Libro Ingles 2
Libro Ingles 2
Libro Ingles 2
INGLÉS II
Segundo semestre
Bachillerato Tecnológico
Primera edición
Meléndez López Ana María
Tapia Ávalos Lino
Sánchez Venegas María Refugio
Segunda edición
Sánchez Venegas María Refugio
Vidal Llamas Blanca Lilia
IMPRESO EN MÉXICO
Segunda Edición, 2020
DATOS DE IDENTIFICACIÓN
CORREO: __________________________________________________________________
TELÉFONO: ________________________________________________________________
GRUPO: ___________________________________________________________________
GRADO: ___________________________________________________________________
PLANTEL: _________________________________________________________________
DOCENTE: _________________________________________________________________
3
INDEX
¾ Presentation ...................................................................... 6
¾ Learning Objective of English II ....................................... 10
4
UNIT 3 Past Continuous ......................... 54
5
Presentation
Our country, like other nations in the world, is driving a significant Education Reform, whose primary
objective is to ensure that all children and young people exercise their right to high-quality education
and receive contents and skills that allow them to obtain the learning needed to face the challenges
of the XXI century.
Currently, teaching is directed strictly by the teacher: it is impersonal, homogeneous and prioritizes
the accumulation of knowledge and not the achievement of deep learning outcomes fragmented in
academic semesters, classes, subjects, and memory is prioritized, with the consequent accumulation
of disconnected contents; knowledge governed a strict calendar of activities in which students are
told, rigorously, what to do and what not to do, and new technologies incorporated into old practices.
All this produces disjoin knowledge with limited applicability, relevance, pertinence, and
validity in the daily life of the students, as well as post- evaluation amnesia instead of significant
and profound learning.
Nowadays, young people from HSE move towards adult life in a world that evolves from a
knowledge society towards a learning and innovation society (Joseph Stiglitz, 2014, Ken Robinson,
2015, Richard Gerver, 2013; and Marc Prensky, 2015, among others). They process vast amounts
of information at high speed, understand and use, simultaneously, the technology that is part of
6
their daily environment, and that is relevant to their
interests. Because of this, High School Education must
overthrow the misconnection with the curriculum, school
and students, since it could lead to educational problems
such as low results, failures and school dropouts.
Secondly, a relevant and dynamic curriculum is required, which focuses on youth and their
learning, and emphasizes that they are the architects of their education, instead of the current one
that is segmented and limited by disciplinary fields. Therefore, the school needs to transform itself to
incorporate the new ways in which young people learn and continue to do so in the classroom and
teaching practice (Gerver, 2013; Prensky, 2013); if the school does not do it, it will be increasingly
relegated from reality every day.
Curriculum and syllabus suffered a transformation in the Integral Reform of High School Education
in Mexico is known as (RIEMS) to fulfill its original rationale; however, the results of national and
international evaluations show that the endeavored has not been sufficient and that progress has not
been made in the development of core competences which are fundamental for the development of
people and society.
Therefore, Public Education Department, through the Deputy of High School Education, proposed
to modify the syllabus basic training component of General and Technological Baccalaureate in all
disciplinary fields that forms the HSE curriculum.
The work was carried out based on an integral and cross-disciplinary vision, implied of this
continuum in opposition to the disjunction with traditionally approach. Students are in the center
of the educational activities with a Learning Network (“Key Learning Points") set up for each field
7
of discipline. This network operates in the classroom through a Learning Community in which the
change of roles is fundamental: to pass from a passive student to a proactive one and with critical
thinking; and from an instructor teacher to one that is a "learning guide."
This change is vital because students learn better, when they are engaged, this doesn´t happen,
when lessons are centered, mainly, when the teacher take the word and students and do not receive
feedback from students and they became passive.
Another factor to consider is subject and content transformation allows the connection with
school and young people real world development. It is important to mention, the Public Education
Department in the national consultation process the Collegiate Teacher Academies throughout the
country attended to the call, and all the experiences, observations, and recommendations from the
academy were for the New High School Education Curriculum designing.
The world consensus indicates the purpose of education is not only to memorize curricular
content, but also students have to develop “soft skills” to set goals and achieve them. They
must be instructed in such way they “can learn to learn”, to think critically, to act and to live with
others to achieve significant challenges, regardless of the area of knowledge they are studying
(Prensky, 2013).
