asignatura ingles iv

Transcripción

ASIGNATURA
INGLES IV
CECYTE Plantel I
“LOMAS DEL MEZQUITAL”
DIRECTORIO
Lic. Joel Ramírez Díaz
Secretario de Educación del Gobierno del
Estado de San Luis Potosí
Lic. José Antonio Bonales Rojas
Director de Educación Media Superior y
Superior de la Secretaria de Educación del
Gobierno del Estado de San Luis Potosí
Lic. Isidoro del Camino Ramos
Director General de CECYTESLP
Mtra. Eugenia Santos de Alba
Directora Académica de CECYTESLP.
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CREDITOS
Araujo Becerra María Azalea
Castillo Ramírez Yadira
Castro Ayala Erasto
Cortez Magaña Vivaldo
Galván Corpus Jorge
García Torres Jesús
Hernández Gamboa Javier
Ibarra Ruíz Sonia
Martínez Hernández Reyno
Martínez Reyes José Inés
Reyes Macías José Guadalupe
Rodríguez Ángeles Isabel Carmen
Saldaña Medrano Claudia
Plantel III
Plantel I
Plantel IV
Plantel V
Plantel II
Plantel II
Plantel IV
Plantel I
Plantel VII
Plantel VIII
Plantel III
Plantel I
Plantel II
ADECUACIONES AL ACUERDO 653
ENERO 2016
Ibarra Ruiz Sonia de Jesús
Plantel I
García Torres Jesús
Plantel II
Reyes Macías José Guadalupe
Plantel III
Sauceda Gonzalez Alma Patricia
Plantel VI
Díaz Ruiz Liliana Elizabeth
Plantel IX
Navarrete Ramírez Salvador
Plantel X
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UNIDAD I
APROVECHAMIENTO Y PRESERVACION DE RECURSOS
STUDENT IDENTIFICATION
Name _________________________________________________________
First name
last name
School ___________________________________Group _______________
Address _______________________________________________________
____________________________________________________
Telephone___________________Cell phone________________________e –mail
______________________________________________________
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PRESENTACIÓN
El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí, comprometido con
la calidad educativa, ha implementado acciones que apoyan tu desarrollo académico, siendo una de
estas, la elaboración de esta cuarta guía de aprendizaje, la cual pertenece a la asignatura de Inglés
IV, que cursarás durante este cuarto semestre.
El propósito de la asignatura de Ingles IV es que analices, valores , propongas y participes en
soluciones a las problemáticas que se presentan en la sociedad así como; utilices las estructuras ya
conocidas para determinarla habilidad para realizar algo, propiciando situaciones que permitan
escuchar, hablar, escribir y leer el idioma en diversos contextos
Para lograr lo anterior, esta guía se conforma de dos unidades, descritas a continuación:
UNIDAD I. Aprovechamiento y preservación de recursos
UNIDAD II. Historia y Cultura
Esperando que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje, así mismo
despierte el interés por conocer y aprender más, te deseamos el mayor de los éxitos.
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MAPA CURRICULAR
COMPONENTE:
Formación básica
ASIGNATURA
ANTECEDENTE:
Inglés III
CAMPO DE CONOCIMIENTO:
Comunicación
ASIGNATURA
CONSECUENTE:
Inglés V
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ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLÉS
Aprovechamiento y
preservación de
recursos
INGLÉS
IV
Historia y
cultura
LA
COMUNI
En relación
CACION
a:
Pasado Perfecto
Aprendi
endo
Voz pasiva en
presente
Voz pasiva en
pasado
Nociones
gramaticales
Tag questions
Segundo
condicional (unreal)
(would, could,
migth)
Pasado participio de
verbos regulares e
irregulares
Preposiciones: of, by
Materiales: wood,
plastic, iron, leather
Elementos de la
naturaleza: river,
ocean,
mountain, hill, forest
Solicitar y dar información
de hechos relevantes
sobre aprovechamiento y
preservación de recursos.
Pedir y dar información
sobre la elaboración y
consistencia de diversos
productos. Describir
causas y efectos.
Vocabulario
Aplica
ndo
Funciones
del lenguaje
Tercer condicional
(past unreal)
Cláusulas o
preposiciones
relativas (definidas y
no definidas: who,
whom, whose, what,
which, that)
Expresiones de tiempo
de acuerdo con las
estructuras gramaticales
propuestas
Sucesos derivados del
trabajo, educación,
política, investigación,
economía
Investigar y recrear la
cultura popular en su
comunidad y en su país.
Pedir y dar información
sobre acontecimientos que
han afectado el rumbo del
país y del mundo. Conocer
y relatar eventos históricos
y culturales de su
localidad, de su país y del
mundo. Dar información
acerca de hechos en
forma secuenciada.
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COMPETENCIA DE LA ASIGNATURA
Al término del curso el alumno está en condiciones de poder aprovechar los recursos
del saber que ya ha obtenido para analizar y valorar la importancia presente y futura
de los recursos naturales y participar activamente en la preservación de estos.
COMPETENCIASGENÉRICAS
Describen, fundamentalmente conocimientos, habilidades, actitudes y valores indispensables
en la formación de los alumnos.
Se autodetermina y cuida de sí
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 y participa en la apreciación e interpretación de sus expresiones en distintos
géneros.
3. Elige y practica estilos de vida saludables.
Se expresa y comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de
medios, códigos y herramientas apropiados.
Piensa crítica y reflexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros
puntos de vista de manera crítica y reflexiva.
Aprende de forma autónoma
7. Aprende por iniciativa e interés propio a lo largo de la vida.
Trabaja en forma colaborativa
8. Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores,
ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables
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COMPETENCIAS DISCIPLINARES DEL BACHILLER
Son conocimientos, habilidades y actitudes asociados con las disciplinas en las
que tradicionalmente se ha organizado el saber y que todo bachiller debe adquirir
SPEAKING
 Presentar a dos personas.
 Participar en conversaciones acerca de lo
que necesita o ha hecho.
 Preguntar y contestar preguntas simples.
 Usar oraciones cortas para comprar algo o
solicitar un doctor.
 Dar algunas direcciones simples.
 Usar el tiempo pasado con algunos verbos
comunes.
 Tener suficiente vocabulario para una
conversación común.
 Usar algunas palabras como conectores
entre oraciones, como “y”, “pero”,
 Hacer conversaciones muy cortas por
teléfono.
 Hacerse entender usando un vocabulario
básico.
LISTENING

Entender una conversación, donde le
hablan lentamente y sobre un tema que
le resulte familiar

Saber de qué se le está hablando,
porque reconoce algunas palabras y
frases.

Entender preguntas simples.

Seguir instrucciones para encontrar
READING
 Leer una historia simple, de dos o tres
párrafos.
 Poder seguir instrucciones simples.
 En ocasiones, al leer un texto, entender
alguna palabra nueva, aunque comúnmente
use el diccionario.
 Obtener información de folletos, anuncios
publicitarios, cartas, documentos, etc.
 Usar un diccionario bilingüe.
 Entender, si lee en silencio o en forma oral.
WRITING
 Escribir un párrafo referente a una
experiencia personal.
 Escribir un párrafo acerca de su proyecto de
vida.
 Escribir una nota, una carta o un mensaje en
forma coherente.
 Llenar formatos de solicitud simple, de más
de 20 conceptos.
 Escribir ideas usando oraciones completas.
 Copiar información de diccionarios,
catálogos y manuales.
 Tomar dictado con pronunciación lenta y
clara, con varias repeticiones.
 Escribir correctamente las palabras
(Ortográficamente).
 Leer fácilmente textos y folletos.
algo en un mapa o imagen.

Entender un mensaje telefónico corto.
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A partir de esta guía de aprendizaje lograrás realizar actividades y ejercicios que te ayudarán
a potencializar tus habilidades en cuanto a inglés, de forma gradual podrás ir comprendiendo este
idioma extranjero.
Las habilidades desarrolladas te servirán para un mejor desenvolvimiento personal, profesional y
académico. Una vez que sabes quién eres, cuál ha sido tu pasado y tus vivencias o experiencias,
que has construido tu proyecto de vida, lo que sigue es que analices y valores la importancia
presente y futura de los recursos naturales y participar activamente en la preservación de estos.
Mediante los ejercicios y las actividades de esta guía, podrás entender instrucciones básicas
así como realizar conversaciones cortas, escribir textos cortos, toda vez que vayas aprendiendo de
manera gradual.
La estructura de esta guía tiene la finalidad de que exista un auto-aprendizaje, pues mediante
tu actitud y dinamismo podrás avanzar de manera rápida.
En el aula te encontrarás con un entorno cooperativo y colaborativo para que te expreses
poco a poco y que describas el entorno en el que te desenvuelves.
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RECOMENDACIONES PARA EL ALUMNO
La presente guía de aprendizaje, representa un importante esfuerzo que el Colegio de Estudios
Científicos y Tecnológicos del Estado de San Luis Potosí ha realizado, para brindarte los contenidos
que se abordarán en la asignatura de Inglés IV.
Los contenidos de Inglés IV, se llevarán a cabo a través de diversos textos, ejercicios, evaluaciones,
entre otras actividades. Cabe mencionar, que algunas de las actividades propuestas las deberás
realizar de manera individual mientras que en algunas otras, colaborarás con otros compañeros
formando equipos de trabajo bajo la guía de tu profesor.
Así mismo algunas actividades están planteadas para ser resultas en el aula y algunas otras te las
llevaras de tarea buscando que practiques los contenidos revisados en el aula.
Para lograr un óptimo uso de este módulo de aprendizaje, deberás:
Llevar siempre tu diccionario a la clase.
Mostrar siempre una actitud constructiva.
Aprovechar las oportunidades de practicar el idioma oralmente con tus
compañeros y maestro.
Mantener limpia tu área de trabajo
Explotar todas las opciones dentro y fuera del aula para aprender el idioma.
Considerarlo como un documento que presenta información relevante en el área de la
Información, a ser utilizado incluso después de concluir esta asignatura.
¡Disfrutar la materia al máximo! ¡Bienvenido a la experiencia!
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NOMBRE DE LA COMPETENCIA: El estudiante es
competente al expresar en forma oral y escrita en inglés,
los conocimientos que le permitan analizar, valorar e
interactuar en forma responsable y consciente con los
recursos naturales de su entorno y su preservación.
NOMBRE
DE
LA
st
nd
1.
Review
of
1
.
2
.and
COMPETENCIA:
El
estudiante es competente
2. Tag question
al expresar en forma oral
y escrita en inglés, los
3. Relative Pronouns
conocimientos que le
permitan analizar, valorar
4. Relative Clauses
e interactuar en forma
responsable y consciente
con
los
recursos
naturales de su entorno y
su preservación.
