3B-2

GUA DE PRCTICAS
Unidad Acadmica de Estudios Generales
INGLS III

Lima Per

2017

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Gua de Prcticas
INGLS III

Unidad Acadmica de Estudios Generales

Mg. Jorge Antonio Gonzales Miranda

Coordinadora
Mg. Ana Mara Garca Liza

Correccin de estilo:
Lic. Aram Roosell Simangas Villalobos

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 1. INTRODUCCIN

En la actualidad, la lengua inglesa ha tenido mayor importancia debido a las necesidades que
plantea el siglo XXI en la que los estudiantes requieren tener un dominio del mismo. La idea
de aprender Ingls es tener la facilidad de comunicarse en una segunda lengua, con personas
dentro y fuera del pas; tener herramientas necesarias para el conocimiento y el desarrollo de
las cuatro habilidades lingsticas bsicas (escucha, habla, lectura y escritura), as como una
serie de sub-habilidades, cuyo objetivo primordial es el dominio del idioma. En esta lnea, el
aprendizaje del idioma Ingls se desarrolla en contexto y las actividades deben proveer
oportunidades para que al desarrollar un tema central, se logren integrar las habilidades por
medio de actividades reales. En este sentido, la presente gua, tiene como propsito orientar
para el aprendizaje del idioma ingls.
La presente publicacin: Gua de Prcticas de Ingls III, constituye un conjunto de
ejercicios y actividades a realizar, los cuales servirn de orientacin y gua al estudiante a fin de
complementar su formacin del curso de Estudios Generales.
Para organizar la presente Gua de Practicas, la asignatura se ha dividido en dos unidades,
la primera se desarrollar las siete primeras semanas y la segunda parte en las siete siguientes.
En cada unidad se exponen los temas de cada contenido, seguido de ejemplos e
ilustraciones y un conjunto de ejercicios y actividades. La profesora, en las clases prcticas
resolver algunos de los ejercicios propuestos, dejando a los estudiantes que completen lo
dems, en trabajos grupales o en forma individual. Lo importante es que el alumno asuma la
responsabilidad de trabajar en forma sostenida comprendiendo los conceptos, las estructuras
gramaticales y las aplicaciones de los diferentes temas.

Se advierte a nuestros alumnos poner el mayor entusiasmo, dedicacin y esfuerzo para

resolver los ejercicios y actividades planteadas, a fin de lograr las capacidades, aptitudes y
competencias requeridas de la asignatura.
Como logro de la asignatura, al final de cada unidad el estudiante presentar un producto,
basado en los temas planteados en la gua de prctica. Cuidando de una buena presentacin,
oportunidad y respuestas correctas.

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NDICE GENERAL

WEEK I
UNIT I PRACTICE 16
Grammar: Review Present Simple Vs Present Continuous

Week II
UNIT I PRACTTICE 2..11
Grammar: Modal CAN Affirmative Sentences

Week III
UNIT I PRACTICE 3...15
Grammar: Modal CANT Negative Sentences

Week IV:
UNIT II PRACTICE 4.19
Grammar: Yes/No Questions with the modal CAN

Week V
UNIT II PRACTICE 5..23
Grammar: Comparative Sentences Short Adjectives

Week VI
UNIT II PRACTICE 6.....28
Grammar: Comparative Sentences Long Adjectives

Week VII
UNIT II PRACTICE 7..33
Grammar: Comparative Adjectives
PROJECT 1

Week VIII:
First Exam

WEEK IX
UNIT III PRACTICE 9..41
Grammar: The Simple past of BE WAS

Week X:
UNIT III PRACTICE 10.45
Grammar: The Simple past of BE WERE

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Week XI:
UNIT III PRACTICE 11 ....49
Grammar: The Simple Past of BE in Negative Form

Week XII:
UNIT IV PRACTICE 12..53
Grammar: The Past Simple Regular Verbs

WEEK XIII
UNIT IV PRACTICE 13......57
Grammar: The Past Simple Irregular Verbs

Week XIV:
UNIT IV PRACTICE 14..61
Grammar: The Past Simple in Negative Form

Week XV:
UNIT IV PRACTICE 15 .....66
Grammar: Yes/No Questions in Past Simple

PROJECT 2

Week XVI:
Second Exam

Week XVII:
Third Exam

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 UNIT I

PRACTICE 1

THE SIMPLE PRESENT Vs THE PRESENT CONTINUOUS

1.1. Marco terico

Fuente: Elaboracin
THE SIMPLE PRESENT TENSE: I, YOU, propia
SHE, HE, IT, WE & THEY
Fuente: Elaboracin propia

AFFIRMATIVE SENTENCES

SUBJECT + VERB + COMPLEMENT.

NEGATIVE SENTENCES

SUBJECT + DONT/ DOESNT + VERB + COMPLEMENT.

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 1.2. Competencias
Comunica de manera oral y escrita, la frecuencia de sus actividades que realiza
en su vida cotidiana.

1.3. Materiales y equipos

Se utilizar la gua de prcticas, hojas o cuaderno, lapiceros, plumones,
corrector, diccionario Ingls-espaol, computadora, proyector, pizarra,
marcadores y mota.

1.4. Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

1.5. Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

1.6. Practicing

A. Unscramble the words to make sentences.

play / in / the park / They / soccer

They play soccer in the park.

1. in / works / She / the school

___________________________________________

2. every / Sunday / gym / to / the / go / I

___________________________________________

3. French / He / studies / home / at

___________________________________________

4. their / homework /do / They

___________________________________________

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5. washes / Mario / his / clothes
___________________________________________

6. in / run / We / the / stadium

___________________________________________

B. Write the correct form of the verb in the next sentences.

1. Sharon is ___________ in the park. (run)

2. My sisters are ____________ in the school. (play)

3. We are _____________ television. (watch)

4. I am ______________ a truck. (drive)

5. He is ______________ on the sand. (sleep)

6. They are ______________to music. (listen)

7. You are ______________ a letter. (write)

C. Change the sentences from exercise B into the negative form.

1.
___________________________________________

2.
___________________________________________

3.
___________________________________________

4.
___________________________________________

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5.
___________________________________________

6.
___________________________________________
7.
____________________________________________

8.
____________________________________________

D. Write sentences.

Present Simple Present Continuous

_________________________ _________________________

__________________________ _________________________

Fuentes de informacin
1. Parkinson, D. (2005). Oxford Business English Dictionary for learners of English.
Oxford: OUP.
2. Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press
3. Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

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 UNIT I
PRACTICE 2

MODAL CAN AFFIRMATIVE SENTENCES

2.1 Marco terico

PRONOUN + CAN + VERB + COMPLEMENT.

2.2 Competencias
Es capaz de comprender y utilizar expresiones de uso muy frecuente as
como frases sencillas destinadas a brindar informacin sobre la frecuencia de
sus actividades cotidianas, adems, puede hacer preguntas sobre la
frecuencia de actividades que terceras personas realizan.

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 2.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, plumones,

corrector, diccionario Ingls-espaol, computadora, proyector, pizarra,
marcadores y mota.

2.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

2.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

2.6 Practicing

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 I can play the guitar
A.- Look at the pictures and write their names.

_________________ _________________

_________________ __________________

_________________ ___________________

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 Musical Instrumets!
B.- Write sentences about your abilities.

For example: I can play the violin.

1.- _______________________________________.

2.- _______________________________________.

3.- _______________________________________.

4.- _______________________________________.

C.- Write sentences with the modal CAN about your partner.

1.- _______________________________________.

2.- _______________________________________.

3.- _______________________________________.

4.- _______________________________________.

2.7 Fuentes de informacin

1. Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2. Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT I
PRACTICE 3
MODAL CANT NEGATIVE SENTENCES

1.1 Marco terico

PRONOUN + MODAL VERB + VERB + COMPLEMENT

I
YOU
SHE
HE CANT SING SALSA.
IT
WE
THEY
1.2 Competencias
Es capaz de comprender y utilizar expresiones que indican pertenencia,
utilizando la estructura gramatical y el vocabulario requerido

1.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, plumones, corrector,
diccionario Ingls-espaol, computadora, proyector, pizarra, flash cards,
marcadores y mota.

1.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal utilizando los patrones gramaticales
Estos ejercicios resueltos se debern presentar peridicamente ya que son
considerados parte de la evaluacin permanente y permiten medir el logro de
competencias de la unidad.

1.5 Resultados

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 Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.
1.6 Practicing

A. Write CAN CANT, use your own information.

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B.- Complete with CAN CANT

C.- Write affirmative and negative sentences.

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 1.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2. Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT II
PRACTICE 4
YES / NO QUESTIONS WITH CAN

4.1 Marco terico

YES / NO QUESTIONS WITH CAN

4.2 Competencias
Expresa oralmente en dilogos o actividades grupales con apoyo visual utilizando
entonacin y pronunciacin adecuada.
Utiliza vocabulario preciso para hacer uso de expresiones que indican rdenes o
instrucciones.

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 Es capaz de comprender frases y expresiones que expresen rdenes o
instrucciones de uso frecuente relacionadas con reas de experiencia que
le son especialmente relevantes.

4.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

4.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que son
considerados parte de la evaluacin permanente y permiten medir el logro de
competencias de la unidad.

4.5 Resultados
Se aplicar los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

4.6 Practicing

A.- Unscramble the questions.

1.- play / Can / she / trumpet / the / ?

___________________________________________.

2.- the / cymbals / they / Can / play / ?

___________________________________________.

3.- a / Can / he / car / drive / ?

___________________________________________.

4.- sing / rock / you / Can / ?

___________________________________________.

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5.- huayno / Can / we / dance / ?
___________________________________________.

B.- Answer the next questions with your own information.

Can you speak French? ______________________

Can you dance tango?
Can you cook Peruvian food?
Can you swim in rivers?
Can you make a sandcastle?
Can you prepare cookies?
Can you play tennis?
Can you sing in English?
______________________
______________________
______________________
______________________
______________________
______________________
______________________

C.- Write eight yes / no questions and ask your partner.

1.- __________________________________________? ___________________

2.- __________________________________________? ___________________

3.- __________________________________________? ___________________

4.- __________________________________________? ___________________

5.- __________________________________________? ___________________

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6.- __________________________________________? ___________________

7.- __________________________________________? ___________________

8.- __________________________________________? ___________________

Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition. Cambridge
University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3. Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford University

Press.

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 UNIT II
PRACTICE 5
COMPARATIVE SENTENCES SHORT ADJECTIVES

5.1 Marco terico

Subject + verb BE + Comparative Adj. + Than + Subject.

