Segundo Semestre . - Guía Didáctica Del Estudiante. - Inglés II

Taller de Lectura y Redacción 2
Guía didáctica del estudiante
Inglés 2
GUÍA DIDÁCTICA DE SEGUNDO SEMESTRE
DATOS DEL ESTUDIANTE
Nombre: __________________________________________________
Plantel/EMSAD: ___________ Turno: _____________

Inglés II
Guía didáctica del Estudiante
COLEGIO DE BACHILLERES DE TABASCO

MTRO. ERASMO MARTÍNEZ RODRÍGUEZ
Director General
MTRA. SONIA LÓPEZ IZQUIERDO

Directora Académico
DRA. GISELLE OLIVARES MORALES

Subdirectora de Planeación Académica
MTRA. ALEJANDRINA LASTRA COLORADO

Jefe del Departamento de Programas de Estudio
UNIDAD DE APRENDIZAJE CURRICULAR: INGLÉS 2

EDICIÓN 2023
En la realización del presente material, participaron:
Asesor Académico:
Miguel Betancourt Hernandez | Plantel 13
Asesor Situación y Guía Didáctica:

Eréndira Eunice Dupeyrón Cruz | Plantel 51
Flor de María Hernández Hernández | Plantel 34
Luz María García Carrera | Plantel 11
Nuris Baltazar Esponda | Plantel 3
Orbelin Arias Estrada | Plantel 3
Docentes Participantes:
Adriana Velázquez Rodríguez | Plantel 28
Benjamín Arévalo López | Plantel 25
Candelaria Pérez Acosta | Plantel 5
Dalia Asunción Santiago González | Plantel 7
Divina Ulin Carrillo | Plantel 24
Elvira Escobar Javier | Plantel 1
Erika Lara Olayo | Plantel 6
Gilda Vianey Ruiz Lezama | Plantel 16
Isidra Gomez Marquez | Plantel 34
José Francisco Chable Álvarez | Plantel 22
Lidia Garcia Hernandez | Plantel 34
Luis Alberto Cuevas Rivera | Plantel 32
María Obdulia Ramos May | Plantel 18
Mayra Esther Vélez Hernández | Plantel 8
Pedro Norberto Quevedo Hernández | Plantel 24
Pragedis Hernández García | EMSAD 19
2
Inglés II
Moderador:
Lic. Leslie Vidal Díaz | Jefe del Departamento de Capacitación para el Trabajo
Proyecto Transversal:
Mtro. Fernando Yrys Hernández | Jefe del Departamento de Laboratorios
Este material fue elaborado bajo la coordinación y supervisión del Departamento de Programas de Estudio de la
Dirección Académica del Colegio de Bachilleres del Estado de Tabasco; concluyendo su edición en el mes de
diciembre del año 2023.
@ Derechos en proceso de registro.
Queda prohibida la reproducción total o parcial de este material por cualquier medio electrónico o mecánico, para
fines ajenos a los establecidos por el COBATAB.
Para uso de la Comunidad del Colegio de Bachilleres de Tabasco (COBATAB).
3
Inglés II
Presentación
Apreciable estudiante,
Inglés II es una de las unidades de aprendizaje con las que trabajarás este semestre y es esencial
para la construcción de tus conocimientos; con el apoyo de esta guía didáctica, diseñada para ti,
podrás desarrollar las habilidades propias de una segunda lengua (listening, reading, speaking,
writing).
Es de suma importancia que sepas que este material ha sido elaborado pensando en las
necesidades e inquietudes que, como estudiante, demandas día con día; por tal motivo, tus
maestros del COBATAB hemos preparado un compendio de actividades que, apegadas a la Nueva
Escuela Mexicana (NEM), te ayudarán a desarrollar mejores actitudes, valores y destrezas que
propicien en tu vivir nuevas experiencias con el idioma, vinculando tus conocimientos previos y
abriendo paso a los nuevos. En esta guía didáctica de inglés II, buscamos que logres una
comunicación básica en el idioma; que también puedas comprender indicaciones; interactuar en
charlas simples y contestar preguntas; leer textos de diversas áreas; logrando operaciones
cognitivas de análisis, reflexión y síntesis sobre la información para que comprendas la
importancia que la lengua inglesa tiene en la actualidad y las posibilidades que brinda en el
ambiente escolar, profesional y personal.
Por lo anterior te invitamos a explorar las páginas de este recurso que, a través de cada lectura y
actividad (ahora denominada challenge), expandirá tu perspectiva para hacerte más crítico y
proactivo ante cualquier circunstancia que enfrentes.
Finalmente, menciono que en la elaboración de esta guía participaron un grupo de maestros
voluntarios de distintos planteles y EMSAD de nuestro Estado, hábiles en la enseñanza del idioma
inglés; ellos son docentes comprometidos con tu educación y aportaron un granito de arena cada
día y noche de trabajo; anhelamos que, en tu desarrollo personal y educativo, este compendio
sea una herramienta que complemente tus estudios.
Espero que esta guía didáctica despierte tu interés por cada una de las temáticas abordadas en
tu proceso de estudio.
¡BIENVENIDO A INGLÉS II!
Mtro. Orbelin Arias Estrada
4
Inglés II
CONOCE TU GUÍA DIDÁCTICA
A lo largo de tu guía didáctica encontrarás íconos que te ayudarán a identificar actividades, sugerencias
TIC, evaluaciones, material complementario, entre otros recursos seleccionados para ti, con el objetivo de
favorecer tu aprendizaje.
5
Inglés II
SITUACIÓN DE APRENDIZAJE I: “COBACHITO’S VACATIONS”

(12 HRS)
P1. Utiliza el presente continuo en su forma afirmativa para describir acciones propias o de otras personas
que están sucediendo en el momento de narrarse a través de textos, cuentos, caricaturas o narraciones.
P2. Emplea el presente continuo en su forma negativa e interrogativa para negar y cuestionar acciones
P3. Utiliza el pasado simple del verbo to be (was, were) en su forma afirmativa para describir estados,
atributos o características tanto propias como de otras personas, lugares, objetos y eventos a través de
estrategias como lecturas o diálogos.
P4. Utiliza el pasado del verbo to be en sus formas negativa e interrogativa para negar o preguntar sobre
estados y situaciones en un momento específico del pasado a través de estrategias como lecturas o
diálogos.
SITUACIÓN DE APRENDIZAJE II: “ONCE UPON A TIME”
(12 HRS)
P5. Comprende el uso de there was y there were para describir la existencia de algo en el pasado a través
de diálogos, entrevistas o lecturas guiadas.
P6. Identifica y utiliza el pasado simple de los verbos regulares e irregulares para diferenciarlos en su
escritura a través de pequeñas lecturas lo que permite reconocer hechos históricos de México.
P7. Utiliza el pasado simple en forma afirmativa para describir hechos o sucesos concluidos en su totalidad
en un momento específico del pasado a través de escritos.
P8. Utiliza el pasado simple en sus formas negativas e interrogativas para negar y hacer preguntas sobre
hechos o actos concluidos en el pasado a través de textos orales o escritos.
SITUACIÓN DE APRENDIZAJE III: “LO QUE CALLAMOS LAS HERMANAS”
(12 HRS)
P.9 Utiliza adverbios de tiempo y conectores como medio para unir ideas que exponen de manera clara y
precisa eventos o sucesos del pasado a través de diversas estrategias de composición de textos orales o
escritos.
P.10 Utiliza el verbo modal should en su forma afirmativa, negativa e interrogativa para hacer
recomendaciones a través de expresiones orales o escritas como sociodramas, entre otras.
P.11 Reporta grados de comparación de igualdad (as...as) para indicar que dos personas, lugares, cosas o
animales comparten o no características similares a través de estrategias y actividades como entrevistas,
reportajes y fotografía.
P12 Usa grados de comparación, superioridad e inferioridad para contrastar personas, lugares, cosas, o
animales en relación con una determinada cualidad a través de estrategias y actividades como
entrevistas, reportajes y fotografías.
SITUACIÓN DE APRENDIZAJE IV: DECISIONS, DECISIONS...
(9 HRS)
P13. Reporta grados de comparación superlativo para describir el nivel más alto que puede alcanzar una
característica al comparar dos o más personas, cosas y lugares, animales a través de estrategias y
actividades como entrevistas, reportajes, fotografías entre otras.
P14. Emplea el futuro idiomático (to be going to) en sus formas afirmativa, negativa e interrogativa para
comentar planes a futuro a través de diversas estrategias escritas u orales como la redacción de una
agenda
P15. Utiliza el futuro simple (will) en sus formas afirmativa, negativa e interrogativa para expresar
predicciones sobre el clima, los avances científicos, entre otros, a través de textos escritos u orales.
6
Inglés II
LISTA DE ACTIVIDADES
Nombre del alumno:

Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 1: “COBACHITO’S VACATIONS”
NÚM. NOMBRE DE LA TIPO DE FECHA ¿ENTREGÓ NOTAS Y/U
ACTIVIDAD ACTIVIDAD ACTIVIDAD? OBSERVACIONES
SI NO
PROGRESIÓN DE APRENDIZAJE 1
CHALLENGE 1 Diagnostic Test Diagnóstica
Grammar
CHALLENGE 2 Formativa
Practice
CHALLENGE 3 Vocabulary Formativa
CHALLENGE 4 Listening Formativa
CHALLENGE 5 Vocabulary Formativa
Grammar
Practice
Grammar
Practice
Grammar
Practice
CHALLENGE 9 Reading Formativa
Reading
Comprehension
Grammar
Practice
Grammar
Practice
Grammar
Practice
Grammar
Practice
EVIDENCIA EN Album de
PLATAFORMA Vacaciones
Sumativa
SIGA “Cobachito’s
Vacations”
SELF-EVALUATION Self-Evaluation Autoevaluación
7
Inglés II
Nombre del alumno:

Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 1: “COBACHITO’S VACATIONS”
SI NO
REINFORCEMENT CHALLENGES
PRIOR CHALLENGE Prior Challenge Reinforcement
REINFORCEMENT Reinforcement
Reinforcement
CHALLENGE 1 Challenge 1
REINFORCEMENT Reinforcement
Reinforcement
CHALLENGE 2 Challenge 2
Nombre del alumno:

Grado/Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 2: “ONCE UPON A TIME”
SI NO
CHALLENGE 1 Diagnostic Test Diagnostic Test
CHALLENGE 2 Reading Reading
CHALLENGE 3 Vocabulary Vocabulary
CHALLENGE 4 Grammar Grammar
CHALLENGE 6 Writing Writing
CHALLENGE 7 Listening Listening
8
Inglés II
Nombre del alumno:

Grado/Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 2: “ONCE UPON A TIME”
SI NO
EVIDENCIA EN HISTORIETA DE
PLATAFORMA HISTORIETA / UN PERSONAJE
SIGA. CÓMIC SOBRESALIENTE
DE LA HISTORIA
PRIOR
Prior Challenge Reading
CHALLENGE
REINFORCEMENT
Reading Reading
CHALLENGE 1
REINFORCEMENT
Reading Reading
CHALLENGE 2
REINFORCEMENT
Grammar Grammar
CHALLENGE 3
REINFORCEMENT
Grammar Grammar
CHALLENGE 4
REINFORCEMENT
Grammar Grammar
CHALLENGE 5
REINFORCEMENT
Past Simple Speaking
CHALLENGE 6
9
Inglés II
Nombre del alumno:

Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 3: “LO QUE CALLAMOS LAS HERMANAS”
SI NO
CHALLENGE 1 Diagnostic Test Diagnostic
CHALLENGE 5 Grammar Practice
CHALLENGE 6 Mystery Mandala Vocabulary
CHALLENGE 8 Grammar Practice Grammar
EVIDENCIA EN
Four Basic
PLATAFORMA Digital Presentation
Skills
SIGA.
PRIOR CHALLENGE Listening Listening
REINFORCEMENT
Vocabulary Vocabulary
CHALLENGE 1
REINFORCEMENT
Grammar Practice Grammar
CHALLENGE 2
REINFORCEMENT
CHALLENGE 3
REINFORCEMENT
CHALLENGE 4
10
Inglés II
Nombre del alumno:

Grupo: N.L.
SITUACIÓN DE APRENDIZAJE 4: “DECISIONS, DECISIONS“
SI NO
Evaluación Evaluación
CHALLENGE 1
diagnóstica. diagnóstica
Match exercise
CHALLENGE 2 training Vocabulary
programmes
CHALLENGE 3 Superlatives Grammar
CHALLENGE 4 Superlatives Grammar
CHALLENGE 5 Be going to Grammar
Be going to:
affirmative,
CHALLENGE 6 Grammar
negative, and
interrogative
CHALLENGE 7 Free time activities Vocabulary
Reading
CHALLENGE 8 Reading
comprehension
What are your plans
CHALLENGE 9 Writing
for the weekend?
CHALLENGE 10 The weather Vocabulary
Will (affirmative,
CHALLENGE 11 negative and Grammar
interrogative)
EVIDENCIA EN PODCAST
PLATAFORMA PODCAST ABOUT
SIGA. DECISIONS
Reinforcement 1 Reinforcement
CHALLENGE 12
Superlatives challenge
CHALLENGE 13 Reinforcement 2 Reinforcement
Will challenge
CHALLENGE 14 Reinforcement 3
Reinforcement
Classify the verb
challenge
tenses
11
Inglés II
SITUACIÓN DE APRENDIZAJE 1
(MD= 12 hrs. / EI= 45 min.)
Propósito de la situación de aprendizaje
Diseñar en equipos un álbum (a mano o empleando herramientas digitales) donde se describan

experiencias y planes en vacaciones de ilustraciones realizadas por estudiantes o tomadas de fuentes
digitales o impresas, utilizando Presente Continuo y Verbo To Be en Pasado junto con vocabulario de
actividades recreativas, actividades laborales, festividades nacionales y personajes famosos del pasado;
presentar el producto en plenaria, en un contexto de respeto y tolerancia hacia la diversidad, la equidad
y la inclusión.
Progresiones de Aprendizaje
P1. Utiliza el presente continuo en su forma afirmativa para describir acciones propias o de otras
personas que están sucediendo en el momento de narrarse a través de textos, cuentos, caricaturas o
narraciones.
P2. Emplea el presente continuo en su forma negativa e interrogativa para negar y cuestionar acciones
P3. Utiliza el pasado simple del verbo to be (was, were) en su forma afirmativa para describir estados,
atributos o características tanto propias como de otras personas, lugares, objetos y eventos a través de
estrategias como lecturas o diálogos.
P4. Utiliza el pasado del verbo to be en sus formas negativa e interrogativa para negar o preguntar
sobre estados y situaciones en un momento específico del pasado a través de estrategias como lecturas
o diálogos.
Metas de Aprendizaje
L2: Identifica información específica que se le solicita. Comprende la idea principal de una conversación
oral e identifica el tiempo verbal en que sucede. Puede comprender preguntas sencillas que solicitan
información sobre situaciones concretas. Interpreta adecuadamente la información oral que recibe de
forma elemental siempre que su interlocutor hable despacio y con claridad y esté dispuesto a cooperar.
S2: Comprende y se comunica de manera oral utilizando expresiones básicas y los tiempos verbales
correctamente de acuerdo con el contexto dado. Participa en conversaciones de manera sencilla.
Plantea y responde preguntas simples con expresiones muy breves y preparadas con anticipación.
R2: Comprende textos escritos sencillos de uso muy frecuente. Reconoce palabras y frases básicas sobre
acciones que ocurren al momento de hablar o finalizaron en un momento específico del pasado o se
tiene la intención de realizarse. Identifica significados a partir de la información escrita expresada en
textos. Comprende la idea general de textos sencillos sobre temas concretos. Accede a textos escritos
breves y sencillos que le brinden el goce experiencial de la lectura
W2: Redacta oraciones o textos breves sobre temas de interés. Utiliza correctamente las reglas de
ortografía y puntuación. Emplea correctamente el tiempo verbal en el que sucede la acción que
describe, así como las expresiones de tiempo. Utiliza conectores de forma apropiada para dar secuencia
al texto si se requiere.
12
Inglés II
Situación de Aprendizaje 1
Título:
“Cobachito’s Vacations”
Propósito de la situación de aprendizaje:

Diseñar en equipos un álbum (a mano o empleando herramientas digitales) donde se describan
experiencias y planes en vacaciones de ilustraciones realizadas por estudiantes o tomadas de fuentes
digitales o impresas, utilizando Presente Continuo y Verbo To Be en Pasado junto con vocabulario de
actividades recreativas, actividades laborales, festividades nacionales y personajes famosos del
pasado; presentar el producto en plenaria, en un contexto de respeto y tolerancia hacia la diversidad,
la equidad y la inclusión.
Contexto:
Cobachito y su familia llevan una semana disfrutando sus vacaciones. Él se reúne por medios digitales
con sus amistades de habla inglesa alrededor del mundo, y en el grupo comparten las actividades
recreativas y laborales que están realizando en el momento, los lugares que están visitando, datos
sobre personajes históricos y festividades nacionales. Para comunicarse correctamente, Cobachito
usará el Presente Continuo y la forma en pasado simple del Verbo To Be en sus formas afirmativas,
negativas e interrogativas. Cobachito propone al final que juntos él y sus amigos realicen un álbum
sobre sus vivencias en vacaciones.
Conflicto cognitivo:
1. ¿Cómo expresamos en inglés acciones y eventos que se están realizando en el momento?
2. ¿De qué forma hablamos de actividades y eventos pasados?
3. ¿Qué es el presente continuo? ¿De qué manera lo expresamos en modos afirmativo, negativo e
interrogativo?
4. ¿Cómo usar el verbo to be en pasado simple en afirmativo, negativo e interrogativo?
5. ¿Qué vocabulario conoces sobre actividades recreativas, actividades laborales, festividades
nacionales y personajes famosos del pasado? ¿qué vocabulario nuevo puedes adquirir?
13
Inglés II
VOCABULARY LIST
Actividades Recreativas Actividades Laborales Festividades Nacionales
1. Do exercise: Hacer ejercicio 1. Nurse: Enfermera 1. A Ring-shaped cake Kings:
2. Do sports: Hacer deporte 2. Receptionist: Recepcionista Rosca de Reyes
3. Draw: Dibujar 3. Cleaner= Limpiador 2. Carnival: Carnaval
4. Go camping: Ir a acampar 4. Shop assistant: Vendedor 3. Children’s day: Día del niño
5. Go dancing: Ir a bailar 5. Lawyer: Abogado 4. Christmas Eve: Noche Buena
6. Go fishing: Ir a pescar 6. Police officer: Policia 5. Day of the dead: Día de los
7. Go shopping: Ir de compras 7. Hairdresser: Peluquero (a) muertos
8. Go swimming: Ir a nadar 8. Engineer: Ingeniero 6. Day of the Innocents: Día de
9. Go to the cinema: Ir al cine 9. Office Worker: Oficinista los inocentes
10. Hang out with friends: 10. Doctor: Doctor 7. Day of the Three Kings: Día
Pasar el rato con amigos 11. Waiter: Mesero de los Reyes Magos
11. Listen to music: Escuchar 12. Teacher: Maestro 8. Day of the Virgin of
música 13. Dentist: Dentista Guadalupe: Día de la Virgen
12. Make a video: Hacer un 14. Painter: Pintor de Guadalupe
video 15. Secretary: Secretaria 9. Guelaguetza Festival: Festival
13. Play an instrument: Tocar 16. Singer: Cantante de la Guelaguetza
un instrumento 17. Butcher: Carnicero 10.Father’s day: Día del padre
14. Play cards: Jugar cartas 18. Farmer: Granjero 11.Holy Week: Semana Santa
15. Play soccer: Jugar fútbol 19. Baker: Panadero 12.Mexican Independence Day:
16. Play videogames: Jugar 20. Pilot: Piloto Día de la Independencia.
videojuegos 21. Dancer: Bailarín (a) 13.Mexican Posadas: Posadas
17. Read books: Leer libros 22. Cashier: Cajero Mexicanas
18. Read comics: Leer 23. Reporter: Reportero 14.Mexican Revolution:
historietas. 24. Musician: Músico Revolución Mexicana
19. Read manga: Leer manga 25. Astronaut: Astronauta 15.Mother’s Day: Día de la
20. Surf the Internet: Navegar 26. Mechanic: Mecánico madre
por internet 27. Architect: Arquitecto 16.New Year’s Eve: Víspera de
21. Watch a movie: Ver una 28. Soldier: Soldado año nuevo
película 29. Sculptor: Escultor
22. Watch TV: Ver televisión 30. Photographer: Fotógrafo
23. Write a story: Escribir una 31. Electrician: Electricista
historia 32. Fireman: Bombero
Arévalo, B. & Chablé F. (2023), Vocabulary List. Villahermosa, Tabasco, México: COBATAB Campus 25, Campus 22.
Escobar, E. (2023), Vocabulary List. Villahermosa, Tabasco, México: COBATAB Campus 1
14
Inglés II
ING2_SA1_CHALLENGE1
Challenge 1
Diagnostic Test
INSTRUCTIONS: Choose the correct option for each question.
1. They ____________ going to the beach.

a) am b) are c) is
2. I ____________ listening to Rock n’ Roll.
a) am b) are c) is
3. She ____________ going shopping with her friends (Negative).
a) am not b) are c) is not
4. _______________ eating lunch together? (Interrogative)
a) Are they b) Is I c) They are
5. Claudia and I ______________ going to the cinema on Saturday.
a) am going b) are going c) will going
6. Aldo ____________ playing soccer yesterday.
a) was b) am c) were
7. Susan and Tina ____________ at school together.
a) am b) were c) was
8. Cantinflas and Capulina __________________ from USA, they were Mexicans (Negative).
a) was not b) not are c) were not
9. ___________________________ an explorer? (Interrogative)
a) Was Benito Juarez b) Benito were Juárez c) Benito Juárez was
10. _____________________ your parents born? (Interrogative)
a) Were where b) Were are c) Where were
11. _____ you and Adriana ___________ English together?
a) Were … Studying b) Where … Studied c) Are … Study
12. The teacher _______ working yesterday, he was _________ at home.
a) Weren’t … Rested b) Wasn’t … Resting c) Is … Rested
Arévalo, B. (2023). Diagnostic Test. Villahermosa, Tabasco, Mexico. COBATAB (Campus 25).
15
Inglés II
Grammar Explanation
PRESENT CONTINUOUS
El presente continuo suele referirse a situaciones o acciones que se están

llevando a cabo en el momento que está hablando la persona. Por ejemplo:
1. I am currently studying English (Yo estoy estudiando inglés

actualmente).
En ocasiones se puede usar para hablar de acciones futuras. Por ejemplo:
2. She is visiting her grandparents this weekend (Ella visitará a sus

abuelos este fin de semana).
MATERIAL DE APOYO
Los principales usos del Presente Continuo son:
1. Explicar acciones que suceden en el momento en el que se describen. Por

ejemplo:
PRESENT CONTINUOUS
I am studying at school (Estoy estudiando en la escuela).
EXPLICACIÓN
2. Dar contexto al describir situaciones actuales. En estos casos se les suele https://www.youtube.
acompañar de adverbios como recently, currently o lately. Por ejemplo: com/watch?v=dLwS25
He is currently helping his parents at the store (Él está actualmente UzT5A
ayudando a sus padres en la tienda).
3. Expresar eventos o acciones futuras. Se suele incluir el momento en que se
realizará la acción para especificar que es una acción a futuro. Por ejemplo:
They are visiting their grandparents next Christmas (Visitarán a sus
abuelos la próxima Navidad).
ING2_SA1_TEACHERRESOURCE
Otros ejemplos son:
Cobachito is eating tacos al pastor.
Cobachito isn’t watching a movie.
Is Cobachito playing soccer?
16
Inglés II
The structure of Present Continuous is:
SUBJECT TO BE (PRESENT) VERB (GERUND) COMPLEMENT
reading a new book.

