bachillerato TECNOLÓGICO

cecytenl

INGLÉS II

programa de
apoyo
didáctico

FEBRERO
JULIO
2017
 Inglés II

Nombre del alumno:_________________________________________

Matrícula:______________________Semestre:______ Grupo: ______

Nombre del Plantel:__________________________________________

Nombre del Maestro:_________________________________________

 DIRECTORIO

Dr. Jorge Castillo Villarreal

Director General

Lic. Areli López Castro

Directora Académica

C.P. Elsa Amparo Martínez Rojas

Directora Administrativa

Lic. Víctor Manuel Chora Cárdenas

Director de Planeación y Evaluación

Dr. Sergio Armando Guerra Moya

Director de Vinculación

Semestre: febrero – julio 2017

Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León,

Andes Nº 2722, Colonia Jardín Obispado, CP 64050, Monterrey, N.L., México.
Teléfono 0181-81517600
Docentes colaboradores en las ediciones 2008 - 2012:
Juana Araceli Canizales Gaytán, Everardo Rafael de León de León, Nancy García Arredondo, Ma.
Concepción García Martínez, Reynaldo Garza Marroquín, Adriana Luisa Romero Castellón, Irma
Beatriz Martínez Prieto, Francisco García Ledezma, Ma. Elena Salazar Barraza, Juana Gabriela
Torres Patlán, Rubelia Parrilla Villa, Griselda Arcenia Treviño Cantú.

Docentes colaboradores en la edición 2015:

Gricelda Arcenia Treviño Cantú. Salinas Victoria
Juana Araceli Canizales Gaytán

Docente colaborador en la edición 2017:

Gricelda Arcenia Treviño Cantú. Gabriela Torres Patlán, Adriana Romero Castel, Roberta Rossana
Garza Lozano.

Monterrey, N.L., México

Diciembre de 2016
DISCIPLINARES BÁSICAS DEL CAMPO DE COMUNICACIÓN
En las asignaturas de inglés, es posible desarrollar las siguientes competencias
1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un
texto, considerando el contexto en el que se generó y en el que se recibe.
2. Evalúa un texto mediante la comparación de su contenido con el de otros, en función de
sus conocimientos previos y nuevos.
3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en
la consulta de diversas fuentes.
4. Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,
desarrollo y conclusiones claras.
10. Identifica e interpreta 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.
11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.
12. Utiliza las tecnologías de la información y comunicación para investigar, resolver
problemas, producir materiales y transmitir información.

DISCIPLINARES EXTENDIDAS DEL CAMPO DE COMUNICACIÓN

Las competencias disciplinares extendidas implican los niveles de complejidad deseables para
quienes opten por una determinada trayectoria académica y, en consecuencia, tienen una
función propedéutica en la medida que prepararán a los estudiantes de la EMS para su ingreso
y permanencia en la educación superior.
1. Utiliza la información contenida en diferentes textos para orientar sus intereses en
ámbitos diversos.
4. Propone soluciones a problemáticas de su comunidad, a través de diversos tipos de
textos, aplicando la estructura discursiva, verbal o no verbal, y los modelos gráficos o
audiovisuales que estén a su alcance.
8. Valora la influencia de los sistemas y medios de comunicación en su cultura, su familia
y su comunidad, analizando y comparando sus efectos positivos y negativos.
9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las
características de contextos socioculturales diferentes.

3
 INDEX

ENGLISH II

UNIT I
1. Time expressions 5
2. To be (past tense) affirmative and negative forms 9
3. To be (past tense) Yes/No questions and Wh-questions 16
4. Regular and Irregular verbs (past tense) 23
5. Qualifying adjectives 31

UNIT II
1. Comparative adjectives 35
2. Superlative adjectives 41
3. Simple past: affirmative and negative forms 45
4. Simple past: Yes/No questions 49
5. Used to (affirmative, negative and interrogative forms) 53

UNIT III
1. Object Pronouns (used to) 57
2. Past Continuous: affirmative and negative forms 62
3. Past Continuous: Yes/No questions 68
4. Could (abilities in past tense) 71
5. Could (requests and possibility) 76

4
 UNIDAD 1
SECUENCIA DIDÁCTICA 1

INTENCIONES FORMATIVAS
PROPÓSITO: IDENTIFICAR EXPRESIONES DE TIEMPO REFERENTES AL TIEMPO PASADO
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERÓ Y EN EL QUE SE RECIBE.
DISCIPLINAR: IDENTIFICA E INTERPRETA 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.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
GENÉRICA:  EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 EXPRESIONES DE TIEMPO  TRADUCIR VOCABULARIO AL  RESPETO
EN PASADO ESPAÑOL DE MANERA  PARTICIPACIÓN
INDIVIDUAL.  INICIATIVA
 LEER INFORMACIÓN NUEVA DE  TRABAJO
MANERA INDIVIDUAL COLABORATIVO
 ENUMERAR EXPRESIONES DE
TIEMPO EN ORDEN CRONOLÓGICO
EN BINAS.
 ESCRIBIR LA EXPRESIÓN DE
TIEMPO DE ACUERDO AL
MOMENTO EN EL QUE SE
REALIZARON ALGUNAS
ACTIVIDADES
Productos de aprendizaje:
Traducción de vocabulario
Lista de expresiones en orden cronológico
Ejercicio I y II de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

5
ANTICIPATORY SET

I. Write the Spanish meaning of the following words.

present ____________ time ____________ ago ____________

today ____________ past ____________ expressions ____________
last ____________ yesterday ____________

Check your answers with a classmate.

STEP BY STEP PROCEDURES

Read the following information.

PAST TIME EXPRESSIONS

Past time expressions are used to specify when an action took place. You can use days of the
week, months of the year and seasons of the year preceded by the word last.
Example: last Saturday, last January, last summer
You can use the word year preceded by last or the year (2000) preceded by the preposition in.
Example: last year, in 2000
The word ago is used with periods of time.
Example: three months ago

6
I. Number the time expressions in chronological order and write them in the notebook.

Last morning Last night

Last winter Ten years ago

In 1980 Last Friday

The day before yesterday Last month

Check your answers with the teacher

II. Write a past time expression next to each event

a) Christmas last year / last December 25th / two months ago

b) Your birthday ______________________________________

c) Your English class ______________________________________

d) Mother´s Day ______________________________________

e) A party ______________________________________

f) An English exam ______________________________________

g) Vacations ______________________________________

7
CLOSURE

I. Look at the pictures. When did you do these activities?

_______________ _______________ _______________ _____________

________________ _______________ _______________ _______________

II. Choose five of the activities above to write five statements using past time expressions,
then read them to the rest of the class.

EXAMPLE. I ate pizza yesterday.

8
 UNIDAD 1
SECUENCIA DIDÁCTICA 2
INTENCIONES FORMATIVAS
PROPÓSITO: UTILIZAR EL VERBO “TO BE” EN FORMA AFIRMATIVA Y NEGATIVA EN TIEMPO
PASADO PARA HABLAR DE PERSONAS FAMOSAS
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERÓ Y EN EL QUE SE RECIBE.
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA LENGUA,
DISCIPLINAR: CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
IDENTIFICA E INTERPRETA 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.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
GENÉRICA:  EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER HACER) ACTITUDINALES (SABER
SER)
 VERBO “TO BE” EN  CONTESTAR PREGUNTAS  RESPETO
TIEMPO PASADO EN REFERENTES AL USO DEL VERBO  PARTICIPACIÓN
FORMA AFIRMATIVA Y “TO BE” DE MANERA INDIVIDUAL.  INICIATIVA
NEGATIVA  LEER INFORMACION REFERENTE AL  TRABAJO
VERBO “TO BE” EN TIEMPO COLABORATIVO
PASADO.
 CONTESTAR PREGUNTAS SOBRE LA
INFORMACION LEIDA DE MANERA
INDIVIDUAL.
 COMPLETAR ORACIONES
UTILIZANDO EL VERBO “TO BE” EN
TIEMPO PASADO DE MANERA
INDIVIDUAL.
 EN BINAS, COMPLETAR UN TEXTO
UTILIZANDO EL VERBO “TO BE” EN
TIEMPO PASADO.
 LEER INFORMACIÓN NUEVA
REFERENTE AL VERBO “TO BE” EN
PASADO EN FORMA NEGATIVA Y
CONTESTAR PREGUNTAS DE

9
 ACUERDO A ELLA DE MANERA
INDIVIDUAL.
 CAMBIAR ORACIONES DE FORMA
AFIRMATIVA A FORMA NEGATIVA
DE MANERA INDIVIDUAL.
 COMPLETAR ORACIONES
UTILIZANDO EL VERBO TO BE EN
TIEMPO PASADO EN FORMA
AFIRMATIVA O NEGATIVA.
 RELACIONAR FOTOGRAFÍAS CON
INFORMACIÓN SOBRE LAS MISMAS
DE MANERA INDIVIDUAL.
 CORREGIR ORACIONES FALSAS DE
MANERA INDIVIDUAL
 IDENTIFICAR EL USO CORRECTO
DEL VERBO “TO BE” EN TIEMPO
PASADO
Productos de aprendizaje:
Preguntas contestadas sobre el verbo “to be” en tiempo presente y pasado
Ejercicio I, II, IV, V, VI, VII, VIII y IX de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

ANTICIPATORY SET

I. Answer the following questions in your notebook.

1. What´s the meaning of the verb to be in Spanish?

2. Which are the three forms of the verb to be in present tense?

Check the answers with the teacher

10
STEP BY STEP PROCEDURES
Read the following information.

PRESENT TENSE PAST TENSE

Verb “to be” Verb “to be”
Affirmative form Affirmative form

I am I was yesterday
You are You were last week
He is now He was last month
She is at home right now She was at home last night
It is in this moment It was an hour ago
We are We were last year
You are You were last weekend
They are They were last Friday

I. Answer the following questions according to the previous information.

1. Which are the two forms of the verb “to be” in past?

2. What is the past tense of “am” and “is”?

3. What is the past tense of “are”?

The teacher will check the answers with the whole class.

11
II. Complete the sentences using the past tense of the verb “to be”.

 Yesterday __________ ______________.

(day of the week)

 Last Sunday ____________ _____________________.

(sunny / foggy / windy / rainy)

 I _____________ _________________ yesterday.

(in the school /at home/ in a cyber)

 The weather __________ ___________ yesterday.

(warm / hot / cold)

 My parents __________ ___________________________ last night.

(at home / in the cinema / in a restaurant)

III. Read your answers to the rest of the class.

IV. Complete the following paragraph using the verb to be in past tense.

Linda´s party
Fred _________ at Linda´s party last Saturday. He _________ with his girlfriend. The party
__________ good. There __________ many people. Mike __________in the party because
Linda is his best friend. They __________ classmates in elementary school and now they are
in the same high school. The dinner __________ delicious and the music __________ great.
All the guests __________ very happy. It __________ an unforgettable party.

12
Read the following information.

PAST TENSE
VERB TO BE
NEGATIVE FORM
I was not / wasn´t yesterday
You were not / weren´t a day before yesterday
He was not / wasn´t last night
She was not / wasn´t at home last week
It was not / wasn´t last month
We were not / weren´t last year
You were not / weren´t last semester
They were not / weren´t an hour ago

V. Answer the following questions according to the previous information.

1. What is the contraction of “was not”?

2. What is the contraction of “were not”?

VI. Change the sentences from exercise II to the negative form in your notebook.

VII. Complete the following sentences using the verb to be in past in the correct form.
(affirmative or negative)

1. I __________in New York last week.

2. My mother __________ in the kitchen yesterday morning.
3. My classmates and I __________in the Chemistry lab last class.
4. My father __________ in his job last night.
5. My sister __________ in the circus last Sunday.

13
VIII. Match the pictures with the information below.

William Frida Kahlo Marilyn Diana Spencer Ayrton

Shakespeare Monroe Senna
(1) (2) (3) (4) (5)

_________ Painter /Mexico / 1907 __________ Writer / England / 1564

__________ Race-car-driver / Brazil / 1960 __________ Princess / England / 1961
__________ Actress / US / 1926

Check your answers with the teacher.

IX. Using the information from the previous exercise, read the sentences and write TRUE or
FALSE. Then correct the false statements in your notebook.

Example:

Marilyn Monroe was born in 1960. __F____

 Marilyn Monroe wasn´t born in 1960. She was born in 1926.

a) Ayrton Senna was an actor

b) Marilyn Monroe and Shakespeare were Mexican
c) Frida Kahlo was a scientist
d) Diana Spencer and Marilyn Monroe were born in Brazil.
e) Shakespeare was a race-car-driver
f) Frida Kahlo was a princess
g) Diana Spencer was a painter
h) Ayrton Senna and Frida Kahlo were born in US

14
CLOSURE

I. Circle the correct verb

1. He was / were in the hospital

2. The children was / were very sad about it.
3. His wife be / was very nervous
4. You were / was sick last week
5. We was /were both tired

At random, students will read the statements to check the right answers.

II. Change the sentences from exercise I to the negative form in your notebook.

At random students will read the statements to check the right answers.

15
 UNIDAD 1
SECUENCIA DIDÁCTICA 3
INTENCIONES FORMATIVAS
PROPÓSITO: REALIZAR PREGUNTAS UTILIZANDO EL VERBO “TO BE” PARA OBTENER
INFORMACIÓN SOBRE OTRAS PERSONAS
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERÓ Y EN EL QUE SE RECIBE.
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA LENGUA,
DISCIPLINAR: CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
IDENTIFICA E INTERPRETA 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.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
GENÉRICA: LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
 SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER HACER) ACTITUDINALES (SABER
SER)
 VERBO “TO BE” EN  LEER ORACIONES Y DECIDIR SI SON
PASADO EN FORMA VERDADERAS O FALSAS DE  RESPONSABILIDAD
INTERROGATIVA MANERA INDIVIDUAL.  PARTICIPACIÓN
 REESCRIBIR LAS ORACIONES  INICIATIVA
FALSAS CON INFORMACIÓN CIERTA  TRABAJO
DE MANERA INDIVIDUAL. COLABORATIVO
 LEER INFORMACIÓN NUEVA
REFERENTE A LA FORMA
INTERROGATIVA DEL VERBO “TO
BE” EN TIEMPO PASADO.
 CAMBIAR LAS ORACIONES DE
FORMA AFIRMATIVA A FORMA
INTERROGATIVA.
 REALIZA PREGUNTAS A UN
COMPAÑERO.
 ESCRIBE PREGUNTAS Y
RESPUESTAS SOBRE TERCERAS
PERSONAS.

16
  TRADUCIR PALABRAS
INTERROGATIVAS AL ESPAÑOL.
 COMPLETAR PREGUNTAS
UTILIZANDO PALABRAS
INTERROGATIVAS
 HACER PREGUNTAS PARA OBTENER
INFORMACION TOMANDO EN
CUENTA ALGUNAS ORACIONES.
 CAMBIAR ORACIONES
AFIRMATIVAS A PREGUNTAS
 IDENTIFICAR EL USO CORRECTO
DEL VERBO TO BE EN TIEMPO
PASADO PARA COMPLETAR UNA
CONVERSACION
 CONTESTAR PREGUNTAS
PERSONALES
Productos de aprendizaje:
Ejercicio I y II de ANTICIPATORY SET
Ejercicio I, II, III, V, VII, VIII, IX y X de STEP BY STEP PROCEDURES
EJERCICIO I, II, IV Y V DE CLOSURE

ANTICIPATORY SET

I. Read the following sentences and write T if they are true or F if they are false.

You were in the school yesterday _____ Your father was born in Mexico. _____
You were born in 1999. _____ Your mother was born in 2000. _____
Last year, you were 10 years old. _____ It was rainy yesterday. _____

II. Rewrite the false sentences from exercise I using the right information.

The teacher will check the exercise.

17
STEP BY STEP PROCEDURES
Read the following information.
PAST TENSE
VERB TO BE
INTERROGATIVE FORM SHORT ANSWERS

Was I yesterday Yes, you were / No, you weren´t

Were you last week Yes, I was / No, I wasn´t
Was he last month Yes, he was / No, he wasn´t
Was she at home last night ? Yes, she was / No, she wasn´t
Was it an hour ago Yes, it was / No, it wasn´t
Were we last year Yes, you were / No, you weren´t
Were you last Yes, we were / No, we weren´t
weekend Yes, they were / No, they weren´t
Were they last Friday

I. Change the sentences from the exercise 1 in the anticipatory set to the interrogative form
and write them in your notebook.

Example: Were you in the school yesterday?

True: Yes, I was
False: No, I wasn´t

The teacher will check the answers.

II. Pairwork. Ask the questions from the previous exercise to a partner.

III. Write questions and answers using the clues below and the information from exercise
VIII from the sequence 2.

Example:

 Marilyn Monroe / singer

Was Marilyn Monroe a singer? No, she wasn´t.

a) Ayrton Senna /a race-car-driver d)Marilyn Monroe / born in US

b) Frida Kahlo / American e) Shakespeare / a writer
c) Shakespeare and Diana Spencer / f) Diana Spencer / born in 1960
painters

IV. At random, students will read the questions and answers and the teacher will make any
necessary correction.

18
V. Make questions and answers using the clues below.

Example: You / at home / yesterday / X

Were you at home yesterday ? No, I wasn´t

a) Mike / in the school / last Monday / √

b) Maggie and Susan / happy / last weekend / X
c) You / with your friends / last Sunday / √
d) Ann / in a party / yesterday / X
e) Bill and John / born in 2000 / √

VI. At random, students will read the questions to be checked by the teacher.

VII. Look at the chart. Make questions in your notebook using the clues given and then
answer them according to the chart.
In the cinema In a party last Sad last Friday With your
last night Saturday friends last
week
You √ X √ X
Bob X √ √ X
Mike and Joe √ X X √

Examples: Were you ___________? Yes, I was / No, I wasn´t

Was Bob ____________? Yes, he was / No, he wasn´t
Were Mike and Joe _____________? Yes, they were / No, they weren´t

VIII. Write the Spanish meaning of the following WH words.

Where ___________ When ___________ What time ___________

How old ___________ Who ___________ What ___________

19
Read the following information.

PAST TENSE
VERB TO BE
WH QUESTIONS Answers

was I yesterday
were you last week
was he last month
WH was she an hour ago ? The answers are in the affirmative form
was it last night seen in the previous didactic sequence
were we last year
were you last Monday
were they a day before
yesterday

IX. Complete the following questions using question words.

1. __________ was your birthday? It was last month

2. __________ were your parents last night? They were in my house
3. __________ was your last teacher? My last teacher was Michael
4. __________ was your first class? It was at 7 o´clock

X. Write WH questions for the following sentences in your notebook.

Example

I was at home yesterday at 5 o´clock.

Where were you yesterday at 5 o´clock?

What time where you at home yesterday?
When were you at home?
Who was at home yesterday at 5 o´clock?

a) My mother was in the church last Sunday at 9 a.m.(where/ when / what time /
who).
b) I was born in Monterrey in 2000 (where / when / who).
c) Mike and Bill were in a soccer team ten years ago (who / where / when).

20
CLOSURE

I. Change the following sentences to questions.

1. - Tony was at home on Monday. 2. - You weren’t in New York last month.
______________________________ ________________________________
3. - They were here this morning. 4. - It was very windy yesterday.
_______________________________ ________________________________
5. - My husband wasn’t sick last week. 6. - Jack and Joe were always good friends.
_______________________________ ________________________________
7. - Your wife wasn´t at home this morning. 8. - You and Paul were in Las Vegas last year.
______________________________ ________________________________

II. Change the sentences from exercise I in the ANTICIPATORY SET to the interrogative
form in your notebook.

III. At random the students will read the statements to be checked by the teacher.

IV. Answer the following questions.

a) Where were you yesterday?
________________________________________________________________
b) When were you born?
________________________________________________________________
c) Where were you born?
________________________________________________________________
d) How old were you ten years ago?
________________________________________________________________
e) Who was your last teacher in primary school?
________________________________________________________________
f) When was your father born?
________________________________________________________________
g) Where was your mother born?
________________________________________________________________
h) How old were your parents when you were born?
________________________________________________________________

21
V. Complete the conversation by circling the correct answer.

A: When and where you were born/ was you born / you born / were you born?
B: I were born / was born /you born/ were you born in New York in 1980. And
you?
A: I born / were born / was born / am born the same year as you but…
I weren’t born / wasn’t born / not born / don’t born in the US. My
parents are / lived / was / is in Japan then… so I born / were born / am born /
was born in Tokyo.
B: How long were you / are you / you were / was you in Japan?
A: Until I was seven.
B: Were / Are you / Were you / You were happy there?
A: Yes, I am / I was / you were / I wasn´t, but my parents aren´t / weren´t / wasn´t
/ isn´t. Their jobs were / was / is / are very hard and Japan was / were / weren´t /
wasn´t very expensive.

