inglés ii 2010-1

INDEX

UNIT I Past tense of Verb To-Be ………………………… 16 Yes/No Questions; in the past Where…?, When…? ………………………… 25 Information Questions using interrogative words: What…? How….? ………………………… 28 Regular verbs in the past ………………………… 39 What could you do? ………………………… 49 Modal Auxiliary verb Could ………………………… 52

UNIT II

Countable and uncountable nouns ………………………… 70 Units of Measure ………………………… 74 Is there…? Are there…? ………………………… 78 MUCH…? MANY…? Or ANY…? ………………………… 80 Plurals ………………………… 85 There are four types of pronouns Object pronouns after a verb: Object pronouns after prepositions: ………………………… 88 How have you changed? ………………………… 94 Word Order in Questions ………………………… 104

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Tema: Past tense of Verb To-Be: • Sentences in the past for verb To-Be • Questions in the past for verb To-Be

Unidad: 1

Objetivo conceptual: El alumno identificará las reglas gramaticales relacionadas con el Verbo To-Be (pasado).

Objetivo procedimental:

El alumno utilizará lo aprendido del Verbo To-Be (pasado) para comunicarse de manera limitada.

Objetivo Actitudinal: El alumno reconocerá la importancia de expresarse con propiedad en un idioma extranjero El alumno se comportará con respeto y tolerancia con sus pares y con el profesor

Competencias genéricas: Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas.

• Se comunica en una segunda lengua en situaciones cotidianas Desarrolla innovaciones y propone soluciones a problemas mediante métodos establecidos.

• Sigue instrucciones y procedimientos de manera reflexiva comprendiendo como cada uno de sus pasos contribuye al alcance de un objetivo.

Participa y colabora de manera efectiva en equipos diversos. • Aporta puntos de vista con apertura y considera los de otras personas de

manera reflexiva. Competencias disciplinares:

• Localiza y ordena distintos datos, ideas y conceptos expresados o implícitos en un texto en una lengua extranjera.

• Expresa ideas y conceptos en forma escrita de manera clara, coherente y creativa enana legua extranjera.

• Capta la idea general y posible desarrollo de un mensaje en una lengua extranjera, recurriendo a conocimientos previos, pistas no verbales, patrones de entonación y contexto cultural.

• Comprende las ideas generales expresadas en un texto en una lengua extranjera.

• Elabora textos simples en una lengua extranjera para diversos propósitos comunicativos.

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Singular Plural First person I was we were

Second person

you were

you were

Third person

he was she was it was

they were

Were you born in Sonora?

Yes, I was! I was born in Hermosillo

Questions with the past be YES / NO QUESTIONS

I was silly

Were you born in Sonora? Yes, I was. No, I wasn’t. Was your sister born in 1995? Yes, She was No, she wasn’t Were your parents born in Hermosillo? No, they weren’t. Yes, they were.

Negation and Questions work the same way as the present tense

I busy.

You nice.

She was little

He tall.

She beautiful.

It here.

We there.

You both tall.

They interesting

They were not on at the fair before school.

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17

Build your own sentences in Past using the images as reference:

New book It was a new book

Paul / happy / last week

We (not) / in class/ on Monday

My sister & I / home / yesterday

The baby / not sleepy / last night

Apples/ in the kitchen / this morning

Jack / student / last semester

Bill / scared / last night

Athens / the capital / Greece

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To form a question, if in the sentence the verb is a form of be, simply switch the positions of the subject and verb.

A. Are you from around here? B: Yes, I am.

A: Are you married? B: No, I am not.

CHANGE THE FOLLOWING SENTENCES, MAKE THEM A QUESTION.

John is a doctor. Is John a doctor?

I am from California.

His name is Rafael.

That was fun.

To form a question, if in the sentence the verb is not a form of be, the process is little bit different.

Add Do / Does to the beginning of the sentence.

Auxiliary + Subject + Verb + Predicate

Verb

Do they buy a new car? Does she wear an old dress?

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CHANGE THE FOLLOWING SENTENCES TO YES/NO QUESTIONS USING: “Do” or “Does” AS AN AUXILIARY

He plays in goal.

Does he play in goal?

She drinks coffee every day

He teaches physics

I like eggs.

They live in teepees. Mary has an expensive car

The Olympic champion comes from Tijuana

Some insects carry serious diseases

This wine costs a lot of money.

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2

3

4

5

Change the following sentences to questions using the “INFORMATION WORD” given

1. Wool comes from sheep. (where)

. This car has two doors. (how many)

. Raccoons come out at night. (when)

. She takes two sugars in her coffee. (how many)

. A fox lives in our garden. (what)

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CHOOSE THE CORRECT FORM OF THE VERB Charles Darwin

1) Charles Darwin [was/were] born on February 12, 1809 2) He_ [was/were] a British naturalist who became famous for his theories of evolution and natural selection. 3) In South America, Darwin found that fossils of extinct animals [was/ were] similar to modern species. 4) Many people [was/were] strongly opposed to the idea of evolution because it conflicted with their religious beliefs.

5) Throughout his life, Darwin [was/were] a reserved, thorough, hard working student.

Albert Einstein 6) When Albert Einstein [was/were] young, his parents worried about him. /* 7) Einstein's parents [was/were] concerned that Albert was "slow." 8) Albert [was/were] a terrible student who didn't want to attend classes regularly and take exams. 9) Einstein's best-known work, the theory of relativity, [was/were] published in 1905. 10) Unfortunately, the theory of relativity [was/were] used to create the atomic bomb.

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Where were you born?

Jesús: Where were you born, Kanagui? Kanagui: I was born in Japan. Jesús: Oh really? So you weren’t born in the U.S. Kanagui: No, I came here in 1985. Jesus: Hmmm. You were very young. Kanagui: Yes, I was 12 years old. Jesus: Was San Francisco the first place you lived in? Kanagui: No, I lived in Los Angeles, first. Jesus: Your English is really good! Kanagui: Thanks!

Sentences with the past of be

I was born in Japan I wasn’t born in Mexico

You were very young You weren’t very old

He was 12 years old He wasn’t in school We were born the same year We weren’t born in the same place

They were in Japan in 1984 They weren’t in the U.S. in 1984

Kanagui is talking about his family. Choose the correct form of the verb be. My family and I (were/was) all born in Japan. We (were/weren’t) born in the U.S., I (was/were) born in Okinawa, and my brother (was/were) in Nagasaki, but the rest of my family (was/ were) born in capital, Kyoto.

Where were you born? I was born in Japan

When was she born? She was born in 1990

What city were they born in? They were born in Kyoto.

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. Answer the questions and then practice the following dialogues, you decide to answer negative or affirmative. Check on previous box for possible answers

a) Were you born in this city? b)

a) Where were you born? b)

a) Was your mother born in Mexico?

b)

a) Were you and your family in this city last year?

b)

a) Were you at this school last year?

b)

a) Where your father born?

b)

a) When you born?

b) I born in

How to read years 1906 Nineteen oh six 1817 Eighteen seventeen 1982 Nineteen eighty-two 2006 Two thousand and six

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Tema: Yes/no Questions, in the past • Where…? When…? • Yes/No Questions; in the past • Interrogative words

Unidad: 1

Objetivo conceptual: El alumno describirá las reglas gramaticales relacionadas con preguntas utilizando el Verbo To-Be (pasado).


El alumno aplicará lo aprendido del Verbo To-Be (pasado) para hacer preguntas interrogativas y/o responder a ellas de manera simple.













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INTERROGATIVE WORDS:

WHEN to ask about TIME WHERE to ask about PLACE WHY to ask about REASON (the answer is because)

With the following pictures and clues, take as example the previous exercise, and build your own questions and answer them, give the precise year and town.

Grandmother / born / ? (Ask for the place) Where was your grandmother born?

She was born in Hermosillo

Father / a baseball player/ ? (Ask for the time) When was your father a baseball player? He was a baseball player in 1972

You / in swimming classes /? / (Ask for the time)

Your brother / this school / (Ask for the time)

Julia Roberts / born /? (Ask for the place)

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Salma Hayek / famous /? (Ask for the time)

Luis Miguel / good singer/? (Ask for the time)

Gael Garcia / born /? (Ask for the time)

Shakira / in school / 2006 / was / ? WRITING SECTION: Develop your own story; talk about your past and your family history. Write and share with others, explain: Where is your family coming from? Where were they some years ago? You can invent it! If you want.

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Tema: Information Questions using interrogative words: • What…? How….? • Did, was and were

Unidad: 1

Objetivo conceptual: El alumno identificará las reglas y orden gramaticales para formar preguntas informativas y/o responder a ellas.


El alumno practicará lo aprendido para hacer preguntas informativas y/o responder a ellas.













