ϭ 

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EXPRESSIVE PURPOSE That I use the vocabulary and expressions related with nationalities, in an oral and written way. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos pidiendo y dando información personal.

 READ THE FOLLOWING FACEBOOK PROFILES HI, MY NAME IS BOB SPONGE, I AM FROM UNITED STATES, I AM AMERICAN. I AM AN AMERICAN ANIMATED T.V SERIE, I LIVE IN THE UNDERWATER CITY OF “BIKINY BOTTOM” MY TELEPHONE NUMBER IS 009 155 13 4678. HI, MY NAME IS JOSEPH RATZINGER, I AM FROM GERMANY, I AM GERMAN. I LIVE IN ROME AND I AM ITALIAN TOO. MY TELEPHONE NUMBER IS 0058 316 557 308

HI GUYS, MY NAME IS “EL CHAVO” I WAS BORN IN MEXICO, I AM MEXICAN I WORK AT THE MEXICAN T.V.

GOOD MORNING, MY NAME IS SHI LIUNG SHUA, I WAS BORN IN JAPAN, I AM JAPANESE MY COUSIN IS FROM CHINA, SHE IS CHINESE MY CELL PHONE NUMBER IS 00759 765 123 430 FILL THE INFORMATION ACCORDING TO THE FACEBOOK PROFILES: NAME

BORN IN

NATIONALITY

TELEPHONE NUMBER

Bob Sponge German He doesn’t have Japan/China

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COMPLETE THE INFORMATION BELOW. LOOK AT THE EXAMPLE

+,7+(5(,$0 )5207+(86$,$0 $0(5,&$1

ARGENTINA

AUSTRIA

GREAT BRITAIN

CANADA

CHINA

DENMARK

FRANCE

BRAZIL

JAPAN

MEXICO

PORTUGAL

RUSSIA

CHOOSE 5 CLASSMATES AND ASK THEM: NAME AGE WAS BORN IN

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 



TELEPHONE NUMBER





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NATIONALITY

 

ϳ 

COMPLETE THE INFORMATION WITH NUMBERS AND NATINALITIES. LOOK AT THE EXAMPLE͘

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WORKSHOP Nº2 Topic: MY FAVORITE COUNTRY Time: Week: _____ From______________ to ____________ 201___ Hours: ________

WARM UP COMPLETE THE CONVERSATION 

EXPRESSIVEPURPOSE That I use the vocabulary and expressions related with nationalities, in an oral and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una secuencia de ilustraciones.

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Be careful… •All country names are unique. They are not similar to language or nationality names. •Language and nationality names are often, but not always similar. For example: French - the language, and French the nationality are the same in the case of France. However, English - the language, and American - the nationality are not the same in the case of The United States.

FAMOUS AMERICANS BORN IN OTHER PLACES

John Leguízamo: Born in Colombia in 1964 TV, theater, and film actor Playwright Carolina Herrera Born in Venezuela in 1939 Fashion designer Founder of an international known fashion-design house Midori Born in Japan in 1971 Concert violinist Founder of the organization to promote music education Jerry Yang Born in Taiwan in 1968 Co-founder of Yahoo! Inc., the first directory to the Internet’s World Wide Web

According to the profile of the famous, answer: 1. Where IS John Leguízamo FROM? 2. What DOES he DO? 3. Where DOES he LIVE?

1. Where is Carolina Herrera FROM? 2. What DOES she DO? 3. Where DOES she LIVE?

1. Where is Madori FROM? 2. What DOES she PLAY? 3.

1. Where is Jerry Yang FROM? 2. What DOES he DO?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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COMPLETE THE DIALOGUE WITH THE WORDBANK. TRY TO IMPROVISE WITH NEW WORDS. &ZKD 

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ANSWER THE FOLLOWING QUESTIONS OF YOUR OWN: -

What time do you get up? What time do you go to school? What time do you do homework? What do you do in the evening?

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- What time do you take a shower? - What time do you have lunch? -When do you play with your friends? - What time do you go to bed? 





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WORKSHOP Nº8 Topic: WH - QUESTIONS Time: Week: _____ From______________ to ____________ 201___ Hours: ________



:$5083 

ANSWER THE QUESTIONS ACCORDING TO THE IMAGE.

1. Who works at a shoe store? _________________________________________________________________ _________________________________________________________________ ________________________________________________________________

2. Why should you be careful when crossing the street? _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 3. What is/are your parent’s name? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϯϯ 

EXPRESSIVE PURPOSE That I ask and answer about different activities using WH – QUESTIONS in an oral and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene a su alrededor.

LOOK AT THE WH – QUESTIONS EXAMPLES, YOU CAN USE IT TO ASK FOR INFORMATION

EXAMPLE:

-

WHERE ARE YOU, MIKE?

I AM AT THE DOWNTOWN

WHAT’S YOUR NAME?

MY NAME IS MATT

WHERE ARE YOU FROM?

I AM FROM FRANCE

WHO ARE YOU?

I AM THE MILKMAN

WHY ARE YOU HERE?

I’M HERE BECAUSE I’M STUDYING

HOW DO YOU FEEL?

I FEEL SUPER

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ϯϰ 

Hi, Matt, What are you going to do? Where are you going?

-

Hi, Sandra, I am going to play football; I am going to play at the park.

Write questions and answer them using the following verbs (COOK, SLEEP, EAT, TAKE A SHOWER).

WHAT ARE YOU GOING TO DO? ________________________________________ WHAT ARE YOU GOING TO COOK? ______________________________________ WHERE ARE YOU GOING? _____________________________________________ WHERE ARE YOU GOING TO TAKE A SHOWER? ___________________________ WHO ARE THEY? _____________________________________________________ HOW ARE THEY FEELING? _____________________________________________________ WHERE ARE THEY? _____________________________________________________

WHY ARE YOU STUDYING? _____________________________________________________ WHY ARE YOU STUDYIND IN THIS SCHOOL?

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COMPLETE THE CARTOON WITH WH – QUESTIONS

IN PAIRS, ASK YOUR CLASSMATE QUESTIONS WITH THE CORRESPONDING WH INTRODUCING MY PARTNER

1. What is your name? 2. When is your birthday? 3. How old are you? 4. Which are your hobbies? 5. What you are good at (sports, play instruments, dance etc)? 6. How is your personality (funny, friendly etc)? 7. Who is your best friend? 8. What subject do you like? 9. What subject you don´t like? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

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WORKSHOP 9 Topic: OCCUPATIONS Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

tŚĂƚũŽďŝƐƚŚŝƐ͍  ƵŶƐĐƌĂŵďůĞƚŚĞũŽďǁŽƌĚƐďĞůŽǁ 1. ŝůŽĂŵĞĐƉŶ   2. ĂƐƉŶŽƚŵ   ϭ͘ ĞƌĂĐƚĞŚ   ϯ͘ ŽŬĐŽ  ϰ͘ ƌƚŽĚĐŽ   5. ŶƌĞƵƐ  

6. ĞŶƚƐƚĚŝ 7. ƚĚdžƌŝŝĞĂƌǀ 8. ƚĞŝĂǁƌ   9. ĞŝƌƚƌŚĨŐŝĞĨ

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ϯϳ 

EXPRESSIVE PURPOSE That I make descriptions using the vocabulary related with OCCUPATIONS in an oral and written way in order to improve my skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una secuencia de ilustraciones.