The contents of the subjects are relevant because they encourage and guide the development of
skills, abilities, and skills; however, in the current curriculum, fundamental aspects that allow young
people to respond to the challenges of the present and prepare for the future have been left aside.
Several authors have devoted many pages to listing the skills, and abilities they must develop to
respond to the challenges of the present. In this sense, they coincide in need to promote collaboration,
creativity, communication, entrepreneurial spirit, problem-solving skills, social responsibility, the use
of technology, perseverance, honesty, determination, flexibility to adapt to changing environments,
leadership, and innovation.
The document you hold in your hands is the result of the effort and commitment from the teaching
staff of our high school, to provide quality materials for your learning. With the elaboration of the
English Guide II, we reinforce our commitment to continue to strive to provide our students with
quality learning materials that allow them to continue and further their studies, as well as to be able
to conclude this important stage of their development in a satisfactory manner.
9
L E A R N I N G O B J E T I V E O F E N G L I S H II
At the end of the second semester, the students will use the elements of language to express
the activities they are doing now, in the past, and to share or request personal information
from other people with simple phrases and tasks that require a simple and direct exchange
of information of their environment and immediate needs. In addition, they will continue
practicing the language skills to achieve an efficient interaction with students and to promote
the collaborative work with others.
Communication
Key Learning Points
Competence Component Content
Students communicate, Communication: Interpersonal
interact, and collaborate with relationship Integration of learning Collaborative work in classroom
others (transversal axis for all communities. Contextualization of as a basis for the integration of a
subjects from Communication learning through students' interests learning community.
and Social Sciences). and academic experience.
Reading, writing and oral production
as learning sources and abilities The importance of language and
practice. grammar.
Reading, writing, speaking
and listening.
The importance of reading as a Argumentative text as a resource
resource. for information and new ideas.
10
Learning Outcomes and Competency
4. Student listens,
12. The student
-How to start a interprets, and The student
To give orders uses TIC’s to
blog. communicates uses TIC’s in
or instructions in investigate,
-How to have a relevant messages order to find
different contexts. solve problems,
videoconference. for different contexts information and
(Imperatives, action produce materials,
-How to use an by using appropriate the express of
verbs). and transmit
electronic device. means, codes and ideas.
information.
tools.
11
1
UNIT
Daily Routines
The student will be able to ask for the correct amount of many
products in different contexts or situations.Talk about their daily
routines and communicate the specific situations of their school
or relatives jobs.
12
Disciplinary Competences
https://7esl.com/daily-routines/
13
English II
LESSON 1: GRAMMAR
EXAMPLES
Countable nouns: They are things we can count. They usually have a singular
and plural form.
EXAMPLES
Singular Plural
apple apples
T-shirt T-shirts
towel towels
ball balls
pencil pencils
EXAMPLES
Singular Plural
salt no
rice no
water no
wine no
sugar no
14
UNIT 1• Daily Routines
Practice
15
Second Semester
English II
In pairs, choose one department from the ones shown on the image below, from any
store, and investigate which products you can get there. Make a list (25 minimum)
of the products in both English and Spanish. Then design a conversation between
a customer and a shop assistant asking for the price of the product, quantity and/or
amount you might need to buy.
16
UNIT 1• Daily Routines
EXAMPLES
17
Second Semester
English II
Conversation Example:
Customer: Good afternoon! I’m looking for some canned products that I want to
donate to a retirement house.
Customer: 20 of each one from the following: carrots, potatoes, green beans, corn,
tomato sauce, and peas.
Shop assistant: Wow! you are quite generous! How many people are there at that
retirement house?
Customer: There are a total of 25 people; by the way, can you tell me how much
is it going to be?
Shop assistant: Well I need to check if I can get you a discount because of the
amount you are going to purchase.
Customer: Wow! that sounds great because that way I can by some more cans.
Shop assistant: Ok, let me check how much of a discount I can give you and then
we can calculate how many more cans you can buy. By the way, how much money
are you planning to spend on this?
Customer: I’m planning to spend 250 dollars.
Shop assistant: Ok, I’ll back in a moment.
Shop assistant: I’m back, after speaking with the manager, I was able to get a
great discount for you, so instead of buying only 120 cans, you will be able to buy
200 cans. What do you think?
Customer: That’s great! Let me choose some different products to close this
purchase.
18
UNIT 1• Daily Routines
LESSON 2: GRAMMAR
Temporary actions.
His father is working in Rome this month.
Trends
More and more people are using their computers to listen to music and watch
movies and/or series.
Repeated actions which are irritating to the speaker (with always, constantly,
forever).
Andrew is always coming late.
19
Second Semester
English II
STRUCTURES
AFFIRMATIVE SENTENCES:
Subject + verb to be (am, are, is) + verb in the “ing” form + complement.
as auxiliary verb
EXAMPLES
I am singing.
He/She/It is singing.
We/You/They are singing.
NOTE: We often use short forms in affirmative sentences in the Present Progressive.
I’m…/You’re…/He’s…/She’s…/It’s…/We’re…/You’re…/They’re…
NEGATIVE SENTENCES:
Subject + verb to be (am, are, is) + not + verb in the “ing” form + complement.
as auxiliary verb
EXAMPLES
I am not singing.
He/She/It is not singing.
We/You/They are not singing.
NOTE: We often use short forms in negative sentences in the Present Progressive.
I’m not…/You aren’t…/He isn’t…/She isn’t…/It isn’t…/We aren’t…/You aren’t…/
They aren’t…
20
UNIT 1• Daily Routines
INTERROGATIVE SENTENCES:
Yes/No Questions with short answers:
Verb to be (Am, Is, Are) + subject + verb in the “ing” form + complement + ?
as auxiliary verb
EXAMPLES
Interrogative Questions:
Wh- question word + verb to be + subject + verb in the “ing” form + complement + ?
(am, are, is) as auxiliary verb
EXAMPLES
What am I playing?
What is he/she/it playing?
What are we/you/they playing?
Rule No. 2: When the verb ends in “-e”, eliminate “e” and add –ing.
Examples: paste - pasting prepare - preparing hide – hiding
Rule No. 3: When the verb ends in “-ie”, change “ie” to “y” and add –ing.
Examples: tie - tying lie - lying die – dying
Rule No. 4: If the verb ends in consonant, vowel, consonant, double the last
consonant and add –ing. Only if the syllable is a stressed one and does not end in
“w”, “y” or “x”.
Examples: mop - mopping swim - swimming begin - beginning
21
Second Semester
English II
Complete the following sentences using the verbs in parentheses and the
present continuous tense (negative form), such as in the following example.
22
UNIT 1• Daily Routines
23
Second Semester
English II
LESSON 3: GRAMMAR
Adverbs of frequency
They tell us how often an activity is carried out and are represented by a percentage.
In a sentence an adverb of frequency may have different positions depending on
the same adverb of frequency and/or the verb being used in the sentence, as you
may observe in the following information.
If the main verb is the verb “to be”, the adverb of frequency is placed right after it.
Structure: Subject + verb “to be” + adverb of frequency + complement.
“Rarely and seldom” can also go at the end of a sentence often with "very".
24
UNIT 1• Daily Routines
When we use an auxiliary verb or modal auxiliary (am, is, are, have, will, must,
might, could, would, can, etc.), the adverb is placed between the auxiliary and
the main verb.
25
Second Semester
English II
LESSON 4: WRITING
10. I am discussing about things that I really do not know. (hardly ever) ________
_______________________________________________________
26
UNIT 1• Daily Routines
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
27
Second Semester
English II
LESSON 5: VOCABULARY
Daily Routines
Identify the different illustrated daily routines from the images below and
write a sentence for each one, such as in the given
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
LESSON 6: GRAMMAR
EXAMPLES
Orders
“Sit down now!” “Come here!”
Warnings
“Watch out!” “Look out!”
Recommendation
“Eat an apple – it’s much better for you than a biscuit!”
“Don’t tell him you’re resigning now! Wait until Monday when he’s in a
better mood.”
Travelling long-distance
Do try to sleep well the night before
Do try to walk about the plane during the flight
Don’t wear restrictive clothing
Requests
“Please wait here.” “Please hold the line.”
