INGLÉS - 9°
💖WELCOME TO YOUR BLOG 9-06, 9-07, 9-08, 9-09, 9-10 AND 9-11 GRADES💖
THIRD
TERM
ACTIVITY NUMBER 3
WEEK FROM OCTOBER 18th TO NOVEMBER 2nd 2021
I hope you achieve your goals. Remember to be a good
person and to give the best every day.
PREGUNTA
PROBLEMA: “HOW GREEN WE
ARE”
PROYECTO
TRANSVERSAL: Medio
ambiente
OBJECTIVE: allowing the students to practice modal verbs
and present perfect by using different resources such as videos, reading and
writing texts and creating audios or videos about to save the planet.
DESEMPEÑOS: Intercambiar información sobre temas
relacionados con el entorno social a través de conversaciones. Planear y
escribir textos sobre experiencias personales y hechos de su entorno. Reconocer
vocabulario, frases y expresiones relacionadas con temas de su cotidianidad.
STEP 1 EXPLORATION
Please watch the video and try to understand.
Answer
What is Mother Nature? …………………………………………..............
……………………………………………………………………….
………………………………………………………………………..
Look at the Cross Word and look for the verbs:
BEGUN,BOUGHT,BROKEN,BUILT,CAUGHT,DONE,EATEN,FALLEN,FORGOTTEN,FOUND,
GIVEN, GOTTEN, HEARD, KEPT, RIDDEN, RUN, SEEN, TAKEN, THOUGHT, THROWN.
STEP 2 CONCEPTUALIZATION
STEP 3 PRACTICE
Activity 1
ACTIVITY 3
3.
A Story of Change
Complete the text with the
correct form of the verbs in brackets. Use the present perfect and past participles
of some regular and irregular verbs.
I-You-They-We: Have / She-He-It: Has
Examples: I have decided to go to the beach.
La Gaviota School is a rural school in the
mountains of South Colombia. A few years ago, teachers and students a) ............................ (decide) to do something about the
environmental problems they had. Deforestation and bad management of waste b)……………………..
(Be) their Main concerns. As a result, they c)…………………… (Create) an environmental
group to look for solutions.
First, they d)……………………….. (Research) information
about the people, their businesses and the impact of their actions. Then, they e)…………………………
(Organize) a campaign to protect the
rivers in their town. They f)………………….. (talk) to the local authorities about prohibiting
the industries from dumping waste. They g)………………………. (Start) teaching people about
recycling methods and the whole town h)…………………………… (Sign) a petition to stop
the destruction of their forests. They i)……………………. (Plant) more than 1,500
trees near the river. Now, people in our town j)……………………….. (be) happy
with the results. Melissa, a 14-year-old student at La Gaviota School, said:
‘Now we k)……………………………..(have) lots of trees around our houses and parks; the
rivers are clean; and we understand that when people work together to support a
cause, the little things that everyone l)………………………… (do) can create big
changes.”
What
has happened in our environment?
Look at picture and write
sentences about what has happened in our environment?
BEFORE AND NOW
Example: Our environment was less contaminated and nicer to live.
Pollution from factory waste has caused serious health problems for everyone.
……………………………………………………………………………………….........
……………………………………………………………………………………..............
…………………………………………………………………………………………......
……………………………………………………………………………………….….....
…………………………………………………………………………………………......
…………………………………………………………………………………………......
…………………………………………………………………………………………......
………………………………………………………………………………………….....
…………………………………………………………………………………………......
What I have done …
Watch the following video, according to it, write about what things you have done and what
activities you haven’t done for caring the environment.
I have done….
1…………………………………………………………………………………………..
……………………………………………………………………………………..…….
2…………………………………………………………………………………..………
……………………………………………………………………………………..…….
3……………………………………………………………………………………..……
………………………………………………………………………………………..….
I haven’t done…
1…………………………………………………………………………………………………………………………………………………………………………………………..
2………………………………………………………………………………………………………………………………………………………………………………………….
3………………………………………………………………………………………………………………………………………………………………………………………….
4…………………………………………………………………………………………………………………………………………………………………………………………..
2. MAKE
THE FOLLOWING TEST
Favor realizar la siguiente evaluación y darle enviar.
https://docs.google.com/forms/d/e/1FAIpQLSfubxh7E28-euBSGWtSTiECAR8kBWhAaYTbewIH4zJOKcb9HQ/viewform
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 actividad y
el período. Ejemplo. Luis Ángel Domínguez grado 9-11 Actividad
número 3, período 3.
FECHA DE ENTREGA: HASTA NOVIEMBRE 2 DE 2021
HAVE A NICE DAY.
ACTIVITY NUMBER 2
WEEK FROM SEPTEMBER 22nd TO
OCTOBER 20th 2021
I hope you achieve your goals. Remember to be a good
person and to give the best all the time. Be responsible and be punctual
when you have to send the activities.
PREGUNTA
PROBLEMA: “HOW GREEN WE
ARE”
PROYECTO
TRANSVERSAL: Medio
ambiente
OBJECTIVE: allowing the students to practice modal verbs
and present perfect by using different resources such as videos, reading and
writing texts and creating audios or videos about to save the planet.
DESEMPEÑO: Planear y escribir textos sobre
experiencias personales y hechos de su entorno.
STEP 1 EXPLORATION:
Look at the video clip
1. Put the correct number to the picture
STEP 2 CONCEPTUALIZATION
NEGATIVES
I have not
= I haven’t
You have not =
you haven’t
She has
not = She hasn’t
He
has not = He hasn’t
It has
not = It hasn’t
We have not =
we haven’t
They have
not = they haven’t
You have not =
you haven’t
Regular verbs:
Los verbos regulares son
los que tienen una regla, es decir, que en su forma de participio a
todos se les agrega –ED.
INFINITIVE |
PAST
PARTICIPLE |
INFINITIVE |
PAST PARTICPLE |
|
Play: Jugar |
Played: Jugado |
Dance: Bailar |
Danced: Bailado |
|
Kick: Patear |
Kicked:Pateado |
Kiss: Besar |
Kissed: Besado |
|
Touch: Tocar |
Touched:Tocado |
Need:Necesitar |
Needed:Necesitado |
|
Talk: Hablar |
Talked: Hablado |
Want: Querer |
Wanted: Querido |
|
Examples:
John has
danced salsa (John ha bailado salsa)
Karen and Luis have talked all day. (Karen y Luis han hablado todo el día)
I have needed your money. (Yo he necesitado tu dinero)
They have kicked the ball (Ellos Han pateado la pelota).
STEP 3 PRACTICE:
1. Read the text and answer the following questions:
THE ENVIRONMENT
The environment is made up of all-natural resources and living bodies.
It includes flora and fauna, air, soil, mountains, water bodies, and all other
things that make life possible on earth. Urbanization and population growth are
deteriorating the environmental situation.
Why there is a Need to Save the Environment? As a living being, we are totally dependent
upon the environment for our basic necessities. Food, air, water and etc. are
the base of living. For maintaining an ecological and environmental balance, it
is important to save our environment. There are many ways to protect the
environment. The main mantra of saving the environment is stopping the exploitation of the
environment.
