PROCESO DIRECCIÓN DE FORMACIÓN PROFESIONAL INTEGRAL

FORMATO GUÍA DE APRENDIZAJE

1. IDENTIFICACIÓN DE LA GUIA DE APRENDIZAJE

 Denominación del Programa de Formación: TECNOLOGO EN ANIMACIÓN 3D

 Código del Programa de Formación: 524109
 Nombre del Proyecto: DESARROLLO DE CONTENIDO 3D PARA PRODUCTOS AUDIOVISUALES,
PUBLICITARIOS, VIDEOJUEGOS Y REALIDAD AUMENTADA QUE APOYEN PROYECTOS
DIGITALES
 Fase del Proyecto: PLANEACIÓN
 Actividad de Proyecto: DEFINIR EL PLAN DE TRABAJO DE LOS ELEMENTOS QUE HACEN
PARTE DE LA PRODUCCIÓN ANIMADA. (DESARROLLAR EL STORYBOARD Y EL ARTE DE
CONCEPTO
 Competencia: PRODUCIR TEXTOS EN INGLÉS EN FORMA ESCRITA Y ORAL.
 Resultados de Aprendizaje Alcanzar: ENCONTRAR Y UTILIZAR SIN ESFUERZO VOCABULARIO
Y EXPRESIONES DE INGLÉS TÉCNICO EN ARTÍCULOS DE REVISTAS, LIBROS
ESPECIALIZADOS, PÁGINAS WEB, ETC
 COMPRENDER UNA AMPLIA VARIEDAD DE FRASES Y VOCABULARIO EN INGLÉS SOBRE
TEMAS DE INTERÉS PERSONAL Y TEMAS
 Duración de la Guía: 36 HORAS

2. PRESENTACIÓN

Aprender inglés como idioma global se ha convertido en una necesidad para incrementar nuestras
posibilidades de empleabilidad, por eso, muchos países han apostado por incluir el idioma antes
mencionado como idioma extranjero. Colombia es uno de estos países y por este motivo, El Servicio
Nacional de Aprendizaje SENA adoptó el inglés como parte de la formación profesional integral para
brindarle a sus aprendices mayores oportunidades de empleo y de superación.

A continuación, se encuentra una secuencia de actividades que lo ayudarán en el proceso de adquisición,

lea detenidamente cada una y soluciónela según las indicaciones dadas por el instructor. Recuerden que
ustedes son los principales actores de aprendizaje, por esto deben esforzarse en construir su autonomía y
disciplina que los conllevará a lograr todas las metas propuestas en su vida.

3. FORMULACIÓN DE LAS ACTIVIDADES DE APRENDIZAJE

3.1. Actividades de Reflexión Inicial: Lee el siguiente texto y responde las preguntas a continuación.

https://www.elconfidencial.com/alma-corazon-vida/2013-01-15/como-convertirse-en-mejor-persona-en-cinco-
sencillos-pasos_202493/

3.2. Actividades de Contextualización:

1. ¿Crees que es importante crecer personalmente?

2. ¿Por qué mejorar como persona nos lleva a renunciar a ciertos aspectos de nuestra vida?
3. Sí una persona decide crecer personal y profesionalmente, ¿Puede esta persona encontrar un equilibrio
que permita estar tranquilo con las decisiones que debe tomar diariamente?

3.3. Actividades de Apropiación:

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 FUTURE (FUTURO)
Simple future (Futuro Simple)

Both will or going to express future, will is used for something we just decided on while going to is used to
make plans.

What are the differences?

In the first sentence we see how there is a plan and programmed intention:

He is going to come home tomorrow, we talked last Monday about this. - He is coming home tomorrow. We
talked about it last Monday.

Going to structure:

Affirmative: I am going to travel next month because I have my final master exam.
Negative: I am not going to travel next moth, my final exam was cancelled.
Question: Are you going to travel next moth because of your final master exam?

Instead, in the second sentence, the decision was made on the fly:

He is bored now. He will come back home. - He is bored now. Will come home.
Will, the decisions and the promises: I will always love you!

Will structure:

Affirmative: I Will do it for you.

Negative: I won´t do it for you.
Question: Will I doi it for you?

If we want to know when to use will or going to, we will bear in mind that will has to do with spontaneous
decisions in general.

