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INSTITUCIÓN EDUCATIVA MUNICIPAL PEDAGÓGICO ED-G10-N

GUIA PARA APRENDIZAJE EN CASA

Competencias a desarrollar
COMPETENCIA COMUNICATIVA (Competencia lingüística)
Desempeños
Analiza textos descriptivos, narrativos y argumentativos con el fin de comprender las ideas principales y específicas.
Metodología
La temática de este documento es sobre el desarrollo de la guía de nivelación correspondiente al tercer periodo.
Actividades a desarrollar
Exploración e interpretación: Detengámonos a reflexionar en las siguientes preguntas:

Estructuración y Argumentación:
En esta guía, encontraran los temas correspondientes al segundo periodo, los cuales son: SENTENCE CONNECTORS,
MODAL VERBS, CONDITIONALS, REPORTED SPEECH AND COMPARATIVES AND SUPERLATIVES. Para cada uno se asignó una
breve Y clara explicación además de la actividad que se encuentra justo después de cada explicación.

Aplicación y proposición en contexto:

SENTENCES CONNECTORS (CONOZCAMOS LOS TIPOS DE CONECTORES Y SU ESTRUCTURACION)

Sentence connectors are used to link ideas from one sentence to the next and to give paragraphs coherence.
Sentence connectors perform different functions and are placed at the beginning or in the middle depending
context and kind of information. They are used to introduce, order, contrast, sequence ideas, theory, data etc.
(Son palabras usadas para unir ideas en oraciones y dar coherencia a los párrafos en un texto, muestran
diferentes funciones y se ubican al comienzo o en la mitad, dependiendo del contexto de la información que se
presenta. Aquí se encuentra una lista completa de los conectores ms usuales) THE FOLLOWING TABLE LISTS
USEFUL CONNECTORS:

1- USE THE WORDS IN THE BOX TO FILL THE GAPS. THERE ARE FOUR WORDS YOU
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DON’T NEED: (Usa las palabras del recuadro para llenar los espacios, según

corresponda. No olvide que hay cuatro palabras que no necesitas asi que se

sugiere leer muy bien el texto y buscar l significado de cada palabra para

saber cual es su lugar correcto.)

The day we moved house was one of the busiest days of my life. It was in December.

(a) .......................... , we had been packing for a long time, but there was (b) ......................... an awful

lot of work to do on the actual day. (c) ....................... , everything went smoothly. The removal men

arrived and began loading their van. (d) ......................... they were emptying room after room, my

wife and I were trying to clean up. We hardly noticed the fact that it had begun to snow. Then

things began to go wrong. (e) ....................... , a valuable table was dropped and its leg broke.

(f) ........................., we lost the baby, and it was not (g) ..................... she started to cry that we

realized she had been put into the van by mistake. We worked hard all morning, and by midday

our old house was empty.

(h)...................... it continued to snow. We set off on the journey to our new house,

driving slowly to avoid skidding in the icy conditions. WE (i)........................ arrived at four

o’clock, by which time it was dark, and three feet of snow covered the ground.

(j) .................... , we had quite a few people to help us unload, and by six o’clock we were in.

(k) .................., we wondered how we had managed to do everything. I’ll never forget that

day. (l) ................... , I still have nightmares about it!

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(mire a los avisos y escribe las reglas o posibles advertencias para cada recuadro, se sugiere leer
detenidamente cada recuadro para saber qué situación es y que verbo modal requiere, si una sugerencia o
una orden de estricto cumplimiento)
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Conditional exercise (first / second / third conditionals), fill I the blanks

with the correct form for each type of conditional. (tener en cuenta la
estructura para cada tipo de condicional para desarrollar cada
oracion, según corresponda.)

1. (First conditional) If we don´t work (not / work) harder, we

Won´t pass (not pass) the exam.
2. (Third conditional) If the students hadn´t been (not be) late for the
exam,
they would have passed (pass).
3. (Third conditional) If the weather hadn´t been (not be) so cold, we
Would have gone (go) to the beach.
4. (Second conditional) If she had (have) her laptop with her, she
Would email (email) me.
5. (First conditional) If she __________________ (not go) to the
meeting, I
__________________ (not go) either.
6. (Third conditional) If the baby __________________ (sleep) better
last night, I
__________________ (not be) so tired.
7. (First conditional) If the teacher __________________ (give) us
lots of homework
this weekend, I __________________ (not be) happy.
8. (Second conditional) If Lucy __________________ (have) enough
time, she
__________________ (travel) more.
9. (First conditional) If the children __________________ (not eat)
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soon, they
__________________ (be) grumpy.
10. (First conditional) If I __________________ (not go) to bed soon, I
__________________ (be) tired in the morning.

