do i look like my parents?

50 On going/En marcha

UNIT 3

When I finish this unit, I will be able to:

-Use synonyms, antonyms and homophones with precision and creativity in my oral and written communications.

Do I Look Like my Parents?

We observe the following pictures. - In separate groups we discuss how our families are similar. - We think about our families and identify:

- With which member of my family do I have more physical traits? Why? - With which member of my family do I have more personality traits? Why? - With which member of my family are we opposite of each other physically? Why? - With which member of my family are we opposite of each other with our personalities? Why?

- Then, we imagine if everyone in our family would be the same as each other, both physically and personality.

Activity 1

HERITAGESESSION 1

UNIT3

51En marcha/On going

UNIT 3

52 On going/En marcha

Activity 1

SESSION 1NOUNS

Step 1 ObserveWe observe the following picture and write on the board the things we see.

- We classify the objects in the picture, using the category we want. - We comment about what all the objects classified have in common.

Step 2 WriteWe use some of the objects in the picture from Step 1 and in our notebook, write five sentences about what we like the most about what we inherited from our family.

Step 3 IdentifyWe read and write in our notebooks the following words.

- We circle all the words that represent a thing, animal or person. - We share our work with our classmates.

cry – love – David - home – desk – puppy – school – Victor

Emotion – Carlos - fear – run – cat - daddy – cousin

UNIT3

53 Mochila de herramientas/Tool backpack

SESSION 2

Activity 2

Step 6 Read and Circle I read the next paragraph and copy it in my notebook.

- I circle all the nouns I find in the paragraph. - What do I think about the paragraph?

Step 5 Find a Noun I think of real situations.

- In my notebook I write a noun for each of the verbs on the right. - I share my work.

Step 4 AnalyzeWe read, analyze and write in our notebook the following information.

- In our notebook, we write some nouns that have a special meaning for us.

- We comment with our partner why these nouns have a special meaning for us.

A noun is a word that names one or more persons, animals or things. There are two basic kinds of nouns: Proper nouns name a specific person, place, thing or animal. It starts with a capital letter.Common nouns name any person, place, thing or animal. It starts with lowercase letter unless it is at the beginning of the sentence. Most of the nouns add an s at the end, to form their plural but many other nouns form its plural in an irregular form.

In experiments, parents read wordless picture books with their children so that scientists could analyze each parent’s mean length of utterance (MLU)—a linguistic benchmark that increases when speakers use longer sentences and fuller descriptions. They found that all parents who told stories with higher MLUs had kindergartners with bigger vocabularies and higher test scores. Dads in particular had an impact on their kids’ development that went “above and beyond” moms, the study found.

Source: National Geographic, 2015

Watch It! - Here I can learn more about nouns. http://diccionario.reverso.net/ingles-definiciones/noun

Find a Noun - ___ runs at 6 am. - ___ jumps high. - ___ eat healthy. - ___ don´t sleep before 10 pm.

- ___ does not speak Spanish.

- ___ stretched.

UNIT 3

54 Tool backpack/Mochila de herramientas

Activity 3

SESSION 3SyNONymS

Step 2 Looks Like me I look around me.

- I find the classmate that most looks like me. - In my notebook I write all the things we have in common. - I present my friend using the characteristic that we have in common but without repeating words.

- I follow the example.

Step 1 Word Bag We must take a word from the word bag that the teacher gives us.

- On the board, the teacher writes all the words from the word bag. - Our classmates have to guess what word is written on the paper. - We use other words that have the same meaning of the word, to help our classmates guess what it is.

He is happy and I am smiling.

Step 3 Comment We evaluate and comment with the group the words written on the board that don’t have any words with the same meaning, but are written differently.

UNIT3


SESSION 4

Activity 4

Step 5 Find the Synonym I read carefully the following list of words.

- In the vocabulary I find a synonym for each word. - In my notebook I write the synonyms beside each word.

Step 6 CircleI read and copy in my notebook the following words and circle the only one that is not a synonym.

Step 4 Synonym Race Read, analyze and copy in my notebook the information on the right.

- I share my work from the previous session Looks Like me, with one of my classmates.

- I find all the synonyms that my classmate used. - The winner of the race is the one who used more synonyms.

Synonyms

Vocabulary

Information

Grammar

A synonym is a word which means the same as another.

- safe - famous - kind - difficult - modern - large - risky - false - intelligent - small - happy - verbal - ancient - quick - sad

Watch It! - Here I can learn about synonyms. http://examples.yourdictionary.com/examples-of-synonyms.html

big large new little oral dangerous nice

untrue old fast well known hard unhappy clever secure

amazing incredible wonderful fabulous brave extraordinarypretty lovely beautiful unsafe gorgeous handsomepeaceful quick fast rapid speedy like a flashplace proper area region location positionlook see watch seek orderly observe

UNIT 3


Activity 5

SESSION 5HOmOPHONe

Step 1 WriteWe read the pairs of words.

- In our notebook, we write with our partner a sentence for each pair of words using both words in the same sentence.

- We share our work with our partner.

Step 3 Grammatical CategoryWe read the following words.

- In our notebook we copy and complete the following table. - We mark an X on the appropriate grammatical category for each word.

- We follow the example.

noun verb adjective preposition

four X

aunt

break

by

serial

Step 2

my Native Language In our notebook, we write words from our native language with similar characteristics of the words in Step 1.

ant aunt

cent scent

cereal serial

break brake

buy by

for four

ant - auntfor - four

cent - scent cereal - serial

break - brake

buy - by

UNIT3


SESSION 6

Activity 6

Step 4

PronunciationWe read, analyze and copy in our notebooks the grammatical information that appears on the right.

- We practice with our partner the pronunciation of the pairs of homophones on the right.

- We correct each other.

Step 5 matchI can use my English dictionary to match every word with its meaning.

- I follow the example and share my work with the rest of the class.

Step 6 Fill in the Blanks I read the following sentences and copy them in my notebook.

- I select from the box on the right the word that completes each sentence.

- I eat a bowl of ___ every morning. - My ___ has ___ dogs. - María come and sit ___. - I ___ a soda every day. - The dinner is being cooked __ his mother and his ___. - It is hard to ___ a habit.

ate Preposition used to indicate who is.eight To obtain something by paying a sum of money.

buy The past of eat.by To listen to. bye The cardinal number that is the sum of one and seven. four At this place. for Good-bye.here Preposition used to indicate if something is for someone.hear The cardinal number that is the sum of three and one.

Information

Grammar

Homophone words are words that are pro-nounced the same way but their meaning and spelling are different.

word pronu word pronu

ant ánt aunt ánt cent sént scent sént

cereal sírial serial sírial break breík brake breíkbuy bái by báifor fóor four fóor

Watch It! - Here I can continue practicing homophones. http://www.usingenglish.com/quizzes/100.html

Fill in the Blanks - aunt - ant - cereal – serial - break – brake - by – buy - for – four - hear – here - ate – eight

UNIT 3


Activity 7

SESSION 7ANtONymS

Step 1 AnalyzeWe read, copy in our notebook and analyze the following pairs of words.

- We discuss with the group the relationship between each of the pair of words.

Step 3 matchWe use the pictures from the previous step.

- We look in a newspaper or magazine for similar images. - We paste them in our notebook beside its opposite. - We match the opposites with a line.

Step 2 Name the Pictures We look at the following pictures.

- We name each picture.

awake - asleep beautiful – ugly big – smallcheap – expensive false – true hot – cold

dirty - clean happy - sad fat - thin

UNIT3


SESSION 8

Activity 8

Step 4 StudyWe read, analyze and copy in our notebooks the grammar information on the right.

- We study the following antonyms.

Step 5 memoryWe use recycled materials, that we bring from home, to make a memory game using the antonyms above.

- Let’s play memory.

Step 6 WriteIn our notebook I write the antonym for the following words.

- I can use my English dictionary.

Information

Grammar

Antonyms are words that have a contrary or opposite meaning to each other.

Watch It! - Here I can continue practicing antonyms. http://englishmaven.org/HP6/Beginning%20Antonyms%20Exercise%201.htm

empty full smart fool / dull

famous unknow strong weak long short tall short

old young fat thin new old love hate

hot - cold awake - asleep

happy- sad beautiful - uglyfalse - true big - small

dirty - clean cheap - expensive

Self Evaluation - I check my participation in all activities.

- I assign myself a score from 1 to 10.

- I explain why I am giving myself that score.

UNIT 3


Activity 9

SESSION 9IRReGULAR VeRBS

Step 1 Verb Bag The verb bag contains the verbs on the left.

- We take a verb from the verb bag that the teacher gives us. - We mime the verb and the other teams guess which verb it is naming it in past tense. The teacher writes the verb on the board.

- The team with the most correct answers wins. - We can use our dictionary.

Step 2 Verbs in the Present We read and copy in our notebook the verbs written on the board.

- We write the present tense of each verb. - We comment with our partner the differences between the verbs in their present and past.

Step 3 Investigate We investigate some verbs in our native language and write the conjugation.

- We follow the example:

Irregular verbs

- bought - chose - cut - dug - drew - drank - drove - found - flew - went

went Vocabulary

Pensar – Pienso

chosecut

dug drew

drank bought

drove

foundflew

UNIT3


SESSION 10

Activity 10

Step 4 Circle the Irregular Verbs I read, analyze and copy in my notebook the following grammatical information.

- I read the following pairs of verbs and circle the irregular verbs. - I follow the example.

Step 5 Write We use the irregular verbs from the previous exercise and write a small dialogue.

- We use recycled materials to make puppets to perform a short dialogue.

Step 6

my Heritage I use my English dictionary to write the past of the following verbs.

- I indicate with i if they are irregular verbs and r if they are regular verbs.

- I use the previous verbs and write eight sentences about what I have inherited from my parents.

Watch it! - Here I can find more online exercises to practice the present continuous tense. http://www.englisch-hilfen.de/en/exercises/irregular_verbs/fill_in.htm

begin – began build – built break – broken

call – called cost – cost earn – earned enjoy – enjoyed cut – cut buy – bought

Information

Grammar

Irregular verbs are verbs whose past tense and past participle are not formed by adding d – ed to the present tense, these verbs do not follow the general rule.

forget make

have say hurt show

learn speak lie think

UNIT 3


Activity 11

SESSION 11PReSeNt CONtINUOUS AND SImPLe PReSeNt

Step 1 Answer We read the dialogue A New Game, p. 425 of Conceptos Básicos de Telesecundaria.

- We practice the dialogue. - We dramatize the dialogue in front of the classroom. - We comment with the group:

Step 3

Present Fair We draw our present.

- We place our drawings around the classroom and share them with our classmates.

- We comment the similarities about our present with our classmates.

Step 2

CommentWe comment about the previous dramatization:

- What kind of work does the teacher give her students? - How many groups are formed? - What kind of questions should the students make? - When do we use ING at the end of the verb? - How do we know when to talk in simple present?

- The actors who use present continuous and those who use simple present.

UNIT3


SESSION 12

Activity 12

Step 4

AnalyzeWe read, analyze and copy in our notebook the following information.

Step 5 Write In my notebook, I write about my life. I write five sentences using the present continuous and five, using the simple present.

- I use vocabulary words.

- We practice the pronunciation and correct each other.

Step 6 Fill in the BlanksIn my notebook I write the following sentences filling in the blanks with the correct form of the verbs in parenthesis.

- She___ (use) the board to write the exercise every day. - He is ___ (organize) the students for the game. - They always __ (ask) interesting questions. - We are ___ (do) our homework with our friend. - The teacher is __ (teach) right now.

The simple present is used to indicate habitual actions or actions that occur in the present but not necessarily at the moment it is spoken.

- I go shopping with my friends. - My teacher reads to the children

The present continuous indicates actions that are happening at the moment it is spoken.

- I am studying English. - We are doing our homework.

At Home - I do the Collage of Words.

iing aing

carryinghurryingmarrying worryingstudying

classifying specifying terrifying

identifying

Pronunciation

- Hay palabras que al añadirles la terminación ING pueden pronunciarse con la terminación (iing) o con (aing).

