INGLÉS - 10°
💖💖WELCOME TO YOUR BLOG 10°-03 GRADE💖💖
ACTIVITY NUMBER 3
WEEK FROM OCTOBER 22nd
TO NOVEMBER 10 th 2021
I hope you achieve your goals at the end of the year. Remember to be a good person and to give the best all the time. Value your life and things that you do.
PROBLEM QUESTION: How can I affect my life and my community in the future with decisions I could made now?
OBJECTIVE: allowing the students to practice present continuous, future with going to and future simple by using different resources such as videos, reading and writing texts and creating audios or videos about unusual fashion.
DESEMPEÑOS: Sustenta de
manera escrita una postura sobre temas de interés a partir de razones
estructuradas siguiendo un modelo definido.
• Asume una posición crítica ante temas académicos o sociales de su interés
• Aplica las reglas básicas de la gramática inglesa para redactar sus
textos escritos.
STEP 1 EXPLORATION
Look at the following video and
try to understand.
STEP 2 CONCEPTUALIZATION
VERBOS MODALES
Los
verbos modales son verbos auxiliares que usamos para expresar una opinión sobre
si algo es probable o posible. También los usamos al hablar sobre habilidad,
pedir permiso o hacer una petición.
EXAMPLES
ABILITY
Can, Could
David can speak three languages
He could speak fluent French when he was
PERMISSION
Can, Could,
May
Can I sit in that chair please?
Could I open the window?
May I borrow your dictionary?
ADVICE
Should
You should visit your dentist twice a year.
OBLIGATION
Must, Have to
. I must memorize all this rules about tense.
. You have to take off your shoes before you get
POSSIBILITY Might, May,
Could, Can
. It looks nice but it might be very expensive.
. Richard may be coming to see you tomorrow.
Los verbos modales son:
Can
Must
May
Should
Could
Have to
Might
Aunque
los verbos modales se usan en casos diferentes y tienen diferentes
implicaciones, suelen ubicarse de la misma manera en las oraciones, veamos
como:
Affirmative form / Forma Afirmativa
Regularmente,
el verbo modal antecede al verbo principal de la oración, el cual va en forma
infinitiva, o sea, en presente.
Subject + Modal verb + Principal verb + Complement
I must make a decision
(Debo tomar una decisión)
Negative form / Forma negativa
Para
hacer una frase negativa con verbo modal, debemos agregar el adverbio not
después del modal. A excepción de may, todos los verbos pueden contraerse en su
forma negativa. A algunos sólo basta añadirles la terminación"-n't"
al final, aunque otros cambian un poco más. Por ejemplo:
Cannot - Can't
Will not - Won't
Should not - Shouldn't
Subject + Modal verb + Not + Principal verb +
Complement
HE CAN´T LIFT SO MUCH WEIGHT
(El no puede levantar tanto peso) Interrogative
form / Forma interrogativa
Cuando
queremos preguntar algo y en la oración hay un verbo modal, debemos poner el
modal al inicio de la oración, seguido por el sujeto y el verbo principal. Así:
Modal verb + subject + Principal verb + Complement?
SHOULD I SEND AN EMAIL?
(Debería enviar un correo
electrónico?
En
caso de que la pregunta sea con alguna de las Wh Questions, solamente
debemos añadir la pregunta al inicio de la oración. What should I do?
STEP 3 PRACTICE.
1.
Read the following text and answer the question
What is fashion trap? ______________________________________________________
_______________________________________________________________________
_______________________________________________________________________
2. What are your obligations
at home
1. ------------------------------------------------------------------------------------------------------------------
2. ------------------------------------------------------------------------------------------------------------------
3. ------------------------------------------------------------------------------------------------------------------
4. ------------------------------------------------------------------------------------------------------------------
5. ------------------------------------------------------------------------------------------------------------------
3.
Write affirmative and
negative imperatives using the verbs in the box.
|
use – think – put – say – buy – touch
|
a. ____________ the plate. It’s really hot.
b. ___________ your mobile phones in class.
c. ___________ before you buy new clothes. Do you
really need them?
d. Look, here’s a present from Grandma.
_______________ ‘thank you’ to her!
e. _____________ your card into the machine,
please.
f. _____________ the first pair of jeans that you
see.
4.
Now read the article
Match a heading to each paragraph.
Use the following word bank
▪ Trap: trampa ▪ fashion trends:
tendencias de moda
▪ be ‘in’: estar a la moda ▪ brands: marcas
▪ be ‘out’: ser anticuado ▪ avoid: evitar
▪ constantly: constantemente ▪ fit (verb): quedar bien
4. Make
a campaign for people to stop shopping and learn to use money well and thus
reduce the effects of consumption on the life of each individual and the
community.Give some advices to people in order to avoid shopping
for example.
1. 1. You
should buy bio products, it´s necessary to protect the environment.
2. 2. People
shouldn´t buy expensive clothes if their economy is decreased
3. 3. We must
save money for buying basic necessities.
STEP
4 EVALUATION
You
are going to do a fashion show using different recyclable products.
Tips.
a. Divide the bubble in 2
groups
b. Each student must have
his/ her role
c. Make a description about
the clothes students are going to use.
d. It must find a presenter or
hostess of parade.
e. Each group can choose the clothes with disposable products.
PERSONAL REFLECTION
ANSWER
THE FOLLOWING QUESTIONS
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
3. Do you need to know more about the sequence words?
Favor realizar las
actividades de “STEP 3 y 4 en el cuaderno teniendo en cuenta lo
siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre
completo, el grado, el número de la actividad y el período. Ejemplo. Luis Ángel
Domínguez grado 10-03 Actividad 3 Período 3 Luego enviarla al correo
electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: HASTA 10 DE NOVIEMBRE DE 2021
ACTIVIY NUMBER 2 WEEK FROM SEPTEMBER 30th
TO OCTOBER 20th 2021
QUESTION PROBLEM: How can I affect my life and my community in the future with decisions
I could made now?
Proyecto transversal:
SOSTENIBILIDAD
(Reducción de inequidades)
DESEMPEÑOS: Sustenta de manera
escrita una postura sobre temas de interés a partir de razones estructuradas
siguiendo un modelo definido.
• Asume una posición crítica ante
temas académicos o sociales de su interés.
STEP 1 EXPLORATION
Look at the picture and the words about advertisement and recognize their meaning.
Listen the audio and read the text about advertisement.
https://drive.google.com/drive/folders/12TEHyDkmsQ6-WkX5WUneqj3QofPaxeqn?usp=sharing
What is advertising? Is it telling the truth or is it making things look better than they really are? Or is it lying? Companies pay a lot of money for adverts. Some of the ads you see in glossy magazines look like art. The commercials on TV look like mini movies. Do they really change our behaviour? Do adverts make you buy things? I think some advertising is a form of lying. Is BMW really “The ultimate driving machine” like they say in their ads? British Airways used to say they were “The world’s favourite airline,” but had to stop saying it because it wasn’t true. Personally, I get tired of watching ads on television. They always interrupt a good programme. I like ads in magazines. They’re usually quite interesting.
STEP 2 ESTRUCTURATION
FUTURO TENSE
WILL
AND BE GOING TO
Futuro
Simple con will: es el
futuro en inglés que permite expresar decisiones espontáneas sobre acciones
futuras, predicciones o acontecimientos futuros que no puede alterarse. Se
forma con el verbo auxiliar will y el infinitivo del verbo principal.
