Guia Ingles Iii Agosto 2015 PDF

DIRECTORIO
Prof. Vito Lucas Gómez Hernández
Secretario de Educación del Estado
Lic. José María Antonio Bonales Rojas
Director de Educación Media Superior y Superior
Lic. Isidoro del Camino Ramos
Director General de CECYTESLP
Mtra. Eugenia Santos de Alba
Directora Académica de CECYTESLP.

Inglés II
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CRÉDITOS
Araujo Becerra María Azalea Plantel III

Cárdenas García Manuel Plantel VI
Cortez Magaña Vivaldo Plantel V
Hernández Gamboa Javier Plantel IV
Martínez Hernández Reyno Plantel VII
Martínez Reyes José Inés Plantel VIII
Rodríguez Ángeles Isabel Carmen Plantel I
Saldaña Medrano Claudia Plantel II
ADECUACIONES AL ACUERDO 653
AGOSTO 2015
Ibarra Ruiz Sonia de Jesús Plantel I

García Torres Jesús Plantel II
Reyes Macías José Guadalupe Plantel III
Ponce Sustaita Olivia Plantel IV
Cortez Magaña Vivaldo Plantel V
Toscano Balderas Jhony Daniel Plantel VIII
Díaz Ruiz Liliana Elizabeth Plantel IX
Navarrete Ramírez Salvador Plantel X
Flores Torres Daniel Plantel XI
SAN LUIS POTOSÍ
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PRESENTACIÓN
El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí,

comprometido con la calidad educativa, ha implementado acciones que apoyan tu
desarrollo académico, siendo una de estas, la elaboración de esta tercera guía de
aprendizaje, la cual pertenece a la asignatura de Inglés III, que cursarás durante este
tercer semestre.
El propósito de la asignatura de Ingles III es propiciar el intercambio de experiencias
relacionadas con el tema de deterioro a nuestro planeta; utilizar las estructuras ya
conocidas para determinar la habilidad para realizar algo, propiciando situaciones que
permitan escuchar, hablar, escribir y leer el idioma en diversos contextos.
Para lograr lo anterior, esta guía se conforma de tres unidades, descritas a
continuación:
UNIT 1. Life Project (First part).
UNIT 2. Life Project.
UNIT 3. Contributions to the world.
Esperando que este material de apoyo sea de gran utilidad en tu proceso de

aprendizaje, así mismo despierte el interés por conocer y aprender más, te deseamos el
mayor de los éxitos.
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MAPA CURRICULAR
COMPONENTE: CAMPO DE CONOCIMIENTO:

De Formación Básica Comunicación
ASIGNATURA ASIGNATURA
ANTECEDENTE: CONSECUENTE:
Inglés II Inglés IV
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ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLÉS
ANTECEDENTE
Inglés II
Inglés III
Proyecto de Aportes al
vida mundo
Propósitos Logros
 Personales  Sociales
 Vocacionales  Científicos
 Tecnológicos
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COMPETENCIA DE LA ASIGNATURA
Al término del curso el alumno es capaz de reafirmar vocabularios y

estructuras gramaticales que le permitan construir su proyecto de vida y
expresar sus propósitos, anhelos personales o su vocación en una
segunda lengua así como utilizar su conocimiento creativamente para
escuchar, hablar, leer y escribir sobre sus planes a futuro.
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COMPETENCIAS GENÉRICAS
Describen, fundamentalmente conocimientos, habilidades, actitudes y valores

indispensables en la formación de los alumnos.
Se autodetermina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones
en distintos géneros.
3. Elige y practica estilos de vida saludables.
Se expresa y comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiados.
Piensa crítica y reflexivamente

5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos
establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general,
considerando otros puntos de vista de manera crítica y reflexiva.
Aprende de forma autónoma

7. Aprende por iniciativa e interés propio a lo largo de la vida.
Trabaja en forma colaborativa

8. Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad

9. Participa con una conciencia cívica y ética en la vida de su comunidad, región,
México y el mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de
creencias, valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.
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COMPETENCIAS DISCIPLINARES DEL BACHILLER
Son conocimientos, habilidades y actitudes asociados con las disciplinas en las

que tradicionalmente se ha organizado el saber y que todo bachiller debe adquirir.
SPEAKING READING
 Decir enunciados simples acerca

de temas como la familia, el
trabajo, las actividades diarias, la  Leer y entender una historia corta.
salud, el clima, etc.  Seguir instrucciones simples, de uno a
 Responder preguntas simples con cinco pasos, cuando hay imágenes para
enunciados cortos. apoyarlas.
 Pedir ayuda o permiso.  Leer acerca del clima.
 Realizar preguntas cortas y/o de  Entender letreros.
rutina.  Leer algunas palabras nuevas.
 Usar palabras como ayer y hoy.
 Usar los verbos en tiempos
correctos.
LISTENING WRITING
 Distinguir entre un saludo formal y  Copiar información de listados y

uno informal. documentos.
 Entender oraciones cortas, si le  Escribir una nota o mensaje.
hablan lentamente.  Escribir enunciados simples y cortos,
 Comprender preguntas acerca de acerca de mí, de mi familia o lugares
sí mismo. familiares.
 Entender instrucciones que  Llenar formatos simples.
incluyan lugar y medidas.  Escribir una invitación.
 Seguir direcciones en la calle.  Escribir una tarjeta de felicitación.
 Captar las palabras más
importantes en una historia.
 Entender algunas ideas cuando le
hablan por teléfono.
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A partir de esta guía de aprendizaje lograrás realizar actividades y ejercicios que
te ayudarán a potencializar tus habilidades en cuanto a inglés, de forma gradual podrás
ir comprendiendo este idioma extranjero.
Las habilidades desarrolladas te servirán para un mejor desenvolvimiento
personal, profesional y académico. Una vez que sabes quién eres, donde vives, que
haces y cuál ha sido tu pasado y tus vivencias o experiencias, lo que sigue es construir
tu proyecto de vida, donde puedas expresar tus propósitos o anhelos personales y tu
vocación, con lo que estarías en la posibilidad de hacer algunos aportes al mundo que
te rodea, en diferentes etapas de tu vida, en lo social, científico y tecnológico.
Mediante los ejercicios y las actividades de esta guía, podrás entender
instrucciones básicas así como realizar conversaciones cortas, escribir textos cortos,
toda vez que vayas aprendiendo de manera gradual.
La estructura de esta guía tiene la finalidad de que exista un auto-aprendizaje,
pues mediante tu actitud y dinamismo podrás avanzar de manera rápida.
En el aula te encontrarás con un entorno cooperativo y colaborativo para que te
expreses poco a poco y que describas el entorno en el que te desenvuelves.
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RECOMENDACIONES PARA EL ALUMNO
La presente guía de aprendizaje, representa un importante esfuerzo que el

Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí ha
realizado, para brindarte los contenidos que se abordarán en la asignatura de Inglés III.
Los contenidos de Inglés III, se llevarán a cabo a través de diversos textos,

ejercicios, evaluaciones, entre otras actividades. Cabe mencionar, que algunas de las
actividades propuestas las deberás realizar de manera individual mientras que en
algunas otras, colaborarás con otros compañeros formando equipos de trabajo bajo la
guía de tu profesor.
Así mismo algunas actividades están planteadas para ser resultas en el aula y
algunas otras te las llevaras de tarea buscando que practiques los contenidos revisados
en el aula.
Para lograr un óptimo uso de este módulo de aprendizaje, deberás:
Llevar siempre tu diccionario a la clase.

Mostrar siempre una actitud constructiva.
Aprovechar las oportunidades de practicar el idioma oralmente con tus
Compañeros y maestro.
Mantener limpia tu área de trabajo.
Explotar todas las opciones dentro y fuera del aula para aprender el idioma.
Considerarlo como un documento que presenta información relevante en el área
de la Información, a ser utilizado incluso después de concluir esta asignatura.
¡Disfrutar la materia al máximo! ¡Bienvenido a la experiencia!
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Unit 1
LIFE PROJECT (First part)
STUDENT IDENTIFICATION
Name _________________________________________________________
First name Last name
School ___________________________________Group _______________

Address _______________________________________________________
__________________________________________________________
Telephone___________________ Cell phone _________________________
e –mail ________________________________________________________
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Nombre de la competencia: El estudiante es competente a expresar en
forma oral y escrita sus conocimientos que le permitan iniciar a estructurar
su proyecto de vida siguiendo algunas instrucciones y respondiendo
1
preguntas simples.
Contents
1. Review: Vocabulary, countable/uncountable nouns,

comparative/superlative nouns, regular /irregular verbs,
pronouns, furniture, prepositions of place.
2. Present Perfect Tense (Ever, Never, Yet, Since, For).
3. Public Places.
4. Signals.
Exercises
a) Review exercises.
b) Applying different pronouns.
c) Where is it?
d) Where have we been?
e) The city.
f) Listening a song.
g) Reading a text.
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HABILIDADES Y DESTREZAS
 Digo enunciados simples acerca de temas

relacionados con la familia, el clima, el trabajo, las
actividades diarias, la salud, el clima, etc.
 Respondo preguntas simples con enunciados cortos.
 Sigo instrucciones simples, de uno a cinco pasos,
HABILIDADES
cuando hay imágenes para apoyarlas.
 Entiendo letreros y hago una lista de puntos
principales.
 Sigo direcciones en la calle.
 Escribo una nota o mensaje.
A lo largo de la competencia se podrá expresar en forma oral
RESULTADO DE
y escrita en inglés para seguir direcciones, entender
APRENDIZAJE
instrucciones y responder preguntas simples.
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Review
HELLO
A continuación encontrarás una

serie de actividades y ejercicios
que te permitirán retomar los
temas previamente revisados en
la asignatura de inglés II del
semestre anterior.
Review exercises
A. Cross out the odd Word. Then, add one more.
1. Pencil - Stapler - Nurse - Ruler ______ 2. February - Monday - January - ______

March
3. Friday - Sunday - July - Monday ______ 4. First – Sixth – Tenth – Book ______
5. Glue - Summer - Spring - Fall ______ 6. Italian - Mexican - Spain – Canadian ______
7. Rice – Banana – Calculator – ______ 8. Juice - Milk - Coffee - Desk ______
Cake
B. Write a “C” for the Countable nouns and a “U” for the Uncountable nouns.
Carrot __ Strawberry __ Juice __ Sugar __ Jam __ Milk __

Wine __ Cucumber __ Computer __ Cream __ Onion __ Rice __
Pencil __ Banana __ Orange __ Water __ Dog __ Pear __
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C. Complete with the correct comparative or superlative adjective form.
1. My brother is _________________ (old) than I am.

