MODULO INGLES 5

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SUBJECT: ENGLISH
PERIOD: FIRST
GRADE: 5Th
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School:
Teacher:
Grade:
Time:
ENGLISH
Hours:
REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que
establece como uno de sus fines “El estudio y la comprensión crítica de la cultura nacional y de
la diversidad étnica y cultural del país, como fundamento de la unidad nacional y de su
identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La
adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y
“La comprensión y capacidad de expresarse en una lengua extranjera”.
PURPOSES
AFFECTIVE: That we… have fun with the activities related to personal information and
daily routines.
COGNITIVE: That we…Identify the vocabulary and expressions related to personal
information and daily routines.
EXPRESSIVE: That we…Express the vocabulary and expressions related to personal
information and daily routines, in an oral and written way.
•
•
•
•
EVALUACIÓN: INDICADORES DE DESEMPEÑO
Escribe sobre sí mismo y sobre las características más relevantes de algunos
países.
Escucha e identifica los números ordinales y cardinales, la hora, las fechas y los
nombres de las clases de un horario escolar.
Puede hablar sobre rutinas diarias y preguntar acerca de ellas.
Puede expresar sus preferencias con oraciones simples y cortas.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Lingüística
Competencia Pragmática
Habilidades:
Habilidades:
Relacionar
Describir
Interpretar
Escribir
Competencia Sociolingüística
Habilidades:
Preguntar y responder significativamente
EJES TEMÁTICOS
• FAMOUS COUNTRIES.
• NUMBERS FROM ONE HUNDRED TO ONE MILLION.
• TIME EXPRESSIONS AND DAILY ROUTINES.
• PREFERENCES
DIDÁCTICAS
1. Anti constructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.
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DIAGNOSTIC TEST
“TOM´S DAILY ROUTINE”
I wake up at 6:00 a.m. I take a shower at 6:15 am.
Then I have breakfast at 6:30 a.m.
At 6:45 a.m. I brush my teeth. I comb my hair at 6:50 a.m.
I go to school at 7:00 a.m.
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1. Guess what the text is about, by reading the title and looking at the illustrations.
Share your thoughts with the rest of the class.
2. Identify the unknown words; try to infer what they mean from context.
____________________________________________________________
____________________________________________________________
3. Answer the following questions:
4. The title “Tom´s daily routine” means the same as:
a. Activities Tom does every day.
b. Activities Tom does every year.
c. Activities Tom does every month.
5. What does Tom do at 6:15 am?
a. Wakes up.
b. Brushes his teeth.
c. Takes a shower.
6. At what time does Tom go to school?
a. At 6:00 am.
b. At 6:15 am.
c. At 7:00 am.
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Activity 1
Topic:TIME EXPRESSIONS AND DAILY ROUTINES
Time: Week: _____ From ______________ to ______________ 20__ Hours: 3
WARM UP! HEY, HAVE FUN WITH THE STORY!!!
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EXPRESSIVE PURPOSE
That I can express my daily routine, in an oral and written way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Puede hablar sobre rutinas diarias y preguntar acerca de ellas.
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According to the English grammar, the present simple tense, that is a verbal
tense, expresses actions which happen all the time or repeatedly. For example:
your daily routine.
•
Complete the mentefacto proposicional
•
rd
Complete the following chart.
3
persons
are: he,
she and
it.
Add “s”
in the 3rd
Person.
Add “es” in
the
3rd person.
Drop “y”
and add
“ies” in the
3rd person.
Add “es” in the
3rd person when
the verb ends in:
o, s, ch, sh, x or
z.
Drop “y” only when
it is preceded by a
consonant, and then
add “ies”.
when the verb
doesn´t end in: o,
s, ch, sh, x or z
nor in the letter
“y” preceded by a
consonant, just
add “s”
Personal
pronouns
RUN
WATCH
STUDY
GO
COPY
PLAY
I
YOU
HE
SHE
IT
WE
YOU
THEY
run
run
study
play
goes
watches
runs
run
run
run
copies
studies
study
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“Lisa’s routine on weekends”
1. Complete the text using the words from the box.
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•
•
•
•
•
•
•
•
•
Arrange Lisa’s routine on weekends in the correct order, using the
connectors of sequence: First, later, then, after, next and finally :
I go to bed at 8:00 pm.
I brush my teeth and comb my hair at 10:00 a.m.
My sister and I watch T.V.
We have dinner at 8:00 p.m.
On weekends I wake up at 8:00 a.m.
I get dressed and I have breakfast with my sister and mother.
My sister and I go to the park.
At 8:30 am I take a shower.
a. Rewrite
First, _________________________________________________________
Next, _________________________________________________________
Then, _________________________________________________________
After, _________________________________________________________
Later, _________________________________________________________
After that, _____________________________________________________
Next, _________________________________________________________
Finally, ________________________________________________________
•
Based on Lisa’s routine, write down your own daily routine and share it
with your classmates.
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dŚĞŶ͕ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺĂƚͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ĨƚĞƌƚŚĂƚ͕ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺĂƚͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
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&ŝŶĂůůLJ͕ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺĂƚͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
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Activity 2
Topic:COUNTRIES AND LANGUAGES
Time: Week: _____ From ________________ to _______________ 20___ Hours: 3
WARM UP! WHAT BEAUTIFUL COUNTRIES!!!
Color the following flags and complete the chart with your teacher.
COUNTRY
NATIONALITY
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EXPRESSIVE PURPOSE
That I can express where people are from, their nationalities and languages, in a written
and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Escribe sobre sí mismo y sobre las características más relevantes de algunos
países.
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•
What is the main language of these countries:
What language is spoken in Brazil?
___________________________________________________________
What language is spoken in Colombia?
___________________________________________________________
What language is spoken in United States?
___________________________________________________________
What language is spoken in France?
___________________________________________________________
What language is spoken in Italy?
___________________________________________________________
•
Complete the flowing chart:
AFIRMATIVE FORM
INTERROGATIVE FORM
I am
Am
YOU
I? I am not
YOU? YOU
HE
HE? HE
SHE is
Is
SHE? SHE is not
IT
IT? IT
WE
YOU are
WE? WE
Are
THEY
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YOU? YOU are not
THEY? THEY
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Now, you are going to use your notebook, choose any answer on the board and write its
question.
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Ask your parthners:
1. Where is your mother from?
_________________________________________________________
2. Where is your father from?
_________________________________________________________
3. Where is your grandpa from?
_________________________________________________________
4. Where is your grandma from?
_________________________________________________________
5. Where are your english teacher from?
_________________________________________________________
Practice in pairs the following dialogue:
A: Hi!
B: Hello!
A: Where are you from?
B: I am from______________ and you?
A: I am from_______________. What is your nationality?
B: I am ___________________. What’s yours?
A: I am___________________. What language do you speak?
B: I speak_________________. What about you?
A: I speak_________________!
B: Nice!
A: Thanks!
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Activity 3
Topic: MY FAVORITE COUNTRY.
Time: Week: _____ From ______________ to ________________ 20__ Hours: 3
WARM UP! HOW INTERESTING COUNTRIES ARE!!!
•
Do you know where these countries are?
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Write the numbers to label the countries
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EXPRESSIVE PURPOSE
That I can ask and answer about different aspects of the country he/ she
likes, in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escribe sobre sí mismo y sobre las características más
relevantes de algunos países.
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According to the English grammar, journalist questions inquire about specific
information such as: time, places, people, things, quantity, etc.
•
Complete the mentefacto proposicional
•
Analyze with your teacher the following image and discuss in class the use of WHEN.
t,E
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•
How much do you know about Italy?
•
What can you infer about the title of this text and its image?
•
Carolina´s favorite country is Italy; she has researched many interesting things
about it and has written a short report.
•
Read Carolina´s report, deduce the meaning of the unknown words.
ITALY IS A WONDERFUL COUNTRY!!
I love Italy because of its culture, food, tourist places and
language.
People from Italy speak Italian!
The territory of Italy covers some 301,338 km2 and it has 60.6
million inhabitants. Its capital is Roma. There are 2,761,477
million of people living there.
Some of its most important cities are Naples, Bologna, Genoa,
Milan, Palermo, Florence and Venice.
The highest mountain in Italy is the Mont Blanc and the most
important river is The Po. It has also five largest lakes; they
are Garda, Maggiore, Como and Trasimeno.
Italy has a strong economy; its currency is the Euro.
One of the most famous tenors from Italy is Luciano
Pavarotti.
Someday, I will travel there!
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•
Read again the text above and answer the following questions:
a. How many people live in Italy? _______________________________________
b. How big is the country? _____________________________________________
c. What are some important cities? ______________________________________
d. What are some important rivers, lake and mountains? _____________________
________________________________________________________________
e. Who is a famous person from there? ___________________________________
f. His/her nationality is________________________________________________
g. He/she speaks____________________________________________________
h. Its Capital city is___________________________________________________
i.
How many people live in the Capital city? ______________________________
j.
The currency is____________________________________________________
k. She likes Italy because _____________________________________________
•
Find out information about your favorite country and write down your own report.
MY FAVORITE COUNTRY IS_________________________________
I love ________ because of its_______________ and________________.
People from ________ speak _______________________.
The territory of ______ covers some__________km2 and has__________
millions of people.
Its capital is _____________________________.
Some of its most important cities are: _______________, _____________,
______________________ and ____________________.
_________________ has mountains, river and lakes.
Its most important mountains are _______________ and ______________.
Some of its rivers are ______________and _______________.
Some of its lakes are ___________, _____________ and _____________.
I will visit ______________ someday!
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Activity 4
Topic:WH QUESTIONS (WHERE-WHAT-WHEN-HOW)
Time: Week: _____ From ________________ to _____________ 20___ Hours: 3
WARM UP! I WANT TO KNOW MORE ABOUT YOU!!!
Brain is watching some Alice pictures. Label them with the words in the box and then
answer the questions below.
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1. Where does Alice live? She lives in an____________________.
2. Who does she live with? She lives with her_________________.
3. Where does she study? She studies in a ___________________.
4. When does she go to school? She goes to school in the________.
5. What subject does she like the most? She likes______________.
6. Why does she study? Because she wants to be a_____________.
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EXPRESSIVE PURPOSE
That I can ask and answer significantly specific information in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
•
Puede hablar sobre rutinas diarias y preguntar acerca de ellas.
List the journalist questions that you can identify from the box:
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1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
•
Relate each word with a Journalist question
RAZON
PLACE
TIME/DATE
WAY
THING
WHAT
PERSON
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•
Mariam and Paul are in a job interview. Read the answer and write the correct
question for each one.
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ŚƵƐďĂŶĚ͘
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a. What do you do?
b. How old are you?
c. What is your name?
d. Where are you from?
e. Where do you live?
f.
What do you do in your free time?
g. What‘s your cell phone number?
h. Who do you live with?
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•
Interview a partner, add more questions and share the information with the rest of
the class.
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What is your name? _____________________
_____________________________________
How old are you? _______________________
_____________________________________
Where are you from? ____________________
_____________________________________
What do you do? ________________________
_____________________________________
Where do you live? ______________________
_____________________________________
Who do you live with? ____________________
_____________________________________
What do you do in your free time? ___________
_____________________________________
•
Based on the information you got, write about your classmate’s profile.
__________________________‘profile
Her/his name is____________________. She/he is a
_____________________.
She/he is from_____________________. She/he is _______ years old.
She /he lives in _____________________________________________.
She/he lives with her/his______________________________________.
In her/his free time, She/he ___________________________________.
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Activity 5
Topic:A DAY IN THE LIFE OF (TEACHER, PARENTS, RELATIVES…)
Time: Week: _____ From _________________ to ______________ 20___ Hours: 3
WARM UP! WHAT DO ALL THESE PEOPLE DO?
Label the images with the words from the box
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EXPRESSIVE PURPOSE
That I can express some activities that people do daily in their jobs in a written and oral
way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Puede hablar sobre rutinas diarias y preguntar acerca de ellas.
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Frequency adverbs indicate how often you do an activity. For example:
always, often, never, etc; according to the English grammar.
•
Complete the mentefacto proposicional
•
Look at the picture and complete the chart.
FREQUENCY ADVERB PERCENTAGE
ALWAYS
100%
USUALLY
OFTEN
SOMETIMES
SELDOM
NEVER
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•
Review the frequency verbs percentage chart and the rules for the 3rd persons in
the cognitive stage of the activity one and complete the following text.
A DAY IN THE LIFE OF A SECRETARY
Megan __________ in an office. She is a secretary.
(work)
She ____________ ____________ work at 8:00 AM.
(100%)
(start)
In the morning, She __________
__________ the phone, _______
some
(70%)
(answer)
(type)
letters and__________ some papers.
(read)
At noon, she has lunch. She____________
(50%)
____________ a sandwich.
(eat)
In the afternoon, she____________ ______________ documents and
(100%)
(file)
___________ some photocopies.
(make)
She_________ ___________ a break! But, she ___________ _______
( 20%)
( take)
(100%)
(leave)
early!!!
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•
Read the texts and complete the gaps.
Robert usually works
in a hospital. He makes
people feel better.
Ann cuts people’s hair.
She always talks to her
customers.
Andres always works
with a team to build a
house.
He is a ____________
She is a___________
He is an____________
Pablo is always ready
to help people.
He usually drives a
car.
Camilo spends most of
the time on a plane. He
always travels from
one place to another.
He is a ____________
He is a ____________
Monica works in an
office. She often
answers s the phone
and always types
letters.
She is a ____________
•
Choose the occupation you like the most and then write a daily routine.
•
Remember to use the frequency adverbs
•
You can find out more occupations if you like.
EĂŵĞ͗ZŽďĞƌƚŽ
KĐĐƵƉĂƚŝŽŶ͗ŚĞĨ͘
WůĂĐĞ͗ZĞƐƚĂƵƌĂŶƚ͘
EĂŵĞ͗ůĂƵĚŝĂ
KĐĐƵƉĂƚŝŽŶ͗,ĂŝƌĚƌĞƐƐĞƌ͘
WůĂĐĞ͗ĞĂƵƚLJƉĂƌůŽƌ͘
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR EĂŵĞ͗WĂďůŽ
KĐĐƵƉĂƚŝŽŶ͗ůĞĐƚƌŝĐŝĂŶ
WůĂĐĞ͗&ĂĐƚŽƌLJ͘
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϰ
Activity 6
Topic: LIKES AND DISLIKES.
Time: Week: _____ From______________ to _____________ 20___ Hours: 3
WARM UP! WHAT DO YOU LIKE TO DO IN YOUR FREE TIME?!!!
•
All these people have something in common: they often go shopping. But, they
are different preferences.
•
Match each statement with the images.
ϭ͘ /ůŽǀĞŐŽŝŶŐƐŚŽƉƉŝŶŐǁŝƚŚŵLJĨƌŝĞŶĚƐ
Ϯ͘/ŚĂƚĞŐŽŝŶŐƐŚŽƉƉŝŶŐǁŝƚŚŵLJƐŝƐƚĞƌ͘
ϯ͘/ĚŽŶDzƚůŝŬĞŐŽŝŶŐƐŚŽƉƉŝŶŐǁŝƚŚŵLJĨƌŝĞŶĚƐ
ϰ͘/ůŝŬĞŐŽŝŶŐƐŚŽƉƉŝŶŐƚŽďŝŐƐƵƉĞƌŵĂƌŬĞƚƐ
•
Complete the following chart using the words in bold from the statements above.
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Ϯϱ
EXPRESSIVE PURPOSE
That I can express their preferences in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
•
Puede expresar sus preferencias con oraciones simples y
cortas.
Complete the following chart.
VERBS
GERUNDS
WATCH
WATCHING
COOK
PLAY
LISTEN
WALK
GO
CLEAN
DANCE
DANCING
RUN
RUNNING
TALK
READ
Now, with your teacher you are going to write five sentences, expressing preferences:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Ϯϲ
•
Analyze Andrew’s preferences taking into account the symbols of the picture.
•
Read the statements and choose true or false.
ANDREW’S PREFERENCES
TRUE
FALSE
1. He loves reading books.
2. He likes watching T.V.
3. He doesn´t like cooking
4. He hates playing video games.
5. He loves listening to music.
6. He hates walking.
7. He loves going to the cinema.
8. He doesn´t like cleaning his house.
9. He loves dancing.
10. He hates running.
11. He loves talking on the phone
12. He likes going to the gym
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Ϯϳ
•
Read Andrew’s preference chart again and correct the false statements.
1. He hates cooking.
2. He loves playing video games.
3. _______________________
4. _______________________
5. _______________________
6. _______________________
7. _______________________
8. _______________________
•
Write and talk about your preferences.
/ŶŵLJĨƌĞĞƚŝŵĞ͕/ůŽǀĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
/ůŝŬĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
/ĚŽŶDzƚůŝŬĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
/ŚĂƚĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ͘
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϴ
Activity 7
Topic: PRICES AND SUPERMARKET (NUMBERS).
Time: Week: _____ From_______________ to _________________ 20__ Hours: 3
WARM UP! I CAN COUNT FROM 1 TO 1, 0000,000!!!
•
Practice the pronunciation of the cardinal numbers
0
1
2
3
4
5
Zero/oh
One
Two
Three
Four
Five
6
7
8
9
10
11
Six
Seven
Eight
Nine
Ten
Eleven
12
13
14
15
16
17
Twelve
Thirteen
Fourteen
Fifteen
Sixteen
Seventeen
18
19
20
21
22
30
Eighteen
Nineteen
Twenty
Twenty -
Twenty -
Thirty
one
two
40
50
60
70
80
90
Forty
Fifty
Sixty
Seventy
Eighty
Ninety
100
1,000
1,000,000
One
One
One
hundred
Thousand
Million.
•
Can you write the name of these numbers?
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
Ϯϵ
EXPRESSIVE PURPOSE
That I can ask and answer significantly about quantities in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica los números ordinales y cardinales, la
hora, las fechas y los nombres de las clases de un horario
escolar.
&$5',1$/180%(56
Cardinal numbers, that are kind of symbols, represent amount, such as
1, 2, 3, etc.
•
Complete the mentefacto proposicional
•
Can you follow these sequences?
One, three, five, seven, _____________, _______________, ______________
Two, four, six, eight, ______________, ________________, _______________
Nine, ten, eleven, ________________, ________________, _______________
Ten, twenty, thirty, _______________, _________________, _______________
Five, ten, fifteen, ________________, _________________, ________________
One hundred, two hundred, ____________________, _____________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϬ
•
Do you know how many personal care products are there?
There are ___________________ personal care products.
•
Let’s count.
1. How many bottles of shampoo are there?
There are ___________________ bottles of shampoo.
2. How many sponges are there?
There is ___________________ sponge.
3. How many soup bars are there?
There are ___________________ soup bars.
4. How many toothbrushes are there?
There is ___________________ toothbrush.
5. How many toilet paper rolls are there?
There are ___________________ toilet paper rolls.
6. How many toothpaste tubes are there?
There are ___________________ toothpaste tubes.
7. How many hair brushes are there?
There is ___________________ hair brush.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϭ
•
What can you infer about the image and the title of this text?
•
Do you think this supermarket could be expensive or cheap? Why?
•
Read the conversation and answer true or false.
^,KWW/E'/Ed,^hWZDZ<d
^,/Z͗'ŽŽĚŵŽƌŶŝŶŐ͊
DZ^͘'>KZ/͗'ŽŽĚŵŽƌŶŝŶŐ͘/ŶĞĞĚƐŽŵĞƐŚĂŵƉŽŽ͕
ƉůĞĂƐĞ͘
^,/Z͗,ŽǁŵĂŶLJďŽƚƚůĞƐŽĨƐŚĂŵƉŽŽĚŽLJŽƵ
ŶĞĞĚ͍
DZ^͘'>KZ/͗/ŶĞĞĚϮďŽƚƚůĞƐŽĨƐŚĂŵƉŽŽĂŶĚ
/ŶĞĞĚƐŽŵĞƚŽŝůĞƚƉĂƉĞƌ͕ƚŽŽ͘
^,/Z͗,ŽǁŵĂŶLJƚŽŝůĞƚƉĂƉĞƌƌŽůůƐĚŽLJŽƵŶĞĞĚ͍
DZ^͘'>KZ/͗/ŶĞĞĚϯƚŽŝůĞƚƉĂƉĞƌƌŽůůƐ͘
^,/Z͗ŶLJƚŚŝŶŐĞůƐĞ͍
EKd/͗
DZ^͘'>KZ/͗EŽ͕ƚŚĂŶŬƐ͘,ŽǁŵƵĐŚŝƐŝƚ͍
hƐĞ,KtDEzǁŚĞŶLJŽƵ
ǁĂŶƚƚŽŬŶŽǁĂďŽƵƚĂƐƉĞĐŝĨŝĐ
ŶƵŵďĞƌŽĨŽďũĞĐƚƐĂŶĚ,Kt
Dh,ƚŽŬŶŽǁĂďŽƵƚƉƌŝĐĞƐ͘
^,/Z͗/ƚ͛ƐϮϱ͕ϬϬϬWĞƐŽƐ͘
DZ^͘'>KZ/͗,ĞƌĞLJŽƵĂƌĞ͘dŚĂŶŬƐ
^,/Z͗,ĂǀĞĂŶŝĐĞĚĂLJ͊
TRUE FALSE
Mrs. Gloria goes to the supermarket in the afternoon.
Mrs. Gloria needs 2 bottles of shampoo.
Mrs. Gloria needs 4 toilet papers rolls.
Mrs. Gloria needs 5 sponges.
The check is 28,000 pesos.
•
Practice the conversation above using other products and prices.
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ϯϮ
Activity 8
Topic: THE TIME.
Time: Week: _____ From ________________ to ________________ 20___ Hours: 3
WARM UP! HOW MANY INSTRUMENTS DO YOU KNOW TO
MEASURE TIME?
•
Label these time instruments with the words from the box.
CLOCK
WATCH
HOURGLASS
STOPWATCH
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϯ
EXPRESSIVE PURPOSE
That I can ask and answer significantly about the time in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica los números ordinales y cardinales, la
hora, las fechas y los nombres de las clases de un horario
escolar.
$7
According to the English grammar, at, that is a preposition of time, indicates the exact
time you do an activity. For example: I have lunch at 1 o´clock.
•
Complete the mentefacto proposicional
•
Analyze with your teacher the following picture.
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ϯϰ
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϱ
•
Observe the images, read the title and infer what the text is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
WHAT A BUSY MORNING!
Mrs. Taylor is a Magazine editor.
She wakes up at quarter to seven, but she gets up at 7:00
o´clock.
She goes to the bathroom and takes a shower.
Then, she gets dressed and brushes her hair.
At haft past seven she cooks breakfast.
She has breakfast with her husband and kids.
She brushes her teeth and leaves home at ten to eight.
She lives in New York City. It is a big city.
She takes the subway at eight o´clock and gets to her office at
eight thirty.
She is always on time for work
•
Look at the clock and write what activities Mrs. Taylor does at that time.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
•
Ask and answer to your partner what time you do your daily activities.
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ϯϲ
Activity 9
Topic: SPECIAL DATES IN MY COUNTRY - ORDINAL NUMBERS.
Time: Week: _____ From _________________ to ______________ 20___ Hours: 3
WARM UP! LET’S REVIEW DAYS AND MONTHS!
•
Look at the picture and practice the pronunciation with your teacher.
•
Can you answer the following questions:
a. What is the FIRST day of the week? It’s Sunday.
b. What is the SECOND day of the week? __________________________
c. What is the THIRD month of the year? ___________________________
d. What is the FIFTH month of the year? ___________________________
e. What is the SIXTH day of the week? _____________________________
f. What is the SEVENTH day of the week? __________________________
g. What is the EIGHTH month of the year? ___________________________
h. What is the NINTH month of the year? ____________________________
i. What is the TENTH month of the year? ____________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϯϳ
EXPRESSIVE PURPOSE
That I can ask and answer significantly about some special dates in Colombia in a
written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica los números ordinales y cardinales, la
hora, las fechas y los nombres de las clases de un horario
escolar.
25',1$/180%(56
Ordinal numbers indicate the order or position in a sequence, such as first,
second, third, etc.
•
Complete the mentefacto proposicional
•
Practice the pronunciation of the ordinal numbers
1st
2nd
3rd
4th
5th
6th
First
Second
Third
Fourth
Fifth
Sixth
7th
8th
9th
10th
11th
12th
Seventh
Eighth
Ninth
Tenth
Eleventh
Twelfth
13th
14th
15th
16th
17th
18th
Thirteenth
Fourteenth
Fifteenth
Sixteenth
Seventeenth
Eighteenth
19th
20th
21st
22nd
30th
40th
Nineteenth
Twentieth
Twenty -
Twenty -
Thirtieth
Fortieth
50th
60th
first
70th
second
80th
90th
100th
Fiftieth
Sixtieth
Seventieth
Eightieth
Ninetieth
One
1,000th
1,000,000th
One
One
Thousand
Millionth.
hundredth
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ϯϴ
•
How much do you know about the special dates in Colombia?
•
When are these celebrations?
Discovery of America’s day is ON October twelfth
The father’s day is ON_________________________________________
Colombia independence’s day is ON ______________________________
Love and friendship’s day is ON__________________________________
Teachers’ day is ON ___________________________________________
Spanish Language’s day is ON___________________________________
Mother‘s day is ON_____________________________________________
Christmas’ day is ON____________________________________________
Boyacá battle’s day is ON________________________________________
Secretaries’ day is ON___________________________________________
Three magic kings’ day is ON______________________________________
Virgin Mary’s day is ON___________________________________________
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ϯϵ
•
Observe the images, read the title and infer what the text is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
•
Read the text again and answer the questions below.
HAPPY FRIENDSHIP DAY!
People in Colombia celebrate the Friendship day
the second Saturday of September every year.
That day, people give and receive presents and
they play “Secret Friend” at school or work. To do
it, people put their names in a bag and then they
take out a different name to give him/her a
present. At the end of the game, they try to identify
who his /her secret friend was.
1. When do Colombian people celebrate the Friendship day?
___________________________________________________
2. What do people give to their friends?
____________________________________________________
3. What is the name of the game people play that day?
____________________________________________________
4. What happens at the end of the game?
______________________________________________________
•
Find out about more special dates and festivals in Colombia.
•
Ask and answer to your partners when they are, the classmate who answers
correctly the most numbers of questions will win the game!
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ϰϬ
Activity 10
Topic: SPECIAL DATES AROUND THE WORLD
Time: Week: _____ From_________________ to ________________ 20___ Hours: 3
WARM UP! HOW DO PEOPLE AROUND THE WORLD CELEBRATE
SPECIAL DAYS?
•
Read these three people’s opinions about their favorite special dates and then try
to guess what celebration they are talking about.
•
The images above can help you.
