Beruflich Dokumente
Kultur Dokumente
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A
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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 caf. 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 caf.
Clue 6: Vince doesn't go to
parks.
60 minutes
90 minutes
120 minutes
180 minutes
Now summarize your answers.
Mg. SUGL TAPIA DVILA41
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. SUGL TAPIA DVILA42
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. SUGL TAPIA DVILA43
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. Dont 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 hadnt 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 hadnt 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 hadnt 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 hadnt lost his passport.
6. Mag wishes she had cooked dinner.
7. I wish I had gone to bed earlier.
8. They wish they hadnt 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. SUGL TAPIA DVILA44
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 caf 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 hadnt lost his passport.
2. Sue quarreled with her parents.
Sue wishes she hadnt quarreled with her parents.
3. Pete hasnt arrived in time.
Pete wishes he had arrived in time.
4. Mona didnt go to the university.
Mona wishes she had gone to the university.
5. Ive got a terrible headache.
I wish I hadnt got a terrible headache.
6. Nick has broken his leg.
Nick wishes he hadnt broken his leg.
7. They didnt see that wonderful film.
They wish they had seen that wonderful film.
Mg. SUGL TAPIA DVILA45
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. SUGL TAPIA DVILA46
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. SUGL TAPIA DVILA47
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. SUGL TAPIA DVILA48
BIBLIOGRAFA
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. Students book
Cambridge University Press.
REDSTONE Chris & CUNNINGHAM Gillie. (2006). Face to Face Upper Intermediate Students book.
Cambridge University Press.
RICHMOMD Publishing. (2004). Students Dictionary. Santillana S.A.
SWAM Michael, Walter Catherine. (2001). The Good Grammar Book. Oxford University Press.
PGINAS 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. SUGL TAPIA DVILA49
htmlhttp://mypeaceofheaven.wordpress.com/2012/10/17/my-2-day-hands-on-experience-at-
being-a-nursery-teacher/
ANEXOS
Ficha de evaluacin de trabajo escrito
(Anexo n01)
Ficha de evaluacin de exposicin
(Anexo n 02)
Ficha de observacin de participacin oral.
(Anexo n03)
Escala de autovaloracin.
(Anexo n 04))
ANEXO 01
EVALUATION SHEET FOR THE WRITTEN WORK (PROJECT)
STUDENTS NAME: ___________________________________________________________
SPECIALTY: ________________________ CYCLE: _____________ UNIT: ________________
PRODUCTO: _________________________________________________________________
CATEGORIA 4 3 2 1
Puntuacin No hay faltas de
ortografa ni errores
gramaticales.
Tres menos faltas de
ortografa y/o errores de
puntuacin.
Cuatro errores de
ortografa y/o
errores
gramaticales.
Ms de cuatro errores de
ortografa y de
gramtica.
Organizacin Contenido bien
organizado usando
ttulos y listas para
agrupar el material
relacionado.
Us ttulos y listas para
organizar, pero la
organizacin en conjunto
de tpicos aparenta
debilidad.
La mayor parte del
contenido est
organizado
lgicamente.
La organizacin no
estuvo clara o fue lgica.
Slo 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
(dndoles crdito),
pero no hay casi
evidencia de ideas
originales.
Usa ideas de otras
personas, pero no les da
crdito.
Contenido Presenta los vocablos
con detalles y
ejemplos. El
Incluye informacin
bsica sobre el acerca de
los vocablos presentado
Incluye
informacin
esencial sobre los
El contenido es mnimo y
tiene varios errores en
los hechos.
Mg. SUGL TAPIA DVILA50
conocimiento del tema
es excelente.
por categoras. El
contenido parece ser
bueno.
vocablos incluidos,
pero tiene 1-2
errores en los
hechos.
Borrador Present sus
borradores para
revisin 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 construccin
Provee una
redaccin y/o
edicin de su
proyecto, pero el
borrador no estaba
listo para ser
editado.
El proyecto no est listo
para su edicin y
presentacin en la fecha
de vencimiento.
CALIFICATIVO:
ANEXO 02
EVALUATION SHEET FOR ORAL PRESENTATION (PROJECT)
STUDENTSNAME: ___________________________________________________________________
SPECIALTY: __________________________CYCLE:_________________ UNIT: ____________________
CATEGORIA 4 3 2 1
Habla Claramente Habla claramente y
distintivamente todo
(100-95%) el tiempo y
no tiene mala
pronunciacin
Habla claramente y
distintivamente todo
(100-95%) el tiempo,
pero con una mala
pronunciacin.
Habla claramente y
distintivamente la
mayor parte (94-85%)
del tiempo. No tiene
mala pronunciacin.
A menudo habla
entre dientes o no se
le puede entender o
tiene mala
pronunciacin.
Vocabulario Usa vocabulario
apropiado para la
audiencia. Aumenta
el vocabulario de la
audiencia definiendo
las palabras que
podran ser nuevas
para sta.
Usa vocabulario
apropiado para la
audiencia. Incluye 1-2
palabras que podran
ser nuevas para la
mayor parte de la
audiencia, pero no las
define.
Usa vocabulario
apropiado para la
audiencia. No incluye
vocabulario que
podra ser nuevo para
la audiencia.
Usa varias (5 o ms)
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. SUGL TAPIA DVILA51
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. SUGL TAPIA DVILA52
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 AUTOEVALUACIN
1. Apellidos y Nombres: ______________________________________________
2. Competencia Transversal: ___________________________________________
3. Criterio de Desempeo: _____________________________________________
4. Evidencia de Aprendizaje: ___________________________________________
5. Lugar y Fecha :_____________________________________________
6. Escala de valoracin: Nunca =1 A veces= 2 Casi siempre=3 Siempre= 4
7. Matriz de aspectos, indicadores y escala de valoracin.
Aspectos Indicadores
Es. Valoracin
N AV CS S
Formas de
Comunicacin
Me comunico adecuadamente con mi entorno.
Respeto la opinin de las personas de mi entorno.
Soy tolerante ante las situaciones de conflicto.
Utilizo un timbre de voz adecuado.
Desempeo
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 disposicin para trabajar en equipo.
Manejo de
Estrategias
Trabajo utilizando tcnicas adecuadas
Distribuyo el tiempo para todas las reas de aprendizaje
Esquematizo informacin en organizadores, grficos, resmenes ,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. SUGL TAPIA DVILA53
Organizo adecuadamente la informacin requerida para el trabajo en
equipo.
Utilizo estrategias de lectura en el trabajo bibliogrfico.
Utilizo tcnicas de recojo de informacin bibliogrfica respecto a
autores.
Liderazgo
Busco ser protagonista proponiendo nuevas ideas.
Conduzco al equipo de trabajo.
Promuevo la prctica de valores.
Busco mecanismos de conciliacin ante situaciones de conflicto.
Promuevo el justo medio ante opiniones opuestas.
Soy democrtico para promover la participacin de mi entorno.
Puntaje Parcial
Puntaje Total
Frmula para la obtencin de calificativo: FC+DP+ME+L/4
Calificativo: