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3B-3

MÓDULO DE APRENDIZAJE

UNIDAD ACADÉMICA DE ESTUDIOS GENERALES

INGLÉS II

AUTOR(a)

Lic. Melisa Sue Ninatanta Castillo

Lima, 2018

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Módulo de Aprendizaje
Inglés II

Director
Mg. Jorge Antonio Gonzáles Miranda

Coordinadora
Mg. Ana María García Liza

Autor(a)
Lic. Melisa Sue Ninatanta Castillo

Corrector de estilo
Lic. Aram Roosell Simangas Villalobos

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INTRODUCCIÓN

En la actualidad, la lengua inglesa ha tenido mayor importancia debido a las necesidades que
plantea el siglo XXI en la que los estudiantes requieren tener un dominio del mismo. La idea
de aprender Inglés es tener la facilidad de comunicarse en una segunda lengua, con personas
dentro y fuera del país; tener herramientas necesarias para el conocimiento y el desarrollo de
las cuatro habilidades lingüísticas básicas (escucha, habla, lectura y escritura), así como una
serie de sub-habilidades, cuyo objetivo primordial es el dominio del idioma. En esta línea, el
aprendizaje del idioma Inglés se desarrolla en contexto y las actividades deben proveer
oportunidades para que al desarrollar un tema central, se logren integrar las habilidades por
medio de actividades reales. En este sentido, el presente Módulo de Aprendizaje, tiene como
propósito orientar para el aprendizaje del idioma inglés.
La presente publicación: Módulo de Aprendizaje del curso Inglés II, constituye un conjunto
de ejercicios y actividades a realizar, los cuales servirán de orientación y guía al estudiante a fin de
complementar su formación del curso de Estudios Generales.
Para organizar el presente Módulo de Aprendizaje, la asignatura se ha dividido en cuatro
unidades, en donde en cada una de ellas se exponen los temas de cada contenido, seguido de
ejemplos e ilustraciones y un conjunto de ejercicios y actividades. El profesor(a), en las clases
prácticas resolverá algunos de los ejercicios propuestos, dejando a los estudiantes que completen
lo demás, en trabajos grupales o en forma individual. Lo importante es que el estudiante asuma la
responsabilidad de trabajar en forma sostenida comprendiendo los conceptos, las estructuras
gramaticales y las aplicaciones de los diferentes temas.

Se invita a nuestros estudiantes mostrar el mayor entusiasmo, dedicación y esfuerzo para


resolver los ejercicios y actividades planteadas, a fin de lograr las capacidades, aptitudes y
competencias requeridas de la asignatura.
Como logro de la asignatura, al final del mismo el estudiante presentará en un producto,
basado en los temas planteados en el Módulo de Aprendizaje. Cuidando de una buena
presentación, oportunidad y respuestas correctas.

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ÍNDICE GENERAL

WEEK I
UNIT I PRACTICE 1……………………………………………………………………6
 Grammar: Frequency Adverbs (type I) How often ……….?

Week II
UNIT I PRACTTICE 2…………………………………………………………………..11
 Grammar: Frequency Adverbs (type II) How often………?

Week III
UNIT II PRACTICE 3…………………………………………………………………...16
 Grammar: Have / Has

Week IV:
UNIT III PRACTICE 4………………………………………………………………….20
 Imperative form (affirmative and negative form)

Week V
UNIT III PRACTICE 5…………………………………………………………………..24
 What’s the matter? Giving advice

Week VI
UNIT III PRACTICE 6……………………………………………………………….....28
 Grammar: Expressing likes

Week VII
UNIT III PRACTICE 7…………………………………………………………………..31
 Grammar: Expressing dislikes

Week VIII:
 First Exam

WEEK IX
UNIT IV PRACTICE 8 ……………………………………………………………………..34
 Grammar: There is / there isn’t

Week X:
UNIT IV PRACTICE 9………………………………………………………………….….37
 Grammar: There are there aren’t

Week XI:
UNIT V PRACTICE 10 …………………………………………………………………….41

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 Grammar: Present continuous (affirmative and negative sentences)

Week XII:
UNIT V PRACTICE 11…………………………………………………………………..…45
 Grammar: Present continuous (interrogative form)

