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Traduce textos comprensivamente respetando la estructura gramatical de la lengua inglesay castellana..

Décimo

inglés

2 months

October and November 2017

Cúcuta

Concienciación

Lógico

TITLE Ebenezer’s got knowledge

OBJECTIVESDesarrollar la capacidad de concienciación al crear un proyecto enfocado en el uso de la contextualización general del ingles dentro de nuestra cultura general alhabilitar todos los preconceptos vistos en el año para adquirir las competencias necesarias y básicas del grado en el cual curso.

PROJECT RESULTSCrear durante el periodo un listado de competencias según las habilidades de la segunda lengua en donde pueda participar según los temas vistos en clase un jeopardyde preguntas con respuestas para interactuar en modo competencia exponiendo los conocimientos por los tópicos vistos al participar al grupo lo que sabemos yaprendemos según el curso en el que me encuentro.

COMPETENCES TO DEVELOPACTIVITIES AND HOMEWORK

EVENTSINTELLECTUAL PSYCHOMOTOR VOLITIVE AFFECTIVE SPIRITUAL

IN LISTENNINGComprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno.

Work about the structures which you can understand grammar procedures in order to enhance their production and the writing comprehension.

Work in a Project in which you can do the Sentences in all gramar tenses for showing your skills to manage this basic gramar to enhance ideas in a better way and the understanding of readings.

Carry out all proposed activities during period delivering them on time. How you learn and change with good manner using simpleand progressive tenses,articles and comparatives.

Make value judgements, employing the basic information about grammar like subject predicate, complement class of verbs and adverbs.

Demonstrate interest and dedication in the development of project and all the other activities.

I contribute to the good development of Class through my excellent performance and behavior. My contributions are positive and significant I clarify simple doubts to my colleagues explaining briefly and Simple the theme seen in class.I demonstrate safety and clarity.

By the first part students have to comprehend and do exercises in your notebook to understand what are you going to ask In the contest.

IN READINGPuedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.

IN WRITINGEscribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares.Utilizo vocabulario adecuado para darle coherencia a mis escritos.

The writing part will be done taking in acount these gramar:Grammar tenses active voicePresent past future simplePresent past future continuous Present past future perfectPresent past future perfect progresive Wh questions.

By the second part you have to make resources which in this case are flashcards to ask questions with their correct answers.

IN MONOLOGUESNarro o describo de forma sencilla hechos y actividades que me son familiares.

Enhance the pragmatic and linguistic procedures in order to recognize and diference each structure.

IN CONVERSATIONRespondo con frases cortas a preguntassencillas sobre temas que me son familiares.

ACTIVIDADES Y

TAREAS

MESES (2)

SEMANAS (8)

1 2 3 4 5 6 7 8

Intellectual activity 1

Intellectual activity 2

Intellectual activity 3

Intellectual activity 4

Volitive activity 1

Volitive activity 2

Psychomotor activity 1

Psychomotor activity 2

Spiritual activity 1

Affective activity 1

Retroalimentación y

Publicación

Desarrollar la capacidad de concienciación al crear un proyecto enfocado en el uso de la contextualizacióngeneral del ingles dentro de nuestra cultura general al habilitar todos los preconceptos vistos en el año paraadquirir las competencias necesarias y básicas del grado en el cual curso.

• IN LISTENING: I comprehend the general meaning from oral texts.• IN READING: I can identify key words within the text allowing me to understand the general meaning. I use different strategies for reading

comprehension related to purpose and type of text.• IN WRITING: I express values from other cultures. I structure my texts taking into account key elements like punctuation, grammar, syntax and

coherence.• IN MONOLOGUES: I make oral presentations about interesting topics that are familiar to me.• IN CONVERSATION: I participate spontaneously in conversations about topics that are related to my interests using simple and clear language

I can initiate a topic of conversation and be attentive from others. My speech is clear and coherent.