1
3rd. Semesters
1. Review
2. Yes/ No
3. Practicing Relative Pronouns
4. Who, Which, Whose, That, Where
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HABILIDADES Y DESTREZAS
HABILIDADES
RESULTADO DE
APRENDIZAJE
Welcome
to this
course
 Digo enunciados simples acerca de temas
relacionados al clima, el medio ambiente y los
recursos naturales, personajes famosos, etc.
 Respondo preguntas simples con enunciados cortos
 Sigo instrucciones simples
 Entiendo letreros y hago una lista de puntos
principales
 Escribo una nota o mensaje
A lo largo de la competencia se podrá expresar en forma oral
y escrita en inglés, entiende instrucciones y responde
preguntas simples.
A continuación encontrarás
algunos ejercicios que te
permitirán realizar un repaso
de los temas revisados
durante el semestre anterior
en la asignatura de Inglés III
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A. Complete the next sentences in present perfect; use the verb in parentheses and make the
negative and interrogative forms.
1.-Susana (lose) .......................... the key of her car.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
2.-Jenny (finish) …………............... her homework.
Remember: Present Perfect
is used to describe an action
that started in the past and
continues now.
You must use the auxiliary
have/has and the main verb
in past participle.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
3.-My brother (break) .................................. the windows many times.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
4.-My mother (buy) ……………….............new glasses.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
5. -I (read) ................................a hundred pages of this book.
Neg.-………………………………………………………………..
Int.-…………………………………………………………………..
B. Complete the first part to the sentences in Present Perfect and choose the right
word.Look the example.
Example: She has danced(dance) with you since/ yet the party started.
1. We_______________(be) waiting here for / since 4 o'clock !
2. I _________________( not hear) from them yet / for two weeks.
3. We________________(Know)that since / during 2003.
4. Gerardo _____________(live) in Monterrey ever/ since last month.
5. Yolanda ____________________(not finish) her homework yet/ during
6.You____ ____________ ( go)never/ ever to the supermarket
7.We ________________(be) just/ already seen that film
8. They________ ________(work)for/ ever three months
9. You _________ never / ever _______(see) a snake.
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10. He________________(not be) in my house__________ during/yet
A. Write in English the words and found it in the soup
______________ ______________ ______________ _______________ ______________
___________ _____________ ______________ ___________ ____________
______________ _____________ __________
___________ _____________
_____________
___________ ___________
___________
__________
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B. Order the next words and make sentences in future
1. she / clean /the / won´t/ house/ tomorrow
___________________________________________________________
2.? / you / morning/sweep /in the/ street/ will/ the
___________________________________________________________
3. the/ weekend/enjoy/ the next/will/ concert/ they
___________________________________________________________
4. the/ ? / next weekend/ the boys/ will/ soccer/ play
___________________________________________________________
5. swim/ I/ not / the/ pool/ next Sunday / will /in/
___________________________________________________________
6. will /read / book / this /we
________________________________________________________
7. send/ my mother /invitations/ will/ the
___________________________________________________________
C. Change the next sentences to Simple Future
1. I travel to Spain. ______________________________________________
2. Tony doesn’t go to school.
_________________________________________
3. I work in a factory.___________________________________________________
4. We have a party on the weekend.________________________________________
5. Sharon and Max study hard for the exam. _________________________________
D. Complete with the phrases listed below
1. I’m hungry______________________________ a sandwich.
2. Suzy and Carlos are expecting their child so they _______________ a bigger house.
3. It’s a beautiful day. I ______________________________ in the sea.
4. I’ll call to Miguel to say I ____________________________ late.
5. Put on a sweater! You______________________________ cold.
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6. Help me to clean the house, I ___________________________ a party tomorrow.
7. She is sick, She ____________________________ the doctor.
is going to visit
are going to have
am going to be
am going to swim
I’m going to eat
are going to buy
am going to do
E. Complete the next sentences in future Be going to(idiomatic future) and make the negative
and the interrogative forms.
1. Sylvie____________________ (play) tennis.
Neg.
Remember: In the or Idiomatic Future
is used the verb be (is, am, are) the
expression going to and the main verb
Int.
2. It _____________________(rain) !
Neg.
Int.
3. Paul________________ (travel) around the world.
Neg.
Int.
4. I__________________ (spend) a week in Paris.
Neg.
Int.
F. Complete the next Conditional Clauses with the verb in parentheses
1. If Britney Spears (hit) ................... the paparazzi, she (be) ............................... in a serious trouble.
2. If he (listen) ............... to the teacher, he (understand) .......................... the lesson.
3. If you (touch) ............... the oven, you (burn) ........................ your hand.
4. If she (break) ............... the window, her parents (pay).......................... for it.
5. If they (go) ............... to the cinema, they (enjoy) ......................... the movie.
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6. If he (be) ............... intelligent, he (solve) ................... the problem.
7. If you (go) ............... to the party, I (go) ......................... with you.
Remember: First conditional is
formed by two sentences,
(If clause and Main clause) The
main clause is in future.
8. If he (knock) ............... the door, I (not talk) ......................... him.
9. If she (need) ............... a favor, I (do) ........................... it.
10. If your car (break down)................. , the mechanic (repair) …………… it.
G. Complete the next Conditional Clauses.
1. - You will cook a cake, If…….. ___________________________________________
2. - The baby will be sick if………___________________________________________
3. - She will visit her boyfriend if……_________________________________________
4. - They will clean the house if…..__________________________________________
5. - I will help you with the homework if…..____________________________________
6. - If you arrive late to the house……._______________________________________
7. - If you learn to speak English….._________________________________________
8. - If you visit the museum……____________________________________________
9. - If your computer is damage……________________________________________
10. - If your children fail the exam……..______________________________________
H. Complete with the correct modal verb
Remember:
Shoud is used to give a recommendation, Must is for a obligation, Can is forphysical ability in
present, May for permission or posibility in future, Would modifies the verb, Could is for ability in
Past, Might is for a possibility in future, Be able to is to express ability.
1.You _________clean your room.
Tú tienes que limpiar tu cuarto
2.They _________ study more.
Ellos deberían estudiar más.
3.She___________ drive .
Ella no puede manejar
4.I_________ travel to London next week.
Yo debo viajar a Londres la próximasemana.
5. You ……………read a book daily
Túdeberías leer un libro diariamente
6. She ………………go to México alone
Ella no iría a México sola
7. They …………………..live here.
Ellos no deben vivir aquí
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8. ............you speak English whenyou were a child? ¿Podías hablar inglés cuando erasniño?
9. ………………..I go to the party?
¿Puedo yo ir a la fiesta?
10.He ……………………….drive
Él no puede manejar
11. Martha will ………………….to cook
Martha será capaz de cocinar
12. ……………………you play with me?
¿Jugarías tú conmigo?
13. You …………………..to figth
Tú no eres capaz de pelear
14. …………….Ximena sleep early?
¿Debería Ximena dormir temprano?
Nombre
TAG QUESTIONS
Instrucciones
para el Alumno
Comprender y usar correctamente las tag questions
Uso
Conocimientos correcto de
a adquirir
tag
questions
Manera
Didáctica de
Lograrlos
No.
6
Identificar y aplicar las tag
questions
basado
en
las
instrucciones descritas
para
llevar a cabo los ejercicios
propuestos.
TAG QUESTIONS
A tag question is a short question added to the end of a positive or negative statement. Tag questions are used
to verify or check information that we think is true or to check information that we aren’t sure is true.
Normally a positive statement is followed by a negative tag, and a negative statement is followed by a positive
tag.
The statement and the tag are always separated by a comma.
For example:
+
You are a student, aren’t you?
She isn’t Mexican, is she?
-+
The verb in the statement should be the same tense as the verb in the tag.
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If the verb used in the statement is an auxiliary verb, then the verb used in the tag must match it. If a modal
(can, could, will, should, etc.) is used in the statement, then the same modal is used in the tag part. If the
statement doesn’t use an auxiliary verb, then the auxiliary do is used in the tag part.
A) VERB TO BE (PRESENT AND PAST)
Affirmative
Negative
You are the new teacher, aren’t you?They aren’t lawyers, are they?
He is the doctor Oscar, isn’t he?
You aren’t in this group, are you?
It was a hard day, wasn’t it?
He wasn’t very famous, was he?
They were good friends, weren’t they?
You weren’t at the party, were you?
B) PRESENT AND PAST SIMPLE
Affirmative
Negative
You work in a garage, don’t you? He doesn’t speak English, does he?
He lives with his parents, doesn’t he?
You don’t work here, do you?
He arrived late to class, didn’t he?
She didn’t come to work, did she?
You ate fruit, didn’t you?
They didn’t call today, did they?
C) OTHERS (Present progressive, future simple, present perfect, there is, there are, modals).
Affirmative
Negative
It is raining very hard, isn’t it?
It isn’t raining now, is it?
They are working, aren’t they?
They aren’t working, are they?
You will return next week, won’t you?
You won’t play with us, will you?
She is going to read a book, isn’t she?
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They have gone home, haven’t they?
We are going to study tomorrow, are we?
You haven’t called home yet, have you?
Diego has finished his career, hasn’t he? He hasn’t arrived yet, has he?
There is a new student, isn’t there?
There isn’t a T.V. in the school, is there?
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Ricardo isn’t a doctor, is he?
You live in San Luis Potosí, Don’t you?
Nombre
YES? or NOT?
No.
6
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios de acuerdo a la
instrucción de cada actividad.
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera
Didáctica Trabajo individual.
de
Trabajo en equipo.
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
herramientas apropiados.
Aplica distintas estrategias comunicativas según quienes sean sus
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interlocutores, el contexto en el que se encuentra y los objetivos
que persigue.
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
Manera Didáctica
de Lograrlas
Realizando las actividades propuestas, participando en equipo y
de manera individual.
Exercise 1:
Complete the sentences with the correct Tag Question
1. Brian arrived from Italy last night, _________________________?
2. Mary is a very good lawyer, _________________________?
3. You wrote those letters, _________________________?
4. There are many students absent today, _________________________?
5. It was a good movie, _________________________?
6. The bus stops in this corner, _________________________?
7. He has studied English for years, _________________________?
8. You will be in class tomorrow, _________________________?
9. They have been studying, _________________________?
10. Juan and Jesus were in Oaxaca last year, _________________________?
11. Patty will study medicine like her father, _________________________?
12. Mariana and Luz won’t come to class next week, ___________________?
13. They can buy the tickets today, _________________________?
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14. You have lived in this house for years, _________________________?
15. He hasn’t been with you, _________________________?
16. Angie is going to read a book, _________________________?
Exercise 2:
Choose the correct answer:
1. Diana didn’t hurt her arms in the accident,
did she?
didn’t she?
2. The mail hasn’t been delivered yet,
has it?
hasn’t it?
3. She won’t work in the school,
will she?
won’t she?
4. I played tennis,
did I?
didn’t I?
5. That dog is yours,
isn’t it?
is it?
6. The traffic will be heavy,
will it?
won’t it?
7. You saw that movie,
did you?
didn’t you?
8. They haven’t had vacations,
have they?
haven’t they?
9. She is a famous artist,
is she?
isn’t she?
10. There is water in the freezer,
is there?
Isn’t there?
11. There were two flowers in the vase,
were there?
Weren’t there?
12. There aren’t good programs on T.V.,
are there?
aren’t there?
Exercise 3:
Write the Tag Question in the correct place:
isn’t he?
didn’t he?
wasn’t it?
will you?
don’t they?
haven’t they?
won’t you?
has it?
does she?isn’t it?
1. - The mail hasn’t arrived yet, _________________________?
2. - The bus was very crowded this morning, _________________________?
3. - He is the new teacher, _________________________?
4. - You won’t study a long career, _________________________?
5. - They now live in Mexico, _________________________?
6. - She doesn’t want anything to eat, __________________________?
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7. - Marco studied English in U.S.A., ________________________?
8. - You will stay at home tonight, _________________________?
9. - The weather is very hot today, _________________________?
10. -They have never been in Mexico City, _________________________?
Exercise 4:
Match the two columns
aren’t we?
1. - You are from England,
(
)
2. - He hasn’t had time to study,
(
) won’t they?
3. - Alejandro went to de cinema,
(
) didn’t you?
4. - We are going to work tomorrow,
(
) aren’t you?
5. - The bus stops on 1st. street,
(
) has he?
6. - The new secretary is bilingual,
(
) doesn’t it?
7. - You went to New York,
(
) didn’t he?
8. - They will go to Chiapas later,
(
) isn’t she?
Exercise 5:
Write 7 sentences using the different tense and translate:
1.-__________________________________________, ____________________?
__________________________________________, ____________________?
2.-___________________________________________, ____________________?
__________________________________________, ____________________?
3.-___________________________________________, ____________________?
__________________________________________, ____________________?
4.-___________________________________________, ____________________?
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__________________________________________, ____________________?
5. -___________________________________________, ____________________?
__________________________________________, ____________________?
6.-___________________________________________, ____________________?
__________________________________________, ____________________?
7.-___________________________________________, ____________________?
__________________________________________, ____________________?
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Nombre
RELATIVE PRONOUNS
No.
4
Instrucciones Lee la gramática del tema
para el Alumno Pregunta tus dudas al profesor
Practicar y utilizar los
Conocimientos pronombres relativos
a adquirir
en situaciones
cotidianas
Manera
Didáctica de
Lograrlos
Explicación del profesor
Trabajo individual
Trabajo en equipos
Trabajo grupal
RELATIVE PRONOUNS
THAT
WHO
el que, la que,
los que, las que,
lo que
quien,
quienes
WHICH
el cual, la cual,
los cuales, las
cuales, lo cual
WHOM
a quien,
a quienes
WHOSE
de quien, de
quienes, cuyo,
cuya, cuyos, cuyas
WHAT
lo que, lo
cual
We use the relative pronouns to refer to a noun mentioned before and of which we are adding more
information.They are used to join two or more sentences
RELATIVE
PRONOUN
THAT
WHO
USE
EXAMPLE
Subject or object pronoun for people, animals
and things in defining relative clauses
(who or which are also possible)
I don’t like the table that stands in the
kitchen.
Subject or pronoun for people
I told you about the woman who lives
next door.
WHICH
Subject or pronoun for animals and things
Do you see the cat which is lying on the
roof?
WHOM
Object pronoun for people, especially in nondefining relative clauses (in defining relative
clauses we colloquially prefer who)
WHOSE
Possession for people, animals and things
Do you know the boy whose mother is
a nurse?
Object pronoun for things, ideas
What you see is whatI have
WHAT
I was invited by the professor whom I
met at the conference.
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My sister was the woman that (who) was there
That was the topic which he was talking about
I could not imagine what my partner wanted to know
I saw the boy who studies here
Nombre
Instrucciones
para el Alumno
Actitudes a
formar
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
PRACTICING RELATIVE PRONOUNS
Lee la gramática de el tema
Pregunta tus dudas
Resuelve los ejercicios de tu guía
Manera
Solidaridad
Trabajo individual
Didáctica
Colaboración
Trabajo en equipo
de
Respeto
Trabajo grupal
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en
distintos contextos mediante la utilización de medios, códigos y
Se comunica en una segunda lengua en situaciones cotidianas
Realizando las actividades
dinámicas grupales diversas
propuestas,
participando
en
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Exercise1:
Choose the correct relative pronoun and write it on the line to complete the statement
a. I talked to the girl ______ motorcycle had broken down in front of the shop
j) whose
t) which
f) that
h) whom
b. The Rojas family often visit their cousin in Syracuse _______ is near a river
k) that
d) Whose
b) which
u) who
c. My sister read a romantic novel last month _______ was very interesting
x) which
c) that
f) who
g) whom
d. The painter ________ used an expensive latex paint is the principal neighbor
m) who
z) what
y) which
l) whose
Exercise 2:
Re write the sentences using a Relative Pronoun, but giving the same meaning as the original
1. I bought a house. It was advertised in the local paper
______________________________________________________________________
2. Carol works in that office. Her husband is a nurse
_____________________________________________________________________
3. Chiapas is a wonderful place. We spent our last holiday there
_____________________________________________________________________
4. They have rented the house I wanted to buy it
___________________________________________________________________
5. Joe has won a LCD screen. His wife and children love watching cartoons
__________________________________________________________________
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Nombre
RELATIVE CLAUSES
No.
5
Lee la información gramatical del tema
Instrucciones
Pregunta tus dudas al profesor
para el Alumno
Responde los ejercicios correspondientes
Uso de las
Conferencia
Cláusulas
Manera Didáctica
Conocimientos
Trabajo individual
Relativas más
de Lograrlos
a adquirir
Trabajo en parejas
comunes en
Trabajo grupal
Inglés
RELATIVE CLAUSES
We use relative clauses to give additional information about something without starting another
sentence, and are introduced by relative pronouns who, which, whose, that and the relative adverb
where
You must know that:
Defining Relative Clauses give information which is needed to understand the meaning of the
sentence. They are not separated from the main clause by commas, examples:
Tracy is the nurse who / that has curly hair
The pen which / that your father gave you isn’t on the desk
Non- defining Relative Clauses give extra information about the person, thing or idea they refer
to.They are always separated from the main clause by commas, examples:
She is Claire, who is Mary’s aunt lives in Florida
Their TV set, which cost them a lot, is a modern flat screen
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Check this table:
PRONOUNS
People
Who / that
Things / animals /ideas
Which / that
Possession
Whose
ADVERB
Place
Where
SOME NOTES
 The words Who, Which, That: can be omitted if they refer to the object of the clause.
However, Whose and where cannot be omitted
 In informal language prepositions appear at the beginning of the relative clause
Example: The sofa which / that my sister is sitting on is very comfortable
 In formal language prepositions appear at the end of the relative clause
Example: The sofa on which my sister is sitting is very comfortable
Paris where Monique was born, is a beautiful city
Alex who studied medicine, is a good doctor
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Nombre
WHO, WHICH, WHOSE, THAT, WHERE
Instrucciones Lee la gramática del tema
para el Alumno
Contesta los ejercicios correspondientes
Conferencia
Responsabilidad
Manera
Actitudes a
Lluvia de ideas
Colaboración
Didáctica de
formar
Mapa conceptual
Tolerancia
Lograrlas
Trabajo en equipo
Competencias 4.- Escucha, interpreta y emite mensajes pertinentes en distintos
Genéricas y
contextos mediante la utilización de medios, códigos y herramientas
apropiados
atributos a
Participa y colabora de manera efectiva en equipos diversos.
Desarrollar
Manera
Didáctica de
Lograrlas
Realizando las actividades correspondientes, actuando con disposición
para integrarse en diversos equipos
Exercise 1:
Underline the correct Relative Clause
a. Miss Green where / whose microwave was damaged by the short circuit, has decided to buy
another one.
b. Linda and Jaime that / who are in the same course this semester are engaged.
c. The ranch where / whom we stayed last weekend, has amazing landscapes.
d. Phil Collins what / who presents his show at the Orange Bowl, is a great singer.
e. That building where / which is the oldest of the city has a gothic style
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Exercise 2:
Translate to Spanish the next sentences
1.- My friend Henry, whose wife was born in Seattle, moved there last week
____________________________________________________________________
2.- The bag which I bought last month cost 80 dollars
______________________________________________________________________
3.- Larry’s cats which are grey color play with his slipper shoes
______________________________________________________________________
4.- Mr. Davis who I met at the mall is a famous painter
______________________________________________________________________
5.- Carmen’s mother, who is a nurse, has lost her keys
______________________________________________________________________
Exercise 3:
Complete the sentences using a Relative Clause.
A holiday in Washington
a. The students spent their holiday in Washington last year. _________________is near Oregon,
Idaho and Montana
b. They first went to The White House. _____________are available public tours from 7:30 a.m.
to 11:00 a.m.
c. After that they visited the Library of Congress __________________ knew more of this historic
building and learn about its history, symbolic art and architecture
d. Then they travel to the Smithsonian National Zoological Park by bus. __________________
they could see many animals, from birds to mammals to reptiles for free admission
e. Finally they went back to the hotel __________________had delicious dinner and went to
sleep
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UNIDAD II
Historia y Cultura
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NOMBRE DE LA COMPETENCIA:El alumno es competente
cuando analiza, valora y preserva los recursos naturales,
incluyendo los relacionados con la cultura, la ciencia y la
tecnología, haciendo uso adecuado de ellos, tanto en su
entorno como en el regional, nacional o mundial
2
2
1. Second Conditional
2. Past Perfect
3. Third Conditional
4. Tools, Sports
1. Places and sports Vocabulary
2. Simple Past or Perfect Past
3. If I had…
4. Tools Vocabulary
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HABILIDADES
RESULTADO
DE
APRENDIZAJE
-Conozco y relato eventos importantes del lugar donde vivo,
mi país y del mundo.
-Pido y doy información sobre acontecimientos que han
afectado el rumbo del país y del mundo.
