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IDIOMA EXTRANJERO III

GUÍA DEL ALUMNOSECRETARÍA DE EDUCACIÓN PÚBLICA

SUBSECRETARÍA DE EDUCACIÓN SUPERIOR E INVESTIGACIÓN CIENTÍFICASUBSISTEMA DE UNIVERSIDADES TECNOLÓGICAS

COORDINACIÓN GENERAL DE UNIVERSIDADES TECNOLÓGICAS

ELABORÓ: (Comisión de Idioma Extranjero) REVISÓ: (TODAS LAS COMISIONES ACADÉMICAS)

APROBÓ: COORDINACIÓN GENERAL DEUNIVERSIDADES TECNOLÓGICAS

FECHA DE ENTRADAEN VIGOR: Septiembre del 2004

Revisión no. 0. Fecha de revis ión: Septiembre, 2004. Página 1 de 26 F-CADI-SA-MA-15-GP-A



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I. DIRECTORIO

DR. REYES TAMEZ GUERRA

SECRETARÍO DE EDUCACIÓN PÚBLICA

DR. JULIO RUBIO OCA

SUBSECRETARIO DE EDUCACIÓN SUPERIOR E INVESTIGACIÓN CIENTÍFICA

DR. ARTURO NAVA JAIMESCOORDINADOR GENERAL DE UNIVERSIDADES TECNOLÓGICAS

RECONOCIMIENTOS

BRUNO EHUAN - UT TABASCO

ERIKA I. POMETTA – UT NEZA

ROCIO VILCHIS – UT TULA TEPEJI

RAUL PADILLA – UT VALLE DEL MEZQUITAL

MARCIA GOFF – UT NORTE DE GUANAJUATO

TERESA GONZÁLEZ – UT TECAMACHALCO

SOFÍA MURUAGA – UT TORREON

RAMÓN AGUILAR – UT HERMOSILLO

CAROLINA EZETA – UT QUERÉTARO

IDIOMA EXTRANJERO III D.R. 2004

ESTA OBRA, SUS CARACTERÍSTICAS Y DERECHOS SON PROPIEDAD DE LA: COORDINACIÓN GENERAL DE

UNIVERSIDADES TECNOLÓGICAS (CGUT) FRANCISCO PETRARCA No. 321, COL. CHAPULTEPEC MORALES,

MÉXICO D.F.

LOS DERECHOS DE PUBLICACIÓN PERTENECEN A LA CGUT. QUEDA PROHIBIDA SU REPRODUCCIÓN PARCIAL

O TOTAL POR CUALQUIER MEDIO, SIN AUTORIZACIÓN PREVIA Y POR ESCRITO DEL TITULAR DE LOS

DERECHOS.

ISBN (EN TRÁMITE)

IMPRESO EN MÉXICO.



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ÍNDICE

# CONTENIDO PAGINA

I. DIRECTORIO Y RECONOCIMIENTOS 2

II. ÍNDICE 3

III. INTRODUCCIÓN DE LA ASIGNATURA 4

IV. DIAGNOSTICO DE CONOCIMIENTOS 5

V. UNIDADES TEMÁTICAS

UNIDAD I. LIFELINEUNIDAD II. IT’S MY LIFEUNIDAD III. LIFE STORIES

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1012

VI. REFERENCIAS 15

VII. GLOSARIO 16

VIII. ANEXOS (FIGURAS, TABLAS, ETC.) 18

1.-Evaluación del curso, taller, materiales. 18

2.-Resultados finales de evaluación del aprendizaje. 23



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III. INTRODUCCIÓN DE LA ASIGNATURA

os integrantes del Comité de Idioma Extranjero elaboramos el presente Manual para la

asignatura Idioma Extranjero III con el propósito de tener una guía que nos permita

maximizar los resultados del proceso enseñanza-aprendizaje hacia adentro de las

aulas. Será de gran ayuda dejar en claro al estudiante la gran importancia de una segunda

lengua en el ámbito laboral.

