UNIDAD EDUCATIVA “PÉREZ PALLARES”

Instituto Id de Cristo Redentor Misioneros y Misioneras Identes

AÑO LECTIVO 2020 - 2021

PEDAGOGICAL GUIDE
PARTIAL 2
AREA: Foreign Language

SUBJECT: English

TEACHER: Lic. Soraya Molina

CLASS: 2nd BGU

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Content
INSTRUCTIONS ........................................................................................................................................................... 3
GENERAL DATA OF THE UNIT ..................................................................................................................................... 4
TONGUE TWISTERS .................................................................................................................................................... 7
GLOSSARY .............................................................................................................................................. 8
TOPIC 1: NARRATIVE TENSES ..................................................................................................................................... 9

YOUR TEACHER IS HERE: Here you´ll find a teacher video explaining Grammar ................................... 11
KNOWLEDGE APPLICATION ........................................................................................................................ 12

SELF EVALUATION ..................................................................................................................................... 12

Topic 2: MODAL VERBS ............................................................................................................................................ 13
KNOWLEDGE APPLICATION ........................................................................................................................... 16

SELF EVALUATION ....................................................................................................................................... 16

TOPIC: LISTENING SKILLS .............................................................................................................................................. 18
TIME TO LISTEN ............................................................................................................................................................ 18
Topic 4: VOCABULARY.............................................................................................................................................. 19
LET´S PRACTICE......................................................................................................................................................... 20
EVALUATION ................................................................................................................................................................ 21
INPUT 1: PORTFOLIO ACTIVITIES ....................................................................................................................... 21

INPUT 2: ORAL AND WRITTEN LESSONS ......................................................................................................... 21

INTERDISCIPLINARY PROJECT .......................................................................................................................... 21

REFERENCES ................................................................................................................................................... 22

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INSTRUCTIONS

This Pedagogical Guide is informative and practical, aims to guide the student on the asynchronous activities that he
will perform during the partial, so it is necessary to take into account the following:

 The teacher will guide the development of the activities in the course of the online classes, where the student
will also have the opportunity to clear their doubts.
 The GLOSARY contains new terms to be used during the partial, so it is important to review them.
 The "Knowledge application and Self-assessment " sections consist of activities that student must perform to
reinforce the contents and evaluate the achievements of their learning, those will not be graded, but
developing them it will have a greater opportunity to achieve success in the rest of the evaluations.
 The student must expand the information presented in this guide, to consolidate their learning, making use of
the links provided by their teacher, as well as the different sources on the internet.
 The Evaluation activities contained in the sections: "Activities for the portfolio - Input 1 and lessons – Input 2",
must be developed and sent on the dates established by the teacher, for their respective qualification.

RECOMMENDATIONS TO STUDY:

Set a space for the development of the student activities, it must have the appropriate lighting, order
and grooming.
Students must have the necessary material for their annotations (note notebook, pen, pencil,
highlighter and other recycled inputs).
Re-select the information and content of the guide as many times as necessary, to achieve greater
understanding.
Set a study schedule that includes the breaks required for a better learning.
Distribute evenly the study time among all subjects, alternating the activities according to the need.

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GENERAL DATA OF THE UNIT

Title of the unit WHAT´S IN A NAME

“In the heart of the Father I have found the meaning of
all things and, above all, the reason for being to live.
Without him I am nothing; with Him everything makes
Motivational Phrase sense”
“En el corazón del Padre he encontrado el sentido de todas las
cosas y, sobre todo, la razón de ser para vivir. Sin Él no soy nada;
con Él cobra sentido todo”
Fernando Rielo
“Give priority to faith in education for Good Living"/The
human being is the finest expression of BEING; to see and
exploit all the student’s potential based on the
conversation and community learning, with a sense of
Transverse Axis honor and respect to the learner’s dignity.
La prioridad de la fe en la educación para el Buen Vivir/ La persona es
la máxima expresión del SER; ver en el estudiante todas las
potencialidades y explotarlas en un espacio de diálogo y aprendizaje
comunitario, con sentido de honor y respeto a la dignidad del
educando.
- To talk about the past
- To give advice
Objectives
- To express obligation
- To give recommendation warnings and prohibitions

EFL 5.1.8. Discover and employ alternative ways of saying things in

Skills with performance criteria
social and classroom interactions.
EFL 5.1.9. Communicate information and ideas effectively to diverse
audiences using a variety of media and formats.
EFL 5.1.11. Apply self-correcting and self-monitoring strategies in
social and classroom interactions by adjusting presentation and
language production to effectively express opinions and make
evaluations. (Example: asking questions, starting over, rephrasing,
exploring alternative pronunciations, etc.)
EFL 5.2.3. Follow main ideas in topics covered in other curricular
subjects with the help of visual support, using concepts and vocabulary
that have been studied in advance.
EFL 5.2.4. Follow oral directions in classroom activities and projects
and provide directions to peers in selected interactions.
EFL 5.2.13. Deal with practical, everyday communication demands
within familiar contexts, effectively and without undue effort.
(Example: meeting people, extending and accepting invitations,
exchanging information, giving reasons, asking and answering
questions about routines and preferences, etc.)
EFL 5.3.1. Find specific predictable information in short, simple texts in
a range of age- and level-appropriate topics. (Example: biographies,
news articles, narratives, memoirs and personal accounts, formal
letters and emails, etc.)
EFL 5.3.3. Determine the main conclusion in texts which clearly argue
a point of view in order to make informed decisions about one’s own
opinion and reaction to the text.
EFL 5.3.8. Identify and understand the main points in straightforward
texts on subjects of personal interest or familiar academic topics.
EFL 5.4.3. Apply new and prior knowledge in order to plan and create
texts and determine if the new knowledge adds value to or contradicts
prior information.
EFL 5.4.5. Justify and explain the rationale for a position on an
argument, using persuasive language, tone, evidence and well-
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developed arguments through essays, editorials, movie and book

reviews, position papers and brochures.
EFL 5.5.2. Make predictions, inferences and deductions to
demonstrate different levels of meaning of literary texts presented
orally or in digital form, including literal and implied meanings.
(Example: summarizing, explaining and identifying, word choice,
symbols, points of view, etc.)
EFL 5.5.3. Identify and explain the distinguishing features of diverse
literary genres, periods and traditions, and use those features to aid
comprehension, interpretation and discussion of literary texts.
EFL 5.5.4. Read aloud with confidence, accuracy, fluency and
expression to demonstrate understanding and to convey an
interpretation of meaning.
Start date November 16th, 2020
End date January 22nd , 2021

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 UNIDAD EDUCATIVA “PÉREZ PALLARES”
Instituto Id de Cristo Redentor Misioneros y Misioneras Identes
AÑO LECTIVO 2020 - 2021

English
Making and selling
3 Vocabulary
3.1 Time periods

Have to, ought to, should, must,

2 Modal Verbs 2.1 had better, can´t

WHAT´S IN
1 Narrative 1.1 Simple past, past continuous,
Tenses
A NAME past perfect

VALUES

GENEROSITY

Soraya Molina 2 BGU

 UNIDAD EDUCATIVA “PÉREZ PALLARES”
Instituto Id de Cristo Redentor Misioneros y Misioneras Identes
AÑO LECTIVO 2020 - 2021

TONGUE TWISTERS

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GLOSSARY

Tongue twister: a sequence of words or sounds that are difficult to pronounce quickly and correctly.
Adjective: a word or phrase naming an attribute, added to or grammatically related to a noun to modify or
describe it.
Noun: a word used to identify any of a class of people, places, or things.
Pronoun: is a word that takes the place of a noun.
Preposition: A preposition is a word or group of words used before a noun, pronoun, or noun phrase to show
direction, time, place, location, spatial relationships, or to introduce an object
Verb: a word used to describe an action, state, or occurrence, and forming the main part of the predicate of a
sentence
Tenses: to indicate the time when an action or event occurs, or when a state or process holds.
Modal verbs: are auxiliary verbs (also called helping verbs) like can, will, could, shall, must, would, might, and
should, they add meaning to the main verb in a sentence by expressing possibility, ability, permission, or
obligation.

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TOPIC 1: NARRATIVE TENSES

 Read the following text and analyze the tenses used on it.

It was 1 a.m. on Sunday, September 2, 1666. London was sleeping. In a small bakery in Pudding
Lane, Thomas Farriner and his workers were busily making bread for the coming day when,
suddenly, a fire broke out. Just four days later, thousands of houses had been destroyed and
countless people were homeless. How did this happen, and why was the damage so extensive?
For a fire to start, three things are needed: a spark, fuel, and oxygen. In the bakery in Pudding
Lane, a maid didn’t tend to the ovens properly. They got too hot, and sparks began to fly. The
weather that year had been extremely hot. It hadn’t rained for months. But people knew winter
was coming, so they’d stocked their cupboards with food and oil. Warehouses were full of
wood, coal, and other winter supplies. A strong wind was blowing from the east. The situation
provided the perfect conditions for flames to spread. What followed was one of the biggest
disasters of the 17th-century world.
The fire spread quickly, but it was also extremely difficult to fight. It started in a poor area of
the city, where houses were built very close to one another. Tens of thousands of people were
living in very small spaces.
A simple house was often home to many families as well as lodgers. As the catastrophe struck,
people panicked. Some had to smash their doors to get out of their homes. The streets were
blocked with people and with material that had fallen from houses. Many people had grabbed
their most important possessions and were trying to flee from the flames with them.
They screamed in terror and suffered from the heat and the smoke. Some escaped from the
city on boats. Others simply dived into the river to save themselves.
The fire had raged for almost four days when the Duke of York put a plan into action. His soldiers
demolished a large warehouse full of paper. This robbed the fi re of more fuel and created a
“fire break” that the flames could not jump over. At about this time, the wind also changed
direction, driving the fire back into itself. At last, the flames died down enough to be controlled.
The fire was finished.
Although surprisingly few people lost their lives, at least 13,000 houses – 80 percent of the city’s
buildings – had been destroyed. Thousands of people had become homeless and had lost
everything they owned.
Gradually, houses were rebuilt in the ruins, but this took several years. Many Londoners moved
away from their city and never returned.

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NARRATIVE TENSES are the grammatical tenses to talk about actions that
happened at one moment in the past or were true at one time in the past.

The most common tenses are: past simple, past continuous

and past perfect.

REMEMBER
To use connectors such as: still, before, after,
until, firstly, soon, when, usually, just.
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YOUR TEACHER IS HERE: Here you´ll find a teacher video explaining Grammar
https://www.loom.com/share/2fc12cbf8f274d488a8a75782da1860a

To reinforce the knowledge, you can follow the next links:

 https://www.youtube.com/watch?v=nELxxIC0ftw
 https://www.youtube.com/watch?v=7bnrwZpZdYg
 https://www.youtube.com/watch?v=3mi5OI23A6w
 https://www.youtube.com/watch?v=d_ttLaPuT-U

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KNOWLEDGE APPLICATION

 Follow the links and solve the on-line exercises.

https://elt.oup.com/student/solutions/advanced/grammar/grammar_02_022e?cc=ec&selLanguage=en
http://www.ice.urv.es/eoiact/level3/narrativetenses1.htm
https://www.eltbase.com/get_quiz.php?id=22
https://www.eltbase.com/quiz/201_02.htm
https://test-english.com/grammar-points/b1-b2/narrative-tenses/

SELF EVALUATION

 Choose the correct option.

Example: All the guests had arrived / arrived by 8 p.m.

1. I was busy yesterday when you called. I did / was doing my homework.
2. He had gotten there / was getting there half an hour before his friends arrived / were arriving.
3. John had finished / finished breakfast by the time I had gotten up / got up.
4. I was driving / drove home when I saw / was seeing your brother at the bus stop.
5. She was carrying / carried the coffee when she was falling / fell down .

 Complete the sentences with the verbs in parentheses in the simple past or past
continuous.
Example: I saw (see) Sandra as I was walking (walk) down the street.

1. He ______________ (can not hear) the phone because he ______________ (listen) to his MP3.
2. James ______________ (fall) asleep while he ______________ (read) a book.
3. She ______________ (open) the bottle and then ______________ (pour) everyone a glass.
4. Although the TV ______________ (be) on, nobody ______________ (watch) it.
5. I ______________ (drive) when you ______________ (call).

 Complete the sentences with the verbs in parentheses in the simple past or past
perfect.
Example: The film had already started (already start) when we arrived (arrive).

1. As soon as we ________________ (meet) I realized that I ________________ (see) her before.

2. When he ______________ (arrive) at the track he realized he _______________ (forget) his
sneakers at home.
3. I _____________ (have) breakfast and then I ________________ (go) to school.
4. I ________________ (not eat) Greek food before I went to Greece.
5. She ________________ (run) three kilometers, so she ________________ (be) out of breath.

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Topic 2: MODAL VERBS

 Read the article and complete the sentences.

1. First of all, you __________give a product a name.

2. Companies _______________get it right from the start.
3. A brand name ____________ be unique, memorable, and easy to understand.
4. But you ___________ use a family name.
5. You ____________ also think about where your product will be sold.
6. You _________ choose a name that might not work in certain countries or cultures.

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 Complete with the modals: have to, must, ought to, don´t have to, must, shouldn´t.
Should or _____ to tell someone
that something is a good idea.

We ________
use______ to say “this
to say “this isn´t
is important important
or or
necessary” necessary”

_____to tell someone that

something isn´t a good idea.

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REMEMBER
After the MODALS the main verb can never be the to-infinitive or -ing form.
 Incorrect He should to go / He should going
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 Correct: He should go
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To reinforce the knowledge, you can follow the next links:

https://www.youtube.com/watch?v=7caIBKscLPM&feature=emb_title
https://www.youtube.com/watch?v=07tPZOEnXR4
https://www.youtube.com/watch?v=CcW88CI-KHk
https://www.youtube.com/watch?v=fMBHNI2Tyq8&feature=emb_title
https://www.youtube.com/watch?v=Dfo-NurjThw
https://www.youtube.com/watch?v=UUUJCmtDoZ8
KNOWLEDGE APPLICATION

 Follow the links and solve the on-line exercises

https://www.englishclub.com/grammar/verbs-modals-have-to-must-not-quiz.htm
https://agendaweb.org/exercises/verbs/modals/must-have-not
https://www.usingenglish.com/quizzes/401.html
https://www.ecenglish.com/learnenglish/lessons/should-had-better
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/330-modals-advice1.htm
https://web2.uvcs.uvic.ca/courses/elc/studyzone/330/grammar/330-modals-advice2.htm
https://agendaweb.org/exercises/verbs/modals/mixed-test-1

SELF EVALUATION
 Complete the sentences with should or shouldn’t.
Example: You should respect your parents.
1. The government ___________ waste money.
2. You ___________ speak loudly in class.
3. Everyone ___________ treat the environment well.
4. He ___________ see the doctor if he feels sick.
5. I ___________ go and visit my grandmother.

 Complete the dialogue with the correct form of (don’t) have to.

MARIA Mom, there’s a new phone out. It’s awesome.

I ______ get one!
MOM Your phone is fine. You ________ buy another one.
MARIA But you know what it’s like at school. Everyone__________ 3 have the latest version!
MOM Yes, and it’s terrible. Why________ you all ___________ wear the same clothes, for example?
MARIA Because it’s what teenagers do.
MOM But I_________ go to work to pay for all these things, right?
MARIA Oh, Mom! You ________ be so difficult!

 Choose the correct option.

Example: You shouldn’t / have to spend so much money on a computer.
1. You don’t have to / must not givechocolate to a dog.

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2. He doesn’t have to / must not buy it if he doesn’t want it.

3. They must not / have to save money to buy a house.
4. We should / have to go to the dentist for a checkup every year.
5. She has to / doesn’t have to read the book if she wants to write a good essay.
6. You must not / don’t have to touch the ball with your hand in football.

 Complete the sentences with had better or had better not and the verb in parentheses.
Example: You'd better finish all your vegetables.
1. I’m getting bored. This movie _____________________ soon. (end)
2. This is ridiculous. They _____________________ here in the next 10 seconds. (get)
3. A: I cut my finger. B: You _____________________ to the emergency room. (go)
4. You _____________________ sunscreen to the beach. (wear)
5. You _____________________ anything while I’m gone! (break)

 Complete the sentence with can, can’t, must, or must not. Sometimes more than one answer is
possible.
Example: You must not bring drinks into the theater.
1. ____________ we have ice cream for dessert, please?
2. You ____________ drive slowly near schools.
3. You ____________ take photos inside the theater.
4. You ____________ use pens to write on a smart board.
5. You ____________ obey all traffic laws.

 Correct the mistakes

Example: I must not go to school on Mondays. I have to go to school on Mondays.
1. You should to talk to your teacher. __________________________________
2. He don’t have to study. ______________________________________
3. She has go to the bank for money. __________________________________
4. She has better behave in class. _____________________________________
5. He'd not better drop his phone in water. _______________________________

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TOPIC: LISTENING SKILLS

A conversation about techniques for remembering names.

NAMES FACES

DATES NUMBERS

ANSWER THE FOLLOWING QUESTIONS IN YOUR NOTEBOOK

1. Which of the four things do you find easiest to remember? The hardest?
2. When you couldn’t remember a name or you forgot an important date, e.g., someone’s
birthday. How did you feel?
3. What techniques do you use to help you remember numbers or names?

TIME TO LISTEN

 Listen to Paul talking to his teacher, Mrs. Jenkins. What is their conversation about? Choose the
correct option.
A. How to remember names.
B. Why some names are hard to remember
C. Why some people can´t remember names.

 Listen again. Mark the sentences T (true) or F (false)

1. Mrs. Jenkins has taught Paul’s class three times.
2 Paul isn’t good at remembering people’s names.
3 Mrs. Jenkins says you have to concentrate if you want to remember names.
4. Mrs. Jenkins thinks it’s useful to say the person’s name as soon as you hear it.
5 She remembered Paul’s name because she knows another person named Paul.
6 She always remembers people’s names.

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Topic 4: VOCABULARY

ADVERTISEMENTS
(ads)
BRANDS
PRODUCTS
MAKING CHAIN
AND
MANUFACTURER SELLING

CONSUMERS
LOGO
IMAGE

TIME PERIODS

PRESENT RECENT A LONG, LONG

DAYS TIME AGO IN
- NOWADAYS
HISTORY
- THESE DAYS - FROM 1995 UNTIL 2004
- IN THIS DAY AND AGE - IN THE LAST CENTURY - IN THE MIDDLE AGES
- NOT SO LONG AGO - IN THE OLDEN DAYS
- A DECADE AGO

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LET´S PRACTICE

 Complete the text with the words in the list.

advertisements | consumers | image | logo | chains manufacturer | brands | products
Dear Team,
We are very excited to inform you that we are opening our first ice cream shop next week and we
will be using our new ________. Our ice cream has always compared well with other
_____________ in tests, and research shows ice cream shops are popular. We are putting
_____________ in local and regional newspapers this week. We hope the _____________ who
usually buy our _____________ in supermarket _____________ will come to our shop. Our
company already has a positive _____________ with customers and we are known as the
_____________ of the tastiest ice creams in the country, so we hope that our shop will be successful.
All the best, Janet Baker

 Complete the sentences with words from exercise

1. In my opinion, these brands of sneakers are the best.
2. __________ won’t pay that much for toothpaste.
3. Holiday Inn is a _________ of hotels owned by the InterContinental Hotels group.
4. We are a well-known food ___________ and have operations all over Europe.
5. Come to the farmer’s market to buy local ___________ ranging from cheese to pasture-raised lamb.
6. Have you seen Gareth Bale, the soccer player, in that car _______?
7. The company’s _________ improved after it started helping charities.
8. A ______ is a picture which is the official sign of a company.

 Choose the correct words.

1. We can access a lot of free music not so long ago / these days.
2. People used to cook on a fire nowadays / in the olden days.
3. In the last century / In the Middle Ages, the first human walked on the moon.
4. I saw that movie in this day and age / not so long ago.
5. Not all children went to school a decade ago / in the Middle Ages.
6. It was not so long ago / in the olden days that we didn’t have laptops.
7. Almost everybody uses the Internet in the last century / in this day and age.
8. Nowadays, / A decade ago young people watch TV on their phones and tablets.

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EVALUATION
INPUT 1: PORTFOLIO ACTIVITIES

"These activities will be carried out throughout the unit, the teacher will inform the necessary instructions for its
development, as well as the delivery dates, through the Idukay platform and in online classes."

NARRATIVE TENSES

 Complete the text with the correct narrative tenses.

 Choose the correct answers
 Watch the video and complete the sentences.
 Read and order the story.
 Watch the video and order the conversation.


MODALS

 Read the sentences and choose the best answer

 Match and complete
 Complete the sentences with the correct modals.
 Read the questions. Then match them to the correct answers.

INPUT 2: ORAL AND WRITTEN LESSONS

"The teacher will inform the technological tools that will be used for the lessons and the dates on which they will be
performed, through the Idukay platform and in online classes."

Topics to be evaluated in lessons:

-Narrative tenses
- Modals
- Vocabulary

INTERDISCIPLINARY PROJECT

NAME OF THE PROJECT: Prevention and health care to prevent catastrophic diseases (cancer).
Prevención y cuidado de la salud para evitar enfermedades catastróficas (cáncer).

SUBJECTS: Biology, Physical Education, Physics, English, Language and Literature, Chemistry.
Biología, Educación Física, Física, Inglés, Lengua y Literatura, Química.

GENERAL OBJECTIVE:
 To understand the causes and consequences of catastrophic diseases (cancer) through the research
to propose prevention measures.
Comprender las causas y consecuencias de las enfermedades catastróficas (cáncer) mediante la investigación
para proponer medidas de prevención.

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SPECIFIC OBJECTIVES:
 The project to be developed is aimed at knowing various factors that cause these catastrophic
diseases and consequently propose actions to prevent them.
El proyecto a desarrollarse está destinado a conocer los diversos factores que provocan estas enfermedades
catastróficas y consecuentemente proponer acciones para prevenirlas.

PRODUCT:
 Infographics
Infografía.

REFERENCES
 Ministerio de Educación de Ecuador, 2016. English as a Foreign Language for Subnivel Bachillerato
 Herber Puchta, Stranks Jeff & Lewis-Jones Peter. American Think Cambridge Universtity Press.
 https://www.allthingsgrammar.com/ All Things Grammar
 https://en.islcollective.com/ ISL Collective
 https://www.liveworksheets.com/ Interactive worksheets

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