WEEK XIII
UNIT V PRACTICE 12……………………………………………………………………...50
 Grammar: Present continuous (Wh questions)

Week XIV:
UNIT VI PRACTICE 13……………………………………………………………………..54
 Grammar: Simple present vs present continuous

Week XV:
UNIT REVIEW PRACTICE 14 ……………………………………………………………...58
PROJECT 2

Week XV:
Second Exam

Week XVI:
Third Exam

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PRACTICE 1

FREQUENCY ADVERBS (Type I)

I. Desarrollo del Tema

1.1 Competencias

Comunica de manera oral y escrita, la frecuencia de sus actividades que realiza en su vida
cotidiana.

1.2 Contenido del tema

Fuente: Elaboración propia

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1.3 Preguntas de aplicación

A. Put the words in the correct order to make sentences, as in the example.

play /often / on / Sundays / they / football


They often play football on Sundays.

1. late / is / she / sometimes


___________________________________________

2. early / up / sister / never / Sundays / on / gets / my


___________________________________________

3. usually / he / goes / to / on / Fridays / the / cinema


___________________________________________

4. go / you / restaurant / often / a / do / how / to / ?


___________________________________________

5. she / the / beach / to / always / goes / in / the / summer


___________________________________________

6. sometimes / her / does / she / Fridays / on / shopping


___________________________________________

7. go / we / twice / month / the / theatre / to / a


___________________________________________

8. never / in / is / the / at / mornings / Peter / home


___________________________________________

B. Put the frequency adverbs and expressions in the right place.

1. Susan is late for school. (never)


__________________________________________________

2. My brother doesn’t write letters to his friends. (usually)


__________________________________________________

3. We go on holidays. (twice a year)


__________________________________________________

4. Peter wears a tie. (sometimes)


__________________________________________________

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5. I eat fish. (once a week)
__________________________________________________

6. Do the children watch TV? (often)


__________________________________________________

7. My father is very busy. (always)


__________________________________________________

8. Peter tidies his room. (never)


__________________________________________________

C. Answer the following questions using frequency expressions.

1. How often do you eat pasta?


___________________________________________

2. How often do you meet your friends?


___________________________________________

3. How often do you brush your teeth?


___________________________________________

4. How often do you do exercise?


___________________________________________

5. How often do you use the computer?


___________________________________________

6. How often do you go away?


___________________________________________

D. Choose the correct sentence.

1. a) Jim never is at work.


b) Jim is at work never.
c) Never is Jim at work.
d) Jim is never at work.

2. a) We have usually lunch at 12 o’clock.


b) We usually have lunch at 12 o’clock.
c) We have lunch at usually 12 o’clock.
d) We have lunch at 12 usually o’clock
.
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3. a) She travels always by train.
b) Always she travels by train.
c) She always travels by train.
d) She travels by always train.

4. a) They go out sometimes in the evening.


b) They sometimes go out in the evening.
c) They go out in sometimes the evening.
d) They go sometimes out in the evening.

II. Fuentes de información

Parkinson, D. (2005). Oxford Business English Dictionary for learners of English.


Oxford: OUP.

GRAVES, Kathleen and REIN (1994). David Oxford University Press “East West1
Teacher’s book”, New York, United States
Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File starter.
Second Edition. Oxford University Press
Murphy, R. (2004). English Grammar in Use for basic level. Third edition. Cambridge
University Press.
Podnecky, J. (2000). Putting English to work. Contemporary books.
Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 2

FREQUENCY ADVERBS (TYPE II)

I. Desarrollo del Tema

1.1 Competencias

Es capaz de comprender y utilizar expresiones de uso muy frecuente así como frases
sencillas destinadas a brindar información sobre la frecuencia de sus actividades
cotidianas, además, puede hacer preguntas sobre la frecuencia de actividades que
terceras personas realizan.

1.2 Contenido del tema

2.3C

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1.3 Preguntas de aplicación

Instructions: Work with a partner and ask him / her the questions below. Complete
with the correct frequency adverb.

HOW OFTEN DO YOU……….?