-Investigo y recreo la cultura popular en mi comunidad y en
mi país.
-Solicito y comparto información sobre la elaboración y
consistencia de diversos productos.
El alumno será capaz de expresarse oralmente y en forma
escrita para solicitar e informar acerca de acontecimientos,
cultura popular de su comunidad, país y el mundo.
Nombre
SECOND CONDITIONAL
No.
1
Escucha la explicación del profesor
Instrucciones
Pregunta tus dudas
para el Alumno
Realiza los ejercicios que se indican
Usocorrecto
Conocimientos de las
a adquirir
cláusulas
condicionales
Manera
Didáctica
de
Lograrlos
Trabajo individual
Trabajo en binas
Trabajo en equipos
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Conditional Clauses of type 2are used to express an action in present or the future, which is not
true (contrary to fact). -As in conditional type 1- These have also a Main clause and an IF clause.
If you went to bed early, you would be ready for the exam
IF CLAUSE
MAIN CLAUSE
his kind of clause is called Conditional Type 2, Second Conditional or Hypothetical Conditional. In
the second conditional, the verb in the IF clause is used in Past Tense, and in the Main clause is
used would /could + the simple form of another verb.
In this type of conditionals WERE is often used instead of WAS in the IF clause, to express an
opinion or to give advice. Example: If I were you, I would go to the doctor
In this type of conditional clauses are used the word UNLESS (a menos que) instead of if…not…
Example: I won’t buy this cell unless you agree (= if you don’t agree)
I would go to the concert with you, if you bought a ticket for me
If Tim needed money, he could sell his car
We won’t arrive to work early unless we take a taxi
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Nombre
IF …
Instrucciones Lee con atención la gramática de tu guía
para el Alumno Pregunta tus dudas al profesor
Realiza los ejercicios correspondientes
Conferencia
Respeto
Manera
Actitudes a
Trabajo individual
Solidaridad
Didáctica de
formar
Trabajo en binas
Colaboración
Lograrlas
Trabajo en equipo
Competencias 4. escucha, interpreta y emite mensajes pertinentes en
Genéricas y
atributos a
herramientas apropiados
Desarrollar
Realizando los ejercicios presentados
Manera
Participando activamente en las actividades de la clase
Didáctica de
Lograrlas
Exercise 1:
Complete the next clauses with WOULD, COULD, MIGHT and the verb in parenthesis as
corresponds:
1. If I won thelottery, we ______________ around the world
(podríamos viajar)
2. If you went to Germany, you _______________ the delicious beer
(disfrutarías)
3. She ____________ (play) tennis better, if she trained three times a week
(jugaría)
4. If they sang at the concert, it_____________ a great concert
(podría ser )
5. If he were in my place, he _________ (do) this project with responsibility
(haría)
Exercise 2:
Translate to English the following clauses:
1. Si ellos no quisieran ir yo te lo diría
_________________________________________
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2. Podría comprar un carro nuevo si tuviera más dinero
_________________________________________
3. Si yo fuera tú compraría esos zapatos
_________________________________________
4. Podríamos entender la película si habláramos Francés
_________________________________________
5. Si ella llegara a tiempo entregaría la correspondencia
__________________________________________
Exercise 3:
Underline the correct word to complete a second conditional clause:
a. If he was busy, I would / may come back in an hour
b. If you had time you could / would visit my parents this week
c. She couldn´t / wouldn´t go to the party unlessshe were invited
d. If Bob spent his vacations on Cancun he might / would go to the beach
e. Jane might not / could not buy a big house unless she had much money
Exercise 4:
Match the two columns:
1. Would play _____
a. podría ganar
2. Could win
_____
b. podría amar
3. Might write _____
c. nadaría
4. Would swim _____
d. podría escribir
5. Might love _____
e. jugaría
Exercise 5:
Complete the sentences with the correct form of the verbs in parentheses to form Conditional
Clauses Type 2.
1. If Roger _________________ (borrow) my car, he _________________crash it.
2. If I ___________(be) you, I _______________ (not go) to the party tonight.
3. I _________________ (scream) if I ______________ (find) a spider in my bed.
4. If you ___________ (stay) at school, who ___________you talk to with?
Exercise6:
Translate to Spanish next Conditional Clauses.
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If I were in Brazil, I would go to Rio de Janeiro.
_____________________________________________________________
If he were in my place, he wouldn't do this.
_____________________________________________________________
If I won the lottery, I would travel around the world.
_____________________________________________________________
If I met a famous pop star, I’d be really nervous.
_____________________________________________________________
If I didn’t eat a big breakfast, I’d be hungry all day.
_____________________________________________________________
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Nombre
PAST PERFECT
No.
2
Instrucciones
para el Alumno
Responde los ejercicios correspondientes
Hacer uso
Manera
Conferencia
Conocimientos adecuado del
Didáctica Trabajo en pares
a adquirir
pasado perfecto
de
Trabajo grupal
Lograrlos
PAST PERFECT
In general it is used to describe:
 Actions that have passed before another action in the past.
 Actions that began in the past but have consequences in the present
 Actions that had begun in a specific period of time in the past
 It is used to show order of the actions form the past
This tense uses the auxiliary Had + the Past Participle of the principal verb. In Spanish these forms
of verbs have ADO, IDO, TO, SO, CHO meaning. The table below shows that the auxiliary is used for
all the personal pronouns
I, You ,He, She, It, We, You, They
had
visited, traveled
Affirmative Sentences: Personal pronoun + "had" + past participle
I had played hockey
I'd played hockey
Negative Sentences:
You had played hockey
You'd played hockey
Personal pronoun + “had not”+ past participle
I had not played hockey
I'd not played hockey
I hadn't played hockey
You had not played hockey
You'd not played hockey
You hadn't played hockey
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“Had”+ personal pronoun + past participle +?
Questions:
Had you played hockey?
SOME TIPS
 When is used the wordalready = ya with this tense it is written between had and
past participle Example: When I got there the party had already started
 By the time = cuando
 Before using the past perfect check whether the action had happened before another action
We had spoken English at our project last Friday
Sharon and Sophie had studied French before they went to France
Mrs. Smith had had two sons before she got married
Nombre
Instrucciones
para el Alumno
Actitudes a
formar
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
SIMPLE PAST OR PAST PERFECT
Lee la gramática de el tema
Pregunta tus dudas
Resuelve los ejercicios de tu guía
Solidaridad
Colaboración
Respeto
Manera
Didáctica de
Lograrlas
Trabajo individual
Trabajo en equipo
Trabajo grupal
4. Escucha, interpreta y emite mensajes pertinentes en
Realizando las actividades
dinámicas grupales diversas
propuestas,
participando
en
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Exercise 1:
Read the two options in English and choose the one is correct
Cristina nunca
había estado en
el cine del
Dorado.
Yo no tenía
dinero porque
había perdido mi
billetera
( ) Cristina had
never been at
Dorado’s cinema
( ) Cristina have
ever been at
Dorado’s cinema
check your
option, why not
the other option
(
) I didn’t have
any money because I
had lost my wallet
(
) I didn’t have
check your
any money
option, why not
because I have lost the other option
my wallet
¿Habías
escuchado antes
a ese cantante
de rock?
(
) Had you ever
heard before of that
rock singer?
(
) Have you
heard before of
that rock singer?
check your
option, why not
the other option
Exercise 2:
Complete the text with the correct auxiliary and the Past Perfect of the verbs in parenthesis
Last month we _______ _____________(travel) to Valle de Bravo, we _______ __________ (enjoy)
those days, but unfortunately my cousin_______ __________(think) his camera ______ ______(be)
stolen in that place. He _________ _______ (be) worried all day and night, because he couldn’t take
any photo of the lake, he was sad, but when we came back to Mexico City, he found it at home and
his face _______ _______ (change) after that, he was happy. Each time he visits us he talks about
what he _________ ___________ (feel) those days.
Exercise 3:
Write verbs in the correct form PAST SIMPLE or PAST PERFECT
1. I sometimes _______ (forget) my keys that I ______ _____________(leave) on my bed.
2. After I ______ _____________ (go) to the doctor I ______ (feel) much better.
3. I ______ ____________ (work) today before I __________(celebrate) my birthday at home.
4. I ______ _____________ (begin) cleaning, up by the time my parents ____________(arrive).
5. They _______ (were) sure they _______ _____________(see) Sharon somewhere before.
6. We _______ (were not) afraid because we _____ ____________(see) scary films before.
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Exercise 4:
Write in Spanish the following statements:
a. All the girls had finished the exam before 6 o´clock; the boys finished it at 6:30
_____________________________________________________________
b. Your cousin had planned her trip after she went back form the concert
_____________________________________________________________
c. The project had ended, when the contest started
_____________________________________________________________
d. By the time, Lucas arrived to the bus station, the train had left
_____________________________________________________________
e. His father had booked a ticket for the 3 o’clock flight
_____________________________________________________________
THIRD CONDITIONAL
Is used to talk about unreal situations in the past, (used to express unrealistic situations - that
never happened - in the past and, in general, within the context of criticism, complaint or remorse).
Like the other types of conditionals are formed for an IF CLAUSE and a MAIN CLAUSE, in Spanish
is the same to “Hubiera”
IF CLAUSE
If + Past Perfect Tense
MAIN CLAUSE
Modal auxiliaries:
would, could, might +have+ past participle
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Nombre
Instrucciones
para el alumno
Conocimientos
a adquirir
No.
THIRD CONDITIONAL
Escucha la conferencia del profesor
Pregunta tus dudas
Resuelve los ejercicios que se presentan
Características y usos
Manera
del tercer condicional
Didáctica de
Establecer diferencia
Lograrlos
entre los tres tipos de
cláusulas condicionales
3
Conferencia
Trabajo individual
Trabajo en equipos
Trabajo grupal
If If she had come on Saturday, I would have seen her
Rossy couldn’t have played tennis, if it had rained last weekend
Would you have done the homework if you had copied it ?
Exercise 1:
Translate to Spanish next sentences
1. If I had seen him, I would have told him about you
___________________________________________________
2. If I had known the answer, I could have raised my hand.
___________________________________________________
3. If they had invited us, we could have accepted at once.
___________________________________________________
4. If she had explained the problem to me, I would have understood it
_____________________________________________________
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5. If I hadn't forgotten his number, I would have phoned him
_____________________________________________________
Exercise 2:
Complete the sentences with the correct form of the verbs in parenthesis
1. If Ted ____________ (run) faster, he __________________ (not miss) the bus
2. I ____________(not catch) a cold if I __________________ (wear) my coat
3. Edna _________ (stay) at home if she ___________ (know) it was going to rain
4. If I ______________ (not drive) to the mall, I ___________(not be) an accident
5. _______ you __________(write) to Alice yesterday If you __________ time?
