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I.E. TÉCNICA COMERCIAL MARÍA INMACULADA FECHA : 10 DE SEPTIEMBRE DE 2017 ASUNTO : PLAN DE NIVELACIÓN GRADO : UNDÉCIMO ÁREA : INGLÉS PARA : ESTUDIANTES CON NIVEL BAJO PERIODO: SEGUNDO NAME ____________________________________
DATE _____________________ 11 ( ) _____
OBJETIVO :
Determinar las estrategias pedagógicas que permitan que los estudiantes con desempeño académico bajo al terminar los cuatro periodos superen las debilidades mostradas en el área de Inglés.
ESTÁNDARES:
7. Utilizo estrategias adecuadas al propósito y al tipo de
texto (activación de conocimientos previos, apoyo en el
lenguaje corporal y gestual, uso de imágenes) para
comprender lo que escucho.
8. Comprendo el sentido general del texto oral aunque
no entienda todas sus palabras.
9. Me apoyo en el lenguaje corporal y gestual del
hablante para comprender mejor lo que dice.
21. Estructuro mis textos teniendo en cuenta elementos
formales del lenguaje como la puntuación, la ortografía, la
sintaxis, la coherencia y la cohesión.
27. Valoro la escritura como un medio de expresión de
mis ideas y pensamientos, quién soy yo y qué sé del
mundo.
28. Escribo textos a través de los cuales explico mis
preferencias, decisiones o actuaciones.
31. Hago presentaciones orales sobre temas de mi
interés y relacionados con el currículo escolar.
DBA
a. Identifica el propósito de textos orales y escritos de
mediana longitud relacionados con temas de interés
general y de su entorno académico y la comparte con
otros.
b. Explica tanto en forma oral como escrita las causas y
los efectos, así como el problema y la solución de una
situación.
c. Identifica el propósito de textos orales y escritos de
mediana longitud relacionados con temas de interés
general y de su entorno académico y la comparte con
otros.
COMPETENCIAS:
- Expresa el deseo de que las cosas sean o hubieran sido
diferentes a través de I wish.
- Canta con ritmo y entonación la canción asignada.
- Es hábil para usar el condicional if.
- Comprende e identifica la estructura de los verbos
regulares e irregulares.
Nota:
El presente plan de nivelación debe ser
diligenciado por el estudiante. Responder a mano y a lápiz. Orden y buena letra, no debe presentar
tachones. Éste es requisito para presentar el examen. Las guías deben tener registrados los
ejercicios de clase. (En hoja de block cuadriculado), fotocopias de actividades de refuerzo y subrayadas y traducidas todas las palabras nuevas.
Cualquier inquietud al respecto diríjase al
titular del área.
La realización y sustentación del taller es de
carácter individual.
A continuación se especifica lo que el estudiante
debe estudiar y lo que debe presentar. Es
importante aclarar que para el éxito de la
nivelación debe estudiar los conceptos, reglas,
ejemplos, lecturas, fotocopias, exámenes…
TEMAS
1. Wishes
1.2. Different verbal tense.
1.3. Different auxiliaries and modal.
2. Song
Sing
Interpret biographies
3. Conditional if
First and second conditional if.
3.1. Different verbal tense.
3.2. Different auxiliaries and modal.
4. Regular and irregular verbs
MARIA INMACULADA INSTITUTION
ENGLISH
UNIT: 1
TOPIC: Wish
GRADE: Eleventh ( )
TIME: 6 hours
DATE: __________________
STUDENT:_________________________________
TEACHER: Amanda Sossa Castañeda
NOTE: Underline and translate all the new
words. Follow the instructions.
Objective
Write sentences and paragraphs expressing
the desire that the reality to be or had been
different through wish.
Concept
When the speaker expresses the desire that
the reality was different. Wish is used to say
that we would like things to be or have been
different.
The structures with the verb wish are used to
express wishes about present, future or past
situations. In general, it is a question of
imagining situations different from those we
have today or those that have occurred or will
occur. In all cases they are constructions in
the first person singular.
Future
I wish + Subject + Would / Could / Were going
to + Simple verb.
I wish I would graduate this semester.
I wish I could study on weekend.
I wish I were going to dance at night.
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______________________________________
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Present
I wish + Subject + Past Tense Verb.
I wish I had a fast car.
I wish I didn´t have to ride a bicycle.
I wish I didn´t have to work today.
I wish I were (or was) handsome.
I wish I weren´t still in school.
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______________________________________
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Past
I wish + Had / Could have + Past Participle
I wish I had heard you.
I wish I hadn´t said that.
I wish I had studied harder in school.
I wish I could have gone.
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______________________________________
______________________________________
Present Continuous
I wish + Subject + Were + Verb ing
I wish I were living in London.
