Guia Ingles III 1307

UNIVERSIDAD NACIONAL AUTÓNOMA DE MEXICO
DIRECCIÓN GENERAL DE INCORPORACIÓN Y

REVALIDACIÓN DE ESTUDIOS
COLEGIO DE CIENCIAS Y HUMANIDADES
GUÍA DE ESTUDIOS
INGLÉS III
Clave de asignatura
(1307)
Elaborada por GRUPO DE TRABAJO:

Paquete para la evaluación extraordinaria
de inglés III, interplanteles:
Jiménez Rentería Jacaranda plantel Naucalpan
Mondragón López René Rafael plantel Naucalpan
Padilla Rubio Araceli plantel Azcapotzalco
Ramírez Arvizu Manuel (Coordinador) plantel Naucalpan
Romaní Osorio Iván plantel Naucalpan
Vázquez Maldonado Norma Patricia plantel Naucalpan
JUNIO DE 2018
1
ÍNDICE
Página
Presentación 3
Tips para presentar el examen extraordinario 5
Unidad 1
Comparar las cualidades de personas, objeto y lugares. 6
Unidad 2
Expresar la existencia de personas, objetos y lugares en el pasado. 27
Unidad 3
Describir la secuencia de eventos en el pasado. 51
Unidad 4
Narrar situaciones actuales y pasadas. 68
Examen modelo 102
Referencias 109
2
PRESENTACIÓN
Aquí Se presenta la Guía de Estudio para la asignatura de inglés III,
(Programa de Estudios de 2016). El propósito principal de esta Guía de
Estudio para la asignatura de inglés III consiste en ser una herramienta
para ayudarte a preparar tu examen extraordinario.
La Guía de Estudio para la asignatura de inglés III está constituida de la
siguiente manera: en ella se encuentran cuatro unidades, y en cada
unidad, se puede encontrar en primer lugar un tema relacionado con el
Programa, así como su explicación de este. También podrás encontrar
una serie de ejemplos, finalmente encontraras actividades para que
practiques. Algo importante es, que podrás tener la oportunidad practicar
en cada unidad con cada tema presentado.
Encontraras ejercicios, y sus respectivas respuestas las cuales te
ayudarán conocer tu progreso. Los temas, actividades y ejercicios, te
permitirán lograr el propósito general de la asignatura De inglés III, así
como los propósitos de cada unidad, y los aprendizajes
correspondientes a cada unidad. Te deseamos éxito en tu examen,
y esperamos que estés consciente de saber, que lo más importante es

tu preparación.
El propósito de inglés III es el siguiente. “Intercambiar, oralmente y por
escrito, información sobre tu entorno cotidiano al comparar y describir
situaciones, personas, lugares del pasado, y del presente. Así mismo
localizar e informar la secuencia de eventos acontecidos en textos
orales y escritos.
Es importante que lo conozcas éste propósito, ya que te podrá orientar
para saber qué es lo que se espera de ti.
¡BUENA SUERTE!
4
5
Unidad 1
Comparar las cualidades de
personas, objetos y lugares
PROPÓSITO. Al finalizar la unidad el alumno:
intercambiará información para comparar personas, objetos
y lugares, de manera oral y escrita, asimismo, destacará
sus cualidades intrínsecas para realizar descripciones de
su entorno cotidiano.
Aprendizaje 1: Identifica las relaciones de comparación, a partir de
características de personas, objetos y lugares, para diferenciar sus
cualidades, en textos orales y escritos.
Aprendizaje 2: Reconoce los atributos máximos de personas, objetos y
lugares para resaltar sus cualidades, de manera oral y escrita.
Aprendizaje 3: Compara y establece la superioridad de las características de
personas, objetos y lugares para realizar descripciones, de manera oral y
escrita.
Aprendizaje4: Intercambia información para comparar y resaltar las
cualidades de personas, objetos y lugares, de manera oral y escrita.
6
This unit will show you how to compare people, things and places so you can
identify, write, and talk about their differences. Let‟s start by reading a text in
which Eric describes his family members.
This is Eric, he is describing his family. Read carefully
My Family
Hi, my name is Eric. I am 10 years old. I‟m 120 centimeters tall and I weight 45
kilos. I have short straight hair and big black eyes. I want to talk about my family. I
have two sisters. Their names are Rachel and Carrie. Rachel is 18 years old, she is
180 centimeters tall and she weights 70kilos. She has long straight hair. Carrie is 15
years old, she is short, she is 136 centimeters tall, however, she is overweight, and
she weighs 80 kilos. Carrie is the only person in my family with long and curly hair.
She has the most beautiful hair. My sisters are very nice. My mother's name is Julia.
She is 40 years old. My mother is short (145 centimeters) and slim (50 kilos). She
has short brown hair. My mother is also very nice. My father's name is Richard. He is
an engineer. He is smart, and he is 45 years old. He is tall (178 centimeters) and a
little overweight (100 kilos). My grandparents live with us. My grandfather‟s name is
Tom. He is 70 years old. He is 180 centimeters tall and he weighs 70 kilos. My
grandmother‟s name is Samantha. She is 65 years old. She has blue eyes. She is a
tall (175 centimeters) and slim (65 kilos) woman. She is 170 centimeters tall. Rachel
looks like my grandmother.
We live in a big house. I also have two dogs. Their names are Paw and Snoopy.
Paw is a big brown dog. Snoopy is smaller than Paw but it is faster because Paw is
older. I like playing with my dogs in the garden. It is the most beautiful thing I do in
my spare time. I love my family. Adapted fromhttp://busyteacher.org/5669-comparatives-superlatives-reading-
family.html
Eric describes a lot of people. Let‟s organize the information in the next chart:
Eric Rachel Carrie Julia Richard Tom Samant
ha
Age 10 years
Height 120 cm
Weight 45 kilos
7
Now, draw Eric‟s family based on the information in the chart:
Eric Rachel Carrie Julia Richard Tom Samantha
Let‟s start!
Activity 1.1 Now answer the questions, circle Yes or No
1. Is Carrie older than Eric? Yes No
2. Is Rachel taller than Carrie? Yes No
3. Is Rachel fatter than Carrie? Yes No
4. Is Eric‟s mother younger than his father? Yes No
5. Is Julia older than Samantha? Yes No
6. Is Snoopy faster than Paw? Yes No
7. Is Snoopy older than Paw? Yes No
Take a look at this!

Remember that adjectives are the words we use to describe
(mention characteristics) of people, things, or places, for example:
big, small, fast, slow, beautiful, etc. so, when you compare two
people, you need to use the comparative form of the adjectives.
** If you think you need to improve your vocabulary (adjectives) try the
exercises on the following link.
https://agendaweb.org/grammar/adjectives-exercises.html
(revisado el 7 de mayo de 2018)
8
There are four rules to write the correct comparative forms of adjectives:
Rule 1 Rule 2
When you have short adjectives (one When you have long adjectives (two or
syllable) add –er more syllables) you need the word
old------- older more
young------- younger beautiful -------- more beautiful
When you have short adjectives ending modern--------- more modern
in consonant + vowel + consonant,
you have to double the last consonant
big ------ bigger
cvc
Rule 3 Rule 4
When you have adjectives ending in –y, Finally, we have three irregular
change the –y for -ier adjectives
heavy -------heavier good ------- better
happy -------happier bad -------- worse
far ------ farther / further
Move that pencil!
Activity 1.2
Write the comparative form of the following adjectives.
Use the rules in the previous chart.
1. strong
2. bad
3. expensive
4. busy
5. long
6. easy
7. good
8. serious
9. pretty
10. important
Good job!
9
But, how can you write sentences using comparatives?
Read the following examples:
Carrie is older than Eric Rachel is more beautiful than Carrie.
Julia is younger than Richard. Carrie is heavier than Rachel
To write sentences it is very important that you use the correct comparative form
of the adjective plus the word than
Carrie is older than Eric
Rachel is more beautiful than Carrie.
Practice makes perfection!
Activity 1.3
Order the following words to form sentences.
1. heavier elephants lions are than
2. my is sister than older me
3. more Carlos is Jose than intelligent
4. Mathematics English easier than is
5. Mathematics are more difficult than
English
6. faster cars bicycles are than
7. The bigger United States than are
Mexico
8. than fruit healthier French fries is
9. tea coffee than is better
10. you more I‟m beautiful than
11. mosquitoes are bigger than bees
12. is China than farther Colombia
13. one this more car is than expensive
that
14. are giraffes than taller horses
15. cats faster than are turtles
Let‟s practice!
Activity 1.4 Now, underline the comparative form in
the previous sentences.
You can get extra practice in the following links:

Listening
 https://www.learnamericanenglishonline.com/Listening_Lab/Listening_L
ab_Exercise_30_comparative_adjectives.html (revisado el 7 de mayo de
2018)
Activities
 https://agendaweb.org/grammar/comparative-adjectives-exercises.html
 http://www.perfect-english-grammar.com/comparative-adjectives-exercise-
1.html(revisado el 7 de mayo de 2018)
Let‟s do it!
Activity 1.5
Do you remember Eric‟s family? Look at the pictures
and the information in the chart. Read the questions
and circle a, b or c.
Eric Rachel Carrie Julia Richard Tom Saman
tha
Age 10 years 18 years 15 years 40 years 45 years 70 years 65 years
Height 120 cm 180 cm 136 cm 145 cm 178 cm 176 cm 175 cm
Weight 30 kilos 65 kilos 80 kilos 50 kilos 100 kilos 70 kilos 65 kilos
1. Who is the oldest? a) Samantha b) Tom c) Rachel

2. Who is the youngest? a) Carrie b) Richard c) Eric
3. Who is the heaviest? a) Julia b) Samantha c) Richard
4. Who is the tallest? a) Eric b) Tom c) Rachel
5. Who is the thinnest? a) Tom b) Eric c) Carrie

As you can see we are still working with adjectives (old, short,
thin, etc.) but this time we are using them to say which or who is
the (oldest, shortest, thinnest etc.) in a group. For this purpose,
you need to use the superlative form of the adjectives.
There are four rules to write the correct superlative forms of adjectives:
11
Rule 1 Rule 2
When you have short adjectives (one When you have long adjectives (two or
syllable) add –est more syllables) you need the word most
old ------- the oldest beautiful --------the most beautiful
young ------- the youngest modern --------- the most modern
When you have short adjectives ending
in consonant + vowel + consonant,
you have to double the last consonant
big------- the biggest
cvc
Rule 3 Rule 4
When you have adjectives ending in –y, Finally, we have three irregular
change the –y for -iest adjectives
heavy -------the heaviest good ------- the best
happy -------the happiest bad-------- the worst
far ------- the farthest / the furthest
Practice makes perfect!
Activity 1.6
Write the superlative form of the following adjectives.
adjective comparative superlative

1. strong stronger than
2. bad worse than
3. expensive more expensive than
4. busy busier than
5. long longer than
6. easy easier than
7. good better than
8. serious more serious than
9. pretty prettier than
10. important more important than
12
But, how can you write sentences using superlatives?
Read the following examples:
In Eric‟s family:
Tom is the oldest. Eric is the youngest.
Rachel is the tallest. Eric is the thinnest.
To write sentences it is very important that you use the word the plus the correct
superlative form of the adjective.
Tom is theoldest in the family.
Eric is the shortest in the family

It‟s time to work!
Activity 1.7
Order the following words to form sentences.
1. my I funniest am the in family person
2. is in the most her Susana class intelligent
3. most Lamborghinis the are expensive
cars
4. best Leonardo Di Caprio 2017 is the
actor of
5. the is most Sam school boy in handsome
the
6. my is most woman mom the beautiful
7. food a is most delicious the hamburger
8. my is most serious brother in my the
family
9. Mexico biggest is the City city in world
the
10.most drink champagne the is expensive
11.the intelligent dolphins are most animals
12. teacher person is the in my class oldest
my
13. is cake the chocolate best dessert
14. dogs the Chihuahuas smallest are
15. Nile the longest the is river
13
Let‟s practice!
Activity 1.8
Now, underline the superlative form in the previous
sentences.

Listening
 https://www.learnamericanenglishonline.com/Listening_Lab/Listening_
Lab_Exercise_32_superlative_adjectives.html (revisado el 7 de mayo de 2018)
Activities
 https://elt.oup.com/student/solutions/elementary/grammar/grammar_08_022e?cc=mx&selL language=en
 http://www.carmenlu.com/first/grammar/superlative1_1.htm(revisado el 7 de mayo de 2018)
 http://jerome.boulinguez.free.fr/english/file/hotpotatoes/superlatives.htm(revisado el 7 de mayo de 2018)
Complete one of the sentences with the comparative form and the other with the
superlative form.
Dogs are mice (big)
Dogs are pets in the world! (good)
Are you sure about it?

