Albert Eistein

UNIDAD EDUCATIVA PCEI
“Albert Einstein”
ENGLISH PORTFOLIO
Student:
Evelyn Andrea Gallo Pruna
Course:
Second Unified General Baccalaureate
Parallel:
“A”
Teacher:
Lic. Lizeth Ninasunta
2019 – 2020
DIDACTIC
ENGLISH
GUIDES
WEEK: FEBRUARY 22nd – FEBRUARY 28th
GUÍA DIDÁCTICA DE INGLÉS N° 1 DIDACTIC ENGLISH GUIDE N°1

2DO BACHILLERATO GENERAL UNIFICADO 2ND UNIFIED GENERAL
BACCALAUREATE
TRABAJO AUTÓNOMO Y TRABAJO ONLINE (AULA VIRTUAL)
AUTONOMUS WORK AND ONLINE WORK (VIRTUAL CLASS)
“LA EDUCACION ES LA MAS PODEROSA CUCHARA

CON LA CUAL TU PUEDES USAR PARA CAMBIAR EL
MUNDO
POR: NELSON MANDELA
“EDUCATION IS THE MOST POWERFULL WEAPON

WHICH YOU CAN USE TO CHANGE THE WORLD”
BY: NELSON MANDELA
Queridos estudiantes para contribuir con su aprendizaje, aquí usted puede encontrarlas
actividades que usted debe realizar en sus módulos y en sus cuadernos.
Dear students for contributing with your learning, here you can find the activities that
you should do in their modules and their notebooks.
INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

INSTRUCTIONS TO DO THE ACTIVITIES
 Lea muy bien la guía didáctica.

Read carefully the didactic guide.
 Descargue los documentos magnéticos que contribuirán al desarrollo de su trabajo.
Down load the digital documents that you help to develop in their homework.
 Aplique las actividades o consignas de trabajo en el orden establecido.
Apply the activities of homework in established order.
 Los talleres deben realizar en su MODULO, y los trabajos o actividades extras
deberá realizar en las HOJAS DE PAPEL MINISTRO MEMBRETADAS de la
institución.
The Works you should do in its module, and the extra activities you should do in the
Institution sheets of paper.
 La presentación estética de su producto académico tendrá una calificación
valorativa.
The esthetic presentation will be considered to get a high score.
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: FEBRUARY 29th – MARCH 6th
GUÍA DIDÁCTICA DE INGLÉS N° 2 DIDACTIC ENGLISH GUIDE N° 2

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA

institución.
valorativa.
UNIT 1
SIMPLE PRESENT VERB TO BE
HOMEWORK
a. Observe y escuche el video que está en esta aula virtual, la misma sirve de
refuerzo para mejorar su proceso de aprendizaje.
Watch and listen the video which is in this virtual classroom; it will help you to
improve your learning process.
b. Escribir 5 oraciones afirmativas usando el verbo TO BE y cambiar a oraciones

negativas y preguntas con sus respectivas respuestas (realizarlo en el cuaderno
-> sección HOMEWORK).
Write 5 affirmative sentences using verb TO BE and change to negative
sentences, questions and write their answers. (Do these in your notebook ->
homework section).
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: MARCH 7th – MARCH 13th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA

institución.
valorativa.
UNIT 1
AFFIRMATIVE AND NEGATIVE SENTENCES
HOMEWORK
c. Observe y escuche el video que está en esta aula virtual, la misma sirve de
d. Desarrollar las actividades 1.1 vocabulary y 1.2 personal information del

Módulo, pág. 2
Develop the activities 1.1 vocabulary y 1.2 personal information of the Module,
page number 2
e. Copiar la actividad 1.1 (vocabulary) con la traducción de la palabras a su

cuaderno => en la sección VOCABULARY.
Copy the activity 1.1 (vocabulary) with the translation of the words to your
notebook => VOCABULARY section.
Example:
Cinema cine
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: MARCH 14th – MARCH 20th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA

institución.
valorativa.

UNIT 1
CONTRACTIONS WITH VERB TO BE
HOMEWORK
f. Desarrolle las actividades del módulo, páginas 2,3, 4 y 5

Develop the activities from module, pages 2, 3, 4 and 5
g. Copie la actividad “Use the negative contractions to fill in the gaps” en hojas
membretadas de la institución.
Copy the activity “Use the negative contractions to fill in the gaps” in
institution sheets of paper
Example:
Use the negative contractions to fill in the gaps
They.....aren’t....ill.
You....aren’t.....tired.
SIMPLE PAST TENSE
HOMEWORK
a. Observe y escuche el video que está en esta aula virtual, la misma sirve de
b. Lea la página 5 del módulo y analice las estructuras del pasado simple
(+/-/?/Wh-?)
Read the page 5 from module and analize the grammatical structure of the
simple past. (+/-/?/Wh-?)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: MARCH 21st – MARCH 27th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 2
QUESTIONS IN SIMPLE PAST TENSE
HOMEWORK
c. Observe y escuche el video que está en esta aula virtual, la misma sirve de
d. Escriba 5 oraciones en pasado simple de acuerdo a cada estructura gramatical

del módulo de la página 5 (realizarlo en hojas membretadas de la institución)
NOTA: SI YA NO TIENE HOJA MEMBRETADAS DE LA INSTITUCIÓN,
POR FAVOR HÁGALO EN OTRAS HOJAS A CUADROS O A SU VEZ EN
SU CUADERNO SECCIÓN HOMEWORK
Write 5 sentences in simple past tense according to each grammatical structure
from the module, page number 5 (Do this in the Institution sheets of paper)
EJEMPLO (EXAMPLE)
1. (+) She ate the cookie. (Ella se comió la galleta)
(-) She did not eat the cookie. (Ella no se comió la galleta)
She didn’t eat the cookie.
(?) Did she eat the cookie? (¿Ella se comió la galleta?)

