(10°) Tenth

SEMANA 10 – SEMANA DEL 17 AL 20 DE NOVIEMBRE DE 2020

ESTANDARES A TRABAJAR:

ESCUCHA

· Utilizo estrategias adecuadas al propósito y al tipo de texto (activación de conocimientos previos, apoyo en el lenguaje corporal y gestual, uso de imágenes) para comprender lo que escucho. 2, 3

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

ESCRITURA

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

MONÓLOGOS

· Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo. 2, 3

CONVERSACIÓN

· Uso mis conocimientos previos para participar en una conversación.

REVIEW

1) Escribe la forma del pasado continuo del verbo entre paréntesis:

a) While Martha was reading a book John was making dinner (read/make)

b) While your neighbour _________ I ________the guitar (study/ not play)

c) I________ on John’s door. (knock)

d) While Felipe ________ his nose you _______your knees (touch-2)

e) Thomas_________ his teeth (not brush)

f) When Miriam___________her eyes, Joseph _________them (open/close)

g) ________ they __________ their hands? (wash)

h) I________ TV while she ______ (watch/sing)

i) ________ Helen _________ because she had broken her ankle? (suffer)

Complete the sentences using the present continuous:

1. I ____________________________ (write) a poem now.

2. She _________________________(leave) tomorrow morning.

3. We _________________________(build) a house.

4. Paul and Jennifer __________________________________(study) French at university.

5. Peter _____________________________(leave) outside.

6. Tom _______________________________(teach) English at that high school.

7. You ________________________________(make) a great effort.

8. They _________________________________(tell) Mary what happened yesterday.

9. I _________________________________ (watch) TV right now.

10. She _______________________________(play) volleyball this afternoon.

SEMANA 9 – SEMANA DEL 9 AL 13 DE NOVIEMBRE DE 2020

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Valoctura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor. 1, 2

· Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas, mensajes, correos electrónicos, etc.). 1, 2, 3

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

MONÓLOGOS

· Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

· Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar. 2, 3

· Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo. 2, 3

Topic: Everyday globalization

Globalization also attracts investments from other countries, brings technological development, improves relations with other countries, enhances international trade and opens the doors to different cultures.

ACTIVITY

NIVEL III

Sustenta de manera escrita una postura frente al tema de la globalización y sus efectos en la comunidad.

I. Think of an advert that you can remember. Describe it.

Example: It’s an advert for deodorant that shows a woman running for miles. She doesn’t sweat because the deodorant is so good. I like this advert because the message is very clear.

I. Read the text. Then think about the adverts that you discussed in exercise I and complete the table.

PRODUCT

ADVERT

TECHNIQUE

III.. Answer the questions.

a. Which of the techniques in the text do you think is the most effective? Why?

b. Which of these techniques do you find annoying or ineffective? Why?

c. Which celebrities are advertising products on TV at the moment? What do you think of the adverts?

d. Can you think of any adverts that make you feel emotional? What emotion do you feel? What products are they advertising?

e. Look at the pictures. What do they show? What techniques do companies use when they advertise products for children? Are they different from products for adults? Think of some examples.

_______________________

SEMANA 8 – SEMANA DEL 3 AL 6 DE NOVIEMBRE DE 2020

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor. 1, 2

· Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas, mensajes, correos electrónicos, etc.). 1, 2, 3

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

MONÓLOGOS

· Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

· Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar. 2, 3

· Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo. 2, 3

CONVERSACIÓN

· Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto. 1, 2

· Uso mis conocimientos previos para participar en una conversación.

TOPIC: REPORTED SPEECH

Refuerzo del tema, look at the video

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

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

I. These people are saying these things. Report them, using says that.

a. Paul: “Atlanta is a wonderful city.” ____________________________________________________

b. Ruth: “I go jogging every morning.” ___________________________________________________

c. Anna: “Jenny isn’t studying for her exams.” _____________________________________________

d. Andrew: “I used to be very fat.” _______________________________________________________

e.- Jim: “I can’t swim.”

______________________________________________________

I. II. People made these statements. Report them, using said.

a. “Mary works in a bank”, Jane said. ____________________________________________________

b. “I’m staying with some friends”, Jim said. _______________________________________________

c. “I’ve never been to Russia”, Mike said. _________________________________________________

d. “Tom can’t use a computer”, Ella said. _________________________________________________

e. “Everybody must try to do their best”, Jill said. __________________________________________

f. “Jane may move to a new flat”, Rachel said. ____________________________________________

g. “I’ll stay at home on Sunday”, Bill said. _

SAY AND TELL AS INTRODUCTORY VERBS

III. . Use the correct form of SAY and TELL in these sentences.

a. She _______________________ me she didn’t agree.

b. He _______________________, “Have we met before?”

c. I _______________________ them I wasn’t happy with their work.

d. She smiled and _______________________ to me, “I’m very pleased to meet you.”

e. She _______________________ me a story about her parents.

f. He _______________________, “Are you feeling OK?”

g. I didn’t hear. What did he _______________________?

h. Could you _______________________ me the time, please?

i. They _______________________ me they were going to a meeting.

j. I _______________________ the police my address.

SEMANA 7 – SEMANA DEL 26 AL 30 DE OCTUBRE DE 2020

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor. 1, 2

· Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas, mensajes, correos electrónicos, etc.). 1, 2, 3

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

MONÓLOGOS

· Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

· Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar. 2, 3

· Utilizo elementos metalingüísticos como gestos y entonación para hacer más comprensible lo que digo. 2, 3

CONVERSACIÓN

· Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto. 1, 2

· Uso mis conocimientos previos para participar en una conversación.

TOPIC: REPORTED SPEECH

Conceptualization:

Direct Speech

Cuando queremos informar exactamente lo que otra persona ha dicho, utilizamos este estilo. Con este estilo lo que la persona ha dicho se coloca entre comillas (“…”) y deberá ser palabra por palabra.

Examples:

· “I am going to London next week,” she said. (“Voy a Londres la semana que viene,” ella dijo.)

· “Do you have a pen I could borrow,” he asked. (“¿Tienes un bolígrafo que puedas prestarme?,” él preguntó.)

· Alice said, “I love to dance.” (Alice dijo, “Me encanta bailar.”)

· Chris asked, “Would you like to have dinner with me tomorrow night?” (Chris preguntó, “¿Te gustaría cenar conmigo mañana por la noche?”)

El reported speech, o estilo indirecto, sirve para contar lo que ha dicho alguien sin emplear las palabras exactas pronunciadas por esa persona. Existen dos formas de contestar a la pregunta "¿Qué ha dicho?":

· Repetir lo que se ha dicho (estilo directo)

· Informar de lo que se ha dicho (estilo indirecto)

Example:

· Estilo directo:
I am happy to drive you to the airport.
Me alegra llevarte en coche al aeropuerto.

· Reported speech o estilo indirecto:
She said she was happy to drive me to the airport.
Dijo que se alegraba de llevarme al aeropuerto.

En primer lugar, es necesario adaptar los pronombres personales, de acuerdo con la persona a la que se refieran y a la que esté hablando.

Al repetir esas palabras los tiempos verbales sufren una serie de modificaciones.

Utilizamos verbos: “say”, “tell”, "advise", "promise" o “ask” seguidos normalmente de la palabra “that”, para presentar el discurso que se ha dicho.

· Estilo directo:

My name is Frank.

· Estilo indirecto:

He said that his name was Frank.

He said that his name is Frank.

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.1.Turn the next paragraph into reported speech considering that the person who tell the story is a girl.

“A woman finds a pot of treasure on the road while she is returning from work. Delighted with her luck, she decides to keep it. As she is taking it home, it keeps changing. However, her enthusiasm refuses to fade away.”

