PLAN COMPLEMENTARIO DE APOYO O RECUPERACIÓN … · Do you have ____ pencil? 3. La siguiente...

INSTITUCIÓN EDUCATIVA GUADALUPE

Aprobado por Resolución Departamental Nº. 16173 del 27 de noviembre de 2002

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Formamos ciudadanos competentes para el trabajo, el estudio y la vida en comunidad

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Alcaldía de Medellín


PLAN COMPLEMENTARIO DE APOYO O RECUPERACIÓN POR PERIODO

Área Lengua Castellana Grado 7° Periodo 01

Decente Ancizar Leonardo Restrepo Rodríguez

Concepto Recocer las características de la epopeya Identifica las características de un texto narrativo Extrae las ideas esenciales de un texto narrativo, utilizando sus propias palabras

Actividades Taller de recuperación 1. ¿De qué trata la obra griega: LA ODISEA? 2. ¿Qué tipo de valores rescataría usted de la obra?

3. ¿qué características tiene la obra que la catalogan como una epopeya? 4. Mencione a los 12 dioses del olimpo y sus características? 5. Realice un resumen de las siguientes historias mitológicas:

El rapto de Europa

La caja de Pandora

El mito Pegaso

La manzana de la discordia Prometeo y el robo del fuego

6. De las historias anteriores escoja una para realizar una cartelera y exponerla a sus compañeros. En

dicha cartelera debe exponer claramente en que consiste uno de los mitos. Procure utilizar imágenes para soportar su exposición.

7. Inventar una historia en la que el estudiante narre como fue la primera mentira que se dio en la

HUMANIDAD, procurando utilizar un lenguaje fantástico y creativo que recoja elementos de la narrativa griega.

Metodología



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Área Idioma Extranjero (Ingles) Grado 6° Periodo 01


Concepto Identificación de las tres formas del verbo to be para el presente simple: am, is are Uso e identificación de la forma negativa para el verbo to be Identificación de las expresiones there is / there are Reconoce algunas preposiciones de lugar: on, in, at, between, next to, under, above Clasificación de los sustantivos según: contables, no contables, plural y singular

Uso correcto de los cuantificadores: some, any

Actividades I. Realizar el árbol genealógico de su familia. Describir el árbol genealógico utilizando expresiones con el verbo to be. Utilizar 20 expresiones afirmativas y 10 negativas.

II. Tomar una imagen de un revista en donde hayan varios objetos en un espacio como: una habitación, una oficina, un negocio, un parque. Describir la imagen utilizando expresiones con there is / there are, preposiciones de lugar.

III. Dibujar una canasta de frutas, describir el contenido de la canasta en inglés utilizando las expresiones trabajadas.

IV. Consultar cual es la diferencia entre some y any. Dar 10 ejemplos utilizando frases afirmativas, negativas e interrogativas.

V. Realizar una cartelera explicando alguno de los siguientes temas: -contables y no contables - sustantivos plurales irregulares - uso de los cuantificadores some y any - los pronombres personales: I, you, she, he, it, we, they

Metodología El trabajo debe ser entregado en hojas de block.

Escrito a mano y con buena ortografía. El estudiante deberá presentar sustentación de su trabajo realizado explicando en clase la cartelera realizada y dando a conocer los ejemplos trabajados. No se permitirá en ningún caso trabajos en computador, ya que se evaluará la redacción y la ortografía.



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Concepto Reconoce expresiones los adverbios de tiempo estableciendo rutinas para las actividades necesarias

identifica los adjetivos posesivos HIS / HER / THEIR

Reconoce algunas preposiciones de lugar a fin de ubicar objetos en el espacio.

Actividades Organizar las siguientes palabras teniendo en cuenta los saberes adquiridos:

1. always / go / I / bed / to / 11 p.m / before _______ ________ ________ ________ ________ ________ _________ 2. breakfast / for / have / I / usually / cereal _______ ________ ________ ________ ________ ________ 3. on / Sundays / I / go / normally / to / the / gym

_______ ________ ________ ________ ________ ________ ________ _________ 4. in / the / morning / I / usually / my / do / homework ________ _________ ________ ________ ________ ________ ________ ________ 5. occasionally / food / junk / the / weekends / eat / I / on ________ _________ ________ ________ ________ ________ ________ ________ 6. seldom / she / reads / in / the / morning / the / newspaper / the ________ _________ ________ ________ ________ ________ ________ ________ 7. hardly ever / they / alcohol / drink / before / work ________ _________ ________ ________ ________ ________ 8. clean / always / remember / the / classroom / We / to / at / noon _______ _______ _______ ________ ________ _______ ________ _______ _______ Describe la imagen siguiente utilizando las preposiciones:

in on at between Next to behind under



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1. _______________________________________________________________________

___

2. _______________________________________________________________________

___

3. _______________________________________________________________________

___

4. _______________________________________________________________________

___

5. _______________________________________________________________________

___

6. _______________________________________________________________________

___

7. _______________________________________________________________________

__

8. _______________________________________________________________________



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__

Read the following text :

This is Melany’s flat. It is very small. She has a very small kitchen with one stove. In the kitchen, there is a fridge which is too big. In the room, she has one bed with a nice blanket and two big pillows. The livingroom is very simple, she only has a couch and a table in front of it. There are paintings around the house. Those paintings are painted by herself. she has a dog, its name is Shatta. Melany’s boyfriend goes every Friday to visit her and stays two hours.