• Conoce aspectos elementales sobre el origen y desarrollo de una lengua extranjera, y los interpreta en el marco de la diversidad lingüística y cultural.

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Salma Hayek Actress

Sept. 2, 1966 Mexico

Unscramble the questions about your school days. 1. was your of school how first day ?

2. your was teacher who favorite ?

3. favorite class what your was ?

4. your best was who friend?

5. old how were you ?

Shakira Singer Colombia Feb. 2, 1977

Roberto Clemente Baseball player 1934-1972 Puerto Rico

Write the information of the famous people you see. Study the example.

1. Bruce Lee was an actor. He was born in 1940 in the U.S.A.

2.

3.

4.

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EXERCISE Verb BE IN THE PAST TENSE.

Read the following sentences and choose the correct form of the verb BE in the past

form.

1. The taxes on his car (was, were) high.

2. His driver's license (was, were) old.

3. A red and yellow bird (was, were) sitting in that tree.

4. One of my friends (was, were) sick.

5. Half of the food (was, were) in the refrigerator.

6. Half of the candy bars (was, were) on the bag.

7. December and January (was, were) usually the coldest months of the year.

8. There (was, were) a problem with my car.

9. July and August (was, were) usually the coldest months of the year.

10. Almost two-thirds of Baja California (was, were) desert.

11. There (was, were) a lot of dogs on the street.

12. Fifty minutes (was, were) the time for the exam.

13. Chapter One and Chapter Two (was, were) easy.

14. The children's new toy (was, were) already broken.

15. Many books (was, were) required for that course.

16. Where (were/was) the knives and forks?

17. What time (was/were) your flight?

18. The traffic (was/were) really bad yesterday.

19. How often (was/were) you late last month?

20. There (was/were) a lot of people here.

21. My son and my daughter (was/were) students last year.

22. I (was/were) satisfied with my score.

23. I (was/were) really hungry. And you?

24. Your mother looks very young. How old (was/were) she?

25. (was/were) you thirsty?

26. My apartment had only one bedroom. It (was/were) very small.

27. There (was/were) my homework.

28. My friend Maria (was/were) always late. It's a bad habit.

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Where did you grow up?

Minerva: Where did you grow up Christopher? Christopher: I grew up in Rome Minerva: When did you come to San Diego? Christopher: I came here in 2004 Minerva: Where did you learn English? Christopher: I went to school in New York for 3 years. Minerva: Well… your English is very good now! Did you go to college in New York? Christopher: Yes, I went to college in New York. Minerva: What was your major in college? Christopher: My major was accounting. Minerva: That’s interesting!

Grammar Point

-Wh Questions with: Did, Was, Were Where did you grow up? I grew up in Rome. Where did you learn English? I learnt in New York. When did you come to San Diego? I came in 2004.

How old were you? I was twenty years old. What was your major degree? It was accounting Where was your mother born? She was born in Sonora

Ronaldinho Ronaldinho de Assis Moreira was born on March 21st., 1980 in Porto Alegre, Brazil. He helped Brazil win the World under-17 Championship in Egypt. During the competition he was scouted by local club Gremio and signed his first professional contract. In 1999, after hitting 15 goals in 14 games for Gremio, Ronaldinho won his first senior cup for Brazil against Latvia. In 2001 he left Gremio for Paris St. Germain (PSG) but was unable to make his debut because of contract rows, until 3 months later when FIFA stepped in. In 2002 Ronaldinho was voted France’s player of the month for January after hitting 6 goals in 7 games for PSG. Ronaldinho won the World Cup with Brazil, playing in the final against Germany. In the 2003 summer transfer market he rejected Manchester United to join Spanish side Barcelona for £21m. In December he was named best player in the world for 2004 by FIFA beating Shevchenko and Henry to first place. In November 2005 Ronaldinho was named 2005 European Footballer of the Year - the award known as the Ballon D'Or is voted for by European football journalists selected by French magazine France Football.

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Write down the correct question for each answer on the right column

March 21 1980

Porto Alegre, Brazil.

In 1999

In the summer of 2003

In November 2004

Adrián Fernández Birth date: April 20, 1965 Birth place: Mexico City He started racing Motocross at age of 8. He was very young when his love for racing started, watching his uncles. He was 16 years old when he participated on his first race “24 hours of Mexico” In 1983, he was champion of Vee Marlboro Formula and he also participated on the 1600 Ford Formula and was named “The Rocky of the year”. In 1987, he left Mexico and went to Europe to continue as pilot, he also run on the Benelux Championship. On 1990 he went back to Mexico to participate on Formula 3 and he was sub- champion. On 1994, he was the only pilot for Galles Racing International team, and competed on 16 events. He was among the ten tops best pilots

Get together in teams of two, read the information about Adrian Fernandez, now let’s pretend that one of you is Adrian, and the other one is a journalist who is interviewing Adrian. The journalist has to think about the questions he can ask, and Adrian has to read and pay attention on his information so he can answer correctly. This is an oral practice, so don’t write any thing: SPEAK!!!

VOCABULARY

Major Degree: main course or subject of a student at college or university. Learnt: Past tense of Learn- To get knowledge, irregular verb, sometimes is conjugated as learned

Scouted: To observe and evaluate (a talented person), as for possible hiring. Award: Something awarded or granted, as for merit. Journalist (s) a person collecting, writing, editing, and presenting of news or news articles in newspapers and magazines and in radio and television

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Tema: Irregular verbs in the past

Unidad: 1

Objetivo conceptual: EL alumno conocerá algunos verbos irregulares en pasado


El alumno enlistará y clasificará los verbos irregulares en pasado para construír oraciones y expresar hechos o acciones en el pasado.







manera reflexiva. • Asume una actitud constructiva, congruente con los conocimientos y

habilidades con los que cuenta dentro de distintos equipos de trabajo. Competencias disciplinares: • Localiza y ordena distintos datos, ideas y conceptos expresados o implícitos

en un texto. • Expresa ideas y conceptos en forma escrita de manera clara, coherente y

creativa. • Capta la idea general y posible desarrollo de un mensaje en una lengua

extranjera, recurriendo a conocimientos previos, pistas no verbales, patrones de entonación y contexto cultural.



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Eat Ate Sing Sang Feel Felt Steal Stole Fly Flew Sit Sat Get Get Speak Spoke

Give Gave Swim Swam Go Went Take Took

Have Had Teach Taught Know Knew Think Thought Leave Left Understand Understood Make Made Wear Wore Meet Met Write Wrote

Do Did See Saw Drive Drove Sell Sold

IRREGULAR VERBS

I went shopping last month.

PRESENT PAST PRESENT PAST Be am/is/are Was / were Pay Paid

Bring Brought Read Read Become Became Ride Rode

Buy Bought Run Ran Come Came Say Said

He stole the bank last night

Last summer, they swam in the lake

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Tema: Questions about the past

Unidad: 2

Objetivo conceptual: EL estudiante responderá preguntas sobre el pasado y relatará hechos del pasado


El alumno utilizará el auxiliar did para construír oraciones en pasado y responder preguntas sobre el pasado.



• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas

• Se comunica en una segunda lengua en situaciones cotidianas • Desarrolla innovaciones y propone soluciones a problemas mediante

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




habilidades con los que cuenta dentro de distintos equipos de trabajo. Competencias disciplinares: • Localiza y ordena distintos datos, ideas y conceptos expresados o implícitos

en un texto. • Expresa ideas y conceptos en forma escrita de manera clara, coherente y

creativa. • Capta la idea general y posible desarrollo de un mensaje en una lengua




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Yes/No QUESTIONS IN PAST

Did he steal the bank last night? No, he didn’t. Did you go shopping last month? Yes, I did. Did they swim in the lake last summer? No, they didn’t

INFORMATION QUESTION IN THE PAST

What did you do last night? I went shopping. Where did you swim last summer? We swam in the lake What did you eat last weekend? I ate pizza and spaghetti

NEGATIVE STATEMENTS IN PAST

A man didn’t steal the bank last night. I didn’t go shopping last month.

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See the previous examples above, and with the following pictures, compose a new sentence in the past, give a short answer accordingly. Check the verb form on the chart

Angela / Fly / Europe / last winter Did Angela fly to Europe last winter? Yes, she did.

Dulce and Cesar / eat / tamales / last Christmas

Jose / Sell / cars / last year

Carey / meet /customers /last year

Alfonso / Give / paint / last week

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Observe the following pictures, use the verb given, and additional instructions to write a question and answer.

Teach (interrogative sentence) What did Teresa do last semester?

She taught math last semester.

Cook (interrogative sentence)

Give (Negative statement)

Read (Interrogative statement)

TIME EXPRESSION IN THE PAST

Yesterday Three weeks ago Last year In 2002 From March to June For a long time For 6 weeks In the 1980s In the last century In the past

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Tema: Regular verbs in the past

Unidad: 2

Objetivo conceptual: EL estudiante reconocerá algunos verbos regulares en pasado, asi como algunas reglas de escritura ¨spelling¨y pronunciación.


