curso de ingles media superior 2do semestre

7/28/2019 Curso de Ingles Media SUperior 2do semestre

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2 PRELIMINARES

Esta publicacin se termin de imprimir durante el mes de diciembre de 2009.Diseada en Direccin Acadmica del Colegio de Bachilleres del Estado de SonoraBlvd. Agustn de Vildsola; Sector Sur. Hermosillo, Sonora, MxicoLa edicin consta de 11,524 ejemplares.

COLEGIO DE BACHILLERESDEL ESTADO DE SONORA

Director GeneralMtro. Jorge Luis Ibarra Mendvil

Director AcadmicoLic. Jorge Alberto Ponce Salazar

Director de Administracin y FinanzasLic. Oscar Rascn Acua

Director de PlaneacinDr. Jorge ngel Gastlum Islas

Lengua Adicional al Espaol 2Mdulo de Aprendizaje.Copyright , 2009 por Colegio de Bachilleresdel Estado de Sonoratodos los derechos reservados.Primera edicin 2009. Impreso en Mxico.

DIRECCIN ACADMICADepartamento de Desarrollo CurricularBlvd. Agustn de Vildsola, Sector SurHermosillo, Sonora. Mxico. C.P. 83280

Registro ISBN, en trmite.

COMISIN ELABORADORA:

EQUIPO TCNICOEQUIPO TCNICOEQUIPO TCNICOEQUIPO TCNICO

Coordinacin general:Coordinacin general:Coordinacin general:Coordinacin general:Luz Mara Grijalva Daz

Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares:Alma Lorenia Valenzuela Chvez Matemticas II

Nydia Gabriela Estrella Qumica IIPrspero Mendoza Yocupicio Historia de Mxico II

Diego Navarro Gil Taller de Lectura y Redaccin IIMara del Socorro Salas Meneses tica y Valores II

Mara Enedina Duarte Camacho Informtica IIMoiss Galaz Duarte Lengua Adicional al Espaol II

Sonia Mara Valle Ross Orientacin Educativa II

Revisin Disciplinaria:Edna Elinora Soto Gracia

Correccin de Estilo:Edna Elinora Soto Gracia

Supervisin Acadmica:Nancy Vianey Morales Luna

Diseo:Mara Jess Jimnez Duarte

Grupo Editorial:

Ana Isabel Ramrez VsquezBernardino Huerta ValdezFrancisco Peralta VarelaJoaqun Rivas Samaniego

Coordinacin Tcnica:Claudia Lugo Peuuri

Coordinacin General:Lic. Jorge Alberto Ponce Salazar


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3PRELIMINARES

Ubicacin Curricular

DATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNO

Nombre: _______________________________________________________________

Plantel: __________________________________________________________________

Grupo: _________________ Turno: _____________ Telfono:___________________

E-mail: _________________________________________________________________

Domicilio: ______________________________________________________________

_______________________________________________________________________

COMPONENTE:FORMACIN BSICA

CAMPO DE CONOCIMIENTO:COMUNICACIN

HORAS SEMANALES:04

CRDITOS:06


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4 PRELIMINARES

LENGUAADICIONAL AL

ESPAOL 2

BLOCK 1 COMPARESPEOPLE, OBJECTS AND

PLACES.

DIDACTIC SEQUENCE 1 MYCITY IS MORE BEAUTIFUL

THAN...

DIDACTIC SEQUENCE 2

CHARACTERISTICS ANDCOMPARISON.

DIDACTIC SEQUENCE 3 THE /MOST / EST WHAT IS IT?

BLOCK 2 MOMENTSFROM THE PAST.

DIDACTIC SEQUENCE 1 WEDID A LOT THINGS IN OUR

VACATION PERIOD.

DIDACTIC SEQUENCE 2HERMOSILLO WAS ALSO A

BEAUTIFULL CITY.

BLOCK 3

I UNDERSTANDINSTRUCTIONS ANDREGULATIONS

DIDACTIC SEQUENCE 1 HEY!LISTEN CAREFULLY, YOU

MIGHT NEED THISINFORMATION.

DIDACTIC SEQUENCE 2 WHENDO I USE MODAL VERBS?

BLOCK 4

I MAKE PLANS ANDPREDICTIONS.

DIDACTIC SEQUENCE 1DESCRIBING PLANS AND

ACTIVITIES.

DIDACTIC SEQUENCE 2TEENAGERS' LIFE AND THEIR

FUTURE.

DIDACTIC SEQUENCE 3 WILLVS. GOING TO.


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5PRELIMINARES

Presentacin ......................................................................................................................................................... 6

BLOCK 1: Compares people, objects and places ................................................................................7

DIDACTIC SEQUENCE 1. My city is more beautiful than ...............................................................................10

DIDACTIC SEQUENCE 2. Characteristics and comparison ..............................................................................18

DIDACTIC SEQUENCE 3. the / most / est what is it?.........................................................................................26

BLOCK 2: Moments from the past ....................................................................................................... 37

DIDACTIC SEQUENCE 1. We did a lot things in our vacation period ...............................................................38

DIDACTIC SEQUENCE 2. Hermosillo was also a beautiful city .........................................................................44

BLOCK 3: I understand instructions and regulations ......................................................................... 59

DIDACTIC SEQUENCE 1. Hey! Listen carefully, you might need this information ............................................60

DIDACTIC SEQUENCE 2. When do I use modal verbs? ...................................................................................68

BLOCK 4: I make plans and predictions ............................................................................................. 85

DIDACTIC SEQUENCE 1. Describing plans and activities ................................................................................86

DIDACTIC SEQUENCE 2. Teenagers life and their future.............................................................................. 100

DIDACTIC SEQUENCE 3. Will vs. Going to ..................................................................................................... 109

BIBLIOGRAPHY................................................................................................................................................ 118

Content


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6 PRELIMINARES

Este Mdulo de Aprendizaje de Lengua Adicional al Espaol 2 contiene la informacin necesaria para apoyarte en la

construccin de tu aprendizaje, ya que est diseado para ser una gua en el proceso de enseanza-aprendizaje que

llevars acabo en el transcurso de tu vida como bachiller.

Al adentrarte en este nuevo Mdulo, encontrars que cuenta con la descripcin de las competencias que obtendrs y

el cmo saber identificarlas, y algo muy importante: reconocer si se han adquirido o no mediante la autoevaluacin.

Aunado a los contenidos de este Mdulo, las aportaciones y la gua de tu profesor(a) sern tambin fundamentales

para ayudarte a la construccin de tu propio conocimiento, sobre todo a obtener las competencias esenciales para

hacer frente a los retos que se presentarn a lo largo de tu vida.

El material que tienes en tus manos, es una herramienta de suma importancia para que te conviertas en una persona

competente, visionaria e innovadora, caractersticas que se establecen en los objetivos de la Reforma Integral de

Educacin Media Superior que actualmente se esta implementando a nivel Nacional.

