INSTITUCIÓN EDUCATIVA TÉCNICO RAFAEL GARCÍA HERREROS

GUIA DE APOYO PEDAGÓGICO # 2

SCGA -02-R-39

GUÍA Nº 2
ASIGNATURA PROPÓSITO:
INGLÉS
Describirá enfermedades,
síntomas y partes del cuerpo
para hablar de su estado de
salud reconociendo
estructuras gramaticales
DOCENTE: ALIDA LOPEZ. H básicas de la lengua inglesa.

ESTUDIANTE GRADO : 8 ____ FECHA: D__ M__ A_____

1, ETAPA SABERES PREVIOS: EXPLORACIÓN

Complete with the parts of the body.

Leg- head- hair – eye –nose- arm – mouth - ear – stomach- hand finger- foot-

PREGUNTAS PROBLEMATIZADORAS: Lea las preguntas y responda.

1. Which activities do you think are good for taking care of your body? ___________________________________
________________________________________________________________________________________________

2. Do you do exercise to keep good health?

________________________________________________________________________________________________
2. ETAPA ESTRUCTURACIÓN:
DESARROLLO TEÓRICO Y CONCEPTUAL

When we describe people we use information like this. We use the verbs to be and to have

Subject Verb Adjective + Part of

have the body
I
You Have Small eyes
We + Oval face
They Long legs
She Curly hair
He Has
It
I have long hair
I have small eyes
I have short curly hair
He has short hair
He has a big mouth
He has oval face
We use adjectives to describe people too.

He is Radamel Falcao.
He is young.
He is tall.
She Sofia Vergara.
He is well
She young. – build
He has
She black short hair.
is tall.
He has big brown eyes, a big
She is slim
mouth
She hasand
longbig ears.hair.
blond
He has a
She big long nose.
green eyes, a
big mouth, full lips and small
ears.
She has a straight nose.

What do you look like?

Make a drawing of yourself and make your own
descripcion.

____________________________________________________________________________________________________________

Illnesses Spanish
The flue
Fever
Sore throat
Stomachache
Earache
Ear infection
Chicken pox
Headache
Diarrhea
Cold
Backache
Runny nose
Cough
Broken leg
When we give any advice we use SHOULD/ SHOULDN´T

I
YOU Take an Advil
WE Go to the doctor
THEY SHOULD/ Shouldn´t eat candy
SHE SHOULDN Should rest
HE ´T
IT

3. ETAPA TRANSFERENCIA: VALORACIÓN

ACTIVIDADES.

1. Use the words from the box to complete the conversation.

Banana- breakfast- stomachache- milk – problem-smell – bathroom

A: I have a (1)___________________________
B: Is it something you ate?
A: Maybe. I'm not sure.
B: What did you have for (2)_________________?
A: The usual, cereal with (3) __________________ and a banana.
B: Maybe the (4)______________ was bad.
A: It didn't smell bad.
B: Maybe the (5)________________ was bad.
A: No, the banana was delicious.
B: Maybe you just need to go to the (6)___________________.
A: No, that's not the (7)_______________________.
B: Maybe it will go away in a little while.
2. What should you do if you had a stomachache?

3. What should you do if your best friend had chicken pox?

_________________________________________________________________________________________________
FECHA DE ENTREGA: Esta guía será la guía general de la temática vista que debe ser entregada el día 25 de junio.
Deber ser enviada al correo institucional de la docente:
aelopezhernandez@colegiosminutodedios.co
Para tener en cuenta:
Realizar las actividades en forma ordenada y nítida, con buena letra y excelente presentación.
Para realizar la guía el estudiante puede:
Imprimir la guía y trabajar en los espacios proporcionados.
1. Trabajar en hojas de block enumerando las preguntas y escribiendo solo las respuestas conservando la
numeración y el orden de la misma.
2. Editando la guía en Word.

5. BIBLIOGRAFÍA.

Raymond Murphy. Grammar in use. Editorial Cambridge 2017.