Reescribe el texto anterior utilizando el ADJETIVO POSESIVO HER

This is Tom’s family. Tom is married to Jenny. She is a nurse. They have two kids, Anna and Robin. Anna is 7 years old. Tom has a father, he is a taxi driver. Tom is going to have a party this weekend, he invited some people to his house, some friends and relatives. Most of friends are colleagues. they work in a big company called Matsato. Tom has to repair cars and trunks. He is a very smart mechanic.

Reescribe el texto anterior utilizando el ADJETIVO POSESIVO HIS.

Metodología El trabajo anterior debe realizarse a mano, con letra legible y en hojas de block, procurando prestar atención a la ortografía. Es importante aclarar que cualquier intento de fraude como copia o plagio será sancionado con una nota de 0.0. El estudiante debe dar cuenta de cómo realizó la actividad argumentando de manera oral los métodos que utilizo para desarrollar



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Concepto Identifica sustantivos contables y no contables

Reconoce el uso correcto de los cuantificadores HOW MANY / HOW MUCH

Identifica el usocorrecto de THERE IS / THERE ARE

Reconoce el uso adecuado de los cuantificadores SOME / ANYConstruye frases afirmativas y negativas utilizando sustantivos contables y no contables

Actividades Observe la imagen y descríbala utilizando THERE IS / ARE / ISN’T / AREN´T

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ 2. Completa las preguntas con las palabras del cuadro:

many x 2 stars much x 2 salt water a

bones players some any an Isn’t

There is ____ orange in bowl. How many ______ are in the sky? How much ______ is in the ocean? How many ______ are there in the human body? How ______ birds are flying? How ______ milk do you need for the cake? There _____ any coffee left. How many ______ are in a handball team?



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How ______ coffee do your parents drink per day? There isn’t _____ apple pie, it is gone! There are too _____ cars in the parking lot. There is too _____ sugar in the jar, Please, pass me the ______! There is _____ tea in the fridge. Do you have ____ pencil? 3. La siguiente historia está escrita fragmentada y cada fragmento NO esta en orden correcto. Reescriba la historia prestando atención en el ORDEN EN QUE OCURREN LAS IDEAS. El primer párrafo es el título, NO debe organizarlo.

1. THE SWEETEST FRUIT Story written by: JASPER ERNACIO – GARAIS BREN DALE MIRABEL – MIRANDA

Then, the old woman put out a fruit and offer it to them, “This fruit is so sweet, delicious, and will make you strong and handsome,” the old woman said.

The three little boys responded, “Is it real?” but the other boy said, “She is just kidding!” They ran away after.

After a while, one boy suddenly planned to steal the strange fruit from the old woman. When the darkness covers everything, the two little boys walk slowly and silently like thieves going to the old woman along the road.

Then, the old woman said “I will give you this fruit for a glass of water.” One boy doesn’t mind her and said “What’s wrong with the old woman?”

One day, an old woman with a basket of fruits came and try to ask for a glass of water to the three little naughty boys playing. The boys ignored the thirsty old woman.

They get the fruit slowly but surely and immediately run away and try to eat the strange fruit. The three little boys felt like in heaven after eating the fruit and went home.

In the next day, the first boy felt weird and keeps on vomiting.

In the next day, they looked for the old woman to ask for forgiveness. However, the old woman vanished.

The other felt indifference and he got a swollen face.

And the last little boy felt severe headache.

The end.

4. Organiza las siguientes palabras para dar coherencia a la frase: going / I / to / am / buy / eggs / some _________ _________ _________ ________ _________ _________ _________



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can’t / she / pay. / hasn’t / She / got / money / any _________ _________ _________ ________ _________ _________ ________ _________ shops / any / There / aren’t / in / town / this / part / of / the ______ ______ _______ _______ ______ ______ ______ ______ ______ _______ red / There / in / the / bowl / are / some / apples _________ _________ _________ ________ _________ _________ ________ letters / Are / any / ? / there / for / Jenny _________ _________ _________ ________ _________ _________ ________ and / Alice / got / George / haven’t / children / any _________ _________ _________ ________ _________ ________ ________

Metodología El estudiante debe dar cuenta del proceso desarrollado para finalizar el taller. Debe identificar las palabras y las reglas gramaticales. No se reciben copias ni talleres realizados en computador, debe entregarse a mano en letra legible y con buena ortografía. Cualquier situación de plagio o fraude será sancionado con una nota de 0.0.



