Colegio Acelerado de Educación Secundaria y … · Colegio Acelerado de Educación Secundaria y Técnica, Inc. Lic. # A 75-52 Consejo de Educación de Puerto Rico 10TH 2 ... preposiciones

Colegio Acelerado de Educación Secundaria y Técnica, Inc.

Lic. # A 75-52 Consejo de Educación de Puerto Rico

www.colegiocadest.com



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1. Cada ejercicio tiene un valor de un (1) punto, excepto en donde se indique

lo contrario.

2. Puedes usar varias fuentes de información, tales como: internet,

entrevistas o ayuda de otras personas, diccionarios, enciclopedias,

maestros, entre otras.

3. Luego de completar todos los ejercicios deberá darle al botón de “submit”

en la parte superior de la página.

4. El estudiante trabajará un total de 15 talleres, tres horas por taller, dos

talleres semanales y seis (6) horas semanales mínimo.

Full Name



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El curso de Inglés de Décimo Grado consiste de ejercicios prácticos relacionados

con las Artes del Lenguaje: leer, escribir y hablar. El curso está diseñado para que

el alumno se aproxime al estudio de la lengua y la literatura de una forma lúdica y

pertinente.



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SILABARIO

1. Información del Curso

a. Título del Curso

i. INGLÉS DÉCIMO GRADO

b. Código

i. INGL 10

c. Créditos

i. 1

d. Prerrequisitos

i. INGLÉS NOVENO GRADO

e. Propósito

El curso de Inglés de Décimo Grado consiste de ejercicios

prácticos relacionados con las Artes del Lenguaje: leer, escribir

y hablar. El curso está diseñado para que el alumno se

aproxime al estudio de la lengua y la literatura de una forma

lúdica y pertinente.

f. Descripción del Curso

El curso de Inglés de Décimo Grado del Colegio Acelerado de

Educación Secundaria y Técnica, INC, CADEST, está diseñado

para estudiarse y realizarse en 45 horas. Se diseñó el curso a la

luz de los objetivos y estándares educativos de excelencia del

Departamento de Educación de Puerto Rico con el fin de que el

alumno adquiera conocimientos básicos sobre las Artes del

Lenguaje.



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Las Artes del Lenguaje incluyen la lectura, la comunicación oral

y escrita. El dominio del Inglés es de suma importancia porque

es nuestro segundo idioma. Dominar el inglés nos garantiza

procesos comunicativos efectivos y necesarios para vivir en

sociedad.

Mediante este Módulo, estudiarás de manera introductoria los

siguientes temas: orden alfabético, sustantivos propios,

sustantivos comunes, adjetivos demostrativos, el pasado

simple de ser y estar, los sinónimos, los antónimos,

preposiciones de movimiento, el periódico, la noticia, la

exposición, la oración, el párrafo y la composición, entre otros.

2. Información del(a) Profesor(a)/ Facilitador(a)

a. Profesor Pedro Juan Iglesias

b. Horario de Consulta

9:00am – 11:00am

1:00pm – 3:00pm Lunes a Viernes

c. Teléfono: 787-568-4777 FAX: 787-750-1600

d. Correo electrónico: [email protected]

e. Asistente o mentor: Profesor José Santiago

i. Teléfono: 787-568-7777

ii. Correo electrónico: [email protected]

3. Contenido del Curso

a. Unidades de Aprendizaje, lecciones, módulos-talleres



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i. ALPHABETICAL ORDER

ii. NOUNS

1. COMMON

2. PROPER

iii. ADJECTIVES

1. DEMONSTRATIVE

iv. VERBS

1. TO BE

v. SYNONYMS

vi. ANTONYMS

vii. GRAMMAR CONCEPTS

viii. PREPOSITIONS

ix. PARAGRAPH COMPOSITION

x. READING COMPREHENSION

xi. ANALOGIES

b. Actividades

i. ALPHABETICAL ORDER

ii. CHOOSE THE CORRECT ANSWER

iii. ESSAY

iv. ANSWERING QUESTIONS

v. WRITING SENTENCES

vi. FILL IN THE BLANK

vii. COMPARISONS

4. Materiales

a. Libros de texto



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MEGA GOAL 4- TEXT. MCGRAWHILL; 2010

MEGA GOAL 4-WORKBOOK. MCGRAWHILL; 2010

The Holt Reader, Third

Grammar Usage & Mechanics, Third

Midsummer Night’s Dream

Cambridge, American Dictionary

____ Estándares de Excelencia del Programa de

Inglés. Departamento de

Educación de Puerto Rico; 2009.

Hopper, Paul. A Short Course In Grammar, published

NY: W.W. Norton & Co; 1999.

I KNOW WHY THE CAGE BIRDS SING- NOVEL

b. Lecturas complementarias


c. Materiales y utensilios de arte, etc.