No way! I'll pay for this lunch! I owe you! - No way! I pay for this lunch! I owe!
Will is also a nuance of promise . Even at the risk of sounding corny we give you this example that you will
not forget:

I promise I will always love you. - I promise I will always love you
And so you don't go bad with your friends:

I promise I won't be late again. - I promise I won't be late again.

What are you going to do this weekend?

If they ask you about your plans, We always have to use going to to talk about our planned intentions.

What are you going to do this weekend? - What are you going to do this weekend?
I'm going to go to the cinema. - I'm going to the cinema.
It is a very common mistake not to distinguish will or going to say:
Mistake: I'll go to the cinema this weekend.

Will or going to: predictions

There is a case where will or going to converge. We can use one form or another interchangeably when
expressing a prediction.

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Is it going to rain on Saturday or do you think it will be a sunny day? - Is it going to rain this Saturday or do
you think it will be a sunny day?
The verbs will or going to and their forms
Let's see the different shapes that will or going to can have .

Will normally contracts with the pronoun:

I'll do it for you

She'll pay the bill
He'll come home in an hour
I promise we'll do the washing up later

Going to is formed with the verb to be and also has a contracted form gonna , in this case more informal than
the full form going to:
I'm gonna go to the beach
You're gonna study abroad next year
Will or going to refer to future events but are used in different contexts. While will is used to promise things
and talk about spontaneous decisions, going to is more common to talk about making plans or intentions.

Activity 1: Complete the satatements using WILL or GOING TO

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.

Activity 2: Read the text and complete the blank spaces using WILL or GOING TO

Text: Planning a party

(two neighbors talking)
Martha: What a horrible weather today. I'd love to go out, but I think it _______(1) continue raining.
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Jane: Oh, I don't know. Maybe the sun _______(2) come out later this afternoon.
Martha: I hope you're right. Listen, I________(3) have a party this Saturday. Would you like to come?
Jane: Oh, I'd love to come. Thank you for inviting me. Who________(4) come to the party?
Martha: Well, some people haven't told me yet. But, Peter and Mark __________(5) help out with the
cooking!
Jane: Hey, I_____(6) help, too!
Martha: Would you? That would be great!
Jane: I_____(7) make lasagna!
Martha: That sounds delicious! I know my Italian cousins _______ (8A) be there. I'm sure they ____(8B)
love it.
Jane: Italians? Maybe I____(9) bake a cake...
Martha: No, no. They're not like that. They_____ (10) love it.
Jane: Well, if you say so... ____ there ______(11) be a theme for the party?
Martha: No, I don't think so. Just a chance to get together and have fun.
Jane: I'm sure it____(12) be lots of fun.
Martha: But I_________(13) hire a clown!
Jane: A clown! You're kidding me.
Martha: No, no. As I child, I always wanted a clown. Now, I__________(14) have my clown at my own party.
Jane: I'm sure everyone ______(15) have a good laugh.
Martha: That's the plan!

Activity 3: Answer the questions below according to the text above.

1: What do they think about the weather?

a. It's beautiful.
b. It's terrible.
c. It's snowing.
2: What does Martha have to share?
a. News that she's going to get married.
b. News that she's going to have a party.
c. News that she's going to have a baby.

3: What are Peter and Mark going to do?

a. They're going to cook lasagna.
b. They're going to help with the cooking.
c. They're going to come dressed as clowns.

4: What does Jane offer to do?

a. She says she'll help cook.
b. She says she'll come dressed as a clown.
c. She says she'll speak Italian with her cousins.

5: How does Jane react to the news about the Italian cousins?
a. She's happy they'll taste her lasagna.
b. She's afraid they won't understand English.
c. She's says she'll bake a cake instead of lasagna.

6: What special plan is there?

a. Martha's going to have a clown.
b. Martha's going to make an announcement.
c. Martha's going to have a themed party.

7: Why does Martha want a clown?

a. She wanted a clown as a child, so now she's going to have one.
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 b. She hates clowns.
c. Because the clown goes well with the theme of the party.

8: Does Martha know exactly how many people are going to come?
a. Yes, she does.
b. No, she doesn't.

9: How does Jane think people will react to the clown?

a. She thinks they'll hate it.
b. She thinks they'll love it.
c. She thinks they'll have a good laugh.