UNIT 3


We illustrate 10 of the following words. - With the pictures, I create a collage and I hang it on the wall. - I use this vocabulary on the next two projects.

ancient antasleep ate aunt awake beautiful big boughtbrake break buy by byecat cent cereal cheap choseclean cold cousincrycutdaddydeskdifficultdirty drank drewdrovedugdull eight emotion

empty expensivefalsefamous fat fearflewfool forfoundfourfull happyhate hear here homehot intelligentkindlargelonglove modernnew oldpuppyquickriskyrunsad safescent schoolserial

SESSION 12

COLLAGe OF WORDS

Cont. Activity 12

8

4

UNIT3

65Mesa de trabajo/Work table

SESSION 13

Activity 13

ORAL PROjeCt

my Description I write a description about myself.

- I indicate whom of my family I have more similarities and why. I use synonyms.

- I indicate whom of my family I am opposite of and why. I use antonyms.

- I include the activities I like to do and the activities I don’t like to do and why.

UNIT 3

66 Work table/Mesa de trabajo

SESIÓN 14

Proyecto 3

Participative FamiliesPhase I: Project Design

Presentación 30 minutos

¿en qué consiste este proyecto? En una descripción objetiva de cómo nuestra familia se identifica con la comunidad y sus actividades, en busca de soluciones a problemas comunes de la sociedad, para mejorar nuestra calidad de vida.

¿Cuál es el propósito de este proyecto? Realizar propuestas de mejora para nuestra comunidad, mediante la identificación de necesidades, contextualizándolas a partir del diagnóstico de la comunidad y organizándolas mediante un esquema y cronograma según el área correspondiente.

¿Qué necesito para realizar este proyecto? Conocimiento de las fortalezas y capacidades de cada uno de los estudiantes del salón de clases. Visión comprometida con el mejoramiento de nuestra comunidad. Participación creativa y propositiva.

entre nosotrosNivel Aula: Demostración Pública de lo Aprendido -DPA-

RespetoReconocimiento del valor propio y de los derechos de los individuos y de la sociedad.

Actitud propositivaAportar soluciones y propuestas de manera constructiva.

Disposición para el cambioSer flexible y dispuesto para mejorar.

Guía retrato de una familia común de nuestra comunidadLas características que tienen las familias de nuestra comunidad, en los aspectos: social, económico, histórico, tradicional, educativo, cultural, salud y alimentación, visión de familia (principios, valores y metas de vida).

Guía de entrevista¿Cómo es nuestra comunidad actualmente?

- ¿Qué dificultades considera que tienen las familias de nuestra comunidad en el área de salud, alimentación y acceso de servicios básicos?

- ¿Qué necesidades artísticas, culturales y deportivas considera que tienen las familias de nuestra comunidad?

- ¿Qué problemas considera que hay en materia de trabajo, desarrollo económico y emprendimiento para las familias de nuestra comunidad?

- ¿Qué sugiere para mejorar la calidad de vida en nuestra comunidad?

Paso 1 210 minutos mapa de nuestra comunidad Realizamos entrevistas (FT 1) a miembros de nuestra comunidad, para recabar información y elaborar un retrato de la familia promedio de nuestra comunidad. Utilizamos las guías sugeridas, enriqueciéndolas con otras preguntas. Registramos organizadamente por escrito las respuestas obtenidas.

Rincón de mi comunidadElaboramos un resumen, con la información obtenida acerca del retrato de la familia promedio y la situación actual de nuestra comunidad.Socializamos el resumen con nuestros compañeros, mediante organizadores gráficos que utilizamos en la presentación.Elegimos un espacio dentro del aula y colocamos los organizadores gráficos de manera creativa. Luego, compartimos nuestros hallazgos y propuestas.

Actividad 14

¿Cómo realizamos el diagnóstico de nuestra comunidad?

Paso 2 90 minutosPriorización de necesidadesDeterminamos, con base en la información compartida, las necesidades prioritarias en nuestra comunidad, (área de salud, emprendimiento, de información y tecnología) según corresponda.Proponemos asimismo, soluciones y acciones, de acuerdo con las características de las familias de nuestra comunidad.