5.2 Competencias
Es capaz de expresar con facilidad problemas de salud utilizando el vocabulario
adquirido en la sesin de aprendizaje.
5.3 Materiales y equipos

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 Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

5.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.
5.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

5.6 Practicing

A.- Change the next adjectives into the comparative form.

Tall

Short

Happy

Fast

Slow

Smart

Fat

Thin

Big

Small

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 Adjectives with cold Adjectives ex-pen-sive
one syllable, In Canada, with two or This book is
add: -er or -r winter is colder more more
+ than than summer. syllables, add: expensive than
more + than that book.

Irregular
Comparative
Adjectives
good better
Adjectives hap-py Adjectives big than
with two John is that end in a Russia is bad worse than
syllables that happier than single vowel bigger than far farther than
end in -y, David. and Canada. far further than
change -y to i consonant:
and add: -er + double the
than final letter
before adding
than

B.- Complete the next sentences using comparative adjectives.

1. I (tall) _________ I am taller than_______________ my sister.

2. Sarah (busy) _____________________________________ Mary.

3. The sun (hot) _____________________________________ the earth.

4. The earth (large) _____________________________________ the moon.

5. Elephants (big) _____________________________________ horses.

6. This restaurant (good) _____________________________________ that restaurant.

7. Salads (healthy) _____________________________________ hamburgers.

8. I think weekends (nice) _____________________________________ weekdays.

9. The sun (far) _____________________________________ the moon.

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10. That hotel (bad) _____________________________________ this hotel.

11. Cars (fast) _____________________________________ bicycles.

12. Comedies (funny) _____________________________________ action movies.

C.- Write six comparative sentences about you and your partner.

1.- _____________________________________________________.

2.- _____________________________________________________.

3.- _____________________________________________________.

4.- _____________________________________________________.

5.- _____________________________________________________.

6.- _____________________________________________________.
5.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT II

PRACTICE 6

COMPARATIVES SENTENCES LONG ADJECTIVES

6.1 Marco terico

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 6.2 Competencias
Es capaz de expresar correctamente las cosas que le gustan especialmente el
tema de cine. Responde a preguntas comprensivas de textos descriptivos e
informativos. Reconoce y emplea estructuras gramaticales enseadas en la
unidad para formar oraciones, prrafos, textos; as como el vocabulario y las
expresiones de la unidad. Expresa oralmente en dilogos o actividades grupales
con apoyo visual utilizando entonacin y pronunciacin adecuada.

6.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, plumones,
corrector, diccionario Ingls-espaol, computadora, proyector, pizarra,
marcadores y mota.

6.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

6.5 Resultados
Se aplicara los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

6.6 Practicing

A.- Write the comparative form of the next adjectives.

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B.- Write comparative sentences using the next adjectives.

1.- ____________________________________________________ (beautiful)

2.- ____________________________________________________ (expensive)

3.- ____________________________________________________ (interesting)

4.- ____________________________________________________ (boring)

5.- ____________________________________________________ (intelligent)

6.- ____________________________________________________ (dangerous)

7.- ____________________________________________________ (exciting)

8.- ____________________________________________________ (amazing)

C.- Crossword

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Across : Down :

3. Inexpressive, concise. 1. Talking to people as if they are stupid.

4. Dominating. 2. Disturbing, agitating.
5. Clever, skillful. 6. Very productive.
8. Giving courage. 7. Likely to fall.
12. Elegant, refined. 9. Lazy.
14. Quiet and unexpressive. 10. Bizarre, odd.
15. Biased. 11.Behaving like a kid.
16. Clever and funny. 12. Dark and sad.
17. Looking down on people. 13. Foolish.
19. Depressing, dark. 18. perplexed, confused or lost.

6.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT II
PRACTICE 7
COMPARATIVE ADJECTIVES

7.1 Marco terico

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 7.2 Competencias
Es capaz de expresar correctamente las cosas que no le gustan especialmente el
tema de tipos de msica. Responde a preguntas comprensivas de textos
descriptivos e informativos. Reconoce y emplea estructuras gramaticales
enseadas en la unidad para formar oraciones, prrafos, textos; as como el
vocabulario y las expresiones de la unidad. Expresa oralmente en dilogos o
actividades grupales con apoyo visual utilizando entonacin y pronunciacin
adecuada.

7.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
corrector, diccionario Ingls-espaol, computadora, proyector, pizarra,
marcadores y mota.

7.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.
7.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica
7.6 Practicing

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A.- Write comparative sentences.

1. summer / winter / hot __________Summer is hotter than winter.________________

2. football / bowling / exciting ______________________________________________

3. Asia / Europe / big _____________________________________________________

4. weekends / weekdays / good ____________________________________________

5. cats / lions / small _____________________________________________________

6. John / Stewart / busy ___________________________________________________

7. horses / cows / fast ____________________________________________________

8. my uncle / my aunt / funny ______________________________________________

9. this movie / that movie / interesting _______________________________________

10. the flu / a cold / bad ____________________________________________________

11. the sun / the moon / far _________________________________________________

12. I / my friend / tired _____________________________________________________

13. tigers / giraffes / dangerous _____________________________________________

14. January / August / cold _________________________________________________

15. my grandfather / my father / old _________________________________________

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B.- Listen and complete the sentences.