5. Material tecnológico

a. Equipo de laboratorio

i. LIBRETA

ii. LÁPICES

iii. BORRA

b. Equipo de seguridad

i. CARTAPACIOS

ii. MICAS PROTECTORAS



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iii. CARPETAS

iv. PEN DRIVE (MEMORIA PORTÁTIL; SI APLICA)

c. Calculadoras

i. SI APLICA

d. Computadoras

i. CON ACCESO AL INTERNET

ii. EN BUENAS CONDICIONES

6. Calendario del Curso

a. Diario, semanal, mensual o temático

i. DOS (2) TALLERES SEMANALES

ii. SEIS (6) HORAS SEMANALES

b. Actividades

i. LLENA BLANCOS

ii. PAREO

iii. COMPRENSIÓN LECTORA

iv. REDACCIÓN DE ORACIONES

v. ESCOGE LA RESPUESTA CORRECTA

vi. COMPLETA LA ORACIÓN CON EL ADJETIVO QUE

CORRESPONDA EN GÉNERO Y NÚMERO CON EL SUSTANTIVO

c. Exámenes

i. SE EVALUARÁ AL ESTUDIANTE DE ACUERDO A SU

EJECUTORIA EN CADA TALLER.

d. Sesiones/talleres

i. 15 TALLERES

e. Proyectos



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i. UNO; EN CASO DE QUE APLIQUE

f. Eventos especiales

i. SI APLICA

7. Normas del Curso

a. Asistencia

i. TRES (3) HORAS POR TALLER

ii. SEIS (6) HORAS SEMANALES; MĺNIMO

b. Tardanza

EN CASO DE QUE EL ESTUDIANTE NO ACCESE SUS SEIS (6) HRS

SEMANALES SE LE CONSIDERA TARDANZA Y LA PENALIDAD

SERĺA ENTREGARLO A LA PROFESORA EN PERSONA

c. Participación

i. 45 HORAS EN TOTAL

d. Reposición de exámenes

i. SE REPONDRÁ EXAMEN A TODO AQUEL ESTUDIANTE

QUE PRESENTE EVIDENCIA MÉDICA Y/O DE TRIBUNAL

ii. EN LA FECHA INDICADA

e. Reglas de disciplina

i. PROTOCOLO DE CYBERBULLYING*

Este protocolo, realizado por un equipo multidisciplinar de

expertos en pedagogía, sociología, psicología, nuevas

tecnologías y derecho pretende aportar una guía de actuación

a los centros educativos ante situaciones de esta naturaleza

que se presenten en el ámbito escolar así como facilitar el



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entendimiento de las claves implicadas en los problemas de

ciberconvivencia.

El cyber bullying es un fenómeno de gran relevancia por su

prevalencia, la gravedad de sus consecuencias y las

*Tomado de: http://www.protocolo-ciberbullying.com/

dificultades que presenta para su prevención y abordaje. Por

ello, su tratamiento ocupa un lugar destacado en las

prioridades institucionales de un gran número de países de

todo el mundo y, en especial, en Europa. Cuando se produce

entre niños, niñas y adolescentes, los efectos pueden ser

devastadores, puesto que se derivan del uso nocivo de

tecnologías tan poderosas y cotidianas como Internet y la

telefonía móvil.

Independientemente de que se manifieste o no en el contexto

escolar, la comunidad educativa debe conocer cuál es la mejor

forma de detectarlo, afrontarlo y erradicarlo, para poder así

contribuir al desarrollo óptimo del alumnado. Ésta no es tarea

fácil debido a las singulares características del acoso por

medio de las nuevas tecnologías: anonimato, inmediatez,

efecto en cadena, alta disponibilidad, diversidad de canales y

procedimientos, entre otros. Este protocolo, realizado por un

equipo multidisciplinar de expertos en pedagogía, sociología,

psicología, nuevas tecnologías y derecho pretende aportar



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una guía de actuación a los centros educativos ante

situaciones de esta naturaleza que se presenten en el ámbito

escolar así como facilitar el entendimiento de las claves

implicadas en los problemas de ciber-convivencia.

El protocolo es el resultado del trabajo de un conjunto de

profesionales que, agrupados bajo el nombre de EMICI

(Equipo Multidisciplinar de Investigación del Ciberbullying),

tratan de dar respuesta a un problema que se manifiesta día a

día en nuestra sociedad y, por ende, en las aulas: la presencia

de situaciones del cyber bullying.

Tecnologías como Internet y la telefonía móvil resultan ser

una herramienta de primer orden para la formación, la

socialización, el ocio y el desarrollo pleno de los más

pequeños. De igual manera, su enorme capacidad puesta al

servicio de usuarios con intenciones nocivas o con escasas

competencias en su manejo puede suponer la aparición de

situaciones en las que unos menores se ven lesionados por las

acciones de otros.

En los últimos tiempos, diversos factores vienen propiciando

una mayor presencia del cyber bullying en nuestros centros

escolares. Incorporación más temprana al uso de las TIC,

empleo masivo de nuevos entornos de socialización intensiva



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carentes de medidas de privacidad proporcionales, mayor

relevancia de contenidos audiovisuales y amplias

posibilidades de accesibilidad y portabilidad son algunos

factores que pueden ser considerados catalizadores de

problemas de ciberconvivencia.

El cyber bullying es un fenómeno sigiloso de graves

consecuencias que se desarrolla por lo general fuera del

alcance de la observación tradicional pero que, no por ello, es

menos lesivo que el bullying tradicional. Requiere una

respuesta tan contundente como proporcional y acertada. La

presente guía, en forma de protocolo, pretende aportar

pautas y procedimiento para una eficiente atención escolar de

los fenómenos de cyber bullying.

f. Plagio

*El plagio constituye en cualquier entorno una ofensa muy

seria. Tanto el consciente como el inconsciente pueden tener

consecuencias muy graves para el estudiante plagiador, que

pueden ir desde el suspenso en una asignatura hasta la

expulsión de una institución educativa. Hay varios

procedimientos para evitar el plagio:

1. No confíes en la memoria: Toma notas



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El plagio inconsciente se debe muchas veces a una

mala organización de la bibliografía que hemos

recogido para un trabajo:

Cuando vamos a utilizar una cita nos damos

cuenta que en su momento no tomamos los datos

*Tomado de la Biblioteca de la Universidad de Sevilla:

http://bib.us.es/ximdex/guias/plagio/La%20Biblioteca%20de%20la%20Universidad%20de%20Sevilla_0

5.htm

de la fuente y el resultado es que, con las prisas,

no mencionamos la fuente. Siempre debemos

tomar estos datos siguiendo el mismo protocolo

para dificultar los olvidos, ya sea escribiendo

sobre las fotocopias del original como sobre fichas

o un cuaderno. ¡Ojo! Los post-it se pierden.