Idioma Extranjero III Será la continuación de la asignatura Idioma extranjero II.

La primera unidad se dedicará exclusivamente al manejo y aplicación del modal

should/shouldn’t y al tiempo futuro. La segunda unidad estará dedicada al manejo y

aplicación del tiempo presente y adverbios de frecuencia. Y por último la tercera unidad será

dedicada al tiempo pasado en sus diferentes formas (afirmativa, negativa y pregunta).

El presente Manual de Asignatura no pretende ser una imposición para el profesor muy al

contrario, conscientes de la importancia de respetar la creatividad del maestro hacia adentro

del salón de clases y de la gran variación que puede haber de un grupo a otro, en donde el

maestro tiene que hacer ajustes a su planeación, se propone solamente como referenciaque facilite dicha planeación de clases que, como se sabe, siempre es perfectible.

Durante este curso teórico-práctico se llevarán a cabo diversas actividades (ejercicios

escritos, orales, y dinámicas, es decir variación en cuanto al trabajo con grupo, esto puede

ser trabajo individual o por equipos). Debemos estar conscientes de que tanto el alumno

como el profesor tendrán que estar completamente involucrados en el proceso de

aprendizaje, esto para lograr los objetivos propuestos en la asignatura.

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Blinding success!

Tracy Hinton is a champion runner – with gold medals in the 100, 200, and 400 meters. Butmany people don’t know about her because she is blind. We interviewed Tracy about heramazing story.When did you start running?I started running at school when I was eleven. I could see until I was four. Then I went blind,and I started going to a school for the blind. At first running was really scary, but our teacherswere very good and they helped me.How do blind people run in races?We have a “seeing partner,” someone who runs next to us. This person has to be a goodrunner, too! To keep together, we hold a piece of leather in our hands. You form a closerelationship with your partner – this person is your eyes.What other sports activities can blind people do?There are lots. Swimming is good because it’s something you can do all by yourself. Thereare all kinds of games that blind people can play – even golf and archery. There’s also goalball, which is a sport just for people who can’t see. It’s only fast games like tennis that wecan’t play.Why don’t people know about blind athletes?Because we are not on TV or in the newspapers very much. As a result, we don’t get anymoney from sponsors. We have to pay most of the costs ourselves. I want to take part in thisyear’s World Championships, for example, but it’s going to cost me a lot of money.Do you ever run against people who can see?Oh, sure. I couldn’t run against some of our best malerunners – their times will always be better than mine. But in local races I run against peoplewho can see.At first they were very surprised when they saw me at the starting line, but now they’re gettingused to the idea.What sporting advice can you give to young blindpeople?Go for it! Taking part in races is hard, and usually the help you need isn’t there, but don’t beput off – you just have to keep going.



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UNIDAD 1

LIFELINE

IntroducciónElaborar planes a futuro. Hablar de uno mismo y de su lugar de origen

OBJETIVO DE APRENDIZAJE

1. crear sugerencias y recomendaciones utilizando should / shouldn’t y formularplanes utilizando going to

PAG6

OBJETIVO DE APRENDIZAJE

2. Integrar tiempos (simple present, present progressive, going to and simplepast ), seleccionar un cuantificador (determiner) adecuado para dar opiniones y describir lugares e integrar el uso de possessive adjectives.

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Resultado de aprendizaje:

1.1.1. Emplear should-shouldn’t en ejercicios escritos y orales.

Ejercicio 1 Instrucciones: Los alumnos darán una sugerencia a un problema de salud y completaránlos ejercicios escritos, para después practicarlo de manera oral.

A. Give an advice to these problems.1.- I’m exhausted.2.- I can’t sleep at night.3.- I have the flu.4.- I can’t lose weight.5.- I have a stomachache.6.- My job is very stressful.7.- I have a backache.8.- I feel sick.

