LENGUA EXTRANJERA - INGLÉS Ciclo IV

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LENGUA EXTRANJERA - INGLÉS Ciclo IV
MODELO EDUCATIVO FLEXIBLE POR COMPETENCIAS
“ESCUELA GLOBAL”
ÁREAS FUNDAMENTALES OBLIGATORIAS
LENGUA EXTRANJERA - INGLÉS
Ciclo IV
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:
LEONARDO ALFONSO SÁNCHEZ VANEGAS
Diagramación, diseño, dibujo, ilustración e impresión, realizadas por:
JHON EDISON GONZÁLEZ RIVERA
Diseño Gráfico y Publicidad Gutenberg
Investigación, recopilación, sistematización y organización de los textos del área disciplinar
Vocacional y Optativa de Informática y Tecnologías de la Información y la Comunicación
TIC´s, con la colaboración de la Licenciada en Español y Lenguas Modernas MARIA DEL
PILAR GÓMEZ SUÁREZ.
© 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.
Distribuidor Exclusivo del presente texto: Corporación GAIA AQUA.
Ibagué, 2014
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
MODELO EDUCATIVO FLEXIBLE POR COMPETENCIAS
“ESCUELA GLOBAL”
¡BIENVENIDOS!
LENGUA EXTRANJERA - INGLÉS - CICLO IV
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 extraedad, 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”
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
CONTENIDO
INTRODUCCIÓN
OBJETIVOS
COMPETENCIAS A DESARROLLAR
COMPETENCIAS ESPECÍFICAS DE EL ÁREA
8
9
10
11
1. WH QUESTIONS
1.1.Introducción al tema
1.2.Explicación y Aplicación del Aprendizaje
1.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
12
12
13
16
17
2. PREPOSITIONS
2.1.Introducción al tema
2.2.Explicación y Aplicación del Aprendizaje
2.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
18
18
18
21
21
3. PRESENT CONTINUOUS
3.1.Introducción al tema
3.2.Explicación y Aplicación del Aprendizaje
3.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
22
22
22
24
25
4. PRESENT CONTINUOUS (QUESTIONS AND ANSWERS)
4.1.Introducción al tema
4.2.Explicación y Aplicación del Aprendizaje
4.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
26
26
27
27
28
5. MODAL VERBS (CAN , COULD, WOULD)
5.1.Introducción al tema
5.2.Explicación y Aplicación del Aprendizaje
5.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
29
29
29
30
31
6. READING COMPREHENSION
6.1.Introducción al tema
TRABAJO INDEPENDIENTE
32
32
33
34
36
37
7. READING COMPREHENSION
TRABAJO INDEPENDIENTE
8. PRESENT SIMPLE VS. PRESENT CONTINUOUS
8.1.Introducción al tema
8.2.Explicación y Aplicación del Aprendizaje
8.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
9. FUTURE WITH WILL
9.1.Introducción al tema
9.2.Explicación y Aplicación del Aprendizaje
LENGUA EXTRANJERA - INGLÉS - CICLO IV
37
37
39
39
41
41
41
9.3.
Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
43
43
10. FUTURE WITH WILL (QUESTIONS AND SHORT ANSWERS)
10.1.Introducción al tema
10.2.Explicación y Aplicación del Aprendizaje
10.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
45
45
45
46
47
11. COMPARATIVES
11.1.Introducción al tema
11.2.Explicación y Aplicación del Aprendizaje
11.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
49
49
50
51
52
12. SUPERLATIVES
12.1.Introducción al tema
12.2.Explicación y Aplicación del Aprendizaje
12.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
55
55
55
57
58
13. READING COMPREHENSION
13.1.Introducción al tema
TRABAJO INDEPENDIENTE
59
59
59
14. FUTURE WITH WILL (QUESTIONS AND SHORT ANSWERS II)
14.1.Introducción al tema
14.2.Explicación y Aplicación del Aprendizaje
14.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
61
61
61
63
63
15. PAST PARTICIPLES
15.1.Introducción al tema
TRABAJO INDEPENDIENTE
64
64
66
16. PRESENT PERFECT (AFFIRMATIVE/ NEGATIVE)
16.1.Introducción al tema
16.2.Explicación y Aplicación del Aprendizaje
16.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
66
66
67
68
69
17. PRESENT PERFECT (QUESTIONS / SHORT ANSWERS)
17.1.Introducción al tema
17.2.Explicación y Aplicación del Aprendizaje
17.3.Retroalimentación y Evaluación
TRABAJO INDEPENDIENTE
70
70
18. READING COMPREHENSION
18.1.Introducción al tema
TRABAJO INDEPENDIENTE
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
70
72
72
73
73
74/75
19.EXERCISES
TRABAJO INDEPENDIENTE
76
76
BIBLIOGRAFÍA Y CIBERGRAFÍA
79
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.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
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.
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
OBJETIVOS
Objetivos Generales del Curso
•
Motivar a los estudiantes al aprendizaje y práctica del idioma Inglés
como una 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.
Objetivos Específicos del Curso
•
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.
•
fin.
Escribir mensajes cortos haciendo uso de la gramática básica para este
LENGUA EXTRANJERA - INGLÉS - CICLO IV
COMPETENCIAS A DESARROLLAR
COMPETENCIAS GENERICAS
•
•
•
•
•
Promover el conocimiento de otro idioma y cultura.
Mejorar el desarrollo lingüístico y las destrezas comunicativas.
Desarrollar habilidades de trabajo en equipo
Fortalecer el respeto por sí mismo y por los demás
Contribuir al desarrollo de un vocabulario apropiado
COMPETENCIAS GENERALES DEL AREA
•
Competencia Lingüística:
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:
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.
Dominar el código y las reglas lingüísticas (vocabulario, pronunciación,
gramática) de su idioma materno y una segunda lengua transformando esa
información en una herramienta para el desarrollo personal.
•
Competencia Sociolingüística:
Identificar los aspectos socio-culturales de los diferentes entornos en
donde se desempeña el estudiante.
Conocer las condiciones sociales y culturales implícitas en la lengua.
La competencia comunicativa expresa el saber hacer como capacidad
de usar el conocimiento del idioma personal, laboral y socialmente.
Ofrecer una herramienta útil para comprender e interpretar su realidad.
•
Competencia Argumentativa:
Desarrollar un pensamiento lógico, crítico y analítico, que identifique al
estudiante como un ser coherente en sus planteamientos.
Manifestar actitudes de tolerancia, respeto, honestidad y solidaridad, en
un ámbito multicultural.
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
•
Competencia Propositiva:
Expresar adecuadamente la intención comunicativa, utilizando formas
verbales no verbales y /o escritas.
Utilizar adecuadamente su lengua materna y el idioma extranjero en las
cuatro habilidades, (hablar, escribir, leer y entender.
COMPETENCIAS ESPECÍFICAS DE LA ÁREA
•
Conocer y usar correctamente los wh compuestospara 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 conti _
_
nuo.
•
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.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
1. WH QUESTIONS
1.1 Introducción al tema
Como Introducción al tema se hará este ejercicio junto con los estudiantes a
modo de diagnóstico, de esta forma se sabrá si los estudiantes conocen los
wh words básicos, ya que en este modulo se verá los compuestos.
CHOOSE THE CORRECT ANSWER
1) ................. is the concert?
What __ Who__ Why__
When__
2) ................. is Cristiano Ronaldo from?
How__ When__ Where__ Why__
3) ................. are you so happy? I’m getting married!
When__ How__ What__ Why__
4) ................. is your brother?
Why__ How__ Where__
He is still sick.
What__
5) ................. are you late?
Because of the traffic.
Where__ When__ Why__ How__
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
1.2 Explicación y Aplicación del Aprendizaje
Question words are also called wh questions because they include the letters
‘W’ and ‘H’.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
EXERCISE:
CHOOSE THE CORRECT WH WORD
1. A: ______ is your name?
B: It’s John.
2. A: ______ do you live? In London?
B: No, I live in Manchester.
3. A: ______ are you going?
B: I’m going to work.
4. A: ______ are you laughing?
B: Because it’s funny.
5. A: ______ are you today?
B: Not very well. I feel sick.
6. A: ______ were you born?
B: In Paris, but I grew up in England.
7. A: ______ ‘s your favourite colour?
B: Blue, I think.
8. A: ______ kind of music do you like?
B: Dance music.
9. A: ______ We’ve got green tea and black tea: would you like?
B: Black with milk, please.
10. A: ______ is that man in the photo?
B: It’s my father when he was younger.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
1.3 Retroalimentación y Evaluación
PUT THE QUESTIONS IN THE CORRECT ORDER
1) are what doing they
_______________?
2) you when in the morning up get do
_______________?
3) how you your do name spell
_______________?
4) what homework is for ?
_______________?
5) does why like Tim handball
_______________?
6) what the girls sports do like
_______________?
7) for have what did your lunch friend
_______________?
8) Kevin long how did in Paris stay
_______________?
9) was what weather like the
_______________?
10) easy who is thinks maths
_______________?
HOW MUCH OR HOW MANY
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
stars are there in the sky?
people live on islands?
birds are there?
water is in the ocean?
money is in a bank?
countries are there in the world?
bread is eaten per day?
bones are there in the human body?
sand is in the deserts?
information is on the internet?
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
TRABAJO INDEPENDIENTE
Pete wants to exercise more and he is asking his friend Chris about a gym
1)
Write the right WH question in the space
What -
who -
Which -
How many
-
Where
1.
__________ ‘s the name of our gym ?
The triangle
2. __________exactly is it ?
It’s in spring road.
3.
__________is it to become a member ?
$40 a month.
4.
__________classes do they have ?
Aerobics, weights, exercise classes, swimming, lots
5.
__________ class do you go to ?
Aerobics.
6.
__________ ‘s the teacher ?
A man called Joe.
7.
__________ people go to your class?
About 30 usually.
8.
__________ in each class?
One and a half hours.
9.
__________ do you go ?
On Wednesday evenings
10. __________ can I find out more ?
I’ll give you their telephone number.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
2. PREPOSITIONS
2.1 Introducción al tema
Actividad en la que ubican todos los objetos de clase usando una preposicion.
El docente hace frase usando otras preposiciones ademas de las de lugar.
2.2 Explicación y Aplicación del Aprendizaje
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
PREPOSITIONS – TIME
LENGUA EXTRANJERA - INGLÉS - CICLO IV
2.3 Retroalimentación y Evaluación
Complete the exercise according to the picture.
1.
2.
3.
4.
5.
___________the picture, there are three kids.
The girl is standing ___________the two boys.
The boy with the green shirt is ___________the right
He has a gamboy ___________his hands.
The kids are looking ___________his gameboy.
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
Complete the exercise according to the picture.
1.
___________the picture, I can see Santa Claus and a girl.
2.
Santa is sitting ___________a chair.
3.
The girl is standing ___________Santa.
4.
Santa and the girl are looking ___________each other.
5.
The girl has a present ___________her hands.
6.
___________the girl, there is a Christmas tree.
7.
There are more presents ___________the tree.
8.
Santa’s big bag is lying ___________the floor.
TRABAJO INDEPENDIENTE
1.___________September
2. ___________12 o’clock
3.___________Winter
4. ___________Easter Monday
5. ___________4th July, 1776
6.___________Christmas
7.___________Tuesday
8. ___________the weekend
9. ___________my birthday
10. t___________he end of the week
FILL IN WITH THE CORRECT PREPOSITIONS.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Peter is playing tennis ___________Sunday.
My brother’s birthday is ___________the 5th of November.
My birthday is ___________May.
We are going to see my parents ___________the weekend.
___________1666, a great fire broke out in London.
I don’t like walking alone in the streets ___________night.
What are you doing ___________the afternoon?
My friend has been living in Canada ___________two years.
I have been waiting for you ___________seven o’clock.
I will have finished this essay ___________Friday.
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3.
PRESENT CONTINUOUS
3.1
Introducción al tema
3.2 Explicación y Aplicación del Aprendizaje
1)FORM
2)
USE 1 NOW
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Use the Present Continuous to express the idea that something is happening
now, at this very moment. It can also be used to show that something is not
happening now.
Examples:
•
You are learning English now.
•
You are not swimming now.
•
Are you sleeping?
3)
USE 2 LONGER ACTIONS IN PROGRESS NOW
In English, “now” can mean: this second, today, this month, this year, this century, and so on. Sometimes, we use the Present Continuous to say that we are
in the process of doing a longer action which is in progress; however, we might
not be doing it at this exact second.
Examples:
•
I am studying to become a doctor.
•
I am not studying to become a dentist.
•
I am reading the book Tom Sawyer.
•
I am not reading any books right now.
•
Are you working on any special projects at work?
•
Aren’t you teaching at the university now?
4)
USE 3 NEAR FUTURE
Sometimes, speakers use the Present Continuous to indicate that something
will or will not happen in the near future.
Examples:
•
I am meeting some friends after work.
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•
•
•
I am not going to the party tonight.
Is he visiting his parents next weekend?
Isn’t he coming with us tonight?
3.3 Retroalimentación y Evaluación
MATCH COLUMN A AND COLUMN B
Iare watching TV
You am watching TV.
Heare watching TV.
She is watching TV.
It are watching TV.
We is watching TV.
You
are watching TV.
Theyis watching TV.
EXERCISES – CHOOSE THE CORRECT ANSWER
1. Some students ____________ for the bus.
a) is waiting
b)waited
c) are waiting
d) wait
2. 3.
I ______________ my homework.
a) done
b) is doing
c) am doing
Their daughter ______________ a book.
a) are reading b) reads c) readed
4.
We __________________ English.
a) is learn
b) learn c) are learning
5.
Several patients _________________ in the doctor office.
a) waits
b) are waiting c) waited d) is waiting
6. Her friends _________________ with her.
a) shops
b) are shopping c) is shopping
d) do
d) is reading
d) is learning
d) shopping
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7.
A nurse ____________ to a patient.
a) is talking
b) are talking
8.
I __________________to music.
a) is listening b) are listening c) am listening d)listen
9.