En otras ocasiones puede darse el caso de que, al

volver sobre las notas tomadas al leer los artículos

no las entendamos. Si no hemos anotado las

fuentes que originaron las anotaciones

difícilmente podremos volver sobre los artículos

para recordar. ¡Siempre debemos anotar los datos

fuente del original que estamos comentando o

anotando!

Finalmente seamos cuidadosos con la

transcripción de los datos, pues un error en un



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número puede dificultar mucho la tarea de

localización de las palabras originales de un autor.

2. Cita la frase o párrafo directamente del original y acredita

la autoridad y fuente mediante una cita o referencia

bibliográfica

En este caso se trata de incluir en nuestro trabajo la

frase o frases tomadas directamente del original. Es

decir, utilizar las palabras del autor, pero:

tienen que estar justificadas

de una extensión razonable, más bien cortas

siempre entre comillas

deben distinguirse perfectamente del resto del

texto (cursiva, párrafos independientes,

tabulación...)

deben ir acompañadas por una explicación o

interpretación propia de dicha cita

hay que acreditar al autor mediante una

referencia bibliográfica

La utilización de las citas no atenta contra los derechos

de autor.



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3. Parafrasea (resumiendo o no) las palabras originales del

autor y acredita la autoridad y fuente mediante una cita o

referencia bibliográfica

Parafrasear es utilizar las ideas de otra persona, pero

usándolas como si fueran propias. No es simplemente

cambiar superficialmente el texto (algunas palabras por otras

sinónimas o alterar su orden). Es leer el original, comprender

lo que el autor dice, sintetizar la información y entonces

escribirla con muestras propias palabras. El texto resultante

tiene intrínseca la participación activa del estudiante,

evidenciando que tiene conocimiento del tema, con un

sentido y sello auténtico y propio. Parafrasear

incorrectamente es uno de los errores inconscientes más

frecuentes, junto a la ausencia de citas o referencias

bibliográficas a la autoridad original: aunque usemos nuestras

propias palabras, la idea no es nuestra y debemos, por tanto,

citar al autor de la misma.

Algunas ideas para parafrasear:

Usa sinónimos para todas las palabras que

no sean genéricas

Cambia la voz pasiva por activa o viceversa

Cambia la estructura de las palabras,

oraciones u párrafos

Resumir frases y párrafos



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g. Calificaciones

i. DE ACUERDO A LA RÚBRICA DE EVALUACIÓN

h. Política para estudiantes con necesidades especiales

8. Servicios al estudiante

a. Biblioteca (virtual/presencial)

b. Laboratorios virtuales o presenciales

Descripción del Curso

El curso de Inglés de Décimo Grado del Colegio Acelerado de Educación

Secundaria y Técnica, INC, CADEST, está diseñado para estudiarse y realizarse en

45 horas. Se diseñó el curso a la luz de los objetivos y estándares educativos de

excelencia del Departamento de Educación de Puerto Rico con el fin de que el

alumno adquiera conocimientos básicos sobre las Artes del Lenguaje.

Las Artes del Lenguaje incluyen la lectura, la comunicación oral y escrita. El

dominio del Inglés es de suma importancia porque es nuestro segundo idioma.

Dominar el inglés nos garantiza procesos comunicativos efectivos y necesarios

para vivir en sociedad.



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Mediante este Módulo, estudiarás de manera introductoria los siguientes temas:

orden alfabético, sustantivos propios, sustantivos comunes, adjetivos

demostrativos, el pasado simple de ser y estar, los sinónimos, los antónimos,

preposiciones de movimiento, el periódico, la noticia, la exposición, la oración, el

párrafo y la composición, entre otros.

Objetivos

Generales Específicos

1. Concienciar al estudiante de las

reglamentaciones para ciertas

correcciones lingüísticas de los

niveles escritos y orales.

El estudiante definirá correctamente los

conceptos siguientes: orden alfabético,

sustantivos propios, sustantivos comunes,

adjetivos demostrativos, el pasado simple

de ser y estar, los sinónimos, los

antónimos y preposiciones de movimiento.

2. Exponer al estudiante a la

ejecutoria escrita y oral desde sus

niveles básicos.

a. El estudiante ejecutará diversas

expresiones como oraciones, párrafos y

composiciones y leerá las mismas.

3. Concienciar al estudiante sobre la

importancia de la adquisición del

inglés como una segunda lengua.

a. El estudiante reconocerá la importancia

del dominio lingüístico oral y escrito del

inglés.

4. Exponer al estudiante a los

estudios sociales y artísticos

mediante la literatura.

a. El estudiante analizará contextos

literarios e identificará elementos de la

literatura en muestras artísticas



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escritas.

Indicadores de evaluación

Para aprobar el curso de Inglés de Décimo Grado, el Colegio Acelerado de

Educación Secundaria y Técnica CADEST requiere que el alumno complete los

Talleres, participe activamente en los mismos y realice todos los ejercicios que

incluye el Módulo.

El alumno debe realizar todos los ejercicios de evaluación:

ejercicios gramaticales,

preguntas guías

ejercicios escritos y de análisis,

pruebas cortas,

ejercicios de redacción, entre otros.

Debe, además, seguir con especificidad las directrices impartidas por el/la

profesor(a) para la participación y ejecución de los ejercicios.



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Sólo la ejecución total y correcta de los ejercicios, de las formas y en las fechas

indicadas, garantizan el aprovechamiento académico del alumno y, por tanto, la

obtención de los créditos correspondientes al curso.

Referencias bibliográficas

Textos guía

The Holt Reader, Third

Grammar Usage & Mechanics, Third


Cambridge, American Dictionary

____ Estándares de Excelencia del Programa de Inglés. Departamento de

Educación de Puerto Rico; 2009.

Hopper, Paul. A Short Course In Grammar, published NY: W.W. Norton & Co;

1999.



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Fromkin V, Rodman R & Hyams N. An Introduction to Language, 7th Edition

(selected chapters), published Mass.: Thomson/ Heinle; 2003.

Workshop 1

We need some order!

Alphabetical order1

Organize these words in alphabetical order. VALUE of THREE (3) points each

correct answer.

1 www.learningplanet.com/act/abcorder.asp



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1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

10. 10. 10.

http://www.enchantedlearning.com/alphabet/alphabeticalorder/

http://www.enchantedlearning.com/alphabet/alphabeticalorder/

http://www.enchantedlearning.com/alphabet/alphabeticalorder/10names/



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I. Alphabetical Order

a. Put the following words in alphabetical order. Value of three (3)

points each correct answer.

i. grandma 1. ____________________________

ii. country 2. ____________________________

iii. tree 3. ____________________________

iv. woman 4. ____________________________

v. love 5. ____________________________

vi. teacher 6. ____________________________

vii. car 7. ____________________________

viii. caring 8. ____________________________

ix. care 9. ____________________________

x. baby 10. ___________________________

Workshop 2

Nouns!

Proper noun is the name of a person, place or thing. Proper nouns should always

be capitalized.



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Miami

Mr. Robert

Europe

Francis

The Statue of Liberty

Exercises

Write five sentences containing at least two proper nouns each. VALUIE of FIVE

(5) points each correct answer.

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

4._________________________________________________________________

5._________________________________________________________________

Common nouns

A common noun is any noun that is not a proper noun. Common nouns are not

capitalized.

the city

a leader

a

continent

this

woman



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Exercises

Write five sentences containing at last two common nouns each. VALUE of FIVE


1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

4._________________________________________________________________

5._________________________________________________________________

Mark the common nouns. VALUE of THREE (3) points of each correct answer.

a statue



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George Washington

Man

Places

White House

United States of America

Country

Map

President

building

Obama

Each sentence below contains two or more nouns. They are either common

nouns or proper nouns. Write in the space provided the common nouns and the

proper nouns and specify what they are. VALUE of FIVE (5) points each correct

answer.

1. Does Jimmy really want to move to California?

___________________________________________________________________

2. An impolite fish asked my brother for a worm.

___________________________________________________________________

3. Amy will travel to Norway and Sweden.

___________________________________________________________________



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4. Which is larger, Microsoft or Intel?

5. Cats are very valuable helpers on a farm.

___________________________________________________________________

6. My grandfather wasn’t allowed in that diner because of his strange habits.

___________________________________________________________________

7. Cassy, Samantha, and David are playing outside.

__________________________________________________________________

8. Happiness is a feeling that is hard to describe.

__________________________________________________________________

9. The Giants will not play the Cubs in Orlando.

II. Nouns

a. Proper Nouns

i. Is the name of a person, place or thing.

ii. They should always be capitalized.

1. In example:

a. Mrs. Morales



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b. The Statue of Liberty

b. Common Nouns

i. Is any noun that is not a proper noun.

ii. They are never capitalized.

1. In example:

a. dogs, cats, monkeys, lions,

b. paper, pencil, crayons,

c.

d. Exercise.

i. Determine whether each noun is a proper noun or a common

noun. If it is common, write ‘common noun’ on the line. If it is

proper, re-write it on the line using the correct capitalization.

Value of three (3) points each correct answer.

1. march ______________________________

2. day ______________________________

3. month ______________________________



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4. dr. hammond ______________________________

5. main street ______________________________

6. boston ______________________________

7. restaurant ______________________________

8. burger king ______________________________

9. tuesday _____________________________

10. corn flakes ______________________________

Workshop 3

Demonstrative Adjectives

III. Demonstrative Adjectives

a. An adjective modifies a noun or a pronoun by describing, identifying,

or quantifying words.

The demonstrative adjectives "this," "these," "that," "those," and "what" are

identical to the demonstrative pronouns, but are used as adjectives to modify

nouns or noun phrases, as in the following sentences:

When the librarian tripped over that cord, she dropped a pile of books.

In this sentence, the demonstrative adjective "that" modifies the noun

"cord" and the noun phrase "that cord" is the object of the preposition

"over."

This apartment needs to be fumigated.



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Here "this" modifies "apartment" and the noun phrase "this apartment" is

the subject of the sentence.

Even though my friend preferred those plates, I bought these.