QUESTION ONCE TWICE THREE FOUR EVERY…..
….. ….. TIMES TIMES
….. …..
1. How often do you use a
computer?
2. How often do you
download music from
the internet?
3. How often do you send a
text message to your
friends?
4. How often do you eat
out?
5. How often do you check
your e-mail?
6. How often do you watch
tv?
7. How often do you go to
the dentist?
8. How often do you go to
the supermarket?
9. How often do you go
shopping?
10. How often do you see
your friends?
11. How often do you go to
the movies?
12. How often do you go to
a disco?
13. How often do you have a
drink with a friend?

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Frequency Adverbs: A Conversation in Class

Directions: Student A will say, “Do you always raise your hand in class?” Student
B responds, “I never raise my hand in class.” Use the information after each
number.
1. often watch TV in school?

2. always do you homework?

3. rarely talk in class?

4. sometimes look at someone else’s answers?

5. usually come to class on time?

6. seldom bring your books to class?

7. always get good grades on your tests?

8. rarely sit in the front of the class?

9. often come to class unprepared?

10. usually do group work in class?

11. sometimes talk too much?

12. often fall asleep in class?

13. always speak English in class?

14. usually know all the answers to the teacher’s questions?

15. seldom borrow your friend’s books?

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File starter.
Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 3
HAVE – HAS

I. Desarrollo del Tema

1.1 Competencias

Es capaz de comprender y utilizar expresiones que indican pertenencia, utilizando la


estructura gramatical y el vocabulario requerido

1.2 Contenido del tema

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1.3 Preguntas de aplicación

Choose the correct answer:

1. My dog have /has a long tail.


2. The coffee have/has milk in it.
3. They have/has the correct answer.
4. The flag of Israel have/has a star on it.
5. I never have/has a clean room.
6. The house have /has a lot of furniture.
7. The water have/has a bad taste.

Fill in the blanks with: have / has

1. We_____________beautiful flowers in our garden.


2. Jane_____________five new English books.
3. I _____________an expensive sport car.
4. They_____________a big villa not far from the beach.
5. My sister_____________a lot of dolls in her room.
6. My father_____________a computer in his office.
7. Sandra and I_____________ five pets.
8. My mother_____________a pretty orange bag.
9. Orit_____________some friends in Haifa.
10. You_____________ten notebooks.
11. I _____________a desk and two chairs in my bedroom.
12. Robert_____________a tall brother.
13. These boys_____________blue eyes.
14. Dana_____________ two pen pals in Australia.
15. The pupils_____________a new computer room.
16. The dog_____________a very big doghouse.
17. Bill Gates _____________ a lot of money.
18. He _____________ short blond hair.
19. They_____________ four tickets to the show.
20. This girl_____________birthday in April

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WRITING Dictation

1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________
6. ____________________________________________________________

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File starter.
Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 4
IMPERATIVES

I. Desarrollo del Tema

1.1 Competencias

Expresa oralmente en diálogos o actividades grupales con apoyo visual utilizando


entonación y pronunciación adecuada.
Utiliza vocabulario preciso para hacer uso de expresiones que indican órdenes o
instrucciones.
Es capaz de comprender frases y expresiones que expresen ordenes o
instrucciones de uso frecuente relacionadas con áreas de experiencia que le son
especialmente relevantes.

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1.2 Contenido del tema

1.3Preguntas de aplicación

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File starter.
Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition. Cambridge
University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford University


Press.

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Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 5
WHAT’S THE MATTER

I. Desarrollo del Tema

1.1 Competencias

Es capaz de expresar con facilidad problemas de salud utilizando el vocabulario


adquirido en la sesión de aprendizaje.

1.2 Contenido del tema

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1.3 Preguntas de aplicación

WRITING
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1. Look at the pictures and write an advice. What would you recommend for
these health problems?

Problem Advice
I have a terrible headache Take an aspirin, Don’t worry too much
1.-I have sore throat __________________________________
2. - I have a backache __________________________________
3.-I have a cold __________________________________
4. - I have an earache __________________________________
5.- I have a stomachache __________________________________
6.- I have a fever __________________________________

II. Fill in the blanks with the correct form of the verb (to have):
1. I __________ a cold.
2. He __________ a sore throat.
3. My daughter __________ the flu.
4. Do you __________ a headache?
5. My husband __________ a toothache.

