CLASES VIRTUALES 5° "C": ÁREA: INGLÉS

PRIMERA CLASE (3º semana)
24/04/20
- “wh-question”

DÉCIMA PRIMERA SEMANA (English: Level A2)
TEMA: COVID-19 and its impact on our family*

Resolución del día 2:
Actividad: Getting to know COVID-19
16/06/20

- LET’S SELF-ASSESS!
* ¿Sabes comunicar información sobre la COVID-19 en inglés? Marca con una “X” donde creas conveniente. Aquí no hay respuestas correctas. Sé honesta/o contigo misma/o.

- LET’S OBSERVE AND READ! OBSERVE
* EXERCISE 1: Match pictures 1, 2 and 3 with phrases A, B and C.
Look at the example:

- LET’S UNDERSTAND! UNDERSTAND
* EXERCISE 1
Look at infographic 1 and choose the best answer. Look at the example:

1. Which organization or institution created infographic 1?
a. World Health Organization
b. US Hygiene Institute
c. Thailand´s Embassy

2. What information does infographic 1 give you?
a. Symptoms of COVID-19
b. Reasons why you should stay at home and not go out
c. Tips or instructions to avoid getting COVID-19

3. According to infographic 1, we never need to wear a mask.
a. True
b. False
c. There is no information

4. According to infographic 1, we should avoid crowded areas.
a. True
b. False
c. There is no information

5. What does infographic 1 say about animals? Choose the best sentence.
a. “Avoid living with animals”
b. “Avoid all contact with your pet”
c. “Avoid touching animals”
d. “Avoid contact with wild or farm animals without protection”

6. What is the main or general message in infographic 1?

a. “Avoid contact with all animals”

b. “Be alert and act responsibly”

c. “Wash your hands with soap”

d. “Clean your hands all the time”

* UNDERSTAND; EXERCISE 2 Look at infographic 2 and choose the best answer:

1. In general, what kind of information does infographic 2 give you?
a. Tips to take care of your pet
b. Tips to have fun at home during quarantine
c. How to clean your food
d. The symptoms of COVID-19

2. According to infographic 2, the symptoms of COVID-19 are:
a. Fever, cough and headache
b. Cough, shortness of breath and running nose
c. Fever, cough, shortness of breath

3. According to infographic 2, you should seek medical advice if you develop symptoms.
a. True
b. False
c. There is no information about it

4. According to infographic 2, you need to eat a lot of fruits and vegetables to stay healthy.
a. True
b. False
c. There is no information about it.

5. According to infographic 2, how many days do the symptoms take to appear after exposure to COVID-19?
a. Exactly 2 days
b. Between 2 and 14 days
c. Between 7 and 30 days
d. Symptoms appear immediately after exposure.

- LET’S PRACTISE! PRACTISE
* EXERCISE 1
Infographics are very useful to explain something or give short messages. What are their characteristics? Complaete the box:

What are the characteristics of an infographic? Choose A or B.
	Option A	Option B	A / B
1	Only words	Words and images	B
2	A lot of information	Only the most important information	B
3	Usually 1 page	About 5 pages	A
4	Author’s opinion included	Mostly credible, objective data	B
5	Easy, simple language	Technical, difficult language	A
6	Visually attractive	Visually complex	A

* - Exercises 2
Complete the following sentences with the correct option.

1. The information in infographics 1 and 2 is written in PRESENT tense.

2. In infographic 1, the sentences with the tips or instructions start with A VERB .

* PRACTISE - EXERCISE 3
Look at the examples and write two additional tips or instructions in English.

- Now, write 2 more tips or instructions:

1. we put axiliares (do/does/did) before the sucject.

2. we put the verb be (am/is/are/was/were) before the subject.