• • •

Look at the following images about occupations. Try to understand the occupation they are talking about. Use the information that you have for practicing questions, and then guess who they are.

My name is Daniel, I am happy, My birthday is on April 4th I work in a hospital. I work with kids. I help sick people. I help the doctor too. What do I do? I’m a

His name is John His birthday is on June 5th He works in different houses. He fixes pipes, toilets and sinks. He uses many tools. What does He do? He is a ___________

Her name is Elvia, She is happy, her birthday is on December 9th. She works at home. She takes care of the family. She cooks delicious meals. She loves her kids. What does She do? She is a ___________.

Her name is Johanna, She is really happy; her birthday is on February 22nd. She works in the streets. She stops the traffic. She takes care of the people in the city. What does She do? She is a________________.

Her name is Valerie, She is ok, her birthday is on April 24th She works in a restaurant. She serves meals. She brings your drinks to the table. She is friendly. What does She do? She is _______________. (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 

• • • • • •

How is she / he? When´s her/his birthday? How old is she/he? Where does she/he live? Where does she/he work? What doesshe/he do? Remember to apply these Information Questions







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ϯϴ 

1. COMPLETE THE INFORMATION ABOUT WHAT PEOPLE DO. IMPROVISE IN CASE YOU DON’T KNOW THE PERSON. 2. READ THE INFORMATION COMPLETED THEN CREATE YOUR OWN DIALOGUES USING SIMPLE PRESENT

 A. What 



I I´m

you

?

______________ in movies __________________

B. What She

she

?

_________________in concerts

She´s

.

C. What

.

he

?

He ____________ soccer in Spain He´s

________________________________

Use your notebook.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϯϵ 

Take into account the descriptions that you did, ask your relatives and make descriptions for each one. (Uncle-grandfather-aunt-mother-father-cousin-etc)

His name is John, His birthday is on June 5th He works in different houses. He fixes pipes, toilets and sinks. He uses many tools. What does He do? He is a ___________

Use your notebook.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϬ 

WORKSHOP Nº10 Topic: WHERE DO PEOPLE WORK? Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083  LOOK AT THE FOLLOWING POEM ABOUT “THE JOB”

ACCORDING TO THIS POEM, ANSWER: Where does he work? ______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL



 

ϰϭ 

EXPRESSIVE PURPOSE That I exercise and apply the vocabulary related with PLACES TO WORK in an oral and written way. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una secuencia de ilustraciones. • Habla de las actividades que realizan las personas que tiene a su alrededor.

Remember… We use the simple present tense to talk about… PERMANENT OR LONG-LASTING SITUATIONS Where do you work? The store opens at 9 o'clock. She lives in New York. REGULAR HABITS AND DAILY ROUTINES I usually get up at 7 o'clock. She doesn't often go to the cinema. When do they usually have lunch? FACTS The Earth revolves around the Sun. What does 'strange' mean? Water doesn't boil at 20 degrees.

READ THE FOLLOWING INTERVIEW. Mark: Hello, Can I ask you some questions for an interview? Jennifer: Yes, I can answer some questions. Mark: Thank you for taking the time. Now, first question: What do you do? Jennifer: I work in a library. I'm a librarian. Mark: Are you married? Jennifer: Yes, I am. Mark: What does your husband do? Jennifer: He works as a policeman. Mark: Do you usually have dinner together? Jennifer: Yes, we do. Mark: How often does your husband exercise? Jennifer: He sometimes exercises four times a week. But, he usually exercises only twice a week. Mark: Where do you like going on holiday? Jennifer: We rarely go on holiday. However, we like going to the mountains if we can. Mark: What type of books do you read? Jennifer: I often read horror stories. Mark: Thank you very much for answering my questions. Jennifer: You're welcome! (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϮ 

ACCORDING TO THE DIALOGUE, ANSWER THE FOLLOWING QUESTIONS: 1. What does Jennifer do? _________________________________________________ 2. Where does Jennifer work? _________________________________________________ 3. What does Jennifer’s husband do? _________________________________________________ 4. How often does her husband do exercise?

According to the following pictures, write the corresponding job and place of work. PLACE

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 

JOB

PLACE TO WORK







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ϰϯ 

ACCORDING TO THE FOLLOWING PICTURES, IN PAIRS, WRITE A COVERSATION IN WHICH YOU USE ALL THE JOBS, IT’S IMPORTANT THAT YOU WRITE THE PLACES WHERE THEY WORK.

Example:

TEACHER

TEACHER

TECHNICIAN

WAITER

-

SCHOOL / UNIVERSITY / INSTITUTE

VET

SCIENTIST

SECRETARY

REPORTER

POLICEMAN

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϰ 

WORKSHOP Nº11 Topic: DESCRIBING SOME JOBS Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083  THE GROUP WILL BE DIVIDED IN 12 SUBGROUPS. EACH GROUP WILL RECEIVE A NAME ACCORDING TO ONE OF THE FOLLOWING JOBS. THEY ALL WILL ACT THE KIND OF JOB GIVEN AND THE GROUP WILL SAY THE NAME OF THE CORRESPONDING JOB.



 • MAKE A COLLAGE WITH DIFFERENT OCCUPATIONS AND DESCRIBE WHAT PEOPLE DO.

EXPRESSIVE PURPOSE That I can talk about activities that people do using the vocabulary related to jobs. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene a su alrededor.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϱ 

REMEMBER:

A Job is a piece of work, especially a specific task done as part of the routine of one's occupation or for an agreed price. Some of them are: Accountant Actor Air steward Architect Assistant Author Baker Barman Builder Businessman Executive Caretaker Chef

According to the word bank, write the name of each job. WORD BANK POLICEMAN

JUDGE

COMPUTER PROGRAMMER PAINTER

ACCOUNTANT VET

SURGEON

CHEF

HAIRDRESSER

NURSE

DOCTOR

DENTIST

_______________

______________

_______________

_____________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 

____________

_________________

_____________





________________



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ϰϲ 

_____________

______________

______________

________________

1. Divide the group in two. Both groups are going to practice the pronunciation of the dialogue with the help ofthe teacher. The students will practice it and then, it will be acted out by some of them.

A: I don’t like my job. B: What do you do? A: I’m a babysitter. B: Is that a lot of work? A: Babies cry all the time. B: You have to change their diapers. A: I have to feed them. B: Are you looking for another job? A: No, I’m looking for another family. B: Another family? A: A family with only one baby. B: That’s a good idea. 2. With the following words, complete the text. WORDS WALKERS SERVICE

SEA PHONE

AMBULANCE

In an emergency in the United States you need to _________________ 911. You only phone this number when you need the police, the fire station or medical help immediately. An operator will ask you which _________________ you want. If you don’t know, they can help you. It is also important to tell them where you are but they can find you through the telephone system. Police, Fire and __________________ are the main emergency organizations but there is also the Life Guard when someone has a problem at __________________ and the Cave and Rescue team who find and help injured climbers or lost ___________________. Sometimes it is necessary to the Navy to help. Write the jobs you found: ____________________________________________________________________________ ____________________________________________________________________________ _________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϳ 

-

Look at the pictures and match with the correct letters



WRITE THE COMPLETE SENTENCES FOLLOWING THE EXAMPLE: • A Priest celebrates the Holy Mass every day. 1. ______________________________________________________________ 2. ______________________________________________________________ 3. ______________________________________________________________ 4. ______________________________________________________________ 5. ______________________________________________________________ WRITE A DESCRIPTION OF SOME JOBS; ANSWER WHAT IS THE IMPORTANCE OF EACH ONE. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϰϴ 

WORKSHOP Nº12 Topic: REVIEW - JOBS Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083  COLOR THE PICTURE, THIS IS AN INTERESTING JOB!

