INGLES/ 10 Giovanni leal · estructuras de la oraciones afirmativas y negativas. psicomotor Toma decisiones equilibradas al analizar los saberes que necesita desde el vocabulario

INGLES/ 10°

Giovanni leal

DEL

Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir una persona, lugar u objeto.

COMPETENCIA

DécimoGRADO

InglésASIGNATURA

2 mesesDURACION

February - march2017

FECHA

CúcutaLUGAR

ConcienciaciónCAPACIDADLógicoNIVEL

INGLES | Grado 10 | guía 2

DEL


TITLE OF THE PROJECT How to make a digital primer

OBJETIVE OF THE PROYECT Desarrollar la capacidad de concienciación para describir y presentar las características de como hacer un escrito científico para montarlo a una aplicaciónvirtual

PROJECT EXPECTED RESULTSExpresar de forma escrita y oral argumentos científicos que sean de utilidad en un aplicación , plasmando la gramática vista durante el periodo de clases.

COMPETENCE OF DEVELOPACTIVITIES AND TASKS HITOS O

EVENTOSINTELLECTUALS PSYCHOMOTORS VOLITIVE AFFECTIVES ESPIRITUALS

ESCUCHA

Comprendo una descripción oral

sobre una situación, persona,

lugar u objeto..Poseo capacidad lingüística al identificar

correctamente palabras y expresiones

sencillas en un contexto determinado en

la lengua inglesa.

Soy hábil desarrollando la capacidad

lingüística, ubicando correctamente

palabras y expresiones sencillas de la

lengua inglesa en un contexto indicado.

Reconozco cuando me hablan en inglés;

entiendo cuando me saludan y se despiden; sigo

instrucciones con actividades en clase.

Demuestro comprensión sobre preguntas

sencillas

Me intereso positivamente en el

desarrollo de mi capacidad

lingüística.

Recito y canto rimas que

comprendo con entonación;

expreso mis sentimientos y

estados de ánimo; menciono lo

que me gusta y no me gusta.

I share my knowledge

already acquired with my

colleagues / as and friends.

I am responsible with my

duties and obligations.

Deepen my relationship with

God, with myself / a, with my

colleagues / as and my

surroundings.

Final presentation:

LECTURA

Valoro la lectura como un hábito

importante de enriquecimiento

personal y académico.

Reconozco palabras y frases cortas en inglés;

relaciono ilustraciones con oraciones simples.

ESCRITURA

Escribo un texto corto relativo a

mí, a mi familia,

mis amigos, mi entorno o sobre

hechos que me son familiares.Describo dentro de mis textos con

elocuencia el hacer de un articulo

científico usando y aplicando la gramática

vista(verbos, artículos, adjetivos. Tiempos

simples y continuos, sustantivos al

redactar

Transcribo palabras que comprendo y que uso

con frecuencia; escribo el nombre de elementos

y lugares que reconozco en una ilustración.

Crear un cuento basado en el vocabulario visto

como hacer una revista digital Utilizar las

estructura básica de la oración.

MONÓLOGOS

Expreso de manera sencilla lo que

me gusta y me disgusta respecto

a algo.

Create a presentation of How to make a

digital magazine where you apply basic

and concrete way the grammar learned

in this period.

Disfruto con mis compañeros

la alegría de desarrollar mi

capacidad de lingüísticaCONVERSACIÓN

Utilizo códigos no verbales como

gestos y entonación, entre otros.

Ejecución Lorem ipsum dolor sit amet, consectetur adipiscing elit

Retroalimentación

Publicación

DELTITLE OF THE PROJECT How to make a digital primer

OBJETIVE OF THE PROYECT Desarrollar la capacidad de concienciacion al tabular y analizar datos sobre especies en vía de extinción, usando el inglés como herramienta de producción gramatical.