Continuous Future (Futuro Continuo)

Form: The future continuous in English is formed with the auxiliary will + be + verb - ing.

The continuous future is used to talk about actions that will take place in the future and will have a certain
duration. This time is often used when the speaker wants to emphasize an action or event that will happen in
the future, or when he wants to highlight the difference between what happens at the moment of speaking
and what will happen in the future.

Also, the continuous future is used to express that something will be happening at the same time as another
action, both in the future. In this sense we can say that it behaves in a similar way to the continuous past, but
to talk about what will happen in the future.

Examples:

Next week, I will be flying to Paris.

This time tomorrow, I will be getting married.

We will be sleeping while she takes the train.

Perfect Future (Futuro Perfecto)

It is important not to confuse the use of the continuous future with the use of the perfect future, since
although both verb tenses are used to talk about actions that will happen in the future, the Perfect Future is
used to say that an action will be finished at a specific moment in time. future.

Examples:

In 5 years, I'll have finished university.

I'll have finished all my homework by tomorrow morning.

Activity 4: Complete the following sentences applying Continuous Future or Perfect Future

1. We can watch a movie this evening. The kids ___________ to bed by then.

a) will gone
b) will have gone
c) will be going

2. By 11 o'clock tomorrow, she___________ her driving exam.

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a) will have taken
b) have taken
c) will take

3. She ___________ in London this time next year.

a) will be living
b) shall be living
c) will live

4. Unfortunately, I ___________ the conference in New York.

a) won't be attended
b) will be attending
c) won't be attending

5. When you call me, I ___________ dinner

a) will have cooked
b) will be cooking
c) will cooking

6. By this time next month, I ___________ all my studies.

a) will have finished

b) will be finished
c) will finish

7. I need your bike. ___________ it this evening?

a) will be you using

b) will have you be using
c) will you be using

8. Don't call me at three o'clock, I ___________ an interview.

a) will have having

b) will have had
c) will be having

9. Next month, I ___________ in Dublin for 2 years

a) will be living
b) will have lived
c) will have living

10. She ___________ on the beach while we spend the day working.

a) will have relaxed

b) will be relaxing
c) will be relaxing

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 MODAL VERBS (VERBOS MODALES)

The modal verbs are auxiliary verbs that cannot function as a main verb , unlike the auxiliary verbs "be" ,
"do" and "have" that can function as a main verb.

The modal verbs express modality, ability, possibility, need or another condition . We use them for the future
and the conditional.

As complementary verbs that are, modal verbs do not work without another verb . This other verb always
follows the modal verb and is in the base form (the infinitive without "to"). The modal verbs are not
conjugated and they have no time.

Modal verbs are:

Can Should
Could Ought to
May Must
Might Have to
Will Would
Shall

Activity 5: Clic the link below and watch the video. Then, expound modal verbs one by one. (Can,
Could, May, Might, Will, Shall, Should, Ought to, Must, Have to, Would)

https://www.youtube.com/watch?v=Xc5P4XLOOqA

Para esta actividad, puede crear una presentación didáctica tanto en físico como en digital, utilicen las
herramientas que tienen en sus casas. Lo más importante es presentar una información clara, precisa y
llena de creatividad.
Sí usan herramientas digitales les recomiendo:
Powtoon https://www.powtoon.com/
Doodly https://www.doodly.com/
Pixton https://www.pixton.com/es/
Tiki-Toki https://www.tiki-toki.com/

ADJECTIVES AND PREPOSITIONS (ADJETIVOS Y PREPOSICIONES)

There are several adjectives followed by a specific preposition that does not always have a literal translation
into Spanish. This forces us to learn which prepositions follow which adjectives through memorization or the
simple habituation to them through practice (reading, listening, writing, speaking, making mistakes, learning
from mistakes, being curious, etc.).

Prepositions used next to adjectives are TO, FOR, AT, BY, ABOUT, WITH, OF, IN and FROM.

Why using adjectives plus prepositions is relevant?

Adjectives are used when we have a complement that follows it. For example "excited" which means
“emocionado” or”entusiasmado”, can be used only if the idea ends up using that adjective (as we see in
example "A"). However, if we have a complement after the adjective, we put a preposition as in example “B”

A) Raul is going to have a baby. He is very excited .

B) Raul is very excited about his baby.