22
 UNIDAD 1
SECUENCIA DIDÁCTICA 4
INTENCIONES FORMATIVAS
PROPÓSITO: CONOCER LOS VERBOS REGULARES E IRREGULARES EN PASADO ASÍ COMO LA
MANERA EN QUE SE ESCRIBEN Y SU PRONUNCIACIÓN
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
DISCIPLINAR: EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERÓ Y EN EL QUE SE RECIBE.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
GENÉRICA:  EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 VERBOS REGULARES E  ESCRIBIR EN INGLÉS LAS  RESPETO
IRREGULARES EN TIEMPO ACTIVIDADES MOSTRADAS EN  PARTICIPACIÓN
PASADO LAS IMÁGENES DE MANERA  INICIATIVA
INDIVIDUAL.  TRABAJO
 ELABORAR UNA LISTA EN EL COLABORATIVO
PIZARRÓN CON LAS RESPUESTAS  HONESTIDAD
CORRECTAS Y LUEGO ESCRIBIRLA
EN LA LIBRETA.
 LEER INFORMACIÓN NUEVA
REFERENTE A LOS VERBOS
REGULARES.
 CAMBIAR LOS VERBOS DE
PRESENTE A PASADO
AGREGÁNDOLES LA
TERMINACION –ED.
 COMPLETAR ORACIONES
UTILIZANDO VERBOS REGULARES
EN TIEMPO PASADO
 ESCRIBIR ORACIONES PROPIAS EN
TIEMPO PASADO
 LEER INFORMACIÓN REFERENTE
A LA PRONUNCIACIÓN DE LOS
VERBOS REGULARES.
 CLASIFICAR LOS VERBOS DE
ACUERDO A SU PRONUNCIACIÓN.
 PRONUNCIAR LOS VERBOS

23
  LEER INFORMACION SOBRE
VERBOS IRREGULARES EN TIEMPO
PASADO
 RELACIONAR VERBOS
IRREGULARES EN TIEMPO
PRESENTE Y PASADO.
 BUSCAR EL TIEMPO PASADO DE
ALGUNOS VERBOS IRREGULARES
EN EL DICCIONARIO
 COMPLETAR TABLAS DE VERBOS
REGULARES E IRREGULARES EN
TIEMPO PASADO.
 CLASIFICAR VERBOS EN
REGULARES E IRREGULARES.
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio II, III, IV, VI , VII , VIII y IX de STEPBY STEP PROCEDURES
Ejercicio I, III y IV de CLOSURE

ANTICIPATORY SET

I. Individual work. Look at the following activities and write their names in English

_______________ ____________ _______________ ______________ ____________

_____________ ____________ ______________ ______________ ____________

24
II. Pairwork. Compare your answers with a partner.

III. Group work. At random, students will pass to the blackboard to write the correct answers
and will copy the list in the notebook.

STEP BY STEP PROCEDURES

Read the following information.
SIMPLE PAST
We use the simple past for:
 Complete actions which happened in the past
 Actions which happened at a specific time in the past
 Past habits

In past tense there are regular and irregular verbs. Regular verbs finish in –ed.

HOW TO ADD THE ENDING -ED TO THE REGULAR VERBS

 Most of the verbs finish in –ed: work -worked

 We add – d to the verbs ending in e: save- saved
 For verbs ending in consonant + y, we drop y and add –ed: study-studied
 For verbs ending in vowel + y, we add –ed: play played
 For verbs of one syllable ending in consonant vowel consonant, we double the last
consonant and add –ed: stop -stopped

I. Add –ed to the verbs from the anticipatory set to make their past form in your notebook.

II. Complete the following sentences using the verbs in parentheses in past tense.

1. I __________ my grandma last Sunday ( visit)

2. My father __________ a car last vacations. (rent)
3. My brother __________ his car yesterday. (wash)
4. My girlfriend __________ me last night. (call)
5. Someone __________ the door. (close)
6. We __________ a new lesson last class. (learn)

III. Choose five activities from the exercise I in the anticipatory set and write five sentences
in past tense (in your notebook).

25
Read the following information.

-ed PRONUNCIATION

 It is pronounced as /t/ when the verb in the base form ends in sounds : x, s, ss, sh, p, k
 It is pronounced as /Id/ when the base form of the verb ends in “t” or “d”.
 It is pronounced as /d/ with the rest of the sounds.

IV. Classify the following verbs according to their pronunciation.

fixed saved wanted listened worked needed studied asked played
started kissed laughed stopped opened painted watched traveled

/t/ /d/ /Id/

V. Read the three lists of verbs aloud.

Read the following information.

In past tense there are regular and irregular verbs. The irregular verbs don´t follow any rules.
They can have a different writing or the same writing too.
Examples:
Eat – ate go – went drink – drank cut - cut

VI. Match the verbs in present with the verbs in past.

1. do ___ flew
2. make ___ spoke
3. sell ___ won
4. have ___ did
5. run ___ fought
6. fight ___ spent
7. fly ___ had
8. speak ___ made
9. spend ___ ran
10. win ___ sold

26
VII. Look for the past tense of the following irregular verbs.

buy ____________ take ____________ send ____________

teach ____________ swim ____________ say ____________
be ____________ hit ____________ tell ____________
read ____________ put ____________ think ____________
understand ____________ write ____________ drive ____________
feel ____________ give ____________ see ____________
meet ____________ build

VIII. Complete each sentence with the simple past tense of the verb in parentheses.

1. My brother __________ to the hospital (drive)

2. You __________ at 7 a.m. (wake up)
3. You __________ to the doctor at noon. (go)
4. Your parents __________ some medicine. (buy)
5. Teresa __________ some exercise (do)
6. She __________ a healthy breakfast. (eat)
7. Dan __________ ten hours last night. (sleep)
8. He __________ some vitamins (take)
9. We __________ a lot of soda. (drink)
10. I __________ sick yesterday. (get)

IX. Choose five verbs from the previous exercise and write five sentences in past tense (in
your notebook)

27
CLOSURE

I. Complete the following chart by writing the Spanish and the past tense of the words

Base form Spanish Past tense Base form Spanish Past tense
answer need
ask open
call paint
clean play
cook rest
dance save
earn start
fix stop
iron study
kill travel
kiss want
laugh wash
learn watch
listen wish
live work

Check your answers with the teacher.

II. Group work. Pronounce the verbs following the teacher´s model.

28
III. Write the Spanish meaning of the most common irregular verbs.

BASE FORM SPANISH PAST TENSE BASE FORM SPANISH PAST TENSE
Be was / were Know knew
Break broke Leave left
Build built Lend lent
Buy bought Make made
Catch caught Pay paid
Cost cost Read read
Cut cut Run ran
Do did See saw
Drink drank Sell sold
Drive drove Sing sang
Eat ate Sleep slept
Feel felt Speak spoke
Fight fought Spend spent
Find found Steal stole
Fly flew Swim swam
Forget forgot Take took
Get got Understand understood
Give gave Wake up woke up
Go went Wear wore
Have had Win won
Hear heard Write wrote

29
IV. Classify the following verbs into REGULAR or IRREGULAR , then write their past
form.
live dance go make play write read watch clean fly paint be have listen

REGULAR IRREGULAR

PRESENT PAST PRESENT PAST

_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________
_________________ ________________ ________________ _______________

The teacher will check the exercise individually.

30
 UNIDAD I
SECUENCIA DIDÁCTICA 5
INTENCIONES FORMATIVAS
PROPÓSITO: UTILIZAR ADJETIVOS CALIFICATIVOS PARA HACER DESCRIPCIONES
COMPETENCIAS A DESARROLLAR:
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA LENGUA,
CONSIDERANDO LA INTENCIÓN Y SITUACIÓN COMUNICATIVA.
DISCIPLINAR:
SE COMUNICA EN UNA LENGUA EXTRANJERA MEDIANTE UN DISCURSO
LÓGICO, ORAL O ESCRITO CONGRUENTE CON LA SITUACIÓN COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACIÓN DE CÓDIGOS Y HERRAMIENTAS
APROPIADOS.
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
GENÉRICA: LINGÜÍSTICAS, MATEMÁTICAS O GRÁFICAS.
 IDENTIFICA LAS IDEAS CLAVE EN UN TEXTO O DISCURSO ORAL E
INFIERE CONCLUSIONES A PARTIR DE ELLAS.
 SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER HACER) ACTITUDINALES (SABER
SER)
 ADJETIVOS  TRADUCE PALABRAS AL  RESPETO
CALIFICATIVOS ESPAÑOL  RESPONSABILIDAD
 LEE INFORMACIÓN NUEVA  PARTICIPACIÓN
ACERCA DE LOS ADJETIVOS.  INICIATIVA
 ELABORA PARES DE  TRABAJO
ADJETIVOS OPUESTOS COLABORATIVO
 IDENTIFICA IMÁGENES
 ELABORA LISTA DE ADJETIVOS
 COMPLETA DESCRIPCIONES
 ELABORA DECRIPCIONES
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II, III, IV, V y VI de STEP BY STEP PROCEDURES
Ejercicio I de CLOSURE
Descripción

ANTICIPATORY SET

I. Write the Spanish meaning of the following words.

difficult ____________ modern ____________ elegant ____________

intelligent ____________ beautiful ____________ famous ____________
popular ____________ hot ____________ funny ____________

31
STEP BY STEP PROCEDURES
Read the following information.
Qualifying Adjectives

An adjective is a word used to describe a noun. It expresses the qualities or attributes of the word
it qualifies.

I. Look up the Spanish meaning of the following adjectives in a dictionary.

clean ____________ dirty ____________ warm ____________
tall ____________ short ____________ fat ____________
thin ____________ dangerous ____________ safe ____________
easy ____________ cold ____________ old ____________
new ____________ expensive ____________ hungry ____________
thirsty ____________ big ____________ small ____________
young ____________ serious ____________ pretty ____________
ugly ____________ cheap ____________ strong ____________
weak ____________ heavy ____________ healthy ____________

II. Make pairs of opposites using the adjectives from the previous activities.

Example clean dirty

1. _______________ _______________ 6. _______________ _______________

2. _______________ _______________ 7. _______________ _______________
3. _______________ _______________ 8. _______________ _______________
4. _______________ _______________ 9. _______________ _______________
5. _______________ _______________ 10. _______________ _______________

32
III. Do you know the names of these words in English?

______________________ ______________________ ______________________

______________________ ______________________ ______________________

Check the correct answers with the teacher.

IV. Write three adjectives to describe the items from exercise III in your notebook.

V. Make a list of five adjectives to describe each category.

OCCUPATIONS PUBLIC PLACES TOOLS

VI. Write sentences using the information from the previous exercises

Example: The school is __________, __________ and ___________.

Being a / an __________ is __________, ___________ and __________.

(occupation)
The __________ is _________, __________ and _____________.
(tool)

VII. Read your sentences to the class to be checked by the teacher.

33
CLOSURE

I. Write sentences describing the following things.

1. My classroom is
_________________________________________________________________________

2. My city is

_________________________________________________________________________

3. My mother is

_________________________________________________________________________

4. I am
_________________________________________________________________________

5. My classmates are

_________________________________________________________________________

6. My friends are

_________________________________________________________________________

7. My house is

_________________________________________________________________________

8. My cellphone is

_________________________________________________________________________

10. The president is

_________________________________________________________________________

II. Make a description on a poster about something or someone you like and read it in front
of the class.

34
 UNIDAD 2
SECUENCIA DIDÁCTICA 1
INTENCIONES FORMATIVAS
PROPÓSITO: REALIZAR COMPARACIONES DE OBJETOS O PERSONAS
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
EVALUA UN TEXTO MEDIANTE LA COMPARACION DE SU CONTENIDO CON EL
DISCIPLINAR: DE OTROS, EN FUNCION DE SUS CONOCIMIENTOS PREVIOS Y NUEVOS
PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE N DISCURSO LOGICO,
ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 FORMA  COMPLETAR LA ESCRITURA  RESPETO
COMPARATIVA DE CORRECTA DE ALGUNOS  RESPONSABILIDAD
LOS ADJECTIVOS ADJETIVOS EN BINAS  PARTICIPACIÓN
 LEER INFORMACION  INICIATIVA
ACERCA DE LA FORMA  TRABAJO
COMPARATIVA DE LOS COLABORATIVO
ADJETIVOS
 ESCRIBIR LA FORMA
COMPARATIVA DE
ALGUNOS ADJETIVOS.
 COMPLETAR
CONVERSACIONES USANDO
LA FORMA COMPARATIVA
DE LOS ADJETIVOS.