El alumno utilizará los verbos regulares en pasado para construír oraciones y expresar hechos o acciones en el pasado.


Competencias genéricas: Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacion de medios, codigos y herramientas apropiados.

• Expresa ideas y conceptos mediante representaciones linguisticas, matematicas o graficas.

• Se comunica en una segunda lengua en situaciones cotidianas Desarrolla innovaciones y propone soluciones a problemas mediante metodos establecidos.

• Sigue instrucciones y procedimientos de manera reflexiva comprendidendo como cada uno de sus pasos contribuye al alcance de un objetivo.

Participa y colabora de manera efectyiva en equipos diversos. • Aporta puntos de vista con apertura y considera los de otras personas de


habilidades con los que cuenta dentro de distintos equipos de trabajo. Competencias disciplinares:

• Localiza y ordena distintos datos, ideas y conceptos expresados o implicitos en un texto.

• Expresa ideas y conceptos en forma escrita de manera clara, coherente y creativa.

• Capta la idea general y posible desarrollo de un mensaje en una lengua extranjera, recurriendo a conocimientos previos, pistas no verbales, patrones de entonacion y contexto cultural.


• Elabora textos simples en una lengua extranjera para diversos propositos comunicativos.

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Study - StudiedCry - Cried Carry - CarriedTry - Tried

REGULAR VERBS

There are two types of verbs in English, IRREGULAR: because they change dramatically their spelling when are used in past tense. There are no rules to the past. REGULAR: They are call regular because they keep its form when used in the past tense. However, they follow some the rules to move into past:

1 To most verbs add: “ed” at the end.

Dance - Danced Cook - Cooked Paint - Painted

2 Verbs ending in “Y” preceded by a consonant, change “y” for “i” and add “ed”

3 Verbs ending in “y” preceded by a vowel, keep the

“y” and add “ed” Play - played Pray - prayed

4 Verbs ending in a consonant-vowel-consonant,

double the last consonant and add “ed” Omit - omitted Skip - skipped Plan - planned Cancel - cancelled

PRONUNCIATION NOTE: Verbs ending – p – k – s – ch – sh – f – x – h - pronounce ED as “T” Stopped, asked, kissed, watched, washed, laughed, fixed

– l – v – n – m – r – b – v – g – w – y – z – and vowel sounds (diphthongs) pronounce ED as “D” Agreed, cancelled, moved, explained, welcomed, believed, snowed, studied, realized

T or D pronounce ED as “ID” Example: Needed, accepted, afforded, attended, arrested, collected, contacted,

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What did you do? 1 catch

catched catch Caught

2 get got get gought

3 fit fit fought fat

4 set set sat sought

5 drink drink drank drunk

6 have

From the following verb list, underline the correct past form of the Irregular verb

On the following story, fill in the blanks using the verb in parenthesis on its past tense form.

Shakira is perhaps the most recognizable voice in Latin pop/rock

today. When she (be) only 8, she (write) her

first song called "Tus gafas oscuras",

(dedicate) to her father. Two years later, she (win) local and

national talent contests. By 13, she had signed a record deal with

Sony in Colombia, which (result) in her first album, "Magia

(Magic)", a compilation of songs she (write)

between 8 and 13 years old.

She was chosen to represent her country at the Festival OTI in

Spain. But she was under the minimum age of 16 and she

(can not) participate. So instead, Shakira

(record) a second album of original material, have hove

"Peligro (Danger)". At that point, Shakira

(take) a

had 7 bring

brought bringed brang

8 cut cutted caught cut

9 find found fand find

10 teach teach teached taught

break from music, _(graduate) from high school

(at age 15-really) and (come) back with a

vengeance. The result was the phenomenally successful "Pies

Descalzos" which (sell) more than four million

copies worldwide.

In addition, this determined girl (want) to try her

luck as an actress in "Oasis", a soap opera, but she

(think) music was her life instead of TV. Then

she (begin) to be very popular: the

Colombian government (designate) Shakira as

an official goodwill ambassador.

Goodwill: friendly helpful feelings towards other.

Caught, got, fit, set, drank had, brought, cut, found, taught

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1 show

showied Showed showwed

2 permit permitied permited permitted

3 bathe bathied bathed bathhed

4 rely relied relyed rellyed

5 play plaied played playyed

6 fail failied failed failled

7 trap trapied traped trapped

8 marry married marryed marryyed

9 share sharied shared sharred

10 depart departied departed departted

From the following verb list, underline the correct past form of the Regular verb there is only one correct answer…

My grandfather had a very exciting life. When he was young, he

(live) on a farm in the Mexico. His parents

(raise) cattle, and he (look) after the cows. When he

was eighteen, he went to university, where he (study)

Medicine. He also (play) the guitar in a mariachi band.

When the war started, he (go) to join the Army

Force, but he (end) ship. In the Atlantic, a German

torpedo (rip) a hole in the side of his ship, and the ship

sank. Only five men (escape). They

(sail) in a lifeboat back to Spain. Then he met my grandmother,

and they (marry) after only three weeks. He says

now that he (want) to marry her very quickly in

case he (die) in the war.

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm

Speaking: Talking about Past Actions

1. Tell your partner or classmates what you did yesterday. Remember to use past tense.

2. Ask your partner what he/she did last weekend. Respond with related questions.

1. What did you do last Friday?

2. Where did you go?

3. When did you get back?

4. Where did you stay?

5. What did Mario have for lunch?

6. What did he eat last night?

7. How was the weather? 3. Tell about a childhood experience.

http://www.eslgold.com/speaking/ss_talking_past_actions.html

Showed, permitted, bathed, relied, played, failed, married, shared, departed

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What did you do?

WORD ORDER: Place the following broken sentences in order

1. everything / They / ate /!

They ate everything!

2. checked/I/bags/holiday/we/before/left/on the/. 3. Chicago/last/She/to/week/./went 4. late/I/to/arrived/yesterday/class/./ 5. free/time/What/do/your/last/in/you/weekend/did/? 6. bank/father/My/in a/year/last/./worked 7. car/I/mom’s/a/drove/my 8. yesterday/He/watch/evening/./didn’t/TV

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9. music/hear/you/the/?/Did 10. last/you/in/Did/Italy/year/?/live 11. table/Were/on/books/the/?/the 12. office/the/open/post/?/is

Read the following sentences, choose a verb from

the box on the right and fill in the blanks.

Yesterday evening, I to the cinema.

I a very good film.

It Robert de Niro.

It about a gangster.

He another gangster in the head and killed him.

After the cinema, I went to MacDonald's and a hamburger.

I also a milk shake.

I to bed quite late.

However, I up early this morning.

I dressed quickly

and at work early.

I the first person to arrive at work.

It very calm and peaceful.

I me eyes for a few moments.

And back to sleep again!

When everybody else .

I up.

My boss very happy with me.

Because he I had worked all night!

He me a bonus.

WENT (3), SAW (1), WAS (4), THOUGHT (1) WOKE (1), ARRIVED (2), GOT (2), CLOSED (1), HAD (2), STARTED (1), SHOOT (1)

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Change the verbs in the following sentences into past tense. Using your notebook, rewrite the sentences changing the verb to the past tense form.

1. Yesterday, I go to the restaurant with a client.

2. We drive around the parking lot for 20 minutes looking a parking space.

3. When we arrive at the restaurant, the place is full.

4. The waitress asks us if we have reservations.

5. I say, "No, my secretary forgets to make them."

6. The waitress tells us to come back in two hours.

7. My client and I walk back to the car.

8. Then we see a small grocery store.

9. We stop in the grocery store and buy some sandwiches.

10. That is better than waiting for two hours.

11. Last night, Samantha have pizza for supper.

12. My pet lizard die last month.

13. Yesterday I spend two hours cleaning my living room.

14. This morning, Jack eats two bowls of cereal.

15. What happen to your leg?

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Answer the following questions, with “YES”, using the past tense of the verb.