1. Argentina ______________________________________ Colombia.

2. Cars ___________________________________________ radios.

3. Thomas ________________________________________ his brother.

4. Winter _________________________________________ summer.

5. Weekends ______________________________________ weekdays.

6. This book _______________________________________ that book.

7. Comedies _______________________________________ action movies.

8. The flu _________________________________________ a cold.

9. Dogs ___________________________________________ cats.

10. Cake ___________________________________________ ice-cream.

11. The sun _________________________________________ the moon.

12. John ___________________________________________ Michael.

13. Question 3 ______________________________________ question 4.

14. I think books ____________________________________ movies.

15. Marie __________________________________________ Diane.

16. Earth __________________________________________ the sun.

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C.- Write comparative sentences about the next nouns.

1.- English ______________________________________________________.

2.- Peru ______________________________________________________.

3.- Shakira ______________________________________________________.

4.- Cellphones ______________________________________________________.

5.- Elephants ______________________________________________________.

6.- Susy Diaz ______________________________________________________.

7.- Chile ______________________________________________________.

8.- Dolphins ______________________________________________________.

9.- Romeo Santos ______________________________________________________.

10.- Magaly Medina _____________________________________________________.

11.- Bears _____________________________________________________.

12.- Airplanes _____________________________________________________.

7.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT II
PRACTICE 8
REVIEW UNIT I

8.1 Marco Terico

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 8.2 Competencias
Comprende mensajes orales explcitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseadas en la unidad para
formar oraciones, prrafos, textos; as como el vocabulario y las expresiones
de la unidad. Expresa oralmente en dilogos o actividades grupales con apoyo
visual utilizando entonacin y pronunciacin adecuada.

8.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

8.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos
a desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya
que son considerados parte de la evaluacin permanente y permiten medir el
logro de competencias de la unidad.

8.5 Resultados

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 Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

8.6 Fuentes de informacin

1.Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

2.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

3.Podnecky, J. (2000). Putting English to work. Contemporary books.

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 UNIT III
PRACTICE 9
THE SIMPLE PAST OF BE WAS

9.1 Marco Terico

The Simple Past of BE WAS

SUBJECT VERB COMPLEMENT

I
HAPPY.
SHE WAS
IN THE PARK.
HE

IT

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 9.2 Competencias
Comprende mensajes orales explcitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseadas en la unidad para
formar oraciones, prrafos, textos; as como el vocabulario y las expresiones de
la unidad. Expresa oralmente en dilogos o actividades grupales con apoyo
visual utilizando entonacin y pronunciacin adecuada.

9.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

9.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

9.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

9.6 Practicing

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A.-

B.- Read and mark true ( T ) or false ( F ).

Sam, an unemployed piano tuner, said it was only the second thing he had ever won in his
life. The first thing was an Afghan blanket at a church raffle when he was 25 years old. But this
was much bigger: it was $120,000! He had won the Big Cube, a state lottery game. To win, a
contestant must first guess which number a spinning cube will stop on. The cube has six numbers
on it: 1X, 10X, 50X, 100X, 500X, and 1000X. If he is correct, the contestant must then guess which
of two selected variables is going to be greater. So, just guessing which number appears on the
cube does not guarantee that you will win any money.

Sam correctly guessed 1000X, but he still had to choose between two variables. One variable
was the number of cars that would run the stop sign at Hill Street and Lake Avenue in six hours.
The other variable was the number of times that a teenage boy would change TV channels in a
three-hour period. This was a tough decision.

1.- Sam was a teacher. T - F

2.- He was 25 when he won a blanket. T - F

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 3.- It was the fourth time he had won a prize T - F

4.- It was an easy decision T - F

C.- Write ten sentences using the past verb WAS.

1.- __________________________________________.
2.- __________________________________________.
3.- __________________________________________.
4.- __________________________________________.
5.- __________________________________________.
6.- __________________________________________.
7.- __________________________________________.
8.- __________________________________________.
9.- __________________________________________.
10.- _________________________________________.

d. Use the past of the verb be in the following sentences

1. Was Julia Robert French? No, She _________ French.

2. What about Robert de Nero? Was he an American actor? Yes, he _____.
3. Were New York and Los Angeles Spanish Cities? No, they _______.
4. Was Big Ben in Paris? No, it _________.
5. Was Mount Everest in Africa? No, it ________ in Africa. It ______ in Asia.

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 9.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT II
PRACTICE 10
THE SIMPLE PAST OF BE WERE

10.1 Marco Terico

SUBJECT VERB COMPLEMENT

YOU
SAD.
WE WERE
IN THE RESTAURANT.
THEY

10.2 Competencias
Es capaz de describir acciones que estn sucediendo en el momento.
Comprende mensajes orales explcitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseadas en la unidad para
formar oraciones, prrafos, textos; as como el vocabulario y las expresiones de

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43
 la unidad. Expresa oralmente en dilogos o actividades grupales con apoyo
visual utilizando entonacin y pronunciacin adecuada.

10.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

10.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

10.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

10.6 Practicing

A.- Change the next sentences into the past.

You are thin. _______________________________________.

They are in the market. _______________________________________.
We are very tired. _______________________________________.
You are a doctor. _______________________________________.
Shi and Lu are happy. _______________________________________.
We are in the beach. _______________________________________.
My sisters are funny. _______________________________________.
The dogs are hungry. ________________________________________.

B.- Complete the blanks with was or were.

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 1. Tom in Spain last weekend.

2. Frank and Jim at the party last night.

3. Who at the cinema last Monday?

4. The children quiet when their parents came home.

5. She a nice person.

6. He usually not at home at the weekend.

7. They good at English.

8. We in Lower Austria last summer.

9. My brother in China some weeks ago.

10. I in Copenhagen when my friends went there.

C.- Look at the pictures and complete with the past of BE.

