SECOND OPPORTUNITY PORTFOLIO- Remember a mind map has images and short concepts (ideas) ... Choose a...

SECOND

OPPORTUNITY

PORTFOLIO

SEMESTER JANUARY-JUNE 2018

STUDENT’S NAME:

ID-NUMBER:

GROUP:

TEACHER:

STAGE 1 /25

STAGE 2 /25

STAGE 3 /25

STAGE 4 /25

TOTAL /100

January-June 2018 SECOND OPPORTUNITY PORTFOLIO 1

INSTRUCCIONES:

El portafolio tiene un valor de 50% en tu calificación de segunda oportunidad. Este portafolio deberá ser entregado con fecha límite del día del examen de segunda oportunidad.

El portafolio de segunda oportunidad incluye las actividades que se realizaron durante todo el semestre

en las 4 etapas.

Este portafolio también incluye las actividades que debieron subirse a la plataforma NEXUS (si

realizaste alguna imprímela y anéxala aquí), si no realizaste ninguna actividad de Nexus deberás de

entregarla en este portafolio de segunda. Recuerda hacer las actividades de Nexus de acuerdo a la

rúbrica que tiene cada actividad.

Para ser válido, este portafolio deberá estar contestado en su totalidad y anexar las actividades que

deberán ser impresas. NO se calificará si se entrega incompleto.

No se recibirán ni se revisarán portafolios con respuestas copiadas de otros, fotocopiados o con

corrector.

Las respuestas deberán de ser contestadas con buena letra, limpieza, orden y siguiendo las reglas de

ortografía en inglés.

Las actividades que se solicitan como poster o presentación deberán de ser impresas (no a mano), en

las que solicitan fotos personales; deberán incluir fotos escaneadas (no originales) ya que el portafolio

no se regresa y si la actividad solicita incluir imágenes deberán estar impresas (no recortes).

Lee bien las instrucciones de cada actividad y contesta todas, incluye todo lo que se te pide y si tienes

alguna duda pregunta a tu maestro(a) de inglés.


PORTFOLIO STAGE 1: PEOPLE I LIKE THE MOST

KNOWLEDGE ACQUISITION ACTIVITY In this activity you will describe your best friend physically and his/her

personality. (5)

1. Read the following list of words and look up for their meaning in Spanish in your dictionary.

Oval Thin Selfish

Round Thick Hard-working

Square Full-lipped Touchy

Heart-shaped Well-shaped Absentminded

Freckled Hooked Forgetful

Wrinkled Snub Cheerful

Bearded Aquiline Shy

Pale Straight Stubborn

Curly Wavy Sensitive

Spiky Frizzy Romantic

Bald Friendly Easy-going

Serious Smart Talkative

2. Classify the vocabulary above into the following categories, according to what each word can describe.

FACE:

HAIR:

LIPS:

EYES:

NOSE:

PERSONALITY:


3. Read the text about to Welling's description:

Tom Welling is my favorite actor. He is tall and slim. He is blond. He has a square face. He has small green eyes. He has short wavy brown hair. He has a full-lipped mouth. He is a very famous actor.

4. Write a description of your best friend. Use the text in instruction 3 as a model and add a photo to the description

PHOTO

ORGANIZATION ACTIVITY In this activity you will compare two famous people. (5)

1. Look at the following anime characters. According to the illustrations of Goku and Vegeta, complete the following

sentences using the adjectives in parentheses.

a. Vegeta is (short) __________________________ than Goku.

b. Goku is (good-looking) _______________________ than Vegeta.

c. Goku is (handsome) __________________________ than Vegeta.

d. Vegeta is less (famous) ______________________ than Goku.

e. Vegeta is not as (nice) _________________________ as Goku.

f. Goku is as (popular) _________________________ as Vegeta.

g. Goku is (strong) ______________________than Vegeta.


