LENGUA ADICIONAL AL ESPAÑOL 2

2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de diciembre de 2009.
Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora
Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México
La edición consta de 11,524 ejemplares.
COLEGIO DE BACHILLERES
DEL ESTADO DE SONORA
Director General
Mtro. Jorge Luis Ibarra Mendívil
Director Académico
Lic. Jorge Alberto Ponce Salazar
Director de Administración y Finanzas
Lic. Oscar Rascón Acuña
Director de Planeación
Dr. Jorge Ángel Gastélum Islas
Lengua Adicional al Español 2
Módulo de Aprendizaje.
Copyright ©, 2009 por Colegio de Bachilleres
del Estado de Sonora
todos los derechos reservados.
Primera edición 2009. Impreso en México.
DIRECCIÓN ACADÉMICA
Departamento de Desarrollo Curricular
Blvd. Agustín de Vildósola, Sector Sur
Hermosillo, Sonora. México. C.P. 83280
Registro ISBN, en trámite.
COMISIÓN ELABORADORA:
EQUIPO TÉCNICOEQUIPO TÉCNICOEQUIPO TÉCNICOEQUIPO TÉCNICO
Coordinación general:Coordinación general:Coordinación general:Coordinación general:
Luz María Grijalva Díaz
Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares:Elaboradores disciplinares:
Alma Lorenia Valenzuela Chávez Matemáticas II
Nydia Gabriela Estrella Química II
Próspero Mendoza Yocupicio Historia de México II
Diego Navarro Gil Taller de Lectura y Redacción II
María del Socorro Salas Meneses Ética y Valores II
María Enedina Duarte Camacho Informática II
Moisés Galaz Duarte Lengua Adicional al Español II
Sonia María Valle Ross Orientación Educativa II
Revisión Disciplinaria:
Edna Elinora Soto Gracia
Corrección de Estilo:
Edna Elinora Soto Gracia
Supervisión Académica:
Nancy Vianey Morales Luna
Diseño:
María Jesús Jiménez Duarte
Grupo Editorial:
Ana Isabel Ramírez Vásquez
Bernardino Huerta Valdez
Francisco Peralta Varela
Joaquín Rivas Samaniego
Coordinación Técnica:
Claudia Lugo Peñuñuri
Coordinación General:
Lic. Jorge Alberto Ponce Salazar

3
PRELIMINARES
Ubicación Curricular
DATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNODATOS DEL ALUMNO
Nombre: _______________________________________________________________
Plantel: __________________________________________________________________
Grupo: _________________ Turno: _____________ Teléfono:___________________
E-mail: _________________________________________________________________
Domicilio: ______________________________________________________________
_______________________________________________________________________
COMPONENTE:
FORMACIÓN BÁSICA
CAMPO DE CONOCIMIENTO:
COMUNICACIÓN
HORAS SEMANALES:
04
CRÉDITOS:
06

4
PRELIMINARES
LENGUA
ADICIONAL AL
ESPAÑOL 2
BLOCK 1 COMPARES
PEOPLE, OBJECTS AND
PLACES.
DIDACTIC SEQUENCE 1 MY
CITY IS MORE BEAUTIFUL
THAN...
DIDACTIC SEQUENCE 2
CHARACTERISTICS AND
COMPARISON.
DIDACTIC SEQUENCE 3 THE /
MOST / EST WHAT IS IT?
BLOCK 2 MOMENTS
FROM THE PAST.
DIDACTIC SEQUENCE 1 WE
DID A LOT THINGS IN OUR
VACATION PERIOD.
DIDACTIC SEQUENCE 2
HERMOSILLO WAS ALSO A
BEAUTIFULL CITY.
BLOCK 3
I UNDERSTAND
INSTRUCTIONS AND
REGULATIONS
DIDACTIC SEQUENCE 1 HEY!
LISTEN CAREFULLY, YOU
MIGHT NEED THIS
INFORMATION.
DIDACTIC SEQUENCE 2 WHEN
DO I USE MODAL VERBS?
BLOCK 4
I MAKE PLANS AND
PREDICTIONS.
DIDACTIC SEQUENCE 1
DESCRIBING PLANS AND
ACTIVITIES.
DIDACTIC SEQUENCE 2
TEENAGERS' LIFE AND THEIR
FUTURE.
DIDACTIC SEQUENCE 3 WILL
VS. GOING TO.

5
PRELIMINARES
Presentación .........................................................................................................................................................6
BLOCK 1: Compares people, objects and places ................................................................................7
DIDACTIC SEQUENCE 1. My city is more beautiful than…...............................................................................10
DIDACTIC SEQUENCE 2. Characteristics and comparison..............................................................................18
DIDACTIC SEQUENCE 3. the / most / est what is it?.........................................................................................26
BLOCK 2: Moments from the past.......................................................................................................37
DIDACTIC SEQUENCE 1. We did a lot things in our vacation period ...............................................................38
DIDACTIC SEQUENCE 2. Hermosillo was also a beautiful city.........................................................................44
BLOCK 3: I understand instructions and regulations.........................................................................59
DIDACTIC SEQUENCE 1. Hey! Listen carefully, you might need this information............................................60
DIDACTIC SEQUENCE 2. When do I use modal verbs? ...................................................................................68
BLOCK 4: I make plans and predictions.............................................................................................85
DIDACTIC SEQUENCE 1. Describing plans and activities ................................................................................86
DIDACTIC SEQUENCE 2. Teenagers’ life and their future.............................................................................. 100
DIDACTIC SEQUENCE 3. Will vs. Going to..................................................................................................... 109
BIBLIOGRAPHY................................................................................................................................................ 118
Content

6
PRELIMINARES
Este Módulo de Aprendizaje de Lengua Adicional al Español 2 contiene la información necesaria para apoyarte en la
construcción de tu aprendizaje, ya que está diseñado para ser una guía en el proceso de enseñanza-aprendizaje que
llevarás acabo en el transcurso de tu vida como bachiller.
Al adentrarte en este nuevo Módulo, encontrarás que cuenta con la descripción de las competencias que obtendrás y
el cómo saber identificarlas, y algo muy importante: reconocer si se han adquirido o no mediante la autoevaluación.
Aunado a los contenidos de este Módulo, las aportaciones y la guía de tu profesor(a) serán también fundamentales
para ayudarte a la construcción de tu propio conocimiento, sobre todo a obtener las competencias esenciales para
hacer frente a los retos que se presentarán a lo largo de tu vida.
El material que tienes en tus manos, es una herramienta de suma importancia para que te conviertas en una persona
competente, visionaria e innovadora, características que se establecen en los objetivos de la Reforma Integral de
Educación Media Superior que actualmente se esta implementando a nivel Nacional.
El reto del Colegio de Bachilleres de ofrecerte material de apoyo de calidad, acorde a los nuevos tiempos, que
cumplan con los objetivos de la Reforma, además de lo que los escenarios local, nacional, e internacional demandan,
se ve alcanzado en este Módulo de Aprendizaje, el cual no deja de ser perfectible, pero que a la vez concentra la
información y actividades que ayudarán hacer de ti la persona que nuestra sociedad necesita.
Presentación

COMPARES PEOPLE, OBJECTS AND PLACES
Unidad de competencia
Solicita e intercambia información respecto a comparaciones de personas y lugares, de manera oral y
escrita, en situaciones de socialización y recreación o laborales sencillas.
Atributos a desarrollar en el bloque:
Durante el presente bloque se busca desarrollar los siguientes Atributos de las competencias
genéricas:
4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o graficas.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en
el que se encuentra y los objetivos que persigue.
4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas.
4.4 Se comunica en una segunda lengua en situaciones cotidianas.
4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar
ideas.
6.4 Estructura ideas y argumentos de manera clara, coherente y sintética.
7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento.
8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los
contextos local, nacional e internacional.
Time assigned: 15 horas

10
Didactic sequence 1.
My City is more beautiful than …
Start up activity
Activity 1 Observe the pictures, and describe this images. Describe in a list form both oral and written the pictures and / or
locations.
EVALUATIONEVALUATIONEVALUATIONEVALUATION
Activity 1111 Product: Describing lists. value:
KNOWLEDGEKNOWLEDGEKNOWLEDGEKNOWLEDGE
FactualFactualFactualFactual ProceduralProceduralProceduralProcedural AttitudeAttitudeAttitudeAttitude
Recognizes relative and relevant
vocabulary about physical
characteristics
The adjectives most frequently used
reference to the description of people and
places.
Shows initiative and interest to seek
information beyond that provided by the
teacher.
Auto evaluation C Mc Nyc Obtained value:
What do you see in the pictures?
_______________________________________________
Can you describe what you see?
_______________________________________________
Write a list of words to describe the pictures.
____________________ ___________________
____________________ ___________________
____________________ ___________________
____________________ ___________________

