Download INGLES 8º - Portal Colegio

Subdirección de Educación
Departamento de Educación Contratada
Colegio CAFAM “Bellavista” CED
Fecha: Primer
Semestre
GUIA DE APRENDIZAJE
Guía No: 2
Docente: GINA GELVEZ –CAMILO RUIZ
DIAZ
Pensamiento
comunicativo
expresivo
Asignatura: INGLÉS
Grado: OCTAVO
Saber- Saber: Identificar las diferentes estructuras gramaticales del pasado
simple, sus estructuras gramaticales, la pronunciación de los verbos en pasado; y
el uso del used to.
Saber Hacer: Distinguir el uso correcto del pasado simple y la aplicación en las
diferentes estructuras gramaticales.
Saber Ser: Escuchar de manera respetuosa el punto de vista del otro
argumentando su propio punto de vista.
ACCESO A LA INFORMACION
Prerrequisitos y preconceptos:
Simple Past –irregular verbs: see 2nd column
of irregular verbs
See also explanations on simple past
and past progressive.
I spoke
Use
regular verbs: verb + ed
After another or at the same time?
I worked
Do you want to express that the actions
in the past happened one after another
or at the same time?
Simple Past
Exceptions
Exceptions when adding 'ed' :
after another
When the final letter is e, only add d. She came home, switched on the computer
and checked her e-mails.
Example: love - loved
New action or already in progress?
after a short, stressed vowel, the final
consonant is doubled
If you want to express that a new action
happened in the middle of another action, you
Example: admit – admitted
need both tenses: simple past the new action
and past progressive for the action already in
final l is always doubled in British
progress.
English (not in American English)
Simple Past
Example: travel - travelled
new action
after a consonant, final y becomes i. My mobile rang (when I was sitting in a
(but: not after a vowel)
meeting.)
Example: worry - he worried
but: play - he played
Only mentioning or emphasizing progress?
Do you just want to mention that action took
place in the past (also used for short actions)?
I used to play football every
Or do you want to put emphasis on the
weekend but I don't have time
progress,e.g. that an action was taking place
now.
at certain time?
Simple Past
Did you use to go swimming
when you were at school?
just mentioning
I didn't use to like action films,
Colin played football yesterday.
but I love them now.
Signal words
I never used to like spinach
(...but now I eat it every day)
Simple Past
first
then
If-Satz Typ II (If I talked, …)
Form
Affirmative: used to + infinitive
Negative: didn't use to + infinitive
Question: Did + subject + use to
2. We also use would to talk about
habitual actions in the past,
but not to talk about past states.
When I was young I used to
go fishing with my father every
summer - Correct
When I was young I would
go fishing with my father every
summer - Correct
She used to have a house in the
country - Correct
She would have a house in the
country - Incorrect
would + infinitive
Meaning
1. We use used to to talk about
habitual or regular actions or
states in the past that are now
finished.
I used to have a dog.
(I had a dog in the past but I don't
have a dog now)
Pronunciation
1. We use the weak form
of to in used to
I used to cook: /juː stə/
Integración: activity (day 1)
1 Complete the dialogues. Put the letters in the correct order to complete the
comments:
Where _____________________________________with Tim
yesterday?
o
We ______________________ at the _____________.
__________________________________a good time?
o
It was ___________________________! GRINBO
_____________________________________a good weekend?
o
No, it____________________________________ . IRHORLEB.
Why?
o
I _____________________________and a temperature.
2 Circle the correct words:
3. write answers about you you:
1 What were/did you do at the weekend?
o
2 Was/Did your brother go to the football match?
What did you do at the weekend?
______________________________
3 Did your friend like/liked the concert?
______________________________.
4 Was the test difficult? – Yes, it did/was.
o
Did you enjoy it?
5 Did Lenny go/went to school yesterday?
______________________________.
4 Complete the questions:
1
- You didn´t come to school yesterday.
2 - Somebody stole my bike last week.
_________________________ill?
________________________the
police?
Yes, I had a headache.
- Yes, I did. They caught the thief.
3 - Jane and I went to the cinema last night.
____________________________the film?
-
Yes, it was brilliant.
4 Make the sentence negative. Use the past simple.
1 She grew up in a village.
_____________________________________________
2 They took the old clock.
_____________________________________________
3 Mr Salt was born in 1945.
_____________________________________________
4 The World War II began in 1938.
_____________________________________________
5 We visited many places.
_____________________________________________
5 Look at pictures and invitaion. Complete the dialogue in the past simple:
1 When _________________________________________________?
It was on 2 September.
2 Where _________________________________________________?
It was at his house.
Tom´s party:
3 When __________________________________________________?
2 September
7.00 – 10.30
11 Elm Street (my
house)
See you! Tom.
It started at 7 o´clock.
4 When __________________________________________________?
It finished at about half past ten.
5 What ___________________________________________________?
We ate pizza and sandwiches.
Activity (day 2)
I. Fill in the gaps with the affirmative past form of the verb in
brackets:
1. My father __________ to Paris last week. (travel)
2. I __________ a dictionary yesterday. (buy)
3. Peter __________ an email. (send)
4. My mother ___________ French at school. (study)
5. Sue ___________ me a nice birthday present. (give)
6. We ___________ at home last night. (be)
7. It _________ a lot last week. (rain)
8. Lots of people ________ to Hawaii on holiday. (fly)
9. Dan _________ a nice poem. (write)
II. Put the verbs in brackets in the negative past form:
1. The children ____________ to school yesterday. (come)
2. Peter ___________ ill last week. (be)
3. We _______________ the film. (like)
4. Tom ______________ English fluently. (speak)
5. I _________ Sue at the pub. (meet)
6. Grandma ________ very fast. (drive)
7. Peter ___________ a birthday party. (have)
7. Paula _____________ Mr Smith’s explanation. (understand)
8. I ______________ a letter from Terry. (receive)
9. Mum _____________ pasta. (cook)
Activity (day 3)
ADELE – SOMEONE LIKE YOU
Ex. 1. Listen to the song and fill in the missing Word.
