. Las oraciones condicionales tipo 1, sirven para expresar situaciones que

If we hurry, we will catch the train.

III. Actividades de condicional cero

If you freeze water, it becomes a solid.

3. The grass doesnt grow if there is no rain.

You can come with me if you want.

1. If you dont wear a thick coat

(11) you should eat less bread

CLOSING ACTIVITY (ACTIVIDAD DE CIERRE)

Condicionales Tipo Cero