INSTITUTO TÉCNICO INDUSTRIAL FRAY LUIS AMIGÓ CONGREGACIÓN DE RELIGIOSOS TERCIARIOS CAPUCHINOS PROVINCIA SAN JOSÉ PROCESO: GESTIÓN DE FORMACIÓN INTEGRAL PROCEDIMIENTO: FORMACIÓN ACADÉMICA Código: PGFI-03-R21 Versión: 01 Fecha de Aprobación: 19/01/2018 GUÍA DE ESTUDIO (HORIZONTAL) Grado: 11° Asignatura: ENGLISH Nombre del Docente: LIC. YULY VIBIANA GUTIERREZ "Rockabye" Worksheet (feat. Anne-Marie & Sean Paul) Nombre del Estudiante: LISTEN THE SONG AND SOLVE THE ACTIVITY Contenidos: Se convierte en un horizonte tener habilidad de poder mantener un tema de conversación con un discurso sencillo y coherente con una pronunciación clara y adecuada a través de la escritura y lectura de textos que plantean situaciones cotidianas , pero ricas en contenido cultural INTENSIFIERS PREPOSITIONS (ALL KINDS OF PREPOSITIONS) El arte y la música Redes sociales SEMANA DE RECUPERACIONES PERIODO 1 2. EXPERIENCIA PERSONAL: EXPRESSIONS OF ETIQUETTE ARTS AND MUSIC EXPRESSIONS TO COMPARE OLIMPIADAS AMIGONIANAS PHRASAL VERBS CONJUNCTIONS IDIOMS/ BRITISH VS AMERICAN EXPRESSIONS TO QUOTE BIBLIOGRAPHY DETAILING AND REINFORCEMENT ACTIVITY PRUEBAS INSTITUCIONALES 1. Fill in the blanks with the following words. Daughter-tells – works- life-save-willaway- wants- love-like-give-do-have She _______ at nights by the water She's gone astray so far ________ From her father's ____________ She just ________ a life for her baby All on her own, no one ______ come She's got to ______ him She ________ him, "Ooh, love, no one's ever gonna hurt you, _________. I'm gonna _________ you all of my love. Nobody matters ________ you." Niveles de Desempeño Propositivo Saber Argumentativo Identifica los elementos propios de las estructuras gramaticales en oraciones con temas sencillos y cotidianos Identifica variedad de textos informativos proveniente de diferentes fuentes Expresa valores de su cultura a través de los textos que reconoce o identifica Hacer Interpretativo Emplea las preposiciones de lugar según la intención y ubicación del sujeto en un contexto determinado Redacta textos descriptivos con una estructura clara y sencilla sobre temas académicos, personales y tecnológicos Expresa sus pensamiento de acuerdo a intereses personales y el de sus compañeros Utiliza sus conocimientos previos y nuevos para soportar sus ideas y escritos Redacta textos estructurados con saberes y pre-saberes para un texto mas completo Demuestra una actitud responsable frente a las actividades Identifica los valores de la convivencia y los aplica en los diferentes momentos de las actividades institucionales Demuestra crecimiento personal en su comportamiento Participa activamente en el desarrollo de la propuesta académica Ser MOTIVACIÓN: Período: II Unidad de Competencia: Ejes temáticos: Estándares 1. She tells him, "Your life ain't gon' be nothing like my ________." (Straight!) "You're gonna grow and ________ a good life. I'm gonna do what I've got to _______." 2. Order in the right way 97 Rockabye baby, don't you cry I'm gonna rock you So, rockabye baby, rockabye Somebody's got you Rockabye baby, don't you cry I'm gonna rock you Rockabye baby, rockabye Rockabye baby, don't you cry Rockabye, (Rockabye, yeah, oh, oh) Rockabye-rocka-rocka-rocka-bye Rockabye-rocka-rocka-rocka-bye Nobody matters like/lack you." Rockabye-rocka-rocka-rocka-bye (Rockabye, yeah, oh, oh) Rockabye-rocka-rocka-rocka-bye Lift/life up your head, lift it up to the sky/stair (Rockabye) Rockabye, don't bother cry/buy (yeah) Angels surround you, just dry/try your eye, yeah Rockabye, don't bother cry (no) Lift up your head, lift it up to the sky (oh, rockabye) Rockabye, don't bother/brother cry Angels surround you, just dry your/four eye 3. Correct the mistakes. Single moon, how're you doing out deer? Facing the hard life without no fear (yeah) Just so you no that you really car 'Cause any obstacle came you're well prepared (oh, no) No, mama, you never shed tear 'Cause you had to shed things year after year And you give the youth love beyond compare (yeah) You fair his school fee and the bus fair (yeah) Mmm, Marie, the pops' disappear In the run bar, can't find him nowhere Steadily you work flour, everything you now So you nah stop, no time–no time for your jeer 3. FUNDAMENTACIÓN COGNITIVA: 14. INTENSIFIERS QUALIFIERS / INTENSIFIERS Qualifiers / intensifiers are words like very, too, so, quite, rather. Qualifiers are function parts of speech. They do not have synonyms. Their sole purpose is to "qualify" or "intensify" an adjective or an adverb. Qualifiers / intensifiers modify adjectives or adverbs, telling to what degree. 