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INGLÉS II

guías formativas del componente de formación b á s i c a y p ro p e d é u t i c a

INGLÉS II

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INGLÉS II

Lic. Miguel Ángel Osorio Chong Gobernador Constitucional del Estado de Hidalgo

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INGLÉS II

Lic. José Ramón del Campo Ortega

Director General del Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo

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INGLÉS II

Directorio General de Planteles Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo Dirección General

Ixmiquilpan Av. Alamos No. 100 Barrio El Maye Ixmiquilpan, Hgo.

Circuito Ex Hacienda La Concepciión Lote 17 Edificio B, San Juan Tilcuautla, C.P. 42160 Municipio de San Agustín Tlaxiaca, Hgo.

01 759 72 3-43-83 Metztitlán Domicilio Conocido Barrio del Tepeyacapa s/n

01 771 71 707 30

01 774 74 3-09-72 Acaxochitlán Prol. de allende s/n Barrio Tlatzintla Acaxochitlan, Hgo. C.P. 43720

Omitlán Domicilio Conocido Crucero de Huasca Mpio. Omitlán de Juárez, Hgo. C.P. 43560

0177675 2-01-95 01 776 75 200 95 Presidencia

0177979 2-20-70 2-22-74

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

Pachuca Av. Magisterio s/n Fracc. Piracantos Lote Único entre Calle 11 y 12

0178989 4-41-22 01 789 89 44120, 44119, 44122 (caseta y fax) 01 789 89 44003 Secundaria Técnica (enfrente)

771 71 6-64-74 Poxindeje Av. Juárez Norte s/n Carret. San Salvador Poxindeje. Hgo C.P. 42642

Calnali Domicilio conocido carret. Calnali Tostlamantla Ahuimol Calnali, Hgo. C.P. 43230

01 772 72 7- 42-57 727-42-58 Fax

Presidencia 0179797 4-20-48 Fax 0179797 4-20-06 4-21-74 017749742159,42048, 42001

Santiago Prol. Juárez s/n Col. Francisco Villa Santiago Tulantepec, Hgo.

Chapulhuacán Carret. Chapulhuacan La Loma Km. 3 Col. Porvenir Chapulhuacan, Hgo. C.P. 42280

01 775 75 3-80-02 Tepetitlán Camino a La Sub-Estacion de Pemex La “siberia” s/n Tepetitlan, Hgo.

Dejar Recado 014833782251 Fax 014833782040 014833782062,82056,(caseta)

01 773 73 2-56-21

Huautla Domicilio Conocido Carret. Los Tohuacos La Puerta Huautla, Hgo. C.P. 43050

Tepehuacán Av. Democracias/n Tepehuacan de Guerrero Hgo. C.P. 43120

Celular 0447717122422 0447711016997

01 774 74 4-00-52 55 Y 59 74 270 81 Caseta

Huejutla Carrt. Fed. México Tampico Km. 217 Col. Santa Irene Frente a La Tienda ISSSTE, Huejutla Hgo. C.P. 43000

Tetepango Carret. Ajacuba Tetepango s/n Col. Rojo Gomez Tetepango, Hgo. 42940 01 778 78 2-42-76

01 789 89 658 94

Tizayuca Carret. México-Pachuca Km. 50 Tizayuca, Hgo. C.P. 43800

Huichapan Carret. Huichapan Tecozautla Km. 2 Barrio Santa Bárbara Huichapan, Hgo. C.P. 42400

01 779 79 6-03-80

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

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INGLÉS II

Juan Benito Ramírez Romero

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INGLÉS II

Créditos

Coordinadores del Proyecto en Hidalgo Lic. José Ramón Del Campo Ortega Director General Ing. Juan Benito Ramírez Romero Director de Academia Lic. Olympia Morales Moreno Jefe del Departamento de Planes y Programas Arq. Renán Tlacaélel Mejía Soto Coordinador Editorial

Norma Isela Mendoza Coordinadora Técnica

Adriana García Ortíz Coordinadora General Beatriz Hernández Guerrero Adriana García Ortíz Metodología

Profesores que Elaboraron las Guías Formativas

Coordinadores

Diseño e imagen L.D. Xavier Alcántara Jaramillo Personal del Colegio de Estudios Científicos y Tecnológicos del Estado de Hidalgo

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INGLÉS II

Objetivo General

E

xpresar, identificar y usar de manera correcta las diferentes habilidades del Inglés con la ayuda de diferentes actividades relacionadas con la vida diaria de cada estudiante.

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INGLÉS II

Contenido de la Guía Formativa

I.

Simbología

II. Estructura General de la Asignatura III. ¡En sus marcas…listos…! IV. Secuencias Formativas V. ¡…Fuera…! VI. Guía para la formulación del proyecto integrador VII. Fuentes de Información VIII.Glosario IX. Anexos

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INGLÉS II

Introducción

E

n el marco de la nueva reforma en la educación es necesario crear nuevos recursos didácticos que nos permitan ser facilitadores del aprendizaje y al mismo tiempo formar en nuestros alumnos personas competentes que puedan destacar en un mundo globalizado. Debido a los cambios y nuevos retos a los que nos enfrentamos en nuestro país es necesario desarrollar en los jóvenes las capacidades, habilidades y actitudes que les permitan desarrollarse en un mundo productivo, profesional y personal, para así interactuar en la sociedad de forma responsable y respetuosa. Por ello los docentes de la materia de Ingles II en el estado de Hidalgo nos dimos a la tarea de diseñar actividades en las que puedas expresarte de manera oral o escrita en una segunda lengua, en un contexto real que te apoye, no solo a facilitarte el aprendizaje, sino a apropiarte a cada una de las actividades aquí propuestas y sobre todo queremos retomar tus ideas, creatividad y sentimientos, para lo cual se ha dedicado un espacio donde puedas realizarlo. Este es el resultado del esfuerzo de todas las personas que formamos la gran familia CECyTEH que preocupados por ofrecerte una mejor educación nos esforzamos cada vez mas y esperamos que esta guía te sea de mucha ayuda en tu proceso formativo y te siga adentrando al mundo de las competencias del idioma Inglés.

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INGLÉS II

Simbología

Desarrollo de secuencia formativa

Introducción

Mapa de contenidos de la secuencia formativa

Objetivo

Conclusiones

¡En sus marcas... listos...!

Atención!

Ejemplo

¡... fuera!

Ejercicio

Mapa curricular

¿Y para qué?