In the subordinate clause, "those" modifies "plates" and the noun phrase

"those plates" is the object of the verb "preferred." In the independent

clause, "these" is the direct object of the verb "bought."

i. In example

CLOSE FAR

Singular Plural Singular Plural

this these that those

book

books book books



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ii. Exercise

1. Complete the sentences with far demonstrative adjectives. Value of

four (4) points each correct answer.

a. I need ______________ book and

______________ magazines.

b. We will send you ______________ letter right

now.

c. Give her ______________ skirt and

______________ shoes.

2. Complete the sentences with close demonstrative adjectives.

a. I need ______________ book and

______________ magazines.



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b. We will send you ______________ letter

right now.

c. Give her ______________ skirt and

______________ shoes.

Workshop 3 & 4

What happened?

The past tense of the verb “to be”2

Remember that verbs are actions. The past tense is a verb tense expressing

action, activity, state or being in the past of the current moment.

I was part of the band in 1990.

Were you alone?

He was a good friend.

She was not a good friend.

2 www.english-the-easy-way.com/Future_Tense/Future_Tenses.htm

www.mailxmail.com/curso.../the-future-tense

esl.about.com/library/.../blgrquiz_futureforms.htm



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I was

sleeping!

It was right here last night!

We were fishing last weekend.

You both were soldiers.

They were happy with the presents.

To be She was

I was We were

You were They were

He was It was

Exercises

Complete the sentences with the past tense of “To be”.

VALUE of FOUR (4) points each correct answer.

1) You ________ very busy on Friday.

2) They ________ in front of the supermarket.

3) I ________ in the museum.



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4) She ________ in South Africa last month.

5) Jessica and Kimberly _______ late for school.

Write a sentence (according to the picture) using the future tense of the verb to

be and according to your grade level. Do NOT WRITE ELEMENTARY LEVEL

sentences.... VALUE of FIVE (5) points each correct answer.



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Workshop 5

Similar and opposite

Synonyms and antonyms3

Synonyms are different words with identical or very similar meanings.

Antonyms are words with opposite meanings.

Words Synonyms Antonyms

little tiny big

wet moist dry

weak wimpy strong

long extended short

create construct destroy

happy satisfied sad

new recent old

3 www.synonym.com/synonyms/

sp.englishbaby.com/forum/AskEnglish/.../105095

www.librarything.es/.../English+language%09Synonyms+and+antonyms -



10TH 36 | P a g e

woman female man

love affection hate

hot cold

Exercises

Mark the correct pair of antonyms for each picture? Choose the correct answer.

VALUE of FIVE (5) points each correct answer.

Up-down red-blue

Left-right hand-finger



10TH 37 | P a g e

Close-Open Man-Door

Sun-Morning Night-Day

Write a sentence with the synonym of these words. VALUE of FIVE (5) points each

correct answer.

Tiny

Love

Wimpy

New

Female

Write a sentence with the antonym of these words. Use the dictionary. VALUE of

FIVE (5) points each correct answer.

Strong

Sad



10TH 38 | P a g e

Destroy

Strong

Wet

tasteless or displeasing delicious or delightful

Write synonyms and antonyms in the lines. VALUE of FOUR (4) points each

correct answer.

1. 'Big' and 'small' are _____________________________________________.

2. 'Big' and 'large' are ____________________________________________.

3. 'Black' and 'white' are ___________________________________________.

4. 'Huge' and 'vast' are ____________________________________________.

5. 'Huge' and 'tiny' are ___________________________________________.

6. 'Dark' and 'light' are ____________________________________________.

7. 'Fantastic' and 'wonderful' are ___________________________________.

8. 'Fantastic' and 'awful' are _______________________________________.

9. 'Dry' and 'wet' are ____________________________________________.

10. 'Cheap' and 'costly' are __________________________________________.

11. 'Expensive' and 'costly' are _______________________.

12. 'Sad' and 'miserable' are ____________________.

13. 'Sad' and 'happy' are ______________________.

14. 'Terrific' and 'terrible' are ______________________.



10TH 39 | P a g e

15. 'Wonderful' and 'terrible' are ______________________.

16. 'Wonderful' and 'terrific' are _________________________.

17. 'Glad' and 'happy' are ________________________________.

18. 'Dead' and 'alive' are ____________________________________________.

19. 'Day' and 'night' are ___________________________________________.

20. 'Up' and 'down' are ___________________________________________.

Workshop 6, 7 and 8

Grammar concepts

Complete each sentence with the correct word. Use the words

provided. VALUE of FIVE (5) points each correct answer.

into Proper

noun

Common

noun

verbs love To be Synonyms

new adjective preposition between past

tense

Across Antonyms

1. A ____________________ indicates a relation between things

mentioned in a sentence.



10TH 40 | P a g e

2. ________________________ is the name of a person, place or thing.

3. _________________ and ____________________are prepositions of

movement.

4. ____________________ is a verb because ____________________

are actions.

5. An ____________________ modifies a noun or a pronoun by

describing, identifying, or quantifying words.

6. Old is the antonym of ____________________ and affection is the

synonym of ___________________.

7. A _________________ is any noun that is not a proper noun.

8. ___________________ are different words with identical or very

similar meanings.

9. ___________________ are words with opposite meanings.

10. The _________________ is a verb tense expressing action,

activity, state or being in the past of the current moment.



10TH 41 | P a g e

11. ____________________ should always be capitalized.

12. ____________________ is a past tens of “To be”.

Organize these words in alphabetical order. VALUE of THREE (3) points each

correct answer.

