Ingles 12va Semana II Periodo (30 de Julio- 3 de Agosto)

Adverbs
Módulo 3, unidad 1, lección 1. Pagina 86-89

Present perfect tense

Grammar: Adverbs of frequency and frequency expressions

Vocabulary: Daily Activities

Listening: A boy talking about his dayli routine

Reading: An interview with yuniko

Speaking: Discussing questions about lifestyles

Writing: Ideas about lifestyles of teenagers from a different country or region.

In Unit 1 there are three lessons on the theme of ‘lifestyles and traditions’. By the end of the unit, students will be more aware of different daily activities and special occasions in countries around the world. They will compare their own lifestyles with those of people from other countries, explore how people celebrate festivals around the world, talk about festivals in Colombia and describe how people celebrate them. They will discuss how modern lifestyles have changed compared to the past using used to. Finally they will survey and report on their classmates’ hobbies both now and when they were younger.

1.     Look at the pictures. Think about the activities you spend most time doing each day. Copy the table and write five of the activities. Number them for you: 1 = mosttime, 10 = least time.

2.     Ask three other students about their activities and complete the table. Use the dialogue below to help you.

3.     You are going to read about a Japanese teenager called Yuniko. How often do you think she does these activities each week? Work with a partner and discuss your predictions.

4.     Now read the interview with Yuniko. Check your predictions from exercise 3.

5.     Read the interview again and answer the questions.

6.     Look at the underlined words in the interview with Yuniko. Classify them into the table.

Se presenta la informacion detallada acerca de los adverbios de frecuencia. 

7.     Look at the frequency adverbs in the text. Then, complete with before or after.

8.    Look at the frequency expressions in the interview with Yuniko. Where do these expressions go in a sentence?

9.     Write the sentences again. Put the word/expression in brackets in the correct place in the sentence.

10.  Matt, an American boy, is talking about his daily routine. Copy the table. Then listen and write the times.

11.  Look at the table again. Add a new column and write the times that you do each activity.

12.  What’s the same and what’s different between you and Matt? Tell your partner.
13. Read, listen and repeat.
14. Think of the two students you have read and heard about, Yuniko and Matt. Think also about your own lifestyle. Discuss these questions with your partner.
15. Look at the activities in exercise 1 on page 86. Ask and answer questions about how often you do them. Use the dialogue below to help you.
16. Choose a different country or a different region in Colombia. Write some ideas about the lifestyle of the teenagers who live there.

Se hace un examen escrito y un taller en parejas, con el fin de evaluar el concocimniento adquirido.

Ingles 11va Semana II Periodo(23 de Julio-27 de Julio)

Durante esta semana y en las 4 diferentes secciones se trabajaran tres aspectos gramaticales:
Demostratives/Articles (a-an/the)/ There is-There Are.

En la primera sesion el aspecto gramatical sera: Los demostrativos.

Se presenta un video el cual explica de manera muy didactica y dinamica los demostrativos

Luego se presentan las diferencias entre los diferentes demonstratives y se practica de manera oral algunos ejercicios en el cual , todos los estudiantes particpan de este. Para las demas secciones se hace lo mismo con los articulos y con there is and there are.

Ingles 10ma Semana II Periodo (15 Julio- 19 Julio)

Ingles 10ma Semana II Periodo (15 Julio- 19 Julio)

Conditional 1^st (Module 2, Unit 3, Ls 8) Week 9th

Grammar: First conditional

Vocabulary: Places of work

Listening: A discussion about shopping habits

Reading: Are you an ethical consumer?

Speaking: Playing a board game

Writing: A short guide about how to be an ethical consumer

LESSON OVERVIEW

This lesson asks students to consider the ethical aspects of spending money. Through reading and listening activities, students learn what it means to be an ethical consumer, and some aspects of ethical behaviour. The final speaking activity brings together the entire module, reviewing some of the main concepts and vocabulary, and the final writing task asks students to write a guide to being an ethical consumer.

1. Look at the places of work in the

box. Which places can you see in

the pictures?

▪▪ Review the words in the box.

Check pronunciation, paying

particular attention to word

stress.

▪▪ Then, draw students’ attention

to the pictures on the page. What

can they see in each picture?

Discuss the pictures together as a

class; assist with vocabulary and

expression where necessary.

2. In pairs, discuss questions a–d

about each place of work in

exercise 1.

▪▪ Ask students to work in pairs to

talk about each place. Monitor

and assist where necessary.

▪▪ Review answers as a class.

3. Think of more places of work.

Then, choose where you would

like to work in the future. Write

a paragraph to explain why. Then

tell your partner.

4. Read the article about how to be

an ethical consumer. Match the

headings below to paragraphs 1–4.

5. Read the article again. Explain the

connection between the pictures

and ethical consumers.

▪▪ Ask students to work in pairs

to formulate a reponse to the

question. Monitor and assist

with language; students may

find it challenging to express

themselves in their own words,

so provide vocabulary.

6. Work in pairs. Discuss the

questions.

▪▪ Ask students to carry out this

activity in the same pair as

exercise 5. Share answers as a

class. As in the previous exercise,

students may find the language

challenging, so monitoring and

assisting will be important.

7. Look at the sentence below.

This structure is called the first

conditional. Answer questions a–d.

