Beruflich Dokumente
Kultur Dokumente
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INGLES II
Reglamento…………………………………………………………………………...1
Estudio Independiente……………………………………………………………….2
10 sugerencias para administrar tu tiempo………………………………………...3
El tiempo disponible ejemplo………………………………………………………..4
Plan de estudios……………………………………………………………………...5
Índice
BLOQUE 1
ADJECTIVES .............................................................................................. 7
SYNONYMS AND ANTONYMS ...................................................................... 9
COMPARATIVES AND SUPERLATIVES ……..…………………….….…..13
BLOQUE 2
SIMPLE PAST TENSE .............................................................................. 15
SEQUENCE MARKERS ............................................................................ 17
VOCABULARY FOR WORK AND STUDY .................................................... 19
VOCABULARY FOR SPORTS ..................................................................... 21
BLOQUE 3
IMPERATIVE ............................................................................................. 23
MODAL VERBS ......................................................................................... 24
VOCABULARY FOR FOOD AND STUDY ................................................. 26
BLOQUE4
SIMPLE FUTURE ...................................................................................... 29
TIME EXPRESSIONS ................................................................................ 31
IDIOMATIC FUTURE .................................................................................... 34
VOCABULARY FOR WEATHER............................................................... 35
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REGLAMENTO
1. El Colegio de Educación Media Superior Abierta tiene reconocimiento de validez oficial
de estudios (RVOE) de la Secretaría de Educación del Gobierno del Estado (SEGE).
Acuerdo B0170, clave de centro de trabajo 24PBH0125
8. El estudiante puede consultar sus calificaciones y obtener sus libros digitales gratuitos
en la página web del Colegio. Puede solicitar Constancias de Estudio (IMSS, Beca
Oportunidades o trámites de estudios superiores), Credencial (boletur, descuentos en
pasajes foráneos, museos)
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10. El estudiante que no presente examen en tres meses consecutivos será dado de
baja en la Secretaría de Educación. Para continuar sus estudios deberá solicitar un
certificado parcial de las asignaturas acreditadas e inscribirse nuevamente
ESTUDIO INDEPENDIENTE
Pero es la escuela, la entidad socialmente encargada de dotar de las destrezas o habilidades que le
permitan al sujeto, desarrollar de manera consciente métodos de aprendizaje, sobre todo si deseamos
que el postulado de la educación permanente, “aprender durante toda la vida”, realmente se cumpla.
El estudio independiente puede considerarse como un proceso dirigido hacia el autocontrol y la
autoevaluación y entenderse como una actividad orientada hacia la formación de habilidades que
permitan la construcción ininterrumpida de conocimiento y aprendizaje.
Existen muchos elementos para justificar la necesidad de fomentar el estudio independiente en los
sistemas de educación abierta o a distancia, el principal queremos encontrarlo en el hecho de que a
menos que el estudiante participe activamente en la adquisición de sus propios conocimientos estas
modalidades educativas como formadoras del estudiante, carecen de sentido. Si los objetivos de estos
sistemas no van solamente hacia la acumulación de conceptos, el estudio independiente debe ser una
parte indispensable del proceso formativo.
El estudio independiente tiene implícita la idea de que el aprendizaje requerido para un proceso formativo
puede ser incorporado no sólo en el salón de clases o bajo la tutela del maestro sino que el alumno tiene
la responsabilidad de trabajar de manera independiente y trascender lo que ha sido enseñado en el aula,
en las diferentes áreas y dimensiones del saber.
El estudio independiente lleva consigo la responsabilidad de la propia formación por parte del alumno y
esto es importante si consideramos que el sistema educativo ha estado renunciando al proceso formativo
y la creación de un aprendizaje colectivo es muy difícil en los sistemas de educación abierta, en donde la
posibilidad de interacción está limitada. No estamos hablando acerca de una nueva moda educativa.
Estamos hablando de una competencia humana básica, de la capacidad de aprender por uno mismo, que
de repente se ha convertido en un requisito previo en este mundo nuevo.
Las personas que toman la iniciativa en el auto aprendizaje, tienen más posibilidades de retener lo que
aprenden que el estudiante pasivo y esta iniciativa está más en sintonía con nuestros procesos naturales
de desarrollo psicológico, pero es importante añadir que la disposición para la autodirección de las
personas es variable, lo que exige diversos grados de asistencia por parte de la institución y de los
asesores, especialmente durante el desarrollo de las habilidades de estudio independiente.
La asesoría o tutoría es el sistema de estudio que se basa en el proceso de auto aprendizaje y el asesor
es un programador de experiencias didácticas y un orientador del proceso; esta modalidad de estudio no
implica la asistencia a clases.
6. Líbrate del papeleo. Existen solamente tres opciones: basura, archivo o acción.
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10. Sé puntual y organiza tus actividades. Una manera casi infalible de llegar a
tiempo es planear llegar más temprano. La mejor forma de optimizar el tiempo
es planear todas nuestras actividades.
EL TIEMPO DISPONIBLE
EJEMPLO
DORMIR
DESAYUNO
COMIDA
CENA
TRABAJO
TRANSPORTE
FAMILIA
DEPORTE
TELEVISIÓN
ASEO PERSONAL
ESTUDIO
INDIVIDUAL
ASESORÍAS
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TOTAL
TIEMPO
DISPONIBLE
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PLAN DE ESTUDIOS
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BLOQUE 1
MAINGOAL: BY THE END OF THIS BLOCK, YOU WILL BE ABLE TO DESCRIBE
PROPERLY PEOPLE AND OBJECTS AND COMPARE THEM ACCURATELY USING
THE CORRECT ADJECTIVE.
KNOWLEDGE ACQUIRED
DESCRIPTIVE ADJECTIVES.
SYNONYMS AND ANTONYMS.
COMPARATIVES.
SUPERLATIVES.
SKILLS ACQUIRED
UNDERSTANDING HOW DESCRIPTIVE ADJECTIVES
ARE USED.
DESCRIBE PEOPLE AND PLACES CORRECTLY.
FORM AND USE OF ADJECTIVES APPROPRIATELY.
CORRECT USE OF PERTINENT VOCABULARY.
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LESSON 1
SECTION 1.
ADJECTIVES.
Los adjetivos, tanto en inglés como en español, son las palabras que utilizamos para
describir los nombres o sujetos. Pueden decirnos cualquier característica del nombre
con el que van. Podría ser sobre su forma, color, tamaño, etc.
En inglés, los adjetivos son palabras invariables, es decir, sólo tienen una forma única
(singular). A diferencia del español, los adjetivos ingleses NO tienen género y NO
cambian del singular al plural cuando el nombre al que describen cambia su forma.
Example:
English Spanish
Small Pequeño
Pequeña
Pequeños
Pequeñas
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La tercera característica de los adjetivos en inglés es el número de silabasque tienen
(las silabas en inglés se basan en su pronunciación y no en su escritura). Hay dos
grupos que engloban a todos los adjetivos en inglés: los adjetivos cortos y los adjetivos
largos y ambos grupos tienen sus categorías como se observa en la siguiente tabla.
Short adjectives
• 1-syllable adjectives
old, fast
Long adjectives
Exercise 1
IN THE FOLLOWING CHART WRITE THE MEANING IN SPANISH AND STATE IF
THE ADJECTIVE IS SHORT OR LONG. THE FIRST ONE IS DONE AS AN EXAMPLE.
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SECTION 2
Descriptive adjectives, physical characteristics and personality.
Exercise 1
FROM THE FOLLOWING LIST WRITE THE MEANING IN SPANISH OF THE
PHYSICAL CHARACTERISTIC ADJECTIVES AND DECIDE IF THEY ARE NEGATIVE
OR POSITIVE.
Adjective Meaning Positive or Negative
Active
Pretty
Ugly
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Robust
Weak
Handsome
Sickly
Charming
Horrible
Lovely
Clumsy
Bizarre
Attractive
Awkward
Beautiful
Odious
Neat
Repulsive
Graceless
Exercise 2
WHEN WE USE MORE THAN ONE ADJECTIVE, WE HAVE TO PUT THEM IN THE
RIGHT ORDER.
1.
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2.
____________________________________________________________________
3.
____________________________________________________________________
4.
red
red/ I / have / long / straight / hair.
____________________________________________________________________
____________________________________________________________________
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Exercise 3
FIND THE OPPOSITES AND WRITE THEM BOTH. THE FIRST ONE IS DONE
FOR YOU
1. mean - generous 2. 3.
4. 5. 6.
7. 9.
SECTION 3
DESCRIPTIVE ADJECTIVES (Adjetivos Calificativos)
Los adjetivos calificativos indican cualidades o características del sustantivo al que
modifican, pudiendo ser éstas concretas o abstractas.
New computers.
Ordenadores nuevos.
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Pero después de verbos como "be", "look", "seem", "feel"," appear", "become", "get"
pueden aparecer solos sin acompañar a un sustantivo.
It is getting cold.
Estáhaciendofrío.
It looks interesting.
Pareceinteresante.
Exercise 1
USE THE INFORMATION IN THE BOX TO COMPLETE THE FOLLOWING
SENTENCES.
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7 She has a _____________ blond hair.
8 My friend Mary was living in _____________Ireland.
9 The nominees are five relatively _____________writers.
10 Dinosaurs went _____________sixty five million years ago.
Exercise 2
green strange
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SECTION 4
COMPARATIVE ADJECTIVES (AS … AS)
Example.
Exercise 1
USE EITHER AS … AS OR NOT AS … AS IN THE SENTENCES BELOW.
1) The blue car is _______________the red car. (fast)
2) Peter is _______________ Fred. (not/tall)
3) The violin is _______________ the cello. (not/low)
4) This copy is _______________ the other one. (bad)
5) Oliver is _______________ Peter. (optimistic)
6) Today it's _______________ yesterday. (not/windy)
7) The tomato soup is_______________ the mushroom soup. (delicious)
8) Grapefruit juice is _______________ lemonade. (not/sweet)
9) Nick is _______________ Kevin. (brave)
10) Silver is _______________ gold. (not/heavy)
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COMPARATIVE ADJECTIVES (ER THAN)
Comparative adjectives compare two things, people, or places unlike positive adjectives
which stand alone and do not make comparisons between nouns. Frequently, the word
than accompanies the comparative.
Example
Paul is taller than John. Paul es más alto que John
In some cases the comparative is formed by adding the suffix –er to a one syllable
adjective. Sometimes two syllable words become comparative with an – er suffix as well.
PARA FORMAR ADJETIVOS COMPARATIVOS EN INGLÉS:
1. Para adjetivos con dos consonantes añade er
Tall-Taller
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Exercise 2
WRITE THE CORRECT FORM OF THE COMPARATIVE OF THE FOLLOWING
WORDS
Adjective Comparative Form
1 close _________
2 huge _________
3 large _________
4 strange _________
5 fat _________
6 red _________
7 sad _________
8 spry _________
9 wry _________
10 fast _________
11 great _________
12 quick _________
13 fickle _________
14 bumpy _________
15 tiny _________
16 gentle _________
17 narrow _________
18 shallow _________
19 simple _________
20 beautiful _________
21 colorful _________
22 bad _________
23 good _________
24 much _________
25 well _________
Exercise 3
WRITE THE CORRECT COMPARATIVE TO COMPLETE THE SENTENCES
1. Apples are ___________ than chips. (healthy)
2. Elephants are ___________ (big) than bears.
3. Gold is ___________ than silver. (expensive)
4. Bikes are___________ than cars. (slow)
5. I am ___________ at English than my brother.(good)
6. My friend is ___________ than me. (tall)
7. Sandy is ___________ than Tamara. (thin)
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8. My father is ___________ than Tom's father. (strong)
9. "Harry Potter "books are ___________ than "The Book of the Jungle". (interesting)
10. The tiger is ___________ than a fox.(heavy)
11. The weather is ___________ than yesterday. (hot)
12. The girls are ___________ than the boys. (happy)
13. Berta is ___________ than Debby.(beautiful)
14.French is ___________ than English. (difficult)
15. Tina is 5 years old. Sandra is 10 years old. Sandra is ___________ than Tina.(old)
16. Russia is ___________ than France. (large)
17. I am ___________ at math’s than my best friend (bad)
18. Love is ___________ than money. (important)
19. His car is ___________ than mine. (cheap)
20. The first movie is ___________ than the second. I don't recommend it. (boring)
Añadimos “iest” si una palabra termina con una consonante seguida por “y”.
Cambiamos la “y” por “i” y luego agregamos “est”.
• Easy – easiest.
• Angry – angriest.
• Cloudy – cloudiest.
Añadimos doble consonante + “est” si una palabra termina con una consonante, una
vocal, y luego otra consonante y la sílaba fuerte es la última.
• Big – biggest.
• Hot – hottest.
• Sad – saddest.
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Añadimos “most” a palabras largas, es decir, si la palabra es de dos sílabas o más y
no termina con “y”.
Superlativos irregulares:
Good – Best
Bad - Worst
Exercise 4
WRITE THE CORRECT SUPERLATIVE FORM OF THE FOLLOWING ADJECTIVES
Adjective Comparative Form Superlative form
1 close closer ______________
2 huge huger ______________
3 large larger ______________
4 strange stranger ______________
5 fat fatter ______________
6 red redder ______________
7 sad sadder ______________
8 spry sprier/spryer ______________
9 wry wrier/wryer ______________
10 fast faster ______________
11 great greater ______________
12 quick quicker ______________
13 fickle fickler ______________
14 bumpy bumpier ______________
15 tiny tinier ______________
16 gentle gentler ______________
17 narrow narrower ______________
18 shallow shallower ______________
19 simple simpler ______________
20 beautiful more beautiful ______________
21 colorful more colorful ______________
22 bad worse ______________
23 good better ______________
24 much more ______________
25 well better ______________
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Exercise 5
WRITE THE CORRECT SUPERLATIVE FORM OF THE FOLLOWING ADJECTIVES
TO COMPLETE THE SENTENCES.
1. This is the __________ (long) river in Australia.
2. He's the __________ (tall) man in the room.
3. They're the __________ (expensive) clothes I've bought.
4. This road is the __________ (wide) in the country.
5. Anne is the __________ (good) student in class.
6. I'm the __________ (bad) student in class.
7. What is the __________ (small) animal in the world?
8. Bill's getting married. He's the __________ (happy) I've even seen him.
9. This book is the __________ (interesting) book I've read.
10. Is the whale or the elephant the __________ (big) animal in the world?
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BLOQUE 2
MAINGOAL: BY THE END OF THIS BLOCK, YOU WILL BE
ABLE TO TALK ABOUT THE PAST.
KNOWLEDGE ACQUIRED
PAST TENSE.
VERB TO BE.
REGULAR VERBS.
IRREGULAR VERBS.
SKILLS ACQUIRED
ASKING AND ANSWERING QUESTIONS ABOUT THE
PAST.
IDENTIFICATION AND COMPREHENSION OF PAST
TENSE.
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LESSON 2
SECTION 1
SIMPLE PAST
VERB TO BE
El pasado simple del verbo "To be" (ser o estar) se forma cambiando las formas "am" e "is" por "was" y
la forma "are" por "were".
A continuación veremos las formas afirmativa, negativa en interrogativa del verbo "to be" en pasado:
Afirmativa:
Negativa:
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Interrogativa:
Ejemplos:
·Were they at home yesterday? → ¿Estaban ellos ayer en casa? (no confundir "where (donde)" con
were).
