INGLES/ 11 Giovanni leal - Colegio...

INGLES/ 11°

Giovanni leal

DEL

Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir una persona, lugar u objeto.

COMPETENCIA

OnceGRADO

InglésASIGNATURA

2 mesesDURACION

April – June 2017FECHA

CúcutaLUGAR

ConcienciaciónCAPACIDADLógicoNIVEL

Ingles | Grado 11 | guía 2

DEL


TITLE OF THE PROJECT How to make a digital primer

OBJETIVE OF THE PROYECT Desarrollar la capacidad de concienciación para describir y presentar las características de como hacer un escrito científico para montarlo a unaaplicación virtual.

PROJECT EXPECTED RESULTSExpresar de forma escrita y oral argumentos científicos que sean de utilidad en un aplicación, plasmando la gramática vista durante el periodo declases.

COMPETENCE OF DEVELOPACTIVITIES AND TASKS

HITOS O EVENTOSINTELLECTUALS PSYCHOMOTORS VOLITIVE AFFECTIVES ESPIRITUALS

ESCUCHAComprendo una descripción oral sobre una

situación, persona, lugar u objeto. Poseo capacidad lingüística al identificar correctamente palabras

y expresiones sencillas en un contexto determinado en la lengua

inglesa.

Soy hábil desarrollando la capacidad lingüística,

ubicando correctamente palabras y expresiones

sencillas de la lengua inglesa en un contexto

indicado.

Reconozco cuando me hablan en inglés; entiendo cuando me saludan y se despiden; sigo

instrucciones con actividades en clase. Demuestro comprensión

sobre preguntas sencillas. Me intereso positivamente en el

desarrollo de mi capacidad lingüística.

Recito y canto rimas que comprendo con entonación; expreso

mis sentimientos y estados de ánimo;

menciono lo que me gusta y no me gusta.

I share my knowledge already acquired with my

colleagues / as and friends.

I am responsible with my duties and obligations.

Deepen my relationship with God, with myself / a,

with my colleagues / as and my surroundings.

Final presentation:

LECTURAValoro la lectura como un hábito

importante de enriquecimiento personal y académico.

Reconozco palabras y frases cortas en inglés; relaciono

ilustraciones con oraciones simples.

ESCRITURAEscribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre

hechos que me son familiares.Describo dentro de mis textos conelocuencia, el hacer de un articulo

científico, usando y aplicando la gramática vista al redactar. (verbos, artículos, adjetivos, tiempos simples

y continuos, sustantivos).

Create a presentation of How to make a digital

magazine where you apply basic and concrete way the

grammar learned in this period.

Transcribo palabras que comprendo y que uso con

frecuencia; escribo el nombre de elementos y lugares que

reconozco en una ilustración.

Creo un cuento basado en el vocabulario visto, como hacer

una revista digital utilizando la estructura básica de la oración.

MONÓLOGOSExpreso de manera sencilla lo que me gusta

y me disgusta respecto a algo. Disfruto con mis compañeros la alegría de desarrollar mi capacidad

lingüística

CONVERSACIÓNUtilizo códigos no verbales como gestos y

entonación, entre otros.

Ejecución Lorem ipsum dolor sit amet, consectetur adipiscing elitRetroalimentación

Publicación

DEL

How to make a digital primer

ACTIVIDADES Y

TAREAS

MESES (2)

SEMANAS (8)

1 2 3 4 5 6 7 8Intellectual activity 1

Intellectual activity 2



Volitive activity 1

Volitive activity 2

Psychomotor activity 1

Psychomotor activity 2

Spiritual activity 1

Affective activity 1

Retroalimentación y

Publicación



Desarrollar la capacidad de concienciación para describir y presentar lascaracterísticas de como hacer un escrito científico para montarlo a una aplicaciónvirtual..

• In listening: Comprendo información básica sobre temas relacionados con los artículos científicos dentro de una aplicación nueva en ingles.