I ____ bored. You _____ happy.

He ____ on holiday. She ____ at the disco.

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 The dog ____ eating. We ____ at home.

You ____ singing. They ____ playing.

10.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

3.Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT III
PRACTICE 11
THE PAST OF BE IN NEGATIVE FORM

11.1 Marco terico

11.2 Competencias
Es capaz de describir acciones que estn sucediendo en el momento.
Comprende mensajes orales explcitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseadas en la unidad para

F-CV3-3B-2
47
 formar oraciones, prrafos, textos; as como el vocabulario y las expresiones de
la unidad. Expresa oralmente en dilogos o actividades grupales con apoyo
visual utilizando entonacin y pronunciacin adecuada.
11.3 Materiales y equipos
Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

11.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

11.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

11.6 Practicing

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A.- Choose and complete.

The football shirts in the bag. (wasn't or weren't)

It dark at 10 oclock. (wasn't or weren't)

The tickets expensive. (wasn't or weren't)

The exercise easy. (wasn't or weren't)

Your mum late. (wasn't or weren't)

They at home yesterday. (wasn't or weren't)

B.- Unscramble the next sentences.

1.- the / werent / They / in / mall

__________________________________________________.

2.- wasnt / I / a / good / painter

__________________________________________________.

3.- a / wasnt / She / nurse

__________________________________________________.

4.- at / You / the / werent / hospital

__________________________________________________.

5.- bad / wasnt / He / a / singer

__________________________________________________.

6.- werent / We / funny / school / at

__________________________________________________.

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C.- Read and fill the blanks.

an

11.7 Fuentes de informacin

1.Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

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 2.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

3.Podnecky, J. (2000). Putting English to work. Contemporary books.

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 UNIT IV
PRACTICE 12
THE SIMPLE PAST TENSE REGULAR VERBS

12.1 Marco Terico

12.2 Competencias
Comprende mensajes orales explcitos en todo hecho comunicativo.
Responde a preguntas comprensivas de textos descriptivos e informativos.
Reconoce y emplea estructuras gramaticales enseadas en la unidad para

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 formar oraciones, prrafos, textos; as como el vocabulario y las expresiones de
la unidad.
Expresa oralmente en dilogos o actividades grupales con apoyo visual
utilizando entonacin y pronunciacin adecuada.
12.3 Materiales y equipos
Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

12.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

12.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

12.6 Practicing

a.- Write the past tense of the next regular verbs.

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 PRESENT PAST
PLAY
COOK
WASH
WORK
WATCH
LOOK
DANCE
STUDY
WALK
CLEAN
JUMP
LISTEN
LIVE
LEARN
TALK
ASK

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 b. Write sentences in past simple using the verbs from the chart.

1.- _________________________________________________________.

2.- _________________________________________________________.

3.- _________________________________________________________.

4.- _________________________________________________________.

5.- _________________________________________________________.

6.- _________________________________________________________.

7.- _________________________________________________________.

8.- _________________________________________________________.

C.- Place the verbs in the right column.

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 12.7 Fuentes de informacin

1.Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

2.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

3.Podnecky, J. (2000). Putting English to work. Contemporary books.

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 UNIT IV
PRACTICE 13
SIMPLE PAST TENSE IRREGULAR VERBS

13.1 Marco Terico

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 13.2 Competencias
Es capaz de diferenciar actividades cotidianas y actividades que estn
sucediendo en el momento estructurando correctamente la gramtica y el
vocabulario aprendido en la unidad.

13.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota.

13.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los alumnos a
desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que
son considerados parte de la evaluacin permanente y permiten medir el logro
de competencias de la unidad.

13.5 Resultados
Se aplicarn los instrumentos de evaluacin a travs de ejercicios y actividades a
trabajar en la unidad para evidenciar el logro de competencias de cada prctica.

13.6 Practicing

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A.- Write the past tense of the next irregular verbs.

PRESENT PAST
GO
GIVE
THINK
HAVE
DRINK
FEEL
SLEEP
TELL
DO
WRITE
SEE
TAKE
SAY
GET
DRIVE
COME
READ
BUY
MAKE
MEET

B.- Complete the next sentences with the verbs in past simple.

1.- Mary ________________ a new blue dress. (buy)

2.- Daniel and Jo ______________ in a French restaurant. (eat)

3.- We _______________ a big truck. (drive)

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4.- She _______________ a new interesting book. (read)

5.- Lu and I _____________ a new house. (get)

6.- Joan ______________ a beautiful song in the concert. (sing)

C.- Write in order the next text.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

13.7 Fuentes de informacin

1.Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

2.Podnecky, J. (2000). Putting English to work. Contemporary books.