B.Complete the sentences. Using should or shouldn’t. be cruel to animalshelp your motherbe late for an appointmentdrink waterexceed the speed limit

a) If you are thirsty, you _________________________________________b) Animals have feelings, too. You _________________________________c) A good driver _______________________________________________d) It is important to be punctual. You _______________________________e) There are some things to do at home. You_________________________

Ejercicio 2Instrucciones: Elaborar fragmentos cortos relacionados a acciones en progreso parapresentarlos oralmente, utilizando going to y resolver un ejercicio escrito donde se utilicenpreposiciones y wh questions.

A.-Complete the sentences. Use am / is / are + going to + one of these verbs:

Build cook play study swim

1.- Pat _______________ the piano the next Saturday.

2.- They _______________ a new hotel downtown.

3.- Somebody _______________ in the river to show you how to do it..

4.- Sam ________________ the dinner.

5.- We have an exam next Monday, so I __________________



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Resultado de aprendizaje2.1.1. Demost rar mediante la práctica, el uso adecuado de simple present, presentprogressive, going to and simple past así como la descripción de lugares famosos .

Ejercicio 3Instrucciones: redactar una pequeña historia acerca de un lugar famoso, donde haga uso delos diferentes tiempos (present progressive, going to, simple past)

2.2.1. Reemplazar porcentajes con cuanti ficadores y aplicar el uso de possessiveadjectives en ejercicios escritos.

Ejercicio 4Instrucciones: realizar un ejercicio escrito donde se reemplacen los porcentajes utilizandocuantificadores.

Rewrite the following sentences using determiners.

1. 56% of children in Mexico finish junior high.2. 100% of women over eighteen can vote in the elections.3. About 30% of men have cars.4. In Australia, 87% of married couples have children.5. 20% of 20-to-24- year-olds in the United States are divorced.6. In China, 68% of women get married by the age of 227. I can say that 87% of American couples stay together.8. I can’t say that 50% of marriages end in divorced.9. In Mexico, 95% of the elderly live at home with their relatives.10.only 20% of universities have a self-access center for languages.



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UNIDAD 2

IT’S MY LIFE

IntroducciónHablar de relaciones interpersonales y de las actividades relacionadas a esas personas

OBJETIVO DE APRENDIZAJEPAG

3. Crear conversaciones donde pueda hablar de la rutina diaria y actividadesque se realizan en el tiempo libre.

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Resultado del aprendizaje 3.1.1.Demostrar mediante conversaciones y ejercicios escritos el uso adecuado de lostiempos presente simple y presente continuo (simple present and present progressive)

y el uso de frequency adverbs.

Ejercicio 5 Instrucciones: Completar los ejercicios con el adverbio de frecuencia que esta entreparéntesis.

Write the following sentences with the given frequency adverb1. I watch TV (never) __________________________________________2. Peter is late for class (always) _________________________________3. She eats broccoli (sometimes) _________________________________4. My mother cook delicious (often) _______________________________5. My brother does his homework at night. (seldom)

__________________________________________________________

Ejercicio 6Instrucciones: escribir lka forma correcta del verbo en cada oración.

Write the correct form of the verb in each sentence(Study) 1.- Anna is at the library now. She ______________________ chemistry.

2.- Anna ____________________ everyday.(Eat) 3.- Peter is in the kitchen ________________________ a sandwich .

4.- Peter always ___________________ a sandwich when he is hungry.(Drink) 5.-Karla ____________________ several glasses of water every morning.

6.- Karla is not here, because she __________________ water right now.

Ejercicio 7 Instruciones: Llevar recortes de revistas o dibujos de personas realizando actividades.Realizar una conversación en base a los recortes o dibujos llevados a clase para utilizarpresente continuo.Al final hacer una lista de los verbos utilizados en las conversaciones, rescatar los verboso actividades que se presentaron con mayor frecuencia en las conversaciones.El maestro realizará un sondeo en el grupo para hablar de las actividades que con mayorfrecuencia realiza cada uno en su rutina diaria.



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UNIDAD 3

LIFESTORIES

Introducción

Hablar del desarrollo personal y del cumplimiento de metas y objetivos.

OBJETIVO DE APRENDIZAJE PAG

4.Crear conversaciones donde pueda hacer sugerencias y ofrecimientos,proponer planes, y dar direcciones.

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OBJETIVO DE APRENDIZAJE PAG

5.Crear conversaciones donde se haga referencia a hechos del pasadoincluyendo historias de escuela o eventos importantes.

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Resultado de aprendizaje

4.1.1. Emplear going to, will, won’t y preposiciones de lugar (preposit ions of p lace) enla elaboración de planes a corto plazo.

Ejercicio : 8 Instrucciones: Entre los alumnos se escogerá una o varias personas que representen elpapel de una adivina(o). Los demás harán preguntas a esta persona(como en los siguientesejemplos) utilizando el futuro.

1. What will I do on your next vacation?

2. Which team will win the next soccer world cup?3. What will be your country’s biggest problem in ten years?4. What will I do after class tonight?5. Who will be president of your country in twenty years time?6. What will I buy if you have money?7. What will be the next biggest thing that I’ll buy?8. What will I do to keep learning English when you finish this book?9. Where will I be in 15 years?10. How many children will I have?11. What’s the best kind of job I will ever have?12. What kind of music will be the most popular five years from now?

13. What will I do when you retire?14. Will I go out with the boy/girl of my dreams?15. What’s the best thing that will happen in my life?16. What will the weather be like next weekend?17. What’s the next movie I will see?18. When will I get married?

Resultado de aprendizaje

5.1.1. Practicar el uso de pasado simple y pasado progresivo en la elaboración dehistorias habladas y escritas.

Ejercicio 9Instrucciones:En equipos de 4-6 personas, los alumnos se preguntaran entre si dondeestuvieron, refiriéndose a algún punto en el pasado (ayer, la semana pasada, al Sábadopasado, etc.) La preguntas modelo que usaran serán: Where were you (...)? / What were you....ing?



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Ejercicio 10Instrucciones: Un típico uso del pasado es para contar historias. Se sugiere que el alumnocomplete esta historia adaptando los verbos.

Complete the story, using the correct form of the verbs.

START - BE — STOP – DECIDE - FALL - SIT DOWN

The turtle and the rabbit ___________ to have a race. The rabbit ________very quickly and soon he ______________ a long way in front of the turtle. He

___________ to have a rest. He _____________ under a tree and soon he ____________asleep.

PASS – WAKE UP – WALK – RUN – ARRIVE – WIN – CROSS

The turtle ____________ slowly but steadily and finally he __________ thesleeping rabbit. Some time later, the turtle _____________ the line and ______________ therace. Suddenly, the rabbit ______________ and _______________ as fast as possible to thefinishing line but he _________ too late.

Ejercicio 11Fill in the blanks with the past continuous tense and the correct forms of the verbs shown inbrackets.

1. He _______________ his car. (to clean)2. We _________________ apples. (to buy)3. She _______________ water. (to drink)4. It ________________. (eat)5. They ________________ at home. (to work)6. We ________________ our house. (to sell)7. They ________________ a new book. (to read)8. You _______________ a truck. (to drive)9. We ________________ through the little road. (to walk)10. You _______________ your homework. (to do)



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V REFERENCIAS

1.- S. BREWSTER, P. DAVIES, M. ROGERS, SKYLINE 2, Macmil lan, First edition 2000,USA

-Skyline workbook 2-Skyline student’s book 2-Skyline resource pack 2-Cassette / CD 2-Skyline video 2

2.-SCHARAPFER, Betty; BASIC ENGLISH GRAMMAR; Longman; second edition. 1995;USA.

3.-HEWINGS, Martin; ADVANCED GRAMMAR IN USE; Cambridge University Press. 1999;UK.

4.-MURPHY, Raymond; BASIC GRAMMAR IN USE; Cambridge University Press. 1999;USA.

5.-TAYLOR, James; GRAMÁTICA DELTI DE LA LENGUA INGLESA; Delti. 1993;ENGLAND.