35
  ESCRIBIR UNA
CONVERSACION
UTILIZANDO LA FORMA
COMPARATIVA DE LOS
ADJETIVOS DE MANERA
INDIVIDUAL
 COMPARAR ALGUNOS
RESTAURANTES Y DECIDIR
SI LA INFORMACION
BRINDADA ES FALSA O
VERDADERA.
 REALIZAR UN DICTADO DE
ADJETIVOS PARA
POSTERIORMENTE
CAMBIARLOS A SU FORMA
COMPARATIVA.
 ESCRIBIR ORACIONES
UTILIZANDO LA FORMA
COMPARATIVA DE LOS
ADJETIVOS
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II, III y IV de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

ANTICIPATORY SET
I. Pair work. Use your dictionary to complete the adjectives describing the following
pictures. Then circle the right one.

1. b __ __ __ __ __ __ __ l 2. e __ __ __ y 3. f __ t.

36
 4. t __ __ l 5. y __ __ __ g 6. h __ __ __ y

STEP BY STEP PROCEDURES

Read the following information.

COMPARATIVE FORM

1. For adjectives of one syllable and some adjectives of two syllables, we form the
comparative by adding –er. Examples:
Adjective Comparative
old older than
small smaller than
happy happier than
easy easier than

2. For one syllable adjectives which end in consonant-vowel-consonant, we double the last
consonant and add –er for the comparative form. Examples:
Adjective Comparative
big bigger than
hot hotter than
3. For adjectives having more than two syllables and some adjectives of two syllables, we
form the comparative with more. Examples:
Adjective Comparative

beautiful more beautiful than

interesting more interesting than
careful more careful than
clever more clever than

4. A few adjectives have special comparative form. They are called Irregular adjectives and
need to be memorized. Examples:
Adjective Comparative
good better than
bad worse than
far farther/further than

37
Examples of Comparative Sentences:
a) My car is older than yours.
b) Lesson three is easier than lesson five.
c) Monterrey is more beautiful than Guadalajara.
d) The English class is more interesting than the Math class.
e) John is a good student. John is a better student than Paco.
f) New York is bigger than London.

I. Write the comparative form of the following adjectives.

Adjectives Comparative form

small ___________________
friendly ___________________
beautiful ___________________
big ___________________
great ___________________
clean ___________________
noisy ___________________
short ___________________

II. Complete the conversations with the correct comparative form of the adjectives.

1. A. Life in the suburb is _____________ ___________ city life. (slow)

B. Yes, city life is much _____________ ___________ suburb life. (fast)

2. A. Los Angeles is ___________ ___________ London. (safe)

B. No, it isn’t. Los Angeles is ___________ ______________. (dangerous)

3. A. The subway in New York is __________ __________ the Metro in Mexico. (good)
B. No! The subway is much ____________ __________ Mexico subway. (bad)

38
III. Individual work. Write a similar conversation about another product.

a: That calculator is good. a: Oh this iPod is wonderful!

b:Yes, but this one is better. b: No, look this one is more awesome!

IV. Individual work. Read the information about the restaurants. Then read the sentences, write
T if the sentence is true and F if the sentence is false.

Nanis’ Buffet & Grill IL Ristorante Mamma Mia

Fast Food & Drinks to you
San Nicolas de los Garza N. L. San Pedro Garza Garcia, N. L.
Apodaca, Nuevo Leon
2 years old 10 years old
5 years old
More than 30 different dishes diary $ 10 - $ 30
10 dishes
$ 5 - $ 12 10 minutes to downtown
$3-$7
25 minutes to downtown Pasta, Pizza & Gourmet dishes
35 minutes to downtown
Salads, grill, desserts, sea food Luxury and nice atmosphere
No variety
Youngers Family atmosphere

Fast Food & Drinks to you is cheaper than Nanis’ Buffet & Grill. ______
Nanis’ Buffet & Grill is older than IL Ristorante. ______
Fast Food & Drinks to you is closer to the downtown than Nanis’ Buffet & Grill. ______
Fast Food & Drinks to you is more luxurious than Il Ristorante. ______
Nanis´Buffet and Grill is more expensive than in IL Ristorante Mamma Mia. ______
Nanis´ Buffet & Grill is newer than Fast Food & Drinks to you. ______
Fast Food and Drinks to you is farther than Nanis´s Buffet & Grill. ______

39
CLOSURE

I. Dictation of adjectives to write their comparative form

II. Write comparative sentences with the following adjectives in your notebook.

cheap – dirty – noisy – expensive – exciting – friendly – dangerous - modern

1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
6. _______________________________________________________
7. _______________________________________________________
8. _______________________________________________________

40
 UNIDAD 2
SECUENCIA DIDÁCTICA 2
INTENCIONES FORMATIVAS
PROPÓSITO: RESALTAR LAS CARACTERISTICAS DE PERSONAS U OBJETOS
COMPETENCIAS A DESARROLLAR:
EXPRESA IDEAS Y CONCEPTOS EN COMPOSICIONES COHERENTES
Y CREATIVAS, CON INTRODUCCIONES, DESARROLLOS Y
CONCLUSIONS CLARAS.
DISCIPLINAR: DESARROLLA ESTRATEGIAS PARA HACERSE COMPRENDER EN
LENGUA EXTRANJERA EN SITUACIONES COMUNICATIVAS
COTIDIANAS, MEDIANTE CONVENCIONES LINGÜÍSTICAS Y
RECURSOS NO LINGÜÍSTICOS.
EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS.
SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
GENÉRICA: COTIDIANAS.
ASUME QUE EL RESPETO DE LAS DIFERENCIAS ES EL PRINCIPIO DE
INTEGRACIÓN Y CONVIVIENCIA EN LOS CONTEXTOS LOCAL,
NACIONAL E INTERNACIONAL.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 FORMA  RELACIONAR OBJETOS CON  RESPETO
SUPERLATIVA DE ADJETIVOS QUE LOS  RESPONSABILIDAD
LOS ADJETIVOS DESCRIBAN  PARTICIPACIÓN
 LEER INFORMACION SOBRE  INICIATIVA
LA FORMA SUPERLATIVA  TRABAJO
DE LOS ADJETIVOS COLABORATIVO
 COMPLETAR ORACIONES EN
FORMA SUPERLATIVA
 RESALTAR LAS
CUALIDADES DE ALGUNOS
RESTAURANTES Y DECIDIR
SI LA INFORMACION
BRINDADA ES FALSA O
VERDADERA.
 ESCRIBIR ORACIONES EN
FORMA SUPERLATIVA
 CONTESTAR PREGUNTAS
UTILIZANDO LA FORMA
SUPERLATIVA DE LOS
ADJETIVOS
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I de CLOSURE

41
ANTICIPATORY SET
I. Match the words with an adjective.
a. woman ____slow
b. car ____interesting
c. book ____expensive
d. man ____short
e. food ____hot
f. cellphone ____handsome
g. computer ____cheap
h. animal ____fast
i. season ____delicious
j. month ____beautiful
Compare your answers with a partner.

STEP BY STEP PROCEDURES

Read the following information.
SUPERLATIVE FORM
1. For adjectives of one syllable and some adjectives of two syllables, we form the superlative by
writing the and adding –est to the adjective. Examples:
Adjective Superlative
old the oldest
small the smallest
happy the happiest

2. For one syllable adjectives which end in consonant-vowel-consonant, we double the last consonant
and add–est for the superlative form. Examples
Adjective Superlative
big the biggest
hot the hottest

3. For adjectives having more than two syllables and some adjectives of two syllables, we form the
superlative with the most. Examples:
Adjective Superlative
beautiful the most beautiful
interesting the most interesting
careful the most careful

4. A few adjectives have special superlative form. They are called Irregular adjectives and need to be
memorized. Examples:
Adjective Superlative
good the best
bad the worst
far the farthest
42
Superlative sentences:
a. Mike is the oldest student in the class.
b. New York is the dirtiest city in USA.
c. The Italian restaurants are the most expensive in the city.
d. Sony Ericsson is the best trade mark for cell phones.

I. Complete the conversations using the superlative form of the adjectives.

1. A. Brad Pitt is a very popular actor.

B. Yes, he is ______ _________ _____________ actor in the United States.

2. A. Miss Lucy is a very funny teacher.

B. Yes, she is ______ _____________ teacher in our school.

3. A. Monterrey is a safe city in Mexico.

B. No, it is ______ __________ __________ (unsafe) city in Mexico.

II. Individual work. Read the information about the restaurants. Read the statements below and
decide if they are TRUE or FALSE.

Nanis’ Buffet & Grill IL Ristorante Mamma Mia

Fast Food & Drinks to you
San Nicolas de los Garza N. L. San Pedro Garza Garcia, N. L.
Apodaca, Nuevo Leon
2 years old 10 years old
5 years old
More than 30 different dishes diary $ 10 - $ 30
10 dishes
$ 5 - $ 12 10 minutes to downtown
$3-$7
35 minutes to downtown 25 minutes to downtown

IL Ristorante Mamma Mia is the cheapest. _______

Nanis’ Buffet & Grill is the oldest restaurant. _______
Fast Food & Drinks to you is the closest restaurant to the downtown. _______
Fast Food & Drinks to you is the most luxurious than Il Ristorante. _______
Il Ristorante Mamma Mia is the oldest restaurant. _______
Fast Food & Drinks to you has the cheapest dish. _______

43
III. Write superlative sentences using the information from exercise I in the anticipatory set.
(in your notebook)
Example: Miss Universe is the most beautiful woman.

CLOSURE
I. Team work. How well do you know the other students in your class? Answer and
complete.

1. Who is wearing the most complete uniform today? ____________________________

2. Who has the longest name? _______________________________________________
3. Who has the nicest notebook? _____________________________________________
4. Who is the tallest person in the class? _______________________________________
5. Who is the youngest student? ______________________________________________
6. ______________ is intelligent but ______________ is the most intelligent in the group.
7. ____________ is short, ____________ is shorter than ____________ but
______________ is the shortest student of the class.

44
 UNIDAD 2
SECUENCIA DIDÁCTICA 3
INTENCIONES FORMATIVAS
PROPÓSITO: EL ALUMNO CONOCE SUCESOS DEL PASADO PARA ESTABLECER UNA
COMPARACIÓN CON EL PASADO INMEDIATO Y PUEDE SER CAPAZ DE INSERTAR
EXPERIENCIAS Y CONOCIMIENTOS PROPIOS.

COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA IDEAS, DATOS Y CONCEPTOS.
DESARROLLA ESTRATEGIAS ÚTILES PARA LA COMPRENSIÓN,
ANÁLISIS E INTERPRETACIÓN DE TEXTOS.
UTILIZA PROCEDIMIENTOS Y ESTRATEGIAS DE LA
DISCIPLINAR: COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
EVALUAR LAS PRODUCCIONES, TANTO PROPIAS COMO AJENAS,
CON CRITERIOS OBJETIVOS DE CORRECCIÓN, COHERENCIA,
PROPIEDAD Y CREATIVIDAD.

APRENDE Y COMPARTE OPINIONES SOBRE SITUACIONES Y

PERSONAJES ESPECÍFICOS DEL PASADO MEDIANTE LA UBICACIÓN
DE SUS PROPIAS CIRCUNSTANCIAS EN UN CONTEXTO MÁS
AMPLIO.
GENÉRICA:
EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS.
ASUME UNA ACTITUD CONSTRUCTIVA, CONGRUENTE CON SUS
HABILIDADES Y CONOCIMIENTOS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 TIEMPO PASADO  COMPRENDER LA LECTURA  RESPETO
SIMPLE EN FORMA  IDENTIFICAR VERBOS EN  RESPONSABILIDAD
AFIRMATIVA Y TIEMPO PASADO  PARTICIPACIÓN
NEGATIVA  LEER INFORMACION SOBRE  INICIATIVA
EL TIEMPO PASADO SIMPLE  TRABAJO
 COMPLETAR ORACIONES COLABORATIVO
CON VERBOS EN PASADO
 CAMBIAR ORACIONES DE
LA FORMA AFIRMATIVA A
LA NEGATIVA
 ESCRIBIR ORACIONES
AFIRMATIVAS Y
NEGATIVAS EN TIEMPO
PASADO
 ESCRIBIR UN PARRAFO
SOBRE SUS ULTIMAS
VACACIONES

45
  ESCRIBIR ORACIONES
SOBRE ACTIVIDADES QUE
NO REALIZO
Productos de aprendizaje:
Ejercicio I y II de ANTICIPATORY SET
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

ANTICIPATORY SET

I. Read the following text and underline the verbs in past tense.

Wangari Maathai is a famous environmentalist. In 2004 she won the Nobel Peace Prize.
Wangari was the first woman who taught in Kenyan university. She was
also the first woman and the first environmentalist to win the Nobel
Peace Prize. “Protecting the environment is important for peace” said
Wangari. “There are many wars in Africa because everybody wants its
natural resources. Peace depends on saving our natural resources and
our environment. Peace also means respecting human rights”. Wangari worked very hard to
help the people in her country, especially women. In 1977, she founded the Green Belt
Movement. The movement planted 20 million trees in Kenya and in neighbouring countries.
Tree felling (when you cut down trees) is particularly dangerous in Africa because trees
provide water and food. Without trees, people starve.

Check the answers with the teacher

II. Complete the following chart using the verbs from the previous exercise.
Verbs in present Spanish Verbs in past Spanish
is, are ser, estar was era, estuvo, fue
win
worked
plant
taught
found

46
STEP BY STEP PROCEDURES
Read the information from the boxes below.
Simple Past Tense

We use Simple past tense to talk about events that occurred (affirmative) or didn´t occur (negative)
in the past. The events can be finished events, stories, news, etc.

We can use regular and irregular verbs and time expressions about the past.
Affirmative Negative
In the negative form we have to use the auxiliary “did” but the verb has to be in the base form.

Simple Past
Affirmative form Negative form
I yesterday I yesterday
You last week You last week
He last Sunday He last Sunday
She Two days ago She two days ago
It went to school In 2012 It didn´t to school In 2012
We last year go
You last semester We last year
they A day before You last semester
yesterday they a day before
yesterday

I. Complete the following information according to the reading in exercise I in the

anticipatory set.
1. Wangari Maathai__________ the Nobel Peace Prize in 2004.
2. The movement __________20 million trees in Kenya.
3. Wangari__________ in a Kenyan university as the first woman.
4. She__________: “Protecting the environment is important for peace”.
5. In 1977, Wangari __________ the Green Belt Movement.
6. Wangari __________ very hard to help the people.

Check the answers with the teacher.

II. Change the sentences from the previous exercise to the negative form by inventing false
information.

Example: Wangari Maathai didn´t win the lottery in 2004.

47
III. Look at the chart and write five affirmative sentences and five negative sentences about
them in your notebook.
Yesterday Last month Last year An hour ago
You Do the Go on vacations Have an Write a poem
homework accident
Bill Fix a car Paint his house Win the lottery Read a book
Mike and Susan Go to a party Play soccer Get married Listen to the
radio
Maggie Visit a doctor Bake a cake Buy a car Take a nap

Example: AFFIRMATIVE: You did the homework yesterday.

NEGATIVE: Bill didn´t win the lottery last month.

CLOSURE

I. Write a paragraph about your last vacations in your notebook.

II. Write five activities you didn´t do last week. (in your notebook)

48
 UNIDAD 2
SECUENCIA DIDÁCTICA 4
INTENCIONES FORMATIVAS
PROPÓSITO: REALIZAR PREGUNTAS DE CONFIRMACIÓN Y CONTESTARLAS DE ACUERDO A
DISTINTOS CONTEXTOS
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
DISCIPLINAR: PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNA LENGUA EXTRANJERA MEDIANTE UN DISCURSO
LOGICO, ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 PREGUNTAS DE  COMPRENDER UNA  RESPETO
CONFIRMACION EN LECTURA  RESPONSABILIDAD
TIEMPO PASADO  COMPLETAR UN TEXTO CON  PARTICIPACIÓN
SIMPLE VERBOS EN PASADO SIMPLE  INICIATIVA
 LEER INFORMACION SOBRE  TRABAJO
PREGUNTAS DE COLABORATIVO
CONFIRMACION EN TIEMPO
PASADO SIMPLE
 ESCRIBIR Y CONTESTAR
PREGUNTAS DE
CONFIRMACION EN TIEMPO
PASADO SIMPLE
 PREGUNTAR Y CONTESTAR
PREGUNTAS DE
CONFIRMACION EN TIEMPO
PASADO SIMPLE.
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I y II de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

49
 ANTICIPATORY SET

I. Complete the following reading using the verbs from the box.

Wrote was left published wrote was lived

Gabriel García Márquez, Nobel Prize for Literature.

He’s one of the world’s greatest contemporary writers. Gabriel García
Márquez______ born in Aracataca in Columbia on March 6 1928. In
1995 he _________ his country because of the dictatorship. He then
__________ in Rome and Paris and __________ articles for
newspapers and magazines. He __________ his first novel Big
Mama’s funeral (Los funerales de Mamá Grande) in Mexico City in 1962. In 1967 he
__________One hundred years of solitude (Cien años de soledad) which made him famous
throughout the world. The book is about the Buendía family in Macondo. In 1982 he
__________ awarded the Nobel Prize for Literature. His most famous books are: Chronicle of
a Death Foretold (Crónica de una muerte anunciada), Love in the time of Cholera (El amor en
los tiempos del cólera), Love and Other Demons (Del amor y otros demonios). Márquez now
lives and works in Mexico City where he actively campaigns for human rights in Latin
America.

STEP BY STEP PROCEDURES

Read the following information

I. Read the information

Yes / Nofrom the charts.
Questions in Simple Past Tense

We use Yes /No questions in Simple Past Tense to ask about events that occurred (affirmative) or
didn´t occur (negative) in the past. We can use regular and irregular verbs and time expressions
about the past.

In the questions we have to use the auxiliary “did” at the beginning of the question and add a
question mark at the end. As we use the auxiliary “did” the verb has to be in the base form.

50
 Simple Past
Yes / No Questions Short Answers
I yesterday Yes, you did / No, you didn´t
you last week I I
he last Sunday he he
she two days she she
ago it it
Did it study in 2012 ? you you
we last year we we
you last they they
semester
they a day before
yesterday

I. Answer the following questions according to the reading

1. - Did Garcia Marquez write One hundred years of solitude in 1962? ________________
2. - Did he live in Roma and Paris? ________________
3. - Did he win Nobel Prize for Peace in 1982? ________________
4. - Did he leave Columbia because of the dictatorship? ________________

II. Write questions about Gabriel García Márquez using the information given.
a) He / write / articles for newspapers and magazines.
______________________________________________________________________
b) One hundred years of solitude / make / him famous.
_______________________________________________________________________
c) He / publish / Big Mama’s funeral in Mexico City.
_______________________________________________________________________
d) García Márquez / win / Nobel Prize of Literature in the 80’s.
_______________________________________________________________________
e) He / live / in Europe many years ago.
_______________________________________________________________________

51
CLOSURE
I. Look at the chart and make Yes / No questions, then answer them.

Do the homework Go to the movies Play soccer last

yesterday last night Sunday
You √ X √
Mike X √ X
Bill and Rose √ X √

Example: Did you do the homework yesterday? Yes, I did.

II. Work with a partner and ask each other the questions from the previous exercise.

52
 UNIDAD 2
SECUENCIA DIDÁCTICA 5
INTENCIONES FORMATIVAS
PROPÓSITO: HABLAR SOBRE LAS ACTIVIDADES QUE ACOSTUMBRABAN A HACER EN
ALGUNOS MOMENTOS DEL PASADO
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
DISCIPLINAR: PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE N DISCURSO LOGICO,
ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 USED TO  IDENTIFICAR ACTIVIDADES  RESPETO
QUE ACOSTUMBRABAN A  RESPONSABILIDAD
HACER EN SU INFANCIA  PARTICIPACIÓN
 LEER INFORMACION SOBRE  INICIATIVA
EL USO DE “USED TO”  TRABAJO
 COMPLETAR ORACIONES COLABORATIVO
CON “USED TO” EN FORMA
AFIRMATIVA Y NEGATIVA
 ELABORAR PREGUNTAS DE
CONFIRMACION Y
CONTESTARLAS
 ENTREVISTAR A LOS
ABUELOS SOBRE
ACTIVIDADES QUE
ACOSTUMBRABAN A HACER
EN EL PASADO
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II, III y IV de STEP BY STEP PROCEDURES
Ejercicio I, II y III de CLOSURE

53
ANTICIPATORY SET

I. Read the following activities and put a √ next to the activities you used to do when you
were a child.
_____ play with dolls _____ go on vacations
_____ go to school _____ take a nap
_____ go to bed early _____ visit your grandparents
_____ eat candies _____ drive a car
_____ cook _____ smoke

STEP BY STEP PROCEDURES

Read the following information.

Used to
Used to + infinitive, only exists in the past. It refers to past habits and customs. It is used
with all the personal pronouns.

Affirmative Form
I used to work harder
You used to study more
He/She / It used to eat less
We/ they used to do more exercise
Negative Form
I didn´t use to watch TV
He/She/ It didn´t use to drink alcohol
We didn´t use to eat a lot
They didn´t use to play with food

54
I. Complete the following sentences using “used to” and an appropriate verb.

Example: Louis doesn´t smoke, but he used to smoke 35 cigarettes a day.