DLJĨĂǀŽƌŝƚĞƐƉĞĐŝĂůĚĂƚĞ
ŝƐͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ͕
ďĞĐĂƵƐĞĂůůŵLJĨĂŵŝůLJŐĞƚƐ
ƚŽŐĞƚŚĞƌĂŶĚǁĞƚŚĂŶŬƐ'ŽĚ
ĨŽƌƚŚĞďůĞƐƐŝŶŐƐǁĞŚĂǀĞ
ƌĞĐĞŝǀĞĚŝŶƚŚĞLJĞĂƌ͘
dŚĂƚĚĂLJ͕/ĐŽŽŬĂĚĞůŝĐŝŽƵƐ
ƚƵƌŬĞLJ͘
ǀĞƌLJďŽĚLJŝŶŵLJĨĂŵŝůLJůŽǀĞ
ŝƚ͊
/ůŽǀĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ͕
ďĞĐĂƵƐĞƚŚĂƚĚĂLJƉĞŽƉůĞŐŝǀĞ
ĐĂƌĚƐĂŶĚƉƌĞƐĞŶƚƚŽƚŚĞŽŶĞƐ
ƚŚĞLJůŽǀĞ͘
/ĂůǁĂLJƐƌĞĐĞŝǀĞĐŚŽĐŽůĂƚĞĂŶĚ
ĨůŽǁĞƌƐ͘/ůŽǀĞŝƚ͊
/ĂůƌĞĂĚLJŚĂǀĞƚŚĞƉĞƌĨĞĐƚŐŝĨƚĨŽƌ
ŵLJďŽLJĨƌŝĞŶĚĨŽƌƚŚĞŶĞdžƚLJĞĂƌ͊
/ƚ͚ƐƵŶďĞůŝĞǀĂďůĞ͊
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR /ĐĂŶDzƚǁĂŝƚƵŶƚŝůƚŚĞĞŶĚŽĨ
ƚŚĞLJĞĂƌ͊
ͺͺͺͺͺͺͺͺͺͺͺͺĞǀĞŝƐĂŶŝŐŚƚ
ǁŚĞŶ/ŚĂǀĞĨƵŶǁŝƚŚŵLJ
ĨƌŝĞŶĚƐ͘
tĞƵƐƵĂůůLJŚĂǀĞĂƉĂƌƚLJĂƚ
ƐŽŵĞŽŶĞDzƐŚŽƵƐĞ͘
tĞĚĂŶĐĞĂůůŶŝŐŚƚĂŶĚƚŚĞŶ
ŐŽŽƵƚĨŽƌďƌĞĂŬĨĂƐƚŝŶƚŚĞ
ŵŽƌŶŝŶŐ͊
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϰϭ
EXPRESSIVE PURPOSE
That I can ask and answer significantly about some special dates around the world in a
written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica los números ordinales y cardinales, la
hora, las fechas y los nombres de las clases de un horario
escolar.
21
According to the English grammar, on, that is a preposition of time, indicates days of the
week and dates. For example: My birthday is on January 1st.
•
Complete the mentefacto proposicional
•
Analyze with your teacher the following picture.
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•
Analyze the following chart and fill in the blanks.
USE
IN for years, months and the words: morning, afternoon and evening.
ON for the days of the week and dates.
AT for a specific time on the clock and the words: night, midnight and noon.
1. People have breakfast ___________ the morning and dinner ______ night.
2. I celebrate my birthday ___________ June 29th.
3. ___________ Monday_________8:00 A.M. is the English class at school.
4. Every year ___________May 1st people celebrate Labor Day.
5. _______the morning I go to school and _____ the afternoon I go home.
6. The sun rises _____6:00______ the morning and sets_______6:30_________
the evening.
•
How much do you know about festivals around the world?
•
Analyze the following chart.
•
What can you infer about these short texts?
•
Read these interesting celebrations and express your ideas to the rest of the
class.
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March or April
holiday. It is also a day when
many buy chocolate eggs and
candies bunnies and have Easter
eggs hunts outdoors.
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picnics with friends and family.
September
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give gifts to friends and family
members.
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th
friends and family members
exchange gifts around a Christmas
tree.
•
Ask and answer to your partners about when the celebrations above are
and what people do.
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Activity 11
Topic: SCHOOL SCHEDULE
Time: Week: _____ From _________________ to _________________ 20___ Hours: 3
WARM UP! MY SCHOOL SUBJECTS!
•
Discover the name of each subject and number the images.
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EXPRESSIVE PURPOSE
That I can ask and answer significantly about my school schedule in a written and oral
way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica los números ordinales y cardinales, la
hora, las fechas y los nombres de las clases de un horario
escolar.
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The school schedule, that is an organized list of subjects, shows the times and dates
when the classes will be taught.
•
Complete the mentefacto proposicional
•
Analyze with your teacher their following conversation.
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•
Look at the chart and answer the questions below.
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•
What time does Shannon have Math on Thursday?
_________________________________________________________________
•
What time does Shannon have Music on Mondays?
_________________________________________________________________
•
What time does Shannon have Science on Wednesday?
_________________________________________________________________
•
Based on your own School schedule ask and answer to your partner about the
times and the days you have the different classes
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Activity 12
•
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Answer the following questions and discuss the answer with your teacher and the
rest of the class.
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•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
DINNER IN NEW YORK
The Blue Room is a famous restaurant in New York. The food is excellent, and the
waiters are polite and friendly.
Hector and Isabel Rivera are having dinner at the Blue Room. The Riveras are having
dinner at the Blue Room. The Riveras are from Venezuela. They are tourist in the United
States.
They speak Spanish, but they speak English well, too. Mrs. Rivera is ordering soup, fish
and rice. She likes fish, and it is very good at the Blue Room. Mr. Rivera doesn’t like
fish. He prefers meat. He is ordering soup, steak, and potatoes. He also wants coffee
with dinner.
Mrs. Rivera drinks coffee after dinner. She likes water with dinner.
The Riveras are having a good time. They like American food and they like the blue
Room restaurant. The waitress is nice, and they like her, too.
1. Is the Blue Room famous?
a) Yes, they are.
b) No, it isn´t.
c) Yes, it is.
2. Is the food bad?
a) Yes, it is.
b) No, it isn´t.
c) Yes, they are
3. What about the waiters and waitresses?
a) They are rude and angry.
b) They are impolite and bitter
c) They are polite and friendly.
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4. Where are the Riveras from?
a) They are from Colombia.
b) They are from Bolivia.
c) They are from Venezuela.
5. What are they doing in the United States?
a) They are working in the United States.
b) They are trying to get a job in the United States.
c) They are taking a tour in the United States.
6. How many languages do the Riveras speak?
a) They speak four languages.
b) They speak one language.
c) They speak two languages.
7. What languages do the Riveras speak?
a) They speak French and Italian.
b) They speak Spanish and English.
c) They speak Spanish and German.
8. What is Mrs. Rivera ordering?
a) She is ordering soup, steak, and potatoes.
b) She is ordering soup, fish and rice.
c) She is ordering soup, pasta and potatoes.
9. What is Mr. Rivera ordering?
a) He is ordering soup, steak, and potatoes.
b) He is ordering soup, fish and rice.
c) He is ordering soup, pasta and potatoes.
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10. Does Mr. Rivera like fish?
a) Yes, he does.
b) No, he doesn´t.
c) It doesn´t say.
11. Where is the Blue Room restaurant?
a) It is in Santiago de Chile.
b) It is in Lima.
c) It is in New York.
12. Do Mr. and Mrs. Rivera drink coffee with dinner?
a) Yes, they do.
b) No, they don´t.
c) It doesn´t say.
13. Are the Mr. and Mrs. Rivera having a good time?
a) Yes, they are.
b) No, they aren´t.
c) It doesn´t say.
14. Do they like the waitress?
a) Yes, they do.
b) No, they don´t.
c) It doesn´t say.
15. What does Mrs. Rivera like to drink with dinner?
a) She likes to drink wine.
b) She likes to drink juice.
c) She likes to drink water.
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SUBJECT: ENGLISH
PERIOD: SECOND
GRADE: 5Th
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School:
Teacher:
Grade:
Time:
ENGLISH
Hours:
REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que
establece como uno de sus fines “El estudio y la comprensión crítica de la cultura nacional y de
la diversidad étnica y cultural del país, como fundamento de la unidad nacional y de su
identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La
adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y
“La comprensión y capacidad de expresarse en una lengua extranjera”.
PURPOSES
AFFECTIVE: That we….value the importance of learning about vocabulary related to
comparisons and time expressions in simple past tense.
COGNITIVE: That we…recognize the vocabulary and expressions related to
comparisons and time expressions in the past tense.
EXPRESSIVE: That we…Express the vocabulary related to comparisons and time
expressions in the past tense, in an oral and written way.
EVALUACIÓN: INDICADORES DE DESEMPEÑO
•
•
Escribe cortos textos, haciendo comparaciones entre objetos, lugares y personas.
Interpreta los gráficos y textos simples, utilizando los comparativos.
•
•
Identifica expresiones de tiempo en el pasado.
Se expresa en forma oral a través de diálogos y presentaciones.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Lingüística
Competencia Pragmática
Habilidades:
Habilidades:
Reconocer
Describir
Clasificar información
Organizar
Interpretar gráficos
Competencia Sociolingüística
Habilidades:
Participación oral
EJES TEMÁTICOS
•
•
•
COMPARATIVES
SUPERLATIVES
TIME EXPRESSIONS IN THE PAST TENSE
DIDÁCTICAS
1. Anti constructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.
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Activity 13
Topic: COMPARATIVES. SHOPPING LIST. DESCRIBE USING SOME EXPRESSIONS: IT’S
SMALLER/BIGGER THAN… IT’S MORE MODERN /EXPENSIVE THAN…WHICH ONE IS MORE
MODERN/ EXPENSIVE? LET’S BUY…DON’T FORGET…WHAT DO WE NEED? WE DON’T NEED…
Time: Week: _____ From _______________ to _____________ 20____ Hours: 3
WARM UP! LET’S BUY FURNITURE!
•
•
Do you know the names of this furniture?
Circle the correct form.
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EXPRESSIVE PURPOSE
That I can describe objects by using comparatives, in a written and oral way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Interpreta los gráficos presentados, utilizando los
comparativos.
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•
Classify the adjectives from the box in the corresponding column.
Tall - interesting – short - beautiful - nice - popular - close- boring high - difficult – big - crowded - small - dangerous - easy - exciting cold- expensive – new- modern - hot - wonderful - old - importantquiet
SHORT ADJETIVES
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ϱϲ
•
Analyze the following chart with your teacher.
0$.,1*&203$5,6216
0$.,1*&203$5,6216
&203$5$7,9(6
&203$5$7,9(6
•
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Now complete the following charts using the adjectives below.
ER THAN
R THAN
DOUBLE CONSONANT
IER THAN
AT THE END THAN
Taller than
Closer than
Noisier than
Bigger than
MORE…THAN
More interesting than
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•
Observe the pictures and answer the questions.
•
Which table is newer A or B? ______________________________________
•
Which sofa is more modern A or B? The sofa A is more modern than the sofa B.
•
Which picture is more expensive A or B? _______________________________
•
Which bed is bigger A or B? _________________________________________
•
Which lamp is more beautiful A or B? _________________________________
•
Which wardrobe is nicer A or B? ______________________________________
•
Bring magazines to class and practice with your partner questions and answer
using comparatives.
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Activity 14
Topic: ORAL DESCRIPTIONS ABOUT THE SHOPPING LIST. SMALLER, MORE
EXPENSIVE, CHEAPER…
Time: Week: _____ From ____________ to _______________ 20___ Hours: 3
WARM UP! LET’S PLAY IN THE UTILITY ROOM!
•
Practice the pronunciation of these words and number the pictures.
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ϱϵ
EXPRESSIVE PURPOSE
That I can make oral descriptions about different articles in a shop, using
comparatives and superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
•
Escribe cortos textos, haciendo comparaciones entre objetos,
lugares y personas.
Analyze the following chart with your teacher.
0$.,1*&203$5,6216
0$.,1*&203$5,6216
683(5/$7,9(6
683(5/$7,9(6
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•
Write into the chart the superlative forms only.
SUPERLATIVES
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ϲϬ
•
Observe the pictures and answer the questions.
•
Which broom is the shortest? ______________________________________
•
Which vacuum cleaner is the most modern? __________________________
•
Which washing machine is the smallest? ______________________________
•
Andrea and her mom are in the shopping mall buying some
•
Household goods.
•
Read the conversation and infer the unknown words.
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ANDREA: Ok, what do we need mom?
ANDREA’S MOM: Let me check the shopping list. Oh, yes! We
need a vacuum cleaner. They are over there!
ANDREA: Look, mom. There are different kinds of vacuum cleaners.
What do you think it’s the most modern?
ANDREA´S MOM: I think the blue one, but it is the most expensive,
too! Let’s look another one cheaper.
ANDREA: Look, mom. I think this red vacuum cleaner is nice. It is
the smallest one!
ANDREA´S MOM: And it is cheaper than the blue one. We will take
it!
ANDREA: Mom, don’t forget the broom!
ANDREA´S MOM: Andrea, we don’t need a broom! We need a
mop.
ANDREA: Oh, yes! What mop will we take?
ANDREA´S MOM: The most expensive one, I think it is of the
highest quality!
TRUE FALSE
Andrea and her mom need a washing machine
They‘ll take the cheapest mop.
Andrea thinks the blue vacuum cleaner is the most modern.
Andrea’s mom will take the red vacuum cleaner
•
Work in pairs.
•
Rewrite the conversation above using others household goods.
•
Practice your conversation and share it with the rest of the
class.
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ϲϮ
Activity 15
Topic: READING RELATED TO COMPARATIVES AND SUPERLATIVES. ASK AND
ANSWER THE QUESTIONS ACCORDING TO THE TEXT.
Time: Week: _____ From ________________ to _____________ 20___ Hours: 3
WARM UP! WHAT COLOR DO YOU LIKE THE MOST?
•
Review colors with your teacher.
•
What meaning do colors have for you?
•
Read the text below.
COLORS AND PHYSIOLOGY
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•
Ask six classmates about their favorite colors. Write their names under their
favorite colors in the chart below.
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Do you agree or disagree with psychologists say about colors?
Share your opinions with the rest of the class.
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EXPRESSIVE PURPOSE
That I can interpret simple texts using comparatives and superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Interpreta los gráficos y textos simples, utilizando los comparativos.
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Reading strategies, that are logical steps to understand a text, help to improve the
reading skills.
•
Complete the mentefacto proposicional
•
Follow these reading tips.
9 Analyze titles, subtitles and images.
9 Read carefully.
9 Underline the unknown words and try to deduce their
meaning, in case you can´t, use your dictionary.
9 Try to identify the main and the secondary ideas.
9 Answer the questions.
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•
Discuss the meanings of these words with your teacher.
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•
Observe the image, read the title and infer what it is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if they
seem difficult to understand, use your dictionary).
PERFECT COLORS, PERFECT HARMONY
The color you paint the rooms in your house can make you comfortable.