PROJECT EXPECTED RESULTSA través de excel, los estudiantes tomarán como referencia las especies de vía de extinción en Colombia y tabularán los resultados que arrojan según el índice que se haya presentado en llos

últimos años en las especies que ya se han extinguido y en las mas propensas a hacerlo.

COMPETENCE OF DEVELOPACTIVITIES AND TASKS

HITOS O EVENTOSINTELLECTUALS PSYCHOMOTORS VOLITIVE AFFECTIVES SPIRITUALS

ESCUCHAComprendo una descripción oral

sobre una situación, persona, lugar u objeto.

.

Complete the sentences using gramatical understand.

Underline the unknown words and look for the definition in Spanish.

Listen again the dialog. Copy and paste the text in a

document to underline the expressions you can see the

part of the sentencess evident.

Carry out all proposed activities by teacher

delivering them on time. Make a graphics project to enhance the results using the Engish as a

reference.

For this achievement rate shall be taken into

account throughout the period, respect,

collaboration, good manners, collaboration, good judgment, positive

feedback, and appropriate attitude to their peers and teacher.

I share my knowledge already acquired with my colleagues / as and

friends.

I am responsible with my duties and

obligations.

Deepen my relationship with God, with myself / a, with my colleagues /

as and my surroundings.

Final presentation:

Present the Project in the classroom.

Bring a folder with the bibliography and

graphics and hand into other groups as a

manner to follow your presentation.

The presentation will be done through slides. So,

the slides must be adjusted days before.

LECTURAValoro la lectura como un hábito importante de enriquecimiento

personal y académico.

Concerning to the reading comprehension look for more

information.

Read the information above to know more about the topic in

science.

ESCRITURAEscribo un texto corto relativo a mí, a

mi familia, mis amigos, mi entorno o sobre hechos

que me son familiares.

Look for the meaning of key words above. Put the information on your

notebooks. Choose key words.Write the translate and identify the

words.Write the animals you searched on

the web.

Make a sentences and create the questions concerning to

the parts of the sentences statement.

MONÓLOGOSExpreso de manera sencilla lo que me gusta y me disgusta respecto a algo.

Present the final proyect about the graphics to work in the term.

Make a group by pairs and look for the species you searched.

CONVERSACIÓNUtilizo códigos no verbales como gestos y entonación, entre otros.

Ejecución Lorem ipsum dolor sit amet, consectetur adipiscing elitRetroalimentación

Publicación


DEL

How to make a digital primer

ACTIVIDADES Y

TAREAS

MESES (2)

SEMANAS (8)

1 2 3 4 5 6 7 8

Intellectual activity 1




Volitive activity 1

Volitive activity 2

Psychomotor activity 1

Psychomotor activity 2

Spiritual activity 1

Affective activity 1

Retroalimentación y

Publicación



Desarrollar la capacidad de concienciación para describir y presentar las característicasde como hacer un escrito científico para montarlo a una aplicación virtual.

• In listening: Comprendo información básica sobre temas relacionados con los artículos científicos en ingles.• In reading: Extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.• In writing: Escribo un texto corto relativo a un articulo científico de mi interes,utilizando los temas vistos, que me

son familiares.Utilizo vocabulario adecuado para darle coherencia a mis escritos.

• In monologues: Narro o describo de forma sencilla hechos y actividades que me son fáciles de recordar.• In conversations: Respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.

• Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos.

DE

Es hábil para aplicar los temas vistos en la

elaboración de una presentación sobre sobre

como crear una cartilla digital sobre los procesos de la

revolución. .

Tiene clara la gramática las estructuras de la oraciones

afirmativas y negativas.

psicomotor

Toma decisiones equilibradas al analizar los saberes que

necesita desde el vocabulario visto en el

periodo y la forma correcta de usar la gramática para

hacer oraciones compuestas.

.

Propone formas sencillas y prácticas para usar de forma creativa la elaboración de la presentación de acuerdo a la

estructura y elementos vistos en el periodo

Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los elementos

de la gramáticaSe adapta adecuadamente a trabajar en grupo en clase.

