NINTH GRADE STUDENTS
dear students here you are going to find some activities in order you practice and be motivated to learn English in a different way.see the video:
HEALTH AND
ACCIDENTS: The hospital – Injures - Cares
VOCABULARY: Furniture
- The family
PROGRESSIVE TENSES
Present - Past
W.H. QUESTIONS: Present - Past
DIALOGUES AND TEXTS: Readings.
Dialogues.Text, Dialogues, Stories.
Ahora veremos lo que son los DBA en lo referente a los
padres de familia, estudiantes y docentes
Los DBA son una herramienta que el Ministerio de Educación Nacional (MEN) pone a disposición de toda la comunidad educativa: A los docentes y directivos docentes, les muestra un referente y punto de partida para llevar a cabo sus procesos de diseño curricular, de área y sus prácticas de aula. • A las familias, les permite identificar e interpretar los aprendizajes que están o no alcanzando los niños, niñas y jóvenes en su proceso escolar para generar acciones de acompañamiento desde casa, así como involucrarse en las decisiones de la escuela. • A los estudiantes, les brinda información sobre lo que deben aprender en el año escolar y en cada grupo de grados para orientar sus procesos de estudio personal. Prepararse en algunos conocimientos que evalúan las pruebas de estado y de acceso a educación superior.
Para el grado 9º los DBA que se relacionan con los contenidos a estudiar en este primer periodo son:
2. Recognizes
cause and effect relationship in short written texts on academic topics.
3. Summarizes
information s/he has read or listened to on academic and school related topics
through a structured written text.
7. Exchanges information about academic and general interest topics in a conversation.
Activities:
Encuentre en la
sopa de letras las palabras señaladas.
2. Put the correct W.H. question according to
the sentence.
Coloque la palabra con W.H en el espacio en blanco según la oración dada
In this section,
we are going to review about w.h. questions and learn of health. Do you
remember some vocabulary about health? ______________________________________
Now, we will identify some of the most common and
useful W.H. questions,
The next is a list of vocabulary about some illnesses, please learn and practice at home.
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081
or let the paper at school.
1. Complete the sentences with the correct question word.
Then match these questions to the right answer. Follow the example.
In this section,
we are going to learn about the progressive tenses. Do you remember
something of it? ___________________________________________________________
Como se puede observar los tiempos progresivos se
emplean para describir acciones continuas o que se llevan a cabo al instante (presente); o que se
realizaron en algún momento del pasado y no se determinó su inicio ni su final
(pasado), necesitan
del verbo TO BE, el cual actúa como verbo auxiliar con el significado de
ESTAR; es así como para el presente
la forma es AM- IS – ARE y para el pasado es WAS y WERE. El
siguiente cuadro ilustra mejor la manera como se emplean según el tiempo
verbal.
PRESENT |
PAST |
FUTURE |
I AM You / we / they ARE |
You – we – they WERE |
Para el futuro progresivo con todos los
sujetos se aplica la misma forma |
He / she / it IS |
I – he – she – it WAS |
I – he – she – it WILL BE You – we – they |
Cabe resaltar que es necesario el uso de un verbo
principal terminado en ING
ejemplo: PLAY = PLAYING;
WORK = WORKING;
DANCE = DANCING el
cual es llamado “gerundio” para que se forme una oración. We were dancing last night. Estuvimos
bailando anoche. They are
playing basketball
at the arena. Estan jugando baloncesto en el coliseo.
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081
or let the paper at school.
Envíe el desarrollo de las actividades contenidas en
los numerales 1 y 2 solamente, en la forma que le quede más fácil según los
medios dados.
1.
Develop the following activities.
1. Fill in the blanks with IS – ARE – WAS or WERE a. Kate was cooking a turkey for dinner yesterday. b. John ____ making coffee for his friends. c. The boys ____ watching TV right now. d. They ____ celebrating last Saturday. e. Mom ____ crying because my father died. |
3. Write the correct ING verb in the blank. a. Mary is preparing lunch (prepare) b. They were _________ furniture (sell) c. The children are ______ candies (eat) d. you are _________ a nice song (sing) e. he wasn’t ___________ tea (drink) |
2. Put the missing word a. I am NOT cooking pasta at home. b. She is not ___________ (laugh) c. It ____ _____ _________ (rain) yesterday. d. Kate and John _______ not watching TV last night. e. They ____ ____ coming at the party. |
4. Make questions sentences. a. am I cooking dinner? (cook) b. ___ she ________ English? (speak) c. ____ you _________ to me? (listen) d. ____ the dog ________ aloud? (bark) e. ____ they ________ to England? (fly) f. ____ dad ___________ the car? (fix) |
2. Read
the following text and complete with the best option. Then translate it.
- Hello. My name is Sheena. I am at the central park __1_ my family. We all have come to the park on a picnic. The sun __2_ shining brightly in the sky. My father is __3_ tea. My mother is giving food __4_ my father. My brother is running __5_ the park. My dog is also running with my brother. I am picking flowers. We are enjoying a lot in the __6
1 |
a. to |
b. with |
c. at |
2 |
a. was |
b. are |
c. is |
3 |
a. drinking |
b. drink |
c. drank |
4 |
a. to |
b. with |
c. from |
5. |
a. over |
b. on |
c. in |
6. |
a. park |
b. sun |
c. sky |
3. Based on the
text above answer the following questions.
a. What is Sheena doing? She is picking
flowers.
b. What is shining in the sky? _______________________
c. What is Sheena’s dad doing? ______________________
d. Who is running in the park? ______________________
e. What is her pet doing? _________________________
f. Are they enjoying?
______________________________
3. Complete the following
chart with the verbs given. Look up in the dictionary.
infinitive |
Present |
Past |
Gerund |
To sit |
sit |
sat |
sitting |
To eat |
|
|
|
To jump |
|
|
|
To make |
|
|
|
To do |
|
|
|
To walk |
|
|
|
https://www.youtube.com/watch?v=Q9iOj5MNMXk&t=42s
https://www.youtube.com/watch?v=0Q3gsHf0KBs
https://www.youtube.com/watch?v=OsW5sV3GMDM
https://www.eslgamesplus.com/present-progressive-continuous-esl-grammar-fun-game-online/
https://www.youtube.com/watch?v=habad_xloBI
https://www.youtube.com/watch?v=WI0ddqmI_N4
https://www.youtube.com/watch?v=k2rXa3GSp3E
https://www.englishclub.com/grammar/verbs-continuous-meaning-quiz.htm
Disaster
|
Dangers
|
What to do
|
Hurricane
|
|
|
Earthquake
|
|
|
Flood
|
|
|
Landslide
|
|
|
Thunder storms.
|
Nº
|
Main sentence
|
Letter
|
Relative clause
|
1
|
I saw a girl
|
a. ___
|
That you bought yesterday.
|
2
|
I have a sister
|
b. ___
|
That surprised me.
|
3
|
The boy
|
c. ___
|
Which is present everywhere.
|
4
|
We met a traveller
|
d. ___
|
Who teased Mary was punished by the teacher.
|
5
|
Air is
essential for the existence of life.
|
e. ___
|
Who was
carrying a basket on her head
|
6
|
This is the
house
|
f. ___
|
Whose books are
best sellers
|
7
|
He said
something
|
g. ___
|
Who you were talking
is my sister
|
8
|
The lady
|
h. ___
|
Which I purchased
to Peter.
|
9
|
Give me the pen
|
i. ___
|
Who had a lot of luggage.
|
10
|
He is a good
writer
|
j. ___
|
Who I love so
much.
|
meaning
|
present
|
past
|
Past participle.
|
Saber - conocer
|
know
|
knew
|
known
|
Para
ello aparecerán algunos adjetivos; estos son una clase de palabra que acompaña al sustantivo para expresar una
cualidad, defecto o característica particular del elemento designado; estos
pueden estar en forma positiva, comparativa o superlativa, para este caso nos
enfocaremos en la forma superlativa.
Do you remember
some adjectives? Recuerdas algunos?
ADJECTIVE |
MEANING |
|
|
Let’s review something about them. Review
is “repasar”
La
forma positive es el adjetivo en su forma base ex: tall: alto; beautiful:
linda
La
forma comparativa es colocar dos elementos en comparación ex: Carlos is taller
tan Juan.
La
forma superlativa representa el
grado mayor de los adjetivos que tienen como finalidad exagerar las bondades o
cualidades de una persona, objeto u ambiente. Ex: Carlos is the tallest
of the class.
Existen formas cortas y largas de los adjetivos
In the following
chart you will find the rules for the superlative form. Copy in your notebook.
but there are
also some of them that are different in its form. Algunos no se forman de la misma manera.
ADJECTIVE |
COMPARATIVE |
SUPERLATIVE |
EXAMPLE |
Good |
Better |
The
best |
Mark is the best footballer. Mark
es el mejor futbolista |
Far |
Further |
The
furthest |
My car is the furthest one. Mi auto es el mas rápido. |
Bad |
Worse |
Worst |
The Covid-19 is the worst pandemic I have
ever seen. |
Well |
Better |
The
best |
The ITA school is the best of all |
Little
|
Less |
least |
It was the least I could do |
many |
more |
Most. |
Most people think I’m clever |
Let`s see some examples about the use of some
superlatives.
Amazing and
weird facts. “hechos sorprendentes y
extraños”
1. The longest time
between two twins being born is 87 days. El tiempo más largo entre el nacimiento de dos gemelos es
de 87 días.
2. The world’s deepest
postbox is in Tsunami Bay in Japan. It is 10 meters underwater.
3. The oldest condoms ever
found date back to the 1640s (they were found in a cesspit at Dudley Castle),
and were made from animal and fish intestines.
4. Everyone has a unique tongue
print, just like fingerprints.
5. Female kangaroos have three
vaginas.
6. Light doesn’t necessarily travel
at the speed of light. The slowest we’ve ever recorded light moving at
is 38 mph.
7. The loneliest creature on
Earth is a whale who has been calling out for a mate for over two decades — but
whose high-pitched voice is so different to other whales that they never
respond.
INTERESTING
FACTS ABOUT HARRODS.
Did you
know?
1. Harrods covers 4.5 acres, and boasts over 1 million square feet of
selling space
2. On a busy day over 100.000 people visit the store
3. It takes over 12.000 light bulbs to illuminate the famous facade of
the store.
4. famous English playwright Noel coward once bought an alligator for
Christmas at the Harrods pet shop.
5. the Harrods motto is “all things for all people, everywhere”
6. Harrods was established in 1834 in London’s East End as a tea
merchant and a grocery store.
Activities:
A.
Write the base form of the underline superlatives that
appear in this worksheet and write its definition and the base form: remember that
“underline” is subrayado
Meaning |
Base form |
Superlative |
Largo, extenso |
long |
Longest |
|
|
|
|
|
|
|
|
|
|
|
|
B. mark
(x) the sentences T (true), F (false) or DK (don’t know)
Nº |
Sentence |
T |
F |
DK |
1 |
Noel Coward is a famous
singer |
|
|
|
2 |
Harrods slogan is “all
things for all people, everywhere” |
|
|
|
3 |
Harrods is in London’s West
End |
|
|
|
4 |
Harrods first escalator was
very slow. |
|
|
|
5 |
It takes more than 10.000
light bulbs to illuminate the famous facade of the store. |
|
|
|
C. translate
the following words:
amazing
– weird – time – postbox – underwater – Earth – whale – fingerprints – mate –
grocery – store – twins – condoms – facade – slow – everywhere – slogan – light
bulbs.
word |
Translation |
Word |
Translation |
Amazing |
Sorprendente |
Beard |
|
Weird |
|
Axis |
|
Grocery |
|
Toilet |
|
Time |
|
Screen |
|
World |
|
Bleeding |
|
Postbox |
|
Hairspray |
|
Underwater |
|
Top |
|
Fish |
|
Inches |
|
Earth |
|
Square |
|
Whale |
|
Feet |
|
Fingerprints |
|
Light bulbs |
|
Food |
|
Facade |
|
Throat |
|
Playwright |
|
surface |
|
Pet shop |
|
Acres |
|
Motto |
|
third part.
1. In
this section we are going to learn about five basic structures thar are really
important to create sentences.
What do you remember about how to create a sentence?
Write what you know.
________________________________________________________________________________________________________________________________________________________
As As you can see, there are five basic structures which you may create sentences. Let’s learn about them.
A. Subject + verb: estructura básica, solo se requiere un
sujeto y un verbo sin importar el
tiempo verbal.
Example: my dad talked. Mi
papá habló. En este caso está en pasado.
S V
B. Subject + verb + object: Una de las estructuras más empleadas en
inglés. Necesita de
un sujeto, un verbo en cualquier tiempo
verbal y un complemento objeto.
Example: the
students are learning by WhatsApp. El profesor está enseñando vía WhatsApp.
S V O en este caso está en presente
progresivo.
C. Subject + verb + adjective: estructura que requiere de un sujeto, un
verbo en cualquier tiempo verbal y un adjetivo al final.
Example: my school
is beautiful. Mi colegio es hermoso.
S V
ADJ En este caso se
empleó el verbo TO BE en presente.
D. Subject + verb + noun: estructura que necesita de un sujeto, un
verbo en cualquier tiempo verbal y un sustantivo (nombre).
Example: my sister
doesn’t like fish. A mi hermana no le gusta el pescado.
S V N en este caso la oración está en
presente, forma negativa.
E. Subject + verb + adverb: estructura que lleva un sujeto, un verbo
en cualquier tiempo verbal y un adverbio.
Example: many people
will rest tomorrow. Mucha gente descansará mañana.
S V ADV en este caso la oración está en futuro.
No olviden
que las anteriores estructuras se pueden combinar y así crear oraciones más
extensas.
Ex: my children study
in
a lovely and fantastic place. Mis hijos estudian en un encantador
S V ADV ADJ N y fantástico lugar.
Exercises:
a. Connect the words. Look
at the example and do the same in the exercises below. The idea is to connect
the words in the correct order with a line. Only words that share a side may be
connected.
b. place
and time: Choose a place and time from the table above and add
them to a sentence. Look at the example and do the same.
PLACES |
At a bar |
At home |
In Amsterdam |
At school |
TIMES |
Last week |
yesterday |
Last Friday |
Every Tuesday |
Example: my
neighbor bought a new car in Amsterdam last Friday. Mi vecino compró un auto nuevo en
Ámsterdam el pasado viernes.
1. I met
my girlfriend ________________________
2. We
watched TV __________________________
3. They
have English class ___________________
c. A SHORT STORY
Read the following story and answer the
questions below.
It was Katia’s 20th birthday and she was looking forward to seeing forward to seeing her friends. They were meeting at mammas Mia’s, her favorite Italian restaurant, for a special birthday dinner. Katia was exited and got to the restaurant at exactly 7 o’clock, the time they had arranged to meet. She looked around for a familiar face, but no one had arrived yet. So, she decided to wait outside and stood patiently in the warm evening sunshine. The restaurant quickly filled up with customers, but none of them were Katia’s friends. Where are they? She thought. At half past seven she was still waiting, so she called her best friend Isa. Why doesn’t she answer her phone? Katia asked herself. Then she called Jonty, Alex and Yoko, but they didn’t answer either. What’s going on? She wondered. At 8 o’clock Katia went home. Her friends had forgotten her birthday and she felt lonely and miserable. She opened the front door and walked into the dark house. The living room door was closed. How strange, she thought because she always left it open. Nervously, she opened the door. Suddenly the lights went on and all her friends jumped up and shouted surprise! So, they hadn’t forgotten and, in the end, it was the best birthday ever.
1. Circle the best title for the story
a.
The accident b. The surprise c. My lucky day
2. Circle true (T) or false (F) for these sentences.
a.
Katia didn’t want to celebrate
her birthday (
)
b. Katia was the first person to arrive at the Italian
restaurant. ( )
c. Katia waited outside the restaurant for 30 minutes. ( )
d.
Jonty is Katia’s closest
friend ( )
e. Katia went home after waiting for her friends for an
hour. ( )
f.
Katia’s friends hadn’t
forgotten her birthday.
( )
d. 4. Put the correct verb (RIDE – DO – TAKE – GO – TALK – PLAY)
according to the situation given
A. TAKE
photos – your umbrella – the dog for a walk.
B. _____________ home – to bed –
shopping
C.
_____________ chess – computer games – the guitar.
D.
_____________ exercise – housework – homework.
E.
_____________ to a friend – on the phone – fast
F. _____________
a horse – a motorbike – a bike.
Notice: la guía debe
entregarse dentro de los términos establecidos, según cronograma, de lo
contrario la nota máxima será de 3,9
first part.
In this section we are going to learn about vocabulary and activities that you can do on vacations.
Which activities do you do on
vacations? Write a list
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. Review the
following vocabulary
Exercises: you have to develop these activities and send them to
my email: wepaqi@gmail.com; to my WhatsApp:
3105871081 or let the paper at school.
Envíe el desarrollo de las actividades contenidas en los numerales 2, 3 y 4, únicamente, en la forma que le quede más
fácil según los medios dados.
1. Read the following text and answer the questions
below.
A great summer vacations.
I just returned from the greatest summer vacation! It was so fantastic, I never wanted it to end. I spent eight days in Paris, France. My best friends, Henry and Steve, went with me. We had a beautiful hotel room in the Latin Quarter, and it wasn’t even expensive. We had a balcony with a wonderful view.
We visited many famous tourist places. My favorite was the Louvre, a
well-known museum. I was always interested in art, so that was a special treat
for me. The museum is so huge, you could spend weeks there. Henry got tired
walking around the museum and said “Enough! I need to take a break and rest.”
We took lots of breaks and sat in cafes along the river Seine. The French
food we ate was delicious. The wines were tasty, too. Steve’s favorite part of
the vacation was the hotel breakfast. He said he would be happy if he could eat
croissants like those forever. We had so much fun that we’re already talking
about our next vacation!
Questions about
the text
A. what city did they go for their
summer vacations?
a. Paris |
b. Louvre |
c. Lyon |
B. how long was the summer
vacations?
a. eight weeks |
b. one week |
c. two weeks |
C. What did their hotel room have?
a. a refrigerator |
b. a view of the metro |
c. a balcony |
D. Who got tired walking in the
Louvre museum?
a. Steve |
b. Henry |
c. Harry |
E. What did Steve enjoy the most?
a. the wine and the food |
b. the hotel breakfast and the croissants |
c. the cafes along the river Seine |
2. Family activity: ask your family members for the
activities below and complete the chart. then make a brief description.
remember these
words:
What: que,
cual |
Where: dónde |
When: cuándo |
Who: quién |
How: cómo |
Which: cuál, |
How long: cuánto tiempo |
How many: cuántos |
1. Answer
the following questions about you.
- What do you usually like to do on the weekend? __________________________
- What did you do last weekend?
______________________________________
- What is the most interesting thing you did or saw last weekend?
_____________
- How do you
like to spend your free time? _________________________________
- Do you have more
free time now than when you were at school? ______________
- Where do you like to go on holiday?
_______________________________________
- Where is the
best place to meet people? ___________________________________
- What would
you do if you had more free time? ______________________________
Second part.
In this section, we are going to learn about the use
of the verbs DO – GO – PLAY. do you remember their meaning? write them
_______________________________________
There are three verbs that
we collocate with sports and other free time activities: go, do and play, but they are
not interchangeable:
·
Go is used with activities and sports that end in -ing.
The verb go here implies that we go somewhere to practice this
sport: go swimming. (para actividades que terminan
en “ING” y que implican desplazamiento.)
·
Do is used with recreational activities and with individual, non-team
sports or sports in which a ball is not used, like martial arts, for example: do
a crossword puzzle, do athletics, do karate. (Para actividades
recreativas e individuales)
·
Play is generally used with team sports and those sports that need a
ball or similar object (puck, disc, shuttlecock...). Also, those activities in
which two people or teams compete against each other: play football,
play poker, play chess. (para deportes en conjunto,
competencia, o que necesiten un elemento o implemento)
In this table there is a
list of sports and activities that collocate with these verbs:
Some exceptions to the
rules: excepciones:
·
You use do with
three activities that end in -ing: do boxing, do
body-building and do weight-lifting because they
don't imply moving along as the other activities ending in -ing.
·
Golf: if there is an idea of competition, you use the verb play.
However, you can say go golfing if you do it for
pleasure: Tiger Woods plays golf. We'll go
golfing at the weekend.
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081 or let the paper at
school.
Envíe el desarrollo de las actividades contenidas en los numerales 1, 2 y 3
solamente, en la forma que le quede más fácil según
los medios dados.
11 1. Match
the sports with their names.
1. 2. Read the text, then mark true (T)
or false (F)
This is Plucky the bear, he likes playing basketball and golf. He doesn’t like skateboarding. He likes diving because, he likes water a lot! He doesn’t like skateboarding, because he gets scared. Plucky also likes cycling and watching TV, but he doesn’t like playing baseball nor bowling.
a. Plucky
likes swimming ( )
b. He
doesn’t like playing baseball ( )
c. He
likes playing golf ( )
d. He
doesn’t like skateboarding ( )
2. 3. Based on the information
above complete with the correct verb. (do, go, play)
Third part.
In this section
we are going to learn about some useful expressions that can be used in
different situations. Could you remember some?
_____________________________________________
BE
ABLE TO “ser capaz de”
It is simply the verb be plus an adjective (able) followed by
the infinitive. We look at be able to here because we sometimes use it
instead of can and could. We use be
able to: to talk about ability
The basic structure for be able to is:
|
subject |
main verb |
adjective |
to-infinitive |
+ |
I |
am |
able |
to drive. |
- |
She – he - it |
is not
(isn’t) |
able |
to drive. |
? |
Are |
you – we – they |
able |
to drive? |
? |
Is |
He – she – it |
able |
To drive? |
Notice that be able to is possible in all tenses, for
example:
- I was able to drive... I will be able to drive... I have been able to drive...
Notice
too that be able to has an infinitive form:
- I would
like to be able to speak Chinese.
Be able to is NOT a modal auxiliary verb. We
include it here for convenience, because it is often used like "can"
and "could", which are modal auxiliary verbs.
Be able to for
ability
"Able" is an
adjective meaning: having the power, skill or means to do something. If we say
"I am able to swim", it is like saying "I can swim". We sometimes use be
able to instead
of "can" or "could" for ability. Be
able to is possible
in all tenses - but "can" is possible only in the present and
"could" is possible only in the past for ability. In addition,
"can" and "could" have no infinitive form. So, we use be
able to when we
want to use other tenses or the infinitive. Look at these examples:
- I have been able to swim since I was five. (present perfect)
- You will be able to speak perfect English very soon. (future simple)
- I would like to be able to fly an airplane. (infinitive)
USED TO:
We use “used to” for talking about states
or actions that were true or happened in the past, but are no true or do not
happen now.
I used to play hide and seek when I was a child “solía jugar a las escondidas cuando era niño”.
En resumen, el usar
“be able to” (ser capaz de) es sinónimo de “can” o “could” (poder); en
consecuencia, es la habilidad que se posee para realizar alguna actividad. para
ello se requiere del verbo TO BE conjugado en presente junto con el adjetivo
“able”. este se puede conjugar en distintos tiempos verbales. Para el caso de “used
to” este se emplea para situaciones en pasado que se acostumbraban a
realizar pero que ya no se hacen.
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081 or let the paper at
school.
Envíe el desarrollo de las actividades
contenidas en los numerales 1, 2, 3 y 4 solamente, en la forma que le quede más fácil según los medios dados.
1. Complete the explanation with a word from the
box.
Simple – not
– |
a. we use “used to” to talk about things that happened or
were true in the past, but not now.
b. You can
always use the past _______________ instead of “used to”
c. we use “used
to” to emphasize tha t the action or state is __________ what happens
now.
d. “Used
to” is followed by the ________________ verb
e. to make
questions and negatives with “used to”, we use did and
_____________.
2. Use the correct form of be able to in present
tense. Use “am – is – are + able to and a verb from the box.
talk –
touch – |
a. Henry is able to play the guitar.
b. basketball
players _______________________ very high.
c. goalkeepers
____________________________ the ball.
d. pupils
_________________________________ about their family in English!!
e. my baby
sister __________________________. she is very young.
3. order
the following words to form sentences.
a. be – later –
I’ll – able to – you – later – help. I’ll will be able to
help you later
b. man – be –
one day – able to – will – live – forever - ?. _____________________________
c. speak – able to
– will – you – very soon – be – perfect English. _______________________
d. studies –
harder – be – he – will – pass the exam – able to – if – he _________________________________________________________
e. won’t – the
party – able to – go to – we – be. ______________________________________
4. Make a story about situations that you used
to in the past or was able to.
En resumen, el usar
“be able to” (ser capaz de) es sinónimo de “can” o “could” (poder); en
consecuencia, es la habilidad que se posee para realizar alguna actividad. para
ello se requiere del verbo TO BE conjugado en presente junto con el adjetivo
“able”. este se puede conjugar en distintos tiempos verbales. Para el caso de “used
to” este se emplea para situaciones en pasado que se acostumbraban a
realizar pero que ya no se hacen.
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081 or let the paper at
school.
Envíe el desarrollo de las actividades
contenidas en los numerales 1, 2, 3 y 4 solamente, en la forma que le quede más fácil según los medios dados.
1. Complete the explanation with a word from the
box.
Simple – not
– |
a. we use “used to” to talk about things that happened or
were true in the past, but not now.
b. You can
always use the past _______________ instead of “used to”
c. we use “used
to” to emphasize tha t the action or state is __________ what happens
now.
d. “Used
to” is followed by the ________________ verb
e. to make
questions and negatives with “used to”, we use did and
_____________.
2. Use the correct form of be able to in present
tense. Use “am – is – are + able to and a verb from the box.
talk –
touch – |
a. Henry is able to play the guitar.
b. basketball
players _______________________ very high.
c. goalkeepers
____________________________ the ball.
d. pupils
_________________________________ about their family in English!!
e. my baby
sister __________________________. she is very young.
3. order
the following words to form sentences.
a. be – later –
I’ll – able to – you – later – help. I’ll will be able to
help you later
b. man – be –
one day – able to – will – live – forever - ?. _____________________________
c. speak – able to
– will – you – very soon – be – perfect English. _______________________
d. studies –
harder – be – he – will – pass the exam – able to – if – he _________________________________________________________
e. won’t – the
party – able to – go to – we – be. ______________________________________
4. Make a story about situations that you used
to in the past or was able to.
when I was a child, I was able to climb trees, I used to do it with my friends…………._________________________________________________________________________________________________________________________________________
first part.
In this section, we are going to learn about some
Prepositions of place. Could you remember some of them?
______________________________________________________________
- at: it’s used for the
location of a specific POINT
- in: it’s used for the location of
an ENCLOSED SPACE
- on: it’s used for a SURFACE
Let’s see the following examples
about their uses.
at |
in |
on |
at |
in |
on |
at home |
in a car |
on a bus |
at university |
in a boat |
on a ship |
at work |
in a taxi |
on a train |
at college |
in a lift (elevator) |
on a bicycle, on a motorbike |
at school |
in a helicopter |
on a plane |
at the top |
in the newspaper |
on a horse, on an elephant |
at the bottom |
in the sky |
on the radio, on television |
at the side |
in a row |
on the left, on the right |
Look
at these examples:
·
Jane is
waiting for you at the bus stop. Jane te espera en la estación del bus
·
The shop
is at the end of the street. La tienda está al final de la calle.
·
My plane
stopped at Dubai and Hanoi and arrived in Bangkok
two hours late.
·
When will
you arrive at the office?
·
Do you
work in an office?
·
I have a
meeting in New York.
·
Do you live in Japan?
·
Jupiter
is in the Solar System.
·
The author's
name is on the cover of the book.
·
There are no
prices on this menu.
·
You are
standing on my foot.
·
There was a
"no smoking" sign on the wall.
En resumen, las preposiciones de lugar AT, ON, IN
se emplean para la ubicación así:
at: para localización de lugares específicos
in: para espacios o lugares que impliquen algo encerrado
on: para ubicación sobre superficies.
Todas se pueden
Traducir como EN pero depende del contexto y de su sentido.
Exercises: you have to develop these activities and send them to
my email: wepaqi@gmail.com; to my WhatsApp: 3105871081 or let the paper at
school.
Envíe el desarrollo de las actividades
contenidas en los numerales 1, 2, 3 y 4 solamente, en la forma que le quede más fácil según
los medios dados.
1. Complete each sentence using the prepositions (AT,
IN, ON)
a. I enjoy going for walks _in_ the
countryside. me encanta ir a caminar por el campo.
b.
In summer, I
love lying ______ the beach and swimming _____ the sea
c.
When I fly,
I prefer to arrive _____ the airport before check-in time.
d.
I prefer
living ______ a big town to living _______ a small village.
e.
e. Sometime
in the future I’d like to have a holiday _________in Thailand and spend a week
relaxing ______ the beach.
f.
I prefer
being _____ a cinema, watching a film _______a big screen, to being ____ my
living room _______ home, watching a film _____television
g.
When friends
or relatives are ______ hospital, I always visit them.
2. Create at least ten (10) sentences according with the
picture.
ex: the
clock is on the wall el
reloj está en la pared
1.
Complete with the correct preposition. Take into
account this chart.
4. Make
a description of your house or a part of it using the prepositions studied.
second part.
In this section, we are going to learn about synonyms.
what do you remember? __________________________
SYNONYM: is a word that has the same or nearly
the same meaning as another word. When words or phrases have the same meaning,
we say that they are synonymous of each other.
SYNONYM WORD
LIST
Rich / wealthy = millonario |
Poor / needy = pobre |
Enemy /foe = enemigo |
Plate / dish |
Flower / blossom |
Quiet / silent |
Come /arrive |
Taxi / cab |
Laugh / giggle |
Cry / sob |
Drive / steer |
Cool / chilly |
Cold / icy |
Sad / unhappy |
Fire / flame |
Chair /seat |
Friend / pal |
Loud / noisy |
Lead / guide |
Late / tardy |
Song / tune |
Cut /clib |
Enjoy /like |
Sleep / snooze |
Begin / start |
Error / mistake |
Filthy / dirty |
Throw / toss |
Teach / tutor |
Permit /allow |
Save / keep |
All / every |
Kind /nice |
Hope /wish |
Smell / odor |
Selfish / greedy |
Choose /pick |
Ship /boat |
Children /kids |
Robber / thief |
Shove / push |
Damp / wet |
Paste / glue |
Smile / grin |
Get / receive |
Hurry / rush |
Lid / cover |
Center / middle |
Fight / battle |
Harm / hurt |
Love / adore |
Happy / joyful |
Beautiful / pretty |
Funny / comical |
Exercises: you have to
develop these activities and send them to my email: wepaqi@gmail.com; to my WhatsApp: 3105871081 or let the paper at
school.
Envíe el desarrollo de las actividades
contenidas en los numerales 1, 2, 3 y 4 solamente, en la forma que le quede más fácil según
los medios dados.
1. Match each Word with its synonym and write them into Spanish.
2. underline
the two words in each sentence that are synonyms.
a. The stars were shiny and the planets
were bright
b. the lost puppy had filthy paws and dirty coat.
c. the horse leaped into the air and jumped over the
barrier.
d. that truck with the noisy engine is very loud.
e. the gang of children melted into the crowd.
f. if you listen closely, you will hear the birds.
g. the bleak skies ushered in a gloomy winter day.
h. if I do my normal chores, I will get my regular
allowance.
i. the tiny dollhouse had lots of miniature
furnishing.
j. please do not speak while I am talking.
3. Match the
words with its meaning
Nº |
Word |
|
Meaning |
1.
B |
Awful |
A |
Think something is true |
2 |
Soar |
B |
Very bad |
3 |
Believe |
C |
Something amazing |
4 |
Silence |
D |
Open something
to see it all |
5 |
Miracle |
E |
Fly high |
6 |
Spread |
F |
Music with words |
7 |
Achieve |
G |
100% quietness |
8 |
Song |
H |
Have success |
9 |
Wings |
I |
Never ending, forever |
10 |
Everlasting |
J |
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