ingl s 3 - cobach sonoracobachsonora.edu.mx/files/semestre3-2019/ingles3.pdf · preliminares 3 4 8

R E F O R M A I N T E G R A L D E L A E D U C A C I Ó N M E D I A S U P E R I O R

F O R M A C I Ó N B Á S I C AINGLÉS 3

T E R C E RS E M E S T R E

M Ó D U L O D E A P R E N D I Z A J E

INGLÉS 3F O R M A C I Ó N B Á S I C A

T E R C E RS E M E S T R E

M Ó D U L O D E A P R E N D I Z A J E

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

DIRECCIÓN GENERAL

DIRECCIÓN ACADÉMICA

INGLÉS 3Módulo de Aprendizaje.Copyright© 2015 por Colegio de Bachilleres del Estado de Sonora.Todos los derechos reservados.Primera edición 2015. Reimpresión 2016.Reimpresión 2017.Reimpresión 2018.Edición y Reimpresión 2019. Impreso en México.

DEPARTAMENTO DE INNOVACIÓN EDUCATIVA

COMISIÓN ELABORADORA

Elaboración:Jessica Ruíz CalvilloBertha Cecilia Calvillo Fimbres

Diseño y edición:

Diseño de portada:

Ari Antonio Ocampo Hernández

Coordinación técnica:

Supervisión académica

Coordinación general:

Esta publicación se terminó de imprimir durante el mes de julio de 2019.

11,271 ejemplares.

PRELIMINARES3333333 3

COMPONENTE:FORMACIÓN BÁSICA

HORAS SEMANALES:4

CAMPO DE CONOCIMIENTO:COMUNICACIÓN

CRÉDITOS:8

DATOS DEL ALUMNO

Nombre:

Plantel:

Grupo: Turno: Teléfono:

E-mail:

Domicilio:

PRELIMINARES4

Inglés 3

PRELIMINARES 5

y cambios necesarios para mejorar tu aprendizaje.

PRELIMINARES6

EVALUACIÓN DIAGNÓSTICA

Es la relación de palabras nuevas o de las cuales pudieras

las lecturas.

GLOSARIO

En este espacio realizarás una evaluación de tu propio

necesitas reforzar.

AUTOEVALUACIÓN

EVALUACIÓN DE ACTIVIDADESevidencias (trabajos y ejercicios) debes ir resguardando

evaluará.

PORTAFOLIO DE EVIDENCIAS

REACTIVOS DE CIERRE

fortalecer tu aprendizaje.

ACTIVIDAD INTEGRADORA

unos de otros.

COEVALUACIÓN

REFERENCIAS

ser realizado.

RÚBRICA DE EVALUACIÓN

semestre en cada una de tus asignaturas.

ACTIVIDAD 1SD1-B1

PRELIMINARES 7

Presentación del libro .......................................................................................................................................................5Glosario icónico ............................................................................................................................................................... 6Competencias genéricas ............................................................................................................................................... 8Competencias disciplinarias básicas ........................................................................................................................... 9Mapa de contenido ......................................................................................................................................................... 10

Lecciones Construye-T ................................................................................................................................ 185

BLOC

K 1

BLOC

K 2

BLOC

K 3

BLOC

K 4

“MAKING THE RIGHT DECISIONS” ..................................................................... 11

“MEMORABLE DAYS” ...................................................................................... 55

PRELIMINARES8

1234567891011

Knows and values oneself. Deals with problems and challenges taking into account the goals to be achieved.

Sensitive to the arts. Participates in the appreciation and interpretation of its expressions in different genres.

Chooses and practices a healthy lifestyle.

Listens, interprets and communicates appropriate messages in different contexts through the use of precise resources, codes and tools.

Develops innovations and suggests problem-solving solutions taking into consideration the acknowledged system.

Supports a personal point of view on general and relevant issues.

Learns through one´s interest and initiative throughout one´s life.

Participates and collaborates effectively with diverse teams.

Participates through civic and ethical awareness in the life of the community, region, country (Mexico) and the world.

Maintains a courteous attitude towards different cultures and the diversity of beliefs, values, ideas and social behavior.

Contributes to a sustainable development in a decisive manner and with accountable actions.

PRELIMINARES 9

7

1I II III IV

234567

89

1112

10

Identifica, ordena e interpret las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.

Evalúa un texto mediante la comparación de un contenido con el de otros, en función de sus conocimientos previos y nuevos.

Plantea supuestos sobre los fenómenos naturales y culturales de su entorno con base en la consulta de diversas fuentes.

Produce textos con base en el uso normativo de la lengua, considerando la intención y situación comunicativa.

Expresa ideas y concepts en composiciones coherentes y creativas, con introducciones, desarrollo y conclusiones claras.

Argumenta un punto de vista en público de manera precisa, coherente y creativa.

Valora y describe el papel del arte, la literatura y los medios de comunicación en la recreación o la transformación de una cultura, teniendo en cuenta los propósitos comunicativos de distintos géneros.

Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica.

Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación.

Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con la situación comunicativa.

Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

Identificar e interpretar la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto.

COMPETENCIAS DISCIPLINARES BÁSICASDEL CAMPO DE LA COMUNICACIÓN

BLOQUES DE APRENDIZAJE

PRELIMINARES1010100101101010

1“Making the right

decisions”

English 3

3“I was

listening to music…”

2“Memorable

days”

4“Could I

borrow…”

and oil”

good old days”

you do yesterday”

“Turn it

“I used to play

“Could you

a movie

Making the right decisionsBLOCK 1

verbal text.

12 hours.

language, the general idea and possible happenings regarding diverse cause-

messages.

Evaluates a passage by comparing its

language, the main idea and possible

verbal elements in context.

circumstances.

solve problems, create materials and to

Produces texts based on the standard

coherence and cohesion.

Learning objects

Competences to be developed

Colegio de Bachilleres del Estado de Sonora1212122121121212

DIAGNOSTIC EVALUATION

Grammar

WriteRead

Open yourbooks

Close thebooks

Vocabulary

Listen

Track #20

Classroom language.

Be quietplease

I don’tunderstand

May I go to the restroom?

Raise yourhand

Stand up May I come in, please?

I have a

Homework 1

You are a political prisoner who has been sentenced to spend the remainder of

The island is 4000 miles from any land, and the chances of escaping are

Didactic Sequence 1Start Up Activities

Dialogue

Inglés 3

131313133313 13BLOCK 1 Making the right decisions

What Articles Should I Take?

a compassan article

a telescopea comb / brush

a frying pan

scissorsa TV

a mirror

hammer / nailsa microscope

a gun / ammunition

a refrigeratorsunglasses

a thermometera barometer

an old type-writer

a radioa horsea ropean axe

a netmatches

a ball

a music player*toothbrush /toothpaste*

non-alcoholic

soap*pencils*paper*

candles*antiseptic*

* Lifetime supply

At least one article you choose must not be on the list!

Article Reason chosen Article Reason chosen


SD1-B1

Ask and answer

Development Activities

ACTIVITY 1SD1-B1

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

___________________________________________________________________________________________________

I chose the telescope because I will feel less lonely when I gaze at the

Ask

“telescope” to the

Inglés 3


1. Cause and effectl

ACTIVITY 3SD1-B1


Circle the cause / condition and underline

blue and yellow,

Cause / condition:

When you mix water and oil,

Effect / result:

They separate

cause / condition and effect / result

Inglés 3


Can we use “cause” and “effect” clauses at the beginning of the sentence?

Does it have the same meaning?

2. – Conditional type Zero “0”

0” to express general truths or facts, when the result of the condition is always true

Water and oil separate if/when you mix them together.

when instead of if.

if/when” clause, we use a comma ( , ) to separate the two clauses

If/when – clause (condition)

If/when you mix water and oil,

(result / effect) clause

they separate.

Grammar reference


ACTIVITY 4SD1-B1

if /when – clause” and what tense can we use for the “result

_________________________________________________________________________________________________________________________________________________________________________________

Inglés 3


ACTIVITY 5SD1-B1

if “ / condition clause” for “when”

If Diana is late for school, I am

When Diana is late for school, I am

simple present form condition and we also use the simple present form to result or effect of that condition

certainty zero conditional is that the condition always has the same result.

ExampleSimple Present Simple Present

If / when you heat water, it boils (+)doesn’t boil if / when you don’t heat it. (-)

Homework 1: Go to page 39

Grammar referenceSimple present form


ACTIVITY 6SD1-B1

Safety goggles

Inglés 3


“c”

You can use it to

1. What happens if you change the temperature of the water? Does the temperature affect how quickly the liquids turn blue?

___________________________________________________________________________________ ___________________________________________________________________________________

2. What happens if you add less vitamin c, does it affect how fast the liquid turns blue?

___________________________________________________________________________________ ___________________________________________________________________________________


Rapid Color Changing Chemistry!Sometimes it’s hard to tell SCIENCE from MAGIC

Important Safety Information:

You will need:· 3 clear plastic cups 4 ounces or

larger· A 1000 mg Vitamin C tablet

· from the pharmacy

· also from the pharmacy

·

· Safety goggles· · · An adult helper

Note

cloudy and the reaction will happen a bit

What to do:Put on those safety goggles and mash the 1000 mg Vitamin C tablet by placing it into a plastic bag and crushing it with

call this “LIQUID A”

Gather the friends and family and pour all of LIQUID B

How does it work?

the demonstration gets a bit complicated, but basically it is a battle of chemistry between the starch which

Clean up

Track #1

Inglés 3



1. Nature (will).

ACTIVITY 7

The planet is warming, from North Pole to South

mercury is already up more than 1 degree Fahrenheit

effects of rising temperatures aren’t waiting for some

all over, and some

shifting precipitation patterns and setting animals on the move

Effects of Global Warming: Signs Are Everywhere

Some impacts from increasing temperatures are

• Ice is melting worldwide, especially at the

ice sheets

decline of the Adélie penguins on Antarctica, where their

breeding pairs

faster

Track #2


cooler

• Precipitation

boomed

chewed up

Other effects could happen later this century, if

century, and continued melting at the poles could

stronger

Species that depend on one another may become out of sync earlier

• Floods and droughts Rainfall in Ethiopia, where droughts are already

• Less fresh water will be availableice cap in Peru continues to melt at its current rate,

without a source

• Some diseases will spread such as malaria carried

farther

He fears that if sea ice disappears, the polar bears will as well

Inglés 3


already up ____________________ earlier _____________________ effects ____________________________________________ Rainfall ____________________ all over ______________________

shifting ______________________ source _____________________ on the move___________________impacts______________________ farther _____________________ sheets _______________________ decline ______________________ as well _____________________ breeding _____________________cooler _______________________ spread _____________________ precipitation __________________boomed ______________________ available ___________________ chewed up ____________________faster _______________________ droughts ___________________ other ________________________stronger _____________________ out of sync __________________

1a

1b.

• Glaciers and_______________________ ice are

Temperature_________________

New

effe

cts

_________________ hurricanes and

• ____________________ blooming of

•______________________________

• The dispersion of _____________________ transmitted

• Quelccaya ice cap in Peru will

of___________________________

farther___________________ - others ___________________ disappear and


________________ current high temperatures around the globe, The mountain glaciers and the ice

Adélie

will· Mom, I promise I will clean my bedroom.· You will earn a lot of money when you sell this product.· You won’t go to the party tonight.

will· I will get a better grade on English, once I study harder. · I will give you a call if I go to Navojoa tomorrow.will· I’m thirsty. I’ll have some water.

I will get a better grade on English…won’t or will not You won’t go to the party tonight.

I’m thirsty. I’ll have some water.

Grammar reference


Inglés 3


: Effects of global warming will happen

• • •

will or won’t.

PRONUNCIATION PRACTICE: Th sounds: 1

/ ð / voicedVocal cords vibrate Vocal cords do not vibrate

the ththere ththey thermometerthis theorytheir thought

ther healthyBrother through

will

Track #3


voiced /ð / unvoiced

th” sound is voiced voiceless

th

This is the fourth time you bother me!

ACTIVITY 9

1. We are healthy, but do you think we are wealthy as well?2. These three teeth hurt my mouth.3. They went with their brothers to the theater.4. My birthday is on Thursday December fifth5. That’s right. Find another toothbrush and toothpaste, open your mouth, and brush your teeth

type 1• If global warming continues, less fresh water will be available.• Less fresh water will be available if global warming continues. • If we don’t stop global warming, ecosystems will change. • Ecosystems will change if we don’t stop global warming.

unless instead of if not.Unless we stop global warming, ecosystems will change. Ecosystems will change unless we stop global warming.

If clause (cause / condition)If – clause + simple present

If we don’t stop global warming,

Main clause (result /effect)Will + base form of the verb

ecosystems will change.

Grammar referenceConditional Type 1

Inglés 3


ACTIVITY 10

________________________________________________________________________

If it doesn’t rain today, I will go Unless it rains today, I’ll go


person’s shoulder blades with the heel of

Severe choking in adults and children over one year old

Track #4

Inglés 3


will you do if you get good grades on the If I get good grades, my mom will be and she might


1. Modals of possibility (may, might) and advice (should).



may/might

• It may/might rain this evening.

•

• It may not /might not rain this evening.

• I may not/might not arrive late.

ACTIVITY 11SD3-B1

Grammar reference

Inglés 3


might buy

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

should

· You should study more for the test.

· I feel stressed, so I think I should go to San Carlos this weekend.

· You should not / shouldn’t go to that restaurant .

· You shouldn’t go to San Carlos this weekend, it is very cold.

Grammar reference


Once the teacher has all the papers folded, he or she

SD3-B1 Track #5

He or she will write it down, and pass it to the person who is behind him or her so the student can continue

Group Story

If…

Problem or situation

Inglés 3


_______________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Text “A”

Camera, Action!


Text “B”

The Plaza de Armas

Alamos boasts numerous buildings exhibiting classic

Plaza de Armas, the Church of La Purísima Concepción,

and San Bernardo enabled the founders and residents of

Inglés 3


INTEGRATING ACTIVITY

CLASS DEBATE. The environment, what will happen if…

• • • • • • •

Example:

•


1. Match the causes to their appropriate effects.

CAUSE EFFECT

air heats ______ it falls

a seed has no oxygen______ it rises

air cools______ it doesn’t germinate

ice melts ______

2. Answer “true” or “false” next to each sentence. Choose the correct answer and write it in the parenthesis. 1. When a seed has no oxygen, it will not germinate. _______

2. Air will heat if it rises. _______

3. When a liquid heats, it will evaporate. _______

4. A liquid solidifies when it is cooled. _______

5. When ice melts, it liquefies. _______

6. Air falls when it is cooled. _______

a) 1f,2t,3t,4t,5f,6f

b) 1f,2f,3t,4t,5t,6f ( )

c) 1t,2f,3t,4t,5t,6t

d) 1t,2t,3f,4f,5f,6t

e) 1f,2t,3f,4t,5f,6t

Inglés 3


HOMEWORK 1 Didactic sequence 1. “When you mix water and oil…”

1. Cause and effect

Instructions: Write statements about facts or general truths. Use the vocabulary from the box. Use your dictionary if needed.

If you throw a rock in the water, it sinks.

2. Conditional type 0

Instructions: In teams of four, search on the Internet for universal facts and write them down. Share the information to the class. Think about your physics and chemistry classes.

If you heat water, it boils.


Didactic sequence 2. “If it rains today, I…”

1. Nature (will).

Instructions: Write a paragraph of what you will be doing in 10 years.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Conditional type 1

Instructions: Think about emergency cases. Write down some suggestions of what you can do, if it happens. Use “if” or “unless”. Share with the class.

Burn, sunburn, drowning, poisoning, insect bite, etc.

HOMEWORK 2

Inglés 3


1. Modals of possibility (may, might) and advice (should).

Oral presentation

Instructions: In teams of four, do research in a place in Mexico that you can go on vacation. What places can you visit? Present it to class.

Didactic sequence 3. “I might win if…”HOMEWORK 3


SELF-EVALUATION

1. There are thirteen thin women th2. Both these children’s throats are sore today, Th3. Th ther, mother and my other three broth theater _____

4. That’s right! Let’s gather together for a stroll in a city that thentic cultural experiences since the weather will be

perfect for th

Inglés 3


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________


VOCABULARY BLOCK 1Didactic sequence 1. “When you mix water and oil…”

compass scissors radio music playerarticle TV horse gun

telescope mirror rope ammunitiontoothbrush toothpaste comb brush

axe old type-writer frying pannet lamp light source

soappencils ball

refrigerator paper barometerhammer nails matches candles

thermometer microscope sunglasses antisepticplastic cups Vitamin C tablet Tincture of iodine Hydrogen peroxide

Safety goggles

Add “s”, “es” or “ies” to Add the auxiliary “do / does” in Add “don’t / doesn’t” in

Third person singular

Spelling rules – 3rd person singular

I wash - he washes I box – she boxes I watch– he watches I dress – she dresses I go – she goes I do –he does

I study - he studies I cry – she cries

Grammar reference

Grammarreference

Inglés 3


PronunciationThird person singular

/s/

Eat – eats

/z/clean – cleans

do – doesstudy –studiesplay – plays

/iz/wash – washesdress - dressesbrush – brushes

0” to express general truths or facts, when the result of the condition is always true

Water and oil separate if/when you mix them together.

when instead of if.

if/when” clause, we use a comma ( , ) to separate the two clauses

If/when – clause (condition)

If/when you mix water and oil,

(result / effect) clause

they separate.

Grammar reference

Track #6


simple present form condition and we also use the simple present form result or effect of that condition

certaintymain idea about the zero conditional is that the condition always has the same result.

Example

Simple Present Simple PresentIf / when you heat water, it boils (+)

doesn’t boil if / when you don’t heat it. (-)

will• Mom, I promise I will clean my bedroom.• You will earn a lot of money when you sell this product.• You won’t go to the party tonight.

will• I will get a better grade on English, once I study harder. • I will give you a call if I go to Navojoa tomorrow.

will• I’m thirsty. I’ll have some water.

I will get a better grade on English…

won’t or will not You won’t go to the party tonight.I’m thirsty. I’ll have some water.

VOCABULARY BLOCK 1Didactic sequence 2. If it rains today, I …

already up effects shifting impactsfar-flung all over on the move sheetsdecline breeding cooler precipitationboomed chewed up faster otherstronger out of sync droughts availableearlier rainfall source Spreadfarther as well

Grammarreference

Grammarreference

Inglés 3


type 1

• If global warming continues, less fresh water will be available.

• Less fresh water will be available if global warming continues.

• If we don’t stop global warming, ecosystems will change.

• Ecosystems will change if we don’t stop global warming.

unless instead of if not.

•

•

If clause (cause / condition)If – clause + simple present

If we don’t stop global warming,

Main clause (result /effect)Will + base form of the verb

ecosystems will change.

/ ð / voicedVocal cords vibrate Vocal cords do not vibrate

the ththere ththey thermometerthis theorytheir thought

ther healthyBrother through

PRONUNCIATION PRACTICE: Th sounds:

Grammarreference

Conditional Type 1


Didactic sequence 3. I might win, if…

GRAMMAR REFERENCE

may/might

• It may/might rain this evening.•

• It may not /might not rain this evening.• I may not/might not arrive late.

should

• You should study more for the test.

• I feel stressed, so I think I should go to San Carlos this weekend.

• You should not / shouldn’t go to that restaurant .

• You shouldn’t go to San Carlos this weekend, it is very cold.

Grammarreference

possibility

Grammarreference

Inglés 3


SELF-EVALUATION

EVALUATION RUBRIC

I can… Excellent Good Regular

Talk about cause-effect relations of general

truths or facts

Conduct experiments

Talk about cause-effect relations of real or

probable facts about the present or the

future.