READING
III. Read a story about Nina and answer the questions then compare with your
classmates and your teacher.

Today I feel very sick. I think I have a cold. I have a headache and a sore
throat. I have an earache and I’m coughing. I feel terrible. I can’t go to work.
I have an appointment with the doctor today at 2:00. I hope I feel better
tomorrow.

1. How does Nina feel today? ______________________________________


2. What are her symptoms? ______________________________________
3. What is she going to do? ______________________________________
4. What time is her appointment? ______________________________________

SPEAKING
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I. Fill in the blanks with the correct form of the verbs have or feel.
When you are finished, practice this conversation with a partner.

The Doctor’s Office


A: Hi Sandy. How are you?
B: I __________ terrible.
A: What’s the matter?
B: I __________ a headache and a sore throat.
A: That’s too bad. Do you __________a cold?
B: Yes. I__________ an appointment to see the
doctor today.
A: Well, I hope you __________ better.
B: Thanks

5.1 Fuentes de información


Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File starter.
Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 6
EXPRESSING LIKES
MOVIES

I. Desarrollo del Tema

1.2 Competencias

Es capaz de expresar correctamente las cosas que le gustan especialmente el tema


de cine. Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseñadas en la unidad para formar
oraciones, párrafos, textos; así como el vocabulario y las expresiones de la unidad.
Expresa oralmente en diálogos o actividades grupales con apoyo visual utilizando
entonación y pronunciación adecuada.

1.2 Contenido del tema

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1.3 Preguntas de aplicación

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 7
MUSIC

I. Desarrollo del Tema

1.1 Competencias

Es capaz de expresar correctamente las cosas que le gustan especialmente el tema


de cine. Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseñadas en la unidad para formar
oraciones, párrafos, textos; así como el vocabulario y las expresiones de la unidad.
Expresa oralmente en diálogos o actividades grupales con apoyo visual utilizando
entonación y pronunciación adecuada.

1.2 Contenido del tema

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7.1 Cuestion

8 1.3 Preguntas de aplicación

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 8
THERE IS / THERE ISN’T

I. Desarrollo del Tema

1.1 Competencias

Comprende mensajes orales explícitos en todo hecho comunicativo. Responde


a preguntas comprensivas de textos descriptivos e informativos. Reconoce y emplea
estructuras gramaticales enseñadas en la unidad para formar oraciones, párrafos,
textos; así como el vocabulario y las expresiones de la unidad. Expresa oralmente en
diálogos o actividades grupales con apoyo visual utilizando entonación y
pronunciación adecuada.

1.2 Contenido del tema

1.3 Preguntas de aplicación

UNSCRAMBLE THE WORDS TO MAKE SENTENCES

a) Is- a- bathroom- in- bathtub- there -the- ?


__________________________________________________
b) Not- there-in- closet - the- is- a- clothing hanger
__________________________________________________
c) There- is-what- hotel- a- in- room- ?
____________________________________________________
d) Cockroach- is- there- room- in- my- a!
____________________________________________________
e) Picture – is – on - wall - there – a – the?
____________________________________________________
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II.

LOOK AT THE PICTURES AND ANSWER THE


QUESTIONS
1. Is there a lamp? __________________
2. Is there a hat? __________________
3. Is there a plant? __________________
4. Is there a sofa? __________________
5. Is there a table? __________________

III. Look at the picture and make questions to these answers

1. A:
_______________________________________________?
B: No there isn’t a TV in my living room.
2. A: _______________________________________________?
B: No there isn’t a coffee table.

3. A: _______________________________________________?
B: Yes, there is a big yellow sofa.
4. A: _______________________________________________?
B: No there isn’t a clock
5. A: _______________________________________________?
B: Yes, there is a lamp.