1. Did Juan choose the black tie? _Yes, Juan chose the black tie._ 2. Did Mary hang her coat in the closet?

3. Did the farmer feed his pigs?

4. Did Jorge write his father a letter?

5. Did you make that table?

6. Did the driver hear the policeman?

7. Did the driver see the policeman?

8. Did Susana pay for your dinner?

9. Did Pedro lose the ball game?

10. Did the student understand the question?

47

Puzzle

------- | | | | | |

------------------------- |2 | | | || | | | || | | | |------------------------- | |xxxxx| || |xxxxx| || |xxxxx| |

------------------------- |3 | | | || | | | || | | | |-------------------------------

| |xxxxx|xxxxx|4 || |xxxxx|xxxxx| || |xxxxx|xxxxx| |------------------------- | |xxxxx|xxxxx| || |xxxxx|xxxxx| || |xxxxx|xxxxx| |

------------------------------- |5 | | | | || | | | | || | | | | |-------------------------------

| | | | | | -------

ACROSS DOWN

2. Past of blow 1. Past of beat 3. Past of cost 2. Past of bring 5. Past of throw 4. Past of see

My grandfather had a very exciting life. When he was young, he (live) on a farm in the

country. His parents (raise) cattle, and he (look) after the cows. When he was

eighteen, he went to university, where he (study) Philosophy. He also (play) the

trumpet in a jazz band. When the war started, he (try) to join the Air Force, but he

(end) up in the Navy. In the Atlantic, a German torpedo (rip) a hole in the side of his

ship, and the ship sank. Only five men (escape). They (sail) in a lifeboat back to

England. Then he met my grandmother, and they (marry) after only three weeks. He says now

that he (want) to marry her very quickly in case he (die) in the war.

http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted2.htm

48

I WILL SURVIVE By Gloria Gaynor

At first I afraid; I petrified, Kept thinking I never live without you by my side, But then I so many nights thinking how you me wrong, And I strong, and learned how to get along. So you're back, from outer space I just in to find you here with that sad look upon your face, I should have that stupid lock, I should have you leave your key, If I'd for just one second you'd be back to bother me, Oh and now GO! Walk out the door! Just turn around now, 'Cause you're not welcome anymore! Weren't you the one who to break me with goodbyes, You think I'd crumble, You think I'd lay down and die? No, not I, I will survive...oh as long as I know how to love, I know I am still alive. I got all my life to live, and I got all my love to give, I will survive, hey, hey!

It all the strength I not to fall apart, Now I am trying hard to mend the pieces of my broken heart, I oh so many nights just feeling sorry for myself, I to cry, but now I hold my head up high, And you see me, somebody new. I am not that chained up little person still in love with you, and so you just like dropping in and just expect me to be free, Now I am saving all my loving for someone who's loving me Oh and now GO! Walk out the door! Just turn around now, 'Cause you're not welcome anymore! Weren't you the one who to break me with goodbyes, You think I'd crumble, You think I'd lay down and die? No, not I, I will survive, Oh as long as I know how to love, I know I am still alive, I got all my life to live, and I got all my love to give, I will survive, oh yeah!

BE (2), CAN, SPEND (2) DO, GROW, WALK, CHANGE, MAKE, KNOW, TRY (2), TAKE, HAVE, USE, FEEL

http://www.isabelperez.com/survive.htm

49

Tema:

What could you do?

Unidad: 2

Objetivo conceptual: EL estudiante identificará y conocerá algunos verbos irregulares en pasado


El alumno utilizará los verbos irregulares en pasado para construir oraciones y expresar hechos o acciones en el pasado.



• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas

• Se comunica en una segunda lengua en situaciones cotidianas • Desarrolla innovaciones y propone soluciones a problemas mediante

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


Participa y colabora de manera efectiva en equipos diversos. • Aporta puntos de vista con apertura y considera los de otras personas

de manera reflexiva. • Asume una actitud constructiva, congruente con los conocimientos y

habilidades con los que cuenta dentro de distintos equipos de trabajo. Competencias disciplinares: • Localiza y ordena distintos datos, ideas y conceptos expresados o

implícitos en un texto. • Expresa ideas y conceptos en forma escrita de manera clara, coherente

y creativa. • Capta la idea general y posible desarrollo de un mensaje en una lengua




50

WHAT COULD YOU DO?

COULD

Is the past form of CAN the ability to do things.

How to use COULD to Express

™ ABILITY in the past Affirmative

He could speak English when he was young. I could read and write when I was four years old. I could run the marathon She could swim in cold water They could cut a tree in two minutes.

Negative I couldn’t build that house He couldn’t open the door You couldn’t find the treasure We couldn’t drive a car when we were children

There are other usages for this Modal Auxiliary:

™ POSSIBILITY in the past ™ PERMISSION in the past

We will study them later...

51

COULD EXAMPLE: Juan was accepted at Medical School and Law School. Both gave him a scholarship. Bernardo could go Medical School but He wants to be a Lawyer.

What is the ability on the following sentences?

1. Sofia taught math when she was young.

She could teach math when she was young.

2. Armando answered three phones at the same time

He couldn’t answer three phones at the same time.

3. Delia and her husband danced tango many years ago. 4. Aglael took music lessons last year.

5. Lety and Christopher cooked carne asada in 5 minutes.

6. Dulce found anything you need on the internet.

7. Laura didn’t know how to use a computer last year.

8. Angela didn’t read fast last year.

1. We didn’t know how to speak English

2. Cesar Jr. didn’t know how to walk last year.

52

Tema: Modal Auxiliary verb Could

Unidad: 1

Objetivo conceptual: El estudiante conocerá las reglas gramaticales

relacionadas con el uso del auxiliar Could para expresar una capacidad, una posibilidad, o un permiso.


El alumno practicará lo aprendido del auxiliar Could en (pasado) para comunicarse en lo que se hubiera podido, lo que se podría hacer; lo que hubiera podido ocurrir, lo que podría suceder.



• Se comunica en una segunda lengua en situaciones cotidianas • Maneja las tecnologías de la información y la comunicación para obtener

información y expresar ideas. • Sigue instrucciones y procedimientos de manera reflexiva comprendiendo

como cada uno de sus pasos contribuye al alcance de un objetivo. • Identifica las ideas clave en un texto e infiere conclusiones a partir de

ellas. Competencias disciplinares:


• Evalúa el lenguaje como una herramienta para interpretar y representar la realidad que estructura nuestras percepciones y experiencias diarias.

• Conoce aspectos elementales sobre el origen y desarrollo de una lengua extranjera, y los interpreta en el marco de la diversidad lingüística.



53

Introduction Could is the past form of CAN and is the ability to do things. The student will practice in everyday life when is he, expressing, after study understand the modal Could and negative form also in occasions depending on the context Could indicates one possibility, a capacity, an option and situations can also be used to ask favors. Grammar Focus

Positive and Negative form (Modal Verb could)

Pronouns (Subject) Modal Verb Infinitivo without to

I you

He

She

It

We

You

They

|

|

|

COULD/COULDN’T

|

|

|

|

|

VERB - Simple form (DANCE)

|

|

Couldn´t is the contraction of could not. Note When we use the past you must to use could followed by the infinitive past When we use the past you must to use could followed by the infinitive past You could have talked to a doctor

Or infinitive without to

Luisa could dance yesterday.

54

Examples

Affirmative for to express capacity (=be able to): He could speak English when he was young. Negative I couldn’t build that house.

Ability in the past: I could always beat you at tennis when we were kids.

For to express permission depending of the context in past, present or future: when we use the past you must to use could followed by the infinitive past

You could have talked to a doctor

Permission in present and future

Could I have a look at your dictionary now o

Could I have a look at your photos tomorrow?

Present possibility: We could always spend the afternoon just sitting around talking.

Possibility or ability in contingent circumstances If he studied harder, he could pass this course.

For some reason we couldn’t play football soccer in the school field, but today we can.

We often use could in a question to ask somebody to do something. The use of could in this way is fairly polite (formal): Could you tell me where the bank is, please?

In the questions of yes or no with could use in polite way.

Could you open your window please?

55

Task What is the ability on the following sentences?

1. Sofia taught math when she was young.

She could teach math when she was young.

2. Armando answered three phones at the same time

He couldn’t answer three phones at the same time.

3. Delia and her husband danced tango many years ago.

4. Samantha took music lessons last year.

5. Reyna and Luis cooked carne asada in 5 minutes.

6. Dulce found anything you need on the internet.

7. Esmeralda didn’t know how to use a computer last year.

8. Angela didn’t read fast last year.

1. We didn’t know how to speak English

2. Cesar Jr. didn’t know how to walk last year.

56

Change the following sentences using 'could' (Possibility)

1. We have the opportunity to play tennis now.

2. We are free to study our English lesson tomorrow morning.

3. Do you have time to help me buy a birthday gift for Jane?

4. Carlos & Lina were able to spend long time visiting the museums.

5. Hector y Betty have time to take a long drive in the country.

6. They didn’t rent a DJ for our Christmas party.

7. They heard the music they liked.

8. We didn’t have a dog when we were young.

9. They didn’t approve the final test.

10. They didn’t arrive on time, they lose their flight

3. Andres was invited to his friend’s wedding.

57

Choose the correct answer. Fill the gaps when you’ve checked your answers.