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 UNIT IV
PRACTICE 14
THE SIMPLE PAST TENSE IN NEGATIVE FORM

14.1 Marco Terico

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 14.2 Competencias
Es capaz de comprender frases y expresiones de uso frecuente
relacionadas con reas de experiencia que le son especialmente relevantes
(informacin bsica sobre s mismo y su familia, compras, lugares de
inters, ocupaciones, etc.) Sabe comunicarse a la hora de llevar a cabo
tareas simples y cotidianas que no requieran ms que intercambios
sencillos y directos de informacin sobre cuestiones que le son conocidas o
habituales

14.3 . Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,
plumones, corrector, diccionario Ingls-espaol, computadora, proyector,
pizarra, marcadores y mota

14.4 Procedimiento
La profesora trabajar los temas aplicados en la gua orientando a los
alumnos a desarrollar los mismos de manera personal o grupal
dependiendo del tipo de ejercicio. Estos ejercicios resueltos se debern
presentar peridicamente ya que son considerados parte de la evaluacin
permanente y permiten medir el logro de competencias de la unidad.
14.5 Resultados

Se aplicarn los instrumentos de evaluacin a travs de ejercicios y

actividades a trabajar en la unidad para evidenciar el logro de
competencia de la unidad.

14.6 Practicing

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A.- Write the negative form.

1. They swam on Saturday but they on Sunday.

2. I went to work on Monday but I to work on Tuesday.
3. He bought a new car. He a second-hand car.
4. She learnt French in high school. She French in primary school.
5. We got up early this morning. We early yesterday.
6. They did Science at school but they Science at University.
7. He slept well last night but he well the night before.
8. I ate spaghetti for dinner but I anything for lunch.
9. You saw Helen but you Celia.
10. They lived in Fairfield. They in Cabramatta.

B.- Write the correct verbs in the blanks.

1. She saw your brother.
She didn't ____________ your brother.
2. We heard a terrible noise.
We didn't ____________a terrible noise.
3. He slept well.
He didn't _____________ well.
4. He looked at her.
He didn't _____________ at her.
5. They drank water.
They didn't ___________ water.
6. She thought about it.
She didn't____________ about it.
7. The police caught the thief.
The police didn't___________ the thief.

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 8. He hid the letter.
He didn't _____________ the letter.
C.- Read the text.

Sick on Saturday

I have just had a terrible weekend! On Saturday I was so tired that I slept all morning.
When I woke up I had a head ache and my throat was sore. My body ached all over. My
nose ran and I coughed a lot. My mother took my temperature but I did not have a fever.
My mother made me some soup for lunch and I ate it in bed. I drank some juice. I tried to
read a book but I couldnt keep my eyes open. I lay in bed all afternoon. I drifted in and
out of sleep. I drank more juice. I felt miserable all afternoon. I didnt want to do
anything.
I got out of bed at dinner time. My parents ordered pizza for dinner and I was able
to eat some of it. I drank more juice! I felt a bit better after dinner so I stayed up. I
snuggled under a blanket on the couch and watched some TV with my parents. I fell
asleep in front of the TV.
The next morning I felt better but now my mother had a cold! She looked
miserable. It was her turn to be sick.

Comprehension Check:

Did you understand the story? Are these sentences true?

1. The boy was sick on Saturday. Yes or no?

2. On Sunday his father was sick. Yes or no?

3. He had a fever on Saturday. Yes or no?

4. He ate dinner in bed on Saturday. Yes or no?

Fill in the Blanks:

5. The family had _______________ for dinner on Saturday.

6. On Saturday night the boy fell asleep while he __________________________.

7. He had a head ______________ and his throat was ________________.

8. The boy drank lots of _______________.

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9. What is the present tense of these verbs? tried _____________, took
________________,

felt ________________, did _________________

d. Read the following text and complete it until the end. What do you think it
happened?

Stewart had a terrible day the other day. It was the day of his vacation to Spain but
it was a nightmare. He left the house at 10 oclock in the morning and caught a
taxi to the airport. Stewart went to the check-in with his luggage. When the man
who worked for the airline asked for his passport, Stewart became very upset.
Where was his passport? Stewart realized he didnt have his passport with him.
What a disaster!

He jumped back into the taxi and told the driver to take him home. The driver
drove quickly and Martin arrived back at his house in twenty minutes. He ran into
the house and went into his bedroom. He found his passport on the bedside table
and left the house again. But the taxi wasnt there! Where was the taxi!
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 14.7 Fuentes de informacin

1.Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

2. Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

3.Podnecky, J. (2000). Putting English to work. Contemporary books.

4. Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 UNIT IV
PRACTICE 15
YES / NO QUESTIONS IN THE SIMPLE PAST TENSE

15.1 Marco Terico

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 15.2 Competencias

Es capaz de comprender frases y expresiones de uso frecuente relacionadas con

reas de experiencia que le son especialmente relevantes (informacin bsica sobre
s mismo y su familia, compras, lugares de inters, ocupaciones, etc.) Sabe
comunicarse a la hora de llevar a cabo tareas simples y cotidianas que no requieran
ms que intercambios sencillos y directos de informacin sobre cuestiones que le
son conocidas o habituales

15.3 Materiales y equipos

Se utilizarn guas de prctica, hojas o cuaderno, lapiceros, papelgrafos,

plumones, corrector, diccionario Ingls-espaol, computadora, proyector, pizarra,
marcadores y mota

15.4 Procedimiento

La profesora trabajar los temas aplicados en la gua orientando a los alumnos a

desarrollar los mismos de manera personal o grupal dependiendo del tipo de
ejercicio. Estos ejercicios resueltos se debern presentar peridicamente ya que son
considerados parte de la evaluacin permanente y permiten medir el logro de
competencias de la unidad.

15.5 Resultados

Se aplicarn los instrumentos de evaluacin a travs de ejercicios y

actividades a trabajar en la unidad para evidenciar el logro de competencia de la
unidad.

15.6 Practicing

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A.- Write short answers in the next questions.

B.- Answer the questions.