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Wednesday,, october 21st 2020

SEMANA 7 – SEMANA DEL 19 AL 23 DE OCTUBRE DE 2020

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

· Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho. 3

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Asumo una posición crítica frente al punto de vista del autor.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

· Analizo textos descriptivos, narrativos y argumentativos con el fi n de comprender las ideas principales y específicas. 2

· Comprendo variedad de textos informativos provenientes de diferentes fuentes. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

MONÓLOGOS

· Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

· Hago presentaciones orales sobre temas de mi interés y relacionados con el currículo escolar. 2, 3

continuación del QUIZ

1.2. For questions 1-5 choose the answer which fits best according to the dialogue.

I. Philips is going to be twenty-one...

a)
in August 5th.

b) on August 5th.

c) at August 5th.

II. Is Katherine going to make a cake?

a) Yes.

b) No.

III. Amy's birthday is on September ...

a) first.

b) seventeenth.

c) sixteenth.

IV. What is Amy going to do for her birthday?

a) She is going to arrange a dinner in a restaurant.

b) She is going to give a party at home.

c) She is going to have a party.

d) She has no plans yet.

V. In the dialogue, the word "embarrassing" means ...

a) boring.

b) awkward.

c) difficult.

1.3. Read the texts. Which one is about the violation of a person’s:

a. right to education?

b. right to shelter and a bed to sleep in?

c. right to express their views and opinions?

_____________________

Friday, september 25th 2.020

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

· Me apoyo en el lenguaje corporal y gestual del hablante para comprender mejor lo que dice. 3

· Utilizo las imágenes e información del contexto de habla para comprender mejor lo que escucho. 3

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Asumo una posición crítica frente al punto de vista del autor.

· Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

· Analizo textos descriptivos, narrativos y argumentativos con el fi n de comprender las ideas principales y específicas. 2

· Comprendo variedad de textos informativos provenientes de diferentes fuentes. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor. 1, 2

· Escribo diferentes tipos de textos de mediana longitud y con una estructura sencilla (cartas, notas, mensajes, correos electrónicos, etc.). 1, 2, 3

· Escribo textos de diferentes tipos teniendo en cuenta a mi posible lector. 1, 2, 3

PRACTICE ACTIVITY

Make a reading comprehension about past continuous. Click the following link. (hoy trabajaremos comprensión de lectura sobre el pasado continuo. Haz clic en el link

https://es.liveworksheets.com/embed/embedinyourwebsite.asp?id=xn873856zx

No olviden dar click en eviar a tu profesora. El correo es jeniferboni7@gmail.com

_______________________________________

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico la idea principal de un texto oral cuando tengo conocimiento previo del tema. 2

· Identifico personas, situaciones, lugares y el tema en conversaciones sencillas. 2, 3

· Identifico el propósito de un texto oral. 2

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Asumo una posición crítica frente al punto de vista del autor.

· Valoro la lectura como un medio para adquirir información de diferentes disciplinas que amplían mi conocimiento.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2

· Comprendo variedad de textos informativos provenientes de diferentes fuentes. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

· Planeo, reviso y edito mis escritos con la ayuda de mis compañeros y del profesor. 1, 2

MONÓLOGOS

· Narro en forma detallada experiencias, hechos o historias de mi interés y del interés de mi audiencia. 1, 2

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.1. Click on the next link and do the listing activity, then send screenshot of your answers.

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Past_continuous/Past_continuous_listening_exercise_pf43073fm

SI NO TIENES ACCESO A INTERNET, COMPLETA LAS ORACIONES EN LOS ESPACIOS EN BLANCO EN PASADO CONTINÚO UTILIZANDO VERBOS QUE LE DEN SENTIDO A LAS FRASES.

1.2. Ask your partner the following questions and take notes of their answers.

a) What were you doing last night at 9:30 pm?

b) What was your mother doing yesterday at 4:00 pm?

c) What was your sister doing thursday of last week?

d) What were you doing the previous weekend?

e) What were you doing when the president announced the closure of schools at the beginning of the quarantine?

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SEMANA 12 – SEMANA DEL 18 AL 21 DE AGOSTO DEL 2020

ESTANDARES A TRABAJAR

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Identifico los valores de otras culturas y eso me permite construir mi interpretación de su identidad.

· Comprendo variedad de textos informativos provenientes de diferentes fuentes. 2

ESCRITURA

· Estructuro mis textos teniendo en cuenta elementos formales del lenguaje como la puntuación, la ortografía, la sintaxis, la coherencia y la cohesión. 1, 2

MONÓLOGOS

· Opino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales previamente estudiados. 2, 3

CONVERSACIÓN

· Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto. 1, 2

· Utilizo una pronunciación inteligible para lograr una comunicación efectiva. 1, 3

TOPIC: ONE / ONES

Conceptualization:

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.33.Fill in the gaps with “one – ones”.

a) There are 5 building blocks on the table. Four pink _______ and one yellow _______.

b) I’d like to try on this suit. Which _______? The black ________. I don’t like the colour of the other _______.

c) Marcus has got many sweaters but he simply wears the blue_______ because it’s his favourite.

d) Give me the peppers, please! There are 3 different _________. The green ________, the yellow ________ or the red ________.

e) Have you already read your book? Which _______? The _______ you have to read until Friday. No, but I’ve read “Oliver Twist” and “Twisted”, the _______ I have to finish until next week.

f) I’ve got some great new CDs. I’ve already listened to the ________ on my bedside table, but I haven’t listened to the _______ next to the CD-player.

g) Can you see the cars over there? The old red _______ is mine, and the new white ______ belongs to my boss.

h) Look at those trousers, I really like them. Which _______ are you talking about? The blue _______ or the black _________.

i) Where are my sweets? Uuups, are you talking about the _______ on the table? I’m sorry, I ate them.

j) Susie, I think you left your workbooks on the kitchen table. No, these are the _______ of Jimmy.

1.34.Match the words in the box with the pictures. Which items do people take on a camping trip?

Put the items from exercise 1 in the correct column. Then add one more item for each activity.

Write 8 sentences using "one / ones" and taking into account the following vocabulary:

· Vestuario, accesorios y moda

• Jeans, T-shirt, shoes, blouse,

· Popular trends, bag etc.

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SEMANA 11 – SEMANA DEL 10 AL 14 DE AGOSTO DEL 2020

MÓDULO 3: SOSTENIBILIDAD: FAST FASHION

ESTANDARES A TRABAJAR:

ESCUCHA

· Muestro una actitud respetuosa y tolerante cuando escucho a otros.

· Comprendo el sentido general del texto oral, aunque no entienda todas sus palabras. 1, 2, 3

LECTURA

· Identifico palabras clave dentro del texto que me permiten comprender su sentido general. 1, 2

· Identifico los valores de otras culturas y eso me permite construir mi interpretación de su identidad.

· Utilizo variedad de estrategias de comprensión de lectura adecuadas al propósito y al tipo de texto. 2.