4. choose the correct word. ROLES IN THE FAMILY Now she got/gots a six-year-old Trying to keep/kept him warm Trying to keep out the cold/chord When he looks in her eyes He don't know/now he is safe When she says, "Ooh, love, no one's ever gonna hurt you, love. I'm gonna give you all of my love. Some people are absolutely convinced that a child should have a mother and a father. COMMUNICATION 98 I firmly believe that….. People are increasingly uncomfortable about speaking to each other face to face I think it’s absolutely ridiculous that….. THE SCHOOL CURRICULUM I completely agree, If I hadn’t been able to study some fun subjects like art and music my school days would have been utterly miserable. I’m not completely sure about that. I’m not entirely convinced. Studies have shown that subjects like PE and music greatly improve brain function. INTERNATIONAL EVENTS YOUTH BEHAVIOUR We always used to respect our elders. absolutely terrified. Some international events have proven to be a complete waste of money. If a teacher told me off I was EQUAL OPPORTUNITIES I don’t think discrimination has been completely eradicated yet. When I see what young people get up to nowadays, I’m utterly shocked. Opportunities for men and women are basically the same nowadays. A boy I know got caught committing a crime and his mum was utterly devastated. SOCIAL ISSUES Some people seem determined to make life utterly miserable for everyone else. USE OF THE INTERNET It’s becoming extremely difficult to keep your private life private. When I see the vandalism and the amount of rubbish in my area it’s absolutely infuriating. Nowadays, if a company doesn’t have a website it’s virtually invisible to the public. DESIGNER GOODS Inequality is a big issue. It seems wrong that some people are absurdly rich while others haven’t got two pennies to rub together. Designer goods are an absolute rip off. THE FUTURE OF THE PLANET The prices some shops charge are absolutely extortionate. A lot of the high street clothes are complete tat. Our government seem alarmingly indifferent to environmental issues . (unemployment, poverty,) You’d have to be totally stupid to pay €5000 for a bag. SCIENTIFIC DEVELOPMENTS DEBATING Technology progresses frighteningly fast. 99 It’s easy to get left behind. I’m completely ignorant about how 3D printing works. The last time I saw him he was walking down the road. I’ll meet you in the cafe opposite the cinema. Modern weapons are absolutely terrifying. STRESS MANAGEMENT It was difficult to sleep during the flight. By the time I finish my degree I’ll be absolutely exhausted. It was the worst storm since the 1980s. My career leaves me feeling completely burnt out. Give that to me. I feel completely relaxed after an hour in the gym. There are over 100 prepositions in English. Although most prepositions are After a walk in the country with the dogs I’m totally chilled out. single words, some pairs and groups of words operate like single prepositions: DEBATING I firmly believe that….. They were unable to attend because of the bad weather in Ireland. I think it’s absolutely ridiculous that….. Jack’ll be playing in the team in place of me. I completely agree, In addition to getting a large fine, both brothers were put in prison for three months. I’m not completely sure about that. I’m not entirely convinced. I always get nervous when I have to speak in front of an audience. 7Prepositions (all kinds of prepositions) We estimate that there’ll be up to 10,000 people at the concert. The most common prepositions that consist of groups of words are Prepositions or conjunctions? 15. PREPOSITIONS (ALL KINDS OF PREPOSITIONS) Some words which are prepositions also function as conjunctions. When we use a preposition that is followed by a clause, it is functioning as a conjunction; when we use a preposition that is followed by a noun phrase, it stays as a preposition. Among the most common are after, as, before, since, until: Prepositions: uses We commonly use prepositions to show a relationship in space or time or a logical relationship between two or more people, places or things. Prepositions are most commonly followed by a noun phrase or pronoun (underlined): 100 After I’d met him last night, I texted his sister at once. (conjunction) After the meeting last night, I texted his sister at once. (preposition) We’ll just have to wait until they decide what to do. (conjunction) Beyond the hotel were beautiful