Industrialization is one of the main reasons of pollution. There should
be proper norms for releasing industrial wastes. Industrial wastes pollute
land, water, and the quality of air, it should be treated properly. Dumping of
Plastics in marine water should be completely prohibited. Garbage pollution is
the biggest problem for both land and water.
Proper treatment of Garbage is necessary. The household waste, drainage
system, and industrial waste, etc. should be channelized properly. Rainwater
harvesting is a way to channelize rainwater for household needs.
1. What does the environment include?..........................................................
…………………………………………………………………………………….
2. Why is it important to save the environment?
……………………………….
…………………………………………………………………………………….
3. What is the main reason of pollution? ……………………………………….
…………………………………………………………………………………….
4. What do the industrial wastes produce? …………………………………….
…………………………………………………………………………………….
5. Look for the meaning of the following words:
a. The household waste,
b. Drainage systems
c. Rainwater harvesting
d. Household needs.
2. Fill in the blanks using present perfect:
1.
Mark and Amy _________ (Take) off the garbage for many
months
2.
I have just _________ (finish) my project about the
care of environment.
3.
My boss _________ (work) too much this week.
4.
I ______ (want) a new house for a long time in a neat place.
5.
You
___________ (visit) Paris for 3 months.
6.
People
________( reduce) the wastes since 2 years.
7.
The
technology wastes __________ (pollute)
the planet.
8.
The
government _______________ (not invest) in the environment.
9.
Human
beings ______________ (destroy) the animal habitat.
10.
Factories ________________ (increase) the pollution.
3. Write a postcard to a friend who doesn't live in Colombia. Tell him/ her about your country
and about places that she/he
can visit. Use the ideas in the text below:
1. Look at the following picture and write a
short paragraph about what you can see:
Example: I can see the people have cut the trees for
many years, the trees have given us
Oxygen. The earth has had many
changes since 1978, it had blue and clean water but it
hasn’t changed positively. In 2017 it has ………………………………………………………..
2. Look at the picture and ask your parents or friends:
How can people stop global warming?
EXAMPLE: People can stop global warming if they recycle wastes, paper glass, .......
………………………………………………...................................................................................
………………………………………………………………………………………………………..
…………………………………………………………………………………………………….....
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 actividad y
el período. Ejemplo. Luis Ángel Domínguez grado 9-08 Actividad
número 1, período
FECHA DE ENTREGA: HASTA OCTUBRE 22 DE 2021
HAVE A NICE DAY.
ACTIVITY NUMBER 1
WEEK FROM SEPTEMBER 1ST TO SEPTEMBER 20th 2021
PREGUNTA PROBLEMA: “HOW GREEN WE ARE”
PROYECTO TRANSVERSAL: Medio ambiente
OBJECTIVE: allowing the students to practice modal verbs
and present perfect by using different resources such as videos, reading and
writing texts and creating audios or videos about to save the planet.
DESEMPEÑO:
Reconoce
frases, expresiones e información específica en textos cortos orales y escritos
sobre temas de interés general.
STEP 1 EXPLORATION
Ahora los invito a mirar el siguiente video de los verbos modales.
STEP 3 PRACTICE
Be green!…
1.
Look at the Picture
and complete the phrases, use the appropriate word.
Protect - save --- cut down - plant -- have -- recycle
- put - throw away - be |
2. 2. We must help protect the planet
Read this text and match the phrases to make true sentences about the text
My
name’s Jenny. I’m twelve years old and I’m Brazilian. I live in Manaus, in Amazonia,
the biggest
tropical forest in the world.
My father is a biologist and he works there.
He
studies the relationship between humans, trees and animals.
I I like living here. I like music, animals,
and collecting unusual
stones I pick up when I go to the forest with my father. I don’t like seeing the destruction of the forest,
plants, animals and indigenous people. Nature is in danger all over the world.
There are so many problems: the pollution of the air, ocean and rivers, the destruction of the ozone layer, animals and plants in
danger of extinction, fires, climate changes and global warming are just some
of them.
We must start doing something to change this situation. It begins with every one of us, at home, at school,
everywhere. We must answer a question: what can we do?
First we should reduce – for example – use less water
when we shower or while we brush our teeth. We can reuse some materials, like old
clothes or shoes, right? And we should also recycle.
I recycle paper,
glass, metal and plastic.
What about you?
Are you doing the three Rs? Recycle, Reduce, Reuse.
We must help PROTECT THE PLANET! Don’t forget that
a. Jenny recycles because
b. The 3 Rs are
c. Water is an example of
d. We can recycle
_____1. What we can reduce.
_____ 2. Paper, glass, plastic and metal.
_____ 3.
It’s important for us.
_____ 4. Reduce, reuse, and recycle.
3
Fill in the blanks
with the right
modal verb. (can / can’t; must / mustn’t; should / shouldn’t)
b. Paper ___________________ be recycled.
c. We
______________________ pollute our environment.
d. Everyone _________________________
recycle.
e. People _save the environment.
f.
______________________you plant a tree in your garden?
g. People use the bins
to keep the waste in the right place.
h. Everybody recycle
glass and paper.
STEP 4 EVALUATION
Environment
signs …
1. Look at the pictures and complete the sentences with the appropriate modal: Must or
mustn’t + verb
organic waste.
5. You…………............................................ the lights when you leave a room to save energy.
6. You …………………………………………………..industrial waste into the rivers
7. You……………………………………………………litter in the streets.
8. You ……………........................................ trees, the rainforest is dying.
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 actividad y el período. Ejemplo. Luis Ángel Domínguez grado 9-08 Actividad número 1, período
FECHA DE ENTREGA: HASTA SEPTIEMBRE 21 DE 2021
HAVE A NICE DAY.
SECOND TERM
ACTIVITY 5 WEEK FROM 23rd AUGUST TO 27th AUGUST 2021
RECIBE UN SALUDO MUY ESPECIAL, JUNTO A MI DESEO QUE ESTE BIEN AL IGUAL QUE TU FAMILIA.
ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias,decisiones actuaciones.
DERECHOS BÁSICOS DE APRENDIZAJE: Expresa de manera oral y escrita su posición acerca de un tema conocido teniendo en cuenta a quién está dirigido el texto
NIVELES DE DESEMPEÑO: Responde de manera escrita como fue su desempeño durante el periodo teniendo en cuenta valores como responsabilidad, compromiso, entrega oportuna y su propia reflexión personal.
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
SELF-EVALUATION
Bueno, como ya saben este año académico está finalizando, por lo tanto, cada alumno debe auto-evaluar su rendimiento académico, como responsabilidad y eficacia al hacer sus actividades virtuales, puntualidad y demás.
Lo invito a que lean la siguiente rúbrica, en la cual hay 8 criterios para evaluar su trabajo en esta asignatura.