Use vocabulary associated with

experiments and science.

Use modals of possibility (may/might)

modals of possibility.

Use modal : advice (should)


CO-EVALUATION

POINTSExcellent

3

Satisfactory

2

Needs

Improvement

1

Unsatisfactory

0Pts.

Attendance

and

punctuality

Has perfect Unexcused

Has 3 or 4

Unexcused

Has 4 or more

Unexcused

Participation

and

Discussions

Participates

Shows a lot of

interest in class

Often

participates

shows interest

in class

Rarely

participates

shows interest

in class

participates

appears apathetic

towards class

Distracting

behaviorother students or

Rarely distracts other students or

Sometimes distracts other students or the

distracts other students or the

Completion

of

assignments

Always turns in

Assignments are always

well-done and

Usually turns in

Assignments are

usually clear, and

Sometimes turns

Assignments are sometimes well-

Rarely turns in

Assignments show minimal

Attitude

toward

learning

Shows a great interest in Shows interest in Shows little

interest in Shows no interest

TOTAL

Inglés 3


Oral Presentation Rubric: Visiting a place in México

Teacher Name: ____________________________________________________________________________ Student Name: ____________________________________________________________________________

CATEGORY 4 3 2 1

PitchPitch was often

used and it Pitch was often used

but the emotion it Pitch was rarely used or the emotion it

Pauses

Pauses were

or more times to

and/or dramatic

Pauses were

and/or dramatic

Pauses were intentionally used but Pauses were not intentionally

Comprehension

Student is able to accurately answer

posed by classmates


by classmates about

Student is able to accurately answer a

by classmates about

Student is unable to accurately

Enthusiasm

Facial expressions and body language generate a strong

interest and enthusiasm about the

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the

Facial expressions and body language are used to try to

generate enthusiasm, but seem somewhat

Very little use of facial

Did not generate much interest

PreparednessStudent is

completely prepared Student seems pretty prepared but might

The student is somewhat prepared,

but it is clear that rehearsal was

Student does not seem at all

Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is less than 3 minutes OR more than 6


Speaks Clearlymispronounces no mispronounces one

Often mumbles or can not be understood OR mispronounces

Vocabulary

appropriate for the

that might be new to

appropriate for the

be new to most of the audience, but

appropriate for the

not include any

might be new to the

words or phrases that are not

Posture and Eye Contact

Stands up straight,

Establishes eye contact with

room during the

Stands up straight and establishes

eye contact with

room during the

Sometimes stands up straight and establishes eye

ContentShows a full

understanding of the Shows a good


understanding of Does not seem to understand the

Volume

Volume is loud enough to be heard

by all audience members throughout


by all audience members at least



Volume often too soft to be

Collaboration with Peers

Almost always listens to, shares

with, and supports the efforts of others

Usually listens to, shares with, and

supports the efforts of others in the

Often listens to, shares with, and

supports the efforts of others in the group but sometimes is not

Rarely listens to, shares with, and supports the efforts of

Inglés 3


TOTAL POINTS: 20

GOOD

Award 5 to 7 points if:• • • • • • The organization is generally appropriate for the type of piece being written •

VERY GOOD

Award 8 to 10 points if:• The purpose and aim of the writing are clear • • • •

EXCELLENT

Award 20 points if: • • • • • • •

TOTAL: _______

Students’ composition must have the appropriate content for the topic, and logically accurate vocabulary.


Rubric for Class debate: The environment. What will happen if…

INTEGRATING ACTIVITY - EVALUATION RUBRIC

CATEGORY 4 3 2 1

Respect for Other Team

All statements, body language,

and responses were respectful and were in

Statements and responses were

respectful and used appropriate language,

but once or twice body

and responses were respectful and in

appropriate language, but there was one

Statements, responses and/or body language were consistently not

Information

All information presented in the debate was clear, accurate and

presented in the debate was clear, accurate and

presented in the debate was clear and accurate,

but was not usually inaccuracies OR was

RebuttalAll counter-arguments arguments were arguments were Counter-arguments

were not accurate and/

Use of Facts/Statisticswas well supported

facts, statistics and/or statistics and/or

was supported with facts, statistics and/or examples, but the

Presentation Style

Team consistently used gestures, eye contact,

the attention of the

Team usually used gestures, eye contact,


Team sometimes used gestures, eye contact,


One or more members of the team had a presentation style


Organization

All arguments were clearly tied to an

organized in a tight,

clearly tied to an

organized in a tight,

All arguments were clearly tied to an

the organization was sometimes not clear or

Arguments were not clearly tied to an idea

Understanding of Topic

The team clearly understood the topic

in-depth and presented their information

forcefully and

The team clearly understood the topic

in-depth and presented their information with

The team seemed to understand the main

points of the topic and presented those with

The team did not

understanding of the

Inglés 3


RUBRIC FOR PORTFOLIO

Rubric and Comments for PortfolioStudent name: _____________________________________________________________________________

Beginning

1

Developing

2

Accomplished

3

Exemplary

4Comments Score

Mechanics

grammar, spelling, punctuation, and other mechanics demonstrate a

Some mechanical

grammar, spelling, punctuation, and other mechanics

need some

All or part of the portfolio has few


Entire portfolio has little or no


are perfect or near

Originality/

Creativity

Entire portfolio demonstrates

of originality and

pieces such as

pictures, and music

Some parts of portfolio demonstrate originality

pictures, music may


some originality

Some pieces such

pictures, and music


originality and

pieces such as

pictures, and music

Neatness/

Organization

neatness and Portfolio is

somewhat neat and Portfolio is neat Portfolio is

extremely neat and


Electrónicas:Rapid Color Changing Chemistry!

Effects of Global Warming

Signs Are Everywhere

Severe choking in adults and children over one year old

COME AND VENTURE INTO ALAMOS, SONORA….Text A readings of Alamos are our own versions. The model was adapted from

Text B reading of Alamos was

customs.

Describes and compares people’s habits

to” to talk about habits and customs in the past in diverse social contexts.

past.

in order to describe and to compare habits

cultures. Uses independent learning strategies,

diverse social contexts.

habits and customs. Produces texts based on the standard use

and cohesion.

language, the main idea and possible

elements in context.

circumstances.

technology to search, solve problems,

Produces texts based on the standard

coherence and cohesion.

Learning objects

Competences to be developed

Memorable daysBLOCK 2

12 hours.


Theft: There is a lot of theft at the

is stealing food

money from

complained that somebody stole

Didactic Sequence 1“THOSE GOOD OLD DAYS”

Start Up Activities

DIAGNOSTIC ACTIVITY

Problems and Solutions

Activity: In teams of four discuss:

Problems:

Guests are bored: Guests

that there is

There are no

In the day, there are few sports and

Complaints about the food:

complained that the food tastes

complained that the food is the

Complaints about the staff:

say that the staff is rude and

staff members argue with each

they swear at the

The hotel is

to: There are no buses coming

from the airport to

from the airport to

Inglés 3

59595955995959 59BLOCK 2 Memorable days

Problems:One problem is that . . . (sentence)One problem is . . . (noun)

Solutions:One solution is to . . . (verb)We could . . . (verb)I think we should . . . (verb)I recommend that . . . (verb)

Agreeing: Disagreeing :I think it’s a good idea. It’s a good idea but ___________I agree with _______. I disagree with ______ becauseI am for __________. I am against it because ________ The problem with that is . . .

Problem:

Possible Solutions: Management Recommendation:


Manager 1:

anybody has some ideas, please

Manager 2: Somebody is stealing money from

going into the guest rooms and

Manager 3: One solution is

do that the thief won’t be Manager 4:

Manager 2:

Manager 4:

Manager 3: That’s a good idea,

security guards and install some

Manager 1: I agree

Manager 2: I am for installing cameras

Manager 3: why don’t we recommend installing cameras and hiring

Sample Dialogue:

Inglés 3


ACTIVITY 1

1. Transportation

The History of Transportation

3500 BC Fixed wheels on carts

3500 BC

2000 BC Horses

181-234 The wheelbarrow

770 Iron horseshoes

1492 Leonardo da Vinci

1620 submarine

1662 Blaise Pascal public bus - horse-drawn, regular route, schedule, and fare

1740

1783 First practical steamboat

1783 hot air balloons

1787 Steamboat

1769 First self-propelled

1790 bicycles



George Stephenson

First motorcycle

First cable car

1903 The airplane

1907 helicopter

Henry Ford

Hydrofoil boats Alexander Graham Bell

First

1940 helicopters

1947 First

1956

1964 Bullet train

1969 Apollo

1970 First

Space shuttle

Inglés 3


1.

12.

13.

14.

15.

16.

7.

6.

8.

9.

10.

11.

2.

3.

4.

5.


2. Fashion throughout the years.

Example: In the 1900’s women dressed with long and beautiful dresses and a big hat. Men…In the 1920’s…

1900´s 1920´s 1930´s ... Present day

In the 1900’s women

dressed with long and beautiful

dresses and a big hat.

Men…

In the 1920’s women...Men...

Inglés 3


3. Food

Popular American Foods through the Decades KKANS

ACTIVITY 3

Foods Introduced in the 1920’s

1920’s


1930’s

and that resulted in his own company forming in

Foods introduced in the 1930’s

1931 – Tacos

1934 – Hawaiian Punch

1940’s

processed and easier for people to use without


Inglés 3


1950’s

Highway System opened up more to the places

System shaped much of American life as we


1954 – Ranch Dressing 1955 – Frozen Pizza

1960’s

This type of food was meant to appeal to the many

Foods Introduced in the 1960’s1960 – Brown Rice 1961 – Life Cereal

1963 – Round Sandwich Bread, Brown and

1965 – Gatorade, Slurpees



Didactic Sequence 2“I USED TO PLAY KICKBALL”

Start Up Activities

ACTIVITY 4

games did you use to play when you were a

Did you use to play any board

I used to

used to play “hide n’seek

used to enjoy playing “Sorry” and “Monopoly” with my

did you use to play when you were

Inglés 3


ME MY PARTNER


ELVIS PRESLEY

http://en.wikipedia.org/wiki/Elvis_Presley

cultural icons

Presley is one of the most celebrated musicians

many genres, including pop, blues and gospel, he is the best-selling solo artist in the history of recorded music, with estimated album sales

He was nominated for 14 Grammys and won three,

Award at age 36, and has been inducted into multiple music halls of fame

Presley's birthplace in Tupelo, Mississippi

child, Presley became close to both parents and

The family attended an Assembly of God church,

Inglés 3


a singing contest after impressing his schoolteacher with a rendition of Red

Teenage life in Memphis

nearly a year in rooming houses, they were granted a two-bedroom apartment

music training or learned to read

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________


Pronunciation used to

Did you use to used to

use to used to

Now practice pronouncing “used to

used to,

• I used to play tennis, when I was in elementary school.

• I didn’t use to eat vegetables. Now I do.

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Grammar referenceUsed to

Inglés 3


used to do

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

three used to_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Ana Fernanda: Hi Santiago, How are you?

Santiago: Fine, and you?

Ana Fernanda: I’m O.K. I have a lot of homework. I need to interview someone’s childhood. Do you want to help me?

Santiago: Sure! What do I need to do?

Ana Fernanda: I’ll ask you some questions, and you’ll answer them.

Santiago: Ok.

Ana Fernanda: Santiago, What did you use to play when you were a child?

Santiago: mmmm, I used to play hide and seek a lot! I think that was my favorite game.

Ana Fernanda: Oh really? Who did you use to play hide and seek with?

Santiago: With my brother and sister, and some cousins.

Ana Fernanda: That’s nice. What sports did you use to play when you were in elementary?

Santiago: I used to play baseball. I was in ITSON’s baseball team.

Ana Fernanda: Oh, really? Did your team use to win?

Santiago: Oh yes! We won three times in a row!

Ana Fernanda: That’s awesome, so…

Track #7

Inglés 3


did personal pronoun / noun phrase use to verb complement

Did you use to play football when you were a child?

Did you use to watch cartoons?

When did you use to play football?

What cartoons did you use to watch when you were a child?

Grammar referenceUsed do


Example:

What games did you use to play when you were in secondary school?

I used to play chess and kick ball during recess period. And you? What games did you use to play?

I used to…….

Inglés 3


TEAM PRESENTATION

Instructions



Complete the text with the appropriate form of “used to” and the verbs in parenthesis.

I learned something about the science

Inglés 3


Didactic Sequence 1. Those Good Old Days. HOMEWORK 1


Didactic Sequence 2. I Used to Play Kickball.

used to do

HOMEWORK 2

Inglés 3


used to

I used to eat

Inglés 3


Problems:

Solutions:

Agreeing:Disagree:

It’s a good idea but ___________

I disagree with ______ because

I am against it because ________

VOCABULARY BLOCK 2

Vocabulary items

Didactic Sequence 1. “Those Good Old Days”

Transportation

Horses Submarine Steamboat

Bus Hot air balloons

BicyclesSteam powered

Airplane Helicopter Bullet train


Food

Foods introduced in the 1930’s

Foods Introduced in the 1940's



Brown Rice

M&M's Frozen Pizza Life Cereal

Sliced Bread Cheerios (Cheerioats)

Corn Dogs Diet Soda Round Sandwich Bread

Cheese Puffs Frozen Orange Juice

Tacos Nutella Pop Tarts

Fritos Cake Mix Ranch Dressing

Frozen French Fries Frozen Pizza

PretzelsCanned Frostings Instant Ramon Noodles Gatorade

Hawiian Punch Seedless Watermelon Slurpees

Canned Soda Jolly Ranchers

Instant Pudding

Inglés 3


Didactic Sequence 2. “I Used to Play Kickball”

used to,

• I used to play tennis, when I was in elementary school.

• I didn’t use to eat vegetables. Now I do.

did personal pronoun / noun phrase use to verb complement

Did you use to play football when you were a child?

Did you use to watch cartoons?wh questions: How, when, where, why , what, who to ask an

When did you use to play football?

What cartoons did you use to watch when you were a child?

GRAMMAR REFERENCE

Used to

GRAMMAR REFERENCE

Used to


SELF-EVALUATION


clothes, food and means

Uses grammar used to in

associated with past

Inglés 3


POINTS Excellent3

Satisfactory2

NeedsImprovement

1

Unsatisfactory0 Pts.

Attendanceand

punctuality

Has perfect Unexcused Has 3 or 4Unexcused

Has 4 or moreUnexcused

Participationand

Discussions

Participates

Shows a lot ofinterest in class

Oftenparticipates

shows interestin class

Rarelyparticipates

shows interestin class

participatesappears apathetic

towards class

Distractingbehavior other students or




Completionof

assignments

Always turns in


well-done and

Usually turns in

Assignments areusually clear, and

Sometimes turns


Rarely turns in


Attitudetowardlearning



TOTAL

CO-EVALUATION


DIALOGUE RUBRIC

Traits Level 4 Level 3 Level 2 Level 1

Writing / Conventions

No errors in spelling, spelling, punctuation and

dialogue with some

shows an attempt at

errors in spelling, punctuation and

Dialogue is not written

spelling, punctuation and grammar that

interfere with meaning

Fluency / Performance

Actors expand and explore

audible, clearly focused and committed to the

are audible and express

Actors sustain the scene, with some distraction

The actions of the scene

is often lost during

sometimes inaudible, unprepared for new

The actions of the scene

unaware of actions from

Actors may laugh or

Voices are too soft to be heard and/or words are

Creativity / Voice

Scene relies entirely upon original, student-generated

circumstances, but

Scene relies mostly upon original, student-generated

circumstances, but

Scene relies in part upon author-generated

Scene relies almost entirely upon author-

Voices of the characters

Meaning

Dialogue demonstrates an insightful understanding

and their relationship in

Dialogue demonstrates a solid understanding of

Dialogue demonstrates an unclear


their relationship in the

Dialogue demonstrates a

their relationship in the

Inglés 3


ORAL PRESENTATION RUBRIC

CATEGORY 4 3 2 1

PitchPitch was often

used and it Pitch was often used

but the emotion it Pitch was rarely used OR the emotion it

Pauses

Pauses were

or more times to

and/or dramatic

Pauses were

and/or dramatic

Pauses were intentionally used but Pauses were not intentionally

Comprehension


posed by classmates


by classmates about


by classmates about

Student is unable to accurately

Enthusiasm





generate enthusiasm, but seem somewhat



PreparednessStudent is

completely prepared Student seems pretty prepared but might


but it is clear that rehearsal was

Student does not seem at all

Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is less than 3 minutes OR more than 6



Often mumbles or can not be understood OR mispronounces

Vocabulary

appropriate for the

that might be new to

appropriate for the

be new to most of the audience, but

appropriate for the

not include any

might be new to the



Stands up straight,

Establishes eye contact with

room during the

Stands up straight and establishes

eye contact with

room during the


ContentShows a full



understanding of Does not seem to understand the

Volume


by all audience members throughout





Volume often too soft to be


Almost always listens to, shares

with, and supports the efforts of others


supports the efforts of others in the


supports the efforts of others in the group but sometimes is not

Rarely listens to, shares with, and supports the efforts of others

Inglés 3


CATEGORY 4 3 2 1

Spelling and Capitalization

Spelling and capitalization

student and are correct

Spelling and capitalization

student and were mostly

Spelling and capitalization were mostly correct, but

There were many spelling and

capitalization

Content/FactsFacts were accurate for Facts were accurate for Facts were accurate Facts were often

inaccurate for

Fonts and Colors

The use of font styles and colors is consistent and

It helps organize the

The use of font styles and colors is consistent and shows a logical pattern

organize the material

The use of font styles and colors is consistent, but is

The use of font styles and colors is not consistent OR detracts from

Graphics but there appear to be too Some graphics are

use is balanced with

Readability of the timeline is pleasing the timeline is somewhat The timeline is The timeline is

Title title that accurately describes the material and

The timeline has an

accurately describes the material and is easy to

The timeline has a title that is easy to

The title is missing or

DatesAn accurate, complete date has been included for each

An accurate, complete date has been included for

An accurate date has been included

Dates are inaccurate and/or missing for

Learning of Content

The student can accurately

without referring to it and

The student can accurately

on the timeline without referring to it and can

The student can

on the timeline if allowed to refer to

it and can determine

The student cannot use the timeline

nor to compare


Preparation

The student had notes

dates s/he wished to include on the timeline

before beginning to design

The student had notes

and dates s/he wished to include on the timeline

before beginning to design

The student had notes about most

s/he wished to include on the timeline before

beginning to design

The student had not prepared

before beginning to design the

Time Use

Classroom time was used Classroom time was used Classroom time was

of the time, but

did not focus on the

Student did not use classroom

or was highly

ResourcesThe timeline contained at The timeline contained at The timeline

contained at least 5 The timeline contained fewer

Inglés 3


TOTAL POINTS: 20

GOODAward 5 to 7 points if:

· · · · · · The organization is generally appropriate for the type of piece being written · In general, standard writing rules are followed, but there are a few errors in grammar and/or

VERY GOOD Award 8 to 10 points if:

· The purpose and aim of the writing are clear · · · ·

EXCELLENT Award 20 points if:

· · · · · · ·

TOTAL: _______



CATEGORY 4 3 2 1

Labeling

The student put the date of

and the full name of the

The student included the date of the

name of the person

The student included the date of the

name of the person

The student forgot to put the date of the

name of the person

Videography and the focus is excellent

Video has a little

but the focus is

Sound Quality

and the person being

the tape with no wind or

and the person being

clearly on the tape but there is some wind or

The person being

clearly on the tape to hear/understand the person being

Knowledge Gained

Student can accurately

about the person who was

to the material being

Student can accurately answer a

the person who was

relates to the material

Student can accurately answer a

the person who was

Student cannot accurately answer

person who was

Setting Up the Interview

The student introduced himself, explained why

permission to set up a time

The student introduced himself

to set up a time for the

a reminder to explain why he wanted to do

permission to set up a

but needed reminders to introduce himself and to tell why he

The student needed assistance in all

aspects of setting up

Politenessor hurried the person being

them for being willing to

Student rarely interrupted or hurried

the person being

being willing to be

Student rarely interrupted or hurried

the person being student interrupted

or hurried the person

Inglés 3


Preparation in-depth AND factual

the student prepared a couple of in-depth the student prepared The student did not

Follow-up Questions

The student listened carefully to the person

The student listened carefully to the person

couple of follow-up

what s/he thought the

The student did not

ORAL EXPOSITION IN TEAMS RUBRIC

(RÚBRICA PARA PROYECTO INTEGRADOR)

CATEGORY 4 3 2 1

Pitch

Pitch was often used and it

Pitch was often used but the emotion it

Pitch was rarely used OR the emotion it Pitch was not used to

Pauses

Pauses were

meaning and/or

Pauses were

and/or dramatic

Pauses were intentionally used but Pauses were not

Comprehension


posed by classmates


by classmates about


by classmates about

Student is unable to accurately answer

classmates about the

Enthusiasm




Facial expressions and body language are used to try to generate enthusiasm, but seem

Very little use of facial expressions or

not generate much interest in topic being

PreparednessStudent is completely

prepared and has

Student seems pretty prepared but might


but it is clear that

Student does not seem at all prepared to



Often mumbles or can not be understood OR mispronounces more


Stands up straight,

eye contact with

room during the

Stands up straight and establishes eye

in the room during the

Sometimes stands up straight and establishes

Slouches and/or

people during the


Almost always listens to, shares with, and

supports the efforts of



Does not cause

Often listens to, shares with, and supports the efforts of others in the group but sometimes

is not a good team

Rarely listens to, shares with, and


Often is not a good

Volume

Volume is loud enough to be heard by all

audience members throughout the


audience members at


audience members at

Volume often too soft to be heard by all

Creativity, Fonts and

Colors

The use of font styles and colors is consistent

and shows a logical

It shows excellent

The use of font styles and colors is consistent

and shows a logical pattern for the most

The use of font styles and colors is

consistent, but is not

The use of font styles and colors is not

consistent OR detracts

It shows regular

Inglés 3



Rubric and Comments for Portfolio

Student name: _______________________________________________

Beginning

1

Developing

2

Accomplished

3

Exemplary

4Comments Score

Mechanics mechanical

grammar, spelling,

punctuation, and other mechanics

demonstrate a

Some mechanical

grammar, spelling,

punctuation, and other mechanics need some

All or part of the portfolio has few mechanical

grammar, spelling,

punctuation, and other

mechanics are


mechanical

grammar, spelling,


mechanics are perfect or near

Originality/

Creativity


of originality

Extra pieces such as

pictures, and music are


pictures, music


some originality

Some pieces such as



originality and

pieces such as


Neatness/

Organization


somewhat neat Portfolio is neat Portfolio is extremely neat and


Electrónicas:ELVIS PRESLEY

html

Problems and Solutions

The History of Transportation.

out in diverse contexts in an oral or

Uses the simple past and past progressive

the past.

music.

social groups.

Use independent learning strategies,

Produce texts based on the standard use

and cohesion.

Learning objects Competence to be developed

BLOCK 3

12 hours.



Air transportation

________________________

________________________Water transportation

________________________

________________________

Terrestrial transportation

________________________

________________________Means of transportation

________________________

________________________


Inglés 3

101101000110011101BLOCK 3 I was listening to music…

CLOTHING


artists and groups put their efforts into entertaining troops, especially in the US with the USO

Popular Genres:

Popular Artists:Bing Crosby, The Andrews Sisters, Dorsey Brothers, Billie Holiday, Dizzy Gillespie, Ella Fitzgerald


ACTIVITY 1SD1-B3

1. Music and more…

a)

A HISTORY OF MUSIC: FROM BIG BAND TO REGGAETON.

changes it can allow new styles to emerge and new ways for

internet, music and the way we consume it has dramatically

in the technology used to create musical instruments and

Inglés 3


Popular Genres:

Popular Artists:

Ritchie Valens, Harry Belafonte, Ray Charles

dichotomy between the ultimate commercialism

some of the greatest singer-songwriters and

the line between commercialism and musical

Popular Genres:

Popular Artists:


Popular Genres:

Power Pop

Popular Artists:

Paul Simon, Gloria Gaynor, The Bee Gees, The Ramones, Sex Pistols, Electric Light Orchestra, Patti Smith, The Cars,

more of a necessity in order for artists to gain

of the most dominant artists of the decade and

Pop were popular genres and their electronic

popular during the decade with their theatrical

Hip-Hop also came into the mainstream during

Popular Genres:

Popular Artists:

Tina Turner

Inglés 3


of extremes with under-produced, anti-establishment grunge bands and gangster

the talent during the decade as well, with the death of many popular musicians due to

Popular Genres:

Popular Artists:


Popular Genres:

Contemporary, Country, Country-Pop, British Soul, Latin Pop

Popular Artists:

b) Use the verbs to complete the sentences.

c) In teams of two, think of the type of music you listened when you were in elementary, junior high and now that you are in high school. What type of genre you listened? What was the most popular artist in those years? Write it down.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Inglés 3


SD1-B3

2.- Simple past

a) Team work: In teams of four, search of how your life was when you were in elementary and junior high school. Think about, your house, how you dressed, what you ate, what you did in your free-time etc. Present it to class. See rubrics for oral presentation.

b) Look at the examples, explain the difference between the verbs in sentence 1 and 2. Write it down. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Example1. Music was dramatically changed by the introduction of MTV in 1980´s. 2. I worked as a school teacher last year.

Grammar referenceSimple past


Rules to form the past tense.

was and were

eded

eded

edededed

Rule 1

Play – played

Listen – listened

Rule 2consonant + y, drop the –y and add –ied

Cry – Cried

Rule 3–e –d.

Practice – practiced

Rule 4

Hug – hugged Rub – rubbed

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Inglés 3


Rule 5

Grow – grew

Eat – ateBe – was/wereDo – did

Negative form

Example

I did not work as a teacher or I didn’t workYou did not do or You didn’t do

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Interrogative form

Did you work Did you do

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


–ed

base form voiced sounds –ed as “d

base form voiceless sounds –ed as “t”.

base form “t” or “d” sounds, we prounce –ed as “id”

study- studied [d]

[t]

decide – decided [Id]

regular verbs in the

[t] [d] [Id]Dress dressed rain rained decide decided

Laugh laughed page paged land landed

[t] warn > warned [d] want

land

> wanted

> landed

[Id]

[Id]

the chart for reference.

Started [Id] Continued [d] Reached [t]

Permitted ____

Cried ____

painted ____

Stopped ____

Paged ____

ed ____

ed ____

Realized ____

noticed ____

Needed ____

Hesitated ____

d ____

ed ____

ed ____

closed ____

ed ____

Examined ____

Track #8

Inglés 3


h) Underline the verb in each sentence. Then, listen to the sentences. Write the

number of syllables in the verb on the space. Number 1 is already done for you.

_____The teacher permitted

th


i) Use the card from homework 1, so you can play bingo.

Let’s play Bingo!

Full card wins!

k) Pair work: In teams of two say what you know about these famous people. What are they famous for? Write the information on the lines.

j) Team work: In teams of four search of how your life was when you were in elementary and junior high school. Think about, your house, how you dressed, what you ate, what you did in your free-time etc. Present it to class. See rubrics for oral presentation.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Inglés 3


__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




ACTIVITY 3

Track #9

a) Listen and read the following letters that were written to Santiago. Underline the words that you don’t know. Look them up in the dictionary.

May 28th

June 1st.

b) Complete the sentences with the correct verb. Fill with: dancing, arrived, playing, studying, singing and copying.

Inglés 3


For short, completed actions in the past

Personal pronoun + simple past of the verb to be (was/were) + main verb + -ingExample1.- I was listening 2.- They were running

c) Look at the examples. How do you think the negative form is done? Write it down.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Negative form

Personal pronoun +simple past of the verb to be (was/were) +not + main verb + -ingI was not or I wasn’tYou were not or You weren’t

Interrogative form

simple past of the verb to be (was/were) + personal pronoun + main verb + -ingWas

Were d) Investigate and write down the possible short answers.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grammar reference


Spelling rules for the past progressive.Rule 1

Play – playing ing

Listen – listening

Rule 2e, drop the e and add –ing

Dance – Dancing

Rule 3vowel + consonant double consonant and add ing.

Sit – Sitting

Rule 4two consonants double the consonant and add ing

Begin – beginning

e) Investigate if there are more exceptions like travel – traveling. Write it down.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

f) Write down the correct – ing form of the verb.

Inglés 3


g) Make a sentence for each verb in the past progressive.

h) Look at the picture. Write down as many sentences in the past progressive as possible. Use the following verbs.

PLAY READ CATCH BUY TALK LAUGH LOOK HOLD SWIM

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



ACTIVITY 4SD3-B3

Track #10

a) Listen and read the following story.


THE THREE DOLLSby Stephen on March 18, 2014

Taken from: http://academictips.org/blogs/the-three-dolls

Inglés 3


b) Exercises:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


I was listening to music when my mom arrived.

was listening to music when my mom arrived or

when I was listening to music my mom arrived.

was listening to music while my mom was cleaning or

While I was listening to music my mom was cleaning

c) What is the difference between sentence 1 and 2.

