Está en la página 1de 151

ϭ


$548,',Ð&(6,6'(&$/,
$548,',Ð&(6,6'(&$/,
)81'$&,21(6('8&$7,9$6$548,2&(6$1$6
)81'$&,21(6('8&$7,9$6$548,2&(6$1$6
',6(f2&855,&8/$5&2/(*,26$548,',2&(6$126
',6(f2&855,&8/$5&2/(*,26$548,',2&(6$126
(1*/,6+&225',1$7,21
(1*/,6+&225',1$7,21

/(6621*8,'(
6&+22/<($5BBBBBBBBBBBBBBBBBBBBBB


SUBJECT: ENGLISH GRADE: 4Th

PERIOD: FIRST

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯ


Grade: ENGLISH
School:

Teacher: Time: Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de sus fines “El
estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como fundamento de la
unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La adquisición de
elementos de conversación y de lectura al menos en una lengua extranjera” y “La comprensión y capacidad de expresarse en
una lengua extranjera”.

PURPOSES
AFFECTIVE: That we enjoy the activities about nationalities, personal information
(sports and hobbies) and action words.
COGNITIVE: That we recognize vocabulary and expressions about nationalities,
personal information (sports and hobbies) and action words.
EXPRESSIVE: That we express the vocabulary and expressions related with
nationalities, personal information (sports and hobbies) and action words, in an oral and
written way.

EVALUACIÓN: INDICADORES DE DESEMPEÑO

• Responde y formula preguntas sencillas acerca de información personal.


• Escribe descripciones y narraciones cortas, con base en una secuencia de
ilustraciones.
• Participa en diálogos sencillos pidiendo y dando información personal.

ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)


Competencia Lingüística Competencia Pragmática
Habilidades: Habilidades:
Relacionar - Secuenciar - Escribir párrafos descriptivos cortos
Interpretar
Competencia Sociolingüística
Habilidades:
Aplicar estrategias de lectura (Skimming – scaning).

EJES TEMÁTICOS
• NATIONALITIES: where are you from? I‘m from …, I’m Colombian, phone numbers -
Spelling: names.
• SPORTS AND HOBBIES: I play football every Sunday Morning; she/he
never/always/sometimes plays basketball. Sports: swimming, skating, etc. Hobbies:
fishing, camping, video games, etc.
• ACTION WORDS: Simple Present – occupations – place where people work- She/he is
a/an…What does she/he do? ...She/he cuts hair. What is her /his job? She/he is a
hairdresser.

DIDÁCTICAS
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯ


DIAGNOSTIC TEST

1. ANSWER ACCORDING TO THE PICTURE


WHAT DOES SHE/HE DO?

2. ASK A CLASSMATE THE FOLLOWING QUESTIONS:

- What is your full name?_____________________________________


- Where do you live? ________________________________________
- Where are you from? _______________________________________
- What is your phone number? ________________________________
- Where are you from? _______________________________________
- What is your favorite sport? __________________________________
- What’s your hobby? ________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰ


WORKSHOP Nº 1
Topic: NATIONALITIES

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

WARM UP!
1. WITH THE HELP OF YOUR TEACHER, SAYS THE NAME OF THE COUNTRY, WRITE THE
NATIONALITY IN THE BLANKS PROVIDED.
2. WITH YOUR CLASSMATE, PRACTICE THE PRONUNCIATION OF THE COUNTRIES AND THE
NATIONALITIES.

&Z/E
^h/Z/E

&ZE,

>^<E
/E/E
,/E^
DZ/E

'zWd/E

^Kd/^,
E'>/^,

^WE/^,
/d>/E
h^dZ/E

:WE^

Dy/E
Zh^^/E

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϱ


EXPRESSIVE PURPOSE

That I use the vocabulary and expressions related with nationalities, in an oral
and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos pidiendo y dando información


personal.


READ THE FOLLOWING FACEBOOK PROFILES

HI, MY NAME IS BOB SPONGE,


I AM FROM UNITED STATES, I AM AMERICAN.
I AM AN AMERICAN ANIMATED T.V SERIE,
I LIVE IN THE UNDERWATER CITY OF “BIKINY BOTTOM”
MY TELEPHONE NUMBER IS 009 155 13 4678.

HI, MY NAME IS JOSEPH RATZINGER,


I AM FROM GERMANY, I AM GERMAN.
I LIVE IN ROME AND I AM ITALIAN TOO.
MY TELEPHONE NUMBER IS 0058 316 557 308

HI GUYS, MY NAME IS “EL CHAVO”


I WAS BORN IN MEXICO, I AM MEXICAN
I WORK AT THE MEXICAN T.V.

GOOD MORNING, MY NAME IS SHI LIUNG SHUA,


I WAS BORN IN JAPAN, I AM JAPANESE
MY COUSIN IS FROM CHINA, SHE IS CHINESE
MY CELL PHONE NUMBER IS 00759 765 123 430

FILL THE INFORMATION ACCORDING TO THE FACEBOOK PROFILES:

NAME BORN IN NATIONALITY TELEPHONE


NUMBER
Bob Sponge
German
He doesn’t have
Japan/China

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϲ


COMPLETE THE INFORMATION BELOW. LOOK AT THE EXAMPLE

+,7+(5(,$0
)5207+(86$,$0
$0(5,&$1

ARGENTINA AUSTRIA GREAT BRITAIN

CANADA CHINA DENMARK

FRANCE JAPAN MEXICO

BRAZIL PORTUGAL RUSSIA

CHOOSE 5 CLASSMATES AND ASK THEM:


NAME AGE WAS BORN IN TELEPHONE NATIONALITY
NUMBER

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϳ


COMPLETE THE INFORMATION WITH NUMBERS AND NATINALITIES. LOOK AT THE


EXAMPLE͘

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϴ


WORKSHOP Nº2

Topic: MY FAVORITE COUNTRY

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

WARM UP
COMPLETE THE CONVERSATION

EXPRESSIVEPURPOSE

That I use the vocabulary and expressions related with nationalities, in an oral
and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una


secuencia de ilustraciones.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϵ


Be careful…
•All country names are unique. They are not similar to
language or nationality names.
•Language and nationality names are often, but not always
similar. For example: French - the language, and French the
nationality are the same in the case of France. However,
English - the language, and American - the nationality are
not the same in the case of The United States.

FAMOUS AMERICANS BORN IN OTHER PLACES

John Leguízamo:

Born in Colombia in 1964


TV, theater, and film actor
Playwright

Carolina Herrera

Born in Venezuela in 1939


Fashion designer
Founder of an international known fashion-design house

Midori

Born in Japan in 1971


Concert violinist
Founder of the organization to promote music education

Jerry Yang
Born in Taiwan in 1968
Co-founder of Yahoo! Inc., the first directory to the Internet’s World Wide Web

According to the profile of the famous, answer:

1. Where IS John Leguízamo FROM? 1. Where is Carolina Herrera FROM?


2. What DOES he DO? 2. What DOES she DO?
3. Where DOES he LIVE? 3. Where DOES she LIVE?

1. Where is Madori FROM? 1. Where is Jerry Yang FROM?


2. What DOES she PLAY? 2. What DOES he DO?
3.
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϬ


COMPLETE THE DIALOGUE WITH THE WORDBANK. TRY TO IMPROVISE WITH


NEW WORDS.

&ZKD  'Z< s/dED

^W/E &ZE Z &ZE,

Charlie: Hi Mafalda, tell me, where ________ you __________?

Mafalda: Hello, well, I’m _________ _________, I’m Spanish.


Madrid is the Capital city, and you?

Charlie: Well I am ________ Greece, for that reason I’m _________


Athens is the capital city. And your friend Susan?

Mafalda: Oh, she is Vietnamese, she is _________ _________.

Charlie: Great! My friend Jacob is from _________, He is _________ and he


speaks French.

Fill the information with the help of the conversation:

NAME NATIONALITY CAPITAL LANGUAGE


CHARLIE

MAFALDA

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϭ


You are chatting in an internet social page. Your friend asks you about you and your
country. Describe everything he asks:

COUNTRY:
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

CITY:

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

PRINCIPAL CITIES:

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϮ


WORKSHOP Nº3

Topic: SPELL NAMES

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

WRITE THE PRONUNCIATION OF


EACH LETTER AND PRACTICE, AND
THEN WRITE NAMES OR
COUNTRIES ACCORDING TO THE
LETTER.

A:(EI) APPLE N:
B: O:
C: P:
D: Q:
E: R:
F: S:
G: T:
H: U:
I: V:
J: W:
K: X:
L: Y:
M: Z:

EXPRESSIVE PURPOSE

That I use permanently the vocabulary related with names of people, places and things,
in an oral and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos pidiendo y dando información personal.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϯ


DIRECTIONS: CHOOSE THE CORRECT SPELLING THAT MATCHES THE PICTURE.

CHOOSE FIVE NAMES AND SURNAMES OF YOUR CLASSMATES AND WRITE THEM IN
THE BLANKS. USE YOUR SPELLING.

LET’S WRITE

NAMES SURNAMES

__________________ ______________________
__________________ ______________________
__________________ ______________________
__________________ ______________________
__________________ ______________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϰ


LET’S SPEAK

Now, spell the names and surnames, while your classmates listen.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1. NOW, EACH STUDENT IS GOING TO SAY WHERE SHE/HE WAS BORN,


THEN YOU SHOULD FILL THE BALLONS WITH THIS INFORMATION.

I AM COLOMBIAN

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϱ


REMEMBER THE AMERICAN SINGERS, ACTORS AND KNOWN PEOPLE. WRITE


A LIST WITH THEIR NAMES AND THEN, SPELL IT TO YOUR CLASSMATES.

N A M E S ACTOR/SINGER/KNOWN PERSON?

7+(-21$6%527+(56

-2( 1,&. .(9,1

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϲ


WORKSHOP Nº4

Topic: SPORTS AND HOBBIES

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

1. COLOR THE IMAGES, THEY MUST BE BEAUTIFUL.

2. MATCH THE IMAGE WITH A LINE, WITH ITS CORRESPONDING WORD.

TENNIS SOCCER GOLF GYMNASTICS BASKETBALL

BASEBALL SKIING CYCLING SWIMMING VOLLEYBALL

EXPRESSIVE PURPOSE

That I…Express the vocabulary related with sports, in an oral and written way
through some dialogues.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos pidiendo y dando información


personal.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϳ


HEY FRIEND, REMEMBER!

IF YOU WANT TO DESCRIBE ROUTINES OR HABITS, YOU MUST USE SENTENCES LIKE:

WITHOUT “S” WITH “S” or “ES”

I PLAY BASKETBALL HE PLAYS VOLLEYBALL

YOU PLAY SOCCER SHE PLAYS GOLF

WE PLAY TENNIS IT PLAYS TOMORROW

THEY PLAY BASEBALL

LOOK AT HENRY’S MONTHLY ROUTINE. HE LIKES TO DO A LOT OF THINGS, PLEASE TAKE


INTO ACCOUNT OF THE DATES AND ACTIVITIES HE DOES DURING THE MONTH, SPECIALTY
SPORTS ACTIVITIES.