2. Choose 2 famous actors, actresses, singers, or sports people that you like, write their names and contrast them writing

10 sentences using the comparative form of the adjectives and the forms “as… as”, “not as… as”, more or less.

3. Add a photo of each celebrity you have chosen.

COMPARATIVE FORM

PHOTO

PHOTO

Write 5 sentences using more / less / er...than

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________

Write 5 sentences using as...as / not as...as

1. ____________________________________________________________________________

2. ____________________________________________________________________________

3. ____________________________________________________________________________

4. ____________________________________________________________________________

5. ____________________________________________________________________________


APPLICATION ACTIVITY In this activity you will use the superlative form of adjectives to describe your

favorite city or place. (5)

1. Decide which city you like the most.

NEW YORK LONDON TOKYO ROME PARIS

2. Write a list of some features that make that city your favorite.

________________________________________

________________________________________

________________________________________

________________________________________

3. Write 5 sentences describing the city, use the superlative form of the adjectives for example: "the ...est, the most..., the

least... ".

4. Add some images to make a poster or collage of the city.

SUPERLATIVE FORM


METACOGNITIVE ACTIVITY In this activity you will evaluate two dishes to mention the advantages and

disadvantages of each. ( 10)

HEALTHY AND UNHEALTHY FOOD

Instruction 1: Write 3 reasons to eat healthy food.

1.

2.

3.

Instruction 2: Choose a healthy and an unhealthy dish.

HEALTHY UNHEALTHY

Instruction 3: Write 5 advantages and disadvantages of both dishes.

ADVANTAGES DISADVANTAGES

Instruction 4: Write 5 comparative sentences of the food you chose.

1.

2.

3.

4.

5.

Instruction 5: Use the information in instruction 3 to make a MIND MAP with the advantages and disadvantages of healthy and unhealthy food. Add another page with your mind map on it.

- Remember a mind map has images and short concepts (ideas)

- Use your creativity

REVISA RÚBRICA EN PLATAFORMA NEXUS PARA VER CRITERIOS DE EVALUACIÓN *(ANEXA LA ACTIVIDAD IMPRESA)


PORTFOLIO STAGE 2: KNOW THE PAST TO UNDERSTAND THE PRESENT

KNOWLEDGE ACQUISITION ACTIVITY In this activity you will identify verbs in past tense form. (5)

1. Look at the following pictures and write the past tense form of each verb. In these pictures you can find regular and

irregular verbs so you have to be careful to write the past tense of each of one correctly.


2. Complete the sentences below using verbs from instruction 1.

a) Yesterday I was so tired that I _________________ all day long.

b) My family and I _________________ to the movies last night.

c) My brother _________________ at his office until midnight last Saturday.

d) My mom _________________ a delicious cake yesterday, and I _________________ a lot!

e) A friend _________________ me the best joke ever.

ORGANIZATION ACTIVITY In this activity you will classify verbs into regular and irregular. (5)

1. Read the text and underline all the past forms of the verbs.

ANCIENT CIVILIZATIONS: THE AZTECS The Aztecs lived in what is now central and southern México. They ruled a large empire from the 14th to the 16th century.

Tenochtitlan was the most important city in the empire. They built it in 1325 on an island where México City stands today.

Their Emperor was the head of the empire. He controlled it with his powerful army. The Aztec people were framers,

craftsmen, and merchants. They grew vegetables and fruit, hunted for animals, and went fishing. They ate corn, avocados,

tomatoes, meat, fish, and chili peppers. Most Aztecs made their houses from mud and bricks. They also built pyramids. They

used boats to transport goods. They usually traveled on foot. All children went to school. They learned history myths, and

religion. They respected their teachers. The Aztecs played music, danced, and wrote poetry. Children played a game similar

to basketball soccer. The Spanish conquered the Aztecs in 1521. Diseases like smallpox killed most of them.

2. Look at the text again and complete the chart below with verbs in past form. Classify the verbs into regular or irregular form.

