Libro Inglés III

Inglés III
GUÍA DE ACTIVIDADES DEL ALUMNO

PARA EL DESARROLLO DE COMPETENCIAS
DATOS DEL ALUMNO
Nombre:
Plantel:
Grupo: Turno: Teléfono:
Tercer semestre AGOSTO DE 2020

Jaime Bonilla Valdez
GOBERNADOR DEL ESTADO DE BAJA CALIFORNIA
Catalino Zavala Márquez

SECRETARIO DE EDUCACIÓN Y DIRECTOR GENERAL DEL ISEP DEL ESTADO DE BAJA CALIFORNIA
Javier González Monroy

SUBSECRETARIO DE EDUCACIÓN MEDIA SUPERIOR, SUPERIOR E INVESTIGACIÓN
Iván López Báez

DIRECTOR GENERAL DEL CBBC
Jesús Ernesto Robles Rodríguez

DIRECTOR DE PLANEACIÓN ACADÉMICA DEL CBBC
INGLÉS III
Edición versión en inglés, agosto de 2016 (RIEMS)

Actualizado por: Lic. Sara Ninochkat Ávalos Alonso
Lic. Yoana Elvira Conde
Lic. Landy Zumeika Gámez Gámez
Lic. Lucía Saucedo Aviña
Edición, agosto de 2018 (NME)
Actualizado por: Lic. Sara Ninochkat Ávalos Alonso
Lic. Gabriela Rosales Gutiérrez
Lic. Melecia Avilez Urías
Lic. Heriberto Guillermo López Acuña
Lic. Tania Marlene Pérez Blanco
Lic. Gabriela Acosta Ortiz
Lic. Aldo Salazar Medina
Lic. Myrna Cervantes Duarte
Edición, agosto de 2020 (MEPEO), actualizado por:
M.E. Susana González Casillas
Lic. Carlos Alberto Ramírez Soto
M.E. Adriana del Carmen Vázquez Vázquez
En la realización del presente material, participaron:

JEFE DEL DEPARTAMENTO DE ACTIVIDADES EDUCATIVAS
Mtro. Alfredo Sánchez Orozco
Edición, agosto de 2020, revisado por:

Mtro. Gerardo Enríquez Niebla
Ing. Diana Castillo Ceceña
Lic. Alba Ruth González Ruelas
La presente edición es propiedad del

Colegio de Bachilleres del Estado de Baja California.
Prohibida la reproducción total o parcial de esta obra.
Este material fue elaborado bajo la coordinación y supervisión de la

Dirección de Planeación Académica del Colegio de Bachilleres del Estado de Baja California.
Blvd. Anáhuac #936, Centro Cívico, Mexicali, B.C., México
www.cobachbc.edu.mx
2 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

Índice
Presentación
Competencias genéricas
Competencias disciplinares básicas de Comunicación
Enfoque de la disciplina
Ubicación de la asignatura
Relación de bloques del programa con los contenidos del Nuevo Modelo
Educativo del campo disciplinar de Comunicación.
UNIT I: LIFE MEMORIES 11
UNIT II: STORY TELLERS 31
UNIT III: DIVERSITY 63
UNIT IV: PICK IT UP 81
References 107
LECCIONES PARA EL DESARROLLO DE HABI-

ANEXOS
LIDADES SOCIOEMOCIONALES 109
LECCIÓN 3. ¿PRIMERO YO, DESPUÉS YO Y POR ÚLTIMO YO?
LECCIÓN 5. TOMA Y DACA
COBACH Colegio de Bachilleres del Estado de Baja California 3

Presentación
Con la puesta en marcha del Modelo Educativo para la Educación Obligatoria (MEPEO)
(SEP, 2017), se realizó una reestructuración de los programas de estudio de primero
a sexto semestre por lo que fue necesario realizar una adecuación de los materiales
didácticos de apoyo para los estudiantes y docentes.
Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

preceptos educativos que caracterizaron la Reforma Integral de la Educación Media Superior
(RIEMS); sino que significa: fortalecimiento, articulación, organización y concreción de aspec-
tos educativos y pedagógicos, tal como se manifiesta en los siguientes párrafos:
El Modelo educativo 2016 reorganiza los principales componentes del sistema educativo
nacional para que los estudiantes logren los aprendizajes que el siglo XXI exige y pue-
dan formarse integralmente… En este sentido, el planteamiento pedagógico -es decir, la
organización y los procesos que tienen lugar en la escuela, las prácticas pedagógicas en
el aula y el currículum- constituyen el corazón del modelo.
…El cambio que se plantea está orientado a fortalecer el sentido y el significado de lo

que se aprende. Se propone ensanchar y hacer más sólidos el entendimiento y la com-
prensión de los principios fundamentales, así como de las relaciones que los contenidos
generan entre sí. La memorización de hechos, conceptos o procedimientos es insuficien-
te y hoy ocupa demasiado espacio en la enseñanza. El desarrollo de las capacidades de
pensamiento crítico, análisis, razonamiento lógico y argumentación son indispensables
para un aprendizaje profundo que permita trasladarlo a diversas situaciones para re-
solver nuevos problemas. Los aprendizajes adquieren sentido cuando verdaderamente
contribuyen al pleno desarrollo personal y de los individuos. (SEP, 2016: 15-18).
En este sentido, todas las Guías de Actividades del Alumno para el Desarrollo de Competen-
cias de las diferentes asignaturas de los Componentes de Formación Básica y Propedéutica,
así como de las Guías de Aprendizaje de los distintos módulos del Componente de Formación
para el Trabajo, fueron adecuadas a los lineamientos pedagógicos antes citados y a los nue-
vos programas de estudio emanados del MEPEO.
Considerando y conscientes de la dificultad para que el alumnado tenga acceso a una biblio-
grafía adecuada, pertinente y eficaz con el entorno socioeconómico actual, el CBBC brinda
la oportunidad a los estudiantes de contar con materiales didácticos para el óptimo desarrollo
de los programas de estudio de las asignaturas que comprende el Plan de Estudios Vigente.
Cabe subrayar que dichos materiales son producto de la participación de docentes de la Insti-
tución, en los cuales han manifestado su experiencia, conocimientos y compromiso en pro de
la formación de los jóvenes bachilleres.
Es necesario, hacer énfasis que la guía no debe ser tomada como la única herramienta de
trabajo y fuente de investigación, ya que es imprescindible que los estudiantes lleven a cabo
un trabajo de consulta en otras fuentes bibliográficas impresas y electrónicas, material audio-
visual, páginas Web, bases de datos, entre otros recursos didácticos que apoyen su forma-
ción y aprendizaje.

COMPETENCIAS GENÉRICAS
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.
CG1.1 Enfrenta las dificultades que se le presentan y es consciente de sus valores, fortalezas y debilidades.
CG1.2 Identifica sus emociones, las maneja de manera constructiva y reconoce la necesidad de solicitar apoyo ante
una situación que lo rebase.
CG1.3 Elige alternativas y cursos de acción con base en criterios sustentados y en el marco de un proyecto de vida.
CG1.4 Analiza críticamente los factores que influyen en su toma de decisiones.
CG1.5 Asume las consecuencias de sus comportamientos y decisiones.
CG1.6 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.
CG2.1 Valora el arte como manifestación de la belleza y expresión de ideas, sensaciones y emociones.
CG2.2 Experimenta el arte como un hecho histórico compartido que permite la comunicación entre individuos y cultu-
ras en el tiempo y el espacio, a la vez que desarrolla un sentido de identidad.
CG2.3 Participa en prácticas relacionadas con el arte.
3. Elige y practica estilos de vida saludables.
CG3.1 Reconoce la actividad física como un medio para su desarrollo físico, mental y social.
CG3.2 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas
de riesgo.
CG3.3 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 herramientas apropiados.
CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

CG4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
CG4.3 Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
CG4.4 Se comunica en una segunda lengua en situaciones cotidianas.
CG4.5 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.
CG5.1 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo cómo cada uno de sus pasos con-
tribuye al alcance de un objetivo.
CG5.2 Ordena información de acuerdo a categorías, jerarquías y relaciones.
CG5.3 Identifica los sistemas y reglas o principios medulares que subyacen a una serie de fenómenos.
CG5.4 Construye hipótesis y diseña y aplica modelos para probar su validez.
CG5.5 Sintetiza evidencias obtenidas mediante la experimentación para producir conclusiones y formular nuevas
preguntas.
CG5.6 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.
CG6.1 Elige las fuentes de información más relevantes para un propósito específico y discrimina entre ellas de acuer-
do a su relevancia y confiabilidad.
CG6.2 Evalúa argumentos y opiniones e identifica prejuicios y falacias.
CG6.3 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.
CG6.4 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.
CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

CG7.2 Identifica las actividades que le resultan de menor y mayor interés y dificultad, reconociendo y controlando sus
reacciones frente a retos y obstáculos.
CG7.3 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.
CG8.1 Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de ac-
ción con pasos específicos.
CG8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
CG8.3 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.
CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

CG9.2 Toma decisiones a fin de contribuir a la equidad, bienestar y desarrollo democrático de la sociedad.
CG9.3 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.
CG9.4 Contribuye a alcanzar un equilibrio entre el interés y bienestar individual y el interés general de la sociedad.
CG9.5 Actúa de manera propositiva frente a fenómenos de la sociedad y se mantiene informado.
CG9.6 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 prác-
ticas sociales.
CG10.1 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.
CG10.2 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.
CG10.3 Asume que el respeto de las diferencias es el principio de integración y convivencia en los contextos local,
nacional e internacional.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
CG11.1 Asume una actitud que favorece la solución de problemas ambientales en los ámbitos local, nacional e interna-
cional.
CG11.2 Reconoce y comprende las implicaciones biológicas, económicas, políticas y sociales del daño ambiental en un
contexto global interdependiente.
CG11.3 Contribuye al alcance de un equilibrio entre los intereses de corto y largo plazo con relación al ambiente.

COMPETENCIAS DISCIPLINARES BÁSICAS
COMUNICACIÓN
CDBC 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.
CDBC 2. Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus
conocimientos previos y nuevos.
CDBC 3. Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la
consulta de diversas fuentes
CDBC 4. Produce textos con base en el uso normativo de la lengua, considerando la intención y
situación comunicativa.
CDBC 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,

desarrollos y conclusiones claras.
CDBC 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.
CDBC 7. Valora y describe el papel del arte, la literatura y los medios de comunicación en la recrea-
ción o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos
géneros.
CDBC 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.
CDBC 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de

comunicación.
CDBC 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.
CDBC 11. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito,
congruente con la situación comunicativa.
CDBC 12. Utiliza las Tecnologías de la Información y Comunicación para investigar, resolver
problemas, producir materiales y transmitir información.

ENFOQUE DE LA DISCIPLINA
Inglés se imparte de primero a cuarto semestre, comprendiendo las asigna-

turas de Inglés I, II, III y IV teniendo como propósito consolidar y desarrollar
la capacidad comunicativa en un nivel de dominio intermedio, de acuerdo a
estándares internacionales del Marco Común Europeo de Referencia para
las Lenguas (MCER). Las expectativas en primer y segundo semestre están
encaminadas a la consolidación del nivel A1 y comenzar la transición al ni-
vel A2; por su parte, en tercer y cuarto semestre, considerando el contexto,
las posibilidades del personal docente y recursos disponibles se alcanzará
el umbral del nivel B1, a través del desarrollo de las habilidades comunica-
tivas: comprensión auditiva, comprensión lectora, expresión e interacción
oral y expresión escrita.
Por lo tanto, en Inglés III se utilizan las funciones sociales del lenguaje para
que el estudiantado logre comunicarse a través de las habilidades comuni-
cativas con la intención de explicar experiencias, costumbres propias y de
otras persona que tuvieron lugar en el pasado así como acciones que los
interrumpieron, valorando las características de personas, objetos y luga-
res, para finalmente diseñar información sobre instrucciones y obligaciones.
Lo anterior con apoyo de las tecnologías de la información y comunicación
bajo un entorno incluyente de trabajo colaborativo, tolerante, creativo y de
comunicación asertiva, que permitan el respeto de diferentes puntos de vis-
ta, y propicie la reflexión sobre las consecuencias de sus actos y de otras
personas.

UBICACIÓN DE
LA ASIGNATURA
1ER. SEMESTRE 2DO. SEMESTRE 3ER. SEMESTRE 4TO. SEMESTRE 5TO. SEMESTRE 6TO. SEMESTRE
Taller de Lectura Taller de Lectura

y Redacción I y Redacción II
Literatura I Literatura II
Todas las a Todas las
signaturas de asignaturas de
5to. semestre de 6to. semestre de
los componentes los componentes
Inglés I Inglés II Ingles III Inglés IV básico básico y
y propedéutico propedéutico
Todas las Todas las

Informática I Informática II asignaturas de asignaturas de
3er. semestre 4to. semestre
Todas las Todas las

asignaturas de asignaturas de FORMACIÓN PARA EL TRABAJO
1er. semestre 2do. semestre
TUTORÍAS

Relación de bloques del programa con los
contenidos del Nuevo Modelo Educativo
del campo disciplinar de Comunicación
EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

Comunicarse, La comunicación y las relaciones
relacionarse y interpersonales.
colaborar con los
La integración de la comunidad de El trabajo colaborativo en el I
demás (eje transversal
aprendizaje. aula como base para la II
para todas las
La contextualización de la integración de la comunidad III
asignaturas del campo
comunidad de aprendizaje a partir de aprendizaje. IV
disciplinar de
Comunicación y de de los intereses y experiencias
Ciencias Sociales). académicas de los estudiantes.
La lectura, la escritura y la oralidad
La importancia de la lengua
como prácticas habilitadoras y
y el papel de la gramática.
generadoras del aprendizaje.
I
La importancia de la lectura para la
Leer, escribir, hablar y II
escritura: la producción de textos El texto argumentativo.
escuchar. III
argumentativos.
IV
La importancia de la lectura para la El texto como fuente de
escritura: la argumentación información y de expresión
fundamentada. de ideas nuevas.
El sustento de la opinión del
Generación de una La escritura argumentativa.
estudiante con un argumento.
opinión razonada y
razonable a partir de la
La construcción de una perspectiva La escritura original
elaboración de textos.
propia y original argumentada. argumentada.
El impacto de la tecnología
Tecnología y desarrollo humano.
en el desarrollo humano.
La generación, uso y
aprovechamiento
El manejo responsable de la
responsable de la información para
información.
Tecnología, el
información, aprendizaje.
comunicación y
El aprendizaje en red. El aprendizaje e innovación.
aprendizaje.
La creación de contenidos para el
En y desde la red.
aprendizaje.
El uso de la tecnología como
práctica Programar para aprender.
habilitadora de aprendizajes en red.

Unit I
LIFE MEMORIES
Competencias
GENÉRICAS DISCIPLINARES BÁSICAS
4. Escucha, interpreta y emite mensajes pertinentes CDBC 3. Plantea supuestos sobre fenómenos na-
en distintos contextos mediante la utilización de turales y culturales de su entorno con base en la
medios, códigos y herramientas apropiados.
consulta de diversas fuentes.
CG4.4 Se comunica en una segunda lengua en situa-
ciones cotidianas. CDBC 4. Produce textos con base en el uso nor-
mativo de la lengua, considerando la intención y
8. Participa y colabora de manera efectiva en equi- situación comunicativa.
pos diversos.
CDBC 10. Identifica e interpreta la idea general y
CG8.3 Asume una actitud constructiva, congruen- posible desarrollo de un mensaje oral o escrito en
te con los conocimientos y habilidades con los una segunda lengua, recurriendo a conocimientos
que cuenta dentro de distintos equipos de trabajo. previos, elementos no verbales y contexto.
10. Mantiene una actitud respetuosa hacia la inter- CDBC 11. Se comunica en una lengua extranjera
culturalidad y la diversidad de creencias, valores, mediante un discurso lógico, oral o escrito, con-
ideas y prácticas sociales. gruente con la situación comunicativa.
CG10.2 Dialoga y aprende de personas con distintos
CDBC 12. Utiliza las tecnologías de la información
puntos de vista y tradiciones culturales, mediante la
ubicación de sus propias circunstancias en un con- y comunicación para investigar, resolver proble-
texto más amplio. mas, producir materiales y transmitir información.
Unit I
LIFE MEMORIES
PROPÓSITO DEL BLOQUE

Explica experiencias, costumbres propias y de otras personas
usando la forma verbal "used to", a través de las habilidades
comunicativas, favoreciendo la asertividad que le permita la
reflexión sobre los usos y costumbres de diversos contextos.
INTERDISCIPLINARIEDAD TRANSVERSALIDAD
● Literatura I ● Eje transversal social

● Historia de México I ● Eje transversal ambiental
● Eje transversal de la salud
● Eje transversal de habilidades
lectoras
APRENDIZAJES ESPERADOS
Construye diálogos sobre costumbres propias y de otras personas de manera oral

y escrita, haciendo uso de la forma verbal “used to” favoreciendo la comunicación
asertiva que le permita reflexionar sobre los usos y costumbres de diversos contex-
tos.
CONOCIMIENTOS HABILIDADES ACTITUDES
● Vocabulario ● Describe hábitos y costumbres ● Reflexiona sobre las

○ Prendas de vestir del pasado haciendo uso del consecuencias de sus
vocabulario de manera oral y actos como ser social.
○ Alimentos escrita. ● Se relaciona con las
○ Actividades de esparcimien- ● Utiliza la forma verbal “used to” demás personas de
tos, escolares y deportivas. en sus diferentes expresiones de forma colaborativa.
○ Entre otros de interesa del manera oral, considerando la flui- ● Afronta las consecuen-
estudiantado. dez, pronunciación, coherencia y cias de sus actos.
entonación.
● Gramática ● Escucha activamente al
● Revisa en textos la forma verbal grupo de personas con
○ Forma verbal "used to" (Afir- “used to” tomando en cuenta la
ma, Negativa e Interrogativa) las que interactúa.
sintaxis, ortografía y coherencia.
○ Expresiones de tiempo para ● Se comunica de mane-
● Contrasta información en diferen- ra asertiva y empática.
el pasado. tes audios reconociendo la forma
verbal “used to”.

UNIT DESCRIPTION
In this unit you will learn how to use “used to” to describe past
habits or repeated actions in the past which we do not do in
the present or activities which are no longer true.
DIAGNOSTIC TEST UNIT I
Welcome to third semester
Opening activity: What do you remember from last semester? What would you
like to learn? Do you know how you will be evaluated this semester?
1. Maria ___________________ live in Ensenada.
a) used to lives b) used to live c) use to live
2. They used to ____________________ in the afternoon.
a) played soccer b) plays soccer c)play soccer
3. I______________ take the bus to go to school.
a) used to b) use to c) uses to
4. Laura and Jorge _________________ work on weekends.
a) didn’t used to b) didn’t use to c) didn't use
5. My parents didn’t use to __________ a cellphone.
a) haves b) have c) has
6. Alex did not _______________ eat vegetables.
a) use to b) used to c) used
7. My grandparents didn’t _____________________ home late from parties.
a) used to camed b) use to come c) use came
8. How much ___________________ for a candy?
a) does you used to pay b) did you use to pay c) used to pay
9. Children used to play outside many years___________.
a) last b) tomorrow c) ago
10. I didn’t use to go to the gym _______________ year.
a) last b) yesterday c) ago

UNIT I LIFE MEMORIES
LIFE MEMORIES
Grammar: Understand the expression “used to”.
Used to + Infinitive
The structure used to + infinitive is used to refer to a past habit or situation which
no longer exists at the present time.
Life memories
Unit I
● It refers to past habits and states that do not exist today, something that you did
regularly or repeatedly in the LIFE
past butMEMORIES
no longer do today.
● It exists only in the past.
Grammar: Understand
● The structure theto
used expression “used to”.
+ the infinitive is something confusing for learners of
English.
Used to + Infinitive
The structure used to + infinitive is used to refer to a past habit or situation which no
Hereexists
longer is an at
explanation
the present with
time. examples of use.
○ Tom used to drink coffee. Now he prefers tea.
❖ It refers to past habits and states that do not exist today, something that you did
regularly
○ Julie usedor torepeatedly in the past
fly from London but no longer
to Paris. do today.
Now she takes Volaris.
❖ It exists only in the past.
○❖I used to drive used
The structure to + Now
to work. the infinitive is something
I take the bus. confusing for learners of English.
○ Bill used
Here to explanation
is an live in California. Now he
with examples of lives
use. in Nevada.
○oWendy usedtoto
Tom used eatcoffee.
drink meat.NowNowheshe's a vegetarian.
prefers tea.
o Julie used to fly from London to Paris. Now she takes Volaris.
○ Eva used to wear glasses. Now she wears contact lenses.
o I used to drive to work. Now I take the bus.
○oMyBill used todidn't
mother live inuse
California. Now he
to do much lives in Nevada.
exercise. Now she goes walking with a friend.
o Wendy used to eat meat. Now she's a vegetarian.
o Eva used to wear glasses. Now she wears contact lenses.
o My mother didn't use to do much exercise. Now she goes walking with a friend.
AFFIRMATIVE NEGATIVE INTERROGATIVE
Long Form Contracted Form
I did not use to play I didn't use to play

I used to play soccer. Did I use to play soccer?
soccer. soccer.
You/We/They used to You/We/They did not You/We/They didn't use Did you/we/they use
have a puppy. use to have a puppy. to have a puppy. have a puppy?
He/She used to ride a He/She did not used to He/She didn't used to Did he/she used to ride a
bike. ride a bike. ride a bike. bike?

