(7°) Seventh

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

ESTANDARES A TRABAJAR

ESCUCHA

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

· Disfruto la lectura como una actividad de esparcimiento que me ayuda a descubrir el mundo.

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

· Demuestro conocimiento de las estructuras básicas del inglés. 1

CONVERSACIÓN

· Utilizo el lenguaje no verbal cuando no puedo responder verbalmente a preguntas sobre mis preferencias. Por ejemplo, asintiendo o negando con la cabeza. 2, 3

· Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

ACTIVITY

LEVEL I

Reconoce e identifica expresiones relacionas con el clima, las estaciones y lo que puede hacer en ellas

I. Complete the following data table using what you learned about the weather, clothing items, months of the year, seasons, and activities that can be done

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

ESTANDARES A TRABAJAR

ESCUCHA

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

· Disfruto la lectura como una actividad de esparcimiento que me ayuda a descubrir el mundo.

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

· Demuestro conocimiento de las estructuras básicas del inglés. 1

CONVERSACIÓN

· Utilizo el lenguaje no verbal cuando no puedo responder verbalmente a preguntas sobre mis preferencias. Por ejemplo, asintiendo o negando con la cabeza. 2, 3

· Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

TOPIC: What’s the Weather Like Today?

the weather is the set of atmospheric conditions typical of an area. The elements of climate include aspects such as temperature, rainfall, humidity and wind. (el estado del tiempo es el conjunto de condiciones atmosféricas propias de una zona. Los elementos del clima incluyen aspectos como la temperatura, las precipitaciones, la humedad y el viento.)

ACTIVITY

NIVEL DE DESEMPEÑO 1

ü Escribe textos cortos y sencillos utilizando el verbo CAN

1. Answer and read your responses

1.1.What can you do when it’s sunny?

_______________________________________________________________________________

1.2.What can you do when it’s raining?

_______________________________________________________________________________

2. Imagine a trip to one of these places in Colombia. Say what clothes you will take.

EXAMPLE: I want to go to Tunja………

In Tunja, it’s cold……………...

In Tunja, you wear a sweater or a jacket…………………….

________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________

________________________________

Thursday, october 22nd 2020

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

Evaluation about wh- questions, countries and nationalities

ESTANDARES A EVALUAR:

ESCUCHA

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

· Escribo información personal en formatos sencillos. 1, 2

MONÓLOGOS

· Describo algunas características de mí mismo, de otras personas, de animales, de lugares y del clima. 1, 2

CONVERSACIÓN

· Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

Monday, october 19th 2020

Quiz Written part (parte escrita)

1. Complete the sentences with the country or nationality

1.1. I live in France, I'm _____________

1.2. I live in __________I'm English.

1.3. I live in America. I'm ______________

1.4. I live in Italy. I'm _________________

2. Relate each artist with their information

2.1. He is from argentina. He is Argentinian. He is thirty-three years old _________

2.2. He is Australian. He is from Australia. He is thirty-six years old. _________

2.3. She is from USA. She is American. She is thirty years old ____________

3. Look at the student registration form. Answer the questions about Manuel.

3.1.
Where does he live?

________________________

3.2. Where is he from?

________________________

3.3. When was he born?

________________________

Listen part (segunda partes)

(Los que recogen talleres por favor solicitar los audios)Track 71 se enviará por whatsapp

I. Listen to children at the Second Youth Intercultural Encounter and complete the answers.

Eviar al classroom

Oral part (tercera parte, exposición)

(Los que recogen talleres deben asistir y exponer)

I. How much do you know about Colombia? Do some research and complete the infographic for exposition (¿Cuánto sabes de Colombia? Investiguen y completen la infografía para exposición) Para exposición oral la siguiente clase. Usar diapositivas.