Follow the suggestions below to create the perfect atmosphere to eat, work
and relax in your own home.
The bedroom: The perfect color for your bedroom is blue. It is very relaxing
color, and can make you feel happier and more positive about life when you
wake up in the morning.
The living room: the perfect color for an elegant living room is green, with
some white. Don´t use dramatic colors like red, purple and black because
they don’t help to relax.
The dining room: Red and orange are two colors which can make you feel
hungrier at mealtimes. They also encourage more interesting conversation.
But be careful! Only use these colors in small areas, a lot red or orange can
make you feel aggressive.
The study: Yellow is a beautiful color which makes you feel happier and
helps you to think, so it is good color for this room. It is also makes dark
spaces a little brighter.
•
Read the text above and answer the following questions:
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The word harmony that appears in the title can be replaced
with:
a. War
b. Peace.
c. Love.
According to the text the perfect color for your bedroom is
blue because:
a. It can make you feel hungrier and aggressive.
b. It can make you feel happier and more positive.
c. It can make you feel darker and relaxed.
What colors should be used in the dining room?
a. Blue and white.
b. Red and purple.
c. Red and orange.
What color makes you feel happier?
a. Yellow.
b. Blue
c. Orange.
What color makes you feel relaxed?
a. Yellow.
b. Blue
c. Orange.
The text talks about…
a. The way you can use colors to make your house more
comfortable.
b. The way artists can paint their houses.
c. The way you can use quality products to paint your
house.
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Activity 16
Topic: ORAL PRESENTATIONS IN GROUPS ABOUT HOW TO GO TO A SHOP
AND BUY ARTICLES OR FOOD.
Time: Week: _____ From ____________ to ________________ 20__ Hours: 3
WARM UP! LET’S GO TO THE SUPERMARKET!
•
Number each image using the words from the box and practice their
pronunciation with your teacher.
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ϲϳ
EXPRESSIVE PURPOSE
That I can make simple oral presentations about buying articles or food in a
shop.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Se expresa en forma oral a través de diálogos y presentaciones.
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Role playing, that is a short dramatization of events or stories, helps to improve the
speaking skills.
•
Complete the mentefacto proposicional
•
Follow these tips for a good role playing.
9 Choose a topic or a situation.
9 Choose context and characters.
9 Use some questions and write a conversation.
9 Practice the conversation until you get fluent.
9 Now lights, camera and action!
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•
Andrea and Juliana are making a grocery list.
•
Read their conversation.
I AM MAKING A GROCERY LIST.
ANDREA: What are you doing?
JULIANA: I am making a grocery list. We need some things from the
supermarket.
ANDREA: What do we need?
JULIANA: We need carrots, tomatoes, mushrooms, and green peppers.
ANDREA: Don´t forget the onions, and garlic.
JULIANA: Oh, yes, you’re right. And we need also some salt, oil and
chicken! What else do we need?
ANDREA: I think coffee, orange juice, milk and bread for breakfast
tomorrow... Let’s go shopping together. I will help with the bags.
AT THE GROCERY STORE…
ANDREA: How much is the chicken?
CASHIER: It’s on sale. It’s $1.09 a pound.
JULIANA: Good! What about tomatoes?
CASHIER: They are not on sale, but tomatoes sauce is four cans for 99
cents.
JULIANA: No, I want fresh tomatoes.
ANDREA: What about green peppers?
CLERK: Yes, green peppers are five for a dollar.
ANDREA: How much is all?
CLERK: It is $12 dollars.
JULIANA: Here you are. Thanks.
CLERK: You’re welcome! Have a nice day!
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ϲϵ
•
Read the conversation above again. Put a check after each item needed and an
X after those that are not needed.
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•
Work in groups of four or five.
•
Rewrite the conversation of the modelation stage, change some details, and
prepare a roll play for the rest of the class.
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Activity 17
Topic: LOCATIONS AND PLACES: ON AN ISLAND, IN THE OCEAN, ON THE MOON, IN THE
FOREST, AT THE BEACH, ETC.TIME EXPRESSIONS IN PAST TENSE: YESTERDAY, LAST
MONDAY, THE DAY BEFORE YESTERDAY ETC. PICTURES AND DRAWINGS.
Time: Week: _____ From _________________ to ________________ 20___ Hours: 3
WARM UP! WHERE WERE YOU!
•
Match the images with the corresponding conversation.
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EXPRESSIVE PURPOSE
That I can express past tense remarks, use correctly prepositions of places: in on at and
identify some places.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Identifica expresiones de tiempo en el pasado.
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•
Analyze the following chat with your teacher.
IN
ON
AT
PLACES
Countries, states, cities and
Transports (not car)
Specific buildings
Rooms
A surface
addresses
Closed spaces
Streets
Transports with the word:
Floors of a building
town
CAR only.
•
Write into the each column the words you use with the corresponding preposition.
School France
train
California
IN
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table
beach
bedroom roof
ON
AT
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•
Analyze the following chart with your teacher.
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Where were all these people?
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ϳ͘tŚĞƌĞǁĂƐŚĞƚŚƌĞĞŚŽƵƌƐĂŐŽ͍
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ϵ͘tŚĞƌĞǁĂƐƐŚĞůĂƐƚǁĞĞŬ͍
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•
Ask and answer to your partners where you and they were.
•
Use the prepositions of place and the past time remarks.
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Activity 18
Topic: CONVERSATIONS IN PAST TENSE USING THE EXPRESSIONS AND
PLACE.
Time: Week: _____ From ______________ to ________________ 20___ Hours: 3
WARM UP! THESE ARE MY FRIENDS’ LATEST VACATION PICTURES!
•
Observe the images and write statements about where these people were and
what they were doing.
•
Share your ideas with your partners.
Playing volleyball
Camping
Walking
Jumping
Swimming
Listening to music
1. Last Saturday Gina was at home. She was listening to music.
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
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EXPRESSIVE PURPOSE
That I can make conversation using the past progressive, the corresponding time
remarks and some locations.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Se expresa en forma oral a través de diálogos y presentaciones.
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According to the English grammar, the past progressive, that is a verbal tense, indicates
an activity in progress in the past.
•
Complete the mentefacto proposicional
•
Look at the following picture and discuss with the rest of the class what these
people were doing when Anna called them.
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•
Discuss with your classmates and teacher about what these
people were doing yesterday in the afternoon when it started to rain.
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ϳϳ
•
Read the text and discuss with your partners about what was happening at the
party and what people were doing.
•
Figure out the point number 2.
•
Talk to your partners about the activity you were doing yesterday in the morning,
last Saturday, last weekend, three hours ago, etc and find out about hers/his.
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•
Activity 19
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Answer the following questions and discuss the answer with your teacher and the
rest of the class.
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ϳϵ
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
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New York, Tokyo, Paris and other cosmopolitan cities are exciting places to live. People
from many countries live in these cities. There are many interesting things to see and to
do. You can go to different kind of museums, plays, films and restaurants. You can also
go shopping to buy things from all over the world.
Of course, there are serious problems in big cities, too. The cost of living is high, and
there are too many people in some neighborhoods. Too many people in small space
make it hard to keep the cities safe and clean. Every year many newcomers move to the
cities to find jobs, to study at good schools, or to receive good medical care. However,
sometimes these people can´t find work or a decent place to live.
Cosmopolitan cities have their advantages and disadvantages. Some people enjoy living
in them, others don´t. Before people move to a big city, they should think about the
problems of living there.
1. Are the cosmopolitan cities exciting places to live?
a) Yes, they are
b) No, they aren´t
c) It doesn´t say.
2. Are there interesting things to do in a big city?
a) Yes, there are.
b) No, there aren´t.
c) It doesn´t say.
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3. What are some interesting things to see and to do?
a) There aren´t things to see or do.
b) You can go to different kind of museums, plays, films and restaurants.
c) You can go to a farm and see animals.
4. What are two serious problems in big cities?
a) There are so many cars in them.
b) The cost of the living and there are too many people in some neighborhoods.
c) There are so trees in the parks.
5. What are the names of the big cities the text mentioned?
a)
b)
c)
Bogotá, Santiago de Chile, Paris.
New York, Rome and Milan.
New York, Tokyo and Paris.
6. What makes it hard to keep cities safe and clean?
a. Too much television in houses.
b. Too many children in the school.
c. Too many people living in small places.
7. Why do many newcomers move to cities every year?
a) Because they want to take tour in those cities.
b) Because they want to go shopping very often.
c) Because they want to find a jobs, study at good schools or receive good
medical care.
8. Can these people always find work and a decent place to live?
a) Yes, they can.
b) No, they can´t
c) It doesn´t say.
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9. Does everybody enjoy living in big cities?
a) Yes, everybody does.
b) No, everybody doesn´t.
c) It doesn´t say.
10. What should do people do before they move to a big city?
a) They should buy a house first.
b) They should get a new job first.
c) They should think about the problems of living there.
11. Do people from many countries live in these cities?
a) Yes, they do.
b) No, they don´t.
c) It doesn´t say.
12. Are there serious problems in the big cities?
a) Yes, there are.
b) No, there aren´t.
c) It doesn´t say.
13. Can you buy things from all over the world in a big city?
a) Yes, I can.
b) No, I can´t.
c) It doesn´t say.
14. Do the cosmopolitan cities have advantage and disadvantage?
a) Yes, they do.
b) No, they don´t.
c) It doesn´t say
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ϴϮ
Activity 20:
Topic: DESCRIBE AN INTERESTING LOCATION. PRACTICE WITH YOUR
PARTNER.
Time: Week: _____ From _______________ to _____________ 20__ Hours: 3
WARM UP! WHERE ARE YOU!
•
Read the following short descriptions, try to guess where these people are, write
the names of the places and then match them with the images.
a. I hear people buying food and household goods. Where am I?
b. Many teenagers wearing uniforms are coming out from this
place. Where am I?
c. I see many people in a line. They are going to see the latest film
by Walt Disney. They are in a ____________________________
d .I smell delicious food in this_________________ . I see a man
cooking in the kitchen.
e. I can hear kids playing around ball, in this
____________________ there are many trees and flowers.
f. Airplanes are flying in and out. People are walking with bags and
luggage. I am in an: ________________________________
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ϴϯ
EXPRESSIVE PURPOSE
That I can make descriptions about places by using the prepositions in an oral and
written way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escribe cortos textos, haciendo comparaciones entre objetos,
lugares y personas.
35(326,7,2162)3/$&( Prepositions of place show where something or somebody is located. Example:
Between, next to, across from, etc.
•
Analyze the following picture with your teacher.
•
Now look at the map and complete the statements.
a. The police station is _______________the bank and the store.
b. The drug store is ______________________the police station.
c. The school is___________________________ the restaurant.
d. The train station ___________________________the school.
e. The drugstore is _______the movie theater and the post office.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϴϰ
•
Analyze the following chart with your teacher.
EXPRESSING EXISTENCE
AFFIRMATIVE FORM
INTERROGATIVE FORM
NEGATIVE FORM
SHORT FORMS
SINGULAR
Is there a park near
There is not a park
There ‘s
There is a park near
here?
near here.
There isn´t
here.
There aren´t
PLURAL
Are there any parks
There are not any
There are some
here?
parks near here.
parks near here.
•
Read the following postcard and fill in the blanks based on the picture.
Dear mom and Dad,
I am really glad to be studying here.
Paradise City is a small and nice town.
There is a beautiful old church ________the
park________ the National Museum. There
is a beautiful tree in the middle of the park.
There is a school and a university too. The
university is ___________________ the
post office.
At the end of Oak Road there is a movie
theater. There is a library _____________
the park.
Right now I am going to the university
because I have an English test.
I hope to see you soon.
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ϴϱ
•
Look at this street map and describe what you observe by expressing existence
and using the prepositions of place.
There is a movie theater next
to the Laundromat.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
•
Draw a picture of your neighborhood and write the places it has and where they
are located.
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ϴϲ
Activity 21:
Topic : PRACTICE CONVERSATIONS WITH DESCRIPTIONS AND PLACES GIVEN.
Time: Week: _____ From _____________ to ________________ 20___ Hours: 3
WARM UP! LET´S MAKE ORAL DESCRIPTIONS!
•
Read the description below and discuss with your partners what image is being
described in the text.
A
B
ĞĂƌŵŽŵĂŶĚĂĚ͕
ŶĚƌĞĂĂŶĚ/ĂƌĞĨŝŶĂůůLJŝŶŽƵƌŶĞǁĂƉĂƌƚŵĞŶƚ͘/ůŽǀĞƚŚŝƐŶĞŝŐŚďŽƌŚŽŽĚ͘
dŚĞďƵƐƐƚŽƉŝƐƌŝŐŚƚŶĞdžƚƚŽŽƵƌďƵŝůĚŝŶŐ͘dŚĞƌĞŝƐĂƉĂƌŬĂĐƌŽƐƐĨƌŽŵŽƵƌďƵŝůĚŝŶŐ͘tĞĐĂŶ
ǁĂůŬĂĐƌŽƐƐƚŚĞƐƚƌĞĞƚĂŶĚĞŶũŽLJƚŚĞƚƌĞĞƐĂŶĚĨůŽǁĞƌƐ͘
dŚĞƌĞŝƐĂƐƵƉĞƌŵĂƌŬĞƚ͕ĂĚƌƵŐƐƚŽƌĞ͕ĂƉŽƐƚŽĨĨŝĐĞ͕ĂďĂŶŬ͕ĂŵŽǀŝĞƚŚĞĂƚĞƌ͕ĂƉŽůŝĐĞƐƚĂƚŝŽŶ
ŶĞĂƌŽƵƌĂƉĂƌƚŵĞŶƚďƵŝůĚŝŶŐ͘dŚĞĚƌƵŐƐƚŽƌĞŝƐŝŶďĞƚǁĞĞŶƚŚĞƉŽƐƚŽĨĨŝĐĞĂŶĚƚŚĞƉŽůŝĐĞ
ƐƚĂƚŝŽŶ͘dŚĞƌĞŝƐĂůŝďƌĂƌLJĂŶĚĂŚŽƐƉŝƚĂůŝŶŽƵƌŶĞŝŐŚďŽƌŚŽŽĚ͕ƚŽŽ͘
>ŽǀĞ͕
ĂƌŽůŝŶĞ͘
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ϴϳ
EXPRESSIVE PURPOSE
That I can make descriptions about places in an oral and written way by using the
prepositions, expressions of existence and places of the city.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Se expresa en forma oral a través de diálogos y presentaciones.
