Martha Mazuera Ramos Conversación en inglés 10-03 ~ Let's enjoy languages

INSTITUCIÓN EDUCATIVA

INEM “JORGE ISAACS” DE CALI

RESOLUCIÓN No. 007 DEL 5 DE ENERO DE 2003 (Art. 7)

DE LA SECRETARÍA DE EDUCACIÓN MUNICIPAL

WELCOME TO SECOND TERM

Un saludo muy especial para cada uno de mis queridos alumnos, los invito a que iniciemos un nuevo periodo y disfrutemos de todo lo que aprendamos.

recuerda quedarte en casa

ACTIVITY NUMBER 8

WEEK FROM 20^th NOVEMBER TO 27^th NOVEMBER 2020

RECUERDEN CUIDARSE EN CASA

ESTÁNDAR: Escribo textos a través de los cuales explico mis preferencias, decisiones o 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: Competencia pragmática: Responder preguntas para poder explicar mi punto de vista sobre diversos temas tanto de forma oral como escrita.

MOMENTO 1.

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.

MOMENTO 2

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.	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

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.

Recuerde que debe ser honesto, 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.

MOMENTO 3

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.

MOMENTO: 4

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.

Por favor sea claro y concreto al escribir. Escriba todo en inglés, oraciones cortas y máximo 8 renglones.

Recuerde enviar los resultados al correo electrónico d.ine.martha.mazuera@cali.edu.co

FECHA HASTA NOVIEMBRE 27 DEL 2020

ACTIVITY NUMBER 7

Week from November 12^th to 20^th November 2020

I wish all the best for you and your family

ESTÁNDAR: Valoro la escritura como un medio de expresión de mis ideas y pensamientos, quién soy y qué sé del mundo.

DERECHOS BÁSICOS DE APRENDIZAJE: Intercambia opiniones sobre situacionesde interés personal, escolar o social.

DESEMPEÑO: Asumo una posición crítica ante temas académicos o sociales de interés.

MOMENTO 1 What are you going to learn?

Now, I invite to you to watch the following video about modal verbs.

MOMENTO 2 What are you learning?

Modals are different from normal verbs:

1: They don't use an ’s’ for the third person singular.

2: They make questions by inversion ('she can go' becomes 'can she go?').

3: They are followed directly by the infinitive of another verb (without 'to').

Modal verbs can be used for different circumstances, such as:

1. Probability:

First, they can be used when we want to say how sure we are that something happened / is happening / will happen. We often call these 'modals of deduction' or 'speculation' or 'certainty' or 'probability'.

For example:

1. It's snowing, so it must be very cold outside.

2. I don't know where John is. He could have missed the train.

3. This bill can't be right. $30.000 for two cups of coffe

2. Ability

We use 'can' and 'could' to talk about a skill or ability.

For example:

1. She can speak six languages.

2. My grandfather could play golf very

3. Obligation and Advice

We can use verbs such as 'must' or 'should' to say when something is necessaryor unnecessary, or to give advice.

For example:

1. Children must do their homework. (it is an obligation, you must do it)

2. We have to wear a uniform at work.

3. You should stop smoking. ( it is not an obligation, but it is good if you do it)

4.Permission

We can use verbs such as 'can', 'could' and 'May' to ask for and give permission.

We also use modal verbs to say something is not allowed.

For Example:

1. Could I leave early today, please?

2. You may not use the car tonight.

3. Can we swim in the lake

5. Habits

We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past.

For example:

1. When I lived in Italy, we would often eat in the restaurant next to my flat.

2. John will always be late!

MOMENTO 3 Let´s practice

These are some rules in the park. Write them in the correct group.

Put your rubbish in the bin	Ride your bike on the path	Fight with other children
Pick the flowers	Keep dogs under control	Go fishing in the lake

You must

You mustn´t

Activity 2

Give advices to the following situations:

Situations

advices

a. She is 44 years. She goes out and talks with a friend who has corona virus.

What should she do?

b. He has a lot of problems with his parents and wants to live alone

What should he do?

MOMENTO 4 EVALUATION

Activity 1

You can see the following conversation between Dan and Sue talking about going to a concert. Choose the correct modal taking into account the ones in the box.

Could( 2) Can Ought to Will

Might Should May Might

Sue: I think I (1) ______ call Francis.

Dan: Is he your friend from school? I think I (2) ______ know him.

Sue: Yes, you do. You met him last month.

Dan: Oh, yes! I remember now. (3) ______ we ask him to go to the concert with us?

Sue: That’s a great idea. He loves rock music, so he is going to enjoy the concert.

Dan: Jenny, if I were you, I (4) ______ wear a cap for the concert because it’s really sunny today.

Sue: OK. I’ll do that. Dan, don’t take that selfie stick to the concert.

Dan: Why not?

Sue: According to the concert promoter, concertgoers (5) ______ take to the concert any object that (6) ______ hurt attendants.

Dan: (7) ______ we bring an umbrella then?

Sue: I don’t think we can.

Dan: All right. We (8) ______ hurry because the concert starts in an hour.

Sue: OK, let’s go.

Dan: I checked the weather app and it (9) ______ rain. What should we do?

Sue: We (10) ______ buy rain capes at the entrance.

Dan: All right. Let’s do that. Call Francis then.

Activity 2

Note: You have to use the modal verbs to do this activity.

Think about what is going to happen during Christmas time, knowing that the pandemic will continue.

Then write an 80 hundred words text about, what do you think people need to do to keep save. And what could happen to people if they do not follow the advises you are given to them.

Usted debe presentar este texto en la clase virtual el día 26 de noviembre. Los estudiantes que participen en la clase virtual este día, no deben enviar las actividades 1 y 2 del momento 3 y la actividad 1 del momento 4.

Los estudiantes que no participan en la clase virtual deben enviar las actividades del momento 3 y 4, como también el audio del texto escrito en la actividad 2 del momento 4.

PERSONAL REFLEXION

Activity 3

1. Que aprendió en esta actividad.

2. ¿Hubo algo que le fue difícil aprender?

3. Explique cuál fue la dificultad si contesto “sí”.

4. ¿Qué le pareció más fácil?

5. ¿Qué piensa que puede hacer en la próxima actividad para entender mejor lo que se le presenta?

Los estudiantes que no participan en la clase virtual de esta fecha deben por favor realizar las actividades de los momentos 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. Ana María Rodríguez grado 10-02 Actividad 7 Período 2. Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA NOVIEMBRE 26 DE 2020

ACTIVITY NUMBER 6

WEEK FROM OCTUBER 22^nd TO OCTOBER 05 NOVEMBER

ESTÁNDAR: Narro en forma detallada experiencias, hechos o historias de mi interés.

DERECHOS BASICOSDEAPRENDIZAJE: Intercambia opiniones sobre situaciones de interés personal, escolar o social.

DESEMPEÑO: Asumo una posición crítica ante temas académicos o sociales de interés.

Momento 1. What am I going to learn? ¿Qué voy a aprender?

Last week you did a reviewed about the past and you did some exercises to practice.

This week you are going to revise the used to expression and you will do some practical exercises and reading.

Now I am inviting you to watch the following video where you will revise the gramma part of the used to.

Momento 2. What I am learning. Que estoy aprendiendo.

USED TO

We use used to when we refer to things in the past which are no longer true. It can refer to repeated actions or to a state or situation:

He used to play football for the local team, but he’s too old now.

That white house over there used to belong to my family. (It belonged to my family in the past, but not anymore.)

Exercises:

Please think about what you used to do before the pandemic time and create 2 sentences where you tell us what you did at that time, for instances,

I used to drink a cup of tea with my best friend after work every Friday.

1. __________________________________________________

2. __________________________________________________

Warning:

In statements, the form used to does not change. We do not use the verb be before it. It always refers to past time:

We used to go to the seaside every summer when I was a kid.

Momento 3. practice what I have learned. Práctico lo que aprendí.

I invite you to read the text carefully, as you need to find out, if the statements that are presented at the end of the text are true or false. Here you have the opportunity to practice the use of the “used to subject” you learned today.

Molly Hornby was a young girl in the 1960s. Read what she says about it.

