Ingles3ra Semana III Periodo (Agosto 27- Agosto 31)

Use to and Used To

Module 3, Unit 1, Lesson 3.

Grammar: Use to and used to

Vocabulary: Leisure activities

Listening: A radio talk show about popular activities

Reading: Hobbies then and now

Writing: A short report about your classmates

Speaking: Discussing questions about having fun in the past and now.

Page 94

LESSON OVERVIEW

This lesson will help students contrast

fun activities in the past and now. They

will also learn useful expressions to talk

about habits in the past and present. By

the end of the lesson, they will write a report about the topic.

1. Write five activities that you do to

have fun.

▪▪ Give students a few minutes

to brainstorm individually:

they should make a list in their

notebooks of five things they do

to have fun. As another option,

you can make it competitive by

asking students to work in teams,

queue up and take turns to run

to write words on the board.

The winner is the team with the

largest list of activities correctly

spelled.

2. Match the pictures with the

expressions from the box.

▪▪ Ask students to look at the

Vocabulary Tip. Remind them

how useful it is to label pictures

as a strategy to learn new

vocabulary. A technique students

use is to make vocabulary lists

and translate the words into

Spanish. Tell them another

technique is to make lists and

draw the picture of the word,

i.e. their own Pictionary.

3. Talk to your partner about the

activities above.

▪▪ Ask students to think of reasons

to justify why they like the

activities they chose. Monitor and

help students with the vocabulary

they may need.

4. Read the box. Then write four

true sentences using play about

you and people that you know.

▪▪ Draw students’ attention to the

Useful language box. Here, we

are looking at the verb play and

the nouns with which it collocates

(games, sports and musical

instruments). Go through the

example sentences as a class, and

elicit a few more for each group.

5. Copy the list below. Then listen

to a radio talk show. For the

activities in the list, tick in the

1960s or now.

▪▪ Before the class, ask students

to find out something about the

1960s. As a class, brainstorm

ideas about life in the 1960s.

Think about famous events,

fashions, music, and more.

6. Listen again. Write one more

activity that Julia mentions, and

one more that Tommy mentions.

▪▪ Play audio Track 31 again. Ask

students to work individually to

find one more activity for each

speaker.

7. Look at these sentences and

questions. Answer the questions

a-c.

▪▪ The key language point here is the

use of used to to talk about past

experiences. First, read the three

sentences together as a class.

8. Think of three activities for each

of the following. Use exercises

2 and 5 to help you. Then write

sentences with People used to and

People didn’t use to.

▪▪ Ask students to complete this

exercise in pairs. Monitor carefully

for grammatical accuracy.

▪▪ Share answers as a class.

Glossary

▪▪ Draw students’ attention to the

glossary. Explain that it has words

they may not know in English.

▪▪ Students can copy the words

and the L1 translation into their

notebooks, or if they have them,

their vocabulary books.

9. Read the article quickly. Put the

sentences below in the correct

place.

▪▪ Draw students’ attention to any

vocabulary you consider students

might not know and will probably

impede comprehension. For

example: pastime, nowadays,

spend time, build, plastic

models, stamp collecting, etc.

You can use the pictures in the

reading to elicit vocabulary from

students.

10. Read the text again and answer

the following questions.

▪▪ Ask students to discuss these

questions in pairs. Review as a

class.

11. In pairs or small groups, discuss

the following questions.

▪▪ This activity allows students to

develop their critical thinking

skills by reflecting on what

they have learnt in the lesson.

They will need to evaluate

information, demonstrate an

understanding of similarities and

differences, and formulate an

opinion. They will also need to

present their thoughts in clear

language.

12. Find out about your classmates’

hobbies now and in the past. Copy

the table and write five questions

to ask your classmates. Use the

activities in exercise 2 and your

own ideas.

▪▪ The objective of this activity

is to have students practise

comparative writing.

13. Ask your classmates your questions

and complete the table. Ask as

many people as possible.

▪▪ Set a reasonable amount of time

for students to go around the

class to complete this section.

▪▪ Ask students to form groups to

discuss the questions. Monitor

and provide students with any

language they might need.

14. Now write a short report about your

classmates’ hobbies now and in the

past. Look at the Useful expressions

box on page 89 to help you.

▪▪ Refer students back to the earlier

box and review the language

suggestions.

▪▪ Now ask students to work

individually to write a short

report. Monitor for accuracy.

This activity could also be set for

homework if students want to do

some simple online research.

▪▪ Some of their paragraphs can be

read aloud to the class.

Ingles 2da Semana III Periodo (Agosto 20- Agosto 24)

Quantifiers

Se presenta un video introductorio que explica paso a paso los cuantificadores.

Luego se practica con los siguientes ejercicios

Luego de la introduccion de los Quantifiers, se desarolla la siguiente tematica:

Module 3, Unit 1, Lesson 2.

Grammar: Quantifiers

Vocabulary: Celebrations and festivals

Listening: People describing special ocassions

Reading: Saint Patrick's Day and Chinnesse New Year

Writing: A description of two festivals in Colombia.

Page 90

1.     Match the words in the box to the pictures.

As a class, discuss the concept of collocations, as presented in the Vocabulary tip box. Write the word world on the board. Ask students what might come after world, e.g. world record, world peace, World Cup, World Bank. Tell them that these words are collocations, i.e. they ‘go together’. Explain that when learning English, it is not enough to simply know individual words; they need to know how words go together.

2.     Look at the pictures and answer the following questions.

Tell students they are going to learn about festivals and special days around the world. As a class, look at the three pictures. Ask students what they can see in the pictures.

Now, ask students to work in pairs to answer the three questions.

Review as a class; compare ideas about how these days are celebrated in Colombia and in other countries.

3.     Read about two different festivals that are celebrated all around the world. Which festival sounds more interesting to you and why? Tell a partner.

Explain that students are going to read about celebrations among

Irish people and Chinese people. Project a map. Make sure that students can identify the locations of Ireland and China. Ask students to guess which other countries are home to many people of Irish and Chinese descent. (Suggested answers: the USA, Canada, the UK, Australia.)

4.     Read the texts again. Copy and complete the diagram with information about the festivals.

This exercise is designed to provide an opportunity for students to practise organizing information from a text in a visual organiser.

Draw attention to the Reading tip. Refer students to the diagram in the course book. Ask them if they know what it is.

5.     Think of a festival and a special meal that you eat. Explain what things you eat as part of the meal. Use the quantifiers from exercise 5.

Ask students to work in pairs to make a list.

You could play a game with this task. Ask each pair to make a list of food that they eat as part of a special meal, but not to give the name of the celebration or festival. Each pair exchanges their list with another pair, who has to guess which meal is being described.

6.     Listen to four people describing their favourite special occasion. Match the people to the pictures.

In this exercise, students will hear about celebrations in different parts of the world.

First, as a class, discuss the four pictures. What do students see in the pictures? What are people doing? Where do they think.

7.     Listen again and complete the table.

Ask students to copy the table into their notebooks. Then, play the audio again, as necessary.

Ingles 13va Semana II Periodo (6 de Agosto- 10 de Agosto)

Durante esta semana se desarrollaran los planes de mejoramiento
https://drive.google.com/drive/my-drive?ogsrc=32

Ingles 1era Semana III Periodo (Agosto 13- Agosto 17)

Durante la primera sesion de la semana se presenta el cronograma para el tercer periodo academico. Ademas durante esta semana se da comienzo con las clases normalemente
https://drive.google.com/drive/my-drive?ogsrc=32
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.