When do you use comparatives?
When do you use superlatives?
What‟s the difference between them?
14
In the first sentence “A dog is bigger than a mouse”, we are
comparing dogs versus mice, just two elements. In the
second sentence “A dog is the best pet in the world”, we are
comparing dogs with all the other pets (cats, mice, fish, etc.),
that means one element versus a group.
versus
A dog is bigger than a mouse.
versus
A dog is the best pet in the world
Let‟s practice!
Activity 1.9
Read the following sentences. What do you need to
complete them? The comparative form? Or the
superlative? Circle the correct option.
1. My friends are me. a) shorter than b) the shortest
2. Math is subject for me. a) more difficult than b) the most difficult
3. I think I‟m person in class. a) more intelligent than b) the most intelligent
4. Hulk is Iron Man. a) stronger than b) the strongest
5. Turtles are mice. a) better than b) the best
6. Eggplant is vegetable. a) worse than b) the worst
15
Go ahead Puma!
Activity 1.10
Look at the pictures and write 6 sentences, (3
comparatives and 3 superlatives). Use the adjectives
given.
elephant lion dog snail

1. (fast / comparative) .
2. (dangerous / comparative) .
3. (heavy / comparative) .
4. (slow / superlative) .
5. (big / superlative) .
6. (heavy / superlative) .
Go ahead Puma!
Activity 1.11
Now, let´s compare different places. Write 6
sentences, (3 comparatives and 3 superlatives). Use
the adjectives given.
London Rio de Janeiro Tokyo

1. (exciting / comparative) .
2. (big / comparative) .
3. (modern / comparative) .
16
4. (boring / superlative) .
5. (big / superlative) .
6. (interesting / superlative) .
How can you write a short paragraph?

A paragraph is a group of sentences about an idea. Each
paragraph must have a principal idea or main sentence, and
supporting sentences (examples and / or explanations).
For example:
Main idea
1
I think Mexico City is the best city in the world. There are a lot of things to do there,
you can go sightseeing to Angel de la Independencia or Monumento de la
2
Revolución or you can go to one of its museums. People are friendly and they are
3
also very nice whenever you need something. Besides its food is one of the most
delicious and you can also find a great variety. I just love Mexico City!
In this case the main idea is that “Mexico is the best city in the world” and you can
find three supporting ideas 1. the activities you can do, 2. the people and 3. The
food.
Another important aspect when writing a paragraph is using connectors (and, but,
etc.) to join your ideas. If you want to add information you can use “also” next to a
verb. For example:
People are friendly and they are also very nice whenever you need something.
+
Now, challenge yourself!
Activity 1.12
Write a short paragraph (10 sentences) in which you
compare Mexico City with another city. Do not forget to use
comparatives, superlatives, and, but, also to join your sentences, and
adjectives such as clean, polluted, exciting, boring, interesting, old, modern,
etc.
17
Do not forget that punctuation marks and spelling rules are
essential when writing. They help you show the reader
where sentences start and where they finish. They also
make sentences easier to understand. In the writing part of
your exam spelling and punctuation will be graded.
Here you have some of the most common punctuation marks and spelling rules:
Punctuation Explanation Example
mark
/ spelling rule
CAPITAL 1. Use a capital letter for the personal What can I say?
LETTERS pronoun 'I':
2. Use a capital letter to begin a The man arrived. He sat

sentence. down.
3. Use a capital letter for days of the Monday, January, Christmas

week, months of the year, holidays.
4. Use a capital letter for countries, China, Chinese, Christianity

languages & nationalities, religions.
5. Use a capital letter for people's Dr. Marco Smith

names and titles.
Toyota, Coca Cola
6. Use a capital letter for trade-marks
and names of companies and other
organizations.
7. Use a capital letter for cities, places London, Mexico City, the
and monuments. Eiffel
Tower
Star Wars, The Lion King
18
8. Use a capital letter for titles of books,
poems, songs, plays, films etc.
Apostrophe „ 1. It is used to show a contraction I‟m = I am

2. It is used to show the possessive case Janet‟s house
Period . It is used to note the end of a declarative Sandra was born in
1997.
sentence.
Comma , It is used to separate phrases or items in We need to buy milk,
eggs, fish,
a list.
and juice.
Colon : 1. It is used before a list or quote. There are a lot of
punctuation marks:
2. It is used to separate hours and comma, period, colon,
minutes.
etc.
It‟s 12:25
Exclamation point ! It is used to show excitement or I‟m so happy!
emphasis.
Question mark ? It is used at the end of a question. Do you have siblings?
If you want to know more about punctuation marks, you can get in the following links:
https://www.thepunctuationguide.com/period.html (revisado el 4 de junio de 2018)
http://www.enchantedlearning.com/grammar/punctuation/ (revisado el 5 de junio
2018)
Now, challenge yourself!
Activity 1.13
Go back to the text you wrote in activity 1.13 and check the
use of punctuation marks and capital letters.
A synonym is a word that means the same or the meaning
is nearly the same as another word.
For example: comfortable = cozy
You can use a dictionary to look for synonyms. In fact there
are thesaurus (synonyms) dictionaries. Here you have some
on-line dictionaries you can use.
http://www.wordreference.com/ (revisado el 5 junio)
https://en.oxforddictionaries.com/ (revisado el 5 de junio)
19
Let‟s do it!
Activity 1.14 Look for synonyms for the following
adjectives.
Adjective Synonym
1. Beautiful
2. Rich
3. delicious
4. handsome
5. fat
6. thin
Keep Going!
Activity 1.15
Make a drawing of two of your friends and one of yourself.
Compare yourself with both of your friends, use
comparatives and superlatives and the following adjectives: tall, short, thin,
fat, old, young, beautiful, good-looking, serious etc. DO NOT write the
sentences, do it orally! If you have the opportunity, get a friend/teacher who
listens to you.
You Your friend
20
Listening
 https://englishayamonte.blogspot.mx/2011/01/second-year-
listening-comparatives-and.html (revisado el 7 de mayo de
2018)
 http://esol.britishcouncil.org/content/learners/grammar-and-
vocabulary/grammar-lessons/my-favourite-country-comparatives-and (revisado
el 7 de mayo de 2018)
Activities
 https://elt.oup.com/student/solutions/preint/grammar/grammar_04_012e?cc=mx
&selLanguage=en (revisado el 7 de mayo de 2018)
 https://www.ego4u.com/en/cram-up/grammar/adjectives-
adverbs/adjectives/exercises (revisado el 7 de mayo de 2018)
So far you have practice how to use comparatives and superlatives to

compare things, people and places in sentences. Now, it is time for you to
practice conversations.
If you are taking part in a conversation it is necessary for you

to make questions using comparatives and superlatives. Look
at some examples:
I think my
Who is the
father is the
tallest person
tallest.
in your family?
What about
No, I‟m not. you? Are you
My sister is the tallest?
the tallest
21
Let‟s practice!
Activity 1.16 Look at the picture. Use the prompts below to write
questions and answers. Carlos
Claudia
Jorge Susana
Ivan
Brenda
P_aco
1. A: (Who / old / person)
B: Jorge is the oldest person in the family.
2. A: Is Ivan younger than Paco?
B: (Yes) .
3. A: (Carlos / tall / Claudia) ?
B: Yes, he is.
4. A: Who is the shortest person?
B: .
5. A: (Jorge / thin / Carlos) ?
B: No, he isn‟t.
Let‟s do it!
Activity 1.17 Can you think of more questions? Write five
more questions but this time about your own family /
the questions.
friends. If it is possible, get a classmate / teacher to
answer
1. A: ?
B: .
2. A: ?
22
B: .
3. A: ?
B: .
4. A: ?
B: .
5. A: ?
B: .
It‟s time to show what you know!

Activity 1.18
Look at the picture. Use the following prompts to ask
questions, but this time DO NOT write the questions, get
a teacher / classmate to help you with the answers. Then change roles.
Michael
Gretchen
Ashley
Vincent
Gus
TJ
Listening
 https://www.youtube.com/watch?v=KLE5yPZa_Ow
Activities
 https://www.eslconversationquestions.com/comparatives/ (revisado el 7 de mayo de

2018)
 https://www.thoughtco.com/dialogue-the-city-and-the-country-1210079 (revisado el 7 de mayo de 2018)
24
Self test Unit 1
I. Put a check ( √ ) if the adjective is in the comparative form (there are

7). If it is easier for you, highlight it.
1. John is old( )
2. My History class is more boring than my English class. ( )
3. Clara is more beautiful than Susy. ( )
4. Children are happier than adults. ( ) How many comparatives do you
have?
5. My school is very big.( ) 7: Excellent! You can identify
comparatives.
6. I‟m younger than you. ( ) 6-4: Nice! You may need some extra
practice.
7. Cats are cleaner than dogs. ( ) 3-2 correct: Good, but you need to
practice more.
8. Soda is bad for you. ( ) 0: You need to check the
9. My dog is fatter than yours. ( )

10. Cakes are better than ice cream. ( )
II. Put a check ( √ ) if the adjective is in the superlative form (there are 7). If it
is easier for you, highlight it.
1. You are the smartest person I know. ( ) How many superlatives do
you have?
2. Canada is a beautiful country ( )
3. Jazmin is my best friend. ( ) 7: Excellent! You can
identify comparatives.
4. Mosquitoes are the most annoying animals. ( )
6-4: Nice! You may need
5. That is a very nice movie. ( ) some
6. My uncle is a tall person. ( ) extra practice.
7. Ivan is the most serious person in my family. ( ) 3-2 correct: Good, but you
need to practice
8. Gabriela has the longest hair. ( )
9. Tomas is the nicest person in my class. ( )
10. Sharks are the most dangerous animals. ( )
25
III. Complete the following sentences with the correct form of the adjective in
parenthesis.
1. Carlos is his sister. (young)
2. Everyone in my family sing well, but my mom is singer. (good)
3. China is country. (crowded)
4. A dog is a hamster. (big)
5. Apples are chips. (healthy)
6. A knife is a spoon. (dangerous)
7. I think English is subject. (easy)
8. Cars are bikes. (fast)
9. The weather today is yesterday. (good)
10. Stephen Hawking was man in the world. (intelligent)
How many correct ones do you have?
10-9: Excellent! You can identify comparatives.

8-7: Nice! You may need some extra practice.
6-5 correct: Good, but you need to practice more.
4 or less: You need to check the explanation again.
IV. As it is the end of Unit 1, think about your progress. Grade the following
activities with the number that best describes how you feel 1 (difficult for
me) 5 (easy for me)
1. Identify comparative form. 1 2 3 4 5
2. Identify superlative form. 1 2 3 4 5
3. Know when to use comparatives or superlatives. 1 2 3 4 5
4. Use comparatives and superlatives in sentences. 1 2 3 4 5
5. Use comparatives and superlatives to talk about 1 2 3 4 5
differences (people, things, places).
6. Have a conversation using comparatives and superlatives. 1 2 3 4 5
26
Unidad 2
Expresar la existencia de
personas, objetos y lugares
en el pasado.
PROPÓSITO: Al finalizar la unidad, el alumno: será
capaz de describir, oralmente y por escrito, personas,
lugares y eventos para referirse a acontecimientos
pasados.
Aprendizaje 1. Identifica la descripción de personas, lugares y objetos
en el pasado, en textos orales y escritos.
Aprendizaje 2. Reconoce la existencia de personas, lugares y objetos
en el pasado, en textos orales y escritos.
Aprendizaje 3. Identifica en textos orales y escritos, experiencias o
acontecimientos ocurridos en el pasado.
Aprendizaje 4. Describe sucesos personales y escolares para
compartir experiencias pasadas propias y de otros, de manera oral y
escrita.
27
A description is a vivid imagery. You can create a clear picture in your mind with the
information included in a description you hear or read. The information is organized
and sequence. The description includes general information and specific details: of
people, places and things.
PRESENTATION
In order to learn to describe people, things/objects and places to talk about past
events you will require to develop skills and knowledge about form, meaning and
use of language, as well as communicative and social uses of it (linguistic,
sociolinguistic and pragmatics). Here you will find a series of examples explanations
and activities to develop the necessary communicative competence that may help
you to prepare your extraordinary evaluation.
CONTENT:
1. Past tense
2. Time expressions
3. Verbs in past tense
4. Spelling rules with regular verbs in past
5. Verb To Be in past: was-were
6. Recognize and describe experiences in the past
7. Developing skills:
-Written Comprehension/reading comprehension
-Oral comprehension/listening comprehension
-Oral expression/Producción oral
-Written expression/Written production
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PAST TENSE
a) Form:
Affirmative. Subject + verb past + time expression.
Mary went to Acapulco last weekend.
Negative. Subject + didn‟t + verb in base form + time expression.
Paco didn’t go to the museum.
Yes/No question. Did + subject + verb in base form + time expression?
Did you finish Math homework yesterday?
Yes, I did/No, I didn’t.
Wh question. What/When/Where + did + subject + verb in base form?
When did Del Toro receive the Oscar Award?
In 2018.
8. Meaning:
It is used to:
* talk about what happened at a definite time in the past.
* express the idea that an action started and finished at a specific time in the past.
It uses time phrases/expressions in the past: yesterday, two days ago, in 2010.
9. Use/Usage:
Past tense is used to describe how people, places and things were in the past.
TIME EXPRESSIONS IN THE PAST.