Exercise 3:
Complete the following conditional clauses
1. If she _______________(go)to the party, she ___________________ (enjoy) it a lot
2. If you ________________(run) faster, you ___________________(not miss) the bus
3. They _______________(listen) to the radio if you ______________(lend) it to them
4. I _______________(watch)an interesting film if I____________(go) to the cinema
5. If we ______________ (not leave) our notebooks, we __________(do) our homework
Exercise 4:
Change to negative form the following conditionals
a. If I had known Charlie’s cell number, I would have called him
________________________________________________________
b. We could have invited Tim to the party if he had been in town
________________________________________________________
c. Roger would have paid the bills if he had received his check
_________________________________________________________
d. If last night´s lecture had been in Spanish my parents could have gone too
________________________________________________________________
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e. The teacher could have missed classes if she had felt sick this morning
_______________________________________________________________
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TOOLS VOCABULARY
Exercise 4:
Search in the dictionary the meaning of the following tools.
______________
______________
_______________
_______________
_________________
______________
_____________
_____________
________________
_________________
_________________
____________________
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_________________
_________________
____________________ __________________
_____________________
______________________
AUTOEVALUACION
SOY CAPAZ DE:
1.- Expresar ideas y conceptos mediante representaciones lingüísticas o
graficas
2.- Comunicarme en una segunda lengua en situaciones cotidianas
3.- Manejar las tecnologías de la comunicación para obtener información y
expresar ideas
4.- Identificar e interpretar la idea general y posible desarrollo de un mensaje
oral o escrito en una segunda lengua, recurriendo a conocimientos previos,
elementos no verbales y contexto cultural.
5.- Desarrollar estrategias para hacerme comprender en una lengua extranjera
SI
NO
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UNIDAD III
Our experiences
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Nombre de la competencia: El estudiante será competente al utilizar su
conocimiento creativamente para escuchar, hablar, leer y escribir sobre
su pasado y experiencias personales en la lengua extranjera.
3
1. materials
2. Enviroment
3. Passive Voice (Present)
4. Passive Voice (Past)
1. Vocabulary
2. Changing the active voice
3. Who? or What?
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HABILIDADES
RESULTADO DE
APRENDIZAJE
 Pregunto y proporciono información de hechos
pasados.
 Preguntar y dar información sobre el lugar y la
fecha de nacimiento de una persona.
 Solicitar y dar información de personajes del
pasado.
 Dar información de lo realizado por una persona.
El alumno será capaz de comunicarse de manera oral y
escrita en inglés; describiendo eventos pasados propios o de
otras personas.
Vocabulary: Materials
acrylic
silver, gold, bronze
aluminum
cardboard
brass
cement
cooper
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cotton
feather
flannel
glass
iron
marble
paper
silk
steel
stone
tin
velvet
wax
lead
gauze
leather
plaster
linen
plastic
porcelain
straw
wood
wool
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zinc
clay
fiberglass
nylon
Exercise 1:
Find in English the vocabulary about materials
P
R
O
B
L
E
M
A
S
E
C
K
N
N
G
S
X
A
W
T
C
E
R
V
L
C
V
A
A
Q
A
A
W
R
X
E
N
I
R
C
N
D
U
A
S
D
Y
G
H
A
S
E
Z
A
S
Q
Z
C
O
L
O
M
I
A
P
A
D
C
A
X
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R
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A
C
D
Q
P
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R
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A
R
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O
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E
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F
H
V
Y
M
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C
C
F
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F
P
D
P
L
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N
A
L
F
X
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A
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A
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K I
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V O M
H D A
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N B U
G E S
E M T
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N G C
A E I
D T R
N L O
A W A
M U D
E D F
D I S
H J K
T R A
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A L P
N
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K
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O S O
A T B
D R D
G A I
G W R
U S J
E R S
O T L
V L A
O L E
D L S
L I R
T B I
E Y I
L C E
B A P
R A J
A K J
M I O
N P M
R
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S
L
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A
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B
G
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N S
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N
P N
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R I
F Y
H C
G O
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F N
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G W
L N
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T R
O N
O L
F A
E A
Q P
B V
S
U
R
A
T
N
I
P
N
H
A
Z
E
U
Q
I
R
Z
X
C
Seda
Lana
Madera
Cera
Terciopelo
Estaño
Paja
piedra
Acero
Plata
Porcelana
Platico
Yeso
Papel
Mármol
Lino
Cuero
Plomo
Hierro
Vidrio
Gasa
Franela
Pluma
Algodón
Cobre
Cemento
Cartón
Bronce
Aluminio
Acrílico
Oro
Latón (estaño)
Zinc
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Vocabulary: The nature and environment
Bay
Canyon
Stream or brook
Marsh
Flower
Jungle
Oasis
Coast
Dunes
Hills
Lagoon
Reef
Sun
Waterfall
Moon
Grass
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Earth and World
Desert
Lake
River
Stars
Volcano
Bush
Forest
Gulf
Mountain
Island
Ocean
Stone
Rainbow
Cliff
Tree
Soil
Clouds
Glacier
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Beach
Vegetation
Environment
Climate change
Deforestation
Animals
Acid rain
Conservation
Ecological
Carbon dioxide
Contaminant
Ecosystem
Endangered species
Garbage
Global warming
Sky
Greenhouse effect
Chemicals
Pollution
Effluent
Extinction
noise pollution
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Ozone layer
Waste disposal
Oil spill
Disastrous
Recyclable
Smog
Combustion
Flooding
Toxic waste
Junk
Urbanization
Aerosol can
Exercise 1:
Complete with the words in the box
climate
change
global
garbage
flooding
Poison
Dense
Dump
Drought
warming
deforestation
urbanization
1. The _________________ is the phenomenon of the increase of the global average temperature of
the atmosphere.
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2. The ________________ is the destruction of forest.
3. The ________________________ is the modification of the climate with respect to the climatic file.
4. _____________ is called the action and effect to flood
5. The _________________________ is material considered as waste and it is needed to eliminate.
Exercise 2:
Complete with the vocabulary about the nature in English
20
10
1
11
2
16
15
22
11
12
17
3
12
14
13
18
4
7
5
21
19
6
8
10
9
Horizontal
1-Arroyo
Colina
2-Jungla
Lago
3-Cascada
4-Tierra
5-Árbol
6-Volcán
Acantilado
22-Oasis
Vertical
7- Bosque
10-Bahía
16-
8-Río
11-Desierto
17-
9-Tierra(Planeta)
10-Arecife
11-Prado
12-Pantano
12-Mundo
13-Océano
14-Montaña
15-Mar
18-Cielo
19-Playa
20-Isla
21-
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PASIVE VOICE (PRESENT)
Nombre
Instrucciones
para el Alumno
No.
4
Comprender, y hacer uso de la voz pasiva en presente.
Uso y
aplicación
Conocimientos
de la voz
a adquirir
pasiva en
presente
Manera
Didáctica de
Lograrlos
Poder cambiar oraciones de voz
activa a voz pasiva a partir de
las instrucciones descritas.
PASSIVE VOICE (present)
Passive Voice is used when the focus is on the action. It is not important or not known; however,
who or what is performing the action.
Example: My bike was stolen.
In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who
did it.
The subject of a sentence in passive voice corresponds to the object in a sentence is active voice
Miguel writes a letter to Vanessa
Active voice
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Subject
object
A letter to Vanessa is written by Miguel
Subject
Passive Voice
object
Present passive form
Present passive
Affirmative:
Subject +is/are + past
participle form of the
verb
The rivers are polluted
by factories
Negative:
Interrogative:
Subject+ is/are + not +
past participle form of
the verb
Is/ Are+ subject+
past participle form
of the verb.
The rivers are not
polluted by factories.
Are the rivers polluted
by factories?
ACTIVE VOICE: They clean the beach every morning.
PASSIVE VOICE: The beach every morning is cleaned by them.
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Nombre
CHANGE THE ACTIVE VOICE
No.
4
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios conforme a la
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
Manera
Trabajo individual.
Didáctica
Trabajo en equipo
de
Lograrlas
Se comunica en una segunda lengua en situaciones cotidianas.
que persigue.
diferentes.
Realizando las actividades propuestas, participando activamente.
Exercise 0:
Write 12 sentences using the vocabulary. Look the example:
Example: The house is made of cement.
1. - ________________________________ 7. - _______________________________
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2.- ________________________________ 8.- _______________________________
3.- ________________________________ 9.- ________________________________
4.-________________________________ 10.- ________________________________
5.- ________________________________ 11.- ________________________________
6.- ________________________________ 12.- _________________________________
Exercise 1:
Complete the sentences in Passive Voice, with the verbs in the box
Damage hurt
exploit
provoke
increase hunt
destroy
enjoy
die contaminate
1. The beach_______________________ by the tourist.
2. The ozone layer __________________ by the contamination.
3. The rivers ___________________ by the toxic waste.
4. The forest __________________ by the deforestation.
5. The climate changes _________________ by the humanity.
6. The natural disaster____________________ by the climate change
7. Animal ______________ in the ocean by oil spill.
8. The mountains______________ by the man.
9. The nature ______________ by the contamination
10. The endangered species___________ by the man
Exercise 2:
Change the following sentences form the Active Voice to the Passive Voice, and write in negative and
interrogative form. Look the example
Hector teaches English
Affirm.English is taught by Hector
Neg. English isn’t taught by Hector Int.Is English taught by Hector?
1.-Guillermo delivers the mail every day.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
2. - Sara cleans the house in the morning
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
3. - The boys do the homework every day.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
4.-We find the solution to the problem.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
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5. – We plant some flowers
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
6.-Paula crashes the car.
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
7. - My children finish the homework
Affirm.____________________________________________________
Neg._____________________________________________________
Int. ______________________________________________________
Exercise 3:
Active or Passive? Underline the Passive sentences
1. - She invited us to the party
2.-“La incondicional” is sung by Luis Miguel.
3. -Smoking is forbidden in our school
4. - Michael Phelps won eight gold medals at the 2008 Beijing games
5. - My purse is stolen
6. - Peter writes poems
7. - Our homework is done
8. - An earthquake shook Haiti
9. - The flowers are planted by us.
10.-English is spoken all over the world
11.-Tomas dances every day.
12. - Mexico is governed by Felipe Calderon
13. - The letters are delivered by the postman.
14. - Alejandra drives the new car.
