High school Colsajarco: 7th seventh

February 8th 2021

EVALUACIÓN DIAGNÓSTICA DEL AREA DE INGLÉS

Nombre del docente: Jennifer Bonilla Poveda Grado: septimo

Objetivo: obtener datos representativos del perfil de ingreso de los estudiantes en la asignatura de inglés para identificar el nivel en que se encuentran

Temas:

ü Saludos

ü comandos

ü Objetos de clase

ü Números

ü Wh questios

ü Miembros de la familia

Estándares 6°

Escucha

· Comprendo información básica sobre temas relacionados con mis actividades cotidianas y con mi entorno

Lectura

· Puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.

Escritura

· Completa información personal básica en formatos y documentos sencillos.

Monologo

· Narro o describo de forma sencilla hechos y actividades que me son familiares.

Conversación

· Solicito explicaciones sobre situaciones puntuales en mi escuela, mi familia y mi entorno cercano.

DBA 6°

· 3. Comprende y utiliza palabras familiares y frases cortas sobre rutinas, actividades cotidianas y gustos.

Competencia

· Identifica vocabulario en inglés relacionado con los temas trabajados en las mallas.

· Reconoce palabras y expresiones en inglés trabajadas en clases.

· Responde a preguntas en inglés cuando abordan temáticas ya trabajadas.

· Conoce la estructura gramatical correcta para dar respuesta a preguntas simples y conocidas.

TALLER DE REPASO

Iniciaremos con un recuento palabras usadas en clase, para ello, observa el siguiente video y observa el vocabulario que está a continuación:

https://www.youtube.com/watch?v=U56_2CCwJO8

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February 10th 2021

DIAGNÓSTICO DE INGLÉS 7°

Nivel 1: Reconoce el vocabulario relacionado con saludos, instrucciones y lenguaje del salón de clase.

1.1. Asocia las frases dadas para encontrar el orden del dialogo

1.2. Escribe el comando correcto para cada dibujo

February 11th 2021

Diagnostic part 2

1.3. 1.1. Observa la imagen del salón de clase y escribe en inglés los 6 objetos que más se usan en una clase

1.4.Resuelve las siguientes operaciones matemáticas. Cada resultado lo debes escribir en letras y ubicarlo en el crucigrama

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February 17th 2021

First period topics

MÓDULO 1

SALUD

(cuidado personal integral)

Hobbies (Present simple)
Time expressions (Verbs to express interest and likes)
Expressing interests and likes (Wh- questions, Yes/No questions, Future: be going to)
Food for a balanced diet
Actions and activities for personal care(Can/can’t)
Personal hygiene habits (Frequency Adverbs)
Actions related to reflection and emotions
Stressing situations

Module 2:
(Bullying and Conflict)
Feelings and Emotions (present simple and past simple)
Ethical values (Imperative)
Personal characteristics

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Thurday, february 19th 2021

Hobbies

What do you do in your free time?

Estandar: Comprendo información personal proporcionada por mis compañeros y mi profesor. 1, 2

DBA: Participa en conversaciones cortas

ACTIVITY:

NIVEL1: Identifica expresiones y palabras relacionadas con actividades recreativas y su frecuencia de realización.

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SEMANA DEL 22 AL 26 DE FEBRERO

HOBBIES VOCABULARY

Continuamos con nivel 1

ACTIVITY

1.1. Complete the survey about you (marca x en la frecuencia con la que realizas las siguientes actividades.

1.2 complete the paragraph the correct form of the verb.

GRAMMAR

DBA # 4: Entiende la idea principal y algunos detalles relacionados con actividades, lugares y personas en un texto descriptivo corto.

BE GOING TO

1. Check the video: https://www.youtube.com/watch?v=MzTzXemnCqo

we use be going to to talk about future plans.

Example: I am going to join a club. He is going to meet his friends.

Affirmatives:

Subject + to be + going to + verb + complement

She + is + going to + work + in the city

Negative:

Subject + to be+ not+ going to + verb+ complement

She + is + not+ going to + write + a letter

Interrogative:

To be + subject + going to + verb + complement?

Are + they + going to+ travel + together?

1. Play the game: https://en.islcollective.com/video-lessons/to-be-going-to

ACTIVITY

1. Writhe a text with the activities that you going to do this weekend

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2. Listen to Juan and Miguel’s telephone conversation. Which of the activities in the photos (1–4) do they talk about? Listen again and make notes about all the activities you hear. Write sentences about what Juan is going to do or NOT going to do.

Practice more about going to

To form questions with going to, we invert the auxiliary verb and

the subject:

Affirmative: I am going to go swimming.

Question: Am I going to go swimming?

Affirmative: She is going to play football.

Question: Is she going to play football? In short answers we use the

appropriate auxiliary verb:

Yes, he is./No, he isn’t. Yes,

I am./No, I’m not.

EXAMPLE:

· Is Lucas going to miss Patricia? Yes, he is.

· Is he going to milk cows? No, he isn’t.

1. What is going to happen? https://en.islcollective.com/video-lessons/making-predictions-using-going

ACTIVITY

Reforcemos los números en inglés. Realiza la página 247 del libro Saber+ ( si no tienes el libro, debes copiar la actividad en el libro. No se permiten copias)

https://www.youtube.com/watch?v=YkeIkmzYSz4

Make the page 248

1. Read a report about how teenagers spend their free time in the countryside and in the city. Answer the questions.

a. example: How do city teenagers spend their free time? Chatting with friends, watching TV, playing video games indoors.

b. 1. What are the problems related to sitting down for long periods?

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c. 2. How do teenagers in the countryside spend their free time?

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How do our teenagers spend their free time?

by Consuelo Mejía

The Colombian Government is very concerned about how urban teenagers are spending their free

time. Research shows that in cities many teenagers spend their time indoors, chatting on social

media, watching TV or playing video games. These teenagers can have poor posture and they can

also be depressed, because they don’t spend enough time being active in the fresh air.

In contrast, most teenagers in the countryside spend their free time doing physical activities

and playing outdoor games. They also help their parents; they do chores, feed the animals,

and milk the cows. Because these teenagers have an active life-style, they are also fitter and

don’t have so many health problems.

how many indoor or outdoor activities you do in a week.?

Escribe las actividadeque haces dentro y fuera de casa durante la semana

Playing Traditional Games

1. Listen to the TV advert to motivate teenagers to play traditional games. Label the pictures of the games (1–6) the children talk about with words from the Word Bank.