29
Second Semester
English II
Characteristics
Imperative verbs command others to do something, many people call them, ''bossy
verbs.''
They come at the beginning of imperative sentences in the simple present form
without any inflection; this is, in its base form.
These verbs can also be paired with the word ''don't'' with the same use of the
verb. So, we can say, ''Talk loud when you present your project,'' or ''Don't talk while
someone else is presenting.''
They can also be paired with the word, ''please.'' We can say, ''Get me a glass of
water,'' or ''Please, get me a glass of water.''
Retrieved from: https://study.com/academy/lesson/what-is-an-imperative-verb-definition-examples.html on
November 20th 2019.
Examples: Look at this list of imperative verbs and let’s try to figure out their
meanings.
30
UNIT 1• Daily Routines
LESSON 7: READING
Read the following recipe which will help guide you when writing your
own recipe.
Imperative verbs in use: Recipe to prepare a Potato Omelet
Ingredients:
4 eggs
15 new potatoes
2 onions
Recipe:
Recommendation:
Finish off in oven for 10 minutes. Serve your omelet in pieces as a snack or starter,
or as a main course with a light green salad and some Roquefort. Eat with sangria.
31
Second Semester
English II
Put the verbs in brackets into the imperative form. Use the (+ or -) form as
required.
1. ___________________upstairs. (to go)
Choose one of the imperative verbs from the box below to complete the
following commands. Some of these imperative forms are negative (-), use
the negative form.
1. ___________________your shoes.
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UNIT 1• Daily Routines
LESSON 8: WRITING
Write your own recipe to prepare something you like a lot. Include
ingredients, recipe procedure and any recommendation you consider
necessary. Create a PPT presentation with your information to present
in class.
Ingredients:
Recipe:
Recommendation:
33
Second Semester
2
UNIT
Our Past
34
Disciplinary Competences
35
English II
LESSON 1: VOCABULARY
Times phrases
https://www.google.com/url?sa=i&source=images&cd=&ved=2ahUKEwi0uZyWjPjlAhX4IDQIHeYnCqUQjRx6BAgBEAQ&url=https%3A%2F%2Fwww.
pinterest.com%2Fpin%2F555561304027535147%2F&psig=AOvVaw0-fwCYyvsEf77SmSHz4Is4&ust=1574315328675911
Write the meaning in Spanish for each of the following Time Phrases and
Circle the ones used to describe the past.
Write the phrases you circled in Activity 1 in order, 1 = most recent and 8 = furthest
in the past.
1. ___________________________ 5. ____________________________
2. ___________________________ 6. ____________________________
3. ___________________________ 7. ____________________________
4. ___________________________ 8. ____________________________
36
UNIT 2 • Our Past
Choose the correct time expression used with the past simple tense.
4. She didn't think about those problems two days (last / ago).
https://www.thoughtco.com/past-simple-worksheets-1209900
37
Second Semester
English II
LESSON 2: GRAMMAR
*Each subject pronoun has a form of the verb “be” in past tense as you in the
chart below:
Subject pronoun
Simple past of verb be
(Personal pronoun)
I WAS
YOU WERE
HE WAS
SHE WAS
IT WAS
WE WERE
YOU WERE
THEY WERE
To have a negative statement just place the word “not” right after the past of
verb “be”.
EXAMPLES
38
UNIT 2 • Our Past
It is easy to make a yes/no question. Just place the past tense of “be” (was/were)
at the beginning of the question, then the noun, and the complement.
EXAMPLES
This type of questions are used to ask for time, places, reasons, objects,
people, etc.
Wh-question words
Where? (to ask about a place) Who? (to ask about a person)
What? (to ask about an object/activity/occupation) Why? (to ask about a reason)
When? (to ask about ) How? (to ask about manner)
How long? (to ask about a period of time) How many? (to ask about quantity)
EXAMPLES
39
Second Semester
English II
LESSON 3: SPEAKING
Fill in the space with the name of one of your classmates, answer each
question and share your answers with your classmates.
7. How many students were there in your English Class last semester?
_________________________________________________________________
40
UNIT 2 • Our Past
LESSON 4: WRITING
Complete the following conversation using the past tense of verb “be”.