1. _________________

2. _________________

3. _________________

4. _________________

5. _________________

6. _________________

7. _________________

8. _________________

9. _________________

Complete the sentences with far demonstrative adjectives. VALUE of FOUR


1. I need ____________ pencils and ____________ backpack.

http://www.enchantedlearning.com/alphabet/alphabeticalorder/themes/10musicalinstruments/



10TH 42 | P a g e

2. We will send you _____________ e-mail right

now.

3. Give her ____________ boots and

____________ coat.

Complete the sentences with close demonstrative adjectives. VALUE of FOUR


1. I need ____________ pencils and ____________ backpack.

2. We will send you _____________ e-mail right now.

3. Give her ____________ boots and ____________ coat.

Complete the sentences with the past tense of “To be”. VALUE of FOUR (4)


1) I __________ in Canberra last spring.

2) We _________at school last Saturday.

3) Tina _________ at home yesterday.

4) He ________ happy.

5) Robert and Stan ________ Garry's friends.



10TH 43 | P a g e

Write a sentence with the synonym of these words. Use a dictionary. VALUE of


Big

Hate

Strong

Old

Woman

Write a sentence with the antonym of these words. Use a dictionary. VALUE of


Man

Happy

Build

Weak

Dry

Complete the sentences with a preposition of movement. Look at the image

to know.



10TH 44 | P a g e

He walked ______________ the road.

A)along B)down C)off

He skied ______________the mountain.


"They walked ______________ the bridge.

A)over B)into C)over

The man ran ______________the cliff.


The man poured the sand ______________ the timer.

A)over B)into C)over

Workshop 9 & 10

About myself

Write a three paragraph composition about yourself. Who and how are you?

Why? Besides other things of your personality. Use descriptive paragraphs.



10TH 45 | P a g e

HINT: Remember that a paragraph is consists of more than six sentences.



10TH 46 | P a g e

http://www.google.com.pr/imgres?imgurl=http://www.stritch.luc.edu/depts/facadvisory/YEAR III Info/Who Am I pic.jpg&imgrefurl=http://www.stritch.luc.edu/depts/facadvisory/YEAR III Info/yearIII.cfm&usg=__yyuN9L3gffAJ6XJhEuKhzs8iBTo=&h=386&w=292&sz=12&hl=es&start=3&tbnid=VpGPDZZcSy4F7M:&tbnh=123&tbnw=93&prev=/images?q=who+am+i&hl=es



10TH 47 | P a g e

http://www.google.com.pr/imgres?imgurl=http://www.stritch.luc.edu/depts/facadvisory/YEAR III Info/Who Am I pic.jpg&imgrefurl=http://www.stritch.luc.edu/depts/facadvisory/YEAR III Info/yearIII.cfm&usg=__yyuN9L3gffAJ6XJhEuKhzs8iBTo=&h=386&w=292&sz=12&hl=es&start=3&tbnid=VpGPDZZcSy4F7M:&tbnh=123&tbnw=93&prev=/images?q=who+am+i&hl=es



10TH 48 | P a g e

Workshop 11 & 12

Daily News

What Is a Newspaper?

A newspaper4 is a publication that is issued daily or weekly and includes

local and international news stories, advertisements, announcements, opinions,

cartoons, sports news and television listings. It is an important method of letting

the public knows everything that is happening in their local area and around the

world. Even with the advancements in computer technology, newspapers

continue to be an important aspect of everyday life. It is important to know the

sections of the newspaper and what information each one contains.

The front page has the most important stories of the day. Each story has its

own "headline" and a "by-line" giving the name of the reporter who wrote the

story. Every newspaper story has to answer the following questions:

Who? - Who is the story about?

What? - What is the story about?

Where? - Where does the story take place?

When? - When does the story take place?

Why? - Why is this happening? (This is not always possible to answer)

How? - How this story happened.

4 www2.canada.com/calgaryherald/nie/pdf/Whatisan.pdf

media.mcgill.ca/en/laura_j_murray

mediastandardstrust.blogspot.com/.../when-is-newspaper-not-newspaper.html



10TH 49 | P a g e

Exercises

Answer each of the following questions in complete sentences. VALUE of FIVE (5)


1. Why are newspapers still important to people?

__________________________________________________________________

2. Which newspapers do you read?

__________________________________________________________________

READING COMPREHENSION

Mount Everest is one of the Sunday’s Travel Newspaper.

Mount Everest

At an elevation of 29,028 feet (8848 meters) above sea level, Mount

Everest is the world’s tallest mountain. Mount Everest is relatively young, having

been formed only 60 million years ago, and it is still growing a few millimeters

every year! Mount Everest is in the mountain range called the Himalayas.



10TH 50 | P a g e

The summit ridge of Mount Everest separates Nepal and Tibet. Each place

has a special name for this giant mountain. The Nepalese name is Sagarmatha,

which means “goddess of the sky”. The Tibetan name is Chomolungma, which

means “mother goddess of the universe”. In English, Mount Everest is named

after Sir George Everest, the first person to record the height and location of the

mountain.

A climb to the summit was attempted by George Mallory in 1922, who

famously gave his reason for wanting to climb Everest as “because it’s there.” He

attempted to reach the summit again in the company of Andrew Irvine in 1924,

but on this trip both climbers disappeared. The first successful ascent (and

descent) of Mount Everest was accomplished by Sir Edmund Hillary and Tenzing

Norgay on May 29th, 1953. The first ascent by a woman was on May 16th, 1975,

by Junko Tabei from Japan.