2. Gregory is the _______________ (funny) person in my class.
3. This book is _________________ (interesting) than that book.
4. Betty is the __________________ (beautiful) girl of my school.
5. I am the ____________________ (good) in soccer.
6. The blue cell phone is _____________________ (cheap) than the red one.
7. Bob is _________________ (rich) than I am.
8. San Luis Potosi is __________________ (big) than Tlaxcala state.
9. This is the __________________ (dirty) kitchen I've seen.
10. The Porsche is ____________________ (expensive) car.
D. Fill the blanks writing the correct form of the verb and write “R” if it is regular
or “I” if it is irregular.
Past Regular (R) /

Base Past simple Spanish
participle Irregular (I)
sing sung
eaten
finish finished
seen
rested
meet
gone
began
drive
come
wrote
read
been
cut
fly
walked
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Grammar
Nombre Possessive Pronouns No. 2

Instrucciones Comprender, diferenciar y usar correctamente los pronombres
para el Alumno posesivos.
Manera
Conocer los Reconocimiento de los
Conocimientos Didáctica de
pronombres pronombres posesivos a partir de
a adquirir Lograrlos
posesivos. las instrucciones descritas.
Possessive Pronouns
Los pronombres posesivos sustituyen a los sustantivos y a los adjetivos posesivos que
los acompañan cuando esos sustantivos han sido ya anteriormente mencionados, o
cuando por el contexto queda perfectamente definido; o bien, cuando se utilizan para
mencionar las pertenencias de las personas.
Mine El mío / la mía / los míos / las mías
Yours El tuyo / la tuya / los tuyos / las tuyas
His / hers/ El tuyo / la suya / los suyos / las suyas (de él, de ella, de un
Its objeto o animal)
Ours El nuestro / la nuestra / los nuestros / las nuestras
Yours El de ustedes / la de ustedes / los de ustedes / las de ustedes
Theirs El suyo / la suya / los suyos / las suyas (de ellos / ellas)
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Observa estos ejemplos en que se utiliza el Adjetivo Posesivo y el Pronombre Posesivo.
La siguiente tabla presenta las estructuras que ya se han estudiado, observa las
semejanzas y diferencias que existen entre Pronombres Personales, Pronombres
Complementarios, Adjetivos Posesivos y Pronombres Posesivos.
PERSONAL OBJECT POSSESSIVE POSSESSIVE

PRONOUNS PRONOUNS ADJECTIVES PRONOUNS
I (yo) el que Mine:
El mío, la mía, los míos, las
habla, escribe… Me (me, a mí) My (mí, mis)
mías
You (tú o usted) You (te, a tí, a Your (tu, tus) Yours:
El tuyo, la tuya, los tuyos,
usted)
las tuyas
He (él) Him (le, lo a él) His (su, sus de His: El tuyo, la tuya, la
suya, los tuyos, las tuyas,
él).
las suyas (de él)
She (ella) Her (le, la a ella) Her (su, sus de Hers: El tuyo, la tuya, la
suya, las tuyas, los suyos,
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ella).
las suyas (de ella)
It para un objeto It (le, lo, la) Its (su, sus de (no se debe de usar)*
un objeto o un
ó animal).
animal).
We (nosotros, Us (nos, a Our (nuestro / Ours: El nuestro, la nuestra,
nosotros, a a, nuestros los nuestros, las nuestras
nosotras)
nosotras) nuestras)
You (ustedes) You (les, a Your (su, sus Yours: El de ustedes, la de

ustedes) “de ustedes”). ustedes, los de ustedes, las
de ustedes
They (ellos, Them (les a Their (su, sus Theirs: El suyo, la suya, los
ellas, ellos, ellas) de ellos, ellas) suyos, las suyas (de ellos,
Personas, ellas)
objetos o
animales
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Example
1. Can you lend me a pencil? - I forgot mine.

¿Puedes prestarme un lápiz? - Olvidé el mío.
2. That is my problem, not yours.
Ese es mi problema, no tuyo.
3. This belongs to John. It's his.
Esto pertenece a John. Es de él.
4. Mary went to the theater with a friend of hers.
Mary fue al teatro con su amiga.
a) Their city is old. Ours is new.
Su ciudad es vieja. La nuestra es nueva.
b) Our house is next to yours.
Nuestra casa está al lado de la de ustedes.
Exercise
Nombre Applying different pronouns
Instrucciones para Contesta correctamente los siguientes ejercicios conforme a la

el Alumno instrucción de cada actividad.
Manera
Responsabilidad. Trabajo individual.
Didáctica
Actitudes a formar Orden. Trabajo en equipo de cinco.
de
Honestidad. Exposición de los equipos.
Lograrlas
Competencias 4. Escucha, interpreta y emite mensajes pertinentes en distintos
Genéricas y contextos mediante la utilización de medios, códigos y
atributos a herramientas apropiados.
Desarrollar Se comunica en una segunda lengua en situaciones cotidianas.
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Aplica distintas estrategias comunicativas según quienes sean sus
interlocutores, el contexto en el que se encuentra y los objetivos
que persigue.
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
Manera Didáctica Realizando las actividades propuestas, participando en corrillos y
de Lograrlas de manera individual.
a) Choose and write correctly inside the next chart the Possessive Adjectives
and Possessive Pronouns in English and Spanish.
My mi, mis, your tu, tus / su, sus (de usted), his su, sus (de él), her su, sus (de
ella) its su, sus (de objeto o animal). Mine, (el/la/lo/los/las) mío/a, míos/as, theirs,
(el/la/lo/los/las) suyo/a suyos/as, hers, (el/la/lo/los/las) suyo/a suyos/as, yours,
(el/la/lo/los/las) tuyo/a tuyos/as, ours, (el/la/lo/los/las) nuestro/a, nuestros/as, his,
(el/la/lo/los/las) suyo/a suyos/as, yours (el/la/lo/los/las) de ustedes. our
nuestro/a/os/as, your su, sus (de ustedes) their su, sus (de ellos/as).
Personal Pronouns Possessive Adjectives Possessive Pronouns

English Spanish English Spanish English Spanish
I
You
He
She
It
We
You
They
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b) Write the possessive / object pronoun that corresponds.
a) Here are your tools. Where are______________?

Aquí están tus herramientas. ¿Dónde están las mías?
b) I finished my project, but Azalea didn´t finish ____________
Yo terminé my proyecto pero Azalea no terminó el suyo.
c) I forgot my book, so Teresa gave me _______________.
Olvidé mi libro, entonces Teresa me dio el suyo.
d) This belongs to you. It's ____________________.
Esto te pertenece. Es tuyo.
e) It‟s their problem, not ________________________.
Es problema de ellos, no el nuestro.
f) That is not my sister's car. ____________________ is blue.
Ese no es el auto de mi hermana. El de ella es azul.
g) David bought the books. He brought ___________
David compró los libros. El los compró
h) I lent Bob my car and he lent me______________________.
Le presté a Bob mi auto y él me prestó el suyo.
i) Melissa loves Josh. Melisa lo ama
Melissa ama a Josh. Melisa loves _________(a ella).
j) Javier wears a nice hat. Is it ______________________?
Javier usa un lindo sombrero. ¿Es suyo? (de él)
k) Our language is nice. _______________________ is practical.
Nuestro idioma es lindo. El de ustedes es práctico.
l) Mario wrote three letters to __________
Mario le escribió tres cartas a ella
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c) Change the pronoun indicated by the correct " possessive pronoun"
1. This is my book. This book is____________.

2. That is her car. That car is ______________.
3. These are his photos. These photos are __________.
4. Those are our bags. Those bags are ______________.
5. These are their essays. These essays are __________.
c) Choose the correct answer from the box.
1. Maria and Charles are going to visit _________________ friends tomorrow
2. Manuel usually goes to England for _______________ holidays.
3. Isabel is buying a present for ________________ mother.

mine - his -
4. We are living in _________________ new house. hers - its -
our – her,
5. This is their car. It's _________________. their. theirs,
6. This is my computer. It's ________________.
7. The dog has _________________ own place here.
8. This is her telephone. It's ___________________.
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Vocabulary: Furniture
Rug Bed Bedside table Bookcase Chair
Chest of Clock Carpet Cupboard Curtains

drawers
Drawers Furniture Desk Table Lamp Table
Mirror Picture Sofa Shelf / Stool

Shelves
Refrigerator Sink TV Gabinets Stove
Pillow Armchair Flowerpot Picture frame Vase
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Prepositions of place
REMEMBER: PREPOSITIONS OF PLACE.
ON IN / INSIDE
BESIDE / NEXT TO BEHIND
UNDER ABOVE / OVER
OUTSIDE BETWEEN
AMONG IN FRONT OF
Exercise
Nombre Where is it?
Instrucciones para Contesta correctamente los siguientes ejercicios conforme a la

el Alumno instrucción de cada actividad.
Manera
Limpieza Didáctica Trabajo individual
Actitudes a formar Orden
de Trabajo en equipo
Honestidad
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
Competencias
herramientas apropiados.
Genéricas y
Se comunica en una segunda lengua en situaciones cotidianas.
atributos a
9. Transmite mensajes en una segunda lengua o lengua extranjera
Desarrollar
atendiendo las características de contextos socioculturales
diferentes.
Manera Didáctica Realizando las actividades propuestas tanto de forma individual
de Lograrlas como en equipos.
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a) Use your dictionary to find the meaning of the prepositions above and
represent each one with a draw or picture from a magazine.
b) Using the vocabulary about furniture and the prepositions of place,

answer the next questions, check the example:
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1. Where is the carpet? _____The carpet is under the table_______________________
2. Where is the chest of drawers? ___________________________________________
3. Where is the lamp? ____________________________________________________
4. Where are the two chairs? ______________________________________________
5. Where is the picture? __________________________________________________
6. Where are the plants? __________________________________________________
7. Where is the bookcase? ________________________________________________
8. Where is the flowerpot? _________________________________________________
9. Where is the T.V.? _____________________________________________________
10. Where is the table? ___________________________________________________
c) Describe the next image using the vocabulary of furniture and

prepositions.
This bedroom is big, the bed is …………

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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d) Do some “where” questions and answer them as in the example
Where is _____________the lamp________? __It is beside the bed_____________
Where are the pillows__________________? They are on the bed______________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Where ______________________________? _________________________________
Grammar
Nombre Present Perfect Tense No. 5
Lee con atención la información que se presenta y analiza la forma

Instrucciones
gramatical del presente perfecto, si tienes dudas pregunta a tu
para el Alumno
profesor.
Conferencia del profesor.
Usos del Presente Realización de ejercicios y
Manera
Perfecto y las tareas.
Conocimientos Didáctica de
expresiones: for, Referentes.
a adquirir Lograrlos
since, yet, already, Trabajo individual y en
ever, never, just. equipo.
Práctica oral y escrita.
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PRESENT PERFECT TENSE
El Presente Perfecto en inglés se usa para describir acciones que tienen las siguientes
características:
 Eventos que inician en tiempo pasado y continúan en el presente.
 Eventos del pasado que tienen consecuencia o efecto en el pasado.
Se forma con el auxiliar have y el participio del verbo principal. Si se traduce al español
el verbo principal del enunciado (el que está en participio) deberá tener la terminación:
ado, ido, to, so cho. Consulta la lista de verbos al final de tu guía.
AFFIRMATIVE NEGATIVE INTERROGATIVE

He He he
She has She has Has she
It It it
I I not finished I finished
finished You
You Have you ?
We have We have we
They
They they
Ahora observa la estructura de los siguientes ejemplos:
En forma afirmativa:
En forma negativa have / has + not
En forma NEGATIVA En la forma interrogativa observa la
posición del auxiliar Have / Has
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El Presente Perfecto puede ir acompañado de palabras tales como for, during, since,
ago, just, already, yet para enfatizar.
For. Significa por y se utiliza junto con expresiones que indiquen un periodo
de tiempo.
During Significa durante se utiliza seguido de un sustantivo común.
Ejemplos:
I have been here for two hours (He estado aquí por dos horas)
We have talked during the night. (Hemos hablado durante la noche)
Since: Significa desde y lo usamos para especificar un momento determinado

en el tiempo: last night, yesterday, the second world war...
Ejemplo:
My mother has been a teacher since 1955. (Mi madre ha sido profesora desde 1955)
Just: Se utiliza para indicar que una acción acaba de tener lugar y siempre se
coloca entre el verbo Have y el participio.
Ejemplo:
She has just gone out. (ella se acaba de ir)
Already: Es muy parecido a just en cuanto a que ocupa la misma posición entre
el verbo have y el participio, pero su significado es "ya". Se usa para afirmar
Ejemplo:
I have already seen that film. (Ya he visto esa película)
Yet: Significa "todavía" o “aún” Se coloca siempre a final de la frase. Se usa

para negar.
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Ejemplo:
She hasn't seen your brother yet. (Ella todavía no ha visto a tu hermano)
EVER / NEVER : Los dos son adverbios de frecuencia y significan “algunas vez”
y nunca”, sin embargo:
EVER: Significa “alguna vez” para la forma interrogativa y “nunca” para la forma
negativa.
NEVER: Significa “nunca” en enunciados imperativos y afirmativos.
Ejemplos:
Have you ever been in San Luis Potosí?
(¿Ha estado usted alguna vez en San Luis Potosí?)
No, I have not ever been in San Luis Potosí.

