cristian valerio ticona quispe

NOMBRE: cristhian valerio ticona quispe Docente: VICTOR MONROY APAZA CENTRO DE ESTUDIO: iespef lampa SEMESTRE: II A UNICO

AÑO: 2020

DATOS INFORMATIVOS 1. DIRECCION REGIONAL DE EDUCACION 1.1 1.2

1.3

1.4 1.5

1.6

• PUNO UGEL • LAMPA INSTITUCION EDUCATIVA • INSTITUTO DE EDUCACION SUPERIOR PUBLICO EDUCACION FISICA –LAMPA UBICACIÓN • DISTRITO-Lampa • PROVINCIA-Lampa • AV. Enrique Torres Belon AÑO DE FUNCIONAMIENTO • 13 de noviembre de 1964 RESOLUCION DIRECTORIAL DE RESOLUCION • Ley 15216 • Reapertura el 13 de junio de 1982 NIVELES QUE ATIENDE • ÚNICA

1.8 TURNOS 1.9

• MAÑANA ESTUDIANTES MATRICUADOS • 120 ESTUDIANTES

1.10 PERSONAL DIRECTIVO • RUTH QUIÑONES 1.11 PERSONAL DOCENTE

➢ José Antonio Omar, COSSIO AGRAMONTE ➢ David, ARIZAPANA PAREDES ➢ Emy Enriqueta, TUMI Almonte ➢ Rubén Vladimiro, CORTEZ BARRIONUEVO ➢ Jesús Oskars, CALCINA MENDOZA ➢ Rosmery, CARBAJAL FARFAN ➢ Víctor, MONROY APAZA ➢ Juan Carlos, ARISACA APAZA ➢ Nancy Martha, YUCRA SUCACACHUA ➢ Edgar, GARCIA OPORTO ➢ Holger Guillermo, TORRES CAMACHO ➢ Víctor Manuel, HERRERA LAZO ➢ Nicolás Rene, BARRANTES PUMA ➢M ➢J ➢K 1.12 PERSONAL TECNICO ADMINISTRATIVO 1.12.1 JEFE ADMINISTRATIVO • K 1.12.2 JEFE DE UNIDAD ACADEMICA • MN 1.12.3 JEFE DEL DEPARATAMENTO DE EDUCACION FISICA • K 1.12.4 PERSONAL DE SERVICIO • GT

MISIÓN INSTITUCIONAL institución acreditada y líder, formando profesionales en el programa de Educación Física a través de la El Instituto de Educación Superior Pedagógico “EDUCACION FISICA “lampa es una investigación y la aplicación tecnológica incorporado a las actividades educativas y deportivas al país.

VISIÓN INSTITUCIONAL Al año 2021 Instituto de Educación Superior Publico “EDUCACION FISICA “LAMPA, como instituto acreditada será. Una escuela de Educación Superior Pedagógico, cono excelencia en el programa de Educación física, con docentes certificados.

Que propician una Formación Integral a través de la Investigación Aplicada e Innovación, el deporte y el uso de las tecnologías, con principios de interculturalidad e inclusión, promotores de los valores e insertados en el mercado laboral del país

Visión en mi vida personal En 4 años estaré terminando mis estudios profesionales en educación física y tendré la capacidad suficiente para ofrecer mis aprendizajes y valores a los demás

Misión personal.

Mi misión personal será q este año en mis estudios este bien sin cursos desaprobados y ser mejor persona y aprender más de mis docentes para poder enseñar cuando acabe mi carrera profesional

INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “EDUCACIÓN FÍSICA” IESPPEF LAMPA – PUNO – PERÚ Ley Nº 15216 IRSEF de fecha 11 de noviembre de 1964 R.M. Nº 293 – 82 – ED 15/04/1982 Instituto Regional Mixto de Educación Física-Lampa RD N° 231-2016-MINEDU/VMGP/DIGEDD/DIFOID 20/05/2016 REVALIDACION Resolución de Presidencia del Consejo Directivo Ad Hoc N° 066-2017-SINEACE/CDAH-P 03/03/2017 ACREDITACION INSTITUCIONAL

SILABO DE INGLES II I.

DATOS GENERALES

1.1. INSTITUCIÓN 1.2. ESPECIALIDAD 1.3. ETAPA 1.4. ÁREA 1.5. SEMESTRE ACADÉMICO 1.6. CICLO 1.7. SECCIÓN 1.7. HORAS SEMANALES 1.8. CRÉDITOS 1.9. JEFE DE U. ACADÉMICA 1.10. JEFE DE AREA DE E.F. 1.11. DOCENTE FORMADOR 1.12. FECHA INICIO 1.13. FECHA TÉRMINO

: INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGOGICO PÚBLICO “EDUCACIÓN FÍSICA” DE LAMPA – PUNO : EDUCACIÓN FÍSICA : FORMACIÓN GENERAL : INGLES - II : 2020 - I : II :A : 02 : 01 : JOSE ANTONIO OMAR COSSIO AGRAMONTE : RUBEN VLADIMIRO CORTEZ BARRIONUEVO : VICTOR MONROY APAZA : 20 de abril del 2020 : 21 de agosto del 2020

II. FUNDAMENTACIÓN El área del Inglés II desarrolla en los estudiantes la competencia comunicativa teniendo en cuenta el contenido gramatical, lexical, fonético y cultural.

Encamina el aprendizaje del idioma inglés como herramienta que apoya el aprendizaje científico. Se centra principalmente en la comprensión de mensajes escritos.

Orienta el aprendizaje del Inglés a un nivel de principiante bajo.

SUMILLA Desarrolla en los estudiantes la competencia comunicativa teniendo en cuenta el contenido gramatical, lexical, fonético y cultural.

Encamina el aprendizaje del idioma inglés como herramienta que apoya el aprendizaje científico. Principalmente en la comprensión de mensajes escritos.

Orienta el aprendizaje del Inglés a un nivel de principiante bajo.

         

 

CONTENIDOS Demonstrative adjectives (this, that. Those, these) Prepositions of time and prepositions of place (at/in/on) using vocabulary about plants, animals.

Daily activities.

Likes and dislikes related to hobbies, sports, health.

Have and have got Adverbs of frequency.

Present simple (in its three forms and using short texts) Clothing and colors related to sports, weather, and season.

Present continuous tense(in its three forms and using short texts describing people´s actions at a gym, park stadium) Members of the family.

Appearances: adjectives to describe physical appearance.