1.- The dog doesn’t bark so much now, but it __________________every night three months
ago.
2.- Grace _________________my friend in elementary school, but we aren’t friends
anymore.
3.- He lives in Toronto now, but he ____________________ in Mexico in the past .
4.- When I was a child, I __________ ice cream, but I don´t eat it anymore.
5.- Alex has a car now, but he __________a bike two years ago.

II. Write sentences with “used to” in affirmative or negative form. Use the information from
the exercise I in the anticipatory set. (in your notebook)

Example √ I used to play with dolls.

X I didn´t use to play with dolls.

Read the following information.

USED TO
YES / NO QUESTIONS SHORT ANSWERS

I Yes, you did / No, you didn´t

you Yes, I did / No, I didn´t
he Yes, he did / No, he didn´t
Did she use to play soccer ? Yes, she did / No, she didn´t
it Yes, it did / No, it didn´t
we Yes, you did / No, you didn´t
you Yes, we did / No, we didn´t
they Yes, they did / No, they didn´t

III. Using the activities from the exercise I in the anticipatory set, make questions and answer
them in your notebook
Example: Did you use to play with dolls when you were a child?
√ Yes, I did
X No, I didn´t

IV. Work with a partner and ask him / her the questions from the previous exercise.

55
CLOSURE
I. Complete with the correct answer.

1. I __________ smoke when I was in my 20s.

a) usually b) use to c) used to d) am used to

2. I __________ smoke when I drink.

a) usually b) use to c) used to d) am used to

3. I __________ the smell of smoke because my husband smokes.

a) usually b) use to c) used to d) am used to

4. There was a time when she __________ always work late.

a) usually b) used to c) was used to d) would

5. He __________ be a vegetarian when he was a kid.

a) usually b) use to c) used to d) would

6. Sally __________ drink a lot of wine.

a) didn’t use to b) wouldn’t c) didn’t used to d) don’t use to

II. Write five activities your parents used to do or didn´t use to do when they were in the
school.

III. Write five activities you used to do or you didn´t use to do when you were in secondary
school.

IV. Interview your grandparents by asking them the questions from exercise III in STEP BY
STEP PROCEDURES

56
 UNIDAD 3
SECUENCIA DIDÁCTICA 1
INTENCIONES FORMATIVAS
PROPÓSITO: PROPORCIONAR INFORMACIÓN ACERCA DE LAS ACCIONES QUE SE
REALIZAN Y REPERCUTEN EN OTRAS PERSONAS U OBJETOS MEDIANTE UNA SERIE
DE SITUACIONES PLANTEADAS EN EL AULA

COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y
CONCEPTOS EXPLÍCITOS E IMPLÍCITOS EN UN TEXTO,
CONSIDERANDO EL CONTEXTO EN EL QUE SE GENERÓ Y EN EL
QUE SE RECIBE.
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA
LENGUA, CONSIDERANDO LA INTENCIÓN Y SITUACIÓN
DISCIPLINAR:
COMUNICATIVA.
UTILIZA PROCEDIMIENTOS Y ESTRATEGIAS DE LA
COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
EVALUAR LAS PRODUCCIONES, TANTO PROPIAS COMO AJENAS,
CON CRITERIOS OBJETIVOS DE CORRECCIÓN, COHERENCIA,
PROPIEDAD Y CREATIVIDAD.
SIGUE INSTRUCCIONES Y PROCEDIMIENTOS DE MANERA
REFLEXIVA, COMPRENDIENDO COMO CADA UNO DE SUS PASOS
CONTRIBUYE AL ALCANCE DE UN OBJETIVO.
GENÉRICA: ORDENA INFORMACIÓN DE ACUERDO A CATEGORÍAS,
JERARQUÍAS Y RELACIONES.
APORTA PUNTOS DE VISTA CON APERTURA Y CONSIDERA LOS DE
OTRAS PERSONAS DE MANERA REFLEXIVA.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 PRONOMBRES DE  ESCRIBIR ORACIONES  RESPETO
OBJETO SOBRE ACTIVIDADES QUE  RESPONSABILIDAD
HACEN O NO HACEN  PARTICIPACIÓN
 LEER INFORMACION SOBRE  INICIATIVA
LOS PRONOMBRES DE  TRABAJO
OBJETO COLABORATIVO
 COMPLETAR ORACIONES
UTILIZANDO PRONOMBRES
DE OBJETO
 REESCRIBIR ORACIONES
UTILIZANDO PRONOMBRES
DE OBJETO

57
  RELACIONAR SUJETOS CON
PRONOMBRES DE OBJETO
 REEMPLAZAR OBJETOS
DIRECTOS CON
PRONOMBRES DE OBJETO.
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I, II, III, IV y V de CLOSURE

ANTICIPATORY SET

I. Match the following activities with an arrow.

Obey my mother
Do the exercises
Help my parents
Read my boyfriend
Kiss TV
Answer my grandmother
See books
Watch the homework

II. In your notebook and using the information above, write statements about the things you
do and the ones you don´t do.

Example. I obey my parents. I I don´t obey my parents.

III. Read your sentences to the rest of the group.

58
STEP BY STEP PROCEDURES
Read the following information.
Object pronouns

They can be used as direct objects, or indirect objects. Example:

This gift is for my wife. I bought it at Sears.

As you can see, it is an object pronoun and is used as a direct object.

I´ll give her the present after the anniversary dinner.

In this example the pronoun is used as an indirect object, but in both cases the pronouns

(direct/indirect) are placed after the verb.

SUBJECT PRONOUNS OBJECT PRONOUNS

I Me
You You
He Him
She Her
It It
We Us
They Them

I. Complete the following sentences by using the appropriate object pronouns.

 My best friend Tony used to collect toy soldiers. I gave _____ some of my toys.
 My English teacher Mary used to play music at class. I used to ask _____ to play
my favorite songs.
 My mother gave _____ (me and brothers) a present for our birthday.
 My grandmothers used to bake some cookies for the children. I used to help
______on vacations.
 My partners and I have good teachers. They explain to _____ all about the subjects.
 When I was a child my father used to swim in a river. He used to teach _____ how
to swim in different ways.

59
II. Rewrite the sentences from the Anticipatory set by replacing the direct object with the
object pronoun.
Example. I obey my parents = I obey them

III. At random, some students will read their statements.

CLOSURE

I. Which are the object pronouns you studied in this sequence? _________________

II. Match the people with the object pronouns.

People Object pronouns

___Lucy, Mary and Susan 1. him

___Mary and I 2. us

___Susan’s boyfriend 3. her

___Lucy 4. them

III. Complete the following text using object pronouns.

I was in the school answering some exercises. My teacher asked _____ “May I help _____?
But I told _____ “No, thanks. I can answer _____ by myself.

IV. Write the correct object pronoun on the line.

1. Is she writing to Leonardo Di Caprio?
Yes, she is in love with ________!
2. Please tell Mrs. Smith to come in."
Sorry, I don't know _________.
3. I can't find my glasses!
You are wearing _________.
4. Do you like bananas?
I love ___________!
5. Is he Mary's new boyfriend?
Don't ask me, ask __________!

60
V. Replace the underlined words with an object pronoun.
1. I invited Mario to my party. __________________________
2. I gave the children some Christmas presents. __________________________
3. I send my parents a letter every week. __________________________
4. He drives the car. __________________________
5. I have my books on the desk. __________________________

61
 UNIDAD 3
SECUENCIA DIDÁCTICA 2
INTENCIONES FORMATIVAS
PROPÓSITO: EL ESTUDIANTE EXPRESA ACTIVIDADES REALIZADAS POR ELLOS O
POR PERSONAS CERCANAS O DE INTERES PERSONAL EN UN PASADO INMEDIATO
RELACIONADAS A LA VIDA DIARIA EN UN CONTEXTO PRÓXIMO COMO EN EL
GLOBAL.
COMPETENCIAS A DESARROLLAR:
PRODUCE TEXTOS CON BASE EN EL USO NORMATIVO DE LA
LENGUA, CONSIDERANDO LA INTENCIÓN Y SITUACIÓN
COMUNICATIVA.
RECONOCE QUE LA LECTURA ES EL RESULTADO DE UNA
INTERACCIÓN ENTRE EL TEXTO Y EL LECTOR APLICANDO LAS
DISCIPLINAR: ESTRATEGIAS NECESARIAS DE ACUERDO AL PROPÓSITO DEL
TEXTO Y DEL LECTOR.
DESARROLLA ESTRATEGIAS PARA HACERSE COMPRENDER EN
LENGUA EXTRANJERA EN SITUACIONES COMUNICATIVAS
COTIDIANA, MEDIANTE CONVENCIONES LINGÜÍSTICAS Y
RECURSOS NO LINGÜÍSTICOS.
EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
LINGÜÍSTICAS.
SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
SE EXPRESA EN FORMA COHERENTE, CREATIVA Y ADECUADA A
GENÉRICA:
LAS DIVERSAS SITUACIONES Y FINALIDADES DE LA
COMUNICACIÓN, ENFATIZA LAS DESTREZAS COMUNICATIVAS
PROPIAS DEL DIÁLOGO Y DE LA CONVERSACIÓN QUE REQUIERE
EL TRATO CON OTRAS PERSONAS Y LA PRÁCTICA EXPOSITIVA
PÚBLICA.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 TIEMPO PASADO  LEER INFORMACION SOBRE  RESPETO
CONTINUO O EL TIEMPO PASADO  RESPONSABILIDAD
PROGRESIVO EN CONTINUO O PREGRESIVO  PARTICIPACIÓN
FORMA AFIRMATIVA  AGREGAR L TERMINACIÓN  INICIATIVA
Y NEGATIVA –ING A LOS VERBOS  TRABAJO
 COMPLETAR ORACIONES EN COLABORATIVO
PASADO CONTINUO
 ESCRIBIR ORACIONES EN
PASADO CONTINUO
 COMPRENDER UNA
LECTURA PARA
EDENTIFICAR
INFORMACION E INFERIR LA

62
 VERACIDAD DE LA
INFORMACION
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I, II, III, IV y V de CLOSURE

ANTICIPATORY SET
I. Group work. Tell me what they were doing yesterday afternoon. Observe people and their
activities. What were they doing yesterday? Then fill in the blanks with the right name.

K S
a u
r e
l Watching TV

Carrying books
M
a T
Playing the guitar i
r
y n
Flying a kite a

J Eating a sandwich
u
s L
Reading a tale
t u
i k
n Cooking special a
soup
Riding a bike
E
S d
a
m &

A
m
y

63
STEP BY STEP PROCEDURES
Read the following information
Past continuous / Past Progressive
The past continuous of any verb is composed by two parts: the past tense of the verb to be
(was/were), and the base of the main verb + ing.

