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Institución Educativa Blanquizal Plan de apoyo de Inglés

Segundo periodo * Grado Noveno 2017 Plan de Profundización

Teacher : Ematilde Rojas Amaya

Competencia Lee y comprende textos

narrativos y descriptivos o narraciones o descripciones de diferentes fuentes sobre temas que le son familiares.

Usa el vocabulario y la gramática que conoce con

cierta precisión

Derecho básico de aprendizaje

Explica el por qué de planes y acciones relacionadas con su entorno personal, escolar y comunitario. Estructura sus

explicaciones de manera apropiada y tiene en cuenta la ortografía, la pronunciación y conectores para comunicar

sus ideas.

Evidencia -Explicación del porqué de planes y

acciones relacionadas con su entorno personal, escolar y comunitario.

-Reconocimiento de relaciones de causa y efecto en lecturas cortas sobre temas

académicos. -Exposición de ideas sobre un texto oral o

escrito acerca de temas de su interés o que le son familiares a partir de su conocimiento previo, inferencias e

interpretaciones Saber ser

Se interesa por participar democráticamente en la toma

de decisiones dentro de un grupo social.

Saber conocer Identifica las diferentes

opiniones, los pensamientos, las tendencias y las normas de los diferentes grupos sociales.

Clasifica las reglas de los diferentes grupos sociales y

resalta las positivas.

Saber hacer Expresa ideas y sentimientos, propios y

ajenos, sobre los diferentes grupos sociales y toma parte en uno de ellos.

Investiga y expone un texto argumento donde apoya un grupo social.

1. Complete the sentences with the correct conjugation of the verb in parenthesis , don´t forget the auxiliary

1. you (wait) for someone?

2. I __________ (look) for my glasses. I can't find them.

3. He_________ (not work) today. He is on holiday.

4. They ________ (not take) photos of the house.

5. My parents_________ (visit) Rome at the moment.

6. she (work) in her room?

7. Why your brother (sit) on the floor?

8. You ________ (not listen) to me.

9. Look, the old man __________ (cross) the street now.

10. We __________ (fly) over London at the moment.

2. Complete the sentences with the correct conjugation of the verbs in

present progressive

11. He is (write) a letter.

12. They are (sit) down.

13. She is (swim) in the lake.

14. It's (begin) to rain.

15. I'm (study) Chinese this year.

16. She's (lie) on the beach.

17. It's (get) dark sooner these days.

18. I'm (travel) to Lisbon this summer.

9. She's (cut) some bread.

10. I'm (see) the dentist next week.

3. Write a paragraph about yourself by using present progressive, in 100

words

What are you doing now?

4. Tell me about an interesting thing that is happening actually in Medellin

By using simple present to be verb and present progressive tense in 60

words

5. WORD SEARCH Find the verbs in present continuo

Reading comprehension 6. Read the following text carefully. It’s a rainy Saturday. It’s raining a lot and Mary and her family are spending the afternoon at home. Her uncles are visiting them.Mary and her father are in the living room. Mary is making a draw and her father, Mr.Harris,is surfing the net. They are also talking.Mary’s older brother, Peter, is in his bedroom playing computer games. He is a computer fanatic and he spends much time playing on the computer. His little brother, Jim is also in the living room. He is playing with his dinosaurs’ collection. Sometimes he teases Mary, he is a really naughty boy. Mary’s mother, Mrs. Harris, is in the kitchen preparing a snack for a ll of them. She is making some tea and talking to Mary’s uncles – Lucy and Tom. They are from the nearest town andstopped by to say hello. Fluffy, the family cat, is sleeping on the kitchen’s sofa. We can’t see him in the picture, but he is a true fluffy cat. 7.Answer the questions about the text.

1. What day of the week is it?--------------------------------------------------------------- 2. Where is Mary?---------------------------------------------------------------- 3. What is she doing?---------------------------------------------------------------- 4. What is Mr. Harris doing?--------------------------------------------------------------- 5. Is Mrs. Harris preparing a snack in the kitchen?--------------------------------------------------------------- 6. What is Fluffy, the cat, doing?---------------------------------------------------------------- 7. What are they doing? Use the following verbs: to write the answer (water / read /sleep / write)


Segundo periodo Grado Décimo 2017 Plan de Mejoramiento


Competencia Inicia un tema de

conversación y mantiene la atención de sus

interlocutores. Explica textos que expresan sus

preferencias, decisiones y actuaciones. Habla de temas

generales.

Derecho Básico de Aprendizaje

Distingue información general y específica en textos de

opinión y discusiones orales y escritos sobre temas conocidos. Para esto,

responde a las preguntas ¿de qué trata el texto? y ¿cuál es el enunciado más importante que el autor hace acerca del

tema?

Evidencia Distinción de información general y específica en textos de opinión y

discusiones orales y escritos sobre temas conocidos.

-Participación activa en ejercicios orales y escritos, afianzando el desarrollo de

las habilidades comunicativas -Explicación de ideas de un texto oral o escrito acerca de temas de su interés o

que le son familiares a partir de su conocimiento previo.

Saber ser Posee una actitud positiva

para participar en diálogos y presentaciones con sus compañeros de clase.

Saber conocer Identifica preguntas y

respuestas relacionadas con su identidad, preferencias,

opiniones y acciones. Distingue la diferencia entre lo tradicional, retro, actual y

futurista.

Saber hacer Utiliza la lengua extranjera en la

construcción de diálogos o situaciones comunicativas relacionadas con su

identidad, sus preferencias, opiniones y acciones. Explica la diferencia entre lo tradicional, retro, actual y futurista.

Simple Present tense

FORM

[VERB] + s/es in third person

Examples:

• You speak English. • Do you speak English? • You do not speak English.

Use the Simple Present to express the idea that an action is repeated or usual. The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be something a person often forgets or usually does not do.

Examples:

• I play tennis. • She does not play tennis. • Does he play tennis? • The train leaves every morning at 8 AM. • The train does not leave at 9 AM. • When does the train usually leave? • She always forgets her purse. • He never forgets his wallet. • Every twelve months, the Earth circles the Sun. • Does the Sun circle the Earth?

The Simple Present can also indicate the speaker believes that a fact was true before, is true now, and will be true in the future. It is not important if the speaker is correct about the fact. It is also used to make generalizations about people or things.

Examples:

• Cats like milk. • Birds do not like milk. • Do pigs like milk? • California is in America. • California is not in the United Kingdom. • Windows are made of glass. • Windows are not made of wood. • New York is a small city.

Speakers occasionally use Simple Present to talk about scheduled events in the near future. This is most commonly done when talking about public transportation, but it can be used with other scheduled events as well.

Examples:

• The train leaves tonight at 6 PM. • The bus does not arrive at 11 AM, it arrives at 11 PM. • When do we board the plane? • The party starts at 8 o'clock. • When does class begin tomorrow?

Speakers sometimes use the Simple Present to express the idea that an action is happening or is not happening now. This can only be done with Non-Continuous Verbs and certain Mixed Verbs.

http://www.englishpage.com/verbpage/types.html

http://www.englishpage.com/verbpage/types.html

Examples:

• I am here now. • She is not here now. • He needs help right now. • He does not need help now. • He has his passport in his hand. • Do you have your passport with you?

ADVERB PLACEMENT

The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

Examples:

• You only speak English. • Do you only speak English?

English Grammar Rules

The simple present tense in English is used to describe an action that is regular, true or normal.

We use the present tense:

1. For repeated or regular actions in the present time period.

• I take the train to the office. • The train to Berlin leaves every hour. • John sleeps eight hours every night during the week.

2. For facts.

• The President of The USA lives in The White House. • A dog has four legs. • We come from Switzerland.

3. For habits.

• I get up early every day. • Carol brushes her teeth twice a day.

• They travel to their country house every weekend.

4. For things that are always / generally true.

• It rains a lot in winter. • The Queen of England lives in Buckingham Palace. • They speak English at work.

Verb Conjugation & Spelling We form the present tense using the base form of the infinitive (without the TO).

In general, in the third person we add 'S' in the third person.

Subject Verb The Rest of the sentence

I / you / we / they speak / learn English at home

he / she / it speaks / learns English at home

The spelling for the verb in the third person differs depending on the ending of that verb:

1. For verbs that end in -O, -CH, -SH, -SS, -X, or -Z we add -ES in the third person.

• go – goes • catch – catches • wash – washes • kiss – kisses • fix – fixes • buzz – buzzes

2. For verbs that end in a consonant + Y, we remove the Y and add -IES.

• marry – marries • study – studies • carry – carries • worry – worries

NOTE: For verbs that end in a vowel + Y, we just add -S.

• play – plays • enjoy – enjoys • say – says

Negative Sentences in the Simple Present Tense To make a negative sentence in English we normally use Don't or Doesn't with all verbs EXCEPT To Be and Modal verbs (can, might, should etc.).

• Affirmative: You speak French. Negative: You don't speak French.

You will see that we add don't between the subject and the verb. We use Don't when the subject is I, you, we or they.

• Affirmative: He speaks German. Negative: He doesn't speak German.

When the subject is he, she or it, we add doesn't between the subject and the verb to make a negative sentence. Notice that the letter S at the end of the verb in the affirmative sentence (because it is in third person) disappears in the negative sentence. We will see the reason why below.

Negative Contractions

Don't = Do not Doesn't = Does not

I don't like meat = I do not like meat.

There is no difference in meaning though we normally use contractions in spoken English.

Word Order of Negative Sentences The following is the word order to construct a basic negative sentence in English in the Present Tense using Don't or Doesn't.

Subject don't/doesn't Verb* The Rest of the sentence

I / you / we / they don't have / buy eat / like etc. cereal for breakfast

he / she / it doesn't

*

Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the verb. Instead of the infinitive To have it is just the have part.

Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For example: to have, to eat, to go, to live, to speak etc.

http://www.grammar.cl/Present/Dont_Doesnt.htm

Examples of Negative Sentences with Don't and Doesn't:

• You don't speak Arabic. • John doesn't speak Italian. • We don't have time for a rest. • It doesn't move. • They don't want to go to the party. • She doesn't like fish.

Questions in the Simple Present Tense To make a question in English we normally use Do or Does. It has no translation in Spanish though it is essential to show we are making a question. It is normally put at the beginning of the question.

• Affirmative: You speak English. Question: Do you speak English?

You will see that we add DO at the beginning of the affirmative sentence to make it a question. We use Do when the subject is I, you, we or they.

• Affirmative: He speaks French. Question: Does he speak French?

When the subject is he, she or it, we add DOES at the beginning to make the affirmative sentence a question. Notice that the letter S at the end of the verb in the affirmative sentence (because it is in third person) disappears in the question. We will see the reason why below.

We DON'T use Do or Does in questions that have the verb To Be or Modal Verbs (can, must, might, should etc.)

Word Order of Questions with Do and Does

The following is the word order to construct a basic question in English using Do or Does.

Do/Does Subject Verb* The Rest of the sentence

Do I / you / we / they have / need want etc. a new bike?

Does he / she / it

*Verb: The verb that goes here is the base form of the infinitive = The infinitive without TO before the verb. Instead of the infinitive To have it is just the have part.

Remember that the infinitive is the verb before it is conjugated (changed) and it begins with TO. For example: to have, to eat, to go, to live, to speak etc.

http://www.grammar.cl/Present/Do_Does.htm

Examples of Questions with Do and Does:

• Do you need a dictionary? • Does Mary need a dictionary? • Do we have a meeting now? • Does it rain a lot in winter? • Do they want to go to the party? • Does he like pizza?

Short Answers with Do and DoesShort Answers with Do and Does In questions that use do/does it is possible to give short answers to direct questions as follows:

Sample Questions Short Answer (Affirmative)

Short Answer (Negative)

Do you like chocolate? Yes, I do. No, I don't.