They ___________________ in the library.
a) study
b) studied
c) are studying d) is studying
c) talks
d) talking
10. My phone _________________ at this moment.
a) rings
b) rang
c) are ringing
d) is ringing
TRABAJO INDEPENDIENTE
1. My father (work) ____________in Spain at the moment.
2. I (prepare) ____________ for the biggest exams of my life
3. Shhh, I (try) ____________ to concentrate
4. More and more people (buy) ____________ Christmas presents in advance
5. I (live) ____________ with my parents at the moment
6. London residents (become) ____________excited about the Olympics
7. They (go) ____________ to a fancy restaurant tonight.
8. She (cry) ____________ because she misses him so much
9. Jennifer (smile) ____________ so beautifully in that photo
10. My boyfriend (complete) ____________ his masters at the moment
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4. PRESENT CONTINUOUS (QUESTIONS AND ANSWERS)
4.1
Introducción al tema
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4.2 Explicación y Aplicación del Aprendizaje
4.3 Retroalimentación y Evaluación
FORM QUESTIONS AND SHORT ANSWERS
Example: ___________ (you / read) a book, Nicky? No, ________.
Answer: Are you reading a book at the moment, Nicky? No, I’m not.
1. _______________ (you / eat) your lunch, Michael? No, __________
2. _______________ (Michael / read) a book, Sarah? No, __________
3. _______________ (Peter / play) football with his friends? Yes, __________
4. _______________ (the girls / watch) television at the moment? Yes,
__________
5. _______________ (your mother and father / cook) lunch, Mary?
Yes,__________
6. _______________ (Dad / work) in the garden, Mum? No, __________
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7. _______________ (Sandy / do) her homework? No, __________
8. _______________ (John and Jenny / listen) to the radio. No, __________
9. _______________ (it / rain) ? No, __________
10. _______________ (the children / play) in the park? Yes, __________
TRABAJO INDEPENDIENTE
Write questions with the words below.
1.
Peter / to go / to the cinema _______________________
2.
they / to play / a game _______________________
3. she / to listen /to the radio
_______________________
4. I / to dream _______________________
5. they / to pack / their bags _______________________
6.
you / to do / the washing-up _______________________
7.
we / to talk / too fast _______________________
8.
they / to clean / the windows _______________________
9. she / to watch / the news _______________________
10. you / to pull / my leg _______________________
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5. MODAL VERBS (CAN , COULD, WOULD)
5.1
Introducción al tema
Se indaga entre los estudiantes formas de solicitar cosas, pedir permisos, ofrecer cosas, sugerir, etc. Se les ofrece diferentes formas para saber si en alguna
circunstancia las han escuchado.
5.2
Explicación y Aplicación del Aprendizaje
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5.3 Retroalimentación y Evaluación
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
__________ close your window please? It’s very cold in here.
__________ open the door for me please? I am carrying all these books.
Oh, Anna isn’t at home!__________ leave a message for her please?
Waiter!__________ see the wine list now? Thank you.
Mary, I don’t get my money till next week.__________ lend me $20 till then?
I like this jacket a lot. __________ try it on, please?
I didn’t understand what you said to me. __________ repeat it please?
Please __________ borrow your car until tomorrow as mine is being repaired?
This case is very heavy! __________ help me with it please?
Excuse me! Your music is on very loud. __________ turn it down a little?
CAN/COULD
Put the correct word into these sentences.
1.
2.
3.
I __________ speak English well now. (ability - present).
She __________ write beautiful songs. (ability - present)
She __________ write beautiful songs when she was young. (ability past)
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4.
5.
6.
7.
8.
It __________ snow this afternoon. (possibility)
She __________ be late. (possibility)
I __________ telephone her if you like. (ability now)
I __________ telephone her if you like. (possibility)
__________ I have a new car daddy? (permission)
TRABAJO INDEPENDIENTE
1.
It’s your birthday? You ______ have told me. I would have got you a present.
A __ would B __ must C __ can D __ should
2.
You ____ be joking! I’m not going to lend hime my new car.
A __ might B __ must C __ could D __ should
3.
I think you _____ at least offer to help me. After all I’ve done for you, it’s only fair.
A __ must B __ might C __ may D __ would
4.
I ________ do that , if I were you. There’ll be all manner of trouble if you do.
A __ mustn’t B __ mightn’t C __ can’t D __ wouldn’t
5.
We _____ as well go home now. The shops are all closed.
A __ must B __ can C __ might D __ could
6.
If you’re looking for a good restaurant and can afford to pay a little extra, _____
I suggest the “Mangled Carrot” in Old Market Street. It’s excellent.
A __ should B __ would C __ might D __ will
7.
_____ I have a quick word with you Brian? It’s nothing serious.
A __ Could B __ Should C __ Would D __ Must
8.
Is ten pounds enough for a taxi.... I ______ think so. It’s less than two miles.
A __ might B __ should C __ may D __ could
9.
Was it paul who took the last piece of cake without asking? He _____. That’s so
typical of him, putting himself first as usual.
10. You’re saying it was a mistake that they forgot about our party? You _____ have
fooled me. I’m sure they didn’t want to come.
A __ would B__ could C__ can D__ should
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6. READING COMPREHENSION
6.1 Introducción al tema
Christopher Columbus was born in Genoa, Italy in 1451. While spending most of his
early years at sea, Columbus began to believe that he could find a shortcut to the
Indies by sailing west across the Atlantic Ocean. Unfortunately, the King of Portugal
refused to finance such a trip, and Columbus was forced to present his idea to the King
and Queen of Spain. In 1492, King Ferdinand and Queen Isabella agreed to pay for his
trip. They gave him a crew and three ships, the Nina, Pinta and Santa Maria. Columbus
sailed aboard the Santa Maria.
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The trip was long and hard. Many sailors grew restless and wanted to turn around.
After two months at sea, land was finally sighted. The ships docked on the island of
Hispaniola. Columbus named the native people he saw “Indians”, because he believed
he had found the shortcut he was looking for. In actuality, Columbus found North America, a brand new continent at that time. Columbus, however, couldn’t be convinced.
He died with the belief he had found the shortcut to the Indies. Soon, however, other
explorers and nations understood the importance of his discoveries. Columbus’ discoveries set the stage for the Age of Exploration, one of the most fascinating and exciting
times in world history.
TRABAJO INDEPENDIENTE
1.
A.
B.
C.
D.
Where was Christopher Columbus born?
The New World
Portugal
Spain
Italy
2.
A.
B.
C.
D.
Which is NOT true?
Columbus was born in Italy.
Columbus received three ships and a crew from the King and Queen of Spain.
Columbus found a shortcut to the Indies.
The journey across the Atlantic took two months.
3.
A.
B.
C.
D.
Which of the following was NOT one of his ships?
Nina
Isabella
Pinta
Santa Maria
4.
A.
B.
C.
D.
Why was Christopher Columbus very important?
He believed he found a shortcut to the Indies.
He first used the word “Indians”.
He discovered a whole new continent.
He was one of the bravest explorers of all time.
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7.