41
Second Semester
English II
Fill in the space with the correct form of the Verb “to be” in past tense.
1. - _____________________________?
He was a South African pacific human rights activist.
2. - _____________________________?
Nelson Mandela was born on July 18, 1918.
3.-_____________________________?
Nelson Mandela was born in Mezzo, Union of South Africa
4.-______________________________?
He was well-known as an anti-apartheid revolutionary and President of South Africa.
5. - _____________________________?
He was a President of South Africa from 1994 to 1999.
42
UNIT 2 • Our Past
LESSON 5: SPEAKING
2. _______________________________sick yesterday.
LESSON 6: WRITING
Write a short story about yourself using the verb “be” in past tense.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
43
Second Semester
English II
LESSON 7: READING
Work in pairs. Read the text and circle the simple past tense verbs.
We were happy to live in the valley and enjoy nature. The days were usually hot
and sunny.
My father worked in the field and farmed the land, and my mother cooked our food,
cleaned the house, washed our clothes and walked us to school. I was very happy
living there. My brothers were always very shy. They were at home all the time.
When I was a teenager, I was very tall, was 1.70 m almost as tall as my father was.
My brothers were short, maybe because my mother was short too. When I was 17
years old, we moved to Tijuana and started a new life. I really miss my old home I
enjoyed my time at the ranch.
Read the text above and answer the following questions related to
the text.
LESSON 8: GRAMMAR
Simple Past
https://www.englishpage.com/verbpage/simplepast.html
The simple past (also called past simple, past indefinite or preterite) is used to show
that a completed action took place at a specific time in the past. It is also frequently
used to talk about past habits and generalizations. Read the following for detailed
description and examples.
· Statement: You called Debbie.
· Question: Did you call Debbie?
· Negative: You did not call Debbie.
EXAMPLES
45
Second Semester
English II
EXAMPLES
EXAMPLES
EXAMPLES
46
UNIT 2 • Our Past
The general rule states to add –ed to most of the regular verbs to form their past
tense, but there are some exceptions to this rule as follows:
II). - If the verb ends in consonant + vowel + consonant, double the last consonant
and add “ed”, only if the last syllable has the stress sound. (except w, x, y)
III). - If the verbs ends in “y” preceded by a consonant, change the “y’ to “i” and
add –ed.
*You can browse the web for videos about practicing pronunciation of the
regular verbs.
47
Second Semester
English II
LESSON 9: WRITING
Complete the sentence with a verb from the box in the simple past tense.
https://www.youtube.com/watch?v=0b4rsDuzThE
48
UNIT 2 • Our Past
1. Fill in the gaps with the affirmative past form 2. Put the verbs in brackets in the negative past
of the verb in brackets: form:
3. Ask questions for the underlined words: 4. Correct the mistakes in the sentences.
Rewrite them:
49
Second Semester
English II
While she was in Los Angeles, she visited her relatives and stayed with them for a couple
of days. Then, after a few weeks, she found the job at “El Torito”. She worked and studied
to become a successful woman and accomplish her American dream.
Write the Past Tense for each of the following verbs.
50
UNIT 2 • Our Past
Alonzo Sanchez made a trip to Puerto Vallarta, Jalisco. He flew from Phoenix,
Arizona via Los Angles, Ca. He got off from one plane and got on to another. It took
him 6 hours to get to his destination. When he arrived to his hotel, it was time to
check in so he registered and paid with a credit card. Then he took a shower, got
dressed and went down stairs to eat at the restaurant. After he ate, he met some
friends at the lobby and made arrangements to go out and have a couple of drinks
in a bar nearby. He got back late that night.
The following day he woke up, had breakfast and took a tour to “El Eden”, where the
movie “Terminator 1“was filmed. Later that day he also went to “Mismaloya Beach”
where Elizabeth Taylor and Richard Burton had a romance there while filming the
movie “La Noche de la Iguana”.
On the third day, he took a trip by boat to the islands around Puerto Vallarta. He ate,
danced and drank during the trip that lasted all day. He returned to his hotel around
7 p.m. and slept until 8 a.m. the next day. He spent another 3 days walking around
the city and visited the municipal Market where he bought souvenirs for his friends
in Arizona. He walked around the beach boardwalk every night. He was very happy
there and he hopes to come back sometime next year.
