COLEGIO CLARETIANO DE BOSA JT.

ENGLISH MODULE SECOND SEMESTER

Eighth grade
The important thing is not to stop
questioning.

Albert Einstein


Control Del Documento


Nombre Cargo Dependencia Firma Fecha
Autores DORIS LANDINES
JENNY MARITZA
LOZANO
Docente Colegio Claretiano
Docencia
Junio 2014
Revisin DEPARTAMENTO
DE IDIOMAS

Docentes Coordinacin En proceso
de revisin
Aprobacin






PRESENTACIN

El presente modulo tiene como eje fundamental; apoyar los procesos de
enseanza aprendizaje acordes a las practicas pedaggicas institucionales y de
rea, permitiendo construir un currculo acorde a las necesidades de la poblacin
del colegio claretiano y a la necesidad global de acceder a diferentes culturas
mediante el aprendizaje de una segunda lengua; la cual permite el acercamiento a
travs de los medios electrnicos y un enfoque comunicativo.
A travs de esta prctica los estudiantes adquieren herramientas que aportan a su
proceso de adquisicin de una lengua extranjera y la aplicacin de esta en
contexto especficos de su vida diaria o aportes a su proyecto de vida.

Este modulo se presenta como herramienta para fortalecer las cuatro habilidades
bsicas: hablar, escribir, escuchar y leer el ingls toda vez que el ingls se ha
convertido en el idioma que ms se emplea alrededor del mundo.


1. UNIDAD DE COMPETENCIA
Competencia Lingstica:
(Se refiere al conocimiento de los recursos formales de la lengua como sistema y a la
capacidad para utilizarlos en la formulacin de mensajes bien formados y
significativos)

Identifica elementos de la gramtica acerca del futuro cercano,
cuantificadores y conectores temporales.

Competencia pragmtica:
(Se relaciona con el uso funcional de los recursos lingsticos y el modo en que se
encadenan unas con otras en situaciones comunicativas reales) .
Aplica la gramtica estudiada para hacer presentaciones orales y escritas
sobre textos literarios del proyecto lector y planes futuros.


Competencia sociolingstica:
(Se refiere al conocimiento de las condiciones sociales y culturales que estn
implcitas en el uso de la lengua) .
Socializa aspectos sobre la temtica de los juegos Olimpicos 2012 y su
proyecto de vida empleandos las TICS




ESTANDAR: Leo y comprendo diferentes textos, describo en forma objetiva y subjetiva diferentes
objetos y situaciones, sigo instrucciones, expreso ideas de planes futuros.

ESTANDAR: Leo y comprendo diferentes textos, describo y comparo diferentes objetos personas y
animales, y expreso ideas acerca de situaciones del entorno.


2 DESEMPEOS

2.1TERCER PERIODO

Describe y compara objetos, animales, personas y situaciones usando adecuadamente la
gramtica de los comparativos y superlativos.


CUARTO PERIODO

Lee y Comprende textos sobre diferentes temticas, respondiendo a actividades del plan lector
.Adems expresa ideas de planes cercanos y futuros empleando el going to y el Will.

1.1. ELEMENTOS DE COMPETENCIA
Afianzar conocimientos del rea con el fin de llegar a un grado competitivo de comprensin,
produccin y profundizacin de textos. Adems ofrecer al estudiante la posibilidad de conocer los
requerimientos comunes exigidos en un contexto especfico, adems de tener la posibilidad de ser
competente en el mundo laboral.



1. COMPONENTE NORMATIVO
Elementos del desempeo



CONOCIMIENTO Y COMPRENSIN
ESENCIALES
EVIDENCIAS REQUERIDAS

TERCER PERIODO
Describe y compara objetos,
animales, personas y situaciones.
Adjectives

Comparisons and superlatives

Connectors

Someone.anyone none
Reading plan


CUARTO PERIODO

Plan lector (Dr.Jellyc and MR.Hyde
juegos Olimpicos)
Estructuras del future: going to y el
Will.