(WH-?) Why she did eat the cookie? (¿Por qué se comió la galleta?)
IRREGULAR VERBS
e. Estudie los verbos irregulares en tiempo presente y pasado del módulo, páginas
6 y 7 (al final de esta guía hay una lista completa de verbos irregulares que
también les ayudará.)
Study irregular verbs in simple present and simple past tense from module,
pages 6-7
f. Realice la actividad 2.3 del módulo, página 9

Do the activity 2.3 from module, page 9
2.3 WORKSHOP
Choose and fill in the blanks with the correct form in past of the provided verbs,
check the last table.
Complete los espacios en blanco con la forma correcta del verbo en pasado que ya le
fue proporcionado, revíselos con la lista de verbos de las páginas 6 y 7
SIMPLE PRESENT SIMPLE PAST
Get Got obtener
Shoot Shot disparar
Swing Swung balancear
Understand Understood entender
Make a sentence with each one of the verbs above

Haga una oración con cada verbo del recuadro de arriba en pasado simple.
Ejemplo / Example:
GOT
I got good grades last year. (Yo obtuve buenas notas el año pasado.)
SHOT
The police shot thieves. (Los policías dispararon a los ladrones.)
SWUNG
The player swung the bat at a ball. (El jugador balanceó el bate en una pelota.)
UNDERSTOOD
I understood the activities. (entendí las actividades)
________________________
____________________________________
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
AQUÍ LES ADJUNTO UNA LISTA COMPLETA DE LOS VERBOS IRREGULARES TANTO
EN PRESENTE COMO EN PASADO Y A SU VEZ SU SIGNIFICADO EN ESPAÑOL PARA
QUE SE FACILITE SU APRENDIZAJE.
Infinitiv Simple Spanis eat ate comer

e Past h
fall fell caer
arise arose surgir
feed fed aliment
be was / were ser ar
beat beat golpear feel felt sentir
become became converti fight fought pelear
rse
find found encontr
begin began comenz ar
ar
flee fled huir
bet bet/betted apostar
fly flew volar
bite bit morder
forget forgot olvidar
bleed bled sangrar
forgive forgave perdona
blow blew soplar r
break broke romper forsake forsook abando
nar
bring brought traer
freeze froze congela
build built construi r
r
get got tener,
buy bought comprar obtener
catch caught atrapar give gave dar
choose chose elegir go went ir
come came venir grind ground moler
cost cost costar grow grew crecer
creep crept arrastrar hang hung colgar
se
have had tener
cut cut cortar
hear heard oír
deal dealt dar,
repartir hide hid esconde
rse
do did hacer
hit hit golpear
draw drew dibujar
hold held tener,
dream dreamt/drea soñar manten
med er
drink drank beber hurt hurt herir,
drive drove conduci doler
r
keep kept guardar shrink shrank/shru encoger
nk
kneel knelt arrodill
arse shut shut cerrar
know knew saber sing sang cantar
lead led encabez sink sank hundir
ar
sit sat sentarse
learn learnt/learn aprende
ed r sleep slept dormir
leave left dejar slide slid deslizar
lend lent prestar sow sowed sembrar
let let dejar speak spoke hablar
lie lay yacer spell spelt/spelle deletrea

d r
lose lost perder
spend spent gastar
make made hacer
spill spilt/spilled derrama
mean meant signific r
ar
split split partir
meet met conocer
, spoil spoilt/spoil estropea
encontr ed r
ar spread spread extende
pay paid pagar rse
put put poner stand stood estar de

pie
quit quit/quitted abando
nar steal stole robar
read read leer sting stung picar
ride rode montar, stink stank/stunk apestar

ir strike struck golpear
ring rang llamar swear swore jurar
por
teléfono sweep swept barrer
rise rose elevar swim swam nadar
run ran correr take took tomar
say said decir teach taught enseñar
see saw ver tear tore romper
sell sold vender tell told decir
send sent enviar think thought pensar
set set fijar throw threw lanzar
sew sewed coser tread trode pisar
shake shook sacudir underst understood entende

and r
shine shone brillar
wake woke desperta
shoot shot disparar rse
show showed mostrar wear wore llevar
puesto
weave wove tejer
weep wept llorar
win won ganar
wring wrung retorcer
write wrote escribir
WEEK: MARCH 28th – APRIL 03rd

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 2
PRESENT PERFECT TENSE
STRUCTURE
Affirmative statement
[SUJETO] + have/has + [PARTICIPIO DEL VERBO]
I have played basketball all day.
Conjugación Significado
I have played yo he jugado
you have played tú has jugado
he has played él ha jugado
we have played nosotros hemos jugado
you have played Ustedes han jugado
they have played ellos han jugado
Como se puede observar el auxiliar "has" se utiliza en la tercera persona del singular y
el auxilar "have" en las primeras y segundas personas ya sea en singular o plural.
Los verbos regulares forman el participio se añadiendo "-ed", "-ied", "-d"
play➜played
cry➜cried
close➜closed
Los verbos irregulares tienen su propia forma en pasado participio
eat➜ate➜eaten
see➜saw➜seen
Para su mejor aprendizaje al final de la guía le adjunto una lista de verbos irregulares.
Negative statement
[SUJETO] + have/has + not + [VERBO EN PARTICIPIO]
He has not played well

Él no ha jugado bien
I have not eaten in 2 days
(Yo) no he comido en 2 días
PAST PERFECT TENSE
El "past perfect" hace referencia a un tiempo anterior al pasado reciente. Se emplea

para señalar que un evento ocurrió antes que otro en el pasado. No importa cuál de los
eventos se mencione primero, porque el tiempo verbal deja claro el orden temporal en
que acontecieron.
En estos ejemplos, el Evento A es el que primero ocurrió y el Evento B tuvo lugar a

continuación, es el más reciente:
Evento A Evento B
John had gone out when I arrived in the office.
Evento A Evento B
I had saved my document before the computer crashed.
Evento B Evento A
When they arrived we had already started cooking.
Evento B Evento A
He was very tired because he hadn't slept well.
En inglés, el "past perfect" está compuesto por dos partes: el pasado del verbo to have
(had) + el "past participle" del verbo principal
STRUCTURE
Affirmative statement
[SUJETO] + had + [PARTICIPIO DEL VERBO]
I had saved my document.

(Yo había guardado mi documento)
Conjugación Significado
I had saved yo había guardado
you had saved tú habías guardado
he had saved él había guardado
we had saved nosotros habíamos guardado
you had saved Ustedes habían guardado
they had saved ellos habían guardado
Negative statement
[SUJETO] + had + not + [VERBO EN PARTICIPIO]
He had not saved his document.