“I was a young girl in the 1960s. My friends and I used to do a lot of things which shocked our parents. We used to do things our mothers never did. We cut our hair, we wore short skirts, we smoked, and went dancing. We danced to the music of Elvis Presley and the Beatles. We also got the chance to see the Beatles live at a concert once. It was amazing. My father went fishing once a week. He always wished that I would accompany him, but fishing was not my cup of tea. Instead my friends and I went for picnics in the surrounding area quite often. My boyfriend had a car, a 1960 Ford Falcon, so he always picked us up and we often drove to Brighton. We went to the pictures twice a week and I loved to watch films with Marlon Brando and Elizabeth Taylor , especially the ‘Reflections in a Golden Eye’ starring both of them. I still love to watch this film. It’s my favourite. I can remember it all so clearly.”

Write true or false

Molly Hornby used to do a lot of things which shocked her parents. ________

My friends and I used to cut our hair. ______________

Molly Hornby used to wear long skirts ____________

Molly Hornby used to sing Elvis Presley songs. ____________

Molly Hornby went to a Beatles’ concert once. ___________

Molly Hornby used to go fishing with her father. ___________

Molly Hornby and her friends used to go for picnics in the surrounding area quite often. ________

Molly Hornby used to drive to Brighton with her friends and boyfriend. _________

Molly Hornby used to go to the pictures twice a week. ___________

Molly Hornby used to watch films with Marlon Brando and Elizabeth Taylor. _________

How I know I learned. Como sé que aprendí.

Momento 4. How I know that I learned. Como sé que aprendí.

Now read the next the text, before you do it, please follow these instructions:

· Read the text and found the words you do not know.

· Then read it again.

· Finally, answer the questions you find at the end of the text.:

I was born in 1936 and I lived with my family in a village near Bristol. My father was a fruit farm advisor and my mother was a housewife. But when our teacher retired from my school, my mother asked for the school books and started a small school at home. I think about nine children used to come to study with us. Mother taught us French and English, even though she was very deaf! Because it was the war, most people didn’t use to have much food. We were lucky as we had lots of land so we used to grow our own vegetables and we had chickens, rabbits and a pig. But mother would feed us lentils every day, which I hated! I still can’t stand them now. I remember hiding lentils in my pockets – and I’d sow them in the garden. Luckily I didn’t ever wait for them to grow! I think that was the beginning of my gardening career, because after I left home that’s what I studied at college! We didn’t have a television until I was about ten. Instead, we listened to the radio a lot after school, and we would play cards and board games, and play with friends outside. We couldn’t really afford many holidays – people didn’t in those days. There wasn’t much petrol, and it was very expensive. But when I was a bit older we had a caravan and I remember it had a tin bath that hung down under the floorboards. We used to love bath time on holidays! Nowadays people buy so many clothes, but when I was little people used to make them all. My grandmother would cut up old clothes and make skirts and blouses from them. And she used to give us a homemade jumper every year that she knitted from wool she took from old jumpers. These jumpers were lovely – bright and stripy. And when we made holes in our socks grandmother would always mend them for us. Mmm … we didn’t have a lot in those days, but I had a very happy childhood.

Please choose the answer you think is the correct one.

1. Why did Molly's mother start a school?

a) The teacher was ill

b) The teacher left

c) There were no books at school.

2. What subjects did Molly's mother teach?

a. French and English.

b. Just english

c. Gardening and English

3. How many kinds of animal did they have?

a. One

b. Two.

c. Three

4. What does Molly think was the start of her gardening career?

a. Try to grow lentils

b. Looking after the animals.

c. Going to college

5. What did she enjoy about the caravan?

a. It was expensive

b. It had a bath inside

c. It was old.

6. Where did Molly's clothes come from?

a. Her grandma bought them

b. Her grandma made them

c. We don´t know

7. What does Molly think about her childhood?

a. She enjoyed it because she had lots of things

b. She didn´t enjoy because she didn´t have enough

c. She enjoyed it even though she didn´t have many things

2. Write a text about what do you used to do when you were a child, at least 80 words and finally write, what do you feel when you remember those moments of your childhood?

Escriba un texto de 80 palabras, acerca de lo que usted hizo cuando era niñ@. Debe incluir en el texto, ¡Que siente cuando recuerda estos momentos de su niñez?

PERSONAL REFLEXION

1. Que aprendió en esta actividad.

2. ¿Hubo algo que le fue difícil aprender?

3. Explique cuál fue la dificultad, si contesto “sí”.

4. ¿Qué le pareció más fácil?

5. ¿Qué piensa que puede hacer en la próxima actividad para entender mejor lo que se le presenta.

Favor realizar las actividades de los momentos 3 y 4 en el cuaderno teniendo encuenta 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.

Sara Janes, grado 10-02 Actividad 6 Período 2

Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA NOVIEMBRE 05 DE 2020

^{ACTIVITY NUMBER 5}

WEEK FROM OCTOBER 2^ND TO OCTOBER 15^TH 2020

I wish you finished your studies

ESTÁNDAR: Analizo textos descriptivos, narrativos y argumentativos con el fin de comprender las ideas principales y específicas.

Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos.

DERECHOS BÁSICOS DE APRENDIZAJE: Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e interpretaciones.

DESEMPEÑOS: Valora y respeta la opinión de los demás.

COMPETENCIAS CIUDADANAS: Identifico problemas en una situación dada, analizo formas para superarlos e implemento la alternativa más adecuada.

MOMENTO 1 EXPLORACIÓN

What are you going to learn?

Last week you learned about the past and did some exercises. This week we will continue

with the past tense.

Now, you are going to listen a beautiful song called: because you loved me of Celine Dion

MOMENTO 2 ESTRUCTURACIÓN

What are you learning?

I invite you to observe the following graphics about the past tense and remembering how it

is formed (affirmative, negative and interrogative).

QUESTIONS

MOMENTO 3 LET´S PRACTICE

Exercise 1.

Please write the verbs that you found in the song in past tense.

1._____________________ 2.___________________ 3. ______________________

4._________________ 5.__________________ And more …

Exercise 2.

Write five sentences in past tense. You need to use some of the verbs that you wrote in the above exercise.

For Example: Stood by (apoyar, permanecer al lado de alguien)

· You stood by me when I was hopeless.

1. ……………………………………………………………………………….

2. ……………………………………………………………………………….

3. ……………………………………………………………………………….

4. ……………………………………………………………………………….

5. ……………………………………………………………………………….

MOMENTO 4 EVALUATION.

Activity 1

Write a text of 80 words that describes the type of identity that the person who is described

in the lyrics of the song has.

You can prepare this activity to present at the next virtual activity which will be on October

15th.

PERSONAL REFLEXION

Activity 2

1. What did you learn in this activity?

2. Was it difficult? Why? Yes/ why? No

3. Do you need to know more about past tense?

Favor realizar las actividades de los momentos 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.

Ana María Rodríguez grado 10-03 Actividad 5 Período 2

Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA OCTUBRE 15 DE 2020

ACTIVITY NUMBER 4

WEEK 24.09.2020 to 02.10.2020

Hello my dear stude2ND 2020nts, I wish all the best for you and your family

ESTÁNDARES: Escribo textos expositivos sobre temas de mi interés.

Trato de iniciar un tema de conversación y mantener la atención de mis interlocutores; cuando hablo, mi discurso es sencillo y coherente.

DERECHOS BÁSICOS DE APRENDIZAJE: Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo,inferencias e interpretaciones.

Responde preguntas e inquietudes después de hacer una exposición oral sobre temas generales o académicos de interés.

NIVELES DESEMPEÑOS: Competencia Pragmática.Valora y respeta la opinión de los demás.

MOMENTO 1 EXPLORACIÓN What are you going to learn?

Last week you learned about how can people identify their life style and their Identity?

This week you are going to review the past simple tense. You will do some exercises to

some practice writing exercises and about yourself, how do you live in the past and more.

I invite you to watch the following video that will show you some facts about the people´s

identity.

MOMENTO 2 ESTRUCTURACIÓN

Simple past tense

The simple past tense indicates an action which is complete at definite time in the past.

The following grafic shows a summary of the type past tense sentences and the usage of it.

This explanation will be of use to do the exercises and tasks that there are in this activity.

As you know when you use the simple past tenses, it is important to remember that

you need to use the verbs in past. Having in mind this, I will present a list of verbs.

Please press the following link to get the list of irregular verbs.

https://drive.google.com/file/d/1BvE7nn_tdyG7Wm5BgQa3AgsRgVNL7sYC/view?usp=sharing

MOMENTO 3 LET´S PRACICE

Activity 1.