MONÓLOGOS

· Utilizo un vocabulario apropiado para expresar mis ideas con claridad sobre temas del currículo y de mi interés. 1, 2

· pino sobre los estilos de vida de la gente de otras culturas, apoyándome en textos escritos y orales previamente estudiados. 2, 3

CONVERSACIÓN

· Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto. 1, 2

TOPIC: THIS – THAT – THESE – THOSE

Conceptualization:

ACTIVITY
CONTINUATION OF THE LEVEL 1 ACTIVITIES
1.32.Click on the following link and solve the activities. Send screenshot of your answers.

https://learnenglish.britishcouncil.org/english-grammar-reference/demonstratives

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SEMANA 10 – SEMANA DEL 03 AL 06 DE AGOSTO DEL 2020

ESTÁNDARES A TRABAJAR:

ESCUCHA

· Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición. 2, 3

· Reconozco el propósito de diferentes tipos de textos que presentan mis compañeros en clase. 2

LECTURA

· Reconozco el propósito de una descripción en textos narrativos de mediana extensión. 2

· Comprendo relaciones de adición, contraste, orden temporal y espacial y causa-efecto entre enunciados sencillos. 1, 2

ESCRITURA

· Escribo narraciones sobre experiencias personales y hechos a mi alrededor. 1, 2

· Escribo mensajes en diferentes formatos sobre temas de mi interés. 1, 2

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

MONÓLOGOS

· Narro historias cortas enlazando mis ideas de manera apropiada. 2

· Hago descripciones sencillas sobre diversos asuntos cotidianos de mi entorno. 1, 2

TOPIC: MODALS VERBS

Conceptualization

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES.

1.7.Choose the correct answer.

I. That man CAN'T be a doctor. He looks too young.

a) impossibility

b) prohibition

II. You CAN'T wear jeans at work. Men have to wear a suit and a tie.

a) impossibility

b) prohibition

III. Did you know that Mozart COULD play the piano by the time he was five?

a) possibility

b) ability

IV. I'm not sure where the café is. I think it COULD be in the next street.

a) possibility

b) ability

V. When you've finished the test, you MAY quietly leave the room.

a) possibility

b) permission

VI. I'm busy tomorrow but I MAY be able to see you on Thursday. Let me phone you.

a) possibility

b) permission

VII. You know what? I think this rain MIGHT be stopping.

a) possibility

b) permission

VIII. I know you're busy, but MIGHT I ask you a quick question?

a) possibility

b) permission

IX. I'm just writing to say congratulations on your engagement. You MUST be really happy!

a) certainty

b) obligation

X. You MUST make sure that you save all documents in the correct folder.

a) certainty

b) obligation

XI. WILL you come with me, please?

a) certainty

b) willingness

XII. These chocolates are lovely – but I'LL be sick if I eat any more!

a) certainty

b) willingness

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SEMANA 9 – SEMANA DEL 27 AL 31 DE JULIO DEL 2020

ESTANDARES A TRABAJAR

ESCUCHA

· Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición. 2, 3

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes. 2, 3

LECTURA

· Identifico puntos a favor y en contra en un texto argumentativo sobre temas con los que estoy familiarizado. 1, 2

· Valoro la lectura como una actividad importante para todas las áreas de mi vida.

ESCRITURA

· Escribo mensajes en diferentes formatos sobre temas de mi interés. 1, 2

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

TOPIC: PERFECT FUTURE

Conceptualization

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.30. Look for three verbs in the past participle and build a sentence with each one of them (put one in negative)

CONTINUATION OF THE LEVEL 2 ACTIVITIES

· Produce textos publicitarios sencillos sobre prácticas culturales y sociales que causan problemas de salud en las personas.

1.1.Investigate about female genital mutilation and take a stand against that cultural and social practice.

https://www.unicef.org/es/protection/mutilacion-genital-femenina

1.2. Make a simple advertising text (video or written) in which you express your opinion about female genital mutilation.

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SEMANA 8 – SEMANA DEL 21 AL 24 DE JULIO DEL 2020

ESTANDARES A TRABAJAR

ESCUCHA

· Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición. 2, 3

· Utilizo mi conocimiento general del mundo para comprender lo que escucho.

LECTURA

· Identifico relaciones de significado expresadas en textos sobre temas que me son familiares. 1, 2

· Valoro la lectura como una actividad importante para todas las áreas de mi vida.

ESCRITURA

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

CONTINUATION OF THE ACTIVITIES

1.27. Listen and complete the gaps.

“Last Friday Night (T.G.I.F.)” by Katy Perry

https://www.youtube.com/watch?time_continue=122&v=KlyXNRrsk4A&feature=emb_logo

1.28. Vocabulary:

· Do you know what these words/phrases mean?

1.29. Choose the correct word from the box to complete the song. (Between 50 – 1:25).

1.30.Put the lyrics listed in the box in the correct order (Between 1:26 – 3:20)

---------------------------

TOPIC: PAST PERFECT

Conceptualization:

https://drive.google.com/file/d/1LCjeqV9MY_3egFziaRjMw_m6kTWrJenI/view?usp=sharing

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.26.Complete the sentences with the correct form of the verb that is in parentheses.

1.      I ____ (be) at home all day. I had to get out and go for a walk.

2.      She ____ (teach) Shakespeare before.

3.      _____ you _____ (eat) breakfast when you left the house?

4.      We ____ (not/finish) the document when the computer crashed.

5.      We _____ never _____ (see) a whale before our trip.

6.      She ____ (prepare) dinner before leaving for work that day.

7.      I ____ (not/do) all my homework when I went to class.

8.      _____ you _____ (meet) her before?

---------------------

SEMANA 7 – SEMANA DEL 13 AL 17 DE JULIO DEL 2020

ESTANDARES A TRABAJAR

ESCUCHA

· Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición. 2, 3

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Utilizo mi conocimiento general del mundo para comprender lo que escucho.

· Reconozco el propósito de diferentes tipos de textos que presentan mis compañeros en clase. 2

LECTURA

· Reconozco el propósito de una descripción en textos narrativos de mediana extensión. 2

· Identifico relaciones de significado expresadas en textos sobre temas que me son familiares. 1, 2

· Represento, en forma gráfica, la información que encuentro en textos que comparan y contrastan objetos, animales y personas. 1, 2

· Valoro la lectura como una actividad importante para todas las áreas de mi vida.

ESCRITURA

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

· Produzco textos sencillos con diferentes funciones (describir, narrar, argumentar) sobre temas personales y relacionados con otras asignaturas. 1, 2

· Organizo párrafos coherentes cortos, teniendo en cuenta elementos formales del lenguaje como ortografía y puntuación. 1, 2

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1. Translate and identify the meaning of the following words

HAVE	SPEND	STRUGGLE	BLESS	BE
RETURN	DISCOVER	LIVE	LIFT	FALL
PRESS	BECOME	START	RECEIVE	ATTRACT
SURFACE	SHOOT	CALL	STRUGGLE

1.1. Complete the following text with the previous verbs in the correct tense.

YOUTUBE VIDEO SAVED THE RADIO STAR

A homeless man who __________________ on the streets of Cleveland, USA for years, ____________ to fame, after a clip of his mellifluous radio voice went viral on the Internet. Ted Williams was filmed by a local cameraman, holding a cardboard sign that read: “I’m an ex-radio announcer who _____________ on hard times”. Williams is seen in the video asking for money in exchange for a quick blast of his “God-given voice”. Now that the video ____________ millions of hits on YouTube, Williams, __________________ an overnight sensation.

He ________________ today appearing on talk shows across America, sporting a new haircut and a smarter appearance than on the clip that made him famous.

Since his story broke, he __________________ numerous job offers from big broadcasting names including ESPN, MTV, ABC, CBS and CNN and The Cleveland Cavaliers.

Williams _________________ on the streets for years and _____________ with drug and alcohol addiction for years.

The story of the “homeless man with the golden pipes” ________________ the spirits of a recession-hit nation in the week that it _________________ to work after the Christmas holidays. However, the instant hero ________________so much attention that reporters ______________________ digging into his background and they _______________________ that Williams ______________________ with drug and alcohol addiction for years and ______________________ the self-destruct button previously in his life. Asked if the media storm around him may cause him to relapse into addiction, he said, “I’m going to meetings and I ___________________ my sponsor.”