Do I need a pencil? Yes, you do. No, you don't.

Do you both like chocolate? Yes, we do. No, we don't.

Do they like chocolate? Yes, they do. No, they don't.

Does he like chocolate? Yes, he does. No, he doesn't.

Does she like chocolate? Yes, she does. No, she doesn't.

Does it have four wheels? Yes, it does. No, it doesn't.

However, if a question word such as who, when, where, why, which or how is used in the question, you can not use the short answers above to respond to the question

In questions that use do/does it is possible to give short answers to direct questions as follows:

Sample Questions Short Answer (Affirmative)

Short Answer (Negative)

Do you like chocolate? Yes, I do. No, I don't.

Do I need a pencil? Yes, you do. No, you don't.

Do you both like chocolate? Yes, we do. No, we don't.

Do they like chocolate? Yes, they do. No, they don't.

Does he like chocolate? Yes, he does. No, he doesn't.

Does she like chocolate? Yes, she does. No, she doesn't.

Does it have four wheels? Yes, it does. No, it doesn't.

However, if a question word such as who, when, where, why, which or how is used in the question, you can not use the short answers above to respond to the question.

ACTIVITIES

Reading comprehension

Triathlon

Triathlon is a sport that consists of three parts, swimming, cycling and running. Athletes race against each other. They swim first, cycle second and run last. Triathlon became an Olympic Sport in 2000 at the Sydney Summer Olympics in Australia. In the Olympics athletes swim for 1.5 km, cycle for 40 km and then run for 10 km. At the 2008 Beijing Olympics in China the women’s gold medal in triathlon was won by an Australian, Emma Snowsill, who completed the race in just under two hours. Jan Frodeno from Germany won the men’s gold medal; he finished the race in one hour and 48 minutes.

A popular triathlon event is the Sprint Triathlon. It is a shorter race. It is half the distance of the triathlon of the Olympics. In the Sprint Triathlon athletes swim for 750 metres, cycle for 20 km and run for 5 km. If you think that this is too short for you, you can try the Ironman Triathlon. In the Ironman competition athletes swim for 3.86 km, cycle for 180 km and then run for 42.2 km! The fastest athletes can finish an Ironman Triathlon in just over eight hours!

1. Vocabulary help: identify the definition

popular - someone who competes against other people in sports became -If the triathlon became an Olympic sport in 2000, then the 2000 Olympics was the first time that the triathlon was part of the Olympics. Consists of -an event where people try to win a prize by being the best or the fastest km - to finish competition - to be made from completed - kilometre athlete -liked by many people

2. Comprehension Check:

3. Did you understand the story?

4. Are these sentences true?

5. 1. Athletes run first in a triathlon. Yes or no? 6. 2. Triathlon is now a sport at the Olympics. Yes or no? 7. 3. In a Sprint Triathlon athletes swim for 1.5 km. Yes or no? 8. 4. The Ironman Triathlon is longer than the Sprint Triathlon. Yes or no? 9. 5. The Sprint Triathlon is half the distance of an Olympic Triathlon. Yes or no?

3.Fill in the Blanks:

10. 6. The Sprint Triathlon is ___________________ than an Olympic Triathlon. 11. 7. The fastest athletes finish an Ironman Triathlon in just over ______________ hours. 12. 8. A triathlon has _________ parts, cycling, ________________ and swimming. 13. 9. The 2008 summer Olympics were held in ________________________________. 14. 10. In a triathlon, athletes ___________ last.

Dominoes

Dominoes are pieces of wood, plastic, cardboard or bone that are called tiles. The tiles are rectangular and each one has two square halves. Dominoes have dots on them. They look like flattened dice.

These tiles are used to play games with. There is a large number of different games that use dominoes. Some of the games are simple, easy games. Other games are more complex and they require skill and strategy. Most of the games involve matching squares with the same number of dots.

Dominoes are known throughout the world. Domino sets and games vary between cultures. People of all ages can play dominoes. Some dominoes that are used by children have pictures on them instead of dots. The children play the game by matching the pictures.

1.Comprehension Check:

Did you understand the story?

Are these sentences true?

1. Dominoes are square. Yes or no?

2. People of all ages can play dominoes. Yes or no?

3. All domino games are easy to play. Yes or no?

4. Dominoes usually have dots on them. Yes or no?

2. Fill in the Blanks:

5. _______________ are pieces of wood, plastic, ______________ or bone.

6. Complex games of dominoes require ________________ and strategy.

7. Dominoes look like ______________ dice.

8. The domino pieces are called _______________.

9. Dominoes are played all over the ___________________ but different cultures play different games.

10. Children's dominoes have ________________ on them.

3.vocabulary help:

bone cardboard complex flattened matching plastic . rectangular require skill strategy . vary

Write a paragraph about your favorite sport by using simple present and ten verbs from exercise 4with your own words

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Change the verb into the correct form: 1. I (go) to the city once a week. 2. You (play) the guitar very well. 3. She never (visit) me.

4. Tom always (find) new ways to do things. 6. Ann (want) to speak. 7. Toronto (be) in Canada. 8. Cars (have) wheels. 9. My mother (have) a big house. 10. We (play) a lot. 11. They (sell) fruit and eggs. 12. The building (be) on fire. 13. Marta (seem) sad. 14. I usually (help) my neighbors. 15. His brother rarely (leave) town.

16. Daniel (fly) to Paris once a year.

17. She never (do) her homework.

18. Lisa (try) to help her sister.

19. Mark (go) home at seven.

20. The baby (cry) every night.

21. He (miss) her a lot.

22. Joe (study) really hard.

23. A boy (kiss) a girl.

24. Joana (buy) new stuff all the time.

25. Tim (watch) this show every night.

26. Sara (say) this all the time.

5. choose 10 sentences from exercise 4 and write them in interrogrative form

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. choose 10 differnt sentences fron exercise 4 and write them in negrative sentences

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Down

1 A place where people can sit around and drink alcoholic

1 2 3

4

5 6

7 8

9

10

11 12

13 14

15 16

17 18

Across

2 Someone who makes food in a cheap restaurant. (4)

4 A meal between breakfast and lunch. (6)

5 Someone who makes food in an expensive restaurant. (4)

8 This describes what you can eat at a restaurant. (4)

11 Something you eat before the main meal. (9)

12 If everybody pays for their own food then you go __________. (5)

13 A side dish with lettuce and other vegetables. (5)

15 What the cook places your food on. (5)

16 A meal where you help yourself from a table with a variety of dishes. (6)

17 Long, stringy food. (7)

18 Something you give your waiter if the service is good. (3)

beverages in a restaurant. (3)

2 A drink that many people have with dessert. (6)

3 Something you use to cut meat. (5)

4 Another word for a drink. (8)

6 The noon meal. (5)

7 Something you might need to get into a busy restaurant. (11)

9 Someone who serves you food. (6)

10 The morning meal. (9)

12 Something, usually sweet, that you eat after dinner. (7)

14 The evening meal (6)

16 The total amount that you have to pay for a meal. (4)


Segundo periodo Grado Once 2017 Teacher: Ematilde Rojas Amaya

Plan de Mejoramiento

Competencia Participar en conversaciones

en las que explica sus opiniones e ideas sobre temas

generales, personales y abstractos. Comprender

textos de diferentes tipos y fuentes sobre temas de

interés general y académico. Seleccionar y aplicar

estrategias de lectura apropiadoras para el texto y la tarea. Reconocer elementos propios de otras culturas y

explicarlos a sus compañeros.


Identifica el propósito de textos orales y escritos de

mediana longitud relacionados con temas de

interés general y de su entorno académico y la

comparte con otros

Evidencias -Identificación del propósito de textos orales y

escritos de mediana longitud relacionados con temas de interés

general y de su entorno académico y la comparte con otros.

-Explicación en forma oral como escrita sobre causas y efectos, así como el

problema y la solución de una situación especifica

Saber ser Posee hábitos de escucha y

respeto por la opinión de sus compañeros

Saber conocer Identifica la evolución de su vida del pasado al presente. Distingue los cambios en su vida durante toda la época

escolar.

Saber hacer Produce textos narrativos sobre su vida pasada, presente o futura. Expone a sus compañeros una línea de tiempo con la

evolución de su vida escolar.

tense positive/negative/question usage signal words

Simple Present Present

• P: He speaks. • N: He does not

speak. • Q: Does he speak?

repeated/regular action in the present

general validity actions

happening one after the other

confirmed future actions (time table, schedule)

always, every …, never, normally, often, seldom, sometimes, usually if-clause type I (If I talk, …)


Present Progressive

Present Continuous

• P: He is speaking. • N: He is not

speaking. • Q: Is he speaking?

action currently taking place

action limited to a particular timeframe

already planned or agreed-upon future action

at the moment, just, just now, Listen!, Look!, now, right now

Simple Past Preterite

P: He spoke. N: He did not speak. Q: Did he speak?

a single or repeated action in the past

actions happening one after the other in the past

a new action that interrupts an action that was already taking place

yesterday, 2 minutes ago, in 1990, the other day, last Friday if-clause type II (If I talked, …)

Past Progressive

Preterite Continuous

Past Continuous

P: He was speaking. N: He was not speaking. Q: Was he speaking?

emphasis on the process of an action taking place in the past

multiple actions taking place at the same time

an action that was taking place when interrupted by a new action

while, as long as

Present Perfect Simple Perfect

P: He has spoken. N: He has not spoken. Q: Has he spoken?

the result is emphasised

already, ever, just, never, not yet, so far,


action that lasts to the present moment

action that has just been completed

completed action with influence on the present

an action that has never/once/more than once taken place up to the time of speaking

till now, up to now

Future I Simple

(will) Future I

P: He will speak. N: He will not speak. Q: Will he speak?

events in the future that cannot be influenced

spontaneous decision

suppositions about the future

in a year, next …, tomorrow if-clause type I (If you ask her, she will help you.) supposition: I think, probably, perhaps

Future I Simple

(going to)

P: He is going to speak. N: He is not going to speak. Q: Is he going to speak?

pre-existing intention regarding the future

logical conclusion regarding the future

in one year, next week, tomorrow

Use the verbs in brackets in the correct future tenses – will-future, going to-future, Simple Present or Present Progressive.

1. The train at 11:45. (to leave) 2. We dinner at a nice restaurant on Saturday, but we have't

booked a table yet. (to have) 3. My ski instructor believes it in the mountains tomorrow

evening. (to snow) 4. On Sunday at 8 o'clock I my friend. (to meet) 5. They to London on Friday evening at 8:15. (to fly) 6. Wait! I you to the station. (to drive) 7. The English lesson at 8:45. (to start) 8. I my sister in April. (to see)

Put in the verbs in brackets into the gaps. Use will-future, going to-future, Simple Present, Present Progressive, Future Progressive or Future Perfect.