Be going to expresa una predicción lógica, un plan
o una situación programada se forma
Con be+ going to + el verbo infinitivo del verbo
principal.
Will:
1.
They will take the bus tomorrow at 7:00am Future action or prediction
2.
It´s cold in here. I will close the window Quick decision
3.
Don´t stop now. You will be late Warning
Be going to
1.
They are going to buy a new laptop soon Plan
or intention
2.
Oh, No! Look at that car. It´s going to ha an accident! Evidence
Ejemplo:
My brother is going to write
an advertisement to sale his old toys.
Is my brother going to write
an advertisement?
My brother is not going to
write an advertisement.
Ahora
escribe tus ejemplos, usando el going to diciendo que planeas hacer.
1.
____________________________________________________________
2.
____________________________________________________________
3.
____________________________________________________________
HOW TO WRITE MY PLANS?
We use different verb forms to talk about our plans
for the future, depending on what kind of plan it is:
A spontaneous plan: We use will to talk about spontaneous plans decided
at the
Moment of speaking. For example:
Oops, I forgot to phone Mum! I'll do it after dinner.
I can't decide what to wear tonight. I know! I'll wear
my green shirt.
There's no milk. I'll buy some when I go to the shops.
A pre-decided plan: We use going to talk about plans decided before the
moment of speaking.
I'm going to phone Mum after dinner. I told her I'd
call at 8 o'clock.
I'm going to wear my black dress tonight.
I'm going to go to the supermarket after work. What do
we need?
An arrangement: We usually use the present continuous when
the plan is an arrangement – already confirmed with at least one other person
and we know the time and place. I'm meeting Jane at 8
o'clock on Saturday.
We're
having a party next Saturday. Would you like to come?
We
often use the present continuous to ask about people's future plans.
Are
you doing anything interesting this weekend?
STEP 3 PRACTICE
THE Advertising game.
Companies
use different techniques in their adverts to attract people to their products.
Here
are some of the most common strategies.
Celebrities
we all know these adverts – you see a popular singer, sports person or model using
a product, and it makes you want to buy it.
Visual
stimulation companies advertise their products in a creative way. They use
strong colors to catch your eye.
Emotional
attraction A lot of adverts promote their products by using music, images and stories
that touch your emotions.
1.
After Reading the text, write what is publicity
and what it does it.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. Put the verbs into the correct form (future I).
Use going to.
1. It (rain) ____________
2. They (eat) _____________
stew.
3. I (wear) ____________
blue shoes tonight.
4.
We (not /
help) ____________ you.
5.
Jack (not /
walk) ____________ home.
6.
(cook /
you) ____________ dinner?
7. Sue (share /
not) ____________ her biscuits.
8. (leave /
they) ____________ the house?
9. (take part /
she) _____________ in the contest?
10. I (not / spend) ____________ my holiday abroad this year.
2. Write questions in the future simple (going to) and answer them. Example.
(She/ go/ to the supermarket)
Is she going to go to the supermarket?
Yes, she is / No, she is not
1.
(you/help/me)
2.
(she/study/ at the university)
3.
(they/buy/ new clothes)
4.
(he/apply/for that job)
5.
(what/you/do) about
this?
6. (Why / you / be/ a shopaholic person?)
3. Answer the following questions
1. What are you going to do if
you are a shopaholic person?
2. What are the main reasons
that you buy and buy things?
3. Do you believe that it is
important to save money or spend it in different things you don´t need?
4. Write what are your plans at the end of the year?
4.
Make a conversation where you can explain
about your plans in the future
Example of a conversation, making plans:
Luisa: What are you doing at the end of the year?
Fabio: I am going to write an advertisement to improve the sales at the
company.
Luisa: How is going to be?
Fabio: I do not have an idea yet
Luisa: If you need ideas, I can give some. I love marketing.
Fabio: well, I am going to see my mother as I promise her to visit her.
And after that we can meet at my apartment to work together.
Luisa: are you going to be the whole afternoon at your mum´s house.
Fabio: No, I am going to stay for an hour then I will meet you. I will
be at 8:00pm at my apartment.
Luisa: Perfect.
STEP 4 EVALUATION
1.
Make an advertisement about the languages
modality.
Tips.
a. Look for the information about the modality.
b. Bring the material to the class(
1/8 cardboard/ markers/ pictures)
c. Collected ideas and messages.
d. Make a logo.
e. Finally show your classmates and teacher.
PERSONAL REFLECTION
ANSWER THE FOLLOWING
QUESTIONS
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
3. Do you need to know more about the sequence words?
Favor realizar las actividades de “STEP 3 y 4
en el cuaderno teniendo en cuenta lo siguiente: Colocar en la parte
superior de la hoja del cuaderno el nombre completo, el grado, el número
de la actividad y el período. Ejemplo.
Luis
Ángel Domínguez grado 10-03 Actividad 2 Período 3
Luego
enviarla al correo electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE
ENTREGA: HASTA 20 DE OCTUBRE DE 2021
ACTIVITY NUMBER 1
WEEK FROM SEPTEMBER 1ST
TO SEPTEMBER 21th 2021
I hope you achieve your goals. Remember to be a good person and to give the
best all the time. Value your life and things that you do.
PROBLEM QUESTION: How can I affect my life and my community in the future with decisions Icould made now?
OBJECTIVE: allowing the students to practice present continuous, futuro con going to y futurosimple by using different resources such as videos, reading and writing texts and creating audios or videos about unusual fashion.
DESEMPEÑOS: Sustenta de manera escrita una postura sobre temas de interés a partir de razones estructuradas siguiendo un modelo definido.
• Asume una posición crítica ante temas académicos o sociales de su interés
• Aplica las reglas básicas de la gramática inglesa para redactar sus textos escritos.
STEP 1 EXPLORATION
Look at the picture and say what are people doing?
Now write three sentences what are they doing? Example.
1. The owner of the shop is selling a lot items.
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
STEP
2 CONCEPTUALIZATION
PRESENTE CONTINUO
Son las cosas que hago
en este momento. El Presente Continuo es el “aquí y ahora”. A diferencia con
otras conjugaciones y tipos de presente en inglés, esta es la más fácil. Muchas
veces se confunde con el presente simple. Sin embargo, hay diferencias entre el
presente simple y continuo.
Se usa el verbo “To Be” como auxiliar y el
verbo principal en gerundio (ing).
Present Continuo se usa para hablar de: “aquí y ahora Ejemplo:
They are buying a lot
items at the supermarket now. Ellos
están comprando muchas cosas en el supermercado ahora.
She is selling
computers and TVs at the store now.
Now write two
examples of things you do at the moment.
1.
________________________________________________________________
2. ________________________________________________________________
Otro uso del presente continuo es para describir acciones que se vienen repitiendo
con frecuencia; en este caso, la oración viene acompañada del adverbio
"always".
Ejemplo: He is always
working. Él está siempre trabajando.
Ahora escribe dos ejemplos de cosas que tú siempre hagas.
3.
_______________________________________________________________
4.
_______________________________________________________________
TIPO DE ORACIONES EN PRESENTE
CONTINUO
Examples:
I am buying a lot thing now. I am not buying a lot thing now. Am buying a lot
things now?
Ahora escribe 2 ejemplos de cosas que tu hagas siempre.
1. _______________________________________________________________
2. _______________________________________________________________
1.Read the following text about the consumerism, look at the word bank and try to
understand it.