I am cooking hamburgers.
AFFIRMATIVE FORM
walking to school.
You watching a movie.

We are playing Nintendo Switch.
They studying with my friends.
He eating cake.
She is listening to music.
It buying a new cell phone.
SUBJECT TO BE (PRESENT) VERB (GERUND) COMPLEMENT
reading a new book.

I am not cooking hamburgers.
walking to school.
NEGATIVE FORM
You watching a movie.

We are not playing Nintendo Switch.
They studying with my friends.
He eating cake.
She is not listening to music.
It buying a new cell phone.
17
Inglés II
TO BE
SUBJECT VERB (GERUND) COMPLEMENT
(PRESENT)
reading a new book?

INTERROGATIVE FORM
Am I cooking hamburgers?
walking to school?
you watching a movie?

Are we playing Nintendo Switch?
they studying with my friends?
he eating cake?
Is she listening to music?
it buying a new cell phone?
Verbs that you can’t use in present continuous tense:
ABSTRACT VERBS POSSESSION VERBS EMOTION VERBS
To be, to want, to cost, to seem, to To possess, to own, to To like, to love, to hate, to

need, to care, to contain, to owe, belong. dislike, to fear, to envy, to
to exist. mind.
Pedro is needing help now. Ana is possessing a property. Ana is liking pozol.
(Incorrect) (Incorrect) (Incorrect)
He needs help now. She possesses a property. She likes pozol.

(Correct) (Correct) (Correct)
Arévalo, B. & Chablé, F. (2023). Present Continuous. Villahermosa, Tabasco, Mexico: COBATAB Campus 25, Campus 22.
Adapted from Equipo Académico, British Council Columbia (2021) https://www.britishcouncil.co/blog/aprende-ingles/present-
continuous. Retrieved on October 09, 2023.
Arévalo, B. & Chablé, F. (2023). Present Continuous. Villahermosa, Tabasco, Mexico: COBATAB Campus 25, Campus 22.
Adapted from Equipo Académico, British Council Columbia (2021). Adapted from Equipo Académico
https://www.englishclub.com/grammar/verb-tenses_present-continuous.php. Retrieved on October 09, 2023.
18
Inglés II
ING2_SA1_CHALLENGE2
Challenge 2
Grammar Practice
INSTRUCTIONS: Rearrange the sentences in the correct order to create affirmative Present Continuous
sentences.
Example: writing text message Pablo is a
___________________________Pablo is writing a text message.____________________
1. am homework I doing My
_______________________________________________________________________________
2. Pedro and Francisca visiting my family are
_______________________________________________________________________________
3. eating Valeria a pizza is
_______________________________________________________________________________
4. are They a movie watching
_______________________________________________________________________________
5. celebrating Antonio and Irma their anniversary are
_______________________________________________________________________________
6. We are our project finishing
_______________________________________________________________________________
7. lemonade Joseph and Anita drinking are
_______________________________________________________________________________
8. inviting I to watch a movie am Beatrice
_______________________________________________________________________________
9. calling is Mary children Her
_______________________________________________________________________________
10. am homework finishing English I my
_______________________________________________________________________________
Arévalo, B. (2023). Present Continuous. Villahermosa, Tabasco, Mexico. COBATAB Campus 25.
19
Inglés II
ING2_SA1_CHALLENGE3
Challenge 3
Vocabulary
INSTRUCTIONS: Write the correct leisure activity in the corresponding space. Ask yourself: What are they
doing?
Going dancing Hanging out with Going fishing Doing exercises

friends
Playing videogames Going to the cinema Reading books Playing an instrument
Going swimming Doing sports Playing cards Going shopping
Listening to music Watching TV Going camping Surfing the Internet
Arévalo, B. (2023). Challenge 2: Recreational Activities. Villahermosa, Tabasco, Mexico: COBATAB Campus 25. Adapted from
ESLBUZZ https://www.eslbuzz.com/free-time-and-leisure-activities-vocabulary-in-english/ Retrieved on October 10, 2023.
20
Inglés II
ING2_SA1_ CHALLENGE4
Challenge 4
Listening
INSTRUCTIONS: Listen to the exercise and then use the vocabulary from
the box to complete the sentences.
1. I enjoy camping with my family 2. What are you doing

3. I love playing the guitar 4. I'm going to the shopping center
5. I'm playing video games 6. I love surfing the net
7. I prefer playing baseball 8. Go to the beach
1
David: Hi Theresa. It's me, David. _________________________?

Theresa: Hi David. I'm listening to music. What about you?
David: ____________________________.
2
Julia: Hey James, what's up. Do you want to ______________________ with

me?
James: Hi Julia. Sorry, I can't. _____________________________ with my
mom.
Julia: Oh, okay. No problem. Maybe some other day. Have fun.
3
Ingrid and her friends are talking about their hobbies.

Ingrid: ______________________ and reading. What about you, Neil?
What's your favorite hobby?
Neil: Oh, ________________________. And you, Jenny? What do you like
doing in your free time?
Jenny: ___________________________
4
Lisa: Hi Mike. Let's go and play tennis with Jesse and Sarah
Mike: Tennis? No thanks. I don't like playing tennis.
_______________________ and swimming. Swimming is my favorite sport.
Lisa: Oh. What a pity. See you later then.
Mike: See you. Bye.
Arévalo, B. (Campus 25) 2023. Challenge 3: Present Continuous – Listening. Villahermosa, Tabasco, Mexico: COBATAB. Adapted
from Channel Teach English Step By Step (May 24, 2020) Listening – present continuous [Video File] YouTube.
https://www.youtube.com/watch?v=c-KfAGg7CC0. Retrieved on October 3, 2023
21
Inglés II
ING2_SA1_CHALLENGE5
Challenge 5
Vocabulary
INSTRUCTIONS: Check the vocabulary. Then write the correct job below the picture.
1. Receptionist 2. Cleaner 3. Shop Assistant 4. Nurse 5. Doctor 6. Engineer
11. Police
7. Office Worker 8. Teacher 9. Hairdresser 10. Lawyer 12. Waiter
Officer
Chablé, F. (2023). Challenge 5: Vocabulary. Villahermosa, Tabasco, Mexico: COBATAB Campus 22.
22
Inglés II
ING2_SA1_CHALLENGE6
Challenge 6
Grammar Practice
INSTRUCTIONS: Make sentences in negative and interrogative form to the present continuous tense.
Example: My brothers (not do) __________ The homework.
My brothers aren’t doing their homework.
1 I (not dance) ____________________________ In the night club.

2 We (not watch) _____________________________ the news.
3 You (not do) ________________________________ your best.
4 The children (not play ________________________________ football now.
5 Dad (not sleep ___________________________________ too much lately.
6 The team (having) ________________________________________ a good time?
7 She (study) __________________________________________French?
8 My husband (cooking) __________________________________________ dinner?
9 They (leave) _____________________________________________ yet?
10 It (rain) __________________________________________ in London?
Superprof (s.f.). Exercises present continuous negative. Retrieved from
https://www.superprof.es/apuntes/idiomas/ingles/gramatica-inglesa/verb-tense/exercises-present-continuous-negative-
exercises.html
ING2_SA1_CHALLENGE7
Challenge 7
Grammar Practice
INSTRUCTIONS: Complete these two conversations with the present continuous form of the verbs.
Then practice with a partner.
1. A: What _________ you ___________ (do) this weekend? _____________ you ____________ (go)
anywhere?
B: No, I ______________ (stay) home all weekend. Some friends __________________ (come) over to
watch a basketball game. The Tigers __________ (play).
2. A: I ______________ (get) satellite TV on Wednesday – finally! What __________ you ___________

(do) on Friday? Do you want to come over?
B: I’d love to, but I can’t. Joe and I ______________ (visit) his parents this weekend. We
_______________ (leave) on Friday after work.
Brainly (2022). Present Continuous. Retrieved from https://brainly.lat/tarea/62493290
23
Inglés II
Challenge 8 ING2_SA1_CHALLENGE8
Grammar Practice
I. INSTRUCTIONS: Make negative sentences in the present continuous tense. Use the verbs in brackets
and contractions ('m not, isn't, aren't).
Example: He ___isn´t watering _________ (water) the flowers in the garden.
1. My brothers ___________________ (clean) their bikes now.

2. Listen, Michelle ___________________________ (sing) in the shower anymore.
3. I ___________________________________ (read) the play for school right now.
4. They _________________________________ (have)a great time at the party.
5. Tim is his room, but he ____________________ (study) for the test.
II. Complete the questions with the words in brackets. Use the present continuous.
Example: _____Are the cats drinking______ (the cats / drink) some milk?
1. _________________________________(mum / do) the dishes?
2. __________________________________ (the kids / watch) their favorite show?
3. _____________________________________ (Mr. Jones / mow) the lawn in his front yard?
4. ______________________________________(you / wait for) us at the bus stop?
5. _______________________________________ (Sandra / read) the new book?
English4U (2023). English Language Learning. Retrieved from https://www.english-4u.de/en/tenses-exercises/present-

progressive-negative.htm
ING2_SA1_CHALLENGE9
Challenge 9
Reading
INSTRUCTIONS: Read the following dialogue and circle the sentences in negative and interrogative
form; Then practice the conversation with your classmate.
Andrew: Hey Anna! What are you doing right now?
Anna: Hi Andrew! I´m currently working on a few different projects for my

company.
Andrew: that sounds exciting! What kind of Projects are you working on?
Anna: Well, one of the Projects involves developing a new mobile app for our
clients. I´m also working on improving our website´s user interface.
Andrew: That´s great! Are you collaborating with anyone on these Projects?
Anna: Yes, I am. I´m working closely with our development team and designers to
ensure a seamless user experience.
24
Inglés II
Andrew: Are you not overwhelmed with all these tasks?

Anna: Surprisingly, no. I´m managing my time effectively and delegating some tasks to my team
members.
Andrew: That´s impressive! Can I take a look at the app prototype?
Anna: Sorry, but I can´t show it to your right now. It´s steal in the early stages of development.
Andrew: No, problem. Are you not feeling stressed with the tight deadlines?
Anna: Actually, I´m not feeling stressed at the moment. I have a well- structured plan and I´m confident
in meeting the deadlines.
Andrew: That´s good to hear that! I hope you finish with all your projects.
Anna: thanks a lot, my dear friend, it was good to talk with you. See you later!
Andrew: Goodbye Anna! Have a nice day!
Chablé, F. (2023), Challenge 9: Reading. Villahermosa, Tabasco, Mexico; COBATAB Campus 22
Reading Comprehension
I. INSTRUCTIONS: Read the following paragraph and underline the verb to be in past (was/ were).
Last summer, my family and I had a fantastic vacation. We were in Italy for
the first two weeks, and it was a dream come true. The weather was
perfect, and the food was absolutely delicious. However, there were a few
challenges during our trip. In Rome, our luggage was temporarily lost,
which was quite frustrating. We were worried that it might affect our
experience, but luckily, everything was resolved within a day. Despite that
hiccup, our time in Italy was amazing. The historical sites were awe-
inspiring, and the people we met were so friendly. We were also in Greece
for a week, and the Greek Islands were as beautiful as we had imagined. There were no major issues there;
the whole experience was a dream. All in all, it was a memorable vacation filled with both wonderful
moments and minor setbacks.
II. INSTRUCTIONS. Read the statements. Choose if they’re True or False.
a. They were in Italy for two weeks. True False

b. The weather was terribly bad. True False
c. Their luggage was lost all the time. True False
d. The people in Italy were very kind. True False
e. The experience was great. True False
f. They were only in Italy True False
Escobar, E. (2023). Challenge 10 was/were Reading. Villahermosa, Tabasco, México: COBATAB Campus 1
Timeout.com (s.f). Retrieved from https://www.timeout.com/italy/travel/best-italian-islands
25
Inglés II
Grammar Explanation
BE IN PAST (WAS / WERE)
MATERIAL DE APOYO
We can use the past simple of the verb ‘to be’ to talk about situations or
activities in the past.
We use was or were with:

BE IN PAST EXPLICACIÓN
https://www.youtube.
Description: The party was fun. The people were interesting.
com/watch?v=r8Hv3G
Location: He was at home yesterday. They were in Cuernavaca last
Ov_b0
weekend.
Classification: Leonardo Da Vinci was an artist. William Clinton and Barack
Obama were presidents.
Origins: My parents were from Greece. William Shakespeare was British.
With born: Ricardo was born in February. You were born in September
ING2_SA3_TEACHERRESOURCE
SUBJECT TO BE (WAS / WERE) COMPLEMENT
I was in the park with my cousin.

AFFIRMATIVE FORM
You at home yesterday.

We were the best in class.
They in Mexico City last Monday.
He a Mexican actor.
She was was interesting.
It fun.
SUBJECT TO BE COMPLEMENT
NEGAT
FORM
IVE
I Wasn´t in the park with my cousin.
26
Inglés II

We Weren´t the best in class.
He a Mexican actor.
She Wasn´t was interesting.
It fun.
TO BE SUBJECT COMPLEMENT
INTERROGATIVE FORM
Was I in the park with my cousin.

Were We the best in class.
He a Mexican actor.
Was She was interesting.
It fun.
Time Expressions for the Past tense
1. Last year 6. Thirty minutes ago 13. Last night Yesterday

2. Last month 7. Two hours ago 14. Yesterday morning
3. Last week 8. Three days ago 15. Yesterday afternoon
4. Last weekend 9. Five weeks ago 16. Yesterday evening
5. Last day Last Friday 10. Ten months ago 17. The day before
11. Twenty years ago yesterday
12. In 2022 18. Between 1999 and
2020
Baltazar, N. (2023). Past simple of Be. Villahermosa, Tabasco, México: COBATAB Campus 3 Adapted from Guía Didáctica del
Estudiante Segundo Semestre, (2019) p 30,31
27
Inglés II
ING2_SA1_CHALLENGE11
Challenge 11
Grammar Practice
INSTRUCTIONS: Order the following groups of words to make correct and logical sentences.
a. was / so / My / went to / cousin / very tired, / Lana / bed. / she /

________________________________________________________________________________
b. were / You / very well. / awesome! / sang / You /
________________________________________________________________________________
c. very clear. / I / everything. / Miss Emma / was / understood /
________________________________________________________________________________
d. because / was / she / Last Sunday / very excited / lottery. / Paula / won /
________________________________________________________________________________
e. very cold / here / It / last night / was / Villahermosa. / in /
________________________________________________________________________________
f. were / They / going to / very excited / perform. / they / because / were /
________________________________________________________________________________
g. was / sick, / she / go / Katie / very / Katie / so / did not / yesterday. /
Challenge 12
Grammar Practice
INSTRUCTIONS: Answer the questions and draw pictures.
Where was your last

vacation?
How did you feel? What was the weather like? It
I was ………...………………… was …………………………
I was ……………………………
28
Inglés II
Who were you with? Which was the best? Which was the worst?
I was ………...………………… I was …………………………… It was …………………………
Escobar, E. (2023). Was and were. Villahermosa, Tabasco, México: COBATAB Campus 1
Challenge 13
Grammar Practice
INSTRUCTIONS: Read and complete with was, were, wasn’t or weren’t.
Amanda: Hey, Tom. How _____ your vacation last year?

Tom: It ______ great! We went to the mountains. The weather ________ perfect, and the scenery ____
breathtaking.
Amanda: That sounds amazing! I remember you telling me that you __________ a fan of cold weather.
Weren't you cold up in the mountains?
Tom: Well, I ____ bundled up most of the time, so I _______ cold at all. But there were a few moments
when I _________ properly dressed, and it was chilly.
Amanda: I see. So, where exactly in the mountains _______ you?
Tom: We _______in the Rockies for the first week, and then we went to the Alps. The Rockies _______
beautiful, but the Alps were even more stunning.
Amanda: I've heard the Alps are incredibly picturesque. What activities did you do while you ________
there?
Tom: We did a lot of hiking and visited some charming villages. There _______ a day when we _______
exploring the Alps, and we saw some beautiful alpine lakes.
Amanda: Wow, that sounds like quite an adventure! And what about the food? I've heard mountain
cuisine can be quite heavy.
Tom: It ______. We tried fondue and various hearty dishes. I ___________ a fan of the fondue, though.
It was too heavy for my taste.
Amanda: I can understand that. So, how _______ the locals? _______ they friendly?
29
Inglés II
Tom: They _________incredibly friendly and welcoming, both in the Rockies and the Alps. In fact, we
made friends with a local guide who took us on some amazing hikes.
Amanda: That's great. So, ________ the accommodations comfortable? Did you stay in cozy cabins?
Tom: In the Rockies, we stayed in a rustic cabin, and it was very comfortable. However, in the Alps, we
_______ in a modern hotel, which was also great.
Amanda: It sounds like you had a wonderful vacation. I wish I _______there with you!
Tom: Thanks, Amanda. I wish you ______ there too. Maybe next time, we can plan a trip together.
Amanda: That sounds like a fantastic idea. Let's make it happen in the near future.
Liveworksheets (2023). Second Language. Retrieved from: https://www.liveworksheets.com/w/en/english-second-language-
esl/1549126
Challenge 14
Grammar Practice
I. INSTRUCTIONS: Change these sentences into questions.
a. My parents were at home.

Were your parents at home?________________________________
b. Ann was tired yesterday.
____________________________________________________________
c. Ann and John were in Canada last month.
____________________________________________________________
d. The children were in the park yesterday.
____________________________________________________________
e. Sally was in the office last night.
____________________________________________________________
f. My boss wasn’t in the office last night.
____________________________________________________________
II. INSTRUCTIONS: Circle the correct past simple negative form of BE.
a. Mom and Dad wasn’t / weren’t sad.

b. Alison wasn’t / weren’t Good.
c. Janie wasn’t / weren’t a nurse
d. It wasn’t / weren’t sunny yesterday.
e. We wasn’t / weren’t in the living room
30
Inglés II
ING2_SA1_SIGAACTIVITY1
SIGA ACTIVITY
Vacations Album
INSTRUCTIONS: In teams of up to 5 students, design a Vacation Album, by hand or using digital tools,
where students describe their experiences and plans for the vacation. Students must use the vocabulary
and grammar seen and practiced so far.
Vocabulary:
• Recreational Activities
• Work Activities
• National Festivities
• Famous Persons of the past
Grammar:
• Present Continuous (Affirmative, Negative, Interrogative)

• Verb To Be in Past Tense (Affirmative, Negative, Interrogative)
The album must include illustrations that help present the experiences and plans described in the album.
Said illustrations may be designed by the students themselves or taken from digital or printed sources.
Students must present the Album in plenary, in a context of respect and tolerance towards diversity,
equality and inclusion.
Arévalo, B. (2023). Vacations Album. Villahermosa, Tabasco, Mexico. COBATAB Campus 25
31
Inglés II
ING2_SA1_PRIORCHALLENGE
Prior Challenge
INSTRUCTION: Listen the song Africa by Toto. Then tick the sentence where present continuous is used.
I hear the drums echoing tonight

But she hears only whispers of some quiet conversation
She's coming in, 12:30 flight
The moonlit wings reflect the stars that guide me towards salvation
I stopped an old man along the way
Hoping to find some old forgotten words or ancient melodies
He turned to me as if to say, "Hurry boy, it's waiting there for you"
It's gonna take a lot to drag me away from you
There's nothing that a hundred men or more could ever do
I bless the rains down in Africa
Gonna take some time to do the things we never had
The wild dogs cry out in the night
As they grow restless, longing for some solitary company
I know that I must do what's right
As sure as Kilimanjaro rises like Olympus above the Serengeti
I seek to cure what's deep inside
Frightened of this thing that I've become
Hurry boy, she's waiting there for you
I bless the rains down in Africa (I bless the rain)
I bless the rains down in Africa (I bless the rain)
I bless the rains down in Africa (gonna take the time)
Betancourt, M (2023). Present Continuous. Tenosique, Tabasco, Mexico. COBATAB Campus 13
Toto - Africa (Official HD Video (2013). Toto - Africa (Official HD Video) [Vídeo]. Retrieved
from https://www.youtube.com/watch?v=FTQbiNvZqaY
32
Inglés II
ING2_SA1_REINFORCEMENTCHALLENGE1
Reinforcement Challenge 1
Instructions: Write the verbs in parenthesis in Present Continuous. Use the correct form of the verb To
Be.
Example: Carmen __________________ (eat) fried chicken –> Carmen is eating (eat) fried chicken
1. Sandra __________________________________ (try) a new dress.
2. My parents __________________________________ (buy) a new car. [Negative]
3. ____________ the cat _______________________ (run) in the park? [Interrogative]
4. I __________________________________ (wash) the dishes. [Negative]
5. The engineers __________________________________ (design) a new building.
6. ____________ Robert and his family __________________ (go) to Mérida? [Interrogative]
7. Alicia and Patrick __________________________________ (clean) the house.
8. The Governor __________________________________ (talk) on TV. [Negative]
9. __________ I ______________________ (sing) in front of an audience? [Interrogative]
10. Classes _____________________________ (be) suspended today. [Negative]
11. __________ the teacher _________________ (explain) the class? [Interrogative]