Él no había guardado su documento.
HOMEWORK
g. Observe y escuche el video que está en esta aula virtual, la misma sirve de
b. Traduzca a español el vocabulario de la página 10 del módulo y copie en su

cuaderno sección VOCABULARY
Translate to Spanish the vocabulary, page number 10 from module, and copy in
your notebook VOCABULARY section.
Newspaper (periódico)
Reporting (…………….)
Watch (………………), etc.
c. Traduzca a español el vocabulario de la página 11 del módulo y copie en su
cuaderno sección VOCABULARY
Translate to Spanish the vocabulary, page number 11 from module, and copy in
your notebook VOCABULARY section.
Breaking news (noticias de última hora)
Reporting (…………….)
Rebel (………………), etc.
d. Lea la corta lectura de la actividad 4.2 READING AND SPEAKING y a

continuación responda las preguntas. (hágalo en el mismo módulo)
Read the short reading from the activity 2.2 and after that you have to answer
the questions.
English
Where were they? What happened? What had they done?
Last night, Dane and Emily danced in a competition. They danced a salsa dance. They
had practiced for 6 months before they danced in the competition. They were very good.
Dane and Emily's friends were in the audience. Before that night, they had never seen
Dane and Emily dance. In fact, Dane and Emily had never danced in front of anyone
before the competition. After everyone had danced, the judges announced the winners.
Dane and Emily won! They were the best dancers in the competition. Emily said she
had never practiced so hard before! She was glad they had practiced a lot.
Spanish
¿Dónde estaban? ¿Qué pasó? ¿Qué habían hecho ellos?
Anoche, Dane y Emily bailaron en una competencia. Bailaron un baile de salsa. Habían
practicado durante 6 meses antes de bailar en la competencia. Ellos eran muy buenos.
Los amigos de Dane y Emily estaban en la audiencia. Antes de esa noche, nunca habían
visto bailar a Dane y Emily. De hecho, Dane y Emily nunca habían bailado frente a
nadie antes de la competencia. Después de que todos bailaron, los jueces anunciaron a
los ganadores. Dane y Emily ganó! Eran los mejores bailarines de la competencia.
¡Emily dijo que nunca antes había practicado tanto! Estaba contenta de que hubieran
practicado mucho.
When did Dane and Emily dance? ¿Cuándo bailaron Dane and Emily?
_______________________
Who were in the audience? ¿Quiénes estaban en la audiencia?

________________________
What did Emily say? ¿Qué dijo Emily?

________________________
When did the judges announce the winners? ¿Cuándo anunciaron los jueces a
los ganadores?
________________________
e. Escribir 2 oraciones afirmativas en tiempo presente perfecto y cambiarlas

a la forma negativa en su cuaderno en la sección HOMEWORK.
Write 2 affirmative sentences in present perfect tense and change them to
negative form in your notebook, HOMEWORK section.
Ejemplo (example)
She has gone to London. (Ella ha ido a London)

She has not gone to London. (Ella no ha ido a London)
We have learned English. (Nosotros hemos aprendido inglés)

We have not learned English. (Nosotros no hemos aprendido ingles)
f. Escribir 2 oraciones afirmativas en tiempo pasado perfecto y cambiarlas a

la forma negativa en su cuaderno en la sección HOMEWORK.
Write 2 affirmative sentences in past perfect tense and change them to
negative form in your notebook, HOMEWORK section.
Ejemplo (example)
She had gone to London. (Ella había ido a London)

She had not gone to London. (Ella no había ido a London)
We had learned English. (Nosotros habíamos aprendido inglés)

We had not learned English. (Nosotros no habíamos aprendido
inglés)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: APRIL 04th – APRIL 10th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 3
RELATIVE CLAUSES
We can use relative clauses to join two English sentences, or to give more information
about something.
Relative pronoun use example
Who Subject or object pronoun for I told you about the woman
(que / quién) people. who lives next door.
Te conté sobre la mujer que
Se utiliza para las personas. vive al lado.
Which Subject or object pronoun for Do you see the cat which is
(que / cual) animals and things. lying on the roof?
Se utiliza para las cosas. ¿Ves el gato que está

tendido en el techo?
Which Referring to a whole sentence. He couldn’t read which
(que / cual) surprised me.
Se refiere a una oración completa. Él no podía leer, lo que me
sorprendió.
Whose Possession for people animals and Do you know the boy
(cuyo) things. whose mother is a nurse?
Indica posesión, tanto para las ¿Conoces al niño cuya
personas como para las cosas. madre es enfermera?
Whom Object pronoun for people, I was invited by the
(que / a quién) especially in non-defining relative professor whom I met at the
clauses (in defining relative clauses conference.
we colloquially prefer who) Fui invitado por el
Se utiliza para hacer referencia al profesor que conocí en la
objeto indirecto del verbo. conferencia.
That Subject or object pronoun for I don’t like the table that
(que) people, animals and things in stands in the kitchen.
defining relative clauses (who or
which are also possible) No me gusta la mesa que se
Se utilizar tanto con personas como encuentra en la cocina.
con cosas. Se utiliza para sustituir
“which”, “who” o “whom” en
cláusulas que definen el sustantivo.
Relative adverb meaning use example

When in/on which refers to a time expression the day when we
(cuando) met him
Se refiere a la expresión de El día cuando lo
tiempo. conocimos.
Where in/at which refers to a place the place where we
(donde) met him
Se refiere al lugar. El lugar donde lo
conocimos.
Why for which refers to a reason the reason why we
(porque / por la met him
que / por lo Se refiere a una razón. La razón por la que
que) lo conocimos
Defining Relative Clause

Usamos ‘defining relative clauses’ cuando queremos dar más información sobre la
persona o cosa de la que hablamos. Sin esa información, la oración no tendrá sentido.
No es lo mismo decir … “Send me the photo” que “Send me the photo which I took of
you yesterday.”
Ejemplos / examples
That’s the woman who stole my coat.

That’s the man that I spoke to last week.
Where is the apple that I told you to not to eat?
This is the cat which I adopted.
The hospital where I was born is being knocked down.
Recuerde / Remember…
 Contiene información esencial sobre el sustantivo.
 Si eliminamos la oración subordinada la frase no tiene sentido.
 Podemos sustituir los pronombres relativos ‘which’ y ‘who’ por ‘that’.
 Se puede omitir el pronombre si se refiere a un objeto.
Non-defining Relative Clause
Usamos las ‘non-defining relative clauses’ cuando queremos unir dos oraciones en una.
Por ejemplo…
 The Queen will be 93 in April. She loves skydiving.

