INSTITUCIÓN EDUCATIVA CENTRO SOCIAL DANE: 185001001965

NIT: 844.004.109-4
Trabajo, Ciencia y Fe I.S.E. 42
Resolución de aprobación 1307 de noviembre de 2007
Secretaría de Educación y Cultura
YOPAL – CASANARE

GUÍA DE APRENDIZAJE DE INGLÉS

ASIGNATURA: INGLÉS DOCENTE: LIC. MARIBEL QUIROGA LOZADA GRADO: 10° PERIODO: 3 AÑO: 2023
CONTENIDOS A ABORDAR:
- Presente perfecto y Pasado perfecto
- Second conditional
- Third conditional

PROPÓSITO DE APRENDIZAJE: el estudiante al completar las actividades tendrá la capacidad de reconocer y utilizar el
de forma adecuada el segundo y tercer condicional.

INDICADORES
SABER
- Diferenciación del uso y estructuras del Presente Perfecto y Pasado Perfecto
- Diferenciación del uso y estructuras del segundo y tercer condicional.
- Interpretación de textos relacionados con situaciones irreales e hipotéticas.
HACER
Desarrollo de actividades prácticas en las que construye textos sencillos utilizando el segundo y tercer condicional.

SER
Actitud de respeto y escucha, interés por aprender, responsabilidad, compromiso y presentación personal acorde al manual
de convivencia, participación, asistencia y puntualidad en la clase de inglés.

PRE-READING ACTIVITY
 Read this short extract about a funny incident in the park. Once you have finished, answer the reading
comprehension questions.
A THREATEN WORLD
Although scientists have worried about several kind of threats that human kind will face to face in a few years most of us have never been worried
about them, in spite of some them have been around for many years. We rarely think about things that could affect our future way of living. We are
wasting our last chance. Let’s check the two most likely threats.
1. Environmental
We have already started living in this threat in many countries, mainly in African continent where water sources has almost disappeared and its
effects have been lethal. However, if fresh water ran out from our world, what would happen? All living things would die out before water could
possibly run out, because once there was too little water due to the greenhouse effect all plants would die. Then stronger animals would move to the
cities looking for something to drink, and they would kill many people that crossed their ways and then they would die because there is not enough
water or food to live on.
This would all happen before all the water runs out. If global emissions had been controlled in the past, we would not have had the problem of the
greenhouse effect that is the main cause of water scarcity.
2. Biohazard
For years, we have been warned that a pandemic is coming. It could be the flu; it could be something else. We know that lots of people will die. As
terrible as this will be, on an ever more crowded planet, you can’t help wondering whether the survivors might be better off in some ways. Wouldn’t it
be easier to rebuild modern society into something more sustainable if there were fewer of us? So, what if a deadly virus with no known cure would
spread around the world?
What time would we have before disappearing? A pandemic would kill us just in a twinkle of an eye because we did not have the means of stop it on
time. We could not control its spreading through the air, and in one year, almost fifty percent of world inhabitants disappeared from the Earth surface.
This fact will produce a public health problem that killed the rest of people still alive because of million dead bodies decomposition everywhere. If we
have thought about the consequences of our uncontrolled development, we would not have had to face this kind of threat, which has been the result
of our own unconsciousness.

Now answer the following questions:

1. How could human being control these threats? 4. What would happen with our world if a nuclear
2. If you could change the world, what would you do? confrontation started?
3. What would have happened if our development had 5. How long would a mega virus take to spread around
been better? the world and kill us?
 INSTITUCIÓN EDUCATIVA CENTRO SOCIAL DANE: 185001001965
NIT: 844.004.109-4
Trabajo, Ciencia y Fe I.S.E. 42
Resolución de aprobación 1307 de noviembre de 2007
Secretaría de Educación y Cultura
YOPAL – CASANARE
PRESENT PERFECT vs PAST PERFECT
 Observa los dos videos que encontraras en los siguientes links y toma apuntes sobre la definición de cada tiempo
verbal, sus usos, estructuras y palabras claves:
https://www.youtube.com/watch?v=iPK3hnx_BbI
https://www.youtube.com/watch?v=ROOXAe6tODM

 Elabora en tu cuaderno un cuadro comparativo entre el Presente perfecto y Pasado perfecto partiendo de la
información vista en los dos videos del punto anterior.
TENSE DEFINITION USES STRUCTURES KEY WORDS EXAMPLES
PRESENT
PERFECT
PAST
PERFECT

LET’S PRACTICE
PRESENT PERFECT or PAST PERFECT?
Complete the sentences below with the correct tense of the verb in brackets.
1. This bill isn’t right. They _________________ a mistake. (make)
2. It isn’t raining now. It _________________. (stop)
3. We had no car at that time. We _________________ our old one. (sell)
4. There’s no more bread. We _________________ it all. (eat)
5. There was no sign of a taxi although I _________________ it half an hour before. (order)
6. You can have that magazine. I _________________ with it. (finish)
7. The square looked awful. People _________________ litter everywhere. (leave)
8. I was really tired last night. I _________________ a hard day. (have)
9. Do you want to see this film? It _________________. (start)
10. It’ll get warmer in here. I _________________ the heating on. (turn)

SECOND CONDITIONAL
 Lee el texto “If I ruled the world” y subraya o resalta las situaciones imaginarias o hipotéticas planteadas por
Allan, Ben y Katty y luego imagina lo que tu harías y escribe en un párrafo similar la respuesta a la misma
pregunta.
If you ruled the world, what would you do?
Allan, 17, American
If I ruled the world, I would erase the borders! We would live in a world without countries. If we didn’t have any
countries, we wouldn’t have any wars. If I had enough money, I would spend it on education and new
technologies. People would live in a better world if every child could go to university and learn about other
cultures and traditions. I would also finance new scientific projects like a journey to Mars! Finally, the most
important thing; If I ruled the world, I would forbid Bad Bonnie music!
And you, what would you
Ben, 41, French
I would do a lot of great things if I ruled the world! I would forbid men to cut do if you ruled the world?
down trees. If we don’t respect the environment, we will have a lot of
problems in the future! I would also give 1000€ per month to every family in Answer:
the world, because poverty is the enemy number one of mandkind. Finally, ______________________
I would start great economic projects to help tha African continent. ______________________
______________________
Katty, 29, Italian
If I ruled the world, I would get rid of the nuclear weapons! Those weapons ______________________
are a major danger to the whole world. ______________________
If I could, I would also protect more animals, because some of them will ______________________
disappear if we don’t do anything to help them. I would also try to find a cure ______________________
of every deadly illness!
Taken and adapted from https://www.liveworksheets.com/kx2244739zr
 INSTITUCIÓN EDUCATIVA CENTRO SOCIAL DANE: 185001001965
NIT: 844.004.109-4
Trabajo, Ciencia y Fe I.S.E. 42
Resolución de aprobación 1307 de noviembre de 2007
Secretaría de Educación y Cultura
YOPAL – CASANARE

 Observa el video que encontraras en el siguiente link y elabora un mapa conceptual sobre el condicional 2
(definición, usos, estructuras y ejemplos).
https://www.youtube.com/watch?v=PTrXt7dtUMY

LET’S PRACTICE
 Complete with the correct form of the verb, using the second conditional.
1. If his nose _________________ smaller, he _________________ very handsome. (be/be)
2. I _________________ if I _________________ a car. (have/come)
3. If she _________________ , she _________________ him. (know/tell)
4. I _________________ on a trip around the world if I _________________ the lottery. (win/go)
5. If I were a millionaire, _________________ a mansion. (buy/be)
6. I _________________ that if I were you. (not do/be)
7. If these walls _________________ thicker, we _________________ the neighbors. (be/not hear)

THIRD CONDITIONAL
 Lee el siguiente artículo y busca el significado de las palabras desconocidas.