Exposición en grupos de tres personas

______________

Thursday, october 1st 2020

ESTANDARES A TRABAJAR

ESCUCHA

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

Click on the following link and continue learning about countries and nationalities (Haz clic en el siguiente enlace y continua aprendiendo sobre paises y nacionalidades)

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Countries_and_nationalities/Countries_and_Nationalities_Drag_and_Drop_-_Choose_ks466380vm

RECUERDA DAR CLIC EN ENVIAR A TU PROFESORA. eL CORREO ES: jeniferboni7@gmail.com

______________________________________

Friday, september 25th 2.020

ESTANDARES A TRABAJAR

ESCUCHA

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

CONTINUATION OF THE TOPIC WH-QUESTION

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.1. Click on the following link and solve the activities.

https://www.englisch-hilfen.de/en/exercises/questions/word_order4.htm

a) doing they what are?

b) You in the morning get do when up?

c) Name your you spell how do?

d) for is homework what?

e) Like handball why does Tim?

f) sports the girls like do what?

g) for friend your have lunch did what?

h) Paris Kevin did how long stay in?

i) What the weather like was?

j) is maths thinks easy who?

1.2. Choose the correct alternative among What - When - Where - Why - Who - How

1) ................ are my keys?

2) ................ is the problem?

3) ................ is your favourite singer?

4) ................ is your birthday?

5) ................ old are you? I'm ten years old.

6) ................ is your telephone number?

1.3. Make 8 questions using the previous topic that help you know more information about your friends.

__________________

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

ESTANDARES A TRABAJAR

ESCUCHA

· Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal. 2, 3

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

ESCRITURA

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

· Escribo información personal en formatos sencillos. 1, 2

MONÓLOGOS

· Nombro algunas cosas que puedo hacer y que no puedo hacer. 1, 2

· Describo algunas características de mí mismo, de otras personas, de animales, de lugares y del clima. 1, 2

TOPIC: CAN / CAN'T

Conceptualization:

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.31. Make sentences which are true for you. Write two extra sentences with your own ideas!

1.32. Answer the following YES/NOT questions.

I. Can you speak German?
II. Can you run fast?
III. Can’t Shakira dance?
IV. Can superheroes save the world?
V. Can you ride a horse?
VI. Can you go to small center?
VII. Can you improve your English?
VIII. Can’t you read?
IX. Can’t you jump high?
X. Can you draw a castle?

1.33. Write 5 positive sentences with the verb “can” about things you can do and 3 questions about things you can't do

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SEMANA 8 – SEMANA DEL 21 AL 24 DE JULIO DEL 2020
ESTANDARES A TRABAJAR

ESCUCHA

· Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal. 2, 3

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

· Identifico a las personas que participan en una conversación. 3

· Comprendo secuencias relacionadas con hábitos y rutinas. 2

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

· Reconozco palabras y frases cortas en inglés en libros, objetos, juguetes, propagandas y lugares de mi escuela. 3

ESCRITURA

· Escribo el nombre de lugares y elementos que reconozco en una ilustración. 1

· Escribo información personal en formatos sencillos. 1, 2

MONÓLOGOS

· Expreso mis sentimientos y estados de ánimo. 1, 2

· Menciono lo que me gusta y lo que no me gusta. 1, 2

· Describo algunas características de mí mismo, de otras personas, de animales, de lugares y del clima. 1, 2

· Participo en representaciones cortas; memorizo y comprendo los parlamentos. 1, 2

CONVERSACIÓN

· Respondo a preguntas sobre cómo me siento. 2

· Utilizo el lenguaje no verbal cuando no puedo responder verbalmente a preguntas sobre mis preferencias. Por ejemplo, asintiendo o negando con la cabeza. 2, 3

Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

TOPIC: FEELINGS AND EMOTIONS

Conceptualization:

ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.29. Translate the above vocabulary about emotions. List ten of them.

1.30. Answer the following questions and prepare you to ask your friends in order to complete the table.

Questions	YOU	Partner 1	Partner 2	Partner 3	Partner 4	Partner 5
How do you feel when you eat soup?
How do you feel when you sleep late?
How do you feel when you do sport?
How do you feel when you spend time with your family?
How do you feel with your virtual classes?

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

ESTANDARES A TRABAJAR

ESCUCHA

· Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal. 2, 3

· Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

· Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

· Identifico a las personas que participan en una conversación. 3

LECTURA

· Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

· Reconozco palabras y frases cortas en inglés en libros, objetos, juguetes, propagandas y lugares de mi escuela. 3

· Relaciono ilustraciones con oraciones simples. 1

ESCRITURA

· Escribo el nombre de lugares y elementos que reconozco en una ilustración. 1

· Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

· Escribo información personal en formatos sencillos. 1, 2

MONÓLOGOS

· Menciono lo que me gusta y lo que no me gusta. 1, 2

· Describo lo que hacen algunos miembros de mi comunidad. 2

LIKE AND DON’T LIKE

Conceptualization:

VIDEO

https://www.youtube.com/watch?v=frN3nvhIHUk

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.26. Watch the next video and answer the questions

https://www.youtube.com/watch?v=5apgenGcYvg

CONTINUATION OF THE SIMPLE PRESENT

CONTINUATION OF THE LEVEL 1 ACTIVITIES

1.27. Choose a partner and in pairs make a dialogue where you include the parts of the body and routines vocabulary, then present it orally.