Project: My daily routine

VISIÓN Y MISIÓN DEL IESPP “EDUCACIÓN FÍSICA” Visión Misión Al año 2021 el Instituto de Educación Superior El Instituto de Educación Superior Pedagógico Pedagógico Público “Educación Física” de Lampa, Público “Educación Física” Lampa, es una pretende ser: institución líder en la región formando “Una institución educativa superior acreditada, líder a profesionales en la especialidad de Educación nivel nacional en la especialidad de Educación Física, Física de calidad, utilizando las tecnologías, el con docentes competentes, que propician una desarrollo científico y el deporte a través de la formación integral a través de la investigación, el investigación para incorporarlos a las actividades deporte y el uso de las TICs, con principios de educativas del país. interculturalidad e inclusión, promotores de los valores y con aspiraciones para la inserción laboral III.

“EDUCAD A LOS NIÑOS Y NO SERÁ NECESARIO CASTIGAR A LOS HOMBRES” JOSE ANTONIO OMAR COSSIO AGRAMONTE – JEFE DE UNIDAD ACADÉMICA IESPPEF LAMPA 2020-I omarcossioagramonte@gmail.com ENTEL 950973690

INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “EDUCACIÓN FÍSICA” IESPPEF LAMPA – PUNO – PERÚ Ley Nº 15216 IRSEF de fecha 11 de noviembre de 1964 R.M. Nº 293 – 82 – ED 15/04/1982 Instituto Regional Mixto de Educación Física-Lampa RD N° 231-2016-MINEDU/VMGP/DIGEDD/DIFOID 20/05/2016 REVALIDACION Resolución de Presidencia del Consejo Directivo Ad Hoc N° 066-2017-SINEACE/CDAH-P 03/03/2017 ACREDITACION INSTITUCIONAL

IV. 

TEMA TRANSVERSAL “PRESTOS PARA EL LICENCIAMIENTO” Intercultural.

En este enfoque se trabajarán los siguientes valores: Respeto a la identidad cultural, en el reconocimiento de las diversas identidades culturales y relaciones de pertenencia de los estudiantes, donde los docentes y estudiantes acogen a todos, sin menospreciar ni excluir a nadie por su manera de hablar, su forma de vestir, sus costumbres o creencias; asimismo el valor del diálogo intercultural fomentando una interacción equitativa entre las culturas, mediante el diálogo y el respeto mutuo entre estudiantes y docentes en diferentes espacios. Esto contribuirá finalmente trabajar el valor de la justicia mediante la disposición a actuar de manera justa, respetando el derecho de todos, propiciando una reflexión crítica sobre sus causas y motivaciones con todos los estudiantes.



Ambiental.

Este enfoque permite trabajar el valor de la solidaridad planetaria y justicia, en la cual demostrarán la disposición para colaborar con el bienestar y la calidad de vida, mediante actividades de limpieza de los espacios educativos; asimismo trabajaremos el valor de respeto a toda forma de vida, revalorando los saberes ancestrales, promoviendo el cuidado de la salud frente a la pandemia que nos ataca el presente año COVID19 (Corona virus), recuperación y uso de los cuidados de la salud que beneficiarán a todos los miembros de la comunidad educativa .



Enfoque critico reflexivo En relación al presente enfoque el estudiante debe focalizarse en lo siguiente, reconozca sus saberes y poder construir a partir de ello, un diálogo crítico y reflexivo al momento de interactuar con los demás.

V. CRITERIOS DE DESEMPEÑO DIMENSIONES IDEAS EJE PERSONAL

PROFESIONAL PEDAGÓGICA

SOCIO COMUNITARIA

El inglés herramienta apoya aprendizaje.

como que el

CRITERIOS DE DESEMPEÑO 1.2.6 Maneja una segunda lengua y herramientas informáticas como recursos para su desarrollo personal.

2.1.2 Maneja teorías y enfoques Comprensión y pedagógicos actuales que producción de textos. sustentan los procesos de enseñanza aprendizaje.

Uso de vocabulario básico de la vida cotidiana.

3.1.4 Aplica principios de convivencia democrática, buscando el bienestar colectivo.

CRITERIOS CONTEXTUALIZADOS Maneja una segunda lengua y herramientas como recursos para su desarrollo personal desarrollando el inglés como herramienta que apoya el aprendizaje.

Maneja teorías y enfoques pedagógicos actuales que sustentan los procesos de enseñanza aprendizaje mediante la comprensión y producción de textos.

Aplica principios de convivencia democrática, buscando el bienestar colectivo mediante el uso de vocabulario básico de la vida cotidiana.

VI. PERFIL DEL EGRESADO DEL DOCENTE DE EDUCACIÓN FÍSICA

SER

CONVIVIR

PENSAR

HACER

PROMOTOR DE LA COMUNIDAD

FACILITADOR

INVESTIGADOR

Es líder y se identifica con su profesión y con la especialidad de educación física por un ejercicio de calidad Asume su mejoramiento profesional, ejerce su derecho y cumple su deberes

Posee una sólida base de sustento científico para la solución de problemas motrices.

Promueve la práctica de valores consigo mismo y con los demás

Sistematiza las oportunidades y experiencias para la construcción del aprendizaje

Domina conocimientos actualizados, amplios y profundos de la ciencia, la cultura y la educación física Diversifica el currículo en los diferentes niveles y maneja estrategias para el logro de competencias motrices.

Posee conocimiento de educación física acorde con los avances de la ciencia y la tecnología Recoge, analiza y aplica métodos científicos en la evaluación psicomotora para optar soluciones.

Practica y fomenta la responsabilidad , la participación y la equidad a través de la educación física y/o deporte Posee capacidad para contribuir a la solución de problemas de la comunidad.

Promueve y organiza actividades físicas, deportivas y recreativas para conservar y mejorar la salud de la población educativa y la comunidad

“EDUCAD A LOS NIÑOS Y NO SERÁ NECESARIO CASTIGAR A LOS HOMBRES” JOSE ANTONIO OMAR COSSIO AGRAMONTE – JEFE DE UNIDAD ACADÉMICA IESPPEF LAMPA 2020-I omarcossioagramonte@gmail.com ENTEL 950973690

INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “EDUCACIÓN FÍSICA” IESPPEF LAMPA – PUNO – PERÚ Ley Nº 15216 IRSEF de fecha 11 de noviembre de 1964 R.M. Nº 293 – 82 – ED 15/04/1982 Instituto Regional Mixto de Educación Física-Lampa RD N° 231-2016-MINEDU/VMGP/DIGEDD/DIFOID 20/05/2016 REVALIDACION Resolución de Presidencia del Consejo Directivo Ad Hoc N° 066-2017-SINEACE/CDAH-P 03/03/2017 ACREDITACION INSTITUCIONAL

VII. MATRIZ ORGANIZATIVA PRIMERA UNIDAD: APRENDIENDO EL INGLES Y PROMOVIENDO LA PREVENCIÓN Y CONTAGIO DEL COVID 19 EVALUACIÓN DE APRENDIZAJES CRITERIO DE DESEMPEÑO CONTEXTUALIZADO PERSONAL Maneja una segunda lengua y herramientas como recursos para su desarrollo personal desarrollando el inglés como herramienta que apoya el aprendizaje.

