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    Plan Nocturno 22-23

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    quimicaprof.campelo
    This document outlines the activities, evaluation criteria, and due dates for an English language course taking place from October to February. It describes 5 activities that students will complete, focused on topics like family, the verb "to be," tourism, and common expressions. The activities include filling out forms, writing dialogues and descriptions, and creating a mental map. They will be evaluated on criteria such as responsibility, writing, punctuation, and timeliness. All assignments must be submitted with the student's name, ID number, period, and phone number.

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    Plan Nocturno 22-23

    Uploaded by

    quimicaprof.campelo
    4 views4 pages
    This document outlines the activities, evaluation criteria, and due dates for an English language course taking place from October to February. It describes 5 activities that students will complete, focused on topics like family, the verb "to be," tourism, and common expressions. The activities include filling out forms, writing dialogues and descriptions, and creating a mental map. They will be evaluated on criteria such as responsibility, writing, punctuation, and timeliness. All assignments must be submitted with the student's name, ID number, period, and phone number.

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    plan nocturno 22-23

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    This document outlines the activities, evaluation criteria, and due dates for an English language course taking place from October to February. It describes 5 activities that students will complete, focused on topics like family, the verb "to be," tourism, and common expressions. The activities include filling out forms, writing dialogues and descriptions, and creating a mental map. They will be evaluated on criteria such as responsibility, writing, punctuation, and timeliness. All assignments must be submitted with the student's name, ID number, period, and phone number.

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    4 views4 pages

    Plan Nocturno 22-23

    Uploaded by

    quimicaprof.campelo
    This document outlines the activities, evaluation criteria, and due dates for an English language course taking place from October to February. It describes 5 activities that students will complete, focused on topics like family, the verb "to be," tourism, and common expressions. The activities include filling out forms, writing dialogues and descriptions, and creating a mental map. They will be evaluated on criteria such as responsibility, writing, punctuation, and timeliness. All assignments must be submitted with the student's name, ID number, period, and phone number.

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    of 4

    Área de Formación: Ingles

    Docente: Surisaday Ramos Telf.: 04144645755

    Periodo V – VI

    Lapso: octubre - febrero

    Nota: toda evaluación debe estar identificada por el participante; nombre, cedula, periodo y
    teléfono.

    Actividad I
    Tema generador: pensar, crear y escribir la lengua en la cultura y la cultura en la lengua
    Referente teórico- practico: verbo to be
     Pasado (was- were): indican acciones del pasado, un punto referente en el pasado.

    Las Oraciones en pasado con el verbo to be se estructuran de la manera siguiente:

    Afirmativas: Sujeto+ was/were +complemento

    Negativas: sujeto+wasn’t/weren’t+complemento

    Interrogativas: was/were+sujeto+ complemento+?

    Ejemplo: I was a beautiful baby

    Were you a beautiful baby?

    Yes, I was a beautiful baby

    No, I wasn’t a beautiful baby

     presente (am-is-are) : describen situaciones habituales, hechos generales.

    Las Oraciones en presente con el verbo to be se estructuran de la manera siguiente:

    Afirmativas: Sujeto+ am/is/are +complemento

    Negativas: Sujeto+ am/is/are +complemento

    Interrogativas: am/is/are + sujeto+complemento+?

    Ejemplo: Sarah is a dancer- Yo soy una bailarina

    Is Sarah a dancer?

    Yes, she is a dancer

    No, she isn´t a dancer

     futuro (Will be): se utilizan para expresar acciones que se realizaran en el futuro,
    decisiones o predicciones y planes futuros.

    Las Oraciones se estructuran de la manera siguiente:

    Afirmativas: Sujeto+Will+ verbo +complemento


    Negativas: sujeto+won’t+ verbo+complemento

    Interrogativas: Will + sujeto+ verbo +complemento+?

    Ejemplo: Jeremy will be a lawyer – yo sere un abogado

    Will Jeremy be a lawyer?

    Yes, he will be a lawyer

    No, he won´t be a lawyer

    Estrategia a evaluar: taller


    1) completa las oraciones con la forma correcta del verbo to be en sus diferentes tiempos
    verbales:
    a- sarah and I ____ siblings
    b- they ____ cute pets when they were little
    c- mike ____ a bachelor soon
    d- we ____ students
    e- you ___ very smarts
    f- I ____ here tomorrow
    g- Laura ____ at home yesterday

    2) Answer the questions in positive and negative form, use complete answers.
    a- Are you a baseball player?
    b- Is Kathy a good musician?
    c- Was Peter at the academy yesterday?
    d- Were they responsible parents?
    e- Will you be in Venezuela the nest ten years?

    3) Translate the following sentences and underline the verb be in English and spanish:
    a- I am a good person
    b- You are Venezuelan
    c- He is Charles
    d- She was an excellent movie star
    e- It is my pet, its name is “torito”
    f- We will be free soon
    g- You were good children
    h- They will be here at noon

    4) Write ten sentences using the past, present and future of the verb to be

    Criterios a evaluar:
     Responsabilidad 1
     Comprensión 2
     Análisis 2

    Fecha de entrega: 14/11/22


    Actividad II
    Tema generador:
    Referente Teórico- Practico: saludos, despedidas y presentación personal
    Estrategia a evaluar: realizar un diálogo de 3 personas que incluya saludo, presentación
    de si mismo y de otras personas y despedidas. Mínimo 10 líneas.

    Criterios a evaluar:
     Puntualidad 2
     Producción escrita 3

    Fecha de entrega: 21/11/22

    Actividad III
    Tema generador: conociendo sitios turísticos alrededor del mundo,
    interculturalidad.
    Referente Teórico- Practico: futuro con “I´m going to” , presente simple,
    ubicaciones, gastronomía, vocabulario referente a la música, cultura y moda.

    Estrategia a evaluar: mapa mental


     Realizar un mapa mental sobre un sitio turístico de un país de tu preferencia,
    desarrollando los siguientes elementos: ubicación, gastronomía, festividades, traje
    típico y música típica.

    Criterios a evaluar:
     Contenido 1
     Ortografía 1
     Creatividad 1
     Puntualidad 2

    Fecha de entrega: 28/11/22

    Actividad IV

    Tema generador: familia y comunidad


    Referente Teórico- Practico: presente simple, verbo to be, verbo have,
    vocabulario referente a la familia
    Estrategia a evaluar: realizar un texto describiendo cada uno de los miembros de tu
    familia, edad y apariencia física (alto, bajo, moreno, cabello largo, rulo, etc) mínimo 10 líneas.
    Criterios a evaluar:
     Producción escrita 2
     Puntualidad 2
     Ortografía 1

    Fecha de entrega: 05/12/22

    Actividad V

    Tema generador: familia y comunidad


    Referente Teórico- Practico: expresiones comunes, diferentes tiempos
    verbales, traducción español- inglés.
    Estrategia a evaluar: realizar un cuadro que contenga expresiones comunes en inglés y
    traducirlas al español. Mínimo 15 expresiones

    Common expressions Expresiones comunes


    Nice weekend! ¡buen fin de semana!

    Criterios a evaluar:
     Producción escrita 2
     Puntualidad 2
     Ortografía 1

    Fecha de entrega: 16/01/23

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