ASOCIACION CESAR CONTOColegio Cesar Conto Sede Principal, Colegio Cesar Conto Sede Petecuy y Colegio Tcnico Comercial Dana MaraASOCIACION ANTONIO MACEO

Corporacin Educativa Antonio Maceo, Centro Etnoeducativo Antonio Maceo y Liceo Santa Clara

PLAN DE CLASESede: ANTONIO MACEO Docente: ANGELICA MONTOYAGrado: OCTAVO

rea: inglesPerodo: II PERIODO Semana: 17N de horas:

Estndar (es): ESCUCHAUtilizo mi conocimiento general del mundo para comprender lo que escuchoESCRITURA

Escribo mensajes en diferentes formatos sobre temas de mi inters.

N de horas:

Componente: ESCUCHAESCRITURA Temas:Conceptos relevantes

SIMPLE PAST PRONOUNS [VERB+ed] orirregular verbs

Direcciones de la Web (especificando la actividad que apoya)http://www.englishpage.com/verbpage/simplepast.html

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

Examples:

Isawa movie yesterday.

Ididn't seea play yesterday.

Last year, Itraveledto Japan.

Last year, Ididn't travelto Korea.

Didyouhavedinner last night?

Shewashedher car.

Hedidn't washhis car.We use the Simple Past to list a series of completed actions in the past. These actions happen 1st, 2nd, 3rd, 4th, and so on.

Examples:

Ifinishedwork,walkedto the beach, andfounda nice place to swim. Hearrivedfrom the airport at 8:00,checkedinto the hotel at 9:00, andmetthe others at 10:00.

Didyouaddflour,pourin the milk, and thenaddthe eggs?

The Simple Past can be used with a duration which starts and stops in the past. A duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc.

Examples: Ilivedin Brazil for two years.

ShaunastudiedJapanese for five years.

Theysatat the beach all day.

Theydid not stayat the party the entire time.

Wetalkedon the phone for thirty minutes.

A: How longdidyouwaitfor them?B: Wewaitedfor one hour.

The Simple Past can also be used to describe a habit which stopped in the past. It can have the same meaning as "used to." To make it clear that we are talking about a habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc.

Examples: IstudiedFrench when I was a child.

Heplayedthe violin.

Hedidn't playthe piano.

Didyouplaya musical instrument when you were a kid?

Sheworkedat the movie theater after school.

They neverwentto school, they alwaysskippedclass.

Primer nivel de la competencia, acciones: IDENTIFICO. ESCRIBO EN EL TABLERO LAS SIGUIENTES PALABRAS: HELP - HELPED WASH - WASHED

LIVE - LIVED

ARRIVE- ARRIVED

STUDY - STUDIED

CRY - CRIED

PLAY - PLAYED

ENJOY- ENJOYED

PLAN - PLANNED

STOP- STOPPED

AGREE- AGREED

BORROW- BORROWED

WAS WASHED

WALK- WALKED

Salir al tablero que cada uno escriba una palabra

Segundo nivel de la competencia, acciones: PUT THE SENTENCE INTO SIMPLE PAST :1. We move to a new house2. They bring a Sandwich 3. He doesnt do the homework 4. They sell cars5. Does he visit his friends COMPLETE:

1. I _____________ my mum in the kitchen (help)2. My sister_________ in her room (study)3. My mum ________ the green car (wash)4. My grandmother_________ to the shop (walk)5. My brother ________ to music ( listen)6. The dogs _________ in the garden (play)MATCH :

LIVE STARTED

CLOSE CRIED

WORK STOPPED

START ADMITTED

PLAY PLAYEDENJOY WORKED

CRY CLOSED

STUDY LIVED

STOP ENJOYED

ADMIT STUDIED

Tercer nivel de la competencia, acciones:

COMPROMISO EN CASA:

EVALUACION DEL ESTUDIANTE

CriterioValoracin

No cumpli con los requerimientos propuestos en la planeacin. D. Bajo

Identifica y nombra diferentes animales en inglesD. Bsico

Formula oraciones cortas empleando los animales del del vocabulario.

D. Alto

Menciono y socializo algunos animales que observo con con frecuencia.

D. Superior

Recursos:

Humanos: estudiantes, docentes

internet, marcadores.

EVALUACIN DEL PLAN DE CLASE

CriterioPorcentaje

Porcentaje de estudiantes que dominan el primer nivel de la competencia

Porcentaje de estudiantes que dominan el segundo nivel de la competencia

Porcentaje de estudiantes que dominan el tercer nivel de la competencia

Observaciones del docente tutor

Actividades de refuerzo

Observaciones Coordinador acadmico

Firma DocenteVB CoordinadorVB Asesor Pedaggico