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Este documento presenta el módulo de inglés para el segundo semestre de octavo grado en el Colegio Claretiano de Bosa. El módulo se enfoca en fortalecer las cuatro habilidades básicas del inglés a través de unidades sobre gramática, lectura, producción escrita y conversación. Durante el tercer período, los estudiantes aprenderán sobre comparativos y superlativos, mientras que en el cuarto período se enfocarán en estructuras de futuro y planes futuros usando "going to" y "will
Este documento presenta el módulo de inglés para el segundo semestre de octavo grado en el Colegio Claretiano de Bosa. El módulo se enfoca en fortalecer las cuatro habilidades básicas del inglés a través de unidades sobre gramática, lectura, producción escrita y conversación. Durante el tercer período, los estudiantes aprenderán sobre comparativos y superlativos, mientras que en el cuarto período se enfocarán en estructuras de futuro y planes futuros usando "going to" y "will
Este documento presenta el módulo de inglés para el segundo semestre de octavo grado en el Colegio Claretiano de Bosa. El módulo se enfoca en fortalecer las cuatro habilidades básicas del inglés a través de unidades sobre gramática, lectura, producción escrita y conversación. Durante el tercer período, los estudiantes aprenderán sobre comparativos y superlativos, mientras que en el cuarto período se enfocarán en estructuras de futuro y planes futuros usando "going to" y "will
Eighth grade The important thing is not to stop questioning.
Albert Einstein
Control Del Documento
Nombre Cargo Dependencia Firma Fecha Autores DORIS LANDINES JENNY MARITZA LOZANO Docente Colegio Claretiano Docencia Junio 2014 Revisin DEPARTAMENTO DE IDIOMAS
Docentes Coordinacin En proceso de revisin Aprobacin
PRESENTACIN
El presente modulo tiene como eje fundamental; apoyar los procesos de enseanza aprendizaje acordes a las practicas pedaggicas institucionales y de rea, permitiendo construir un currculo acorde a las necesidades de la poblacin del colegio claretiano y a la necesidad global de acceder a diferentes culturas mediante el aprendizaje de una segunda lengua; la cual permite el acercamiento a travs de los medios electrnicos y un enfoque comunicativo. A travs de esta prctica los estudiantes adquieren herramientas que aportan a su proceso de adquisicin de una lengua extranjera y la aplicacin de esta en contexto especficos de su vida diaria o aportes a su proyecto de vida.
Este modulo se presenta como herramienta para fortalecer las cuatro habilidades bsicas: hablar, escribir, escuchar y leer el ingls toda vez que el ingls se ha convertido en el idioma que ms se emplea alrededor del mundo.
1. UNIDAD DE COMPETENCIA Competencia Lingstica: (Se refiere al conocimiento de los recursos formales de la lengua como sistema y a la capacidad para utilizarlos en la formulacin de mensajes bien formados y significativos)
Identifica elementos de la gramtica acerca del futuro cercano, cuantificadores y conectores temporales.
Competencia pragmtica: (Se relaciona con el uso funcional de los recursos lingsticos y el modo en que se encadenan unas con otras en situaciones comunicativas reales) . Aplica la gramtica estudiada para hacer presentaciones orales y escritas sobre textos literarios del proyecto lector y planes futuros.
Competencia sociolingstica: (Se refiere al conocimiento de las condiciones sociales y culturales que estn implcitas en el uso de la lengua) . Socializa aspectos sobre la temtica de los juegos Olimpicos 2012 y su proyecto de vida empleandos las TICS
ESTANDAR: Leo y comprendo diferentes textos, describo en forma objetiva y subjetiva diferentes objetos y situaciones, sigo instrucciones, expreso ideas de planes futuros.
ESTANDAR: Leo y comprendo diferentes textos, describo y comparo diferentes objetos personas y animales, y expreso ideas acerca de situaciones del entorno.
2 DESEMPEOS
2.1TERCER PERIODO
Describe y compara objetos, animales, personas y situaciones usando adecuadamente la gramtica de los comparativos y superlativos.