▪▪ Carry out this exercise as a

class. Review the use of the first

conditional with students: why

it is used, and how it is formed.

Put some examples on the board

from the students’ own lives.

Ensure all students understand

how to use the target language.

▪▪ Look at the four questions as a

Class.

8. Complete the sentences with

the correct form of the verbs in

brackets.

▪▪ Ask students to carry out this

exercise in pairs. Check answers

as a class.

9. Listen to a conversation between

two friends talking about their

shopping habits. What things do

they talk about from the list?

▪▪ Read the list of topics together as

a class; ensure that all students

remember the key vocabulary.

▪▪ Play audio Track 26. Students

listen to the information and

individually answer the question.

▪▪ Review as a class. Replay audio

to check comprehension.

10. Listen again and complete

the sentences with a word or

expression.

▪▪ Play audio Track 26 again.

Students listen to the information

and individually answer the

questions.

Ingles 9na Semana II Periodo (09 Julio- 13 Julio)

Conditional 1^st (Module 2, Unit 3, Ls 8) Week 9th

Grammar: First conditional

Vocabulary: Places of work

Listening: A discussion about shopping habits

Reading: Are you an ethical consumer?

Speaking: Playing a board game

Writing: A short guide about how to be an ethical consumer

LESSON OVERVIEW

This lesson asks students to consider the ethical aspects of spending money. Through reading and listening activities, students learn what it means to be an ethical consumer, and some aspects of ethical behaviour. The final speaking activity brings together the entire module, reviewing some of the main concepts and vocabulary, and the final writing task asks students to write a guide to being an ethical consumer.

1. Look at the places of work in the

box. Which places can you see in

the pictures?

▪▪ Review the words in the box.

Check pronunciation, paying

particular attention to word

stress.

▪▪ Then, draw students’ attention

to the pictures on the page. What

can they see in each picture?

Discuss the pictures together as a

class; assist with vocabulary and

expression where necessary.

2. In pairs, discuss questions a–d

about each place of work in

exercise 1.

▪▪ Ask students to work in pairs to

talk about each place. Monitor

and assist where necessary.

▪▪ Review answers as a class.

3. Think of more places of work.

Then, choose where you would

like to work in the future. Write

a paragraph to explain why. Then

tell your partner.

4. Read the article about how to be

an ethical consumer. Match the

headings below to paragraphs 1–4.

5. Read the article again. Explain the

connection between the pictures

and ethical consumers.

▪▪ Ask students to work in pairs

to formulate a reponse to the

question. Monitor and assist

with language; students may

find it challenging to express

themselves in their own words,

so provide vocabulary.

6. Work in pairs. Discuss the

questions.

▪▪ Ask students to carry out this

activity in the same pair as

exercise 5. Share answers as a

class. As in the previous exercise,

students may find the language

challenging, so monitoring and

assisting will be important.

7. Look at the sentence below.

This structure is called the first

conditional. Answer questions a–d.

▪▪ Carry out this exercise as a

class. Review the use of the first

conditional with students: why

it is used, and how it is formed.

Put some examples on the board

from the students’ own lives.

Ensure all students understand

how to use the target language.

▪▪ Look at the four questions as a

Class.

8. Complete the sentences with

the correct form of the verbs in

brackets.

▪▪ Ask students to carry out this

exercise in pairs. Check answers

as a class.

9. Listen to a conversation between

two friends talking about their

shopping habits. What things do

they talk about from the list?

▪▪ Read the list of topics together as

a class; ensure that all students

remember the key vocabulary.

▪▪ Play audio Track 26. Students

listen to the information and

individually answer the question.

▪▪ Review as a class. Replay audio

to check comprehension.

10. Listen again and complete

the sentences with a word or

expression.

▪▪ Play audio Track 26 again.

Students listen to the information

and individually answer the

questions.

▪▪ Review as a class. Replay audio

  

Ingles 8va Semana II Periodo (03 Julio- 06 de Julio)

Difference Between SINCE nd FOR
1. Look at the words for facilities in a national park. Match them to the pictures.
2. Think of a park or national park near your home. Which facilities does it have?
3. Complete the definitions with words from exercise 1.
4. Read about five people who work on eco-projects in a national park. Match the jobs with
the texts.
Read
4. Read about five people who work on eco-projects in a national park. Match the jobs with
the texts.
an artisan – an environmental police officer – an indigenous leader –
a park ranger – a walking guide
5. Read the text again. How does each person help to keep the park eco-friendly? Use the
following verbs to help you: protect teach advise look after make use
Example: The walking guide teaches visitors about the wildlife. This means that the
visitors will respect it.
6. In pairs, discuss all the ways in which the park helps people, and how people help the
environment in the park. Complete the table with your ideas.
7. Listen to the conversation between a guide and some visitors. What
are they doing today? What other activities does the guide mention?
8. Listen again and complete the sentences.
9. Look at the sentences in exercise 8 and choose the correct options.
a. These situations are finished actions / started in the past and are still true now.
b. They are in the present perfect / present simple tense.
c. We use for / since to give the moment when the situation started.
d. We use for / since to give the duration of the situation.
10. Complete the sentences. Use the verbs in the box in the present perfect tense, and add for
or since.