11
BLOCK 1
Activity 2 Use a dictionary to find some adjectives to describe each picture; pay attention to each category.
Activity 2222 Product: dictionary adjective investigation and spelling practice. values:
characteristics
the adjectives most frequently used reference
to the description of people and places.
shows initiative and interest to seek
information beyond that provided by
the teacher.
Co evaluation C Mc Nyc Obtained value:
Liza Robert Ernestina Jorge
Nacho Martha Soco and Carlo
Liza Robert Ernestina
Jorge Nacho Martha
Soco and Carlo
A.A.A.A. PersonalPersonalPersonalPersonal
temperamenttemperamenttemperamenttemperament
B. AppearanceB. AppearanceB. AppearanceB. Appearance
C. AppearanceC. AppearanceC. AppearanceC. Appearance
D. AnyotherD. AnyotherD. AnyotherD. Anyother

12
Now in teams of three, organized by your teacher, practice the spelling for each word. Pay attention to the word stress.
Development activities
These are some common and not so common adjectives. In pairs and with your
teacher’s help find the meaning for each word.
TimeTimeTimeTime
Ancient brief
Early fast
Late modern
Old quick
Rapid swift
young
What Is An Adjective?
An adjective modifies a noun or a pronoun by identifying, quantifying
words, or describing. An adjective normally precedes the noun or the
pronoun which it modifies. An adjective can be modified by an adverb, or
by a phrase or clause running as an adverb. In the sentence. Some nouns,
many pronouns, and many participle phrases can also take action as
adjectives. In the sentence.
Feelings (Good)Feelings (Good)Feelings (Good)Feelings (Good)
healthy jolly
kind lucky
nice obedient
proud relieved
successful thankful
vivacious witty
zealous
ConditionConditionConditionCondition
Annoying bad
cautious dead
expensive frail
gifted
helpful
important
Taste/TouchTaste/TouchTaste/TouchTaste/Touch
Bitter delicious
Fresh juicy
Rotten spicy
Tart fluttering
Greasy hard
Icy loose
AppearanceAppearanceAppearanceAppearance
adorable
adventurous
blushing bright
clean clear
distinct dull
elegant excited
fancy filthy
AppearanceAppearanceAppearanceAppearance
glamorous gleaming
handsome homely
light long
magnificent misty
old-fashioned plain
poised quaint
shiny smoggy
ugly unsightly
wide-eyed
ShapeShapeShapeShape
broad
chubby
crooked
curved
deep
QuantityQuantityQuantityQuantity
abundant
empty
few
heavy
light
many
numerous
substantial
SizeSizeSizeSize
big
colossal
fat
gigantic
great

13
BLOCK 1
Activity 3 Study the adjectives listed in the page and find a use for at least 15 of the words. Give an example in a
sentence.
Ex. Salma is a very glamorousglamorousglamorousglamorous Mexican artist.
Activity 3333 Product: Sentences with adjectives. values:
vocabulary about adjectives.
Identifies and selects adjectives from the list
and studies its use in a real life situation.
the teacher.
Write your sentences here.
1. ________________________________________________________________ .
2. ________________________________________________________________ .
3. ________________________________________________________________ .
4. ________________________________________________________________ .
5. ________________________________________________________________ .
6. ________________________________________________________________ .
7. ________________________________________________________________ .
8. ________________________________________________________________ .
9. ________________________________________________________________ .
10. ________________________________________________________________ .
11. ________________________________________________________________ .
12. ________________________________________________________________ .
13. ________________________________________________________________ .
14. ________________________________________________________________ .
15. ________________________________________________________________ .

14
Activity 4 Based on the list from previous pages and the sentences you just created;
define in your own words what is an adjective.
Now make a list based on the adjectives you know to describe a partner from the classroom.
Activity 4444 Product: Adjectives definition. values:
vocabulary about adjectives.
Identifies and selects adjectives from the list
and studies its use in a real life situation.
the teacher.

15
BLOCK 1
Closing Activities
Circle the adjective in each sentence. Then, tell what noun the adjective is describing.
Example: The green alien walks out of the spaceship.
The adjective green describes the alien.
1. The shiny spaceship lands in my yard.
The adjective ____________ describes _________________.
2. An alien with big eyes walks out of the ship.
3. It waves its tiny hand in the air.
4. The alien says, “Earth is such a beautiful planet.”
5. A black rabbit hops into the yard and scares the alien.
6. The frightened alien runs back into its spaceship and blasts off.
Now in team of four write the passage and taking turns read it out loud to the team.

16
Activity 5 Listen and read the dialogues. Identify adjectivesadjectivesadjectivesadjectives and the different forms to use them. Underline each one
and notice the differences among them.
Now in teams practice the dialogues and pay attention to the sentence stress.
Activity 5555 Product: listening and dialogues practice. values:
vocabulary in a dialogue and the use
of comparatives.
Understands and listens simple dialogues
that include comparisons.
Shows openness and tolerance to the
lexicon of language differences.
Dialogue 1Dialogue 1Dialogue 1Dialogue 1
Alma: Today the weather is very hot.
Gabby: Yes. It's hotter than yesterday.
Alma: Is Caborca hotter than here?
Gabby: Here is perhaps a little hotter than Caborca.
Alma: Is the Arizonan winter cold?
Gabby: The Arizonan winter is very cold.
Alma: How much colder than here?
Gabby: A lot colder than here.
Alma: What about spring then?
Gabby: Spring is warm in Sonora. It's better than autumn. I like it
very much.
Art: Is Spanish more
difficult than
English?
Susan: No, they are
similar. Both aren’t
easy.
Art: Is he taller and
fatter than you?
Susan: He is taller than me
but not fatter than
me.
Art: Which one of these
two universities is
better?
Susan: It is hard to say,
this one is bigger
than that one, that
one is more
beautiful than this
one.
Art: Is the Fernando,
the younger
brother cleverer
Ingrid: Do you know the two Sanchez sisters? Do you know
how many years of age is the elder one older than the
younger one?
Tom: Only a year and a half.
Ingrid: Is it true that the older one is better at her school work
than the younger one is?
Tom: Quite right, although the younger one is clever, the
older one is lot more hard-working.
Ingrid: Out of the two sisters who is prettier?
Tom: That's very hard to say. Both of them are very good-
looking. The older one is taller than the younger one,
and the younger one is fairer than the older one.
Ingrid: Out of the two of them who is more capable than the
other?
Tom: They are both very capable. The elder sister does the
works at home faster than the younger one does, but
the younger one is better at doing things outside home.
Ingrid: Who do you like better?
Tom: It's no use for me to like either one, because neither of
the two sisters likes me.
Ingrid: Oh! I'm really sorry, I thought...
Tom: It doesn't matter; actually I don't have any intention on
them either.

17
BLOCK 1
Based on the three dialogues create and act out your own. Develop it on a real situation at school or at home.
Activity 4444 Product: identifies in real English conversations, the use of comparatives and adjectives. values:
of comparatives.
Understands and writes simple documents
that include comparisons.

18
Didactic sequence 2
Characteristics and comparison
Start up activity
Activity 1 In the following space draw an easy to draw object, such as a star, a tree, a flower or a house.
Once you finish drawing the pictures, line up according to the size of the object they have in the space. The student
with the bigger star stands on the right and the student with the smaller star stands on the left.
Answer the following questions.
What is the drawing?_______________________________________
Who has the bigger ___________________________?
Who has the smaller ___________________________?
Is student A's _____________ bigger or smaller than student B's _________________?
Write a sentence as in the example for 3 of your classmates.
Ex.: My star is bigger than the three.
My star is bigger than John's star but smaller than Mary's star.
Activity 1111 Product: identification in a drawing and simple sentence the use of comparatives and
superlatives.
value:
of comparatives and superlatives. .
Understands, writes and practices simple
sentences that include comparisons and
superlatives. .