No |
ESTANDARES |
BAJO Nunca |
BASICO A veces |
ALTO Casi Siempre |
SUPERIOR Siempre |
1. |
Encuentra la
información requerida en materiales de estudio y/o referencia. |
|
|
|
|
2. |
Escribe
textos de diferentes géneros, utilizando un léxico adecuado, convenciones
ortográficas, de puntuación y formato correctos y bien estructurados. |
|
|
|
|
3. |
Comprende
mensajes orales, transmitidos de viva voz o por medios técnicos, aunque con
cierto nivel de dificultad. |
|
|
|
|
4. |
Participa en
los ejercicios de pronunciación, leyendo textos literarios o tareas
realizadas en clase, aunque pronuncia con dificultad. |
|
|
|
|
5. |
Realiza sus
tareas, presentaciones y proyectos en inglés utilizando diferentes soportes y
herramientas dadas por el docente e investiga otras fuentes para resolver
dudas o corregir
errores. |
|
|
|
|
6. |
Interactúa
con atención valorando y respetando la opinión, gusto y preferencias de
sus profesores y compañeros cuando se comunica a través de las herramientas
virtuales y en clases presenciales. |
|
|
|
|
7. |
Planifica,
organiza y revisa sus trabajos para una correcta presentación antes de
enviarlos en la fecha indicada. |
|
|
|
|
8. |
Participa en
todos los encuentros sincrónicos programados por los docentes y si no puede hacerlo,
se excusa. |
|
|
|
|
|
Sumatoria final |
|
|
|
|
Por favor siga los siguientes pasos para
auto-evaluar su desempeño académico:
Paso uno:
Lo invito a que lea, analice y comprenda cada sesión de la rúbrica, antes de
contestar.
Paso dos:
cuando haya entendido cada estándar (enunciado) que está escrito en la rúbrica,
marque con una X, la caja del criterio de evaluación que expresa la manera como
usted cree, que es su desempeño en los diferentes aspectos y elaboración de las
actividades virtuales en la asignatura de inglés.
Paso
3:
Después de que haya terminado de marcar los criterios con los
que auto-evaluó su desempeño académico ya sea bajo, básico, alto o
superior. (nunca, A veces, casi siempre y siempre), por favor sume el
total de los bajos, básicos, altos o superiores que marcó. Y me envía éste resultado
a mi correo electrónico
STEP 4 EVALUATION
Ahora es tiempo de que
ponga en práctica lo que ha aprendido.
Como ya sabe el total de
los enunciados que tiene, escriba en inglés el resultado y que piensa del
resultado obtenido en la auto-evaluación de su rendimiento académico. Y lo
envía a mi correo electrónico.
Por ejemplo, si marco más enunciados
en la escala de Superior, que piensa de ello, cómo se siente o por el contrario
si marco más enunciados en BAJO que piensa que debe hacer.
Recuerde enviar los resultados al correo electrónico d.ine.stella.vallejos@cali.edu.co
ACTIVITY NUMBER 4
WEEK FROM AUGUST 13TH TO AUGUST 23RD 2021
It´s a pleasure to see you again. Remember to be a good person and to give the best all
the time. Value yourself.
PREGUNTA PROBLEMA: “If you use social networks, it contributes to your learning process”
PROYECTO TRANSVERSAL: Tiempo libre e identidad, convivencia, reconciliación y paz.
OBJECTIVE: allowing the students to practice zero, first conditional and modal verbs by using different resources such as videos, reading and writing texts and creating audios and so on.
DESEMPEÑO: Expresa sus ideas y opiniones de manera oral o escrita sobre temas de
interés general y de su entorno académico.Da y recibe instrucciones, recomendaciones y
sugerencias con base en situaciones cotidianas de su vida familiar, escolar o de su entorno
académico.
STEP 1 EXPLORATION
I invite you to watch the following video that is about the modal verbs.
Then, look at the picture and write 3 obligations at
the school.
We use modals to show if we believe something is certain, possible or impossible:
My
keys must be in the car.
It might rain tomorrow.
That can't be Peter's coat. It's too small.
We also use them to do things like talk about ability, ask permission, and make requests and
I can't swim.
Can I ask a question?
Could I have some tea, please?
Would you like some help?
STEP 3 PRACTICE
Read the following information and choose the best advice, recommendations or instructions
for being an
intelligent traveler.
2. Helping others...
- If the sign says ‘Free Parking’, you shouldn’t
/ mustn´t pay to park your
car.
- If food is past its ‘Best before’ date, you don’t
have to / shouldn’t eat it.
- If you know your friend is going to be late, you can /
don’t have to hurry.
- If you want to eat healthily, you should /
can’t eat plenty of vegetables.
- If you are studying
in the school library, you don’t have to /
shouldn’t make a lot of noise.
6. If the speed limit is 50
kph, you shouldn’t / don’t have to drive any
faster.
STEP 4 EVALUATION
Actividad 3: Mini-project: “My App”
You should choose an App, it can be the best App for you in such a way that it contributes to
your learning process. Follow the steps
1. Choose an App ( Whatsapp, Facebook, etc)
2. You can use any kind of program (canva, word, power point etc) or you can make on hand using a char
3. Describe it: Name, picture, uses, advice, recommendations and instructions to use
4. Use: Zero and first conditionals, modals verbs: can, have to, must, should and could
5. Be creative.
6. Send your video or audio to your teacher or present it at the class.
you can send a poster or an infographic.
PERSONAL REFLECTION
Responda
las siguientes preguntas
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
La actividad del Step 4 presentarla en el
siguiente encuentro sincrónico o enviar al correo el audio o video de la
actividad.
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 9-09 Actividad número 4,
período 2.
FECHA DE ENTREGA: HASTA AGOSTO 23
DE 2021
HAVE A NICE DAY.
ACTIVITY NUMBER 3
WEEK FROM JULY 26th TO AUGUST 8th 2021
I hope you take care of your family and yourself. Remember to be a good person and to
give the best all the time. Value your family.
PREGUNTA PROBLEMA: “If you use social networks, it contributes to your learning process”
PROYECTO TRANSVERSAL: Tiempo libre e identidad, convivencia, reconciliación y paz.
OBJECTIVE: allowing the students to practice zero, first conditional and modal verbs by using different resources such as videos, reading and writing texts and creating audios and so on.
DESEMPEÑO: Expresa sus ideas y opiniones de manera oral o escrita sobre temas de interés general y de su entorno académico.
STEP
1 EXPLORATION:
Are you ready for
singing ¡
Listen to the following song “Count on me” by Bruno Mars
Read and
listen the lyrics and try to sing
Count on me by Bruno Mars
Oh-oh If you
ever find yourself stuck in the middle of the sea I'll sail
the world to find you If you
ever find yourself lost in the dark and you can't see I'll be the light to guide you We'll
find out what we're made of When we
are called to help our friends in need You can count on me like one, two, three I'll be there And I know when I need it, I can count on you like
four, three, two And you'll be there |
'Cause
that's what friends are supposed to do, oh, yeah Ooh-ooh-ooh-ooh Ooh-ooh-ooh-ooh,
ooh, yeah, yeah If
you tossin' and you're turnin' and you just can't fall asleep I'll sing
a song beside you And if
you ever forget how much you really mean to me Every day
I will remind you, oh We'll
find out what we're made of When we
are called to help our friends… |
1. If you ever find yourself stuck in the middle of the
sea, I'll sail the world to find you.
