MAD 1InglésI Ago2023-Ene2024

PROGRAMA DE
APOYO DIDÁCTICO
INGLÉS I
DIRECTORIO
Dr. Samuel Alejandro García Sepúlveda

Gobernador Constitucional del Estado de Nuevo León
Mtro. Aram M. González Ramírez

Director General
Mtra. Hilda Fernández Garza

Directora Académica
Mtro. Jorge Fernando Gutiérrez Leal

Director Administrativo
Mtro. Leopoldo Aurelio Rodríguez Ita

Director de Planeación y Evaluación
Mtra. Rosa Tovar Ramírez

Directora de Vinculación
Semestre: Agosto 2022 – Enero 2023
Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León,

Nicolás Bravo 36, Centro, 64000 Monterrey, N.L. (segundo piso)
Tel. 8181517600 y 8147372275
Docentes colaboradores en la edición 2017:

Rubelia Parrilla Villa, Adriana Luisa Romero Castellón.

María de la Cruz Briones Moreno, Nereida Guadalupe Villarreal Fuentes, Alicia Saaraim Martínez Guerrero,
Thania Carolina Cázares Huerta.

Thania Carolina Cázares Huerta.
Docentes colaboradores edición 2021:

Nancy Arredondo García, Daniel Alejandro Guerra Zermeño, Thania Carolina Cázares Huerta
Docentes colaboradores edición 2022:

María Concepción García Martínez, Thania Carolina Cázares Huerta
Monterrey, N.L., México

Junio 2022
TABLE OF CONTENTS
Academic Support for English I
Unit I Page
DS1 Greetings, introductions and personal information 6
DS1.5 Routine, numbers and time (OPTIONAL SEQUENCE). 13
DS2 Personal pronouns and present simple of to be 17
DS3 Personal relationships 25
Unit II
DS1 Countable, non-countable nouns.
34
DS2 Prepositions of place /there is-there are. 43
DS3 Present simple (all verbs) PART 1. 51
DS4 Present simple (all verbs) PART 2. 55
Unit III
DS1 Qualifying adjectives, comparatives, and superlatives. 60
DS2 Prepositions of movement, place and public places. 67
DS3 Wh-Questions to get to places. 76
UNIT I
DIDACTIC SEQUENCE NO. 1 Greetings, introductions and personal information
Competence/Axis: Students will communicate, interact, and collaborate with others (transvers axis for all
subjects from Communication and Social Sciences as disciplinary fields).
Component: Communication and interpersonal relationships - Integration of learning communities
Content: Collaborative work in classroom as a basis for the integration of the learning community.
Specific Content:
• Greetings and goodbye expressions
• Questions to ask about personal information
Expected Learning:
• Students will be able to recognize greetings and goodbye expressions in English and
use them appropriately as well as know how to ask and answer about personal
information.
COMPETENCES TO BE DEVELOPED
Disciplinary: 1. Identifies, orders, and interprets the ideas, data and concepts explicit and
implicit in a text, considering the context in which it was generated and in which
it is received.
4. Produces texts based on the normative use of the language, considering the
intention and communicative situation.
11. Communicates in a foreign language through a logical speech, oral or written,
consistent with the communicative situation.
Generic: 4.1 The student expresses ideas and concepts through linguistic, mathematical,
orgraphic representations.
4.4 The student communicates in a second language in everyday situations.
EXPECTED PRODUCTS
Opening Development Closing
Students identify Students classify greetings and goodbye Students write the greeting
Greetings and expressions. They write and answer according to the situation.
Goodbye expressions. questions to ask about personal information. They write a dialogue to practice
what they learned in the sequence.
Learning evidence Students take notes in their notebooks and solve some exercises (notebook and
book). They make a dialogue using the grammar and vocabulary learned in the
unit.
7
OPENING
Activity 1. Individual work. Read the following conversations and identify the Greetings and Goodbye expressions.
8
Do you know the meaning of the following expressions in Spanish?
DEVELOPMENT
GREETINGS AND INTRODUCTIONS
Here are some examples of common greetings, introductions and expressions to say goodbye to someone.
9
(Farewells)
Activity 2. Individual work. Classify the phrases from the box according to their usage: Greetings or Farewells
(expressions for saying “goodbye”).
Compare your answers with a partner
10
ASKING FOR PERSONAL INFORMATION
Activity 3. Pair work. Write the correct questions according to the answers.
QUESTIONS ANSWERS
1) ? 1) David Bonnet
NAME NAME
2) ? 2) B-O-N-N-E-T
1) ?
1) French
NATIONALITY NATIONALITY
AND AND
COUNTRY COUNTRY 2) France
2) ?
AGE 1) ? AGE 16
Mrs Haines
ADDRESS 1) ? ADDRESS 106 Park Road
HARROW
TELEPHONE 1) ? TELEPHONE 0181 204 16 88
11
Activity 4. Individual work. Answer the following questions with your own information.
What’s your name?

