Inglés Sexto año Mes de Abril...Objetivos de aprendizaje: (U1 OA 11) Expresarse oralmente, ya sea...

Inglés Sexto año Mes de Abril

Nombre: _________________________________________________________

Fecha: ______________________________________Curso: 6to. Año ______

Class 1: “I AM AND YOU ARE”

Objetivos de aprendizaje: (U1 OA 07) Leer comprensivamente textos literarios adaptados y auténticos simples, como rimas, poemas, tiras cómicas y cuentos, que contengan palabras de uso frecuente, familias de palabras, repetición de frases y estén acompañados de apoyo visual, identificando: › tema general del texto; personajes, lugares, tiempo y acciones; secuencia de eventos (beginning –middle – end); vocabulario temático y expresiones de uso común.

(U1 OA 15) Escribir para realizar las siguientes funciones:

› indicar posición; por ejemplo: The zoo is in front of the park

› describir personas en cuanto a personalidad o estado; por ejemplo: he is quiet/friendly; I feel sad/happy/angry

› contrastar información; por ejemplo: it can fly but it can’t swim

› expresar necesidad; por ejemplo: I have to…

› describir y preguntar por acciones que ocurren al momento de hablar; por ejemplo: He is/isn’t reading; Is he reading? Yes, he is/No, he isn’t; Are they playing? Yes, they are/No, they aren’t

› expresar cantidad e identificar sustantivos plurales irregulares; por ejemplo: there is/are a/many/a lot of…child/children

› describir acciones que ocurren en el pasado; por ejemplo: I was/made/ did/felt…

› describir acciones y cómo estas se realizan; por ejemplo: he reads fast/very slowly

› expresar posesión; por ejemplo: it is his/her/our car; this is Pedro’s pet

› expresar cantidad numérica hasta el 20

INICIO

Do you know Alexis Sánchez?

What can you say about him?

Do you like him?

Conceptos clave: Yo y otros – Verb to be

Habilidades: Producción oral

Recordar

DESARROLLO

• Read the paragraph.

Alexis Sanchez is a famous football player. He is from Chile and he is a very good player of Arsenal football team in England. His parents are from Tocopilla, a city in the north of Chile. Alexis is also a player in Chile´s national team.

• Read the text again and answer ‘True’ (T) or

‘False’ (F)

_____ Alexis is a basketball player.

_____ Alexis is from Barcelona.

_____ His parents are from Tocopilla.

• Complete the chart

Let’s remember the use of the verb To Be. Look at the chart:

• Look at the example and fill in the blanks.

Example: Maria is a beautiful girl.

1. We ______ good students.

2. He ______a famous singer.

3. It ______a big elephant.

4. Peter, John and Carl ______friends.

5. I ______smart.

6. Laura ______my sister.

I + (am) + from Chile

He, she, it + (is) + from Chile

You, we they + (are) + from Chile

I am from Chile.

He is from Chile.

You are from Chile.

Habilidades: Comprensión Lectora – Producción

Oral

Recordar - Aplicar

I am a student.

Alexis _____ a famous football player.

His parents _____ from Tocopilla.

• Write five sentences about other things or people, following the examples above.

1. ____________________________.

2. ____________________________.

3. ____________________________.

4. ____________________________.

5. ____________________________.

• Match the adjectives in the box with the pictures.

• Now, write 3 sentences, for example: The giraffe is tall.

1. _____________________________________________________________.

2. _____________________________________________________________.

3. _____________________________________________________________.

CIERRE

• In pairs, tell your classmate some things about you, following the examples in the

DESARROLLO.

• Then, answer these questions together:

How do you know which form of To Be to use?

What is To Be for? When do you use it?

Habilidades: Producción Oral

Aplicar

tall – big – angry – ugly – strong – happy

Frank

Julius elephant

jiraffe

Ulises cat

monster


Nombre: _________________________________________________________

Fecha: ______________________________________Curso: 6to. Año ______ Class 2: “MEETING NEW FRIENDS?”

