1.

IDENTIFICACIÓN DE LA GUIA DE APRENIZAJE

• Denominación del Programa de Formación:

• Código del Programa de Formación:
• Nombre del Proyecto:
• Fase del Proyecto: Planeación
• Actividad de Proyecto:
o Relatar situaciones y experiencias personales vividas en el pasado en diferentes contextos
socioculturales, teniendo en cuenta las estructuras gramaticales aprendidas en clase.
o Interpretar un texto de carácter técnico respondiendo preguntas de comprensión de lectura.
o Proponer soluciones a distintas problemáticas sociales de conocimiento común analizando su
historia, causas, consecuencias y demás aspectos importantes relacionadas con la
problemática seleccionada.

• Competencia: Producir textos en inglés en forma escrita y auditiva.

• Resultados de Aprendizaje Alcanzar:
o Intercambiar información en inglés sobre temas de interés general o particular de forma
precisa y clara.
o Emplear vocabulario en inglés acerca de temas ocupacionales, tecnológicos, científicos y
académicos teniendo en cuenta la intencionalidad del lenguaje y su contexto.
o Producir discursos espontáneos en inglés evidenciando fluidez, coherencia y cohesión de
acuerdo con su perfil ocupacional.
o Argumentar puntos de vista en inglés con base en situaciones sociales y laborales.
o Intercambiar opiniones y narraciones acerca de una experiencia de vida en un rango amplio
de contextos de forma oral y escrita.
Duración de la Guía: 48 horas

2. PRESENTACION
El programa de Inglés Intermedio Nivel 2, es una propuesta educativa que forma al aprendiz en torno al
desarrollo de habilidades comunicativas específicas en lengua extranjera basadas en: la argumentación de
ideas con alto grado de independencia y fluidez; la síntesis de información procedente de diversas fuentes y
medios de comunicación; la producción de discursos formales en inglés evidenciando fluidez, coherencia y
cohesión; y la implementación de vocabulario sobre temas cotidianos, ocupacionales, tecnológicos, científicos
y académicos. Lo anterior, teniendo en cuenta la intencionalidad del lenguaje y su contexto.

3. FORMULACION DE LAS ACTIVIDADES DE APRENDIZAJE

Descripción de la(s) Actividad(es)
3.1 Actividades de Reflexión inicial.

Describe your high school prom. Use the following questions and make notes.

Where and when was it?

Who were you with?

Did anything go wrong during the party?

How did you feel?

Now describe important things that happened in your life or in the world before your prom. Simple

past review
https://www.youtube.com/watch?v=T rs0b58Dng
https://www.youtube.com/watch?v=QtAYUaRWnnI
https://www.youtube.com/watch?v=gUDQwatZTKk

3.2 Actividades de contextualización e identificación de conocimientos necesarios para el

aprendizaje.
Read the following story and say what things happened before he arrived home.
"I finished work late and then I had problems on the way home and then couldn't believe my eyes when I got
home. When I arrived home I realized I'd been burgled. I couldn't believe my eyes. The burglars":

• has broken down the door

• will lift my papers and photos all over the floor
• had locked my dog in the cellar/shed had taken my... (a special item)
• had smashed a window
• had stolen my laptop
• have eaten the cake I'd bought for my (friend/daughter/wife)'s birthday
• has urinated all over the floor

https://www.youtube.com/watch?v=E3NnmViTsX8

https://www.youtube.com/watch?v=RtkWdVXDrig

https://www.youtube.com/watch?v=-TrE6VdtgLE

https://www.youtube.com/watch?v=A3HRUtZCAa4
3.3 Actividades de apropiación del conocimiento (Conceptualización y Teorización).
3.3.1. PAST PERFECT AND PAST SIMPLE
https://www.youtube.com/watch?v=05HXVE05vig

Read the following text and answer the questions above.

Amelia Mary Earhart 1897-1937 (U.S.)
Achievement: In 1917, when she was 20. Amelia Earhart went to an air show with her father. While she was
watching the planes circling in the sky, she realized she had found her vocation. She wanted to be a pilot.
The next day, she took her first trip in a plane and her career had begun. In 1932, she became famous as the
first woman to fly solo across the Atlantic Ocean. Five years later she began her most ambitious project to be
the first woman to fly around the world. Tragically, she and her plane disappeared just before completing
the journey. Where did she disappear? Nobody knows, and it's still a mystery today.

Sally Ride 1951- (U.S.)