CUARTO PERIODO
Lee y Comprende textos sobre diferentes temticas, respondiendo a actividades del plan lector .Adems expresa ideas de planes cercanos y futuros empleando el going to y el Will.
1.1. ELEMENTOS DE COMPETENCIA Afianzar conocimientos del rea con el fin de llegar a un grado competitivo de comprensin, produccin y profundizacin de textos. Adems ofrecer al estudiante la posibilidad de conocer los requerimientos comunes exigidos en un contexto especfico, adems de tener la posibilidad de ser competente en el mundo laboral.
1. COMPONENTE NORMATIVO Elementos del desempeo
CONOCIMIENTO Y COMPRENSIN ESENCIALES EVIDENCIAS REQUERIDAS
TERCER PERIODO Describe y compara objetos, animales, personas y situaciones. Adjectives
Comparisons and superlatives
Connectors
Someone.anyone none Reading plan
CUARTO PERIODO
Plan lector (Dr.Jellyc and MR.Hyde juegos Olimpicos) Estructuras del future: going to y el Will.
Near future: going to Wh questions
Countables and uncountables Some, any, few, little
DE CONOCIMIENTO: Respuesta a preguntas sobre: Estructuras y temas vistos en clase. Situaciones del entorno Planteamiento de alternativas 1. Actividades de comprensin lectora 2. Lectura de los textos propuestos 3. Estructura gramatical del Futuro y de los comparativos POR DESEMPEO: El resultado de la observacin de: Participacin en clase. Performance Dr. Jekyll and Mr.Hyde Respeto a sus compaeros y al docente prepara una presentacin en forma oral y con ayuda de las tics sobre sus planes futuros y proyecto de vida
Conversa con sus compaeros y profesor sobre sus planes futuros y su proyecto de vida POR PRODUCTO Portafolio de actividades y lista de chequeo - Reading comprehension -Reporte de clase _Elaborar un texto comparativo. Participar en Foro virtuales del rea.
TABLA DE SABERES
SABER SABER HACER SER
Identifica elementos de comparacin en textos orales
Lee, comprende textos comparativos. Identifica puntos a favor y en contra en un texto comparativo sobre temticas con las que est familiarizado.
Reconoce las estructuras grmticales del Futuro simple:Will y going to y de los comparativos y superlativos.
Representa en forma grfica la informacin que encuentra textos que comparan objetos animales, personas y situaciones.
Expresa sus planes futuros y su proyecto de vida empleando la estrucutras gramaticales adecuadas y elapoyo de las TICS.
Produce textos sencillos con diferentes funciones (describe y argumenta).
Ejemplifica sus puntos de vista usando comparaciones. Escribe narraciones sobre experiencias personales y las comparan con otras
Puntualidad en la entrega de trabajos y la llegada a clases Pertinencia al elaborar tareas y trabajos asignados Respeto al escuchar conversaciones de sus compaeros Colaboracin en los trabajos grupales Manifiesta inters y participa en la ejecucin de actividades dentro y fuera del aula Evidencia el compromiso hacia su desarrollo integral.
DIAGRAMA DE DESARROLLO Y EJE INTEGRADOR
START Future and comparison gramar structures
Use of common vocabulary : Role play, presentations
Listening songs and videos Writing and Reading Speaking Listening Reading plan: Book and comprehension Writing abilities Virtual foros Production Writing: My Project life and comparison texts, graphies information Exercises in practical situations: conversation(performances)
PORTAFOLIE Listening Audio book Dr.Jekyll and Mr Hyde. Presentations about Project Life Exercises in practical situations COLEGIO CLARETIANO DE BOSA JT
ENGLISH MODULE SECOND SEMESTER EIGHTH GRADES The important thing is not to stop questioning.
