English Class Evidences Level 5

8/8/2019 English Class Evidences Level 5

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ENGLISH CLASS

PORTFOLIO

AUGUST 2010 JANUARY 2011

TEACHER: MISS CYNTHIA GONZALEZ LOPEZ

This evidence book belongs to:

Name:_______________________________


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MISS CYNTHIA GONZALEZ LOPEZ ENGLISH CLASS LEVEL 5 PORTFOLIO

MEDICAL NEWS

Which are the latest medical news and health

news headlines posted?

TECHNOLOGY NEWS

Are you interested in finding

information about the latest

advances in technology?

BUSINESS NEWS

Get updated on company profiles,

financial advice and global economy.

FOOD NEWS

Stay on top of the latest food news by reading top stories

on food trends, latest technologies in food safety and best

restaurant reviews.

SCIENCE NEWS

Read more about science

headline news from all realms of

science including biology,

genetics and climate change.

ENTERTAINMENT

NEWS

Get the hottest

entertainment news and

celebrity gossip about

your favorite movies,

music and TV celebrities.

Use pictures or your

favorite images to

decorate each NEWS

ARTICLE.


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DEFINITION

USE THE WORD IN A SENTENCE

PART OF SPEECH

ANTONYM

DRAW A PICTURE

SYNONYM

NEW

WORDS

Write each word

on a separate

sheet.

20 words per

article


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Looking for Baby Sitters: Foreign Language a Must

By JENNY ANDERSON

Published: August 18, 2010

When Maureen Mazumder enrolled her daughter, Sabrina, in a Spanish sing-along class a year ago, she hoped it would

be the first step in helping her learn a second language. But the class did not seem to do the trick, so Ms. Mazumder

decided to hire a baby sitter, one who would not only care for her daughter but also speak to her exclusively in Spanish.

It was a must that she speak Spanish, said Ms. Mazumder, who said neither she nor her husband was fluent in thelanguage. We feel so strongly that our daughter hears another language.

Ms. Mazumder, whose daughter is nearly 3, has company. Although a majority of parents seeking caretakers for their

children still seek ones who will speak to their children in English, popular parenting blogs and Web sites indicate that a

noticeable number of New York City parents are looking for baby sitters and nannies to help their children learn a second

language, one they may not speak themselves.

That has certainly helped Elena Alarcn, a nanny born in Mexico who attended school in the United States. Ms. Alarcn

recently completed 15 interviews with parents living in Brooklyn, and all of them insisted that if hired, she speak only

Spanish with their children.

I thought I would have to speak English with the families, Ms. Alarcn said. I was surprised they wanted me to speak

only in Spanish.

Ms. Alarcn now works for Yashmin Fernandes, who became fluent in Spanish living and working in Latin America. Ms.

Fernandes speaks in Spanish with her daughter; her husband, who is of Puerto Rican heritage, speaks in English. His

NEWSPAPER ARTICLE


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family is the Spanish-speaking side, Ms. Fernandes said, but I was more adamant about getting a Spanish-speaking

nanny.

Parents cite different reasons for hiring baby sitters and nannies to speak a second language with their children. Some

struggled to pick up foreign languages and want to make life easier for their children. Some believe it makes themsmarter. And naturally, this being the melting pot that is New York, many parents have a connection to another language

and want to reinforce it.

Simona DSouza, 38, grew up in Kuwait and Canada. Even though her parents spoke Konkanese, the language of Goa,

India, to each other, they insisted that their children speak only English. They didnt realize it would be beneficial to us to

learn another language, Ms. DSouza said.

Indeed, not long ago, many parents insisted that their foreign-language-speaking nannies refrain from using their native

tongue and speak only English with their children; for fear that another language might muddle their English-language

development.

Ms. DSouza has taken a different tack with her own three children. Her husband is German and speaks to the children

exclusively in German. Her nanny of five years spoke only in Spanish with the children. We would not have hired her if it

wasnt for the Spanish, she said. Now, she is contemplating putting the children in a French immersion program.

Once you are trilingual, she said, your brain can break down new languages that make it so much easier to learn your

fourth, fifth and sixth languages.

In fact, research shows that learning a second language makes it easier to learn additional languages.

In recent years, a number of neuroscientists and psychologists have tried to untangle the impact of bilingualism on brain

development. It doesnt make kids smarter, said Ellen Bialystok, a professor of psychology at York University in Toronto

and the author of Bilingualism in Development: Language, Literacy and Cognition.

There are documented cognitive developments, she said, but whatever smarter means, it isnt true.

Ms. Bialystoks research shows that bilingual children tend to have smaller vocabularies in English than their monolingual

counterparts, and that the limited vocabulary tends to be words used at home (spatula and squash) rather than words

used at school (astronaut, rectangle). The measurement of vocabulary is always in one language: a bilingual childs

collective vocabulary from both languages will probably be larger.

Bilingualism carries a cost, and the cost is rapid access to words, Ms. Bialystok said. In other words, children have to

work harder to access the right word in the right language, which can slow them down by milliseconds, but slower

nonetheless.


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At the same time, bilingual children do better at complex tasks like isolating information presented in confusing ways. In

one test researchers frequently use, words like red and green flash across a screen, but the words actually appear in

purple and yellow. Bilingual children are faster at identifying what color the word is written in, a fact researchers attribute

to a more developed prefrontal cortex (the part of the brain responsible for executive decision-making, like which

language to use with certain people).

Ms. DSouza said that both of her sons lagged their peers by almost a year in verbal development. Her pediatrician

recommended speech therapy, and one sons preschool teacher expressed concern that he did not know the alphabet.

But when both started speaking, at around 3 years old, they were able to move fluidly among three languages. She said

that her older son tested in the 99th percentile for the citys gifted and talented program.

The flexibility of their thinking helps them in nonlinguistic abilities like science and math, she said, speaking of her

children. But at the same time the normal things the alphabet they have trouble with that.

One arena in which being bilingual does not seem to help is the highly competitive kindergarten admission process.

It doesnt give you a leg up on the admissions process, said Victoria Goldman, author of the sixth edition of The

Manhattan Family Guide to Private Schools. It is one piece of the bigger puzzle, which includes tests scores, interviews

and the ability of a child to follow directions. Speaking another language is indicative that you are verbal, but you have to

be behaved.

George P. Davison, head of school at Grace Church School, a competitive downtown school, said that bilingualism

tended to suppress verbal and reading comprehension test scores by 20 to 30 percent for children younger than 12. If

anything, it can have a negative effect on admissions, he said.

Ms. Bialystok said that for a child to retain a language, a nanny probably would not do the trick. Its an interesting

solution; it gives young children a consistent exposure, she said. But how long will the nanny be around, and who else

will the child use that language with?

Some parents have taken that into account. Nir Liberboim and his partner hired a Peruvian nanny to speak only Spanish

with their son William, who is 1 1/2. Mr. Liberboim grew up in Texas and struggled to become fluent in Spanish because

he was taking only a few classes a week. Knowing how hard it is to learn languages at older ages, he wanted to help his

son early on, an opinion his partner shares. We view it as a gift we are giving him, Mr. Liberboim said.

They have decided to keep the nanny, if she is willing to stay, even after William has started school. Theres a financial

implication to that, he said, but we dont want him to lose it.


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ENGLISH CLASS


ANALYZE A NEWSPAPER ARTICLE

Name of Article:

Who:

What Happened?

When:

Where:

Why:

How:


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INTERESTING FACTS SHEET

1.Interesting facts

2.Interesting facts

3.Interesting facts

4.Interesting facts

5.Interesting facts


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ENGLISH CLASS


FACT OPINION

1.

2.

3.

4.

5.


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ENGLISH CLASS


ONE QUOTE PER CHARACTER IN EACH ARTICLE

QUOTE SHEETWrite a passage or expression that is quoted or

cited.

Include the proper punctuation mark used to

attribute the enclosed text to someone else.


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LOCATION OF THE NEWS EVENT

Place a Map of

the location of

the news

event here.


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REVIEWS

DATE:___________ REVIEWERS NAME_____________________________

HEADLINE:____________________________________________________

NAME OF THE MOVIE:______________________________________________

REVIEW:_______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

STUDENT TIMES

MOVIE REVIEW


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HEADLINE:____________________________________________________

NAME OF THE RESTAURANT__________________________________________

REVIEW:_______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

STUDENT TIMES

RESTAURANT REVIEW


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HEADLINE:____________________________________________________

NAME and AUTHOR OF BOOK:________________________________________

REVIEW:_______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

STUDENT TIMES

BOOK REVIEW


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HEADLINE:____________________________________________________

NAME of VIDEO GAME and GAME SYSTEM:__________________________________

REVIEW:_______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

STUDENT TIMES

VIDEO GAME REVIEW


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INSTRUCTIONS on REVIEW PAGES

1.- MOVIE REVIEW PAGE: Describe a movie you have seen, including your

assessment of the plot, acting, music, special effects, and other aspects of

the movie. Mention where the movie was first released, updated box office

information, rumors, interviews, celebrity photos, music, and more.

Describe the characters. Mention the name of the character and theactor/actress that personified him/her.

Describe what you liked the most and the least about the movie. Remember:

DO NOT give away the ending!

2.- RESTAURANT REVIEW: Describe the food and service at your favorite

restaurant. Write about its menu, type of cuisine, opening date, opening

hours, special events, recipes, chefs, manager, credit card promotions, etc.

Include a guide of the restaurants location and instructions on how to getthere from ITS Puerto Vallarta.

3.- BOOK REVIEW PAGE: Describe a book you have read recently. Include

your assessment of the plot, writing, character development, and other

aspects of the book. Genres, author, content, style, etc. Remember: DO NOT

give away the ending!

4.- VIDEO GAME REVIEW PAGE: Describe a video game. Include your

assessment of the game, the goal of the game, the characters, your opinion,price range, video game rating and other aspects of the game. Write about the

creators of the game and the company that produces it. Give us tips on how to

cheat.


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ENGLISH CLASS


1. My Superpower: If you could have one superpower, what would it be? Write a page

explaining what the superpower is, why you would like to have it, and what you would do with

this new power. How would your life change if you had this superpower?

2. If I Could Be a Different Age...: If you could be any age at all, how old would you be (older or

younger)? Write about why you would like to be this age and what you would do.

3. If You Could Be Invisible: If you could be invisible whenever you wanted to, what would you

do? Why would you want to do this particular thing?

4. If You Could Fly: If you could fly whenever you wanted to, what would you do? Why would

you want to do this particular thing?

5. If I Could Change a School Rule: If you could change one rule at your school, which rule

would it be and what would you change it to? Why did you choose that rule? Why is your rule

better than the old rule?

6. Stranded on an Island: If you were going to be stranded on a deserted island and could take

three items with you, what three items would you take and why? The three items have to fit

in an ordinary backpack. Describe each item fully and tell why you want each one.

7. Message in a Bottle: If you were stranded on a deserted island and could send out one

message in a bottle, what would you write in that message, and why would you write those

particular things?8. If I Were a Teacher: Write a page on what you would do if you were a teacher for a day.

What subjects would you teach and how would you teach them?

9. If I Were the President: Write a page on what you'd do if you were the President. How would

you change the world?

10. If I Had a Hundred Dollars: Write a page on what you'd do if you had one hundred dollars.

11.The Story of Your Name: Why did your parents give you your name -- what is the story of

your name? Are you named after someone or some place? What is the meaning of your

name?

12.My Special Day: If you had a day all for yourself and could do whatever you wanted to, what

would you do? Start with waking up and describe the entire day. Include things like whatyou'd eat, who you'd see, where you'd go, and what you'd do.

If...


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ENGLISH CLASS


1. My Favorite Holiday: What is your favorite holiday? Describe what you like to do on this

holiday, who you like to be with at that time, and why you enjoy it so much.

2. My Favorite Sport: What is your favorite sport? Describe the sports uniform, rules and

regulations, number of players, etc. Why do you like it, and what do you like best about it?

3. The Most Beautiful Place I've Ever Seen: What is the most beautiful place that you have ever

seen? Describe this place and write about where it is, what it looks like, and how you felt

when you saw it. If possible, include pictures or images.

4. The Best Thing I've Learned in School: Write about the most valuable thing you ever learned

in school. What made it so useful for you? How old were you?

5. What I Like Best in School: What is your favorite part of the school day? Write a page on

what you like the best in school.6. My Best Birthday Ever: Write a page on the best birthday you ever had. Describe what made

it so special. Include writing about your best gift received. What was it and why did you like it

so much?

7. The Best Food You've Ever Eaten: Write about the best food you ever had. What was it and

why did you like it so much? Have you had it again?

8. The Worst Food You've Ever Eaten: Write about the most horrible food you ever had. What

was it and why did you dislike it so much? Have you had it again?

9. My Best Vacation Ever: Write a page on the best vacation or trip that you ever had. Describe

where you went, who you went with, what you did, and why you enjoyed it

MyFavorite

Favorites, Least Favorites and other Superlatives.


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10.The Funniest Thing I've Ever Seen or Heard: What is the funniest thing that you've ever seen

or heard? Maybe it was a joke that a friend told you, a comedy routine, or a scene in a

movie. Describe this amusing event and tell why you thought it was funny.

11.The Scariest Thing That Ever Happened To Me: What is the scariest thing that everhappened to you? Describe this event and write about why it scared you.

12.What I Worry About: What do you worry about? Describe something that worries you. Write

why it worries you, how it affects your life, and how you might be able to solve this problem.

13.A Good Personality Trait: Think of a person you really like or admire. Think of a personality

trait that makes them so special. Write about this good trait and why you like it.

14.A Bad Personality Trait: Think of a person you really dislike. Think of a personality trait that

makes them so unpleasant. Write about this bad trait and why you dislike it.

ABOUTME


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1. A Personal Accomplishment: Write about something that you worked hard to accomplish. How did you go about

succeeding? Why did you want to accomplish this particular thing? How do you feel about your

accomplishment? What other things do you want to accomplish? Include a TIMELINE of your future

accomplishment planning.

2. Self-Portrait: Draw a self-portrait or paste your picture, and describe yourself in writing. Give as many details of

yourself as possible.

3. Three Words Describing Yourself: If you had to describe yourself using only three words, what word would you

use and why?

4. My Family: Write about the members of your family. Describe each person and what they mean to you. Include

a picture of you and your family members

5. My Town: If an out-of-town visitor was coming to visit, where would you take your visitor? Describe the best

places around your town and why they are so interesting. Write about parks, museums, lakes, stores,

restaurants, and other places you enjoy.

6. I'm an Expert: Everyone is great at something - write about what you do best. It could be a hobby, a sport,

reading, playing chess, or anything else you excel at.

7. My Personal Hero: Who is your personal hero? Write a page on your hero's accomplishments and what makes

that person a hero. If you don't have a personal hero, describe the characteristics that someone would have to

possess to be your personal hero.

8. How Are You Like Your Mother?: Write about how you are like your mother. Do you look at all like her? Do you

have any traits in common? What parts of your personality are like hers?

9. How Are You Like Your Father?: Write about how you are like your father. Do you look at all like him? Do you

have any traits in common? What parts of your personality are like his?

10.Bad Day Solutions: When you are having a bad day, what do you do to make yourself feel better? Does it

always work?

PARTS OF SPEECH


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ENGLISH CLASS


Write the definition of each PART OF SPEECH.

Write 5 words that belong to each part of speech in English.

Include an image or draw a picture for each PART OF

SPEECH.

Parts of speech include:

I. Noun

II. Verb

III. Pronoun

IV. Adjective

V. Adverb

VI. Preposition

VII. Conjunction

VIII. Interjection

PUNCTUATION SYMBOLS


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ENGLISH CLASS


1. Research on the use of each PUNCTUATION SYMBOL.

2. Write an example of a sentence using each PUNCTUATION SYMBOL.

3. Draw a PUNCTUATION SYMBOL to match each word.

The PUNCTUATION SYMBOLS are:

y Comma

y Period

y Exclamation pointy Quotation mark

y Question mark

y Apostrophe

y Colon

y Semicolon

y Parentheses

y Hyphen

Power Point Presentation.

INVENTORS and their INVENTIONS


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Describe the purpose of the INVENTION. Tell us every detail you find

about the INVENTION. (When? Where? Why? How? etc.)

Write about the INVENTOR. (Brief biography on the INVENTOR)

Include an IMAGE or a PICTURE of the INVENTION and the

INVENTOR.

Also a MAP of the place where the INVENTION was INVENTED.

1. ADHESIVE TAPE

2. AEROSOL SPRAY CAN

3. AIRPLANE

4. ANEMOMETER

5. APPLECOMPUTERS

6. ASPIRIN7. ATM Automatic Teller Machines

8. BALLPOINT PEN

9. BAND-AID

10. BAR CODE

11. BAROMETER

12. BASKETBALL

13. BATHYSPHERE

14. BATTERY

15. BICYCLE

16. BIFOCAL GLASSES

17. BLUE JEANS18. BRAILLE

19. BUBBLE GUM

20.CAN and CAN OPENER

21. CARBONATED WATER

22.CASH REGISTER

23.CATS EYE ROAD REFLECTOR

24.CELLULAR PHONE

25.CHOCOLATECHIP COOKIES

26.COCA-COLA

27.COMPAS

28.CONTACT LENSES

29.CRAYONS

30.CROSSWORD PUZZLE

31. DISPOSABLE DIAPER

32.DISHWASHER

33.DUTCHCHOCOLATE

34.ELECTRIC IRON35.ELEVATOR BRAKE

36.ENIAC

37.EYEGLASSES

38.FERRIS WHEEL

39.FIREWORKS

40.FOUNTAIN PEN

41. GAS MASK

42.GEIGER COUNTER

43.GEOLOGIC TIME SCALE

44.GLOBE

45.GUILLOTINE46.GUNPOWDER

47.GYROSCOPE

48.HOTAIR BALLOON

49.HOT DOGS

50.INCANSDESCENT LIGHT BULB

51. INTEGRATED CIRCUIT

52.IRON, ELECTRIC

53.KALEIDOSCOPE54.KEVLAR

55.KINDERGARTEN

56.KITE

57.KOOL AID

58.LAP TOP COMPUTER

59.LATEX

60.LAWN MOWER

61. LEGO62.LEVERS

94.REFRIGERATOR

95.ROCKETS

96.RUBBER BAND

97.SAFETY PIN

98.SANDWICH

99.SAXOPHONE

100

.SCISSORS101.SCRABBLE

102.SCREWDRIVER


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ENGLISH CLASS


www.wordweb.com


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ENGLISH CLASS


www.funbrain.com

Merriam-Webster Spell It! www.myspellit.com

ENGLISH-ENGLISH DICTIONARY 65,000definitions.

THE PERFORMANCE CHART

What do I know about the

subject?


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ENGLISH CLASS


What else do I need to

learn about the sub ect?

What did I learn today

about the subject?

What can I do to make the

presentation better?

SKETCH, SKIT or a PLAY


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ENGLISH CLASS


INSTRUCTIONS: write your ideas for a SKETCH (short comic routine or

humorous scene), SKIT (short theatrical episode), and PLAY (a dramatic work

intended for performance by actors on a stage).

ENGLISH LEVEL: SCHEDULE:

TITLE OF YOUR SKETCH, SKIT or PLAY:

PERFORMERS and CHARACTERS:

DESCRIBE YOUR SCENE:

USE OF LANGUAGE( proper vocabulary, correct

grammar)

40%

PRONUNCIATION (correct pronunciation, intonation) 30%

ATTITUDE (proper approach towards peers) 10%


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ENGLISH CLASS


WRITTEN (spelling, cleanness, timing) 10%

COSTUME (proper outfit according to described scene) 10%

TEACHERS OBSERVATIONS:

Criterio de evaluacin PorcentajeExamen 30

Trabajos en clase CLASSWORK 40

Tareas HOMEWORK 30

ENGLISH LEVEL 5 PROGRAM

Actividades de aprendizaje Temas a cargo de:1.1 Repaso Ingles 4 (10 horas).

El Prrafo: Parte I

1.2 Continuacin de Diario (en todas las sesiones presenciales)

Sabe escribir textos cortos y simples: Portafolio clase y tarea

1.3 Paragraph: Definition

1.4 Parts of a paragraph:

1.4.1 Topic sentence.

1.4.2 Supporting sentence.

1.4.3 Concluding sentence.

Miss Cynthia

Actividades de aprendizaje Temas a cargo de: Usos del Gerundio e Infinitivo

El Prrafo: Parte II

Estrategia de lectura:

Skimming 1

2.1 Introduccin: clausulas Del Gerundio.

MARIA DE LOURDES MORALESMARIEL CLARISA BUENO

2.2 Introduccin: Clausulas del Infinitivo. CINTHIA GIOVANNA FRIAS2.3 Gerundio vs. Infinitivo

2.4 Uso de los verbos con Gerundio e Infinitivo. MAYRA JANETH GUTIERREZ SOLTERO2.5 The two parts of a Topic sentence: ELIZABETH CORTES NUNO

JUDITH BOBADILLA B.


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ENGLISH CLASS


2.5.1 The Topic.

2.5.2 The Controlling idea.

2.5.3 Synonyms.

Actividades de aprendizaje Temas a cargo de: Usos de la VOZ PASIVA.

El Prrafo: Parte III

Estrategia de lectura:

Skimming 2

MARIA DE LOURDES MORALES

LECTURA DEL NEWSPAPER ARTICLE:

LOOKING FOR BABY SITTERS: FOREIGN

LANGUAGE A MUST

EN UN MAXIMO DE 10 minutos.

3.1 Clausulas de la Voz Pasiva

3.2 La Voz Pasiva con BY.ALONDRA MARISELA GARCIAS

3.3 Uso de la Voz Pasiva en sus cuatro formas: Afirmativa,Negativa, Interrogativa y negativa-interrogativa.

JAZMIN ANAHI MARTINEZ

3.4 Types of Paragraphs:

3.4.1. Descriptive.

3.4.2 Narrative.

3.4.3 Explanatory.

3.4.4 Introductory.

3.4.5 Persuasive.

3.4.6 Final.

TODOS:INCLUIR EN SU PORTAFOLIO DE

TAREAS UN PARRAFO DE CADA UNO.

Actividades de aprendizaje Temas a cargo de: Voz Pasiva vs. Voz Activa

Las Diferencias de uso.

Estrategia de lectura: segn lista anexa

Parrafo: Part IV

4.1 Las diferencias de uso

Voz Pasiva vs. Voz Activa

MONICA EDITH GONZALEZ PADILLA4.2 Las formas de conjugacin del verbo en su totalidad. MONICA EDITH GONZALEZ PADILLA

4.3 Voz pasiva y activa utilizada con Gerundio e Infinitivo MONICA EDITH GONZALEZ PADILLA

4.4 Punctuation Rules (3):

Punctuation in types of sentences.

4.4.1 Simple sentence

4.4.2 Compound sentence

4.4.3 Complex sentence

4.4.4 Compound- complex sentence

GUILLERMO JOSE CHAVEZ FUENTEZ

Actividades de aprendizaje Temas a cargo de: Modales.


Prrafo: Part V

5.1 Should and Ought to PEDRO RAMOS5.2 Will and Would:

5.2.1 Willingness: (Noun) The power of willing.LEOVARDO ORTEGA CEJA


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5.2.2 Likelihood: The probability of a specific outcome.

5.2.3 Certainty: The fact, quality, or state of being certain.

5.3 Will and Would: habits; used to. (Past and future). PEDRO RAMOS5.4May,Might, Can and Could: possibility: permission, offers;

general possibility, present and past.LUIS MIGUEL CHAVARIN GONZALEZ

VERONICA HERRERA CURIEL5.5 Can, Could, and Be able to: any type of ability

LUIS MIGUEL CHAVARIN GONZALEZVERONICA HERRERA CURIEL

5.6Must and Have (got) to VERONICA CARDENAS RIVERAADRIANA ROLON MEZA

5.7 Need(not), don't have to and Mustn't VERONICA CARDENAS RIVERAADRIANA ROLON MEZA

5.8Mechanics: Part I

5.9.1 Italics.

5.9.2Underlining.

5.9.3 Spelling.

RODOLFO SILVA MORALESMARIA DE LOURDES MORALES

Actividades de aprendizaje Temas a cargo de: Los Condicionantes: (conditionals: Oracionescausativas)


El Prrafo: Part VI

6.1 Factual Conditional: general truths, (expressing facts)

6.2 Order of Clauses in Factual conditionals.

6.3 Word Order in conditionals.

6.4 Hypothetical conditionals and past Hypothetical

conditionals.

6.5 Unreal Conditionals: used to express criticism or regret.

6.6 Future Conditionals

6.7 Future Conditionals or Hypothetical Conditions?6.8Mechanics: Part II

6.8.1 Capitalizing Words.

6.8.2 Abbreviations.

6.8.3 Numbers.

Actividades de aprendizaje Temas a cargo de: El Prrafo: Part VII Punctuation


7.1 Unity and Coherence:

7.1.1 Repeat key nouns.

7.1.2 Use consistent pronouns.

7.1.3Use transition signals to link ideas.

7.1.4 Arrange your ideas in logical order.

7.2 Supporting details:7.2.1 Facts; plagiarism, citing sources.

7.2.2 Quotations; direct quotations, reporting verbs

and phrases, punctuating direct and indirect quotations.

7.2.3 Statistics; sources of statistics.

Actividades de aprendizaje Temas a cargo de: El Prrafo: Part VIII Punctuation




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8.1.1 Period.

8.1.2 Commas: Rules 1, 2, 3, 4, 5, and 6.

8.1.3 Commas; with time and place expressions.

8.1.4 Semicolons.

8.1.5 Colons.

8.1.6 Quotation Marks.

8.1.7 Exclamation Marks.

8.1.8 Apostrophes.

8.1.9 Parenthesis.

8.1.10 Dashes.

8.1.11 Brackets.

8.1.12 Hyphens.

8.1.13 Slashes

8.1.14 Ellipses.


8.2.1 Sentence transitions and prepositional phrases.

8.2.2 Example and other markers.

8.2.3 Prepositional phrases and other preliminary

information.

8.2.4 Parallel structure.

READING STRATEGIES

1. Skimming: By reading quite rapidly you have to identify the main ideas of thereading and answering questions about the reading previously timed.

MARIA DE LOURDES MORALES


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2. Scanning: a speed reading to find specific pieces of information. RODOLFOSILVA MORALES

3. Cause and Effect: after reading you must identify the causes and the effects in

the reading sequentially. LEONARDO ORTEGA CEJA

4. Comparing and Contrasting: By using columns or Venn Diagram you comparecharacters, settings, subjects, topics, events etc MONICA EDITH GONZALEZ

PADILLA

5. Find Main Idea: Finding what the reading is about by identifying the thesiswithin the reading by assigning numbers. (i.e., idea 1, idea 2, idea 3 etc..)

PETER RAMOS ISAS

6. Looking for Specific/supportive detail: find the main idea and support

detail. The main idea is placed in the top row and the two most important details

are placed in the second row, and the next three details in the bottom row.

ADRIANA ROLON MEZA

7. Inference: Inference is a mental process by which we reach a conclusion basedon specific evidence. Inferences are the stock and trade of detectives examining

clues, of doctors diagnosing diseases, and of car mechanics repairing engine

problems. We infer motives, purpose, and intentions. LUIS MIGUEL CHAVARIN

GONZALEZ

8. Chronological order: given a reading material, you have to decide which is theorder of the events in the reading material. JAZMIN ANAHI MARTINEZ

9. Story-mapping: gives a reading and you create a map that indicates the order,problem and the main characters and settings. JUDITH BOBADILLA B

10.Selective underlining: from the reading you choose what`s the main idea ofthe article, text; by underlining the main aspects. VERONICA CARDENAS RIVERA

11.Semantic feature analysis: you identify the elements or characteristics thatcan be analyzed semantically. GUILLERMO JOSE CHAVEZ FUENTES

12.Question and Answer relationship: By giving the text you are given questionsin order to find the answers in the text which are not explicitly given. VERONICAHERRERA CURIEL

13. Graphic organizers: Through graphic organizers you have to show the order ofthe reading: what event occurred first, etc ALONDRA MARISELA GARCIAGUTIERREZ

14. Prediction: You`re given a number of images and you have to predict what thereading is about. ELIZABETH CORTES N.

15.Reading Comprehension: given a series of questions in order to comprehendthe reading in a timely fashion. MAYRA JANETH GUTIERREZ SOLTERO

16.Critical Reading: An ability to evaluate the credibility of a piece of writing.CINTHIA GIOVANNA FRIAS MEJIA

17.Scavenger Hunt: After given questions you have to go out into the wwwandfind the answers by using the resources given. MARIEL CLARISA BUENOSALGADO


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18.Essay writing: you are given a point of view and you write your arguments in aproperly form.ALL STUDENTS

Documents

English Class Evidences Level 5