Achievement: It was no surprise that Sally Ride chose a career in space travel. As a young woman she had
always been interested in science and went on to study physics at Stanford University. Not long after
graduating, she spotted an advertisement in a newspaper. The space agency NASA was looking for people to
work in the American space program. More than 5,000 people applied, and Sally was one of the successful
candidates. She joined NASA in 1978. On June 18, 1983, she became the first American woman in space as a
crew member on the space shuttle Challenger 7.

Richard Branson 1950 - (U.K.)

Achievement: Sir. Richard Branson, who owns a large media and travel company, has always enjoyed a
challenge. As well as setting up successful companies, he is well known for trying to break world records in
travel. In 1987, Branson and his friend Per Lindstrand were the first people to cross the Atlantic Ocean in a
hot-air balloon. The balloon, which Per had designed, took off from the U.S. on July 2 and landed on July 3 in
Ireland 31 hours later. They had broken all records for long-distance ballooning and changed the sport
forever.

ACTIVITY 1: write sentences about why these years were important for each person.

1 Amelia Mary Earhart: 1917. It was the year when she took her first trip in a plane.

2 Amelia Mary Earhart: 1932.__________________________________________________________

3 Sally Ride: 1978.___________________________________________________________________

4 Sally Ride: 1983.___________________________________________________________________

5 Richard Branson: 1987.______________________________________________________________

ACTIVITY 2: Answer the questions.
1 What made Amelia Mary Earhart decide to become a pilot?_________
2 When did she begin her journey around the world?_______________
3 How did Sally Ride find her job with NASA?
4 What had she been attracted by before going to Sandford university? HE BE ATTRACTIVE FOR THE
SCIENCE

5 What does Richard Branson do for a living? media and travel company- VIRGIN MOBILE
6 In which country did he land the hot-air balloon? Ireland

The past perfect is a verb tense which is used to show that an action took place once or many times before
another point in the past.

Past Perfect Forms

The past perfect is formed using had + past participle. Questions are indicated by inverting the subject and
had. Negatives are made with not.
• Statement: You had studied English before you moved to New York.

• Question: Had you studied English before you moved to New York?

• Negative: You had not studied English before you moved to New York.

Past Perfect Uses

USE 1 Completed Action Before Something in the Past

» XI
Past Present Future
The past perfect expresses the idea that something occurred before another action in the past. It can also
show that something happened before a specific time in the past.
Examples:

• I had never seen such a beautiful beach before I went to Kauai.

• I did not have any money because I had lost my wallet.

• Tony knew Istanbul so well because he had visited the city several times.

• Had Susan ever studied Thai before she moved to Thailand?

She only understood the movie because she had read the book.
 • Kristine had never been to an opera before last night.

• We were not able to get a hotel room because we had not booked in advance.

• A: Had you ever visited the U.S. before your trip in 2006?

B: Yes, I had been to the U.S. once before.

USE 2 Duration Before Something in the Past (Non-Continuous Verbs)
Past Present Future
With non-continuous verbs and some non-continuous uses of mixed verbs, we use the past perfect to show that
something started in the past and continued up until another action in the past.
Examples:

• We had had that car for ten years before it broke down.

• By the time Alex finished his studies, he had been in London for over eight years.

• They felt bad about selling the house because they had owned it for more than forty years.
Although the above use of past perfect is normally limited to non-continuous verbs and non-continuous uses of
mixed verbs, the words "live," "work," "teach," and "study" are sometimes used in this way even though they are
NOT non-continuous verbs.
IMPORTANT Specific Times with the Past Perfect

X X I___________
Past Present Future
Unlike with the present perfect, it is possible to use specific time words or phrases with the past perfect. Although
this is possible, it is usually not necessary.
Example:

• She had visited her Japanese relatives once in 1993 before she moved in with them in 1996. MOREOVER
If the past perfect action did occur at a specific time, the simple past can be used instead of the past perfect when
"before" or "after" is used in the sentence. The words "before" and "after" actually tell you what happens first, so
the past perfect is optional. For this reason, both sentences below are correct.
Examples:

• She had visited her Japanese relatives once in 1993 before she moved in with them in 1996.