ACTIVITY 1
LET'S PRACTICE!
Is there any activity that you used to do, but you don’t do it anymore? or Is there any activity
that you didn’t use to do, but you do it now?
Following the examples from the previous grammar note, write sentences using “used
to”.
I. Affirmative sentences "used to"
1. I / have short hair when I was a child.
_________________________________________________________________________
2. Tania / play chess with her father.
_________________________________________________________________________
3. My grandfather / drink a cup of coffee every morning.
_________________________________________________________________________
4. My family and I / go to Ensenada during summer vacations.
_________________________________________________________________________
5. She / love eating chocolate, but now she hates it.
_________________________________________________________________________
II. Negative sentences "didn’t use to"
1. Alan / not / smoke.
_________________________________________________________________________
2. Arturo / not / play baseball at school.
_________________________________________________________________________
3. My students / not / hate school.
_________________________________________________________________________
4. Luke / not / have a car.
_________________________________________________________________________

Life memories
5. Luisa / not / dance well.
Unit I
_________________________________________________________________________
5. Luisa / not / dance well.
III.___________________________________________________________________________
Now complete de sentences with "used to" or "didn’t use to".
1. III.
I ________________ play thewith
Now complete de sentences guitar, buttoI or
used dodidn’t
now. use to.
2. 1. I ________________ play
I ________________ ridethe guitar,but
a bike, butI Idon’t
do now.
any more.
3. 2. I ________________ ride
I ________________ a bike,
collect but I don’t
stamps, but any more.
I don’t any more.
3. I ________________ collect stamps, but I don’t any more.
4. I ________________ enjoy getting up early, but I do now.
4. I ________________ enjoy getting up early, but I do now.
5. I ________________ be worried about environment, but I am now.
5. I ________________ be worried about environment, but I am now.
6. I ________________ be afraid of flying, but I´m not anymore.
6. I ________________ be afraid of flying, but I´m not anymore.
7. I ________________ know how to use a computer, but I do now.
7. I ________________ know how to use a computer, but I do now.
IV. What about you? Choose from the next activities and write down sentences about
IV. What about you? Choose from the next activities and write down sentences about activities
activities that you used to do and activities you didn’t use to do. *Add two more.
that you used to do and activities you didn’t use to do. *Add two more.
go to parties ride a bike go to high school *

play with cars/dolls watch cartoons have social networks *
1. I used to_________________________________________.
1. I used to_________________________________________.
2. ________________________________________________.
2. ________________________________________________.
3. ________________________________________________.
3. ________________________________________________.
4. ________________________________________________.
4. ________________________________________________.
5. I didn’t use to _____________________________________.
5. I didn’t use to _____________________________________.
6. _________________________________________________.
6. _________________________________________________.
7. _________________________________________________.
7. _________________________________________________.
8. _________________________________________________.
8. _________________________________________________.
ACTIVITY 3
Do you remember when you were a child? What activities did you use to do?
ACTIVITY 2
I. Directions: Find someone in the classroom that fits the description in each box and
have them sign their name in that box.
Do you remember when you were a child? What activities did you use to do?
I. Directions: Find someone in the classroom that fits the description in each box
and have them sign their name in that box.

Life memories
Unit I
FIND SOMEONE WHO USED TO…
…jump the …play …ride a …have a …play hide …play with

rope. dough. bike. pet fish. and seek. Barbies.
…watch
…have …be
…do …play …hate cartoons on
pillow afraid of
cartwheels. baseball. vegetables. Sunday
fights. the dark.
morning.
Picture taken from Clipart Word.

…play …live in …take
…play …play …collect
with another karate
soccer.II. Choose 5 activities from
withthe previous
cars. chart and write
stamps. questions using “used to”.
marbles. city. lessons.
Example: Did you use to take karate lessons?
1. ___________________________________________________________________
Picture taken from Clipart Word.
2.___________________________________________________________________
II. Choose 5 activities from the previous chart and write questions using “used to”
Example: Did you use to take karate lessons?
3. ___________________________________________________________________
1. _______________________________________________________________________
4. ___________________________________________________________________
2.________________________________________________________________________
3. _______________________________________________________________________
5.___________________________________________________________________
4. _______________________________________________________________________
5.________________________________________________________________________
III. In
III. In pairs, pairs,
ask ask and
and answer theanswer thethen
questions questions thenwriting
report them reportsentences
them writing
usingsentences
“used using
to”. “used to”.
-Yes, I did.
-Ana, did you use to Or
-No, I didn’t.
take karate lessons?

Example: Ana used to take karate lessons. Or Ana didn’t use to take karate lessons.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
Life memories
Unit I
IV. Now, write your own sentences using “used to”. Example: I used to play soccer.
OrExample
I didn’t use
Anato play
used tosoccer.
take karate lessons. Or Ana didn’t use to take karate lessons.
1. ____________________________________________________________________
1. 2.
_____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
2. 4.
_____________________________________________________________________
____________________________________________________________________
5. ____________________________________________________________________
3. _____________________________________________________________________
IV. Now, write your own sentences using “used to”
4. Example:
_____________________________________________________________________
I used to play soccer. Or I didn’t use to play soccer.
5. _____________________________________________________________________
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
ACTIVITY 3
5. _____________________________________________________________________
ACTIVITYI.4Look at the pictures. What do you see in them? What year do you think it is?
I. Look at the pictures. What do you see in them?

What year do you think it is?

READING SKILLS
Read the title of the text. What did your grandparents and parents use to do
when they were teenagers? Think about it. Share your answers with the class
then read the text and find out.
Teenagers in the 60s

The 1960s were a decade of revolution and change in politics, music
and society around the world. It started in the United States and the
United Kingdom, and spread to continental Europe and other parts of
the globe.
The 1960s were an era of protest. In the civil rights movement, blacks
and whites protested against the unfair treatment of races. Towards
the end of the decade more and more Americans protested against the
war in Vietnam. Many people in the United States thought that Ame-
ricans had no reason to fight in war that was so far away from home.
Female activists demanded more rights for women, whose role in so-
ciety began to change. The birth control pill and other contraceptives
were introduced, making it possible for women to plan their careers
and have babies when they wanted them.
In the 1960s many young people started doubting such values. They
protested against society and everything that was main stream.
Ponchos, moccasins, love beads, peace signs, medallion necklaces, chain belts,
polka dot-printed fabrics, and long, puffed "bubble" sleeves used to be popular
fashions in the late 1960s. Both men and women wore frayed bell-bottomed jeans,
tie-dyed shirts, work shirts, Jesus sandals, and headbands.
The early sixties for a young teenager used to be eating plenty of fresh meat and
vegetables (together with fried everything, chips, and lots of sugar), and unques-
tioned respect for parents, politicians, teachers, and the police.
Teenagers used to play outside with friends. They used to ride bikes, play sports,
and explore the neighbor on foot and on bike. When they were indoors, they used
to listen to the radio, read books, play board games and just socialize with the
family.

III. Reading Comprehension Skill:
Write sentences that describe what Teenagers in the 1960's used to do.
1. Teenagers in the 1960`s used to...________________________
2. ____________________________________________________
3. ____________________________________________________
4. ____________________________________________________
5. ____________________________________________________
IV. Writing Skills:
● Can you think of more things people used to do in the 1960s and they don’t do now?
● Write them using the affirmative (used to) and negative (didn’t use to).
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
V. Speaking and Writing Skills:
● Ask about, what did people use to do in the old days?
● Write questions and interview an older relative.
1. Q: ____________________________________________________________________
A: _____________________________________________________________________
2. Q: _____________________________________________________________________
A: _____________________________________________________________________
3. Q: _____________________________________________________________________
A: _____________________________________________________________________

ACTIVITY 4
I. Writing Skills
● Complete the dialogues below. Using the correct form of "used to" and the words
given.
Example:
1. A: I am making a salad. Would you like some?
I didn’t use to eat salads
B: Yes, please. _________________________ (I / not eat / salads), but now I love them.
2. A: Hi Dylan. Where’s Daisy?
B: She’s working. ___________________________________________ (she / not work /
on Saturdays), but now she does.
3. A: ______________________________________ (I / be / in very good shape) in the past.
B: _________________________________ (you / go / gym)?
A: Yes. I used to go four times a week.
4. A: Your cousin lives in Barcelona, right?
B: No. _____________________________ (he / live / in Spain). Now he lives in Canada.
5. A: How’s Ted?
B: I’m not sure. _____________________________________________ (we / meet / for
lunch / every day), but now we are both very busy.
II. Writing Skills:

● Complete the following exercises using "used to" plus a suitable verb.
● Pay attention to each sentences is it an affirmative, negative or interrogative sentences.
● Check your classmate’s exercise.

What ____________ you ______________________ when you were five years old?
Answer: I used to watch Teletubbies and Barney’s show.
2. What ___________ your mother _________________________ when she was at home?

Answer: She used to cook lasagna.
3. What games ___________ you ________________________ when you were at kinder

garden school?
Answer: I used to play hide and seek or tag with my friends.
4. What ___________ your father __________________________ with you for having fun?
Answer: He used to play soccer with me all the time.
5. Where ___________ your family _________________________ on weekends?

Answer: We used to visit my grandparents. We used to travel to Ensenada or Rosarito.

III. Writing Skills: Answer with a negative sentence using didn’t use to, the verb in bold
and the complement.
1. Did you use to go to the mountains on summer vacations?
No, we _________________________________________. We used to go to the beach.
2. Did you use to watch The Scooby Doo Show?
No, I_________________________________________________. I used to watch Dragon

Ball.
3. Did you use to eat mangoes with chile?
No, I ________________________________________________. I used to eat churritos.
4. Did your parents use to go to visit relatives?
No, they ___________________________________________. They used to visit friends.
5. When you were a child, did your best friend use to go to your house to play with you?
No, he ______________________________________________ in my house, their
parents did not allow him to go out.

ACTIVITY 5
I. Listen to the song and complete the sentences with verbs from the box,
then underline the phrases with "used to".
Chris Daughtry “Used To".
You used to _____ to me like I used to _____

I was the only one around You always had the just right thing to say
You used to lean on me I used to follow you
The only other choice was falling down
Never really cared where we would go
You used to _____ with me like
Fast or slow
We had no where we needed to go
To anywhere at all
Nice and slow
I look around me
To no place in particular
We used to ______ this figured out And I want you to be there
We used to breathe without a doubt Cause I miss the things that we shared
When nights were clear you were the first Look around you
star that I'd see It's empty and you're sad
We used to have this under control Don't you miss the love that we had?
We never thought we used to _______
You used to talk to me like I was the only one
At least there's you around The only one around
And at least there's me To how it used to be yeah
Can we get this back? Can we get this back? To how it used to be
To how it used to ______
To how it used to be
I used to _____ for you I got lost along the
way

ACTIVITY 6 Life memories

Unit I
Read the text about Pedro’s childhood and complete the sentences using
"used to /text
Read the didn’t
aboutuse" tochildhood
Pedro’s and theand
verb in brackets.
complete the sentences using used to / didn’t use
to and the verb in brackets.
1. I used to be (be) very shy. Whenever a stranger came to our house, I

______________________ (hide) in a closet.
1. I used to be (be) very shy. Whenever a stranger came to our house, I
2. I remember my
______________________ AuntinSusan
(hide) very well. Every time she came to our
a closet. house, she
_______________________ (give) me a big kiss and pinch my cheek.
2. I remember3. my aunt Susan very well.

I _____________________ (be)Every
afraid time sheMycame
of flying. heart to ourstart
would house, she every
pounding time I
stepped on a plane. But now I’m _______________________
_______________________ (give) me a big kiss and pinch my cheek. (fly) and enjoy it.
4. I got a new bicycle when I was ten. My friends _________________________ (ask) to ride it,
3. I _____________________ (be) afraid of flying. My heart
but for years I ______________________________ would
(not/let) anyonestart
else pounding
use it. every time I
stepped on a plane. But now I’m _______________________ (fly) and enjoy it.
5. When my grandfather was a boy and had a cold, his mother _________________ (make) him
4. I got a newgobicycle
to bed. Then she _______________________ (put) goose fat on his chest.
when I was ten. My friends _________________________ (ask) to ride
it, but for years I ______________________________
6. When (not/let)
I was a child, I ____________________________ anyone
(take) elsetouse
a flashlight bedit.
with me so
that I could read comic books without my parents’ knowing about it.
5. When my grandfather was a boy and had a cold, his mother _________________ (make)
7. Last summer, my sister and I took a camping trip in the Rocky Mountains. It was a wonderful
him go to bed. Then she
experience. _______________________
Every (put) goose fat(wake)
morning, we _____________________________ on hisupchest.
to the sound of
singing birds. During the day, we ______________________ (hike) through woods and along
6. When I was mountain
a child,streams.
I ____________________________ (take) a flashlight to bed with me
so that I could8. read
I can comic
rememberbooks
Mrs. without
Sawyer’smy
fifthparents’ knowing
grade class about
well. When we it.
arrived each morning, she
________________________ (sit) at her desk. She always _______________________ (smile)
7. Last summer, my sister and I took a camping
and ____________________________ trip
(say) in the
hello Rocky
to each Mountains.
student as he or sheIt entered.
was a won-
When
the bell rang, she ________________________(stand) up and
derful experience. Every morning, we _____________________________
______________________________ (clear) her throat. That was our signal (wake) up Class
to be quiet. to the
sound of singing birds.toDuring
was about begin. the day, we ______________________ (hike) through woods
and along mountain streams.
8. I can remember Mrs. Sawyer’s fifth grade class well. When we arrived each morning, she
________________________ (sit) at her desk. She always _______________________
(smile) and ____________________________
ACTIVITY 8 (say) hello to each student as he or
she entered. When the bell rang, she ________________________(stand) up and
______________________________ (clear) her throat. That was our signal to be quiet. Class
was about to begin.

ACTIVITY 7
I. Grammar: Understand the correct use of the time expressions in past.
In order to show when an action or situation happened in the past, particular

words and phrases (time adverbials) are often used. Here are some of the
most common ones:
1. Yesterday: • A week ago / One week ago, we went to San

Francisco.
This refers to the day before today, but not at
any specific time. The day before yesterday. 4. Plural number or expression + ago:
This time adverbial has the same meaning as A plural noun phrase showing a period of time
two days ago. is used before ago.
Example: Example:
• Omar and I went to the movies yesterday. • I saw Larry two minutes ago.
• I played in the baseball yesterday. • My English exam was three hours ago.
• Yesterday I ate pizza in the party. • Several days ago we went to San Francisco.
2. Last + noun: 5. Time prepositions: in, on, at
This time adverbial is similar to yesterday, but We can also use prepositions to mention a
it can be used with many different time refe- specific point in past.
rences.
Examples:
Example:
• My brother was born in 1998.
• My parents used to visit me last year when I
lived in Guadalajara. • I graduated on June 21st, 2013.
• Last week I went to the dentist. • Sofia went to the movies yesterday at 6:30.
• My wedding anniversary was last month.
3. a / an / one + noun + ago:
A singular noun phrase showing a period of

time.
Example:
• Paula used to work in a hospital a year ago /

one year ago.
• My English exam was an hour ago / one

hour ago.

INGLÉS III LIFE MEMORIES
II. Writing Skills: Write sentences in past tense using the time expression in brackets. Try
to use: “used to” or “didn’t use to” whenever is possible.
1. ________________________________________________________________(yesterday)
2.___________________________________________________________________(...ago)
3.___________________________________________________________________(last ...)
4._______________________________________________________________________(in)
5.______________________________________________________________________(on)
6.______________________________________________________________________(at)
ACTIVITY 8
Are you ready for the test? Let’s find out!

FINAL SCORE_____/10
EVALUATION TEST
I. UNDERLINE the correct answer for each question.
1. Maria ___________________ live in Ensenada.
a) used to lives b) used to live c) use to live
2. They used to ____________________ in the afternoon.
a) played soccer b) plays soccer c) play soccer
3. I______________ take the bus to go to school.
a) used to b) use to c) uses to
4. Laura and Jorge _________________ work on weekends.
a) didn’t used to b) didn’t use to c) didn’t use
5. My parents didn’t use to __________ a cellphone.
a) haves b) have c) has
6. Alex did not _______________ eat vegetables.
a) use to b) used to c) uses to
7. My grandparents didn’t _____________________ home late from parties.
a) used to camed b) use to come c) use came
8. How much ___________________ for a candy?
a) does you used to pay b) did you use to pay c) used to paid
9. Children used to play outside many years___________.
a) last b) tomorrow c) ago
10. I didn’t use to go to the gym _______________ year.
a) last b) yesterday c) ago
Note: The topics I need to review or improve are __________________________________.

UNIT PROYECT: ORAL SKILLS
Interdisciplinarian Project
A) Mesoamerican Culture
This project will be developed and evaluated together with History of Mexico I.
Instructions:
In teams, choose a State from Mexican Republic (Mesoamerican Cultures) and

investigate about past habits using "used to" and time expressions in past.
Example: Long time ago, Mixtecs used to use rebus writing to communicate.
They used to be polytheistic.
You can include traditions, habits, history, customs, job, education, food, religion,
way of living and so on.
Be ready to present it to your class and teacher.
Check the rubric to evaluate oral projects.
Remember to use visual aid.
B) Teens in the past
Instructions:
In teams, students interview some elderly relatives or friends and ask them
about their past life when they were young.
You can include traditions, habits, education, food, religion, leisure activities, music,
family, way of living and so on.
Be ready to present it to your class and teacher.
Check the rubric to evaluate oral projects.
Remember to use visual aid.

INGLÉS III LIFE MEMORIES
Life memories
Unit I
Asignatura: Inglés III Semestre: Tercero Corte: 1

Nombre del Bloque I: Life Memories
Rúbrica para la Evaluación del Proyecto Oral.
Nombre de la presentación: ___________________________________________
Alumno:
Apertura
Diagnóstica Formativa Sumativa
Tipo de Momento: Desarrollo
Evaluación: Autoevaluación Coevaluación Heteroevaluación
Cierre
Trabajo: Individual Binas Equipo Fecha: Grupo:

Docente
Evaluador:
NEEDS
EXCELLENT GOOD NON INCLUDED
CATEGORY FAIR (0.2) IMPROVEMENT
(0.4) (0.3) (0)
(0.1)
Visual aids are little
Visual aids support the Visual aids have little Visual aids are hard to
related to the theme,
VISUAL theme and have proper support for the theme. Have understand and/or are
have no proper size Non Included
AIDS size and color for the proper size and color for the not related to the
and color for the
audience. audience. theme.
audience.
The mistakes and
Uses appropriate
Presents mistakes grammar errors are
grammar without mistakes. Uses appropriate grammar No Structures
GRAMMAR but he or she evident and
Sentences are according with few mistakes. Applied Correctly
communicates. communication is not
to the goals.
accomplished.
Pronounces with
errors or is not The pronunciation is
PRONUNCIATION Excellent pronunciation. Well pronounced. Speaks Spanish
understandable from poor and unclear.
time to time.
Is able to communicate Is able to communicate Is able to express Is not able to
FLUENCY ideas in an excellent fluently, with just some ideas, stopping to communicate ideas, Only Reads
manner, without hesitation. hesitations. recall words. mixing both languages.
Turns in on time with an Poor quality, missing
PROJECT. ESSAY Turns in on time, according Turn in but missing
excellent quality according most of the Not Delivered
OR WRITTEN TEXT to the requirements some requirements.
to the requirements. requirements.
Score:
Casi Algunas Casi
Competencias Siempre
Atributos: siempre veces nunca
Genéricas: 4
3 2 1
4.4 Se comunica en una segunda lengua en situaciones
CG4
cotidianas.
8.3 Asume una actitud constructiva, congruente con los
CG8 conocimientos y habilidades con los que cuenta dentro de
10.2 Dialoga y aprende de personas con distintos puntos de
CG10 vista y tradiciones culturales mediante la ubicación de sus
propias circunstancias en un contexto más amplio.
Retroalimentación

Life memories
Unit I
Asignatura: Inglés III Semestre: Tercero Corte: I
Asignatura: Inglés III Semestre: Tercero Corte: 1
Nombre
Nombredel delBloque
Bloque:I:I Life
Life Memories
Memories
LISTA
LISTA DEDE OBSERVACIÓNPARA
OBSERVACIÓN PARAPORTAFOLIO
PORTAFOLIO DE DEEVIDENCIAS
EVIDENCIAS
Estudiante:
Apertura
Tipo de Diagnóstica Formativa Sumativa
Momento: Desarrollo
Cierre
Docente
Evaluador:
Valor: _______ / 20%

SI NO
INDICADORES VALOR OBSERVACIONES
CUMPLE CUMPLE
Utiliza la forma verbal “used to” en su forma
afirmativa, haciendo uso del vocabulario en el 0.5
contexto.
negativa, haciendo uso del vocabulario en el 0.5
contexto.
interrogativa, haciendo uso del vocabulario en el 0.5
contexto.
Utiliza el vocabulario de prendas de vestir,
alimentos, actividades de esparcimiento,
0.5
escolares y deportivas en conjunto con la forma
verbal “used to”.
*Los requerimientos para la entrega del Portafolio de Evidencias quedan a consideración del
docente.
Casi Algunas Casi
Genéricas: 4
3 2 1
4.4 Se comunica en una segunda lengua en

CG4
situaciones cotidianas.
8.3 Asume una actitud constructiva,

congruente con los conocimientos y
CG8
habilidades con los que cuenta dentro de
10.2 Dialoga y aprende de personas con
distintos puntos de vista y tradiciones
CG10 culturales mediante la ubicación de sus
propias circunstancias en un contexto más
amplio.

NOTAS

Unit II
STORY TELLERS
Competencias
4. Escucha, interpreta y emite mensajes pertinen- CDBC 4. Produce textos con base en
tes en distintos contextos mediante la utilización el uso normativo de la lengua, consi-
de medios, códigos y herramientas apropiados. derando la intención y situación comu-
nicativa.
CG4.4 Se comunica en una segunda lengua en si-
tuaciones cotidianas. CDBC 10. Identifica e interpreta la
idea general y posible desarrollo de un
8. Participa y colabora de manera efectiva en mensaje oral o escrito en una segunda
equipos diversos. lengua, recurriendo a conocimientos
previos, elementos no verbales y con-
CG8.3 Asume una actitud constructiva, congruen-
texto.
te con los conocimientos y habilidades con los que
cuenta dentro de distintos equipos de trabajo. CDBC 11. Se comunica en una lengua
extranjera mediante un discurso lógi-
10. Mantiene una actitud respetuosa hacia la in-
co, oral o escrito, congruente con la
terculturalidad y la diversidad de creencias, valo-
situación comunicativa.
res, ideas y prácticas sociales.
CDBC 12. Utiliza las tecnologías de la
CG10.2 Dialoga y aprende de personas con distintos
información y comunicación para in-
puntos de vista y tradiciones culturales, mediante la
vestigar, resolver problemas, producir
ubicación de sus propias circunstancias en un con-
materiales y transmitir información.
texto más amplio.
Unit II
STORY TELLERS

Reconstruye acontecimientos haciendo uso del pasado simple,
el pasado progresivo y sus conectores, favoreciendo las habi-
lidades comunicativas que permitan el trabajo colaborativo y
la reflexión de las circunstancias del entorno social.
● Literatura I ● Eje transversal social

● Historia de México I ● Eje transversal ambiental
● Eje transversal de la salud
● Eje transversal de habilidades
lectoras
Plantea acontecimientos de su contexto que ocurrieron en el pasado, así como

eventos que los interrumpieron, de manera oral y escrita, haciendo uso del pasado
simple en sus diferentes formas, permitiéndole relacionarse de forma colaborativa.
● Vocabulario ● Describe experiencias mediante ● Se relaciona con sus

○ Eventos sociales, históricos y el pasado simple, considerando semejantes de forma
personales la fluidez, pronunciación, cohe- colaborativa mostrando
rencia, entonación. disposición al trabajo
○ Verbos regulares e irregulares metódico y organizado.
● Relata eventos utilizando el pasa-
○ Verbos en pasado simple do simple, tomando en cuenta la ● Favorece el desarrollo
○ Entre otros de interés del estu- sintaxis, ortografía y coherencia. creativo.
diantado. ● Identifica el pasado simple en ● Respeta las caracterís-
● Gramática segmentos auditivos. ticas y diferencias tanto
● Reconoce el pasado simple en propias, como de los
○ Pasado simple (afirmativo, ne-
diferentes textos. demás.
gativo, interrogativo).
● Demuestra una con-
○ Pasado progresivo verbo - ing
ciencia social ante las
○ Auxiliares: "did", "was", "were" situaciones del entorno
○ Conectores: "when", "after",
"first", "later", "after a while, "after
that", "finally", "at the end".

DIAGNOSTIC TEST UNIT II
Instruction: Read and choose the right answer based on your previous
knowledge.
1) Suzanne __________ to school when it began to rain. She got very

wet.
a) walked b) was walking
2) Ferris ____ English for two hours last night because he had a test
today.
a) studied b) was studying
3) My friend lives in Korea, but he _______ California when I met him.
a) visited b) was visiting
4) Lee ______ from Korea. His hometown is Seoul.
a) came b) was coming
5) ____ you ____ a new notebook?
a) Did/buy b) Were/buying
6) ____ you ____ to the store when the accident happened?
a) Did/go b) Were/going
7) Sylvia and Mary _____ friends. They _____ to go shopping at the mall
together.
a) were/liked b) were being/likes
8) One day, they __________ lunch at the mall when they saw a thief.
a) were eating b) ate
9) The thief ________ into a woman's purse when Sylvia screamed and
pointed at him.
a) was reaching b) reached
10) When Sylvia screamed, the thief _____ away. Fortunately, the police
caught him outside the mall.
a) was running b) ran

UNIT II STORY TELLERS
UNIT DESCRIPTION
In this unit, you will learn how to express what happened in the past
and things that were happening at the moment of speaking. In ad-
dition, you will review simple past rules and past continuous tense
and its grammar rules.
SIMPLE PAST TENSE / REGULAR VERBS
ACTIVITY 1
After reviewing the rules, change the verbs into simple past according the rule:
SIMPLE PRESENT SIMPLE PAST

Look
Arrive
Plan
Pass
Listen
Hurry
For negative sentences you have to use did not / didn’t before the verb and write it on its
base form:
e.g. ( + ) She played soccer last night. / ( -- ) She didn ́t play soccer last night.
For interrogative sentences, make a switch and start with auxiliary did and follow the same
rule writing the verb on its base form:
e.g. ( ? ) Did she play soccer last night?

Yes, she did. / No, she didn't.

ACTIVITY 2

PAST PROGRESSIVE
Grammar: Reviewing the -ing rules
Do you remember the rules to add the –ing ending? Let’s review them
again!.

● Do you know how to describe what was happening at a certain moment in

the past?
It is easy to build the past progressive, make sure you follow the formula:
(+) (-)
She was swimming in the pool yesterday. She wasn´t swimming in the pool yesterday
They were studying when she called. They weren´t studying when she called.
For interrogative sentences, make a switch and start with was/were and follow the same rule
writing the verb ending on "ing":
( ? ) Was/Were + subject + _______ing?
( + ) Yes, _____ was/were.
( - ) No, _____ wasn't/weren't.
e.g.
Was she swimming in the pool yesterday? Were they studying when she called?
( + ) Yes, she was. ( + ) Yes, they were.
( - ) No, she wasn´t. ( - ) No, they weren´t.
Examples:
Last night at 6 PM, I was eating dinner.
At midnight, we were still driving through the desert.
Yesterday at this time, I was sitting at my desk at work.
Was she writing a letter last night?

ACTIVITY 3
Answer the following exercise in order to practice the past

progressive rules.

ACTIVIDAD 4
What was happening at home today while you were having breakfast?
1. Through brainstorming (guided by teacher), please try to remember what was going on
this morning at home, while you were getting ready to go to school.
2. Mark with the activities that apply to your experience (look for the examples).
Check ( ) the statements about what was happening at home today while you were
having breakfast.
The faster you work, the sooner you will finish and
the better you will learn!
Past Progressive: While / When

While: We use it when two actions are happening at the same time.
I was studying while I was listening to music.
When: We use it when an action is interrupted by another action.
I was studying when she called.
ACTIVIDAD 5
My friend’s mother wants to verify what he/she did yesterday, how could I
explain what he/she did?
A) Describe what you were doing yesterday at five different times. (e.g.
5:00 a.m., 8:00 a.m., 11:00 a.m., 4:00 p.m., 9:00 p.m.). Use the past pro-
gressive structure.
Example: At 5:00 in the morning, I was sleeping at my house.

1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5._______________________________________________________________________
B) When you have finished, check with a classmate and ask questions.
What were you doing at 11:00 o'clock yesterday?
C) Practice asking and answering orally. (In groups of two or three)
D) Complete the following table to register the information from four of your
partners:
Example:
Now, write four sentences using the information from the chart with either “when”
or “while”.
Example: Pedro was sleeping while I was reading a book.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
VOCABULARY
Follow the rules for regular verbs and identify the correct form of the
irregular verbs filling all the blanks.

Simple Simple Simple Simple

-ing ending
-ing ending Simple Simple
Past Past - ing ending
- ing ending Simple Simple
Past Past
PresentPresent PresentPresent
RegularRegular
verbs verbs Irregular
Irregular verbs verbs
Apply ApplyApplyingApplying Drive Drive Driving Driving Drove Drove
Argue Argue Dealing Dealing
Ask Ask Asked Asked Eating Eating
Bake Bake Baked Baked Falling Falling
Belong Belong FeedingFeeding
Call Call Feeling Feeling
Carry Carry FightingFighting
ChangeChange Finding Finding
Chop Chop Chopped
Chopped Fit Fit
Clean Clean Fleeing Fleeing
Close Close FlingingFlinging
Dance Dance Flew Flew
DiscussDiscuss Forbidding
Forbidding
Dry Dry Dig Dig Dug Dug
Enjoy Enjoy DrawingDrawing
EntertainEntertain Forgetting
Forgetting
Finish Finish Forgiving
Forgiving
Help Help Blow Blow
HesitateHesitate Hesitated
Hesitated FreezingFreezing
Hope Hope Buying Buying
Join Join Getting Getting
Knit Knit Giving Giving
Learn Learn Going Going
Like Like Ground Ground
GrowingGrowing
ACTIVITY 6 - WRITTING SKILLS
A) Complete the sentences with the past progressive tense using the verbs in
parenthesis.
1. I ______________________ all day. (work)
2. She __________________ problems with English class. (have)
3. We _________________ to Las Vegas by bus. (travel)
4. They ______________ to lunch a few minutes ago. (go)
5. My father _______________ a new car this morning. (look for)

B) Make your own negative sentences with the past progressive tense.
Example: We weren’t taking swimming classes last summer.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
● Do you remember how to ask questions in past progressive tense?

Yes, that’s right! You have to switch the subject by was/were at the beginning
of the sentence.
e.g. We were taking swimming classes last summer.

Were we taking swimming classes last summer?
C) Write your own questions, you can use the sentences you have done before.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ____________________________________________________________________
11. ____________________________________________________________________

Story Tellers
ACTIVITY 7 Unit II
PAST PROGRESSIVE
ACTIVITY
Complete7 with information according to the indicated tense as the example
does.
Complete with information according to the indicated tense as the example does.
Paul was watching a movie.

He wasn´t watching the movie.
Was he watching the movie?
I was swimming in a pool.
I wasn’t swimming in the pool.
_____________________________________________________________________?
Carlos _______________________________________________________________.
Carlos wasn´t finishing his degree.
_______ Carlos _______________________________________________________?
Dora _________________________________________________________________.
Dora _________________________________________________________________.
Was Dora getting married?
Lee __________________________________________________________________.
Lee wasn´t eating lunch.
_______ Lee __________________________________________________________?
Jim was going to clean.

Jim __________________________________________________________________.
_____ Jim ____________________________________________________________?
John _________________________________________________________________.
John wasn´t reading the email .
____ John ____________________________________________________________?
I was cooking dinner at home last night.

I ____________________________________________________________________.
_____ I ______________________________________________________________?
You _________________________________________________________________.
You weren´t winning the prize.
______ you ___________________________________________________ the prize?
They _________________________________________________________________.
They weren´t debating abortion at class yesterday´s morning.
_____ they ___________________________________________________________?
We were traveling to England a few days ago.

We _________________________________________________________________.

You weren´t winning the prize.
______ you ___________________________________________________ the prize?
They _________________________________________________________________.
They weren´t debating abortion at class yesterday´s morning.
_____ they ___________________________________________________________?
Story Tellers
We were traveling to England a few days ago.
Unit II
We _________________________________________________________________.
_____ we ____________________________________________________________?
❖ How can you connect sentences describing what happened at certain moment?
How can you connect sentences describing what happened at certain
moment?Sequence connectors are used to introduce a following action.
Grammar:
Grammar: Sequence connectors are used to introduce a following action.
1. AFTER: It is used to refer to an action that took place in the past.
Examples:
• After the bomb exploded, everything was quiet.
1. AFTER: It is used to refer to then I dressed up.
•anI action
went out after
that work.
took place in the
past. • First, I enter the restaurant,
and then I asked for a table.
2. Examples:
THEN: It is used to refer to an action that is followed by another one in the past.
Examples:
• •I ran
After
andthe
thenbomb exploded,
I jumped. 5. FINALLY: It is used to end
everything was quiet.
• I studied and then I passed the exam. and activity or action.
• I went out after work.
Examples:
3. NEXT: It is used to express that an action is closer to another one.
Examples: • I was playing all day long, fi-
2. THEN: It is used to refer to an
• We went to the store; next, we went to the cinema.nally I went to bed.
action that is followed by ano-
Ana
•ther visited
one in the past. next, she stopped by the• museum.
Grandma; She was driving the whole
• I took a shower, next I dressed up. day, finally she got home.
Examples:
4. •FIRST:
I ran and then
Often I jumped.
used with "then" or also with "second", "third", etc. to explain a
6. LATER: It is used
Examples:
• I studied and then I passed subsequence action.
First,
• the I took a shower, and then I dressed up.
exam.
• First, I enter the restaurant, and then I askedExamples:
for a table.
• She woke up later and
3. NEXT: It is used to express looked at the clock.
5. FINALLY: It is used to end and activity or action.
that an action is closer to ano-
Examples:
ther one. • Mom prepared dinner later
• I was playing all day long, finally I went to bed.she sat up the table.
•Examples:
She was driving the whole day, finally she got home.
• We went to the store; next,
6. LATER:
we went Ittoisthe
used to explain a subsequence7.
cinema. AT THE END: Indicates a last
action.
Examples: action (similar to “finally”).
• •She
Anawoke
visited Grandma;
up later next,
and looked at the clock.
she stopped by the museum. Examples:
• Mom prepared dinner later she sat up the table.
• I took a shower, next I dres- • At the end of the day we went
7. up. END: Indicates a last action (similar tohome.
AT THE
sed “finally”).
Examples:
At the end of the day we went home. • They were really concern,
They were really concern, but at the end they but won atthethe end they won the
game.
4. FIRST: Often used with game.
"then" or also with "second",
"third", etc.
Examples:
• First, I took a shower, and

ACTIVITY 8
Join the next sentences using the connectors to write a short paragraph.
Remember to change the verbs into simple past tense.
Example:
He walks in… First he walked into the classroom, then he sat
He sits down… down on the chair, after that he took his book,
He takes his book… next he read aloud, finally he left the classroom.
He reads aloud…
He leaves the classroom.
He calls the doctor. ACTIVITY 8

He opens the window.
Join the next sentences using the
He gets a cold. to change the verbs into simple pas
Example:
Eat salad and fish. He walks in…
Firs
He sits down…
Sit down. He takes his book… dow
He reads aloud… he r
Wash your hands He leaves the classroom.
He calls the doctor.

Go to the cinema. He opens the window.
Buy tickets. He gets a cold.
Watch a movie.
Eat salad and fish.
Invite a friend. Sit down.
Wash your hands
John takes a shower.

He gets up. Go to the cinema.
Buy tickets.
Go to school. Watch a movie.
Invite a friend.
Wear his uniform.
He has breakfast.
John takes a shower.
He gets up.
Go to school.
Wear his uniform.
He has breakfast.
EXERCISE I
Exercise I. Circle the correct connec
Circle the correct connector in the following text.
Hello, I’m Bart and
Hello, I’m Bart and I had a great birthday yesterday. First / Next, friends at the
present. Then /Fina
I met my friends at the shopping center and they bought me a to the cinema and
present. Then /Finally, we had pizza at Pizza Hut. Finally / Next, arrived. They took m
we went to the cinema and saw a very funny comedy. Then / First, we went home and
my parents arrived. They took me to an amazing restaurant
for dinner. Next /Finally, we went home and I went to bed, tired
but happy.

EXERCISE II
Use the connectors to write the process for a banana milkshake.
1. Add ice and yogurt.
2. Peel and slice the banana.
3. Pour the banana shake into the blender.
4. Blend until it is smooth.
5. Put the banana milkshake into a glass and enjoy it.
Now, write the process you followed. Change the verbs into simple past.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
ACTIVITY 9
Reading Skills.
Do you know Sherlock Holmes?

Sherlock Holmes is a fictional detective of the late 19th and early 20th century, created
by British author and physician, Arthur Conan Doyle. He is famous for his prowess at
using logic and careful observation to solve cases.
Holmes was said to have lived at 221B Baker Street, London (an upper-storey flat at 221
Baker Street; in early notes it was described as Upper Baker Street), where he spent
many of his professional years with his friend and colleague Dr.
Watson while the residence was maintained by Mrs. Hudson.
Sherlock Holmes describes himself as a "consulting detective",

which means that he is brought into cases that have been prove
too difficult for other investigators; it is told that he is often able
to solve a problem without leaving home (although this aspect is
somehow lost in the stories, which focus on the most interesting
cases which often require him to do actual legwork). He specia-
lizes in solving unusual cases using his extraordinary powers of
observation and "deduction".
Sir Arthur Conan Doyle credits the inception of Holmes on his tea-

cher at the medical school of Edinburgh University, the gifted surgeon and forensic detective
Joseph Bell, forensic science being a new type of science at the time. However, some years
later Bell wrote to Conan Doyle: "you are yourself Sherlock Holmes and well you know it" (Ba-
ring-Gould, p. 8). The “Sherlock Holmes” name was derived from a pair of cricketers – however
some early notes give his name as Sherrinford Holmes – .
It is a popular myth that Sherlock Holmes gave rise to the entire genre of murder mystery fiction;
in reality, the detective genre was alive before Holmes, if not one which followed a logical pro-
gression to the solution. Many fictional detectives have imitated Holmes' logical methods and
followed in his footsteps, in many different ways.
Some of the more popular fictional detectives to continue Holmes' legacy include Agatha Chris-
tie's Hercule Poirot, Ellery Queen, Perry Mason, Columbo, Dick Tracy, and even the comic book
superhero Batman. Modern variants might be the NBC series TV show Law and Order: Criminal
Intent and the USA Networks show Monk. Monk even replicates the Holmesian style of "quiet
analysis", during which no one speaks to the character while he works. In addition, Monk has an
older brother, who, like Holmes, is a bit more able but less interested in crime.
Reading Comprehension Skills. Discuss with a partner the following questions:
1. Sherlock Holmes is a real person that lived at 221B Baker Street.
True. False. We don't know.
2. He's usually called to solve difficult cases.
3. Sir Arthur Conan Doyle said he created the character based on one of his teachers.
4. Sherlock Holmes gave rise to murder mystery fiction.
5. Hercule Poirot was created before Sherlock Holmes.
Writing Skills.
What funny story do you remember that happened to you
recently?
1. Try to remember an anecdote and recall the details about it.
2. Use the grammatical structure of past progressive to write
your story.
3. Use some of these phrases to start your story:

a. I was walking down the street, when...
b. It started out as a regular day, but...
c. We were on our way to a party, when..
d) Listen to the stories from your classmates
ACTIVIDAD 10
A. Complete the text with past progressive tense using the verbs in parentheses.
It was a dark night. The phone rang once. Detective Banks

______________________ (write) a report at the time and he was
not happy about with the interruption. He answered the phone.
“Detective Banks here”, he said. Less than a minute later, Banks
___________________ (drive) his car through the rainy streets of
the city. It __________________ (get) dark and the streets were
busy. People __________________ (do) Christmas shopping. It
was 7 p.m. when he finally arrived. The pathologist ____________________________ (wait)
for him. Two police officers ____________________________ (inspect) the scene and others
___________________________ (take) pictures. Sergeant Mullins ____________________
(sit) in the patrol car. He ___________________ (drink) a cup of coffee. When he saw Banks, he
got out and followed him down the alley. The body ___________________ (lie) on the ground
because of unknown death.

B. Write three things you weren’t doing ten minutes before you started this exer-
cise. Use the negative form structure of past progressive.
1. I wasn't _____________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
OVERALL REVIEW
SIMPLE PAST AND PAST PROGRESSIVE
Story Tellers
We often use the past progressive together with the simple past. The past progressiveUnit II
refers to a longer “background” action or situation. The simple past refers to a shorter
3. ____________________________________________________________________
action or event that happened in the middle of the longer action, or interrupted it.
OVERALL REVIEW
SIMPLE PAST AND PAST PROGRESSIVE
EXERCISE I
We often use the past progressive together with the simple past. The past progressive refers
toA.a Complete the text with
longer “background” actionsimple past or
or situation. past
The progressive
simple past referstense using the
to a shorter action or
verbs
event in happened
that parentheses.
in the middle of the longer action, or interrupted it.
While I _____________________
Exercise I: (eat) my sandwich, Vanessa ___________
(call) A.
me.Complete
She _________ (be) simple
the text with in her chemistry class.
past or past The professor
progressive tense using the verbs in
parentheses.
_____________________ (teach) while she ______________________ (talk)
to While
me. She said her chemistry class
I _____________________ (eat)was
my so boring Vanessa
sandwich, that many of the students
___________ (call) me. She
_________ (be) in her chemistry class. The professor _____________________ (teach)
_______________________ (sleep) in class. While we __________ ___________
while she ______________________ (talk) to me. She said her chemistry class was so
boringour
(have) thatconversation,
many of the students _______________________
I __________ (hear) her professor (sleep) in “Vanessa,
shout, class. Whileare
we you
__________ ___________ (have) our conversation, I __________ (hear) her professor
making
shout, a“Vanessa,
phone call”? Suddenly,
are you making athe linecall”?
phone ______________ (go)
Suddenly, the line dead.
______________ (go)
dead.
B. Complete the sentences combining simple past and past progressive, you must use
B. Complete the sentences combining simple past and past progressive, you must
theuse
verbs
the from
verbsthe box
from theaccording the sentence.
box according the sentence.
Start/ have Write/ get Eat/ watch Do/ decide Wait/ check
1. While I ______________________________ an email, I __________ a text

1. While I ______________________________ an email, I __________ a text message.
message.
2. While
2. he __________________
While his homework,
he __________________ she _____________
his homework, to listen toto
she _____________ music.
listen to
music.
3. It ________________ to rain while they ______________________________ a picnic.
3. It ________________ to rain while they ______________________________ a
picnic.
4. I _______________________ a sandwich while he _____________ the soccer
50 INGLÉS III game.
Guía de actividades del alumno para el desarrollo de competencias
5. While we ____________________ for the computer to boot up, I

4. I_______________________ a sandwich while he _____________ the soccer game.
5. While we ____________________ for the computer to boot up, I ______________my text

messages.
EXERCISE II
A) Simple Past or Past Progressive? Complete the sentences accordingly the
tense.
1. Christine ___________________ (eat) dinner last night when you _____________ (knock) on
the door.
2.My sister _______________ (begin) to study at nine last night and I _______________ (study)
until eleven.
3. When Jack ______________ (drop by) to visit me, I __________________ (have) dinner.
4. Did your parents ________________ (call) you last night while you
________________________ (watch) TV?
5. When Sam _______________ (finish) his assignment I _____________________ (talk) to my

friend on the phone.
6. I _________________________ (drive) back home to finish my project when Alicia and Mary
______________ (ask) me to give them a ride.
7. As we _____________________ (travel) from Paris to Brussels we ______________ (stop) at

a small restaurant to get something to eat.
8. While I _____________________ (try) to repair the leaking roof, I _____________ (fall) down.
9. My brother ______________ (be) born in Mexico in 1986, while the Space Shuttle Challenger
__________________________ (explode) in the space.
10. I __________________ (graduate) from University in 2010 when my little sister

______________________________ (get) into elementary school.
B) Look at the words “when” and “while”, following the rules complete the
sentences using simple past or past Progressive.
1. Chris ______________ (fall) off the ladder while he ________________________ (paint) the
ceiling.
2. You _________________________ (study) when I _______________ (call) you last night?
3. They _______________________ (drive) very fast when the police officer _______________
(stop) them.
4. While I ______________________ (drive) to work yesterday, I __________ (see) an accident.

