iiiDocente: Mg. SUGÉL TAPIA DÁVILA INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “JOSÉ SANTOS CHOCANO” BAGUA GRANDE – UCTUBAMBA – AMAZONAS Mg. SUGÉL TAPIA DÁVILA2 Mg. SUGÉL TAPIA DÁVILA3 MISIÓN El Instituto de Educación Superior Pedagógico Público “JOSÉ SANTOS CHOCANO” forma profesores competentes en Educación Básica Regular así como a niños y adolescentes para su incursión en el mundo laboral, académico y social mediante un sistema de enseñanza de calidad acorde a las exigencias y estándares del Sistema de Evaluación, Acreditación y Certificación de la Calidad de la Educación del sistema educativo peruano. VISIÓN Mg. SUGÉL TAPIA DÁVILA4 Aspiramos al 2017 ser una institución renovada y moderna al servicio de la población estudiantil basada en un modelo de gestión por resultados y un sistema interactivo de comunicación e información con predominancia de lo digital. Una institución caracterizada por la transparencia, eficiencia y eficacia que promueve el desarrollo integral de las competencias profesionales y humanas necesarias para la convivencia e integración en una sociedad global, competitiva y compleja. INTRODUCCIÓN El presente módulo de Inglés VII tiene como finalidad brindar a los estudiantes de la especialidad de Computación e Informática, contenidos gramaticales, lexicales, fonéticos y Mg. SUGÉL TAPIA DÁVILA5 culturales de un idioma diferente al suyo como herramienta que apoya el aprendizaje científico centrándose principalmente en el uso de recursos multimedia y videos, Además se realizarán ejemplificaciones sobre casos concretos de la carrera profesional de computación informática, donde se presenta al estudiante los conceptos avanzados del idioma y los pone en práctica en un contexto didáctico-teórico, haciendo uso de vocabulario de la vida cotidiana, respondiendo a las demandas del contexto socioeducativo y actuando como agente social con respeto y valoración. También se propone un conjunto de actividades que le permitirán al estudiante poner en práctica lo que aprende de manera que se haga una autoevaluación sobre sus avances y lo que aún necesita mayor refuerzo, buscando en otras fuentes o pidiendo ayuda a personas expertas en los contenidos considerados en el presente material de consulta. Este documento ha sido desarrollado teniendo en cuenta las unidades de competencia, criterios de desempeño, indicadores, contenido, productos y estrategias consignadas en el silabo del área en mención. El módulo de autoaprendizaje está estructurado en dos unidades, la primera unidad se denomina " The time grammar” y la segunda unidad corresponde a “It´s time to go”. COMPETENCIAS COMPETENCIA TRANSVERSAL UNIDADES DE COMPETENCIA Aplica el rigor científico en el procesamiento C1: Domina estructuras gramaticales como la Mg. SUGÉL TAPIA DÁVILA6 de la información para elaborar productos académicos. vos pasiva, verbos en gerundio, infinitivo, condicionales, expresiones de reporte y pronombres relativos para elaborar oraciones, textos escritos teniendo en cuenta el uso adecuado de la gramática. Mg. SUGÉL TAPIA DÁVILA7 CONTENIDO PROGRAMATICO N° CONTENIDOS SEMANA 01 Active and Passive voice in present: verb to be (am-is-are) and (was- were); verbs in past participle. 1y 2 02 Practice/Reading Comprehension 3y4 03 Gerund (verbs + ing) 04 Infinitives (verbs + to + infinitive) 4 y 5 04 Practice/Drill of exercises 06 Zero conditional 6 y 7 07 First conditional 08 Practice 8 y 9 09 Second conditional 10 Third conditional 10 y 11 11 Practice 12 I wish 12 y 13 13 Reported speech 14 Practice 14 y 15 15 Relative pronouns (who/that/which/whose/ where) 16 Cuestionarios de autoevaluación y coevaluación 16 y 17 Mg. SUGÉL TAPIA DÁVILA8 17 Project: Evaluate an educational software (advantages, disadvantages) 18 INDICE Pag. VISIÓN ………………………………………………………………………………… 2 MISIÓN ………………………………………………………………………………… 2 INDICE ………………………………………………………………………………… 3 INTRODUCCIÓN ……………………………………………………………………… 4 PROGRAMACIÓN ACADÉMICA …………………………………………………… 5 SESIONES ……………………………………………………………………………… 6 UNIT ONE ……………………………………………………………………………… 10 Mg. SUGÉL TAPIA DÁVILA9 THE TIME GRAMMAR UNIT TWO …………………………………………………………………………… IT´S TIME TO GO 27 BIBLIOGRAFÍA……………………………………………… 48 PÁGINAS WEB………………………………………………………………………… 48 ANEXOS………………………………………………………………………………… 48 UNIT ONE: THE TIME GRAMMAR Mg. SUGÉL TAPIA DÁVILA11 Lesson Nº01 PASSIVE VOICE PASSIVE VOICE IN PRESENT SIMPLE We use the active voice where the action of the verb falls on the subject. But in the passive voice the verbs action is directed toward the object. Active: My brother studies the lesson Passive: The lesson is studied by my brother. PRESENT SIMPLE IS FORMED: PASSIVE SUBJECT + TO BE ( IS/ARE ) + PAST PARTICIPLE. It is often used in business and in other areas where the object of the action is more important than those who perform the action. FOR EXAMPLES: We produce over 20 different models every year. CHANGES TO Over 20 different models are produced every year. RULES Subject ------changes to------Object Pronoun (her, him, us, me, them, you) Verb tense ---------------------Past Participle Object --------------------------What is done??? BASIC FORM SIMPLE PRESENT ACTIVE PASSIVE AFIRMATIVE Dan cleans the house The house is cleaned by Dan NEGATIVE Dan doesn´t clean the house The house is not cleaned by him Mg. SUGÉL TAPIA DÁVILA12 QUESTION: TO BE (AM, IS, ARE) + OBJECT + VERB PAST PARTICIPLE + BY + SUBJECT + COMPLEMENT? EXAMPLE: IS THE HOUSE CLEANED BY HIM? to be + past participle How to form a passive sentence when an active sentence is given: - object of the "active" sentence becomes subject in the "passive" sentence - subject of the "active" sentence becomes "object" in the "passive" sentence" (or is left out) Here you will find some examples of how to form the passive depending on the tense. Examples tense active passive Simple Present Peter builds a house. A house is built by Peter. Simple Past Use: was/were + past participle Peter built a house. A house was built by Peter. Present Perfect Use: has /have + been + past participle Peter has built a house. A house has been built by Peter. Past Perfect Use: had been + past participle Peter had built a house. A house had been built by Peter. will-future Use: will be + past participle Peter will build a house. A house will be built by Peter. going to-future Use: verb to be + going to+ be + past participle Peter is going to build a house in summer. A house is going to be built in summer by Peter. Mg. SUGÉL TAPIA DÁVILA13 PRACTICE o APPLY Turn into the passive The maid cleans the house every day. ……………………………………………………………………….. We make glass from sand. ……………………………………………………………………….. They built the bridge some years ago. ……………………………………………………………………….. The boy broke three windows. ………………………………………………………………………... The fire damaged many houses. ………………………………………………………………………... My friend offered me a nice present. ………………………………………………………………………... The Germans invented handball. ……………………………………………………………………….. Mother irons our clothes. ………………………………………………………………………... Write correct sentences in the passive Past simple Telephone / invented / graham bell / by / was / _______________________________________ Brother / bitten / a dog / was / by ______________________________________ A thief / stolen / were / by / My keys ____________________________________ The lightening / was / damaged / by / the house Present simple . Football / played / everybody / is / by ___________________________________ . Repaired / cars / are / by / mechanics _________________________________ . Are / woodcutters / cut down / by / tree _____________________________________ . Grass / is / gardeners / by / cut ______________________________________ Choose the correct sentence people choose the president People are chosen by the president The president is chosen by people The president is choose by people Columbus discovered America America was discovered by Columbus America were discovered by Columbus America is discovered by Columbus Many persons speak English English was spoken by many persons English is spoken by many persons Many persons are spoken by