Near future: going to
Wh questions

Countables and uncountables
Some, any, few, little


DE CONOCIMIENTO:
Respuesta a preguntas sobre:
Estructuras y temas vistos en clase.
Situaciones del entorno
Planteamiento de alternativas
1. Actividades de comprensin lectora
2. Lectura de los textos propuestos
3. Estructura gramatical del Futuro y de los comparativos
POR DESEMPEO:
El resultado de la observacin de:
Participacin en clase.
Performance Dr. Jekyll and Mr.Hyde
Respeto a sus compaeros y al docente
prepara una presentacin en forma oral y con ayuda de las tics sobre sus
planes futuros y proyecto de vida

Conversa con sus compaeros y profesor sobre sus planes futuros y su proyecto
de vida
POR PRODUCTO
Portafolio de actividades y lista de chequeo
- Reading comprehension
-Reporte de clase
_Elaborar un texto comparativo.
Participar en Foro virtuales del rea.







TABLA DE SABERES



SABER SABER HACER SER

Identifica elementos de
comparacin en textos orales

Lee, comprende textos
comparativos.
Identifica puntos a favor y en
contra en un texto comparativo
sobre temticas con las que
est familiarizado.


Reconoce las estructuras
grmticales del Futuro
simple:Will y going to y de los
comparativos y superlativos.



Representa en forma grfica la
informacin que encuentra
textos que comparan objetos
animales, personas y
situaciones.

Expresa sus planes futuros y su
proyecto de vida empleando la
estrucutras gramaticales
adecuadas y elapoyo de las
TICS.


Produce textos sencillos con
diferentes funciones (describe y
argumenta).

Ejemplifica sus puntos de vista
usando comparaciones.
Escribe narraciones sobre
experiencias personales y las
comparan con otras

Puntualidad en la entrega
de trabajos y la llegada a
clases
Pertinencia al elaborar
tareas y trabajos
asignados
Respeto al escuchar
conversaciones de sus
compaeros
Colaboracin en los
trabajos grupales
Manifiesta inters y
participa en la ejecucin
de actividades dentro y
fuera del aula
Evidencia el compromiso
hacia su desarrollo
integral.























































DIAGRAMA DE DESARROLLO Y EJE INTEGRADOR


























































START
Future and comparison
gramar structures


Use of common
vocabulary : Role
play, presentations

Listening
songs and videos
Writing and Reading
Speaking
Listening
Reading plan:
Book and
comprehension
Writing abilities
Virtual foros
Production Writing:
My Project life and
comparison texts,
graphies information
Exercises in practical
situations:
conversation(performances)

PORTAFOLIE
Listening Audio
book Dr.Jekyll
and Mr Hyde.
Presentations
about Project Life
Exercises in
practical situations
COLEGIO CLARETIANO DE BOSA JT

ENGLISH MODULE SECOND SEMESTER
EIGHTH GRADES
The important thing is not to stop questioning.

THIS MODULE BELONG TO:_________________________________________

TEACHER:

MY OBJECTIVES FOR THIS BIMESTER ARE:
1.___________________________________________________________
2._____________________________________________________________
3.________________________________________________________________

DESEMPEOS

TERCER PERIODO

Describe y compara objetos, animales, personas y situaciones usando adecuadamente la
gramtica de los comparativos y superlativos.


CUARTO PERIODO

Lee y Comprende textos sobre diferentes temticas, respondiendo ha actividades del plan
lector .Adems expresa ideas de planes cercanos y futuros empleando el going to y el Will.