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Concepto

Identifica el futuro simple con WILL

Reconoce el futuro con BE GOING TO

Identifica los comparativos para establecer diferencias

Actividades Algunas de las frases contienen errores, identifique aquellas que posean errores y corríjalos, las demás déjelas como están: I play soccer with my friends next weekend. X I am going top lay soccer with my friends next weekend. I am going visit that museum on September. Doris is always late. I'm sure she will is late tomorrow evening. Sarah is going to dance in the party with her new dress. If you don’t stop bullying her, I am going to tell the teacher. I am going to set the alarm because I will have class in the morning. The phone is ringing, I’ll take it. 2. Complete el texto utilizando el futuro con WILL o con BE GOING TO, no olvide tener en cuenta el verbo en parentesís:

Going to the Zoo Hi! My name is Hannah and I am nine years old. I am so excited! I am excited because tomorrow my daddy _____________ (take) me to the zoo. I love the zoo! We _______________ (see) snakes! The last time I went to the zoo I saw the cutest tiny green snake. I want to see more snakes! We ________________ (see) the tigers. I am going to roar at the tigers! Can you roar like a tiger too?

I ________________ (hop) like a kangaroo when I see the kangaroos! When I see the penguins I ________________ (waddle) like them. They look so funny when they walk! I _______________ (sing) like the birds and I __________________ (flap) my arms and fly with them too! I _____________ (be) a beautiful blue bird with a bright yellow beak! My song ____________ (be) the most beautiful song ever!



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We _____________ (find) the giraffes too. They have very long necks. I _____________ (pretend) that my neck is very long just like a giraffe! I don’t like eating leaves like giraffes do. No, leaves taste awful! I _____ only _________ (pretend) to eat them. My daddy ____________ (let) me buy something from the gift shop. I don’t know what I ________________ (want) but I can’t wait to see what there is! We ______________ (have) fun! I am so excited!

3. Completa las frases utilizando uno de los dos adjetivos entre paréntesis: Bikes are _________ than cars ( cheap / expensive ) January is ________ than June ( hot / cold ) Jupiter is ________ than the Earth ( big / small ) A plane is ________ than a car ( slow / fast ) China is __________ than Colombia ( populated / deserted ) My mother is __________ than my grandmother ( old / young ) My uncle is _________ than my cousin ( old / young ) Dogs are ___________ than rabbits ( intelligent / dumb ) 4. Put in the correct order: older / Lucy / than / is / Elly / than ________________________________________ larger / UK / Russia / is / than / far / ________________________________________ Spanish / class / My / boring / English / class / is / more / than / my _______________________________________________________________________ Glasgow / London / is / busier / than _________________________________________ quieter / than / Julie / is / sister / her _________________________________________




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Concepto

Identifica el tempo Presente perfecto

Reconoce el uso de las preposiciones SINCE / FOR para los tiempos perfectos

Reconoce la forma del participio de los diferentes verbos

Uso del tiempo condicional en sus tres formas 0, 1 y 2

Actividades Completa el siguiente cuadro con los verbos dados: DEBE UBICARLOS EN ORDEN ALFABETICO

Present past participle Spanish

be play

was / were played

been played

ser / estar Jugar / tocar / desarrollar

hurt pay find write cost have meet drive get bring see go shut feel become eat tell give blow break take speak build buy forget say ride spend think 2. Completa las siguientes frases con los verbos dados:

eat send have visit

lose paint see say

Karen ____________ an e-mail Dave and Pat _____________ the museum My sister ______________ my cakes Marcus ______________ an accident Emily ______________ her room The children ____________ their books I _____________ an UFO in the sky I don’t know what she ________________ in the meeting 3. El siguiente texto fue redactado sin espacios, reescriba el texto prestando atención al espacio entre las



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palabras:

Maria’s dog

Recently,ithassnowedinMaria'stown.Inthelastweek,ithassnowedthreetimes.Mariahasal

wayslovedthesnow.Shehasplayedinthesnowmanytimesbefore.

Maria'sdog,Sparky,hasneverplayedinthesnow.ThisisSparky'sfirstsnow.Hehasnotfeltthe

coldyet.

MariahasjustreceivedanewsledforChristmas.Sheputsonherwarmclothesandsnowboots.

Shepullsthesledupthehill.SparkyhasrunoutsidewithMaria.SparkyhasfollowedMariaupth

ehill.Hefeelsgood!

Mariahasfinallyreachedthetop.Shesitsonhersled.Sheridesdownthehill.Sparkyrunsbesid

ethesled.Theyhavefinallyreachedthebottom.SparkyhasfollowedMariaallthewaydownth

ehill.Sparkyhasdecidedthathelikesthesnowtoo!

4. Completar con SINCE / FOR

I have been waiting _______ 4 o'clock. Sue has only been waiting _______ 20 minutes. Tim and Tina have been learning English _______ six years. Fred and Frida have been learning French _______ 1998. Joe and Josephine have been going out together _______ Valentine's Day. I haven't been on holiday _______ last July. They’ve been studying _______ March.