Resolución del día 4:
Actividad: Do it yourself – D.I.Y.
18/06/20

- LET’S CREATE!
* Create an infographic on how to prevent the spread of COVID-19. Help your community stay safe from Covid-19.
* ¿Qué debo tomar en cuenta al hacer mi desafío? Mientras elaboras tu infografía es importante que tomes en cuenta estas características:

INFOGRAPHIC		Yes	No
1	Your Infographic has at least 5 tips to prevent COVID-19. Contagion.	X
2	Your infographic has images or pictures that make the message easy to understand.	X
3	Your infographic has language that is is easy to understand.	X
4	The data about COVID-19 is real and/or exact.	X
5	The source of the data is included.	X
6	Your infographic is visually attractive and simple.	X

* create an infographic on how to prevent the spread of COVID-19.

- LET’S REFLECT!
* En esta sección reflexionamos sobre nuestros aprendizajes:
¿Cuánto has aprendido esta semana?
* He aprendido un poco mas acerca de como debemos de protegernos para no contagiarnos del COVID-19.

¿Revisaste si tus respuestas coinciden con la clave de respuestas?
* Si, para poder ver si estaba bien lo que puse.

¿Qué te comentaron sobre la infografía que creaste? ¿Qué opinas tú?
* Me dijeron que es atractivo, es decir, llama la antención; yo opido lo mismo, es decir, que la infografía que cree me quedo muy bonito e informativo.

* Dale un visto bueno a una de las cuatro opciones. Selecciona la opción que mejor exprese lo que puedes hacer ahora que culminaste las dos actividades de la semana.

DÉCIMA SEGUNDA SEMANA (

TEMA: Covid-19 and its impact on our family.

Resolución del día 2:

Actividad: The origin of a disease

23/06/20

LET’S SELF-ASSESS!

1. ¿Sabes comunicar información sobre el COVID-19 y otras enfermedades similares en inglés? Marca con una “X” donde creas conveniente. Aquí no hay respuestas correctas o incorrectas, lo importante es que seas honesta/o contigo misma/o al responder.

LET’S OBSERVE AND READ! OBSERVE

- EXERCISE 1: Match the words from column “A” with the images in column “B”.

Follow the example:

LET’S UNDERSTAND ! UNDERSTAND

- EXERCISE 1: Are the sentences True or False? Circle True, False or Doesn’t say if the answer is

not in the text. Follow the example:

CIRCLE: TRUE or FALSE?

1. “2009 H1N1” was first detected in 2009. TRUE - FALSE - DOESN´T SAY

2. People detected the “2009 H1N1” in doctors. TRUE - FALSE - DOESN´T SAY

3. Some people from United States had “2009 H1N1” TRUE - FALSE - DOESN´T SAY

4. The “2009 H1N1” was called “swine flu”. TRUE - FALSE - DOESN´T SAY

5. There were more people infected after 2009. TRUE - FALSE - DOESN´T SAY

6. All the 12 cases of swine flu were infected by pigs. TRUE - FALSE - DOESN´T SAY

- UNDERSTAND - EXERCISE 2:

Complete the following sentences with the correct option according to the story of the “Swine Flu” we just read. Follow the example:

Choose a), b) or c) to complete the sentences.

1. The Swine Flu was first detected in The United States.

a) The United States b) China c) 2019

2. Swine flu was detected by Doctors.

a) The American Government b) Doctors c) Pigs

3. The “2009 H1N1” is called Swine flu too.

a) Influenza b) Swine flu c) Influenza virus

4. 12 cases of Swine Flu were detected between the years 2009 and 2005.

a) 2015 and 2019 b) 2009 and 2015 c) 2005 and 2009

LET’S PRACTISE! PRACTISE

- EXERCISE 1: Check the “Swine Flu” story again and choose a), b) or c). Look at the example.

Choose a), b) or c) to complete the sentences.