Actúa con respeto y tolerancia durante las

actividades a desarrollar.

.

intelectualIdentifica en un texto la

gramática propuesta para el periodo.

Partes de la oración y tiene claro el

vocabulario sobre el tema del periodo.Processes of cell

division in living beings.


• You should memorize the structures and all vocabulary in the foreign language. Debes memorizar todas las estructuras gramaticales y el vocabulario en la lengua extranjera.

• Review all lessons and the expressions. Repasa todas las lecciones y expresiones• Answer the Initial evaluation. Responde a la evaluación inicial.• Pay attention to the classes and ask if you don´t understand. Pon atención a clase y pregunta sí no entiendes algo.

.

For the written works take into

account the order, the

application of the grammar its

structure, the vocabulary must

be clear, there should be no

translations in Spanish,

handle the application of

images.

You should read the guide completely.

Answer the initial evaluation.

Id very important you attitude in class

Make a sentences in order affirmative,

question and answer in the negative

and affirmative form.

Take into account the vocabulary and

grammar seen during the period.

QUESTION

Must submit the written works

in an orderly manner, taking

into account the ICONTEC

standards.

You must use images to

accompany the text.

It must be brief and concrete in its arguments.


Actividad Volitiva

Actividad Afectiva

Actividad Espiritual

Actividad Intelectual

Actividad Psicomotriz


1. Taking in account about the scientific articles you like and you read

regularly, carry them to class and analyze in a deduction of the

information taking the main idea in a paragrapgh of 5 lines in english.

Notebook and dictionary.

Look for a picture about your past and tell to the class the most

important relevance facts marked your childness and the in a short

exposition in powerpoint tell to the class about this experience in 3

minutes. Oral support.

Look for a passage in the bible that kinds of elements existed for the

creation of the world. Oral support.

Write a concept about a verb, adjective, noun, simple present, simple

past and simple future with 3 examples about them. Then after that you

should tell me 20 verbs in english witha respective image. Power point.

Search for 1 of the best scientific articles in 2.016 and explain in your

notebook What did you like abou it in 10 diffrent features with pictures.

Answer it about the indications

given in class.

Creación de una aplicación para la adquisición de material de consulta en diferentes asignaturas.


COMPONENT EPISTEMOLOGICAL

Did

yo

u k

no

w

that?

That

The term "app" is a shortening of the term"application software". It has become very popular,and in 2010 was listed as "Word of the Year" by theAmerican Dialect Society.In 2009, technologycolumnist David Pogue said that newer smartphonescould be nicknamed "app phones" to distinguish themfrom earlier less-sophisticated smartphones.

which

Google Play (formerly known as the Android Market)is an international online software store developed byGoogle for Android devices. It opened in October2008.[17] In July 2013, the number of apps downloadedvia the Google Play Store surpassed 50 billion, of theover 1million apps available.


https://en.wikipedia.org/wiki/Mobile_app#cite_note-17



INTELECTUAL trainingConjugación del presente simple.

La construcción del presente simple (Present Simple) en inglés es realmente fácil, tiene la estructura: [SUJETO] + [VERBO] (en infinitivo sin to).A tener en cuenta: Si el sujeto es 3ª persona del singular se le añade una "-s" al verbo.

Veamos como ejemplo la conjugación del verbo "to live" (vivir) en presente simple:

Caso especial: "-es" para la 3ª persona

Para los verbos acabados en "-o","-sh", "-ch" , "-ss", "-x" , "-z", "-y" se añade "-es" en lugar de "-s para la 3ª persona del singular". Veamos a continuación algunos ejemplos:

Verbo Tercera persona Significado

to go he goes él va

to wish he wishes él desea

to reach he reaches él alcanza

to express he expresses él expresa

to fix he fixes él arregla

to kiss he kisses él besa

to buzz he buzzes él murmulla


La negación en el presente simple.

