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MODELO EDUCATIVO FLEXIBLE

POR COMPETENCIAS

LENGUA EXTRANJERA - INGLÉS - CICLO V

ÁREASFUNDAMENTALESOBLIGATORIAS

LENGUA EXTRANJERA - INGLÉSCiclo V

El presente texto hace parte de la oferta de educación para adultos y jóvenes extra-edad del Modelo Educativo Flexible “ESCUELA GLOBAL”, con enfoque basado en competencias; propuesta formativa y propedéutica con sentido humanista, orientado al constructivismo; fundamentado en el aprendizaje significativo, centrado en el estudiante, dirigido a comunidades vulnerables que no han terminado la educación básica y media, dotándolas de una cultura general que les permita desempeñarse en los ámbitos científico, tecnológico, social, cultural y laboral, que cumple lo dispuesto en las leyes 1014 y 1064 de 2006 “para la cultura del emprendimiento” y “la educación para el trabajo y el desarrollo humano”, de acuerdo con los Estándares Básicos por Competencias establecidos por el Ministerio de Educación Nacional.

El Modelo Educativo Flexible “ESCUELA GLOBAL”, es una propuesta educativa para adultos creada, investigada, recopilada, sistematizada, organizada, orientada y revisada por:LEONARDOALFONSO SÁNCHEZ VANEGAS

Diagramación, diseño, dibujo, ilustración e impresión, realizadas por: JHON EDISON GONZÁLEZ RIVERADiseño Gráfico y Publicidad Gutenberg

Investigación, recopilación, sistematización y organización de los textos del área disciplinar FUNDAMENTAL OBLIGATORIA de lengua extranjera e inglés con la colaboración de la Licenciada en Español y Lenguas Modernas CLAUDIAPATRICIARIVERALUCENA.

© El Autor se reserva todos los derechos de impresión, reproducción, copia o publicación para lo cual se requerirá de autorización expresa de su autor.

Impresor Exclusivo del presente texto: Diseño Gráfico y Publicidad Gutenberg.


POR COMPETENCIAS


Distribuidor Exclusivo del presente texto: Corporación GAIA AQUA. Ibagué, 2014


POR COMPETENCIAS



POR COMPETENCIAS


¡BIENVENIDOS!


Apreciados estudiantes:Las desigualdades de nuestro sistema educativo colombiano, reflejadas en problemas de cobertura, calidad y eficiencia, con inmensos contrastes entre zonas urbanas y rurales, evidenciadas por el Ministerio de Educación Nacional, generaron la propuesta de una “Revolución Educativa, que fijó metas como ampliar la cobertura, establecer un sistema a largo plazo con coberturas universales; mejorar continuamente la calidad de la educación aplicando estándares mínimos para todo nivel del sistema educativo, la formulación de planes de mejoramiento institucional, y el desarrollo de competencias que permitan a los estudiantes enfrentarse a los retos de la sociedad de la información y el conocimiento; y el diseño de herramientas que aseguren la eficiencia del sector”.

En Colombia es común el desconocimiento tanto de ciudadanos como de autoridades educativas, de la normatividad que rige la educación, en especial del decreto 3011 de 1997 con base en el cual más de 8 modelos educativos ofertan una educación para adultos y jóvenes extra-edad, con énfasis orientados a diferentes comunidades, desde diversas metodologías pedagógicas y que ofertan modalidades de estudio vocacional como valores agregados, que los diferencian de los demás. Actualmente, es necesaria la generación de modalidades de enseñanza que interpreten tanto los lineamientos del MEN orientados al enfoque universal por competencias, como el ideal escenario de posconflicto por darse, a propósito del proceso de paz en curso en el país.

Una propuesta de educación para adultos como la que presentamos a ustedes, nacida en la sociedad civil no tiene porqué oponerse a los lineamientos que el MEN establece para su evaluación y seguimiento, pues recoge las necesidades más sentidas de comunidades vulnerables que no acceden al servicio educativo, proponiendo un modelo educativo práctico y eficaz con principios pedagógicos y operativos basados en los estándares básicos por competencias emitidos por el Ministerio de Educación Nacional. Se trata de una metodología flexible orientada a los sectores rural y urbano, basada en un plan de estudios compuesto por 10 competencias genéricas, de las cuales 8 son básicas y por tanto obligatorias, fundamentadas en los temas de enseñanza y las áreas del conocimiento obligados dispuestos en los art. 14 y 23 ley 115 de 1994, Ley General de Educación; Además de 2 áreas optativas o vocacionales.

El Modelo Educativo Flexible “ESCUELA GLOBAL”, para adultos y jóvenes extra-edad, con enfoque basado en competencias, es una propuesta para educación básica y media, formativo y propedéutico, con sentido humanista, orientado al constructivismo; fundamentado en el aprendizaje significativo, centrado en el estudiante, que cumple lo dispuesto en las leyes 1014 y 1064 de 2006 “para la cultura del emprendimiento” y “la educación para el trabajo y el desarrollo humano”; está dirigido a las comunidades vulnerables que no han terminado la educación básica y media, dotándolas de una cultura general que les permita desempeñarse en ámbitos científico, tecnológico, social, cultural y laboral.¡Esperamos realizar con su concurso el mejor de los trabajos!