1. This story is Past in tense.

a) Present b) Past c) Future

2. Both, the verbs underlined and the verbs in red are conjugated in the Past tense.

a) Present b) Past c) Future

3. The verbs that are underlined in the story end with _ed

a) _ed b) _ing c) _er

- PRACTISE - EXERCISE 2:

Complete the sentences with the correct verb from the box. Follow the example:

~~was~~ – ~~discovered~~ – ~~had~~ – ~~infected~~ – ~~were~~ - ~~confirmed~~

1. She was the first person infected with COVID-19 in her city.

2. Luisa had to call the doctors because Juan was feeling sick.

3. The doctors confirmed that there are more than 20 people infected with COVID-19 in their hospital.

4. COVID-19 was discovered in Wuhan, a city in China.

5. They were very responsible and stayed at home.

Resolución del día 4:

Actividad: Do it yourself – D.I.Y.

25/06/20

LET’S CREATE!

Remember:
• You can also use the story about the “Swine Flu” as a model for your text.
- What should I take into consideration to write the story about the origin of COVID-19? Take into consideration the following characteristics your story should have.

	THE STORY OF THE ORIGIN OF COVID-19	Yes	No
1	The story is about the origin of COVID-19.	X
2	The story has between 50 and 60 words.	X
3	The verbs in the story should be correctly conjugated in the past tense.	X
4	The information in your story should be accurate and real.	X

THE STORY OF THE ORIGIN OF COVID-19

In december of the last year (2019), doctors detected a new variety of coronavirus discovered in a laboratory in Wuhan, China.
Experts say it is possible that the source of COVID-19 be an animal, but this is not confirmed.
People catched COVID-19 from a person who had the virus (when the person coughed or exhaled) or by touching surfaces that have been infected and then they touched their eyes, nose or mouth.

LET’S REFLECT!

- ¿Cuánto has aprendido esta semana?
* En esta semana he aprendido nuevas palabras con relación a la medicina.

- ¿Revisaste si tus respuestas coinciden con la clave de respuestas?
* Si, revise para poder estar bien segura de mis respuestas.

- ¿Qué te comentaron sobre la historia en inglés que creaste? ¿Qué opinas tú?
* Me dijeron que estaba bien y ademas que para ser un texto pequeño tiene la información más relevante; Yo creo que en el texto que hice esta la información más relevante acerca del origen de la
COVID-19.

- Encierra una de las cuatro opciones. Selecciona la opción que mejor exprese lo que puedes hacer ahora que culminaste las dos actividades de la semana.

DÉCIMA TERCERA SEMANA
TEMA: COVID-19 and its impact on our family*

Resolución del día 2:
Actividad: My family portrait.
30/06/20

LET’S SELF-ASSESS!
¿Cuánto sabes comunicar sobre tu familia en inglés? Marca con una “X” donde creas conveniente. Aquí no hay respuestas correctas o incorrectas, lo importante es que seas honesta/o contigo misma/o al responder.

LET’S OBSERVE AND READ!
OBSERVE - EXERCISE 1
- Draw a line and match the portraits with the correct description. Follow the example:

LET’S UNDERSTAND!
UNDERSTAND - EXERCISE 1
- Change the sentences about the dialogue to make them true. Follow the example:
1. There are seven members in Luis’s family.
* Example: There are two members in Luis’s family / There are seven members in Milagros’s family.

2. “Lucho” lives with his father.
* “Lucho” lives with his mother.

3. “Mila” has two sisters.
* “Mila” has two brothers.

4. “Mila” lives with her uncle Marco.
* “Mila” lives with her grandfather Marco.