English Benjamin Franklin created the first public library Benjamin Franklin is created by the first public library. The first public library were created by Benjamin Franklin. The first public library was created by Benjamin Franklin. Mg. SUGÉL TAPIA DÁVILA14 I. I. 1. He found the child in the park. ________________________________ 2. They broke the glasses with a stone. ________________________________ 3. She saw the mouse in the kitchen. _________________________________ 4. I poished the furniture in the afternoon. _________________________________ 5. He made the dress. ________________________________ 6. Somebody pushed Mary into the water. _________________________________ _ 1. He didn’t grow tomatoes in his garden. _____________________________ 2. They didn’t fly the planes in the morning. ______________________________ 3. She didn’t sing the song after the ceremony. ______________________________ 4. Some readers didn’t like the book. ______________________________ 5. We didn’t translate the book into English. ______________________________ _ 1. ________________________________________________________? The car was driven by Mark 2. ________________________________________________________? The plane was flown over the airfield 3. ________________________________________________________? Two bottles of coke are drunk by him every day 4. _________________________________________________________? No, flowers aren’t picked by secretaries. 5. ___________________________________________________________? Yes, “Material Girl” was sung by Madonna. Mg. SUGÉL TAPIA DÁVILA15 II. Write passive sentences in Present Perfect. 1. the postcard / send The postcard has been sent. 2. the pencils / count _____________________________. 3. the door / close _____________________________ 4. the beds / make _____________________________. 5. the mail / write _____________________________. 6. the trees / plant ______________________________ 7. the money / spend ______________________________ 8. the room / book / not ______________________________ 9. the rent / pay / not ______________________________ 10. the people / inform / not ______________________________ III. Rewrite the sentences in passive voice. 1. Jane will buy a new computer. A new computer will be bought by Jane. 2. Her boyfriend will install it. ______________________________________ 3. Millions of people will visit the museum. ______________________________________ 4. Our boss will sign the contract. _____________________________________ 5. You will not do it. _____________________________________ 6. They will not show the new film. ____________________________________ 7. He won't see Sue. ____________________________________ 8. They will not ask him. ____________________________________ 9. Will the company employ a new worker? ____________________________________ 10. Will the plumber repair the shower? _____________________________________ Mg. SUGÉL TAPIA DÁVILA16 GERUND OR INFINITIVE VERBS FOLLOWED BY -ING admit anticipate avoid consider delay deny detest dislike Lesson N o 02-03 GERUNDS (VEBS + -ING) AND INFINITIVES (VERBS + TO + INFINITIVE) 1 st . option - RULE Gerunds are often used when actions are real, concrete or completed: I stopped smoking. (The smoking was real and happened until I stopped.) Infinitives are often used when actions are unreal, abstract, or future: I stopped to smoke. (I was doing something else, and I stopped; the smoking had not happened yet.) FILL THE GAPS WITH EITHER AN INFINITIVE OR A GERUND ACCORDING TO THE RULE ABOVE: 1. Why don’t you stop (work) ______________ and take a rest? 2. The annoyed man threatened (call) __________________ the police. 3. When we told him the plan, he agreed (join) ________________ our team. 4. We can’t afford (buy) _____________ a new car. 5. Do you enjoy (make) _____________ other people angry? 6. This kind of sport involves (train) ____________ daily. 7. If you have finished (have) __________ your lunch, clear the table, please. 8. I had never anticipated (pay) ____________ so much for the redecoration. 9. Everybody dislikes (do) ___________ exams. 10. I was a bit lazy this time, but I promise (study) ____________ harder next time. 11. He managed (fix) _____________ the TV set himself. 12. If you want a quiet holiday, you should avoid (go) ____________ the coast in summer. 13. Do you intend (get) _____________ fit? 14. I admit (cheat) ____________ in the exam. 15. I missed (have) _____________ dinner with my old school mates. 2nd option - STUDY LISTS OF VERBS enjoy escape excuse finish forgive involve keep mention mind miss pardon postpone practise risk stop suggest understand It’s no good It’s no use It isn’t worth can’t stand / resist can’t help Mg. SUGÉL TAPIA DÁVILA17 VERBS FOLLOWED BY TO- INFINITIVE Exercises FINISH THE SENTENCES USING GERUND OR INFINITIVE AS NECESSARY: 1. In this place there are rules to follow. If you want to be a member, you must swear … 2. This is a very badly organized project, I will never consider … 3. He never listens to other people’s advice. It’s no good … 4. Some people are fashion victims. They tend … 5. You know you must help at home. You won’t escape … 6. He is an expert driver. He learned … 7. Reliable friends are always there for you. They never fail … 8. I can’t stand my boss. I have decided … 9. I’m not sure why she left, but she mentioned … 10. If I don’t have anything interesting to do I don’t mind … 11. He only wants privacy. He can’t understand people … agree appear arrange care decide fail hesitate hope intend learn manage prepare promise refuse seem swear tend threaten afford Mg. SUGÉL TAPIA DÁVILA18 12. Peter started going out with another girl. I will never forgive Peter … 13. I will have a very busy day tomorrow, however, I have arranged … 14. Although she isn’t a professional dancer, she practises … 15. I love Scotland. I hope … 16. My box of chocolates disappeared. My little brother admitted … 17. That part of the town is very dangerous. I never risk … 18. We like Italy so much that we keep … 19. He looks worried. He seems … 20. I hate crowded roads. I can’t stand … Lesson N o 04 INFINITIVES (VERBS + TO + INFINITIVE) AND GERUNDS (VEBS + -ING) When one verb follows another, it may appear in the infinitive or –ing form. The form depends on the first verb, and the following structures are possible. VERB + (OBJECT) + INFINITIVE –TO E.g. Most people want to leave for a 100 years. Other verbs include: allow (object+ to), decide, hope, manage, promise, teach (object+ to). We also use the infinitive with –to with would + verb. E.g. I like playing/to play tennis. (Both options are correct). VERB + -ing. E.g. We prefer watching comedies. Other verbs include: practise, recommend, suggest, understand... We also use the –ing form after a preposition. E.g. I’m going to give up learning Spanish. VERB + infinitive (to) or –ing. E.g. I like to travel/I like travelling. (Both options are correct). Other verbs include: advise, begin, continue, like, love, hate... Mg. SUGÉL TAPIA DÁVILA19 EXERCISES: A) Complete the sentences with the verbs in brackets in the correct form. - Most people want ______ (live) in this part of town. -She decided _______ (cancel) the appointment. - Do you enjoy ______ (watch) TV? - He taught me ________ (play) chess. - They’re really good at _______ (help) problems. - We should carry on _______ (drive) for another hour. - Are you allowed ________ (come) with me? - They suggested ________ (take) the train. - I’d love ________ (see) that new film. - They started ________ (study) English when they were 7 and now, they like _____ (learn) new things. B) Underline the correct form. If both forms are possible, underline both. - Will good food enable people to live/living longer? - I don’t want to work/working when I’m 65. - We don’t need to keep on to travel/travelling. - Do you enjoy to shop/shopping new things? - They promised to pick/picking up from the airport. - At what age did you start to worry/worrying about money? - She decided to buy/buying new clothes. - Would you like to have/having something to eat? - I like to walk/walking early in the morning. - Many people hate to learn/learning new things. - He succeeded in to convince/convincing them to employ him. - Romeo and Juliet continued to see/seeing each other even their parents tried to stop/stopping them. Mg. SUGÉL TAPIA DÁVILA20 Lesson N o 05-06 ZERO CONDITIONAL THE ZERO CONDITIONAL – RULES: In these sentences, the situation is present (now) and speak about general truths or scientific facts. IF + PRESENT TENSE, PRESENT TENSE If it is warm, I turn on the electric fan. I turn on the electric fan if it is warm. If he eats all the vegetables, his mother smiles. His mother smiles if he eats all the vegetables. Ex: If it is too hot, the ice melts. Or note: the “if clause” can be first or second. Ex: The ice melts if it is too hot. EXERCISES: A - Now try to practice what you have just learnt: 1. If there ________(be) mice in this room, I leave immediately. 