mountains. (basic spatial sense or Learning Chinese in a year was beyond them all. (beyond = too position) difficult for) Some common prepositions such as at, in and on can have abstract Okay, we’ll wait here until six o’clock. (preposition) meanings: Prepositions or adverbs? I think you will both need to discuss the problem in private. All three singers were dressed in black. You now have the next day at leisure and can do whatever you wish. Several words which are prepositions also belong to the word class of adverbs. These include: about, across, around, before, beyond, in, inside, near, opposite, outside, past, round, through, under, up, within: Prepositions – Place and Movement There were lots of people waiting for a taxi outside the club. (preposition) A: Where’s your cat? B: She’s outside. (adverb) The gallery is opposite the Natural History Museum. (preposition) A: Can you tell me where the bus station is? B: It’s over there, just opposite. (adverb) Prepositions and abstract meanings English in at on Common prepositions that show relationships of space often have abstract as well as concrete meanings. by, next to, beside under Compare That map you need is behindthe filing cabinet. (basic spatial sense or position) Everyone is behind the government. (behind = gives support) 101 Usage Example room, building, street, town, country, book, paper, car, taxi, picture, world in the kitchen, in London, in the book in the car,in a taxi, in the picture, in the world meaning next to, by an object, for table, for events place where you are to do something typical (watch a film, study, work) attached, for a place with a river,being on a surface for a certain side (left, right), for a floor in a house for public transport, for television, radio left or right of somebody or something at the door, at the station, at the table, a concert, at the party, at the cinema, at school, at work on the ground, lower than (or covered by) something else the bag is under the table at the picture on the wall, London lies on the Thames, on the table, on the left on the first floor, on the bus, on a plane on TV, on the radio Jane is standing by / next to / beside the car. Prepositions – Time English Usage Example on days of the week on Monday in months / seasons/ time of day/ year in August / in winter/ in the morning after a certain period of time (when?) in 2006 / in an hour at for night/ for weekend at night / at the weekend/ at half past nine a certain point of time (when?) since for from a certain point of time (past till now) since 1980 over a certain period of time (past till for 2 years now) ago a certain time in the past 2 years ago earlier than a certain point of time before 2004 to telling the time ten to six (5:50) past telling the time ten past six (6:10) marking the beginning and end of a from Monday to/till Friday before to / till / until till / until period of time in the sense of how long something is He is on holiday until Friday. going to last by in the sense of at the latest / up to a I will be back by 6 o’clock certain time Prepositions – Place and Movement 102 17. EXPRESSIONS OF ETIQUETTE 103 104 Music 18. ARTS AND MUSIC Art is a diverse range of human activities in creating visual, auditory or performing artifacts (artworks), expressing the author's imaginative or technical skill, intended to be appreciated for their beauty or emotional power. In their most general form these activities include the production of works of art, the criticism of art, the study of the history of art, and the aesthetic dissemination of art. is found in every known culture, past and present, varying widely between times and places. Since all people of the world, including the most isolated tribal groups, have a form of music, it may be concluded that music is likely to have been present in the ancestral population prior to the dispersal of humans around the world. Consequently music may have been in existence for at least 55,000 years and the first music may have been invented in Africa and then evolved to become a fundamental constituent of human life. The oldest documented forms of art are visual arts, which include creation of images or objects in fields including today painting, sculpture, printmaking, photography, and other visual media. Architecture is often included as one of the visual arts; however, like the decorative arts, or advertising, it involves the creation of objects where the practical considerations of use are essential—in a way that they usually are not in a painting, for example. A culture's music is influenced by all other aspects of that culture, including social and economic organization and experience, climate, and access to technology. Music, theatre, film, dance, and other performing arts, as well as literature and other media such as interactive media, are included in a broader definition of art or the arts. Until the 17th century, art referred to any skill or mastery and was not differentiated from crafts or sciences. Prehistoric music, once more commonly called primitive music, is the name given to all music produced in preliterate cultures (prehistory), beginning somewhere in very late geological history. Prehistoric music is followed by ancient music in most of Europe (1500 BC) and later music in subsequent European-influenced areas, but still exists in isolated areas. In modern usage after the 17th century, where aesthetic considerations are paramount, the fine arts are separated and distinguished from acquired skills in general, such as the decorative or applied arts. Art may be characterized in terms of mimesis (its representation of reality), narrative (storytelling), expression, communication of emotion, or other qualities. During the Romantic period, art came to be seen as "a special faculty of the human mind to be classified with religion and science". The prehistoric is considered to have ended with the development of writing, and with it, by definition, prehistoric music. "Ancient music" is the name given to the music that followed. The "oldest known song" was written in cuneiform, dating to 3400 years ago from Ugarit. Though the definition of what constitutes art is disputed and has changed over time, general descriptions mention an idea of imaginative or technical skill stemming from human agency and creation. The nature of art and related concepts, such as creativity and interpretation, are explored in a branch of philosophy known as aesthetics. According to Easton's Bible Dictionary, Jubal was named by the Bible as the inventor of musical instruments (Gen. 4:21). The Hebrews were much given 105 to the cultivation of music. Their whole history and literature afford abundant evidence of this. Music Genres unlike in contrast to as opposed to different from whereas This is a list of the commercially relevant genres in modern popular music. Here is a short paragraph using some of these expressions to contrast: Hip-Hop Unlike time or money, desire is an unlimited resource. Think about it: In contrast to money which can run out, your desire for new experiences and ideas will never end. Whereas there is never enough time to do everything you want, your desire will always come up with something new and exciting. Jazz Rock Country style Pop/ Pop Rock/ Pop Punk Classical Techno Caribbean (Reggae) R&B (Soul music) Electronic Latin Easy listening FORMS USED WHEN COMPARING IDEAS The most important form to use when comparing two ideas is the comparative form. For three or more ideas, use the superlative form. 19. EXPRESSIONS TO COMPARE Comparative form The following words or short phrases compare two items or ideas: These sentences use the comparative form to discuss ideas concerning the difficult economy. like likewise same as as well as also, too likewise Employment issues are more important than political problems at this point in time. Job training is more critical to sustained well being than food stamps and other welfare programs. Politicians are more worried about reelection than truly improving the economy. Here is a short paragraph using some of these expressions: As ... as You'll find that time like money is a limited resource. You can't buy everything you want, likewise, you don't have enough time to do everything you want to do. Our time is the same as our money: it's limited. Also, time is a resource when work needs to be done. A related form to the comparative is the use of 'as ... as'. The positive form shows something is equal. However, when using 'as ... as' do not modify the adjective as in the comparative form. The following words or short phrases contrast two items or ideas: The loss of manufacturing jobs is as unfortunate as the drop in pay. 106 Spending on education in my state is as high as in some foreign countries like Korea. The negative form shows that something is not equal. It isn't as easy as you think. The loss in production isn't as great as in the past. Comparing and contrasting: Both of these … Neither of these … One of these …, while the other … This one …, but on the