We use time expressions to talk about different actions in the past:
10. to show the order of events: First, second, third, so, then finally.
11. to say the exact date/time/day when the action happened:
Yesterday, last week, three days ago, in 2010, when I was born.
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Activity 2.1
Write the pairs/equivalents.
1. Today is Friday and the action happened yesterday=24 hours ago; last Thursday
2. Today is Monday and the action happened a week ago=Seven days before.
3. Today is Wednesday and the action happened last Monday=
4. Today is Saturday and the action happened on Monday=
5. We are in 2018 and the action happened in 2015=
Activity 2.2
Choose the right option.
1. My mom and I went shopping… (a) twice a day (b) yesterday morning
2. I watered the plants… (a) two days ago (b) for 5 years
3. My brother… climbed the Iztaccihuatl Volcano. (a) already (b) yet
4. We went dancing… (a) since 2 hours (b) five days ago
VERBS IN PAST TENSE

Verbs in past tense can take one of these two forms. You have to learn their spelling
and pronunciation. Read the information below and reflect.
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Activity 2.3
Organize the following verbs in alphabetical order.
Number 1 to 20.
( ) Move ( ) Close ( ) Wait ( ) Need

( ) Play ( ) Want ( ) Stop ( ) Arrive
( ) Paint ( ) Start ( ) Look ( ) Watch
( ) Cry ( ) Visit ( ) Step ( ) Explain
( ) Cook ( ) Hate ( ) Love ( ) Dance
* Now it’s time to recognize pronunciation and spelling.
Pronunciation: There are three sounds /t/ /d/ /id/.
Activity 2.4
Listen to the verbs in 2.3, in past, and cross the
appropriate option of the ending.
1. /t/ /d/ /id/ 2. /t/ /d/ /id/ 3. /t/ /d/ /id/ 4. /t/ /d/ /id/
Spelling: When writing expressions in past, the verb has special forms. Look at the
following rules.
Spelling rules with regular verbs in past:
 Verbs ending in –e add d only: like-liked, arrive-arrived.
 Verbs with one syllable that end in consonant-vowel-consonant, double the
final consonant: stop-stopped, rob-robbed.
 Verbs ending in a consonant + -y, change the –y into i and add ed: study-
studied, cry-cried.
 Verbs ending in a vowel + -y, add ed: play-played, stay-stayed.
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Activity 2.5
Write the verbs of activity in 2.3, in both forms, present
and past.
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
11. 12.
13. 14.
15. 16.
17. 18.
19. 20.
Activity 2.6
Listen to the verbs in bold letters and recognize past
form. Next match the columns to connect present form
with past form. Write number in the parentheses.
1. Go ( ) ran 11. Hurt ( ) bought
2. Give ( ) ate 12. Teach ( ) hurt
3. Sit ( ) drank 13. Spend ( ) threw
4. Have ( ) went 14. Sell ( ) cost
5. Come ( ) got up 15. Throw ( ) got
6. Get up ( ) gave 16. Fall ( ) sold
7. Write ( ) sat 17. Catch ( ) taught
8. Eat ( ) came 18. Buy ( ) caught
9. Run ( ) wrote 19. Cost ( ) spent
10. Drink ( ) had 20. Get ( ) fell
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Activity 2.7
Questions and answers in past. Cross the right
option.
1. A: I‟m really sad?

B: Why?
A: I (a) didn‟t (b) wasn‟t see my girlfriend at school.
2. A: Why (a) weren‟t (b didn‟t you you answer the cellphone last night.
B: I was out. I went to the cinema.
3. A: Why were you in a hurry?
B: I (a) forget (b) forgot my laptop in the library.
4. A: (a) Did (b) Were you do Math homework?
B: Yes, sure. It took me two hours.
5. A. Remember the party we went last week?
B: Yes, Why?
A: (a) There was (b) There were so many handsome boys!!!
6. A: (a) Did (b) Were the kids alone yesterday?
B: No, we took them to the park.
7. A: We (a) had (b) have English class in the park.
B: Really? Why?
A: We went to make a written description of the place.
8. A: Did you finish reading the literary essay?
B: Yes, I (a) were (b) did.
9. A: Did you go to the Friend Cultures Fair? A:
Yes, why?
B: (a) Was there (b) Were there any African stand? I‟m really interested
on that.
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TO BE IN PAST: WAS- WERE
Form. The form of verb to be in past tense takes two forms: was and were/wasn‟t
and weren‟t:
WAS-WERE
POSITIVE NEGATIVE
I was I wasn‟t
You were You weren‟t
He/SHE/IT was He/SHE/IT wasn‟t
We were Young. We weren‟t old.
You were You weren‟t
They were They weren‟t
INTERROGATIVE SHORT ANSWER (+) SHORT ANSWER (-)
Was I I was I wasn‟t
Were You You were You weren‟t
Was He/SHE/IT Young? Yes, He/SHE/IT was He/SHE/IT wasn‟t
Were We We were No, We weren‟t
Were You You were You weren‟t
Were They They were They weren‟t
Meaning. It refers to a state in the past and is commonly found in descriptions of

people, places and things.
Use. Was and were describe characteristics like: nationality, size, color,
temperature, shape, personality, appearance, feelings and emotions.
What do people look like?

Height: Build: Age:
tall, short, medium Slim, plump, well built young, middle-aged
Face: Hair: Eyes: Clothes:
round, oval, with Bald, curly, spiky Big, blue, hazel Casual, smart,
freckels messy
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Activity 2.8
Match the columns with a line.
1. Nationality ( ) 20 years old

2. Size ( ) blue-pale
3. Color ( ) beautiful-ugly
4. Temperature ( ) big-small
5. Occupation ( ) teacher
Shape ( ) cold-hot
6. Personality ( ) serious-arrogant
7. Appearance ( ) Colombian
8.Feeling/Emotions ( ) Square-round
9.Age ( ) happy-sad
Activity 2.9
Fill in the blanks with the appropriate option.
a) was b) was born c) wasn‟t (2) d) wasn‟t born e) were

f) were/born g) weren‟t (2) h) weren‟t born
1. Albert Einstein American. He was German.
2. A: Laurel and Hardy, “El gordo y el flaco”, in France?
B: No, Oliver was an American actor and Hardy was a British actor.
3. Porfirio Díaz in Spain. He was president of Mexico for 30 years.
4. Amy Winehouse in Britain and died in 2011.
5. Maddona and Di Caprio in Italy, they were born in The U.S.A.
6. Barak Obama 43 when Americans elected him president of The
U.S.A. But John F. Kennedy was.
7. Beyoncé and Victoria Beckham beautiful children, they said
they were ugly as teenagers.
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8. As a child, Donald Trump arrogant, thin skinned and liked to
pull girl‟s hair.
9. Hurracaines in Mexico in the past as frequent as in the last
decades.
10. A: How did Guillermo del Toro and Alejandro González Iñárritu feel when they
won the Oscar Award?
B: They really happy.
Activity 2.10
Fill in the blanks with the appropriate option.
a) were (2) b) weren‟t (2) c) was (2) d) wasn‟t

1. Walkman on the market in 1980, before the Nintendo.
2. Motorola cellphones on the market in 1980. They were on the market in
1984.
3. Apple and Atari Console on the market in 1976 and 1977 respectively.
4. American Movil a good business in the XX century.
5. A: radars, tea bags and diodes invented in 1906? B: Yes they were.
6. A: Was Sinaloa State a safe place to live 10 years ago? No, it .
7. A: Were Guerrero and Oaxaca popular places to visit last year. No, they .
RECOGNIZE AND DESCRIBE EXPERIENCES IN THE PAST

A description is a vivid imagery. You can create a clear picture in your mind with the
information included in a description you hear or read in the past. The information is
organized and sequence. The description includes general information and specific
details: of people, places and things.
Process:
1. Recognize/Think useful language according to the topic: verbs, adjectives
and adverbs.
2. Recognize/ use punctuation and capitalization properly.
3. Identify/write complete sentences in a sequence
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4. Identify/use punctuation and connectors to link sentences.
5. Descriptions require of organization and sequence.
You can use the following questions to guide your identification, recognition and
expression of descriptions.
6. About about people‟s past:

Where and when was he/she from? Where and when were
they from?
Who were his/her relatives? Who were their
relatives?
What was his/her profession? What were their
professions?
What was an important date and achievement? What were important
dates and achievements?
When did he/she die? When did they die?
7. About thing(s) people did/bought/watch/read/play last weekend:
What was it? What were they?
What time did you do it? What time did you do them?
Where did you do it? Where did you do them?
Was it fun? Where they fun?
Did you like it? Did you like them?
8. About places people visited/heard about/read about/investigate about:
What place was it? What places were there?
Where is it located? Where were they located?
Why is it interesting/ beautiful/attractive? Why is it interesting/
beautiful/attractive?
Did you like it? Did you like them?
37
DEVELOPING SKILLS
WRITTEN COMPREHENSION.
When you have a written comprehension exercise do the following:
11. Identify the communicative kind of text, source and topic.

12. Predict the content: language and information.
13. Practice global and selective reading to get the general idea and specific
information.
14. Apply comprehension strategies: overview, underline, take short notes: key
words and numbers, dates, etc.
15. Read the questions before you read.
Activity 2.11
Read the questions and the text. Identify proper names
and phrases in past (mark/underline). Identify the
specific information requested and answer the
questions.
a) Harry Potter is a novel written by the British J.k. Rowling in seven fantasy books.
The author told the adventures of a young wizard, Harry Potter and his friends Ron
Weasley and Hermione Granger. They studied in Hogwarts School of Witchcraft and
Wizardry.
1. What does the text describe (a) a person (b) a place c) a thing
2. What is Harry Potter?
3. What is it about?
4. Who were Harry‟s friends?
b) Lope de Vega was a famous writer who was born in Madrid. He was a very
intelligent man who wrote many plays. People could see these plays in many
beautiful theaters. His fame made him popular with women.
2. What did he write?
3. Where was he born?
4. Who was he famous with?
38
c) The temple of Artemis, also sometimes known as the temple of Diana, was a
great temple dedicated to the goddess Artemis. It was located in Ephesus,Turkey.
The temple was built in the Bronze Age, it was rebuilt in the 7th century B.C. following
a flood. It was destroyed and then rebuilt for the third time. It doesn‟t exist anymore,
only fragments remain today.
2. What was it?
3. Who was Artemis?
4. Where was Ephesu?
Activity 2.12
Read the text and fill in the blanks with the appropriate
option.
ROMANS AND GREEKS
Italian tribes 1.( ) in contact with Greek culture and were
influenced by it. Alphabet, weights and measures, coinage,
goods and cults as well as the building of temples resulted
from the influence of Greek civilization. Roman homes 2.( )
more comfortable, had columns, statues, mosaics on floors,
tapestries and painting on the walls. Romans 3. ( ) to recline on tables to eat. Other
influences 4. ( ) trade, banking, administration, art, literature, philosophy and earth
science.
a) learn b) be (2) c) become
Greece and ancient Rome, though similar, have many differences. Both countries
5. ( ) social class differences, different mithology and valued life differently. Ancient
Greece 6. ( ) in the 5th century B.C. while Rome did hundreds of years later. It is
believed that much of what Rome 7. ( ) in everyday life was adopted from the
ancient Greeks with minor alterations.
a) develop b) have c) use
39
Socially, both 8. ( ) in hierarchy but 9. ( ) some differerences: Greece 10. ( ) their
social systems into five categories (slaves, freemen, metics, citizens and women).
Society 11. ( ) women to be less than slaves. Rome society was divided into four
different categories (free men, slaves, plebeians, and patricians).
a) divide b) consider c) believe d) there are
Women 12. ( ) citizens, if they were nor born into slavery, however they were not
able to hold political offices or vote. In architecture, Greeks 13. ( ) three different
architecture styles: Corinthian, Doric and Ionic. Romans 14. ( ) Grecian style, but
15. ( ) arches and aqueducts in their buildings.
a) Incorporate (2) b) be c) adopt
Both Greece and Rome are most famous for the myhtological stories; however, the
Romans 16. ( ) them from the Greeks. An example is the famous maniscript the
Iliad, produced by the Greeks. Nearly 700 years later, the Romans produced a
similar manuscript, the Aeneid. Greek gods 17. ( ) beautiful bodies with gorgeous
muscles. Roman gods 18. ( ) a physical appareance; it was just imagined by
people. Greeks focused on their lives, but Romans 19. ( ) on their afterlife.
a) focus b) adopt c) have d) do not have
Activity 2.13.
Based on the information from above, fill in the blanks
with the verb form in past.
1. 2.
3. 4.
5. 6.
7. 8.
9. 10.
11. 12.
13. 14.
15. 16.
17. 18.
19.
40
Activity 2.14
Read the text and fill out the table below.
Roman social Greeks social Roman Greek Roman Greek

classes classes architecture architecture Women women
structure structure
- - Greek - - -
architecture
- - - -
plus:
- - -
-
ORAL COMPREHENSION.
When you have an oral comprehension exercise do the following:
1. Identify the communicative situation: speakers and their relationship, place, time,
topic.
2. Predict the content: language and information.
3. Apply comprehension strategies: practice global and selective listening to get the
general idea and specific information.
4. Take short notes: proper names, key words and numbers, dates, etc.
5. Read the questions before you listen.
6. You usually have the chance to listen twice. Answer during the first time and
confirm during the second.
Activity 2.15
Listen and identify the communicative situation about a
historic character in Mexico. In the table below predict
content and take notes.
a) Communicative situation: b) Predict: c) Take short notes:
-Speakers:
-Place: -Content:
41
-Time: -Information:
-Topic:
Activity 2.16
Listen and order the the events in the life of
Gertrudis Bocanegra: The heroine of Pázcuaro.
( ) Her husband and son joined the Independence Movement.

