Está en la página 1de 27

GUIA DE APRENDIZAJE 1. Capacidad 1 Describir actividades y experiencias vividas por si mismo o personas conocidas. 2. Tareas de aprendizaje 2.

1 Narrar de forma sencilla hechos y actividades que le son familiares sobre su infancia. 2.2 Detallar biogrficamente a sus compaeros o personajes famosos. 2.3 Consultar con los integrantes de su familia sobre los eventos de mayor relevancia en sus vidas. 2.4 Escribir pequeos prrafos sobre aspectos significativos de su vida familiar, con los amigos y su entorno. 2.5 Redactar una carta a un amigo o a un familiar en la que le relata sus ltimas vacaciones. 2.6 Utilizar el vocabulario adecuado para darle coherencia a sus escritos, as como cohesin a partir de preguntas gua. 2.7 Contrastar acciones que se encontraban en curso y fueron interrumpidas por otras conectndolas adecuadamente. 3. Presentacin WHAT DID YOU DO ON YOUR LAST VACATION?

At the end of this activity you will be able to tell us how your last vacation went, what you did, about all the nice people I am sure you met, who you were with, which places you visited and of course how much fun you had.

4. Contenidos CONTENIDOS CONCEPTUALES Simple past. Irregular verbs Simple past. Regular verbs Past simple verb endings pronunciation (ed). Irregular verbs and past time expressions. Vocabulary about Education, school subjects and field of study. Past simple of be and can. Past progressive Time clauses (when, while, as, as soon as) CONTENIDOS PROCEDIMENTALES Identificacin del uso del tiempo pasado simple. Formulacin de oraciones en pasado con verbos regulares e irregulares. Discriminacin de los sonidos /t/, /d/, /id/ en verbos regulares. Elaboracin de oraciones que diferencien pasado de presente. Exposicin de forma sencilla historias personales o sobre personajes famosos. Realizacin de oraciones con los pasados de los verbos TO BE y COULD. Realizacin de pequeos prrafos guiados por preguntas en pasado. Contrasta acciones que se encontraban en curso y fueron interrumpidas por otras Redaccin de pequeos prrafos en procura de una mejor cohesin y coherencia Uso de las clusulas de tiempo para distinguir las acciones ocurridas en un momento especfico o en progreso. CONTENIDOS ACTITUDINALES Respeta las intervenciones en clase de sus compaeros y procura aprender de ellas. Valora la lectura y escritura como medio de comunicacin. Aprecia la calidad de las intervenciones orales propias y ajenas. Se esfuerza por captar las ideas principales en los textos propuestos

5. Actividades 5.1 About Simple Past.

5.1.1 Fill in the puzzle with the simple past tense forms of the verbs in the clues. Then group the verbs into regular and irregular verbs. Finally, choose ten of these verbs to make sentences in the simple past using time expressions.

5.1.2 Match the words in the first column with the definitions in the second column and then work in pairs and use the prompts in the box to ask each other questions about school years.

a. Where/ live/ 1995? b. Which school/ go to? c. Which subject(s)/ like? d. How many hours/ study/ every day? e. When/ finish/ school?

5.1.3 Choose one of the following texts and rewrite it in past simple.

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ __________________

______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ __________________

5.1.4 Match the questions in the first column to the answers in the second one by writing the corresponding letter in the blanks.

5.2 Put the words in order to make past simple questions. 1. Saturday/ go/ night/ you/ on/ did/ out/? _____________________________________________________________________ 2. breakfast/ school/ they/ before/ did/ went/ they/ to/ have/ ? _____________________________________________________________________ 3. football/ did/ your/ play/ weekend/ brother/ last/ ? _____________________________________________________________________ 4. homework/ you/ did/ night/ do/ last/ your/ ? _____________________________________________________________________ 5. team/ did/ the/ yesterday/ win/ competition/ the/ ? _____________________________________________________________________ 6. holiday/ go/ last/ parents/ on/ summer/ your/ ? _____________________________________________________________________ 7. food/ weekend/ the/ for/ did/ at/ we/ the/ buy/ party/ ? _____________________________________________________________________ 5.3 Complete the article about Leonardo Da Vinci using the cues. Leonardo Da Vinci 11______ (live) in Italy in the fifteenth and sixteenth centuries. He was a student in Florence, where he 12__________ (study) painting, sculpture, and design. He 13_________ (begin) a lot of paintings but he 14__________ (no finish) many of them. His picture of the Mona Lisa is the most famous portrait in the world. Leonardo 15_________ (be) interested in many things. He 16_______ (want) to know about everything he 17________ (see). He 18_____________ (examine) the human body. He 19_________ (think) that the sun 20________ (no go) round the earth. He 21_________ (write) music. He 22 ___________ (design) a flying machine 400 tears before the first one flew.