6.-BEAUMONT; Digby; ELEMENTARY ENGLISH GRAMMAR; The Heinemann. 1993. UK7.-RICHARDS, Jack; NEW INTERCHANGE I; student’s book; Cambridge University Press.

1997; USA.8.-RICHARDS, Jack; NEW INTERCHANGE II student’s book; Cambridge University Press.

1997; USA.9.-CKERSLEY C. E. & MACAULAY Margaret, BRIGHTER GRAMMAR 1, Longman; 1970,

Hong Kong.10.-CKERSLEY C. E. & MACAULAY Margaret, BRIGHTER GRAMMAR 2, Longman; 1970,

Hong Kong.11.-CKERSLEY C. E. & MACAULAY Margaret, BRIGHTER GRAMMAR 3, Longman; 1970,

Hong Kong.



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championshipteenagerhometownmajor

incomerankingdesignermarketereconomyfashionwide leg

to readto writeto campto break

to cometo winto drinkto eatto maketo goto breakto seeto doto liveto fail

to fallto workto travel

ProfessionalCreativeclosesuccessful

plaintightlooseshortlongwidepatternedfinancialpracticalmodernattractive

UNIT IIInouns verbs adjectives adverbs prepositionstraditionsyearcelebrationdancemusic

costumescarnivalwinegameraceparadesmusiciansreservationinvestmentwageresearchdevelopmentproductionprocess

to showto seeto haveto attachto take

to destroyto exploitto provideto investto applyto keepto freezeto depend on

mixedlowweaklargemultinational

nationalcommerciallocalfull

mainlyalwaysveryspeciallyseldom

usuallynever

across from



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VII. ANEXOS

EVALUACIÓN PARCIALEVALUACIÓN ESCRITA UNIDAD 1 – TEMA 1

Change the following affirmative statements into questions. And negative sentences1. I am learning English.2. You are carrying a parcel.3. It is growing colder.4. We are living in Halifax.5. They are running a race.6. He is drinking coffee.7. She is shopping for presents.8. I am cleaning the window.9. We are buying pencils.10. They are playing football.

ORAL EVALUATIONPara comprobar el conocimiento de should / shouldn’t / going to se hará lo siguiente:Los alumnos pretenderán ser especialistas en solucionar problemas, se les dará tiempo paratrabajar en parejas y preparar tres posibles problemas y sus posibles soluciones, después seles pedirá que presenten los problemas a lo que otra pareja seleccionada por el maestroresponderá y dará una solución a estos, después de haber respondido ellos presentaran susproblemas y otra pareja se los solucionara y así sucesivamente.

EVALUACIÓN ESCRITA UNIDAD 1 – TEMA 2I. Use much, many, a lot of, some or any.

1. How __________ friends have you got?2. I don’t have _________ friends.3. How ______ money do you need?4. I don’t need _______ money.5. Do you have to buy new clothes? No, I don’t need ______ new clothes.6. Is there _______ coffee in Miami? Yes, there is ________ coffee there.

EVALUACIÓN ORAL

Durante el desarrollo de una plática informal y corta, el profesor evaluará que:Los alumnos puedan preguntar y contestar acerca de cantidades de sustantivos contables yno contables.

EVALUACIÓN FINAL (Unidad I)

Using the Present Continuous tense, fill in the blanks with the correct forms of theverbs shown in brackets.

1. I _______________ the questions. (to answer)2. You ________________ boots. (to wear)3. We ______________ for work. (to look)4. She ______________ her friend. (to call)5. He _______________ a house. (to build)



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Complete the conversation with should / shouldn’tCarlos: Mario! You failed 3 subjects. You __________ study.Mario. Mmmm, I don’t’ know, maybe teachers __________ give us so much homework.

Carlos: Yeah, maybe. But that’s part of the school’s activities, and you _________ clean yourbedroom too, because it smells terrible!Mario: Yes, but my sister __________ help me to study, and she’s always with her boyfriend.Carlos: I don’t think that’s a good idea.