Exercise 4:
Write 10 sentences in Passive Voice using the vocabulary of environment and nature
1.-________________________________________________________________
2. - ________________________________________________________________
3. - ________________________________________________________________
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4. - ________________________________________________________________
5. - ________________________________________________________________
6. - ________________________________________________________________
7. - ________________________________________________________________
8. - ________________________________________________________________
9. - ________________________________________________________________
10. - _______________________________________________________________
Exercise 5:
Choose the correct Present Passive form of the verbs.
1-The largest diamond ever found is called/ are callthe Star of Africa.
2- The best diamonds is sell/ are sold in exclusive stores.
3- The Mexican pyramids visiting / are visited by many tourist
4- Tequilais produced /are produce in Mexico.
5- The hill “la silla” are locating /is located in Monterrey.
6-Every year the gray whales are see/ are seen in Baja California.
7-The Spanish is talked/ are talks in Latin America.
8- The craftsis make/ are made by the artisans.
9- Cruise ships is receive/ are received in Puerto Vallarta.
10- The silver is made/is making into silver bars.
Exercise 6:
Complete with the missing information
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1. - The crown is made of ___________
2. - The houses are made of __________
3. - The box is made of______________
4. -The glass is made of ___________
5. - The chairs are made of __________
6. - The ________________ _____ made of plaster.
7. - The ______________ _____ made of Stone.
8. - The ______________ _______ made of porcelain.
9. - The window is made of ______________.
10. The ____________ _____ made of wood.
11. - The ___________ _____ made of nylon.
12. - The ____________ ______ made of silver.
13. - The books are made of ___________
14. - The _______________ _______ made of iron.
15. - The candles are made of_____________.
Exercise 7:
Match the following posters to the place where you see
Bar
Airport
Police station
Library
Parking Lot
Restaurant
Clothing store
Hotel
The thieves are
persecuted.
____________________________
Customers under 18 years of age aren’t
served alcohol
_______________________________
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Meals aren’t served between 1
Pm and 3 Pm
Valuables should be left in the safe.
_____________________________
_____________________________________
If the suitcase is
forgotten, ask at
the counter.
Vehicles are
parked at owner
risk.
__________________________
_______________________________
All major credit cards are accepted.
____________________________
If the books
aren’t returned in
a week, You will
receive a fine.
________________________________
THE PASSIVE VOICE (PAST)
Nombre
No.
Instrucciones
para el Alumno
Comprender, diferenciar y usar correctamente la estructura de voz
pasiva en pasado.
Conocimientos
a adquirir
Uso correcto
de voz
pasiva en
pasado
Manera
Didáctica de
Lograrlos
5
Identificar y aplicar la estructura de
voz pasiva en pasado con base en
las instrucciones descritas para
llevar a cabo los ejercicios
propuestos.
PASSIVE VOICE (PAST)
To understand this concept you must know first that the active voice is the way that we talk regularly. We always say that
someone (a person) does (or does not perform) an action. For example:
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Past: Michael cut the Apple.
In
this
example
we
say
that
someone
named
"Michael"
made
the
action
of
cut.
Therefore, the active voice refers to those phrases that express a person (the subject) performs an action.
However, sometimes we do not want to stress that a person is performing the action. In this case, we make the object
(things or persons on whom falls the action) takes the role of the action. The above example says that:
 Past passive voice
the apple was cut by Michael.
Therefore, in the passive voicethe object is used as a subject and remember that in past passive voice we have to use the
verb to be in past (was – were).
Consider now the structure of sentences in Passive Voice.
Affirmative form
Negative form
Interrogative form
Active voice:
The boy broke the windows.
(subject) + (verb in simple past)
+ (complement).
Active voice:
The boy didn’t break the windows.
(subject) + (didn’t + verb in
present)
+ (complement).
Active voice:
Did the boy break the windows?
(Did) + (subject) + (verb in present)
+ (complement) + (?).
Passive voice:
The windows weren’t broken by
the boy.
(object) + (wasn’t / weren’t) +
(verb in past participle) + (by) +
(complement).
Passive voice:
Were the windows broken by the boy?
(Was / Were) + (object) + (verb in
past participle) + (by) + (complement)
+ (?)
Passive voice:
The windows wer ebroken by
the boy.
(object) + (was / were) + (verb
in past participle) + (by) +
(complement).
 The picture “La llamada” was painted by Remedios Varo.
 The picture “La llamada” wasn´t painted by Salvador Dalí.
 Was the picture “La llamada” painted by Remedios Varo?
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Nombre
WHO? OR WHAT?
No.
5
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios de acuerdo a la
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
Manera
Didáctica Trabajo individual.
de
Trabajo en equipo.
Lograrlas
que persigue.
diferentes.
Realizando las actividades propuestas, participando en equipo y
de manera individual.
Exercise 1:
Choose and underlinethe correct sentence in Past Passive Voice
Example:People used hieroglyphics five thousand years ago.
Hieroglyphics was used by people five thousand years ago.
Hieroglyphics were used by people five thousand years ago.
1. - The Egyptians decorated jewelry with hieroglyphics.
Jewelry was decorated by Egyptians with hieroglyphics.
Jewelry is decorated by Egyptians with hieroglyphics.
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2. - Many people in America spoke a native language.
A native language is spoken in America by many people.
A native language was spoken in America by many people.
3. - Native American tribes used tepees.
Tepees are used by Native American tribes.
Tepees were used by Native American tribes.
4. - The Spanish conquered Mexico.
Mexico was conquered by the Spanish.
Mexico were conquered by the Spanish.
5.-The police arrested the thieves
The thieves were arrested by the police.
The thieves were arrest by the police.
6. - Someone invented the car in the twentieth century.
The car were invent in the twentieth century by someone.
The car was invented in the twentieth century by someone
7. - Ruben and Maria wrote an interesting book.
An interesting book was wrote by Ruben and Maria
An interesting book was written by Them.
8. - Carolina took the books to the bookshelf.
The books were taken to the bookshelf by Carolina
The books were took to the bookshelf by Carolina.
Exercise 2:
Complete the next sentences using was – wasn’t or were – weren’t and change the verb in
parenthesis with the past participle like in the example:
Example:
Mexico wasn’t conquered (conquer) by Christopher Columbus.
Mexico was conquered by Hernan Cortes.
1. - Radium _______________________________ (invent) by Fleming.
Radium _______________________________by Madam Curie.
2. - Gunpowder _____________________________ (invent) by the Japanese.
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Gunpowder _____________________________by the Chinese.
3. - The first bicycle __________________________ (make) in Germany.
The first bicycle __________________________in Scotland.
4. - The Twin Towers ________________________ (destroy) by an earthquake.
The Twin Towers ________________________by terrorist attacks.
5. - The Independence war of Mexico ________________ (declare) by Morelos.
The Independence war of Mexico __________________ by Father Hidalgo.
Exercise 3:
Instructions: Complete the interrogative sentences using the words:
composed
Lennon and McCartney
Miguel Angel
invented
Walt Disney
painted
Thomas A. Edison
Agustin Lara (was
– were)
Example: Was the telephone invented by Alexander Graham Bell?
1._________ electric light bulb______________ by____________________ ?
2._________ “María bonita” ________________ by ____________________ ?
3. _______ “Yesterday” and “Michelle” ____________ by ________________?
4.________ Mickey Mouse and Donald duck _________ by ______________?
5.________ “The Pasion” ____________ by __________________________?
Exercise 4:
Order the words and write a sentence in Past Passive Voice.
Example:
Was / Yesterday / The / Repaired / Car
The car was repaired yesterday.
1. -
The/ the secretary/ Typed /Letter /Was/ by
_________________________________________.
2. -
by/ those/ written / books / were /
? / Miguel
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________________________________________.
3. -
Received /
Yesterday / Was /The / Information
_________________________________________.
4. -
Weren’t / Party / Invited / To/ We/ The
_________________________________________.
5.
House / Weren’t/ by /Our / Painted/ Roberto
_________________________________________.
Exercise 5:
Write each sentence in Past Passive Voice in affirmative, negative and interrogative form, use
was (wasn’t) or were (weren’t).
Example:
(active voice) Bartholdi designed the statue of liberty.
(passive voice) (+) The statue of liberty was designedby Bart
(-) The statue of liberty wasn’t designedby Bartholdi.
(?) Was the statue of liberty designedby Bartholdi?
1.- Salvador Dali painted “La persistencia de la memoria”.
(+)________________________________________________________.
( - )________________________________________________________.
( ? )________________________________________________________.
2. -Leonora Carrington created beautiful sculptures.
(+)________________________________________________________.
( - )________________________________________________________.
( ? )________________________________________________________.
3. - Alejandra Pizarnik wrote magnificent poems.
(+)________________________________________________________.
( - )________________________________________________________.
( ? )________________________________________________________.
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4.- Dostoievsky wrote “Noches Blancas”.
(+)________________________________________________________.
( - )________________________________________________________.
( ? )________________________________________________________.
5.- Rigo Tovar sang “El Sirenito”.
(+)________________________________________________________.
( - )________________________________________________________.
( ? )________________________________________________________.
Exercise 6:
Read the text, underline and write the sentences in Passive Voice and answer True or False.
José arrived late to work this morning because he had a few problems:
When he was sleeping he wasn’t woken up by the alarm clock.
Then he was woken up by a nightmare, he looked the clock and woke up very fast and he was hurt in
his toes by the bed.
When he was leaving to his house, he was hit on the head with a flowerpot that felt to the window.
After that he walked to the bus stop, he was bitten by a dog and he was wet by a fastcar that was
driven by his cousin.
While he was waiting in the same bus stop, he drank his coffee and this was shed in his shirt by it
because the glass fell to his hand.
When he was in the bus, his wallet was stolen and all his money and identification cards were taken.
When José was walking into his office building, he passed under a tree and he was stained by a little
bird.
Finally arrived to his office and he was yelled by his boss for being two hours late.
Poor José!!!!!!!!!!!!!!!!!!!!!!!!!!
Write the sentences in Past Passive Voice that you found.
1. - _______________________________________________________
2. - __________________________________________________________
3.-__________________________________________________________
4. - __________________________________________________________
5. - __________________________________________________________
6. - __________________________________________________________
7. - __________________________________________________________
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8. - __________________________________________________________
9. - __________________________________________________________
10. - __________________________________________________________
11. - _________________________________________________________
Answer True, False or maybe (if the answer isn’t in the story)
1. Jose arrived early to work
__________________________
2. Jose was woken up by a nightmare._________________________
3. He was hit on the head with a big flowerpot.___________________
4. He was wet by a yellow car.____________________
5. The car almost hit José.__________________
6. José had a lot of money in his wallet.____________________
7. José drank his coffee in the bus stop.____________________
8. He was bitten by a dog.___________________
9. He was stained by a little bird.__________________________
10. Jose was yelled by his boss.___________________
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Exercise 7:
Complete with the words in the box
was painted was taken was finished were punished
were broken were corrected was returned was seen
were practiced were arrested
1. The house _________________ By Miguel
2. The accident _________________ by Mr. Gutierrez.
3. Five suspects ___________________ by the police.
4. Our exercise _________________ by the teacher
5. The report ______________________ by the secretary
6.The plate and the glass _________________ by the maid .
