INSTITUCIÓN EDUCATIVA FULGENCIO LEQUERICA VELEZ GUIA DE TRABAJO

AREA: INGLES GRADO: 11 PERIODO: 1 PROPÓSITO DEL AREA: Formar estudiantes fulgencistas competentes en las cuatro habilidades

básicas del idioma Inglés (listening, speaking, writing & reading), para que interactúen en actos

comunicativos de su entorno turístico.

AMBITO O PENSAMIENTO: Listening, writing, speaking, Reading. Identificar de forma oral y escrita los tiempos presente, pasado y futuro en la lengua inglesa para utilizarlos en situaciones reales o imaginarias. ENSEÑANZA:

Verb to be

Present simple

Past simple

Future simple Objetivos específicos (Indicadores de logros) Writing, Reading, writing and listening skill.

1. Identifico la idea principal de un texto oral, cuando tengo conocimiento previo del tema.

2. Identifico estructuras gramaticales en inglés correspondientes a los tiempos presente, pasado y

futuro.

3. Expreso sentimientos, emociones y hábitos en inglés de forma oral ye escrita.

4. Realizo planes futuros en inglés.

5. Narro experiencias pasadas de mi vida personal en inglés.

INITIAL ACTIVITY

READ THE TEXT AND THEN ANSWER THE QUESTIONS

English is a West Germanic language originating in England, and the first language for most people in Australia, Canada, the Commonwealth Caribbean, Ireland, New Zealand, the United Kingdom and the United States of America (also commonly known as the Anglosphere). It is used extensively as a second language and as an official language throughout the world, especially in Commonwealth countries such as India, Sri Lanka, Pakistan and South Africa, and in many international organisations. Modern English is sometimes described as the global lingua franca. English is the dominant international language in communications, science, business, aviation, entertainment, radio and diplomacy. The influence of the British Empire is the primary reason for the initial spread of the language far beyond the British Isles. Following World War II, the growing economic and cultural influence of the United States has significantly accelerated the spread of the language. On an average school day approximately one billion people are learning English in one form or another. A working knowledge of English is required in certain fields, professions, and occupations. As a result over a billion people speak English at least at a basic level. English is one of six official languages of the United Nations.

Questions about the text

.

6. Do you now in what tense is it written? Yes or no? which tense?

________________________________________________________________

DEVELOPMENT ACTIVITY (LOOK AT THE CHARTS)

VERB TO BE EN PREENTE

PRESENT SIMPLE

VERB TO BE EN PASADO

Esquema estructural para formar oraciones empleando el tiempo pasado del verbo to be (was, were),

en sus formas afirmativa, negativa, e interrogativa, para identificación, descripción y ubicación del

sujeto.

EL PASADO SIMPLE CON VERBOS REGULARES

Esquema estructural indicando que la acción , actitud o carencia fue dada y concluida en el pasado.

™ En forma afirmativa con verbos regulares

Subject + v-ed + (o) + (c)

She walked to school this morning.

EL PASADO SIMPLE CON LOS VERBOS IRREGULARES

Esquema estructural empleando formas verbales que indiquen que una acción se ha dado y ha

concluido en el pasado.

™ En forma afirmativa con verbos irregulares

Subject + v irr.p + (o) + (c)

I cut six flowers five minutes ago

Esquema estructural para indicar que no se ha dado y concluido en el pasado una acción, actitud, etc.

Subject + did not / n´t + vinf + (o) + (c)

En forma negativa con verbos regulares.

He did not catch the ball

He didn´t catch the ball

En forma negativa con verbos irregulares.

He did not go to the market yesterday.

He didn´t go to the market yesterday

Observe

Para formar esta estructura se coloca primero el sujeto y luego entre éste y el nombre del verbo se

inserta la expresión DID NOT (didn´t). El resto de la frase sigue el orden normal ya señalado. La forma

DID es la que lleva la idea del pasado, por lo tanto el verbo pasa en forma simple.

Esquema estructural para preguntar si una acción, inclinación, etc., se ha

dado y concluido en el pasado.

™ En forma interrogativa con verbos regulares e irregulares

Did + subject + vinf+ (o) + (c)?

Yes, + Spr + did Respuesta afirmativa

No, + Spr + did + not/n´t Respuesta negativa

Did he work in his office yesterday morning?

Yes, he did

No, he didn´t

FUTURE

The future simple verb tense uses the auxiliary verb "will" and a main verb.

The auxiliary verb "will" is always used with the future simple verb tense.

The main verb used with the future simple verb tense is always in the base form.

Positive Sentences

Subject + Auxiliary Verb

"will"

+ Main Verb + Continue

the

Sentence

I, We,

They, You,

He, She, It

+ will + base form

of

the verb

+

I will be at school to today.