Accusations _______ also ________________ that Williams acted as a pimp during his years on the streets. In response, Williams said, “Don’t judge a book by its cover – everyone has their own little story. I’m just so thankful. God __________________ me deeply. I’m getting a second chance. Amazing.”

There are fears though that Williams will not be able to cope with his new status as an instant hero. They say that he will be a flash in the pan; and his fairytale story is being used by the media to reinforce American Dream propaganda; at a time when America is in serious economic difficulties and the gap between the rich and poor is rapidly increasing.

------------------------
READING COMPREHENSION ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

THE OLD COLONEL

13. Make the following reading.

---------------------------

PRESENT PERFECT LISTENING ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1. Click the following link and solve the activities, then take a screenshot of your answers and send them to the email.

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Present_perfect/Listening_present_perfect_ou249327xs

----------------

SEMANA 6 – SEMANA DEL 06 AL 10 DE JULIO DEL 2020

LISTENING ACTIVITY #4

I. Listen to an interview about heroes. List three examples of heroes, according to Julia.

II. Listen again. For each sentence, find the ending that is incorrect.

III. Read the information. Then listen and repeat these sentences from the interview.

-------------------------------------------

TOPIC: PRESENT PERFECT

Conceptualization:

https://drive.google.com/file/d/1mz_KnKBP5TZIcG4ppik32y_yucu_UgVe/view?usp=sharing

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1. Read the following story and turn it into present perfect. Put at least three verbs in negative.

COWBOY STORY

----------------------------

ESTADARES A TRABAJAR:

ESCUCHA

· Entiendo lo que me dicen el profesor y mis compañeros en interacciones cotidianas dentro del aula, sin necesidad de repetición. 2, 3

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Utilizo mi conocimiento general del mundo para comprender lo que escucho.

LECTURA

· Reconozco el propósito de una descripción en textos narrativos de mediana extensión. 2

· Identifico relaciones de significado expresadas en textos sobre temas que me son familiares. 1, 2

ESCRITURA

· Escribo narraciones sobre experiencias personales y hechos a mi alrededor. 1, 2

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

10. Read the definition of urban tribes and check that you understand it. Then, match the urban tribes in the box to the pictures.

An urban tribe is a group of people who have a strong identity. They express their identity through their clothes, their style, and often the music that they listen to.

10.1. Read about Jim and David. Why do they like being part of their urban tribe?

Glossary

· Skinny: ajustado/a

· Ramp: rampa

· Do tricks: hacer maniobras

· Compete: competir

· Brightly coloured: colorido/a
· Follow: seguir

10.2. Copy and complete the table with information about skaters and floggers.

	CLOTHES	ACTIVITIES
SKATERS
FLOGGERS

10.3. Correct the mistakes in the following sentences.

a) Skaters wear skinny shorts, jeans and trainers.

b) Jim thinks that the street is the best place to skate.

c) Looking good is important to skaters.

d) Floggers wear dark clothes.

e) Floggers love taking photos of other people.

HOMEWORK

Investigate the 3 most important subcultures in the country that you chose and present them orally (include graphics). You can use both languages, English and Spanish and try to do at least three sentences using the conditional.

SL: JULY 22nd, 2020 LP: JULY 23rd, 2020

-------------------------------------

SEMANA 5 – SEMANA DEL 30 DE JUNIO AL 03 DE JULIO DEL 2020

7.2 Read the texts and do the exercises

Reading: The world in 2050

7.4 What will the world look like in 2050? What do they think? Fill in the table!

-----------------------------

ESTANDARES A TRABAJAR

ESCUCHA

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes. 2, 3

LECTURA

· Identifico puntos a favor y en contra en un texto argumentativo sobre temas con los que estoy familiarizado. 1, 2

· Valoro la lectura como una actividad importante para todas las áreas de mi vida.

ESCRITURA

· Escribo mensajes en diferentes formatos sobre temas de mi interés. 1, 2

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

MONÓLOGOS

· Narro historias cortas enlazando mis ideas de manera apropiada. 2

· Explico y justifico brevemente mis planes y acciones. 1, 2

· Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés. 2

TOPIC: SIMPLE FUTURE

Conceptualization:

https://drive.google.com/file/d/1wrXKeLOrQtf2Qm4jtpd3mNjh2BSulu6w/view?usp=sharing

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1

· Reconoce información general y específica en textos narrativos y descriptivos orales y escritos relacionados con temas académicos de interés.

· Identifica estructuras básicas de los tiempos presente, pasado y futuro simple y perfecto.

1. Listen to the audio and complete the follow dialogue.
A – What do you think the future ____ be like?
B – I ______ cars will ___.
A – Really? What do you think the schools will __ like?
B – I think ______ ____ study in their houses via the Internet.
A – What will _________ be like?
B – I think medicine ____ __ totally different. We _____ have many of the diseases that we ____ today.
A – How ____ houses be different?
B – Maybe we'll have robots to clean our house and cook.
A – That would be nice!
2. Choose the correct answers
What do they think will happen in the future?

a) Cars will fly.

b) People will study via the Internet.
c) We won't have computers.
d) We won't have many diseases that we have today.
e) Doctors will visit you in your home.
f) We will have robots to cook and clean the house.
3. Describe what do you think the future will be like. What will the cars, houses, schools, and jobs be like?

...........................

SEMANA 4 - SEMANA DEL 23 AL 26 DE JUNIO DEL 2020

ESCUCHA

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Utilizo mi conocimiento general del mundo para comprender lo que escucho.

· Reconozco el propósito de diferentes tipos de textos que presentan mis compañeros en clase. 2

LECTURA

· Valoro la lectura como una actividad importante para todas las áreas de mi vida.

ESCRITURA

· Escribo narraciones sobre experiencias personales y hechos a mi alrededor. 1, 2

· Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

MONÓLOGOS

· Narro historias cortas enlazando mis ideas de manera apropiada. 2

· Explico y justifico brevemente mis planes y acciones. 1, 2

· Hago exposiciones ensayadas y breves sobre algún tema académico de mi interés. 2

CONVERSACIÓN

· Converso con mis compañeros y mi profesor sobre experiencias pasadas y planes futuros. 1, 2

TOPIC: SIMPLE PAST

Conceptualization:

https://drive.google.com/file/d/1nL1Jke3qfOLbaHP6KRuDx6Ok2SXaHryy/view?usp=sharing

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1

· Identifica estructuras básicas de los tiempos presente, pasado y futuro simple y perfecto.

1. MAKE A COMPARATIVE CHART IN WHICH YOU EXPLAIN THE DIFFERENCE BETWEEN THE PAST AND THE PRESENT SIMPLE, ACCORDING WITH WHAT YOU UNDESTOOD.

CONTINUATION OF THE LEVEL 2 ACTIVITIES

2. WRITE A STORY ABOUT YOUR BEST VACATION USING THE SIMPLE PAST AND WITH THE HELP OF YOUR TEACHER, THEN PRESENT IT ORALLY.

https://www.youtube.com/watch?time_continue=17&v=KiNUkRPOpQY&feature=emb_logo

-----------------------------------------------------------------------

ESTANDARES A TRABAJAR

ESCUCHA:

· Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes. 2, 3

LISTENING ACTIVITY #3

NIVELES DE DESEMPEÑO

LEVEL 1:

· Reconoce palabras y expresiones sobre ciertas prácticas culturales y sociales.

I. While listening to the dialogue try to complete this conversation.

II. For questions 1-5 choose the answer which fits best according to the dialogue.

1. Charles's car ...

a) does work.

b) is working.

c) is not working.

2. Charles is waiting for ...

a) Julia.

b) the tow-truck.

c) his wife.

d) the bus.