Un mensaje para tí

Errores típicos

Estructura General de la Asignatura

Práctica

Guía de portafolio

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10 8

5

Rúbrica

INGLÉS II

Estrutcura de la Guía Formativa

INGLES I

INGLÉS II

NUESTRO PASADO

NUESTRAS EXPERIENCIAS

HISTORIA

VIVENCIAS

· Personal · Familiar · Local ·

· Individuales · Grupales

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INGLÉS II

¡En sus marcas... listos...!

¡Bienvenido!

Ha llegado el momento de aventurarte en la magia del Idioma Inglés, así como el valorar las oportunidades que se te pueden presentar si sustentas el dominio de la lengua Inglesa en tu vida cotidiana. La decisión es tuya, el reto te pertenece, el mundo del conocimiento te está esperando…

No tardes en integrarte al fantástico mundo de la comunicación global.

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INGLÉS II

1

Once upon a time

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INGLÉS II

Secuencia Formativa

1

Competencias Genéricas a las que contribuye la asignatura

Competencias 1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue. 2. Es sensible al arte participa en la apreciación e interpretación de sus expresiones en distintos géneros. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiadas. 6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva. 8. Participa y colabora de manera efectiva en equipos diversos.

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Elementos de competencia

· Valora · Participa · Interpreta · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora

INGLÉS II

Competencias Disciplinares a las que contribuye la asignatura

Elementos de competencia

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

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· Enfrenta · Experimenta · Interpreta · Identifica · Estructura ideas · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora

INGLÉS II

Resultado de aprendizaje de la asignatura con respecto a la competencia

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

Relación con otras disciplinas

QUÍMICA. Establece la interrelación entre la ciencia, la tecnología, la sociedad y el ambiente en contextos históricos y sociales específicos. CTSyV II. Identifica el conocimiento social y humanista como una construcción en constante transformación. Sitúa hechos históricos fundamentales que han tenido lugar en distintas épocas de México y el mundo con relación al presente.

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INGLÉS II

Tema Integrador Once upon a time … Concepto Fundamental

Concepto Subsidiario

Nuestras experiencias

Vivencias (Individuales y grupales) Concepto(s) Subsidiario(s) de primer nivel

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

Categorías

Tiempo Programado

Diversidad, Espacio, Tiempo, Energía, Materia

9 horas/clase.

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INGLÉS II

Mapa de Contenidos de la Secuencia Formativa

Past of the verb To BE and Past Continuous

Conceptual

Writing of texts Presentation

Procedimental

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

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Actitudinal

Responsibility Respect Collaborative Creativity

INGLÉS II

Dimensiones de la Competencia

Conceptual (aprender a conocer): Writing of texts Presentation Test Procedimental (aprender a hacer): Listening: Song “Happy ending” by Avril Lavigne Reading: Story Tale Speaking: Talk about their physical appearance in their childhood. Representation Writing: Write about their physical appearance in their childhood. Story Tale Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity

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INGLÉS II

Actividades de Apertura

1.

Read the following description and guess who’s this? Write the name of the person on

the line

He was an important character in a movie.

He was a hero.

He was the ugliest prince in the story.

He was big, fat, strong, and green.

So, he was _________.

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INGLÉS II

Ejemplo 1. Look at the examples and check the use of verb to be in past. Adjectives Fifteen Five Short Tall Shy Serious Thin Middle weight Fat Handsome Happy Sad/blue Smart/Intelligent Cute Park Tula Guadalajara Hidalgo

Charly Charly was five years old. He was short. He was middle weight. He was shy and serious. He was handsome. He was cute and a smart boy. He was in the park in Tula here in Hidalgo._________________________________

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

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

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INGLÉS II

Ejercicio Now, you can do it! 1. Look at the pictures and describe the people using the past of the verb To Be and the adjectives of the following chart. Then evaluate yourself using the Rubric N. 1 called Descriptions

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

Melissa, Danny, and Amy

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

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INGLÉS II

Errores Típicos

L Don’t use WERE with I

L Don’t use AM WERE with I

L Don’t write WHERE by WERE

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INGLÉS II

Actividades de Desarrollo

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

Schools ___________________ ___________________ ___________________ ___________________ ___________________

Adjectives __________________ __________________ __________________ __________________ __________________ ___

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INGLÉS II

Popular Places _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _____________

Time expressions in the past ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ __________________

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INGLÉS II

2. Check the sentences.

I was not a mischievous baby

Was I a bad baby? Ø Yes, I was Ø No, I wasn’t.

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INGLÉS II

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

Paste your photo

_________________________________________________ _________________________________________________ _________________________________________________

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

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INGLÉS II

Ejemplo

1. Read the next examples. I was three in this picture and I was sitting in a chair. I was waiting my mother.

They were a couple. They were in a party in Michoacan and they were dancing because they were happy.

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INGLÉS II

1. The rules of the Gerund are: Look at them

Work

ing

Working

Dance

ing

Dancing

Study

ing

Studying

Sit

ing Sitting

Go

ing

going

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INGLÉS II

Ejercicio

1. Form the gerund of the next verbs.

Arrive

Begin

ing

Buy

Do

ing

ing

Shop

ing

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ing

INGLÉS II

Actividades de Cierre

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

2. Form a team with another eight classmates. 3. Join your sentences to create a story tale. · Use connectors. · Use the past of the verb To Be and Past Continuous. Exchange a guide with another team and ask them to evaluate your story tale using Check list N. 1 called story tale

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INGLÉS II

Ejercicio

1. Complete with WAS, WERE in affirmative, negative and interrogative form. Check your answers with your class and your teacher. Evaluate yourself. a. b. c. d. e. f. g. h. i. j.

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

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

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

Questions a. b. c. d. e.

Where were they? When was the concert? What were the friends drinking and eating? Who was screaming a lot? What was fantastic?

