Asignatura: Inglés III

Semestre: 2020-B

Periodo Parcial: Segundo

Clase: 1

Bloque No.: III Diversity

Propósito General de la Asignatura:

Se utilizan las funciones sociales del lenguaje para que el estudiantado logre comunicarse a
través de las habilidades comunicativas con la intención de explicar experiencias,
costumbres propias y de otras personas que tuvieron lugar en el pasado así como acciones
que los interrumpieron; valorando las características de personas, objetos y lugares; para
finalmente diseñar información sobre instrucciones y obligaciones, lo anterior con apoyo de
las tecnologías de la información y comunicación bajo un entorno incluyente de trabajo
colaborativo, tolerante, creativo y de comunicación asertiva, que permita el respeto a
diferentes puntos de vista y propicie la reflexión sobre las consecuencias de sus actos y de
otras personas.

Introducción o inicio:

Hi! Welcome to your extended classroom at COBAEV. Please, stop by as many times as you
need, just remember that you have to complete some activities. Have a great day!

https://www.abss.k12.nc.us/domain/8853

Lesson 1. There Is/ There Are to Describe People, Places and Objects

Lección 1. Hay(singular) / hay(plural) sirve para que describir personas, lugares y objetos.

Class Aim:

To identify and use “There is/There are” to describe people, places and objects. Identifica y usa
Hay(singular) / hay (plural) para describir personas, lugares y objetos.

Type of evaluation: self-evaluation.

Tipo de evaluación: autoevaluación.

Clase 1

1.-Desarrollo de Clase:

You are going to learn about one topic in this class:

 There Is/ There Are to Describe People, Places and Objects (Lesson 1 in your
English III book).

For this class you’ll need:

 Your English III book (you can also work on screenshots.)

 Pencil and colored pencils (optional.)
 Paper (a notebook it’s OK.)

Lesson 1. There Is/ There Are to Describe People, Places and Objects.

This is a topic we worked on First Semester (Block IV “Units of Measurement”). We are

going to learn a bit more about it for this lesson. But before we move on please answer the
following reactivation activity:

Lección 1. Hay (singular)/ hay(plural) que describen personas, lugares y objetos.

Este es un tema en el que trabajamos el primer semestre (Bloque IV “Unidades de medida”).

Aprenderemos un poco más al respecto en esta lección. Pero antes de continuar, responda
la siguiente actividad de reactivación

Reactivation activity. Complete using the Verb To Be (is/are.)

To find the key, got to the key PDF file.

1. There _______ two glasses of water on the table.

2. There _______ a problem with my car.

3. There _______ eleven players in a football team.

4. There _______ one bottle of milk in the fridge.

5. There _______a lot of people on the bus.

How We Use “There Is/There Are” / Cómo usar there is - there are
In English we use “there is” or “there are” to talk about things we can see and things that
exist. We use “there is” or “there are” to say that something exists. We use “there is” for
singular things and uncountable nouns and we use “there are” for plural things and plural
nouns.

En inglés usamos “there is” o “there are” sirve para hablar de cosas que podemos ver y
cosas que existen. Usamos "hay"(singular) o "hay"(plural) para decir que algo existe. "Hay"
para cosas singulares y sustantivos incontables y "hay" para cosas y sustantivos en plural.

Affirmative Form / Forma Afirmativa

The contracted form of “there is” is “there’s”. Remember we can’t contract “there are.”
With plural nouns we can specify the number or use some if we don’t know the exact
quantity. Example:

La forma contraída de "hay" there is es "hay" there’s. Recuerde que no podemos contractar
"hay" there are. Con sustantivos en plural podemos especificar el número o usar alguno si
no sabemos la cantidad exacta. Ejemplo:

There are five students. Hay cinco estudiantes

There are some students.Hay algunos estudiantes.

Con sustantivos en singular usamos "a" o "an", ejemplo: Hay una botella de leche. Pero
recuerde que para los sustantivos incontables, usamos "algunos", ejemplo: Hay algo de
leche.

With singular nouns we use “a” or “an,” example: Con sustantivos en singular usamos "a" o
"an", ejemplo:

There is a bottle of milk. Hay una botella de leche

But remember that for uncountable nouns, we use “some,” example: Pero recuerde que
para los sustantivos incontables, usamos "algunos", ejemplo:

There’s some milk. Hay algo de leche.

Negative Form / Forma negativa

To form negative sentences we add “not” after “there is” or “there are.” The negative
contracted form of “there is not” is “there isn’t.” The contracted form of “there are not” is
“there aren’t.” With singular nouns we use “there isn’t” + “a” or “an,” example:

Para formar oraciones negativas, agregamos "no" después de "hay"there is not o "hay
"there are not. La forma contraída negativa de "no hay "there is not = there isn´t (singular
forma negativa) "no hay" there are not = there aren´t. Con sustantivos en singular usamos
"no hay" + "a" o "una", ejemplo

There isn’t a book. No hay un libro.

With plural nouns we use “there aren´t” any. For uncountable nouns, we use any after the
negative “isn’t.” Con los sustantivos en plural usamos “no hay” ninguno. Para los
sustantivos incontables, usamos cualquiera después del negativo "no es.

Interrogative Form

To make a question, we have to change the word order by placing “is/are” before “there.”
Again, in questions, we use “a” or “an” with singular nouns and “any” with plural and
uncountable nouns.

Forma interrogativa
Para hacer una pregunta, tenemos que cambiar el orden de las palabras colocando "is / are"
antes de "there". Nuevamente, en las preguntas, usamos "a" o "una" con sustantivos
singulares y "any" con sustantivos en plural e incontables.
Important Information! ¡Información importante!

 We can use “there is” and “there are” with Past Simple: we use “there was” with
plural nouns and “there were” with singular nouns.

Podemos usar “there is” y “there are” con Past Simple: usamos “there was” con sustantivos
en plural y “there were” con sustantivos singulares.

You can also watch the following video in case you need extra help!
¡También puede ver el siguiente video en caso de que necesite ayuda adicional!

This is a video that explains the use of “There is/There are.”

https://www.youtube.com/watch?v=yZzU87S-IJ8

Now please go to the formative activities and work on them.

See you soon!

PS Your Teacher.

1.-Actividad Formativa

Now, these are 4 activities for you to do some practice.

Ahora, estas son 4 actividades para que practiques.

If you need an online dictionary, use:

Si necesita un diccionario en línea, usa:

https://www.wordreference.com/

Type of evaluation: self-evaluation.

Tipo de evaluación: autoevaluación

Grammar and Vocabulary = Gramática y Vocabulario.

Formative Activity 1. (Activity 1.5 in your English book. Page 94) Complete the sentences
using “There is/ There are.” Actividad formativa 1. (Actividad 1.5 en tu libro de inglés,
página 94). Completa las oraciones usando "There is / There are".

1. _____________________ books on the table.

2. _____________________ many cars on the road.

3. _____________________ a picture on the wall.

4. _____________________ some orange juice for breakfast.

5. _____________________ many trees in the forest.

6. _____________________ a cat under the table.

7. _____________________ seven apples in the fridge.

8. _____________________ a dog in the house.

9. _____________________ some bad news on TV.

10. ____________________ many rooms in my house.

Grammar and Vocabulary= Gramática y Vocabulario.

Formative Activity 2. (Activity 1.3 in your English book, page 92.) Look at the
following picture. Describe the kitchen in the picture. Describe 10 objects in the
kitchen using number, color or place. Use “There Is/ There Are.”

Actividad formativa 2. (Actividad 1.3 de tu libro de inglés, página 92.) Mira la siguiente
imagen. Describe la cocina de la imagen. Describe 10 objetos en la cocina usando números,
colores o lugares. Utilice "Hay (there is= singular) / Hay"(there are=plural).

If you need an online dictionary, use: Si necesita un diccionario en línea, usa:

https://www.wordreference.com/
EJEMPLOS: ES UNA ORACIÓN EN INGLÉS POR REACTIVO.

1. There is one refrigerator and it is green. Hay un refrigerador y es verde.

There is a big table in the kitchen. Hay una mesa grande en la cocina.

There are some chairs around the table. Hay algunas sillas alrededor de la mesa.

2.-

3.________________________________________________________________________
4.________________________________________________________________________
5.________________________________________________________________________
6.________________________________________________________________________
7.________________________________________________________________________
8.________________________________________________________________________
9.________________________________________________________________________
10._______________________________________________________________________

Grammar and Vocabulary. Gramática y Vocabulario.

Formative Activity 3. (Activity 1.4 in your English book. Page 96) Look at the
following picture. Read the questions and give a short answer.
Actividad formativa 3. (Actividad 1.4 de tu libro de inglés. Página 96) Mira la siguiente
imagen. Lea las preguntas y dé una respuesta breve.
Are there any boots under the bed? Yes, there are / No, there aren´t

¿Hay algunas botas debajo de la cama? Sí, hay (respuesta corta positiva en plural / No, no
hay (respuesta corta negativa en plural.

Is there a cellphone on the table? Yes, there is / no there is not = No, there isn´t

¿Hay un teléfono celular sobre la mesa? Si, hay. (respuesta corta positiva en singular/ No, no
hay. (respuesta corta negativa en singular)

RESPONDE, CHECA LA IMAGEN PÁGINA 92.

1. Are there any books in Daniela’s bedroom?

___________________________________________________________________

2. Are there any shoes on the floor?

___________________________________________________________________

3. Is there a lamp by the bed?

___________________________________________________________________

4. Are there any posters on the walls?

___________________________________________________________________

5. Is there an alarm clock on the night table?

___________________________________________________________________

6. Is there a desk in Daniela’s bedroom?

___________________________________________________________________

7. Are there any cushions on the chair?

___________________________________________________________________

8. Is there a carpet in Daniela’s bedroom?

___________________________________________________________________

9. Is there a basketball jersey on the floor?

___________________________________________________________________

10. Is there a TV in Daniela’s bedroom?

___________________________________________________________________

Grammar, Vocabulary and Listening

Formative Activity 4. (Activity 1.8 in your English book, PAGE 96.) Listen to the
song by The Beatles. Choose the correct option.
Actividad formativa 4. (Actividad 1.8 de tu libro en inglés, PÁGINA 96.) Escucha la canción de
The Beatles. Elegir la opción correcta

Song:

https://www.youtube.com/watch?v=SHAqAO7w8M8

Till There Was You

By: The Beatles
1963
Source: https://genius.com/The-beatles-till-there-was-you-lyrics
The Beatles “Till There Was You” is a cover of a Broadway song originally written by
Meredith Wilson for his 1957 musical “The Music Man.” Paul McCartney heard Peggy Lee’s
1958 version and immediately loved it.
[Verse 1] [Verse 3]
There (1. is/are/was/were) bells on a hill There (4. was/were/wasn’t/weren’t) love
But I never heard them ringing No, I never all around But I never heard it singing No, I
 heard them at all Till there was you never heard it at all Till there was you

[Verse 2] [Bridge]
There (2. was/were/wasn’t/weren’t) birds Then there (5. is/are/was/were) music and
in the sky But I never saw them winging No, I wonderful roses They tell me in sweet
never saw them at all Till there was you fragrant meadows Of dawn and dew

[Bridge] [Verse 3]
Then there (3. is/are/was/were) music and There (6. was/were/wasn’t/weren’t) love
wonderful roses They tell me in sweet all around But I never heard it singing No, I
fragrant meadows Of dawn and dew never heard it at all Till there was you

[Outro]
Till there was you

1.-Actividad Sumativa

This is the Summative Activity for Class 1, you can check your progress here!

Esta es la actividad sumativa para la clase 1, ¡puedes comprobar tu progreso aquí!

Type of evaluation: self-evaluation. Tipo de evaluación: autoevaluación.

Weight: 5%/30% / Peso: 5% / 30%

Summative Activity 1 (1.2 in your English III book): 5% / Actividad sumativa 1 (1.2 en tu
libro de Inglés III): 5%
Reading Lectura
Summative Activity 1. (Activity 1.2 and 1.2.1 in your English book. Page 91 ) Read
the following text. Choose “True” or “False.”

Actividad sumativa 1. (Actividad 1.2 y 1.2.1 de tu libro en inglés Página 91). Lee el
siguiente texto. Elija "Verdadero" o "Falso".
Karina’s House
This is my house in Xalapa. It isn’t very big, but I like it very much. I live here with my
mother, my father and my little brother, Javier. My house has three bedrooms, a living
room, a bathroom and a kitchen. In the living room there are two sofas, an armchair, a TV, a
coffee table and there is a big table with six chairs. There are some pictures on the walls and
a fish tank with some fish. We also have a bird as a pet. We don’t have any cats or dogs.

True False

1. Karina doesn’t live Monterrey. ( ) ( )

2. She lives with her parents and her big brother. ( ) ( )

3. Karina’s house is small. ( ) ( )

4. There are five rooms in the house. ( ) ( )

5. There is only one sofa in the living room. ( ) ( )

6. There aren’t any animals living in Karina’s house. ( ) ( )

7. There are some pictures on the walls. ( ) ( )

Clase 2

Asignatura: Inglés III

Semestre: 2020-B

Periodo Parcial: Segundo

Clase: 2

Bloque No.: II Diversity

Propósito General de la Asignatura:

Se utilizan las funciones sociales del lenguaje para que el estudiantado logre comunicarse a
través de las habilidades comunicativas con la intención de explicar experiencias,
costumbres propias y de otras personas que tuvieron lugar en el pasado así como acciones
que los interrumpieron; valorando las características de personas, objetos y lugares; para
finalmente diseñar información sobre instrucciones y obligaciones, lo anterior con apoyo de
las tecnologías de la información y comunicación bajo un entorno incluyente de trabajo
colaborativo, tolerante, creativo y de comunicación asertiva, que permita el respeto a
diferentes puntos de vista y propicie la reflexión sobre las consecuencias de sus actos y de
otras personas.

Introducción o inicio:

Hi! Welcome to your extended classroom at COBAEV. Please, stop by as many times as you
need, just remember that you have to complete some activities. Have a great day!

https://www.abss.k12.nc.us/domain/8853

Lesson 2. Adjectives to Describe People, Places and Objects

Lección 2. Adjetivos para describir personas, lugares y objetos

Class Aim:

To identify and use vocabulary related to adjectives to describe people, places and objects.

Identificar y utilizar vocabulario relacionado con adjetivos para describir personas, lugares y
objetos.
Type of evaluation: self-evaluation. Tipo de evaluación: autoevaluación.

1.-Desarrollo de Clase:

 You are going to learn about one topic in this class: Vas a aprender sobre un tema en
esta clase:

Adjectives to Describe People, Places and Objects (Lesson 2 in your English III book.)
• Adjetivos para describir personas, lugares y objetos (Lección 2 en tu libro de Inglés III).
For this class you’ll need: Para esta clase necesitarás:
Your English III book (you can also work on screenshots.) Su libro de Inglés III (también
puede trabajar en capturas de pantalla).
• Lápiz y colores (opcional).
Pencil and colored pencils (optional.) • Lápiz y colores (opcional).
Paper (a notebook it’s OK.) Papel (un cuaderno, está bien)

Lesson 2. Adjectives to Describe People, Places and Objects

Lección 2. Adjetivos para describir personas, lugares y objetos

This is a topic we worked on Second Semester (Block I, Lesson 1 “Adjectives”). We are

going to learn a bit more about them in this lesson. But before we move on, please
answer the following reactivation activity:

Este es un tema que trabajamos en el segundo semestre (Bloque I, Lección 1 “Adjetivos”).

Vamos a aprender un poco más sobre ellos en esta lección. Pero antes de continuar,
responda la siguiente actividad de reactivación:

Reactivation question: Pregunta de reactivación:

Which of the following is a word that describes a person?

¿Cuál de las siguientes es una palabra que describe a una persona?

a) Walk b) Religion c) Friendly d) On

What is an adjective? ¿Qué es un adjetivo?

Adjectives are words that describe the qualities of nouns. They provide us with
extra information about the qualities of people, places and objects. We use them
before nouns:
Los adjetivos son palabras que describen las cualidades de los sustantivos. Nos proporcionan
información adicional sobre las cualidades de las personas, los lugares, animales y los
objetos. Los usamos antes de los sustantivos:

An old building. Un edificio antiguo.

A tall man. Un hombre alto.

A smart dog. Un perro inteligente

Now please go to the formative activities and work on them. Ahora, ve a las actividades
formativas y trabaja en ellas.
See you soon! Te veo pronto!
PS Your Teacher. PD Tu maestro
1. Actividad Formativa

Now, these are 6 activities for you to do some practice.

Ahora, estas son 6 actividades para que practiques.

If you need an online dictionary, use:

Si necesita un diccionario en línea, usa:

https://www.wordreference.com/

Type of evaluation: self-evaluation.

Vocabulary and Writing / Vocabulario y Escritura

Formative Activity 1. (Activity 2.1 in your English book, Page 99) Can you remember
adjectives to describe people, animals, places and objects? Complete the chart writing
down 5 adjectives for each category.

Actividad formativa 1. (Actividad 2.1 en tu libro de inglés, Página 99). ¿Puedes recordar
adjetivos para describir personas, animales, lugares y objetos? Completa el cuadro anotando
5 adjetivos para cada categoría.
 People Places Objects
Sincere Filthy Gigantic

Vocabulary and Writing

Formative Activity 2. (Activity 2.2 in your English book, Page 100) Complete the chart using
adjectives. Actividad formativa 2. (Actividad 2.2 de tu libro de inglés, página 100) Completa
la tabla usando adjetivos
CREA TUS PROPIOS EJEMPLOS

I am… (Describe your
physical appearance
using adjectives.)
Yo soy ... (Describe tu
apariencia física usando
adjetivos).
Ejemplo: I am tall and
thin
My house is… (Describe
your house using
adjectives.)
Mi casa es ... (Describe tu
casa usando adjetivos)
My house is clean and
small
The town or city where I
live is… (Describe your
town or city using
adjectives.)
El pueblo o ciudad donde
vivo es… (Describe tu
pueblo o ciudad usando
adjetivos).
My city where i live is
big and modern.

I am… (Describe your My cell phone is… My school is…

personality using (Describe your cell phone (Describe your school
adjectives.) using adjectives.) using adjectives.)

Yo soy ... (Describe tu Mi celular es ... Mi escuela es…

personalidad usando (Describe tu teléfono (Describe tu escuela
adjetivos.) celular usando adjetivos usando adjetivos).

I am friendly happy and… My cellphone is new, My school is biga nd

expensive and elegant. beautiful

Vocabulary / Vocabulario

Formative Activity 3. (Activity 2.5 in your English book, Page 103.) The following chart has
25 adjectives to describe objects and it is missing some pictures. Draw something up that
represents the adjective.

formativa 3. (Actividad 2.5 en tu libro de inglés, Página103). La siguiente tabla tiene 25

adjetivos para describir objetos y faltan algunas imágenes. Dibuja algo que represente el
adjetivo.

Vocabulary / Vocabulario

Formative Activity 4. (Activity 2.7. 1 in your English book, Page105) Complete the
sentences with the most suitable adjective.

Actividad formativa 4. (Actividad 2.7. 1 de tu libro de inglés, página 105) Completa las frases
con el adjetivo más adecuado.

1. I saw a beautiful _________________ dress at the store, but they didn’t have my size.

A) thin B) striped C) outdated

2. Alicia’s mother won a new _________________ smart TV in the school raffle.

A) curved B) glass C) narrow

3. This poor _________________ book has been in my family for six generations.

A) worn B) new C) cute

4. Mila’s dog loves going to the dog’s stylist. He gets out so happy and _______________.

A) sticky B) huge C) fluffy

5. Elephants have a very _________________ skin.

A) thin B) thick C) soft

Vocabulary / Vocabulario

Formative Activity 5. (Activity 5 in your English book workbook, Page 125) Find the words
in the puzzle.

Actividad formativa 5. (Actividad 5 en su libro de inglés, página 125) Encuentre las palabras
en el rompecabezas
Listening and Vocabulary Escucha y vocabulario

Formative Activity 6. (Activity 11 from your English book workbook. Page 129) Listen to
the song by Lenka and fill in the gaps with adjectives.

Actividad formativa 6. (Actividad 11 de tu cuaderno de ejercicios en inglés). Escucha la

canción de Lenka y completa los espacios con adjetivos.
Song : Canción : https://www.youtube.com/watch?v=eE9tV1WGTgE

Everything at Once
By: Lenka
2011
Source: https://genius.com/Lenka-everything-at-once-lyrics

As sly as a fox, as 1) _________ as an ox

As 2) _________ as a hare, as
3) _________ as a bear
As 4) _________ as a bird, as neat as a
word
As 5) _________ as a mouse, as
6) _________ as a house
Oh-oh-oh-oh-oh-oh-oh
All I wanna be, Oh-oh-oh (x2)
Oh-oh-oh-oh-oh-oh-oh
All I wanna be
Is everything
As mean as a wolf, as 7) _________ as a
tooth
As 8) _________ as a bite, as
9) _________ as the night
As 10) _________ as a song, as right as a
wrong
As 11) _________ as a road, as
12) _________ as a toad
As 13) _________ as a picture hanging
from a fixture
Strong like a family, strong as I wanna be
14) _________ as day, as 15) _________
as play
As 16) _________ as nails, as grand as a
Oh-oh-oh-oh-oh-oh-oh
All I wanna be
Is everything
Everything at once (x4)
As 17) _________ as the sun, as
18) _________ as 19) _________
As 20) _________ as a tree, as
21) _________ as the sea
As 22) _________ as fire, as
23) _________ as ice
24) _________ as sugar and everything
nice
As 25) _________ as time, as straight as
a line
As royal as a queen, as buzzed as a bee
As stealth as a tiger, 26) _________ as a
glider
Pure as a melody, pure as I wanna be
Oh-oh-oh-oh-oh-oh-oh
All I wanna be, Oh-oh-oh (x2)
Oh-oh-oh-oh-oh-oh-oh
All I wanna be
Is everything
 whale Everything at once.

Oh-oh-oh-oh-oh-oh-oh
All I wanna be, Oh-oh-oh (x2)

1.-Actividad Sumativa

This is the Summative Activity for Class 2, you can check your progress here!

Type of evaluation: self-evaluation.

Esta es la actividad sumativa para la clase 2, ¡puedes comprobar tu progreso aquí!

Tipo de evaluación: autoevaluación.

Weight: 5%/30% / Peso: 5% / 30%

Summative Activity 1: 5% / Actividad sumativa 1: 5%

Reading = Lectura
Summative Activity 1. (Activity 2.3 in your English book, page 101) Find and
underline the adjectives in the text.
Actividad sumativa 1. (Actividad 2.3 en tu libro de inglés página 101). Encuentra y subraya
los adjetivos en el texto.
Activity 2.3.2 in your English book. Match the opposites. Page102.
Actividad 2.3.2 en tu libro de inglés. Haz coincidir los opuestos. Página102

1. ( ) Big A. Chubby

2. ( ) Best B. Small

3. ( ) Oldest C. Straight

4. ( ) Slim D. Worst

5. ( ) Curly E. Fair

6. ( ) Dark F. Youngest

Activity 2.3.3 in your English book. Match the synonyms.

1. ( ) Curly A. Thin

2. ( ) Moody B. Joyful

3. ( ) Slim C. Touchy

4. ( ) Sad D. Top

5. ( ) Happy E. Wavy
6. ( ) Best F. Blue

Answer the following. Choose the correct option based on the “Elena, My Best Friend” text and

activities 2.3.2 and 2.3.3. Page 102

Responde lo siguiente. Elija la opción correcta según el texto "Elena, mi mejor amiga" y las
actividades 2.3.2 y 2.3.3. Página 102

1. Which of the following adjectives describes Elena’s personality?

A) Moody. B) Red. C) Tall.
2. Which of the following adjectives describes Elena’s hair?
A) Happy. B) Freckly. C) Red.
3. Which of the following adjectives describes Elena’s skin?
A) Tall. B) Fair. C) Slim.
4. Which of the following adjectives describes Elena’s height?
A) Fair. B) Slim. C) Tall.
5. Which of the following adjectives describes Elena’s weight?
A) Slim. B) Pretty. C) Happy.
6. Which of the following adjectives describes Elena’s physical appearance?
A) Pretty. B) Moody. C) Curly.
7. Based on activity 2.3.2, which are the opposites of 1. Big, 2. Best and 3. Oldest?
A) 1 B, 2 E, 3 F B) 1 B, 2 D, 3 F C) 1 B, 2 F, 3 D
8. Based on activity 2.3.2, which are the opposites of 4. Slim, 5. Curly and 6. Dark?
A) 4 A, 5 C, 6 E B) 4 C, 5 E, 6 A C) 4 E, 5 A, 6 C
9. Based on activity 2.3.3, which are the opposites of 1. Curly, 2. Moody and 3.
Slim?
A) 1 C, 2 E, 3 A B) 1 A, 2 E, 3 C C) 1 E, 2 C, 3 A
10. Based on activity 2.3.3, which are the opposites of 4. Sad, 5. Happy and 6. Best?
A) 4 B, 5 F, 6 D B) 4 D, 5 F, 6 B C) 4 F, 5B, 6 D
Clase 3

Asignatura: Inglés III

Semestre: 2020-B

Periodo Parcial: Segundo

Clase: 3

Bloque No.: III Diversity

Propósito General de la Asignatura:

Se utilizan las funciones sociales del lenguaje para que el estudiantado logre comunicarse a
través de las habilidades comunicativas con la intención de explicar experiencias,
costumbres propias y de otras personas que tuvieron lugar en el pasado así como acciones
que los interrumpieron; valorando las características de personas, objetos y lugares; para
finalmente diseñar información sobre instrucciones y obligaciones, lo anterior con apoyo de
las tecnologías de la información y comunicación bajo un entorno incluyente de trabajo
colaborativo, tolerante, creativo y de comunicación asertiva, que permita el respeto a
diferentes puntos de vista y propicie la reflexión sobre las consecuencias de sus actos y de
otras personas.

Introducción o inicio:

Hi! Welcome to your extended classroom at COBAEV. Please, stop by as many times as you
need, just remember that you have to complete some activities. Have a great day!

https://www.abss.k12.nc.us/domain/8853

Lesson 4. Grammar. Relative Pronouns: Who, Which, That and Where.

Lección 4. Gramática. Pronombres relativos: quién, cuál, eso y dónde.

Class Aim: Objetivo de la clase

To identify and use relative pronouns (who, which, that and where.)

Para identificar y usar pronombres relativos (quién, cuál, eso y dónde).

Type of evaluation: self-evaluation. Tipo de evaluación: autoevaluación

1. Desarrollo de Clase

1. Actividad Sumativa

These are the Summative Activities for Class 3, you can check your progress here!

Activity deadline: _____

Weight: 20%/30%
Summative Activity 1 (4.9 in your book): 10%
Type of evaluation: self-evaluation.
Summative Activity 2 (Project in your book): 10%
Type of evaluation: hetero-evaluation (your teacher grades you.)
 Summative Activity 1

Reading

Activity 4.9 in your English book. Read Enrique’s review about Colima. Complete the
review using one of the options from the box below.
 1. I live in Colima at the moment (1.) _______ studying to get my degree as an
English/French teacher in the next two years.
A) d, there is a lot B) f, that people C) i, where I am
2. One of my favorite places here is La Cumbre, a hill (2.) _______ in the
outskirts of the city.
A) c, which is located B) i, where I am C) b, which takes place
3. (3.) _______ high probability that you will meet people along the way…
A) j, which does not B) e, there is a C) g, which lasts around
4. … (4.) _______ you.
A) b, which takes place B) a, who will get C) i, where I am
5. (5.) _______ a lot of fantastic festivals over the course of the year.
A) g, which lasts around B) f, that people C) h, there are also
6. One of the most recognized festivals is the FIV or “Festival Internacional del
Volcán” (6.) _______ in the downtown area.
A) b, which takes place B) j, where I am C) a, who will greet
7. During this festival, (7.) _______ cost you a single peso except for the food
or drinks, lots of regional rock bands play for free.
A) g, which lasts around B) a, who will greet C) j, which does not
8. Some of the typical drinks (8.) _______ sell at the festival are “tuba,”
“tejuino” and “bate.”
A) d, there is a lot B) f, that people C) h, there are also
9. The festival, (9.) _______ 10 days, is full of music, food, drinks and lots of
fun.
A) f, that people B) g, which lasts around C) c, which is located
10. (10.) _______ more to do here in this amazing city, but that you definitely
have to discover on your own.
A) e, there is more B) f, that people C) d, there is a lot

Grammar, Vocabulary, and Writing

Summative Activity 2 (Project from your English III Book.)

Block I Project

This is the Block III Project. You need to write down and present a review about a place you
like. You need to describe a place you consider interesting to tourists or people looking to
know more about it. You need to use “There is/ There are” to describe people, places and
objects (affirmative, negative and interrogative); adjectives to describe people, places and
objects, and relative pronouns (“who,” “which,” “that” and “where”.) You need to work
individually.

Instructions: Instrucciones
 ● Choose the place you want to describe in a review. You can choose to review a city, a
museum, a park, a restaurant, a beach, a ranch, a farm, etc. Just try to choose a place that
has enough things or objects so you can describe it easily using “There is/ There are,”
adjectives and relative pronouns. Also, remember to choose a place you like so you can
connect with the project, if you use something you like it’s easier for you to do it!
Elija el lugar que desea describir en una reseña. Puedes optar por revisar una ciudad, un
museo, un parque, un restaurante, una playa, un rancho, una granja, etc. Intenta elegir un
lugar que tenga suficientes cosas u objetos para que puedas describirlo fácilmente usando
"Hay / Hay, adjetivos y pronombres relativos. Además, recuerda elegir un lugar que te
guste para que puedas conectarte con el proyecto, si usas algo que te gusta, ¡es más fácil
para ti hacerlo!

Extra Attention! Atención adicional!

¿Por qué la gente escribe

Why do people write reviews? ¿Por qué la gente escribe reseñas?

A review is a text where the author describes and evaluates a place or a product. The
author talks about the characteristics and what makes the place or product interesting to
others. The review can describe positive or negative aspects. The information given to help
the reader to get a good idea of what the place or product is like is the most important
message that the author transmits in a review. Usually they are published in blogs,
newspapers, magazines or social media.

Una reseña es un texto donde el autor describe y evalúa un lugar o un producto. El

autor habla de las características y lo que hace que el lugar o producto sea
interesante para los demás. La revisión puede describir aspectos positivos o

negativos. La información que se brinda para ayudar al lector a hacerse una buena

idea de cómo es el lugar o producto es el mensaje más importante que transmite el

autor en una reseña. Por lo general, se publican en blogs, periódicos, revistas o
redes sociales

Tip! Use Enrique Ortiz’s review about Colima (Activity 4.9 in your English book Page117) as
an example to write down your own review. Usa la reseña de Enrique Ortiz sobre

Colima (Actividad 4.9 en su libro en inglés,Página117) como ejemplo para escribir

su propia reseña.
 ● Cover the following elements:
• Title for the review.
• Drawings or photos that illustrate the place you are reviewing.
• A description of the place that:
 Talks about why you like it and why you consider it interesting to tourists
or people looking to know more about it.
 Describes its atmosphere; describe what people feel like when visiting
and spending time there.
 Describes the people and objects you can find there.
 Describes the positive and negative aspects about visiting it.
 Uses “There is/ There are” to describe people, places and objects
(affirmative, negative and interrogative); adjectives to describe
people, places and objects and relative pronouns (“who,”
“which,” “that” and “where”.)
● Avoid using offensive language or expressing offensive opinions.

Cubre los siguientes elementos:

• Título de la reseña.
• Dibujos o fotografías que ilustren el lugar que está revisando.
• Una descripción del lugar que:
 Habla sobre por qué te gusta y por qué lo consideras interesante para turistas o personas
que buscan saber más sobre él.
 Describe su atmósfera; describa cómo se sienten las personas cuando visitan y pasan
tiempo allí.
 Describe las personas y los objetos que puedes encontrar allí.
 Describe los aspectos positivos y negativos de visitarlo.
 Utiliza “Hay / Hay” para describir personas, lugares y objetos (afirmativo, negativo e
interrogativo); adjetivos para describir personas, lugares y objetos y pronombres relativos
("quién", "cuál", "eso" y "dónde").
● Evite usar lenguaje ofensivo o expresar opiniones ofensivas.
 This is the rubric that your teacher uses to assess you:
Esta es la rúbrica que usa su maestro para evaluarlo:

Project Analytic Rubric Rúbrica analítica del proyecto

Assessment: Individual. Evaluación: Individual.

Evidence: Review About a Place You Like. Evidencia: reseña sobre un lugar que te guste.

Rating Scale
Criteria 2% 1% 0% %
Elements The review includes all the The review includes 2 elements: The review includes 1 element:
elements:  Title,  Title,
 Title,  Drawings or photos  Drawings or photos
 Drawings or photos illustrating the illustrating the
illustrating the review and review and
review and  A description of the  A description of the
 A description of the place. place.
place.
Content The review is The review does 2-3 of the The review does 1 of the
 about a place; following: following:
 describes why it is  talks about a place;  talks about a place;
interesting to  describes why it is  describes why it is
tourists or people; interesting to interesting to
 describes the people tourists or people; tourists or people;
and objects that can  describes the people  describes the people
be found there and and objects that can and objects that can
 describes the be found there and be found there and
positive and  describes the  describes the
negative aspects positive and positive and
about visiting. negative aspects negative aspects
about visiting. about visiting.
Grammar The review has 0 mistakes using: The review has 1-3 mistakes The review has more than 4
 relative pronouns using: mistakes using:
(“who,” “which,”  relative pronouns  relative pronouns
“that” and “where”.) (“who,” “which,” (“who,” “which,”
 “There is/ There “that” and “where”.) “that” and “where”.)
are” to describe  “There is/ There  “There is/ There are”
people, places and are” to describe to describe people,
objects (affirmative, people, places and places and objects
negative and objects (affirmative, (affirmative,
interrogative.) negative and negative and
interrogative.) interrogative.)
Vocabulary The sentences have 0 mistakes The sentences have 1-3 mistakes The sentences have more than 4
and using vocabulary related to: using vocabulary related to: mistakes using vocabulary
Spelling  adjectives to  adjectives to related to:
describe people, describe people,  adjectives to
places and objects. places and objects. describe people,
places and objects.
1% 0.5% 0%
Construction The project includes all the The project includes some of the *The student doesn’t include the
following information: following information: following information:
 Student’s name,  Student’s name,  Student’s name,
 Group,  Group,  Group,
 List number and  List number and  List number and
 Date.  Date.  Date.
Attitude The opinions shared in the The opinions shared in the The opinions shared in the
review reflect that the student: review somehow reflect that the review don’t reflect that the
 Shows respect and student: student:
tolerance towards  Shows respect and  Shows respect and
diversity in their tolerance towards tolerance towards
environment. diversity in their diversity in their
environment. environment.
/10%