GIMNASIO INTEGRAL GUATIQUIA 2021

GUIA ESTUDIO ENGLISH

FUN

PERIODO 3 AREA Humanidades ASIGNATURA Inglés GRADO 10

ESTUDIANTE
PROFESOR Sandra García Ruiz

PROPOSITO DEL LA ASIGNATURA

Interpreta diferentes textos, aplica su estructura en la producción escrita y amplía su vocabulario a partir de la lectura para
lograr una conversación básica/media y corta.
Interprets different texts, applies his structure in written production and expands his vocabulary from reading to achieve a
basic / medium and short conversation.
PROPOSITO DE PERIODO
Redacta textos narrativos, descriptivos y expositivos relacionados con temas de su interés o que le resultan familiares.
Write narrative, descriptive and expository texts related to topics of interest or that are familiar to you.

DERECHOS BASICOS DE APRENDIZAJE

Resume la información que ha leído o escuchado sobre temas relacionados con su entorno escolar y académico a través de
escritos estructurados
Summarizes information she/he has read or listened to on academic and school related topics through a structured text.
SABER SUPERIOR
Informa sobre las diferencias,
similitudes y generalidades de algunas
personas, distinguiendo las estructuras
de comparativo y superlativo en sus
producciones orales y escritas.
Informs about the differences,
similarities and generalities of some
people, distinguishing the comparison
and superlative structures in their oral
and written productions.
SABER ALTO
Informa sobre las diferencias,
similitudes y generalidades de algunas
personas, distinguiendo las estructuras
de comparativo y superlativo en sus
producciones
Informs about the differences,
similarities and generalities of some
people, distinguishing the comparison
and superlative structures in their
productions.
SABER BASICO
Informa sobre las diferencias,
similitudes y generalidades de algunas
personas, distinguiendo las estructuras
de comparativo y superlativo.
Informs about the differences,
similarities and generalities of some
people, distinguishing the comparison
and superlative structures.
SABER BAJO
Presenta dificultad al expresar
comparaciones y superlaciones en ingles
llevando una secuencia logica y un buen
uso de vocabulario visto.
Presents difficulty in expressing
comparisons and superlations in
English, carrying a logical sequence and
a good use of vocabulary in this second
language.
NIVELES DE DESEMPEÑO
HACER 1
Practica y aplica sus conocimientos
mediante los ejercicios en clase,
proyectos y tareas con compromiso,
calidad e investiga de ser necesario.
Practice and apply their knowledge
through exercises in class, projects
and assignments with commitment,
quality and research if necessary.
HACER 2
Practica y aplica sus conocimientos
mediante los ejercicios planteados
en clase, trabajos y tareas con
responsabildiad y orden.
Practice and apply their knowledge
through exercises in class,
assignments and tasks with
responsibility and order.
HACER 3
Practica y aplica sus conocimientos
mediante los ejercicios planteados
en clase
Practice and apply their knowledge
through exercises in class
HACER 4
Se le dificulta desarrollar las
estrategias planteadas para
fomentar sus habilidades en el
idioma.
Present difficulties to develop the
strategies proposed to promote his
skills in the language.
SER 1
Participa en clase con compromiso,
respeto y responsabilidad sobre su
propio proceso
The student participates in class
with commitment, respect and
responsibility about the
own process
SER 2
Se compromete con su proceso
académico y en cada clase para
alcanzar los objetivos propuestos The
student is committed to the
academic process and in each class to
achieve the proposed objectives
SER 3
Cumple con las exigencias básicas en su
proceso de aprendizaje y participa
cumpliendo con lo asignado en cada
clase
Meets the basic requirements in the
learning process and participates in
compliance with the assignments in
each class.
SER
Se le dificulta permanecer en clase
con compromiso, responsabilidad y
gestionar sus actividades puntuales.
Present difficulties to remain in class
with commitment, responsibility and
manage their specific activities.

CRITERIOS DE EVALUACIÓN (EVIDENCIAS DE APRENDIZAJE)

 Interacción con el libro y actividades asignadas
 Puntualidad, conexion y participacion en todas las clases virtuales citadas
 Calidad y excelentes resultados en quices, evaluaciones y tareas propuestas
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 CONTEXTUALIZACIÓN-CONTEXTUALIZATION

1° CORTE
12 a 30 de julio

PREVIOUS KNOWLEDGE

Write some sentences using the Word in the bank and the Flintstones picture.

1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
7. ______________________________________________________________________
8. ______________________________________________________________________
9. ______________________________________________________________________
10. _____________________________________________________________________

ENSEÑANZA 1- INSTRUCTION 1

ADJECTIVES
They are words that tell us they are or how people
are, animals or things. Accompany nouns. It indicates
the qualities of the noun.

