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1

INGLES/ 6°

LIC. MAGALY PARRA 1 P

DEL

COMPETENCIA

Sexto GRADO

Ingles ASIGNATURA

2 meses DURACION

Enero a Marzo 2017 FECHA

Cúcuta LUGAR

Concienciación CAPACIDAD

Lógico NIVEL

English | 6 Grade | guíde 1

Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir, una persona, lugar u objeto.

DEL

Asignatura | Grado 00 | guía 1

TITLE OF THE PROJECT LEARN ENGLISH PENCIL

OBJETIVE OF THE PROYECT Desarrollar la capacidad de concienciación para describir y presentar las características y el uso de un lápiz.

PROJECT EXPECTED RESULTS Expresar sus características y uso de un lápiz en el idioma ingles

COMPETENCE OF DEVELOP ACTIVITIES AND TASKS HITOS O EVENTOS INTELLECTUALS PSYCHOMOTORS VOLITIVE AFFECTIVES ESPIRITUALS

ESCUCHA Comprendo una descripción oral

sobre una situación, persona, lugar u objeto.

.

Poseo capacidad lingüística al identificar correctamente palabras y expresiones sencillas en un contexto determinado en la lengua inglesa.

Reconozco cuando me hablan en inglés; entiendo cuando me

saludan y se despiden; sigo instrucciones con actividades

en clase. Demuestro comprensión sobre preguntas

sencillas

LECTURA Valoro la lectura como un hábito importante de enriquecimiento personal y académico

Soy hábil desarrollando la capacidad lingüística, ubicando correctamente palabras y expresiones sencillas de la lengua inglesa en un contexto indicado.

Reconozco palabras y frases cortas en inglés; relaciono ilustraciones con oraciones simples.

I share my knowledge already acquired with my colleagues / as and friends. I am responsible with my duties and obligations. Deepen my relationship with God, with myself / a, with my colleagues / as and my surroundings.

ESCRITURA Escribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares

Comunicación describir las caracterísiticas del

lápiz aplicando la Gramática:Presentation

of:-Greetings, 1 to 100 numbers,

quantities, how much how many, some, any little , much , many

school supplies, money

Transcribo palabras que comprendo y que uso con frecuencia; escribo el nombre de elementos y lugares que reconozco en una ilustración. Crear un cuento basado en el vocabulario visto sobre el lápiz. Utilizar las estructura básica de la oración

MONÓLOGOS Expreso de manera sencilla lo que me gusta y me disgusta respecto a algo

Create a presentation of the history of pencil where you apply basic and concrete way the grammar learned in this period.

Me intereso positivamente en el desarrollo de mi capacidad lingüística.

CONVERSACIÓN Utilizo códigos no verbales como gestos y entonación, entre otros

Recito y canto rimas que comprendo con entonación; expreso mis sentimientos y estados de ánimo; menciono lo que me gusta y no me gusta.

Disfruto con mis compañeros la alegría de desarrollar mi capacidad de lingüística

Ejecución Lorem ipsum dolor sit amet, consectetur adipiscing elit

DEL

ACTIVIDADES Y TAREAS

MESES (2) HISTORY PENCIL

SEMANAS (8)

1 2 3 4 5 6 7 8

INTELLECTUAL ACTIVITY #1

INTELLECTUAL ACTIVITY # 2



VOLITIVE ACTIVITY #1




PSICOMOTOR ACTIVITY #1


AFECTIVE ACTIVITY #1

SPIRITUAL ACTIVITY #1



• In listening: comprendo información básica sobre temas relacionados con las actividades y las historias del lápiz

• In reading: puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.

• In writing: escribo un texto corto relativo a la historia del lápiz , cantidades, dinero, que me son familiares. Utilizo vocabulario adecuado para darle coherencia a mis escritos.

• In monologues: narro o describo de forma sencilla hechos y actividades que me son fáciles de recordar.

• In conversation: respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.

• Escribo textos cortos que narran historias y describen objetos y cantidades de manera sencilla.

• Desarrollar la capacidad de concienciación mediante la identificación y aplicación de los temas Los pronombres personales.

• El verbo “TO BE” en sus tres formas; afirmativa, negativa e interrogativa. • Respuestas cortas. • La preposición de lugar “from”. • El orden de las palabras.

DE


Es hábil para aplicar los temas vistos en la elaboración de una presentación sobre el lápiz. Tiene clara la gramática las estructuras de la oraciones afirmativas y negativas

Toma decisiones equilibradas al analizar los saberes que necesita desde el vocabulario visto en el periodo y la forma correcta de usar la gramática para hacer oraciones sencillas

.

Propone formas sencillas y prácticas para usar de forma creativa la elaboración de la presentación de acuerdo a la estructura y elementos vistos en el periodo

Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los elementos de la gramática Se adapta adecuadamente a trabajar en grupo en clase. Actúa con respeto y tolerancia durante las actividades a desarrollar.

.

Identifica en un texto la gramática propuesta para el periodo. Partes de la oración y tiene claro el vocabulario sobre el tema del periodo Learning English Pencil.


.

• You should memorize the structures and all vocabulary in the foreign language. Debes memorizar todas las

estructuras gramaticales y el vocabulario en la lengua extranjera. • Review all lessons and the expressions. Repasa todas las lecciones y expresiones • Answer the Initial evaluation. Responde a la evaluación inicial. • Pay attention to the classes and ask if you don´t understand. Pon atención a clase y pregunta sí no entiendes algo.

For the written works take into account the order, the application of the grammar its structure, the vocabulary must be clear, there should be no translations in Spanish, handle the application of images

You should read the guide completely. Answer the initial evaluation. Id very important you attitude in class Make a sentences in order affirmative, question and answer in the negative and affirmative form. Take into account the vocabulary and grammar seen during the period

Must submit the written works in an orderly manner, taking into account the ICONTEC standards. You must use images to accompany the text. It must be brief and concrete in

its arguments.

QUESTION

English | 6 Grade | guíde

VOLITIVE ACTIVITY

AFECTIVE ACTIVITY

Espiritual

Intelectual 4

Psicomotriz 5

Make a little story about the creation of the pencil do not use a translator, only with your words to remember (250 words).

Look for a striking image on a pencil and have an article to share a pencil feature with your classmates. (Power point)

Look for a passage in the bible that kinds of elements existed for writing. Oral support.

Do you remember the adjectives? Write a list of adjective classes you know. Find the grammar in English, and write the concept in the notebook.

Search all the vocabulary that has to do with the history of the pencil, attach images. Oral support.


In this project you develop grammar seen during the period. Keep in mind the grammatical time to do their work. You have the opportunity to work with the following areas of The verb "TO BE" in its three forms; Affirmative, negative and interrogative. Short answers. The preposition of place "from” The order of the words. Numbers. Count. And more.

PROJECT PERIOD

We are going to develop a presentation in power point on the history use creation and update on the history of the pencil. You should use images, and short phrases that accompany these images, that are striking should not be many but if you can explain them. You must not use unknown vocabulary you must use the one you learned during the period.

“ REMEMBER”


DID

YO

U K

NO

W

TH

AT

? WHO?

Did you know that modern pencils owe it all to an ancient Roman writing instrument called a stylus?

Scribes used this thin metal rod to leave a light, but readable mark on papyrus (an early form of paper).

WHEN

Nuremberg, Germany was the birthplace of the first mass-produced pencils in 1662. Spurred by Faber-

Castell (established in 1761), Lyra, Steadtler and other companies, an active pencil industry developed

throughout the 19th century industrial revolution.


prepositons

number

professions

nouns adjetive

articles

Nacio-nalities

to learn…..

http://www.pumarosa.com/ingles/greetings/index/load.htm?f Copy in your notebook.

Please enter this link and practice the pronunciation of greetings, from now on, we will practice them every day and all the time.


http://www.pumarosa.com/ingles/greetings/index/load.htm?f




Intellectual Training


GRAMMAR

Un pronombre sujeto es la persona o cosa que hace la acción del verbo. Generalmente viene antes del verbo excepto en preguntas. Un pronombre toma el lugar de la persona o cosa específica.

Pronouns: (Pronombres)

Subject pronouns Example :John runs. >>> He runs. (Juan corre. >>>( Él corre.)

Pronouns Object Un pronombre objeto es la persona o cosa que recibe la acción del verbo. Generalmente viene después de un verbo o una preposición.

Example: He gave the food to me. He gave the food to you. He gave the food to him. He gave the food to her. He gave the food to it. He gave the food to us. He gave the food to you. He gave the food to them.


http://english-corner0.webnode.com.co/english-learning-zone/

THE VERB "TO BE" IN ITS THREE FORMS; AFFIRMATIVE, NEGATIVE AND INTERROGATIVE.










let's practice

Fill in the blanks with the right subject / personal pronouns (I, you, he, she, it, we, they): Angelina Joli is American.______ isn't French. Brad Pitt is American, too._____ isn't German. Brad and Angelina aren't French.____ are American. My friend and I are high school students.____ aren't primary school students. The Statue of Liberty is in New York.____ isn't in Washington

Fill in the blanks with the right form of to be ( am, are or is): _____you the new student?

Yes, I _______ . Leila and Nancy _________students. Nancy ______ Australian . My sister and I _______ students. The girls _______ tired. These women _______beautiful. The tea ______delicious. Nadia and Leila _______friends. The newspaper_______ cheap.

volitive activity #1


Possessive adjectives Adjetivos posesivos indican de quien es algo. Por ejemplo, en lugar de decir que el libro es de Juan, debemos decir que es su libro (his

book).

Example:

That is my food. That is your food. That is his food. That is her food That is its food. That is our food. That is your food. That is their food.

Possessive pronouns

Pronombres posesivos también indican de quien es algo pero no son adjetivos. Se usa un posesivo adjetivo antes de un sustantivo (ej. That is her book. = Ése es su libro.). Un pronombre posesivo, al contrario, es un sustantivo y puede estar solo, sin el nombre de la cosa (ej. That is hers. = Ése es suyo.)

Example: The book is mine. The book is yours. The book is his. The book is hers. The book is ours. The book is yours.

The book is theirs.


THE PREPOSITION OF PLACE "FROM".

IN A person lives: In a country and in a city.

Rebecca lives in the United States She lives in New York City

ON On a street, avenue, road, etc.

She lives on Pine Street

AT At a street address.

She lives at 1089 Pine Street.

These are some of the most important prepositions of place:


FLAGS OF THE WORLD https://www.countries-ofthe-world.com/continents-of-the-world.html

Do you remember the colors? With the flags of the countries we are going to review the colors

CONTINENTS


https://www.countries-ofthe-world.com/continents-of-the-world.html












COUNTRIES AND NATIONALITY VOCABULARY

This chart lists many of the countries or nations in the world, with the following information:

name of country

adjective used for that country (also describes nationality)

noun used for a person from that country

Look at these example sentences:

She comes from France.

She is French

Her nationality is French.

She is a Frenchwoman.

She drives a French car

She speaks French.

.

English | 6 Grade | Guíde 1

NUMBERS

THE ORDINAL NUMBERS

INTELLECTUAL ACTIVITY #1 YOUR HISTORY

The first attempt to manufacture the pulverized graphite sticks was carried out in

Nuremberg, Germany, in 1662 and for that a mixture of graphite, and sulfide of

Antimony, (the latter is a chemical element that is found with sulfur in nature,

Of black color, has the quality of being extended and cleaned with ease, the ladies of

The Egyptian court used it to outline their eyes, the Babylonians to decorate their

ceramics. And played an important role among the alchemists.) But there were two

Italians

First to devise the hold of wood for the pencil and whose trade was carpentry.

Simonio and Lyndiana Bernacotti, faced with the need to mark their pieces of

Wood, devised, a version of the current pencil that had a flat, and more compact

shape.

To construct it at first they hollowed out a wooden stick of juniper (this tree is

Originating in Europe America and Asia is fragile but very resistant to rot by the

Containing essential oils). Shortly afterwards they improved this fabrication using two

In the groove realized placed the stick of the graphite and then the two

Halves were glued together so that the graphite rod remained inside both

wood; And is essentially the same method that is still in force today. But nevertheless

There are several versions about its discovery

1. Identify the main ideas. Copy the text in the notebook and underline in blue the main ideas, use as support the grammar seen so far. 2. How do you think the story continues? Create a short text where you tell how the story of the pencil could continue; Write 5 own ideas use the theme of nationalities, flags, numbers, personal pronouns. 3. Invents a title for this text


MEMBERS OF THE FAMILY Tell us about your family. Recreates in an eighth of cardboard a similar picture uses photos of your relatives and under each one places the kinship and the name. We will share it in class

ADJECTIVES

• http://comoaprenderinglesbien.com/adjetivos-en-ingles/

https://www.youtube.com/watch?v=pULYOrbw0EM

http://comoaprenderinglesbien.com/adjetivos-en-ingles/








ADJECTIVES

ADJECTIVE LIST http://www.englisch-hilfen.de/en/words/opposites1.htm

http://www.englisch-hilfen.de/en/words/opposites1.htm




PARTS OF THE SENTENCE

INTELLECTUAL ACTIVITY # 2

1. print this exercise and paste it into your

notebook, do it taking into account the grammar view.

2. classify as many adjectives as you can identify in the chart. Create a picture. Studying them if you do not understand the meaning investigates. Oral support in class.

THE GRAPHITE PENCIL

The word pencil comes from the Latin lapis, which means stone this name was given in relation to the graphite stone. The graphite pencil is one of the most used materials and perhaps the first that we all took in our first attempts to shape something on a sheet of paper. It is a very versatile and sensitive material that allows to be used to take from a simple sketch or sketch to a job in greater detail. being able apply different values, intensities, and textures while having the possibility of being corrected since it is an erasable material. It also adapts to be combined with other materials such as crayons, watercolor pencils and permanent colors, watercolors, acrylics, Chinese ink, pastels, temperas giving the opportunity to create a drawing with greater richness expressive.

3. Read and understand the text. Draws a list of new vocabulary. Now using the adjectives you already know rewrite a text based on the read, change the adjectives, write it in your notebook, we will share it in class with your classmates.

PROFESSIONS AND OCCUPATIONS

PLAY https://learnenglishkids.britishcouncil.org/es/category/topics/jobs

https://learnenglishkids.britishcouncil.org/es/category/topics/jobs







GENITIVE SAXON


Using the grammar of this page makes the description of the objects that are inside the classroom. Make sentences in forms, affirmative, negative and question. Use the structure to ask for quantity. Copy the exercise in your notebook.

THERE IS THERE ARE

INDICATE PROXIMITY OR DISTANCE.

Why do we use this and these? We use this (singular) and these (plural) as pronouns: to talk about people or things near us: This is a nice cup of tea. Whose shoes are these? - to introduce people: This is Janet. These are my friends, John and Michael. WARNING: We don’t say These are John and Michael. We say This is John and this is Michael. to introduce ourselves to begin a conversation on the phone: Hello, this is David, Can I speak to Sally?

INDEFINITE ARTICLES

https://www.youtube.com/watch?v=4Uvgdn2EwNA https://www.youtube.com/watch?v=_WuiFapZ-J0

https://www.youtube.com/watch?v=4Uvgdn2EwNA


https://www.youtube.com/watch?v=_WuiFapZ-J0




POSSESSIVE ADJECTIVES

INTERROGATIVE PRONOUNS


1.Create a similar box but with adjectives that describe the pencil. There are 10 characteristics. 2. You're a private investigator. You must investigate who kidnaps in pencil. For this you must make a document with images where you ask the questions to the witnesses and the investigation that takes you to the result of discovering who was the cause. Use the grammar view, from the beginning of the period. Use the adjectives classification box.

What is a Color Pencil? The color pencil is a set of mixed, processed and integrated materials of various mineral substances, such as graphite, wax and clay, to draw with them; Is a clay bar enclosed in a cylinder or wooden prism. Commonly known as colored pencils, these have wax center with pigment and other additives.

Multiple colors are often mixed together. The variety of a set of crayon pencils can be determined by the number of unique colors it contains, triangular, hexagonal, round and even plastic-flexible colored pencils can be found on the market.

The color pencil is versatile and convenient. It allows to produce varied effects from fine and delicate lines, passing through parallel weaves, crossed wefts and free wefts until zones of dense shadowing.

The colored pencils have proved to be very useful for the sketch of what subsequently becomes storyboards, illustrations, posters, various designs, paintings, in mixed media.

They are quite easy to use compared to other illustration techniques, making almost the same use as graphite pencil, only you could say that the color is thinner and more satin finish.

They are used for low-scale work, since the coating of the supports is more superficial than the other methods, since kaolin prevents them from having more depth in them, as contrast, colored pencils allow a good sketch and a Greater precision of the details of the "artwork". A disadvantage to be mentioned is that the product creates a thin layer of cloudy wax, which can be avoided by making good use of the fixative. Another representative feature is its transparency, this means that you can make several layers and combine colors to obtain different shades; It can be said that the colors reflect moods of the work itself, defined by its degree of tone, impression and pressure. A quality that they do not share with any other means: with them we can actually draw (draw lines) and paint (color stains), comfortably. On the other hand, colored pencils, in integration with other techniques, are used as part of the final process to give precision, vigor, volume and definition to the work. There are watercolor pencils, dry and sticks, canes or "all mine". The former are used in techniques that simulate the effects of watercolor, for example, to paint plants; The last mentioned to recreate the effects of cake or wide stroke.


This process is handled in stages, which are summarized in the following steps:

1) The different ingredients that compose the mine are weighed, mixed and heated, mixing clay with graphite. The difference with colored pencils is that the clay is mixed with kaolin, wax and specialized color pigments. The pigments can be natural or Artificial Are extracted from the cochineal or plants to complex mixtures in the laboratory.

2) The paste that forms the mines goes down a cylinder driven by a piston that is extracting a thin strip in the form of spaghetti, a rotary knife cuts the mines as they come out.

3) The mines are placed in a cylindrical box which, in turn, rests in a stove in which the mines will dry at extreme high temperatures.

BUT HOW DO THEY REACH OUR HANDS AS THEY ARE? 1) Reading comprehension 2) You must read the text

aloud, 3) understand the

vocabulary, if there are new words you must make a listing in your notebook and the translation.

4) Record with your voice the text, practice the pronunciation.

5) We will read in class and ask about reading.

6) Remember that you must use what you learned during the period

BUT HOW DO THEY REACH OUR HANDS AS THEY ARE?

4) At the same time, the wood is processed with which the mines are dressed, this wood comes in the form of compressed, rustic tablets. A machine marks the grooves in which the Mines

5) Glue is applied in the grooves, so that they can support the mines.

6) With the mines already in place, a press crushes the content we already have.

7) This pressing, passes through a philosophical planer, which is the one that gives the desired shape to the pencil.

8) Finally, a machine paints the colored pencils (all in several units at a time) and another one records the mark, the color and its number.

7) Let us use the grammatical structure INTERROGATIVE PRONOUNS. Create questions to ask your colleagues about the text that we are understanding.

8) Make a list about verbs in your notebook

1. For the presentation of the final project of the period, should take into account the following points:

2. You will make an oral presentation on the history of the pencil.

3. The content should have a short review of its creation, its use, and its development over time.

4. The oral structure for the support must have the grammar seen during the period.

5. Use the same vocabulary seen, take into account the parts of the sentence.

6. To create a presentation in power point, the content of the slides should be more in images than text because you will tell it orally.

7. Please support intellectual activities, there is a lot of information


1. Present the first evidence of the work, ie the draft

2. You must have the points you are going to develop

3. The draft text with the grammatical themes you chose.

4. Some images

5. Remember to support you in the text of the guide.

Some examples


• Submit the completed project for review.

• This day you should already be with the learned text and a good speaking in the possible.

• You must bring the presentation in power point.

• I'll ask you questions about it.

So should be your presentation on the final day of the project according to the schedule.

AFECTIVE ACTIVITY #1 You are respectful to your friends and teachers by supporting all the proposed activities collaborate with your peers helping when they are behind in the period.

You should look for someone or a partner of the school who needs any help, and you will collaborate. Through a short video you are going to document your work of solidarity that you have done, and in the end you tell us how you felt and what you learned.

SPIRITUAL ACTIVITY #1

For this achievement rate shall be taken into account during the period: 1.Excellent behavior inside and outside the classroom 2.Agenda with all the devotional period 3.Each must have its corresponding drawing or image. 4.Respect for himself and his companions. 5.Punctuality, 6.Collaboration in activities within the school

autoevaluacion sustentada

Teniendo en cuenta los siguientes criterios de evaluación de: (S) Siempre, (F) frecuentemente, (CN) Casi nunca y (N) Nunca, marca con una X la columna que corresponde a tu criterio, según lo aprendido:

ASPECTO DESCRIPCIÓN S F C N

Intelectual Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas en

un contexto determinado en la lengua inglesa.

Psicomotor Soy hábil desarrollando la capacidad lingüística, ubicando correctamente palabras y expresiones sencillas de la lengua inglesa en un contexto indicado.

Volitivo Sustento mi actividad volitiva al elaborar todas las actividades propuestas en su momento y a su hora haciendo aportes a mi propio desarrollo

Afectivo Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que tengan

dificultades en los temas que yo conceptualizo.

Espiritual Sustento mi actividad espiritual al mantener buenas

relaciones interpersonales con mis compañeros de

clase, con mis superiores así como con todo mi

entorno en el colegio

Padre de familia, favor diligenciar el siguiente cuadro para conocer su opinión respecto a los aspectos mostrados por su hijo/a durante el desarrollo del tema, en el periodo. Su opinión es muy importante para nosotros, pues nos ayuda a fortalecer el proceso de formación de los estudiantes.

Aspectos internos Aspectos externos FORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

FAMILIA

http://www.pumarosa.com/ingles/greetings/index/load.htm

http://english-corner0.webnode.com.co/english-learning-zone/ https://www.countries-ofthe-world.com/continents-of-the-world.htm l
















https://www.countries-ofthe-world.com/continents-of-the-world.htm



























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