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INGLÉS II

1. Listen to the song and complete you can listen as many times you need to complete the song, in group with the help of your teacher individually you are going to correct your answers. "My Happy Ending" By Avril Lavigne So much for my happy ending Oh oh, oh oh, oh oh... Let's talk this over It's not like we're dead _____ it something I did? Was it something You said? Don't leave me hanging In a city so dead Held up so high On such a breakable thread You _______ all the things I thought I knew And I thought we could be [Chorus:] You were everything, everything that I wanted We _______ meant to be, supposed to be, but we lost it And all of the memories, so close to me, just fade away All this time you were pretending So much for my happy ending You've got your dumb friends I know what they say They tell you I'm difficult But so are they But they don't know me Do they even know you? All the things you hide from me All the shit that you do [CD version] All the stuff that you do [radio edited version] You _______ all the things I thought I knew And I thought we could be [Chorus] It's nice to know that you were there Thanks for acting like you cared And making me feel like I ________ the only one It's nice to know we had it all Thanks for __________ as I fall And letting me know we were done

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INGLÉS II

Práctica

1. Now you have to represent your story tale. Give to your teacher a guide of one of the member of the team and ask them to evaluate you, in the check list N. 2 called Representation of the story tale. · Take care of your pronunciation · Be creative with the scenery and your clothes. · Use body language · Work in team 1. Go to the English laboratory and enjoy it. · Do excises about the past of the verb to be and past continuous.

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INGLÉS II

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5

Rúbrica

Rubric N. 1 Descriptions Date: Level Aspects Use of the past of the verb TO BE

Coherenc e

E

VG

G

S

NP

IS

Identify the use of the verb to be in past correctly in all text and use all adjectives without mistakes

Identify and use the verb to be in past in most of the sentences and use the most of the adjectives in a correct form Use the most of the sentence with coherence

Identify and use the past of verb to be in some of the sentences and use adjectives but with some errors

Identify and use only few times verb to be in past correctly adjectives were used few times

scarcely the verb to be in past and adjectiv es are used wrong

Didn’t use the verb to be in past and none of the adjective s were used

Use some of the sentences with coherence

Use few sentences in a coherence way

Scarcely sentenc es are used in coheren ce

None of the sentence s are used coherentl y

Use all the sentences in a coherence and understandable way

Student’s name ___________________

Teacher’s sign ___________________

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INGLÉS II

Rubric N. 2 Role Play Date: Level Aspects Use of the past of the verb TO BE

E

VG

G

S

NP

IS

Identify the use of the verb to be in past correctly in all text and use all adjectives without mistakes

Identify and use the verb to be in past in most of the sentences and use the most of the adjectives in a correct form Use the most of the sentence with coherence

Identify and use the past of verb to be in some of the sentences and use adjectives but with some errors

Identify and use only few times verb to be in past correctly adjectives were used few times

scarcely the verb to be in past and adjective s are used wrong

Didn’t use the verb to be in past and none of the adjectives were used

Use some of the sentences with coherence

Use few sentences in a coherence way

Scarcely sentence s are used in coherenc e Scarcely few sentence s are express with a clear pronunci ation Scarcely sentence s were express with fluency

None of the sentences are used coherently

Coherence

Use all the sentences in a coherence and understandable way

Pronuncia tion

Express all the sentences with an excellent pronunciation

Express most of the sentences with few errors

Express some of the sentences with a clear pronunciati on

Express few of the sentences in with a clear pronunciati on

Fluency

Express all the sentences with fluency

Express most of the sentences with fluency

Express some of the sentences with fluency

Express few sentences with fluency

Students names __________________

None of the sentences are express with a clear pronuncia tion None of the sentences were expressed with fluency

Teachers sign ___________________

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INGLÉS II

Rubric N. 3 Name: Reading Date:

Level Aspects Answer correctly the questions

E Answer correctly all the questions

VG

G

S

NP

IS

Answer Answer Answer Not all None of correctly correctly correctly the the the most some of only few questions questions of the the questions were were questions questions with help answered answered with help

Check List N. 1 Story tale Date: Aspects Correct use of the past of the verb TO BE and Past Continuous Use of the connectors Sequence and coherence of ideas Creativity Originality

E

VG

Check List N. 2 Representation of the story tale Practice name: Representation of the Story Date: Tale Aspects E VG Correct use of the grammar structure Creativity in the scenery and clothes Originality of the scenery and clothes Body Language Work team Fluency Pronunciation Knowledge of the work Work team

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G

S

NP

IS

G

S

NP

IS

INGLÉS II

Teacher’s sing _____________________________

E 10

VG 9

G 8

S 7

NP 6

US 5

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

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INGLÉS II

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

¡... fuera!

¡Felicidades! Haz concluido la enseñanza de la lengua Inglesa correspondiente a tu segundo semestre. Concluyendo así una etapa más de tu formación estudiantil en la modalidad de la educación media superior. Esperamos que se hayan cubierto los objetivos planteados y tus expectativas del curso. Es tiempo de valorar los beneficios que la adquisición del idioma Ingles te brindan en tu formación estudiantil, personal y profesional. A partir de hoy, posees las herramientas necesarias para poder comunicarte en una lengua extranjera como lo es el idioma Ingles. Es menester que desarrolles y practiques el uso de las cuatro habilidades que rodean a la enseñanza del idioma: listening, speaking, reading y writing para que de esta manera, tu conocimiento y desenvolvimiento se transformen en un aprendizaje significativo y universal como lo es el idioma Ingles. Te invitamos a construir tu propio aprendizaje, a valorar el nivel de vida que la adquisición de una lengua extranjera te brinda y esperamos verte el próximo semestre dispuesto a seguirte desenvolviendo en el importantísimo mundo de la comunicación global.

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INGLÉS II

2

Beautiful memories

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INGLÉS II

Secuencia Formativa

Elementos de competencia

Competencias Se comunica en una segunda lengua en situaciones cotidianas Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación de sus propias circunstancias en un contexto más amplio.

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Expresión verbal Expresión escrita Analiza Interpreta Respeto

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INGLÉS II

Competencias Disciplinares a las que contribuye la asignatura

Competencias Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a acontecimientos, previos, elementos no verbales y contexto cultural. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa. Se comunica en una lengua extranjera mediante un discurso logico, oral o escrito, congruente con la situación comunicativa.

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Elementos de competencia

Desarrolla un mensaje Identifica Expresa Interpreta Produce Comunica

INGLÉS II

Resultado de aprendizaje de la asignatura con respecto a la competencia

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

Relación con otras disciplinas

Lectura Expresión Oral y Escrita: Se relaciona con los conocimientos previos que los alumnos puedan tener para relacionarlos con el tema de pasado simple. Pone en práctica los elementos del circuito del habla al interactuar en una conversación. C.T.S.Y V.I. La practica de los valores, el trabajo en equipo y el respeto hacia la participación de sus compañeros reafirma lo aprendido en la materia.

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INGLÉS II

Tema Integrador Last weekend. Concepto Fundamental

Concepto Subsidiario

Nuestro Pasado

Nuestra Historia Concepto(s) Subsidiario(s) de primer nivel Personal Familiar Local

Categorías

Tiempo Programado

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INGLÉS II

Dimensiones de la Competencia

Procedimental: (aprender a hacer) Deducción de estructura gramatical Complementación de enunciados Comprensión de dialogo. Elaboración de ejemplos. Conceptual (aprender a conocer): Aprender el uso de la forma del pasado simple en Ingles con verbos regulares e irregulares. Desarrollo de diálogos en pasado. Actitudinal (aprender a ser): Participación. Interés. Respeto a sus compañeros. Sentido de colaboración.

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INGLÉS II

Actividades de Apertura Guess the action in the flash cards that your teacher is going to show you and write the past form of them on the lines, you are going to evalute yourself with the help of your teacher. a) _______________________ b) _______________________ c) _______________________ d) _______________________ e) _______________________ f) _______________________ g) _______________________ h) _______________________ i) _______________________ j) _______________________ 1. Read the conversation and underline the verbs in past. ROBERT: What did you do last weekend, Mary? MARY: My friends and I went to Pachuca on Saturday ROBERT: That sound nice, Where did you go? MARY: We went to the movie, we saw the new film “Divina confusion”,and after that we decided to have dinner there. What about you? Did you do anything special? ROBERT: Not really. I just worked on my car all day. MARY: Is very old, Isn’t it? Why don’t you sell it? ROBERT: But then what would I do every weekend? 2. Answer the following questions according with the reading then work with a partner, comment your answers and evaluate each other. a) According to the ending, how many groups of words can you find? •Two

•one

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

• different endings

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

•regular verbs

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

•Regular verbs

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4.-Analyze the next rules to form the simple past of the verbs

Past simple structure of regular verbs | Most of the verbs take –ed paint………………….painted | Verbs ending in –e take –d live……………….lived | Verbs ending in consonant + y take –ied. Cry………………………….cried BUT play……………………….played | Verbs with one syllable ending in one vowel + one consonant double the consonant before the –ed. Stop…………………………stopped | Verbs with two or more syllables ending in a stressed vowel + one consonant double the consonant before the –ed. Prefer…………………..preferred BUT Answer………………..answered

5. - The past simple of irregular verbs change. Irregular verbs don’t take –ed in the past simple. See-----------------------------saw AFFIRMATIVE I YOU HE SHE IT WE YOU THEY

saw

NEGATIVE I YOU HE SHE IT WE YOU THEY

didn’t see

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INTERROGATIVE I YOU HE SHE Did IT WE YOU THEY

see?

INGLÉS II

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

· I didn’t see my classmates of the secondary school anymore.

· Did you remember your first birthday party?

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

2

1

5

4

6

2 3

7 4

8 7

6

9

ACROSS Past of 1. "sell" 2. "get" 3. Know 4. ride 5. think 6. throw 7. come 8. feel DOWN Past of 1 "buy" 2. wake up 3. fight 4. drink 5. take

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

NEGATIVE

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Errores Típicos Don’t use the past form of the verbs after Did o didn’t. Not all the verbs have the ending –ed and some of them don’t change from present to past.

Actividades de Desarrollo

Ejercicio

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

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

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

IRREGULAR VERBS

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

won

started

gave

made

was

1. What did Barbara Streisand do in 1983? She ____________ the film Yentl.

2. What happened to Barbara Streisand in 1968? She ___________ an Academy Award for the film Funny Girl.

3. What did Barbara give in September 2000 in New York? She ____________ a farewell concert

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

5. How did this famous start her career? She __________ her career as a singer.

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1. Work in pairs and write a conversation about your last weekend activities, then perform it in front of the group. You can use the conversation in the oppening. Then with your part evaluate your conversation using Rubric N. 1

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Actividades de Cierre

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

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

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10 8

5

Rúbrica

Rubric N. 1 Writing activities Date: Level Aspects Use of verbs in past

Coherenc e

E

VG

G

S

NP

IS

Identify the use of the verbs in past correctly in all text without mistakes

Identify and use the verbs in past in most of the sentences in a correct form Use the most of the sentence with coherence

Identify and use the past of verbs some of the sentences but with some errors Use some of the sentences with coherence

Identify and use only few times verbs in past correctly

scarcely the verbs in past are used wrong

Didn’t use the verbs in past

Use few sentences in a coherence way

Scarcely sentenc es are used in coheren ce

None of the sentence s are used coherentl y

Use all the sentences in a coherence and understandable way

Teacher’s sing ____________________________

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3

What do you have for breakfast?

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Secuencia Formativa

3

Competencias Genéricas a las que contribuye la asignatura

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

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Elementos de competencia

· Valora · Elige · Practica · Expresión oral. · Expresión escrita. · Colabora

INGLÉS II

Competencias Disciplinares a las que contribuye la asignatura

Competencias

Elementos de competencia

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

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· Enfrenta · Experimenta · Interpreta · Identifica · Estructura ideas · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora

INGLÉS II

Resultado de aprendizaje de la asignatura con respecto a la competencia

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

Relación con otras disciplinas

MATEMATICAS · Cantidades y medidas. EXPERIMENTALES · características físicas de algunos alimentos. CIENCIAS SOCIALES · Analiza la productividad y competitividad de la canasta básica en el entorno socioeconómico familiar. COMUNICACIÓN · Evalúa un texto, produce un texto, expresa ideas y conceptos mediante la comparación de su contenido con el de otros, en función de sus conocimientos previos y nuevos. · Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua. · Se comunica en una segunda lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa.

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Tema Integrador

What do you have for breakfast?

Concepto Fundamental

Concepto Subsidiario

Nuestras experiencias. Vivencias

Concepto(s) Subsidiario(s) de primer nivel

· How much · How many · Some · Any · Alot of · Regular plural · Irregular plural

Categorías

Tiempo Programado

Diversidad, Espacio, Tiempo, Energía, Materia

15 horas/clase.

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Mapa de Contenidos de la Secuencia Formativa

Countable and uncountable nouns

Apertura § Vocabulary. § Look at the picture and complete the sentences. § Rules of plural form. § Examples.

Desarrollo

Cierre

§ Countable and uncountable nouns. § How much, how many. § Some, any, a lot of. § Measures. § Conversation.

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§ Plan your birthday party. § Follow instructions. § Exercises § Read and draw.

INGLÉS II

Dimensiones de la Competencia

Conceptual (aprender a conocer): Remember vocabulary Writing of texts Procedimental (aprender a hacer): Listening: Reading: Conversation. Speaking: Conversation. Writing: Write about your birthday party. Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity

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Actividades de Apertura

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

1.- There is a__________ of tuna.

Atención!

2.- There are __________ sugar. 3.- There isn’t any __________ of pizza. 4.- There isn´t__________ bread on the table. 5.- There are a _________ eggs. 6.- There´s a ___________ of cereal. 7.- There´s ____________ butter . 8.- How ______________ apples are there? Ø There are four appples. 9.- How _______________ oranges are there? Ø There are three oranges. 10.- There´s a ___________ candies. 11.- There´s a ____________of mayonnaise.

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3. We´re going to remember the plural form.

Rule 1

Box Glass Brush Match

Boxes Glasses Brushes Matches

Rule 2

Tomato Potato

Tomatoes Potatoes

Rule 3

Boy Day Key

Boys Days Keys

Rule 4

Baby University City

Rule 5

Wife Wolves Knives

Rule 5

Wife Wolves Knives

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Babies Universities Cities

Wives Wolves Knives

Wives Wolves Knives

INGLÉS II

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

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

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

Ejemplo

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

INGLÉS II

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INGLÉS II

Ejercicio

DON´T FORGET USE……

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

7.- Underline the correct word: a, an, some, any, much, many, a lot of, then tell a classmate your answer and evaluate him/her. 1. - Is there an/a apple on the floor? 2. - Where can I buy some /any milk? 3. - There isn´t any/some butter ! 4. - There is some/any chicken in the fridge. 5.- There is a /an packet of cookies on the floor. 6.- How Many /much fruits do you eat in a week? 7.- How many/much water do you drink in a day? 8.- There are a lot of/ few pears. 9.- There´s some/ any cheese in my sandwich. 10.- How many/much apples do you eat in your lunch?

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Errores Típicos

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Actividades de Desarrollo

8.- Order the countable and uncountable noun. Bread Apple Milk Egg

Flour Ice cream Pears Water

Yogurth Soda Cheese Tea

COUNTABLE NOUNS 1.- Apple

Banana Candy Orange Coffee

UNCOUNTABLE NOUNS 2.- Bread

9. - Fill in with the labels with these phrases.

A bottle of

A can of

cookies

a)

A carton of

chicken

tuna

b)

A piece of

c)

A cup of

Water

d)

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A glass of

Tea

e)

f)

INGLÉS II

1. Complete the conversation. How______slices of pizza do you eat for lunch?

I don´t eat _____ slice of pizza in my lunch.

Ejemplo

Read the conversation.

Freddy: Hi. It´s Joseph. I´m having breakfast in London. Joseph : Oh, hi. What are you having? Freddy: I´m having orange juice and some cereal with milk, and my dad´s having eggs with bacon and a cup of tea. Joseph: Mmmmm! Sounds great!

What do you have for a snack?

I have for snack a sandwich.

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Ejercicio Read the next conversation and complete with : much, some, any,a kilo of, bottles of, packet of Peter is in the supermarket. He has his shopping list and his basket. He is buying food and drinks. The shop assistant is very tall and he has black hair. His name is Jarel. Peter:Good morning Mr. Jarel Mr. Jarel: Good morning, may I help you? Peter: Do you have __________ bananas? Mr. Jarel: Yes, I have __________big bananas. Peter: I want _______________ bananas, please. Mr. Jarel: Here you are, anything else? Peter: Yes, two______________ __ milk and ______________ cookies. Mr. Jarel: Here you are! Peter: How ________ ___is it? Mr. Jarel: It is fifteen dollars. Peter: Here you are! Good bye. Mr. Jarel: Thank you, Good bye.

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

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Ejercicio 1.

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

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

( ( ( ( ( ( (

) ) ) ) ) ) )

Yes, there are many cookies Yes, there are a lots of chocolates Yes, there is some sugar No, there aren´t any candies. No, there isn´t any orange juice. Yes, there is a lot of cooking oil. Yes, there is some salt.

2. Read the next text and draw the items.

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

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Práctica 1. Write and act your own conversation. 2. Can you find some simple recipes? In teams of 5 people, show at your group how to prepare a recipe, then enjoy it with your classmates. 3. - Go to the English laboratory and enjoy it. 10 8

5

Rúbrica

Practice name: Follow instructions Aspects Use of some, any, a lot of Correct use of much, many Material Coherence

Check List Date:

Check List Practice name: Conversation Date: Aspects Fluency Correct use of some, any, a lot of, how much, how many. Domain Coherence

Teacher’s sing _____________________________

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E

VG

G

S

NP

IS

E

VG

G

S

NP

IS

INGLÉS II

Guía de Portafolio

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

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4

My childhood

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Secuencia Formativa

4

Competencias Genéricas a las que contribuye la asignatura

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

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Elementos de competencia · Expresión verbal · Expresión escrita

INGLÉS II

Competencias Disciplinares a las que contribuye la asignatura

Competencias

Elementos de competencia

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

· Enfrenta · Experimenta · Interpreta · Identifica · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora

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

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Resultado de aprendizaje de la asignatura con respecto a la competencia

Identify, use and express students’ childhood using used to

Relación con otras disciplinas

CTSyV II Porque pone en práctica valores, como tolerancia, respeto, empatía y responsabilidad.

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Tema Integrador Mi niñez. Concepto Fundamental

Concepto Subsidiario

Experiencias en el pasado Nuestras experiencias

Historia. Vivencias.

Concepto(s) Subsidiario(s) de primer nivel

Personal, Familiar, Local Individuales y Grupales

Categorías

Tiempo Programado

Diversidad, Espacio, Tiempo, Energía, Materia

3 /clase.

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Mapa de Contenidos de la Secuencia Formativa

Used to

Affirmative, negative, interrogative

Nuestro pasado

Vivencias

Historia · Personal · Familiar · Local

Vivencias · Individuales · grupales

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Dimensiones de la Competencia

Conceptual (aprender a conocer): Used to grammar structure Affirmative Negative Negative Procedimental (aprender a hacer): Listening: Talk about past habits. Reading: My granddad Speaking: Talk about you activities that you used to do in your childhood. Students talk about their childhood. Writing: Write about their childhood. Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity

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Actividades de Apertura

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

I used to _______________________ _______________________ _______________________ _______________________ _______________________

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

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ________

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

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

B. I didn’t use to write on the walls.

C. Did you use to do projects? Yes, I did No, I didn’t

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Ejemplo

· When I was five years old, I used to play marbles.

· When I was six years old, I didn’t use to see el chavo del ocho.

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

Negative. He didn’t use to play marbles GRAMMAR.

Affirmative. He used to play marbles.

Interrogative. Did he use to play marbles? Yes, he did No, he didn’t

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Ejercicio

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

Paste your photo

Paste your photo

_____________________________

_________________________

Paste your photo

Paste your photo

____________________________

_________________________

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Errores Típicos Don’t write the verb in past tense with used to We used to wrote tales when we were children Don’t write used to with negative or interrogative form. We used not to write tales when we were children

Actividades de Desarrollo

3.-Complete these sentences with used to; pay attention with the form that is required in each sentence. Then exchange your guide with a partner and check the answers. a. b. c. d. e. f. g. h. i. j.

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

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Ejercicio

4. - Put the words in the correct order to make sentences and questions. When you have finished evaluate yourself with the teacher your sentences a.- used to/ play / she / with dolls/ ________________________________________________________ b.- ?/ eat / did / use to / we / ____________________________________________________ c.- didn’t / he / use to / soda / drink/ ________________________________________________________ d.- use to / ? / did / Sandy / parties / go / ___________________________________________________ e.- chess / Tommy / play / used to/ ________________________________________________________

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Actividades de Cierre

Ejercicio

What did you use to do in your childhood? 4. - Listen and read the dialogue, then answer the questions. You can evaluate this activity by yourself going to the rubric N. 1 called: reading MY GRANDFATHER Anna: Granddad, guess who I saw yesterday. Grandfather: who? Anna: The Lozanos. Grandfather: The Lozanos? I don’t remember them. Anna: Sure you do. They used to live next to door to us. Grandfather: Did they use to have a little dog? Anna: Yes, they did. They’re living in Tampico now. Grandfather: I remember them. How are they? Anna: Fine.

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INGLÉS II

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

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

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Práctica

Work in pairs, and write a dialogue about the things you used to do you can evaluate your patner using Rubric N. 2 called dialogue about your childhood. Student 1: I used to watch cartoons. Student 2: Did you use to watch Chabelo? Student 1: No, I didn’t. I used to watch el chavo. 10 8

5

Rúbrica

Rubric N. 1 Name: Reading Date:

Level Aspects Answer correctly the questions Spelling

E

VG

G

S

NP

IS

Answer correctly all the questions

Answer Answer Answer Not all the None of correctly correctly correctly questions the the most some of only few were questions of the the questions answered were questions questions with help with help answered Pronounce Pronounce Pronounce Pronounce Not all the Didn’t all the the most some of only few words want to words of the the words words were participate correctly words correctly correctly pronounce correctly with help correctly even with help

Student’s name: ____________________

Teacher’s sign: _____________________

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INGLÉS II

E 10

E– VG – G– S– NP – IS –

VG 9

G 8

S 7

NP 6

US 5

Excellent Very Good Good Satisfactory Need Practice Insufficient

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5

I could play

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Secuencia Formativa

5

Competencias Genéricas a las que contribuye la asignatura

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

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Elementos de competencia · Expresión verbal · Expresión escrita

INGLÉS II

Competencias Disciplinares a las que contribuye la asignatura

Competencias

Elementos de competencia

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

· Enfrenta · Experimenta · Interpreta · Identifica · Escucha · Reflexiona · Se expresa verbalmente · Se expresa de forma escrita · Colabora

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

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Competencias Genéricas a las qu contribuye la asignatura Relación con otras disciplinas

No.

CTSy I. Reconoce y practica los valores, como son la tolerancia, respeto, escuchar hacia a los demás. Tema Integrador

Yo podría jugar. Concepto Fundamental

Concepto Subsidiario

Nuestro pasado Nuestras experiencias

Historia Vivencias Concepto(s) Subsidiario(s) de primer nivel

Auxiliary could

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

Categorías

Tiempo Programado

Diversidad, Espacio, Tiempo, Energía, Materia

3 /clase.

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INGLÉS II

Mapa de Contenidos de la Secuencia Formativa

Could

Affirmative, negative, interrogative

Nuestras experiencias

Nuestro pasado

Vivencias · Individual · Grupales

Historia · Pesrsona · Familiar · Local

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Dimensiones de la Competencia

Conceptual (aprender a conocer): Writing Presentation Conceptual Map Test Procedimental (aprender a hacer): Listening: Mrs. Murphy's students couldn't do their homework. Reading: . Mrs. Murphy's students couldn't do their homework. Speaking: Talk about you activities that you could do. Writing: Write about ability in the past. Actitudinal (aprender a ser): Responsibility Respect Collaborative Creativity

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Actividades de Apertura

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

__________________________ __________________________ __________________________ _________________________

3.-Read the text and underline the verbs which show an ability in the past. Then answer the following questions, evaluate this activity using Check List N. 1called MRS. MURPH’S STUDENTS COULDN’T DO THEIR HOMEWORK Mrs. Murphy doesn’t know what to do with her students today. They didn’t do her homework last night, and now she can’t teach the MYRPH’S STUDENTS COULDN’T DO THEIR HOMEWORK lessonMRS. she prepared. Bob couldn’t do his homework because he had a stomachache. Sally couldn’t do her homework because she was tired and fell asleep early. John couldn’t do his homework had to visit his grandmother in the hospital. Donna couldn´t do her homework because she had to take care of her baby sister while her mother worked late at the office. And all the other students couldn´t do their homework because there was a blackout in their neighborhood last night. All the students promise Mrs. Murphy they´ll be able to do their homework. She certainly hopes so.

Mrs. Murphy’s students couldn’t do their homework taken from didactic sequence II a. Write the verbs __________________________ b. What is the form of the verbs? ___________________________ c. Which ability is expressing? ____________________________

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4.- Grammar. Could possibility.

She could cut a delicious cake.

They couldn’t celebrate a big party.

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INGLÉS II

5. - Grammar could polite request.

Could they play during classes? Yes, they could

Could she sleep in the classroom? No, she couldn’t

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Ejemplo

· We could go to cinema.

· We couldn’t swim very well.

· Could I have some soda please?

Ejercicio

6. - Put the words in the correct order to make sentences and questions, evaluate your sentences with a partner. a. - could / play / we/the piano/ ________________________________________________________ b. - ?/ milk / could / the cow / they/ ____________________________________________________ c. - could’t / he / soda / drink/ ________________________________________________________ d. - could / ? / to / Saymi / the parties / go / ___________________________________________________ e. - could / Tommy / lunch / lunch/

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7.-Write sentences using could (affirmative, negative and interrogative) the fist sentences are done for you.

He/eat/sea food

Affirmative He could eat sea food

Negative He couldn’t eat sea food

interrogative Could he eat sea food?

They /visit/ Merida She/ clean / the house We/drink/ cold soda It / sleep/outdoors

Short answer Yes, he could No, Yes, No, Yes,

Errores Típicos

Don’t write the verb in past tense with could

Don’t write the verb in gerunds with could .

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Actividades de Desarrollo

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

Play

visit

eat

be

__________________________

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Actividades de Cierre Listen and complete.

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

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

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

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

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10 8

5

Rúbrica

Rubric N. 1 Writing activities Date: Level Aspects Use could

Coherenc e

E

VG

G

S

NP

IS

Identify the use of could correctly in all text without mistakes

Identify and use could most of the sentences in a correct form Use the most of the sentence with coherence

Identify and use could in some of the sentences but with some errors Use some of the sentences with coherence

Identify and use only few times could

Scarcely use could are used wrong

Didn’t use could

Use few sentences in a coherence way

Scarcely sentenc es are used in coheren ce

None of the sentence s are used coherentl y

Use all the sentences in a coherence and understandable way

Teacher’s sing ____________________________

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6

Love, sweet love!

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Secuencia Formativa

6

Competencias Genéricas a las que contribuye la asignatura

Competencias 2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros. 4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiadas. 7. Aprender por iniciativa e interés propio a lo largo de la vida. 8. Participa y colabora de manera efectiva en equipos diversos.

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Elementos de competencia

· Expresión verbal · Expresión escrita · Escucha

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Competencias Disciplinares a las que contribuye la asignatura

Competencias

Elementos de competencia

1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe. 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa. 7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros. 11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa.

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· Expresión verbal · Expresión escrita · Escucha

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Resultado de aprendizaje de la asignatura con respecto a la competencia

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

Relación con otras disciplinas

CTSyV II. Identifica el conocimiento social y humanista como una construcción en constante transformación.

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Tema Integrador Love, sweet love!

Concepto Fundamental

Concepto Subsidiario

Nuestras experiencias

Vivencias (Individuales y grupales) Concepto(s) Subsidiario(s) de primer nivel

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

Categorías

Tiempo Programado

Diversidad, Espacio, Tiempo, Energía, Materia

9 horas/clase.

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Mapa de Contenidos de la Secuencia Formativa

Present perfect (Affirmative, negative, interrogative form)

Past participle

Have, has

Time expressions in the past

Preposition s

Recent past (Definite time)

A period of time in the life (Indefinite time)

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Dimensiones de la Competencia

Conceptual (aprender a conocer): Present Perfect (affirmative, negative, interrogative form) Past Participle form of the verb Verb To Have (have - has) Prepositions Time expressions in the pas tProcedimental (aprender a hacer): Listening: Song, “Have you ever seen the rain” by The Creedence Speaking Writing Reading Actitudinal (aprender a ser): Responsibility Respect Work team Creativity Freedom

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Actividades de Apertura

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

FALL IN LOVE You don’t talk much about him or her. You call him/her only if it is necessary, but obviously, this person is one of the most important in your life. You are yourself with him/her and you can’t be unfaithful because it is so important to you to be totally honest in this relationship.

2. Comment these questions with your teacher. a. According to the reading, what is the difference between be in love and fall in love?

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

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

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Ejemplo

1. Check the forms of the verbs. Present

Past

Gerund

Be

Was, were

Being

Fall

Fell

Falling

Fallen

Write

Wrote

Writing

Written

Kiss

Kissed

Kissing

Dance

Dancing

Danced

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Past Participle

Been

Kissed

Dance

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Ejercicio

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

Past

Gerund

Past Participle

Cooked

Saw

Do

Making

Have

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1. Find the next verbs in past participle. Use different colors.

¶ Sing ¶ Drink

¶ Read ¶ Draw

¶ Drive ¶ Try

¶ Wear ¶ Learn

¶ Lose ¶ Eat

S

P

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Errores Típicos

L Don’t write: He have, she have

L Don’t forget to write the verb in past participle after Have

L Don’t use Have to instead of the Present Perfect

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Actividades de Desarrollo 1. You need cuttings, photos, and colors for the next activity. 2. Illustrate the vocabulary. Time expressions in the past

At night

In summer

In October

On March 4th

Once

Twice

Tree times

Many times

On vacation

For about six days

For two days

never

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Ejemplo

1. Pay attention to the next sentences. Have you ever…?

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2. Read these sentences.

I have traveled with my girlfriend on winter vacation.

I haven’t gone to the discotheque with my boyfriend last month.

Have you ever written a love letter? · Yes, I have. I wrote one to my boyfriend for about two weeks ago. · No, I haven’t. I have never written a love letter.

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

R We have been together for about one month and we have been so happy for about one week ago. R We haven’t been happy for about two weeks because we have been apart.

R I haven’t sung a romantic song to my girlfriend since 2006. R I have been a romantic boyfriend since I ask her to be my girlfriend.

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Ejercicio individual work 1. For this activity you are going to use your list of verbs, scissors and glue. 2. Use the pictures that you will find at the end of your book in the Added page 1. 3. Now make two affirmative sentences, two negative sentences, and two interrogative sentences with answers using the phrases in the oval, prepositions, and time expressions. 4. Finally give your guide to your teacher to evaluate you.

¶ Kiss a friend ¶ Give flowers to ¶ Eat something that I don’t like just for

¶ Receive a teddy bear from my boyfriend/girlfriend

¶ Bee faithful ¶ Go to a Kalimba’s concert

him/her

________________________________________ ________________________________________ _______ paste

________________________________________ ________________________________________ _______

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Paste

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Ejemplo

1. Look at the example. BINGO

Have you ever danced?

Have you ever traveled?

Have you ever been?

Have you ever visited?

Have you ever played?

Have you ever kissed?

Have you ever played?

Play

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Ejercicio Group activity 1. 2. 3. 4. 5.

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

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Ejemplo

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

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

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Ejercicio

Role play 1. Ask a partner. And write your answers on your notebook. How long have you had a friendship? How long have you gone out as a couple? How long have you shown your real feeling to your boyfriend/girlfriend?

Group activity 1. You need a romantic photo or cutting to develop this activity. 2. Form a team with other three students and make a poem using how long, already, and yet. Use another color piece of paper if it is necessary.

paste

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Actividades de Cierre 1. Listen to the song and fill the spaces. AGAIN by LENNY KRAVITZ I've _______ searching for you I heard a cry within my soul I've _______ had a yearning quite like this before Know that you are walking right through my door CHORUS: All of my life Where _______ you _______ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _______ see you again A sacred gift of heaven For better worse, wherever And I would never let somebody break you down Until you cried, never CHORUS: All of my life Where ________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll ________ see you again At every time I've always _________ That you where there, upon your throne A lonely queen without her king I longed for you, my love forever

CHORUS: All of my life Where ________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll ________ see you again

CHORUS: All of my life Where _________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _________ see you again

CHORUS: All of my life Where __________ you ________ I wonder if I'll ever see you again And if that day comes I know we could win I wonder if I'll _________ see you again

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Práctica Group activity 1. 2. 3. 4.

Use any kind of paper to design your clothes. Make use of scissors, glue, or tape. Work with the same team in the activity of the poem. Recite your poem.

Group activity 5. You are going to buy a candy and give it to the teacher. 6. Form a team with two other classmates. 7. Identify the mistake in the sentences and rewrite them on the lines. Everybody has to start at the same time and the first team that has the correct answers will win all the candies.

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

Susie and Peter has celebrated their wedding aniversary. _______________________________________________________

Your girlfriend has given you a nice present? _______________________________________________________

Clare haven’t learned that she has to be honest in a relationship. _______________________________________________________

I have cook something special for you. _______________________________________________________ _______________________________________________________

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Guía de Portafolio 1. Illustrated affirmative, negative, and interrogative sentences. 2. Poem. 3. Take pictures as an evidence of your recital.

¡... fuera!

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

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Proyecto integrador

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LAS FABRICAS COMO AGENTE CONTAMINANTE. Redacta un ensayo en inglés utilizando el tiempo pasado, tomando en cuenta como a perjudicado la contaminación al mundo entero partiendo de la contaminación que generan las fabricas que producen plásticos. Usa tu investigación de la materia de Lectura Expresión Oral y Escrita.

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Bibliografía Eastwood, John. (1992). Oxford Practice grammar. Ed. Oxford University Press. Richards, Jack C. (1997). New interchange, student's book 1. Ed. Cambridge University Press. Richards, Jack C. (1997). New interchange, student's book 2. Ed. Cambridge University Press. Rogers, M. Sturtevant, J. Williams, L. (2004). Style 2, Student's book. Ed. Macmillan.

Curtis, Andy; Stempleski, Susan. World Link. Developing English Fluency book 3. United States Of America. Thomson Learning Press. 2005 Dixson, Robert. Graded Exercises in English. New York, USA. Prentice-Hall. 1994 Folse, Keith S. Clear Grammar 3. Activities for Spoken and Written Communication. Michigan, USA. The University of Michigan Press. 2002 Gardner, Ian, et al. Style 3. Oxford, Thailand: Macmillan Publishers Limited, 2008. Hewings, Martin. Advanced Grammar In Use. Cambridge, UK. Cambridge University Press. 1999 Murphy, Raymond; Altman, Roann. Grammar In Use. Reference and Practice For Intermediate Students Of English. Cambridge, UK. Cambridge University Press. 1999 “Speak Up Magazine” Revista para Aprender Inglés. Barcelona, España. Agostini-Rizzoli Periodici. Publicación Mensual www.englishtown.com www.mansioningles.com

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Anexos

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ADDED PAGE 2

Secuencia Formativa 6

Activity 2. Cut the cards to play BINGO

DRIVE

WRITE

WEAR

EAT

TRY

LEARN

DO

FALL

DRINK

SEE

LOSE

KISS

HAVE

DRAW

MAKE

RECEIVE

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VOCABULARY Numbers – n umbers One hundred-cien One thousand- mil Pen- boligrafo Pencil – lapiz Book – libro Notebook – cuaderno Map – mapa Blackboard – pizarron Ruler – regla Marker- marcador boad marker- marcador para pizarron Chalk- gis Classroom – salón Class- clase Eraser- goma Sharpener – sacapuntas Desk – escritorio Dictionary – diccionario Computer – computadora Food – comida Egg – huevo Carrot – zanahoria Potatoe – papa Bread- pan Burger – hamburguesa Flour – harina Fish – pescado Tuna fish – atun Milk –leche Water – agua Wine – vino Soda - refresco Cookies – galletas Cereal – cereal Rice – arroz Cucumber – pepino Beans - frijoles Meat – carne Chocolate-chocolate Sandwich-emparedado

Cake – pastel Coffee – café Fruit – fruta Apple – manzana Orange – naranja Strawberry – fresa Cherry – cereza Lemon – limon Guava – guayaba Pine apple – pina Watermelon –sandia Soup – sopa Dessert – postre Pie - pay Butter- mantequilla Salad-ensalada Breakfast-desayuno Measure- medida Quarter – cuarto Half – medio Litter – litro Box – caja Bottle – botella Can - lata Cup –taza Glass – vaso Plate – plato Fork – tenedor Spoon – cuchara Knife- cuchillo Oil- aceite Garlic-ajo Cream-crema Nut-nuez Lettuce-lechuga Chicken-pollo Beef-carne de res Banana-platano Pasta-pasta Noodles-tallarines Flour-harina

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Cheese-queso Tomato-tomate Time expressions Last week –semana pasada Ago – hace Since – desde Yesterday – ayer Last month- mes pasado Last yearAgain- atra vez Ever- alguna vez Weekend-fin de semana Once-una vez Twice-dos veces Nouns-sustantivos Man-hombre Woman-mujer Child-nino Mouse-raton Foot-pie Tooth-diente Church-iglesia Watch-reloj Brush-cepillo Kiss- beso Bush-arbusto Family-familia Baby-bebe Lady-dama City-ciudad Key-llave Day-dia Wolf-lobo Thief-ladron Life-vida Leaf-hoja Shelf-repisa Bus-autobus School-escuela Printer-impresora Cell-pnone-telefono celular