2. She _________ (need) painkillers if she has a toothache. 3. If he travels, he ________________(lose) his job at once. 4. If you earn a high salary, you ________________ (pay) many taxes. 5. If you ______________(not run) now, you lose the train. 6. If you ______________ (see) Michael, tell him to email me. 7. Ben ____________ (catch) the bus if he gets up early. IF CLAUSE: IF + SIMPLE PRESENT MAIN CLAUSE: SIMPLE PRESENT Mg. SUGÉL TAPIA DÁVILA21 8. If you hurry up, you still ______________ (have) time to catch the bus. 9. If she _____________ (dress) well, she looks like a wealthy girl. 10. He _____________(can) write good stories if he feels like it. B. Match the parts of the sentences to make one and correct. 1. If you heat water, a. it produces greenhouse gases 2. If people don't eat or drink, b. the sea level rises 3. If I am late, c. they become extinct 4. If you have a toothache, d. the greenhouse effect gets worse. 5. When factories use fossil fuels, e. it boils. 6. When you burn oil, f. you save up energy 7. When people cut down trees, g. my father takes me to school. 8. When icebergs melt, h. it is deforestation 9. If you use air conditioning wisely, i. you visit the dentist 10. If people don’t protect animals, j. eventually they die. C. Type O Conditional feels he or she always If the sun …………………(rise) high, rises If the sun * (rise) it ……………………(become) very hot. becomes it * (become) very Plants ………………….(die), die Plants * (die), if it ……………………………(do) not rain. People …………………..(get) fat, get People * (get) fat, if they ………………….(eat) junk food. eat if they * (eat) junk If a person ………………..(practise) sports, practises If a person * (pra he or she always ……… (feel) good. D. Now, match the sentences: If it is cold, they die. If you never say “please”, I put on my sunglasses. If you don’t water the plants, I put on a coat. Mg. SUGÉL TAPIA DÁVILA22 If it rains, you are not very polite. If it’s sunny outside, I open my umbrella. If you put water into the freezer, my parents are very proud of me. If my grades are good, it turns to ice. Lesson N o 07 FIRST CONDITIONAL Type 1 Conditional FORM: IF + PRESENT SIMPLE + WILL Example: If i have time, I will buy the newspaper. IF + PRESENT SIMPLE + IMPERATIVE Example: If you see tom, give him this letter. WE USE THE FIRST CONDITIONAL TO EXPRESS SOMETHING THAT IS POSSIBLE WILL HAPPEN IN THE PRESENT OR FUTURE MATCH THE SENTENCES HALVES AND WRITE OUT THE COMPLETE SENTENCE 1-IF YOU DON’T GET UP SOON 2-IF YOU ARE LATE FOR CLASS AGAIN 3-IF YOU DON’T TAKE A MAP 4- IF IT IS SUNNY 5-IF WE SEE A RESTAURANT 6-IF YOU DON’T STUDY A-THE TEACHER WILL BE ANGRY B- YOU WON’T PASS THE EXAM C- WE WILL GO TO THE PARK D- YOU WILL GET LOST E-YOU WILL MISS THE BUS F- WE WILL STOP AND HAVE LUCH COMPLETE THE SENTENCES. IF YO 1- IF YOU SEND THE LETTER NOW, SHE ___________(RECEIVE) IT TOMORROW. 2-IF I __________ (HAVE) MONEY, I WILL BUY A NEW CAR. 3-IF I __________(BE) COLD, I WILL WEAR MY COAT. 4-SHE _________(NOT/ WIN) THE GAME, IF SHE DOESN’T KNOW THE RULES. 5-SHE WILL GO SHOPPING , IF SHE _________(HAVE) TIME. 6-IF IT RAINS, I __________( NOT/GO) TO THE PARK. 7-THEY WILL GO TO THE PARTY, IF SHE ___________ (INVITE) THEM. 8- IF HE GETS A TICKET, HE ____________ (TRAVEL) TO PARIS. Mg. SUGÉL TAPIA DÁVILA23 If you ……………(cook) the supper, I………..……(wash) the dishes. She ………………..(pass) the test if she ……………..(study) hard. If it …….. (be) sunny, we …….. (go) to the park. Paula ………..(be) sad if Juan ………. (leave.) Decide which conditional it is, 0 or 1? Try to put the verbs in the correct form. COMPLETE THE SENTENCES WITH THE SUITABLE VERB TENSE. *The football match___________(be) cancelled if it __________(rain) *I____________( go) to the party if Connie _______( come) with me *If you____________(not drive) carefully, you ___________ (have) an accident *If someone______________(not water) these plants they_______(die) *If we___________(walk) so slowly, we_________(be) late *If we_____________(run), We____________(no be) late *If you___________(carry) too many eggs, they _________ (break) FIRST CONDITIONAL QUIZ 1-IF PAUL PASSES HIS EXAMS, HIS FATHER.......... WILL BUY HIM A BIKE / WILL TO BUY HIM A BIKE. 2-IF TOMORROW RAINS, WE....... TAKE OUR UMBRELLAS / WON’T TAKE OUR UMBRELLAS. 3-I WILL GO TO THE CINEMA.............. IF I FINISHES MY HOMEWORK / IF I FINISH MY HOMEWORK. 4- IF YOU EAT LESS CHOCOLATES YOU........ WILL FEEL BETTER / WILL TO FEEL BETTER. 5-HE WILL PHONE HER..................... IF HE HAS HER TELEPHONE NUMBER / IF HE HAVE HIS TELEPHONE NUMBER. Mg. SUGÉL TAPIA DÁVILA24 Lesson N o 08 SECOND CONDITIONAL IF + PAST TENSE, WOULD + BASE FORM OF A VERB If I watched TV at night, I wouldn’t sleep very well. I wouldn’t sleep very well, if I watched TV at night. If you listened to me, you wouldn’t be so sad now. You wouldn’t be sad now, if you listened to me. EXERCISES: If you ………………(drop) an apple, it ………………(fall). I ………………(get) tired if I ………………(work) too much. Water ………………(boil) if you ………………(heat) it to 100 C I ………………(phone) my friend if I ………………(have time today. If you ………………(freeze) water, it ………………(turn) into ice. If it ………………(rain) today, I ………………(stay) at home. If I ………………(see) you tomorrow, I ………………(buy) you a drink. We……………… (go) to the beach if it……………… (be) warm tomorrow We use second conditional when we want to talk about an imaginary or impossible situation. If I were the president I would build more schools. *TO GIVE AN ADVICE, IN THIS CASE WE USE IF I WERE YOU FOR THE IF CLAUSE AND WOULD FOR THE MAIN CLAUSE. If I were you, I would go on a diet. COMPLETE THE SENTENCES 1- IF I ...........(EARN) MORE MONEY I WOULD BUY A NEW HOUSE. 2- IF SHE ...........(NOT WATER) THE PLANTS, THEY WOULD DIE. 3- IS SHE WASN’T A GOOD PLAYER, SHE ................(NOT BE) IN THE TEAM. 4- I .............(GIVE) A PARTY IF I LIVED IN A BIG HOUSE. 5- WHAT................(YOU/DO) IF YOU WON THE LOTTERY? Mg. SUGÉL TAPIA DÁVILA25 Match the parts of the sentences to make one and correct. Complete the sentences: 1. If I won the lottery, a. if it didn’t rain. 2. If I were in Brazil, b. I wouldn’t do that. 3. They wouldn’t work any more c. I would travel around the world. 4. We could go out d. if you were me? 5. What would you do e. if they won the lottery. 6. If I were you f. I would go to Rio de Janeiro. CIRCLE THE RIGHT OPTION 1- If I knew/would know the answer I would tell you 2- If Mary had his cell phone number, She would phone/ phoned him. 3- If he wouldn’t be/ wasn’t so shy, He would go to parties. 4- If I were rich, I would travel/ travelled around the world. 5- She would get the job If they would speak/ spoke English. PRARAPHRASE THESE SENTENCES USING THE SECOND CONDITIONAL 1- I won’t buy It I don’t have enough money If……………………………………………………………………………. 2- I won’t make my bed, I don’t have time. If………………………………………………………………………… 3- He won’t go to the cinema, he doesn’t like films. If………………………………………………………………………………………… 4- I never do my homework, so my teacher always gets angry with me. If……………………………………………………………………………………………………………………………. 