Soy hábil aplicando lagramática y diferenciandolas partes de la oración,construyendo pequeñostextos entendiendo sucontexto.

Contribuyo con mi clase aportando ideas y temas para el desarrollo de las actividades, manejando el lenguaje apropiado para transmitir mis ideas.

.

Manifiesto mi interés en el desarrollo de las actividades propuestas en el periodo.

Profundizo mi relación conmigo mismo en el aprendizaje del idioma; comparto y expreso mis ideas acorde a mi verdadera identidad.

.

Identifica en un texto la gramática propuesta para el periodo.Partes de la oración y tiene claro el vocabulario sobre el tema del periodo.Processes of cell division in living beings

Poseo la capacidad de concienciación al aplicartextos referente al temapropuesto en el periodo.

There are two essential competences we will be developing in this Period.

• Linguistic: it usually permits the development of Grammar as important aspect in the student learning. It means,Vocabulary about the peace treatment and it has in order to work the topics what the students need to learn.

• Pragmatic: The student will participate in an environment where develops his language and communicate theirknowledge to demonstrate her or his feelings, thoughts and point of view using what they learned.

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For the written works take intoaccount the order, theapplication of the grammar itsstructure, the vocabulary mustbe clear, there should be notranslations in Spanish, handlethe application of images

You should read the guide completely.Answer the initial evaluation.Id very important you attitude in classMake a sentences in order affirmative,

question and answer in the negativeand affirmative form.Take into account the vocabulary andgrammar seen during the period

QUESTION

Must submit the written worksin an orderly manner, takinginto account the ICONTECstandards.You must use images toaccompany the text.It must be brief and concrete in

its arguments.

Realizar según las indicaciones del

docente.

.

Para empezar a entender los 12 tempos gramaticales debes hacer un mapa conceptual con palabras claves de cada uno de ellos en tu cuaderno entendiendo que quiere explicar la gramática.

Para la actividad afectiva van a usar a través de un cuadro de adjetivos que compongan personalidad y adjetivos físicos tomar dos personajes, un hombre y una mujer, recrear sus características y hacer una historia de 10 renglones de como podrían llegar a ser buenos amigos usando los adjetivos vistos.

Para realizar la actividad espiritual vamos a tomar una historia bíblica (jonas-noe, etc.). Y en forma de historieta con imágenes vamos a recrear 12 a 15 cuadros explicando en breves oraciones en ingles cada parte de la historia.

Para esta actividad debemos hacer 5 ejemplos de cada tiempo gramatical solo afirmativamente ingles y español.

Hacer una PowerPoint con imágenes tomando como referencia 3 ejemplos de cada tiempo gramatical hecho en el cuaderno de la actividad intelectual.

DID

YO

U

KN

OW

TH

AT

? WHEN?

English is a West Germanic language that originatedfrom Anglo-Frisian dialects brought to Britain in themid-5th to 7th centuries AD by Germanic invaders andsettlers from what is now northwest Germany, westDenmark and the Netherlands.

WHO ? By the time of William Shakespeare (mid-16th - early 17thcentury),[18] the language had become clearlyrecognizable as Modern English. In 1604, the first Englishdictionary was published, the Table Alphabeticall.

DID YOU KNOW THAT …

Spanish helps

english by the use of cognates.

Perfect tenses

Questiontags

Present simple

PastContinuous

WhQuestions

Future simple

Present Continuous

Past Simple

Perfect Progressive

tenses

FutureContinuous

Intellectual Training

INTELLECTUAL FORMATION Key words Write in your notebook the concepts.