El reto del Colegio de Bachilleres de ofrecerte material de apoyo de calidad, acorde a los nuevos tiempos, que

cumplan con los objetivos de la Reforma, adems de lo que los escenarios local, nacional, e internacional demandan,

se ve alcanzado en este Mdulo de Aprendizaje, el cual no deja de ser perfectible, pero que a la vez concentra la

informacin y actividades que ayudarn hacer de ti la persona que nuestra sociedad necesita.

Presentacin


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COMPARES PEOPLE, OBJECTS AND PLACES

Unidad de competenciaSolicita e intercambia informacin respecto a comparaciones de personas y lugares, de manera oral yescrita, en situaciones de socializacin y recreacin o laborales sencillas.

Atributos a desarrollar en el bloque:Durante el presente bloque se busca desarrollar los siguientes Atributos de las competenciasgenricas:

4.1 Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o graficas.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.

Time assigned: 15 horas


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10

Didactic sequence 1.My City is more beautiful than

Start up activity

Activity 1 Observe the pictures, and describe this images. Describe in a list form both oral and written the pictures and / orlocations.

EVALUATIONEVALUATIONEVALUATIONEVALUATION

Activity 1111 Product: Describing lists. value:

KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude

Recognizes relative and relevantvocabulary about physicalcharacteristics

The adjectives most frequently usedreference to the description of people andplaces.

Shows initiative and interest to seekinformation beyond that provided by theteacher.

Auto evaluation C Mc Nyc Obtained value:

What do you see in the pictures?

_______________________________________________

Can you describe what you see?

_______________________________________________

Write a list of words to describe the pictures.

____________________ ___________________

____________________ ___________________

____________________ ___________________

____________________ ___________________


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11BLOCK 1

Activity 2 Use a dictionary to find some adjectives to describe each picture; pay attention to each category.


Activity 2222 Product: dictionary adjective investigation and spelling practice. values:




the adjectives most frequently used referenceto the description of people and places.

shows initiative and interest to seekinformation beyond that provided bythe teacher.

Co evaluation C Mc Nyc Obtained value:

Liza Robert Ernestina Jorge

Nacho Martha Soco and Carlo

Liza Robert Ernestina

Jorge Nacho Martha

Soco and Carlo

A.A.A.A. PersonalPersonalPersonalPersonaltemperamenttemperamenttemperamenttemperament

B. AppearanceB. AppearanceB. AppearanceB. Appearance

C. AppearanceC. AppearanceC. AppearanceC. Appearance

D. AnyotherD. AnyotherD. AnyotherD. Anyother


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12

Now in teams of three, organized by your teacher, practice the spelling for each word. Pay attention to the word stress.

Development activities

These are some common and not so common adjectives. In pairs and with yourteachers help find the meaning for each word.

TimeTimeTimeTimeAncient briefEarly fastLate modernOld quickRapid swiftyoung

What Is An Adjective?

An adjective modifies a noun or a pronoun by identifying, quantifyingwords, or describing. An adjective normally precedes the noun or thepronoun which it modifies. An adjective can be modified by an adverb, orby a phrase or clause running as an adverb. In the sentence. Some nouns,many pronouns, and many participle phrases can also take action asadjectives. In the sentence.

Feelings (Good)Feelings (Good)Feelings (Good)Feelings (Good)healthy jollykind luckynice obedientproud relievedsuccessful thankfulvivacious wittyzealous

ConditionConditionConditionConditionAnnoying badcautious deadexpensive frailgiftedhelpfulimportant

Taste/TouchTaste/TouchTaste/TouchTaste/TouchBitter deliciousFresh juicyRotten spicyTart flutteringGreasy hardIcy loose

AppearanceAppearanceAppearanceAppearanceadorableadventurousblushing brightclean cleardistinct dullelegant excitedfanc filth

AppearanceAppearanceAppearanceAppearanceglamorous gleaminghandsome homelylight longmagnificent mistyold-fashioned plainpoised quaintshiny smoggyugly unsightlywide-eyed

ShapeShapeShapeShapebroad

chubbycrookedcurveddeep

QuantityQuantityQuantityQuantity

abundantemptyfewheavylightmanynumeroussubstantial

SizeSizeSizeSizebigcolossalfatgigantic

great


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13BLOCK 1

Activity 3 Study the adjectives listed in the page and find a use for at least 15 of the words. Give an example in asentence.Ex. Salma is a very glamorousglamorousglamorousglamorous Mexican artist.


Activity 3333 Product: Sentences with adjectives. values:



Recognizes relative and relevantvocabulary about adjectives.

Identifies and selects adjectives from the listand studies its use in a real life situation.



Write your sentences here.

1. ________________________________________________________________ .2. ________________________________________________________________ .3. ________________________________________________________________ .4. ________________________________________________________________ .5. ________________________________________________________________ .6. ________________________________________________________________ .7. ________________________________________________________________ .8. ________________________________________________________________ .9. ________________________________________________________________ .10. ________________________________________________________________ .11. ________________________________________________________________ .12. ________________________________________________________________ .13. ________________________________________________________________ .14. ________________________________________________________________ .

15. ________________________________________________________________ .


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14

Activity 4 Based on the list from previous pages and the sentences you just created;define in your own words what is an adjective.

Now make a list based on the adjectives you know to describe a partner from the classroom.


Activity 4444 Product: Adjectives definition. values:



Recognizes relative and relevantvocabulary about adjectives.

Identifies and selects adjectives from the listand studies its use in a real life situation.




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15BLOCK 1

Closing Activities

Circle the adjective in each sentence. Then, tell what noun the adjective is describing.

Example: The green alien walks out of the spaceship.The adjective green describes the alien.

1. The shiny spaceship lands in my yard.

The adjective ____________ describes _________________.

2. An alien with big eyes walks out of the ship.


3. It waves its tiny hand in the air.


4. The alien says, Earth is such a beautiful planet.


5. A black rabbit hops into the yard and scares the alien.


6. The frightened alien runs back into its spaceship and blasts off.


Now in team of four write the passage and taking turns read it out loud to the team.


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Activity 5 Listen and read the dialogues. Identify adjectivesadjectivesadjectivesadjectives and the different forms to use them. Underline each oneand notice the differences among them.

Now in teams practice the dialogues and pay attention to the sentence stress.


Activity 5555 Product: listening and dialogues practice. values:



Recognizes relative and relevantvocabulary in a dialogue and the useof comparatives.

Understands and listens simple dialoguesthat include comparisons.

Shows openness and tolerance to thelexicon of language differences.


Dialogue 1Dialogue 1Dialogue 1Dialogue 1

Alma: Today the weather is very hot.Gabby: Yes. It's hotter than yesterday.Alma: Is Caborca hotter than here?Gabby: Here is perhaps a little hotter than Caborca.

Alma: Is the Arizonan winter cold?Gabby: The Arizonan winter is very cold.

Alma: How much colder than here?Gabby: A lot colder than here.

Alma: What about spring then?Gabby: Spring is warm in Sonora. It's better than autumn. I like it

very much.


Art: Is Spanish moredifficult thanEnglish?

Susan: No, they aresimilar. Both arenteasy.

Art: Is he taller andfatter than you?

Susan: He is taller than mebut not fatter than

me.Art: Which one of these

two universities isbetter?