Indirect Speech
Reported or indirect speech is usually used to talk about the past, so we normally change the tense of the
words spoken. We use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that' to introduce the
reported words. Inverted commas are not used. (el discurso indirecto es usualmente usado para hablar de e
pasado, así que normalmente cambiamos el tiempo verbal de las palabras dichas. Usamos verbos de reporte
como: say, tell, ask and podemos usar la palabra That para introducir las palabras a reportar o contar. No se
usan comillas para discurso indirecto).

Examples:
She said, "I saw him." (direct speech) = She said  that she had seen him. (indirect speech)
'That' may be omitted:
She told him that she was happy. = She told him she was happy.
'Talk' and 'speak'
Use these verbs with 'about' to refer to what was said:
He talked (to us) about his parents.
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A comparative is the form of adjective or adverb used to express changes or make comparisons between two
things, aspects, people or the thing itself:
(un comparativo es la forma de los adjetivos o adverbios usada para expresar cambios o hacer
comparaciones entre dos cosas, aspectos, personas o cosas entre sí).

We use a superlative to say that a thing or person is the most of a group. When we use a superlative adjective
('the tallest student') before the noun, we generally use it with 'the'. This is because there's only one (or one
group) of the thing we are talking about. There is one student who is the tallest in the class, and because it's
clear to the listener which one we mean, we usually use 'the'. (usamos un superlativo para decir que algo o
alguien es tiene el mayor grado de algo, en otras palabras, es el más de un grupo o categoría. Usando
usamos un adjetivo superlativo (el estudiante más alto) antes de un sustantivo, generalmente lo usamos con
THE (the most intelligent= El más inteligente). Esto es por que solo hay uno solo (o un grupo) para lo cual
estamos hablando. Ejemplo: the tallest student, there is one student who is the tallest in the class, por lo
cual es deducible que solamente hay uno en su categoría. )
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1-SUMMER IS…………… 2-A TURTLE IS

(HOT) THAN ……………….(SLOW)
WINTER THAN A RABBIT

3-MATHS IS THE 4-YOUR CHIRSTMAS

…………………………………. TREE IS ………………….
(DIFFICULT) SUBJECT (TALL) THAN MINE
OF ALL

5-A CAR IS ………………….. 6-SUMMER IS THE.

…….(EXPENSIVE) …………………(HOT)
THAN A BIKE SEASON OF ALL

7-THE PLANE IS 8-MY HOUSE IS …………

THE ………………..(FAST) (SMALL) THAN YOUR
MEANS OF HOUSE
TRANSPORT

9-SALLY IS THE …………... 10- MY COUSIN,

(GOOD) STUDENT IN MELISA, IS THE ………….
MY CLASS ………(YOUNG) GIRL IN
MY FAMILY

11-READING A BOOK 12-TOM’S EXAM

IS ………………………………. WAS ………………..(BAD)
(INTERESTING) THAN PAM’S EXAM
THAN WATCHING
T.V.

13-MY CAT IS ……….. 14-FEBRUARY IS

…………(THIN) THAN THE …………………..(SHORT)
YOUR CAT MONTH OF THE YEAR

Seguimiento y ejecución:
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Es importante tener en cuenta que en esta etapa de pandemia es difícil para algunos estudiantes
tener acceso a internet y por tanto a la presentación de trabajos y tareas, pero tener en mente que
buscar alternativas para que todos tengan acceso al aprendizaje por medios electrónicos, por
ejemplo: vía correo electrónico, por mensajes de WhatsApp (internos o a través del grupo de cada
curso), por medio de la plataforma virtual, por medio de una llamada telefónica, etc. Será algo que
nos ayudará a forjar nuestro futuro y conocimientos.
Le recuerdo las vías de comunicación por las cuales pueden solicitar asesorías.
Contacto Profesora Maria Elena Ibarra:
Correo electrónico amfeid@hotmail.com
Celular: 316-371-1768 (llamada directa o por medio de mensajes a través de WhatsApp)
¡¡¡PARA VOLVERNOS A ENCONTRAR, POR FAVOR MANTEN TUS CUIDADOS Y BIOSEGURIDAD Y
QUEDATE EN CASA¡¡¡
Evaluación.
Con base en la explicación de cada punto a realizar, debe desarrollar las actividades correspondientes a cada
tema visto en el tercer periodo. Las respuestas se entregan de acuerdo a las instrucciones y se envían al
contacto personal de la docente responsable.
Bibliografía

https://en.islcollective.com/english-esl-worksheets/grammar/conjuntions-connectives/conecctors/4219#
https://en.islcollective.com/english-esl-worksheets/grammar/modals/practise-your-modal-verbs-
writing/1523
https://en.islcollective.com/english-esl-worksheets/grammar/reported-speech/reported-speech/10558
https://www.perfect-english-grammar.com/support-files/first-second-third-conditional-exercise.pdf

Elaborado por: Revisado por: Aprobado por:

DORIS DAY TORRES SANTACRUZ MARIA EUGENIA ORTIZ ZAMORA

MARIA ELENA IBARRA J.
JEFE DE AREA COORDINADORA ACADEMICA