How old are you?
Where are you from?
Where do you live?
What do you do?
What do you like to do?
What are your favorite hobbies?
What languages do you speak?
CLOSING
Activity 4. Individual work. Write the greeting according to the situation.
Activity 5. Individual work. Write a dialogue where you use greetings, goodbye expressions and personal information.
(Remember to ask questions about personal information).
12
DIDACTIC SEQUENCE NO.1.5 Routine, numbers and time (OPTIONAL SEQUENCE).
Specific Content:
• What time is it?
• The numbers
Expected Learning:
• Students describe their bedrooms by using indefinite articles and vocabulary related to
furniture.
• Students talk about things that can be found in their bedrooms by using three sentences
with there is and three others using there are. In the sentences, they also make use of
adjectives, colors, and prepositions of place to say where things are.
• Students use the structures there is not and there are not to talk about things that cannot
be found in their classroom.
Disciplinary: 1. Identifies, orders and interprets the ideas, data and concepts explicit and
it is received.
Generic: 4.1 The student expresses ideas and concepts through linguistic, mathematical or
graphic representations.
EXPECTED PRODUCTS
Activity 1 Exercises about telling the time and phone Exercises about time, frequency
Numbers numbers and numbers.
13
OPENING
I. Practice the pronunciation of the numbers with your teacher.
II. Write the phone numbers.

1.- eighty-one, sixteen, fifty-five, ten, eleven.
2.- eight hundred and ten, two hundred, thirty-one, oh, three.
3.- fifty-five, eighteen, seventy, twelve, ninety-nine.
4.- sixty-six, twenty-two, fifty-nine, nineteen, thirteen.
5.- eighty, thirty-seven, sixty-eight, eighty-one, oh, oh.
14
DEVELOPMENT
TELLING TIME
I. Look at the clocks and write the time. Check out the example.
It’s ten fifteen.
15
CLOSURE
I. Ask 5 classmates for their phone numbers and complete the chart.
# Name Phone number
1.-
2.-
3.-
4.-
II. Retake the grammar from the previous sequence and complete the dialogue using the Present Simple of
the verb in brackets.
Brandon. - your sister always (drive) to school?
Victor. - No, . I use the car usually on Fridays. So, she
(take) the bus.
Brandon. - And how you usally (go) to school?
- you (take) the bus too?
Victor. - No, .I (not like) busses.
- I (walk).
III. Make sentences using the Adverbs of frequency given. There is one example.
Always. - I always take a shower. Never. -
Usually. - Sometimes. -
Always. - Hardly ever. -
IV. Share your sentences with the class.
16
DIDACTIC SEQUENCE NO.2 Personal pronouns and present simple of to be
Specific Content:
• Vocabulary (Jobs, countries, and nationalities)
• Making questions (verb to be in present simple).
• Ask personal information.
Expected Learning:
• Students will be able to use the verb to be, personal pronouns, and indefinite articles to
give personal information by using the vocabulary about occupations and nationalities.
Disciplinary: 1. Identifies, orders, and interprets the ideas, data and concepts explicit and
it is received.
Generic: 4.2 The student applies different communication strategies according to his/her
peers, the context in which he/she is located and the objectives he/she is chasing.
7.3 The student articulates knowledge from various fields and establishes
relationships between them and his/her daily.
8.3 The student assumes a constructive attitude consistent with the knowledge
he/she has within different work teams.
EXPECTED PRODUCTS
Students answer some Students study the vocabulary and the Students make a small paragraph
questions about grammar and answer activities 2, 3, 4, 5, 6, 7 about some famous people using
personal information and 8 the vocabulary and grammar
learned in the unit.
Learning Students take notes in their notebooks and solve some exercises (notebook and
evidence book). They write a small paragraph about some people’s personal information.
17
OPENING
Activity 1. Individual work/Pair work. Answer the following questions.
What’s your name?

How old are you?
Where are you from?
What do you do?
Then ask the questions to a classmate. Share your answers.
DEVELOPMENT
Read the following information about personal pronouns.
PERSONAL PRONOUNS
I (yo)
You (tú/ usted)
He (él) Singular
She (ella)
It (esto)
We (nosotros)
You (ustedes) Plural
They (ellos)
Activity 2. Individual work. Write the correct personal pronouns for the following nouns.
1. Vanessa
2. Peter
3. Elvis and Sophia
4. My mother
5. Mary and me
6. My friends
7. Dog
8. The boy
9. The houses
10. Mr. Brown and you
18
VOCABULARY: JOBS AND OCUUPATIONS
Study the following vocabulary.

What do you do?
19
Activity 3. Individual work. Write the name of the following jobs.
____________ _____________
VOCABULARY: COUNTRIES AND NATIONALITIES

Where are you from? I am from __________________.
What’s your nationality? I am _________________.
20
Activity 4. Individual work. Look at the pictures and complete the sentences with the name of the country and the nationality.
Nelson is from ___________. He is __________.