 The Queen, who loves skydiving, will be 93 in April.
Ejemplos / Examples
These shoes, which I bought last week, are very uncomfortable.
My dog, which is called Pancake, is a vegetarian.
My sister, who lives in New York, is pregnant.
The Palace hotel, where many celebrities stay, is being closed down.
Recuerde / Remember…
 Contiene información adicional sobre el sustantivo.

 Usamos comas para separar la oración.
 Si eliminamos la oración subordinada la frase sigue teniendo sentido.
 No se puede usar ‘that’
 No se puede omitir el pronombre.
HOMEWORK
h. Observe y escuche el video que está en esta aula virtual, la misma sirve de
g. Escriba 5 oraciones usando ‘Defining relative clauses’ y 5 oraciones usando

‘Non defining relative clauses’ en su cuaderno en la sección HOMEWORK.
Write five sentences using ‘Defining relative clauses’ and write five sentences
using ‘Non defining relative clauses’ in your notebook, HOMEWORK section.
Ejemplo / example:
Defining Relative Clauses

I wrote the report that you asked for.
(Escribí el informe que me pidió.)
Non Defining Relative Clauses

My friend Tony, who is an excellent writer, is helping me with my English
paper.
(Mi amigo Tony, quien es un escritor excelente, está ayudándome con mi
redacción de inglés.)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


Apply the activities of homework in an established order.
institución.
valorativa.
UNIT 3
PHRASAL VERBS
In English a phrasal verb is the combining of two or three words from different
grammatical categories — a verb and a particle, such as an adverb or a preposition.
A phrasal verb is a compound verb that contains a verb and a prepositional adverb or
particle.
EXAMPLES
 break away from somebody = leave somebody who is holding you.
She broke away from her father and now lives by herself.
 break down = stop working.
Oh, no! The computer broke down again!
 break down = be unable to stop yourself crying.
She broke down and started crying.
HOMEWORK
i. Observe y escuche el video que está en esta aula virtual, la misma sirve de
h. Lea detenidamente la información sobre PHRASAL VERBS de las páginas 15 y

16 del módulo.
Read the information about PHRSAL VERBS from the module, pages 15 y 16
i. Complete la actividad 7.1 WORKSHOP del módulo, páginas 16 - 17

Complete the activity 7.1 WORKSHOP from the module, pages 16 - 17
NOTA: Querido estudiante, por favor solicito de la manera más atenta me envíen
fotos de sus deberes correspondientes a cada guía didáctica hasta esta octava guía,
incluso si ya tienen una firma de revisado envíeme las fotos al whatsapp
0967318915 o al correo alisng20@gmail.com con sus nombres, apellidos, curso y
colegio al que pertenecen. Lo más pronto le sea posible. Gracias.
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 3
GERUNDS AND INFINITIVES
What is a gerund?
A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb
"read" is "reading." You can use a gerund as the subject, the complement, or the object
of a sentence.
EXAMPLES
 Reading helps you learn English. subject of sentence
 Her favorite hobby is reading. complement of sentence
 I enjoy reading. object of sentence
What is an infinitive?
An infinitive is the "to" form of the verb. The infinitive form of "learn" is "to learn."
You can also use an infinitive as the subject, the complement, or the object of a
sentence.
EXAMPLES
 To learn is important. subject of sentence
 The most important thing is to learn. complement of sentence
 He wants to learn. object of sentence
Use a gerund or an infinitive

Both gerunds and infinitives can be used as the subject or the complement of a sentence.
However, as subjects or complements, gerunds usually sound more like normal, spoken
English, whereas infinitives sound more abstract. In the following sentences, gerunds
sound more natural and would be more common in everyday English. Infinitives
emphasize the possibility or potential for something and sound more philosophical. If
this sounds confusing, just remember that 90% of the time, you will use a gerund as the
subject or complement of a sentence.
BOTH
As the object of a sentence, it is more difficult to choose between a gerund or an
infinitive. In such situations, gerunds and infinitives are not normally interchangeable.
Usually, the main verb in the sentence determines whether you use a gerund or an
infinitive.
EXAMPLES: verbs that can be used in both infinitives and gerunds

INFINITIVES (TO) GERUNDS (-ING)
I like to eat pizza. I like eating pizza.
We prefer to play basketball. We prefer playing basketball.
They hate to clean the bathroom. They hate cleaning the bathroom.
At the end of this didactic guide there are two lists of the verbs, check them, please.
They can help you to improve your learning.
HOMEWORK
j. Observe y escuche el video que está en esta aula virtual, la misma sirve de
j. Lea detenidamente la información sobre GERUNDS AND INFINITIVES de la

página 18 del módulo.
Read the information about GERUNDS AND INFINITIVES from the module,
page 18.
k. Escriba 5 oraciones en forma infinitiva y cámbielos a la forma gerundio con los

siguientes verbos en la reversa de la pág. 18.
Writ five sentences in infinitive form and change them to gerund form with
the following verbs on the reverse of page 18.
VERBS INFINITIVE GERUND

Like (gustar) I like to eat pizza. I like eating pizza.
Continue
(continuar)
Dislike
(disgustar)
Love
(amar/encantar)
Remember
(recordar)
Prefer
(preferir)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
Aquí tiene una lista de verbos que son seguidos por un gerundio y también una lista de
verbos seguidos por un infinitivo, y puede observar entre las dos listas algunos verbos
que pueden ser utilizados tanto para la forma infinitiva como para los gerundios.
List of the verbs followed by Gerunds