Write the past tense of the verbs , then, find the past tense of the verbs in the word search

Activity 2

Write the past simple of the verb in (brackets) to complete the sentences.

1. Yesterday I ____went_____ to the park. (Go)

2. My grandparents _______________ us last week. (Visit)

3. Last weekend I _______________ an email to my friend. (Write)

4. My brother _______________ any computer games last night. (Not play)

5. We _______________ cereal and _______________ juice for breakfast. (Eat, drink)

6. I _______________ my favorite TV program yesterday. (Not watch)

7. My friend _______________ me a new pencil case for my birthday. (Give)

8. Yesterday I _______________ to school, I _______________ by car. (Walk, not go)

MOMENTO 4 EVALUATION

Taking into account the following pictures:

Differences between present and past

Activity 1

Now please write a text, where you can tell us how was the life in the past, and how has

it changed in the present.

Activity 2

Please make an audio about something funny that happened to you when you were a

child (home, school or anywhere). You can prepare this activity to present at the next

virtual activity.

PERSONAL REFLEXION

1.What did you learn in this activity?

2.Was it difficult? Why? Yes/ why? No

3.Do you need practice?

Favor realizar la actividad del momento 3 y las actividades del momento 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 periodo. Ejemplo.

Carlos Maldonado Ruíz grado 10-03 Actividad 4 Periodo 2

Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA OCTUBRE 2 DE 2020

ACTIVITY NUMBER 3

WEEK FROM SEPTEMBER 17^th TO SEMTEMBER 24^th

Estándar: Expreso valores de mi cultura a través de los textos que escribo.

Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos.

Derechos básicos de aprendizaje: Intercambia opiniones sobre situaciones de interés personal, escolar o social.

Desempeños: Asume una posición crítica ante temas académicos o sociales de su interés.

MOMENTO 1

Last week you learned the about the gerund´s rules and did some exercises to practice what you have learned.

This week you are going to learn about how can people identify their life style and their Identity?

I invite you to watch the following video that will show you some facts about the people´s identity.

MOMENTO 2

How do you identify yourself?

It is said that it is important to know your identity in order to feel confident and to learn to respect other people´s differences and us so we can feel proud of ourselves.

In addition, you need to be aware of what is the most important part of your identity? Is it your sex, your race or ethnicity, your sexual orientation, your class status, your nationality, your religious affiliation, your age, your physical or cognitive abilities, your political beliefs? Is there one part of your identity that stands out from the rest, or does your identity change depending on who you are with, what you are involved in, where you are in your life?

Key words

· Identity is a socially and historically constructed concept. We learn about our own identity and the identity of others through interactions with family, peers, organizations, institutions, media and other connections we make in our everyday life.

· Key facets of identity—like gender, social class, age, sexual orientation, race and ethnicity, religion, age and disability—play significant roles in determining how we understand and experience the world, as well as shaping the types of opportunities and challenges we face.

· Social and cultural identity are inexplicably linked to issues of power, value systems, and ideology.

· The media uses representations—images, words, and characters or personality—to convey specific ideas and values related to culture and identity in society.

Generally, it can be said that when we think about identity, we may focus on cultural markers (things like clothing) or biological and physiological markers (things like skin color); however, it is also important to understand that our identities are comprised of shared ideas, ideologies, biases and ways of seeing the world around us. Our identities, therefore, are socially constructed, and our biological attributes are only one part of who we are.

However, where do these shared values or ideologies come from? Again, the answer is not clear-cut. In many cases, we have learned and internalized these values over the course of our lives from family, peers, role models, school, organizations, government, etc. The media also plays a prominent role in creating meaning, shaping our values, defining who we are, and establishing norms. These values are powerful because they generally come from places of power, but also because we internalize them and take them for granted; they seem natural and the way things should be, and in turn, shape the way we see and understand the people, objects, practices, and institutions in our lives.

Our gender, race and ethnicity, sexual orientation, class, disability, religion, and age can play a significant role in determining whether we have social, political and economic power. While many assume that anyone can accrue social, economic and political power if they have talent, ability, and work hard (the idea of meritocracy), we also need to acknowledge the way historically ingrained prejudices are built into existing institutions and structures, and consider how they create barriers and limit opportunities.

VOCABULARY

Bias: prejudices, inclinations, predispositions. Natural inclination or disposition that a person has towards a certain thing.

Granted: Admit or agree that something is true after first denying or resisting it.

Acknowledge: Recognize something

Momento 3

Look at the pictures above and describe one of the life styles

that you feel identifyy with.

MOMENTO 4

Exercise 1.

Vocabulary

Skinny – ajustado

Ramp – Rampa

Do tricks- Hacer maniobras.

Brightly color- colorido

Follow – Seguir

Exercise 2.

Write a short text where you explain how is your lifestyle, taking into account the above readings.

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

B. PERSONAL REFLEXION

1. What did you learn in this activity?

2. Was it difficult? Why? Yes/ why? No

3. Would you like to performance the activity in-group?

Favor realizar las actividades del momento 3 y las actividades del momento 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 periodo. Ejemplo: Ana María Rodríguez grado 10-02 Actividad 1 Periodo 2

Luego prepararla para la próxima semana y presentarla en la reunión virtual a todo el grupo o enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA SEPTIEMBRE 23 DE 2020

Que Dios los siga bendiciendo!!!

ACTIVITY NUMBER 2

WEEK FROM AUGUST 27^th TO SEPTEMBER 14

Objective: Learning the diferents forms of the gerund by using differnt means like, video, writing exercises, reading and writing to put into practice what it has been learned.

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

Derechos básicos de aprendizaje: Intercambia opiniones sobre situaciones de interés personal, escolar o social.

Desempeños: Asume una posición crítica ante temas académicos o sociales de su interés.

MOMENTO 1

Last week you learned the zero conditional, it was a bit easy to learn this topic. However, I I am going to present you a summary for you to read it again.

As you can see it is easy to recognize the zero conditional, because it uses the present or past simple in both clauses. The other thing is that it is always talking about real situations.

A. If you leave the water on the stove, it boils

B. If you climb the stairs, you get tired

C. If you don´t study, you get tired

D. If it rains, I stay home

E. If I go to the beach, I take a towel

This time we are going to study the gerund subject. Furthermore, I will leave some reading and writing exercises.

MOMENTO 2 What am I learning?

THE GERUND

First I invite you to watch the following video where there is an explanation about the gerund, what is it, how is it formed and how is it used.

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

The following table content a summary of the gerund topic, please read it for you to consolidate the knowledge you get on the subject after watching the explanation about the gerund in the video.

Forms of Gerund

1. As a subject of the sentences examples:

Running is a lot of fun when you are stressed.

Smoking is prohibited in the airport.

Swimming is very healthy exercise.

2. It used with patterns verbs: like, love, hate and enjoy.

Examples:

I like running in the park. (Like + gerund)

She enjoys watching horror films. (Enjoy + gerund)

They hate going to the dentist. (Hate + gerund)

3. The gerund as a complement of the subject Examples:

The worst thing about winter is not seeing the sun.

One of my biggest dream has always been travelling to Japan.

4. Gerund after preposition examples:

He fell asleep after watching the movie.

She felt bad for buying too many things.

I’m interested in learning Russian.

5. Gerund after some expressions. Examples:

She can’t stand listening to classical music.

The teachers couldn’t help feeling pity for the student.

I don’t mind working on Saturdays.

6. Gerund is used continuous tenses. Examples:

She is working at the airport

They were eating a delicious food

I have been watching videos all morning.

Lie lying

Rules

Activity 1

Now we are going to make 5 sentences using the verbs in the image: For example, (Verb + ING)

I enjoy playing video games.

1. ………………………………………………………….

2. …………………………… ....………………………….

3. ……………………………… …………………………….

4. ………………………….….…………………………….

5. ……………………………..…………………………

Activity 3 Let´s practice

Put the correct form of the verb in brackets of the gerund and how the gerund is used:

I can't stop (listen) listening to this song. The gerund is used after a verb

1.You never fancied (live) _________ in Madrid.

2.(Smoke) _________ is bad for your health

3.He doesn't like (ski) ________

4.My friends enjoy (go out) __________ on Thursdays.

5.We usually spend time (read) _________ on weekends.

6.Can you imagine somebody (be) _________ so stupid?

7.It's better to avoid (travel) ________ at nights.

8.Sorry to keep you (wait) _________

MOMENTO 4 what I learned

Peter loves traveling. He began traveling when he was a young child. He remembers visiting new places every Christmas and summer holiday. In particular, he’ll never forget visiting Hawaii in 2010. On the day he and his family were going to depart, there was a big snowstorm. His father went to get them to the airport, but the roads were icy. The car kept sliding. In the airport parking lot, his father actually hit another car. He tried to stop, but he couldn’t. Finally, when they got inside the airport, Peter realized that he had forgotten to pack clothes. He remembered to bring his passport at least. So after arriving in Honolulu, his family had to stop to buy some clothes for him. In the end, he had a great trip. He hopes that he never stops traveling.

Read the above text and write a similar text using your own information. For Example

You can start with the following way or start as you want. It´s your own writing.

I love reading books. I began reading when I was 6 years. I remember finding an old book in my library………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

B. PERSONAL REFLEXIÓN

1. What did you learn in this activity?

2. Was it difficult? Why? Yes/ why? No

3. Do you need practice?

Favor realizar la actividad del momento 3 y las actividades del momento 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 periodo. Ejemplo.

Ana María Rodríguez grado 10-03 Actividad 1 Periodo 2

Luego enviarla al correo electrónico: d.inem.martha.mazuera@cali.edu.co

Entregar la tarea hasta el 14 de septiembre.

ACTIVITY NUMBER 1

WEEK FROM AUGUST 10^th TO AUGUST 14^th2020

When you and each member of your family wear mask every day, your health is good without virus.

OBJETIVO: Diferenciar las estructuras de los condicionales reales.

ESTÁNDAR: Identifico los valores de otras culturas y eso me permite construir mi interpretación de su identidad

DERECHOS BASICOS DE APRENDIZAJE: Responde preguntas e inquietudes después de hacer una exposición oral sobre temas generales o académicos de interés.

DESEMPEÑO: Diferencia las estructuras de los condicionales reales e irreales.

MOMENTO 1 What are you going to learn?

In this activity you are going to learn about zero conditional.

I invite you to watch the following video, pay attention to the explanation.

https://www.youtube.com/watch?v=r7UW7EJuR3o

MOMENTO 2 what are you learning?

ZERO CONDITIONAL

Se reconoce como cero condicional a la estructura que plantea una posibilidad de la que siempre se reconoce la misma consecuencia. Es decir, a la oración que afirma un hecho verdadero, pero en vez de plantearlo como una generalidad, lo plantea como una condición.

Éste tipo de condicional se usa en contextos de comunicación dialogal y como recurso ejemplificador ya que, como se dijo, siempre puede reemplazarse por una generalización que incluye al caso del que se está hablando y también a muchos otros.

ESTRUCTURA DEL CONDICIONAL CERO

La estructura del Zero conditional es muy sencilla y se deduce fácilmente: al tratar de situaciones generalizables, por lo tanto, se utiliza el present simple omitiendo la expresión ‘always’ (siempre).

Resulta de una combinación entre condición y consecuencia, unida por la partícula ‘if’ y potencialmente por la expresión ‘then’, que significa ‘entonces’.

IF + PRESENT + PRESENT

‘condición – if – resultado’

PRESENT + IF + PRESENT

‘resultado – if – condición’

‘if – condición – (then) – resultado’

PRESENT + then + PRESENT

El uso del “When”

Esta variedad de formas de organizar la estructura del condicional se replica en todos los condicionales del idioma inglés. Es también habitual utilizar el Zero condicional con la expresión ‘when’ (cuando), pues lo que se está haciendo es establecer una ley general, reproducible, diciendo que cuando ocurra determinado evento, luego ocurrirá otro.

DIFERENCIAS CON EL PRIMER CONDICIONAL

Se puede decir que la principal diferencia entre el ZERO y el FIRST CONDITIONAL es que el zero se usa para hablar de generalidades, creencias y verdades universales, mientras que el first se usa para hablar de situaciones concretas muy probables. Ahora observe el siguiente ejemplo:

Zero: If you sit in the sun for too long, you get sunburnt. — Si te quedas al sol mucho rato, te quemas.

First: If you sit in the sun for too long, you will get sunburnt. — Si te quedas al sol mucho rato, te vas a quemar.

Puede verse que, en el primer ejemplo, se habla de algo que ocurre en general. En el segundo, se refiere a una persona, se menciona un caso en particular. Una manera de saber la diferencia es preguntarse si se está hablando en general o de un caso concreto.

Ejemplos de oraciones en condicional cero

If you heat water to 100 degrees, it boils. (Si calientas agua a 100 grados, hierve)

If public transport is efficient, people stop using their cars. (Si el transporte público

es eficiente, la gente deja de usar sus autos)

If you cross the line, you are in our country. (Si cruzas la línea, estás en nuestro país)

If children study, then their parents are happy. (Si los niños estudian, sus padres son felices)

Plants die if they don’t get enough water. (Las plantas mueren si obtienen suficiente agua)

If you mix red and blue, you get purple. (Si mezclas rojo y azul, obtienes violeta)

Nota: A continuación, encontraras un resumen del presente simple.

PRESENT SIMPLE TENSE

Remember that the present simple is use to talk about things in general.

For instances, expressing repeated or regular actions in the present time period (I take the train to the office), expressing facts (A dog has four legs) or expressing habits (I get up at 5:20 every day).

Además, siempre debes de tener presente que los verbos conjugados en singular y en tercera persona como 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. Esto sucede por ejemplo con el verbo brush.

he brushes his teeth.

*Si el verbo utilizado acaba en consonante más -Y, la terminación de la tercera persona se forma sustituyendo la -Y por una –IES

Federico studies hard.

MOMENTO 3 Let´s practice

Supply the suitable forms of the verbs in brackets

1. If I __________________ (try) to cook, I ruin the food.

2. If you smoke, your skin ________________ (damage) more quickly.

3. If you heat ice, it _____________ (melt).

4. I feel good if you ______________ (visit) me regularly

5. Water evaporates if you ______________boil) it.

6. Darren _____________ (cycle) to work if the weather is good.

7. I feel sick if I ___________ (eat) too much chocolate.

8. You need to take my sister to the hospital if she _________ (drink) milk as she is allergic to it.

9. If Andy ____________ (go) to bed late, he cannot wake up early.

10. If it doesn't _________________ (rain), plants can´t grow.

MOMENTO 4 EVALUATION

A. Answer the following questions

Example: What do you do if you have a strong stomachache?

I call to the doctor if I have a strong stomachache 0R

If I have a strong stomachache, I call to the doctor

1 1. What do you do if you get bored at home? ______________

2 2. What do you do if you don´t understand any virtual activity?

3 3. What do you do if you have fever?

4 4 What do you do if you get sunburnt?

5 5 What do you do if you can't sleep at night?

6 6 What do you do if your Parents don´t have money for buying food?

7 7 What do you do if you have problems with your parents?

8 8 What do you do if you don´t have internet for doing your virtual activities?

B. PERSONAL REFLEXION

1. What did you learn in this activity?

2. Was it difficult? Why? Yes/ why? No

3. Do you need practice?

Ana María Rodríguez grado 10-02 Actividad 1 Periodo Luego enviarla al correo electrónico: d.ine.martha.mazuera@cali.edu.co

FECHA DE ENTREGA: HASTA AGOSTO 20 DE 2020.

GOD BLESS YOU

ACTIVIDAD VIRTUAL 7

02.07 – 17.07 JULY

Recuerden que deben cuidarse ustedes mismos junto a su familia siempre en casa.

SEA DIOS GUARDANDOLOS EN LA PALMA DE SUS MANOS

ESTÁNDAR:

Comprendo el sentido general del texto oral, aunque no entienda

todas sus palabras.

DERECHOS BÁSICOS DE APRENDIZAJE:

Identifica el propósito de textos orales y escritos de mediana longitud relacionados con temas de interés general y de su entorno académico y la comparte con otros.

COMPETENCIAS LABORALES: Solución de problemas.

Registro y analizo errores o incidentes críticos en una situación dada

MOMENTO 1.

Last time you learned new vocabulary and putting into practice what you have learned in the past such as using irregular verbs. You analyzed a text and expressing in writing your view about the meaning of it.

This week you will be self-evaluating your performance in English class. You will first read a rubric in English and try to understand it, and then you will be presented with the same rubric in Spanish to make sure you understood correctly and your evaluation will be accurate.

MOMENTO 2

Well, as you know this academic semester is ending. As is the custom in school, each student must self-evaluate their academic performance, such as responsibility and effectiveness when doing their virtual activities, punctuality and others.

I invite you to read the following rubric in which there is an evaluation scale (excellent, high, basic and low), for which 5 criteria were chosen to evaluate:

1. Planning of activities

2. Responsibility

3. Commitment to your specialization.

4. Product presentation

5. Transfer the learning process

Each criterion has a statement that is identified as excellent, high, basic, or low. In other words, they describe the different possible ways in which the virtual activities of the subject could have been carried out.

This was done with the aim, that you can do your self-assessment. Remember that you must be honest therefore you can have a correct evaluation, which will help you improve your academic performance. Or carry on using the strategies that have given you good results in your studies.

MOMENTO 3

Please follow these steps to evaluate your own academic performance:

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, mark with an X the box of the statement that expresses the way you perform when doing your virtual activities.

Step 3: After you have finished marking the statements with which you self-evaluated your academic performance. You must add the total of the letters Es, Bjs, Bs or As and writing the total number of each letter at the end of the row.

MOMENTO: 4

Now is the time for you to do know if you understood what you learned.

Como ya sabe el total de los enunciados que tiene, escriba en inglés el resultado y diga que piensa del resultado obtenido en la auto-evaluación de su rendimiento académico. Por favor enviar a mi correo electrónico.

Por ejemplo si marco más enunciados en la escala de A, que piensa de ello, cómo se siente o por el contrario si marco más enunciados en Bs que piensa que debe hacer.

POR FAVOR SEA MUY CONCRETO AL ESCRIBIR.

ESCRIBA ORACIONES CORTAS. Y NO MAS DE 15 LINEAS.

Usted debe enviar a mi correo electrónico los resultados de su evaluación, mostrando la letra que marco en cada estándar. Por ejemplo:

1. Planning of activities: (A)

2. Responsibility: (E)

3. Product presentation: (E)

4. Transfer the learning process: (E)

RECUERDE ENVIAR LAS ACTIVIDADES A MI CORREO ELECTRONICO m.mazuerainem@gmail.com. Todo debe ser escrito en inglés.

Por favor enviar su autoevaluación el 17 de julio

QUE DIOS LO SIGA BENDICIENDO Y GUARDANDO

EXPLICACIÓN DE LA RUBRICA EN ESPAÑOL

MOMENTO 2

Bueno, como ya saben este semestre académico está finalizando. Como es costumbre en el colegio, cada alumno debe auto-evaluar su rendimiento académico, como responsabilidad y eficacia al hacer sus actividades virtuales, puntualidad y demás.

Lo invito a que lea la siguiente rubrica en la cual hay 5 estándares para evaluar su performance en esta materia:

1. Planificación de las actividades

2. Responsabilidad

3. Presentación del producto

4. Transfiere el proceso de aprendizaje

Cada estándar tiene un enunciado el cual describen las diferentes posibles maneras, como cada estudiante ha realizado las actividades virtuales de la materia. Y está marcado con una escala (E, A,Bs,Bj), para lo que usted se dé cuanta en que escala están sus respuestas, en el A o Bj etc.

El propósito de la rúbrica es que usted realice su autoevaluación. Debe elegir en cada estándar, la afirmación más cercana a su realidad. Recuerde que debe ser honesto, para que pueda tener una evaluación real, que puede usar para mejorar su rendimiento académico o continuar usando las estrategias que le han dado buenos resultados en sus estudios.

MOMENTO 3

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 enunciado que hay escrito en la rúbrica, marque con una X, la caja del enunciado que expresa la manera como usted cree se desempeña al hacer sus actividades virtuales.

Paso 3: después de que haya terminado de marcar los enunciados con los que usted auto-evaluó su desempeño académico; escriba el número total de cada letra, Es, As, Bjs o Bs al final de la fila.

RECUERDE ENVIAR LAS ACTIVIDADES A MI CORREO ELECTRONICO m.mazuerainem@gmail.com. Todo debe ser escrito en inglés.

QUE DIOS LO SIGA BENDICIENDO Y GUARDANDO

Santiago de Cali, mayo 04 de 2020

Aviso importante.

Queridos estudiantes de Conversación en inglés de 10-03

Fraternal abrazo.

Espero se encuentre gozando de salud en casita en compañía de sus familias.

Quiero comunicarles que ya está la compañera docente de inglés Martha Mazuera Ramos, como mi reemplazo para empezar a atender las clases con ustedes. Hemos estado trabajando durante esta semana haciendo empalme y diseñando las actividades de aprendizaje, para las semanas de educación en casa según horario que ya está publicado en el sitio web de nuestro Inem Jorge Isaacs.

Su cuenta de correo es marthamazuera2010@gmail.com

Para el día viernes 8 de mayo, ella publicará las actividades de aprendizaje que corresponden a las siguientes semanas.

Procuren manejar el tiempo para el desarrollo de las actividades.

Ella se pondrá en contacto con su director de grupo y el vocero (a) del curso para hacer seguimiento al desarrollo de las actividades, atender dudas, dificultades y hacer la retroalimentación. Buscamos que sean atendidos y logren aprender desde casa.

Los quiero mucho.

Se cuidan y también a sus familias. Todo va a mejorar y saldremos bien de esta situación.

María Isabel Morán M.

Hello, I´m Martha Mazuera Ramos, your new English teacher.

GRUPO No1

I would love to meet you in your classroom, but it is not possible due to quarantine time. I hope this end as soon it is possible, so we could meet.

Right now, you need to be brave and diligent to carry on your studies!!!!

Espero que este espacio sea agradable y productivo!!!

Puedes enviar este trabajo entre los días 08 y 14 de mayo 2020, a mi correo electrónico. m.mazuerainem@gmail.com

A partir de ésta semana, el grupo de conversación se divide en 2 grupos así.

GRUPO 1 va desde Belálcazar Villada Xiomara hasta. Muñoz Triana Daniela Carolina

Profesora: Martha Mazuera

GRUPO 2 va desde Obando Ocampo Juan Camilo hasta Vargas Osorio Ximena.

Profesora: Gloria Vallejos

ACTIVIDAD VIRTUAL No. 1

Objetivo:

Distinguir la información central de textos orales relacionados con temas académicos de interés.

Derechos Básicos De Aprendizaje

Explica las ideas de un texto oral o escrito acerca de temas de tu interés o que te son familiares a partir de tu conocimiento previo, inferencias e interpretaciones.

Intercambia opiniones sobre situaciones de interés personal, escolar o social.

QUE VOY A APRENDER

En esta actividad vas a identificar el propósito de textos orales y escritos de mediana longitud relacionados con temas de interés social, como lo es el Corona Virus.

También vas a redactar textos argumentativos con una estructura clara y sencilla sobre el tema ya mencionado.

El video que vas a ver, te hablara acerca del virus llamado “coronavirus”.

QUE ESTOY APRENDIENDO

1. Te invito a que veas el vídeo sobre el coronavirus. Ahí te darán una clara enseñanza sobre lo que es el coronavirus y los cuidados que se deben tener para evitar el contagio.

2. Ahora abre el link y mira el vídeo.

https://www.youtube.com/watch?v=mOV1aBVYKGA&feature=emb_rel_end

3. Cuando termines de ver el vídeo, haz una reflexión acerca de lo que la información que se presenta en el vídeo. Ahora responde la siguiente pregunta:

4. ¿Qué entendiste acerca de la información que brinda el vídeo?

Ahora escribe sobre la información que el vídeo te muestra.

** Si quieres vuelve a ver el vídeo, para que entiendas mejor.

5. En el siguiente paso abre el siguiente link donde se hablara acerca de los cuidados, para evitar el contagio con el coronavirus.

https://www.youtube.com/watch?v=-kU8Xv2CYJM

6. Reflexiona sobre lo que entendiste de la información que se presenta en el vídeo y escriba esta, en su cuaderno de inglés.

7. Ahora, lee y entiende las palabras escritas en el banco de palabras. Estas te servirán para realizar la siguiente actividad.

WORD BANK

spreading	virus	world	acute
syndrome	cluster	pneumonia	genetic
Spikes	crown	symptoms	fingerprint
Breath	diagnosed	treatment	vaccine
Avoid	illness	coughing	sneezing
Surfaces	scrap	trash	doorknobs
Light switches

PRACTICO LO QUE APRENDÍ

1. Después de escribir sobre las reflexiones acerca de los dos vídeos que ya viste, piensa la manera de como poder explicar a un grupo de personas que están desinformadas sobre el tema del coronavirus.

2. Usando la información obtenida en los dos vídeos, haz una nota escrita en inglés para explicarles las cosas más importantes que creas necesario que las personas deban saber, para actualizarlos y ayudar a que se cuiden , no se contagien y no contagien a los demás .

3. Entonces, ¿Qué le explicarías primero? Y después que las personas entiendan la información. ¿Qué otra información importante les darías para que ellos conozcan sobre el tema? Recuerda que ellos no saben nada acera del coronavirus.

COMO SÉ QUE APRENDÍ

Ahora, que ya realizaste las demás actividades propuestas en esta clase, vamos a ver que tanto aprendiste.

1. Haz una guía donde escribes 5 cuidados que debe tener una persona para no contagiarse. (Esto es tu opinión teniendo en cuenta lo que aprendiste en los vídeos).

QUE APRENDÍ

Recuerda que se ha recomendado estar continuamente actualizados sobre el coronavirus.

1. Por ejemplo, crees que lo que se dijo como usar el tapa bocas, en el segundo video ¿Esta actualizado?

Contesta esta pregunta escribiendo un párrafo de cinco líneas máximo.

RECUERDA:

** Todo lo debes escribir en el cuaderno de inglés y enviármelo a mi correo electrónico, m.mazuerainem@gmail.com

Fecha: 08.05.2020 hasta 14.05.2020

Nota:

Las próximas actividades serán redactadas en inglés.

Que tengas un bendecido fin de semana

ACTIVITY N: 2

WEEK 14^th May to 21^st May

Grupo No. 1

My dear students, I wish you are well.

Que voy a aprender

This week we are going to revise the present simple tense and enjoy listening to a song.

Nivel de desempeño:

Identifica estructuras básicas de los tiempos presente y el vocabulario de sus rutinas diarias.

Estándares:

Describo en forma oral mis sueños, ambiciones, esperanzas y ambiciones usando lenguaje claro y sencillo.

Que estoy aprendiendo

I invite you to listen to the song “follow your dreams”, first you need to read the words from the bank word. It is for you to understand easily the meaning of the song.

WORD BANk

Stare: mirada	Wrong: incorrecto	Inspite of: a pesar
Faith: fé	Self: propio	Believe: creer
Feat: hazaña	Heart: corazón	Endure: soportar
Grief: dolor	Courage: valor	Strong: fuerte
Rise: subir	Fall: caída	Stand up: párate
Aim: objetivo	Proudly:orgullosamente	Woes: problemas
Desire:deseo	Burns up: quema	Achieve: lograr

Second, open the following link and enjoy the song. Just think about what you would like to be or do in the future.

Ahora, vamos a recordar, como se escriben los verbos en las oraciones que están en presente simple, si la acción realizada es:

Singular y en tercera persona como: 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 mum cooks every day our dinner.

Michael watches football programs on weekends.

The dog cries all night.

Practico lo que aprendí

Now, it is time to practice. You need to open the following link and do the exercises.

https://www.grammar.cl/Games/Simple_Present_Tense.htm

Que aprendí

Para la actividad que realizamos esta semana no debes enviar trabajo, (pracica lo aprendido en el ejercicio y escucha la canción).

The main aim of this week is to finish the outstanding homework.

El objetivo de esta semana es terminar todas las tareas y entregarlas, lo más pronto posible!!!! Por favor. Los animo a que lo hagan.

Por favor asegúrense de terminar y enviar todas sus tareas a mi correo electrónico m.mazuera.inem@gmail.com entre los dias 16 y 21 de mayo.

Dios los siga bendiciendo

ACTIVIDAD VIRTUAL 3

GRUPO 1

DESEANDO A TODOS ESTEN BIEN EN COMPAÑÍA DE SUS FAMILIAS.

Estándar:

Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de hechos y objetos cuyo nombre desconozco.

Derechos básicos de aprendizaje:

Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e interpretaciones.

Niveles de desempeño:

Reconoce información general y específica en textos narrativos y descriptivos orales y escritos relacionados con temas dados.

Que voy a aprender

Today we are going to learn about the linking words. We also, commemorate the Afro-Colombians’ day by reading and writing about discrimination in Colombia.

I invite you to listen to a song and pay attention to understand it.

Que estoy aprendiendo.

Connectors or linking words are the ones that help you to connect ideas and sentences when you speak or write English. We can use linking words to give examples, add information, summaries, sequence information, give a reason or result, or to contrast ideas.

Now, we are going to see the sequence words.

They connect ideas and are able to discuss the order of events within a sentence, paragraph, or a piece of writing.

It could say that they are signal words that help us to identify the next event in a story and the end of a story.

They also could help to follow instructions or saying how things should be done, like following steps, when making something, such as, baking a cake and so on.

For instances: (First, and, also, in addition, then, lastly)

Firstly, … secondly, … finally (or lastly) are useful ways to list ideas.

Firstly we are going to talk about families. Second, we will ask you to work in groups and finally, you will make a presentation.

It’s rare to use “fourthly”, or “fifthly”. Instead, try the first point, the second point, and the third point and so on.

And: Ideas are often linked by and. In a list, you put a comma between each item, but not before and.

“We discussed training, education and the budget.”

Also is used to add an extra idea or emphasis. “We also spoke about marketing.”

We don’t usually start a sentence with also. If you want to start a sentence with a phrase that means also, you can use in addition or in addition to this…

People, who want to be healthy likes to do exercises, drink 8 glasses of water, eat fish and meat. In addition, they need to eat vegetables and fruits to be healthier.

Practico lo que aprendí:

Let´s practice:

Write a paragraph of 5 sentences using the sequence words.

After it you need to read the following article about the Afro-Colombians.

“The Afro-Colombians Day”

May 21 is celebrated in Colombia as Afro-Colombian Day (Día de la Afrocolombianidad) – in commemoration of the day slavery was abolished in the country in 1851. Throughout the month of May a number of events are held to honour and acknowledge the achievements of Afro-Colombians and address some of the issues facing this largely marginalised group.

In addition to celebrating the rich cultures of the country’s Afro-descendants, as seen through the music, art, literature and history, the day, (which has grown into a month) of ‘Afrocolombianos’ is also a rare opportunity to consider the more difficult questions of cultural identity, visibility and inequality.

Afro-Colombian communities have been some of the hardest hit by the country’s conflict, especially those living in and around the Pacific coast, which a territory is heavily favored by guerrilla groups and drug lords, due to the dense jungle terrain that makes it easy to hide in. Other challenges facing Afro-Colombian communities include the lack of access to basic amenities, such as healthcare, education, clean drinking water and housing. Furthermore, people in this demographic are estimated to earn two thirds less, on average, than other Colombians.

Based on government figures from 2002, Colombia has the third-largest population of black people in the Americas after the United States and Brazil, with an estimated 26% of the population believed to be descended from slaves brought from Africa. The latest the official figure, however, according to the last census held in 2005, stands at 10.6%, a number which is widely disputed by statistics websites and people within the community who believe this to be a misrepresentation.

“The statistic is false for a number of reasons” says journalist and activist Edna Liliana Valencia Murillo. “One reason is how people identify themselves. For example, not everyone will say that they are black because they want to avoid being discriminated against. People will say for example that they are from the coast, or that they are mixed, but few will actually say ‘I am black’, even if they are.”

“So during the census when people are asked to classify themselves racially many say they are something else other than black, and that has left the statistics skewed. They say ‘I’m mestizo, I’m mulatto, I’m moreno’ etc.”

She explains: “People from The Caribbean will say they are costeño and not black, even though the Caribbean is where the first slaves arrived and so that area and the Pacific coast has the highest number of black people in Colombia.”

Valencia, a former news presenter now working with the United Nations, campaigns for better visibility of minority groups in the country.

This point of view is shared by singer Goyo of the popular group ChocQuib Town, who says: “This is one of the things we often talk: “In Colombia, when you watch TV you can’t identify yourself because to put it in a sarcastic form, we don’t eat waffles. We see parents and children [on TV], but the Colombian family in Bogotá eat waffles for breakfast, and this is not our reality, so we feel like we’re always living outside of reality because we can’t see ourselves reflected in the people we see on TV.”

However, this is changing, says the vocalist, adding that we do see more diversity in the media now than in the past.

Que aprendí.

After reading and making sure you understood the meaning of the text, please answer the following questions (use the sequence words).

1. Write a short paragraph telling the audience which is your understanding about Afro-Colombians’ lives as it is explained in the article.

2. Do you agree with the writer´s point of view? Please, explain why you say yes or no.

3. Have you witnessed or read about an event of discrimination? Please write a comment telling us what you think about it. (a paragraph of 5 lines).

Please send the activity to my email, m.marthainem@gmail.com

Between 23.05.2020 and 28.05.2020.

God bless you!!!

ACTIVIDAD No.4

WEEK 28^TH MAY TO 4^TH JUNE

I wish all the best for you and your families.

Estándar:

Identifico conectores en una situación de habla para comprender su sentido.

Derechos básicos de aprendizaje:

Explica las ideas de un texto oral o escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e interpretaciones.

Niveles de desempeño:

Reconoce información general y específica en textos narrativos y descriptivos orales y escritos relacionados con temas dados.

Que voy a aprender

Last week we were talking about connectors or linking words (the sequence words). We also acknowledge the Afro-Colombians’ day by reading a text about The Afro- Colombians´ discrimination.

This week we are going to review some vocabulary related to the text we read last week and doing some exercises using the connector or linking words.

Que estoy aprendiendo

Now, I invite you to read the word bank expressions. Time to start!

Abolished:abolido	Slavery: esclavitud
Amenities:comodidades	Issues: problems
Achievement:logro	Facing- enfrentar
Disputed: cuestionado	Marginalized Group: Grupo marginado
Inequality:desigualdad	Lack of access: Falta de acceso
Identity: identidad	Waffles:tipo de galleta usada en el desayuno
Healthcare:servicio de salud	Skewed/ deshonesto
Misrepresentation: tergiversación

After reading the words, try to remember each one, you can look for the pronunciation ad writing them as well. So you can increase your vocabulary to have better way to express your feelings and views on the topic of discrimination issues.

Good, after reviewing the vocabulary of the Afro- Colombians’ text. I invite you to watch a video about how to bake a Banana Cake.

Before doing it, I will present to you the sequence connectors we learned last week. It will support you to have a better understanding to follow the procedure when the chef will show you how to bake the banana cake.

The liking works (sequences). They connect ideas and are able to discuss the order of events within a sentence, paragraph, or a piece of writing.

They also could help to follow instructions or saying how things should be done, like following steps, when making something, such as, baking a cake and so on.

Please read the linking words and trying to remember them when watching the mentioned video.

And: y	First: primero	After: Después
Also: También	Second: Segundo	Finally: Finalmente
In addition to: Además	Then: Luego	Last: Por último

After, reviewing the linking words (sequences), it is time to watch the video, that was mentioned before.

You need to open the following link. After it, you need to scroll down the cursor to find the video titled:

Abre el link y bajas el cursor hasta que encuentres el video, titulado:

Tasty banana bread recipe you can try at home!

12 May 202012 May 2020

While we're in lockdown, some of you may have been baking up a storm in your kitchens.

Master chef finalist Imran Nathoo has shown us a quick and delicious banana bread recipe that you can try at home.

https://www.bbc.co.uk/newsround/news/watch_newsround

Practico lo que aprendí

Activity:1

Word bank (pancake recipe)

Pinch:pizca	Dry:seco	Whisk:batidor	Tablespoon: cucharada
Simmer:hervir	Bowl:tazon	Grease:engrasar	Heat:calentar
Melted:derretida	Pan:sarten	Spread:esparcir	Pour:verter
Non-stick: Antiadherente	Wheat flour: harina de trigo	Ladleful: cucharon	Baking: horneando

I will show you how to prepare my favorite pancake named eggless, because it has not eggs. You need to order the steps to prepare and cook it.

------ and add 2 tbsp(tablespoon) sugar, 1 tbsp baking powder, ½ tbsp baking soda and a pinch of salt.

------ Finally, simmer and cook for 2 minutes or until bubbles appear on the surface. And serve the eggless pancake with some butter and honey on top.

------ in addition add 2 tbsp melted butter, 1 cup milk and combine well with the whisk. The pancake batter is prepared.

------ then mix well combining all the dry ingredients well.

------ First, in a bowl take 2 cups of wheat flour option.

------ After heat a nonstick pan and grease with butter. Pour a ladleful of prepared pancake batter. Do not spread.

Que aprendí.

Activity:2

Now you can show me how you prepare your favorite sandwich. Please do it using the linking words you learned and write down 6 steps only.

Por favor escriba los dos ejercicios en el cuadernos, pero solo envie el último ejercicio, Lo que aprendí (preparing your favorite sandwich).

Por favor enviarme la receta a mi correo electrónico, m.mazuerainem@gmail.

Fecha de entrega: entre los días 29 de mayo y 4 de junio.

QUE DIOS LOS SIGA BENDICIENDO Y TENGA BUEN FIN DE SEMANA

ACTIVIDAD No.5

WEEK 4^TH TO 11^TH JUNE

A warm greeting wishing all the best for you and your family

Estándar:

Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos.

Respondo preguntas teniendo en cuenta a mi interlocutor y el contexto.

Derechos básicos de aprendizaje:

Intercambia opiniones sobre situaciones de interés personal, escolar o social.

Niveles de desempeño:

Hace una exposición oral sobre temas académicos de interés.

Que voy a aprender

Last week we practiced the sequence linking words. You wrote about how to prepare your favorite sandwich and I share my favorite recipe to prepare pancakes. Did you enjoy it? Of course, it was fantastic. I did enjoy it. At the same time we did practice the linking words when writing the procedure to do it.

This week, we are going to learn how to use the contrast linking words and planning how to write a dialogue on a free subject, using the linking words in the text.

Que estoy aprendiendo

The contrasting linking words

Remember that we use the linking words to joint ideas together when we are talking or writing. Can you give an example?

Yes I will give one, Colombia is a big country and it is amazing to see its countryside.

The connector and is used to combine two sentences.

There are times when we want to link two ideas that are different from each other; one sentence can be positive and the other negative, for example,

I will go to visit my friend to her house, although her dad does not like me.

The word although is use to link the two sentences that are contradictory.

The contrast linking words could be used when we want to link one idea to another one which is surprising or unexpected as well. For example,

However, it is raining the temperature still warm.

The Word however is used to show contrast, as it is raining but the weather is warm. It is something usual.

The following are some contrast linking words:

But - However

It is said that the linking word but is more informal than however. it can be used at the beginning of a sentence, but you can’t use but at the beginning of a sentence (in written English).

I tried to lift the box, but it was too heavy for me.

I tried to lift the box. However, it was too heavy for me.

Although - Even Though

These linking words are the same, and they are both followed by a subject + verb.

Although I exercise every day, I can’t seem to lose any weight.

She still loves him, even though he treated her very badly.

Despite - In Spite Of

These linking words are the same, and they are followed by a noun or a gerund (-ing form of the verb, which can function as a noun).

Our plane arrived on time in spite of the delay during takeoff.

We won the game despite having two fewer players.

While - Whereas - Unlike

These linking words are used to make contrasts. While and whereas are usually used between two complete phrases. Unlike is regularly used with only a subject.

I like tennis, while my brother prefers bowling.

This cell phone plan costs $0.05 per minute, whereas that one gives you up to 800 minutes per month for a fixed price.

His boss allows him to work from home, unlike mine.

She’s very friendly, unlike her sister.

Yet - but

The connector yet is used in combination with but, they work together tos ay when something has not happened yet.

I want to go to the movies with you, but I haven’t finish my homework

Mary can’t jump high yet; the rest of the class can.

On the other hand

The connector on the other hand is use to introduce the second of two contrasting points, facts, or ways of looking at something.

For example: well, all right, hospitals lose money. But, on the other hand, if people are healthy, think of it as saving lives.

Otherwise

The connector otherwise is used to connect two clauses where the second clause shows what would have happened if the first clause hadn't happened. Otherwise is used when you do not agree with something.

For example:

I missed the bus. Otherwise, I would have been here earlier.

Well now we are going to work together, we will create a dialogue using some connectors. Please read the one I created.