1. Lisa has sold her car. She a bike. (to buy) 2. The museum at 10 am daily. (to open) 3. How old in 2050? (Harry/to be) 4. What time ? (the show/to begin) 5. What tomorrow evening? (you/to do) 6. These boxes are so heavy. them for me, please? (you/to carry) 7. What time Gerry? (he/to meet) 8. This lesson at 11:30 but at 11:40. (not/to end)

READING COMPREHENSION Murphy's Law Are you the type of person who feels like… Anything that can go wrong, will go wrong, at the worst possible time, all of the time, without fail, when you least expect it? If that sounds like you, then you are living under the influence of Murphy’s Law. Welcome to the aggravating world of Murphy's Law. It is a very optimistic law, stating if anything can go wrong, it will. If it can't go wrong, it will go wrong anyway. This sad truth is the basic premise of Murphy's Law. Another allegedly correct and original reading of Murphy's Law is that if there are two or more ways to do something, and one of those ways can result in a catastrophe, then someone

will do it. But the statement that best expresses the explosive nature of Murphy's Law is undoubtedly you will inevitably make the wrong choice whatever you decide. And it may just be right. This isn't because of some mysterious power the law possesses. In reality, it's us who give Murphy's Law relevance. When life goes well, little is made of it. After all, we expect that things should work out in our favour. But when things go badly, we look for reasons. It’s food for thought but there is no evidence to support Murphy's Law itself - it's all down to perception. The law captures our imagination. There are countless examples in today's culture. It is generally accepted, for example, that bread will always land buttered-side down when dropped, that there will be rain as soon as you wash your car, and that when queuing, the other line will always move faster. Many people will naturally interpret this law as a pessimistic view of life. In fact, they couldn’t be further from the truth. Losers can take advantage of a good knowledge of Murphy's Law to help better prepare for the unexpected problems and challenges that life throws our way. Don't worry about Murphy's Law, you know it's going to happen anyway, so just get on with it and get it over with! Adapted from: http://blog.iqmatrix.com/murphy-law and http://people.howstuffworks.com/murphys-law.htm

1. - Are the following statements TRUE or FALSE? Find evidence in the text to support your answers. No marks are given for only TRUE or FALSE) a. The catchphrase of Murphy’s philosophy is that there are several ways of doing wrong things. b. When everything goes well, we don’t even think of Murphy’s Law. 2. - Answer the following questions in full sentences using information from the text. a. Is there any scientific basis for a belief in Murphy’s Law? b. How can you benefit from Murphy’s Law? 3. - Vocabulary. Find words in the text meaning the following: a) disaster b) annoying c) very many, a great number of d) think seriously about something 4. - Write a composition (100 words) on the following topic: Murphy’s Law in My Life One look at a day in my life and anyone can see that Murphy’s Law, “Anything that can go wrong, will go wrong” is absolutely true.

http://people.howstuffworks.com/murphys-law.htm

Confessions

second conditional

Four friends, Alex, Lucy, Sam and Jo were sitting in a coffee bar and chatting, when the subject of their own faults came up in conversation. ‘I must admit,’ said Alex, ‘I sometimes use the company’s phone for private calls and I often steal office stationery from work when the boss isn’t looking. If my boss found out, I’d get fired.’ ‘Well, I guess my greatest fault,’ Lucy told the group, ‘is that I gamble too much. I play online poker and I buy lottery tickets. My parents are really strict, and if they heard about it, I’d be in real trouble. ‘I don’t gamble,’ Sam said, ‘but I’d say that my worst fault is my drinking habit. I drink far too much. If it ever got out, I’d lose my job.’ Joe had been silent during the conversation, so Sam turned and asked him, ‘Well, Joe, do you have any faults, then?’ ‘Oh, yes,’ said Joe, ‘and mine is worse than any of yours. My greatest fault is that I just can’t keep a secret.’

Grammar: second conditional

To talk about situations which are imaginary, you can use this form: if + past simple in the first clause, followed by would + verb in the second clause.

This structure is sometimes called the second conditional form.

If my parents found out about my gambling, they’d be furious.

If anyone heard about Sam’s drinking habits, he’d lose his job.

It’s also possible to change the order of the clauses, in this way:

I would buy a new car if I had the money.

This would be a good restaurant if the staff were more polite.

Match the broken sentences.

1. If I knew his email address… 2. If we could afford it… 3. I wouldn’t tell your boss about it… 4. If you went to bed earlier… 5. I’d tell you…

A. ...you wouldn’t be so tired. B. ...if I knew the answer. C. ...we’d buy a new car. D. ...I would write to him. E. ...if I were you.

Choose the correct form.

6 A. If his boss found out about Joe’s drinking habits he’d probably lose his job. B. If his boss would find out about Joe’s drinking habits he probably lost his job. 7 A. I went for a walk if it wouldn’t be raining so hard. B. I’d go for a walk if it weren’t raining so hard. 8 A. If you’d spoken more slowly people will be able to understand you better. B. If you’d speak more slowly people would be able to understand you better. 9 A. I came to the party if I wouldn’t have so much work to do. B. I’d come to the party if I didn’t have so much work to do. 10 A. This movie would be better if it were shorter. B. This movie were better if it would be shorter.

Vocabulary exercises

Choose a word to complete these sentences.

stationery bar habits calls tickets poker 1. I would never play online _________. 2. It’s a waste of money to buy lottery _________. 3. I’ll see you in the coffee _________. 4. I never take home any office _________. 5. My boss doesn’t like us making private _________. 6. Tim needs to do something about his drinking _________.

Choose a word to make the opposite expression.

fired silent strict keep private admit 7. This is a public area. This is a _______ area. 8. Claire is chatty today. Claire is _______ today. 9. He will reveal your secrets. He will _______ your secrets. 10. Her parents are easy-going. Her parents are _______. 11. Do you deny you made a mistake? Do you _______ you made a mistake? 12. Tricia was promoted last week. Tricia was _______ last week.

There are four kinds of conditionals: The Zero Conditional: (if + present simple, ... present simple) If you heat water to 100 degrees, it boils.

The First Conditional: (if + present simple, ... will + infinitive) If it rains tomorrow, we'll go to the cinema. The Second Conditional: (if + past simple, ... would + infinitive) If I had a lot of money, I would travel around the world.

The Third Conditional (if + past perfect, ... would + have + past participle) If I had gone to bed early, I would have caught the train. (Notice we can put 'if' at the beginning, or in the middle. It doesn't matter at all.) ACTIVITIES

Complete the following sentences using the three types of conditional sentences:

If I (know) the truth I wouldn’t have said those stupid words.

If I (have) more money I would buy a new house.

John (come) if Mary calls (call) him.

If I (be) you, I would visit Ann.

You (not arrive) on time unless you hurry up.

If I (study) harder I will pass my two exams tomorrow.

Rose (come) if you hadn’t been so stupid with her.

If you heat the water, it (boil).

Maria’s baby (sleep) if you kept silence.

Vanessa (pass) her exams if she feels confident.

Firt conditional Complete the sentences

1. If it (rain) , we (stay) at home.

2. If you (know/not) the way, I (pick) you up.

3. My mum (bake) a cake if you (come) to see us.

Second contional Complete the sentences las frases.

1. If you (study) harder, you (get) better marks in your

tests.

2. If I (be) rich, I (travel) around the world.

3. She (come) to the market with us if she (have/not) to

work.

Third conditional Complete the sentences

1. If you (help) us, we (finish) the work in next to no time.

2. I (call) you earlier if I (lose/not) your phone number.

3. They (go/not) to the theatre by car if the

weather (be) better.

Complete the sentences

1. If I (have) a compass, I would give it to you.

2. If he hadn’t been ill, he (run) the marathon.

3. If you go to Ireland, you (need) a raincoat.

4. We (miss/not) the train if we had got up earlier.

5. If we lived in the country, the kids (play) outside all day long.

6. If they (eat/not) that much, they wouldn’t have got a stomach ache.

7. I will not be able to write you if you (give/not) me your address.

Irregular past verbs


Segundo periodo * Grado Octavo 2017 Teacher : Ematilde Rojas Amaya

PLAN DE PROFUNDIZACIÓN

COMPETENCIA

Comprende cuando le hablan sobre lo que hace en su tiempo

libre. Participa en conversaciones en las que expresa opiniones e intercambiar información sobre temas personales o de su vida

diaria. Escribe textos expositivos sobre temas de su entorno y de su interés con una ortografía y

puntuación adecuadas.

DERECHO BÁSICO DE APRENDIZAJE

Describe, de manera oral y escrita personas, actividades,

eventos y experiencias personales. Estructura estas descripciones con frases y

oraciones sencillas previamente utilizando correctamente las

gramática y vocabulario visto en clase .

Evidencia -Explicación en forma oral y escrita de

hechos de la actualidad -Exposiciones de temas de actualidad a sus

compañeros haciendo buen uso de las herramientas gramaticales y el vocabulario

especifico. -Reconocimiento de información específica

en textos cortos orales y escritos sobre temas de interés general

SABER SER Respeta las preferencias y los

gustos de las otras personas. Y escucha con atención y respeto las opiniones y exposiciones de

los compañeros

SABER CONOCER Reconoce las preferencias y gustos de las personas de

acuerdo al clima y lugar y de sí mismo. Reconoce las

expresiones para expresar características del clima

SABER HACER Utiliza expresiones para manifestar su disgusto o molestia ante una persona o

situación. Narra acontecimientos cotidianos expresando aspectos específicos del lugar y participa en situaciones comunicativas

READING COMPREHENSION

The weather today is very cold. It's just a few degrees above zero right now, and it's probably going to snow. The sky is gray and cloudy.

Yesterday's weather was like today's. It was cold and cloudy, and then it snowed in the afternoon. In the evening, it got really, really cold. After midnight, the temperature was ten degrees below zero.

The winter in Minnesota is long and hard. Usually, the snow starts to fall in November and it stops falling in March. In April it melts. On average, there are five months of winter weather.

On days when it snows, the sky is dark and gray, but on days when the temperature goes below zero, it's very sunny and the sky is clear and blue. Isn't that interesting?

How much do you remember from the reading? Fill in the blanks.

• 1A: What color is the sky? • 1B: It's ___________. • 2A: Was yesterday's weather the same or different? • 2B: It was _____________. • 3A: How many months of snow does Minnesota usually get? • 3B: It gets _________ months of snow. • 4A: What happens to the snow in April? • 4B: It ___________.

WORD SEARCH ABOUT WEATHER


Segundo periodo Grado Décimo 2017

Teacher : Ematilde Rojas Amaya Plan de Profundización

Competencia

Participar en conversaciones en las que explica sus

opiniones e ideas sobre temas generales, personales y abstractos. Comprender









comparte con otros









escolar.

Saber hacer Produce textos narrativos sobre su vida

pasada, presente o futura. Expone a sus compañeros una línea de tiempo con la evolución de su vida escolar.

READING COMPREHENSION Murphy's Law Are you the type of person who feels like… Anything that can go wrong, will go wrong, at the worst possible time, all of the time, without fail, when you least expect it? If that sounds like you, then you are living under the influence of Murphy’s Law. Welcome to the aggravating world of Murphy's Law. It is a very optimistic law, stating if anything can go wrong, it will. If it can't go wrong, it will go wrong anyway. This sad truth is the basic premise of Murphy's Law. Another allegedly correct and original reading of Murphy's Law is that if there are two or more ways to do something, and one of those ways can result in a catastrophe, then someone will do it. But the statement that best expresses the explosive nature of Murphy's Law is undoubtedly you will inevitably make the wrong choice whatever you decide. And it may just be right. This isn't because of some mysterious power the law possesses. In reality, it's us who

give Murphy's Law relevance. When life goes well, little is made of it. After all, we expect that things should work out in our favour. But when things go badly, we look for reasons. It’s food for thought but there is no evidence to support Murphy's Law itself - it's all down to perception. The law captures our imagination. There are countless examples in today's culture. It is generally accepted, for example, that bread will always land buttered-side down when dropped, that there will be rain as soon as you wash your car, and that when queuing, the other line will always move faster. Many people will naturally interpret this law as a pessimistic view of life. In fact, they couldn’t be further from the truth. Losers can take advantage of a good knowledge of Murphy's Law to help better prepare for the unexpected problems and challenges that life throws our way. Don't worry about Murphy's Law, you know it's going to happen anyway, so just get on with it and get it over with! Adapted from: http://blog.iqmatrix.com/murphy-law and http://people.howstuffworks.com/murphys-law.htm



Confessions

second conditional

Four friends, Alex, Lucy, Sam and Jo were sitting in a coffee bar and chatting, when the subject of their own faults came up in conversation. ‘I must admit,’ said Alex, ‘I sometimes use the company’s phone for private calls and I often steal office stationery from work when the boss isn’t looking. If my boss found out, I’d get fired.’ ‘Well, I guess my greatest fault,’ Lucy told the group, ‘is that I gamble too much. I play online poker and I buy lottery tickets. My parents are really strict, and if they heard about it, I’d be in real trouble. ‘I don’t gamble,’ Sam said, ‘but I’d say that my worst fault is my drinking habit. I drink far too much. If it ever got out, I’d lose my job.’ Joe had been silent during the conversation, so Sam turned and asked him, ‘Well, Joe, do you have any faults, then?’ ‘Oh, yes,’ said Joe, ‘and mine is worse than any of yours. My greatest fault is that I just can’t keep a secret.’













6 A. If his boss found out about Joe’s drinking habits he’d probably lose his job. B. If his boss would find out about Joe’s drinking habits he probably lost his job. 7 A. I went for a walk if it wouldn’t be raining so hard. B. I’d go for a walk if it weren’t raining so hard. 8 A. If you’d spoken more slowly people will be able to understand you better. B. If you’d speak more slowly people would be able to understand you better. 9 A. I came to the party if I wouldn’t have so much work to do. B. I’d come to the party if I didn’t have so much work to do. 10 A. This movie would be better if it were shorter. B. This movie were better if it would be shorter.















tests.



work.









Segundo periodo Grado Décimo 2017 Plan de Profundización






generales.





tema?











futurista.





Bungee Jumping by Emma Fox

It was a warm sunny day in Queenstown, New Zealand. My friend and I wanted to do something really exciting so we decided to go Bungee Jumping. When you Bungee Jump, you jump off a cliff, or other high place, with an elastic rope tied around you. You go into free fall for a few seconds before coming to the end of the rope and bouncing back up.

The jumping ledge was at the top of a mountain. From up there we could see the entire town below us. It was really beautiful.

We were tied into harnesses. My friend was very nervous and the people working at the ledge could tell. They turned on some music to help her calm down. After she calmed down, they hooked her onto the main jumping rope. They counted 3..2..1..Jump! And she jumped! They pulled her back up and it was my turn.

I was pretty nervous. They attached me to the jumping line and counted 3…2…1…JUMP! I ran right off the ledge and dove into the air. I felt my stomach tie itself into knots and my whole body was frozen in fear. After less than five seconds, I felt the tension of the rope pull me and I knew that the scariest part was over. They let me swing for about a minute before they pulled me back up to the ledge. I took a deep breath and enjoyed the scenery. The whole experience was amazing and I can’t wait to do it again.

Vocabulary help:

amazing attached breath calm down dove elastic free fall harness . hook hooked ledge nervous pretty right rope scariest stomach tension tied turn on Comprehension Check:

Did you understand the story? Are these sentences true?

1. To go bungee jumping you need a very high place to jump from. Yes or no? 2. Bungee jumpers are attached to ropes using harnesses. Yes or no? 3. Bungee jumping is probably unexciting. Yes or no?

Fill in the Blanks: 4. When you are scared, sometimes your body is _______________ in fear. 5. If your __________________ is tied into knots, then you are probably scared. 6. When you bungee jump you have an ________________ rope tied around you. 7. "I ran right off the ledge and ________________ into the air". 8. There is _______________ in the rope at the end of the free fall. 9. The rope was attached to the harness with a ______________. 10. An experience that is very fun and exciting can also be called an _______________

experience.

Down 2. A time when many people are driving on the road to get to work.

1 2 3 4

5 6

7 8

9 10

11 12

13 14 15

16

17 18 19

20

21

22

Across 1. A place to go for a walk. 5. A place to learn history. 6. A place on the sidewalk where you can put your mail. 7. A place to see a show. 10. An underground form of transportation. 11. A place where people park their cars.

14. Dirty air. 16. A home in the city. 17. A place where people make things. 18. Cities have lots of these bright things at night. 20. A lot of people together. 21. A place where people walk. 22. A place to study after high school.

3. A traffic ___________. A time when traffic almost stops because there are too many cars on the road. 4. Stealing or robbing. 5. A place with many shops in one building. 8. A place to get something to eat. 9. A place to go when you are sick. 12. A place to view art. 13. ____________ lights. Lights that tell cars when to go or stop. 15. Many sounds. 19. A road where people drive fast.


Segundo periodo * Grado Octavo 2017

Plan de apoyo recuperación

Competencia Comprende cuando le hablan

sobre lo que hace en su tiempo libre. Participa en conversaciones en las que

expresa opiniones e intercambiar información

sobre temas personales o de su vida diaria. Escribe textos

expositivos sobre temas de su entorno y de su interés con una ortografía y puntuación

adecuadas.

Derecho Basico de Aprendizaje



oraciones sencillas previamente utilizando

correctamente las gramática y vocabulario visto en clase .


hechos de la actualidad -Exposiciones de temas de actualidad a sus compañeros haciendo buen uso de

las herramientas gramaticales y el vocabulario especifico.

-Reconocimiento de información específica en textos cortos orales y

escritos sobre temas de interés general

Saber ser Respeta las preferencias y los gustos de las otras personas.

Y escucha con atención y respeto las opiniones y

exposiciones de los compañeros

Saber conocer Reconoce las preferencias y gustos de las personas de



Saber hacer Utiliza expresiones para manifestar su

disgusto o molestia ante una persona o situación. Narra acontecimientos cotidianos expresando aspectos

específicos del lugar y participa en situaciones comunicativas

Pay attention : Lok at the notes in your notebook to develop these activity, after you should answer a reinforcement assessment in class

WORKSHOP SIMPLE PRESENT TO BE

1.Complete with the correct to be form

Jane a teacher? No, she . She a doctor.

you American? No, I . I Australian.

John and Paul at home? No, they . They at the university.

the book on the table? No, it . It on the chair.

your father from Madrid? No, he . He from Barcelona.

2. Write interrogative sentences

.

1. Your brother's a doctor. (negative )

.

2. Teachers are on holiday in August.

(interrogative)

?

3. It's late. ( interrogative)

?

4. You're from Denmark. ( negative)

.

5. They're my friends. ( negative)

.

6. I'm late for class. (interrogative)

?

7. You're at home this weekend.

(interrogative)

?

8. This seat's free. ( interrogative)

?

9. She's married. (negative)

.

10. Mary's happy here. ( negative)

3. Translate into english these sentences

1-¿Cuántos años tienes? Tengo 18 años.

.

2. Jane es mi profesora de inglés.

.

3. No tengo sed.

.

4. Hoy hace mucho calor.

.

5. Soy alemán.

.

6. Tu hermano no está en casa.

.

7. Tengo mucha hambre.

.

8. Mis amigos son felices.

.

9. Tu padre no es muy alto.

.

10. Este ejercicio no es difícil.

.

4. Choose the correct answer in the file B to the question in the file A

FILE A FILE B

Are you married? Where are you from? Are you cold? What's your job? How old is your daughter? How are you? What's your phone number? What's your favourite kind of music? What date is today? What time is it?

No, I´m not No, I'm single. One year old. I'm an accountant. North of France. Jazz. It's the 21st of June. It's 7 o'clock. 0034212222. I´m fine thanks

5. Complete the sentences by using the verb in parenthesis with the correct conjugation

A you (live) in Barcelona?

B: No, I (not live) in Barcelona. I (live) in Cerdanyola.But my sister (live) there. A: And she (like) it? B: Yes, she (love) Barcelona. She (work) in a bank in the mornings. In the afternoons, she (play) tennis with her boyfriend or she (watch) TV at home. In the evenings, she usually (go) for a walk on the beach or she (do) her English homework. She (study) English on Saturdays. A: she (visit) you in Cerdanyola? B: She (not come) to Cerdanyola very often. I usually (visit) her in Barcelona.

6. Complete the sentences with these verbs in affirmative form:

eat, drink, finish, get (x2), go(x2), have(x3), leave, listen, play, read, start, watch.

On Mondays, Terry up at 7.30 and a shower. He dressed

and breakfast. He a piece of toast and a cup of black coffee.

He home at 8.30 and to work by bus. He work at 9.00. He lunch in

a little restaurant near the office. He work at 17 o'clock in the afternoon. After work,

he football with his friends. In the evenings, he TV, the newspaper

and to classical music. He to bed at midnight.

7- Complete the text by using simple present

What you (think) is the best way to spend the Christmas holiday? I (not be)

sure I know. For some, travelling somewhere where it (snow) is the best option. In my case,

I (always/be) too lazy to organise anything and plane tickets (be) so expensive at this time of the year.

I think Christmas (be) best spent at home. There are so many things to do at Christmas that

you (not need) to worry about travel arrangements as well. We

(usually/have) lunch in the family and (spend) the afternoon reading books or watching films.

Christmas at home (smell) of spiced wine, roast chicken and apple pie. The children

(always/help) us prepare the Christmas tree but we (not turn) on the lights until the 24th.

It (often/not snow) where I live but it (get) quite cold in winter. People from

other countries (usually/come) here for the mild weather in winter.

8. Complete the crossword with verbs in simple present after complete the sentences gave

1 2

3 4

5

6

7 8 9

10

11

12 13

14

12

15

16

ACROSS

1: He (cry) every day.

3: She (pass) my house on her way to work every day.

5: He never (pay) for his lunch.

6: My sister (go) to work by car.

7: She (hope) to pass the driving test.

10: He never (tell) the truth.

11: He (have) a house at the seaside.

12: She never (empty) the bin.

14: He never (brush) his hair

16: She always (switch) off the lights in the evening. .

DOWN

2: She never (reply) my emails.

4: He (enjoy) working here.

5: She always (push) the other children.

8: He always (stay) at the same hotel.

9: He (fly) to London every month

11. He (Have) a expensive car

12They ( do) exercises with he every days

13: He often (take) his children to school in the morning

15: She always (do) her homework.

9. Write a description about your favorite country to know , by using simple present and vocabulary worked in class about weather and clothes in 200 words, remember the correct grammar structure, cohetence and orthography.


Segundo periodo Grado Décimo 2017

Teacher : Ematilde Rojas Amaya Plan de Refuerzo

Competencia

Participar en conversaciones en las que explica sus

opiniones e ideas sobre temas generales, personales y abstractos. Comprender









comparte con otros









escolar.

Saber hacer Produce textos narrativos sobre su vida

pasada, presente o futura. Expone a sus compañeros una línea de tiempo con la evolución de su vida escolar.

Use the verbs in brackets in the correct future tenses – will-future, going to-future, Simple Present or Present Progressive.

1. The train at 11:45. (to leave) 2. We dinner at a nice restaurant on Saturday, but we have't

booked a table yet. (to have) 3. My ski instructor believes it in the mountains tomorrow

evening. (to snow) 4. On Sunday at 8 o'clock I my friend. (to meet) 5. They to London on Friday evening at 8:15. (to fly) 6. Wait! I you to the station. (to drive) 7. The English lesson at 8:45. (to start)

8. I my sister in April. (to see)

Put in the verbs in brackets into the gaps. Use will-future, going to-future, Simple Present, Present Progressive, Future Progressive or Future Perfect.

1. Lisa has sold her car. She a bike. (to buy) 2. The museum at 10 am daily. (to open) 3. How old in 2050? (Harry/to be) 4. What time ? (the show/to begin) 5. What tomorrow evening? (you/to do) 6. These boxes are so heavy. them for me, please? (you/to carry) 7. What time Gerry? (he/to meet) 8. This lesson at 11:30 but at 11:40. (not/to end)

READING COMPREHENSION Murphy's Law Are you the type of person who feels like… Anything that can go wrong, will go wrong, at the worst possible time, all of the time, without fail, when you least expect it? If that sounds like you, then you are living under the influence of Murphy’s Law. Welcome to the aggravating world of Murphy's Law. It is a very optimistic law, stating if anything can go wrong, it will. If it can't go wrong, it will go wrong anyway. This sad truth is the basic premise of Murphy's Law. Another allegedly correct and original reading of Murphy's Law is that if there are two or more ways to do something, and one of those ways can result in a catastrophe, then someone will do it. But the statement that best expresses the explosive nature of Murphy's Law is undoubtedly you will inevitably make the wrong choice whatever you decide. And it may just be right. This isn't because of some mysterious power the law possesses. In reality, it's us who give Murphy's Law relevance. When life goes well, little is made of it. After all, we expect that things should work out in our favour. But when things go badly, we look for reasons. It’s food for thought but there is no evidence to support Murphy's Law itself - it's all down to perception. The law captures our imagination. There are countless examples in today's culture. It is generally accepted, for example, that bread will always land buttered-side down when dropped, that there will be rain as soon as you wash your car, and that when queuing, the other line will always move faster. Many people will naturally interpret this law as a pessimistic view of life. In fact, they couldn’t be further from the truth. Losers can take advantage of a good knowledge of Murphy's Law to help better prepare for the unexpected problems and challenges that life

throws our way. Don't worry about Murphy's Law, you know it's going to happen anyway, so just get on with it and get it over with! Adapted from: http://blog.iqmatrix.com/murphy-law and http://people.howstuffworks.com/murphys-law.htm


Confessions

second conditional

Four friends, Alex, Lucy, Sam and Jo were sitting in a coffee bar and chatting, when the subject of their own faults came up in conversation. ‘I must admit,’ said Alex, ‘I sometimes use the company’s phone for private calls and I often steal office stationery from work when the boss isn’t looking. If my boss found out, I’d get fired.’ ‘Well, I guess my greatest fault,’ Lucy told the group, ‘is that I gamble too much. I play online poker and I buy lottery tickets. My parents are really strict, and if they heard about it, I’d be in real trouble. ‘I don’t gamble,’ Sam said, ‘but I’d say that my worst fault is my drinking habit. I drink far too much. If it ever got out, I’d lose my job.’ Joe had been silent during the conversation, so Sam turned and asked him, ‘Well, Joe, do you


have any faults, then?’ ‘Oh, yes,’ said Joe, ‘and mine is worse than any of yours. My greatest fault is that I just can’t keep a secret.’













6 A. If his boss found out about Joe’s drinking habits he’d probably lose his job. B. If his boss would find out about Joe’s drinking habits he probably lost his job. 7 A. I went for a walk if it wouldn’t be raining so hard. B. I’d go for a walk if it weren’t raining so hard. 8 A. If you’d spoken more slowly people will be able to understand you better. B. If you’d speak more slowly people would be able to understand you better.

9 A. I came to the party if I wouldn’t have so much work to do. B. I’d come to the party if I didn’t have so much work to do. 10 A. This movie would be better if it were shorter. B. This movie were better if it would be shorter.













tests.



work.















Segundo periodo Grado Décimo 2017 Plan de Refuerzo

Teacher :Ematilde Rojas Amaya





generales.





tema?











futurista.





Triathlon

Triathlon is a sport that consists of three parts, swimming, cycling and running. Athletes race against each other. They swim first, cycle second and run last. Triathlon became an Olympic Sport in 2000 at the Sydney Summer Olympics in Australia. In the Olympics athletes swim for 1.5 km, cycle for 40 km and then run for 10 km. At the 2008 Beijing Olympics in China the women’s gold medal in triathlon was won by an Australian, Emma Snowsill, who completed the race in just under two hours. Jan Frodeno from Germany won the men’s gold medal; he finished the race in one hour and 48 minutes.

A popular triathlon event is the Sprint Triathlon. It is a shorter race. It is half the distance of the triathlon of the Olympics. In the Sprint Triathlon athletes swim for 750 metres, cycle for 20 km and run for 5 km. If you think that this is too short for you, you can try the Ironman Triathlon. In the Ironman competition athletes swim for 3.86 km, cycle for 180 km and then run for 42.2 km! The fastest athletes can finish an Ironman Triathlon in just over eight hours!

1. Vocabulary help: identify the definition

popular - someone who competes against other people in sports became -If the triathlon became an Olympic sport in 2000, then the 2000 Olympics was the first time that the triathlon was part of the Olympics. Consists of -an event where people try to win a prize by being the best or the fastest km - to finish competition - to be made from completed - kilometre athlete -liked by many people

2. Comprehension Check:

3. Did you understand the story?

4. Are these sentences true?

5. 1. Athletes run first in a triathlon. Yes or no? 6. 2. Triathlon is now a sport at the Olympics. Yes or no? 7. 3. In a Sprint Triathlon athletes swim for 1.5 km. Yes or no? 8. 4. The Ironman Triathlon is longer than the Sprint Triathlon. Yes or no? 9. 5. The Sprint Triathlon is half the distance of an Olympic Triathlon. Yes or no?

3.Fill in the Blanks:

10. 6. The Sprint Triathlon is ___________________ than an Olympic Triathlon. 11. 7. The fastest athletes finish an Ironman Triathlon in just over ______________ hours. 12. 8. A triathlon has _________ parts, cycling, ________________ and swimming. 13. 9. The 2008 summer Olympics were held in ________________________________. 14. 10. In a triathlon, athletes ___________ last.

Dominoes

Dominoes are pieces of wood, plastic, cardboard or bone that are called tiles. The tiles are rectangular and each one has two square halves. Dominoes have dots on them. They look like flattened dice.

These tiles are used to play games with. There is a large number of different games that use dominoes. Some of the games are simple, easy games. Other games are more complex and they require skill and strategy. Most of the games involve matching squares with the same number of dots.

Dominoes are known throughout the world. Domino sets and games vary between cultures. People of all ages can play dominoes. Some dominoes that are used by children have pictures on them instead of dots. The children play the game by matching the pictures.

1.Comprehension Check:

Did you understand the story?

Are these sentences true?

1. Dominoes are square. Yes or no?

2. People of all ages can play dominoes. Yes or no?

3. All domino games are easy to play. Yes or no?

4. Dominoes usually have dots on them. Yes or no?

2. Fill in the Blanks:

5. _______________ are pieces of wood, plastic, ______________ or bone.

6. Complex games of dominoes require ________________ and strategy.

7. Dominoes look like ______________ dice.

8. The domino pieces are called _______________.

9. Dominoes are played all over the ___________________ but different cultures play different games.

10. Children's dominoes have ________________ on them.

3.vocabulary help:

bone cardboard complex flattened

matching plastic . rectangular require skill strategy . vary

Write a paragraph about your favorite sport by using simple present and ten verbs from exercise 4with your own words

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Change the verb into the correct form: 1. I (go) to the city once a week. 2. You (play) the guitar very well. 3. She never (visit) me. 4. Tom always (find) new ways to do things. 6. Ann (want) to speak. 7. Toronto (be) in Canada. 8. Cars (have) wheels. 9. My mother (have) a big house. 10. We (play) a lot. 11. They (sell) fruit and eggs. 12. The building (be) on fire. 13. Marta (seem) sad.

14. I usually (help) my neighbors. 15. His brother rarely (leave) town.

16. Daniel (fly) to Paris once a year.

17. She never (do) her homework.

18. Lisa (try) to help her sister.

19. Mark (go) home at seven.

20. The baby (cry) every night.

21. He (miss) her a lot.

22. Joe (study) really hard.

23. A boy (kiss) a girl.

24. Joana (buy) new stuff all the time.

25. Tim (watch) this show every night.

26. Sara (say) this all the time.

5. choose 10 sentences from exercise 4 and write them in interrogrative form

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. choose 10 differnt sentences fron exercise 4 and write them in negrative sentences

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Segundo periodo * Grado Noveno 2017 Plan de Refuerzo

Teacher Ematilde Rojas Amaya Competencia

Lee y comprende textos narrativos y descriptivos o

narraciones o descripciones de diferentes fuentes sobre temas que le son familiares.


cierta precisión




sus ideas.
















WORKSHOP PRESENT PROGRESSIVE

http://www.inglestotal.com/wp-content/uploads/2008/08/8h-presente-continuo-en-ingles.jpg












3. Complete the sentences with the correct conjugation of the verbs in present progressive











4. Write a paragraph about yourself by using present progressive, in 10 lines



Reading comprehension 6. Read the following text carefully. It’s a rainy Saturday. It’s raining a lot and Mary and her family are spending the afternoon at home. Her uncles are visiting them.Mary and her father are in the living room. Mary is making a draw and her father, Mr.Harris,is surfing the net. They are also talking.Mary’s older brother, Peter, is in his bedroom playing computer games. He is a computer fanatic and he spends much time playing on the computer. His

little brother, Jim is also in the living room. He is playing with his dinosaurs’ collection. Sometimes he teases Mary, he is a really naughty boy. Mary’s mother, Mrs. Harris, is in the kitchen preparing a snack for a ll of them. She is making some tea and talking to Mary’s uncles – Lucy and Tom. They are from the nearest town andstopped by to say hello. Fluffy, the family cat, is sleeping on the kitchen’s sofa. We can’t see him in the picture, but he is a true fluffy cat. 7.Answer the questions about the text. 1. What day of the week is it?--------------------------------------------------------------- 2. Where is Mary?---------------------------------------------------------------- 3. What is she doing?---------------------------------------------------------------- 4. What is Mr. Harris doing?--------------------------------------------------------------- 5. Is Mrs. Harris preparing a snack in the kitchen?--------------------------------------------------------------- 6. What is Fluffy, the cat, doing?---------------------------------------------------------------- 7. What are they doing? Use the following verbs: to write the answer (water / read /sleep / write) 8.Tell me about an interesting thing that is happening actually in Medellin By using simple present to be verb and present progressive tense in 60 words

Institución Educativa Blanquizal Plan de apoyo de Lengua Castellana

Segundo periodo Grado Séptimo 2017

Plan de nivelación Docentes:

Andrés Felipe Cano y Ematilde Rojas Amaya

Competencia

Comprende y explica el funcionamiento de los diferentes sistemas de

significación, los lenguajes verbales y no verbales y sus relaciones intertextuales y extra-textuales desde su

capacidad crítica y creativa para transformarlos en

experiencias auténticas de comunicación y significación.

Derecho básico de

aprendizaje Establece conexiones entre los

elementos presentes en la literatura y los hechos

históricos, culturales y sociales en los que se han producido

Evidencia

-Distinción del desarrollo de

hechos históricos y conflictos sociales en historias presentes

en obras literarias.

Saber ser

Asume la elaboración de planes de comprensión

y producción de discursos literarios, obras

no verbales y medios masivos de comunicación,

como posibilidad de caracterización, en

tanto referentes culturales de una época y región

Saber conocer

Reconoce las características y temáticas de las obras literarias

de diferentes géneros, los medios masivos de

comunicación y las obras artísticas no verbales, y las

relaciona en el proceso de su interpretación y producción

Saber hacer

Diseña planes textuales que le

posibilitan leer, interpretar y producir, desde descripciones y explicaciones, diferentes tipos

de discursos, verbales y no verbales, en contextos

culturales diversos.