Arévalo, B. (2023). Present Continuous. Villahermosa, Tabasco, Mexico. COBATAB (Campus 25).
33
Inglés II
INSTRUCTION: Complete using was, were, wasn’t or weren’t
1. Elvys Presley _______ a very famous singer, actor, and musician in 1950’s. He __________ found
dead in his bathroom. He _______ 42 when he died.
2. His name _______ Heath Ledger, and he ______ an Australian actor. Ledger ___________ found
unconscious on his fourth-floor loft apartment on January 22, 2008. His last important movie
________ Batman “The dark night”, he _______ the joker.
3. James Dean __________ a famous actor. He _______ going to a car race when he died. He
______ 24 years old.
4. Mariline Monroe ____ a famous American singer, actress, model, film executive and sex symbol.
She died when she _______ 36 years old.
5. Freddy Mercury _______ the vocal leader of Queen, a British band. He _________ 45 years old
when he died of AIDS.
6. Some people ___________ (not) so happy when they saw us at the party.
7. ____________ you late to school today? No, I ____________
8. John Lennon _________________ (not) single.
9. The film ___________ quite good but there _________ many people.
10. He ________ in is studio writing a report and we _______ so quiet.
34
Inglés II
ING2_SA1_SELFEVALUATION
Self-Evaluation
How well do you think you understand now?

nonownowEnglish?
No goodish,
No baddish! Bad!
Good!
Check Completa la tabla.
Yo puedo… Si Necesito practicar más

…Recordar parte del vocabulario
de la unidad.
…Utilizar expresiones de hábitos
pasados.
…Entender lecturas cortas donde
usan expresiones del pasado.
…Escribir textos cortos en inglés.
…Pronunciar frases cortas

utilizando el vocabulario y
gramática de este bloque.
35
Inglés II
PLANTEL ______ TURNO_____

PERIODO 2023-2024A SIGA EVIDENCE
LISTA DE COTEJO PARA EVALUAR ÁLBUM
ASIGNATURA: Inglés II SITUACIÓN DIDÁCTICA: I
SITUACIÓN DIDÁCTICA: Cobachito’s Vacations TIPO DE EVALUACIÓN Heteroevaluación.
NOMBRE DEL ESTUDIANTE:
NOMBRE DEL DOCENTE:
SEMESTRE: 2° GRUPO: FECHA DE APLICACIÓN:

Diseñar en equipos un álbum (a mano o empleando herramientas digitales) donde se
describan experiencias y planes en vacaciones de ilustraciones realizadas por estudiantes
o tomadas de fuentes digitales o impresas, utilizando Presente Continuo y Verbo To Be en
EVIDENCIA DE APRENDIZAJE: Pasado junto con vocabulario de actividades recreativas, actividades laborales,
festividades nacionales y personajes famosos del pasado; presentar el producto en
plenaria, en un contexto de respeto y tolerancia hacia la diversidad, la equidad y la
inclusión.
Marcar con una (X) para resaltar si el equipo cumplió con los criterios de la actividad.
INSTRUCCIONES:
Sumar los puntos para obtener la calificación
CUMPLIMIENTO EJECUCIÓN OBSERVACIONES
CALIF.
PONDER
CRITERIOS
ACIÓN
SI NO
1 Entrega en tiempo y forma el Album. 1.0

Tiene limpieza y legibilidad, gramática y estructura
2 1.0
sin errores.
3 Emplea el Presente Continuo Afirmativo. 1.0
Utiliza el Presente Continuo Negativo e
4 2.0
Interrogativo.
5 Aplica el uso del Verbo To Be en Pasado Afirmativo. 1.0
Usa el Verbo To Be en Pasado en modo Negativo e
6 2.0
Interrogativo.
Utiliza vocabulario visto en la Situación Didáctica
7 (actividades recreativas, actividades laborales, 1.0
festividades nacionales, personajes famosos).
Incluye imágenes ilustrativas, ya sean dibujadas a
8 1.0
mano o digitales.
Total: 10.0
OBSERVACIONES NOMBRE Y FORMA DEL PORCENTAJE DE COMPETENCIA LOGRADO

GENERALES DOCENTE
JUICIO DE COMPETENCIA
( ) Competencia lograda.
( ) Competencia en proceso.
36
Inglés II
(MD=12hrs. / EI= 45 min.)

Escribe frases y oraciones cotidianas de uso frecuente relacionadas con áreas de experiencia que
le son especialmente relevantes (información básica sobre sí mismo y su familia, compras, lugares
de interés, ocupaciones, entre otros). Redacta mensajes escritos que describen tareas simples y
cotidianas que impliquen información sencilla, directa, conocida y habitual. Describe por escrito
aspectos de su pasado y de su entorno, así como cuestiones relacionadas con sus necesidades
inmediatas a través de la realización de una historieta de un personaje sobresaliente de la historia;
en tríos o cuartetos en donde empleen el pasado y los verbos en pasado, relatando la vida y
hazañas en 10 a 12 cuadros en los cuales describen 10-12 acciones o hazanas realizadas a lo largo
de la vida.
P5. Comprende el uso de there was y there were para describir la existencia de algo en el pasado
a través de diálogos, entrevistas o lecturas guiadas.
P6. Identifica y utiliza el pasado simple de los verbos regulares e irregulares para diferenciarlos en
su escritura a través de pequeñas lecturas lo que permite reconocer hechos históricos de México.
P7. Utiliza el pasado simple en forma afirmativa para describir hechos o sucesos concluidos en su
totalidad en un momento específico del pasado a través de escritos.
P8. Utiliza el pasado simple en sus formas negativas e interrogativas para negar y hacer preguntas
sobre hechos o actos concluidos en el pasado a través de textos orales o escritos.
L2: Identifica información específica que se le solicita. Comprende la idea principal de una
conversación oral e identifica el tiempo verbal en que sucede. Puede comprender preguntas
sencillas que solicitan información sobre situaciones concretas. Interpreta adecuadamente la
información oral que recibe de forma elemental siempre que su interlocutor hable despacio y con
claridad y esté dispuesto a cooperar.
S2: Comprende y se comunica de manera oral utilizando expresiones básicas y los tiempos
verbales correctamente de acuerdo con el contexto dado. Participa en conversaciones de manera
sencilla. Plantea y responde preguntas simples con expresiones muy breves y preparadas con
anticipación.
R2: Comprende textos escritos sencillos de uso muy frecuente. Reconoce palabras y frases básicas
sobre acciones que ocurren al momento de hablar o finalizaron en un momento específico del
pasado o se tiene la intención de realizarse. Identifica significados a partir de la información escrita
expresada en textos. Comprende la idea general de textos sencillos sobre temas concretos. Accede
a textos escritos breves y sencillos que le brinden el goce experiencial de la lectura.
describe, así como las expresiones de tiempo. Utiliza conectores de forma apropiada para dar
secuencia al texto si se requiere.
37
Inglés II
Situación de aprendizaje 2
Título:
“Once Upon a time”

Escribe frases y oraciones cotidianas de uso frecuente relacionadas con áreas de experiencia que
le son especialmente relevantes (información básica sobre sí mismo y su familia, compras, lugares
de interés, ocupaciones, entre otros). Redacta mensajes escritos que describen tareas simples y
cotidianas que impliquen información sencilla, directa, conocida y habitual. Describe por escrito
aspectos de su pasado y de su entorno, así como cuestiones relacionadas con sus necesidades
inmediatas a través de la realización de una historieta de un personaje sobresaliente de la historia;
en tríos o cuartetos en donde empleen el pasado y los verbos en pasado, relatando la vida y
hazañas en 10 a 12 cuadros en los cuales describen 10-12 acciones o hazanas realizadas a lo largo
de la vida.
Contexto:
Chuchito, alumno destacado de un plantel de Colegio de Bachilleres de Tabasco escucha un día a
un profesor hablar de los grandes inventores y sus inventos a través de la historia de la humanidad,
al día siguiente escucha a otro profesor hablar de los eventos históricos nacionales y sus
personajes, esto lo deja con un pensamiento muy claro, él quiere en un futuro, ser parte de los
libros de historia por haber hecho contribuciones a la ciencia y a nuestra nación. En pocas palabras
quiere trascender en el tiempo y que su nombre sea recordado para la posteridad.
1. ¿Cómo se pueden contabilizar en inglés las cosas que existieron en el pasado?

2. ¿Sabes en cuántos tipos se clasifican los verbos en el idioma inglés?
3. Cuando hablamos de hechos de la historia de la humanidad, ¿qué tiempo gramatical
debemos usar?
4. ¿Quién es tu personaje de la historia, de la ciencia o de la tecnología a quién más admiras
y por qué?
38
Inglés II
VOCABULARY LIST
PARTS OF THE HOUSE PLACES SCHOOL
1. Living room: Sala 1. Town: Pueblo 1. Classroom: Aula/Salón
2. Bedroom: Recamara 2. City: Ciudad de clases
3. Kitchen: Cocina 3. Park: Parque 2. Teacher: Maestro
4. Bathroom: Baño 4. Street: Calle 3. Student: Estudiante
5. Dining room: Comedor 5. Neighborhood: Colonia 4. Desk: Escritorio
6. Garage: Estacionamiento 6. Store: Tienda 5. Blackboard/
7. Front yard: Jardín frontal 7. Hospital: Hospital Whireboard: Pizarrón
8. Backyard: Jardín trasero 8. Police station: Estación de 6. Books: Libros
9. Roof: Techo (por fuera) policías 7. Backpack: Mochila
10. Ceiling: Techo (por dentro) 9. Fire station: Estación de 8. Playground: Area de
11. Window: Ventana bomberos juegos
12. Door: Puerta 10. Post office: Oficina de correo 9. Principal: Director
13. Stairs: Escaleras 11. Restaurant: Restaurante 10. Cafeteria: Cafetería
14. Basement: Sótano 12. Bank: Banco 11. Gym: Gimnasio
15. Attic: Ático 13. Mall: Centro comercial/plaza 12. Library: Biblioteca
16. Hallway: Pasillo comercial
14. Supermarket: Supermercado
15. Cinema: Cine
16. School: Escuela
17. Hotel: Hotel
IMPORTANT EVENTS FROM THE TIME EXPRESSIONS LEISURE ACTIVITIES
PAST
1. Independence Day 1. Yesterday Indoor:
2. World War: Guerra 2. Last week 1. Watch a video online
Mundial 3. Last month 2. Watch soccer on TV
3. Moon landing 4. Last year 3. Listen to music
4. Civil Rights Movement 5. In 1990 4. Spend time with
5. Industrial Revolution 6. A long time ago family
6. The Great Depression 7. When I was a child 5. Read a book
7. Renaissance 8. In the past 6. Play board games
8. Ancient Egypt 9. Back then 7. Sing karaoke
9. Middle Ages 10. In the old days 8. Play videogames
10. The American Revolution 11. During World War II Outdoor:
12. In the 20th century 1. Go to a concert
13. In my youth 2. Go to the park
14. In ancient times 3. Go to a soccer game
15. In the good old days 4. Hang out with friends
16. Once upon a time 5. Go to a museum
17. In my previous job 6. Go to a restaurant
18. In the days of the dinosaurs 7. Get takeout food
8. Go to the movies
39
Inglés II
I. INSTRUCTIONS: Complete the sentences with the correct verb in past tense.
Clean die enjoy ﬁnish happen live open

Play rain smoke start stay want watch
ING2_SA2_CHALLENGE1
Challenge 1
Diagnostic Test
1. Yesterday evening I _________________ television.
2. I _________________ my teeth three times yesterday.
3. Bernard _________________ 20 cigarettes yesterday evening.
4. The concert last night ______________ at 7.30 and ___________ at 10 o’clock.
5. The accident _________________last Sunday afternoon.
6. When I was a child, I _________________ to be a doctor.
7. Mozart _________________ from 1756 to 1791.
8. We _________________ our holiday last year. We _________________ at a very good hotel.
9. Today the weather is nice, but yesterday it _____________.
10.It was hot in the room, so I _________________ the window.
11.The weather was good yesterday, so we _________________ tennis.
12.William Shakespeare _________________ in 1616.
Brainly. (2021). Past simple. Retrieved from https://brainly.lat/tarea/51564611
II. INSTRUCTIONS: Complete the sentences with the past simple form of the verbs in brackets.
What did Mr. Bird do yesterday?
Yesterday Mr. Bird (get up) _________________ at 6.45 and (have) _________________ a shower. Then
he (have) _________________ tea and cornflakes for breakfast. He (leave) _________________ home at
7.55 and (go) _________________ to work by bus. He (take) _________________ the 8.05 bus and (get)
_________________ to work at 8.30. He (have) _________________ lunch from 1.00 till 2.00 and (leave)
_________________ work at 6.00 in the evening. When he (get) ________________ home, he (read)
_________________ the newspaper. Then he (have) _________________ dinner at 7.15. After dinner he
(take) _________________ his dog out for a walk. He (go) _________________ to bed at 10.30 exactly!
40
Inglés II
ING2_SA2_CHALLENGE2
Challenge 2
Reading
INSTRUCTIONS: Read carefully the following text. Then choose true or false.
A BIRTHDAY PARTY
Last Friday there was a birthday party for my friend Madison. It was at 56
Wall Street, New York. It was a sunny day, and it was a great party. There
were balloons and a huge chocolate cake. There were also fancy presents
and cold drinks but there wasn’t any cool music, there were many children
there. Madison’s parents, John and Cathy, were there too.
There was a dancing competition and Madison’s aunt Lili was the winner.
1- The party was on Saturday. TRUE FALSE

2- It was at 56 Wall Street. TRUE FALSE
3- It was rainy. TRUE FALSE
4- There weren’t any balloons. TRUE FALSE
5- There was a small strawberry cake. TRUE FALSE
6- There were presents. TRUE FALSE
7- There wasn’t cool music. TRUE FALSE
8- Madison’s granny was there. TRUE FALSE
9- There was a singing competition. TRUE FALSE
10- John was the winner. TRUE FALSE
Picture designed by Microsoft bing (2023). https://www.bing.com/images/create?FORM=GENILP

Liveworksheets. (2023) There was there wereRetrieved from: https://www.liveworksheets.com/w/en/english-second-language-
esl/1968549
Grammar Explanation
THERE WAS/THERE WERE
We use there was and there were to indicate someone, or something existed in the past. “There
was" and "there were" are both phrases used to indicate the existence or presence of something in
the past or to describe the past state of something.
"There was" is used when you are talking about a singular item or an uncountable noun. It indicates the
existence of one thing in the past.
41
Inglés II
"There were" is used when you are talking about multiple items or countable nouns. It indicates the
existence of more than one thing in the past.
They are typically used to start sentences or clauses. The choice between "there was" and "there were"
depends on the number of items or entities you're referring to.
THERE WAS/WERE COMPLEMENT MATERIAL DE APOYO

AFFIRMATIVE FORM
a dog.
There was a house.
a mall. THERE WAS/WERE
https://www.youtube.c
om/watch?v=a3Xohkb4
3 dogs. 9JQ
There were many houses.
few malls.
THERE WASN’T/WEREN’T COMPLEMENT
a dog.
NEGATIVE FORM
a house.
There wasn’t a mall.
3 dogs.
There weren’t many houses.
few malls.
WAS / WERE THERE COMPLEMENT ?

INTERROGATIVE FORM
a dog ?
Was there a house
a mall
some dogs ?
Were there many houses
few malls
Ticó A. L and Ramírez, G. P. Segunda edición: 2022 Impreso en México Mc Graw Hill BAE II Student’s Book and Workbook
42
Inglés II
Vocabulary
INSTRUCTIONS: Write the correct word below each picture.
Kitchen Bedroom Living room Bathroom
https://images.app.goo.gl/c2igcp2iZumrQFmx7
https://images.app.goo.gl/kSnRniXxBf1PhVgs5
https://images.app.goo.gl/sCATvaDsZJCjqqVZ6
https://images.app.goo.gl/6gBXg8fVE42upJmr8
43
Inglés II
ING2_SA2_CHALLENGE4
Challenge 4
Grammar Practice
INSTRUCTIONS: Complete the comic story by filling in the blanks with “there was” or “there were”. Then
rewrite the sentences and complement them with a drawing to illustrate the text in a comic.
A Special Day in Magic Town
It was a special day in the little town of Magic Ville. In the center of the town, (1) ______________a big
square where (2) ___________________ many trees and colorful flowers.
In the square, (3) ___________________ a magical fountain that was always (4) _______________ full of
shiny coins. Around the fountain, (5) ________________________benches where people could sit and
enjoy the day.
Today, (6) ________________________a fair in the square. (7) ___________________food stalls, games,
and live music. In one corner of the square, (8) ____________________a stage where (9) a band playing
cheerful music.
At the fair, (10) ______________________ kids running around and playing with balloons. There also (11)
_____________________ a Ferris wheel from where the whole town could be seen.
Lara, O. E. (2023). There was/were activity. Cunduacán, Tabasco. México: COBATAB, Campus 06.
44
Inglés II
ING2_SA2_CHALLENGE5
Challenge 5
Grammar Practice
INSTRUCTIONS: Answer the questions with Yes, there were; No, there were not; Yes, there was or No,
there was not.
1. Were there three pillows?
2. Was there a book?
3. Were there two blenders?
4. Was there a lamp?
5. Were there two pillows?
6. Were there four pictures?
7. Was there a bed?
Pictures designed by Microsoft bing (2023). https://www.bing.com/images/create?FORM=GENILP

Liveworkshets.com (2022) there was and there were Retrieved from: https://www.liveworksheets.com/w/en/english-second-
language-esl/1968549
45
Inglés II
ING2_SA2_CHALLENGE6
Challenge 6
Writing
INSTRUCTIONS: Write three sentences using there was, there were, and three sentences using there
wasn’t, there weren’t about the things that there were or there weren’t in the age of cavemen.
García H. L. (2023). There was/were activity. Paraíso, Tabasco, México: COBATAB Campus 34
Stock. (2023) retrieved from: https://stock.adobe.com/es/images/prehistoric-people-life-in-primitive-tribe-settlement-men-

hunting-mammoth-and-children-playing-vector-illustration-caveman-using-tools-and-drawing-animals-on-stone-rock-landscape-
scene-cartoon/336148662
46
Inglés II
ING2_SA2_CHALLENGE7
Challenge 7
Listening
INSTRUCTIONS: Scan and listen to the following conversations, put a tick (✔) in the correct answer.
1. I __________ next to the shoe factory.
a) left LISTENING
b) lived
c) Picked
2. There _________ a lot of little houses.

a) are
b) was
c) ere
3. There____________ a small school opposite.

a) were
b) are
c) was
4. I _______________ there.
a) waked
b) met
c) went
5. And ________________ did my brother and sister.

a) go
b) also
c) to
4°ESO. (s/f) There was there were. Retrieved from: https://baladre.info/english/sedaviwebfront/therewaswere.htm
47
Inglés II
Grammar Explanation
VERBS IN SIMPLE PAST
We use the simple past to describe actions that started and finished in the
past at a certain time and then was completed. To use past simple, we need
to identify the difference of verbs. First, we need to classify them into two
categories: Regular sand Irregular verbs.
REGULAR VERBS
A regular verb is one that forms its past simple or past participle form by adding “-ed” or “-d” to its base
form.
RULE OF REGULAR VERBS Base form Past form
Add -ed to most regular verbs. talk talked
listen listened
When the base form ends in -e, add -d only. arrive arrived
When the base form ends in a consonant +y, change y to i and add -ed. Cry cried
try tried
When the base forms end in a vowel +y, add -ed. Do Enjoy enjoyed
not change they. play played
When a one-syllable verb ends in a consonant-vowel-consonant, double stop stopped

the final consonant, and add -ed. ban banned
Do not double the final w or x. show showed
fix fixed
When a two-syllable verb ends in a consonant-vowel-consonant, double occur occurred
the final consonant, and add -ed only if the last syllables is stressed. permit permitted
When the last syllable of a two-syllable verb is not stressed, do not open opened
double the final consonant. offer offered
IRREGULAR VERBS
Irregular verbs are verbs that do not follow the normal patterns for tense and past participle. While most
English regular verbs use the ending “-ed” for the past tense and participle forms, irregular verbs each
have their own unique tense forms and past participles.
48
Inglés II
Irregular verbs are one of the hardest parts of the modern English language because they’re all a little
different. Since there’s no formula, English speakers have no choice but to memorize each one, along with
their special verb forms.
TYPES OF IRREGULAR VERBS

Type 1 Verbs with the same base form, past simple and past participle.
Example: Hit-hit-hit cut-cut-cut
Type 2 Verbs with the same past simple and past participle.
Example: Bring-brought-brought catch-caught-caught
Type 3 Verbs with the same base form and past participle.
Example: Come-came-come become-became-become
Type 4 Verbs with different base form, past simple and past participle.
Example: Swim-swam-swum be-was/were-been
Prowritingaid.com (2022) Irregular verbs. Retrieved from: https://prowritingaid.com/irregular-verbs
49
Inglés II
ING2_SA2_CHALLENGE8
Challenge 8
Grammar Practice
INSTRUCTIONS: Complete the following chart of irregular verbs by writing their past simple form.
Verb infinitive Past Simple Past Participle Past Past

Verb infinitive
Simple Participle
-EN- -N-
Write Written Wear Worn
Drive Driven Swear Sworn
Ride Ridden Tear Torn
Rise Risen See Seen
Freeze Frozen Know Known
Wake Waken Grow Grown
Steal Stolen Throw Thrown
Break Broken Blow Blown
Speak Spoken Fly Flown
Forget Forgotten Draw Drawn
Give Given -U- family
Forgive forgiven Begin Begun
Choose Chosen Drink Drunk
Take Taken Swim Swum
Mistake Mistaken Sing Sung
Beat Beaten Ring Rung
Bite Bitten Sink Sunk
Hide Hidden Stink Stunk
Be Been Run Run
-NE- family Others
Do Done Come Come
Go Gone become become
Bear Borne Lie (on) lain
50
Taller de Lectura y Redacción 2
Guía didáctica del estudiante
ING2_SA2_CHALLENGE9
Challenge 9
Grammar Practice
INSTRUCTIONS: Fill the blanks with the past simple of the verbs in brackets.
1.- Benito Juarez ___________ in Oaxaca (live)