1. Q: Did Sam fly to Tokyo last month? A: Yes, _____________

2. Q: Did it rain last week? A: No, _____________

3. Q: Did Mr. Smith go to work this morning? A: Yes, _____________

4. Q: Did the dog bite you? A: No, _____________

5. Q: Did you watch TV last night? A: Yes, _____________

6. Q: Did she find a better job? A: Yes, _____________

7. Q: Did the train arrive on time? A: No, _____________

8. Q: Did you remember to buy eggs? A: No, _____________

9. Q: Did Mr. Johnson buy a new car yesterday? A: Yes, _____________

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10.Q: Did you travel to Asia? A: NO, _____________

C.- Read the text.

Bens day

When I woke up this morning, I found my dog, Fox, waiting for me. He wanted me to take
him for a walk. I was too hungry, so first I had breakfast. I had a glass of milk and a piece
of toast. Then I washed my teeth and put on a track-suit and a heavy coat, because it was
really cold outside. Fox was already impatient. We both went out, and walked to the park
near home. He ran and jumped, and pursued some passers-by. He also destroyed some
pieces of furniture somebody left on the road. I sat on a bench all the time, wishing I
could be inside my warm bed. When my hands were frozen, I decided it was time to go
back home. Fox didnt want to, but I pulled hard and I managed to take him back. When
we arrived at the front door, I realized I didnt have my keys with me, so we stayed out in
the cold for more than an hour! Fox was happy, but I was late for work!

1.- Underline all the irregular verbs in past.

2.- Answer the next questions.

Did Fox want to stay home? ______________________.

Did he have breakfast? ______________________.

Did they go to the park? ______________________.

Did Fox sleep in the park? ______________________.

Did he have his keys? ______________________.

Did they stay out ? ______________________.

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 15. 7 Fuentes de informacin

1.Lathan, Koening, Oxeden, Clive, Boyle, Mike. (2013). American English File
starter. Second Edition. Oxford University Press

2. Murphy, R. (2004). English Grammar in Use for basic level. Third edition.
Cambridge University Press.

3.Podnecky, J. (2000). Putting English to work. Contemporary books.

4. Alexander, J. D. (2010). English picture dictionary. Second edition. Oxford

University Press.

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 IRREGULAR VERBS

PRESENT
PRESENT TENSE PAST TENSE SPANISH
PERFECT
Past Participle
Past tense verbs Meaning
verb

Arise [a'rais] Arose [a'rous] Arisen [a'risn]

Was [wuas] /
Be [bi] Been [bin]
were [wer]
Beat [bit] Beat [bit] Beaten [bitn]
Become [bikam] Became [bikeim] Become [bikam]
Begin [bigIn] Began [bi'gan] Begun [bi'gan]
Bet [bet] Bet [bet] Bet [bet]
Bite [bait] Bit [bIt] Bitten [bItn]
Bleed [blid] Bled [bled] Bled [bled]
Blow [blou] Blew [blu] Blown [bloun]
Break [breik] Broke [brouk] Broken [broukn]
Bring [bring] Brought [brot] Brought [brot]
Build [bild] Built [bilt] Built [bilt]
Buy [bai] Bought [bot] Bought [bot]
Catch [katch] Caught [kot] Caught [kot]
Choose [chus] Chose [chous] Chosen [chousn]
Come [kam] Came [keim] Come [kam]
Cost [kost] Cost [kost] Cost [kost]
Creep [krip] Crept [krept] Crept [krept]
Cut [kat] Cut [kat] Cut [kat]
Deal [dil] Dealt [delt] Dealt [delt]
Do [du] Did [dId] Done [don]
Draw [dro] Drew [dru] Drawn [dron]
Dream [driim] Dreamt [dremt] Dreamt [dremt]
Drink [drInk] Drank [drank] Drunk [draank]
Drive [draiv] Drove [drouv] Driven [drivn]

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Eat [iit] Ate [eit] Eaten [iitn]
Fall [fol] Fell [fel] Fallen [folen]
Feed [fiid] Fed [fed] Fed [fed]
Feel [fiil] Felt [felt] Felt [felt]

Fight [fait] Fought [fot] Fought [fot]

Find [faind] Found [faund] Found [faund]
Flee [flii] Fled [fled] Fled [fled]
Fly [flai] Flew [flu] Flown [floun]
Forget [forget] Forgot [forgat] Forgotten [forgatn]
Forgive [forgiv] Forgave [forgeiv] Forgiven [forgivn]
Forsake [forseik] Forsook [forsuk] Forsaken [forseikn]
Freeze [friisz] Froze [frousz] Frozen [frouszn]
got/gotten
Get [get] Got [gat]
[gat,gatn]
Give [gIv] Gave [geiv] Given [givn]
Go [gou] went [wuent] Gone [gon]
Grind [graind] Ground [graund] Ground [graund]
Grow [grou] Grew [gru] Grown [groun]
Hang [hang] Hung [haang] Hung [haang]
Have [hav] Had [had] Had [had]
Hear [hir] Heard [herd] Heard [herd]
Hide [haid] Hid [hId] Hidden [hIdn]
Hit [hIt] Hit [hIt] Hit [hIt]
Hold [hold] Held [held] Held [held]
Hurt [hert] Hurt [hert] Hurt [hert]
Keep [kip] Kept [kip] Kept [kept]
Kneel [nil] Knelt [nelt] Knelt [nelt]
Know [nou] Knew [niu] Known [noun]
Lead [liid] Led [led] Led [led]
Learn [lern] Learnt [lernt] Learnt [lernt]
Leave [liv] Left [left] Left [left]
Lend [lend] Lent [lent] Lent [lent]
Let [let] Let [let] Let [let]
Lie [lai] Lay [lei] Lain [lein]

