CENTRO DE AUTOACCESO POZA RICA
EXAMENES DE PRÁCTICA DE INGLÉS II:
Calendario sugerido de avance por unidad.
Tareas Proyecto Aula
Reglamento interno
Cuestionario “Qué tipo de alumno soy”
Temas y Estructuras del curso
Lista de verbos regulares e irregulares
Bitácora y Plan de Trabajo por unidad
Exámenes de práctica por unidad
Elaborado en: Centro de Autoacceso Poza Rica
Guía de Actividades Inglés II
Editado por Ing. DLMS
1
CONTROL DE SESIONES
Inglés 2
ASESORIAS
En las asesorías debes entregar el examen de práctica calificado, los ejercicios de escritura y lectura
y la bitácora completa (de las unidades correspondientes a la asesoría que solicitas)
para que sean registradas en tu kardex.
Fecha y hora
Actividades entregadas (exámenes,
Asesora que
solicitada
bitácoras)
te atendió
Asesoria 1
Asesoria 2
Asesoría 3
Asesoria 4
Asesoria 5
CONVERSACIONES
Para presentar una conversación, debes estudiar los temas, vocabulario y estructuras vistas en las
unidades correspondientes a la conversación que solicitas.
Si realizas la actividad correctamente se anotará en tu kardex, de lo contrario deberás solicitarla
nuevamente.
Fecha y hora solicitada
Asesora que te atendió
Conversación 1
Conversación 2
Conversación 3
Conversación 4
Conversación 5
Fecha y hora solicitada
Repaso
1er examen parcial
Repaso
2do examen parcial
Guía de Actividades Inglés II
Editado por Ing. DLMS
2
CENTRO DE AUTO-ACCESO POZA RICA
MODELO EDUCATIVO INTEGRAL FLEXIBLE
INGLÉS II
CALENDARIO FEBRERO - JULIO 2017
UNIDADES y
CONTENIDO de las
unidades
11 a la 16
FECHA
EXAMEN
de
práctica
FECHAS para
cubrir cada
unidad
EJERCICIOS
DE
WRITING
READING
CONVERSACIONES Y
ASESORIAS a programar
en la Recepción durante el
semestre
3
N2 006
N2 027
1
11 be going to / will
Febrero 20 Mar 3 Marzo
12 should/shouldn’t
13 Prepositions, Adv. de
Marzo
06 - 14
Marzo
14
N2 035
N2 007
2
Marzo
15 - 24 Marzo
24
N2 022
N2 026
3
frecuencia
PRIMER EXAMEN PARCIAL DEL 27 AL 31 DEL MARZO.
14 Simple Past
Abril
03 - 18 Abril
18
N2 014
N2 035
15 There was, There were
Abril
19 - 28 Abril
28
N2 013
N2 015
4
(Unidades 14 y 15)
Mayo
02 - 12
12
N2 026
N2 020
5
Mayo
16 – 18
N2 024
N2 005
16 Do you want to…?
Would you like to…?
Present perfect (ever,never)
Mayo
SEGUNDO EXAMEN PARCIAL DEL 16 AL 22 DE MAYO.
Comparatives.
Must / may / could / have
to/ must / need to
(expresar deseos y
necesidades)
Do and MAKE
Mayo
19 - 23
N2 032
Mayo
24 - 25
N2 027
Mayo
25 - 26
N2 029
N2 003
ENTREGA TAREA FINAL DEL 15 AL 19 DE MAYO.
Días festivos: 6, 22, 27 y 28 de febrero, 20 de marzo, del 10 al 14 de abril, 1 y 15 de mayo.
Fecha de examen:
Final Oral: 30 de mayo.
Final escrito: 2 de junio.
MATERIAL DEL CURSO: Libro y cuaderno de trabajo New Interchange INTRO. Unidades: 11 a la 16.
RECUERDA:
 El Libro y cuaderno de trabajo New Interchange INTRO está disponible en el CADI, en el área de Cómputo
(en acceso directo en las máquinas) o en carpetas, seccionado por unidades y adaptado con claves de
respuestas ubicadas al final de cada unidad.
 Para practicar, reforzar y ampliar lo propuesto en el programa académico de Inglés 2, puedes apoyarte en
las LIGAS DISPONIBLES en las máquinas, donde podrás aprender, practicar y /o reforzar los temas y/o
estructuras que requieras, en las diferentes habilidades.
 Solicitar tu ASESORIA y TALLER DE CONVERSACIÓN en la Recepción al término de las unidades de
acuerdo a las fechas sugeridas en el calendario.
CRITERIOS DE EVALUACIÓN:

40% examen final escrito

20% examen final oral

40% trabajo en el CADI
20% exámenes parciales (2)
5% asesorías (5), bitácoras y exámenes de práctica (1 por unidad)
5% Talleres de Conversación
5% 6 ejercicios de escritura y 6 ejercicios de lectura
5% Tarea Final.
GUIA DE ACTIVIDADES: www.uv.mx/pozarica/cadi
NOTA:
Es importante te asegures que todas tus actividades académicas se registren debidamente en el formato
de seguimiento académico.
***LOS TALLERES DE CONVERSACIÓN Y LAS ASESORIAS SOLO SE OFRECEN EN LAS FECHAS
SEÑALADAS EN EL CALENDARIO.***
Guía de Actividades Inglés II
Editado por Ing. DLMS
3
INGLÉS II
LINEAMIENTOS PARA LA TAREA FINAL
VALOR 5%
ENTREGA: DEL 15 AL 19 DE MAYO 2017
* Tema: COMPOSICIÓN ESCRITA sobre tu último SEMESTRE (utilizando Pasado Simple). Y sobre tus
planes futuros para el PROXIMO SEMESTRE. (Utilizando Futuro simple y/o Futuro Idiomático)
* Objetivo:
* Contenido:
El participante aplica las estructuras vocabulario y expresiones vistas en Inglés II para describir lo
que sucedió en el SEMESTRE PASADO y planes futuros para el PROXIMO SEMESTRE.
Tema 1: COMPOSICIÓN ESCRITA DE TU ÚLTIMO SEMESTRE y TUS PLANES PARA EL
PROXIMO SEMESTRE.
Incluir: Nombre, lugar de nacimiento, ocupación, edad. Cuántas y qué materias cursaste, cuál fue la más difícil,
cuál la más fácil, quien fue tu maestro favorito y porque. Cuántas y qué materias vas a
llevar el próximo semestre, porque, son las que quieres o tienes que llevar. Que piensas
hacer para no reprobar ninguna.
* Idioma:
Inglés
* Forma de presentar la tarea final: Presentación en Power point
que incluya: hoja de presentación, nombre completo, No. de usuario y nivel.
* Plantilla de diseño:
* Tipo de letra: -Arial
preferencia personal (mientras sea visible y claro al público)
* Tamaño:- títulos 32 - subtítulos 28 - contenido 24
* Número de diapositivas: de 7 a 8 * Número máximo de combinaciones de animación: 4
* Imágenes: las necesarias para hacer más atractiva su presentación.
NOTA:
Ten presente que debes realizar esta presentación como si fueras a dar una exposición,
organiza tus ideas. El contenido de cada diapositiva deberá ser balanceado, suficiente para
exponer tus ideas pero no deberás saturar de información tus diapositivas. TODO ES
TOMADO EN CUENTA PARA LA CALIFICACION DE ESTA TAREA.
CRITERIOS DE EVALUACIÓN
1.- Formato de la presentación correspondiente al solicitado.
2. Propiedad: que las estructuras/gramática empleadas sean adecuadas al contexto de
la temática desarrolladas y correspondan a los lineamientos solicitados.
3. Vocabulario: que el vocabulario empleado sea adecuado al contexto de la temática
desarrollada.
5.- Creatividad
Total
Deberás prestar especial atención a la ortografía y puntuación empleada.
1
2
1
1
5
Una vez terminada tu presentación por favor guardarlo como presentación power point 97-2003, y envíala al
correo de tu asesora asignada para la revisión de esta tarea. Etiqueta tu tarea de la siguiente manera: con el
nombre “tareafinal_MyName”, Ej. “tareafinal_JuanSanchez”.
Guía de Actividades Inglés II
Editado por Ing. DLMS
4
REGLAMENTO INTERNO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
POZA RICA
PARA ACCESAR AL CADI:




Es requisito indispensable estar inscrito en el semestre vigente, tomar previamente el Curso de
Inducción y contar con número de usuario.
Registrar la entrada y salida en el Sistema de Registro que se encuentra en recepción.
Dejar las pertenencias en los estantes.
(ABSTENERSE DE TRAER OBJETOS DE VALOR YA QUE NO SE GUARDARÁN EN RECEPCIÓN)
Sólo podrán entrar con el engargolado. No se permite entrar con libros o libretas.
(LOS LIBROS DEL CURSO SE ENCUENTRAN DISPONIBLES EN EL AREA DE LECTURA).
USO DEL EQUIPO DE COMPUTO:





Las computadoras son para uso exclusivo de programas de enseñanza de idiomas, mismos que
podrán ser solicitados con una identificación en la Recepción.
Cualquier otro tipo de consulta que no sea inglés deberá hacerse en biblioteca.
No se permite introducir USB, cd’s, audífonos, reproductores de audio. Las máquinas son
monitoreadas y si se detecta algún dispositivo, éste se recogerá.
No se permite el uso del Messenger, correo electrónico, Facebook, ni descargar o instalar
programas.
No se permite modificar la configuración del equipo.
USO DEL EQUIPO DE AUDIO Y VIDEO:


Después de usar los casetes de audio y video se deberá
correspondiente.
Apagar el equipo después de usarlo. (TV y videograbadora)
regresar las cintas en el equipo
INDICACIONES GENERALES:







Guardar silencio y trabajar de manera ordenada y mantener el área de trabajo limpia.
Por ningún motivo el usuario deberá escribir sobre el material, mobiliario y equipo, ni dañarlo, ni
sustraerlo del CADI.
Reportar los problemas del registro de entrada y salida, con el personal de recepción.
No fumar ni introducir bebidas y/o alimentos a las instalaciones.
No utilizar radios ni celulares dentro de las instalaciones.
Al salir del CADI, deberán registrar su salida en el Sistema. El registro de entrada del usuario
será cancelado de no encontrarse presente.
Seguir la filosofía del aprendizaje autónomo, el cual incluye la auto-evaluación, la autonomía
personal y el auto-aprendizaje.
LAS SANCIONES APLICABLES SON:



Amonestación verbal o escrita;
Suspensión del servicio del cadi hasta por un periodo;
Suspensión definitiva del servicio del CADI.
Guía de Actividades Inglés II
Editado por Ing. DLMS
5
Lee las siguiente frases cuidadosamente y marca la opción que consideres conveniente (0-3).
¿CUÁL ES MI ESTILO DE APRENDIZAJE?
1.
Recuerdo mejor las cosas cuando las escribo.
0
1
2
3
2.
Tomo muchas notas.
0
1
2
3
3.
Puedo visualizar fotos, números o palabras en mi mente.
0
1
2
3
4.
Prefiero aprender con video o con TV más que con otros medios de
0
1
2
3
comunicación.
5.
Subrayo o resalto las partes importantes cuando leo.
0
1
2
3
6.
Utilizo marcadores para ayudarme a aprender.
0
1
2
3
7.
Necesito instrucciones por escrito para mis tareas.
0
1
2
3
8.
Me distraigo cuando escucho ruidos.
0
1
2
3
9.
Tengo que ver a las personas para entender lo que me dicen.
0
1
2
3
10.
Me siento más cómodo cuando las paredes donde estudio o trabajo tienen
0
1
2
3
posters y/o dibujos.
11.
Recuerdo mejor las cosas cuando las discuto en voz alta.
0
1
2
3
12.
Prefiero aprender escuchando una conferencia o una cinta más que leyendo.
0
1
2
3
13.
Necesito instrucciones orales para las tareas.