Answer the questions using complete sentences.

1. How many people are there in your family? ______________________________________________.

2. How many vacation periods do you take every year? _______________________________________________.

3. How much furniture is there in your house? _______________________________________________.

4. How many people do you usually invite to your parties? ________________________________________________.

EVALUACIÓN PARCIALEVALUACIÓN ESCRITA UNIDAD 2 – TEMA 3

Write true answers using frequency adverbs and your own informationI study…….I eat tuna fish…….I write e-mails…….My mother cooks………I swim …….I take a shower …I brush my teeth ….

EVALUACIÓN ORALUtilizando la información anterior se le pide al alumno que elaboren preguntas utilizandohow often

EVALUACIÓN FINAL (Unidad 2) Write the present continuous tense or the simple present tense of the verbs in parentheses.

1. Mrs. Smith (cook) _________ everyday2. She (cook) _______________ now3. Alice (write) _______________ many e-mails on weekends4. She (write) ________________ right now5. Mr. Adams (smoke) _____________ very often6. He (smoke) _________________ at this moment



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What are doing?1. He_________________________________

2. They__________________________________

3. He__________________________________

4. He__________________________

How often dop you wear these clothes to go to the school? Write sentencesNever seldom sometimes often usually always .

1. boots ______________________________________2. T- shirt ___________________________________3. sweater __________________________________4. shorts ___________________________________5. cap _____________________________________6. gloves ___________________________________7. jeans ____________________________________8. tie ______________________________________9. swimsuit _________________________________10. underware _______________________________

EVALUACIÓN PARCIALEVALUACIÓN ESCRITA UNIDAD 3 – TEMA 4Use the words to make future statements with will. Use contractions when posible.

1. I / eat / a big cake ________________________________2. My family / travel / to Europe ______________________3. Peter / work / at the new restaurant __________________

Rewrite the sentences to make questions, then to make negative sentences4. _________________________________________________?

5. _________________________________________________?



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6. _________________________________________________?7. __________________________________________________8. __________________________________________________9. __________________________________________________

Write a shor answer to each question. Use contractions where possible.1. Are you going to travel to Alaska next year? No, ______________2. Is the teacher going to be here tomorrow? Yes, ____________3. Is the class going to be interesting? Yes, _____________4. Are you going to get married next weekend? No, ___________5. Is the test going to be hard? No, ________________

Draw a little map to get to your house, and write five sentences describing waht I can findNear your house (a supermatket, a shopping center, a library, a school, etc)

________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

EVALUACIÓN ORALDurante el desarrollo de una plática informal y corta, el profesor evaluará que:Los alumnos puedan preguntar y contestar acerca de planes acorto plazo y descripción delugares cercanos a sus casas o escuela, utilizando preposiciones de lugar.

EVALUACIÓN PARCIALEVALUACIÓN ESCRITA UNIDAD 3 – TEMA 5Write a short paragraph describing the activities you did or were doing last saturday.(At least eight sentences)

1. ______________________________________________________-2. ______________________________________________________3. _______________________________________________________4. ______________________________________________________5. ______________________________________________________6. ______________________________________________________



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7. ______________________________________________________8. ______________________________________________________

EVALUACIÓN ORAL

Durante el desarrollo de una plática informal y corta, el profesor evaluará que:Los alumnos puedan preguntar y contestar acerca de actividades realizadas en el pasado .

EVALUACIÓN FINAL (Unidad 3)Complete the sentences using past continuous.

1. He (wait) __________________________ for her for 2 hours.2. Peter (go) ______________________ when she called him3. We (eat) _____________________ at home4. She (read) ______________________all day long5. It (rain) _______________________ in the morning

Write a short paragraph describing the plans you have for your next vacation.(At least eight sentences)

1. ______________________________________________________-2. ______________________________________________________3. _______________________________________________________4. ______________________________________________________5. ______________________________________________________6. ______________________________________________________7. ______________________________________________________8. ______________________________________________________

Write 5 sentences to describe the places you can find near your school.Use prepositions of place.

