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2. PRESENTACION
A partir de este momento, usted, aprendiz del SENA, empieza el estudio del tiempo gramatical de Pasado
Simple, los verbos modales would, would like, used to, para brindar la posibilidad de hablar e interactuar
sobre experiencias vividas, costumbres y realizar invitaciones de una manera formal. El SENA, le brinda la
oportunidad de continuar un nuevo nivel, el cual tendrá una duración de 60 horas, en donde irá avanzando
paso a paso en este idioma.
Además, usted continuará enriqueciendo su vocabulario para usar en las diferentes oraciones, entre otros
conceptos y definiciones básicas. Lo invitamos a realizar todas las actividades propuestas, según el orden de
la guía de aprendizaje y las indicaciones del instructor encargado. Por último y como apoyo a la formación
encontrará actividades y cuestionarios en la plataforma blackboard, que deberá realizar semana a semana,
para afianzar el conocimiento.
GFPI-F-019 V3
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
Tell to your partner some activities that you did in the last week.
For example: I went to the doctor last Monday.
It is important to identify properly the parts of a sentence. In groups of three write a sentence each one
and identify: subject, auxiliar verb ( if the sentence has), main verb, adjectives, nouns, object pronouns,
adjective pronouns according with the sentence that you write.
The simple past tense is used to talk about finished actions that happened at a specific time in the past. You state when
it happened using a time adverb. You form the simple past of a verb by adding - ed onto the end of a regular verb but,
irregular verb forms have to be learnt.
2. Teach "today", "yesterday" and "tomorrow" The lesson is based around what your students did yesterday,
so we will begin with three important time words.
Take a calendar and sit down with your students looking at it … it won't be long before everyone takes an interest in
what you are doing. If you have already taught days of the week and months, point to different days and months
and ask what they are. You can also ask students to show you on the calendar when their birthdays are, Christmas
and other holidays.
Next, point at today's date on the calendar and ask, "What day is this?" As well as the actual day (e.g. Wednesday)
teach "today". Then point to the days before and after today's date and teach "yesterday" and "tomorrow"
3. Fill the gaps with the correct form of the verb: in past tense, past participle and base form.
bring brought
buy bought
build Built
choose chose
came Come
cost cost Cost
cut Cut
do Done
draw drew
drive driven
eat Eaten
felt Felt
find found
get Got
gave Given
go gone
have had
hear heard
hold held held
kept kept
know known
leave left
lead led
let let let
lie lain
lose lost
make made made
mean meant
meet met
paid paid
put put
run ran
said said
see seen
sell sold
sent sent
set set
sit sat
speak spoken
spend spent
stood stood
take taken
teach taught
tell told
think thought
understood understood
wore worn
win won
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
wrote written
Example: I_______ soccer for hours. (to play) ---- I played soccer for hours
5. Answer the following questions using the past tense according to the paragraphs.
James finished work, walked to the beach, and found a nice place to swim.
1. Did James finish his work?
2. Did James walk to his house?
3. Did James find a nice place to swim?
Kate arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00.
1. Did Kate arrive from the airport at 9:00?
2. Did Kate check into the hotel at 10:00?
3. Did Kate meet the others at 11:00?
Did Bob add flour, pour in the milk, and then add the eggs in order to make a cake?
1. Did Bob add oil to the cake?
2. Did Bob pour in the milk?
3. Did Bob add the eggs?
3.3.2. USED TO
Examples:
Henry used to study English.
Victoria and Matthew used to go to Canada in the winter.
I used to start work at 7 o'clock.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
INTEREST
It is a feeling of wanting to learn more about something or to be involved in something.
For example: Javier expressed an interest in learning more about music.
It is a quality that attracts your attention and makes you want to learn more about something or to be involved
in something.
For example: Ana took an active interest in the political debate.
It is something (such as a hobby) that a person enjoys learning about or doing.
For example: Music is one of her interest.