Taken from https://es.liveworksheets.com/worksheets/en/English_language/Reading/Third_conditional_ji874249mj

 Responde a las siguientes preguntas sobre el texto anterior:

1. If Karl hadn’t invented the saddle bike, how they could have sat on it to drive it?
2. If you had met Karl Christian Ludwig, what would you have told him?
3. If you had been a 19th century inventor, what would you have liked to invent?
4. Is it possible to change the past? Why?
 INSTITUCIÓN EDUCATIVA CENTRO SOCIAL DANE: 185001001965
NIT: 844.004.109-4
Trabajo, Ciencia y Fe I.S.E. 42
Resolución de aprobación 1307 de noviembre de 2007
Secretaría de Educación y Cultura
YOPAL – CASANARE
 Observa el video que encontraras en el siguiente link y elabora un mapa conceptual sobre el condicional 3
(definición, usos, estructuras y ejemplos).
https://www.youtube.com/watch?v=Mr38niKqxUk

LET’S PRACTICE
Write 3rd Conditional sentences using “had/hadn’t + wouldn’t have”.

Example:
0. Sam didn’t get up early. He was late for work.  If Sam had gotten up early, he wouldn’t have been late for work.
1. We didn’t bring our umbrellas. We got wet.  ____________________________________________________
2. Jake didn’t study. He failed the test. __________________________________________________________
3. I rode the bicycle. I fell off. __________________________________________________________________
4. I met him yesterday. I knew his name. _________________________________________________________
5. The TV was broken. They were bored. _________________________________________________________

ACTIVIDAD DE CIERRE
Los alumnos que presenten dificultades y bajo logro al cierre de la presente guía, deberán realizar un mapa
conceptual sobre los dos condicionales vistos 2 y 3, y presentarlos mediante una exposición en clase.
Responde las siguientes preguntas en tu cuaderno:
 ¿Qué fue lo que le causó más dudas en el momento de resolver las actividades de la guía?
 ¿Por qué crees que te causó dificultades?
 ¿Qué fue lo que te pareció más fácil y por qué?
 ¿Qué aprendiste en esta guía?
 ¿Para qué crees que te sirve lo aprendido en esta guía?
 ¿Cómo aplicarías lo aprendido en tu vida?

EVIDENCIAS:
 Actividades prácticas desarrolladas en clase (ejercicios, cuadros sinópticos y Mapas mentales)
 Ejercicios prácticos realizados en clase y Quizzes

METODOLOGIA:
Los estudiantes deben leer atentamente el contenido de la guía, y ver los videos sugeridos en los links relacionados.
Se requiere de la participación activa por parte de los alumnos, quienes deberán realizar constantes actividades prácticas
de producción para desarrollar y afianzar su aprendizaje. El saber HACER se evalúa del trabajo, producción y participación
en clase, por lo que la asistencia, puntualidad y participación en clases será factor determinante para esta valoración. El
saber SABER se evalúa mediante 2 Quizzes programados. La actitud, puntualidad, participación, responsabilidad con sus
deberes escolares, cuidado del entorno y respeto por los demás y por el cumplimiento de las normas del Manual de
convivencia, serán aspectos fundamentales para valoración de la nota del saber SER. Por lo que se invita a los estudiantes
a dar su mejor y mayor esfuerzo para realizar todas las actividades planteadas para este periodo de clase.

Recursos: Guía impresa, cuaderno, fotocopias, Tics, videos

Nelson Mandela said,
WEBGRAFÍA: “Education is the most
https://www.liveworksheets.com/kx2244739zr powerful weapon that you
https://www.youtube.com/watch?v=iPK3hnx_BbI can use to change the world!”
https://www.youtube.com/watch?v=ROOXAe6tODM
https://www.youtube.com/watch?v=PTrXt7dtUMY
https://es.liveworksheets.com/ ji874249mj
https://www.youtube.com/watch?v=Mr38niKqxUk