READING COMPREHENSION
7.1
Introducción al tema
INFORMATION TECHNOLOGY
If you want a brief history of information technology, here is one. Humans were the first
“computers”. Then machines were invented to carry out the computational tasks. Now
these machines have given way to new form of information technology. Information
has become accessible from anywhere.
Information technology deals with the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a microelectronics-based
combination of computing and telecommunications. Thanks to the continuous development of computers, the original computing systems became minicomputers and later
personal computers took the lead.
Nowadays, mobile phones are dethroning the personal computer and computing is
evolving faster to become disembodied more like a cloud, becoming accessible more
easily whenever needed. Information technology in this sense has transformed people
and companies and has allowed digital technology to influence society and economy
alike.
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1.
2.
3.
Information technology is changing principally because of:
a. the changing needs
b. new technological advances
2.
According to the author the first computers were:
a. calculators
b. humans
3.
Development of information technology is the result of:
a. advances in computing systems
b. development of machinery in general
4.
Computing systems are taking the form of clouds means:
a. computers have become smaller
b. computing power will be disembodied.
SEVEN WAYS TO PROTECT THE ENVIRONMENT
We all want to protect our planet, but we’re mostly too busy or too lazy to put up big
change that would improve our lifestyle and save the environment.
These are 7 simple habits to implement in your everyday life which will make a difference. There is nothing new here but if you follow at least some of these tips, you can
be proud of yourself participating in the protection of the environment.
1.
Use compact fluorescent light bulbs:
It is true that these bulbs are more expensive, but they last much longer and they can
save energy and in the long term your electricity bill would be reduced.
2.
Donate:
You have tons of clothes or things you want to get rid of. If they are still usable, give
them to someone who needs them. You may also choose to give them to associations.
These associations may sell them and collect a little money. Not only will you protect
the environment, but you will also contribute to a good cause.
3.
Turn off your devices:
When you do not use a house device, turn it off. For example, if you don’t watch TV,
turn it off. Turn off the light when you leave a room (even if you intend to return.) It’s an
easy habit to take up which will help you save a lot of money.
4.
Walk or cycle:
Driving is one of the biggest causes of pollution. If you want to use your car, ask yourLENGUA EXTRANJERA - INGLÉS - CICLO IV
self the following question: do I really need my car? Walk or use your bike if the journey
is a short one.
5.
Detergent:
Follow the recommended dose of detergent to wash your clothes or dishes.
6.
Leaky faucets:
Watch leaky faucets, which can cause a significant increase in the water bill. An average of 120 liters of water can be wasted due to a dripping faucet.
7.
Rainwater:
Think of recovering rainwater. This water can be used for different purposes.
TRABAJO INDEPENDIENTE
This list is far from being exhaustive but in addition to saving the environment, all these
tips will help you save money.
1.
Fluorescent light bulbs waste more energy
a. True
b. False
2.
Donate means:
a. give.
b. take.
3.
The 7 tips suggested
a. to save money.
b. protect the environment.
c. to save money and protect the environment.
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8. PRESENT SIMPLE VS. PRESENT CONTINUOUS
8.1 Introducción al tema
IDENTIFICA EL TIEMPO VERBAL
PRESENTE SIMPLE “S” O CONTINUO “C”
8.2 Explicación y Aplicación del Aprendizaje
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PRESENT SIMPLE OR PRESENT CONTINUOUS
1.
___________________ the names of all the students in your class?
a) you know b) Do you know c) are you knowing d) have you known
2.
I ____________________to the radio now.
a) listen
b) listened
c) am listening d) am listened
3.
I ___________ the neighbor’s TV every day. It is very laud.
a) am hearing
b) I heard
c) hear
d) am heard
4.
Annette ___________________ to me right now.
a) do not listen b) doesn’t listen c) isn’t listening d) is listening.
5.
This bread ___________________ delicious.
a) tastes
b) taste
c) tasted
6.
I ___________________ it has honey on it.
a) thinks
b) think
c) is thinking
7.
You are very quiet. What ______________________ about?
a) do you think b) do you thought c) are you thinking d) are you thought
8.
Today I______________________ at home.
a) work
b) works
c) worked
9.
The teacher________________ the grammar very good.
a) explain b) explained
c) explains
d) are explaining
10.
John ___________________ his favorite dish now.
a) cook
b) is cooking
c) cooks
d) tasting
d) thought
d)am working
d) cooked
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8.3 Retroalimentación y Evaluación
PRESENT SIMPLE OR PROGRESSIVE
1. It’s seven o’clock and they __________to school now. (go)
2. Mrs Cooper __________ in the restaurant every Sunday. (eat)
3. Our cat never __________ on the kitchen table. (jump)
4. Look! The men __________ blue uniforms. (wear)
5. Curt always __________ his guitar in the afternoon. (play)
6. The taxi __________ for them at the moment. (wait)
7. He always __________ his grandmother in the coat. (help)
8. They never __________ very much. (eat)
9. Listen! Bill __________ his electric guitar. (play)
10. He __________his car every Sunday. (wash)
11. The bell __________at seven o’clock every morning. (ring)
12. They always __________their aunt a tree for Christmas. (bring)
13. She __________a red pullover and black jeans today. (wear)
14. The boys __________snowballs at the girls now. (throw)
15. Mr Black __________into the classroom at the moment. (walk)
TRABAJO INDEPENDIENTE
1.
The car outside __________________ a lot of noise.
a) doesn’t b) is do
c) is doing
d) doing
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2.
I ____________________ my alarm clock.
a) fix
b) fixed
c) am fixing 3.
Mary is sick. She ________________ like a baby.
a) is sleeping
b) sleeps c) slept
d) are sleep
4.
Barbara _________________ a magazine now.
a) reads
b) is reading
c) read
d)are reading
5.
Do you __________________ every day?
a) studies
b) studied
c) study
d) are studying
6.
Where ___________________ from?
a) are you come b) does come c) are you coming d) is coming
7.
Don’t forget your umbrella. It _____________________________ now
a) rains
b) rained c) is raining d) is rains
8.
______________________ Japanese?
a) are you speaking b) do you speak c) do you spoke d) did you spoke
9.
Can I phone you back later? We ________________________ dinner.
a) have b) is have
c) are having
d) had
10.
Are _____________________ yourself?
a) enjoys b) enjoyed
c) you enjoying
d) enjoy
11.
_________she __________ too?
a) are dance
b)is dancing
d) are danced
12.
My friends ____________________ in this hotel.
a) is stayed
b) stayed
c) are staying d) is staying
13.
The waiter ________________ this room every morning.
a) clean
b) cleaned c) cleans d) is cleaning.
14.
Ronald ___________________ a cup of tea.
a) has
b) is having
c) had
15.
The baby __________________ on the floor now.
a) sits
b) sit
c) is sitting
d) sat
c) is dance
d) are fixed
d) have
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9. FUTURE WITH WILL
9.1 Introducción al tema
ACTIVIDAD ORAL: Los estudiantes son cuestionados acerca de sus sueños o deseos
para el futuro. Deben buscar el vocabulario necesario para expresar tales deseos.
9.2 Explicación y Aplicación del Aprendizaje
WHEN TO USE WILL
1)
AFFIRMATIVE
We use WILL in the following circumstances:
1.
•
For things that we decide to do now.
I’ll call a taxi for you.
2.
•
•
When we think or believe something about the future.
The President will not be re-elected at the next election.
I think it will rain later so take an umbrella with you.
3.
•
To make an offer, a promise or a threat.
I’ll have it ready by tomorrow.
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2)
NEGATIVE
In the negative, we add NOT to the end of WILL and not to the main verb.
Examples:
3)
CONTRACTIONS
It is possible to use contractions in both positive and negative sentences.
With positive contractions WILL becomes ‘LL and is joined to the subject
4)
FORM FUTURE SENTENCES WITH WILL ( AFFIRMATIVE AND NEGATIVE )
1.
We / miss / the / bus/ (affirmative)
___________________________
2.
Tomorrow / it / rain / a lot / (affirmative)
___________________________
3.
I / promise/ I / drive / too / fast / (negative)
___________________________
4.
I / think / that / your / sister / pass / the / exam/ (negative)
___________________________
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5.
He / believe / you/ (negative)
___________________________
9.3 Retroalimentación y Evaluación
Write affirmative sentences in the future(will).
1.
2.
3.
4.
5.
(I/do/this/later) (we/go shopping)
(the sun/shine)
(Peter/call/you)
(they/be/there)
____________________________
____________________________
____________________________
____________________________
____________________________
Complete the sentences in the future I (will).
1.
2.
3.
4.
5.
It (rain/not) __________tomorrow.
I promise I (be/not) __________late.
We (start/not) __________to watch the film without you.
The bus (wait/not) __________for us.
He (believe/not) __________us.
TRABAJO INDEPENDIENTE
WRITE POSITIVE SENTENCES IN WILL FUTURE.
1.
We (help) _________ you.
2.
I (get) _________ you a drink.
3.
I think our team (win) _________ the match.
4.
Maybe she (do) _________ a language course in Malta.
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5.
I (buy) _________ the tickets.
6.
Perhaps she (do) _________ this for you.
7.
Maybe we (stay) _________ at home.
8.
She hopes that he (cook) _________ dinner tonight.
9.
I’m sure they (understand) _________ your problem.
10.
They (go / probably) _________ to the party.
WRITE NEGATIVE SENTENCES IN WILL FUTURE.
1.
(I / answer / the question) _________
2.
(she / read / the book) _________
3.
(they / drink / beer) _________
4.
(we / send / the postcard) _________
5.
(Vanessa / catch / the ball) _________
6.
(James / open / the door) _________
7.
(we / listen / to the radio) _________
8.
(they / eat / fish) _________
9.
(she / give / him / the apple) _________
10.
(the computer / crash) _________
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10. FUTURE WITH WILL (QUESTIONS AND SHORT ANSWERS)
10.1 Introducción al tema
Se inicia la clase realizando actividad de repaso de las formas afirmativa y negativa de
futuro, así como las contracciones para poder iniciar el tema de preguntas en el mismo
tiempo verbal.
10.2 Explicación y Aplicación del Aprendizaje
1)QUESTIONS
2)
SHORT ANSWERS:
AFFIRMATIVE YES, HE WILL
YES , THEY WILL
YES, I WILL
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NEGATIVE
Examples:
NO, I WON’T
NO , HE WON’T
NO, THEY WON’T
1.
Will they win the cup?
- Yes, they will.
- No, they won’t.
2.
Will you tell him the truth?
- Yes, I will.
- No, I won’t.
3.
Will she get angry?
- Yes, she will.
- No, she won’t.
EXERCISE IN CLASS
Write questions in will future.
1.
(you / ask / him)
_______________________________?
2.
(Jenny / lock / the door)
_______________________________?
3.
(it / rain)
_______________________________?
4.
(the teacher / test / our English)
5.
(when / she / be / back)
_______________________________?
6.
(who / drive / us / into town)
_______________________________?
7.
(where / we / meet)
8.
(when / I / be / famous)
_______________________________?
9.
(what / you / do)
_______________________________?
_______________________________?
_______________________________?
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10.3 Retroalimentación y Evaluación
WRITE QUESTIONS IN THE FUTURE I (WILL).
1.
2.
3.
4.
5.
(what/learn/they) (it/snow) (when/you/get/home) (she/forgive/me) (what/say/he) ______________________________?
______________________________?
______________________________?
______________________________?
______________________________?
TRABAJO INDEPENDIENTE
MAKE QUESTIONS
1.
She is late (she / come) ______________________________?
2.
It is not interesting (they / watch it) ______________________________?
3.
It is dangerous (he / do it) ______________________________ ?
4.
Your sister is pale (she / be ill) ______________________________?
5.
The ring is beautiful (she / like it) ______________________________?
6.
6. It is very dark in the cellar (you / see the bottles) ________________?
7.
Mark is very lazy (he / revise) ______________________________?
8.
The suitcase is very heavy (you / carry it) ____________________________ ?
9.
They are very angry (they / speak to you) ____________________________ ?
10.
She is a very aggressive person (she / be nice with me) ________________ ?
CHOOSE THE CORRECT ANSWER
1.
A.
B.
C.
I _________________ my friends for dinner after work tomorrow.
will meet
am meeting
am going to meet
2.
A.
I haven’t made any plans for Easter. I____________ in Hong Kong
am going to stay
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B.
C.
will probably stay
am staying
3.
A.
B.
C.
‘The phone;s ringing’ ‘OK, I_______________ it.
‘ll answer
am going to answer
am answering
4.
A.
B.
C.
I________________ for my exam on Sunday afternoon
will revise
am going to revise
am revising
5.
A.
B.
C.
I _______________ to London tomorrow night.
am flying
am going to fly
will fly
6.
A.
B.
C.
I_____________________ home after this lesson
am going to go
am going
Will
7.
OK, so it’s 8.30, Central MTR station by the Hang Seng Bank. I___________
you tomorrow. Bye!
A.
will see
B.
am going to see
C.
am seeing
8.
A.
B.
C.
What ________________ at the weekend?
will you do
are you doing
are you going to do
9.
A.
B.
C.
Can you lend me five hundred dollars? I __________ you back on Friday.
am going to pay
am paying
will pay
10.
A.
B.
C.
D.
__________________ get married before you’re 30?
Will you
Do you think you will
Are you getting
Are you going to get
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11. COMPARATIVES
11.1 Introducción al tema
Se realiza actividad en la que deben dar un adjetivo para califiacr físicamente a diferentes personas de la clase.
Ejemplo : The teacher is short
Sofia is pretty
Sandra is nice
Entre todos elaborarán una lista de adjetivos con el vocabulario que han adquirido a
lo largo del curso y de cursos anteriores, similar a la que se adjunta a continuación:
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11.2 Explicación y Aplicación del Aprendizaje
1-syllable adjectives: add -er to the adjective
•
My sister is much taller than me.†
•
It’s colder today than it was yesterday.
Note: If the word ends: consonant-vowel-consonant, then the last consonant is usually
doubled in the comparative. Examples: big-bigger, fat-fatter, hot-hotter.