EXPRESSIVE PURPOSE

That I review my knowledge about JOBS and improve my speaking abilities in order to express myself in a good way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene a su alrededor.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL



 

ϰϵ 

WITH THE HELP OF YOUR TEACHER, COMPLETE THE WORDS: -

A _ _ _ _ _ _ WORKS IN A HOSPITAL

-

A _ _ _ _ _ _ _ WORKS IN A FIRE STATION

-

A _ _ _ _ _ _ _ _ _ WORKS IN A LABORATORY

-

A _ _ _ _ _ _ _ WORKS IN A SCHOOL

-

_ _ _ _ _ _ _ _ _ WORK IN AN OFFICE

Match the jobs on the left to their definitions on the right.

_____ Journalist _____ Teacher _____ Police officer _____ Accountant _____ Business person _____ Doctor _____ Nurse _____ Pilot _____ Taxi driver _____ Bus driver _____ Manager _____ Chef _____ Actor _____ Actress _____ Firefighter _____ Waiter _____ Lawyer _____ secretary

1) person who drives a bus. 2) He/she works in a school and teaches students. 3) rescues people from burning buildings and helps put out fires. 4) works in hospital and helps doctors. 5) defends people's rights in court. 6) flies an airplane. 7) takes people's orders in a restaurant and serves them food. 8) works in a police station and maintains public security. 9) works in a bank and keeps records of money. 10) works in a hospital and treats patients. 11) answers phone calls and does office work for his/her boss. 12) drives a taxi. 13) person who reports news on TV, radio or Newspaper. 14) does the cooking in a restaurant or hotel. 15) a woman who plays a role in a movie. 16) manages the affairs of a company or business. 17) one who does business. 18) a man who acts in a movie.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϱϬ 

Match the picture with its corresponding description:

I spend a lot of time in the kitchen. I can make delicious dishes for you to eat.

I travel all over the world and always have fantastic views

People come to me when they are sick. I help them get better

I wash, cut and style hair all day

I help students understand the world around them

Write… -

With the names of jobs, write comprehensive sentences:

____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϱϭ 

Let’s write and speak! ACCORDING TO THE PICTURES WRITE AN INTRODUCTION OF EACH ONE, AND THEN INTRODUCE THEM TO YOUR CLASSMATES.

INTRODUCTION ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϱϮ 

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6&+22/>/ZZz

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ACCORDING TO THE PICTURES, WRITE DIRECTIONS TO GET TO THIS PLACE… YOU ARE AT HOME.  

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϲϲ 

WORKSHOP Nº16 Topic: PHYSICAL CHARACTERISTICS Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!

%

$

WHO IS BIGGER THAN THE DOG? _______________________________________________________________ _______________________________________________________________

FISH A IS BIGGER THAN FISH B? _______________________________________________________________ _______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϲϳ 

EXPRESSIVE PURPOSE That I use the comparatives to identify physical characteristics of a person in order to write short descriptions. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Escribe descripciones cortas, usando los comparativos.

   

COMPARATIVE ADJETIVES

   

SHORT ADJETIVES 

IRREGULAR ADJETIVES

LONG ADJETIVES

  ER + THAN 

MORE + THAN

GOOD = BETTER

 

BAD = WORSE

 

FAR = FURTHER

     (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϲϴ 

 

CHOOSE THE COMPARATIVE FORM. LOOK AT THE EXAMPLE:                               (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϲϵ 

COMPLETE USING WORDS IN THE WORD BANK. Smaller

longer

younger

taller older

2. The baby is __________ 1. The tree is TALLER.

3. The ruler is ______________.

4. The pig is______________.

COMPLETE WITH APROPRIATE COMPARATIVE OR ADJECTIVE. LOOK AT THE EXAMPLE.

ELJJHU

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϳϬ 

WORKSHOP Nº17 Topic: Ask and answer: Which one is bigger? Who is taller? Is she/he chubbier? She/ He is taller. Which one is bigger? Who is taller? Is she/he chubbier? She/ He is taller. Compare classmates. Time: Week: _____ Month____________ to ___________ 20___ Hours: _____

WARM UP! CHOOSE FIVE CLASSMATES. WRITE WHO IS TALLER THAN YOU.

_______________________________________________________________ _______________________________________________________________ ……………………………………………………………………………………………. EXPRESSIVE PURPOSE That I compare two or more things using the comparatives in a good way. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Escribe descripciones cortas, usando los comparativos.

     (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ϳϭ 

 

WRITE A SHORT COVERSATION BETWEEN LINDA Y FEA. USE COMPARATIVE FORM. LINDA:__________________ FEA:____________________ LINDA:__________________ FEA:____________________ LINDA:__________________ FEA:____________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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ANSWER THE FOLLOWING QUESTIONS: 

WHICH ANIMAL IS FASTER A DOG OR A PENGUIN?



WHICH ANIMAL IS BIGGER A CAT OR A SHARK?



WHICH ANIMAL IS MORE INTELLIGENT A ZEBRA OR A DOLPHIN?



WHICH ANIMAL IS A BETTER SWIMMER A LION OR A TURTLE?



WHICH ANIMAL IS SCARIER A SPIDER OR A WHALE?



WHICH ANIMAL IS MORE DANGEROUS A PANDA OR A JAGUAR?

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WORKSHOP Nº18 Topic: Actions words: swim, fly, jump, eat, hunt, walk, run, hop. Wild animals. Adjectives: colorful, small, beautiful, ugly, pretty, interesting, tiny, amazing. Time: Week: _____ Month____________ to ___________ 20____ Hours:___

WARM UP! Draw the following actions in the blanks: 





PAINT

SING

THINK

SLEEP



WAKE UP

WRITE

SPEAK

WALK

EXPRESSIVE PURPOSE That I use the action words to express myself in a good way using tools like images EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Relaciona las gráficas con las descripciones que lee.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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LOOK AT THE FOLLOWING EXAMPLES: I washed the car yesterday. I took my sister to the movie. Tom’s grades improved with the help of a tutor. The child cried loudly.

WRITE SENTENCES FOR EACH PICTURE. REMEMBER, THOSE ARE ACTIONS. PULL, PUSH, THINK, WIN, GIVE, WASH, SIT DOWN, STAND UP, CUT.            (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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 COMPLETE WITH THE CORRECT VERB                        

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MATCH THE ACTION WORD WITH THE CORRESPONDING PICTURE. The boy is

his teeth.

The chef is

dinner.

The man is

on the phone .

He is

the window.

The boy is

The bus driver is

soccer.

the bus.

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WORKSHOP Nº19 Topic: Short descriptions about wild animals (actions words and adjectives) Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP! COLOR THE FOLLOWING PICTURE:



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 



 

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EXPRESSIVE PURPOSE That I make short descriptions about wild animals using action words and adjectives in an oral way EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Mantiene una conversación simple en inglés.