Grammar reference

Inglés 3


d) Complete the sentences using the verb in parenthesis with the correct tense (simple past and past progressive). Compare answers with your partner

Track #11

e) Listen and read the following short story.

It was September 3rd

then

after a while


f) Complete the following Exercises.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Inglés 3


g) Are there more linking words in english? Look for more in the Internet and write them down. Write the meaning in spanish and an example for each one.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________

Example:

First then

After

Later

After a while

Grammar reference



Create a story

Inglés 3


Read the text. Underline

Circle the correct answer.


HOMEWORK 1 Didactic sequence 1. “What did you do yesterday?”

Be Tell Read Win

Go Run Say Wear

Break Put Drink Teach

Take it to class and don’t forget to take tokens.

2. Oral exposition.

Inglés 3


HOMEWORK 2 Didactic sequence 2. What were they doing?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


is done for you.Situation: Two days ago, the students at Cobach were all actively working very hard when suddenly a tremor shook the city.Ex.5th

were playing shook the city.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Inglés 3


Match the pictures to their corresponding verbs. Then complete the sentences with appropriate forms of simple past and past progressive forms. Use negatives where necessary. There are two extra verbs.

Read the text and choose the best answer.

boxing team went to other towns, Cassius always stayed in his hotel room and read his

bought a parachute, wore it on the plane and


went running for helphe was cryinghe told the boxing coach at the Olympic gym

Past tense pronunciation: Choose the correct answer.

Read these sentences aloud and then choose the correct answer and write it in the parenthesis.

past tense “ ”, “watched”, “talked” and “worked

[Id] [d] [t]

past tense “[d]”

past tense pronunciation of “[Id]”

Inglés 3


Rules to form the past tense.

was and were

eded

eded

edededed

Rule 1

Play – played

Listen – listened

Rule 2consonant + y, drop the –y and add –ied

Cry – Cried

Rule 3–e –d.

Practice – practiced

Rule 4

Hug – hugged Rub – rubbed

VOCABULARY BLOCK 3Didactic sequence 1. “What did you do yesterday?”

Example

1.- Music was dramatically change by the introduction of MTV in 1980´s.

2.- I worked as a school teacher last year.

Grammar referenceSimple past


Rule 5

Grow – grew

Eat – ateBe – was/wereDo – did

Negative form

I did not work as a teacher or I didn’t workYou did not do or You didn’t do

Interrogative form

Did you work Did you do

LIST OF IRREGULAR VERBS

Simple Past Past Participle Spanisharise arose arisen surgirbe was / were been ser

beat beat beaten golpearbecome became becomebegin began begun comenzarbet bet/betted bet/betted apostarbite bit bitten morder

bleed bled bled sangrarblow blew blown soplar

romperbring brought brought traerbuild built built construirbuy bought bought comprar

catch caught caught atraparchoose chose chosen elegircome came comecost cost cost costar

creep crept crept arrastrarsecut cut cut cortardeal dealt dealt dar, repartirdo did done hacer

draw drew drawndream dreamt/dreamed dreamt/dreamed soñar

beberconducir

eat ate eaten comerfall fell fallen caer

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feed fed fed alimentarfeel felt felt sentir

fought fought pelearfound found encontrar

huir

forget forgot forgottenperdonar

abandonarfreeze froze frozen congelar

get got got tener, obtenerdar

go went gone irgrind ground ground molergrow grew grown crecerhang hung hung colgar

had had tenerhear heard heard oírhide hid hidden escondersehit hit hit golpear

hold held held tener, mantenerhurt hurt hurt herir, doler

guardararrodillarse

saberlead led led encabezarlearn learnt/learned learnt/learned aprender

left leftlend lent lent prestarlet let letlie lay lain yacer

lose lost lost perdermade made hacer

mean meant meantmeet met met conocer, encontrarpay paid paid pagarput put put poner

abandonarread read read leerride rode ridden montar, irring rang rung llamar por teléfonorise rose risenrun ran run corrersay said said decirsee saw seensell sold soldsend sent sentset set setsew sewed sewn/sewed coser

sacudirshine shone shone brillarshoot shot shot dispararshow showed shown/showed mostrar

encoger


shut shut shut cerrarsing sang sung cantar

hundirsit sat sat sentarse

sleep slept slept dormirslide slid slid deslizarsow sowed sown/sowed sembrar

hablarspell spelt/spelled spelt/spelled deletrearspend spent spent gastarspill spilt/spilled spilt/spilled derramarsplit split split partirspoil spoilt/spoiled spoilt/spoiled estropear

spread spread spread extendersestand stood stood estar de piesteal stole stolen robarsting stung stung picar

apestargolpear

swear swore swornsweep swept swept barrerswim swam swum nadar

tomarteach taught taught enseñartear tore torn rompertell told told decir

thought thought pensarthrow threw thrown lanzartread trode trodden/trod pisar

understand understood understood entenderdespertarse

wear wore worn

weep wept wept llorarwin won won ganar

wring wrung wrung retorcerwrite wrote written escribir

–ed

base form voiced sounds –ed as “d

study- studied [d]

base form voiceless sounds –ed as “t”.

[t]

base form “t” or “d” sounds, we prounce –ed as “id”

decide – decided [Id]

Inglés 3


Didactic sequence 2. “What were they doing?”

For short, completed actions in the past

Personal pronoun + simple past of the verb to be (was/were) + main verb + -ing

Example

1.- I was listening

2.- They were running

Negative form

•

Personal pronoun +simple past of the verb to be (was/were) +not + main verb +

-ing

I was not or I wasn’t

You were not or You weren’t

Interrogative form

•

simple past of the verb to be (was/were) + personal pronoun + main verb + -ing

Was

Were

GRAMMAR REFERENCE

Past


Spelling rules for the past progressive.

Didactic sequence 3. “I was watching a movie when…”

GRAMMAR REFERENCE

GRAMMAR REFERENCE

I was listening to music when my mom arrived.

was listening to music when my mom arrived or when I was listening to music my mom arrived.

was listening to music while my mom was cleaning or While I was listening to music my mom was cleaning

Example:

First then

After

Later

After a while

Rule 1

Play – playing ing

Listen – listening

Rule 2e, drop the e and add –ing

Dance – Dancing

Rule 3vowel + consonant

double consonant and add ing.Sit – Sitting

Rule 4two consonants

double the consonant and add ingBegin – beginning

Inglés 3


SELF-EVALUATION

Excellent Good Regular

Talk about past events using vocabulary of

clothes, food and means of transportation.

Uses grammar simple

negative and interrogative form.

Uses grammar past progressive in its

and interrogative form.

Use regular verbs in past tense.

Uses irregular verbs in past tense.

Uses simple past and past progressive in

short stories.

Uses simple past and past progressive in

sentences.


CO-EVALUATION

POINTS Excellent3

Satisfactory2

NeedsImprovement

1

Unsatisfactory0 Pts.

Attendanceand

punctuality

Has perfect Unexcused Has 3 or 4Unexcused

Has 4 or moreUnexcused

Participationand

Discussions

Participates

Shows a lot of interest in class

Often participates

shows interest in class

Rarely participates



towards class

Distracting behavior other students or




Completion of

assignments

Always turns in


well-done and

Usually turns in

Assignments are usually clear, and

Sometimes turns


Rarely turns in


Attitude toward learning



TOTAL

Inglés 3



CATEGORY 4 3 2 1

Pitch

Pitch was often used and it

Pitch was often used but the emotion it

Pitch was rarely used OR the emotion it Pitch was not used to

Pauses

Pauses were

or more times to

Pauses were

and/or dramatic

Pauses were intentionally used but Pauses were not

Comprehension


posed by classmates


by classmates about


by classmates about

Student is unable to accurately answer

classmates about the

Enthusiasm




Facial expressions and body language are used to try to generate enthusiasm, but seem

Very little use of facial expressions or

not generate much interest in topic being

Preparedness Student is completely

prepared and has

Student seems pretty prepared but might


but it is clear that

Student does not seem at all prepared to

Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is less than 3 minutes OR

Speaks Clearly mispronounces no mispronounces one

Often mumbles or can not be understood OR mispronounces more


Vocabulary

appropriate for the

might be new to most

appropriate for the

be new to most of the audience, but does not

appropriate for the

not include any

might be new to the

phrases that are not understood by the


Stands up straight,

eye contact with

room during the

Stands up straight and establishes eye

in the room during the


Slouches and/or

people during the

Content Shows a full



understanding of parts Does not seem to

understand the topic

Volume

Volume is loud enough to be heard by all audience members

throughout the



Volume often too soft to be heard by all


Almost always listens to, shares with, and




Does not cause


supports the efforts of others in the group but sometimes is not a

Rarely listens to, shares with, and


Often is not a good

Inglés 3


GOOD

Award 5 to 7 points if: • • • • • • The organization is generally appropriate for the type of piece being written •

VERY GOOD


EXCELLENT

Award 20 points if: • • • • • • •

TOTAL: _______



RUBRIC CREATION OF A STORY

CATEGORY 4 3 2 1

Accuracy of Facts All facts presented in Almost all facts presented in the story in the story are factual errors in the

Creativity

The story contains

and/or descriptions that contribute to the

The author has really

The story contains a

and/or descriptions that contribute to the

The author has used

The story contains a

and/or descriptions, but they distract from

has tried to use his

There is little

author does not seem

Illustrations

Original illustrations are detailed,

and relate to the text

Original illustrations are somewhat

and relate to the text

Original illustrations relate to the text on

Illustrations are not present OR they are

Use of linking words and when and while

The story contains

and the use of when

The story contains

and the use of when

The story contains

and the use of when

The story contains no

no use of when and

Use of simple past and past progressive.

There is the use of simple past and past

There is the use of simple past and past

There is the use of simple past and past There is almost no

use of the simple past

Inglés 3


Beginning1

Developing2

Accomplished3

Exemplary4 Comments Score

grammar, spelling,

punctuation, and other mechanics demonstrate a

Some mechanical

grammar, spelling,


need some


spelling, punctuation, and other mechanics


mechanical


are perfect or

Originality/


of originality and

pieces such as

pictures, and


pictures, music


some originality

Some pieces such



originality and

pieces such as


Neatness/Organization


somewhat neat Portfolio is neat Portfolio is

extremely neat



Electrónicas:A HISTORY OF MUSIC: FROM BIG BAND TO REGGAETON

LIST OF IRREGULAR VERBS

THE THREE DOLLS

Makes requests and interacts in diverse

related to household chores and school

Makes requests and gives orders in

text regarding household chores that

cultures. Uses phrasal verbs and modals to make requests and give orders.

social groups.

Use independent learning strategies,

Produce texts based on the standard use

and cohesion.

Phrasal verbs

couldObject pronouns: me, you, him, her, them, us, it

Learning objectsCompetence to be developed

BLOCK 4

12 hours.


CHORUS


a) Listening

THE LAST KISSDION AND THE BELMONTS

b) CROSS OUT THE WORDS THAT ARE WRONG IN THE CHORUS. LISTEN AGAIN AND WRITE THE CORRECT WORDS ON THE SPACES.

c) NUMBER THE SENTENCES IN THE ORDER YOU HEAR THEM.

_________ The crying tires the busting glass,

_________ There in the road, straight ahead,

Track #12

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1471414474774477147BLOCK 4 Could I borrow…

Part 1:

Part 2: 6, 8,2,1,4,5,7,3Part 3:

Part 4: same as Part 1

Write the past tense of the verbs in the blanks.

Something warm running in my eyes,

e) COMPLETE THE CHORUS.

The Lord _________________________________________________________________________________

She’s _________________________________________________, so I got ____________________________,

So I ______________________________________________________________________________________

Hmmmmmmmmmm Hmmmmmmmmmmmm

Group activity:Group activity:


1.- House Chores!


clean up your room

turn off the lights

ACTIVITY 1SD1-B4

Inglés 3


verb / adverb + preposition.Example:Turn up. Turn up the music, I can’t hear it!Slow down.

•

look afterset this blouse apart

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grammar reference


Track #13

chores!

clean uppick up the trash and hang out the

pick up my

we ran out of eggs, I need you to go to the store for a dozen of egg!

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Inglés 3


Examples:• I’m looking forward to• broke up with her boyfriend again! • will take care of

PHRASAL VERBS MEANINGSbroke up with her boyfriend again!

came up with a great idea for our class

looking forward to typing my

cut down on

keep up with his classmates in

put up with

get along with

take care of

Grammar reference


Jacobo: This is so depressing! I haven’t had a date since Margarita broke up with me. What can I do?

Jacobo: Actually, I already tried that. But the people you meet are always different from what you expect.

Jacobo: That’s not a bad idea.

I can’t ________________________________ that loud music anymore! I can’t stand rap and I’m going to tell cut down on / put up with / take care of

th birthday, but she came up

with / got along with / looked forward to

broke up with / got along with / kept up with

cut down on / look forward to / take care of


Inglés 3


• • •


Can

May

Could

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


You want to use the computer You want to use the restroom

You want to use the

Can/may/could

Inglés 3


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Track #14


himHim

me Me

Personal pronounsI

YOU YOUHE

SHE HERIT IT

USYOU YOUTHEY


Grammar reference

Inglés 3


Can, May and Could,

Can Could How May

Sure! I’d rather not

Grammar reference



• • • •

Inglés 3


__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

5. You forgot to bring your dictionary and you need to ask for one.(informal)__________________________________________________________________________________________

CLOSING REAGENTS


HOMEWORK 1 Didactic sequence 1. “Turn it off!”

2. Think about things you want to do or stop doing for this year. Use the following phrasal verbs. Think about two more phrasal verbs.

Look at the example. I’m going to hang out• Cut down on• • Start in• Hang out

Turn

OFF

BACKDOWN

ONIN

1. Team work:

Inglés 3


HOMEWORK 2 Didactic sequence 2. “Could you please?”

1. Act it out.


Complete each sentence with a word from the box.

on away in (2x ) up (2x) out

Did you hand _________

Read each sentence and choose the option with the appropriate object pronoun that substitutes each noun in bold. Pay close attention to the phrasal verb.

the book

Andre

I’m going to drop Jessica and Ana Ce

Inglés 3


Could you please turn the volume

the meeting

Complete the conversation with words to make polite requests and appropriate short answers.

Complete the text with the words and phrases from the box.

make mistakes imitate corrects translate look up have an accent

and try to

__________________, you can sometimes ___________

A lot of good language learners try not to

Advice for language learners


It’s also normal to

Taken and adapted from English in Mind Student’s book second edition

Inglés 3


VOCABULARY BLOCK 4

Didactic sequence 1. “Turn it off!”

LIST OF PHRASAL VERBS

Verb Meaning Example

ask someone out Brian asked out to dinner and a

ask around I asked around but nobody has seen my

add up to something Your purchases add up to

back something up back up your car so that I

back someone up support backed me up

blow up explode The racing car blew up after it crashed

blow something up add air blow 50 balloons up for the

break down Our car broke down at the side of the

break down get upset The woman broke down when the police

break something down Our teacher broke down

break in force entry to a building Somebody broke in last night and stole

break into something enter forcibly break into the room to

break something in wear something a few times so that I need to break these shoes in before we

break in interrupt The TV station broke in to report the

break up end a relationship broke up before I

break up broke up as soon as the


break out escape The prisoners broke out

break out in something I broke out in a rash after our camping

bring someone down This sad music is bringing me down

bring someone up raise a child brought me up after my

bring something up my father brings up

bring something up brought his dinner up

call around phone many different places/people called around

call someone back return a phone call I called the company back

call something off cancel called the wedding off because he

call on someone The professor called on

call on someone called on you last night but you

call someone up phone call you up

calm down relax after being angry calm down

not care for someone/something care for

catch up get to the same point as someone else want to catch up

check in airportcheck

in

check out check out of the hotel before

check someone/something out

The company checks out all new

check out someone/something Check out the crazy hair on that guy!

cheer up become happier She cheered up when she heard the good

Inglés 3


cheer someone up cheer you up

chip in help chips in we can get the

clean something up tidy, clean Please clean up your bedroom before you

come across something I came across these old photos when I

come apart separate The top and bottom come apart if you

come down with something

came down with

come forward The woman came forward with her

come from somewhere originate in The art of origami comes from

count on someone/something rely on I am counting on

cross something out draw a line through Please cross out your old address and

cut back on something consume less cut back on

cut something down cut the old tree in our yard down

cut in interrupt Your father cut in while I was dancing

cut in pull in too closely in front of cut in

cut in The air conditioner cuts in when the

cut something off The doctors cut off his leg because it was

cut something off The phone company cut off our phone

cut someone off cut my father off when

cut something out I cut this ad out

do someone/something over

done over


do something over do my essay over

do away with something discard do away with all of these old

do something up fasten, close Do your coat up

dress up wear nice clothing dress up

drop back Andrea dropped back to third place when

drop in/by/over come without an appointment I might drop in/by/over for tea sometime

drop someone/something off

drop my sister off

drop out I dropped out of Science because it was

eat out eat at a restaurant eat out

end up ended up

fall apart fell apart in the washing

fall down fall to the ground The picture that you hung up last night fell down

fall out separate from an interior fallen out of my

fall out unattachedHis hair started to fall out when he was

something out I need to

something in Please the form with your name,

something out The form must be in capital

something up I always up when it is

we

Inglés 3


something out secret, but Samantha found it outget something across/

overI tried to get my point across/over to the

get along/on I was surprised how well my new girlfriend and my sister got along/on

get around get around

get away to get away

get away with something do without being noticed or punished

gets away with cheating in

get back return got back

get something back got her Science notes back

get back at someone got back at me for stealing her

get back into something become interested in something again

got back into

get on something let us get on

get over something got over

get over something get over

get round to something get around to somethingget

round to

get together get together for a BBQ this

get up get out of bed I got up

get up stand You should get up

give someone away someone His wife gave him away

give someone away gave me away

give something away ruin a secret gave the surprise party away

give something away The library was giving away


give something back return a borrowed item give back to Franz

give in gave in

give something out They were giving out free perfume

give something up I am giving up

give up stop trying I gave up

go after someone follow someone go after the thief in

go after something I went after my dream and now I am a

go against someone compete, oppose going against the best soccer team

go ahead start, proceed Please go ahead and eat before the food

go back return to a place go backgo out going out

go out with someone date going out with

go over something Please go over your answers before you

go over go over

go without something went without

grow apart grew apart after she

grow back regrow grew back

grow up become an adult grows up he wants to be a

grow out of something get too big forElizabeth needs a new pair of shoes

because she has grown out of her old

grow into something should grow into

hand something down elseI handed down to

Inglés 3


hand something in submit hand in

hand something out to distribute to a group of people hand out

hand something over hand over

hang in Hang in

hang on Hang on while I grab my coat and shoes!

hang out going to hang outhang up end a phone call hung up

hold someone/something back

I had to hold my dog back because there

hold something back hide an emotion held back his tears at his

hold on wait a short time Please hold on while I transfer you to the

hold onto someone/something arms

Hold onto

hold someone/somethingup rob held up

keep on doing something continue doing Keep on

keep something from someone not tell kept our relationship from our parents

keep someone/something out stop from entering Try to keep the wet dog out

keep something up continue at the same rate If you keep those results up you will get

let someone down fail to support or help, disappoint let me down

let someone in allow to enter Can you let the cat in before you go to

log in on log in

log out off log off somebody could get

look after someone/something look after


look down on someone your dad has looked down onlook for someone/

somethinglooking for a red dress for the

look forward to something be excited about the future looking forward to the Christmas

look into something look into the price of

look outlook out for someone/

somethinglook out for

look something over Can you look over my essay for spelling

look something up look her phone number up on the

look up to someone looked up to

make something up made up a story about why we were

make up made up

make someone up apply cosmetics to made me up for my graduation

mix something up confuse two or more things I mixed up

pass away die His uncle passed away last night after a

pass out faint It was so hot in the church that an elderly lady passed out

pass something out The professor passed out

pass something up I passed up

pay someone back return owed money pay you back

pay for something be punished for doing something bad

That bully will pay for being mean to my

pick something out choose I picked out three sweaters for you to try

Inglés 3


point someone/something out

point my boyfriend out when he runs

put something down put what you are holding on a You can put the groceries down on the

put someone down The students put the substitute teacher down

put something off postpone putting off

put something out extinguish The neighbours put out before the

put something together assemble put the crib together before the

put up with someone/something tolerate put up with three small

put something on put clothing/accessories on your body

put on your new earrings

run into someone/something meet unexpectedly I ran into

run over someone/something thing

I accidentally ran over your bicycle in the

run over/through something

run over/through these lines one

run away The child ran away from home and has

run out ran out of shampoo so I had to wash

send something back sent back to me because I

set something up arrange, organize Our boss set a meeting up with the

set someone up The police set up the car thief by using a

shop around compare prices I want to shop around a little before I

show off act extra special for people He always shows off

sleep over stay somewhere for the night You should sleep over tonight if the


sort something out sort the bills out before the

stick to something continue doing something, limit yourself to one particular thing

You will lose weight if you stick to the

switch something off switch it off

switch something on switched on

take after someone resemble a family member I take after

take something apart He took apart and found

take something back return an item take our new TV back because

take off takes off

take something off Take off

take something out Can you take the garbage out to the street

take someone out pay for someone to go somewhere with you

took us out for dinner

tear something up rip into pieces I tore up

think back think back on my youth, I wish I

think something over consider think over before

throw something away dispose of threw our old furniture away when

turn something down Please turn the TV down while the guests

turn something down refuse I turned down

turn something off Your mother wants you to turn the TV off

turn something on start the energy, switch on turn some lights on

turn something up Can you turn the music up

Inglés 3


turn up appear suddenly Our cat turned up after we put posters up

try something on sample clothing try on

try something out test I am going to try this new brand of detergent out

use something up used all of the toothpaste up so

wake up stop sleeping wake up

warm someone/something up increase the temperature You can warm your feet up in front of the

warm up prepare body for exercise I always warm up by doing sit-ups before

wear off fade away wore off before I got

work out exercise I work outwork out be successful Our plan worked out

work something out work out the total cost before

Examples:I’m looking forward to

broke up with her boyfriend again! will take care of

verb + adverb or verb + prepositionExample:Turn on . Turn on the music, I can’t hear it!Slow down.

Grammar reference

Grammar reference


Didactic sequence 2. “Could you please?”

Can Can It’s direct and informalCould Could Polite and more formal. May May Polite and very formal.

Can, May and Could,

Can Could How May

himHim

me Me

Personal pronounsI

YOU YOUHE

SHE HERIT IT

USYOU YOUTHEY

Grammar reference

Grammar reference

Grammar reference

Inglés 3


Can, May and Could,

Can Could How May

Sure! I’d rather not

Grammar reference


SELF-EVALUATION


POINTS Excellent3

Satisfactory2

NeedsImprovement

1Unsatisfactory

0 Pts.

Attendanceand

punctuality

Has perfect Has 3 or 4 Has 4 or more

Participationand

Discussions

Participates

Shows a lot of interest in class

Often participates


Rarely participates



towards class

Distracting behavior students or the

Rarely distracts other students or the

Sometimes distracts other students or the other students or the

Completion of

assignments

Always turns in

Assignments are always well-done

Usually turns in

Assignments are usually clear, and

Sometimes turns in


Rarely turns in

Assignments show

Attitude toward learning

Shows a great Shows interest in Shows little interest Shows no interest in

TOTAL

CO-EVALUATION

Inglés 3



CATEGORY 4 3 2 1

Pitch Pitch was often used and Pitch was often used but Pitch was rarely used OR the

Pauses meaning and/or dramatic

Pauses were intentionally Pauses were not intentionally

Comprehension Student is able to accurately

posed by classmates about Student is able to accurately Student is able to accurately Student is unable to

posed by classmates about

Enthusiasm Facial expressions and body language generate a strong

interest and enthusiasm about

Facial expressions and body language sometimes

generate a strong interest and enthusiasm about the topic

Facial expressions and body language are used to try to generate enthusiasm, but

Very little use of facial expressions or body

much interest in topic being

Preparedness Student is completely Student seems pretty

needed a couple more The student is somewhat

prepared, but it is clear that Student does not seem at all

Time-Limit Presentation is 5-6 minutes Presentation is 4 minutes Presentation is 3 minutes Presentation is less than 3 minutes OR more than 6

Speaks Clearly Often mumbles or can not be understood OR mispronounces more than

Vocabulary to most of the audience, but


Posture and Eye Contact Establishes eye contact with

Stands up straight and establishes eye contact with Sometimes stands up straight Slouches and/or does not

Content Shows a full understanding of Shows a good understanding Shows a good understanding Does not seem to understand

Volume Volume is loud enough to be heard by all audience members throughout the

Volume is loud enough to be heard by all audience

Volume is loud enough to be heard by all audience Volume often too soft to

be heard by all audience


Almost always listens to, shares with, and supports the

Usually listens to, shares with, and supports the efforts

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team



GOOD

Award 5 to 7 points if: • • • • • • The organization is generally appropriate for the type of piece being written •

VERY GOOD


EXCELLENT

Award 20 points if: • • • • • • •

TOTAL: _______


Inglés 3


DIALOGUE RUBRIC


Writing/Conventions

dialogue without

sophisticated


dialogue with few


follows the

dialogue with some

shows an attempt at


Dialogue is not written in


interfere with meaning and/or

Fluency/Performance

Actors expand and

are always audible, clearly focused and committed to the

The actors are audible and express

Actors sustain the scene, with some distraction caused

The actions of the scene are usually

lost during the


The actions of the

Actors are unaware of actions from

Actors may laugh or

Voices are too soft to be heard and/or

Creativity/Voice

Scene relies entirely upon original,

student-generated circumstances, but

Scene relies mostly upon original,


Scene relies in part upon

author-generated

Voices of the

Scene relies almost entirely upon

author-generated

Voices of the

Meaning

Dialogue demonstrates an insightful


chosen, their

relationship in the

Dialogue demonstrates a solid understanding of the

their relationship in

Dialogue demonstrates

an unclear understanding of the


Dialogue

of understanding

characters, their

relationship in the



CATEGORY 4 3 2 1

Pitch Pitch was often used and Pitch was often used but Pitch was rarely used OR the

Pauses meaning and/or dramatic

Pauses were intentionally Pauses were not intentionally

Comprehension Student is able to accurately

posed by classmates about the Student is able to accurately Student is able to accurately Student is unable to accurately

Enthusiasm Facial expressions and body language generate a strong

interest and enthusiasm about

Facial expressions and body language sometimes generate a strong interest and enthusiasm


generate enthusiasm, but seem



Preparedness Student is completely prepared Student seems pretty prepared The student is somewhat prepared, but it is clear that Student does not seem at all

Time-Limit Presentation is 5-6 minutes Presentation is less than 3 minutes OR more than 6

Speaks Clearly Often mumbles or can not be

understood OR mispronounces

Vocabulary words that might be new to most of the audience, but does


Posture and Eye Contact Establishes eye contact with

Stands up straight and establishes eye contact with Sometimes stands up straight Slouches and/or does not

Content Shows a full understanding of Shows a good understanding of Shows a good understanding of Does not seem to understand

Volume Volume is loud enough to be

heard by all audience members Volume is loud enough to be

heard by all audience members Volume is loud enough to be

heard by all audience members Volume often too soft to be heard by all audience


Almost always listens to, shares with, and supports the Usually listens to, shares with,

and supports the efforts of Often listens to, shares with,

and supports the efforts of others in the group but

sometimes is not a good team


Inglés 3


DIALOGUE RUBRIC


Writing/Conventions

dialogue without

sophisticated


dialogue with few


follows the

dialogue with some

shows an attempt at


Dialogue is not written in


interfere with meaning and/or

Fluency/PerformanceActors expand and

are always audible, clearly focused and committed to the

The actors are audible and express

Actors sustain the scene, with some distraction caused

The actions of the scene are usually

lost during the


The actions of the

Actors are unaware of actions from

Actors may laugh or

Voices are too soft to be heard and/or

Creativity/Voice

Scene relies entirely upon original,


Scene relies mostly upon original,


Scene relies in part upon

author-generated

Voices of the

Scene relies almost entirely upon

author-generated

Voices of the

Meaning

Dialogue demonstrates an insightful


chosen, their

relationship in the

Dialogue demonstrates a solid understanding of the


Dialogue demonstrates

an unclear understanding of the


Dialogue

of understanding

characters, their

relationship in the



Beginning

1

Developing

2

Accomplished

3

Exemplary

4Comments Score

grammar, spelling, punctuation, and other mechanics demonstrate a

Some mechanical

grammar, spelling,


need some




mechanical

grammar, spelling,


mechanics are perfect or near

Originality/


of originality and

pieces such as

pictures, and


pictures, music


some originality

Some pieces such as



originality and

pieces such as


Neatness/

Organization


somewhat neat Portfolio is neat

Portfolio is extremely neat and

Electronics:

LIST OF PHRASAL VERBS

Inglés 3

1851818858558855185Lecciones Construye T

LeccionesCONSTRUYE T

185


1

Inglés 3


Lo que nos mueve


2

Inglés 3


Inglés 3


3

Inglés 3


4

Inglés 3


5


Si te caes, te levanto

Inglés 3


5

Inglés 3

1991919999999999199

MIS NOTAS


MIS NOTAS

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