5. Diego is 9 years old.
* Diego is 8 years old.

UNDERSTAND - EXERCISE 2
- Complete the family tree with the correct names of the Seminario family. Follow the example:

UNDERSTAND - EXERCISE 3
- Complete the sentences with the correct name from the box. Follow the example:

~~Dina~~ – ~~Lucho~~ – ~~Karina~~ – ~~Diego~~ – ~~Tito~~ – ~~Marce~~ – ~~Andrés~~ – ~~Marco~~ - ~~Mila~~

1.   Mila   and Tito  are twins. They were born in the same day.

2. Karina’s son is Lucho  .

3.   Andres  is Tito’s father.

4. Diego’s grandparents are Diana  and Marco .

5. Lucho’s mom is Karina  .

6. Everyone calls Milagros’s mother Marce.

7. Diego  is only 8 years old.

LET’S PRACTISE!
PRACTISE – EXERCISE 1
- Write whose these items belong to. Follow the examples:

PRACTISE – EXERCISE 2
- Make sentences with the words in parenthesis ( ). Follow the example:

1. (My uncle / name / is / Pedro) My uncle’s name is Pedro .

2. (Ines / dog / is / black)   Ines's dog is black .

3. (Maria / house / is / big)   Maria's house is big .

4. (My sister / hair / is / brown)   My sister's hair is brown .

5. (Isabel / family / is / small) Isabel's familiy is small .

Resolución del día 4:
Actividad: Do it yourself – D.I.Y
02/07/20

LET’S CREATE!
Introduce yourself and tell us about your family members. What are their names? How old are they? What is the colour of their hair or eyes? Write a short text about your family and draw a picture or paste a photo of them.

Familia Feliz Con Dos Niños Y Perros Grupo De La Gente De Los ...

Hi, my name is Mariana and I am 16 years old. I live with my parents, my sister, and my little dog. My father is colled Mario and he is 55 years old. My mother is a teacher and her name is Cecilia, she is in her middle age. My sister's name is Elvira she is 14 years old, she
like´s draw and paint. Finally my dog's name is Chico and it's brown, and lovely.

LET’S REFLECT!
¿Cuánto has aprendido esta semana?
* He aprendido a describir a mi familia en inglés.

¿Revisaste si tus respuestas coinciden con la clave de respuestas?
* Si, las hice para poder estar segura de que estuvieran bien.

¿Qué te comentaron sobre el texto en inglés que escribiste? ¿Qué opinas tú?
* Que les parecio interesante la forma de espresarmeal escriir mi texto. Que al escribir este texto he podidi practicar un poco más mi ingles para poder expresarme facilmente.

- Dale un visto bueno a una de las cuatro opciones. Selecciona la opción que mejor exprese lo que puedes hacer ahora que culminaste las dos actividades de la semana.

DÉCIMA CUARTA SEMANA
TEMA: COVID-19 and its impact on our family*

Resolución del día 2:
Actividad: A productive day at home.
07/07/20

LET’S SELF-ASSESS!
- ¿Cuánto sabes comunicar sobre tu nueva rutina en inglés? Marca con una “X” donde creas conveniente. Aquí no hay respuestas correctas o incorrectas, lo importante es que seas honesta/o contigo misma/o al responder.

LET’S OBSERVE AND READ!
OBSERVE - EXERCISE 1
- Complete the sentences with the correct room of the house. Follow the example:

LET’S UNDERSTAND! UNDERSTAND
EXERCISE 1
- Correct the following sentences using The Saidi family’s planner. Follow the example:

1. Amina cooked dinner in the garage on Tuesday.
Amina cooked dinner in the kitchen on Monday .

2. Celia bought groceries at the supermarket on Tuesday.
Lydia bought groceries at the supermarket on Tuesday.

3. Lydia exercised in the kitchen on Monday at 8 a.m.
Lydia exercised in the living room on Monday at 8 a.m .

4. Amina baked a cake on Monday.
   Celia baked a cake on Monday.

5. Movie night was on Monday at 9 p.m.
Movie night was on Monday at 7 p.m .

6. On Monday at 2 p.m. Lydia cooked dinner and Amina cleaned the living room at 2 p.m.
On Monday, Amina cooked dinner and Lydia cleaned the kitchen at 2 p.m.