0
1
2
3
14.
Los ruidos me ayudan a pensar.
0
1
2
3
15.
Me gusta escuchar música cuando estudio o trabajo.
0
1
2
3
16.
Puedo fácilmente entender que dice la gente aún si no los veo.
0
1
2
3
17.
Recuerdo mejor lo que la gente dice a como lucen.
0
1
2
3
18.
Puedo recordar fácilmente los chistes que escucho.
0
1
2
3
19.
Puedo identificar personas por su voz.
0
1
2
3
20.
Cuando la TV está encendida le pongo más atención al sonido que a la
0
1
2
3
pantalla.
21.
Prefiero empezar a hacer las cosas sin leer instrucciones.
0
1
2
3
22.
Necesito descansos frecuentes cuando trabajo o estudio.
0
1
2
3
23.
Muevo los labios cuando leo en silencio.
0
1
2
3
24.
Evito sentarme (en el mesabanco) cuando no tengo que hacerlo.
0
1
2
3
25.
Me pongo nervioso cuando estoy sentado mucho tiempo.
0
1
2
3
26.
Puedo pensar mejor cuando estoy en movimiento.
0
1
2
3
27.
Manipular objetos me ayuda a recordar.
0
1
2
3
28.
Me gusta crear o hacer cosas.
0
1
2
3
29.
Me gustan muchas actividades físicas.
0
1
2
3
Guía de Actividades Inglés II
Editado por Ing. DLMS
6
30.
Me gusta coleccionar cartas, estampas, monedas u otras cosas.
0
1
2
3
¿QUÉ TIPO DE ALUMNO SOY?
Anota cuantos puntos obtuviste de la 1 – 10 __________________ (VISUAL)
Anota cuantos puntos obtuviste de la 11 – 20 __________________ (AUDITIVO)
Anota cuantos puntos obtuviste de la 21 – 30 __________________ (CINÉTICO)
Encierra en un círculo el total más alto, si dos totales están a dos puntos de otro, encierra ambos. Si
los tres totales están a dos puntos uno del otro encierra los tres totales. El número total que encerraste
representa el tipo de alumno que eres.
APRENDIENTE AUDITIVO
CARACTERÍSTICAS
1.
2.
3.
4.
5.
Relacionas palabras mientras oyes, escuchas sonidos y tonos.
Dominas la información nueva al escuchar, y después repetir o discutir con otros.
Te gusta relacionarte, discutir, compartir ideas.
Te gusta trabajar en colaboración, con compañeros o en pequeños grupos.
Prefieres que alguien te explique cómo ensamblar o usar algo, que leer las instrucciones o
diagramas.
6. Te sientes frustrado cuando los maestros escriben tareas e instrucciones de examen en el
pizarrón o en una fotocopia sin leerlas oralmente.
7. Te ofreces para responder en clase, relacionas anécdotas relevantes y ejemplos, procesas lo
que ellos están aprendiendo oralmente.
8. Prefieres escuchar a un conferencista experto en un tema que leer un artículo de un libro.
9. No lees capítulos, artículos ni historias completas que se les dejan de tarea con la esperanza
de tener claras las ideas principales en una discusión dentro del grupo.
10. Recuerdas nombres y letras de canciones populares después de escucharlas una vez o pocas
veces.
ESTRATEGIAS DE ESTUDIO QUE TE AYUDEN A RECORDAR








Grabar cualquier información que tú quieras aprender. Escucharlas en tu auto, mientras haces
el quehacer doméstico y antes de ir a dormir.
Enséñale a alguien lo que has aprendido.
Resume el contenido de lo que quieras dominar en voz alta o para alguien.
Haz tus propios dibujos para estudiar vocabulario nuevo incluyendo definiciones, ejemplos del
diccionario y oraciones originales propias, evalúate en voz alta o pregúntale a alguien.
Trata de solucionar un problema verbalmente antes de que lo escribas.
Pídele a tu maestro o asesor que te dé una explicación verbal para los diagramas dibujos y
gráficas.
Pídele a tus maestros checar oralmente cualquier instrucción, tarea o exámenes.
Encuentra “un compañero de estudio” con quien tú puedas discutir material de clase y
prepárate para los exámenes.
Guía de Actividades Inglés II
Editado por Ing. DLMS
7
APRENDIENTE TÁCTIL-CINÉTICO
CARACTERÍSTICAS
1.
2.
3.
4.
5.
6.
7.
Relacionas palabras como sentir, tocar, sostener, hacer, mover,
Disfrutas trabajar con tus manos, te gusta sentir y tocar todo.
Tienes habilidad para ensamblar cosas aún sin instrucciones.
Tienes coordinación para los deportes.
Te gusta explorar tu medio ambiente.
Te concentras bien cuando hay actividades y proyectos de acción.
Estás frecuentemente en movimiento, en actitud inquieta, te pones de pie con frecuencia,
golpeas tu lápiz en el mesabanco.
8. Te pones inquieto y te distraes durante clases y conferencias largas.
9. Te gusta que haya variedad de actividades en clase.
10. Disfrutas la oportunidad de hacer tareas en colaboración con compañeros o en grupos
pequeños.
ESTRATEGIAS DE ESTUDIO QUE TE AYUDAN A APRENDER





Escribe tus ideas, elabora listas, esquemas, gráficos y mapas conceptuales.
Toma notas durante conferencias y discusiones si consideras que de esta manera, escribiendo
y resaltando puntos importantes te ayuda en tu aprendizaje.
Elabora tus propias gráficas, dibujos, diagramas y mapas para entender mejor conceptos
nuevos y material importante.
Haz una lectura inicial, posteriormente resalta las ideas principales, copia la información más
importante con tus propias palabras de la manera que te sea más útil como: un dibujo, una
gráfica, un diagrama, un resume, etc.
Elabora y utiliza tus propias fichas para evaluar, tú mismo, el vocabulario y material nuevo.
APRENDIENTE VISUAL
CARACTERÍSTICAS
1. Relacionas palabras como ver, observar y leer.
2. Te gusta leer libros y revistas para obtener información y diversión.
3. Disfrutas ver TV, documentales y películas en los cuales, información visual y verbal se
presenta simultáneamente.
4. Lees periódicos y revistas regularmente como fuente de noticias.
5. Prefieres leer lo que un experto ha escrito sobre una materia que escuchar una clase o una
discusión.
6. Prefieres ver instrucciones escritas y diagramas para ensamblar o usar algo que escuchar a
alguien explicar cómo hacerlo.
7. Te sientes frustrado cuando el maestro solo da instrucciones orales para tareas y exámenes en
lugar de escribirlas en el pizarrón o proporcionarlas en fotocopia.
8. Tomas notas durante clase y discusiones para revisarlas más tarde.
9. Regularmente elaboras listas de actividades diarias y de metas.
Guía de Actividades Inglés II
Editado por Ing. DLMS
8
ESTRATEGIAS DE ESTUDIO QUE TE AYUDEN A RECORDAR









Toma notas para concentrarte durante la clase y discusiones, después estúdialas varias veces
y haz un repaso visual antes del examen.
Escribe resúmenes o notas con tus propias palabras del material que hayas leído o discutido en
clase.
Pregúntale a tu maestro o asesor por explicaciones escritas de nuevas palabras, conceptos y
tareas.
Escribe cualquier instrucción oral de las tareas para tener una ayuda visual en la cual te puedas
referir más tarde.
Lee tus libros de texto y otras tareas en silencio en lugar de hacerlo en voz alta de tal forma
que captes lo más que se pueda.
Resalta las ideas importantes de tus lecturas con marcadores de colores y haz un resumen o
comentario con tus propias palabras.
Escribe cualquier explicación oral que el maestro da de los diagramas, dibujos y gráficas.
Elabora dibujos con definiciones, ejemplos del diccionario y oraciones propias del vocabulario
nuevo.
Elabora listas y notas que te hagan recordar cualquier cosa que necesites hacer.
Guía de Actividades Inglés II
Editado por Ing. DLMS
9
Temas y Estructuras
Inglés II
UNIT 11
The future with Will and be going to; yes/no and Wh-questions with will and be
going to; future time expressions.
UNIT 12
Have + noun; feel + adjective; negative and positive adjectives; imperatives and
should
UNIT 13
Prepositions of place: on, on the corner of, across from, next to, between, giving
directions with imperatives.
UNIT 14
Simple past statements with regular and irregular verbs; simple past yes/no
questions and short answers.
UNIT 15
Statements and questions with the past of be; Wh-questions with did, was, and
were.
UNIT 16
Prepositional phrases; subject and object pronouns; invitations with Do you want
to…? And Would you like to…?; verb + to.
EXTRA THEMES
Present perfect (for since)
Present perfect Vs. Simple past
Modals: must , have to, need, may, could
Comparatives
Do and Make
Guía de Actividades Inglés II
Editado por Ing. DLMS
10
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
11
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
11
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)
 ¿Cuál fue la calificación de tu examen de práctica en esta
unidad? ___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para
esta unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________
 ¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que
más necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ____________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
12
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 11
TEMA
FUTURO: Going to y will
OBJETIVO
EVALUAR LOS CONTENIDOS DE LA U 11
CODIFICACIÓN
MDE/ U 11 /ING/ N2
ADAPTADO POR
FUENTE
Guía de Actividades Inglés II
Editado por Ing. DLMS
Leticia Arciga Solorio/Ma. del Carmen Barragán A.
y Ma. Del Socorro Rodríguez González
Richards, Jack C. Teacher’s Resource Book 1.
2005. Cambridge University Press. Hong Kong, China
13
Unit 11
English 2
I. LISTENING
A. Look at the pictures. Three people are going to celebrate their birthdays. Listen to
the conversations. Number the pictures from 1 to 3
_______
________
________
B. Listen again: Who are the people going to celebrate their birthdays with?
Who is he/she going to celebrate with?
1.
2.
3.
Guía de Actividades Inglés II
Editado por Ing. DLMS
14
II GRAMMAR
A. Match the following sentences as in the example.
1
2
3
4
5
6
7
8
Kate is cold.
Jimmy has a headache.
Don is late for work.
Sara is very hungry.
Benjamin is too hot.
Allison cannot spell a word.
Sam is very thirsty.
Agnes cannot see very well.
C
A
B
C
D
E
F
G
H
He is going to take a taxi.
He is going to get a glass of water.
She is going to put on a sweater.
She is going to look it up in the dictionary.
She is going to get some new glasses.
He is going to open a window.
She is going to get some cookies.
He is going to take an aspirin.
B. Complete the following sentences using “will” or “be going to”.
1 A: I need to go to the dentist.
B: Okay, I
drive you there.
2 A: Your shirt is dirty.
B: I know. I
wash it later.
3 A: I don’t understand this exercise! B: Don’t worry, I
help you.
4 A: Why are you so excited?
B: I
buy some new clothes next week.
5 A: What are you looking for?
B: My basketball. I
play basketball with Peter.
6 A: The phone is ringing.
B: Okay, I
answer it.
7 “I
pay for the drinks this time. It’s my turn.”
8 My car is old. I
look for a new one next month.
9 It’s raining outside. Take an umbrella or you
get wet.
10 Mary
give a party next week. She has already invited most of her friends.
C. Read the following statements and choose the correct verb form.
1.- “I believe, I __________ have a good time at the party”.
a) I’m going to … b) I will
2.- “The sky is cloudy today. _________ rain”.
a) “It is going to…
b) It will…
3.- “I feel terrible. _______ see the doctor”
a) I will ….
b) I am going to…
4.- “I need some fresh air, I think________ take a walk in the park.”
a) I’m going to…
b) I’ll…
Guía de Actividades Inglés II
Editado por Ing. DLMS
15
III READING
A. After reading the text answer if the sentences are true or false.
Robots
When will we have robots? We already have many kinds of robots!
Industries use a variety of robots and now robots are becoming more common in
the home.
