INSTITUCIÓN EDUCATIVA TÉCNICA SAGRADO CORAZÓN Aprobada según Resolución No NIT DANE SOLEDAD ATLÁNTICO.

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1 Página 1 de 21 GUÍA No 3 ÁREA: Humanidades GRADO: 6 Docente; Isabel Orozco Hernández PERIODO: 3 IH: 15 a 16 horas EJE TEMÁTICO You can do it DESEMPEÑO Puede extraer información general y especifica de un texto corto y escrito con un lenguaje sencillo NÚCLEO TEMÁTICO: Can / can t, frequency adverbs, genitive case HABILIDAD(ES) DE PENSAMIENTO Listening, reading, writing, and speaking INDICADOR(ES) DE DESEMPEÑO(S) Escribe textos cortos sobre sus habilidades usando un vocabulario adecuado y sencillo Cumple con todos los elementos requeridos para el desarrollo óptimo de la clase Contribuye con su comportamiento para el buen desempeño de la clase SITUACIÓN PROBLEMA Sabes que función cumple el verbo modal can en las oraciones en inglés? Qué papel juegan los adverbios de frecuencia dentro de una oración? Qué es el caso genitivo y para qué se usa? FASE COGNITIVA O DE ELABORACIÓN A) Actividades: NÚCLEO DE FORMACIÓN 1: LESSON 1 GRAMMAR Topic 1. What what can I do? Language Focus Modal can/can t Can comes first in the verb phrase (after the subject and before another verb): We [verb phrase] can take the train to Birmingham. Can is never used with another modal verb: He can hear the music from his room sometimes. Negative ( ) form The negative form of can is can t. We don t use don t/doesn t/didn t with can: I can t believe you said that! We can use the full form cannot (one word) in formal contexts or when we want to emphasize something:

2 Página 2 de 21 Can: uses Permission We often use can to ask for or give permission: Can I take Daisy for a walk? Students can use calculators during the exam. We use can t to forbid (say what you must not do): You can t park there. You can t just take the day off work. You have to have permission in advance. Ability We often use can to talk about ability to do something in the present or future: I can sing one song in Polish. Can you sleep on your back? We can go swimming after school tomorrow, if you like. We often use can with verbs of perception such as hear, see, smell, taste, and mental process verbs such as guess, imagine, picture, understand and follow (in the sense of understand ): I can hear you. I can see her coming down the road now. Can you smell something burning? I can guess why you re angry. We can t follow these instructions for installing this new DVD player. (We can t understand these instructions.) General truths

3 Página 3 de 21 We use can to talk about things which we think are usually, but not always, true: Reducing cholesterol through diet can be difficult. (It s not always difficult for everyone, but in general it is difficult.) Fireworks can frighten pets. Swans can be very vicious. We don t normally use could to talk about what we believe to be true in the present. Possibility We use can to express possibility or to question possibilities: We can go to Rome in June because both of us have a week off work. (It is possible for us to go to Rome because we don t have to work in June.) Well, how can you be on a diet if you buy so much chocolate? (I don t think it s possible that you are on a diet because you still buy lots of chocolate.) Guessing and predicting: can t as the negative of must When we want to guess or predict something, we use can t as the negative form of must. We use can t have + -ed form as the negative form of must have + -ed. Can t and can t have + -ed form express strong possibility: A: Who owns this blue coat? It must be yours. B: It can t be mine. It s too big. (A uses must to guess that the coat belongs to B. He sees this as a strong possibility. B uses can t to express strong negative possibility. The coat is too big, so it isn t his.)

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8 Página 8 de 21 NÚCLEO DE FORMACIÓN 1: LESSON 1 GRAMMAR Topic 1. What do you usually do on weekend? Language Focus Frequency adverbs We use some adverbs to describe how frequently we do an activity. These are called adverbs of frequency and include: Frequency Adverb of Frequency Example Sentence 100% always I always go to bed before 11 p.m. 90% usually I usually have cereal for breakfast. 80% normally / generally I normally go to the gym. 70% often* / frequently I often surf the internet. 50% sometimes I sometimes forget my wife's birthday. 30% occasionally I occasionally eat junk food. 10% seldom I seldom read the newspaper. 5% hardly ever / rarely I hardly ever drink alcohol. 0% never I never swim in the sea. The Position of the Adverb in a Sentence An adverb of frequency goes before a main verb (except with to be) Subject + adverb + main verb I always remember to do my homework. He normally gets good marks in exams. An adverb of frequency goes after the verb To Be. Subject + to be + adverb They are never pleased to see me. She isn't usually bad tempered. When we use an auxiliary verb (have, will, must, might, could, would, can, etc.), the adverb is placed between the auxiliary and the main verb. This is also true for to be.

9 Página 9 de 21 Subject + auxiliary + adverb + main verb She can sometimes beat me in a race. I would hardly ever be unkind to someone. They might never see each other again. They could occasionally be heard laughing. We can also use the following adverbs at the start of a sentence: Usually, normally, often, frequently, sometimes, occasionally Occasionally, I like to eat Thai food. BUT we cannot use the following at the beginning of a sentence: Always, seldom, rarely, hardly, ever, never. We use hardly ever and never with positive, not negative verbs: She hardly ever comes to my parties. They never say 'thank you'. We use ever in questions and negative statements: Have you ever been to New Zealand? I haven't ever been to Switzerland. (The same as 'I have never been Switzerland').

10 Página 10 de 21 ACTIVITY 1: Complete the sentences. Use the adverb and the correct form of the verbs in brackets. 1. Our teacher, Mrs Jones, (never / be) late for lessons. 2. I (often / clean) my bedroom at the weekend. 3. My brother (hardly ever / help) me with my homework. 4. I (sometimes / be) bored in the maths lessons. 5. We (rarely / watch) football on TV. 6. You and Tony (never / play) computer games with me. 7. You (usually / be) at the sports centre on Sunday. 8. The school bus (always / arrive) at half past eight. ACTIVITY 2: Rewrite the complete sentence using the adverbs in parenthesis 1. They go to the movies. (often) 2. She listens to classical music. (rarely) 3. He reads the newspaper. (sometimes) 4. Sara smiles. (never) 5. She complains about her husband. (always) 6. I drink coffee. (sometimes) 7. Frank is ill. (often) 8. He feels terrible (usually) 9. I go jogging in the morning. (always) 10. She helps her daughter with her homework. (never)

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14 Página 14 de 21 NÚCLEO DE FORMACIÓN 3: LESSON 3 GRAMMAR Topic Mom s car Language Focus Genitive case here are different ways to show ownership of something. To show possession you can use nouns to modify other nouns. (For purposes of clarity, we distinguish between the genitive case and the possessive case here.) The good news is that the genitive case "of" is used less and less in English today. Hooray! Possessive Case The possessive case is used to show ownership. The possessive pattern or mark ('s) is generally used when indicating a relation of ownership or association with a person, rather than a thing. (Linguistically speaking it is a form of genitive case.) Singular nouns take -'s. For example:- Bob's presentation. Lynne's web site kept growing larger and larger. There are, as ever, exceptions to this rule. When a group of people is involved or animals. For example:- The members' forum. The dogs' tails. Companies are often treated like people. For example:

15 Página 15 de 21 Coca Cola's latest advertising campaign. Irregular plural nouns that don't end in s take -'s. For example:- The children's toys. The people's court. Plural nouns that end in " s " take an apostrophe at the end ( ' ). For example:- The girls' dresses. People's names that end in "s" you can write (') at the end, or add ('s). For example:- Charles' job was on the line. Charles's job was on the line. Try to avoid sounding like hissing Sid though. When an added - s would lead to three closely bunched s or z sounds just use an apostrophe at the end. The map of Ulysses' journey. If you have to show joint ownership, give the possessive form to the final name only. Abbott and Costello's famous baseball sketch.

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18 Página 18 de 21 VOCABULARY Translate: traducir Become: convertirse, llegar a ser Always: siempre Take: tomar o agarrar un objeto o cosa Drink: tomar o beber A split second: una fracción de Segundo Dig: cavar A long time ago: hace mucho tiempo Choose: escoger Call: llamar Deliver: entregar For a few days: por pocos días Eat: comer Feed: alimentar Yesterday evening: ayer por la noche Soon: pronto Sneeze: estornudar Forever: por siempre In a few days: en pocos días Wake up: levantarse Get asleep: tener sueño Have breakfast, lunch, dinner: desayunar, almorzar, cenar Take a shower: bañarse Often: a menudo, con frecuencia Hard to understand, difficult: dificil Grow up: crecer

19 Página 19 de 21 AUTOEVALUACIÓN Y COEVALUACIÓN ACTITUDINAL ÁREA:HUMANIDADES ASIGNATURA: DOCENTE: ISABEL OROZCO HERNÁNDEZ NOMBRE ESTUDIANTE GRADO: PERIODO: CRITERIOS RESPONSABILIDAD Autoevaluación Coevaluación Evaluación final Entrega de compromisos Uniforme Trabajo en clase Asistencia ACTITUDINAL Auto evaluación Coevaluación Nota Nota final CRITERIOS docente compañeros Bienes de la institución total Participación Respeto Trabajo en equipo Solidaridad Creatividad Uso adecuado del lenguaje

20 Página 20 de 21 FASE DE SALIDA O SOCIAL Organiza conversaciones en pareja en la cual practiques la pronunciación de las palabras que hacen parte de las temáticas desarrolladas en las clases METODOLOGÍA El trabajo es individual o en parejas Traer todo el material de trabajo a clases, no se aceptan trabajos en casa. t Traer el diccionario, la guía, hojas de bloc, recortes de revistas y periódico para trabajar en la clase Presentar el desarrollo de tus actividades en un albúm MATERIALES Libros de inglés para investigar Guías Diccionario de inglés y hojas de bloc EVALUACIÓN Actitud y dedicación al trabajar en clase Cumplimiento y desarrollo de todos los núcleos de formación. Presentación y puntualidad de actividades Autoevaluación, coevaluación y heteroevaluación actitudinal

21 Página 21 de 21 BIBLIOGRAPHY: _have_gothas_got/56905