Subject was/were Base - ing

They were Watch- ing

Past continuous is very similar in structure to the Present Continuous tense. The only
difference is that in the present continuous we use the verb to be in the present (am/is/are)
but with the past continuous we use the verb to be in the past (was/were).

PRESENT CONTINUOUS / PAST CONTINUOUS / PROGRESSIVE

PROGRESSIVE

I am I was yesterday
You are You were last night
He is now He was last week
She is eating right now She was eating last month
It is in this moment It was last Sunday
We are We were last year
You are You were last weekend
They are They were an hour ago

The past progressive puts emphasis on the course of an action in the past. Check the
complete form:

Affirmative Negative
I
he she it was speaking yesterday was not speaking yesterday
wasn’t speaking yesterday

We you were speaking yesterday were not speaking yesterday

they weren’t speaking yesterday

64
 Adding ing Example

Final e is dropped (but: ee is not changed) come – coming

One syllable verbs ending in consonant-vowel-consonant, Run - running

double the last consonant and add “ing”.

Final “ie” becomes “y” lie – lying

I. Add -ing to the following words. Mind the exceptions in spelling.

a. live _________________ f. give _________________

b. sit _________________ g. run _________________
c. ride _________________ h. lie _________________
d. play _________________ i. swim _________________
e. fly _________________ j. travel _________________

II. Complete the following statements in past progressive using the verbs in parentheses.

1. I _________ Math in the morning.(study)

2. She _______ English with the teacher. (speak)
3. They ______ when the class began. (come)
4. The students _______ a test. (answer)
5. Sue and Mary ________ fish.(cook)

III. Write the activities you were doing yesterday afternoon.

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

65
CLOSURE

I. Individual work. Read and answer, then circle the past progressive sentences.

Yesterday morning, I went to a picnic with Janet´s family and I want to tell you all we were
doing. Janet was reading the newspaper at the park with her boyfriend. He was drinking a soda.
Janet´s mother was taking photos to the squirrels and birds. They were eating rice on the floor.
Janet’s brothers, Charlie and Thomas, were playing soccer together and I was listening to
music. And what were the little girls doing? What was Janet’s father doing? Could you imagine
it?

II. According to the reading, choose the correct answer.

TRUE FALSE
1. Janet was riding a horse.
2. The animals weren´t eating.
3. Janet´s mother was reading the newspaper.
4. Charlie and Thomas were playing soccer.
5. Her boyfriend was drinking a soda.
6. I was listening to music.
7. Janet and her boyfriend were taking photos.

III. In your notebook write the sentences circled and change them to the negative form.

Example: Janet was not reading the newspaper.

66
IV. Look at the next picture. Write five sentences about the activities the grandparents and
their grandchildren were doing (in your notebook).
Mike
Peter Maggie
Ann

Liz Luis

Bill
Linda
Bob

Joe

V. Using the same picture, write five sentences about the activities they weren´t doing. You can
invent names or activities. (in your notebook)

67
 UNIDAD 3
SECUENCIA DIDÁCTICA 3
INTENCIONES FORMATIVAS
PROPÓSITO: EL ESTUDIANTE EXPRESA ACTIVIDADES REALIZADAS POR ELLOS O
POR PERSONAS CERCANAS O DE INTERES PERSONAL EN UN PASADO INMEDIATO
RELACIONADAS A LA VIDA DIARIA EN UN CONTEXTO PRÓXIMO COMO EN EL
GLOBAL
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
DISCIPLINAR: PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE N DISCURSO LOGICO,
ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 PASADO CONTINUO  IDENTIFICA ACTIVIDADES  RESPETO
EN FORMA REALIZADAS CON  RESPONSABILIDAD
INTERROGATIVA ANTERIORIDAD  PARTICIPACIÓN
 LEER INFORMACIÓN SOBRE  INICIATIVA
EL TIEMPO PASADO  TRABAJO
PROGRESIVO EN FORMA COLABORATIVO
INTERROGATIVA
 ELABORAR PREGUNTAS Y
CONTESTARLAS
 ELABORAR UNA ENCUESTA
Y REPORTAR LOS
RESULTADOS
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II y III de STEP BY STEP PROCEDURES
Ejercicio I de CLOSURE

68
ANTICIPATORY SET

I. Put a √ next to the activities you were doing yesterday.

_____ cook _____ drive a car _____ fix a car

_____ study _____ wash clothes _____ play soccer
_____ do the homework _____ write a letter _____ sleep
_____ watch TV _____ clean the house _____ read a book

STEP BY STEP PROCEDURES

Read the following information.

PAST CONTINUOUS OR PROGRESSIVE
INTERROGATIVE FORM SHORT ANSWERS

Was I yesterday Yes, you were / No, you weren´t

Were you last night Yes, I was / No, I wasn´t
Was he last week Yes, he was / No, he wasn´t
Was she sleeping last month ? Yes, she was / No, she wasn´t
Was it last Sunday Yes, it was / No, it wasn´t
Were we last weekend Yes, you were / No, you weren´t
Were you last year Yes, we were / No, we weren´t
Were they an hour ago Yes, they were / No, they weren´t

I. Use the activities from the exercise I in the anticipatory set to make questions and answer
them in your notebook.
Example: Were you cooking yesterday?
√ Yes I was
X No, I wasn´t

69
II. Use the words below to form questions in the past continuous tense. Don't forget to add a
question mark at the end of each question.

Example:
a) they / shop / for clothes Were they shopping for clothes?
b) he / drive / a sports car _______________________________
c) Brent and George / smoke _______________________________
d) she / speak / English _______________________________
e) they / read / a book _______________________________
f) he / take / the dog for a walk _______________________________

III. Unscramble these questions and answer them.

1.- ? / Tom / tennis / was / in the hotel / playing

__________________________________________? Yes, ____________________

2.- traveling / you / to / Were / Mexico / bus / by / ?

________________________________________? No, ____________________

3.- Were/ speaking/ French/ they / ?

__________________________________________? No, ____________________

4.- Justin / singing / ? / playing / concert / and / yesterday / Was / the / in / guitar / night.
_____________________________________________________________________
Yes, ________________

5.- Sam / books / classroom / Was / to / carrying / the / ?

____________________________________________________ Yes, ____________

6.- ? / you / studying / eight / Were / o’clock / at

____________________________________________________ ____, _____________

CLOSURE

Make a list of questions related to activities people were doing the previous day, then ask the
questions to a classmate and report what you found out.

70
 UNIDAD 3
SECUENCIA DIDÁCTICA 4
INTENCIONES FORMATIVAS
PROPÓSITO: EL ESTUDIANTE IDENTIFICA SUS HABILIDADES RECONOCIENDO LO
QUE PODÍA O NO HACER, ADEMÁS DE HABLAR ACERCA DE LAS HABILIDADES QUE
PODÍAN DESARROLLAR OTRAS PERSONAS
COMPETENCIAS A DESARROLLAR:
ASUME UNA ACTITUD CONSTRUCTIVA, CONGRUENTE CON LOS
CONOCIMIENTOS Y HABLILIDADES CON LOS QUE CUENTA,
DENTRO DE DISTINTOS EQUIPOS DE TRABAJO.
UTILIZA PROCEDIMIENTOS Y ESTRATEGIAS DE LA
DISCIPLINAR:
COMUNICACIÓN ESCRITA Y RECONOCE LA IMPORTANCIA DE
EVALUAR LAS PRODUCCIONES, TANTO PROPIAS COMO AJENAS,
CON CRITERIOS OBJETIVOS DE CORRECCIÓN, COHERENCIA,
PROPIEDAD Y CREATIVIDAD.
SE COMUNICA EN UNA SEGUNDA LENGUA EN SITUACIONES
COTIDIANAS.
EXPRESA IDEAS Y CONCEPTOS MEDIANTE REPRESENTACIONES
GENÉRICA:
LINGÜÍSTICAS.
ESTRUCTURA IDEAS Y ARGUMENTOS DE MANERA CLARA,
COHERENTE Y SINTÉTICA.
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 AUXILIAR COULD  IDENTIFICAR HABILIDADES  RESPETO
(HABILIDAD EN EL  LEER INFORMACION SOBRE  RESPONSABILIDAD
PASADO) EL AUXILIAR COULD EN  PARTICIPACIÓN
FORMAS DIFERENTES  INICIATIVA
 COMPLETAR ORACIONES  TRABAJO
CON EL AUXILIAR COULD COLABORATIVO
 RELACIONAR
INFORMACION PARA HACER
ORACIONES
 RELACIONAR PREGUNTAS Y
RESPUESTAS
 HACER PREGUNTAS A UN
COMPAÑERO
 CAMBIAR ORACIONES DE
ACUERDO AL SIGNO
Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II, III y IV de STEP BY STEP PROCEDURES
Ejercicio I y II de CLOSURE

71
ANTICIPATORY SET

I. Group activity. Could you fly? Put a or  if they could do the indicated action.

walk swim

fly sing

run drive

STEP BY STEP PROCEDURES

Read the following information.

Could: ability in the past

Sometimes could is the past of can. We use it to say that someone had the ability to do
something in the past. It is used in the same form with all pronouns. Examples:

Affirmative form:

 My grandfather could speak six languages.

 When I was 16, I could run 100 meters in 11 seconds.
 Tomas could write when he was only three years old.

72
Negative Form
It is formed with: could + not = couldn't
 He couldn't play football when he was eight months old.
 She couldn’t swim when she was four. But at ten she became a champion swimmer.
 Einstein couldn't speak fluently until he was eight!
Yes /no questions with could
It is formed with: Could + subject + (infinitive of the verb)+ ?
Could I play the piano?
Could he walk at five?
Could it bring you the paper when it was a puppy?
Could they dance rock when they were teenagers?

Short answers
There are many possible answers to the above questions but check the short options:

Short answers (positive) Short answers (negative)

Yes, I could No, I couldn't

Yes, you could No, you couldn't
Yes, he could No, he couldn't
Yes, she could No, she couldn't
Yes, it could No, it couldn't
Yes, we could No, we couldn't
Yes, they could No, they couldn't

73
I. Individual work. Complete the statements with the absent word according exercise in
“Anticipatory set”.

1. The baby _could__ walk. 4. The whale could ___________.

2. The ______________ couldn’t fly. 5. The __________ ___________ sing.
3. The turtle _______________ run. 6. ______ child ______________ drive.

II. Match the two columns in order to make sentences.

Jack couldn´t come. I didn’t have your number.

Nobody could answer the exam. I lived with my parents.
She could read before I was ten!
I couldn’t phone you. She went to school.
I couldn’t ride a bicycle until It was very difficult.
I could use my father’s car when He had to stay and help his parents.

III. Make questions using the information given and then answer them.

Could you __________ when you were a child?