admit He admitted cheating on the test.
advise The doctor generally advised drinking low-fat milk.
allow Ireland doesn't allow smoking in bars.
anticipate I anticipated arriving late.
appreciate I appreciated her helping me.
avoid He avoided talking to her.
begin I began learning Chinese.
can't bear He can't bear having so much responsibility.
can't help He can't help talking so loudly.
can't see I can't see paying so much money for a car.
can't stand He can't stand her smoking in the office.
cease The government ceased providing free healthcare.
complete He completed renovating the house.
consider She considered moving to New York.
continue He continued talking.
defend The lawyer defended her making such statements.
delay He delayed doing his taxes.
deny He denied committing the crime.
despise She despises waking up early.
discuss We discussed working at the company.
dislike She dislikes working after 5 PM.
don't mind I don't mind helping you.
dread She dreads getting up at 5 AM.
encourage He encourages eating healthy foods.
enjoy We enjoy hiking.
finish He finished doing his homework.
forget I forgot giving you my book.
hate I hate cleaning the bathroom.
imagine He imagines working there one day.
involve The job involves traveling to Japan once a month.
keep She kept interrupting me.
like She likes listening to music.
love I love swimming.
mention He mentioned going to that college.
mind Do you mind waiting here for a few minutes?
miss She misses living near the beach.
need The aquarium needs cleaning.
neglect Sometimes she neglects doing her homework.
permit California does not permit smoking in restaurants.
postpone He postponed returning to Paris.
practice She practiced singing the song.
prefer He prefers sitting at the back of the movie theater.
propose I proposed having lunch at the beach.
quit She quit worrying about the problem.
recall Tom recalled using his credit card at the store.
recollect She recollected living in Kenya.
recommend Tony recommended taking the train.
regret She regretted saying that.
remember I remember telling her the address yesterday.
report He reported her stealing the money.
require The certificate requires completing two courses.
resent Nick resented Debbie's being there.
resist He resisted asking for help.
risk He risked being caught.
start He started studying harder.
stop She stopped working at 5 o'clock.
suggest They suggested staying at the hotel.
tolerate I tolerated her talking.
try Sam tried opening the lock with a paperclip.
understand I understand his quitting.
urge They urge recycling bottles and paper.
List of the verbs followed by Infinitives
agree Tom agreed to help me.

appear His health appeared to be better.
arrange Naomi arranged to stay with her cousin in Miami.
ask She asked to leave.
begin He began to talk.
can't bear He can't bear to be alone.
can't stand Nancy can't stand to work the late shift.
care He doesn't care to participate in the activity.
cease The government ceased to provide free healthcare.
choose I chose to help.
claim She claimed to be a princess.
continue She continued to talk.
decide We decided to go to Hawaii.
demand He demanded to speak to Mr. Harris.
deserve He deserves to go to jail.
dread I dread to think what might happen.
expect They expect to arrive early.
fail He failed to get enough money to pay for the new project.
forget I forgot to lock the door when I left.
get (be allowed to) Debbie gets to go to the concert next week! Why can't I?
happen She happened to be at the bank when it was robbed.
hate He hates to clean dishes.
hesitate She hesitated to tell me the problem.
hope I hope to begin college this year.
intend We intend to visit you next spring.
learn I learned to speak Japanese when I was a kid.
like Samantha likes to read.
love We love to scuba dive.
manage He managed to open the door without the key.
need I need to study.
neglect She neglected to tell me the date of the meeting.
offer Frank offered to drive us to the supermarket.
plan We plan to go to Europe this summer.
prefer He prefers to eat at 7 PM.
prepare They prepared to take the test.
pretend The child pretended to be a monster.
promise She promised to stop smoking.
propose Drew proposed to pay for the trip.
refuse The guard refused to let them enter the building.
regret I regret to inform you that your application was rejected.
remember Did you remember to lock the door when you left?
seem Nancy seemed to be disappointed.
start Marge started to talk really fast.
swear She swore to tell the truth.
tend He tends to be a little shy.
threaten He threatened to leave forever.
try Mary tried to lift the table, but it was too heavy.
vow He vowed to get revenge.
wait She waited to buy a movie ticket.
want I want to study Spanish.
wish I wish to stay.
would like We would like to start now.
(meaning "wish" or
"want")
yearn Melanie yearns to travel somewhere exotic.
WEEK: APRIL 25th – MAY 01st
GUÍA DIDÁCTICA DE INGLÉS N°10 DIDACTIC ENGLISH GUIDE N°10

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 3
PREFIXES AND SUFFIXES

PREFIXES
A prefix is a group of letters placed before the root of a word. For example, the word
“unhappy” consists of the prefix “un-” [which means “not”] combined with the root (or
stem) word “happy”; the word “unhappy” means “not happy.”
A short list of prefixes:
Prefix Meaning Examples
de- from, down, away, reverse, opposite decode, decrease
dis- not, opposite, reverse, away disagree, disappear
ex- out of, away from, lacking, former exhale, explosion
il- not illegal, illogical
im- not, without impossible, improper
in- not, without inaction, invisible
mis- bad, wrong mislead, misplace
non- not nonfiction, nonsense
pre- before prefix, prehistory
pro- for, forward, before proactive, profess,
program
re- again, back react, reappear
un- against, not, opposite undo, unequal, unusual
SUFFIXES
A suffix is a group of letters placed after the root of a word. For example, the word
flavorless consists of the root word “flavor” combined with the suffix “-less” [which
means “without”]; the word “flavorless” means “having no flavor.”
A short list of suffixes:

Suffix Meaning Examples
-able able to, having the quality of comfortable, portable
-al relating to annual comical
-er comparative bigger, stronger
-est superlative strongest, tiniest
-ful full of beautiful, grateful
-ible forming an adjective reversible, terrible
-ily forming an adverb happily, lazily
-ing denoting an action, a material, or a acting, showing
gerund
-less without, not affected by friendless, tireless
-ly forming an adjective clearly, hourly
-ness denoting a state or condition kindness, wilderness
HOMEWORK
k. Observe y escuche el video que está en esta aula virtual, la misma sirve de
l. Lea toda la información acerca lo prefijos y sufijos de la página 19 del módulo

Read all information about prefixes and suffixes of the page 19 from module.
m. Por cada prefijo, escriba 2 palabras que empiece con ese prefijo al reverso
de la página 19 del módulo.
For each prefix, write a word that begins with that prefix on the reverse side of
page 19 from module.
Prefix Words that begin with the prefix

il-
super-
un-
inter-
multi-
n. Por cada sufijo, escriba 2 palabras que empiece con ese sufijo al reverso
de la página 19 del módulo.
For each suffix, write a word that begins with that suffix on the reverse side of
page 19 from module.
Suffix Words that begin with the suffix