COMPRESIÒN LECTORA

Leer el texto con atención y responder las preguntas planteadas

EL SUEÑO DE ALADINO

Todos hemos conocido casas de ésas en las que, como decía Diderot, “abunda todo lo superfluo y falta todo lo necesario". Tienen vajillas y cubiertos carísimos, pero sirven pésima comida; Tienen una sala con más adornos que un pesebre pero no tienen ni un libro. También es muy común que una familia alquile el penthouse de 400 metros cuadrados que no se puede permitir en lugar de comprar el apartamento de 100 metros cuadrados en el que podría vivir. Otros dejan que la casa se les caiga por falta de mano, pero eso sí, no pueden moverse en un mazdita viejo pero si en un carrazo último modelo. Y la ropa, y las joyas, y los perfumes… Hay que estar a la última moda. Prefieren morirse de hambre que salir a la calle mal vestidos. No saben redactar ni una hoja de vida, escriben vaca con be de burro pero eso sí no les falta el celular.

Todo esto forma parte del consumismo perverso, que nos obliga a aparentar una opulencia inexistente. Y tiene que ver también, con una de las peores enfermedades de la cultura contemporánea, que consiste en la incapacidad de postergar la satisfacción de nuestros deseos. Vivimos en una cultura de niños malcriados (aunque estén ya creciditos) que lo quieren todo ya. Hemos adoptado unos hábitos culturales inventados y

auspiciados por el primer mundo y por Estados Unidos en particular, los cuales consisten en el derroche de los bienes, en el exceso de cosas superfluas incluso cuando nos faltan buena parte de las esenciales. El ejemplo televisivo del exceso de objetos completamente inútiles produce estragos al interior de nuestra sociedad.

A los norteamericanos y al segmento de la población colombiana que se quiere parecer a los gringos, les encanta vivir en la fábula de la lámpara de Aladino; se frota un metal, el genio aparece, se le pide un deseo y antes de que podamos siquiera parpadear, el deseo se nos cumple: una doncella desnuda y complaciente, un carro nuevo, un vestido de fiesta, un collar de perlas, un viaje, un helado, unos tenis ... En la fantasía suena maravilloso que todo deseo que tengamos se nos cumpla de inmediato, pero cuando esto se verifica en la realidad deja una profunda sensación de insatisfacción, de sin sentido. Lo que conseguimos sin dificultad lo disfrutamos sin entusiasmo. La nueva lámpara de Aladino se llama tarjeta de crédito y es un arma de doble filo: somos incapaces de no tener hoy lo que quizás podríamos comprar, si todo sale bien, el año entrante.

La manía en satisfacer de inmediato todos los deseos le quita encanto a la vida, la convierte en una cadena de sucesos sin valor, pues todo gusto queda reducido a una especie de reiterada "téngalo ya". Quizá esté bien eso de no dejar para mañana los deberes de hoy; pero en cuanto a los placeres, lo mejor es postergarlos, alargarlos, degustarlos desde antes, en la ilusión de que ese produzcan. En vez de viaje hoy y pague el próximo año, yo prepararía todo un año un viaje, soñaría con él, ahorraría cada peso, soñaría con cada sitio y me lo gozaría el año entrante.

Hay una expresión nuestra que se aplica a muchos placeres de la vida: Tener ganas. En vez del arrebato, de la inmediatez, de impedir que las ganas crezcan. Ya muchas personas ni siquiera se dejan sentir sed. Las veo en la calle, en los carros, en los buses, .siempre con un tetero, chupando agüita, dizque por miedo a deshidratarse. Es ridículo. Ya no se permiten ni el gusto de calmar la sed. Igual a la incapacidad de esperar hasta llegar a la casa para oír música o para hablar por teléfono. También el I pod y el celular nos impiden "tener ganas". Hasta la desnudez callejera: inútil anticipación de lo que debería suceder no en la acera, sino en el cuarto; no en el centro comercial sino en el bosque o en la playa.

Héctor Abad Faciolince,

RESULEVE

1. ¿Cuál es la idea principal de la lectura anterior?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. ¿Cómo se da el fenómeno del consumismo en nuestra sociedad? y ¿Qué puedes aportar a la solución de esa problemática?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. En cinco renglones, escribe lo que piensas de la siguiente frase tomada del texto: “Hay familias donde

abunda todo lo superfluo y falta todo lo necesario”

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. ¿Qué opinas del texto “El sueño de Aladino”? y ¿Qué relación encuentras con nuestra cotidianidad?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. Consulta que son palabras homófonas y elabora 6 ejemplos de éstas.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. Completa las oraciones con la palabra que corresponda, ya sea, tuvo o tubo.

1. Ella _______ un bebe la semana pasada 2. Juan Camilo ________ que dejar la universidad porque no tenía plata 3. Se necesita un _________ más pequeño, ese está muy grueso 4. No pudo ver el final porque _____ que marcharse a las 5. 5. Pásame ese _______ gris, lo colocaremos aquí. 6. No _______ ningunas ganas de protestar, estaba muy cansado 7. Creo que se fue para la ferretería a comprar un _________ 8. ______ dos hijos que murieron antes de casarse con la actriz. 9. Mi madre ________ que hacer la comida 10. Sofía no _________ una buena calificación, le va tocar estudiar mucho más 11. Una señora iba arreglar el _________, pero es necesario tener algunas herramientas 12. El _______ de la alcantarilla está roto, es necesario llamar EPM 13. Jocelyn ________la oportunidad de su vida, ahora mismo está viajando 14. Yo voy a comprar un ________, para que hagamos un experimento 15. El __________ de pvc está costoso, mejor busca otro material 16. El _______lo tuvieron hace unos días, pero ya se lo llevaron 17. Mi tía _______un bebe ayer, es morenito 18. Ese ________ está haciendo muchos daños, tenemos que cambiarlo 19. Juan _________ muchas oportunidades, pero no las aprovechó 20. Juan Pablo _______ que arreglar el _______, porque en la cocina había una gotera.

Completar con TU o TÚ, según el contexto de la oración.

1) ________ crees que voy a seguir con esta situación 2) ______ carro está presentando problemas 3) _______ no tienes ni idea de lo que estoy viviendo 4) Creo que es mejor que laves ______ bolso, está un poco sucio 5) No quiero que vayas _______ solo 6) ______ eres el mejor 7) _______ risa me alegra el día 8) Me gusta ________ perro 9) ______ eres la razón de mi vida 10) Me gustas ______ y solamente ________ 11) Quiero que vayas a _______ casa 12) _________ esfuerzo se verá recompensado al finalizar el año 13) Con __________ ayuda lo lograremos 14) No es ________ culpa, puedes estar tranquilo 15) Quiero que seas ______ quien me acompañe 16) El más preparado para realizarlo eres _______ 17) ______ tienes un gran sentido del humor. 18) Iremos _______ y yo en mi carro.



Plan de profundización

Docentes: Andrés Felipe Cano y Ematilde Rojas Amaya

Competencia

Comprende y explica el funcionamiento de los diferentes sistemas de significación, los lenguajes verbales y no verbales y sus relaciones intertextuales y extra-textuales desde su capacidad crítica y creativa para transformarlos en experiencias auténticas de comunicación y significación.


Establece conexiones entre los elementos presentes en la literatura y los hechos históricos, culturales y sociales en los que se han producido

Evidencia

-Distinción del desarrollo de hechos históricos y conflictos sociales en historias presentes en obras literarias.

Saber ser

Asume la elaboración de planes de comprensión y producción de discursos literarios, obras no verbales y medios masivos de comunicación, como posibilidad de caracterización, en tanto referentes culturales de una época y región

Saber conocer Reconoce las características y temáticas de las obras literarias de diferentes géneros, los medios masivos de comunicación y las obras artísticas no verbales, y las relaciona en el proceso de su interpretación y producción

Saber hacer Diseña planes textuales que le posibilitan leer, interpretar y producir, desde descripciones y explicaciones, diferentes tipos de discursos, verbales y no verbales, en contextos culturales diversos.

TEMA 1: Tipología textual.

1. Defina qué es tipología textual.

2. Defina qué es texto narrativo, expositivo y argumentativo.

3. De dos ejemplos da cada tipo de texto (narrativo, expositivo y argumentativo).

4. Ejemplifique cada tipo de texto con un fragmento inventado por usted.

TEMA 2: literatura y análisis literario.

Lea el cuento LA NOCHE BOCA ARRIBA de Julio Cortázar y desarrolle los siguientes puntos:

1. Haga un resumen del cuento. 2. ¿Cuál parte le llamó más la atención y por qué?

3. Haga una gráfica que represente las realidades expuestas en el cuento.

4. Haga un dibujo que represente el cuento.

Descargar el cuento: La noche boca arriba de Julio Cortázar AQUÌ.

TEMA 3: Acentuación.

1. Defina los tipos de palabras según la ubicación de su acento.

2. Escriba las reglas de acentuación para cada tipo de palabra.

3. Defina que es hiato, diptongo y triptongo.

4. Haga una lista de 30 palabras; sepárelas silábicamente; ubique el acento; escriba si son

agudas, graves, esdrújulas, sobresdrújulas y márqueles tilde si es necesario.

Nota: La lista debe contener palabras agudas, graves, esdrújulas, sobresdrújulas y casos de

hiato.

5. Desarrolle el crucigrama teniendo las reglas de acentuación de las palabras.

Horizontal 1) Estas palabras llevan el acento en la penúltima sílaba. Estas palabras NO se tildan si terminan en vocal (A-E-I-O-U) o en las 5) Palabras que se escriben diferente pero suenan igual y tienen un significado distinto entre ellas. 6) Sinónimo de ebrio 10) Son palabras que tienen una misma o muy parecida significación. 11) Antónimo de comprar

Vertical 2) Son palabras que tiene un significado opuesto o inverso. 3) Estas palabras llevan el acento en la última sílaba. Se tildan cuando terminan en vocal (A-E-IO-U) o en las consonantes (N o S) 4) Estas palabras llevan el acento en la antepenúltima sílaba. Todas llevan tilde. 7) Sinónimo de bonito 8) Antónimo de difícil 9) Antónimo de casado

https://www.ucm.es/data/cont/docs/119-2014-02-19-Cortazar.LaNocheBocaArriba.pdf

https://www.ucm.es/data/cont/docs/119-2014-02-19-Cortazar.LaNocheBocaArriba.pdf

CRUCIGRAMA

1 2 3 4 5 6 7 8 9 10 11



Plan de recuperación Docentes:

Andrés Felipe Cano y Ematilde Rojas Amaya

Competencia

Comprende y explica el funcionamiento de los diferentes sistemas de

significación, los lenguajes verbales y no verbales y sus relaciones intertextuales y extra-textuales desde su

capacidad crítica y creativa para transformarlos en

experiencias auténticas de comunicación y significación.

Derecho básico de

aprendizaje Establece conexiones entre los

elementos presentes en la literatura y los hechos

históricos, culturales y sociales en los que se han producido

Evidencia

-Distinción del desarrollo de

hechos históricos y conflictos sociales en historias presentes

en obras literarias.

Saber ser

Asume la elaboración de planes de comprensión

y producción de discursos literarios, obras

no verbales y medios masivos de comunicación,

como posibilidad de caracterización, en

tanto referentes culturales de una época y región

Saber conocer

Reconoce las características y temáticas de las obras literarias

de diferentes géneros, los medios masivos de

comunicación y las obras artísticas no verbales, y las

relaciona en el proceso de su interpretación y producción

Saber hacer

Diseña planes textuales que le

posibilitan leer, interpretar y producir, desde descripciones y explicaciones, diferentes tipos

de discursos, verbales y no verbales, en contextos

culturales diversos.

COMPRESIÒN LECTORA

Leer con atención el texto y responder las preguntas sobre el mismo.