(escribe un dialogo donde incluyas las partes del cuerpo y el vocabulario de rutinas)

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

HOW MUCH HAVE WE LEARNED?

I. Choose the correct option.

II. Choose the correct option.

III. Choose the correct option.

LISTENING ACTIVITY #2

1.Listen to the audio and complete the text

TRAFFIC

Paul looks at his watch. He __ worried. He ___ fifteen minutes to ___ to his interview and he __ stuck in a traffic jam. He _____ around. Everyone is honking their horns and trying to ____ into the lane that seems to be moving faster. ____ have barely moved in the last thirty _______. Paul looks out of the window at the ______ walking past him on the sidewalk. An old ______ walking with a cane passed him _______ minutes ago. He cannot be late for this interview. He grabs his suitcase, opens the ____ and gets out of the ___. He shuts the door and begins to _____ quickly down the street. All the cars behind him begin to honk and the drivers start yelling at him. One yells: “HEY! WHERE DO YOU ______ YOU’RE GOING? YOU CAN’T JUST LEAVE YOUR CAR!! HEY!!!! COME BACK!!

1.1.Answer the following questions based on the text above

Q1: Why is Paul worried?

Q2: Why does he think he will be late?

Q3: What does he decide to do in order to get to his interview on time?
Q4: What do the drivers behind him think of that?

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

HOMEWORK

3.1 Choose a photo you find in your home and prepare an oral presentation where you describe the image in detail.

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ESTANDARES A TRABAJAR

ESCUCHA

·Reconozco cuando me hablan en inglés y reacciono de manera verbal y no verbal. 2, 3

·Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

·Comprendo descripciones cortas y sencillas de objetos y lugares conocidos. 2

·Comprendo secuencias relacionadas con hábitos y rutinas. 2

LECTURA

·Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

·Relaciono ilustraciones con oraciones simples. 1

ESCRITURA

·Escribo el nombre de lugares y elementos que reconozco en una ilustración. 1

·Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

MONÓLOGOS

·Describo lo que hacen algunos miembros de mi comunidad. 2

·Uso gestos y movimientos corporales para hacerme entender mejor. 2, 3

·Describo algunas características de mí mismo, de otras personas, de animales, de lugares y del clima. 1, 2

·Participo en representaciones cortas; memorizo y comprendo los parlamentos. 1, 2

CONVERSACIÓN

·Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

CONTINUATION OF THE LEVEL 2 ACTIVITIES

3. Describe the following image including the most amount of possible details.

KEY: la descripción de la imagen se debe hacer con oraciones sencillas, cortas y en presente simple, utilizando las temáticas vistas durante las clases.

-------------------------------
ACTIVITY

CONTINUATION OF THE LEVEL 1 ACTIVITIES

7.Match pictures to the sports and hobbies.

7.1Choose three sports or hobbies. Copy and complete the table with information for each. Then write sentences like the ones below.

·Playing board games is a hobby.

·You can play them indoors or outdoors.
·You can play them with one or more players.

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

ESTANDARES A TRABAJAR

ESCUCHA

·Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

·Comprendo descripciones cortas y sencillas de objetos y lugares conocidos. 2

LECTURA

·Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

CONVERSACIÓN

·Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1

· Identifica información esencial a partir de textos cortos escritos en lenguaje sencillo.

1.Listen and match the sentences (1 – 4) with the photos (a – d).

2.Write two sentences like the ones in the previous activity and make the corresponding drawings.

3.Listen to an interview with Ms. Román. Tick in true and false.

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SEMANA 4 – SEMANA DEL 23 AL 26 DE JUNIO DEL 2020.