4. Colocar el IF en el lugar correspondiente:

If I find her address, X I’ll send her an invitation.

____ I will pass the exams ____ I study hard ____ he has a temperature, ____ he will see the doctor. ____ we will walk into town ____ if the sun shines. ____ she earns a lot of money, she will fly to New York. ____ we will visit the museums ____ we travel to London. ____ you will slip on the rocks ____ you wear sandals in the mountains. ____ Rita forgets her homework, ____ the teacher will give her a low mark. ____ they will listen to loud music ____ they go to the disco. _____ you will get a fine _____ you pass the red light.

Choose the right option to complete the sentence:

If Caroline and Sue 1 the salad, Phil 2 the house. 1. a) prepare b) prepares c) will prepared d) prepared



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2. a) decorates b) will decorate c) decorated d) decorate

If Sue 3 the onions for the salad, Caroline 4 the mushrooms. 3. a) will cut b) cuts c) cut d) cutting 4. a) peels b) peel d) will peel d) peeled

Jane 5 the sitting room if Aaron and Tim 6 the furniture. 5. a) hoovers b) will hoover c) hoover d) hoovered 6. a) move b) moved c) moving d) will move

If Bob 7 up the kitchen, Anita 8 the toilet. 7. a) tidy b) tidies c) will tidy d) tidied 8. a) cleans b) will cleans d) will clean d) clean

Elaine 9 the drinks if somebody 10 her carry the bottles. 9. a) buy b) buys c) will buy d) bought

10. a) will help b) helped c) helps d) help

If Alan and Rebecca 11 the food, Mary and Conor 12 the sandwiches. 11. a) organise b) organices c) organised d) will organise 12. a) make b) makes c) will make d) made

If Bob 13 after the barbecue, Sue 14 the guests in. 13. a) will look b) looks c) look d) looked 14. a) lets b) let c) will let d) letting

Frank 15 the DJ if the others 16 along their CDs. 15. a) plays b) play c) played d) will play

16. a) bring

Metodología El trabajo anterior debe realizarse a mano, con letra legible y en hojas de block, procurando prestar atención a la ortografía. Es importante aclarar que cualquier intento de fraude como copia o plagio será sancionado con una nota de 0.0. El estudiante debe dar cuenta de cómo realizó la actividad argumentando de manera oral los métodos que utilizo para desarrollarla.



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Concepto Identifica los tiempos perfectos para expresar ideas del pasado

Reconoce los participios de los verbos irregulares

Identifica el uso de las preposiciones SINCE / FOR

Identifica el uso de los adjetivos terminados en ED / ING

Reconoce las pronombres relativos y los usa adecuadamente.

Actividades Completa el siguiente cuadro con los verbos dados: DEBE UBICARLOS EN ORDEN ALFABETICO

Present past participle Spanish

be play

was / were played

been played

ser / estar Jugar / tocar / desarrollar

hurt pay find write cost have meet drive get bring see go shut feel become eat tell give blow break take speak build buy forget say ride spend think 2. El siguiente texto fue redactado sin espacios, reescriba el texto prestando atención al espacio entre las palabras:

Dancers

Lastnight,DaneandEmilydancedinacompetition.Theydancedasalsadance.Theyhadpracticedfor6monthsbeforetheydancedinthecompetition.Theywereverygood. DaneandEmily’sfriendswereintheaudience.Beforethatnight,TheyhadneverseenDaneandEmilydance.Infact,D



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aneandEmilyhadneverdancedinfrontofanyonebeforethecompetition. Aftereveryonehaddanced,thejudgesannouncedthewinners.DaneandEmilywon! Theywerethebestdancersinthecompetition.Emilysaidshehadneverpracticedsohardbefore!Shewasgladtheyhadpracticed.

3. Completar con SINCE/ FOR

I have been waiting_______ 4 o'clock. Sue has only been waiting_______ 20 minutes. Tim and Tina have been learning English _______six years. Fred and Frida have been learning French _______1998. Joe and Josephine have been going out together _______Valentine's Day. I haven't been on holiday _______last July. They’ve been studying _______ March.

. Complete las frases atendiendo a los verbos entre paréntesis:

I Missed my Train! (simple past, third conditional)

I only ____________ (miss) the train by a few minutes. I ____________ (be) annoyed. If I __________ (walk) a bit faster, I might __________ (make) my train. If I ___________ (leave) a few minutes earlier, I might _____________ (be) on time. Because I _____________ (miss) my train, I ___________ (have) to wait

for the next one. I ____________ (have) to wait for an hour and a half. I _____________ (buy) a cup of coffee and a newspaper. I __________ (find) a chair to sit on. I ____________ (drink) my coffee and _____________ (read) the newspaper while I ______________(wait) for the next train. It ___________(be) very frustrating.