• In reading: Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.• In writing: Escribo un texto corto relativo a un articulo científico de mi interes,utilizando los temas vistos, que me son

familiares. Utilizo vocabulario adecuado para darle coherencia a mis escritos.

• In monologues: Narro o describo de forma sencilla hechos y actividades que me son fáciles de recordar.• In conversations: Respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.

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

DE

Es hábil para aplicar los temas vistos en la

elaboración de una presentación sobre cómo

crear un articulo usando las bases gramaticales

necesarias al emplearlas dentro de las habilidades

productivas en una aplicación.

psicomotorToma decisiones equilibradas

al analizar los saberes que

necesita desde el

vocabulario visto en el

periodo y la forma correcta

de usar la gramática para

hacer oraciones compuestas.

.

Propone formas sencillas y prácticas para usar de forma creativa la elaboración de la presentación de acuerdo a la

estructura y elementos vistos en el periodo.

.

intelectual


Identifica en un texto la gramática

propuesta para el periodo, usando

todos los componentes

estructurales para armar la gramática,

proponiendo una producción elocuente.

-Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los

elementos de la gramática,-Se adapta

adecuadamente a trabajar en grupo en clase.

-Actúa con respeto y tolerancia durante las

actividades a desarrollar.

• You should memorize the structures and all vocabulary in the foreign language. Debes memorizar todas las estructuras gramaticales y el vocabulario en la lengua extranjera.

• Review all lessons and the expressions. Repasa todas las lecciones y expresiones• Answer the Initial evaluation. Responde a la evaluación inicial.• Pay attention to the classes and ask if you don´t understand. Pon atención a clase y pregunta sí no entiendes algo.

.

For the written works take into

account the order, the

application of the grammar its

structure, the vocabulary must

be clear, there should be no

translations in Spanish,

handle the application of

images.

You should read the guide completely.

Answer the initial evaluation.

Id very important you attitude in class

Make a sentences in order affirmative,

question and answer in the negative

and affirmative form.

Take into account the vocabulary and

grammar seen during the period.

QUESTION

Must submit the written works

in an orderly manner, taking

into account the ICONTEC

standards.

You must use images to

accompany the text.

It must be brief and concrete in its arguments.


Actividad Volitiva

Actividad Afectiva

Actividad Espiritual

Actividad Intelectual

Actividad Psicomotriz


1. Taking in account about the scientific articles you like and you read

regularly, carry them to class and analyze in a deduction of the

information taking the main idea in a paragrapgh of 5 lines in english.

Notebook and dictionary.

Look for a picture about your past and tell to the class the most

important relevance facts marked your childness and the in a short

exposition in powerpoint tell to the class about this experience in 3

minutes. Oral support.

Look for a passage in the bible that kinds of elements existed for the

creation of the world. Oral support.

Write a concept about a verb, adjective, noun, simple present, simple

past and simple future with 3 examples about them. Then after that you

should tell me 20 verbs in english witha respective image. Power point.

Search for 1 of the best scientific articles in 2.016 and explain in your

notebook What did you like abou it in 10 diffrent features with pictures.

Answer it about the indications

given in class.

Creación de una aplicación para la adquisición de material de consulta en diferentes asignaturas.


COMPONENT EPISTEMOLOGICAL

Did

yo

u k

no

w

tha

t?

That

The term "app" is a shortening of the term"application software". It has become very popular,and in 2010 was listed as "Word of the Year" by theAmerican Dialect Society.In 2009, technologycolumnist David Pogue said that newer smartphonescould be nicknamed "app phones" to distinguish themfrom earlier less-sophisticated smartphones.

which

Google Play (formerly known as the Android Market)is an international online software store developed byGoogle for Android devices. It opened in October2008.[17] In July 2013, the number of apps downloadedvia the Google Play Store surpassed 50 billion, of theover 1 million apps available.


https://en.wikipedia.org/wiki/Mobile_app#cite_note-17


INTELECTUAL trainingConjugación del presente simple.

La construcción del presente simple (Present Simple) en inglés es realmente fácil, tiene la estructura: [SUJETO] + [VERBO] (en infinitivo sin to).A tener en cuenta: Si el sujeto es 3ª persona del singular se le añade una "-s" al verbo.

Veamos como ejemplo la conjugación del verbo "to live" (vivir) en presente simple:

Caso especial: "-es" para la 3ª persona

Para los verbos acabados en "-o","-sh", "-ch" , "-ss", "-x" , "-z", "-y" se añade "-es" en lugar de "-s para la 3ª persona del singular". Veamos a continuación algunos ejemplos:

Verbo Tercera persona Significado

to go he goes él va

to wish he wishes él desea

to reach he reaches él alcanza

to express he expresses él expresa

to fix he fixes él arregla

to kiss he kisses él besa

to buzz he buzzes él murmulla


La negación en el presente simple.

La negación con los verbos plenos (esto es no modales y no auxiliares) también es fácil:

[SUJETO] + do(es) + not + [VERBO]

I do not sing.no canto.He does not sing.Él no canta.They do not play.Ellos no juegan.


http://www.inglessencillo.com/negacion

Construcción del pasadoComo norma general, para formar el pasado en inglés se añade "-ed" a un

verbo. work➜worked. Aunque hay que tener en cuenta unasconsideraciones:Verbos irregulares - Para los verbos irregulares hay que memorizar su formade pasado. Os mostramos un par de ejemplos de verbos irregulares:

Verbo Pasado Significado

to go went ir

to buy bought comprar

to have had tener

to be was/were ser o estar


http://www.inglessencillo.com/verbos-irregulares

La interrogación en el presente simple.

En las oraciones interrogativas también se hace uso del verbo auxiliar to doanteponiéndolo al sujeto.La estructura de las preguntas cerradas o de yes/no (es decir aquellas que notienen partícula interrogativa) es:

do(es) + [SUJETO] + [VERBO] ?Do you like music?¿Te gusta la música?Does he speak English?¿Él habla inglés?


http://www.inglessencillo.com/interrogacion

http://www.inglessencillo.com/to-do

La negación en el pasado simple.La formación de la negación en "past simple" es más sencilla que la afirmación.

Su estructura es:[SUJETO] + did + not + [VERBO EN INFINITIVO (sin to)]

Os mostramos un par de ejemplos:

I did not sing.yo no canté.he did not sing.él no cantó.



Conjugación Significado

did I sing? ¿canté?

did you sing? ¿cantaste?

did he sing? ¿cantó?

did we sing? ¿cantamos?

did you sing? ¿cantasteis?

did they sing? ¿cantaron?

La interrogación en el pasado simple.Para construir la interrogación se utiliza el verbo auxiliar to do en pasado (did) la Estructura es:

Did + [SUJETO] + [VERBO EN INFINITIVO (sin to)] ?



http://www.inglessencillo.com/to-do

El futuro simple (Future Simple) en inglés se forma con la estructura:

SUJETO + will / shall + VERBO.Nota: El auxiliar shall sólo se utiliza para la primera persona de singular y del plural. Mientras que el auxiliar will se puede utilizar en todos los casos. Como ejemplo de la conjugación del futuro simple, veamos el verbo to work (trabajar):


I will / shall work yo trabajaré

you will work tú trabajarás

he will work él trabajará

we will / shall work nosotros trabajaremos

you will work vosotros trabajaréis

they will work ellos trabajarán


Negación en el Futuro simple.La negación del futuro se realiza simplemente añadiendo el adverbio not entre el auxiliar will y el verbo: SUJETO + will + not + VERBO.


I will /shall not work yo no trabajaré

you will not work tú no trabajarás

he will not work él no trabajará

we will/shall not work nosotros no trabajaremos

you will not work vosotros no trabajaréis

they will not work ellos no trabajarán.