The Husqvarna Company makes the Auto Mower, a lawn mowing robot. The robot
has sensors which detect where objects are in the yard and it maneuvers around
them. The robot can cut the grass while you relax on the patio with a glass of
lemonade! Also, Eureka now makes a robotic vacuum cleaner. Like the robot lawn
mower, the vacuum cleaner automatically detects where the furniture is and
vacuums around it.
We even have robotic pets now. The Sony Company makes a robotic dog named
Aibo that can sit, stand, and walk like a regular dog but can also communicate and
take pictures! Aibo understands certain commands, like a dog does, such as "Sit
down", "Stand up", "Turn right", etc. If you ask Aibo a question such as "How old
are you?", its eyes will flash the number of years old it is. Aibo is also a great
guard dog. He can patrol the yard and take pictures with a built in camera of
anything suspicious.
already - ya
variety - variedad
vacuum - aspirar
home - hogar
furniture - muebles
lawn - césped
even - aun
mow - cortar el césped
pet - mascota
yard - jardín
understand - entender
maneuver - maniobrar, manipular, manejar command - orden, mandato
grass - pasto, césped
flash - destellar, brillar
while - mientras
patrol - patrullar, rondar
vacuum cleaner - aspiradora
1. We have many kinds of robots now.
2. The Auto Mower is a robot that vacuums.
3. The Auto Mower has sensors that detect where objects are.
4. Eureka makes the auto mower.
5. Aibo is a robotic cat.
Guía de Actividades Inglés II
Editado por Ing. DLMS
T
T
T
T
T
16
F
F
F
F
F
IV. WRITING
A. Read the following sentences and write the correct preposition.
1. My birthday is (1)
July 10th.
2. My birthday is (2)
July.
3. I was born (3)
2001.
4. I was born (4)
a Tuesday (5)
August.
B. WRITE A PARAGRAPH about your favorite holiday and what you are going to do
next time. Use WILL and GOING TO:
San Valentine’s Day, Father’s day, Mother’s day, Easter vacation, Christmas, etc.
Use the following questions as a guide TO WRITE YOUR PARAGRAPH. Write between 60 and 70 words.
What’s your favorite holiday?
Why do you like it?
What fun or interesting things are you going to do next time?
Are you going to call anyone else?
Are you going to buy gifts? What kind?
*This part should be checked by a counselor.
Guía de Actividades Inglés II
Editado por Ing. DLMS
17
ANSWER KEY
UNIT 11
I LISTENING
A.
A (2)
B (3)
C (1)
Score: 1 point each, total = 3 points
B.
1. her dad /father
2. his best friend
Score: 1 point each, total = 3 points
II GRAMMAR
A. 2. H
3. A
4. G
5. F
6. D
Score: 1 point each, total = 7 points
3. his brothers
7. B
B.
1. will
2. am going to
3. will
6. will
7. am going to
8. am going to
Score: 1 point each, total = 10 points
C.
1. b) I will
2. a) It’s going to
Score: 1 point each, total = 4 points
8. E
4. am going to
9. will
3. b) I’m going to
5. am going to
10. is going to
4. b) I’ll
III READING
A. 1. T 2 F 3 T 4 F
5F
Score: 1 points each, total = 5 points
IV. WRITING
A.
1 on 2 in 3 in 4 on 5 in.
Score: 1 points each, total = 5 points
B. *This part should be checked by a counselor.
Score: 6 points
ESCALA DE CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
43
42
41
40
39
10
9.8
9.5
9.3
9.1
38
37
36
35
34
8.8
8.6
8.4
8.1
7.9
33
32
31
30
29
7.7
7.4
7.2
7
6.7
28
27
26
25
24
6.5
6.3
6
5.8
5.6
Guía de Actividades Inglés II
Editado por Ing. DLMS
18
Audio Script
Happy Birthday! (Track 17 Interchange INTRO Third Edition Resource Book)
1.
WOMAN:
PAULA:
WOMAN:
PAULA:
WOMAN:
What are you going to do for your birthday, Paula?
I’m going to go fishing in Stevens Park
Fishing?
Yeah. My dad and I are going to go fishing. We always go fishing on my
birthday.
That sounds like fun. Have a good time.
2.
WOMAN:
CHRIS:
WOMAN:
CHRIS:
WOMAN:
CHRIS:
Are you going to do anything special for your birthday, Chris?
My best friend and I are going to see a show.
How great! What are you going to see?
Music to my ears.
Where’s it playing?
It’s at the Broadway Theater.
3.
BARRY:
WOMAN:
BARRY:
WOMAN:
BARRY:
WOMAN:
Tomorrow’s my birthday.
Really? How are you going to celebrate?
My brothers are going to take me to my favorite restaurant.
Oh, where’s that?
It’s an Italian place downtown called Luigi’s.
That sounds really nice. Happy birthday!
Guía de Actividades Inglés II
Editado por Ing. DLMS
19
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
12
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
20
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ______________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
21
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 12
TEMA
Parts of the body, have + noun; feel + adjective,
Health problems, imperatives, should/shouldn’t
OBJETIVO
EVALUAR LOS CONTENIDOS DE LA U 12
CODIFICACIÓN
MDE/ U 12 /ING/ N2
ADAPTADO POR
FUENTE
Guía de Actividades Inglés II
Editado por Ing. DLMS
Ma. del Carmen Barragán Albarrán y
Ma. Del Socorro Rodríguez González
Richards, Jack C. Teacher’s Resource Book 1.
2005. Cambridge University Press.
22
Unit 12
English 2
I LISTENING
A. Listen to the people talk to the doctor. What’s wrong with each person?
Ben: He has an earache.____________________________________________
Laura: __________________________________________________________
Frances: ________________________________________________________
B. Listen again: What advice does the doctor give his patients?
Ben: Use these ear drops.____________________________________________
Laura: __________________________________________________________
Frances: ________________________________________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
23
II GRAMMAR
A. Complete the conversations. Use the words in the box.
bed
fever
tea
take
shouldn’t
home
rest
visit
flu
have
stomachaches
sick
Mrs. Pickles and Dr. Crawley are travelling in the same bus. They don’t know each other.
Dr. Crawley: ATCHOO!
Mrs. Pickles: That sounds bad. Are you (1)
? Do you have a cold? Or is it the (2)
?
Dr. Crawley: It’s nothing serious.
Mrs. Pickles: Are you sure? Are you sneezing a lot? Do you have a (3)
? Maybe you should see a
doctor and (4)
some medicine.
Dr. Crawley: Well, you see… cough! Cough!
Mrs. Pickles: You’re coughing, too. Now that is a bad cough. You should drink warm (5)
and get
some (6)
.
Dr. Crawley: Perhaps, but…
Mrs. Pickles: You (7)
be on a bus, you should be at home in (8)
.
Dr. Crawley: Ma’am…
Mrs. Pickles: Do you need a good doctor? I have a new one, Dr. Crawley. My son recommended him.
I’m going to see him now. I (9)
terrible stomachaches, you see. It’s my first (10)
.
Dr. Crawley: Is that so?
Mrs. Pickles: Are you getting off at this stop, too.
Dr. Crawley: Yes.
Secretary: Morning Dr. Crawley.
Dr. Crawley: Mrs. Pickles, I believe? 10 o’clock appointment? Come in. What seems to be the
problem? You said you have (11)
, right?
Source: PIONEER elementary American edition st book.Mitchell H. Q. et al.2012. EU. MMPublications.
B. Match the problems with the appropriate advice.
1 “I can’t sleep at night!”
2 “I’m a little heavy and I can’t
lose weight”
3 “I miss my family in Texcoco. I’m
homesick”
4 “I think I have a cold. I have a
sore throat and a headache”
5 “I have a really bad toothache”
b
a
b
c
d
e
6 “I’m always late for school.”
f
7 “I don’t have a nice dress for
Jenny’s party”
g
Guía de Actividades Inglés II
Editado por Ing. DLMS
I’m sorry to hear that. Go to the dentist.
That’s too bad. So read a book or
magazine and don’t have any coffee.
Don’t eat desserts every day. Eat them
only on special occasions.
Go to Suburbia, you can find many fine
dresses with great discounts.
Don’t have cold drinks. Take a tablespoon
of honey with lemon and take an aspirin.
Phone them or go there just for the
weekend. You’ll feel better.
Go to bed early and get a louder alarm
clock.
24
C Give suggestions to these people. Use SHOULD or SHOULDN’T and a verb from the
box:
exercise
eat desserts
study 10 minutes every day
eat so much
EJEMPLOS
take him to the doctor
watch TV in English
I would like to lose weight. You shouldn’t eat desserts.
0)
1. I’m really worried because my father is sick.
2. I have a backache.
3. I need to study English.
4. I would like to have good habits for learning.
5. I have a stomachache.
III VOCABULARY
There are ten mistakes in the diagram. Cross them and write the correct words beside
them.
9. hair
1. eye
2. lip
3. tooth
10. chest
11. cheek
12. ear
4. shoulder
5. neck
6. stomach
13. arm
14. wrist
15. toe
7. knee
16. leg
8. finger
17. ankle
Source: http://es.123rf.com/photo_19552751-ilustraci-n.
Guía de Actividades Inglés II
Editado por Ing. DLMS
25
ANSWER KEY UNIT 12
I LISTENING
A
Laura: She has the flu.
Frances: She has sore knees.
B
Laura: Go home and sleep.
Frances: Take some aspirin. Don’t play any sports this week.
Score: 1 point each, total = 4 points
II GRAMMAR
A
1. sick 2. flu 3. fever 4. take
5. tea
11. stomachaches
Score: 1 point each, total = 11 points
B
2. c
3. f
4. e
5. a
6. g
Score: 1 point each, total = 6 points
6. rest
7. shouldn’t
8. bed
9. have
7. d
C
1. You should take him to the doctor
2. You shouldn’t exercise
3. You should watch TV in English
Score: 1 point each, total = 5 points
4. You should study 10 minutes every day
5. You shouldn’t eat so much
III VOCABULARY
2 lip = nose
11 cheek =mouth
4 shoulder = chest
12 ear = neck
5 neck = elbow
14 wrist = hand
8 finger = toe
15 toe = finger
10 chest = ear
17 ankle = foot
Score: 1 points each, total = 10 points
ESCALA DE CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
36
35
34
33
32
10
9.7
9.4
9.2
8.9
31
30
29
28
27
8.6
8.3
8.1
7.8
7.5
26
25
24
23
22
7.2
6.9
6.7
6.4
6.1
Guía de Actividades Inglés II
Editado por Ing. DLMS
26
10. visit
Audio Script
I feel terrible. (Track 18 Interchange INTRO Third Edition Resource Book)
Ben
DR. MACINTOSH: So, Ben, How are you today?
BEN: I feel really terrible, Dr. Macintosh.
DR. MACINTOSH: What’s the problem?
BEN: I have a bad earache.
DR. MACINTOSH: Hmm. Yes. I see. I’m going to give you some drops. Use the drops in the
morning before breakfast.
BEN: Before breakfast? OK. Thanks, doctor.
Laura
DR. MACINTOSH: Laura, you don’t look very well.
LAURA: And I feel awful!
DR. MACINTOSH: Do you have a fever?
LAURA: Yes, and I have this bad cough.
DR. MACINTOSH: Well, you have the flu.
LAURA: What can I do?
DR. MACINTOSH: There’s only one thing to do: Go home and sleep.
LAURA: I can do that. Thank you, doctor.
Frances
FRANCES: Hello Dr. Macintosh? How are you?
DR. MACINTOSH. I’m fine, thanks Frances. How are you?
FRANCES: Not so good.
DR. MACINTOSH: Sorry to hear that. How’s your back.
FRANCES: It’s better. Now it’s my knees. I have sore knees.
DR. MACINTOSH: That happens to athletes. What sports do you play again?
FRANCES: Tennis and volleyball.
DR. MACINTOSH: Here’s what you’re going to do, Frances: First, take some aspirin.
And don’t play any sports this week.
FRANCES: No sports?
DR. MACNTOSH: No sports!
FRANCES: OK. Thanks, Dr. Macintosh.
Guía de Actividades Inglés II
Editado por Ing. DLMS
27
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
13
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
28
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ______________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
29
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 13
TEMA
GIVING DIRECTIONS
OBJETIVO
EVALUAR LOS CONTENIDOS DE LA UNIDAD 13
CODIFICACIÓN
MDE/ U 11 /ING/ N2
ADAPTADO POR
Leticia Arciga Solorio
FUENTE
Richards, Jack C. Teacher’s Resource Book 1.
2005. Cambridge University Press. Hong
Guía de Actividades Inglés II
Editado por Ing. DLMS
30
Unit 13
English 2
I. LISTENING
A. Listen. Simon, Tina and Steve are talking about their hometowns. Write each
person’s name under the map of his or her hometown.
B. Listen to the statements. Look at the maps again. Check ( √ ) True (T) or False (F).
4. a. ( ) T
( ) F
5. a. ( ) T ( ) F
6. a. ( ) T ( ) F
b. ( ) T
( ) F
b. ( ) T ( ) F
b. ( ) T ( ) F
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31
II.- GRAMMAR
A. LOOK AT THE MAP BELOW. READ AND FOLLOW THE DIRECTIONS ON THE MAP. ANSWER THE
QUESTIONS.
7.- You are at the subway station. Go left on 11th avenue. Turn left on Second Street. Go straight for
one block and turn right on 9th Avenue. It’s on your left, next to the travel agency.
Where are you? _________________________________________________
8.- You are at the bookstore. Go left on 7th Avenue. Walk straight for two blocks and turn left on 2nd
Street. Go straight for two more blocks and turn left on 11th Avenue. It’s on the right next to the
subway.
Where are you? __________________________________________________
Mapa: Real Time America 1, workbook. Pag. 40
B. Some tourists are visiting the city. They want to go to some places but they don’t
know how to get to them. Help them and answer their questions.
9.- A: Tourist: Excuse me. How can I get from the Ritz Hotel to the Art Gallery?
B: You:
______________________________________________________
______________________________________________________
10.- A: Tourist: Excuse me. How can I get from the bookstore to the university?
B: You: ______________________________________________________
______________________________________________________
______________________________________________________
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32
III. VOCABULARY
Complete the following sentences with appropriate places as in the example.
0. You can buy bread at a bakery or at a supermarket.
11. You can see paintings at a _____________________.
12. You can get stamps at a _______________________.
13. You can buy a toothbrush at a ___________________.
14. You can buy books at a _______________________.
15. You can buy some sandals at a __________________.
16. You can drink a cup of coffee at a ________________.
IV. WRITING
For numbers 1-7, read each question and answer and decide which of the three options (A, B, or C)
correctly completes the answer. Mark the correct option on your answer sheet with an X.
EXAMPLE:
0. Carlos: Can you cook Chinese food?
Martha: No, I can’t, but I cook __________________
A. a dress.
B. Japanese food a lot.
C. muscle cream.
ANSWER:
0. B
1. Luis: Are you ok? You look terrible! What’s the matter?
Martin: I have a horrible_____________
A. stomach
B. toothache
C. eye drops
2. What is Pedro best interest?
A. Listen to music outdoors.
B. in the summer.
C. next to the river
3. Cristina and Sandy ___________ going to buy a new car next year!
Silvia: Really! It’s great.
A. be
B. are
C. is
4. Man: Excuse me. Can you help me? _________a public restroom around here?
A. Are there
B. There is
C. Is there
5. Pedro: We need to look in a newspaper? Where is a newsstand?
Elena: ______the corner of Juarez Avenue and Ruiz Cortines Boulevard
A. On
B. Next to
C. Across
6. Rose: How often do you go bike riding?
Pedro: I go__________.
A: Once a week
B. weekdays
C. tomorrow
7. Fernando: Coffee?
Karen: Er, no. I think I _________have coke.
A: does
B. will
C. should
Guía de Actividades Inglés II
Editado por Ing. DLMS
33
ANSWER KEY UNIT 13
I LISTENING
A Score: 1 point each, total = 3 points
1.- Steve
2. Tina
B
3. Simon
Score: 1 point each, total = 6 points
4. a) T
5. a) F
b) F
b) F
6. a) T
b) T
II. GRAMMAR
A
B
Score: 1 point each, total = 2 points
7. The Hilton Hotel
8. The Parking Lot
Score: 3 points each, total = 6 points
9 and 10 (Answers may vary. Your counselor can help you to check it)
III. VOCABULARY
A Score: 1 point each, total = 6 points
11. You can see paintings at a museum /gallery/ painting expositions.
12. You can get stamps at a post office.
13. You can buy a toothbrush at a drugstore / supermarket.
14. You can buy a book at a bookstore.
15. You can buy some sandals at a shoe store/ supermarket.
16. You can drink a cup of coffee at a coffee shop.
IV. WRITING
Score: 1 point each, total = 7 points
1- B
2- A
3- B
4- C
5- A
6- A
7- B
ESCALA DE CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
30
29
28
27
26
10
9.7
9.3
9
8.7
25
24
23
22
21
8.3
8
7.7
7.3
7
20
19
18
17
16
6.7
6.3
6
5.7
5.3
Guía de Actividades Inglés II
Editado por Ing. DLMS
34
Audio Script
Tell me about your hometown. (Track 19 Interchange INTRO Third Edition Resource Book)
A.
Simon
WOMAN: Tell about your hometown, Simon. Is it nice?
SIMON: I think it’s great. The important street is First Avenue. My school is on First Avenue. The school’s
between a drugstore and a coffee shop. The coffee shop has great hamburgers, so my friends and I eat there a
lot. There’s a really big park on First Avenue, too, and we go there every day –when it’s not raining or cold.
Tina
MAN: Dou you spend a lot of time in your hometown, Tina?
TINA: Yeah, I do. I love going back home. There’s a great museum, a terrific restaurant, and a movie theater.
MAN: Where’s the museum?
TINA: It’s on the corner of Center Avenue and First Street, next to the post office. It’s right across from the
restaurant. Oh, and the movie theater is right next to the restaurant.
Steve
WOMAN: Tell me about your hometown, Steve.
STEVE: It’s great. I go there a lot on the weekends with my friends and sometimes with my family..
WOMAN: What do you do there on the weekends?
STEVE: Well, there’s a terrific bookstore on Main Street. Next to the bookstore – between the bookstore and
the drugstore – there’s a really good coffee shop. My family often has breakfast there on Sundays.
WOMAN: Is there a park there?
STEVE: Yes, it’s right across from the coffee shop. Sometimes my friends and I have picnics on Saturdays.
B.
1.
Woman:
2.
Man:
3.
Woman:
a. The coffee shop is between the bookstore and the drugstore
b. The school is next to the park.
a. The restaurant is next to the museum.
b. The bank is across from the restaurant.
a. The bookstore is on the corner of First Avenue and Main Street
b. The park is on First Avenue.
Guía de Actividades Inglés II
Editado por Ing. DLMS
35
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
14__
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
36
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ______________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
37
Irregular Verbs
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
SECCION 1
Verbos Irregulares cuyos tiempos pasado o participio son
totalmente diferentes en pronunciación y ortografía
Estos son los verbos auxiliares ingleses.
INFINITIVE
TO BE
TO DO
TO HAVE
PRESENT
Am/ Is / Are
Do / Does
Have / Has
PAST
PARTICIPLE
Was/ Were
Did
Had
Been
Done
Had
TO FIGHT
TO TEACH
TO THINK
Fight
Teach
Think
Fought
Taught
Thought
Fought
Taught
Thought
SECCION 6
La característica de estos verbos es que los tiempos
pasado y participio terminan en "T"
INFINITIVE
TO BEND
TO BUILD
PRESENT
Bend
Build
PAST
Bent
Built
PARTICIPLE
Bent
Built
TO BURN
TO LEARN
TO LEND
Burn
Learn
Lend
Burnt
Learnt
Lent
Burnt
Learnt
Lent
SECCION 2
TO SEND
Send
Sent
Sent
La característica de estos verbos irregulares es que no
experimentan ningún cambio en los tiempos de conjugación
TO SMELL
Smell
Smelt
Smelt
TO DREAM
Dream
Dreamt
Dreamt
Aun cuando no es verbo auxiliar, el verbo GO sigue
este patrón especial.
INFINITIVE
TO GO
PRESENT
Go / Goes
PAST
Went
PARTICIPLE
Gone
INFINITIVE
TO COST
PRESENT
Cost
PAST
Cost
PARTICIPLE
Cost
TO
TO
TO
TO
TO
TO
Cut
Hit
Hurt
Let
Put
Shut
Cut
Hit
Hurt
Let
Put
Shut
Cut
Hit
Hurt
Let
Put
Shut
CUT
HIT
HURT
LET
PUT
SHUT
SECCION 3
La característica de estos verbos irregulares, es que el
pasado y participio pasado son iguales
INFINITIVE
TO FIGHT
TO FIND
TO HANG
PRESENT
Fight
Find
Hang
PAST
Fought
Found
Hung
PARTICIPLE
Fought
Found
Hung
TO HOLD
Hold
Held
Held
TO LIGHT
Light
Lit
Lit
TO
TO
TO
TO
TO
TO
TO
TO
TO
Make
Meet
Read
Shine
Sit
Slide
Stick
Strike
Win
Made
Met
Read(Red)
Shone
Sat
Slid
Stuck
Struck
Won
Made
Met
Read(Red)
Shone
Sat
Slid
Stuck
Struck
Won
MAKE
MEET
READ
SHINE
SIT
SLIDE
STICK
STRIKE
WIN
SECCION 4
La característica de estos verbos es el cambio de vocales
en su estructura
INFINITIVE
TO BEGIN
TO COME
TO DRINK
TO RING
TO RUN
TO SING
TO SWIM
PRESENT
Begin
Come
Drink
Ring
Run
Sing
Swim
PAST
Began
Came
Drank
Rang
Ran
Sang
Swam
PARTICIPLE
Begun
Come
Drunk
Rung
Run
Sung
Swum
SECCION 5
La característica de estos verbos es que los tiempos pasado
participio terminan en "OUGHT" y "AUGHT"
INFINITIVE
PRESENT
TO BRING
Bring
TO BUY
Buy
Guía de Actividades
TO CATCH
Catch Inglés II
Editado por Ing. DLMS
PAST
Brought
Bought
PARTICIPLE
Brought
Bought
Caught
Caught
SECCION 7
La característica de estos verbos son el cambio de una
vocal y/o una consonante.
PRESENT
Feel
Hear
Keep
Leave
PAST
Felt
Heard
Kept
Left
PARTICIPLE
Felt
Heard
Kept
Left
TO LOSE
Lose
Lost
Lost
TO MEAN
Mean
Meant
Meant
TO
TO
TO
TO
TO
Say
Sell
Sleep
Stand
Tell
Said
Sold
Slept
Stood
Told
Said
Sold
Slept
Stood
Told
TO
TO
TO
TO
INFINITIVE
FEEL
HEAR
KEEP
LEAVE
SAY
SELL
SLEEP
STAND
TELL
SECCION 8
La característica de estos verbos es la terminación en "N" o
"EN" en el participio pasado
PRESENT
Bite
Blow
Break
Choose
Draw
Drive
Eat
PAST
Bit
Blew
Broke
Chose
Drew
Drove
Ate
PARTICIPLE
Bitten
Blown
Broken
Chosen
Drawn
Driven
Eaten
TO FALL
Fall
Fell
Fallen
TO FLY
Fly
Flew
Flown
TO
TO
TO
TO
TO
TO
TO
TO
TO
Forget
Give
Grow
Hide
Know
Lie
Ride
See
Shake
Forgot
Gave
Grew
Hid
Knew
Lay
Rode
Saw
Shook
Forgotten
Given
Grown
Hidden
Known
Lain
Ridden
Seen
Shaken
TO SPEAK
Speak
Spoke
Spoken
TO STEAL
Steal
Stole
Stolen
TO
TO
TO
TO
Take
Tear
Wear
Write
Took
Tore
Wore
Wrote
Taken
Torn
Worn
Written
TO
TO
TO
TO
TO
TO
TO
INFINITIVE
BITE
BLOW
BREAK
CHOOSE
DRAW
DRIVE
EAT
FORGET
GIVE
GROW
HIDE
KNOW
LIE
RIDE
SEE
SHAKE
TAKE
TEAR
WEAR
WRITE
38
Regular Verbs
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
ESPAÑOL
INFINITIVO
PRESENTE
PASADO
PASADO
PARTICIPIO
GERUNDIO
INFINITIVO
PRESENTE
PASADO
PASADO
PARTICIPIO
GERUNDIO
ESPAÑOL
ABRIR
TO OPEN
OPENED
OPENED
OPENING
LIMPIAR
TO CLEAN
CLEANED
CLEANED
CLEANING
ACEPTAR
TO ACCEPT
ACCEPTED
ACCEPTED
ACEPTING
LLEGAR
TO ARRIVE
ARRIVED
ARRIVED
ARRIVING
AMAR
TO LOVE
LOVED
LOVED
LOVING
LLENAR
TO FILL
FILLED
FILLED
FILLING
APRENDER
TO LEARN
LEARNED
LEARNED
LEARNING
LLOVER
TO RAIN
RAINED
RAINED
RAINING
APRESURARSE
TO HURRY
HURRIED
HURRIED
HURRYING
MIRAR
TO LOOK
LOOKEDE
LOOKED
LOOKING
ATREVERSE
TO DARE
DARED
DARED
DARING
MOSTRAR
TO SHOW
SHOWED
SHOWED
SHOWING
AYUDAR
TO HELP
HELPED
HELPED
HELPING
NECESITAR
TO NEED
NEEDED
NEEDED
NEEDING
BAILAR
TO DANCE
DANCED
DANCED
DANCING
NOMBRAR
TO NAME
NAMED
NAMED
NAMING
BORRAR
TO ERASE
ERASED
ERASED
ERASING
ORDENAR
TO ORDER
ORDERED
ORDERED
ORDERING
CAMBIAR
TO CHANGE
CHANGED
CHANGED
CHANGING
PARAR
TO STOP
STOPED
STOPED
STOPPING
CAMINAR
TO WALK
WALKED
WALKED
WALKING
PERMANECER
TO STAY
STAYED
STAYED
STAYING
CERRAR
TO CLOSE
CLOSED
CLOSED
CLOSING
PERTENECER
TO BELONG
BELONGED
BELONGED
BELONGING
CITAR
TO DATE
DATED
DATED
DATING
PLANEAR
TO PLAN
PLANNED
PLANNED
PLANNING
COCINAR
TO COOK
COOKED
COOKED
COOKING
PLANTAR
TO PLANT
PLANTED
PLANTED
PLANTING
CONSIDERAR
TO CONSIDER
CONSIDERED
CONSIDERED
CONSIDERING
PRACTICAR
TO PRACTICE
PRACTICED
PRACTICED
PRACTICING
CONTAR
TO COUNT
COUNTED
COUNTED
COUNTING
PREGUNTAR
TO ASK
ASKED
ASKED
ASKING
CONTESTAR
TO ANSWER
ANSWERED
ANSWERED
ANSWERING
QUERER
TO WANT
WANTED
WANTED
WANTING
DESEAR
TO WISH
WISHED
WISHED
WISHING
RECORDAR
TO REMEMBER
REMEMBERED
REMEMBERED
REMEMBERING
EMPEZAR
TO START
STARTED
STARTED
STARTING
RENTAR
TO RENT
RENTED
RENTED
RENTING
EMPUJAR
TO PUSH
PUSHED
PUSHED
PUSHING
REPETIR
TO REPEAT
REPEATED
REPEATED
REPEATING
ENTREGAR
TO DELIVER
DELIVERED
DELIVERED
DELIVERING
RESISTIR
TO RESIST
RESISTED
RESISTED
RESISTING
ESCUCHAR
TO LISTEN
LISTENED
LISTENED
LISTENING
SALTAR
TO JUMP
JUMPED
JUMPED
JUMPING
ESPERAR
(ESPERANZA)
TO HOPE
HOPED
HOPED
NO SE USA
SEGUIR
TO FOLLOW
FOLLOWED
FOLLOWED
FOLLOWING
ESPERAR
(LUGAR)
TO WAIT
WAITED
WAITED
WAITING
SEÑALAR
TO POINT
POINTED
POINTED
POINTING
ESTUDIAR
TO STUDY
STUDIED
STUDIED
STUDYING
TERMINAR
TO FINISH
FINISHED
FINISHED
FINISHING
EXTRAÑAR
TO MISS
MISSED
MISSED
MISSING
TRABAJAR
TO WORK
WORKED
WORKED
WORKING
FINALIZAR
TO END
ENDED
ENDED
ENDING
TRATAR
TO TRAY
TRAYED
TRAYED
TRAYING
FUMAR
TO SMOKE
SMOKED
SMOKED
SMOKING
ESCALAR, TREPAR
TO CLIMB
CLIMBED
CLIMBED
CLIMBING
TO ENJOY
ENJOYED
ENJOYED
ENJOYING
USAR
TO USE
USED
USED
USING
GUSTAR
TO LIKE
LIKED
LIKED
LIKING
VESTIR
TO DRESS
DRESSED
DRESSED
DRESSING
HABLAR
TO TALK
TALKED
TALKED
TALKING
VIAJAR
TO TRAVEL
TRAVELED
TRAVELED
TRAVELING
INTENTAR (INTENCIÓN)
TO INTEND
INTENDED
INTENDED
INTENDING
VISITAR
TO VISIT
CISITED
VISITED
VISITING
JUGAR
TO PLAY
PLAYED
PLAYED
PLAYING
VIVIR
TO LIVE
LIVED
LIVED
LIVING
LAVAR
TO WASH
WASHED
WASHED
WASHING
VOLTEAR, GIRAR
TO TURN
TURNED
TURNED
TURNING
GOZAR
(DIVERSION)
Guía de Actividades Inglés II
Editado por Ing. DLMS
39
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 14
TEMA
Simple past statements with regular and irregular
verbs; simple past yes/no questions and short
answers.
OBJETIVO
CODIFICACIÓN
EVALUAR LOS CONTENIDOS DE LA U 14
MDE/ U 14 /ING/ N2
ADAPTADO POR
Ma. del Carmen Barragán Albarrán
FUENTE
Richards, Jack C. Teacher’s Resource Book 1.
2005. Cambridge University Press. Hong Kong, China
Guía de Actividades Inglés II
Editado por Ing. DLMS
40
Unit 14
English 2
I LISTENING
A Listen to the conversation. Meg and her mother are talking about the weekend.
Did Meg do these things on Friday night? Check (√) Yes or No.
Did Meg…?
study
cook
watch TV
see a movie
go to a bookstore
buy a book
Yes
No
B Listen to the rest of the conversation: What did Meg’s mother do over the
weekend? Check (√) the correct picture (s).
Guía de Actividades Inglés II
Editado por Ing. DLMS
41
II GRAMMAR
A. What did these people do on the weekend? Write sentences. Use the activities in
the box.
go dancing
have dinner with friends
relax
go shopping
read a book
see aXmovie
1. Anna: “It’s a great story, but the actors are not very good.”
Anna saw a movie.__________________________________________________________
2. Debbie: “I just loved the food and we had so much fun!”
_________________________________________________________________________
3. Robert: “what a fantastic mystery! Agatha Christie is a terrific writer.”
_________________________________________________________________________
4. Teresa: “I bought new shoes and a dress:”
_________________________________________________________________________
5. Frank: “The DJ played great techno music.”
_________________________________________________________________________
6. Nicole: I felt so tired…I didn’t do anything.”
_________________________________________________________________________
III VOCABULARY
A. Write the present form of the irregular verbs.
Irregular verbs
ate
bought
came
did
felt
got
had
met
_______
_______
_______
_______
_______
_______
_______
_______
Guía de Actividades Inglés II
Editado por Ing. DLMS
read
rode
sat
saw
slept
took
went
wrote
_______
_______
_______
_______
_______
_______
_______
_______
42
B. Look at the pictures. What did these people do on the weekend? Write about the
people.
1. - Laura vacuumed the living room._____________________________________
2. - Jenny____________________________________________________________
3. - Adam____________________________________________________________
4. - Jane_____________________________________________________________
5. - Paul______________________________________________________________
6. - Mrs. Richards______________________________________________________
7.-Simon_____________________________________________________________
8.-Max ______________________________________________________________
IV WRITING
WRITE A PARAGRAPH about your favorite season of the year. Use the following
questions as a guide. Write between 60 and 70 words.
What’s your favorite season?
Why do you like it?
What fun or interesting things did you do during that season last year?
Did you meet any interesting people?
Did you know any interesting place?
*This part should be checked by a counselor.
Guía de Actividades Inglés II
Editado por Ing. DLMS
43
ANSWER KEY UNIT 14
I LISTENING
A.
Score: 1 point each, total = 6 points
study
no
cook
no
watch TV
yes
see a movie
yes
go to a bookstore
yes
buy a book
no
B.
Score: 1 point each, total = 2 points
Pictures 1 and 2
II GRAMMAR
A.
Score: 1 point each, total = 5 points
2. Debbie had dinner with friends.
5. Frank went dancing.
3. Robert read a book.
6. Nicole relaxed.
4. Teresa went shopping.
III VOCABULARY
A.
Score: 1 points each, total = 16 points
ate
_eat___
read
__read_
bought
__buy__
rode
__ride_
came
__come_
sat
__sit__
did
__do___
saw
__see__
felt
__feel_
slept
__sleep_
got
__get__
took
_ take__
had
__have_
went
__go __
met
__meet__ wrote
__write_
B.
Score: 1 points each, total = 7 points
2. - Jenny_listened to music______________________________________________
3. - Adam_took a nap (siesta) or slept on the sofa_or relaxed__________________
4. - Jane_went for a walk or walked in the park______________________________
5. - Paul_cut the grass___________________________________________________
6. - Mrs. Richards_read a book____________________________________________
7.-Simon_rode bicycle_or went bike-riding_________________________________
8.-Max _wrote a letter or did homework____________________________________
IV WRITING
Score: 6 points
*This part should be checked by a counselor.
Guía de Actividades Inglés II
Editado por Ing. DLMS
44
ESCALA DE CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACION
42
41
40
39
38
10
9.8
9.5
9.3
9
37
36
35
34
33
8.8
8.6
8.3
8.1
7.9
32
31
30
29
28
7.6
7.4
7.1
6.9
6.7
27
26
25
24
23
6.4
6.2
6
5.7
5.5
Audio Script
What did you do this weekend? (Track 21 Interchange INTRO Third Edition Teacher’s Resource Book)
MOTHER: What did you do Friday night? Did you study for your exams?
MEG: No Mom. I never study on Friday or Saturday nights. It’s my time to relax.
MOTHER: So what did you do?
MEG: I actually had a great time. Jennifer and Trish came over.
MOTHER: That’s nice. Did you cook dinner?
MEG: No, we didn’t cook. We just made some sandwiches and ate them with some chips. Then we watched
TV.
MOTHER: That’s good. Did the girls stay late?
MEG. No, not really. After the movie, we went down to Bobbie’s Books. It’s open late on Fridays.
MOTHER: Did you buy a book?
MEG: No, I didn’t, but Jennifer got something for her sister’s birthday.
MOTHER: So, it sounds like you had a fun Friday night.
MEG. Yes, Mom, I did.
MEG: So how about you, Mom? Did you have a nice weekend?
MOTHER: Yes, I did. I cooked all day on Saturday and Freda and Alex came for dinner.
MEG: That sounds great! Did you do anything interesting today?
MOTHER: Not really. Your father and I just stayed home and relaxed.
Guía de Actividades Inglés II
Editado por Ing. DLMS
45
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
15
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
46
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ______________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
47
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 15
TEMA
VERBO TO BE EN PASADO SIMPLE
OBJETIVO
EVALUAR CONTENIDOS DE LA U 15
CODIFICACIÓN
MDE/ U 15 /ING/ N2
ADAPTADO POR
Ma. del Socorro Rodríguez González
FUENTE
Dooley J. & Evans V. 2005. BLOCKBUSTER
(book, workbook & grammar book). Express
Publishing. EU.
Guía de Actividades Inglés II
Editado por Ing. DLMS
48
Unit 15
English
2
I.- LISTENING
II.- READING
A. Read this article and answer TRUE (T) or FALSE (F) the sentences below.
Steve Irwin was a famous conservationist and a TV show host. He was born in
Australia in 1962, and he grew up on his parents’ wildlife park. Steve loved reptiles,
and he got a python for his birthday when he was six years old! When Steve was
older, he learned to work with crocodiles. In 1996, Irwin started his TV show, The
Crocodile Hunter, and it became popular in many countries.
On September 4, 2006, when Steve went to the Great Barrier Reef to film ocean
animals, a stingray stung him. He died that day of cardiac arrest. People all over the
world were sad when Steve Irwin died. Many people still remember his excellent
work.
Source: Rogers M. et al.2010.Open Mind (Level 1 Student’s book). Oxford. MACMILLAN.
1. Steve is from Australia.
T F
2. He didn’t live with his parents.
T F
3. The python was a gift for him.
T F
4. He worked with crocodiles at the age of five.
T F
5. He began his TV show in 1996.
T F
Guía de Actividades Inglés II
Editado por Ing. DLMS
49
B. Read the following text and then answer the questions.
Tennis first appeared in England and France
in the 16th century. It was called real (royal)
tennis and only kings and queens played it.
It was an indoor sport and players started the
game by saying “Tenez!” (Hold! or Play!) and
that’s how it got its name.
Modern tennis appeared in the 1860s. It was first called ‘Lawn Tennis’ and players
only played on grass. The first tennis tournament was at Wimbledon, London in
1887. Nowadays, players play on other kinds of courts, too.
In the past, players didn’t use plastic rackets. They used wooden rackets and they
were quite heavy. Men wore trousers and shirts and women wore long dresses.
The first person to wear shorts at Wimbledon was Bunny Austin in 1993. In the
past, players also wore shoes but today, players wear trainers.
Today, tennis is an Olympic sport. It is also part of the Paralympics and athletes
play in wheelchairs.
Mitchell H.Q. 2008. TRAVELLER Beginners , sts. Book (pag. 98). EU. MMpublications
1.-WHO PLAYED REAL TENNIS?
2.- WHAT WAS THE WORD PLAYERS SAID AT THE BEGINNING OF THE GAME?
3.- WHAT WAS MODERN TENNIS FIRST CALLED AND WHERE DID THEY PLAY IT?
4.- WHAT WAS THE PROBLEM WITH WOODEN RACKETS?
Mitchell H.Q. 2008. TRAVELLER Beginners , s
5.- WHAT DID PLAYERS WEAR IN THE PAST?
Guía de Actividades Inglés II
Editado por Ing. DLMS
50
III.- WRITING
A. For numbers 1-7, read each question and choose the correct options (A, B, or C).
EXAMPLE:
0. Tony: What was your grandmother like?
Ana:______________________________
B. She liked desserts.
B. She was generous and kind.
1. Eduardo: Why didn’t they eat breakfast?
A. Because they weren’t hungry B. Yes, they did.
2. Who was your friend in school?
A. She was shy.
B. Her name was Yazmin.
3. What was your major in high school?
A. Breakfast and supper
B. Saturday and Sunday
4. What time are you going to go to bed on Sunday?
A. With Martin
B. At midnight
5. What food does your Mom dislike to cook?
A. Junk food
B. She dislikes T-shirts
6. How often do you watch TV?
A. My favorite TV program is “Está cañon”
ANSWER:
0. B
C. She is nice.
C. Coffee and bread.
C. She is my friend
C. Math and drama
C. Pajamas
C. Jackets
B. Three times a week
C. Yesterday
7. Where will your parents be one hour from now?
A. They were at work
B. They go to work. C. They’ll probably be at work
B. Fill in the blanks in the dialogue, using: was, wasn’t, were, or weren’t.
A: What’s this?
B: It’s a poster from one of Sting’s concerts.
A: When 1)
the concert?
B: Oh, five years ago.
A: How old 2)
you then?
B: 13
A: 3)
you there alone?
B: No, I 4)
alone. My brother, Tom, and some friends 5)
there, too.
A: What 6)
it like?
B: Amazing! Sting was fantastic and the people 7)
very excited. They
8)
dancing, but they were singing along.
A: 9)
Sting a member of Simply Red?
B: No, he 10)
, silly. He 11)
in the famous rock band
The Police
A: Oh, yes. You’re right.
Guía de Actividades Inglés II
Editado por Ing. DLMS
51
C. Read the text and fill in the blanks with the correct word. Remember only ONE
word.
Hi there! My name is Melissa Yun. I was (1)
in Korea but I didn´t grow(2) there.
I was born (3) ____ July. I was a cute baby. I (4) ____ a little baby with curly black
(5)____ and dark black eyes. My mouth was really small. Maybe, you won’t believe it,
but my favorite toy was (6) _____small red car. It was so brilliant (7)_____
beautiful!.
When (8) _____ was at elementary school I was good at Math, now I’m not anymore.
And (9) ____ best friend was Susan. She is still my best friend.
D. WRITE A PARAGRAPH about your childhood.
Use the following questions as a guide. Write between 60 and 70 words.
Where were you born?
Did you grow up in Poza Rica?
Were you a good student? Why?
Where did you study elementary school?
What was your school like?
*This part should be checked by a counselor.
Guía de Actividades Inglés II
Editado por Ing. DLMS
52
ANSWER KEY
UNIT 15
I LISTENING
A. Score: 1 point each, total = 1 points
PICTURE C
II READING
A. Score: 1 point each, total = 5 points
1T 2F 3T
4F
5T
B Score: 1 point each, total = 5 points
1.- kings and queens
2.- Tenez!
3.- It was called “Lawn tennis” and they played it at Wimbledon.
4.- They were quite heavy.
5.- Men wore trousers and shirts, women wore long dresses and they also wore shoes.
III WRITING
A. Score: 1 points each, total = 7 points
1- A
2.- B
3.- C
4.- B
5.- A
6.- B
7- C
B. Score: 1 points each, total = 11 points
1. was
7. were
2. were
8. were
3. were
9. was
4. wasn’t
10. wasn’t
5. were
11. was
6. was
C. Score: 1 points each, total = 9 points
1. born 2. up 3. in
4. was 5. hair
6. a
7. and 8. I
9. my
D. WRITING
*This part should be checked by a counselor.
Score: total 6 points
ESCALA PARA CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACION
44
43
42
41
40
10
9.8
9.5
9.3
9.1
39
38
37
36
35
8.9
8.6
8.4
8.2
8
34
33
32
31
30
7.7
7.5
7.3
7
6.8
29
28
27
26
25
6.6
6.4
6.1
5.9
5.7
Guía de Actividades Inglés II
Editado por Ing. DLMS
53
Audio Script
Lethaby C., Acevedo A. & Harmer J. 2007.JUST RIGHT Elementary St’s book, American Edition.
Marshall Cavendish. London
L: Hello!
M: Hello Leo!
L: Hello Maggy!
M: How is it going? Do you want to come to the zoo with us today?
L: Mmm… maybe, what’s the weather like over there?
M: Well, it was awful yesterday, but today it’s nice, it’s sunny at the moment.
L: Oh, really! Yesterday it was sunny all day here, but not today, it’s raining here. I don’t think it’s a
good idea to go to the zoo
M: But, it’s nice here. It’s just a little cloudy and windy, but there’s no rain at all.
L: Is it cool?
M: No, not at all.
L: Why don’t we go to the movies, instead?
M: Are there any good movies on?
L: I heard that submarine is good.
M: A movie about rain? No, thanks.
L: What about the park near your house? Let’s go for a walk.
M: All right. You win. What time?
L: I can be in your place in an hour.
M: Ok, see you here in an hour.
Guía de Actividades Inglés II
Editado por Ing. DLMS
54
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad
16
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
55
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora ______________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
56
UNIVERSIDAD VERACRUZANA
CENTRO DE AUTO-ACCESO
POZA RICA
SALA
HABILIDAD
LECTURA
EXÁMENES DE PRÁCTICA
IDIOMA
INGLES
NIVEL
2
HOJA DE TRABAJO
UNIT 16
TEMA
Frases Preposicionales, Pronombres Objeto,
Invitaciones y Excusas
OBJETIVO
EVALUAR CONTENIDOS DE LA U 16
CODIFICACIÓN
MDE/ U 16 /ING/ N2
ADAPTADO POR
Ma. del Socorro Rodríguez González
FUENTE
Dooley J. & Evans V. 2005. BLOCKBUSTER
(book, workbook & grammar book). Express
Publishing. EU.
Guía de Actividades Inglés II
Editado por Ing. DLMS
57
Unit 16
English 2
I.- LISTENING
A.- Listen to the people in the pictures make phone calls. Number the pictures from
1 to 3
B.- Listen to phone calls again. Look at the message pads. Correct the false
information. (There are three mistakes in each message.)
2
1
For: Clarissa
For: Mom
Terry
Message: Jerry Porter called you.
Message: Dr. Bloom’s office called you.
There’s a jazz concert tomorrow
night. He wants to invite you.
Call him tonight.
Your appointment changed. It’s now
next Tuesday at 3:30 P.M. The doctor
can’t see you on Monday because she
has to work at the hospital. Call her
office before Monday morning.
Caller’s number: 347 - 9761
Caller’s number: 955 - 4920
3
For: Tim
Message: Your girlfriend Joyce called you.
She can meet you for dinner on Friday
night because she has to visit her sister in
the hospital. She wants to have lunch on
Sunday at the new Mexican restaurant.
Call her tomorrow at work.
Caller’s number: 917 - 8426
Guía de Actividades Inglés II
Editado por Ing. DLMS
58
II.- GRAMMAR
A. Read carefully the following text and write down: me, you, him, her, us and them.
In our family every year, in Christmas our parents come or we go to their homes. So,
last year we went to stay with (1)
mother brought (3)
.This year they are coming to stay with (2)
some fresh fruit. My brother brought his three kids with (4)
Suki had her kids with (5)
some work with (7)
money for my birthday. My father always takes
when he goes on vacation. My mother never lets (8)
with the cooking. My parents like me to go on vacation with (10)
help
.
B. Read the dialogue and complete with these expressions:
need to want to
I’d love to
have to would you like to
Stan: (11) We __________walk home because there are no buses.
Lisa: (12) __________ to have dinner with us on Sunday?. Yes (13)__________
Stan: Oh I see… Then… Do you (14)
go to the movies tonight?
Lisa: Tonight? Sorry, I have a headache I (15) _________see the doctor.
C. Choose the correct preposition.
16.-This is Charlie’s house. He is not
a. in
b. on
c. at
d. in the
17.-Maybe, he is
a. in
b. on
18.-Yesterday, he was
a. in
b. on
19.a. in
class.
c. at
d. in the
home;
e. at the
e. at the
mall and he saw a beautiful hammock.
c. at
d. in the
e. at the
his last vacation he went to Zacatlán.
b. on
c. at
d. in the
e. at the
20.-He was playing
a. in
b. on
Guía de Actividades Inglés II
Editado por Ing. DLMS
.
.
My grandparents always give (6)
(9)
. My
beach but he had an accident;
c. at
d. in the
e. at the
59
D. Complete the sentences with the present perfect and for or since.
21.- A: How long
you
B:
three years.
22.- A: How long
Daryl
six months
23.- A: How long
Ella
B:
2007.
24.- A: How long
you
B:
last year.
(have) your car?
(live) on the island?
(work) here?
(know)Mike?
III.- READING
Read the text and answer T (true) or F (false)
Day 1 Kadavu
We finally arrived in The Soft Coral Capital of the World, Fiji, every scuba diver’s dream. I got
all my equipment ready and went for my first dive in the ocean. It was an amazing
experience. Fish here are more colorful and more beautiful than fish in lakes.
Day 2 Eagle Rock
We explored the Great Astrolabe Reed for hours. The water wasn’t very warm – it was colder
than yesterday but there were more fish and corals. It was incredible!
Day 3 Seafan Alley
The water was a beautiful indigo color and it was really deep. We went down to 65 feet
underwater and we saw a school of barracuda! I think they’re uglier than sharks, but luckily
they’re not dangerous!
Day 4 Party time!
Our instructor planned a beach party for us this evening. We had a great time. I’ll be very sad
to leave this paradise in two days! Scuba-diving trips aren’t very cheap but they’re definitely
worth it!.
1. This is the writer’s first scuba-diving trip.
T
F
2. The water on Day 1 was warmer than on Day 2.
T
F
3. The writer thinks that barracuda are beautiful fish.
T
F
4. The writer thinks scuba-diving trips are a little expensive.
T
F
Guía de Actividades Inglés II
Editado por Ing. DLMS
60
IV.- WRITING
INSTRUCTIONS: WRITE A COMPOSITION using the topic words, as shown in the example.
Use between 30 or 50 words and write your composition on your answer sheet.
Use all the words in the box.
EXAMPLE COMPOSITION:
BOX 1
EXAMPLE:
terrible
last
stomachache
x wrong
Last Friday I went to the doctor’s because
I spent a terrible night. I had a
hamburger for dinner and something was
wrong with it. I had a horrible
stomachache and my whole body feels
sore. I had to take Peptobismol and a pill
of Paracetamol. I felt better soon.
feel
of
take
BOX 2
TOPIC WORDS
yesterday
go
in
delicious
Guía de Actividades Inglés II
Editado por Ing. DLMS
expensive
restaurant
near
61
ANSWER KEY
UNIT 16
I.- LISTENING.
A:
1 point each one. Total: 3 points.
3 2 1
B:
1 points each one. Total: 8 points.
Message 1: There’s a rock concert tomorrow night.
Caller’s number: 346 – 9761
Message 2: For: Dad
It’s now next Thursday at 3:30 P.M.
Caller’s number: 944 – 4920
Message 3: Message: Your sister Joyce called you
…she has to visit her friend in the hospital.
…on Sunday at the new Italian restaurant.
II.- GRAMMAR.
A:
1 points each one. Total: 10 points.
1. them
2. us 3. me/us
4. him
5. her
6. me
7. him
8. Me
9. Her
10. them
B:
1 points each one. Total: 5 points.
11. have to 12. Would you like to
13. I’d love to
14. want to
15. need to
C:
1 points each one. Total: 5 points.
16. c (at)
17. a (in)
18. d (in the)
19. b (on)
20. e (at the)
D:
2 points each one. Total: 8 points.
21. have / had / for
22. has/ lived/ for
23.has/ worked/ since
24.have/ known/ since
III.- READING.
1 points each one. Total: 4 points.
1. T
2. T
3. F
4. F
IV.- WRITING.
Total: 6 points.
*This part should be checked by a counselor.
ESCALA PARA CALIFICACIONES
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
ACIERTOS
CALIFICACIÓN
49
10
44
9
39
8
34
6.9
48
9.8
43
8.8
38
7.8
33
6.7
47
9.6
42
8.6
37
7.6
32
6.5
46
9.4
41
8.4
36
7.3
31
6.3
45
9.2
40
8.2
35
7.1
30
6.1
Guía de Actividades Inglés II
Editado por Ing. DLMS
62
Audio Script
Can I take a message?
(Track 23 Interchange INTRO Third Edition Teacher’s Resource Book)
1
WOMAN:
TERRY:
WOMAN:
TERRY:
WOMAN:
TERRY.
WOMAN:
TERRY:
WOMAN:
TERRY:
Hello?
Hello. Is Clarissa there?
No, I’m sorry; she’s not here right now. Can I take a message?
Yes please. This is Terry Potter.
Perry?
No, Terry. Please tell Clarissa that there’s a rock concert tomorrow night. I’d
like to invite her to go with me if she’s free.
OK.
I’m calling from a public phone because I’m not home right now. But can
you ask her to call me at home tonight? The number’s 346-9761
OK.
Thanks very much
2
BOY:
NURSE:
BOY:
NURSE:
BOY:
NURSE:
BOY:
NURSE:
BOY:
Hello?
Hello. I’m calling from Dr. Bloom’s office.
Uh-huh.
Is Mr. Paulsen there?
No, he’s at work. I’m his son. Can I take a message?
Yes. Please tell him his appointment has changed. It’s now next Thursday at three
thirty. The doctor can’t see him on Monday because she has to work at the hospital.
Ask him to call our office before Monday morning.
What’s your number?
The number here is 944-4920.
OK. Thanks. Bye.
3
MAN:
JOYCE:
MAN:
JOYCE:
MAN:
JOYCE:
MAN.
JOYCE:
MAN:
JOYCE:
Hello?
Hello. I speak with Tim, Please?
Sorry, He’s in class. Can I give him a message?
Yes, I’m Joyce, Tim’s sister. Can you please tell Tim I can’t meet him for dinner on
Friday night? I have to visit my friend in the hospital. Tell him we can have lunch
on Sunday. I want to go to the new Italian restaurant.
OK.
I have to go out now, but he can call me at work tomorrow.
Does he have your number?
I’m not sure. It’s 917-8426.
All right.
Thanks a lot. Bye.
Guía de Actividades Inglés II
Editado por Ing. DLMS
63
CENTRO DE AUTOACCESO
PLAN DE TRABAJO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Nombre ______________________________________ No de Usuario _______________ Carrera ___________________
Semana de _________ al __________ de______________, 2017.
Nivel
2
Unidad Presente perfecto
Primeramente identifica cuáles son tus
necesidades y enuméralas del 1 al 6 de acuerdo a
la importancia que tienen para ti.
Habilidad
Gramática
Audio
Lectura
Escritura
Vocabulario
Conversación
Importancia
Ahora, llena cada columna del siguiente formato con la información adecuada.
TEMA
Guía de Actividades Inglés II
Editado por Ing. DLMS
MATERIAL QUE VAS A UTILIZAR
ÁREA DE TRABAJO O
HABILIDAD
64
TIEMPO
APROXIMADO
CENTRO DE AUTOACCESO
BITACORA
FECHA
TEMA
ÁREA DE TRABAJO O
HABILIDAD
TIEMPO
CENTROS DE AUTO-ACCESO DE IDIOMAS
UNIVERSIDAD VERACRUZANA
Comentarios (un comentario general acerca
de tu trabajo en esta unidad, evaluación de la
sesión, estrategias que te funcionan para
trabajar, observaciones, fácil/difícil,
¿Por qué?, etc.)

¿Cuál fue la calificación de tu examen de práctica en esta unidad?
___________________________
Comentarios _______________________________________
 ¿Cómo calificas la selección de materiales que hiciste para esta
unidad en cuanto a tus necesidades?
Adecuada ( )
Inadecuada ( )
¿Por qué? ____________________________________________

¿Cómo calificas tu desempeño en esta unidad?
a) Excelente b) Muy bien c) Bien d) Regular
 ¿El material que utilizaste te ayudó a reforzar la habilidad que más
necesitas trabajar?
¿Sí?
¿No?
¿Por qué? ________________________________________________
¿Existe algún tema de esta unidad acerca del cual tengas dudas o necesites
trabajar más? ¿Cuál es? ¿Qué estás dispuesto (a) a hacer para aclarar tus
dudas respecto a ese tema?
Sugerencias de la asesora
Me comprometo a ____________________________________________________________ Firma del alumno ___________________
Firma de la asesora __________________________
Guía de Actividades Inglés II
Editado por Ing. DLMS
65
PRESENT PERFECT
(ever/never)
Un componente esencial del presente perfecto son los verbos en participio pasado. Los
cuales traducidos al español, terminan en : “ado”, “ido”, “to”, “so” y “cho”.
Example:
Present
Past
Past Participle
Sing
sang
sung = cantado
Drink
drank
drunk = bebido
Write
wrote
written = escrito
*Print
printed
printed = impreso
Do
did
done = hecho
*Nota que los verbos regulares (los que en pasado terminan en “ed”) son exactamente igual
en participio pasado
El presente perfecto se realiza de la siguiente manera:
Persona
+ has / have + verbo en participio pasado + complemento
It / He /She
has
eaten
in a restaurant all this week
I / We
You / they
have
eaten
in a restaurant all this week
Ellas
han
comido
en un restaurante toda esta semana
Cabe hacer notar que en el presente perfecto el “have” no se traduce como el verbo “tener”,
sino como el verbo “haber”.
1.- FROM PAST TO PRESENT
Uso típico del "present perfect" es para describir acciones que empezaron en el pasado y que
aún no han finalizado:
I have lived in this city since 1980. He vivido en esta ciudad desde 1980: implica que sigo
viviendo en la ciudad.
I have lived in this city for 10 years. Yo he vivido en esta ciudad por 10 años, y sigo
viviendo ahí.
2.- REPEATED ACTIONS
Acciones que se han repetido varias veces. Example:
I have seen TITANIC like ten times. I love that movie! (He visto TITANIC como diez veces. Amo esa película.)
She has cleaned her room three times this month
3. UNUSUAL EVENTS
Para preguntar acerca de eventos inusuales se usa el presente perfecto, generalmente
en forma de preguntas.
No, I haven’t
Have you ever ridden a horse? (Has alguna vez montado a caballo)
Have you ever eaten Chinese food?
Yes, I
have
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Presente perfecto negativo
La forma negativa se forma con la partícula de negación "not" entre el auxiliar y el verbo
principal:
I have not done my homework / I haven´t done my homework. No he hecho mi tarea.
She has not cooked dinner / She hasn´t cook dinner. Ella no ha cocinado la cena.
Presente perfecto interrogativo
La forma interrogativa se construye con el auxiliar al comienzo de la oración, seguido del
sujeto y del verbo principal:
Have you been in Seville? ¿Has estado en Sevilla ?
Has he paid the bill?
¿Ha pagado (él) la cuenta?
Ever: it is used in questions and it is placed between subject and the past participle.
Have you
ever
met the President?
Never: it is used in affirmative sentences and gives a negative meaning. It is placed between
have and the past participle:
I have never met the President.
Exercise 1. Fill the gaps with 'have' or 'has'.
1. I ___________answered the question.
2. Jenny______________ locked the door.
3. The girls _______________ visited the museum.
4. You__________ carried a box.
5. It _____________rained a lot.
6. We_____________ washed the car.
7. He______________ closed the window.
8.
EXERCISE 2. Write down correctly the verbs in brackets in Present perfect.
8. Karen …………………………………….me an e-mail. (to send)
9. Dave and Pat……………………………………a museum. (to visit)
10. I…………………………………………at the pet shop. (to be)
11. Marcus……………………………. an accident. (to have)
12. We…………………… the shopping for our grandmother. (to do)
EXERCISE 3. Rewrite the sentences in the correct order.
13. a / ever / have / sung / mariachi / you/ with /?
14. his / cleaned / Greg / has / bedroom / never / .
15. a / known / we / ever / famous / have / person / ?
16. you / gone / ever / parachuting / have / ?
17. never / They / here / been / have / .
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When you want to make comparisons in English you have to use the quality adjectives. The
quality Adjectives are words which are placed before nouns to describe them (a person, an
animal or an object). They have the same form in all genders in the singular and plural.
Examples:
I read an interesting book last week.
My father bought a beautiful car.
The small back pack is mine.