1 I remember his name.

A was

B couldn’t

C red herring

2 Diana the piano.

A could play

B can to play

C eats

3 She come on holiday next month if her parents give her permission.

A can't

B could

C could to

4 They go. The weather was too bad.

A couldn't

B can't

C could to

6 You solve this.

A could

B could to

C is 7 Sorry, Teacher. I do it

yet.

A wasn't

B couldn't

C could to 8 He pass the exam if

he studied harder.

A can to

B could to

C could 9 They get any fish.

A could to

B couldn’t

C wasn't

5 I buy any thing, but I don’t have any money.

A can't to

B am not

C could

10 I’m sorry, We go to the party.

A couldn't

B Can’t to

C will can't

58

Exercises Write sentences about yourself. Use could or couldn’t.

Short Answers Yes, (I you he she it we they) could ———– No, (I you he she it we they) could/couldn’t

Could you swim last month?

1.________________________________________________________________

2.________________________________________________________________

3.________________________________________________________________

4.________________________________________________________________

5.________________________________________________________________

6.________________________________________________________________

59

Pair work Time to speak Talk about these questions Which of these favors ask you most? Which you ask the least? What are two other favors that you dislike being asked? Imagine that your best friend asked you all these favors; what would you say in each situation?

Could you do me a favor?

Could you…?

Lend me your toothbrush

Let me see your exam

Let me use your car for a weekend

Lend me some money

Let me stay at your house for a year

Make me my homework

60

Process The student has to research for additional information in internet and books about the modal could. In this chart you can put the information you found in your research. Affirmative

Negative

Ability in the past

Past or future permission

Present possibility Requests

Possibility or ability in contingent circumstances

Look at the next links to find the information needed; you can start gathering useful information from the websites and look for others websites. http://www.ssdd.bcu.ac.uk/learner/Grammar%20Guides/3.07%20Modals.htm

http://www.uottawa.ca/academic/arts/writcent/hypergrammar/auxvb.html http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL

61

Evaluation

Category &

Score Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score

Test of Prior Knowledge

The student poorly recall the concept about Modal could Auxiliary Verb

The student can somewhat recall the concept about the Modal could could Auxiliary Verb

The student is able to recall well the concept about the could Auxiliary Verb

The student completely recall the concept about Modal could Auxiliary Verbs

%20

Reading the Notes

The student did not read the notes found in the following links provided for she/he

The student scan the notes found in the following links provided for she/he

The student read the notes completely found in the following links provided for she/he

The student read the notes found in the following links provided for he/se

%25

Differentiating Affirmative Present possibility Past or future permission Negative Ability in the past Possibility or ability in contingent circumstances

Students just read the handout provided for he/she

Students read the handout provided for he/she

Students have read and understood the handouts provided for he/she

Students have fully read and mastered the handout provided for he/she

%30

Exercises The students got 1% - 25% of the total score in the task activity

The students got 25% - 50% of the total score in the task activity



%25

Total Score: %100

NOTE: Is important to know that in second semester students focus in the modal auxiliary verb could in past, but it is not a bad idea that the students know all this forms of the modal auxiliary verb could. This is only a suggestion if the teacher consider the use of the modal auxiliary verb could only in the past form, she/he are going to teaching in the correct way too.

62

REFERENCIA

Título: Lado English series Autor: Robert Lado

Lugar: University of Michigan Editorial: Englewood Cliffs, Jersey 07632 Edición: Printed in the United States of America Página: 98

Auxiliar \"Could\" http://images.google.com.mx/images?um=1&hl=es&lr=&safe=active&rlz=1G1G GLQ_ESMX302&q=fotografia+de+persona+hablando+por+telefono&start=20&sa=N&ndsp=20 Auxiliar \"Could\" http://www.wikilearning.com/curso_gratis/1000_palabras_usadas_y_gramat ica-condicional_could/26255-16 Auxiliar \"Could\" http://aprendeinglesenutah.wordpress.com/2008/11/11/lesson-18-can-coul d-and-be-able-to-modal-verbs-i/ Modal verb Can and Could - ability http://www.inglestotal.com/modal-verb-can-and-could-ability-lesson-14/ http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL

http://perso.wanadoo.es/autoenglish/freeexercises.htm#MODAL

63

I was working when The light went off.

You were playing soccer when I saw the accident

It could happen to you!

Betty: What’s wrong with you Hector? Hector: I’m very tired! I worked all night long! Betty: Really? Why was that? Hector: Well, I was finishing my homework, when suddenly, the light went off! Betty: Oh my god! And what happened? Hector: You’re not going to believe! I didn’t save my job. I was finishing it. So, I had to start it over again!!! Betty: No kidding? That’s awful! Hector: I know! That’s why I worked all night! Betty: I’m sorry to hear that.

PAST CONTINUOUS vs SIMPLE PAST Past Continuous is an interrupted action by another action in the past.

She was finishing her homework and I started again.

They were fishing in the lake when It started to rain.

We were watching TV but We fell asleep.

64

Read the following story, and change the verb given in parenthesis to the past tense. Sergio and Maggie_ (watch) TV last night, when their children _(come) and (interrupt) them, they (want) to go to the movies; but Sergio, (be) tired and (not want) to drive all the way to down town. It was Friday night, and the parents (plan) to stay home. But Hugo, the oldest son, (propose) that Maggie could drive. But Maggie (cook) dinner. So, she (say) no. Andres (play) Nintendo, and (not like) to go with Hugo.

Read the following story; fill in the gaps using the given verbs to complete the sentence, and then continue with your own end to the story. GO (3) / NOT LIKE /BE (3) / FEEL / RAIN / NOT BE / HAVE/ TRY / CRY

Last weekend, Carmela to the cinema to see "The

Others". Carmela it because it about

ghosts and she is afraid of them. When she

home with her friend Lola, she very strange.

There a noise behind them, but they could not see

anyone. It a lot and there

any taxis on the street, so they to go home walking. The noise

still behind them and while they

to see what or who it , the

lights on the street out and they for five

minutes.

Do you know what happened next?

65

EXERCISE… Complete the sentences using the past simple and past continuous of the verb given. Remember one action was in progress, (continuing), when it was interrupted (past simple)

1. I went (go) to the mall after school, while I was walking(walk), I saw (see) my Math teacher.

2. My brother (see) a bear an hour ago, it (try) to go inside his car.

3. (do) Mike visit his grandmother last night? No,

he (visit) his girlfriend.

4. Alex (not work), last weekend. He (travel) to his mother’s town.

5. (be) Ofelia and Lorena at last month's meeting? No they (take) swimming lessons.

6. We (watch) a beautiful movie, but we (be) not happy after the sad ending.

7. (do) you see Javier's new dog yesterday? Yes, it (run) down the street.

8. Sorry, I (not hear) you at the door. I (take) a shower.

9. I _(study) English for two years while I (finish) my major.

10. What (do) you eat for lunch yesterday? We (eat) some hotdogs, when we started to feel sick.

11. My brother and Sonia (play) tennis at 11am

yesterday, when it (start) to rain.

66

12. (be) you still working at 7pm last night? Yes, I (get) for this meeting.

13. At 8.30am today I (drive) to work and I (get) a flat tired.

14. We (sleep) at 11pm. When someone (knock) at the door.

15. I (meet) John in town yesterday. He (buy) a present for his daughter’s birthday.

16. Maria (wait) for me when I

(arrive).

17. I (take) a shower when I

18. I (not/know) what to say when he (ask) the question.

19. Paul (not plan) enough activities, his girlfriend (break) with him.

67

BUILD YOUR OWN STORY!!! Look at the pictures that follow, and tell what happened

DIVING

SKIING

BROKE ARM

STEAL

HOLD ME

PUNCH ME

68

EXERCISE… now, build your own story, what do you think happened and was happening on each picture?

70

Tema: Countable and uncountable nouns

Unidad: 2

Objetivo conceptual: EL alumno conocerá algunos sustantivos contables y los diferenciará de los no contables


El alumno utilizará e identificará los sustantivos contables y no contables para poder expresar cantidades


Competencias genéricas: Se expresa y se comunica Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.

• Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.

• Se comunica en una segunda lengua en situaciones cotidianas. Trabaja en forma colaborativa Participa y colabora de manera efectiva en equipos diversos.

• Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de acción con pasos específicos.

• Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

• Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

Competencias disciplinares:



71

HOW WAS YOUR HOMETOWN?

Frank: Where are you from Enriqueta?

Enriqueta: Oh! I’m from Rosarito in Baja California.

Frank: How was your hometown, when you left Enriqueta?

Enriqueta: Oh! It was beautiful, there were many parks and places to visit, but there was too much traffic in downtown!

Frank: Were there enough signals to help control the traffic jam?

Enriqueta: Yes, there were; but there were too many business located there! and cars, pollute the air. Now there is a lot of noise and too much smog.

Frank: The city should prohibit traffic in downtown to reduce pollution and people should use more bicycles and fewer cars.