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As you will see in example “B”, it is understood “Raul is excited about his baby”. If they go to the translation
of "por" they could erroneously put "for". This is the reason for learning the list. As a rule after excited (if
there is a complement after the adjective) “about” is always used. It is for this reason that they are called
compound adjectives and you simply have to learn their combinations.

IMPORTANT: If an “action” is added to the complement of the compound adjective, the verb form “-ing” is
used. THIS IS VERY IMPORTANT. Using the example above:
C) Raul is excited about having his baby.

This is because whenever you express an “action” or use a verb after a preposition, the form “-ing” is put,
don't forget it.

Activity 6: Build up 20 sentences using the following adjectives followed by prepositions. Don´t
forget using the correct structure and coherence.

Accused OF: Acusado de. Doubtful ABOUT: Dudoso sobre.

Accustomed TO: Acostumbrado a. Eager FOR: Impaciente por.
Addicted TO: Adicto a. Eligible FOR: Elegible para.
Afraid OF: Tener miedo de. Enthusiastic ABOUT: Entusiasmado con.
Allergic TO: Alérgico a. Envious OF: Envidioso de.
Amazed AT / BY: Asombrado por. Excellent IN / AT: Excelente en.
Angry WITH: Cabreado con. Excited ABOUT: Entusiasmado por.
Annoyed ABOUT / WITH / AT: Molesto por Experienced IN: Experimentado en.
(algo) / con (alguien) / por (verbo). Exposed TO: Expuesto a.
Anxious ABOUT: Preocupado por. Faithful TO: Fiel a.
Appreciated FOR: Apreciado por. Familiar WITH: Familiarizado con.
Ashamed OF: Avergonzado de. Famous FOR: Famoso por.
Associated WITH: Asociado con. Fed up WITH: Harto de.
Astonished AT / BY: Maravillado por. Fond OF: Aficionado a.
Attached TO: Unido a. Free OF / FROM: Libre de.
Aware OF: Consciente de. Friendly WITH: Simpático con.
Bad AT: Malo con. Frightened OF: Tener miedo de / Estar asustado
Based ON: Basado en. por.
Beneficial TO: Beneficioso con / para. Full OF: Lleno de.
Bored WITH: aburrido por o con. Furious ABOUT: Furioso por.
Brilliant AT: Brillante en. Furnished WITH: Amueblado con.
Busy WITH: Ocupado con. Generous WITH / ABOUT: Generoso con.
Capable OF: Capaz de. Gentle WITH: Amable con.
Careful WITH / ABOUT / OF: Cuidadoso con. Good AT: Bueno en.
Certain ABOUT: Seguro de. Grateful TO: Agradecido por.
Characteristic OF: Característico de. Guilty OF / ABOUT: Culpable de.
Clever AT: Inteligente en. Happy ABOUT: Feliz con.
Connected WITH: Conectado con. Hopeful OF / ABOUT: Esperanzado u optimista
Conscious OF: Consciente de. con / sobre.
Content WITH: Contenido con. Identical TO: Idéntico a.
Crazy ABOUT: Loco / Entusiasmado por. Immune TO: Inmune a.
Crowded WITH: Lleno de. Impressed WITH: Impresionado con.
Curious ABOUT: Tener curiosidad por. Incapable OF: Incapaz de.
Delighted AT / ABOUT: Encantado con / por / Indifferent TO: Indiferente a.
sobre. Inferior TO: Inferior a.
Derived FROM: Derivado de. Innocent OF: Inocente de.
Different FROM: Diferente de. Interested IN: Interesado en.
Disappointed WITH: Decepcionado con. Involved WITH: Involucrado en / con.
Dissatisfied WITH: Insatisfecho con. Jealous OF: Celoso de.
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Keen ON: Interesado en. Satisfied WITH: Satisfecho con.
Kind TO: Amable con. Scared OF: Tener miedo de.
Late FOR: tarde por. Sensitive TO: Sensible a.
Limited TO: Limitado a. Serious ABOUT: Ponerse serio sobre.
Lucky AT: Tener suerte con. Shocked BY: Conmocionado por.
Nervous OF / ABOUT: Nervioso por. Sick OF: Enfermo de.
Notorious FOR: Conocido por. Similar TO: Similar a.
Opposed TO: Opuesto a. Skilful AT: Hábil en.
Optimistic ABOUT: Optimista sobre. Slow AT: Lento en.
Patient WITH: Paciente con. Sorry FOR / ABOUT: Perdón por.
Pessimistic ABOUT: Pesimista sobre. Successful IN: Exitoso en.
Pleased WITH: Contento con. Suitable FOR: Adecuado para.
Polite TO: Educado con. Superior TO: Superior a.
Popular WITH: Popular con. Sure OF / ABOUT: Seguro de / sobre.
Presented WITH: Presentado con. Surprised AT: Sorprendido por.
Proud OF: Orgulloso de. Suspicious OF: Sospechoso de.
Punished FOR: Castigado por. Sympathetic WITH: Simpático con.
Puzzled BY / ABOUT: Desconcertado por. Talented AT: Talentoso en.
Qualified FOR: Cualificado para. Terrible AT: Terrible en.
Ready FOR: Listo para. Terrified OF: Aterrorizado de / con.
Related TO: Relacionado con. Thankful TO / FOR: Agradecido a / por.
Relevant TO: De importancia para. Tired OF: Cansado de.
Respectful FOR: Respetuoso para. Typical OF: Típico de.
Responsible FOR: Responsable de. Upset ABOUT: Molesto por.
Sad ABOUT: Triste por. Worried ABOUT: Preocupado por.
Safe FROM: A salvo de.

PHRASAL VERBS (VERBOS MÁS PREPOSICIONES)

These verbs are among the most common mistakes made by English learners, it is due to its structure, verbs
followed by a preposition (or several) that nuances or completely changes the meaning. The phrasal verbs
are essential to mastering colloquial English, and the best way to learn is to see them in context.

I’m a ‘morning person’

The alarm goes off at 7:00. I wake up, lean over and turn off the alarm. I get up quickly and go downstairs.
I put on the coffee. I go back upstairs and have a shower. I sing a song in the shower. I put on my clothes.
When I come downstairs again, I have my first cup of coffee. Mmmmm! Then I have some toast and a
second cup of coffee. I wash my cup and tidy up the kitchen. I take my bag and set off to work. It is 8:00
am. I lock up the house before I go. Sometimes I run to catch the bus. I get on the bus and go for three or
four stops. Then I get off the bus. I go into work and say 'GOOD MORNING!' to my first class. It is 8:45am.

Phrasal verbs are made up of simple verbs where a preposition or an adverb is added. Sometimes this
particle causes a slight change in the meaning of the verb (nuances it) but, on other occasions, it involves a
totally radical change. Now, we are going to stuyd just the 20 most common phrasal verbs while we learn
the topic:

1. Back up: (apoyar). The rest of the team backed her up when she told Management about her plans.
También puede significar «dar marcha atrás» o «hacer una copia de seguridad».
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2. Bring up: (mencionar algo). Don’t bring up the budget during the meeting, please.
3. Carry out: (llevar a cabo). The company is carrying out a plan to increase salaries by 20% next year.
4. Come across: (encontrarse a alguien por casualidad). I went to the park and came across your
brother – he is looking so grown up now!
5. Come up with: (ocurrirse, una idea, solución). Remember our IT problem? Well, Carlos has come up
with a great solution!
6. Drop off: (dejar a alguien en un sitio). Marcos is dropping me off at the airport today.
7. Find out: (averiguar). María got promoted when they found out she has excellent business skills.
8. Get along: (llevarse bien). Do you get along with your English teacher? I think she’s really cool.
9. Get back to: (responder más tarde). Let me check out some numbers and I will get back to you with
an answer this afternoon.
10. Get over: (superar). He has gotten over his breakup quite well, don’t you think?
11. Give up: (dejar un hábito). I gave up smoking last May. También puede significar «rendirse».
12. Hurry up: (darse prisa). Hurry up or we will never make it in time!
13. Look after: (cuidar de alguien). I’m looking after the children while my sister is at work.
14. Make up: (recuperar). Making up for lost time. Otros posibles significados: hacer las paces,
maquillarse, inventar…
15. Pick up: (recoger). Can you pick me up at the train station? También puede significar «aprender por
casualidad»: I picked up some French while I was living in Paris.
16. Point out: (señalar). Thanks for pointing this out, John -otherwise we could have made a big mistake.
17. Set up: (fundar, establecer). I have always wanted to set up my own freelance business.
18. Turn on/off: (encender/apagar). Can you turn the lighs off when you leave, please?
19. Turn out: (ocurrir de manera diferente a lo esperado). As it turns out, John didn’t get the job in
Advertising -he is going to Australia for a gap year instead.
20. Turn up: (llegar o aparecer). Mike hasn’t turned up yet. Do any of you know where is he?

Activity 7: Read through the following short story to brush up (review) your phrasal verbs. Then,
define each one of them.

Little Johnny hated going to see the dentist. It wasn't that his dentist was nasty; it was that Johnny wasn't too
fond of sweets. His dentist had warned him that his teeth would fall out if he kept up eating candy. Time and
time again, the dentist had told him to cut out sweet food or at least cut down on the amount he ate.
As he lay down in the dentist's chair, all the horrible memories from his last visit came back to him. On that
occasion, the dentist had to pull out one of his teeth! The pain was terrible - even with the anaesthetic the
dentist had given him. When the anesthetic wore off it was difficult for him to eat or chew anything at all.
This time the check up was much better. His dentist checked out his teeth, made him wash out his mouth
with pink liquid and then told him to spit it out into the sink. That was it. No problems and no pain! Johnny

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 was delighted and so was his dentist. Johnny has finally learned his lesson and was taking better care of his
teeth. Well done, Johnny!

Activity 8: Connect each of the phrasal verbs below with the correct definition.

1) be up for something a) to financially exploit an event or trend

2) boogie on down b) to laugh enthusiastically

3) book up c) to be willing or want to do something

4) bowl over d) to disappoint

5) break up e) to dance with enthusiasm

6) cash in (on) f) to make easier to understand

7) cheer up g) to remove something because of censorship

8) crease up h) to reserve completely

9) cut out i) to separate

10) drag on j) to cater or make for a particular audience

11) dumb down k) to make people happier

12) fade out l) to impress greatly

13) freak out m) to be too dramatic, to overact or be unrealistic

14) gear to/towards n) to last longer than desired

15) ham up o) to anticipate a future event happily

16) let down p) to react very emotionally to something

17) look forward to q) to make more attractive or sexy

18) vamp up r) to gradually disappear, gradually replace an image

Activity 9: Insert the phrasal verbs that fit best into the gaps in the sentences below.
You will need to conjugate them appropriately.

be up for boogie on down book up bowl over break up cash in cheer up crease up cut out
drag on dumb down fade out freak out gear to/towards ham up let down look forward to vamp up

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1) The Beatles _________ _______ in 1970 and each member then pursued solo careers.

2) Ambulances and first responders were often on standby at concerts given by The Beatles as some of the
audience had a tendency to _________ _______ and become overwhelmed by the experience.

3) The first time my mother heard The Beatles, she was completely _________ _______. She even went
to see them in concert while she was pregnant with me.

4) There were several scenes in the film where the audience just _________ _______with laughter.

5) The film was really boring and with its running time of 3 hours and 10 minutes it just seemed to
_________ _______. We thought it would never end.

6) We wanted my cousin’s band to play at our wedding but they are fully _________ _______ until the end
of the year.

7) When the singer died from a drug overdose, the record company immediately released a CD of her
greatest hits. Everybody accused the company of trying to _________ _______on her death.

8) My son is really _________ _______ ________the next episode of Crown of Thorns this evening.

9) The film ended with the couple kissing under the moonlight and _________ _______ with romantic
music.

10) We loved the scene in the film where the main protagonist _________ ______ ______at the disco.

11) I have had a very stressful week at work and feel like watching a good comedy to _______ me _____.

12) The new TV series, based on William Shakespeare’s Hamlet, has been criticised by many for being
_________ _______ way too much so that the public can understand it better.

13) I didn’t like the ending to the series. I think the writers have __________ their fans _______.

14) The film was very controversial and the director was under pressure to _________ _______ some of
the more violent scenes.

15) Many critics have been scathing in their remarks regarding how the director has deliberately _________
_______ his adaptation of Jane Eyre.

16) The film is _________ _______ children but many adults have found quite entertaining.

17) She has finished all her work and now she _______ really ______ _____ a class of wine and a good
film to watch.

