INSTITUCIÓN EDUCATIVA
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 20th NOVEMBER TO 27th 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. |
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2. | Escribe textos de diferentes géneros, utilizando un léxico adecuado, convenciones ortográficas, de puntuación y formato correctos y bien estructurados. |
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3. | Comprende mensajes orales, transmitidos de viva voz o por medios técnicos.
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4. | Asume con responsabilidad y compromiso las actividades virtuales debido al momento de la pandemia. |
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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. |
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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. |
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7. | Planifica, organiza y revisa sus trabajos para una correcta presentación antes de enviarlos en la fecha indicada. |
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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. |
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Sumatoria final |
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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
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 12th to 20th 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)
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.
MOMENTO 3 Let´s practice
These
are some rules in the park. Write them in the correct group.
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Put your rubbish in the bin |
Ride your bike on the path |
Fight with other children |
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Pick the flowers |
Keep dogs under control |
Go fishing in the lake |
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You must |
You mustn´t |
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Activity
2
Give
advices to the following situations:
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Situations
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advices
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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?
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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.
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Could( 2) Can Ought to Will Might Should May Might |
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 22nd 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.
__________________________________________________
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.
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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 2ND TO OCTOBER 15TH 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 10-02 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 sociolinguistica: Hace una exposición oral sobre estilos de vida.
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.
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 10-02 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 24th
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.
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 27th 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. 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.
|
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
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 10-02 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 10th TO AUGUST 14th 2020
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?
I invite you to watch the following video, pay attention to the explanation.
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?
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 10-02 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
Aviso importante.
Queridos estudiantes de Conversación en inglés de 10-02
Para el día viernes 8 de mayo, ella publicará las actividades de aprendizaje que corresponden a las siguientes semanas.
María Isabel Morán M.
Objetivo:
QUE VOY A APRENDER
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
|
|||
Que tengas un bendecido fin de semana
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
|
SEMANA 21.05.2020 -28.05.2020
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
|
And: y
|
First: primero
|
After: Después
|
Also: También
|
Second: Segundo
|
Finally: Finalmente
|
In addition to: Además
|
Then: Luego
|
Last: Por último
|
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
|
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
|
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