Patrick is from ___________. He is __________.
Manuel is from __________. He is __________.
Joe is from ______________. He is __________.
Paul is from _____________. He is __________.
21
GRAMMAR PRESENTATION: PRESENT OF TO BE
Activity 5. Individual work. Complete the sentences with am, is or are.
I _____________ happy.
They ______________ my parents.
We _____________ in the school now.
He _____________ my best friend.
It ___________ cloudy.
You ____________ 15 years old.
Activity 6. Individual work. Change the sentences into negative.
He is a doctor. __He isn’t a doctor_____

She is a nurse. _______________________
You are in the school. ________________
We are happy. ______________________
I am a teacher ______________________
22
Activity 7. Individual work. Change the sentences from the exercise above into questions.
___Is he a doctor?___________________
___________________________________
___________________________________
___________________________________
___________________________________
GRAMMAR PRESENTATION: INDEFINITE ARTICLE A/AN
Activity 8. Individual work. Fill in the blanks wit a or an.
____ engineer ____ firefighter

____ waiter ____ actor
____ architect ____ teacher
____ nurse ____ actress
____ optician ____ lawyer
____ painter ____ singer
23
CLOSING
Activity 9. Pair work. Look at the people and write a small paragraph about them using the information you learned in this
sequence, in your notebook.
Example:
She is Maribel Guardia. She is from Mexico.
She’s Mexican. She is an actress.
24
DIDACTIC SEQUENCE NO.3 Personal relationships.
Specific Content:
• Vocabulary about family, colors, body parts, feelings and emotions, qualifying adjectives
• Possessive ‘s
• Adverbs of frequency
Expected Learning:
• Students will be able to talk about their family and describe them using qualifying adjectives, as well
as describe feelings and emotions in English.
Disciplinary: 1. Identifies, orders, and interprets the ideas, data, and concepts explicit and
it is received.
Generic: 4.1 The student expresses ideas and concepts through linguistic, mathematical,
orgraphic representations.
10.1 The student recognizes that diversity takes place in a democratic space of equal
dignity and rights of all people and rejects all forms of discrimination. .
EXPECTED PRODUCTS
Students Students study the vocabulary and the Students write a paragraph
answer as grammar and answer activities 2, 3, 4, 5, 6 describing their family using the
a whole and 7. vocabulary and grammar learned
class the in the sequence.
questions
from
activity 1.
Learning Students take notes in their notebooks and solve some exercises (notebook and
evidence book). Students write a paragraph describing their family.
25
OPENING
Activity 1. Whole class.
• Look at the picture. What can you see? How do they look like?
• Do you know the family members in English?
• Do you know any feeling or emotion in English?
• How would you describe these people?
DEVELOPMENT
VOCABULARY: FAMILY MEMBERS
Study the following vocabulary:
GRAMMAR: POSSESSIVE ‘S
Analyze the following chart.
26
Activity 2. Individual work.
Activity 3. Individual work. Rewrite the following sentences using possessive ‘s.
1. He is the father of my daughter ___He is my daughter’s father___________________________
2. She is the wife of the boss ________________________________________________________
3. They are the cousins of Peter ______________________________________________________
4. Lisa is the sister of Michael ________________________________________________________
27
5. He is the grandfather of Baker _____________________________________________________
VOCABULARY: FEELINGS AND EMOTIONS

Activity 4. Individual work. Classify the feelings into positive or negative feelings.
POSITIVE NEGATIVE
VOCABULARY: QUALIFYING ADJECTIVES
QUALIFYING ADJECTIVES
express the qualities of the noun they modify.
28
Activity 5. Individual work. Complete the sentences with an adjective from the box.
29
VOCABULARY: BODY PARTS
30
Activity 6. Pair work. Search the body parts.
VOCABULARY: COLORS
31
GRAMMAR: ADVERBS OF FREQUENCY
Analyze the following charts.
32
Activity 7. Individual work. Put the words in the correct order to make sentences.
late students The never are __The students are never late.______________________________
homework their They do always __They always do their homework._______________________
TV the morning in usually We watch _______________________________________________
quite I am very sometimes ________________________________________________________
eat We never meat _______________________________________________________________
basketball He plays often __________________________________________________________
CLOSURE
Activity 8. Individual work. Tell us about your family. Write a small paragraph describing your family. Use the
vocabulary (family, feelings, colors) and grammar (possessive ‘s and adverbs of frequency) learned in this
sequence.
Example: Hi! My name is Michael. This is my family. My brother's

name is Marlon. My father’s name is Joe. Marlon’s hair is black, and
he has big ears. He is always worried about school. My mother’s
name is Katherine, she is…
33
UNIT II
DIDACTIC SEQUENCE NO. 1. Countable and uncountable nouns
Specific Content:
• Countable and uncountable nouns
• Plural of nouns
• How much and how many
Expected Learning:
• Students will be able to identify plural of nouns and countable and uncountable
countable nouns, as well as ask and answer about quantities using “how much” and
“how many.”
it is received.
EXPECTED PRODUCTS
Brainstorming about Learn the rules of Plural of nouns Write 5 countable nouns and 5
nouns. Write the plural of some nouns given by the uncountable nouns.
teacher. Invent questions using “how
Identify and classify countable and much” and “how many” and ask
uncountable nouns. them to a classmate.
Learn the difference between “how much”
and “how many”.
Complete sentences with “how much” and
“how many”.
Learning evidence Students take notes in their notebooks, and solve some exercises on plural of
nouns, countable and uncountable nouns and “how much” and “how many”
(notebook and book).
34
OPENING
Activity 1. Whole class. Analyze the following sentence:

My house is big
Focus on the word in bold.
Brainstorm nouns you know in English and write them in your notebook.
People Animals Places Objects
DEVELOPMENT
Some examples of nouns in English.
Nouns
GLASS POTATO SANDWICH
DICTIONARY MOUSE BOX
35
A noun is a word that names something either a person, animal, place, or
thing. They are divided into singular and plural and these are the rules to
form them.
36
Activity 2. Individual work. Write the plural of the following nouns.
cat wife
tomato city
child foot
kiss fish
play church
boss baby
37
Countable Nouns vs. Uncountable Nouns
What’s your favorite food?
38
39
Activity 3. Pair work. Classify the following food into COUNTABLE and UNCOUNTABLE NOUNS.
Countable nouns Uncountable nouns
40
41
Activity 4. Individual work. Complete the questions with HOW MUCH or HOW MANY and answer them.
Answers
1.- fruits do you eat a day?

2.- water do you drink in a day?
3.- money do you spend in a week?
4.- hours do you sleep?
5.- ___________ tacos do you eat? _____________
6.- ___________ books do you have in your backpack? _____________
CLOSING
Activity 5. Pair work. Make a list of 5 countable nouns and 5 uncountable nouns.
Countable Uncountable
Activity 6. Individual work/mingling. Write 3 questions using HOW MUCH and three questions using
HOWMANY, then go with a partner and ask and answer them.
42
DIDACTIC SEQUENCE NO.2 Prepositions of place /there is-there are
Specific Content:
• Prepositions of place
• There is- there are
• Parts of the house
• Classroom vocabulary
Expected Learning:
• Students use the prepositions of place and there is / there are to write about the locations and existence
of objects in a house and a classroom.
• Students describe their house by using house vocabulary, there is / there are and
prepositions of place.
it is received.
EXPECTED PRODUCTS
Searching Vocabulary about parts of the house and Activity 5.
about the parts furniture. Activity 6.
of the house in Classroom vocabulary.
English. Grammar presentation on There is / There
are and prepositions of place.
Activities 2, 3, and 4.
43
OPENING
Activity 1. Whole class. What is it?
Look at the picture and tell your teacher what you can see.
DEVELOPMENT
Activity 2. Individual work. Search and write the parts of the house end then check it with your teacher.
44
House vocabulary
Review the following vocabulary.
45
wardrobe
pillow
lamp
bed
bureau
night table rug
46
IN THE CLASSROOM
47
Activity 3. Pair work. Look at the picture and complete the sentences with the correct preposition of place.
48
49
Activity 3. Pair work. Complete the sentences with there is or there are.
_____________________ a T-shirt on the bed.

_____________________ two books on the floor.
_____________________ a scarf on the floor.
_____________________ four pictures on the floor.
_____________________ many books on the shelves.
_____________________ a book on the bed.
_____________________ a laptop on the floor.
_____________________ some papers on the floor.
Activity 4. Pair work. Answer the questions using Yes, there is / Yes, there are /No, there isn’t / No, there aren’t.
Are there any eggs in the fridge? ____________________

Are there any onions in the fridge? __________________
Is there any lettuce in the fridge? ____________________
Is there any milk in the fridge? _____________________
Are there any bananas in the fridge? _________________
Is there any cake in the fridge? ______________________
Are there any lemons in the fridge? ___________________
Is there any pizza in the fridge? _____________________
CLOSING
Activity 5. Individual work. Describe your house using THERE IS and THERE ARE and PREPOSITIONS OF
PLACE. Include the picture of your house if possible.
Example: This is my house. In my house there is a living room, there are 2 bathrooms, there is a big kitchen and a
dining area. In the living room there is a TV in front of the sofa and a cat under the coffee table. In the kitchen….
50
DIDACTIC SEQUENCE NO.3 Present Simple (all verbs) Part 1
Specific Content:
• Daily routines
• Present simple affirmative, negative and interrogative form
Expected Learning:
• Students will be able to talk and write about their daily routine using the
present simple tense.
it is received.
EXPECTED PRODUCTS
Mind map Learn the use of present simple (I, you, we, Write questions to the teacher.
about daily they) Write a paragraph describing your
routines. Write sentences using the structure and the daily routine.
vocabulary learned in class.
Write the sentences in negative form.
51
OPENING
Activity 1. Individual work. Mind map your daily routines.
Vocabulary (daily routines)
52
DEVELOPMENT
• We use the SIMPLE PRESENT tense to express daily routines or habits.
STRUCTURE:
Affirmative form: SUBJECT + VERB + COMPLEMENT
I get up at 6 o’clock.
Negative form: SUBJECT + AUXILIARY + NOT + VERB + COMPLEMENT

I do not get up at 6 o’clock.
Do not = don’t
Interrogative form: AUXILIARY + SUBJECT + VERB + COMPLEMENT +?

Do you get up at 6 o’clock?
Auxiliary in Simple Present Tense: do

Contracted negative form: don’t
Activity 2. Individual work. Use four (4) of the daily routines from the vocabulary presentation and write a sentence
using each one in your notebook.
Example: I wake up at 7 o’clock.
Activity 3. Individual work. Then change the sentences into negative.