18) He was a famous actor who was notorious with directors for _________ _______his roles even though
the audience seemed to love him.

COMPARATIVE AND SUPERLATIVE OF ADVERBS

 With adverbs ending in -ly , more is used to form the comparative and most is used to form the
superlative.

Adverb Comparative Superlative

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quietly more quietly most quietly
slowly more slowly most slowly
seriously more seriously most seriously

Examples

The teacher spoke more slowly to help us to understand.

Could you sing more quietly please?

 In the case of short adverbs that do not end in -ly , the comparative and superlative forms are
identical to adjectives: -er is added to form the comparative and -est to form the superlative. If the
adverb ends in e , this last vowel is removed before adding the ending.

Adverb Comparative Superlative

hard hard er hard est
fast fast er fast est
beats lat er lat est

Examples

Jim works harder than his brother.

Everyone in the race ran fast, but John ran the fastest of all.

 Certain adverbs have irregular comparative and superlative forms.

Adverb Comparative Superlative

badly worse worst
far farther / further farthest / furthest
little less least
well better best

Examples

The little boy ran farther than his friends.

You're driving worse today than yesterday!
I have played the best of any player.

Activity 10: Fill in the correct adverb form (comparative or superlative) of the adjectives in brackets.

1. I speak English (fluent) more fluently now than last year.

2. She greeted me (polite) ______________ of all.
3. She smiled (happy) ______________ than before.
4. This girl dances (graceful) ______________ of all.
5. Could you write (clear) ______________ ?
6. Planes can fly (high) ______________ than birds.
7. He had an accident last year. Now, he drives (careful) ______________ than before.
8. Jim can run (fast) ______________ than John.
9. Our team played (bad) ______________ of all.
10. He worked (hard) ______________ than ever before.
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3.4. Actividades de Transferencia:
1. Solve the 10 activities proposed in this english guide.
2. Complete the workshop.
3. Build up the activities written in the chart below.
4. ACTIVIDADES DE EVALUACIÓN
Evidencias de Aprendizaje
Conocimiento: Prueba de opción
múltiple.
Producto: Portafolio de Servicios de
la Empresa en Inglés.
Desempeño: Identifica y entiende
expresiones y modismos del idioma
de forma escrita y oral.
Desempeño: Reconoce la
información dada a través de un
audio o texto y lo demuestra dando
a conocer sus ideas principales.
Producto: Completar la información
correspondiente con la ayuda de un
audio o con un banco de palabras
identificando el vocabulario acorde
al contexto.
Criterios de Evaluación Técnicas e Instrumentos de
Evaluación
Realiza resúmenes de la Cuestionario
información relevante y
detallada de un texto técnico en Lista de Chequeo
inglés.
Rubrica de evaluación
- Puede relacionar textos en
inglés con imágenes o con
títulos que le sean adecuados.
- Puede responder
cuestionarios de selección
múltiple, escritos en inglés.
- Puede inferir el significado de
una palabra u oración dentro de
un texto en inglés, así este no
esté explicito
- Puede extraer información
adecuada y precisa y tomar
nota de una conversación,
programa, clase, etc.; referido a
su profesión.
Puede completar frases basado Cuestionario
en información leída
previamente en un texto. Lista de Chequeo
Puede realizar actividades de Rubrica de evaluación
verdadero o falso, basados en
una conversación que ha
escuchado o en un texto que ha
leído
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Conocimiento: Prueba de -Realiza resúmenes de la
conocimiento. información relevante y
detallada de un texto técnico en
inglés.

5. GLOSARIO DE TÉRMINOS

6. REFERENTES BILBIOGRÁFICOS

https://whatsup.es/blog/will-or-going-to-como-saber-cual-usar

https://www.englishpage.com/verbpage/verbs18.htm

https://en.islcollective.com/

https://www.saberespractico.com/ingles/adjetivos-seguidos-de-preposiciones-en-ingles/

https://www.ef.com.co/recursos-aprender-ingles/gramatica-inglesa/comparativo-superlativo-adverbios/

7. CONTROL DEL DOCUMENTO

Nombre Cargo Dependencia Fecha

Autor (es) Ángel Iván Díaz González Instructor SENA FPI Mayo 2020

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

Nombre Cargo Dependencia Fecha Razón del

Cambio

Autor (es)

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