La negación con los verbos plenos (esto es no modales y no auxiliares) también es fácil:

[SUJETO] + do(es) + not + [VERBO]

I do not sing.no canto.He does not sing.Él no canta.They do not play.Ellos no juegan.


http://www.inglessencillo.com/negacion

La interrogación en el presente simple.

En las oraciones interrogativas también se hace uso del verbo auxiliar to doanteponiéndolo al sujeto.La estructura de las preguntas cerradas o de yes/no (es decir aquellas que notienen partícula interrogativa) es:

do(es) + [SUJETO] + [VERBO] ?Do you like music?¿Te gusta la música?Does he speak English?¿Él habla inglés?


http://www.inglessencillo.com/interrogacion

http://www.inglessencillo.com/to-do

Construcción del pasadoComo norma general, para formar el pasado en inglés se añade "-ed" a un

verbo. work➜worked. Aunque hay que tener en cuenta unasconsideraciones:Verbos irregulares - Para los verbos irregulares hay que memorizar su formade pasado. Os mostramos un par de ejemplos de verbos irregulares:

Verbo Pasado Significado

to go went ir

to buy bought comprar

to have had tener

to be was/were ser o estar


http://www.inglessencillo.com/verbos-irregulares

La negación en el pasado simple.La formación de la negación en "past simple" es más sencilla que la afirmación.

Su estructura es:[SUJETO] + did + not + [VERBO EN INFINITIVO (sin to)]

Os mostramos un par de ejemplos:

I did not sing.yo no canté.he did not sing.él no cantó.



Conjugación Significado

did I sing? ¿canté?

did you sing? ¿cantaste?

did he sing? ¿cantó?

did we sing? ¿cantamos?

did you sing? ¿cantasteis?

did they sing? ¿cantaron?

La interrogación en el pasado simple.Para construir la interrogación se utiliza el verbo auxiliar to do en pasado (did) la Estructura es:

Did + [SUJETO] + [VERBO EN INFINITIVO (sin to)] ?



http://www.inglessencillo.com/to-do

El futuro simple (Future Simple) en inglés se forma con la estructura:

SUJETO + will / shall + VERBO.Nota: El auxiliar shall sólo se utiliza para la primera persona de singular y del plural. Mientras que el auxiliar will se puede utilizar en todos los casos. Como ejemplo de la conjugación del futuro simple, veamos el verbo to work (trabajar):


I will / shall work yo trabajaré

you will work tú trabajarás

he will work él trabajará

we will / shall work nosotros trabajaremos

you will work vosotros trabajaréis

they will work ellos trabajarán


Negación en el Futuro simple.La negación del futuro se realiza simplemente añadiendo el adverbio not entre el auxiliar will y el

verbo: SUJETO + will + not + VERBO.


I will /shall not work yo no trabajaré

you will not work tú no trabajarás

he will not work él no trabajará

we will/shall not work nosotros no trabajaremos

you will not work vosotros no trabajaréis

they will not work ellos no trabajarán.



Interrogación en el futuro simple.La interrogación se forma, como es habitual, invirtiendo el verbo y el sujeto:

will + SUJETO + VERBO?


will/shall I work? ¿trabajaré?

will you work? ¿trabajarás?

will he work? ¿trabajará?

will/shall we work? ¿trabajaremos?

will you work? ¿trabajaréis?

will they work? ¿trabajarán?



INTELLECTUAL ACTIVITY #1

1. To identify the subject in the sentence?

2. There are few kinds of subjects?

3. You know which parts of the sentence?

4. Where it is located the verb in the sentence?

5. You know it's an adverb?

6. How many kinds of adverbs exist in English?

7. What are adjectives? that kind there. WRITE SOME EXAMPLES.

8. Which is the direct and indirect object of the sentence?

9. Explain through a comparative table.

10. Creates a small text where you can identify these parts of speech.


Exercise 2Underline the bare subject once, the bare predicate twice, andplace a double slash (//) between the complete subject and thecomplete predicate.

Examples: My friends // are shopping at the mall this afternoon.

1. The market opens early on Saturdays.2. Shelley wrote a letter to Pam.3. Everyone in the restaurant heard her loud voice.4. Television programs are worse than ever.5. Each department in the store must be decorated for Easter.6. I paid a visit to Grand Manan last August.7. My cat has disappeared again.8. The otter slid into the water.9. My son had a great deal of homework last night.10. January is often the coldest month of the year.11. Three beautiful packages lay under the tree.12. Seashells littered the beach.

Exercise 3Read next text. Translate it into Spanish and elaborate with it 5 questions to each tense simple (pres-past-fut).

Francisco stands outside his new house. He reachesinto his pocket and pulls out the key. He turns the keyin the lock and opens the door. He steps into the livingroom and looks around. The paint is peeling off thewalls. There is no furniture. The house is dirty andsmells bad. He tries to open a window but it is broken.The house does not have a kitchen or a bedroom butthere is a microwave on the floor on one side of theroom. He wonders if it works. The place looks terriblebut it is all he can afford. He covers his nose and mouthwith his hand and opens the bathroom door. It is in badcondition.


Exercise 4

A. Combine the following subjects and predicates to form five sentences.

Use each subject and predicate only once.

SUBJECT PREDICATES

John Started school last fall.

mildew Drove to Winnipeg.

Tammy's daughter Barbecued the steaks.

a fawnGrew in my basement lastSummer.

Mrs. HallWandered into mybackyard.

B. In each of the following sentences, underline the baresubject once and the.

Bare predicate twice. Separate the complete subject from thecomplete.

Predicate with a double slash (//).a. Into the store burst the angry customer.b. On the hilltop stood the old house and its outbuildings.c. Through the valley rode the messenger.d. Do you have an extra pen?e. Beyond the trees lay safety.f. Did everyone have a good time?g. Off to the playground trooped the little girls.h. Have you completed your science labs?i. His ideas should have been given greater consideration.j. Above the trees bobbed and floated the balloon.k. Stop the car!l. Finish your homework first.



A. Fill in the blanks with A / AN or THE or nothing at all.

• 1. ______________most of _____________ stories people tell about Irish are not true.

• 2. ______________beef we had for dinner last night was excellent.

• 3. Everyone has problems in ________________ life.

• 4. I don't know much about _______________ life of Napoleon.

• 5. My grandmother had _____________ long life.

• 6. Yes, my name is ___________ Simpson, but I'm not ____________ Simpson you're looking for.

• 7. _____________ people wear jewellery to look more attractive.

• 8. _______________ jewellery Diana wearing today is beautiful.

• 9. Mary is wearing ____________ gold ring today. It is made of ___________ gold.

• 10. _______ word to __________ wise is _________ sufficient.


Read the text, remove the key words, answer the questions.

Carolina writes an email to her friend about work.

"Hi Cristina, I am sorry I haven’t called you for so long. How areyou? How is your new apartment? I have been very busy atwork. I arrive at the office at 7 am and leave at around 6:30 pm.I just get half an hour for lunch and a five-minute break in themorning and in the afternoon. I am very tired when I get homeso I just eat, watch some television and go to bed. In the office, Iam on the phone all day, listening to customer complaints andentering them into our computer system. At the end of the day Ihave to write a summary of all the calls I received during the dayand give my boss a status on the complaints that are not yetresolved. I do not know how much longer I can do this. I need avacation, or even better, I need another job! I’ll call you thisweekend”. Carolina.

1. At what time does Carolina usually arriveat the office?

2. At what time does she leave?3. What does she do almost all day at work?4. What does she have to give her boss at

the end of each work day?5. Does it seem like she likes her job?



Say step by step how can you make an app, do a prezi in which you can do a presentation, in this kind ofvirtual tool you have to add pictures and explain to us how can you use it to enhance scientific topics andmany of them telling how can you teach English through this kind of application.

INGTLES | Grado 10 | guía 2

Opinion Size Age Form Color Origin Material

Nice Big Young Round blue Italian Metal

pretty small old square red British wooden

stupid large New flat green Mexican plastic

original tiny Ancient straight yellow western golden


About this chart in which you can see the correct order to teach the adjectives, make 25 descriptions looking for the designto describe a noun and remember paste a picture to represent each description.

Asignatura | Grado 10 | guía 2

VOLITIVE ACTIVITY #1

When an adverb ends…• With "y" replace "y" con una "i":

Heavy + ly = heavi + ly = heavily

Happy + ly = happi + ly = happily

However, there are many adverbs that donot end in "-ly“Fast, very, hard, home, just, too, well,never, sometimes, etc.

With "e" omits the "e":True + ly = tru + ly = truly

CLASSES OF ADVERBS

Grade Very, highly, totally, perfectly, partially, almost.(Muy, altamente, totalmente, perfectamente,parcialmente, casi).

You are totally right.

Mode

They run happily.


CLASSES OF ADVERBS

Place

Home, here, there, outside, inside, away, around, anywhere, abroad, up, down, out.

He is home.

Time

Now, soon, later, yesterday, tomorrow, early, before, lately, recently.

They are having dinner now

Frequency

Always, never, sometimes, often, rarely, usually, occasionally.


Duration Forever, constantly, temporarily,briefly.

He will forever be her little boy.

Certainly, maybe, probably,possibly, surely. He is probably in trouble.

More, less, better, worse, faster,slower, farther, closer.

She writes faster than most people.

Best, most, least, worst,strongest, fastest, slowest.

They like each other best.

Probability

Comparative

Superlatives


With reference to an article you choosemake a list of the following grammar: A list of verbs. Adjectives description in order. Different classes of adverbs. Prepositions. The main idea.


• During the term and in class you willwork an interactive class where shouldpresent evidence when prompted.

• Some of the works presented in thenotebook.

• Other sending captures of their work.

• Send evidences in CHAMILO.

http://www.cambridge.org/us/esl/touchstone/student/index.html



VOLITIVE ACTIVITY #2

1- This is a summary of the story. Complete the summary by typing the correct words into the gaps. Sedna the Sea Goddess:Summarizing the Story,

Sedna wasn't________ in getting married, until she met a young ______ who was _______and had a nice voice and ______ her a good life.Even though he _______ refused to show his ______, she agreed to marry him. When she got to her new home she found _______ thather husband was not a man, but an evil ______, a raven. There was no home, no furs, and no _______ except for fish. Sedna was very______. Every day she_______ for her father to come and ____ her. Her father heard her______ and came in his ________. They were________home when Sedna noticed her husband, the raven, coming after them. ______ the raven came close, her father took thepaddle and _______ the bird, causing him to fall back. The angry raven then ________ his wings at the ocean and caused a dangerous_______to blow up. Sedna's father was afraid for his ______, so he ______his daughter out of the kayak. When Sedna _______ the side ofthe kayak with her fingers, her father hit her _______with his paddle until they broke off and ________ into the ocean. Her fingers_______ the seals and fish. Sedna grabbed the kayak again with her ________, but her father hit her hands until they fell into the ocean.Her hands became the ________and walrus. Sedna is now the goddess of the sea. When she's happy, she ______ animals for thehunters; but when she's angry, she _______ provide any food. When the ______ are not successful, the people are _______.


became bird cried cries doesn't face fingers flapped

food grabbed Hands hungry hunter hunters interested kayak

life out paddling promised unhappy well-dressed whales When

PSHYCOMOTOR ACTIVITY #1

1. Each student must present evidence of handwork withthe exercises you did in a oral presentation and choosean article and with it do a video. It must contain thepoints developed arguments where the work doneduring the period shows.(portfolio).