5. I ________________ (read) a great book while mom ______________________ (cook)

dinner.
6. My friends______________ (drop in) for a visit while I ______________________ (watch)

TV last night.
7. I ___________ (see) Andrea at the party last night. She _____________________ (wear) a
beautiful dress.
8. The children __________ (go) to bed at 9:00 last night. At 10:00, they
________________________ (sleep).
9. We __________ (have) dinner at a new restaurant last night while we

________________________ (eat), one of the waiters ___________ (drop) a tray on the floor.
10. Jessy ______________________ (work) in his garage last night when he _________
(hear) a loud noise. He _________ (put) down his tools and _________ (go) outside into the
yard. While he ________________________ (look) around, someone _________ (run) out of
his front door. Jessy _________________ (call) the police. He _________ (tell) the police that
the robber ______________________ (wear) a black jacket and blue jeans.
Taken on April 12, 2016 from English exercises-online
EXERCISE III
How has Monique’s life changed in five years?
A) Read the text.
B) Identify and underline the past progressive sentences.
C) Answer the comprehension questions.
D) Compare answers with your classmate.
THEN AND NOW

Five years ago, Monique was living with some relatives in a small apartment in Miami.
They were all working then. Together, they paid the bills for the rent, telephone, and
electricity. Monique was working as a dishwasher in the kitchen of Mercy Hospital. It
was a hard job, but she liked the hospital. She was also attending English classes.
She was learning a lot of new things. She was always busy and tired. But she was
happy, and she was excited about her future.
Now Monique is working as a nurse’s assistant at Mercy Hospital. Sometimes she

visits the kitchen. She remembers when she was washing dishes there. Monique
continues to think about her future.

A) Answer the following questions from the reading.
1. When did Monique come to Miami? ______________________________________________
2. What was Monique’s first job? __________________________________________________
3. Where was it? ______________________________________________________________
4. What else was she doing at the same time? _______________________________________

______________________________
5. Where is she working now? ____________________________________________________

___________________
B) Change the present progressive tense to the past progressive tense in the
following sentences. Change “now” to “five years ago”.
1. She’s living in a small apartment in Miami now.

____________________________________________________________________
2. Her relatives are all working and paying the bills together now.
____________________________________________________________________
3. She’s improving her life now.

____________________________________________________________________
4. Now she’s learning a lot of new things.
____________________________________________________________________
5. Now she’s thinking about her future.
____________________________________________________________________
SELF EVALUATION
Can I confirm that I've learned to express myself correctly using the time Past
Progressive and Simple Past?
Are you able to describe what were you doing in certain or specific moment? Are you
able to describe what others were o not doing in past events?
Do you distinguish between past simple and past progressive?
Is it very clear to you how to make questions about an action that has already ended?
If you are still unsure answer the following quizzes:

SECTION I
Circle the correct answer and complete the sentences.
SECTION II
Write in the line below, completing the sentence with the information provided
using simple past and past progressive.
A: What (you / do) __________ when these people arrived? Watching television?
B: No, we (play) ____________ cards with Mr. Wilson, our neighbor.
A: But the woman (tell) ___________ me you were watching television!
B: That's a lie! We (not watch) __________ television! Ask Mr. Wilson! He (leave)
__________ when they came in.
A: What (these people / say) _____________ when they saw Mr. Wilson?

B: We (walk) ___________ by your house when we saw the light…they said… but
we (not believe) ____________ them.
A: What do you think (they / want) ____________?
B: We do not know. First they (sit) _________ and watched us play but suddenly
the woman (begin) ______________ to cry.
A: What about the man? (he / do) ___________ anything to comfort his wife?
B: Nothing. He didn't even notice. He (watch) _____________ us play.
A: Do you think these people (wait for) _____________ some help?
B: Sorry, but we (not ask) ____________ them anything... so they left.
ONLINE PRACTICE
● For ONLINE PRACTICE, you may go to the following LABORATORY EXERCISES:
http://www.ego4u.com/en/cram-up/tests/past-progressive-1
http://www.really-learn-english.com/past-progressive-exercises.html#01
http://www.eslpartyland.com/quiz-center/sppp2.htm
UNIT PROJECT OPTION NO 1:

SIMPLE PAST VS. PAST PROGRESSIVE
SCARY STORIES
PROJECT INSTRUCTIONS: You will imagine a scary story or recreate one that
happened in the past. You must USE SIMPLE PAST AND PAST PROGRESSIVE
STRUCTURE to write the scary story.
• You may work in teams or individually.

• Remember to answer the following questions:
What time was it?
What was the weather like?
Where were the people?
What were they doing?
What did they see/hear/feel?
What happened?
How did they react?
What happened next?

• You can use the following examples to start writing the story:
a. Which parts of each story give the background, and which give the main events?
b. Imagine what happened next.
• After you have written the scary story, you can DECIDE if you represent it
on a Video Clip, class presentation, recording, etc. Use your creativity and
imagination. Listen or watch the team’s projects. Remember to:
1. Listen carefully to the presentations of the other teams.
2. Noticed the used grammatical form.
3. Choose your favorite video or presentation through a vote.
UNIT PROJECT OPTION NO 2:
1. Organize teams of 3 to 4 students. You will choose one festival, carnival, and annual
celebration, exposition show that is important in your community or state.
2. Research about it and describe its origins, historical facts, elements, people who
participate in it.
3. Discuss the festivity, its importance and how you can represent it to the class.
4. Make a power point presentation or a poster in which you describe the festivity and
how to preserve it.
5. Include photos in order to describe how was before and how it is celebrated now.
6. Include several past progressive sentences to describe what was happening at that
moment.
7. Make sure you add several sentences in the simple past tense.
Write an essay or script. Read the rubric before in order to improve it.
Practice in front of your classmates.
Then, present it to the class.

ACTIVITY: ORAL PRESENTATION
Subject: The student is able to describe, in an oral or written form, the activi-
ties that were in progress at any given time on several contexts.
Student's Name: _____________________________________________________
Activity time: _______________________ Date: ___________________________
Team Work Self and Peer Assessment Sheet

Group projects are sometimes looked upon as being “unfair”. Through the use of this self
and peer assessment sheet, your perception of quantity of work that you performed and
that of your partners is analyzed against the perceptions of your partner. Through this
process, hopefully equity is achieved. In order for this process to work effectively, there is
the need for you to be honest and objective.
NAME: _________________________
Reflection questions
1. What problems did you encounter and how were they solved?
________________________________________________________________________
2. What would you do differently next time?
________________________________________________________________________
3. What skill would you like to improve next time?
________________________________________________________________________

Story Tellers
Unit II
I PERFORMED:
1 2 3 4 5 6 7 8 9
None of the work fair share of the work All of the work
PARTNER 1’s NAME: _________________________________

This partner performed:
1 2 3 4 5 6 7 8 9
PARTNER 2’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 3’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
PARTNER 4’s NAME: _________________________________

1 2 3 4 5 6 7 8 9
Note: If you have any comments concerning this project or suggestions on how to improve
the class, please write them here:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Story Tellers
Unit II
Rúbrica para la Evaluación del Proyecto Oral

Asignatura: Inglés IIIInglés
Asignatura: Semestre:
III Tercero Corte:
Semestre: II
Tercero Corte: 2
Nombre
Nombre del Bloque
del Bloque II: Story
II: Story Tellers
Tellers y Bloque
y Bloque III Diversity
III: Diversity
Nombre de la presentación: ____________________________________________
Alumno:
Apertura
Tipo de Momento: Desarrollo
Cierre
Docente
Evaluador:
NEEDS
EXCELLENT GOOD FAIR
CATEGORY IMPROVEMENT NON INCLUDED (0)
(0.4) (0.3) (0.2)
(0.1)
Visual aids are Visual aids are
Visual aids support Visual aids have little
little related to the hard to
the theme and have support for the
VISUAL theme, have no understand
proper size and theme. Have proper Non Included
AIDS proper size and and/or not
color for the size and color for the
color for the related to the
audience. audience.
audience. theme.
The mistakes
Uses appropriate
and grammar
grammar without Presents
Uses appropriate errors are
mistakes. mistakes but he No Structures Applied
GRAMMAR grammar with few evident and
Sentences are or she Correctly
mistakes. communication
according to the communicates.
is not
goals.
accomplished.
Pronounces with
The
Excellent errors or is not
PRONUNCIATION Well pronounced. pronunciation is Speaks Spanish
pronunciation. understandable
poor and unclear.
from time to time.
Is able to
Is able to Is not able to
communicate ideas Is able to express
communicate communicate
FLUENCY in an excellent ideas, stopping to Only Reads
fluently, with just ideas, mixing
manner, without recall words.
some hesitations. both languages.
hesitation.
Turns in on time,
PROJECT. Turns in on time, Turn in but Poor quality,
with an excellent
ESSAY OR according to the missing some missing most of Not Delivered
quality according to
WRITTEN TEXT requirements. requirements. the requirements.
the requirements.
Score:

Story Tellers
Unit II
Marca la casilla del valor correspondiente a cada competencia, considerando 4 como

el valor máximo y 1 como el mínimo.
Casi Algunas Casi

Genéricas: 4
3 2 1
4.4 Se comunica en una segunda

CG4
lengua en situaciones cotidianas.
8.3 Asume una actitud

constructiva, congruente con los
CG8 conocimientos y habilidades con
los que cuenta dentro de distintos
equipos de trabajo.
10.2 Dialoga y aprende de
personas con distintos puntos de
vista y tradiciones culturales
CG10
mediante la ubicación de sus
propias circunstancias en un
contexto más amplio.
Retroalimentación

Story Tellers
Unit II
Asignatura: Inglés III Semestre: Tercero Corte: II

2
Nombre del Bloque II: Story Tellers y Bloque III: Diversity
LISTA DE OBSERVACIÓN PARA PORTAFOLIO DE EVIDENCIAS
Estudiante:
Apertura
Tipo de Evaluación: Momento: Desarrollo
Autoevaluación Coevaluación Heteroevaluación
Cierre
Docente Evaluador:
Valor: _______ / 20%

SI
SÍ NO
CUMPLE CUMPLE
Utiliza el tiempo Simple Past en su forma afirmativa,
negativa e interrogativa, haciendo uso del 0.5
vocabulario en contexto.
Utiliza las reglas del -ing para formar verbos en
Gerundio. 0.5
Utiliza el tiempo Past Progressive en su forma
afirmativa, negativa e interrogativa, haciendo uso del 0.5
vocabulario en contexto.
Utiliza los Conectores: When, First, Then, After,
Later, After a while, After that, Finally, at the end, 0.5
hacienda uso del vocabulario en el contexto.
*Los requerimientos para la entrega del Portafolio de Evidencias quedan a consideración del docente.
Casi Algunas Casi

Genéricas: 4
3 2 1
CG4
8.3 Asume una actitud constructiva, congruente
CG8 con los conocimientos y habilidades con los que
cuenta dentro de distintos equipos de trabajo.
distintos puntos de vista y tradiciones culturales
CG10
mediante la ubicación de sus propias
circunstancias en un contexto más amplio.

Story Tellers
Unit II
SELFAND
SELF ANDPEER
PEERUNIT
EVALUATION
II EVALUATION
Decide honestly according to each affirmative sentence, the description and evaluation of
your own learning process.
Student’s name:
Date: Observations
If your answer is Never,
Competence performance indicators Always Sometimes Never
analyze the reasons
I attend on time to all my classes.
I follow the instructions to do the exercises.
I Participate with a constructive and
collaborative attitude asking when the topic is
not understandable.
I answer the exercises provided in the book.
I Contribute with ideas in oral and written forms.
I am able to evaluate honestly my own
performance.
I read the lessons and texts searching for new
meanings and words.
I am able to establish links between new and
old grammatical forms and integrate new words.
I have an interest in learning by my own using
the internet.
I work with my classmates collaboratively.
I feel I have improve my English with this block.
I can communicate better and more confidently.
Decide honestly according to each affirmative sentence, the description and evaluation of
one of your classmates learning process.
Peer Evaluation Unit III

Student´s name: Evaluator:
Date: Observations
If your answer is Never, discuss
Competence performance indicators Always Sometimes Never
the reasons with him or her
He or she attends on time to all the classes.
He or she follows the instructions to do the exercises.
He or she participates with a constructive and

collaborative attitude asking when the topic is not
understandable.
He or she answers the book exercises.
He or she contributes with ideas in oral and written

forms.
He or she is able to evaluate honestly his or her own
performance.
He or she reads the lessons and texts searching for
new meanings and words.
He or she is able to establish links between new and
old grammatical forms and to learn new words.
He or she has an interest in learning by his or her own

instance using the internet.
He or she works with classmates collaboratively.
He or she has improved her or his English.
He or she can communicate better and more
confidently.

Unit III
DIVERSITY
Competencias
CDBC 3. Plantea propuestas sobre fenómenos

4. Escucha, interpreta y emite mensajes naturales y culturales de su entorno con base
pertinentes en distintos contextos me- en la consulta de diversas fuentes.
diante la utilización de medios, códigos
y herramientas apropiados. CDBC 4. Produce textos con base en el uso
normativo de la lengua, considerando la inten-
CG4.4 Se comunica en una segunda lengua ción y situación comunicativa.
en situaciones cotidianas.
CDBC 10. Identifica e interpreta la idea gene-
CG4.5. Maneja las tecnologías de la infor- ral y posible desarrollo de un mensaje oral o
mación y la comunicación para obtener in- escrito en una segunda lengua, recurriendo a
formación y expresar ideas. conocimientos previos, elementos no verbales
y contexto.
8. Participa y colabora de manera efecti-
va en equipos diversos. CDBC 11. Se comunica en una lengua extran-
jera mediante un discurso lógico, oral o escrito,
CG8.2 Aporta puntos de vista con apertura y
congruente con la situación comunicativa.
considera los de otras personas de manera
reflexiva. CDBC 12. Utiliza las tecnologías de la informa-
ción y comunicación para investigar, resolver
problemas, producir materiales y transmitir in-
formación.
Unit III
DIVERSITY

Explica las características de personas, objetos y lugares de
su entorno haciendo uso de los pronombres relativos y habili-
dades comunicativas, propiciando ambientes incluyentes que
permitan apreciar las diferencias propias y las de los demás.
● Física I ● Eje transversal social

● Biología I ● Eje transversal de la salud
● Literatura I ● Eje transversal ambiental
● Historia de México I ● Eje transversal de habilidades
lectoras
Relata las características de personas, objetos y lugares de su entorno de manera

oral y escrita, haciendo uso de los pronombres relativos, favoreciendo ambientes
incluyentes.
● Vocabulario ● Reconoce las características ● Reconoce la diversidad

○ “There is, there are” para descri- correspondientes a personas, en su contexto practican-
bir personas, lugares y objetos. lugares y objetos en diferentes do la tolerancia..
audios y textos. ● Respeta las caracterís-
ticas y diferencias tanto
○ Adjetivos calificativos propias, como de los
● Expresa información relativa
● Gramática a personas, lugares y objetos, demás.
○ Pronombres relativos: (“who”, haciendo uso de los pronombres ● Favorece ambientes
“which”, “that”, “where”). relativos, considerando la fluidez, incluyentes.
pronunciación, coherencia y ento- ● Rechaza toda forma de
nación. discriminación.
● Describe personas, lugares y

objetos haciendo uso de los
pronombres relativos, tomando
en cuenta la sintaxis, ortografía y
coherencia.

UNIT DESCRIPTION
The main purpose in this third unit is to give you the basic
tools to describe people’s characteristics in a respectful and
inclusive manner. You will learn the use of “there is and there
are”, “descriptive adjectives” and how to describe it following
grammar rules.
DIAGNOSTIC FOR UNIT III
Let’s talk about our classmates!
Get together in pairs and describe each other using as many descrip-
tive adjectives as possible. Write down both your description of the
other person and the one they made of you.
How did they describe you? Do you agree with their perception?
Why?
My classmate description:
My classmate name: ___________________________
Description:
My description
My name: ____________________________________
How my classmate described me:
Do I agree with this description? ________________

Why?
Share your thoughts with the rest of the class.

UNIT III DIVERSITY
In order to start describing people. Let’s start with this session, where you will learn
how use THERE IS and THERE ARE.
According to the Cambridge Dictionary (2018), we use "there is" and "there are"
when we first refer to the existence or presence of someone or something.
For example:
There is a beautiful tree. There are four delicious apples.
As you can see, you will use there is for the singular form or ONE thing, and
there are for the plural or MORE than TWO things.
Do you know how to write sentences? Let’s look closely at this topic!
IMPORTANT NOTE: Remember, you can use a contraction for there is:
there’s. However, it is not recommended to use a contraction for there are,
since it would be very difficult to pronounce it.
ACTIVITY 1
Now, let’s practice. Decide whether to write there is or there are.
1. Look, ________________ a new movie out today.
2. Andrew, be careful, ______________ too many rocks on the road.
3. We noticed _________________ several broken pieces on the floor.
4. Jonathan and Mark would feel happy if _______________ some food at the
party.
5. _________________ more clouds today than usual.
6. _________________ a different way to do that. Let me show you.
7. Carlos said ___________________ a very good movie at the cinema.
8. I will feel very nervous if ________________ too many people at the conference.

9. Karen could slip if ___________________ water on the floor.
10. ___________________two new buildings next to the school.
Discuss your answers with your classmates.
Can you describe what is around you? Start writing sentences using the
vocabulary and describe whatever is around, it can be inside or outside the
classroom.
Now, we are going to focus on using there is and there are to describe people.
However, in order to do that, first we need to remember everything we know about
adjectives. Go to the next page and find out how to do so!
DESCRIPTIVE ADJECTIVES
The descriptive adjectives are defined as the type of adjectives that are used to
express the size, color, or shape of a person, a thing, an animal, or a place. They
are used to provide more information to a noun by describing or modifying it.
Examples:

UNIT III DIVERSITY
ACTIVITY 2 DIVERSITY
Unit III
Get together with a classmate. Write the meaning of each adjective. Then,
ACTIVITY 2
classify the adjectives according the next chart. At the end, discuss your work
with the
Get rest ofwith
together thea class.
classmate. Write the meaning of each adjective. Then, classify the
adjectives according the next chart. At the end, discuss your work with the rest of the class.
ADJECTIVE MEANING ADJECTIVE MEANING ADJECTIVE MEANING
Adorable Fat Pretty
Attractive Glamorous Proud
Arrogant Hairy Red-haired
Beautiful Handsome Round
Black Happy Sad
Blond High Shallow
Blue Juicy Short
Brave Kind Silent
Bright Lean Silly
Brown Long Skinny
Brunette Lovely Slow
Calm Low Small
Chubby Lucky Square
Curved Muscular Straight
Dangerous Narrow Tall
Dark Noisy Thankful
Deceitful Odd Thin
Deep Old Tidy
Elegant Organized Ugly
Faithful Overweight Upset
Fancy Pink Wide
Fast Plain Young

Remember to classify the adjectives according the next chart; add more if you
DIVERSITY
Unit III
can. At the end, discuss your chart with your teacher and your classmates.
Remember to classify the adjectives according the next chart; add more if you can. At the
end, discuss your chart with your teacher and your classmates.
DESCRIPTIVE ADJECTIVES CLASIFICATION CHART
Appearance Feelings Shape

UNIT III DIVERSITY
Now, we are going to use there is / there are + these adjectives to describe
people, places and objects.
Follow the example:
There is a hairy spider There is a narrow road

on the wall. that goes through the
beautiful forest.
There are three There are some old

juicy tomatoes in the cars in that big garage.
refrigerator.
ACTIVITY 3
Bring to class three color photographs taken from a magazine. The photogra-
phs must include a diverse variety of people, places and objects. Write about
everything you see in them. Remember to use descriptive adjectives, there is
and there are.

ACTIVITY 4 - READING COMPREHENSION
Read the following text and then answer some questions.
1. Circle all of the adjectives.
2. Underline every use of there is/ there’s / there are.
My favorite place to visit
Hello, my name is Brian, I’m from England. One of my favorite vacation places
is Mexico. I really like the weather there because it never gets too cold...well, at
least not in comparison to my country. There are some very nice people. They
never laugh at my bad Spanish and they always help me in case I get lost.
Besides, since I’m a wheelchair user, it is always nice to know there is someone
you can count on in case you need extra help.
There’s some really delicious food. For example, there is a restaurant where
you can actually eat bugs! They are gross, but surprisingly yummy. Mexico City
is a very interesting place to visit. There are some great museums and lots of
fascinating old buildings. The hotels are too expensive to stay, but there are more
affordable options. If you want, you can stay at one of the beach resorts like
Acapulco. If you are planning to visit Mexico, then you should definitely see the
Mayan temples near Merida. There are some fascinating sights you cannot miss.
1. Why is it important to Brian to have some extra help when he travels?
2. Why does Brian think that Mexico City is very interesting?
3. What’s the difference between the weather in England and Mexico?
4. What’s the one thing you shouldn’t miss if you visit Mexico?

3. What’s the difference between the weather in England and Mexico?
UNIT III DIVERSITY

4. What’s the one thing you shouldn’t miss if you visit Mexico?
RELATIVE PRONOUNS:
RELATIVE PRONOUNS:WHO, WHICH,THAT,
WHO, WHICH, THAT, WHERE
WHERE
According
Accordingtotothe
the Cambridge Dictionary
Cambridge Dictionary (2018),
(2018), relative
relative pronounspronouns
introduceintroduce
relative clauses.
relative clauses.
The relative The relative
pronoun pronoun
we use depends onwe use
what wedepends ontowhat
are referring and we are referring
the type of relative
to and the type of relative clause.
clause.
Relative pronoun Usage Examples

The student who is next to the door is
Who People
Antonio’s friend.
The window which is opened needs to be
Which Animals and things
cleaned.
People, animals and The girls that are playing on the field go in
That
things (informal) this class.
The cafeteria where we eat is always
Where Places
crowded at lunch time.
ACTIVITY 5
Read the following text and describe to whom the relative pronouns are referring to.
ACTIVITY 5
The City Park
Read the following text and describe to whom the relative pronouns are
It’s a Sunday evening in the city. Many people have
referring to.
come to stroll in the park, which is by downtown.
There are two girls who are sitting where the fountain
THE CITY PARK
is. There are some doves which are eating. We can
It’s a Sunday evening in the city. Many see a girl who has
people havea balloon
come intoher hand.
stroll inThere are
the park,
which is by downtown. There are two the parents whoare
girls who with her.where
are sitting We canthe
alsofountain
see someis.
There are some doves which are people eating.whoWeare
can seethe
where treeswho
a girl has atheballoon
are. Near park,
in her hand. There are the parents who are with
there’s a restaurant where people like to go for breakfast, lunch or dinner. We see a coupleher.
who eat some food which isWe can
on the also see some people who are where the
table.
trees are. Near the park, there’s a restaurant where
people like to go for breakfast, lunch or dinner. We see
a couple who eat some food which is on the table.
DIVERSITY
Unit III
Line 2, which refers

the park Line 6, who refers to
to
Line 6, where refers
Line 3, who refers to
to
Line 4, which refers Line 7, where refers
to to
Line 5, who refers to Line 8, who refers to
Line 6, who refers to Line 8, which refers to
❖ Relative Pronouns Exercise: Choose the right word: who, which, that to complete
the following sentences:

1. I met a woman _____________ can speak Chinese.
2. What is the name of the man ____________ / that lives next door?
3. What’s the name of the river _____________ / that goes through the town?
Line 2, which refers
the park Line 6, who refers to
to
Line 6, where refers
Line 3, who refers to
to
Line 4, which refers Line 7, where refers
to to
Relative Pronouns Exercise: Choose the right word: who, which, that to
complete
Linethe following
5, who refers sentences:
to Line 8, who refers to
1. I met a woman _____________ can speak Chinese.
Line 6, who refers to Line 8, which refers to
❖ Relative
3. What’s the namePronouns
of the river Exercise: Choose
_____________ the
/ that right
goes word:
through thewho, which, that to complete
town?
the following sentences:
4. Everybody ___________ / that went to the party enjoyed it very much.
1. Iknow
5. Do you met aanybody
woman _____________
_____________/ can that speak
wants toChinese.
buy a car?
6. She always asks me questions __________ / that are difficult to answer.
3. What’s the name of the river _____________ / that goes through the town?
4. aEverybody
7. I have ___________
friend ___________ / that/ is
that went
very good to at
thesinging.
party enjoyed it very much.
5. Do you know anybody _____________ / that wants to buy a car?
8. I don’t like people _____________ / that never stop talking.
6. She always asks me questions __________ / that are difficult to answer.
9. Have7.you seena the
I have dictionary
friend __________
___________ / that/ is
which
very was
goodonatthe table?
singing.
8. I don’t
10. Where is the like people
clock _____________
_____________ / which/ was
that on
never
the stop
wall?talking.
9. Have you seen the dictionary __________ / which was on the table?
***Remember that you can use two relative pronouns depending the
10. Where is the clock _____________ / which was on the wall?
sentence.
***Remember that you can use two relative pronouns depending the sentence.
ACTIVITY 6
ACTIVITY 6
Complete the sentences writing down one of the following relative pronouns
Complete
who, which, theorsentences
where that. writing down one of the following relative pronouns (who, which,
where or that).
1. I talked to the girl __________ was on the second classroom.
1. I talked to the girl __________ was on the second classroom.
2. Mr. Carlos, __________ is a taxi driver, lives in Tijuana.
2. Mr.isCarlos,
3. Ensenada __________
the beautiful is a taxi driver,
port __________ we go lives in Tijuana.
on vacations.
4. This 3. Ensenada
is the is the beautiful
school __________ port __________
my sister we go on vacations.
studies French.
5. Hey,4. Thisthis
buddy, is the school
book __________
__________ myreading
you are sister studies
looks soFrench.
interesting.
6. What5.didHey,
you do with this
buddy, the money __________ you
book __________ yourare
mother lendlooks
reading you? so interesting.
7. A fridge is an object __________ keeps food cool.

6. What did you do with the money __________ your mother lend you?
8. The woman __________ is talking to Sue is my aunt.
7. A fridge is an object __________ keeps food cool.
9. A DJ is someone __________ plays music in a disco.
8. The woman __________ is talking to Sue is my aunt.
10. A bee is an insect __________ makes honey.
9. A DJ is someone __________ plays music in a disco.
11. The boys and girls __________ study in COBACH are so intelligent.
10. A bee is an insect __________ makes honey.
12. Luis, the boy __________ I know very well, is going out with Karen.

UNIT III DIVERSITY
DIVERSITY
Unit III
11. The boys and girls __________ study in COBACH are so intelligent.
13. The clothes __________ are on the bed belong to Sara.
12. Luis, the boy __________ I know very well, is going out with Karen.
14. The classroom __________ they play loud music is big.
13. The clothes __________ are on the bed belong to Sara.
15. The park __________ my boys play is clean and big.
14. The classroom __________ they play loud music is big.
15. The park __________ my boys play is clean and big.
ACTIVITY 7
ACTIVITY 7
Carefully
Carefully read
read thethe beginning
beginning of each
of each sentence
sentence anddown
and write writethe
down theofletter
letter of the
the most
appropriate relative clause
most appropriate to complete
relative clauseit. to complete it.
1. The police officer interrogated the ( ) A. …which was shown on TV last night.
witness…
2. I made this cake with the recipe … ( ) B. …who can speak seven languages.
3. We arrived at a nice beach… ( ) C. …that live in groups.
4. Yesterday I met John and Mary… ( ) D. …who gave him useful information on the
suspect.
5. Ants are small insects… ( ) E. …where John was kept.
6. They finally found the murderer… ( ) F. …that was used in the crime.
7. What’s the name of the prison… ( ) G. …who are my brother’s friends.
8. They found the weapon… ( ) H. …that your mother gave me.
9. Did you watch the new ad… ( ) I. …where we could swim and lie on the sun.
10. I know a person… ( ) J. …who was hiding in a small village.

ACTIVITY 8
Read the following text and answer the questions.
A VERY LONG LIFE
Timothy the tortoise was about 160 years old when he died at his home near
Exeter in November 2005. Timothy, who mostly lived at the sea at the beginning
of his life, was thought to be the oldest resident in Britain at the time. He was found
by a British naval officer, Captain John Courtenay Everard, on a Portuguese ship
in 1854. Everard, who was a relative of the Earl of Devon, adopted him and he
became the mascot on a succession of British ships for nearly forty years.
In 1892 he went to live at Powderham Castle, which is the

historic home of the Earls of Devon, and in 1935 he was given
a permanent home in the castle’s rose garden. Throughout his
long life, Timothy showed a keen instinct for survival. During
the Second World War, for example, he felt the vibrations from
the bombs that the Germans were dropping on Exeter and
made his own air-raid shelter under some steps. He was also
very healthy, never needing to see a vet until the last year of
his life.
At the time of his death, Timothy was owned by Lady Gabrielle

Courtenay, who is the aunt of the current Earl of Devon. Lady Devon also lives
at Powderham, where Timothy was given a family funeral and was buried in the
grounds of the castle.
1. Timothy… 2. When did Timothy live at Powderham

Castle?
a. was born in the nineteen hundreds.
a. Until 1892.
b. died in the twentieth century.
b. For more than 100 years.
c. was found on board a British ship.
c. From 1854 to 2005.
d. was found by a relative of the Earl of
Devon. d. In the eighteenth century.
3. Where did Timothy spend most of 4. Timothy…

his time?
a. was ill for many years before he died.
a. In the garden.
b. In the castle. b. belonged to the Earl of Devon’s aunt.
c. Under some steps. c. didn’t notice the bombs during the war.
d. On the terrace. d. didn’t have a funeral.

UNIT III DIVERSITY
PROJECT A
KNOWING MEXICO´S CULTURAL DIVERSITY

You would be assign or you can choose one of the
Mexican´s Cultural Diversity in a specific Country
State. Research about their ethnic groups, values,
traditions, traditional customes.
Find as many important information as you can, make

a PowerPoint presentation, Powtoon, video recording
or represent it in class. BE CREATIVE!
PROJECT B
WE ARE AN ORGANIZATION THAT CARES

FOR OTHERS
Follow your teacher’s instructions to get together
in teams and research about fighting pollution and
protecting the environment. You are going to create an
environmental organization, including its objectives,
vision and mission. To help you out, use as a
reference an organization like Greenpeace.
Write your proposal using relative pronouns. Present

in front of the class using visual aids.
PROJECT C
WE ARE AN ORGANIZATION THAT

HELPS WOMEN
Follow your teacher’s instructions to get together
in teams and research about fighting for women’s
rights and gender equality. You are going to create a
feminist organization, including its objectives, vision
and mission. To help you out use as a reference
an organization like “The National Organization for
Women”.
Write your proposal using relative pronouns. Present

in front of the class using visual aids.

DIVERSITY
Unit III
DIVERSITY
Rúbrica para para
Rúbrica la Evaluación deldel
la Evaluación Proyecto
Proyecto Oral
Oral
Unit III
Asignatura:
Asignatura: Inglés Inglés III Semestre: Tercero Corte: 2
Rúbrica para la Evaluación del Proyecto OralCorte: II
III Semestre: Tercero
Nombre del Bloque II: Story Tellers y Bloque III Diversity
Nombre del Rúbrica
Bloque II: Story
Asignatura: Inglés Tellers
III y BloqueTercero
Semestre: III: Diversity
para la Evaluación del Proyecto Oral.
Corte: 2
Nombre del Bloque II: Story Tellers y Bloque III Diversity
Estudiante:
Estudiante:
Apertura
Momento: Apertura
Desarrollo
Tipo de
Evaluación: Diagnóstica
Autoevaluación Formativa
Coevaluación Sumativa
Heteroevaluación
Momento: Desarrollo
Cierre
Cierre
Docente
Evaluador:
Docente
Evaluador:
NEEDS
EXCELLENT GOOD
CATEGORY FAIR (0.2) IMPROVEMENT
NEEDS NON INCLUDED (0)
(0.4)
EXCELLENT (0.3)
GOOD
CATEGORY FAIR (0.2) (0.1)
IMPROVEMENT NON INCLUDED (0)
(0.4) (0.3)
(0.1)
Visual aids have
Visual aids Visual aids have Visual aids are little
support aidstheme little support for the
Visual the Visual aids
related aretheme,
to the little Visual aids are hard to
VISUAL little support for the
support
and have the theme theme. Have
proper related
have notoproper
the theme,
size Visual aids are
understand hard to
and/or not Non Included
VISUAL
AIDS theme.size
proper Have and
andand
size have proper
color for havecolor
and no proper
for thesize understand and/or
related to the not
theme. Non Included
AIDS proper
color forsize
the and
size and
the audience.color for and color for the
audience. related to the theme.
color for the
audience.
the audience. audience.
audience.
Uses appropriate
Uses appropriate The mistakes and
grammar without The mistakes andare
grammar without Uses appropriate Presents mistakes grammar errors
mistakes. Uses appropriate Presents mistakes grammar errors are No Structures Applied
GRAMMAR mistakes. are grammar with few but he or she evident and NoCorrectly
Structures Applied
GRAMMAR Sentences grammar with few but he or she evident and
Sentences are mistakes. communicates. communication is not Correctly
according to the mistakes. communicates. communication
according to the accomplished. is not
goals. accomplished.
goals.
Pronounces with
Pronounces with
Excellent errors or is not The pronunciation is
PRONUNCIATION Excellent Well errors or is not The pronunciation is
PRONUNCIATION pronunciation. Wellpronounced.
pronounced. understandable from poor
poorand
andunclear.
unclear.
SpeaksSpanish
Speaks Spanish
pronunciation. understandable from
time
time to time.
to time.
IsIsable
abletoto IsIsable
abletoto
communicate
communicate Is
Is able to express
able to express Isnot
Is notable
abletoto
communicate
communicate
FLUENCY
FLUENCY ideas in an
ideas in an ideas, stopping to
ideas, stopping to communicateideas,
communicate ideas, OnlyReads
Only Reads
fluently,
fluently,with
with just
just
excellent
excellentmanner,
manner, some hesitations. recall words.
recall words. mixingboth
mixing bothlanguages.
languages.
without some hesitations.
withouthesitation.
hesitation.
Turns
Turnsininonontime,
time,
PROJECT.
PROJECT. with
withananexcellent
excellent Turns
Turnsininon
on time,
time, Poorquality,
Poor quality,missing
missing
Turn in but missing
missing
ESSAY
ESSAYOR
OR quality
qualityaccording
according according
according to
to the
the mostofofthe
most the NotDelivered
Not Delivered
some requirements.
requirements.
WRITTEN
WRITTENTEXT
TEXT totothe
the requirements.
requirements. requirements.
requirements.
requirements.
requirements.
Score:
Score:

UNIT III DIVERSITY
DIVERSITY
Unit III
Casi Algunas Casi

Genéricas: 4
3 2 1

CG4
8.3 Asume una actitud constructiva,

congruente con los conocimientos y
CG8
habilidades con los que cuenta dentro de
distintos puntos de vista y tradiciones
CG10
culturales mediante la ubicación de sus propias
circunstancias en un contexto más amplio.
Retroalimentación

DIVERSITY
Unit III
Asignatura: Inglés III Semestre: Tercero Corte: II

Asignatura:
Nombre Inglés
del Bloque III Semestre:
II: Story Tellers Tercero Corte:
y Bloque III: 2
Diversity
Nombre del Bloque II: “Story Tellers” y Bloque III: “Diversity”
Estudiante:
Apertura
Momento: Desarrollo
Cierre
Docente
Evaluador:
Valor: _______ / 20%
SI
SÍ NO
CUMPLE CUMPLE
Utiliza el tiempo “Simple Past” en su forma afirmativa,
negativa e interrogativa, haciendo uso del vocabulario en 0.5
el contexto.
Utiliza las reglas del “-ing” para formar verbos en
Gerundio. 0.5
Utiliza el tiempo “Past Progressive” en su forma

afirmativa, negativa e interrogativa, haciendo uso del 0.5
vocabulario en el contexto.
Utiliza los Conectores: When, First, Then, After, Later,
After a while, After that, Finally, at the end, hacienda uso 0.5
del vocabulario en el contexto.
*Los requerimientos para la entrega del Portafolio de Evidencias quedan a consideración del
docente.
Casi Algunas
Competencias Siempre Casi nunca
Atributos: siempre veces
Genéricas: 4 1
3 2

CG4
8.3 Asume una actitud constructiva, congruente con

CG8 los conocimientos y habilidades con los que cuenta
dentro de distintos equipos de trabajo.
10.2 Dialoga y aprende de personas con distintos

puntos de vista y tradiciones culturales mediante la
CG10
ubicación de sus propias circunstancias en un
contexto más amplio.

UNIT III DIVERSITY
SELF AND PEER EVALUATION DIVERSITY

Unit III
Decide honestly according to each affirmative sentence, the description and evaluation of your
own learning
SELF process.
AND PEER UNIT III EVALUATION
Decide honestly according to each affirmative sentence, the description and evaluation of your own
learning process.
Self evaluation
Student’s name:
Date: Observations
Some If your answer is Never,
Competence performance indicators Always Never
times analyze the reasons
I attend on time to all my classes.
I follow the instructions to do the exercises.
I Participate with a constructive and collaborative attitude
asking when the topic is not understandable.
I answer the exercises provided in the book.
I Contribute with ideas in oral and written forms.
I am able to evaluate honestly my own performance.
I read the lessons and texts searching for new meanings
and words.
I am able to establish links between new and old
grammatical forms and integrate new words.
I have an interest in learning by my own using the internet.
I work with my classmates collaboratively.
I feel I have improve my English with this block.
I can communicate better and more confidently.
Decide honestly according to each affirmative sentence, the description and evaluation of one of your
classmates learning process.
Peer evaluation Unit III

Student´s name: Evaluator:
Date: Observations
If your answer is Never,
Competence performance indicators Always Sometimes Never discuss the reasons with him
or her
He or she attends on time to all the classes.
He or she follows the instructions to do the
exercises.
He or she participates with a constructive and
collaborative attitude asking when the topic is not
understood.
He or she answers the book exercises.
He or she contributes with ideas in oral and written
forms.
He or she is able to evaluate honestly his or her own
performance.
He or she reads the lessons and texts searching for
new meanings and words.
He or she is able to establish links between new and
old grammatical forms and to learn new words.
He or she has an interest in learning by his or her
own instance using the internet.
He or she works with classmates collaboratively.
He or she has improved her or his English.
He or she can communicate better and more
confidently.

Unit IV
PICK IT UP
Competencias
CDBC 2. Evalúa un texto mediante la compa-

ración de un contenido con el de otros, en fun-
4. Escucha, interpreta y emite mensajes ción de sus conocimientos previos y nuevos.
pertinentes en distintos contextos me-
diante la utilización de medios, códigos CDBC 4. Produce textos con base en el uso
y herramientas apropiados. normativo de la lengua, considerando la inten-
ción y situación comunicativa.
CG. 4.2. Aplica distintas estrategias comuni-
cativas según quienes sean sus interlocuto- CDBC 10. Identifica e interpreta la idea gene-
res, el contexto en el que se encuentra y los ral y posible desarrollo de un mensaje oral o
objetivos que persigue. escrito en una segunda lengua, recurriendo a
conocimientos previos, elementos no verbales
CG4.4 Se comunica en una segunda lengua y contexto.
en situaciones cotidianas. .
CDBC 11. Se comunica en una lengua extran-
5. Desarrolla innovaciones y propone jera mediante un discurso lógico, oral o escrito,
soluciones a problemas a partir de méto- congruente con la situación comunicativa.
dos establecidos.
CDBC 12. Utiliza las tecnologías de la informa-
CG5.1 Sigue instrucciones y procedimientos ción y comunicación para investigar, resolver
de manera reflexiva, comprendiendo cómo problemas, producir materiales y transmitir in-
cada uno de sus pasos construye al alcance formación.
de un objetivo.
Unit IV
PICK IT UP

Construye información sobre instrucciones y obligaciones hacien-
do uso de “Phrasal verbs”, pronombres objetivos y habilidades co-
municativas, favoreciendo la creatividad, la apertura a diferentes
puntos de vista y maneras de conducirse en su contexto.
● Física I ● Eje transversal social

● Biología I ● Eje transversal de la salud
● Literatura I ● Eje transversal ambiental
● Historia de México I ● Eje transversal de habilidades
lectoras
Desarrolla información sobre instrucciones y obligaciones de manera oral y escrita

de su entorno haciendo uso de “phrasal verbs” y pronombres objetivos, reflexio-
nando sobre las diferentes maneras de conducirse en el contexto.
● Vocabulario ● Identifica el uso de los “phrasal ● Favorece su desarrollo

○ Verbos compuestos separables e verbs” y pronombres objetivos en creativo.
inseparables (“phrasal verbs”) para textos y audios.
el uso de instrucciones y obligacio-
● Reflexiona sobre las
nes.
● Expone información específica diferentes maneras de
● Gramática utilizando “phrasal verbs” y pro- conducirse en el contex-
○ Pronombres objetivos: “me”, nombres objetivos, considerando to.
“you”, “him”, “her”, “it”, “us”, “them”. los elementos de fluidez, entona-
ción y pronunciación.
● Favoreciendo un pensa-
miento crítico y reflexivo.
● Ilustra información específica
utilizando “phrasal verbs” y pro-
nombres objetivos considerando
la correcta coherencia, sintaxis y
ortografía.