Susan: It is hard to say,this one is biggerthan that one, thatone is morebeautiful than thisone.

Art: Is the Fernando,the youngerbrother cleverer


Ingrid: Do you know the two Sanchez sisters? Do you knowhow many years of age is the elder one older than theyounger one?

Tom: Only a year and a half.Ingrid: Is it true that the older one is better at her school work

than the younger one is?Tom: Quite right, although the younger one is clever, the

older one is lot more hard-working.Ingrid: Out of the two sisters who is prettier?Tom: That's very hard to say. Both of them are very good-

looking. The older one is taller than the younger one,and the younger one is fairer than the older one.

Ingrid: Out of the two of them who is more capable than theother?

Tom: They are both very capable. The elder sister does theworks at home faster than the younger one does, butthe younger one is better at doing things outside home.

Ingrid: Who do you like better?Tom: It's no use for me to like either one, because neither of

the two sisters likes me.Ingrid: Oh! I'm really sorry, I thought...Tom: It doesn't matter; actually I don't have any intention on

them either.


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17BLOCK 1

Based on the three dialogues create and act out your own. Develop it on a real situation at school or at home.


Activity 4444 Product: identifies in real English conversations, the use of comparatives and adjectives. values:


FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitudeRecognizes relative and relevantvocabulary in a dialogue and the useof comparatives.

Understands and writes simple documentsthat include comparisons.




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Didactic sequence 2Characteristics and comparison

Start up activity

Activity 1 In the following space draw an easy to draw object, such as a star, a tree, a flower or a house.

Once you finish drawing the pictures, line up according to the size of the object they have in the space. The studentwith the bigger star stands on the right and the student with the smaller star stands on the left.

Answer the following questions.

What is the drawing?_______________________________________

Who has the bigger ___________________________?

Who has the smaller ___________________________?

Is student A's _____________ bigger or smaller than student B's _________________?

Write a sentence as in the example for 3 of your classmates.Ex.: My star is bigger than the three.

My star is bigger than John's star but smaller than Mary's star.


Activity 1111 Product: identification in a drawing and simple sentence the use of comparatives andsuperlatives.

value:



Recognizes relative and relevantvocabulary in a dialogue and the useof comparatives and superlatives. .

Understands, writes and practices simplesentences that include comparisons andsuperlatives. .




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19BLOCK 1

Circle the adjective in each sentence and draw an arrow from each adjective to the word it describes.

Example: The red balloon floats up to the sky.

1. Three turtles swim in the pond.

2. Molly and Jenny try to finish a difficult puzzle.

3. Their mother makes a delicious feast.

4. Do you see that yellow sports car race down the street?

5. Georgina and Jesus move the snowy path.

6. Clean up this huge mess!

7. The barking dogs are inside that house.

8. Do you have my blue pencil?

9. Cecilia cleans the dirty glass.

10. The playful monkey swings on the cable.

11. The thief walks in front of the sleeping guard.

Activity 2 Use the above sentences, think of a comparison and discuss your sentences in class.Example: The red balloon floats up to the sky higher thanhigher thanhigher thanhigher than the blue balloon.


Activity 2222 Product: sentences. Creation. value:



Recognizes relative and relevantvocabulary in a simple sentence formand text, and the use of comparatives.

Understands, writes and practices simplesentences that contain comparisons.



Write your sentences here.

1) ________________________________________________________________ .2) ________________________________________________________________ .3) ________________________________________________________________ .4) ________________________________________________________________ .5) ________________________________________________________________ .6) ________________________________________________________________ .7) ________________________________________________________________ .8) ________________________________________________________________ .9) ________________________________________________________________ .10) ________________________________________________________________ .


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Development activitiesGrammar

ComparativeComparativeComparativeComparative

We use than after comparatives (older than / more expensive than etc.):Mexico isnt older than Rome

Are mangoes more expensive than grapes?It's easier to email than to write a letter."How are you today?" Not bad. Better than yesterday.The Main plaza is more crowded than usual.

We say: than me / than him / than her / than us / than them. You cansay:I can run faster than him. or I can faster than he can.

You are a better singer than me or You are a better singer than I am.I got up earlier than her or I got up earlier than she did.

More less than...How much did your shoes cost? $30?No, more than that. (=more than $30)The film was very short - less than an hour.They've got more money than they need.

You go out more than me.

A bit older / much older etc.Box A is a bit bigger than box B. Box C is much bigger than boxCanada is much bigger than France.Jill is a bit older than Gary - she's 25 and he's 241/2The hotel is much more expensive than I expected.

You go out much more than me.

AAAA

BBBB

CCCC

DDDD


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21BLOCK 1

Activity 3 Elaborate a collage where you express your interests or characteristics of a friend, partner or member ofyour family and compare them with yourself.

EVALUATIONEVALUATIONEVALUATIONEVALUATIONActivity no. 3333 Product: elaborates collage to strengthen the comparative knowledge acquired values:


FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitudeReaffirms the use of grammatical formsin the comparison of adjectives, in thecomparative degree including things ofreal life.

Uses the adjectives most frequentlyused in reference to the description ofpeople and places.

Shows initiative and interest to seekinformation beyond that provided bythe teacher.



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When comparing two things, we put thanthanthanthan between the adjective and the thing being compared.

When we compare twothings or people we look

at what makes them

different from eachother.

The man on the leftis taller than the

man on the right.

A car is faster than abicycle.

Comparativeadjectives are used toshow what quality onething has more or lessthan the other. They

normally come beforeany other adjectives.

The red bag isbigger than the blue

bag.

The rule for forming thecomparative is any one

syllable adjective add -erto the end. Any longer

adjective (two syllables ormore) use more in front of

the adjective.

"Mount Everest ishigherererer than MountSnowdon.", 'highhighhighhigh' is

a short (oneoneoneonesyllablesyllablesyllablesyllable) word.

"Perhaps, Phoenix ismoremoremoremore beautiful thanTucson.", beautifulbeautifulbeautifulbeautiful

is a long word.

The following adjectives areThe fol lowing adjectives areThe following adjectives areThe fol lowing adjectives areexceptions to this rule:exceptions to this rule:exceptions to this rule:exceptions to this rule:

'good'becomes

'better'

'bad'becomes

'worse'

'far' becomes'farther' or

'further'


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23BLOCK 1

Closing activities

Activity 4 Sit behind your partner. (Back to back) Describe the person you see in the flash card that your teacherhands in to you. Your partner will listen, and draw the picture on his/her module. Do not show the flash card to yourpartner! When your teacher tells you compare the flash card with the drawing and discuss the differences.

Draw picture here.

EVALUATION

Activity no. 4444 Product: Completes descriptions and makes comparisons orally and written. values:



Recognizes relative and relevantvocabulary about comparisons.

Requests and exchanges information relatedto comparisons in simple conversations.

Shows openness and tolerance to thelexical differences between the twolanguages.



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Activity 5

Match the sentences on the right with the adjectives on the left, then write them on the line.