2-syllable adjectives ending in -y: change the -y to -ier
•
She’s looking happier today.
•
This grammar topic is easier than the last one.
•
Why is everyone else luckier than me? †
Beware: Do not confuse adjectives and adverbs. 2-syllable adverbs ending in -y must
be compared with the word more. Example: I drive more quickly (quicklier) than my
brother.
Other 2-syllable adjectives: use more with the unchanged adjective
•
The shops are always more crowded just before Christmas.
•
Is there anything more boring than reading about grammar?
•
My sister is more careful with her writing than I am with mine.
Note: The comparative of some shorter 2-syllable adjectives can be formed with -er.
Examples:simple-simpler, clever-cleverer, narrow-narrower. To be sure which comparative method to use, you will need to consult a good dictionary.
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Adjectives with 3 or more syllables: use more with the unchanged adjective
•
Russian grammar is more difficult than English grammar.
•
My sister is much more intelligent than me.†
•
I find maths lessons more enjoyable than science lessons.
•
The older you get, the more irritating you become.
11.3 Retroalimentación y Evaluación
FIND THE OPPOSITE COMPARATIVE OF:
1. short
6 interesting
2. thin
7. stupid
3. expensive
8. sad
4. white
9. old
5. slow
10. dry
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1. My suitcase is __________ (+ large) than your suitcase.
2. This scarf is __________ (+ beautiful) than the one in the window.
3. The palace Hotel was __________ (+ expensive) than the Grosvenor.
4. John is a __________ (+ good) gardener than Stuart.
5. They are not going to the __________ (+ bad) hotel.
6. The palace is the __________ (+ expensive) hotel.
7. John is the __________ (+ good) gardener.
8. These are the __________ (+ beautiful) colours.
9. Mr.Smith is __________ (+ bad) today than yesterday.
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TRABAJO INDEPENDIENTE:
1.
Helen’s car isn’t very big. She wants a ______________ one.
a) heavier b) more expensivec) bigger d) cheaper
2.
My job isn’t very interesting. I want to do something_________________
a) more relaxing b) more interesting b) more dangerous c) more careful
3.
You are not very tall- Your brother is _____________
a) prettier b) younger c)more serious d) taller
4.
David doesn’t work very hard. I work ___________
a) harder B) better c) stronger
d) happier
5.
My chair isn’t very comfortable. Yours is ______________
a) worse b) better
c) more comfortable
d) colder
6.
Your idea isn’t very good. My idea is ____________
a) worse b) better
c) more serious d) more modern
7.
These flowers aren’t very nice. The blue ones are ____________
a) nicer
b) prettier c) stranger
d) better
8.
My bag isn’t very heavy. Your bag is ___________________
a) more modern b) lighter c) heavier d) larger
9.
I am not very interested in art. I’m ____________________ in history.
a) more interested b) better c) worse d) happier
10.
It isn’t very warm today. It was ____________ yesterday.
a) colder b) stranger c) worse d) warmer
COMPLETE THE SENTENCES WITH A
BIT OR MUCH PLUS THE COMPARATIVE
1.
Emma is 25. Gary is 241/2 . Emma is __________________ than Gary.
a)much older
b) a bit older
c) much younger d) a bit younger
2.
Jack’s mother is 52. His father is 69. Jacks’s mother is ______________
than his father.
a) much older b) a bit older c) much younger d) a bit younger
3.
My camera cost $ 100. Yours cost $ 96.My camera is _______________
than yours.
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a) much more expensive b) a bit more expensive c) much cheaper d)a bit cheaper
4.
Yesterday I felt terrible. Today I feel OK. I feel __________________ than yesterday.
a) much worse b) a bit worse
c) much better
d) a bit better
5.
Today the temperature is 12 degrees. Yesterday it was 10 degrees. It is
____________________than yesterday
a) much warmer b) a bit warmer c) much colder d) a bit colder
COMPLETE THE SENTENCES
1.
Athens is older than Rome. Rome isn’t as ___________ as Athens.
a) young b) large
c) old
d) pretty
2.
She is more nervous than him. He isn’t as ____________ as her.
a) nervous b) calm
c) serious d) popular
3.
We played better than them. They didn’t play as _____________ as we did.
a) nice b) bad
c) well
d)great
4.
My room is bigger than yours. Your room isn’t as ______________ as mine.
a) small
b) big
c) large
d)beautiful
5.
You got up earlier than me. I didn’t get up as _____________ as you did.
a) late
b) soon
c)sleep
d) early
6.
Athens is older ____________ Rome
a) the b)than
c)as d) that
7.
I don’t watch TV as much _____ you.
a) as
b)than
c) thed) that
8.
You eat more __________ me.
a) the b)than
9.
I am more tired today _________ I was yesterday.
a) the b)than
c)as d) that
10.
Joe isn’t as intelligent _________ he thinks.
a) the b)than
c) that
c)as d) that
d) as
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12. SUPERLATIVES
12.1 Introducción al tema
12.2 Explicación y Aplicación del Aprendizaje
1-syllable adjectives: add -est to the adjective (plus the)
•
•
My sister is the tallest in our family.
Yesterday was the coldest day of the year so far.
2-syllable adjectives ending in -y: change the -y to -iest (plus the)
•
•
•
The richest people are not always the happiest.
Which do you think is the easiest language to learn?
She’s the luckiest person I know.
Other 2-syllable adjectives: use the most with the unchanged adjective
•
•
The most boring thing about ESL class is doing grammar exercises.
My sister is the most careful person I know.
Adjectives with 3 or more syllables: use the most with the unchanged adjective
•
•
•
Some people think that Russian is the most difficult language.
Albert Einstein was the most intelligent person in history.
My most enjoyable class is English.
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•
You are the most irritating person I have ever met!
Following are two common irregular comparative/superlative forms:
•
•
•
good-better-the best
bad-worse-the worst
far-farther/further-farthest/furthest
EXERCISE
Short adjectives:
adjective + est
Examples: fast - the fastest, strong - , high Short adjectives ending in vowel + consonant:
adjective + double consonant + est
Examples: big - the biggest, hot -
fat -
Adjectives ending in -y:
(y --> i) + est
Examples: funny - the funniest, happy -
sunny -
Long adjectives:
the most + adjective
Examples: beautiful - the most beautiful, expensive interesting -
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12.3 Retroalimentación y Evaluación
COMPLETE THE SENTENCES.
USE THE SUPERLATIVE FORM OF THE ADJECTIVES IN BRACKETS.
•
•
•
•
•
•
•
•
Who is the____________ (tall) person in your family?
My mum is the____________ (good) cook in the world.
December is the____________ (cold) month of the year in my country.
What’s the____________ (dangerous) animal in the world?
Ethan is the____________ (happy) boy that I know.
Where are the____________ (nice) beaches in your country?
She bought the____________ (big) cake in the shop.
Who is the____________ (famous) singer in your country?
FILL IN THE GAPS WITH THE SUPERLATIVE
For example: wet - wettest
difficult - the most difficult
1.
This is the ____________ (high) mountain in Australia.
2.
That’s the ____________ (poor) country in the world.
3.
They’re the ____________ (beautiful) flowers I’ve ever seen.
