Traduce textos comprensivamente respetando la...

Traduce textos comprensivamente respetando la estructura gramatical de la lengua inglesa y castellana. .

Noveno

Ingles

2 months

and a half

July- September

2017

Cúcuta

Concienciación

Lógico

TITLE Ebenews Academic Journal.

OBJECTIVESDesarrollar la capacidad de concienciación al crear un proyecto enfocado a la creación de un periódico escolar en donde a través de diferentes secciones pueda mostrar lashabilidades de los estudiantes frente a una segunda lengua.

PROJECT RESULTSCrear en el periodo un componente gramatical con el ánimo de afianzar y evaluar las habilidades que el estudiante tiene con respecto a la segunda lengua a través deactividades que afiancen y mejoren su desempeño utilizando como recurso el periódico escolar.

COMPETENCES TO DEVELOPACTIVITIES AND HOMEWORK

EVENTSINTELLECTUAL PSYCHOMOTOR VOLITIVE AFFECTIVE SPIRITUAL

IN LISTENNINGComprendo información básicasobre temas relacionados con misactividades cotidianas y con mientorno.

Use the information to do exercisesabout web pages to show theirproduction in these skills.

In this term studtentswill do practices in theway to improve theirenglish in the four skillsand then with theirknowledge they have,they will propose doinga Task based, apowerpoint or thesoftware they want agame to the classparticipatingVocabulary orstructures they havelearnt.

In this case preparethe home work andthe research doingwhat the indicatorssay.

At the time to youparticipate in a gameis better to buid ainteract game whicihstudents feelinvolucrated in theSubject and do itbetween the lastweeks of the termhanding out results atthe end of the week.

Work on the valuesthat contribute to goodrelations within thecommunity define theirschool family keyconcepts set in a worddocument in each ofthe words you see inthe picture.internet an imagesearch in the picture.Make conclusionsabout values bring anidea to apply in theclassroom at yourclass.Oral support.

Contribuyo al buendesarrollo de laclase a través de miexcelente desempeñoy conducta.Mis aportes sonpositivos ysignificativos.Aclaro dudas simplesa mis compañerosexplicando de manerabreve ysencilla la temáticavista en clase.Demuestro seguridady claridadpresentando elproyecto de maneraoral y escrita.Demuestro unaexcelente postura yrespeto durante eldesarrollo delproyecto y demásactividades. Tengouna excelente relacióncon Dios, con migomismo, con miscompañeros y con elmedio ambiente.

Practice thethematic seen inclass during thedevelopment ofproject.

Be responsibleorganizing thestands amongyour partners.

Divide the tasks inorder to fulfil theproject.

Try to learn yourselectedinformation byheart.

Practice thepronunciationconcerning toregular andirregular verbsin pastparticiple.

IN READINGPuedo extraer informacióngeneral y específica de un textocorto y escrito en un lenguajesencillo.

IN WRITINGEscribo un texto corto relativo amí, a mi familia, mis amigos, mientorno o sobre hechos que meson familiares.

Utilizo vocabulario adecuado paradarle coherencia a mis escritos.

It usually permits the development ofGrammar as important aspect in thestudent learning. It means, thePRESENT PERFECT, PAST PERFECT,PRESENT PERFECT CONTINUOS ANDFUTURE PERFECT, WH QUESTIONS,PASTE TENSE WITH REGULAR VERBS,THE ING FORM, PHRASAL VERBS WITHGET, CONDITIONAL I AND CONDITIONAL2 At the same time Vocabulary about thecreation of a newspaper.

IN MONOLOGUESNarro o describo de formasencilla hechos y actividades queme son familiares.

Do surveys about an interesting topicyou can analize from the school.IN CONVERSATION

Respondo con frases cortas apreguntas sencillas sobre temasque me son familiares.

ACTIVIDADES Y

TAREAS

MESES (2)

SEMANAS (8)

1 2 3 4 5 6 7 8

Intellectual activity 1




Volitive activity 1

Volitive activity 2

Grammar explanation

Psychomotor activity 1

Psychomotor activity 2

Spiritual activity 1

Affective activity 1

Retroalimentación y

Publicación

I can initiate a topic of conversation and be attentive from others. My speech is clear and coherent.

Desarrollar la capacidad de concienciación al crear un proyecto enfocado a la creación de unperiódico escolar en donde a través de diferentes secciones pueda mostrar las habilidades delos estudiantes frente a una segunda lengua.

Ø IN READING: I can identify key words within the text allowing me to understand the general meaning. I use different strategies for reading comprehension related to purpose and type of text.Ø IN WRITING: I express values from other cultures. I structure my texts taking into account key elements like punctuation, grammar, syntax and coherence.Ø IN MONOLOGUES: I make oral presentations about interesting topics that are familiar to me.Ø IN CONVERSATION: I participate spontaneously in conversations about topics that are related to my interests using simple and clear language.

.

.