Interrogación en el futuro simple.La interrogación se forma, como es habitual, invirtiendo el verbo y el sujeto:

will + SUJETO + VERBO?


will/shall I work? ¿trabajaré?

will you work? ¿trabajarás?

will he work? ¿trabajará?

will/shall we work? ¿trabajaremos?

will you work? ¿trabajaréis?

will they work? ¿trabajarán?



INTELLECTUAL ACTIVITY #1

Exercise 1

Identify the subject and predicate (verb) in eachof the following. Write what tense is Record youranswers in your notebook and translate them.

1. Doug drove to Moncton.

2. Suddenly, the lightning struck the steeple.

3. This sentence contains a verb.

4. The merchant bought six dozen shirts.

5. Marc is a fine artist.

6. Sheila is painting her house today.

7. John and Angela believed their story.

8. After the lecture, the students walked to thelibrary.

9. Before the concert, the singers had threepractice sessions.

10. The house on the corner was built by JacquesDumont.

11. You should be ashamed of your behavior.12. Have Jenny and her sister seen that movie?13. Didn’t you file those papers with the lawyer?14. The lawn mower had cut a wide swath across

the grass.15. The school bus was yellow.


Exercise 2

Identify the subject and predicate (verb) in each of these sentence, identify whattense is and translate them:

1. The chief of that department issued a statement.

2. The smell of the lilacs in the spring is overpowering.

3. The box on the table is full of apples.

4. Each of his friends expressed an opinion.

5. Circumstances beyond our control forced our actions.

6. The dishes in the sink are dirty.

7. The loud, cracking sounds from the mill have gotten worse during the years.

8. Each one of their attempts had failed.

9. Did the man on the roof finish the shingles before lunch?

10. Has the parcel from the West Indies arrived yet?


Exercise 4

A. Combine the following subjects and predicates to form five sentences.

Use each subject and predicate only once.

SUBJECT PREDICATES

John Started school last fall.

mildew Drove to Winnipeg.

Tammy's daughter Barbecued the steaks.

a fawnGrew in my basement lastSummer.

Mrs. HallWandered into mybackyard.

B. In each of the following sentences, underline the baresubject once and the.

Bare predicate twice. Separate the complete subject from thecomplete.

Predicate with a double slash (//).a. Into the store burst the angry customer.b. On the hilltop stood the old house and its outbuildings.c. Through the valley rode the messenger.d. Do you have an extra pen?e. Beyond the trees lay safety.f. Did everyone have a good time?g. Off to the playground trooped the little girls.h. Have you completed your science labs?i. His ideas should have been given greater consideration.j. Above the trees bobbed and floated the balloon.k. Stop the car!l. Finish your homework first.



A. Fill in the blanks with A / AN or THE or nothing at all.

• 1. ______________most of _____________ stories people tell about Irish are not true.

• 2. ______________beef we had for dinner last night was excellent.

• 3. Everyone has problems in ________________ life.

• 4. I don't know much about _______________ life of Napoleon.

• 5. My grandmother had _____________ long life.

• 6. Yes, my name is ___________ Simpson, but I'm not ____________ Simpson you're looking for.

• 7. _____________ people wear jewellery to look more attractive.

• 8. _______________ jewellery Diana wearing today is beautiful.

• 9. Mary is wearing ____________ gold ring today. It is made of ___________ gold.

• 10. _______ word to __________ wise is _________ sufficient.


Constructing Sentences:

Example: happy/you/are = Are you happy?

1. Lives/she/New York/in

2. Don't/like/I/ice cream

3. A/they/dog/got/have

4. Not/is/tired/he

5. We/Spain/don't/live/in

6. Got/car/has/he/a/?

7. Are/happy/?/they

8. Does/like/he/?/dogs

9. Go/Carol/doesn't/the/cinema/to

10. Go/to/they/cinema/the

Build the story set in this exercise.Must choose the right people to create sentences.Specify the parts of the sentence of the text.Write it in your notebook and use colors to highlight words.



Say step by step how can you make an app, do a prezi in which you can do a presentation, in this kind ofvirtual tool you have to add pictures and explain to us how can you use it to enhance scientific topics andmany of them telling how can you teach English through this kind of application.