Enriqueta: People can also use the subway.

Frank: How many stations are there?

Enriqueta: There are two train stations in downtown; one of them is close to the mall where you can find all kind of stores. It even has the biggest movie theater you can image. Many people visit it.

Frank: In my home town there was only one Movie Theater it is also well visited by every body in my town. But my town is a small one!!!

Traffic jam: long line of cars that can not move Pollute, Pollution: Making the water, air, etc. dirty Subway: Tunnel under a busy road, or train that is for people who are walking.

72

COUNTABLE AND UNCOUNTABLE NOUNS

Countable nouns are for things we can count. They usually have a singular and plural form.

Example: a dog - two dogs a horse - ten horses a man - six men a shop - the shops an idea - some ideas

™ We use many to indicate a large number of items, and without counting. ™ We use “too...” to increase the number ™ WE USE “HOW MANY…” to make a question.

There were many cars in my city.

There are many buildings in downtown. There are many houses for rent.

There are many dogs in the park. There are too many Chinese restaurants in Mexicali.

There are too many boys at the movies. How many taco stands are in Mexicali?

™ We use “A FEW” to reduce the number for countable nouns.

There are a few bicycles in the neighborhood There are a few cats in the park

There are a few Japanese restaurants There are a few museums

Uncountable nouns are for the things that we cannot count Example: tea, sugar, water, air, rice, dust.

™ They are used with a singular verb. ™ They usually do not have a plural form. ™ They are often the names for abstract ideas or

qualities. We can not say: “sugars”, “angers”, “knowledges”

™ We use “too” to increase them

WE USE “HOW MUCH…” to make a question. How much sugar is there?

How much butter is left? WE USE “MUCH” TO INCREASE THE NUMBER

There is much traffic in my city There is much pollution in my city. There is much public transportation.

73

Continuation….

UNCOUNTABLE NOUNS

™ They are often the names for abstract ideas or qualities. Examples of common uncountable nouns:

Money Furniture Happiness Sadness Research Evidence Safety Beauty Knowledge Traffic

™ We cannot use a/an with these nouns. To express a quantity of one

of these nouns, use a word or expression like:

™ Some, a little, a lot of, a piece of, plenty, etc. Some money a piece of furniture Some happiness a lot of evidence A little knowledge

™ Use ANY for questions or negative statements. For both

Countable and Uncountable nouns Was there any happiness on his face? Was there any evidence of the crime? Is there any money left? Is there any car outside your house? Are there any complete windows?

NEGATIVE There isn’t any complete window. There wasn’t any bread left. There weren’t any dogs in the park

74

Tema: Units of measure • Adverbs of quantity

Unidad: 2

Objetivo conceptual: El alumno identificará y clasificará las diferentes

unidades de medida


El alumno utilizará adecuadamente las diferentes unidades de medida

Objetivo Actitudinal: El alumno reconocerá la importancia de expresarse con propiedad en un idioma extranjero. El alumno se comportará con respeto y tolerancia con sus pares y con el profesor.


• Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.

• Se comunica en una segunda lengua en situaciones cotidianas. • Aplica distintas estrategias comunicativas según quienes sean sus

interlocutores, el contexto en el que se encuentra y los objetivos que persigue.



• Expresa ideas y conceptos en forma escrita de manera clara, coherente y creativa en una lengua extranjera.



75

UNITS OF MEASURE

A cup: (cupful) The amount that a cup can hold A bottle: glass or plastic container with a narrow neck for keeping liquids. A Slice: A flat piece of food that is cut from a larger piece. A bunch: a group of things of the same type grown together. A bundle: to make or tie a number of things together. A loaf: Bread baked in one piece (before it is cut in pieces, [slices]) Pinch: The amount of something you can pick up with your thumb and your first finger A pound: Measure of weight equal to 0.454 Grms. Spoonful: The amount that a spoon can hold Dozen: twelve units of something. Half a dozen: six units of something.

Sofia: In my home town there are many tall buildings. Tony: My town doesn’t have any tall buildings.

Yolanda: Are there too many streets in your town?

Mario: No, there aren’t too many.

Choose the correct word to show quantity, remember, Can you count them? Use many, a few. You can’t? Use much, little

Restaurants / much / many / little

Traffic / many / much / little

76

Students / little / many / much

Telephones / little / many / much

Apple trees/ many / much / less

Traffic lights / many / much / little

Markets / many / much / little

Churches / many / much / a few

77

School transportation / many / much / little COUNTABLE and UNCOUTABLE

Around the house

Is there enough butter in the refrigerator?

Yes, there is enough, there’s a pack of butter

Is there any rice at home?

Yes, there is a bowl of rice on the table

Is there enough milk for breakfast?

No, there isn’t any!

Adverbs of quantity…

Enough Not enough Not to much Plenty A little Fewer More Less

78

Tema: Is there…..? Are there…..?

Unidad: 2

Objetivo conceptual: El alumno


El alumno

Objetivo Actitudinal: El alumno mostrará disposición para trabajar con limpieza y comportarse con respeto El alumno reconocerá la importancia de expresarse con propiedad en un idioma extranjero




• Se comunica en una segunda lengua en situaciones cotidianas. Competencias disciplinares:


• Evalúa el lenguaje como una herramienta para interpretar y representar la realidad que estructura nuestras percepciones y experiencias diarias.

79

Answer the following questions using a unit of measure you learnt using Is there….? Yes, there is…, Yes, there are…

Are there any grapes in the refrigerator? (bundle)

Yes, there are two bundles.

Is there enough celery for our salad? (One bundle)

? Is there any milk for my cereal? (Negative answer)

Is there any lettuce for lunch? (One head)

Are there any oranges on the refrigerator? (Pineapples)

Is there any bread? (Only half loaf)

Are there any eggs for breakfas

80

Tema: Much…..? Many…..? or Any…..?

Unidad: 2

Objetivo conceptual: El alumno comprenderá el momento en el cual debe poner en práctica el uso de Much, Many y Any.


El alumno relacionará el uso de Much, Many y Any con ejemplos y ejercicios relacionados con la vida cotidiana.










81

Questions using: How much…? How many…? Answer the question using the units of measure learnt.

How much bread do you need for your sandwich?

I need two slices of bread.

How much lemon do we need for the lemonade? (A few slices)

How much meat is left for everybody? (Enough)

How much cake do you want? (One piece)

How many pineapple slices do you need? (A few)

How much milk do you need? (Not too much)

82

We use“many” with countable nouns…

Many cars have satellite systems I ate too many apples. How many trees did you plant this weekend? I don't know how many girls there are at our school.

…and “much” with uncountable nouns.

I don't have much money. Our teacher gives us too much homework. How much sugar do we have? I don't know how much water I drank.

We use “a lot of” with uncountable nouns and plural count nouns

I ate a lot of apples. A lot of people like to swim at night. That dog has a lot of fleas.

Mary bought a lot of furniture. The man gave us a lot of advice. Our teacher gave us a lot of homework.

http://www.eflnet.com/tutorials/muchmanyalotof.php

Can you count the following items? If you can’t, write: MUCH. If you can write MANY

1. Many students

2. time

3. money

4. dollars

5. wine

6. children

7. water

8. fun

9. dogs

10. people

11. rice

12. sand

13. coffee

14. news

15. furniture

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MUCH? MANY? Or ANY? Choose the correct word… If you can count, use MANY if you can’t, use MUCH… if it’s negative or question, use ANY.

1. How coffee do you drink?

2. Mark doesn't do exercise.

3. I don't eat meat.

4. Helen eats fruit.

5. I don't know people at work.

6. How students are there in your class?

7. We need bananas.

8. You can't buy posters in this shop.

9. We haven't got oranges at the moment.

10. Peter has bought new books.

11. She always takes sugar with her coffee.

12. I've seen nice postcards in this souvenir shop.

http://www.englisch-hilfen.de/en/exercises/some_any.htm

Complete the following sentences using the MUCH, MANY or A LOT OF…, ANY, HOW MUCH, HOW MANY,

13. I don't have money for lunch

14. There are students

15. How bread do we have in the kitchen?

16. I buy bananas every week.

17. She doesn't like catsup on her French fries.

18. traffic is on the freeway now?

19. I have friends in America.

20. We don't drink orange juice.

21. There is cheese in the salad

22. milk do we need?

23. There isn’t milk in the refrigerator.

24. apples do you have?

25.

rice do we have?

26. I ate soup for dinner.

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PROGRESS TEST. Read the following sentences, and fill in the gaps the correct Word: many, much, enough, any, a lot of, some of, too much, not too much, a little, a few,

1. There are students at CECYTE Xochimilco.

2. How ice cream do you want?

3. When he was a student, he didn't have money?

4. Will you go to the store? We don't have milk left

5. Perla is very popular. She has friends

6. There aren't students in the El Florido library tonight

7. Mr. Trillas doesn't like to give homework

8. Yolanda watches movies on the weekends.

9. Minerva’s apartment is almost empty. She doesn't own furniture

10. Claudia bought too much furniture. she owns too chairs

11. You can borrow money from your uncle. He has money

12. You cannot borrow money from your brother. He only has

money.