1. _____________________________________________2. ______________________________________________3. ______________________________________________4. ______________________________________________5. ______________________________________________



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RESULTADOS FINALES DE EVALUACIÓN DEL APRENDIZAJEEjercicio : 1Instrucciones: Los alumnos darán una sugerencia a un problema de salud y completarán

los ejercicios escritos, para después practicarlo de manera oral.(Las respuestas pueden variar de acuerdo al vocabulario utilizado por los alumnos)

A. Give an advice to these problems.1.- I’m exhausted. You should rest / you shouldn’t work so much 2.- I can’t sleep at night. You should … / you shouldn’t … 3.- I have the flu. You should … / you shouldn’t … 4.- I can’t lose weight. You should … / you shouldn’t … 5.- I have a stomachache. You should … / you shouldn’t … 6.- My job is very stressful. You should … / you shouldn’t … 7.- I have a backache. You should … / you shouldn’t … 8.- I feel sick. You should … / you shouldn’t …

B.Complete the sentences. Using should or shouldn’t. be cruel to animals You shouldn’t be cruel to animals help your mother You should help your mother be late for an appointment You shouldn’t be late for an appointment drink water You should drink a lot of water exceed the speed limit You shouldn’t exceed the speed limit

a) If you are thirsty, you should drink a lot of water b) Animals have feelings, too. You shouldn’t be cruel to themc) A good driver shouldn’t exceed the speed limit d) It is important to be punctual. You shouldn’t be late for an appointment e) There are some things to do at home. You should help your mother

Ejercicio 2Instrucciones: Elaborar fragmentos cortos relacionados a acciones en progreso parapresentarlos oralmente, utilizando going to y resolver un ejercicio escrito donde se utilicenpreposiciones y wh questions.(Las respuestas para el ejercicio oral pueden variar dependiendo del vocabulario empleadopor los alumnos)

A.-Complete the sentences. Use am / is / are + going to + one of these verbs:

Build cook play study swim

1.- Pat is playing the piano the next Saturday.2.- They are building a new hotel downtown.3.- Somebody is swimming in the river to show you how to do it..4.- Sam is cooking the dinner.5.- We have an exam next Monday, so I am studying

Ejercicio 3 Instrucciones: redactar una pequeña historia acerca de un lugar famoso, donde haga uso delos diferentes tiempos (present progressive, going to, simple past)



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(Las respuestas pueden variar de acuerdo al vocabulario empleado por los alumnus)

Ejercicio 4Instrucciones: realizar un ejercicio escrito donde se reemplacen los porcentajes utilizando

cuantificadores. Rewrite the following sentences using determiners.

1. 56% of children in Mexico finish junior high. A lot of children in Mexico finish junior high.2. 100% of women over eighteen can vote in the elections.

All women over eighteen can vote in the elections.3. About 30% of men have cars.

A few men have cars.4. In Australia, 87% of married couples have children.Nearly all married couples in Australia have children.5. 20% of 20-to-24- year-olds in the United States are divorced.Not many 20-to-24 year-olds in the United States are divorced.6. In China, 68% of women get married by the age of 22.Many women in China get married by the age of 22.7. I can say that 87% of American couples stay together.I can say that nearly all American couples stay together .8. I can’t say that 50% of marriages end in divorced.I can say that a lot of marriages end in divorced.9. In Mexico, 95% of the elderly live at home with their relatives.In Mexico, nearly all elderly people live at home with their relatives.10. Only 20% of universities have a self-access center for languages.Few universities have a self-access center for languages.

Ejercicio 5 Instrucciones: Completar los ejercicios con el adverbio de frecuencia que esta entreparéntesis.