Exercise 1
WRITE THE CORRECT FORM OF THE VERB TO BE IN PAST TO COMPLETE THE
SENTENCES.
1. I ______ happy.
2. You ______ angry.
3. She ______ in London last week.
4. He ______ on holiday.
5. It ______ cold.
6. We ______ at school.
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7. You ______ at the cinema.
8. They ______ at home.
9. The cat ______ on the roof.
10. The children ______ in the garden.
Exercise 2
COMPLETE THE FOLLOWING SENTENCES WITH THE CORRECT FORM OF THE
VERB TO BE IN NEGATIVE FORM.
1. This book ______ mine.
2. Jane and Peter ______ married.
3. That ______ right.
4. My brother ______here at the moment.
5. We ______ in England.
6. It ______Monday today.
7. Jennie's surname ______Peters.
8. I ______a hairdresser.
9. My name ______Alexander.
10. There ______many people in this class.
Exercise 3
WRITE THE CORRECT FORM OF THE VERB TO IN PAST TO COMPLETE THE
QUESTIONS.
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SECTION 2
'EVER' IS USED
• IN QUESTIONS. E.G.
HAVE YOU EVER BEEN TO ENGLAND?
HAS SHE EVER MET THE PRIME MINISTER?
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• 'EVER' IS ALSO USED WITH 'THE FIRST TIME... E.G.
BE CAREFUL!
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• ALREADY CAN BE PLACED BEFORE THE MAIN VERB (PAST
PARTICIPLE) OR AT THE END OF THE SENTENCE:
YET
HAS HE ARRIVEDYET?
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Exercise 1
COMPLETE THE SENTENCES WITH THE CORRECT FORM.
(YOU/WRITE)
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Exercise 2
PUT THE VERBS INTO THE CORRECT TENSE (SIMPLE PAST OR PRESENT
PERFECT SIMPLE).
DISHES YET?
AGO!
MORNING?
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BLOQUE 3
MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE
ABLE TO TALK ABOUT RECREATIONAL ACTIVITIES.
KNOWLEDGE ACQUIRED
Like / Love / Hate / Prefer.
Modal “would rather”.
Verbs that take infinitives.
Verbs that take gerunds.
SKILLS ACQUIRED
Expressing likes and dislikes.
Expressing preferences.
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LESSON 3
SECTION 1.
We love cooking
Nosencantacocinar.
Le gustanadar.
• "Hate" & “Prefer” se utilizan para señalar que algo nos desagrada o es de
nuestra preferencia.
• Los verbos "love", "like" y "hate" pueden ir seguidos del verbo en forma -
ing o con "to" + infinitivo.
• Los verbos que indican gusto, preferencia u odio como "like", "love",
"dislike", "hate" o "prefer" van seguidos de un verbo en infinitivo con "to"
cuando hablamos de acciones que nos gustan o no nos gustan hacer en
ese momento determinado.
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VERBO + VERBO EN FORMA -ING
• Los verbos que expresan gusto, preferencia u odio van seguidos del verbo
en forma -ing cuando hablamos de una acción que nos gusta o que no nos
gusta hacer habitualmente.
Shelikesdancing.
Ejemplo.
7. Sit _______________________
I like playing.
8. Stop _______________________
I like to play.
9. Hit _______________________ Se traducen ambas igual como Me
gusta jugar. La diferencia es que en
10. Keep _______________________ la primera se habla de generalidad y
en la segunda se remarca que es
11. Cook _______________________ jugar y no caminar o bailar lo que
gusta por ejemplo.
12. Make _______________________
13. Type _______________________
14. Drink _______________________
15. Try _______________________
16. Dig _______________________
17. Watch _______________________
18. See _______________________
19. Spy _______________________
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20. Be _______________________
Exercise 2
COMPLETE THE FOLLOWING SENTENCES BY CHOOSING THE CORRECT
OPTION IN brackets.