Example: I don’t wake up at 7 o’clock.
Share your sentences with your classmates.
53
CLOSING
Activity 4. Individual work. Write three (3) questions to your teacher using the simple present tense in your
notebook.
Example: Do you listen to music every day?
Activity 5. Individual work. Read the following text and write a similar paragraph about your daily routines in your
notebook (use the ones you made in your mind map).
Share your paragraph with your classmates.
I am Laura and I live in a small town near

London. Every morning, I wake up at 6
o´clock, I get up and then I have breakfast at
7 o’clock. I go to school at 7:30 a.m. I have
lunch after school and in the afternoon, I do
my homework and watch T.V. I usually have
dinner at 7 in the evening, then I take a
shower and go to bed at 9 o’clock.
54
DIDACTIC SEQUENCE NO. 4 Present Simple (all verbs) Part 2
Specific Content:
• Daily routines
• Present simple affirmative, negative and interrogative form third person singular.
Expected Learning:
• Students will be able to talk and write about others’ daily routines using the
present simple tense.
it is received.
EXPECTED PRODUCTS
Brainstormi Learn the simple present with third person Write a paragraph about someone
ng of daily singular (he, she, it) else’s daily routines.
routines. Learn the simple preset spelling rules.
Write Add –s to some verbs.
sentences Complete a paragraph with the correct form
in simple of the verb in simple present.
Write negative sentences.
present and
Answer questions about someone else.
daily
routines.
OPENING
Activity 1. Whole class. Brainstorm the daily routines you can remember.
Activity 2. Pair work. Write an affirmative sentence using the simple present tense and a daily routine that you
remember, then write a negative sentence and finally, a question in present simple tense.
55
DEVELOPMENT
Read at the text and focus on the words in bold.
Mark’s daily routine

He is Mark. He is from the United
States. He wakes up at 5 o’clock every
day, then takes a shower, gets dressed
and has breakfast at 7 o’clock. He goes
to work at eight. In the afternoons, he
watches TV and has dinner at 7 o’clock
and goes to bed by nine.
What do they have in common?
SIMPLE PRESENT TENSE

THIRD PERSON SINGULAR
In present simple, the verb changes only in third person singular (he, she, it, a person, a thing), where it gets the suffix
-s or -es.
EXAMPLES:
Affirmative form: Subject + verb (-s, -es) + complement

Mark gats up early every day.
Negative form: Subject + auxiliary + not + verb in its base form + complement
Mark does not get up early every day.
Does not= doesn’t
Interrogative form: Auxiliary + subject + verb in its base form + complement +?

Does Mark get up early?
56
Activity 3. Pair work. Write the correct third person form to the following verbs.
VERB THIRD PERSON VERB THIRD PERSON

FORM FORM
Play Plays Have
Carry Carries Buy
Kiss Catch
Go Cook
Watch Copy
Drink Teach
Eat Study
Fix Come
Stay Jump
Meet Do
57
Activity 4. Pair work. Complete the paragraph.
She is Anna. On Monday, she reads_ (read). On Tuesday, she __________ (write) stories. On Wednesday, she
_________ (play) with his brother. On Thursday, she _________ (go) to the park. On Friday, she __________ (visit)
her grandma. On Saturday, she __________ (eat) pizza and on Sunday, she ___________ (sleep) all day.
Activity 5. Pair work. Write the paragraph in the negative form.

She is Anna. On Monday, she doesn’t read. On Tuesday, she doesn’t…
Activity 6. Individual work. Answer the following questions.

(Possible answers: Yes, he does. / No, he doesn’t. Yes, she does. / No, she doesn’t.)
Does your mother cook dinner on Saturday?

Does your sister study English?
Does your teacher work every day?
Does your brother like hamburgers?
58
CLOSING
Activity 7. Individual work. Write about your best friend’s daily routine. Use the correct form of the simple present
third form.
Share your paragraph with your classmates.
59
UNIT III
DIDACTIC SEQUENCE NO.1 Qualifying adjectives, comparatives and superlatives.
Competence/Axis: Technology, information, communication and learning.
Component: Technology and human development.
Content: The impact of technology on human development - Learning and innovation.
Specific Content:
• What do you know about the latest and most advanced gadget?
• Adjectives
• Comparative and superlative adjectives
Expected Learning:
• Students will be able to compare gadgets by using comparatives and superlatives.
Disciplinary: 10. The student identifies and interprets the general idea and the possible oral
and written message development in a second language by drawing upon
previous knowledge, non-verbal elements and cultural context.
11. The student communicates in a foreign language through a logical
speech, oral or written, consistent with the communicative situation.
11. 12. The student uses the information and communication technologies to
search, solve problems, produce materials and transmit information.
4.2 The student applies different communication strategies according to his/her
peers, the context in which he/she is located and the objectives he/she is chasing.
4.5 The student uses information and communication technologies to obtain
information and express ideas.
5.1 The student follows instructions and procedures in a reflexive way,
comprehending how each of the steps contributes to the scope of a goal.
EXPECTED PRODUCTS
Learn the rules for comparatives and
Brainstorming Superlatives. Write sentences using
adjectives they Write the comparative and superlative of comparatives and superlatives.
already know to some adjectives.
describe some Learn how to compare people, animals,
pictures. places.
Fill in the blanks with the correct
comparatives and superlatives.
Learning Students take notes and complete some activities on comparatives and superlatives,
evidence they create their own sentences to practice them.
60
OPENING
Activity 1. Whole class. Look at the pictures and brainstorm adjectives that describe them.
DEVELOPMENT
Analyze the following chart.
Rules for comparatives