Posee la capacidad de síntesismediante la aplicación de la Grama tica básica propuesta eneste periodo como repaso delo visto.

Es hábil aplicando la

gramática vista en

esta guia.

Tiene la capacidad de

identifcar cuáles son

las partes de la

oración, sujeto

predicado verbos

adjetivos adverbios y

conjunctiones.

Se desempeña con

autodeterminación en el

correcto uso de la

temática, la elaboración

del proyecto y vocabulario

útil para su vida diaria.

Tiene la responsabilidad

y el compromiso de

realizar las actividades

propuestas para el

periodo y aplica los

conocimientos de

manera correcta en el

proyecto del periodo.

Profundiza la relación

consigo mismo, con los

demás y con su entorno,

compartiendo

y aportando

conocimientos positivos y

significativos.

Contribuye al buen

desarrollo de la clase con

un excelente

desempeño y excelente

conducta.

ó

.

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 classMake 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.

Look and write for the grammar about progresive tense and types ofAdverbs use your notebook to do a clear description with examplesand some exercises to enhance what you learnt.

Write a list about the human values and write them in a powerpoint

using pictures participate it in a short exposition to the teacher.

Write ten verbs which you believe to near and become in a god person,describe them in english with a picture in a powerpoint.

ó

Draw in your notebook 3 designs about what will you do in a part of anewspaper the exercises in english.

Write 40 verbs, choose 10 of them and do affirmative Sentenceschanging them to negative and interrogative in present progressive.

DID

YO

U

KN

OW

TH

AT

? WHEN?

The newspaper as a means of mass communication appearedafter the invention of Gutenberg's printing press. The first mass-printed copy was German and was born in 1457 under the nameof Nurenberg Zeitung.

WHO ? Intellectuals began to publish writings in the form of weeklynewspapers, magazines, etc. It was from the middle of thenineteenth century, during the Industrial Revolution, when agreat development of the newspaper was experienced.

DID YOU KNOW THAT …

Before the appearance of the printing press, there existed certain publications that can be considered like predecessors

of the modern newspaper.

Progressive sentences

ADVERBSIrregular

verbs

Questions

Articles

Adjectives

Regularverbs

Nouns

Intellectual Training

Adverbs

Adverbs: usesAdverbs are one of the four major word classes, along with nouns, verbs and adjectives. We use adverbs to add more information about a verb, an adjective, another adverb, a clause or a whole sentence and, less commonly, about a noun phrase.

Can you move it carefully? It’s fragile.Quickly! We’re late.She swims really well.Don’t go so fast.You have to turn it clockwise.Come over here.Actually, I don’t know her.I haven’t seen them recently.The bathroom’s upstairs on the left.

Adverbs meanings and functions

Adverbs have many different meanings and functions. They are especially important for indicating the time, manner, place, degree and frequency of something.

Adverbs types

Time, place and manner adverbs (early, there, slowly)

INTELLECTUAL ACTIVITY N°1

Solve this document

INTELLECTUAL ACTIVITY N° 2

Choose 30 of them and doA sentence

Present Continuous

You can’t use these verbs in present continuous


Exercise

Do the sentences in your notebook and when you finish change them in negative and interrogative .

Link:

http://www.ecenglish.com/learnenglish/lessons/present-continuous-review

Here's a quick review of the present continuous, with a quiz to see how well you remember the rules. We use the present continuous:

1. To talk about actions happening in that exact moment.2. To talk about fixed plans in the near future.3. To talk about temporary actions.4. To talk about longer actions happening around the moment of speaking.5. To talk about trends.6. To talk about repeated actions that annoy us.

Do 3 examples with each use.


To identify the subject of the sentence, it first searches the verb. Then ask, "Who or what (verb)?"

THE SUBJECT

The subject is the person or thing about which something is being affirmed.

"Joe is a good boy.

How can you identify the subject?

SINGLE SUBJECT

COMPOUND SUBJECT

The subject can be a single : Or it can be a word KEY and some additional

words about him: This keyword is called the simple subject.

A subject is a subject compound containing two or more simple subjectsconnected by conjunctions such as and, but, or.

Bob and Daniel know what to do

PREDICATE• The predicate is the part of a sentence that tells something about the subject. The

predicate always includes a verb. ("Predicate" is also a verb that means, "to statesomething.").

“Joe is a good boy."

The subject isJoe.

Now, what aboutJoe?

He is a good boy.

How can youidentify thepredicate?

To Identify the predicate of thesentence, look for the statement aboutthe subject.

VOLITIVE ACTIVITY # 1 y 2.

• During the period at homeyou will work an interactiveclass where should presentevidence when prompted.

• Some of the workspresented in the notebook.

• Other sending captures oftheir work.

http://www.mansioningles.com/Gram02.htm



Go to the following links study the grammar and develop the activities.