CONSUMERISM, THE
"DISEASE" OF THE 21ST CENTURY IN THE FACE OF A FASHION INDUSTRY THAT
SEEKS SUSTAINABILITY
Hyper stimulated by ads, digital marketing and those cookies that are responsible for
collecting data and teaching us in the form of advertising what we want, dream or need: it
seems difficult to escape consumerism in these turbulent 20s, just a century after
consumerism became a hallmark of
the crazy 20s of the twentieth century.
Consuming defines this 21st century society in which we have lived. "We are in a consumer
society, plagued with advertising and high competition in the market for very diverse products.
We no longer have access only to the classic grocery store, but we also have huge shopping
centers and, now, real giants of online consumption. It is not easy to stay on the side lines,
moreover, it is very easy to fall into dynamics of consumerism because we have normalized
them and they are our day to day. In addition to this, the consumption of certain goods is
associated, due to stereotypes, with certain adjectives such as successful, prestigious, cool,
trendy ... What we consume defines us, it is our identity.
|
English |
Meaning |
English |
Meaning |
|
Hyper stimulated |
Híper estimulado |
hallmark |
Contraste |
|
ads |
anuncios |
filled |
Lleno |
|
marketing |
Márquetin |
appliances, |
Accesorios, |
|
seems |
Parece |
installment |
Entrega |
|
advertising |
Publicidad |
sales |
Ventas |
|
escape |
escapar |
plagued |
Plagado |
|
these |
Estas |
Grocery store |
Tienda de comestibles |
|
turbulent |
Turbulento |
huge shopping centers |
Grandes centros comerciales |
|
became |
Se convirtió |
consumption |
Consumo |
1. Taking into account the reading “CONSUMERISM, THE "DISEASE" OF THE 21ST CENTURY IN
THE FACE OF A
FASHION INDUSTRY THAT SEEKS SUSTAINABILITY
1. We could try not to fall into consumerism?
a. A, Not
going to Malls
b. B. Do
not see Television?
c. C. Do
not compete in fashion
2. Some factors determining compulsive shopping are?
a A. A
false need
b. B. Having
a mental balance
c. C. Having
available money
3. Consumerism means?
a. A. TV
ads impact us
b. B. Consumer
goods are discarded
c. C.The purchase of unnecessary goods
4. Consumerism affects environment
a. A.Excess
waste that contaminates
b. B.Ruin
our finances
c. C.Unnecessary
fashion
STEP 4 EVALUATION: Challenge of the month.
Please take into account the reading “CONSUMERISM, THE "DISEASE" OF THE 21ST
CENTURY IN
THE FACE OF A FASHION INDUSTRY THAT SEEKS SUSTAINABILITY”
1. What
does consumerism mean for you?
2. Do
you think psychological and emotional reasons influence your decision to buy
things?
3. How
do you think consumerism affect environmental balance?
You can start writing:
Consumerism is a big problem for society, we are buying a lot of things that don´t need ....
................................................................................................................................................
2. Look at the following add and make a poster where you express how consumers follow
labels or brands of products then show us at school or in synchronic meeting or send an
audio to teacher´s gmail
.
PERSONAL REFLECTION
1. Was
it a useful activity and why?
2. What
did you learn of the activity?
3. What
part of the activity was difficult?
Favor enviar las actividades del
step 3 y las del step 4 al siguiente correo electrónico d.ine.stella.vallejos@cali.edu.co.
Colocar en la parte superior de la
hoja del cuaderno el nombre completo, el grado, el número de la actividad
y el período. Ejemplo. Luis Ángel Domínguez grado 9-08 Actividad
número 1, período 3
FECHA DE ENTREGA: HASTA SEPTIEMBRE
21 DE 2021
HAVE A NICE DAY.
Dear
students it´s a pleasure to see you again, I hope you continue working on the
academic activities. Remember to be a good person and to give the best all the
time. Value your family and always try to reach your goals.
ESTÁNDARES:
Con mi vocabulario trato temas generales, aunque
recurro a estrategias para hablar de hechos y objetos cuyo nombre desconozco.
Manejo aceptablemente normas lingüísticas con algunas interferencias de mi
lengua materna.
PROBLEM QUESTION: What to do when you have made a poor choice in the
past to maintain peace and harmony at home and in the community during these
difficult times?
NIVELES DE DESEMPEÑO: Elabora textos orales y escritos de
recomendaciones sobre
Temas académicos de interés. Reconoce la importancia del lenguaje en la resolución de conflictos. Identifica estructuras básicas del tiempo pasado simple
STEP 1 EXPLORATION
The following song is in past tense. I
invite to listen carefully.
Now, read the lyrics.
BECAUSE YOU LOVED ME by Celine Dion
For
all those times you stood by me
For
all the truth that you made me see
For
all the joy you brought to my life
For
all the wrong that you made right
For
every dream you made come true
For
all the love I found in you
I'll
be forever thankful, baby
You're the one
who held me up
Never let me
fall
You're the one
who saw me through, through it all
You were my
strength when I was weak
You were my
voice when I couldn't speak
You were my
eyes when I couldn't see
You saw the
best there was in me
Lifted me up
when I couldn't reach
You gave me
faith 'because you believed
I'm everything
I am, because you loved me
You gave me
wings and made me fly
You touched my
hand, I could touch the sky
I lost my
faith, you gave it back to me
You said no
star was out of reach
You stood by
me and I stood tall
I had your
love, I had it all
I'm grateful
for each day you gave me
Maybe I don't
know that much
But I know
this much is true
I was blessed because
I was loved by you
You were my
strength when I was weak
You were my
voice when I couldn't speak
You were my
eyes when I couldn't see
You saw the
best there was in me
Lifted me up
when I couldn´t reach
You gave me
faith 'because you believed
I'm everything
I am because you loved me
You were
always there for me
The tender
wind that carried me
A light in the
dark, shining your love into my life
You've been my
inspiration
Through the
lies, you were the truth
My world is a
better place because of you
You were my
strength when I was weak
You were my
voice when I couldn't speak
You were my
eyes when I couldn't see
You saw the
best there was in me
Lifted me up
when I couldn't reach
You gave me
faith 'because you believed
I'm everything
I am because you loved me
You were my
strength when I was weak
You were my
voice when I couldn't speak
You were my
eyes when I couldn't see
You saw the
best there was in me
Lifted me up
when I couldn't reach
You gave me
faith 'because you believed
I'm everything
I am because you loved me
I'm everything
I am because you loved me.
STEP 2. ESTRUCTURATION:
TIEMPO PASADO SIMPLE
Example: I smiled all the time last week.
El "simple past" se utiliza para hablar de una acción que concluyó en un tiempo anterior al actual. El tiempo en que se sitúa la acción puede ser el pasado reciente o un pasado lejano.
El "simple past" Siempre se utiliza
para referirse a cuándo ocurrió
algo, de modo que va asociado a ciertas expresiones temporales que indican el
tiempo pasado:
Examples:I went to the supermarket an hour ago.
Now , you have to write 3 examples using expressions in past tense.
2. __________________________________________________________
En la siguiente gráfica vas a encontrar la
explicación de cómo se forma el pasado simple con el verbo to be y con verbos
regulares o irregulares, por favor lee con cuidado la explicación y los
ejemplos.
Las
siguientes son las reglas que se usan para conjugar el verbo regular en pasado:
Examples: My sister loved cleaning her room before the pandemic.
My dad tried to do the washing up when he was at home last year.
My mother preferred to stay silent when my dad was angry last week.
REGULAR VERBS FORM IN
PAST
Examples of
irregular verbs in past
STEP 3 PRACTICE
Teniendo en cuenta la
canción, piensa en una anécdota que tengas de tu familia, algo que les haya
pasado, porque se les olvido algo o porque no cumplieron con los valores que
tienen acordado siempre realizar.
Después de que hayas
recordado escríbela en inglés en tu cuaderno y compártela con la clase en un
encuentro sincrónico, si no puedes participar en un encuentro sincrónico llama
a un compañero y cuéntale o cuéntala en tu casa, pero hazlo en inglés.
0. Ejemplo:
|
My anecdote is that
I went to Spain to visit my brother in law, but one of my best friends was
very ill. I decided to go to visit her. I was in the Blue Coast, Barcelona.
She lived in Madrid. It was a long journey by train. I was very happy to meet
my friend. We talked for a long time and cried together. Finally, I had to
leave. I thought I was near to the train station. But it was not true. I
arrived 30 seconds late to take the train. I saw the door train were opened,
but they closed just at the time I touched them. What happened? The
train left and I was there without knowing what to do as I had to fly to
London at 2:00 o´clock the next day. I should leave my
friend’s house one hour earlier as I was in a foreign country. Value: be on time. |
Now write yours and tell it to the others!!!
My anecdote is ……............................................................
STEP 4 EVALUATION: Challenge of the month
1. Las
siguientes preguntas están basadas en la lectura de la
primera guía (Importance of family in people´s lives).
Habla
con tu abuela, abuelo, mamá o papá y pregúntale por lo que hacía desde su
juventud.
1. Did
you have a good communication with your brothers and sisters?
2. How
was your life at home before the pandemic?
3. What
type of problems do you have at home during the quarantine time?
4. Did
you and your family member had to make agreements to live in peace at home?
5. How did you solve the disagreements at home?
2. Escribe las respuestas que te dieron y al final escribe un texto en ingles de 6 líneas donde
cuentes en tiempo pasado lo que ellos hacían y que piensas acerca de sus respuestas,
estás de acuerdo o en desacuerdo y di como se podría corregir los errores pasados para
vivir en paz y armonía en tiempos difíciles Ejemplo:
|
My mother, her brothers and sisters were very closed and they never fight as her parents hit them if they do it. It seems to me that it was not good that my grandparents hit their children as it is a rude way to teach the children how to behave properly. I believe parents and children need to forgive and reconcile properly when they make poor choices or break agreements. It will reassure that they can live in peace and harmony at home at those difficult times. |
REMEMBER TO WRITE IN ENGLISH
PERSONAL REFLECTION
Answer the following questions.
1. Was
it a useful activity and why?
2. What
did you learn of the activity?
3. What
part of the activity was difficult?
Favor enviar las actividades del
step 3 y las del step 4 al siguiente correo electrónico: d.ine.stella.vallejos@cali.edu.co
Colocar en la parte superior de la
hoja del cuaderno el nombre completo, el grado, el número de
la actividad y el período. Ejemplo. Luis Ángel Domínguez
grado 10-03 Actividad número 3, período 2.
FECHA DE ENTREGA: HASTA AGOSTO 8 DE
2021
HAVE A NICE DAY WITH YOUR FAMILY
ACTIVITY 2
WEEK FROM JUNE 28th TO JULY 26th 2
I hope you continue working on the academic activities. Remember to be a good person and to give the best all the time. Value your life, your studies and your family.
Pregunta Problema: ¿What to do when you have made a poor choice in the past to maintain peace and harmony at home and in the community during these difficult times?
Goal: Recognize the importance of practicing reconciliation to live in peace and harmony in difficult times.
Meta: Reconocer la importancia de practicar la reconciliación para vivir en paz y armonía en momentos difíciles.
Niveles de desempeño: Elabora textos orales y escritos de recomendaciones sobre temas
académicos de interés. Reconocer la importancia del lenguaje en la resolución de conflictos.
Identifica estructuras básicas de los tiempos condicionales 0, 1 y pasado simple.
STEP 1: EXPLORATION:
FIRST CONDITIONAL
- Se usa para hablar de lo
que pasara bajo ciertas condiciones.
- Situaciones en las que, si se cumple una condición, es probable que se dé un resultado determinado.
Ejemplos: Condition: If you are a nice person.
Result: people will love you.
STEP 3 PRACTICE
A. Escriba en inglés 5 oraciones empleando el condicional 1 (Presente futuro) (futuro -presente) sobre cómo tener una buena relación familiar.
Ejemplo: If I listen to my children, they will listen to me as well.
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. ________________________________________________________________
Look at the picture above and write 5 sentences where you can tell what are the
agreements that you find difficult to meet at home.
What happens if I break this value?
Example: Value: tell the truth.
If I am not truthful, my family will not trust me.
2.______________________________________________________________________
3.______________________________________________________________________
4. _____________________________________________________________________
5. ____________________________________________________________________________
C. Students must fill the correct answer
out using the correct form of the verbs
in brackets ( ), to create sentences of the First conditional:
1. If it (will rain/rains)
___________ tomorrow, we (will stay/stay)
_____________ at home.
2. If Mary (will get/gets) __________ to work early, she
(will have/has) __________ time to finish the report.
3. Small shops (will close/close)
_________ if so many people (will go/go)
___________ to hypermarkets.
4. We (will visit/visit) __________ the new museum if
it (will not rain/does not rain) __________ .
5. If you (will take/take) ____________ the top off,
you (will get/get) ____________ the water out.
6. If you (will walk/walk) ___________ down this
street, you (will find/find) ___________ the post office.
7. The paella (will not burn/does not burn)
____________ if you (will turn down/turn down) ____________ the heat.
8. If we (will leave/leave) _____________ now, we
(will be/are) _____________ home in time to see the football match.
9. If Mary (will not like/does not like) ____________
the present, John (will buy / buys) ____________ something different.
10. My daughter (will finish/finishes) ____________ university by 2017
if she (will start/starts) ____________ this year.
STEP 4: EVALUATION: Challenge of the month
A. Choose one of the four phrases which were taken of
the text “Importance of family in people´s lives of the first guide.
PHRASES:
1. If my parents are a good model, I will be a good person.
2. I will be honest and sincere, if my parents teach me how to do it
3. If my family nucleus is a model for me, I will have my own identity.
4. If the family is the fundamental component of every society, each individual will be united by blood ties or affinities.
B. Then organize in groups of four and answer the following questions.
1. What did the choose phrase mean to you?
2. Say, if you agree with the sentence, why do you agree with it? Or why not.
3. Name 5 values your parents teach you at home?
4. Mention 3 or 4 coexistence agreements that you have at home.
5. What do your family members do at home when an agreement is broken?
C. Después de que hayan contestado las preguntas anteriores, deben escribir en grupo un
solo texto donde den su punto de vista sobre lo que piensan que se debe hacer cuando se
rompen acuerdos, que beneficios tiene esto para la familia y la comunidad.
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We chose the phrase: “if my parents are a good model, I will be a good person”. I understood that the parents need to be a good role, to teach their children to do the right things for example. It seems that it is not enough just to ask the children to behave properly, while the parents do the wrong thing. Children will neve learn the right way. If an agreement is broken by a member of my family. My parents will forgive them and ask them to do the right thing and counsel (advice). It seems to me that it helps my family live in peace and harmony. It also helps that each member of my family can learn to forgive others when they do something wrong. Therefore, it will contribute to live in peace whatever we go. |
D.When the group has already written the text, it
will be show to the classmates in a synchronic meeting and will give their
point of view about the answers.
You can use the following expressions for performing the activity to your group
· The members of my group are:
· Today we are going to talk about …
· My point of view is …
· I am not agreed
· I agree with ….
PERSONAL REFLECTION
1. Was it a useful activity and why?
2. What did you learn of the activity?
3. What part of the activity was difficult?
Favor enviar las actividades del
step 3 y las del step 4 al siguiente correo electrónico: d.ine.stella.vallejos@cali.edu.co
Colocar en la parte superior de la hoja del cuaderno el nombre completo, el grado, el número de la actividad y el período. Ejemplo. Luis Ángel Domínguez grado 10-03 Actividad número 2, período 2.
FECHA DE ENTREGA: HASTA JULIO 26 DE 2021
HAPPY VACATIONS
ACTIVITY 1
WEEK FROM JUNE 15TH TO JUNE 27TH
Apreciado estudiante, esperamos te encuentres bien en compañía de tu familia.
PROBLEM QUESTION: What to do when you have made a poor choice in the past to maintain peace and harmony at home and in the community during these difficult times?
ESTÁNDARES: Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de hechos y objetos cuyo nombre desconozco. Manejo aceptablemente normas lingüísticas con algunas interferencias de mi lengua materna.
NIVELES DE DESEMPEÑO: Elabora textos orales y escritos de recomendaciones sobre temas académicos de interés. Reconocer la importancia del lenguaje en la resolución de conflictos. Identifica estructuras básicas de los tiempos condicionales 0, 1 y pasado simple.
STEP 1 EXPLORATION:
Read the
following text:
Importance of
family in people's lives
The family is the fundamental component of every society, where each individual, united by
blood ties or affinities, manages to project and develop. It is in this family context, which
begins from childhood and their own coexistence, where men and women will acquire skills
and values that will help them overcome and replicate these principles when forming their own
family.The knowledge learned from their parents, and other people in their family nucleus, will
be the models that the person will need to strengthen their identity and basic communication
skills and relationship with society. The bonds created will also be important in
the development of your personality.The only way to achieve family
unity is through communication and understanding among its members.
We imagine the family stable, organized and united its own business, studying or completing
a career, in addition to being in good health. What leads a family to progress, to get ahead
and stay together?. A first step is the demonstration of trust from childhood, based on example and
consistency between what is said and what is done. In addition, strengthen and recognize the skills and
conditions of family members, which help them to improve themselves for life.
Other components are the appreciation and acceptance of the sons and daughters with their
qualities and defects; that will also allow them to recognize their mistakes and repair them.
That will also give them independence, self-esteem, and good self-esteem.
Then,
you must do a word bank with unknown words and look for the meaning in Spanish.
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Inglés |
Significado
en inglés |
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Achieve |
lograr |
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STEP 2 CONCEPTUALIZATION
CONDITIONAL SENTENCES
(Oraciones condicionadas)
Observa
el siguiente video que te ayuda a comprender mejor el condicional 0.
Después de ver el video por favor escribe dos ejemplos libres del condicional cero:
Ejemplo: I can burn my hand if I touch the hot water (Puedo quemarme la mano si toco agua caliente)
1. __________________________________________________________________________________
2. __________________________________________________________________________________
STEP 3
PRACTICE
1. Write 5 examples where you can express the family relationships.
Ejemplo: IF I listen to my parents, there aren´t troubles at home.
(Si escucho a mis padres, no habrá problemas en casa.)
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________
4. _________________________________________________________________________________
5. _________________________________________________________________________________
2. Taking
into account the text “Importance of
family in people's lives”
Aparea la condición con el resultado en las siguientes oraciones.
1. Our children repair their mistakes _______
2. If our children acquire skills and values from childhood _______
3. Our children have strength and personality_________
4. If we learn how to communicate and understand each other_______
5. Our family progress and stay together _______
a. They overcome and replicate these principles
b. If the parents do what they say
c. If they learn it from their parent’s model
d. If we appreciate and accept them with their qualities and defects.
e. We achieve family unity.
STEP 4: EVALUATION
Write a text of 70 words at least.
En este texto debes explicar lo que usted decide realizar para corregir el error de una mala elección que hizo en el
pasado, y así mantener la paz y armonía en estos momentos difíciles.
You can use the following expressions to write your text:
I went to visit my boyfriend, however, my mother told me not to do it. My mother was very upset and she did not
want to talk to me. My father asked me to stay in my room the whole weekend.
I decided to talk to my parents and ask my mother to forgive me and promising to think and ask an adult if I can do
it, what I plan before doing it. By doing it I can live in peace and harmony at home.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
REFLEXION PERSONAL.
Responda las siguientes preguntas:
1- ¿Le pareció útil esta actividad por qué?
2- ¿Qué aprendió de la actividad?
3- ¿Cuál fue la parte de mayor dificultad?
Favor enviar la actividad del “Step 3 y 4 “al siguiente correo electrónico:
d.ine.stella.vallejos@cali.edu.co
Recuerda colocar en la parte superior de la hoja del cuaderno el nombre completo, el grado, el
número de la actividad y el período. Ejemplo: Luis Ángel Domínguez grado 10-03 Actividad
número1, periodo 2
FECHA DE ENTREGA: HASTA JUNIO 26 DE 2021
HAVE
A NICE DAY.
ACTIVITY NUMBER 5
WEEK FROM APRIL 23rd TO
APRIL 30th 2021
Pregunta problema: ¿What can you do to keep
healthy and to
contribute to your family and community wellbeing at this
time of pandemic?
Goal: Recognize the role of language (positive and
negative) in building peace in the community during this time of pandemic.
Proyecto transversal: Democracy and peace.
Estándares: Con mi
vocabulario trato temas generales, y recurro a estrategias que me permitan
hablar de hechos y objetos cuyo nombre desconozco. Manejo, de manera aceptable,
normas lingüísticas, con algunas interferencias de mi lengua materna.
Lingüística: Identifico las
reglas del futuro simple en textos escritos.
Socio lingüística: Utilizo un
vocabulario apropiado para expresar mis ideas con claridad sobre temas del
currículo y de mi interés.
Pragmático: Expreso en
forma oral y escrita mis ambiciones, sueños y esperanzas utilizando un lenguaje
claro y sencillo.
STEP 1
EXPLORATION
This week you will be self-evaluating
your performance in English class. You will be asked to read a rubric writing
in Spanish to make sure you understand correctly and your evaluation will be
accurate.
STEP 2 CONCEPTUALIZATION
Well, as you already know, this first period is ending, therefore, each student must self-
evaluate their academic performance, such as responsibility and efficiency when doing their
asynchrony and synchrony activities, punctuality and others.
I invite you to read the following rubric, in which there are eight standards to evaluate your
work in this subject.
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No |
ESTANDARES |
BAJO Nunca |
BASICO A veces |
ALTO Casi Siempre |
SUPERIOR Siempre |
TOTAL |
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1. |
Locates specific information in reference and study
material. |
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2. |
It
is able to write texts of different genres, using appropriate terminology,
spelling and punctuation conventions, and good grammatical structure. |
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3. |
understands oral messages, transmitted
by alive voice or by technical means. |
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4. |
you
are responsible and committed to assume asynchrony and synchrony activities, due to the time of the
pandemic. |
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5. |
carries out his tasks, presentations and projects in
English using different supports and tools given by the teacher and
investigates other sources of information to solve doubts or correct errors. |
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6. |
Interact
with attention, valuing and respecting the opinion and preferences of their
teachers and classmates when communicating through virtual tools. |
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7. |
Plan,
organize and review your work in order that they have a correct presentation
before sending them on the indicated date. |
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8. |
Although
I am autonomous when carrying out my work, my parents or guardians help me by
checking that my work is well presented (clear and well organized
handwriting) and that it is sent on time. |
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Final sum |
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Remember that you must be honest, so that you can have a real evaluation, which will help
you improve your academic performance or continue using the strategies that have given
you good results in your studies at home.
STEP 3 PRACTICE
Please follow the instructions below: It is to be
able to self-evaluate your academic performance in the first term.
Step One: I invite you to read, analyze and understand each session of the rubric, before answering.
Step two: When you have understood each statement that is written in the rubric, mark with
an X, the box of the evaluation criteria that expresses the way you believe, which is your
performance in the different aspects and elaboration of the virtual activities in the English
subject.
Step 3: After you have marked the criteria with which you self-assessed your academic
performance whether it is low, basic, high or superior. (Never, Sometimes, almost always
and always), please add up the total of the lows, basics, highs or superiors that you marked.
And send me this result to my email if you cannot enter to the programmed synchronic
meeting for this week.
STEP 4 EVALUATION
Now, it is time for you to put into practice what have you learned.
Each standard has 4 evaluation standards (never, sometimes, almost always and always),
which describe the different possible ways, how each student has performed in different
aspects and how they have developed the virtual activities of the subject.
The purpose of the rubric is for you to carry out your self-evaluation, for which you must
choose in each standard, the evaluation criterion closest to your reality.
As you already know the result of each of the evaluated criteria, and the final sum. Please
write a text in English where you the result and what do you think about the result obtained
in the self-evaluation of your academic performance.
For example, if you mark more statements on the Superior scale, what do
you think about?
How do you feel or on the contrary, if you mark more statements on LOW, what are you
planning to do to improve it?
Remember to send the results and the written text with your comments to the email:
d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: HASTA ABRIL 30 DE 2021
HAVE A LOVELY DAY!!
ACTIVITY NUMBER 4
WEEK FROM APRIL 16th TO APRIL 22nd 2021
Reciban un saludo muy especial de mi parte y esperando que cada día den lo mejor de todo.
Pregunta problema: ¿What can you do to keep healthy and to contribute to your family and
community wellbeing at this time of pandemic?
Goal: Recognize the role of language (positive and negative) in building peace in the community during this time of pandemic.
Proyecto transversal: Democracy and peace.
Estándares: Con mi vocabulario trato temas generales, y recurro a estrategias que me permitan hablar de hechos y objetos cuyo nombre desconozco. Manejo, de manera aceptable, normas lingüísticas, con algunas interferencias de mi lengua materna-
Lingüística: Identifico las reglas del futuro simple en textos escritos.
Socio lingüística: Utilizo
un vocabulario apropiado para expresar mis ideas con claridad sobre temas del
currículo y de mi interés.
Pragmático: Expreso en forma oral y escrita mis ambiciones, sueños y esperanzas utilizando un lenguaje claro y sencillo.
STEP 1 EXPLORATION
La actividad anterior se realizó la exposición del poster sobre la salud y el Covid 19, al igual que
el repaso del tiempo gramatical presente simple y las palabras conectoras.
En esta semana se va a revisar el futuro simple y se escribirá sobre los sueños de los estudiantes
y como la realización de estos sueños podrían contribuir al bienestar de la familia y comunidad.
Ahora te invito a que escuches la siguiente canción:
Now,
I am inviting to listen the song.
La siguiente es la lírica de la canción. Subraya las palabras desconocidas y busca su significado, para que entiendas la letra de la canción.
Teach me
How to Dream Robin McAuley
I only see things black and white
Never shades of gray
My eyes don't work that way, no
I can't imagine fantasies
They never cross my mind
Could be why I'm lonely time to time
Only you, only you can reach me now
Can you teach me how
Teach me how to dream
Help me make a wish
If I wish for you
Will you make my wish come true
I'm a stranger here
Strange as it may seem
Take me by the heart
Teach me how to dream
You lift me up and give me hope
Every single day
I never dreamed that I could feel this way
When I'm down
I know where I'm gonna turn
I've got so much to learn
Teach me how to dream
Help me make a wish
If I wish for you
Will you make my wish come true
I'm a stranger here
Strange as it may seem
Take me by the heart
Teach me how to dream
And when I turn out the lights
I turn to you for my inspiration
Long as we're together
You and me
We're gonna dream forever
Teach me how to dream
Help me make a wish
If I wish for you
Will you make my wish come true
I'm a stranger here
Strange as it may seem
Take me by the heart
Teach me how to dream
After
reading and understanding the song please write a short summery about you have
understood of the song.
Después de leer y entender la canción
por favor escribe un corto resumen de lo
que hayas entendido de la canción.
1.
_______________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
STEP
2 ESTRUCTURACIÓN
GRAMMAR CORNER: Recuerda que
aquí encontrarás información que te ayudará a comprender y expresar tus ideas
de manera clara, teniendo en cuenta las estructuras gramaticales:
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Para construir oraciones negativas en futuro indefinido empleamos Will + not = que es igual a la contracción Won´t. |
AFFIRMATIVE STRUCTURE
Subject + will +verb +complement
Example: She will get a new job
NEGATIVE
STRUCTURE
Subject + will
+ not +verb + complement.
She will not /
won´t get a new job.
QUESTIONS
Auxiliary will
+ subject + verb + complement?
Will she get a
new job?
Answers
Yes, she will
No, she won´t
1.
Ahora escribe 4 oraciones empleando el futuro
indefinido con dos propósitos que quieras hacer en el futuro y dos que no
quisieras hacer.
Example:
I
will live in the countryside with my two children and husband.
I will work as a coach helping children and families with additional needs.
1. _______________________________________________________________________
2. _______________________________________________________________________
I won´t travel a lot any more.
I
won´t leave my old and best friends alone.
1. _______________________________________________________________________
2. ______________________________________________________________________________
STEP 3 PRACTICE
1.Teniendo en cuenta lo que dice la canción anterior dibuja un cartel donde expreses tus sueños en el
futuro y explícalo en inglés. Recuerda que debes escribir las frases en inglés, usando el futuro
indefinido.
Ejemplo: I´m going to speak about my dreams.
I will travel to London in order to practice my English and improve it.
I will enter to the university to study modern languages.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
STEP 4 EVALUACIÓN
Write a text of 70 words in
English (use the present or indefinite future (will), where you say how some of
your dreams could contribute to the well-being of your family or community in
times of pandemic and then you send the audio about you wrote
You need to learn the song
that was presented at the beginning of the activity or a song you like,
because, you have to sing it next time at the synchronic meeting or to send an audio if you cannot be at the meeting.
PERSONAL REFLEXION
Answer the following questions
1. What did you learn in this activity?
2. Was it difficult? Why? Yes/ why? No
3. Do you need to know more about the
infinitive future?
Favor realizar las actividades de “STEP 2, 3 y 4” en el cuaderno teniendo en
cuenta lo siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre
completo, el grado, el número de la actividad y el período. Ejemplo. Luis Angel Domínguez
grado 10-03 Actividad 4 Período 1. En esta oportunidad usted presentara la actividad en el
próximo encuentro sincrónico. Pero si no puede estar en la reunión de este día debe enviar
el audio de
la canción al correo
electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: HASTA
ABRIL 21 DEL 2021
HAVE A NICE DAY
ACTIVITY NUMBER 3
WEEK FROM 12th MARCH TO MARCH 26th 2021
Me encanta volver a verlos y que estén trabajando en esta actividad
Un saludo muy especial para todos y sus familias
Pregunta
problema: ¿What can you do to keep healthy and to contribute to
your family and community wellbeing at this time of pandemic?