An adjective describes how something 'is'. For this reason, we usually use the verb 'to be' when using adjectives. Adjectives are used to describe nouns. Example: He is a good doctor. Rule: Adjectives describe nouns. The adjective is always invariable. Example: beautiful trees, they are happy Be careful! • Adjectives don't have a singular and plural form OR a masculine, feminine and neutral form. • Adjectives are always the same! Never add a final -s to an adjective. • Adjectives can also be placed at the end of a sentence if they describe the subject of a sentence. Example: My doctor is excellent. 

READ THE FOLLOWING ADJECTIVES. USE THE DICTIONARY TO DEFINE THEM

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COMPLETE THE FOLLOWING ANIMAL NAMES; THEN, WRITE DESCRIPTIONS ABOUT THEM AS IN THE EXAMPLE:

F

O

X

SENTENCE: THE FOX IS WILD



G _ R _ F F _ SENTENCE:



RH_N_C_R_S SENTENCE:



B__R SENTENCE:



R_CC__N SENTENCE

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WITH THE FOLLOWING WORD BANK IN THE MODELING PART, WRITE SHORT DESCRIPTIONS OF SOME ANIMALS OF THE JUNGLE. LOOK AT THE PICTURES.

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ 

WITH THE HELP OF THE ADJECTIVES YOU HAVE TO DESCRIBE THE ANIMALS OF THE JUNGLE, MAKE A PRESENTATION OF THEM. USE THE SPACE TO WRITE SOME CUE WORDS. CUE WORDS (ADJECTIVES) FOR YOUR PRESENTATION

___________________ _____________________ ____________________ ___________________ _____________________ ____________________ ___________________ _____________________ ____________________

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WORKSHOP Nº20 Topic: SUPERLATIVES Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP! COLOR AND READ THE FOLLOWING CONVERSATIONS.

Write the superlative sentences from the conversations. _______________________________________________________________ _______________________________________________________________

EXPRESSIVE PURPOSE That I… Use the superlative degree in order to talk about a person or thing in the highest quality.

Superlative Adjectives A superlative adjective expresses the extreme or highest degree of a quality. We use a superlative adjective to describe the extreme quality of one thing in a group of things. In the example below, "biggest" is the superlative form of the adjective "big":

AB

/^d,/''^d

C

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                  (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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MAKE A LIST OF THE ADJECTIVES IN SUPERLATIVE FORM, THEN, REWRITE THE ADJECTIVES IN COMPARATIVE AND FINALLY, WRITE SENTENCES WITH THEM. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ____________________________________________________________     (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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DESCRIBE THE ANIMALS AND THEIR CHARACTERISTICS AS IN THE EXAMPLE: That is a LION. It is the STRONGEST animal of the jungle.

FOX: GIRAFFE: RHINOCEROS: BEAR: RACCOON: HIPPOPOTAMUS:

WITH THE HELP OF YOUR ENGLISH DICTIONARY, FIND MORE WILD ANIMALS AND WRITE DESCRIPTIONS, THEN, MAKE SOME FLASHCARDS ABOUT THEM AND MAKE A PRESENTATION: _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ ____________________________________________________________

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WORKSHOP Nº21 Topic: Practice superlatives. Conversations describing wild animals. Time: Week: _____ Month____________ to ___________ 20___ Hours:___

WARM UP! Color the picture, those are beautiful animals

Write some characteristics of the elephant. _______________________________________________________________ _______________________________________________________________ EXPRESSIVE PURPOSE That I compare wild animals using the superlatives to develop my speaking skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Mantiene una conversación simple en inglés.

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DEAR STUDENT, REMEMBER THE FOLLOWING FORMS, RECOGNIZE THE DIFFERENCE BETWEEN THE COMPARATIVE AND THE SUPERLATIVE ADJECTIVES

The woman is the fattest 









    

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 MATCH THE WORD WITH THE PICTURE

DKE   





 Z  



Z  









^,ZW,/E   >/KE   E>W,Ed

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h^d,&K>>Kt/E'tKZE^͗ 

WORD BANK  FAST LONG BIG DANGEROUS BEAUTIFUL 

SMALL SLOW

CUTE FUNNY

1______________________________________________________________ 2______________________________________________________________ 3______________________________________________________________ 4______________________________________________________________ 5______________________________________________________________ 6______________________________________________________________ 7______________________________________________________________ 8______________________________________________________________



Choose two of the following animals and prepare a presentation of them, as in the example; write t in your notebook:

I am the giraffe I am the tallest animal in the desert





HIPPOPOTAMUS





OWL

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 



WHALE







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WORKSHOP Nº22 Topic: Practice superlatives. Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP! According to the question draw the corresponding picture:

3/($6( /($9(%22.6217$%/(6

-

Where can you see this announcement?

a. In the cafeteria b. In the church c. In the restaurant d. In the library -

Draw the picture:

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EXPRESSIVE PURPOSE That I use the superlative degree to relate pictures with their corresponding descriptions in order to develop my speaking skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

•

Relaciona las gráficas con las descripciones que lee.

COMPLETE THE CONVERSATION WITH THE CORRECT WORD. LOOK AT THE EXAMPLE:

I AM ________ THAN THE LION a. Tall b. Tallest  

c. The tall d. Taller

 I AM THE ELEPHANT AND I AM _______ THAN THE DOG a. Heavy b. The heaviest  

c. Heavier d. Heaviest

 I AM THE TURTLE AND I AM ________ THAN THE HORSE a. Fast b. Fastest 

c. Slow

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CHOOSE THE RIGHT ANSWER: 1. The elephant is _____ ___________animal a. The smallest

b. The longest

c. The biggest

2. The lion is _____ __________animal of the jungle a. The fastest

b. The slowest

c. The strongest

3. The Shark is _____ __________ animal of the sea a. The friendliest

b. The scariest

c. The shortest

4. The whale is _____ __________ animal in the world a. The cutest

b. The tallest

c. The heaviest



MATCH TO MAKE SENTENCES 1. Kids can study

in the bus station

2. You can live

at the zoo

3. Airplanes can land

at school

4. You can eat

in the church

5. You can take the bus

in the hotel

6. Policemen live

in the restaurant

7. Tourists can sleep

in the airport

8. Priests pray

at the police station

9. People can save money

in the bookstore

10. Animals stay

in an apartment

11. You can buy good books

in the bank

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WORKSHOP Nº23 Topic: REVIEW – WILD ANIMALS – Time: Week: _____ Month____________ to ___________ 20__ Hours: ______

WARM UP! DRAW THE ANIMALS YOU MOST LIKE TO HAVE IN YOUR WILD BOARD. REMEMBER THAT WE ALL WILL MAKE IT, FOR THAT REASON, LET’S WORK OUT.

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EXPRESSIVE PURPOSE That I compare wild animals using the superlatives to develop my writing skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• 



Escribe cortas descripciones, usando los comparativos. Y superlativos. 





Look at the following wild animals and describe them. Say what they do, where they live, what they are like.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR       ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 



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-

What is the animal you most like? Why?