I wish I weren´t making so many mistakes.
Look at the rule and write three examples more.
I wish I were studying Medicine.
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______________________________________
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Activity
1. Write 5 wishes of your own.
JOY
LIFE
LOVE
WORK
PEACE
STUDY
MONEY
HEALTH
HAPPINESS
FRIENDSHIP
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2. Write what the speaker wishes
a. I didn´t go to the party last week.
I wish, I had gone to the party last week.
b. I am not going to the beach next weekend.
______________________________________
c. I don´t speak English.
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d. The sun isn´t shinning right now.
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e. Today it´s hot.
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f. My mom is crying in the church.
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g. I couldn´t solve the puzzle.
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h. The kids were playing in the roof.
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3. Write a short paragraph about your wishes.
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4. Translate the information and write
the wish.
a. Mi hermano no puede trabajar en la
fábrica.
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b. Esa niña no pudo ir al hospital en la
mañana.
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c. El bombero está muy enfermo.
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d. El beisbolista tiene un entrenamiento duro.
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e. Yo no vivo en un barrio cerca de la ciudad.
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f. Ella tuvo un accidente automovilístico.
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g. El señor Juan compró ese portátil azul.
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h. Ella cayó de ese árbol ayer.
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i. Los niños están cortando las flores.
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j. Ellos estuvieron nadando en el río anoche.
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k. El loro no repitió la palabra.
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l. Mi primo está viviendo en una pequeña
habitación.
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m. El profesor no asistió a la reunión.
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n. El ingeniero no viajó en avión.
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ñ. El periodista no escribió esta noticia.
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o. Ella se siente decepcionada.
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5. These people feel bad about some things.
Feel their regrets.
a. I scolded my best friend. I wasn´t nice at
him.
I wish I hadn´t scolded my best friend.
I wish I had been nice at him.
b. I didn´t do an errant for my mom. I feel
guilty.
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c. I don´t live with my parents. I am alone.
______________________________________
______________________________________
d. I have to walk all day long. I feel really
exhausted.
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______________________________________
e. I am not satisfied with my school average. I
feel disappointed.
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______________________________________
______________________________________
6. Listen the dialogue, ask 5 questions (behind
the paper) and answer.
Family rules
CATHY : Hi Nancy! Where are your kids?
NANCY : They're at home cleaning their
rooms.
CATHY : Really? Wow. I wish my kids would
clean their rooms.
NANCY : We made a new list of rules for the
kids. If they obey all of the rules they get a
$5.00 allowance on Sunday.
CATHY : What are the rules?
NANCY : They have to clean their rooms once
a week, do their homework every day, and
they have a different housecleaning job each
week. One week they clean the bathrooms,
another week they vacuum the living room,
each week it's a different chore.
CATHY : That's great. I wish my kids would
help me around the house.
NANCY : Oh, and they have to wash dishes
once a week too.
CATHY : How's it working so far?
NANCY : So far it's working out pretty well.
They complained a lot at first about the work
but they like the allowance. It really helps me
a lot because I used to do all of the
housework myself.
Work hard, dream big!
CATHY : I think it's a great idea. I remember
when I was little I had to help my parents with
housework.
NANCY : Me too. I had to do my homework
right when I got home from school. After that
I had to help my mom get dinner ready.
CATHY : I grew up on a farm so we had to
feed the chickens every morning before
school. We helped my parents a lot on the
farm. When I was older I had to help milk the
cows too.
NANCY : I think it's important for kids to help
around the house. It teaches them
responsibility.
CATHY : Yeah, and they learn how to do
housework. When Bill and I got married he
didn't know how to do anything. He didn't
have to help his mom with housework when
he was little so he never learned how to wash
clothes or clean the house. I had to teach him
so that he could help me.
Taken from http://www.inglesmundial.com/Avanzado/Le
ccion5/Dialogo.html
6.1 We can infer that the text wants:
a. to make laughing
b. to teach good manners at home
c. to show problems of life.
d. to show a good mother.
6.2 You can say Nancy is:
a. a creative mother
b. a rude mother
c. a successful mother
d. a happy mother
6.3 One of these sentences is false.
a. When Cathy got married she didn't know
how to do anything.
b. Cathy´s sons don’t collaborate at home.
c. Homework teaches them responsibilities.
d. Cathy´s husband had to teach about
housework.
6.4 A successful family…
a. works hard
b. travels around the world .
c. educate for life.
d. don´t know to do.
7. Exercise in class to obtain points (from 1 to
10)
Date __________________________________
COMMENTS (About your attitude in this
topic)
__________________________________________
__________________________________________
__________________________________________
__________________________________________
BIBLIOGRPHY
Book Goal International 9, page 83
http://www.inglesmundial.com/Avanzado/Leccio
n5/Dialogo.html
http://www.ejerciciodeingles.com/expresar-
situaciones-imaginarias-irreales-estructuras-verbo-
wish/
EVALUATION
Written evaluation
Date _______________________
God blesses your life
marvelous!
BE SUCCESSFUL
Amanda Sossa Castañeda
MARIA INMACULADA INSTITUTION
ENGLISH
UNIT: 1
TOPIC: Song Feel the light.
GRADE: Eleventh ( )
TIME: 4 hours
DATE: __________________
STUDENT: _________________________________
TEACHER: Amanda Sossa Castañeda
NOTE: Underline and translate all the new
words. Follow the instructions.
Objective
Sing with rhythm and intonation the assigned song.
Activity 1. Underline and translate the new words. 2. Translate the song. 3. Investigate about Jenifer López. 4. Listen and practice. Welcome
Jennifer López
Here I go. Here I go
Feel better now. Feel better now
Here I go. Here I go
It's better now. Feel better now.
Do you remember when we fell under?
Did you expect me to reason with thunder?
I still remember when time was frozen
What seemed forever was just a moment
Hurry up, hurry up
There's no more waiting
We're still worth saving
Feel the light
Shining in the dark of night
Remember what we forgot
I know it's a long shot
But we're bringing it all back
We're bringing it all back
Feel the light
Shining like the stars tonight
Remember what we forgot
I know it's a long shot
But we're bringing it all back
We're bringing it all back.
Here I go. Here I go
Feel better now. Feel better now
Here I go. Here I go
It's better now Feel better now.
I still remember when things were broken
But put together the cracks were closing
Hurry up, hurry up
There's no more waiting
We're still worth saving.
Feel the light
Shining in the dark of night
Remember what we forgot
I know it's a long shot
But we're bringing it all back
We're bringing it all back.
You and I can have it all tonight
So let's bring it back to life
Now we have another chance to fly
Another chance to make you right.
Chorus…
2. Translate the song
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Jennifer López
She was born on July 24, 1969, in the Bronx,
New York, Jennifer Lopez danced on the TV
show In Living Color before her starring role in
the film Selena. She turned to music and
found major success on the pop and dance
charts with hits like "Get Right" and "Play"
while continuing to garner Hollywood film
work. She married salsa icon Marc Anthony in
2006 and had twins; the couple split a few
years later. Her recent projects
include American Idol and Shades of Blue.
BIBLIOGRAPHY
-http://www.biography.com/people/jennifer-
lopez-9542231
- https://www.youtube.com/watch?v=9fdAt
0ke9w8
COMMENTS (About your work in class) ______________________________________
______________________________________
______________________________________
______________________________________
EVALUATION
Sing the song – new vocabulary
Date __________________________________
If music be the food of love, play on.
William Shakespeare
BE SUCCESSFUL
A.S.C.
MARIA INMACULADA INSTITUTION
ENGLISH
UNIT: 1
TOPIC: Song Maybe
GRADE: Eleventh ( )
TIME: 4 hours
DATE: ____________________
STUDENT: _________________________________
TEACHER: Amanda Sossa Castañeda
NOTE: Underline and translate all the new
words. Follow the instructions.
Objective
Sing with rhythm and intonation the assigned song.
Activity 1. Underline and translate the new words. 2. Translate the song. 3. Investigate about Enrique Iglesias. 4. Listen and practice. Welcome
Enrique Iglesias
If I had one single wish
I'd go back to the moment I kissed.
You goodbye
No matter how hard I try.
I can't live
without you in my life.
Maybe you'll say you still want me.
Maybe you'll say that you don't
Maybe we said it was over.
But baby I can't let you go.
I walk around try to understand.
Where we went wrong
and I can't pretend
it wasn't me.
And it wasn't you
But I'm convinced
We gave up to soon.
Maybe you'll say you still want me
Maybe you'll say that you don't.
Maybe we said it was over.
But baby I can't let you go.
Nothing left to lose
After losing you
There's nothing I can't take
When I run to you
When I come for you
Don't tell me I'm too late.
Maybe you'll say you still want me
Maybe you'll say that you don't
Maybe we said it was over
But baby I can't let you go.
2. Translate the song
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Enrique Iglesias
Enrique Miguel Iglesias
Preysler was born in
Madrid, Spain, on May 8, in 1975. The
youngest of three children is the son of
popular Spanish singer Julio Iglesias. Iglesias
grew up largely in Miami and began singing as
a teenager. He released his self-titled debut
album in 1995 and, like his subsequent studio
works, proved to be a huge success. By early
2012, Iglesias had sold more than 60 million
records worldwide. His most successful songs
include "Bailamos," "Rhythm Divine," "Be
with you," "Escape," "Maybe," "Don't Turn
Off The Lights" and "Hero."
BIBLIOGRAPHY
- https://www.youtube.com/watch?v=NTw0jGP mGvY - http://www.musica.com/letras.asp?letra=3095
COMMENTS (About your work in class) ______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
EVALUATION
Sing the song – new vocabulary
Date __________________________________
If music be the food of love, play on.
William Shakespeare
BE SUCCESSFUL
MARIA INMACULADA INSTITUTION
ENGLISH
UNIT: 2
TOPIC: Conditional if
GRADE: Eleventh ( )
TIME: 8 hours
DATE: ____________________
STUDENT: _________________________________
TEACHER: Amanda Sossa Castañeda
NOTE: Underline and translate all the new
words. Follow the instructions.
Objective Use the conditional if to express possible situations and its consequences.
If clauses
Type 0 If + Simple Present Tense + Simple
Present Tense: To express general truths and
facts.
If a person stops beating, he/she dies.
- Plants die if you don´t water them.
- What happens if you don´t eat meat?
______________________________________
______________________________________
______________________________________
If + Simple Present + Will: To express
real conditions.
Those that have the possibility to happen.
- I haven´t seen your book, but if I see it, I will
tell you.
- We will have to go without Jerry if he
doesn´t arrive soon.
- What will you do if you have to travel this
weekend?
______________________________________
______________________________________
______________________________________
If + Simple Past + Would: To express
unreal conditions, those you don´t really think
can happen.
- If he had a car he would take us.
- She wouldn´t work so much if she didn´t
have to.
- Where would you live if you could choose?
______________________________________
______________________________________
______________________________________
If + Past Perfect + Would have: To
speculate about conditions of the past that
can´t be changed anymore.
If I had studied a little more seriously, I
would have passed the test.
- She would have helped you if you had asked
her.
- What would have happened if Charlie had
been elected president?
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The first conditional
We use the first in these situations.
a. To express possible situation and its
consequences.
What will they do if they win the game?
If they win the game they´ll have the party.
They´ll be very sad if they don´t win.
If they don´t win the game, they won´t finish
in first place.
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b. To warn or to threaten
If you arrive late, we´ll leave without you.
______________________________________
______________________________________
2.The second conditional
This structure is used
a. To talk about hypothetical situations that
are possible.
If I had a lot of money, I´d travel around the
world.
______________________________________
______________________________________
b. To talk about imaginary or impossible
situations.
If I were a king, I´d live in a palace.
______________________________________
______________________________________
c. To give advice
If I were you, I´d go to the doctor.
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______________________________________
Note: Were is normally used after if.
Would is used for all persons.
I´d = I would
You´d = ________________
He´d / she´d = ________________
We´d = ________________
They´d = ________________
Activity
1. Listen the video “English conditional how to
use if clauses by OXFORD”
2. Answer
a. What would you do if you had a lot of
money?
______________________________________
b. If you could travel, where would you go?
______________________________________
c. If you could be a famous actor / actress,
who would you like to be?
______________________________________
d. If you could be an animal, what animal
would you like to be? Why?
______________________________________
______________________________________
e. If you could make three wishes, what
would you ask for?
______________________________________
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f. What would you do if you won a million
dollars?
______________________________________
3. Look and write a short paragraph about you
If you lived on an island, what would you do?
______________________________________
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4. Look at and complete the hypothetical
situations.
5. About the poem
5.1 Read and memorize
Poem
If you were a shining star And I were your midnight, I’d let you shine above me,
You’d be my only light.
If you were a scoop of ice cream And I were an ice cream cone, I’d put you on my shoulders And hold you for my own.
If you were a grand piano And I were a sweet love song,
I’d let your keys tickle and tease My melody all day long.
If you were the pages of my book And I were reading you,
I’d read as slow as I could go So I never would get through.
Kristian Stephen Crow
Taken from
https://www.facebook.com/KristianStephenCrown.music/post
s/384928848246247
5.2 Extract from the text
Nouns Verbs Prepositions
6. Practice in class to add points. Date _________
BIBLIOGRAPHY
Book Advanced Easy English, page 53
Dos Santos C.R. Manuel. Goal International Student Book 4. Page 74-77
https://www.facebook.com/KristianStephenCrow
n.music/posts/384928848246247
COMMENTS (About your work in class) ______________________________________
______________________________________
______________________________________
______________________________________
____________________
__________________
EVALUATION
Written evaluation Date
_________________
If you can dream it, you can do it!
BE SUCCESSFUL
A.S.C.
Look the example and complete the table.
REGULAR VERBS
Verb Infinitive Past P.Participle
Actuar to act acted acted
IRREGULAR VERBS
Verb Infinitive Past P.Participle
Ser-estar to be was/were been
BE SUCCESSFUL
A.S.C.