THIS MODULE BELONG TO:_________________________________________
TEACHER:
MY OBJECTIVES FOR THIS BIMESTER ARE: 1.___________________________________________________________ 2._____________________________________________________________ 3.________________________________________________________________
DESEMPEOS
TERCER PERIODO
Describe y compara objetos, animales, personas y situaciones usando adecuadamente la gramtica de los comparativos y superlativos.
CUARTO PERIODO
Lee y Comprende textos sobre diferentes temticas, respondiendo ha actividades del plan lector .Adems expresa ideas de planes cercanos y futuros empleando el going to y el Will.
WHAT I M GOING TO KNOW
THIRD TERM
Adjectives Comparisons and superlatives Connectors Someone.anyone none Reading plan
FOURTH TERM
Reading Plan (Dr.Jellyc and Mr.Hyde Olympics games) Review verbs Future: going to and l Will. Future expressions: next week .. Wh- questions Review: Countables and uncountables expressions (Some, any, few, little, a lot of )
1. Complete the sentences. Use the comparative forms of the short adjectives.
1. Tokyo is than Shanghai. (large) 2. Europe is than South America. (small) 3. The Amazon river is than the Mississipi river. (long) 4. Antarctica is than Africa. (cold) 5. The Caspian sea is than lake Michigan. (deep) 6. Brazil is than Norway. (hot) 7. Andagoya, Colombia, is than Santiago, Chile. (wet) 8. The Atlantic ocean is than the Mediterranean. (wide) 9. The Aconcagua, in South America, is than Mt. McKinley, in North America. (tall) 10.The Niger river is than the Congo river. (short)
2. Complete the sentences. Use the comparative forms of the long adjectives.
1. Gold is than silver. (expensive) 2. Reality TV programmes are than chat shows. (interesting) 3. Science is difficult but Maths is . (difficult) 4. I think that Halle Berry is than Sharon Stone. (beautiful) 5. Tigers are than crocodiles. (dangerous)
3. Select the correct option.
1. Jim Carrey is than Rob Schneider. (funny) 2. The TV series Vampire Diaries is than Supernatural. (popular) 3. A sloth is than a tortoise. (slow) 4. Men are than chimpanzees. (intelligent) 5. Trains are than cars. (fast) 6. Cristiano Ronaldo plays football than Figo. (good)
1. Complete the sentences. Use the superlative forms of the short adjectives.
1. Antarctica is the place on Earth. (cold) 2. Vatican City is the country in the world. (small) 3. The Atacama desert, in Chile, is the place in the world. (dry) 4. Mount Everest is the mountain on Earth. (tall) 5. The Nile river, in Egypt, is the river in the world. (long) 6. Colca Canyon, in Peru, is the canyon on Earth. (deep) 7. Roe River, in Montana, USA, is the river in the world. (short) 8. The and sea in the world is the Red sea. (warm) (salty) 9. Lake Titicaca, in the Andes, is the navigable lake in the world. (high) 10. The place on Earth is El Azizia, Lybia. (hot) 11. Cherrapunji, in India, is the place on Earth. (wet) 12. The Pacific is the ocean in the world. (wide)
2. Complete the sentences. Use the superlative forms of the long adjectives.
1. Bears are the animals. (dangerous) 2. Rio de Janeiro is one of the cities in the world. (beautiful) 3. The Bugatti Veyron is the and car. (powerful) (expensive) 4. American Idol is the TV show in America. (popular) 5. Bungee jump is one of the adventures. (exciting)
3. Select the correct option.
1. The Giant Redwood is the tree in the world. 2. Thumbelina is the world's horse. 3. Football is the sport in Brazil. 4 . The Simpsons is the programme on TV. 5. The cheetah is the animal in the world.