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________



Classify these animals: OSTRICH - PIRANHA - CROCODILE - WHALE - EAGLE - TORTOISE HIPPO - RHINO - VULTURE - CHAMELEON - BUFFALO - DOLPHIN FLAMINGO - SHARK - GIRAFFE - PARROT - CHEETAH - SNAKE KANGAROO - TOUCAN

BIRDS

FISH

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 

MAMMALS





REPTILES



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In order to organize our wild board, unscramble the words and write the names of the following animals: 1. GIRTE

______________

2. ILNO

______________

3. AEEOHCMNL

______________

4. YAENH

______________

5. YOMENK

______________

6. AAOKGRNO

______________

7. OIDHPLN

______________

8. NKSEA

______________

Complete the words. a) V

LT

R

b)

c) B

FF

L

d) K

L

e) L

P

RD

f) P

N

g) CR

C

DI

h) R

ST

IC

ER

NO

Finally, write a short story about the wild animal kingdom in your writing book, use pictures to finalize it and make a copy for your wild board. You have some lines to do it. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ __________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WORKSHOP Nº 24 Topic: VERBS (REVIEW) Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP! Choose five (5) actions from the BINGO and write the opposite of each one.

ACTION

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR 

OPPOSITE







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EXPRESSIVE PURPOSE That I practice the verbs in order to have a simple conversation about current activities. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• 



Mantiene una conversación simple en inglés. 





VERBS Verbs have traditionally been defined as words that show action or state of being.      

    







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To develop this activity is very important to have your colors and read the instructions first. Remember, if it’s a verb, color it yellow. If it’s not a verb, color it purple. Good work.

- WRITE THE WORDS THAT INDICATE ACTION IN THE BLANKS _____________________________ _______________________________ _____________________________ _______________________________ _____________________________ _______________________________ _____________________________ _______________________________ _____________________________ _______________________________ _____________________________ _______________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WRITE A SENTENCE FOR EACH ACTION WORD: 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________ 4. __________________________________________________________ 5. __________________________________________________________

 

1. Write a story about the animals in the jungle. Remember: use the verbs and all the vocabulary related with this topic. Use your notebook or your writing project book. 2. Show your story; it’s a good way to show what you did. (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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ARQUIDIÓCESIS DE CALI FUNDACIONES EDUCATIVAS ARQUIOCESANAS DISEÑO CURRICULAR COLEGIOS ARQUIDIOCESANOS ENGLISH COORDINATION

LESSON GUIDE SCHOOL YEAR: _____________

SUBJECT: ENGLISH

GRADE: 4Th

PERIOD: THIRD



 

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School:

Grade: 4TH

ENGLISH

Teacher:

Time: 12 WEEKS

Hours:

REFERENTES LEGALES: El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de sus fines “El estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como fundamento de la unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La adquisición de elementos de conversación y de lectura al menos en una lengua extranjera” y “La comprensión y capacidad de expresarse en una lengua extranjera”.

PURPOSES AFFECTIVE: That we find interest in writing, talking and thinking about future activities and the different places visited for us in our regular life. COGNITIVE: That we increase our knowledge about future activities and develop the different skills we have to use in different places. EXPRESSIVE: That we practice all the vocabulary and expressions related with future plans to develop the skills we have to use in different places in our regular life. • • • •

EVALUACIÓN: INDICADORES DE DESEMPEÑO Reconoce y produce oralmente expresiones, que hacen referencia a las comidas. Escribe descripciones cortas, basadas en una secuencia de ilustraciones. Reconoce en un texto narrativo el qué, quién, cuándo y dónde. Participa en diálogos sencillos, que expresen planes futuros.

ENSEÑANZAS (COMPETENCIAS Y HABILIDADES) Competencia Lingüística Competencia Pragmática Habilidades: Habilidades: Relacionar Organizar – Escribir textos cortos descriptivos Interpretar Competencia Sociolingüística Habilidades: Preguntar y responder adecuadamente. EJES TEMÁTICOS PLACES WHERE WE EAT: May/Can I help you? Yes, please. I want … I don’t want soup.I never eat rice. I would like… Would you like rice? ... No, thank you… Anything else? FUTURE PLANS: What are you going to do tomorrow? I’m going to do my homework. What’s she going to do next Sunday? She is going to buy a cake. Future time expressions: tomorrow, next week, next Saturday. Action Words: ride, play, go jogging, etc.

1. 2. 3.

DIDÁCTICAS Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que ejemplifican la temática propuesta. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las preguntas y de expresar respuestas cada vez con mayor profundidad y sentido. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad expresándose a través de diferentes lenguajes y disfrutando plenamente del aprendizaje.

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WORKSHOP Nº 25 Topic:Places where we eat. Resataurant, bakery...Expressions(May/can/ I want/don't want/would/please/thank you/anything/never…) Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP! Color and match the picture with its corresponding word.   



  

SALAD

SODA

CHICKEN

PIE

FISH

SPAGHETTI

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EXPRESSIVEPURPOSE That I express in a right way all the vocabulary and expressions related with the places where we eat. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Reconoce y produce oralmente expresiones, que hacen referencia a las comidas.

USE MAY TO EXPRESS POSIBILITY. Example: May I help you? May I go to the bathroom? USE CAN TO EXPRESS ABILITY (I CAN swim) OR POSIBILITY (can you help me?) USE WANT TO EXPRESS DESIRES OR WISHES. Example: I want to travel

 LISTEN TO YOUR TEACHER AND WITH A PARTNER, ACT IT OUT. USE THE WORDS FROM THE WORD BANK, MAY, CAN, WANT AND PLEASE.

WORD BANK SODA MILK SANDWICH FRENCH FRIES CHEESEBURGUER LEMONADE CHICKEN SANDWICH MUSHROOM PIZZA ONION AND TOMATO PIZZA HOT DOG BREAD BEER ICE CREAM

May I helpyou?



Yes. A hot dog and a glass of fruit juice, please

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THE FOLLOWING PICTURES ARE PLACES WHERE WE EAT, ACCORDING TO THE PLACE WRITE THE THINGS YOU CAN GET THERE.

B

A

K

E

R

Y

_________________________________________ _________________________________________ _________________________________________ _________________________________________ ________________________________________

C A F E T E R I A



________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ____

RESTAURANT _____________________________ _____________________________ _____________________________ _____________________________ _____________________________   (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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Ͳ USE THE PLACES WHERE WE EAT AND THE VOCABULARY FROM THE WORD BANK AND MORE WORDS THAT YOU FIND IN THE DICTIONARY AND WRITE COMPLETE SENTENCES ABOUT THEM _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

CHOOSE A CLASSMATE AND WRITE A DIALOGUE USING THE VOCABULARY, THEN PRESENT IT TO THE CLASS. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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WORKSHOP Nº26 Topic:Practice with conversations using expressions. Menu. Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP! DRAW IN YOUR NOTEBOOK TWO DISHES FROM THE FOLLOWING MENU.

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EXPRESSIVE PURPOSE That I recognize and produce expressions related with the food in an oral way. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Reconoce y produce oralmente expresiones, que hacen referencia a las comidas.



REMEMBER… A MENU IS A LIST OF THE DISHES SERVED AT A PLACE WHERE WE USUALLY EAT, FOR EXAMPLE, A RESTAURANT, A CAFETERIA, A SNACK BAR, ETC. LOOK AT THE PICTURES AND RECOGNIZE SOME DISHES FROM A MENU S O U PS A L A D MEAT DRINK

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Vegetable Soup

Fish Soup

Mushroom soup

Roast Beef

Fried Fish

Pork

Lettuce Salad

Onion Salad

Tuna Salad

 Soda

Fruit Juice

Milk Shake

Lemonade

Apple  Pie

Ice Cream

Cheesecake

Peach Pie



Chicken Soup  Baked Chicken  Tomato Salad



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2. Sort the menus out S O U P S ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ S A L A D S ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

M E A T S ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

D R I N K S



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Let’s read… Read and listen with the help of your teacher about Andy and Carla Andy and Carla are at Nino’s Kitchen Restaurant. It’s their favorite place to eat out. It’s seven p.m. and Andy is very hungry. He looks at the menu and he orders vegetable soup, roast beef, lettuce salad, fruit juice and an ice cream. Carla is not very hungry.

