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
INGLES | Grado 10 | guía 2
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
INGLES | Grado 10 | guía 2
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
Intellectual activity 2
Intellectual activity 3
Intellectual activity 4
Volitive activity 1
Volitive activity 2
Psychomotor activity 1
Psychomotor activity 2
Spiritual activity 1
Affective activity 1
Retroalimentación y
Publicación
INGLES | Grado 10 | guía 2
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
• 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.
INGLES | Grado 10 | guía 2
Actividad Volitiva
Actividad Afectiva
Actividad Espiritual
Actividad Intelectual
Actividad Psicomotriz
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
INGLES | Grado 10 | guía 2
INGLES | Grado 10 | guía 2
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
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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?
INGLES | Grado 10 | guía 2
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
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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)] ?
INGLES | Grado 10 | guía 2
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):
Conjugación Significado
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
INGLES | Grado 10 | guía 2
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.
Conjugación Significado
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.
INGLES | Grado 10 | guía 2
Interrogación en el futuro simple.La interrogación se forma, como es habitual, invirtiendo el verbo y el sujeto:
will + SUJETO + VERBO?
Conjugación Significado
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?
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
INTELLECTUAL ACTIVITY #2
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.
INGLES | Grado 10 | guía 2
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?
INGLES | Grado 10 | guía 2
INTELLECTUAL ACTIVITY #3
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
INTELLECTUAL ACTIVITY #4
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
• 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
INGLES | Grado 10 | guía 2
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 _______.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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.
INGLES | Grado 10 | guía 2
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
INGLES | Grado 10 | guía 2
INGLES | Grado 10 | guía 2
http://www.mansioningles.com/Vocabulario.htm
http://www.cambridge.org/us/esl/touchstone/student/index.html
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.saberingles.com.ar/lists/adverbsfrequency.html