5. Selecciona la palabra adecuada para completar la frase:

The meeting with the boss was so ( bored / boring )

I am reading a very ( interested / interesting ) book at the moment. I had such a ( tired / tiring ) day that I went straight to bed. Most people were ( surprised / surprising ) with the news. The ghost was very ( frightened / frightening ) He is such a ( bored / boring ) guy, he only talks about himself.



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A hike in the mountains

Nigel wanted to spend a day hiking. I was tir________ in advance, and I was worri________ too because I'm not used to going on a hike. It was exhaust________ and to cap it all, our sandwiches were disgust_______. At the end of the day we were very excit______ about eating farm food. All of a sudden I heard footsteps behind me. The noise was really frighten _______.

It was a big sow. I was horrifi________, but too frighten_____ to move back. Nigel chased it away. And it started raining. I was really bor________. “Don't be so depress_______ ”, Nigel said to me. “I see a farm.” Jerry, the farmer's son was terribly bor____ and the farmer so rude. That was shock______ and I was shock________. We talked about plenty of topics and a fascinat_______ film, The lord of the Rings, but Jerry said that he thought the film could be more excit________. We were surpris_______ because the dinner was excellent and … free!. What an embarrass_______ situation ! As the farmer's wife looked tir______ we thanked them with big smiles and left. Stopping at that farm was an interest________ and wonderful experience.

6. Complete las frases teniendo en cuenta las palabras dadas en el cuadro:

what that where when Who

I bought a new car that is very fast.

Do you know the girl _______ started in grade 7 last week? Can I have the pencil ______ I gave you this morning? I want to know _______ she lives. ______ did you say? Yesterday was a day _______ everything went wrong! Who is the man _______ is standing by the gate? That’s the restaurant ________ we met by the first time. Do you know anyone _______ could help me fix my computer? A hammer is a tool ________ is used to knock nails into wood. I found it ________ I was cleaning out the cupboards.

Metodología El estudiante debe dar cuenta del proceso desarrollado para finalizar el taller. Debe identificar las palabras y las reglas gramaticales. No se reciben copias ni talleres realizados en computador, debe entregarse a mano en letra legible y con buena ortografía. Cualquier situación de plagio o fraude será sancionado con una nota de 0



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Concepto Identifica el uso y la forma como se construye la voz pasiva

Diferencia las frases que están construidas en forma activa y en forma pasiva

Identifica los diferentes verbos modales y su uso: SHOULD / MIGHT / COULD / MAY / SHALL / WILL / OUGHT TO

Construye frases relativas de manera coherente y siguiendo la regla.

Actividades

Escriba al frente de cada una de las frases si están en VOZ ACTICA (AV) o VOZ PASIVA (PV)

All the food at the party was eaten PV

The guests ate all the food at the party _____ The mail is delivered every day ____ I fed the cat last night ____ The cat was fed yesterday _____ My father was fixing the car _____ The car has been fixed _____ The mechanic has already fixed the laundry machine ____

2. Complete el texto utilizando las palabras siguientes: (NO OLVIDE TENER EN CUENTA EL TIEMPO VERBAL EN EL QUE ESTA LA FRASE)

enjoy invite return join go

ask kiss need sleep smash

Run and Play

Lisa _______ home. She cannot believe her eyes!

Her kids, Amy and Ben, are in the living room. They run around the big and expensive table and shout. This game is ________ by them very much.

Lisa stands and looks at them. This is what she sees and hears: Ben is ________ to

wait for Amy, but he does not wait. He continues to run. So Amy's request is

changed. Now Ben is asked to help Amy. Ben stops and Amy is helped. (Lisa is

impressed!)

Now Lisa is ________ to join them. "Yes, mummy! Come and join us!" Amy and Ben

shout. So Amy and Ben are _______ by Lisa. They run and play. This game is

enjoyed very much by all of them. Amy ________ Ben. Ben kisses Amy. Then Lisa is



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kissed, too.

Now Lisa wants to rest, so she ________ into her bedroom. But there are many

things on her bed. They are moved by the kids. A blanket is __________ and Lisa

receives it. She now ________ in her bed. Amy and Ben are at home, so they are

protected by their loving mother. But, wait! What is that terrible mess? Oh no, the big and expensive table is _________! Well, the table was not so protected . . .

THE END

3. Transformar las frases de la izquierda (VOZ ACTIVA) a voz pasiva

A c t i v e v o i c e P a s s i v e v o i c e

The mechanic fixes the car The car is fixed by the mechanic

My father was fixing the car

My brother has painted his room

My mother cooked a delicious apple pie

My sister did the chores

A man checked the tires before the trip

The cleaners cleans the office everyday

You must wear the seatbelt all the times

We finished the project last night

Someone had stolen my bike.

Someone will paint the house in December

4. Completa el cuadro escribiendo ejemplos con cada uno de los verbos modales propuestos:

Modal verb Example Use

can ability

Ask permission

could request

Ability in the past

Future possibility

should duty

probability

must prohibition

obligation

Ought to necessity

will offer

promise

Instant decision

Have to To force someone

shall suggestion

need recommendation

may ask permission

Future possibility



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5. Complete las frases teniendo en cuenta las palabras dadas en el cuadro:

what that where when Who

I bought a new car that is very fast.

Do you know the girl _______ started in grade 7 last week? Can I have the pencil ______ I gave you this morning? I want to know _______ she lives. ______ did you say? Yesterday was a day _______ everything went wrong! Who is the man _______ is standing by the gate? That’s the restaurant ________ we met by the first time. Do you know anyone _______ could help me fix my computer? A hammer is a tool ________ is used to knock nails into wood. I found it ________ I was cleaning out the cupboards.




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Concepto El trabajo anterior debe realizarse a mano, con letra legible y en hojas de block, procurando prestar atención a la ortografía. Es importante aclarar que cualquier intento de fraude como copia o plagio será sancionado con una nota de 0.0. El estudiante debe dar cuenta de cómo realizó la actividad argumentando de manera oral los métodos que utilizo para desarrollarla.

Actividades 1. Transcribir fonéticamente el siguiente texto:

Greedy boy

sæm ænd tɑm wɜr aɪˈdɛntɪkəl twɪnz. ðeɪ wɜr soʊ aɪˈdɛntɪkəl ðæt ˈivɪn ðɛr ˈmʌðər faʊnd ɪt ____________________________________________________________________________ ˈdɪfəkəlt tu dɪˈstɪŋgwɪʃ wʌn frʌm ði ˈʌðər, æt list ˈdʊrɪŋ ðɛr ɪˈnɪʃəl deɪz ɑn ɜrθ. ____________________________________________________________________________ ˌhaʊˈɛvər, ðeɪ wɜr ˈvɛri ˈdɪfərənt frʌm iʧ ˈʌðər wɛn ɪt keɪm tu ˈɛvriˌθɪŋ ˈʌðər ðæn ðɛr əˈpɪrəns. ____________________________________________________________________________ sæm hæd noʊ frɛndz, waɪl tɑm wʌz ə greɪt ˈfrɛndʃɪp ˈmeɪkər ____________________________________________________________________________ sæm lʌvd swits, bʌt tɑm lʌvd ˈspaɪsi fud ænd dɪˈtɛstɪd swits. sæm wʌz ˈmɑmiz pɛt

____________________________________________________________________________ ænd tɑm wʌz ˈdædiz pɛt. waɪl sæm wʌzˈʤɛnərəs ænd ˈsɛlfləs, tɑm wʌz ˈgridi ænd ˈsɛlfɪʃ! ____________________________________________________________________________ æz sæm ænd tɑm gru ʌp, ðɛr ˈfɑðər ˈwɑntəd tu ʃɛr hɪz ˈfɔrʧən ˈikwəli əˈmʌŋst ðɛm. ˌ _________________________________________________________________

http://lingorado.com/ipa/








DANE: 105001012165 NIT: 811.021.005





haʊˈɛvər, tɑm dɪd nɑt əˈgri ænd hi ˈɑrgjudðæt huˈɛvər pruvd tu bi mɔr ɪnˈtɛləʤənt _________________________________________________________________ ænd strɔŋ wʊd hæv tu gɛt ə ˈbɪgər ʃɛr ʌv ðə wɛlθ. ____________________________________________________________________________ sæm əˈgrid. ðɛr ˈfɑðər ˌdɪˈsaɪdɪd tu ˈɔrgəˌnaɪz ə ˌkɑmpəˈtɪʃən bɪˈtwin ðə tu. hi æskt ðə ___________________________________________________________________________ tu sʌnz tu wɔk æz lɔŋ æz ðeɪ kʊd, ænd rɪˈtɜrn hoʊm bɪˈfɔr ˈsʌnˌsɛt. ___________________________________________________________________________ ðə wɛlθ wʊd bi dɪˈvaɪdəd ɪn prəˈpɔrʃən tu ðə ˈdɪstəns ˈkʌvərd. æz ə rul ʌv ðə ˌkɑmpəˈtɪʃən, ____________________________________________________________________________ ðeɪ wɜr nɑt pərˈmɪtəd tu ˈkæri ə wɑʧ tu kip træk ʌv ðə taɪm. ____________________________________________________________________________ 2. Escribir la transcripción fonética de las siguientes palabras: make /meɪk/ mac / / cake / / take / / tack / / lake / / lack / / shake / / fake / / fact / / rake / / rack / / food / / foot / / pool / / pull / / fool / / full / / book / / back / / hot / / hut / / calm / / cam / / 3. Pronunciar los siguientes trabalenguas y enviarlos como archivo de audio al docente:

a big black bag bit a big black dog on its big black nose

I scream, you scream, we all scream for icecream!




DANE: 105001012165 NIT: 811.021.005





She sells sea shells by the sea shore.