19
BLOCK 1
Circle the adjective in each sentence and draw an arrow from each adjective to the word it describes.
Example: The red balloon floats up to the sky.
1. Three turtles swim in the pond.
2. Molly and Jenny try to finish a difficult puzzle.
3. Their mother makes a delicious feast.
4. Do you see that yellow sports car race down the street?
5. Georgina and Jesus move the snowy path.
6. Clean up this huge mess!
7. The barking dogs are inside that house.
8. Do you have my blue pencil?
9. Cecilia cleans the dirty glass.
10. The playful monkey swings on the cable.
11. The thief walks in front of the sleeping guard.
Activity 2 Use the above sentences, think of a comparison and discuss your sentences in class.
Example: The red balloon floats up to the sky higher thanhigher thanhigher thanhigher than the blue balloon.
Activity 2222 Product: sentences. Creation. value:
vocabulary in a simple sentence form
and text, and the use of comparatives.
Understands, writes and practices simple
sentences that contain comparisons.
1) ________________________________________________________________ .
2) ________________________________________________________________ .
3) ________________________________________________________________ .
4) ________________________________________________________________ .
5) ________________________________________________________________ .
6) ________________________________________________________________ .
7) ________________________________________________________________ .
8) ________________________________________________________________ .
9) ________________________________________________________________ .
10) ________________________________________________________________ .

20
Grammar
ComparativeComparativeComparativeComparative
We use than after comparatives (older than / more expensive than etc.):
Mexico isn’t older than Rome
Are mangoes more expensive than grapes?
It's easier to email than to write a letter.
"How are you today?" Not bad. Better than yesterday.
The Main plaza is more crowded than usual.
We say: than me / than him / than her / than us / than them. You can
say:
I can run faster than him. or I can faster than he can.
You are a better singer than me or You are a better singer than I am.
I got up earlier than her or I got up earlier than she did.
More less than...
How much did your shoes cost? $30?
No, more than that. (=more than $30)
The film was very short - less than an hour.
They've got more money than they need.
You go out more than me.
A bit older / much older etc.
Box A is a bit bigger than box B. Box C is much bigger than box
Canada is much bigger than France.
Jill is a bit older than Gary - she's 25 and he's 241/2
The hotel is much more expensive than I expected.
You go out much more than me.
AAAA
BBBB
CCCC
DDDD

21
BLOCK 1
Activity 3 Elaborate a collage where you express your interests or characteristics of a friend, partner or member of
your family and compare them with yourself.
Activity no. 3333 Product: elaborates collage to strengthen the comparative knowledge acquired values:
Reaffirms the use of grammatical forms
in the comparison of adjectives, in the
comparative degree including things of
real life.
Uses the adjectives most frequently
used in reference to the description of
people and places.
the teacher.

22
When comparing two things, we put thanthanthanthan between the adjective and the thing being compared.
When we compare two
things or people we look
at what makes them
different from each
other.
The man on the left
is taller than the
man on the right.
A car is faster than a
bicycle.
Comparative
adjectives are used to
show what quality one
thing has more or less
than the other. They
normally come before
any other adjectives.
The red bag is
bigger than the blue
bag.
The rule for forming the
comparative is any one
syllable adjective add -er
to the end. Any longer
adjective (two syllables or
more) use more in front of
the adjective.
"Mount Everest is
higherererer than Mount
Snowdon.", 'highhighhighhigh' is
a short (oneoneoneone
syllablesyllablesyllablesyllable) word.
"Perhaps, Phoenix is
moremoremoremore beautiful than
Tucson.", beautifulbeautifulbeautifulbeautiful
is a long word.
The following adjectives areThe following adjectives areThe following adjectives areThe following adjectives are
exceptions to this rule:exceptions to this rule:exceptions to this rule:exceptions to this rule:
'good'
becomes
'better'
'bad'
becomes
'worse'
'far' becomes
'farther' or
'further'

23
BLOCK 1
Closing activities
Activity 4 Sit behind your partner. (Back to back) Describe the person you see in the flash card that your teacher
hands in to you. Your partner will listen, and draw the picture on his/her module. Do not show the flash card to your
partner! When your teacher tells you compare the flash card with the drawing and discuss the differences.
Draw picture here.
EVALUATION
Activity no. 4444 Product: Completes descriptions and makes comparisons orally and written. values:
vocabulary about comparisons.
Requests and exchanges information related
to comparisons in simple conversations.
lexical differences between the two
languages.

24
Activity 5
Match the sentences on the right with the adjectives on the left, then write them on the line.
1. English wine is good but French wine is ______.
2. Is bad but African cooking is ______.
3. It's a long way from London to Moscow but London to Sydney is even ______.
4. I've two daughters. Sophie is the younger one and Kathryn is the ______ one.
5. My job is getting harder and ______.
6. I cannot handle it. The earlier we leave the ______ we arrive.
7. It's becoming more and ______ difficult to find time to play golf.
8. Do it when you can but the sooner it's done the ______.
9. I like visiting Magdalena but it is getting ______ and more expensive.
10. The older I get the ______ I forget!
11. I'm so happy!. I must be the ______ man in the world!
12. The ______ I think about it, the less happy I feel.
13. Alejandra is even more ______ in real life than in photos.
14. I was really sick yesterday but I feel a little ______ today.
15. This orange juice is a ______ sweeter than the other one. They are completely different.
16. I prefer this candidate for school president. I thought she was ______ better than the other one.
17. Wal-Mart It's a little ______ more expensive but much better quality.
18. I've been working hard on my English but it isn't ______ better.
19. They're both nice but Rachel is the ______ of the two.
20. Could you speak ______ slowly, please? My English isn’t very good yet.
a) Lot
b) happier
c) better
d) worse
e) nicer
f) harder
g) sooner
h) more
i) elder
j) beautiful
k) any
l) far
m) bit
n) further

25
BLOCK 1
To complete each sentence, add ----erererer, or moremoremoremore to the adjective in parenthesis.
Examples:
Enrique is taller than Francisco. (tall)
Today is more pleasant than yesterday.(pleasant)
1. A steak knife is ______________________ than a butter knife. (sharp)
2. David is a _______________________ player than anyone on the team. (fast)
3. My drawing is _______________________ than yours. (colorful)
4. I think the book we read today is _____________________ than the one we read yesterday. (interesting)
5. Katie's _____________________ brother colored on the walls. (young)
6. This week's temperatures are _____________________ than last week's. (warm)
7. That is the ______________________ test on this semester. (difficult)
8. Isn't he _____________________ than the little boy in the park we met yesterday? (nice)
9. That is a _________________________ homework assignment than the one for mathematics. (challenging)
10. Do you think a snake is _____________________ than an owl? (slow)
11. Robert's arms are _____________________ than John's. (long)
12. Joe has _____________________ feet than anyone in his family. (big)
Activity no. 5555 Product: completes exercises to encourage the use of comparatives values:
characteristics
Constructs and writes simple sentences that
include comparisons involving people,
objects and / or locations.
information beyond provided by the
teacher.

26
Didactic sequence 3
The / most / est What is it?
Start up activity
An adjective is a word that describes a person, place, or thing. Look at the pictures.
With the help of your teacher and a dictionary if you need it, write at least five adjectives to describe people (students,
teacher, girl, boy, etc.) in each picture.
Adjectives:
Adjectives:
Adjectives:

27
BLOCK 1
Grammar
In the example below, "biggest" is the superlative form of the adjective "big":
Ana is a bigbigbigbig girl, Celia is biggerbiggerbiggerbigger than Ana but Adrian is the biggestbiggestbiggestbiggest of the family.
San Luis Rio Colorado is bigger than Altar.
Write five sentences using comparative and superlative of adjectives as the examples above.
1. __________________________________________________________________________________
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
The rule for forming the superlative is any one
syllable adjective add -estestestest to the end of the
word. Any longer adjective (two syllables or
more) use mostmostmostmost in front of the word. Usually
superlatives are preceded by 'the''the''the''the'....
The following adjectives are exceptions to this
rule:
Monosyllabic
adjectives are
compared with -er,er,er,er,
----est.est.est.est.
Positive
Strong
Small
Late
Nice
Big
thin
fat
Comparative
Stronger
smaller
Later
Nicer
Bigger
thinner
fatter
Superlative
strongest
smallest
largest
nicest
biggest
thinnest
fattest
• "Mount Everest is the highest mountain
in the world.", 'high''high''high''high' is a short (one
syllable) word.
• "maybe, Hermosillo is the most beautiful
city in the world.", beautifulbeautifulbeautifulbeautiful is a long
word.
• 'good' becomes 'the best'
• 'bad' becomes 'the worst'
• 'far' becomes 'the farthest' or 'the furthest'

28
Development exercises
Activity 1 In couples, find a song where you can locate adjectives bring the lyric to class, and the song if possible.
Underline the comparatives and superlatives. Explain your work to the class.
Activity no. 1111 Product: Listening and written activity. values:
Identifies the use of grammatical
forms in the comparison of
adjectives in their different degrees.
Determines the use of comparatives and
superlatives in an auditory exercise.
Appreciates the usage of English
beyond the one provided by the
teacher.
Attach lyric here.