ESTANDARES A TRABAJAR

ESCUCHA

·Sigo instrucciones relacionadas con actividades de clase y recreativas propuestas por mi profesor. 1, 2

·Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

·Comprendo descripciones cortas y sencillas de objetos y lugares conocidos. 2

LECTURA

·Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

·Reconozco palabras y frases cortas en inglés en libros, objetos, juguetes, propagandas y lugares de mi escuela. 3

ESCRITURA

·Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

CONVERSACIÓN

·Respondo a preguntas sobre personas, objetos y lugares de mi entorno. 2

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1

· Identifica información esencial a partir de textos cortos escritos en lenguaje sencillo.

Read the following conversation and then, answer the questions about the text.

ØVOCABULARIO:

·Profile: perfil

·Must: deber

·How about?: ¿Qué te parece?

·Early: temprano

·Whole: completo o completa

·Whom: a quién

·Parents: padres

·Let me know: avísame

Anastasia: Tomorrow is Raul’s birthday.

Rebecca: Isn’t it next week?

Anastasia: No, I looked at his Facebook profile and confirmed that it is tomorrow.
Rebecca: We must do something to celebrate his birthday.
Anastasia: Yes. How about a surprise party on Friday?
Rebecca: Great idea. What time?
Anastasia: I think at 7 pm it is fine.
Rebecca: I think it is too early, how about at 9?
Anastasia: OK. But I have to work early on Saturday, so I can’t stay for the whole party.
Rebecca: No problem. And whom should we invite?
Anastasia: Well, his wife and his parents.
Rebecca: We should also invite his friends from work.
Anastasia: Sure, where is the party?
Rebecca: Well, it will be in your house, right?
Anastasia: I do not know. I should ask John first.
Rebecca: OK. Let me know as soon as possible to start organizing everything.

QUESTIONS

I.Do Anastasia and Rebecca know Raul?

a)No, they don't

b)Yes, they do

c)They haven't met him before

II.Why does Anastasia know Raul’s birthday is tomorrow?

a)because they work for the same company.

b)because he is her best friend.

c)because she checked on Facebook.

III.Anastasia has to ___________________________________ .

a)work on Saturday

b)call Raul's parents

c)organize the party

IV.What’s Raul’s marital status?

a)He is single

b)He is married

c)Not mentioned

V.The party will take place __________________________.

a)On Friday at 7 pm

b)early on Saturday

c)On Friday at 9 pm

VI.Is the surprise party going to be at Anastasia’s house?

a)No

b)Yes

c)Probably

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SEMANA 3 – SEMANA DEL 16 AL 19 DE JUNIO DEL 2020

ESTANDARES A TRABAJAR

LECTURA

ESCUCHA

ESCRITURA

MONÓLOGOS

· Participo en representaciones cortas; memorizo y comprendo los parlamentos. 1, 2

TOPIC: PERSONAL CARE

Conceptualization:

https://drive.google.com/file/d/1rKoxe5df6L3CmGIBjDUDMMKNaDiWlnoO/view?usp=sharing

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1:

· Identifica información esencial relacionada con rutinas de cuidado personal diarias a partir de textos cortos escritos en lenguaje sencillo.

· Reconoce el vocabulario relacionado con rutinas diarias y cuidado personal.

1.Watch the following video and identify the information related to personal care routines. TAKE NOTE IN YOUR NOTEBOOK!

https://www.youtube.com/watch?v=jQ2e0KH5WrI

ACTIVITY

NIVELES DE DESEMPEÑO

LEVEL 2

Responde con frases cortas las preguntas sobre una rutina de cuidado personal con base en el vocabulario y las expresiones estudiadas.
Hace un listado de las actividades de cuidado personal diarias más saludables con base en las notas tomadas.

1.Suppose you are a doctor and you have to design a daily personal care routine. Don't forget to use the adverbs of frequency. Prepare your pronunciation to do its oral presentation.

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CONTINUATION OF THE TOPIC PARTS OF THE BODY

In order to review the parts of the body, click on the following link and watch the video, then participate in the virtual activity and send me a screenshot of your results.