• She visited her Japanese relatives once in 1993 before she moved in with them in 1996.
HOWEVER
 »XI
Past Present Future
If the past perfect is not referring to an action at a specific time, past perfect is not optional. Compare the examples
below. Here past perfect is referring to a lack of experience rather than an action at a specific time. For this reason,
simple past cannot be used.
Examples:

• She never saw a bear before she moved to Alaska. Not Correct

• She had never seen a bear before she moved to Alaska. Correct

Activity: Using the words in parentheses, complete the text below with the appropriate tenses
I can't believe I (get)__________________that apartment. I (submit)__________________my application
last week, but I didn't think I had a chance of actually getting it. When I (show_________________up to
take a look around, there were at least twenty other people who (arrive)__________________before me.
Most of them (fill, already)__________________out their applications and were already leaving. The
landlord said I could still apply, so I did.
I (try)__________________to fill out the form, but I couldn't answer half of the questions. They (want)
_________________me to include references, but I didn't want to list my previous landlord because I (have)
_________________some problems with him in the past and I knew he wouldn't recommend me. I (end)
_________________up listing my father as a reference.

It was total luck that he (decide)__________________to give me the apartment. It turns out that the
landlord and my father (go)_________________to high school together. He decided that I could have the
apartment before he (look)__________________at my credit report. I really lucked out!

Activity 2: Make the positive or negative past perfect simple.

1) When I arrived at the cinema, the film__________________ _(start)
2) She_________________________ _(live) in China before she went. to Thailand.
3) After they _ ____(eat) the shellfish, they began to feel sick.
4) If you_____ Jlisten) to me, you would have got the job.
5) Julie didn't arrive until after I _ ___________________________(leave).
6) When we_________________ , (finish) dinner, we went out.
7) The garden was dead because it _ _______________(be) dry all summer.
8) He_________________________ _(meet) her somewhere before.
9) We were late for the plane because we (forget) our passports.
_ (study) a lot before the exam.
10) She told me she___________________
I can't believe I had got that aprtment. I submitted my application
last week, but I didn't think I had a chance of actually getting it.

When I showed up to take a look around, there were at least twenty other people who arrived before me.

Most of them had already filled out their applications and were already leaving.
The landlord said I could still apply, so I did.
I tried to fill out the form, but I couldn't answer half of the questions.

They wanted me to include references, but I didn't want to list my previous landlord because
I had some problems with him in the past and I knew he wouldn't recommend me.
I ended up listing my father as a reference.

It was total luck that he decided to give me the apartment.

It turns out that the landlord and my father went to high school together.
He decided that I could have the apartment before he looked at my credit report. I really lucked out!
Modals of deduction: Past & Present
https://es.slideshare.net/DavidMainwood/present-and-past-modals-of-deduction

https://www.voutube.com/watch?v=pItM0VvOiyY

https://www.youtube.com/watch?v=A-z2om5xKmM

https://www.youtube.com/watch?v=oXsEKw80ctE
PRESENT. We use modals of deduction to say how sure we are about something. In present modals of deduction
are: must, might, may, could, can't.
• We use must when we feel sure that something is true because there's very strong evidence:
He must live near here because he comes to work on foot. (We don't know where he lives but we're sure it's not far
away)
You are a computer programmer? It must be a well-paid job.

• We use might, may or could to say that we think something is possible but we're not sure:
What do you know about him? He might be a reserved person.
They may be late on meeting.
Don't eat it! It could be poisoned!
• We use can't/couldn't when we assume that something is not true:
She can't be a mother, she's only 14!
He can't be in prison, I saw him yesterday in a pub.
They couldn't be in a library. It's closed today.
All modals of deduction in present depend on how certain you are about the fact.
 You're 100% sure
PRESENT
Mike IS at
• Mike must be at home.
home.

You're 50% sure

Mike IS
• Mike may/might /could be at home.
at home.

You're 100% sure

Mike ISN'T • Mike can't be at home.
at home.

The structure of all

modals of deduction (present) is the same: Affirmative: Subject + modal +
V1 (bare Infinitive) Interrogative: Modal + subject + V1 (bare Infinitive)?
Negative: No + subject + modal + not + V1 (bare Infinitive)
PAST.
The structure of modals in the past is different, but the meaning is quite similar (just refers to the past): • Must +

have Ved/3 - we are sure that something happened in the past:

Where is my wallet?! Someone must have stolen it! You're soaked. It must have been raining outside.
The thieves might have escaped by car but we can't be sure.