51
Second Semester
English II
What kinds of food did you eat when you were a child?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Do you think the past was better than the present? Why or why not?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
52
UNIT 2 • Our Past
Investigate about your country’s past (100 years ago), using the topics below:
how was the past different from the present? Create a Timeline to present
your work.
Food
Weddings
Clothing
School
Work
53
Second Semester
3
UNIT
Past Continuous
Identify and use the Past Continuous to describe an event that was happening
in the past, but was interrupted by another event.
Use Could vs. be Able To to compare the past with the present when speaking
and writing about possibilities and polite requests.
54
Disciplinary Competences
55
English II
LESSON 1: GRAMMAR
Past Continuous
Use the past continuous to indicate that a longer action in the past was interrupted.
The interruption is usually a shorter action in the simple past. Remember this can
be a real interruption or just an interruption in time.
EXAMPLES
56
UNIT 3 • Past Continuous
EXAMPLES
IMPORTANT NOTE
In the simple past, a specific time is used to show when an action began or finished.
In the past continuous, a specific time only interrupts the action.
EXAMPLES
57
Second Semester
English II
When you use the past continuous with two actions in the same sentence, it
expresses the idea that both actions were happening at the same time. The actions
are parallel.
EXAMPLES
USE 4 Atmosphere
EXAMPLES
· When I walked into the office, several people were busily typing, some were
talking on the phones, the boss was yelling directions, and customers
were waiting to be helped. One customer was yelling at a secretary and
waving his hands. Others were complaining to each other about the bad
service.
58
UNIT 3 • Past Continuous
The past continuous with words such as "always" or "constantly" expresses the
idea that something irritating or shocking often happened in the past. The concept
is very similar to the expression used to but with negative emotion. Remember to
put the words "always" or "constantly" between "be" and "verb+ing."
EXAMPLES
59
Second Semester
English II
Structures:
AFFIRMATIVE FORM
SINGULAR PLURAL
Subject Verb to be Verb + ing Subject Verb to be Verb + ing
I
We
He
was playing. You were playing.
She
They
It
NEGATIVE FORM
SINGULAR PLURAL
Verb to be + Verb to be +
Subject Verb + ing Subject Verb + ing
not not
I
He
was not (wasn’t) playing. We You They were not (weren’t) playing.
She
It
INTERROGATIVE FORM
(Yes/No Questions)
SINGULAR PLURAL
I
he
Was playing? Were we you they playing?
she
it
INTERROGATIVE FORM
(Information Questions)
SINGULAR PLURAL
Wh- Wh-
Question Verb to be Subject Verb + ing Question Verb to be Subject Verb + ing
word word
I
he
Where was playing? Where were we you they playing?
she
it
60
UNIT 3 • Past Continuous
LESSON 2: WRITING
Look at the schedule below and complete the following sentences using the past
continuous and one of the following adverbs: always, never, still, just, as in the
example.
61
Second Semester
English II
Put the following sentences in order using the words given and the verbs in the
past continuous tense. Be careful: not all the sentences are negative. Check
the example.
4. The woman / explain / about the pictures / while / she / give / the tour at the
museum.
_________________________________________________________________
5. While / you / drive / to the police station / the police / interrogate / the suspect.
_________________________________________________________________
Complete the following sentences with the verbs from the box in the past
continuous.
62
UNIT 3 • Past Continuous
LESSON 3: SPEAKING
Interview two classmates in your group. Find out what they were doing at the
specific times mentioned in the chart below.
EXAMPLES
Last Saturday
Last weekend
63
Second Semester
English II
Read the following story. Then answer the questions on the following page.
Hannah met Jamie in the summer of 2004. It was Hannah’s 21st birthday, she
and her friends went to a club, they wanted to dance. They didn’t like the music so
Hannah went to speak to the DJ. ‘This music is awful,’ she said. ‘Could you play
something else? The DJ looked at her and said ‘Don’t worry; I have the perfect song
for you.’