3. Julia lives ...

a) downtown with Charles.

b) in the suburbs.

c) downtown.

d) in the city.

4. Julia ...

a) has a car, but she likes walking.

b) has not a car.

c) has a car and does not like walking.

5. In the photo ...

a) Charles is having his car revised.

b) someone is stealing Charles's car.

c) someone is carrying Charles's car.

-------------------------------------------

ESTANDARES A TRABAJAR:

ESCUCHA

Utilizo mi conocimiento general del mundo para comprender lo que escucho.

LECTURA

Comprendo relaciones de adición, contraste, orden temporal y espacial y causa-efecto entre enunciados sencillos. 1, 2

1, 2

ESCRITURA

Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

CONVERSACIÓN

Uso lenguaje formal o informal en juegos de rol improvisados, según el contexto. 2, 3

CONTINUATION OF THE TOPIC CONDITIONAL

ACTIVITY

NIVELES DE DESEMPEÑO:

NIVEL 1

· Reconoce palabras y expresiones sobre ciertas prácticas culturales y sociales.

· Identifica información sobre prácticas culturales y sociales más comunes.

· Distingue expresiones relacionadas con: causa/efecto, síntesis, etc.

· Diferencia las estructuras de los condicionales reales e irreales.

1. PREPARE A SHORT ORAL EXPLANATION ABOUT CONDITIONALS, BASE ON WHAT TEACHER EXPLAINED THE LAST CLASS.

ACTIVITY

NIVELES DE DESEMPEÑO:

NIVEL 2:

Produce textos publicitarios sencillos sobre prácticas culturales y sociales que causan problemas de salud en las personas.
Justifica verbalmente y de manera respetuosa su punto de vista sobre la campaña más efectiva a partir del vocabulario, expresiones y estructuras vistas.
Realiza sustentación oral de una campaña publicitaria con claridad y confianza.

2. CHOOSE A COUNTRY IN THE WORD AND INVESTIGATE ABOUT ITS CULTURAL AND SOCIAL PRACTICES. THEN PREPARE THE INFORMATION AND MAKE A PRESENTATION ABOUT WHAT YOU HAVE LEARNT.

----------------------------------------------------------------------------------------------------

SEMANA 2 - DEL 08 AL 12 DE JUNIO DEL 2020

TOPIC: CONDITIONAL

Conceptualization:

https://drive.google.com/file/d/1Y9aKEaRL8raGZef1ETN5YBAC-5by_hIt/view?usp=sharing

---------------------------------------------------------------------------------------------

ESTANDARES A TRABAJAR

LECTURA

· Reconozco el propósito de una descripción en textos narrativos de mediana extensión. 2

· Identifico relaciones de significado expresadas en textos sobre temas que me son familiares. 1, 2

READING COMPREHENSION

Robot Birds

Liverpool city council want to clean the city of fat pigeons. They say that people are feeding the birds, which makes them fat. The pigeons get bigger because their normal diet would consist of seeds and insects, not high-fat junk food they are eating in the city centre.

The council want people to know that everyone who feeds the pigeons is responsible for the streets being so crowded with these birds. They hope to encourage the birds to move away from the city centre and into parks and open spaces.

Ten robotic birds have been brought into the city centre to scare the pigeons away and visitors are asked not to give the pigeons any food. The mechanical birds - known as 'robops' - will sit on the roofs of buildings. They can be moved around to different locations. They look like a peregrine falcon, which is a bird that kills pigeons. They even make noises and flap their wings to scare the pigeons. They hope that the pigeons will go away before the city becomes the European Capital of Culture in two years.

1. Pigeons are fatter in Liverpool than in other cities.

a) Right

b) Wrong

c) Doesn't say

2. Pigeons get fat because they eat seeds and insects.

a) Right

b) Wrong

c) Doesn't say

3. According to the council, everyone is to blame for the numbers of pigeons.

a) Right

b) Wrong

c) Doesn't say

4. They want the pigeons to move out of the city centre.

a) Right

b) Wrong

c) Doesn't say

5. Visitors shouldn't feed the pigeons.

a) Right

b) Wrong

c) Doesn't say

6. The robotic birds can move around the city centre.

a) Right
b) Wrong
c) Doesn't say

7. Liverpool is the European Capital of Culture.

a) Right

b) Wrong

c) Doesn't say

------O------

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

· Identifico la información clave en conversaciones breves tomadas de la vida real, si están acompañadas por imágenes. 2, 3

LISTENING ACTIVITY #2

NIVELES DE DESEMPEÑO

LEVEL 1:

· Reconoce palabras y expresiones sobre ciertas prácticas culturales y sociales.

I. While listening to the dialogue try to complete this conversation.

I. For questions 1-5 choose the answer which fits best according to the dialogue.

1. “Getting dressed” means ...

a) Waking up.

b) Putting your clothes on.

c) Buying new clothes.

2. According to the dialogue, why do you think Raoul is staying in bed?

a) Because he is tired.

b) Because he wants to sleep more.

c) Because he is ill.

3. Maria is going to work ...

a) on Saturday mornings for two months.

b) on Sunday mornings this month.

c) on Saturday’s mornings this month.

4. Maria will be back at ...

a) 10:00 pm.

b) 12:00.

c) 6:00 pm.

d) night.

5. Raoul is thinking of ...

a) staying in bed.

b) stay in bed.

c) having stayed in bed

SEMANA 1 – DEL 01 AL 05 DE JUNIO DEL 2020

READING COMPREHENSION ACTIVITY

ESTADARES A TRABAJAR:

LECTURA:

Identifico iniciación, nudo y desenlace en una narración. 2
Comprendo relaciones de adición, contraste, orden temporal y espacial y causa-efecto entre enunciados sencillos. 1, 2

ESCRITURA:

Contesto, en forma escrita, preguntas relacionadas con textos que he leído. 1, 2

A TYPICAL AMERICAN LUNCH

(1) Imagine it’s lunchtime, and you are hungry. You want something delicious to eat, and you want to make sure that your server brings you food that you like. Here’s how to order an American lunch:

(2) If you want to try a classic American meal, ask for a cheeseburger, fries and a soda. A cheeseburger is made with ground beef that is broiled, fried or grilled. Topped with melted cheese and placed on a sliced bun, a cheeseburger may be enhanced with the addition of ketchup, mustard, mayonnaise and pickles.

(3) French fries are made with cut potatoes that are deep-fried to a golden-brown color. Great French fries are crispy on the outside and tender on the inside. Most Americans dip the ends of French fries in ketchup before eating them.

(4) Sodas are bubbly beverages that come in a variety of flavors. The most popular American sodas, also known as “soft drinks,” are Coca Cola, Pepsi and 7-Up. Root beer and ginger ale are other American soft drinks that are found in most lunch restaurants.

1. The expression “you are hungry” is close in meaning to:

a) You are crazy

b) You are starving

c) You are hot

2. What’s the objective of the text?

a) To tell you about a typical American lunch

b) To tell you about the history of hamburgers

c) To make you hungry

3. What is the main topic of the second paragraph?

a) Types of burgers

b) Usual toppings for hamburgers in the USA

c) The cheeseburger

4. What is the main topic of the third paragraph?

a) Potatoes

b) French Fries

c) French cuisine

5. What is the main topic of the fourth paragraph?

a) The importance of sodas for an American lunch

b) Soft drinks

c) Typical American drinks

------o------

ESTANDARES A TRABAJAR:

ESCUCHA

· Identifico ideas generales y específicas en textos orales, si tengo conocimiento del tema y del vocabulario utilizado. 1, 2

LISTENING ACTIVITY #1

I. While listening to the dialogue try to complete this conversation.

I. For questions 1-5 choose the answer which fits best according to the dialogue.

1. Where is Laura from?

a) Costa Rica.

b) South America.

c) United States.