PROFESIONAL PEDAGOGICA Maneja teorías y enfoques pedagógicos actuales que sustentan los procesos de enseñanza aprendizaje mediante la comprensión y producción de textos.

SOCIO COMUNITARIO Aplica principios de convivencia democrática, buscando el bienestar colectivo mediante el uso de vocabulario básico de la vida cotidiana.

INDICADORES

INSTRUMENTOS

Acciones para la prevención de la expansión y contagio del COVID – 19 Traduce palabras, frases y oraciones al inglés en forma individual

PRODUCTOS DE PROCESO Exposiciones orales Prueba objetiva Practicas calificadas AUTOEVALUACION Escala de estimación Participación en las actividades

Completa oraciones utilizando las expresiones adecuadas.

COEVALUACION Guía de calificación de observación

Produce oraciones, frases y textos cortos de acuerdo al contexto comunicativo.

PRODUCTO FINAL Rubricas de evaluación PORTAFOLIO Lista de cotejo

MOMENTOS DE APLICACIÓN - Conociendo al COVID19.

- 1º a la 18º semana

ORGANIZACIÓN DE LOS APRENDIZAJES ACTORES

PRODUCTOS/ EVIDENCIAS

- Estudiantes - Reflexiones sobre su desempeño - Docente como estudiante.

- Prácticas - Director de calificadas de la IES Vocabularios, Frases, Textos, etc.

- Dictados - Producción Oral - Grabación de Diálogos en pares.

- Guía de observación - Portafolio

CONTENIDOS - Socialization del silabo.

- Coronavirus - Demonstrative adjectives (this, that.

Those, these) - Prepositions of time and prepositions of place (at/in/on) using vocabulary about plants, animals.

- Daily activities.

- Likes and dislikes related to hobbies, sports, health.

- Have and have got.

- Adverbs of frequency.

- Present simple (in its three forms and using short texts) - Clothing and colors related to sports, weather, and season.

- Present continuous tense(in its three forms and using short texts describing people´s actions at a gym, park stadium) - Members of the family.

- Appearances: adjectives to describe physical appearance.

- Project: My daily routines

“EDUCAD A LOS NIÑOS Y NO SERÁ NECESARIO CASTIGAR A LOS HOMBRES” JOSE ANTONIO OMAR COSSIO AGRAMONTE – JEFE DE UNIDAD ACADÉMICA IESPPEF LAMPA 2020-I omarcossioagramonte@gmail.com ENTEL 950973690

ESTRATEGIAS E/A DOCENTE: - De planificación - Indagación - Descubrimiento ALUMNO: - Lectura de textos -

De búsqueda, organización y selección de información.

-

Trabajo en equipo

-

Trabajo individual

TIPOS DE PARTICIPACIÓN -

Individual Grupal Equipo Activo Mesa redonda Generación de compromiso

INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “EDUCACIÓN FÍSICA” IESPPEF LAMPA – PUNO – PERÚ Ley Nº 15216 IRSEF de fecha 11 de noviembre de 1964 R.M. Nº 293 – 82 – ED 15/04/1982 Instituto Regional Mixto de Educación Física-Lampa RD N° 231-2016-MINEDU/VMGP/DIGEDD/DIFOID 20/05/2016 REVALIDACION Resolución de Presidencia del Consejo Directivo Ad Hoc N° 066-2017-SINEACE/CDAH-P 03/03/2017 ACREDITACION INSTITUCIONAL

VIII.

SEM S.A.

CRONOGRAMA ORGANIZATIVO INGLES II SEMESTRE: II “A” Fecha

CONTENIDOS DE SESION Educación no presencial: Formación Sincrónica

1

1

21/04/2020

2

2

28/04/2020

3

3

05/05/2020 Demonstrative adjectives (this, that, those, these)

4

4

5

5

12/05/2020 Prepositions of time and prepositions of vocabulary about plants, animals.

19/05/2020 Daily activities.

6

6

26/05/2020 Likes and dislikes related to hobbies, sports, health.

7

7

02/06/2020 Have and have got.

8

8

09/06/2020 Product evaluation.

9

9

16/06/2020 Adverbs of frequency.

10

10

23/06/2020 Present simple (in its three forms and using short texts)

11

11

30/06/2020 Clothing and colors related to sport, weather, season.

12

12

07/07/2020 Qualified practice.

13

13

14

14

14/07/2020 Present continuous tense (in its three forms and using short texts describing people’s actions at a gym, park, stadium) 21/07/2020 Members of the family.

15

15

28/07/2020 Elaboración de mi proyecto: My daily routines

16

16

04/08/2020 Appearances: adjectives to describe physical appearance.

17

17

11/08/2020 Evaluation of the final product.

18

18

18/08/2020 Evaluación de Portafolio Integrado de Aprendizaje.

Socialización del silabo.

Educación no presencial: Formación Asincrónica Conociendo al COVID-19.

place (at/in/on) using

IX. METODOLOGIA La metodología es activa, centrada en estudiante como constructor de su aprendizaje. Se parte de la reflexión crítica de la acción pedagógica, para luego teorizar y retornar a una práctica pedagógica enriquecida.

Se fundamenta en el enfoque critico – reflexivo, que plantea que el estudiante debe tener la capacidad de autoevaluarse de manera crítica y ética, para analizar el entorno educativo, identificando episodios críticos para proponer nuevas prácticas. Una herramienta esencial para lograr lo mencionado es el uso del portafolio como instrumento de aprendizaje.

X. PESOS Y CRITERIOS Desde un modelo pedagógico cognitivo la evaluación se entenderá como un proceso reflexivo formativo y en función al tiempo será diagnóstica, de proceso y final, combinándose la autoevaluación, y heteroevaluación. Además, a la luz de un enfoque por competencias se evaluará dominio de competencias, capacidades y actitudes (criterios de desempeño).

“EDUCAD A LOS NIÑOS Y NO SERÁ NECESARIO CASTIGAR A LOS HOMBRES” JOSE ANTONIO OMAR COSSIO AGRAMONTE – JEFE DE UNIDAD ACADÉMICA IESPPEF LAMPA 2020-I omarcossioagramonte@gmail.com ENTEL 950973690

INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO “EDUCACIÓN FÍSICA” IESPPEF LAMPA – PUNO – PERÚ Ley Nº 15216 IRSEF de fecha 11 de noviembre de 1964 R.M. Nº 293 – 82 – ED 15/04/1982 Instituto Regional Mixto de Educación Física-Lampa RD N° 231-2016-MINEDU/VMGP/DIGEDD/DIFOID 20/05/2016 REVALIDACION Resolución de Presidencia del Consejo Directivo Ad Hoc N° 066-2017-SINEACE/CDAH-P 03/03/2017 ACREDITACION INSTITUCIONAL

ASPECTOS

INSTRUMENTOS

Producto 1: Producto 2: Producto 3:

Exposiciones orales Prueba objetiva Practicas calificadas

PORCENTA JES

25% El calificativo final se obtiene aplicando la productos siguiente fórmula: de Proceso P.P x25% + AyC x15% + P.F x35% + P. I. A25% = PF 100

Autoevaluación Escala de estimación Coevaluación

Producto final: Portafolio

PROMEDIO FINAL DEL SEMESTRE

Participación en las actividades Guía de calificación de observación Rubrica de evaluación Lista de cotejo

15%

Donde: P.P = Productos de proceso A y C = Autoevaluación y coevaluación P.F. = Producto Final P.I.A. = Portafolio integrado de aprendizaje.

P.F = Promedio Final

35% 

25%

Inicio, Proceso y Final

XI. ORIENTACIONES PARA FORTALECER EL AUTO APRENDIZAJE DEL ESTUDIANTE  El alumno conozca y tome conciencia de cuál es su progreso individual durante el proceso de aprendizaje.  Los jóvenes construyan su saber con una mentalidad orientada a resolver los problemas.  Realizar prácticas de diálogos en ingles forma individual y grupal.

XII. ESTRATEGIAS PARA LA RETRO ALIMENTACIÓN  Visita páginas virtuales de inglés y COVID-19  Trabajos individuales y grupales  Buscar videos sobre diálogos y conversaciones en ingles en YouTube.com XIII. ORIENTACIONES GENERALES  Las sesiones de aprendizaje serán teóricas y prácticas  Realizar diálogos, conversaciones y entrevistas  Se realizarán prácticas calificadas  Se asistirá puntualmente a las exposiciones con el uniforme gala de nuestra institución XIV. BIBLIOGRAFÍA AUTOR Ministerio de Educación Richadrs J.

AÑO 2010 2007 2007

HARMER J.

TITULO Diseño Currículo Básico Nacional La enseñanza comunicativa de las Lenguas extranjeras.

The Practice of English Language Teaching

EDITORIAL Ministerio de Educación Sau Paulo. Brazil.

Pearson Education Limited

XV. LINKOGRAFIA  

www.minedu.gob.pe Diseño Curricular Básico Nacional 2016 Facebook.com

JOSÉ A. OMAR COSSIO A JEFE DE UNIDAD ACADÉMICA

  

www.edmodo.com www.whatssap.com www.zoom.com

VICTOR MONROY APAZA DOCENTE FORMADOR

“EDUCAD A LOS NIÑOS Y NO SERÁ NECESARIO CASTIGAR A LOS HOMBRES” JOSE ANTONIO OMAR COSSIO AGRAMONTE – JEFE DE UNIDAD ACADÉMICA IESPPEF LAMPA 2020-I omarcossioagramonte@gmail.com ENTEL 950973690

Cristian Aquino Rivaldo saya Frank condori

Tiene problemas de conexiรณn a internet Tiene problemas de conexiรณn a internet Tiene problemas de conexiรณn a internet

oronavi

Spread from person to person

Sourcesof bacterial infectios

Coronavirus Respiratory system

Coughing and sneezing Diagnostic test

Prevent infection

Global outbreak

Global travel

Get a vaccine

immunity Find a cure

Transmit disease

These are

This is

These are

Those are

These are also

This is

These are boxes These are umbrellas Those are mice These are watches

This is

This is

o

Look and write this, these, that or those .

••

1 . .T~!~

is a big book.

2 .. Jh .(

is a small book .

9

•.

~ ~...

f)

••

3 This 4 That

•••

5 6

."

is a bike. is a skateboard.

these

--.~ IrIll ll lil ll

ore nice photos. are awful photos! ---~

Those

Ltiu ~

Write is or are.

,S · ..•••..••...

1 ThIS

2 Those are 3 These ar 4 That ar

e

a new car. blue pens. eggs. a green door.

5 6 7 8

Those Are This Is These Are That Are

policemen. a young woman. computers. an old CD.

Look and write questions. Then write true answers.

••

1 pretty / dress?

..I.?.~~~?.~.P.r.~.~ty ..~.C~.~.~?

..Y~~!

.

. .. ,:. ~?t)~t J !. t .

. i. ~ ..i.~: ..(..f':.~ .

This shirt is pretty?

-- ~ -- ~

This shirt is not pretty

••

4 cool/shoes?

These are cool shoes ?

These shoes are not great

.

This watch is nice?

••

-- ~

Yes this watch is pretty

These boots are good?

This mark is good ?

If these boots are good

This Brand is not good

Prepositions of Ptace

ffi

J

bunder

ln o

behind

& nextto

We use prepositions of placeto say where is. somebody or something WeuselNwith names of citiesandcountries. z./lzt in London,in England in front of

Fillin the correctpreposition.

1

1 Thestudents are the ctassroom.

2 Thewomanis the umbrella. fi

3 Theappteis the books.

4 Themanis the twowomen.

5 Theboyis the piano.

2

near

between

Lookat the picture and fill in the gaps with the correct preposition.

Mrs Walterhasa lovelylivingroom.Thereis a cotfeetable 1) s' r,' the livingroom,2) thesofa.Therearesomecushions 3) ............... the sofa.Thereis a window4) ............... thesofaanda p ic t u re5 ) . . . . . . . . . . . . . . .t h e wa ll,5 ) . . . . . . . . , . . th . . .e. window.Thereis a rug 7) ............... the floor, B).......... the table. The sofa is 9) .........,.......... two tables.Thereis one lamp 10)............... eachtable.Therearetwo armchairs 11) . . . . . . . . . . .t.h. .e.ro o m.

Speaking Usethe wordsin boldin Ex.2 to askand answerquestions. === A: Where'sthe coffeetable?

B: lt's in front of the sofa.

Writing your Writea shortparagraph describing livingroom.Sticka picture.

25

Prepositions of place n

Yes, doctor. Five o'clock. Thank you.

Prepositions of place

he? she? it?

He

under the table.

She It

in the box. in front of the sofa.

Prepositions of Timeat, on, in

o Weuseprepositions of timeto saywhensomething happens.

Weuseat with: o time:at 6 o'clock,at 6:30,etc o hotidays: at the weekend o expressions: af midday,at midnight,at night,at noon

Weusein with: o partsof the day:in the morning/ afternoonI evening o months:in January,etc o seasons: in the winter / spring / summer/ autumn,etc Weuseon with: o years:in 2006,in 1994,etc o days:on Sunday, on Wednesdays, . expressions: in half an hour, on weekdays, etc in 30 minutes,etc o dates:on 17thApril, etc o expressions: in themorning/ Theyhave computerclasses ofternoon/ evening on lvlondays.

11 Suewatches TV........theevening .

Aat Bon Cin

Circlethecorrectitem.

1 Ai n

Bon

Cat

2 R o sgao e st o b e d........1 0o 'cto ck.

Aat Bin Con 3 Wegoskiing thewinter.

Aon Bat Cin 4 l d r i n km i t k ........th emo rn i n g .

Aa t Bin Con 5 J i t t ' sb i r t h dai ys........D e ce mb e r.

Ain Bon Cat 6

Samdoesn'tgo jogging Aon Bin

7 Shegoesto work Ai n

B at

Sundays.

Cat 9:00everyday.

Con

8 | havea cupof tea ........theafternoon.

Aat Bon Cin J oa n dM a r yh a vel u n ch........1 2n o on.

Ain Bat Con 1 0 Thetrainleaves Ao n Bin

36

hatfan hour.

Cat

12 Wehavea pianolesson Aat Bin 13 Thecinemaopens Ain Bon

theweekend.

Con midday.

Cat

Complete the text with in or at.

Lindagetsup 1) * at 6:302l ...... the morning.She has breakfast 3 ) . . . . . .7. : 0 0a n d4 ) . . . . . .7. : 3 0s h e leaves for school.Sheis at school 0 u t e s . 6. .). . . .n. o o n , 5 ) . . . . . . . 3min she has lunch at school.She i g e t sh o me7 l . . . . . . . 3 : 080) . . . . . . . â‚Ź = the afternoon.She listensto music. then does her homework.She has dinner {i 9) .......8 o' clock and then watchesTV. She goes to bed 1 0 ). . . . 1 . .1 : 0 01 1 ). . . .n. .ig h t .

Daily routines In the morning, I'm often late for school.

go to school.

I finish school.

After school, I have more time so I help my mum.

do the cooking.

I do the cleaning.

At the weekend, I can relax.

I watch TV.

go out.

I meet friends.

We go swimming.

45

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Look at the numbers on the pictures and write the daily routines vocabulary in the crossword puzzle

10 14

5

13

G S L

E

E

P

M

T 16

M

1 G

A

U

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K

P

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K A K E

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A

A

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B

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DAILY ROUTINES CROSSWORD PUZZLE 1

ac

ww

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Likes and Dislikes Most people like to do some things and do not like to do others.

Look at the pictures. Then write what the persons or animals like to do and what they don’t like to do. The first one is done for you. Use it as a model for the others.

1.

Language Objective Talk about likes and dis likes.

Samir likes playing baseball, but he doesn’t like studying history.

2.

Carolina

3.

Binh

4.

Ed and Al

5.

My cat

6.

They

7.

Elena

SKILL OBJECTIVE: Using like(s), doesn’t/don’t like plus gerund. Give several statements of likes/dislikes: I like skiing, but I don’t like skating. I like eating, but I don’t like gaining weight. Ask students,“How about you?” After four or five have volunteered, ask their classmates to recall their statements. Alicia likes playing with babies, but she doesn’t like changing them. If students use the infinitive verb instead of the gerund (“likes to play”), praise the sentence as correct, and encourage students to use both forms for variety.

Assign the page for independent written work.

3

Theverb'havegot' '-r:: !

o

:j

::

,1r:.

:i

:

I

We usethe verb have got to: a) showthat somethingbetongsto somebody.

John has got two block cats. b) describethe characteristics of people,animatsor things. lvlaryhasgot longred hair andgreen eyes. c) tatk aboutretationships.

Wehave got onebrother.

I I haveeot you you he he got she has she ,i t iq we we you ,' havegot you they they

/ thev -

Hashe / she / it got?

I 've qot ' you ,h e

I have not got you

.. 's got she ,i t

i :

hasnot got

,We

, We

he she it

' 've got you . have not got you they ; they

Yes,| / you/ we / theyhave.

N o ,l/you/we/they haven't.

Yes,he / she/ it has.

No, he / she/ it hasn't.

haven't got

hasn't got

haven't got

NOTE:In short answers we do notusegot.

NOTE: She'sa teacher.(Sheis) She'sgot a dog.(Shehas)

r':::l

I

Fill in have('ve),haven't,has('s)or hasn't.

I JutieandLynn>-havegotfair hairandblue eyes.

A: . Kengot greeneyes?

B: No,he We... ...... gota redcar.We'vegot a btueone. yougotmanyfriends?

A: B: Yes,| . er H e t e n ' gra s n d mo th ................ . . . . got whitehairandgreeneyes.

L2

A: ... theygota dog?

B: No,they A: .... theygotshortbtackhair?

B: Yes,they got btueeyes.I 'v e got | ............ greeneyes.

A: ...............

AuntBettygotanumbr e[l a?

B: Yes,she...

10 W e......... ...got twobooksOne . for youandonefor me.

Theverb 'havegot' a) Lookat the tableandwrite sentences, asin the example.

1 MrGreen/a moustache? *

1,o... fi -egn ,.-.' : "" I:' .' r,S l C i ' .r.a \i25r ; | "","':

ftd 2 Beth/alemon?

'-=:=:

3 they/whitehair?

4 he/a ctock?

x -f---N

4 /

/

it/bigears? h Anna has got a dog, an umbrello ,ut!;ltl .omDuter.Shehasn't eot o boll.

A

-r

Putthe wordsin the correctorder.

1 got i Mike / feet / has / big

2 hair/ AnnaandSue/ fair / got / have? b) Lookat the tableabove.In pairs,ask andanswerquestions, asin the example. = A: HosAnnogot a ball?

B: No,shehasn't.HasMarkgot an umbrella?

A: Yes,he has. etc.

| / got / eyes/ not / btue/ have have/ short/ got / tegs/ etephants ? a / he / has/ moustache / got?

13

Theverb 'havegot' Findandwritethe sixdifferences.

5 ,/-

1

(hat)F /n picture A the clown has got a big hat. i 'x ;iir lti'r' ii l"'e . '.1',r k;sn't got

. Hehass,ot...

2 ( h a i r ) . .....

3 (eyes) A

l a e r c \J , \ s qr

5 (nose) 6

/faaf

\

Speaking

Writing

Describeyourselfto the class.

Writea shortdescriptionof the person sittingnext to you.

> /'rn tall and slim.I've got blue eyesand long blackhair.l've got a smollmouthand small eors. etc.

L4

> Pedrois shortand slim. He'sgot browneyes and shortbrownhair.He'sgot a smallmouth anda smallnose. etc.

Adverbs of Frequency – Grammar – Exercises What are adverbs of frequency?

Adverbs of frequency are often used to indicate routine or repeated activities, so they are often used with the present simple tense, Adverbs of frequency indicate the frequency of an action. How many times has it happened? How long.

Adverbs of Frequency Grammar + Affirmative Sentences.

In affirmative sentences, adverbs of frequency are always placed after the subject and in front of the main verb and the rest of the sentence.

Subject + adverbs of frequency + verb + complement.

I always remember to do my homework.

He normally gets good marks in exams.

We sometimes go to the theatre.

I always go cycling on Sundays.

- Negative Senteces.

In negative sentences we place the frequency adverb between the auxiliary do not (don´t) or does not (doesn´t) and the main verb.

Subject + don’t/doesn’t + adverbs of frequency + verb + complement.

I don’t always remember to do my homework.

He doesn’t normally get good marks in exams.

We don’t often go to the theatre.

I don’t always go cycling on Sundays. ? Interrogative Sentences.

In interrogative sentences, the adverb of frequency is placed between the subject and the main verb.

Do/Does + subject + adverbs of frequency + verb + complement.?

Do I always remember to do my homework.?

Does He normally get good marks in exams.?

Do We often go to the theatre.?

Do I always go cycling on Sundays.?

Frequency adverbs with the verb to be When we want to use a frequency adverb with the verb to be, the sentence has a structure different from the one we have detailed previously. + Affirmative Sentences.

In the case of affirmative sentences, the frequency adverb is placed after the verb and the presence of the complement becomes essential.

Subject+ verb to Be + adverbs of frequency + complement.

They are never pleased to see me She is usually bad tempered.

Sally is always serious.

Carl and Peter are usually angry.

- Negative Sentences.

When the sentence is negative, we simply add the frequency adverb after the verb to be in negative form (‘m not, is not and are not) followed by the complement.

Subject+ verb to Be +not + adverbs of frequency + complement.

They aren’t never pleased to see me She isn’t usually bad tempered.

Sally isn’t always serious.

Carl and Peter aren’t usually angry. ? Interrogative Sentences.

In the case of interrogatives, the frequency adverb will be placed between the subject and the complement.

Verb to Be +Subject+ adverbs of frequency + complement. ?

Are They never pleased to see me?

Is She usually bad tempered?

Is Sally always serious?

Are Carl and Peter usually angry?

Occasionally, sometimes, often, frequently and usually can also go at the beginning or end of a sentence: Sometimes they come and stay with us.

He plays tennis occasionally.

Rarely and seldom can also go at the end of a sentence (often with “very”): We see them rarely.

Lucas eats meat very seldom.

Sentences with adverbs of frequency.

I seldom have breakfast.

I am never late.

Skype is occasionally frustrating.

They were always noisy.

They always hang out together.

The Northern Lights are usually green.

You normally see them best in September or March.

It’s often cloudy.

We sometimes go to the cinema.

I sometimes have lunch in a restaurant.

Do you always drink milk for breakfast?

Adverbs of Frequency and expressions List Frequency

Adverb of Frequency

Example Sentence

100%

always

I always run in the mornings.

90%

usually

I usually take the bus to work

80%

normally / generally

I normally go to the gym.

70%

often* / frequently

I often surf the internet.

50%

sometimes

I sometimes forget my wife’s birthday.

30%

occasionally

I occasionally eat junk food.

10%

seldom

I seldom read the newspaper.

5%

hardly ever / rarely

I hardly ever drink alcohol.

0%

never

I never swim in the sea.

We can also use the following expressions when we want to be more specific about the frequency: 

every day



once a month



twice a year



four times a day



every other week



daily



monthly

I play tennis twice a week.

I play tennis once a week.

Every Monday I have a gym

FREQUENCY

ADVERBS

0%

20%

50%

70%

80%

100%

NEVER

R A R E LY

SOMETIMES

U S U A L LY

OFTEN

A L W AY S

I usually go to the park WE PUT FREQUENCY ADVERBS ALWAYS We don’t often eat in a restaurant

IMMEDIATELY BEFORE THE MAIN VERB

I am always working She is sometimes studying in her room

EXCEPTION: WITH VERB TO BE THE

Do you usually go shopping?

FREQUENCY ADVERB GOES AFTER

How often do you travel abroad?

GRAMMAR WORKSHEET ADVERBS of FREQUENCY always almost always usually often sometimes seldom rarely hardly ever never

100% 95% 75% 50% 25% 5% 5% 5% 0%

I always watch TV at night.

She almost always eats breakfast.

Mike usually gets up late.

I often exercise in the morning.

They sometimes go to Starbucks.

I seldom see him.

I rarely see him.

I hardly ever see him.

We never come to class late.

Fill in the blanks below with the best adverbs of frequency (some sentences may  have  more than one answer).  1. My brother is never sad. He’s _______________ happy.

2. I was late for work only one time last year. I’m ___________________ late.

3. Mary failed only one test in high school. She __________________ passed her tests.

4. I always remember to do my homework. I ____________________ forget to do it.

5. Steven seldom goes to a cinema. He _____________________ sees movies.

6. Judy saw a doctor for the first time in three years. She ________________ gets sick.

7. I get up at five o’clock seven days a week. I __________________ get up early.

8. It’s always hot and sunny where I live. That’s why I __________________ see snow.

9. A: Do you ever drink coffee? B: Yes, but only ________________, not often. Just a few times a week.

10. My sister almost never eats burgers and fries. She _______________ eats healthy foods.

11. I _______________ take a bus to class, maybe three or four days a week.

12. A: Do you ever watch action movies?

B: No, never. Well, I watched an action movie a few years ago, so I guess should say _______________.

GRAMMAR WORKSHEET

PRESENT SIMPLE I You He She It We They

cook. cook. cooks. cooks. cooks. cook. cook.

I You He She It We They

do do does does does do do

not

Yes, Do Do Does Does Does Do Do

I you he she it we they

I you he she it we they

cook?

cook.

No, do. do. does. does. does. do. do.

I you he she it we they

do do does does does do do

not.

Fill in the blanks to complete the sentences. Use the words in the box below. read

do

have

sings

does

watches

travel

drinks

walk

eats

don't

doesn't

1. John ________________ breakfast at six o’clock in the morning.

2. I often ___________________ books in my free time.

3. A: ________________ you like to study English? B: Yes, I do.

4. My father always _________________ songs in the shower.

5. A: Does Julie work on Saturdays? B: No, she __________________.

6. Would you like to _________________ to Hawaii on our next holiday?

7. I live close to my company, so I can __________________ to work.

8. Mr. Smith always __________________ tea in the afternoon.

9. My classmate __________________ his favorite TV show after class.

10. I’m sorry. I __________________ have time to talk to you now.

11. A: __________________ your cousin have a job? B: Yes, she does.

12. I don’t __________________ a pen. Could I please borrow your pen?

PRESENT SIMPLE 1. Use the simple present to talk about habits or routines, schedules, and facts.

2. Add -s to the verb for he, she, it, and singular subjects.

3. Do not put be in front of another verb in the simple present.

Habit or Routine: I exercise every day.

Schedule: She starts work at eight.

Fact: It rains a lot in April.

He drives to work.

She works in an office.

The bank opens at 9:00 a.m. ✓ He works at a bank. ✗ He is work at a bank.

affirmative sentences I You We they He She It

play

plays

negative sentences I You We they He She It

volleyball football basketball the drums the piano

interrogative sentences I volleyball?

You Do football?

We basketball? they Play He the drums?

Does She the piano?

It

do not don’t Play does not doesn’t

Short answer + I Yes, you do we they he Yes, she does it

volleyball football basketball the drums the piano

Short answer I you do not No we don’t they he does not No she doesn’t it

SPELLING RULES I, we, you, they I love music My friends play tennis Ben and I watch TV every day You study English

He, she, it (third person singular) She loves music Dan plays basketball My dad watches tv.

Jane studies french

In the present simple third person in singular (he, she, it) we add s / es / ies / to the verb

es

ies

s

we add es to verb ending with ch, sh,

when the verb end with consonants + we drop the y and add ies

we add s to all the other verbs

ss, x, o, z,s teach wash kiss fix go buzz

teaches washes kisses fixes goes buzzes

fly try cry study carry

flies tries cries studies carries

milk love swim play like make read

milks loves swims plays likes makes reads

Text

F O O T B A L VO L L

k A R A T EY

SN OWB T E SU N N WI N DS U R F I S W A T ER S K P A K R O C KC L I M B I N A I N C H G U T I N G

H AR C HE R Y O A O C YC L I NG G K W B L E O E E GO L F L X Y I R B I CE S KA T I NG H D B A L L S H N G O K T E E OA R C DI N G S R T W K R F I E NG B H I A Y I L NG T H L D E I I NG N Y G M N A B A S E B A L L T I C S

Weather and Seasons What's the weather like in spring?

1 2 3

4 5

6

7 8

9

10

SUMMER COLD WEAR SUNGLASSES MITTENS COAT DECEMBER SPRING WEATHER DRY Across

Down

5. We wear _____ to keep the hands warm in the winter.

7. In China, the winter is usually in ______ , January and February.

9. We wear _______ and shorts in the summer.

10. What's the opposite of wet?

1. I usually wear my orange _____ in the winter.

2. It's usually hot and sunny in _______ .

3. In winter the weather is snowy and _____ .

4. What do you ____ in the summer?

6. It's usually rainy and wet in ______ .

8. What's the ____ like in Fall?

© copyright 2007, Futonge Kisito

www.esl-galaxy.com

www.english-4kids.com

GRAMMAR WORKSHEET PRESENT CONTINUOUS SPELLING RULES

Words with one Syllable 



Verbs that end in - e (make / write etc.) make







writing

drive

driving

getting

run



running

swim

swimming

helping

talk

talking

work

working

Do NOT double the letter if the word ends in two vowels + a consonant. look



write

Do NOT double the letter if the word ends in two consonants.  help



making

Sometimes a word ends in a vowel + a consonant. For example: get, run, swim. Before adding – ing, the consonant at the end is ‘doubled’. get





eing:

looking

read

reading

speak

Do NOT double the letter if the word ends in - w or - x or - y    snow

snowing

fix

fixing

buy

speaking

buying

 Complete the sentences below. Use ‘ing’ verb forms.

1. I am (watch) _____________________ TV with my family.

Vowels aeiou

2. Why are you (stop) _____________________ the car?

Consonants

bcdfghjklmnpq rstvwxyz

3. Julia is (have) _____________________ lunch in the cafeteria.

4. My wife and I are (plan) _____________________ to travel next summer.

5. Richard is (pay) _____________________ his telephone bill.

6. I am (talk) _____________________ to my friend on the phone.

7. She is (show) _____________________ the report to her boss.

8. My friends are (meet) _____________________ each other in New York.

9. I am (fill) _____________________ the bucket with water.

10. The barber is (cut) _____________________ my hair.

11. Are you (eat) _____________________ breakfast now?

12. I think our team is (win) _____________________ the game!

Present Continuous

Affirmative ShortForm LongForm I am readingI 'm readingI you are readingyou 're readingyou he he he she is reading she 's reading she it it it we we we you are readingyou 're readingyou they they they

Negative

ShortForm LongForm 'm not reading am not reading| are not readingyou aren't reading he is not reading she isn't reading it we are not reading you aren't reading they

Interrogative ShortAnswers Am I reading? Yes,lam.

No,I'm not. youreading?Yes,youare. No,youaren't.

Are he reading? Yes,heis.

No,heisn't. ls shereading?Yes,sheis.

No,sheisn't. it reading? Yes,it is.

No,it isn't. we reading? Yes,we are. No,we aren't. youreading?Yes,youare. No,youaren't.

Are theyreading?Yes,theyare. No,theyaren't.

Form Weformthe presentcontinuous with the ys1! + ing verb to be and the main ending.

He'sreadinga booknow. get - getting,cut - cutting, shopshopping o Verbsendingin -ie dropthe -ie and take-ying. die - dying

Spelling o Weform the presentcontinuous of Use o We usethe presentcontinuous mostverbsby adding-ing to the to baseformof the mainverb.walktatk aboutactionshappening now, walking,try - trying, at the momentof speaking. o Time expressionsused with the sleep- sleeping, eat - eating o Verbsendingin -e dropthe -e and present continuous:now,at the take-ing. moment, at present write - writing, take- taking Billyis watchingTVnow. o Verbs ending in a vowel + a The baby is sleeping at the consonant doubtetheconsonant and moment. take-ing.

Sheis livingin Romeat present.

46

Sue

Joe

FAMILY MEMBERS

Fill in the blanks with the family members ( sister, brother, mother, father, aunt, uncle, grandmother, grandfather, cousin, son, daughter, grandson, granddaughter, husband, wife ) to complete the sentences correctly.

Pam

Mike Curt

Jack Ann

Kate Paul

Beth Judy

Jean Mark 1.

2.

3.

4.

5.

6.

7.

8.

Judy is Paul's __________ .

Paul is Beth's __________ .

Mark is Judy's __________ .

Curt is Kate's __________ .

Ann is Jack's __________ .

Joe is Paul's __________ .

Sue is Judy's __________ .

Pam is Beth's __________ .

9. Mike is Paul's __________ .

10. Jack is Judy's __________ .

11. Kate is Beth's __________ .

12. Paul is Pam's __________ .

13. Judy is Mike's __________ .

14. Joe is Pam's __________ .

15. Pam is Sue's __________ .

16. Jack is Ann's __________ .

17. Kate is Curt's __________ .

18. Mark is Kate's __________ .

19. Jean is Jack's __________ .

20. Sue is Joe's __________ .

21. Joe is Sue's __________ .

22. Jean is Judy's __________ .

23. Paul is Joe's __________ .

24. Beth is Sue's __________ .

Sue

Joe

FAMILY MEMBERS

Fill in the blanks with the family members ( sister, brother, mother, father, aunt, uncle, grandmother, grandfather, cousin, son, daughter, grandson, granddaughter, husband, wife ) to complete the sentences correctly.

Pam

Mike Curt

Jack Ann

Kate Paul

Beth Judy

Jean Mark 1.

2.

3.

4.

5.

6.

7.

8.

Judy is Paul's __________ .

Paul is Beth's __________ .

Mark is Judy's __________ .

Curt is Kate's __________ .

Ann is Jack's __________ .

Joe is Paul's __________ .

Sue is Judy's __________ .

Pam is Beth's __________ .

9. Mike is Paul's __________ .

10. Jack is Judy's __________ .

11. Kate is Beth's __________ .

12. Paul is Pam's __________ .

13. Judy is Mike's __________ .

14. Joe is Pam's __________ .

15. Pam is Sue's __________ .

16. Jack is Ann's __________ .

17. Kate is Curt's __________ .

18. Mark is Kate's __________ .

19. Jean is Jack's __________ .

20. Sue is Joe's __________ .

21. Joe is Sue's __________ .

22. Jean is Judy's __________ .

23. Paul is Joe's __________ .

24. Beth is Sue's __________ .

ADJECTIVES (Describing Places) ADJECTIVE

OPPOSITE

ADJECTIVE

OPPOSITE

ADJECTIVE

OPPOSITE

beautiful

ugly

large

small

relaxing

stressful

bright

dark

modern

traditional

spacious

cramped

clean

dirty

neat

messy

terrific

terrible

empty

crowded

new

old

unusual

ordinary

interesting

boring

quiet

noisy

well-known

unknown



Fill in the blanks below to complete the sentences. Use the words in the box above.

1. I like to study at our school library. It isn’t noisy, it’s very ___________.

2. Many people from all over the world visit that museum. It’s quite ________________.

3. Our living room has many large windows, so it’s _______________, especially in the morning.

4. Many people eat at that restaurant. It’s always ______________. It’s never empty.

5. That library is very _______________. It has many thousands of books.

6. The park near my home is _______________. It has many flowers and trees.

7. I don’t like that shopping mall. There’s nothing to do there. It’s _______________.

8. My bedroom was too _______________, so my mother asked me to pick up my toys.

9. That department store was built just a few months ago. It’s ________________.

10. My home isn’t unusual, it’s really quite ___________________.

11. The fish market in our town is the same as fish markets a hundred years ago. I guess you could say it’s very ___________________.

12. Unfortunately, my office is too noisy, busy and crowded, so it’s _______________.

13. There’s a ______________ coffee shop near here. I really think it’s great! Let’s go.

14. Hospitals are always very _________________. They’re not dirty.

15. A: Is your new home spacious? B: No, it’s small and _________________.

5

Adjectives

An adjective is a describing word. It tells you more about a noun. An adjective usually appears before the noun it describes. Sometimes, though, the adjective appears after the noun, later in the sentence.

a smart dog an old building

a busy street a dark corner a deep sea a large bed It is windy.

John’s handwriting is very neat.

The sea is rough.

All the players are very tall.

The baby’s hands are very small.

Sue’s drawing is beautiful.

That problem is too difficult.

Peter is very quiet today.

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a tall basketball player

a low fence

Exercise 1

Underline the adjectives in the following sentences.

1 There is an empty room upstairs.

2 It’s a hot summer.

3 You are so kind.

4 Don’t be crazy.

5 This park is clean and green.

6 Many people exercise to keep healthy.

7 I think these eggs are rotten.

8 We are all bored. There isn’t anything to do.

9 The pupils don’t find the joke amusing.

10 James was absent because he was ill.

Exercise 2

Fill in the blanks with suitable adjectives from the box.

hot high

1

large sweet

short free poor playful

The ice cream is very _________.

2 It’s very _________ in summer.

3 The company is giving away _________ gifts to its customers.

4 They live in a _________ house.

5 Jean is wearing a _________ skirt.

6 The climbers are climbing up a _________ mountain.

7 These puppies are very _________.

8 Many _________ people have no home.

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Metacognicion ¿Qué aprendí?

Bueno aprendí a mejor mi pronunciación y entendí un poco mas de lo usual

¿He asistido a mis clases virtuales puntualmente?

No a todas pero si lo intente y di lo mejor que pude

¿He rendido todos mis cuestionarios en la plataforma Moodle?

No todos

¿Qué dificultades he tenido?

La conexión a internet

¿Qué puedo hacer para mejorar?

Leer libros

¿Qué me ha resultado lo más difícil?

Las tareas por que no cuento con suficiente conexión a internet

La nota que creo sinceramente que me merezco es:

12

ESCALA DE ESTIMACIÓN PARA LA AUTOEVALUACION ………. SEMESTRE ………. 2020 I ESTUDIANTE: cristhian Valerio Ticona quispe DIMENSIÓN: Personal CRITERIOS DE DESEMPEÑO: Demuestra ética, compromiso y autodisciplina en las tereas que asume Reflexiona críticamente sobre su quehacer cotidiano INSTRUCCIONES: Debes indicar tu opinión, siendo lo más sincero y objetivo posible ESCALA ITEMS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

0 Nada

Me he implicado en el cumplimiento de las tareas

1 A Veces x

Me he ajustado al calendario establecido

2 3 Casi Siempre Siempre X X X X X X X

He tenido presente el objetivo de las tareas He asistido a las sesiones y reuniones convocadas He sido puntual en la asistencia Y/o entrega de tareas He sido organizado en la ejecución del trabajo He sido cuidadoso en la ejecución del trabajo He reflexionado sobre las consecuencias de lo que hago y las asumo He considerado los pros” y los contras” de mis acciones

X X

He procurado que mis trabajos tuvieran la mayor calidad posible He administrado tiempo y recursos para realizar las tareas

X

He delegado la responsabilidad cuando era conveniente (en las tareas en grupo) He planificado mi tiempo para el estudio y realización de las tareas Conozco los contenidos del área

X X X X

Conozco el sistema de evaluación del área He solicitado una tutoría cuando me ha surgido la necesidad He colaborado con mis compañeros cuando lo han solicitado He leído el material, artículos, libros documentación recomendada He buscado y consultado material adicional

X X X X

SUMA DE LOS VALORES CALIFICADOS

ESCALA DE VALORACIÓN: CALIFICACION Siempre: 3 CUANTITATIVA: Casi Siempre: 2 A veces: 1 13 Nunca: 0

CALIFICACIÓN CUALITATIVA: Sobresaliente: 19 – 20 Muy Bueno: 17 – 18 Bueno: 14 – 15 – 16 Suficiente: 11 – 12 – 13 Insuficiente: 10 a menos

COMENTARIO: Fortalezas: ter una computadora Dificultades: no cuanto con suficiente conexión a internet Sugerencia: ninguna Evaluado Por: cristhian Valerio ticona quispe FECHA, Lampa 15 /08 /2020

……………………………………

FIRMA