IV. LOOK AT THE PICTURE AND DESCRIBE MARY’S BEDRROM. WRITE


SENTENCES ABOUT IT. USE THE WORDS TO HELP
YOU
Example: 0.computer there is a computer in Mary’s bedroom
1. a lamp 2. a mirror 3. books 4. pictures
5. a television 6. two tables 7. a clock 8. a wastebasket
9. three chairs 10. a window 11. a television 12. A telephone

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1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________

II.Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 9
THERE ARE / THERE AREN’T

I. Desarrollo del Tema

1.1 Competencias

Comprende mensajes orales explícitos en todo hecho comunicativo. Responde


a preguntas comprensivas de textos descriptivos e informativos. Reconoce y emplea
estructuras gramaticales enseñadas en la unidad para formar oraciones, párrafos,
textos; así como el vocabulario y las expresiones de la unidad. Expresa oralmente en
diálogos o actividades grupales con apoyo visual utilizando entonación y
pronunciación adecuada.

1.2 Contenido del tema

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1.3 Preguntas de aplicación

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9.1

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 10
PRESENT CONTINUOUS
AFFIRMATIVE AND NEGATIVE SENTENCES

I. Desarrollo del Tema

1.1 Competencias

Es capaz de describir acciones que están sucediendo en el momento. Comprende


mensajes orales explícitos en todo hecho comunicativo. Responde a preguntas
comprensivas de textos descriptivos e informativos. Reconoce y emplea estructuras
gramaticales enseñadas en la unidad para formar oraciones, párrafos, textos; así
como el vocabulario y las expresiones de la unidad. Expresa oralmente en diálogos o
actividades grupales con apoyo visual utilizando entonación y pronunciación
adecuada.

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1.2 Contenido del tema

2.3 Preguntas de aplicación

PAIR WORK.
I. Look at the picture and talk about them with a partner. What are they doing
in the pictures?

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II. Check the sentences with the correct information. Correct the
incorrect information.
PICTURE A.
1. Sue is watching TV. ___________________________________________
_________________________________________________________________________
2. The boys are playing soccer. ___________________________________________
_________________________________________________________________________
3. The dog is barking. ___________________________________________
_________________________________________________________________________
4. The telephone is ringing. __________________________________________

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_________________________________________________________________________

PICTURE B.
1. Sue is playing video games. ___________________________________________
___________________________________________________________________
2. The boys are watching a movie. _____________________________________
___________________________________________________________________
3. The dog is sleeping. ____________________________________
___________________________________________________________________
4. The telephone is ringing. _____________________________________
___________________________________________________________________

III. Look at the picture and write sentences. Use these verbs in the present continuous.
Drink – drive – eat – listen – play – ride – wait - walk

1. Bert and Mike are playing football.


2. Sheila ________________________________________________________
3. Susan and Kevin _______________________________________________
4. Mary _________________________________________________________
5. Harry _________________________________________________________
6. Diane _________________________________________________________
7. Peter _________________________________________________________
8. Anthony _______________________________________________________

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II.Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 11
PRESENT CONTINUOUS
INTERROGATIVE FORM

I. Desarrollo del Tema

1.1 Competencias

Es capaz de describir acciones que están sucediendo en el momento. Comprende


mensajes orales explícitos en todo hecho comunicativo. Responde a preguntas
comprensivas de textos descriptivos e informativos. Reconoce y emplea estructuras
gramaticales enseñadas en la unidad para formar oraciones, párrafos, textos; así
como el vocabulario y las expresiones de la unidad. Expresa oralmente en diálogos o
actividades grupales con apoyo visual utilizando entonación y pronunciación
adecuada.

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1.2 Contenido del tema

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1.3 Preguntas de aplicación

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READING

1. Complete the conversation with the words in the box

You – studying – at – are – I’m

2. Look at the picture, write questions and answer them.

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1. Bert and Mike / watch TV?
A: Are Bert and Mike watching TV?
B: No, they aren’t. They are playing football.
2. Sheila / read?
___________________________________________________________?
___________________________________________________________
3. Susan and Kevin / sing?
___________________________________________________________?
___________________________________________________________
4. Mary / drive?
___________________________________________________________?
___________________________________________________________
5. Harry / play chess?
___________________________________________________________?
___________________________________________________________
6. Diane / cook?
___________________________________________________________?
___________________________________________________________
7. Peter / listen to music?
___________________________________________________________?
___________________________________________________________
8. Anthony / run?
___________________________________________________________?
___________________________________________________________

II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 12
PRESENT CONTINUOUS

II. Desarrollo del Tema

1.1 Competencias
Comprende mensajes orales explícitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseñadas en la unidad para
formar oraciones, párrafos, textos; así como el vocabulario y las expresiones de
la unidad.
Expresa oralmente en diálogos o actividades grupales con apoyo visual
utilizando entonación y pronunciación adecuada.