Opinion Size Age Form Color Origin Material

Nice Big Young Round blue Italian Metal

pretty small old square red British wooden

stupid large New flat green Mexican plastic

original tiny Ancient straight yellow western golden


About this chart in which you can see the correct order to teach the adjectives, make 25 descriptions looking for the designto describe a noun and remember paste a picture to represent each description.


VOLITIVE ACTIVITY #1

When an adverb ends…• With "y" replace "y" con una "i":

Heavy + ly = heavi + ly = heavily

Happy + ly = happi + ly = happily

However, there are many adverbs that donot end in "-ly“Fast, very, hard, home, just, too, well,never, sometimes, etc.

With "e" omits the "e":True + ly = tru + ly = truly

CLASSES OF ADVERBS

Grade Very, highly, totally, perfectly, partially, almost.(Muy, altamente, totalmente, perfectamente,parcialmente, casi).

You are totally right.

Mode

They run happily.



CLASSES OF ADVERBS

Place

Home, here, there, outside, inside, away, around, anywhere, abroad, up, down, out.

He is home.

Time

Now, soon, later, yesterday, tomorrow, early, before, lately, recently.

They are having dinner now

Frequency

Always, never, sometimes, often, rarely, usually, occasionally.


Duration Forever, constantly, temporarily,briefly.

He will forever be her little boy.

Certainly, maybe, probably,possibly, surely. He is probably in trouble.

More, less, better, worse, faster,slower, farther, closer.

She writes faster than most people.

Best, most, least, worst,strongest, fastest, slowest.

They like each other best.

Probability

Comparative

Superlatives


With reference to an article you choosemake a list of the following grammar: A list of verbs. Adjectives description in order. Different classes of adverbs. Prepositions. The main idea.

VOLITIVE ACTIVITY #2

ROBINSON CRUSOE TEXT

Being the third son of the family and not bred to any trade, my head began to be filled very early with rambling thoughts. My father,who was very ancient, had given me a competent share of learning, as far as house-education and a country free school generally go,and designed me for the law; but I would be satisfied with nothing but going to sea; and my inclination to this led me so strongly againstthe will, nay, the commands of my father, and against all the entreaties and persuasions of my mother and other friends, that thereseemed to be something fatal in that propensity of nature, tending directly to the life of misery which was to befall me.

My father, a wise and grave man, gave me serious and excellent counsel against what he foresaw was my design. He called me onemorning into his chamber, where he was confined by the gout, and expostulated very warmly with me upon this subject. He asked mewhat reasons, more than a mere wandering inclination, I had for leaving father's house and my native country, where I might be wellintroduced, and had a prospect of raising my fortune by application and industry, with a life of ease and pleasure. He told me it was menof desperate fortunes on one hand, or of aspiring, superior fortunes on the other, who went abroad upon adventures, to rise byenterprise, and make themselves famous in undertakings of a nature out of the common road; that these things were all either too farabove me or too far below me; that mine was the middle state, or what might be called the upper station of low life, which he had found,by long experience, was the best state in the world, the most suited to human happiness, not exposed to the miseries and hardships, thelabour and sufferings of the mechanic part of mankind, and not embarrassed with the pride, luxury, ambition, and envy of the upperpart of mankind. He told me I might judge of the happiness of this state by this one thing - viz. that this was the state of life which allother people envied; that kings have frequently lamented the miserable consequence of being born to great things, and wished theyhad been placed in the middle of the two extremes, between the mean and the great; that the wise man gave his testimony to this, asthe standard of felicity, when he prayed to have neither poverty nor riches.


Answer the following comprehension questions

1. Robinson Crusoe got his name from a mixture of.

2. Robinson Crusoe had two brothers who.

3. When Crusoe's father learned that he wanted to travel and see the world he.

4. Crusoe’s father thought that it was better to.

5. Robinson Crusoe’s father.

6. That disease suffers robinson crusoe father?

7. I thought was best for?

8. Family agreed that he wanted to travel?

9. Criticizes him you make this text?

10.Summarize 5 points where expose the most important points of this text.