5- I don’t have a car, so I have to take the bus. If……………………………………………………………………………… Mg. SUGÉL TAPIA DÁVILA26 If you didn’t eat so much, ____________________________________________________________. If she truly loved him, ________________________________________________________________. If I left home, _______________________________________________________________________. If he walked his dog, ________________________________________________________________. If we talked to each other, ___________________________________________________________. If they had more money, _____________________________________________________________. Some common superstitions! Which conditional – 0,1,2 ? Decide. Fill in the sentences with the correct form of the given verb. If you break a mirror, seven years of bad luck will follow. If you drop a fork, a man will come to visit you. If you drop spoon, a woman will come to visit you. If a bird flies into your house, a death will occur. If you sweep under someone's feet, that person will never marry. If the first butterfly you see in the year is white, you will have good luck all year. If a black cat walks towards you, it brings good fortune, but if it walks away, it takes the good luck with it. If a friend gives you a knife, you should give him a coin, or your friendship will soon be broken. If the bottom of your feet itches, you will make a trip. Mg. SUGÉL TAPIA DÁVILA27 If you …………(boil) water, it ……………( turn) to steam. If I ………. (be) an astronaut, I ……………..(take) the photos of Turkey from space. If you ………… (put) a stone in the water, it …………..(go) down. If you ……………(put) oil into water it ………………….(float) If there …………..(be) no water on earth, we ………………….(not, exist). If you ……………….(be) a bird, where …………..you ………….( fly) to? Anna …………………..(pass) the test if she ………(study) hard enough. If you ……………..( heat) ice it ……………..(melt) I ……………….(not, do) that if I ………………….(be) you. If he ………………….(get) any worse I…………………. (take) him to the doctor's. If the snow ………………….(get) any worse we………… (have ) stop walking. If ice (melt), it ……………………(turn) to water. UNIT TWO: IT´S TIME TO GO Mg. SUGÉL TAPIA DÁVILA28 Lesson N o 10 THIRD CONDITIONAL 3rd Conditional is used to talk about actions, and if they have happened, the consequence would have been done. So, we use this conditional in order to talk about unreal things that could have happened, and if they have happened the consequence would have been done. We form it: IF+ PAST PERFECT, would+ PRESENT PERFECT. (had + V ) (have + V ) E.g. If I had seen you, I would have said hello. A) Rewrite the sentences using 3rd Conditional. - not met you/my life different. If I hadn’t met you, my life would have been different. -not wake up early/not arrive. ________________________________ ________________________________. -live here/see that literature was... ________________________________ B) Match the 2 halves of the sentences. Remember 3 rd Conditional’s form. 1) If I hadn’t met my best friend, 2) we wouldn’t have arrived late 3) they wouldn’t have seen that advert. 4) If they had started 2 years before, 5) If I had known that you were here, 6) they would have won the match. 7) If he had seen the sign, 8) The police wouldn’t have given him a ticket. Mg. SUGÉL TAPIA DÁVILA29 CHOOSE THE RIGHT OPTION 1-IF I HAD CHECKED/WOULD HAVE CHECKED THE TEST, I WOULD HAVE SEEN THE MISTAKES. 2-IF SHE HAD GOT UP EARLIER, SHE WOULDN’T HAVE MISSED/HADN’T MISSED THE BUS. 3- SHE WOULD HAVE GOT THE JOB, IF SHE HAD HAD/ WOULD HAVE HAD EXPERIENCE 4-PETER WOULDN’T HAVE CRASHED/ HADN’T CRASHED, IF HE HAD BEEN MORE CAREFUL 5- YOU WOULN’T HAVE LOST, IF YOU HAD TAKEN/WOULD HAVE TAKEN A MAP C. Now, rewrite sentences using the contexts. Use 3 rd Conditional. Oh! It’s 12 o’clock and I will probably be late! I should get up early. If I had got up earlier, I would have arrived on time. She’s my best friend, I will never forget what she has done for me. ___________________________________________________. He’s my boss! I haven’t said him hello because I haven’t seen him. ___________________________________________________. I should have studied German before, now it’s quite difficult. ___________________________________________________. Mg. SUGÉL TAPIA DÁVILA30 PARAPHRASE THESE SENTENCES 1-SHE FAILED HER DRIVING TEST BECAUSE SHE WENT THROUGH A RED LIGHT IF....................................................................................................................................................... 2-WE MISSED THE START OF THE FILM BECAUSE WE ARRIVED LATE 3. WE DIDN’T GO ON HOLIDAYS BECAUSE WE DIDN’T HAVE ENOUGH MONEY. 4- I DIDN’T BUY THE COAT BECAUSE I DIDN’T HAVE MY CREDIT CARD 5- WE DIDN’T POSTPONE THE MEETING BECAUSE SHE DIDN’T TELL US ABOUT HER ACCIDENT. COMPLETE THE SENTENCES 1-IF I....................(NOT BE) BUSY LAST NIGHT, I .......................(GO) TO THE PARTY 2-IF YOU ........................(COME) TO THE PARTY, YOU..........................(MEET) OLD FRIEND OF US. 3-IF EVERYONE.........................(SPEAK) THE SAME LANGUAGE, LIFE......................(BE) DIFFERENT 4- IF I...........................(NOT DRIVE) TOO FAST, THE POLICE............................(NOT STOP) ME. 5. YOU..........................(GET) AN “A”, IF YOU.........................(NOT MAKE) THOSE MISTAKES. COMPLETE THE SENTENCES 1- IF I ..................................(WANT) A SANDWICH, I WOULD HAVE ASKED FOR ONE. 2- IF HE.............................(GO) TO UNIVERSITY, HE WOULD HAVE GOT A BETTER JOB. 3- I ...........................(SEND) HIM A BIRTHDAY CARD, IF SOMEONE HAD REMINDED ME. 4- IF HE HADN’T STOLEN THE MONEY, HE.................................(NOT BE) IN PRISON. 5- IF I..............................(NOTICE) HIM, I WOULD HAVE SAID “HELLO”. Lesson N o 11 … 1. Choose wishes referring to the present: 1. I wish he was a pilot. 2. We wish they had brought sandwiches. 3. He wishes she phoned in the evening. 4. Tim wishes he had copied the lecture. 5. Liz wishes she had done her homework. 6. Nick wishes he was in the club. 7. They wish they were at the concert. 8. Tom wishes he bought a new CD. 9. We wish we hadn’t lost our money. 10. I wish I went to the football match. 11. They wish Liz explained the situation. 12. Sam wishes he had completed the report. 1. Choose wishes referring to the past: 1. Sam wishes he had brought the book. 2. I wish she came in time. 3. Tim wishes he hadn’t fallen. 4. Kate wishes she had got good grades. 5. I wish I watched TV in the evening. 6. He wishes he had come to London with us. 7. Ben wishes he hadn’t lost the key. 8. I wish I bought a new dress. 9. She wishes she went to the disco today. 10. I wish I were taller. 11. Liz wishes she had cooked lunch. 12. They wish they saw this competition. 2. Fill in the verbs with the wishes in the present: 1. I wish he ____ (go) to the exhibition. 2. She wishes Nick ____ (call) her. 3. Tim wishes he ____ (write) the letter. 4. Kate wishes Sally ___ (send) an SMS. 5. I wish Tim ____ (arrive) in time. 6. They wish they ____ (go) to the gym. 7. We wish we ____ (buy) this computer. 8. I wish Mona ____ (be) happy. 2. Fill in the verbs with the wishes in the past: 1. I wish I ____ (go) to Paris. 2. Paul wishes he ____ (buy) a new CD. 3. We wish we ____ (visit) the exhibition. 4. I wish I ____ (hear) this concert. 5. He wishes he ____ (not loose) his passport. 6. Mag wishes she ____(cook) dinner. 7. I wish I ____ (go) to bed earlier. 