LA GLORIA DE LOS FEOS

Me fijé en Lupe y Lolo, hace ya muchos años, porque eran, sin lugar a dudas, los raros del barrio. Hay niños que desde la cuna son distintos, y lo peor, saben y padecen su diferencia. Son esos chicos que siempre se caen en los recreos; que andan como almas en pena, de grupo en grupo, mendigando un amigo. Basta con que el profesor los llame a la pizarra para que el resto de la clase estalle de risa, aunque en realidad no haya en ellos nada risible, más allá de su destino de víctimas y de su mansedumbre en aceptarlo. Lupe y Lolo eran así: llevaban la estrella negra en la cabeza. Lupe era hija de la vecina del tercero, una señora pechugona y esférica. La niña salió redonda desde chiquitita; era patizamba y, de las rodillas para abajo, las piernas se le escapaban cada una para un lado, como las patas de un compás. No es que fuera gorda: es que estaba mal hecha, con un cuerpo que parecía un torpedo y la barbilla saliéndole directamente del esternón.

Pero lo peor, con todo, era algo de dentro; algo desolador e inacabado. Era guapa de cara: tenía los ojos grises y el pelo muy negro, la boca bien formada, la nariz correcta. Pero tenía la mirada cruda, y el rostro borrado por una expresión de perpetuo estupor. De pequeña la veía arrimarse a los corrillos de los otros niños: siempre fue grandota y les sacaba a todos la cabeza. Pero los demás chicos parecían ignorar su presencia descomunal, su mirada vidriosa; seguían jugando sin prestarle atención, como si la niña no existiera. Al principio, Lupe corría detrás de ellos, patosa y torpe, intentando ser una más; pero, para cuando llegaba, los demás ya se habían ido. Con los años la vi resignarse a su inexistencia. Se pasaba los días

recorriendo sola el barrio, siempre al mismo paso y doblando las mismas esquinas, con esa determinación vacía e inútil con que los peces recorren una y otra vez sus estrechas peceras.

En cuanto a Lolo, vivía más lejos de mi casa, en otra calle. Me fijé en él porque un día los otros chicos le dejaron atado a una farola en los jardines de la plaza. Era en el mes de agosto, a las tres de la tarde. Hacía un calor infernal, la farola estaba al sol y el metal abrasaba. Desaté al niño, lloroso y moqueante; me ofrecí a acompañarle a casa y le pregunté que quién le había hecho eso. “No querían hacerlo”, contestó entre hipos: “Es que se han olvidado”, y salió corriendo. Era un niño delgadísimo con el pecho hundido y las piernas como dos palillos. Caminaba inclinado hacia delante, como si siempre soplara frente a él un ventarrón furioso, y era tan frágil que parecía que se iba a desbaratar en cualquier momento. Tenía el pelo tieso y pelirrojo, grandes narizotas, ojos de mucho susto. Un rostro como de careta de verbena, una cara de chiste. Por entonces debía estar cumpliendo los diez años.

Poco después me enteré de su nombre, porque los demás niños le estaban llamando todo el rato. Así como Lupe era invisible, Lolo parecía ser omnipresente: los otros chicos no paraban de martirizarle, como si su aspecto de triste saltamontes despertara en los demás una suerte de ferocidad entomológica. Por cierto, una vez coincidieron en la plaza Lupe y Lolo: pero ni siquiera se miraron. Se repelieron entre sí como apestados.

Pasaron los años y una tarde, era el primer día de calor de un mes de mayo, vi venir por la calle vacía a una criatura singular: era un esmirriado muchacho de unos quince años con una camiseta de color verde fosforescente. Sus vaqueros, demasiado cortos, dejaban ver unos tobillos picudos y unas canillas flacas; pero lo peor era el pelo, una mata espesa rojiza y reseca, peinada con gomina, a los años cincuenta, como una inmensa ensaimada sobre el cráneo. No me costó trabajo reconocerle: era Lolo, aunque un Lolo crecido y transmutado en calamitoso adolescente. Seguía caminando inclinado hacia delante, aunque ahora parecía que era el peso de su pelo, de esa especie de platillo volante que coronaba su cabeza, lo que le mantenía desnivelado.

Y entonces la vi a ella. A Lupe. Venía por la misma acera, en dirección contraria. También ella había dado el estirón puberal en el pasado invierno. Le había crecido la misma pechuga que a su madre, de tal suerte que, como era cuellicorta, parecía llevar la cara en bandeja. Se había teñido su bonito pelo oscuro de un rubio violento, y se lo había cortado corto, así como a lo punk. Estaban los dos, en suma, francamente espantosos: habían florecido conforme a sus destinos, como seres ridículos. Pero se los veía anhelantes y en pie de guerra.

Lo demás, en fin, sucedió de manera inevitable. Iban ensimismados, y chocaron el uno contra el otro. Se miraron entonces como si se vieran por primera vez, y se enamoraron de inmediato. Fue un 11 de mayo y, aunque ustedes quizá no lo recuerden, cuando los ojos de Lolo y Lupe se encontraron tembló el mundo, los mares se agitaron, los cielos se llenaron de ardientes meteoros. Los feos y los tristes tienen también sus instantes gloriosos.

Rosa Montero

RESUELVE:

1) Describe en 5 renglones como era Lupe y qué semejanzas y diferencias encuentras en tu entorno escolar.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) ¿Cómo era la mamá de Lupe? Descríbela con tus propias palabras qué te gustaba de ella.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3) Sí fueras Lolo ¿cómo crees qué deberías haber actuado?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4) ¿Qué le pasó a Lolo en los jardines de la plaza? y ¿cómo lo relacionas con tu cotidianidad?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5) ¿Qué les pasó finalmente a Lolo y Lupe?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6) Escribe 5 palabras agudas que se encuentren en el texto.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7) Escribe 10 palabras graves que se encuentren en el texto.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8) Escribe todas las palabras esdrújulas que encuentres en el cuento

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9) Elabora y recrea un cuento, en el que los personajes principales sean dos de tus compañeros de clase que hayan sido víctimas de bullying. (Presentar en una hoja anexa)

10) Elabora la siguiente sopa de letras en la cual pueden afianzar las reglas de acentuación.

COMPRESIÒN LECTORA

Leer el texto con atención y responder las preguntas planteadas

EL SUEÑO DE ALADINO

Todos hemos conocido casas de ésas en las que, como decía Diderot, “abunda todo lo superfluo y falta todo lo necesario". Tienen vajillas y cubiertos carísimos, pero sirven pésima comida; Tienen una sala con más adornos que un pesebre pero no tienen ni un libro. También es muy común que una familia alquile el penthouse de 400 metros cuadrados que no se puede permitir en lugar de comprar el apartamento de 100 metros cuadrados en el que podría vivir. Otros dejan que la casa se les caiga por falta de mano, pero eso sí, no pueden moverse en un mazdita viejo pero si en un carrazo último modelo. Y la ropa, y las joyas, y los perfumes… Hay que estar a la última moda. Prefieren morirse de hambre que salir a la calle mal vestidos. No saben redactar ni una hoja de vida, escriben vaca con be de burro pero eso sí no les falta el celular.

Todo esto forma parte del consumismo perverso, que nos obliga a aparentar una opulencia inexistente. Y tiene que ver también, con una de las peores enfermedades de la cultura contemporánea, que consiste en la incapacidad de postergar la satisfacción de nuestros deseos. Vivimos en una cultura de niños malcriados (aunque estén ya creciditos) que lo quieren todo ya. Hemos adoptado unos hábitos culturales inventados y auspiciados por el primer mundo y por Estados Unidos en particular, los cuales consisten en el derroche de los bienes, en el exceso de cosas superfluas incluso cuando nos faltan buena parte de las esenciales. El ejemplo televisivo del exceso de objetos completamente inútiles produce estragos al interior de nuestra sociedad.

A los norteamericanos y al segmento de la población colombiana que se quiere parecer a los gringos, les encanta vivir en la fábula de la lámpara de Aladino; se frota un metal, el genio aparece, se le pide un deseo y antes de que podamos siquiera parpadear, el deseo se nos cumple: una doncella desnuda y complaciente, un carro nuevo, un vestido de fiesta, un collar de perlas, un viaje, un helado, unos tenis ... En la fantasía suena maravilloso que todo deseo que tengamos se nos cumpla de inmediato, pero cuando esto se verifica en la realidad deja una profunda sensación de insatisfacción, de sin sentido. Lo que conseguimos sin dificultad lo disfrutamos sin entusiasmo. La nueva lámpara de Aladino se llama tarjeta de crédito y es un arma de doble filo: somos incapaces de no tener hoy lo que quizás podríamos comprar, si todo sale bien, el año entrante.

La manía en satisfacer de inmediato todos los deseos le quita encanto a la vida, la convierte en una cadena de sucesos sin valor, pues todo gusto queda reducido a una especie de reiterada "téngalo ya". Quizá esté bien eso de no dejar para mañana los deberes de hoy; pero en cuanto a los placeres, lo mejor es postergarlos, alargarlos, degustarlos desde antes, en la ilusión de que ese produzcan. En vez de viaje hoy y pague el próximo año, yo prepararía todo un año un viaje, soñaría con él, ahorraría cada peso, soñaría con cada sitio y me lo gozaría el año entrante.

Hay una expresión nuestra que se aplica a muchos placeres de la vida: Tener ganas. En vez del arrebato, de la inmediatez, de impedir que las ganas crezcan. Ya muchas personas ni siquiera se dejan sentir sed. Las veo en la calle, en los carros, en los buses, .siempre con un tetero, chupando agüita, dizque por miedo a deshidratarse. Es ridículo. Ya no se permiten ni el gusto de calmar la sed. Igual a la incapacidad de esperar hasta llegar a la casa para oír música o para hablar por teléfono. También el I pod y el celular nos impiden "tener ganas". Hasta la desnudez callejera: inútil anticipación de lo que debería suceder no en la acera, sino en el cuarto; no en el centro comercial sino en el bosque o en la playa.

Héctor Abad Faciolince,

RESULEVE

11. ¿Cuál es la idea principal de la lectura anterior?

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12. ¿Cómo se da el fenómeno del consumismo en nuestra sociedad? y ¿Qué puedes aportar a la solución de esa problemática?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

13. En cinco renglones, escribe lo que piensas de la siguiente frase tomada del texto: “Hay familias donde

abunda todo lo superfluo y falta todo lo necesario”

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. ¿Qué opinas del texto “El sueño de Aladino”? y ¿Qué relación encuentras con nuestra cotidianidad?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

15. Consulta que son palabras homófonas y elabora 6 ejemplos de éstas.

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16. Completa las oraciones con la palabra que corresponda, ya sea, tuvo o tubo.

1. Ella _______ un bebe la semana pasada 2. Juan Camilo ________ que dejar la universidad porque no tenía plata 3. Se necesita un _________ más pequeño, ese está muy grueso 4. No pudo ver el final porque _____ que marcharse a las 5. 5. Pásame ese _______ gris, lo colocaremos aquí. 6. No _______ ningunas ganas de protestar, estaba muy cansado 7. Creo que se fue para la ferretería a comprar un _________ 8. ______ dos hijos que murieron antes de casarse con la actriz. 9. Mi madre ________ que hacer la comida 10. Sofía no _________ una buena calificación, le va tocar estudiar mucho más 11. Una señora iba arreglar el _________, pero es necesario tener algunas herramientas 12. El _______ de la alcantarilla está roto, es necesario llamar EPM 13. Jocelyn ________la oportunidad de su vida, ahora mismo está viajando 14. Yo voy a comprar un ________, para que hagamos un experimento 15. El __________ de pvc está costoso, mejor busca otro material 16. El _______lo tuvieron hace unos días, pero ya se lo llevaron 17. Mi tía _______un bebe ayer, es morenito 18. Ese ________ está haciendo muchos daños, tenemos que cambiarlo 19. Juan _________ muchas oportunidades, pero no las aprovechó 20. Juan Pablo _______ que arreglar el _______, porque en la cocina había una gotera.

