Décimo


Periodo 3

 Comprensión lectora de textos orales o escritos sobre problemáticas sociales. 
 Expresión oral o escrita agregando verbos frasales en el discurso. 
 Redacción de textos cortos para opinar o describir. 
 Diferenciación de verbos en gerundio e infinitivo alrealizar oraciones. 
 Presentación de ideas para dar solución a una problemática global. 
 Resolución y comprensión de ejercicios tipo prueba SABER 11.

Week 10
October 27-31

Prueba de periodo

Simulacro en clase

Resolución de simulacro en libro

Week 9
October 20-24

Actividad kahoot: gerunds and infinitives

Simulacro en clase

Week 8
October 14-17

Gerunds and infinitives


Week 7
September 29 - October 3

Retroalimentación proceso 
Alerta académica

Retroalimentación phrasal verbs

Week 6
September 22- 26

English Day

Refuerzo kahoots false friends y simulacros 1-2-3

10A


Trabajo 10A phrasal verbs:


10B

10C



Trabajo 10C phrasal verbs:

Revisión simulacros 4-5-6

Revisión stories 1-2-3-4

Taller kahoot phrasal verbs

Story 4

Vaping has taken off in a big way around the world.

And teens have taken to it in huge numbers.

Why are teens vaping?

And are they aware of the health risks?

I started vaping because all my friends were doing it. It just seemed cool at the time.

The devices that the kids at school had all looked great. They had these really nice designs, and they all came in different colours.

All the kids had these vape pipes with cool names too. Like Tazer, The Breeze, Revelation. They sounded like names you could see on a t-shirt.

And they had their own logos too.

Having your own vape became like a status symbol.

Soon, there were many kids in my school who were using vapes. And no one even thought that it was like smoking. Many kids even thought that using a vape was not smoking at all. It was not considered bad for your health or dangerous.

I think for many older people — adults and people the same age as my mum and dad — they started to use vapes to quit smoking.

But for a lot of my friends at school — me included — we just went straight to vapes. We didn’t even consider smoking cigarettes at all.

I would look at my grandfather smoking cigarettes, and it just looked dirty to me. And he was always coughing every time he smoked.

But with vapes… It doesn’t look dirty. It looks clean.

And the smoke that comes out of your mouth doesn’t look the same as cigarette smoke. It looks more like a cloud. It looks natural. Like air.

So I think that’s why so many kids did it.

It looked cool, and it didn’t seem unhealthy.

But then I started doing it every day. It was always in my hand. I was constantly taking a hit off of it any time I wasn’t in class.

Or if my parents couldn’t see me doing it.

I found that if I didn’t do it every day — or I couldn’t get the oil — then I had trouble breathing. It was like I needed to vape or I couldn’t even breathe.

One kid at school — he has asthma — and he had to go to hospital because of vaping. He was off school for about three weeks, I think.

Then, in the summer, we had a sports day. I was always good at sports. I was good at running.

But I was in one running event — all the schools from our district were there, parents were there — and I collapsed. Luckily, I had finished the race — I didn’t come close to winning — and as I was walking back off the track, I just fell to the ground.

My mum and dad took me to hospital, and they found that I had this thing called popcorn lung. It’s very common for people that use vapes.

The doctor knew immediately that I had been vaping. And he had to tell my mum and dad.

They were really worried about me. But angry at the same time.

Now, I don’t vape at all. It was really hard to stop. But I am so glad I did.

What are some misperceptions you would like to clear up for young people about e-cigarettes? You need to know that e-cigarettes are not safe. They can cause coughing and wheezing, and changes in blood vessels. They also contain chemicals that cause cancer. Even if you are a “casual” user—you know, you say, Oh, I’m only using on the weekends or with friends—that can still lead to severe nicotine addiction. Some teens can experience symptoms of addiction after just a few weeks of use. Your brain doesn’t completely mature until about 25 years of age—and when the brain is still developing, there’s a higher likelihood of becoming addicted to things like nicotine. I get so many comments like, Oh, well, my friend told me that Juul was nicotine-free—but it’s simply not true. If I tell my doctor that I vape, can they help me quit? Yes. As pediatricians, it’s part of our responsibility to advise you to quit and to help you to quit. And this conversation with your pediatrician is confidential. But I would encourage teens to talk to any trusted adult—whether that’s a parent, a teacher, a counselor, or somebody in their scout troop. Any other advice you want to give teens? Not vaping is the best thing to do. It’s important to know that the vast majority of teens do not vape, they do not want to vape, and they have not vaped. But when you’re seeing all those social media posts about everybody vaping, you think that everybody vapes. It’s also important to know that millions of teens have quit. And so it definitely is possible.

How to say no to vaping peer pressure

You may have no interest in vaping, but feel pressure from people to give it a go. This is what's known as peer pressure. Peer pressure is feeling like you have to do something just because other people want or expect you to do it. It can be hard to stand up to peer pressure, but the benefit of doing that is that you get to make your own decisions and live by your own values. Here are some tips from teacher Chloe Vethamony.

1. Have a way out

Peer pressure often happens during social times, such as the journey to and from school or during breaks. If you find yourself in these tricky situations, you can try to avoid them by having an excuse to leave. A great, valid reason is joining an extracurricular activity. A sports club after school or a debate club during lunch times are also great ways to meet other people. Having somewhere to be means you can remove yourself from difficult circumstances.

2. Saying no with confidence

First, you must decide what you are and aren’t comfortable with. Once you know your boundaries, it’s easier to say no with more confidence. If a firm ‘no, thank you’ isn’t enough, you could use phrases such as ‘that’s fine if you want to, but I don’t,’ or ‘no, that’s not for me.’ You may also find it useful to ask your friends if they really want to do whatever it is that they are pressuring you to do. You might find that they don’t either, but they just didn’t want to admit it.

3. Finding your tribe

Sometimes it is hard to say no to friends, especially if you have known them for a long time. But being loyal to a friend doesn’t mean that you must do something that you don’t want to do. Friendships change and that’s ok. If you find that your friends no longer align with your values, it’s fine and perfectly normal to find other friends that do. Remember that real friends will respect your decisions, even if they differ from their own. Stick to your values – it will help you find your own tribe.

4. Standing up to others

You may be confident in the person that you are and unafraid of having a different opinion to your peers. However, if you see someone else being a victim of peer pressure, you could decide to be an ally. It’s not always best to confront the situation when you see it happening, but you could approach this person afterwards and let them know that what is happening to them isn’t right and offer to support them in getting help and reporting what is going on to a form tutor or head of year.

5. Getting help and advice

If you do find yourself in a situation where you feel under pressure to do something you don’t want to do, get help and support as soon as you can to stop things from getting worse. The sooner you reach out for help, the sooner you can deal with the peer pressure. Confide in a trusted adult – this could be a parent or carer, a teacher or a member of the pastoral team at school – and they can support you with any peer pressure you may be facing.


Week 5
September 15 - 19

Se termina juego y repaso con phrasal verbs. Realización de oraciones con estos verbos de manera grupal. 

Simulacro 6

Story 3

Ryan:
With where I grew up, it gets a lot of bad press for being quite a depressed kind of rundown place where people don't really let you explore your dreams and they kind of put you down. It's not really multicultural. Me having a darker skin tone, I was seen as inferior to a lot of people. I never had a father present in my life. It was a struggle not having any positive male role models to look up to.

Ryan:
At the beginning, there wasn't many friendships at all. As the kind of, the tenure of primary school developed, there were a few, but they weren't sustainable. I think it was much more who's the coolest and who's the most popular, and they think that they become a better person by hanging around with the so-called popular person. And I was always the opposite of that. The smallest things started just kind of name-calling. The usual words, the N-word. And then that escalated. People would kind of pick up rocks and throw them at, aim them at my head while repeatedly using derogatory terms. One of the popular people, so to speak, used one of the knives in the canteen and he was repeatedly prodding me with it with the hopes of, of course, mass intimidation. It's like being dragged into an abyss and there was no light at the end of the tunnel. It was a really dark time for me.

Ryan:
You really lose grasp of who you are. When you come home from school and you're broken, you want some encouragement, and you want just a sliver of hope from people who are meant to be your family. So, to be constantly degraded at home, it was becoming more and more like a one-way street. And there was only one way that was heading, which is the permanent solution, and the worst solution.

Ryan:
School became an escape from home, and home became an escape from school. And I became an absolute alter-ego who would speak differently, who would portray himself differently. I'd pretend that my upbringing was the absolute opposite of what it really was. I'd pretend that I had a lot of money, and I'd come from a really privileged background. It didn't give me positive attention, but it did give me attention. At this point it was any attention is better than feeling that you're just locked away in a drawer. There was nothing in that suit anymore. It was just a complete character. It was just a complete theatrical mask. On the mornings, I would physically vomit at the thought of who I was becoming at my time there. And it resulted in me refusing to go at school. Which gradually amplified to the point where I wouldn't leave my room. I wouldn't respond at all. It's kind of the Jenga tower bricks had been building and building and building at this point. Two-and-a-half years into secondary school, the Jenga tower collapsed, and I fell into myself. The worst time of my life. I wouldn't allow any light into the house. I'd be huddled in the foetal position. And no form of contact in the day. I'd cry through the night. I was refusing to eat, feeling so sick and anxious. I kinda lost the first layer of skin in my arms and my legs 'cause of the sweating and the excessive scratching.

Ryan:
There was no support really at this time. It was just confusion from the people who I'd lived with. And their comments would become more and more extreme. My mum would say there's nothing wrong with you. You're just doing it for attention. My grandma has five sisters and six brothers. One of her sisters is quite medically educated. She got involved and she held out a helping hand. The first time she tried to see me, I ran out of the house and so there was just absolute fear. That night, emergency CAMHS were called. I was, as ever, paralysed in the foetal position. I was really unresponsive.

Ryan:
And that's when my auntie came and she offered me to go and live with her in a place where I could eventually feel safe. And that's when my time at CAMHS started. I remember the first time I met him, and something already felt different. And it didn't take me long to realise that this felt like a male who I could trust.

Ryan:
Adolescence, it is meant to be that point where, you know, you find who you are. And I think I finally know who I am.


Week 4
September 8 - 12

Encuesta 

Quices: false friends, simulacros 1-2-3

1
2

Simulacro 5

Phrasal verbs


Story 2

Sam:
I'd spend a lot of time on my own. So, I got used to it. I'd just be sat there on my computer, either playing video games or reading articles online. I became rather withdrawn. I had next to no friends. I started to get almost a fear of people, I suppose.

Aneekah:
I couldn't really speak to people properly. I couldn't-- I didn't have any confidence. I couldn't articulate my thoughts very well. I was very quiet and I was quite, like, paranoid about the people around me. And when we were playing team games, they'd pick me last. That was an awful experience. I felt like there was something very wrong with me, and I couldn't figure out what it was.

Sam:
There's so much peer pressure. Oh, have you got this new bag or this new phone, or have you heard of this, have you seen that? And, obviously, I'm still not into half the things that normal teenagers are into today. So, I felt that pressure of I'm a complete outsider. Interacting with people was very difficult. I hadn't really had experience with, just, having a normal conversation with someone. I don't know what to say, I don't know what to do. I am constantly thinking, "Do they think I'm an idiot? Do they think I'm weird? Do they think I'm strange?" All sorts of things.

Aneekah:
When I moved to the grammar school, I found that I wasn't actually at the top. I was more towards the bottom. I wasn't as good as them. They were so much better than me. And it brought on a lot of anxiety. So, I describe it like the reactions inside the sun. Because it was so intense, and I didn't know what it was. It was very scary, and I remember being with my friends. I just wanted to escape; I just wanted to walk out the room, detach myself from the environment, and everything going in slow motion. Finding it hard to breathe sometimes. I was in my maths lesson, and I was sitting in the middle of two or three people. I couldn't hear the things around me anymore. I could hear them, but I didn't feel like I could process anything. I was looking down at my paper and looking up, and looking down again. It was like everything was just quite far away.

Sam:
I think one of the worst times that I felt most anxious was in English class. So, having to stand up and read this book, I felt so anxious I just completely froze. And I just couldn't get the words out physically. Like, they were on the end of my tongue, but they were stuck. So, I stood there for about two minutes. So, I just sat down and for the next half an hour of that lesson, I was just stuck in my own head in that classroom. I physically felt sick. I felt like I was in a sauna as well. I started sweating. My heart was going 70,000 miles an hour. It physically hurt.

Aneekah:
At first it started happening, like, maybe once every so often. Then it started increasing to once a week, until... Until I got to the point where it was happening every day. I was feeling like that all the time.

Aneekah:
Actually, a lot of people didn't believe me. Or they thought I was just being a teenager, this is normal. It got worse after that. And I, I withdrew from my GCSEs and didn't do them, due to, like, the severity of the mental health.

Sam:
So, I just had this overwhelming feeling of "I'm really alone right now. This is absolutely awful." And it all just built up and built up. Physically wound me up. I almost felt like a jack-in-the-box sometimes. And how someone's slowly winding the handle slowly and slowly and slowly, and I'm just gonna pop.

Aneekah:
And I thought that I don't really deserve to live, because I felt stressed out when I just looked at the books. I feel like a terrible human being. And then I took an overdose.

Aneekah:
I got a fast rec into CAMHS, and then things started changing for the better. First, I saw a key worker who I think did an assessment on me. And then I got to see a psychiatrist. And then for over the next few months, I got to see both of them. At first it was weekly, then it was once every two weeks, and then it was once every month or so. That actually helped a lot, because I felt supported. I felt like I could talk about things. Like I could, just letting things out, you know, just a release of emotions. People were listening to me. I felt like I was allowed to be unwell. And it got me to the state where I could start doing things again. Or could start making my own choices and helping myself get better.

Sam:
It helped just be able to talk to somebody. I could sit there and talk for the hour. I was just trying to explain to her how hard it was. I have very few friends, I feel like I'm near enough terrified of people, and it's incredibly hard. All the emotions and all the thoughts and everything constantly whirling around. At some points, I just felt, you know, when you're physically dizzy. While I was talking, those normal fears of being scared and being worried about people, I didn't feel any of that anymore. I could let all this out 'cause there was someone that not only was there, but wanted to be there.



Week 3
September 1-5

Se termina Taller false friends, skimming y scanning

Simulacro 4

Story 1

Jack:
I was a normal kid, I was playing football, rugby, cricket all of the sports you know under the sun that I could get my hands on to. If there was a ball involved I was pretty much there. But things changed when my parents split up, which was when I was 11 years old. And that's when my head started to just question things that I would not have questioned if that situation did not occur. But I thought it's my fault.

I was chubby, quite a large kid. I got bullied in primary and secondary school for being fat. I came home numerous times crying. I think these two things together, the parents splitting up and being bullied, I started to isolate myself.

When I then eventually moved house that's when I decided that I'm going to lose weight. And when I got home to that other house, I remember it so vividly because we had pizza there. And that was the first time that I restricted myself, and this is my new start. This is my fresh start, this is the new Jack. Because the old Jack was left behind in the old house.

I started running, and I can remember my road was very long, so I just went up once and then came back down. I then went swimming. Running and swimming were my two main things that I used to lose weight. So one night run up once, came down and went to swim. Next evening, run twice, went to swim. Then probably a couple of days passed three times, swim. Four times, swim. Five times, swim.

Food, I cut everything that I categorised as bad out. I just felt so determined, nothing was going to stop me, I was going to do this.

I remember saying to one of my mates when I was walking out of the gate at school, I'm going to be skinny Jack. And he said, "I can't imagine a skinny Jack." I said, "Just watch me."

My relationship with food and exercise I took that, but went way too far with it. So I isolated myself from everyone.

I remember going on a holiday to Spain, and that was a big wake up call for my mum. I think that's when my mum realised that there's something seriously wrong, because I'd have panic attacks after dinner, I would have just these weird mood swings. I was so uncomfortable in myself and what I looked like and how I felt. Anorexia is like a cloud flooding your brain. You're just thinking about numbers, calories, exercise, what you're eating today, what you're eating tomorrow, what you can cut out, what can you do more to push yourself.

I wasn't present. I am now skinny Jack, and I am that person that I turned myself into. I just became very weak, I just felt empty. So I couldn't, I couldn't even run anymore. Everything had stopped.

And I was in bed by 6:00. There was no way I was staying up any later because I couldn't physically stay up. I was so tired and drained.

By November time I was struggling to walk to school. I used to go to school, go straight to the medical room and tell them to call my parents to pick me up because I couldn't, I couldn't walk home.

At this point I wanted to be ill. I wanted to feel bad. I wanted to feel horrible. I wanted to feel sick. I was so far gone in my head that I was, you know I wasn't even Jack. I had turned into a completely different person. And I just wanted to be in that bubble by myself.

I remember one distinct day when my dad picked me up, my dad was crying because he saw my eyes, they were black, I was tired, you could see I was deteriorating. And I did have a complete breakdown.

And when I did have that breakdown, that's when I did ask for help.

I went to my GP, we did get a referral to CAMHS. When I finally got there two weeks later, the nurse, she must have done my heart rate and blood pressure first, and I remember just the machine just beeping.

My heart rate was 35 beats per minute, and my blood pressure was 70 over 40, or something insane. I said, "Am I going to die?" And she said, "We need to go and speak to your dad."

They took me up to the ward, and they took me upstairs and I walked past and I just remember looking to my left and there being just children my age and maybe a bit younger and older, and they were being fed by tubes.

And I remember just walking and thinking I'm going to start now, I have to do this. And that was the day I started my whole meal plan, on that day.

Things started to look up because I had structure again.

So I'm studying towards my GCSE's, I've got my meal plan, I'm an outpatient at CAMHS, so I'm going once or twice a week to get weighed, my heart checked, everything, you know, just get checked and checked up.

And that's the thing, I took control of my own recovery. Because no one can help you, you have to help yourself.

A counsellor or psychologist can only bring you to water, they can't make you drink it. You have to actually want to do it yourself.


Week 2
August 25-29

Taller false friends, skimming y scanning

Simulacro 3


  














Week 1
August 19-22

Retroalimentación prueba de periodo: estructura de la prueba

Asistecia charla con egresada empresaria  e invitada astronauta

Explicación false and true cognates

Simulacro 2

Periodo 2

How do I take care of my body and mind?

 Comprensión lectora de textos que hablan sobre el cuidado del cuerpo y de la sociedad en el mundo. 
 Expresión de opiniones utilizando los verbos modales de acuerdo a situaciones planteadas. 
 Aplicación del tiempo perfecto y el participio pasado dentro de oraciones o párrafos. 
 Reconocimiento de falsos cognados dentro de oraciones y párrafos. 
 Utilización de los condicionales para responder a situaciones probables o fijas.  Demostración de una técnica para relajar cuerpo, mente y alma. 
 Resolución y comprensión de ejercicios tipo prueba SABER 11 

Week 13
August 11-15

Continuación presentación oral

Entrega de prueba de periodo y nota final de periodo

Refuerzos finales notas

Simulacro 1


Week 12
August 4-6

Quiz reading 5

Prueba de periodo con ente externo

Inicio de presentación oral 

Week 11
July 28-August 1

Conditionals


Kahoots

Reading 5
Exercise 1
Exercise 2
Are these actions examples of being mindful or of not being midful?

Week 10
July 21-25


Reading 2 Quiz

Modal verbs


Reading 3 





Week 9
July 14-18

Reading 1 Quiz

Actividad dispositivos de Aprendizaje

Present Perfect Progressive

Reading 2


A. Match the words with the meanings. 
1. muscles        2. an organ             3. blood pressure              4. circulation                              5. a heartbeat 6. a brain                 7. a painkiller                     8. relaxation 

a. measurement of the force of blood moving around the body 
b. something that is not work; something that you enjoy 
c. the action of the heart 
d. movement of the blood around the body 
e. a medicine that stops pain 
f. what is on your bones that helps you move 
g. a part of the body that has a special job (for example, the heart) 
h. the organ in the head used for thinking

B. Complete these sentences with the words in the box.
blood pressure circulation muscles painkiller brain heartbeat organ relaxation

1. When we laugh, we use 15 different _____________ in our face.
2. Laughter is good for every _____________  in our body.
3. When we laugh, our _____________  goes down.
4. Laughter makes our _____________  better.
5. A beta-endorphin is a natural _____________ .
6. Laughter makes our _____________  lower.
7. Laughter makes a natural painkiller in our _____________  .
8. Forty-five minutes of _____________ is the same as one minute of laughter  

C. 1. Which of the following is relaxation for most people?
a. watching television b. studying c. driving in traffic
2. Which of the following is an organ in the body?
a. a leg b. a hand c. the brain
3. Muscles can be found in which of the following?
a. our nails b. our legs c. our hair
4. Which of these activities gives you a faster heartbeat?
a. sleeping b. running c. eating
5. What do you need a painkiller for?
a. a joke b. a bath c. a headache

D. Circle the letter of the best answer.
1. Scientists say that laughter is .
a. good for us b. serious c. not really good
2. Laughter is good for .
a. our whole body b. only the face c. only the chest and shoulders
3. Laughter clubs . 
a. are only in India b. are places to learn jokes c. help people feel better

E. One piece of information in each sentence is not correct. Rewrite the sentence with the
correct information.
1. We use 50 different muscles in our face when we laugh.
2. Laughing is good for every organ in our brain.
3. Every minute we laugh is the same as 45 hours of relaxation.
4. We may change the way we laugh in different ages.
5. When we laugh, we breathe seriously.
6. Our face makes a natural painkiller.


Activity:

What has each person been doing?

Example: https://www.youtube.com/watch?v=ayDujVbnZvI

1 https://www.youtube.com/watch?v=5IRKLhXAAsk 

2 https://www.youtube.com/watch?v=yGM0lDrs7U4

3 https://www.youtube.com/watch?v=OQkO43q6poY

4 https://www.youtube.com/watch?v=o6vF1_KlXS4

5 https://www.youtube.com/watch?v=uI50BIWag_E&list=PLoB5h2utkSryOvJX4JjtUyJX2QXeUN7SW&index=4

6 https://www.youtube.com/watch?v=b99Qmogko-Q&t=2s

7 https://www.youtube.com/watch?v=7BKWtap6UPI

8 https://www.youtube.com/watch?v=BuyhiYIwcXY

9 https://www.youtube.com/watch?v=IlqNs_ZaON4

10 https://www.youtube.com/watch?v=J4acdCbvYCA

11 https://www.youtube.com/watch?v=8X29NNrHVLI

12 https://www.youtube.com/watch?v=Znx_oZWj1MQ

13 https://www.youtube.com/watch?v=jB07_ofK8TQ

14 https://www.youtube.com/watch?v=HPOH1HS5cgE

15 https://www.youtube.com/watch?v=FTOKXJEVoGs

16 https://www.youtube.com/watch?v=qRE71ci0hg4

17 https://www.youtube.com/watch?v=Hp0Rd45C9Lk

18 https://www.youtube.com/watch?v=r6Gw7BFgFLo

19 https://www.youtube.com/watch?v=ldlq9z7kRnU

20 https://www.youtube.com/watch?v=PJaUr0jIbCI

21 https://www.youtube.com/watch?v=TGx5CJcF044

22 https://www.youtube.com/watch?v=xIBjGPD0cfU

23 https://www.youtube.com/watch?v=-r7Aj0AsQps

24 https://www.youtube.com/watch?v=ME7hb3GlJhQ

25 https://www.youtube.com/watch?v=6jyVohYjdcc


Week 8
July 7-11

Actividad de entrada para conocer lo vivido en su tiempo de descanso. 

Reflexión del papel de los recursos tecnológicos en el aprendizaje.

Retroalimentación de prueba 3 editores presentada previamente.

Ejercicio reflexivo para detectar técnicas de estudio para mejorar la memoria, la concentración, y el aprendizaje de los temas abordados.

Repaso de temas abordados previamente, en especial el present perfect.

Reading 1: test next week

Reading strategies







Reading 1

A. Complete these sentences with the words in the box.
adult awake inventor normal average fall asleep let’s say teenager

1. After the age of 50, people sleep a(n) _________ of 6.5 hours a night.
2. _________ you don’t sleep one day. How would you feel the next day?
3. Some people cannot _________ . They call this problem insomnia.
4. A(n) _________  needs an average of 7 to 8 hours of sleep every day.
5. Benjamin Franklin was a(n) _________  .
6. A(n) _________  needs 9 to 10 hours of sleep every day.
7. When you don’t sleep one night, it takes weeks for your body to go back to _________ .
8. When you don’t sleep for a few hours at night, you think you were _________ 
all night.

B. Choose the correct answer. 
1. Which of the following is a good thing to do to fall asleep?
a. going shopping b. reading a difficult book c. cooking
EXAMPLE: Reading a difficult book is a good thing to do to fall asleep.
2. Which of the following is a teenager?
a. a boy of 16 b. a girl of 11 c. a person of 21
3. Which of the following was an inventor?
a. Mahatma Gandhi b. Thomas Edison c. William Shakespeare
4. What is the average of 11, 16, and 18?
a. 16 b. 45 c. 15
5. At what age are you an adult?
a. 14 b. 21 c. 12   
6. What is a normal time for an adult to go to bed?
a. seven o’clock at night b. two o’clock in the morning c. ten o’clock at night

C. Answer these questions with complete sentences.
1. How many hours of sleep do people of different ages need?
2. What is the name of the problem for people who cannot sleep?
3. Who are two famous Americans who had a problem with sleep

D. Decide if the following statements are True (T) or False (F).
1. Some people need only three hours of sleep a night.
2. After age 50, the average sleep time is 6.5 hours a night.
3. One in four Americans has a problem with sleep.
4. We spend about a quarter of our lives in sleep.
5. Benjamin Franklin had four beds.
6. Mark Twain was a famous inventor.

E. Answer these questions with complete sentences.
1. How much sleep do you need?
2. What time do you usually go to bed, and what time do you get up in the morning?
3. Are the lights in your room on or off when you sleep? Is the window open or closed? Is your
room quiet, or noisy?
4. How often do you wake up in the middle of the night? Do you wake up every night or some
nights? What do you do when you wake up?
5. How do you usually sleep—on your back, side, or stomach? Do you move around a lot?


Week 7
June 10-13

Se lleva a cabo alerta académica para el segundo periodo.

Se revisa proceso de heteroevaluación y actividades que aún pueden ser entregadas extemporaneamente dado el incumplimiento de tiempo de entrega y de extensión de entrega.

Se realiza refuerzo de prueba de verbos irregulares.

Reexplicación y revisión de present perfect con ejercicios. 

Refuerzo y terminación de ejercicios auditivos sobre terapias de salud:

Week 6
June 3-6

Encuesta de satisfacción estudiantes



Present perfect exercises

A-Fill in the correct form of the present perfect verbs below.
1. (to be) I have _____________ sick for a month.
2. (to feel) Juan has _________________ nauseous since 8:30am.
3. (to have) We ________________ _______________ the flu for one day.
4. (to have) They _______________ ______________ cancer for two years.
5. (to have) She ________________ ______________ an earache since last night.
6. (to feel) Farah and Abdul ___________________ ______________________ sick since Tuesday.
7. (to be) John ____________________ __________________________ vomiting for two hours.
8. (to have) We ___________________ ______________________ strep throat since yesterday.
9. (to have) He ___________________ ____________________ a brain tumor since 2010.
10. (to have) The dog _________________ ____________________ a broken leg for one week.
11. (to feel) I ___________________ ______________________ dizzy since I got pregnant.
12. (to be) Peter ________________ ______________________ achy since last weekend.
13. (to have) You and I ___________________ ________________ a cold for three days.
14. (to have) She ___________________ ___________________ strep throat since last night.
15. (to be) You _________________ ________________________ nauseous since last month.

B-Now fill in the correct form of the verbs AND for or since.
1. I _____ _____ the flu _____ yesterday.
2. You __________ _______ sick ______ three days.
3. The cat ________ ________ an ear infection _____last week.
4. She _____ _________ nauseous ____ a day.
5. He ______ ________ a cough ______ last month.
6. They ________ __________ bronchitis _____ yesterday.
7. We _______ ________ dizzy _______ thirty minutes.
8. It _____ ________ a broken arm ________ two weeks.
9. Greg and Jill _________ _______ a backache ______ a year.
10. Joel _____ _________ a sore throat ______ Monday.

C-Fill in blanks using just, already or yet

1. ________ you ________ (eat) the breakfast ________?
2. Would you like a glass of juice?
- No, thanks. I ________ _________ _________ (drink) three.
3. Let’s watch Dirty Dancing.
- I ________ _________ _________ (see) it twice.
4. My younger sister ________ ________ ________ (do) the washing up.
5. He _________ _________ ________ (start) preparing a meal.
6. Do you hear the noise? The train _________ _________ ________ (arrive).
7. Remember to make the bed!
- I ________ ________ ________ (do) it.
8. My friend ________ ________ (not, write) his homework ________.
9. They ________ ________ (not, be) to London _________.
10. I´ve ______ (catch) a virus after this heavy rainy day.
11. Laura ______ (prepare) a delicious soup to feel better.
12. My brother is sick, we _______ (call) the doctor.
13. They _____ (share) different healthy routines in the lecture.
14. We are in a diet program and we ______ (eat) any unhealthy food ____.
15. Most people ________ (reject) junk food. 

D. Select and write the correct option: ever, never, just, yet, already, still, for, since 

1. The neighbors have ______ bought a new car. Look how shiny it is!
2. Dave ______  hasn´t seen Ghostsbusters, and it´s been out since 1984!
3. I've taken English classes ______ ten years, and I still make mistakes
4. I don't want to see that movie again. I've ______ seen it three times. 
5. Have you ______ been on a motorcycle? 
6. We need a change of scene. Let's go somewhere we've ______  been to before. 7. Tom's my best friend. We've known each other ______ elementary school. 
8. Mom has ______ baked cookies. The kitchen smells delectable. 
9. Who's that guy over there? Have you__________ seen him before? 
10. Susan's been sick at home ______ over a week.
11. I haven't finished this essay ______ , and it's due tomorrow! 
12. Katie has changed a lot________ the last time we saw her. 
13. This is the most disgusting thing I have ______ tasted! 
14. Mike hasn't saved up enough money ______ to buy a house.
15. I´ve ______ received an email from my boss. He says he wants to see me. 16. The terrorist has been in prison ______ 20 years now. 
17. He says he's from Tuvalu. I've ______ even heard of that place!
18. Have you ______ heard this song? It´s really cool.
19. I've ______  been skiing before, and at this point I don´t think I ever will.
20. I've ______  given you this information three times. Stop asking me! 
21. Betty has been brokenhearted________ her goldfish died. 
22. It's noon and you________ haven't made your bed. You're a slob! 
23. That's the most stupid thing I've ______ heard! 
24. Debbie has ______ found out that she's going to be given an award.  
25. The Iberian Peninsula has been inhabited ______ 35 thousand years.

E. Create 20 interesting Have you ever questions, ask a classmate and write a short answer for each. 

Example: HAVE YOU EVER flown in a balloon? Yes, I have / No, I haven´t



Week 5
May 26-30

Evaluación verbos irregulares

Taller cloze irregular verbs in past simple para próxima semana en hojas o cuaderno.

1.


2.


3.


4.


5.

 


6.

 


Listening 5


Week 4
May 19-23

Continua juego repaso irregular verbs con etapas de escritura, habla y escucha.

Week 3
May 12-15

Inicia juego verbos irregulares

Simulacro con ente externo Tres Editores

Week 2
May 5-9



Irregular verbs games
https://wordwall.net/es-es/community/verbs/irregular-game
https://matchthememory.com/tags/irregular%20verbs
https://www.baamboozle.com/game/153981
https://www.turtlediary.com/game/irregular-verbs.html


https://www.gamestolearnenglish.com/past-tense-game/#game


                       


Realización de primeros tres ejercicios auditivos:
https://learnenglishteens.britishcouncil.org/skills/listening/b1-listening/amazing-facts

https://www.esl-lab.com/easy/physical-therapy/

https://www.elllo.org/english/0601/T618-Lucinda-Medicine.htm

https://learnenglishteens.britishcouncil.org/skills/listening/b2-listening/how-improve-your-memory

https://www.youtube.com/results?search_query=human+body+therapies

https://english-practice.net/practice-listening-english-exercises-for-b1-body-language/

Week 1
April 28- 30

Se comparten resultados finales de periodo.

Actividad:
Clasificar los verbos irregulares por subgrupos según sus cambios

Example:



Periodo 1

How do I make a difference into society?

-         Presentación personal oral y/o escrita expresando preferencias.

-         Comprensión lectora de perfiles, biografías y descripciones de personas.

-         Realización de textos cortos sobre personas que trabajan o trabajaron por la sociedad.

-         Reconocimiento de vocabulario relacionado con diversidad, democracia, economía y ciudadanía.

-         Presentación oral y/o escrita de una persona o grupo que apoya positivamente una problemática social.

-         Creación de una campaña relacionada con estereotipos y diversidad.

-         Resolución y comprensión de ejercicios tipo prueba SABER 11

Week 13
April 21- 25

Irregular and regular verbs: Identificación y grupos

Continua actividad con poster y actividad de concientización en diez minutos de descanso.

Verificación de resultado prueba de periodo y autoevaluación.
Entrega de oraciones de personajes colombianos influencers.
Se brinda nota de coevaluación. 

Refuerzo: envío de video como fue pedido un mes antes entrevistando y caracterizando a influencer utilizando preguntas que incluyan frequecy adverbs, presents y prefferences.

Week 12
April 7-11

Prueba de periodo

Feria universitaria Alpes

Kahoot prefferences

Se inicia actividad con poster y actividad de concientización en diez minutos de descanso.

Week 11
March 31 - April 4

Week 10
March 25-28

Asessment: Explicación y realización de poster digital y campaña con actividad de conciencia sobre tema social elegido.

Envío  de  video entrevista influencers: 
Crear 5 preguntas (2 prefferences, 2 frequency adverbs, 1 libre)
Organizar guión con contenido pertinente
Pronunciación
Calidad de audio
Creatividad

Perceptions test

Week 9
March 17-21

Explicación y realización de poster digital y campaña con actividad de conciencia sobre tema social elegido.

Explicación video entrevista influencers:
Crear 5 preguntas (2 prefferences, 2 frequency adverbs, 1 libre)
Organizar guión con contenido pertinente
Pronunciación
Calidad de audio
Creatividad

Entrega de refuerzo prueba diagnóstica

Week 8
March 10-14

Quiz vocab y grammar trabajada (seguimiento y plan de apoyo)

Realización y entrega de taller 2 (Recordar que se venian trabajando ejercicios de este taller desde la semana anterior)

Taller 2

Video 2: Interviewing influencers!
Present simple, adverbs of frequency, present progressive structure
Content: Important information
Audio
Pronunciation
Task




 https://www.grammar.cl/Basic/Adverbs_Frequency.htm

https://multimedia-english.com/activities/free/adverbs-of-frequency-1086

https://teacheramara.wordpress.com/2019/11/10/adverbs-of-frequency-2/


Week 7
March 3-7

Desarrollo páginas 15, 24, 25, 26, 27

Refuerzo listening

Entrega resultado y retroalimentación prueba diagnóstica.

Listening: influencers


Pautas Video Characters: ( Hand-in April 12)
  • Creativity
  • Pronunciation
  • Grammar
  • Content
  • Time
https://www.liveworksheets.com/w/en/english-second-language-esl/905351

Week 6
February 24-28

Prueba diagnóstica con ente externo

Refuerzo prueba oral y escrita Prefferences

Trabajo en libro pages 

Week 5
February 17-21

Terminación Guía 1

Recepción y retroalimentación de video Self-Introduction 


Quiz prefferences

Present simple and Present progressive




Week 4
February 10-14

Taller 1


Week 3
February 3-7

Listening exercise 1
youtube.com/watch?v=M-_BtWFhkX0


Exercise 1
https://elt.oup.com/student/headway/int/vocabulary/unit07/hwy_int_unit07_2?cc=co&selLanguage=es

Preferences: prefer - would rather- would prefer

https://test-english.com/grammar-points/b1-b2/would-rather-would-prefer/

https://speakspeak.com/english-grammar-exercises/intermediate/would-rather-would-prefer-prefer

https://www.englishpedia.net/my-grammar/modals/would-rather-prefer/exercises/would-rather-prefer-difference-test.htm

http://www.learnenglish-online.com/grammar/tests/ratherprefer.html 




Prefferences

https://www.uv.mx/apps/tecaprendizaje/material/Cursoenlinea/isaim/Likes%20and%20dislikes/like%20and%20ing/like__and_dislikes.htm

https://www.englishlessonviaskype.com/expressing-likes-and-dislikes-in-english/

https://wordwall.net/es/resource/11627373/likes-and-dislikes

Preferences: prefer - would rather- would prefer

eslbuzz.com/difference-between-would-rather-prefer-and-had-better/ 

https://www.englishpedia.net/my-grammar/modals/would-rather-prefer/exercises/would-rather-prefer-difference-test.htm

http://www.learnenglish-online.com/grammar/tests/ratherprefer.html 


Taller 1 Inicio

Introductions cloze





                                        



Weeks 1-2
January 20- 31 

Actividades de bienvenida, orientación e inducción a estudiantes.

Task 1: Introducing myself task in a Video (Deadline February 7)
Use of prefferences structures and vocab
Important information
Clear audio
Attention to grammar and pronunciation
1-2 minutes


https://docs.google.com/document/d/1y4SXQHA_5nAmtwbJQwhlBWQOG5hFhB0l/edit
https://elt.oup.com/student/headway/int/vocabulary/unit07/hwy_int_unit07_2?cc=co&selLanguage=es
https://www.mauthor.com/present/5795605200371712
https://www.youtube.com/watch?v=COWxgkNNVho
https://www.youtube.com/watch?v=vf_Z1zqrSgk
https://www.youtube.com/watch?v=T-Up9M2AfNE&t=3s

Audios: expressing prefferences
https://www.youtube.com/watch?v=zFdH2RQpY9A
https://www.youtube.com/watch?v=XBxz8_Ri8-Y
https://www.youtube.com/watch?v=eargD-a8AeQ

Introductions:
https://www.youtube.com/watch?v=CTT7SDa-vLA

Present simple

https://wordwall.net/es/resource/3154989/likes-and-dislikes
https://wordwall.net/es/resource/18470686/likes-and-dislikes




Listening exercise 2
https://www.youtube.com/watch?v=YnNRQnSSTXs&t=13s
https://www.youtube.com/watch?v=g5w-KzRZqYc

Reading: 


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