HENRY’S MONTHLY ROUTINE

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 2 3 4 5 6 7
Play Play Play Play Gymnastics Play Play
Soccer. volleyball Tennis. Golf Soccer. Soccer
8 9 10 11 12 13 14
Play Cycling Cycling Play Cycling Play Play
volleyball soccer Soccer. Soccer
15 16 17 18 19 20 21
Play Play Play Play Gymnastics Play Play
tennis Golf volleyball soccer Tennis Soccer
22 23 24 25 26 27 28
Play Play Swimming Play Swimming Play Play
Golf volleyball Golf Soccer Soccer

• ACCORDING TO THE HENRY’S MONTHLY ACTIVITIES ANSWER THE


FOLLOWING QUESTIONS:
Example:

- What DOES Henry DO on Thursdays?


Answer: Henry PLAYS golf and soccer on Thursdays

- What DOES Henry DO on Mondays and Tuesdays?

- What DOES Henry DO on Wednesdays and Fridays?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϴ


- What DOES Henry DO on Saturdays and Sundays?


______________________________________________________________________

• WRITE SENTENCES USING OTHER VERBS: PRACTICE, PLAY, PARTICIPATE, ETC.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

With the following “CONTACT AND WATER SPORTS”, write complete sentences,
use the verbs from the WORDBANK.

WORD B A N K

PLAY DO PRACTICE LIKE GO TRAIN

CONTACT SPORTS WATER SPORTS

BOXING CANOEING
____________________ ______________________

JUDO KAYAKING
_______________________ ______________________

RUGBY WATER SKIING


____________________ ____________________

WRESTLING SAILING
_______________________ ______________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϭϵ


LET’S SPEAK!

1. Choose a very famous player. Introduce him/her to your classmates. Use


a poster to do it.

- Name:
- Sport:
- What things does he/she do?
- What things does he/she like?
- Where does he/she live?

Use this space to prepare it:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϮϬ


WORKSHOP 5

Topic: HOBBIES AND FREQUENCY ADVERBS (ALWAYS, SOMETIMES, NEVER).

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083
Write in the circle the corresponding number of each hobby

EXPRESSIVE PURPOSE

That I speak with my classmates asking or giving information about hobbies


using the adverbs of frequency in an oral and written way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos pidiendo y dando información personal.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϭ


WAIT…. AND REMEMBER:

ADVERBS (NEVER, ALWAYS AND SOMETIMES) TELL US IN WHAT WAY SOMEONE DOES SOMETHING.
EXAMPLES:

SHE + SOMETIMES + VISIT ME AT HOME

WE + NEVER + SMOKE

I + ALWAYS + BRUSH MY TEETH

THE ADVERBS OF FREQUENCY ANSWER THE TYPICAL QUESTION STARTING WITH “HOW
OFTEN”.

Look at the following activities. According to the activity, write if you do it


ALWAYS, SOMETIMES OR NEVER

WRITE A SENTENCE WITH EACH ONE.

ACTIVITY HOW OFTEN DO YOU DO IT? SENTENCE

WAKE UP: __________________________ ________________________


GET UP: ____________________________ ________________________
GO TO THE BATHROOM: __________________ ________________________
HAVE A SHOWER: ________________________ ________________________
HAVE BREAKFAST: ______________________ ________________________
LISTEN TO THE RADIO: ___________________ ________________________
GO TO WORK: ___________________________ ________________________
COME HOME: ____________________________ ________________________
MAKE DINNER: __________________________ ________________________
PHONE A FRIEND: ________________________ ________________________
WATCH TV: _____________________________ ________________________
GO TO BED: _____________________________ ________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϮϮ


1. ANSWER THE FOLLOWING QUESTIONS:

HOW OFTEN DO YOU…?

READ THE NEWS?


_________________________________________________

GO CAMPING?
__________________________________________________

PLAY VIDEO GAMES?


__________________________________________________

GO TO THE CHURCH?
__________________________________________________

STUDY?
__________________________________________________

TRAVEL TO CHINA?

2. YOU HAVE MONTHLY ROUTINES, AND THINGS YOU DO MORE THAN


OTHERS, CREATE YOUR OWN MONTHLY PLANNER AND COLOR THE
ACTIVITIES YOU DO ALWAYS, SOMETIMES AND NEVER.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϯ


LET’S SPEAK!

WITH THE FOLLOWING LIST OF ACTIVITIES, STUDENT “A” WILL SAY: HOW
OFTEN DO YOU…? AND THE STUDENT “B” WILL ANSWER ACCORDING TO
REAL LIFE. LET’S DO IT!

H O W O F T E N D O Y O U?

- WATCH TV IN SCHOOL - DO YOUR HOMEWORK

- TALK IN CLASS -COME TO CLASS ON TIME

- BRING YOUR BOOKS TO CLASS - GET GOOD GRADES ON TESTS

- SIT IN FRONT OF THE CLASS - COME TO CLASS UNPREPARED

- DO GROUP WORK IN CLASS - FALL ASLEEP IN CLASS

- KNOW ALL THE ANSWERS TO THE TEACHER’S QUESTIONS

- GO TO THE CINEMA - STUDY SCIENCES

- PREPARED YOUR SCHOOL BAG AT NIGHT - TAKE NOTES

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϰ


WORKSHOP Nº6

Topic: MY HOBBY IS…

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083


WHY IS IT IMPORTANT TO
HAVE A HOBBY?

Hobbies are good practices of


a human being that lead to the
improvement and
enhancement of one’s
personality. Hobbies keep a
person busy and so he has
less time to do some
badthings, or waste his time.
Some popular hobbies are writing, reading, collecting stamps and coins, painting,
etc.

According to the text, answer:

1. Is it important to have a hobby? Why?


______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________

2. What is/are your hobbies?


______________________________________________________________________
______________________________________________________________________

3. When do you practice it?


______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

EXPRESSIVE PURPOSE

That I write descriptions and short stories using the vocabulary related with
hobbies, so that I develop my written skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una


secuencia de ilustraciones.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϱ


WAIT…. AND REMEMBER:

A HOBBY is a regular activity or interest that is undertaken for pleasure, typically done
during one's leisure time.

1. LOOK AT THE HOBBIES WORD BANK, READ AND THEN DRAW THEM.

d/E' Zd^  ^dZKEKDz

W/Ed>>  WZ,hd/E'

DKhEd/E>/D/E' W>zd,'h/dZ

KK</E' DK>/E' E/E'

dZs>/E' ,dd/E'  

2. WRITE THE NAME OF EACH HOBBY ACCORDING TO THE WORD BANK.

____________ ___________ ___________ __________

___________ ___________ ____________ ____________

___________ ___________ ____________ ____________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϲ


READ THE INFORMATION ABOUT MARY’S


HOBBIES AND INTERESTS.
Mary has a lot of hobbies and interests. She usually
gets up early so she can run before work. She doesn't
often have time to ski, but she occasionally goes on
Saturdays during the winter. Mary often rides a horse
at a stable near her home. She sometimes goes after
work, but she usually goes horseback riding on
Sundays. She loves music. She always goes to choir
practice on Wednesday evenings and sings in church
on Sundays. She doesn't have much extra money, so she rarely goes to concerts in the
city. She seldom watches TV because she likes doing things outside. She usually goes
to the gym if it's raining outside. She isn't often alone because she has a lot of friends.
She occasionally does something alone, but she usually does her activities with one of
her friends. She's a happy woman!
1. Write the hobbies and activities Mary likes to do.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________
2. NOW, INTRODUCE YOURSELF!
WRITE A LITTLE INTRODUCTION ABOUT YOU. IT’S IMPORTANT TO FILL THIS
INFORMATION AND TALK ABOUT IT.
NAME:
LAST NAME:
AGE:

FAVORITE HOBBY THINGS I LIKE THINGS I DON’T LIKE

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϳ


LET’S WORK OUT

ACCORDING TO THE ACTIVITY, ANSWER THE QUESTION: WHAT IS HIS/HER


FAVORITE HOBBY?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
____________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϴ


WORKSHOP Nº7

Topic: SIMPLE PRESENT

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083
TAKE A LOOK AT THIS IMAGE ABOUT SIMPLE PRESENT. WHAT YOU CAN
UNDERSTAND? THEUSE, THE POSITIVE (+), THE NEGATIVE (-), THE INTERROGATIVE (?)
FORM, THE VERB “BE”.

EXPRESSIVE PURPOSE

That I ask and answer about personal information using the vocabulary related with
SIMPLE PRESENT TENSE.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Responde y formula preguntas sencillas acerca de


información personal.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
Ϯϵ


USE THE SIMPLE PRESENT TENSE TO.

1) Repeated actions
Example: My friend often draws nice posters.

2) Things in general
Example: The sun rises in the East.

3) fixed arrangements, scheduled events


Example: The plane flies to London every Monday.

4) Actions in the present - one follows after the other


Example:First I get up, and then I have breakfast.

5) Instructions
Example: Open your books at page 34.

6) With special verbs


Example: I understand English.

Signal words
Every day, often, always, sometimes, never

Affirmative sentences:
I read books. My brother reads books.
We sing pop songs. She sings pop songs.
I play handball. John plays handball.

Negative sentences:
You must not negate a full verb in English. Always use the auxiliary do for
negations.
I like computers.
I don't like computers at all.

My friend likes computers.


My mum doesn't like computers at all.

Questions:
Use the auxiliary do.
Do you play football?
Does he playfootball?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϬ


• LOOK THESE IMAGES AND THEN WRITE SOME SENTENCES EXAMPLE: I


take a shower – I go to bed


:25.0((77$.(($7:$7&+79



:$.(833/$<+$9(/81&+75$9(/*272%('


*2),1,6+/,.($55,9(


COMPLETE THE SENTENCES USE THE VERBS.

BOIL CLOSE COST LIKE MEET LIKE OPN SPEAK TEACH WASH

1. Megan SPEAKS four languages.

2. Banks usually at 9:00 in the morning.

3. The Art Museum at 5 o´clock in the afternoon.

4. Isabel is a teacher. She mathematics to the children.

5. My job is very interesting, I a lot of people.

6. Peter his hair every day.

7. Food is expensive. It a lot of money.

8. Julia and I are good friends. I her and she me.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϭ


ACCODING TO JUAN PABLO´S DAILY ROUTINE, WRITE THE PROCESS TO GET A


WONDERFUL AND EXCITING DAY. USE ONLY EIGHT STEPS.

WZK^^dK'dtKEZ&h>
Ey/d/E'z

WZK^^dK'd
tKEZ&h>Ey/d/E'
zKDW>d

ANSWER THE FOLLOWING QUESTIONS OF YOUR OWN:

- What time do you get up? - What time do you take a shower?
- What time do you go to school? - What time do you have lunch?
- What time do you do homework? -When do you play with your friends?
- What do you do in the evening? - What time do you go to bed?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϮ


WORKSHOP Nº8

Topic: WH - QUESTIONS

Time: Week: _____ From______________ to ____________ 201___ Hours: ________



:$5083

ANSWER THE QUESTIONS ACCORDING TO THE IMAGE.