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She loves drinks and desserts. She orders a glass of lemonade and a piece of peach pie. They think the food at Nino’s Kitchen Restaurant is delicious. Answer the questions: a. Where are Andy and Carla? _______________________________________________________________ b. What time is it? _______________________________________________________________ c. What does Andy order? _______________________________________________________________ d. Is Carla hungry? _______________________________________________________________ e. What does she order? _______________________________________________________________

ORGANIZE THE INFORMATION GIVEN ABOUT ANDY AND CARLA AND WRITE THE PROCESS TO ORDER THEIR FOOD. Ez͛^KZZ WZK^^

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WORKSHOP Nº27 Topic:FutureTense. Expressions in the future.Action Words: ride, play, go jogging, etc. Time: Week: _____ Month____________ to ___________ 20___ Hours:_____

WARM UP! ANSWER THE FOLLOWING QUESTION WITH THE ACTIVITIES IN THE PICTURES.

WHAT ARE YOU GOING TO DO?

 



_______________________________

_____________________________

_______________________________

_____________________________

_______________________________

_____________________________

_______________________________

____________________________

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EXPRESSIVEPURPOSE That I speak about future plans using the action words EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillosque expresen planes futuros.

Use the future with 'GOING TO', that is a verbal tense, to speak about future intentions or plans made before the present moment. Examples: We are going to study abroad next semester. Who are you going to visit in Seattle? Peter isn'tgoingtoattendnextweek'smeeting.

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1. ACT IT OUT WHAT ARE YOU GOING TO DO

I’M GOING TO PLAY THE DRUMS

WHAT ARE YOU GONNA DO?

I’M GONNA GO SWIMMING

1. LISTEN TO YOUR TEACHER AND READ THE TEXT.

NEXT WEEK IS MY WEEK Aunty Kristy is going to come home. She is going to visit my family next week. She is going to bring presents and sweets. Mom is going to buy a delicious cake. Dad is going to cook delicious food. My sister and my brother are going to decorate the rooms. We are going to go to the movies next Friday. We are going to go to the park, too. And next Sunday, we are going to go to the beach. I am going to have so much fun next week. (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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2. WRITE THE QUESTIONS FOR THE FOLLOWING ANSWERS (READ THE TEXT AGAIN). ______________________________________________? She is going to come home. Is_____________________________________________? Yes, She is. She is going to bring presents and sweets. _______________________________________________? Mom is going to buy a delicious cake. When __________________________________________? They are going to go to the beach next Sunday

3. TELL YOUR CLASSMATE YOUR PLANS FOR NEXT WEEK, ACCORDING TO THE PICTURES. Monday

Friday

Tuesday

Wednesday

Saturday

Thursday

Sunday       

WRITE THE SENTENCES HERE _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WORKSHOPNº28 Topic:Describe your future plans according to pictures. Story sequence with images. Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP! COLOR THE PICTURE; THIS IS WHAT WE ARE GOING TO DO.

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EXPRESSIVEPURPOSE That I write short descriptions about future plans based on picture sequences. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de ilustraciones.

Dear student, REMEMBER: For intentions and decisions we'd normally use 'going to'.

Goingto Subject

to be

I

am 'm

S / he

is 's

You We They

are 're

goingto

base infinitive

goingto

watch a film tomorrow. do the shopping later. take the train. start music lessons soon. studyreallyhardontheweekend.



Look at the picture and write the correct activity they are doing.     ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

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    ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ     ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Look at the pictures and answer the following questions:

What is Gerardo going to do tomorrow? ____________________________________________





What is Lisa going to do after class? ____________________________________________

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What is Nico going to do next Saturday? ____________________________________________

Complete the following sentences according to the pictures:





WHEN OUR SCHOOL YEAR IS OVER, WE ______ _______ TO THE PARK.





MY FRIEND _____ _________ TO BE SAD





_______ _______ GOING TO HAVE FUN (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WORKSHOP Nº 29 Topic:FUTURE PLANS (part 3) Time: Week: _____ Month____________ to ___________ 20___ Hours:_____

WARM UP! Put the verbs into the correct form (future I). Use going to. 1.It (rain)___________________ . 2.They (eat)______________________ stew. 3.I (wear) ________________________ blue shoes tonight. 4.We (not / help)_____________________ you. 5.Jack (not / walk) ______________________ home. 6.(cook / you) __________________________ dinner? 7.Sue (share / not) ________________________ her biscuits. 8.(leave / they) ___________________________ the house? 9.(take part / she) _________________________ in the contest? 10.I (not / spend) __________________________ my holiday abroad this year. DRAW SOME FUTURE PLANS

EXPRESSIVEPURPOSE That I speak about future plans using time expressions EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos que expresen planes futuros. (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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The future with 'going to, that is a verbal tense' is used to express a planned future event, or future intention. It is also used with the future time expressions listed below.

Next month Next week Next year Next June In January, in September On Saturday, On Friday Tomorrow, tomorrow morning, tomorrow afternoon, tomorrow evening… In four months, in three days…etc

READ THE FOLLOWING DIALOGUE BETWEEN CARA AND SAM: Sam:

Hi Cara, What are you going to do?

Cara:

I’m just listening to music, why?

Sam:

Do you want to go to the movies?

Cara:

Sounds great, when?

Sam: This afternoon, at 4:00. I’m going with Henry and Sarah Cara:

What are you going to see?

Sam:

The little vampire.

Cara:

why don’t we see “The Red Planet”?

Sam:

That’s all right. Where shall we meet?

Cara:

At the entrance of the shopping mall. O. K. See you, bye.

Sam:

Good. See you there at quarter to 4:00.

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1. Answer the following questions according to the dialogue:

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What is Cara doing? _________________________________________

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What is Sam going to do in the afternoon? ________________________

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Who is Sam going with? ______________________________________

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What is Sam going to see? ____________________________________

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What time are they going to meet at? ____________________________

COMPLETE THE TEXT USING THE FUTURE WITH “GOING TO” AND THE TIME EXPRESSION FROM THE COGNITIVE STAGE.

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Use the word Bank to write the dialogue WORD BANK SEE -

VISIT - SLEEP -

PRAY

-

DOHOMEWORK

REST - SEE - DO - DANCE - GO - STUDY - LISTEN

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WORKSHOP Nº30 Topic:Reading comprehension according to the topic. Ask and answer the questions. Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!

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EXPRESSIVEPURPOSE That I identify “What”, “Who”, “When” and “Where” from a narrative text. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Reconoce en un texto narrativo el qué, quién, cuándo y dónde.

Reading comprehension is understanding a text that is read, or the process of "constructing meaning" from a text. Comprehension is a "construction process" because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the reader's mind.

READ THE LETTER. May 5th, 2011 Dear Margaret. How are you, your family and your pets? I am all right, and I’m getting ready for vacation. My dad and mom are going to take us to Acapulco for two weeks. They told me I could invite you to come with us. Do you want to come? We are going to travel on the 10th of July, and we are going to come back on the 31st. There are lots of activities to do. We are going to stay in a cabin. My parents are going to rent a car, so we are going to go to many different places. I can not wait. I’m going to buy two swimming suits and some light clothes. You know it is very warm there. I hope you can come. Please, write me soon. You best friend, Kate

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ANSWER THE QUESTIONS:

1. What is the main idea of the letter? a. Vacations are lots of fun. b. Margaret is Kate’s best friend. c. Kate wants to spend her vacation with Margaret.