They will go to the doctor tomorrow.

My dog will come home this evening.

Your coffee will be cold if you don't drink it.

The girls will be home at ten.

Negative Sentences

Subject + Auxiliary Verb

"will"

+ Not + Main Verb + Continue

The

Sentence

I, We,

They, You,

He, She, It

+ will + not + base form

of

the verb

+ -

I will not be at school to today.

They will not go to the doctor tomorrow.

My dog will not come home this evening.

Your coffee will not be hot if you don't drink it.

The girls will not be home at ten o'clock.

Questions

Auxiliary Verb

"will"

+ Subject + Main Verb + Continue

The

Sentence

Will + I, we,

they, you,

he, she, it

+ base form

of the

verb

+ -

Will I have time to go to the store?

Will you be home next week?

Will your friends help you clean your room latter?

Will there be hot water when I come home tonight?

Will someone buy some milk and cheese?

ASSESSMENT ACTIVITY

EXERCISE 1

Tuesday February 20 BRUSSELS (Reuters) - The British are theEuropean Union's (EU) worst linguists while those of Luxembourg are the best, according to an EU poll published Monday. Almost two-thirds (2/3) of British know no language apart from theirmother tongue, the highest figure recorded in the 15 EU countries.

That compares to just 2.2 percent in Luxembourg, 12.3 percent of Danes and an EU average of 47.3 percent of people who speak no other language but their own, the poll of 16,000 EU citizens said. But British travelers to Europe need not worry. English is the most common second language in the EU, spoken by 41 percent of the EU's citizens. In Denmark, Sweden and the Netherlands, at least 78 percent of people speak English as a second language. Although 47 percent of EU citizens know only their mother tongue, there is wide agreement that speaking a foreign language is a good thing. Across the EU, 72 percent of those polled believe foreign language skills are useful, 71 percent of them said everyone should know one foreign language and 69 percent said everyone should speak English. The reasons given why people do not learn languages were lack of time, lack of motivation and the cost of language lessons.

Reuters Limited Text © 2001 Find in the text words or expressions that are close in meaning to the following. 1. Very bad = 2. Language = 3. Survey =

4. Voyagers = 5. Think = Order the words to make a correct sentence. In / inform / is / main / my / newspapers / of / opinion, / people. / purpose / the / to __________________________________________________________________ Find in the text 4 regular verbs in the past

1- 3-

2- 4-

Answer the following questions according to the text.

1. How many people in Luxembourg speak only one language? _________________________________________________________________

2. How many people in the EU speak English? _________________________________________________________________

3. Are language lessons expensive? Justify. __________________________________________________________________

EXERCISE 2

Put the correct forms of the verbs into the gaps. Use Simple Present in the statements.

1) We our dog. (to call)

2) Emma in the lessons. (to dream)

3) They at birds. (to look)

4) John home from school. (to come)

5) I my friends. (to meet)

6) I a good mark. (to get)

7) Rita an exercise. (to do)

8) We the table. (to lay)

9) Tim and Pat text messages. (to send)

10) Oliver fun. (to have)

EXERCISE 3

Complete the sentences. Use long forms of the auxiliaries only.

1) Tom stamps. (not/to collect)

2) You songs in the bathroom. (not/to sing)

3) Julie in the garden. (not/to work)

4) I at home. (not/to sit)

5) Tina and Kate the windows. (not/to open)

6) Adam French. (not/to speak)

7) His sister lemonade. (not/to like)

8) We to music. (not/to listen)

9) My father the car every Saturday. (not/to clean)

10) Johnny and Danny in the lake. (not/to swim)

EXERCISE 4

Put the correct forms of the verbs into the gaps. Use Simple Past in the statements.

1) They something to drink. (to order)

2) Last summer I to Stuttgart. (to go)

3) She her homework in the afternoon. (to do)

4) He to 10. (to count)

5) Our cat a big mouse. (to catch)

6) In 2011 our class a trip to Norwich. (to make)

7) The weather really nice. (to be)

8) The secretary the file yesterday. (to delete)

9) Paul nothing to me. (to say)

10) The people something to each other. (to whisper)

EXERCISE 5

Put in the verbs in brackets into the gaps and form sentences. Use will-future.

1) Tomorrow it in the north-west. (to rain)

2) My friend 12 next Monday. (to be)

3) Hey John! Wait a minute. I a word with you. (to have)

4) She her boss next week. (to contact)

5) I think you this job. (to get)

6) They at about 6 pm. (to arrive)

7) The teacher this exercise. (to explain)

8) He the bottle of water. (to drop)

9) Lots of accidents in that weather. (to happen)

10) She if you show her the spider. (to scream)