Guía de Actvidades 2do Año Inglés CARMARYS

República Bolivariana de Venezuela
Ministerio del Poder Popular para la Educación
U.E.P. “Colegio Santa Ana”
Asignatura: Inglés – 2do año “A, B”
Docente: Luis Fernando Mendoza.
Guía de Actividades III Momento
Objetivo #1: Adverbios de Frecuencia / Adverbs of Frecuency
Los adverbios de frecuencia son utilizados para expresar con qué frecuencia realizamos
actividades del día a día u otro tipo de actividades.
Adverbios:
 Always: Siempre
 Everyday: Todos los días
 Never: Nunca
 Sometimes: Algunas veces
 Ocasionally: Ocasionalmente
 Usually: Usualmente
 Rarely: Raramente
 Two times a week: Dos veces a la semana
 Three times a week: Tres veces a la semana
 Once a month: Una vez al mes
 Once a year: Una vez al año.
Formula: Subject + AF + Action + Complement.
Ejemplo: Mario always go to the School.

Ejercicios Prácticos:
1. Realiza 20 oraciones con los adverbios de frecuencia en presente y pasado.

Luego debes realizar una lista con 10 actividades y la frecuencia con la que la
haces. (15%).
1.1. I always go to the beach

1.2. María rarely cooks rice
1.3. The dog barks once a year
1.4. Carla rarely go home the father
1.5. Charles usually goes market
1.6. She never goes to grandmother
1.7. I always eat
1.8. We rarely go to the school
1.9. Damarys usually works hard
1.10. Carlos rarely stays home
1.11. Belen never goes out
1.12. Carmarys rarellly goes the shool
1.13. The dog never eats
1.14. The grandmother once a moth works
1.15. The bird usually flies
1.16. He never goes to the beach
1.17. They three a week go to the gym
1.18. We often study hard
1.19. Threy always brush their theeth
1.20. Carla never takes a bath
2. Crea 15 oraciones en pasado simple en sus dos fórmulas y conviértelas en

pasado contínuo. (10%)
2.1. I went to the beach - I did go to the beach - I was going to the beach
2.2. Carlos danced salsa – carlos did dance salsa – carlos was dancing salsa
2.3. The dog ate the bone – the dog did eat the bone – the dog was eating the
bone
2.4. Marcos studied biology – marcos did study biology – marcos was studing
biology
2.5. Peter and Raul played volleyball – peter and raul did play volleyball –
peter and raul were playing volleyball
2.6. The nurse saved us – the nurse did save us – the nurse was salving us
2.7. Joseph went to the beach – joseph did go to the beach – joseph was going
to the beach
2.8. You drank too much – you did drink too much – you were drinking too
much
2.9. We run in the park – we did run in the park – we runing in the park
2.10. They saw birds in the park – they did see in the park – they were seeing
In the park
2.11. Louis played basketball – Louis did play basketball – Louis was playing
basketball
2.12. Peter made coffee – peter did make coffee e– peter was making coffee
2.13. Martha read books – Martha did read books – Martha was reading books
2.14. The teachers taugth English – the teachers did teach English – the
teachers were teaching english
2.15. Doctors saved lives – doctors did save lives – doctors were saving lives
3. Usa los auxiliares DO, DOES y DID, y los verbos frasales CAN-COULD en
10 oraciones, de manera afirmativa, negativa e interrogativa. (10%)
3.1. Raul can work – raul can´t work – raul could work – Can Raúl work?
3.2. The moon does shine – the moon doesn´t shine – the moon could shine
Does the moon shine?
3.3. The sun does rise – the sun doesn´t rise – the sun could rice – Does the
sun rise?
3.4. This Doctor does operate – this doctor doesn´t operate – this doctor can
operate – Does this doctor operate?
3.5. Those nurses do work hard – those nurses don´t work hard – those nurses
can work hard – Does those nurses work hard?
3.6. Animals do run – animals don´t run – animals could run – Do animals
run?
3.7. Kathy does cook – Kathy doesn´t cook Kathy could cook – does Kathy
cook?
3.8. Friends do talk – friends don´t talk – friend could talk – Can friends talk?
3.9. Ilegal games do sell – illegal games don´t sell- illegal games could sell –
Could illegal games sell?
3.10. The students do study – the students don´t study – the study can study –
Could the students study?
4. Realiza un cuadro comparativo con oraciones en presente (simple, contínuo y