( ) Her husband and son died at Puente de Calderón.
( ) She married a lieutenant and had five daughters and two sons.
( ) She read European writers and took a position in the Mexican
Independence War.
( ) She served as messenger for the insurgents.
(1) She was born in Pázcuaro, Michoacán.
( ) She was captured, tortured and imprisoned.
(10) She was sentenced to death and executed at the age of 52.
( ) She was taken prisoner in 1817.
( ) She went to Pázcuaro to help the rebelds.
Activity 2.17
Answer true or false. If it‟s incorrect, write the correct
form.
1. Gertrudis Bocanegra was born in 1675. (T) (F)

2. Her father‟s name was Javier Advíncula. (T) (F)
3. She had advanced ideas about life and freedom. (T) (F)
4. The insurgents passed through Valladolid. (T) (F)
42
Activity 2.18
Answer questions about specific information.
1. Which towns did she serve as messenger?

2. Who did she help to capture the city during the guerrilla?
3. Who took her prisoner in 1817?
4. Why was she tortured?
5. What was the crime she committed?
6. When was she executed?
ORAL EXPRESSION
When you have an oral expression exercise do the following:

1. Plan your speech carefully by using: phrases in past, connectors to give a
logical order o sequence (and, but, also and because).
2. Be careful with pronunciation of regular verbs in past: /d/ /t/ /id/.
3. Describe personal and academic experiences, including general
information and specific details of people, places and things.
Activity 2.19
Think of the last time you went shopping to buy a
present and describe your experience orally.
Use these questions as a guide to prepare your speech.

Where did you go? Who did you go with?
When did you go? What did you see?
What did you buy. Did you enjoy this experience?
Activity 2.20
Remember the last time you went to the movies and
describe your experience orally.
43
Where did you go? Who did you go with?
When did you go? What did you see?
What did you buy? Did you enjoy this experience?
WRITTEN EXPRESSION
When you have a written expression exercise do the following:
1. Plan your written composition carefully by using: phrases in past,
connectors to give a logical order o sequence (and, but, also and because).
2. Be careful with spelling of verbs: regular and irregular.
3. Be careful with punctuation.
4. Describe personal and academic experiences, including general
information and specific details of people, places and things.
5. Review spelling confusing words and correct use of punctuation marks.
Spelling some confussing words:

 Write double letter: different, orally, recommend.
 Th sound-spelling: alphabeth, mythological, thought.
 Words with gth: bought, bright, night.
 Apostrophe („): didn’t, wasn’t, weren’t.
 Similr speeling in English and Spanish: government- govierno.
 Capital letters: Chile, Sunday, May.
 Verbs in past: died, believed, met, started, hit.
 Forst train your memory to correct words; second, use a bilingual dictionary
to check spelling.
Activity 2.21
Correct the spelling mistakes.
feling: confortable: finaly: autorities:

batle: dieed:
44
stoped: runned:
promised: broght:
were‟nt: did‟nt:
marryed: opend:
english: italian:
Thersday: Wensday:
Using punctuation marks properly. Punctuation is very important when writing.

Look at this sentence:
WOMAN WITHOUR HER MAN IS NOTHING.
There are two different forms of punctuating it, and two different meanings too.
 A woman! Without her, man is nothing= a man is nothing.
 Woman without her man, is nothing= a woman is nothing.
Study the table below: punctuation marks, examples and explanations and solve
the activity.
Common punctuation marks
Colon : Comma , Semicolon ; Question mark Exclamation
? Mark !
When to use them
-Before a list or -To make a pause -To connect two -At the end of a -At the end of a
explanation. in a paragraph (to sentences/claus direct question. phrase or
connect two es. sentence to
-To link two
sentences). express an
sentences, when -In combined
exclamation.
the -To separate a or compound
second is an series of sentences, before
explanation of some
the first. connectors.
45
words of the
same type.
Examples
There are two -Mary went to -My friend -Did you come .
types of verbs: Acapulco, I bought a dress; alone?
-She w
regular and went to my mom a as
-Were they beautiful!
irregular. Huatulco. sweater.
sick?
We have a good -I visited -We planned to
idea: you make museums, take a break; in
the presentation restaurants, addition, we
and we make the parks and reserved dinner.
poster. churches.
Activity 2.22
Write the missing punctuation marks (, . : ; ? !)
1. Cristophoro Columbus discovered America

2. Did they finish math homework
3. Who went to the movies
4. It was a perfect day
5. I wrote a short story a poem a letter and and an essay.
6. It was lovely
7. They weren‟t long but short.
8. We liked beer you wine.
9. First he went to Africa. After that he married Jane.
46
Activity 2.23
Think of the last time somebody asked you to lend
him/her your homework and everything was fine. Write a
120 words composition.
Use these questions as a guide. Write complete sentences (answers) to prepare
your speech.
Who asked you the favor? What was the favor he/she asked you?
Why did he need it? (Because…) When did it happen?
Where did it happen? Was there any problem? Explain.
Activity 2.24
Think of the last time somebody asked you to asked
you to lend him/her and everything went wrong. Write a
120 words composition.
Use these questions as a guide. Write complete sentences (answers) to prepare
your speech:
Who asked you the favor? What was the favor he/she asked you?
Ehy did he/she need it? (Because…) When did it happen?
Where did it happen? Was there any problem? Explain.
47
Self test Unit 2.
I. READ AND MARK A, B OR C.
1. Cuauhtemoc Cardenas for the presidency of Mexico in 1988.
a) runs (b) ran (c) run
2. lots of people in the march against “Feminicidios” last weekend.
a) There are (b) There was (c) There were
3. math exam easy? B: Not at all. I failed it!
a) Did (b) does (c) Was
4. A: Look at that passport. It was my grandfather‟s.
B: Wow. He was an man.
(a) Italian, tall and friendly (b) old, fast and modern (c) attentive and caring
5: A: the students late at the English class?
B: No, they weren‟t. The arrived at 6.59 am.
a) Was (b) Were (c) Did
6. A: Why did you go to the library?
B: I went to the library I had to borrow some books.
(a) to (b) because (c) for
7. A: What did you have for breakfast this morning?
B: I ham and eggs.
(a) had (b) have (c) has
8. Mom: Why do you arrive so late. The movie finished two hours .
Son: We went to that new “tacos” stand for dinner.
a) ago (b) since (c) yet
48
II. COMPLETE THE FOLLOWING PARAGRAPH USING VERBS IN
PARENTHESES.
Last night I (be) at home watchimng T.V. when I
(hear) a strange noise. Next, I (not turn off) the T.V. and
(walk) to the window. It (be) my neighbour kitten-cat
that was lost. Finally, I (pick-up) and (take) him home.
III. READ THE PARAGRAPH AND ANSWER THE QUESTIONS BELOW.
The first bicycle
This “Running Machine” was invented by the German Baron Karl
von Drais in 1817. This bicycle was made of wood and covered 13
km in less than an hour. It weighed 22 kg and had iron wheels and a
rear-wheel brake. People bought thousands of bikes in this year.
Unfortunately, its fame banned due to the increasing number of accidents that led
authorities to prohibit its use in different places in Europe.
How did people call the first bicycle?
When was the bicycle invented?
How fast was this bicycle?
What material were the wheels made up?
How heavy was the bicycle?
How many bikes did people buy in a year?
What was the problem with this bicycle?
IV. USE THE WORDS IN THE TABLE TO FILL IN THE BLANKS.

a) built b) extracted c) found d) grew e) took f) were
Guanajuato is a State of Mexico and it is also Capital City of this State. In Colonial
times, Guanajuato 1. thanks to the rich minerals that were exploited in the
mountains. The mines 2. so rich that Guanajuato became a very influential
city. At that time, the Mine “La Valenciana” 3. and manufactured two-thirds
of the word‟s silver production of the world. In the 19th century people 4.
a group of mommies in the local cemetery. Years later, the state government 5.
a museum to preserve this mommy. The first war of the Mexican
Independence 6. place in Guanajuato. In this place ocurred battles
49
between insurgent warriors and royalist troops. Nowadays Guanajuato is one of the
most beautiful Colonial Cities in Mexico and is famous for its history, architecture
and cultural life.
V. ON THE NET, FIND INFORMATION ABOUT A HISTORICAL SITE IN

MEXICO (PUEBLA, MORELOS, ETC.), WRITE A PARAGRAPH (120
WORDS) AND PRESENT IT ORALLY.
VI. THINK ABOUT YOUR PROGRESS. GRADE THE FOLLOWING

ACTIVITIES WITH THE NUMBER THAT BEST DESCRIBES HOW YOU
FEEL 1 (DIFFICULT FOR ME) 5 (EASY FOR ME)
1. Identify and recognize descriptions in the past: (people, places and 1 2 3 4 5
objects/things).
2. Recognize the existence on people, places and objects in the past. 1 2 3 4 5
3. Identify, in oral texts, experiences and events happened in the past. 1 2 3 4 5
4. Identify, in written form, experiences and events happened in the 1 2 3 4 5
past.
5. Describe, in written form, personal and academic events in the past. 1 2 3 4 5
6. Describe, in oral form, personal and academic events in the past. 1 2 3 4 5
7. Use connectors /time expressions) to order sequence of actions in 1 2 3 4 5
the past.
50
Unidad 3
Describir la secuencia de
eventos pasados
Propósito: Al finalizar esta unidad podrás expresar la
secuencia de sucesos ocurridos, de manera oral y
escrita, para intercambiar información acerca de
situaciones del pasado.
Aprendizaje 1: Identifica la secuencia de eventos del pasado, en textos

orales y escritos, para establecer el orden en que ocurrieron.
Aprendizaje 2: Expresa relaciones de secuencia para relatar un evento

que tuvo lugar en el pasado, de manera oral y escrita.
Aprendizaje 3: Solicita y proporciona información sobre eventos

pasados para expresar sus experiencias y las de otros, de manera oral.
Aprendizaje 4: Intercambia información sobre una serie de eventos

que tuvieron lugar en el pasado para relatar experiencias propias y de
otros, de manera escrita.
51
When anyone describes an event that happened in the past, it is usually done by
using verbs in past tense, and it is typically told following a chronological order. First,
the beginning is told; second, what happened next is said; third the following actions
are described, later the story continues, then the story is about to finish, and finally
the end is the closing part.
You may notice that I used certain words that are called: sequence markers. These
are: first, second, third, later, then, finally. These sequence markers, help us identify
the order in which the action occurred.
The same thing happens when we describe how something occurred, for example,
we may describe what we did this morning like this: First, I woke up at 7:15, second,
I took a shower, third, I had breakfast; then, I studied English, and finally, I went
out to play outside. So you see how the sequence markers First, second, third,
then, finally help us organize the events in chronological order.
Let‟s start by reading an e-mail that Alejandro sent to Daniela about what he did last
Saturday.
Image taken on January 16, 22018 from https://i.pinimg.com/originals/96/0e/11/960e115186d0771a1dcb75800014d3d6.jpg
Hi Danny:
Last Saturday, we went to Xochimilco; but first,
we picked up my friend Alex at his house in
Coapa, which was in our way to the
Embarcadero.
When we got there, my mom parked her car near
the Xochimilco Market, then we went inside and
ate a couple of quesadillas, they were delicious. After eating, we ran to the trajineras
deck and my mother started negotiating the price, as there were different offerings,
like having mariachis inside, or women cooking enchiladas, etc.
Later, we all voted for the trajinera with a mariachi, as we didn‟t want to eat while in
the boat, and there we went. It was sunny and warm and there were not too many
52
boats in the canals. We had a very good time. I remember I sang El Rey, along with
my brothers and people in other trajineras were clapping at our performance. Finally,
at the end of the trip, we were allowed to drink sodas and clear our throats.
It was a great Saturday, and we enjoyed it a lot. I hope, next time you may come
along.
Best wishes
Alejandro
Let‟s practice!
Activity 3.1
To identify the sequence of events, we should first
underline all the past tense verbs that were used in the text.
Activity 3.2
Now write those past tense verbs in the following
chart, and indicate their simple present tense in front
of them.
PAST TENSE VERBS SIMPLE PRESENT VERB

Went go
53
Please, remember that there are sequence markers that help us identify the
sequence of events, these are: first, second, third, later, then, finally.
Activity 3.3
Now, let‟s locate these words in the text above and
highlight them.
Activity 3.4
Now let‟s order the right sequence for these markers
in the box:
Later second then finally first third
Timeline
A timeline is a graphic representation of the passing of time and it is used to show
events in the order that they happen, printed on a continuous line.
For example, we can write the following text:
Last Saturday, first I got up late, second I did some exercise, third I took a shower,
then, I had breakfast and finally I did my homework.
We may represent the above paragraph using a timeline as follows:
Got up late did exercise took a shower had breakfast did my homework
54
As you can see, the events described on the timeline, show the order in which they
happen in graphic form, and they are easy to see and they mean the same as the
paragraph.
Now let‟s practice.