'(6&5,37,21
A description pictures in words what someone or something is like.
.
•
Follow these tips for making a good description.
9 Observe attentively.
9 Use adjectives, comparatives,
and superlatives.
9 Use the expressions such as: there is and there are.
9 Use the prepositions of place.
•
Observe attentively these pictures and try to name their details.
For example: there is a tree next to the restaurant, there are cars, and also high
buildings!
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A
B
C
D
E
F
G
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H
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
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I
•
J
Choose the picture you like the most and write its description. For example:
/ƚŝƐĂǀĞƌLJďĞĂƵƚŝĨƵůƉůĂĐĞ͘
dŚĞƌĞŝƐĂŵŽƚŽƌĐLJĐůĞŝŶĨƌŽŶƚŽĨŽŶĞŽĨƚŚĞ
ďƵŝůĚŝŶŐƐ͘
dŚĞƌĞĂƌĞĨůŽǁĞƌƐŶĞdžƚƚŽŽŶĞŽĨƚŚĞďƵŝůĚŝŶŐ͘
dŚĞƌĞŝƐŶDzƚĂƉĂƌŬ͘
dŚĞƌĞŝƐĂŚŽƚĞů͘
dŚĞƌĞĂƌĞŶDzƚĂŶLJƉĞŽƉůĞ͘
•
Now work in group of four people and ask and answer questions for trying to
deduce what picture she or he has described. For example:
A: Is there any
restaurant?
B: No, there isn´t
A: is it the picture Z?
B: No, it isn´t
A: Is it the picture X?
B: No, it isn´t.
A: Is there any park?
B: Yes, there is.
A: Are there any
cars?
B: Yes, there are.
A: Are there any
people?
B: No, there aren´t.
A: Where is it?
B: It is next to a
building.
A: It is a beautiful
place?
B: Yes, it is.
A: Is it the picture Y?
B: Yes, it is!
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ϵϬ
Activity 22:
Topic : WRITTEN PAPER. PRESENTATION IN FRONT OF THE CLASS (READING).
Time: Week: _____ From ______________ to ______________ 20___ Hours: 3
WARM UP! WHAT INTERESTING CITIES!
•
Do you recognize these cities?
•
Use the words from the box below and write down their name!
CALI
NEW YORK
BUENOS AIRES
ROME
SAO PAULO
SYDNEY
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR PARIS LONDON
MEXICO D.F
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϵϭ
EXPRESSIVE PURPOSE
That I can write and read simple descriptions by using, expressions of existence,
prepositions of place, adjectives, comparatives and superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escribe cortos textos, haciendo comparaciones entre objetos,
lugares y personas.
:5,7,1*675$7(*,(6
Writing strategies, that are logical steps to redact a text, help to improve the writing
skills.
.
.
•
Follow these tips for writing a good text.
9 Choose a topic.
9 Generate ideas about the topic.
9 Write a sentence for each idea you have had.
9 Organize the sentences
9 Write short paragraphs.
9 Remember to use punctuation marks and good spelling.
9 Choose a title for your text and use images.
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ϵϮ
•
The first step to write text is to choose a topic. Let’s talk about
Tokyo and write our ideas. Use your English dictionary.
Japanese
Modern
Japan
Rice
Hotels
TOKYO
Technology
Buildings
Interesting
Capital
•
Beautiful
Let’s write statements about the ideas we have written.
1. I love Tokyo because of it technology.
2. Tokyo is one the most interesting cities around the world.
3. People from Tokyo speak Japanese.
4. Their favorite food is rice.
5. It has beautiful buildings and hotels.
6. My favorite city is Tokyo
7. It is modern.
8. It is the capital of Japan.
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ϵϯ
•
Let’s read carefully each statement above and organize our ideas:
My favorite city is Tokyo. It is the capital of Japan.
Tokyo is one of the most interesting cities around the world.
I love Tokyo because of its technology.
It is modern. There are beautiful buildings and hotels.
People from Tokyo speak Japanese and their favorite food is
rice͘
•
Now let´s think of a title and paste an image according to the text.
TOKYO IS A NICE CITY
My favorite city is Tokyo. It is the capital of Japan.
Tokyo is one of the most interesting cities around the world.
I love Tokyo because of its technology.
It is modern. It has beautiful buildings and hotels.
People from Tokyo speak Japanese and their favorite food is
rice͘
•
Now write your own text by following the steps you have learned.
•
Ask to your teacher about the pronunciation of the words and practice them.
•
Read out your text in front of the class.
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ϵϰ
Activity 23:
Topic : PROJECT: COMPARING PLACES BOOK. PICTURES ABOUT THE PLACES
AND SHORT DESCRIPTIONS USING COMPARATIVES AND SUPERLATIVES.
Time: Week: _____ From ______________ to _____________ 20___ Hours: 3
WARM UP! HOW MUCH DO YOU KNOW ABOUT GEOGRAPHY!
•
Label the picture with the word from the list. Then compare with a partner.
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ϵϱ
EXPRESSIVE PURPOSE
That I can write and read simple descriptions by using, expressions of existence,
prepositions of place, adjectives, comparatives and superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
Escribe cortos textos, haciendo comparaciones entre objetos, lugares y
personas.
HAVE YOU EVER HAD .AN ALBUM?
.
Surely yes! Well, for today we will make our own album!
So, get ready your colors, papers and glue, and be
prepared for having fun.
You can work with cardboard to make the covers of the
book.
Our album will be about natural landscapes, so make
drawings related to it; you can also use pictures, but
remember it is your creativity and style.
Your book will have 6 pages in blank which must be
decorated, too. Design nice borders for them.
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ϵϲ
•
PAGE 1: PRESENTATION.
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d
•
PAGES 2 and 3: DEFINITIONS.
•
In pages 2 and 3, you will find out the definitions of the landscapes you will talk
about or compare.
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tĂƚĞƌĨĂůů͗/ƚŝƐĂƐƚƌĞĂŵŽĨǁĂƚĞƌĚƌŽƉƉŝŶŐĨƌŽŵĂ
ŚŝŐŚĞƌƉŽŝŶƚ͘
ZŝǀĞƌ͗ĂŶĂƚƵƌĂůǁŝĚĞĨůŽǁŽĨǁĂƚĞƌĂĐƌŽƐƐƚŚĞůĂŶĚ
ŝŶƚŽƚŚĞƐĞĂ͕ĂůĂŬĞŽƌĂŶŽƚŚĞƌƌŝǀĞƌ͘
•
PAGES 4 and 5. COMPARISONS.
•
In pages 4 and 5, make questions and give answers using comparatives and
superlatives. Write the correct answers in a box below in page 5.
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1. Which river is longer?
a. The Nile River is longer than the Amazon River.
b. The Amazon River is longer than The Nile River.
2. Which is the tallest waterfall in
the world?
a. The Angel Fall is the tallest.
ď͘ The Niagara fall is the tallest͘
ANSWERS.
1. a. The Nile River is longer than the Amazon River.
2. b. The Angel falls is the tallest.
•
PAGE 6. MY FAVORITE LANDSCAPE IN THE WORD!
•
Review the steps for a good writing in the activity 22.
ANTARTICA!
ŶƚĂƌƚŝĐĂŝƐƚŚĞĐŽůĚĞƐƚƉůĂĐĞŝŶƚŚĞǁŽƌůĚ͘
/ůŽǀĞŶƚĂƌĐƚŝĐĂďĞĐĂƵƐĞŽĨŝƚƐƉĞŶŐƵŝŶƐ͘
ŶƚĂƌĐƚŝĐĂŝƐďŝŐŐĞƌƚŚĂŶƵƐƚƌĂůŝĂ͘/ŶƐƵŵŵĞƌ͕ƚŚĞƌĞĂƌĞŶDzƚĂŶLJŶŝŐŚƚƐŝŶŶƚĂƌĐƚŝĐĂ͕
ƚŚĞƐƵŶƐŚŝŶĞƐĨŽƌϮϰŚŽƵƌƐ͊ŶĚŝŶǁŝŶƚĞƌ͕ƚŚĞƌĞĂƌĞŶDzƚĂŶLJĚĂLJƐ͕ŝƚŝƐĐŽŵƉůĞƚĞůLJ
ĚĂƌŬĨŽƌĂďŽƵƚƚŚƌĞĞŵŽŶƚŚƐ͘
dŚĞƌĞĂƌĞĂŶŝŵĂůƐŝŶŶƚĂƌĐƚŝĐĂƐƵĐŚĂƐ͗ǁŚĂůĞƐ͕ŽŶĞŽĨƚŚĞďŝŐŐĞƐƚĂŶŝŵĂůŝŶƚŚĞ
ǁŽƌůĚ͕ƐĞĂůƐĂŶĚŽĨĐŽƵƌƐĞƉĞŶŐƵŝŶƐ͕ŽŶĞŽĨƚŚĞŶŝĐĞƐƚĂŶŝŵĂůƐŝŶƚŚĞǁŽƌůĚ͊
dŚĂƚ͛ƐǁŚLJŵLJĨĂǀŽƌŝƚĞůĂŶĚƐĐĂƉĞŝƐŶƚĂƌĐƚŝĐĂ͘
•
Follow the steps above and make your own album.
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Activity 24
•
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Answer the following questions and discuss the answer with your teacher and the
rest of the class.
Observe the images and
answer true or false:
a. The tree is far from the
houses.
True
False
b. The tree is across from
the house.
Circle the correct
statements:
Choose a, b, or c.
The place where people
go to eat is:
a. Is there any parks
here?
a. An airport.
b. A school.
c. A restaurant.
b. Camila is the
nicest girl in the
class.
The place where people
go to see movies is:
c. Australia is the
most biggest
island.
True
False
d. The blue washing
machine is more
expensive than the
red one.
a. A restaurant.
b. A park
c. A Movie theater.
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•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
A TRIP TO SEATTLE.
Estelle was very excited about her trip. Her mother and her father took her to the airport.
She was going to Seattle to visit her friends Lee and Lisa Fong and their children. She
was bringing them presents. She had sweaters for Lisa and Lee: a green one for her
and a brown one for him; and four games, one for each of the children.
The presents were in a seat next to the window. Finally, she saw the flag over the
Seattle airport. She also saw some people on the top of the airport building.
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1. Where was Estelle going?
a) She was going to California.
b) She was going to Los Angeles.
c) She was going to Seattle.
2. How did she feel?
a) She felt sad.
b) She felt bitter.
c) She felt excited.
3. Who took her to the airport?
a) Her mother took her to the airport.
b) Her father took her to the airport.
c) Her parents took her to the airport.
4. Who did Estelle see on the top of the airport building?
a) She saw some people.
b) She saw some animals.
c) She saw some flags and also some people.
5. What was Estelle bringing her friends?
a) She was bringing them food.
b) She was bringing them blessings.
c) She was bringing them presents.
6. Which sweater is for Lee?
a) The brown one.
b) The red one.
c) The green one.
7. Which one is for Lisa?
a) The brown one.
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b) The red one.
c) The green one.
8. Where were the presents?
a) The presents were on the floor behind Estelle.
b) The presents were in a package under the seat in front of Estelle.
c) The presents were next to Estelle.
9. Where was Estelle sitting?
a) She was sitting on the floor.
b) She was sitting on a log.
c) She was sitting in a seat.
10. Who did Estelle see on the top of the airport building?
a) She saw some animals.
b) She saw some plants.
c) She saw some people.
11. What did she see over the Seattle airport?
a) She saw a bird.
b) She saw a car.
c) She saw a flag.
12. Do you like to fly?
a) Yes, she does.
b) No, he doesn´t.
c) Yes, I do.
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SUBJECT: ENGLISH
PERIOD: THIRD
GRADE: 5Th
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School:
Teacher:
Grade:
Time:
ENGLISH
Hours:
REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que
establece como uno de sus fines “El estudio y la comprensión crítica de la cultura nacional y de
la diversidad étnica y cultural del país, como fundamento de la unidad nacional y de su
identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La
adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y
“La comprensión y capacidad de expresarse en una lengua extranjera”.
PURPOSES
AFFECTIVE: That we….show interest in studying the simple past tense.
COGNITIVE: That we…Identify the grammar structure of the simple past tense.
EXPRESSIVE: That we…Express their ideas using the grammar structure of the
simple past tense, in an oral and written way.
ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)
Competencia Lingüística
Competencia Pragmática
Habilidades:
Habilidades:
Reconocer
Describir
Clasificar información
Organizar
Interpretar gráficos
Competencia Sociolingüística
Habilidades:
Participación oral
EVALUACIÓN: INDICADORES DE DESEMPEÑO
•
•
•
•
Escribe descripciones cortas basadas en una secuencia de eventos en pasado.
Escucha e identifica las acciones y las asocia con su ilustración y con el momento en
que sucedieron.
Organiza diálogos, con base en un modelo dado.
Nombra e identifica vocabulario para expresar sentimientos y evaluar una situación
pasada.
EJES TEMÁTICOS
•
SIMPLE PAST TENSE
DIDÁCTICAS
1. Anti constructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.
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ϭϬϰ
Activity 25:
Topic: DESCRIBE ABOUT CHILDHOOD (BABY).BRING PICTURES.
Time: Week: _____ From _____________ to______________ 20__ Hours: 3
WARM UP! WHAT WONDERFUL TIMES!
Mario’s thinking about her mother told him he did when he was a baby.
•
•
Analyze Mario´s thoughts with your teacher and label the images.
When I was a baby…
My mother carried me on her back,
I slept a lot,
I cried so much,
I drank my bottle,
I dropped my food,
I crawled around the house,
I pulled my mom´s hair,
I played with my rattle and
I wore funny clothes!