Write the following sentences with the given frequency adverb1. I watch TV (never) I never watch TV 2. Peter is late for class (always) Peter is always late for class 3. She eats broccoli (sometimes)

Sometimes she eats broccoli / She sometimes eats broccoli 4. My mother cook delicious (often) My mother often cooks delicious 5. My brother does his homework at night. (seldom)

My brother seldom does his homework

Ejercicio 6Instrucciones: escribir la forma correcta del verbo en cada oración.

Write the correct form of the verb in each sentence(Study) 1.- Anna is at the library now. She is studying chemistry.

2.- Anna studies everyday.

(Eat) 3.- Peter is in the kitchen eating a sandwich .



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4.- Peter always eats a sandwich when he is hungry.(Drink) 5.-Karla drinks several glasses of water every morning.

6.- Karla is not here, because she is drinking water right now.

Ejercicio 7 Instruciones: Llevar recortes de revistas o dibujos de personas realizando actividades.Realizar una conversación en base a los recortes o dibujos llevados a clase para utilizarpresente continuo.Al final hacer una lista de los verbos utilizados en las conversaciones, rescatar los verboso actividades que se presentaron con mayor frecuencia en las conversaciones.El maestro realizará un sondeo en el grupo para hablar de las actividades que con mayorfrecuencia realiza cada uno en su rutina diaria.(Las respuestas pueden variar de acuerdo al material y al vocabulario empleado por losalumnos)

Ejercicio : 8Instrucciones: Entre los alumnos se escogerá una o varias personas que representen elpapel de una adivina(o). Los demás harán preguntas a esta persona(como en los siguientesejemplos) utilizando el futuro.(Las respuestas varían dependiendo de la información proporcionada por los alumnos)

1. What will I do on your next vacation?2. Which team will win the next soccer world cup?3. What will be your country’s biggest problem in ten years?4. What will I do after class tonight?5. Who will be president of your country in twenty years time?6. What will I buy if you have money?7. What will be the next biggest thing that I’ll buy?8. What will I do to keep learning English when you finish this book?9. Where will I be in 15 years?10. How many children will I have?11. What’s the best kind of job I will ever have?12. What kind of music will be the most popular five years from now?13. What will I do when you retire?14. Will I go out with the boy/girl of my dreams?15. What’s the best thing that will happen in my life?16. What will the weather be like next weekend?17. What’s the next movie I will see?18. When will I get married?

Ejercicio 9 Instrucciones:En equipos de 4-6 personas, los alumnos se preguntaran entre si dondeestuvieron, refiriéndose a algún punto en el pasado (ayer, la semana pasada, al Sábadopasado, etc.) La preguntas modelo que usaran serán: Where were you (...)? / What were you....ing? (Las respuestas varían dependiendo de la información proporcionada por los alumnos)



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Ejercicio 10Instrucciones: Un típico uso del pasado es para contar historias. Se sugiere que el alumnocomplete esta historia adaptando los verbos.

Complete the story, using the correct form of the verbs.

START - BE — STOP – DECIDE - FALL - SIT DOWN The tortoise and the rabbit _decided ___ to have a race. The rabbit started Very quickly and soon he __was ___ a long way in front of the tortoise. He _stopped __to have a rest. He __sat down ___ under a tree and soon he __fall ___ asleep.

PASS – WAKE UP – WALK – RUN – ARRIVE – WIN – CROSS The tortoise __walked _ slowly but steadily and finally he __passed _ the sleeping rabbit.

Some time later, the tortoise __crossed ____ the line and ___won ____ the race. Suddenly,the rabbit __woke up __ and __run ___ as fast as possible to the finishing line but he __arrived_ too late.

Ejercicio 11Fill in the blanks with the past continuous tense and the correct forms of the verbs shown inbrackets.

1. He was cleaning his car. (to clean)

2. We was buying apples. (to buy)3. She was drinking water. (to drink)4. It was eating (eat)5. They were working at home. (to work)6. We were selling our house. (to sell)7. They were reading a new book. (to read)8. You were driving a truck. (to drive)9. We were walking through the little road. (to walk)10. You were doing your homework. (to do)

idioma extranjero iii

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