1. Who works at a shoe store?


_________________________________________________________________
_________________________________________________________________
________________________________________________________________

2. Why should you be careful when crossing the street?


_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

3. What is/are your parent’s name?


_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϯ


EXPRESSIVE PURPOSE
That I ask and answer about different activities using WH – QUESTIONS in
an oral and written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene a


su alrededor.

LOOK AT THE WH – QUESTIONS EXAMPLES, YOU CAN USE IT TO ASK FOR


INFORMATION

EXAMPLE:

- WHERE ARE YOU, MIKE? I AM AT THE DOWNTOWN


-
- WHAT’S YOUR NAME? MY NAME IS MATT
-
- WHERE ARE YOU FROM? I AM FROM FRANCE
-
- WHO ARE YOU? I AM THE MILKMAN
-
- WHY ARE YOU HERE? I’M HERE BECAUSE I’M STUDYING
-
- HOW DO YOU FEEL? I FEEL SUPER

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϰ


Hi, Matt, What are


you going to do? Hi, Sandra, I am
Where are you going to play football;
going? I am going to play at
the park.

- Write questions and answer them using the following verbs (COOK, SLEEP, EAT,
TAKE A SHOWER).

WHAT ARE YOU GOING TO DO? ________________________________________


WHAT ARE YOU GOING TO COOK? ______________________________________
WHERE ARE YOU GOING? _____________________________________________
WHERE ARE YOU GOING TO TAKE A SHOWER? ___________________________

WHO ARE THEY?


_____________________________________________________

HOW ARE THEY FEELING?


_____________________________________________________

WHERE ARE THEY?


_____________________________________________________

WHY ARE YOU STUDYING?


_____________________________________________________

WHY ARE YOU STUDYIND IN THIS SCHOOL?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϱ


COMPLETE THE CARTOON WITH WH – QUESTIONS

IN PAIRS, ASK YOUR CLASSMATE QUESTIONS WITH THE CORRESPONDING WH

INTRODUCING MY PARTNER
1. What is your name?
2. When is your birthday?
3. How old are you?
4. Which are your hobbies?
5. What you are good at (sports, play instruments, dance etc)?
6. How is your personality (funny, friendly etc)?
7. Who is your best friend?
8. What subject do you like?
9. What subject you don´t like?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϲ


WORKSHOP 9
Topic: OCCUPATIONS

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083
tŚĂƚũŽďŝƐƚŚŝƐ͍

ƵŶƐĐƌĂŵďůĞƚŚĞũŽďǁŽƌĚƐďĞůŽǁ

1. ŝůŽĂŵĞĐƉŶ


2. ĂƐƉŶŽƚŵ


ϭ͘ ĞƌĂĐƚĞŚ


ϯ͘ ŽŬĐŽ


ϰ͘ ƌƚŽĚĐŽ


5. ŶƌĞƵƐ


6. ĞŶƚƐƚĚŝ

7. ƚĚdžƌŝŝĞĂƌǀ

8. ƚĞŝĂǁƌ


9. ĞŝƌƚƌŚĨŐŝĞĨ

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϳ


EXPRESSIVE PURPOSE
That I make descriptions using the vocabulary related with OCCUPATIONS in
an oral and written way in order to improve my skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una secuencia de


ilustraciones.

• Look at the following images about occupations.


• Try to understand the occupation they are talking about.
• Use the information that you have for practicing questions, and then guess who they
are.

My name is Daniel, I am happy, My His name is John


birthday is on April 4th His birthday is on June 5th
I work in a hospital. He works in different houses.
I work with kids. He fixes pipes, toilets and sinks.
I help sick people. He uses many tools.
I help the doctor too. What does He do?
What do I do? He is a ___________
I’m a

Her name is Elvia, She is happy, her Her name is Johanna, She is really
birthday is on December 9th. happy; her birthday is on February
She works at home. 22nd.
She takes care of the family. She works in the streets.
She cooks delicious meals. She stops the traffic.
She loves her kids. She takes care of the
What does She do? people in the city.
She is a ___________. What does She do?
She is a________________.

Her name is Valerie, She is ok, her


birthday is on April 24th • How is she / he?
She works in a restaurant. • When´s her/his birthday?
She serves meals. • How old is she/he?
She brings your drinks to the table. • Where does she/he live?
She is friendly. • Where does she/he work?
What does She do? • What doesshe/he do?
She is _______________.
Remember to apply these
Information Questions
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϴ


1. COMPLETE THE INFORMATION ABOUT WHAT PEOPLE DO. IMPROVISE IN CASE


YOU DON’T KNOW THE PERSON.

2. READ THE INFORMATION COMPLETED THEN CREATE YOUR OWN DIALOGUES


USING SIMPLE PRESENT


A. What you ?

I ______________ in movies
 I´m __________________

B. What she ?

She _________________in concerts

She´s . .

C. What he ?

He ____________ soccer in Spain

He´s ________________________________

Use your notebook.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϯϵ


Take into account the descriptions that you did, ask your relatives and make
descriptions for each one. (Uncle-grandfather-aunt-mother-father-cousin-etc)

His name is John,


His birthday is on June 5th
He works in different houses.
He fixes pipes, toilets and sinks.
He uses many tools.
What does He do?
He is a ___________

Use your notebook.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϬ


WORKSHOP Nº10

Topic: WHERE DO PEOPLE WORK?

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

LOOK AT THE FOLLOWING POEM ABOUT “THE JOB”

ACCORDING TO THIS POEM, ANSWER: Where does he work?

______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϭ


EXPRESSIVE PURPOSE

That I exercise and apply the vocabulary related with PLACES TO WORK in an oral and
written way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones y narraciones cortas, con base en una


secuencia de ilustraciones.
• Habla de las actividades que realizan las personas que tiene a
su alrededor.

Remember… We use the simple present tense to talk about…


PERMANENT OR LONG-LASTING SITUATIONS
Where do you work?
The store opens at 9 o'clock.
She lives in New York.
REGULAR HABITS AND DAILY ROUTINES
I usually get up at 7 o'clock.
She doesn't often go to the cinema.
When do they usually have lunch?
FACTS
The Earth revolves around the Sun.
What does 'strange' mean?
Water doesn't boil at 20 degrees.

READ THE FOLLOWING INTERVIEW.

Mark: Hello, Can I ask you some questions for an interview?


Jennifer: Yes, I can answer some questions.
Mark: Thank you for taking the time. Now, first question: What do you do?
Jennifer: I work in a library. I'm a librarian.
Mark: Are you married?
Jennifer: Yes, I am.
Mark: What does your husband do?
Jennifer: He works as a policeman.
Mark: Do you usually have dinner together?
Jennifer: Yes, we do.
Mark: How often does your husband exercise?
Jennifer: He sometimes exercises four times a week. But, he usually exercises only
twice a week.
Mark: Where do you like going on holiday?
Jennifer: We rarely go on holiday. However, we like going to the mountains if we can.
Mark: What type of books do you read?
Jennifer: I often read horror stories.
Mark: Thank you very much for answering my questions.
Jennifer: You're welcome!

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϮ


ACCORDING TO THE DIALOGUE, ANSWER THE FOLLOWING QUESTIONS:


1. What does Jennifer do?
_________________________________________________
2. Where does Jennifer work?
_________________________________________________
3. What does Jennifer’s husband do?
_________________________________________________
4. How often does her husband do exercise?

According to the following pictures, write the corresponding job and place of
work.
PLACE JOB PLACE TO WORK

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϯ


ACCORDING TO THE FOLLOWING PICTURES, IN PAIRS, WRITE A COVERSATION


IN WHICH YOU USE ALL THE JOBS, IT’S IMPORTANT THAT YOU WRITE THE
PLACES WHERE THEY WORK.

Example: TEACHER - SCHOOL / UNIVERSITY / INSTITUTE

TEACHER TECHNICIAN VET SECRETARY

WAITER SCIENTIST REPORTER POLICEMAN

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϰ


WORKSHOP Nº11

Topic: DESCRIBING SOME JOBS

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

THE GROUP WILL BE DIVIDED IN 12 SUBGROUPS. EACH GROUP WILL RECEIVE
A NAME ACCORDING TO ONE OF THE FOLLOWING JOBS. THEY ALL WILL ACT
THE KIND OF JOB GIVEN AND THE GROUP WILL SAY THE NAME OF THE
CORRESPONDING JOB.



• MAKE A COLLAGE WITH DIFFERENT OCCUPATIONS AND DESCRIBE
WHAT PEOPLE DO.

EXPRESSIVE PURPOSE

That I can talk about activities that people do using the vocabulary related to jobs.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene


a su alrededor.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϱ


REMEMBER:

A Job is a piece of work, especially a specific task done as part of the routine of one's
occupation or for an agreed price.
Some of them are:

Accountant
Actor
Air steward
Architect
Assistant
Author
Baker
Barman
Builder
Businessman
Executive
Caretaker
Chef

According to the word bank, write the name of each job.

WORD BANK

POLICEMAN JUDGE ACCOUNTANT SURGEON HAIRDRESSER

COMPUTER PROGRAMMER VET CHEF NURSE DOCTOR

PAINTER DENTIST

_______________ ______________ ____________ _________________

_______________ _____________ _____________ ________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϲ


_____________ ______________ ______________ ________________

1. Divide the group in two. Both groups are going to practice the pronunciation of the
dialogue with the help ofthe teacher. The students will practice it and then, it will
be acted out by some of them.

A: I don’t like my job.


B: What do you do?
A: I’m a babysitter.
B: Is that a lot of work?
A: Babies cry all the time.
B: You have to change their diapers.
A: I have to feed them.
B: Are you looking for another job?
A: No, I’m looking for another family.
B: Another family?
A: A family with only one baby.
B: That’s a good idea.

2. With the following words, complete the text.

WORDS

WALKERS SEA AMBULANCE


SERVICE PHONE

In an emergency in the United States you need to _________________ 911. You only
phone this number when you need the police, the fire station or medical help
immediately. An operator will ask you which _________________ you want. If you
don’t know, they can help you. It is also important to tell them where you are but they
can find you through the telephone system. Police, Fire and __________________ are
the main emergency organizations but there is also the Life Guard when someone has a
problem at __________________ and the Cave and Rescue team who find and help
injured climbers or lost ___________________. Sometimes it is necessary to the Navy
to help.

Write the jobs you found:


____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϳ


- Look at the pictures and match with the correct letters

WRITE THE COMPLETE SENTENCES FOLLOWING THE EXAMPLE:


• A Priest celebrates the Holy Mass every day.
1. ______________________________________________________________

2. ______________________________________________________________

3. ______________________________________________________________

4. ______________________________________________________________

5. ______________________________________________________________

WRITE A DESCRIPTION OF SOME JOBS; ANSWER WHAT IS THE IMPORTANCE


OF EACH ONE.

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϴ


WORKSHOP Nº12

Topic: REVIEW - JOBS

Time: Week: _____ From______________ to ____________ 201___ Hours: ________

:$5083

COLOR THE PICTURE, THIS IS AN INTERESTING JOB!

EXPRESSIVE PURPOSE

That I review my knowledge about JOBS and improve my speaking abilities in order to
express myself in a good way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Habla de las actividades que realizan las personas que tiene a


su alrededor.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϰϵ


WITH THE HELP OF YOUR TEACHER, COMPLETE THE WORDS:

- A _ _ _ _ _ _ WORKS IN A HOSPITAL

- A _ _ _ _ _ _ _ WORKS IN A FIRE STATION

- A _ _ _ _ _ _ _ _ _ WORKS IN A LABORATORY

- A _ _ _ _ _ _ _ WORKS IN A SCHOOL

- _ _ _ _ _ _ _ _ _ WORK IN AN OFFICE

Match the jobs on the left to their definitions on the right.

_____ Journalist 1) person who drives a bus.


_____ Teacher 2) He/she works in a school and teaches
students.
_____ Police officer 3) rescues people from burning buildings and
helps put out fires.
_____ Accountant 4) works in hospital and helps doctors.
_____ Business person 5) defends people's rights in court.
_____ Doctor 6) flies an airplane.
_____ Nurse 7) takes people's orders in a restaurant and
serves them food.
_____ Pilot 8) works in a police station and maintains public
security.
_____ Taxi driver 9) works in a bank and keeps records of money.
_____ Bus driver 10) works in a hospital and treats patients.
_____ Manager 11) answers phone calls and does office work
for his/her boss.
_____ Chef 12) drives a taxi.
_____ Actor 13) person who reports news on TV, radio or
Newspaper.
_____ Actress 14) does the cooking in a restaurant or hotel.
_____ Firefighter 15) a woman who plays a role in a movie.
_____ Waiter 16) manages the affairs of a company or
business.
_____ Lawyer 17) one who does business.
_____ secretary 18) a man who acts in a movie.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϱϬ


Match the picture with its corresponding description:

I spend a lot of time in the kitchen. I


can make delicious dishes for you to
eat.

I travel all over the world and always


have fantastic views

People come to me when they are


sick. I help them get better

I wash, cut and style hair all day

I help students understand the


world around them
Write…

- With the names of jobs, write comprehensive sentences:


____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϱϭ


Let’s write and speak!


ACCORDING TO THE PICTURES WRITE AN INTRODUCTION OF EACH ONE, AND
THEN INTRODUCE THEM TO YOUR CLASSMATES.

INTRODUCTION

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 
ϱϮ


$548,',Ð&(6,6'(&$/,
$548,',Ð&(6,6'(&$/,
)81'$&,21(6('8&$7,9$6$548,2&(6$1$6
)81'$&,21(6('8&$7,9$6$548,2&(6$1$6
',6(f2&855,&8/$5&2/(*,26$548,',2&(6$126
',6(f2&855,&8/$5&2/(*,26$548,',2&(6$126
(1*/,6+&225',1$7,21
(1*/,6+&225',1$7,21

/(6621*8,'(
6&+22/<($5BBBBBBBBBBBBBBBBBBBBB

SUBJECT: ENGLISH GRADE: 4Th

PERIOD: SECOND



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϯ


School: Grade: 4TH ENGLISH

Teacher: Time: 12 WEEKS Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de sus fines “El
estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como fundamento de la unidad
nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La adquisición de
elementos de conversación y de lectura al menos en una lengua extranjera” y “La comprensión y capacidad de expresarse en
una lengua extranjera”.

PURPOSES

AFFECTIVE: That we have fun with all the activities concerning to locations, prepositions of
place and comparatives, so that they increase their like for English language.

COGNITIVE: That we crease and amplify their knowledge about locations, prepositions of place
and comparatives in order to get a high English level.

EXPRESSIVE: That we use all their knowledge about locations, prepositions of place and
comparatives in an oral and written way.

EVALUACIÓN: INDICADORES DE DESEMPEÑO


• Nombra y da instrucciones básicas con los lugares de la ciudad.
• Escribe descripciones cortas, usando los comparativos.
• Relaciona las gráficas con las descripciones que lee.
• Mantiene una conversación simple en inglés.

ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)


Competencia Lingüística Competencia Pragmática
Habilidades: Habilidades:
Relacionar Organizar – Escribir textos cortos descriptivos
Interpretar
Competencia Sociolingüística
Habilidades:
Preguntar y responder adecuadamente
EJES TEMÁTICOS
• DIRECTIONS AND LOCATIONS: Places in the city – Where is the park? It’s next to
the bank. How do I get to the mall? Go straight to the corner and…It’s on the left.
Prepositions of place – next to, behind, across from, on, at, in front of, next to, on the
corner,...
• PHYSICAL CHARACTERISTICS: Which one is bigger? Who is taller? Is she/he
chubbier? She/He is taller.
• ACTION WORDS – WILD ANIMALS – SUPERLATIVES: It/they can swim…, but it/they
can´t jump… that is a lion. It is the strongest animal of the jungle.
DIDÁCTICAS

1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que


ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϰ


WORKSHOP Nº13

Topic: Directions and locations: places in the city. Vocabulary: restaurant,


bakery…

Time: Week: _____ Month:____________ to ___________ 201___ Hours: ___

WARM UP!

Match the picture with its corresponding word.

CHURCH TRAIN

STATION
AIRPORT
MOVIE 
THEATER HOSPITAL PARK


(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϱ


EXPRESSIVE PURPOSE

That I use all my knowledge about locations, so that I can locate a


place in the city.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Nombra y da instrucciones básicas con los lugares de la


ciudad.

Take account of the following new expressions:

GO STRAIGHT

TURN LEFT - IT’S ON THE LEFT

TURN RIGHT - IT’S ON THE RIGHT



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϲ


1. LOOK AT THE PICTURE AND COMPLETE.

HOW CAN I GET TO…?

We are in the supermarket, How can we get to the cinema?

We are at the restaurant, How can we get to the park?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϳ


1. READ THE FOLLOWING DIALOGUE BETWEEN KEVIN, SARA AND


JUAN PABLO.

Kevin: Excuse me. How Can I get to the bakery?


Sara: Go straight and turn right. It’s on the right.

Juan Pablo: Excuse me. How Can I get to the hotel?


Sara: Go straight and turn left. It’s on the left, next to the cinema.

2. ACCORDING TO THE DIALOGUE, DRAW THE CORRESPONDING


MAP AND ROUTE KEVIN AND PHOEBE MUST FOLLOW.


WITH THE FOLLOWING PICTURE, WRITE THE WAY TO GET TO FIVE


SPECIFIC PLACES, WRITE THE NAME OF THEM AND THEN, GIVE THE
DIRECTIONS. IT MUST BE AS CLEAR AS POSSIBLE.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϴ


WORKSHOP Nº14

Topic: Prepositions of place – next to, behind, across from, on, at, in front
of, next to, on the corner,…

Time: Week: _____ Month____________ to ___________ 2011 Hours:_____

WARM UP!
ANSWER THE QUESTIONS ACCORDING TO THE EXAMPLE.

EXPRESSIVE PURPOSE

That I… Use the vocabulary related with the prepositions of place in


order to give and ask for directions in an oral and written way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Mantiene una conversación simple en inglés.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϱϵ


PREPOSITIONS OF PLACE

THE PREPOSITIONS OF PLACE ARE WORDS USED TO SHOW WHERE


SOMEONE OR SOMETHING IS LOCATED.
Example:

,1)52172)   21



81'(5





%(+,1'
  




%(7:((1

 

217+(&251(5

LOOK AT THE PICTURE AND COMPLETE.

a) Where is the snake? It is ____________ the tree.


b) Where are the stones? They are ________ ________ the tree.
c) Where are the squirrels? They are _____ ______ ______ the tree.
d) Where are the nuts? They are __________ the squirrels.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϬ


LOOK AT THE MAP. CHOOSE T (TRUE) F (FALSE) OR DK (DON´T KNOW)

 7 ) '.

a. The police station is on Spring Avenue.   

b. The church is between the hospital and the library.   


c. The post-office is across the bus station.   
d. The bank is on Spring Avenue and Green Street.   
e. The gym is next to the library.   
f. The airport is new.   
g.The bakery is behind the bus station.   

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϭ


WITH THE HELP OF THE WORD BANK, ANSWER THE QUESTIONS:


/ZWKZd Wd,Kh^ >/ZZz dZ/E^dd/KE Dh^hD

^hWZDZ<d d,dZ KK ,hZ, 

WHERE CAN…

• Kids study? __________________ … people pray?


_______________

• … You see a movie? ______________ … you take a


train? _____________

• … People buy vegetables and meat?


____________________________

• …People save money?________________ …kids see


animals?________________

• … Airplanes land? ____________________ you borrow books?


__________________.

WORK ON THE SAME MAP OF THE MODELING…THEN, WRITE A


CONVERSATION BETWEEN ALESSIA AND STEVEN. YOU’LL PRESENT IT TO
YOUR CLASSMATES.

ALESSIA:
STEVEN:
ALESSIA:
STEVEN:
ALESSIA:
STEVEN:
ALESSIA:
STEVEN:
ALESSIA:
STEVEN:
ALESSIA:
STEVEN:
ALESSIA:
STEVEN:

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϮ


WORKSHOP Nº15

Topic: Ask and answer about some locations(map). Giving directions.

Time: Week: _____ Month____________ to ___________ 2011 Hours: 12

WARM UP!

ANSWER THE QUESTIONS ACCORDING TO THE EXAMPLE.

1. The police station is _______________ the bank and the store.


2. The drugstore is ________________ the police station.
3. The school is ______________ the restaurant.
4. The train station is ________________ the school.
5. The drug store is _________________the Movie Theater and the post
office.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϯ


EXPRESSIVE PURPOSE

That I use the vocabulary related with the prepositions of place, so that I can
give basic instructions to get to a place in the city.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Nombra y da instrucciones básicas con los lugares de la ciudad.

REMEMBER OTHER WAYS TO GIVE AND ASK FOR DIRECTIONS!

How do I get to …?
What's the best way to …?
Where is …?
Go straight on (until you come to …).
Turn back./Go back.
Turn left/right (into …-street).
Go along …
Cross …
Take the first/second road on the left/right
It's on the left/right.
Straight
Opposite
Near
Next to
Between
At the end (of)
On/at the corner
Behind
In front of
(Just) around the corner
Traffic lights
Crossroads, junction
Signpost

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϰ


IN THE FOLLOWING BINGO YOU’LL FIND SOME WORDS YOU CAN USE
TO GIVE AND ASK FOR LOCATIONS, TAKE ONE BY ONE AND WRITE
SENTENCES YOU WOULD USE.

1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________
9. __________________________________________________________
10. __________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϱ


In six steps, write the process to get to the scholar library




 WZK^^dK'ddK

 d,^,KK>>/ZZz




















WZK^^dK'ddKd,^,KK>>/ZZz
KDW>d

ACCORDING TO THE PICTURES, WRITE DIRECTIONS TO GET TO THIS PLACE…


YOU ARE AT HOME.


(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϲ


WORKSHOP Nº16

Topic: PHYSICAL CHARACTERISTICS

Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!

%
$

WHO IS BIGGER THAN THE DOG?

_______________________________________________________________
_______________________________________________________________

FISH A IS BIGGER THAN FISH B?

_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϳ


EXPRESSIVE PURPOSE

That I use the comparatives to identify physical characteristics of a


person in order to write short descriptions.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, usando los comparativos.




COMPARATIVE
 ADJETIVES




SHORT
 ADJETIVES LONG ADJETIVES IRREGULAR
ADJETIVES


ER + THAN
 MORE + THAN
GOOD =
 BETTER
 BAD =
 WORSE
 FAR =
 FURTHER





(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϴ




CHOOSE THE COMPARATIVE FORM. LOOK AT THE EXAMPLE:






























(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϲϵ


COMPLETE USING WORDS IN THE WORD BANK.

Smaller longer younger taller older

2. The baby is __________

1. The tree is TALLER.

3. The ruler is ______________.

4. The pig is______________.

COMPLETE WITH APROPRIATE COMPARATIVE OR ADJECTIVE.


LOOK AT THE EXAMPLE.

ELJJHU

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϬ


WORKSHOP Nº17

Topic: Ask and answer: Which one is bigger? Who is taller? Is she/he
chubbier? She/ He is taller. Which one is bigger? Who is taller? Is she/he
chubbier? She/ He is taller. Compare classmates.

Time: Week: _____ Month____________ to ___________ 20___ Hours: _____

WARM UP!

CHOOSE FIVE CLASSMATES. WRITE WHO IS TALLER THAN YOU.

_______________________________________________________________
_______________________________________________________________

…………………………………………………………………………………………….

EXPRESSIVE PURPOSE

That I compare two or more things using the comparatives in a good


way.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, usando los comparativos.



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϭ






WRITE A SHORT COVERSATION


BETWEEN LINDA Y FEA. USE
COMPARATIVE FORM.

LINDA:__________________
FEA:____________________
LINDA:__________________
FEA:____________________
LINDA:__________________
FEA:____________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϮ


_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϯ


ANSWER THE FOLLOWING QUESTIONS:




WHICH ANIMAL IS FASTER A DOG


OR A PENGUIN?

WHICH ANIMAL IS BIGGER A CAT


OR A SHARK?

WHICH ANIMAL IS MORE


INTELLIGENT A ZEBRA OR A
DOLPHIN?

WHICH ANIMAL IS A BETTER


SWIMMER A LION OR A TURTLE?

WHICH ANIMAL IS SCARIER A


SPIDER OR A WHALE?

WHICH ANIMAL IS MORE


DANGEROUS A PANDA OR A
JAGUAR?

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϰ


WORKSHOP Nº18

Topic: Actions words: swim, fly, jump, eat, hunt, walk, run, hop. Wild
animals. Adjectives: colorful, small, beautiful, ugly, pretty, interesting,
tiny, amazing.

Time: Week: _____ Month____________ to ___________ 20____ Hours:___

WARM UP!
Draw the following actions in the blanks:

   

PAINT SING WAKE UP WRITE

THINK SLEEP SPEAK WALK

EXPRESSIVE PURPOSE

That I use the action words to express myself in a good way using
tools like images

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:


• Relaciona las gráficas con las descripciones que lee.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϱ


LOOK AT THE FOLLOWING EXAMPLES:


I washed the car yesterday.
I took my sister to the movie.
Tom’s grades improved with the help of a tutor.
The child cried loudly.

WRITE SENTENCES FOR EACH PICTURE. REMEMBER, THOSE ARE


ACTIONS. PULL, PUSH, THINK, WIN, GIVE, WASH, SIT DOWN, STAND UP, CUT.



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϲ


COMPLETE WITH THE CORRECT VERB

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϳ


MATCH THE ACTION WORD WITH THE CORRESPONDING


PICTURE.

The boy is his teeth.

The chef is dinner.

The man is on the phone .

He is the window.

The boy is soccer.

The bus driver is the bus.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϴ


WORKSHOP Nº19

Topic: Short descriptions about wild animals (actions words and


adjectives)

Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP!

COLOR THE FOLLOWING PICTURE:

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϳϵ


EXPRESSIVE PURPOSE
That I make short descriptions about wild animals using action words
and adjectives in an oral way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:


• Mantiene una conversación simple en inglés.

An adjective describes how something 'is'. For this reason, we usually use the
verb 'to be' when using adjectives. Adjectives are used to describe nouns.
Example: He is a good doctor.
Rule: Adjectives describe nouns. The adjective is always invariable.
Example: beautiful trees, they are happy
Be careful!
• Adjectives don't have a singular and plural form OR a masculine, feminine
and neutral form.
• Adjectives are always the same! Never add a final -s to an adjective.
• Adjectives can also be placed at the end of a sentence if they describe the
subject of a sentence. Example: My doctor is excellent.

READ THE FOLLOWING ADJECTIVES. USE THE DICTIONARY TO DEFINE THEM

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϬ


COMPLETE THE FOLLOWING ANIMAL NAMES; THEN, WRITE


DESCRIPTIONS ABOUT THEM AS IN THE EXAMPLE:

F O X

SENTENCE: THE FOX IS WILD

G _ R _ F F _

SENTENCE:

RH_N_C_R_S

SENTENCE:

B__R

SENTENCE:

R_CC__N

SENTENCE

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϭ


WITH THE FOLLOWING WORD BANK IN THE MODELING PART, WRITE


SHORT DESCRIPTIONS OF SOME ANIMALS OF THE JUNGLE. LOOK AT
THE PICTURES.

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

WITH THE HELP OF THE ADJECTIVES YOU HAVE TO DESCRIBE THE


ANIMALS OF THE JUNGLE, MAKE A PRESENTATION OF THEM. USE THE
SPACE TO WRITE SOME CUE WORDS.

CUE WORDS (ADJECTIVES) FOR YOUR PRESENTATION

___________________ _____________________ ____________________

___________________ _____________________ ____________________

___________________ _____________________ ____________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϮ


WORKSHOP Nº20

Topic: SUPERLATIVES

Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP!

COLOR AND READ THE FOLLOWING CONVERSATIONS.

Write the superlative sentences from the conversations.

_______________________________________________________________
_______________________________________________________________

EXPRESSIVE PURPOSE

That I… Use the superlative degree in order to talk about a person or


thing in the highest quality.

Superlative Adjectives
A superlative adjective expresses the extreme or highest degree of a quality.
We use a superlative adjective to describe the extreme quality of one thing in a
group of things.
In the example below, "biggest" is the superlative form of the adjective "big":

AB
/^d,/''^d

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϯ



(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϰ


MAKE A LIST OF THE ADJECTIVES IN SUPERLATIVE FORM, THEN,


REWRITE THE ADJECTIVES IN COMPARATIVE AND FINALLY, WRITE
SENTENCES WITH THEM.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϱ


DESCRIBE THE ANIMALS AND THEIR CHARACTERISTICS AS IN THE


EXAMPLE:

That is a LION. It is the STRONGEST animal of the jungle.

FOX:

GIRAFFE:

RHINOCEROS:

BEAR:

RACCOON:

HIPPOPOTAMUS:

WITH THE HELP OF YOUR ENGLISH DICTIONARY, FIND MORE WILD


ANIMALS AND WRITE DESCRIPTIONS, THEN, MAKE SOME
FLASHCARDS ABOUT THEM AND MAKE A PRESENTATION:

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
____________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϲ


WORKSHOP Nº21

Topic: Practice superlatives. Conversations describing wild animals.

Time: Week: _____ Month____________ to ___________ 20___ Hours:___

WARM UP!
Color the picture, those are beautiful animals

Write some characteristics of the elephant.

_______________________________________________________________
_______________________________________________________________

EXPRESSIVE PURPOSE

That I compare wild animals using the superlatives to develop my


speaking skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Mantiene una conversación simple en inglés.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϳ


DEAR STUDENT, REMEMBER THE FOLLOWING FORMS, RECOGNIZE


THE DIFFERENCE BETWEEN THE COMPARATIVE AND THE
SUPERLATIVE ADJECTIVES

The woman is the fattest


  

  

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϴ


MATCH THE WORD WITH THE PICTURE

DKE<z

dhZd>
     


Z



Z

^,Z<
     

     


K>W,/E

>/KE

E>W,Ed

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϴϵ


h^d,&K>>Kt/E'tKZE<dKtZ/dKDWZ/^KE^K&d,E/D>^͗

 WORD BANK

FAST LONG 
BIG SMALL CUTE
DANGEROUS BEAUTIFUL SLOW FUNNY


1______________________________________________________________
2______________________________________________________________
3______________________________________________________________
4______________________________________________________________
5______________________________________________________________
6______________________________________________________________
7______________________________________________________________
8______________________________________________________________

Choose two of the following animals and prepare a presentation of them, as in


the example; write t in your notebook:

I am the giraffe

I am the tallest animal in the desert

   

HIPPOPOTAMUS OWL WHALE

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϬ


WORKSHOP Nº22

Topic: Practice superlatives.

Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP!

According to the question draw the corresponding picture:

3/($6(

/($9(%22.6217$%/(6

- Where can you see this announcement?

a. In the cafeteria

b. In the church

c. In the restaurant

d. In the library

- Draw the picture:

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϭ


EXPRESSIVE PURPOSE

That I use the superlative degree to relate pictures with their


corresponding descriptions in order to develop my speaking skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Relaciona las gráficas con las descripciones que lee.

COMPLETE THE CONVERSATION WITH THE CORRECT WORD. LOOK AT


THE EXAMPLE:

I AM ________ THAN THE LION

a. Tall

b. Tallest

 c. The tall
 d. Taller


I AM THE ELEPHANT AND I AM _______ THAN THE
DOG

a. Heavy

b. The heaviest

c. Heavier

d. Heaviest

I AM THE TURTLE AND I AM ________ THAN THE
HORSE

a. Fast

b. Fastest

 c. Slow

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϮ


CHOOSE THE RIGHT ANSWER:

1. The elephant is _____ ___________animal

a. The smallest b. The longest c. The biggest

2. The lion is _____ __________animal of the jungle

a. The fastest b. The slowest c. The strongest

3. The Shark is _____ __________ animal of the sea

a. The friendliest b. The scariest c. The shortest

4. The whale is _____ __________ animal in the world

a. The cutest b. The tallest c. The heaviest

MATCH TO MAKE SENTENCES

1. Kids can study in the bus station

2. You can live at the zoo

3. Airplanes can land at school

4. You can eat in the church

5. You can take the bus in the hotel

6. Policemen live in the restaurant

7. Tourists can sleep in the airport

8. Priests pray at the police station

9. People can save money in the bookstore

10. Animals stay in an apartment

11. You can buy good books in the bank

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϯ


WORKSHOP Nº23

Topic: REVIEW – WILD ANIMALS –

Time: Week: _____ Month____________ to ___________ 20__ Hours: ______

WARM UP!
DRAW THE ANIMALS YOU MOST LIKE TO HAVE IN YOUR WILD BOARD.
REMEMBER THAT WE ALL WILL MAKE IT, FOR THAT REASON, LET’S
WORK OUT.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϰ


EXPRESSIVE PURPOSE

That I compare wild animals using the superlatives to develop my


writing skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe cortas descripciones, usando los comparativos. Y


superlativos.
   

Look at the following wild animals and describe them. Say what they do, where
they live, what they are like.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϱ


- What is the animal you most like? Why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Classify these animals:

OSTRICH - PIRANHA - CROCODILE - WHALE - EAGLE - TORTOISE -


HIPPO - RHINO - VULTURE - CHAMELEON - BUFFALO - DOLPHIN -
FLAMINGO - SHARK - GIRAFFE - PARROT - CHEETAH - SNAKE -
KANGAROO - TOUCAN

BIRDS FISH MAMMALS REPTILES

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϲ


In order to organize our wild board, unscramble the words and write the
names of the following animals:

1. GIRTE ______________

2. ILNO ______________

3. AEEOHCMNL ______________

4. YAENH ______________

5. YOMENK ______________

6. AAOKGRNO ______________

7. OIDHPLN ______________

8. NKSEA ______________

Complete the words.

a) V LT R b) ST IC

c) B FF L d) K L

e) L P RD f) P N ER

g) CR C DI h) R NO

Finally, write a short story about the wild animal kingdom in your writing
book, use pictures to finalize it and make a copy for your wild board. You
have some lines to do it.

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϳ


WORKSHOP Nº 24

Topic: VERBS (REVIEW)

Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP!

Choose five (5) actions from the BINGO and write the opposite of each
one.

ACTION OPPOSITE

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϴ


EXPRESSIVE PURPOSE

That I practice the verbs in order to have a simple conversation about


current activities.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Mantiene una conversación simple en inglés.

    

VERBS
Verbs have traditionally been defined as words that show action or state of
being.


 

  

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϵϵ


To develop this activity is very important to have your colors and read the
instructions first. Remember, if it’s a verb, color it yellow. If it’s not a verb, color
it purple.

Good work.

- WRITE THE WORDS THAT INDICATE ACTION IN THE BLANKS


_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ _______________________________
_____________________________ _______________________________
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϬ







WRITE A SENTENCE FOR EACH ACTION WORD:


1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________

1. Write a story about the animals in the jungle. Remember: use the verbs
and all the vocabulary related with this topic. Use your notebook or your
writing project book.

2. Show your story; it’s a good way to show what you did.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϭ


ARQUIDIÓCESIS DE CALI
FUNDACIONES EDUCATIVAS ARQUIOCESANAS
DISEÑO CURRICULAR COLEGIOS
ARQUIDIOCESANOS
ENGLISH COORDINATION

LESSON GUIDE
SCHOOL YEAR: _____________

SUBJECT: ENGLISH GRADE: 4Th

PERIOD: THIRD




(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϮ


School: Grade: 4TH ENGLISH

Teacher: Time: 12 WEEKS Hours:

REFERENTES LEGALES:
El Ministerio de Educación Nacional, particularmente en la Ley General de Educación, que establece como uno de sus fines “El
estudio y la comprensión crítica de la cultura nacional y de la diversidad étnica y cultural del país, como fundamento de la
unidad nacional y de su identidad”. En la misma ley se fijan como objetivos de la Educación Básica y Media “La adquisición de
elementos de conversación y de lectura al menos en una lengua extranjera” y “La comprensión y capacidad de expresarse en
una lengua extranjera”.

PURPOSES
AFFECTIVE: That we find interest in writing, talking and thinking about future
activities and the different places visited for us in our regular life.
COGNITIVE: That we increase our knowledge about future activities and
develop the different skills we have to use in different places.
EXPRESSIVE: That we practice all the vocabulary and expressions related with
future plans to develop the skills we have to use in different places in our
regular life.
EVALUACIÓN: INDICADORES DE DESEMPEÑO
• Reconoce y produce oralmente expresiones, que hacen referencia a las comidas.
• Escribe descripciones cortas, basadas en una secuencia de ilustraciones.
• Reconoce en un texto narrativo el qué, quién, cuándo y dónde.
• Participa en diálogos sencillos, que expresen planes futuros.

ENSEÑANZAS (COMPETENCIAS Y HABILIDADES)


Competencia Lingüística Competencia Pragmática
Habilidades: Habilidades:
Relacionar Organizar – Escribir textos cortos descriptivos
Interpretar
Competencia Sociolingüística
Habilidades:
Preguntar y responder adecuadamente.

EJES TEMÁTICOS
PLACES WHERE WE EAT: May/Can I help you? Yes, please. I want … I don’t want soup.I
never eat rice. I would like… Would you like rice? ... No, thank you… Anything else?

FUTURE PLANS: What are you going to do tomorrow? I’m going to do my homework. What’s
she going to do next Sunday? She is going to buy a cake. Future time expressions: tomorrow,
next week, next Saturday. Action Words: ride, play, go jogging, etc.

DIDÁCTICAS
1. Anticonstructivista: Los estudiantes participan dando ejemplos de hechos que
ejemplifican la temática propuesta.
2. Interrogativa: Los estudiantes potencian sus capacidades de comprehender las
preguntas y de expresar respuestas cada vez con mayor profundidad y sentido.
3. Expresiva: Los estudiantes tienen la oportunidad de desplegar su creatividad
expresándose a través de diferentes lenguajes y disfrutando plenamente del
aprendizaje.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϯ


WORKSHOP Nº 25

Topic:Places where we eat. Resataurant, bakery...Expressions(May/can/ I


want/don't want/would/please/thank you/anything/never…)

Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP!
Color and match the picture with its corresponding word.

 SALAD SODA CHICKEN

PIE FISH SPAGHETTI

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϰ


EXPRESSIVEPURPOSE
That I express in a right way all the vocabulary and expressions
related with the places where we eat.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
• Reconoce y produce oralmente expresiones, que hacen referencia a las comidas.

USE MAY TO EXPRESS POSIBILITY. Example: May I help you? May I go to the
bathroom?

USE CAN TO EXPRESS ABILITY (I CAN swim) OR POSIBILITY (can you help
me?)

USE WANT TO EXPRESS DESIRES OR WISHES. Example: I want to travel


LISTEN TO YOUR TEACHER AND WITH A PARTNER, ACT IT OUT. USE THE
WORDS FROM THE WORD BANK, MAY, CAN, WANT AND PLEASE.

WORD BANK
SODA MILK SANDWICH FRENCH FRIES
CHEESEBURGUER LEMONADE CHICKEN SANDWICH
MUSHROOM PIZZA ONION AND TOMATO PIZZA HOT DOG
BREAD BEER ICE CREAM

May I helpyou?

Yes. A hot dog and a glass of


fruit juice, please

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϱ


THE FOLLOWING PICTURES ARE PLACES WHERE WE EAT, ACCORDING TO


THE PLACE WRITE THE THINGS YOU CAN GET THERE.

B A K E R Y
_________________________________________
_________________________________________
_________________________________________
_________________________________________
________________________________________

C A F E T E R I A
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
 ____

RESTAURANT

_____________________________
_____________________________
_____________________________
_____________________________
_____________________________


(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϲ


USE THE PLACES WHERE WE EAT AND THE VOCABULARY FROM THE
WORD BANK AND MORE WORDS THAT YOU FIND IN THE DICTIONARY
AND WRITE COMPLETE SENTENCES ABOUT THEM
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

CHOOSE A CLASSMATE AND WRITE A DIALOGUE USING THE


VOCABULARY, THEN PRESENT IT TO THE CLASS.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϳ


WORKSHOP Nº26

Topic:Practice with conversations using expressions. Menu.

Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!
DRAW IN YOUR NOTEBOOK TWO DISHES FROM THE FOLLOWING
MENU.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϴ


EXPRESSIVE PURPOSE

That I recognize and produce expressions related with the food in an


oral way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Reconoce y produce oralmente expresiones, que hacen


referencia a las comidas.

REMEMBER…

A MENU IS A LIST OF THE DISHES SERVED AT A PLACE WHERE WE


USUALLY EAT, FOR EXAMPLE, A RESTAURANT, A CAFETERIA, A
SNACK BAR, ETC. LOOK AT THE PICTURES AND RECOGNIZE SOME
DISHES FROM A MENU

S O U PS A L A D MEAT DRINK

 /LVWHQWRWKHWHDFKHUDQGUHDGWKH1LQR¶V.LWFKHQ5HVWDXUDQW0HQXV


ϭ Ϯ ϯ ϰ
Chicken Soup

 Vegetable Soup Fish Soup Mushroom soup

Baked Chicken Roast Beef Fried Fish Pork



Tomato Salad Lettuce Salad Onion Salad Tuna Salad

Soda Fruit Juice Milk Shake Lemonade

 Pie
Apple Ice Cream Cheesecake Peach Pie

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϬϵ


2. Sort the menus out


S O U P S

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

S A L A D S

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

M E A T S

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

D R I N K S

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ
 ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Let’s read…

Read and listen with the help of your teacher about Andy and Carla

Andy and Carla are at Nino’s Kitchen Restaurant. It’s their favorite place
to eat out. It’s seven p.m. and Andy is very hungry. He looks at the menu
and he orders vegetable soup, roast beef, lettuce salad, fruit juice and an
ice cream.
Carla is not very hungry.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϬ


She loves drinks and desserts. She orders a glass of lemonade and a
piece of peach pie. They think the food at Nino’s Kitchen Restaurant is
delicious.

Answer the questions:

a. Where are Andy and Carla?


_______________________________________________________________

b. What time is it?


_______________________________________________________________

c. What does Andy order?


_______________________________________________________________

d. Is Carla hungry?
_______________________________________________________________

e. What does she order?


_______________________________________________________________

ORGANIZE THE INFORMATION GIVEN ABOUT ANDY AND CARLA AND


WRITE THE PROCESS TO ORDER THEIR FOOD.

Ez͛^KZZ Z>͛^KZZ
WZK^^ WZK^^

Z>͛^KZZ
WZK^^KDW>d

Ez͛^KZZ
WZK^^KDW>d

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϭ


WORKSHOP Nº27

Topic:FutureTense. Expressions in the future.Action Words: ride, play, go


jogging, etc.

Time: Week: _____ Month____________ to ___________ 20___ Hours:_____

WARM UP!
ANSWER THE FOLLOWING QUESTION WITH THE ACTIVITIES IN THE
PICTURES.

WHAT ARE YOU GOING TO DO?

_______________________________ _____________________________

_______________________________ _____________________________

_______________________________ _____________________________

_______________________________ ____________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϮ


EXPRESSIVEPURPOSE
That I speak about future plans using the action words
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:
• Participa en diálogos sencillosque expresen planes futuros.

Use the future with 'GOING TO', that is a verbal tense, to speak about future
intentions or plans made before the present moment.

Examples:

We are going to study abroad next semester.


Who are you going to visit in Seattle?
Peter isn'tgoingtoattendnextweek'smeeting.

5,'(

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϯ


1. ACT IT OUT
WHAT ARE YOU
GOING TO DO

I’M GOING TO PLAY


THE DRUMS

WHAT ARE YOU


GONNA DO?

I’M GONNA GO
SWIMMING

1. LISTEN TO YOUR TEACHER AND READ THE TEXT.

NEXT WEEK IS MY WEEK

Aunty Kristy is going to come home. She is going to visit my family next
week. She is going to bring presents and sweets.
Mom is going to buy a delicious cake. Dad is going to cook delicious
food.
My sister and my brother are going to decorate the rooms.
We are going to go to the movies next Friday. We are going to go to the
park, too. And next Sunday, we are going to go to the beach.
I am going to have so much fun next week.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϰ


2. WRITE THE QUESTIONS FOR THE FOLLOWING ANSWERS (READ


THE TEXT AGAIN).
______________________________________________?
She is going to come home.

Is_____________________________________________?
Yes, She is. She is going to bring presents and sweets.

_______________________________________________?
Mom is going to buy a delicious cake.

When __________________________________________?
They are going to go to the beach next Sunday

3. TELL YOUR CLASSMATE YOUR PLANS FOR NEXT WEEK,


ACCORDING TO THE PICTURES.

Monday Tuesday Wednesday Thursday

Friday Saturday Sunday









WRITE THE SENTENCES HERE

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϱ


WORKSHOPNº28

Topic:Describe your future plans according to pictures. Story sequence


with images.

Time: Week: _____ Month____________ to ___________ 20___ Hours:____

WARM UP!
COLOR THE PICTURE; THIS IS WHAT WE ARE GOING TO DO.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϲ


EXPRESSIVEPURPOSE
That I write short descriptions about future plans based on picture
sequences.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de


ilustraciones.

Dear student, REMEMBER:

For intentions and decisions we'd normally use 'going to'.

Goingto
Subject to be goingto base infinitive
am
I
'm
watch a film tomorrow.
is do the shopping later.
S / he
's goingto take the train.
start music lessons soon.
You studyreallyhardontheweekend.
are
We
're
They

Look at the picture and write the correct activity they are doing.

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϳ


ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

Look at the pictures and answer the following questions:

What is Gerardo going to do tomorrow?

____________________________________________




What is Lisa going to do after class?

____________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϴ


What is Nico going to do next Saturday?

____________________________________________

Complete the following sentences according to the pictures:



WHEN OUR SCHOOL YEAR IS OVER, WE ______ _______ TO THE PARK.



MY FRIEND _____ _________ TO BE SAD



_______ _______ GOING TO HAVE FUN

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϭϵ


WORKSHOP Nº 29

Topic:FUTURE PLANS (part 3)

Time: Week: _____ Month____________ to ___________ 20___ Hours:_____

WARM UP!
Put the verbs into the correct form (future I). Use going to.

1.It (rain)___________________ .

2.They (eat)______________________ stew.

3.I (wear) ________________________ blue shoes tonight.

4.We (not / help)_____________________ you.

5.Jack (not / walk) ______________________ home.

6.(cook / you) __________________________ dinner?

7.Sue (share / not) ________________________ her biscuits.

8.(leave / they) ___________________________ the house?

9.(take part / she) _________________________ in the contest?

10.I (not / spend) __________________________ my holiday abroad this year.

DRAW SOME FUTURE PLANS

EXPRESSIVEPURPOSE
That I speak about future plans using time expressions

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos que expresen planes futuros.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϬ


The future with 'going to, that is a verbal tense' is used to express a planned future
event, or future intention. It is also used with the future time expressions listed below.

Next month

Next week

Next year

Next June

In January, in September

On Saturday, On Friday

Tomorrow, tomorrow morning, tomorrow afternoon, tomorrow evening…

In four months, in three days…etc

READ THE FOLLOWING DIALOGUE BETWEEN CARA AND SAM:

Sam: Hi Cara, What are you going to do?

Cara: I’m just listening to music, why?

Sam: Do you want to go to the movies?

Cara: Sounds great, when?

Sam: This afternoon, at 4:00. I’m going with


Henry and Sarah

Cara: What are you going to see?

Sam: The little vampire.

Cara: why don’t we see “The Red Planet”?

Sam: That’s all right. Where shall we meet?

Cara: At the entrance of the shopping mall. O. K. See you, bye.

Sam: Good. See you there at quarter to 4:00.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϭ


1. Answer the following questions according to the dialogue:

Ͳ What is Cara doing? _________________________________________

Ͳ What is Sam going to do in the afternoon? ________________________

Ͳ Who is Sam going with? ______________________________________

Ͳ What is Sam going to see? ____________________________________

Ͳ What time are they going to meet at? ____________________________

COMPLETE THE TEXT USING THE FUTURE WITH “GOING TO” AND THE
TIME EXPRESSION FROM THE COGNITIVE STAGE.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϮ


Use the word Bank to write the dialogue

WORD BANK

SEE - VISIT - SLEEP - PRAY - DOHOMEWORK

REST - SEE - DO - DANCE - GO - STUDY - LISTEN

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϯ


WORKSHOP Nº30

Topic:Reading comprehension according to the topic. Ask and answer the


questions.

Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϰ


EXPRESSIVEPURPOSE

That I identify “What”, “Who”, “When” and “Where” from a narrative


text.
EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Reconoce en un texto narrativo el qué, quién, cuándo y dónde.

Reading comprehension is understanding a text that is read, or the process of


"constructing meaning" from a text. Comprehension is a "construction process"
because it involves all of the elements of the reading process working together
as a text is read to create a representation of the text in the reader's mind.

READ THE LETTER.

May 5th, 2011

Dear Margaret.

How are you, your family and your pets? I am all right, and I’m getting ready for
vacation.

My dad and mom are going to take us to Acapulco for two weeks. They told me
I could invite you to come with us. Do you want to come?

We are going to travel on the 10th of July, and we are going to come back on
the 31st. There are lots of activities to do. We are going to stay in a cabin. My
parents are going to rent a car, so we are going to go to many different places. I
can not wait. I’m going to buy two swimming suits and some light clothes. You
know it is very warm there. I hope you can come.

Please, write me soon.

You best friend, Kate

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϱ


Ͳ ANSWER THE QUESTIONS:

1. What is the main idea of the letter?

a. Vacations are lots of fun.

b. Margaret is Kate’s best friend.

c. Kate wants to spend her vacation with Margaret.

2. What is Kate’s family going to do on their vacation?

_____________________________________________________________

3. When are they going to travel?

_____________________________________________________________

4. What is Kate going to buy?

_____________________________________________________________

Planning a Party

(two neighbors talking)


Martha:... What horrible weather today. I'd love to go out, but I think it
will just continue raining.
Jane: Oh, I don't know. Perhaps the sun will come out later this
afternoon.
Martha: I hope you're right. Listen, I'm going to have a party this
Saturday. Would you like to come?

Jane: Oh, I'd love to come. Thank you for inviting me. Who's
going to come to the party?
Martha: Well, a number of people haven't told me yet. But, Peter
and Mark are going to help out with the cooking!
Jane: Hey, I'll help, too!
Martha: Would you? That would be great!
Jane: I'll make lasagna!
Martha: That sounds delicious! I know my Italian cousins are going
to be there. I'm sure they'll love it.
Jane: Italians? Maybe I'll bake a cake...
Martha: No, no. They're not like that. They'll love it.
Jane: Well, if you say so... Is there going be a theme for the
party?
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϲ


Martha: No, I don't think so. Just a chance to get together and have
fun.
Jane: I'm sure it'll be lots of fun.
Martha: But I'm going to hire a clown!
Jane: A clown! You're kidding me.
Martha: No, no. As I child, I always wanted a clown. Now, I'm going
to have a clown at my own party.
Jane: I'm sure everyone will have a good laugh.
Martha: That's the plan!


According to the reading, answer the following questions:

1. What do they think about the weather?

a. It's beautiful. b. It's terrible. c. It's snowing

2. What does Martha have to share?

a. News that she's going to get married. b.News that she's going to have
a party.

c. News that she's going to have a baby

3.What are Peter and Mark going to do?

a. They're going to cook lasagna. b. They're going to help with the


cooking.

c.They're going to come dressed as clowns

4.What special plan is there?

a. Martha's going to have a clown. b. Martha's going to make an


announcement.

c. Martha's going to have a themed party.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϳ


WORKSHOP Nº31

Topic:Telling short stories with images about future plans.

Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP!

Color the following picture:

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϴ


EXPRESSIVEPURPOSE

That I tell short stories using a sequence of images in a written way

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de


ilustraciones.

Telling stories is common in any language. Think of all the situations in which
you can tell a story:

• Talking about your past to a friend


• Giving details about something that happened during a job interview
• Relating information about your family to your children
• Telling colleagues about what happened on a business trip

In each of these situations - and many others - you provide information about
something that happened in the past. In order to help your audience
understand, you need to link these ideas together. One of the most important
ways to link ideas is to sequence them. Sequencing refers to the order in which
events happened. These are some of the most common ways to sequence in
writing or speaking:
Beginning:
Firstly,
First of all,
To start off with,
Initially,

Continuing:
Then,
After that,
Next,
As soon as / When + full clause,
... but then
Immediately,

Ending:
Finally,
In the end,
Eventually,
Lastly,

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϮϵ


Once upon a time a mouse was having a very bad time. She could
find no food at all. She looked here and there, but there was no food, and she
grew very thin.
At last the mouse found a basket, full of corn. There was a small hole in the
basket, and she crept in. She could just get through the hole.
Then she began to eat the corn. Being very hungry, she ate a great deal, and
went on eating and eating. She had grown very fat before she felt that she had
had enough.
When the mouse tried to climb out of the basket, she could not. She was too fat
to pass through the hole.
" How shall I climb out?" said the mouse. "oh, how shall I climb out?"
Just then a rat came along, and he heard the mouse.
"Mouse," said the rat, "if you want to climb out of the basket, you must wait till
you have grown as thin as you were when you went in."

With the following pictures write a complete story in your notebook. Take into
account of the way to write a story. Follow the sequence.

d/dd>͗ͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϬ


COMPLETE THE DIALOGUE CREATING A STORY.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϭ


WORKSHOP Nº32

Topic:FUTURE TENSE (going to)

Time: Week: _____ Month____________ to ___________ 2012 Hours: 12

WARM UP!
Color and complete. Imagine you are having dinner with your friends in 15
years.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϮ


EXPRESSIVEPURPOSE

That I…talk to my classmates and teacher about future plans, so that


Ican be understood, in an oral way.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos, que expresen planes futuros.

The future continuous is formed using the present continuous form + a future
time.

We use the future continuous when we intend or plan to do something at a


specific time in the future.

Forexample:

• ,
PSLFNLQJKLPXSDWWKHDLUSRUWWKLVDIWHUQRRQ

• ,
PIO\LQJWR(QJODQGWRPRUURZ

~ Earth is a small, rocky planet which supports a variety of life! As far as we


know, Earth is unique from all other planets in this respect.

~ Temperatures at the Earth's center (called the "core") may be as high as 7500
K - That's hotter than the surface of the Sun!

~ The Earth is the densest major body in the solar system. This means that it's
the most "compact" of all the planets. For example, you have two loaves of
(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϯ


bread, both of the same amount. You smash one loaf of bread flat. Even
though both loaves are of the same amount, the smashed bread is *denser*
because it is more compact.

~ The Earth is 4.5 to 4.6 billion years old, but the oldest known rocks are less
than 4 billion years old. Rocks older than 3 billion years are rare. The oldest
fossils of living organisms are less than 3.9 billion years old!

~ The Earth is orbited by one moon.


Answer the following questions:

1. What is the Earth?

_______________________________________________________________
_______________________________________________________________

2. How do you imagine life is going to be on Planet Earth in 30 years?

_______________________________________________________________
_______________________________________________________________

Imagine you can travel to another planet in the 2025, choose three planets and
write the reasons you are going to travel there

Planet 1:

_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϰ


Planet 2:

_______________________________________________________________
_______________________________________________________________

Planet 3:

_______________________________________________________________
_______________________________________________________________

1. Read the word bank and write sentences about your future plans,
imagine you are 30 years older. What planet are you going to visit? Look
the example (do it in your notebook)

TRAVEL ATMOSPHERE RADIATION


BLACK HOLE SPACE SHIP COMET
CONSTELATION DAY NIGHT GALAXY
PLANET LIFE LIVE HUMAN LIFE EXTINTION

Example:

In 30 years I am going to travel to Venus because I want to know the


comets.

2. Imagine you are going to travel to the Moon, to Mars and to


Jupiter in 30 years, present your classmates why is it important to travel
there, talk about the characteristics of each planet. Use books or internet
to do it.

Moon:
_______________________________________________________________
________________________________________________

Mars:
_______________________________________________________________
__________________________________________________________

Jupiter:
_______________________________________________________________
_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϱ


WORKSHOP Nº33

Topic: FUTURE PLANS

Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP!
1. Color the picture.

Answer the following question:

Ͳ What do you think your Spanish teacher is going to do next


weekend?

_______________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϲ


EXPRESSIVE PURPOSE

That I…Use the future tense to speak about classmates and teachers
future plans in order to improve my speaking skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Participa en diálogos sencillos, que expresen planes futuros.

We say something is going to happen when it has already been planned.

For example:

Q) Are you going to fly to Germany?


A) No, we're going to drive.

We also use it to show something has already been decided.

For example:-

"We're going to buy a new car next year."

We also use going to when we can see something is about to happen.

For example:

"Look at that cloud. I think it's going to rain."

"Watch out! He's going to crash into that tree!"

    

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϳ


Let’s ask:

Ͳ At this point you are going to ask your teacher about their future
plans, fill the chart.

TEACHER…
Teacher Questions Answer

Spanish What are you going to


do next Sunday?

Where are you going


next vacation?

Science What are you going to


teach next week?

Who are you going to


be teaching tomorrow?

Physical education What exercise are you


going to do tomorrow?

What is the most


difficult exercise we
are going to do next
class?

Arts What drawing are we


going to do next
class?

What colors are we


going to use for next
homework?

Spanish

(Create the questions)

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϴ


Choose two classmates and ask about their future plans, create the questions
and write the answers:

STUDENT’S NAME QUESTIONS ANSWERS

- -

- -

- -

- -


Write in the “flowchart” the process to do what you want to do in 2020

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϯϵ


WORKSHOP Nº 34

Topic:Ask to others about future plans. Teachers etc.

Time: Week: _____ Month____________ to ___________ 2012 Hours:

WARM UP!
Where can you see this announcement?

A. In the cafeteria

B. In the zoo

C. In the pet’s hospital

D. In the pet’s shop

Bryan and Harry are brothers.


Their mother told them that it was
time to do their homework. They
reacted differently.

2. According to the picture, we can say that…

A. Harry is more intelligent than Bryan

B. Bryan is not as disciplined as Harry

C. Harry is less patient than Bryan

D. Bryan is not as young as Harry

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϬ


EXPRESSIVE PURPOSE

That Iwrite short descriptions based on a sequence of pictures in


order to develop skills to answer English SABER - ICFES tests.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de


ilustraciones.

Complete the conversation. Use the words in the box.

DƵƐŚƌŽŽŵ ƉůĞĂƐĞ ŚĞůƉ ƚŚĂŶŬƐǁŽƵůĚ ĨƌƵŝƚ ŵĂLJůŝŬĞ

Waiter: _________ I _________ you?

Grace: yes. I _________ _________ a __________ pizza, please.

Waiter: Anything else?

Grace: Yes, _________. A glass of ___________ juice.

Waiter: Dessert?

Grace: No, ___________.

Waiter: OK, madam.

Practice the conversation.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϭ


Complete the answer according to the picture:

What is she going to do?

a. She is going to ride a bike

b. She is going to play the piano.

c. She is going to do her homework.

d. She is going to play the trumpet.

What is he going to play?

a. He is going to play the piano.

b. He is going to play the trumpet.

c. He is going to play the violin.

d. He is going to do his homework

Write about you. What are you going to do this weekend?

_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
__________________________________________________________

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϮ


1. Are you going to play tennis?

a. Yes, I am.

b. Yes, you are.

c. No, they aren’t

d. No, we aren’t

2. What are you doing in November?

a. I'm going to buy a house.

b. I'm fine.

c. I will buy a car

d. They are dancing at night.

3. Where are you going this holiday?

a. I'm going to play tennis.

b. I'm going to Paris.

c. I’m going to do my homework.

d. I’m going to answer some questions.

4. Are we going to have dinner now?

a. Yes, we are.

b. Yes, I am.

c. Yes, they are.

d. Yes, we are going to have lunch.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϯ


WORKSHOPNº35

Topic: PROJECT: MY FUTURE PLANS

Time: Week: _____ Month____________ to ___________ 20____ Hours:____

WARM UP!
These are two examples of a brochure, we have to be very
creative, we are going to show our future plans. Let’s work.
Let’s write one of our own

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϰ


EXPRESSIVE PURPOSE

That I make a brochure about my future plans, in order to develop my


writing skills.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:


• Escribe descripciones cortas, basadas en una secuencia de
ilustraciones

A brochure (also referred to as a pamphlet) is a type of leaflet. Brochures are


most commonly found at places that tourists frequently visit, such as museums,
major shops, and tourist information. Brochure racks or stands may suggest
visits to amusement parks and other points of interest. Another type of brochure
is interpersonal brochures, which are brochures based on other people. Then
there are pamphlets that you can find in health clinics and hospitals that give
help and advice to do with your health.

We have to recognize three simple steps to make a brochure:


1. Choose the topic you are going to write about and a very beautiful picture
that is related with the topic.
2. Write about your topic, in this case it’s your future plans.
3. Describe the activities you are going to do (in this part of your project,
you can combine pictures with descriptions)

The image you are going to use:

The image is very important because you’ll show what you are talking about.

1. DRAW OR CUT OUT ALL THE PICTURES RELATED WITH THE TOPIC.

PICTURE       DESCRIPTION

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϱ


2. Write the title you have selected.

3. Why is it the best title for your project?

_______________________________________________________________

Now let’s write about the topic. In this part of your project you can write a story
about your future plans.

WRITE ABOUT YOUR FUTURE PLANS

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϲ


Now, try to describe each activity, use the pictures and the words to do it.


PICTURE DESCRIPTION


MAKE A BROCHURE ABOUT YOUR FUTURE.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϳ


WORKSHOP Nº 36

Topic:SUPERLATIVE DEGREE (REVIEW)

Time: Week: _____ Month____________ to ___________ 20_____ Hours:___

WARM UP!
Name the animals:

EXPRESSIVE PURPOSE

That I write short descriptions based on a sequence of pictures in


order to develop skills to answer English SABER - ICFES tests.

EVALUACIÓN: INDICADOR O INDICADORES DE DESEMPEÑO:

• Escribe descripciones cortas, basadas en una secuencia de


ilustraciones.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϴ


In grammar, the superlative is the form of an adjective (or adverb) that


indicates that the person or thing (or action) modified has the quality of the
adjective (or adverb) to a degree greater than that of anything it is being
compared to in a given context. English superlatives are typically formed with
the suffix -est (e.g. healthiest, weakest) or the word most (most recent, most
interesting).



In the following chart you’ll find a list of persons with their corresponding
adjective, write a complete sentence with the words you have, you should use
your notebook.

THE MOST ENERGETIC PERSON I KNOW

Smart The smartest energetic The most energetic

Funny The funniest interesting The most interesting

Nice The nicest Patient The most Patient

Big The biggest Stubborn The most Stubborn


A: I think your grandmother is very ENERGETIC.
B: she certainly is. She’s the most energetic person I know.

Your friend Carlos your grandfather your cousins


(interesting) (generous) (talented)

Our English teacher your nephew Andrew your younger brother


(patient) (stubborn) (polite)

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϰϵ


Your older sister your upstairs neighbor your downstairs neighbor


(bright) (noisy) (rude)

Senator Smith our Spanish teacher


(honest) (boring)




Use the superlative degree. Follow the example and use the vocabulary
about animals. 

Ͳ The lion is the most dangerous animal of the jungle

Ͳ The giraffe is the tallest animal in the jungle.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________


(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϱϬ


COMPLETE THE FOLLOWING PICTURE WRITING A DIALOGUE, USE THE


VOCABULARY.

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL 

ϭϱϭ


CYBERGRAFIA / BIBLIOGRAFIA

HTTP:

http://files.vector-images.com/cd_samples/human_occupations.gif

http://t1.gstatic.com/images?q=tbn:ANd9GcTYrqVGr7oTc3s14YH8mTksKg-
kWNPa-V4Sm6egZMHZWBTWYB_USo8fD_c

http://t2.gstatic.com/images?q=tbn:ANd9GcS7yOfWOMN-QyTo9FofHtr-
vNMfebwN1cYCwYMkPFW3XInpPBSi0T38ng

http://t0.gstatic.com/images?q=tbn:ANd9GcSy_yxkvmQPArVQHGO0JP5KhwzY
S95GeGLTZ4SYU3Wf25Udtp1G1VSiGA

http://t0.gstatic.com/images?q=tbn:ANd9GcQJtcvuCiLla8mFABrjGQxP4Axl9My
5B7hrJ2KDEW8QRDJizS5zlPIf5E4

www.eslkidslab.com

http://busyteacher.org/classroom_activities

WWW.eslprintables.com

http://www.englishforeveryone.org/

http://1.bp.blogspot.com/-
i6J00faOfrQ/TgXfAgB5Y0I/AAAAAAAAAEg/s3_FWqo0WYY/s1600/hobbies2.pn
g

http://www.voyaprenderingles.com/imagenes/Laminas/trabajos/18_musicians_
musicos.JPG

TEXTO:

CLAPPING TIME_4°_EDITORIAL GREENWICH_NORMA

(TXLSR%DVH$FDGpPLFR3HGDJyJLFR      

ÈUHDGH,QJOpV&ROHJLRV$UTXLGLRFHVDQRV&DOL