5.3.1 Write your own biography. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 5.4 Put the verbs in brackets into the past simple or past continuous.

5.4.1 Put the following verbs into the past simple Thomas _______ (live) in the small town of Brighton. Thomas _______ (love) walking through the beautiful forest that surrounded Brighton. One evening, he ____ (take) his umbrella and _____ (go) for a walk in the woods. He ______ (meet) an old man named Frank. Frank _______ (tell) Thomas that, if he _____ (want) to become rich, he should invest in a little known stock called Microsoft. Thomas ______ (think) Frank _____ (be) foolish because Microsoft ____ (be) a computer stock. Everybody _____ (know) that computers _____ (be) just a passing fad. At any rate, Frank _______ (insist) that Thomas _____ (be) wrong. 5.4.2 Put the following verbs into the past simple and rewrite the paragraph Frank _______ (draw) a wonderful graph of future possibilities. Thomas ______ (begin) thinking that maybe Frank ______ (understand) stocks. Thomas _______ (decide) to buy some of these stocks. The next day, he ______ (go) to the stock broker's and _____ (buy) $1,000 worth of Microsoft stock. That _____ (be) in 1986, today that $1,000 worth of stock is worth more than $250,000! Insert the following past continuous fragments into the above story:

As Frank was drawing the graph, ... ... while he was walking to work, it was raining so... While they were discussing the stock, ... When he was returning from his walk, ... As he was walking through the woods,

6. Profundizacin 6.1 Write a letter to a friend in which you tell him/her about your last vacation. Use the questions above as a guide. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

6.2 Write an outline of an important day in your life. Include the most important events that occurred during that day in the past simple. Once you have written the important events using the past simple, try to include a description of what was happening at some of the specific moments when those events occurred. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 7. Bibliografa EVANS Virginia and O SULLIVAN Neil.Click on 2. Express Publishing.2004 ACKROYD Sarah and THACKER Claire. English in Mind Teachers Resource Pack 1. Cambridge University Press. 2004 MITCHELL H. Q. and SCOTT J. American Channel Elementary. MM publications. 2005

8. Auto evaluacin Durante el desarrollo de esta gua fui capaz de E 5 S 4 A 3 I 2 D 1


1. Capacidad 2 Comparar de forma sencilla las actividades que se relacionan con su quehacer diario actual y pasado. 2. Tareas de aprendizaje 2.1 Responder con frases cortas a preguntas sencillas sobre temas familiares acerca de su rutina actual o pasada y la manera en que estas acciones eran ejecutadas. 2.2 Investigar costumbres familiares relacionadas con los medios de transporte, saludos, preparacin de alimentos y formas de entretenimiento. 2.3 Utilizar preguntas simples para indagar sobre hechos importantes en la vida y experiencia de otras personas. 2.4 Elaborar presentaciones en PowerPoint en las que se contraste el estilo de vida del siglo pasado con el nuestro. 2.5 Participar en conversaciones de mayor manejo en el vocabulario y en ocasiones espontneas que relacionen hechos actuales y del pasado reciente. 3. Presentacin WHAT DID YOU USE TO DO WHEN YOU WERE YOUNGER?





When we are done with this topic, you will not stop telling us about how your life style has changed as you have grown up and you will also be able to establish differences between yesterday and today. 4. Contenidos

CONTENIDOS CONCEPTUALES - Past tense with USED TO - Adverbios de modo para describir las acciones.

CONTENIDOS PROCEDIMENTALES - Narracin de acciones habituales en el pasado, teniendo en cuenta la manera como las ejecutaba. - Especifica la manera en que las acciones son realizadas. - Resumen de experiencias propias y de compaeros. - Realizacin de pequeas conversaciones con ayuda asistida. Dramatizacin de Role Plays.

CONTENIDOS ACTITUDINALES - Muestra inters por compartir experiencias vividas a lo largo de su vida junto a familiares y personas en su entorno. - Valora la dinmica de cambio de su propia vivencia y del entorno que lo rodea. - Se esmera por participar en situaciones de comunicacin oral en diferentes tipos de agrupamientos (parejas, pequeos grupos, todo el grupo).

5. Actividades 5.1 About Used To.

5.2 Complete these sentences. Then compare with your partner.

a. In elementary school I used to b. I used to bebut Im not anymore. c. When I was a kid, I used to play d. After school my best friend and I used to 5.2.1 Write five more sentences about yourself using used to. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5.3 Pair work. Read the questions below and add three questions to this list. Then take turns asking and answering the questions. a. Whats your favorite childhood memory? b. What sports or games did you use to play when you were younger? c. Did you use to have a nickname? d. Where did you use to spend your vacations? e. Did you ever have a part-time job? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

5.3.1 Tell the class two interesting things about your partner. 5.3.2 Write about the things you used to do as a child. Use some of the ideas from the previous exercises. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

5.3.3 Interview one of your relatives (an elder one). Write questions using used to. a. do a lot of sport. Did you use to do a lot of sport? b. have long hair ________________________________________________________________________ c. go to parties ________________________________________________________________________ d. (not) ride a bicycle ________________________________________________________________________ e. eat fast food ________________________________________________________________________ f. go to shopping centers ________________________________________________________________________ g. (not) watch TV ________________________________________________________________________

5.4 Fill in the blanks talking about present or past habits.

5.4.1 Write true sentences about you and your friends or family as in the example.

5.5 Look at the pairs of pictures and write sentences for each pair. How Anna has changed!

5.6 About Adverbs of Manner

5.7 Rewrite each sentence beginning with the words given.

5.8 Choose the correct form from each pair of words

5.9 Find the mistakes and correct them. If there is no mistake, write right.

6. Profundizacin

She used to be an astronaut

a. In the past, people travelled to American by ship.

____________________________________________________________________ b. They had six cars, but now theve only got one ____________________________________________________________________ c. He was in the team last year, but he isnt now ____________________________________________________________________

d. Did she have blond hair when she was younger

____________________________________________________________________ e. Did you get good grades when you were at school, Grandma ____________________________________________________________________

6.4 form adverbs of manner from the following adjectives Bad high careful fast slow easy quick hard - good - quiet Adjectives Adverbs


6.6 fill in with the adverbs: Claudia does a lot of things. She is clever an often finishes her work quickly (quick) She isnt worried about passing her exams. In the afternoon she works at the drama club. She acts _________________ (wonderful) and sings __________________ (good). She loves swimming and she swims ___________________ (beautiful). Last year she won a swimming competition _______________ (easy).

7. Bibliografa HASHEMI Louise with MURPHY Raymond. English Grammar in Use. Supplementary Exercises. Cambridge University Press. 1995 PUCHTA Herbert and STRANKS Jeff. English in Mind. Cambridge University Press. 1995 RICHARDS Jack, HULL Jonathan and PROCTOR Susan. New Interchange Students Book 7. Cambridge University Press. 1997

8. Auto evaluacin Durante el desarrollo de esta gua fui capaz de E 5 S 4 A 3 I 2 D 1


1. Capacidad 3 Usar trminos especficos para hacer solicitudes 2. Tareas de aprendizaje 2.1 Establecer las diferencias para hacer solicitudes dependiendo del grado de formalidad de la situacin. 2.2 Identificar los trminos utilizados para formular peticiones. 3. Presentacin CAN YOU HELP ME? Having a hard time getting people to do things for you? I promise this problem will be history once you have learned some magical words I am about to introduce you to.

4. Contenidos CONTENIDOS CONCEPTUALES - Can, Could, will, may, would for request CONTENIDOS PROCEDIMENTALES - Solicitud y Ofrecimiento de ayuda y permiso segn el grado de formalidad. - Realizacin de lecturas cortas y su comprensin. - Resumen lecturas, relatos o experiencias propias y de sus compaeros. CONTENIDOS ACTITUDINALES - Se adapta a situaciones comunicativas bilinges bsicas y sencillas. - Muestra inters en cumplir con las tareas y actividades asignadas. - Expresa como se siente en trminos simples. - Persevera ante la necesidad de aprender el tiempo pasado de los verbos irregulares.

5. Actividades

5.1 About Modals for Requests and Permission VERBS: MODALS - REQUESTS Modals of Requests include: Can, Could, Will, Would and Would you Mind. They are used to make requests. For example: Present and Future (Requests) Answers Can you turn off the radio? Will you bring me my shoes? Could you pick up some milk? Would you help my friend? Affirmative Yes, I can. Yes, I will. Yes, I can. (Use .can. to answer .could. questions. Yes, I would. Sure. Sure I will. Certainly. Negative No, I can.t. I.m sorry. I can.t. I have to work. Would you mind waiting an hour? Would you mind + gerund is used to make very polite requests. Affirmative No, not at all. Negative Yes, actually I do. Modals of request can be creatively used to express respect, desire and urgency. For example: Can you shut the door? (Can is the modal of request used most frequently. It is used in a variety of social circumstances, especially among friends and work colleagues. However, in situations in which you don.t know anyone or are unaware of the social norms, it would be wise to use will, could or would. Will you make some soup? (When the request is a bit more difficult or when you want the other person todo the action, you might employ the friendlier will.) Could you take these packages to the post office? (When someone uses could, he/she is requesting more politely because the request requires more effort. Hearing could is a sign of respect and/or a strong desire to get something done.)

Would you help me? (Would is a very friendly request. To say .no. to someone who requests something with would often means that the person who is refusing to help would apologize. (.No, I.m sorry, I can.t.) This can be defined as respect and/or a strong desire to receive help. Would you mind taking care of my house while I.m on vacation? (Would you mind + gerund is the strongest of the modals of request as it means that the action that is being requested would be difficult or inconvenient.) 5.2 Read the dialogues and match them with the pictures. What do all these situations have in common?

5.3 Read and write a request for each situation.

5.4 Work in pairs. Make requests and accept or refuse. Look at the pictures for ideas.

A: Can you do me a favor? Will you? B: Sure. / Im sorry, but

5.5 Rewrite the sentences by using the words in parentheses to make requests.

6. Profundizacin 6.1 Look at the pictures and complete the dialogues.

6.2 Read the following situations and make a suitable request and a suitable response to the request. (An example is shown for the first one.)

a. You're in a restaurant and are going to have dinner. You're in a hurry because
you're planning to go to a movie after dinner. What would you say to the waiter? Student 1: Excuse me, waiter. Could you take our order right away? We're going to an 8:10 movie. Student 2: Yes, of course. What would you like?

b. You need some change to make a phone call. What would you say to a classmate? __________________________________________________________________ __________________________________________________________________

c. You have to return a rented video to the store before it closes, but you don't have
time. Ask someone to return it for you. __________________________________________________________________ __________________________________________________________________ d. You're going away for the weekend. You'd like someone to take care of your cat. Ask a classmate if he or she would be willing to do this. __________________________________________________________________ __________________________________________________________________ e. You're painting your apartment and would like someone to help you. Ask a classmate if he or she is free on Saturday to help you paint. __________________________________________________________________ __________________________________________________________________ 7. Bibliografa MITCHELL H. Q. and SCOTT J. American Channel Elementary. MM publications. 2005 0028648A/$file/Verbs%20-%20Modals%20-%20Requests.pdf

8. Auto evaluacin Durante el desarrollo de esta gua fui capaz de E 5 S 4 A 3 I 2 D 1