WHAT I M GOING TO KNOW

THIRD TERM

Adjectives
Comparisons and superlatives
Connectors
Someone.anyone none
Reading plan




FOURTH TERM

Reading Plan (Dr.Jellyc and Mr.Hyde Olympics games)
Review verbs
Future: going to and l Will.
Future expressions: next week ..
Wh- questions
Review: Countables and uncountables expressions (Some, any, few, little, a lot of )












1. Complete the sentences. Use the comparative forms of the
short adjectives.

1. Tokyo is than Shanghai. (large)
2. Europe is than South America. (small)
3. The Amazon river is than the Mississipi river. (long)
4. Antarctica is than Africa. (cold)
5. The Caspian sea is than lake Michigan. (deep)
6. Brazil is than Norway. (hot)
7. Andagoya, Colombia, is than Santiago, Chile. (wet)
8. The Atlantic ocean is than the Mediterranean. (wide)
9. The Aconcagua, in South America, is than Mt. McKinley, in
North America. (tall)
10.The Niger river is than the Congo river. (short)

2. Complete the sentences. Use the comparative forms of
the long adjectives.

1. Gold is than silver. (expensive)
2. Reality TV programmes are than chat
shows. (interesting)
3. Science is difficult but Maths is
. (difficult)
4. I think that Halle Berry is than Sharon
Stone. (beautiful)
5. Tigers are than crocodiles. (dangerous)


3. Select the correct option.


1. Jim Carrey is than Rob
Schneider. (funny)
2. The TV series Vampire Diaries is than
Supernatural. (popular)
3. A sloth is than a tortoise. (slow)
4. Men are than
chimpanzees. (intelligent)
5. Trains are than cars. (fast)
6. Cristiano Ronaldo plays football than
Figo. (good)





1. Complete the sentences. Use the superlative forms of the
short adjectives.

1. Antarctica is the place on Earth. (cold)
2. Vatican City is the country in the world. (small)
3. The Atacama desert, in Chile, is the place in the world. (dry)
4. Mount Everest is the mountain on Earth. (tall)
5. The Nile river, in Egypt, is the river in the world. (long)
6. Colca Canyon, in Peru, is the canyon on Earth. (deep)
7. Roe River, in Montana, USA, is the river in the
world. (short)
8. The and sea in the world is the Red
sea. (warm) (salty)
9. Lake Titicaca, in the Andes, is the navigable lake in the
world. (high)
10. The place on Earth is El Azizia, Lybia. (hot)
11. Cherrapunji, in India, is the place on Earth. (wet)
12. The Pacific is the ocean in the world. (wide)


2. Complete the sentences. Use the superlative forms of
the long adjectives.

1. Bears are
the animals. (dangerous)
2. Rio de Janeiro is one of
the cities in the world. (beautiful)
3. The
Bugatti Veyron is
the and car. (powerful) (expensive)
4. American Idol is the TV show in
America. (popular)
5. Bungee jump is
one of the adventures. (exciting)


3. Select the correct option.

1. The Giant Redwood is the tree in the
world.
2. Thumbelina is
the world's horse.
3. Football is the sport in Brazil.
4 . The Simpsons is the programme on TV.
5. The cheetah is the animal in the world.







awake despierto =/= asleep dormido
beautiful hermoso =/= ugly feo
big grande =/= small pequeo
bitter amargo =/= sweet dulce
dead muerto =/= alive vivo
deep profundo =/= shallow superficial
dirty sucio =/= clean limpio
expensive caro =/= cheap barato
far lejano =/= near cercano
fast rpido =/= slow lento
fat gordo =/= thin flaco, delgado
full lleno =/= empty vaco
glad contento =/= sad triste
good bueno =/= bad malo
happy feliz =/= sorry apenado
hard duro =/= soft blando
healthy saludable =/= sick enfermo
heavy pesado =/= light liviano
high alto =/= low bajo
hot caliente =/= cold fro

long largo =/= short corto
new nuevo =/= old viejo
polite corts =/= rude grosero
rich rico =/= poor pobre
right derecho, correcto =/= left izquierdo,
equivocado
rough spero =/= smooth suave, liso
safe seguro =/= dangerous peligroso
same mismo =/= different diferente
simple simple =/= complex complejo
single soltero =/= married casado
strong fuerte =/= weak dbil
tall alto =/= short bajo
thick grueso =/= thin delgado
true verdadero =/= false falso
useful til =/= useless intil
warm clido =/= cool fresco
wet mojado =/= dry seco
wide ancho =/= narrow angosto
young joven =/= old Viejo