8. They wish they ____ (not see) this quarrel. When we use wish+ past, we speak about our wish in the present. I wish I were a doctor. I wish they went to the concert I wish we were together. When we use wish+ past perfect, we say that something had happened differently from our wish in the past. I wish he hadn’t seen that film. (But he saw) Mg. SUGÉL TAPIA DÁVILA31 Lesson 12 REPORTED SPEECH When do we use reported speech? Sometimes someone says a sentence, for example "I'm going to the cinema tonight". Later, maybe we want to tell someone else what the first person said. We use a 'reporting verb' like 'said' or 'told'. If this verb is in the present tense, it's easy. We just put 'she said' and then the sentence: Direct speech : “I like ice cream.” Reported speech: She said she liked ice cream. Tense Direct Speech Reported Speech present simple “I like ice cream. She said (that) she liked ice cream. present continuous “I am living in London.” She said she was living in London. past simple “I bought a car.” She said she had bought a car OR She said she bought a car. past continuous “I was walking along the street.” She said she had been walking along the street. present perfect “I haven't seen Julie.” She said she hadn't seen Julie. Mg. SUGÉL TAPIA DÁVILA32 past perfect* “I had taken English lessons before.” She said she had taken English lessons before. will “I'll see you later.” She said she would see me later. would* “I would help, but.” She said she would help but... can “I can speak perfect English.” She said she could speak perfect English. could* “I could swim when I was four.” She said she could swim when she was four. shall “I shall come later.” She said she would come later. should* “I should call my mother.” She said she should call her mother. might* "I might be late". She said she might be late. must "I must study at the weekend". She said she must study at the weekend OR She said she had to study at the weekend. Reported Questions So now you have no problem with making reported speech from positive and negative sentences. But how about questions? Direct speech: "Where do you live?" How can we make the reported speech here? Do you see how I made it? The direct question is in the present simple tense. We make a present simple question with 'do' or 'does' so I need to take that away. Then I need to change the verb to the past simple. To reported questions we use asked. Example. Direct speech: "Where do you live?" Reported speech: She asked me where I lived. Another example: Direct speech: "where is Julie?" Reported speech: She asked me where Julie was. Here are some more examples: Mg. SUGÉL TAPIA DÁVILA33 Direct Question Reported Question “Where is the Post Office, please?” She asked me where the Post Office was. “What are you doing?” She asked me what I was doing. “Who was that fantastic man?” She asked me who that fantastic man had been. Here's a table of some possible conversions of expressions of time: now then / at that time today yesterday / that day / Tuesday / the 27th of June yesterday the day before yesterday / the day before / Wednesday / the 5th of December last night the night before, Thursday night last week the week before / the previous week tomorrow today / the next day / the following day / Friday EXERCISES: "I was very thirsty," he said. → He said ________________________________ "Be careful," she said. → She told me ______________________________ "Why haven't you told me?" he asked me. → He wondered _________________________________ "I cannot take them home," he said. → He said __________________________________ He said, "Don't go to the beach alone." → He told us_______________________________ "Have you been shopping for food?" he asked us. → He wanted to know ___________________________ "What's the time?" he asked. → He asked ___________________________ "When will we see each other again?" she asked me. → She asked me ____________________________ "Where did they live before moving here?" he asked. → He wanted to know ________________________ "Will you be at Tom's party?" he asked her. → He asked her _______________________________ "Can you meet me at the train station?" she asked me. Mg. SUGÉL TAPIA DÁVILA34 → She asked me _________________________________ "Did you see that great car?" he asked me. → He asked me __________________________ She said, "I went to the cinema with my boyfriend yesterday." → She said ____________________________ He said, "I am writing an essay tomorrow." → He said _____________________________ You said, "I will do this for you." → You said _________________________ She said, "I am not tired now." → She said ________________________ They said, "We have never been here before." → They said _______________________ They said, "We were in Paris last week." → They said ______________________ He said, "They won't sleep." → He said _______________________ She said, "It is very quiet here." → She said ______________________ Lesson 13 - 14 RELATIVE PRONOUNS (WHO, THAT, WHICH, WHOSE, WHERE) who refers to people That's the man who lives in the house on the hill. which refers to things That's the car which I bought last year. where refers to places London is the city where I learned English. Whose It is used to refer to possession . Whose is that dictionary? . Have you seen the girl whose father died? That It is used to refer to people, animals, It can replace WHO or WHICH The blue jacket that she is putting on belongs to her friend. Fill in who , which or where This is the boy __________ had an accident. Yesterday I saw a car__________ was really old. Mg. SUGÉL TAPIA DÁVILA35 Mandy is the girl ___________ I met on Friday. The robber stole the car _______________ the lady had parked in front of the supermarket. Can I talk to the girl ________________ is sitting on the bench? This is the hotel___________ I always stay when I go to Paris. Where is the bottle of Coke _____________ I bought this morning? Mr Jones, ___________ is a taxi driver, lives on the corner. He cleaned the ____________ had an accident. This is the girl ______________ comes from Spain. That's Peter, the ____________ has just arrived at the airport. The shopping centre is a place __________you can buy a lot of things. Write one sentence using a relative pronoun: who , which or where My father lives near the sea. He loves sailing ___________________________________________________________________ Peter is a friend of mine. He spends his holidays in the mountains ___________________________________________________________________ Jorge Amado is a famous writer. He lives in Bahia. ___________________________________________________________________ Those girls love bying new clothes. They go shopping once a week. ____________________________________________________________________ Susan speaks four languages. She wants to be an interpreter. ___________________________________________________________________ Those top models are beautiful. They earn a lot of money. ____________________________________________________________________ George is a friend of mine. He works at mcDonald’s ____________________________________________________________________ Those woman never go out. They watch TV all day. ____________________________________________________________________ Fill in each blank space with who, which, or whose. REMEMBER: Who is generally used for people, which - for things, andwhose indicates possession (ex: "the man whose wallet I found"). 1. The man _____________(who/which/whose) house we stayed in is my uncle. 2. At first, I couldn't tell ___________(who/which/whose) he was, but then I recognized him. 3. The guy __________(who/which/whose) sold me my car is a crook. 4. ____________(Who/Which/Whose) pen did he give you? The blue one. 5. I couldn't decide ____________(who/which/whose) camera was right for me. 6. ____________(Who/Which/Whose) turn is it to wash the dishes? 7. I can't decide _____________(who/which/whose) the best candidate is. Mg. SUGÉL TAPIA DÁVILA36 8. His last book, ___________(who/which/whose) I didn't read, was very successful. 9. I don't know ____________(who/which/whose) song that is, but it's not theirs. 