2. Laura's family lives in ...

a) Costa Rica.

b) United States.

c) South America.

3. Costa Rica is in ...

a) South America.

b) Central America.

c) North America.

4. Does Laura live in United States?

a) Yes.

b) No.

5. Mark is bad ...

a) in geography.

b) with geography.

c) at geography.

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SEGUNDO PERIODO

------------------------------------------------------------------------------------------------------

Part Two: Intermediate

8. Last week we .... to Warsaw.

a) go

b) went

c) goes

9. I .... the film we saw at the cinema on Wednesday.

a) doesn't like

b) haven't liked

c) didn't like

10. Magda .... in England for her holiday last year.

a) was

b) were

c) is

11. My mother .... never been to a cricket match.

a) hadn't

b) haven't

c) has

12. Joanna .... her new mobile phone.

a) is losing

b) loses

c) has lost

13. .... ever seen a comet?

a) Did you

b) Have you

c) Do you

14. If I were rich, I .... buy a huge house in Somerset.

a) will

b) shall

c) would

15. They .... pass their exam if they studied hard.

a) would

b) will

c) did

16. I wish I .... play a musical instrument.

a) can

b) could

c) should

Part Three: Upper Intermediate

17. When Gregory arrived at the disco, Hania ..... .

a) already left

b) has already left

c) had already left

18. If I ..... on holiday to Poland, I wouldn't have met Donata.

a) didn't go

b) haven't gone

c) hadn't gone

19. By the time you get this letter I .... .

a) will have left

b) am going to leave

c) would leave

20. A: What are you doing tonight? B: I'm not sure, I .... to the cinema.

a) will go

b) would go

c) might go

21. Simon forgot .... the lights before he left.

a) turn off

b) turning off

c) to turn off

22. It's no use .... to him. He doesn't listen.

a) to speak

b) spoke

c) speaking

23. Karla was offered the job .... having poor qualifications.

a) despite

b) although

c) even though

24. The offer was too good for David to turn .... .

a) off

b) down

c) away

25. Eric's father ordered him .... out late again.

a) not to stay

b) not stay

c) not staying

26. If only I .... to the barbecue instead of staying at home.

a) went

b) had gone

c) did go

______________________________________________________________________________

ACTIVITY
1. WHILE LISTENING TO THE DIALOGUE TRY TO COMPLETE THIS CONVERSATION.

2. FOR QUESTIONS 1-5 CHOOSE THE ANSWER WHICH FITS BEST ACCORDING
TO THE DIALOGUE.

1. Who is calling from Australia?

a) Deborah.

b) John.

2. John is attending ...

a) a meeting in Sydney.

b) a congress in Los Angeles.

c) a conference in Los Angeles.

d) a conference in Sydney.

3. Where does Deborah live?

a) In Australia.

b) In Los Angeles.

c) In Sydney.

4. What time is it in Los Angeles?

a) 10:00 pm.

b) 4:00 am.

c) 4:00 pm.

5. In the photo, Deborah ...

a) is sleeping.

b) is laughing.

c) is yawning.

ENGLISH GRAMMAR TEST

Part One: Elementary

Choose the correct answer to go in the gap.

1. Simon .... very tall.

a) is

b) are

c) has

2. She .... like football very much.

a) don't

b) doesn't

c) hasn't

3. How .... does one lesson cost?

a) many

b) much

c) is

4. There .... a big supermarket next to my house.

a) is

b) are

c) have

5. I .... agree with you.

a) doesn't

b) haven't

c) don't

6. Magnus can't .... tennis. He's broken his arm.

a) to play

b) playing

c) play

7. .... some more tea?

a) Would you like

b) Do you like

c) You'd like

_____________________________________________________________________________ TOPIC: ICFES ACTIVITY PART V

Responda las preguntas de la 35 a la 39.

¿Dónde puede ver estos avisos?

35.

PLEASE, TAKE A SINGLE NAPKIN

A. In a bus.
B. In a school.
C. In a coffee shop.
D. In a restaurant.
36.

COMPLETE THE BLANKS WITH THE TEXT INFORMATION.

A. In an exam.
B. In a book.
C. In a newspaper.
D. In a movie.
37.

TAKE JUST A LITTLE GEL!

A. In a cinema.
B. In a supermarket.
C. In a barbershop.
D. In a bathroom.
38.

REMODELING FACULTY OF HUMANITIES.

A. In a college.
B. At a university.
C. At a bus station.
D. In a cinema.
39.

The price of the tickets will rise 10% from Monday.

A. In a hotel.
B. In a college.
C. In a class room.
D. At a bus station.

RESPONDA DE LA PREGUNTAS 40 A LA 45 DE ACUERDO CON LA SIGUIENTE INSTRUCCIÓN.

Lea las descripciones de la columna de la derecha (40 - 45). ¿Cuál palabra de la columna de la izquierda (A - G) concuerda con cada descripción? Sobran dos opciones más. En las preguntas 40 - 45, marque la letra correcta A – G.

A. Pajamas.

B. Glasses.

C. Handbags.

D. Hat.

E. Scarf.

F. Skirt.

G. Socks.

H. Watch.

40. When you wear this, people can’t see your hair very well.

41. A woman carries her things in one of these.

42. Many girls wear this when they don't want to wear trousers.

43. With this, your neck won't be cold.

44. When people can't see well, they need them.

45. These are for your feet.

__________________________________________________________________________________

TOPIC: ICFES ACTIVITY PART IV

Completa los siguientes diálogos de forma coherente y Sensata.

26. Al is in his bedroom when his mother arrives.

Mother: What are you doing, Al?

Al: I’m listening to music.

Mother: You have Math and German tests tomorrow.

Al: I know ______________. Math is easy, and I’m listening to a German song.

Mother: Al!

a. I really have to study.

b. Anyway, I don’t like exams.

c. But I don’t need to study.

d. I think exams are difficult.

27. Maggie and Anna live in an apartment and they have a dog as a pet. It’s Sunday morning and they are in their apartment.

Maggie: I’m bored.

Anna: Well, it’s a lovely day. Why don’t we take the dog for a walk?

Maggie: I’m too tired.

Anna: You need to go out! ____________

Maggie: Oh no! I’d prefer doing anything but going out.

a) Let’s go shopping!

b) How awful for you!

c) What about watching TV?

d) Try not to worry.

28. Lucy is going to travel to Moscow. Now she is arranging her luggage.

Lucy: Have you seen my passport?

Mark: Your passport? ______________

I saw it in the drawer last night.

Lucy: But it’s not there.

Mark: Did you already look in your pocket diary?

Lucy: (she takes her pocket diary out.) Let’s see. Yes, it’s here! Thank you.

a. Where on earth can it be?

b. It can be on the night table.

c. You are joking, aren’t you?

d. It’s time for you to go. Hurry up!

29. Sara is reading a magazine about health and nutrition which gives advice about how to be healthy and keep your skin free of acne. It Says that

a. you should put on make up. You shouldn’t clean your face everyday.

b. you should wash your face carefully. You shouldn’t eat candy.

c. you should do more exercise. You shouldn’t sleep in the afternoon.

d. you should eat chips everyday. You shouldn’t drink pop and coffee.

30. Your boss is very busy and you need to talk to him. You insist on talking to him without letting him know. The secretary might suggest:

a. You shouldn’t be kind.

b. You shouldn’t disturb him.

c. You shouldn’t be patient.

d. You shouldn’t have lunch with him.

31. Frank is tidying his room and his sister, Sally, is helping him. Frank is throwing some things away.

Sally: Frank, what a nice poster!

Frank: Which one?

Sally: This one. The Shakira poster. Are you going to keep it?

Frank: No. Put it in the wastebasket.

Sally: _____________________________

Frank: Oh, yes, I do. I like her music. But I don’t want the poster.

a. Don’t you like Shakira anymore?

b. Have you heard her new song?

c. Would you like a Shakira CD?

d. Why don’t you give it to me?

32. Tom is reading the newspaper.

Tom: You know, the Russian ballet has been here for a month and we still haven’t seen it.

Paula: I know. _____________________________

Tom: That sounds great!

a) It must be wonderful.

b) You could go tomorrow.

c) Why don’t we go tomorrow night?

d) Do you have any suggestions?

33. Luisa is at the market now. There she finds her friend, Teresa, who is a green grocer.

Luisa: Hi!

Teresa: Hello. You look pale. What.s the matter?

Luisa: I don’t feel well.

Teresa: Then, you shouldn.t be here.

Luisa: Yes, but... I need some oranges.

Teresa: _____________________

Luisa: I didn’t think about that. Next time I will do it.

a. Would you like to eat them while watching TV in bed?

b. You should have gone to the supermarket and bought a jar.

c. You should have called me and asked me to take you some.

d. Would you mind ordering them through your home computer?

34. Mrs. Johnson is shopping at the supermarket.

Mrs. Johnson: Do you have any fresh eggs?

Storekeeper: Absolutely! How many do you want?

Mrs. Johnson: ________________________

Storekeeper: Fifty cents a dozen.

Mrs. Johnson: O.K. Give me a half dozen, please.

a) How much money do you have?

b) How many are there?

c) How much are they?

d) How many eggs do you want?

_________________________________________________________________________________

Today, we are going to do an ICFES simulation and you have to send me the screenshot of your punctuation to the email.

https://docs.google.com/forms/d/e/1FAIpQLSfdO5nTHUfetDEpDCAmYBoZrofs62re4DqNPn5uHg7UZDkx8w/viewform
_________________________________________________________________________________ ICFES ACTIVITY PART III

Responda las preguntas 17, 18, 19, 20, 21, 22, 23, 24 y 25 de acuerdo con La siguiente lectura.

WHY PEOPLE GET TATTOOS

Jack lay, quiet and unmoving, for thirty minutes while a stranger repeatedly stabbed him with sharp needles, causing blood to pour steadily out of his leg. Jack was getting a tattoo. His friend Tony had recently gotten a tattoo, and Jack was so impressed by Tony's bravery and his tattoo that he decided to get one too. Getting a tattoo because your friends and peers have them is just one of the reasons why a lot of young people in North America get tattoos. Peer pressure, media influence, and personal expression are some of the common reasons for wearing tattoos today.

The desire to be part of a group, to be accepted by one's friends or peers, can have a great influence on what a person does. Sometimes, wearing a tattoo can be a sign that you belong to a certain group. Gangs often use special clothes and tattoos to identify their particular group. For example, in one gang all the members may wear green army jackets and have large 'Xs' tattooed on their arms. It is not only gangs that have this type of special 'uniform'.

Young people often belong to a certain group of friends. Some of these groups wear only brand-name clothes. Some wear only black clothes. Others wear tattoos. When a person's friends are all doing something, such as getting a tattoo, that person is more likely to do the same thing, and get a tattoo too.

The media is another big influence behind the popularity of tattoos in North America. A wide variety of media images show tattoos. Tattoos can be seen on people appearing in commercials selling expensive cars. Famous sports heroes with tattoos are shown in magazines. Fashion models are often seen in magazines and on TV wearing designer clothes that show their bodies tattooed with detailed and colourful patterns. These media images link tattoos to ideas of wealth, success, and status. As a result, many people decide to get a tattoo for its fashion and status value.

It is not always the influence of other people or the media that results in a person getting a tattoo. Many people decide to wear tattoos in order to express their artistic nature, their beliefs, or their feelings -- in other words, to show their individuality. A musician in a rock band may get a tattoo of a guitar on the arm. Some environmentalists may tattoo pictures of endangered animals on their shoulders. Lovers may tattoo each other’s names over their hearts. A tattoo can be a public sign to show what is important in a person's life.

As you can see, there are many reasons why young North Americans get tattoos. A tattoo can be part of a group's uniform. It can be a sign of fashion. It can be an expression of individuality. The decision to get a tattoo is most often a result of the influence of friends or media or the desire to express oneself. For Jack, it was a mixture of all three.

Credits: Story by Charlotte Sheldrake, English Language Centre

17. According to the essay, what are the three most common reasons why a person gets a tattoo?

a. pressure from their peers

b. it is healthy

c. influence from the media

d. a way of personal expression

18. According to the essay, which of the following are common ways that people show they belong to a certain group?

a. wearing a tattoo

b. wearing special clothes

c. wearing a special uniform

d. wearing a special kind of socks

19. According to the essay, which of the following are ways that the media uses tattoos in advertising?

a. to sell cars

b. by using fashion models

c. by using sports stars

d. by using endangered species

20. According to the essay, media images are linked to _____________. Choose all that apply.

a) wealth

b) status

c) success

d) debt

21. According to the essay, which of the following are possible artistic reasons for getting tattoos?

a. to show membership in a band

b. to show a lover's name

c. to show pictures of animals that may become extinct

d. to show which language you speak

22. Jack was stabbed for thirty minutes with a needle because _____________.

a. he was getting a tattoo

b. he was getting acupuncture

c. he is was getting his ears pierced

d. he was getting a nose ring

23. According to the essay, some people get tattoos because ____________.

a. they think it is fashionable

b. they like pain

c. they think it will wash off in the bath

d. they are religious

24. According to the essay, Jack thinks people who get tattoos are ____________.

a. brave

b. cowardly

c. old fashioned

d. nitwits

25. The reason Jack wanted to get a tattoo was ____________.

a. the influence of friends

b. the influence of the media

c. a desire to express himself

d. all of the above

_______________________________________________________________

ICFES ACTIVITY PART II

Responda las preguntas 11, 12, 13, 14, 15 y 16 de acuerdo con la siguiente lectura.

CULTURE SHOCK

You have read about Romulus and Remus whose culture shock came when they went back to the world of human beings after being raised by a wolf. Tarzan's culture shock came when he discovered that he was not a "white ape" but a human being. Emily Carr preferred the culture of the First Nations people and the life she led on her explorations to the dresses and polite conversations of her own culture. You now know that First Nations culture did not include school or even business activity, people spent most of their time in nature or around the fire of their home talking, telling stories and making the things they needed to survive.

Psychologists tell us that there are four basic stages that human beings pass through when they enter and live in a new culture. This process, which helps us to deal with culture chock, is the way our brain and our personality reacts to the strange new things we encounter when we move from one culture to another. If our culture involves bowing when we greet someone, we may feel very uncomfortable in a culture that does not involve bowing. If the language we use when talking to someone in our own culture is influenced by levels of formality based on the other person's age and status, it may be difficult for us to feel comfortable communicating with people in the new culture.

Culture begins with the "honeymoon stage". This is the period of time when we first arrive in which everything about the new culture is strange and exciting. We may be suffering from "jet lag" but we are thrilled to be in the new environment, seeing new sights, hearing new sounds and language, eating new kinds of food. This honeymoon stage can last for quite a long time because we feel we are involved in some kind of great adventure.

Unfortunately, the second stage of culture shock can be more difficult. After we have settled down into our new life, working or studying, buying groceries, doing laundry, or living with a home-stay family, we can become very tired and begin to miss our homeland and our family, girlfriend/boyfriend, pets. All the little problems that everybody in life has seem to be much bigger and more disturbing when you face them in a foreign culture. This period of cultural adjustment can be very difficult and lead to the new arrival rejecting or pulling away from the new culture. This "rejection stage" can be quite dangerous because the visitor may develop unhealthy habits (smoking and drinking too much, being too concerned over food or contact with people from the new culture). This can, unfortunately lead to the person getting sick or developing skin infections or rashes which then makes the person feel even more scared and confused and helpless. This stage is considered a crisis in the process of cultural adjustment and many people choose to go back to their homeland or spend all their time with people from their own culture speaking their native language.

The third stage of culture shock is called the "adjustment stage". This is when you begin to realize that things are not so bad in the host culture. Your sense of humour usually becomes stronger and you realize that you are becoming stronger by learning to take care of yourself in the new place. Things are still difficult, but you are now a survivor!

The fourth stage can be called "at ease at last". Now you feel quite comfortable in your new surroundings. You can cope with most problems that occur. You may still have problems with the language, but you know you are strong enough to deal with them. If you meet someone from your country who has just arrived, you can be the expert on life in the new culture and help them to deal with their culture shock.

There is a fifth stage of culture shock which many people don't know about. This is called "reverse culture shock". Surprisingly, this occurs when you go back to your native culture and find that you have changed and that things there have changed while you have been away. Now you feel a little uncomfortable back home. Life is a struggle!

11. When does culture shock happen?

A. When you reach your teens

B. When you move to a big city

C. When you meet foreign people for the first time

D. When you go to live in a foreign culture

12. How do you feel during the first stage of culture shock?

A. Lonely and depressed

B. Bored and homesick

C. Happy and excited

D. Angry and frustrated

13. How do you feel during the second stage?

A. Homesick and afraid

B. Interested and amused

C. Stressed, but positive

D. You have no particular feelings

14. How could the third stage be described?

A. Adjustment

B. Rejection

C. Enthusiasm

D. Anger

15. How do you feel during the fourth stage of culture shock?

A. Tense, but positive

B. Relaxed

C. Negative and stressed

D. Afraid

16. Why might reverse culture shock be a problem?

A. It hardly ever happens.

B. It is extremely stressful.

C. Most people do not expect it.

D. It only happens to young people.

________________________________________________________________________________

DOWNLOAD “BE THE 1 CHALLENGE”, THE APP OF "MINISTERIO DE EDUCACIÓN COLOMBIANO", AND PREPARE YOU FOR THE CLASSES

https://play.google.com/store/apps/details?id=com.gov.mineducacion.bthe1challenge&hl=es_CO

________________________________________

OBJECT PRONOUNS ACTIVITY

https://www.englishexercises.org/makeagame/viewgame.asp?id=1965

APRIL 29, 2020

TEMA: ACTIVIDAD TIPO ICFES

https://drive.google.com/file/d/1HTt8Mkwuh40HZxgJ2rT98K8zsaFSKXug/view?usp=sharing

APRIL 27, 2020

TEMA: ACTIVIDAD TIPO ICFES

Conceptualización:

NASREDDIN AND THE SMELL OF SOUP

One day, a poor man, who had only one piece of bread to eat, was walking past a restaurant. There was a large pot of soup on the table. The poor man held his bread over the soup, so the steam from the soup went into the bread, and gave it a good smell. Then he ate the bread.

The restaurant owner was very angry at this, and he asked the man for money, in exchange for the steam from the soup. The poor man had no money, so the restaurant owner took him to Nasreddin, who was a judge at that time. Nasreddin thought about the case for a little while.

Then he took some money from his pocket. He held the coins next to the restaurant owner's ear, and shook them, so that they made a jingling noise.

"What was that?" asked the restaurant owner.

"That was payment for you," answered Nasreddin.

"What do you mean? That was just the sound of coins!" protested the restaurant owner.

"The sound of the coins is payment for the smell of the soup," answered Nasreddin. "Now go back to your restaurant."

1. What food did the poor man have?

a) soup

b) bread

c) nothing

2. What kind of food did he see in the restaurant?

a) bread

b) meat

c) soup

3. Why did he hold the bread over the soup?

a) So the steam from the soup would go into the bread.

b) So he could warm his hand.

c) So the restaurant owner would get angry.

4. Why did the restaurant owner take the poor man to Nasreddin?

a) Because Nasreddin was a judge.

b) So that Nasreddin could pay for the soup.

c) Because Nasreddin was the man's relative.

5. What did Nasreddin do with the coins?

a) He gave them to the restaurant owner.

b) He made a noise with them.

c) He gave them to the poor man.

6. What was the payment for the smell of the soup?

a) the sound of money

b) a few coins

c) there was no payment

LANGUAGE DAY

DÍA DEL IDIOMA

STORY

https://drive.google.com/file/d/1DaQxamnG01RlASUZ6axw4gJt_f-ba4LK/view?usp=sharing

NIVELES DE DESEMPEÑO

Identifica palabras y expresiones de información personal, estados de ánimo y sentimientos personales.

Identifica información personal a través de preguntas de tipo Yes/ No questions.

Reconoce el vocabulario relacionado con saludos, instrucciones y lenguaje del salón de clase.

ACTIVITY LEVEL 1

Make a summary of the story that the teacher told you. (Haga un resumen de la historia que le contó el maestro).

Make a list of greetings in English and Spanish and classify them according to the time of day and their formality. (Haga una lista de saludos en inglés y español y clasifíquelos según la hora del día y su formalidad).

Answer the following question using “Yes/ No questions” we learned in the previous classes:

I. Is the language day celebrated on April 22?

II. Is Miguel de Cervantes Saavedra from Spain?

III. Is him a famous painter?

IV. Is the language day celebrated to pay tribute to Miguel de Cervantes Saavedra?

V. Is "El Ingenioso Hidalgo Don Quijote de la Mancha"? written by Miguel de Cervantes Saavedra?

VI. Was him died on April 23?

VII. Is "El Ingenioso Hidalgo Don Quijote de la Mancha" a masterpiece of universal literatura?

VIII. Is April 22 the date of Cervantes Saavedra's death?

IX. Is William Shakespeare from Mexico?

X. Is April 26 the day of Shakespeare's birth?

XI. Is Shakespeare an English poet, playwright, and actor?

XII. Is April 23 the day of Shakespeare’s death?

XIII. Is him from England?

XIV. Is April 23 also English Language Day?

XV. Is because coincidentally, the date of Cervantes death coincides with that of Shakespeare, the reason why both languages are celebrated in the same day?

April 22th, 2020

GOOD MORNING DEAR STUDENTS,

TODAY IS A VERY IMPORTANT DAY, IT'S THE EARTH DAY.

ACCORDING TO THE ABOVE, WE ARE GOING TO WATCH AN AMAZING VIDEO THAT I HOPE YOU ENJOY

ACTIVITY

1. Design a cartoon that reflects your opinion on the importance of caring for the natural resources of our country. (Diseña una caricatura donde se refleje su opinión sobre la importancia de cuidar los recursos naturales de nuestro país).

2. Create a pedagogical campaign with the aim of raising awareness in the school community about the importance of taking care of our planet and specifically the natural resources of our country. (Crea una campaña pedagogica con el objetivo de concientizar a la comunidad estundiantil del colegio sobre la importancia de cuidar nuestro planeta y especificamente los recursos naturales de nuestro país).

In the design of the campaign you must include a title in English and at least 3 activities to carry out with the other grades. (En el diseño de la campaña debes incluir un titulo en inglés y por lo menos 3 actividades para llevar a cabo con los otros grados).

April 20th and 21th, 2020

Good Morning Students,

Today we are going to work an ICFES activity