-less
-er
-able
-ful
-ness
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: MAY 23rd – MAY 29th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 4
PASSIVE VOICE
FUNCTIONS OF THE PASSIVE VOICE
The passive voice is used to show interest in the person or object that experiences an
action rather than the person or object that performs the action. In other words, the most
important thing or person becomes the subject of the sentence.
A continuación, mostramos ejemplos de frases en activa y sus correspondientes frases
en pasiva en los siguientes tiempos verbales:
ACTIVE VOICE PASSIVE VOICE
ORACIÓN ACTIVA ORACIÓN PASIVA
+ They sell organic vegetables in this Organic vegetables are sold in this
shop. shop.
En esta tienda venden verdura En esta tienda se vende verdura
ecológica. ecológica.
- They don't sell organic vegetables Organic vegetables aren't sold in
Present in this shop. this shop.
simple En esta tienda no venden verdura En esta tienda no se vende
ecológica. verdura ecológica.
? Do they sell organic vegetables in Are organic vegetables sold in this
this shop? shop.
¿En esta tienda venden verdura ¿En esta tienda venden verdura
ecológica? ecológica?
+ They found an old letter in the box. An old letter was found in the
Encontraron una carta antigua en box.
la caja. Se encontró una carta antigua en
la caja.
- They didn't find an old letter in the An old letter wasn't found in the
box. box.
Past simple No encontraron una carta antigua No se encontró una carta antigua
en la caja. en la caja.
? Did they find an old letter in the Was an old letter found in the
box? box?
¿Encontraron una carta antigua en ¿Se encontró una carta antigua
la caja? en la caja?
+ They have translated my novel My novel has been translated
into Russian. into Russian.
Han traducido mi novela al ruso. Mi novela se ha traducido al ruso.
- They haven't translated my novel My novel hasn't been translated
into Russian. into Russian.
Present No han traducido mi novela al Mi novela no se ha traducido al
Perfect ruso. ruso.
? Have they translated your novel Has your novel been translated
into Russian? into Russian?
¿Han traducido tu novela al ruso? ¿Tu novela se ha traducido al
ruso?
+ They will rescue the mountaineers The mountaineers will be rescued
soon. soon.
Pronto rescatarán a los alpinistas. Los alpinistas pronto serán
rescatados.
- They won't rescue the The mountaineers won't be
Future Will mountaineers soon. rescued soon.
No rescatarán a los alpinistas Los alpinistas no serán
enseguida. rescatados enseguida.
? Will they rescue the mountaineers Will the mountaineers be rescued
soon? soon?
¿Rescatarán pronto a los ¿Rescatarán pronto a los
alpinistas? alpinistas?
+ They are going to shoot the film in The film is going to be shot in
London. London.
Van a rodar la película en La película se va a rodar en
Londres. Londres.
- They are not going to shoot the The film is not going to be shot in
Future Going film in London. London.
to No van a rodar la película en La película no se va a rodar en
Londres. Londres.
? Are they going to shoot the film in Is the film going to be shot in
London? London?
¿Van a rodar la película en ¿La película se va a rodar en
Londres? Londres?
+ You should water this plant very This plant should be watered very
often. often.
Deberías regar esta planta a Esta planta se debería regar muy
menudo. a menudo.
- You shouldn't water this plant so This plant shouldn't be watered
Modals often. very often.
No deberías regar esta planta tan a Esta planta no se debería regar
menudo. muy a menudo.
? Should I water this plant very Should this plant be watered very
often? often?
¿Debería regar esta planta muy a ¿Esta planta se debería regar muy
menudo? a menudo?
HOMEWORK
l. Observe y escuche el video que está en esta aula virtual, la misma sirve de
o. Lea toda la información acerca de la VOZ PASIVA de las páginas 19 – 20 - 21

del módulo
Read all information about PASSIVE VOICE of the pages 19 – 20 - 21 from
module.
p. Traduzca las palabras de la actividad 8.1 VOCABULARY de las páginas

21 – 22 del módulo
Translate into Spanish the words of the activity 8.1 VOCABULARY, pages 21 –
22 from the module.
q. Escriba 1 oración en voz pasiva por cada tiempo establecido en las

páginas 20 – 21 del módulo.
Write one sentence in passive voice for each tense according to the pages 20 –
21 from module.
EXAMPLE:
TENSE SENTENCE
PRESENT SIMPLE A book is written by John.
PRESENT PROGRESSIVE A book is being written by John.
PAST SIMPLE A book was written by John.
PAST PROGRESSIVE A book was being written by John.
FUTURE (WILL) A book will be written by John.
FUTURE (GOING TO) A book is going to be written by John.
PRESENT PERFECT A book has been written by John.
PAST PERFECT A book had been written by John.
FUTURE PERFECT A book will have been written by John.
TENSE SENTENCE
PRESENT SIMPLE
PRESENT PROGRESSIVE
PAST SIMPLE
PAST PROGRESSIVE
FUTURE (WILL) .
FUTURE (GOING TO) .
PRESENT PERFECT
PAST PERFECT
FUTURE PERFECT .
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: MAY 30th – JUNE 05th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 4
USED TO
Used to es un verbo modal que se utiliza para referirnos a acciones pasadas que ya no
suceden en el presente.
 Affirmative Sentence
STRUCTURE
Subject + used to + verb + Complement
Example:
We used to go to the beach every summer when I was young.

(Cuando era joven solíamos ir a la playa cada verano.)
 Negative sentences
STRUCTURE
Subject + didn’t + use to + verb + Complement
Example:
I didn’t use to like mushrooms, but now I do.

(Antes no me gustaban las setas, pero ahora sí.)
HOMEWORK
m. Observe y escuche el video que está en esta aula virtual, la misma sirve de
r. Lea toda la información acerca de la USED TO de las páginas 23 - 24 del

módulo
Read all information about USED TO of the pages 23 – 24 from module.
s. Traduzca las palabras de la actividad 8.1 VOCABULARY de las páginas
21 – 22 del módulo
Translate into Spanish the words of the activity 8.1 VOCABULARY, pages 21 –
22 from the module.
t. Escriba 5 oraciones usando USED TO y cámbielos a la forma negativa.