7. The money _________________ by Rocco.
8. The book _______________ by the boy.
9. The boys__________________ by their parents.
10. Soccer and basketball_____________ by the students.
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A N E X O S
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A C T I V I T I E S
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UNIT 1
LISTENING UNIT 1
USE TRACK2
READING UNIT I
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LISTENING UNIT 2
USE TRACK1
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READING UNIT 2
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Temas de Proyectos Inglés IV (trabajo final)
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INSTRUMENTOS DE EVALUACION
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Rúbrica para evaluar las actividades de la estrategia didáctica (Mapa Conceptual)
Objeto de aprendizaje (contenidos):
Descripción de la actividad:
Asignatura:
Inglés IV
Unidad:
Alumno:
Semestre y Grupo:
Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas clave en un texto o discursó oral e infiere conclusiones a partir de ellas.
8.2 Aporta puntos de vista con apertura y considera
Evaluador:
Elemento
Speaking
Reading
Writing
Trabajo en
equipo
Presentación
Observación:
Periodo de Aplicación:
Excelente
10
Expresa sus ideas con
fluidez, clara y
coherentemente
estructurando
oraciones utilizando
estructuras de
semestres anteriores,
vocabulario amplio.
.
Desempeño
Bueno
Satisfactorio
7.5
5
Expresa sus ideas
con algunas pausas,
Expresas sus ideas con
clara y
muchas pausas, a veces
coherentemente
sin ser muy claro y
estructurando
coherente utilizando
estructuras de semestres
estructuras de
anteriores. Vocabulario
aceptable.
vocabulario limitado
Interpreta
correctamente las
ideas de los temas
vistos previamente.
Interpreta las ideas
de los temas previos
con un mínimo de
errores
Interpreta las ideas de los
temas previos con errores
moderados.
Estructura y utiliza los
tiempos principales en
una segunda lengua
en oraciones escritas y
las responde con
escasos errores.
Estructura y utiliza
los tiempos
principales en una
segunda lengua en
oraciones escritas y
las responde, algunos
errores.
tiempos principales en una
segunda lengua en
algunas de las oraciones
escritas y las responde.
Errores moderados.
El estudiante siempre
participa con
entusiasmo,
solidaridad y en un
marco de respeto. Su
interacción en el
equipo es altamente
productiva y
persuasiva.
El estudiante la
mayoría de las veces
participa con
entusiasmo,
solidaridad y en un
interacción con el
equipo es buena.
El estudiante a veces
participa con entusiasmo,
solidaridad en un marco
de respeto. Su interacción
en el equipo es aceptable.
La actividad se
presenta en material
adecuado y con
limpieza.
La actividad se
adecuado y con poca
limpieza.
La actividad se presenta
en material diferente a las
indicaciones y con poca
limpieza.
Deficiente
2.5
Puntuación
Expresa sus ideas
con muchas pausas y
errores, sin
coherencia y sin
vocabulario
pertinente.
No interpreta las ideas
de los temas previos
únicamente.
No estructura y/o
utiliza los tiempos
principales en una
segunda lengua en
no las responde.
Errores abundantes.
El estudiante rara vez
participa con
entusiasmo,
solidaridad y en un
interacción en el
equipo no es la
adecuada, incumple y
genera distractores.
La actividad se
inadecuado y sin
limpieza.
Puntuación
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Guía de Observación para evaluar las actividades de la estrategia didáctica (Presentación de Canción y/o Debate)
Asignatura:
Inglés IV
Unidad:
Alumno:
Semestre y Grupo:
Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que
persigue.
Evaluador:
Indicador
1.
Los contenidos del tema fueron expuestos con
orden y claridad.
2.
Muestra dominio del tema.
3.
Expresa sus ideas con seguridad, fluidez y
dominio de escena.
4.
Se expresa con propiedad, haciendo uso de
vocabulario en una segunda lengua.
Emplea material necesario, considerando
indicaciones previas.
5.
6.
El material se presenta sin errores
7.
Utiliza el tiempo adecuado en su presentación.
8.
Utiliza otras herramientas de apoyo.
9.
Responde dudas con claridad.
Cumplimiento
SI
NO
Ponderación
Observaciones
10. Manifiesta y enfatiza en puntos clave de su
presentación.
Observaciones Generales:
Puntuación Final:
Rúbrica para evaluar las actividades de la estrategia didáctica (Proyecto Final)
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Asignatura:
Inglés IV
Unidad:
Alumno:
Semestre y Grupo:
Competencia:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
8.2 Aporta puntos de vista con apertura y considera
Evaluador:
Elemento
Speaking
Reading
Writing
Trabajo en
equipo
Presentación
Observación:
Excelente
10
Expresa sus ideas con
fluidez, clara y
coherentemente
estructurando
estructuras de
vocabulario amplio.
.
Desempeño
Bueno
Satisfactorio
7.5
5
Expresa sus ideas
con algunas pausas,
Expresas sus ideas con
clara y
muchas pausas, a veces
coherentemente
sin ser muy claro y
estructurando
coherente utilizando
estructuras de semestres
estructuras de
anteriores. Vocabulario
aceptable.
vocabulario limitado
Interpreta
correctamente las
ideas del proyecto
proporcionado.
Interpreta las ideas
del proyecto
proporcionado con un
mínimo de errores
Interpreta las ideas del
proyecto proporcionado
con errores moderados.
tiempos principales en
una segunda lengua
en oraciones escritas y
las responde con
escasos errores.
Estructura y utiliza
los tiempos
principales en una
segunda lengua en
las responde, algunos
errores.
tiempos principales en una
segunda lengua en
algunas de las oraciones
escritas y las responde.
Errores moderados.
El estudiante siempre
participa con
entusiasmo,
solidaridad y en un
interacción en el
equipo es altamente
productiva y
persuasiva.
El estudiante la
mayoría de las veces
participa con
entusiasmo,
solidaridad y en un
interacción con el
equipo es buena.
El estudiante a veces
participa con entusiasmo,
solidaridad en un marco
de respeto. Su interacción
en el equipo es aceptable.
La actividad se
adecuado y con
limpieza.
La actividad se
adecuado y con poca
limpieza.
La actividad se presenta
en material diferente a las
indicaciones y con poca
limpieza.
Deficiente
2.5
Puntuación
Expresa sus ideas
con muchas pausas y
errores, sin
coherencia y sin
vocabulario
pertinente.
No interpreta las ideas
del proyecto
proporcionado.
No estructura y/o
utiliza los tiempos
principales en una
segunda lengua en
no las responde.
Errores abundantes.
El estudiante rara vez
participa con
entusiasmo,
solidaridad y en un
interacción en el
equipo no es la
adecuada, incumple y
genera distractores.
La actividad se
inadecuado y sin
limpieza.
Puntuación
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IRREGULAR VERBS LIST
PRESENT
PAST
PAST PARTICIPLE
SPANISH
Arise
arose
Arisen
elevarse, surgir, originarse.
Awake
awoke
Awoken
despertar, mover, excitar.
Be
Was, were
Been
Ser o estar
Bear
bore
Born
soportar, sostener, tolerar.
beat
beat
Beaten
batir,revolver, golpear, vencer.
become
became
Become
hacerse, convertirse en
begin
began
Begun
empezar, iniciar.
bend
bent
Bent
doblar, inclinar, torcer.
bet
bet
Bet
Apostar
bind
bound
Bound
atar, unir, enlazar.
bite
bit
Bitten
morder.
blow
blew
Blown
Soplar
break
broke
Broken
quebrar, partir, romper.
bring
brought
Brought
traer, llevar, conducir.
build
built
Built
construir, edificar.
burn
burnt
Burnt
quemar, incendiar.
burst
burst
burst
romper, reventar.
buy
bought
bought
Comprar
catch
caught
caught
coger, asir, atrapar.
choose
chose
chosen
escoger, elegir.
come
came
come
Venir
cost
cost
cost
Costar
cut
cut
cut
cortar, dividir.
deal
dealt
dealt
tratar, tener que referirse.
dig
dug
dug
cavar, ahondar.
do
did
done
hacer, ejecutar.
draw
drew
Drawn
tirar, arrastrarse, atraer, dibujar.
drink
drank
Drunk
Beber
drive
Drove
Driven
impulsar, conducir, llevar
fall
fell
Fallen
caer, disminuir.
feed
Fed
fed
alimentar, nutrir.
feel
Felt
felt
sentir, percibir, tocar.
fight
Fought
fought
pelear, combatir.
find
found
found
encontrar, descubrir.
find out
found out
found out
averiguar, investigar.
flee
fled
fled
escapar, huir, evitar.
fly
flew
flown
Volar
forbid
forbade
forbidden
prohibir.
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foresee
foresaw
foreseen
prever, prevenir
forget
forgot
forgotten
olvidar (se)
forgive
forgave
forgiven
Perdonar
freeze
froze
frozen
Congelar
get
got
got (ten)
lograr, obtener, conseguir.
give
gave
given
dar, conceder.
go
went
gone
ir (se), funcionar, resultar.
grind
ground
ground
moler, triturar.
grow
grew
grown
crecer, cultivar.
hang
hung
hung
colgar, suspender.
have
had
had
tener, haber.
hear
heard
heard
oír, escuchar.
hide
hid
hid (den)
ocultar, encubrir.
hit
hit
hit
pegar, golpear, acertar.
hold
held
held
sostener,mantener,contener.
hurt
hurt
hurt
herir, dañar, lastimar.
keep
kept
kept
mantener, guardar,conservar.
know
knew
known
conocer, saber.
lay
laid
laid
poner, colocar.
lead
led
led
guiar, llevar, conducir.
learn
learnt
learnt
aprender, saber.
leave
left
left
partir, irse, abandonar.
lend
lent
lent
Prestar
let
let
let
permitir, conceder.
lie
lay
lain
tenderse, descansar,
light
lit
lit
alumbrar, iluminar, encender
lose
lost
lost
perder, malgastar.
make
made
made
hacer, confeccionar, producir.
meet
met
met
encontrarse, satisfacer.
melt
melted
molten (old)
derretir(se), fundir(se)
mistake
mistook
mistaken
equivocarse, errar
pay
paid
paid
pagar, recompensar.
put
put
put
poner,colocar, exponer.
read
read
read
leer,descifrar, marcar.
rebuild
rebuilt
rebuilt
Reconstruir
rid
rid
rid
librarse, zafarse.
ride
rode
ridden
rodar, tener juego, funcionar.
ring
rang
rung
tocar, sonar.
rise
rose
risen
ascender,elevarse,levantarse
run
ran
run
correr, funcionar.