1. English wine is good but French wine is ______.2. Is bad but African cooking is ______.3. It's a long way from London to Moscow but London to Sydney is even ______.4. I've two daughters. Sophie is the younger one and Kathryn is the ______ one.5. My job is getting harder and ______.6. I cannot handle it. The earlier we leave the ______ we arrive.7. It's becoming more and ______ difficult to find time to play golf.8. Do it when you can but the sooner it's done the ______.9. I like visiting Magdalena but it is getting ______ and more expensive.10. The older I get the ______ I forget!11. I'm so happy!. I must be the ______ man in the world!12. The ______ I think about it, the less happy I feel.13.Alejandra is even more ______ in real life than in photos.14. I was really sick yesterday but I feel a little ______ today.15. This orange juice is a ______ sweeter than the other one. They are completely different.16. I prefer this candidate for school president. I thought she was ______ better than the other one.17. Wal-Mart It's a little ______ more expensive but much better quality.18. I've been working hard on my English but it isn't ______ better.19. They're both nice but Rachel is the ______ of the two.20. Could you speak ______ slowly, please? My English isnt very good yet.

a) Lotb) happierc) betterd) worsee) nicerf) harderg) soonerh) morei) elderj) beautifulk) anyl) farm) bitn) further


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25BLOCK 1

To complete each sentence, add ----erererer, or moremoremoremore to the adjective in parenthesis.Examples:Enrique is taller than Francisco. (tall)Today is more pleasant than yesterday.(pleasant)

1. A steak knife is ______________________ than a butter knife. (sharp)

2. David is a _______________________ player than anyone on the team. (fast)

3. My drawing is _______________________ than yours. (colorful)

4. I think the book we read today is _____________________ than the one we read yesterday. (interesting)

5. Katie's _____________________ brother colored on the walls. (young)

6. This week's temperatures are _____________________ than last week's. (warm)

7. That is the ______________________ test on this semester. (difficult)

8. Isn't he _____________________ than the little boy in the park we met yesterday? (nice)

9. That is a _________________________ homework assignment than the one for mathematics. (challenging)

10. Do you think a snake is _____________________ than an owl? (slow)

11. Robert's arms are _____________________ than John's. (long)

12. Joe has _____________________ feet than anyone in his family. (big)


Activity no. 5555 Product: completes exercises to encourage the use of comparatives values:




Constructs and writes simple sentences thatinclude comparisons involving people,objects and / or locations.

shows initiative and interest to seekinformation beyond provided by theteacher.



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Didactic sequence 3The / most / est What is it?

Start up activity

An adjective is a word that describes a person, place, or thing. Look at the pictures.With the help of your teacher and a dictionary if you need it, write at least five adjectives to describe people (students,teacher, girl, boy, etc.) in each picture.

Adjectives:

Adjectives:

Adjectives:


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27BLOCK 1

Grammar

In the example below, "biggest" is the superlative form of the adjective "big":Ana is a bigbigbigbig girl, Celia is biggerbiggerbiggerbigger than Ana but Adrian is the biggestbiggestbiggestbiggest of the family.

San Luis Rio Colorado is bigger than Altar.

Write five sentences using comparative and superlative of adjectives as the examples above.1. __________________________________________________________________________________2. __________________________________________________________________________________3. __________________________________________________________________________________4. __________________________________________________________________________________5. __________________________________________________________________________________

The rule for forming the superlative is any onesyllable adjective add -estestestestto the end of theword. Any longer adjective (two syllables ormore) usemostmostmostmostin front of the word. Usually

superlatives are preceded by 'the''the''the''the'....

The following adjectives are exceptions to thisrule:

Monosyllabicadjectives arecompared with -er,er,er,er,----est.est.est.est.

Positive

Strong

SmallLate

NiceBig

thinfat

Comparative

Stronger

smallerLater

NicerBigger

thinnerfatter S

uperlative strongest

smallestlargest

nicestbiggest

thinnestfattest

"Mount Everest is the highest mountainin the world.", 'high''high''high''high' is a short (onesyllable) word.

"maybe, Hermosillo is the most beautifulcity in the world.", beautifulbeautifulbeautifulbeautiful is a longword.

'good' becomes 'the best' 'bad' becomes 'the worst' 'far' becomes 'the farthest' or 'the furthest'


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Development exercises

Activity 1 In couples, find a song where you can locate adjectives bring the lyric to class, and the song if possible.Underline the comparatives and superlatives. Explain your work to the class.


Activity no. 1111 Product: Listening and written activity. values:



Identifies the use of grammaticalforms in the comparison ofadjectives in their different degrees.

Determines the use of comparatives andsuperlatives in an auditory exercise.

Appreciates the usage of Englishbeyond the one provided by theteacher.


Attach lyric here.


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29BLOCK 1

Grammar continues

Write five sentences using this type of adjectives, Example: What is the easiest exercise?

1. _____________________________________________________________________________________2. _____________________________________________________________________________________3. _____________________________________________________________________________________4. _____________________________________________________________________________________5. _____________________________________________________________________________________

Write five sentences using this type of adjectives, example: My aunts cake looks worse than my moms cake.

1. ____________________________________________________________________________________________________________________________

2. ____________________________________________________________________________________________________________________________

3. ____________________________________________________________________________________________________________________________

4. ____________________________________________________________________________________________________________________________

5. ____________________________________________________________________________________________________________________________

Disyllabicadjectives ending

withy, er, ow, ley, er, ow, ley, er, ow, ley, er, ow, leare compared with

----er,er,er,er, ----est.est.est.est.

Positive

easy

happyclevernarrow

Comparative

easier

happiercleverernarrower

Superlative

easiest

happiestcleverestnarrowest

Irregularforms.Positive good

bad

muchmany

little

Compa

rative

better

worse

moremore

less

Superlative

best

worst

mostmost

least


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Activity 2 In teams of five prepare a small dialogue and dramatize it in class, make decisions about the comparisonsbeing made.


Activity no. 2222 Product:. Dialogue and dramatization values:



Presents and reaffirms the use of thegrammatical forms amongcomparatives and superlatives.

Elaborates and dramatizes the createddialogues including people, objects andplaces.




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31BLOCK 1

Which dress is more expensive?Which dress is the most expensive?

Write five sentences using this type of adjectives.

1. __________________________________________________________________________________________2. __________________________________________________________________________________________3. __________________________________________________________________________________________4. __________________________________________________________________________________________5. __________________________________________________________________________________________

Tell whether the underlined adjective is positive, comparative, or superlative.

1. Monica is happier than Michael. _________________________

2. That is the heaviest rock in the garden. _________________________

3. Math is easier for her than Science. _________________________5. The ice cream is cold. _________________________

6. I am drinking a large soda. _________________________

All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.

Positive

carefulexpensive

difficulttired

terrible

Comparative

more carefulmore expensive

more difficultmore tired

more terrible

Superlative

most carefulmost expensive

most difficultmost tired

most terrible

Some adjectivescompare by adding thewordsmoremoremoremore andmost.most.most.most.

Use the wordmoremoremoremore withadjectives that compare

two things.

Use the wordmostmostmostmostwithadjectives that comparethree or more things.


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Choose the correct words in parenthesis to complete each sentence. Write the words on the line.