10. My friend John, ____________(who/which/whose) doesn't speak French, had trouble communicating in France. FILL IN THE GAPS WITH WHO, THAT, WHICH, WHOSE AND WHERE IF NECCESARY. PUT – IF NO WORD IS NEEDED. A Wild Sheep Chase is the extraordinary novel (1) that brought its author, Haruki Murakami, to public attention. The book, (2) ______ is set in Japan, begins simply enough. A young man (3) ______ works for an advertising agency, gets a postcard from a friend. He decides to use the postcard, (4) _______ shows a photo of a country scene, for an advertisement (5) _______his company is making. However, he doesn’t notice that in the photo there is a sheep (6) _______ has a star on its back. This photo attracts the attention of a strange man in black, (7) _______ offers him a choice – find the sheep or lose everything. The search for the sheep takes the main character, (8) _______name is never revealed, from Tokyo to the mountains of northern Japan, (9) _______ he has to face a number of dangers. Haruki Murakami, (10) _______ other books are available in English, is now one of Japan’s best known writers. Lesson 15 DEFINING AND NON-DEFINING RELATIVE CLAUSES (WHO, WHICH, THAT, WHOSE, WHERE) DEFINING RELATIVE CLAUSES: Gives us the information that is necessary for the noun which we are referring. the defining relative clause is used without putting commas. EXAMPLE: I met a boy who has never been abroad. NON DEFINING RELATIVE CLAUSES: Gives us extra information about the noun we are referring. The non - defining relative clause is separated from the main clause by a comma. the main clause makes sense without this extra information. EXAMPLE: Peter, who you met last night, is sandra’s brother. THE RELATIVE PRONOUNS ARE: WHO: For people WHERE: For places WHICH: For things or animals WHEN: For time WHOSE: For people, animals or things THAT: For people, things or animals. (it is used with defining relative clauses) WRITE THE CORRECT RELATIVE CLAUSE AND PUT THE COMMA WHERE NECESSARY. 1-My sister …………is a teacher lives in australia. 2-The town …………. i grew up is very small. 3-The sweater ………….. john bought me is too small. 4-The subjects …………… i’m studying is too difficult. 5-The shop …………… is near my house has beautiful clothes. Mg. SUGÉL TAPIA DÁVILA37 6-The country …………. i want to visit most is france. 7-Terry …………..is very lazy failed his maths exam again. 8- Jane …………..hobby is skating has broken her leg. JOIN THE SENTENCES USING WHO, WHICH, WHEN, WHERE OR WHOSE 1-March was the month. i was born then. ………………………………………………………………………………….. 2- Mar del plata is the place. i used to go on holidays. ……………………………………………………………………………………. 3-This is my new shirt. i bought it in the new shop. …………………………………………………………………………………… 4-Here is the book. i told you last week …………………………………………………………………………………… 5-This is mrs taylor. her daughter works in my office. ……………………………………………………………………………………. 6-I saw a film. it was very funny. ……………………………………………………………………………………. 7-That’s the hotel. i stayed last holidays ____________________________________________ CHOOSE THE RIGHT OPTION 1-This the book which/who i read yesterday 2-This is the place who/where i met my friend 3-Sally is the girl who/whose sister is my teacher 4- Tom is the boy who/whose live opposite my house 5-This is the city where/which i can’t find on the map 6-The bag which/ where i couldn’t find yesterday was under the bed 7-That is the beach where/which is crowded in summer. DECIDE WHETER THE FOLLOWIN SENTENCES ARE DEFININIG, NON -DEFINING OR COORDINATING. Write commas when necessary 1. Alan whose job involves travelling a lot has already been to all countries in Europe. 2. The house I have just rented is near my office. 3. He offered me to let me stay in his house which was very kind of him. 4. This is the new teacher that I told you about. 5. Madonna who is a well-known singer is over 50. 6. You can visit London by boat which is pleasant. 7. That is the woman who complained about the room service. 8. The part of the city where I live is very noisy which makes it difficult to sleep at night. Mg. SUGÉL TAPIA DÁVILA38 JOIN THESE SENTENCES USING RELATIVE PRONOUNS OMIT THE PRONOUN IF POSSIBLE. ADD COMMAS IF NECESSARY. • My school is very big. It is in Madrid. • My school _____________________________ is very big. • I bought this cake yesterday. It is delicious. • The cake ____________________________is delicious. • Anna is a nurse. Her father is a doctor. • Anna_________________________ is a nurse. • I bought a TV set last month. It doesn't work properly. • The TV_________________________ doesn't work properly. • Mr Dale is a very famous doctor. We visited him last week. • Mr Dale ________________________is a very famous doctor • Peter has a new dog. It is very friendly. • The new dog __________________________ is very friendly. Lesson 16 – 17 – 18 PROJECT: EVALUATE AN EDUCATIONAL SOFTWARE (ADVANTAGES, DISADVANTAGES) Computers offer incredible opportunities to advance education in all types and ages of students. There are actually a lot of different types of educational software, including: Interactive software for preschool children who aren’t ready to use a mouse or keyboard quite yet. Educational software for teaching academic skills such as math. Programs that will teach children basic keyboarding skills. Software that teaches children how to think logically and to solve problems. Artistic software that your child can use to create and color 3D pictures. These can usually be printed out. Why it is Important to Use There are lots of great reasons why you should consider using educational software in your classroom. For instance, this software will enable your students to become more effective independent learners. Mg. SUGÉL TAPIA DÁVILA39 Even severely disabled students can succeed herein because this software places everyone on the same level. This software can also enable students to gather information that otherwise would have been impossible, time-consuming or costly. For instance, data from outer space can now be utilized. Students can also experiment with the changing aspects of a model like increasing or lowering interest rates in order to see how this affects the economy. All of this can be very motivational for students and these are just some of the numerous advantages of educational software. One way to incorporate educational software into your curriculum is to set aside at least 30 minutes within your classroom each day. During this time you will only want to focus on one or two different skills along with proper computer usage. This should not be difficult to do since the only time that you will want to help the child is when he is stuck. Otherwise allow him to have time to explore and learn on his own. When children use educational software, they spend a lot of time in front of their computer. There are a number of pros and cons for learning educational concepts using computer software. Main Advantages Some of the biggest advantages include: Children control their own learning experience, the pace at which they learn and how challenged they are. Computers help children to use all of their senses to extract information. Children learn through creating and utilizing hands-on knowledge. Computers help children develop a positive attitude towards technology. Computers are beneficial in developing children’s fundamental skills (i.e. letters, numbers, colors, shapes, rhythm, cause and effect, problem solving, procedural thinking, creativity). Computers are really beneficial to children who have speech, audio or motor limitations because they act as a patient tutor allowing the child to learn at his own pace. Computers can teach self-confidence and self-esteem. Computers can teach social skills. Main Disadvantages As with anything else in life, there are also some disadvantages. These include: Software needs to be carefully chosen in order to ensure that what is holding your child’s attention is also educating them at the same time. Some software doesn’t make it obvious that it has no educational value. It is rare to find a school that has enough computers for every student, thus scheduling can become problematic. It is difficult to get a student’s attention whenever they are on the computer. Muscular-skeletal injuries and vision problems can arise whenever students spend too much time using the computer. ACTIVITY A. Make a visual organize. Mg. SUGÉL TAPIA DÁVILA40 Example: Educational software can be educative material that you use in class, such as this logic game. Lesson Nº05 Ed, George, John, Tom and Vince surf the net every day. From this game you can find out where they surf the net, how much time they spend on it and finally which are their most visited sites. Look at the clues, fill in the tables, and then write full sentences using the solution. To solve this logic game put an 'X' where there is a relation and '-' where there isn't. WHERE HOW LONG WHAT i n a c a f é a t h o m e i n a p a r k o n t h e t r a i n a t w o r k 3 0 m i n u t e s 6 0 m i n u t e s 9 0 m i n u t e s 1 2 0 m i n u t e s 1 8 0 m i n u t e s 0 e - m a i l n e w s o n l i n e g a m e s s p o r t s t e a c h i n g m a t e r i a l s N A M E Ed George John Tom Vince W H A T e-mail Clue 1: The man who reads his e- mails spends 30 minutes less time on the Internet than Vince. Clue 2: The man who usually searches for teaching materials surfs the net neither in the park nor in a café. He spends 60 minutes less time on the Internet than the one who plays online games at home but 30 minutes more than Tom. Clue 3: John surfs the net on the train. He doesn't like sports pages. He travels more than an hour. news online games sports teaching materials H O W L O N G 30 minutes Clue 4: Ed has only about thirty minutes to use the Internet in his office. Clue 5: George sits the most in front of his computer. He doesn't read the news in a café. Clue 6: Vince doesn't go to parks. 