4to Año

AREA DE FORMACION
INGLÉS
4to año
GUÍA A. II Momento
El uso de expresiones: “También” “Tampoco” y “Ambos” y “Ninguna”
TEMA A. Semana(s)
Sub-tema1: El uso de “too” y “either” 1ra.
Del 21 al 25
Sub-tema 2: El uso de “Both” and “Neither” Noviembre
Fecha tope de entrega:
VIDEO SOBRE EL TEMA y EL SUBTEMA

Cuando el alumno desee saber la pronunciación correcta de la palabras se recomienda
usar el traductor de Google https://translate.google.es/?hl=es y pulse el botón de
sonido
LIBRO TEXTO INDICANDO CAPITULO DONDE SE EXPONE LA TEMÁTICA
Título del Libro: English, 1er año, Ciclo diversificado y profesional, Autor: María
Latorraca, Editorial Santillana (Richmond Pub).
ESTRATEGIA DE APRENDIZAJE Y EVALUACIÓN:
En la evaluación serán usados los ejemplos presentados en su texto. Haga por favor,
los ejercicios y mejor con un compañero de estudio.
CRITERIOS DE EVALUACIÓN:
1) Verdadero y Falso (4 puntos). Identificar oraciones correctas o incorrectamente
escritas.
2) Completar. (4 puntos). Se redactarán expresiones dejando espacios en blanco que
deben ser completados por el alumno para que la oración tenga sentido
3) Selección múltiple (4 puntos). Ver los ejemplos en su texto.
4) Desarrollo (8 puntos). Serán usados ejemplos similares a los presentados en su
texto-
.
PAUTAS PARA LA ENTREGA DE ACTIVIDAD DE EVALUACIÓN.
AREA DE FORMACION
INGLÉS
4to año
GUÍA PEDAGÓGICA B. II Momento
Las palabras: por, durante y mientras. Preposiciones
TEMA B. Semana
Sub-tema1: El uso de las palabras “for” (por), “during” (durante) 2da
28/11 al 03/12
and “while” en oraciones en inglés.
Fecha tope de entrega:
03/12
Sub-tema 2. Las Preposiciones y el uso de los verbos en gerundio
(verb + ING) después de las preposiciones.
Resumen Tema B
La escritura de oraciones usando las palabras: “por, durante y mientras”
(The construction of sentences using the words: ” for, during and while” ).
The construction of sentences using the words, for, during and while, are common in
English. In Spanish the meaning of these words are: for (por). while (mientras) and
during (durante).
For example, we can say:
Everyday day I walk in the park for two hours while I read the news in my cell phone. I
have been doing that especially in my holydays.
Among these words, the most useful is the word FOR, which it is also used as a
preposition. We will study, in some details, each of these words.
1) The word FOR is used to indicate a period of time in the past, present or future.
For example of sentences, go to your text book, page 48.
Read the examples:

a) Helen was going away for a week:
Helen se iba por una semana.
b) Mom was cooking for hours:
Mamá estaba cocinando por horas.
2) The word DURING plus a noun is used to say when something happens.
For example:
a) We met interesting people during the conference:
Conocimos gente interesante durante la conferencia.
b) I fell asleep during the lesson:
Me quedé dormido durante la lección.
3) The word WHILE plus a subject and a verb is used to express something that
someone is currently doing.
For example:
a) I heard a scream while I was studying:
Oí un ruido mientas estaba estudiando.
b) I was reading a book while you were talking on the phone:
Estaba leyendo un libro mientras tú estabas hablando por teléfono.
The word “FOR” can be used in different tense expressions.

For instances:
a) The teacher has been studying Chinese for many years ( continuous perfect
present)
b) I had studied English for seven months (perfect past)
c) I had been working in a grocery store for five years ( continuous perfect past)
The word FOR is also used after adjectives, but the following verb must be in
infinitive, that is, with “TO”.
Examples:
a) The last two lessons were hard for me to understand.
b) Our friends were anxious for us to return to Venezuela.
c) That book was too boring for me to read.
Exercise 1:
In your text book do the exercise 3, in page 50
Place: For, During and While, before the appropriated words or phases:
1) ______________ three days.
2) ______________ we were there.
3) ______________ an hour.
4) ______________ a long time.
5) ______________ the lesson
6) _____________ his lifetime.
7) ______________ week.
8) ______________ I was in holiday.
9) ______________ the meal.
10) ______________ the band was playing.
Prepositions
The prepositions are words and word-groups that occurs in positions similar to that of
“ON” in the following sentence.
You will find it on the table.
In the previous sentence, the word “ON” could be substituted for the following words:
by, at, under, above, near, close, etc
Prepositions also include words like: into, within, for, without, throughout, before,
because of, in view of, according to, by mean of, etc.
Prepositions followed by verbs

When a verb follows a preposition (in, at, on, for, by, about, before, without), the
verb must be written in gerund, that is, with the suffix –ing.
Read the following examples:

a) They got enough money by working hard.
Ellos obtuvieron suficiente dinero trabajando duro.
b) He talk about coming tomorrow.

El dice acerca de venir mañana.
c) She insisted on preparing lunch.
Ella insistió en preparar el almuerzo.
d) They checked the oil before starting the car.

Ellos verificaron el aceite antes de encender el carro.
e) She completed the assignment after looking at her notes.

Ella completó la asignación (tarea) después de observar sus calificaciones.
f) He apologized for being unkind.

Él se disculpó por ser tan desagradable (rudo).
Exercises 2.
In your text book, complete the sentences written in page 75.
Una posible expresión se le facilita, en español, debajo de cada oración. Pero, lea bien
la estructura de las oraciones que están escritas arriba. Observe que después de éstas
preposiciones el verbo siguiente debe estar en gerundio (con el sufijo -ING).
a) He did it without ____________________

Él lo hizo sin pedir ayuda.
b) We forgave him for ____________________

Nosotros lo perdonamos (olvidamos) por ser tan desagradable.
c) The teacher complained about __________________

El maestro se quejó acerca de los errores de ortografía.
d) I completed the test before ______________________

Yo completé el examen antes de ver las calificaciones.
e) He check the water before ________________________

El chequeó el agua antes de encender el motor del carro.
F) They insisted on __________________________

Ellos insistieron en caminar por el parque a pesar del mal tiempo.
Exercise 3:
In your text book, complete the sentences with the appropriated preposition:
Before, For, On and About.
a) He insisted _____________ coming home late.

b) She forgave him ____________ telling dirty jokes.
c) They complained ___________ being very sure they were right.
d) He apologized_____________ making so many mistakes.
e) I took a shower ____________ having lunch.
Complete the blank space in each sentence for expression of place.

Choose: in, on, or at
Please, see the following examples:

1) Mr. and Mrs. Lopez live on 27th Street
2) Did you buy your new car in Caracas or here?
3) The two brothers were in Greece and in Italy two years ago.
4) He works at 667 76th Street in New York
5) The Johnson´s garage is at the back of their house
6) Would you please park your car in the driveway
7) They stayed in the Alba Hotel in Caracas.
Exercise 4. Now, you complete the following sentences, choosing the appropriate
preposition indicated above for expression of place (in, on or at)
8) I will meet you ____ the corner of 34th Street and 5th Ave.
9) How did you enjoy your vacation ____ Merida last year?
10) Sara isn´t ____ home right now. She´s _____ school.
11) There are national parks ____ every state of the country.
12) The Empire State Building is the tallest building ____ the USA.
13) Do your friends live ____ Caracas or _____ Merida?
14) Their house is _____ 420 East Boulevard.
15) Turn left _____ the corner. The house is _____ the left side.
16) Don´t walk ____ the street. Walk here ____ the sidewalk.
17) Our friend arrived ______ Miami the last week.
18) Barbara arrived _____ the airport half an hour early.
19) My friend and I always ride to school _____ the bus.
20) We usually study our lessons ____ the way to school.
21) Please move over. You are standing _____ my way.
22) The Director´s office is _____ the second floor of the building.
25) George is sitting _____ the desk _____ front of the door.
26) Listen! I think there is someone _____ the front door.
27) Are you and Francisco ___ the same literature Class?
28) Yes, _____ fact he and I sit together ______ the first row.
29) Did you put those two packages ____ the table _____ the hall?.
30) Someone probable the packages ____ the shelf ______ the closet.
31) There´s paper ____ the floor. Please put it _____ the waste basket.
Verbs with accompanied Preposition.