ACTIVITY USED TO
1. Use your imagination and write about what people “used to “do before these inventions. For example:
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
5. Cameras (1814)
6. Telescope (1808)
9. Internet (1969)
2. Look at the verb at the end of the sentence and write it on past tense.
The police arrested the murderer when he __________ an old woman (to attack)
_____My uncle ______ all his fortune playing in casinos (to lose question)
Last Friday my father ________ to Paris to visit my brother who works there (to go)
They ___________ the new bridge in time for the Olympic Games (to finish negative)
That terrible accident ____________ yesterday evening (to happen)
Last night when the thieves ________ into my house I was sleeping (to break)
My parents ___________ in the Cathedral of Girón 40 years ago (to get married)
The Socialist Party _______ the last elections and is now in power (to win)
_____Philip _______ at home in very strange circumstances (to die question)
Susan __________ Law in the university of Bogotá (to study negative)
The plane ________ into the mountains due to the weather conditions (to crash)
He ________ late at the station and missed his train (to arrive)
My neighbour __________ a heart attack last year and still hasn't fully recovered (to have)
3. ODD ONE OUT: Find the regular verb in each line and write it into the gap.
1. Understand, drive, feed, check ___________ 2. Read, feel, play, see ___________
3. Fly, plan, shake, begin _________ 4. Listen, do, go, make ___________
5. Hit, love, hurt, lead __________ 6. Know, help, say, think _________
7. Happen, run, pay, wear _________ 8. Like, write, forget, eat _________
9. Stick, grow, look, speak _________ 10. Take, bring, cut, clean _________
11. Beat, send, leave, cry __________ 12. Watch, be, have, meet _________
13. Break, live, cost, hear __________ 14. Put, buy, cook, teach _________
15. Lie, throw, shine, stop _________ 16. Catch, find, answer, lose _________
17. Sink, mean, choose, borrow ________ 18. Want, tell, win, sit _________
19. Collect, freeze, ring, shut __________ 20. Sell, build, drink, open __________
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
3.3.3. PRONUNCIATION: Taking into account the information given in the following video:
https://www.youtube.com/watch?v=j32SurxnE4s
Write the following verbs in the table with their corresponding final sound –t, -d, -id
Want, use, work, call, try, ask, need, seem, help, play, move, live, believe, happen, include, continue, change, watch,
follow, stop, create, open, walk, offer, remember, consider, appear, serve, die and stay.
-t -d -id
ACTIVITY THERE WAS – THERE WERE: Write ‘were’ or ‘was’ on the blank spaces
SINGULAR
PLURAL
Subject pronouns
Object pronouns
Eg.
Subject Verb Object
I see them
He knows me
We didn’t like it
3.3.6. WOULD
Would is a modal verb. Would is often used in conditional sentences with a clause beginning with "If..." but it can
also be used in the following situations:
2. When someone asks a question to invite you or offer you something using Would, the response can be: Yes, I
would OR No, I wouldn't.
Would you like to have a coffee with me? Yes, I would. / No I wouldn´t
ACTIVITY WOULD
1. Imagine you are in these situations. Make polite offers or offers with Would you like.
a) You want to invite your girlfriend to the disco.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
2. Ask permission and make requests. Use the expressions below to make indirect questions for situations A to J.
- Making a request (to someone else)
1. I wonder if you could…?
2. I’d be grateful if you could…
3. Could you possibly…?
4. Do you think you could…?
3. Ordering Food in a Restaurant: Find your partner and use the menu to role play through ordering a meal. You
may switch roles a number of times.
4. Do you know what is the best way to say thank you? How to say thank you?
There are several ways to express your gratitude! Have a look at the various options below, and select the right one
for each occasion.
1. Many thanks for your email. 12. I greatly appreciate your kind words.
2. May thanks for your assistance in our project. 13. Thank you!
3. Thanks! 14. That's all right
4. Thank you for coming here today! 15. You´re so helpful.
5. My pleasure. 16. Don´t mention it
6. I was so pleased to hear from you. 17. I am very thankful that you are considering my
7. Thank you for taking the trouble to help me. I situation.
do appreciate it. 18. That's very kind of you.
8. Thanks for your kind words! 19. It´s nothing.
9. Thank you for spending time with me. 20. Thank you for your consideration.
10. Thanks a lot! 21. How kind you are to help me.
11. You are welcome. 22. Not at all.
Eg.
“I love your dress; you look so beautiful!” – “Thank you very much.”
“Would you like a sandwich?” – “Oh, thanks. I would love one.”
“Can I help you with anything?” – “No, thank you. I’m fine at the moment.”
We use would like or ’d like to say politely what we want, especially when making offers and requests:
Would you like a biscuit with your coffee?
Can you order for Ellie? She’d like the Margarita pizza, please.
Verbs that follow would like are in the to-infinitive form:
Would you like to listen to that again?
I’d like to get a return ticket for tomorrow.
We use Do you like …? to ask about preferences in general. We don’t use Do you like …? to make offers or requests.
Compare
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
Do you like chicken? Would you like some Do you like dancing? Would you like to dance?
chicken?
asks about likes and offers some rice asks about likes and invites you to dance
dislikes in general dislikes in general
Would like means want, but it is more polite. You can use it in sentences and questions.
I’d like an orange juice. -Would you like some tea?
You can also use it to talk about your dreams and ambitions.
I’d like to go to Japan. I wouldn’t like to live here!
You can also use I’d love and I’d hate to talk about dreams.
I’d hate to live in the countryside. I’d love to work with Simon.
Beer Coffee Cola Juice Milk Soft drinks Tea Water Wine
4. In pairs choose one of these situations and make a dialogue using the expression Would you like … to invite
someone.
SITUATIONS:
1. Invite your friends to come to your boyfriend/girlfriend party.
2. Invite your friends to come to your lunch.
3. Invite your friends to come to your aunt wedding party.
4. Invite your friends to join with your event in the university.
5. Invite your friends to watch the movie on the cinema.
6. Invite your friends to play videogames.
can't
Notice that:
Can is invariable. There is only one form: can
The main verb is always in infinitive.
Use of can
Can for permission. The use of can for permission is informal. We sometimes use can to ask or give permission for
something:
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
2. Can Lisa speak French? No, she __________. 7. Can I invite my friends? Yes, they _______come.
4. Can Lucy drive? Yes, she __________. 9. __________ you play the piano?
5. Where __________ I buy a new camera? 10. I __________ find my keys. Where are they?
2. Organize the next sentences in the correct order according with the grammar rules:
For example: parrot say seventeen can English my words
The correct order of the words in the sentence is: My parrot can say seventeen English words.
1. can animal any cheetah than other a faster run
2. understand why my watching . like I sport can´t wife
3. why I like watching movies why romantic husband my ? can´t understand.
4. speak but I young couldn´t English can when , I I was . now
5. daughter than use husband can computer more my applications . can my ten-years-old
3. Look at the pictures and write a sentence in order to help the person in the picture. Write it using ‘Can I…’
For example
We use there is (singular) / there are (plural) to say that something is located in the place or exists:
e.g. There is a pen on the table. / There are many apples in the fridge.
We use there isn’t (singular) / there aren’t (plural) to say that something isn’t located in the place or doesn’t exist:
e.g. There isn’t a pen on the table. / There aren’t any apples in the fridge.
We use Is there…? (singular) / Are there...? (plural) to ask whether something is located in the place or exists:
e.g. Is there a pen on the table? / Are there any apples in the fridge?
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
Singular Plural
Singular Plural
Singular Plural
1. Complete the sentences using there is, there are, is there or are there.
2. Complete each sentence with "there" and the verb "be" in the past tense (was or were). Some sentences are negative.
a) __________ __________ a car accident just ten minutes ago.
b) __________ __________ several people hurt.
c) __________ __________ a lot of police at the scene.
d) __________ __________ any news of it on TV. (negative)
e) __________ I __________, watching helplessly.
f) __________ ___________ anything anyone could do. (negative)
g) __________ __________ a big party last night.
h) A lot of people __________ __________.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
3. According with the next explanation in these sentences, explain the others, with your own words the proper use
of there was, there were in affirmative, negative and question sentences according with the situation presented in
the sentences.
1. COUNTABLE OR UNCOUNTABLE: Before class, make a copy of the worksheet for each pair of students and cut as indicated.
Procedure: Divide the class into pairs, give each pair a set of shuffled cards and tell them to put the cards in a pile face down.
Students take it in turns to pick up a card and put it under the correct heading.
money plan
information bread
Briefcase competition
advice accommodation
opinion knowledge
problem effect
election luggage
suggestion research
Travel issue
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
News pasta
idea month
progress work
furniture scheme
equipment method
Remark shock
3. What does the customer buy? Write a/an or some and the types of food you see in the picture.
Eg. He bought some bread.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
4. Read the sentences and then write ‘a lot’, ‘many’, ‘much’, ‘little’, ‘a few’, on the blank spaces:
1. There are ________ people who prefer to work 11. Mark is not a millionaire. I am sure he doesn't have
part-time ________ Money
2. We don't have ________ time to listen to your 12. I put a ________ bit of sugar in my coffee because I
arguments don't like it very sweet
3. You need ________ time to finish your homework 13. Peter has a stomach ache and that is because he
4. Look at the sky! You can see ________ birds flying ate ________ biscuits
southwards 14. He didn't have ________ luck. He lost all his money
5. Have you received ________ letters from your in the casino
friend? 15. It is a very small car park; it allows ________ cars
6. ________ people know that you worked abroad for 16. We haven't had ________ rain during this year
ten years 17. I have ________ books on the Second World War
7. I can see that you have ________ interest in 18. He made ________ effort to win the race
helping me 19. Martin doesn't eat ________ meat because he
8. ________ cars can go more than 300 km per hour thinks that that is unhealthy
9. There were ________ foreigners in that village last 20. Do you have ________ friends in England?
summer?
10. I am very busy; I have ________ things to do
1. Across 1. Down
2. 3. Simple Past of BRING 2. 1. Simple Past of HURT
3. 5. Simple Past of STICK 3. 2. Simple Past of CHOOSE
4. 8. Simple Past of SING 4. 4. Past Participle of TAKE
5. 10. Simple Past of EAT 5. 6. Simple Past of UNDERSTAND
6. 11. Simple Past of FEED 6. 7. Simple Past of SIT
7. 12. Past Participle of SHAKE 7. 9. Past Participle of GO
8. 16. Past Participle of SELL 8. 13. Simple Past of HEAR
9. 17. Past Participle of READ 9. 14. Past Participle of SWIM
10. 18. Simple Past of LEAVE 10. 15. Past Participle of WRITE
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
1
2 3 4
5 6
7 8 9
10
11
12 13
14 15 16
17 18
19
20 21 22
23 24
25 26
27
Exercise 1: Fill in the blanks with the correct form of the simple past or negative simple past.
a) Yesterday I _______ (leave) early for school. I ________ (take) the bus like I usually do, instead I ________
(walk). It ________ (be) a sunny morning and I ________ (enjoy) being outside.
b) My first class ________ (be) Math. I ________________ (understand) the lesson, so I ________________
(ask) the teacher for help. She _______________ (teach) me how to do the problems, and I think I
understand now.
c) For lunch I ________ (eat) soup with my friends. My friend Rachel _________ (have) any soup, because she
doesn’t like it. She __________ (eat) a sandwich.
Exercise 2: Fill in the questions with the correct verb using the simple past.
a) do/go/have
______ you ______ a good weekend?
What ______ you _______ Saturday?
Where ______ you _______?
b) come/forget/wear
Why _______ you _______ to class on time?
_______ you ________ what time it was?
_______ you ________ a watch?
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
c) look/see
______ you ________ your brother this morning?
Why _______ he ________ so sad?
Exercise 3: For each set of words, write an Affirmative sentence (A), a Negative Sentence (N), and a Question (Q) all
in the simple past.
1. I/eat/lunch
A:_____________________________________
N:_____________________________________
Q:_____________________________________
2. They/buy/a house.
A: _____________________________________
N: _____________________________________
Q: _____________________________________
3.4.2. VOCABULARY
Write a script with another student about your experiences at school, and then perform it in front of the class.
The script should have the following things:
Greetings, (Hello, how are you, etc.)
Dinner invitations,
List teachers or classes, (Do you remember English class? / Do you remember Mrs. Jones?)
Things you used to do, (I used to talk in class, you used to pay attention)
Things that were in school, (There was a gym, there were many books)
Things you did or were, (I played soccer, I was the best student)
Things you’d like to be, (I’d like to be business man, I’d like to be an astronaut)
Ambiente Requerido:
Ambiente de Bilingüismo CIMI – Ambiente Polivalente – Sede Social.
Materiales
DEVOLUTIVO (Herramienta - equipo)
Medio Audiovisual para proyección del material.
Tablero Digital
Diccionarios de Inglés
Computador o Portátil
CONSUMIBLE (unidades empleadas durante el programa)
Marcadores Borrables.
Borrador para tablero.
Fotocopias del material de trabajo.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
4. ACTIVIDADES DE EVALUACIÓN
5. GLOSARIO DE TERMINOS
Apprentice: Aprendiz.
Board: Tablero.
Desk: Escritorio.
Glossary: Glosario.
Introducing Yourself: Presentarse a si mismo.
Learn: Aprender.
Matching: Haga parejas. Coincidir.
SERVICIO NACIONAL DE APRENDIZAJE SENA
Procedimiento de Desarrollo Curricular
GUÍA DE APRENDIZAJE
Share: Compartir.
Spell: Deletrear.
Warming Up: Actividad de preparación de la clase.
Tense: Tiempo Gramatical
Crossword: Crucigrama
6. REFERENTES BILBIOGRAFICOS
Autor (es)