(No, yo nunca he estado en San Luís Potosí)
He has never seen a snake.

(Él nunca ha visto una serpiente)
Example
a) She has eaten the orange. / Ella se ha comido la naranja.

b) We have bought a car. / Nosotros hemos comprado un coche.
c) I have not done my homework. / Yo no he hecho mi tarea.
d) Have you been in the park of my town? / ¿Has estado tú en el parque de mi
pueblo?
e) We haven’t heard from her since last year. / Nosotros no hemos tenido
noticias suyas desde el año pasado.
f) My father has worked in the same firm since January. / mi padre ha trabajado
en la misma empresa desde Enero.
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Exercise
Nombre Where have we been?
Instrucciones para Lee con atención cada uno de los ejercicios y contesta
el Alumno correctamente según corresponda.
Orden Manera
Trabajo individual
Actitudes a formar colaboración Didáctica de
Trabajo en equipos
Tolerancia Lograrlas
4.- Escucha, interpreta y emite mensajes pertinentes en
distintos contextos mediante la utilización de medios, códigos y
Competencias
Genéricas y
 Sigue instrucciones y procedimientos de manera reflexiva,
atributos a
comprendiendo como cada uno de sus pasos contribuye al
desarrollar
alcance de un objetivo.
 Participa y colabora de manera efectiva en equipos diversos.
Manera Didáctica Realizando las actividades propuestas, participando en forma
de Lograrlas individual y grupal.
a) Complete the following sentences using the verbs in the box.

Have…. been have talked has waited has worked have studied
has read have answered has had have been
1. I____ have studied __________ since two hours ago.

(Yo he estudiado desde hace dos horas)
2. She_____________________ this book very quickly.
(Ella ha leído este libro muy rápido)
3. He_____________________for you since three hours ago at the mall
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(Él te ha esperado desde hace 3 horas en el centro comercial)
4. We________________________________________ during all the night.
(Nosotros hemos hablado durante toda la noche)
5. ____________ you ever ______________ in the hospital?
(¿Has estado alguna vez en el hospital?)
6. Ana_______________________________________ a heart attack
(Ana ha tenido un ataque al corazón)
7. Lupe ________________________________as a tourist guide since 2001. (Lupe
ha trabajado como guía de turistas desde el 2001)
8. I _______________________ here for two hours.
(He estado aquí durante dos horas)
9. We ___________________ our English exam since two hours ago.
(Nosotros hemos contestando nuestro examen de inglés desde hace dos horas)
b) Complete the exercise with for, ever, just, already, yet or since.
1. He has worked in the bank ______________ two years.
2. I have studied in this school ______________ 2010.
3. Have you _________________ seen the recycle symbol in the containers?
4. My parents have been in the church ________________ 7:00 O´clock.
5. They have _________________arrived my friends of the beach.
6. I have ___________________ identified the evacuation route.
7. She has ______________ visited the zoo.
8. They have not seen the area of not smoking _______________.
c) Circle the correct words.

1. I have known Monica since / for last summer.
2. We have been friends since / for twelve years.
3. I have ever / never visited an exhibition of pictures.
4. Have you ever / never visited archaeological area of Palenque?
5. My sister hasn‟t come home already / yet
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Vocabulary: Public Places
Library Restaurant Archaeological area Stadium
Theater School Church Zoo
Watering place Beach Park Hospital
Amusement park Exhibitions Bank Mall
Airport Laundromant Toy store Museum
Gas station Drug store Child care center Hair salon
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Vocabulary: Signals.
Flammable Restaurant Evacuation route No smoking
To deposit the Curves closed Sport spaces Pedestrians

garbage in their crossing
place
Reciclable Radioactive Not to use camera Area of collapses
Danger Extinguisher No parking Gas station
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Exercise
Nombre The city
Instrucciones para Lee con atención cada uno de los ejercicios y escribe una
el Alumno pequeña historia.
Orden Manera
Trabajo individual
Actitudes a formar colaboración Didáctica
de Trabajo en equipos
Respeto Lograrlas
4.- Escucha, interpreta y emite mensajes pertinentes en
distintos contextos mediante la utilización de medios, códigos y
Competencias
Genéricas y
Sigue instrucciones y procedimientos de manera reflexiva,
atributos a
comprendiendo como cada uno de sus pasos contribuye al
desarrollar
Participa y colabora de manera efectiva en equipos diversos.
Manera Didáctica
Elaborando una pequeña historia de forma grupal.
de Lograrlas
a) In teams of four or five students, choose five images about public places
and symbols and write a short story using “Present Perfect Tense”.
Albert has studied at this school since last year…..
Albert ha estudiado en esta escuela desde el año pasado…..
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b) Use the preposition and described where is the place as in this example:
Where is the gym? It Is in front of the school
1.-______________________________________________________________
2.-______________________________________________________________
3.-______________________________________________________________
4.-______________________________________________________________
5.-______________________________________________________________
6.-______________________________________________________________
7.-______________________________________________________________
8.-______________________________________________________________
9.-______________________________________________________________
10.- _____________________________________________________________
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c) Find 14 words to the vocabulary about public places and write them in the
box with the correspondent translation.
a s d f g h j k l ñ s t a d i u m o k j h g f d
q w e r t y u i o p ñ k j h g f d d s a z x c q
w q q a s d f g h j k l ñ m n b v c l o o h c s
l i b r a r y q a s d m z a q w s x c d e r f a
q s f g h j k l o p y u q a y j a s w e d c v s
a z s d f g h j k t l s c v b n m g j t y d e d
u o l k m n b f t y h e b v f r o d s x z a q f
h q a a s c k j h g f u a s z o q h l a s l b g
q x u q w h h s c h l m a s z q r m o q w o e h
a c n w q m r u a m o r t y u y o a h w q h a j
z v d o t a i y r a h a s d f g h l s q s h c k
s b r r t y u y o c d d f g h j l o m a z m h l
k n o a s d f g h a h q a z h a s h a u o a h ñ
r m m d f g h j l k j h g f m q w l l h q a m p
a j a k j h g f q w s x j f a w q o l a z s a o
p y n a z r l a t i p s o h a z l h a z k f u i
z u t r t y u y o a s l t h a s o s d n a s k l
x p t a s d f g h q w o b m q w h f a t q w m o
c i y d f g h j l w q h g a w q j b a z w q n h
t h e a t e r ñ l k h g f d s a q e r t y u y o
l k a s d f g h j a i r p o r t z a a s d f g h
t o y s t o r e r a y o a z s t i c d f g h j l
Park - Parque
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d) Write a place where you have seen the next signals and what is the
meaning.
________________________________ _____________________________________
________________________________ _____________________________________
________________________________ ____________________________________
_______________________________ _______________________________________
________________________________ ______________________________________
_______________________________ _______________________________________
_______________________________ _______________________________________
_______________________________ _______________________________________
________________________________ ______________________________________
_______________________________ ______________________________________
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Listening the song
a) Listen “I still haven't found what I'm looking for” U2 song and fill the gaps
with the correct word.
I have __________ the highest mountains. But I still haven't found.

I have __________ through the fields. What I'm looking for.
Only to be with you. But I still _____________ found.
Only to be with you. What I'm looking for.
I have ___________, I have _________, I believe in the Kingdom come.
I have ___________, these city walls. Then all the colours will bleed into one.
These city walls. Bleed into one.
Only to be with you. But yes, I'm still running.
But I still _____________ found. You broke the bonds.
What I'm looking for. And you loosed the chains.
But I still haven't ____________. Carried the cross of my shame.
What I'm looking for. Oh my shame, you know I believe it.
I have ______________ honey lips. But I still _________ _________.
Felt the healing in her finger tips. What I'm looking for.
It burned like fire. But I still _________ found.
(I was) burning inside her. What I'm looking for.
I have ________ with the tongue of But I still haven't ____________.
angels. What I'm looking for.
I __________ held the hand of a devil. But I still __________ found.
It was warm in the night. What I'm looking for.
I was cold as a stone.
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Reading the text
a) Read the following text and answer next questions correctly.
Washington D.C. is a beautiful city. It‟s the capital of the United State of America. Many
people visit this city to take pictures, go shopping, spend vacations or visit new places.
Helen was born in Washington, but she hasn‟t been downtown.
Helen has invited Danny to go there with her. On this trip she will show him some new
place that Danny doesn‟t know. He has been there once, last year, but he didn‟t have
enough time to visit interesting buildings, elegant shops, squares, or museums.
Danny and Helen are happy to go there. They think it is a good chance to have a good
time in the capital of the U.S.A.
1. Where is Washington, D.C.?

_________________________________________________________________
2. Why do many people like to visit that city?
_________________________________________________________________
3. Where was Helen born?
_________________________________________________________________
4. Who has Helen invited to go to Washington?
_________________________________________________________________
5. How many times has Danny been there?

_________________________________________________________________
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Unit 2
MY LIFE PROJECT
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Nombre de la competencia: El estudiante es competente al ampliar en
forma oral y escrita sus conocimientos y estructurar su proyecto de
vida en los ámbitos personal, vocacional y social.
2
Contents
1. Going to (idiomatic future).

2. Employments.
3. Will (simple future).
4. The weather.
5. First Conditional.
6. Hobbies / activities.
Exercises
a) Plans for the future.

b) Making plans.
c) Listening the song.
d) If you…
e) Listen the conversation.
f) Interview.
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 Digo enunciados simples acerca de la familia, el

trabajo, actividades diarias, la salud, el clima, etc.
 Respondo preguntas simples con enunciados cortos.
 Entiendo letreros.
 Uso palabras como ayer y hoy.
HABILIDADES  Distingo entre un saludo formal y uno informal.
 Sigo direcciones en la calle.
 Entiendo algunas ideas al hablar por teléfono.
 Escribo enunciados simples acerca de mí, mi familia o
lugares familiares.
 Lleno formatos simples.
 Escribo una tarjeta de felicitación.
RESULTADO El alumno será capaz de comunicarse en forma oral y
DE escrita incluyendo información personal, de su familia, de
APRENDIZAJE lugares y algunos formatos escritos
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Grammar
Nombre Going to (Idiomatic Future) No. 1
Instrucciones Escucha al profesor y repite el vocabulario.

para el Estudia cuidadosamente la gramática y los ejemplos.
alumno. Resuelve los ejercicios para aplicar los conocimientos adquiridos.
Ejercicios de repetición.
Aprender la Manera
Trabajo grupal.
Conocimientos estructura Didáctica de
Lectura individual.
a adquirir gramatical del Lograrlos
Resolución de ejercicios
Futuro Idiomático
en binas.
Going to (Idiomatic Future)

Idiomatic future (Going to) is the way to express actions that will occur in the near future.
This tense is used:
1. - When referring to the future, probable and inevitable.