Two minutes later he said: ‘The next song is by Coldplay. It’s called Yellow and it’s
for a beautiful girl who is dancing over there.’ Hannah knew that the song was for
her because she was wearing a yellow dress. When Hannah and her friends left the
club the DJ was waiting at the door. ‘Hi, I’m Jamie,’ he said to Hannah. ‘Can I see
you again?’ So Hannah gave him her phone number.
The next day Jamie phoned Hannah and invited her to dinner. He took her to a
very romantic French restaurant and they talked all evening. After that Jamie and
Hannah saw each other every day. Every evening when Hannah finished work, they
met at 5:30 at a coffee bar on High Street. They were madly in love.
One evening in October, Hannah was at work. As usual, she was going to meet
Jamie at 5:30. It was dark and it was raining. She looked at her watch. It was 5:20!
She was going to be late! She ran to her car and got in. At 5:25 she was driving
along High Street. She was going very fast because she was in a hurry. Suddenly,
a man ran across the road. He was wearing a dark coat and Hannah didn’t see him
until it was too late. Although she tried to stop, she hit the man. Hannah panicked.
She didn’t stop and she drove to the coffee bar as fast as she could. However, when
she arrived Jamie wasn’t there. She phoned him, but his mobile was turned off, so
she waited for ten minutes and then went home.
Two hours later a police car arrived at Hannah’s house. A policewoman knocked
at the door. ‘Good evening, Madam,’ she said, ‘Are you Hannah Davis? I’d like to
speak to you. Can I come in?’
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Second Semester
English II
LESSON 5: VOCABULARY
Do you remember when you were a child? What things did you like to do? Where
did you use to live?
LESSON 6: GRAMMAR
We use the expression “used to” to talk about habits or repeated actions in the past.
It indicates that something was often repeated in the past, but that it is not usually
done now. We also use it to talk about states in the past that are no longer true.
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UNIT 3 • Past Continuous
Structures:
Affirmative form
EXAMPLES
I used to play soccer every day. (Explanation: He doesn’t play soccer now.)
My mother used to cook ham and eggs for me.
(Explanation: She doesn’t cook ham and eggs for me.)
My sister used to have long hair. (Explanation: Now she has short hair.)
My friend used to live in Tepic. (Explanation: Now he lives somewhere else.)
1. Erika used to walk to school, but a. now he is the principal of the school.
2. Joe used to work at Oxxo, but b. now she has her own bed.
3. Ivette used to eat a lot, but c. he quit the habit last year.
4. Patty used to sleep on the sofa, but d. now she lives in Mexicali.
5. Raul used to drink a lot of soda, but e. now she is on a diet.
6. Hector used to smoke, but f. now he works at Soriana.
7. Martín used to be a Teacher, but g. now he drinks water instead.
8. Karla used to live in Tijuana, but h. now she takes the bus.
Negative form
Subject + didn’t + use to + verb in the base form + complement
EXAMPLES
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English II
Note: The negative and interrogative forms replace used to with use to.
Interrogative form
Yes/No Questions
EXAMPLES
Information Questions
EXAMPLES
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UNIT 3 • Past Continuous
LESSON 7: WRITING
Complete the statements with the correct form of used to (affirmative, negative or
interrogative).
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Second Semester
English II
LESSON 8: SPEAKING
Work with a partner. Ask and answer the following questions about what you
used to do as a child.
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UNIT 3 • Past Continuous
LESSON 9: WRITING
Write a short story about things you used to do when you were 6-14 years old.
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Second Semester
English II
Past possibility
We use could to talk about what was possible in the past.
EXAMPLES
I could be the student of the month, but I got sick and missed a week of classes.
Sandra could stay with us if she didn’t have money for the hotel.
Past ability
We use could to talk about what we were able to do:
EXAMPLES
Past impossibility
We use could to talk about what was not possible in the past.
EXAMPLES
When we got to the car, we could not (couldn't) open the door.
Manuel could not (couldn’t) come to school yesterday because he was really sick.
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UNIT 3 • Past Continuous
Polite Requests
We often use could in questions to ask someone to do something in a polite way.
EXAMPLES
Suggestions
We often use could to make suggestion to someone about different things.
EXAMPLES
You could take your girlfriend to the movies and then to have dinner.
You could stay at a hotel near down town if you go to Guadalajara.