SimpleSentences

ProgresiveSentences

PerfectSentences

PerfectProgresive Sentences

Wh Questions Resources

Affirmative Affirmative Affirmative AffirmativeWhen Where

Computer

Negative Negative Negative NegativeWhatWhich

Software

Interrogative Interrogative Interrogative InterrogativeHowWho

Notebook and Flashcards

SIMPLE TENSES

Grammar is easy studying

TENSES

PROGRESSIVE

INTELLECTUAL ACTIVITY N°1

ExerciseDo the following links how the teacher says:

http://www.englisch-hilfen.de/en/exercises/tenses/simple_present_s4.htm (Do the crossword and a sentence in affirmative with each verb).

http://www.englisch-hilfen.de/en/exercises/questions/simple_present.htm (Complete the questions).

http://www.englisch-hilfen.de/en/exercises/tenses/simple_past_statements2.htm (Complete and do the sentences).

http://www.englisch-hilfen.de/en/exercises/tenses/will_future_mix.htm (Complete and do the sentences).

http://www.englisch-hilfen.de/en/exercises/tenses/will_future_mix2.htm (Complete and do the sentences and questions).

INTELLECTUAL ACTIVITY N° 2

ExerciseDo the following links how the teacher says:

http://www.englisch-hilfen.de/en/exercises/tenses/present_progressive_mix2.htm (Complete the following exercises).

http://www.englisch-hilfen.de/en/exercises/questions/present_progressive.htm (Complete the following exercises).

http://www.englisch-hilfen.de/en/exercises/tenses/past_progressive_statements2.htm (Complete the following exercises).

http://www.englisch-hilfen.de/en/exercises/tenses/future_progressive_statements.htm (Complete the following exercises).

Perfect tenses

Perfect progressive chart

INTELLECTUAL ACTIVITY N° 3

ExerciseDo the following links how the teacher says:

http://www.englisch-hilfen.de/en/exercises/tenses/present_perfect_mix.htm

http://www.englisch-hilfen.de/en/exercises/tenses/present_perfect_negation2.htm

http://www.englisch-hilfen.de/en/exercises/tenses/past_perfect_mix.htm

http://www.englisch-hilfen.de/en/exercises/tenses/future_perfect_statements.htm

ExerciseDo 0ne example

with each verb and do a sentence with each one writing in in front of each one

in what kind of tense there is the

sentence.

INTELLECTUAL ACTIVITY N° 4

ExerciseDo the following links how the teacher says:

http://www.englisch-hilfen.de/en/exercises/tenses/present_perfect_progressive_mix.htm

http://www.englisch-hilfen.de/en/exercises/tenses/present_perfect_progressive_negation.htm

http://www.englisch-hilfen.de/en/exercises/tenses/present_perfect_progressive_mix2.htm

VOLITIVE ACTIVITY # 1, 2.

• During this part of the term you have to do a mentefacto in order to explain each grammar part of the structure in english.

Wh Questions

Preguntas informativas (wh- questions).

Hay dos tipos de preguntas básicas: preguntas de sí o no (preguntas cerradas), y preguntas informativas o abiertas. Estas sellaman así porque no es posible contestarlas con un simple «sí» o «no» – requieren más información. En realidad, el número derespuestas posibles es sin límite. En inglés se llaman Wh- questions porque todas las palabras interogativas comienzan con lasletras Wh (con la excepción de la palabra HOW).

who, whom

Quién

whatQué, Cómo

when Cuándo

where Dónde

why Por qué

how Cómo

which Cuál

whose A quién

ENGLISH PROYECT

For this project we will do it in the following way to the extent that through the weeks are completed the following steps:

A) Taking in account the topics do a review and in a summary write in your notebook 60 questions which you have to considerfor a competition with multiple choice.

B)After that and the teacher check the task you have to make cards in order o check the questions an in the back part theanswers (opalina and laminated).

C) Finally the project will be evaluated in a competition.

PSYCHOMOTOR #1

To do this project’s part you have to think in what are you going to asktaking in account the teacher at the end of the week is going to evaluatewhat you did in your notebook.

PSYCHOMOTOR # 2

To continue this project and you have the check by the teacher you have todo the flashcards for do a game in a contest way to participate in theclassroom.

For this achievement rate shall be taken into account during the period:1. Excellent behavior inside and outside the classroom.2. Agenda with all the devotional period.3. Each must have its corresponding drawing or image and describe 10 pictures using the tenses about the peace treatment in Colombia.4. Respect for himself and his companions.5. Punctuality.6. Collaboration in activities within the school.

Do a survey to a classmate you feel want to ask questions about her/his life.

Do him/hers 3 questions and write the answers with each wh question in your notebook in english and spanish.

My favorite things

Hello, I am Ross from Glasgow and I want to tell you about mytwo favorite things.

My car is my second favorite on my list of favorite things. I am asingle father and I have 4 small children. Because of that, I need amode of transportation to take my children to school, to themovies, or to visit their mother and her new husband in a citynear Glasgow.

First place on my list is my phone; what I mean is, my smartphone.I use it all day. In the morning I use it as an alarm to wake up; thenI listen to music on the bus when I go to work; in the afternoon Isend messages to my friends and my girlfriend on Facebook orWhatsApp. Right now I am studying French and I use some of theapps on my phone to improve my French.

What is the text about?

A typical American lunch

(1) Imagine it’s lunchtime, and you are hungry. You want something delicious to eat, and you want to make sure that your server brings you food that you like. Here’s how to order an American lunch:

(2) If you want to try a classic American meal, ask for a cheeseburger, fries and a soda. A cheeseburger is made with ground beef that is broiled, fried or grilled. Topped with melted cheese and placed on a sliced bun, a cheeseburger may be enhanced with the addition of ketchup, mustard, mayonnaise and pickles.

(3) French fries are made with cut potatoes that are deep-fried to a golden brown color. Great French fries are crispy on the outside and tender on the inside. Most Americans dip the ends of French fries in ketchup before eating them.

(4) Sodas are bubbly beverages that come in a variety of flavors. The most popular American sodas, also known as “soft drinks,” are Coca Cola, Pepsi and 7-Up. Root beer and ginger ale are other American soft drinks that are found in most lunch restaurants.

ExerciseTranslate them in your notebook and write the main idea in english, write a new vocabulary fromeach reading and write what are your favorite things and what kind of food do you like.

Teniendo en cuenta los siguientes criterios deevaluación de: (S) Siempre, (F) frecuentemente,(CN) Casi nunca y (N) Nunca, marca con una Xla columna que corresponde a tu criterio, segúnlo aprendido:

ASPECTO DESCRIPCIÓN S F C N

Intelectual Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas en un

contexto determinado en la lengua inglesa.

Psicomotor Soy hábil desarrollando la capacidad lingüística,ubicando correctamente palabras y expresionessencillas de la lengua inglesa en un contexto indicado.

Volitivo Sustento mi actividad volitiva al elaborar todas lasactividades propuestas en su momento y a su horahaciendo aportes a mi propio desarrollo.

Afectivo Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que tengan

dificultades en los temas que yo conceptualizo.

Espiritual Sustento mi actividad espiritual al mantener buenas

relaciones interpersonales con mis compañeros de

clase, con mis superiores así como con todo mi

entorno en el colegio.

Padre de familia, favor diligenciar el siguiente cuadro para conocer su opinión respecto a los aspectos mostrados por su hijo/adurante el desarrollo del tema, en el periodo. Su opinión es muy importante para nosotros, pues nos ayuda a fortalecer el proceso deformación de los estudiantes.

Aspectos internos Aspectos externosFORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

http://www.mansioningles.com/Vocabulario.htmhttp://www.cambridge.org/us/esl/touchstone/student/index.htmlhttps://www.youtube.com/watch?v=zmR_CYJrz8ohttps://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.behttp://www.agendaweb.org/grammar/adjectives-exercises.htmlhttp://www.english-room.com/5a_2541.htmhttp://www.curso-ingles.com/recursos/juegos/worderhttps://www.englishclub.com/vocabulary/adverbs-manner.htmhttp://www.saberingles.com.ar/lists/adverbsfrequency.htmlhttp://www.saberingles.com.ar/lists/adverbsfrequency.html