other hand that one … This picture … whereas the other … Speculating: It’s hard to say, but I think … As far as I can see … It looks like a … I’d say … It must be … It might / may / could / can’t be … I don’t think it … because … Expressing opinions: Personally, I … I’ve never thought about it, but I suppose … I don’t really like …, but I had to choose … 21. PHRASAL VERBS 107 COORDINATING conjunctions and a secondary class called SUBORDINATING or SUBORDINATE conjunctions. There are also words called CONJUNCTIVE ADVBERBS; these conjunctive adverbs sometimes act a bit like conjunctions, but at other times act like plain old adverbs. We will explore each type, one at a time. The following chart lists the most common types of conjunctions and conjunctive adverbs.COORDINATING CONJUNCTIONS (Coordinating conjunctions connect two equal parts of a sentence.) PURE CONJUNCTIONS and but for nor or so yet CONJUNCTIVE ADVERBS accordingly in fact again instead also likewise besides moreover consequently namely finally nevertheless for example otherwise further still furthermore that is hence then however therefore indeed thus The Subordinate Conjunction 22. CONJUNCTIONS Recognize a subordinate conjunction when you see one. A CONJUNCTION is a word that connects or joins together words, phrases, clauses, or sentences. There are two kinds of conjunctions, a primary class of Some sentences are complex. Such sentences have two clauses, one main [or 108 independent] and one subordinate [or dependent]. These are the patterns for a complex sentence: Ronnie begins to sneeze violently whenever he opens the door to greet a fresh spring day. main clause + Ø + subordinate clause. Sneezing violently > opening the door. subordinate clause + , + main clause. Even though Dana persevered at the calculus exam, she was only adding another F beside her name in Dr. Armour's grade book. The essential ingredient in a complex sentence is the subordinate conjunction: after, although, as, because, before, even if, even though, if, in order, that, once, provided that, rather than, since, so that, than, that, though, unless, until, when, whenever, where, whereas, wherever, whether, while, why SUBORDINATE CONJUNCTIONS (Subordinate conjunctions connect two unequal parts, e.g., dependent and independent clauses) after since when although so that whenever as supposing where because than whereas before that wherever but that though whether if though which in order that till while lest unless who no matter until why how what even though The subordinate conjunction has two jobs. First, it provides a necessary transition between the two ideas in the sentence. This transition will indicate a time, place, or cause and effect relationship. Here are some examples: Louisa will wash the sink full of her dirty dishes once her roommate Shane cleans his stubble and globs of shaving cream from the bathroom sink. We looked on top of the refrigerator, where Jenny will often hide a bag of chocolate chip cookies. Because her teeth were chattering in fear, Lynda clenched her jaw muscle while waiting for her turn to audition. 23. IDIOMS/ BRITISH VS AMERICAN The second job of the subordinate conjunction is to reduce the importance of one clause so that a reader understands which of the two ideas is more important. The more important idea belongs in the main clause, the less important in the clause introduced by a subordinate conjunction. Every language has its own collection of wise sayings. They offer advice about how to live and also transfer some underlying ideas, principles and values of a given culture / society. These sayings are called "idioms" - or proverbs if they are longer. These combinations of words have (rarely complete sentences) a "figurative meaning" meaning, they basically work with "pictures". This List of commonly used idioms and sayings (in everyday conversational English), can help to speak English by learning English idiomatic expressions. This is a list, which contains exactly 66 of the most commonly used idioms and their meaning. Read these examples: As Samson blew out the birthday candles atop the cake, he burned the tip of his nose on a stubborn flame. Burning his nose > blowing out candles. 109 A chip off the old block: esto es lo que comúnmente conocemos por “de tal palo tal astilla”. A friend in need is a friend indeed: este es menos común en castellano, pero en inglés sí lo es. “En las malas se conocen a los amigos”. All that glitters is not gold: una expresión muy útil para los más ingenuos, con dos significados sinónimos: “No es oro todo lo que reluce” ya que “Las apariencias engañan”. A pig with lipstick, is still a pig: éste es, sin duda, uno de los más divertidos. Aunque en castellano esta expresión se refiere a una mona (“aunque la mona se vista de seda, mona se queda”), la versión inglesa incluye a un cerdo con pintalabios. Apple of my eye: quizá no sea tu expresión favorita, aunque su significado sí sea “La niña de mis ojos”. (To be) as mad as a hatter: si haces cosas sin sentido y te gusta tontear, entonces estás “más loco que una cabra”, que en inglés es un sombrerero. (To be) as red as a beetroot: aunque en castellano serías un tomate, en inglés te conviertes en remolacha. El mejor modo de expresar el que te suban los colores y ponerse colorado. Barking up the wrong tree: Cuidado con ladrarle al árbol equivocado, es decir, no acuses sin motivo porque puedes equivocarte. Costs an arm and a leg: lo que en castellano te cuesta un ojo de la cara, en inglés es un brazo y una pierna. Once in a blue moon: cuando algo ocurre raramente, es algo que no pasa a menudo. Picture paints a thousand words: “una imagen vale más que mil palabras”. Aquí y en todo el mundo. To hear something straight from the horse's mouth: cuando algo es fiable, lo conoces de primera mano. BRITISH VS AMERICAN 110 understood the materials that you have studied and that you can use their ideas and findings in your own way. In fact, this is an essential skill for every student. Spack (1988, p. 42) has pointed out that the most important skill a student can engage in is "the complex activity to write from other texts", which is "a major part of their academic experience." For this reason, any academic text you read or write will contain the voices of other writers as well as your own. In your writing, however, the main voice should be your own and it should be clear what your point of view is in relation to the topic or essay question. The object of academic writing is for you to say something for yourself using the ideas of the subject, for you to present ideas you have learned in your own way. The emphasis should be on working with other people’s ideas, rather than reproducing their words. If your view is not clear, you will be told you have not answered the question or something similar. It is essential therefore that it must always be clear whose voice is speaking. There are two main ways in which you can show your view (Tadros, 1993): negatively lack of mention of any other writer positively first person pronouns ("I") comments and evaluations ("two major drawbacks", "of no great merit", " as X insightfully states", ) It will always be assumed that the words or ideas are your own if you do not say otherwise. When the words or ideas you are using are taken from another writer, you must make this clear. If you do not do this and use another person's words or ideas as if they were your own, this is Plagiarism and plagiarism is regarded as a very serious offence. 24. EXPRESSIONS TO QUOTE BIBLIOGRAPHY The ideas and people that you refer to need to be made explicit by a system of citation. The object of this is to supply the information needed to allow a user to find a source. One of the most important aspects of academic writing is making use of the ideas of other people. This is important as you need to show that you have 111 You need to acknowledge the source of an idea unless it is common knowledge in your subject area. It is difficult sometimes to know whether something is common knowledge in your subject or needs acknowledging. In general, if your lecturer, in lectures or handouts, do not acknowledge the source you can assume that it is common knowledge within your subject. accused of being too descriptive, of not being critical or analytical enough, or of not producing a clear argument. Citing - APA style There are two ways in which you can refer to, or cite, another person's work: a) by reporting or b) by direct quotation. The object of academic writing is therefore for you to present your ideas in your own way. To help you do this, however, you will need to use the ideas of other people and when you do this, you need to say where the words and ideas are from. a) Reporting This simply means reporting the other writer's ideas into your own words. You can either paraphrase if you want to keep the length the same or summarise if you want to make the text shorter. See Reporting: Paraphrase & Summary for more information. There are two main ways (Swales, 1990, p. 148) of showing that you have used another writer's ideas: There are several reasons for this (See Thompson, 1994, pp. 178-187 for more information). 1. You need to show that you are aware of the major areas of thought in your specific subject. This allows you to show how your contribution fits in, by correcting previous research, filling gaps, adding support or extending current research or thinking. 2. You need to support the points you are making by referring to other people's work. This will strengthen your argument. The main way to do this is to cite authors that agree with the points you are making. You can, however, cite authors who do not agree with your points, as long as you explain why they are wrong. Do not make a statement that will cause your reader to ask, "Who says?" 3. If you are a student, you need to show that you have read and understood specific texts. You need to show that you have read around the subject, not just confined your reading to one textbook or lecture notes. 4. You must not use another person's words or ideas as your own so you need to say where they are from. integral According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks. OR non-integral Evidence from first language acquisition (Peters, 1983) indicates that lexical phrases are learnt first as unanalysed lexical chunks. Lexical phrases are learnt first as unanalysed lexical chunks (Peters, 1983). depending on whether or not the name of the cited author occurs in the citing sentence or in parenthesis. If you want to refer to a particular part of the source: You usually do this by reporting the works of others in your own words. You can either paraphrase if you want to keep the length the same, summarise if you want to make the text shorter or synthesise if you need to use information from several sources. Do not forget, though, that the central line of argument, the main voice, should be your own. This means that you will need to comment on or evaluate any other works that you use. If you do not do this, you will be According to Peters (1983, p. 56) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks. (At end of piece of writing) 112 References Peters, A (1983). The units of language acquisition. Cambridge: Cambridge University Press. 2. She told me she thinks you're ______ great! She truly liked you. 3. My dad said the movie is ______ fascinating. b) Direct Quotation 4. What do you think of this car? Isn't it _____ nice? Occasionally you may want to quote another author's words exactly. For example: 5. I couldn't keep my eyes open! That documentary was ______ terrifying! Hillocks (1982) similarly reviews dozens of research findings. He writes, "The available research suggests that teaching by written comment on compositions is generally ineffective" (p. 267). 2. Find the qualifiers (intensifiers) in the following sentences. (At end of your text) 1. Even though the dog was vicious, it was extremely gentle with its owner. Reasons for using quotations: 1. quote if you use another person's words: you must not use another person's words as your own; 2. you need to support your points, quoting is one way to do this; 3. quote if the language used in the quotation says what you want to say particularly well. 2. The student’s answer to the question almost completely overwhelmed the professor. 4. APLICACIÓN TALLER: 3. For each sentence, choose the best word to complete the sentences. 3. The really great novel . . . tends to be the exact negative of its author’s life. ⎯André Maurois 1. I was (much/really) unhappy with the way the staff in the shop treated me. WEEK 14. INTENSIFIERS 2. It was (most/totally) easy to find the answers to all the questions and we soon finished the test. 1. Complete each sentence with one of these words: very, totally, completely, really, completely. Remember that "extreme" adjectives are modified by intensifiers, while "normal" adjectives are modified by qualifiers. 1. I feel______ bad that you have to go. I really wanted us to spend more time together. 3. We all found the film (rather/absolutely) boring and decided to switch off and go to bed. 4. Last night, I watched a TV programme about sheep farming. It was 113 (absolutely/such) fascinating. a) Which state is above Iowa?___________________________________________ b) Name one state near the bottom of the United States.______________________ 5. Unfortunately the weather was (very/totally) miserable the whole week. We didn't see the sun once. c) Name one state near the top of the United States. _________________________ d) What state is between Mississippi (Miss) and Georgia? _____________________ 6. I never drive to London. It's a (so/much) better idea to go there by train, I think. e) What states are below New York? _____________________________________ ___________________________________________________________________ f) What state is between South Dakota and Kansas? _________________________ g) Name two states that are close to Ohio. _________________________________ WEEK15. PREPOSITIONS (ALL KINDS OF PREPOSITIONS) h) Name two states that are far away from Florida. __________________________ i) What state is right beside California? ____________________________________ 1. Use the map to choose the correct answer for each question about prepositions of place. j) What state is to the left of Virginia?______________________________________ k) Name all the states that are around Utah. _______________________________ ___________________________________________________________________ l) Name two states that are below Michigan. ________________________________ m) Name two states that are between Kansas and Indiana. ____________________ n) Which state is above South Dakota? ___________________________________ 2. Fill in the blanks with the prepositions of time. a) She was born __________________ 1997. b) I never go out __________________ Sundays. c) Call me __________________ 5 o’clock. d) I’ve been waiting _____________ half an hour. e) He works _______________ night. f) I have been waiting for you _____________ 7 o’clock. g) I usually go to the beach _______________ my holidays. h) We stayed in the restaurant _____________ 10 o’clock. 114 WEEK 17. EXPRESSIONS OF ETIQUETTE Choose a scene and recreates evidenced by means of a dialogue the recommendations and guidelines of etiquette, maximum 5 members of work WEEK 18. ARTS AND MUSIC Discuss with a partner and answer in your notebook: 1. What’s your favorite music gendre? 2. Have you received any influence from your parents about your musical taste? 115 3. What is your favorite musician/band? 4. What is the importance of music in society? 5. Where can you listen to music nowadays (devices, places, events…)? ( ) ( ( ) ( 6. Music brings memories. Which song has marked your life and what does it remind you of? ) ) ( 7. Have you ever studied music theory? Talk about it. ) 8. Do you play any musical instrument? If not, which would you like to play? ( 9. Do you have any relative in your family who is a famous musician? ( ( ) ) ) ( ) 10.Can music influence a generation? Why? With a partner, connect the artists with the music genders ( ( ) Hip-Hop (1) Jazz (2) Rock (3) Country (4) Pop/ Pop Rock/ Pop Punk R&B (Soul music) (9) (5) Classical (6) Electronic (10) Techno (7) Latin (11) style Caribbean (Reggae) (8) Easy listening (12) ) WEEK 21 PHRASAL VERBS 116 ( ) WEEK 22. CONJUNCTIONS 117 118 BRITISH VS AMERICAN WEEK 23 IDIOMS/ BRITISH VS AMERICAN 119 WEEK 24. EXPRESSIONS TO QUOTE BIBLIOGRAPHY 5. TRABAJO EXTRA CLASE: According to the verb list seach the infinitive, past simple and past participle an create a flash cards. Memorize them and present the three forms 6. EVALUACIÓN: 7. CRITERIOS DE EVALUACIÓN: COGNITIVO ACTIVIDAD 120 PROCEDIMENTAL % ACTIVIDAD ACTITUDINAL % SPELLING 20 LAPBOOK 20 ACTION VERBS 20 NOTEBOOK REVISION EVALUATION ACTIVITY VOCABULARY P.I 20 SONG ACTIVITY 20 HANDBOOK REVISION 20 GRAMMAR STURCTURE 20 20 ACTIVIDAD PARTICIPATION % 20 20 INTEREST BY CLASS 20 20 PUNCTUALITY GROUP OR INDIVIDUAL WORK 20 CLASS BEHAVIOR 20 20 8. Observaciones respecto al desarrollo de la guía. la evaluacion se realizara en la ultima semana academica del periodo, para ello debe obtenerla en la fotocopiadora el dia de su presentacion 9. BIBLIOGRAFÍA Y WEBGRAFÍA Read more at http://grammar.yourdictionary.com/parts-of-speech/verbs/ActionVerbs.html#iyQBjgyLXbT757u0.99 - http://www.chambersharrap.co.uk/chambers/learning/primary_worksheets/a dverbs.pdf http://www.chambersharrap.co.uk/chambers/learning/school_dictionary_wo rksheets/adverbs.pdf http://www.autoenglish.org/gr.adverbs.pdf http://www.myenglishimages.com/Grammar/Entries/2008/12/1_Adverbs_of _Frequency_files/Adverbs_of_Frequency_Worksheet.pdf http://www.agendaweb.org/grammar/adverbs-exercises.html https://en.islcollective.com/resources/search_result?Tags=Search %20free%20ESL%20resources&Vocabulary_Focus. https://books.google.com.co/books?id=7V_VsXPkiL0C&pg=PA33&lpg= PA33&dq=expression+of+etiquette&source http://www.uefap.com/writing/citation/citing.htm 121