CHOOSE THE CORRECT DESCRIPTION FOR EACH PICTURE THEN MAKE
COMPARATIVES AND SUPERLATIVES SENTENCES
A big plane
It is big
It is a big plane


c) A beautiful woman.... d) An ugly man

She is beautiful He is ugly
She is a beautiful woman He is an ugly man


e) An old man f) A young lady
He is old She is young






i) A rich man j) A poor man
He is rich He is poor
He is a rich man He is a poor man




k) A cheap camera l) An expensive camera

It is cheap It is expensive

It is a cheap camera It is an expensive camera




B a small plane
It is small
It is a small plane












m) Two tall ladies n) Two short boys


They are tall They are short



o) A short dress p) A long dress


It is short It is long
It is a short dress It is along dress





q) A fat man r) A slim man
He is fat He is slim


He is a fat man He is a slim man





s) A thick book t) A thin book
It is thick It is thin
It is a thick book It is a thin book





u) A couple of full glasses v) Two empty glasses


They are full They are empty
They are full glasses They are empty glasses





w) A strong man x) A weak man


He is strong He is weak

He is a strong man He is a weak man




1.You have to organiza a daily Schedule

Daily planner
Things to do today Completed



Simple Future Tense
I will sing
The simple future tense is often called will, because we make the simple future tense with
the modal auxiliary will.
How do we make the Simple Future Tense?
The structure of the simple future tense is:
subject + auxiliary verb WILL + main verb
invariable base
will V1
For negative sentences in the simple future tense, we insert not between the auxiliary verb
and main verb. For question sentences, we exchange the subject and auxiliary verb. Look
at these example sentences with the simple future tense:
subject auxiliary verb main verb
+ I will open the door.
+ You will finish before me.
- She will not be at school tomorrow.
- We will not leave yet.
? Will you arrive on time?
? Will they want dinner?
When we use the simple future tense in speaking, we often contract the subject and
auxiliary verb:
I will I'll
you will you'll
he will
she will
it will
he'll
she'll
it'll
we will we'll
they will they'll
For negative sentences in the simple future tense, we contract with won't, like this:
I will not I won't
you will not you won't
he will not
she will not
it will not
he won't
she won't
it won't
we will not we won't
they will not they won't
How do we use the Simple Future Tense?
No Plan
We use the simple future tense when there is no plan or decision to do something before we
speak. We make the decision spontaneously at the time of speaking. Look at these
examples:
Hold on. I'll get a pen.
We will see what we can do to help you.
Maybe we'll stay in and watch television tonight.
In these examples, we had no firm plan before speaking. The decision is made at the time
of speaking.
We often use the simple future tense with the verb to think before it:
I think I'll go to the gym tomorrow.
I think I will have a holiday next year.
I don't think I'll buy that car.
Prediction
We often use the simple future tense to make a prediction about the future. Again, there is
no firm plan. We are saying what we think will happen. Here are some examples:
It will rain tomorrow.
People won't go to Jupiter before the 22nd century.
Who do you think will get the job?
Be
When the main verb is be, we can use the simple future tense even if we have a firm plan or
decision before speaking. Examples:
I'll be in London tomorrow.
I'm going shopping. I won't be very long.
Will you be at work tomorrow?

Note that when we have a plan or intention to do something in the future, we usually use other
tenses or expressions, such as the present continuous tense or going to.

Going to
Intention
We use the special going to construction when we have the intention to do something
before we speak. We have already made a decision before speaking. Look at these
examples:
I have won $1,000. I am going to buy a new TV.
We're not going to see my mother tomorrow.
When are you going to go on holiday?
In these examples, we had an intention or plan before speaking. The decision was made
before we spoke.
Prediction
We often use going to to make a prediction about the future. Our prediction is based on
evidence. We are saying what seems sure to happen. Here are some examples:
The sky is very black. It is going to snow.
It's 8.30! You're going to miss the train!
I crashed the company car. My boss isn't going to be very happy!
In these examples, the present situation (black sky/the time/damaged car) gives us a good
idea of what is going to happen.