ENGLISH PROYECT

Ebenews is a newspaper where you can watch news about the school events and subjects news

too.In this term you have to créate a section of the

newspaper in order to solve in english by the Other students, you have to use the gramar you

learn to elaborate crosswords, wordsearchs, matching games for the english learning.

PSYCHOMOTOR #1

• Choose a topic whatever you want and in a powerpoint show to the teacher theexplanation, examples, exercises, pictures and drafts with the vocabulary and spelling.

PSYCHOMOTOR # 2

• Design a game in which you can add the topic you study and prepare do with design tools,try to design two games to decide which you can include into the newspaper.

For this achievement rate shall be taken intoaccount during the period:1. Excellent behavior inside and outside theclassroom.2. Agenda with all the devotional period.3. Each must have its corresponding drawing orimage and describe 10 pictures using the tensesabout the peace treatment in Colombia.4. Respect for himself and his companions.5. Punctuality,6. Collaboration in activities within the school.

He was a young lion in the jungle thinking it was his time to become king, when he found a wounded lion. Youcould still see he was a strong, powerful lion.- What happened to you, friend lion - he asked while trying to help him.The wounded lion told him her story.

When it's time to become the king of the jungle came, I decided to show everyone my strength and power, to fearme and respected. So I panicked and threatened to few small animals I met. My fierceness fame was such thateven the largest animals feared and obeyed me as king. But then other lions wanted my kingdom, and so went tohit occasionally poor animals have to face often with large lions. I won many battles, but yesterday came a biggerand stronger than me and I defeated lion, leaving the brink of death and staying with my kingdom. And here I am,waiting for me death comes without a single animal who cares enough to keep me company.

The young lion was to accompany him and heal their wounds before continuing their journey. When he finally leftthere, he quickly found a giant lion locked in a cage large steel bars. It must have been very strong, but was nowvery thin.

What happened to you, friend lion? Why are you locked up?The caged lion told him her story.When it's time to become the king of the jungle came, I used my strength to overcome the former king, and then I started to s howeveryone my power to earn their respect. I hit and humiliated all who brought me the opposite, and soon made all my will. I thought he respected me, or even admired me, but I obey only out of fear. I hated him so much that one night he agreed to bet rayhis sleep, and I got caught in this cage in which I will die of hunger, for there is no door keys; no one cares enough to bri ng me food.

The young lion, after leaving the cage with enough food for some time, decided to go his way, wondering what he could do to become king, having seen all his strength and ferocity had not done them any good to the other two lions. He was looking for a smarter way to use his strength when he found a huge tiger sporting humiliating a little mouse. It was clear that Tiger was t he new king, but decided to come to the defense of the little mouse.

- Leave him alone. You do not have to treat it like to prove you're the king.

- Do you want to challenge me, lion? - He said mocking and furious tigre.- Want to become the new king?

The lion, which had already seen these things had just replied:

- I do not want to fight you. I do not care that you're the king. All I want is to leave quiet this poor animal.

The tiger, which had no desire to get into a fight with a lion, was relieved thinking that the lion recognize him as king, and leftleaving alone the little mouse.

The Mouse was very grateful, and the lion liked the feeling so much that decided this might be a good way to use force. Sincethen I not tolerate any beast before him abused and humiliated other weaker animals. Lion protector fame spread quickly,filling grateful that jungle animals looking feel safe.

Be the king of a famous jungle full of animals was a pride for the tiger, but soon felt the fame of the young lion threatened hisplace. He decided to confront him and humiliate him in front of everyone to show their power.

Hello lion - he said showing his huge claws I thought today going to be my fun and all, so I'll do everything I tell you, startingwith the legs and kiss me clean my claws.

The lion felt the fear felt by all those who are threatened by someone stronger. But he did not flinch, and answered boldly:

- I do not want to fight you. You are the king and me can remain so. But I will not allow anyone to abuse it. Nor me.

Instantly the lion felt the pain of the first blow of the tiger, and began a fierce fight. But the fight lasted only a moment, becausemany of the animals, who loved and admired the brave lion, the tiger jumped, who felt while in the flesh tens of biting, clawing,kicking and pecking, and only had time to flee from there wounded and embarrassed, as he listened to the distance the joy of allthe acclaim the lion king.

And that was how the young lion found the best way to use all his strength and ferocity, discovering that without havingcombined with justice, intelligence and courage, would never have become the famous king, loved and respected by all, whichbecame . Discussion Forum

For this you must perform:Read the text and understand it.Remove translate unknown wordsanswer the following questions:The text is .......He is teaching ........You Choose with that character feels identifiedWhat values do you find in the textyou are a lion, tiger or mouse, why?Inside the classroom who is the lion, whom the tiger and those mice?Do you think that can change behavior in the classroom?That you can change yourself.A undertakes that?Personal reflection. Share it with peers.

SPIRITUAL ACTIVITY #1

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.

Volitivo

Sustento mi actividad volitiva al elaborar todas las

actividades propuestas en su momento y a su hora haciendo

aportes a mipropio 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

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









































































































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