2.- The Aztecs __________ soccer (play)
3.- The Mayans __________ mole (cook)
4.- The ancient people __________ nature (listen)
5.- The ancient woman __________ corn (cultivate)
7.- People __________ in the river (fish)
8.- The ancient culture __________ people and animals (sacrifice)
9.- The Mayans __________ the stars (observe)
Gómez. M. I. (2023). Regular and irregular verbs. Paraiso, Tabasco, México: COBATAB.
Grammar Practice
INSTRUCTIONS: Read the text and underline the verb in past simple. Then write all the verbs in a list in
their base form as well.
Malinche
Malitzen was born around the year 1500, she grew up in a region of
Yucatan peninsula, where the Mayan and Aztec Empires both had
influence, her parents named her Malinalli.
She was enslaved at a young age and moved away for her childhood
home.
As a slaved girl, Malitzen had no control over the work she was forced to
do. She worked in the homes of those who owned her, cooking, cleaning,
and other domestic tasks. Malitzen was sold and traveled around Yucatan
Peninsula, during her travels she became fluent in both Yucatec and
Nahuatl.
Inglés II
In 1519 Malitzen’s life was forever changed by the arrival of Spanish of the Spanish conqueror Hernan
Cortes, the woman was baptized and was given the European name Marina. Malitzen was fluent in the
two major languages and Hernan Cotes took as a personal slave. He needed her language skills to speak
with the various native leader, she quickly learnt Spanish.
Malitzen died in 1529 during a smallpox outbreak. Though she was only 29 years old in her short life she
acted as one of the most important figures of the Spanish conquest of Mexico, her actions changed the
course of Mexican history.
# MAIN VERB/ PAST SIMPLE # MAIN VERB/ PAST SIMPLE

BASE FORM BASE FORM
1 Be Was/ were 9
2 10
3 11
4 12
5 13
6 14
7 15
8 16
Gómez. M. I. (2023). Regular and irregular verbs. Paraiso, Tabasco, México: COBATAB
GRAMMAR EXPLANATION
PAST SIMPLE/ SIMPLE PAST
We use Past simple when we refer to things that happened in a specific

moment in the bast It can refer to repeated actions or to a state or situation:
52
Inglés II
SUBJECT VERB IN PAST COMPLEMENT
I played tennis.
AFFIRMATIVE FORM
studied
He swam French.
She a lot.
It
my Ferrari.
You drove pasta.
We cooked hamburgers.
They ate
SUBJECT DID NOT/ DIDN’T VERB (BASE) COMPLEMENT
I play tennis.
NEGATIVE FORM
He did not/ didn’t study French. MATERIAL DE APOYO

She swim a lot.
It
my Ferrari.
You drive Past Simple
pasta.
We did not/ didn’t cook hamburgers.
https://youtu.be/6RedB
They s8SUhQ
DID SUBJECT VERB (BASE) COMPLEMENT

INTERROGATIVE FORM
Did I play tennis?
He study French?
Did She swim a lot?
It
Dupeyrón, C. E. (2023) Past
simple explanation. Nacajuca,
You drive my Ferrari? Tabasco, México: COBATAB,
Did We cook Pasta? Campus 51
They Hamburgers?
53
Inglés II
Grammar Practice
INSTRUCTIONS: Identify the sentence that best exemplifies the affirmative form of the past simple. Mark
them with different colors.
Miguel Hidalgo was the leader of the Mexican War of Independence.
1 Miguel Hidalgo is the leader of the Mexican War of Independence.
Miguel Hidalgo were the leader of the Mexican War of Independence.
The Mexican Revolution started in 1910 and lasted for about a decade.
2 The Mexican Revolution starts in 1910 and lasts for about a decade.
The Mexican Revolution starting in 1910 and lasting for about a decade.
Pedro Infante sings many famous songs during his career.
3 Pedro Infante sing many famous songs during his career.
Pedro Infante sang many famous songs during his career.
Nezahualcoyotl composed poetry and was a philosopher in ancient Mexico.
4 Nezahualcoyotl composes poetry and is a philosopher in ancient Mexico.
Nezahualcoyotl composing poetry and being a philosopher in ancient Mexico.
Lara. O. E. (2023). Past simple activity. Cunduacán, Tabasco, México: COBATAB, Campus 06
54
Inglés II
Challenge 12
Vocabulary
INSTRUCTIONS: Look at the picture and write the name of the character. Then choose the complement
from the box that completes the affirmative sentence in past simple. Write the correct form of the verb in
past tense.
a. important poetry in the 17th century c. many self-portraits

b. many famous songs during his career d. in Mexico City in 1806
CHARACTER VERB COMPLEMENT
(born)
____________
(paint)
_____________
(write)
______________
(sing)
______________
Lara, O. E. (2023). Past simple activity. Cunduacán, Tabasco. México: COBATAB, Campus 06
55
Inglés II
Challenge 13
Listening
INSTRUCTIONS: Listen to the song and write numbers from 1 to 9 to order the verses. Then complete the
lyrics with the missing verbs from the box.
Have Gave Found Said Heard Was Married Were
SOMEONE LIKE YOU
By Adele
Never mind, I’ll find someone like you

I wish nothing but the best for you, too
“Don’t forget me, “ I beg
I remember you ___________
“Sometimes it lasts in love, but sometimes it hurts instead”
I hate to turn up out of the blue, uninvited

But I couldn’t stay away, I couldn’t fight it
I ________hoped you’d see my face
And that you’d be reminded that for me, it isn’t over
I _________that you’re settled down

That you ________a girl and you’re ________now
I heard that your dreams came true
Guess she __________you things, I didn’t give to you
Old friend, why are you so shy?
Ain’t like you to hold back or hide from the light
You know how the time flies

Only yesterday _________the time of our lives
We ________born and raised in a summer haze
Bound by the surprise of our glory days
I hate to turn up out of the blue, uninvited

But I couldn’t stay away, I couldn’t fight it
I had hoped you’d see my face
And that you’d be reminded that for me, it isn’t over

“Don’t forget me, “ I begged
I remember you said
56
Inglés II

“Don’t forget me, “ I begged
I remember you said

I wish nothing but the best for you
“Don’t forget me, “ I beg
I remember you said
“Sometimes it lasts in love, but
sometimes it hurts instead”
Nothing compares, no worries or cares

Regrets and mistakes, they’re memories made
Who would have known how bittersweet this would taste?
Lara, O. E. (2023). Listening activity. Cunduacán, Tabasco, México: COBATAB, Campus 06.
Reading
INSTRUCTIONS: Read the information and underline with different colors the affirmative sentences in past
simple tense. After that paste or draw a picture of each character.
Frida Kahlo
Frida Kahlo was a renowned Mexican artist born in 1907. When she was 18, she
5 suffered a serious bus accident that left her bedridden for several months. During
this time, she began to paint, using a special easel that allowed her to paint in
bed.
Kahlo painted many self-portraits that reflected her pain and suffering, but also
her resilience and strength. She married the famous muralist Diego Rivera, and
together, they became one of the most iconic couples in art history. Kahlo died in
1954, but her legacy lives on.
William Shakespeare
William Shakespeare was an English playwright and poet born in 1564. He wrote
some of the most famous plays in the English language, including "Romeo and
Juliet", "Hamlet", and "Macbeth". Shakespeare worked as an actor and a
playwright in London, and he co-owned the Globe Theatre.
His plays were so popular that they attracted audiences from all walks of life.
Shakespeare retired to his hometown of Stratford-upon-Avon in the later years
of his life. He died in 1616, but his works remain influential to this day.
57
Inglés II
Marie Curie
Marie Curie was born in Warsaw, Poland, in 1867. She moved to Paris to study
physics and mathematics at the Sorbonne where she met Pierre Curie, whom she
later married. Together, they conducted groundbreaking research on
radioactivity.
Marie Curie became the first woman to win a Nobel Prize and remains the only
person to have won Nobel Prizes in two different scientific fields: Physics and
Chemistry. Tragically, she died in 1934 from complications believed to be caused
by her exposure to radiation.
Martin Luther King Jr.
Martin Luther King Jr. was an American civil rights leader born in 1929. He
advocated for the end of racial segregation and discrimination through nonviolent
resistance. In 1963, he led the March on Washington and delivered his famous "I
Have a Dream" speech. King's efforts played a pivotal role in the passage of the
Civil Rights Act of 1964.
Unfortunately, his life was cut short when he was assassinated in 1968. However,
his dream and legacy continue to inspire people worldwide.
Amelia Earhart
Amelia Earhart was an American aviator born in 1897. She developed a passion
for flying at a young age and pursued this passion against all odds. In 1932, she
became the first woman to fly solo across the Atlantic Ocean. Earhart set many
other aviation records and inspired countless women to pursue their dreams.
In 1937, while attempting to circumnavigate the globe, she disappeared over the
Pacific Ocean and was never found. Her adventurous spirit and determination
made her a legend in the world of aviation.
Lara, O. E. (2023). Reading activity. Cunduacán, Tabasco, México: COBATAB, Campus 06.
Reading
INSTRUCTIONS: Match the information and the character's name with the same color. Then circle the
affirmative Past simple tense.
Frida Kahlo whose real name was Mario Moreno, was a famous Mexican actor and
comedian.
Octavio Paz created murals that reflected Mexican history and culture.
Cantinflas was one of the richest businessmen in the world and invested in
various industries in Mexico.
Dolores del Río received the Nobel Prize in Literature in 1990.
Emiliano Zapata was a poetess and writer from the colonial period who defended
women's rights.
Sor Juana Inés de la Cruz was a revolutionary leader who fought for the rights of peasants.
Diego Rivera was one of the most iconic painters from Mexico.
Carlos Slim succeeded in Hollywood during the golden age of cinema.
Lara, O. E. (2023). Reading activity. Cunduacán, Tabasco, México: COBATAB, Campus 6
58
Inglés II
ING_SA2_CHALLENGE16
Challenge 16
Writing
INSTRUCTIONS: Answer the questions about the Octavio Paz life events and follow the timeline.
Questions Answers
When was Octavio Paz born?
When did he publish his first book?
When did his father die?
When did he receive a Nobel Prize?
When did he become a Mexican Ambassador?
When did he get married?
When did he die?
Octavio Paz Life Events.
Quevedo, H.P. (2023). Reading exercise. Centro, Tabasco, México: COBATAB Campus 24. Retrieved and adapted from, Miles
Craven 2013. Breakthrough Plus Macmillan Publishers.
59
Inglés II
ING_SA2_CHALLENGE17
Challenge 17
Listening
I. INSTRUCTIONS: Listen to the conversation read by your teacher to fill in the blanks.
A: Where was 1_________born?

B: He was born in 2__________, in 3________.
A: Why did he become famous?
B: Because he 4______________________.
A: Did he get married?
B: Yes. He got married 5______________and had 6______________children.
A: When did he die?
B: I think he died in 7____________.
II. INSTRUCTIONS: Now practice the conversation with a classmate, fill in the blanks with the following
words from these charts.
Chat 1. Chat 2. Chat 3.
1.- Mozart. 1.- Octavio Paz. 1.- José Gorostiza.
2.- Austria. 2.- Mexico, City. 2.- Villahermosa, Tabasco.
3.- 1756. 3.- 1914. 3.- 1901.
4.- wrote great music. 4.- won a nobel prize in literature. 4.- wrote great poems.
5.- in 1782. 5.- in 1937. 5.- in 1938
6.- six. 6.- one. 6.- three.
7.- 1791. 7.- 1998. 7.- 1973.
Quevedo, H.P. (2023). Reading exercise. Centro, Tabasco, México: COBATAB Campus 24. Retrieved and adapted from
Breakthrough Plus, Miles Craven 2013. Macmillan Publishers.
60
Inglés II
Challenge 18
Vocabulary
INSTRUCTIONS: Match each picture with its form in simple past.
1.- ____ went to a concert. A) go to a concert. B) go to the park. C) go to a soccer

game.
2.- ____ got takeout food.
3.- ____ went to a soccer game.
4.- ____ spent time with family.
5.- ____ went to a restaurant.
6.- ____ went to the park.

D) hang out with E) watch a video online. F) watch soccer on TV
7.- ____ went to a museum. friends.
8.- ____ watched soccer on TV.
9.- ____ watched a video online.
10.- ___ listened to music.
11.- ___ went to the movies.
12.- ___ hung out with friends. G) spend time with H) go to a museum. I) go to a restaurant.
family.
J) listen to music. K) get takeout food. L) go to the movies.

Quevedo, H.P. (2023). Reading
exercise. Centro, Tabasco,
México: COBATAB Campus 24.
Retrieved and adapted from
Breakthrough Plus, Miles Craven
2013. Macmillan Publishers.
Pictures designed by Microsoft

bing (2023) concert; soccer player;
family; takeout order. https://www.bing.com/images/create?FORM=GENILP
61
Inglés II
Challenge 19
Grammar Practice
INSTRUCTIONS: Complete the conversations with the simple past forms using the negative and
interrogative forms of the verbs in parenthesis.
1. A: Do you know where Martin _____________(be) born?
B: Yes, New York. But he _____________________(not/grow up) there. He grew up here in Kansas.
A: Oh, I see. When did his family move there?
B: I think they came in 1992. They ____________(be) in Dodge City first, and then they
______________(move) to Wichita.
A: I see. So that explains his accent!
2. A: Hey, Jim. Where _____________(be)you last night? We waited for over an hour.
B: I _____________________(not/be) very well, I’m afraid. I ________________ (have) a cold.
A: Why didn’t you call me?
B: I ____________(do)it, but the line was busy all the time. Anyway, how was the meal?
Quevedo, H.P. (2023). Reading exercise. Centro, Tabasco, México: COBATAB, Campus 24. Retrieved and adapted from
Breakthrough Plus Workbook 2 UJAT Special Edition, Miles Craven 2013. Macmillan Publishers.
Challenge 20
Grammar Practice
INSTRUCTIONS: Choose and underline in red the correct words to complete the sentences.
1.- __________you born, Granddad?

a) Who did b) When were
2.- Where __________last night?

a) did James go b) they went c) you go d) did she
3.-Why did you and Santiago ________?

a) married b) get married c) got married d) are married.
4.- When did Susan and Frank ______________to this neighborhood?

a) came b) arrived c) left d) move
5.- Where were Camila and Paul ____________?

a) get married b) born c) grow up d) go to school
62
Inglés II
Prior Challenge
I. INSTRUCTION: Practice with your classmates your reading skills with the following text and then
complete the exercises below.
The Story of... “Africa” by Toto
Toto's 1982 smash 'Africa' is without doubt one of the greatest songs of all time, let alone the
1980s.It's almost impossible to not burst into song at the top of your lungs as soon as you hear that
famous catchy intro. And that chorus? "I bless the rains down in Africaaaaa". Incredible.
But did you know its fascinating backstory? What is the song about? Who wrote it? How was it
made? Find out all you need to know about the iconic tune right here.
'Africa' was written by Toto members David Paich and Jeff Porcaro, and it ended up on the
band's 1982 album Toto IV. The initial concept and lyrics for the song came from David Paich. Paich was
playing around with his new keyboard, the CS-80, and found the brassy sound that became the song's
famous opening riff. He finished the melody and lyrics for the chorus in just ten minutes; much to his
surprise: "I sang the chorus out as you hear it. It was like God channeling it. I thought, 'I'm talented, but
I'm not that talented. Something just happened here!'" Paich then spent about six months refining the
lyrics, before showing the song to the rest of the band.
In 2015, David Paich said that the song is about a man's love of the continent Africa, rather than
a personal romance. He based the lyrics around a late night documentary with depictions of African
plight and suffering. It had a lasting impact on him: "It both moved and appalled me, and the pictures
just wouldn't leave my head. I tried to imagine how I'd feel about it if I was there and what I'd do."
Jeff Porcaro added: "A white boy is trying to write a song on Africa, but since he's never been
there, he can only tell what he's seen on TV or remembers in the past."
Further lyrics are about a person flying in to meet a lonely missionary, as Paich explained in 2018.
As a child, he attended a Catholic school, and several of his teachers had done missionary work in Africa.
At the time, Paich had never set foot in Africa, and based the song's landscape descriptions
from an article in National Geographic.
63
Inglés II
II. INSTRUCTION: Tick True or False the following sentences.
Statements True False
1 “Africa” is one of the greatest songs of the x

1990s.
2 The initial concept and lyrics for the song x
came from Jeff Porcaro
3 He finished the melody and lyrics for the x
chorus in just ten minutes
4 David Paich said that the song is about a x
man's love of the continent Africa
5 Paich based the song's landscape x
descriptions from an article in the
Discovery magazine.
Arias E. O. (2023). The Story of “Africa” by Toto. Comalcalco, Tabasco, México: COBATAB, Campus 3
Reinforcement Challenge 1 ING2_SA2_REINFORCEMENTCHALLENGE1
Reading
I. INSTRUCTIONS: Read the following text and highlight the sentences with there was and there were.
Then write them in the negative form.
The Magical Park

Once upon a time, there was a magical park in the middle of a small town. In the park, there was a big lake
full of ducks and fish. There was also a beautiful carousel with many colorful horses that spun around to
the sound of music.
Near the lake, there was a large playground where children could play. There were swings, slides, and a
sandbox. In the sandbox, there were many toys for building sandcastles.
In the park, there were also many trees and benches. On some benches, there were people reading books
and enjoying the sunshine. Under the trees, there were families having picnics and playing with their pets.
During the day, there were vendors selling balloons, ice cream, and delicious treats. There were laughter,
games, and lots of fun in the magical park.
II. INSTRUCTIONS: Rewrite the highlighted sentences and make them into negative form.
1.-________________________________________________________________
2.-________________________________________________________________
3.-________________________________________________________________
64
Inglés II
4.-________________________________________________________________
5.-________________________________________________________________
6.-________________________________________________________________
7.-________________________________________________________________
8.-________________________________________________________________
9.-________________________________________________________________
10._______________________________________________________________
11.-_______________________________________________________________
Lara O. E. (2023). There was/were activity. Cunduacán, Tabasco, México: COBATAB, Campus 06.
Reinforcement challenge 2
Reading
INSTRUCTIONS: Read the following letter that Susan sent to her best friend Cobachito.
Then rewrite it using the past simple form for the words in bold.
Dear Cobachito!
Hi! Cobachito, how are you? I haven’t seen you since four years ago. I am fine. I want
to tell you now I am a student from COBATAB campus 34. My family and I are from Villahermosa Tabasco,
but now we are living in Paraíso, Tabasco, because
my father got a job as an oil engineer in the refinery.
Sometimes I feel a little sad, I miss my original house.
There, the room I like the most is my bedroom
because it is a nice place for rest and study. It is
comfortable. There is not much furniture on it.
There is a bed and a computer desk. There is a guitar,
I go to a music school on weekends. My dreams are
to be a musician someday. Also, there are some toys
that I keep a kid. There are some posters with my
favorite singers on the wall.
I like my room very much. I would like to come back
to my house enjoying stay there every day.
Write soon my best friend Cobachito!
Love you! Sincerely Susan.
García, H. L. (2023). There was/were activity. Paraíso, Tabasco. México: COBATAB Campus 34 Retrieved from:
https://www.liveworksheets.com/sites/default/files/styles/worksheet/public/def_files/2022/2/8/202081057033423569/20208
1057033423569001.jpg?itok=Jc8Cn7dW
65
Inglés II
Grammar Practice
INSTRUCTIONS: Unscramble the words to make sentences.
1. - near/ my/a/restaurant/nice/was/there/school.
______________________________________________
2. - Computers / 20thcentury/weren’t/in/the/there.
______________________________________________
3. - Tourists/museum/the/were/there/of/lots/in?
______________________________________________
4. - 1920/ any/ post/ There/ offices/ weren’t/in.
______________________________________________
5. - An/ lamp/ old/bedroom/was/there/in/my.
______________________________________________
6. - amazing/ parks/ were/ / there/ your/ town/ in /years/ 10/ ago?
______________________________________________
García, H. L. (2023). There was/were activity. Paraíso, Tabasco. México: COBATAB Campus 34
Grammar Practice
INSTRUCTIONS: Write the affirmative, negative, and interrogative form of the sentences in past simple.
Example. 1.- David buys a new car

She dances in the party. (+) __________________________________
(+) She danced in the party. (-) __________________________________
(-) She didn’t dance in the party. (?) __________________________________
(?) Did she dance in the party?
2.- My friends go to the beach 3.- I play soccer with Karol
(+) __________________________________ (+) _______________________________
(-) __________________________________ (-) _______________________________
(?) __________________________________ (?) _______________________________
Lara, O. E. (2023). Past simple activity. Cunduacán, Tabasco, México: COBATAB, Campus 06.
66
Inglés II
Reinforcement challenge 5 ING2_SA2_REINFOCERMENTCHALLENGE5
Grammar Practice
INSTRUCTIONS: Rewrite these negative sentences into questions.
Example: Hanna didn’t get up early.