awake despierto =/= asleep dormido beautiful hermoso =/= ugly feo big grande =/= small pequeo bitter amargo =/= sweet dulce dead muerto =/= alive vivo deep profundo =/= shallow superficial dirty sucio =/= clean limpio expensive caro =/= cheap barato far lejano =/= near cercano fast rpido =/= slow lento fat gordo =/= thin flaco, delgado full lleno =/= empty vaco glad contento =/= sad triste good bueno =/= bad malo happy feliz =/= sorry apenado hard duro =/= soft blando healthy saludable =/= sick enfermo heavy pesado =/= light liviano high alto =/= low bajo hot caliente =/= cold fro
long largo =/= short corto new nuevo =/= old viejo polite corts =/= rude grosero rich rico =/= poor pobre right derecho, correcto =/= left izquierdo, equivocado rough spero =/= smooth suave, liso safe seguro =/= dangerous peligroso same mismo =/= different diferente simple simple =/= complex complejo single soltero =/= married casado strong fuerte =/= weak dbil tall alto =/= short bajo thick grueso =/= thin delgado true verdadero =/= false falso useful til =/= useless intil warm clido =/= cool fresco wet mojado =/= dry seco wide ancho =/= narrow angosto young joven =/= old Viejo
CHOOSE THE CORRECT DESCRIPTION FOR EACH PICTURE THEN MAKE COMPARATIVES AND SUPERLATIVES SENTENCES A big plane It is big It is a big plane
c) A beautiful woman.... d) An ugly man
She is beautiful He is ugly She is a beautiful woman He is an ugly man
e) An old man f) A young lady He is old She is young
i) A rich man j) A poor man He is rich He is poor He is a rich man He is a poor man
k) A cheap camera l) An expensive camera
It is cheap It is expensive
It is a cheap camera It is an expensive camera
B a small plane It is small It is a small plane
m) Two tall ladies n) Two short boys
They are tall They are short
o) A short dress p) A long dress
It is short It is long It is a short dress It is along dress
q) A fat man r) A slim man He is fat He is slim
He is a fat man He is a slim man
s) A thick book t) A thin book It is thick It is thin It is a thick book It is a thin book
u) A couple of full glasses v) Two empty glasses
They are full They are empty They are full glasses They are empty glasses
w) A strong man x) A weak man
He is strong He is weak
He is a strong man He is a weak man
1.You have to organiza a daily Schedule
Daily planner Things to do today Completed
Simple Future Tense I will sing The simple future tense is often called will, because we make the simple future tense with the modal auxiliary will. How do we make the Simple Future Tense? The structure of the simple future tense is: subject + auxiliary verb WILL + main verb invariable base will V1 For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense: subject auxiliary verb main verb + I will open the door. + You will finish before me. - She will not be at school tomorrow. - We will not leave yet. ? Will you arrive on time? ? Will they want dinner? When we use the simple future tense in speaking, we often contract the subject and auxiliary verb: I will I'll you will you'll he will she will it will he'll she'll it'll we will we'll they will they'll For negative sentences in the simple future tense, we contract with won't, like this: I will not I won't you will not you won't he will not she will not it will not he won't she won't it won't we will not we won't they will not they won't How do we use the Simple Future Tense? No Plan We use the simple future tense when there is no plan or decision to do something before we speak. We make the decision spontaneously at the time of speaking. Look at these examples: Hold on. I'll get a pen. We will see what we can do to help you. Maybe we'll stay in and watch television tonight. In these examples, we had no firm plan before speaking. The decision is made at the time of speaking. We often use the simple future tense with the verb to think before it: I think I'll go to the gym tomorrow. I think I will have a holiday next year. I don't think I'll buy that car. Prediction We often use the simple future tense to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here are some examples: It will rain tomorrow. People won't go to Jupiter before the 22nd century. Who do you think will get the job? Be When the main verb is be, we can use the simple future tense even if we have a firm plan or decision before speaking. Examples: I'll be in London tomorrow. I'm going shopping. I won't be very long. Will you be at work tomorrow?
Note that when we have a plan or intention to do something in the future, we usually use other tenses or expressions, such as the present continuous tense or going to.
Going to Intention We use the special going to construction when we have the intention to do something before we speak. We have already made a decision before speaking. Look at these examples: I have won $1,000. I am going to buy a new TV. We're not going to see my mother tomorrow. When are you going to go on holiday? In these examples, we had an intention or plan before speaking. The decision was made before we spoke. Prediction We often use going to to make a prediction about the future. Our prediction is based on evidence. We are saying what seems sure to happen. Here are some examples: The sky is very black. It is going to snow. It's 8.30! You're going to miss the train! I crashed the company car. My boss isn't going to be very happy! In these examples, the present situation (black sky/the time/damaged car) gives us a good idea of what is going to happen.
We use will for prediction when we have no real evidence: "It will rain tomorrow." (It's my feeling but I can't be sure.) We use going to for prediction when there is some real evidence: "It's going to rain." (There's a big, black cloud in the sky and if it doesn't rain I'll be very surprised.)
Will-future, statements - Exercise Put in the verbs in brackets into the gaps and form sentences. Use the will-future. Example: The weather ______ nice at the weekend. (to be) Answer: The weather will be nice at the weekend. 1) Tomorrow it____________ in the north-west. (to rain) 2) My friend____________ 12 next Monday. (to be) 3) Hey John! Wait a minute. I ___________ a word with you. (to have) 4) She___________ her boss next week. (to contact) 5) I think you_____________ this job. (to get) 6) They___________ at about 6 pm. (to arrive) 7) The teacher______________ this exercise. (to explain) 8) He_____________ the bottle of water. (to drop) 9) Lots of accidents______________ in that weather. (to happen) 10) She_____________ if you show her the spider. (to scream)
Write the correct verb to each picture. To break ,To build, To buy, To die , To drive , To eat, To grow, To make, To spend , To teach , To throw, To wear, To win.
Using the words in parentheses, complete the text below with the appropriate tenses 1. Mark: What are you doing with those scissors? Beth: I (cut) that picture of the ocean out of the travel magazine. Mark: What (you, do) with it? Beth: I (paint) a watercolor of the ocean for my art class, and I thought I could use this photograph as a model.
2. Mark: (you, do) me a favor, Sam? Sam: Sure, what do you want me to do? Mark: I (change) the broken light bulb in the lamp above the dining room table. I need someone to hold the ladder for me while I am up there. Sam: No problem, I (hold) it for you.
3. Gina: Where are you going? Ted: I (go) to the store to pick up some groceries. Gina: What (you, get) ? Ted: I (buy) some milk, some bread, and some coffee.
4. John: Wow, it's freezing out there. Jane: I (make) some coffee to warm us up. Do you want a piece of pie as well? John: Coffee sounds great! But I (have) dinner with some friends later, so I'd better skip the pie. Jane: I (go) to dinner tonight too, but I'm having a piece of pie anyway.
5. Frank: I heard you're taking a Spanish class at the community college. Tom: Yeah, I (go) to Guatemala next spring and I thought knowing a little Spanish would make the trip easier. Frank: I (visit) my brother in Marseilles next year. Maybe I should take a French class. Tom: I have a course catalog in the other room. I (go) get it, and we can see whether or not they're offering a French course next semester. Choose the correct future form in brackets and type it into the box. 1. Peter (is / is going to be) fifty next Friday. 2. Oh no! I've broken the vase. What (am I going to say / will I say)? 3. Jack (is having / will have) a dinner party next Saturday. 4. By the time you arrive, I'll (have been / be) working for two hours. 5. John hasn't eaten. - Don't worry (I will make / I am going to make) him a sandwich 6. We'll go out for dinner when he (gets in / will get in). 7. Unless he arrives soon, we (will not go/ are not going) to the party 8. (I will be studying / I will have studied) at 9 tomorrow evening. 9. (We will have finished / We will finish) by 9 o'clock. 10. Look at those clouds! It (is going to rain / will rain)! Read the following short text and talk about with a classmate Hello everybody! My name is Mister Will. I live in a small flat in Mijas (south of Spain), but I will move to a nice house near Benalmadena soon, that's my hope. Will you visit me in my new house? I come from England, but I won't come back because it is always rainy in my country and I like the sun and the beach. Next year, as normal, it will rain a lot in England. If you want I will help you with your English. My friend the Going To Boy lives in Mijas, too. We have a club called The Happy Verby Gang and we will open a Language School next spring. Will you join our club? If you join it before January, you will have a free course in our school. Using the words in UPPERCASE LETTERS, make a sentence with "will". For example: Make a statement with "I / HELP / YOU" becomes "I will help you." 1.Make a negative statment with: IT / NOT / RAIN_____________________________________________________________________ 2. Make a question with: YOU / BE ABLE / COME TO THE SHOW________________________________________________ 3. Make a negative statment with: I / PAY FOR LUNCH_________________________________________________________________ 4. Make a statement with: YOU / ENJOY / VISITING / PARIS______________________________________________________ 5. Make a statment with: HE / BE ABLE TO / ANSWER / THE QUESTION__________________________________________ 6. Make a question with: THEY / BUY / A CAR_________________________________________________________________ 7. Make a negative statement with: SHE / NOT / COME WITH US__________________________________________________________ 8. Make a negative statment with: I / PASS / THE TEST__________________________________________________________________
Future I Simple going to Going to future expresses a conclusion regarding the immediate future or an action in the near future that has already been planned or prepared. Form of going to Future positive negative question I I am going to speak. I am not going to speak. Am I going to speak? you / we / they You are going to speak. You are not going to speak. Are you going to speak? he / she / it He is going to speak. He is not going to speak. Is he going to speak? Use of going to Future an action in the near future that has already been planned or prepared example: I am going to study harder next year. a conclusion regarding the immediate future example: The sky is absolutely dark. It is going to rain. Signal Words in one year, next week, tomorrow
Going to-future, statements - Exercise Put in the verbs in brackets into the gaps and form sentences. Use the going to-future. Example: She _____________ a present for her mother. (to buy) Answer: She is going to buy a present for her mother. or She's going to buy a present for her mother. 1) He____________ his friend. (to phone) 2) We____________ a new computer game. (to play) 3) My sister_____________ TV. (to watch) 4) You______________ a picnic next Tuesday. (to have) 5) Jane ______________ to the office. (to go) 6) They ____________to the bus stop this afternoon. (to walk) 7) His brother_____________ a letter to his uncle today. (to write) 8) She___________ her aunt. (to visit) 9) I___________ my homework after school. (to do) 10) Sophie and Nick ____________ her friends. (to meet) Using the words in parentheses, complete the text below with the appropriate tenses. 1. A: Why are you holding a piece of paper? B: I (write) a letter to my friends back home In Texas.
2. A: I'm about to fall asleep. I need to wake up! B: I (get) you a cup of coffee. That will wake you up.
3. A: I can't hear the television! B: I (turn) it up so you can hear it.
4. We are so excited about our trip next month to France. We (visit) Paris, Nice and Grenoble.
5. Sarah (come) to the party. Oliver (be) there as well.
6. Ted: It is so hot in here! Sarah: I (turn) the air-conditioning on.
7. I think he (be) the next President of the United States.
8. After I graduate, I (attend) medical school and become a doctor. I have wanted to be a doctor all my life.
9. A: Excuse me, I need to talk to someone about our hotel room. I am afraid it is simply too small for four people. B: That man at the service counter (help) you.
10. As soon as the weather clears up, we (walk) down to the beach and go swimming.
HOW DO I SEE MYSELF
Give yourself 1.for never 2.for seldom 3.for frequently 4.for always
Quality producer 1 2 3 4 1 2 3 4 I work successfully as a team member
I produce quality projects, assignments or performances
I use the module work effectively and in an appropriate way
Responsible citizen
I demonstrate personal responsibility for attitude , actions words and works
I follow rules and directions I demonstrate respect and understanding for myself and other
Self directed individual
I show maturity and responsibility by making healthy, safe and wise choices
I start work, stay on task and complete the assignment without being reminder or prompted
I set the goals and I have a positive attitude , I never gave up with the assignments