Activity 3.5
It is time to draw a timeline below; using the order of
the sequence markers in Activity 3.1 above and the
underlined verbs (from Activity 3.2) to visualize the sequence of events.
Select five actions, between: “First we picked up Alex” and “Finally we were allowed
to drink” and write them on the timeline below.
Last Saturday Timeline:
Picked up Alex. Allowed to drink

Morning afternoon
Diagram
A timeline can also be represented as a diagram, which is the sequence of events
in graphic form as follows:
For example, we can use the same text as in the diagram explanation:
Last Saturday, first I got up late, second I did some exercise, third I took a shower,
then, I had breakfast and finally I did my homework.
Got up Did Took a Had Did my

some shower breakfast homework
late
exercis
As you may see, the diagram is similar to a timeline and it graphically represents a
series of actions that occurred in chronological order.
55
Activity 3.6
Now let‟s practice doing a diagram using this text:
Last Monday I got up early, I took a shower, I had breakfast, I read a book and I went
to school.
Use the diagram below and fill it with the actions described above.
Now! Let‟s practice listening!
Activity 3.7
Let´s practice listening to The story of Alice and Josh. Please go to YouTube and
go the the link:
https://www.youtube.com/watch?v=1n6tFsK8ZKY
Then, fill in the following table with the verbs used in describing the story:
Implied SEQUENCE MARKERS VERBS
First
Second
Third
Later
Then
Finally
56
Activity 3.8
Now, please write down the same story, but using the
sequence markers:
You should start like this:

First, Josh asked Alice to dinner, second
Describing and writing events that happened in the past in chronological order
Please remember that we use the simple past tense, when we want to describe
events in chronological order.
We may start, oral or written sentences with linking phrases such as: „First,‟
„Second,‟ Third,‟ 'Then,' 'Next,' 'Finally,' to connect sentences and show time
relationships in your narrative writing. In the following examples, you may notice that
each event occurs in succession.
First, we flew to New York on our great adventure. After New York, we moved on to
Philadelphia. Then, it was on to Florida for some scuba diving.
After breakfast, I spent a few hours reading the newspaper. Next, I played softball
with my son.
First, I got up and went to the kitchen, then I opened the door and looked into the
fridge.
First, she arrived in Guadalajara, took a cab, and checked in to her hotel. Next, she
had some dinner in a restaurant. Finally, she visited a friend before she went to bed.
57
Now! Let‟s practice writing!
Activity 3.9
Do you remember what happened the first day

you entered CCH? What did you feel? What
was your first reaction? What was your
impression about your new classmates? Who
was very shy? Who was very talkative?
Image taken on may 29, 2018 from https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQqKZj-

4hU3yRCViHqwf66grsb1Ozo8g9BWUoiYma64WAcckORy
Write 100 words in English about that first day at CCH. Remember to use sequence
marks like: first, second, third, later, then, finally. You should also link your ideas
using and, but, or, also and because.
You should start like this:
When I got to CCH the first time, I felt,
Once you have finished and reviewed your writing, look at the table below, tick the
appropriate box in the table for each line, then add the points and see how well you
did.
58
Rubric
POINTS >>> 3 2 1 0
Did you /
Use regular More than six six three none
verbs in past
tense; how
many did you
use?
Use irregular More than six six three none
verbs in past
tense; how
many did you
use?
Use sequence More than four four two none
markers like
First, second,
third, later then,
finally?
Use More than four four two none
punctuation
marks, like:
commas (,),
period (.),
upper case
letters in the
beginning and
names?
ie: Pablo,
Susana, etc.
Use connectors More than four four two none
like: and, but,
or, also,
because?
TOTAL
POINTS
How many points did you get? The closer to fifteen points, the better you are!
59
Saying sentences with a time expression
To tell a story in English, sometimes, it is useful to use a diagram that may help you
put your ideas in chronological order. That is called a cheat-chart. Example:
I woke up
I took a I had I played
breakfast video games
10:30 shower
Now you can say: yesterday, first I woke up at 10:30, second, I took a shower, then,
I had breakfast and finally, I played video games.
Now! Let‟s practice speaking!

Activity 3.10
Think about what you did last week end and write it in
the diagram.
I… I…
I… I…
Now, use your cell phone to record what you say and send it to a friend and ask
him/her to tell you in Spanish what he/she understood.
Celebrations, free time activities and recreational places

A conversation about past events, may be about a celebration; which is defined by
Cambridge Dictionary as: “a special social event, such as a party, when you
celebrate something.”
For example, in Mexico, we have many reasons to celebrate, for example:
Independence Day, or “The Grito” on the night of September 15, Christmas, New
60
Year‟s Eve, women‟s 15th birthday,
people‟s birthdays, wedding anniversaries,
December 12th, which is Virgin of
Guadalupe festivities, Day of the Dead.
Picture taken on May 29, 2018 from

https://www.google.com/search?q=celebraciones+mexico&rlz=1C2RNAN_enMX451&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjz3s_Z26vbAhVEY
KwKHb3OD9MQ_AUICigB&biw=1024&bih=494#imgrc=rKEFnf3LLfl4DM:
We may also talk, or write about what we did in our free time. Typically we do free
time activities on weekends, holidays, Holy Week, and school vacation.
These free time activities are another topic to talk or write about what we did, and
these activities are usually done in recreational places like: parks, stadiums, concert
halls, Xochimilco, museums, etc.
Typical expressions about past celebrations, free time activities are as follows:
What did you do in your free time last week?
I played soccer in my free time last week,
I did some exercise in my free time.
I went to the stadium in my free time on Sunday.

Activity 3.11
Speak to an English teacher about a great celebration you participated, indicate the
place, the sequence of events using first, second, third, then, finally. Remember to
use verbs in past tense. Then, write 80 words about it.
61
There was / there were expressions
We use the there was / there were expressions to indicate something that existed
in the past.
Example: When I went to Acapulco, there were many tourists in the city center and
there was a lot of heat and humidity!
Activity 3.12
Please answer the following chart, to indicate if it is a
single item, then use was; else, if it is plural mark it as
were.
62
Retrieved on May 5, 2018 form ISLCollective.com
Activity 3.13
Do you remember what you did in your last vacation? Please see an English teacher
who can listen to what you did in your last vacation. You may want to talk for about
three minutes.
If there is no English teacher available, you may also record your speech with your
cell phone and send it to someone who understands English, so he/she may give
you some feedback about your recording.
This is the best way to feel comfortable for your extraordinary exam speaking test.
Was born / were born.
Let´s understand the expression I was born.

The verb to Bear means: to give birth to a baby, which also means: to have or to
produce children.
It is an irregular verb, its past simple is: bore and the Past Participle is born.
However, A person does not give birth to himself / herself, since it is his or her
mother who gives birth; that is why it is said in English: I was born.
Examples:
I was born in October. She was born on July 26th, 2000. He was born in
Guanajuato. We were born in Mexico City. The baby was born last Saturday.
If you want to listen to more examples, please watch the following YouTube video to
reinforce your learning:
https://www.youtube.com/watch?v=B1VE0jVR8oE
64
Activity 3.14
Write sentences using only five boxes from the
following chart.
Example:
Abraham Lincoln was born in 1809. Abraham Lincoln was born in Kentucky, USA.
65
Let‟s PRACTICE!
Activity 3.15
Write 100 words about a big celebration when someone was born, and you
participated. You should include verbs in simple past tense, verb to be in past,
there was / there were and was born. Remember to use sequence marks like: first,
second, third, later, then, finally. You should also link your ideas using and, but, or,
also and because.
Last year, my cousin Ana was born, she
Now, use the rubric below to self-assess your writing.
66
Rubric
POINTS >>> 3 2 1 0
Did you /
Use regular More than six six three none
verbs in past
tense; how
many did you
use?
Use irregular More than six six three none
verbs in past
tense; how
many did you
use?
Use sequence More than four four two none
markers like
First, second,
third, later then,
finally?
Use More than four four two none
punctuation
marks, like:
commas (,),
period (.),
upper case
letters in the
beginning and
names?
ie: Pablo,
Susana, etc.
Use connectors More than four four two none
like: and, but,
or, also,
because?
TOTAL
POINTS
How many points did you get? The closer to fifteen points, the better you are!
Then, send this writing to an English teacher, and ask him/her to give you
feedback on your text, and write back to you about a similar experience he/she
remembers. This way you will be able to improve on your interacting written
expression section on your future Extraordinary Exam.
67
Self test Unit 3
I. Answer the following questions to see if you have learned this lesson well.
1. Do you understand the purpose and meaning of the sequence markers first,
second, third, later, then, finally?
2. Can you use a timeline or a diagram to graphically describe a text about past
experiences?
3. Can you write or say a text about past events using sequence markers?
4. Can you explain the meaning of there was / there were?
5. Do you understand the expression was born / were born?
6. Can you tell someone about activities you did in your free time and ask
him/her to describe to you if they did something similar?
7. Can you interact in writing with another person to share what you both did in
your free time some time ago?
If you answered yes to the seven questions above, Congratulations! You are
now ready to continue this guide.
68
Unidad 4
Narrar situaciones actuales
y pasadas
PROPÓSITO: Al finalizar la unidad el alumno: Será
capaz de interactuar para establecer las diferencias
entre situaciones actuales y del pasado, de manera oral
y escrita.
Aprendizaje 1: Reconoce la diferencia en descripciones de personas,

objetos y lugares presentes y pasadas en textos orales y escritos, para
establecer comparaciones.
Aprendizaje 2: Compara situaciones que se relacionan con su entorno
actual y con sus experiencias pasadas para describirlas de manera oral.
Aprendizaje 3: Contrasta situaciones que se relacionan con su entorno
actual y con sus experiencias pasadas para describirlas de manera
escrita.
Aprendizaje 4: Interactúa para comunicar situaciones actuales y
pasadas, de manera oral y escrita.
69
Verbs and Time Expressions
As part of the topics for this unit, you should be able to recognize the difference
between present and past. It is important for you to remember verbs and expressions
in both tenses because they will be the main tool that will help you to understand
everything in a better way.
A present expression can be any word or phrase that implies present and a past
expression is any word or phrase that implies past. Check some examples in the
following chart.
Present Expressions Past Expressions
Today Yesterday
Now Then
At this moment In that time
At present In the past
Currently Formerly
Challenge Yourself!
Activity 4.1
Read the text below and underline the verbs
and expressions in present and past, then, fill
the chart with the required information.
A trip to the beach now and then!

Nowadays people enjoy going to the beach in the summer or when the weather is
hot. Was it the same in the past? Yes, it was, but things looked different back then.
People didn't travel around much before the 1800s. However, at the end of that
century, railroad companies built railroads all across the U.S. and many people
started traveling to the coasts by train. This, caused places like Coney Island in New
York and Atlantic City in New Jersey to become very popular destinations to visit.
At the present time it is still very common for people to go to the beach, but going by
train is no longer the most popular way to do it. Now, most of the people just take an
70
airplane, a bus or even their own car and they can get almost everywhere in a matter
of hours.
In the late 1800s, swimming became a
popular entertainment and new beachwear
fashions arrived. Swimsuits were almost
the same as they are today for men, but
they were very different for women. The
"bathing costume" covered almost the https://i.pini
icles/27276-8-vintage- mg.com/origi
entire body and looked like a dress.
swimsuits-from-the-19th-
century-that-make-us-glad- Women didn't want men to see them in
to-live-in-the-21st
their bathing customs, so there were special dressing
rooms on wheels that were pulled into the ocean by horses. When women were
ready, they climbed down the stairs directly into the water.
In these days we still wear swimsuits but they are very different, especially for
women. Now they wear small pieces of clothes and anybody can watch them
wearing them.
In the 19th century people didn't want their skin to get dark because of the sun, that's
why they didn't swim very much when they travelled to the beach. Mostly, they
preferred walking.
Today people like getting a tan when they go to the beach and there are several
products that allow them to enjoy from the sunlight without being hurt.
Text adapted from: “H.Q. Mitchell, “New Let’s Speed Up 3”, MM Publications, 2011.
PRESENT P
A
S
T
Expressions Verbs Expressions Verbs
71
Keep Going!
Activity 4.2
Read the text again and answer the questions
below. Choose the correct option. (True/False)
1. People didn‟t enjoy going to the beach in the past. True False
2. Everything looked the same in the past. True False
3. At the end of the 1800s people started travelling to the
True False
coasts by train.
4. Atlantic City and Coney Island became popular
True False
destinations before the 1800s
5. People still go to the beach by train today. True False
6. Swimsuits were the same in the past as they are today. True False
7. There were special dressing rooms on wheels. True False
8. Today women‟s swimsuits are bigger than in the past. True False
9. People didn‟t swim very much in the beach in the 19th True False
century.
10.People don‟t like getting a tan at present. True False
Present vs. Past

Now you have practiced your skills with a text, but you should also practice your
listening skills.
Go ahead Puma!
72
Activity 4.3
Watch the video “School: then and now
talking with Ruby”
https://www.youtube.com/watch?v=n4lFPv82M_s Write down five facts

mentioned by Ruby and compare her experience at school with your own
experience today.
Ruby‟s experience My own experience

E There was only one classroom for There is one classroom for each grade.
all the grades.
E There were mainly women as There are male and female teachers.
teachers.
1
73
Take this into account Puma!
You can click the button pointed by the red arrow to activate English subtitles.
It‟s time to show what you know!

Activity 4.4
Complete the activity “Stretching the rules” in
the following page.
Stretching the rules
School rules have changed over the years. Some of them are still the same, others
are very similar and the rest are very different.
Take a look at the following picture and check the rules that students had in 1872.
74
What do you think?
* Are these rules very

different from the
ones that you have in
your school?
* What are the

strangest ones for
you?
* Which one do
you find the
most
interesting?
* Which of
them are
similar to
the ones
that you
have today?
Now, write at least three paragraphs by comparing and contrasting the

differences and similarities with the school rules back then and now.
http://www.historicalsocietyofsomersethills.
org/Images/1872_student_rules_lg.jpg
75
Do not forget to:
 Use different time expressions to

express past or current situations.
 Use the verbs in the correct tense,
for example, if you are explaining previous
situations conjugate the verbs into the past.
 Make comparisons between people,
things and places.
 Join ideas with: but, and, or, also and
because.
 Be careful with spelling.
 Organize the sequence of events with
connectors like: First, second, third,
later, after that, next, then, finally.
76
Prepare yourself to speak
It is time for you to practice your speaking skills. Remember that as part of your
extraordinary exam, you will face an oral test. It is important that you practice as
much as possible. There are two options for this part:
Option 1 Option 2
The examiner will provide you with The examiner will start an interview that
some topics that might be illustrated may include some questions about your
with images. You should choose the personal information
option that you feel more confident with (name/age/address/occupation/family).
and talk about it taking into account the Besides, he will ask questions that are
details described in the instructions. specially designed for you to use the
topics included in the syllabus.
Example: Example:
The examiner will show you the The examiner will ask some questions
following video: like:
1. What‟s your name?
2. How are you today?
3. Do you think there is a difference
between objects today and objects from
30 years ago?
https://i.ytimg.com/vi/cEbTCYGz5No/maxresdefault.jpg 4. Why do you think that?
Then he will ask you to talk about the
5. Can you compare three
differences of objects from the past and
characteristics that are different?
the present. You may need to use
comparatives and superlatives.
Regardless of the option, you should know that the key to achieve success in this
part is to practice enough and keep calm during the test.
You can practice your oral skills with an English teacher from school.
77
Graphic Organizers
When it is necessary for you to organize the ideas of certain topics in order to have
a better understanding, you can use graphic organizers. They are very useful tools
that will help you to express knowledge and organize it through symbols and images.
Check the following examples:
Knowledge Map
http://s3.amazonaws.com/libapps/accounts/15268/images/Research_Lifecycle_Knowledg
e_Map_ProjectCycle.jpg
Chart
https://cdn-images-1.medium.com/max/2000/1*8-
EXtbCRs82PIJ_ledUEgQ.png
78
Venn Diagram
https://mathematica.stackexchang https://www.for.gov.bc.ca/hfp/tr
e.com/ questions/47884/putting- aining/0
set-elements- 0001/appendix4/images/venn.gif
Let‟s do it!
Activity 4.5
Talk to your parents or grandparents and ask
them about the way they used to
communicate with people when they were
young. Use their answers and your own
Ideas to create a map with words related to
communication. Then, continue your practice
with the activity: “The Evolution of
Communication”
Communication
The Evolution of Communication
There are many differences between old and modern ways to communicate, observe
the following image. Then, imagine that you are presenting this topic in front of a
class and use all the information you have from the picture and the previous chart to
talk about those differences for at least one minute.
Remember to use present and past expressions, comparatives and connectors such
as: and/ but / or / also / because.
https://cdn.thinglink.me/api/image/820836666741620736/1240/10/scaletowidth
81
Speaking and Writing Interaction
Now it is time for interaction. During the exam you are expected to perform different
ways of interaction that include writing and speaking. Check the next activities; they
will help you to practice these abilities.
It‟s time to work!

Activity 4.6
Your grandfather is very happy because you
asked him about the means of communication he
used when he was young, but he also has some
questions for you. Read the following letter and answer him with a text from
100-120 words. Don‟t forget to use present and past expressions,
comparatives and connectors such as: and/ but / or / also / because.
Dear Grandson:
I‟m writing this letter because I enjoyed very much helping you with your homework
about old means of communication. Your Grandma and I spent the whole night
arguing about the new ways of talking to people. She says that Facebook,
Whatssapp and Twitter are very effective and cheap ways to keep in touch with
your family, but I disagree. I think it is very difficult and expensive because you
have to buy a computer and pay 1 peso for each message you send and 5 pesos if
you want to send a picture. She says that it isn‟t true, she thinks that all these services
are totally free and you don‟t need an internet connection or a computer. She says that
everything now is included in the cell phone. Is it true?
Could you please write back explaining us the differences among these services?
Please tell us about the price, and the devices we need, because if your Grandma is right
I want to create a Facebook account as soon as possible. I also include a picture of my cell
phone so that you can tell me if I can use it for this purpose.
We love you very much, write back soon.
Grandpa.
https://images-na.ssl-images-amazon.com/images/I/51XSA999ukL._SL1000_.jpg
83
Use this piece of paper to answer your Grandpa‟s letter.
84
Practice makes perfect!
Activity 4.7
Imagine that you are in an interview. Answer the
following questions aloud. You can record your
answers with your cell phone and ask an
English teacher to check it. Remember to use
full sentences when you answer a question.
Teacher: Good morning! How are you today?

You:
Teacher: What‟s your name?
You:
Teacher: How old are you?
You:
Teacher: Do you think there is a difference between school now and 100 years ago?
You:
Teacher: Why? Please give me some examples about it.

You:
Teacher: There is a clear difference between modern and old means of

communication don‟t you think?
You:
Teacher: Why do you think that? Can you please make some comparisons?
You:
85
Take this into account Puma!
You can create your own interviews to practice. Just
change the topics in the questions for your favorite ones.
Self-Test Unit 4
Now you have practiced all the topics from unit 4. Think about your progress and
grade the following activities putting a check under the column that best describes
your knowledge now.
Topic I need to study I‟m ready for the

more exam
Present and past verbs and
expressions.
Speak to compare present and past
situations.
Write to compare present and past
situations.
Interact to communicate present
and past situations. (Answer a letter
/ interview)
86
ANSWER KEY OF UNITS 1, 2, 3 4,
Eric Rachel Carrie Julia Richard Tom Samantha
Age 10 years 18 years 15 years 40 years 45 years 70 years 65 years
Height 120 cm 180 cm 136 cm 145 cm 178 cm 180 cm 175 cm
Weight 45 kilos 70 kilos 80 kilos 50 kilos 100 kilos 70 kilos 65 kilos

Activity 1.1
1. YES
2. YES
3. NO
4. YES
5. NO
6. YES
7. NO
Activity 1.2
1. strong stronger
2. bad worse
3. expensive more expensive
4. busy busier
5. long longer
6. easy easiest
7. good better
8. serious more serious
9. pretty prettier
10. important more important
1. Elephants are heavier than lions.

2. My sister is older than me.
3. Carlos is more intelligent than Jose. Jose is more intelligent than Carlos.
4. English is easier than Mathematics.
5. Mathematics are more difficult than English.
6. Cars are faster than bicycles.
7. The United States are bigger than Mexico.
8. Fruit is healthier than French fries.
9. Tea is better than coffee.
10. I‟m more beautiful than you.
11. Bees are bigger than mosquitoes.
12. China is farther than Colombia.
Activity 1.3
13. Cats are faster than turtles.

Activity 1.4
1. Elephants are heavier than lions.
2. My sister is older than me.
3. Carlos is more intelligent than Jose.
Jose is more intelligent than Carlos.
4. English is easier than Mathematics.
5. Mathematics are more difficult than English.
6. Cars are faster than bicycles.
7. The United States are bigger than Mexico.
8. Fruit is healthier than French fries.
9. Tea is better than coffee.
10. I‟m more beautiful than you.
11. Bees are bigger than mosquitoes.
12. China is farther than Colombia.
13. This car is more expensive than that one.
That car is more expensive than this one.
14. Giraffes are taller than horses.
15. Cats are faster than turtles.
Activity 1.5
1. b) Tom
2. c) Eric
3. c) Richard
4. c) Rachel
5. b) Eric
Activity 1.6
1. strong stronger than the strongest
2. bad worse than the worst
3. expensive more expensive than the most expensive
4. busy busier than the busiest
5. long longer than the longest
6. easy easier than the easiest
7. good better than the best
8. serious more serious than the most serious
9. pretty prettier than the prettiest
10. important more important than the most important
Activity 1.7
1. I am the funniest person in my family.
2. Susana is the most intelligent in her class.
3. Lamborghinis are the most expensive cars.
4. Leonardo Di Caprio is the best actor of 2017
5. Sam is the most handsome boy in the school.
6. My mom is the most beautiful woman.
7. Hamburger is the most delicious food.
8. My brother is the most serious in my family.
9. Mexico City is the biggest city in the world.
10. Champagne is the most expensive drink.
11. Dolphins are the most intelligent animals.
12. My teacher is the oldest person in my class.
13. Chocolate cake is the best dessert.
14. Chihuahuas are the smallest dogs.
15. The Nile is the longest river.
Activity 1.8
1. I am the funniest person in my family.
2. Susana is the most intelligent in her class.
3. Lamborghinis are the most expensive cars.
4. Leonardo Di Caprio is the best actor of 2017
5. Sam is the most handsome boy in the school.
6. My mom is the most beautiful woman.
7. Hamburger is the most delicious food.
8. My brother is the most serious in my family.
9. Mexico City is the biggest city in the world.
10. Champagne is the most expensive drink.
11. Dolphins are the most intelligent animals.
12. My teacher is the oldest person in my class.
13. Chocolate cake is the best dessert.
14. Chihuahuas are the smallest dogs.
15. The Nile is the longest river.
Activity 1.9
1. a) shorter than
2. b) the most difficult
3. b) the most intelligent
4. a) stronger than
5. a) better than
6. b) the worst
Activity 1.10
SAMPLE ANSWERS
1. The dog is faster than the snail.
2. The lion is more dangerous than the snail.
3. The elephant is heavier than the dog.
4. The snail is the slowest.
5. The elephant is the biggest.
6. The elephant is the heaviest.
Activity 1.11
SAMPLE ANSWERS
1. Rio the Janeiro is more exciting than London.
2. Rio de Janeiro is bigger than London.
3. Tokyo is more modern than the other two.
4. London is the most boring.
5. Rio de Janeiro is the biggest.
6. Tokyo is the most interesting.
Activity 1.12 (Student‟s own answer) If you can get a classmate or a teacher to take a
look to your writing)
Activity 1.13 (Take a look to your text and pay attention to the use of capital letters
and punctuation marks).
Activity 1.14
Adjective Synonym
1. beautiful attractive, pretty,
2. rich wealthy
3. delicious tasty
4. handsome good-looking
5. fat overweight
6. thin slim
Activity 1.15 (Student‟s own answer)

Activity 1.16
1. Who is the oldest person?
2. Yes, he is.
3. Is Carlos taller than Claudia?
4. Ivan is the shortest person
5. Is Jorge thinner than Carlos?
Activity 1.17 (student‟s own answers)
Activity 1.18
SAMPLE ANSWERS
Who is the tallest?
Who is the shortest?
Who is the nicest?
Is Vincent taller than Gretchen?
Is Michael thinner than TJ?
Is Ashley funnier than Gus?
Self test Unit 1
I.
1. John is old( )
2. My History class is more boring than my English class. (√ )
3. Clara is more beautiful than Susy. ( √ )
4. Children are happier than adults. (√ )
5. My school is very big. ( )
6. I‟m younger than you. (√ )
7. Cats are cleaner than dogs. ( √ )
8. Soda is bad for you. ( )
9. My dog is fatter than yours. (√ )
10. Cakes are better than ice cream. ( √ )
II.
1. You are the smartest person I know. (√ )
2. Canada is a beautiful country ( )
3. Jazmin is my best friend. (√ )
4. Mosquitoes are the most annoying animals. (√ )
5. That is a very nice movie. ( )
6. My uncle is a tall person. ( )
7. Ivan is the most serious person in my family. (√ )
8. Gabriela has the longest hair. (√ )
9. Tomas is the nicest person in my class. (√ )
10. Sharks are the most dangerous animals. (√ )
III.
1. Carlos is younger than his sister. (young)
2. Everyone in my family sing well, but my mom is the best singer. (good)
3. China is the most crowded country. (crowded)
4. A dog is bigger than a hamster. (big)
5. Apples are healthier than chips. (healthy)
6. A knife is more dangerous than a spoon. (dangerous)
7. I think English is the easiest subject. (easy)
8. Cars are faster than bikes. (fast)
9. The weather today is better than yesterday. (good)
10. Stephen Hawking wasthe most intelligent man in the world. (intelligent)
IV. Student‟s own answers
UNIT 2
Activity 2.1
c) Two days ago d) Five days ago e) Three years ago
Activity 2.2
1-b 2-a 3-a 4-b
Activity 2.3
10 2 19 11
13 10 16 1
12 14 8 20
93
17 15 6
4
3 7 9 5
Activity 2.4
1- 2- 3- 4-
5- 6- 7- 8-
9- 10- 11- 12-
13- 14- 15- 16-
17- 18- 19- 20-
Activity 2.5
1-arrive-arrived 2-close-closed
3-cook-cooked 4-cry-cried
5. dance- 6-explain-explained
danced 7-hate- 8-look-looked
hated 10-move-moved
9-love-loved 12-paint-painted
11-need-needed 14-start-started
13-play-played 16-stop-stopped
15-step-stepped 18-want-wanted
17-visit-visited 20-watch-watched
19-wait-waited
Activity 2.6
1 (9) 11 (18)
2 (8) 12 (11)
3 (10) 13 (15)
4 (1) 14 (19)
5 (6) 15 (20)
6 (2) 16 (14)
7 (3) 17 (12)
8 (5) 18 (17)
9 (7) 19 (13)
10 (14) 20 (16)
Activity 2.7
1 (a) 2 (b)
3 (b) 4 (a)
5 (b) 6 (b)
7 (a) 8 (b)
9 (a)
Activity 2.8
10-3-8-2-5-4-7-6-9
Activity 2.9
1-c 2-f 3-d 4-b 5-h 6-c 7-g 8-a 9-g 10-e
94
Activity 2.10
1-c 2-b 3-a 4-c 5-a 6-d 7-b
Activity 2.11(a)
1-c
2-A movie.
3-The adventures of a young wizard and his friends.
Ron Weasley and Hermione Granger.
Activity 2.11(b)
1-a
2- Many plays.
3- In Madrid, spain.
4- Women.
Activity 2.11()
1-b
2-The Temple of Diana.
3-A goddess.
4- Turkey.
Activity 2.12
1-b 2-c 3-a 4-b 5-b 6-a 7-c 8-c 9-d
10-a 11-b 12-b 13-a 14-c 15-a 16-b 17-c 18-d
Activity 2.13
1-were 2-became 3-learned 4-were 5-had
6-developed 7-used 8-believed 9-there were 10-divided
11- considered 12-were 13-incorporated 14-adopted 15-incorporated
16-adopted 17-had 18-didn‟t have 19-focused
Activity 2.14
Roman social Greek social Roman Greek Roman women Greek women
structure structure architecture architecture
-freemen -slaves Greek -Corinthian -citizen -less than slaves

architecture plus:
-slaves -freemen -Doric
-arches
-plebeians -metics -Ionic
-aqueducts
patricians -citizens
women
Activity 2.15
Speakers: History teacher Content: Biography, in past.
Place:Classroom Information: Personal data; important events and
people.
Time: 9:00 o‟clock
Topic: An important woman of Independence Movement.
Short notes: specific information.
Activity 2.16
4-5-2-3-6-1-9-10-8-7
Activity 2.17
1. T 2-F (husband) 3-T 4-T
Activity 2.18
1. Pátzcuaro and Tacámbaro
2. The rebelds
3. The royal army
4. Because she didn‟t revel other rebels‟ names
5. Treason
6. October 11th. 1817.
Activity 2.19
Activity 2.20
Activity 2.21
feeling finally
comfortable authorities
battle died
stopped ran
promised brought
weren‟t didn‟t
married opened
english italian
thursday wednesday
Activity 2.22
1. . 2. ? 3. ? 4. ! 5._ , ,_
6. ! 7. , 8. ; 9. ,
Activity 2.23
Activity 2.24
SELF TEST
I -B 2-C 3-C 4-C 5-A 6-B 7-A 8-A
II.-was-heard-didn‟t turn off-walked-was-picked up-took
III -Running machine -1817 -13 km -Iron
-22 kg -Thousands -Increasing number of accidents

IV -1(f) 2(d) 3(b) 4(c) 5(a) 6(e)
ANSWER KEY
Activity 3.1
Last Saturday, we went to Xochimilco; but first, we picked up my friend Alex at his house in
Coapa, which was in our way to the Embarcadero.
When we got there, my mom parked her car near the Xochimilco Market, then we went
inside and ate a couple of quesadillas, they were delicious. After eating, we ran to the
trajineras deck and my mother started negotiating the price, as there were different offerings,
like having mariachis inside, or women cooking enchiladas, etc.
Later, we all voted for the trajinera with a mariachi, as we didn‟t want to eat while in the boat,
and there we went. It was sunny and warm and there were not too many boats in the canals.
We had a very good time. I remember I sang El Rey, along with my brothers and people in
other trajineras were clapping at our performance. Finally, at the end of the trip, we were
allowed to drink sodas and clear our throats.
It was a great Saturday, and we enjoyed it a lot. I hope, next time you may come along.
Activity 3.2
PAST TENSE VERBS SIMPLE PRESENT VERBS
Went go
Picked Pick
Was Is
Got Get
Parked Park
Went Go
Ate Eat
Were Are
Ran Run
Started start
Voted Vote
Didn‟t want Don‟t want
Had Have
Sang Sing
Allowed Allow
Drink Drank
Enjoyed Enjoy
Activity 3.3
Last Saturday, we went to Xochimilco; but first, we picked up my friend Alex at his house in
Coapa, which was in our way to the Embarcadero.
When we got there, my mom parked her car near the Xochimilco Market, then we went
inside and ate a couple of quesadillas, they were delicious. After eating, we ran to the
trajineras deck and my mother started negotiating the price, as there were different offerings,
like having
mariachis inside, or women cooking enchiladas, etc.
Later, we all voted for the trajinera with a mariachi, as we didn‟t want to eat while in the boat,
and there we went. It was sunny and warm and there were not too many boats in the canals.
We had a very good time. I remember I sang El Rey, along with my brothers and people in
other trajineras were clapping at our performance. Finally, at the end of the trip, we were
allowed to drink sodas and clear our throats.
It was a great Saturday, and we enjoyed it a lot. I hope, next time you may come along.
Activity 3.4
Last Saturday Timeline:
Picked up Alex. Was on our way parked went inside ate ran voted sang Allowed to drink
Morning afternoon
Activity 3.5
Now let‟s order the right sequence for these markers:
First
Second
Third
Later
Then
Finally
Activity 3.6
Use the diagram below and fill it with the actions described above.
Took a Had Read a Went to

Got up
shower breakfast book school
Activity 3.7
Let´s practice listening to The story of Alice and Josh. Please go to YouTube and go the
the link:
https://www.youtube.com/watch?v=1n6tFsK8ZKY
Watch the video, then, fill in the following table with the verbs used to describe the story:
Implied SEQUENCE MARKERS VERBS

First asked
Second liked
Third married
Later stayed
Then traveled
Finally called
Activity 3.8
Activity 3.12
101
UNIT 4
ANSWER KEY
Activity 4.1
Answers may vary but they should be taken from the text. Example:
PRE P
SEN A
T S
T
Expressi Verbs Expressions Verbs
ons
Nowaday Enjoy Back then Was
s
At the Is At the end of that Looked
present century
time
Now Become Before the 1800s Built
In these Go In the late 1800s Started
days
Today Take In the 19th century Caused
Get Became
Activity 4.2
1. False
2. False
3. True
4. False
5. False
6. False
7. True
8. False
9. True
10. False
Activity 4.3
Activity 4.3 Answers may vary depending on your real experiences.
Activity 4.4
Writing must be checked according to the following chart:
LISTA DE COTEJO PARA EVALUAR EXPRESIÓN ESCRITA DE INGLÉS III
Inglés III Nivel de desempeño A2
El alumno: Excelente Bueno Regular Nulo Evaluación
EXPRESIÓN
Es capaz de escribir notas y mensajes breves y sencillos
relativos a las necesidades inmediatas. 6 4 2 0
INTERACCIÓN
Puede escribir cartas personales muy sencillas, por
4 3 2 0
ejemplo, agradeciendo algo a alguien.
COHERENCIA
Es capaz de enlazar grupos de palabras con conectores
sencillos tales como “y”, “pero” y “porque”. 6 4 2 0
Enlazaoraciones con: first, second, third, later, then, finally.
FLUIDEZ
 Escritura creativa e imaginativa
 Puede escribir cartas personales muy sencillas,

4 3 2 0
por ejemplo agradeciendo algo a alguien.
TOTAL:
Activity 4.5
You should fill the mind map according to your own experiences as in the following
example:
Telephone
Fax Letters
Communicat
Beeper
ion Telegrams
Chats Messages
E-mails
Activity 4.6
Writing must be checked according to the following chart:
El alumno: Excelente Bueno Regular Nulo Evaluación
EXPRESIÓN
Es capaz de escribir notas y mensajes breves y sencillos
6 4 2 0
relativos a las necesidades inmediatas.
INTERACCIÓN
4 3 2 0
COHERENCIA
Es capaz de enlazar grupos de palabras con conectores
sencillos tales como “y”, “pero” y “porque”. 6 4 2 0
Enlazaoraciones con: first, second, third, later, then, finally.
FLUIDEZ
 Puede escribir cartas personales muy sencillas,

4 3 2 0
TOTAL:
103
Activity 4.7
You should complete the conversation using your own information as in the
following example:
Teacher: Good morning! How are you today?

You: I´m fine, thank you. Teacher: What‟s your name? You: My name is
Alfredo.
Teacher: How old are you?
You: I‟m 15 years old.
Teacher: Do you think there is a difference between school now and 100 years
ago?
You: Yes, I think everything was very different back then.
Teacher: Why? Please give me some examples about it.
You: I think that in the past people had to walk long distances in order to study.
Today it is easy to get to school by bus. Back then people had to work besides
studying. Nowadays most young people can study without working.
Teacher: There is a clear difference between modern and old means of
communication don‟t you think?
You: Yes, I think so.
Teacher: Why do you think that? Can you please make some comparisons?
You: Sure, in the past, it was more difficult to communicate with someone from
faraway places. Today it is easier to keep in touch with people by internet. Also
the cellular phones were bigger and heavier than they are today.
A continuación, se presenta un examen modelo, para que
puedas aplicar lo que has aprendido hasta ahora. Recuerda que es

importante que repases antes de hacer tu examen modelo. Las
respuestas estarán al final del mismo, podrás verificarlas y observar en
qué temas saliste bien o mal, si es necesario repasa lo que no te quede
muy
claro.
104
EXAMEN MODELO
UNIVERSIDAD NACIONAL
AUTÓNOMA DE MÉXICO COLEGIO
DE CIENCIAS Y HUMANIDADES
PLANTEL EXAMEN
EXTRAORDINARIO
INGLÉS III
PERIODO , TURNO
NOMBRE DEL ALUMNO: NO. DE CUENTA:

JURADO:
FECHA DE APLICACIÓN:
PUNTUACIÓN TOTAL CALIFICACIÓN FINAL

Solve the exam writing your
answers on the “ANSWER
SHEET”.
/ 100
DO NOT WRITE ON THIS PAPER
A. USE OF ENGLISH.
PART 1.
Complete the following exercise, choose from the words in the box
[1 pt. each] total 9 pts
better, best, nicest, most helpful, biggest, cleanest, the most

comfortable, the most delicious, the friendliest
Jonah recently moved to a new school. He likes it (a) than his old school. In fact
it’s the (b) school he’s ever been to. The teachers are the (c) and (d)
he’s ever had. The classrooms are the (e) and (f) he’s ever seen. Every
classroom has at least three computers in it. The library is also really amazing!
There are tons of great books, magazines and movies. The library has (g)
couches that students can sit in while they read. The cafeteria food is
(h) he’s ever eaten anywhere. Their spaghetti is Jonah’s favorite
dish. The students at his new school are (i) he’s ever met. Jonah has al
ready made many new friends. His new school is also very well known for high achievement.
Taken from: http://english.skola.edu.mt/wp-content/uploads/2010/02/08_Comparative-and-superlative.pdf
105
PART 2.
Write 5 sentences, using comparatives or superlatives, use the following images
to help yourself, also you can use the following adjective words: expensive, cheap,
wonderful, incredible, interesting big, better, and worse. [2 pts. each] total 10 pt
Taken from:
https://www.google.com.mx/search?biw=1600&bih=783&tbm=isch&sa=1&ei=G5daW6DnCJKWsgWYnZzQBg&q=objects&oq=objects&gs_l=img.3.. 0l10.17909.21894.0.22154.12.12.0.0.0.0.315
.2246.2-8j1.9.0....0...1c.1.64.img..3.9.2233...0i67k1.0.9zDAczGmEa4
1.
2.
3.
4.
5.
PART 3.
Read the following paragraphs and underline the correct answers, choose between
was and were [1 pt. each] total 10 pts
PARAGRAPH 1
Charles Darwin 1. [was were] born on February 12, 1809. He 2. [was were] a British
naturalist who became famous for his theories of evolution and natural selection. In
South America, Darwin found that fossils of extinct animals 3. [was were] similar to
modern species. Many people 4. [was were] strongly opposed to the idea of evolution
because it conflicted with their religious beliefs. Throughout his life, Darwin 5. [was were]
a reserved, thorough, hardworking scholar.
106
PARAGRAPH 2
When Albert Einstein 6. [was were] young, his parents worried about him. Einstein's
parents 7. [was were] concerned that Albert was" slow." Albert 8. [was were] a terrible
student who didn't want to attend classes regularly and take exams. Einstein's best-
known work, the theory of relativity, 9. [was were] published in 1905.Unfortunately, the
theory of relativity 10. [was were] used to create the atomic bomb
Taken from https://es.scribd.com/doc/4672573/WAS-WERE-exercise
.
PART 4
READING COMPREHENSIÓN
Read the text “The Farm” and write “T” for true or “F” for false. [1 pts. each] total
13
The Farm
Daniel wanted to visit a farm. He asked his parents to take him to a farm. His teacher
told him about the animals on a farm. There are lots of animals on a farm. Daniel
wanted to see the animals. He wanted to see the cows. He wanted to see the chickens.
He wanted to see the pigs. He wanted to pet the animals. He wanted to feed the
animals. He loved animals. He wanted to live on a farm. He wanted to live with cows
and chickens and pigs. They would be his friends. He didn´t have any friends in school.
TAKEN FROM: https://es.scribd.com/doc/54747487/Short-Story-Past-Tense
Statements True False

A He had many friends in school
B. He didn´t want to see the pigs
C. Daniel wanted to visit the zoo
D. He didn´t want to feed the animals
E. His teacher told him about the animals on a farm
Read the text “My last holidays” and write down the past time verbs. [1
pt. each] Text
My last Holidays
Last year I (F) on holidays in summer, in August. I (G)
on holidays with my husband and son. We (H) to Thailand. We stayed in a
beautiful, comfortable hotel. Every day we (I) sailing and swimming, and we
also (J) to beach. We usually ate in a cafe. The meal (K)
delicious. The people (L) very friendly. The weather (M)
very hot.
Taken from: https://lingualeo.com/es/jungle/my-last-holidays-103285#/page/1
F
G
H
I
J
K
L
M
C. ORAL COMPREHENSION.
listen to a story about Little Red Riding Hood, and complete the activity [.05
pt. each] total 10
Little Red Riding Hood / Simple Past Tense
https://www.youtube.com/watch?v=s45yTgYhabU write the following verbs in simple past, then
watch the you tube video and check your verbs.