Did Hanna get up early?
1. Hanna didn’t do the laundry.
____________________________________________________________
2. Hanna didn’t do her homework.
____________________________________________________________
3. Hanna didn’t read the Little Prince.
____________________________________________________________
4. Hanna didn’t dance salsa in the party.
__________________________________________________________
Lara, O. E. (2023). Reading exercise. Cunduacán, Tabasco, México: COBATAB, Campus 06. Retrieved and adapted from Grammar
Spectrum 1 Elementary, Ken Paterson 1996. Oxford University Press
Past simple
INSTRUCTIONS: Answer the following questions. Then ask two of your classmates. Write a  or an 
Did you… You ………. ……….

drive a car last month?
eat pizza last week?
attend classes yesterday?
cook last days?
travel on vacations last summer?
listen to some music last night
drink horchata few days ago?
Dupeyrón, C. E. (2023) past simple explanation. Nacajuca, Tabasco. COBATAB, Campus 51
67
Inglés II
REGULAR AND IRREGULAR VERBS LIST
IRREGULAR VERBS
# INFINITIVE PAST SIMPLE PAST PARTICIPLE MEANING
1 be was/were been Ser o estar
2 beat beat beaten Batir,revolver, golpear, vencer.
3 become became become Hacerse,tornarse,convertirse en.
4 begin began begun Empezar, iniciar.
5 bend bent bent Doblar, inclinar, torcer.
6 bet bet bet Apostar
7 bite bit bitten Morder.
8 blow blew blown Soplar
9 break broke broken Quebrar, partir, romper.
10 bring brought brought Traer, llevar, conducir.
11 build built built Construir, edificar.
12 burn burnt burnt Quemar, incendiar.
13 burst burst burst Reventar, romper reventando
14 buy bought bought Comprar
15 catch caught caught Coger, asir, atrapar.
16 choose chose chosen Escoger, elegir.
17 come came come Venir
18 cost cost cost Costar
19 cut cut cut Cortar, dividir.
20 deal dealt dealt Tratar, lidiar, tener que referirse.
21 dig dug dug Cavar, ahondar.
22 do did done Hacer, ejecutar.
23 draw drew drawn Tirar, arrastrarse, atraer, dibujar.
24 drink drank drunk Beber
25 drive drove driven Impulsar, conducir, llevar, inducir.
25 eat ate eaten Comer
26 fall fell fallen Caer, disminuir.
27 feed fed fed Alimentar, nutrir.
28 feel felt felt Sentir, percibir, tocar.
29 fight fought fought Pelear, combatir.
30 find found found Encontrar, descubrir.
31 find out found out found out Averiguar, investigar.
32 fly flew flown Volar
33 forbid forbade forbidden Prohibir.
34 forget forgot forgotten Olvidar (se)
35 forgive forgave ºforgiven Perdonar
36 freeze froze frozen Congelar
37 get got got (ten) Lograr, obtener, conseguir.
38 give gave given Dar, conceder.
39 go went gone Ir (se), funcionar, resultar.
68
Inglés II

40 grow grew grown Crecer, cultivar.
41 hang hung hung Colgar, Suspender.
42 have had had Tener, haber.
43 hear heard heard Oír, escuchar.
44 hide hid hid (den) Ocultar, encubrir.
45 hit hit hit Pegar, golpear, acertar.
46 hold held held Sostener,mantener,contener.
47 hurt hurt hurt Herir, dañar, lastimar.
48 keep kept kept Mantener,guardar,conservar.
49 know knew known Conocer, saber.
50 lay laid laid Poner, colocar.
51 lead led led Guiar, llevar, conducir.
52 learn learnt learnt Aprender, saber.
53 leave left left Partir, irse, abandonar.
54 lend lent lent Prestar
55 let let let Permitir, conceder.
56 lie lay lain Tenderse, descansar, estar, situado.
57 light lit lit Alumbrar, iluminar, encender (se).
58 lose lost lost Perder, malgastar.
59 make made made Hacer, confeccionar, producir.
60 mean meant meant Significar,querer decir pretender.
61 meet met met Encontrarse, satisfacer.
62 melt melted molten (old) Derretir(se), fundir(se).
63 mistake mistook mistaken Equivocarse, comprender mal, errar
64 misunderstand misunderstood misunderstood Entender mal.
65 overcome overcame overcome Vencer, superar, sobreponerse.
65 pay paid paid Pagar, recompensar.
66 put put put Poner,colocar, exponer.
67 read read read Leer,descifrar, marcar.
68 rebuild rebuilt rebuilt Reconstruir
69 rid rid rid Librarse, zafarse.
70 ride rode ridden Rodar, tener juego, funcionar.
71 ring rang rung Tocar, sonar.
72 rise rose risen Ascender,elevarse,levantarse, surgir.
73 run ran run Correr, funcionar.
74 saw sawed sawn Cortar con sierra, aserrar.
75 say said said Decir, afirmar.
76 see saw seen Ver, observar.
77 seek sought sought Buscar, solicitar.
78 sell sold sold Vender
79 send sent sent Enviar
80 set set set Instalar, establecer, colocar, fijar.
81 shake shook shaken Sacudir, lanzar, agitar.
82 shine shone shone Brillar, relumbrar, sobresalir.
69
Inglés II

83 shoot shot shot Disparar, emitir, lanzar.
84 show showed shown Mostrar, excibir, probar, demostar.
85 shrink shrank shrunk Encogerse, disminuir, desaparecer.
86 shut shut shut Cerrar, impedir, excluír.
87 sing sang sung Cantar
88 sink sank sunk Hundir, sumergir
89 sit sat sat Sentarse, reunirse.
90 sleep slept slept Dormir
91 slide slid slid(den) Resbalar, deslizarse, escabullirse.
92 smell smelt smelt Oler, percibir.
93 speak spoke spoken Hablar, decir.
94 spend spent spent Gastar, consumir, emplear (tiempo).
95 spill spilt spilt Derramar, verter, divulgar.
96 spin spun spun Tornear, hilar, hacer girar.
97 split split split Partir, dividir, separar, reventar.
98 spoil spoilt spoilt Deteriorar, dañar, inutilizar, consentir
99 spread spread spread Extender, esparcir, propagar, huntar
100 stand stood stood Pararse, tolerar, estar (de pié).
101 steal stole stolen Robar, escabullirse.
102 stick stuck stuck Pegar, adherirse, prender, fijar.
103 stink stank stunk Oler mal, apestar.
104 swim swam swum Nadar, flotar.
105 swing swung swung Balancera(se), hacer girar.
106 take took taken Tomar, llevar.
107 teach taught taught Enseñar
108 tear tore torn Romper, despedazar, rasgar.
109 tell told told Decir, contar, narrar.
110 think thought thought Pensar, creer.
111 throw threw thrown Lanzar, tirar, impeler, arrojar.
112 understand understood understood Comprender.
113 undertake undertook undertaken Emprender, comenzar algo.
114 wake woke woke (n) Despertar, excitar.
115 wear Wore worn Gastar(se), consumirse, usar.
116 win Won won Ganar, conquistar.
117 withdraw Withdrew withdrawn Retirar, retractarse, quitar.
118 write Wrote written Escribir.
REGULAR VERBS
# INFINITIVE PAST SIMPLE AND PAST MEANING ENDING SOUND
PARTICIPLE
1 act Acted Actuar id
2 add Added Sumar, añadir id
3 Aid Aided Ayudar id
4 arrest Arrested Arrestar id
70
Inglés II

PARTICIPLE
5 assist Assisted Ayudar id
6 attend Attended Asistir, ir id
7 address Addressed Dirigirse t
8 advertise Advertised Anunciar t
9 amuse Amused Entretener t
10 approach Approached Acercarse t
11 ask Asked Preguntar, pedir t
12 accompany Accompanied Acompañar d
13 accustom accustomed Acostumbrar d
14 agree agreed Concordar d
15 annoy annoyed Molestar d
16 answer answered Responder d
17 appear appeared Aparecer d
18 arrange arranged Arreglar, ordenar d
19 arrive arrived Arribar d
20 accompany accompanied Acompañar d
21 accustom accustomed Acostumbrar d
22 agree agreed Concordar d
23 annoy annoyed Molestar d
24 answer answered Responder d
25 appeal appealed Atraer d
26 appear appeared Aparecer d
27 arrange arranged Arreglar, ordenar d
28 board boarded Abordar id
29 balance balanced Equilibrar t
30 banish banished Desterrar t
31 bark barked Ladrar t
32 bless blessed Bendecir t
33 brush brushed Cepillar t
34 behave behaved Comportarse d
35 belong belonged Pertenecer d
36 beg begged suplicar, mendigar d
37 believe believed Creer d
38 boil boiled Hervir d
39 breathe breathed Respirar id
40 complete completed Completar id
41 consist consisted Consistir id
42 count counted Contar id
43 close closed Cerrar t
44 cook cooked Cocinar t
45 crash crashed Chocar t
46 cross crossed cruzar t
47 call called Llamar d
71
Inglés II

PARTICIPLE
48 care cared Cuidar d
49 carry carried Llevar d
50 change changed Cambiar d
51 check checked Chequear t
52 charge charged cargar, cobrar d
53 clean cleaned Limpiar d
54 climb climbed escalar, subir d
55 comb combed Peinar d
56 cover covered Cubrir d
57 cry cried Llorar d
58 crawl crawled gatear, arrastrarse d
59 dance danced bailar t
60 dress dressed vestir t
61 drop dropped dejar caer t
62 dial dialed sintonizar, marcar d
63 die died morir d
64 declare declared declarar d
65 delay delayed demorar d
66 deliver delivered entregar d
67 deny denied negar d
68 dine dined cenar d
69 dry dried secar d
70 enclose enclosed incluir, encerrar t
71 enjoy enjoyed disfrutar d
72 engage engaged comprometer d
73 envy envied envidiar d
74 express expressed expresar t
75 exclaim exclaimed exclamar d
76 explain explained explicar d
77 fail failed fracasar, fallar d
78 fasten fastened abrochar d
79 File filed archivar d
80 Fill filled llenar d
81 fire fired echar del trabajo, disparar d
82 follow followed seguir d
83 frighten frightened espantar d
84 Fry fried freir d
85 finish finished terminar t
86 fish fished pescar t
87 Fix fixed fixed t
88 gain gained ganar d
89 guess guessed adivinar t
90 help helped ayudar t
72
Inglés II

PARTICIPLE
91 hope hoped esperar, desear t
92 happen happened suceder d
93 hurry hurried apurar (se) d
94 imagine imagined imaginar d
95 iron ironed planchar d
96 judge judged juzgar d
97 kiss kissed besar t
98 kill killed matar d
99 laugh laughed reir t
100 leak leaked gotear t
101 like liked gustar t
102 lock locked cerrar con llave t
103 look looked mirar t
104 mark marked marcar, señalar t
105 milk milked ordeñar un animal t
106 miss missed extrañar t
107 manage managed manejar d
108 marry married casar (se) d
109 massage massaged masajear d
110 measure measured medir d
111 move moved mover d
112 observe observed observar d
113 offer offered ofrecer d
114 open opened abrir d
115 order ordered ordenar d
116 peform performed ejecutar d
117 phone phoned telefonear d
118 plan planned planear d
119 play played jugar, tocar d
120 plough ploughed arar d
121 pour poured derramar, verter d
122 pray prayed orar d
123 prefer preferred preferir d
124 prepare prepared preparar d
125 pull pulled tirar d
126 park parked estacionar t
127 pass passed pasar t
128 pick picked recoger t
129 please pleased complacer d
130 polish polished pulir t
131 practice practiced practicar t
132 promise promised prometer t
133 pronounce pronounced pronunciar t
73
Inglés II

PARTICIPLE
134 punish punished castigar t
135 push pushed empujar t
136 repeat repeated repetir id
137 report reported reportar, informar id
138 request requested solicitar, pedir id
139 rest rested descansar id
140 reach reached alcanzar t
141 refuse refused rehusar t
142 raise raised levantar t
143 rain rained llover d
144 realize realized darse cuenta d
145 register registered matricularse, registrar d
146 receive received recibir d
147 remain remained quedar, sobrar d
148 Remember remembered recordar d
149 Repair repaired reparar d
150 Require required requerir d
151 Reserve reserved reservar, guardar d
152 Row rowed remar d
153 Resolve resolved resolver d
154 Return returned retornar, volver d
155 Search searched buscar, registrar t
156 Save saved salvar d
157 Serve served servir d
158 settle settled arreglar, establecer d
159 sign signed firmar d
160 smile smiled sonreir d
161 snow snowed nevar d
162 spill spilled derramar d
163 stay stayed permanecer, quedarse d
164 study studied estudiar d
165 suffer suffered sufrir d
166 swallow swallowed tragar d
167 slip slipped resbalar t
168 smoke smoked fumar t
169 stop stopped detener, parar t
170 switch switched conectar, accionar t
171 stretch stretched estirar t
172 talk talked conversar t
173 thank thanked agradecer t
174 touch touched tocar, palpar t
175 trap trapped atrapar t
176 tire tired cansar, fatigar d
74
Inglés II

PARTICIPLE
177 train trained entrenar d
178 travel traveled viajar d
179 trouble troubled molestar d
180 Try tried tratar, intantar d
181 turn turned girar, voltear d
182 unpack unpacked desempacar t
183 use used usar t
184 visit visited visitar id
185 wait waited esperar id
186 want wanted querer, requerir id
187 walk walked caminar t
188 wash washed lavar t
189 watch watched observar, mirar t
190 wish wished desear, anhelar t
191 work worked trabajar t
192 wrap up wrapped up envolver t
193 wreck wrecked naufragar t
194 warm warmed calentar d
195 warn warned advertir d
196 water watered regar d
197 weigh weighed pesar d
198 whistle whistled silbar d
75
Inglés II

nonownowEnglish?
No goodish,
no baddish! Bad!
Good!
Yo puedo… Sí No; necesito practicar más.

de la unidad.
pasados.
…Diferenciar los verbos regulares
e irregulares y sus formaciones en
pasado.

76
Inglés II

PLANTEL ______ TURNO_____ PERIODO 2023-2024B
LISTA DE COTEJO PARA HISTORIETA O COMIC
UNIDAD DE
APRENDIZAJE Inglés 2 SITUACIÓN DE APRENDIZAJE: 2
CURRICULAR:
SITUACIÓN DIDÁCTICA: “Once upon a time…” TIPO DE EVALUACIÓN Heteroevaluación.
NOMBRE DEL DOCENTE:
SEMESTRE: 2° GRUPO: FECHA DE APLICACIÓN:
A través de la realización de una historieta de un personaje sobresaliente de la historia; en tríos o cuartetos

EVIDENCIA DE APRENDIZAJE: en donde empleen el pasado y los verbos en pasado, relatando la vida y hazañas en 10 a 12 cuadros en los
cuales describen 10-12 acciones o hazanas realizadas a lo largo de la vida.
Marque con una (X) para resaltar si cumplió con los criterios de la actividad. Sume los puntos para obtener
INSTRUCCIONES:
la calificación

CRITERIOS
SI NO PONDERACIÓN CALIF.
1 Entregan en tiempo y forma 1.0
Muestran limpieza y legibilidad en la
2 0.5
historieta.
Predicen el propósito de la actividad a
partir de la información dada por las
3 diversas claves del texto y el contexto 1.0
(título, características, carátula,
ilustraciones, entre otros)
Aplican sus conocimientos estructurando
las oraciones que relatan los
4 acontecimientos o hazañas del personaje 1.5
haciendo uso del vocabulario y la
gramática
Identifican los verbos en pasado
5 2.0
remarcándolos.
Realizan su borrador en clases y corrige
6 1.5
errores.
Realizan las ilustraciones pertinentes
7 1.0
relacionadas con lo escrito en el texto.
8 Redactan secuencialmente la historieta. 1.5
Total: 10.0
OBSERVACIONES NOMBRE Y FORMA DEL PORCENTAJE DE PROGRESIÓN

GENERALES DOCENTE LOGRADO
JUICIO DE PROGRESIÓN
( ) Progresión lograda.
( ) Progresión en proceso.
77
Inglés II
Propósito de la situación de aprendizaje 3
Describe similitudes y diferencias sobre características de personas, lugares, animales y cosas

mediante una presentación digital con audio/o en físico diseñada en equipos de 3-4 integrantes;
incluyendo como mínimo 10 descripciones comparativas.
P.9 Utiliza adverbios de tiempo y conectores como medio para unir ideas que exponen de manera
clara y precisa eventos o sucesos del pasado a través de diversas estrategias de composición de
textos orales o escritos.
P.10 Utiliza el verbo modal should en su forma afirmativa, negativa e interrogativa para hacer
recomendaciones a través de expresiones orales o escritas como sociodramas, entre otras.
P.11 Reporta grados de comparación de igualdad (as...as) para indicar que dos personas, lugares,
cosas o animales comparten o no características similares a través de estrategias y actividades
como entrevistas, reportajes y fotografía.
P12 Usa grados de comparación, superioridad e inferioridad para contrastar personas, lugares,
cosas, o animales en relación con una determinada cualidad a través de estrategias y actividades
como entrevistas, reportajes y fotografías.
claridad y esté dispuesto a cooperar.
ortografía y puntuación.
Emplea correctamente el tiempo verbal en el que sucede la acción que describe, así como las
expresiones de tiempo.
Utiliza conectores de forma apropiada para dar secuencia al texto si se requiere.
78
Inglés II
Título:
“Lo que callan las hermanas”
Describe similitudes y diferencias sobre características de personas, lugares, animales y cosas
mediante una presentación digital con audio/o en físico diseñada en equipos de 3-4 integrantes;
incluyendo como mínimo 10 descripciones comparativas.
Contexto:
Naomi y Noemí son hermanas gemelas que estudian el 2do de semestre de bachiller; en la clase de
inglés, su maestra, retoma los saberes previos y les pregunta sobre acontecimientos de su vida. Una
de ellas, de manera espontánea y a carcajadas, pide la palabra y relata acerca de las ocasiones que
han sido confundidas por sus maestros, amigos, e incluso, familiares. Naomi siendo una adolescente
introvertida se niega a compartir sobre esas experiencias ya que para ella no es nada fácil tener que
recordar los castigos y llamadas de atención por parte de sus padres debido a las travesuras de su
hermana; a tal grado que ha tenido que asumir culpa para evitar situaciones desagradables. Por tal
motivo, la maestra considera necesario aprender a identificarlas por lo que en plenaria identifican
similitudes y diferencias entre Naomi y Noemí apoyándose con un diagrama de Venn.
1. ¿Recuerdas cuáles son los adverbios de tiempo que se usan en pasado?

2. ¿Cuáles son los conectores que utilizas para relatar un suceso o acontecimiento?
3. ¿Sabes el significado de “Should” o Shouldn’t?
4. ¿De qué forma haces comparaciones sobre similitudes y diferencias entre personas, lugares,
cosas o animales?
5. ¿Qué es un diagrama de Venn y para qué se usa?
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Inglés II
VOCABULARY LIST
ADVERBS OF TIME IN SEQUENCE’S VERBS ADJECTIVES
PAST CONNECTORS
1. Yesterday: ayer 1. First: primero 1.: Take: llevar 1.Expensive: caro
2. Last night: 2.Then: luego, a 2.Have: tener 2.Tall: alto
la noche pasada continuación, después 3.Eat: comer 3.Healthy: saludable
3. Last Monday: 3. Next: el siguiente 4.Wear: vestir 4.Happy: feliz
el lunes pasado 4.After that: 5.Walk: caminar 5.Dry: seco
4. Last week: después de eso 6.Drink: beber 6.Good: bueno
la semana pasada 5.Before: antes 7.Forget: olvidar 7.Heavy: pesado
5. Last weekend: 6.Later: más tarde 8.Interesting:
el pasado fin de semana 7.Finally: finalmente interesante
6. Last month: 8.But: pero ILLNESS: 9.Beautiful: hermoso
el mes pasado 10.Exciting:
7. Last year: 1.Headache: dolor de emocionante
el año pasado cabeza 11.Bad: malo
8.Last summer: 2.Toothache: dolor 12. Big: grande
el verano pasado dental 13. Boring: aburrido
9.Two years ago: 3.Stomachache: dolor de 14. Careful: cuidadoso
hace dos años estómago 15. Cold : frío
4.Flu: gripe 16. Comfortable:
5.Cough: tos cómodo
6.Allergy: alergia 17. Creative: creativo
7.Sore throat: dolor de 18. Easy: fácil
garganta 19. Exhausted: cansado
8.Cold: resfriado 20. Far: lejos
21. Fast: rápido
22. Funny: divertido
23. High: alto (objetos)
24. Hot: caliente
25. Important:
importante
26. Intelligent:
inteligente
27. Large: largo
28. Light: ligero
29. Modern: moderno
30. Popular: popular
Langster (2023) Grammar English sequence: adverbs Retrieved from: https://langster.org/en/grammar/english/a2/sequence:

adverbs/#:~:text=Sequence%20adverbs%20are%20used%20to,next%2C%20then%2C%20and%20finally
UNAM (2023) Adverbs of time in past. Retrieved from:
https://avi.cuaieed.unam.mx/uapa/avi/ing_2/U_2/ing2_u2_t2/index.html
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ING2_SA3_CHALLENGE1
Challenge 1
Diagnostic Test
I. INSTRUCTIONS: Complete the text with the given words from the box.
Finally next then Last Sunday first
(1)______________ was a great day! (2)_______________I watched a movie with my friends in Cinepolis,
Las Americas. (3)_______________, we had lunch at Burger King. (4)_____________, we went to the
Natural History’s Museum and saw some amazing dinosaurs’ fossils. (5)______________, we went to La
Venta Museum. It was a fantastic experience!
II. INSTRUCTIONS: Read the sentences below and underline the correct option.
1.: To visit/ Last year/a friend/ I/ Cancun/to/ travelled/Quintana Roo/

a) Last year, I travelled to Cancun Quintana Roo to visit a friend. MATERIAL DE APOYO
b) To visit Last year a friend I Cancun to travelled Quintana Roo.
c) I travelled last year to Cancun, Quintana Roo to visit a friend.
2.: /went /My/ father/ to/ last week/ his/by/ job/taxi/
a) My father went to his job by taxi last week.
b) My went father to last week his by job taxi. CONNECTORS OF
c) His went father to My last week by job taxi. SEQUENCE
3. My sister has a headache. She ________ go to the doctor. https://youtu.be/x-
BBiWn0oRE?si=g61LB4TTUdlZJ
a) Must IWH
b) Should
c) Shouldn’t
4. Carlos is always tired. He ________ stay up late every night.
a) Must
b) Should
c) Shouldn’t
5. _______ I open the door? The air conditioner is not working well.
a) You should
b) Should ING2_SA3_TEACHER
c) Shouldn’t RESOURCES
6.: Messi is ____ as Cristiano Ronaldo.
a) as popular
b) more popular
c) the most popular
7.: Lucerito is _______ than Paquita La del barrio.
a) young
b) more young
c) younger
Hernández, G. P. (2023). Diagnostic Test. Villahermosa, Tabasco, México: COBATAB. EMSaD 19
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Inglés II
Grammar Explanation
CONNECTORS OF SEQUENCE
Sequence adverbs or connectors are used to describe the

order in which two or more actions happen and help us
understand the time relationship between sentences and
ideas. Sequence adverbs include first, next, then, and
finally, for instance.
Example:
If you want to make an omelet, you need to break the eggs first. Next, you should heat butter on
a pan. Then, you can add the eggs. Finally, you can enjoy your omelet with your favorite vegetables or a
piece of bread.
Let’s check the examples below:
First, Cobachito got up at 06:30 yesterday morning.
Next, Cobachito had breakfast at home.
Then, Cobachito brushed his teeth.
After that, he went to school from 07:00 am to 02:30 pm.
Finally, he slept at 10:30 at night.