1. Adjectives with one syllable: add –er or –r + than
(Adjetivos de una sílaba: agregar –er o –r y than)
new newer than My cellphone is colder than my mom’s

cellphone.
nice nicer than iPhone 13 is nicer than iPhone 12
2. Adjectives with two syllables that end in -y: change –y to –i and add –er + than
(Adjetivos de dos sílabas que terminan en –y: cambiar la –y por –i y agregar –er)
funny funnier than Playing videogames is funnier than watching TV.
happy happier than John is happier than Michael.

3. Adjectives that have consonant+vowel+consonant: double the final consonant to add –er + than
(Adjetivos que tienen consonante+vocal+consonante: duplica la última consonante y agrega –er y than)
big bigger than A CD is bigger than a USB.
thin thinner than A CD is thinner than a cassette.
61
4. Adjectives with two or more syllables: add more before the adjective and then than
(Adjetivos de dos o más sílabas: agrega more antes del adjetivo y luego than)
boring more boring than I think watching TV is more boring than playing
videogames.
expensive more expensive than Xbox Series X is more expressive than Xbox 360.
5. Irregular comparative adjectives
good better than A smartwatch better than a wristwatch.

bad worse than An analog TV is worse than a plasma TV.
far farther than Matamoros is farther than Tampico.
Rules for superlatives

1. Adjectives with one syllable: add the + –est or –st
(Adjetivos de una sílaba: agregar the + –est o –st)
new the newest iPhone 13 is the coldest cellphone.

nice the nicest She is the nicest girl in the classroom.
2. Adjectives with two syllables that end in -y: change –y to –i and the + –est
(Adjetivos de dos sílabas que terminan en –y: cambiar la –y por –i y agregar the + –est)
funny the funniest Listening to music is the funniest activity in my free

time.
happy the happiest My graduation was the happiest day in my life.
3. Adjectives that have consonant+vowel+consonant: double the final consonant to add the + –est
(Adjetivos que tienen consonante+vocal+consonante: duplica la última consonante y agrega the + -est)
big the biggest Facebook is the biggest social network in the world.
thin the thinnest Xiaomi 11 lite is the thinnest cellphone.
4. Adjectives with two or more syllables: add the most before the adjective
(Adjetivos de dos o más sílabas: agrega the most antes del adjetivo)
boring the most boring Titanic is the most boring movie in history.
expensive the most expensive Cinepolis is the most expressive cinema.
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5. Irregular comparative adjectives
good the best Smartphones are the best phones in the world.
bad the worst Nokia was the worst cellphones’ brand.
far the farthest He lives the farthest from school.
Activity 2. Pair work. Write the comparative and the superlative of the following adjectives.
ADJECTIVE COMPARATIVE SUPERLATIVE

short shorter than the shortest
funny funnier than the funniest
beautiful more beautiful than the most beautiful
heavy
pretty
new
interesting
new
cheap
old
small
big
popular
clean
How to make comparative and superlative sentences:

We use comparatives to compare differences between the two objects they modify (larger, smaller, faster, higher). They are
used in sentences where two nouns are compared, in this pattern:
Noun (subject) + verb + comparative adjective + than + noun (object).
EXAMPLES:
A USB memory is smaller than a floppy disk. An iPod is more popular than a CD player.
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Superlative adjectives are used to describe an object which is at the upper or lower limit of a quality (the tallest, the
smallest, the fastest, the highest). They are used in sentences where a subject is compared to a group of objects.
Noun (subject) + verb + the + superlative adjective + noun (object).
EXAMPLES:
A PC is the oldest gadget of the three.

The laptop is the most expensive.
The tablet is the smallest of the three.
Tablet $4,900 PC $8,900

Laptop $14,500
Activity 3. Individual work. Fill in the blanks using the comparative or superlative for each sentence.
64
Activity 4. Pair work. Read the information about the gadgets. Read the statements below,
decide and indicateif they are true or false.
Camera Printer Cellphone

$ 18,000.00 $ 2,200.00 $ 15,000.00
Weight: 4 pounds Weight: 2 pounds Weight: 1 pound
(2 kg.) (1 kg.) (1/2 kg.)
Color: Black Color: Black Color: Red
1. The camera is thinner than the cellphone. __________