1. This is the ___________________________ chicken I've ever eaten. (more delicious, most delicious)

2. Baseball is the ___________________________ sport of all. (more exciting, most exciting)

3. The roses are ___________________________ today than yesterday. (more beautiful, most beautiful)

4. Pedro is ___________________________ than his sister. (more excited, most excited)5. The ___________________________ spelling word we have for this week. (more difficult, most difficult)

6. Basketball is a ___________________________ sport than fishing. (more physical, most physical)

7. Winter is the ___________________________ season of all. (more wonderful, most wonderful)

8. Robert is a ___________________________ child than Jessie. (more well-behave, most well-behave)

Activity 3 Create a mind map with all information about comparatives and superlatives.Include rules for the adjectives and examples.


Activity no. 3333 Product: Mind map creation. values:



Recognizes relative and relevantvocabulary for comparisons

Understands the adjectives with the mostfrequently used reference to describe peopleand places.




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33BLOCK 1

Closing activities

Lets see more examples:

Bacadehuachi is as cold as Chihuahua in the winter.Andrea is as beautiful as Beyonce.Paul Potts is not as famous as Susan Boyle.

A snake is as dangerous as a crocodile.Anita isnt as tall as Marcos.Today is as hot as yesterday.This test is not as difficult as the last oneMy mother told me that my room smells like an old running shoe.

Fill in the comparison with as + adjective + asas + adjective + asas + adjective + asas + adjective + as.

Javier is (tall) __________________________________________________________________________ Glenda.

Virginia is (beautiful) ____________________________________________________________________ Jennifer.

Yolanda is (crazy) _____________________________________________________________________ my sister.

We can drive (fast) _____________________________________________________________________they can.

My teacher is (not / strict) __________________________________________________________________yours.

Your cellular phone is (not / trendy) __________________________________________________________ mine.

Matrix II is (not / interesting) ______________________________________________________________ Matrix I.

This yoghurt (not / taste / good) _______________________________________________the one from yesterday.

I can do (many / press-ups) _________________________________________________________________ you.

I (not / earn / much / money) ______________________________________________________________ you do.

Read the sentences below, then write a sentence using as [adjective] as or more adjective/adjective-er.

Dave is 27 years old. Julie is 23 years old._____________________________________________________________________________________________My English test score is 94%. Stevens test score is 95%.

_____________________________________________________________________________________________Vivians English test score is 99%. Lilys English test score is 99%, too._____________________________________________________________________________________________Janes computer is bad. Amys computer is bad, too._____________________________________________________________________________________________

Amys computer is bad. Sallys computer is good._____________________________________________________________________________________________Fire is hot. Ice is cold._____________________________________________________________________________________________Playing baseball is fun! Playing basketball is fun, too!_____________________________________________________________________________________________

To compare things, people, places orevents when there is a difference, useBE not + as + adjective + as:BE not + as + adjective + as:BE not + as + adjective + as:BE not + as + adjective + as:

Dave is 32 years old. Julie is 23 years old.Julie isnt as old as Dave.

We use as + adjective + as to comparethings, people, places or events when thereis no difference,use as + adjective + as:

as + adjective + as:as + adjective + as:as + adjective + as:

Dave is 23 years old. Julie is 23 years old.Julie is as old as Dave.


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Activity 4 Choose the best answer from the box and write it on the line.


Activity no. 4444 Product: correct usage of new vocabulary values:



Recognizes relative and relevantvocabulary about comparatives andsuperlatives.

The most frequently used adjectivesreference to the description of people andplaces.



1. Worse, worst2. In the predicate of the sentence after a linking verb.3. Happier, happiest4. Before the noun or noun phrase they modify.5. Adjectives.

1. Articles fit in to what part of speech?

A:__________________________________________________________________________________________________________________________________________________

2.Where do most adjectives emerge in a sentence?A:__________________________________________________________________________________________________________________________________________________

3. Provide the comparative and superlative forms of happy.A:__________________________________________________________________________________________________________________________________________________

4. Give the comparative and superlative forms of bad.A:__________________________________________________________________________________________________________________________________________________

5. Where do most adjectives that start with the letter 'a' appear? (Example: asleep)A:________________________________________________________________________


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35BLOCK 1

Final activity

Go to the following web page http://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.php and make the practice. Finish the exerciseand write your score here

Go to the following web page http://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.php and make the practice. Finish theexercise and write your score here


Activity no. 4444 Product: Web practice. values:



Reaffirms the use of vocabularyabout comparatives andsuperlatives.

Recognizes the most common adjectivesreferred to the description of people andplaces.




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MOMENTS FROM THE PAST

Unidad de competenciaSolicita e intercambia informacin referente a actividades y situaciones propias y de terceras personasen el pasado, de manera oral y escrita, en contextos sencillos de socializacin y recreacin o laboral.


4.1 Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o graficas.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





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Didactic sequence 1We did a lot of things in our last vacation period

Start up activity

Activity 1 Pair Work. Look at the pictures and write a story. Then act out that story in class.


Activity 1111 Product: Story creation. value:



Recognizes relatedvocabulary about fundaily activities

Searches, identifies and understandsgeneral ideas in a brief dialogue relatedwith his / her activities and third personin past tense.

Strikes up dialogues with proposal and emphatic attitude.



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39BLOCK 2

Development exercises

The simple past tense is one of the most common tenses in English. Its form is the same with all subjects and Itsusually formed by adding EDEDEDED to the verb. Part of this block will explain the rules to form the tense with regular verbs.

Spelling RulesSpelling RulesSpelling RulesSpelling Rules for Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbs

1. Add ed to the base form ofmost verbs

start started

finish finished

wash washed

2. Add only d when the baseform ends in an e.

live lived

care cared

die died

3. If the verb ends in a consonant

+ y, change the y to i and add ed

dry dried

carry carried

spy spied

4. If the verb ends in a vowel +

y, do not change the y. Just added

pray prayed

stay stayed

destroy destroyed

5. If the verb has one syllable andends in a consonant + vowel +

consonant (CVC), double the finalconsonant and add ed.

stop stopped

rob robbed

beg begged

6. Do not double final w or x.

sew sewed

mix mixed

7. If the verb has two syllables,and the final syllable is stressed,

double the final consonant.ad mit admitted

oc cur occurred

per mit permitted

8. If the verb has two syllables,and the final syllable is not

stressed, do not double the final

consonant.hap pen happened

lis ten listened

o pen opened


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40

Activity 2 Create a conceptual map based in the information above and the notes from your teachers exposition.


Activity 2222 Product: conceptual map value:



Reaffirms the forms and the useof past tense

Distinguishes the difference among regularverbs and its spelling rules.

Uses with assertiveness the vocabulary referred togrammar according to past tense.


Create the map here.


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41BLOCK 2

Activity 3 Answer these exercises.