Langster (2023) Grammar English sequence: adverbs Retrieved from: https://langster.org/en/grammar/english/a2/sequence:
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Inglés II
Grammar Explanation
ADVERBS OF TIME
Adverbs of time tell us when an action happened, but also for

how long, and how often. They have standard positions in a
sentence depending on what the adverb of time is being used.
Generally, they are placed at the end of the sentence, but some
adverbs can be placed at the beginning to emphasize the
moment when the action happens.
Let´s analyze three adverbs of time.
1. Ago: We use time reference + ago to show how far back in the past something happened:
Examples:
1. The performance ended five minutes ago. MATERIAL DE APOYO
2. My sister arrived four months ago.
3. His wife died five years ago.
4. I took that photo many years ago.
5. I came to this city a long time ago.
ADVERBS OF TIME IN
PAST
2. Last: We use last + time reference to mean the most recent or nearest to https://www.youtube.com/w
the present time. atch?v=bErXsFKrOwc
Examples:
1. I saw a game on TV last night.
2. My parents traveled to Japan last month.
3. Michael arrived in Mexico last January.
4. Last Christmas I got a lot of presents.
5. My girlfriend and I met at the beach last summer.
6. Last year Jake and Jill got married.
ING2_SA3_TEACHER
3. Yesterday: We use yesterday or yesterday + morning / afternoon / RESOURCES
evening to talk about the day before today.
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Inglés II
Examples:
1. Charles wore a suit to work yesterday.
2. We got up early yesterday morning.
3. She left the hospital yesterday afternoon.
4. Yesterday evening, Joel called me.
Let’s check the following examples:
Cobachito had a shower twenty minutes ago.

Cobachito started his classes three months ago.
Cobachito played soccer last month.
Cobachito studied French last year.
Cobachito swam in the pool yesterday morning.

https://avi.cuaieed.unam.mx/uapa/avi/ing_2/U_2/ing2_u2_t2/index.html
ING2_SA3_CHALLENGE2
Challenge 2
Reading
I. INSTRUCTIONS: Look at the pictures and infer the order about how the actions happened. Write
numbers from 1 to 8 in each of them.
MRS. HERNANDEZ LAST VACATION
II. INSTRUCTIONS: Read the text about Mrs. Hernandez last vacation. Then read the statements below and
write into the parenthesis the correct number from 1 to 6 according to the sequence in the text.
Last July, I went to Tijuana, Baja California Norte to visit my family. First, two weeks before my trip, I bought
my ticket in an Airline called “Vacarte” in Villahermosa, Tabasco. A night before, I packed and slept at 11:
30. The day I had to travel, I got up at 4:00 o’clock in the morning. Next, I took a van and went to The
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Inglés II
International Airport of Villahermosa at 7:00 a.m. because my flight was at 9:45 a.m. from Villahermosa to
Mexico City. Then, I took a connection flight at 1:45 p.m. from Mexico City to Tijuana. After 5 hours of
flight, I arrived in Tijuana at 5:00 p.m. but in Tabasco it was an hour later because of the time difference.
After that, I took a taxi to go to my sister’s house. Later, we went to a sea food restaurant near Tijuana
beach. We enjoyed the sunset and tried delicious dishes. It was the most beautiful experience I have ever
had. We couldn’t swim because the water is always cold there. Before leaving the restaurant, we took a
lot of pictures to remember this place.
The next day, we visited Ensenada port and bought some souvenirs for my family and friends in
Tabasco. The view was fantastic. There were many people visiting the place and taking pictures.
Finally, after a week, I said goodbye to my sister and her family and came back to Tabasco. I hope to go
back to Tijuana next year.
( ) It was the most beautiful experience I have ever had. We couldn't swim because the water is
always cold there. Before leaving the restaurant, we took a lot of pictures to remember this place.
( ) Then, I took a connection flight at 1:45 from Mexico City to Tijuana.
( ) After that, I took a taxi to go to my sister’s house.
( ) Later, we went to a sea food restaurant near Tijuana beach. We enjoyed the sunset and tried
delicious dishes. It was the most beautiful experience.
( ) Next, I took a van and went to The International Airport of Villahermosa at 7:00 am because my
flight was at 9:45 am from Villahermosa to Mexico City.
( ) First, I bought my ticket in an Airline called “Vacarte” in Villahermosa, Tabasco two weeks before
my trip.
Hernández, G. P. (2023). Reading: Mrs. Hernandez last vacation. Villahermosa, Tabasco, México.COBATAB EMSaD 19
III. INSTRUCTIONS: Read the text again and circle all the adverbs of time and connectors. Then write them
down in each column.
CONNECTORS OF SEQUENCES ADVERBS OF TIME
Hernández, G. P. (2023). Reading: Mrs. Hernandez last vacation. Villahermosa, Tabasco, México.COBATAB EMSaD 19
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Inglés II
ING2_SA3_CHALLENGE3
Challenge 3
Vocabulary
INSTRUCTIONS: Complete the paragraph using the connectors of sequence and adverbs of time in past
from the chart.
last month then last weekend went

yesterday bought finally arrived
after that first before cooked
(1)_______________ I visited my grandmother who lives in Palenque, Chiapas.(2)_____________I took

the bus in ADO Station at 8:00 am.I (3) ______________(buy) my ticket two weeks (4)_____________. I
(5) _______________ (arrive) in Palenque at 12:00 pm in the afternoon. (6)_______________, I took a
taxi to my grandmother’s house. When I arrived there, she was very happy. (7)_______________, my
grandmother (8)_______________ (cook)a delicious chicken for lunch. She told me: “My baby,
(9)_________________I killed a ranch chicken and I put it in the fridge to prepare your favorite dish
today”. We enjoyed the time together drinking coffee, telling legends and stories about the magical places
in Palenque. I spent three weeks there. (10)_______________my cousin Lupita and (11) I
_____________(go) to the Archeological sites of Palenque. We took a lot of pictures and bought many
souvenirs.
(12)____________, I said to my grandmother “goodbye” and I came back to Villahermosa by Jaguar’s Van.
I will miss my grandmother’s delicious food!
ING2_SA3_CHALLENGE4
Challenge 4
Writing
INSTRUCTIONS: Write in your notebook a composition talking about your last vacation or what you did
yesterday using adverbs of time in past and connectors of sequence (200 words).
_____________________________________________________________________________________
_____________________________________________________________________________________
________________________________________________________________________________
Hernández, G. P. (2023). Connectors of sequence and adverbs of time in past. Villahermosa, Tabasco, México: COBATAB EMSaD
19
Hernández, G. P. (2023) My last vacation. Villahermosa, Tabasco, México. COBATAB EMSaD 19
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Inglés II
Grammar Explanation
SHOULD
We use the modal verb should or shouldn’t to advice, to
express opinions, to regret, or express expectations:
1. I should take a pill, I am cold.
2. You shouldn’t eat a lot.
3.
FORM SUBJECT SHOULD VERB (BASE) COMPLEMENT

AFFIRMATIVE
FORM I,You, He, she, it, we, should do your homework.
they
NEGATIVE I/You/He/She/It/We, should not/ walk on the grass.

FORM They shouldn’t
INTERROGATIVE SHOULD SUBJECT VERB (BASE) COMPLEMENT

FORM Should I/You/He/She/It/ work Tomorrow?
We / They
Examples:
Mr. Gomez has a headache, he MATERIAL DE APOYO
should take a pill.

VERBO MODAL SHOULD Y SHOU
I shouldn’t buy the tickets yet; my

trip is the next year.
LD’T
https://www.youtube.com/l
You should watch out before crossing the street. ive/260nyXu5bWc?si=6Dkns
apZDzpoI2Jm
Should you go to the doctor if you don’t feel well?
ING2_SA3_TEACHER
Yes, I should. RESOURCES
No, I shouldn’t.
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Inglés II
ING2_SA3_CHALLENGE5
Challenge 5
Grammar Practice
I. INSTRUCTIONS: Fill in the blanks using the modal verb should or should not.
1. My classmates ________________ eat in the classroom, the teacher will get angry.
2. We _____________study for the math test because it will be difficult.
3. You ______________ go to the doctor, you look so bad.
4. I ____________ go home. It’s too late.
5. My dad _____________ have vacations, because he works a lot.
6. David ______________ come to my house because today, I won’t be here.
II. INSTRUCTIONS: In pairs, give suggestions about how to have an excellent day at the school using
should or shouldn’t.
1. You _____________ play on your cell phone all day.

2. students ___________ hand in homework on time.
3. We _____________ listen to the teacher’s explanation.
4. I ____________ sleep in class.
5. We ______________ talk in class.
6. I ______________ arrive late to the class.
III. INSTRUCTIONS: Read the next sentences and give some advice using should or shouldn’t.
1. My brother is tired. He _________________ do exercise.

2. Laura and David have a headache. They _______________ take an aspirin.
3. My sister has a lot of homework. She ______________ take a rest.
4. You don’t have money. You ____________ buy unnecessary things.
5. Vicky has to be on time at school. She ___________ take a taxi.
6. You have a toothache. You ____________eat candy.
IV. INSTRUCTIONS: Unscramble the sentences using the given words.

? / study / English / I / for / should / test / the
___________________________________________________________________.
I / that / is / because / buy / dress / too / expensive / shouldn’t / it
___________________________________________________________________.
help / government / poor / should / people /the
_________________________________________________________________.
should / Mexico / concert / BTS / give / in / a
_________________________________________________________________.
Pérez, A. C. (2023). Grammar practice. Villahermosa, Tabasco, México: COBATAB Campus 5.
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Inglés II
Grammar Explanation
An adjective is a word that

EQUALITY AND INEQUALITY modifies a noun or
COMPARISONS pronoun. Also, it describes
Equality can show that two people, places or things are the same. qualities such as size,
Inequality can show that two people, places or things are not the shape, age, height weight,
same. price, or length.
Let’s check the following examples:
Equality
Ana is as intelligent as Sofía.

You are as hardworking as your father.
Inequality
Ana isn’t as intelligent as Sofía.
You aren’t as hardworking as your father.

The affirmative form of “EQUALITY” is:
Noun To be as Adjective as Noun

AFFIRMATIVE FORM
Luisa is as young as Bertha.
Butterflies are as happy as dogs.
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Inglés II
MATERIAL DE APOYO
NOUN TO BE AS ADJECTI AS NOUN
NEGATI VE
VE
EQUALITY AND FORM
NEGATIVE FORM
INEQUALITY
https://youtu.be/KNJ5Lovejw isn’t
0?si=a4rwBL8gF1WwymLL Bart as old as Brad.
is not
Dolphins aren’t as heavy as whales.
ING2_SA3_TEACHER
RESOURCES You can also express INEQUALITY by adding the adverb not before the first
as.
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Inglés II
ING2_SA3_CHALLENGE6
Challenge 6
Mystery Mandala
I. INSTRUCTIONS: Find and color all the adjectives in the mystery mandala.
happy
Pencil
II. INSTRUCTIONS: Write the adjectives in the chart with their opposite words.
ADJECTIVE OPPOSITE ADJECTIVE OPPOSITE
Ramos, M.M. (2023). Mistery mandala. Villahermosa, Tabasco, México. COBATAB Campus 18
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Inglés II
ING2_SA3_CHALLENGE7
Challenge 7
Reading
I. INSTRUCTIONS. Read the following text “Welcome to Mexico” and underline the sentences that
express equality comparisons (as...as).
You don’t need to travel too far to find history, culture, music, arts and all the things that world travelers
spend lots of money on to truly enjoy a traveling experience. Here in our own beautiful country, we can
find as many interesting sites as in other countries and the best part is they are just a bus ride away. Mexico
City is as beautiful as other major cities. It has as many monuments, museums, restaurants and markets
as New York, Paris, or London. Mexico City also has something that other cities don’t have and that is an
archeological site right downtown. Mexico City has a subway system that is just as modern as other cities.
Traveling can be as fun and exciting here in Mexico as in other countries. Why not start right here in
Mexico? Let’s go!
II. INSTRUCTIONS. Read the statements and choose True or False.

1. Mexico City has as many museums as London True False
2. Paris has an archeological site right downtown as Mexico True False
3. Subway system is not as modern as other cities True False
4. To Find history, culture, music, and art we must go to New York True False
5. We can find many interesting sites in Mexico True False
Kastanis Flores, P., & Urquijo Flores, K. (2017). Reading: Welcome to Mexico City. English 2. Mexico. Grupo Editorial Patria
ING2_SA3_CHALLENGE8
Challenge 8
Grammar Practice
INSTRUCTIONS: Complete the sentences using equality and inequality comparisons (as … as) and the
adjectives in parenthesis.
1.: My grandfather is ____________________________ his brother (old).

2.: A pineapple isn’t _____________________________ an apple (sweet).
3.: The butterfly isn’t_________________________________ the elephant (big).
4.: My uncles aren’t ___________________________________my cousins (healthy).
5.: Kaleb is _____________________________________________ a dolphin (intelligent).
6.: Shanghai tower is _____________________________________ Burj Khalifa (high).
7.: The celery is ________________________________________ the broccoli (fresh).
8.: Di Bari’s pizzas are ________________________________Domino’s pizza (delicious).
9.: Alex is _____________________________________________ Josmar (tall).
10.: The kids aren’t______________________________________ adults (responsible).
Ramos, M. M. (2023). Grammar practice. Equality and inequality comparisons. Villahermosa, Tabasco, México. COBATAB
Campus 18
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Inglés II
ING2_SA3_CHALLENGE9
Challenge 9
Grammar Practice
INSTRUCTIONS: Read the information from each chart to write 10 sentences in your notebook using
as…as, not as...as and the adjectives in parenthesis. Cut out the images and paste them in each
comparison.
Example: 1.: Cobachito is as short as the dwarf.
1.: Cobachito is 2.: Sandals are 3.: Maneita and 4.: The 5.: Mexican food
1 meter tall. The very summery. Jolochito are countryside is a is diverse and
dwarf is 1 The shoes are both sixteen good place to delicious while
meter tall. warmer. years old. relax and a American food
desert is arid. involves greasy
(short) (warm) (old) (dry) fast food.
(good)
6.: The sailfish 7.: Seville is 8.: The blue car 9.: Grapefruit 10.: A hippo can
can reach 40°C in summer. is not expensive. juice is sweet weigh 8,800
speeds of 70 California is 40°C The red car is and very sour. pounds.
miles per hour. in summer. more expensive. Apple juice has Hamster’s weight
A cheetah is sweet flavor. is 100–150 grams.
capable of
reaching speeds (hot) (expensive) (delicious) (heavy)
of up to 70 miles
per hour.
(fast)
1 2 3 4 5
6 7 8 9 10
Ramos, M. M. (2023). Grammar practice. Villahermosa, Tabasco, México: COBATAB: Campus 18

Pixabay (2023) Fotografías. www.pixabay.com
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Inglés II
Grammar Explanation
SUPERIORITY AND INFERIORITY COMPARISONS
When we want to express the differences between two things, units, or people,
we use comparative forms of adjectives. In English we must be familiar with the
number of syllables of an adjective to use the corresponding comparing form.
Comparatives are normally used to state superiority when you want to say than
something is “more” than another. However, you can also use them to talk
about inferiority:
I am more intelligent than my brother.
My brother is less intelligent than me.
Comparatives have different functions and structure: emphasizing inferiority, superiority, equality and
inequality. We use than in sentences where two people or things are compared using a comparative
adjective: For instance: I am faster than John.
• Most adjectives or adverbs have three degrees: the positive, or base

form, the comparative form, and the superlative form.
• The positive degree is used when an adjective or adverb modifier is not

being compared:
The young sister walked with her brother.

(Young simply states the sister’s age).
• The comparative degree is used when two people, places, things, or

ideas are compared. Add : er to these words to form the comparative:
The younger sister walked with her father.

(The sister’s age is being compared to the age of another
sister.)
• Superiority is used when you want to express something is more than other. Use more + adjective
+ than:
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I am more creative than my sister.

(We both are creative people, but I’m a better than her.)
• Inferiority is used when you want to express something is less than other. Use less + adjective + than.
My sister is less creative than me.
(We both are creative, but she is not better than me.)
En la tabla siguiente se muestran las reglas para convertir adjetivos a comparativos:
Condition Adjective Comparative

short shorter MATERIAL DE APOYO
old older COMPARATIVOS
One syllable
large larger
Superiority
hot hotter
big bigger
modern more modern https://youtu.be/UnrvCjb1IZw
boring more boring ?si=nEIxJBbDyn105mto
Two and more syllables beautiful more beautiful
(a partir del minuto 4)
Superiority creative more creative
expensive more expensive
modern less modern
boring less boring
Two and more syllables
beautiful less beautiful
Inferiority
creative less creative
expensive less expensive ING2_SA3_TEACHER
happy happier RESOURCES
easy easier
Ending on “y”
scary scarier
funny funnier
good better
bad worse
Irregular far further
many/much much
little less
Umstatter, J. (2010). The Grammar Teacher’s Activity: a: day. San Francisco: Jossey: Bass
UNAM. (2017). Comparatives of Inferiority. Retrieved from: less+ adjective + than (unam.mx)
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Challenge 10
Grammar Practice
INSTRUCTIONS: Choose the correct comparative form from the box and fill it in the blank.
funnier older further Bigger scarier
easier faster hotter Worse better

1.: My brother is ____________________ than my little sister.
2.: The new Ferrari is ______________________ than the old VW Beetle.
3.: Your home is ______________________ than mine.
4.: The Mercury planet is ________________________ than Saturn.
5.: A horror movie is _________________________ than a comedy one.
6.: My father is ________________________________ than me.
7.: Failing a subject is ____________________________ than getting a 6.
8.: Drawing is _________________________ than resolving an advanced mathematical problem.
9.: A whole cake is _______________________ than a piece of cake.
10. Having a high school diploma is __________________ than a middle school one.
Ruíz, L. G. (2023). Writing Comparatives. Villahermosa, Tabasco, México: COBATAB. Campus 16.
Challenge 11
Grammar Practice
INTRUCTIONS: Use the adjective in parenthesis and fill in the blanks with the inferiority and superiority
forms.
1.Interesting.
Doing the dishes is less interesting than watching TV.
Watching TV is more interesting than doing the dishes.
2.Expensive
A Ferrari is ________________________________ than a VW Gol.
A VW Gol is ________________________________ than a Ferrari.
3.: Comfortable.
Sneakers are ________________________________ than high heel shoes.
High heel shoes are ____________________________ than sneakers.
4.: Popular
José José is _________________________ than José María Napoleón.
Luis Miguel is __________________________ than José José.
5. Exhausting
Running a marathon is _____________________than walking 10 meters.
Walking 10 meters is ______________________________ than running a marathon.
Ruíz, L. G.(2023). Writing Inferiority and Superiority. Villahermosa, Tabasco, México: COBATAB. Campus 16
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Challenge 12
Digital Presentation (SIGA Evidence)
INSTRUCTIONS: Create a 3-to-5-minute digital and auditive presentation in teams of 3 or 4 students to

describe similarities and differences about characteristics of people, places, animals, and things including
10 comparative sentences (the minimum necessary) using inferiority, superiority, equality and inequality
comparisons.
Prior Challenge
I. INSTRUCTIONS: Listen to the song Africa by Toto. Then complete the sentences with the connectors
from the box.
as sure as as they as if
but and
Verse 1:
"I hear the drums echoing tonight, __________ she hears only whispers of some quiet
conversation."
Verse 2:
"He turned to me _____________ to say, 'Hurry, boy, it's waiting there for you!'"
Verse 4:
"The wild dogs cry out in the night, ____________ grow restless longing for some solitary
company."
Verse 4:
"I know that I must do what's right, ___________ Kilimanjaro rises like Olympus above the
Serengeti."
These connectors are used to link ideas and sentences in the song, helping to create a smooth and
coherent narrative.
97
Inglés II
II. INSTRUCTIONS: Listen to the song Africa by Toto. Then use the text in the box to complete the
sentences about comparisons.
as slowly as as majestic as as mournful as
as soothing as as bright as
1. You are _______________________ the stars in the night sky.

2. The rain sounds _______________________ a lullaby.
3. The wild dogs cry out _______________________ a lonely soul.
4. Kilimanjaro rises _______________________ Olympus above the Serengeti.
5. We'll take some time to do the things we never had, _______________________ a snail's pace.
I. INSTRUCTIONS: Write the correct connectors of sequence to complete the paragraph (first, next, then,
finally).
Saturday was a great day! _____________, I met my friends at the sports center. __________,
we had lunch at Chez Café. ____________, we went to a museum and saw some amazing
dinosaurs. ___________, we went to a fantastic science fiction film.
Silva,V & Richarson,C.F.(2016) Retrieved from http://www.colegio: republicaargentina.cl/D:

29/images/CORMUN_ESTUDIA/CURSOS/8_OCTAVO/INGLES/SEM20/GUIA_INGLES_8_S20.pdf
II. INSTRUCTIONS: Read and circle the correct bold option to complete the sentence.
1.: Juliet played the piano yesterday/sometimes.

2.: Laura and Veronica wrote poems during the class last week/ tomorrow.
3.: You studied for a master's degree next year/two years ago.
4.: I sang a song in the festival next Friday/last year.
5.: Joseph worked in Coca Cola company last Monday/next Monday.
Hernández, G.P. (2023). Adverbs of time in past. Villahermosa, Tabasco, México: COBATAB EMSaD 19.
98
Inglés II
INSTRUCTIONS. Complete the sentences by using should/shouldn’t and use the verbs in parenthesis.
1. You have a great job; you ___________________________ (change) it.