Write five sentences using USED TO and change them to negative form.
EXAMPLE:
(+) I used to play football.
(-) I didn't use to play football
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
WEEK: JUNE 06th – JUNE 12th

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 5
TAG QUESTIONS
What are the tag questions?

¿Qué son las ‘tag questions’?
Son esas preguntas cortitas que se añaden al final de la frase cuando no estamos seguros
de cierta información o también cuando hacemos una pregunta retórica.
 You don’t drink coffee, do you?
 Your cat is so gorgeous, isn’t he?
Equivalen a las frasecillas que usamos constantemente en español: ¿cierto?, ¿verdad? …
Lo primero es tener en cuenta el sentido de la frase:
Si la frase es positiva, la ‘question tag’ será negativa.
Si la frase es negativa, la ‘question tag’ será positiva.
 You know how to cook, don’t you?
 You don’t know how to cook, do you?
Affirmative sentences
Your brother is older than you, isn’t he? (Tu hermano es mayor que tú, ¿no es así?)
You can help me, can’t you? (Puedes ayudarme, ¿verdad?)
John is getting married, isn’t he? (John se casará, ¿verdad?)
You worked yesterday, didn’t you? (Trabajaste ayer, ¿no?)
Sarah likes ice cream, doesn’t she? (A Sarah le gusta el helado, ¿no?)
Negative sentences
You’re not from here, are you? (No eres de aquí, ¿no?)
Kate’s not American, is she? (Kate no es americana, ¿verdad?)
Peter never liked Susan, did he? (A Peter nunca le gustó Susan, ¿verdad?)
They didn’t go to class yesterday, did they? (No fueron a la clase ayer, ¿verdad?)
You can’t dance, can you? (No puedes bailar, ¿no?)
HOMEWORK
n. Observe y escuche el video que está en esta aula virtual, la misma sirve de
u. Traduzca al español el vocabulario de la página 26 del módulo.

Translate to Spanish the vocabulary from the module, page number 26.
Shop (tienda)
Roof (techo)
Freezer (congelador)
Again (….......)
Billion (…....), etc.
v. Subraye todos los ‘tag questions’ que encuentre en la actividad de READING de

la página 26 del módulo and answer the questions
Underline all tag questions that you find in the READING activity from the
module, page number 26. (Just underline)
I was fine with the men

Who would come into her life now and again
I was fine, cause I knew
That they didn't really matter until you
I was fine when you came
And we fought like it was all some silly game
Over her, who she'd choose
After all those years, I never thought I'd lose
It's over, isn't it?
Isn't it?
Isn't it over?
Isn't it?
Isn't it over?
You won, and she chose you
And she loved you
And she's gone
Why can't I move on?
War and glory, reinvention
Fusion, freedom, her attention
Out in daylight, my potential
Bold, precise, experimental
Who am I now in this world without her?
Petty and dull, with the nerve to doubt her
What does it matter? It's already done
Now I've got to be there for her son.
What did you read?
I read lyrics of a song that expresses love and sadness feelings
Explain if there is a tag question?
There is a tag question in those lyrics and it repeats several times because it has
an affirmative sentence followed by a comma and completed with a short
negative question and vice versa.
w. Complete la actividad WORKSHOP del módulo, página 27

Complete the WORKSHOP from the module, page number27
WORKSHOP
READ THE SITUATION AND WRITE A SENTENCE WITH A QUESTION

TAG. IN EACH SITUATION YOU ARE ASKING YOUR FRIEND TO
AGREE WITH YOU.
Lea la situación y escriba una oración con una ‘tag question’. Usted tiene ahí
una palabra o una frase entre paréntesis. Con esa frase realice la oración con
el tag question.
1. You look out of the window. The sky is blue and the sun is shining. What do
you say to your friend? (beautiful day)
2. You're with a friend outside a restaurant. You're looking at the prices, which
are very high. What do you say? (expensive)
3. You've just come out of the cinema with a friend. You really enjoyed the film.
What do you say to your friend? (great)
4. You and a friend are listening to a woman singing. You like her voice very
much. What do you say to your friend? (a lovely voice)
5. You are trying on a jacket. You look in the mirror and you don't like what
you see. What do you say to your friend? (not / look / very good)
6. Your friend's hair is much shorter than when you last met. What do you say
to her/ him? (have / your hair / cut )
7. You and a friend are walking over a wooden bridge. It is very old and some
parts are broken. What do you say? (not / very safe)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER

BACCALAUREATE

MUNDO
POR: NELSON MANDELA


institución.
valorativa.
UNIT 5
THE REPORTED SPEECH
El reported speech es una estructura que se utiliza cuando queremos contarle a una
persona lo que otra nos ha dicho anteriormente.
¿Cuándo usamos el reported speech?
Cuando queremos expresar aquello que alguien nos ha explicado tenemos dos opciones:
el uso del estilo directo (direct speech), o bien del estilo indirecto (reported speech).
UNIT 5
COMPOUND ADJECTIVES
A compound adjective is sometimes called a hyphenated adjective.
Un adjetivo compuesto es un adjetivo que comprende más de una palabra. Por lo
general, se usa un guión (o guiones) para vincular las palabras y mostrar que es un
adjetivo.
COMPOUND ADJECTIVES WITH NUMBERS

 three-second
There’s a three-second delay.
 ten-minute
Let’s take a ten-minute break.
 two-hour
She attended a two-hour seminar.
 five-day
He went on a five-day trip.
 six-week
We took a six-week course.
 one-month
The penalty for cheating is a one-month suspension.
 two-year
I have a two-year contract with my cell phone provider.
 four-year-old
I have a four-year-old son.
ADJECTIVE / ADVERB + PAST PARTICIPLE

 narrow-minded = not open to different ideas/thoughts
I can’t stand narrow-minded people who are intolerant of new ideas.
 well-behaved
They have three well-behaved children.
 old-fashioned
We had lunch in an old-fashioned restaurant with décor from the 1950s.
 densely-populated
This densely-populated area has the highest crime rates in the country.
 short-haired
He was dancing with a short-haired woman.
 widely-recognized
She’s a widely-recognized expert in technology.
HOMEWORK
o. Observe y escuche el video que está en esta aula virtual, la misma sirve de
x. Lea la información acerca del Reported Speech del módulo, pág. 28 y leer la
información acerca del Compound Adjectives pág. 30
Read the information about REPORTED SPEECH from the module, page
number 28, and the information about COMPOUND ADJECTIVES, page
number 30.
y. Realice el taller de la página 29 del módulo (usted tiene la actividad realizada

en la página 28)
Complete the WORKSHOP of the page number 29 from the module.
z. Realice las actividades de las páginas 31-32-33-34 del módulo. (observe que
debajo de cada actividad usted ya tiene la respuesta.)
Do the activities of the pages 31-32-33-34 from the module. (Look at each
activity where you have the respective answers)
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER

BACCALAUREATE

MUNDO
POR: NELSON MANDELA

BY: NELSON MANDELA


institución.
valorativa.
UNIT 6
CONDITIONALS
What are conditionals in English grammar? Sometimes we call them 'if clauses'.
They describe the result of something that might happen (in the present or future) or
might have happened but didn't (in the past). They are made using different English
verb tenses.
The Zero Conditional:

(if + present simple, ... present simple)
If you heat water to 100 degrees, it boils.
Este condicional se usa cuando el resultado siempre sucederá. Entonces, si el agua

alcanza los 100 grados, siempre hierve. Es un hecho. Estoy hablando en general, no de
una situación particular. El resultado de la 'cláusula if' es siempre la cláusula principal.
 If people eat too much, they get fat.

 If you touch a fire, you get burned.
 People die if they don't eat.
 You get water if you mix hydrogen and oxygen.
 Snakes bite if they are scared
 If babies are hungry, they cry
The First Conditional:

(if + present simple, ... will + infinitive)
If it rains tomorrow, we'll go to the cinema.
It's used to talk about things which might happen in the future. Of course, we
can't know what will happen in the future, but this describes possible things,
which could easily come true.
 If it rains, I won't go to the park.

 If I study today, I'll go to the party tonight.
 If I have enough money, I'll buy some new shoes.
 She'll be late if the train is delayed.
 She'll miss the bus if she doesn't leave soon.
 If I see her, I'll tell her.
The Second Conditional:

(if + past simple, ... would + infinitive)
If I had a lot of money, I would travel around the world.
First, we can use it to talk about things in the future that are probably not going
to be true. Maybe I'm imagining some dream for example.
 If I won the lottery, I would buy a big house.(I probably won't win the
lottery)
 If I met the Queen of England, I would say hello.
 She would travel all over the world if she were rich.
 She would pass the exam if she ever studied.(She never studies, so this
won't happen)
The Second Conditional:

(if + past simple, ... would + infinitive)
If I had a lot of money, I would travel around the world.
It talks about the past. It's used to describe a situation that didn't happen, and
to imagine the result of this situation.
 If she had studied, she would have passed the exam (but, really we

know she didn't study and so she didn't pass)
 If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a
lot, and so I did feel sick).
 If we had taken a taxi, we wouldn't have missed the plane
 She wouldn't have been tired if she had gone to bed earlier
 She would have become a teacher if she had gone to university
 He would have been on time for the interview if he had left the house
at nine
HOMEWORK
p. Observe y escuche el video que está en esta aula virtual, la misma sirve de
aa. Traduzca el vocabulario de la página 35 y el vocabulario de la página 36 del

módulo.
Translate to Spanish the vocabulary of the pages 35 and 36 from the module.
bb. Complete el taller de la página 36-37 del módulo.

Complete the WORKSHOP of the pages 36-37 from the module.
Atentamente,
Lizeth Ninasunta
ENGLISH TEACHER
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UNIDAD EDUCATIVA PCEI

GUÍA DIDÁCTICA DE INGLÉS N° 1 DIDACTIC ENGLISH GUIDE N°1

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

 Lea muy bien la guía didáctica.

GUÍA DIDÁCTICA DE INGLÉS N° 2 DIDACTIC ENGLISH GUIDE N° 2

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

b. Escribir 5 oraciones afirmativas usando el verbo TO BE y cambiar a oraciones

GUÍA DIDÁCTICA DE INGLÉS N° 3 DIDACTIC ENGLISH GUIDE N° 3

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

d. Desarrollar las actividades 1.1 vocabulary y 1.2 personal information del

e. Copiar la actividad 1.1 (vocabulary) con la traducción de la palabras a su

GUÍA DIDÁCTICA DE INGLÉS N° 4 DIDACTIC ENGLISH GUIDE N°4

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

The esthetic presentation will be considered to get a high score.

CONTRACTIONS WITH VERB TO BE

f. Desarrolle las actividades del módulo, páginas 2,3, 4 y 5

SIMPLE PAST TENSE

WEEK: MARCH 21st – MARCH 27th

GUÍA DIDÁCTICA DE INGLÉS N° 5 DIDACTIC ENGLISH GUIDE N°5

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

 Lea muy bien la guía didáctica.

The esthetic presentation will be considered to get a high score.

d. Escriba 5 oraciones en pasado simple de acuerdo a cada estructura gramatical

1. (+) She ate the cookie. (Ella se comió la galleta)

(?) Did she eat the cookie? (¿Ella se comió la galleta?)

f. Realice la actividad 2.3 del módulo, página 9

Make a sentence with each one of the verbs above

Infinitiv Simple Spanis eat ate comer

leave left dejar slide slid deslizar

lend lent prestar sow sowed sembrar

let let dejar speak spoke hablar

lie lay yacer spell spelt/spelle deletrea

put put poner stand stood estar de

read read leer sting stung picar

ride rode montar, stink stank/stunk apestar

rise rose elevar swim swam nadar

run ran correr take took tomar

say said decir teach taught enseñar

see saw ver tear tore romper

sell sold vender tell told decir

send sent enviar think thought pensar

set set fijar throw threw lanzar

sew sewed coser tread trode pisar

shake shook sacudir underst understood entende

GUÍA DIDÁCTICA DE INGLÉS N° 6 DIDACTIC ENGLISH GUIDE N°6

“LA EDUCACION ES LA MAS PODEROSA CUCHARA

“EDUCATION IS THE MOST POWERFULL WEAPON

INSTRUCCIONES PARA REALIZAR LAS ACTIVITIES

 Lea muy bien la guía didáctica.

[SUJETO] + have/has + [PARTICIPIO DEL VERBO]

I have played basketball all day.

I have played yo he jugado

you have played tú has jugado