Equipo diseñador y ejecutor del Modelo Educativo "ESCUELA GLOBAL”


CONTENIDO

INTRODUCCIÓN 7OBJETIVOS 8COMPETENCIAS A DESARROLLAR 9COMPETENCIAS ESPECÍFICAS DE EL ÁREA 10

1. PRESENT PERFECT VS. PAST SIMPLE 111.1. Introducción al tema 111.2. Explicación y Aplicación del Aprendizaje 121.3. Retroalimentación y Evaluación 14

TRABAJO INDEPENDIENTE 15

2. TIME EXPRESSIONS: IF / WHEN / BEFORE / AS SOON AS/ ALREADY / YET/ AGO 16

2.1. Introducción al tema 162.2. Explicación y Aplicación del Aprendizaje 172.3. Retroalimentación y Evaluación 18


3. WILL/WON’T- GOING TO – WOULD LIKE TO- PLAN /PLANNING TO–WANT TO 20

3.1. Introducción al tema 203.2. Explicación y Aplicación del Aprendizaje 203.3. Retroalimentación y Evaluación 21


4. USED TO 234.1. Introducción al tema 234.2. Explicación y Aplicación del Aprendizaje 234.3. Retroalimentación y Evaluación 24


5. QUANTIFIERS 285.1. Introducción al tema 285.2. Explicación y Aplicación del Aprendizaje 295.3. Retroalimentación y Evaluación 30


6. MID TERM TEST 336.1. Complete the gaps with the correct form of the verb in brackets 336.2. Underline the correct time clause 346.3. There is one mistake in each sentence. correct the mistake 346.4. Fill in the blanks with used to and the verb in the correct tense 356.5. Fill in the following sentences, fill in thegaps with one of the

following quantifiers 35

7. PRESENT PERFECT CONTINUOUS 367.1. Introducción al tema 367.2. Explicación y Aplicación del Aprendizaje 367.3. Retroalimentación y Evaluación 38



8. FOR / SINCE 398.1. Introducción al tema 398.2. Explicación y Aplicación del Aprendizaje 408.3. Retroalimentación y Evaluación 42


9. PASSIVE VOICE 449.1. Introducción al tema 449.2. Explicación y Aplicación del Aprendizaje 449.3. Retroalimentación y Evaluación 45


10. PASSIVE VOICE 4810.1.Introducción al tema 4810.2.Explicación y Aplicación del Aprendizaje 4810.3.Retroalimentación y Evaluación 51


BIBLIOGRAFÍA Y CIBERGRAFÍA 52

Saber-Saber, Saber-Ser y Saber-Hacer… ¡Ahí está la clave!

La educación tradicional ha centrado todos sus esfuerzos en trabajar en los educandos solo una dimensión del saber: el saber-saber, motivo por el cual nuestros estudiantes se han dedicado a intentar una memorización inútil que contribuye a generar profesionales mediocres que solo demuestran sus conocimientos por momentos, cuando les es requerido para una promoción o para acceder a algún empleo o cargo público. La educación tradicional otrora trabajaba en la dimensión del saber-ser mediante la educación ética y la recordada urbanidad de Carreño para formar estudiantes bien hablados y preparados para comportarse en público, sin hacer mucho énfasis en el ser humano y en la garantía de que trabaje en su propio proyecto de vida que incluya ser cada vez mejor persona. El modelo educativo “ESCUELA GLOBAL”, con enfoque basado en competencias también trabaja en estas dimensiones del saber, pero haciendo énfasis en el SABER-HACER, para que mediante los conocimientos que el estudiante adquiere en las áreas transversales (Emprendimiento, Desarrollo Humano y Paz, Postconflicto y Competencias Ciudadanas), y las áreas vocacionales (Informática y Tecnologías de la Información y Comunicación y Actividades Agropecuarias para defensa del Medio Ambiente) adquiera herramientas para desempeñarse en generar ingresos y trabajo y coadyuvar en la consolidación de una mejor sociedad a través de la praxis de un eficaz proyecto de vida, y para que también, muy especialmente, nuestros egresados sepan qué hacer con los conocimientos que adquieren mientras se forman como bachilleres. Por ello, exhortamos a nuestros estudiantes a que con su esfuerzo ayuden a construir la sociedad que merece el futuro de un país en paz.

INTRODUCCIÓN


Conocer una segunda lengua es esencial en un mundo globalizado, por tal razón el gobierno nacional fomenta políticas educativas que favorecen el aprendizaje del idioma inglés. El manejo de una segunda lengua resulta muy útil en la vida profesional así como en la vida social, comercial y educativa y más que útil resulta una necesidad. Dada su importancia como lengua universal el gobierno se ha propuesto mejorar la calidad de la enseñanza del inglés ofreciendo mejores niveles de desempeño en este idioma.

Este esfuerzo quiere lograr que los estudiantes sean capaces de comunicarse en inglés para que así puedan llevar al país a una gran apertura cultural y económica con estándares internacionalmente comparables. Para cumplir ese fin fue necesario adoptar unas competencias comunes de desempeño que describen una escala de niveles que van alcanzando los estudiantes de modo que avanzan en su proceso educativo, dicho estándar es el del “Marco Común Europeo de Referencia para las lenguas”. Los estándares establecen lo que los estudiantes deben saber y poder hacer con respecto al idioma.

En el presente programa se integran los elementos contemplados en la Ley 115 de 1994 Ley General de la Educación y el Decreto 3011 de 1997 que establece la educación para adultos en Colombia mediante los Ciclos Lectivos Especiales Integrados CLEI, la Ley1014 de 2006 mediante la cual se genera la Educación para el Emprendimiento y la Ley 1064 de 2006 con el Decreto 2888 de 2007que instauran y reglamentan en el país la Educación para el Trabajo y el Desarrollo Humano, con el propósito de establecer la correspondencia entre la propuesta de Bachillerato para Adultos por Competencias y su Marco Curricular.

OBJETIVOS

Objetivos Generales del Curso

Objetivos Específicos del Curso


Motivar a los estudiantes al aprendizaje y práctica del idioma Inglés como un herramienta esencial para su futuro personal y laboral.

Aprender un segundo idioma es una oportunidad invaluable en el desarrollo personal.

Valorar y apreciar su propia cultura y Estimular la aceptación y el respeto por

otras. Apoyar a los estudiantes en la práctica del idioma.

Mejorar su capacidad para entablar relaciones con otras personas y desenvolverse en ambientes nuevos.

Mejorar el pensamiento conceptual, ampliar su potencial lingüístico y su pensamiento lógico. Acercarlo más a la realidad mundial.

Conocer y entender el inglés como el instrumento de comunicación más difundido en el mundo y como herramienta para el desarrollo personal.

Reconocer palabras y expresiones muy básicas que se usan en presentaciones personales y descripciones.

Comprender frases y vocabulario en contextos muy básicos de comunicación.

Participar en conversaciones sencillas donde interactué en presentaciones formales e informales.

Escribir mensajes cortos haciendo uso de la gramática básica para este fin.

COMPETENCIAS A DESARROLLAR

COMPETENCIAS GENERICAS

COMPETENCIAS GENERALES DEL AREA


Ÿ Promover el conocimiento de otro idioma y cultura.Ÿ Mejorar el desarrollo lingüístico y las destrezas comunicativas.Ÿ Desarrollar habilidades de trabajo en equipoŸ Fortalecer el respeto por sí mismo y por los demásŸ Contribuir al desarrollo de un vocabulario apropiado

Competencia Lingüística:Ÿ Conocer la lengua como sistema; incluyendo conocimientos semánticos, gramaticales y

ortográficos y aplicarlos para elaborar oraciones y textos bien formados y en diversas situaciones.

Competencia Interpretativa:Ÿ Desarrollar capacidad de comprender, analizar e interpretar diferentes técnicas de

expresión escrita, verbal y no verbal, tanto en su lengua materna como en un segundo idioma.

Ÿ Dominar el código y las reglas lingüísticas (vocabulario, pronunciación, gramática) de suidioma materno y una segunda lengua transformando esa información en una herramienta para el desarrollo personal.

Competencia Sociolingüística:Ÿ Identificar los aspectos socio-culturales de los diferentes entornos en donde se

desempeña el estudiante.Ÿ Conocer las condiciones sociales y culturales implícitas en la lengua.Ÿ La competencia comunicativa expresa el saber hacer como capacidad de usar el

conocimiento del idioma personal, laboral y socialmente.Ÿ Ofrecer una herramienta útil para comprender e interpretar su realidad.

Competencia Argumentativa:Ÿ Desarrollar un pensamiento lógico, crítico y analítico, que identifique al estudiante como

un ser coherente en sus planteamientos.Ÿ Manifestar actitudes de tolerancia, respeto, honestidad y solidaridad, en un ámbito

multicultural.

Competencia Propositiva:Ÿ Expresar adecuadamente la intención comunicativa, utilizando formas verbales no

verbales y /o escritas.Ÿ Utilizar adecuadamente su lengua materna y el idioma extranjero en las cuatro

habilidades, (hablar, escribir, leer y entender.

COMPETENCIAS ESPECÍFICAS DEL AREA


Conocer y usar correctamente los wh compuestos para poder elaborar

preguntas con ellos.

Conocer y poner en práctica las preposiciones.

Usar correctamente el presente continuo y el gerundio.

Usar correctamente las formas afirmativa y negativa del presente continuo.

Usar correctamente las preguntas y respuestas cortas del presente continuo.

Conocer y diferenciar la intención de los verbos modales en su uso.

Adquirir y mecanizar vocabulario nuevo a través de los ejercicios de

comprensión de lectura.

Conocer y usar correctamente las frases adverbiales.

Saber formar, manejar e intercambiar los tiempos verbales simples y

continuos.

Conocer y manejar el futuro simple.

Conocer adjetivos opuestos, cortos y largos.

Saber transformar adjetivos a comparativos.

Poder comparar objetos, personas, lugares.

Saber transformar adjetivos a superlativos.

Hacer ejercicios de comprensión lectora.

Manejar la forma modal del verbo have to (Obligación).

Conocer y memorizar los participios pasados.

Saber formar y usar correctamente el presente perfecto.

Usar correctamente las formas afirmativa y negativa del presente perfecto.

Usar correctamente las preguntas y respuestas cortas del presente perfecto.

Hacer ejercicios de adquisición de vocabulario y comprensión lectora.

1. PRESENT PERFECT VS. PAST SIMPLE

1.1Introducción al tema


Como actividad de inicio es pertinente realizar una actividad de repaso de estos dos tiempos verbales con el fin de tener clara su gramática y usos.

TENSE AFFIRMATIVE NEGATIVE QUESTION

PRESENT PERFECT

Iyou we they

I have spoken.IRREGULAR

I have not spoken. Have I spoken?

I have workedREGULAR

I haven’t worked Have you worked?

PAST SIMPLE

Iyou we they

I SpokeIRREGULAR

I didn’t speak Did you speak ?

I workedREGULAR

I didn’t work Did you work?

PRESENT PERFECT

he she it

He has spoken.IRREGULAR

He has not spoken. Has he spoken?

He has workedREGULAR

He hasn’t worked Has he worked?

PAST SIMPLEhe she it

She spokeIRREGULAR

She didn’t speak Did she speak ?

She workedREGULAR

She didn’t work Did she work?

1.2 Explicación y Aplicación del Aprendizaje


PAST SIMPLE PRESENT PERFECT

Emphasis on actionExample:

I bought a new bike. (just telling what I did in the past.)

Emphasis on resultExample:

I have bought a new bike. (With this sentence I actually want to express that I have a new bike now.)

Signal Words

PAST SIMPLE PRESENT PERFECT

§ yesterday § just§ ... ago § already§ in 1990 § up to now§ the other day § until now / till now§ last ... § ever

§ (not) yet§ so far§ lately / recently

WRITE DOWN THE CORRECT FORM (PRONOUN + VERB).

Simple Past Present Perfect Simple

I / open

he / write


they / do

you / swim

she / give

PUT THE VERBS INTO THE CORRECT TENSE (PAST SIMPLE OR PRESENT PERFECT).

1. A: (you / play) the new computer game?2. B: No, not yet. I only (buy) it yesterday and I (have / not)

the time yet.3. A: (you / go) to the cinema last night?4. B: Yes. I (be) there with Sue and Louis. (you / be)

to the cinema recently?5. A: I last (go) to the cinema two weeks ago.6. B: So you (see / not) the new action film yet.7. A: No, unfortunately not. (you / enjoy) it?8. B: Oh, I really (love) it. But Sue (like / not) it -

too much action!9. A: But why (you / take) her with you? She (tell)

me last week that she (hate) action films.10. B: I think she has an eye on Louis. She (try) to flirt with him

all the time. So he (can / concentrate / not) on the film.

1.3 Retroalimentación y Evaluación


Affirmative Sentences.

Put the verbs into the correct tense (past simple or present perfect).

1. Mary (win) the lottery last year.2. We (prepare / already) dinner.3. James (find) your ring in the garden yesterday.4. He (come / just) home.5. They (buy) their car two years ago.

Negative Sentences

Put the verbs into the correct tense (past simple or present perfect).

1. I (see / not) anyone yet.2. Phil (go / not) to the cinema last night.3. We (be / not) to the zoo so far.4. She (arrive / not) yet.5. Emily (visit / not) me last week.

QUESTIONS

PUT THE VERBS INTO THE CORRECT TENSE (SIMPLE PAST OR PRESENT PERFECT SIMPLE).

1. (you / read) the book yet?2. How many letters (they / write) so far?3. When (he / tell) you that?4. (you / be) at home last night?5. How often (you / travel) abroad till now?


TRABAJO INDEPENDIENTE

PUT THE VERBS INTO THE CORRECT TENSE (PAST SIMPLE OR PRESENT PERFECT).

1. A: (you / taste / ever) sushi?2. B: Yes, I (eat) sushi at least five times so far.3. A: When (you / eat) sushi for the first time?4. B: I (eat) sushi for the first time on my dad's 50th birthday.

He (invite) the whole family to a Japanese restaurant.5. A: (you / like) it?

B: Absolutely. In fact, it (be) so good that we (be) to that restaurant three times yet. And on my mum's birthday, we(order) some sushi and (have) it at home.

PUT THE VERBS INTO THE CORRECT TENSE (SIMPLE PAST OR PRESENT PERFECT SIMPLE).

1. I (just / finish) my homework.2. Mary (already / write) five letters.3. Tom (move) to this town in 1994.4. My friend (be) in Canada two years ago.5. I (not / be) to Canada so far.6. But I (already / travel) to London a couple of times.7. Last week, Mary and Paul (go) to the cinema.8. I can't take any pictures because I (not / buy) a new film

yet.9. (they / spend) their holiday in New Zealand last summer?10. (you / ever / see) a whale?


2.1 Introducción al tema

2. 2. TIME EXPRESSIONS: IF / WHEN / BEFORE / AS SOON AS/ ALREADAS/ ALREADY / YET/ AGO

De manera oral se hace actividad en la que todos deberán recordar las expresiones básicas de tiempo como: today, tomorrow, tonight, this morning, yesterday, last week, next week, at noon. Y elaborar frases haciendo uso de ellas.

We watch a movie

after he arrives. We go out to dinner

when the movie ends.

We make popcornbefore he arrives. We go out to dinner

once the movie ends

We make popcornwhile he drives here. We don't eat

until everyone receives food

it down when he arrives We pay our bill

as the dinner ends.



EXERCISES: MAKE A NEW SENTENCE USING THE 2 GIVEN AND THE TIME CLAUSE .

We'll get there. We'll send a message. (soon after)

I would like to finish it. It will get dark. (before)

We are going to have a rest. We'll be on holiday. (while)

He will not regret it. She'll move away. (until)

Can you water the flowers? We'll leave the house. (when) ?

Get in touch with him. I'm going to write to him. (as soon as)

Come to see me. You'll feel alone. (whenever)

I will find the opener. I will open the bottle. (the momento)

We will go to the shop. We will be walking the dog. (while)

I'll have finished my lesson by noon. I'll come round. (after)

We sit there as longas we want

We have had fun

by the time the evening ends

We go out to dinner

as soon as the movie ends.

We have a good time

whenever we get together.

We will go out to dinner

If we have money. We did the homework.

We already did the homework

I haven’t cooked dinner

I haven’t cooked dinner yet

I lived there. I lived there 10 years ago



1) Elena will be excited when she will hear that she is accepted to study in New York.

Correct Incorrect2) After a thick envelope came today in the mail, we know that it is

good news

Correct Incorrect3) We’ll wait until she will arrive to tell her.

Correct Incorrect4) Before she sees the envelope on the table, we'll ask her to sit

down.

Correct Incorrect5) When she is seated, then we give her t he

envelope. Correct Incorrect


FILL IN THE BLANKS WITH WHEN OR WHILE

1) I was having lunch James arrived.2) I heard the doorbell, I went to the door.3) Jo was washing her hair, I did my homework. 4) I buy the bread, you can go to the butcher's.5) I was at the baker's I met Jo.6) The customer was being helped by the salesman the

thief came into the store.7) you saw Keith, was he with Jo?8) I was in the shop someone stole my bag.9) I hurt my back I tried to lift the piano.10) we were standing outside the cinema, someone

picked my pocket.


FILL IN THE BLANKS WITH WHILE, FOR OR DURING

On my first day at school, Sofia, my new teacher, asked us what we

had done our holiday, Sandra, Laura's help, was

minutes. he apologized to Rachel, we spoke about our

swims and dives, our castles in the sand and our trips to the mountains.

the holiday, I went to my Auntie's

wedding. the ceremony, I was very interested and quiet,

but after it, the young couple were kissing, all the guests

started a Flashdance on 'You're the one that I want'....Everybody had

practised quite a

shook our arms long minutes. We sang and laughed ! It was

the Dance

f her knee, her big

brother

made faces at us and we laughed for quite a 'Giggling

girls' will be 'giggling girls' !

UNDERLINE THE BEST WAY TO COMPLETE EACH SENTENCE

e.g. I promise to phone you as soon as / before / if I arrive.

1) As soon as / If / When you don't practise, you won't pass your exam.2) What are you going to do as soon as / if / when you finish school?3) Please make sure you have bought your ticket if / after / before you get on

the train.4) As soon as / After / Before I hear any news I promise I'll text you.5) After / If / Before I get up I usually read the newspaper.

comforting Rachel who was crying. She'd been crying a

long time : Brian had been mean to her. He had pulled her pigtail and

bitten her arm. Brian was scolded and punished 20

and we jumped like mad

and

so funny ! My cousin Emma had fallen

...but her Mom was taking care o


6) If / When / After there's a storm we won't go out.

3. WILL/WON'T- GOING TO – WOULD LIKE TO- PLAN/PLANNING TO – WANT TO




WE USE WILL TO TALK ABOUT THE FUTURE:

When we make predictions:It will be a nice day tomorrow.I think Brazil will win the World Cup. I'm sure you will enjoy the film.

To make offers and promises: I'll see you tomorrow. We'll send you an email.

WE USE (BE) GOING TO:



To talk about plans and intentions: I'm going to drive to work today.They are going to move to Manchester.

WE OFTEN USE VERBS LIKE WOULD LIKE TO, PLAN

(PLANNING TO), WANT TO TALK ABOUT THE FUTURE:What are you going to do next year? I'd like to go to University.We plan to go to France for our holidays. George wants to buy a new car.

Complete the conversation. Use the verbs in the box with WILL or GOING TO.

1) A: It's getting really cold. B: Yes, I'm sure it (snow).

2) A: Do you have my mobile number? B: I'm not sure. I (check).

3) A: Look at that beautiful blue sky! B: Yes. It (be) a lovely day.

4) A: Have you found a new flat yet? B: No, but we (look) at a few more next week

5) A: Excuse me. Is this jacket in the sale? B: I'm not sure. I (ask) the manager.

CHOOSE “WOULD LIKE TO” O “WANT TO” AND THE MAIN VERB.

1.We dinner.2. We a pizza.3. I to a restaurant.4. Jane the film.5. They London

1a) Like tob) to like c) Liking

2a) Eat b) to eat c) eating

3a) to like b) like c) you like

4a) wouldnb) Wouldn’t c) would’t

5a) mine b) I c) me

6a) To burnb) burn toc) burning

7a) wouldn’t like b) wouldn’t liking c) like wouldn’t

8a) to eat b) eatc) to eating

9a) workingb) workc) workking

10a) would b) wouldnt c) wouldn


WOULD LIKE TO / WOULD RATHER

Choose the correct answer to complete the sentence


NOW FILL IN THE GAPS WITH THE CORRECT FORM OF THE VERB IN BRACKETS:

1. A: Where (you/go)?B: I (have) lunch with my mother. It's her birthday today and I

(take) her to that Italian restaurant I told you about. I made the reservation yesterday.2. A: When (Jane/get) married?

B: Next Sunday! Can you believe it???3. A: Next summer we (travel) to Australia, do you want to

come with us?B: Thanks, I (think) about it, though I (go) to Perú,

I don't know yet... I've always wanted to visit Machu Picchu.4. A: Hey, did you know Susan and Kenneth (expect) a baby?

B: No, I didn't! Great news!In two years, when I retire I (buy) a house near the beach

1) I would drink beer

2) You would like pizza

3) Would to travel?

4) She like to play soccer

5) would like to grow

6) I would like all the trash

7) They to run

8) Would it like dog food?

9) I would liketo hard

10) She like to kiss me

444.U.USSEEDDTTOO




MESA REDONDA: Ejercicio oral en el que cada quien comparte con el grupo lo que solía hacer en su niñez.



EXAMPLES:

I used to smoke a packet a day but I stopped two years ago I used to drive to work but now I take the bus. She used to have really long hair but she has short hair now. I didn't use to live here, I lived in New York city. Did you use to ride horses?

1) I ------------ go to the beach every day.

use to

uses to

used to

use

2) I didn’t ------------- play tennis.

use to

uses to

used to

use

3) Susan --------- drink milk when she was young.

didn’t use to

use to

has

was


4) I didn’t ----------- watch television.

use to

uses to

used to

use

5) What ---------- you use to wear at school?

did

do

are

have

6) Did they ----------- go to the cinema?

used to

use

used

use to

7) People ------------- travel on horses.

used to

use

used

use to

8) Ted used to -------- my best friend, but he lives in Canada now.

is

be

are

being


1. Before he was married he usedalone.

livinglive

2. I used in sales, but I was useless, I couldn't sell anything!workto work workingto working

to livingto live

9) We ------------ play

marbles. used to

used

use to

use

10)My mother-----------cook for me, but now my wife cooks at

home. used to

used

use to

use


3. John hard because he lives on a farm.

used to work

used to working

is used to work

is used to working

4. When my children were little we hours playing in the garden.

used to spending

used to spend

are used to

spending are used

to spend

5. When I was a nurse I nights.

used to working

used

working

used to work

used work

6. Which of the following sentences use the structure 'used to + verb'?'When they moved to Africa, it took them a while to get used to .

the hot weather

the afternoon

siestas the shops

opening atdifferent times

driving on the

left


5.QUANTIFIERS


Para poder introducir este tema debe realizarse un repaso de sustantivos contables y no contables.

COUNTABLE AND UNCOUNTABLE NOUNS Decide whether these nouns are countable (C) or uncountable (U)

1. The children are playing in the garden.2. I don't like milk.3. I prefer tea.4. Scientists say that the environment is threatened by pollution.5. My mother uses butter to prepare cakes.6. There are a lot of windows in our classroom.7. We need some glue to fix this vase.8. The waiters in this restaurant are very professional.9. My father drinks two big glasses of water every morning.10. The bread my mother prepares is delicious.11. Drivers must be careful; the road is slippery.



12. Some policemen are organizing road traffic to avoid any accidents.13. I bought three bottles of mineral water for our picnic.14. I'd like some juice please!15. Successful candidates will join the camp later this year.16. A rise in oil prices is inevitable since there is more and more world

demand for energy.17. The exercises on this website are interesting.18. Dehydrated babies must drink a lot of water.19. Adult illiterates learn through a special government program.20. I met some nice people when I was walking along the beach.

CHOOSE THE CORRECT QUANTIFIER.

A LITTLE SOME A FEW TOO MANY TOO MUCHMANY MUCH ANY A LOT OF/LOTS

OFENOUGH



1. They have had homework in mathematics recently.2. How time do you need to finish the work?3. There are too students in the library.4. Have you visited foreign countries?5. Although he's very ill, he didn't take medicine.6. people know as much about linguistics as John does.7. They say knowledge is a dangerous thing.8. He's having of trouble passing his driving test9. I spend of my time reading novels.10. He knows English. He knows enough English to manage.

COMPLETE THE SENTENCES WITH WORDS AND PHRASES FROM THE BOX.Example: There are _some_ skyscrapers on the other side of town.

1) There aren't banks here. You'll have to go to the next town.

2) The biggest problem is that there's traffic.

3) There are only parks in the city centre.

4) Sorry, sir. There are shops in this hotel.

5) Between 7 and 9 in the morning there are people

travelling to work.

6) There are parking places near here and it's very

difficult to find a place to park if you don't know the area.

7) There's pollution in the city centre. Just a little

8) There are coffee shops now! Two new ones

opened in this street last month! It's stupid!.

some / any / not enough / a few / too many / no / too much / a lot of / not much


SOME OR ANY?

Kate: Do you have brothers or sisters?John: No, I don't, but I have cousins that love me like a real brother!

Mark: Are there cinemas in this city? I really want to go to the movies! Lisa: No, there aren't. But I have movies at home if you want!

Rachel: I have cereal every morning, it is good for my health. Derek: I hate cereal!

Mary: Do you have idea of how to do this exercise?Peter: No, I have no idea, but my mum gave books to study, maybe the answer is there!

Amy: Can you give me of your posters? You have a lot of them! Claire: No, they are all mine. I can't give you poster! But I can give you old magazines I have...Amy: No, thanks. You are so selfish...

A LITTLE OR A FEW?

1. Julia ate rice, she wasn't very hungry.

2. Mike ate chips, he wasn't very hungry.

3. I have cousins that speak French, the rest of them only speak

English.

4. She found cookies under her bed.

5. I need water to feel better, that's all.

6. I want to save money to buy a present for my mother.

some / not enough / much / no / a few / a lot of / too many / many / any


7. Robert gave me coins to buy a sweater, it is not enough!

8. Ashley needs sugar for the cake!

9. My dad says that I have to learn words in German, because we are

going there for holidays.

10. Peter saw girls running across the field

MUCH OR MANY?

1. There are students who want to work in our school.

2. Claire has brothers but only one sister.

3. I don't have time, I can't wait for you.

4. Tom works hours every day, that is why he is always tired.

5. Lisa doesn't drink water when she eats.6. They have rooms in their house, it is very very big.7. How apples did you buy?8. How money do you have to buy the TV?9. People don't write letters nowadays, they use e-mails instead.10. I think it is too salt for my taste.


Complete the sentences with words and phrases from the box.

1. There are schools in this town. We've only got two schools for more than 4000 children.

2. There aren't cafes near here but you could get a coffee in the station.

3. There are Italian restaurants in the centre, but not many.

4. We have people on the underground in themorning and it's very crowded and uncomfortable.

5. How pollution is there?

6. MID TERM TEST

6.1 COMPLETE THE GAPS WITH THE CORRECT FORMOF THE VERB IN BRACKETS.


e.g. I 've known (know) Samuel since I was (be) twelve.

Peter and Maria in their lovely home with baby Emilia – A People Magazine exclusive!Maria Bertolucci and Peter Simone are this year's golden couple. They (1)________________________ (meet) two years ago when Peter (2) (appear) as Jone Jose in the film Conquistador, and Maria (3) (be) a singer and dancer in the same movie. They (4) (be married) for eighteen months now.Yesterday I (5) (visit) them in their new home in Tuscany, Italy. They (6)

6.2 UNDERLINE THE CORRECT TIME CLAUSE

6.3 THERE IS ONE MISTAKE IN EACH SENTENCE. CORRECT THE MISTAKE.


( live) in their house for only two months but already it ( 7) (feel like) a family home. And Maria (8) (just / have) her first baby, Emilia, who (9) (be born) only one month ago.

1. As soon as / If / When you don't practise, you won't pass your exam.

2. What are you going to do as soon as / if / when you finish school?

3. Please make sure you have bought your ticket if / after / before you get on

the train.

4. As soon as / After / Before I hear any news I promise I'll text you.

5. After / If / Before I get up I usually read the newspaper.

e.g. You think it will rain today? Do you think it will rain today?

1) What you are planning to do next year?

2) I going to see James tonight.

3) Had you rather buy a boat or rent one?

4) I like to go to Goa.

5) Stuart want to leave his job.