•
The verbs in bold indicate Mario did
all those things in the past.
ZZzͲ
ZKWͲ
ZzͲ
Z/E<Ͳ
Zt>Ͳ
W>zͲ
tZͲ
^>WͲ
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ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϬϱ
EXPRESSIVE PURPOSE
That I can write and read simple descriptions about their childhood by using the simple
past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escribe descripciones cortas basadas en una secuencia de
eventos en pasado.
7+(6,03/(3$677(16(
According to the English grammar, The simple past, that is a verbal tense, talks about
events that happened in the past.
.
.
•
Analyze the following chart and complete it with your teacher’s help.
THE PAST TENSE IS THE SAME FOR EACH PERSON
PERSONAL
CARRY
DROP
CRY
DRINK
CRAWL
PLAY
WEAR
SLEEP
PULL
CARRIED
DROPPED
CRIED
DRANK
CRAWLED
PLAYED
WORE
SLEPT
PULLED
PRONOUN
I
YOU
HE
SHE
IT
WE
YOU
THEY
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ϭϬϲ
Andrea is watching some pictures when she was a little girl, read what she is saying
about it and complete the text with the verbs from box.
dW>ztKZ:hDWZKWW^h<
When I was a child…
I __________________ my thumb, I_________________ pig tails,
^h<
tZ
I________________ funny fancy dresses, I___________________ with my toys.
tZ
W>z
I_______________ in my bed and I often _________________ my food because
:hDW
ZKW
I ________________ with my fingers! My mom was always surprised!
d
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ϭϬϳ
•
Esteban is talking on the phone to a friend of him. He is making comments about
his baby´s life was. Complete the blanks using the verbs in past you have learnt.
When I was a baby… I__________________ a lot and
I ________________ my thumb. I also _________________ my mom’s hair.
I ____________________with my rattle and I____________ all around the house.
•
Write a short text about the things you did when you were a baby or a little child,
use pictures related to it and ask to your teacher for more vocabulary and expressions.
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ϭϬϴ
Activity 26
Topic: ACTIONS IN THE PAST: REGULAR VERBS.TRAVELED, COOKED,
DISCOVERED, RESCUED, PLAYED, LISTENED, ETC.
Time: Week: _____ From _________________ to _____________ 20___ Hours: 3
WARM UP! WE WENT TO CAMPING TRIP!
•
Practice the pronunciation of the following phrases with your teacher and match
them with the corresponding images.
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ϭϬϵ
EXPRESSIVE PURPOSE
That I can write and read short texts by using the regular simple past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica las acciones y las asocia con su
ilustración y con el momento en que sucedieron.
7+(5(*8/$59(5%6 .
•
The past tense of the regular verbs ends in: ED
Classify into the corresponding column the regulars and irregulars vebs from the
box:
Built
Bought
Went
Had
Discovered
Climbed
loved
Rode
Rescued
Helped
Saw
Did
Stayed
Ate
Jumped
Played
Walked
Spoke
Swam Listened Took Cooked Traveled Wore
REGULAR VERBS
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR IRREGULAR VERBS
ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϭϬ
Analyze the following chart with your teacher:
FORMING THE SIMPLE PAST TENSE
tŝƚŚŵŽƐƚǀĞƌďƐ͕ƚŚĞƐŝŵƉůĞƉĂƐƚŝƐĐƌĞĂƚĞĚƐŝŵƉůLJďLJĂĚĚŝŶŐͲ͘,ŽǁĞǀĞƌ͕ǁŝƚŚƐŽŵĞǀĞƌďƐ͕LJŽƵ
ŶĞĞĚƚŽĂĚĚͲŽƌĐŚĂŶŐĞƚŚĞĞŶĚŝŶŐĂůŝƚƚůĞ͘,ĞƌĞĂƌĞƚŚĞƌƵůĞƐ͗
VERB ENDING IN...
HOW TO MAKE THE
EXAMPLES
SIMPLE PAST?
e
Add -D
live - lived
date- dated
Consonant +y
Change y to i, then add -
try - tried
ED
cry- cried
One vowel + one
Double the consonant, then
tap - tapped
consonant
add -ED
commit - committed
(but NOT w or y)
Anything else including w Add -ED
boil - boiled
fill- filled
hand- handed
show- showed
•
Read the following text and based on the chart above, write the correct past form
of the each regular verb in parenthesis.
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
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ϭϭϭ
WE HEARD A STRANGE NOISY
Last weekend was my school camping trip. We___________ (travel) by bus
and____________ (arrive) at the campsite at noon.
I ______________ (help) my teacher to put up the tent and to get the sleeping bags
ready. Then, I ____________ (play) with my friends.
We_____________ (climb) up a tall tree and______________ (cook) on the camp
stove.
With my boots on, I _____________(walk) up a hill. We heard a strange noise next to a
small tree. It was a baby bird. We _____________ (rescue) it and_______________
(help) it to go back to its nest.
I________________ (love) that camping trip. It was so much fun!
•
Read the text again and number the pictures.
•
Write your own camping story using drawings, the regular past tense and the
vocabulary you have learnt
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ϭϭϮ
Activity 27
Topic: ACTIONS IN THE PAST: IRREGULAR VERBS.SAW/ATE/TOOK…WENT,
DID, SAW, HAD, ATE, SWAM, TOOK, BOUGHT, ETC
Time: Week: _____ From _______________ to ______________ 20___ Hours: 3
WARM UP! WHAT WONDERFUL VACATIONS!
•
Practice the pronunciation of the following verbs and complete the blanks
according to the image.
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ϭϭϯ
EXPRESSIVE PURPOSE
That I can write and read short texts by using the irregular simple past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escucha e identifica las acciones y las asocia con su
ilustración y con el momento en que sucedieron.
7+(,55(*8/$59(5%6 .
The past tense of the irregular verbs ends in a variety of ways.
•
Write into the chart the regular verbs you find in the box.
Built
Bought
Went
Had
Discovered
Climbed
loved
Rode
Rescued
Helped
Saw
Did
Ate
Stayed
Jumped
Played
Walked
Spoke
Swam Listened Took Cooked Traveled Wore
IRREGULAR VERBS
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ϭϭϰ
•
Read the following text and write the correct past form of the each irregular verb
in parenthesis.
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
I WENT TO A FANTASTIC PLACE!
My name is Gloria. I __________ (go) to a fantastic place in the mountain last vacation.
My school teacher, my friend and I __________ ( buy) the tickets and took a bus.
In the morning, we put up our camping tents.
We ______________ (swim) in the river.
Then, we ___________ (eat) a delicious lunch. In the afternoon, we__________ (wear)
our hiking boots and ____________ (go) up the mountain, there, we_________(see)
horses and we_____________(ride) them, too.
I______________ (take) awesome pictures.
We really_________ (have) a great time!
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ϭϭϱ
•
Look and order the picture in the order mentioned in Gloria´s story.
•
Based on the following choices, write about what you did in your last vacations.
•
Bring pictures to the class and share the information with your classmates.
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ϭϭϲ
Activity 28
Topic : IRREGULAR VERBS. DID..?.WH QUESTIONS.WHERE DID YOU/SHE/THEY
GO? I/WE/SHE/THEY WENT TO… WHAT DID YOU/SHE/THEY DO?
Time: Week: _____ From _____________ to ________________ 20___ Hours: 3
WARM UP! LET’S PLAY TO BE DETECTIVE!
•
Ben is trying to find something. Label each image with the words from the box,
then answer the questions below and try to resolve the case!
,Kh^ZKKDtd,sE/E'^>W^
1. What did he lose? A ______________________.
2. Where did he lose it? In his__________________.
3. When did he lose it? In the ________________________.
4. Why did he take it off? Because he wanted to__________.
5. How was he? He was_______________________________.
6. We have resolved this case!!! It is in the ______________________________!
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ϭϭϳ
EXPRESSIVE PURPOSE
That I can ask and answer significantly by using the simple past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Organiza diálogos, con base en un modelo dado.
WE USE THE SIMPLE PAST TENSE TO EXPRESS ACTIONS THAT ENDED IN THE
PAST. FOR EXAMPLE WHEN YOU WERE A BABY OR WHEN YOUR PARENTS
WERE CHILDREN
•
Unscramble the statements and answer them according to the picture.
1.they/play/voleyball/did?
____________________________________
____________________________________
ϭ
Ϯ
2.his/Carlos/call/friend/did?
____________________________________
____________________________________
ϯ
3.my/give/book/did/you/I?
____________________________________
____________________________________
ϰ
ϱ
ϲ
4.he/did/get up?
____________________________________
____________________________________
5.Janet/the/did/cat/like?
____________________________________
____________________________________
6. movies/to/go/did/Kate/the?
____________________________________
____________________________________
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ϭϭϴ
• Observe the images, read the title and infer what the story is about.
• Express your ideas to the rest of the class.
• Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
• Complete the following paragraph using the verbs from the box.
Found
thought
left
got
said
had
saw
went
took
lost
WHAT DID YOU DO?
Mrs. Ramirez _____________ (have) a terrible day on Monday. You see, her entire life
in her appointment book and she ______________ (lose) it!
She_________( go) to Chicago for a business meeting. At the meeting, she looked in
her briefcase for her appointment book, but it wasn´t there.
She______________(think)maybe she put it in her handbag, but it wasn´t there either.
After her meeting she_________ (have) dinner and _________(see) a movie.
Then, she returned to the hotel. At the hotel she________ (get) a surprise. There was a
message from the airline.
They ______________(say) they_____________(find) her appointment book.
She______________(leave) it on the plane.
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ϭϭϵ
•
Read the text above again and answer the following questions:
ϭ͘tŚĂƚĚŝĚDƌƐ͘ZĂŵŝƌĞnj
ůŽƐĞ͍
ϯ͘tŚĂƚĚŝĚƐŚĞĚŽĂĨƚĞƌ
ƚŚĞŵĞĞƚŝŶŐ͍
ϱ͘,ŽǁǁĂƐŚĞƌ
DŽŶĚĂLJ͍
Ă͘ŚĂŶĚďĂŐ͘
Ă͘^ŚĞǁĞŶƚƚŽŚĞƌ
ĂƉĂƌƚŵĞŶƚ͘
Ă͘/ƚǁĂƐŶŝĐĞ͘
ď͘ŶĂƉƉŽŝŶƚŵĞŶƚŬ͘
ď͘/ƚǁĂƐŐŽŽĚ͘
Đ͘ďƌŝĞĨĐĂƐĞ͘
ď͘ƐŚĞƚĂůŬĞĚƚŽŚĞƌ
ĚĂƵŐŚƚĞƌ͘
Đ͘/ƚǁĂƐƚĞƌƌŝďůĞ͘
Ϯ͘tŚĂƚĚŝĚƐŚĞŐŽƚŽ
ŚŝĐĂŐŽĨŽƌ͍
Đ͘^ŚĞŚĂĚĚŝŶŶĞƌĂŶĚƐĂǁ
ĂŵŽǀŝĞ͘
ϲ͘tŚĞƌĞĚŝĚƐŚĞůĞĂǀĞ
ŚĞƌĂƉƉŽŝŶƚŵĞŶƚŬ͍
Ă͘^ŚĞǁĞŶƚĨŽƌŚĂǀŝŶŐĨƵŶ͘
ϰ͘tŚĞƌĞĚŝĚƐŚĞƐƚĂLJ͍
Ă͘^ŚĞůĞĨƚŝƚŝŶŚĞƌŚŽƵƐĞ͘
ď͘^ŚĞǁĞŶƚĨŽƌĨĂŵŝůLJ
ƉĂƌƚLJ͘
Ă͘^ŚĞƐƚĂLJĞĚŝŶĂŚŽƵƐĞ͘
ď͘^ŚĞůĞĨƚŝƚŝŶŚĞƌďĂŐ͘
ď͘^ŚĞƐƚĂLJĞĚŝŶĂŶ
ĂƉĂƌƚŵĞŶƚ͘
Đ͘^ŚĞůĞĨƚŝƚŽŶƚŚĞƉůĂŶĞ͘
Đ͘^ŚĞǁĞŶƚĨŽƌĂďƵƐŝŶĞƐƐ
ŵĞĞƚŝŶŐ͘
Đ͘^ŚĞƐƚĂLJĞĚĂƚĂŚŽƚĞů͘
•
Look Mrs. Ramirez‘s appointment book and then, ask and answer the questions
about it. Example: Where did she go on Saturday afternoon? What did she do on
Monday evening?
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ϭϮϬ
Activity 29
Topic : TELLING SHORT SENTENCES ABOUT THINGS THAT HAPPENED IN THE
PAST USING SIMPLE IMAGES.
Time: Week: _____ From ________________ to ______________ 20___ Hours: 3
WARM UP! HOW WAS YOUR WEEKEND?
•
Match the descriptions with the pictures.
1. He had dinner with a friend.
6. She visited her parents.
2. She got ice cream.
7. They studied at the library.
3. They went to the ballet.
8. She worked all day.
4. She did her homework.
9. He relaxed at home.
5. He lost his wallet.
10. They watched TV.
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ϭϮϭ
EXPRESSIVE PURPOSE
That I can interpret, describe images and organize statements correctly by using the
simple past tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Organiza diálogos, con base en un modelo dado.
7+(3$671(*$7,9(
To form the past negative, use didn´t and the simple form of the
verb. (The simple form of played is play; the simple form of went is go.)
Didn´t is the contracction of did not.
Example: I
You
She
He
We
You
didn´t play
soccer
didn´t go
home
didn´t see
a play
didn´t speak English
They
Complete each statement using the negative form of the verb.
Example: Kate and Dick visited Italy, but Stanley didn´t visit Italy.
1. Kate watched a program on Italy, but Stanley____________________
________________________________________________________
2. Noriko went to San Francisco, but Ben and Paulo_________________
________________________________________________________
3. Sandra took a vacation in Europe, but Ben and Rut_______________
________________________________________________________
4. Ben and Rut ate in a Chinese restaurant, but Paul and Susan_______
_________________________________________________________
5. Ben took a business trip, but Ruth______________________________
_________________________________________________________
6. Ben saw Cristina Rivera, but Noriko_____________________________
__________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϮ
• Observe the images, read the title and infer what the story is about.