2. - To highlight an action in the immediate future and when you have already
taken the decision to do a particular thing.
To make a verb form with “be going to”, you first put “be” into the correct form to agree
with the subject, and then add “going to” + the simple form of the verb. Note also that
the “be” form is often shortened.
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This table lists the main forms:
I am going to work I‟m going to work - voy a trabajar
You are going to work you‟re going to work - vas a trabajar
He He‟s going to work
She is going to work She‟s going to work - va a trabajar
It it´s going to work
We are going to work We´re going to work - vamos a trabajar
You are going to work You‟re going to work - van a trabajar
They are going to work They‟re going to work - van a trabajar
The future formed with "going to" differs from that formed with "will". It usually indicates
something already planned as an intention, or something that is bound to happen. Look
at the following tables the grammatical structure of Idiomatic Future.
Affirmative form
Pronombre Auxiliar Be Verbo

Personal o Am Going to Principal en Complemento
nombre propio Is Presente
Are Simple
Negative form
Pronombre Auxiliar Be Not Verbo

Personal o Am Going to Principal en Complemento
Is
nombre Presente
Are
propio Simple
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Interrogative form
Auxiliar Be Pronombre Verbo

Am Personal o Going to Principal en Complemento
Is nombre Presente
Are propio
Simple
TIME EXPRESSIONS
tomorrow tonight soon next week next month
in an hour in a week this weekend this month this year
IMPORTANT SUGGESTIONS:
 Use only question mark at the end of the sentence in English.
 When the interrogative form involves a question word (What, who, how, when,
where, why, which).
Example
1. I am going to teach English in CECyTE. English
2. I’m not going to teach English in CECyTE.

3. Am I going to teach English in CECyTE?
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Affirmative: Negative: Interrogative:
Mary is going to wash her
car. Mary isn‟t going to wash Is Mary going to wash
her car. her car?
When is Mary going to

wash the car?
They are going to go to the

bank.
They aren't going to go Are they going to go to
to the bank. the bank?
Why are they going to go

to the bank?
Exercise
Nombre Plans for the future

Lee cuidadosamente las instrucciones y responde
Instrucciones
correctamente cada uno de los ejercicios.
para el Alumno
Traduce al español cada uno de ellos.
Orden Trabajo Manera Trabajo individual
Actitudes a
colaborativo Didáctica de Trabajo en binas
formar
Creatividad Libertad Lograrlas Trabajo grupal
Escucha, interpreta y emite mensajes pertinentes en distintos
Competencias
herramientas apropiados
Genéricas a
 Participa y colabora de manera efectiva en equipos
Desarrollar
diversos
Se comunica en una segunda lengua en situaciones cotidianas
Manera Escucha las instrucciones del docente, interpreta, pregunta

Didáctica de dudas, expresa observaciones y desarrolla los ejercicios en
Lograrlas base a los acuerdos establecidos.
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a) Complete the following sentences with the correct verb.
1. He is going to ________________ the chair. A. paint

2. That girl is going to ______________ the house. B. buy
3. The boy is going to _______________ because he lost his toy. C. wash
4. I'm going to ______________ my mother next week. D. watch
5. My friends are going to _______________ the soccer game on T.V. E. ask
6. The teacher is going to ______________ you some questions. F. cry
7. She is going to _________________ her clothes at the laundry. G. fix
8. My father is going to ________________ a new house. H. see
9. The girl is going to _________________ in her boyfriend. I. help
10. If I can, I'm going to __________________ you. J. dream
b) Write am, is, are to complete the following sentences.
1. He _________________ going to seat on the chair.

2. That girl _______________ going to sell her house.
3. The boy _______________ going to cry because he lost his toy.
4. I _______________ going to travel with my mother next week.
5. My friends _______________ going to play the soccer game in the school
6. The teacher _______________ going to do some tests with some questions.
7. She ________________ going to wear the clothes in the party.
8. My father _______________ going to buy a new house.
9. The girl _______________ going to walk to the park with her boyfriend.
10. If I can, I ________________ going to visit you.
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c) Change the following sentences to negative and interrogative form; you can
read for the examples.
Example:
a) They are going to wait for us. Affirmative
b) They are not going to wait for us. Negative
They aren‟t going to wait for us.
c) Are they going to wait for us? Interrogative
1) John is going to take a vacation.

a) ________________________________________________
b) ________________________________________________
2) He is going to start working there on Monday.
a) ________________________________________________
b) ________________________________________________
3) They are going to pay a good salary.
a) ________________________________________________
b) ________________________________________________
4) They are going to move to California next month.
a) ________________________________________________
b) ________________________________________________
5) Henry is going to travel to Europe on his next vacation.
a) ________________________________________________
b) ________________________________________________
6) We are going to sit outdoors for a while.
a) ________________________________________________
b) ________________________________________________
7) They are going to spend the weekend in Connecticut.
a) ________________________________________________
b) ________________________________________________
8) He is going to put all his money in stocks and bonds.
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a) ________________________________________________
b) ________________________________________________
9) George is going to have a tooth pulled tomorrow.
a) ________________________________________________
b) ________________________________________________
10) I am going to read some of my own poems for you.
a) ________________________________________________
b) _______________________________________________
d) Work in pairs. Answer the following questions:
1. When are you going to visit Xilitla?

______________________________________
2. What you are going to wear for the graduation ceremony?
______________________________________
3. What are you going to eat tomorrow?
______________________________________
4. Where are they going to work next vacation?
______________________________________
5. Why are you going to study?
______________________________________
6. Why are you going to learn English for?
______________________________________
7. What is your mother going to do next weekend?
______________________________________
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Vocabulary: Employments
a) Use the dictionary to find the name of the images above and write them on the
line.
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
_______________ _______________ _______________ _______________
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Grammar
Nombre Will (Simple Future) No. 3
Escucha y repite el vocabulario.

Instrucciones Estudia la gramática y los ejemplos.
para el Alumno Resuelve cuidadosamente los ejercicios para aplicar los
conocimientos adquiridos.
Aprender a
Manera Conferencia del profesor.
Conocimientos expresarse
Didáctica Sesión de preguntas y respuestas.
a adquirir en tiempo
de Resolución de ejercicios.
futuro
Lograrlos
WILL (Simple Future)
Affirmative Form
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Negative Form
Interrogative Form
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We use Will to express an action to perform on a long-term future, this auxiliary is often
used in actions of spontaneity, unplanned intentions and is also used to express
proposals, promises and make requests to other people.
Statements
Purpose Examples
Intentions Luis Fernando will buy a car this year
Offers and
She will help me with my homework
Promises
Predictions It will be rainy today
Request Will Gloria drive us to the supermarket?
When we use "will” to make predictions usually the verbs think and believe are used.
Example:
I believe Mexico will be a soccer world champion one day.
I think will be sunny this weekend.
Yes / No Question
Examples Short Answers
No, I won‟t
Will you call at the travel agency for Yes, I will
Affirmative your tickets?
No, he
Will he work today? Yes, he will
won‟t
Yes, I will No, I won‟t
Won‟t you buy clothes with their next
Negative week?
Yes, she No, she
Won‟t she go with me at the party?
will won‟t
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Example
1. I will try to exercise more.

2. We will find a cure.
3. He will probably study tomorrow.
4. People will live longer in the future.
5. Mike will be 75 years old in 2050.
6. Will he live with his sister? Yes, he will / No, he won‟t
7. Will you take care of your parents? Yes, I will / No, I won‟t
Exercise
Nombre Making plans

Selecciona correctamente will o won’t
Instrucciones
Realiza los ejercicios de tu guía
para el Alumno
No te quedes con dudas, pregunta al profesor
Trabajo colaborativo
Manera
Actitudes a Iniciativa Trabajo individual
Didáctica de
formar Creatividad Trabajo en equipo
Lograrlas
Orden y limpieza
Competencias
Genéricas y
herramientas apropiados
atributos a
Desarrollar
diversos
Escucha con atención las instrucciones del docente,
Manera
interprétalas, coméntalas con tus compañeros, expresa tus
Didáctica de
dudas y realiza los ejercicios en base a lo establecido en el
Lograrlas
aula
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FUTURE WILL
a) Write the sentences in the correct form. Use Will:
Example:
they / call / me
Affirmative: They will call me.
Negative: They will not call me.
Interrogative: Will they call me?
1. She / visit / Ciudad Valles / next weekend

Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
2. I / be / in Australia / next year
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
3. They / buy / bread/ in the morning
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
4. She / see / the house
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
5. David / study / Medicine
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
6. My parents / help / me/ with the homework
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
7. You / lose / the game
Affirmative: __________________________________________________
Negative: __________________________________________________
Interrogative: __________________________________________________
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b) Complete the sentences with the Future Will. Use the verbs in parentheses.
Example:
(win) will they win the match?
1. They ________________ (be) back by 6:30 pm

2. ________________ you ________________ (help) me
3. When _________________ I _____________ (see) you again?
4. His parents _________________ (not) (punish) him because he is late
5. ____________________ they _____________ (sign) the contract tonight?
6. __________________ this concert ___________ (rise) money for our school club?
7. This truck _____________ (not) (crash) with the rocks on the road
8. This meeting ________________ (not) (close) before tomorrow morning
9. When _____________ she _____________ (give) me a copy of her essay?
c) Use will or will not (won’t) to complete each statement.
Example:
(He / not / get on) He won’t get on the train at 7:30 a.m.
1. ( I / send ) ___________________ you an e-mail when I arrive to my new house.

2. (Alondra / not / be ) __________________ at the train station
3. ( Yuri / buy ) ____________________ a car someday.
4. (they / not / like ) _____________________ to eat in the cafeteria.
5. We think / it (be)___________________________ sunny tomorrow.
6. ( It / not / rain ) ________________________ I‟m sure.
7. (You / not / give ) ______________________ me a birthday present.
8. (We / be ) ______________________ ready for the exam.
9. ( They / sing ) _____________________ their favorite songs at the concert.
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d) Complete with the correct form of Will and work with a partner reading the
dialogue
Example:
Grisel : 1.(see) I will see you when we return next semester.
Grisel : Hi, Cathy! 2. When (I meet) _____________________ your best friends?