Complete in the blank space with the appropriated preposition
Choose: for, about, in, at, on, into, from, with, over, of.
1) When do you plan to leave for South America?
2) Mr. Adams went _to a walk _in the park this afternoon.
3) Peters is going to ask her boss for some advice.
4) Tom´s friends are laughing for his funny answer.
5) Why don´t you and Fred ever listen _about classical music?
6) Don´t worry about that matter. It´s not very important.
7) Those books and papers belong to someone.
8) We all looked for John´s wallet. We finally found it.
9) How much did your friend pay for those theater tickets?
10) When do the Andersons expect to arrive in New York?
Exercise 5. Now, you complete the following sentences, using the appropriate
preposition.
11) Mr. and Mrs. Andersons expect to arrive ____ the airport ____ 2:00 pm.
12) Rossi is working ___ an article ___ a national magazine.
13) He borrowed some money ___ her.
14) Why did Mrs. Lopez lend the money ____ her brother?
15) I don´t want to argue ___ you ____ that matter ____ this time.
16) Our visitors complained ____ the bad weather ___ this region.
17) The company insisted ____ an immediate replay ____ their letter.
18) Her sister is shopping ____ a new hat today.
19) Frank always depends _____ his brother for assistance.
20) The English book consists ____ two separate sections.
21) Have Don and Mary decided ____ a name for their baby yet?
22) Mary reminded Mr. Lopez ______ his appointment the next day.
23) Would you please substitute his name ____ mine _____ that list?
24) Mr. Perez is translating that book ______ Spanish _____ English.
25) The Professor glanced ______ his wrist watch quickly.
26) We introduced our guests _______ the teacher.
27) All of the members objected _____ the chairman´s suggestion.
28) The men will probably rely ____ you _____ some assistance.
29) I hope the Director will cooperate _______ us ______ that matter.
30 We don´t want to interfere _______ our visitors´ plans _____ any way.
Adjectives with accompanied Preposition.

Complete in the blank space with the appropriated preposition
Choose: for, over, than, toward, about, in, at, on, into, from, with, over, of, to.
1) Are you ready for the English examination?

2) My friend John is excited for his new job.
3) They are proud of their new job.
4) Alice has been absent for the last two classes.
5) John is more interested in history than English.
6) They were mad for our attitude about their suggestion.
7) Why were those girls mad with Frank and me?
8) Please be careful with this tool. It is very delicate.
9) I am very sorry about my mistake. I wasn’t careful enough.
10) Everybody feels very sorry for that poor man.
Exercise 6. Now, you complete the following sentences, using the appropriate
preposition.
11) All of the members were pleased ______ the final results.
12) We are not accustomed ______ this very cold weather yet.
13) Everyone _____ the group was very polite _____ our guests.
14) I am angry _______ Richard ______ a very good reason.
15) Peter wasn’t very sure ________ the answers _______ his paper.
16) We have plenty _______ time. We’ll get _______school ______ time.
17) He is quite accustomed _______ strong coffee.
18) I hope that you are prepared ______ a great deal ______ criticism.
19) I think that young girl is afraid _____ cats and dogs.
20) I am getting tired _______ that student’s constant excuses.
21) Are you familiar ______ that peculiar American expression.
22) Tom and I are grateful ______ you _______ all of you assistance.
23) That kind of dress is not suitable ______ certain occasions.
24) They are not aware ______ my strong feeling _______ that matter.
25) That man’s face seems very familiar ______ me.
sonido
Para facilitar el aprendizaje se ha elaborado esta Guía Pedagógica con muchos
ejemplos, que serán explicados en sus clases. En éstas, se establecerán interacciones
con sus compañeros y sus profesores.
CRITERIOS DE EVALUACIÓN:
Ésta semana se solicitará un EJERCICIO B que deben ser consignado según la
Programación.
Exercise 2A:
1) Write 4 sentences using the Words: For, During and While.
2) Write 4 sentences using PREPOSITIONS followed by verbs (see exercise 2 above)
3) Write 4 sentences using Prepositions for indication of places (see exercise 4)
4) Write 4 sentences using Prepositions with allied verbs (see exercise 5)
5) Write 4 sentences using Prepositions with allied adjectives (see exercise 6)
Aspectos a evaluar Puntos
Estructura gramatical, Tiempo 12
verbal, Preposiciones en posición
correcta
Presentación, Ortografía 1
Puntualidad 1
Total 14 puntos
Criterios del examen al final del II Momento. Se realizará una evaluación con
preguntas:
Verdadero y Falso (4 puntos); Completar. (4 puntos); Selección múltiple (4 puntos) y
Desarrollo (8 puntos). Serán usados los ejemplo presentados en su Guía B y su libro de
texto
.
Presentar los EJERCICIOS correspondiente a esta semana, en forma clara, individual y
manuscrita según programación.
AREA DE FORMACION
INGLÉS
4to año
GUÍA PEDAGÓGICA C. II Momento
El Tiempo Presente Perfecto Continuo
TEMA C. Semana(s)
Tema C: El Tiempo Presente Perfecto Continuo. 3ra
El tiempo Presente Perfecto Continuo: Se construye con el verbo
09/01 al 13/01
“Haber” + el verbo “Estar” seguido por otro verbo en gerundio
Entrega Eval.
(Ha estado estudiando, Ha estado comiendo).
13 de Enero
Continuous Perfect Present Tense
This tense is formed using “Has Been” or “Have been” followed by the mail verb in
gerund ( “ –ING”)
This tense is for actions which began in the past, are taking place presently, and will
probably continue.
Example:
John has been studying Germanic languages for many years.
(John ha estado estudiando lenguajes germánicos por muchos años).
They have been living in Miami for three years now.
Pedro has been working for that company for ten years.
Helen and I have been waiting for you for a whole day.
That woman has been talking on the phone for fifteen minutes.
The professor has been studying Indian culture for many years.
I have been working in my project the all day.
You have been fixing the car for so many hours.

They have been working hard in their homework this week.
She has been singing pop songs for three hours.
It has been raining all day.
Juan has been feeling better lately.
I have been studying English for over three years.
I have been learning English for a long time.
Notice that in all of the above sentences, the adverbs are used: for many years, all
day, this week, for three hours, lately, for a long time.
In the construction of sentences, in question forms, the verb “to have” are used.
Examples of questions:
What have you been doing since I left?
Where have you been working before you moved?
Why have you been complaining since apparently you are fine?
How long have you been working here?
Have you been feeling better today?
Have you been learning English for a long time?
Has she been playing well lately?
In summary, the continuous perfect present tense can be used to form: affirmative,
negative sentences or questions.
Read examples in your text book. Page 103:

I have been working in that project. (Affirmative)
I haven´t been working in that project. (Negative)
Have you been working in that project? (Question)
However, the continuous perfect present tense is more useful in the construction of
questions such as:
What have you been doing since I left?
How long have you been working here?
How have you been feeling in this work lately?
Where has he been living since he returned to Venezuela?
Has it been raining the all day?
What have they been doing here?
How long have you been waiting for me over there?
How long have you been attending service in this church?

sonido
ESTRATEGIA DE APRENDIZAJE Y EVALUACIÓN.
Estrategia de aprendizaje: Para facilitar el aprendizaje hemos elaborado ésta Guía C
con algunos ejemplos tomados del Libro de Texto. En la actividad de aula, se harán
interacciones entre los alumnos y sus profesores. Se facilitarán ejercicios que pueden
ser realizados individualmente y mejor con un compañero de estudio.
Estrategia de Evaluación: Se solicitará un EJERCICIO con 14 oraciones escritas

empleando el tiempo Presente Perfecto Continuo.
Examen Final: será realizado con preguntas: verdadero o falso, completar, selección y
desarrollo.
Criterios de Evaluación.
Ejercicio C: Las 14 oraciones serán evaluadas siguiendo los siguientes criterios