All the words should be written in a past simple form.
I ……………… that you're ………………… down
That you ………… .a girl and you're …………….now
I ……………………that your dreams ………………true
Guess she ………………………you things I didn't give to you
Old friend, why are you so shy?
Ain't like you to hold back or hide from the light
I hate to turn up out of the blue, uninvited
But I ……………………. stay away, I couldn't fight it
I had ………………………….you'd see my face and that you'd be
……………………..
That for me, it isn't over
***
Never mind, I'll find someone like you
I wish nothing but the best for you, too
Don't forget me, I……………….., I remember you
………….
Sometimes it lasts in love, but sometimes it
hurts instead
Sometimes it lasts in love, but sometimes it
hurts instead
You know how the time flies
Only yesterday ……………….the time of our
lives
We ………………. born and ……………….in a
summer haze
Bound by the surprise of our glory days
***
Nothing compares, no worries or cares
Regrets and mistakes, they're memories
……………….
Who would have known how bittersweet this
would taste?
***
Ex. 2. You were given the present forms of the verbs from the lyrics.
Match them with the past forms.
Present form
Past form
Translation
come
hope
can
beg
marry
say
give
make
find
be
remind
hear
settle
Ex. 3. Write ten sentences using the word in present form from the lyrics.
Activity (day 4)
1. Complete the fill gaps with the verb in brackets in past tense; translate to
Spanish and color the pictures.
1. He__________
2. He ____________
3. They_________
4. He___________
5. They___________
(drink) some milk.
(say) goodbye to his
mother.
(catch ) the bus to
school.
(have) a test.
(draw) in the Art
lesson.
6. He__________
7. She ___________
8.He __________
9. He ___________
10. He _________
(meet) Daisy.
(answer) some
emails.
(make) some
research.
(play) basketball.
(get) an A in the
English test.
11. He __________
12. He_________
13. He_________
14. They __________ 15. They _________
(take) his dog to the
park.
(sell) orange juice in
the park .
(write) a letter to
his grandparents.
(go) to the concert.
16. She__________
17. They __________
18. They ________
19. They __________ 20. He _________
(do) her homework.
(laugh) with a funny
story.
(leave) school at 4.
(come) back home.
(read) the
newspaper.
(ride) his horse.
Used to:
2. Write ten sentences using the “used to” expression in all grammatical
structures (+,-,?)
ACCESO AAPLICACIÓN
LA INFORMACION
Recordación:
¿QUÉ ES EL PASADO
¿CÓMO SE FORMA EL PASADO SIMPLE?
SIMPLE Y USED TO?
El pasado simple es una acción en
pasado en el cual se usa un verbo
auxiliar y un verbo principal. El
verbo auxiliar es “DID” y el verbo
principal puede ser regular o
irregular. ejemplo:
El pasado de los verbos regulares se forma agregando
“ed,o d” al verbo en presente y los verbos irregulares
tienen su forma propia porque pueden cambiar o
permanecer igual en su pasado como es el
presente.ejemplo:
Go-went
Jhon played soccer yesterday
Hit-hit
Jhon did not play soccer
Did Jhon play soccer?
La expression “used to”se usa para
hablar de acciones, actividades que
se hacian en pasdo y su significado
es solía…
La forma del “used” to es para hablar de acciones aun
no terminadas en pasado.
Ejemplo: I used to go swimming all
weekends but I do not have time
now.
Construcción en pequeño grupo:
1. Después de haber consultado y explicado la temática a tratar como lo es el
pasado simple y el “USED To” se hace una presentación biográfica de
personajes famosos del mundo a través de un centro literario teniendo en
cuenta el uso adecuado del pasado simple y la expresión USED TO.
Refinamiento:
1. A través de un mapa conceptual reorganice la información entendida.
2. Realice preguntas sobre las inquietudes que el tema le dejó.
3. Comparta la información obtenida a través de los diferentes ejercicios en
las páginas de consulta en internet.
ACCESORECAPITULACIÓN
A LA INFORMACION
Socialización al Gran Grupo:
1. Presentar las diferentes representaciones biográficas frente a sus
compañeros de clase y maestros.
2. A través de una socialización exprese lo que más le gustó de las
diferentes presentaciones en inglés.
3. Cada grupo realiza la coevaluación y la autoevaluación de su
desempeño.
Verificación:
1. Terminado el trabajo realizado por los grupos, el docente lleva a
cabo la heteroevaluación teniendo en cuenta: contenido de la
situación a trabajar, presentación de la misma, pronunciación
adecuada, correcta y respeto por los puntos de vista ajenos.
2. El trabajo realizado es evidenciado a través de frisos u otras
actividades artísticas o lúdicas de acuerdo con el interés del
estudiante y el desarrollo de las mismas.
Reflexión:
Realizar en el cuaderno la autoevaluación teniendo en cuenta
los tres aspectos básicos: qué sabía, qué sé, qué tuve que
desaprender y qué aporté al grupo como elemento innovador.
Realizar un DOFA donde se muestren concretamente las
inquietudes sobre el trabajo realizado.
Regulación:
La presente guía debe ser resuelta en su totalidad en el aula de clase.
El tiempo requerido para esta labor es el correspondiente a dos unidades.
La guía tendrá los tres momentos de la evaluación concretos en el formato.
Para hacerlo concreto en el cuaderno los aprendientes realizarán una
matriz de evaluación.
De los resultados obtenidos del DOFA realizado se implementan
estrategias de mejoramiento para fortalecer las falencias presentadas.