UNIT3

67Mesa de trabajo/Work table

SESIÓN 15

entre nosotrosNivel aula: Demostración Pública de lo Aprendido –DPA–

Paso 3 120 minutosDiagnóstico de nuestra comunidadCon la información obtenida en la Sesión 14 y con la orientación de nuestro facilitador:

- Elaboramos un FODA (FT 27), en las áreas de salud, emprendimiento e información y tecnología. Este análisis es importante para el diseño de los esquemas integradores y cronogramas de las áreas de los proyectos.

- Utilizamos como guía, el modelo que aparece a continuación:

Mi ruta de salud estiramiento evolucionado

- Tonifico los músculos y aumento la flexibilidad.

- Aumento la intensidad de los ejercicios de estiramiento y flexibilidad, de forma moderada.

Paso 4 120 minutosConsensos en comisiones, orientados por el facilitadorGeneramos consensos, según área y comisión respectiva, con el propósito de elaborar esquemas integradores y cronogramas, de cada área de proyectos, a partir de la priorización de necesidades detectadas en el análisis correspondiente.

Planes de acciónElaboramos, con los aportes de compañeros y miembros de la comunidad, planes de acción con base en la guía del contenido descrito en el punto anterior, según las comisiones a las que pertenezcamos. Proponemos acciones concretas para lograr resultados productivos, tales como las estrategias a utilizar e invitación a expertos.Socializamos con un informe escrito y presentación, nuestros planes en la Sesión 14 del proyecto en la unidad 4.

Paso 5 30 minutosDiario de clasePara evaluar este proyecto, utilizo el instrumento que el facilitador proporcione.Integro a mi diario de clase apreciaciones de lo generado en este proyecto: acuerdos, proyecciones, consensos, mapas, análisis, priorización de necesidades, planes de acción entre otros.

FODATécnica para registrar, visualizar y analizar información. Provee el diagnóstico de una situación determinada. Útil en la toma de decisiones.

Áreas de mi comunidad bajo análisisAspectos del análisis FODA Salud Emprendimiento Información

y Tecnología

Fortalezas

Oportunidades

Debilidades

Amenazas

Actividad 15

Sitios Web sugeridos Algunos sitios electrónicos que pueden ayudarte con este Proyecto son:

Recursos online para realizar documentos https://www.google.com/intl/es/drive/

Recursos online para realizar documentos ortal.office.com%2Flanding.aspx%3Ftarget%3D%252fdefault.aspx&lc=3082&id=501392&msafed=0

Cómo elaborar un FODA:https://www.youtube.com/watch?v=8Dnw5Mmxzc8

Ruta de la saludCon la orientación del facilitador realizo mi ruta de la salud.

68

UNIT 3

Work table/Mesa de trabajo

They are trying to repair their T.V. themselves. destroy – rent – break – fixSummer is a warm season. shine – cold – happy – funny

A good father can provide protection. security – food – music – walkI love my friends. enemies – rivals – lost – teacherGuatemala has borders with three countries finishes – frontiers – embassiesOpen the door, please! black – sit – close – hugeI made a mistake in the exam. study – error – theme – passHe is a happy boy. sad – firs – guilty – guessMy teacher gives me an extra homework. good – full – additional – energeticI live with my mother. brother – dad – friend – husbandMy parents told me to improve my behavior. conduct – music – band – notebook

SESSION 16

ReplaceIn my notebook I write the following sentences and I replace the underlined word with its synonym or antonym in the parenthesis.

- I indicate if it is a synonym or an antonym.

Its Opposite In my notebook I copy the following pictures.

- I draw next to each picture its opposite and write its name.

Activity 16

QUIZ

69

UNIT3

Mesa de trabajo/Work table

I remember, analyze and write my progress

90 a 100: I did it with excellence. Dark green

76-89: I succeeded. Light green

60-75: I can improve. Yellow

0-59: In process. Red

SESSION 16

WriteIn my notebook I write a paragraph in present tense about the following picture.

- I use synonyms, antonyms and homonyms.

Correct Form In our notebook we write the following sentences.

- We write the correct form of the verb.

- What are you __________ (do – does – doing) Ms. García? - I´m __________ (made – making – makes) a list, and don Carlos is __________ (classify – classifies – classifying) the medicines.

- Are you __________ (buys – buying – buy) something? - Yes, I am.

do i look like my parents?

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