1. Is
2. Is
3. goes
4. has
5. sees
6. Is
7. follows
8. arrives
9. waits
10. says
11. says
12. screams
13. doesn´t
14. run
15. hits
16. opens
17. yells
18. jumps
19. runs
20. see
A watch the video again and answer the following questions
(I pt. each) total 5 points
1. Who did she visit?
2. Who was following her?
3. Where did she see the flowers?
4. Who looked the house?
5. Who reached the house?
D. WRITTEN EXPRESSION / INTERACTION.

Write a paragraph explaining what you did last summer time, or either how
did you celebrate Christmas time. Use the following connectors: and / but / or.
(write from 100 to 120 words) [21 Pts.]
RÚBRICA PARA EVALUAR LA EXPRESIÓN ESCRITA DE INGLÉS III

EXPRESIÓN Excelente Bueno Regular Nulo Eval
uaci
ón
Ӝ Es capaz de escribir notas y mensajes breves y sencillos. 6.0 4.0 2.0 0

INTERACCIÓN
Ӝ Puede escribir párrafos sencillosintercambiando información específica. 4.0 3.0 2.0 0
COHERENCIA
Ӝ Es capaz de enlazar grupos de palabras con conectores sencillos tales como “y”, “pero” y
6.0 4.0 2.0 0
“porque”. Enlazaoraciones con: first, second, third, later, then, finally.
FLUIDEZ
Ӝ Presenta escritura creativa e imaginativa a su nivel, y lleva una secuencia lógica y clara 4.0 3.0 2.0 0
TOTAL
109
E. ORAL EXPRESSION / INTERACTION.
Choose one of the following topics and record where necessary [22 pts.]
Option 1. Describe your Hometown, say why is a better place to live, describe the
places and people in it.
Option 2. Explain what you did last weekend.

EXPRESIÓN Excelente Bueno Regular Nulo Evalua
ción
Ӝ Utiliza expresiones y frases con términos sencillos. 6.0 4.0 2.0 0
INTERACCIÓN
Ӝ Describe a su familia, así como a personas y lugares y sus posesiones
4.0 3.0 2.0 0
en términos sencillos
COHERENCIA
Ӝ Habla con razonable comodidad en situaciones estructuradas, y
exposición de temas breves relacionadas con aspectos del pasado. 6.0 4.0 2.0 0
Así mismo hace uso correcto de enunciados con comparativos y
superlativos
FLUIDEZ
Ӝ Comprende lo suficiente como para desenvolverse en intercambios
4.0 3.0 2.0 0
sencillos y
habituales con posibles errores
TOTAL
110
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
PLANTEL NAUCALPAN
EXAMEN EXTRAORDINARIO
INGLÉS III
PERIODO , TURNO
ANSWER SHEET
NOMBRE DEL ALUMNO: NO. DE CUENTA:
JURADO:
FECHA DE APLICACIÓN:
PUNTUACIÓN TOTAL CALIFICACIÓN FINAL
Solve the exam writing your answers on this paper.

/ 100
A. USE OF ENGLISH /9 PTS. 4.

PART 1 5.
A 6.
B 7.
C 8.
D
9.
E
F 10.
G
H PART 4
1
PART 2 A
[2 pts. each] total 10 pts B
Answers may vary C
D
1.
E
2.
3.
4.
5.
F
G
H
PART 3 [1 pt. each] total 10 pts
1. I
2. J
3.
111
K. 4.
L 5.
M
C oral comprehension
[.5 pt. each] total 10 pts
21. D. WRITTEN EXPRESSION / INTERACTION

22. /21 PTS.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39. SPEAKING 22 Pts
40.
C. ORAL COMPREHENSION /A / 5 PTS.
1.
2.
3.
112
Inglés III Nivel de
desempeño A2
El Excelente Bueno Regular Nulo Evaluación
alumno
:
EXPRESIÓN
Es capaz de escribir notas y mensajes breves y
6 4 2 0
sencillos relativos a las necesidades inmediatas.
INTERACCIÓN
Puede escribir cartas personales muy sencillas,
4 3 2 0
por ejemplo, agradeciendo algo a alguien.
COHERENCIA
Es capaz de enlazar grupos de palabras con
conectores sencillos tales como “y”, “pero” y
6 4 2 0
“porque”. Enlazaoraciones con: first, second, third,
later, then,
finally.
FLUIDEZ
 Puede escribir cartas personales muy 4 3 2 0
sencillas, por ejemplo agradeciendo algo a
alguien.
TOTAL:
E. ORAL EXPRESSION / INTERACTION /20 PTS.

LISTA DE COTEJO PARA EVALUAR EXPRESIÓN ORAL DE INGLÉS III
desempeño A2
El alumno: Excelente Bueno Regular Nulo Evaluaci
ón
EXPRESIÓN
Utiliza expresiones y frases con términos 6 4 2 0
sencillos
INTERACCIÓN
Describe a su familia, así como a personas y lugares y sus
4 3 2 0
posesiones en términos sencillos
COHERENCIA
Participa en conversaciones con razonable comodidad en
situaciones estructuradas y en conversaciones breves 6 4 2 0
siempre que la otra persona le ayude si es necesario
FLUIDEZ
Comprende lo suficiente como para desenvolverse en
intercambios sencillos y habituales sin mucho esfuerzo 4 3 2 0
TOTAL:
113
UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO
PLANTEL NAUCALPAN
EXAMEN EXTRAORDINARIO
INGLÉS III
PERIODO , TURNO
ANSWER KEY
1. was
2. was
A. USE OF ENGLISH /9 PTS. 3. were
PART 1 4. were
A better 5. was
B best 6. was
C nicest 7. were
D most helpful 8.was
E biggest 9. was
F cleanest 10. was
G the most comfortable
H the most delicious
I the friendliest PART 4
PART 2
[2 pts. each] total 10 pts
Answers may vary A False
B False
1.
C False
2.
D False
3.
E True
4.
5.
PART 3 [1 pt. each] total 10 pts

1 F WENT
114
G WENT The wolf
H WENT Little Red Riding Hood
I STAYED
J WENT
K WENT
L ATE
M WAS
C oral comprehension
[.5 pt. each] total 10 pts
D. WRITTEN EXPRESSION / INTERACTION
was
/21 PTS.
was
went
had
saw
was
followed
arrived
waited
said
said
screamed
didn´t
ran
hit
opens
yells
jumped
SPEAKING 22 Pts
ran
saw
A
Her grandmother
The wolf
Under the tree
115
desempeño A2
El alumno: Excelente Bueno Regular Nulo Eval
uaci
ón
EXPRESIÓN
Es capaz de escribir notas y mensajes breves y
6 4 2 0
sencillos relativos a las necesidades inmediatas.
INTERACCIÓN
4 3 2 0
COHERENCIA
Es capaz de enlazar grupos de palabras con
conectores sencillos tales como “y”, “pero” y “porque”.
6 4 2 0
Enlazaoraciones con: first, second, third, later, then,
finally.
FLUIDEZ
 Puede escribir cartas personales muy sencillas, 4 3 2 0
TOTAL:
ORAL EXPRESSION / INTERACTION /20 PTS.

LISTA DE COTEJO PARA EVALUAR EXPRESIÓN ORAL DE INGLÉS III
desempeño A2
El alumno: Excelente Bueno Regular Nulo Evalua
ción
EXPRESIÓN
Utiliza expresiones y frases con términos 6 4 2 0

sencillos
INTERACCIÓN
Describe a su familia, así como a personas y lugares y sus
4 3 2 0
posesiones en términos sencillos
COHERENCIA
Participa en conversaciones con razonable comodidad en
situaciones estructuradas y en conversaciones breves 6 4 2 0
siempre que la otra persona le ayude si es necesario
116
Internet Resources:
 “Swimsuits in the past” https://www.bustle.com/articles/27276-8-vintage-
swimsuits-from-the-19th-century-that-make-us-glad-to-live-in-the-21st
Consultado: 14/05/2018
 “Swimsuits back then”
https://i.pinimg.com/originals/58/b0/01/58b00110be446462bac4f39610e734
c7.jpg consultado: 14/05/2018
 “School Rules 1872”
http://www.historicalsocietyofsomersethills.org/Images/1872_student_rules_l
g.jpg consultado: 14/05/2018
 “Past vs. Present” https://i.ytimg.com/vi/cEbTCYGz5No/maxresdefault.jpg
consultado: 14/05/2018
 “knowledge map”
http://s3.amazonaws.com/libapps/accounts/15268/images/Research_Lifecy
cle_Knowledge_Map_ProjectCycle.jpg consultado: 14/05/2018
 “Chart” https://cdn-images-1.medium.com/max/2000/1*8-
EXtbCRs82PIJ_ledUEgQ.png consultado: 14/05/2018
 “Venn diagram”
https://mathematica.stackexchange.com/questions/47884/putting-set-
elements-into-venn-diagram consultado 14/05/2018
 “Venn diagram”
https://www.for.gov.bc.ca/hfp/training/00001/appendix4/images/venn.gif
consultado: 14/05/2018
 “The evolution of communication”
https://cdn.thinglink.me/api/image/820836666741620736/1240/10/scaletowi
dth consultado: 14/05/2018
 “Old cell phone” https://images-na.ssl-images-
amazon.com/images/I/51XSA999ukL._SL1000_.jpg consultado: 14/05/20
117

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UNIVERSIDAD NACIONAL AUTÓNOMA DE MEXICO

DIRECCIÓN GENERAL DE INCORPORACIÓN Y

COLEGIO DE CIENCIAS Y HUMANIDADES

Elaborada por GRUPO DE TRABAJO:

Tips para presentar el examen extraordinario 5

Examen modelo 102

Aquí Se presenta la Guía de Estudio para la asignatura de inglés III,

(Programa de Estudios de 2016). El propósito principal de esta Guía de

Estudio para la asignatura de inglés III consiste en ser una herramienta

para ayudarte a preparar tu examen extraordinario.

La Guía de Estudio para la asignatura de inglés III está constituida de la

siguiente manera: en ella se encuentran cuatro unidades, y en cada

unidad, se puede encontrar en primer lugar un tema relacionado con el

Programa, así como su explicación de este. También podrás encontrar

una serie de ejemplos, finalmente encontraras actividades para que

practiques. Algo importante es, que podrás tener la oportunidad practicar

en cada unidad con cada tema presentado.

Encontraras ejercicios, y sus respectivas respuestas las cuales te

ayudarán conocer tu progreso. Los temas, actividades y ejercicios, te

permitirán lograr el propósito general de la asignatura De inglés III, así

como los propósitos de cada unidad, y los aprendizajes

correspondientes a cada unidad. Te deseamos éxito en tu examen,

y esperamos que estés consciente de saber, que lo más importante es

escrito, información sobre tu entorno cotidiano al comparar y describir

situaciones, personas, lugares del pasado, y del presente. Así mismo

localizar e informar la secuencia de eventos acontecidos en textos

Es importante que lo conozcas éste propósito, ya que te podrá orientar

para saber qué es lo que se espera de ti.

Eric Rachel Carrie Julia Richard Tom Samantha

Take a look at this!

You can get extra practice in the following links:

1. Who is the oldest? a) Samantha b) Tom c) Rachel

Take a look at this!

adjective comparative superlative

Tom is theoldest in the family.

Eric is the shortest in the family

You can get extra practice in the following links:

Lab_Exercise_32_superlative_adjectives.html (revisado el 7 de mayo de 2018)

 http://www.carmenlu.com/first/grammar/superlative1_1.htm(revisado el 7 de mayo de 2018)

 http://jerome.boulinguez.free.fr/english/file/hotpotatoes/superlatives.htm(revisado el 7 de mayo de 2018)

Are you sure about it?

A dog is bigger than a mouse.

elephant lion dog snail

London Rio de Janeiro Tokyo

How can you write a short paragraph?

2. Use a capital letter to begin a The man arrived. He sat

3. Use a capital letter for days of the Monday, January, Christmas

4. Use a capital letter for countries, China, Chinese, Christianity

5. Use a capital letter for people's Dr. Marco Smith

Apostrophe „ 1. It is used to show a contraction I‟m = I am

So far you have practice how to use comparatives and superlatives to

Take a look at this!

If you are taking part in a conversation it is necessary for you

It‟s time to show what you know!

 https://www.eslconversationquestions.com/comparatives/ (revisado el 7 de mayo de

I. Put a check ( √ ) if the adjective is in the comparative form (there are

9. My dog is fatter than yours. ( )

10-9: Excellent! You can identify comparatives.