2. If
you ever find yourself lost in the dark and you can't see, I'll be the light to guide you
3. If
you tossin' and you're turnin' and you just can't fall asleep, I'll sing a song beside you.
STEP 2 CONCEPTUALIZATION
Después el docente se explica qué son los verbos
modales del inglés.
Los Modal Verbs son verbos auxiliares del idioma Inglés. Esto quiere decir que no se conjugan con las personas gramaticales, por lo que:
1. No tienen infinitivo (por ejemplo, no existe to can)
2. No tienen gerundio (por ejemplo, no existe mighting)
3. No tienen participio (por ejemplo, no existe willed)
Un Modal Verb puede expresar
habilidad, necesidad, condición o "modalidad" (sí, ¡ideas complejas!),
de ahí que su significado dependa del contexto de la oración y de los verbos
con los que se conjugan (Verbos normales Eat, Read, Play, etc.).
Por ejemplo: My keys must be in the car; (Mis llaves
seguramente están en el auto.)
Aquí el verbo modal must modifica
al verbo to be, para indicar que es
muy probable que las llaves estén en el coche, estamos casi seguros de ello.
Los modal verbs más usados en inglés son 10, pero en esta ocasión se trabajará con los siguientes:
▪ I Can NOT ( CAN´T )swim
▪ Should( SHOULDN´T )
▪ Must ( MUSTN´T)
▪ Could
▪ Have to/ Has to.( DON´T HAVE TO/ DOESN´T HAVE TO)
Son cuatro las principales características de los modal verbs:
No se conjugan, como lo vimos en la sección anterior.
Modifican a otros verbos, por lo que después de un modal verb siempre hay un verbo en su
forma infinitiva (sin el to), por ejemplo: You can eat better (Tú puedes comer mejor)
Expresan certidumbre, habilidad, necesidad, disposición y obligación.
La forma negativa o interrogativa de un modal verb no necesita de un auxiliar, ya que el
verbo en cuestión es usado para esos fines, por ejemplo: I can't swim (No sé nadar). Can
you drive? (¿Puedes manejar?).
Ejemplo: I must make a decision.(Yo debo tomar una decisión).
Negative: SUBJECT + MODAL VERB + NOT + PRINCIPAL VERB + COMPLEMENT
Ejemplo: He cannot (CAN´T) lift so much weight (El no puede levantar tanto peso).
Interrogative: MODAL VERB + SUBJECT + PRINCIPAL VERB + COMPLEMENT
Ejemplo: Should I send an email (¿Yo debería enviar un email?).
YOU CAN SWIM. CAN YOU SWIM?
MODAL VERBS
Can : Expresa habilidad o posibilidad y en español los traducimos como “poder”.
Ejemplos: I can speak English (Puedo hablar inglés)
He can’t escort go with you (No puede acompañarte)
Can you help me? (¿Me puedes ayudar?)
Can I help you?
Should
Este verbo que se traduce al español como “debería” tiene la idea de una obligación o recomendación.
Ejemplos:You should take your medicine (Tu deberías tomar tu medicina)
We should not be in this meeting (Nosotros no deberíamos estar en esta reunión)
Should I rest more? (¿Debería descansar más?)
Must :En algunas ocasiones puede significar suposiciones, pero lo más común es que se refiera a necesidades o compromisos.
Ejemplos:
He must be back by tomorrow (Él debe estar aquí para mañana)
You must not throw litter out. (Está prohibido tirar basura en la calle).
Must I go to the dentist today? (¿Debo ir al dentista hoy?)
Could: Es la forma pasada de “can”, pero también se usa para expresar posibilidad. Además sirve para preguntar con un tono de formalidad (particularmente hacer solicitudes a quien nos escucha).
Ejemplos:You could use my chair (Podrías usar mi silla)
She could not go to the market with us (Ella no pudo ir al mercado nos nosotros)
Could you open the door, please? (¿Podrías abrirme la puerta, por favor?)
Have to/Has to
Es
un verbo semi-modal que se usa muy frecuentemente en inglés para expresar
obligación. Decimos semi-modal porque no sigue las reglas de los verbos modales, (HAVE: I, you,
they, we. HAS: She, he, it).
Ejemplos: She has to study English. (Ella tiene que estudiar Inglés)
We don’t have to read a book. (Nosotros no podemos leer un libro)
Do I have to travel to USA? (¿Yo tengo que viajar a USA?)
STEP 3
PRÁCTICA
1. Answer the
following questions about the song.
a.
What will you do if you find in the middle of the sea?
____________________________________________________________________
b.
What will you do If you find yourself lost in the dark and you can't
see?
____________________________________________________________________
c. What will
you do If you are tossing and turning and you just can't fall asleep?
____________________________________________________________________
2. Students should fill in the blanks
the following sentences using the verbs in brackets () and the Modal Verbs.
Take into account the AFFIRMATIVE, NEGATIVE and IINTERROGATIVE structures:
EXAMPLE:
She
_________ (take) an aspirin, if she has a headache.
She should take an aspirin, if she has a headache.
1.
She ____SHOULD GO_________ (go) to university
if she wants to be a doctor.
2.
We ____MUST TAKE________ (take) an umbrella.
It's going to rain.
3.
The exam
is going to start. You ____________ (be) quiet.
4. ____________You (read) the
instructions before using it?
5. It's too hot. You ____________ (Not- wear) a
T-shirt.
6. He's drunk. He ____________ (drink) anymore.
7. ____________Tommy (finish) his
homework before playing the guitar?
8. I ____________ (Not - wear) a tie?
9. You ____________ (not watch) TV so close. It
can hurt your eyes.
10. They ____________ (Live) in Medellin.
3.. Students
should choose the correct answer (a – d)
to complete the sentences. Use Modal Verbs:
1. You MUST remember to close the windows when you leave the house.
a. mustn’t
b. don’t have to
c. must
d. shouldn’t
2. You ____ eat fast food every day. It’s very bad for you.
a. must
b. have to
c. don’t have to
d. shouldn’t
3. Maria ____ the operation but she was too scared. Now she’s very ill.
a. should have
b. should have had
c. must have had
d. must have
a. has to
b. should have
c. have to
d. should
a. should have
b. mustn’t
c. don’t have to
d. should
a. must
b. should have
c. don’t have to
d. mustn’t have
Now, you
can show us that you have learnt.
Please, sing the song that you listen to or prepare other that you want to sing. It's important to
practice it and you will perform it in the next synchronic meeting.
PERSONAL
REFLECTION
Responda las siguientes preguntas
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 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 9-10 Actividad número 1, período 2.
La actividad del Step 4 presentarla en el siguiente encuentro sincrónico o enviar al correo el audio o video de la actividad.
FECHA DE ENTREGA: HASTA AGOSTO 8 DE 2021
ACTIVITY NUMBER 2
WEEK FROM JUNE 28th TO JULY 26th 2021
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: “If you use social
networks, it contributes to your learning process”
PROYECTO TRANSVERSAL: Tiempo libre e identidad, convivencia, reconciliación y paz.
OBJECTIVE: allowing the students to practice zero and first conditional by
using different resources such as games, reading and writing texts and creating
audios and so on.
DESEMPEÑO: Identifica relaciones de causa y efecto en textos expositivos orales y
escritos de mediana extensión relacionados con temas académicos.
STEP 1 EXPLORATION
Look at the following video and try to understand the first Conditional.
STEP 2
CONCEPTUALIZATION
El "First Conditional" se refiere a una condición posible y su resultado probable. Estas oraciones se basan en hechos y se utilizan para hacer afirmaciones sobre la realidad y sobre situaciones particulares; solemos emplearlas para hacer advertencias. El marco temporal de las oraciones condicionales de tipo 1 es el presente o el futuro y la situación es real.
Los condicionales son oraciones compuestas por dos frases. El “Type 1 Conditional” tiene la siguiente estructura:
If + sujeto + present simple, sujeto + futuro simple
Usos:
1.
Este tipo
se usa para hablar de situaciones reales o posibles.
Ejemplo: If you come
for the weekend, we will go to the cinema
(Si vienes para el fin de semana, iremos al cine).
2. Se trata de situaciones probables o muy factibles,
pero no podemos estar al 100% seguro de que se darán. Al contrario que con la “Type 0 Conditional”, no se trata de una
verdad universal sino de una situación particular.
Ejemplos: If you park
here, you will get a fine (Si aparcas aquí, te van a multar).
If I save enough
money this month, I will buy a new laptop (Si ahorro suficiente este mes, me
compraré un portátil).
STEP 3 PRACTICE
A. Students should fill the sentences out taking into account the Zero Conditional:
( IF + PRESENT + PRESENT)
1. If I ____________ (wake up) late, I
_____________ (be) late for work.
2. If my husband ____________ (cook), he
____________ (burn) the food.
3. If Julie ____________ (not/wear) a hat, she
____________ (get) sunstroke.
4. If children ____________ (not/eat) well,
they ____________ (not/be) healthy.
5. If you ____________ (mix) water and
electricity, you ____________ (get) a shock.
6. If people ____________ (eat) too many
sweets, they ____________ (get) fat.
7. I ____________ (like) to visit the museums
if I ____________ (be) in a new city.
8. Everybody ____________ (be) grumpy if it
____________ (rain) a lot.
9. My flatmate ____________ (clean) really
well if she ____________ (clean) the house.
10. David ____________ (be) sick if he
____________ (drink) milk.
B.
Students should match the correct option, taking into account the
correct way of the First Conditional:( IF + PRESENT +WILL FUTURO)
1. I will give you a car _____________________
a. if you graduate from college this year.
b. if you will graduate from college this year.
2.
If she fixes the TV, ____________________
a. we can watch our favorite TV program tonight.
b. We will watch our favorite TV program tonight.
3.
I won’t go to school ____________________
a.if it can rain tomorrow.
b.if it rains tomorrow
4.
If I attend dance class every day, ____________________
a.I may become a really good dancer.
b. I became a really good dancer.
5. My best friend will be quite happy_______________________
a. if she won't get a new job.
b. if she gets a new job.
6. If we meet on Saturday, __________________
a. we talked talk about our wedding
b. we can talk about our wedding.
7. If you practice English at least 1 hour a day, ____________________
a. you will be fluent in 2 years.
b. you be fluent in 2 years.
8. If you don’t do the dishes, ____________________
a. you won’t go the party.
b. you didn't go the party.
9. He won’t speak with me ever again ______________
a. if I don’t go with him to the meeting.
b. If I will go with him to the meeting.
10.If they do the homework, ____________________
a. I would take them to the movies.
b. I will take them to the movies.
C. Students must fill the correct answer out using the correct form of
the verbs in brackets ( ), to create sentences of the First conditional:
Los estudiantes debe llenar la respuesta empleando las palabras entre paréntesis. Todas las frases deben ser en el primer condicional inglés:
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
Express your opinion about the following video:
Taking into account the last video, write 5 sentences
using zero and first conditionals in order to give your opinions.
Example: Mobile Apps can
be useful in your life if you use it wisely.
IF I download suspicious mobile apps, I will get dangerous viruses in my
device.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
PERSONAL REFLECTION
Responda las siguientes preguntas
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 9-10 Actividad número 1, período 2.
FECHA DE ENTREGA: HASTA JULIO 26 DE 2021
HAVE A NICE DAY.
WEEK FROM JUNE 15th TO JUNE 26th 2021
PREGUNTA PROBLEMA: “If you use social networks, it contributes to your learning process”
PROYECTO TRANSVERSAL: Tiempo libre e identidad, convivencia, reconciliación y paz.
OBJECTIVE: allowing the students to practice zero and first conditional by using different resources such as games, reading and writing texts and creating audios and so on.
DESEMPEÑO: Identifica relaciones de causa y efecto en textos expositivos orales y escritos de mediana extensión relacionados con temas académicos.
STEP 1 EXPLORATION
Te invito a mirar el siguiente video sobre los efectos positivos y negativos de las redes y la tecnología.
Teniendo en cuenta el video responde la siguiente pregunta: “Do the social networks contribute to your learning process? Why? Example:
No, they don´t contribute to my learning process because...............................................................
STEP 3 PRACTICE
1. Picture Matching
Laptop Wi-Fi Computer
Text message Email
Mouse Mobile Game Key board Touch screen Website Screen
|
2. Check your vocabulary
Match the vocabulary with the correct definition and write a–j next to the numbers 1–10.
1………An electronic machine. You use it for going on the internet, storing information and playing games.
2………..An electronic letter.
a.
Laptop b.
Game c.
Keyboard d.
Mobile e.
Email f.
Screen g.
Computer h.
Website i.
Wi-Fi j. Mouse |
3………..You can play this on the computer
for fun.
4………..You use this to write on a computer.
It has letters or characters on.
5………. A computer that you can travel with.
6………. Your personal telephone.
7………. You use this to move and click on a
computer.
8………. The part of your computer where you
see the pictures or words.
9………. Google, YouTube and Wikipedia are
types of …
10……… Internet connection without wires or cables.
STEP 4 EVALUATION
1. Read the following text about the apps
Design your own app
Applications or apps are software programs that perform specific functions on electronic devices, such as
smartphones and tablets. Nowadays, you can download millions of different apps and new ones are invented
every day by professional and amateurs designers. If you would like to try your hand at app design, you can do it.
Identify new opportunities
What new functions or services do you think people want or need to have on their mobile phones or tablets,
think about your every activity, like studies and hobbies? Can a mobile device help you to do these things more
easily, or when you are travelling? If you invent a new game app for example: you can think of a few new ways
to communicate or share things with your friends like photos, songs or audios in English or other languages.
Look at some of the apps that already exist. Try to make a list of your ideas and keep thinking.
2. Now, answer the following questions. Say if the statements are True(T) or False(F) and say why is False( F)
1. If you want to share
your best photos, you can sign in Google translate ……………
2.