2. What is Kate’s family going to do on their vacation? _____________________________________________________________ 3. When are they going to travel? _____________________________________________________________ 4. What is Kate going to buy? _____________________________________________________________



Planning a Party (two neighbors talking) Martha:... What horrible weather today. I'd love to go out, but I think it will just continue raining. Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon. Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you like to come? Jane: Martha: Jane: Martha: Jane: Martha: Jane: Martha: Jane:

Oh, I'd love to come. Thank you for inviting me. Who's going to come to the party? Well, a number of people haven't told me yet. But, Peter and Mark are going to help out with the cooking! Hey, I'll help, too! Would you? That would be great! I'll make lasagna! That sounds delicious! I know my Italian cousins are going to be there. I'm sure they'll love it. Italians? Maybe I'll bake a cake... No, no. They're not like that. They'll love it. Well, if you say so... Is there going be a theme for the party?

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Martha: Jane: Martha: Jane: Martha: Jane: Martha:

No, I don't think so. Just a chance to get together and have fun. I'm sure it'll be lots of fun. But I'm going to hire a clown! A clown! You're kidding me. No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at my own party. I'm sure everyone will have a good laugh. That's the plan!



 

According to the reading, answer the following questions: 1. What do they think about the weather? a. It's beautiful.

b. It's terrible.

c. It's snowing

2. What does Martha have to share? a. News that she's going to get married. a party.

b.News that she's going to have

c. News that she's going to have a baby 3.What are Peter and Mark going to do? a. They're going to cook lasagna. cooking.

b. They're going to help with the

c.They're going to come dressed as clowns 4.What special plan is there? a. Martha's going to have a clown. b. Martha's going to make an announcement. c. Martha's going to have a themed party.     (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WORKSHOP Nº31 Topic:Telling short stories with images about future plans. Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP! Color the following picture:

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EXPRESSIVEPURPOSE That I tell short stories using a sequence of images in a written way EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de ilustraciones.

Telling stories is common in any language. Think of all the situations in which you can tell a story: • • • •

Talking about your past to a friend Giving details about something that happened during a job interview Relating information about your family to your children Telling colleagues about what happened on a business trip

In each of these situations - and many others - you provide information about something that happened in the past. In order to help your audience understand, you need to link these ideas together. One of the most important ways to link ideas is to sequence them. Sequencing refers to the order in which events happened. These are some of the most common ways to sequence in writing or speaking: Beginning: Firstly, First of all, To start off with, Initially, Continuing: Then, After that, Next, As soon as / When + full clause, ... but then Immediately, Ending: Finally, In the end, Eventually, Lastly, (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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Once upon a time a mouse was having a very bad time. She could find no food at all. She looked here and there, but there was no food, and she grew very thin. At last the mouse found a basket, full of corn. There was a small hole in the basket, and she crept in. She could just get through the hole. Then she began to eat the corn. Being very hungry, she ate a great deal, and went on eating and eating. She had grown very fat before she felt that she had had enough. When the mouse tried to climb out of the basket, she could not. She was too fat to pass through the hole. " How shall I climb out?" said the mouse. "oh, how shall I climb out?" Just then a rat came along, and he heard the mouse. "Mouse," said the rat, "if you want to climb out of the basket, you must wait till you have grown as thin as you were when you went in."



With the following pictures write a complete story in your notebook. Take into account of the way to write a story. Follow the sequence.          d/dd>͗ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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COMPLETE THE DIALOGUE CREATING A STORY.

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WORKSHOP Nº32 Topic:FUTURE TENSE (going to) Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP! Color and complete. Imagine you are having dinner with your friends in 15 years.

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EXPRESSIVEPURPOSE That I…talk to my classmates and teacher about future plans, so that Ican be understood, in an oral way. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos, que expresen planes futuros.

The future continuous is formed using the present continuous form + a future time. We use the future continuous when we intend or plan to do something at a specific time in the future. Forexample: •

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•

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~ Earth is a small, rocky planet which supports a variety of life! As far as we know, Earth is unique from all other planets in this respect. ~ Temperatures at the Earth's center (called the "core") may be as high as 7500 K - That's hotter than the surface of the Sun! ~ The Earth is the densest major body in the solar system. This means that it's the most "compact" of all the planets. For example, you have two loaves of (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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bread, both of the same amount. You smash one loaf of bread flat. Even though both loaves are of the same amount, the smashed bread is *denser* because it is more compact. ~ The Earth is 4.5 to 4.6 billion years old, but the oldest known rocks are less than 4 billion years old. Rocks older than 3 billion years are rare. The oldest fossils of living organisms are less than 3.9 billion years old! ~ The Earth is orbited by one moon. Answer the following questions: 1. What is the Earth? _______________________________________________________________ _______________________________________________________________ 2. How do you imagine life is going to be on Planet Earth in 30 years? _______________________________________________________________ _______________________________________________________________ 



Imagine you can travel to another planet in the 2025, choose three planets and write the reasons you are going to travel there 

Planet 1: _______________________________________________________________ _______________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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Planet 2: _______________________________________________________________ _______________________________________________________________ Planet 3: _______________________________________________________________ _______________________________________________________________

 

1.

Read the word bank and write sentences about your future plans, imagine you are 30 years older. What planet are you going to visit? Look the example (do it in your notebook)

TRAVEL

ATMOSPHERE RADIATION BLACK HOLE SPACE SHIP COMET CONSTELATION DAY NIGHT GALAXY PLANET LIFE LIVE HUMAN LIFE EXTINTION

Example: In 30 years I am going to travel to Venus because I want to know the comets. 2.

Imagine you are going to travel to the Moon, to Mars and to Jupiter in 30 years, present your classmates why is it important to travel there, talk about the characteristics of each planet. Use books or internet to do it.

Moon: _______________________________________________________________ ________________________________________________ Mars: _______________________________________________________________ __________________________________________________________ Jupiter: _______________________________________________________________ _______________________________________________________________ (TXLSR%DVH$FDGpPLFR3HGDJyJLFR 







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WORKSHOP Nº33 Topic: FUTURE PLANS Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP! 1. Color the picture.

Answer the following question: Ͳ

What do you think your Spanish teacher is going to do next weekend?

_______________________________________________________________

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EXPRESSIVE PURPOSE That I…Use the future tense to speak about classmates and teachers future plans in order to improve my speaking skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos, que expresen planes futuros.

We say something is going to happen when it has already been planned. For example: Q) Are you going to fly to Germany? A) No, we're going to drive. We also use it to show something has already been decided. For example:"We're going to buy a new car next year." We also use going to when we can see something is about to happen. For example:

"Look at that cloud. I think it's going to rain."

"Watch out! He's going to crash into that tree!" 









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Let’s ask: Ͳ

At this point you are going to ask your teacher about their future plans, fill the chart.

TEACHER… Teacher

Questions

Answer

Spanish

What are you going to do next Sunday? Where are you going next vacation?

Science

What are you going to teach next week? Who are you going to be teaching tomorrow?

Physical education

What exercise are you going to do tomorrow? What is the most difficult exercise we are going to do next class?