60 minutes 90 minutes 120 minutes 180 minutes Now summarize your answers. Mg. SUGÉL TAPIA DÁVILA41 Uses of the Internet: These two pictures show two different uses of the computer. Compare and contrast them. Include the following points: 1. What are the good and bad points of these uses? 2. Do you ever use the computer in these ways? If yes, tell about it. / If no, why not? 3. How popular are such uses among teenagers? 4. What else can you use a computer for? Prompt for discussion: Mg. SUGÉL TAPIA DÁVILA42 • What do you use the computer for? • What do you do on the Net? • What are the bad and good points of using the Net? • Do you ever play games on the computer? If yes, what kind of? • Why is shopping on the Internet becoming more and more popular? • What are the advantages and disadvantages of shopping on the Net? key answers: lesson:02-03 Part 1 1. WORKING 2. TO CALL 3. TO JOIN 4. TO BUY 5. MAKING 6. TRAINING 7. HAVING 8. PAYING 9. DOING 10. TO STUDY 11. TO FIX 12. GOING 13. TO GET 14. CHEATING 15. HAVING Part 2 SUGGESTIONS 1. to follow our rules 2. taking part in it 3. advising him Mg. SUGÉL TAPIA DÁVILA43 4. to follow fashion all the time 5. helping me with the housework 6. to drive many years ago 7. to help you 8. to look for another job 9. having an appointment or something 10. staying at home 11. asking him personal questions 12. leaving me in such a way 13. to meet you at 6.30 14. dancing every day 15. to go there again soon 16. eating all of them 17. going there alone 18. going there every summer 19. to have some problem 20. driving in the rush hour lesson:05-06 Key: 1. Are, 2. Needs, 3. Loses, 4, pay, 5. Don’t run, 6. See, 7. Catches, 8. Have, 9. Dresses. 10. ca Lesson 11 key 1. Choose wishes referring to the present: 1. I wish he was a pilot. 2. We wish they had brought sandwiches. 3. He wishes she phoned in the evening. 4. Tim wishes he had copied the lecture. 5. Liz wishes she had done her homework. 6. Nick wishes he was in the club. 7. They wish they were at the concert. 8. Tom wishes he bought a new CD. 9. We wish we hadn’t lost our money. 10. I wish I went to the football match. 11. They wish Liz explained the situation. 12. Sam wishes he had completed the report. 2. Fill in the verbs with the wishes in the present: 1. I wish he went to the exhibition. 2. She wishes Nick called her. 3. Tim wishes he wrote the letter. 4. Kate wishes Sally sent an SMS. 5. I wish Tim arrived in time. 6. They wish they went to the gym. 7. We wish we bought this computer. 8. I wish Mona was happy. 9. Sam wishes he went to Spain. 10. They wish they won the game. 11. I wish I played my computer. 12. Paul wishes he took his sister with him. 13. I wish I bought a new car. 1. Choose wishes referring to the past: 1. Sam wishes he had brought the book. 2. I wish she came in time. 3. Tim wishes he hadn’t fallen. 4. Kate wishes she had got good grades. 5. I wish I watched TV in the evening. 6. He wishes he had come to London with us. 7. Ben wishes he hadn’t lost the key. 8. I wish I bought a new dress. 9. She wishes she went to the disco today. 10. I wish I were taller. 11. Liz wishes she had cooked lunch. 12. They wish they saw this competition. 2. Fill in the verbs with the wishes in the past: 1. I wish I had gone to Paris. 2. Paul wishes he had bought a new CD. 3. We wish we had visited the exhibition. 4. I wish I had heard this concert. 5. He wishes he hadn’t lost his passport. 6. Mag wishes she had cooked dinner. 7. I wish I had gone to bed earlier. 8. They wish they hadn’t seen this quarrel. 9. We wish we had helped them to clean it. 10. I wish I had met my friends. 11. She wishes she had torn the letter. 12. We wish Nick had brought his rollerblades. 13. I wish I had slept longer. Mg. SUGÉL TAPIA DÁVILA44 Lesson 16-17-18 game-internet. SOLUTION NAME WHERE HOW LONG WHAT Ed at work 30 minutes e-mail George at home 180 minutes online games John on the train 120 minutes teaching materials Tom in a park 90 minutes sports Vince in a café 60 minutes news 3. Transform using wishes in the present: 1. I want to become a doctor. I wish I became a doctor. 2. Liz wants to visit her grandparents. Liz wishes she visited her grandparents 3. Tim dreams to travel in Africa. Tim wishes he travelled in Africa. 4. Bob wants to go skateboarding soon. Bob wishes he went skateboarding. 5. The boys want to win the football match. The boys wish they won the football match. 6. She dreams to spend her vacation in Spain. She wishes she spent her vacation in Spain. 7. Sue wants to become a dentist. Sue wishes she became a dentist. 3. Transform using wishes in the past: 1. Tim has lost his passport. Tim wishes he hadn’t lost his passport. 2. Sue quarreled with her parents. Sue wishes she hadn’t quarreled with her parents. 3. Pete hasn’t arrived in time. Pete wishes he had arrived in time. 4. Mona didn’t go to the university. Mona wishes she had gone to the university. 5. I’ve got a terrible headache. I wish I hadn’t got a terrible headache. 6. Nick has broken his leg. Nick wishes he hadn’t broken his leg. 7. They didn’t see that wonderful film. They wish they had seen that wonderful film. Mg. SUGÉL TAPIA DÁVILA45 List of verbs INFINITIVE PAST SIMPLE PAST PARTICIPLE Be was/were been Beat beat beaten Become became become Begin began begun Bend bent bent Bet bet bet Bite bit bitten Blow blew blown Break broke broken Build built built Catch caught caught Choose chose chosen Come came come Cost cost cost Cut cut cut Dig dug dug Do did done Draw drow drown Drink drank drunk Eat ate eaten Fall fell fallen Mg. SUGÉL TAPIA DÁVILA46 Feed fed fed Feel felt felt Fight fought fought Find found found Forgive forgave forgiven Forget forgot forgotten Get got got Give gave given Go went gone Hang hung hung Have had had Hear heard heard Hide hid hidden Hit hit hit Hold held held Keep kept kept Know knew known Lay laid laid Lead led led Leave left left Lend lent lent Let let let Lie lay lain Light lit lit Lose lost lost Make made made Mean meant meant Meet met met Pay paid paid Put put put Read read read Ride rode ridden Ring rang rung Rise rose risen Run ran run Say said said See saw seen Seek sought sought Sell sold sold Send sent sent Set set set Sew sewed sewn/sewed Shake shook shaken Shine shone shone Mg. SUGÉL TAPIA DÁVILA47 Shoot shot shot Show showed shown Shrink shrank shrunk Shut shut shut Sing sang sung Sink sank sunk Sit sat sat Sleep slept slept Speak spoke spoken Spend spent spent Split split split Spread spread spread Spring sprang sprung Stand stood stood Steal stole stolen Stick stuck stuck Sting stung stung Stink stank stunk Strike struck struck Swear swore sworn Sweep swept swept Swim swam swum Swing swung swung Take took taken Teach taught taught Tear tore torn Tell told told Think thought thought Throw threw thrown Understand understood understood Wake woke woken Wear wore worn Win won won Write wrote written Mg. SUGÉL TAPIA DÁVILA48 BIBLIOGRAFÍA