29
BLOCK 1
Grammar continues
Write five sentences using this type of adjectives, Example: What is the easiest exercise?
1. _____________________________________________________________________________________
2. _____________________________________________________________________________________
3. _____________________________________________________________________________________
4. _____________________________________________________________________________________
5. _____________________________________________________________________________________
Write five sentences using this type of adjectives, example: My aunt’s cake looks worse than my mom’s cake.
1. ______________________________________________________________
______________________________________________________________
2. ______________________________________________________________
______________________________________________________________
3. ______________________________________________________________
______________________________________________________________
4. ______________________________________________________________
______________________________________________________________
5. ______________________________________________________________
______________________________________________________________
Disyllabic
adjectives ending
with
y, er, ow, ley, er, ow, ley, er, ow, ley, er, ow, le
are compared with
----er,er,er,er, ----est.est.est.est.
Positive
easy
happy
clever
narrow
Comparative
easier
happier
cleverer
narrower
Superlative
easiest
happiest
cleverest
narrowest
Irregular
forms.
Positive
good
bad
much
many
little
Comparative
better
worse
more
more
less
Superlative
best
worst
most
most
least

30
Activity 2 In teams of five prepare a small dialogue and dramatize it in class, make decisions about the comparisons
being made.
Activity no. 2222 Product:. Dialogue and dramatization values:
Presents and reaffirms the use of the
grammatical forms among
comparatives and superlatives.
Elaborates and dramatizes the created
dialogues including people, objects and
places.
languages.

31
BLOCK 1
Which dress is more expensive?
Which dress is the most expensive?
Write five sentences using this type of adjectives.
1. __________________________________________________________________________________________
2. __________________________________________________________________________________________
3. __________________________________________________________________________________________
4. __________________________________________________________________________________________
5. __________________________________________________________________________________________
Tell whether the underlined adjective is positive, comparative, or superlative.
1. Monica is happier than Michael. _________________________
2. That is the heaviest rock in the garden. _________________________
3. Math is easier for her than Science. _________________________
5. The ice cream is cold. _________________________
6. I am drinking a large soda. _________________________
All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.All the other adjectives are compared with more, most.
Positive
careful
expensive
difficult
tired
terrible
Comparative
more careful
more expensive
more difficult
more tired
more terrible
Superlative
most careful
most expensive
most difficult
most tired
most terrible
Some adjectives
compare by adding the
words moremoremoremore and most.most.most.most.
Use the word moremoremoremore with
adjectives that compare
two things.
Use the word mostmostmostmost with
adjectives that compare
three or more things.

32
Choose the correct words in parenthesis to complete each sentence. Write the words on the line.
1. This is the ___________________________ chicken I've ever eaten. (more delicious, most delicious)
2. Baseball is the ___________________________ sport of all. (more exciting, most exciting)
3. The roses are ___________________________ today than yesterday. (more beautiful, most beautiful)
4. Pedro is ___________________________ than his sister. (more excited, most excited)
5. The ___________________________ spelling word we have for this week. (more difficult, most difficult)
6. Basketball is a ___________________________ sport than fishing. (more physical, most physical)
7. Winter is the ___________________________ season of all. (more wonderful, most wonderful)
8. Robert is a ___________________________ child than Jessie. (more well-behave, most well-behave)
Activity 3 Create a mind map with all information about comparatives and superlatives.
Include rules for the adjectives and examples.
Activity no. 3333 Product: Mind map creation. values:
vocabulary for comparisons
Understands the adjectives with the most
frequently used reference to describe people
and places.
the teacher.

33
BLOCK 1
Closing activities
Let’s see more examples:
Bacadehuachi is as cold as Chihuahua in the winter.
Andrea is as beautiful as Beyonce.
Paul Potts is not as famous as Susan Boyle.
A snake is as dangerous as a crocodile.
Anita isn’t as tall as Marcos.
Today is as hot as yesterday.
This test is not as difficult as the last one
My mother told me that my room smells like an old running shoe.
Fill in the comparison with as + adjective + asas + adjective + asas + adjective + asas + adjective + as.
Javier is (tall) __________________________________________________________________________ Glenda.
Virginia is (beautiful) ____________________________________________________________________ Jennifer.
Yolanda is (crazy) _____________________________________________________________________ my sister.
We can drive (fast) _____________________________________________________________________they can.
My teacher is (not / strict) __________________________________________________________________yours.
Your cellular phone is (not / trendy) __________________________________________________________ mine.
Matrix II is (not / interesting) ______________________________________________________________ Matrix I.
This yoghurt (not / taste / good) _______________________________________________the one from yesterday.
I can do (many / press-ups) _________________________________________________________________ you.
I (not / earn / much / money) ______________________________________________________________ you do.
Read the sentences below, then write a sentence using “as [adjective] as” or “more adjective/adjective-er.”
Dave is 27 years old. Julie is 23 years old.
_____________________________________________________________________________________________
My English test score is 94%. Steven’s test score is 95%.
_____________________________________________________________________________________________
Vivian’s English test score is 99%. Lily’s English test score is 99%, too.
_____________________________________________________________________________________________
Jane’s computer is bad. Amy’s computer is bad, too.
_____________________________________________________________________________________________
Amy’s computer is bad. Sally’s computer is good.
_____________________________________________________________________________________________
Fire is hot. Ice is cold.
_____________________________________________________________________________________________
Playing baseball is fun! Playing basketball is fun, too!
_____________________________________________________________________________________________
To compare things, people, places or
events when there is a difference, use
“BE” not + as + adjective + as:“BE” not + as + adjective + as:“BE” not + as + adjective + as:“BE” not + as + adjective + as:
Julie isn’t as old as Dave.
We use as + adjective + as to compare
things, people, places or events when there
is no difference,
use as + adjective + as:as + adjective + as:as + adjective + as:as + adjective + as:
Julie is as old as Dave.

34
Activity 4 Choose the best answer from the box and write it on the line.
Activity no. 4444 Product: correct usage of new vocabulary values:
vocabulary about comparatives and
superlatives.
The most frequently used adjectives
reference to the description of people and
places.
the teacher.
1. Worse, worst
2. In the predicate of the sentence after a linking verb.
3. Happier, happiest
4. Before the noun or noun phrase they modify.
5. Adjectives.
1. Articles fit in to what part of speech?
A:________________________________________________________________________
__________________________________________________________________________
2.Where do most adjectives emerge in a sentence?
A:________________________________________________________________________
__________________________________________________________________________
3. Provide the comparative and superlative forms of happy.
A:________________________________________________________________________
__________________________________________________________________________
4. Give the comparative and superlative forms of bad.
A:________________________________________________________________________
__________________________________________________________________________
5. Where do most adjectives that start with the letter 'a' appear? (Example: asleep)
A:________________________________________________________________________
__________________________________________________________________________

35
BLOCK 1
Final activity
Go to the following web page http://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.phphttp://www.eflnet.com/grammar/supadj.php and make the practice. Finish the exercise
and write your score here
Go to the following web page http://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.phphttp://www.eflnet.com/grammar/compsupadv1.php and make the practice. Finish the
exercise and write your score here
Activity no. 4444 Product: Web practice. values:
Reaffirms the use of vocabulary
about comparatives and
superlatives.
Recognizes the most common adjectives
referred to the description of people and
places.
languages.

MOMENTS FROM THE PAST
Solicita e intercambia información referente a actividades y situaciones propias y de terceras personas
en el pasado, de manera oral y escrita, en contextos sencillos de socialización y recreación o laboral.
genéricas:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el
que se encuentra y los objetivos que persigue.
ideas.