Write all of your answers on the line and then check your answers with apartner. Ask your teacher for help, if needed.My grandfather had a very exciting life. When he was young, h_____________________ (live) in Bacadehuachi an old town from Sonora. H

parents _____________________ (raise) cattle, and he ___________________(look) after the cows. When he was eighteen, he went to university, where _____________________ (study) Philosophy. He also ___________________(play) the guitar in a mariachi band. When the war started, he had to go live the USA, he _____________________ (try) to join the Air Force, but _____________________ (end) up in the Navy. In the Atlantic, a Germatorpedo _____________________ (rip) a hole in the side of his ship, and th

ship sank. Only five men _____________________ (escape). They _____________________ (sail) in a lifeboat back USA. Then he met my grandmother, and they _____________________ (marry) after only three weeks of meeting. Hsays now that he _____________________ (want) to marry her very quickly in case he _____________________ (die) the war.

Complete the sentences by changing verbs in parenthesis to Simple PastSimple PastSimple PastSimple Past then change the sentences to interrogativeform.Example: Enedina surfed the Internet? (to surf)

Answer: Did she surf the Internet?1) I __________________________________________________ my Maths homework yesterday. (to do)

________________________________________________________________________________________ ?

2) Helen ________________________________________________________ to Guadalajara by plane? (to go)

________________________________________________________________________________________ ?

2) They ___________________________________________________ a Magdalena two weeks ago. (to visit)________________________________________________________________________________________ ?

3) Jesus and Pedro ____________________________________________________ their brother. (not/to help)________________________________________________________________________________________ ?

Pay attention to the use of Did/Didnt for interrogative and negative form which means that the sentence isalready in the past. So, it isnt necessary to add ed to the main verb. You dont say I didnt worked, but Ididnt work! You dont say Did you worked? but Did you work?


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42

4) The children ________________________________________________ at school last weekend. (not/to be)________________________________________________________________________________________ ?

5) When ___________________________ you _________________________ this fantastic dress? (to design)________________________________________________________________________________________ ?

6) My sister ______________________________________________ into the front of the house. (not/to crash)________________________________________________________________________________________ ?

7) The boys _____________________________________________ the keys of their motorcycles. (to take off)________________________________________________________________________________________ ?

8) You ______________________________________________________ your girlfriend last week? (to phone)________________________________________________________________________________________ ?

9) He _________________________________________________________ coca cola at school. (not/to drink)________________________________________________________________________________________ ?


Activity 3333 Product: exercises resolution. value:



Recognizes the most importantdata in the exercise resolution.

Searches, identifies and understandsgeneral ideas in the exercise.

Strikes up dialogues with proposal and emphaticattitude.



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43BLOCK 2

Closing activitiesPay attention to your teachers explanation then discuss this chart with your shoulder to shoulder partner.

Activity 4 Use the information from the chart above to make your own. Be sure to use a different verb. Verbs lists aat the end of the block.

AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative

Long Form Contracted Form

I played I did not play I didn't play Did I play?

You played You did not play You didn't play Did you play?

He/she/it played He/she/it did not play He/she/it didn't play Did he/she/it play?

We played We did not play We didn't play Did we play?

You played You did not play You didn't play Did you play?

They played They did not play They didn't play Did they play?

AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative

Long FormLong FormLong FormLong Form Contracted FormContracted FormContracted FormContracted Form


Activity 4444 Product: chart completing value:



Recognizes vocabulary related toexpressions of time linked to thepast.

Practices and develops the use of verbs inpast tense and the use of the Auxiliary"Did".

Shows creativity in writing and presentingthe sentences using the auxiliary "Did"



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44

Figure 1

Old Hermosillo /

Villa de Seris

passage.

Figure 2

First Airport

in Hermosillo

1. The simple past tense is expressed with thepast form of the verb and nothing else.My grandfather died last year.(correct)My grandfather was died last year. (Incorrect)

2. The simple past tense refers toa. action which occurred at a specific time in the pastb. completed actionc. ast status

Specific past actionI ate lunch at noon today.He drove to work yesterday.

Completed actionShe finally mailed the letter.Jan finished her report on time.

Past statusJohn was still single in 1995.Jane was a movie star. Figure 3

Old Sonora Bankin Hermosillo.

NOTE: At the end of theblock you can find a list ofregular and irregular verbs.

Didactic sequence 2Hermosillo was also a beautifulcity


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45BLOCK 2

Grammar

With the irregular verbs, there arent any rules. You have to learn them!

NOTE:NOTE:NOTE:NOTE: At the end of the blockyou can find a list of regular

and irregular verbs.

NEGATIVENEGATIVENEGATIVENEGATIVE

Subject + didnt + infinitive

She didnt go to L.A. lastmonth.

INTERROGATIVEINTERROGATIVEINTERROGATIVEINTERROGATIVE

Did + subject + infinitive

Did she go to L.A. lastmonth?

NOTENOTENOTENOTE

"Did/Didnt means thesentence is already in thepast. So, it isnt necessary toadd ed or past tense irregularto the main verb. You dontsay I didnt went, but I didntgo!

Some irregular verbs areSome irregular verbs areSome irregular verbs areSome irregular verbs are

be was/were

become became

eat ate

go went

put put

read read

see saw

teach taught


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46

Start up activity

Activity 1 Detect and underline the past tense verbs in the following story. Contrast yourobservations with your partner and write a report about it.

Yesterday Mrs. Grijalva had a very rough day. In the morning, she went to the kitchen andlooked in the cupboard for some food for her dog, but the cabinet was empty. Her poor dogstared up at her with its hungry eyes, and she knew she had to do something quickly. Shehurried to the grocery store to buy some dog food, but unfortunately the store was out of her

dog's favorite brand, so she had to catch a bus downtown. After buying the food, she waited for a half hour in the rainto get a cab. When she finally got home, her dog was hum! Asleep on the living room sofa.

Common problems with the past tenseCommon problems with the past tenseCommon problems with the past tenseCommon problems with the past tense1. Using the present tense when the past tense is required.Last week, Tony fix his neighbor's car. (Incorrect)Last week, Tony fixed his neighbor's car. (Correct)

2. Using "was" with verbs in the past tense.It was happened one night in September. (Incorrect)It happened one night in September. (Correct)


Activity 1111 Product: written report. value:



Recognizes vocabulary related toexpressions of time linked to thepast and irregular verbs.

Practices and develops the use of verbsirregular verbs in past tense and the use ofthe Auxiliary "Did".

Shows creativity in writing and presenting thesentences using the irregular past tense form.


Write your report here.


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47BLOCK 2

Development activities

Activity 2 Fill in the word puzzle with the simple past tense forms of the verbs in the clues. After you finish. Group theverbs into regular vs. irregular verbs

3. Choose ten of these verbs and write sentences in the simple past using the following words:


Activity 2222 Product: crossword puzzle. value:



Forms and reaffirms the use of the pastirregular shape of the verbs used ineveryday life.

Distinguishes the difference in the formsof irregular verbs in the past.

Shows creativity in writing and presentinthe sentences.

Auto evaluation Mc Nyc Obtained value:

AcrossAcrossAcrossAcross3. wait5. leave6. teach7. see9. wear10. walk11. stay14. cook15. make16. fly17. talk

DownDownDownDown1. have2. visit3. go4. play8. write10. wash12. do13. ride15. meet

Yesterday _________________________________________________________________

Last week _________________________________________________________________

Last winter ________________________________________________________________

Last year __________________________________________________________________

Three months ago __________________________________________________________

Last Saturday ______________________________________________________________

Yesterday evening __________________________________________________________

Regular verbs.