You translate many words if you use Snapchat ………………………
3.
If your friend learns to play different instruments, he uses Spotify ………………..
4.
You create and upload your own videos if you use you tube …………………..
5.
If her mother uses Tik Tok, she will be famous on the web ………………………..
6.
Applications or apps are hardware that perform specific functions on electronic
device…………..
7.
If students use mobile devices, they contribute to their learning process
…………………
8.
Your parents use what’s App if they want to exchange messages or contact
someone……………
PERSONAL REFLECTION
Responda las siguientes preguntas
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 la 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 9-07 Actividad número 1,
período 2
FECHA DE ENTREGA: HASTA JUNIO 26 DE 2021
HAVE A LOVELY DAY.
FIRST TERM
ACTIVITY 5 WEEK FROM APRIL 23RD TO APRIL 30 2021
PROBLEM QUESTION: How to face new challenges?
GOAL: Reconocer el impacto de la pandemia causada por el Covid-19 en la vida diaria.
PROYECTO TRANSVERSAL: Identidad, convivencia, reconciliación y paz
COMPONENTE LINGÜÍSTICO: Simple present, future and Conditional
COMPETENCIA LINGÜÍSTICA: Reconoce ideas generales y específicas en textos orales y escritos, teniendo en cuenta el conocimiento del tema y del vocabulario utilizado.
COMPETENCIA SOCIOLINGÜÍSTICA: Explora y apropia algunas reglas para una mejor comunicación en inglés.
Ésta semana estaremos realizando la autoevaluación, donde los estudiantes evaluaran
aspectos importantes de su proceso académico durante el primer período lectivo.
STEP
2 CONCEPTUALIZATION
Como todos saben que ya estamos finalizando el
primer período académico, por lo tanto, cada alumno debe auto-evaluar su
rendimiento y proceso académico con responsabilidad compromiso y deseos de mejorar cada día.
Ahora, los invito a que lean la siguiente rúbrica,
en la cual hay 8 criterios para evaluar su trabajo en esta asignatura.
No |
ESTANDARES |
BAJO Nunca |
BASICO A veces |
ALTO Casi Siempre |
SUPERIOR Siempre |
1. |
Localiza información específica en material de
referencia y
estudio. |
|
|
|
|
2. |
Escribe textos de diferentes géneros, utilizando
un léxico adecuado, convenciones ortográficas, de puntuación y formato
correctos y bien estructurados. |
|
|
|
|
3. |
Comprende mensajes orales, transmitidos de viva
voz o por medios técnicos. |
|
|
|
|
4. |
Asume con responsabilidad y compromiso las
actividades virtuales debido al momento de la pandemia. |
|
|
|
|
5. |
Realiza sus tareas, presentaciones y proyectos en
inglés utilizando diferentes soportes y herramientas dadas por el docente e
investiga otras fuentes para resolver dudas o corregir
errores. |
|
|
|
|
6. |
Interactúa con atención valorando y
respetando la opinión, gusto y preferencias de sus profesores y compañeros
cuando se comunica a través de las herramientas virtuales. |
|
|
|
|
7. |
Planifica, organiza y revisa sus trabajos para
una correcta presentación antes de enviarlos en la fecha indicada. |
|
|
|
|
8. |
Aunque soy autónomo al realizar mis trabajos, mis
padres o acudientes me colaboran revisando que mis trabajos estén bien
presentados (letra clara y bien organizados) y que se envíen a tiempo. |
|
|
|
|
|
Sumatoria final |
|
|
|
|
Recuerde ser honesto con sigo mismo, para que pueda tener una evaluación real, la cual le sirva para mejorar su rendimiento académico o continuar usando las estrategias que le han dado buenos resultados en sus estudios en casa.
STEP 3 PRACTICE
Por
favor siga las siguientes instrucciones para auto-evaluar su desempeño
académico en el primer período
Paso
uno:
Lo invito a que lea, analice y comprenda cada sesión de la rúbrica, antes de
contestar.
Paso dos: Cuando haya entendido
cada enunciado que está escrito en la rúbrica, marque con una X, el cuadro del
criterio de evaluación que expresa la manera como usted cree, que es su
desempeño en los diferentes aspectos y elaboración de las actividades virtuales
en la asignatura de inglés.
Paso 3: Después de que
haya marcado los criterios con los
que auto-evaluó su desempeño académico ya sea bajo, básico, alto o
superior. (Nunca, A veces, casi siempre y siempre), por favor sume el total de
los bajos, básicos, altos o superiores que marcó. Y me envía éste resultado a
mi correo electrónico si no puede ingresar
al encuentro sincrónico programado.
STEP 4 EVALUATION
Ahora es tiempo de que ponga
en práctica lo que ha aprendido.
Cada estándar tiene 4 criterios de evaluación (nunca, A veces, casi siempre
y siempre), los cuales describen las diferentes posibles maneras, como cada
estudiante se ha desempeñado en los diferentes aspectos y elaboración de las
actividades virtuales de la asignatura.
El propósito de la rúbrica es que usted realice su autoevaluación, para
lo cual debe elegir en cada estándar, el criterio de evaluación más cercano a
su realidad.
Como ya sabe el total de los
enunciados que tiene, escriba en inglés el resultado y que piensa del resultado
obtenido en la auto-evaluación de su rendimiento académico.
Por ejemplo, si marco más enunciados en la escala de Superior, que
piensa de ello, cómo se siente o por el contrario si marco más enunciados en
BAJO que piensa hacer para mejorar.
Recuerde enviar los resultados al correo electrónico: d.ine.stella.vallejos@cali.edu.co
FECHA
DE ENTREGA: HASTA ABRIL 30 DE 2021
HAVE A NICE DAY
ACTIVITY NUMBER 4
WEEK FROM APRIL 7th TO APRIL 22nd 2021
Espero que se
encuentren bien de salud y hayan descansado para continuar trabajando en su
proceso académico y mejorando cada día más
PROBLEM QUESTION: How to face new challenges?
GOAL: Reconocer el impacto de la pandemia causada por el Covid-19 en la vida diaria.
PROYECTO TRANSVERSAL: Identidad, convivencia, reconciliación y paz
COMPONENTE LINGÜÍSTICO: Zero Conditional.
COMPETENCIA SOCIOLINGÜÍSTICA:: Explora y apropia algunas reglas para una mejor comunicación en inglés.
STEP 1 EXPLORATION
I invite you to watch the following video
STEP 2 CONCEPTUALIZATION
El zero Conditional se utiliza
para expresar hechos que
siempre son verdaderos
como, por ejemplo, hechos científicos, leyes científicas,
verdades generales, etc.
Estructura del condicional cero.
If + sujeto + present
simple, sujeto + present
simple
Ejemplos:
If you freeze
water, it becomes a solid.
Plants die if they don't get enough water.
If my husband
has a cold, I usually catch
it.
If public
transport is efficient, people stop
using their cars.
If you mix
red and blue, you get purple.
STEP 3 PRACTICE
Match each
situation with the appropriate answer. 1. If it rains ……
I get a headache 2. The engine starts …… If she feels sad 3. if I drink too much coffee ……
you don't get the virus 4. My mother
always watches comedy …… If I am
late for school 5. If plants don't get water ……
I take a taxi to school 6. My teacher gets angry …… if you have problems 7. Phone this number ……
if you turn the key on 8. If you wear facemask ……
they die |
STEP 4 EVALUATION
A. Read the following text about the rules of listening and answer the questions.
1. Be warm and attentive
People have an instinctive feel for who wants to listen and who doesn't. You may have noticed that most people don't really talk to but at each other. Their conversations can be paraphrased as "Me, me, me," followed by the inevitable reply of "No, me, me, me!" To actually listen to someone is a rare and precious gift. Do not underestimate its power.
2. Show that you are listening
|
Communication is a dynamic, interactive process. Unless you show that you are listening, people will lose confidence in whatever it is they are saying, think you're not interested, and grind to a halt. You'll miss out on all the really critical or juicy bits that people only reveal once they are in their comfort zone. So how do you show that you are listening? Some common and useful strategies include adopting an open body posture, making reactive eye contact, nodding, echoing or reflecting back, and checking. "Treated you badly? In what way.
3. Check understanding
Show that you are on the same wavelength, that you are
really 'getting' what is being said and even, often, what is not being said but
trying to be said? Engage with the material, ask questions, provide feedback, and
empathize with emotions.
4. Be Slow to pass judgement
The best way to stop someone from self-disclosing is
to be or even just appear to be passing judgement on them. Sometimes it's
important to disagree with something or other, and some people might appreciate
you for doing so. But even then, there are ways of doing it, such as asking a
question or making a joke.
5. Use silence appropriately
Conversations that don't use silence are hard work, and endless talk is rarely the best response, a form of attack or defense rather than cooperation. Some things are so subtle or important or shocking that the most appropriate response can only be an appreciative or understanding silence. Silence also shows acceptance and creates intimacy. Silence, said Lao Tzu, is a source of great strength.
1. What rule for listening or good talking was the most important for you? Why?
2. Add any rule for listening or good talking to the list
3. What strategies do you use to show that you are listening?
4. Why is listening and good talking important for a good communication?
5.Give a short Example where you apply the rules for listening or good talking
B. Complete
the second sentences using cero Conditional:(If + oración en presente+ oración
en presente)
Ejemplo: if I don´t do my activities, I get bad grades.
1. If you go out without permission, _________________________________________
2.If your friend doesn´t take care about himself,
_______________________________
3. If you don´t wear face mask,
_____________________________________________
4. If your mom doesn´t have a job,
__________________________________________
REFLEXION PERSONAL.
1- ¿Le pareció útil esta actividad por qué?
2- ¿Qué aprendió de la actividad?
3- ¿Cúal 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 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 9-07 Actividad número 1, periodo 1
FECHA DE ENTREGA : HASTA ABRIL 22 DE 2021
ACTIVITY NUMBER 3
WEEK FROM 12th TO 26th MARCH 2021
Me encanta volver a verlos y que
estén trabajando en esta actividad
Un saludo muy especial para
todos y sus familias
PROBLEM
QUESTION: How to face new challenges?
GOAL: Reconocer el impacto de la pandemia
causada por el Covid-19 en la vida diaria.
PROYECTO
TRANSVERSAL: Identidad,
convivencia, reconciliación y paz
COMPONENTE
LINGÜÍSTICO: Simple
present and future.
COMPETENCIA
LINGÜÍSTICA: Reconoce
ideas generales y específicas en textos orales y escritos, teniendo
en cuenta el conocimiento del tema y del vocabulario utilizado.
STEP
1 EXPLORATION
En ésta semana vamos a continuar repasando los
tiempos presente simple y futuro simple
Por lo tanto es importante
retomarlos para tener seguridad de su uso
Mira el siguiente cuadro y escribe las oraciones que están en futuro en tu cuaderno.
Future 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.
EJEMPLO:
A- Oh, what a mess in here! Come on, I’ll help you sort the files.
B- It’s okay, I’ll do it tomorrow. It’ll rain tomorrow anyway.
C- You won’t finish it in just one day.
D- If I need help, I will tell you.
STRUCTURE. AFFIRMATIVE
subject + will +verb +complemento
Example:She will give me a present in my birthday.
NEGATIVE
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?
Yes, she will
No, she won´t
STEP 3 PRACTICE
Organize the following sentences using simple future taking into account if they are affirmative, negative and questions.
Organiza las oraciones usando el futuro simple teniendo en cuenta si son afirmativas, negativas o preguntas.
Example: go out / Will / you / tonight /? Will you go out tonight?
1. Pablo / tomorrow /go dancing / will?
2. in June / get married / will/ It/
3. next week / will / it /
not / be cold.
4. by car / she / travel /
will
5. Laura / move / will / to
New York.
6.
not / I / play /will / with you. /
football.
7.
that shop / will / they / at 10
o’clock / open /
8.
learn / the boys / a lot of english / in
classes / will /
STEP
4 EVALUATION
Complete
with the correct form to the vert in future using auxiliary will or won´t.
Example: They ___________ very early tomorrow.( leave)
They will leave very early
tomorrow
1. I _________ a car soon. ( not buy)
2.
His boss __________ him an offer of work ( make)
3.
You __________home today because you
__________ to your grandma´s house. (not
stay)( go)
4.
She _________ a couple of hours. (wait for )
5.
Sarah ___________ the cake for her birthday.
(choose)
6.
She ___________ a lawyer next semester. (become)
7.
John ___________ dinner for his friends (cook)
8.
He __________ back to his mother (not call)
2. Answer the following question:
What will you do on next weekend? Example. I will go out with my friends.
1._____________________________________________________________________
2._____________________________________________________________________
3. ____________________________________________________________________
4._____________________________________________________________________
3. Preparar un pequeña exposición donde digas que vas hacer en semana santa y presentarla en el próximo encuentro sincrónico. Ejemplo:
Puede comenzar diciendo: My name is ______________, I´m going to speak about the activities that I will do in holy week.
In holy week, I will
go to Calima lake with my family. My mom will cook because
My dad will rent a
small house there. I will enjoy the weather and the landscapes.
I will rent a jet ski for make a tour on the lake.
Si no puede ingresar al encuentro sincrónico le solicito el favor de enviar la exposición oral
en un audio junto con el texto escrito sobre lo que hará en semana santa.
4. Favor realizar
la siguiente evaluación del uso del DO Y
DOES
https://docs.google.com/forms/d/e/1FAIpQLSeayv-rX8EQG_NIF_L8r7jqlNg1lvscuaWv8q6fPR4HZq2_vg/viewform
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
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 9-07 Actividad
número 1, periodo 1
FECHA DE ENTREGA: HASTA MARZO 26 DE 2021
ACTIVITY NUMBER 2
FROM FEBRUARY 25th TO MARCH 11th 2021
Deseando se encuentren bien de salud al lado de sus seres queridos y cada día se llenen de compromiso en el trabajo y desarrollo de las actividades escolares.