¿Qué puedes hacer para mantenerte saludable y contribuir al bienestar de
tu familia y tu comunidad en estos tiempos de pandemia?
Goal: Recognize the role of language (positive and
negative) in building peace in the community during this time of pandemic.
Reconoce el papel del lenguaje (positiva y negativamente)
en la construcción de la paz en la comunidad durante este tiempo de pandemia.
Proyecto
transversal: Democracy and peace.
Estándares:
Lingüística: Identifico los elementos lingüísticos y gramaticales básicos,
necesarios para la comprensión y elaboración de oraciones en un texto oral o
escrito.
Pragmático: Expreso mi opinión, en forma oral y escrita sobre preguntas relacionadas
con textos que he leído. Utilizo elementos de comunicación como gestos y
entonación para hacer más comprensible lo que expreso.
STEP 1 EXPLORATION:
En la actividad No. 2, recordamos el uso del auxiliar do y does, cuando se hacen preguntas en presente simple. Al mismo tiempo los estudiantes realizaron un poster y escribieron un texto describiéndolo, donde explicaron a un grupo familiar, por qué el cuidado físico y mental que tenga cada persona, contribuye al bienestar de la familia y la comunidad.
En esta actividad 3 se trabajarán los conectores de secuencia.
Ahora te invito a mirar el siguiente video a cerca de los conectores de secuencia.
A continuación lee la receta que aquí se muestra, transcríbela a tu cuaderno.
2 Realiza un banco de palabras que no conoces y busca su significado.
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English |
Español |
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Heat |
calor |
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STEP 2
ESTRUCTURATION:
GRAMMAR CORNER
Recuerda que aquí encontrarás información
que te ayudará a comprender y expresar tus ideas de manera clara, teniendo en
cuenta las estructuras gramaticales:
Linking words or connectors
Los conectores: en inglés, son palabras
o expresiones que tienen la función de conectar dos o más ideas. En la parte
escrita, también, estos ayudan a ordenar los eventos en una oración o párrafo.
Observa los siguientes tipos de conectores:
Sequencing words tell us things like what happened first, what happened next,
and what happened that was unexpected. Think of them as signal words that help
us identify the next event and the end of a story. Those can be used to follow
instructions as well.
Las palabras de secuencia nos dicen eventos que ocurren primero, que ocurre
después y que se espera. Piensa que son palabras claves que nos ayudan a
identificar los eventos que continúan o finalizan la historia.
For example: First I put the cattle on and then I took the cup to make the coffee.
Por ejemplo: Primero coloqué el
_______ y luego tomé la taza para hacer el café.
STEP
3 PRACTICE:
Enumera en orden lógico la siguiente receta de un Sandwich. Ten en cuenta el uso de los conectores.
This is how
I make my favorite sandwich. Number the steps in order:
______Then I spread strawberry jelly, on top of
the peanut butter.
______Then I cut them in half.
______ First I
take two pieces of bread.
______ Then I put the two pieces of bread
together.
______ Next, I put peanut butter on both pieces of bread.
______ Ingredients: two pieces of bread, strawberry jelly, and peanut
butter.
______ Finally, I eat my sandwich!
STEP
4: EVALUATION.
Piensa en tu receta favorita, escríbela y haz un dibujo donde expliques los pasos de cómo
prepararla. Recuerda usar los conectores cuando escribas.
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Tips to do the exercise: 1. First,
you need to read the recipe giving at the beginning of the guide. 2. Then
ask your mother or a member of your family about how to cook safe. 3. Finally,
get the ingredients to cook your favorite recipe. |
1. 1. Write down six steps for making your
favorite food
Look
at again the STEP 3
1.________________________________________________________
2. ________________________________________________________
3._________________________________________________________
4._________________________________________________________
5._________________________________________________________
6._________________________________________________________
2. Explain if the recipe you cooked can contribute to the wellbeing of your family and the community
Para escribir tu composición, indaga con tus familiares y amigos (con la primera lectura de la
guía anterior podrás ayudarte) “How eating healthy can protect you from COVID-19 and
chronic disease.
Ejemplo:
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I prepare a pancake recipe, it was made with soy
milk and almond flavor. Furthermore, I put some honey. It seems to me that it is a
healthy meal. I think that cooking healthy food can contribute to
the wellbeing of my family and the community, because, if we are healthy we will be less prompt to
become ill and we will get a strong immune system which help to
avoid become ill at this time of pandemic.
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1. _____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
PERSONAL REFLECTION
ANSWER THE FOLLOWING QUESTIONS
1. What did you
learn in this activity?
2. Was it difficult? Why?
Yes/ why? No
3. Do you need to know more
about the sequence words?
Favor realizar las actividades de “STEP 3 y 4 en el cuaderno teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre completo, el grado, el número de la actividad y el período. Ejemplo.
Luis Ángel Domínguez grado
10-03 Actividad 1 Período 1
Luego enviarla al correo
electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: HASTA 27 DE MARZO DE 2021
ACTIVITY NUMBER 2
WEEK FROM FEBRUARY 25th
TO MARCH 12th
ME ENCANTA SALUDARLOS DE NUEVO Y DESEARLES DE CORAZÓN ESTEN TODOS BIEN JUNTO A SUS FAMILIAS.
Pregunta problema: ¿What can you do to keep healthy and to contribute to your family and community wellbeing at this time of pandemic?
Goal: Recognize the role of language (positive and negative) in building peace in the community
during this time of pandemic.
Proyecto
transversal: Democracy and pace
Estándares: Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de
hechos y objetos cuyo nombre desconozco. Manejo aceptablemente normas lingüísticas con algunas
interferencias de mi lengua materna-
Lingüística: Identifica los elementos lingüísticos y gramaticales básicos,
necesarios para la comprensión y elaboración de oraciones en un texto oral o
escrito.
Pragmático: Expreso mi opinión, en forma oral y escrita sobre preguntas relacionadas con
textos que he leído. Utilizo elementos de comunicación como gestos y entonación para
hacer más comprensible lo que expreso.
STEP 1 EXPLORATION:
En la actividad No. 1, vimos el tiempo
presente simple y las formas irregulares de los verbos en tercera persona. Leímos
un artículo acerca de cómo combatir el corona virus alimentándonos
saludablemente.
Esta semana va a tener la posibilidad de
recordar cómo hacer preguntas en presente simple usando el do and does,
igualmente realizara un poster y escribirá un texto describiéndolo, donde
explique a un grupo familiar, por qué el cuidado físico y mental que tenga cada
persona, contribuye al bienestar de la familia y la comunidad.
Now, I invite you
to watch a video where you can see 7 tips in order to help being healthy in the
pandemic time.
Click on the
video.
Write three sentences where you can express which tips you think, are the easiest to
follow to get healthy
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
STEP 2 ESTRUCTURATION
GRAMMAR CORNER
Recuerda que cuando escribes en presente
simple los verbos en tercera persona cambian de la siguiente manera:
STEP
3 PRACTICE:
Por favor realice el
siguiente cuestionario y enviarlo inmediatamente lo termine.
Use el siguiente
enlace para realizar el cuestionario.
https://forms.gle/koiifoJtC9xUfkyb8
STEP
4: EVALUACIÓN.