DANE: 105001012165 NIT: 811.021.005








Concepto Identifica el concepto de fonema y da cuenta de su correcta combinación con otros fonemas

Transcribe textos de forma correcta atendiendo a las reglas del lenguaje Actividades

1. Transcribir fonéticamente el siguiente texto:

Cocoon and the butterfly

ˈmɛni ʌv ʌs noʊ ðæt ə ˈbjutəfəl ænd colourful ˈbʌtərˌflaɪ kʌmz frʌm ən ˌʌnəˈpilɪŋ wɜrm! hir ɪz ðə ˈstɔri ʌv ə ˈbʌtərˌflaɪ ðæt wʌz ˈnɛvər ˈeɪbəl tu lɪv ɪts laɪf æz ə ˈnɔrməl ˈbʌtərˌflaɪ. wʌn deɪ, ə mən sɔ ə kəˈkun. hi lʌvd ˈbʌtərˌflaɪz ænd hæd ə kreɪz fɔr ɪts ˈwʌndərfəl ˌ kɑmbəˈneɪʃən ʌv colours. ɪn fækt, hi juzd tu spɛnd ə lɑt ʌv taɪm əˈraʊnd ˈbʌtərˌflaɪz. hi nu haʊ ə ˈbʌtərˌflaɪ wʊd ˈstrʌgəl tu trænˈsfɔrm frʌm ən ˈʌgli ˈkætəˌpɪlər ˈɪntu ə ˈbjutəfəl wʌn.

hi sɔ ðə kəˈkun wɪð ə ˈtaɪni ˈoʊpənɪŋ. ɪt mɛnt ðæt ðə ˈbʌtərˌflaɪ wʌz ˈtraɪɪŋ tu meɪk ɪts weɪ aʊt tu ɛnˈʤɔɪ ðə wɜrld. hi ˌdɪˈsaɪdɪd tu wɑʧ haʊ ðə ˈbʌtərˌflaɪ wʊd kʌm aʊt ʌv ðə kəˈkun. hi wʌz ˈwɑʧɪŋ ðə ˈbʌtərˌflaɪ ˈstrʌgəlɪŋ tu breɪk ðə ʃɛl fɔr ˈsɛvrəl ˈaʊərz. hi spɛnt ˈɔlˌmoʊst mɔr ðæn 10 ˈaʊərz wɪð ðə kəˈkun ænd ðə ˈbʌtərˌflaɪ. ðə ˈbʌtərˌflaɪ hæd







DANE: 105001012165 NIT: 811.021.005





bɪn ˈstrʌgəlɪŋ ˈvɛri hɑrd fɔr ˈaʊərz tu kʌm aʊt θru ðə ˈtaɪni ˈoʊpənɪŋ. ənˈfɔrʧənətli, ˈivɪn ˈæftər kənˈtɪnjuəs əˈtɛmpts fɔr ˈsɛvrəl ˈaʊərz, ðɛr wʌz noʊ ˈprɑˌgrɛs. ɪt simd ðæt ðə ˈbʌtərˌflaɪ hæd traɪd ɪts bɛst ænd kʊd nɑt gɪv ˈɛni mɔr traɪ. 2. Dividir silábicamente las siguientes palabras: Timer computer progress O o Time computing progressing O Advice change magnify Advicing changed magnet Short changing fantastic Shorter




DANE: 105001012165 NIT: 811.021.005








Concepto Reconoce sonidos propios del inglés y los diferencia de los de su lengua materna

Transcribe textos escritos en símbolos fonéticos

Entiende el concepto de fonema y la pronuncia de manera adecuada

Actividades siguiente texto y enviarlo en forma de grabación al docente

| əʊ ðeəz nəʊ niːd fə ˈvæmpaɪəz təˈnaɪt | nəʊ niːd fə ˈvæmpaɪəz təˈnaɪt | ðeəz nəʊ niːd fə blʌd ənd ðeəz nəʊ niːd fə ɡɔː | ənd nəʊ niːd fə ˈkaʊbɔɪz ənd ˈɡæŋstəz ənd wɔː | əʊ let miː sliːp ˈbetə təˈnaɪt | |əʊ ðeəz nəʊ niːd fə ˈkɪlɪŋ təˈnaɪt | nəʊ niːd fə ˈkɪlɪŋ təˈnaɪt | ðeəz nəʊ niːd fə ˈpɪlɪdʒ | ðeəz nəʊ niːd fə reɪp | ðeəz nəʊ niːd fə ˈɡriːf əz ə miːnz əv ɪˈskeɪp | əʊ let miː sliːp ˈbetə təˈnaɪt | əʊ ðeəz nəʊ niːd fə ˌbæd ˈnju:z təˈnaɪt | nəʊ niːd fə ˌbæd ˈnju:z təˈnaɪt | ðeəz nəʊ niːd fə <death-tolls> | ðeəz nəʊ niːd fə ɡluːm | wɪð dʒəst ju ənd miː ɪn ðɪs ˈbjuːtəfl ruːm | əʊ let əz bi ðə ɡʊd njuːz təˈnaɪt |




DANE: 105001012165 NIT: 811.021.005








Concepto Identifica el concepto de división silábica.