Objetivos de aprendizaje:

(U1 OA 06) Leer comprensivamente textos no literarios, como notas, postales, invitaciones, tarjetas de saludo, menús, recetas, diálogos, instrucciones, avisos publicitarios, emails, diálogos o textos expositivos, identificando:

› propósito del texto

› ideas generales

› información explícita

› palabras clave, expresiones de uso común asociadas a las funciones del nivel (por ejemplo; have lunch, catch a cold) y vocabulario temático

(U1 OA 08) Usar las siguientes estrategias para apoyar la comprensión de los textos leídos, tanto en formato digital como impreso:

› prelectura: hacer predicciones, basándose en conocimientos previos, elementos visuales y contextuales

› lectura: usar organizadores, como títulos, subtítulos, ilustraciones, imágenes y notas

› poslectura: organizar información en diagramas, releer, usar el texto leído como modelo para la expresión escrita

INICIO

What’s your name?

How old are you?

Where are you from?

What are your favorite school subjects?

DESARROLLO

Concepto clave: Información Personal – Preguntas abiertas


Recordar

Habilidades: Producción Escrita - Producción Oral

– Comprensión de Lectura

Recordar - Aplicar

• Read the paragraph about Sandra and then answer in short.

1. What is the girl’s name? ____________________________________

2. Is she from Canada? ____________________________________

3. Where is she from? ____________________________________

4. What is her family name? ____________________________________

5. How old is she? ____________________________________

6. What are her favorite school subjects? ____________________________________

• Write a similar paragraph about you. ____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

• Now complete the questions using: What / Where / How old / What / Are / What.

__________ is your name? __________ you Canadian? __________ are you from? __________ is your family name? __________ are you? __________ are your favorite school subjects?

Hello! My name is Sandra Smith.

I am from London. I am 13 years old.

I am in 6th Grade.

My favorite school subjects are Math

and Physical Education.

• SPEED DATE: Use the questions to interview 2 classmates.

CIERRE Complete the following interrogative sentences using the question words: what - where - how old - how.

Now, answer:

How do you know what is the correct Wh- question?

What are these questions for?

Habilidades: Producción Escrita - Producción

Oral

Recordar – Comprender - Aplicar

____________ is your favorite song?

____________ is your mother from?

____________ is your school?

___________ are you today?


Nombre: _________________________________________________________


Class 3: “CAN YOU DANCE?”

Objetivos de aprendizaje: (U1 OA 11) Expresarse oralmente, ya sea en diálogos, presentaciones o actividades grupales, con apoyo visual y/o digital, en torno a los temas del año.

INICIO

What abilities do you have?

Can you cook?

DESARROLLO

• Look at these sentences and answer in pairs:

What can she do? What can he do?

Can they dance cueca? Can he sing well?

• Read this example and repeat after you teacher:

A. Can you sing and dance? B. I can sing, but I can’t dance.

Concepto clave: Habilidades


Recordar

Habilidades: Producción Escrita – Producción Oral

Aplicar – Comprender - Analizar

• Complete this interview.

A: Can you drive a car?

B: No, I can’t.

A: ______you cook spaghetti?

B: Yes, I ______

A: Can you speak Chinese?

B: No, I ______, but I ______speak Spanish.

A: Can you dance “the cueca”?

Yes, I _____

A: _____ you dance with me?

B: Yes, of course, where is the music?

• Write 3 questions and interview two students about what they can do or not. For example:

Student 1: Hello. Can you play tennis? Student 2: Yes, I can / No, I can’t

1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________

• Write two sentences on a cardboard with the result of your interviews:

STUDENTS’ ABILITIES What about you? Write about what you can and can’t do and share it with your group.

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

CIERRE

How do you express abilities in English?

What is the meaning of “can”?

STUDENT 2 STUDENT 1

Example: Jorge can swim

but he can’t play rugby.

Habilidades: Producción Oral - Comprender - Aplicar


Nombre: _________________________________________________________


Class 4: “LET’S COOK”

Objetivo de aprendizaje: (U1 OA 03) Escuchar textos orales, en diversos formatos audiovisuales, usando las siguientes estrategias para apoyar la comprensión: hacer predicciones basándose en conocimientos previos, usar claves contextuales, focalizar la atención en palabras claves, visualizar diferentes aspectos del texto y usar apoyo visual. (U1 OA 11) Expresarse oralmente, ya sea en diálogos, presentaciones o actividades grupales, con apoyo visual y/o digital, en torno a los temas del año.

INICIO

• Complete this word web with the vocabulary you know about FOOD.

DESARROLLO

Listening

A) Listen to the conversation (teacher).

B) Choose the best picture for the conversation.

Concepto clave: Comida


Recordar


Recordar - Aplicar

C) What’s in Greg’s cake? Are the sentences true (T) or false (F)?

1. ______ There are some eggs.

2. ______ There isn’t any flour.

3. ______ There’s a lemon.

4. ______ There’s some sugar.

5. ______ There isn’t any butter.

D) Listen again. Who says these expressions?

1. Disaster! __________

2. Don’t panic. ___________

3. How embarrassing! ___________

• Complete the conversation, then practice with your classmate.

Boy: Let’s make a chocolate cake.

Girl: OK. Good idea! 1._________flour do we need?

Boy: We need 2. ______ flour.

Girl: Is there 3. _______ sugar?

Boy: No, there isn’t.

Girl: And eggs. 4. _________ eggs are there?

Boy: There aren’t 5. ______ eggs. But there are 6. ______ tomatoes and there is

7._________ cheese.

Girl: Well, let’s make 8. ________ pizza!

Example: There’s an orange. True.

Example: Good idea! Greg.

• Match the pictures to the sentences.

A B C D

The cupcake is ready! _____ Put the cupcakes in the oven ____

Pour the sugar_____ Pour the eggs_____

• Form groups of 3 students, make your delicious recipe and present it to the class.

Use color cards and pictures.

Recipe’s title:

_______________________________

Ingredients:

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Steps:

____________________________________________________________________________

____________________________________________________________________________

CIERRE

In what other situations do you follow similar steps?

Give examples of similar procedures.

Insert a picture or make a

drawing of your recipe


Recordar - Evaluar


Nombre: _________________________________________________________


Class 5: “Of course you can go!”

Objetivos de Aprendizaje: (U1 OA 13) Demostrar conocimiento y uso del vocabulario aprendido: vocabulario temático, palabras de uso frecuente y expresiones de uso común asociadas a las funciones del nivel. (U1 OA 12) Participar en diálogos con pares y profesores al realizar las siguientes funciones: expresar habilidad e inhabilidad; por ejemplo: I can/can’t.

INICIO

Where did you go on your last vacation?

Describe the place.

Did you have a good fun?

DESARROLLO


Recordar

Habilidades: Comprensión de Lectura – Comprensión

Auditiva – Producción Oral – Producción

Recordar – Comprender - Aplicar

Concepto clave: Abilidades

• Choose the correct alternative to complete the paragraph.

Santiago is located in the __________ (centre, north, south) of Chile; it ______ (is, has,

have) a population of approximately ____________ (six, ten, sixteen) million people. In

the Historical Museum, people can ___________ (visit, see, check) their past. The

weather is nice. Many tourists come on holiday. Visitors can explore many tourist

__________ (attractions, museums, excursions) in this city.

• Listen, read, and practice this dialogue.

• In pairs, talk about another place changing the parts underlined in the dialogue.

A: I’m going to ____________________on holiday. B: Where’s _______________________? A: It’s in _____________________________. B: Is the weather cold? A: ____________________________________ B: Can you ________________________________? A: ____________________________________ B: Great! I’d love to go there.

A: I’m going to Torres del Paine on holiday. B: Where’s Torres del Paine? A: It’s in the South of Chile. B: Is the weather cold? A: Yes, it is. B: Can you ride horses in Torres del Paine? A: Of course you can! B: Great! I’d love to go there.

Synonyms

Holidays = vacations Weather = climate

CIERRE REMEMBER a. The guides can speak English, Spanish, and Italian. b. They can’t speak Chinese. c. They can ride horses and they can play sports. d. Can they swim? / Of course they can.

• Complete the rule.

We use _________ when we want to express that somebody has the ____________

to do

something and the negative use is____________________.

Note: We can also use _________________ to express that there is a possibility to

do something.

For example: The guides can speak _____________, _____________, and _____________, but

they can’t speak ____________________.

Habilidades: Producción Escrita

Comprender - Aplicar

Inglés Sexto año Mes de Abril...Objetivos de aprendizaje: (U1 OA 11) Expresarse oralmente, ya sea...

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