2. You __________________________ (drink) so much coffee; it’s bad for your blood pressure.
3. The government ___________________________ (help) people.
4. It’s an incredible film. You _________________________ (watch) it.
5. It’s a very dangerous area. tourists _______________(go) there.
6. Do you think _________________________(I/apply) for the new job?
7. You ______________________(go) to that restaurant. The food is terrible.
8. When someone does you a favour, you _________________(say) thank you.
9. He ____________________(study) more if he wants to pass his exam.
10. Children _________________(drink) sugary drinks. It’s not very healthy.
Test: english (s.f) Should and Shouldn’t Retrieved from https://test: english.com/grammar: points/a2/should: shouldnt/
INSTRUCTIONS: Complete the sentences using equality, inequality comparisons (as … as) and the adjective
in parenthesis.
1. Your laptop isn’t________________________________ mine (expensive).

2. Paris is ______________________________________ Barcelona (beautiful).
3. My grandma is _______________________________ my grandpa (old).
4. Philosophy is _________________________________ Ethics (interesting).
5. Puerto Escondido isn’t ______________________________ Puerto Vallarta (far).
6. We are ______________________________________ them (friendly).
7. Girls are _____________________________________ boys (smart).
8. Fruits are ____________________________________ vegetables (healthy).
9. Basketball isn’t ________________________ Soccer (popular).
10. My books are ________________________________ stones (heavy).
COBATAB (2019) Equality and inequality comparisons. Guía para el estudiante 2
99
Inglés II
INSTRUCTIONS: Write the comparative form of the adjectives below.
Adjective Comparative form
1. High
2. Big
3. Careful
4. Important
5. Rich
6. Light
7. Small
8. Cold
9. Clever
10. Happy
11. Intelligent
Ruíz, L.G. (2023). Comparatives. Villahermosa, Tabasco, México. COBATAB. Campus 16
100
Inglés II
SELF EVALUATION

nonownowEnglish?
No goodish,
no baddish!
Bad!
Good!

Yo puedo…
Si No; necesito practicar más.
de la unidad.
…Utilizar adverbios de tiempo en
pasado.
usan conectores de secuencia

101
Inglés II

LISTA DE COTEJO PARA EVALUAR WRITING: MY LAST VACATION
UNIDAD DE
SITUACIÓN DE
APRENDIZAJE Inglés 2 3
APRENDIZAJE:
CURRICULAR:
“Lo que callan las TIPO DE
SITUACIÓN DIDÁCTICA: Heteroevaluación.
hermanas” EVALUACIÓN
NOMBRE DEL DOCENTE:
FECHA DE
SEMESTRE: 2° GRUPO:
APLICACIÓN:
Redacta un texto de 200 palabras, sobre sus vacaciones pasadas, de
EVIDENCIA DE APRENDIZAJE: forma individual, haciendo uso de los conectores de secuencia y los
adverbios de tiempo en pasado.
Marque con una (X) para resaltar si cumplió con los criterios de la
INSTRUCCIONES:
actividad. Sume los puntos para obtener la calificación
CRITERIOS
1 Entrega en tiempo y forma 1.0
2 Muestra limpieza y legibilidad. 1.0
El texto contiene 200 palabras
3 1.0
como mínimo.
Emplea el vocabulario
4 aprendido en la progresión 1.0
correspondiente.
Emplea correctamente los
5 2.0
conectores de secuencia.
Emplea los adverbios de tiempo
6 1.0
en pasado de forma correcta.
Realiza su borrador en clases y
7 1.0
corrige errores.
Utiliza la gramática y estructura
8 2.0
correctamente.
Total: 10.0

GENERALES DOCENTE LOGRADA
102
Inglés II

LISTA DE COTEJO PARA EVALUAR EJERCICIOS PRÁCTICOS
UNIDAD DE
SITUACIÓN DE 3.
APRENDIZAJE Inglés 2
APRENDIZAJE: Progresión 09: 12
CURRICULAR:
“Lo que callan las

SITUACIÓN DIDÁCTICA: TIPO DE EVALUACIÓN Heteroevaluación.
hermanas”
NOMBRE DEL DOCENTE:
FECHA DE
APLICACIÓN:
EVIDENCIA DE Ejercicios prácticos de la situación de aprendizaje 3.

APRENDIZAJE:
Marque con una (X) para resaltar si cumplió con los criterios de la actividad.
INSTRUCCIONES:
Sume los puntos para obtener la calificación
EJECUCIÓN OBSERV
CUMPLIMIENTO
CRITERIOS ACIONES
1 Entrega en tiempo y forma. 1.0
Presenta limpieza y legibilidad en sus ejercicios
2 1.0
(no rayaduras, borrones, manchas, etc.).
3 Realiza los ejercicios completos. 2.0
4 Identifica la gramática previamente aprendida. 2.0
Aplica el vocabulario aprendido en los
5 2.0
ejercicios.
6 Expresa dudas e inquietudes sobre los temas. 1.0
Muestra participación y es colaborativo en las
7 1.0
actividades.
Total: 10.0

GENERALES DOCENTE LOGRADA
( )Progresión lograda.
( )Progresión en proceso.
103
Inglés II

SIGA EVIDENCE
LISTA DE COTEJO PARA EVALUAR PRESENTACIÓN DIGITAL
UNIDAD DE
SITUACIÓN DE
APRENDIZAJE Inglés 2 3
APRENDIZAJE:
CURRICULAR:
“Lo que callan las TIPO DE
SITUACIÓN DIDÁCTICA: Heteroevaluación.
hermanas” EVALUACIÓN
NOMBRE DEL DOCENTE:
FECHA DE
APLICACIÓN:
Diseña una presentación digital con audio de 3 a 5 minutos en equipos de
3 a 4 estudiantes, en la que describa similitudes y diferencias sobre
EVIDENCIA DE
características de personas, lugares, animales y cosas, que incluya al
APRENDIZAJE:
menos, 10 descripciones comparativas (inferioridad, superioridad,
igualdad y desigualdad).
Marque con una (X) para resaltar si cumplió con los criterios de la
INSTRUCCIONES:
actividad. Sume los puntos para obtener la calificación
CRITERIOS
1 Entregan en tiempo y forma 2.0
Exponen la presentación ante el
2 2.0
grupo.
Incluyen mínimo 10 descripciones
3 2.0
comparativas
4 Usan comparativos de inferioridad 1.0
5 Usan comparativos de superioridad 1.0
Usan comparativos de igualdad as…
6 1.0
as
Usan comparativos de desigualdad
7 1.0
not as… as
Total: 10.0

GENERALES DOCENTE LOGRADO
104
Inglés II
(MD= 12 hrs. / EI= 45 min.)
Expresa de manera oral/escrita el proceso de toma de decisiones mediante un podcast, utilizando

como recurso los medios digitales de acuerdo con el contexto, organizados en binas o equipos
diversos, con una duración aproximada de 3-5 minutos.
P13. Reporta grados de comparación superlativo para describir el nivel más alto que puede alcanzar
una característica al comparar dos o más personas, cosas y lugares, animales a través de estrategias
y actividades como entrevistas, reportajes, fotografías entre otras.
P14. Emplea el futuro idiomático (to be going to) en sus formas afirmativa, negativa e interrogativa
para comentar planes a futuro a través de diversas estrategias escritas u orales como la redacción
de una agenda
P15. Utiliza el futuro simple (will) en sus formas afirmativa, negativa e interrogativa para expresar
predicciones sobre el clima, los avances científicos, entre otros, a través de textos escritos u orales.
claridad y esté dispuesto a cooperar
describe, así como las expresiones de tiempo. Utiliza conectores de forma apropiada para dar
secuencia al texto si se requiere.
105
Inglés II
Título:
“Decisions, decisions …”

Expresa de manera oral/escrita el proceso de toma de decisiones mediante un podcast, utilizando como
recurso los medios digitales de acuerdo con el contexto, organizados en binas o equipos diversos, con
una duración aproximada de 3-5 minutos.
Contexto:
Antonio es un estudiante de segundo semestre del COBATAB, y este semestre tiene que elegir una de
las capacitaciones ofertadas en su plantel para cursar en el tercer semestre. Para tomar esta decisión
de la mejor manera posible, ha requerido investigar en diversas fuentes y además ha escuchado los
consejos de varias personas, quienes le han dicho que debe escoger adecuadamente según sus
aptitudes, gustos y preferencias. Lo cual implica:
1. Analizar cuál es la mejor capacitación para él según sus cualidades
2. Pensar en lo que va a realizar a corto plazo para quedar en la capacitación que elija y poder
mantener su lugar ahí
3. Considerar las diversas posibilidades en un futuro al elegir esa capacitación
A él le ha parecido interesante esta manera de tomar decisiones y ahora quiere compartirlo a través de
un podcast, no solo con sus compañeros de clases, si no con mucha comunidad de diferentes lugares
del mundo, que, como él, puedan necesitar de estos consejos para enfrentarse a este tipo de retos.
Para poder llegar a muchas personas, necesita hacer su podcast en inglés, ya que es un idioma que
muchos usan para poder comunicarse sin barreras.
1. ¿Qué es un podcast y cuál es su función principal?
2. ¿Cómo comparas para describir el nivel más alto de una característica?
3. ¿Qué tipo de futuro empleas para hablar de eventos futuros que implican intenciones?
4. ¿Qué tipo de futuro empleas para hablar de predicciones?
106
Inglés II
VOCABULARY
TRAINING ADJECTIVES TIME EXPRESSIONS
1.Tourism Management- Gestión 1.Good 1. Tomorrow morning

turística
2.Bad 2. Next week
2. Child assistance
3.Far
3. Next Friday
3. Entrepreneurship
4.Expensive
4. Graphic Design 4. Next Saturday
5.Nice
5.Hygiene and Health Practices 5. Next weekend
6.Rich
6. Software development
7. Poor 6. Tonight
8.Fast 7. Next month

8.Hot
8. Soon
9.Wet
10.Lovely
107
Inglés II
ING2_SA4_CHALLENGE1
Challenge 1
Diagnostic Test
INSTRUCTIONS: Choose the correct answer.
1.- My mom has …………………eyes.

a) more beautiful b) beautiful c) the most beautiful
2.-Summer is ……………………. season.

a) the hottest b) hot c) hotter
3.- I am ………….in my family.

a) short b) shorter c) the shortest
4.- Mateo is ………….in the class

a) the most intelligent b) more intelligent c) intelligent
5.Maybe Sophi ……………………. a new car.

a) buy b) will buy c) going to buy
6. …………you…… play soccer next Saturday?

a) is……. going to b) are …going to c) am………going to
7.- I think, cars ……. fly in 10 years.

a) are going to b) is going to c) will
8.- He is …………. a new computer.

a) buy b) will buy c) going to buy
9.-I promise, I …………………. her.

a) will tell b) won´t tell c) going to tell
10.- Look at those black clouds. It is……………… rain.

a) will rain b) going to c) rain
108
Inglés II
Grammar Explanation
SUPERLATIVES
We use Superlatives to describe an object, person, or idea within a large group of its
kind:
• This is the oldest building in Tabasco.
• That’s the worst film I have seen this month.
• I can’t find the most comfortable jeans.
When we want to compare three or more things, places or people, we can change the
form of adjectives by adding -est. We can also use extra words like “the most”. For
example:
MATERIAL DE APOYO
• She's the tallest in the group.
• Grand Theft Auto is the most exciting video game.
• They do the most disgusting tacos I've ever tasted.
Watch out! There are exceptions such as: https://www.youtube.

• Good → The best
com/watch?v=WALXkZ
• Bad → The worst
• Further → The furthest/the farthest x78GQ&t=63s
• Little → The least
• Much →Tthe most
Let’s check the following examples with irregular adjectives:
• This is the least expensive phone in the store.

• This is the furthest distance I've attempted so far.
• This is the most defiant song of all-time.
• Trust me, this is the best way to learn.
ING2_B4_MAT_APO_I
• This is the worst name of a band I have ever heard.
109
Inglés II
Words of one syllable, add Words ending with 'e', add 'st' Words with one vowel and one
‘est' to rhe end of the word. to the end of the word. consonant at the end, double
the consonant and add -est to
the end of the word
ONE SYLLABLE
Tall Safe Big

The tallest The safest The biggest
Cheap Wide Hot

The cheapest The widest The hottest
Fast Nice Wet

The fastest The nicest The wettest
Words of two syllables Words of two or more Irregular adjectives

TWO SYLLABLES AND IRREGULARS
ending with 'y', change 'y' syllables not ending with Certain adjectives have irregular
to 'i', and add -est to the 'y', Insert most before the forms in the superlative degree:
end of the word. adjective
Early Boring Good

The earliest The most boring The best
Happy Common Bad

The happiest The most common The worst
Crazy Beautiful Far

The craziest The most beautiful The farthest/The furthest
110
Inglés II
ENG2_SA4_CHALLENGE2
Challenge 2
Vocabulary
INSTRUCTIONS: Write the Training Programmes below each image.
Tourism Management Child Assistance Entrepreneurship Graphic Design
Hygiene and Health Practices Software Development
Santiago, D. (2023) Training Programmes Vocabulary. Huimanguillo,Tabasco, México: COBATAB Campus 7
111
Inglés II
ENG2_SA4_CHALLENGE3
Challenge 3
Grammar
INSTRUCTIONS: Read the students’ opinion about their Training Programmes. Use superlative form of
the adjectives in parenthesis to complete the sentences.
Antonio Hernández Javier Sosa
“I chose the Graphic Design Programme because I “I think Child Assistance is one of
really like computers and drawing. When I was a _______________________________________
kid, I used to think that I would become _ (lovely) programmes because you can learn
_______________________________(good) about children’s development. That’s important
graphic designer in my country.” because not everyone can take care of small
children!”
Estrella Toledo Guadalupe Garcia
“I love computers and I’m really improving my “I want to be a doctor and help
technical skills in the Software development _________________________________ (poor)
programme: I’m people in the world. That’s the reason I chose
_________________________________(fast) the Hygiene and Health Training Programme.”
student at writing codes!”
Santiago, D. (2023) Superlatives1. Huimanguillo,Tabasco, México: COBATAB Campus 7
112
Inglés II
ENG2_SA4_CHALLENGE4
Challenge 4
Grammar Practice
INSTRUCTIONS: Complete the sentences. Use the superlative form of the adjectives in brackets. Are the
sentences true for you? Tell a partner.
1. Graphic Design is one of __________________________(interesting) programmes that you can

study if you like technology.
2. Software Development is one of __________________________ (new) programmes of this century

since it is related to computers and electronic devices.
3. Tourism Management is __________________________ (suitable) programme for you if you want

to meet new people and visit different places.
4. In the Entrepreneurship Programme I got __________________________ (brilliant) idea: how to

get money and to be my own boss at the same time!
5. The Hygiene and Health Programme is usually chosen for the __________________________
(smart) students of the school.
6. In the Child Assistance Programme you can find _____________ (outgoing) students of Cobatab.
7. Which Training Programme is ____________________ (good) for you?
113
Inglés II
Grammar Explanation
TO BE GOING TO
We can use a present form of “to be going to” and “the base form of a main verb” to
talk about the future. We use this structure for plans and intentions, predictions, and
commands. Moreover, “be going to” is used to reference an event that has already
been planned.
“Be going to” is also used when there is evidence in the present that emphasizes
something will happen.
There are some examples:
• I’m going to buy a new car next week (plan or intention).

• You’re not going to do all this in an hour. There’s just too much to do (prediction: the
speaker can see how much there is to do).
• I’m telling you; you’re going to do it. You don’t have a choice (command).
Look at the following chart to see how “be going to” is used in affirmative, negative, and interrogative
form.
SUBJECT BE GOING TO BASE FORM VERB COMPLEMENT
I am work tomorrow
AFFIRMATIVE
he
she is Play Next week
it going to
we
you are study next Friday
they
114
Inglés II
SUBJECT BE NOT GOING TO BASE FORM VERB COMPLEMENT
I am work tomorrow
NEGATIVE
he
she is Play Next week
it Not going to
we
you are study next Friday
they
BE SUBJECT GOING TO BASE FORM VERB COMPLEMENT QUESTION MARK
Am I work tomorrow ?
INTERROGATIVE
he
Is she Play Next week ?
it going to
we
Are you study next Friday ?
they
We use the time expressions for “going to” we use them to describe future plans and intentions.
TIME EXPRESSIONS EXAMPLE
Tomorrow morning Jack is going to travel by plane tomorrow morning.

Next week We aren’t going to have exam next week.
Next Friday/ Saturday/ Sunday Is Peter going to paint his house next Saturday?
Next weekend Frank is going to visit the museum next weekend.
Tonight It is going to rain tonight.
Next month My family is going to travel to Paris next month.
115
Inglés II
ENG2_SA4_CHALLENGE5
Challenge 5
Grammar Practice
INSTRUCTIONS: Put the words into the correct order to make sentences.
1. are / play football / We / next Friday / going to

__________________________________________________________ .
2. tomorrow / going to / Eduard / work / is / ? / in Soriana
__________________________________________________________ .
3. visit / is not / Spain / going to / next week / Raquel

___________________________________________________________.
4. study English / going to / They / next month / are
___________________________________________________________ .
5. dance in the party / going to / my friends / tonight / are
___________________________________________________________ .
ING2_SA4_CHALLENGE6
Challenge 6
Grammar Practice
INSTRUCTIONS: Complete the dialogue below using the following verbs.
Read Visit play ride watch play
Tina: Hi, Sam! what ___________________________ on weekend?

Sam: I am ______________________ soccer, and you.
Tina: I am _________________________ my bicycle.
Sam: Fantastic!
Tom: Hi, Sophia! what _____________________________on weekend?

Sophia: hello Tom, I am_________________________ TV and you?
Tom: I am ___________________________________ the zoo.
Sophia: Excellent!
Pete: Hi, Clara! what _____________________________on weekend?

Clara: Hello, Pete! I am_________________________ piano, and you?
Pete: I am ___________________________________ books.
Sophia: Perfect!
Ulin Carrillo.D. (2023) going to. COBATAB Plantel 24. Retrieved and adapted from https://brainly.lat/tarea/4785223
116
Inglés II
ING2_SA4_CHALLENGE7
Challenge 7
Vocabulary
INSTRUCTIONS: Repeat and practice the free times activities. Then write three answers for each
question below.
1. What activities are you going to do at the end of the class?

i._______________________________________________________________________________
iii._____________________________________________________________________________
iii.______________________________________________________________________________
2. What activities are you going to do on Saturday?

i._______________________________________________________________________________
iii._____________________________________________________________________________
iii.______________________________________________________________________________
3. What activities are you going to do next weekend?
i._______________________________________________________________________________
iii._____________________________________________________________________________
iii.______________________________________________________________________________
117
Inglés II
ING2_SA4_ CHALLENGE8
Challenge 8
Reading
INSTRUCTIONS: Read the following text about Cobachito’s plans for the weekend. Then answer the
questions.
What am I going to do next weekend? Well in the morning, I am going to stay at home, and I am going to
clean my apartment; I know that sounds pretty boring, but my apartment is a bit messy; I am going to feed
the dog with his favorite cookies. In the afternoon, I have some more
interesting plans; I am going to meet two friends at the restaurant and after that
we are going to go shopping at the mall. We usually do that once or twice a
month. In the evening, we are going to have dinner in some Italian restaurants;
we love Italian food. Then, probably we are going to see a horror movie at the
cinema; I don’t really like horror movies that much, but my friends really like
horror movies.
On Sunday, I am going to visit my family in Villahermosa; I really love my

family.
QUESTION ANSWER
1. What is he going to do in
the morning?
2. What is he going to do in
the afternoon?
3. What is he going to do with

his friends in the evening?
Ulin Carrillo.D. (2023) Plans for the weekend COBATAB Plantel 24. Retrieved and adapted from
https://www.allthingsgrammar.com/future-going-to-vs-will.html
118
Inglés II
ING2_SA4_CHALLENGE9
Challenge 9
Writing
INSTRUCTIONS: In pairs, write a planning guide about the activities you are going to do next weekend. You
should include 10 activities using “going to”.
Example: On Saturday morning, I am going to wake up early because I want to finish my English
homework as soon as possible.
1. ___________________________________________________________________________________
__________________________________________________________________________________.
2. ___________________________________________________________________________________
__________________________________________________________________________________.
3. ___________________________________________________________________________________
__________________________________________________________________________________.
4. ___________________________________________________________________________________
__________________________________________________________________________________.
5. ___________________________________________________________________________________
__________________________________________________________________________________.
6. ___________________________________________________________________________________
__________________________________________________________________________________.
7. ___________________________________________________________________________________
__________________________________________________________________________________.
8. ___________________________________________________________________________________
__________________________________________________________________________________.
9. ___________________________________________________________________________________
__________________________________________________________________________________.
10. ___________________________________________________________________________________
__________________________________________________________________________________.
119
Inglés II
Grammar Explanation
FUTURE SIMPLE: WILL
We use will to talk about future events, it means, something that we think or predict will happen. We
usually use the contraction Won’t or Will not for a negative prediction. After will or won’t, we use the
infinitive form verb without to.
SUBJECT WILL BASE FORM VERB COMPLEMENT
I Will play tennis

AFIRMATIVE
he
she Will study French
it
we
you Will swim A lot
they
SUBJECT WILL NOT BASE FORM VERB COMPLEMENT
I Will not play tennis

NEGATIVE
he
she Will not study French
it
we
you Will not swim A lot
they
120
Inglés II
WILL SUBJECT BASE FORM VERB COMPLEMENT QUESTION MARK
Will I play tennis ?