Arts

What drawing are we going to do next class? What colors are we going to use for next homework?

Spanish

(Create the questions)

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Choose two classmates and ask about their future plans, create the questions and write the answers: STUDENT’S NAME

QUESTIONS

ANSWERS

-

-

-

-

-

-

-

-

-

-



Write in the “flowchart” the process to do what you want to do in 2020



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WORKSHOP Nº 34 Topic:Ask to others about future plans. Teachers etc. Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP! Where can you see this announcement? A. In the cafeteria B. In the zoo C. In the pet’s hospital D. In the pet’s shop

Bryan and Harry are brothers. Their mother told them that it was time to do their homework. They reacted differently.

2. According to the picture, we can say that…

A. Harry is more intelligent than Bryan B. Bryan is not as disciplined as Harry C. Harry is less patient than Bryan D. Bryan is not as young as Harry

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EXPRESSIVE PURPOSE That Iwrite short descriptions based on a sequence of pictures in order to develop skills to answer English SABER - ICFES tests.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de ilustraciones.  

Complete the conversation. Use the words in the box. DƵƐŚƌŽŽŵ

ƉůĞĂƐĞ ŚĞůƉ ƚŚĂŶŬƐǁŽƵůĚ ĨƌƵŝƚ ŵĂLJůŝŬĞ

Waiter:

_________ I _________ you?

Grace:

yes. I _________ _________ a __________ pizza, please.

Waiter:

Anything else?

Grace:

Yes, _________. A glass of ___________ juice.

Waiter:

Dessert?

Grace:

No, ___________.

Waiter:

OK, madam.

Practice the conversation.

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Complete the answer according to the picture: What is she going to do? a. She is going to ride a bike b. She is going to play the piano. c. She is going to do her homework. d. She is going to play the trumpet.

What is he going to play? a. He is going to play the piano. b. He is going to play the trumpet. c. He is going to play the violin. d. He is going to do his homework

Write about you. What are you going to do this weekend? _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ __________________________________________________________

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1. Are you going to play tennis? a. Yes, I am. b. Yes, you are. c. No, they aren’t d. No, we aren’t

2. What are you doing in November? a. I'm going to buy a house. b. I'm fine. c. I will buy a car d. They are dancing at night.

3. Where are you going this holiday? a. I'm going to play tennis. b. I'm going to Paris. c. I’m going to do my homework. d. I’m going to answer some questions.

4. Are we going to have dinner now? a. Yes, we are. b. Yes, I am. c. Yes, they are. d. Yes, we are going to have lunch.

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WORKSHOPNº35 Topic: PROJECT: MY FUTURE PLANS Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP! These are two examples of a brochure, we have to be very creative, we are going to show our future plans. Let’s work. Let’s write one of our own

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EXPRESSIVE PURPOSE That I make a brochure about my future plans, in order to develop my writing skills. EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de ilustraciones

A brochure (also referred to as a pamphlet) is a type of leaflet. Brochures are most commonly found at places that tourists frequently visit, such as museums, major shops, and tourist information. Brochure racks or stands may suggest visits to amusement parks and other points of interest. Another type of brochure is interpersonal brochures, which are brochures based on other people. Then there are pamphlets that you can find in health clinics and hospitals that give help and advice to do with your health. We have to recognize three simple steps to make a brochure: 1. Choose the topic you are going to write about and a very beautiful picture that is related with the topic. 2. Write about your topic, in this case it’s your future plans. 3. Describe the activities you are going to do (in this part of your project, you can combine pictures with descriptions)

 The image you are going to use: The image is very important because you’ll show what you are talking about. 1. DRAW OR CUT OUT ALL THE PICTURES RELATED WITH THE TOPIC.

PICTURE









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DESCRIPTION









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2. Write the title you have selected.

3. Why is it the best title for your project? _______________________________________________________________



Now let’s write about the topic. In this part of your project you can write a story about your future plans. WRITE ABOUT YOUR FUTURE PLANS

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Now, try to describe each activity, use the pictures and the words to do it. 

PICTURE 

DESCRIPTION

         

MAKE A BROCHURE ABOUT YOUR FUTURE.

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WORKSHOP Nº 36 Topic:SUPERLATIVE DEGREE (REVIEW) Time: Week: _____ Month____________ to ___________ 20_____ Hours:___

WARM UP! Name the animals:

EXPRESSIVE PURPOSE That I write short descriptions based on a sequence of pictures in order to develop skills to answer English SABER - ICFES tests.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de ilustraciones.

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In grammar, the superlative is the form of an adjective (or adverb) that indicates that the person or thing (or action) modified has the quality of the adjective (or adverb) to a degree greater than that of anything it is being compared to in a given context. English superlatives are typically formed with the suffix -est (e.g. healthiest, weakest) or the word most (most recent, most interesting). 



In the following chart you’ll find a list of persons with their corresponding adjective, write a complete sentence with the words you have, you should use your notebook. THE MOST ENERGETIC PERSON I KNOW Smart

The smartest

energetic

The most energetic

Funny

The funniest

interesting

The most interesting

Nice

The nicest

Patient

The most Patient

Big

The biggest

Stubborn

The most Stubborn



A: I think your grandmother is very ENERGETIC. B: she certainly is. She’s the most energetic person I know.   

Your friend Carlos (interesting)

your grandfather (generous)

your cousins (talented)

 

Our English teacher (patient)

your nephew Andrew (stubborn)

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your younger brother (polite) 



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Your older sister (bright)

your upstairs neighbor (noisy)

Senator Smith (honest)

our Spanish teacher (boring)

your downstairs neighbor (rude)

  

 



Use the superlative degree. Follow the example and use the vocabulary about animals.  Ͳ

The lion is the most dangerous animal of the jungle

Ͳ

The giraffe is the tallest animal in the jungle.

 ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

 

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COMPLETE THE FOLLOWING PICTURE WRITING A DIALOGUE, USE THE VOCABULARY.

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CYBERGRAFIA / BIBLIOGRAFIA HTTP: http://files.vector-images.com/cd_samples/human_occupations.gif http://t1.gstatic.com/images?q=tbn:ANd9GcTYrqVGr7oTc3s14YH8mTksKgkWNPa-V4Sm6egZMHZWBTWYB_USo8fD_c http://t2.gstatic.com/images?q=tbn:ANd9GcS7yOfWOMN-QyTo9FofHtrvNMfebwN1cYCwYMkPFW3XInpPBSi0T38ng http://t0.gstatic.com/images?q=tbn:ANd9GcSy_yxkvmQPArVQHGO0JP5KhwzY S95GeGLTZ4SYU3Wf25Udtp1G1VSiGA http://t0.gstatic.com/images?q=tbn:ANd9GcQJtcvuCiLla8mFABrjGQxP4Axl9My 5B7hrJ2KDEW8QRDJizS5zlPIf5E4 www.eslkidslab.com http://busyteacher.org/classroom_activities WWW.eslprintables.com http://www.englishforeveryone.org/ http://1.bp.blogspot.com/i6J00faOfrQ/TgXfAgB5Y0I/AAAAAAAAAEg/s3_FWqo0WYY/s1600/hobbies2.pn g http://www.voyaprenderingles.com/imagenes/Laminas/trabajos/18_musicians_ musicos.JPG TEXTO: CLAPPING TIME_4°_EDITORIAL GREENWICH_NORMA

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