17. Completar con TU o TÚ, según el contexto de la oración.

1) ________ crees que voy a seguir con esta situación 2) ______ carro está presentando problemas 3) _______ no tienes ni idea de lo que estoy viviendo 4) Creo que es mejor que laves ______ bolso, está un poco sucio 5) No quiero que vayas _______ solo 6) ______ eres el mejor 7) _______ risa me alegra el día 8) Me gusta ________ perro 9) ______ eres la razón de mi vida 10) Me gustas ______ y solamente ________ 11) Quiero que vayas a _______ casa 12) _________ esfuerzo se verá recompensado al finalizar el año 13) Con __________ ayuda lo lograremos 14) No es ________ culpa, puedes estar tranquilo 15) Quiero que seas ______ quien me acompañe 16) El más preparado para realizarlo eres _______ 17) ______ tienes un gran sentido del humor. 18) Iremos _______ y yo en mi carro.


Segundo periodo * Grado Octavo 2017

PLAN DE MEJORAMIENTO

COMPETENCIA Comprende cuando le hablan

sobre lo que hace en su tiempo libre. Participa en conversaciones en las que

expresa opiniones e intercambiar información

sobre temas personales o de su vida diaria. Escribe textos

expositivos sobre temas de su entorno y de su interés con una ortografía y puntuación

adecuadas.

DERECHO BÁSICO DE APRENDIZAJE



oraciones sencillas previamente utilizando

correctamente las gramática y vocabulario visto en clase .


hechos de la actualidad -Exposiciones de temas de actualidad a sus compañeros haciendo buen uso de

las herramientas gramaticales y el vocabulario especifico.

-Reconocimiento de información específica en textos cortos orales y

escritos sobre temas de interés general

SABER SER Respeta las preferencias y los gustos de las otras personas.

Y escucha con atención y respeto las opiniones y

exposiciones de los compañeros

SABER CONOCER Reconoce las preferencias y gustos de las personas de



SABER HACER Utiliza expresiones para manifestar su

disgusto o molestia ante una persona o situación. Narra acontecimientos cotidianos expresando aspectos

específicos del lugar y participa en situaciones comunicativas

Pay attention with this material to study after develop the activities and you should pass the reinforcement assessment in class

SIMPLE PRESENT GRAMMAR STRUCTURE

Simple present talks about routine, you shoul identify and use some grammar rules with the verbs when they are with the third persons.

Colin likes football. He is a forward. A forward tries to score goals for his team.

Colin plays football every Tuesday. His training starts at five o’clock. After school Colin goes home, packs his bag, puts on his football shirt and then he goes to football training. He has to take the bus. The bus leaves at half past four.

Uses

situaciones que se producen de forma regular o habitual (always, never, rarely, often)

Ejemplo:

He plays football every Tuesday. acciones consecutivas

Ejemplo:

After school Colin goes home, packs his bag, puts on his football shirt and then hegoes to football training.

situaciones con validez general

Ejemplo:

A forward tries to score goals for his team. actividades futuras que siguen alguna planificación determinada, un horario definido o algún

tipo de programa establecido.

Ejemplo:

The bus leaves at half past four.

His training starts at five o’clock. verbos modales, estáticos y verbos relacionados con el pensamiento o la memoria.

Ejemplo:

Colin likes football.

He is a forward.

Formación

En las frases afirmativas se utiliza el verbo en infinitivo. Sólo se añade una s en la tercera persona del singular. Para las formas negativa e interrogativa habrá que añadir el verbo auxiliar do (o does para la tercera persona del singular) al infinitivo.

Ejemplo con el verbo speak

afirmativa negativa interrogativa I/you/we/they I speak I do not speak Do I speak? he/she/it he speaks he does not speak Does he speak?

Excepciones en la construcción de la 3ª persona del singular

Para los verbos acabados en o o en un fonema sibilante (ch, sh) se añadirá es.

Ejemplo:

do – he does

wash – she washes Para los verbos acabados en consonante + y, esta última se transforma en ie y se le añadirá

la s(pero si está después de una vocal la y no cambia).

Ejemplo:

worry – he worries (sin embargo: play – he plays)

No se añadirá una s a los verbos can, may, might o must. Se mantienen invariables en todas sus formas.

Ejemplo:

he can swim

she must go

Los verbos be/have

be

El verbo be es irregular en todas sus formas. En las oraciones negativas e interrogativas no se necesita el uso de un verbo auxiliar.

afirmativa negativa interrogativa I I am I am not Am I? he/she/it he is he is not Is he? you/we/they you are you are not Are you?

have

Para have hay dos construcciones posibles: have y have got.

afirmativa negativa interrogativa I/you/we/they I have/I have got I do not have/I have not got Do I have?/Have I got?

he/she/it he has/he has got

he does not have/he has not got

Does he have?/Has he got?

Uso de have got

Have got es una expresión hecha que indica posesión o pertenencia en inglés británico. No se utiliza en inglés estadounidense.

ENGLISH II

SIMPLE PRESENT WORKSHOP

1. Complete the sentences by using the verb in parenthesis with the correct conjugation

A you (live) in Barcelona?

B: No, I (not live) in Barcelona. I (live) in Cerdanyola.But my sister (live) there. A: And she (like) it? B: Yes, she (love) Barcelona. She (work) in a bank in the mornings. In the afternoons, she (play) tennis with her boyfriend or she (watch) TV at home. In the evenings, she usually (go) for a walk on the beach or she (do) her English homework. She (study) English on Saturdays.

A: she (visit) you in Cerdanyola? B: She (not come) to Cerdanyola very often. I usually (visit) her in Barcelona.

2. Complete the sentences with these verbs in affirmative form:

eat, drink, finish, get (x2), go(x2), have(x3), leave, listen, play, read, start, watch.

On Mondays, Terry up at 7.30 and a shower. He dressed

and breakfast. He a piece of toast and a cup of black coffee.

He home at 8.30 and to work by bus. He work at 9.00. He lunch in

a little restaurant near the office. He work at 17 o'clock in the afternoon. After work,

he football with his friends. In the evenings, he TV, the newspaper

and to classical music. He to bed at midnight.

3. Write a description about your favorite country by using simple present and the vocabulary about the weather and clothes too , remember the correct grammar structure, cohetence and orthography.

4. Answer these questions

1. Why this country is your favorite?

2. Do you want to live there?

3. When do you want t olive there?

4. What is your opinión about Colombia? Give me three ideas

5. Complete the crossword with verbs in simple present after Complete the sentences gave .

1 2

3 4

5

6

7 8 9

10

11

12 13

14

12

15

16

ACROSS

1: He (cry) every day.

3: She (pass) my house on her way to work every day.

5: He never (pay) for his lunch.

6: My sister (go) to work by car.

7: She (hope) to pass the driving test.

10: He never (tell) the truth.

11: He (have) a house at the seaside.

12: She never (empty) the bin.

14: He never (brush) his hair

16: She always (switch) off the lights in the evening. .

DOWN

2: She never (reply) my emails.

4: He (enjoy) working here.

5: She always (push) the other children.

8: He always (stay) at the same hotel.

9: He (fly) to London every month

11. He (Have) a expensive car

12They ( do) exercises with he every days

13: He often (take) his children to school in the morning

15: She always (do) her homework.


Segundo periodo Grado Noveno 2017 Plan de Mejoramiento


Competencia Lee y comprende textos

narrativos y descriptivos o narraciones o descripciones de diferentes fuentes sobre temas que le son familiares.


cierta precisión




sus ideas.
















The Present Continuous or present progressive tense Structure: S + verb to be (AM/IS/ARE) + –ing form of a verb+ Complement. Use: To describe actions that are happening at the moment (NOW). La estructura consta del uso del verbo mas el gerundio. se usa para describir acciones que suceden en el momento. Se usa para explicar lo que uno esta haciendo ahora.

I) The positive form of the present continuous. – Remember to use the Subject (this can be a subject pronoun or a noun –plus (+) the verb to be in the present tense (am/is/are) and complement (optional). The following is the table of the positive form of the present continuous / progressive. Table #1 :Positive Form

Common mistakes: – Students forget to use the verb to be a) My father working (INCORRECT) —> My father IS working. (Correct) – Sometimes students do not use the -ing form. b) Robert is play with my sister (INCORRECT) —> Robert is playING with my sister. (CORRECT)

II) The negative form of the present continuous

The negative form is used by adding “not” after the verb to be in the present tense form. You may use contractions. Table # 2:The negative form.

Common mistakes: -Some students place the negative first. REMEMBER TO USE THE S+V+C !!! a) Not working my father (INCORRECT) —> My father isn’t (is + not) working (CORRECT) – Students use the don’t/doesn’t to do the negative: b) She doesn’t playing (INCORRECT) —> She isn’t playing (CORRECT)

I) The question form of the present continuous. We have to put the verb to be + the subject + –ing form + the complement.

Are you watching TV?

Remember that we can use the Question words before the structure:

http://www.inglestotal.com/question-words-with-the-verb-to-be-preguntas-con-el-verbo-to-be-lesson-3/

http://www.inglestotal.com/wp-content/uploads/2008/08/8a-presente-continuo-en-ingles.jpg

Examples: – What are you doing? Answer: I am studying English with my virtual teacher. – Where is Pedro going? Answer: He is going to the shopping mall. Table # 3: Question form

Common mistakes: – Students do not change the order of the verb to be with the subject: a) He is working? (INCORRECT) —> Is he working? (CORRECT) – Students use do or does in questions: b) Do you studying? (INCORRECT) —> Are you studying? (CORRECT)

IV) Let’s practice ! (Ejercicios de practica)

http://www.inglestotal.com/wp-content/uploads/2008/08/8e-presente-continuo-en-ingles.jpg

WORKSHOP PRESENT PROGRESSIVE







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3. Complete the sentences with the correct conjugation of the verbs in present progressive











4. Write a paragraph about yourself by using present progressive, in 10 lines



Reading comprehension 6. Read the following text carefully. It’s a rainy Saturday. It’s raining a lot and Mary and her family are spending the afternoon at home. Her uncles are visiting them.Mary and her father are in the living room. Mary is making a draw and her father, Mr.Harris,is surfing the net. They are also talking.Mary’s older brother, Peter, is in his bedroom playing computer games. He is a computer fanatic and he spends much time playing on the computer. His little brother, Jim is also in the living room. He is playing with his dinosaurs’ collection. Sometimes he teases Mary, he is a really naughty boy. Mary’s mother, Mrs. Harris, is in the kitchen preparing a snack for a ll of them. She is making some tea and talking to Mary’s uncles – Lucy and Tom. They are from the nearest town andstopped by to say hello. Fluffy, the family cat, is sleeping on the kitchen’s sofa. We can’t see him in the picture, but he is a true fluffy cat. 7.Answer the questions about the text. 1. What day of the week is it?--------------------------------------------------------------- 2. Where is Mary?---------------------------------------------------------------- 3. What is she doing?---------------------------------------------------------------- 4. What is Mr. Harris doing?--------------------------------------------------------------- 5. Is Mrs. Harris preparing a snack in the kitchen?--------------------------------------------------------------- 6. What is Fluffy, the cat, doing?---------------------------------------------------------------- 7. What are they doing? Use the following verbs: to write the answer (water / read /sleep / write)

8.Tell me about an interesting thing that is happening actually in Medellin By using simple present to be verb and present progressive tense in 60 words

institución educativa blanquizal plan de apoyo de … · institución educativa blanquizal . plan...

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