There are three degrees of comparison:
Positive
dark
tall
useful
Comparative
darker
taller
more useful
Superlative
darkest
tallest
most useful
 One syllable adjectives form their comparative by adding er to the positive form:
Bright
brighter
Adjectives ending in e add r:
Safe
safer
 Adjectives of three or more syllables form their comparative by putting more before the
positive:
Interested
more interested
Frightening
more frightening
 Adjectives of two syllables follow one or other of the above rules. Those ending in ful or
re usually takes more:
Doubtful
more doubtful
Obscure
more obscure
Those ending in er, y or a consonant + le usually add er or r:
Clever
cleverer
Pretty
prettier
Gentle
gentler
 Irregular comparisons:
Bad
worse
Far
farther (of distance only)
Further (used more widely)
Good
better
Little
less
Many / much
more
Old
elder (of people only)
older (of people and things)
 Constructions with comparisons.
With the positive form of the adjective, we use as . . . as in the affirmative to show that
two people or things have a quality in the same degree and not as/not so . . . as in the
negative, to show that two people or things have a quality in different degree.
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A boy of sixteen is often as tall as his father.
He was as white as a sheet.
Your coffee is not as/so good as the coffee my mother makes
A. Write the comparative form of the following adjectives:
1.
small
2.
pretty
3.
expensive
4.
fat
5.
safe
Comparison with short adjectives
John
Tommy
Age: 14 years old
Height: 1.52 mts
Age: 26 years old
Height: 1.82 mts
Comparing Age:
John is older than Tommy
or
Tommy is
younger
than John
Comparing Height:
John is taller than Tommy
or
Tommy is shorter than John
Practicing comparison with short adjectives.
Look at pictures, read the information about Tracy and Susan and compare them using the
adjectives in the box in the comparative form.
T RACY
SUSAN
Weight: 62 kgs
Weight: 78 kgs.
Age: 29 years old
Age: 32 years old
Height: 1.70 mts
Height: 1.60 mts.
Bank account: $2,700.00
Bank account: $450,000.00
rich
Example:
poor
Tracy
is
old
young
short
tall
heavy
slim
shorter than Susan
___________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
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Comparison with long adjectives
A pilot’s job is more difficult than a painter’s job.
A pilot’s job is more stressful than a painter’s job.
A painter’s job is more tiring than a pilot’s job.
A painter’s job is more relaxing than a pilot’s job.
Compare the following chairs using the adjectives in the box
A rocking chair
comfortable
An armchair
uncomfortable expensive beautiful
modern relaxing
Example: A rocking chair is more uncomfortable than an armchair
An armchair is less uncomfortable than a rocking chair
______________________________________________
___________________________________________
___________________________________________
___________________________________________
Look at the boxes. Write sentences using as…as or not as / so … as, as in the example:
1. The library / big / the gymnasium.
2. The sandwich / tasty / the hamburger.
3. Grandmother / old / Grandfather.
4. the café / crowded / the hotel.
5. the ring / expensive / the earrings.
6. the dog / intelligent / the monkey.
Guía de Actividades Inglés II
Editado por Ing. DLMS
The library is as big as the gymnasium.
√
The sandwich isn’t as/so tasty as the hamburger
X
√
X
X
√
70
Reading.
a) Read the following article and then answer the questions about the CD_ROM and the
books.
Incredible, but True!!
All the information in the enormous Britannic Encyclopedia now comes on one small disk. Which do
you prefer – the CD-ROM or the set of 30 books? Let’s compare them.
The CD-ROM is smaller and higher than the books and it is cheaper. We think it’s more interesting, too,
because it has video and sound – you can hear animals, musical instruments and famous people talking.
So if you think the 30 books are good, we think the CD-ROM is better!
b)
Answer the questions.
1. Which is heavier?
_________________________________________________________________
2. Which of the articles is more boring?
_________________________________________________________________
3. Are the books bigger than the CD-ROM?
_________________________________________________________________
4. Is the CD-ROM more expensive than the books?
_________________________________________________________________
ANDREA - It was fantastic. It's a little bit warmer in Los Angeles than in San Di
http://www.inglesmundial.com/Ingles_Intermedio_Leccion13/Ingles_Intermedio_Leccion13_Comprensi
onOral.html.
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71











Almost all have the same form in all persons.
do not form all tenses.
are always followed by an infinitive without to.
we form the negative by putting not after the modal verb:
I can run → I cannot run
You must go → You mustn’t go.
We form the interrogative by putting the modal verb before the subject and the infinitive of the
verb after the subject:
He can run → Can he run?
You have to go → Have you to go?
May is more polite than can. We use may to express (in present and future).: Possibility
(Where’s Tom? He may be at work.), to ask for, give or refuse Permission politely (May I
come in? / You may sit down if you like. / You may not park your car here.), and a Polite
Request (May I have some more soup, please? / Yes, you may. / No, you may not.),
Could is the past tense of can and is more polite than can. We use could to express: Ability
(When I was young, I could run fast.), Permission (Could I go to the party on Sunday?), Polite
Request (Could you help me, please?) and Possibility (John could be in the library.)
Must has only one form: The Present Simple. Must expresses Internal Obligation; the speaker
feels that he or someone else is obliged to do something (You must clean your room)
Must not (mustn’t) expresses: Prohibition (You mustn’t smoke here). The past tense of must is
had to (I had to do my homework yesterday.)
Have to expresses External Obligation; it comes from facts, not from the speaker’s opinion or
feelings. (You have to obey the rules.)
Need expresses Necessity and can be a modal or a main verb. When it is a main verb, it can be
follow by a full infinitive, an –ing or a noun (I need to buy some new clothes, the grass needs
cutting, they need a grammar book.)
EXERCISE 1. Read carefully the following dialogue and write down: mustn’t, have to or need
correctly:
Fred: Hey, Mark. Look! I took a packet of cigarettes from my dad’s desk. Let’s try one and see what it’s
like.
Mark: You what! But we (1) ________ smoke! Smoking is bad for our health. It causes lung cancer.
Don’t you know anything? Besides, what if somebody sees us?
Fred: You don’t (2) ________ to worry, everyone’s in class.
Mark: I (3)________go to class too.
Fred: You’re right. It is a silly idea. Wait for me. I’ll just throw the packet away.
EXERCISE 2. Complete the blanks with may, can, must or mustn’t:
Man1: (1)________ I see your ticket?
Woman: Yes.
Man 1: You (2) ________ smoke in this compartment, Miss.
Man 2: (3) ________ I sit here, please.
Woman: Yes, of course
Man 1: Sir, you (4) ________ put your suitcases on the luggage rack. No one can pass.
Man 2: Really?
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Children: (5) _______ we go to the bar, Dad?
Dad: No, you (6) _______ not.
A girl: Have you really put a bathing suit in your suitcase?
Another girl: Yes, why not? It (7) ________ be hot in Florida.
Man 1: You (8) ________throw litter out of the window! You (9) _______ put it in the bin!
EXERCISE 3. Cross the right one:
1. Would / can I go on that ride, Mum?
No, you can’t / wouldn’t.
It could / couldn’t be dangerous
2. I’ve hit all the targets. I could / can shoot well.
3. Wow, he threw all the balls in the ring!
When I was young, I could / can do that, too.
4. Would / could
you like mustard on your hotdog?
Yes, please.
5. Will / can I get down? I’m dizzy.
Yes, but wait until it stops. You could / would fall!
6. Would / could I go into the haunted house, Sir?
Yes, of course you can / could.
7. Would / wouldn’t you help me carry the drinks?
Enter the World of Grammar. Book 1, 2, 4, 5. Mitchell H. Q.1998. MM Publications. Great Britain
Do y Make
We use do when we do not say exactly what activity we are talking about, for example with words like:
thing, something, nothing, anything, everything, and what.
Then he did a very strange thing. (NOT then he made a very strange thing)
Do something!
I like doing nothing (NOT . . . making nothing)
What shall we do?
We use do when we talk about work and jobs:
I’m going to do any work today.
It’s time to do the accounts.
Could you do the shopping for me?
I wouldn’t like to do your job.
Has Ben done his homework?
Could you do the ironing first, and
then do the windows if you have time?
We use do in the informal structure do + ing, to talk about activities that take a certain time, or are
repeated (for example jobs and hobbies). There is usually a determiner (e.g. the, my, some, much) before
the –ing form.
During the holidays I’m going to do some walking, some swimming and a lot of reading.
Do is often followed by a compound noun that corresponds to verb + object:
I want to do some bird-watching this weekend.
It’s time I did some letter-writing.
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We often use make to talk about constructing, building, creating, etc.
I’ve just made a cake.
Let’s make a plan.
My father and I once made a boat.
We sometimes use do in place of make in order to sound casual about a creative activity, as if we are not
claiming to produce any very special results.
What shall we eat? Well, I could do an omelette.
COMMON FIXED EXPRESSIONS.
good
harm
bad(ly)
well
one’s best
one’s hair
one’s teeth
one’s duty
the accounts
business
work
a job
sport
exercise
DO
the shopping
the washing up
the cleaning
dishes
the cooking
housework
the ironing
the windows
50 mph
a favour
a course
an exam
homework
a test
a journey
an offer
arrangements
an appointment
a decision
an attempt
an effort
a profit
progress
a suggestion
an exception
an excuse
a complaint
trouble
a difference
a mistake
MAKE
a list
friends
tea / coffee
a meal
a cake
a noise
a fire
love
war
peace
plan
a phone call
sure
money
a fortune
a bed
Note* we say make a bed, but we often talk about doing the bed(s) as part of housework. Compare:
He’s old enough to make his own bed now.
I’ll start on the vegetables as soon as I’ve done the beds.
WRITE MAKE OR DO IN THE CORRECT FORM.
1. Why do you always___________ the same mistake?
2. Can you ________ a favor?
3. I need to see the dentist but I haven’t ________ an appointment.
4. The last time I ________ an exam was ten years ago.
5. There’s something wrong with the car. The engine is _______ a strange noise.
6. Let’s ________ a list of all the things we have to _______ today.
ESSENTIAL GRAMMAR IN USE. Murphy R. 2004. United Kingdom. Cambridge University Press. ENTER THE WORLD OF GRAMMAR 2.Mitchell H.
Q. 1998. United Kingdom. MM Publications.
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Exercise 1
1. have
2. has
3. have
4. have
5. has
6. have
7. has
Exercise 2
8. has sent
9. have visited
10. have been
11. has had
12. have done
Exercise 3
13. Have you ever sung with a mariachi?
14. Greg has never cleaned his bedroom.
15. Have you ever known a famous person?
16. Have you ever gone parachuting?
17. They have never been her.
Comparatives.
smaller
prettier
more expensive
fatter
safer
Susan is taller than Tracy.
Tracy is havier than Susan.
Susan is slimmer than Tracy.
Tracy is older than Susan.
Susan is younger than Tracy.
Tracy is richer than Susan.
Susan is poorer than Tracy.
An armchair is more expensive than a rocking chair.
An armchair is more beautiful than a rocking chair.
An armchair is more modern than a rocking chair.
An armchair is more relaxing than a rocking chair.
LOOK AT THE BOXES
3. My grandmother is as old as my grandfather.
4. The café isn’t as crowded as the hotel.
5. The ring is not so expensive as the earrings.
6. The dog is as intelligent as the monkey.
ANSWER THE QUESTIONS:
1. The Britannic Encyclopedia.
2. The Britannic Encyclopedia.
MODALS
Exercise 1
3. Yes, they are.
4. No it isn’t.
Exercise 2
1. mustn’t
2. need
3. have to
1. May
2. mustn’t
3. may
4. must
5. may
Exercise 3
6. May
7. may
8. mustn’t
9. must
1. can / can’t / could
2. Can
3. Could
4. would
5. can / could
6. could
7. would
WRITE MAKE OR DO IN THE CORRECT FORM.
1. make
2. do
3. made
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4. did
5. making
6. make / do
75