UNIT DESCRIPTION
Develops information about instructions and duties in oral and
written form using “phrasal verbs” and “object pronouns”,
reflecting about the different ways to participate in the whole
world´s life.
DIAGNOSTIC FOR UNIT IV
I. Read and choose the best option to complete the sentence using “phrasal
verbs”
1. Would you _______ my dog for me this weekend?
a) look b) look after c) look up
2. John _______ his leg at the baseball game.
a) broke b) broke down c) broke off
3. Our boss ______ our meeting until next week.
a) put b) put off c) put down
4. Could you ________ the music while I´m on the phone?
a) turn b) turn off c) turn around
5. We both ______ meeting your new girlfriend.
a) look b) look up c) look forward to
II. Choose the correct object pronoun (me, you, him, her, it, us, them).
1. Where are my glasses? You are wearing ______!
a) her b) it c) them
2. Do you like apples?
a) her b) them c) it
3. Look at John! He seems so happy!
His Friends offered _____ a guitar for his birthday!
a) him b) it c) them
4. My mother is fantastic! I like _____ very much!
a) him b) her c) it
5.This fruit is poisoned! Don´t eat _____!
a) them b) they c) it

UNIT IV PICK IT UP
LEARNING ACTIVITIES Pick it up

Unit IV
Discover the grammar! Pick it up

Learning activities Unit IV
Alex has found some dialogues in a novel in English in which some sen-
tencesDiscover
Learning activities
the grammar!
contain some verbs consisting of two words, but Alex cannot fi-
gure out the meaning. Some of them are commands, requests and
Alex has found some dialogues in a novel in English in which
instructions thatDiscover
he doesthenotgrammar!
understand very well, so he asks his
some sentences contain some verbs consisting of two words,
sister about them.
but Alex cannotAlex
Susana
figure
explains
out the
has found to his in
somemeaning.
dialogues brother
Some
Alex theare
of inthem
a novel Englishdifferen-
in which
ce between common
some verbs
sentencesand two
contain words
some verbs
verbs
commands, requests and instructions that he does not and
consistingsome
of twoofwords,
their
different meanings.
but Alex cannot figure out the meaning. Some of them are
understand very well, so he asks his sister about them. Susana
commands, requests and instructions that he does not
explains to his brother Alex the difference between understandcommon verbs
very well, and two
so he wordsabout
verbs andSusana
How can you distinguish
some of their differentexplains
meanings. a regular verb of asks
one his
of sister
this type, them.
called two-
to his brother Alex the difference between common verbs and two words verbs and
word
some verbs?
of their different meanings.
How can you distinguish a regular verb of one of this type, called two-word verbs?
How can you distinguish a regular verb of one of this type, called two-word verbs?
1. Read the list of verbs that appear in the box and give them the meaning
1. Read the list of verbs that appear
the list ofin
in1. Spanish.
Read the that
verbs boxappear
and give
in thethem thegive
box and meaning inmeaning
them the Spanish.
in Spanish.
A combination of verb
A combination
and preposition
A combination
of verb
of verb is
and preposition
andcalled a “phrasal
preposition
is called
is calledverb”:
a “phrasal
a “phrasal verb”:
verb”:
VERBS AND PREPOSITIONS

VERBS AND PREPOSITIONS
PHRASAL VERB MEANING PHRASAL VERB MEANING
PHRASAL VERB MEANING PHRASAL VERB MEANING
Apologize for look up
Apologize for Ask about look up Make up
Ask about Ask for Make up Pay for
Ask for Belong to Pay for Prepare for

Bring up Study for
Belong to Prepare for
Care for Talk about
Bring up Study for
Find out Think about
Care for Give up Talk about Trust in
Find out Grow up Think about Watch out
Give up Look for Trust in Work for
Look forward to Worry about
Grow up Watch out
Look for with Work for verbs of the previous chart in which you
2. In3. pairs,
In pairs, make
make some
some sentences
sentences thewith
phrasal
the phrasal verbs of the previous
give an order, ask directions, or request for something and write them down in your
Look forward to
chart in which
notebook. you give an Worry
order, ask about
directions, or request for something
and write them down in your notebook.
4. Read your sentences to your classmates.
3. In pairs, make some sentences with the phrasal verbs of the previous chart in which you
3. Read
give an order, ask your sentences
directions, or request to
foryour classmates.
something and write them down in your
notebook.
4. Read your sentences to your classmates.
What are Phrasal Verbs?
Phrasal verbs are mainly used in spoken English and informal texts. (The more formal a
What are Phrasal Verbs?

conversation or text, the less phrasal verbs are found).
Phrasal verbs are mainly used in spoken English and informal texts. (The more
formal a conversation or text, the less phrasal verbs are found).
Phrasal verbs are mainly used in spoken English and informal texts. (The more formal a
conversation or text, the less phrasal verbs are found).
Discover the grammar!
Phrasal verbs consist of a verb plus a particle (preposition, adverb). The par-
ticle can change the meaning of the verb completely, e.g.:
• "look up" – consult a reference book (look a word up in a dictionary)
Pick it up
• "look for" – seek (look for her ring) Unit IV
• "look forward" – anticipate with pleasure (look forward to meeting someone)

Phrasal verbs consist of a verb plus a particle (preposition, adverb). The particle can
change the meaning of the verb completely, e.g.:
Position of the Particle
• look up – consult a reference book (look a word up in a dictionary)
• look for – seek (look for her ring)
The particle
• look is placed
forward either
– anticipate withafter
pleasure (lookIfforward
the object is a pronoun,
to meeting someone) however,
the verb or after the object. the particle has to be placed after
Position of the Particle the pronoun (object).
Example:
The particle is placed either after the verb or after the object.
Example:
Write down the word. / Write the
Example: Write it down
Write down theword
word.down.
/ Write the word down.
If the object is a pronoun, however, the particle has to be placed after the pronoun (object).
Example:
LEARNING ACTIVITIES
Write it down.
Pre-activities:
LEARNING ACTIVITIES.
Ask the students to bring magazines, scissors, glue, and white paper or carton pa-
Pre-activities:
per. This will be necessary for the next activity.
Ask the students to bring magazines, scissors, glue, and white paper or carton paper. This
Work
will beteam and writing
necessary skills:
for the next activity.
Work
Ask team
them toand writing
work skills:They are going to review and analyze the next list that
in pairs.
describes two - word verbs.
Ask them to work in pairs. They are going to review and analyze the next list that describes
twoteacher
The - word verbs.
will distribute to each pair of students, a couple of Phrasal Verbs and
the
Thestudents
teacher will
will design
distributeflash cards
to each pairofofthese verbs;
students, they have
a couple to choose
of Phrasal Verbs an
andimage
the
that represents
students each
will design phrasal
flash cards ofverbs
these and
verbs;they
theyhave to choose
have to write down thethat
an image sentence next
represents
toeach
the image. At theand
phrasal verbs end,
theyall students
have to writewill
down socialize theirnext
the sentence owntoflash cards.
the image.
At the end, all students will socialize their own flash cards.
Most Common Phrasal Verbs
1 KEEP AWAY To avoid going near somebody/ something.
To leave somebody/ a place suddenly.

2 RUN AWAY
To escape from somebody/ a place.
To get rid of something that you no longer want; to fail
3 THROW AWAY
to make use of something; to waste something.

UNIT IV PICK IT UP
Pick it up
Unit IV
4 BRING BACK To return someone or something.

To telephone someone again, or to telephone
5 CALL BACK
someone who telephoned you earlier.
6 COME BACK To return to a place.
To return, especially to your home.
7 GET BACK
Retrieve, to have an item returned.
To return to a person, subject, or activity.
8 GO BACK When schools or students go back, classes begin
again after a long holiday.
9 PAY BACK To return money that you borrowed from somebody.
10 TAKE BACK To retract something you said.
11 BEND DOWN Lower the top half of your body.
To begin to feel more relaxed and less emotional, or

12 CALM DOWN
to make someone do this.
To put someone or something onto a surface,
13 PUT DOWN
especially the floor.
To move your body so that the lower part of it is
14 SIT DOWN
resting on a seat or on the ground.
To be less active and relax more; moving or
15 SLOW DOWN proceeding with little or less than usual speed or
velocity.
To remove something from the internet or a website.
16 TAKE DOWN When you remove or dismantle something, often
something that has been hanging up.
17 WRITE DOWN To write something on a piece of paper.
18 LOOK FOR To search / to try to find.
To be thinking with pleasure about something that is

19 LOOK FORWARD TO
going to happen (because you expect to enjoy it).
To arrive at a hotel or a private hospital where you

have arranged to stay and give your personal details
20 CHECK IN to the person working at the reception desk.
To arrive at an airport and show your ticket to an
official.
To enter a room or building; Pick it up
21 COME IN Unit IV
To arrive somewhere; to be received.
To add information such as your name or address in
22 FILL IN
the empty spaces on an official document
To arrive at a place; to be admitted to a school,
23 GET IN/ INTO
university, etc., to enter a car, train, etc.
24 JOIN IN To become involved in an activity with other people.
25 MOVE IN To start living in a different house or flat.
To connect a piece of equipment to an electricity
26 PLUG IN
supply or to another piece of equipment.
To cancel a meeting or an arrangement that you have

27 PUT OFF
made with somebody.
To add information such as your name or address in
22 FILL IN
the empty spaces on an official document
To arrive at a place; to be admitted to a school,
23 GET IN/ INTO
university, etc., to enter a car, train, etc.
24 JOIN IN To become involved in an activity with other people.
25 MOVE IN To start living in a different house or flat.
To connect a piece of equipment to an electricity
26 PLUG IN
supply or to another piece of equipment.
To cancel a meeting or an arrangement that you have

27 PUT OFF
made with somebody.
28 SET OFF To start on a trip.
To leave the ground and begin to fly.
29 TAKE OFF
To remove an item of clothing from your body.
To stop a piece of equipment
30 TURN OFF working temporarily by pressing a button or
by moving a switch.
31 PAY OFF To finish paying money owed for something.
32 GET ON To get into a bus, plane, or train.

To continue happening or doing something;
33 GO ON something to happens; to start talking again after
a pause or interruption.
To develop or make progress.
34 KEEP ON
Used for telling someone to hurry.
To cover a part of your body with a piece
35 PUT ON of clothing or jewelry so that you are wearing it. If you
put on weight, you become fatter.
To put on a piece of clothing in order to see how
36 TRY ON
it looks and whether it fits.
37 CARRY OUT To do a particular piece of work, research.

To leave a hotel or a private hospital after paying the
bill.
38 CHECK OUT To examine someone or something in order to
be certain that everything is correct, true,
or satisfactory.
To discover a fact or piece of information.
39 FIND OUT (Find someone out) to discover that someone has
been dishonest.
40 GET OUT Used for telling someone to leave.
To prevent somebody from entering a place by
41 LOCK OUT
locking the door. Pick it up
42 LOOK OUT To watch what is happening and be careful. Unit IV
43 PUT OUT To take something out of your house and leave it, for
example for someone to collect.
To stop something from burning or shining.
44 WALK OUT To leave a meeting, performance, etc., suddenly.
To train the body by physical exercise, to calculate
45 WORK OUT something.
To find the answer to something.
46 TAKE OVER To begin control of something.
47 BRING UP To care for a child, teaching him or her how to behave, etc.
48 CHEER UP To become less sad, or to make someone feel less sad.
49 FIX UP To arrange for something to happen.
50 GET UP To get out of bed after sleeping.
To stop doing something that you do regularly.
51 GIVE UP COBACH Colegio de Bachilleres del Estado de Baja California 87
To stop doing something that you are trying hard to do.
52 LOOK UP To search for information.
45 WORK OUT something.
To find the answer to something.
UNIT IV PICK IT UP
46 TAKE OVER To begin control of something.
47 BRING UP To care for a child, teaching him or her how to behave, etc.
48 CHEER UP To become less sad, or to make someone feel less sad.
49 FIX UP To arrange for something to happen.
50 GET UP To get out of bed after sleeping.
To stop doing something that you do regularly.
51 GIVE UP
To stop doing something that you are trying hard to do.
52 LOOK UP To search for information.
To lift someone or something up from a surface.
53 PICK UP To lift things up and put them in the place where they
are kept in order to make a place tidy.
54 SAVE UP To keep money so that you can buy something with it in the future.
To put your body into an upright position from
55 STAND UP
a sitting or lying position.
56 TAKE UP To start a new hobby or interest.
To destroy something such as a piece of paper or cloth by pulling it
57 TEAR UP
into pieces.
To make small changes to something in order to make it better.
To make yourself look better by washing your face, combing
58 TIDY UP
your hair, etc.
Put things in order.
59 WASH UP To wash plates, cups, spoons, etc., after a meal.
60 WAKE UP Become conscious after sleeping.
61 WIND UP To make someone angry or upset.
ACTIVITY
ACTIVITY 1 1
A.A.Choose
Choose theright
the right preposition
preposition oror
adverbial particle.
adverbial particle.
1. tried
1. She She tried ________
________ herher
newnew dress
dress andfound
and foundititall
allright.
right.
a) up
a) up b)b)on c)
on in d)off
c) in
2. Be sure to
d) get
off ________ the bus in front of the hospital.
2. Be sure
a) in b) to get ________
to c) the bus in
off d) upfront of the hospital.
a) in
b) takes
3. The plane to ________ very late at night.
c) off
a) up b)d)out c)
up over d) off
3. The plane takes ________ very late at night.
4. I was looking
a) up
________ my neighbor’s dogs when I found some money.
a) for b) after c) between d) at
5. Don’t take ________ your coat. It’s too cold. We are putting ours.
a) on b) over c) off d) out
6. Put your hat ________ and come with us for a walk.
a) over b) up c) on d) down
7. I’m looking these words ________ in a dictionary. I don’t know what they mean.
a) through b) up c) after d) about
8. Someone turned the water ________ while I was having a shower.
a) up b) over c) off d) on
9. You can sit ________ for a while. I know you are tired.
a) down b) on c) back d) over

c) off
d) on
9. You can sit ________ for a while. I know you are tired.
a) down
b) on
c) back
d) over
ACTIVITY
ACTIVITY 2 2
A. inFill
A. Fill thein the blanks
blanks withthe
with thecorrect
correct phrasal
phrasalverb. Choose
verb. them them
Choose from the box.the box.
from
get out come in turn off look out run away throw away
1. Quick, ______
1. Quick, ______Mark! It'sfreezing
Mark! It's freezing outside.
outside. Close
Close the door.
the door.
2. When
2. When sheshe was12
was 12 years
years old,
old,Alexa ______ fromfrom
Alexa ______ homehome
for twofor
days.
two days.
3. That car is going to hit us! _______!!
3. That car is going to hit us! _______!!
4. Did you _______ the rest of the pizza? I was still eating it!
4. Did you _______ the rest of the pizza? I was still eating it!
5. There was a fire in the building, but everyone ________ in time.
5. There was a fire in the building, but everyone ________ in time.
6. If you're not watching it, can you _______ the TV?
6. If you're not watching it, can you _______ the TV?
B. Choose the correct preposition for each sentence.
B. Choose the correct preposition for each sentence.

1. Bill told the excited girl to calm ____ a) up b) down
2. For my New Year’s Resolution, I’ve decided
to give ____ drinking whisky. a) up b) down
3. Some people look ____ on manual workers. a) up b) down
4. The criminal was caught and locked ____ in prison. a) up b) down
5. It took us two hours to clean ____ after the party. a) up b) down
C.Choose the correct phrasal verb and complete the next sentences, (some
of them are repeated):
go on (x2) - pick up (x2) - come back (x2) - go back (x2) - find out (x2) - get
out - come in (to) (x2)
1. He ____________________ the kitchen and made some tea.
2. I really want to __________________ of this office and go for a walk.
3. Yesterday, she __________________ some dinner on the way home.
4. Could you ___________________ what time we need to arrive?
5. What time did you ____________________ yesterday?
6. A performance is ____________________ at the momento.
7. Last night he ___________________ before I left.
8. She __________________ to school last week.
9. He ___________________ to Poland last year.
10. Please ___________!
11. Could you ______________ Lucy at the bus station?
12. We need to ___________________ how much it costs.
13. What´s ________________? I don´t know, but she is really upset.

7. Last night he ___________________ before I left.
8. She __________________ to school last week.
UNIT IV PICK IT UP 9. He ___________________ to Poland last year.

10. Please ___________!
11. Could you ______________ Lucy at the bus station?
12. We need to ___________________ how much it costs.
13. What´s ________________? I don´t know, but she is really upset.
ACTIVITY 3 3
ACTIVITY
A. Complete the phrasal

A. Complete verbs
the phrasal verbswith thecorrect
with the correct particles.
particles.
up on (x3) away off (x2) down in
1. I don't
1. know where
I don't know mymy
where book
bookis.
is. II must
mustlook
look for it.
for it.
2. Fill ________
2. Fill ________ the form,
the form, please.
please.
3. The music is too loud. Could you turn _________ the volume, please?
3. The music is too loud. Could you turn _________ the volume, please?
4. Quick, get __________ the bus or you'll have to walk home.
4. Quick,
5. get __________ the busyou
Turn _______ the lights when or go
you'll have to walk home.
to bed.
5. Turn _______ theiflights
6. Do you mind I switchwhen you go
__________ theto bed.
telly? I'd like to watch the news.
7. The dinner was ruined. I had to throw it __________.
6. Do you mind if I switch __________ the telly? I'd like to watch the news.
Pick it up
7. The dinner was ruined. I had to throw it __________. Unit IV
8.8.When
Whenyouyouenter the house,
enter take _________ your
the house, shoes
take _________ your and put
shoes and some
put Q
some Q
slippers _______.
slippers _______.
9.9.If you
If youdon't
don'tknow thisword,
know this word,you
you
cancan
looklook it ________ in
it ________ a dictionary.
in a dictionary.
Things
Thingswewe
dodo
every day
every day
B.B.These
Thesevery
verycommon phrasalverbs
common phrasal verbs are
are used
used to describe
to describe the type
the type of actions
of actions that
that we
we do
do every day. Choose
every day. Choosethe thecorrect
correct form
form of of a phrasal
a phrasal verbverb
fromfrom
the the
box box
to
replacethe
to replace thewords
words in
in italics
italics in
inthe
thesentences
sentences below. PutPut
below. the the
verbs in theincorrect
verbs the co-
rrect tense.
tense.
work out get up turn off put on go out take-off wake up
1.1.I Istopped sleepingvery

stopped sleeping very early
early this this morning.
morning.
ANSWER:
ANSWER: I _______________
_______________ very
very early
early this morning.
this morning.
stop sleeping
2.2.I Istop sleeping and
andget outout
get of bed at 7 o’clock
of bed during during
at 7 o’clock the week.
the week.
ANSWER: I ___________________ at 7 o´clock during the week.
ANSWER: I ___________________ at 7 o´clock during the week.
3. She removed her jacket as she came in.
She removed
3.ANSWER: her jacket as she came in.
She _______________ her jacket as she came in.
ANSWER:
4. I donnedShe _______________
a coat and left the house. her jacket as she came in.
4.ANSWER:
I donnedI _____________
a coat and left athe
coat and left the house.
house.
5. He left the house for a social activity with some friends.
ANSWER: I _____________ a coat and left the house.
ANSWER: He ________________ with some friends.
5. He left the house for a social activity with some friends.
6. She does physical exercise in the local gym every day.
ANSWER: He ________________
ANSWER: She with
________________ in the some
local gymfriends.
every day.
6.7.She does
Is the physical
computer turnedexercise in stop
on? Will you the local gym every
it working day. a button, please?
by pressing
ANSWER: Is
ANSWER: Shethe________________
computer turned on? in
Willthe
youlocal gym every day.please?
__________________,
7. Is the computer turned on? Will you stop it working by pressing a button,
C. These phrasal verbs all relate to emotions and feelings. Try to match them to their
please?
meanings on the right.
ANSWER: Is the computer turned on? Will you __________________, please?
90 INGLÉS III Emotions

Guía de actividades del alumno para el desarrollo de competencias
C. These phrasal verbs all relate to emotions and feelings. Try to match them
to their meanings on the right.
Emotions
1. calm down a. to feel happier.

2. chill out b. an informal phrasal verb meaning to make so-
meone angry and upset.
3. cheer up
4. look forward to c. to stop being angry, excited or upset.
5. wind up d. an informal phrasal verb meaning to relax.
6. freak out e. to feel pleased and excited about something that

is going to happen.
f. an informal phrasal verb meaning to be very exci-
ted or emotional or to cause someone be this way.
ACTIVITY 4
Read the passage about one person’s difficulty in waking up on time. Then
answer the exercises that follow.
For his whole life, Nick has never been able to get up early. When he was in
elementary school, his mother would set the alarm clock for 6:00 am, but it
would not wake him up. When Nick was in high school, his alarm clock would
go off, but he simply turned it off and went back to sleep.
Every morning his father would shout, “Come on, Nick! You’re going to be late”.
The shouting did not help, however. On a few days, Nick would show up two
hours late! Nick knew that his school would not put up with this situation much
longer. His parents were frustrated, but they could not give up.
One day Nick’s mom came across a blog on the Internet where people were
sharing their stories about oversleeping and different solutions. They had come
up with to solve their problems. After going over a few of these stories and
realizing there could be an underlying health issue, Nick’s mother made up her
mind that the best advice was to look for a sleep specialist on the Internet.
After checking out several websites, Nick’s mom found out about a specialist
for her son’s condition. She called him up and left a message. The next day,
the doctor called her back to talk about Nick’s situation. Now the family is
counting on him to help solve Nick’s problem.

specialist on the Internet.
After checking out several websites, Nick’s mom found out about a specialist for her son’s
After called
condition. She him
checking upseveral
out and left a message.
websites, The found
Nick’s mom next day, the doctor
out about called
a specialist her back
for her son’s
UNIT IV PICK
to talkITabout
UP Nick’s
condition. Shesituation.
called himNow theleft
up and family is counting
a message. The nexton
day,him to help
the doctor solve
called herNick’s
back
problem. to talk about Nick’s situation. Now the family is counting on him to help solve Nick’s
problem.
1. 1. 1.
Choose
Choose the the correct
correct
Choose option
the option
correct for
forTrue
for True
option or or
False.
True False.
or False.
a. His mother would

a. His set would
mother the alarm clock
set the forclock
alarm 7:00forAM.
7:00 AM. TT F
F
b. On a few b. On aNick
days, few days,
wouldNick would
show upshow
four up four late.
hours hours late. TT F
F
c. His parents were frustrated, but they couldn´t give up. T F
c. His parents were frustrated, but they couldn´t give up. T F
d. Nick´s mother decided that the best advice was to try to find a sleep specialist on the
d. Nick´s mother decided that the best advice was to try to find a sleep specialist on the T F
Internet. T F
Internet. e. After look several websites, Nick´s mom found out about a specialist for her son´s
T F
e. After lookcondition.
several websites, Nick´s mom found out about a specialist for her son´s
T F
condition.
2. The bold words are called phrasal verbs. Each phrasal verb has a meaning that
2. The bold words are called second
phrasalword.
verbs. Each phrasal verb has aformeaning
2. Theisbold
different
wordsfrom
areitscalled
verb and
phrasal verbs. Write
Each the meaning
phrasal in english
verb has a meaning these
that
that is different
phrasal verbs. from its verb and second word. Write the meaning in English
is different from its verb and second word. Write the meaning in english for these
for these phrasal verbs.
phrasal verbs.
PHRASAL VERB MEANING Pick it up
Unit IV
PHRASAL VERB MEANING
Get up
Wake up
Go off
Turn off
Go back
Come on
Show up
Put up with
Give up
Come across
Come up with
Go over
Make up
Look for
Check out
Find out
Call up
Call back
Talk about
Count on

ACTIVITY 5
Listen to the song and fill in the blanks.
"Flames"
Oh, oh CHORUS
One foot in front of the other babe Go, go, go
One breath leads to another yeah Figure it out, figure it out, but __________
moving
Just keep _______, oh
Go, go, go
Look within for the strength today
Figure it out, figure it out, you can do this
Listen ________ for the voice to say
Just keep moving, oh
So my love, keep on running
You gotta get ______ today, yeah
CHORUS
There my love, keep on running
Go, go, go
Gotta keep those tears at bay,
Figure it _______, figure it out, but don't stop
moving Oh, my love, don't stop burning
Go, go, go Gonna send them up in flames
In flames
So my _______, keep on running In flames
You gotta get through today, yeah In flames
There my love, keep on running
Gotta ________ those tears at bay, oh CHORUS
Oh, my love, don't stop _________ Go, go, go
Gonna send them ________ in flames Figure it out, figure it out, but __________
moving
In flames
Go, go, go
Don't stop, tomorrow's another day
Don't stop, tomorrow you'll feel no ________
So my love, keep on running
Just keep moving, oh
You gotta get through today, yeah
Don't stop the past'll trip you up
Then my love, keep _____ running
You know, right now's gotta be ________
Gotta keep those tears at bay, oh
Just keep moving
Oh, my love, don't stop burning
Gonna send them up in flames
In flames

UNIT IV PICK IT UP
MODALS VERBS FOR MAKING

REQUEST
LEARNING ACTIVITIES
Watch the following video and discuss relevant information with your classmates
and teacher.
Taken from American English
Modal Verbs: Making Requests - Review
3 ene. 2017
CAN, COULD AND WOULD
Can and Could are modal verbs used to make requests. Here is the structure:
Can/ Could + Subject + Verb
Examples:
• Can you pass the salt please?
• Could you bring your book tomorrow?
Can and Could are used differently. Can is less polite than Could.
Can is used to make basic requests from a friend or co-worker. It is often used for
small things:
• Can you pass the juice?
• Can you turn off the air conditioner?
Could is more polite than Can, but has the same function:
• Could you pass the juice please?
• Could you help me with my homework Mr. Johnston?
Would
Would is used to make polite requests in English. The structure is as follows:
Would you mind + Verb + ING
Examples:
• Would you mind closing the door?
• Would you mind turning down the radio?
You can also say “do you mind”, but “would you mind” is more polite:
• Do you mind turning off the music?
• Would you mind turning off the music?
Would can also be used to make polite requests with the verb like.
• I would like another drink please.
• I would like some help with my math homework please.