• Express your ideas to the rest of the class.
• Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
AN INTERESTING PROGRAM
Noriko Kitano was at home on Friday night. After dinner, she watched and interesting
television program. The program was about the history of California. It was a long
program. It started at nine o´clock and ended at ten thirty. Her father loves California, so
Noriko called her father on Saturday morning and explained the program to him. Mr.
Kitano was very interested in it.
The television station repeated the program on Sunday afternoon. Noriko visited her
father on Sunday, and they watched the program together. Mr. Kitano liked it very much.
• Match the two parts of the sentences.
a. at nine o´clock and ended at ten
1. Noriko watched
thirty.
2. The program was
3. The program started
b. in the history of California.
4. Noriko explained the program
c. an interesting program on Friday
night.
5. Mr. Kitano is interested
6. The television station repeated
d. very much.
7. Noriko and her father watched
e. the program on Sunday
afternoon.
8. Mr. Kitano liked the program
f. about the history of California.
g. the program together on Sunday.
h. to her father on Saturday.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϯ
Interpret the images and describe the actions by using the past tense and a past time
expression. Analyze the example:
Kate Ross and her husband Dick visited Italy last year. Tell something about each picture.
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ϭϮϰ
Activity 30
•
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([SUHVVDFWLRQVLQWKHSDVWXVLQJUHJXODUDQGLUUHJXODUYHUEV"
0DNHTXHVWLRQVLQWKHVLPSOHSDVWWHQVH"
([SUHVVVKRUWVHQWHQFHVDERXWWKLQJVWKDWKDYHKDSSHQHG"
([SUHVVQHJDWLYHVHQWHQFHVLQWKHSDVW"
Answer the following questions and discuss the answer with your teacher and the
rest of the class.
1.Choose the best
option:
3. Where did he go last
vacation?
5. Choose the best
option:
a. I played.
a. He went to Italy.
b. I plaied.
b. He goes to Italy.
a. Did you played tennis
yesterday?
c. I playd.
c. He goed to Italy.
b. Do you play tennis
yesterday?
c. Did you play tennis
yesterday?
2. What did she do
yesterday?
4. When did you do
your homework?
a. She watches TV.
a. I did it yesterday.
a. I eat cereal.
b. She watched TV.
b. I do yesterday.
b. I ate cereal.
c. She watch TV.
c. I will do yesterday.
c. I did ate cereal.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 6. What did you eat at
breakfast?
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ϭϮϱ
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
AN E – MAIL TO MY PARENTS.
Dear mom and dad:
I enjoyed your e- mail, and I am glad you are well. I am fine, and school is going pretty
well.
My roommate, Ramon, and I had a great weekend. On Sunday, we studied all day. But
on Saturday, we got up early and had a big breakfast. Then we took the bus downtown
and went to art museum. The museum opened at nine o´clock and we stayed all
morning.
We saw beautiful paintings. We had a guide, and he explained everything to us. I liked
all the art, but Ramon didn´t like the modern art very much. I bought copies of two
paintings. I am going to put them on the wall of my bedroom.
At one o´clock, we were hungry so we had lunch in the museum cafeteria. after lunch,
we took a walk in the park near the museum. We went home at five o´clock. we were
very tired, but we had a good time. Next week, we are going to visit the science
museum. it is very interesting too.
Write soon,
Love,
Michael.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL
ϭϮϲ
1. Where did Ramon and Michael go on Saturday?
a) They went to the swimming pool.
b) They went to the Park.
c) They went to the art museum.
2. Where are they going next week?
a) They are going to the beach.
b) They are going to visit the science museum.
c) They are going to play basketball.
3. How is school going according to Michael?
a) School is going very bad.
b) School is going fine.
c) School is going pretty good.
4. Did Ramon and Michael have a good weekend?
a) Yes, they did.
b) No, they didn´t.
c) It doesn´t say.
5. What did they do on Sunday?
a) They went to the cinema.
b) They went to the zoo.
c) They studied all day.
6. How did Ramon and Michael get to the art museum?
a) They got there by train.
b) They got there on foot.
c) They got there by bus.
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7. Did they get up early on Saturday?
a) Yes, they did.
b) No, they didn´t.
c) It doesn´t say.
8. What time did the art museum open?
a) It opened at three o´clock.
b) It opened at nine o´clock.
c) It opened at six o´clock.
9. What did they see at the art museum?
a) They saw beautiful animals.
b) They saw beautiful plants.
c) They saw beautiful paintings.
10. Did Ramon like the art museum?
a) Yes, he did.
b) No, he didn´t.
c) It doesn´t say.
11. What did he Michael buy in the art museum?
a) He bought copies of paintings.
b) He bought some plants.
c) He bought some animals.
12. What did they do after they went to the art museum?
a) They took a trip to a north city.
b) They took a taxi to home.
c) They took a walk in the park near the museum.
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Activity 31
Topic : CONVERSATIONS ABOUT PAST TENSE. GIVE AN EXAMPLE FROM BOOK
OR WORKSHEET.
Time: Week: _____ From ____________ to ________________ 20___ Hours: 3
WARM UP! WHAT A NICE TELEVISION PROGRAM!
Analyze following conversation with your teacher and practiced it.
WHAT A NICE TELEVISION
PROGRAM!
STANLEY: Did you watch television last
night?
KATE: Yes, I watched a program on
Italy.
STANLEY: Was it good?
KATE: Yes, it was. They talked about
Italian art.
STANLEY: Did they discuss
Michelangelo?
KATE: No. They discussed Leonardo da
Vinci.
STANLEY: Didn´t you visit Italy last
year?
KATE: Yes. I visited Rome and Florence.
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ϭϮϵ
EXPRESSIVE PURPOSE
That I can organize simple dialogues and participate orally by using the simple past
tense.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Organiza diálogos, con base en un modelo dado.
&219(56$7,21
A conversation is the interaction between two or more people to express ideas, feeling
or giving some information.
•
Follow these steps to make a good dialogue.
9 Choose a topic or situation.
9 Choose the context and character.
9 Use some cue questions.
9 Write the conversation.
9 Be aware coherence cohesion, and accuracy.
9 Practice the conversation.
9 Be aware fluency.
9 Performance the conversation for the rest of
the class without notes.
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ϭϯϬ
•
Discuss the following conversation with your teacher and classmates.
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^,ZZz͗KŚ͕ŝƚǁĂƐǁŽŶĚĞƌĨƵů͊/ůŽǀĞĚŝƚ͊
:EEz͗DĞƚŽŽ͘/ƚDzĚůŝŬĞƚŽƐĞĞŝƚĂŐĂŝŶ͘
^,ZZz͗zĞĂŚ͕ŝƚŝƐĂĐůĂƐƐŝĐ͘^Ž͕ĚŽLJŽƵǁĂŶƚƚŽŐĞƚƐŽŵĞ
ŝĐĞĐƌĞĂŵ͍
:EEz͗^ƵƌĞ͘
^,ZZz͗^Ž͕ĂƌĞLJŽƵƐƚŝůůǁŽƌŬŝŶŐĂƚƚŚĞ^ƚŽƉĂŶĚ^ŚŽƉ͍
:EEz͗:ƵƐƚŽŶDŽŶĚĂLJƐĂŶĚtĞĚŶĞƐĚĂLJƐ͘ŽLJŽƵŬŶŽǁ
ǁŚŽǁŽƌŬƐƚŚĞƌĞŶŽǁ͍'ĂƌLJ^ĞůďLJ͘
^,ZZz͗EŽŬŝĚĚŝŶŐ͊/ƐĂǁŚŝŵůĂƐƚǁĞĞŬĂƚĂƉĂƌƚLJ͘,Ğ͛ƐĂ
ƉƌĞƚƚLJŶŝĐĞŐƵLJ͘
:EEz͗zĞĂŚ͕ŚĞŝƐ͘
:EEz͗,ŽǁǁĂƐLJŽƵƌǁĞĞŬĞŶĚ͍
'Zz͗/ƚǁĂƐƉƌĞƚƚLJďŽƌŝŶŐ͕ĂĐƚƵĂůůLJ͘/ǀŝƐŝƚĞĚŵLJ
ƉĂƌĞŶƚƐŽŶ^ĂƚƵƌĚĂLJĂŶĚ/ƐƚƵĚŝĞĚĂůůĚĂLJLJĞƐƚĞƌĚĂLJ͘
>ĂƐƚŶŝŐŚƚ͕/ǁĂƐƚŝƌĞĚƐŽ/ǁĞŶƚƚŽďĞĚĞĂƌůLJ͘,ŽǁĂďŽƵƚ
LJŽƵ͍tŚĂƚĚŝĚLJŽƵĚŽ͍
:EEz͗^ŚĞƌƌLJĂŶĚ/ǁĞŶƚŽƵƚ^ĂƚƵƌĚĂLJŶŝŐŚƚ͘
'Zz͗tŚĂƚĚŝĚLJŽƵĚŽ͍
:EEz͗KŚ͕ǁĞǁĞŶƚƚŽƚŚĞŵŽǀŝĞƐ͘
'Zz͗tŚĂƚĚŝĚLJŽƵƐĞĞ͍
:EEz͗tĞƐĂǁ'ŽŶĞǁŝƚŚƚŚĞtŝŶĚ͘
'Zz͗KŚ͕/ƐĂǁƚŚĂƚůĂƐƚLJĞĂƌ͘/ĚŝĚŶ͛ƚůŝŬĞŝƚŵƵĐŚ͕
ƚŚŽƵŐŚ͘
:EEz͗ZĞĂůůLJ͍tŚLJŶŽƚ͍
'Zz͗/ŐƵĞƐƐ/ũƵƐƚĚŽŶDzƚůŝŬĞƌŽŵĂŶƚŝĐŵŽǀŝĞƐ͘
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ϭϯϭ
•
Read the conversation again and answer true, false or it doesn´t say.
STATEMENTS
TRUE
FALSE
IT DOESN´T SAY
1. Jenny and Sherry went out Saturday night
2. They had a pizza before the movie
3. They thought the movie was great.
4. They got ice cream after the movie.
5. Jenny worked on Sunday.
7.Sherry knows Gary
8. Gary studied on Sunday.
9.Both Jenny and Gary liked Gone with the Wind
•
Match each verb with the past form
1. Ask
a. Got
2. Have
b. Asked
3. Study
c. Did
4. Go
d. Studied
5. Do
e. Saw
6. See
f. Had
7. Love
g. Went
8. Get
h. Loved
•
Choose a topic and follow the steps from the cognitive stage.
•
Write a conversation by using the simple past tense.
•
Then practice the conversation and performance it in front of the class.
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ϭϯϮ
Activity 32
Topic : READING TIME. A STORY IN PAST TENSE. ASK AND ANSWER
QUESTIONS. COMPREHENSION.
Time: Week: _____ From _______________ to _____________ 20___ Hours: 3
WARM UP! HOW MUCH DO YOU KNOW ABOUT ROME?
Rome is the capital of:
a) Spain
b) Italy
c) Brazil
What is the favorite food in Rome?
a) Tamales
b) Tortillas
c) Pasta
One of the most famous attractions from Rome is:
a) The Eiffel tower
b) The Coliseum
c) The Notre Dame
Cathedral
Rome is located in:
a) The South of Italy
b) Approximately in the middle of Italy
b) The North of Italy
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ϭϯϯ
EXPRESSIVE PURPOSE
That I can interpret simple texts using comparatives and superlatives.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Interpreta los gráficos y textos simples, utilizando los comparativos.
5($',1*675$7(*,(6
•
Follow these following steps to interpret a text.
9 Analyze subtitles and images to get an idea
about the organization and structure of the
information.
9 Read the text carefully.
9 Find the meaning of unknown words
9 Identify unknown words.
9 Use the context and situation to help you find the
meaning of unknown words
9 If you can´t infer the meaning of the unknown
words, use the dictionary.
9 Identify the main ideas of each paragraph
(reading for gist).
9 Identify the main characters, setting, dates,
events, and grammar.
9 Answer the questions based on the text
9 Express your own opinions about the text.
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ϭϯϰ
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
A HOLIDAY IN ROME
I went to Rome last august with my girlfriend. We flew to Rome with British airways.
We stayed for a week in a small hotel near the Colosseum. The hotel was nice and quite
cheap.
During the day we walked around the city. We saw all the famous places like the
Colosseum and St peter´s, and we threw a coin in the Trevi Fountain. We took a lot of
Photos. At night we went to restaurants and had fantastic pasta and red wine. Our
favorite restaurant was the Pizza Navona. We bought a painting of Trastevere (the old
town) and my girlfriend bought some very expensive shoes.
We had a great time. Rome is full of history and has a special atmosphere, and Italian
food is wonderful. We only had two problems: It was very hot, and it was very difficult to
cross the road.
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ϭϯϱ
Based on the reading above, answer the following questions:
1. Where did he
c) He stayed in
4. How did he get
go?
there?
a) He went to
a) He got there
Rome.
by train.
a) He did cycling.
b) He went to
b) He got there
b) He swam in a
Madrid.
by plane.
c) He went to
c) he got there
an apartment.
7. What did he do?
pool.
Paris.
by ship.
2. When did he go
5. How long did he
c) He walked
around the
city.
there?
stay?
a) He went there
a) He stayed
last February.
there for a
a) Yes, he did.
b) He went there
week.
b) No, he didn´t.
last August.
b) He stayed
c) It doesn´t say.
c) He went there
anything?
9. Did he have a
there for a
last May.
3. Who did he go
8. Did he buy
good time?
month.
a) Yes, he did.
c) He stayed
with?
there for a
b) No, he didn´t.
a) He went there
year.
c) It doesn´t say.
with his cousin
b) He went there
with his
stay?
problems?
a) He stayed in a
a) Yes, he did.
girlfriend.
c) He went there
10. Did he have any
6. Where did he
b) No, he didn´t.
hotel.
c) it doesn´t say.
b) He stayed in a
with his
house.
brother.