Irregular verbs.


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48

Change the verbs in the following sentence into past tense.

1. Yesterday, I go to the restaurant with a client.

2. We drive around the parking lot for 20 minutes in order to find a parking space.

3. When we arrive at the restaurant, the place is full.

4. The waitress asks us if we have reservations.

5. I say, "No, my secretary forgets to make them."

6. The waitress tells us to come back in two hours.

7. My client and I slowly walk back to the car.

8. Then we see a small grocery store.

9. We stop in the grocery store and buy some sandwiches.

10. That is better than waiting for two hours.

Activity 3 Correct the mistakes in the following sentences, then compare them with a partner.


Activity 3333 Product: Sentence correction. value:



Identifies the mistakes and contraststhe correct forms of the past

Practices the use of simple sentences thatcontain descriptions of activities of thepast.

Appreciates the use of simple sentences thatcontain descriptions of activities of the past.


1. Last night, Samantha have pizza for supper.__________________________________________________________________

2. My pet lizard was died last month.__________________________________________________________________

3. Yesterday I spend two hours cleaning my living room.__________________________________________________________________

4. This morning before coming to class, Jack eats two bowls of cereal.__________________________________________________________________

5. What was happened to your leg?__________________________________________________________________


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49BLOCK 2

Changing Irregular Verb Forms

Change each of the following verb forms. If the infinitive or base form is given, change it to the past form. If the pastform is given, change to the infinitive or base form.


Activity 4444 Product: Correct verb usage. value:



Recognizes vocabulary and mistakesabout past tense verbs

Searches, identifies and understands thecorrect use of verbs in common sentences.

Integrates in a proposal way the correctuse of the language.


1. do 11. choose

2. begin 12. broke

3. see 13. drink

4. ride 14. drove

5. went 15. froze

6. know 16. shrank

7. speak 17. ran

8. stole 18. ring

9. blew 19. fell

10. bring 20. swim

Activity 4 Choosing the Correct Form, choose and underline the correct form of

the verb in parentheses.

1. They (rode, rid) in a crowded boat like the ones you have seen in the old movies.

2. In company with many other people, Marias parents (chose, choosed) to make a

journey to Europe.

3. These workers (came, come) to be called wet back people.

4. Marys parents abandoned their travel after the capital city of San Francisco, (fell,

fallen) to the winter.

5. The people on the yacht (brang, brought) few possessions and supplies.

6. After they (drank, drunk) the little water was on board, they went thirsty.

7. Marys father said the people (ate, eaten) all the food in a few days.

8. When another boat of refugees (sank, sunk), its people crowded onto Marys

parents boat.

9. They spent many days and nights on the deep-sea before they (saw, seen) land

again.

10. Then it (took, taken) months for Marys parents to be moved from Greece to theUnited States.


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50

Listening Activity

Simple Present / Simple Past: Listen to the following sentences. Notice the differences among each one. Check thecorrect usage of the simple past tense. Make sure you catch the correctpronunciation of the verbs.

begin : I begin my class at 9 a.m. every daybegan : She began to study Spanish when she was 12.

bring : Optimism brings happiness.brought : She brought a lot of clothes on her vacation.

drive : My father drives to work every morning.drove: We drove a rental car all around Europe.

keep : My grandmother keeps all her old photographs.kept. : While we were on holidays, I kept a journal.

get : I never get sick on a trip.got : My husband got sick when we went to Mexico.

leave : My son always leaves the light on when he goesto sleep.left : Roger and Gwen left on their trip to Jamaica lastweek.

swim : My father-in-law swims three times a week.swam : When I went to Thailand, I swam almost everyday.

send : Our friends send us e-mail all the time.sent : We sent postcards to all our friends.

Win : My sister always wins when we play cards.Won : My best friend won a trip to Disneyland in Floridafor 2 weeks.

spend : My husband and I spend a lot of time together.spent : They spent a lot of time together in Ireland.

ride : I ride my bicycle to work.rode : Julie rode a horse on the beach.

lend : Sometimes, my parents lend me money.lent : My sister lent me her sleeping bag and tent when Iwent camping.


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51BLOCK 2

Activity 5 Based on the sentences you studied and listened, write a short story about one of your holidays orvacations. You have to use past tense verbs. Dont use the verbs twice.


Activity 5555 Product: Short story. value:



Enunciates the use of the verbs inpast tense in a brief paragraphabout his /her vacations.

Develops and understands in a short storyabout his/her vacations, the correct use ofthe verbs in past tense.

Shows respect and care in the use of thelanguage and in the classroom.



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52

Activity 6 Conversation Practice.Write about your yesterday activities, then tell your partner or classmates what you did. Remember to use past tense.Example: Yesterday, I went to the mall. I bought some shorts and a baseball cap. I spent almost $20.

Ask your partner what he/she did last weekend. Tell him/ her to respond with related questions. Example: What didyou do last Saturday? I stayed home and cleaned my room.

Did you do anything fun? Not really.Then write a paragraph of your partner activities.


Activity 6666 Product: Conversation. value:



Integrates previous knowledgeabout the use of the verbs in asimple dialogue

Requests and exchanges informationrelated to activities from the past in simpleconversations.

Appreciates the actions, activities,achievements and contributions of his/herclassmates in the past.



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53BLOCK 2

Talk about a childhood experience. Example:One day, when I was about 7 years old, there was a knock on our door. When I opened the door, I saw that nobodywas there. I felt something was wrong, so I called my mother.

Activity 7 Tic-tac-toe

1. Students form pairs and decide which player is XXXX and which is OOOO.2. From the list of irregular verbs that you can find at the end of the block, take turns choosing and then writing the

base form of the verbs in the squares of the Tic-Tac-Toe framework.3. Taking turns, each student reads clearly one of the verbs from the grid. The student must then use the past tense

of that verb in a simple sentence, example: taketaketaketake - Yesterday, I tooktooktooktook the bus to school.4. If the sentence is correct, the student puts an XXXX or an OOOO in the square containing the verb.5. The student who gets three XXXXs or OOOOs in a row is the winner.

1. For each box take turnswriting the base form of

irregular verbs from the verblist.

2. Use the verbs to makesimple sentences in the pasttense.

3. For every correct

sentence, mark an X or O.


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Now go to the next page and start the practice.


Activity 7777 Product: Tic tac toe exercise. value:



Recognizes the importance of theuse of past tense verbs amongclassmates.

Discusses in a playful way, the difference inthe form of the verbs in the past.

Values the correct use of the languageamong classmates.



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55BLOCK 2

Activity 8 Private investigation work

Today you are a private investigator ( PI ) your client asked you to follow somebody and you have to make a writtenreport about the information that you found in your investigation.


Activity 8888 Product: written report. value:



Recognizes and reaffirms the use ofvocabulary related to past activitiesin a written report.

Implements and built in a written report, theuse of vocabulary related to past activities.

Shows his/her creativity in preparing thepresentation, open to feedback.