This is the same as using the verb want. However, Would is more polite:
• I want a drink.
• I would like a drink.
These types of requests are more common when ordering something. Take a look
at these examples:
• I would like rice with my chicken.
• I would like another Coke please.
ACTIVITY 6
A. Match the two sentences halves and write A – H next to the number 1 – 8.
B. Write the words in the correct order to make sentences.
1. have / some / I / Can / water / ? /

_________________________________________________________________
2. Coffee / Would / like /? / you / a /
__________________________________________________________________
3. How/?/I/ help/can/ you/
_________________________________________________________________
4. Do/Could/a/favor/me/? /you/
__________________________________________________________________
5. Giving / a / you / me / mind / Would / hand / ? /
__________________________________________________________________

UNIT IV PICK IT UP
6. up / please / ? / me / Can / pick / you / later / , /

_________________________________________________________________
7. explain/you /Could/this/, / please/?/
__________________________________________________________________
8. Come / for / you / round / to / like / Would / dinner /? /
__________________________________________________________________
C. Choose the correct sentence for these modal verbs for requests.
1. 7.
a) Could you please send me the a) Can you pass me my pen?

money?
b) You can pass me my pen?
b) Could you to please send me the
c) Can you pass my pen me?
2.
d) Can pass you my pen?
a) Could you help me?
8.
b) Could you to help me?
a) She could please email me later?
3.
b) Could she please email me later?
a) I would liking a drink.
c) Could please she email me later?
b) I would like a drink.
d) Could please email me she later?
4.
9.
a) She would like a drink.
a) I would like go the beach.
b) She would likes a drink.
b) I would like to go to the beach.
5.
c) I would like to go the beach.
a) Could you please bring my keys?
d) I would to like go to the beach.
b) Could you please brought my keys?
10.
6.
a) Could please you call me
a) I can to have another drink? tomorrow?
b) I can have another drink? b) Could you call please me

tomorrow?
c) Can I have to another drink?
c) Could you call me please
d) Can I have another drink? tomorrow?
d) Could you call me tomorrow

please?

Object Pronouns
Subjects are what the sentence is about.

Objects are what is affected by the action of the subject.
● I like orange juice. (I is the subject).
● I read books. (Books is the object as it is receiving the action).

UNIT IV PICK IT UP
With the help of your teacher, analyze the following infographic about the
object pronouns.

ACTIVITY 7
A. Subject and pronouns
u him?

UNIT IV PICK IT UP
SELF EVALUATION
A. Chose the correct answer for each sentence.

1. The teacher’s voice ………………………her thoughts.
a. broke out b. broke down c. broke into d. broke to
2. She has just………………….with her boyfriend.
a. broken up b. broken through c. broken down d. been down
3. Hurry up! The movie starts at 6 and we have to ……………… john on the way.
a. pick in b. pick up c. turn in d. broken to
4. My grandpa is a little deaf so he has to ………………the TV volume really loud.
a. turn up b. turn on c. turn in d turn off
5. They ………………………. Their dog everywhere, but they couldn’t find it.
a. look after b. look in c. look for d. look out
6. He is in Miami right now. He‘ll …………………. On the 17th.
a. come in b. come on c. come into d. come back
7. I’ll find you that address now. ……………………… a minute.
a. hold on b. hold in c. hold off d. hold up
8. “Is she writing to Leonardo di Caprio?" "Yes, she is in love with ___!"
a. her b. him c. his d. it
9. John is making a lot of noise!" "I'll ask ___ to be quiet."
a. him b. it c. its d. them
10. "Please tell Mrs. Smith to come in." "Sorry, I don't know ___."
a. she b. him c. he d. her
11. "I can't find my glasses!" "You are wearing ___!"
a. them b. there c. they d. these
12. Why is he always talking about Pamela Anderson?" "He obviously likes ___!"
a. his b. her c. him d. she
13. "Where is my book? Oh, dear! I've lost ___!"
a. him b. its c. it d. them
14. "Is that Mary's new boyfriend?" "Don't ask me, ask ___!"
a. her b. his c. it d. she
15. Teacher, ______________ explain this grammar to me again, please?
a. you may b. could you c. you will d. may you
16. A: _______ you show me how to use this computer software?
B: __________. How can I help?
a. Can / I be glad to b. Could / I would happy to c. Can / I'd be glad to
17. Charlotte, ______________ send me the document by email?
a. Would please you b. Would you please c. You could d.she could
18. Student: ________ help me with my homework, please? Teacher: Of course!
a. may you b. Might you c. you please d. could you
19. Teacher: Marco, ________ erase the blackboard for me? Marco: _________,
teacher.
a. you will / Yes, certainly b. Would you please / Yes, of course
c. you can / Of course
20. Sandy, ________________ photocopy these letters right away?
a. may you b. do you can c. can you d. Might you

UNIT IV PICK IT UP
UNIT PROYECT
OPTION A
PowerPoint
1.- Make a PowerPoint presentation or a poster in which you describe how other tee-
nagers live, what are their normal duties, school duties, and daily situations like at what
age they get married, or how do they decide what to study.
2. Make your own collage about what you do daily. Use as many phrasal verbs as you
can.
3. Write a brief essay or script. Use as many phrasal verbs as you can. Read the rubric
in order to improve it. Practice in front of a classmate.
4. Then present it to the class.
Please search for any information in particular that you may find about teenagers.
OPTION B
Role-play
1. In small groups, discuss the different jobs a director might ask a school secretary to
do as part of her job. Make a list of your ideas.
2. Write a conversation one of you is the director and the other the secretary.
3. Act out a formal conversation in which the director is telling the secretary what jobs
to do.
4. Then act out the conversation make sure you switch roles so that same person is not
the secretary this time.
5. Don’t forget to use modals and object pronouns as well as phrasal verbs.
6. Hand in a report to your teacher.
OPTION C
Role-play
1. You are going to write a short dialogue between someone explaining how an electro-
nic appliance works and someone who knows nothing about it.
2. In pairs decide on the situation and figure out the details of the conversation.
3. You need to write down your dialogue and give it to your teacher. 4. Act out the con-
versation in class.
5. make sure to use all the vocabulary previously seen in this unit.
Pick it up
Unit IV

Asignatura: Inglés III Semestre: Tercero Corte: III
3
Nombre del Bloque IV: Pick it up
Nombre de la presentación: _________________________________________________________________
Alumno:
Apertura
Cierre
Docente Evaluador:
NEEDS NON
EXCELLENT GOOD FAIR
CATEGORY IMPROVEMENT INCLUDED
(0.4) (0.3) (0.2)
(0.1) (0)
Visual aids are
Visual aids are little
Visual aids have little hard to
Visual aids support the theme and related to the theme,
VISUAL support for the theme. understand
have proper size and color for the have no proper size Non Included
AIDS Have proper size and and/or not
audience. and color for the
color for the audience. related to the
audience.
theme.
The mistakes
and grammar
Uses appropriate grammar without Uses appropriate Presents mistakes errors are No Structures
GRAMMAR mistakes. Sentences are according to grammar with few but he or she evident and Applied
the goals. mistakes. communicates. communication Correctly
is not
accomplished.
Pronounces with The
errors or is not pronunciation is Speaks
PRONUNCIATION Excellent pronunciation. Well pronounced.
understandable from poor and Spanish
time to time. unclear.
Is not able to
Is able to communicate Is able to express
Is able to communicate ideas in an communicate
FLUENCY fluently, with just some ideas, stopping to Only Reads
excellent manner, without hesitation. ideas, mixing
hesitations. recall words.
both languages.
Poor quality,
Turns in on time, with an excellent Turns in on time,
PROJECT. ESSAY OR Turn in but missing missing most of
quality according to the according to the Not Delivered
WRITTEN TEXT some requirements. the
requirements. requirements.
requirements.
Score:

UNIT IV PICK IT UP
Pick it up
Unit IV
Asignatura: Inglés III Semestre: Tercero Corte: III

3
Nombre del Bloque IV: Pick it up
Alumno:
Apertura
Cierre
Docente Evaluador:
Valor: _______ / 20%

NO
INDICADORES SI
SÍ CUMPLE VALOR OBSERVACIONES
CUMPLE
Utiliza la forma gramatical l “There is / There are” en su
0.5
forma afirmativa, haciendo uso de adjetivos calificativos.
Utiliza los Pronombres Relativos: Who, Which, That, Where,
0.5
haciendo uso del vocabulario en contexto.
Utiliza los Verbos compuestos separables e inseparables
(“Phrasal Verbs”) para el uso de instrucciones y 0.5
obligaciones, haciendo uso del vocabulario de contexto.
Utiliza los Pronombres objetivos: “Me, You, Him, Her, It,
Them, Us”, hacienda uso del vocabulario de contexto. 0.5
*Los requerimientos para la entrega del Portafolio de Evidencias quedan a consideración del docente.
Casi Algunas Casi

Genéricas: 4
3 2 1
CG4 4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para

CG4 obtener información y expresar ideas.
5.1 Desarrolla innovaciones y propone soluciones a problemas a partir

de métodos establecidos. Sigue instrucciones y procedimientos de
CG5 manera reflexiva, comprendiendo cómo cada uno de sus pasos
contribuye al alcance de un objetivo.

UNIT IV PICK IT UP
REFERENCES
UNIT I
Learn English Today.
Recuperado de: https://www.learn-english-today.com/lessons/lesson_contents/verbs/used_to.html (Marzo 3 de 2020).
ESL printables.
Recuperado de: https://www.eslprintables.com/grammar_worksheets/expressions/past_habits_used_to/Used_to _5_

pages__175265/ (Marzo 3 de 2020).
Agenda web.
Recuperado de: https://agendaweb.org/verbs/to-be-worksheets-resources-lessons (28 de marzo de 2020)
UNIT II
Rooster Teeth.
Recuperado de: https://roosterteeth.com/watch/what-do-you-know-season-1-vices (Marzo 3 de 2020).
Teaching English to Adolescents and Adults.

Recuperado de: http://teachingadolescentsandadults.blogspot.com/ (Marzo 3 de 2020).
How I plan to become a better learner?
Recuperado de: https://medium.com/@qurbamalik/how-i-plan-to-become-a-better-learner-83d970a6e5fc (Marzo 3 de

2020).
Aprender Inglés Org.

Recuperado de: https://aprenderingles.org/verbos/(Marzo 3 de 2020).
LiveWorkSheets.
Recuperado de: https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL) /Past_simple/

English_Lesson_1_az128593hb (Marzo 3 de 2020).
UNIT III
Cambridge Dictionary
Recuperado de: https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/there-is-there-s- and-there-are
Part of Speech
Recuperado de: http://partofspeech.org/kinds-of-adjectives-descriptive-adjectives/
Grammar Bank
Adapted from: https://www.grammarbank.com/reading-comprehension-test.html
Focus
Go ONLINE: http://www.focus.olsztyn.pl/en-relative-pronouns-who-which-that-exercise.html#.XoPX3- pKjIU
Montsemorales
Adaptado de: https://www.montsemorales.com/gramatica/RelativeBU4-7.htm
RELATIVE PRONOUNS
Adapted from: http://ingleseb1.pbworks.com/f/Lezione08_RelativeClauses.pdf

REFERENCES
UNIT IV
Clear grammar
Adapted from: Clear Grammar 3, 2nd Edition: Keys to Grammar for English Language Learners Keith S. Folse, 2015 http://
www.press.umich.edu/273340/clear_grammar_3_2nd_edition Michigan ELT, 2015
DIGITAL CHALKBOARD, 2018
Adapted from: https://www.mydigitalchalkboard.org/portal/default/Content/Viewer/Content?action=2&scId=508656&sciI

d=18072
El Blog de Idiomas
Adapted from :https://elblogdeidiomas.es/150-phrasalverbs-traduccion-ejemplo/, 2019
English Grammar Online
English Grammar Online, 2020, https://www.ego4u.com/en/cram-up/grammar/phrasal-verbs
English Grammar Online, 2020, https://www.ego4u.com/en/cram-up/grammar/phrasal-verbs/exercises?05
EnglishClub.com, 2020, https://www.englishclub.com/vocabulary/phrasal-verbs-quiz.htm
EnglishClub.com, 2020, https://www.englishclub.com/vocabulary/phrasal-verbs-quiz.htm
El Lounge Student
Esl lounge student, 2020, https://www.esl-lounge.com/student/vocabulary/2v37-pre-intermediate-phrasal-verbs- gap-fill-quiz-2.

php
Learn English Online
LEARNENGLISH-ONLINE, 2020 http://www.learnenglish-online.com/grammar/modals/requests.html
MISHIGAN PUBLISHING UNIVERSITY OF MICHIGAN PRESS,
2019 http://www.press.umich.edu/273340/clear_grammar_3_2nd_edition Michigan ELT, 2015 https://epo130espm.weebly.com/

iquestqueacute-es.html
YOUR DICTIONARY,
2020 https://grammar.yourdictionary.com/parts-of-speech/pronouns/object-pronoun.html
LearnEnglishTeens; BRITISH COUNCIL
https://learnenglishteens.britishcouncil.org/grammar/intermediate-grammar/can- could-would-invitations-offers-requests-
permission
Phrasal Verbs in Context
Adapted from: https://ljiljanahavran.files.wordpress.com/2013/03/phrasal-verbs_worksheet-2.pdf
All Things Grammar
https://www.allthingsgrammar.com/uploads/2/3/2/9/23290220/atg-worksheet-subjectobjpron.pdf
United English
Adapted from: https://www.unitedenglish.com.mx/subject-vs-object-pronouns/ United English Copyright 2020 All Rights

Reserved.
My EnglishPages.com, 2020,
https://www.myenglishpages.com/site_php_files/grammar-exercise-object-pronouns.php 2020
MyEnglishPages.com, 2020, https://www.myenglishpages.com/site_php_files/grammar-exercise-object- pronouns.php
Perfect English Grammar,
https://www.perfect-english-grammar.com/phrasal-verbs-exercise-1.html PNGITEM, 2019, https://www.pngitem.com/middle/

biJThx_clip-art-collection-of-free-morning-activity-clipart/
Anexos
LECCIONES PARA EL DESARROLLO
DE HABILIDADES SOCIOEMOCIONALES
ANEXOS LECCIONES PARA EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
DESARROLLO DE HABILIDADES SOCIOEMOCIONALES
Desarrollo de habilidades socioemocionales

Presentación
Presentación
Uno de los objetivos de lade
Presentación educación es contribuir
los objetivos a la formación
de la educación integrala de
es contribuir las personas,
la formación esto
integral
significa quedeademás de instruirlas
las personas, en conocimientos;
esto significa que además de esinstruirlas
lograr el en
desarrollo de su potencial
conocimientos; también
para alcanzar su proyecto
consiste de vida.
en lograr el desarrollo de su potencial para alcanzar su proyecto de vida.
En virtud deEnello,virtud de ello,

se pone se pone
en marcha el en marcha“Desarrollo
programa el programade Desarrollo
habilidadesde habilidades so-
socioemocionales”
cioemocionales
dirigido a nuestros dirigido
estudiantes, a nuestros
a través estudiantes,
del cual a travésdedel
se busca trabajar cual seproactiva
manera busca trabajar
en sus
debilidades, aumentar sus fortalezas, expresar lo que sienten y mejorar su comunicaciónque
de manera proactiva en sus debilidades, aumentar sus fortalezas, expresar lo con
sienten y mejorar su comunicación con los demás, resolver conflictos, aprender
los demás, resolver conflictos, aprender a manejar las presiones de la vida diaria, desarrollar a
manejar las presiones de la vida diaria, desarrollar perseverancia y valorar las con-
perseverancia y valorar las consecuencias de sus decisiones.
secuencias de sus decisiones.
El desarrolloEldedesarrollo
habilidades
de socioemocionales es un conjunto
habilidades socioemocionales es de
un lecciones dentro
conjunto de del programa
lecciones dentro
Construye T,delpara que jóvenes como tú, que cursan la Educación Media Superior, cuenten
programa Construye T, para que jóvenes, como tú, que cursan la Educación Me- con
las herramientas o medios
dia Superior, paracon
cuenten conocer sus emociones,
las herramientas trazar
o medios para sus metas
conocer susyemociones,
mejorar la
convivencia trazar
con sus metas
compañeros,
y mejoraramigos y maestros.
la convivencia Dando
con sus como resultado,
compañeros, un mejor
amigos y maestros.
Dando como resultado, un mejor ambiente escolar.
ambiente escolar.
Durante tus Durante

estudiostus
de estudios de preparatoria,
preparatoria, en los seisysemestres
en los seis semestres y en
en cada una decada una de tus
tus asignaturas,
asignaturas, realizarás actividades que te ayudarán a desarrollar las habilidades,
realizarás actividades que te ayudarán a desarrollar las habilidades, bajo los siguientes
bajo los siguientes aspectos:
aspectos:
DIMENSIONES HABILIDADES SEMESTRE

Conoce T Autoconocimiento Primero
Se enfoca en entender y
trabajar tus emociones. Autorregulación Segundo
Relaciona T Conciencia social Tercero
Fortalece la interacción con los
demás. Colaboración Cuarto
Elige T Toma responsable de decisiones Quinto
Promueve la toma de
decisiones responsables. Perseverancia Sexto
Tus profesores llevarán a cabo las lecciones y es muy importante tu participación,

