Orientaciones Académicas
Código: 80019
DECIMO Nivel
I semestre 2019
Elaborado por: Argery Gómez Retana
Correo electrónico: [email protected]
Coordinación de área Erika Prendas / 8831 5629
Visite la página web ingresando a: www.coned.ac.cr
Orientación General
Colegio Nacional de Educación a Distancia
Universidad Estatal a Distancia
Para orientar su proceso de estudio, leer lo siguiente:
La Educación a distancia se debe asumir con 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.
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 o por correo electrónico:
En caso de que no pueda asistir a tutorías, o por alguna razón la misma no pueda
impartirse; usted puede comunicarse con el coordinador de la materia en caso de tener dudas
sobre las tareas o temas puntuales de la materia.
Blog de la asignatura: Ingresando a la página de CONED www.coned.ac.cr, puede acceder al blog de cada materia, donde encontrara 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
Sedes de CONED
El Programa CONED está en la mejor disposición de atender a sus consultas en los teléfonos y correo electrónico correspondientes a cada una de las sedes.
Sede Teléfono Correo electrónico Sede Teléfono Correo electrónico
Ciudad Neilly 2783-33-33 [email protected] Heredia 2262 7115 [email protected]
Cartago 2591-4117 [email protected] Nicoya 2685-4738 [email protected]
Liberia 26664296 / 26661641 [email protected] Palmares 2453-3045 [email protected]
Turrialba 2556-3010 [email protected] San José 2221-3803 [email protected]
Esparza 2636-0000 Ext. 127 [email protected] Acosta 24103159 [email protected]
Limón 2758-00-16 [email protected] Puntarenas 2661 33 00 [email protected]
Quepos 27770372 [email protected]
Sede Encargado
San José Elieth Navarro Quirós
Heredia Cristian Adolfo Salazar Gutiérrez
CN Ana Isabel Montero Gómez
Edwin Araya Arias
Turrialba Mirla Sánchez Barboza
Lissette Arias Madriz
Palmares Maritza Isabel Zúñiga Naranjo
Limón Marilyn Sánchez Sotela
Daisy Madrigal Sánchez
Nicoya Daniel Hamilton Ruiz Arauz
Cinthya Godínez Céspedes
Liberia Yerlins Miranda Solís
Luis Esteban Madrigal Vanegas
Cartago Dianna Acuña Serrano
Esparza Jesuana Araya Angulo
Puntarenas SindyScafidiAmpié
Acosta Norlen Enrique Valverde
Quepos Lourdes Chaves Avilés
Evaluación
Esta asignatura se aprueba con un promedio mínimo de 70, 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 de debo 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.
Calendarización de las pruebas I 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
I Prueba escrita 20 I Tarea 10%
II Prueba escrita 25 II Tarea 10%
III Prueba escrita 25 III Tarea 10%
VERSIÓN A VERSIÓN B
San José, Nicoya, Turrialba, Heredia, ALUNASA, Cartago, Acosta, Quepos
Palmares, Ciudad Neilly, Liberia, Limón, Puntarenas
PROGRAMACIÓN I PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 11 de marzo
Martes 12 de marzo
Miércoles 13 de marzo
Jueves 14 de marzo
Viernes 15 de marzo
Sábado 16 de marzo
Domingo 17 de marzo
Matemática Estudios Sociales
Edc. Cívica
Español Ciencias/ Biología
Inglés Inglés Estudios Sociales Español
Matemática Ciencias/ Biología Educación Cívica
PROGRAMACIÓN DE II PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 29 de abril Martes 30 de abril
Miércoles 1 de mayo
Jueves 2 de mayo
Viernes 3 de mayo
Sábado 4 de mayo
Domingo 5 de mayo
Matemática Estudios Sociales
Día del trabajador
Ciencias/ Biología
Español Inglés Inglés Estudios Sociales Español
Matemática
Ciencias/biología
PROGRAMACIÓN III PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 27 de mayo Martes 28 de mayo
Miércoles 29 de mayo
Jueves 30 de mayo
Viernes 31 de mayo
Sábado 1 de junio
Domingo 2 de junio
Matemática Estudios Sociales
Edc. Cívica
Español Ciencias/ Biología
Inglés Inglés Estudios Sociales Español
Matemática Ciencias/biología Educación Cívica
Orientaciones del I semestre 2019
Semana
Lectiva
Tema Fecha Actividades
1. Chapter 1: Achievements of our
national athletes
4– 10
febrero Inicio de Tutorías
Inicio cursos virtuales
Pages 4- 17
2. Chapter 2: Costa Rican
arts and crafts. (1) Pages 18 -27
11 - 17
febrero
Matrícula Estudiantes Estrategia del 13 al 17
3. Chapter 2: Costa Rican
arts and crafts. (2) Pages 18 -27
18-24
febrero
Simulacro para pruebas nacionales
sedes.
4. Chapter 3: Synonyms & Antonyms
Pages 28 – 35
25 febrero - 3
marzo
Entrega I Tarea
5. REPASO 4– 10 marzo 8 de marzo Día Internacional de las
mujeres.
6.
I PRUEBA ESCRITA
11- 17 de
marzo I PRUEBA ESCRITA
Horario según corresponda a
cada sede
7. Chapter 4: Costa Rican Typical Food
Pages 36 - 51
18 - 24
marzo
20 de marzo: Aniversario de la Batalla
de Santa Rosa
8. Chapter 5: Holidays
and Celebrations in English Speaking
countries. (1) Page 52 - 68
25 marzo –
31 de
marzo
9. Chapter 5:Holidays and Celebrations in
English Speaking countries. (2) Page 52 - 68
1 – 7 abril Entrega II Tarea
10. Chapter 6: Causes and effects of natural
resources misuse. (1)
Pages 69 – 84
8 - 14 abril
11 de abril : Celebración de la Batalla
de Rivas y acto heroico de Juan
Santamaría
11. Semana santa 15 - 21 abril Semana santa
12. Chapter 6: Causes and effects of natural
resources misuse. (2) Pages 69 – 84
22 - 28 de
abril
23 de abril: Día del Libro
13. II PRUEBA ESCRITA
29 abril - 5
mayo
II PRUEBA ESCRITA
Horario según corresponda a cada
sede
1 de mayo: Día Internacional de la Clase
Trabajadora. Feriado
14. Chapter 7: Tourist attractions offered by
Costa Rican
Communities Pages 86 - 98
6 – 12 mayo
15. Chapter 7: Common illnesses and new
diseases and epidemics
Pages 99 – 114
Nota: Debe ser chapter 8, pero
el libro tiene dos chapters 7,
guiarse por el nombre del
chapter.
13 - 19
mayo Entrega III Tarea
16. Chapter 8: Our democratic tradition
Pages 115 - 126
Chapter 9: Careers,
jobs and lifestyles Pages 127 - 140
20 – 26
mayo
22 de mayo: Día internacional de la
Biodiversidad
17. III PRUEBA
ESCRITA
27 mayo – 2
junio III PRUEBA ESCRITA
Horario según corresponda a cada
sede
18. Entrega de resultados
3 - 9 junio Entrega de resultados
Talleres de preparación para
bachillerato
19. Pruebas de ampliación I
convocatoria
Pruebas de suficiencia
10 - 16 de
junio
Pruebas de ampliación I
convocatoria
Pruebas de suficiencia
Talleres de preparación para
bachillerato
20. Resultados finales a los
estudiantes
17– 23 junio Resultados finales a los estudiantes
21. Pruebas de ampliación
II convocatoria
24 junio –
30 junio
Pruebas de ampliación II
convocatoria
Talleres de preparación para
bachillerato
Aniversario CONED 27 de junio
Lista de estudiantes para la
estrategia de promoción. Entregar
información a estudiantes.
APLICACIÓN ESTRATEGIAS DE PROMOCIÓN: SEDES A/ SEDES B (15
al 21 de Julio) al entrar al II semestre 2019
GRADUACIONES CONED
22. Matrícula II
semestre 2019
1 - 7 julio Matrícula II semestre 2019
VACACIONES
23. VACACIONES 8 – 14 julio VACACIONES
de medio periodo para docentes y
estudiantes
Unit # 1 ACHIEVEMENTS OF OUR NATIONAL ATHLETES
Linguistic Competences Indicadores
LISTENING Drawing inferences. Identifying the purpose of short messages. SPEAKING Responding to messages and dialogues in short sentences in a range of contexts. Speaking with intelligible pronunciation and intonation. READING Understanding short and factual texts. Understanding ideas and information in the text through making inferences. Understanding conceptual meaning. WRITING Making use of new vocabulary and structures encountered in their reading to respond orally and in writing. Writing coherently and accurately on a range of factual and imaginative topics.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Applies information questions by answering questions.
Applies information from different types of written sources.
Selects written material that is appropriate to their competence to read independently.
Predicts the communicative value (function) of sentences and utterances.
Recognizes conceptual meaning.
Selects ideas and information in the text through making inferences.
Applies the use of new vocabulary and structures encountered in their reading to respond orally and in writing.
Writes coherently and accurately on a range of factual and imaginative topics.
Identifies information words in statements.
Unit # 2 COSTA RICAN ART, MUSIC AND CRAFTS
Linguistic Competences Indicadores
LISTENING Noting key items or interpreting the gist in messages, dialogues and basic information. Coping with language spoken at normal speed with some interference. SPEAKING Making themselves understood with little or no difficulty. Formulating propositions and answering propositions. READING Selecting written material that is appropriate to their competence to read independently.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Applies information questions by answering questions.
Applies information from different types of written sources.
Selects written material that is appropriate to their competence to read independently.
Predicts the communicative value (function) of sentences and utterances.
Recognizes conceptual meaning.
Selects ideas and information in the text through making inferences.
Applies the use of new vocabulary and structures encountered in their reading to respond orally and in writing.
Writes coherently and accurately on a range
Understanding the communicative value (function) of sentences and utterances. WRITING Linking sentences and paragraphs, structuring ideas. Expressing a range of responses and attitudes to events, issues or opinions, giving reasons.
of factual and imaginative topics.
Identifies information words in statements.
Identifies statements with simple present tense or past simple.
Applies the correct English tense according to the context.
Formulates propositions and answering propositions
Expresses a range of responses and attitudes to events, issues or opinions, giving reasons.
Unit # 3 WORDS WITH SAME/DIFFERENT MEANING (SYNONYMS/ANTONYMS)
Linguistic Competences Indicadores
Listening/ reading Understanding conceptual meaning. Understanding relations between the parts of a text through lexical cohesion devices. Understanding relations within the sentence. Understanding texts through the use of synonyms/antonyms. Speaking Formulating propositions and doubts and answering them. Achieving higher communicative skills through the use of synonyms/antonyms. Writing Making use of new vocabulary and structures encountered in their reading to respond orally or in writing. Expressing opinions by using synonyms and antonyms.
Identification synonyms and antonyms in oral and written messages.
Identification synonyms and antonyms in oral and written messages.
Matches synonyms and antonyms in oral and written messages.
Expresses opinions by using synonyms and antonyms.
Predicts texts through the use of synonyms/antonyms.
Selects ideas and information in the text through making inferences.
Applies the use of new vocabulary and structures encountered in their reading to respond orally and in writing.
Applies the verb used to in statements.
Identifies the simple past tense in statements or readings.
Unit # 4 COSTA RICAN TYPICAL FOOD
Linguistic Competences Indicadores
LISTENING Understanding relations within the sentence (structure, syntax, morphological, modification of structure and negation) characteristic of spoken language. Identifying text types. Identifying the purpose of short messages. SPEAKING Speaking with intelligible pronunciation and intonation. Discussing alternative possibilities and their consequences. READING. Identifying details in familiar material. Understanding relations between the parts of a text through lexical cohesion devices. WRITING
Producing pieces of writing of various lengths on real and imaginary subjects. Expressing a range of responses and attitudes to events, issues or opinions, giving reasons
Identifies text types and the purpose of short messages applying the vocabulary studied.
Distinguishes relations between the parts of a text through lexical cohesion devices.
Produces pieces of writing of various lengths on real and imaginary cohesion.
Expresses a range of responses and attitudes to events, issues or opinions, giving reasons.
Identifies details in familiar material.
inferences.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Identifies cooking verbs in statements or pictures.
Writes statements by using the correct order of adjectives.
Unit # 5 HOLIDAYS AND CELEBRATIONS IN COSTA RICA WITH SOME CELEBRATIONS IN ENGLISH SPEAKING COUNTRIES
Linguistic Competences Indicadores
LISTENING Understanding ideas and information in the text through making inferences, Identifying the purpose of short messages. SPEAKING Summarizing the gist of new items, messages and narratives. READING Identifying details in familiar material. Understanding relations between the parts of a text through lexical cohesion devices. WRITING Adapting clearly, formal and informal writing styles at a simple level. Expressing a range of responses and attitudes to events, issues or opinions, giving reasons.
Analyzes ideas and information in the text through making inferences.
Identifies the purpose of short messages and details in familiar material.
Summarizes the gist of new items, messages and narratives.
Applies clearly, formal and informal writing styles at a simple level. Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Uses of new vocabulary and structures encountered in their reading to respond orally or in writing.
Selects ideas and information in readings.
Unit # 6 CAUSES AND EFFECTS OF NATURAL RESOURCES MISUSE
Linguistic Competences Indicadores
LISTENING Identifying text types. Eliciting language spoken at normal speed with some interference. SPEAKING Discussing alternative possibilities and their consequences. READING Understanding a range of imaginative and factual material that includes some complex sentences and unfamiliar language. Understanding the communicative value (function) of sentences and utterances. Redrafting writing tasks already given, with support guidance. Expressing and justifying ideas, opinions or personal points of view.
Analyzes ideas and information in the text through making inferences.
Identifies the purpose of short messages and details in familiar material.
Summarizes the gist of new items, messages and narratives.
Applies clearly, formal and informal writing styles at a simple level.
Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Uses of new vocabulary and structures encountered in their reading to respond orally or in writing.
Selects ideas and information in readings.
Identifies comparative and superlative sentences.
Employs the comparative and superlative rules to write sentences or paragraphs.
Unit # 7 TOURIST ATTRACTIONS OFFERED BY COSTA RICAN COMMUNITIES
Linguistic Competences Indicadores
LISTENING Identifying the purpose of messages. Noting key items or interpreting the gist in messages, dialogues and basic personal information. SPEAKING Responding to messages and dialogues in short simple sentences in a range of context. Speaking with intelligible pronunciation and intonation. READING Understanding conceptual meaning. Selecting written material that is appropriate to their competence to read independently. WRITING Writing coherently and accurately on a range of factual and imaginative topics.
Identifies the purpose of short messages and details in familiar material.
Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Uses of new vocabulary and structures encountered in their reading to respond orally or in writing.
Selects ideas and information in readings.
Understands conceptual meaning. Identifies present perfect tense forms in
statements.
Applies present perfect tense forms in sentences.
Unit # 8 COMMON ILLNESSES AND NEW DISEASES AND EPIDEMICS
Linguistic Competences Indicadores
LISTENING Drawing inferences. Identifying the purpose of short messages. SPEAKING Making themselves understood with little or no difficulty. Formulating propositions and doubts and answering questions. READING Selecting written material that is appropriate to their competence to read independently. Understanding a range of imaginative and factual material that includes some complex sentences and unfamiliar language. WRITING
Identifies the purpose of short messages and details in familiar material.
Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Produces of ads, notes, passages.
Selects written material that is appropriate to their competence to read independently.
Selects the correct answer according to the topic.
Writes advices about health problems.
Applies modals verbs expressing advice.
Structuring ideas. Linking sentences and paragraphs. Adapting clearly, formal and informal writing styles at a simple level.
Unit # 9 OUR DEMOCRATIC TRADITION.
Linguistic Competences Indicadores
LISTENING Understanding relations within the sentence (structure, syntax, morphological, modification of structure and negation) characteristic of spoken language. Identifying text types. SPEAKING Discussing alternative possibilities and their consequences. READING Identifying details in familiar material. Understanding relations between the parts of a text through lexical cohesion devices. WRITING Using reference sources to achieve greater accuracy precision and variety of expressions (the meaning is clear and there may be some mistakes). Redrafting writing tasks already given, with support guidance.
Identifies the purpose of short messages and details in familiar material.
Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Selects written material that is appropriate to their competence to read independently.
Uses reference sources to achieve greater accuracy precision and variety of expressions (the meaning is clear and there may be some mistakes).
Unit # 10 CAREERS, JOBS AND LIFESTYLES
Linguistic Competences Indicadores
LISTENING Eliciting language spoken at normal speed with some interference. Understanding ideas and information in the text through making inferences. SPEAKING Speaking with intelligible pronunciation and intonation. Making themselves understood with little or no difficulty. READING Understanding a range of imaginative and factual material that includes some complex sentences and unfamiliar language. Understanding the communicative value (function) of sentences and utterances. WRITING Expressing and justifying ideas, opinions or personal points of view and seeking the views of others. Expressing a range of responses and attitudes to events, issues or opinions, giving reasons.
Identifies the purpose of short messages and details in familiar material.
Expresses a range of responses and attitudes to events, issues or opinions, giving reason.
Identifies isolated and familiar words, vocabulary and phrases by matching words or phrases with definitions or meanings.
Selects written material that is appropriate to their competence to read independently.
Selects ideas and information in the text through making inferences
Selects a range of imaginative and factual material that includes some complex sentences and unfamiliar language.
Expresses and justifying ideas, opinions or personal points of view and seeking the views of others.
Expresses a range of responses and attitudes to events, issues or opinions, giving reasons.
Colegio Nacional de Educación a Distancia
Sede _______
Nombre del estudiante:
_______________________
Número de cédula:
_______________________
Sección:
______
Materia:
__________
Profesor:
____________________________
Fecha de entrega:
________________
Nota obtenida: Puntos obtenidos Porcentaje
Firma del docente:
_______________
------------------------------------------------------------------------------------------------
Tarea número uno Materia Ingles / Nivel: Decimo / Código: 80019
COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
Nombre del estudiante: _____________________________ Número de cédula: _________________
Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________
Tarea Número 1 Indicators: Identifies correct Wh- question Associates words with the correspondent synonym and antonym Selects the correct answer based on a text. Valor: 20 pts. 10 % Fecha de entrega: 25 de febrero al 3 de marzo
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. Identification. (5 pts.) A. Complete the following questions with the correct Wh- words. Use the words of the box. 5
points.
How – Where – What – When - Who
1. ________ is the party? The party is in my house.
2. ________ is your favorite actor? My favorite actor is Brad Pitt.
3. ________ are your father? He is 50 years old.
4. ________ is your birthday? It is on December 31st.
5. ________ time is it? It is 12:45pm.
II Part. Matching. 10 points
A. Match the words in column A with the correspondent synonym in column B. 5 points.
COLUMN A COLUMN B
1. Hard ( ) risky
2. Dangerous ( ) fast
3. High ( ) difficult
4. Intelligent ( ) tall
5. Quick ( ) clever
B. Match the words in column A with the correspondent antonyms in column B. 5 points.
COLUMN A COLUMN B
1. laugh ( ) winter
2. empty ( ) dry
3. summer ( ) back
4. front ( ) cry
5. wet ( ) full
III Part. Multiple Choice. 5 points
Read the text and choose the correct alternative to answer the questions.
Like parents with newborns, emerging artists are introducing their works to art
lovers in Visitas Guiadas (Guided Visits) at the Costa Rican Art and Design Museum.
Since January 29, the museum has offered the public the opportunity to learn about
the works of the winning artists of the first Emerging Artists Contest held last year.
The idea of the exhibit is to provide a springboard for the work of the region’s new
artists.
The show is displaying 66 works by 52 emerging Central American artists. At no
cost, these artists take visitors through the museum in groups of no more than 15
people, and explain the creative thoughts, muses of their own works. The tour takes
about one hour and 40 minutes.
Taken from The Tico Times
1) How many pieces of art is the museum exhibiting? __________________ . a. Fifteen
b. Fifty two
c. Sixty six
d. Twenty-nine
2) Who will guide the tours inside the museum? The ____________________. a. parents
b. visitors
c. artists
d. public
3) What is the objective of this exposition? To ___________________. a. promote the region’s new talents
b. make newborns like their parents
c. win the first Emerging Artist Contest
d. explain works made by some of muses
4) How do artists interact with the visitors? By ____________. a. making them work for the region’s new artists
b.giving them tours and explanations
c.winning the contest held last year
d.providing them a springboard
5) How many persons can be guided at the same time? _______________ . a. Fifteen
b. Fifty two
c. Sixty six
d. Fifteen groups
Colegio Nacional de Educación a Distancia
Sede _______
Nombre del estudiante:
_______________________
Número de cédula:
_______________________
Sección:
______
Materia:
__________
Profesor:
____________________________
Fecha de entrega:
________________
Nota obtenida: Puntos obtenidos Porcentaje
Firma del docente:
_______________
------------------------------------------------------------------------------------------------
COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
Nombre del estudiante: _____________________________ Número de cédula: _________________
Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________
Tarea número dos Materia Ingles / Nivel: Decimo / Código: 80019 Indicators: Answers questions through reading comprehension. Identifies cooking verbs. Uses of “use to” Valor: 20 pts. 10 % Fecha de entrega: Del 1 al 7 de abril
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. Multiple Choice. 10 points.
Read the following texts and choose the option that best completes each statements. 11 points.
WHAT TO EAT IN COSTA RICA Costa Rican breakfast, lunch, and dinner have two main ingredients in common: rice and black beans. Most Costa Ricans eat at home or make food to take to school or work from home. The most common choice for breakfast is Gallo Pinto, the national dish of fried rice, black beans, onions, red pepper, and cilantro. This is usually served with eggs, bread with butter or sour cream, and a cup of coffee or fresh juice. Other common breakfast dishes are toast with jam, pancakes, omelettes, or simply cereal. Lunch and dinner meals are very similar. The most common choice for lunch is called Casado. It usually includes some type of meat such as beef, chicken, pork, or fish along with a side salad, rice, black beans, and fried plantains served with a natural fruit drink. Adapted from www.costarica-information.com
1. For breakfast, people eat Gallo Pinto with . a. eggs b. seafood c. pancakes d. a type of meat
2. A Casado usually includes . a. sour cream b. a type of meat c. a cup of coffee d. bread with butter
3. Costa Ricans accompany their lunch with . a. coffee b. omelettes c. some bread d. a side salad
4. For lunch, people drink . a. coffee b. soft drinks c. coffee and juice d. natural fruit drinks
FRIED RIPE PLANTAINS
INGREDIENTS
Ripe plantains
5 tablespoons of vegetable oil
INSTRUCTIONS Heat vegetable oil in skillet over medium heat.
Fully peel plantains, and cut them into approximately 1-inch wide pieces.
Carefully place pieces of plantain in the skillet.
Fry the plantains until they get golden brown.
Adapted from www.food.com
5. The first step is to . a. fry the plantains b. cut the plantains c. heat the vegetable oil d. put the plantain pieces in the skillet
6. After peeling the plantains, the next step is to . a. fry them b. cut them c. heat the oil d. cover them with oil
7. The last step is to . a. heat the oil b. add extra oil c. fry the plantains d. slice the plantains
HOLIDAYS IN MARCH OXCART DRIVER’S DAY
It takes place on the second Sunday in March. It features a
parade of beautifully handmade and painted oxcarts and
driving competitions are surrounded by traditional costumes,
food and dances in San Antonio de Escazú. It is one of the most
colorful celebrations and a real photo opportunity.
SAINT JOSEPH’S DAY
It honors the patron saint of the capital city San José, and the day is recognized nationwide
by Catholics. They celebrate this day with special masses mainly in the towns and
communities named San José.
Adapted from www.costa-rica-guide.com
8. Oxcart Driver’s Day is _. a. unpopular in Escazú b. a religious celebration c. an international holiday d. celebrated in San Antonio de Escazú
9. People celebrate Oxcart Driver’s Day with . a. food and dances b. a parade in the city of San José c. parades in different communities d. special masses around the country
10. Saint Joseph’s Day is celebrated . a. all around the country b. in San Antonio de Escazú c. only in the city of San José d. with a special oxcart parade
11. People commemorate Saint Joseph’s Day with . a. special masses b. food and dances c. an oxcart parade d. traditional costumes
II Part. Identification. 9 points
A. Look the following pictures, choose the cooking verb that shows the action and
write it in the correspondent space. 5 points.
Stir – peel – bake – boil - grate
1. 2. 3. 4. 5.
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
B. Complete the following sentences with the correct form of use to – didn´t use to –
used to – Did you use to. 4 points 1. When I was a little girl I ___________________ to play with toys.
2. We didn´t like the vegetables, but now we _________________ to eat it every day.
3. ____________________ to do exercise once per week?
4. Daniela ___________________ study for an exam, but now she is very responsible.
Colegio Nacional de Educación a Distancia
Sede _______
Nombre del estudiante:
_______________________
Número de cédula:
_______________________
Sección:
______
Materia:
__________
Profesor:
____________________________
Fecha de entrega:
________________
Nota obtenida: Puntos obtenidos Porcentaje
Firma del docente:
_______________
------------------------------------------------------------------------------------------------
Tarea número tres
COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
Nombre del estudiante: _____________________________ Número de cédula: _________________
Sección: ________________ Fecha de entrega: ____________Firma de recibido: ______________
Tarea Número 3 Materia Ingles / Nivel: Decimo / Código: 80019 Indicators: Identifies the adjective in comparative or superlative. Complete sentences in Present Perfect. Identifies concepts of Natural Resources Valor: 25 pts. 10 % Fecha de entrega: del 13 al 19 de mayo
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. Multiple Choice. 10 points.
Read the following statements and choose the option that best responds and mark it with
an “x”. 10 points.
6. The comparative form of the word happy is _______________.
a) Happy
b) Happyer
c) Happier
d) Happiest
7. The superlative form of the word new is _______________.
a) New
b) Newest
c) Neewest
d) Most new
8. The comparative form of the word comfortable is _________________.
a) More comfortable
b) Most comfortable
c) More comfortabler
d) Most comfortablest
9. The superlative form of the word important is ___________________.
a) More important
b) Most important
c) More importanter
d) Most importantest
10. The comparative form of the word old is __________________.
a) Old
b) Oldest
c) Older
d) Olded
11. The superlative form of the word beautiful is ______________________.
a) Beautiful
b) Beautifulest
c) More beautiful
d) Most beautiful
12. The comparative form of the word nice is _____________________.
a) Nice
b) Nicer
c) Nicest
d) More nice
13. The superlative form of the word sick is _____________________.
a) Sick
b) Sicker
c) Sickest
d) Most sick
14. The word that we use after the adjective in comparative is __________________.
a) Of
b) The
c) Than
d) Better
15. The word that we use after the adjective in superlative is __________________.
a) Of c) Than
b) The d) Better
II Part. Short Answer. (5 points)
A. Complete the following sentences with the correct form of the verb in Present Perfect Tense (5 points)
1. I (travel) _______________to London every year due to my business
2. My mother (clean - not) ________________ the house today.
3. You (be) _______________ a good student in this class.
4. Mary (work) _______________ in a bank and she enjoys it.
5. John (walk) _______________ to his office every day.
III Part. Identification. 10 points
A. Complete each definitions with the appropriate concept. Use the words of the box. (10 points)
Pollutant - waste - emission - greenhouse effect - mitigation - hunting compost - carpool - protect - fertilize.
1. _________________________when people drive in the same vehicle and take turns
using their cars.
2. _________________________ when gas, heat, light is sent out into the air.
3. _________________________reduction of the harmful effects of something.
4. _________________________ keep from harm.
5. _________________________the gradual warming of the Earth’s surface caused by
pollution and gases.
6. _________________________ put in container some waste such as peels, grass, and
others to create reusable soil.
7. _________________________ things that are not useful or what remains after you
have used something.
8. _________________________ chasing and killing wild animals.
9. _________________________ a substance that pollutes the environment.
10. ________________________ treats plants or soil with especial chemicals in order to
help them grow.
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