6.4 FILL IN THE BLANKS WITH USED TO AND THE VERB IN THE CORRECT TENSE

6.5 FILL IN THE FOLLOWING SENTENCES, FILL IN THE GAPS WITH ONE OF THE FOLLOWING QUANTIFIERS:


1) I (work) in the Twin Towers.2) (leave) the classroom at 4 : 00 pm?3) I (forgive) him.4) He (beat) me.5) The teacher (speak) English in the classroom.6) He (write) a lot.7) She (spend) time in the supermarket.8) We (not / play) outside.9) He (not /write) five stories a day.10) (She / eat) three times a day?

much, many, a lot of, most, a little, little, a few, few

1) It seems to me that we haven't had assignments in English this term.

2) How material can we be expected to read in one week?

3) I've unfortunately had headaches already because of stress.

4) Our yard looks awful this summer. There are too weeds.

5) I didn't use fertilizer last spring, and that has made a difference.

6) Also, I've paid very attention to how rain we've had.

7) I'm afraid it's rained times this summer, and that is why the grass is turning brown anddying. Farmers are very upset.

8) How good would it do if we watered the plants ourselves?

9) of the advice I have ever received from so-called "experts" has been useless.

10) They said that just help could make a big difference.

7.PRESENT PERFECT CONTINUOUS





I havenot been playing soccer. I've not been playing soccer.I haven't been playing soccer.

You have not been playing soccer. You've not been playing soccer.You haven't been playing soccer.

Have I been playing soccer? Have you been playing soccer?

FORM

HAVE/HAS + BEEN + INFINITIVE + -ING

EXAMPLES

AFFIRMATIVE SENTENCES:

I have been playing soccer. I've been playing soccer.

You have been playing soccer. You've been playing soccer.

NEGATIVE SENTENCES:

Questions:

EXERCISES

FILL IN THE BLANKS WITH THE PRESENT PERFECT CONTINUOUS OF THE VERBS IN BRACKETS.

1) Mary (play) trompet since half past three.2) How long (John/study) for the exam?3) Where (she/live) since then?4) Michael (sleep) for two hours.5) Jane (work) in the supermarket since half past ten and

she is still there.6) Those chemicals (pollute) our rivers and rivulets.7) (they/not/live) in London lately?8) What (you/do) for the last two hours?9) The children (play) outside10) She (do) the homework since she arrived home.



1.2.3.4.5.6.7.8.9.10.


CHANGE THE VERB INTO THE CORRECT FORM OF THE PRESENT PERFECT CONTINUOUS:

1. I (listen) to this for 2 hours.2. You (wait) since this morning.3. She (watch) their dog since Saturday.4. We (talk) for over an hour.5. I (prepare) for this test for almost 2 weeks.6. Joe (work) here since 1987.7. You (do) nothing for the last 30 minutes.8. Lilly (teach) English for many years.9. I (eat) tomatoes for my entire l ife.10. Recently, she (feel) quite better.11. They (talk) a lot lately.12. You (watch) too much television.13. We (eat) too many sweets lately.14. Lately, I (exercise) quite frequently.15. You (help) me a lot.

She / sit / on the chairI / look / at the lovely sceneryWe / talk / about the new teacherIt / rain / all dayHe / learn / English for two yearsI / work / at the bankThey / feel / sick since TuesdayHe / smoke / in my houseWe / go to that new shopGeorge and Harry / watch / football

8. FOR / SINCE



FOR/SINCE



The words for and since are used in sentences where the speaker wants to talk about something that started in the past and continues into the present.

For is used when specifying the amount of time (how long):

Since is used when specifying the starting point:

Note: The present perfect or present perfect continuous are needed in such sentences. It is wrong to say:

- I know her for two years.- I know her since 2006.

I've had this watch for more than 40 years. I've only known her for a few weeks. He's been here for 6 months and still can't speak a word

of German. She's been smoking for a long time. No wonder she coughs

so much! I've had this watch since 1965. I've only known her since the beginning of last week. He's been here since April and he still can't speak a word

of German. She's been smoking since she started grade 5. No wonder

she coughs so much!


FILL IN THE BLANKS WITH FOR OR SINCE

1. She has been studying English last January.2. She has been studying English 12.003. She has been studying English your birthday.4. She has been studying English two hours.5. She has been studying English six minutes.6. She has been studying English a long time.7. I've been working here the last two years.8. I have loved you the first time I saw you.9. I have been living in New York 1 year.10. I haven't seen you a week.11. I have been waiting 12:30.12. I've lived here 5 years.13. I've lived here 200314. she came here I've been very nervous15. She has been married ten years16. She has been a doctor 199817. I have been living in Valencia last june18. I haven't seen you last week19. Yesterday I studied three hours20. She has been studying English two months

FOR a period(from start to end)

SINCE a point(up to now)

for 10 minutesfor 5 days

for 4 monthsfor 15 years

for 3 centuries for a long time

for ever

since 6am since

Sundaysince September

since 1972since I left school

since the beginning of time

ALL TENSES PERFECT TENSES ONLY


FOR or SINCE - Choose the correct answer.

1)2)3)4)5)6)7)8)9)10)

Eastertwo weeks my birthday last summer 1999ten daysa few minutes 1st Aprila long time6 o'clock


since - if the starting point is given (five o'clock, last monday, 1972) for - if the period of time is given (thirty minutes, ten days, one year)

1) I have been waiting 4 o'clock.2) Sue has only been waiting 20 minutes.3) Tim and Tina have been learning English six years.4) Fred and Frida have been learning French 1998.5) Joe and Josephine have been going out together Valentine's

Day.6) I haven't been on holiday last July.7) Mary has been saving her money many years.8) I haven't eaten anything breakfast.9) You have been watching TV hours.10) We have been living here 2 months.