Before writing the dialogue I need to plan what I am going to talk about.

I chose that I will speak about a person who is going to do a proposal project.

After it, I need to create a conflict, in order to be able to use the contrast connectors to write the dialogue.

It is the conflict I created: Lucas needs to check the project´s frame´s proposal, but I have not sent it yet. However, Lucas explained to me how to save the proposal´s frame, I did not understand how to do it.

Now that I have it, I will write the script as follow:

1 .Hi, Lucas

2 .Hi, how are you? and your family

1 .My family is great and I am so bored. Doesn´t matter

2 .Do you agree with my proposal?

1 .I hear you, however I disagree

2 .Why.

1 .Because, it´s no clear, you say that you do the project but you have not sent the frame yet.

2 .Ok. I will send it to you but you must correct it.

1 .However, I have to create a way how to know the correct frame.

2 .You have a reason, on the other hand it´s possible to lose the information.

1 .First, send the information, second, give click to save.

2 .Ok.

1 .In spite of all my efforts to explain you, you didn’t understand how to save it

2 .Even though you are not happy because I could not save the file, you need to help me to check the frame. Otherwise, I will present the proyect´s frame´s proposal without your supervision.

Practico lo que aprendí

Now, it is time for you to create a dialogue about something you disagree, using the contrast connectors to talk about it.

For instances, it could be that you are not happy with the quarantine time, or you want to tell your friend why you are not going to visit her/him.

You need to write your dialogue in the English note book.

Como sé que aprendí

To show what you have learned, I invite you to work in groups to do a presentation. In order to do the presentation you need to do the following things:

First, try to contact 3 classmates, to create a group to work in this project. Please choose the ones you are able to talk or it is easier to call or being in contact frequently.

If you cannot contact one or two classmates, you can do the activity alone.

After creating the group or knowing how are you going to work, the group need to decide what subject are you going to choose to prepare a short presentation to talk next week?

The subjects for the presentation are:

Talk about racial discrimination

The problems cause by the pandemic

How do you feel at home?

Please choose one of the above subjects and work with your group creating a dialogue to present next week in the virtual meeting.

You need to write your dialogue and sending it to my email address:

m.mazueraiem.com

Please send your dialogue by 11^th June 2020.

Que aprendí

Please answer the following questions and sending the answer to my email:

What are the things you have learned with this activity?

Do you need to do more practice?

God bless you all the time

ACTIVIDAD VIRTUAL 6

GROUP 2

JUNE 11^TH TO 18^TH 2020

Espero que todos estén teniendo buen tiempo en casa

ESTÁNDAR:

Con mi vocabulario trato temas generales, aunque recurro a estrategias para hablar de hechos y objetos cuyo nombre desconozco.

DERECHOS BÁSICOS DE APRENDIZAJE:

Intercambia opiniones sobre situaciones de interés personal, escolar o social.

COMPETENCIAS CIUDADANAS

Reconoce información general y específica en textos narrativos y descriptivos orales y escritos relacionados con temas dados.

Que voy a aprender

Last week´s subject was the contrast linking words. It seemed to me that you learned, as I could see some of your homework’s were good, however, I think it will be useful to do a review this week about the same subject.

We also planned how to write a dialogue to do a presentation. You wrote your own dialogue with two classmates if you could or you did a monologue if it was not possible for you to do it. I found out that some of the dialogues you did were a bit confusing.

Therefore, this week, we are going to do some more practice using the contrasting connectors and explaining a bit more about how to write a dialogue as some students were struggling to write the dialogue.

Que estoy aprendiendo

Now, I invite you to watch the following video. Please pay attention to learn more about the linking words of contrast.

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

Linking words of contrast

Remember that the linking words are used to joint ideas together when we are talking or writing. I will present a table with some of the contrasting liking words we learned last week for you to read and reviewed.

CONTRASTING LINKING WORD	EXAMPLES
HOWEVER/NEVERTHELESS: These emphasize the fact that the second thing that you are saying contrasts with the first. Nevertheless is more formal. These words are separated from the sentence, they introduce by a comma.	She was feeling very ill. However, she went to school. You need some help with your homework. Nevertheless, no one can help you and you have to do it yourself
WHEREAS/WHILE: They are used to compare two items or facts. They are separated by a comma.	The original movie was quite interesting, whereas/while the remake was really boring. Whereas you have lots of time to do your homework, I have very little time indeed
YET/STILL: They emphasize that something is surprising, considering what has already been said	He's been diagnosed as disabled since he was a child and yet he has had a brilliant career. He says that he's a vegetarian. Still, he does enjoy a bit of ham every now and again.
ON THE OTHER HAND: It is used when you are comparing two different facts or two opposite ways of thinking about a situation. On the other hand is used for balancing contrasting points.	Arranged marriages are common in many Middle Eastern countries. In the West, on the other hand, they are unusual.
ALTHOUGH/ EVEN THOUGH: The words “although”, “even though” and “though” are all used to show contrast when two things are different or opposite. Note:Generally, Though is more common than although and it is more common than although in speaking. Warning: When the though/although clause comes before the main clause, we usually put a comma at the end of the clause.	Although she sang beautifully, she didn’t win the contest. I am going out tonight, even though I am tired. I didn’t get the job though I had all the necessary qualifications. The house isn’t very nice. I like the garden though.
IN SPITE OF / DESPITE: They also show contrast like though. Followed by a noun phrase or a verb in the ‘ing’ form In spite of /despite the fact that + clause	Despite their money, they can’t buy happiness. In spite of having so much money, they can’t buy happiness. Despite the fact that we lacked time, we listened to them

Note

Yet - but

The connector yet is used in combination with but, they work together to say that something has not happened yet.

I want to go to the movies with you, but I haven’t finish my homework

Mary can’t jump high yet; the rest of the class can.

Otherwise

The connector otherwise is used to connect two clauses where the second clause shows what would have happened if the first clause hadn't happened. Otherwise is used when you do not agree with something.

For example:

I missed the bus. Otherwise, I would have been here earlier.

Well now we are going to work together, we will create a dialogue using some connectors. Please read the one I created.

Practico lo que aprendí

One more thing, I’d love to see you put this lesson into practice.

I invite to read the following text:

A pregnancy in the adolescent stage is anyone who comes in under 19. Central America is one of the most affected regions by this problem. One of the main reasons why this happens is because the teenagers have unprotected sex, although there are cases where the condom breaks or also teenagers are rape.

However now days schools are giving talks to students from different forms of protection. Nonetheless this problem is increasing despite of the efforts taken to try to prevent it. By the other hand I can say this is also caused partly due to the sexual freedom given by parents now days and the immaturity of the teenagers.

In conclusion teenagers should analyze the risks and be fully informed before having sexual relationships. It will help to decrease the level of early pregnancies and deaths due to illegal abortion.

Execise 1:

Después de leer y entender el anterior texto, por favor cree su propio texto escogiendo un tema que a usted le interese por ejemplo:

Está usted de acuerdo con hacer el festival de la canción virtualmente este año?

Escriba el texto que usted cree o invente en el cuaderno de inglés.

Como sé que aprendí

Exercise 2:

Ahora vamos a trabajar con el diálogo que hizo en grupo o sol/@, la semana pasada.

En esta actividad, va a revisar el dialogo que escribió y a mejorarlo si lo necesita hacer. Debe asegurarse que el dialogo contenga “linking words” de contraste y de secuencia como aprendimos las semanas anteriores.

Por favor si su diálogo no tiene linking words o tiene muy pocas debe re-escribirlo.

Recuerde que

Si usted no tiene grupo puede hacer el ejercicio solo.

Enviar el consentimiento firmado por su acudiente, para que podamos reunirnos y hacer la presentación del diálogo.

Esta semana debe enviar el diálogo que va a presentar con su grupo o solo, a mi correo electrónico: m.mazueraiem.com

Please send your dialogue by 18^th June 2020.

Que aprendí

Por favor responda las siguientes preguntas y las envía también a mi correo electrónico (las respuestas a estas preguntas me ayudara a saber, como le puedo ayudar a mejorar en su proceso de aprendizaje): m.mazuerainem@gmail.com

What are the things you have learned with this activity?

Do you need to do more practice?

Que tenga un buen fin de semana y la bendición de Dios este sobre usted.

Martha Mazuera Ramos Conversación en inglés 10-03

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