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say
said
said
decir, afirmar.
see
saw
seen
ver, observar.
sell
sold
sold
Vender
send
sent
sent
Enviar
set
set
set
instalar, establecer, colocar
shake
shook
shaken
sacudir, lanzar, agitar.
shed
shed
shed
derramar, esparcir, dejar caer.
shine
shone
shone
brillar, relumbrar, sobresalir.
shoot
shot
shot
disparar, emitir, lanzar.
show
showed
shown
mostrar, exhibir, probar
shut
shut
shut
cerrar, impedir, excluir.
sing
sang
sung
Cantar
sit
sat
sat
sentarse, reunirse.
sleep
slept
slept
Dormir
slide
slid
slid(den)
resbalar, deslizarse,
smell
smelt
smelt
oler, percibir.
speak
spoke
spoken
hablar, decir.
speed
sped
sped
acelerar, apresurarse.
spend
spent
spent
gastar, consumir,emplear(tiempo)
split
split
split
partir, dividir, separar, reventar.
spoil
spoilt
spoilt
deteriorar, dañar, inutilizar.
spread
spread
spread
extender, esparcir, propagar.
spring
sprang
sprung
saltar, soltar, brotar, surgir.
stand
stood
stood
pararse, tolerar, estar (de pie).
steal
stole
stolen
robar, escabullirse.
stick
stuck
stuck
pegar, adherirse, prender, fijar.
stink
stank
stunk
oler mal, apestar.
strike
struck
struck
golpear, pegar, estallar.
swell
swelled
swollen
hinchar, inflamar, engrosar.
swim
swam
swum
nadar, flotar.
swing
swung
swung
balancear(se), hacer girar.
take
took
taken
tomar, llevar.
teach
taught
taught
Enseñar
tell
told
told
decir, contar, narrar.
think
thought
thought
pensar, creer.
throw
threw
thrown
lanzar, tirar, arrojar.
understand
understood
understood
comprender.
wake
woke
woke (n)
despertar, excitar.
wear
Wore
worn
gastar(se), consumirse, usar.
win
Won
won
ganar, conquistar.
write
Wrote
written
escribir.
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REGULAR VERBS LIST
Recuerda que los verbos regulares forman su tiempo pasado y pasado participio agregando letra ed al infinitivo.
PRESENT
PAST
PAST
PARTICIPLE
SPANISH
act
acted
acted
actuar
add
added
added
sumar, añadir
arrest
arrested
arrested
arrestar
assist
assisted
assisted
ayudar
attend
attended
attended
asistir, ir
advertise
advertised
advertised
anunciar
amuse
amused
amused
entretener
approach
approached
approached
acercarse
ask
asked
asked
preguntar, pedir
accompany
accompanied
accompanied
acompañar
accustom
accustomed
accustomed
acostumbrar
agree
agreed
agreed
concordar
answer
answered
answered
responder
arrange
arranged
arranged
arreglar, ordenar
arrive
arrived
arrived
arribar, llegar
accustom
accustomed
accustomed
acostumbrar
annoy
annoyed
annoyed
molestar
appeal
applealed
applealed
atraer
appear
appeared
appeared
aparecer
board
boarded
boarded
abordar
bark
barked
barked
ladrar
bless
blessed
blessed
bendecir
brush
brushed
brushed
cepillar
belong
belonged
belonged
pertenecer
beg
begged
begged
suplicar, mendigar
believe
believed
believed
Creer
boil
boiled
boiled
hervir
breathe
breathed
breathed
respirar
complete
completed
completed
completar
count
counted
counted
contar
close
closed
closed
cerrar
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cook
cooked
cooked
cocinar
crash
crashed
crashed
chocar
cross
crosssed
crosssed
cruzar
call
called
called
llamar
care
cared
cared
cuidar
carry
carried
carried
llevar
change
changed
changed
cambiar
check
checked
checked
chequear
charge
charged
charged
cargar, cobrar
clean
cleaned
cleaned
limpiar
climb
climbed
climbed
escalar, subir
comb
combed
combed
peinar
cover
covered
covered
cubrir
cry
cried
cried
Llorar
crawl
crawled
crawled
gatear, arrastrarse
dance
danced
danced
bailar
dress
dressed
dressed
Vestir
die
died
died
Morir
declare
declared
declared
declarar
delay
delayed
delayed
demorar
deliver
delivered
delivered
entregar
deny
denied
denied
negar
dine
dined
dined
cenar
dry
dried
dried
secar
enjoy
enjoyed
enjoyed
disfrutar
engage
engaged
engaged
comprometer
envy
envied
envied
envidiar
express
expressed
expressed
expresar
exclaim
exclaimed
exclaimed
exclamar
explain
explained
explained
explicar
fail
failed
failed
fracasar, fallar
file
filed
filed
archivar
fill
filled
filled
llenar
fire
fired
fired
despedir del trabajo, disparar
follow
followed
followed
seguir
frighten
frightened
frightened
espantar
fry
fried
fried
Freír
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finish
finished
finished
terminar
fish
fished
fished
pescar
fix
fixed
fixed
arreglar
gain
gained
gained
ganar
guess
guessed
guessed
adivinar
help
helped
helped
ayudar
hope
hoped
hoped
esperar, desear
happen
happened
happened
suceder
hurry
hurried
hurried
apurar (se)
imagine
imagined
imagined
imaginar
iron
ironed
ironed
planchar
judge
judged
judged
juzgar
kiss
kissed
kissed
besar
kill
killed
killed
matar
laugh
laughged
laughged
Reír
leak
leaked
leaked
gotear
like
liked
liked
gustar
look
looked
looked
Mirar
miss
missed
missed
extrañar
marry
married
married
casar (se)
measure
measured
measured
medir
move
moved
moved
mover
observe
observed
observed
observar
offer
offered
offered
ofrecer
open
opened
opened
Abrir
order
ordered
ordered
ordenar
perform
performed
performed
ejecutar, llevar a cabo
plan
planned
planned
planear
play
played
played
jugar, tocar
pray
prayed
prayed
Orar
prefer
prefered
prefered
preferir
prepare
prepared
prepared
preparar
pull
pulled
pulled
tirar, jalar
park
parked
parked
estacionar
pass
passed
passed
pasar
pick
picked
picked
recoger
please
pleased
pleased
complacer, favorecer
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polish
polished
polished
Pulir
practise
practised
practised
practicar
promise
promised
promised
prometer
pronounce
pronounced
pronounced
pronunciar
punish
punished
punished
castigar
push
pushed
pushed
empujar
repeat
repeated
repeated
repetir
report
reported
reported
reportar, informar
request
requested
requested
solicitar, pedir
rest
rested
rested
descansar
reach
reached
reached
alcanzar
refuse
refused
refused
rehusar, rechazar
raise
raised
raised
levantar
rain
rained
rained
llover
receive
received
received
recibir
remain
remained
remained
quedar, sobrar
remember
remembered
remembered
recordar
repair
pepaired
pepaired
reparar
require
required
required
requerir
reserve
reserved
reserved
reservar, guardar
row
rowed
rowed
remar
resolve
resolved
resolved
resolver
return
returned
returned
retornar, volver
search
searched
searched
buscar, registrar
save
saved
saved
salvar
serve
served
served
servir
sign
signed
signed
firmar
smile
smiled
smiled
sonreír
snow
snowed
snowed
nevar
stay
stayed
stayed
permanecer, quedarse
study
studied
studied
estudiar
suffer
suffered
suffered
Sufrir
swallow
swallowed
swallowed
tragar
slip
slipped
slipped
resbalar
smoke
smoked
smoked
fumar
stop
stopped
stopped
detener, parar
switch
switched
switched
conectar, accionar
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stretch
stretched
stretched
estirar
talk
talked
talked
conversar
thank
thanked
thanked
agradecer
touch
touched
touched
tocar, palpar
trap
trapped
trapped
atrapar
tire
tired
tired
cansar, fatigar
train
trained
trained
entrenar
travel
traveled
traveled
viajar
trouble
troubled
troubled
molestar
try
tried
tried
tratar, intentar
turn
turned
turned
girar, voltear
use
used
used
Usar
visit
visited
visited
visitar
wait
waited
waited
esperar
want
wanted
wanted
querer, requerir
walk
walked
walked
caminar
wash
washed
washed
Lavar
watch
watched
watched
observar, mirar
wish
wished
wished
desear, anhelar
work
worked
worked
trabajar
wrap up
wrapped up
wrapped up
envolver
wreck
wrecked
wrecked
naufragar
warm
warmed
warmed
calentar
warn
warned
warned
advertir
water
watered
watered
Regar
weigh
weighed
weighed
pesar
whistle
whistled
whistled
silbar
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BIBLIOGRAPHY
1. Traveler American Edition H.Q MitchellMm publications
2. English in Action 2 Barbara H. Foley/ Elizabeth R. NELBLETE Edit. Thompson
3. Side by SideSteven J. MolinskyBill Blis.
4. Let’s Speed Up 2 Student’s book and teacher’s book H. Q. Mitchell Mm publications
5. Ways to grammar –A modern English Practice Book John Shepherd, R. Rossner, James
Taylor Macmillan
6. Upload student book & workbook Virginia Evans / Jenny Dooley US2 Express Publishing
7. Grammar Practice Activities. A practical guide for teachers Penny Ur
8. Cambridge Handbooks for language teachers, pp.213 – 214
9. Click on America Student Book and Workbook, Virginia Evans & Jenny Dooley Express
Publishing
10. H. Q. Mitchell. Let´s Speed Up 4 student´s book. MM Publications.EU. 2009
11. http://www.mansioningles.com/gram40.htm
12. http://www.vetement-sportif.com/
13. english.people.com.cn/.../94629/6450537.html
14. www.curso-ingles.com/gramatica-inglesa/few.php
15. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm
16. esl.about.com/od/.../a/cm_lot.htm.
17. http://www.shertonenglish.com/resources/es/conditionals/type3.php
18. http://slekisingles.blogspot.com/2010/08/wish-versus-hope.html
19. http://ompersonal.com.ar/omgrammar/tagquestions.htm
20. http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect.htm
21. http://www.aprenderinglesfacil.es
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asignatura ingles iv

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