CAMBRIDGE University Press. (2004). “Diccionario” Cambridge Klett. DEREK Sellen.”Grammar World” Reference and Practice for elementary to intermediate students. FUCHS Marjorie & BONNER Margaret. (2004). “Grammar Express” England. Pearson Education Limited. Longman. HOPKINS, Andy (1997). ¨Look Ahead¨. Longman England. MURPHY, Raymond (1998). ¨Essential Grammar in Use¨. Cambridge University Press. England. MAURER, Jay (1997). ¨Focus on Grammar Advanced¨ Longman. England. REDSTONE Chris & CUNNINGHAM Gillie. (2006). “Face to Face” Intermediate. Student´s book Cambridge University Press. REDSTONE Chris & CUNNINGHAM Gillie. (2006). “Face to Face” Upper Intermediate Student´s book. Cambridge University Press. RICHMOMD Publishing. (2004). Student´s Dictionary. Santillana S.A. SWAM Michael, Walter Catherine. (2001). “The Good Grammar Book”. Oxford University Press. PÁGINAS WEB: http://www.englishdaily626.com/conversation.php http://www.learnenglishfeelgood.com/esl-whowhichwhose1.html http://www.learnenglishindublin.com/daily_blog/english-lesson http://www.englishexercises.org/makeagame/viewgame.asp?id=7103 http://learnenglish.britishcouncil.org/en/grammar-reference/past-continuous-and-past-simple http://www.aulafacil.com/CursoIngles/IndexClases.htm http://www.myenglishpages.com/site_php_files/grammar-lesson-used-to.php http://www.perfect-english-grammar.com/reported-speech. Mg. SUGÉL TAPIA DÁVILA49 htmlhttp://mypeaceofheaven.wordpress.com/2012/10/17/my-2-day-hands-on-experience-at- being-a-nursery-teacher/ ANEXOS Ficha de evaluación de trabajo escrito (Anexo n°01) Ficha de evaluación de exposición (Anexo n° 02) Ficha de observación de participación oral. (Anexo n°03) Escala de autovaloración. (Anexo n° 04)) ANEXO 01 EVALUATION SHEET FOR THE WRITTEN WORK (PROJECT) STUDENT´S NAME: ___________________________________________________________ SPECIALTY: ________________________ CYCLE: _____________ UNIT: ________________ PRODUCTO: _________________________________________________________________ CATEGORIA 4 3 2 1 Puntuación No hay faltas de ortografía ni errores gramaticales. Tres ó menos faltas de ortografía y/o errores de puntuación. Cuatro errores de ortografía y/o errores gramaticales. Más de cuatro errores de ortografía y de gramática. Organización Contenido bien organizado usando títulos y listas para agrupar el material relacionado. Usó títulos y listas para organizar, pero la organización en conjunto de tópicos aparenta debilidad. La mayor parte del contenido está organizado lógicamente. La organización no estuvo clara o fue lógica. Sólo un conjunto de vocablos sin significado Originalidad El producto demuestra gran originalidad. Las ideas son creativas e ingeniosas. El producto demuestra cierta originalidad. El trabajo demuestra el uso de nuevas ideas y de perspicacia. Usa ideas de otras personas (dándoles crédito), pero no hay casi evidencia de ideas originales. Usa ideas de otras personas, pero no les da crédito. Contenido Presenta los vocablos con detalles y ejemplos. El Incluye información básica sobre el acerca de los vocablos presentado Incluye información esencial sobre los El contenido es mínimo y tiene varios errores en los hechos. Mg. SUGÉL TAPIA DÁVILA50 conocimiento del tema es excelente. por categorías. El contenido parece ser bueno. vocablos incluidos, pero tiene 1-2 errores en los hechos. Borrador Presentó sus borradores para revisión de proceso y el acabado en la fecha de vencimiento. Se trajo el borrador en la fecha de vencimiento, pero no lo hizo masivamente durante el proceso de construcción Provee una redacción y/o edición de su proyecto, pero el borrador no estaba listo para ser editado. El proyecto no está listo para su edición y presentación en la fecha de vencimiento. CALIFICATIVO: ANEXO 02 EVALUATION SHEET FOR ORAL PRESENTATION (PROJECT) STUDENT´SNAME: ___________________________________________________________________ SPECIALTY: __________________________CYCLE:_________________ UNIT: ____________________ CATEGORIA 4 3 2 1 Habla Claramente Habla claramente y distintivamente todo (100-95%) el tiempo y no tiene mala pronunciación Habla claramente y distintivamente todo (100-95%) el tiempo, pero con una mala pronunciación. Habla claramente y distintivamente la mayor parte (94-85%) del tiempo. No tiene mala pronunciación. A menudo habla entre dientes o no se le puede entender o tiene mala pronunciación. Vocabulario Usa vocabulario apropiado para la audiencia. Aumenta el vocabulario de la audiencia definiendo las palabras que podrían ser nuevas para ésta. Usa vocabulario apropiado para la audiencia. Incluye 1-2 palabras que podrían ser nuevas para la mayor parte de la audiencia, pero no las define. Usa vocabulario apropiado para la audiencia. No incluye vocabulario que podría ser nuevo para la audiencia. Usa varias (5 o más) palabras o frases que no son entendidas por la audiencia. Contenido Demuestra un completo entendimiento del tema. Demuestra un buen entendimiento del tema Demuestra un buen entendimiento de partes del tema. No parece entender muy bien el tema. Tono El tono usado expresa las emociones El tono usado algunas veces no expresa las El tono usado expresa emociones que no El tono no fue usado para expresar las Mg. SUGÉL TAPIA DÁVILA51 apropiadas. emociones apropiadas para el contenido. son apropiadas para el contenido. emociones. Escucha Otras Presentaciones Escucha atentamente. No hace movimientos o ruidos que son molestos. Escucha atentamente pero tiene un movimiento o ruido que es molesto. Algunas veces aparenta no estar escuchando, pero no es molesto. Algunas veces no aparenta escuchar y tiene movimientos y ruidos que son molestos. SCORE: ANEXO 03 EVALUATION SHEET FOR ORAL PRESENTATION (CONVERSATIONS) Last Names/ Names 1 st TOPIC A V E R A G E 2 nd TOPIC F (0-5) P (0-5) DC (0-5) NVL (0-5) 00-20 F (0-5) P (0-5) DC (0-5) NVL (0-5) Last Names/ Names 3 rd TOPIC A V E R A 4 th TOPIC Mg. SUGÉL TAPIA DÁVILA52 DESCRIPTION: F: Fluency at the time of speaking. P: Pronunciation (tone, posture of body, stress and intonation) Dc: Domain of content about structured and vocabulary studied. Nvl: Use of non verbal language. (gesture according to the context in which develop the conversation) SCORE: ANEXO 04 FICHA DE AUTOEVALUACIÓN 1. Apellidos y Nombres: ______________________________________________ 2. Competencia Transversal: ___________________________________________ 3. Criterio de Desempeño: _____________________________________________ 4. Evidencia de Aprendizaje: ___________________________________________ 5. Lugar y Fecha :_____________________________________________ 6. Escala de valoración: Nunca =1 A veces= 2 Casi siempre=3 Siempre= 4 7. Matriz de aspectos, indicadores y escala de valoración. Aspectos Indicadores Es. Valoración N AV CS S Formas de Comunicación Me comunico adecuadamente con mi entorno. Respeto la opinión de las personas de mi entorno. Soy tolerante ante las situaciones de conflicto. Utilizo un timbre de voz adecuado. Desempeño Personal Asumo responsabilidades dentro de mi equipo de trabajo Poseo estrategias para trabajar en equipo. Aporto ideas pertinentes para facilitar el trabajo de mi equipo. Muestro disposición para trabajar en equipo. Manejo de Estrategias Trabajo utilizando técnicas adecuadas Distribuyo el tiempo para todas las áreas de aprendizaje Esquematizo información en organizadores, gráficos, resúmenes ,etc. G E F (0-5) P (0-5) DC (0-5) NVL (0-5) 00-20 F (0-5) P (0-5) DC (0-5) NVL (0-5) Mg. SUGÉL TAPIA DÁVILA53 Organizo adecuadamente la información requerida para el trabajo en equipo. Utilizo estrategias de lectura en el trabajo bibliográfico. Utilizo técnicas de recojo de información bibliográfica respecto a autores. Liderazgo Busco ser protagonista proponiendo nuevas ideas. Conduzco al equipo de trabajo. Promuevo la práctica de valores. Busco mecanismos de conciliación ante situaciones de conflicto. Promuevo el justo medio ante opiniones opuestas. Soy democrático para promover la participación de mi entorno. Puntaje Parcial Puntaje Total Fórmula para la obtención de calificativo: FC+DP+ME+L/4 Calificativo: