CARPETA DE

RECUPERACION
PRIMER AÑO
NIVEL PRE A1
 EXPERIENCIA
DE
APRENDIZAJE 1
 My Project
Activity 1 Look Around

I. Match the global goals with the pictures that represent them.

1. END POVERTY 2. FIGHT INEQUALITY 3. RESPECT THE PLANET

II. Read about young inventors, creators and campaigners:

Inventors:
Elif is from Istanbul, Turkey.
She is the creator of a new
natural plastic made out of
banana skin. She uses the
banana skin because she
wants people to stop using
regular plastic. Regular plastic
causes pollution!
Fuente: Kids discover
. Innovators
Life Do Grow Farm is a group
of teen innovators from
Philadelphia, Pennsylvania.
They live on a farm in a poor
neighbourhood. This project
is great for the community
because now people can
make money and eat healthy,
fresh food. The
neighbourhood is safe now!
Fuente: Philly gentrification
Campaigners
Mazoun is from Daraa, Syria.
She is the leader of a
campaign. She helps girls who
need to continue their
education and not marry at a
very young age. She talks to
their parents because she
knows that girls can change
the world.
Fuente: Oblitans
 III. Complete the chart with information from the text you just read. Follow the
examples:
Teenagers can change the world
Information
Example: Elif Life Do Grow Farm Mazoun
Location Istanbul, Turkey. 1. 5.
Are they
inventors, inventor 2. 6.
innovators or
campaigners?
What is their natural plastic made
invention/innovation/ out of banana peels 3. 7.
campaign?

What is their a. End poverty 4. 8.

mission? b. Fight inequality a. End poverty a. End poverty
– Choose one option c. Respect the planet b. Fight inequality b. Fight inequality
c. Respect the planet c. Respect the planet

IV. Match the cause with the correct effect. Follow the example:

COLUMN B: CAUSE

… their families need the

1. Fresh water is dissapearing ... money.

2. Some children work ... … people throw garbage

into it.
3. Some girls don’t study ... BECAUSE
… she wants to raise
4. She is a campaigner ...
awareness.
5. The river is contaminated ...
… many people waste it.
… they face discrimination
in some countries.

Activity 2 : LET’S CREATE!

Create a graphic organiser about a problem: Poverty.
Step 1: Choose the correct cause or effect to complete the chart.

Causes and effects

there is poor food quality - some people don’t have good public health - there are no jobs -
there are family problems - some people don’t access to education

CAUSES EFFECTS
1. a. some people don’t have money
2. there is no internet connectivity b.
3. c. some people do not finish school
4. there are no hospitals d. some people don’t have good nutrition
5. e.
Step 2: Create a graphic organiser including causes and effects related to the problem.
You can use the suggested templates:
NOTA
don’t = do not
CAUSES
PROBLEM

CAUSE EFFECT
CAUSE EFFECT
EFFECT
CAUSE EFFECT
EFFECTS

Step 3: Make sentences with the information from your visual organiser.
Follow the structure and the examples:

STRUCTURE

CAUSES EFFECTS

Example:
Some people don’t have money because there are no jobs.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________

Mientras elaboras tu organizador gráfico es importante que tomes en cuenta estas

características:

Características o criterios SI NO
1. La información del problema que escogiste está plasmada en un
organizador gráfico.
2. organizador gráfico incluye al menos cuatro causas y sus efectos.
3. Se han redactado al menos cuatro oraciones sobre las causas y sus
efectos en base al organizador gráfico utilizando “because”
correctamente.
 EXPERIENCIA
DE
APRENDIZAJE 2
 LET’S TALK ABOUT NEW JOBS

2
 5

7
8
Name:
Job:
Workplace:
Characteristics:
Picture
 _
 _

 _
Name:
Job:
Workplace:
Characteristics:
Picture
 _
 _

 _

EXPERIENCIA DE
APRENDIZAJE 3
 ENGLISH LEVEL – PRE A1

MATCH THE PICTURES WITH THE NAMES OF THE ANIAMLS

3. Rabits ……….. long ears.

Example: turtles C 4. An Eagle ……… big claws

1. Jaguar ……. 1. A dolphin ……….. flexible

fins.
2. Bear ……….
2. Monkeys ……… long arms
3. Alpaca ………
4. Dolphin ……… Complete the description with have or has
EXERCISE 2
5. Monkeys ………

Mina is an otorongo or jaguar.

She lives in Tambopata. She
Complete the table with a tick according to ……….. strong legs. She ……….. a
the characterístic of each animal. Follow the long tail. Jaguars ………. Brown fur
example with black spots.
Spider Taricaya
ANIMALS Macaw Puma Condor She is beautiful!
monkey turtle
1. strong wings
2. short legs
3. big beak 4
4. white neck
5. long tail Listen to three conversations about animals. Match the
6. strong arms person with the picture of the animal
7. white feathers
8. hard shells
Which animal is
Maria describing? WHALE

EXERCISE 1
1 Which animal is
Match the pictures of the animal body parts with the
Marcelino describing?
sentences and complete has or have Follow the example: SPECTACLED BEAR

He – She – It = HAS I – We – You - They = HAVE 2. Which animal is

Patricia describing?
CONDOR

3. Which animal is
Alberto describing?
JAGUAR
 UCAYALI WILDLIFE RESCUE CENTRE
Fact sheets about two endangered
animals from your región. THE SPIDER MONKEY FROM THE RAINFOREST It has long tail

TITLE It has long legs

It has black fur
It has strong arms

TARICAYA TURTLES FROM THE AMAZON RIVER

They have small

TEXT TEXT heads They have hard
shells
They have short
--------------------------------- legs
---------------------------------
--------------------------------- --------------------------------- THE MACAW FROM THE JUNGLES It has strong
-------------------------------- -------------------------------- wings
It has a big beak

It has colorful
feathers

CUSCO WILDLIFE RESCUE CENTRE

THE PUMA FROM THE MOUNTAINS
It has Brown fur

It has strong legs

It has a long tail

THE CONDORS FROM THE HIGHLANDS

They have black
and White
They have White feathers
necks

They have
strong wings
EXPERIENCIA
DE
APRENDIZAJE
4
 Let’s help endangered animals. Part 02
1. Look at the pictures and answer the following question?

2. Listen to and read the brochures about five endangered animals.

3. Answer the question with the correct option. Follow the example.

4. LET’S REFLECT
Luego de escuchar y leer, puedo concluir que el verbo CAN se usa de la siguiente manera.

5. Complete the sentences with the correct abilities from the box. Follow the example
6. Check ( ) the animals’ abilities. Follow the example.

7. Answer the questions. Follow the example.

Example: Which animals can swim? Turtles and river dolphins can swim.

8. Listen to three conversations about animals. Choose the best answer a, b, or c. You will
hear the conversations twice. Listen to the example.

9. Activity 02 (Desafío) DO IT YOURSELF!!! (D.I.Y.)

BROCHURE ABOUT ENDANGERED ANIMALS

Elabora un folleto(brochure) para la pagina web del centro de rescate para el que eres voluntario
que contenga las descripciones de dos animales. (Animales del desafio de la actividad 29)
 Paso 1: Remember the information about animals you learned about last week.You can
check your portafolio. (Recuerda la información de los animales de la actividad anterior.
Puedes revisar tu portafolio).

Paso 2: Complete the chart with the animals’ characteristics and abilities. Follow the
example.(Completa el cuadro con las caracteristicas y habilidades de los animales. Sigue el
ejemplo)

Paso 3: Write sentences about the animals’ characteristics, abilities and some extra
information if you want to: (Escribe oraciones acerca de las caracteristicas , habilidades e
informacion extra si deseas de estos animales).
Jaguars

Felipe, the river dolphin

Paso 4: Create your brochure and add pictures and a name for the rescue centre. Be
creative.(Crea tu folleto y agregale dibujos, coloca un nombre al centro de rescate. Se
creativo.) Usa el modelo del ejerccio 02 o el modelo sugerido,desarrolla en otra hoja.
Mientras elaboras tu brochure(folleto) es importante que tomes en cuenta estas
caracteristicas: