PROCESO DIRECCIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

FORMATO GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUÍA DE APRENDIZAJE

● Denominación del Programa de Formación: English A2.1

● Código del Programa de Formación: 51250046
● Competencia/competence: to interact in English language in oral and written form in social and labor
contexts according to the criteria established by the common European frame of reference for the languages.
● Resultados de Aprendizaje a alcanzar: to be able to talk about modal verbs could and should to express
request and suggestions.
● Duración de la Guía: 8 hours – 4 hours by practicing and virtual work.

2. PRESENTACIÓN

● At the end of this guide apprentices will be to be able to give information about cities and countries using
modal verbs could and should and write their personal profile.

FORMULACIÓN DE LAS ACTIVIDADES DE APRENDIZAJE

● Descripción de la(s) Actividad(es) lesson plan

Practice: the apprentices ask and answer phrases using present simple about their daily routines, there is,
there are, describing people and things.

● Production: giving information about about cities and countries using modal verbs could and should and write
their personal profile.

Material: Markers, notebooks, guide.

TOPICS: Modal verbs: should - could

WARM UP

What’s the activity?

Presentation: Students are going to say different rules in our country using signs they will try to interpret
what the meaning is in other countries.

ACTIVITY 1: VOCABULARY: CITY ADJECTIVES

Look at the adjectives and learn them to describe cities, then do the exercises purposed in the activities.

GFPI-F-019 V3
1. Match each word in column A with its opposite in column B

2. Complete the 15 sentences with the words in the box.

beautiful – bright – crowded – dirty – empty – expensive – large – messy – modern – neat – new – noisy –
spacious – tall – traditional

1. That restaurant must serve really good food. It’s really ________________. There are so many people
there.
2. There are lots of clothes and books and toys all over my son's bedroom. It’s very ________________.
3. I really like my apartment. It isn’t dark. It has large windows, so it’s very ________________.
4. After my son cleaned his room it was ______________.
5. No one is in the classroom. It’s ________________.
6. That house costs a lot of money. It’s ______________.
7. It’s not an ugly building. In fact, it’s really quiet ________________.
8. Sixty thousand people can sit in that football stadium. It’s not small, it’s ________________.
9. We didn’t eat at that restaurant because it wasn’t clean. It was ________________!
10. There is a ________________ office building near my home. It wasn’t there last year.
11. Our home is too small. We want to move to a more ________________ apartment.
12. There is a small _______________ market in our town. It’s the same as markets a hundred years ago.
13. I need a quiet place to study. This place is too ________________.
14. It’s a ________________ building. It has 35 floors.
15. That supermarket isn’t a traditional market. It’s very ________________.

3. Complete the conversations with words and phrases from the Vocabulary.

1. A: Would you like a window or an aisle? 3. A: Do you want a ________________ ticket to

Rome?
B: ________________. I like to walk around.
B: Actually, I need a ________________ I’m not
2. A: Is Flight 3 a ________________ flight? coming back!
B: No, it’s a ________________ flight. It makes a 4. A: I’m sorry. It’s too late to make the
stop, but you don’t have to change planes. ________________.

B: Well, I’ll take ________________. I’m not in a

hurry.

ACTIVITY 2: GRAMMAR MODAL VERBS CAN - COULD - SHOULD

Should
Use should and the base form of a verb to give Could
advice. Use could and the base form of a verb to suggest or
You shouldn’t take that flight. You should take the ask about alternatives or possibilities.
non-stop. The express bus is full, but you could take the local.
Should they take the bus? (Yes, they should. / No, Could I take the 2:20? (Yes, you could./ No, you
they shouldn’t.) couldn’t.)
When should we leave? (Before 2:00.)

1. Put the conversation in order. Write the number on the line.

__1__ Can I help you?
_____ Let’s see. The local leaves from track 23, lower level.
_____ That sounds OK. What’s the track number?
_____ Oh, no! What should I do?
_____ Yes. Can I still make the 10:05 express train to Antwerp?
_____ Sorry, you missed it.
 _____ Well, you could take a local train. There’s one at 11.05.
_____ Thanks very much.

1. Complete each statement or question with should or could and the base form.

1. ________________ (He/take) the express. The local arrives too late.

2. They said ________________ (we/have) two aisle seats or an aisle and a window.

3. ________________ (you/get) a round – trip ticket. That way you won’t have to wait in line twice.
4. Which train ________________ (we/take)? We absolutely have to be there on time.
5. ________________ (They/buy) a ticket at the station or on the train. It doesn’t matter.
6. Want my advice? ________________ (you/take) the express. ________________(you/take)
7. ________________! (you hurry) ________________ the 7:30! (you/make)
8. ________________ (she/buy) round-trip tickets. They are cheaper than two one-way tickets, and she won’t
have to wait in another ticket line.
9. ________________ (we/take) an aisle seat in the rear of the plane or a window seat in the front. What dou
you think? What seats ________________? (we/take)
10. The flight is delayed ________________ (we/be) late for the meeting. ________________ (we call) the
office?
11. No, ________________ (they/not/get) a direct flight. They tried, but all the flights had a stop in Anchorage.

ACTIVITY 3: READING

Car – free zones

Many people have cars in the city. But pollution is a problem because of the traffic. Nowadays some downtown
areas around the world don’t have cars. These car-free zones are areas for people, bicycles, and public
transportation only.

London. Eight million people live in the center of London and another two million people go to work there
every day. The downtown area is very noisy with hundreds of cars, buses, and taxis, but there are also a lot of
beautiful parks with free music concerts. At lunchtime and after work, many people go there for a break.

Tokyo. Parts of Tokyo are always crowded with hundreds of people—but no cars! These modern car-free zones
are very popular and people like shopping there.

Bogotá. In the past, Bogotá was polluted because there were lots of cars and traffic. Now the downtown area is
a carfree zone and the air is clean! Many people don’t have a car and half a million people take the bus to
work.

Melbourne. In many cities, people don’t like to shop downtown. But in Melbourne, Bourke Street is popular
because there are lots of great stores and no cars. It’s expensive, but lots of people eat lunch in the small cafés.
1. Read the article and match the cities with the photos (1–4).

2. Answer the questions:

a. What is a problem in many cities?

___________________________________________________________________________________________
b. Why is it a problem?
___________________________________________________________________________________________
c. How many people live in downtown London?
___________________________________________________________________________________________
d. What is beautiful in downtown London?
___________________________________________________________________________________________
e. What are popular in Tokyo?
___________________________________________________________________________________________
f. How many people take the bus to work in Bogotá?
___________________________________________________________________________________________
g. Why is Bourke Street popular?
___________________________________________________________________________________________

ACTIVITY 4: LISTENING EXERCISES

1. Listen to three people talking about their towns. Now look at the following true/false questions about the
towns.

1. There is a cold wind from the mountains. True

False True
False
2. There are many different types of restaurant in
San Diego. 6. The speaker thinks Chester is too small. He
prefers London.
True
False True
False
3. All of San Diego is very modern.
7. There is a river in Paris.
True
False True
False
4. Chester is an old Roman city.
8. The speaker says she likes the food in Paris.
True
False True
False

9. Not many people use the Paris Metro.

True
5. You can see the Roman walls in Chester today. False

ACTIVITY 5: BASIC ELECTRICITY

Semiconductor terminals light power devices wires solar current

1. Choose the correct word from the box to complete the text.

SOLAR CELLS

Solar cells are a form of (1). Like batteries, solar cells have (2) attached to two (3). Shining light on a (4) cell
causes an electric current to flow. (This reaction to light is a property of semiconductors and is discussed in
the sidebar “Getting fancy with semiconductors,” later in this chapter. The (5) is then conducted through
wires to (6), such as a calculator or a garden light beside the pathway to your front door. Using a calculator
containing a solar cell, you can demonstrate that the calculator depends on the (7) shining on the solar cell
for its (8). Turn the calculator on and punch some numbers into the screen (choose a nice big number, like
your income tax). Now, use your thumb to cover the solar cell. (The solar cell is probably near the top of the
calculator in a rectangular area with a clear plastic cover.) After you’ve covered up the solar cell for a
moment, the numbers fade away. Take your thumb off the solar cell, and the numbers reappear. Things
powered by solar cells need light to work.

1light 3terminals 5power 7device

2wires 4solar 6semiconductor 8current

ACTIVITY 6: SPEAKING EXERCISE

1. Talk About a city you have visited considering modal verbs should and could. Remember that you can’t
have any paper in your hands and read.

https://drive.google.com/file/d/1YoMUfews9RmKWVwMdovjHUiT6qpRUnFv/view?usp=drivesdk

ACTIVITY 7: SABER T Y T

1. Answer the questions according to the example.

Example:

0. A. former B. last C. recent D. past

Answer:
4. ACTIVIDADES DE EVALUACIÓN

Evidencias de Aprendizaje Criterios de Evaluación Técnicas e Instrumentos de

Evaluación

Evidencias de Present continuous in future Filled out worksheets

Conocimiento:

Worksheet with exercises Filled out worksheets

Evidencias de Desempeño:

Worksheet with exercises Oral production

Evidencias de Producto:

5. GLOSARIO DE TÉRMINOS

Verbs, spelling ing, plans.

6. REFERENTES BIBLIOGRÁFICOS

https://www.englishgrammar.org/

https://es.islcollective.com/

https://clasejoseangel.wordpress.com/

http://www.michellehenry.fr/lieux2.htm#actpr

https://elt.oup.com/student/solutions/upperint/grammar/grammar_02_012e?cc=co&selLanguage=en

https://www.esolcourses.com/content/exercises/grammar/adjectives/personality/adjectives-for-
describing-personality-esl-vocabulary-worksheet.html

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) Paola Barrios Instructora de CEET 18.07.2019

inglés

8. CONTROL DE CAMBIOS (diligenciar únicamente si realiza ajustes a la guía)

Nombre Cargo Dependencia Fecha Razón del Cambio

Autor (es)