•
Read about a city you are interested in and discuss with the rest of the class what
you found out about it.
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Activity 33
Topic: SHORT ROLE-PLAY ACTIVITY BASED IN THE TOPIC.
Time: Week: _____ From ______________ to _____________ 20___ Hours: 3
WARM UP! DO LIKE SPORTS?
•
Circle the correct name of each sport according to the picture.
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ϭϯϳ
EXPRESSIVE PURPOSE
That I can make a simple role playing about my favorite sport using the simple past.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Se expresa en forma oral a través de diálogos y presentaciones.
52/(3/$<,1*
•
Follow these tips for a good role playing.
9 Choose a topic or a situation.
9 Choose context and characters.
9 Use some questions and write a conversation.
9 Practice the conversation until you get fluent.
9 Performances the role playing for the rest of the
class without notes.
9 Now lights, camera and action!
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ϭϯϴ
•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
WHERE DID YOU LEARN TO SKATE?
Ted: Oh, I’m really sorry. Are you OK?
Ana: I´m fine. But I am not very good at this.
Ted: Neither am I …Say are you from South America?
Ana: Yes, I am originally. I was born in Argentina.
Ted: Did you grow up there?
Ana: Yes, I did, but my family moved here ten years ago, when I was in junior high
school.
Ted: And where did you learn to skate?
Ana: Here in the park. This is only my third time.
Ted: Well, it is my fist time. can you give me some lessons?
Ana: Sure, just follow me.
Ted: by the way, my name is Ted.
Ana: I am Ana. Nice to meet you.
Ted: Nice to meet you, too.
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ϭϯϵ
•
Read the conversation again and answer true, false or it doesn´t say.
STATEMENTS
TRUE
FALSE
IT DOESN´T
SAY
1. Ana is not very good at tennis.
2. Ted is very good at skating.
3. Ana is from Argentina.
4. Anna learnt to skate in the park where she is talking to
Ted.
5. Ted is from Rio de Janeiro.
6. Ana will give Ted some skating lessons.
Now work with a partner and prepare a role playing about your favorite sports by using
the simple past tense and answering these clue questions:
a) What is your favorite sport?
b) When did you learn it?
c) Where did you learn it?
d) Who taught you to play it?
e) Why did you decide to learn it?
f) How did you like the first time you practiced it?
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ϭϰϬ
Activity 34
Topic : DESCRIBE. ORAL PRESENTATION, SHORT SENTENCES IN CLASS.PAST
TENSE.VACATIONS.
Time: Week: _____ From ______________ to _______________ 20___ Hours: 3
WARM UP! WHAT DID YOU DO LAST VACATION?
I…
Match the activity in the past with the corresponding image.
ZĞĂĚĂŬWĂŝŶƚĞĚĂƉŝĐƚƵƌĞ,ŝŬĞĚWůĂLJĞĚĂďŽŶŐŽ<ŶŝƚƚĞĚĂďůŽƵƐĞ
^ĂŶŐďĞĂƵƚŝĨƵůƐŽŶŐƐŽŽŬĞĚĚĞůŝĐŝŽƵƐƐŽŶŐƐZŽǁĞĚŝŶƚŚĞƌŝǀĞƌtĞŶƚĐĂŵƉŝŶŐ
tĞŶƚĨŝƐŚŝŶŐtƌŽƚĞŶŝĐĞůĞƚƚĞƌƐĐƚĞĚĂŐŽŽĚƌŽůĞƉůĂLJŝŶŐ^ǁĂŵ
ŝĚŐLJŵŶĂƐƚŝĐƐŝĚďŝƌĚǁĂƚĐŚŝŶŐ
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ϭϰϭ
EXPRESSIVE PURPOSE
That I can make simple oral presentations about what I did on my last vacation using the
simple past.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Nombra e identifica vocabulario para expresar sentimientos y
evaluar una situación pasada.
25$/35(6(17$7,21
•
Follow these tips for a good oral presentation.
9 Choose a topic
9 Write away about the things you want to talk about,
following the writing strategies you have learnt from
the activity 22.
9 Now underline the most important aspects.
9 Rewrite your composition and check your spelling
and punctuation.
9 Ask to your teacher if you have some doubts.
9 Now, read the text carefully and try to keep in mind
only the main ideas.
9 Practice your pronunciation.
9 Make some cards and write statements which help
you to remember what you are going to say.
9 Use visual aids.
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ϭϰϮ
•
Carol sent her grandmother an e -mail from San Francisco.
•
Complete the sentences by using the simple past tense of
each verb.
Dear grandma Lulu,
Greeting from San Francisco! Yoko and I____________________ a car last Wednesday
1. (rent)
morning in Oregon. We _____________________ in San Francisco Wednesday night.
2. (arrive)
We love it here. It’s a very modern and open city.
Thursday we ______________________ Fisherman´s Wharf and Chinatown. Friday we
3.(visit)
____________________ around Berkeley with Yoko´s friends. Yoko´s
4. (walk)
uncle_________________ us to his home in Oakland, but we_______________ to drive
5. (invite)
6.(want, no)
anymore, so we____________________ him. We _________________ our bags this
7. (visit, not)
8. (Pack)
morning and we are on way home.
All my books are at school, so I can´t study, but travelling is an education, isn´t it?
I hope you have a nice thanksgiving.
Love,
Carol.
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ϭϰϯ
•
Read the text again and answer the following questions:
1. Where did Carol go?
c) She thinks the city is nice and
a) She went to Paris.
big.
b) She went to China.
c) She went to San Francisco.
7. Why did she visit Yoko´s
2. How did she get there?
uncle?
a) She got there by bus.
a) Because she wanted to go to
b) She got there by car.
dance.
c) She got there by plane.
b) Because she didn’t drive
3. When did she leave?
anymore.
a) She left on Tuesday morning.
c) Because she didn´t know the
b) She left on Saturday morning.
address.
c) She left on Wednesday
8. When did she pack her bags?
morning.
a) She packed her bags this
4. When did she arrive?
morning.
a) She arrived on Tuesday night.
b) She packed her bags this
b) She arrived on Saturday night.
afternoon
c) She arrived on Wednesday
c) She packed her bags this
night.
evening.
5. Who did she go with?
9. Why couldn’t she study?
a) She went with Andrea.
a) Because she forgot her
b) She went with Yoko.
glasses.
c) She went with Paula.
b) Because she left her books at
6. How did she like the city?
school.
a) She thinks the city is modern
c) Because she couldn´t find a
and open.
library.
b) She thinks the city is old and
interesting.
•
Planning an oral presentation about the activities you did on your last vacations
and share it with the rest of the class.
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ϭϰϰ
Activity 35
Topic : PROJECT: WHAT DID YOU DO LAST VACATIONS?. EXPERIENCES.
WRITTEN WAY.
Time: Week: _____ From _______________ to _____________ 20___ Hours: 3
WARM UP! WHAT A NICE POSTCARD!
•
Choose the city you like the most and make your own postcard about it.
Materials:
1. A piece of cardboard
2. Scissors.
3. Glue.
4. Colors or markers.
5. Images of any city you prefer.
6. Some stamps from the city you chose.
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ϭϰϱ
EXPRESSIVE PURPOSE
That I can write postcards about what they did on my last vacation using the simple past.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
•
Escribe descripciones cortas basadas en una secuencia de
eventos en pasado.
3267&$5'
•
Follow these tips to write a good postcard
Write the recipient's name and address on the lines on the right hand side of the
postcard. Don't forget to include the country - you might not have to do this at home, but
you do if you're abroad.
The left hand side of the postcard is for your message. Start by writing "Dear ... (the
name of the person you're writing to)."
Leave a line and state where you are and what it's like, for example: "I'm in Paris, it's
great."
Write a sentence about what you're doing right now, for example: "I'm writing this
postcard to you while I'm waiting for the double-decker tour bus."
Write a sentence about your accommodation, like : "The hotel is lovely, it has a big
fountain outside and there's a beautiful view from our window."
Then include a description of something you did on one of the days that you enjoyed,
such as : "Yesterday we went on a boat trip across the river, I loved finding out about all
the different sights in the city."
Write a comment about something particularly good, bad or funny about the holiday, like:
"I tried frog's legs but they were horrible, they tasted like cardboard!"
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ϭϰϲ
Finish off by writing : "Wish you were here," or "See you on Friday," or any other ending
you want to write and then sign off with: "Love (your name) xxx"
Dear...
We're in Paris, it's great. The hotel is lovely, it has a big fountain outside and
there's a beautiful view from our window. Yesterday we went on a boat trip across
the river. I loved finding out about all the different sights in the city. I tried frogs'
legs but they were horrible, they tasted like cardboard!
I wish you were here. Love (your name) xxx or sincerely (your name)
Stick a stamp onto the top right corner of the postcard and send it. You could receive a
postcard from that person next time they go on holiday!
•
Read attentively the following postcards
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ϭϰϳ
•
Based on the postcards you have read above answer the following questions.
1. Where did Margaret go?
5. What of these things didn’t
a) She went to Paris.
Luis do?
b) She went to Aruba.
a) He exercised.
c) She went to Easter Island.
b) He did yoga.
2. What did she study there?
c) He ate meat.
a) She studied English.
b) She studied Biology.
6. Where did Kevin go?
c) She studied the stone statues
a) He went to Alaska.
and the cave paintings
b) He went to Spain.
3. Where did she stay?
c) He went to Brazil.
a) She stayed with families that
7. What place did he visit in that
live on the island.
state?
b) She stayed at a hotel.
a) He visited the Roman
c) She stayed in a house.
Coliseum.
4. Where did Luis spend his
b) He visited the statue of the
whole vacations?
liberty.
a) He spent his vacations at
c) He visited the Arctic National
home.
wild life refuge.
b) He spent his vacations in a
8. What did he do?
Spa.
a) He did yoga.
c) He spent his vacation abroad.
b) He rested all day long.
c) He camped outside for ten
days.
•
Make a postcard and write about the activities you did on your last vacations
or find out about a place where you would like to be and pretend you have
spent there your last vacations. Write about it.
•
Show your postcard to your classmates and share your information with them.
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Activity 36
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•
Answer the following questions and discuss the answer with your teacher and the
rest of the class.
1.Choose the best
option:
3. Choose the correct
form.
5. Choose the correct
statement:
When I was a baby:
a. I cried.
a. What she did on her
last vacation.
a) I read a lot of
books.
b) I talked to my
classmates.
c) I crawled around
the house.
b. I cryed.
b) What does she do on
her last vacation?
c. I cryied.
4. Choose the irregular
verb.
2. Where did he go on
his last vacation?
a) He did Yoga.
b) He went to Aruba.
6. Choose the correct
statement:
a. She didn´t play
a. Stayed
b. Played
c. Swam
b. She don´t play.
c. She not play.
c) He relaxed a lot.
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her last vacation?
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•
Observe the images, read the title and infer what the story is about.
•
Express your ideas to the rest of the class.
•
Read the text and identify the unknown words. (Try to deduce their meanings if
they seem difficult to understand, use your dictionary).
THE DISCOVERY OF THE PENICILLIN
In 1928, Dr. Alexander Fleming, a British doctor and scientist, was studying bacteria in
London. One day he was working in his office. He was looking at the bacteria in some
bottles. By accident, he noticed something very interesting: A mold was growing in the
bottles and the bacteria was dying.
One of Dr. Fleming’s patients was a little girl. She had the same bacteria in her body,
and she was very sick. He thought about the mold and the bacteria in the bottles in his
office. Was the mold killing the bacteria? Dr. Fleming prepared some medicine with the
mold and gave it to the little girl. It made her well. He named the new medicine penicillin.
Doctors now use penicillin to treat many different diseases. Dr. Fleming discovery is
helping millions of people in the world.
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1. Who was Dr. Alexander Fleming?
a) He was a doctor and scientist.
b) He was a carpenter and a zookeeper.
c) He was a lawyer and a doctor.
2. Where was he studying bacteria?
a) He was studying bacteria in Lima.
b) He was studying bacteria in Buenos Aires.
c) He was studying bacteria in London.
3. Where were the bacteria that Doctor Fleming was looking at?
a) They were in some cans.
b) They were in some bags.
c) They were in some bottles.
4. What happened with the bacteria as the mold was growing?
a) The bacteria were growing too.
b) The bacteria were dying.
c) The bacteria stayed the same.
5. What did he discovered?
a) He discovered the Uranium.
b) He discovered Petroleum.
c) He discovered Penicillin.
6. Did the little girl survive with Dr. Alexander Fleming medication?
a) Yes, it did.
b) Yes, she did.
c) Yes, he did.
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7. Who was the little girl?
a) The little girl was Doctor Fleming’s daughter.
b) The little girl was Doctor Fleming’s niece.
c) The little girl was Doctor Fleming’s patient.
8. Did the girl have the same bacteria of the bottle in her body?
a) Yes, she did.
b) No, he didn´t.
c) It doesn´t say.
9. How was the little girl?
a) She was fine.
b) She was pretty good.
c) She was sick.
10. When did Doctor´s Flaming studying the bacteria?
a) He was studying the bacteria in 1563.
b) He was studying the bacteria in 1896.
c) He was studying the bacteria in 1928.
11. What is the penicillin used for nowadays?
a) It is used to eat as a candy.
b) It is used to design explosives.
c) It is used to treat many diseases.
12. Who is helping Doctor Fleming’s discovery?
a) It is helping many people in the United States.
b) It is helping many people in the world.
c) It is helping many people in the Roma.
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CYBERGRAFIA / BIBLIOGRAFIA
HTTP:
http://www.englishexercises.org
www.eslkidslab.com
http://www.imagenesydibujosparaimprimir.com
http://busyteacher.org/classroom_activities
WWW.eslprintables.com
http://www.englishforeveryone.org/
http://www.better-english.com/
http://www.slideshare.net/
http://www.englishclub.com/
TEXTO:
CLAPPING TIME_5°_EDITORIAL GREENWICH_NORMA
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