REGULAR IRREGULAR


APPLICATION ACTIVITY In this activity you will talk about an ancient civilization from the past. (5)

TITLE: Ancient Civilization FILE: Word FORMAT: free format with pictures

1. Investigate about an ancient culture.

Olmec Mayan Ancient Egyptian

The Roman The Aztecs Inca

2. Find information on the Internet about the next questions, answer them using the simple past and add images on each question.

a. When and where did they live? b. What kind of food did they eat? c. What clothes did they wear? d. Which Gods did they worship?

e. Mention some characteristics of buildings or constructions.

3. Do this activity in Word and print it. Add a cover with your personal information. *(anexa la actividad impresa)

METACOGNITIVE ACTIVITY In this activity you will talk about the most important moments in

your life. (5)

TITLE: My favorite moments FILE: PowerPoint presentation FORMAT: ALBUM

In this activity you will create an album of your favorite moments (with photos) in a printed presentation.

You will add 10 photos of your special moments. Organize the photos and write sentences on each photo

using the simple past.

Use time expressions such as: 'last year', 'ago', 'yesterday', etc.

Print your PowerPoint presentation. *(anexa la actividad impresa)

Example:

INTEGRATIVE ACTIVITY In this activity you will talk about the most important moments of a

person that you admire. (5)

TITLE: My favorite person FILE: PowerPoint presentation FORMAT: TIMELINE

Instructions: 1. Choose a person that you admire the most to create a timeline of his or her life. 2. Mention at least 5 of the most important events of his/her life in the past. Use the simple past on each

sentence. 3. Add date and photos for each event. REVISA RÚBRICA EN PLATAFORMA NEXUS PARA VER CRITERIOS DE EVALUACIÓN *(ANEXA LA ACTIVIDAD IMPRESA)


PORTFOLIO STAGE 3: WHAT DO YOU MEAN YOU CAN'T?

KNOWLEDGE ACQUISITION ACTIVITY In this activity you will identify the imperative form as it is used

in directions, instructions and rules. (5)

1. Read the following conversation between two students on the first day at school. Underline all the

sentences in the conversation that instruct or give directions and circle sentences that convey rules.

Danny: Hi! My name's Danny.

Betty: Nice to meet you.

Danny: Hey, where can I get a school leaflet like yours?

Betty: Go downstairs and then walk to your left. There you will find the main office. They can give

you one there.

Danny: Thanks. Can I see yours?

Betty: Sure. Here it is.

Danny: Look what it says! "Don't wear shorts. Don't wear caps. Don't wear sandals." Oh my God!

What am I supposed to wear in summer time?

2. Complete the following chart with some of the imperative sentences that you underlined and circled.

AFFIRMATIVE

VERB IN SIMPLE FORM COMPLEMENT

NEGATIVE

DON'T VERB COMPLEMENT

3. Look at the next pictures and write one instruction or command for each situation.


4. Read the different situations below and depending on the situation write 2 instructions on each.

SITUATIONS INSTRUCTIONS

A) I need to learn English Fast. 1)

2)

B) I didn't pass the Math test. 1)

2)

C) A classmate bothers me all the time. 1)

2)

D) I don't feel good at school today. 1)

2)

ORGANIZATION ACTIVITY In this activity you will classify sentences in instructions, rules and suggestions. (5)

1. Read the following rules, instructions and suggestions. Next to each one, write if they belong to a school

(S), a hospital (H) or if they are useful when driving (D).

A) You mustn't smoke in the classroom.

B) You should speak quietly, Mary doesn't feel well.

C) Come to the board.

D) You must stop when the traffic light is on red.

E) You should call the nurse, she'll help you.

F) We must be sixteen to get a driver's license.

G) Start the test now.

2. Complete the chart below mentioning more rules, instructions or suggestions that we have to follow in

those places. Use imperatives and modal verbs.

SCHOOL HOSPITAL DRIVING

Example: We must wear the uniform. Example: We should be quiet. Example: Don't send text messages.