13. Buy a new car. Your old car has problems.

14. The classroom is almost empty. There are only people here.

15. Julia eats toast with butter.

16. The printer is expensive. It uses ink.

17. Linda isn't very busy. She doesn't have homework.

18. Laura has free time. She only has homework.

19. Only the computers in the writing center are broken.

20. Hector had only time to finish this lesson.

21. How ice cream would you like?

22. How money does that cost?

23. How cars are in the parking lot?

24. Daniel has books about literature.

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Tema: Plurals

Unidad: 2

Objetivo conceptual: El alumno conocerá ydistiguira los plurales regulares y los irregulares


El alumno clasificará y direfenciará los plurales regulares de los irregulares










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PLURALS…

Rule #1 The plural of nouns is usually formed by adding - s to a singular noun

Rule #2 Nouns ending in s, z, x, sh, and ch add - es. S

glass glasses IZ buzz buzzes box boxes dish dishes church churches Z

Rule #3 Nouns ending in - y preceded by a consonant change - y to - ies. Examples: lady, ladies; city, cities; army, armies

Rule #4 Nouns ending in y preceded by a vowel add - s. Example: boy, boys; day, days

Rule #5 Most nouns ending in o preceded by a consonant add es. Example: hero; heroes; potato: potatoes, tomato: tomatoes

Rule #6 Some nouns ending in f or fe change f or fe to - ves. Example: beef, beeves; wife, wives, knife-knives

IRREGULAR PLURALS

man, men foot, feet mouse, mice tooth,

woman, women teeth louse, lice

child, children ox, oxen goose, geese The following nouns have no singular: scissors oats tongs trousers pinchers measles cattle shears victuals tweezers

87

ADDITIONAL ACTIVITY

A day in Ensenada…

Prepare a tour through Ensenada (or choose your own recreational place) which of the following activities would you like to do? Number them from 1 (most interesting) and 6 (least interesting).

Visit La Bufadora Eat lobster in Puerto Nuevo

Take a ride to see the whales Take a walk in down

town and buy Mexican Curios

Vineyards in Valle de Guadalupe

Visit Hanson Lagoon

Bring pictures of that place to make a poster, present your poster to the class, tell them why and when are you visiting that place.

Talk about the activities you are planning to do, in the order you gave initially, and tell why you want to do that particular action. Use the box bellow to write down the information you will need to talk about your trip.

88

Tema: There are four types of pronouns: • Object pronouns after verb • Object pronouns after prepositions

Unidad: 2

Objetivo conceptual: El alumno comprenderá y relacionará los diferentes pronombres en inglés y en español


El alumno diferenciará los diferentes pronombres y los practicará por medio de la ejemplificación




• Se comunica en una segunda lengua en situaciones cotidianas. • Aplica distintas estrategias comunicativas según quienes sean sus

interlocutores, el contexto en el que se encuentra y los objetivos que persigue.







• Conoce aspectos elementales sobre el origen y desarrollo de una lengua extranjera, y los interpreta en el marco de la diversidad lingüística y cultural.

89

There are four types of pronouns:

Subject Pronouns: Function as the subject of a sentence; you are familiar with them; use them instead the person’s name.

I live in New York

I, you, he, she, it, we, you, they

Do you like playing tennis?

Object Pronouns: serve as the object of a verb. The person does the action, and Object pronouns indicate to WHOM the action goes to.

me, you, him, her, it, us, you, them

Adriana gave me the book. He told you to come tonight. She asked him to help. They visited her when they came to New York

™ Pronouns must always refer to a specific noun in a previous

discussion. ™ Pronouns must agree in number, person, and gender with the noun

they refer to. Possessive Pronouns Demonstrative Pronouns

90

Angela: We had a birthday party for Tony last Friday.

Claudia: Really? Why didn’t you call me? I would love to come!

Angela: I’m sorry Claudia, I didn’t organize it.

Claudia: Oh, I see! And tell me, how was it? Did you have

fun?

Angela: We did!!! There was plenty of food for all of us.

Everybody brought a present for him. I gave him a new iPod

system and Roberto and Juan gave him a CD player,

Claudia: Did he like them?

Angela: Oh! Yes, he did like them! That was the perfect gift

CHOOSE THE CORRECT PRONOUN!

1. I saw . Her / she

2. Give it to . They / them

3. He kissed _. she / her

4. He took . It / them / either could be used here.

5. Did anyone see ? Us / we

6. arrived on time. Them / They

7. What did say? Her / she

8. She's faster than am. Me / I

9. I saw you and there. She / her

10. Between you and _, I really didn't like it. Me / I

http://www.usingenglish.com/handouts/73.html

91

Complete the following sentences using the correct OBJECT PRONOUN, substituting the personal pronoun.

Ricardo was reading the news about . (He)

Ricardo was reading the news about him.

Rosa bought a present for grandma’,

Rosa bought a present for HER

The teacher read a story to…. (WE)

My daughter hugs (I) every day!

Mr. Perez drives his children on his truck every day

Aglael received a love letter from Bernardo last month

Lorena was talking to Mike, she was telling Mike not to be late from work.

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Object pronouns after a verb:

My friend likes me. He likes you. Martha likes him. (A boy or a man) Tom likes her. (A girl or a woman) We like it. (An animal or an object) They like us. We like them. (People or objects)

Object pronouns after prepositions:

My friend talks to me. The teacher talks to you. I talk to him on the telephone. I talk to her on the telephone. I look at it. The man talks to us. We talk to them.

http://www.eslpractice.net/obpro/ex1.htm Complete the following sentences using the appropriate OBJECT PRONOUN (me, you, him, her, it, us, and them)

Where is Monica? I want to talk to . I don't know where she is. I haven't seen . I want to talk to because she has my book Here, you can use my book. Please give back when you finish though. I need it for tomorrow.

Those shoes are nice. I like . Thanks. They are new. I just bought yesterday.

Andrew is in my computer class. Do you know . Yes I know . He sits next to me

We are very thirsty. Please give something to drink Here's some nice cold water. I hope you enjoy .

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PROGRESS TEST- Fill in the gaps using the appropriate OBJECT PRONOUN.

Is she writing to Luis Miguel? Yes, she is in love with ! (he/him/his)

Carlos is making a lot of noise! I'll ask to be quiet. (him/it/ its)

Please tell Mrs. Montes to come in. Sorry, I don't know . (her / him / she)

I can't find my glasses! You are wearing ! (them / there / they)

Do you like bananas? I love ! (hers / its / them)

Why is he always talking about Jessica Simpson? He obviously likes ! (her / him / she)

Where is my English book? Oh, my God! I've lost ! (him / it / its)

Is that Marta's new boyfriend? Don't ask me, ask ! (her / his / it)

What is the title of that song? I can't remember . (him / it / them)

Why is David so happy? His friends gave a guitar for his birthday! (him /it / them)

What are you going to do with those old papers? I'm going to ecycle . (their / them / they)

94

Tema: How have you changed?

Using (Used to)

Unidad: II

Objetivo conceptual: El estudiante conocerá las reglas gramaticales relacionadas con el uso de Used to, para expresar cosas que regularmente acostumbrabas hacer en el pasado, pero ya no lo haces mas.


El alumno aplicará lo aprendido para elaborar textos simples, así comopara comunicarse en una lengua extranjera.


Competencias genéricas: • Maneja las tecnologías de la información y la comunicación para obtener

información y expresar ideas. • Trabaja en forma colaborativa • Identifica las ideas clave en un texto e infiere conclusiones a partir de

ellas. • Aporta puntos de vista con apertura y considera los de otros compañeros

de manera reflexiva. • Sigue instrucciones y procedimiento de manera reflexiva.





• Capta la idea general y posible desarrollo de un mensaje en una lengua extranjera

95

Introduction The student will practice in everyday life when is he or she expressing, in a correct way after study understand the use of; "Used to" expresses the idea that something was an old habit that stopped in the past. It indicates that something was often repeated in the past, but it is not usually done now. Grammar Focus

Used To FORM USED TO + VERB Example I used to go to the park every day Habit in the past

You can use to +verb for talk of habits in that you used to do in past but you don’t do any more. Example Habit: I used to play tennis Affirmative I you he she it we they

+ Used to + verb

Example: I used to play the guitar he used to play the guitar we used to play the guitar etc Negative I you he she it we they

+ Didn’t Used to

+ verb

Example: I didn’t use to play tennis she didn’t use to play tennis they didn’t play tennis etc. Questions Did I you he she

it we they Used to + verb

Example: did you used to dance? Short answers Did you use to play football? Yes I did No I didn't

96

TASK Activity 1

Complete these sentences. Then compare with a partner.

1. In summer vacations, I used to________ 2. I used to eat_____, but now I don’t. 3. I used to eat a lot _____, now I’m on a diet. 4. After school my friend and I used to______

Activity 2 Pair work Time to write Write six more sentences about yourself using used to Do you and your classmate have anything in common? Read your compositions to your partner. Your partner tells two interesting things about you to the class.

97

Complete the following sentences:

1. When I was in elementary school, I used to

2. I used to , but not anymore.

3. When I was a kid. I used to play Writing and Speaking… Add four more questions to the following list and take turns to ask and answer each question. Then, write the main idea of your classmates…

1. What’s your favorite memory from secondary school? 2. What kinds of sports or games did you use to play then? 3. Did you use to have a nick name? 4. Did you use to have a special food? 5. What kind of music did you use to like? 6. Where did you use to go for entertain 7. 8. 9. 10.

Write down all the information given by your classmates

Example: My friend Tere used to play basketball when she was in secondary school.

98

Used to… or Use to.. Circle the correct answer. Fill the gaps when you’ve checked your answers.

Jim doesn't have a girlfriend now, but he .

didn't use to

used to

was using to

People use the Internet but now everybody is surfing

aren't used to using

Didn’t use to

isn't used to using

I don’t play soccer, but I

used to play every Sunday

He didn’t used to

Use a pillow When I was younger I speak in French all the time but not now.

is used

Used to

gets used

I to play baseball when I was young. I'm too old and fat to play now.

use

got used to

used

Juan was in London for a year. He liked England but he the insipid food and the miserable weather.

Didn’t get used to

could used to

can ever used to

I wear long hair for the holidays but not any more

used to

to be used to

to used to get

The baker's to be so bad but now it's terrible.

didn't use

didn't used

was used

I get up early every day for years but I am to it.

used

still not used

am already used

http://perso.wanadoo.es/autoenglish/freeexercises.htm

I talk over the phone every day, but not any more

Used to

am using

use

99

Process The student has to research for additional information in internet and books about the modal could. In this chart you can put the information you found in your research. Affirmative

Negative

Questions Short answers

Look at the next links to find the information needed; you can start gathering useful information from the websites and look for others websites. http://www.englishclub.com/grammar/verbs-m_used-to-do.htm http://www.uwstout.edu/soe/profdev/rubrics/primaryteamworkrubric.pdf http://perso.wanadoo.es/autoenglish/freeexercises.htm

100

Evaluation

Self evaluation rubric

As team member I: As team member I: As team member I:

Let my partner do all of my work

Let my partners do some of my work

☺did all of my mu work

Did not help my partners Only helped my partners when they asked me

☺helped my partners

Did not listen to my partners ideas

Had troubles quietly listening to ideas

☺listened to my partners� ideas

Did not chare my ideas Shared only one idea ☺shared my ideas Did not help the group solve problems

Waited for my group to solve most problems

☺helped my group solve problems

REFERENCIA http://www.englishclub.com/grammar/verbs-m_used-to-do.htm http://www.uwstout.edu/soe/profdev/rubrics/primaryteamworkrubric.pdf http://perso.wanadoo.es/autoenglish/freeexercises.htm http://es.123rf.com/photo_593369.html

101

How have you changed?

For the previous diagram, complete using the categories:

San Felipe Ensenada Park Swimming Paying Soccer Pizza Tacos Fishing Playing baseball Tijuana The lake Watching Cartoons Fishing Skating

I went camping when I was 10 years old. How often did you go camping? We went every summer.

Used to…

Used to… refers to something that you regularly did in the past but don’t do anymore

I used to go camping every summer, but now I go every Easter.

Did you use to stay many days?

Yes, I used to stay for weeks No, I didn’t use to stay for more than two days.

Where did you use to go? We always used to go to the same place.

102

Tema: Word order in Questions

Unidad: II

Objetivo conceptual: El alumno reconocerá las reglas gramaticales

relacionadas con el uso de Word order in Questions para expresar el orden en que aparecen las palabras en una oración.


El alumno aplicará lo aprendido de Word order in Questions; para comunicarse y elaborar textos simples en una lengua extranjera para diversos propósitos

Objetivo Actitudinal: El alumno mostrará interés y colaboración con sus compañeros en su vida cotidiana y dentro del salón de clases.

Competencias genéricas: • Maneja las tecnologías de la información y la comunicación para obtener

información y expresar ideas. • Ordena la información de a cuerdo a categorías y jerarquías. • Trabaja en forma colaborativa • Identifica las ideas clave en un texto e infiere conclusiones a partir de

ellas. • Aporta puntos de vista con apertura y considera los de otros compañeros

de manera reflexiva. Competencias disciplinares:




• Capta la idea general y posible desarrollo de un mensaje en una lengua extranjera

103

Introduction The student will practice in everyday life when is he or she expressing, in a correct way after study understand the use of; Word order in questions; In The English language there are no different forms for subjects and objects. To keep subject and object apart however, we have to stick to the word order. In questions, the word order subject-verbs-objects is the same as in affirmative sentences. The only thing that's different is that you usually have to put the auxiliary verb example: (main verb be) before the subject interrogative are put at the beginning of the sentence. Grammar Focus Interrogative W questions interrogative Auxiliary

verb subject Other

verbs Indirect object

Direct object

place time

what would you Like to tell

me

Did You have A party In your hose

yesterday

When were you Here? You don’t use an auxiliary verb if you ask for the subject. In this case the interrogative simply takes the place of the subject. interrogative Verb (s) object who asked You? Word order in affirmative sentences For the beginning, remember this simple rule

subject Verb (s) object

I speak English

I Can speak English

Negative The word order in negative sentences is the same as in affirmative sentences. Note however, that in negative sentences we usually need an auxiliary verb. Subject

verb Indirect object Direct object place time

I will not you the story at school tomorrow

104

Task Word Order in Questions

INTERROGATIVE + AUXILIARY + SUBJECT + MAIN VERB

Order the words in the boxes to make questions.

oranges like do you

1 ?

you have much do how money

2 ?

you are who

3 ?

my chocolate did eat you

4 ?

say you what did

5 ?

going you where are

6 ?

car tonight borrow I your can

7 ?

105

Process The student has to research for additional information in internet and books about word order in questions. In this chart you can put the information you found in your research. Affirmative

Negative

Questions Short answers

106

Evaluation Word order in affirmative sentences Instructions Put in order the next affirmative sentences

1. likes/she/you she likes you 2. English/I/speak___________________ 3. hates/onion/he____________________ 4. we/song/a/sing____________________ 5. sell/bread/they____________________ 6. you/see/me/can____________________ 7. buy/candies/she/wants to____________ 8. feed/you/my/dog/can 9. brother/has/my/got/a cat____________ 10. must/the book/read/you_____________

Referencia

http://www.englisch-hilfen.de/en/exercises_list/satz.htm

http://www.ego4u.com/en/cram-up/grammar/word-order/exercises?03

107

Jennifer Lopez

Born July 24 1969 Jennifer Lopez, she of the infamous buttocks, is now one of the Bronx’s biggest exports. Starting her career as a dancer and actress appearing on American TV shows such as Living Color and Hotel Malibu Jennifer was nominated for a Golden Globe for her first film role in 1998 comedy Selena.

With a change of name came super stardom as, in 2001, JLo was released, featuring hit singles Play, Love Don’t Cost A Thing as well as giving birth to remixes of I’m Real and Ain’t It Funny. JLo’s collaboration with rappers such as Ja Rule gave her a

new audience and credibility outside of the pop world, although Jenny From the Block, the lead single from her 2002 album This is

Me? Then, saw her rather ridiculed for claiming to be from the block when she was often seen in the world’s finest hotels wearing fur coats costing the yearly wage of most of us.

In between failed marriages (to Cris Judd) and broken engagements (Ben Affleck), getting arrested with P Diddy (another ex) and appearing in films such as Maid in Manhattan and The Wedding Planner, Jennifer managed to turn herself in to a corporation with a range of clothes, perfumes and a production company to her name. She has also turned her hand to modeling, most notably appearing in a fabulous campaign for Louis Vuitton.

More recently the one time diva seems to have settled down, dedicating time to her new husband Marc Antony (the Latino pair married in June 2004) and releasing her latest album Rebirth which, although a commercial flop, signified a new direction for the singer. Despite this disappointment it seems that JLo’s success is set to run and run although whether her future lies in singing, acting or fashion remains to be seen.

After reading JLo’s biography, write down with your own words, what she used to do in her life.

JLo used to be a dancer. She used to…

inglés ii 2010-1

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