CARMELITAS MISIONERASPROVINCIA NUESTRA SEÑORA DE LAS VIRTUDES

COLEGIO NUESTRA SEÑORA DEL CARMEN – PASTO

GUIA DE AUTOGESTION DEL APRENDIZAJEPERIODO III GUIA A

ASIGNATURA: Ingles GRADO: Séptimo 7NOMBRE EDUCANDO: FECHA: 26-08-2019

ESTANDAR: Sostiene monólogos donde hago presentaciones breves y explico de manera sencilla sus preferencias, actividades y otros temas relacionados con su entorno e intereses

NIVELES DE DESEMPEÑO:

LINGUISTICA Responde con frases cortas a preguntas sencillas sobre temas que le son familiares.

SOCIOLINGUISTICA Solicita explicaciones sobre situaciones puntuales en su escuela, familia y entorno cercano.

PRAGMATICA Inicia, mantiene y cierra una conversación sencilla sobre un tema conocido.

NUCLEOS TEMATICOS:

1. Describing the world2. Real life

CONTENIDOS:

1.1 Comparatives1.2 Superlatives1.3 Describing with adjectives

2.1 be going to2.2 zero and first conditional2.3 modal verbs

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1. SITUACION PROBLEMICA

HOW DO I DESCRIBE THE PLACES THAT SOURROUND ME?

Watch the following video in which PACHO will teach them about comparative and superlative

https://www.youtube.com/watch?v=9KIiaLupHuA

https://www.youtube.com/watch?v=A7vtKASIu4s

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PREGUNTAS ESENCIALES

1. What is the difference between comparative and superlative?2. What is the definition about description?3. How do I describe myself?

ACTIVITY IN CLASS

Using THERE IS/ THERE ARE, THERE ISN`T/ THERE AREN`T, and different ADJECTIVES write the description of the following pictures:

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2. HACIENDO – EJECUTANDOA continuación, encuentras los aspectos más importantes de cada uno de los contenidos, de manera INDIVIDUAL, realiza en el cuaderno un resumen de cada tema para luego socializar en clase.

El comparativo y el superlativoLos adjetivos en grado comparativo

El comparativo se usa en inglés para comparar diferencias entre los dos objetos a los que modifica (larger, smaller, faster, higher). Se emplea en oraciones donde comparamos dos nombres, de la manera siguiente:

Nombre (sujeto) + verbo + adjetivo en grado comparativo + than + nombre (objeto).

El segundo término de la comparación puede omitirse si se entiende a partir del contexto. (ver el último ejemplo).

Ejemplos

My house is larger than hers. This box is smaller than the one I lost. Your dog runs faster than Jim's dog. The rock flew higher than the roof. Jim and Jack are both my friends, but I like Jack better. ("than Jim" se sobreentiende)

Los adjetivos en grado superlativo

El superlativo se emplea para describir un objeto que se encuentra en el extremo superior o inferior de una cualidad (the tallest, the smallest, the fastest, the highest). Se utiliza en oraciones en las que comparamos un sujeto con un grupo de objetos, como aquí:

Nombre (sujeto) + verbo + the + adjetivo en grado superlativo + nombre (objeto).

El grupo con el que se efectúa la comparación puede omitirse si se entiende a partir del contexto (ver el último ejemplo).

Ejemplos

My house is the largest one in our neighborhood. This is the smallest box I've ever seen. Your dog ran the fastest of any dog in the race. We all threw our rocks at the same time. My rock flew the highest. ("of all the rocks" está

sobreentendido)

Formación de comparativos y superlativos regulares

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En inglés, es simple formar el comparativo y el superlativo de la mayoría de los adjetivos. La forma dependerá del número de sílabas del adjetivo.

Adjetivos de una sílaba

Añadir -er para el comparativo y -est para el superlativo. Si el adjetivo termina en consonante + vocal + consonante, la última consonante debe repetirse antes de añadir la terminación.

Adjetivo Comparativo Superlativotall taller tallestfat fatter fattestbig bigger biggestsad sadder saddest

Adjetivos de dos sílabas

Los adjetivos de dos sílabas pueden formar el comparativo añadiendo -er, como los adjetivos de una sílaba, o bien colocando more delante del adjetivo, como ocurre con los de tres sílabas. Igualmente, estos adjetivos pueden formar el superlativo añadiendo la terminación -est o bien poniendo most delante el adjetivo. En muchos casos se utilizan las dos formas, aunque uno de los usos será más habitual que el otro. Si no estamos seguros de que un adjetivo pueda tomar las terminaciones de comparativo o superlativo, es mejor utilizar more y most. Cuando un adjetivo de dos sílabas termina en y, hay que cambiarla por i antes de añadir la terminación.

Adjetivo Comparativo Superlativohappy happier happiestsimple simpler simplestbusy busier busiesttilted more tilted most tiltedtangled more tangled most tangled

Adjetivos de tres sílabas o más

Los adjetivos de tres sílabas o más forman el comparativo colocando more antes del adjetivo y el superlativo colocando most.

Adjetivo Comparativo Superlativoimportant more important most importantexpensive more expensive most expensive

Comparativos y superlativos irregulares

Algunos adjetivos muy corrientes tienen formas irregulares en los grados comparativo y superlativo.

Adjetivos Comparativos Superlativosgood better bestbad worse worstlittle less leastmuch more most

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Adjetivos Comparativos Superlativosfar further / farther furthest / farthest

Ejemplos:

Today is the worst day I've had in a long time. You play tennis better than I do. This is the least expensive sweater in the store. This sweater is less expensive than that one. I ran pretty far yesterday, but I ran even farther today.

Futuro con "going to"Formación

Cuando empleamos "going to"  en una oración para referirnos al futuro, la construcción se compone de tres elementos:el verbo "to be" conjugado conforme al sujeto + "going" + el infinitivo del verbo principal

Sujeto + to be (conjugado) + going + infinitivoShe is going to leave.I am going to stay.

AfirmativaHe is going to jog.NegativaHe is not going to jog.InterrogativaIs he going to jog?Interrogativa negativaIsn't he going to jog?

Función

El uso de "going to" para referirse a eventos futuros sugiere un vínculo muy sólido con el presente. El momento preciso no es relevante, es posterior al ahora, pero la actitud implica que dicho evento depende de algo que sabemos sobre la situación actual. "Going to" se emplea sobre todo para hablar de nuestros planes e intenciones, o para realizar predicciones basadas en evidencias actuales. En el discurso cotidiano, "going to" suele acortarse como "gonna", especialmente en inglés americano, aunque nunca se escribe así.

Uso de "going to" para referirse a planes e intenciones

Ejemplos

Is Freddy going to buy a new car soon?7

Are John and Pam going to visit Milan when they are in Italy? I think Nigel and Mary are going to have a party next week. We are going to have dinner together tomorrow. Aren't you going to stay at the library until your report is finished?

Uso de "going to" para formular predicciones

Ejemplos

He's going to be a brilliant politician. I'm going to have a hard time falling asleep. You're going to be sorry you said that. Is it going to rain this afternoon? Aren't they going to come to the party?

Condicional tipo ceroFormación

En las oraciones condicionales de tipo 0 ("zero conditional"), el tiempo verbal en ambas proposiciones es el "simple present".

Proposición "if" (condición) Proposición principal (resultado)"If" + "simple present" "simple present"If this thing happens that thing happens.

Como ocurre con todas las oraciones condicionales, el orden de las proposiciones no es fijo. Es posible que sea necesario modificar los pronombres y la puntuación al revertir el orden de las proposiciones pero el significado de la oración no cambiará. En las oraciones de "zero conditional" se puede sustituir "if" por "when" sin afectar al significado, puesto que ambos términos sirven para expresar hechos generales.

Ejemplos

If you heat ice, it melts. Ice melts if you heat it. When you heat ice, it melts. Ice melts when you heat it. If it rains, the grass gets wet. The grass gets wet if it rains. When it rains, the grass gets wet. The grass gets wet when it rains.

Funciones

El condicional tipo 0 se emplea para realizar afirmaciones sobre el mundo real y suele referirse a hechos generales que damos por ciertos, como los hechos científicos. En estas oraciones el marco temporal es ahora o siempre y la situación es real y posible.

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Ejemplos

If you freeze water, it becomes a solid. Plants die if they don't get enough water. If my husband has a cold, I usually catch it. If public transport is efficient, people stop using their cars. If you mix red and blue, you get purple.

El condicional tipo cero suele también utilizarse para dar instrucciones y, en este caso, el verbo de la cláusula principal va en imperativo.

Ejemplos

If Bill phones, tell him to meet me at the cinema. Ask Pete if you're not sure what to do. If you want to come, call me before 5:00. Meet me here if we get separated.

Condicional tipo 1Formación

En una oración condicional de tipo 1, el verbo de la proposición "if" va en "simple present", mientras que el de la cláusula principal va en "simple future".

Proposición "if" (condición) Proposición principal (resultado)If + simple present simple futureIf this thing happens that thing will happen.

Como ocurre con todas las oraciones condicionales, el orden de las proposiciones no es fijo. Es posible que sea necesario modificar los pronombres y la puntuación al cambiar el orden de las cláusulas pero el significado de la oración no cambia.

Ejemplos

If it rains, you will get wet. You will get wet if it rains. If Sally is late again I will be mad. I will be mad if Sally is late again. If you don't hurry, you will miss the bus. You will miss the bus if you don't hurry.

Funciones

El "type 1 conditional" se refiere a una condición posible y su resultado probable. Estas oraciones se basan en hechos y se utilizan para hacer afirmaciones sobre la realidad y sobre situaciones particulares; solemos

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emplearlas para hacer advertencias. El marco temporal de las oraciones condicionales de tipo 1 es el presente o el futuro y la situación es real.

Ejemplos

If I have time, I'll finish that letter. What will you do if you miss the plane? Nobody will notice if you make a mistake. If you drop that glass, it will break. If you don't drop the gun, I'll shoot! If you don't leave, I'll call the police.

En oraciones condicionales de tipo 1 también es posible utilizar verbos modales en la cláusula principal, en lugar del futuro, para expresar el grado de certeza, permiso o una recomendación sobre el resultado.

Ejemplos

If you drop that glass, it might break. I may finish that letter if I have time. If he calls you, you should go. If you buy my school supplies for me, I will be able to go to the park.

MODAL VERBS

Los verbos modales son verbos auxiliares que no pueden funcionar como un verbo principal, a diferencia de los verbos auxiliares “be”, “do” y “have” que sí pueden funcionar como un verbo principal.

Los verbos modales expresan modalidad, habilidad, posibilidad, necesidad u otra condición. Los utilizamos para el futuro y el condicional.

Como verbos complementarios que son, los verbos modales no funcionan sin otro verbo. Este otro verbo siempre va después del verbo modal y está en la forma base (el infinitivo sin “to”). No se conjugan los verbos modales y no tienen tiempo.

Los verbos modales son:

can

could

may

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might

will

shall

should

ought to

must/have to

would

3. HACIENDO – CONFRONTANDO

TRABAJO EN EQUIPO ( GRUPOS DE 3) – PRACTICA DE LABORATORIO

Confronta la información anterior en los siguientes links y socializa en exposiciones con recursos visuales la información adicional que encuentres.

https://madridingles.net/comparativos-como-usar-el-comparativo-en-ingles/https://www.inglesmundial.com/Intermedio/Leccion14/Gramatica.htmlhttps://www.aprenderinglesrapidoyfacil.com/2013/12/23/futuro-en-ingles-usos-be-going-to/https://blog.midletonschool.com/entradas/2015/02/gramatica-inglesa-zero-conditional-and-first-conditionalhttps://www.curso-ingles.com/aprender/cursos/nivel-basico/verbs/modal-verbs

RELACION CON OTRAS ASIGNATURAS:

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GESTION EVANGELIZADORA: El valor del compartir al desarrollar trabajo colaborativo intercambiando conocimientos y conceptos

LENGUAJE: Aspectos gramaticales del idioma: ADJETIVOS, DESCRIPCION Y TIEMPOS GRAMATICALES

4. VERIFICANDO Y EVALUANDORealiza un mapa mental con los contenidos aprendidos en esta guía y practica los contenidos anteriores realizando las siguientes actividades

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READING COMPREHENSION

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Read the text and then answer questions 1-5.

Different Colours can affect us in many different ways; that’s according to Verity Allen.  In her new series ‘Colour me Healthy’, Verity looks at the ways that colours can influence how hard we work and the choices we make.  They can even change our emotions and even influence how healthy we are. 

‘Have you ever noticed how people always use the same colours for the same things?’ says Verity.  ‘Our toothpaste is always white or blue or maybe red.  It’s never green.  Why not?  For some reason we think that blue and white is clean, while we think of green products as being a bit disgusting.  It’s the same for businesses.  We respect a company which writes its name in blue or black, but we don’t respect one that uses pink or orange.  People who design new products can use these ideas to influence what we buy.’

During this four-part series, Verity studies eight different colours, two colours in each programme.  She meets people who work in all aspects of the colour industry, from people who design food packets, to people who name the colours of lipsticks.  Some of the people she meets clearly have very little scientific knowledge to support their ideas, such as the American ‘Colour Doctor’ who believes that serious diseases can be cured by the use of coloured lights.  However, she also interviews real scientists who are studying the effects of green and red lights on mice, with some surprising results. 

Overall, it’s an interesting show, and anyone who watches it will probably find out something new.  But because Verity is goes out of her way to be polite to everyone she meets on the series, it’s up to the viewers to make their own decisions about how much they should believe

LISTENING AND SINGING

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   1.What is the writer doing in this text?

 giving information about how colours influence us

 reporting what happens in a new television series

 giving information about a television presenter

 giving his opinion of a recent television show 2.Which of the following shows the probable content of the four shows?

 Part 1 – Health; Part 2 – Products and Industry; Part 3 – Emotions; Part 4 – Decisions

 Part 1 – Blue and Black; Part 2 – Red and Orange; Part 3 – White and Grey; Part 4 – Green and Yellow

 Part 1 – Meeting Designers; Part 2 – Meeting People who Name Colours; Part 3 – Meeting Doctors; Part 4 – Meeting Scientists

 Part 1 – Cleaning Products; Part 2 – Make-up; Part 3 – Clothes; Part 4 – Food   3.According to Verity, why is a knowledge of colour important?

 It can help you to choose the best products.

 It can give you new ideas.

 It can help you to change people’s minds.

 It can help you to sell products.

4.Who does the writer respect least?

 Verity Allen

 The people who name lipsticks

 The ‘Colour Doctor’

 The scientists who work with mice

Black Eyed Peas Lyrics"The Time (The Dirty Bit)"(This is international)(Big mega radio smasher)

I had the time of my lifeAnd I never felt this way beforeAnd I swear this is trueAnd I owe it all to you

[Fergie:]Oh I had the time of my lifeAnd I never felt this way beforeAnd I swear this is trueAnd I owe it all to you-y-y-y-y-yy-y-y-y

... dirty bit

... dirty bit

[Will.I.am:]I-I came up in here to rockLight a fire make it hotI don't wanna take no picturesI just wanna take some shots soCome on let's goLet's lose controlLet's do it all night

'Till we can do it no morePeople rock it to the soundTurn it up and watch it poundWe gon' rock it to the top'Till the roof come burning downYea it's hot in hereThe temperatureHas got these ladies gettin' freakier

[Fergie:]I got freaky, freaky, babyI was chillin with my ladiesI didn't come to get bojiI come here to get crazyI was born to get wildThat's my styleIf you didn't know that,Well baby now you know now,

[Chorus:]'Cause I'mHavin'A good time with youI'm tellin' you

[Will.I.am:]I had the time of my lifeAnd I never felt this way before

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   1.What is the writer doing in this text?

 giving information about how colours influence us

 reporting what happens in a new television series

 giving information about a television presenter

 giving his opinion of a recent television show 2.Which of the following shows the probable content of the four shows?

 Part 1 – Health; Part 2 – Products and Industry; Part 3 – Emotions; Part 4 – Decisions

 Part 1 – Blue and Black; Part 2 – Red and Orange; Part 3 – White and Grey; Part 4 – Green and Yellow

 Part 1 – Meeting Designers; Part 2 – Meeting People who Name Colours; Part 3 – Meeting Doctors; Part 4 – Meeting Scientists

 Part 1 – Cleaning Products; Part 2 – Make-up; Part 3 – Clothes; Part 4 – Food   3.According to Verity, why is a knowledge of colour important?

 It can help you to choose the best products.

 It can give you new ideas.

 It can help you to change people’s minds.

 It can help you to sell products.

4.Who does the writer respect least?

 Verity Allen

 The people who name lipsticks

 The ‘Colour Doctor’

 The scientists who work with mice

And I swear this is trueAnd I owe it all to you

[Fergie:]Oh I had the time of my lifeAnd I never felt this way beforeAnd I swear this is trueAnd I owe it all to you y-y-y-y-y-y-y-y-y

... dirty bit

... dirty bit

[Apl.de.ap:]A-All these girls they like my swaggerThey callin me Mick JaggerI be rollin like a stoneJet setter, Jet laggerWe ain't messin' with no maggotsMessin' with the baddestChicks in the clubHoney what's upMirror, mirror on the wallWho's the baddest of them allIt's gotta be the aplI'm the mac daddy, ya'llHaters better step backLadies don't load you're actI'm the party application rock it just like that

(This is international)(Big mega radio smasher)

[Chorus:]'Cause I'mHavin'A good time with youI'm tellin' you

[Will.I.am:]I-I-I-I'v had the time of my li-I-feAnd I never felt this way before-foreAnd I swear-wear this is true ue-ue-ueAnd I owe it all to you

[Fergie:]Oh I-I-I I'v had the time of my li-I-feAnd I never felt this way before-foreAnd I swear-wear this is true-ue-ue-ueAnd I owe it all to you

[Will.I.am:]I-I-I-I-I had the time of my li-I-feAnd I never felt this way before-foreAnd I swear-wear this is true-ue-ue-ueAnd I owe it all to you

[Fergie:]Oh I-I-I-I'v had the time of my li-I-feAnd I never felt this way before-foreAnd I swear-wear this is true-ue-ue-ueAnd I owe it all to you

... dirty bit

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PRUEBA SABER EN INGLES

CHOOSE THE CORRECT ALTERNATIVE TO COMPLETE THE SENTENCES

1. TONY ……….…. UP EARLY ON SUNDAY MORNINGS.a) IS GET SOMETIMESb) SOMETIMES GETc) SOMETIMES GETS

2. AT THE MOMENT HE ……….….a) IS SLEEPINGb) SLEEPc) SLEEPING

3. SHE ……….…. A NEW LAP TOP LAST MONTH.a) BUYb) IS BUYINGc) BOUGHT

4. HE ……….…. TO WORK. HE’S IN BED.a) CAN’T GOb) ISN’T GOc) CAN’T TO GO

5. SUE: “……….…. SOME SANDWICHES?” PAT: “YES, PLEASE. I’M HUNGRY.”a) ARE YOU LIKINGb) WOULD YOU LIKE

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c) DOES SHE WANT

6. I’M GOING TO SEE HIM ……….…. TUESDAY.a) INb) ONc) OF

7. YOUR IDEA IS ……….…. MINE.a) MORE GOOD THANb) BETTER THANc) BETTER THAT

8. THERE ISN’T ……….…. BREAD. I CAN’T MAKE SANDWICHES.a) ANYb) Ac) MANY

9. ……. VERY CLOUDY TODAY. LET´S HOPE IT DOESN’T RAIN.a) THEY AREb) THERE AREc) IT’S 10. WE’D LIKE TO SEE YOU AGAIN. CAN YOU GIVE ……. YOUR PHONE NUMBER?a) USb) OURc) OURS

11. HELLO! HOW ARE YOU?a) I’M AN ENGINEER.b) PLEASED TO MEET YOU.c) FINE, THANKS. AND YOU?

12. EXCUSE ME. CAN YOU TELL ME THE WAY TO THE BUS STATION?a) YES. YOU CAN CATCH A BUS NEAR THE BUS STATION.b) TURN LEFT AT THE TRAFFIC LIGHTS. IT’S ON THE RIGHT. YOU CAN’T MISS IT.c) I DON’T LIKE TRAVELLING BY BUS.

13. DID YOU HAVE A GOOD HOLIDAY?a) YES, BUT IT WAS TOO SHORT!b) YES, I’M GOING ON HOLIDAY TOMORROW.c) YES, I WANT A LONG HOLIDAY AT THE SEASIDE.

14. HOW OFTEN DO YOU SEE HER?a) I NEVER LOOK AT HER. SHE LIVES IN ANOTHER TOWN.b) NOT VERY OFTEN. SHE DOESN’T LIVE NEAR ME.c) YES, I DO.

15. WHAT DOES SHE DO?a) SHE DOES SECRETARY.b) SHE’S A SECRETARY.c) SHE’S COOKING DINNER.

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16. (ON THE PHONE) CAN I SPEAK TO JILL, PLEASE?a) I DON’T WANT TO SPEAK TO HER.b) I AM.c) SORRY, SHE ISN’T HERE. CAN I TAKE A MESSAGE?

17. WHAT TIME DID YOU GO TO BED LAST NIGHT?a) VERY LATE! THAT’S WHY I’M SLEEPY.b) IT’S TEN O’CLOCK.c) I DON’T LIKE GETTING UP EARLY.

18. COULD YOU PASS ME THE SALT, PLEASE?a) THERE ISN’T IT.b) YES, I’D LIKE SOME SALT.c) SURE. HERE YOU ARE.

19. PAUL : “………. IN THE EVENING?” SUSAN : “WATCH TV OR READ A BOOK.”a) WHAT ARE YOU USUALLY DOINGb) WHAT DO YOU USUALLY DOc) HOW DO YOU DO

20. PAUL : “………. A BOOK TO READ ON THE TRAIN? IT’S A LONG JOURNEY.” SUSAN : “YES, AND A MAGAZINE.”a) DO YOU HAVE GOTb) THERE ISc) HAVE YOU GOT

21. PAUL : “………. ME WITH MY MATHS HOMEWORK?” SUSAN : “SURE. COME TO MY HOUSE THIS AFTERNOON.”a) CAN YOU HELPb) CAN YOU TO HELPc) DO YOU HELP

22. PAUL : “………. MESSAGES FOR ME?” SUSAN : “JUST ONE. IT’S ON YOUR DESK.”a) IS IT Ab) ARE THERE ANYc) ARE THEY ANY

23. PAUL : “………. YOUR ENGLISH BOOK THIS EVENING?” SUSAN : “SORRY. I NEED IT TO DO MY HOMEWORK.”a) COULD I BORROWb) DO I BORROWc) WOULD I LIKE TO BORROW

29. SUSAN : “……….?”PAUL : “YES, I DO. I LOVE A GOOD BOOK.”a) ARE YOU LIKING READINGb) WOULD YOU LIKE TO READc) DO YOU LIKE READING

30. PAUL : “………. WHEN YOU WENT TO LONDON?” SUSAN : “AT A FRIEND’S HOUSE.”a) HOW DID YOU STAY

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b) WHERE DID YOU STAYc) WHERE ARE YOU STAYING

COMPLETE THE TELEPHONE CONVERSATION WITH THE WORDS BELOW. PAUL : HELLO. CAN I SPEAK TO SUSAN, PLEASE? THIS IS PAUL.JILL: OH, HELLO THIS IS JILL. 31. ON A MOMENT. SHE’S COOKING IN THE 32. . (A MINUTE LATER) SUSAN : HELLO PAUL!PAUL : HI SUSAN. 33. , WOULD YOU LIKE TO GO TO THE CINEMA WITH ME TONIGHT? SUSAN : IT DEPENDS. WHAT’S 34. ?PAUL : I FORGET THE TITLE, BUT IT’S A 35. FILM AND BRAD PITT IS IN IT. I KNOW YOU LIKE HIM.

SUSAN : YES, I DO. OK, 36. BUT I DON’T WANT TO BE LATE HOME. I’M WORKING TOMORROW AND I HAVE A LOT TO DO. THIS IS A VERY 37. PERIOD FOR ME AT WORK.

PAUL : NO PROBLEM. WHY DON’T WE 38. AT HALF PAST SIX? WE CAN HAVE A HAMBURGER AND THEN GO TO THE CINEMA.

SUE: NO, I DON’T WANT TO EAT 39. FOOD! WHY DON’T YOU COME HERE? I’LL COOK SOME SPAGHETTI. BRIAN: GREAT! I LOVE YOUR SPAGHETTI BOLOGNESE.SUE: 40. AT HALF PAST SIX.

31. A) EXPECT B) HOLD C) WAIT32. A) KITCHEN B) CHICKEN C) COOKER33. A) HEAR B) GO C) LISTEN34. A) LIKE B) ON C) AT35. A) SCIENCE FICTION B) THRILL C) ROMANCE36. A) GO B) LET’S GO C) WE GO37. A) BORED B) OCCUPIED C) BUSY38. A) MEET US B) MEET C) SEE YOU39. A) JUNK B) QUICK C) HUNGRY40. A) I AM SEEING B) SEE YOU C) WE SEE US

READ THE TEXT AND ANSWER THE QUESTIONS BELOW.

DAVE IS A BANK CLERK IN LONDON. HE THINKS HIS JOB IS BORING – BUT THE SALARY IS GOOD. HE LIVES IN A SMALL VILLAGE AND GOES TO WORK BY TRAIN AND THEN THE UNDERGROUND. IT’S A LONG JOURNEY - HE LEAVES HOME AT HALF PAST SEVEN - AND PEOPLE ASK HIM WHY HE DOESN’T MOVE NEARER TO LONDON, BUT DAVE PREFERS TO LIVE IN HIS VILLAGE.

HE DOESN’T LIKE CROWDS, SMOG AND TRAFFIC AND HE LOVES GOING FOR LONG BIKE RIDES OR WALKS IN THE COUNTRY WHEN THE WEATHER IS FINE. HE ALSO HAS A LOT OF FRIENDS IN THE VILLAGE AND HE DOESN’T WANT TO LOSE THEM. HE ARRIVES AT THE BANK AT NINE AND USUALLY FINISHES AT HALF PAST FIVE. HE GETS HOME AT ABOUT SEVEN O’CLOCK. HE HAS AN HOUR FOR LUNCH, AT ONE O’CLOCK. WHEN THE WEATHER IS GOOD, HE OFTEN BUYS SANDWICHES AND EATS THEM IN THE PARK NEAR HIS BANK. WHEN IT’S RAINING, OR COLD, HE GOES TO A SMALL CAFÉ FOR LUNCH.

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DAVE’S GIRLFRIEND, LIZ, IS A STUDENT AT READING UNIVERSITY AND LIVES IN A SMALL FLAT NEAR HER UNIVERSITY WITH THREE OTHER STUDENTS. DAVE AND LIZ MET TWO YEARS AGO WHEN THEY WERE BOTH IN SPAIN ON HOLIDAY. DAVE WOULD LIKE TO MARRY HER WHEN SHE FINISHES UNIVERSITY NEXT YEAR, BUT LIZ PREFERS TO WAIT FOR TWO OR THREE YEARS BEFORE GETTING MARRIED. THEY DON’T MEET DURING THE WEEK BECAUSE LIZ IS BUSY WITH HER STUDIES, BUT THEY USUALLY SPEND THE WEEKENDS TOGETHER.

IT’S HALF PAST ELEVEN ON A BEAUTIFUL SATURDAY MORNING AND DAVE AND LIZ ARE IN DAVE’S CAR. THEY WANT TO GO TO THE SEASIDE FOR THE DAY, BUT A LOT OF PEOPLE SEEM TO HAVE THE SAME IDEA, AND TRAFFIC ON THE MOTOR- WAY IS VERY SLOW. IT IS ALSO VERY HOT!

DAVE SAYS, “THIS IS A STUPID WAY OF SPENDING SATURDAY! WHY DON’T WE LEAVE THE MOTORWAY AND HAVE LUNCH IN A PUB? WE CAN GO TO THE SEASIDE ANOTHER DAY.”

“YES!” SAYS LIZ, “I’M HOT, BORED AND HUNGRY. LOOK, WE CAN LEAVE THE MOTORWAY HERE.”

THEY LEAVE THE MOTORWAY AND LOOK FOR AN INTERESTING PLACE TO HAVE LUNCH. THEY FIND AN OLD PUB BY A RIVER AND DECIDE TO EAT OUTSIDE. THEY CAN SEE THE RIVER FROM THEIR TABLE. THEIR LUNCH IS VERY GOOD AND NOT EXPENSIVE. THEY DECIDE THAT LEAVING THE MOTORWAY AND THE TRAFFIC WAS A VERY GOOD IDEA!

41. DAVE DOES NOT ENJOY WORKING IN A BANK. TRUEFALSE DOESN’T SAY

42. DAVE WOULD LIKE TO LIVE NEARER LONDON. TRUEFALSE DOESN’T SAY

43. DAVE LIKES HIS VILLAGE BECAUSE THERE ARE NOT CROWDS, TRAFFIC AND SMOG. TRUEFALSE DOESN’T SAY

44. DAVID LIVES WITH HIS PARENTS. TRUEFALSE DOESN’T SAY

45. LIZ IS GOING TO FINISH UNIVERSITY NEXT YEAR. TRUEFALSE DOESN’T SAY

5. ACTUANDO

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SE SOCIALIZA EL RESULTADO DE LA EVALUACION Y SE REALIZA PRACTICA DE REFUERZO EN LABORATORIO DE INGLES DESARROLLANDO LOS EJERCICIOS ONLINE DEL SIGUIENTE LINK:

https://es.islcollective.com/

ELABORADO REVISADO Y APROBADONOMBRE Cristina Peláez NOMBRE Carmen Cabrera

CARGO Educadora FECHA 23-08-2019 CARGO Jefe ÁreaHumanidades

FECHA

FIRMA FIRMA

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