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.

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