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Capacidad para reconocer diferentes verbos y utilizarlos en la

elaboración de rutinas diarias

PRIMER PERIODO

2008

GRADO 8

Cohete - AVANZAR

GRADO 8

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1.Aplica esta estructura gramatical para

referirse a gustos en prácticas orales y es-

critas.

2.Interpreta el contenido de un texto sen-

cillo

3.Identifica nuevo vocabulario según la fi-

cha técnica

4. Reconoce el uso adecuado del modal

should.

1.Utiliza adverbios de frecuencia en la elabo-

ración de la rutina diaria

2.Construye oraciones afirmativas, negati-

vas e interrogativas con el presente simple

para describir actividades cotidianas

3. Elabora textos utilizando like+ing 1.

2.

COGITIVOS

PROCEDIMENTALES

ACTITUDINALES

Capacidad para reconocer diferentes verbos y utilizarlos en la elaboración de rutinas diarias

COEVALUACIÓN

No Letra

COMPETENCIA DEFINITIVA

DESEMPEÑOS

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MARCO CONCEPTUAL

GRAMMAR VOCABULARY VOCABULARY

SIMPLE PRESENT

• Frequency adverbs

• Should/shouldn’t

•

• Like+verb+ing

• Questions with ever

• Physical appearance • Technical Topics

How computers work

•The prince and the pauper

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CONTENIDOS

PRESABERES

El verbo ‘To be’ tiene una importancia

especial en inglés. Se corresponde a

los verbos españoles “ser” y “estar”.

Dependiendo del sentido de la frase

deduciremos de cual de los dos se

trata.

I am English / Soy inglés

I am in England / Estoy en

Inglaterra

Tiene algunos usos especiales distintos a sus equivalentes

españoles.

- Sirve para expresar la edad, en cuyo caso se traduce por ‘tener’:

Mary is 20 years old / Maria tiene 20 años

I am 21 / Yo tengo 21 años

How old are you? / ¿Cuántos años tienes?

- Para expresar las sensaciones también se emplea el verbo ‘to be’ y

equivale al ‘tener’ español.

Are you hungry? / ¿Tienes hambre?

He is thirsty / Tiene sed

- También para hablar sobre el tiempo atmosférico. En este caso se traduce

por ‘hacer’

It’s windy / Hace viento

It’s very cold / Hace mucho frío

PRESENTE DE INDICATIVO

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I am (I’m) I am not (I’m not) am I?

soy, estoy no soy, no estoy are you?

you are (you’re)you are not (you’re not)

¿eres tú?, ¿estás tú?

eres, estás no eres, no estás ¿eres tú?, ¿estás tú?

he is (he’s) he is not (he’s not) is he?

él es, está él no es, no está él es, está

we are (we’re)we are not (we’re not) are we?

somos, estamosno somos,

no estamos¿somos?, ¿estamos?

you are (you’re)you are not (you’re not)

are you?

sois, estáis no sois, no estáis ¿sois?, ¿estáis?

FORMA AFIRMATIVA FORMA NEGATIVA FORMA INTERROGATIVA

they are (they’re)

ellos son, están

they are not (they’re not) are they?

ellos no son, no están ¿son, están ellos?

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CONCEPTUALIZACIÓN

El uso de should en inglés:

Should es un verbo modal. Verbos modales ‘ayudan’ a otros verbos. Es decir se

usan con otros verbos para expresar diferentes funciones. Should se usa para

dar consejos.

Se forma:

Afirmativos

Se usa should + el infinitivo sin to

Se usa should con todas las personas sin cambiar su forma

I

you

he/she/it + should + infinitivo sin to

we

they

EJEMPLO: He should work harder. (deberia trabajar mas).

NegativosSe usa shouldn’t con todas las personas sin cambiar su forma

I

you

he/she/it + shouldn’t + infinitivo sin to

we

they

EXAMPLE: We shouldn’t arrive late. (No deberiamos llegar tarde).

Preguntas

Should + sujeto + verbo infinitivo sin to

EXAMPLE: Should I study this chapter for the exam? (¿Deberia estudiar este

capitulo para el examen?)

Short answers

Should I go to the party?

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Yes you should.

No you shouldn’t.

Se usa:

1. Para dar consejos

EXAMPLE:You should do your homework. (deberias hacer tus deberes)

2. Para expresar tu opinion sobre lo que alguien deberia hacer en una situación

EXAMPLE: I think you should work harder. (creo que deberias trabajar más)

3. Para hablar del pasado se usa should have + verbo infinitivo sin to

EXAMPLE: You should have told me you were going to arrive late.

CONSTRUCCIÓN DEL CONOCIMIENTO

• Complete the next exercise using should and the verbs in brackets: 1. I´ve got a headache. You ..................................................(drink/water).2. I´ve forgotten my books. You..........................................(tell/teacher).3. My back hurts. You...........................................................(go/doctor’s).4. The house is very untidy. You..........................................(tidy).5. I’ve got toothache. You......................................................(go/ dentist )

• Write a problem and advice according to the problem

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CONCEPTUALIZACIÓN

SIMPLE PRESENT

Se forma en inglés con el infinitivo del verbo sin ‘to’ (forma básica) para to-das las personas, a excepción de la tercera persona singular que añade una -s final:

I playYou playHe playsWe playYou playThey play

Yo juegoTú juegasÉl juega

Nosotros jugamosVosotros jugáis

Ellos juegan

Cuando el verbo termina en -s, -ss, -sh, -o, -ch, -x se añade a la tercera per-sona singular la terminación ‘-es’. Cuando termina en ‘y’ precedida de conso-nante cambia la ‘y’ por ‘ies’I kiss / Yo beso She kisses / Ella besaI try / Yo intento He tries / Él intenta

FORMAS NEGATIVA, INTERROGATIVA E INTERROGATIVA-NEGATIVA A diferencia del español, para su construcción se recurre al verbo ‘to do’ que realiza una función auxiliar. En la tercera persona la forma ‘do’ cambia a ‘does’. NEGATIVE: sujeto + auxiliar + not + forma básica

I do not playYou do not playHe does not play We do not playYou do not playThey do not play

¿Juego yo?¿Juegas tú?¿Juega él?

¿Jugaos nosotros?¿Jugáis vosotros?

¿Juegan ellos?

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INTERROGATIVE: auxiliar + sujeto + forma básica

Do I play?Do you play?Does he play?Do we play?Do you play?Do they play?

¿Juego yo?¿Juegas tú?¿Juega él?

¿Jugaos nosotros?¿Jugáis vosotros?

¿Juegan ellos?

INTERROGATIVE-NEGATIVE: auxiliar + sujeto + not + forma básica

Don’t you play? / ¿No juegas?Doesn’t he play? / ¿No juega?

RULERS:

a.) Para indicar acciones o estados habituales

He smokes / Él fumaEs un fumador. No se trata de que está fumando un cigarrillo en este momento, sino que lo que se indica es que es una persona que habitualmente fuma. I get up at nine o’clock / Me levanto a las nueve en puntoNo estoy diciendo que me estoy levantando y que son las nueve, sino que ha-bitualmente suelo levantarme a dicha hora.

b.) Dado que se emplea para indicar acciones o estados habituales, suele acom-pañarse de los adverbios de tiempo (usually, sometimes, never, etc.). I often get angry with Rachel / A menudo me enfado con Raquel

c.) Puede indicar una acción indeterminada en el tiempo: I speak English / Hablo InglésHe doesn’t drink coffee / No bebe café ADVERBS OF FREQUENCY

Adverbs of frequency tell us how often something happens. These are:

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1. work on Saturdays. 2. make my bed 3. g oto the cinema 4. cook dinner 5. eat in restaurants 6. travel by plane 7. watch thrillers 8. be late for school

Always (100%)Usually (75%)Often (50%)Sometimes (25%)Seldom (10%)Never (0%)

CONSTRUCCIÓN DEL CONOCIMIENTO

1. Put the verbs into the simple present:

Bob is fourteen years old and 1. _____________( live ) in a small flat in London. Bob’s mother _____________( teach ) French. His father ____________ (play ) the piano. Bob __________________( go ) to school every day from 9:00 to 3:30. He _________ (love) listening to rock music, but he ________________ not / like ) listening to pop music. In his free time, he often _____________( play ) football with his friends. He ______________( want ) to become a foot-baller.

2. Make true sentences about yourself using the adverbs of frequency below

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CONCEPTUALIZACIÓN

PHYSICAL APPEARANCE

face = la cara/el rostro

facial features

she has a thin face

clean-shaven

rasgos

tiene la/una cara delgada

bien afeitado

an oval face

a bloated face

a round face

a cherubic face

una cara redonda

una cara hinchada/abotagada/abotargada

rasgos

una cara angelical

a chubby face

chubby-cheeked

una cara regordete

mofletudo

a chubby/podgy faceuna cara rechoncha,

regordete, gordinflona

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she has freckles

spots/pimples

a face lift

warts

rosy cheeks

tiene pecas, es pecosa

granos

un lifting, un estiramiento facial

verrugas

mejillas sonrosadas

blackheads

he had a weather-beaten face

moles

wrinkles

espinillas

tenía un rostro curtido

lunares

arrugas

acne

a double chin

acne

una papada

a birthmarkun antojo/una mancha de

nacimiento

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CONSTRUCCIÓN DEL CONOCIMIENTO

Describe the next pictures according to the physical appearance. Using the simple present

READING COMPREHENSION

The prince and the pauper

Tom was conducted to the principal apartment of a noble suite, and made to sit down--a thing which he was loth to do, since there were elderly men

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and men of high degree about him. He begged them to be seated also, but they only bowed their thanks or murmured them, and remained standing. He would have insisted, but his ‘uncle’ the Earl of Hertford whispered in his ear--“Prithee, insist not, my lord; it is not meet that they sit in thy pres-ence.”The Lord St. John was announced, and after making obeisance to Tom, he said--“I come upon the King’s errand, concerning a matter which requireth privacy. Will it please your royal highness to dismiss all that attend you here, save my lord the Earl of Hertford?”Observing that Tom did not seem to know how to proceed, Hertford whis-pered him to make a sign with his hand, and not trouble himself to speak unless he chose. When the waiting gentlemen had retired, Lord St. John said--“His majesty commandeth, that for due and weighty reasons of state, the prince’s grace shall hide his infirmity in all ways that be within his power, till it be passed and he be as he was before. To wit, that he shall deny to none that he is the true prince, and heir to England’s greatness; that he shall uphold his princely dignity, and shall receive, without word or sign of protest, that reverence and observance which unto it do ap-pertain of right and ancient usage; that he shall cease to speak to any of that lowly birth and life his malady hath conjured out of the unwhole-some imaginings of o’er-wrought fancy; that he shall strive with dili-gence to bring unto his memory again those faces which he was wont to know--and where he faileth he shall hold his peace, neither betraying by semblance of surprise or other sign that he hath forgot; that upon occa-sions of state, whensoever any matter shall perplex him as to the thing he should do or the utterance he should make, he shall show nought of unrest to the curious that look on, but take advice in that matter of the Lord Hertford, or my humble self, which are commanded of the King to be upon this service and close at call, till this commandment be dis-solved. Thus saith the King’s majesty, who sendeth greeting to your royal highness, and prayeth that God will of His mercy quickly heal you and have you now and ever in His holy keeping.”The Lord St. John made reverence and stood aside. Tom replied resign-

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edly--“The King hath said it. None may palter with the King’s command, or fit it to his ease, where it doth chafe, with deft evasions. The King shall be obeyed.”Lord Hertford said--“Touching the King’s majesty’s ordainment concerning books and such like serious matters, it may peradventure please your highness to ease your time with lightsome entertainment, lest you go wearied to the ban-quet and suffer harm thereby.”Tom’s face showed inquiring surprise; and a blush followed when he saw Lord St. John’s eyes bent sorrowfully upon him. His lordship said--“Thy memory still wrongeth thee, and thou hast shown surprise--but suf-fer it not to trouble thee, for ‘tis a matter that will not bide, but depart with thy mending malady. My Lord of Hertford speaketh of the city’s ban-quet which the King’s majesty did promise, some two months flown, your highness should attend. Thou recallest it now?”“It grieves me to confess it had indeed escaped me,” said Tom, in a hesi-tating voice; and blushed again.

Complete the next sentences:

1. The men in the apartment didn’t sit down because

2. When the Lord St. John came in the room, he wanted to speak to

3. Tom is actually

4. How do you think Tom is feeling?

5. Tom blushed and felt embarrassed because

TECHNICAL TOPIC

How computers workMain articles: Central processing unit and MicroprocessorA general purpose computer has four main sections: the arithmetic and logic unit (ALU), the control unit, the memory, and the input and output devices (collectively termed I/O). These parts are interconnected by busses, often made of groups of wires.The control unit, ALU, registers, and basic I/O (and often other hardware closely linked with

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these) are collectively known as a central processing unit (CPU). Early CPUs were composed of many separate components but since the mid-1970s CPUs have typically been construct-ed on a single integrated circuit called a microprocessor.Control unit

Main articles: CPU design and Control unitThe control unit (often called a control system or central controller) directs the various com-ponents of a computer. It reads and interprets (decodes) instructions in the program one by one. The control system decodes each instruction and turns it into a series of control signals that operate the other parts of the computer.[11] Control systems in advanced computers may change the order of some instructions so as to improve performance.A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.[12]

Diagram showing how a particular MIPS architecture instruction would be decoded by the control system.The control system’s function is as follows — note that this is a simplified description and some of these steps may be performed concurrently or in a different order depending on the type of CPU:1. Read the code for the next instruction from the cell indicated by the program counter. 2. Decode the numerical code for the instruction into a set of commands or signals for each of the other systems. 3. Increment the program counter so it points to the next instruction. 4. Read whatever data the instruction requires from cells in memory (or perhaps from an input device). The location of this required data is typically stored within the instruction code. 5. Provide the necessary data to an ALU or register. 6. If the instruction requires an ALU or specialized hardware to complete, instruct the hardware to perform the requested operation. 7. Write the result from the ALU back to a memory location or to a register or perhaps an output device. 8. Jump back to step (1). Since the program counter is (conceptually) just another set of memory cells, it can be changed by calculations done in the ALU. Adding 100 to the program counter would cause the next instruc-tion to be read from a place 100 locations further down the program. Instructions that modify the program counter are often known as “jumps” and allow for loops (instructions that are repeated by the computer) and often conditional instruction execution (both examples of control flow).It is noticeable that the sequence of operations that the control unit goes through to process an instruction is in itself like a short computer program - and indeed, in some more complex CPU designs, there is another yet smaller computer called a microsequencer that runs a microcode program that causes all of these events to happen.

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Arithmetic/logic unit (ALU)Main article: Arithmetic logic unitThe ALU is capable of performing two classes of operations: arithmetic and logic.

The set of arithmetic operations that a particular ALU supports may be limited to adding and sub-tracting or might include multiplying or dividing, trigonometry functions (sine, cosine, etc) and square roots. Some can only operate on whole numbers (integers) whilst others use floating point to represent real numbers — albeit with limited precision. However, any computer that is capable of performing just the simplest operations can be programmed to break down the more complex operations into simple steps that it can perform. Therefore, any computer can be programmed to perform any arithmetic operation — although it will take more time to do so if its ALU does not directly support the operation. An ALU may also compare numbers and return boolean truth values (true or false) depending on whether one is equal to, greater than or less than the other (“is 64 greater than 65?”).

CONSTRUCCIÓN DEL CONOCIMIENTO

• What is the meaning of the sublined words according to the text (answer in your notebook)• How does the computer work?• What is the whole idea of the text?• Draw the parts of the computer

BIBLIOGRAFÍA• Almarza Miguel Ángel y otros. My choice. Book 3º. Richmond publish-ing. London. 2001.• Beltrán Mauricio. Teenagers new generation. Book 8º Grupo Editorial Norma.Bogotá. 1999.• Hutchinson Tom. American Hotline.Oxford. University Press. New York. 2001.• Virginia Evans – Neil o Sullivan. Click on 1 , Click on 2 Express publish-ing • Copyright © 1998 English Department. University of Calgary Last up-dated: July 26 1999 INTERNET • 2007 de la World Wide Web: http://en.wikipedia.org/wiki/Electronics• 2007 de la World Wide Web: http://www.mansioningles.com/