Cathy : 3. Sorry, Grisel. My best friends (not / be) __________________ here this
summer. 4. They (not / stay) ______________________ in the city during our
vacation. 5. They (rent) _____________________ a small house near to the
lake for one week. 6. What (you do) ____________________ during our
vacation?
Grisel : 7. I think (travel) __________________ to camping at the forest. 8. (I not / go)
home. 9. My family and I (try) ___________________ to rent a car.
Cathy : 10. ____________________ the car rental __________________(be)
expensive?
Grisel : 11. I don‟t think so. We (share) ______________________ the cost.
Cathy : It sounds wonderful. I like your idea Grisel. 12. you (have) ______________ a
great time.
Grisel : I hope so. I know 13. (I miss) ___________________to stay with my family.
Cathy : Have a safe trip, Grisel.
Grisel : Thanks Cathy, 14. (I see) ____________________ you soon!
Cathy : See you!
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Vocabulary: The weather
e) Write seven sentences using the vocabulary below. Look at the example:
a. Tomorrow will be a sunny day b. _______________________________
c. ___________________________ d. _______________________________
e. ___________________________ f. _______________________________
g. ___________________________ h. _______________________________
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Listening the song
a) Listen and practice: complete the song with the missing word.
The flame – Cheap Trick.
Another night slowly closes in, Just can't stand up, for falling apart.
And I feel so _____________, Can't see through this
Touching heat freezing on my skin, _____________.
I pretend you still hold me. Across my heart, over you.
You'll always be the ___________.
I'm going crazy, I'm ___________ sleep. You were the first, you'll be the last.
I'm in too far, I'm in way too deep over
you. [Chorus]
I can't believe you're ___________ I'm going crazy, I'm ___________

You were the first, you'll be the last. sleep.
I'm in too far, I'm in way too deep
[Chorus] over you.
You'll always be the __________
_____________ you go, I'll be with you. You were the first, you'll be the last.
Whatever you want, I'll give it to you.
_____________ you need someone. [Chorus]
To lay your heart and
head ____________ Whatever you want, I'll give it to you.
Remember: after the fire, After all the ________ you go, I'll be with you.
____________, I will be the flame. And whatever you want, I'll give it to
I will be the flame. you
Watching ____________ move across the

wall, feels so frightened.
I wanna run to you, I wanna call,
But I've been ______________ by
lightning.
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Grammar
Nombre First Conditional No. 5

Escucha la explicación del profesor
Instrucciones Lee con atención la información del tema
para el Alumno Pregunta tus dudas al profesor
Resuelve los ejercicios correspondientes
Manera
Características, Conferencia
Didáctica
Conocimientos usos y ejercicios Trabajo individual
de
a adquirir del primer Trabajo en equipo
Lograrlos
condicional Exposición oral
(IF CLAUSES)
If-clauses are also known as conditional clauses or conditional sentences. This

means that the event in the main clause (not counting the if) only takes place if the
condition in the clause-containing if is fulfilled.
A conditional is used to talk about a possible or imaginary situation (the condition) and
the consequences (or the result) of it.
In a type 1 conditional sentence, the tense in the “if” clause is the simple present, and
the tense in the main clause is the simple future.
The type 1 conditional refers to a possible condition and its probable result. These
sentences are based on facts, and they are used to make statements about the real
world, and about particular situations. We often use such sentences to give warnings. In
type 1 conditional sentences, the time is the present or future and the situation is real.
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Example
Read the following sentences:
If you GO to bed early tonight, you WILL GET UP before the alarm rings
if Clause Main Clause
But also:
You WILL GET UP before the alarm rings if you GO to bed early tonight
Main Clause if Clause
Often when we are talking about present situations, we use unless instead of if...not.
Unless means except if or simply it means if...not.
They will stay in Bermudas if the weather doesn‟t change
Or
They will stay in Bermudas unless the weather change
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Exercise
Nombre If you…
Escucha la explicación del profesor.

Instrucciones
Lee la información gramatical del tema.
para el Alumno
Pregunta tus dudas al profesor.
Manera
Responsabilidad. Trabajo individual.
Actitudes a Didáctica
Orden. Trabajo en parejas.
formar de
Tolerancia. Trabajo en equipo.
Lograrlas
Competencias
Genéricas y
atributos a
Desarrollar
diversos
Manera Didáctica Participando en la realización de las actividades propuestas

de Lograrlas con disposición.
a) Match the main clause with the correspondent if clause.
A. He will pass his exam 1. If they save enough money

B. They will play the match 2. If he wakes up early
C. Mr. Spencer will understand the film 3. If he studies hard
D. Your friend will go to the concert 4. If you feed it
E. Charlie will marry Ann 5. If the rain stops
F. The Perez family will be happy 6. If she has problems
G. The boss will arrive on time 7. If he buys a ticket
H. Mary and Bob will spend holydays in France 8. If they get a big house
I. The dog will grow up 9. If he really loves her
J. Karla will advise Ximena 10. If he practices the language
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b) Change the order of the following clauses and rewrite them on the line,
observe the example:
Example: They will arrive before 7 o‟clock if they go to bed early

If they go to bed early, they will arrive before 7 o‟clock
1. The store will have low prices if the products are from China.
___________________________________________________________
2. If she takes her medicines, she will feel very well again.
___________________________________________________________
3. Betty will go to Alberto‟s party if he invites her.
____________________________________________________________
4. If it rains, I will stay at home.
____________________________________________________________
5. I will sing a Lady Gaga song in the contest if Robert writes to me a poem.
_____________________________________________________________
6. If your father buys a new car, your eldest brother will pick you up after school.
_____________________________________________________________
7. They will marry if they have enough money for the wedding party.
_____________________________________________________________
c) Write in Spanish the following sentences, work with a partner.
1. The girl will not finish the course if she does not study
_______________________________________________________
2. Lola and her friend Susan will wait their friends, if they call them next Thursday.
________________________________________________________
3. The teacher will check the homework if he has enough time.
________________________________________________________
4. If the red car has a new motor it will win the race.
________________________________________________________
5. She will have an accident if she doesn‟t drive carefully.
________________________________________________________
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d) Match the two halves.
1. We can go skating a) unless the lake is frozen

We can‟t go skating b) if the lake is frozen
2. If the sun shines a) it will be warm
Unless the sun shines b) it will be cool
3. You can‟t travel by train a) if you buy a ticket
You can travel by train b) unless you buy a ticket
4. If there is oxygen a) a fire does not burn
Unless there is oxygen b) a fire burns
5. She will not receive your letter a) if you post it before 4 o‟ clock
She will receive your letter b) unless you post it before 4 o „clock
Listen the conversation
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a) Listen again to the conversation and answer the questions.
1. Are Norma‟s parents strict?

_______________________________________________________
2. What do Norma‟s parents do if they disagree with her?
_______________________________________________________
3. What kind of parents does Maria have?
_______________________________________________________
4. What happens if Maria‟s mother doesn‟t like the way she‟s dressed?
_______________________________________________________
5. Do her parents let her travel with friend?
_______________________________________________________
6. What will happen if Maria comes home late?
_______________________________________________________
Vocabulary: Hobbies activities
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Exercise: Interview
a) Work in pairs. Answer the following questions to a partner and write them
on the line.
a. What is your hobby? __________________________________________
b. What is your favorite sport? ________________________________________
c. Do you practice any sport? ________________________________________
d. Will you watch the Olympic Games in 2018? ___________________________
e. Do you like to play chess? __________________________________________
f. What time do you play soccer? _____________________________________
g. When will you go to the beach? ____________________________________
h. What kind of music do you like? ____________________________________
i. Will you go to the movie theater next weekend? _____________________
j. What kind of movies do you like? ____________________________________
k. Will you go to dance tomorrow? _____________________________________
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UNIT 3
Contributions to the world
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Nombre de la competencia: El estudiante es competente al utilizar
en forma oral y escrita sus conocimientos en una segunda lengua, con
el fin de manifestar en los ámbitos personal y vocacional sus
progresos como ser activo de la sociedad.
3
Contents
1. The parts of the body.

2. Sicknesses.
3. Modal verbs.
3.1. Should.
3.2. Have to / Has to.
3.3. Must / Mustn’t.
3.4. Can / May / Would.
3.5. Could / Might.
4. Be able to (Future).
Exercises
a) Identifying body parts.

b) The sicknesses.
c) You should…
d) I have to do my homework!
e) You must… or You mustn’t…
f) Which one is correct?
g) Which one should I use?
h) Song:El condor pasa (If I could).
i) The malaria.
j) I will be able to…
k) Chiodos – Lindsay Quit Lollygagging.
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Manifiesto de manera oral y escrita expresiones

que son consideradas obligaciones.
Expreso mis habilidades.

HABILIDADES
Advierto acerca de algunas situaciones.
Puedo hablar de mis necesidades, de lo que tengo

que hacer y lo que tienen que hacer los demás.
El alumno será capaz de expresar advertencia, necesidad,

RESULTADO
obligación en diferentes situaciones y contextos en forma
DE
oral y escrita en el idioma Inglés haciendo uso de los
APRENDIZAJE
auxiliares de modo.
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Vocabulary: The parts of the body
1) Listen and practice the parts of the body.
Exercise: Identifying body parts
a) Complete with the vocabulary about the body parts.
Pecho _______________ Brazo ______________ Pelo _____________

Cintura ______________ Muslo ______________ Rodilla ___________
Hombro ______________ Cabeza _____________ Oreja ____________
Tobillo _______________ Boca _______________ Nariz ____________
Mano ________________ Cuello ______________ Dedos (pie) _______
Pie __________________ Dedos (mano) ________ Pierna ___________
Muñeca ______________ Codo _______________ Ojo ______________
b) Listen again and practice with a partner the body parts.
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Vocabulary: Sicknesses
2) Listen and practice the following vocabulary of the sicknesses.
A stomachache A sore throat Headache Fever

Flu Cough Allergy Asthma
To faint Injury To feel dizzy Heart attack
Exercise: The Sicknesses
a) Complete in the picture with the correct word (Ask your teacher if you have
doubt).
________________ _______________ _______________ _______________
_______________ ________________ ________________ ________________
_______________ _______________ _______________ _______________
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Grammar
Nombre Modal Verbs No. 3
Instrucciones
Lee con atención y contesta los ejercicios de tu guía.
para el alumno
Uso correcto de los

auxiliares de modo
Conocimientos Manera Trabajo en equipo.
para expresar Didáctica de
a adquirir Trabajo individual.
diferentes Lograrlos
situaciones.
Modal Verbs
The modal verbs include can, could, must, may, might, will, would, should, have to. They
are used with other verbs to express ability, obligation, possibility and so on. Below is a
list showing the most useful modals and their most common.
Meanings:
Modal Meaning Example
Can To express ability. I can speak Russian.
To request permission. Can I open the window?
May To express possibility. I may be home late.
To express request May I sit down, please?
permission.
Must To express obligation. I must go now.
To express strong belief. She must be over 90 years old.
Should To give advice. You should stop smoking.
Would To request or offer Would you like a cup of tea?
In if-sentences. If I were you, I would say sorry.
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Grammar
Nombre Should No. 3.1

Instrucciones Lee cuidadosamente las instrucciones de tu guía, si tienes dudas
para el Alumno pregunta a tu profesor el uso del modal en cuestión.
Uso del auxiliar de

modo Should para Manera Los alumnos realizaran
Conocimientos dar un consejo, Didáctica ejercicios en su guía y
a adquirir expresar una de practicaran oralmente en
opinión o Lograrlos equipos e individualmente.
advertencia.
Should: use
We use “should” to give advice:

You should wear a hat (I think this is a good idea).
We use “shouldn’t” to recommend not doing something:
You shouldn‟t wear sunglasses in the forest (I don‟t think it‟s a good idea).
Affirmative Negative Interrogative
I I I
You You you
He He he
She She she
It should… It should not… Should it …?
We We (shouldn‟t) we
You You you
They They they
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Example
Affirmative: You should study more.

He should work harder.
Negative: They shouldn‟t speak Spanish in the English class.
You shouldn‟t eat junk food.
Interrogative: What should I do? You should exercise more.
Student A: I have a terrible headache.

Student B: You shouldn‟t watch T.V., you should take an aspirin.
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Exercise
Nombre You Should…
Instrucciones para Lee con atención y contesta los siguientes ejercicios según se te
el Alumno indica.
Respeto, Manera
Con prácticas enfocadas al uso
Actitudes a formar disciplina, Didáctica de
del verbo modal should.
colaboración. Lograrlas
4.- Escucha, interpreta y emite mensajes pertinentes en distintos
Competencias contextos mediante la utilización de medios, códigos y
Genéricas y herramienta apropiados.
atributos a Sigue instrucciones y procedimientos de manera reflexiva,
Desarrollar comprendiendo como cada uno de sus pasos contribuye al
Manera Didáctica Realizando ejercicios y prácticas individuales y en equipo
de Lograrlas propuestas por el docente.
a) Give advice in each situation.
Example: I don’t feel well, I feel dizzy.

__You should rest_________
1. My friend has cough.
___________________________________________________
2. I have a problem, my little sister is sick so, what should I do?
___________________________________________________
3. Our teacher didn‟t come today. She is in the hospital.
___________________________________________________
4. My dad is in the bed, he has fever.
___________________________________________________
5. I have a stomachache.
___________________________________________________
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b) Work in pairs. Complete the conversation using should or shouldn’t.
A: What _____________________ I do?
B: Why? What‟s wrong?
A: I have a terrible sore throat.
B: you _______________ go to the doctor and you _________________ drink cold
drinks.
A: I think I _________________do that.
B: I hope you feel better soon.
c) Now, practice the conversation with a partner.
d) Write five sentences using should or shouldn’t.
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
4. ________________________________________________________________
5. ________________________________________________________________
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Grammar
Nombre Have to / Has to No. 3.2
Instrucciones Lee cuidadosamente las instrucciones de tu guía, si tienes dudas

para el Alumno pregunta a tu profesor el uso del modal en cuestión.
Uso auxiliar de
modo have to / Manera Los alumnos realizarán
Conocimientos has to para Didáctica de ejercicios en su guía y
a adquirir indicar Lograrlos practicarán oralmente en
obligación ó equipos e individualmente.
necesidad
Have/ has to:use
We use “have to” to express obligation or necessity:

You have to see a doctor.
You have to drink plenty of water.
We use don’t “have to” to say that it is not necessary to do something:
You don‟t have to go to the hospital.
You don‟t have to take any special medicine.
Note: When we express a negative recommendation, we use “shouldn’t”:
You shouldn‟t drink hot liquids.
You shouldn‟t self-medicate.
I I I
You have to… You don‟t have to… Do You have to…?
We We We
They They They
He He He
She has to… She doesn‟t have to… Does She have to…?
It It It
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Example
 I have to learn English.

 She has to buy a new dress.
 They didn‟t have to read that boring book.
 I will have to go to the drugstore.
Exercise
Nombre I have to do my homework!
Instrucciones Observa las ilustraciones y escribe enunciados a cerca de las

para el Alumno actividades haciendo uso de la forma have to / has to.
Manera
Respeto
Actitudes a Didáctica Trabajo en equipo
Tolerancia
formar de Trabajo individual
Orden
Lograrlas
4.-Escucha interpreta y emite mensajes pertinentes en distintos
Competencias
Genéricas a
Desarrollar y
Identifica las ideas clave en un texto o discurso oral e infiere a
atributos
partir de ellas.
Manera
Didáctica de Por medio de exposición, ejercicios y dirigidos.
Lograrlas
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a) Write sentences using “have to / has to”, as in the example.
Example:
 It is necessary for me to arrive on time to school.

 I have to arrive on time to school.
1. It is not necessary for my friends to write all these letters.

___________________________________________________________________
2. The car has a flat tire and I need to go home.
___________________________________________________________________
3. It is necessary for Carla to buy a dress for her party.
___________________________________________________________________
4. My friends are going to travel and they don‟t have money
___________________________________________________________________
5. It is not necessary for you to drive a car, I drive for you.
___________________________________________________________________
b.- Write sentences about things you had to do on Sunday afternoon.
(study English) _________________________________________________

(clean room) _________________________________________________
(not to visit friends) _________________________________________________
(help my mother) _________________________________________________
(not to drink beer) _________________________________________________
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Grammar
Nombre Must / Mustn’t No. 3.3
Instrucciones Pon atención en el uso de este modificador para que aprendas a

para el Alumno utilizarlo adecuadamente.
Usar el modificador
Manera
Conocimientos “Must To” para indicar Exposición del profesor.
Didáctica de
a adquirir obligación o Trabajo colaborativo.
Lograrlos
prohibición.
Must: use
We use “must” to make strong recommendations:

You must carry plenty of water in the forest (this is obligatory).
In American English we do not use the negative form “mustn’t” very often
because it is very strong. To say something is prohibited we use other
expressions: It’s not allowed. It’s prohibited.
I I I
You You you
He He he
She She she
It must… It must not… Must it …?
We We (mustn‟t) we
You You you
They They they
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Example
You must clean your bedroom. Said as rule.
She mustn‟t smoke in the school Said as prohibition.
Exercise
Nombre “You must…” or “You mustn’t…”
Instrucciones De acuerdo a la señalética que se presenta realiza los ejercicios

para el Alumno que se te indican.
Creatividad Manera Realizar exposiciones

Actitudes a
Limpieza Didáctica de Trabajo en equipo
formar
Orden Lograrlas Complemento de diálogos
4.- Escucha interpreta y emite mensajes pertinentes en distintos
Competencias
Genéricas y
atributos a
Identifica las ideas clave en un texto o discurso oral e infiere a
Desarrollar
partir de ellas.
Manera
Realizar los diferentes ejercicios que se presentan al alumno
Didáctica de
para reafirmar los conocimientos presentados por su profesor.
Lograrlas
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a) Read sentences and match with the correct signal.
1. You must not turn left. 2. You must turn right one-way street.
3. You must stop for pedestrians. 4. You must not ride bikes here.
5. You must slow down, school zone. 6. You must not park here.
a) __________ b) __________ c) __________
d) __________ e) __________ f) __________
g) __________ h) __________ i) __________
b) Fill in the blanks with the modal “must” or “mustn’t”
1. You _______________ smoke in the baby‟s room.

2. In the school everybody ______________ arrive at 7.00 o‟clock.
3. They ______________ make any noise during their exam.
4. You _______________ tidy your bedroom every week.
5. You _______________ forget to turn the TV off before leaving the house.
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Grammar
Nombre Can / May / Would No. 3.4
Instrucciones Realiza los siguientes ejercicios cuidadosamente, pregunta a tu

para el Alumno profesor si tienes algunas dudas.
Can para expresar
habilidad física o Manera Con ejemplos, exposición y
Conocimientos
mental. May para Didáctica de trabajos en equipo así como
a adquirir
permisos. Would Lograrlos solución de ejercicios.
para ofrecimientos.
Can: use
Can is an auxiliary verb, a modal auxiliary verb. We use can to:

 Talk about possibility and ability.
 Make requests.
 Ask for or give permission.
The basic structure for can is: Subject + Auxiliary verb (can) + main verb.
I I I
You You you
He He he
She She she
It can… It cannot (can‟t)… Can it …?
We We we
You You you
They They they
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Example
 I can run fast.

 She can speak three languages.
In negative statements indicates that something is impossible:

Kevin: I know that Luis is in Canada.
Bryan: He can’t be in Canada, I saw him this morning.
In interrogative statements indicates possibility and permission.

Good morning, Mrs., Can I help you?
May: use
 “May” is most commonly used to express possibility.

 It can also be used to give or request permission, although this usage is
becoming less common.
Example
 May I come in? (Request permission).

 It may rain later (Possibility).
 Daniel may be at home, or perhaps at work (Possibility).
 Jhony, you may leave the table when you have finished your dinner (Give
permission).
 May I use your bathroom? (Request permission)
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Would: use
Would is an auxiliary verb, a modal auxiliary verb. We use would mainly to:
 Talk about the past.

 Talk about the future in the past.
 Express the conditional mood.
We also, use would for other functions, such as:
 Expressing desire, polite requests and questions, opinion or hope, wish and
regret.
The basic structure for would is:
 Subject + auxiliary verb (would) + main verb.
Note that:
 The auxiliary verb would is invariable.

There is only one form: would.
 The main verb is usually in the base form (He would go).
Affirmative Contraction Negative Contraction Interrogative
I I‟d I I wouldn‟t Would I …?

You You‟d You You wouldn‟t Would you …?
He He‟d He He wouldn‟t Would he …?
She She‟d She She wouldn‟t Would she …?
It would… It‟d It would not… It wouldn‟t Would it …?
We We‟d We We wouldn‟t Would we …?
You You‟d You You wouldn‟t Would you …?
They They‟d They They wouldn‟t Would they …?
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Example
 Would you like some coffee?

 Would they buy the tickets?
 I‟d love to live here.
 I wish you would stay (I really want you to stay. I hope you will stay).
Exercise
Nombre Which one is correct?
Instrucciones Lee cuidadosamente las instrucciones de cada ejercicio y anota tus

para el Alumno respuestas, revisa y pregunta a tu profesor tus dudas.
Manera
Orden Trabajo individual.
Tolerancia Trabajo en equipo.
formar de
Respeto Trabajo grupal.
Lograrlas
Competencias 4.- Escucha interpreta y emite mensajes pertinentes en distintos
Genéricas y contextos mediante la utilización de medios, códigos y herramientas
atributos a apropiados.
Desarrollar Se comunica en una segunda lengua en situaciones cotidianas.
Manera Contestando los ejercicios propuestos en la guía, estableciendo
Didáctica de diferencias y características principales utilizando adecuadamente los
Lograrlas auxiliares de modo.
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a) Write the modal “can” or “can’t” in the blank, and then translate to Spanish
the sentences.
(1) _____________ I have a glass of water?

_____________________________________________________
(2) I _____________ sing, but I (3) ______________ play the piano.
_____________________________________________________
(4) ______________ you help me?
_____________________________________________________
(5)______________ they work late tonight?
______________________________________________________
b) Use “may” to complete the following sentences. Oral Practice with your
teacher.
1. A: Alice isn´t in the party today.

B: She __________________ be sick.
2. It ________________ be better to finish this now, rather than wait until tomorrow.
3. You __________________ leave if you like.
c) Complete the sentences with would.
1. I __________________ like to go to New York someday.

2. _______________ you like some coffee?
3. ______________ you ____________ (help) me please?
4. _____________ you pass me that book please?
5. When __________ you ___________ (like) to go to the movies?
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Grammar
Nombre Could / Might No. 3.5
Instrucciones Pon atención a las indicaciones de tu guía y si tienes dudas

para el Alumno pregunta a tu profesor.
Uso correcto de Manera
Lectura individual de los ejercicios.
Conocimientos los auxiliares de Didáctica
Trabajo por equipos.
a adquirir modo Could / de
Trabajo grupal.
Might. Lograrlos
Could: use
“Could” is used to make polite request. We can also use “can” for these but “could” is
more polite.
 Could you help me, please?
 Could you lend me some money?
 Could I have a lift?
 Could I bother you for a moment?
If we use “could” in reply to these requests, it suggests that we do not really want to do
it. If you agree to the request, it is better to say “can”.
 Of course I can.
 I could help you if it‟s really necessary but I‟m really busy right now.
 I could lend you some money but I‟d need it back tomorrow without fail.
 I could give you a lift as far as Birmingham.
Could is used to talk about theoretical possibility and is similar in meaning to “might”.
 It could rain later. Take an umbrella.
 He could be there by now.
 Could he be any happier?
 It could be Sarah‟s.
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I I I
You You you
He He he
She She she
It could… It couldn‟t… Could it …?
We We we
You You you
They They they
Might: use
We use “might” to suggest a small possibility of something. Often we read that “might”
suggests a smaller possibility that “may”, there is in fact little difference and “might” is
more usual than “may” in spoken English.
 She might be at home by now but it‟s not sure at all.
 It might rain this afternoon.
 I might not have time to go to the shops for you.
 I might not go.
For the past, we use “might have”.
 He might have tried to call while I was out.
 I might have dropped it in the street.
I I
You You
He He
She She We don’t use “might” in
It might… It might not…
interrogative sentences.
We We
You You
They They
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Example
Read the conversation between John and his friend.
A: John, why aren‟t you wearing a back support belt?

B: I don‟t need one.
A: If you don‟t wear a belt, you might hurt your back.
B: I don‟t think so, I‟m really careful.
A: I know but you could fall down.
B: You are right, if I get hurt I might miss my job.
Exercise
Nombre Which one should I use?
Instrucciones Resuelve los ejercicios siguientes poniendo atención en las indicaciones

para el Alumno de cada uno de ellos
Manera
Orden Trabajo en equipo, compartiendo ideas
Colaboración con sus compañeros y aplicando sus
formar de
Respeto conocimientos.
Lograrlas
4.- Escucha interpreta y emite mensajes pertinentes en distintos
Competencias contextos mediante la utilización de medios, códigos y herramientas
Genéricas y apropiados.
atributos a Identifica las ideas clave en un texto o discurso oral e infiere a partir de
Desarrollar ellas.
Participa y colabora de manera efectiva en equipos diversos.
Manera
Didáctica de Exposición del profesor, participando en forma grupal y en binas
Lograrlas
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a) Look at these pictures. With a classmate, write sentences using might.
Example: I might be in London, or I might be in Spain etc.
1 2 3 4
1 _________________________________________________________________
2 _________________________________________________________________
3 _________________________________________________________________
4 _________________________________________________________________
b) Circle the right modal.
1. It‟s good to have a medical insurance. You (have to / could ) get sick.
2. Be careful! You (must / could) have an accident.
3. (Could / have to) you give me a hand, please?
4. She (could / have to) be the winner next month.
5. We (could / must) buy a new car, if we had money.
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El condor pasa (If I could)
a) Listen and complete the song: Simon & Garfunkel: El condor pasa
1970 (If I could).
I‟d rather be a sparrow than a snail.

Yes , I ___________.
If I __________,
I surely __________.
I ________ rather be a hammer than a nail.
Yes, I __________.
If I only __________,
I surely ____________.
Away, I ________ rather sail away

Like a swam that‟s here and gone.
A man gets tied up to the ground.
He gives the world
Its saddest sound,
Its saddest sound.
I _______ rather be a forest than a street.

Yes, I __________.
If I __________,
I surely __________.
I ________ rather feel the earth beneath my feet.
Yes, I ____________.
If I only ____________,
I surely ___________.
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The malaria
a) Reading. Read the information and complete the chart.
Fact file: “Malaria”.

Malaria is one of the world‟s most serious diseases, killing between one and three
million people every year. Ninety percent of the deaths occur in Africa, and the majority
of the victims are young children.
Malaria is transmitted by the bite of infected mosquitoes. Its symptoms are very
high fever, headache, nausea and in extreme cases, convulsions. Malaria can be
effectively treated with antimalarial drugs, but recently some varieties of the disease
have become resistant to the most commonly used drugs.
Malaria can be prevented by using mosquito nets or insect repellent, by using
insecticides in and around houses and by eliminating pools of standing water.
Researchers are working hard to produce a vaccine. It might become available in the
next few years.
Malaria
Number of deaths per year: Location of deaths:
Transmitted via: Symptoms:
Treatment: Prevention:
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Grammar
Nombre Be able to No. 4
Instrucciones
Lee las instrucciones y contesta los ejercicios de tu guía.
para el Alumno
Uso de la forma BE Manera Trabajo individual
Conocimientos
ABLE TO para expresar Didáctica de Trabajo en binas
a adquirir
tiempo futuro. Lograrlos Trabajo grupal
Be able to: use
To talk about ability in the future, we use will be able to.

 Scientists will be able to see inside our brains soon.
 They won‟t be able to read our thoughts!
To make negative sentences add not after the verb to be:

 I will not be able to swim next competition…
To make interrogative sentences put the auxiliary verb: will

 Will you be able to swim next competition?
Present affirmative Past affirmative Future affirmative
I
I am able to… You
I/ He/She/It was able to… He
You/We/They are able to… She
You/We/They were able to… It will be able to…
He/She/It is able to… We
You
They
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Example
Example: I hope, I will be able to go to Japan one day.
 Bob will be able to build a house in  He will not be able to drive a car
a month. soon.
 You will be able to write a book in a  They will be able to use the net
week. tonight.
 She will not be able to cook without  We will be able to harvest good
firewood. corn this year.
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Exercise
Nombre I will be able to…
Instrucciones Contesta correctamente los ejercicios de acuerdo a las

para el Alumno instrucciones de cada actividad
Manera
Orden
Actitudes a Didáctica Trabajo individual
Respeto
formar de Trabajo en binas
Responsabilidad
Lograrlas
4.-Escucha, interpreta y emite mensajes pertinentes en
Competencias distintos contextos mediante la utilización de medios, códigos y
Genéricas y herramientas apropiadas.
atributos a Sigue instrucciones y procedimientos de manera reflexiva
Desarrollar comprendiendo como cada uno de sus pasos contribuye al
alcance de su objetivo.
Manera
Realizando las actividades propuestas, participando en forma
Didáctica de
individual y grupal.
Lograrlas
a) Underline the correct answer.
1. I will can / be able to solve Math exercises.

2. William can / be able to fix my computer.
3. Will Lorena be able to / can go out with me tonight?
4. Won‟t Jessy and Mary can / be able to travel next week?
5. Carlos is able to / can play with us now.
6. You won‟t can / be able to get heal without medicine.
7. I won‟t can / be able to finish this job if I don‟t get hurry.
8. Will Karla can / be able to visit her aunt next month.
9. John can / be able to drive the crane very good.
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b) Write sentences in correct order with the words given.
1 walk / be / months / will / to / in / she / able / ten.

________________________________________________________
2 what / will / to / sow / you / able / harvest / you / be
________________________________________________________
3 they / pass / English / will / the / be / exam / able to / ?
________________________________________________________
4 to / tomorrow / won‟t / it‟s / able / he / be / come / raining / because
________________________________________________________
5 tonight / wear / able to / coats / be / will / ?
________________________________________________________
c) Complete the dialogues with the appropriate phrases.
go online Have you heard I agree I think What
A: __________________ about the plan to give all students a laptop?

B: Will they be able to _______________________?
A: Yes, they will.
B: __________________ it‟s a great idea. ______________ do you think?
A: __________________.
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Chiodos – Lindsay quit lollygagging
a) Listen and complete the song: Chiodos – Lindsay Quit Lollygagging.
Bite my tongue right now the _________. As long as she‟s perfectly fine.
Do anything to make her __________. I hope she‟s perfectly fine.
Even if it means my being miserable. And someday _____________ mine.
As long as she‟s loving ___________.
I __________________ sleep at night. I _______________ sleep at night.

With a smile upon her face. With a ___________ upon her face.
I __________________ sleep at night.
With a smile upon her ___________.
The thought of a smile not being there. As long as she‟s perfectly fine.
My inner feelings __________ shattered. I ____________ she‟s perfectly fine.
A piece of glass punctured my ________. And someday ______________ mine.
I‟m bleeding from the inside!
I _________________ sleep at night.

With a smile upon her face.
I _________________ sleep at night.
With a smile upon her face.
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IRREGULAR VERBS LIST
PRESENT PAST PAST SPANISH

PARTICIPLE
arise arose arisen elevarse, surgir, originarse.
awake awoke awoken despertar, mover, excitar.
Be (am, is, are) was, were been ser o estar
bear bore born soportar, sostener, tolerar.
beat beat beaten batir, revolver, golpear, vencer.
become became become hacerse, convertirse en
begin began begun empezar, iniciar.
bend bent bent doblar, inclinar, torcer.
bet bet bet apostar
bind bound bound atar, unir, enlazar.
bite bit bitten morder.
blow blew blown soplar
break broke broken quebrar, partir, romper.
bring brought brought traer, llevar, conducir.
build built built construir, edificar.
burn burnt burnt quemar, incendiar.
burst burst burst romper, reventar.
buy bought bought comprar
catch caught caught coger, asir, atrapar.
choose chose chosen escoger, elegir.
come came come venir
cost cost cost costar
cut cut cut cortar, dividir.
deal dealt dealt tratar, tener que referirse.
dig dug dug cavar, ahondar.
do did done hacer, ejecutar.
draw drew drawn tirar, arrastrarse, atraer,
dibujar.
drink drank drunk beber
drive drove driven impulsar, conducir, llevar
fall fell fallen caer, disminuir.
feed fed fed alimentar, nutrir.
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feel felt felt sentir, percibir, tocar.
fight fought fought pelear, combatir.
find found found encontrar, descubrir.
find out found out found out averiguar, investigar.
flee fled fled escapar, huir, evitar.
fly flew flown volar
forbid forbade forbidden prohibir.
foresee foresaw foreseen prever, prevenir
forget forgot forgotten olvidar (se)
forgive forgave forgiven perdonar
freeze froze frozen congelar
get got got (ten) lograr, obtener, conseguir.
give gave given dar, conceder.
go went gone ir (se), funcionar, resultar.
grind ground ground moler, triturar.
grow grew grown crecer, cultivar.
hang hung hung colgar, suspender.
have had had tener, haber.
hear heard heard oír, escuchar.
hide hid hid (den) ocultar, encubrir.
hit hit hit pegar, golpear, acertar.
hold held held sostener, mantener, contener.
hurt hurt hurt herir, dañar, lastimar.
keep kept kept mantener, guardar, conservar.
know knew known conocer, saber.
lay laid laid poner, colocar.
lead led led guiar, llevar, conducir.
learn learnt learnt aprender, saber.
leave left left partir, irse, abandonar.
lend lent lent prestar
let let let permitir, conceder.
lie lay lain tenderse, descansar,
light lit lit alumbrar, iluminar, encender
lose lost lost perder, malgastar.
make made made hacer, confeccionar, producir.
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meet met met encontrarse, satisfacer.
melt melted molten (old) derretir (se), fundir (se)
mistake mistook mistaken equivocarse, errar