Between 1921 and 2007, over two thousand people have climbed Mount

Everest, some more than once. Since the first ascent in 1953, more than 600



10TH 51 | P a g e

climbers from 20 different countries have reached the summit. However, over

two hundred climbers have died attempting to climb Mount Everest, most

commonly from avalanches, but also from falls in crevasses, cold, or high-altitude

sicknesses.

Select the correct answer according to the article Mount Everest. VALUE of FOUR


1. How high is Mount Everest?

a) 8848 feet

b) 29,028 meters

c) 29,028 feet

d) 8848 meters

2. In what way does Mount Everest change annually?

a) It is shrinking a very small amount.

b) It is getting a little wider.

c) It is shifting slightly to the north.

d) It is growing a very small amount taller.

3. Mount Everest is in the mountain range called the ________.

a) Rocky Mountains

b) Andes



10TH 52 | P a g e

c) Himalayas

d) Alps

4. Who wanted to climb Mount Everest “because it’s there”?

a) George Mallory

b) Edmund Hillary

c) Tenzing Norgay

d) Junko Tabei

5. The first team to successfully reach the summit was _________.

a) George Mallory and Andrew Irvine

b) Edmund Hillary and Tenzing Norgay

c) George Mallory and Edmund Hillary

d) Tenzing Norgay and Andrew Irvine

6. Since 1953, how many people have reached the summit?

a) about 20

b) fewer than 600

c) exactly 600

d) more than 600

WORKSHOP 13

READING COMPREHENSION

MEANING OF ANALOGIES

TOPIC 1 HOW TO DISCERN THE MEANING OF ANALOGIES



10TH 53 | P a g e

Welcome to introduction to Analogies! Here you can find wordlists of analogies,

see analogies examples, learn about types of analogies, and compare analogy vs.

metaphor. You can also customize sentences to create funny analogies for

students that can be used to play analogy games. You can even generate an

analogies worksheet from many of our games!

An analogy (dog is to puppy as cat is to kitten, or, as it commonly appears on

standardized tests, especially in higher grades: dog : puppy :: cat : kitten) is a

comparison between two things that are usually

thought to be different from each other, but

have some similarities. They help us

understand things by making connections

and seeing relationships between them

based on knowledge we already possess.

Analogies are a ubiquitous staple of standardized tests. This type of

comparison plays a significant role not only in improving problem solving and

decision making skills, but, also in perception and memory, as well as

communication and reasoning skills. Learning analogies can help with reading

and building vocabulary.

Types of Analogies include:



10TH 54 | P a g e

Synonym (happy : joyful :: sad : depressed)

Antonym (inflation : deflation :: frail : strong)

Characteristic (tropical : hot :: polar : cold)

Part/Whole (finger : hand :: petal : flower)

Degree (mist : fog :: drizzle : tropical storm)

Type (golden retriever : dog :: salmon : fish)

Tool/Worker (pen : writer :: voice : singer)

Action/Object (fly : airplane :: drive : car)

Item/Purpose (knife : cut :: ruler : measure)

Product/Worker (poet : poem :: baker : pie)

Different types of analogies are introduced at different levels. Elementary school

analogies may be simple, possibly funny analogies; whereas

middle school analogies may focus more on analogical reasoning.

But, on the other side, analogies practiced in high school delve

even more deeply into analogical problem solving.

Analogy vs. Metaphor



10TH 55 | P a g e

Students often confuse analogies with metaphors. Both are comparisons,

often involving unrelated objects, so,

what IS really the difference? An

analogy is a parallel comparison

between two different things, whereas a

metaphor is more of a direct comparison

between two things, often with one

word being used to symbolically

represent another. Let us study the next

example: "All the world's a stage. And

all the men and women merely players."

is an example of a famous metaphor.

William Shakespeare is directly

comparing the world to a stage, with the people playing "roles" as they go about

their daily lives. A comparable analogy would be "Players are to stage as figure

skaters are to ice rink."

Whether the goal is preparing for a standardized test, or simply increasing

one's communication and reasoning skills, fun online analogies games are an

excellent tool for practicing them. The games below are programmed using the

"_ is to _ as _ is to_" format; however, with the ability to customize sentences,

you may create Analogies Match It Sentences and Which Word? sentences games

from your own word lists using the "_ : _ :: _ : _" format, if you wish!



10TH 56 | P a g e

Analogies can be used as literary analogies. Literary analogies are similar to

simile (directly comparing one thing with another thing to create a literary effect,

using “like” or “as”) and metaphor (applying a word or phrase to a thing to which

it is not literally applicable), but they are more extensive. Similes and metaphors,

moreover, typically compare one thing to an unlike thing. Look at these examples

of simile and metaphor:

• Simile: Thomas was as gentle as a

lamb.

• Metaphor: Mary is a fountain of

knowledge.

Notice that in simile and metaphor, the comparisons are brief.

Introductory Activities

1. A writer often helps his or her readers understand a difficult concept by

making a comparison to something that is more familiar. In this case the writer is

using an analogy. According to the Compact Oxford English Dictionary, an analogy

is a comparison between one thing and another similar thing, made to explain or

clarify.



10TH 57 | P a g e

Go to:

http://rhetoric.byu.edu/Canons/Invention/TOPICS%20OF%20INVENTION/Compar

ison.htm to read an example of how Dr. Martin Luther King, Jr. uses analogy to

make an argument in his Letter from Birmingham Jail. Arguing by analogy is

showing that if two things are similar in one way (or several ways); they are likely

to be similar in other ways. King argues against condemning the nonviolent

actions of his followers on the basis that those actions lead to violence. He argues

that this viewpoint is illogical by using the analogies of condemning

• a robbed man because his possession of money led to a crime.