Tus profesores llevarán a cabo las lecciones y es muy importante tu participación, pues de esta
pues de esta forma podrás lograr desarrollar tus habilidades sociales y emocionales.
forma podrás lograr desarrollar tus habilidades sociales y emocionales.
Si quieres tener más información o compartir tu opinión sobre el tema, puedes ingre-
Si quieres tener
sar amás información
las siguientes o compartir
direcciones contutuopinión
correo sobre el tema, puedes ingresar en las
de CoBachBC:
siguientes direcciones, con tu correo de CoBachBC:
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/hse?authuser=0+
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/hse?authuser=0+
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/buzón
https://sites.google.com/cobachbc.edu.mx/trabajocolegiado/buzón
Autoconocimiento
Conciencia social Autoconocim
¿Quieres saber
3 Neuroplasticidad
Lección 2 ¿Primero yo, después yo y al último yo? más?
Te recomenda-
El reto es
es que
queexpliquen
reconozcan quélasesconsecuencias
y cómo funciona
de la
acciones
neuroplasticidad
autocentradas
y su papel
y centradas
activo mos el video
en el
losdesarrollo
demás, condeelsus
finhábitos
de establecer
constructivos.
vínculos sanos. Cuando sabes
quién eres, sabes
lo que tienes que
¿Conocesvez
¿Alguna a alguien con ideas
has pensado “notan fijas
sirvo paraqueesto”
cree tener
o “yo laasírazón
soy”?enComo
todo?siEso
tu se conoce
personali- hacer, en donde
comoo mentalidad
dad autocentrada
tus habilidades fueran algo y es limitante
fijo, limitadoporque genera ideas
y no pudieran estáticas,
cambiar. sin aceptar
Durante mucho Alejandra Acosta
modificaciones
tiempo y considerándolas
la ciencia afirmó que nuestrascomo las únicas válidas.
características Cuando
personales pensamos
estaban así cerra-
determinadas comparte su ex-
mos la el
desde posibilidad del Por
nacimiento. diálogo y de vincularnos
ejemplo, quien tuviera como
un iguales.
carácterSin embargo,
áspero, es importan-
estaría destinado periencia sobre
ateser
considerar que pensar
una persona enojona eneluno
restomismo
de sutambién
vida. Poresfortuna,
necesario para establecer
actualmente vínculos
sabemos que cómo ha descu-
sanos. Es cuestión
podemos cambiar. de
Unaequilibrio y de reconocer
de las principales cuando
evidencias la mentalidad
para hacer dichaautocentrada
afirmación esno la bierto aspectos
neuroplasticidad.
nos permite abrir nuestra
En esta perspectiva con disposición
lección exploraremos en qué a aprender
consiste. de los demás. importantes de
sí misma. Puedes
encontrarlo en el
Actividad Para tu vidasiguiente enlace:
Actividad 1
1 diaria https://www.
a.
a. En parejas
Piensa analicen
en algún el esquema
hábito sobre los rasgos
o rasgo emocional que seade una de
parte mentalidad autocentrada:
tus características personales La próxima
Para tu vidavez youtube.com/
pero que no consideres positivo o que te ayude a ser mejor persona. Por ejemplo: me que identifi-watch?v=DC9pA-
diaria
Es mi balón
muerdo lasy uñas,
si no me distraigo con facilidad en clase, hablar en públicoMi
me equipo favori-
genera ansie- ques algunaFnmiWY&t=156s
soy el capitán del
dad o soy irritable. to es el mejor, los Cambia tus (Consulta: 31 de
característica de
equipo no juego y demás son unos rutinas. A lo largo
octubre de 2018).
tampoco ustedes. perdedores. la mentalidad
• Escribe a continuación el hábito o rasgo que elegiste y responde si crees que es po- del día procuraen
autocentrada
sible cambiarlo y cómo lo harías. Si necesitas más espacio, continúa en tu cuaderno. hacer pequeñas
tus pensamien-
Llegó un compañero Eres mi novia y no tareas, como la-
nuevo, le voy a po- necesitas a nadie tos, reacciones
varte loshacia
y juicios dientes,
ner un apodo para más, dile a tus
darle la bienvenida amigas que ya no te cargar
los demás, haz o
objetos
al grupo. busquen. abrir puertas
una pausa con
y trata
la
demano
romper noesa
domi-
Yoasí
b. Si tengo la razóncomparte tu trabajo con sus compañeros.
lo deseas A mí no me importa nante, es decir,
inercia escuchan-
y los demás están que se haya enfer- si
do,eres zurdo,
observando
equivocados. mado, yo no le voy trata de hacerlas
y analizando
Tanto nuestros hábitos como nuestros rasgos emocionales están vinculados a cierta acti-
a decir qué dejaron estas tareas con
oportunidades
vidad que sucede en el cerebro. Cada costumbre, así como cada aspecto de nuestro ca-
de tarea. la mano derecha,
rácter corresponden a una forma particular en que nuestras neuronas se han enlazado. de aprendizaje
si eres diestro,
que te brinda
b. Comenten: De acuerdo con lo que observaron en el esquema, una persona con una men- con la izquierda.
la relación Concepto clave
con
Actividad 2 Esto
otrastepersonas.
ayudará
talidad autocentrada:
a generar nuevas Identidad.
a. Lee el siguiente
• ¿Puede resumen.
ser empática? conexiones neu-Conjunto de
ronales y vercaracterísticas
la o
• ¿Se
Científicos alrededor
relaciona con los del mundo,
demás durante
de forma mucho
abierta tiempo,
y con pensaron que el cerebro no
confianza? neuroplasticidad rasgos que defi-
cambiaba después de la infancia. Sin embargo, estudios recientes muestran que esto en acción. nen y diferencian
• ¿Se
no es daverdad.
la oportunidad
Nuestro de aprender
cerebro de los se
sí cambia, demás?
desarrolla y sigue formando conexiones
a una persona de
las demás.
a lo largo de la vida.
• ¿Es apreciado por las personas con quienes convive? ¿Por qué?
Nuestro cerebro
c. Compartan es como una
sus respuestas con red eléctrica,
el grupo dinámica
y entre todosehagan
interconectada.
propuestasCada
paravez que
cambiar
lossentimos,
rasgos delpensamos,
esquema,decimos o hacemos de
por características algo, se activan
alguien las conexiones
empático neurona-
y considerado con las
les. Algunasdevías
necesidades losestán bien transitadas. A estas vías las llamamos hábitos. Nuestras
demás.
maneras establecidas de sentir, pensar y hacer. Cada vez que pensamos de un modo
2 91
Conciencia social
Autoconocimiento
Autoconocimiento
¿Quieres
¿Quieres saber b.b.
saber Si Por
Sitetesientes
ejemplo:
sientescómodo,
cómodo,
“Es mi balón
comparte
y si no
comparte tutu
soy
mapa
mapa el capitán
contus
con tus
del
compañeros.
equipo noExplica
compañeros. juego
Explica
ybrevemente
tampoco
brevemente
ustedes”.
cada
cada
más? aspecto
más? aspecto
Propuesta: que
que incluiste.
incluiste.
“Yo puedo Escucha
Escucha ybalón
observa
y observa
traer mi con
con
para atención
atención
que laslas
juguemos; explicaciones
explicaciones
propongo que dede los
los demás.
demás.
Manuel sea el
TeTe Consulta el c. c.
recomenda-
recomenda- capitán,
¿Cambió
¿Cambió siempre
enen
algo laha
algo la querido
idea
idea que
que serlo
tenías
tenías y de
dees muy
ti ti bueno.”
mismo?
mismo? Explica
Explica tutu respuesta.
respuesta.
resumen
mos
mos el el
anima-
video
video
Cuando
do del
Cuando sabes sabes
libro
Actividad 2
quién
El gen
quién eres,
egoísta
eres, sabes
sabes de
loRichard
lo
queque tienes que a. Recuerda una situación en donde hayas utilizado una mentalidad autocentrada o piensa
Dawkins,
tienes que
hacer, en dondeen:
hacer,
disponible
en donde una situación que involucre a alguien que tenga ese tipo de mentalidad. Completa la ta-
Alejandra
Alejandra Acosta Acosta
https://bit.ly/2P6zhiK bla aquí o en tu cuaderno, anotando dos consecuencias de esa situación:
comparte
comparte susuex-ex- d.d. ¿Cambió
¿Cambió enen algo
algo la la idea
idea que
que tenías
tenías dede tus
tus compañeros?
compañeros? Explica
respuesta.
periencia
periencia sobre
sobre
Consecuencias
cómo ha
cómo ha descu- descu- Acción
bierto
bierto aspectos
aspectos Positivas Negativas
importantes
importantes dede Para ti o para la persona
sí misma.
sí misma. Puedes Puedes con mentalidad autocen-
encontrarlo
encontrarlo enenel el trada. 2
siguiente
siguiente enlace: Actividad
enlace: Actividad 2
https://www. a.a. Para las otras personas
https://www. Responde a las
youtube.com/
youtube.com/
Responde a las
involucradas ensiguientes
siguientes
la acción. preguntas:
preguntas:
watch?v=DC9pA- • Cuando
watch?v=DC9pA- • Cuando laslas personas
personas sese describen
describen a sí
a sí mismas,
mismas, ¿cómo
¿cómo lolo hacen?
hacen?
FnmiWY&t=156s b. Analiza:
FnmiWY&t=156s
(Consulta:
(Consulta: dede • ¿Qué
3131 • ¿Qué aspectos
aspectos dede susu identidad
identidad lograron
lograron reconocer
reconocer gracias
gracias al al mapa
mapa dede identidad?
identidad?
octubre • ¿Qué tipo de consecuencias limitan o complican la convivencia?
octubre dede 2018).
2018).
b.b. Compartansus
Compartan susrespuestas
respuestasy reflexionen
y reflexionengrupalmente
grupalmentesobre
sobrela laimportancia
importanciadededefinirse
definirse
• ¿Conviene
a sí
a sí mismos.
mismos. aprender a desarrollar una mentalidad abierta, empática y solidaria? ¿Por qué?
Concepto clave Reafirmo

Reafirmoy yyordeno
Reafirmo
ordeno
ordeno
Mentalidad
Cuando nuestras relaciones parten del respeto y seque
nutren de la empatía, la solidaridad y la
autocentrada. EnEnesta estalección
lecciónidentificamos
identificamos algunos
algunos aspectos
aspectos conforman
que conforman tutuidentidad.
identidad. Descubrir
Descubrir
Es una manera quién
colaboración,
eresesesunel
quiéneres ambiente
unproceso de convivencia
procesointerno
interno quereúne se vuelve
reúne constructivo,
diferentes aspectosde pero cuando
deti timismo: locreencias,
que pre-
mismo:creencias,
que diferentes aspectos
valece
de pensar que gustos, es la mentalidad
gustos,valores,
valores, autocentrada
metasy yexperiencias
experienciasque con
quetetendencia
tepermiten
permitenal egoísmo, loslovínculos
relacionarlo quehas permanecen
hasvivido
vividoenenelel
metas relacionar que
busca atender pasadodébiles
pasado y lo
con que se obtiene es una suma de individuos que no forman una comunidad y se
con lolo que
que puedes
puedes serser
enen
elel futuro.
futuro.
los intereses pierde la oportunidad de crecer y aprender de los demás.
y necesidades
propios desde
una perspectiva
Escribe en un minuto qué te llevas de la lección
Concepto
Concepto clave
clave
estrecha que no
Escribeenenununminuto
Escribe minutoqué quétetellevas
llevasdedelalalección
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toma Identidad.
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en cuenta
losConjunto
aConjunto
demás. dede
Es
características
una formaodeo
características
rasgos
rasgosverqueelque defi-
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mundo
nen y diferencian
nen ycentrada
diferencian en el
a una
a una persona
persona
“yo”, dede
“lo mío”,
laslas demás.
demás.
“para mí”, que se
vuelve ciega a las
necesidades de
los otros.
2
2 10
Autoconocimiento
Conciencia social Autoconocim
¿Quieres saber
5 Neuroplasticidad
Lección 2 Toma y daca más?
Te recomenda-
El reto es
es que
queexpliquen
apliquen estrategias
qué es y cómo
de comunicación
funciona la neuroplasticidad
efectiva para inferir
y su papel
cuáles
activo
po- mos el video
drían
en el desarrollo
ser las motivaciones,
de sus hábitos
necesidades,
constructivos.
pensamientos, emociones y comportamien- Cuando sabes
tos de otras personas respecto a diversas situaciones. quién eres, sabes
lo que tienes que
¿Alguna vez has pensado “no sirvo para esto” o “yo así soy”? Como si tu personali- hacer, en donde
Cuando
dad o tusexisten posturas
habilidades opuestas
fueran e igual
algo fijo, de valiosas,
limitado puede surgir
y no pudieran un conflicto,
cambiar. Duranteymucho
el diá- Alejandra Acosta
logo es una
tiempo herramienta
la ciencia fundamental
afirmó que nuestras para solucionarlo.
características Esto puede
personales ser complejo,
estaban pues
determinadas comparte su ex-
las relaciones
desde interpersonales
el nacimiento. implican
Por ejemplo, quien untuviera
intercambio de saberes,
un carácter áspero,actitudes y valores,
estaría destinado periencia sobre
ay ser
cadauna
persona actúa
persona segúnelloresto
enojona que deconsidera
su vida.correcto o incorrecto.
Por fortuna, Las estrategias
actualmente sabemos que de cómo ha descu-
comunicación
podemos efectiva
cambiar. Unaresultan una valiosaevidencias
de las principales herramienta para
para escuchar
hacer dichayafirmación
expresar loesque
la bierto aspectos
neuroplasticidad.
pensamos de manera que lección
En esta todas los involucradosen
exploraremos sequé
asuman como iguales, expresen su
consiste. importantes de
postura con claridad, respeto, y buscando una solución que beneficie a ambas partes. sí misma. Puedes
encontrarlo en el
Para tu vidasiguiente enlace:
Actividad 1 diaria
Actividad 1 https://www.
a. Piensa en algún hábito o rasgo emocional que sea parte de tus características personales En tutu
casa, youtube.com/
a. Hagan equipos de cinco personas vidacon
positivo oy que
leante
el ayude
siguiente caso: Para
pero que no consideres a ser mejor persona. Por ejemplo: me tus amigos watch?v=DC9pA-
y en
diaria
muerdo las uñas, me distraigo con facilidad en clase, hablar en público me genera ansie- la escuela pro- FnmiWY&t=156s
Fernanda, Luis, Clemente, Mariana y Sonia son muy amigos, ellas estuvieron juntas Cambia tus (Consulta: 31 de
dad o soy irritable. ponte escuchar
en la secundaria y a ellos los conocieron en la prepa. Se confían todo y procuran rutinas. A lo largo
octubre
con atención, sin de 2018).
• siempre
Escribe ahablarse, verseelo hábito
continuación enviarse mensajes.
o rasgo Sonia y yClemente
que elegiste respondeson novios
si crees quedesde
es po- del día procura
interrumpir, sin
hace un año, pero
sible cambiarlo eso no
y cómo ha cambiado
lo harías. su relación
Si necesitas con los demás.
más espacio, continúaUna tarde
en tu queda-
cuaderno. hacer
dar tu pequeñas
opinión
ron de verse para ir al cine, pero Sonia estaba enferma y Clemente les dijo que tenía tareas,
antes decomo
tiempo, la-
un compromiso familiar así que sólo fueron Luis, Mariana y Fernanda. La pasaron varte los dientes,
sin distraerte y
bien y mientras caminaban hacia su casa, en el parque vieron a una pareja besán- cargar objetos o
con la disposición
abrir puertas con
dose, cuando se acercaron más no podían creer lo que veían: era Clemente con una de comprender
la
al otro. no domi-
mano
chica que nunca habían visto.
b. Si así lo deseas comparte tu trabajo con sus compañeros. nante, es decir,
si eres zurdo,
b. Ahora dentro del equipo comenten trata de hacer
Tanto nuestros hábitos como nuestroslas consecuencias
rasgos de están
emocionales las dos opcionesaque
vinculados tienen
cierta acti-
Luis, estas tareas con
vidadMariana y Fernanda
que sucede con respecto
en el cerebro. a Clemente
Cada costumbre, asíycomo
a Sonia.
cadaAnótenlas aquí
aspecto de o en sus
nuestro ca- la mano derecha,
cuadernos.
rácter corresponden a una forma particular en que nuestras neuronas se han enlazado. si eres diestro,
A Sonia con la izquierda.
Concepto clave
Actividad Le
2 cuentan lo que vieron Esto te ayudará
No le cuentan lo que vieron
a generar nuevas Identidad.
a. Lee el siguiente resumen. conexiones neu-Conjunto de
ronales y vercaracterísticas
la o
Científicos alrededor del mundo, durante mucho tiempo, pensaron que el cerebro no neuroplasticidadrasgos que defi-
cambiaba después de la infancia. Sin embargo, estudios recientes muestran que esto en acción. nen y diferencian
a una persona de
no es verdad. Nuestro cerebro sí cambia, se desarrolla y sigue formando conexiones
A Clemente las demás.
a lo largo de la vida.
Lo enfrentan Siguen su camino
Nuestro cerebro es como una red eléctrica, dinámica e interconectada. Cada vez que
sentimos, pensamos, decimos o hacemos algo, se activan las conexiones neurona-
les. Algunas vías están bien transitadas. A estas vías las llamamos hábitos. Nuestras
maneras establecidas de sentir, pensar y hacer. Cada vez que pensamos de un modo

1
13
Conciencia social
Autoconocimiento
Autoconocimiento
¿Quieres
¿Quieres saber b.b.
saber c.Si Si
Tomen
tetesientes
sientes
posturacómodo,
sobrecomparte
cómodo, lacomparte
opcióntu
que
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compañeros.
compañeros. su Explica
decisión.
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aspecto yque
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con atención
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razones
explicaciones
de su decisión
explicaciones dede
loslos demás.
para pre-
demás.
parar su argumento. Empleen el habla y la escucha atentas (revisen el concepto clave).
TeTe Relaciona la c. c.
recomenda-
recomenda- ¿Cambió
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algo la la idea
idea que
que tenías
tenías dedeti ti mismo?
mismo? Explica
respuesta.
escucha
mosmos
elatenta
el videoy
video • Defiendan su argumento ante el equipo exponiendo sus razones, los criterios que em-
relaciónala
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sabes
sabes la plearon para tomar esa decisión debido a los antecedentes del caso y las consecuen-
quién
quién escucha
eres,
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lo lo
queque
va.tienes
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tienes que
que el
video
hacer, Laen
hacer, en dondeescucha
donde • Escuchen con atención los argumentos de sus compañeros.
Alejandra
activaAcosta
Alejandra ¿en
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qué
consiste?.
comparte
comparte ex-ex- d.d.
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su su ¿Cambió
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Despuésende algo
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dialogar, idea
idea que
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que tenías
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para
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optar por una
compañeros? Explicatutu
alternativa
Explica respuesta.
en cada caso y com-
respuesta.
periencia
encontrarlo
periencia sobre
sobre en partan con el grupo sus conclusiones.
cómo esteha
cómo ha descu- enlace:
descu-
bierto
bierto aspectos Actividad 2
aspectos
https://bit.ly/2Shjhwx
importantes
importantes dede a. De manera individual, escribe aquí o en tu cuaderno una conclusión sobre la importancia
sí misma.
sí misma. Puedes Puedes de hablar y escuchar con atención para solucionar un dilema de forma conjunta.
encontrarlo
encontrarlo enenel el
siguiente
siguiente enlace: Actividad2 2
enlace: Actividad
https://www. a.a.
https://www. Responde
Responde a las
a las siguientes
siguientes preguntas:
preguntas:
youtube.com/
youtube.com/
watch?v=DC9pA- • Cuando
watch?v=DC9pA- • Cuandolaslas personas
personas sese describen
describen a sí
a sí mismas,
mismas, ¿cómo
¿cómo lolo hacen?
hacen?
FnmiWY&t=156s
FnmiWY&t=156s
(Consulta:
(Consulta: dede • ¿Qué
3131 • ¿Qué aspectos
aspectos dede susu identidad
identidad lograron
lograron reconocer
reconocer gracias
gracias al al mapa
mapa dede identidad?
identidad?
octubre
octubre dede 2018).
2018).
Concepto clave b.b. Compartansus
Compartan susrespuestas
respuestasy reflexionen
y reflexionengrupalmente
grupalmentesobre
sobrela laimportancia
importanciadededefinirse
definirse
a sí
a sí mismos.
mismos.
Escucha atenta. b. Compartan su texto con el grupo y, con la guias de su profesor, lleguen a acuerdos sobre
Forma de
la importancia de la comunicación efectiva para resolver conflictos.
comunicación
consciente que Reafirmoy yordeno
Reafirmo ordeno
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bir y procesar EnEnesta estalección
lecciónidentificamos
identificamosalgunos
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identidad.Descubrir
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información de quién quién eres
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eres es es
es unun proceso
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que para reúne diferentes
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de ticonflictivas creencias,
en las que
mismo: creencias,
manera empáti- gustos,
la
gustos, valores,
oposición
valores,de metas
dos
metas y y experiencias
posturas igualmente
experiencias que
que te permiten
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te relacionar
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queque has
postura
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otro. ambos, además de tener disposición a escuchar atentamente, considerando su argumento
Habla atenta. tan válido como el propio.
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Identidad.
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consciente que
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quemanera
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a una
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en cuenta
laslas demás.
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las probables
consecuencias
de lo que se diga
en los demás.
2
2 14

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Inglés III

GUÍA DE ACTIVIDADES DEL ALUMNO

DATOS DEL ALUMNO

Grupo: Turno: Teléfono:

Tercer semestre AGOSTO DE 2020

Catalino Zavala Márquez

Javier González Monroy

Iván López Báez

Jesús Ernesto Robles Rodríguez

Edición versión en inglés, agosto de 2016 (RIEMS)

En la realización del presente material, participaron:

Edición, agosto de 2020, revisado por:

La presente edición es propiedad del

Este material fue elaborado bajo la coordinación y supervisión de la

2 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

Competencias disciplinares básicas de Comunicación

UNIT I: LIFE MEMORIES 11

UNIT II: STORY TELLERS 31

UNIT III: DIVERSITY 63

UNIT IV: PICK IT UP 81

LECCIONES PARA EL DESARROLLO DE HABI-

LECCIÓN 3. ¿PRIMERO YO, DESPUÉS YO Y POR ÚLTIMO YO?

LECCIÓN 5. TOMA Y DACA

COBACH Colegio de Bachilleres del Estado de Baja California 3

Es importante mencionar que el MEPEO, no significa un cambio total de los manifiestos y

…El cambio que se plantea está orientado a fortalecer el sentido y el significado de lo

4 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

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

3. Elige y practica estilos de vida saludables.

CG4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

PIENSA CRÍTICA Y REFLEXIVAMENTE

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.

COBACH Colegio de Bachilleres del Estado de Baja California 5

APRENDE DE FORMA AUTÓNOMA

7. Aprende por iniciativa e interés propio a lo largo de la vida.

CG7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.

TRABAJA EN FORMA COLABORATIVA

8. Participa y colabora de manera efectiva en equipos diversos.

PARTICIPA CON RESPONSABILIDAD EN LA SOCIEDAD.

CG9.1 Privilegia el diálogo como mecanismo para la solución de conflictos.

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

6 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

CDBC 5. Expresa ideas y conceptos en composiciones coherentes y creativas, con introducciones,

CDBC 6. Argumenta un punto de vista en público de manera precisa, coherente y creativa.

CDBC 8. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.

CDBC 9. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de

COBACH Colegio de Bachilleres del Estado de Baja California 7

Inglés se imparte de primero a cuarto semestre, comprendiendo las asigna-

8 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

Taller de Lectura Taller de Lectura

Todas las Todas las

Todas las Todas las

COBACH Colegio de Bachilleres del Estado de Baja California 9

EJE COMPONENTE CONTENIDO CENTRAL BLOQUE

10 INGLÉS III Guía de actividades del alumno para el desarrollo de competencias

PROPÓSITO DEL BLOQUE

● Literatura I ● Eje transversal social

Construye diálogos sobre costumbres propias y de otras personas de manera oral

CONOCIMIENTOS HABILIDADES ACTITUDES

● Vocabulario ● Describe hábitos y costumbres ● Reflexiona sobre las

2. What _ your mother _______________ when she was at home?

3. What games _ you ______________ when you were at kinder

5. Where _ your family _______________ on weekends?