• Might, may, could + have Ved/3 - we think something was possible but we aren't sure:
He should be hour by now. He may have been delayed by a traffic jam or something. I can't find
my purse. I could have left it in the supermarket but I just don't know.
 Modal Possibility Example

may have possi ble {50%}

1 suppcse the internet may have changed the way we read tere ver
might have less certain {33%)

Ifs possible Ihat e-readers might have changed our reading habils

permanently

cou Id have less certain (33%)

The traditional newspaper could have become a thing oí Ihe pasl

• Can't, couldn't + have Ved/3 - we feel sure that something didn't happen in the past:
I thought I saw John in town this morning but it can't have been him - he's in Greece this week. I can't
have left it in the supermarket -1 had it on the bus on the way home.
You can't have read the instructions properly. They're perfectly clear.

As you can see in examples above the structure of modals of deduction (past) is the following:
Affirmative: Subject + modal + have V3/ed Interrogative: Modal + subject + have V3/ed ?
Negative: No + subject + modal + not + have V3/ed
Here is a very good table from our Visual Grammar rubric of modals of deduction for you:

Tresenl: Mcdab of deduction

Somebody is knocking on the door! Somebody has eaten my hot dog.
Who is that? , . ' ' ,• , ■ Who was that?

It must íte John. It must have been Tom.

He promised to visit me today.

We use must when we feel sure that something ís true

because theres very strong evidente.
+
There is some ketchup on his shirt.
We use must perfect infinitive when we feel
sure about something in the past.
,►i

It might/may/could be Jehovah's Witness. They

often go door to door. m It might/may/could have
i in the kitchen 10 minutes ago.

We use might,
been Jane. She was

may or could with the perfect

We use might, may or could to say that we think infinitive to say that we think something was possible but we
something is possible but we're not sure. lij aren’t sure,

It can't be Sarah. She is in Green Forest

We use can't when we feel sure something is not true.
i f' y l It can’t/couldn't have been Lisa. She is on a diet

We use can't / couldn'tr perfect infinitive

It might not/may not be Lisa. It might not/may not have been Helen. If l'm not
1 think she would have called if she wanted to visit us.
mistaken she wasn’t hungry.
We usemight not, may not with the perfect
,
We use might not may not to say that we think infinitive to say that we think something wasn't possible but
something isn't possible but we're not sure.
we arent sure,
i
Activity: For each sentence, choose between can't, might or must to fill each space.

1. Your mother________________be a great cook. You are always so keen to get back home to eat!

2. I don't know why I am so tired these days. I_____________ be working too hard. Or maybe I am not

sleeping too well.

3. Do you know where Carl is? He_______________be out - his car keys are on the table.

4. You seem to know everything about the theatre. You____________go every week.

5. To give the promotion to Harold was silly. He___________________know much about this company after

only a year working here.

6. Go and look in the kitchen for your gloves. They_________________be in there.

7. Oh, the phone is ringing. Answer it. It__________________be Kate. She always rings at this time.

8. Dan has been drinking that whiskey since early this afternoon. He_______________be totally drunk by
now.
9. That couple_________________think much of this film. They're leaving already - after only 20 minutes!
10. That's the second new car they have bought this year. They___________________be very rich!
Activity 2: Fill in each gap using must, can't, could, may or might. There is a grammar explanation at the
bottom of the page.
Example
• Someone is knocking on the door. I'm sure it's my brother - he promised to come today.
• Someone is knocking on the door. It must be my brother - he promised to come today.

• I'm sure he is here - I can see his car in front of the building.
He____________________be here. I can see his car in front of the building.
• They're coming this week but I don't know which day.
They__________________be coming tomorrow.
• I'm not sure I'm going to pass the exam. I don't feel very confident.
I___________________pass the exam. I don't feel very confident.
• 4l've bought a lottery ticket. There's a chance l'll become a millionaire!
I___________________become a millionaire!
• 5l'm sure she doesn't speak French very well - she's only lived in Paris for a few weeks.
She___________________speak French very well. She's only lived in Paris for a few weeks.
• 6My key's not in my pocket or on my desk so I'm sure it's in the drawer.
My key's not in my pocket or on my desk so it___________________be in the drawer.
• 7Someone told me that Mark was in Mexico but I saw him yesterday so I'm sure he's not abroad.
 Mark___________________be abroad.
• 8You got the job? That's great. I'm sure you're delighted.
You got the job? That's great. You___________________be delighted.
• 9They told me to prepare the project by tomorrow but it's almost impossible to have it done
so fast.
I___________________finish it by tomorrow if I stay at work all night, but I'm not sure.
• 10I asked them to send the goods as soon as possible; we___________________receive them by
the end of the week if the post is fast.
https://es.lyr¡cstra¡ning.com/play/roxette/¡t-must-have-been-love/HJ3ymUH4rJ#b7c