• Socrates because his devotion to his philosophical views led to his

forced drinking of hemlock.

• Jesus because it was his devotion to God that led to the crucifixion.

King finishes his argument by writing, “Society must protect the robbed and

punish the robber.”

In this analogy, he argues that his group should not be punished for their

nonviolent methods because of the violence precipitated by their opponents—

instead, that his group should be protected, as is the victim of a robbery.

(Compare the examples of simile and metaphor to the analogies used by Dr. King.)

Now, consider Samuel Johnson’s essay, Idler No. 31. In this essay, in which he

describes and reflects on idleness, Johnson argues for the virtues of “rational and

useful diligence” (hard work and usefulness). In paragraph seven, he compares an



10TH 58 | P a g e

idle person to a workman who searches for tools or a painter who only thinks

about color and pencils. He writes:

• “Nothing is to be expected from the workman whose tools are forever to be

sought.”

• “I was once told by a great master, that no man ever excelled in painting, who

was eminently curious about pencils and colours.”

Let’s practice! Now think about some other possible analogies for idleness that

apply in the 21st century. Write three examples in the space provided.

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________



10TH 59 | P a g e

WORKSHOP 14

ADDITIONAL EXERCISES (Dictionary is needed)

ANALOGIES ENRICHMENT STRATEGIES: ANALOGY MATCH

I. Choose the correct answer. Circle the letter of the correct answer.

1. Miles is to distance as ____________________________________.

a) flame is to fire

b) watts is to power

c) pulley is to incline

d) generator is to energy

2. Intentional is to accidental as _______________________________.

a) planned is to calculated

b) desire is to inclination

c) obliged is to appreciative

d) impulse is to aversion

3. Catapult is to slingshot as __________________________________.

a) comprehensive is to electricity

b) paradox is to contradiction

c) impeccable is to errors

d) absolve is to guilty



10TH 60 | P a g e

4. Italy is to Europe as _______________________________________.

a) Belgium is to United Kingdom

b) Argentina is to South America

c) China is to Japan

d) Turkey is to Russia

5. Produce is to farmer as ____________________________________.

a) hard hat is to construction worker

b) vegetable is to crate

c) housing is to builder

d) tool box is to handy man

6. Minimal rainfall is to drought as _____________________________.

a) tornado is to wind

b) key is to lock

c) recession is to depression

d) lava is to volcano



10TH 61 | P a g e

7. Gavel is to judge as _____________________________________.

a) patient is to doctor

b) track is to runner

c) courtroom is to lawyer

d) scissors is to hairstylist

8. Engine is to jet as _________________________________________.

a) cow is to milk

b) light bulb is to lamp

c) tractor is to farm

d) light bulb is to microwave

9. Pit is to peach as _________________________________________.

a) seed is to watermelon

b) sunflower is to soil

c) watermelon is to vine

d) pumpkin is to stem



10TH 62 | P a g e

10. Boastful is to modest as ________________________________.

a) compliant is to submissive

b) corrupt is to honest

c) grovel is to plead

d) assurance is to guarantee

II. Alphabetical Order. Types of Analogies. Write the following words in

alphabetical order. (17 words in total).

1. metaphors 1. ______________________________________

2. comparisons 2. ______________________________________

3. analogies 3. ______________________________________

4. synonym 4. ______________________________________

5. antonym 5. ______________________________________

6. characteristic 6. ______________________________________

7. part 7. ______________________________________

8. whole 8. ______________________________________

9. degree 9. ______________________________________

10. type 10. _____________________________________

11. tool 11. _____________________________________

12. worker 12. _____________________________________

13. action 13. _____________________________________



10TH 63 | P a g e

14. object 14. _____________________________________

15. item 15. _____________________________________

16. purpose 16. _____________________________________

17. product 17. _____________________________________

III. Complete the following:



10TH 64 | P a g e

WORKSHOP 15: LET’S PRACTICE

Choose the answer that best describes the type of analogy

1. Tragedy is to joy as debate is to agree

a) degree

b) synonym

c) tool/worker

d) antonym

2. Passive is to submissive as ignorant is to uninformed

a) antonym

b) synonym

c) degree

d) characteristic

3. Key is to keyboard as root is to tree

a) characteristic

b) item/purpose

c) part/whole



10TH 65 | P a g e

d) degree

4. Center is to middle as below is to beneath

a) product/worker

b) synonym

c) antonym

d) action/object

5. Blade is top fan as student is to class

a) part/whole

b) antonym

c) synonym

d) action/object

6. Ponder is to wonder as president is to leader

a) type

b) synonym

c) degree

d) characteristic



10TH 66 | P a g e

7. Barrier is to obstacle as hesitate is to waver

a) part/whole

b) synonym

c) action/object

d) item/purpose

8. Finger is to hand as petal is to flower

a) action/object

b) tool/worker

c) item/purpose

d) part/whole

9. Obsolete is to up-to-date as preliminary is to final

a) characteristic

b) type

c) synonym

d) antonym



10TH 67 | P a g e

10. Giggle is to laugh as cry is to sob

a) characteristic

b) synonym

c) degree

d) part/whole

11. Attract is to repel as lead is to follow

a) degree

b) item/purpose

c) action/object

d) antonym

12. Opponent is to ally as offense is to defense

a) item/purpose

b) degree

c) action/object

d) antony

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