We use will for prediction when we have no real evidence: "It will rain tomorrow." (It's
my feeling but I can't be sure.)
We use going to for prediction when there is some real evidence: "It's going to rain."
(There's a big, black cloud in the sky and if it doesn't rain I'll be very surprised.)

Will-future, statements - Exercise
Put in the verbs in brackets into the gaps and form sentences. Use the
will-future.
Example: The weather ______ nice at the weekend. (to be)
Answer: The weather will be nice at the weekend.
1) Tomorrow it____________ in the north-west. (to rain)
2) My friend____________ 12 next Monday. (to be)
3) Hey John! Wait a minute. I ___________ a word with you. (to have)
4) She___________ her boss next week. (to contact)
5) I think you_____________ this job. (to get)
6) They___________ at about 6 pm. (to arrive)
7) The teacher______________ this exercise. (to explain)
8) He_____________ the bottle of water. (to drop)
9) Lots of accidents______________ in that weather. (to happen)
10) She_____________ if you show her the spider. (to scream)

Write the correct verb to each picture.
To break ,To build, To buy, To die , To drive , To eat, To grow, To make, To spend , To teach , To throw, To
wear, To win.




Using the words in parentheses, complete the text below with the appropriate tenses
1.
Mark: What are you doing with those scissors?
Beth: I (cut) that picture of the ocean out of the travel magazine.
Mark: What (you, do) with it?
Beth: I (paint) a watercolor of the ocean for my art class, and I thought I could use
this photograph as a model.

2.
Mark: (you, do) me a favor, Sam?
Sam: Sure, what do you want me to do?
Mark: I (change) the broken light bulb in the lamp above the dining room table. I
need someone to hold the ladder for me while I am up there.
Sam: No problem, I (hold) it for you.

3.
Gina: Where are you going?
Ted: I (go) to the store to pick up some groceries.
Gina: What (you, get) ?
Ted: I (buy) some milk, some bread, and some coffee.

4.
John: Wow, it's freezing out there.
Jane: I (make) some coffee to warm us up. Do you want a piece of pie as well?
John: Coffee sounds great! But I (have) dinner with some friends later, so I'd better
skip the pie.
Jane: I (go) to dinner tonight too, but I'm having a piece of pie anyway.

5.
Frank: I heard you're taking a Spanish class at the community college.
Tom: Yeah, I (go) to Guatemala next spring and I thought knowing a little Spanish
would make the trip easier.
Frank: I (visit) my brother in Marseilles next year. Maybe I should take a French
class.
Tom: I have a course catalog in the other room. I (go) get it, and we can see
whether or not they're offering a French course next semester.
Choose the correct future form in brackets and type it into the box.
1. Peter (is / is going to be) fifty next Friday.
2. Oh no! I've broken the vase. What (am I going to say / will I say)?
3. Jack (is having / will have) a dinner party next Saturday.
4. By the time you arrive, I'll (have been / be) working for two hours.
5. John hasn't eaten. - Don't worry (I will make / I am going to make) him a sandwich
6. We'll go out for dinner when he (gets in / will get in).
7. Unless he arrives soon, we (will not go/ are not going) to the party
8. (I will be studying / I will have studied) at 9 tomorrow evening.
9. (We will have finished / We will finish) by 9 o'clock.
10. Look at those clouds! It (is going to rain / will rain)!
Read the following short text and talk about with a classmate
Hello everybody! My name is Mister Will. I live in a small flat in Mijas (south of Spain), but I
will move to a nice house near Benalmadena soon, that's my hope. Will you visit me in my new
house?
I come from England, but I won't come back because it is always rainy in my country and I
like the sun and the beach. Next year, as normal, it will rain a lot in England. If you want I will
help you with your English.
My friend the Going To Boy lives in Mijas, too. We have a club called The Happy
Verby Gang and we will open a Language School next spring. Will you join our club? If you join
it before January, you will have a free course in our school.
Using the words in UPPERCASE LETTERS, make a sentence with "will".
For example: Make a statement with "I / HELP / YOU" becomes "I will help you."
1.Make a negative statment with:
IT / NOT / RAIN_____________________________________________________________________
2. Make a question with:
YOU / BE ABLE / COME TO THE SHOW________________________________________________
3. Make a negative statment with:
I / PAY FOR LUNCH_________________________________________________________________
4. Make a statement with:
YOU / ENJOY / VISITING / PARIS______________________________________________________
5. Make a statment with:
HE / BE ABLE TO / ANSWER / THE QUESTION__________________________________________
6. Make a question with:
THEY / BUY / A CAR_________________________________________________________________
7. Make a negative statement with:
SHE / NOT / COME WITH US__________________________________________________________
8. Make a negative statment with:
I / PASS / THE TEST__________________________________________________________________