2. The cellphone is smaller than the printer. __________
3. The cellphone is heavier than the camera. __________
4. The cellphone is more expensive than the printer. _________
5. The printer is cheaper and lighter than the camera. ________
6. The cellphone isn’t cheaper than he printer. ________
7. The camera and the tablet aren’t more useful than the
cellphone to use internet. ________
CLOSING
Activity 5. Individual work. Write three sentences in your notebook comparing two different gadgets. Share them with
your classmates.
EXAMPLE: My Tablet is thinner than my teacher’s Tablet.
65
Activity 6. Individual work. Write three sentences in your notebook comparing three or four different gadgets using
superlatives. Share your sentences with a classmate.
EXAMPLE: The TV screen is the biggest gadget of them all.
66
DIDACTIC SEQUENCE NO.2 Prepositions of place, movement and public places.
Competence/Axis: Reading, writing, speaking and listening.
Component: Reading, writing and oral production as learning sources and abilities practice.
Content: The text as resource information and new ideas - Argumentative text.
Specific Content:
• Public places
• Prepositions of movement
Expected Learning:
• Students learn vocabulary about public places.
• Students use prepositions of movement to express how to get to some places.
Disciplinary: 10. The student identifies and interprets the general idea and the possible
oral and written message development in a second language by drawing
upon previous knowledge, non-verbal elements and cultural context.
Generic: 4.1 The student expresses ideas and concepts through linguistic,
mathematical or graphic representations.
4.2 The student applies different communication strategies according to
his/her peers, the context in which he/she is located and the objectives he/she
is chasing.
4.5 The student uses information and communication technologies to
obtaininformation and express ideas.
EXPECTED PRODUCTS
Learn vocabulary about public places
Analyze sentences Recognize public place Create their own sentences using
Identify Learn the use of the most common the prepositions of movement
prepositions prepositions of movement correctly.
of place in a Fill in the blank with the correct
sentence. preposition of movement.
Learning Answer the exercises correctly and write their own sentences using prepositions
evidence of movement.
E
67
OPENING
Activity 1. Whole class. Look at the picture and analyze the following sentences:
The laptop is next to the armchair.

The TV is on the little table.
The window is behind the sofa.
Answer:
Where is the newspaper?
Where is the rug?
Where is the flower vase?
DEVELOPMENT
VOCABULARY (PUBLIC PLACES)
Study the following vocabulary
68
69
Activity 2. Individual work. Match.
70
Activity 3. Individual work. Match the pictures with the description.
71
PREPOSITIONS OF MOVEMENT
Study the following chart on the most common prepositions of movement.
PREPOSITION EXPLANATION EXAMPLE

TO Used to indicate destination or direction. The students go to school every day.
TOWARD(S) In the direction of someone or The man is walking towards the
something. supermarket.
THROUGH Movement from one side to another but The boy is walking slowly through the
in “something” such as long grass or a tunnel.
forest.
PAST Movement from one side to the other You must walk past the cinema.
side of something.
AROUND Movement in circles or in the vicinity of They are walking around the park.
something.
ACROSS Movement from one side of something I ran across the Street.
to the opposite side.
ALONG Movement of something in a line that We went for a walk along the beach at
follows the side of something long. night.
AWAY FROM To or at a distance of something. We are driving away from the city.
OVER Movement at the higher level than They are going over the bridge.
something else.
FROM The place where someone or something I run from home to the gym.
starts.
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Activity 4. Individual work. Read the following sentences describing where some public places
are and find them in the city map below.
a. There is a Library towards Maple Street.

b. There’s the Town Hall past the bank.
c. Come back here to go to the Car Park
d. There are a Café, a Cinema and a Library past the hotel
and the Restaurant.
e. There isn’t a bank around the Hospital.
f. Is there a Cafe along Third Avenue? No, there isn’t.
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Activity 5. Individual work. Complete the following sentences with the prepositions below:
Past along across to around
a. The pharmacy is ___________ the MES Park to arrive to Main Street.

b. Walk _________ Main Street to arrive to the Supermarket.
c. There isn’t any police station _______ town.
d. I am going ____ the library to borrow a book.
e. There is a shopping mall ________ the library and the city hall.
74
CLOSING
Activity 6. Individual work. Write a sentence in your notebook using the following pictures. Use
prepositions of movement. Share your work with a classmate.
75
DIDACTIC SEQUENCE NO. 3 Wh-questions to get to places.
Competence/Axis: Reading, writing, speaking and listening.
Component: Reading, writing and oral production as learning sources and abilities practice.
Content: The text as resource information and new ideas - Argumentative text.
Specific Content:
• Questions to ask for the location of some places around town.
• Asking for directions – prepositions of place and movement.
• Public places
Expected Learning:
• Students will be able to ask and answer questions properly about how to get to some public places.
Disciplinary: 10. The student identifies and interprets the general idea and the possible
oral and written message development in a second language by drawing
upon previous knowledge, non-verbal elements and cultural context.
Generic: 4.2 The student applies different communication strategies according to
his/her peers, the context in which he/she is located and the objectives he/she
is chasing.
4.5 The student uses information and communication technologies to
obtaininformation and express ideas.
EXPECTED PRODUCTS
Brainstorming Learn how to get to some places in town. Make a small dialog asking about
public places Fill int he blanks with the correct wh- directions.
that students word.
can remember.
Learning Complete the exercises correctly and write a dialogue about how to get
evidence somewhere.
76
OPENING
Activity 1. Whole class. Brainstorm some public places that you can find in your city.
DEVELOPMENT
They are useful to make questions (WH-questions)
Examples of Wh questions:
a. What place is there? (¿Qué lugar es ese?)

b. Where is the bank? (¿Dónde está el banco?)
c. Which is the street to get to the library? (¿Cuál es la calle para llegar a la biblioteca?)
d. How can I get to the museum? (¿Cómo puedo llegar al museo?)
77
ASKING FOR AND GIVING DIRECTIONS:
How can I get to the LIBRARY?

