Colegio Nacional de Educación a Distancia Universidad ... · Ciudad Neilly 2783-33-33...

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

mailto:[email protected]

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

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.

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

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


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


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


Día del trabajador

Ciencias/ Biología

Español Inglés Inglés Estudios Sociales Español

Matemática

Ciencias/biología

PROGRAMACIÓN III PRUEBA ESCRITA


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


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


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


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


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.


Applies information questions by answering questions.

Applies information from different types of written sources.


Predicts the communicative value (function) of sentences and utterances.

Recognizes conceptual meaning.



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)


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.



Applies the verb used to in statements.

Identifies the simple past tense in statements or readings.

Unit # 4 COSTA RICAN TYPICAL FOOD


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.


Identifies details in familiar material.

inferences.


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


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.


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


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.


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 comparative and superlative sentences.

Employs the comparative and superlative rules to write sentences or paragraphs.

Unit # 7 TOURIST ATTRACTIONS OFFERED BY COSTA RICAN COMMUNITIES


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.






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


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




Produces of ads, notes, passages.


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.


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.





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


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.





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.



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


Sede _______


_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________


Firma del docente:

_______________

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




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

http://www.costarica-information.com/about-costa-rica/food

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

http://www.food.com/about/plantain-279

http://www.food.com/

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

http://www.costa-rica-guide.com/

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.


Sede _______


_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________


Firma del docente:

_______________

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Tarea número tres




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.

Colegio Nacional de Educación a Distancia Universidad ... · Ciudad Neilly 2783-33-33...

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