pay paid paid pagar, recompensar.
put put put poner, colocar, exponer.
read read read leer, descifrar, marcar.
rebuild rebuilt rebuilt reconstruir
rid rid rid librarse, zafarse.
ride rode ridden rodar, tener juego, funcionar.
ring rang rung tocar, sonar.
rise rose risen ascender, elevarse, levantarse
run ran run correr, funcionar.
say said said decir, afirmar.
see saw seen ver, observar.
sell sold sold vender
send sent sent enviar
set set set instalar, establecer, colocar
shake shook shaken sacudir, lanzar, agitar.
shed shed shed derramar, esparcir, dejar caer.
shine shone shone brillar, relumbrar, sobresalir.
shoot shot shot disparar, emitir, lanzar.
show showed shown mostrar, exhibir, probar
shut shut shut cerrar, impedir, excluir.
sing sang sung cantar
sit sat sat sentarse, reunirse.
sleep slept slept dormir
slide slid slid(den) resbalar, deslizarse,
smell smelt smelt oler, percibir.
speak spoke spoken hablar, decir.
speed sped sped acelerar, apresurarse.
spend spent spent gastar, consumir, emplear
(tiempo).
split split split partir, dividir, separar, reventar.
spoil spoilt spoilt deteriorar, dañar, inutilizar.
spread spread spread extender, esparcir, propagar.
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spring sprang sprung saltar, soltar, brotar, surgir.
stand stood stood pararse, tolerar, estar (de pié).
steal stole stolen robar, escabullirse.
stick stuck stuck pegar, adherirse, prender, fijar.
stink stank stunk oler mal, apestar.
strike struck struck golpear, pegar, estallar.
swell swelled swollen hinchar, inflamar, engrosar.
swim swam swum nadar, flotar.
swing swung swung balancera(se), hacer girar.
take took taken tomar, llevar.
teach taught taught enseñar
tell told told decir, contar, narrar.
think thought thought pensar, creer.
throw threw thrown lanzar, tirar, , arrojar.
understand understood understood comprender.
wake woke woke (n) despertar, excitar.
wear Wore worn gastar(se), consumirse, usar.
win Won won ganar, conquistar.
write Wrote written escribir.
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114
REGULAR VERBS LIST
Recuerda que los verbos regulares forman su tiempo pasado y pasado participio
agregando letra ed al infinitivo.
PRESENT PAST PAST PARTICIPLE SPANISH

act acted acted actuar
add added added sumar, añadir
arrest arrested arrested arrestar
assist assisted assisted ayudar
attend attended attended asistir, ir
advertise advertised advertised anunciar
amuse amused amused entretener
approach approached approached acercarse
ask asked asked preguntar, pedir
accompany accompanied accompanied acompañar
accustom accustomed accustomed acostumbrar
agree agreed agreed concordar
answer answered answered responder
arrange arranged arranged arreglar, ordenar
arrive arrived arrived arribar, llegar
annoy annoyed annoyed molestar
appeal applealed applealed atraer
appear appeared appeared aparecer
board boarded boarded abordar
bark barked barked ladrar
bless blessed blessed bendecir
brush brushed brushed cepillar
belong belonged belonged pertenecer
beg begged begged suplicar, mendigar
believe believed believed creer
boil boiled boiled hervir
breathe breathed breathed respirar
complete completed completed completar
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count counted counted contar
close closed closed cerrar
cook cooked cooked cocinar
crash crashed crashed chocar
cross crosssed crosssed cruzar
call called called llamar
care cared cared cuidar
carry carried carried llevar
change changed changed cambiar
check checked checked chequear
charge charged charged cargar, cobrar
clean cleaned cleaned limpiar
climb climbed climbed escalar, subir
comb combed combed peinar
cover covered covered cubrir

cry cried cried llorar
crawl crawled crawled gatear, arrastrarse
dance danced danced bailar
dress dressed dressed vestir
die died died morir
declare declared declared declarar
delay delayed delayed demorar
deliver delivered delivered entregar
deny denied denied negar
dine dined dined cenar
dry dried dried secar
enjoy enjoyed enjoyed disfrutar
engage engaged engaged comprometer
envy envied envied envidiar
express expressed expressed expresar
exclaim exclaimed exclaimed exclamar
explain explained explained explicar
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fail failed failed fracasar, fallar
file filed filed archivar
fill filled filled llenar
fire fired fired echar del trabajo,
disparar
follow followed followed seguir
frighten frightened frightened espantar
fry fried fried freir
finish finished finished terminar
fish fished fished pescar
fix fixed fixed arreglar
gain gained gained ganar
guess guessed guessed adivinar
help helped helped ayudar
hope hoped hoped esperar, desear
happen happened happened suceder
hurry hurried hurried apurar (se)
imagine imagined imagined imaginar
iron ironed ironed planchar
judge judged judged juzgar
kiss kissed kissed besar
kill killed killed matar
laugh laughged laughged reir
leak leaked leaked gotear
like liked liked gustar
look looked looked mirar
miss missed missed extrañar
marry married married casar (se)
measure measured measured medir
move moved moved mover
observe observed observed observar
offer offered offered ofrecer
open opened opened abrir
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order ordered ordered ordenar
perform performed performed ejecutar, llevar a cabo
plan planned planned planear
play played played jugar, tocar
pray prayed prayed orar
prefer prefered prefered preferir
prepare prepared prepared preparar
pull pulled pulled tirar, jalar
park parked parked estacionar
pass passed passed pasar
pick picked picked recoger
please pleased pleased complacer, favorecer
polish polished polished pulir
practise practised practised practicar
promise promised promised prometer
pronounce pronounced pronounced pronunciar
punish punished punished castigar
push pushed pushed empujar
repeat repeated repeated repetir
report reported reported reportar, informar
request requested requested solicitar, pedir
rest rested rested descansar
reach reached reached alcanzar
refuse refused refused rehusar, rechazar
raise raised raised levantar
rain rained rained llover
receive received received recibir
remain remained remained quedar, sobrar
remember remembered remembered recordar
repair repaired repaired reparar
require required required requerir
reserve reserved reserved reservar, guardar
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row rowed rowed remar
resolve resolved resolved resolver
return returned returned retornar, volver
search searched searched buscar, registrar
save saved saved salvar
serve served served servir
sign signed signed firmar
smile smiled smiled sonreír
snow snowed snowed nevar
stay stayed stayed permanecer, quedarse
study studied studied estudiar
suffer suffered suffered sufrir
swallow swallowed swallowed tragar
slip slipped slipped resbalar
smoke smoked smoked fumar
stop stopped stopped detener, parar
switch switched switched conectar, accionar
stretch stretched stretched estirar
talk talked talked conversar
thank thanked thanked agradecer
touch touched touched tocar, palpar
trap trapped trapped atrapar
tire tired tired cansar, fatigar
train trained trained entrenar
travel traveled traveled viajar
trouble troubled troubled molestar
try tried tried tratar, intentar
turn turned turned girar, voltear
use used used usar
visit visited visited visitar
wait waited waited esperar
want wanted wanted querer, requerir
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walk walked walked caminar
wash washed washed lavar
watch watched watched observar, mirar
wish wished wished desear, anhelar
work worked worked trabajar
wrap up wrapped up wrapped up envolver
wreck wrecked wrecked naufragar
warm warmed warmed calentar
warn warned warned advertir
water watered watered regar
weigh weighed weighed pesar
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BIBLIOGRAPHY
1. http://www.mansioningles.com/gram40.htm
2. http://www.vetement-sportif.com/
3. english.people.com.cn/.../94629/6450537.html
4. www.curso-ingles.com/gramatica-inglesa/few.php
5. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm
6. esl.about.com/od/.../a/cm_lot.htm.
7. Traveler American Edition H.Q Mitchell Mm publications
8. English in Action 2 Barbara H. Foley/ Elizabeth R. NELBLETE Edit. Thompson
9. Side by Side Steven J. Molinsky Bill Blis.
10. Let‟s Speed Up 2 Student‟s book and teacher‟s book H. Q. Mitchell Mm

publications
11. Ways to grammar –A modern English Practice Book John Shepherd, R. Rossner,
James Taylor Macmillan
12. Upload student book & workbook Virginia Evans / Jenny Dooley US2 Express
Publishing
13. Grammar Practice Activities. A practical guide for teachers Penny Ur
14. Cambridge Handbooks for language teachers, pp.213 – 214
15. Click on America Student Book and Workbook, Virginia Evans & Jenny Dooley
Express Publishing
16. Chatting 3, Michael Downie, David Gray. Richmond publishing, Student book
(2010).
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DIRECTORIO

Prof. Vito Lucas Gómez Hernández

Secretario de Educación del Estado

Lic. José María Antonio Bonales Rojas

Director de Educación Media Superior y Superior

Lic. Isidoro del Camino Ramos

Director General de CECYTESLP

Mtra. Eugenia Santos de Alba

Directora Académica de CECYTESLP.

Araujo Becerra María Azalea Plantel III

ADECUACIONES AL ACUERDO 653

Ibarra Ruiz Sonia de Jesús Plantel I

SAN LUIS POTOSÍ

El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí,

UNIT 1. Life Project (First part).

UNIT 2. Life Project.

UNIT 3. Contributions to the world.

Esperando que este material de apoyo sea de gran utilidad en tu proceso de

COMPONENTE: CAMPO DE CONOCIMIENTO:

Al término del curso el alumno es capaz de reafirmar vocabularios y

Describen, fundamentalmente conocimientos, habilidades, actitudes y valores

Piensa crítica y reflexivamente

Aprende de forma autónoma

Trabaja en forma colaborativa

Participa con responsabilidad en la sociedad

Son conocimientos, habilidades y actitudes asociados con las disciplinas en las

 Decir enunciados simples acerca

 Distinguir entre un saludo formal y  Copiar información de listados y

La presente guía de aprendizaje, representa un importante esfuerzo que el

Los contenidos de Inglés III, se llevarán a cabo a través de diversos textos,

Para lograr un óptimo uso de este módulo de aprendizaje, deberás:

Llevar siempre tu diccionario a la clase.

School ___________________________________Group _______________

1. Review: Vocabulary, countable/uncountable nouns,

2. Present Perfect Tense (Ever, Never, Yet, Since, For).

b) Applying different pronouns.

d) Where have we been?

 Digo enunciados simples acerca de temas

A continuación encontrarás una

A. Cross out the odd Word. Then, add one more.

1. Pencil - Stapler - Nurse - Ruler ______ 2. February - Monday - January - ______

Carrot __ Strawberry __ Juice __ Sugar __ Jam __ Milk __

1. My brother is _________________ (old) than I am.

Past Regular (R) /

Nombre Possessive Pronouns No. 2

Mine El mío / la mía / los míos / las mías

Yours El tuyo / la tuya / los tuyos / las tuyas

Ours El nuestro / la nuestra / los nuestros / las nuestras

Yours El de ustedes / la de ustedes / los de ustedes / las de ustedes

PERSONAL OBJECT POSSESSIVE POSSESSIVE

You (ustedes) You (les, a Your (su, sus Yours: El de ustedes, la de

1. Can you lend me a pencil? - I forgot mine.

Nombre Applying different pronouns

Instrucciones para Contesta correctamente los siguientes ejercicios conforme a la

Personal Pronouns Possessive Adjectives Possessive Pronouns

a) Here are your tools. Where are______________?

1. This is my book. This book is____________.

c) Choose the correct answer from the box.

1. Maria and Charles are going to visit _________________ friends tomorrow

2. Manuel usually goes to England for _______________ holidays.

3. Isabel is buying a present for ________________ mother.

6. This is my computer. It's ________________.

School _____________________Group _

1. Pencil - Stapler - Nurse - Ruler 2. February - Monday - January -

Carrot Strawberry Juice Sugar Jam Milk

1. I have studied ______ since two hours ago.