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

https://es.educaplay.com/recursos-educativos/669534-partes_del_cuerpo_en_ingles.html

SEMANA 2 - SEMANA DEL 08 AL 12 DE JUNIO DEL 2020

ESTANDARES A TRABAJAR:

LECTURA

·Identifico palabras relacionadas entre sí sobre temas que me son familiares. 1, 2

·Relaciono ilustraciones con oraciones simples. 1

ESCRITURA

·Escribo información personal en formatos sencillos. 1, 2

TOPIC: PARTS OF THE BODY

https://www.youtube.com/watch?v=E1Bp21lEiME

ACTIVITY

NIVELES DE DESEMPEÑO

NIVEL 1:

· Identifica información esencial relacionada con rutinas de cuidado personal diarias a partir de textos cortos escritos en lenguaje sencillo.

·Identifica la estructura de Yes/ No questions.

1.Read the following text:

ME AND MY BODY

Dear friend,

My name is Dana. I am 9 years old and I live in Nicosia, Cyprus. I want to describe myself so you know what I look like. I am not very tall and not very short. I have long, curly hair. It is brown. I have green eyes. My face is round. I love to play football and computer games with my friends from school.

The name of my best friend is Johanna. She is 9 years old. She also lives in Nicosia. She is very tall! She has long, straight hair. Her hair is blond and she has blue eyes. Her face is long – oval shape. Her legs are also very long!

We have another friend. His name is Ben. He is also 9 years old. He is a little short. He has short, black and straight hair. His eyes are black. His face is the shape of a triangle.

We always play with them. We love to be together every afternoon after we do our homework.

Please tell me about you and your friends too!

Yours, Dana.

2.Answer the following yes/no questions taking into account the reading above.

a)Is Dana tall?

b)Is Johanna tall?

c)Is Ben short?

3.Complete the sentences with the shape and color of the hair.

·Dana's hair is ___________

·Johanna's hair is ___________

·Ben's hair is __________

4.Complete the sentences with the color of the eyes.

·Dana's eyes are _________

·Johanna's eyes are ________

·Ben's eyes are ________

5.Describe the face of the character.

·Dana has a __________ face.

·Johanna has a _________ face

·Ben has a _________ face.

6.Answer the following question.

·Who has long legs?

7.Fill the blanks with the correct form of the verb

·Dana _______ curly hair.

·Dana _______ green eyes.

·Johanna and Ben _______ her friends.

·Johanna and Dana _______ long hair.

·Ben ______ short hair.

·Ben and Johanna ______ straight hair.

·Johanna's face and legs ______ long.

·Johanna _____ tall.

·Ben _____ short.

·His face _____ the shape of a triangle.

8.Describe yourself:

·My hair is _______ and _______.

·I am _______ my legs are ______.

·My eyes are ______.

·The shape of my face is ________.

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

ESTADANRES A TRABAJAR:

ESCUCHA:

·Demuestro comprensión de preguntas sencillas sobre mí, mi familia y mi entorno. 1

ESCRITURA:

·Respondo brevemente a las preguntas “qué, quién, cuándo y dónde”, si se refieren a mi familia, mis amigos o mi colegio. 1

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

LISTENING ACTIVITY #1

1.Listen to the audio and complete the reading.

FAMILY

My name __ Sangeeta. I am __. I live in New Delhi, India with my______, ______, two ______ and three ______. My ___________ also live with us. In India, ______ is very important. It __ common to have grandparents, _____, uncles and/or _______ living in the same ______. My aunts, uncles and cousins also live nearby. We see each other often. My older brother __ a computer programmer. Right now, __ is in Australia. His company sent him there for one year. __ all miss him a lot. We write him letters every week. __ want him to come home soon.

2. Answer the following question

Q1: How old is Sangeeta?

Q2: Which country does she live in?

Q3: Does she live with her parents? Who else lives with her?

Q4: What does her older brother do?

Q5: Where is he right now?

Q6: Does the family miss him? How do you know?

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SECOND PERIOD

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ACTIVITY

NIVELES DE DESEMPEÑO

LEVE 3

Valora sus características personales y las de sus pares.
Participa activamente en las actividades.

Suppose you are going to start your own toy design company and for that, it is necessary to release the best toy in history. In order to help you in the process, your advisors have collected the following information.

REPORT #1	REPORT #2	REPORT #3	REPORT #4
40% of children like to play with action figures. They prefer male toys that do not make sounds. They don't care about the price.	40% of children like to play with stuffed animals.	15% of children like to play with cars. They prefer colorful cars. They are not interested in paying a lot of money for a toy.	5% of children like to play with baby dolls. They prefer baby dolls that make sounds. They don't pay more than twenty thousand pesos.