PSHYCOMOTOR ACTIVITY #1

1. Each student must present evidence of handwork withthe exercises you did in a oral presentation and choosean article and with it do a video. It must contain thepoints developed arguments where the work doneduring the period shows.(portfolio).

2. You should choose the images or video which willshow in his own voice the summary of the bookchosen.

3. It must be dynamic, pleasant and easy to understandthe structures seen driving during the term. oralarguments.


PSHYCOMOTOR ACTIVITY #2

• For this work the student must have ready evidenceof his work defined the article to be discussed duringthe presentation.

• Must submit written work according to the rules is.

• The edited video ready must to be uploaded toYouTube and to the new app “applicate”.

• The clothes you will use for your presentation shouldbe elegant.

• Define how you will organize the space for spectators.

• Billboards if you plan to use.

• Decoration of their presentation.


SPIRITUAL ACTIVITY #1

• For this achievement rate shall be taken into account throught the period,respect for the vitafe the agenda with all the term and the vita fe with arespective image.

• His behavior inside and outside of class.

• Bringing the Bible to school.

• Actively participate during the devotional.


AFFECTIVE ACTIVITY #1

For this achievement rate shall be taken into account throughout the term, respect,collaboration, good manners, collaboration, good judgment, positive feedback, andappropriate attitude to their peers and teacher.


PROJECT TERM

• THIS TERM YOU HAVE TO CHOOSE A SCIENTIFIC ARTICLE AND WITH IT UPLOAD AVIDEO USING THE GRAMMAR SEEN ABOUT THE SUBJECT, WRITE YOUR OWNARTICLE AND DO A PRESENTATION IN AN ELEGANT SUIT OR DRESS TO PRACTICEYOU LEARNED.


SPIRITUAL ACTIVITY #1

• For this achievement rate shall be taken into account throught the period,respect for the vitafe the agenda with all the term and the vita fe with arespective image.

• His behavior inside and outside of class.

• Bringing the Bible to school.

• Actively participate during the devotional.


autoevaluacionsustentada

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


ASPECTO DESCRIPCIÓN S F C N

Intelectual

Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas

en un contexto determinado en la lengua inglesa.

Psicomotor

Soy hábil desarrollando la capacidad lingüística,

ubicando correctamente palabras y expresiones

sencillas de la lengua inglesa en un contexto

indicado.

VolitivoSustento mi actividad volitiva al elaborar todas las

actividades propuestas en su momento y a su

hora haciendo aportes a mi propio desarrollo

Afectivo

Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que

tengan dificultades en los temas que yo

conceptualizo.

Espiritual

Sustento mi actividad espiritual al mantener

buenas relaciones interpersonales con mis

compañeros de clase, con mis superiores así

como con todo mi entorno en el colegio

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

Aspectos internos Aspectos externosFORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

FAMILIA


http://www.mansioningles.com/Vocabulario.htm

http://www.cambridge.org/us/esl/touchstone/student/index.html

https://www.youtube.com/watch?v=zmR_CYJrz8o

https://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.be

http://www.agendaweb.org/grammar/adjectives-exercises.html

http://www.english-room.com/5a_2541.htm

http://www.curso-ingles.com/recursos/juegos/worder

https://www.englishclub.com/vocabulary/adverbs-manner.htm

http://www.saberingles.com.ar/lists/adverbsfrequency.html



http://www.mansioningles.com/Vocabulario.htm

http://www.cambridge.org/us/esl/touchstone/student/index.html

https://www.youtube.com/watch?v=zmR_CYJrz8o

https://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.be

http://www.agendaweb.org/grammar/adjectives-exercises.html

http://www.english-room.com/5a_2541.htm

http://www.curso-ingles.com/recursos/juegos/worder

https://www.englishclub.com/vocabulary/adverbs-manner.htm



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