CHOOSE A OR B

1. I've put on 4 kilos Christmas.

A. sinceB. for

2. I've worked at this English school six years.

A. forB. since

3. I've been living in Spain 8 years.

A. sinceB. for

4. I haven't been to a football match a long time.

A. forB. since

5. I've lived in Spain 11 years now.

A. sinceB. for

6. I've been living in Spain 1992.

A. sinceB. for

7. The police have been at the scene 3 hours.

A. forB. since

8. Matt hasn't seen Clare his school days.

A. forB. since

9. We've been waiting for the bus over half an hour now.

A. since

B. for10. We haven't been on a day trip to the country September.

A. since

B. For

9. PASSIVE VOICE




TO BE + PAST PARTICIPLE

How to form a passive sentence when an active sentence is given: object of the "active" sentence becomes subject in the "passive"

sentence subject of the "active" sentence be comes "object" in the "passive"

sentence"

Active: Peter builds a house.

Passive: A house is built by Peter.

L_E_N G_U_A E_X T_R_A N_J_E RA - INGLÉS - CICLO V

TENSE SUBJECT VERB OBJECTPresent Simple

Active: Rita writes a letter.Passive: A letter is written by Rita.

Past Simple

Active: Rita wrote a letter.Passive: A letter was written by Rita.

Present Perfect

Active: Rita has written a letter.Passive: A letter has been written by Rita.

Future Active: Rita will write a letter.Passive: A letter will be written by Rita.

WRITE PASSIVE SENTENCES IN SIMPLE PRESENT.

1. the documents/ print

printed

2. the window / open

the documents are

3. the shoes / buy

4. the car / wash

5. the litter / throw away



1. The boy writes poems.

2. The girl drove the blue car.

3. They have collected enough money.

4. They will open a new restaurant.

5. The little boy can draw pictures.

6. The guard watched the prisoner.

7. They will not play soccer.

8. They believe that he writes good poems.

REWRITE THE FOLLOWING SENTENCES AS SUGGESTED:


WRITE PASSIVE SENTENCES IN SIMPLE PRESENT.1.the letter / send

2.the book / read / not

3.the songs / sing / not

4.the food / eat / not

5.the shop / close / not


ORGANIZE THE SENTENCE AND WRITE IT IN THE PASSIVE VOICE

in the future/big cities/block/cars

each year/thousands of aeroplanes/produce/ American companies

penicillin/discover/A. Fleming/in 1928

university education/should not pay/parents

since World War I/tanks/use/ armies all over the world

a new school/build/the local council/just now

REWRITE THE SENTENCES IN PASSIVE VOICE.

1. He opens the door.

2. We set the table.

3. She pays a lot of money.

4. I draw a picture.

5. They wear blue shoes.

6. They don't help you.

7. He doesn't open the book.

8. You do not wr ite the letter.

9. Does your mum pick you up?

10. Does the police officer catch the thief?


10. PASSIVE VOICE



QUESTIONS WITHOUT QUESTION WORDS IN PASSIVE (SIMPLE PRESENT)

Form of to be

Subject past participle

Rest Yes/No Subject Auxiliary (+ n't)

Is the test written in room 311?Yes, it is.

No, it is not.No, it isn't.

Are grapes grown in California?Yes, they are.No, they are not.No, they aren't.


QUESTIONS WITH QUESTION WORDS IN PASSIVE (SIMPLE PRESENT)

Question word

Form of to be

Subject past participle Rest Answer

Where is the test written?Thetest is written in room 311.

Why are grapes grown in California?

Grapes are grown in California because it's warm and sunny.

EXERCISEExample:coffee / grown / in South America / is

?

Answer:Is coffee grown in South America ?

1) the thieves caught were

?2) are written in the language lab the tests always

?3) be will accepted my apology

?4) in Alaska found are eagles

?5) was for the World Exhibition built in 1889 the Eiffel Tower

?



WRITE PASSIVE SENTENCES IN SIMPLE PAST

1. the test / write

2. the table / set

3. the cat / feed

4. the lights / switch on

5. the house / build

WRITE PASSIVE SENTENCES IN PRESENT PERFECT.1. the postcard / send

2. the pencils / count

3. the door / close

4. the beds / make

5. the mail / write

TRABAJO INDEPENDIENTE PASSIVE VOICE PRESENT

1. dinner / serve

2. this computer / sell / not

3. the car / stop / not

4. the tables / clean / not

5. the children / pick up / not


PASSIVE VOICE PAST

1. the trees / plant

2. the money / spend

3. the room / book / not

4. the rent / pay / not

5. the people / inform / not

PASSIVE VOICE QUESTIONS

replaced the workers by computers be will

?beans and carrots together can cooked be

?seen the accident yesterday was by the police

?was where the first underground railway opened

?are going to the books be returned to the school

?


BIBLIOGRAFÍA Y CIBERGRAFÍA

BRUNER, J. (1984) Acción pensamiento y lenguaje, Madrid, Alianza

CARRETERO, M. (1998) Constructivismo y Educación, Buenos Aires,

Aique CASSANY, D. (2007) Describir el Escribir. Barcelona, Paidós

CRYSTAL, D. (1998) English as a Global Language. Cambridge University Press. CPI Group. Cambridge, United Kingdom.

DELORS, J. (1996). La educación encierra un tesoro. Informe a la Unesco de la Comisión Internacional sobre la Educación para el Siglo XXI. UNESCO. Barcelona. Paidós.

MINISTERIO DE EDUCACIÓN NACIONAL. (2006) Formar en LenguasExtranjeras. Ministerio de Educación Nacional. Revolucion Educativa Colombia Aprende. Imprenta Nacional de Colombia. Bogotá.

MINISTERIO DE EDUCACIÓN NACIONAL. (2006). Estándares Básicos de Competencias en Lenguas Extranjeras: Inglés. Ministerio de Educación Nacional. Imprenta Nacional de Colombia. Bogotá.

SÁNCHEZ L., C. (2001) Competencias Comunicativa y Aprendizaje significativo.

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