progresivo) y en pasado (simple y continuo). 15% (Presente continuo y
presente progresivo son lo mismo – Simple present tense and progressive
present tense are the same tense)
PRESENTE
Nº PRESENTE SIMPLE PASADO SIMPLE PASADO CONTINUO
CONTINUO
1 I study a lot I am studying a lot I studied a lot I was studying a lot
2 You live your life You are living your life You lived your life You were living your life
3 He works in a store He is working in a store He worked in a store He was working in a store
4 Karla plays soccer Karlas is playing soccer Karla played soccer Karla was playing soccer
5 The dog barks loud The dog is barking loud The dog barked loud The dog was barking loud
6 The cats play with me The cats are playing The cats played with The cats were playing
with me me with me
7 Peter and Marcus read Peter and Marcus are Peter and Marcus read Peter and Marcus were
well reading well well reading well
8 We are the champions We are being the We were the We were being the
champions champions champions
9 Carlos picks pencils up Carlos is picking the Carlos picked the Carlos was picking the
pencils up pencils up pencils up
10 Rose goes to the beach Rose is going to the Rose went to the beach Rose was going to the
beach beach
5. Crea un juego didáctico donde tú pueda aprender inglés, presente y pasado.

15%
What’s Up.
Juego para practicar vocabulario en inglés y cómo construir oraciones interrogativas.
Para jugar, podemos organizarnos de varias maneras, en función del número de personas
involucradas. Si el grupo es reducido, lo mejor será jugar de uno en uno. Por turnos, un
jugador se pondrá una tarjeta en la cabeza, sujeta con la banda y siempre mirando hacia el
frente. Sin haberla visto de antemano, el jugador deberá realizar preguntas de respuesta
sí/no o respuestas muy breves al resto de participantes.
Si el grupo es muy numeroso, podemos jugar en parejas o dividirnos en grupos

reducidos de 3-4 participantes para evitar así caer en el aburrimiento. Por ejemplo,
podemos dividirnos en grupos y enviar a cada miembro del grupo a una zona diferente de la
habitación para enfrentarse a otros miembros de otros grupos.
Se establece un tiempo límite de 2-3 minutos para adivinar cada tarjeta.
Un ejemplo de cómo el juego podría desarrollarse es:
 Am I a person? – No
 Am I an object? – No
 Am I an animal? – Yes
 Do I have wings? – No
 Could you find me in the forest? – Yes
 Do I live in Spain? – No
 Am I big? – Yes
 Am I a mammal? – Yes
 In which country do I live? – Australia
 Am I a kangaroo? – Yes !!
Este juego ayuda a automatizar estructuras interrogativas con diferentes verbos

auxiliares, además de ampliar el vocabulario. Por ello, se recomienda a una amplia
gama de niveles, desde principiantes (con tarjetas de vocabulario más sencillas), hasta
niveles avanzados (con vocabulario más complejo y abstracto).

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República Bolivariana de Venezuela

Ministerio del Poder Popular para la Educación

U.E.P. “Colegio Santa Ana”

Asignatura: Inglés – 2do año “A, B”

Docente: Luis Fernando Mendoza.

Guía de Actividades III Momento

Objetivo #1: Adverbios de Frecuencia / Adverbs of Frecuency

Formula: Subject + AF + Action + Complement.

Ejemplo: Mario always go to the School.

1. Realiza 20 oraciones con los adverbios de frecuencia en presente y pasado.

1.1. I always go to the beach

2. Crea 15 oraciones en pasado simple en sus dos fórmulas y conviértelas en

4. Realiza un cuadro comparativo con oraciones en presente (simple, contínuo y

5. Crea un juego didáctico donde tú pueda aprender inglés, presente y pasado.

Juego para practicar vocabulario en inglés y cómo construir oraciones interrogativas.

Si el grupo es muy numeroso, podemos jugar en parejas o dividirnos en grupos

Se establece un tiempo límite de 2-3 minutos para adivinar cada tarjeta.

Un ejemplo de cómo el juego podría desarrollarse es:

Este juego ayuda a automatizar estructuras interrogativas con diferentes verbos

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