Post on 06-Jan-2020
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Capacidad para reconocer diferentes verbos y utilizarlos en la
elaboración de rutinas diarias
PRIMER PERIODO
2008
GRADO 8
Cohete - AVANZAR
GRADO 8
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1.Aplica esta estructura gramatical para
referirse a gustos en prácticas orales y es-
critas.
2.Interpreta el contenido de un texto sen-
cillo
3.Identifica nuevo vocabulario según la fi-
cha técnica
4. Reconoce el uso adecuado del modal
should.
1.Utiliza adverbios de frecuencia en la elabo-
ración de la rutina diaria
2.Construye oraciones afirmativas, negati-
vas e interrogativas con el presente simple
para describir actividades cotidianas
3. Elabora textos utilizando like+ing 1.
2.
COGITIVOS
PROCEDIMENTALES
ACTITUDINALES
Capacidad para reconocer diferentes verbos y utilizarlos en la elaboración de rutinas diarias
COEVALUACIÓN
No Letra
COMPETENCIA DEFINITIVA
DESEMPEÑOS
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MARCO CONCEPTUAL
GRAMMAR VOCABULARY VOCABULARY
SIMPLE PRESENT
• Frequency adverbs
• Should/shouldn’t
•
• Like+verb+ing
• Questions with ever
• Physical appearance • Technical Topics
How computers work
•The prince and the pauper
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CONTENIDOS
PRESABERES
El verbo ‘To be’ tiene una importancia
especial en inglés. Se corresponde a
los verbos españoles “ser” y “estar”.
Dependiendo del sentido de la frase
deduciremos de cual de los dos se
trata.
I am English / Soy inglés
I am in England / Estoy en
Inglaterra
Tiene algunos usos especiales distintos a sus equivalentes
españoles.
- Sirve para expresar la edad, en cuyo caso se traduce por ‘tener’:
Mary is 20 years old / Maria tiene 20 años
I am 21 / Yo tengo 21 años
How old are you? / ¿Cuántos años tienes?
- Para expresar las sensaciones también se emplea el verbo ‘to be’ y
equivale al ‘tener’ español.
Are you hungry? / ¿Tienes hambre?
He is thirsty / Tiene sed
- También para hablar sobre el tiempo atmosférico. En este caso se traduce
por ‘hacer’
It’s windy / Hace viento
It’s very cold / Hace mucho frío
PRESENTE DE INDICATIVO
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I am (I’m) I am not (I’m not) am I?
soy, estoy no soy, no estoy are you?
you are (you’re)you are not (you’re not)
¿eres tú?, ¿estás tú?
eres, estás no eres, no estás ¿eres tú?, ¿estás tú?
he is (he’s) he is not (he’s not) is he?
él es, está él no es, no está él es, está
we are (we’re)we are not (we’re not) are we?
somos, estamosno somos,
no estamos¿somos?, ¿estamos?
you are (you’re)you are not (you’re not)
are you?
sois, estáis no sois, no estáis ¿sois?, ¿estáis?
FORMA AFIRMATIVA FORMA NEGATIVA FORMA INTERROGATIVA
they are (they’re)
ellos son, están
they are not (they’re not) are they?
ellos no son, no están ¿son, están ellos?
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CONCEPTUALIZACIÓN
El uso de should en inglés:
Should es un verbo modal. Verbos modales ‘ayudan’ a otros verbos. Es decir se
usan con otros verbos para expresar diferentes funciones. Should se usa para
dar consejos.
Se forma:
Afirmativos
Se usa should + el infinitivo sin to
Se usa should con todas las personas sin cambiar su forma
I
you
he/she/it + should + infinitivo sin to
we
they
EJEMPLO: He should work harder. (deberia trabajar mas).
NegativosSe usa shouldn’t con todas las personas sin cambiar su forma
I
you
he/she/it + shouldn’t + infinitivo sin to
we
they
EXAMPLE: We shouldn’t arrive late. (No deberiamos llegar tarde).
Preguntas
Should + sujeto + verbo infinitivo sin to
EXAMPLE: Should I study this chapter for the exam? (¿Deberia estudiar este
capitulo para el examen?)
Short answers
Should I go to the party?
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Yes you should.
No you shouldn’t.
Se usa:
1. Para dar consejos
EXAMPLE:You should do your homework. (deberias hacer tus deberes)
2. Para expresar tu opinion sobre lo que alguien deberia hacer en una situación
EXAMPLE: I think you should work harder. (creo que deberias trabajar más)
3. Para hablar del pasado se usa should have + verbo infinitivo sin to
EXAMPLE: You should have told me you were going to arrive late.
CONSTRUCCIÓN DEL CONOCIMIENTO
• Complete the next exercise using should and the verbs in brackets: 1. I´ve got a headache. You ..................................................(drink/water).2. I´ve forgotten my books. You..........................................(tell/teacher).3. My back hurts. You...........................................................(go/doctor’s).4. The house is very untidy. You..........................................(tidy).5. I’ve got toothache. You......................................................(go/ dentist )
• Write a problem and advice according to the problem
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CONCEPTUALIZACIÓN
SIMPLE PRESENT
Se forma en inglés con el infinitivo del verbo sin ‘to’ (forma básica) para to-das las personas, a excepción de la tercera persona singular que añade una -s final:
I playYou playHe playsWe playYou playThey play
Yo juegoTú juegasÉl juega
Nosotros jugamosVosotros jugáis
Ellos juegan
Cuando el verbo termina en -s, -ss, -sh, -o, -ch, -x se añade a la tercera per-sona singular la terminación ‘-es’. Cuando termina en ‘y’ precedida de conso-nante cambia la ‘y’ por ‘ies’I kiss / Yo beso She kisses / Ella besaI try / Yo intento He tries / Él intenta
FORMAS NEGATIVA, INTERROGATIVA E INTERROGATIVA-NEGATIVA A diferencia del español, para su construcción se recurre al verbo ‘to do’ que realiza una función auxiliar. En la tercera persona la forma ‘do’ cambia a ‘does’. NEGATIVE: sujeto + auxiliar + not + forma básica
I do not playYou do not playHe does not play We do not playYou do not playThey do not play
¿Juego yo?¿Juegas tú?¿Juega él?
¿Jugaos nosotros?¿Jugáis vosotros?
¿Juegan ellos?
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INTERROGATIVE: auxiliar + sujeto + forma básica
Do I play?Do you play?Does he play?Do we play?Do you play?Do they play?
¿Juego yo?¿Juegas tú?¿Juega él?
¿Jugaos nosotros?¿Jugáis vosotros?
¿Juegan ellos?
INTERROGATIVE-NEGATIVE: auxiliar + sujeto + not + forma básica
Don’t you play? / ¿No juegas?Doesn’t he play? / ¿No juega?
RULERS:
a.) Para indicar acciones o estados habituales
He smokes / Él fumaEs un fumador. No se trata de que está fumando un cigarrillo en este momento, sino que lo que se indica es que es una persona que habitualmente fuma. I get up at nine o’clock / Me levanto a las nueve en puntoNo estoy diciendo que me estoy levantando y que son las nueve, sino que ha-bitualmente suelo levantarme a dicha hora.
b.) Dado que se emplea para indicar acciones o estados habituales, suele acom-pañarse de los adverbios de tiempo (usually, sometimes, never, etc.). I often get angry with Rachel / A menudo me enfado con Raquel
c.) Puede indicar una acción indeterminada en el tiempo: I speak English / Hablo InglésHe doesn’t drink coffee / No bebe café ADVERBS OF FREQUENCY
Adverbs of frequency tell us how often something happens. These are:
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1. work on Saturdays. 2. make my bed 3. g oto the cinema 4. cook dinner 5. eat in restaurants 6. travel by plane 7. watch thrillers 8. be late for school
Always (100%)Usually (75%)Often (50%)Sometimes (25%)Seldom (10%)Never (0%)
CONSTRUCCIÓN DEL CONOCIMIENTO
1. Put the verbs into the simple present:
Bob is fourteen years old and 1. _____________( live ) in a small flat in London. Bob’s mother _____________( teach ) French. His father ____________ (play ) the piano. Bob __________________( go ) to school every day from 9:00 to 3:30. He _________ (love) listening to rock music, but he ________________ not / like ) listening to pop music. In his free time, he often _____________( play ) football with his friends. He ______________( want ) to become a foot-baller.
2. Make true sentences about yourself using the adverbs of frequency below
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CONCEPTUALIZACIÓN
PHYSICAL APPEARANCE
face = la cara/el rostro
facial features
she has a thin face
clean-shaven
rasgos
tiene la/una cara delgada
bien afeitado
an oval face
a bloated face
a round face
a cherubic face
una cara redonda
una cara hinchada/abotagada/abotargada
rasgos
una cara angelical
a chubby face
chubby-cheeked
una cara regordete
mofletudo
a chubby/podgy faceuna cara rechoncha,
regordete, gordinflona
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she has freckles
spots/pimples
a face lift
warts
rosy cheeks
tiene pecas, es pecosa
granos
un lifting, un estiramiento facial
verrugas
mejillas sonrosadas
blackheads
he had a weather-beaten face
moles
wrinkles
espinillas
tenía un rostro curtido
lunares
arrugas
acne
a double chin
acne
una papada
a birthmarkun antojo/una mancha de
nacimiento
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CONSTRUCCIÓN DEL CONOCIMIENTO
Describe the next pictures according to the physical appearance. Using the simple present
READING COMPREHENSION
The prince and the pauper
Tom was conducted to the principal apartment of a noble suite, and made to sit down--a thing which he was loth to do, since there were elderly men
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and men of high degree about him. He begged them to be seated also, but they only bowed their thanks or murmured them, and remained standing. He would have insisted, but his ‘uncle’ the Earl of Hertford whispered in his ear--“Prithee, insist not, my lord; it is not meet that they sit in thy pres-ence.”The Lord St. John was announced, and after making obeisance to Tom, he said--“I come upon the King’s errand, concerning a matter which requireth privacy. Will it please your royal highness to dismiss all that attend you here, save my lord the Earl of Hertford?”Observing that Tom did not seem to know how to proceed, Hertford whis-pered him to make a sign with his hand, and not trouble himself to speak unless he chose. When the waiting gentlemen had retired, Lord St. John said--“His majesty commandeth, that for due and weighty reasons of state, the prince’s grace shall hide his infirmity in all ways that be within his power, till it be passed and he be as he was before. To wit, that he shall deny to none that he is the true prince, and heir to England’s greatness; that he shall uphold his princely dignity, and shall receive, without word or sign of protest, that reverence and observance which unto it do ap-pertain of right and ancient usage; that he shall cease to speak to any of that lowly birth and life his malady hath conjured out of the unwhole-some imaginings of o’er-wrought fancy; that he shall strive with dili-gence to bring unto his memory again those faces which he was wont to know--and where he faileth he shall hold his peace, neither betraying by semblance of surprise or other sign that he hath forgot; that upon occa-sions of state, whensoever any matter shall perplex him as to the thing he should do or the utterance he should make, he shall show nought of unrest to the curious that look on, but take advice in that matter of the Lord Hertford, or my humble self, which are commanded of the King to be upon this service and close at call, till this commandment be dis-solved. Thus saith the King’s majesty, who sendeth greeting to your royal highness, and prayeth that God will of His mercy quickly heal you and have you now and ever in His holy keeping.”The Lord St. John made reverence and stood aside. Tom replied resign-
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edly--“The King hath said it. None may palter with the King’s command, or fit it to his ease, where it doth chafe, with deft evasions. The King shall be obeyed.”Lord Hertford said--“Touching the King’s majesty’s ordainment concerning books and such like serious matters, it may peradventure please your highness to ease your time with lightsome entertainment, lest you go wearied to the ban-quet and suffer harm thereby.”Tom’s face showed inquiring surprise; and a blush followed when he saw Lord St. John’s eyes bent sorrowfully upon him. His lordship said--“Thy memory still wrongeth thee, and thou hast shown surprise--but suf-fer it not to trouble thee, for ‘tis a matter that will not bide, but depart with thy mending malady. My Lord of Hertford speaketh of the city’s ban-quet which the King’s majesty did promise, some two months flown, your highness should attend. Thou recallest it now?”“It grieves me to confess it had indeed escaped me,” said Tom, in a hesi-tating voice; and blushed again.
Complete the next sentences:
1. The men in the apartment didn’t sit down because
2. When the Lord St. John came in the room, he wanted to speak to
3. Tom is actually
4. How do you think Tom is feeling?
5. Tom blushed and felt embarrassed because
TECHNICAL TOPIC
How computers workMain articles: Central processing unit and MicroprocessorA general purpose computer has four main sections: the arithmetic and logic unit (ALU), the control unit, the memory, and the input and output devices (collectively termed I/O). These parts are interconnected by busses, often made of groups of wires.The control unit, ALU, registers, and basic I/O (and often other hardware closely linked with
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these) are collectively known as a central processing unit (CPU). Early CPUs were composed of many separate components but since the mid-1970s CPUs have typically been construct-ed on a single integrated circuit called a microprocessor.Control unit
Main articles: CPU design and Control unitThe control unit (often called a control system or central controller) directs the various com-ponents of a computer. It reads and interprets (decodes) instructions in the program one by one. The control system decodes each instruction and turns it into a series of control signals that operate the other parts of the computer.[11] Control systems in advanced computers may change the order of some instructions so as to improve performance.A key component common to all CPUs is the program counter, a special memory cell (a register) that keeps track of which location in memory the next instruction is to be read from.[12]
Diagram showing how a particular MIPS architecture instruction would be decoded by the control system.The control system’s function is as follows — note that this is a simplified description and some of these steps may be performed concurrently or in a different order depending on the type of CPU:1. Read the code for the next instruction from the cell indicated by the program counter. 2. Decode the numerical code for the instruction into a set of commands or signals for each of the other systems. 3. Increment the program counter so it points to the next instruction. 4. Read whatever data the instruction requires from cells in memory (or perhaps from an input device). The location of this required data is typically stored within the instruction code. 5. Provide the necessary data to an ALU or register. 6. If the instruction requires an ALU or specialized hardware to complete, instruct the hardware to perform the requested operation. 7. Write the result from the ALU back to a memory location or to a register or perhaps an output device. 8. Jump back to step (1). Since the program counter is (conceptually) just another set of memory cells, it can be changed by calculations done in the ALU. Adding 100 to the program counter would cause the next instruc-tion to be read from a place 100 locations further down the program. Instructions that modify the program counter are often known as “jumps” and allow for loops (instructions that are repeated by the computer) and often conditional instruction execution (both examples of control flow).It is noticeable that the sequence of operations that the control unit goes through to process an instruction is in itself like a short computer program - and indeed, in some more complex CPU designs, there is another yet smaller computer called a microsequencer that runs a microcode program that causes all of these events to happen.
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Arithmetic/logic unit (ALU)Main article: Arithmetic logic unitThe ALU is capable of performing two classes of operations: arithmetic and logic.
The set of arithmetic operations that a particular ALU supports may be limited to adding and sub-tracting or might include multiplying or dividing, trigonometry functions (sine, cosine, etc) and square roots. Some can only operate on whole numbers (integers) whilst others use floating point to represent real numbers — albeit with limited precision. However, any computer that is capable of performing just the simplest operations can be programmed to break down the more complex operations into simple steps that it can perform. Therefore, any computer can be programmed to perform any arithmetic operation — although it will take more time to do so if its ALU does not directly support the operation. An ALU may also compare numbers and return boolean truth values (true or false) depending on whether one is equal to, greater than or less than the other (“is 64 greater than 65?”).
CONSTRUCCIÓN DEL CONOCIMIENTO
• What is the meaning of the sublined words according to the text (answer in your notebook)• How does the computer work?• What is the whole idea of the text?• Draw the parts of the computer
BIBLIOGRAFÍA• Almarza Miguel Ángel y otros. My choice. Book 3º. Richmond publish-ing. London. 2001.• Beltrán Mauricio. Teenagers new generation. Book 8º Grupo Editorial Norma.Bogotá. 1999.• Hutchinson Tom. American Hotline.Oxford. University Press. New York. 2001.• Virginia Evans – Neil o Sullivan. Click on 1 , Click on 2 Express publish-ing • Copyright © 1998 English Department. University of Calgary Last up-dated: July 26 1999 INTERNET • 2007 de la World Wide Web: http://en.wikipedia.org/wiki/Electronics• 2007 de la World Wide Web: http://www.mansioningles.com/