Based on:
https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcQrdePHYT8uIr2BFSqmnGQXJFKjdXgRyZqStEXnI350VIIteiSgkd
9LzOi

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There are short adjectives
Examples:
 Safe
 big
 pretty
 friendly
There are long adjectives
Examples:
 dangerous
 exciting
 beautiful
 handsome
There are some irregular adjectives (exceptions)
Examples:

 good becomes better

 bad becomes worse

For more information practice the song in this video:

https://youtu.be/sEDy0wGaXJY

Then have fun with this adjective song:

https://youtu.be/rrSY1dSvdio

COMPARATIVE ADJECTIVES
Comparative adjectives are those that are used to make comparisons between people, animals and things. When
we compare an object, place or person to another object, we use comparative adjectives.

We can use comparative adjectives when talking about two things (not three or more things)

How form a Comparative adjective:

Based on:
https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcT009Za5KQmhsd_KxWm2PwFS5VnhHIM3ROS
WkZK7v9QXJ9mMF14rg08uRY
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 Rules:
Some rules you must pay attention to:

Adjectives that are used to compare two people or two things have special forms.

1. If the regular adjective has one syllable, add +er to the end to make the comparative form.
2. If the regular adjective ends in y, change the y to i before adding +er.
3. Double the consonant if you have a consonant-vowel-consonant word.

For many regular adjectives with two or more syllables, use the word more before the adjective and don't add
+er.
Often, the comparative adjective is followed by “than”.

A big example is between Earth and Mars:

You can see in the following chart pay attention the use of rules

Based on: www.englishclub.com/adjectives.compare/htlm

SUPERLATIVE ADJECTIVES
An adjective superlative degree, also called comparative excellence, expresses the feature to its fullest extent.

In general, the gradation is applicable only to adjectives, but can occur in some cases in certain nouns and
adverbs. It is a superlative adjective exaggerates the already exaggerated.

We can use superlative adjectives when talking about three or more things (not two things).

With some 2 syllable adjectives, we can use “est” or “most”:

1. Quiet: the quietest/ most quiet

2. Narrow: the narrowest/ most narrow
3. Simple: the simplest/ most simple
4. Clever: the clevest/ most clever.
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Based on:
http://4.bp.blogspot.com/j3P19F6KMH0/Vi1fD6fFcmI/AAAAAAAAAHI/Kj4sTvrU01A/s1600/Superlatives.gif

If we talk about the three planets Earth, Mars and Jupiter, we can use superlative adjectives, see the following
chart:

EJERCICIOS -EXERCISES

Exercise No.1 LET´S HAVE FUN

Complete with the correct form of the adjective in comparative form:
1. Bikes are __________________ than cars (cheap)
2. January is ____________________ than June (cold)
3. My nice is ___________________ than my nephew (thin)
4. Camila is _____________________ at English than me (good)
5. Hares are ______________________ than tortoises (fast)
6. My pants are __________________________ than hers (colourful)
7. Diana's eyes are _________________________ than Carolina's (big)
8. Mount Everest is ____________________ than K2 (high)
9. Football is __________________________ than tennis (popular)

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10. Paula's hair is ___________________ than Martha's (long)
Exercise No. 2
Complete the sentences. Use the comparative form of adjectives
1. 'I’d like to have ____________________ (long) hair. It's too short now.
2. Climbing mountains is ______________ (dangerous) than hiking.
3. He was _____________________ (lucky) in his __________________ (late) life than in his youth.
4. We need to buy a _______________ (big) table but it has to be ____________ (cheap) than the one we
saw yesterday
5. I think Madonna is _________________ (famous) than Janet Jackson.
6. It's _____________________ (far) to the bank than I thought.
7. I'll talk to my mother. Her advice will be ____________________ (useful) than yours.
8. I'm much ______________________ (good) at tennis than my _______________ (old) sister.
9. Life is ________________________ (complicated) than you believed it to be.
10. I'm a bit ______________________ than my nephew but he's _________________ (tall).
Based on: https://en.islcollective.com/wuploads/preview_new/full1523.jpg

ENSEÑANZA 2 – INSTRUCTION 2

2° CORTE
02 a 20 de Agosto

Short & Long English Vowels

The English vowels are A, E, I, O, & U. (Sometimes Y is a vowel, pronounced as if it were I. Sometimes W substitutes for U,
especially in the digraph 'ow.') Each vowel can be pronounced in several ways.This page explains when each sound is commonly
used.

Use these links to jump to a section lower down on the page:

 Long vowels

 Examples comparing long and short vowels (and showing the effect of the silent 'e')

 Other Vowel sounds (including those affected by a following 'R')

Short Vowels

The most common sound for each vowel is its “short” sound:

 ă, pronounced /æ/ as in apple, pan, or mat,

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  ĕ, pronounced /ɛ/ as in elephant, pen, or met,

 ĭ, pronounced /ɪ/ as in insect, pin, or mitt,

 ŏ, pronounced /ɒ/ as in octopus, ostrich, upon, or motto,

 and ŭ, pronounced /ʌ/ as in umbrella, pun, or mutt.

We call these vowel sounds "short," but they are not all spoken more quickly than the "long" sounds. However,
it's important to learn to pronounce these five sounds, because each is the most common sound for its letter.
The main rules for when to use them and when to use "long" vowel sounds apply to all five of them.

Long Vowels

The alphabet sounds (when the vowel “says its name”) are called “long
vowels.”

We call them ‘long’ because we hold them slightly longer than the
short sounds.

However, they are completely different sounds-- not a longer version of

the same sound.

 Long A (ā), pronounced /eɪ/ as in late or mate,

 Long E (ē), pronounced /iː/ as in eat or meat (or meet or

mete-- all pronounced the same),

 Long I (ī), pronounced /aɪ/ as in mite or might,

 Long O (ō), pronounced /oʊ/ as in oats, mote or moat, and

 Long U (ū), pronounced /juː/ as in mute or /uː/ as in blue.

Silent ‘E’ Rule: When a vowel and single consonant are followed by an ‘e’ (in the same syllable), the ‘e’ is almost
always silent, but it causes the preceding vowel to be long. (Examples: ate, plane, Pete, bite, nine, rope, note,
cube, flute.)

There are just a few exceptions, most involving a 've' or an 'one': above, dove (the bird), give, have, live (the
verb), love, move, prove, etc. A few others: come, done, gone, none, and one, as well as office.

Those words are common, but many more -ve, -one words, & -ice are long: cove, dive, dove (the past tense), drive,
drove, five, gave, grove, hive, knives, live (the adjective), pave, revive, save, stove, strive, survive, thrive, alone,
bone, cone, phone, stone, tone, & advice, dice, ice, nice, price, rice, etc.

Other Long Vowels: A vowel at the end of a syllable is almost always long. Examples: I, we, he, she, go, try,
potato and tomato. (Some English speakers use a short ‘a’ in the 2nd syllable, while others use a long ‘a,’ but both
‘o’s are long for everyone.)

-Igh and -ight are usually long I (and silent GH): bright, fight, high, light, might, night, right, sigh, sight, tight.

Often the first letter of the vowel combinations, especially ‘ai’, ‘ay’, ‘ea’ (sometimes-- see Digraphs, below), ‘ee’, &
‘oa,’ will be long & the second will be silent. (An old rhyme for children says “when 2 vowels go walking, the first
does the talking.”) So ’plain’ sounds exactly like ‘plane,' ‘meat’ and ‘meet’ like ‘mete,’ etc.

However, there are many exceptions. (See the link to English Vowel Digraphs, at the bottom of this page, for the
most common ones.)

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 Common Examples: Short and Long Vowels
These contrasts demonstrate the rules (in each column, first short, then long):

A: short A: long A: short A: long

back bake can cane

snack snake plan plain/plane

fad fade tap tape

mad made/maid cat Kate

Sam same rat rate

E: short E: long E: short E: long

bed bead bet beat/beet

Ben bean met mete/meat/meet

men mean pet Pete

ten teen set seat

I: short I: long I: short I: long

lick like fin fine

hid hide shin shine

slid slide bit bite

dim dime lit light/lite

Tim time sit sight/site

O: short O: long O: short O: long

rob robe cot coat

hop hope not note

mop mope rot rote/wrote

U: short U: long U: short U: long

cub cube cut cute

tub tube flutter flute

hug huge mutter mute

Besides the long and short sounds, there are other sounds English vowels can make.

Based on : https://www.englishhints.com/english-vowels.html

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EJERCICIOS –EXERCISES

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 ENSEÑANZA 3 – INSTRUCTION 3
3° CORTE
23 de Agosto a 10 de Septiembre

DO THE ANIMALS HAVE EMOTIONS?

WRITE YOUR OPINION IN THE NOTEBOOK

PERSONALITY ADJECTIVES

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 TERM PROJECT AND HOMEWORK –Proyecto y tarea de periodo

Realizaremos el PROYECTO propuesto en el libro pagina 36 titulado

WORDS AND GIFS , sin embargo lo adaptaremos para que lo puedas
realizar de forma virtual e individual, este proyecto será nota importante
de este periodo 3 , debes hacer entrega del mismo a más tardar el
enviando la evidencia en formato Video. Por medio de la asignación
EDUCA, a más tardar el 01 de septiembre

BIBLIOGRAFIA-BIBLIOGRAFY

 Ministerio de Educación Nacional. (1994). Ley General de Educación. Bogotá: MEN.

 Ministerio de Educación Nacional. (1998). Serie lineamientos curriculares. Bogotá, MEN. Retrieved from
http:// www.mineducacion.gov. co/1621/ articles-339975_recurso_6. pdf.
 Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lenguas extranjeras:
inglés. Bogotá: MEN.

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