SESSION LESSON PLAN

JUNE 9, 2021
GTH 2056826

Performance Review - Interactive Practice

http://www.skesl.com/lessonpractice.aspx?ALID=515
I improved = Yo mejoré
I have improved = Yo he mejorado
 made = Pasado = hice, hiciste, hizo, hicimos, hicieron.
have/has made = X ha hecho
…is made = está hecho
…are made = están hechos

Performance = Desempeño
Ahead of Schedule = Antes de tiempo
Let = Dejar, permitir
Improve = Mejorar
A lot = Mucho
Volunteer = Voluntario, ofrecerse como voluntario
Tall = Alto / Taller = Más alto
Thin = Flaco / Thinner = Más flaco
New = Nuevo / Newer = Más nuevo
Mentor (noun/verb) = Guiar, orientar, enseñar, servir o hacer
de mentor.
A couple of = Un par de, algunos
A pair of = Un par de

***Agree = Concordar (estar de acuerdo)

En inglés, este verbo NUNCA se conjuga con el verbo TO
BE, pero en español sí.
I agree – I don’t agree
You agree – You don’t agree
He agrees – He doesn’t agree
She agrees – She doesn’t agree
It agrees – It doesn’t agree
We agree – We don’t agree
You agree – You don’t agree
They agree – They don’t agree

Upper management = Alta dirección

Percent = Por ciento
Raise = Aumento
Expect = Esperar (de expectativa)
Fortunately (fórchunatly) = Afortunadamente
Unfortunately (anfórchunatly) = Desafortunadamente

Here = Aquí, acá

There = Allí, allá

THERE + TO BE = HAY
Present Past
There is = Hay There was = Había,
(singular) hubo (singular)
There is a computer on the There was a computer on the
table. table.
There are = Hay There were = Había,
(plural) hubo (plural)
There are two computers on There were two computers
the table. on the table.
There were seven people
hurt in the accident.

A few = Unos cuantos

You barely missed the cut = Faltó muy poco para que el
personaje del diálogo pudiera obtener un 4 en su evaluación
de desempeño.

A: "It's that time of year again."

B: "Yeah. I always get nervous during this time."

A: "It shouldn't go too bad."

B: "So, how did I do this year?"

A: "Let me first ask you how you feel about your performance?"

B: "I think I improved a lot and made a lot of great contributions. I completed all my
assignments ahead of schedule, I volunteered for two more extra projects, and
mentored a couple of our newer employees."
A: "I agree. You did great this year. I got your rating back from upper management and
it's not bad, but it's not the best. You received a 3.5, a 4 percent raise, and an 8
percent bonus."

B: "I got a 3.5? Why? I was really expecting a 4 this year. I really worked hard."

A: "Unfortunately, we can't give everyone a 4. There were a lot of people who did great
this year and we only had a few 4's to give. You barely missed the cut."

B: "What could I have done to get a 4? I thought I did everything to deserve one."

A: "I agree. I think you should have received a four, but the only thing I can suggest is
for you to be more visible. The people who beat you this year didn't necessarily do
better work than you, it's just that people knew the work they were doing more than
yours. You need to stand out a little better."

B: "How do I do that? It doesn't make sense. If I work my ass off and I do great work,
why does it matter if I show off or not?"
A: "If 3 people are equal in their work, the only deciding factor is how much of the work
they know about. Since upper management cannot know the details of everything, they
mainly see the people who are visible. You can do this by taking on projects that affect
the whole team so everyone can see, or you can be pro-active in finding places for
improvements and sending out a mail to management with your ideas."

B: "If I did a great job, why did I only get a 4 percent raise?"

A: "You got a high raise comparing to other people. The average raise throughout the
company was 2 percent. They cut back a lot on raises due to the slow economy."

B: "I'm a little disappointed, I'll see you tomorrow."

A: "Ok. Think about what I said and we'll try to give you more assignments with more
visibility."
HOME ACTIVITY

1. Finish reading the dialogue, analyzing the gramar structure and vocabulary, and
understanding what is said.

2. Write the words you do not know and their meaning in your notebook.

3. Practice the pronunciation with the audio on the website:

http://www.skesl.com/lessonpractice.aspx?ALID=515
1 texto, se trata de una empresa, como una evaluación de desempeño.
2. Se trata de cumplir lo sueños.
3. en el 3 texto se trata de que el jefe le pide q no se vaya y le da un salario
más alto
4.se trata de la forma en la que piensa despedirse de sus compañeros.
5. se le dice al gerente que decidio irse pero que le cumplirá con su ultimo
trabajo.
LAST SESSION

Modal verbs

1. What are modal verbs?

Son una categoría de verbos auxiliares.

2. What are the general rules for modal verbs?

 No funcionan como verbo principal, pues siempre necesitan ir
acompañados por otro verbo, el cual debe ir inmediatamente seguido de
ellos (a menos que en medio se use un adverbio de tiempo) y siempre en
forma base.
 Se “conjugan” igual para todos los sujetos, es decir que no llevan la -s
cuando el sujeto es He, She, It.
 No tienen infinitivo, gerundio ni participio porque, como ya dijimos, no
son verbos principales.
 Expresan habilidad, modalidad, posibilidad, necesidad u otra condición.
 No necesitan de ningún auxiliar para formar oraciones negativas y
preguntas, solo un verbo principal.

a. Can Habilidad, ofrecer ayuda, Poder en presente

pedir favores o permisos muy
informalmente.
b. Could (kud) Para indicar una acción que se  Poder en pasado:
pudo o no se pudo hacer en el pude, pudiste, pudo,
pasado, pedir favores o
 permisos medio
informalmente. También
probabilidad de algo que
podríamos hacer o dejar de
hacer.
c. May  Pedir permiso
educadamente.
Probabilidad (es más
probable que sí suceda la
acción a que no suceda)
d. Might Probabilidad (es igual de
probable que sí suceda la
acción a que no suceda)
Suposición leve (ni idea)
e. Will Auxiliar del futuro
pudimos, pudieron /
podía, podías,
podíamos, podían.
 Podría, podrías,
podría, podríamos,
podrían.
Poder
(gran probabilidad de
que la acción suceda)
Poder
(No se sabe realmente
si la acción suceda o
no)

f. Shall Se usa con I and We. Expresa

una fuerte intención en el
futuro
f. Would  Condicional Termación -ría
I would go = Yo iría
He would play = Él jugaría
They would buy = Ellos
comprarían
g. Should Recomendaciones, consejos, Deber
(shud) deberes, se usa también para
expresar que es necesario
Ought to (uk) hacer algo aunque no se
quiera.
h. Must  Obligación  Tener que
 Prohibición  Deber, pero de
 Necesidad muy fuerte de obligación o
hacer o no hacer algo porque suposición
la consecuencia es algo no
muy correcto.
 Suposición fuerte

Holland / Capital: Amsterdam

SCOTLAND / CAPITAL: EDIMBURG

CHINA / Pekin-Beijing

Egypt (Íyept) / Capital:

GERMANY / Capital: Berlin

SPAIN / Capital: Madrid

ENGLAND / Capital: London

Genius Grammar Video: Can and Could
https://www.youtube.com/watch?v=LLcNbba4yc4

Hello, Mark. What are you doing?

I’m going to plant some flowers. (Future)
It’s hot. Can you give me my hat?
Here you are. (“Aquí tienes”)
I’m thirsty. (thersti) (Estoy sediento)
Could you give me some water?
There’s a bottle on the table.
I can’t open the bottle (bárol – bótol)
Can you hold this for me?
I can’t work today.
I’m too hot and tired.
Can you plant these flowers for me?
No, I can’t.