Future I Simple going to
Going to future expresses a conclusion regarding the immediate future or an
action in the near future that has already been planned or prepared.
Form of going to Future
positive negative question
I I am going to
speak.
I am not going to
speak.
Am I going to
speak?
you / we /
they
You are going to
speak.
You are not going to
speak.
Are you going to
speak?
he / she / it He is going to
speak.
He is not going to
speak.
Is he going to
speak?
Use of going to Future
an action in the near future that has already been planned or prepared
example: I am going to study harder next year.
a conclusion regarding the immediate future
example: The sky is absolutely dark. It is going to rain.
Signal Words
in one year, next week, tomorrow

Going to-future, statements - Exercise
Put in the verbs in brackets into the gaps and form sentences. Use the
going to-future.
Example: She _____________ a present for her mother. (to buy)
Answer: She is going to buy a present for her mother. or She's going to buy a present for her
mother.
1) He____________ his friend. (to phone)
2) We____________ a new computer game. (to play)
3) My sister_____________ TV. (to watch)
4) You______________ a picnic next Tuesday. (to have)
5) Jane ______________ to the office. (to go)
6) They ____________to the bus stop this afternoon. (to walk)
7) His brother_____________ a letter to his uncle today. (to write)
8) She___________ her aunt. (to visit)
9) I___________ my homework after school. (to do)
10) Sophie and Nick ____________ her friends. (to meet)
Using the words in parentheses, complete the text below with the
appropriate tenses.
1. A: Why are you holding a piece of paper?
B: I (write) a letter to my friends back home In Texas.

2. A: I'm about to fall asleep. I need to wake up!
B: I (get) you a cup of coffee. That will wake you up.

3. A: I can't hear the television!
B: I (turn) it up so you can hear it.

4. We are so excited about our trip next month to France. We (visit)
Paris, Nice and Grenoble.

5. Sarah (come) to the party. Oliver (be) there as well.

6. Ted: It is so hot in here!
Sarah: I (turn) the air-conditioning on.

7. I think he (be) the next President of the United States.

8. After I graduate, I (attend) medical school and become a doctor.
I have wanted to be a doctor all my life.

9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is
simply too small for four people.
B: That man at the service counter (help) you.

10. As soon as the weather clears up, we (walk) down to the beach
and go swimming.


HOW DO I SEE MYSELF

Give yourself 1.for never 2.for seldom 3.for frequently 4.for always


Quality producer 1 2 3 4 1 2 3 4
I work successfully as a team
member



I produce quality projects,
assignments or performances

I use the module work effectively
and in an appropriate way

Responsible citizen

I demonstrate personal responsibility
for attitude , actions words and works

I follow rules and directions
I demonstrate respect and
understanding for myself and other


Self directed individual

I show maturity and responsibility by
making healthy, safe and wise choices

I start work, stay on task and complete
the assignment without being reminder
or prompted

I set the goals and I have a positive
attitude , I never gave up with the
assignments