38
Didactic sequence 1
We did a lot of things in our last vacation period
Start up activity
Activity 1 Pair Work. Look at the pictures and write a story. Then act out that story in class.
Activity 1111 Product: Story creation. value:
Recognizes related
vocabulary about fun
daily activities
Searches, identifies and understands
general ideas in a brief dialogue related
with his / her activities and third person
in past tense.
Strikes up dialogues with proposal and emphatic attitude.

39
BLOCK 2
Development exercises
The simple past tense is one of the most common tenses in English. Its form is the same with all subjects and It’s
usually formed by adding EDEDEDED to the verb. Part of this block will explain the rules to form the tense with regular verbs.
Spelling RulesSpelling RulesSpelling RulesSpelling Rules for Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbsfor Regular Past Tense Verbs
1. Add –ed ¬ to the base form of
most verbs
start started
finish finished
wash washed
2. Add only –d when the base
form ends in an e.
live lived
care cared
die died
3. If the verb ends in a consonant
+ y, change the y to i and add –
ed
dry dried
carry carried
spy spied
4. If the verb ends in a vowel +
y, do not change the y. Just add
–ed
pray prayed
stay stayed
destroy destroyed
5. If the verb has one syllable and
ends in a consonant + vowel +
consonant (CVC), double the final
consonant and add –ed.
stop stopped
rob robbed
beg begged
6. Do not double final w or x.
sew sewed
mix mixed
7. If the verb has two syllables,
and the final syllable is stressed,
double the final consonant.
ad mit’ admitted
oc cur’ occurred
per mit’ permitted
8. If the verb has two syllables,
and the final syllable is not
stressed, do not double the final
consonant.
hap’ pen happened
lis’ ten listened
o’ pen opened

40
Activity 2 Create a conceptual map based in the information above and the notes from your teacher’s exposition.
Activity 2222 Product: conceptual map value:
Reaffirms the forms and the use
of past tense
Distinguishes the difference among regular
verbs and its spelling rules.
Uses with assertiveness the vocabulary referred to
grammar according to past tense.
Create the map here.

41
BLOCK 2
Activity 3 Answer these exercises.
Write all of your answers on the line and then check your answers with a
partner. Ask your teacher for help, if needed.
My grandfather had a very exciting life. When he was young, he
_____________________ (live) in Bacadehuachi an old town from Sonora. His
parents _____________________ (raise) cattle, and he _____________________
(look) after the cows. When he was eighteen, he went to university, where he
_____________________ (study) Philosophy. He also _____________________
(play) the guitar in a mariachi band. When the war started, he had to go live in
the USA, he _____________________ (try) to join the Air Force, but he
_____________________ (end) up in the Navy. In the Atlantic, a German
torpedo _____________________ (rip) a hole in the side of his ship, and the
ship sank. Only five men _____________________ (escape). They _____________________ (sail) in a lifeboat back to
USA. Then he met my grandmother, and they _____________________ (marry) after only three weeks of meeting. He
says now that he _____________________ (want) to marry her very quickly in case he _____________________ (die) in
the war.
Complete the sentences by changing verbs in parenthesis to Simple PastSimple PastSimple PastSimple Past then change the sentences to interrogative
form.
Example: Enedina surfed the Internet? (to surf)
Answer: Did she surf the Internet?
1) I __________________________________________________ my Math’s homework yesterday. (to do)
________________________________________________________________________________________ ?
2) Helen ________________________________________________________ to Guadalajara by plane? (to go)
________________________________________________________________________________________ ?
2) They ___________________________________________________ a Magdalena two weeks ago. (to visit)
________________________________________________________________________________________ ?
3) Jesus and Pedro ____________________________________________________ their brother. (not/to help)
________________________________________________________________________________________ ?
Pay attention to the use of “Did”/”Didn’t” for interrogative and negative form which means that the sentence is
already in the past. So, it isn’t necessary to add –ed to the main verb. You don’t say “I didn’t worked”, but “I
didn’t work!” You don’t say “Did you worked?” but “Did you work?”

42
4) The children ________________________________________________ at school last weekend. (not/to be)
________________________________________________________________________________________ ?
5) When ___________________________ you _________________________ this fantastic dress? (to design)
________________________________________________________________________________________ ?
6) My sister ______________________________________________ into the front of the house. (not/to crash)
________________________________________________________________________________________ ?
7) The boys _____________________________________________ the keys of their motorcycles. (to take off)
________________________________________________________________________________________ ?
8) You ______________________________________________________ your girlfriend last week? (to phone)
________________________________________________________________________________________ ?
9) He _________________________________________________________ coca cola at school. (not/to drink)
________________________________________________________________________________________ ?
Activity 3333 Product: exercises resolution. value:
Recognizes the most important
data in the exercise resolution.
general ideas in the exercise.
Strikes up dialogues with proposal and emphatic
attitude.

43
BLOCK 2
Closing activities
Pay attention to your teacher’s explanation then discuss this chart with your shoulder to shoulder partner.
Activity 4 Use the information from the chart above to make your own. Be sure to use a different verb. Verbs lists are
at the end of the block.
AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative
Long Form Contracted Form
I played I did not play I didn't play Did I play?
You played You did not play You didn't play Did you play?
He/she/it played He/she/it did not play He/she/it didn't play Did he/she/it play?
We played We did not play We didn't play Did we play?
You played You did not play You didn't play Did you play?
They played They did not play They didn't play Did they play?
AffirmativeAffirmativeAffirmativeAffirmative NegativeNegativeNegativeNegative InterrogativeInterrogativeInterrogativeInterrogative
Long FormLong FormLong FormLong Form Contracted FormContracted FormContracted FormContracted Form
Activity 4444 Product: chart completing value:
Recognizes vocabulary related to
expressions of time linked to the
past.
Practices and develops the use of verbs in
past tense and the use of the Auxiliary
"Did".
Shows creativity in writing and presenting
the sentences using the auxiliary "Did"

44
Figure 1
Old Hermosillo /
Villa de Seris
passage.
Figure 2
First Airport
in Hermosillo
1. The simple past tense is expressed with the
past form of the verb and nothing else.
My grandfather died last year.(correct)
My grandfather was died last year. (Incorrect)
2. The simple past tense refers to
a. action which occurred at a specific time in the past
b. completed action
c. past status
Specific past action
I ate lunch at noon today.
He drove to work yesterday.
Completed action
She finally mailed the letter.
Jan finished her report on time.
Past status
John was still single in 1995.
Jane was a movie star. Figure 3
Old “Sonora Bank”
in Hermosillo.
NOTE: At the end of the
block you can find a list of
regular and irregular verbs.
Didactic sequence 2
Hermosillo was also a beautiful city

45
BLOCK 2
Grammar
With the irregular verbs, there aren’t any rules. You have to learn them!
NOTE:NOTE:NOTE:NOTE: At the end of the block
you can find a list of regular
and irregular verbs.
NEGATIVENEGATIVENEGATIVENEGATIVE
•Subject + didn’t + infinitive
•She didn’t go to L.A. last
month.
INTERROGATIVEINTERROGATIVEINTERROGATIVEINTERROGATIVE
•Did + subject + infinitive
•Did she go to L.A. last
month?
NOTENOTENOTENOTE
•"Did”/”Didn’t” means the
sentence is already in the
past. So, it isn’t necessary to
add –ed or past tense irregular
to the main verb. You don’t
say “I didn’t went”, but “I didn’t
go”!
Some irregular verbs areSome irregular verbs areSome irregular verbs areSome irregular verbs are
be was/were
become became
eat ate
go went
put put
read read
see saw
teach taught

46
Start up activity
Activity 1 Detect and underline the past tense verbs in the following story. Contrast your
observations with your partner and write a report about it.
Yesterday Mrs. Grijalva had a very rough day. In the morning, she went to the kitchen and
looked in the cupboard for some food for her dog, but the cabinet was empty. Her poor dog
stared up at her with its hungry eyes, and she knew she had to do something quickly. She
hurried to the grocery store to buy some dog food, but unfortunately the store was out of her
dog's favorite brand, so she had to catch a bus downtown. After buying the food, she waited for a half hour in the rain
to get a cab. When she finally got home, her dog was hum! Asleep on the living room sofa.
Common problems with the past tenseCommon problems with the past tenseCommon problems with the past tenseCommon problems with the past tense
1. Using the present tense when the past tense is required.
Last week, Tony fix his neighbor's car. (Incorrect)
Last week, Tony fixed his neighbor's car. (Correct)
2. Using "was" with verbs in the past tense.
It was happened one night in September. (Incorrect)
It happened one night in September. (Correct)
Activity 1111 Product: written report. value:
Recognizes vocabulary related to
expressions of time linked to the
past and irregular verbs.
Practices and develops the use of verbs
irregular verbs in past tense and the use of
the Auxiliary "Did".
Shows creativity in writing and presenting the
sentences using the irregular past tense form.
Write your report here.

47
BLOCK 2
Activity 2 Fill in the word puzzle with the simple past tense forms of the verbs in the clues. After you finish. Group the
verbs into regular vs. irregular verbs
3. Choose ten of these verbs and write sentences in the simple past using the following words:
Activity 2222 Product: crossword puzzle. value:
Forms and reaffirms the use of the past
irregular shape of the verbs used in
everyday life.
Distinguishes the difference in the forms
of irregular verbs in the past.
Shows creativity in writing and presenting
the sentences.
Auto evaluation Mc Nyc Obtained value:
AcrossAcrossAcrossAcross
3. wait
5. leave
6. teach
7. see
9. wear
10. walk
11. stay
14. cook
15. make
16. fly
17. talk
DownDownDownDown
1. have
2. visit
3. go
4. play
8. write
10. wash
12. do
13. ride
15. meet
Yesterday _________________________________________________________________
Last week _________________________________________________________________
Last winter ________________________________________________________________
Last year __________________________________________________________________
Three months ago __________________________________________________________
Last Saturday ______________________________________________________________
Yesterday evening __________________________________________________________
Regular verbs.
Irregular verbs.

48
Change the verbs in the following sentence into past tense.
1. Yesterday, I go to the restaurant with a client.
2. We drive around the parking lot for 20 minutes in order to find a parking space.
3. When we arrive at the restaurant, the place is full.
4. The waitress asks us if we have reservations.
5. I say, "No, my secretary forgets to make them."
6. The waitress tells us to come back in two hours.
7. My client and I slowly walk back to the car.
8. Then we see a small grocery store.
9. We stop in the grocery store and buy some sandwiches.
10. That is better than waiting for two hours.
Activity 3 Correct the mistakes in the following sentences, then compare them with a partner.
Activity 3333 Product: Sentence correction. value:
Identifies the mistakes and contrasts
the correct forms of the past
Practices the use of simple sentences that
contain descriptions of activities of the
past.
Appreciates the use of simple sentences that
contain descriptions of activities of the past.
1. Last night, Samantha have pizza for supper.
__________________________________________________________________
2. My pet lizard was died last month.
__________________________________________________________________
3. Yesterday I spend two hours cleaning my living room.
__________________________________________________________________
4. This morning before coming to class, Jack eats two bowls of cereal.
__________________________________________________________________
5. What was happened to your leg?
__________________________________________________________________

49
BLOCK 2
Changing Irregular Verb Forms
Change each of the following verb forms. If the infinitive or base form is given, change it to the past form. If the past
form is given, change to the infinitive or base form.
Activity 4444 Product: Correct verb usage. value:
Recognizes vocabulary and mistakes
about past tense verbs
Searches, identifies and understands the
correct use of verbs in common sentences.
Integrates in a proposal way the correct
use of the language.
1. do 11. choose
2. begin 12. broke
3. see 13. drink
4. ride 14. drove
5. went 15. froze
6. know 16. shrank
7. speak 17. ran
8. stole 18. ring
9. blew 19. fell
10. bring 20. swim
Activity 4 Choosing the Correct Form, choose and underline the correct form of
the verb in parentheses.
1. They (rode, rid) in a crowded boat like the ones you have seen in the old movies.
2. In company with many other people, Maria’s parents (chose, choosed) to make a
journey to Europe.
3. These workers (came, come) to be called “wet back people.”
4. Mary’s parents abandoned their travel after the capital city of San Francisco, (fell,
fallen) to the winter.
5. The people on the yacht (brang, brought) few possessions and supplies.
6. After they (drank, drunk) the little water was on board, they went thirsty.
7. Mary’s father said the people (ate, eaten) all the food in a few days.
8. When another boat of refugees (sank, sunk), its people crowded onto Mary’s
parents’ boat.
9. They spent many days and nights on the deep-sea before they (saw, seen) land
again.
10. Then it (took, taken) months for Mary’s parents to be moved from Greece to the
United States.

50
Listening Activity
Simple Present / Simple Past: Listen to the following sentences. Notice the differences among each one. Check the
correct usage of the simple past tense. Make sure you catch the correct pronunciation of the verbs.
begin : I begin my class at 9 a.m. every day
began : She began to study Spanish when she was 12.
bring : Optimism brings happiness.
brought : She brought a lot of clothes on her vacation.
drive : My father drives to work every morning.
drove: We drove a rental car all around Europe.
keep : My grandmother keeps all her old photographs.
kept. : While we were on holidays, I kept a journal.
get : I never get sick on a trip.
got : My husband got sick when we went to Mexico.
leave : My son always leaves the light on when he goes
to sleep.
left : Roger and Gwen left on their trip to Jamaica last
week.
swim : My father-in-law swims three times a week.
swam : When I went to Thailand, I swam almost every
day.
send : Our friends send us e-mail all the time.
sent : We sent postcards to all our friends.
Win : My sister always wins when we play cards.
Won : My best friend won a trip to Disneyland in Florida
for 2 weeks.
spend : My husband and I spend a lot of time together.
spent : They spent a lot of time together in Ireland.
ride : I ride my bicycle to work.
rode : Julie rode a horse on the beach.
lend : Sometimes, my parents lend me money.
lent : My sister lent me her sleeping bag and tent when I
went camping.

51
BLOCK 2
Activity 5 Based on the sentences you studied and listened, write a short story about one of your holidays or
vacations. You have to use past tense verbs. Don’t use the verbs twice.
Activity 5555 Product: Short story. value:
Enunciates the use of the verbs in
past tense in a brief paragraph
about his /her vacations.
Develops and understands in a short story
about his/her vacations, the correct use of
the verbs in past tense.
Shows respect and care in the use of the
language and in the classroom.

52
Activity 6 Conversation Practice.
Write about your yesterday activities, then tell your partner or classmates what you did. Remember to use past tense.
Example: Yesterday, I went to the mall. I bought some shorts and a baseball cap. I spent almost $20.
Ask your partner what he/she did last weekend. Tell him/ her to respond with related questions. Example: What did
you do last Saturday? I stayed home and cleaned my room.
Did you do anything fun? Not really.
Then write a paragraph of your partner activities.
Activity 6666 Product: Conversation. value:
Integrates previous knowledge
about the use of the verbs in a
simple dialogue
Requests and exchanges information
related to activities from the past in simple
conversations.
Appreciates the actions, activities,
achievements and contributions of his/her
classmates in the past.

53
BLOCK 2
Talk about a childhood experience. Example:
One day, when I was about 7 years old, there was a knock on our door. When I opened the door, I saw that nobody
was there. I felt something was wrong, so I called my mother.
Activity 7 Tic-tac-toe
1. Students form pairs and decide which player is “XXXX” and which is “OOOO”.
2. From the list of irregular verbs that you can find at the end of the block, take turns choosing and then writing the
base form of the verbs in the squares of the Tic-Tac-Toe framework.
3. Taking turns, each student reads clearly one of the verbs from the grid. The student must then use the past tense
of that verb in a simple sentence, example: taketaketaketake - Yesterday, I tooktooktooktook the bus to school.
4. If the sentence is correct, the student puts an “XXXX” or an “OOOO” in the square containing the verb.
5. The student who gets three “XXXXs” or “OOOOs” in a row is the winner.
1. For each box take turns
writing the base form of
irregular verbs from the verb
list.
2. Use the verbs to make
simple sentences in the past
tense.
3. For every correct
sentence, mark an X or O.

54
Now go to the next page and start the practice.
Activity 7777 Product: Tic tac toe exercise. value:
Recognizes the importance of the
use of past tense verbs among
classmates.
Discusses in a playful way, the difference in
the form of the verbs in the past.
Values the correct use of the language
among classmates.

55
BLOCK 2
Activity 8 Private investigation work
Today you are a private investigator ( PI ) your client asked you to follow somebody and you have to make a written
report about the information that you found in your investigation.
Activity 8888 Product: written report. value:
Recognizes and reaffirms the use of
vocabulary related to past activities
in a written report.
Implements and built in a written report, the
use of vocabulary related to past activities.
Shows his/her creativity in preparing the
presentation, open to feedback.
PI INVESTIGATIVE REPORT.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Investigation made on ________________ 20 ___.
_________
Signature.

56
Closing activities
Activity 9 In teams of five prepare an oral presentation about a celebrity’s (artist or politician or any one you
decide)Write the character biography using past tense verb activities.
Activity 9999 Product: written and oral presentation. value:
Recognizes the verbs in the past in a
written report and a conversation
related to the description of
activities.
Develops the use of verbs in the past in a
written report and in a conversation.
Appreciates and works with classmates
the use of past tense in a written report
and in a conversation.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Celebrity picture
here.

57
BLOCK 2
MostMostMostMost common regular verbs incommon regular verbs incommon regular verbs incommon regular verbs in EnglishEnglishEnglishEnglish
Infinitive Past
Accept Accepted
Achieve Achieved
Admire Admired
Advise Advised
Affect Affected
Agree Agreed
Amaze Amazed
Amuse Amused
Answer Answered
Appear Appeared
Bake Baked
Behave Behaved
Believe Believed
Belong Belonged
Blame Blamed
Borrow Borrowed
Bother Bothered
Call Called
Cancel Canceled
Carry Carried
Cause Caused
Celebrate Celebrated
Clean Cleaned
Clear Cleared
Climb Climbed
Close Closed
Damage Damaged
Dance Danced
Date Dated
Decide Decided
Deliver Delivered
Depend Depended
Describe Described
Design Designed
Destroy Destroyed
Decrease Decreased
Eliminate Eliminated
End Ended
Enjoy Enjoyed
Entertain Entertained
Excuse Excused
Exercise Exercised
Exhibit Exhibited
Expect Expected
Express Expressed
Film Filmed
Fill Filled
Fish Fished
Fix Fixed
Follow Followed
Fry Fried
Greet Greeted
Guess Guessed
Hail Hailed
Handle Handled
Happen Happened
Hate Hated
Help Helped
Hope Hoped
Hunt Hunted
Identify Identified
Ignore Ignored
Imagine Imagined
Impress Impressed
Improve Improved
Include Included
Increase Increased
Interview Interviewed
Introduce Introduced
Invite Invited
Jog Jogged
Join Joined
Jump Jumped
Knock Knocked
Label Labeled
Land Landed
Last Lasted
Learn Learned
Like Liked
Link Linked
List Listed
Listen Listened
Live Lived
Locate Located
Manage Managed
Mark Marked
Match Matched
Measure Measured
Mention Mentioned
Miss Missed
Move Moved
Name Named
Need Needed
Note Noted
Notice Noticed
Number Numbered
Offer Offered
Open Opened
Order Ordered
Organize Organized
Pack Packed
Paint Painted
Pamper Pampered
Pardon Pardoned
Park Parked
Participate Participated
Pass Passed
Perform Performed
Persuade Persuaded
Pick Picked
Rain Rain
Receive Received
Recommend Recommended
Relate Related
Relax Relaxed
Release Released
Remember Remembered
Repair Repaired
Repeat Repeated
Resist Resisted
Sail Sailed
Save Saved
Scan Scanned
Scare Scared
Share Shared
Shop Shopped
Shout Shouted
Skate Skated
Ski Skied
Slow Slowed
Talk Talked
Taste Tasted
Terrorize Terrorized
Thank Thanked
Touch Touched
Travel Traveled
Try Tried
Tune Tuned
Turn Turned
Underline Underlined
Use Used
Vary Varied
Wait Waited
Walk Walked
Want Wanted
Warn Warned
Wash Washed
Watch Watched
Water Watered
Welcome Welcomed
Wish Wished
Witness Witnessed

58
MostMostMostMost common irrcommon irrcommon irrcommon irregular verbs in Englishegular verbs in Englishegular verbs in Englishegular verbs in English
InfinitiveInfinitiveInfinitiveInfinitive Past tensePast tensePast tensePast tense
Arise Arose
Awake Awoke
Bear Bore
Beat Beat
Become Became
Begin Began
Bend Bent
Bet Bet
Bind Bound
Bite Bit
Bleed Bled
Blow Blew
Break Broke
Breed Bred
Bring Brought
Broadcast Broadcast
Build Built
Burn burnt/burned
Burst Burst
Buy Bought
Cast Cast
Catch Caught
Choose Chose
Cling Clung
Come Came
Cost Cost
Creep Crept
Cut Cut
Deal Dealt
Dig Dug
Do Did
draw Drew
dream dreamt/dreamed
drink Drank
drive Drive
eat Ate
fall Fell
feed Fed
feel Felt
fight Fought
find Found
flee Fled
fly Flew
forbid Forbade
forecast Forecast
forget Forgot
forgive Forgave
freeze froze
get got
give gave
go went
grow grew
hang hung
hear heard
hide hid
hit hit
hold held
hurt hurt
keep kept
kneel knelt/kneeled
knit knit
know knew
lay laid
lead led
lean leant/leaned
leap leapt/leaped
learn learnt/learned
leave left
lend lent
let let
lie lay
light lit/lighted
lose lost
make made
mean meant
meet met
pay paid
put put
read read
ride rode
ring rang
rise rose
run ran
saw sawed
say said
see saw
seek sought
sell sold
send sent
set set
sew sewed
shake shook
shine shone
shoot shot
show showed
shrink shrank
shut shut
sing sang
sink sank
sit sat
sleep slept
smell smelt/smelled
sow sowed
speak spoke
speed sped
spend spent
spin spun
spit spat
split split
spoil spoilt/spoiled
spread spread
spring sprang
stand stood
steal stole
stick stuck
sting stung
stink stank
strike struck
swear swore
sweep swept
swim swam
swing swung
take took
teach taught
tear tore
tell told
think thought
throw threw
thrust thrust
understand understood
wake woke
wear wore
weep wept
win won
wind wound
withdraw withdrew
write wrote

I UNDERSTAND INSTRUCTIONS AND REGULATIONS
Solicita e intercambia información referente a instrucciones, ordenes, sugerencias y prohibiciones, de
manera oral y escrita en situaciones sencillas de socialización y recreación o laborales.
genéricas:
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en
el que se encuentra y los objetivos que persigue.
ideas.

60
Didactic sequence 1
Hey! Listen carefully, you might need this information
Start up activity
Listen carefully to the following instructions. If you hear a positive instruction or request to do, something you have to
respond to it, Do itDo itDo itDo it! But you must ignore other sentences. If someone makes a mistake, he/she has to sit down.
Continue until there is only one student still in the game.
Your teacher reads out the sentences using positive and negative imperatives he/she may use other sentences so be
careful.
• Everybody, stand up.
• Move your chairs to the side of the
classroom.
• Don’t sit down.
• Pick up a pen.
• Have a nice holiday!
• Don’t put your pen on your chair.
• Mary, walk to the front of the class.
Everybody else, sit down.
• Look out! There’s a teacher coming.
• Say ‘hello’ to a classmate next to you.
• Don’t go to see that film. It’s terrible.
• Walk to the back of the room.
• Don’t touch your nose.

61
BLOCK 3
Grammar
Here are some of the situations you can use imperatives.
Orders
Close the door!
Stand up!
Sit down!
Open your books!
Instructions
To make a cup of
coffee:
- Boil some water
- Put some coffee in
a cup
- Add some boiling
water
- Drink the coffee.
Directions
To go to the bank
Turns left at Orchard
Street, and then go
straight.
Offers and
Invitations
Have some tea
Come over to our
house sometime.
Let's
The verb let is often
used as an imperative
to give strong
suggestions. Let's is a
contraction of let us.
For example:
Let's go home!
Let's watch a movie!
We can use
the
imperative
to give a
direct order.
Take that
chewing
gum out of
your mouth.
Stand up
straight.
Give me the
details.
We can use
the
imperative
to give
instructions.
Open your
book.
Take two
tablets
every
evening.
Take a left
and then a
right.
We can use
the
imperative to
make an
invitation.
Come in and
sit down.
Make
yourself at
home.
Please start
without me.
I'll be there
shortly.
Have a
piece of this
cake. It's
delicious.
We can use
the
imperative
on signs
and
notices.
Push!.
Do not use
it!.
Insert one
dollar!.
We can use
the imperative
to give friendly
informal
advice:
Speak to him.
Tell him how
you feel.
Have a quiet
word with her
about it.
Don't go.
Stay at home
and rest up.
Get some
sleep and
recover.
We can
make the
imperative
'more
polite' by
adding
'do'. Do be
quiet.
Do come.
Do sit
down.
Imperatives are used to give orders or suggestions. For example: "Come here!" or "Have a cookie".
Imperatives almost always have no subject, and the second person is usually implied as the subject instead. For
example "Come here!" implies the subject "(you) Come here!”

62
Activity 1 Write FIVE imperatives of your choice, in the box given bellow, don’t use the examples in the previous
page. One imperative tells a friend what to do, one giving instructions, one giving an advice, one making an offer, one
making a suggestion.
Activity 1111 Product: written imperatives. value:
Knows the imperative form and
practices it.
Recognizes important information about
imperatives.
Integrates the information to his/her daily
activities.
1.
2.
3.
4.
5.

63
BLOCK 3
Complete the sentences with the correct imperative.
Example: Answer the questions. (answer)
A:A:A:A:
1. Don't _______________________________________________________________________! (touch)
3. up! _________________________________________________________________________ (stand)
5. the book in your bag. ____________________________________________________________ (put)
7. Let's a movie. ________________________________________________________________ (watch)
9. left at the church. ______________________________________________________________ (turn)
B:B:B:B:
2. out! __________________________________________________________________________ (get)
4. a little every day. ______________________________________________________________ (study)
6. Mummy, ____________________________________________________________ me a candy! (give)
8. Let's ___________________________________________________________________ a game. (play)
10. Let's ____________________________________________________________________ home! (go)
Check the meaning for the imperatives in the box bellow and then read the following sentences.
TakeTakeTakeTake RememberRememberRememberRemember SaveSaveSaveSave GoGoGoGo ArriveArriveArriveArrive TalkTalkTalkTalk GiveGiveGiveGive SingSingSingSing
1. Turn left at the end of the road.
2. Help me! I can’t swim!
3. Don’t forget to take your passport.
4. Don’t be late! The bus leaves at 9 o’clock.
5 . Pass the salt, please.
6 . Catch the first train in the morning.
Pick a word from the box and use it to replace one of the words of the sentence, without changing the meaning of it.
Right! You started with a verb.
1.
2.
3.
4.
5.
6.
7.
8.

64
Complete the following sentences by picking one of the words from previous exercises that you think gives the
imperative idea to the sentence.
1.- __________________ to my house tomorrow.
2.- Don’t __________________ to lock the door when you go out.
3.- __________________ left after the gas station.
4.- __________________ the locker on the right and get the books out.
5.- Don’t __________________ noisy, Miguel. The baby’s sleeping.
6.- __________________ a great time in Moctezuma.
7.- __________________ in the coffee shop. We won’t be long.
8 .- __________________ yourself a sandwich if you’re hungry.
9.- __________________ some CDs. We can listen to them in the trip to Kino bay.
Activity2 Write a letter, inviting a friend to stay at your house for the weekend. Use six imperatives in the note.
Activity 2222 Product: Write a Letter value:
Knows affirmative and negative
imperatives.
Recognizes important information in a
conversation.
Shows his/her creativity in the planning and
presentation of a letter.

65
BLOCK 3
Closing activities
Complete the following instructions with these verbs: go, take, turn, cross,go, take, turn, cross,go, take, turn, cross,go, take, turn, cross, to create
dialogues.
Then practice each dialogue with a partner.
Dialogue A:
a) Excuse me. How can I get to the bank?
b) _________________ Straight ahead on _________________ the second turning
on the left, then _________________at the pedestrian crossing,
_________________ past the post office and the bank is just next to it.
Dialogue B:
a) Good morning, can you tell me how I can go to the bus station?
b) _________________ up this street, _________________ right at the corner,
_________________ all along to the end of the road and you’ll locate it there.
Match the columns to make instructions.
Feed have a drink.
Wash put on your jacket, it’s hot.
Don’t your bedroom.
Do go to class; it’s eight o’clock.
Let’s the dishes.
Tidy your homework.
Don’t the bird.
Let’s leave the door open.
1. ___________________________________________________________________________________________
2. ___________________________________________________________________________________________
3. ___________________________________________________________________________________________
4. ___________________________________________________________________________________________
5. ___________________________________________________________________________________________
6. ___________________________________________________________________________________________
7. ___________________________________________________________________________________________
8. ___________________________________________________________________________________________
Write sentences here.

66
Complete the following cartoon with the subsequent verbs.
Write your answers here.
1.
2.
3.
4.
5.
6.
7.
8.

67
BLOCK 3
Activity 3 In teams of three, go to a crowded place such as a restaurant, a bar, or a shopping mall and write down
bits and pieces of the conversations you hear. Avoid trying to document whole conversations, just follow along for a
brief exchange and then listen for your next target. Translate them to English. Now, take your notes and based on your
observations create a real dialogue situation and act it out in class.
Activity 3333 Product: A role play to dialogue value:
Integrates and recognizes the
imperatives of the observed
conversations in a dialogue.
Understands the main ideas in a dialogue
created on a self-based observation.
Collaborates with his/her classmates on
the activities developed by the team.

68
Didactic sequence 2
When do I use modal verbs?
Start up activities
Look at these signs and identify the meaning for each one of them. Write the meaning in the box.
1111
2222 3333
4444 5 65 65 65 6
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
6. __________________________
7. __________________________
8. __________________________
9. __________________________
10. _________________________
11. _________________________
12. _________________________
13. _________________________
14. _________________________
15. _________________________
16. _________________________
17. _________________________
18. _________________________
19. _________________________
20. _________________________
7777 8888
9999
10101010
12121212 11
15151515
16161616
14141414
20202020
19191919
18181818
17171717
13131313

69
BLOCK 3
Answer the following questions about the sings from previous page.
1. Do you know these signs? Briefly discuss them with a partner in the class.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
2. Where can you find this type of signs?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
3. Are this used in Mexico?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
4. Can you guess what do this signs say to the public?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
5. Is the meaning the same in Mexico?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
6. Why do you think they are used?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
7. What do they express?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Draw 6 different signs and give the meaning of them.
Activity 1111 Product: practical identification of signs in preparation for modal verbs. value:
Recognizes related vocabulary and
images about daily used signs in
preparation for applied grammar
activities
general ideas in the questions and images
identification related with his / her daily
activities.
Integrates information to his /her daily
activities.

70
What are Modal Verbs?
Modal verbs are special verbs which behave very differently from normal verbs. Here are some important
differences:
Common Modal Verbs
Can Could May Might Must
Ought to Shall Should Will
Would
1. Modal verbs do
not take "-s" in the
third person.
Examples:
He can speak
Chinese.
She should be
here by 9:00.
2. You use "not" to
make modal verbs
negative, even in
Simple Present and
Simple Past.
Examples:
He should not be
late.
They might not
come to the party.
Main Points To Remember
A. Modals come first in a verb group.
B. All modals (except ought) are followed by the base form of the
verb.
C. Ought is followed by a “to” infinitive.
D. Modals have only one form - they don't change from first, to
second, to third person like other verbs.
3. Many modal
verbs cannot be
used in the past
tenses or the future
tenses.
Examples:
He will can go with
us. Not Correct
She musted study
very hard. Not
Correct
A.A.A.A. Modals are always
the first word in a verb
group.
I should go visit them.
I think it will be rather
boring.
Things could have
been so different.
B.B.B.B. Ought is always
followed by a “to”-infinitive.
She ought to go out with
Tom.
Sam ought to have taken
his medicine.
You ought to be doing this,
not me.
C.C.C.C. All modals except for ought
are followed by the base form
of a verb.
I should go visit them.
I think it will rain tomorrow.
Things could have been better.
Someone may have seen them.
They might be home tomorrow.
They may be late.
They should have known.
He can come by anytime.
D.D.D.D. There is no “s” form for the
third person singular of the
present tense modal verbs. Also,
there is no “-ing” or “-ed” forms.
She can't help him now.
I'm sure he can do it tomorrow.
She ought to have called him
yesterday. They might be home
tomorrow.
They may be late.
They should have known.
He can come by anytime.

LENGUA ADICIONAL AL ESPAÑOL 2

LENGUA ADICIONAL AL ESPAÑOL 2

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