Polite Permission
We often use could in questions to ask someone for permission.
EXAMPLES
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Second Semester
English II
Structures:
Affirmative form
Modal Auxiliary
Subject Main Verb complement
could
My grandfather could swim pretty fast.
Negative form
Modal Auxiliary
Subject could + not or Main Verb complement
couldn’t
could not
My grandfather swim pretty fast.
(couldn’t)
Modal Auxiliary
Subject Main Verb complement + ?
Could
Modal
Wh-Question complement
Auxiliary Subject Main Verb
word +?
could
Why could your grandfather swim pretty fast?
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UNIT 3 • Past Continuous
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Second Semester
English II
Find the word could in the text below, underline it. Then complete the sentences.
My father’s secondary school was about a mile and a half from his house, so
he used to go to school on his bike. When the weather was bad, he could take
the bus, but he didn’t like to do that. It was always crowded and full of cigarette
smoke. His mother used to give him money for the bus, so he liked to save the
money and ride his bike instead!
At lunchtime he could stay at school and eat his packed lunch. Instead, he used
to ride to his grandmother’s house and have lunch with her and his grandfather.
It used to be a good way to break up the day. He would eat his lunch quickly, so
he could race back and play soccer with his friends before classes began again.
It was a strict school. It was the 1970s and the older teachers had experienced
even stricter and more traditional teaching than he had. They didn’t see the
need to change things. My father says that they weren’t allowed to run in the
corridors or around the school, and they had to stand up when the teacher came
into the classroom.
My father was afraid of the principal and his two prefects. They had complete
control and yet there was no corporal punishment. Punishments used to be
extra written work––anessay––or detentions. It’s amazing to think that you
could be told to stay behind after school for an hour, and there would be no way
to warn your parents. The written punishments could be tough and my father
remembers getting quite a few. His class, in general, was always in trouble and
they were always in detention.
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UNIT 3 • Past Continuous
With a partner, read the following brainteasers. Use could to express possibilities to
explain each situation. Think of as many explanations as possible as in the following
example. Compare your answers with your classmates.
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English II
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English II
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UNIT 3 • Past Continuous
go went gone ir
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English II
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UNIT 3 • Past Continuous
This exercise is to help you practice and learn the spelling of irregular verbs in the
different tenses.
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English II
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UNIT 3 • Past Continuous
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RESOURCES
The following are didactic resources and useful tools for English II syllabus, this
aids to accelerate the learning outcome, and teachers can reach different options
according to the specific needs of their group.
Resource Description
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UNIT 3 • Past Continuous
“ED” Sounds
http://www.englishmaven.org/HP6/Pronouncing%20ED%20Endings%20
Exercise%205.htm
http://evaeaston.com/pronunciation/t-d-Id-quiz01.html
Simple Past
http://www.adelescorner.org/grammar/past_tense/past_regular.html
http://www.montsemorales.com/gramatica/PastSimpAffRegSw2-4.htm
http://www.montsemorales.com/gramatica/IrregularPDC23-1a.htm
http://www.montsemorales.com/gramatica/PastSimpAffIrregSw2-4.htm
http://www.perfect-english-grammar.com/past-simple-exercise-4.html
http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_negation_
sentences.htm
http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_negation_
sentences2.htm
http://www.perfect-english-grammar.com/past-simple-exercise-5.html
http://www.englisch-hilfen.de/en/exercises/questions/simple_past.htm
http://www.perfect-english-grammar.com/past-simple-exercise-6.html
http://www.esl-lounge.com/student/grammar/1g24-past-simple-pos-neg-
questions.php
Past Continuous
http://www.perfect-english-grammar.com/past-continuous-exercise-1.html
http://www.englisch-hilfen.de/en/exercises/tenses/past_progressive_mix.htm
https://www.ego4u.com/en/cram-up/grammar/past-progressive/exercises?07
http://www.cambridge.org/us/esl/touchstone/student/index.html?site_
locale=en_US
http://agendaweb.org/
http://eslyes.com/
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English II
MIS NOTAS:
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UNIT 3 • Past Continuous
MIS NOTAS:
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Second Semester
GUÍA DE APRENDIZAJE DE
INGLÉS II