1.2 Contenido del tema

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2.3 Preguntas de aplicación

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WRITING

Write the present continuous form

It’s Saturday and I’m at the park with my friends. I (1) __________________________
(write) and e-mail to you on my laptop computer. My friend Joe (2)
_________________________ (eat) a hamburger. Paula and Jerry (3)
____________________________ (swim) in the pool. My dog (4)
______________________ (bark) at the birds. Laura and Steve (5)
__________________________ (listen) to music and (6) ________________ (dance), we
(7) ________________________ (have) fun.

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRACTICE 13
PRESENT CONTINUOUS vs SIMPLE PRESENT TENSE

I. Desarrollo del Tema

1.1 Competencias
Es capaz de diferenciar actividades cotidianas y actividades que están sucediendo en
el momento estructurando correctamente la gramática y el vocabulario aprendido en
la unidad.

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1.2 Contenido del tema

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1.3 Preguntas de aplicación

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II. Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

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PRACTICE 14
REVIEW

I. Desarrollo del Tema

1.1 Competencias

Es capaz de comprender frases y expresiones de uso frecuente relacionadas con


áreas de experiencia que le son especialmente relevantes (información básica sobre
sí mismo y su familia, compras, lugares de interés, ocupaciones, etc.) Sabe
comunicarse a la hora de llevar a cabo tareas simples y cotidianas que no requieran
más que intercambios sencillos y directos de información sobre cuestiones que le son
conocidas o habituales

1.2 Contenido del tema

2.3 Preguntas de aplicación

Talk about activities you do and activities people around you are doing now.

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II.Fuentes de información

Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

Podnecky, J. (2000). Putting English to work. Contemporary books.

Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford


University Press.

Fuscoe, K. Prodromou, L. (2006). Attitude starter. Macmillan.

PRESENT
INFINITIVE PAST TENSE SPANISH
PERFECT
Past Participle
Past tense verbs Meaning
verb

arise[a'rais] arose[a'rous] arisen[a'risn] surgir, levantarse.


was [wuas] /
be[bi] been [bin] ser
were[wer]
beat[bit] beat[bit] beaten[bitn] golpear
become[bi´kam] became[bi´keim] become[bi´kam] convertirse,llegar a ser
begin[bi´gIn] began[bi'gan] begun[bi'gan] comenzar
bet[bet] bet[bet] bet[bet] apostar
bite[bait] bit[bIt] bitten[bItn] morder
bleed[blid] bled[bled] bled[bled] sangrar
blow[blou] blew[blu] blown[bloun] soplar
break[breik] broke[brouk] broken[broukn] romper

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bring[bring] brought[brot] brought[brot] traer
build[bild] built[bilt] built[bilt] construir
buy[bai] bought[bot] bought[bot] comprar
catch[katch] caught[kot] caught[kot] atrapar
choose[chus] chose[chous] chosen[chousn] elegir
come[kam] came[keim] come[kam] venir
cost[kost] cost[kost] cost[kost] costar
creep[krip] crept[krept] crept[krept] arrastrarse
cut[kat] cut[kat] cut[kat] cortar
deal[dil] dealt[delt] dealt[delt] dar, repartir
do[du] did[dId] done[don] hacer
draw[dro] drew[dru] drawn[dron] dibujar
dream[driim] dreamt[dremt] dreamt[dremt] soñar
drink[drInk] drank[drank] drunk[draank] beber
drive[draiv] drove[drouv] driven[drivn] conducir
eat[iit] ate[eit] eaten[iitn] comer
fall[fol] fell[fel] fallen[folen] caer
feed[fiid] fed[fed] fed[fed] alimentar
feel[fiil] felt[felt] felt[felt] sentir
fight[fait] fought[fot] fought[fot] pelear
find[faind] found[faund] found[faund] encontrar
flee[flii] fled[fled] fled[fled] huir
fly[flai] flew[flu] flown[floun] volar
forget[forget] forgot[forgat] forgotten[forgatn] olvidar
forgive[forgiv] forgave[forgeiv] forgiven[forgivn] perdonar
forsake[forseik] forsook[forsuk] forsaken [forseikn] abandonar
freeze[friisz] froze[frousz] frozen[frouszn] congelar
got/gotten
get[get] got[gat] tener, obtener
[gat,gatn]
give[gIv] gave[geiv] given[givn] dar
go[gou] went [wuent] gone[gon] ir
grind[graind] ground[graund] ground[graund] moler
grow[grou] grew[gru] grown[groun] crecer
hang[hang] hung[haang] hung[haang] colgar
have[hav] had[had] had[had] tener
hear[hir] heard[herd] heard[herd] oír
hide[haid] hid[hId] hidden[hIdn] esconderse
hit[hIt] hit[hIt] hit[hIt] golpear