Turn left on Pine Street. Go towards Third avenue, turn left and go past the park, the post
office and the restaurant. The library is on the left, in front of the restaurant.
78
Activity 2. Individual work. Complete the following questions to ask about directions using Wh-
words.
a. _____________ can I get to the Hospital?

b. ____________ Street is the Bank?
c. ____________ are located the Post Office and the Bus Station?
d. _____________ is the direction to get to the Hospital?
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Activity 3. Pair work. Using the map, complete the answers to the questions of directions.
a. ________________ can I get to the Hospital?
Go to the right on Pine Street. Turn to left on Third Avenue and go along to get to the Hospital.
b. ________________ Street is the Bank?
Oak Street and _____________.
c. ________________ are located the Post Office and the Bus Station?
The Post Office is on __________ and the ___________ is on Oak Street.
d. ________________ is the direction to get to the Bus Stop?
Go right on Pine Street. Turn left on _____________and go along to get to the Bus Stop on the
corner of _____________.
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CLOSING
Activity 4. Pair work. Write a small conversation in your notebook about how to get to some
place in this map.
EXAMPLE:
A: Excuse me, where is the theatre?
B: Go toward Garden Road and turn left. Go straight ahead and the theatre is on the right.
A: Thank you so much!
B: You’re welcome.
In this sequence we learned about:

WH-WORDS (what, where, how, which)
WH-QUESTIONS TO GET TO PLACES (¿How can I get to…? Where is the…? Which is the
street to get to…?)
GIVING A BRIEF DESCRIPTION ABOUT HOW TO GET TO SOME PLACES reviewing
the prepositions of place and movement and public places.
81

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PROGRAMA DE

Dr. Samuel Alejandro García Sepúlveda

Mtro. Aram M. González Ramírez

Mtra. Hilda Fernández Garza

Mtro. Jorge Fernando Gutiérrez Leal

Mtro. Leopoldo Aurelio Rodríguez Ita

Mtra. Rosa Tovar Ramírez

Semestre: Agosto 2022 – Enero 2023

Colegio de Estudios Científicos y Tecnológicos del Estado de Nuevo León,

Docentes colaboradores en la edición 2017:

Docentes colaboradores en la edición 2018:

Docentes colaboradores en la edición 2019:

Docentes colaboradores edición 2021:

Docentes colaboradores edición 2022:

Monterrey, N.L., México

Compare your answers with a partner

TELEPHONE 1) ? TELEPHONE 0181 204 16 88

What’s your name?

II. Write the phone numbers.

It’s ten fifteen.

What’s your name?

Then ask the questions to a classmate. Share your answers.

Read the following information about personal pronouns.

You (tú/ usted)

You (ustedes) Plural

Study the following vocabulary.

VOCABULARY: COUNTRIES AND NATIONALITIES

Study the following vocabulary.

Nelson is from ___________. He is __________.

Activity 5. Individual work. Complete the sentences with am, is or are.

Activity 6. Individual work. Change the sentences into negative.

He is a doctor. __He isn’t a doctor_____

GRAMMAR PRESENTATION: INDEFINITE ARTICLE A/AN

Activity 8. Individual work. Fill in the blanks wit a or an.

____ engineer ____ firefighter

VOCABULARY: FEELINGS AND EMOTIONS

VOCABULARY: QUALIFYING ADJECTIVES

Example: Hi! My name is Michael. This is my family. My brother's

Activity 1. Whole class. Analyze the following sentence:

People Animals Places Objects

GLASS POTATO SANDWICH

DICTIONARY MOUSE BOX

What’s your favorite food?

Countable nouns Uncountable nouns

1.- fruits do you eat a day?

Activity 1. Whole class. What is it?

night table rug

_____________________ a T-shirt on the bed.

Are there any eggs in the fridge? ____________________

Activity 1. Individual work. Mind map your daily routines.

Vocabulary (daily routines)

• We use the SIMPLE PRESENT tense to express daily routines or habits.

Negative form: SUBJECT + AUXILIARY + NOT + VERB + COMPLEMENT

Interrogative form: AUXILIARY + SUBJECT + VERB + COMPLEMENT +?

Auxiliary in Simple Present Tense: do

Activity 3. Individual work. Then change the sentences into negative.

Share your sentences with your classmates.

Example: Do you listen to music every day?

Share your paragraph with your classmates.

I am Laura and I live in a small town near

Read at the text and focus on the words in bold.

Mark’s daily routine

What do they have in common?

Nelson is from _. He is .

He is a doctor. He isn’t a doctor___

engineer firefighter