√ Yes, I could
X No, I couldn’t

 Swim
 Dance
 Play golf
 Watch TV
 Sing
 Read
 Wash the clothes
 Cook

IV. Work with a partner. Ask each other the questions from the previous exercise.

74
CLOSURE

I. Change the sentences according to the signs

1. Could my brother go with us? (-) ____________________________________

2. Could you live in Mexico City? (+) ____________________________________
3. She couldn’t run fast. (?) ____________________________________
4. They could dance. (-) ____________________________________
5. Could he swim on the beach? (+) ____________________________________

II. Choose the correct answer

1. I ________ speak Spanish when I was seven.

A) could B) can C) can’t D) cans
2. ______ people use a computer two centuries ago?
A) Can B) Could C) Can’t D) Couldn’t
3. They could translate, but they ________ speak in the class.
A) can B) can’t C) could D) couldn’t
4. We ___________ read until we were six.
A) can B) could C) can’t couldn’t
5. __________ you swim when you were seven?
A) Can B) Could C) Can’t D) Couldn’t
6. ______ you use a computer to do homework?
A) Can B) Cans C) Car D) Couldn’t

75
 UNIDAD 3
SECUENCIA DIDÁCTICA 5
INTENCIONES FORMATIVAS
PROPÓSITO:
COMPETENCIAS A DESARROLLAR:
IDENTIFICA, ORDENA E INTERPRETA LAS IDEAS, DATOS Y CONCEPTOS
EXPLICITOS E IMPLICITOS EN UN TEXTO, CONSIDERANDO EL CONTEXTO EN EL
QUE SE GENERO Y EN EL QUE SE RECIBE.
DISCIPLINAR: PRODUCE TEXTOS CON BASE EN EL USO NORMATUVO DE LA LENGUA
CONSIDERANDO LA INTENCION Y SITUACION COMUNICATIVA
SE COMUNICA EN UNALENGUA EXTRANJERA MEDIANTE N DISCURSO LOGICO,
ORAL O ESCRITO, CONGRUENTES CON LA SITUACION COMUNICATIVA.
ESCUCHA, INTERPRETA Y EMITE MENSAJES PERTINENTES EN DISTINTOS
CONTEXTOS MEDIANTE LA UTILIZACION DE MEDIOS, CODIGOS Y
HERRAMIENTAS APROPIADOS
 EXPRESA IDEAS Y CONCEPTOS MEDIANTE
REPRESENTACIONES LINGUISTICAS, MATEMÁTICAS O
GENÉRICA:
GRAFICAS
 IDENTIFICA IDEAS CLAVE EN UN TEXTO O DISCURSO
ORAL E INFIERE CONCLUSIONES A PARTIR DE ELLAS
 SE COMUNICA EN UNA SEGUNDA LENGUA EN
SITUACIONES COTIDIANAS
CONTENIDOS:
FÁCTICOS (SABER) PROCEDIMENTALES (SABER ACTITUDINALES (SABER
HACER) SER)
 AUXILIAR COULD  LEER INFORMACION SOBRE  RESPETO
(REQUERIMIENTO / EL USO DEL AUXILIAR  RESPONSABILIDAD
POSIBILIDAD) COULD COMO  PARTICIPACIÓN
REQUERIMIENTO O  INICIATIVA
POSIBILIDAD  TRABAJO
 COMPLETAR ORACIONES COLABORATIVO
PARA EXPRESAR
REQUERIMIENTOS
 COMPLETAR ORACIONES
PARA EXPRESAR
POSIBILIDAD
 COMPRENDER UNA
CONVERSACION PARA
CONTESTAR ALGUNAS
PREGUNTAS SOBRE LA
MISMA
 ESCRIBIR ORACIONES QUE
EXPRESAN
REQUERIMIENTOS O
POSIBILIDAD

76
 Productos de aprendizaje:
Ejercicio I de ANTICIPATORY SET
Ejercicio I, II, III y IV de STEP BY STEP PROCEDURES
Ejercicio I, II y III de CLOSURE

ANTICIPATORY SET

I. Where do you ask for the following things? Write the name of the places in front of each
word.

a) a pencil _____________________
b) the menu _____________________
c) a glass of water _____________________
d) a favor _____________________
e) the bill _____________________
f) take a seat _____________________
g) Pass me the salt _____________________

STEP BY STEP PROCEDURES

Read the following information

Could
Could is used in polite requests when you want to ask in a nice way.

Could you pass me the dictionary, please? Sure / Sorry, I couldn’t

Could you clean the kitchen? No problem.
Yes, I could./ No, I couldn’t
Could is also used to indicate possibility.

 The results could be given next week.

 It could rain tomorrow.
 My grandparents could visit us next Christmas.

Remember that after the modal auxiliary Could you need a verb in simple form.
 My friends could remember the address.

77
I. Fill in the space in each sentence using either "Could I" or "Could You".
a) _______________close your window please? It's very cold in here.
b) _______________ open the door for me please? I am carrying all these books.
c) Oh, Anna isn't at home! ____________________ leave a message for her please?
d) Waiter! _________________ see the wine list now? Thank you.

II. Fill in the blanks using could and the verb in parentheses.
1. I _______________________ (go) to the party, but I’m not sure.
2. My brother wishes he _______________________ (travel) next month.
3. The teacher _____________________ (give) an exam tomorrow.
4. The concert _____________________ (be) a great success.

III. Read the following conversation and answer the questions below.

Diego: Hi, Luis. How are you doing?

Luis: Just fine. Thanks. Listen, I’m going to Guadalajara next week. Could you do
me some favors?
Diego: Sure.
Luis: Could you feed my dog? And could you water my plants and the grass?
Diego: No problem. Could I use your stereo while I’m watering them?
Luis: Yes, you could. And thank you very much for your help.
Diego: Oh friend, it’s my pleasure.

1. Who is going to Guadalajara?

a) Diego b) Luis c) cat d) a friend

2. Who wants to listen to music?

a) Diego b) feed c) dog d) Luis

3. Could Luis water the plants?

a) Yes, he can. b) No, he couldn’t. c) Yes, I can. d) No, I could.

78
IV. Work in pairs. Write sentences correctly.

1. help / ? / homework / Could / my / me / you / with

___________________________________________________________________

2. my / could / . / proposal / My / accept / girlfriend

___________________________________________________________________

3. ask / to / the / ? / us / the / Could / grammar / repeat / explanation / teacher

___________________________________________________________________

4. You / run / if / you / so / lazy / . / faster / weren't / could

___________________________________________________________________

5. . / not / climb / those / could / mountains / we / when / were / kids / We

___________________________________________________________________

CLOSURE

I. Write five requests you make…….

 in your school
 in your house
 on the street

II. Write five possibilities for the future.

Example: I could go on vacations next summer

79
 BIBLIOGRAPHY

Soars Liz and John. American Headway 1. Student’s Book. Oxford University Press: OUP.
2001.

Durá Monleón, Reyes and Lawley Jim. Everything 1. Student’s Book. Richmond Publishing.
2009.

Sure! The English monthly magazine for you. Year XXII. Eli Magazines. 2009.

Let’s Start! A magazines for your English. Year XXII. Eli Magazines. 2009.

Rogers Mickey and Sturtevant Jane. English with Style 1, 3. Student’s Books. MacMillan.
2007.

Páginas consultadas en Internet:

http://www.englishexercises.org

http://esl.about.com

http://www.curso-ingles.com

80
Inglés II. Es una obra realizada por Docentes del
CECyTE-NL, bajo la coordinación de la
Dirección Académica para el segundo semestre
del Bachillerato Tecnológico.

Se imprimió mediante fotocopiado con la

supervisión de Juana Mireya Cárdenas García.

Monterrey, N.L., diciembre 2016.

Perfil de Egreso de los estudiantes del CECyTE-NL

Los estudiantes que egresan del colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León, han desarrollado las
siguientes competencias, las cuales constituyen el Marco Curricular Común del Sistema Nacional de Bachillerato.

Competencias Genéricas y sus atributos

Las competencias genéricas que articulan y dan identidad a la Educación Media Superior (EMS) y que constituyen el Perfil del
Egresado del Sistema Nacional de Bachillerato (SNB) son las que todos los bachilleres deben estar en capacidad de desempeñar;
les permiten desenvolverse exitosamente en la sociedad, y les capacitan para continuar aprendiendo de forma autónoma a lo
largo de sus vidas.

Las 11 competencias genéricas y sus 45 atributos, se indican a continuación:

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.
Atributos:
• Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
• Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante una situación que
lo rebase.
• Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
• Analiza críticamente los factores que influyen en su toma de decisiones.
• Asume las consecuencias de sus comportamientos y decisiones.
• Administra los recursos disponibles teniendo en cuenta las restricciones para el logro de sus metas.

2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.

Atributos:
• Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
• Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y culturas en el tiempo y
el espacio, a la vez que desarrolla un sentido de identidad.
• Participa en prácticas relacionadas con el arte.

3. Elige y practica estilos de vida saludables.

Atributos:
• Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
• Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas de riesgo.
• Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.

Se expresa y comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramien-
tas apropiados.
Atributos:
• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.
• Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los
objetivos que persigue.
• Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
• Se comunica en una segunda lengua en situaciones cotidianas.
• Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

Piensa crítica y reflexivamente

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
Atributos:
• Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de sus pasos contribuye al alcance de
un objetivo.
• Ordena información de acuerdo a categorías, jerarquías y relaciones.
• Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
• Construye hipótesis y diseña y aplica modelos para probar su validez.
• Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas preguntas.
• Utiliza las tecnologías de la información y comunicación para procesar e interpretar información.
6. Sustenta una postura personal sobre temas de interés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva.
Atributos:
• Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuerdo a su relevancia
y confiabilidad.
• Evalúa argumentos y opiniones e identifica prejuicios y falacias.
• Reconoce los propios prejuicios, modifica sus puntos de vista al conocer nuevas evidencias, e integra nuevos conocimientos y
perspectivas al acervo con el que cuenta.
• Estructura ideas y argumentos de manera clara, coherente y sintética.

Aprende de forma autónoma

7. Aprende por iniciativa e interés propio a lo largo de la vida.
Atributos:
• Define metas y da seguimiento a sus procesos de construcción de conocimiento.
• Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus reacciones frente
a retos y obstáculos.
• Articula saberes de diversos campos y establece relaciones entre ellos y su vida cotidiana.

Trabaja en forma colaborativa

8. Participa y colabora de manera efectiva en equipos diversos.
Atributos:
• Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de acción con pasos
específicos.
• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
• Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos
de trabajo.

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.
Atributos:
• Privilegia el diálogo como mecanismo para la solución de conflictos.
• Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.
• Conoce sus derechos y obligaciones como mexicano y miembro de distintas comunidades e instituciones, y reconoce el valor de
la participación como herramienta para ejercerlos.
• Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.
• Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.
• Advierte que los fenómenos que se desarrollan en los ámbitos local, nacional e internacional ocurren dentro de un contexto
global interdependiente.

10.Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.
Atributos:
• Reconoce que la diversidad tiene lugar en un espacio democrático de igualdad de dignidad y derechos de todas las personas, y
rechaza toda forma de discriminación.
• Dialoga y aprende de personas con distintos puntos de vista y tradiciones culturales mediante la ubicación de sus propias
circunstancias en un contexto más amplio.
• Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local, nacional e internacio-
nal.

11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

Atributos:
• Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e internacional.
• Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en un contexto global
interdependiente.
• Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.