6. She would hate (talking / to talk) to someone she does not know.
9. My father would like you (coming / to come) and stay with us on Sunday.
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Exercise 3
ORDER THE FOLLOWING SENTENCES:
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SECTION 2.
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Verbs that are followed by gerunds and infinitives.
Example: It started to rain. / It started raining.
begin continue love
can’t bear hate prefer
can’t stand like propose
start try stop
quit regret remember
Exercise 1
PUT IN THE VERBS IN BRACKETS IN THE GERUND OR THE TO-INFINITIVE
FORM.
Exercise 2
DECIDE IF THE VERBS ARE FOLLOWED BY A VERB IN THE GERUND OR
IN THE INFINITIVE FORM.
1) Finish
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
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2) Like
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
3) Hope
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
4) Feellike
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
5) Seem
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
6) Forget
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
7) Start
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
8) Manage
A) Gerund
B) to + infinitive
C) Both possibilities are correct.
9) Agree
A) Gerund
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B) to + infinitive
C) Both possibilities are correct.
10) Avoid
D) Gerund
E) to + infinitive
F) Both possibilities are correct.
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BLOQUE 4
MAIN GOAL: BY THE END OF THIS BLOCK, YOU WILL BE
ABLE TO UNDERSTANDAND CREATE DETAILED
DESCRIPTIONS.
KNOWLEDGE ACQUIRED
Relative Pronouns.
Relative clauses.
SKILLS ACQUIRED
Mastery of simple sentences.
Recognition of relative clauses.
Appropriate usage of relative pronouns.
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LESSON 4
SECTION 1.
RELATIVE PRONOUNS
Los pronombres relativos del inglés introducen una proposición adjetiva. Pueden ser
demostrativos o compuestos. Entre ellos: that, who, thosewho, whom, that of. Aquí encontrarás
ejemplos traducidos al español.
which(juích) - que, el/la cual, los/las cuales, lo que -se usa para cosas-
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what(uát) - lo que
Exercise 1
COMPLETE THE FOLLOWING SENTENCES WITH THE RELATIVE
PRONOUNS WHO, WHICH OR WHOSE.
1) I talked to the girl _____________ car had broken down in front of the shop.
2) Mr. Richards, _____________ is a taxi driver, lives on the corner.
3) We often visit our aunt in Norwich _____________ is in East Anglia.
4) This is the girl _____________ comes from Spain.
5) That's Peter, the boy _____________ has just arrived at the airport.
6) Thank you very much for your e-mail _____________ was very interesting.
7) The man, _____________ father is a professor, forgot his umbrella.
8) The children, _____________ shouted in the street, are not from our school.
9) The car, _____________ driver is a young man, is from Ireland.
10) What did you do with the money _____________ your mother lent you?
Exercise 2
DECIDE WHETHER THE RELATIVE PRONOUN IS A SUBJECT PRONOUN
OR AN OBJECT PRONOUN.
1. Do you know the girl who I danced with? ______________
2. Do you know the girl who danced with me? ______________
3. The apples that are lying on the table are bad. ______________
4. The apples that we bought in the shop are bad. ______________
5. We will stay at a hotel which is not far from the beach. ______________
6. We will stay at a hotel which my friend has recommended to us.
______________
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7. That is a museum which I like very much. ______________
8. That is a museum which lies in the heart of the town. ______________
9. This is the man who Barbara visited in Scotland. ______________
10. This is the man who lives in Scotland. ______________
Exercise 3
COMPLETE THE SENTENCES USING RELATIVE CLAUSES. USE WHO AND
WHICH.
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Exercise 4
READ THE TEXT AGAIN AND COMPLETE THE SENTENCES ACCORDING
TO THE TEXT
SAN FRANCISCO
The area had long been inhabited by Native Americans, the Ohlone (meaning
“people of the west”) before the first Spanish immigrants came to settle in this
part of the country. After the Mexican-American War, the small town became
American territory, and when the California gold rush started in 1848, the
population increased enormously. Nowadays San Francisco is famous especially
for its cable car and the Golden Gate Bridge.
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