4.
George is the ____________ (slow) runner in the race.
5.
Anne is the ____________ (young) in class.
6.
That’s the ____________ (difficult) exercise I’ve ever done.
7.
This is the ____________ (busy) restaurant I know.
8.
Who has the ____________ (fast) car?
9.
Your pillow is the ____________ (soft).
10.
The room at the back is the ____________ (quiet).
TRABAJO INDEPENDIENTE
WHAT DO YOU KNOW ABOUT SPACE?
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Make the superlative form. Add the . . . est or the most . . . to the word in brackets.
1. The moon is the __________planet to earth. (close)
2. Jupiter is the __________planet in our solar system. (large)
3. Sirius is the __________star we can see from earth. (brilliant)
4. Venus is the __________planet in our solar system. (hot)
5. Ceres is the __________asteroid in our solar system. (big)
6. The Energya is the __________rocket. (powerful)
7. Karl Henize was the __________man in space. He was 58 years old. (old)
8. Saturn is the __________planet. (beautiful)
9. Venus is the __________planet in our solar system. (bright)
10. The Apollo project was the __________space programme. It cost 25 541 400 000
dollars. (expensive)
11. Mercury is the __________planet in our solar system. (small)
12. Romenko is the __________man in space. He spent over 420 days in space. (experienced)
13. Pluto is the __________planet in our solar system. (cold)
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13. READING COMPREHENSION
13.1 Introducción al tema
READ THE PASSAGES AND CHOOSE THE CORRECT OPTIONS ACCORDING TO
THE READINGS.
One of my favorite vacation places is Mexico. I really like the weather there because
it never gets cold. The people are very nice too. They never laugh at my bad Spanish.
The food is really good. Mexico City is a very interesting place to visit. It has some
great museums and lots of fascinating old buildings. The hotels are too expensive to
stay but there are more affordable options. For example, you can stay at one of the
beach resorts like Acapulco. If you are planning to visit Mexico, you should definitely
see the Mayan temples near Merida.
1.
__ Sam likes warm weather
__ Sam doesn’t like warm weather at all
__ Sam hates warm water
__ Sam likes cold weather
2.
__ His Spanish is very good
__ He speaks Spanish very well
__ He is Spanish
__ He doesn’t speak Spanish very well
3.
__ There’s a lot to see and do in Mexico
__ There aren’t a lof of beautiful places in Mexico
__ Mexico is a dirty place
__ Tourists never come to Mexico
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4.
__Hotels are very cheap in Mexico
__The hotels aren’t comfortable there
__ Hotels are all poor in Mexico
__ The hotels in Mexico are pretty expensive
Last summer, we decided to spend our vacation at the beach because the weather was
very hot in the mountains. The travel agent said that traveling by bus was the cheapest
way, but we went by plane because it was faster. We wanted to have more time to
spend at the beach. The weather was beautiful and we had a great time.
5. We decided to go to the beach because ----.
__ it was cheaper than going to the mountains
__ the travel agent said that it was the cheapest
__ of the hot weather in the mountains
__ we wanted to spend time at the beach
6. The bus was the ---- way to travel.
__ best
__ easiest
__ cheapest
__ slowest
7. Traveling by plane was ---- than by bus.
__ more fun
__ cheaper
__ expensive
__ faster
8. We ---- our vacation.
__ hated
__ didn’t like
__ enjoyed
__ regretted
9. We had very ---- weather during our vacation.
__ good
__ hot
__ warm
__ cold
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14. FUTURE WITH WILL (QUESTIONS AND SHORT ANSWERS)
14.1 Introducción al tema
14.2Explicación y Aplicación del Aprendizaje
Have to (objective obligation)
We often use have to to say that something is obligatory, for example:
•
Children have to go to school.
Structure of Have to
SUBJECT + AUXILIARY VERB + HAVE + INFINITIVE (WITH TO)
Look at these examples in the simple tense:
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Use of Have to
In general, have to expresses impersonal obligation. The subject of have to is obliged
or forced to act by a separate, external power (for example, the Law or school rules).
Have to is objective. Look at these examples:
•
In France, you have to drive on the right.
•
In England, most schoolchildren have to wear a uniform.
•
John has to wear a tie at work.
Put in have to or has to into the gaps.
1) They __________ write a test.
2) She __________clean her desk.
3) Ken and Liz __________learn English words.
4) Andy __________help his brother.
5) We __________do our homework.
6) He __________write with a pencil.
7) I __________feed the hamster.
8) You __________take photos.
9) Victoria __________read the newspaper.
10) The teacher __________send a text message
14.3 Retroalimentación y Evaluación
Put in don’t have to or doesn’t have to into the gaps.
1) He __________work in the evening.
2) We __________go shopping.
3) The friends __________get up early.
4) Mandy __________read the instructions.
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5) You __________do the project.
6) I __________play the guitar.
7) They __________carry the buckets.
8) She __________wash my T-shirt.
9) Mum __________make sandwiches.
10) Frank and Joel __________draw a picture.
TRABAJO INDEPENDIENTE
COMPLETA LAS FRASES CON HAVE TO, DON’T / DOESN’T HAVE TO.
1. Larry ____________ go to the bank. He hasn’t got any money.
2. You ____________smoke in the baby’s room.
3. You ____________pay. The entrance is free.
4. I ____________hurry up if I don’t want to miss the plane.
5. In the company, everybody ____________start work at 8:30.
6. You ____________cook tonight. I have already prepared the dinner.
7. I ____________pick up my sister from the airport tomorrow.
8. She ___________work. Her husband earns enough money for both of them.
9. You ____________smoke at the petrol station.
10. If you want to study here, you ____________pass an entrance examination.
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15. PAST PARTICIPLES
15.1 Introducción al tema
El docente deberá efectuar actividades, ejercicios y juegos para que los estudiantes
logren memorizar los participios pasados de los verbos irregulares.
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Directions: Find the verbs below in the wordseach
TRABAJO INDEPENDIENTE
FORGET, GO, COME, EAT, GIVE, COST, DRIVE, DRINK, THINK, BUY
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16. PRESENT PERFECT (AFFIRMATIVE/ NEGATIVE)
16.1 Introducción al tema
16.2 Explicación y Aplicación del Aprendizaje
1)
Form of Present Perfect
2.
•
•
•
•
Use of Present Perfect:
She has written five letters.
School has not started yet.
She has cooked dinner.
I have lost my keys.
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•
I have never been to Australia.
WRITE AFFIRMATIVE SENTENCES IN PRESENT PERFECT SIMPLE
The following people have just completed an action.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Bob / visit / his grandma ____________________________
Jimmy / play / on the computer
____________________________ Sue and Walter / wash / their car
____________________________
Andrew / repair / his bike
____________________________
Phil / help / Anne with maths
____________________________
Brad and Louise / watch / a film
____________________________
Tamara / talk to / her best friend
____________________________
Bridgette / draw / a picture
____________________________
Carol / read / a computer magazine ____________________________
Tom and Alice / be / to a restaurant ____________________________
WRITE NEGATIVE SENTENCES IN PRESENT PERFECT SIMPLE.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Sarah / not / wash the dishes
____________________________
Anita / not / clean the kitchen
____________________________
Maureen and Gavin / not / water the plants__________________________
Joey / not / make his bed
____________________________
David / not / buy milk
____________________________
Lisa / not / be to the baker’s
____________________________
Aran and Jack / not / do their homework____________________________
Jane and Ben / not / tidy up their rooms____________________________
Alex / not / feed the hamster
____________________________
Hazel / not / empty the bin
____________________________
16.3 Retroalimentación y Evaluación
1) Karen _______________ me an e-mail. (to send)
2) Dave and Pat _______________the museum. (to visit)
3) I _______________at the pet shop. (to be)
4) They _______________already _______________their rucksacks. (to pack)
5) Marcus _______________an accident. (to have)
6) We _______________the shopping for our grandmother. (to do)
7) I _______________just _______________my bike. (to clean)
8) Emily _______________her room. (to paint)
9) Lisa and Colin _______________to a concert. (to go)
10) My friends _______________smoking. (to give up)
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TRABAJO INDEPENDIENTE
HAVE OR HAS + PAST PARTICIPLE
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Brent _____________ (drive) George to work today.
They _____________ (work) all day and night.
We _____________ (see) the new bridge.
He _____________ (have) breakfast this morning.
Ann and Don _____________ (wash) the car.
Kathy _____________ (want) to go to Queenland for a long time.
Mel _____________ (give) up smoking.
I _____________ (forgot) that man’s name.
They _____________ (lose) their keys.
Jack _____________ (be) to England.
MAKE SENTENCES USING THE PRESENT PERFECT
1. I _______________ (fly) in a plane.
2. I _______________ (eat) crocodile.
3. I _______________ (be) on stage.
4. We _______________ (give) blood.
5. She _______________ (meet) a famous person.
6. I _______________ (visit) a safari park.
7. I _______________ (learn) another language.
8. I _______________ (witness) a crime.
9. He _______________break) a bone.
10. I _______________ (hold) a snake.
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17. PRESENT PERFECT (QUESTIONS / SHORT ANSWERS)
17.1 Introducción al tema
17.2
1)
Explicación y Aplicación del Aprendizaje
Questions without question words in the Present Perfect
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2)
Questions with question words in the Present Perfect
Note:
Use has with the 3rd person singular (he, she, it) and in all other persons have.
EXERCISES
PUT IN THE CORRECT VERB FORMS INTO THE GAPS. USE THE PRESENT PERFECT.
1) _______ you _______ the kitchen door? (to paint)
2) _______ your brother _______ the shopping? (to do)
3) _______ Julian ever _______ a spider? (to touch)
4) _______ your father ever _______ on an elephant? (to ride)
5) _______ Lee _______ his parents yet? (to ask)
6) What _______ you _______ in your text? (to write)
7) _______ Bill _______ the radio? (to turn off)
8) _______ you ever _______ in a helicopter? (to fly)
9) Who _______ the window? (to break)
10) _______ you ever _______ for your friends? (to cook)
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17.3 Retroalimentación y Evaluación
I live in London. (Simple Present)
I ______ __________in London. (Present Perfect)
You live in London. (Simple Present)
You ______ __________in London. (Present Perfect)
He/She lives in London. (Simple Present)
He/She ______ __________ in London. (Present Perfect)
We live in London. (Simple Present)
We ______ __________in London. (Present Perfect)
You live in London. (Simple Present)
You ______ __________in London. (Present Perfect)
They live in London. (Simple Present)
They ______ __________in London. (Present Perfect)
TRABAJO INDEPENDIENTE
Past Participle forms:
been
chosen
eaten
given
sold
swum
taken
thought
has
have
written
left
Fill in the Present Perfect form - irregular verbs.
1. She ______ __________ to the cinema. (to be)
2. They ______ __________ at the new restaurant. (to eat)
3. The children ______ __________ in the sea. (to swim)
4. Father ______ __________ the washing machine. (to sell)
5. The teenagers ______ __________ text messages. (to write)
6. I ______ __________ the party. (to leave)
7. Mother ______ __________ about the holiday. (to think)
8. The cows ______ __________ milk. (to give)
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9. We ______ __________ the best photos. (to choose)
10. You ______ __________ the children to the zoo. (to take)
18. READING COMPREHENSION
18.1 Introducción al tema
THE UNITED STATES
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The United States is a large country. It is the third largest in the whole world! It is located in a continent called North America. Parts of the United States touch three different
oceans. The United States has tall mountains, wide plains, deserts, hills, rivers, lakes,
volcanoes, and even rainforests! People from all over the world have come to live in
the United States.
There are 50 states in the United States. The newest states, Alaska and Hawaii, are
not connected to the other states. Alaska is the largest state and Hawaii is a chain of
islands in the Pacific Ocean.
TRABAJO INDEPENDIENTE
1.
A.
B.
C.
D.
The United States is the _____________ country in the world.
smallest
third largest
second largest
Largest
2.
A.
B.
C.
D.
The United States does not have...
mountains
50 states
continents
Volcanoes
3.
Parts of the United States touch _______ different oceans.
A.
B.
C.
D.
3
2
4
1
4.
What continent is the United States in?
5.
Alaska is ___________ and Hawaii is ___________
A.
B.
C.
D.
the largest state; a chain of islands
a chain of islands; the largest state
not connected to the other states; the largest state.
connected to the other states; a chain of islands
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
PENGUINS
Penguins are among the most popular of all birds. They only live in and around the
South Pole and the continent of Antarctica. No wild penguins live at the North Pole.
There are many different kinds of penguins. The largest penguin is called the Emperor
Penguin and the smallest kind of penguin is the Little Blue Penguin. There are 17 different kinds of penguins in all and none of them can fly.
Penguins have to be able to survive in the some of the Earth’s coldest and windiest
conditions. They are great swimmers and have thick layers of fat to protect them from
the bitter cold. Even in their freezing cold habitats, penguins still have to watch out for
predators such as killer whales and seals.
TRABAJO INDEPENDIENTE
1.
A.
B.
C.
2.
A.
B.
C.
Which is not a PREDATOR of penguins?
hawk
seal
killer whale
Where do Penguins live?
the North Pole
the North and South poles
the South Pole
LENGUA EXTRANJERA - INGLÉS - CICLO IV
3.
Which is the largest penguin?
4.
A.
B.
C.
Penguins are....
all very large
great at swimming
great at flying
5.
How many different kinds of penguins are there?
19. EXERCISES
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
TRABAJO INDEPENDIENTE
CIRCLE THE CORRECT ANSWER.
LENGUA EXTRANJERA - INGLÉS - CICLO IV
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
LENGUA EXTRANJERA - INGLÉS - CICLO IV
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 Lenguas Extranjeras.
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.
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
LENGUA EXTRANJERA - INGLÉS - CICLO IV
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV
LENGUA EXTRANJERA - INGLÉS - CICLO IV
EDUCACIÓN
FÍSICA,
RECREACIÓN
Y DEPORTES
CICLO II
LENGUA
EXTRANJERA
- INGLÉS
- CICLO -IV

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