Reconoce la diferencia entre una frase afirmativa y una frase interrogativa estableciendo los parámetros de entonación adecuados.

Actividades 1. Dividir silábicamente las siguientes frases y establecer las silábas donde se ejerce la fuerza (sílaba tónica) I have something to tell you o o O o o O o Where are my glasses? Do you know where my glasses are? I know where your glasses are! your new glasses are on the desk. Can you tell me where you put the dictionary? Do you have my dictionary? That’s my dictionary! I am going to tell you a secret. Who is that woman next to your brother? Where is your brother? 2. Escribir al frente de cada frase, la correcta transcripción textual: wɛr ɑr maɪ bʊks? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ du ju laɪk ˈʧɔklət? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ wɛr ɪz ðə ˈhɑˌspɪtəl? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ aɪ hæv sʌm bʊks ɪn maɪ bæg _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _



DANE: 105001012165 NIT: 811.021.005





ʃi ɪz ən ɪnˈtɛləʤənt gɜrl _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ˈsuzən ˈdʌzənt noʊ ði ˈænsər _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ jʊər frɛnd ɪz ˈkʌmɪŋ tu ðə ˈpɑrti _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ˈʤɪmi hæz ə bɪg blæk dɔg _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _




DANE: 105001012165 NIT: 811.021.005










Actividades . Dividir silábicamente las siguientes frases y establecer las silábas donde se ejerce la fuerza (sílaba tónica) I have something to tell you o o O o o O o Where are my glasses? Do you know where my glasses are? I know where your glasses are! your new glasses are on the desk. Can you tell me where you put the dictionary? Do you have my dictionary? That’s my dictionary! I am going to tell you a secret. Who is that woman next to your brother? Where is your brother? 2. Escribir al frente de cada frase, la transcripción fonética: Where are my English books? wɛr ɑr maɪ ˈɪŋglɪʃ bʊks?

Do you like your new shirt? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _




DANE: 105001012165 NIT: 811.021.005





Does she live in Manchester? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Did you like sancocho? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ I want some arepas for breakfast _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Katherine is playing the piano _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Have you seen Ana and Miguel? _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Metodología El trabajo anterior debe realizarse a mano, con letra legible y en hojas de block, procurando prestar atención a la ortografía. Es importante aclarar que cualquier intento de fraude como copia o plagio será sancionado con una nota de 0.0. El estudiante debe dar cuenta de cómo realizó la actividad argumentando de manera oral los métodos que utilizo para desarrollarla



DANE: 105001012165 NIT: 811.021.005










Actividades 1. Dividir silábicamente las siguientes frases:

Where is the bus station? O o o o O o

She needs to solve the problema

Please tell me what your name is.

I wonder whether the teacher knows the answer

Why is he coming so late?

The plumber told me how to fix the leak.

He has the book you were looking for. Let me know if the financial report is ready.

2. Transcribir el siguiente texto al inglés:

ə mən ˈhaɪərd ən æs frʌm əˈnʌðər mən. hi peɪd hɪm tu ˈʃɪlɪŋz tu

lɛnd hɪm ði æs fɔr ðə deɪ.

ɪt wʌz ə ˈvɛri hɑt deɪ, ænd boʊθ mɛn ˈwɑntəd tu stænd ɪn ði ˈæsɪz

ˈʃæˌdoʊ, soʊ ðæt ðeɪ maɪt bi kul. bʌt ðɛr wʌz ˈoʊnli rum fɔr wʌn ʌv ðɛm.



DANE: 105001012165 NIT: 811.021.005





"goʊ əˈweɪ," sɛd ðə mən hu hæd ˈhaɪərd ði æs. "goʊ əˈweɪ! ɪt ɪz maɪ

ˈʃæˌdoʊ təˈdeɪ. aɪ hæv ˈhaɪərd ði æs."

" ju ˈhaɪərd ði æs," sɛd ði ˈoʊnər," bʌt ju dɪd nɑt ˈhaɪər hɪz ˈʃæˌdoʊ.

ɪt ɪz maɪ ˈʃæˌdoʊ."

ðeɪ wɛnt ɑn, ðə ˈhaɪərər ˈseɪɪŋ wʌn θɪŋ ænd ði ˈoʊnər ˈseɪɪŋ ði ˈʌðər.

ðɛn ðeɪ bɪˈgæn tu faɪt, ænd waɪl ðeɪ wɜr ˈfaɪtɪŋ wʌn ʌv ðɛm ˈhæpənd

tu hɪt ði æs. ðɛn ði æs ræn əˈweɪ. ænd ɪt tʊk ɪts ˈʃæˌdoʊ wɪð ɪt !

" ju ˈhaɪərd ði æs," sɛd ði ˈoʊnər," bʌt ju dɪd nɑt ˈhaɪər hɪz ˈʃæˌdoʊ.

ɪt ɪz maɪ ˈʃæˌdoʊ."


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