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Lose [lus] Lost [lost] Lost [lost]
Make [meik] Made [meid] Made [meid]
Mean [min] Meant [ment] Meant [ment]
Meet [mit] Met [met] Met [met]
Pay [pei] Paid [peid] Paid [peid]
Put [put] Put [put] Put [put]
Quit [kuit] Quit [kuit] Quit [kuit]
Read [rid] Read [red] Read [red]
Ride [raid] Rode [roud] Ridden [ridn]
Ring [rIng] Rang [rang] Rung [rang]
Rise [rais] Rose [rous] Risen [risn]
Run [raan] Ran [ran] Run [raan]
Say [sei] Said [sed] Said [sed]
See [si] Saw [so] Seen [sin]
Sell [sel] Sold [sold] Sold [sold]
Send [send] Sent [sent] Sent [sent]
Set [set] Set [set] Set [set]
Sew [sou] Sewed [soud] Sewn [soun]
Shake [sheik] Shook [shuk] Shaken [sheikn]
Shine [shain] Shone [shoun] Shone [shoun]
Shoot [shut] Shot [shot] Shot [shot]
Show [shou] Showed [shoud] Shown [shoun]
Shrink [shrInk] Shrank [shrank] Shrunk [shraank]
Shut [shaat] Shut [shaat] Shut [shaat]
Sing [sIng] Sang [sang] Sung [sang]
Sink [sInk] Sank [sank] Sunk [saank]
Sit [sIt] Sat [sat] Sat [sat]
Sleep [sliip] Slept [slept] Slept [slept]
Slide [sslaid] Slid [sslId] Slid [sslId]
Sow [sou] Sowed [soud] Sown [soun]
Speak [sspIk] Spoke [sspouk] Spoken [sspokn]
Spel [sspel]l Spelt [sspelt] Spelt [sspelt]
Spend [sspend] Spent [sspent] Spent [sspent]
Spill [sspIl] Spilt [sspIlt] Spilt [ssplt]
Split [ssplI] Split [ssplI] Split [ssplI]

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Spoil [sspoil] Spoilt [sspoilt] Spoilt [sspoilt]
Spread [sspred] Spread [sspred] Spread [sspred]
Stand [sstand] Stood [sstud] Stood [sstud]
Steal [sstil] Stole [sstol] Stolen [stol]
Sting [sstIng] Stung [sstaang] Stung [sstaang]
Stink [sstink] Stank [sstank] Stunk [sstaank]
Strike [straik] Struck [straak] Struck [strak]
Swear [suer] Swore [suor] Sworn [suorn]
Sweep [suip] Swept [suept] Swept [suept]
Swim [suim] Swam [suam] Swum [suaan]
Take [teik] Took [tuk] Taken [teikn]
Teach [tiich] Taught [tot] Taught [tot]
Tear [tiir] Tore [tor] Torn [torn]
Tell [tel] Told [told] Told [told]
Think [zInk] Thought [zot] Thought [zot]
Throw [zrou] Threw [zriu] Thrown [zroun]
Tread [trid] Trode [troud] Trodden [trodn]
Wake [geik] Woke [guok] Woken [guokn]
Wear [ger] Wore [guor] Worn [gourn]
Weave [giv] Wove [guov] Woven [gouvn]
Weep [wuip] Wept [wuept] Wept [wuept]
Win [wuin] Won [wuon] Won [wuon]
Wring [rIng] Wrung [raang] Wrung [raang]
Write [rait] Wrote [rout] Written ['ritn]

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 REGULAR VERBS
INFINITIVE PAST TENSE SPANISH
Answer Answered
Arrive Arrived
Ask Asked
Borrow Borrowed
Brush Brushed
Call Called
Clean Cleaned
Close Closed
Complete Completed
Cook Cooked
Copy Copied
Cross Crossed
Cry Cried
Change Changed
Dance Danced
Decide Decided
Decorate Decorated
Deliver Delivered
Dress Dressed
Earn Earned
Enjoy Enjoyed
Erase Erased
Explain Explained
Finish Finished
Fish Fished
Fix Fixed
Smile Smiled
Hate Hated
Help Helped
Hope Hoped
Invite Invited
Join Joined
Jump Jumped
Kill Killed
Kiss Kissed
Knock Knocked
Laugh Laughed
Lie Lied
Like Liked
Listen Listened
Live Lived
Love Loved

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 Phone Phoned
Pick up Picked up
Play Played
Point Pointed
Practise Practised
Push Pushed
Rain Rained
Receive Received
Remember Remembered
Rent Rented
Repair Repaired
Repeat Repeated
Rest Rested
Return Returned
Save Saved
Search Searched
Serve Served
Shave Shaved
Smell Smelled
Smile Smiled
Snow Snowed
Start Started
Stay Stayed
Stop Stopped
Study Studied
Talk Talked
Travel Traveled
Trust Trusted
Type Typed
Use Used
Visit Visited
Wait for Waited for
Walk Walked
Want Wanted
Wash Washed
Watch Watched
Wish Wished
Work Worked
Yawn Yawned

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