Haz un
poster donde le expliques a un grupo familiar, por medio de imágenes, ¿Por qué
el cuidado físico y mental que tenga cada persona, contribuye al bienestar de la familia y la comunidad?
Para hacer este ejercicio debes seguir las siguientes especificaciones:
1.
Lee
el artículo que estudiamos sobre la alimentación y el coronavirus en la
actividad 1
2.
Escribe
un texto donde respondas las siguientes preguntas en inglés:
a. Explain
why is it important to have good habits to be healthy, at this pandemic time.
b. What
do you think are the consequences of eating junk food?
c. ¿Do you think that eating healthy food can be beneficial for you and your community at this time of pandemic? If you answer yes or not explain why yes or why not?
3. Escoge imágenes o dibuja escenas que representen lo que deseas explicar al grupo familiar acerca de: por qué el cuidado físico y mental que tenga cada persona, contribuye al bienestar de la familia y la comunidad.
4. Luego realiza el poster en una cartulina. El cual debes enviar a tu profesor con el texto que escribiste anteriormente, para saber qué vas a explicar en el poster al grupo familiar.
Recuerda que todo lo debes escribir en tiempo presente, teniendo en cuenta las estructuras gramaticales vistas en el “step 2”.
Si tú quieres un reto, te invito, a realizar un audio en ingles con tus respuestas que escribiste y envíalo a tu profesor de inglés.
El día 12 de marzo cada
estudiante va a presentar el poster en el encuentro sincrónico o reunión por
google meet. Deben exponer en inglés en forma sencilla y clara, lo que
escribieron en el poster. Tiempo mínimo para hablar 1 minuto.
Los estudiantes que no ingresen al encuentro sincrónico o reunión por meet, deben enviar un audio de 3 minutos donde expliquen lo que se les pide hacer en el step 4. Además, se les recuerda, enviar una foto del poster realizado.
Reflexión personal:
¿Cómo te
sentiste haciendo un trabajo para presentar a un grupo de personas?
¿Piensas que compartiste suficiente información o necesitas escribir algo más,
¿para que el
tema sea más interesante?
¿Crees que necesitas ayuda para mejorar algo que desees cambiar?.
Favor realizar las actividades en el cuaderno teniendo en cuenta lo siguiente: Colocar en la parte
superior de la hoja del cuaderno el nombre completo, el grado, el número de la actividad y el período.
Ejemplo Luis Ángel Domínguez grado 10-03 Actividad 1 Período 1
Luego enviarla al correo electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: HASTA 12 DE MARZO DE 2021
ACTIVITY NUMBER 1
WEEK FROM FEBRUARY 8 th TO FEBRUARY 25th
Proyecto
transversal: Democracy and pace
Goal:Recognize the role of language
(positive and negative) in building peace in the community during this time of
pandemic.
Estándares:
Con mi vocabulario trato temas generales, aunque recurro a estrategias
para hablar de hechos y objetos cuyo nombre desconozco. Manejo aceptablemente
normas lingüísticas con algunas interferencias de mi lengua materna-
Lingüística: Identifica los elementos lingüísticos y gramaticales básicos,
necesarios para la comprensión y elaboración de oraciones en un texto oral o
escrito.
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How eating healthy can protect your body from COVID-19 and chronic disease  We are living during difficult times because of the
coronavirus pandemic. Those challenges can affect us both physically and
emotionally. It’s hard to keep the same routine when you have to physically
distance from others, especially if you’re at higher risk of getting really sick from the virus. That make preparing meals a special challenge.
Eating a healthy diet is very important during the COVID-19 pandemic. What we eat and drink can affect our body's ability to prevent, fight and recover from infections. While no foods or dietary supplements can prevent or cure COVID-19 infection, good nutrition is crucial for health, particularly in times when the immune system might need to fight back to keep healthy. Here are some tips that can support you and your household both physically and mentally:
· If possible, set up times for household “to-do’s,” including meals and snacks, time for physical activity, school, free time, and regular bed-times. · Try to plan out your meals and snacks before you go to the grocery store. That helps you limit your trips while making sure you have the right foods for you and your family to eat a balanced diet. · Avoid eating out to ensure you eat a healthy meal. Try to eat one meal together to get the opportunity to talk.Adaptado y tomado de: https://www.peacehealth.org/healthy-you/boost-your-immunity-how-eating-healthy-can-protect-your-body-covid-19-and-chronic and https://www.health.state.mn.us/communities/healthyeating/covid19.html#:~:text=Do%20your%20best%20to%20eat,sugar%2C%20caffeine%2C%20and%20alcohol. |
Con las palabras desconocidas haz un banco de palabras, luego busca su significado en español, y finalmente completas el cuadro como aparece en el ejemplo, si encuentras más palabras que tú no conoces, por favor adiciónalas.
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Español
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STEP 2 ESTRUCTURATION
GRAMMAR CORNER
Recuerda que aquí encontrarás
información que te ayudará a comprender y expresar tus ideas de manera clara,
teniendo en cuenta las estructuras gramaticales:
Ahora,
vamos a recordar, como se escriben los verbos en las oraciones que están en
presente simple, si la acción realizada es hecha por una persona, que no eres
tú.
she, he, it, al verbo se le agrega una –s.
Si
el verbo termina en –s,-sh,-x,-z,-ch, se le agregan –es al
verbo.
Si
el verbo termina en y, se le agrega -ies al verbo.
Mira estos ejemplos:
- My sister drinks 8 glass of water every day.
- My sister and dad drink 8 glass of water every day.
Como puedes ver el verbo drink se escribe diferente en cada situación, si está en singular se le agrega una (s) y si está en plural se deja como en su estado original.
1. Escribe dos ejemplos donde digas que se debe comer diariamente para estar saludable.
Por example: I eat
vegetables every day to keep healthy
1. ________________________________________________________________
2. _________________________________________________________________
Step
3 Practice:
1. Después de leer de nuevo la lectura “How eating healthy can protect your body from COVID-19 and chronic disease”, te invito a que escribas en inglés (usando el presente simple), en tu cuaderno tres argumentos que se dan en ésta lectura, para que las personas coman saludable.
1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
STEP 4 EVALUATION
ACTIVITY 1
¿Estás de acuerdo con estos argumentos dados en la respuesta de la actividad 3? Por favor explica, porque sí o porque no. Escríbelo en 4 líneas
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
ACTIVITY 2: Diagnostic test.
Este
es el momento de saber, ¡cuál es tu nivel de inglés!
Vamos
comienza ahora haciendo Ya. Ahora lo que
debes hacer es presionar este link, para realizar el test.
https://docs.google.com/forms/d/e/1FAIpQLSfAJZ8tEoT3vhVIrfpyuD_vgTVlDG1VLNt6Zy1RNiuyLIquGg/viewform
¡Por favor enviar el resultado de esta prueba diagnóstica apenas termine!
PERSONAL REFLEXION
Answer the following questions
1. What did you
learn in this activity?
2. Was it
difficult? Why? Yes/ why? No
3. Do you need
to know more about simple present
Favor realizar las actividades de “STEP 3 y 4 “exercise 1” en el cuaderno teniendo en cuenta lo siguiente: Colocar en la parte superior de la hoja del cuaderno el nombre completo, el grado, el número de la actividad y el período. Ejemplo.
Luis
Ángel Domínguez grado 10-03 Actividad 1 Período 1
Luego enviarla al correo electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA DE ENTREGA: Hasta el día 25 de febrero de 2020
HAVE A NICE DAY
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