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hold[hold] held[held] held[held] tener, mantener
hurt[hert] hurt[hert] hurt[hert] herir, doler
keep[kip] kept[kip] kept[kept] guardar
kneel[nil] knelt[nelt] knelt[nelt] arrodillarse
know[nou] knew[niu] known[noun] saber
lead[liid] led[led] led[led] encabezar
learn[lern] learnt[lernt] learnt[lernt] aprender
leave[liv] left[left] left[left] dejar
lend[lend] lent[lent] lent[lent] prestar
let[let] let[let] let[let] dejar
lie[lai] lay[lei] lain[lein] yacer
lose[lus] lost[lost] lost[lost] perder
make[meik] made[meid] made[meid] hacer
mean[min] meant[ment] meant[ment] significar
meet[mit] met[met] met[met] conocer, encontrar
pay[pei] paid[peid] paid[peid] pagar
put[put] put[put] put[put] poner
quit[kuit] quit[kuit] quit[kuit] abandonar
read[rid] read[red] read[red] leer
ride[raid] rode[roud] ridden[ridn] montar, ir
ring[rIng] rang[rang] rung[rang] llamar por teléfono
rise[rais] rose[rous] risen[risn] elevar
run[raan] ran[ran] run[raan] correr
say[sei] said[sed] said[sed] decir
see[si] saw[so] seen[sin] ver
sell[sel] sold[sold] sold[sold] vender
send[send] sent[sent] sent[sent] enviar
set[set] set[set] set[set] fijar
sew[sou] sewed[soud] sewn [soun] coser
shake[sheik] shook[shuk] shaken[sheikn] sacudir
shine[shain] shone[shoun] shone[shoun] brillar
shoot[shut] shot[shot] shot[shot] disparar
show[shou] showed[shoud] shown[shoun] mostrar
shrink[shrInk] shrank[shrank] shrunk[shraank] encoger
shut[shaat] shut[shaat] shut[shaat] cerrar
sing[sIng] sang[sang] sung[sang] cantar
sink[sInk] sank[sank] sunk[saank] hundir
sit[sIt] sat[sat] sat[sat] sentarse
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sleep[sliip] slept[slept] slept[slept] dormir
slide[sslaid] slid[sslId] slid[sslId] deslizar
sow[sou] sowed[soud] sown[soun] sembrar
speak[sspIk] spoke[sspouk] spoken[sspokn] hablar
spel[sspel]l spelt[sspelt] spelt[sspelt] deletrear
spend[sspend] spent[sspent] spent[sspent] gastar
spill[sspIl] spilt[sspIlt] spilt[ssplt] derramar
split[ssplI] split[ssplI] split[ssplI] dividir
spoil[sspoil] spoilt[sspoilt] spoilt[sspoilt] estropear
spread[sspred] spread[sspred] spread[sspred] extenderse
stand[sstand] stood[sstud] stood[sstud] estar de pie
steal[sstil] stole[sstol] stolen[stol] robar
sting[sstIng] stung[sstaang] stung[sstaang] picar
stink[sstink] stank [sstank] stunk[sstaank] apestar
strike[straik] struck [straak] struck[strak] golpear
swear[suer] swore[suor] sworn[suorn] jurar
sweep[suip] swept[suept] swept[suept] barrer
swim[suim] swam[suam] swum[suaan] nadar
take[teik] took[tuk] taken[teikn] tomar
teach[tiich] taught[tot] taught[tot] enseñar
tear[tiir] tore[tor] torn[torn] romper
tell[tel] told[told] told[told] decir
think[zInk] thought[zot] thought[zot] pensar
throw[zrou] threw[zriu] thrown[zroun] lanzar
tread[trid] trode[troud] trodden[trodn] pisar
wake[güeik] woke[guok] woken[guokn] despertarse
wear[güer] wore[guor] worn[gourn] llevar puesto
weave[güiv] wove[guov] woven[gouvn] tejer
weep[wuip] wept[wuept] wept[wuept] llorar
win[wuin] won[wuon] won[wuon] ganar (premios)
wring[rIng] wrung[raang] wrung[raang] retorcer
write[rait] wrote[rout] written['ritn] escribir

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REGULAR VERBS
Nº PRESENT PAST MEANING Nº PRESENT PAST MEANING
1 Answer Answered Contestar 47 Paint Painted Pintar
2 Arrive Arrived Llegar 48 Park Parked EstacionarPasar
3 Ask Asked Preguntar 49 Phone Phoned Telefonear
Tomar
4 Borrow Borrowed prestado 50 Pick up Picked up Recoger
5 Brush Brushed Cepillar 51 Play Played Jugar
6 dientes/cabello 52 Point Pointed Señalar
7 Call Called Llamar 53 Practise Practised Practicar
8 Clean Cleaned Limpiar 54 Push Pushed Empujar
9 Close Closed Cerrar 55 Rain Rained Llover
10 Complete Completed Completar 56 Receive Received Recibir
11 Cook Cooked Cocinar 57 Remember Remembered Recordar
12 Copy Copied Copiar 58 Rent Rented Alquilar
13 Cross Crossed Cruzar 59 Repair Repaired Reparar
14 Cry Cried Llorar 60 Repeat Repeated Repetir
15 Change Changed Cambiar 61 Rest Rested Descansar
16 Dance Danced Bailar 62 Return Returned Retornar
17 Decide Decided Decidir 63 Save Saved Ahorrar
18 Decorate Decorated Decorar 64 Search Searched Buscar
19 Deliver Delivered Entregar a 65 Serve Served Servir
domicilio 66 Shave Shaved Afeitar
20 Dress Dressed Vestirse 67 Smell Smelled Oler
21 Earn Earned Ganar dinero 68 Smile Smiled Sonreir
22 Enjoy Enjoyed Gozar 69 Snow Snowed Nevar
23 Erase Erased Borrar 70 Start Started Empezar
24 Explain Explained Explicar 71 Stay Stayed Permanecer
25 Finish Finished Terminar 72 Stop Stopped Detener
26 Fish Fished pescar 73 Study Studied Estudiar
Arreglar /
27 Fix Fixed Reparar 74 Talk Talked Conversar
28 Smile Smiled Sonreir 75 Travel Traveled Viajar
29 Hate Hated Odiar 76 Trust Trusted Confiar
30 Help Helped Ayudar 77 Type Typed Tipear
31 Hope Hoped Esperar algo 78 Use Used Usar
32 Invite Invited Invitar 79 Visit Visited Visitar
33 Join Joined Unir 80 Wait for Waited for Esperar (sb)
34 Jump Jumped Saltar 81 Walk Walked Caminar
35 Kill Killed Matar 82 Want Wanted Querer/Desear
36 Kiss Kissed Besar 83 Wash Washed Lavar
Golpear
37 Knock Knocked (puerta) 84 Watch Watched Mirar TV, Vigilar
38 Laugh Laughed Reir 85 Wish Wished Desear
39 Lie Lied Mentir 86 Work Worked Trabajar
40 Like Liked Gustar 87 Yawn Yawned Bostezar
41 Listen Listened Escuchar 88
42 Live Lived Vivir 89
43 Love Loved Amar 90

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