https://docs.google.com/document/d/1n-MqTQ5fQ7hH5xmb3t70cAK7HiN8hJxf/edit 

Texto Guía

 

https://d3rhaqd7pe5pkw.cloudfront.net/English%20Please/Student%20Book%2011%C2%B0/ENGLISH_PLEASE_11_STUDENT_BOOK.pdf

Links para repasar preicfes Inglés

https://bloggerinteractivo.com/pruebas-icfes/como-estudiar/ingles/

https://www.youtube.com/watch?v=W9pWN30wqnA

https://demoplexi.icfes.gov.co/preIcfes#no-back-button

https://www.puntajenacional.co/landing

https://preicfes.net/

English please 3

http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/colombiabilingue/ep_sbook/student_ep3.pdf

Conditionals

Practice 1

Put the verb in the correct form to complete each sentence.

1. If global warming continues, temperatures will rise (rise) even higher.

2. What would you do if you (win) a million dollars?

3. If people stopped using cars completely, there (be) much less pollution.

4. When it (rain) again, I won't forget to bring my umbrella.

5. If I spoke English fluently, I (not/need) to take lessons.

6. If Siberia (not/be) so cold, I'd go there in winter.

7. Tom will be at the party tonight. If I see him, I (say) hello.

8. If it (not/rain) so much in England, you wouldn't see so many umbrellas.

9. I (call) you when I get home.

10. Where (you/live) when you move out of your flat?

11. If you (can) choose any company, which company would you like to work for?

 Practice 2

Study each situation and complete the sentence below. Decide whether to use a first or second

conditional structure.

1. According to the weather forecast there is a chance of snow tomorrow.

If it (snow), I (need) to buy a pair of gloves.

2. Patrick is deciding whether to go to France or Spain on his next holiday.

If Patrick (go) to Spain, he (be) very satisfied.

3. John works 12 hours a day.

If John (not/be) so busy, he (have) more time for his family.

4. Kate is out of work, but she goes shopping every day.

If Kate (continue) to go shopping, she (run out) of money.

5. It is a sunny day with clear blue skies.

If it (rain), I (need) an umbrella.

6. Anne's boss is very demanding.

If Anne's boss (not/be) so demanding, she (not/be) so stressed.

7. Daniel has an exam tomorrow.

If Daniel (pass) his exam, he (celebrate) with his friends.

8. Fabio and Carlo are best friends.

If Fabio and Carlo (not/be) best friends, they probably (not/be) living

together.

9. Derek doesn't have a car. It takes him an hour to get to work.

If Derek (have) a car, it (not/take) him so long to get to work.

10. The Olympic Games are held every four years.

If the Olympics (be) held every year, they (not/be) so interesting.

Comparatives superlatives

https://www.ego4u.com/en/cram-up/grammar/adjectives-adverbs/adjectives/exercises

http://www.englishexercises.org/makeagame/viewgame.asp?id=6009

https://jeopardylabs.com/play/comparative-and-superlative-adjectives2

Lesson Plan

Teaching Challenge School to School - Inglés

Students´ exchange activity

Lesson Plan Template

Institutional information	ENS
Institution
Teaching leaders	1.
	2.
City
Information about the target group
Tr -1st teacher's name:
Classroom:
Date to deliver class:
Time to deliver class:

There are different ways of planning a lesson. Below you can find an example template and a set of components to bear in mind when planning one. To help you make the planning process simple and clear, we have included a list of concepts and a short description of each one for your reference (see the last page of this document).

Class title
Communicative objective
Learning objective
Class profile
Lesson length
Materials
Approach(es) to teaching and learning

Structure

Stages	Procedure	Timing	Interaction	Resources
Warm up
Stage 1
Transition
Stage 2
Transition
Stage 3
Closure
Assessment

Concept	Definition
Class title	Give an appealing name to your lesson. For instance “What are your favourite animals?” “What’s your family like?”
Communicative objective	State a clear, realistic, attainable and well-defined goal for students to achieve by using the target language. For example: Students will be able to tell a simple story. Students will be able to exchange personal information, etc.
Learning objective	State a clear, realistic, attainable and well-defined goal for students to achieve related to a language point. For example: Students will be able to use the interrogative form of the present simple. Students will be able to practise the past simple.
Class profile	Describe the main characteristics of the students you will teach this lesson: age, language proficiency, socio-cultural description, interests, preferences and needs.
Materials	List the materials that you will use during the lesson: worksheets, sound system, PowerPoint presentation, etc.
Approaches to teaching and learning	Mention the kind of approach you’d like to apply during the lesson (i.e. Communicative, Task-Based, Natural Approach, CLIL, etc.)
Stage	A lesson has different moments. You can define them depending on the approach that you choose as long as you identify their function within the lesson and articulate them with its purpose and objectives. Examples: a. Presentation, Practice, and Production b. Lead in, presentation, controlled practice, freer practice, closure
Transition	State how you connect an activity with the next one. This is usually done with a simple sentence.
Closure	Wraps things up!  Go over any areas where students might still be having problems/doubts. A good way to check their understanding is to write several yes/no questions of key points from the lesson. Then pose them to the class for a quick thumbs up/thumbs down.
Assessment	Define what strategy or strategies you will use to know if your students reach the class’ goals. Identify if you want to develop summative or formative procedures for assessment.