2. You should choose the images or video which willshow in his own voice the summary of the bookchosen.

3. It must be dynamic, pleasant and easy to understandthe structures seen driving during the term. oralarguments.


PSHYCOMOTOR ACTIVITY #2

• For this work the student must have ready evidenceof his work defined the article to be discussed duringthe presentation.

• Must submit written work according to the rules is.

• The edited video ready must to be uploaded toYouTube and to the new app “applicate”.

• The clothes you will use for your presentation shouldbe elegant.

• Define how you will organize the space for spectators.

• Billboards if you plan to use.

• Decoration of their presentation.


SPIRITUAL ACTIVITY #1

• For this achievement rate shall be taken into account throught the period,respect for the vitafe the agenda with all the term and the vita fe with arespective image.

• His behavior inside and outside of class.

• Bringing the Bible to school.

• Actively participate during the devotional.


AFFECTIVE ACTIVITY #1

For this achievement rate shall be taken into account throughout the term, respect,collaboration, good manners, collaboration, good judgment, positive feedback, andappropriate attitude to their peers and teacher.


PROJECT TERM

• THIS TERM YOU HAVE TO CHOOSE A SCIENTIFIC ARTICLE AND WITH IT UPLOAD AVIDEO USING THE GRAMMAR SEEN ABOUT THE SUBJECT, WRITE YOUR OWNARTICLE AND DO A PRESENTATION IN AN ELEGANT SUIT OR DRESS TO PRACTICEYOU LEARNED.


autoevaluaciónsustentada

Teniendo en cuenta los siguientes criterios deevaluación de: (S) Siempre, (F) frecuentemente,(CN) Casi nunca y (N) Nunca, marca con una Xla columna que corresponde a tu criterio, segúnlo aprendido:

INGLES | Grado 10| guía 2

ASPECTO DESCRIPCIÓN S F C N

Intelectual

Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas

en un contexto determinado en la lengua inglesa.

Psicomotor

Soy hábil desarrollando la capacidad lingüística,

ubicando correctamente palabras y expresiones

sencillas de la lengua inglesa en un contexto

indicado.

VolitivoSustento mi actividad volitiva al elaborar todas las

actividades propuestas en su momento y a su

hora haciendo aportes a mi propio desarrollo

Afectivo

Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que

tengan dificultades en los temas que yo

conceptualizo.

Espiritual

Sustento mi actividad espiritual al mantener

buenas relaciones interpersonales con mis

compañeros de clase, con mis superiores así

como con todo mi entorno en el colegio

Padre/Madre/Acudientes, favor diligenciar el siguiente cuadro para conocer su opinión respecto a los aspectos mostrados por suhijo/a durante el desarrollo del tema, en el periodo. Su opinión es muy importante para nosotros, pues nos ayuda a fortalecer elproceso de formación de los estudiantes.

Aspectos internos Aspectos externosFORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

FAMILIA



http://www.mansioningles.com/Vocabulario.htm


https://www.youtube.com/watch?v=zmR_CYJrz8o

https://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.be

http://www.agendaweb.org/grammar/adjectives-exercises.html

http://www.english-room.com/5a_2541.htm

http://www.curso-ingles.com/recursos/juegos/worder

https://www.englishclub.com/vocabulary/adverbs-manner.htm

http://www.saberingles.com.ar/lists/adverbsfrequency.html


http://www.mansioningles.com/Vocabulario.htm


https://www.youtube.com/watch?v=zmR_CYJrz8o

https://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.be

http://www.agendaweb.org/grammar/adjectives-exercises.html

http://www.english-room.com/5a_2541.htm

http://www.curso-ingles.com/recursos/juegos/worder

https://www.englishclub.com/vocabulary/adverbs-manner.htm



Documents

INGLES/ 10 Giovanni leal · estructuras de la oraciones afirmativas y negativas. psicomotor Toma decisiones equilibradas al analizar los saberes que necesita desde el vocabulario