3. Read the following article about Puebla and classify the underlined sentences in instructions, rules or

suggestions.

APPLICATION ACTIVITY In this activity you will use modal verbs to express ability, advice, obligation or lack of obligation as well as prohibitions in a given situation. (5)

Instruction 1: Use modal verbs to write recommendations or advice depending on the health problem given.

SENTENCES CLASSIFICATION

a) Toothache

b) Sore Throat

c) Sprained

ankle

d) Diabetes

e) Obesity


Instruction 2: Use modal verbs: can / can’t / should / shouldn’t / must / mustn’t, to write 3 tips on each body system.

Respiratory System Prevention, Recommendation or Advice.

Circulatory System

Skeletal System

Instruction 3: Write sentences with the suggested ideas and use modals: have to / don't have to, must / mustn't in order to express your sentences.

Wear a helmet Use cellphones while

driving Save money to ...

Stop when light is red Drop litter around Fasten your seatbelt

1.

2. 3.

1.

2. 3.

1.

2. 3.


METACOGNITIVE ACTIVITY In this activity you will create a leaflet to inform about rules,

instructions and suggestions when you are abroad. (10)

TITLE: Traveling to… FILE: Word/PowerPoint/Publisher FORMAT: LEAFLET

Instructions: Choose a city or a touristic place you would like to visit and search for information about that city/place.

Write 10 sentences regarding the information, giving instructions, providing recommendations and

mentioning some rules. Use imperative form and modals with the information you found about things you

must / mustn’t, can / can’t, should/ shouldn’t, have to / don’t have to do in the city you chose.

Design your leaflet using a computer program (word/PowerPoint/Publisher). Use your creativity to give it

a format.

The leaflet must include at least 7 images and 2 bibliographic sources.

REVISA RÚBRICA EN PLATAFORMA NEXUS PARA VER CRITERIOS DE EVALUACIÓN *(ANEXA LA ACTIVIDAD IMPRESA)


STAGE 4: THE FUTURE STARTS NOW

HOW TO EXPRESS THE FUTURE IN ENGLISH:

BE GOING TO WILL

FUTURE PLANS or INTENTIONS. TO MAKE A PROMISE.

PREDICTION BASED ON FACTS or EVIDENCE TO MAKE A PREDICTION WITH NO EVIDENCE

SPONTANEOUS or VOLUNTARY DECISIONS.

TO BE = AM / IS /ARE TO STATE FACTS ABOUT THE FUTURE.

WITH WORDS LIKE: I think, I guess, I hope,

probably, possibly.

STRUCTURE

Subject (+) verb to be (+) going to (+) verb in base

form (+) complement

Subject (+) will (+) verb in base form (+) complement

KNOWLEDGE ACQUISITION

ACTIVITY

In this activity you will identify and use the future form with WILL to

do predictions. (5)

1. Read the next phrases and match them with the use they have.

a) I think; you won’t arrive early tomorrow. ( ) Promise

b) Oh! You are carrying lots of books, I will help you. ( ) Prediction

c) I will help you with your homework tomorrow. ( ) Voluntary decision

2. Identify if each of the following sentences conveys: voluntary decisions (V), prediction (P) or promise (PR).

a) Ok, I will go with you. b) This year, I will go to the gym every day.

c) We will visit you next week. d) I don’t think he will come next summer.

e) I think you won’t pass the exam. f) I feel very bad; I’ll go to the doctor.

3. Write an example of the three uses of the future using “WILL”.

VOLUNTARY DECISION:

PREDICTION:

PROMISE:


4. Order the next sentences in future.

a) probably / he / will / tomorrow / come

b) call / you / she / next / will / Thursday

c) take / you / a nap / will / in the afternoon.

ORGANIZATION ACTIVITY In this activity you will identify and use the different forms of the

future with “WILL” and “GOING TO”. (6)

REMEMBER the structure of “be going to” is: Subject (+) verb to be (+) going to (+) verb in base form (+) complement.

