Colegio Nacional de Educación a Distancia - coned.uned.ac.cr · 5 Calendarización de las pruebas II semestre 2019 Consulte la hora de aplicación en la sede respectiva, este atento

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Coordinación de

Inglés

Orientaciones Académicas

Código: 80001

Sétimo Nivel

II semestre 2019

Elaborado por: Erika Prendas Vargas

Correo electrónico: [email protected]

Teléfono: 88315629

Visite la página web ingresando a: www.coned.ac.cr

Colegio Nacional de Educación a Distancia

Universidad Estatal a Distancia

http://www.coned.ac.cr/

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Orientación General Para orientar su proceso de estudio, leer lo siguiente:

1. Educación a distancia: Se debe asumir una actitud autónoma en el proceso de estudio; leer los temas que correspondan a cada semana, establecer un horario de estudio a partir de las orientaciones, se recomienda asistir a las tutorías habilitadas en cada sede para fortalecer el proceso de aprendizaje.

2. Materiales y recursos didácticos: Tutoría presencial: Proceso de interacción y comunicación con el tutor, le permite aclarar dudas, en CONED la asistencia a la tutoría no es obligatoria sin embargo es un recurso de apoyo educativo. Para que la tutoría sea provechosa el estudiante debe llegar con los temas leídos y plantear dudas. Tutoría Telefónica: Puede comunicarse con el coordinador de la materia en caso de tener dudas sobre las tareas o temas puntuales, lo anterior en caso de que no poder asistir a tutorías.

Blog de la asignatura: Ingresando a la página de CONED www.coned.ac.cr, puede acceder al blog de cada materia, donde encontrará materiales que le permiten prepararse para la tutoría.

Video tutoriales: Cada materia cuenta con grabaciones sobre diferentes temas de interés según nivel y materia, puede acceder al espacio de video tutorías ubicado en la página web de CONED. Cursos virtuales híbridos: Permiten flexibilidad y acompañamiento en el proceso de estudio desde una computadora portátil o un teléfono inteligente. La apertura de los cursos depende de la proyección establecida.

Antología del curso: Material base para las pruebas y tareas.

Facebook: Mi Coned

http://www.coned.ac.cr/

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Sedes de CONED El Programa CONED está en la mejor disposición de atender a sus consultas en los teléfonos y correo electrónico correspondiente a cada una de las sedes.

Sede Teléfono Encargado(s) Correo electrónico

Acosta 2410-3159 Norlen Valverde Godínez [email protected]

Cartago 2591-9548 Dianna Acuña Serrano [email protected]

Ciudad

Neilly

2783-3333 Merab Miranda Picado [email protected]

Esparza 2636-0000

Ext. 140

Jesuana Araya Angulo [email protected]

Heredia 2262-7189 Cristian Adolfo Salazar Gutiérrez [email protected]

Liberia 2666-4296

/2665-1397

Yerlins Miranda Solís [email protected]

Limón 2758-1900 Marilin Sánchez Sotela [email protected]

Nicoya 2685-4738 Daniel Hamilton Ruiz Arauz [email protected]

Palmares 2452-0531 Maritza Isabel Zúñiga Naranjo [email protected]

Puntarenas 2661-3300 Sindy Scafidi Ampié [email protected]

Quepos 2777-0372 Lourdes Chaves Avilés [email protected]

San José 2221-3803 Elieth Navarro Quirós [email protected]

Turrialba 2556-3010 Mirla Sánchez Barboza

[email protected]

mailto:[email protected]











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Evaluación

Esta asignatura se aprueba con un promedio mínimo de 65, una vez sumados los porcentajes de las notas de las tareas y pruebas

Atención a continuación términos que dentro de su proceso educativo son de interés:

▪ Prueba de ampliación

En caso de que el promedio final sea inferior al mínimo requerido para aprobar la materia, tiene derecho a realizar las pruebas de ampliación, que comprenden toda la materia del semestre. Tendrá derecho a realizar prueba de ampliación, el estudiante que haya cumplido con el 80% de las acciones evaluativas asignadas. ( Pruebas y tareas) Art. 48 del REA.

▪ Prueba de suficiencia

Constituye una única prueba que se aplica al final del semestre, con los mismos contenidos de los cursos ordinarios. Para llevar un curso por suficiencia no tiene que haber sido cursado ni reprobado.

▪ Estrategia de promoción

Cuando se debe una única materia para aprobar se valora esta opción, para ello se tiene que tomar en cuenta haber cumplido con todas las pruebas y 80% de las tareas. Haber presentado las pruebas de ampliación en las dos convocatorias.

▪ Condiciones para eximirse

Tiene derecho a eximirse el estudiante que haya obtenido una calificación de 90 o más en cada uno de los componentes de la calificación

▪ Extra clases o Tareas

Para la entrega de los extra clases, debe seguir los procedimientos de cada sede, ya sea entregarlas al tutor de cada materia en las tutorías respectivas, en la fecha indicada en las orientaciones del curso, en caso de ausencia del docente o porque tenga un horario limitado, se entregará en la oficina de cada sede de acuerdo con el horario establecido. En el caso de recibirse trabajos iguales, se les aplicará el artículo 33 del Reglamento de Evaluación de los Aprendizajes y, en consecuencia, los estudiantes obtendrán la nota mínima de un uno. Se aclara que siguiendo el Artículo 27 del REA “las tareas pueden ser desarrolladas, durante las tutorías o fuera de este horario”, no alterando por este acto la validez del instrumento evaluativo.

I Prueba escrita 20 II Prueba escrita 20 III Prueba escrita 20

I Tarea 10% II Tarea 15%

III Tarea 15%

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Calendarización de las pruebas II semestre 2019

Consulte la hora de aplicación en la sede respectiva, este atento a la siguiente distribución de días según sedes versión A y Versión B

VERSIÓN A VERSIÓN B

San José, Nicoya, Turrialba, Heredia, ALUNASA, Cartago, Acosta, Quepos

Palmares, Ciudad Neilly, Liberia, Limón, Puntarenas

PROGRAMACIÓN I PRUEBA ESCRITA


Lunes 19 de agosto Martes 20 de agosto

Miércoles 21 de

agosto

Jueves 22 agosto

Viernes 23 de agosto

Sábado 24 de agosto

Domingo 25 de agosto

Matemática Estudios Sociales

Edc. Cívica

Español Ciencias/ Biología

Inglés Inglés Estudios Sociales Español

Matemática Ciencias/ Biología Educación Cívica

PROGRAMACIÓN DE II PRUEBA ESCRITA


Lunes 23 de setiembre

Martes 24 de setiembre

Miércoles 25 de setiembre

Jueve26 de setiembre

Viernes27 de setiembre

Sábado 28 de setiembre

Domingo 29 de setiembre




Matemática

Ciencias/biología

PROGRAMACIÓN III PRUEBA ESCRITA


Lunes 28 de octubre Martes 29 octubre

Miércoles 30 de octubre

Jueves31 de octubre

Viernes 1 de noviembre

Sábado2 de noviembre

Domingo 3 de noviembre


Edc. Cívica



Matemática Ciencias/biología Educación Cívica

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Orientaciones del II semestre 2019

Semana

Lectiva

Temas Fecha Actividades

1.

Hello, Hi there, He, Bye

Building Community

Chapter # 1 Here I

Am!

Pages 5 – 19

15 - 21 julio

Inicio de Tutorías

Inicio cursos virtuales Semana de inducción

2. Chapter # 1 Here I

Am!

Pages 20 - 35 Let´s Get Personal

Meet My Family

22-28 julio Feriado: 25 de julio Aniversario de la Anexión del

Partido de Nicoya

Acto a nivel institucional y nacional

Los docentes envían resultados de Estrategia de

Promoción, y actas definitivas.

3.

Chapter # 2 Enjoying Life

My Daily Routine

Eating Habits

Pages 36 – 49

29 julio – 4 agosto

1 de agosto: Día Internacional de la Ciencia y la Tecnología.

2 de agosto: Día de la Virgen de los Ángeles.

4. Chapter # 2 Enjoying Life

Hanging out

Things I like to do

Pages

50 – 58

5 – 11 agosto ENTREGA I Tarea

5. REPASO

12 – 18 agosto Feriado 15 de agosto Día de la Madre

6. 19-25 agosto

I PRUEBA ESCRITA Horario según corresponda a cada

sede.

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7. Chapter # 3

Getting Back to

Nature

Natural Wonders in My

Backyard

Marvels in Costa Rica

Pages 132 - 144

26 agosto- 1

setiembre

8. ENTREGA II

TAREA ORAL

Es una evaluación

Oral por lo tanto

debe ser presencial.

Para conocer el

horario de cada

grupo, debe

contactar al tutor a

cargo.

2 – 8 setiembre

ENTREGA II Tarea 8 de setiembre Día Mundial de la

Alfabetización

9. Chapter # 4 Checking

things off a shopping list.

My Family´s Grocery

List. Going Shopping

Pages 86 - 102

9 – 15

setiembre Feriado 15 de septiembre: Celebración de

la Independencia

10. Chapter # 4 Checking

things off a shopping list.

Does

This Fit Me? How

Much Does It Cost?

Pages 103 -113

16 – 22

setiembre

11. 23 – 29

setiembre

II PRUEBA ESCRITA Horario según corresponda a cada sede

12. Chapter # 5 Let’s Celebrate Costa Rican

Culture!

How my family and I celebrate “Tico” culture

How my community

celebrates “Tico” culture? Pages 114 - 131

30 setiembre – 6 octubre

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Chapter # 5 Let’s

Celebrate Costa Rican

Culture! How other Costa Rican

communities celebrate

“Tico” culture How Costa Ricans

13. Chapter # 6

Getting from

Here to There

Knowing where I want to go

Knowing where It is

Pages 145 -155

7 – 13 octubre 12 de Octubre día de las culturas

14.

Knowing how to get

there Knowing what I need

and when

Pages 156 - 169

Chapter # 6

Getting from

Here to There

14 - 20 octubre ENTREGA III Tarea

Listening

Es una evaluación de Listening

por lo tanto es presencial.

Para conocer el horario de cada

grupo, debe contactar al tutor a

cargo.

15. REPASO 21 – 27 octubre

16. 28 octubre 3

noviembre III PRUEBA ESCRITA

Horario según corresponda a cada sede

17. 4 – 10

noviembre

Entrega de resultados Talleres de preparación para bachillerarlo

18. 11 – 17 noviembre

Pruebas de ampliación I convocatoria Pruebas de suficiencia

19. 18 – 24 noviembre

Resultados finales a los estudiantes

20. 25 noviembre 1

diciembre

Pruebas de ampliación II convocatoria

21. 2 – 8 diciembre

MATRICULA I SEMESTRE 2020

22. 9 – 15 diciembre

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Chapter # 1 Here I am!

Linguistic Competences Indicadores Oral and Written Comprehension

• L.1. understand basic greetings, farewells, and common expressions of politeness (e.g., hello, goodbye, sorry).

• L.2. understand classroom language (e.g., teacher, classmate, schedule, principal, May I come in? Raise your hand, May I borrow your pencil?).

• L.3. understand simple personal questions. (e.g., name, age, address, father, mother, sister).

• R.1. understand brief, simple instructions if encountered previously in the same or similar form.

• R.2. manipulate English language sounds using knowledge in phonics, syllabification and word parts.

• R.3. recognize some expressions and the main information (e.g., name, date, time, address, date of birth,) on posters, brochures, signs, and invitations and in simple texts if allowed to use a dictionary.

Oral and Written Production

• SI.1. spell words including names, surnames, country of citizenship and other.

• SI.2. use basic greeting and leave-taking expressions, farewell, and politeness (e.g., hello, goodbye, please and thank you) and basic classroom language.

• SI.3. ask others for personal information (address, telephone, number, nationality, country of citizenship, birthdate, age, family and hobbies).

• SP.1. introduce him/herself, for example say his/her name, where s/he comes from and what s/he does (address, telephone, number, nationality, age, family and hobbies).

• SP.2. describe simply his/her family, for example who the members are, how old they are, where s/he lives.

• W.1. write labels on familiar objects in a picture or diagram (e.g., door, desk, chair, and eraser).

• Identifies basic Greetings, farewells and common expression of politeness.

• Discriminates classroom language within oral utterances.

• Recognizes simple personal questions when they hear them.

• Identifies brief, simple instructions if the encountered in similar form.

• Discriminates English language sounds.

• Recognizes some expressions and the main information about a text.

• Matches vocabulary according to some images.

• Spells out words.

• Uses basic greeting and leave taking expressions, farewell and politeness and basic language.

• Introduces providing personal information.

• Describes his – her family simply.

• Identifies demonstrative adjectives in sentences or written texts.

• Writes labels on familiar objects in a picture or diagram.

• Writes straightforward information in short sentences.

• Identifies the verb to be forms in statements or written texts.

• Names months of the year, cardinal and ordinal numbers, seasons, day of the week.

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• W.2. write straightforward information about him/herself in short sentences or fill out that information in a form (questionnaire, card) with assistance such as using a dictionary or book, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.) checking written sentences

Chapter #2 Enjoying Life


• L1. Recognize the sound of most words heard in context.

• L2. Understand simple information and phrases about routines, eating habits, hobbies and hanging out activities.

• R.1. identify English language sounds using knowledge in phonics, syllabification and word parts.

• R.2. recognize the main information on posters, brochures, signs, and invitations.

• R.3. understand brief, simple instructions and some expressions in simple texts if allowed to use a dictionary.


• SI.1. ask and answer in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities. (e.g., what do you like to do in your free time?) if the other person speaks slowly and clearly.

• SI.2. say when he/she does not understand.

• SP.1 Describe how they enjoy life by using simple, standard expressions.

• W1. Write labels on familiar objects in a picture or diagram.

• W2. Write straightforward information about themselves in short simple sentences or provide that information in a questionnaire, checking written sentences to look for mistakes (e.g.,

• Identifies the sound of words heard in context.

• Distinguishes simple phrases about daily routines, eating habits, hobbies and hanging out activities.

• Recognizes sounds, simple phrases and information.

• Recognizes by manipulating English language sounds using knowledge in phonics, syllabification and word parts.

• Recognizes the main information on posters, brochures, signs, and invitations.

• Distinguishes brief, simple instructions and some expressions if encountered previously in the same or similar form.

• Identifies vocabulary about daily routines, eating habits, hang out and things I like to do.

• Asks and answers in a predictable pattern simple questions about daily routines, eating habits, hobbies and hanging out activities if the other person speaks slowly and clearly.

• Expresses when he /she does not understand.

• Applies adverbs of frequency.

• Describes ways of hanging out.

• Applies connecting words in statements.

• Identifies Wh questions in readings, statements.

• Describes how he/she enjoys life by using simple standard expressions.

• Applies present tense forms.

• Identifies present tense forms in statements.

• Writes labels on familiar objects in a picture or diagram.

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subject-verb agreement, capitalization, spelling, basic punctuation etc.).

• Writes straightforward information about themselves in short simple sentences or provides that information on a questionnaire

Chapter #3 Getting Back to Nature


• L.1. identify instructions for games and follow teacher’s or students’ modeling of the activity.

• L.2. recognize some isolated vocabulary terms and main idea in written, oral advertisements or conversations.

• L.3. recognize specific information on natural beauties and wonders.

• R.1. identify English language sounds using knowledge in phonics, syllabification and word parts.

• R.2. identify key words related to nature in texts.

• R.3. understand main ideas in familiar texts about natural beauties and wonders accompanied by illustrations.

• R.4. understand specific details in texts accompanied by illustrations.


• SI.1. talk briefly about tours and plans.

• SI.2. ask somebody to repeat what they said more slowly.

• SI.3. ask people for information related to places, tours and plans.

• SP.1. provide basic information about familiar things (e.g. favorite natural beauties in the country and wonders all over the world).

• SP.2. describe what he/she likes about places and tours.

• W.1. complete gapped sentences using a word list of familiar words.

• W.2. write simple descriptions on traveling places and making plans, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).

• Identifies instructions for games and follows teacher’s or students’ modeling of the activity.

• Recognizes some isolated vocabulary, terms, and main ideas from specific subject areas.

• Recognizes specific information about natural beauties and wonders.

• Identifies English language sounds using knowledge in phonics, syllabification and word parts.

• Identifies key words related to nature in texts.

• Recognizes main ideas in texts.

• Recognizes specific details in texts accompanied by illustrations.

• Identifies natural elements in the commChaptery.

• Identifies vocabulary about natural wonders, marvels in Costa Rica and traveling attractions.

• Talks about tours and plans briefly.

• Asks somebody to repeat what they said more slowly.

• Asks people for information related to places, tours and plans.

• Provides basic information about favorite natural beauties in the country and wonders all over the world.

• Describes what he/she likes about places and traveling plans.

• Completes gapped sentences using a word list of familiar words.

• Writes simple descriptions of traveling places and plans.

• Describes where I can go to enjoy natural beauties.

• Recognizes vocabulary and terms, main idea and specific information.

• Identifies the uses of there is – there are in statements.

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• Uses wh questions to give information about marvel in Costa Rican natural beauty.

• Applies connecting words in statements.

• Identifies future tense grammar structure

Chapter #4 Checking things of a shopping list


• L.1. extract specific information when communicated to directly, provided something is already known about the subject, and when the speech is accompanied by pictures or drawings.

• L.2. understand what is being said about shopping for groceries and clothing.

• L.3. understand most of a story when read slowly and accompanied by pictures.

• R.1. identify English-language sounds using knowledge in phonics, syllabification, and word parts.

• R.2. recognize previously encountered parts of words, prefixes, and suffixes.

• R.3. understand information related to groceries and clothing in posters, ads, catalogues and everyday signs and short texts.


• SI.1. ask and tell others his/her desires about shopping prices, size and where to get things.

• SI.2. ask somebody to speak more slowly when needed.

• SI.3. buy things in shops by pointing or other gestures that can support what he/she says.

• SI.4. use simple numbers in everyday conversations for example prices.

• SP.1. give basic information about shopping preferences and prices. (e.g. favorite clothing, favorite shops).

• SP.2. describe shopping items using simple words and sentence frames. (for example their size, color, material, price).

• W.1. write simple descriptions of shopping lists and budget charts (e.g., I need some milk.)

• Describes products needed.

• Lists products needed at homme in oral or written way.

• Identifies products at a grocery and clothing stores.

• Identifies specific information when communicated to directly, provide something is already known about the subject, and when the speech is accompanied.

• Recognizes what is being said about shopping for groceries and clothing.

• Recognizes most of a story when read slowly and accompanied by pictures.

• Identifies English-language sounds using knowledge in phonics, syllabification, and word parts.

• Identifies vocabulary related to the topic and uses it to understand very simple sentences if there are pictures.

• Recognizes previously encountered parts of words, prefixes, and suffixes.

• Describes clothes or object by ordering adjectives.

• Distinguishes information on posters, adverts catalogues and everyday signs and short texts.

• Classifies food.

• Asks and tells his/her desires about shopping prices, size and where to get things.

• Asks somebody to speak more slowly when needed.

• Buys things in shops by pointing or other gestures to support what he/she says.

• Uses simple numbers in everyday conversations. (e.g. prices).

• Gives basic information about shopping preferences and prices.

• Describes shopping items using simple words and sentence frames. (for example their size, color, material, price)

• Recognizes countable and uncountable nouns.

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• W.2. write short, simple texts about shopping at grocery stores, clothing stores and supermarkets, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).

• Classifies statements by using simple present tense or past tense.

• Applies wh questions by giving opinions.

• Applies some modals in written production.

• Identifies past tense forms in statements.

• Classifies regular and irregular verbs.

Chapter # 5 Let’s celebrate Costa Rica’s Culture


• L.1. recognize basic phrases that denote facts about Costa Rican culture. (e.g., I love to celebrate birthdays).

• L.2. understand pieces of short information and what is being said about holidays and celebrations, if given slowly and clearly and there are significant pauses.

• R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

• R.2 recognize vocabulary and important information on basic promotional material. (e.g., date, place and activities, on poster).

• R.3. understand straightforward information, words and expressions on Costa Rican culture such as holidays and celebrations. (e.g., We celebrate Labor Day on May 1st).


• SI.1. answer simple questions using individual words, expressions, or short sentences.

• SI.2. ask for specific information regarding holidays and celebrations.

• SI.3. interact using basic language, provided others are prepared to repeat, rephrase, and speak slowly.

• SP.1. talk briefly about celebrations and holidays in Costa Rica.

• SP.2. very simply describe how he/she celebrates holidays and special occasions and also inquire as to how others celebrate them.

• W.1. complete gapped sentences using a word list of familiar words.

• W.2. write cards and invitations for (e.g., birthday parties, anniversary parties, weddings, baby showers, graduations, family reunions) and simple

• Employs wh questions by telling about commChaptery celebrations.

• Identifies basic phrases that denote facts about Costa Rican culture.

• Recognizes pieces of short information and what is being said about holidays and celebrations.

• Identifies and manipulates English language sounds using knowledge in phonics, syllabification and word parts.

• Recognizes vocabulary and important information on basic promotional material. (e.g., date, place and activities, on poster).

• Discriminates straightforward information, words and expressions on Costa Rican culture

• Recognizes vocabulary and definitions studied in this Chapter.

• Writes short dialogues about personal events.

• Selects prepositions of time in statements.

• Describes national holidays and celebrations in Costa Rica.

• Applies past simple of “to be” in statements.

• Answers simple questions using individual words, expressions, or short sentences.

• Ask for specific information regarding holidays and celebrations.

• Interacts using basic language.

• Talks about celebrations and holidays in Costa Rica briefly.

• Describes how he/she celebrates holidays and special occasions and also inquires about others.

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descriptions of holidays and celebrations, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.

• Completes gapped sentences using a word list.

• Writes cards, invitations and simple descriptions of holidays and celebrations.

Chapter # 6 Getting from Here to there


• L.1. follow simple directions how to get from one place to another, on foot or by public transport.

• L.2. understand figures and times given in clear announcements, for example at the airport or at a bus station.

• L.3. recognize instructions for games and follow teacher’s or students’ modeling of the activity.

• L.4. understand the main idea of presentations related to places, goods and services.

• R.1. label diagrams with appropriate pieces of familiar goods and services.

• R.2. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.

• R.3. recognize familiar names of places, goods and services in short and simple texts.

• R.4. understand main ideas of text when accompanied by illustrations.


• SI.1. express preferences about places to visit and ways to move around.

• SI.2. interact in a simple way, asking questions about places, where they are and how to get to them and answering such questions if they are articulated slowly and clearly.

• Selects future going to forms in statements.

• Identifies places and buildings.

• Locates places and buildings.

• Follows simple directions how to get from one place to another, on foot or by public transport.

• Recognizes figures and times given in clear announcements, for example at the airport or at a bus station.

• Recognizes instructions for games and follows teacher’s or students’ modeling of the activity.

• Recognizes the main idea of presentations related to places, goods and services.

• Labels diagrams with appropriate pieces of familiar goods and services.

• Applies future going to in statements.

• Describes familiar places and tourist attractions using simple vocabulary and language constructions.

• Describes ways to move around by using prepositions of place and time.

• Describes travel fares and hotel registrations.

• Employs wh questions in readings or giving personal opinion.

• Fills in a hotel registration form with personal details.

• Writes simple descriptions of places (location, direction, activities)

• Expresses preferences about places to visit and ways to move around.

• Interacts in a simple way, asking questions about places, where they are and how to get to them and answering such questions if they are articulated slowly and clearly.

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• SP.1. use simple words to tell where a place is and ways to get there.

• SP.2. describe places and ways to move around. (towns, holiday resorts, car, plane, bike).

• SP.3. describe weekend or holiday plans and what I need and when. (ticket, reservation, passport)

• W.1. fill in a hotel registration form with personal details.

• W.2. write simple descriptions of places (e.g., location, direction, activities, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).

• Uses simple words to tell where a place is and ways to get there.

• Describes places and ways to move around. (towns, holiday resorts, car, plane, bike).

• Describes briefly weekend or holiday plans.

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Sede _______

Nombre del estudiante:

____________________________________________

Número de cédula:

_______________________

Sección:

______

Materia:

____________________

Profesor:

____________________________

Fecha de entrega:

_______________________

Nota obtenida: Puntos obtenidos Porcentaje

Firma del docente:________________

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----------------------------------------------------

Instrucciones generales: Esta tarea deberá de presentarla de manera individual en hojas aparte escrita

a mano o en computadora. Cada una deberá traer una portada que incluya el nombre del colegio,

nombre de la materia, el nombre completo del estudiante, numero de cedula, nivel que cursa, el nombre

del profesor y fecha en la que se entrega la tarea.

La tarea se debe entregar al tutor en el horario respectivo de la tutoría únicamente en la semana específica en el cronograma.

I Part. Read the text about Lola’s family and answer the following questions (10 pts.)

Hi! I’m Lola and I want you to meet my family. Look the photo and discover my family. My father is the one with glasses. He works at the hospital. My mom is next to my father. She works at a school. She is a teacher. My oldest brother is besides my mother. He is a high school student and a soccer player, too. My youngest sister is between my brother and my uncle Sam. My uncle is my mother’s brother. He Works in a famous restaurant, he is a chef. I am between my grandfather and my grandmother who is next to Sam.

1. How many brothers does Lola have? _________________________________________.

2. How many sisters does she have? ___________________________________________.

Tarea número uno Materia Ingles / Nivel: Sétimo / Código: 80001 Indicators: Identifies family member’s relationship Applies simple present form. Applies personal information in questions and answers. Uses vocabulary daily routine and the adverbs of frequency in the correct form Valor: 30 pts. 10 % Fecha de entrega: 5 al 11 de Agosto 2019

COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

Nombre del estudiante: _____________________________ Número de cédula: _________________

Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________

I EXTRACLASS-INGLES

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3. Who is Sam? ____________________________________________________________.

4. Where does he work? _____________________________________________________.

5. Who is Lola? ____________________________________________________________.

6. Where does Lola's father work? ____________________________________________.

7. What does Lola's mother do? ______________________________________________.

8. What is the name of Lola's mother's brother? _________________________________.

9. Does Lola's work or study? ________________________________________________.

10. What does Sam do? ____________________________________________________.

Short Answer 6 points Look the following pictures and write the correspondent daily routine.

1.__________________

2.__________________

3.______________________

4.__________________

5._________________

6._____________________

Identification: 6 pts. Look the following pictures and write the correspondent Adjective to describe character and personality . Use the words in the box.

Happy – nervous – humble –

disobedient – shy - untidy

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7.

_____________________

8.___________________

9.__________________

10.______________________ 11.__________________ 12._________________

Complete the correct form of the verbs. Use simple present tense. (5pts.) Verb to be Auxiliar = DO / DOES

I = am He – she- it = is You- We – They = are

I - YOU –WE – THEY = DO HE- SHE- IT = DOES

1. I ___________ my glasses. (need)

2. Arianna _______ a book. (read)

3. They ________ to the park in the morning. (go)

4. She _________ exercises. (do)

5. He ________ a good man. (be)

Rewrite the complete sentences using the adverb in brackets in its usual position. 3 pts

Note: Subject + adverb of frequency + main verb. Example: My sister always does the homework.

Subject + verb to be + adverb of frequency. Example: They are never on time for class. .

1. Amy gets angry. (never) ____________________________________________

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2. Jonathan is very friendly. (usually) _______________________________________

3. We take sugar in my coffee. (sometimes)________________________________


Sede _______


_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

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____________________________

Fecha de entrega:

________________


Firma del docente:

_______________

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Tarea número dos Materia Ingles / Nivel: Sétimo / Código: 80001 Indicators: Applies grammar structure and pronunciation in the oral way.

• Describe and identify favorite natural beauties in the country and wonders

• All over the world. - Identifying natural elements in their community. - Giving information about marvels in Costa Rica natural beauty and telling about natural world wonders.

• Grammar &Sentence Frames There is/are / Wh-Questions Valor: 30 pts. 15 % Fecha de entrega: 2 al 8 de setiembre 2019

Instrucciones generales: Esta tarea deberá de presentarla de manera individual, la tarea será oral. El/la estudiante deberá completar los datos indicados en la rúbrica y entregarla al tutor el día de la tarea. Cada una deberá traer una portada que incluya el nombre del colegio, nombre de la materia, el nombre completo del estudiante, numero de cedula, nivel que cursa, el nombre del profesor y fecha de aplicación de la tarea. El/la estudiante debe de presentarse en el horario respectivo de la tutoría únicamente en la semana especifica en el cronograma. I Part: Listening and speaking: (6pts. each question, 3pts. grammar, 3pts. pronunciation) Directions: Teacher has at least 5 flashcards with natural elements in Costa Rica, some communities, marvels in Costa Rica natural beauty; and natural world wonders. teacher shows them one by one to the students and asks them to describe:




II EXTRACLASS-INGLES

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➢ What he/she can go to enjoy natural; beauties?, Are there tree in your patio/backyard? ➢ In Costa Rica there are _____ national parks. In Costa Rica there is a Biological Reserve.

➢ There is/are − In my patio/backyard there is a ___ (tree) In Costa Rica there are ___national parks. In Costa Rica there is a Biological Reserve.

➢ Wh-Questions − What are some natural things in your home/country? − ➢ What examples of natural beauty are there in _____ (country)?

Example: Teacher: where I can go to enjoy natural beauties? Student: You can go to enjoy natural beauties such as Cahuita National Park. There is a beautiful white sand beach. There is a Coral reef Teacher: What examples of natural beauty are there (Cahuita)? Student: There is a beautiful white sand beach. There is a Coral reef

Teacher’s name: _______________________________________________________

Obtained points: ________ Percentage: ____________

Date: __________________

Grade: _________________ Group: _________________

Student’s name: _________________________________________________________Rubric

Indicator Apply grammar correctly in five oral answers.

Quest. 1

Quest. 2

Quest. 3

Quest. 4

Quest. 5

Excellent 3 points

St applies correctly the grammar without mistakes in the answer.

Very good 2 points

St applies grammar with 3 mistakes in the answer.

Good 1 points

St applies grammar with 5 mistakes in the answer.

Unsatisfactory St doesn’t apply correctly the grammar in the answer.

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0 point

Indicator Apply pronunciation

Correctly in five oral answers.

Quest. 1

Quest. 2

Quest. 3

Quest. 4

Quest. 5

Excellent 3 points

St pronounces correctly the words without mistakes in the answer.

Very good 2 points

St presents 3 mistakes in pronunciation in the answer.

Good 1 points

St presents 5 mistakes in pronunciation in the answer.

Unsatisfactory 0 point

St doesn’t pronounce correctly the words in the answer.

TOTAL POINTS: ________________


Sede _______


_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

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____________________________

Fecha de entrega:

________________


Firma del docente:

_______________

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III LISTENING HOMEWORK

Documents

Colegio Nacional de Educación a Distancia - coned.uned.ac.cr · 5 Calendarización de las pruebas II semestre 2019 Consulte la hora de aplicación en la sede respectiva, este atento