Estructura de las 16 oraciones en 12
Presente Perfecto Contínuo.
Presentación y Ortografía 1
Puntualidad 1
Total 14 puntos
Examen al final del Momento. Criterios

1) Verdadero y Falso (4 puntos); 2) Completar. (4 puntos); 3) Selección (4 puntos) y
4) Desarrollo (8 puntos).
.
El ejercicio C debe ser manuscrito, individual y consignado según programación. El
examen al final de II Momento II será presencial.
Unidad Educativa Colegio AREA DE FORMACION
Madre Carmen Rendiles
Inglés
4to AÑO
GUÍA PEDAGOGICA D II Momento
Texto de Consulta
TEMA D: Pronombres Personales 4ta Semana
SUBTEMAS: Pronombres: a) Subjetivos, b) Objetivos

(Demostrativos) y c) Posesivos. 16/01 al 20/01
The Pronouns
The personal pronouns also called for subject pronouns (or WHO is doing the action),
are the following:
Singular: 1st person: I: Yo
2nd person: You: Tú, usted.
3rd person
Masculine He: él
Feminine She: ella.
Neuter It: cosa o animal.
Plural 1st Person We : nosotros
2nd person You: vosotros, ustedes.
3rd person They: ellos.

Recall the Pronouns in Spanish
In Spanish the Personal Pronouns are:
Yo, Tú, Él (o ella), Nosotros, Vosotros (o ustedes) y Ellos.
Repeat them until you are sure to remember them. After doing so, several times, say
them in English:
I, You, He (or She), We, You, They.
The Object (or Demonstrative) Pronouns.
These Object Pronouns (also called Demonstrative Pronouns) are TO WHOM the
action is directed.
Singular 1st person: me: a mi
2nd person: you: a tí o a usted
3rd person
Masculine him: a él
Feminine her: a ella
Neuter it a una cosa o animal
Plural 1st person us: a nosotros
2nd person you: a vosotros o a ustedes.
3rd person them: a ellos.

Recalling the demonstrative Pronouns
In order to remember these pronouns, write short sentences, for instances:
Give it to me: Dámelo (o dame eso a mí)
The treatment is for you: El tratamiento es para tí (o para usted; o para ustedes)
The pens are for them: Los lapiceros son para ellos (o para ellas), no hay distinción de
sexo.
The homeworks must be written by us: Las tareas deben ser escritas por nosotros.
The possessive pronouns

The Possessive pronouns are used to denote TO WHOSE belong an object (or an
animal).
Singular 1st person: my or mine: mío o mia
2nd person: your or yours: tuyo o tuya
3rd person
Masculine his: de él
Feminine her: de ella
Neuter its refiere cosa o animal
Plural 1st person our or ours: nuestro o nuestros
2nd person your or yours: vuestro o vuestros.
3rd person their or theirs: suyos o suyos

Other pronouns
The relative pronouns: Who, Whom and Whose (Quién, A quién, de quién) are mostly
used in reference to persons; however, it could be used for domestic animals.
The words that we have listed, are the traditionally known as pronouns. But other
words can be used in spoken English, such as:
one, no one, someone, somebody, everybody, anybody, nobody, both, several, most
of them, other, another, all, myself, yourself, himself, herself, itself, etc
Examples of sentences:
Nobody is assisting the students with their projects.
Everyone was bothering the monkeys at the zoo.
Somebody was standing at the door during the last class.
Someone is looking for you in the school.
Several workers were helping the customers in the grocery store.

Pero lo primero que debemos hacer es pensar en nuestra propia lengua. Si podemos
conjugar los verbos en Español, en forma correcta, con más facilidad podremos
hacerlo en inglés. Debemos usar los Pronombres personales: Singulares: Yo, Tú, Él;
Plurales: Nosotros, Vosotros y Ellos. Haremos ejercicios de conjugaciones en clases y
de la forma cómo se deben usar los pronombres demostrativos y posesivos. Sólo
debemos recordar la forma en que se usan en español.
Para oír la pronunciación correcta podemos usar el traductor de Google

https://translate.google.es/?hl=es y pulsar el botón de sonido.
ACTIVIDADES DE EVALUACION TEMA D
Ejercicio D: Se solicitará un ejercicio redactando 6 oraciones usando los pronombres

subjetivos, 5 con Pronombres demostrativos y 5 con pronombres posesivos. Total 16
oraciones completas. Los verbos en tiempos simples.
Examen al final II Momento: Constará de preguntas: verdadero o falso, completar,

selección y desarrollo.
CRITERIOS DE EVALUACIÓN DEL TEMA D

Ejercicio D: Será evaluado usando los siguientes criterios.
Correcto uso de los pronombres 12
Ortografía y presentación del ejercicio 1
Puntualidad 1
Total 14 puntos
Examen al final II Momento: Criterios: verdadero o falso (4 puntos), completar (4

puntos), selección (4 puntos) y desarrollo (8 puntos)
Tipos de preguntas que se podrían emplear en el examen al final del II Momento.

1) Completar (4 puntos)
Complete with the appropriate pronouns, the following sentences:
a) Please, bring this text book to ______ (she)
b) I returned the pen to _____ (He).
c) The teacher ask the student to lent the pencil to ____ (they)
d) ________ is assisting the students with their projects (nobody or we)
e) ________was standing at the door during the last class (everybody or me)
f) ________ is looking for you in the school (someone or we)
g) _______ was wasting time because all of you were listening (nobody or we)
h) That notebook belong to _____ (He or She)
PRESENTACIÓN Y ENTREGA DE LA ACTIVIDAD DE EVALUACIÓN

El ejercicio D debe ser manuscrito y entregado según programación el 20 de Enero
PRESENTACIÓN DE EVALUACION FINAL DEL II Momento (30 %)
Esta evaluación tendrá carácter individual y presencial.
Inglés
4to AÑO
GUÍA PEDAGOGICA E. II Momento
Texto de Consulta
5ta Semana
TEMA E: Tiempo Presente Perfecto 3/01 al 27/01
Entrega Eval.
27 Enero
Theme E
The Perfect Present Tense.
This tense is constructed using the verb to have (Has or Have) plus the past participle
of main verb. (You may see a complete list of verbs with the past participle in Guide
1B, appendix).
The present perfect is used: 1) For actions which began in the past and have continue
to the present and b) For actions repeated in the past and which may be repeated in
the present.
The present perfect connects the past and the present and it is used to talk about the
present results, or effects, of a past action.
Example:
I have eaten roasted chicken in the lunch
Yo he comido pollo asado en el almuerzo (pero ya acción terminó)

My family has lived in Caracas since 1968.
Mi familia ha vivido en Caracas desde 1968 (y todavía vive ahí)
Read examples in your text book.
Sentences in affirmative forms:
a) I have discussed my English project with my teacher.
b) He has finally completed his education.
c) She has already gotten the material she needed for the test.
d) We has been very lucky
e) They have come to my birthday party.
f) I have typed some letters.
g) I have already read about it in the newspaper.
h) I have not gone to the school this week.
i) He has done the project all by himself.
Sentences in interrogative forms:
a) Have you already eaten?
b) Has she studied for the test?
e) Have you decided what are you going to do?
f) Haven´t they finished the homework yet?
g) Have you been over there?
h) How long have you been there?

i) What have you done this morning?
k) Have you ever been in Canaima?
l) Has he seen the Angel´s fall?
j) Have you met my girlfriend?
m) Has he fixed the car alone or has someone helped him?
n) Have you been in Caracas lately?
o) Have you paid the bill for my meal?
p) Our car has used too much gasoline
In your book, you will see an exercise using the words: Yet (todavia), Still (aún), and
already (ya).
Complete this exercise
a) Have you made the beds already?
No, I haven´t made them ______
b) Harold hasn´t had a shower yet?
He is _________ in bed.
c) Fred has already called twice this morning.
It is ________ 8.30 pm and Gloria hasn´t arrived ____
In your text book you may see many exercises in pages 120 to 127. Try to perform
only the exercises in relation to the Present perfect Tense.
ESTRATEGIA DE APRENDIZAJE DEL TEMA E
Este tiempo verbal es muy usado en inglés y en buen castellano, como el hablado en
España y Chile, pero no en Venezuela. Si un español se levanta de la mesa porque
terminó de comer, afirma: Ya he comido, porque es una acción que acaba de ocurrir.
Pero en nuestro medio decimos: Ya comí, tiempo verbal que no indica cuando la
acción ocurrió: Ya comí ayer, Ya comí hace una semana, Ya comí el año pasado. En
nuestro medio hablamos un mal castellano. Lo primero que se hará en clases es tratar
de educar a nuestros alumnos en la forma correcta de formar este tiempo. Para ello,
usaremos todos los ejemplos posibles en las actividades de aula. Y solicitarles que
realicen los ejercicios presentados en esta Guía E.
ACTIVIDADES DE EVALUACION TEMA E
Ejercicio E: Escribir 14 oraciones en tiempo presente perfecto, en forma afirmativa,

interrogativa o negativa. Deben estar bien estructuradas y usando diferentes verbos.
Examen Final del II Momento: Será escrito con preguntas de verdadero o falso,
completar, selección y desarrollo.
CRITERIOS DE EVALUACIÓN DEL TEMA E
Ejercicio E: Las 14 oraciones serán evaluadas por su estructura, concordancia del

sujeto, verbo y predicado. Claridad y precisión de las oraciones
Examen Final de Lapso: Verdadero o Falso (2 puntos), Completar (4 puntos), selección

(4 puntos) y desarrollo (8 puntos). Ver ejemplos de preguntas en ésta Guía.
Estructura de las oraciones en tiempo presente 12

perfecto.
Presentación y ortografía 1
Puntualidad 1
Total 14 puntos

El ejercicio debe ser manuscrito y entregado el día 27 Enero.
PRESENTACIÓN DE EVALUACIÓN FINAL DEL II Momento (30 %)
Inglés
4to AÑO
GUÍA PEDAGOGICA F. II Momento
Texto de Consulta
6ª Semana
TEMA F: El Tiempo Pasado Perfecto 30/01al 03/02
Entrega Eval 03 Feb
PERFECT PAST TENSE

(Tiempo Pasado Perfecto)
Para formar el Tiempo Pasado Perfecto se utiliza el verbo haber en pasado (had),
seguido por otro verbo, que debe estar escrito, en participio pasado. Por ejemplo: left,
worked, written). Este tiempo verbal se una para referir una acción que ocurre en el
pasado, antes que otra acción, que también es mencionada.
In the perfect past tense: an action took place in the past which happened earlier than
another action in the past.
It is formed with “Had” plus the past participle of the main verb.
For examples:
I had studied English for four year before I entered the United State.
I had eaten my lunch when you arrived.
Almost everyone had left for home by the time we arrived.

I had never seen a museum before I visited Paris last year.
Charles called to say he had been very sick and could not come to work.
I was very happy to see my father. I hadn´t seen him in weeks.
When he arrived, the meeting had already stared.
He had seen the movie before they showed it on TV.
Affirmative and negatives sentences
I had complained about that when we arrived
He had a fantastic time her before we saw her.
They hadn´t met him before, he was strange for me.
Affirmative questions
Had you complained about that?
Had she had a fantastic time before?
Had we met him before?
Negative questions
Hadn´t you had lunch when they showed up?
Hadn´t he left when you came?
Hadn´t they mentioned your name before they left?
More examples:
They had studied hard for the test but they did not take it because the teacher was
sick.
By the time that Helen arrived, we had already started to serve dinner.
Did you find out who had called you while you were out?
Had you complained about the sales at that store in the past?
When Mrs. Brown came in the bedroom to say good night to the children, they had
already fallen asleep.
When Ms Cooper arrived at her office, her assistant had already started work.
When Ronald showed up at the cafeteria, Martha and Peter had already finished their
coffee.
When Bob got to the movie theater the movie had already started.
They decided to go home because they had already seen Spiderman.
Exercise 1. Complete the blank space with the Perfect Past Tense of the given verbs in
parentheses.
1) Enzo_______________ (not learn) to speak English very well.
2) Mariana ___________(live) in Caracas for the years before Bob married her
3) We ___________ (hear) good thing about Mr. George.
4) They ____________ (always have) a fantastic time there.
5) Carlos ___________(already eat) lunch when we arrived.
6) I ______________(just complain) about the long hours at the office.
You can find more exercises in your text book, Lesson 11, pages 136 to 143.
ESTRATEGIA DE APRENDIZAJE DEL TEMA F
Este tiempo verbal es útil para describir, cosas o actividades, que uno había hecho,
había realizado, había planificado, siempre en el pasado. La mejor estrategia para
entender su uso es a través de la práctica en el salón de clases. Además de los
ejemplos escritos en ésta Guía, se practicarán situaciones de la vida cotidiana.
Ejemplos: Lecciones que no han aprendido; Países que había visitado; Restaurantes
donde había comido. Todas estas situaciones del pasado, antes de que otro hecho sea
mencionado. Este tiempo verbal es un poco complicado, pero podemos lograr un
buen entendimiento del mismo.
ACTIVIDADES DE EVALUACION TEMA F
Ejercicio 2E: Describir 16 situaciones usando el tiempo pasado perfecto, en forma

afirmativa, negativa o como pregunta. Recuerde que después del verbo haber en
pasado (Had), debe estar seguido por otro verbo en participio pasado.
Examen final de lapso: Se realizarán preguntas de: Verdadero o Falso, Completar,

Seleccionar y Desarrollo. Ver ejemplos en su libro de texto
CRITERIOS DE EVALUACIÓN DEL TEMA F

Ejercicio F: Las 14 oraciones deben estar estructuradas de manera clara y precisa,
usando el Tiempo Pasado Perfecto y serán evaluados según los criterios que abajo se
indican.
Examen Final del II Momento: Verdadero o Falso (4 puntos), Completar (4 puntos),
selección (4 puntos), Desarrollo (8 puntos)
Correcta estructura en Tiempo 12
Pasado Perfecto
Ortografía y Presentación 1
Puntualidad 1
Total 14 puntos
PRESENTACION Y ENTREGA DE LA ACTIVIDAD DE EVALUACIÓN
El Ejercicio F debe ser manuscrito y entregado el día 03 Febrero
PRESENTACION DE EVALUACION FINAL DEL II Momento (30 %)
Unidad Educativa Colegio AREA DE FORMACIÓN
Inglés
4to AÑO
GUÍA PEDAGÓGICA G. II Momento
Texto de Consulta
7ma Semana
TEMA G: Oraciones Condicionales de Primer Grado (Primer 06/02 al 10/02
Orden o Condicionales Reales) Entrega Eval 10 Feb
RESUMEN DEL CONTENIDO DEL TEMA G
Condicionales de Primer Orden

Las clausulas y oraciones condicionales son muy usadas en todas las ramas de la
ciencia y la tecnología para formularse preguntas e hipótesis de trabajo, tales como:
Qué pasaría si………? What will happen if…..?.
Condicional de Primer Orden
Se usa para describir un posible evento futuro y sus consecuencias. La cláusula con el
“if” debe estar en tiempo presente y las consecuencias, pueden estar en presente y
más comúnmente en futuro con un “will”. Pero este posible resultado (consecuencia)
también puede ser expresado usando; can, could, should, might. Estos condicionales
de Primer Orden son POSIBLES o REALES, ES DECIR, PUEDEN OCURRIR. Responden la
pregunta: Qué pasaría si………?
Conditional of First Order (Real Conditionals). It is used to describe a possible

future event and its consequences.
For instance: Let me use one example using my own experience. In a course of scuba
diving, the Instructor must warn you: Remember, come back up to the surface slowly
and do not hold your breath. If you came up too fast, your lung will hurt and damage.
Don`t try it. It can be very painful.
The Scuba Diving Instructor knows the Boyle and Mariotte’s Law. That Law, allows us
to know, the following:
1) At 1 atmosphere (1 Atm = 760 mm of Hg) of pressure your lung volume is 4 Litters

(Lt.).
2) At 2 Atm. (10 meters deep) in the water, your lung volume will be 2 Lt.
3) At 3 Atm (20 meters deep) in the water, your lung volume will be 1 Lt.
4) At 4 Atm (30 meters deep) in the water, your lung volume will be only 0.5 Lt.
When the diver, at 30 meter deep under the water, take air form the air compressed
tank, the lung volume will be again 4 Lt.
Please, observe the possible sentences constructions:
POSITIVE + POSITIVE SENTENCE.

If you come up too fast, your lung will explode.
POSITIVE + NEGATIVE SENTENCE.

If you come up slowly, your lung will not hurt.
NEGATIVE + NEGATIVE SENTENCE

If you don`t come up so fast, your lung will not damage.
Since we are talking about the Scuba Diving Techniques, a Diver should used wetsuit
(traje de submarinista): Mask and Flipper (máscara y chapaletas); Breathing tank
(tanque de aire comprimido para respirar) and weight belt (cinturón con pesas).
Lets us to construct several sentences (positive or negatives) using these implements

for scuba diving:
If you don´t wear a wetsuit, you will get cold under the water
If you don´t wear a wetsuit, you could cut yourself on rocks
If you don´t rinse your mask with saliva, it will be misted up under the water.
If your hairs get in your mask, the water will come into your mask.
If you breathe slowly, you will feel more comfortable.
If you wear a right weight belt, you will move well under water.
If your weight is too heavy, you will sink to the bottom of the sea.
Lets now to see, some examples of experiments performed in our laboratory using
some medicinal plants.
In the Figure you will see the Andean Plant named Espeletia semiglobulata. It is
commonly called Frailejón Andino. It is used in the Andean areas of Venezuela for
treating asthma, respiratory diseases, fever and some type of convulsion. A compound
named as kanurenic acid, was isolated from this plant in Dr. Usubillaga´s laboratory
(ULA).
In order to prove that Frailejón could be an useful medicinal plant, three hypotheses, in
the form of conditional were planned:
If it is anti-asthmatic, then it could have anti-inflammatory activity in vivo.
If it is good for treatment of fever, then it could have anti-pyretic activity in animals.
If it is good to treat convulsion, then, it may have anti-convulsive activity of animal
model of experimental convulsion.
All three hypotheses were tested and validated in laboratory works and published in
The National Library of Medicine.
You could see the publication at:
https://pubmed.ncbi.nlm.nih.gov/21206621/
https://pubmed.ncbi.nlm.nih.gov/17853794/
Si ustedes observan varios trabajos allí publicados van a darse cuenta que TODOS
estructuran las Hipótesis usando ORACIONES CONDICIONALES.
If someone ask you, why conditional sentences are important in sciences and
technology?
Now, you will be able to respond: Because, most of the working hypotheses in these
fields are constructed by using conditional sentences.
Is that clear now? In classes more examples will be given.
Conditionals of First Order. See examples taken from your textbook.

If + Present tense Possible or probable result.
If he works hard, he will make a lot of money.
If it does not stop raining, we will stay at home.
If you buy the house now, you could save a lot of money.
If you are sick, you should see a physician.
If you want, I can call a taxi for you.
If I study, I will pass the English exam.
If you obey your parents, they will feel very happy
If the weather is fine, we can go out and play.
If you want to keep your friends, you must be more polite.
But, the conditionals could be form in reverse order: Will Clause + If present.
Examples:
She will travel on holidays, if she has money.
We will stay at home, if it rain.
Complete the following exercises, which were taken from your textbook:
a) If I pass the entrance examination ___________________________________
b) If I do not pass the entrance examination ______________________________
c) If I enter a private school _____________________________________
d) If I have to work and study_______________________________________
e) If I quit the baseball team ______________________________________

f) If I do not quit the baseball team ____________________________________
g) If my English teacher does not come ________________________________
Example of your real live.

At home, the first voice that you may hear from your Mon or Daddy, during working
days, usually are: Weak up, weak up, You have to weak up or Get up, get up, You
have to get up.
What happen if you get up late?
I you get up late then the porter at the door will not allow you to enter in the School.
Como ejercicio G, se le solicitará que describa 14 posibles consecuencias si (“If”) usted

se levanta tarde en un día normal de clases.
ESTRATEGIA DE APRENDIZAJE DEL TEMA G

En el salón de clase el alumno será estimulado a contestar preguntas del tipo: Qué
pasaría si…. (What happen if………?). De esta forma, se espera que el alumno conozca
la estructura de las oraciones condicionales de primer orden. Son fáciles de formar,
pero requieren de práctica. Estudiar cuidadosamente esta Guía que hemos preparado
para comprender el uso de condicionales. En la introducción hemos usado dos
ejemplos, que forman parte de la vida diaria, de quien está escribiendo. Pero, al
alumno se le preguntará: Qué pasa si se levanta de la cama tarde (If you get up late
then……….), entonces, las consecuencias pueden ser muchas como: no lo dejan entrar
a la Escuela, al salón de clases, se pierde las explicaciones del docente, no aprueba la
materia, su padre se enoja, pierde su tiempo, etc.
ACTIVIDADES DE EVALUACION TEMA G

Exercise G: Describe using 14 full conditionals sentences what happen if you get up
late in a normal working day. (Describa usando 14 oraciones condicionales completas
qué pasaría si se levanta tarde en un día de trabajo normal). La cláusula “If”, debe ser
corta y la oración principal usando tiempo presente o futuro.
Examen Final: Se realizará usando preguntas de: Verdadero o Falso, Completar,

Seleccionar y desarrollo.
CRITERIOS DE EVALUACIÓN DEL TEMA G
Ejercicio G: Los criterios para la escritura de 14 oraciones condicionales posibles, se

especifican debajo.
Examen Final: Verdadero y Falso (4 puntos), Completar (4 puntos), selección (4

puntos), desarrollo (8 puntos).

Estructura correcta de los 12
condicionales de Primer Orden.
Puntualidad 1
Total 14 puntos
El Ejercicio G será manuscrito y debe ser entregado el 10 de febrero.
Inglés
4to AÑO
GUÍA PEDAGÓGICA H. II Momento.
Texto de Consulta
8va Semana
TEMA H: Condicionales que dependen de una acción Futura 13/02 al 17/02
.
Entrega 17 Feb
Se usa para describir un posible evento futuro y sus consecuencias. La cláusula con el
“if” puede estar en tiempo presente, pero las consecuencias, como generalmente
ocurre, en futuro con un “will”. Este tipo de condicionales fue estudiado la semana
anterior (Condicionales Reales). Pero en ésta oportunidad se hace énfasis en las
consecuencias con visión futurista.
Real Conditionals-future, using the auxiliary “will”.
1) If you ask the teacher, he will explain that exercise to you.
2) If Peter invites me, I will probably go to the party.
3) You will have enough time to eat lunch if you get here early
4) If Tom sees Miss Irwin, he will give her your message.
5) We are going to leave tomorrow if the weather is good.
6) If Betty will not like this sweater, can she exchange it at the store?
7) Will you lend me this money if you get your check tomorrow?
8) If I decide to join the club, I will fill out this application form.
9) We will get there before midnight if the train arrives on time.
10) If Mr. Burton needs any assistance, I will tell you right away.
11) The Father will surely get wet today if he does not take his umbrella.
12) If you are not more careful in the future, you will have an accident.
13) The teacher will get angry at me if I make that mistake again.
14) If anyone asks for you, I will tell him to call back later today.
Exercise. Complete the following conditionals, always thinking is future actions. See
carefully the expressions written above.
1) The Professor will help you if______________
2) If Edith goes to the post office, ________________
3) I will explain everything to Harris if ___________
4) If I see Mr. Miller at the meeting, _______________
5) I am going to buy that car if ____________________
6) If you have any trouble with that lesson,_______________
7) Bill and I will wait for you right here if __________________
8) If the weather is bad tomorrow, __________________
9) What will you do if ___________________

10) If I find your purse and gloves, _____________
11) Daniel will not understand you if ___________
12) If you study these lessons carefully, ______________
13) We are going to a picnic if __________________
14) If no one answer the telephone,___________________
15) What will you say to Mr. Cole if ____________________
These types of conditionals are easy and they will only require a little bit of practice.
ESTRATEGIA DE APRENDIZAJE DEL TEMA H

La principal estrategia, será la comunicación activa en el salón de clases, con ejemplos
de la vida diaria, pero en este caso, con una visión realista y mirando hacia el futuro.
En esta semana se espera que el alumno ya conozca la estructura de las oraciones
condicionales de primer orden (reales), practicadas en la semana anterior. Se
recomienda usar ésta Guía que hemos tomado de una muy buena fuente. Y estar
dispuesto a imaginarse situaciones futuristas.
ACTIVIDADES DE EVALUACION TEMA H
Ejercicio H: Escribir 14 oraciones condicionales reales, pero con mirada hacia el futuro.
Examen Final del II Momento: Se realizará usando preguntas de: Verdadero o Falso,
Completar, Seleccionar y desarrollo
CRITERIOS DE EVALUACIÓN DE ACTIVIDAD DEL TEMA H
Ejercicio H: Los criterios para la evaluación de las 14 oraciones condicionales, con

proyección al Futuro se pueden ver en la tabla siguiente.
Examen Final del II Momento: Verdadero y Falso (4 puntos), Completar (4 puntos),

selección (4 puntos), desarrollo (8 puntos).

Estructura de condicionales de 12
Primer Orden, con visión al
futuro.
Puntualidad 1
Total 14 puntos
El Ejercicio H debe ser manuscrito y entregado el 17 Febrero
Inglés
4to AÑO
GUÍA PEDAGOGICA I. II Momento
Texto de Consulta
9na Semana
TEMA I: Condicionales de Segundo Orden o Grado 22/02 al 24/02
(Condicionales Irreales o Irrealistas) Entrega Eval 24 Febrero
Conditionals of Second Order. (Second Conditionals).

Se usan para expresar, que pasaría si algunas condiciones existieran. Si la Clausula con
If está escrita en presente, es altamente improbable que estas condiciones puedan
existir. Pero si la clausula if está en tiempo pasado, esto nos indica, claramente, que
eso no es verdad y que no existe.
Si la oración expresa el presente, entonces, la forma pasada del verbo se usa con el IF
y would, could or might se usa en el resultado. Debe notar que aunque el verbo está
escrito en su forma pasada, eso no significa que en realidad sea pasado, más bien
indica que la situación es irrealista.
Por ejemplo:
If I had a million dollars, I would help the poor
Significa: Si tuviese un millón de dólares. No se traduce: Si tuve un millón de

dólares…….
If I were the ruler of the world, I would make peace
Significa: Si fuera el conductor del mundo. No se traduce: Si fuí el conductor del…
If I were millionaire, I would be travelling around the world
Significa: Si fuese millonario…….
Observe que “were” es la única forma del verbo “to be” usada en las cláusulas con “if”
Repetimos:
Esta segunda forma de escritura de condicionales se usa para situaciones Irreales en el

pasado, escritas en pasado simple (pero atento a su significado), seguidas por: would/
would not; Could/Could not; might/might not. También para situaciones IRREALES,
imaginarias, improbables, como por ejemplo: Si tuviera un millón de dólares…..; Si me
ganara la lotería……; Si tuviera un Avión………etc
If I had a million dollars……
If I had won the lottery……..
If I had an airplane……...
Read examples in your textbook:
If he spoke louder, we would hear him better.
Significa: Si hablara más alto….. No se debe traducir: Si habló más alto……..
If the rain stopped, we could go to the cinema.
If I didn´t have to work, I would go there with you.

If I won the lottery, I would buy a new house and car.
If I had money, I would not be working the all day.
If I were millionaire, I would be helping poor and homeless people.
If I were the owner of a big ship, I would be traveling around for years.
If I were you, I would talk to her because she is really angry with you.
If I were you, I would go to the doctor. You are very sick and bad.
If I were him, I would tell the truth without hesitation.
If the teacher were here, he would help me out for sure.
If it weren´t so late, I would call Sara. She could help me.
If I were an English speaker, I would apply to the University of Harvard
Notice that, in the sentences where the verb “To Be” is written as: If I were you…….
that is the SUBJUNTIVE FORM OF THE VERB TO BE (Forma Subjuntiva del verbo “ser o
estar”)
Exercises 1. Complete these sentences using the correct form of the giving verbs. Use
the Second conditional form.
a) If I ________ the lottery, I ___________ around the world (win, travel).
b) I she ________ an actress, she _____________ in Hollywood (be, live).
c) If the teacher ________ here, he ____________ it to me (be, explain).
d) If I ________ you, I _____________ a month in the USA (be, spend).

ESTRATEGIA DE APRENDIZAJE DEL TEMA I
En clase el alumno será estimulado a imaginarse preguntas irreales: Qué pasaría si….
(What happen if………?). Si fuera millonario, Si fuera bilingüe, Si fuese médico, Si fuera
propietario de una gran casa, etc. Éste tipo de condicionales, no corresponden a la
vida real, pero son interesantes, porque nos ayudan a imaginar situaciones de nuestro
futuro Por ello, es bueno y sano practicarlas. La estructura de estos condicionales hay
que ejercitarlas y tratar de ser bien entendidas y traducidas.
ACTIVIDADES DE EVALUACION TEMA I
Ejercicio I. Consiste en elaborar 14 oraciones Condicionales de Segundo Grado. Todas

imaginarias. La cláusula “If”, debe ser corta, en tiempo pasado simple, usando el verbo
“To be”; es decir, “were” u otro verbo en pasado, como “Had” En la oración principal
deben usarse palabras como: would/ would not; Could/Could not; might/might not.
Examen al final del II Momento.
Se realizarán preguntas: 1) Verdadero o falso, 2) Completar, 3) Selección y desarrollo.
CRITERIOS DE EVALUACIÓN DEL TEMA I

Ejercicio I. Las 14 oraciones serán evaluadas según los criterios indicados más abajo.
Examen Final: 1) Verdadero o Falso (4 puntos), completar (4 puntos), selección (4
puntos) y desarrollo (8 puntos).
Estructura correcta, tanto de la cláusula, como de 12

la oración principal
Puntualidad 1
Total 14 puntos

El Ejercicio I será manuscrito y entregado al Tutor el día 24 Febrero
Inglés
4to AÑO
GUÍA PEDAGÓGICA J. II Momento
Texto de Consulta
9na Semana
TEMA J: Variaciones en el uso de “if” en las cláusulas 27/02 al 03/03
Condicionales.
Entrega Eval 03 Marzo
Variation in the use of “if” in conditionals.
A) In almost all conditionals sentences the word UNLESS could be substituted for
“if…… not” and his meaning is: If not.
En español sería: “Si no”, “A menos”.
See these examples:

If you don´t leave immediately, I will call the policeman
Unless you leave immediately, I will call the policeman
Daniel wouldn´t do that if he didn´t have your permission.

Daniel wouldn´t do that unless he had your permission.
We will go to the beach if it does not rain

We will go to the beach unless it rains.
He would not have come to the party if he had not finished his work.
He would not have come to the party unless he had finished his work
Also, UNLESS can be changed for the words “if no”.
If no more guests come, there will be enough food for everyone.

Unless more guests come, there will be enough food for everyone.
If no one complains, we will leave everything the way as it is now.

Unless one complains, we will leave everything the way as it is now.
Study these examples:

1) I won´t bother to call you if I don´t hear from Dr. Crowder.
I won´t bother to call you unless I hear from Dr. Crowder
2) If I didn´t agree with him, Santiago wouldn´t even suggest it.

Unless I agree with him, Santiago wouldn´t even suggest it.
Now, let’s perform the following exercises in the classroom with the help of your
Professor.
1) We can´t write to Dr. Suzuki, if he doesn´t send us his address.
_____________________________________________
2) If you don´t study harder, you are going to fail the examination
_________________________________________________
3) I wouldn´t believed in it, if I hadn´t seen with my own eyes
________________________________________________
4) If she doesn´t star the letter now, she´ll have to do it tomorrow.
_______________________________________________
5) The lawyer wouldn´t say that if he didn´t have strong evidence.
__________________________________________________
6) If you didn´t invest your money wisely, you will lose all of it.
__________________________________________________
7) I won´t say anything if Smith doesn´t bring the matter himself.
__________________________________________________
8) Our dog wouldn´t have barked if he doesn´t heard a strange noise.
____________________________________________________
9) If no one say what is happening I will inform the Director about it.
____________________________________________________
B) Also the words “as long as” and “provided that” are used in real conditionals to
express the idea of “if” and “only if”
Examples:
I can buy a new TV tomorrow provided that I get my paycheck today
I can buy a new TV tomorrow only if I get my paycheck today
When I was a child, I could watch TV in the evening as long as I had finished my
homework.
When I was a child, I could watch TV in the evening only if I had finished my
homework.
C) The use of auxiliaries after “if” in conditional sentences
In open-conditions: in which the condition, may be, or may not be fulfilled.
1) If it rains tomorrow, I´ll go in my car.
2) If you tell me to go, I will leave at once
In the 1st example, it may rain or it may not rain. In the 2nd, you may or may not tell
me to go. For that reason these types of constructions are called Open-conditionals.
3) If he can drive a car, there is no problem go ahead.
4) If you can go now, I shall be able to catch the early train.
5) If you can help me with this, it´ll be fine.
6) Well if you must, you must do it.
7) If you will do that, I will help you in the preparation.
8) If I´m not go back before five, you go ahead without me.
See more examples of conditional sentences. Some of them denote something unreal.
9) If he were here now, things wouldn´t happens (unreal).
10) If I knew his address now, I would go to his house immediately (unreal)
11) If I could afford it, I should certainly buy a new car.
12) If he would only behave, there would be no further trouble
13) If someone could tell me his address, I might go and see him.
14) If you were willing to lend me your car, I could drive her at home.
15) If I were you, I should leave at once. You are in a dangerous situation (unreal)
ESTRATEGIA DE APRENDIZAJE DEL TEMA J
Este tema podría ser más fácil de ser entendido, practicado, ejercitado y dominado, ya
que en las actividades anteriores, ya los alumnos han participado en la construcción
de condicionales reales (Primer Orden) e irreales (Segundo Orden). Usaremos la
misma estrategia de las tres clases anteriores. Pero debe darse cuenta que UNLESS,
significa “a menos” “si no”; por lo tanto, no puede estar seguido de otra negación.
Observe los ejemplos. Use ésta Guía, pues este tipo de condicionales no son bien
explicados en sus textos normales. La práctica será nuestra principal arma estratégica.
ACTIVIDADES DE EVALUACION TEMA J
Ejercicio J: Desarrollar 16 condicionales usando la palabra “unless” en lugar de “if”, y

con “if” seguido de auxiliares (can, could, should, must, etc); es decir, condicionales
abiertos, donde la condición, puede ser, o puede no ser cumplida (in which the
condition may be, or may not, be fulfilled)
Examen Final del II Momento: Será evaluado con preguntas de verdadero o falso,
completar, selección y desarrollo.
CRITERIOS DE EVALUACION DE LA ACTIVIDAD DE EVALUACIÓN DEL TEMA J
Exercise J: Los criterios para evaluar los 14 condicionales se especifican en el cuadro

inferior.
Examen Final: Verdadero y falso (4 puntos), completar (4 puntos), selección (4 puntos)

y desarrollo (8 puntos)
Estructura de las oraciones 12
condicionales
Puntualidad 1
Total 14 puntos
Ejercicio J debe ser manuscrito y entregado a la Tutora el día 03 de Marzo
PRESENTACIÓN DE EVALUACIÓN FINAL DEL II MOMENTO (30 %)
Inglés
4to AÑO
GUÍA PEDAGÓGICA K. II MOMENTO
Texto de Consulta
11va Semana
06/03 al 10/03
TEMA K: Conectores para expresar Adición o Contraste.
Entrega Eval. 10 Marzo
Connectors
The connectors are words, or phrases, used to connect (join, unite, tie, bond) clauses
or sentences. A connector behaves like the words “therefore” and “Indeed” in
sentences as the following:
He was working; therefore, I was singing.
He was working; consequently, I was singing
He was working; however, I was singing
He was working; moreover, I was singing
He was working; nevertheless, I was singing

The house was for sale; therefore, it was un-occupied.
The house was for sale; besides, it was un-occupied
The house was for sale; furthermore, it was un-occupied
The house was for sale; hence, it was un-occupied
The house was for sale; indeed, most of the houses were for sale
The house was for sale; thus, most of the houses were for sale
The house was for sale; accordingly, most of the houses were for sale
The house was for sale; in fact, most of the houses were for sale.
A clause connector can be used in combinations with conjunctions.
For example (e.g.):
He worked and I sang. The word “and” is a conjunction.
He worked; therefore, I sang. The word “therefore” which means “por lo tanto” is a
connector
Also, group of words can be used as connector. That is (i.e.):
He stated his opinion, in consequences, she began to move.
He stated his opinion, for that reason, she began to move
He stated his opinion, into the bargain, she began to move

He stated his opinion, none the less, she began to move.
The house was for sale; in fact, most of the houses were for sale.
The house was for sale; as the matter of fact, most of them were for sale.
The house was for sale; to tell the truth, most of the houses were for sale.
Connectors to express addition

(Conectores para expresar adición o sumatoria)
This relationship is seen when two ideas or pieces of information are presented. The
second piece of information is seen as an addition to and/or a completion of the first
one.
He is a fine director; moreover, he is a leading member of the community.
He is a fine director; furthermore, he is an excellent working person.
He is a fine director; in addition, he is a good speaker.
He is a fine director; additionally, he treats his employees well.
He is a fine director; further, he is a good person.
He is a fine director; besides, he is Catholic.
He is a fine director; also, he is living near of the school.

Connectors to express adversative contrast
(Conectores para expresar contraste adversativo)
This relationship is generally used to show the differences between two separate
things, ideas, situation or position.
She is a communist; however, her husband is a liberalist.
She is too lazy; on the other hand, her husband is a good worker
She is a very fat woman; in contrast, her husband is very thin.
Connectors used to express concessive contrast

(Conectores para expresar contraste concesivo)
This relationship is used to show unexpected differences.

Este tipo de conectores se usan para mostrar, en la segunda oración, una relación
inesperada. Ejemplo: Ella estudia mucho; sin embargo, sale aplazada en todos los
exámenes. Observen, que antes del conector se debe colocar la separación del “punto
y la coma”.
For example:
He tries very hard; nevertheless, he fails in the test.
He tries very hard; nonetheless, he fails in the exam.
He tries very hard; however, he fails in mathematics.
He tries very hard; still, he fails in the last examination.

ESTRATEGIA DE APRENDIZAJE DEL TEMA K
El buen uso de conectores es esencial, tanto en castellano, como en inglés. Por ello,
debemos usarlos para tener una buena redacción o dicción. Pero, en una buena
redacción, no se deberían repetir los mismos conectores, en un mismo párrafo; por
ésta razón, debemos aprender sus sinónimos. Intencionalmente, en esta Guía,
repetimos el uso de la misma oración, con el fin de que visualicen, que tienen el
mismo significado; sin embargo, en el aula de clases, vamos a usar la estrategia de
practicarlas con distintas oraciones. Observen que, en este párrafo, hemos usado
varios conectores en español. La práctica será nuestra principal estrategia.
ACTIVIDADES DE EVALUACION TEMA K

Ejercicio K. Redactar 14 oraciones diferentes, usando conectores distintos que
indiquen complementariedad (adición) o contraste.
Examen al final del Momento. Será con preguntas del tipo: Correcta o incorrecto,
Completar, Selección y desarrollo
CRITERIOS DE EVALUACIÓN DEL TEMA K
Ejercicio K: Criterios a evaluar en la Tabla siguiente.
Examen Final. Con los criterios: Correcta o incorrecta (4 puntos), Completar (4
puntos), selección (4 puntos) y desarrollo (8 puntos)

Estructura de las expresiones 12
usando diferentes conectores.
Puntualidad 1
Total 14 puntos
El Ejercicio K debe ser manuscrito y entregado al Tutor el 10 de marzo
PRESENTACIÓN DE EVALUACIÓN FINAL DEL LAPSO (30 %)
Unidad Educativa Colegio ÁREA DE FORMACIÓN
Inglés
4to AÑO
GUÍA PEDAGÓGICA L. II MOMENTO
Texto de Consulta
12da semana
TEMA L: Uso de “so” y “too” o “neither” y “either” para 13/03 al 17/03
responder “también o “tampoco”
Entrega Eval. 17 de Marzo
The use of Neither, Either, So and Too

The use of SO and Too.
If we want to express the same, or fell the same, as someone else, we use the
following word order:
SO plus an auxiliary verb plus the subject.
Or Subject plus auxiliary verb plus Too.
The meaning in Spanish is: También.
In the short answer the auxiliary verbs will be accompanied by the verb “to be” or “to
have” or a modal verb, such as: can, could, will, etc. But, if the sentence is written in
simple tense, then we have to use: do, does, or did.
Examples: Notice that in current English the word “and” before the short answer is
omitted; however, we are presenting you the old fashion construction forms.
We have gone to the party. And so has he.
Nosotros hemos ido a la fiesta. Y él también
We have gone to the party. And he has too.

Nosotros hemos ido a la fiesta. Y él también
They want to go out. And so does she.

They want to go out. And she does too.
Mary has fallen asleep. And so has he.

Mary has fallen asleep. And he has too.
We have decided to run away. And he has too.

We have decided to run away. And so has he.
Anna came late. And they did too.

Anna came late. And so did they.
I am a student. And he is too.

I am a student. And so is he.
The use of NEITHER and EITHER

If the main statement or sentence is in negative form, then the short response will be
constructed using: Neither or Either.
It must be written following this order:
“Neither”, plus the auxiliary verb, plus the subject or
Subject, plus the negative auxiliary, plus the word “Either”.
The meaning in Spanish is: Tampoco.
For instance:
We have not gone to the party. Neither has he.
We have not gone to the party. He hasn´t either.
I am not tired. Neither is he.

I am not tired. He isn´t either.
She has not taken her pills. Neither have I.

She has not taken her pills. I haven´t either.
She has not finished the meal. Neither have they.

She has not finished the meal. They haven´t either.
He is not in class now. Neither are they.

He is not in class now. They aren´t either.
In class perform the following exercises, with the help of your classmate and the
guidance of your Professor.
1) He likes to read fiction novel (she)

2) We were at the concert last evening (they)
3) Robert had a terrible experience (his sister)
4) They have not shared their books (they).
5) I am not a silly person (she)
6) I don´t like French bread (he).
7) My son doesn´t like mathematics ( I )
Additional examples with too and either
1) I like classical music. Bill does too.
2) They are working right now. We are too.
3) Mr. Lopez didn´t meet that man. I didn´t either.
4) Alice won´t have enough time. Betty won´t either.
Using “so” and “neither”.

1) Fred usually works on Saturday. So does Frank.
2) They could understand everything. So could we.
3) We won´t be at that meeting. Neither will Fred.
4) The girl didn´t get there on time. Neither did I.
One way to avoid complications of using this type of short responses in English is to
use the contrary short additions.
See examples:
1) Tom and I can go with you, but Charles can´t.
2) Peter doesn´t know the word, but Fred does.
3) My friend understand the lesson very well, but I don´t.
4) Juan speaks English very good with his friends, but Bill doesn´t.
Another way is to use the type of short responses popularized by kids.

Neither do I and I don´t either, for a kid is: Me neither. And
So do I and I do too, for a kid is: Me too.
We will practice in the classroom. It is easy, don´t worry.

ESTRATEGIA DE APRENDIZAJE DEL TEMA L
Este tema es interesante y hasta divertido. Generalmente a los estudiantes les parece
agradable y tratan de simplificarlo, de la misma forma que lo hacen los niños de habla
inglesa. Pero haremos énfasis en que se lo aprendan de la manera clásica. Para ello,
motivaremos en intercambio de expresiones entre los alumnos y ejercicios de práctica
hasta lograr su compresión y dominio.
ACTIVIDADES DE EVALUACION TEMA L
Ejercicio L. La evaluación será con un ejercicio, en el cual se elaboraren 8 expresiones
que finalicen con la respuesta corta “también” y 8 con la respuesta corta “tampoco”
Examen al final del II Momento. Se realizarán preguntas: 1) Correcta o incorrecto, 2)
Completar, 3) Selección y desarrollo
CRITERIOS DE EVALUACIÓN DEL TEMA L
Ejercicio L: Redactar 14 expresiones usando las palabras: So, Too, Neither, Either,
Estructura de las oraciones con la 12
respuesta corta: “también” y
“tampoco”.
Ortografía y Presentación 1
Puntualidad 1
Total 14 puntos
Examen Final: Estará formado por preguntas: Correcta o incorrecta (4 puntos);
Completar (4 puntos); Selección (4 puntos) y Desarrollo (8 puntos).
PRESENTACIÓN Y ENTREGA DE LA EVALUACIÓN
El Ejercicio debe ser manuscrito y entregado el 17 de marzo.
Esta evaluación tendrá carácter individual y presencial

4to Año

Cargado por

Información del documento

Título original

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

4to Año

Cargado por

Copyright:

Formatos disponibles

AREA DE FORMACION

VIDEO SOBRE EL TEMA y EL SUBTEMA

For example, we can say:

Read the examples:

The word “FOR” can be used in different tense expressions.

You will find it on the table.

Prepositions followed by verbs

Read the following examples:

b) He talk about coming tomorrow.

d) They checked the oil before starting the car.

e) She completed the assignment after looking at her notes.

f) He apologized for being unkind.

a) He did it without ____________________

b) We forgave him for ____________________

c) The teacher complained about __________________

d) I completed the test before ______________________

e) He check the water before ________________________

F) They insisted on __________________________

a) He insisted _____________ coming home late.

Complete the blank space in each sentence for expression of place.

Please, see the following examples:

Verbs with accompanied Preposition.

Adjectives with accompanied Preposition.

1) Are you ready for the English examination?

John has been studying Germanic languages for many years.

(John ha estado estudiando lenguajes germánicos por muchos años).

They have been living in Miami for three years now.

I have been working in my project the all day.

You have been fixing the car for so many hours.

She has been singing pop songs for three hours.

It has been raining all day.

Juan has been feeling better lately.

I have been studying English for over three years.

I have been learning English for a long time.

What have you been doing since I left?

Where have you been working before you moved?

How long have you been working here?

Have you been feeling better today?

Have you been learning English for a long time?

Has she been playing well lately?

Read examples in your text book. Page 103:

I haven´t been working in that project. (Negative)

Have you been working in that project? (Question)

What have you been doing since I left?

How long have you been working here?

How have you been feeling in this work lately?

Where has he been living since he returned to Venezuela?

Has it been raining the all day?

What have they been doing here?

How long have you been waiting for me over there?

How long have you been attending service in this church?

VIDEO SOBRE EL TEMA y EL SUBTEMA

Estrategia de Evaluación: Se solicitará un EJERCICIO con 14 oraciones escritas

Aspectos a evaluar Puntos

Examen al final del Momento. Criterios

SUBTEMAS: Pronombres: a) Subjetivos, b) Objetivos

2nd person: You: Tú, usted.

Feminine She: ella.

Neuter It: cosa o animal.

Plural 1st Person We : nosotros

2nd person You: vosotros, ustedes.

3rd person They: ellos.

In Spanish the Personal Pronouns are:

It is ____ 8.30 pm and Gloria hasn´t arrived