I. According to the above information, answer:

1. All reports have the same information

a. True

b. False

2. All reports

a. provide information collected by the company's advisers

b. talk about different companies

c. show different models of toys

d. ask for information about children

3. The main objective of the reports is

a. offer a job

b. graduate students.

c. to help the company owner in designing the best toy.

4. Choose the correct statement

a. The report #4 says that 40% of children like to play with stuffed animals.

b. The report #2 says that 40% of children like to play with baby dolls.

c. The report #3 says that 25% of children like to play with cars.

d. Reports #1 and #2 say that 80% of children are not interested in the price of toys.

5. In which report do they talk about bears?

a. Report #1.

b. Report #2.

c. Report #3.

d. Report #4.

II.Organize the information of the reports in the following table.

REPORTS	CHILDREN'S PERCENTAGE	TOY PREFERENCE	TOY PRICE

III. Base on the reports design the best toy in history and create its description, taking into account its personal characteristics.

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TOPIC: ADJECTIVES

Conceptualization:

https://drive.google.com/file/d/1bMXeJ2iX8Q1-7_7VxiieZfOBLUZtmlpM/view?usp=sharing

----------------------------------------------------------------------------------------------------- TOPIC: SINGULAR AND PLURAL NOUNS

Conceptualization:

https://drive.google.com/file/d/10q6SeJELD8wU_hCe0paQC1-iAXvORuV3/view?usp=sharing

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Topic: Continuation of the Simple Present

Conceptualization:

https://drive.google.com/file/d/1YymR--Ev1RcP1tWP3IAQcbQ1OrwMYCn7/view?usp=sharing

ACTIVITY

NIVELES DE DESEMPEÑO:

NIVEL 1

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

1.1. Turns the following sentences to negative.

Example:

üYou like going jogging.

You do not like going jogging.

1.You like camping.

2.I want to watch films at the cinema.

3.He plays tennis with his friends.

4.She has a new car.

5.She has a juice with her colleagues after work.

6.It gets very hot here in summer.

7.The birds come into our garden.

8.My baby brother cries at night.

9.He does the washing up after dinner.

10.My wife and I swim at the local pool.

1.2. Choose the correct way to formulate the sentence given in interrogative mode of the Present Simple.

1. Mark loves cars.

a)Does Mark loves cars?

b)Does Mark love cars?

c)Mark loves cars?

2. They work on Fifth Avenue.

a)Do they work on Fifth Avenue?

b)Do they works on Fifth Avenue?

c)Does they work on Fifth Avenue?

3. I know this person.

a)Does I know this person?

b)Know I this person?

c)Do I know this person?

4. Jimmy dances very well.

a)Does Jimmy dances very well?

b)Does Jimmy dance very well?

c)Dances Jimmy very well?

5. We do different things every weekend.

a)Do we do different things every weekend?

b)Do we different things every weekend?

c)We do different things every weekend?

6. Children get bored so easily!

a)Does children get bored so easily?

b)Do children get bored so easily?

c)Does children gets bored so easily?

7. I organize my schedule on Mondays.

a)Do I organize my schedule on Mondays?

b)Does I organize my schedule on Mondays?

c)Do I organizes my schedule on Mondays?

8. Ken teaches at a High School in Indiana.

a)Does Ken teaches at a High School in Indiana?

b)Does Ken teach at a High School in Indiana?

c)Do Ken teaches at a High School in Indiana?

9. My parents always remember your birthday.

a)Does my parents always remember your birthday?

b)Do my parents always remember your birthday?

c)Always my parents remember your birthday?

10. News travel even faster nowadays.

a)Even News travels faster nowadays?

b)Do News travel even faster nowadays?

c)Does News travel even faster nowadays?

