INSTITUCIÓN EDUCATIVA TÉCNICO INDUSTRIAL GUSTAVO JIMÉNEZ SOGAMOSO ACA-R – 20

– BOYACA Versión 1.0

APROBADO POR RESOLUCIÓN No. 0377 de 24/08/2014 CODIGO DANE 215759000907 NIT 891.855.310-0 Fecha: 19/01/21
FORMATO PARA ESTUDIANTES Y PADRES DE FAMILIA
PLANEACIÓN DE ACTIVIDADES PEDAGÓGICAS PARA DESARROLLAR EN CASA
DOCENTE: GIOVANA ALEXANDRA RODRÍGUEZ GUANUME
SEDE: CENTRAL
GRADO: 801, 802, 803, 804 Y 805 ÁREA: INGLÉS
FECHA. GUÍA PLANEADA PARA SER DESARROLLADA POR EL ESTUDIANTE EN DOS SESIONES
DE CLASE.
SALUDO, ORACIÓN: “Good morning guys “Padre celestial danos fortaleza y sabiduría para enfrentar las
dificultades, tomar las mejores decisiones y seguir adelante porque la vida es bella”. Amén!

1 APRENDIZAJE A DESARROLLAR: Usa diferentes estrategias de lectura, tales como: vista previa
(imágenes, títulos, subtitulos, etc.), predicciones, relievar, y la identificación de la idea general del
texto (escaneo)
2 ACTIVIDADES DE INICIO

“SMILE ALWAYS AND SHOW THE BEST OF YOURSELF”

SIMPLE PAST TENSE

Read next conversation

Ted: Oh, I´m really sorry. Are you OK?

Ana: I´m fine. But I´m not very good at this.
Ted: Neither am I. Say, are you from South America?
Ana: Yes, I am, originally. I was born in Argentina.
Ted: Did you grow up there?
Ana: Yes, I did, but my family moved here eight years ago, when
I was in high school.
Ted: And where did you learn to Rollerblade?
Ana: Here in the park. This is only my second time.
Ted: Well, it´s my first time. Can you give me some lessons?
Ana: Sure, just follow me.
Ted: By the way, my name is Ted.
Ana: And I´m Ana. Nice to meet you.

2.1 Answer next questions

a. Where was Ana born? Ana was borned in Argentina

b. How long did Ana and her family move to another country? Ana and her family moved eight years
ago
c. Where did Ana learn to rollerblade? Ana learned to skate in the park
d. How many times has Ted Rollerbladed? ted has skated only once
 2.2 Put the verbs in brackets in the Past simple.

a. I brushed (brush) my teeth three times yesterday.

b. Sarah cleaned (clean) her room 2 days ago.
c. The girl cried (cry) bitterly in the morning.
d. My parents bought (buy) a nice car last year.
e. You was (be) born thirteen years ago.
f. We won (win) the football championship a week ago.

2.3 Rearrange the words to create a meaningful negative sentence:

a. TV / news / watch / the / didn´t / I / yesterday / on/I did not watch news yesterday on the TV.
b. anywhere / didn´t / they / summer / travel / this/ they didn't travel anywhere this summer.
c. do / sport / young / he / was / didn´t / any / he / when/ he did not practice any sports when he was
young.
d. you / not / me / wait / did / for/ me did not wait for you.

2.4 Rearrange the words to create a meaningful interrogative sentence:

a. yesterday / did / get / homework / / we / Maths /? We did not yesterday get homework maths?
b. summer / visit / Greece / they / in / did /? They did not visit Greece in summer?
c. snack / the / did / morning / a / buy / in / you /? You did not buy a snack in the morning?
d. wrong / I / anything / say / you / did / to /? You did not say to I anything wrong?

 RECURSOS RECOMENDADOS: computador, documento word, lápiz, esfero, diccionario de

inglés / diccionario en línea y cuaderno.

3 ACTIVIDADES DE DESARROLLO CONCEPTUAL

PAST SIMPLE TENSE

We use Past simpleTense to talk about situations and actions that happened and finished in the
past. E.g. I cooked dinner at seven o´clock yesterday. She wrote a nice poem to her mom.

SPELLING RULES
REGULAR VERBS IRREGULAR VERBS
To form the verb in Past SimpleTense of regular To form the verb in Past SimpleTense of regular
verbs, add -ed to the base form of the verb. Use verbs, add -ed to the base form of the verb. Use
the same form with all persons (I, you, He, She, the same form with all persons (I, you, He, She,
It, we, you, they). It, we, you, they).
 Verbs ending in -e only add -d:  Perception verbs
Live – lived Hear – Heard
Move – moved See – saw
Like – liked Smell – smelt
 Verbs ending in consonant + -y drop the -y
and add -ied:  No change
Try – tried Cut – cut
Study – studied Hit – hit
 Verbs that only have one syllable and that Let – let
end with a vowel and a consonant double Read – read
consonant:
 Stop – stopped  Group with -ee- , -e
 Verbs that have two syllables and end with a Feed – fed
vowel and a consonant double the consonant Feel – felt
if the second syllable is stressed: Sleep – slept
Prefer – preferred. Keep – kept.
WH-QUESTION CONNECTORS OF
SEQUENCE
Where did I go yesterday ? You went to downtown… First
What did you eat last night? I ate chicken and fries… Then, at that moment
What did she find today? She found some keys. After that, after while
AFFIRMATIVE
When didFORM
we read a book? NEGATIVE
You readFORM
a book last year. INTERROGATIVE
Later FORM
I drove my house
What yesterday I didn´t
time did you come back?driveWeyesterday
came back at 11:30 p.mDid I drive yesterday?
Finally, by the end of
You ate a sandwich today You didn´t eat a sandwich today Did you the
eat day.
a sandwich today?
He spoke his friend Anne He didn´t speak his friend Anne Did he speak his friend Anne?
She made me laugh a lot She didn´t make me laugh a lot Did she make me laugh a lot?
It rained yesterday It didn´t rain yesterday Did it rain yesterday? 3.1
We won the competition We didn´t win the competition Did we win the competition?
You sang a beautiful song You didn´t sing a beautiful song Did you sing a beautiful song?
They saw a mouse running They didn´t see a mouse running Did they see a mouse running?
Complete these conversations.

A: Could you tell me a little about yourself?

Where are you borned?
B: I was borned in South Korea.
A: did you grew up there?
B: No, I did not grew up in south Korea. I grew up in Canada.

A: Where are you went to highed school?

B: I went to highed school in Ecuador.

A: did you studied English when you are a child?

B: Yes, I studied English when I was a child.
A: How old were you when you began to study English?
B: I was eleven years old.

3.2 Read the next story and translate into Spanish.

Ra bbit loved to go to Mrs. Holly’s garden. Each morning when the sun came up, Rabbit
would creep under the fence. He would chew on the green carrot tops. This made
Mrs. Holly sad. When the green carrot tops were gone, she could not find her
carrots! Mrs. Holly knew that she had many carrots. They were growing under the
ground. But the green tops were gone. She could not find the carrots. Every time
Mrs. Holly saw Rabbit in the garden, she would run after him. He would run to his
home under the tree. One day, Mrs. Holly came to the place where Rabbit lived.
She knocked on the tree. “Rabbit,” she called, “you are making me sad. You eat
the tops off my carrots. Now I cannot find carrots to eat.” Rabbit looked out from under the tree. “You
make me sad, too. I do not like you to run after me.” Then Mrs. Holly told Rabbit her idea. “When the
sun comes up each morning, I will pick some carrots. I will leave the tops for you.” Rabbit liked that
idea. Now he and Mrs. Holly share the good things from the garden.
3.2.1 Rabbit went to Mrs. Holly’s ___________.
a. morning
b. garden
c. green

3.2.2 Rabbit liked to ______the green carrot tops.

a. make
b. creep
c. eat

3.2.3 This made Mrs. Holly feel ___________.

a. sad
b. lost
c. hungry

3.2.4 What is a good title for the story?

a. Mrs. Holly’s Garden
b. Carrots for Lunch
c. Planting a Garden

3.2.5 What did Rabbit like to eat from the garden?

a. orange carrots
b. green carrot tops
c. green lettuce

3.2.6 Why couldn’t Mrs. Holly find her carrots?

a. Rabbit took all the carrots.
b. She forgot to plant the carrots.
c. The carrots were under the ground.

3.2.7 Why did Mrs. Holly go to visit Rabbit?

a. to yell at him
b. to work out a plan for the garden
c. to bring him some carrots

3.2.8 What lesson did Mrs. Holly and Rabbit learn?

a. Gardens are hard work.
b. Carrots are good for you.
c. It is better to share.
3.3 Answer the questions with a complete sentence.

a. Where did Rabbit live? rabbit lived in his house under the tree.
b. What did Rabbit tell Mrs. Holly? the rabbit said: You also make me sad. I don't like you running after
me.
c. Where did the story take place? the story began in mrs holly's garden.
USED TO
Used to refers to something that you regularly did in the past but don´t do
anymore

When I was a kid, we used to stay at my uncle´s beach house.

 Did you use to have a hobby?
Yes, I used to collect shells.
What games did you use to play?
I used to play chess.

3.4 Complete the word map. Put words according to the categories

CHILDHOOD MEMORIES

Pets: dog, cat, Chick, donkey.

Places: church, park, beach, lake.

Possessions: toys, stuffed animals, clothes,

bicycle.

Hobbies: soccer, swing, basketball, Chess.

3.5 Complete these sentences.

a. In elementary, I used to playing in class was a lot of fun.

b. I used to be cheat, but I´m not anymore.
c. When I was a kid, I used to play soccer.
d. After school, my best friend and I used to go play video games.
3.6 Read the people below and answer the questions.
John

When I was younger I used to go to school. I used to play football and tennis, I
loved sport. I also used to read a lot of books. Now, I don’t like reading books and I
never play sport-I’m too tired after work!
Kevin

When I was young I used to be a pilot and I loved my job because it was
interesting. I used to live in London. Now I’m retired and live in Scotland.

Paula

When I was younger I used to live in Spain, that’s where I was born. Now I live in Ireland,
near Dublin. I used to have problems speaking English but now I understand everything
people say to me.
 a. What did Jhon use to do when he was younger? When john was younger, I used to go to school.
b. Does John play sport now? Why not? no john does not play sports now because he arrives tired
from work.
c. What job did Kevin used to have? Did he like it? Kevin used to be a pilot and I loved my job I liked it
because it was interesting.
d. Where does Kevin live now? Kevin lives in Scotland.
e. Where did Paula use to live? Paola used to live in Spain.
f. What did Paola use to find difficult? Paola used to have trouble speaking English.

RECURSOS RECOMENDADOS: computador, documento word, lápiz, esfero, diccionario de inglés /

diccionario en línea y cuaderno.
4 ACTIVIDADES DE FINALIZACIÓN O CIERRE
Watch the video carefully https://www.youtube.com/watch?v=NaX28UJYAsA. Summer Nights' by
Grease

4.1 Listen to the song carefully in the blanks. https://www.youtube.com/watch?v=pr3rZULlMPk

Summer Nights

Summer loving (have) ________ me a blast

Summer loving (happen) __________so fast
I (meet) _________ a girl crazy for me
Met a boy cute as can be
Summer days drifting away, to oh oh the summer nights
Well-a well-a well-a huh
Tell me more, tell me more
Did you get very far?

Tell me more, tell me more

Like does he have a car?
She (swim)_______ by me, she got a cramp
He (run) ________ by me, got my suit damp
I (save)_______ her life, she nearly drowned
He (show off)__________, splashing around
Summer sun, something's begun, but oh oh the summer nights

Tell me more, tell me more

(be) ________ it love at first sight?
Tell me more, tell me more
Did she put up a fight?
(take)________ her bowling in the arcade
We (go) _______ strolling, (drink) ___________ lemonade
We made out under the dock
We (stay out) ____________ 'till ten o'clock
Summer fling, don't mean a thing, but oh oh the summer nights
Tell me more, tell me more
But you don't have to brag
Tell me more, tell me more
‘Cause he sounds like a drag
He (get) _______ friendly, holding my hand
She (get) _______ friendly down in the sand
He was sweet just (turn) ________ eighteen
 Well she was good you know what I mean
Summer heat, boy and girl meet, but oh oh the summer nights
Tell me more, tell me more
How much dough did he spend?
Tell me more, tell me more
(can) ________ she get me a friend?

It (turn) ______ colder - that's where it ends

So I (tell) ________ her we'd still be friends
Then we (make) _______ our true love vow
Wonder what she's doing now
Summer dreams (rip) ________ at the seams, but oh those summer nights

 RECURSOS RECOMENDADOS: computador, documento word, lápiz, esfero, diccionario de

inglés / diccionario en línea y cuaderno, you tube.

5 ACTIVIDAD CORRESPONDIENTE AL PROYECTO TRANSVERSAL: GESTIÓN DE RIESGO.

We continue working on cross curricula project “Risk Management Process”

Mention in Spanish what you have to prevent slips, trips and falls.

1. ____________________________________________
2. ____________________________________________
3. ____________________________________________
4. ____________________________________________
 5. ____________________________________________
6. ____________________________________________
7. ____________________________________________
8. ____________________________________________
9. ____________________________________________

 RECURSOS RECOMENDADOS: computador, documento word, lápiz, esfero, diccionario de

inglés / diccionario en línea y cuaderno.

6 MEDIOS AUDIOVISUALES PARA APOYAR EL DESARROLLO DE LA GUIA,

RETROALIMENTACIÓN Y ACOMPAÑAMIENTO SEGÚN HORARIOS.
X Envío de audios con explicaciones y orientaciones

____Envío de videos tutoriales grabados por los docentes con explicaciones sobre el desarrollo de la
guía o de la temática abordada.
X_ Realización de encuentros virtuales con los estudiantes mediante plataformas como Meet.
7 EVIDENCIA DE APRENDIZAJE
EVIDENCIA 1. Desarrollar las actividades: 2.1, 2.2, 2.3, 2.4, 3.1, 3.2 and its respective statements,
3.3, 3.4, 3.5, 3.6 PLAZO: Mostrar estas actividades durante la clase. El trabajo se debe
desarrollar por parejas.
EVIDENCIA 2. Presentar el desarrollo de las actividades 4.0, 4.1, 5.0. PLAZO: Desarrollar estos
ejercicios en clase y enviar esta guía completa por parejas en PDF a GOOGLE CLASSROOM. El
link se compartirá en clase.
EVIDENCIA 3. Contestar el test on line sobre PAST SIMPLE TENSE. El link se compartirá en clase.
8 CRITERIOS INTEGRALES PARA APLICAR LA ESCALA DE VALORACIÓN:
Superior: Se apropia satisfactoriamente de conceptos y contenidos propuestos por el área.
Alto: Se apropia correctamente de conceptos y contenidos propuestos en el área.
Básico: Presenta algunas dificultades en la apropiación de conceptos y contenidos propuestos para
el área.
Bajo: Presenta dificultades en la apropiación de conceptos y contenidos propuestos en el área.