INTERROGATIVE
he ?
Will she study French
it
we ?
Will you swim A lot
they
ENG2_SA4_CHALLENGE10
Challenge 10
Vocabulary
INSTRUCTIONS: Match the pictures to the weather vocabulary from the box.
Sunny Windy Rainy Cloudy Foggy Hot
Santiago, D. (2023) Weather Vocabulary. Huimanguillo, Tabasco, México: COBATAB, CAMPUS 7
121
Inglés II
ENG2_SA4_CHALLENGE11
Challenge 11
Grammar Practice
INSTRUCTIONS: Unscramble the sentences.
1.will / help / you / I

I will help you________________________________
2.me? / you / marry / will
Will you marry merry me?_____________________
3.The school / close / will / because / of the storm
The school will close because of the storm________
4.for Greenpeace / I think / will / work / he
___I think, he will work for Greenpeace________________
5. travel / Carlos / will / to Hawaii
____Carlos will travel to Hawaii_______________________
6. calls / she / won´t / his / return
________________________________________________
7. go to the party / won´t / me / My mother / let
________________________________________________
ING2_SA4 _REINFORCEMENTCHALLENGE1
Grammar Practice
INSTRUCTIONS: Circle the correct form of the superlatives to complete each sentence.
1. She's the most tall / the tallest in the group.
2. Grand Theft Auto is the excitingest / the most exciting video game.
3. They do the most disgusting / the disgustingest tacos I've ever tasted.
4. Trust me, this is the best / the goodest way to learn.
5. This is the badest / the worst name of a band I have ever heard.
Santiago, D. (2023). Superlatives. Huimaguillo,Tabasco, México: COBATAB Campus 7
122
Inglés II
Reinforcement challenge 2 ING2_SA4_REINFORCEMENTCHALLENGE2
Grammar Practice
INSTRUCTIONS: Complete the sentences with will. Use the verbs in the box.
Travel buy help have
Example: When I am rich, I will have many dogs.

1. When I am rich, I __________________________poor people.
2. When I am rich, I __________________________a beautiful house.
3. When I am rich, I __________________________a sport car
4. When I am rich, I __________________________around the world.
ENG2_SA4_REINFORCEMENTCHALLENGE3
Grammar Practice
INSTRUCTIONS: Listen to this song and pay attention to the underlined words. Then classify the words in
the chart according to the right tense (present, past, or future).
AFRICA BY TOTO
I hear the drums echoing tonight
But she hears only whispers of some quiet conversation
She's coming in, 12:30 flight
The moonlit wings reflect the stars that guide me towards salvation.
I stopped an old man along the way
Hoping to find some old forgotten words or ancient melodies
He turned to me as if to say, "Hurry boy, it's waiting there for you."
Gonna take some time to do the things we never had.
The wild dogs cry out in the night
As they grow restless, longing for some solitary company
I know that I must do what's right
As sure as Kilimanjaro rises like Olympus above the Serengeti
I seek to cure what's deep inside
Frightened of this thing that I've become.
123
Inglés II
SIMPLE PRESENT SIMPLE PAST IDIOMATIC FUTURE
Hernández, F. (2023). Classify the verb tenses. Tabasco, México: COBATAB Campus 34
124
Inglés II
SELF EVALUATION

nonownowEnglish?
No goodish,
no baddish! Bad!
Good!
Yo puedo… Sí NO; necesito practicar más.

de la unidad.
pasados.

125
Inglés II
PLANTEL ______ TURNO_____

EVIDENCIA
PERIODO 2023-2024B SIGA
RUBRICA PARA EVALUAR PODCAST
UNIDAD DE
SITUACIÓN DE
APRENDIZAJE Inglés 2 IV- Decision,decisions…
APRENDIZAJE:
CURRICULAR:
SITUACIÓN DIDÁCTICA: “Decisions, decisions…” TIPO DE EVALUACIÓN Heteroevaluación.
NOMBRE DEL DOCENTE:
SEMESTRE: 2 GRUPO: FECHA DE APLICACIÓN:

Expresa de manera oral/escrita el proceso de toma de decisiones mediante un podcast,
EVIDENCIA DE APRENDIZAJE: utilizando como recurso los medios digitales de acuerdo al contexto, organizados en binas
o equipos diversos, con una duración aproximada de 3-5 minutos
Señale el puntaje obtenido de acuerdo con el grado de cumplimiento de cada uno de los
INSTRUCCIONES:
criterios descritos. Sume los puntos para obtener la calificación
CRITERIO EXCELENTE BUENO REGULAR INSUFICIENTE TOTAL
(4 PUNTOS) (3 PUNTOS) (2 PUNTOS) (1 PUNTO)
ENTREGA DE AVANCES Realizó su borrador en clase y Realizó su borrador en clase y Realizó su borrador en clase, No realizó su borrador en clase.
DEL PODCAST corrigió errores. Entregó los 3 corrigió la mayoría de los 7pero no corrigió errores. No entregó los avances de cada
1
avances de cada progresión errores. Entregó los 3 avances progresión
de cada progresión
GRAMÁTICA Y En el podcast se puede apreciar En el podcast se puede apreciar En el podcast se puede apreciar En el podcast no se puede
VOCABULARIO el uso adecuado de los el uso de los superlativos, futuro el uso de algunos de los puntos apreciar el uso adecuado de los
superlativos, futuro idiomático y idiomático y futuro simple gramaticales como el superlativos, futuro idiomático o
2
futuro simple además del además del vocabulario superlativo, futuro idiomático o futuro simple además no se
vocabulario empleado a lo largo empleado a lo largo del bloque futuro simple. utiliza el vocabulario empleado
del bloque 4. 4. a lo largo del bloque 4.
ESTRUCTURA La estructura del trabajo cuenta La estructura del trabajo cuenta La estructura del trabajo cuenta La estructura del trabajo no
con todos los elementos con algunos de los elementos muy pocos elementos cuenta con los elementos
3
requeridos para ser considerado requeridos para ser considerado requeridos para ser considerado requeridos para ser considerado
un podcast (oral o escrito) un podcast (oral o escrito) un podcast (oral o escrito) un podcast (oral o escrito)
ORGANIZACIÓN Y Se demuestra una buena Se demuestra una regular Se demuestra una mala Se demuestra un trabajo
PARTICIPACIÓN DEL organización del equipo. organización del equipo. organización del equipo. individual. Participa una sola
4
EQUIPO Todos participan activamente. Algunos participan. Al menos dos participan persona.
activamente.
CREATIVIDAD Y La idea que muestran en el La idea que muestran en el La idea que muestran en el La idea que muestran en el
ORIGINALIDAD podcast responde de una podcast responde de una podcast es llamativa pero no podcast requiere una mayor
manera creativa y única, manera creativa, logrando el logra capturar la atención del creatividad para lograr el
5
logrando el objetivo deseado y objetivo deseado receptor en su totalidad. objetivo deseado
capturan la atención de quien lo
escucha o lee.
TEMÁTICA La temática abordada en el La temática abordada en el La temática abordada en el La temática abordada en el
podcast responde a la elección podcast responde a asuntos podcast responde en parte a podcast responde a que no
6 de su capacitación relacionados al ámbito escolar. asuntos relacionados al ámbito están relacionados con la
escolar y los mezcla con otras elección de su capacitación y no
situaciones. tiene conexión con lo escolar.
Total:
OBSERVACIONES NOMBRE Y FORMA DEL DOCENTE PORCENTAJE DE LA PROGRESIÓN LOGRADO
GENERALES
JUICIO DE LA PROGRESIÓN
126
Inglés II

LISTA DE COTEJO PARA EVALUAR EJERCICIOS PRÁCTICOS

UNIDAD DE
SITUACIÓN DE
APRENDIZAJE Inglés 2 1- Decisions, decisions
APRENDIZAJE:
CURRICULAR: :
SITUACIÓN “Decisions, TIPO DE

Heteroevaluación.
DIDÁCTICA: decisions ” EVALUACIÓN
NOMBRE DEL DOCENTE:
FECHA DE
APLICACIÓN:
EVIDENCIA DE Ejercicios prácticos de la guía didáctica.

APRENDIZAJE:
Marque con una (X) para resaltar si cumplió con los criterios del desafío.
INSTRUCCIONES:
Sume los puntos para obtener la calificación

CRITERIOS
1 Entrega en tiempo y forma. 1.0
Presenta limpieza y legibilidad en sus ejercicios (no
2 1.0
rayaduras, borrones, manchas, etc.).
3 Entrega los ejercicios completos. 2.0
4 Identifica la gramática previamente aprendida. 2.0
Muestra participación y es colaborativo en los
5 1.0
desafíos.
6 Expresa dudas e inquietudes referente al tema. 1.0
Logra realizar los ejercicios de forma correcta y/o
7 2.0
hace sus correcciones.
Total: 10.0
OBSERVACIONES NOMBRE Y FORMA DEL DOCENTE PORCENTAJE DE LA PROGRESIÓN LOGRADO

GENERALES
JUICIO DE LA PROGRESIÓN
127
Inglés II
FUENTES BIBLIOGRÁFICAS
Arévalo, B. & Chablé F. (2023), Vocabulary List. Villahermosa, Tabasco, México: COBATAB Campus 25,
Campus 22.
Arévalo, B. & Chablé, F. (2023). Present Continuous. Villahermosa, Tabasco, Mexico: COBATAB Campus
25, Campus 22. Adapted from Equipo Académico, British Council Columbia (2021)
https://www.britishcouncil.co/blog/aprende-ingles/present-continuous. Retrieved on October 09, 2023.
Arévalo, B. & Chablé, F. (2023). Present Continuous. Villahermosa, Tabasco, Mexico: COBATAB Campus
25, Campus 22. Adapted from Equipo Académico, British Council Columbia (2021). Adapted from Equipo
Académico https://www.englishclub.com/grammar/verb-tenses_present-continuous.php. Retrieved on
October 09, 2023.
Arévalo, B. (2023). Challenge 2: Recreational Activities. Villahermosa, Tabasco, Mexico: COBATAB

Campus 25. Adapted from ESLBUZZ https://www.eslbuzz.com/free-time-and-leisure-activities-
vocabulary-in-english/ Retrieved on October 10, 2023.
Arévalo, B. (2023). Diagnostic Test. Villahermosa, Tabasco, Mexico. COBATAB (Campus 25).
Arévalo, B. (2023). Present Continuous. Villahermosa, Tabasco, Mexico. COBATAB Campus 25.
Arévalo, B. (2023). Vacations Album. Villahermosa, Tabasco, Mexico. COBATAB Campus 25.
Arévalo, B. (Campus 25) 2023. Challenge 3: Present Continuous – Listening. Villahermosa, Tabasco,
Mexico: COBATAB. Adapted from Channel Teach English Step By Step (May 24, 2020) Listening – present
continuous [Video File] YouTube. https://www.youtube.com/watch?v=c-KfAGg7CC0. Retrieved on
October 3, 2023
Baltazar, N. (2023). Past simple of Be. Villahermosa, Tabasco, México: COBATAB Campus 3 Adapted from
Guía Didáctica del Estudiante Segundo Semestre, (2019) p 30,31
Brainly (2022). Present Continuous. Retrieved from https://brainly.lat/tarea/62493290
Chablé, F. (2023), Challenge 9: Reading. Villahermosa, Tabasco, Mexico; COBATAB Campus 22
Chablé, F. (2023). Challenge 5: Vocabulary. Villahermosa, Tabasco, Mexico: COBATAB Campus 22.
English4U (2023). English Language Learning. Retrieved from https://www.english-4u.de/en/tenses-

exercises/present-progressive-negative.htm
Escobar, E. (2023), Vocabulary List. Villahermosa, Tabasco, México: COBATAB Campus 1
Escobar, E. (2023). Challenge 10 was/were Reading. Villahermosa, Tabasco, México: COBATAB Campus 1
Liveworksheets (2023). Second Language. Retrieved from:

https://www.liveworksheets.com/w/en/english-second-language-esl/1549126
128
Inglés II
Superprof (s.f.). Exercises present continuous negative. Retrieved from

https://www.superprof.es/apuntes/idiomas/ingles/gramatica-inglesa/verb-tense/exercises-present-
continuous-negative-exercises.html
Timeout.com (s.f). Recuperado de https://www.timeout.com/italy/travel/best-italian-islands
TotoVEVO (2013, 22 mayo). Toto - Africa (Official HD Video) [Vídeo].

YouTube. https://www.youtube.com/watch?v=FTQbiNvZqaY
4°ESO. (s/f) There was there were. Retrieved from:

https://baladre.info/english/sedaviwebfront/therewaswere.htm
Arias E. O. (2023). The Story of “Africa” by Toto. Comalcalco, Tabasco, México: COBATAB, Campus 3
Dupeyrón, C. E. (2023) past simple explanation. Nacajuca, Tabasco. COBATAB, Campus 51.
García, H. L. (2023). There was/were activity. Paraíso, Tabasco, México: COBATAB Campus 34
García, H. L. (2023). There was/were activity. Paraíso, Tabasco. México: COBATAB Campus 34. Retrieved
from:
https://www.liveworksheets.com/sites/default/files/styles/worksheet/public/def_files/2022/2/8/20208
1057033423569/202081057033423569001.jpg?itok=Jc8Cn7dW
García, H. L. (2023). There was/were activity. Paraíso, Tabasco. México: COBATAB Campus 34
Gómez, M. I. (2023). Regular and irregular verbs. Paraiso, Tabasco, México: COBATAB
Gómez, M. I. (2023). Regular and irregular verbs. Paraiso, Tabasco, México: COBATAB
Lara, O. E. (2023). There was/were activity. Cunduacán, Tabasco, México: COBATAB, Campus 6
Lara, O. E. (2023). Listening activity. Cunduacán, Tabasco, México: COBATAB, Campus 6
Lara, O. E. (2023). Past simple activity. Cunduacán, Tabasco, México: COBATAB, Campus 6
Lara, O. E. (2023). Reading activity. Cunduacán, Tabasco, México: COBATAB, Campus 6
Lara, O. E. (2023). Reading exercise. Cunduacán, Tabasco, México: COBATAB, Campus 6. Retrieved and
adapted from Grammar Spectrum 1 Elementary, Ken Paterson 1996. Oxford University Press
129
Inglés II
Lara, O. E. (2023). There was/were activity. Cunduacán, Tabasco. México: COBATAB, Campus 6
Liveworksheets. (2023) There was there wereRetrieved from:

Liveworkshets.com (2022) there was and there were Retrieved from:

Prowritingaid.com (2022) Irregular verbs. Retrieved from: https://prowritingaid.com/irregular-verbs
Quevedo, H.P. (2023). Reading exercise. Centro, Tabasco, México: COBATAB Campus 24. Retrieved and
adapted from Breakthrough Plus, Miles Craven 2013. Macmillan Publishers
Quevedo, H.P. (2023). Reading exercise. Centro, Tabasco, México: COBATAB, Campus 24. Retrieved and
adapted from Breakthrough Plus Workbook 2 UJAT Special Edition, Miles Craven 2013. Macmillan
Publishers
adapted from Miles Craven 2013. Breakthrough Plus Macmillan Publishers
adapted from Breakthrough Plus, Miles Craven 2013. Macmillan Publishers
Ticó A. L and Ramírez, G. P. Segunda edición: 2022 Impreso en México Mc Graw Hill BAE II Student’s
Book and Workbook
COBATAB (2019) Equality and inequality comparisons. Guía para el estudiante 2
Hernández, G. P. (2023). Diagnostic Test. Villahermosa, Tabasco, México: COBATAB. EMSaD 19
Hernández, G. P. (2023). Reading: Mrs. Hernandez last vacation. Villahermosa, Tabasco,

México.COBATAB EMSaD 19
Hernández, G. P. (2023). Reading: Mrs. Hernandez last vacation. Villahermosa, Tabasco,

México.COBATAB EMSaD 19
Hernández, G.P. (2023). Adverbs of time in past. Villahermosa, Tabasco, México: COBATAB EMSaD 19.
Langster (2023) Grammar English sequence: adverbs Retrieved from:

https://langster.org/en/grammar/english/a2/sequence:
Pérez, A. C. (2023). Grammar practice. Villahermosa, Tabasco, México: COBATAB Campus 5.
Pixabay (2023) Fotografías. www.pixabay.com
130
Inglés II
Ramos, M. M. (2023). Grammar practice. Equality and inequality comparisons. Villahermosa, Tabasco,
México. COBATAB Campus 18
Ramos, M. M. (2023). Grammar practice. Villahermosa, Tabasco, México: COBATAB: Campus 18

Ruíz, L. G. (2023). Writing Comparatives. Villahermosa, Tabasco, México: COBATAB. Campus 16.
Ruíz, L. G.(2023). Writing Inferiority and Superiority. Villahermosa, Tabasco, México: COBATAB. Campus
16
Ruíz, L.G. (2023). Comparatives. Villahermosa, Tabasco, México. COBATAB. Campus 16

Silva,V & Richarson,C.F.(2016) Retrieved from http://www.colegio: republicaargentina.cl/D:
29/images/CORMUN_ESTUDIA/CURSOS/8_OCTAVO/INGLES/SEM20/GUIA_INGLES_8_S20.pdf
Test: english (s.f) Should and Shouldn’t Retrieved from https://test: english.com/grammar:
points/a2/should: shouldnt/
Umstatter, J. (2010). The Grammar Teacher’s Activity: a: day. San Francisco: Jossey: Bass
ttps://avi.cuaieed.unam.mx/uapa/avi/ing_2/U_2/ing2_u2_t2/index.html
UNAM. (2017). Comparatives of Inferiority. Retrieved from: less+ adjective + than (unam.mx)
Hernández, F. (2023) Classify the verb tenses. Paraiso,Tabasco, México: COBATAB Campus 34
Santiago, D. (2023) Training Programmes Vocabulary. Huimanguillo,Tabasco, México: COBATAB Campus

7
Santiago, D. (2023) Weather Vocabulary. Huimanguillo, Tabasco, México: COBATAB, CAMPUS 7
Ulin, D. (2023) going to. COBATAB Plantel 24.. Retrieved and adapted from
https://brainly.lat/tarea/4785223
Ulin, D. (2023) Plans for the weekend COBATAB Plantel 24.. Retrieved and adapted from
https://www.allthingsgrammar.com/future-going-to-vs-will.html
IMÁGENES
Acuarelas (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra una acuarela y una
libreta en blanco].
Aula de clases (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un aula de
clases con pizarra y marcadores]
131
Inglés II
Calculadora (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra una calculadora].
Caluroso (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un termómetro

indicando altas temperaturas]
Día lluvioso (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra una mujer
sosteniendo un paraguas bajo la lluvia y con la otra mano lleva a una niña]
Equipo médico (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un equipo
médico].
Hotel (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un hotel]
Joven con bufanda (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra a una joven
con abrigo y bufanda]
Joven con playera a rayas (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un
joven con lentes y playera a rayas]
Joven con playera blanca a rayas (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra
un joven con playera blanca y rayas negras]
Joven con playera de rayas azules (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que
muestra a una joven con cabello castaño y playera blanca con rayas azules]
Neblina (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un paisaje con neblina]
Niños en escuela (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra dos niños en su
pupitre de la escuela]
Nubes (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un sol cubierto por una
nube]
Programando (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra una persona
programando]
Soleado (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra un sol utilizando unas
gafas]
Viento (s.f.). Retrieved from https://pixabay.com/es/ [Fotografía que muestra una mujer sosteniendo un
paraguas]
132

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Taller de Lectura y Redacción 2

Guía didáctica del estudiante

DATOS DEL ESTUDIANTE

Plantel/EMSAD: ___________ Turno: _____________

COLEGIO DE BACHILLERES DE TABASCO

MTRA. SONIA LÓPEZ IZQUIERDO

DRA. GISELLE OLIVARES MORALES

MTRA. ALEJANDRINA LASTRA COLORADO

UNIDAD DE APRENDIZAJE CURRICULAR: INGLÉS 2

En la realización del presente material, participaron:

Asesor Situación y Guía Didáctica:

@ Derechos en proceso de registro.

Para uso de la Comunidad del Colegio de Bachilleres de Tabasco (COBATAB).

¡BIENVENIDO A INGLÉS II!

Mtro. Orbelin Arias Estrada

CONOCE TU GUÍA DIDÁCTICA

SITUACIÓN DE APRENDIZAJE I: “COBACHITO’S VACATIONS”

Nombre del alumno:

Nombre del alumno:

Nombre del alumno:

Nombre del alumno:

Nombre del alumno:

Nombre del alumno:

Propósito de la situación de aprendizaje

Diseñar en equipos un álbum (a mano o empleando herramientas digitales) donde se describan

Propósito de la situación de aprendizaje:

Escobar, E. (2023), Vocabulary List. Villahermosa, Tabasco, México: COBATAB Campus 1

INSTRUCTIONS: Choose the correct option for each question.

1. They ____________ going to the beach.

El presente continuo suele referirse a situaciones o acciones que se están

1. I am currently studying English (Yo estoy estudiando inglés

En ocasiones se puede usar para hablar de acciones futuras. Por ejemplo:

2. She is visiting her grandparents this weekend (Ella visitará a sus

1. Explicar acciones que suceden en el momento en el que se describen. Por

Otros ejemplos son:

Cobachito is eating tacos al pastor.

Cobachito isn’t watching a movie.

Is Cobachito playing soccer?

The structure of Present Continuous is:

SUBJECT TO BE (PRESENT) VERB (GERUND) COMPLEMENT

reading a new book.

You watching a movie.

SUBJECT TO BE (PRESENT) VERB (GERUND) COMPLEMENT

reading a new book.

You watching a movie.

reading a new book?

you watching a movie?

Verbs that you can’t use in present continuous tense:

ABSTRACT VERBS POSSESSION VERBS EMOTION VERBS

To be, to want, to cost, to seem, to To possess, to own, to To like, to love, to hate, to

He needs help now. She possesses a property. She likes pozol.

Example: writing text message Pablo is a

___________________________Pablo is writing a text message.____________________

Going dancing Hanging out with Going fishing Doing exercises

1. I enjoy camping with my family 2. What are you doing

David: Hi Theresa. It's me, David. _________________________?

Julia: Hey James, what's up. Do you want to ______________________ with

Ingrid and her friends are talking about their hobbies.

1. Receptionist 2. Cleaner 3. Shop Assistant 4. Nurse 5. Doctor 6. Engineer

Plantel/EMSAD: _ Turno: ___

_______Pablo is writing a text message.

2. A: I __ (get) satellite TV on Wednesday – finally! What you _

Example: He _isn´t watering _______ (water) the flowers in the garden.

3. the cat ___________ (run) in the park? [Interrogative]

6. Robert and his family ______ (go) to Mérida? [Interrogative]

9. I ____________ (sing) in front of an audience? [Interrogative]

11. the teacher _______ (explain) the class? [Interrogative]

PLANTEL __ TURNO_