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LEVEL 1 ACTIVITY

NIVELES DE SEMPEÑO:

NIVEL 1

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

1. Click the next link and participate in the game, send screenshot of your final grade.

You have to associate the image with the action that it represents and assemble the pairs.

http://enjoyenglish.free.fr/english/primaire/concentration/indoor/indoor.htm

2.Click the next link and choose the correct answer for the action that represents the image. Send screenshot of your final grade.

https://agendaweb.org/exercises/vocabulary/daily-routines/routines
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TOPIC: DAILY ROUTINE

Conceptualization:

The daily routine are those activities that we make every single day. The most used verbs are:

Wake up: despertarse
Get up: levantarse
Take a shower: ducharse, bañarse
Get dressed: vestirse
Comb the hair: peinarse o peinar
Eat beakfast / have breakfast: desayunar
Brush the teeth: lavarse o cepillarse los dientes
Go to…: ir a…
Have lunch: almorzar
Go home: ir a casa
Do the homework: hacer la tarea
Take a nap: tomar una siesta.
Eat dinner / to have dinner: cenar
Watch TV: ver television
Read a book: leer un libro
Listen to music: escuchar música
Go to the bed: acostarse, ir a la cama
Sleep: dormir

PERIODS OF THE DAY

Morning:
Afternoon:
Night:
Midnight:
Noon:

https://drive.google.com/file/d/1bhXOarbvt3Pgm29sett8-OBKfvSHAzP6/view?usp=sharing

ACTIVITY

NIVELES DE DESEMPEÑO:

Nivel 2:

Hace un listado de oraciones cortas y sencillas sobre actividades cotidianas.

Organize the perry’s daily routine.
Write in English your daily routine using the adverbs of frequency and taking into account the rules of the simple present.

APRIL 29, 2020

Continuation of the activity Adverbs of Frequency

3. Put the words in order to make sentences.

I. for / never / I / school / late / am

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II. have / Tuesday / Spanish / on / we

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III. dad / work / car / often / my / to / by / goes

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IV. my / I / with / always / housework / help / mum / the

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V. once / judo / week / she / a / has / classes

________________________________________________

VI. like / very / gardening / I / much

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4. Rewrite the complete sentence using the adverb in brackets in its usual position.

He listens to the radio. (often) ____________________________________________
They read a book. (sometimes) __________________________________________
Pete gets angry. (never) _________________________________________________
Tom is very friendly. (usually) ___________________________________________
I take sugar in my coffee. (sometimes) _____________________________________
Ramon and Frank are hungry. (often) ______________________________________
My grandmother goes for a walk in the evening. (always) ______________________
Walter helps his father in the kitchen. (usually) _______________________________
They watch TV in the afternoon. (never) ____________________________________
Christine smokes. (never) ________________________________________________

ADVERBS OF FREQUENCY
EXPLANATION
https://drive.google.com/file/d/1kzXDoVfBhZEv07K_2y5nlt-Dqa7_4DON/view?usp=sharing

ACTIVITY LEVEL 1

Rewrite the complete sentence using the adverb in brackets in its usual position.

EX:

I go to the gym (usually).

I usually go to the gym.

They
He
I
We
Max
Denise
Adele
We
I
Richard
We usually).
I

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

Search and make the personal presentation of Miguel de Cervantes Saavedra and William Shakespeare, don´t forget to tell me which was his most relevant work.
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).

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

Taking into account the video's information, make a poster in which you show me the natural wealth of our country and and the importance of taking care of it. (Teniendo en cuenta la información del vídeo, haga un póster en el que me muestre la riqueza natural de nuestro país y la importancia de cuidarlo). EL PÓSTER O AFICHE, SE PUEDE REALIZAR CON DIBUJOS, RECORTES, IMÁGENES, EN HOJAS DE BLOCK O COMO SE CONSIDERE CONVENIENTE.
Write in spanish, a plan that you can carry out at home with your family in order to save our planet. (Escribe en español, un plan que puedes llevar a cabo en casa con tu familia para salvar nuestro planeta).

EL PLAN DEBE CONTENER COMO MÍNIMO 5 ACCIONES QUE SEAN POSIBLE HACERSE DESDE CASA EN FAMILIA PARA CUIDAR EL PLANETA.

April 20th, 2020

Unirse a la reunión Zoom
https://us04web.zoom.us/j/75266330512?pwd=U3ZsZ1I0RUZURkppejl0UFAvR3RqQT09

ID de reunión: 752 6633 0512
Contraseña: 7C7Ax9

TEMA: FAMILY MEMBERS

Conceptualización:

In the videocall

Activity level 1

https://drive.google.com/open?id=1PHox75Z932OlSbzuBsLfbYz9BAbgivKb

En el punto

Punto

En el punto

Finalmente, en el punto