PI INVESTIGATIVE REPORT.

__________________________________________________________________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Investigation made on ________________ 20 ___.

_________

Signature.


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Closing activities

Activity 9 In teams of five prepare an oral presentation about a celebritys (artist or politician or any one youdecide)Write the character biography using past tense verb activities.


Activity 9999 Product: written and oral presentation. value:KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE

FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitudeRecognizes the verbs in the past in awritten report and a conversationrelated to the description ofactivities.

Develops the use of verbs in the past in awritten report and in a conversation.

Appreciates and works with classmatesthe use of past tense in a written reportand in a conversation.


__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Celebrity picture

here.


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57BLOCK 2

MostMostMostMost common regular verbs incommon regular verbs incommon regular verbs incommon regular verbs in EnglishEnglishEnglishEnglish

Infinitive Past

Accept Accepted

Achieve Achieved

Admire AdmiredAdvise Advised

Affect Affected

Agree Agreed

Amaze Amazed

Amuse Amused

Answer Answered

Appear Appeared

Bake Baked

Behave Behaved

Believe Believed

Belong Belonged

Blame Blamed

Borrow Borrowed

Bother Bothered

Call Called

Cancel Canceled

Carry Carried

Cause Caused

Celebrate Celebrated

Clean Cleaned

Clear Cleared

Climb Climbed

Close Closed

Damage Damaged

Dance Danced

Date Dated

Decide Decided

Deliver Delivered

Depend DependedDescribe Described

Design Designed

Destroy Destroyed

Decrease Decreased

Eliminate Eliminated

End Ended

Enjoy Enjoyed

Entertain Entertained

Excuse Excused

Exercise Exercised

Exhibit Exhibited

Expect Expected

Express Expressed

Film Filmed

Fill Filled

Fish Fished

Fix Fixed

Follow Followed

Fry Fried

Greet Greeted

Guess Guessed

Hail Hailed

Handle Handled

Happen Happened

Hate Hated

Help HelpedHope Hoped

Hunt Hunted

Identify Identified

Ignore Ignored

Imagine Imagined

Impress Impressed

Improve Improved

Include Included

Increase Increased

Interview Interviewed

Introduce Introduced

Invite Invited

Jog Jogged

Join Joined

Jump Jumped

Knock Knocked

Label Labeled

Land Landed

Last Lasted

Learn Learned

Like Liked

Link Linked

List Listed

Listen Listened

Live Lived

Locate Located

Manage Managed

Mark Marked

Match MatchedMeasure Measured

Mention Mentioned

Miss Missed

Move Moved

Name Named

Need Needed

Note Noted

Notice Noticed

Number Numbered

Offer Offered

Open Opened

Order Ordered

Organize Organized

Pack Packed

Paint Painted

Pamper Pampered

Pardon Pardoned

Park Parked

Participate Participated

Pass Passed

Perform Performed

Persuade Persuaded

Pick Picked

Rain Rain

Receive Received

Recommend RecommendedRelate Related

Relax Relaxed

Release Released

Remember Remembered

Repair Repaired

Repeat Repeated

Resist Resisted

Sail Sailed

Save Saved

Scan Scanned

Scare Scared

Share Shared

Shop Shopped

Shout Shouted

Skate Skated

Ski Skied

Slow Slowed

Talk Talked

Taste Tasted

Terrorize Terrorized

Thank Thanked

Touch Touched

Travel Traveled

Try Tried

Tune Tuned

Turn Turned

Underline Underlined

Use Used

Vary VariedWait Waited

Walk Walked

Want Wanted

Warn Warned

Wash Washed

Watch Watched

Water Watered

Welcome Welcomed

Wish Wished

Witness Witnessed


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MostMostMostMost common irrcommon irrcommon irrcommon irregular verbs in Englishegular verbs in Englishegular verbs in Englishegular verbs in English

InfinitiveInfinitiveInfinitiveInfinitive Past tensePast tensePast tensePast tense

Arise Arose

Awake Awoke

Bear Bore

Beat Beat

Become Became

Begin Began

Bend Bent

Bet Bet

Bind Bound

Bite Bit

Bleed Bled

Blow Blew

Break Broke

Breed Bred

Bring Brought

Broadcast Broadcast

Build Built

Burn burnt/burned

Burst BurstBuy Bought

Cast Cast

Catch Caught

Choose Chose

Cling Clung

Come Came

Cost Cost

Creep Crept

Cut Cut

Deal Dealt

Dig Dug

Do Did

draw Drew

dream dreamt/dreameddrink Drank

drive Drive

eat Ate

fall Fell

feed Fed

feel Felt

fight Fought

find Found

flee Fled

fly Flew

forbid Forbade

forecast Forecast

forget Forgot

forgive Forgave

freeze frozeget got

give gave

go went

grow grew

hang hung

hear heard

hide hid

hit hit

hold held

hurt hurt

keep kept

kneel knelt/kneeled

knit knit

know knew

lay laid

lead led

lean leant/leaned

leap leapt/leaped

learn learnt/learned

leave left

lend lentlet let

lie lay

light lit/lighted

lose lost

make made

mean meant

meet met

pay paid

put put

read read

ride rode

ring rang

rise rose

run ransaw sawed

say said

see saw

seek sought

sell sold

send sent

set set

sew sewed

shake shook

shine shone

shoot shot

show showed

shrink shrank

shut shut

sing sangsink sank

sit sat

sleep slept

smell smelt/smelled

sow sowed

speak spoke

speed sped

spend spent

spin spun

spit spat

split split

spoil spoilt/spoiled

spread spread

spring sprang

stand stood

steal stole

stick stuck

sting stung

stink stank

strike struck

swear sworesweep swept

swim swam

swing swung

take took

teach taught

tear tore

tell told

think thought

throw threw

thrust thrust

understand understood

wake woke

wear wore

weep weptwin won

wind wound

withdraw withdrew

write wrote


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I UNDERSTAND INSTRUCTIONS AND REGULATIONS

Unidad de competenciaSolicita e intercambia informacin referente a instrucciones, ordenes, sugerencias y prohibiciones, demanera oral y escrita en situaciones sencillas de socializacin y recreacin o laborales.


4.1 Expresa ideas y conceptos mediante representaciones lingsticas, matemticas o graficas.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





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Didactic sequence 1Hey! Listen carefully, you might need this information

Start up activity

Listen carefully to the following instructions. If you hear a positive instruction or request to do, something you have torespond to it, Do itDo itDo itDo it! But you must ignore other sentences. If someone makes a mistake, he/she has to sit down.Continue until there is only one student still in the game.

Your teacher reads out the sentences using positive and negative imperatives he/she may use other sentences so becareful.

Everybody, stand up. Move your chairs to the side of the

classroom.

Dont sit down.

Pick up a pen.

Have a nice holiday!

Dont put your pen on your chair.

Mary, walk to the front of the class.Everybody else, sit down.

Look out! Theres a teacher coming.

Say hello to a classmate next to you. Dont go to see that film. Its terrible.

Walk to the back of the room.

Dont touch your nose.

curso de ingles media superior 2do semestre

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