1. Practice the different ways there are to form the future. Write “will” or “be going to” in the next sentences

according to the situation.

a) I feel really tired. I think I _______________________ (go) to bed.

b) Where are you going? I____________________________ (visit) my uncle Hector.

c) What are your plans for the weekend? I _________________________________ (have) a picnic.

d) I promise I_____________________________ (be) here early.

e) The party ____________________________be really exciting!

2. Write about Beth’s plans for the month. Remember that we use “going to” for short-term future plans.

a)

b)

c)

d)

e)


3. What about you? Write at least 6 sentences about plans, predictions, promises and volunteer actions you

could do next semester.

1.

2.

3.

4.

5.

6.

4. Classify the sentences you can refer to using “will” or “be going to” in the next chart. Specify what kind of

sentence (a promise, a prediction…etc.) each one is.

WILL GOING TO

PROMISES

PREDICTIONS

VOLUNTEER ACTIONS

PLANS

METACOGNITIVE ACTIVITY In this activity you will express your long-term plans for the future; you can

use the affirmative or negative form of the future. (10)

TITLE: My life in the future FILE: Word/PowerPoint FORMAT: Free Format with images

Instructions: 1. In this activity you will create a poster or presentation with pictures.

2. You have to write 5 predictions about your life in the future and 5 predictions about the future world.

3. You can use Word, PowerPoint or any other software to do your activity. *Con imágenes y frases / Creatividad en la creación del trabajo. / Utilizar correctamente las estructuras gramaticales del

futuro.


APPLICATION ACTIVITY (4)

1. In this activity you need to read the text and then you have to underline the future structures and answer the

following questions:

My life in future! When I think about my future life, I know that it will be very exciting; I know I am going

to study very hard to obtain a very good job. I am going to travel to Madrid to study a

semester of my career and then I’ll probably study a Master degree in France. I will

marry a handsome boy and I will have two or three children. I’m sure I’m going to take

care of them and I am going to be a good mother and wife.

My country will be a very advanced place, with a lot of technology and good things for people. To make life easier we will

have robots… The robots can cut the grass while you relax on the yard with a glass of lemonade! In fact, nowadays we can

buy one called Eureka that is a vacuum cleaner.

Cars are going to be like moving robots… A car with a GPS system can give you directions on how to go

somewhere, tell you where the closest gas station is, and, some day in the future, it will drive itself or maybe we will fly on

them. You will take a nap or read while the car drives itself to your destination. We even have robotic pets now. There is a

company that makes a robotic dog named Astro that can sit, stand, and walk like a regular dog but can also communicate

and take pictures! Astro understands certain commands, like a dog does, such as “Sit down”, “Stand up”, etc. If you ask

Astro a question such as “How old are you?” its eyes will flash the number of years old it is. Astro is also a great guard dog.

He can patrol the yard and take pictures with a built in camera of anything suspicious. Future is going to come soon, and I

can’t wait for it!!!

a) According to Mary, how will her future life be? ___________________________________________________________

b) Why does she want to have a robot? ___________________________________________________________________

c) What changes will cars undergo in the future? ____________________________________________________________

2. Write True (T) or false (F) according to the text.

Mary won’t get married. Astro is a robotic cat.

She plans to study in Madrid. Eureka is a robot that cleans the house.

Mary thinks cars won’t change in future.

3. Now think about your future. How will it be? Write 5 sentences in which you describe how your life will be

in the future.

1

2

3

4

5


4. What do you think about the life in the future?

Argument A

Life is better now than it will be in the future.

Argument B

Life will be better in the future than it is now.

Choose an argument and write a brief reflection of what you think and why.

REVISA RÚBRICA EN PLATAFORMA NEXUS PARA VER CRITERIOS DE EVALUACIÓN.

SECOND OPPORTUNITY PORTFOLIO- Remember a mind map has images and short concepts (ideas) ... Choose a...

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