GOAL: Reconocer el impacto de la pandemia causada por el Covid-19 en la vida diaria.
PROYECTO TRANSVERSAL: Identidad, convivencia, reconciliación
y paz
COMPONENTE LINGÜÍSTICO: Simple present and future.
COMPETENCIA LINGÜÍSTICA: Reconoce ideas generales y específicas
en textos orales y escritos, teniendo en cuenta el conocimiento del tema y del vocabulario
utilizado.
STEP 1 EXPLORATION
Ahora vamos a mirar el siguiente video donde encontraras la explicación del tiempo futuro simple
STEP
2 CONCEPTUALIZATION
STEP 3 PRACTICE
Ahora vamos a leer la siguiente
entrevista de un alcalde:
AN INTERVIEW TO A MAYOR
Candidate:
Well, I will do everything in my power to improve the current conditions of the
city.
Reporter: I
want to ask you about some specific topics. The first one is education.
Candidate:
Education is a major problem in this city so I will build 200 modern schools. I
will create a tax in order to support free
education for all the citizens. Nevertheless, I won’t hire new
teachers because we have more than enough.
Reporter: Now
I want to tell you what you will do about the heavy traffic and the traffic
jams in the city.
Candidate:
Historically the Town Planning Office has not been able to manage this issue.
As a
result, I will invest a large part of the budget of the city in this office. The
objective is to
reduce
the heavy traffic and the traffic jams not only in the short-term but also in
the longterm.
Reporter: The
last two topics are entertainment and culture.
Candidate:
These two topics make a huge impact on the quality of life of the citizens.
Regarding
entertainment, I will organize sports tournaments for both children and adults.
With
respect to culture, the city will hold a cultural event every day.
Reporter:
Thank you, Mr. White.
ACTIVIDAD 1
El estudiante va a escribir 5 retos que tiene el alcalde, para esto va a volver a leer el diálogo anterior y va a usar el futuro.
Example: He will do everything in his power to improve the current conditions of the city.
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
5. _______________________________________________________
1.
El
estudiante leerá el diálogo y comprenderá la conversación teniendo en cuenta el
siguiente vocabulario:
VOCABULARY
Mayor: Alcalde Improve: Mejorar
Current: actual Citizens: ciudadanos
Hire: contratar Traficó jam: atasco de autos o embotellamiento
Town Planning: planificación urbanística Invest: invertir
Budget: Presupuesto Short-term: a corto plazo
Entertainment: entretenimiento Hold: llevar a cabo (un evento)
Tax: impuestos.
1. REMEMBER SOME GRAMMAR STRUCTURES AND PRACTICE
1. Who ________ Michelle __________ in Spain? (visit)
She _________ her aunt and uncle. (visit)
2. _________ Samuel _________ to school by bus? (go)
No, he doesn’t. He ______ to school on foot. (go)
3. What ________ she __________ on TV? (watch)
She _______ the news but she _______soap operas. (watch) (not watch)
4. __________ they __________ swimming? (like)
Yes, they do, but they _________running. (not like)
5. When________ you _________ to a football match? (go)
I_________ to a football match on
Sundays. (go)
STEP 4
EVALUATION
1. LOOK AT THE PICTURES, READ AND
CHOOSE THE CORRECT AUXILIARY IN FUTURE.
Mira los dibujos, lee y escoge el auxiliar correcto en futuro
1-They will / won´t live in Paris
2-She will / won´t be a famous
singer
3-She will / won´t be a doctor
4-They will / won´t win a medal
5-He will / won´t be a French
teacher
6-They will / won´t be a famous
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
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 9-07 Actividad
número 1.
FECHA DE ENTREGA: HASTA MARZO 11 DE 2021
ACTIVITY NUMBER 1
FROM FEBRUARY 8th TO
FEBRUARY 25th 2021
PROBLEM
QUESTION: How to face new challenges?
GOAL: Reconocer
el impacto de la pandemia causada por el Covid-19 en la vida diaria.
PROYECTO TRANSVERSAL: Identidad, convivencia,
reconciliación y paz
COMPONENTE LINGÜÍSTICO: Simple presen and
future.
COMPETENCIA LINGÜÍSTICA: Reconoce ideas generales y específicas en textos orales y
escritos, teniendo en cuenta el conocimiento del tema y del vocabulario utilizado.
DESEMPEÑOS: Comprende
y responde preguntas con la información que se encuentra implícita en textos
sobre situaciones de su interés.
STEP 1 EXPLORATION
Ahora te invito a mirar el siguiente video:
Después de observar el video sobre los retos que tiene
nuestro cerebro, los estudiantes
escriben en el cuaderno las acciones más destacadas que observan en el video.
Responde la Pregunta: what are the challenges of the brain?
Ejemplo: The brain controls our muscles
1. __________________________________________________________________
2. 2. __________________________________________________________________
3. 3. __________________________________________________________________
STEP 2 ESTRUCTURATION
STEP 3 PRACTICE
Match the following questions with the appropriate answers:
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STEP 4 EVALUATION 1. Read the text about “studying at home” then do the activities. STUDYING AT HOME Juan Camilo is 14 years old and he’s Caleño.
He is a good student at INEM high school and he usually gets good results in his tests and exams,
but now he doesn’t go to school. He had to travel
to grandparent’s house, they live in a small
farmhouse near to Dagua, where there are some
schools, but all the school are closed due to the
pandemic that affect the world and children can’t go to
school. He studies at home. He’s got books, pens
and pencils but his lessons and tasks are on the computer. Every morning Juan
Camilo sits in front of his laptop for three hours and watches and listens to
his lessons. His teachers use cameras and make virtual encounters on MEET. He
can talk to his teachers and the other students in his “class”. In the afternoon, he often does his
homework or he reads some Geography or Spanish books. He always emails his
homework to his teacher on Friday afternoon. All the children are at home at
the moment Juan Camilo misses his friends and his teachers but he knows that he
has to stay at home. It is all for the best. He hopes the pandemic goes away to
go back to school, enjoy with his friends and learn more from your teachers.
Juan Camilo has learned to appreciate his family and school, besides he
expresses that hard time have given more opportunities to learn through the
web. 1. SAY IF THE SENTENCES ARE TRUE OR
FALSE. 1. Juan Camilo lives in a big city. 2. He goes to school every day. 3. All the children are at home at the moment because
they are tired. 4. Every morning Juan Camilo stays in bed. 5. His lessons last three hours. 6. His teachers make virtual encounters on Zoom 7. He doesn’t have any homework.
8. He doesn’t want to go back to school. 2. Choose the correct answer: 3. Realizar la siguiente evaluación diagnóstica: https://docs.google.com/forms/d/e/1FAIpQLSdck2b1HHxWFXvX0uiacns70q9OaarlsLQuIEEk5kNuIl1n0Q/viewform REFLEXIÓN 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 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 9-07 Actividad número 1. FECHA DE ENTREGA: HASTA FEBRERO 25 DE 2021 ¡HAVE A NICE DAY¡
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