7. Lydia cleaned the living room on Tuesday at 6 p.m.
Lydia cleaned the big bedroom on Tuesday at 4 p.m.

UNDERSTAND - EXERCISE 2
- Complete the text about the Saidi family’s planner with the correct verb from the box. Follow the example:

~~watched~~ – ~~baked~~ – ~~went~~ – ~~cooked~~ – ~~cleaned~~ – ~~washed~~ – ~~worked~~ – ~~made~~

Monday was a very productive day for the Saidi family. We accomplished everything we planned for the day! We woke up at 7 a.m., my grandma Celia (1)made  breakfast while I (2) watched   all the clothes.
When we finished having breakfast, I started to study on the computer while my mom, Lydia,
(3) wet to the living room to exercise. From 10 a.m. to 1 p.m. my mom (4) worked on the computer and my grandma (5) baket   a cake.
We had lunch together at 1 p.m. and at 2 p.m. I (6)   cooked   dinner while my mom (7) cleaned the kitchen.
At 7 p.m. we (8) watched   a movie together and ate the cake! Some days are great while others are not that great, but we are always there for each other

LET’S PRACTISE! PRACTISE
EXERCISE 1
- Complete the short text using only the words from the box. Follow the example:

ON – AT - WHILE
Hi! I’m Paolo. Here is my new routine. I wake up at (1) 5 o’clock every day. Then, I go out to work while (2) my family sleeps. I need to be up early to accomplish what I want for the day.
   on   (3) Wednesdays and Fridays, my daughter Luisa comes to work with me at the bakery. I make the bread while   (4) Luisa opens the bakery. What do you think about my new routine? Is yours similar?   at   (5) 3 p.m. we go home and have lunch together.   on (6) Mondays, we rest because Saturdays and Sundays are very busy.

PRACTISE
EXERCISE 2
- Complete the short text using only the words from the box. Look at the example:

ON – AT
1. My father and I cooked dinner on Friday.
2. I took a shower at   6 a.m.
3. Grandma rested   at    3p.m. on Saturday.
4. On   Sunday, we played cards together.
5. I went grocery shopping   at 5 p.m.; then I washed all the food.
6. Movie night was on   Friday.

PRACTISE
EXERCISE 3
- Complete the sentences with the correct form of the verb in past. Look at the example.

~~watch~~ - ~~play~~ - ~~stay~~ - ~~start~~ - ~~work~~ - ~~open~~

1. I worked all day long yesterday.
2. Last Monday, I played    football with some friends.
3. My sister   started    her university classes last week.
4. Last night, my family and I watched   a romantic film.
5. The Castro family opened   a new take-away restaurant.
6. During the lockdown, I stayed at home as instructed by the President

Resolución del día 4:
Actividad: Do it yourself – D.I.Y.
09/07/20

LET’S CREATE!
- Write a short text describing a productive day your family had during the lockdown. What did you do that day? How did you share the responsibilities?

* Hi! I'm Mariana. Here is my new rutine. Every monday are very productive. I woke up at 6:30 a.m, while my mother and my father made breakfast. Then my sister wokw up at 7:00 o'clok.
When we finished having breakfast my sister and i started study on the computer in our rooms while my mother worked in the computer to.
From 11:15 a.m to 12: 45 p.m my father cooked in the kitchen and then we had lunch together at 1:20 p.m to 2:00 p.m. In the afternoon we continue study while my father and my father worked.
At 7:30 p.m we had dinner and maybe watched a movie in the living room together and then we went to sleep.

LET’S REFLECT!
- Dale un visto bueno (icono de visto bueno) a una de las cuatro opciones. Selecciona la opción que mejor exprese lo que puedes hacer ahora que culminaste las dos actividades de la semana.

WEEK 18

06/08/20

TOPIC: Exercises

WEEK 19
13/08/20

TOPIC: Descrimination and diversity.

D. I. Y.

Q1. In social behavior, discrimination is the unequal treatment of a person or group for racial, religious, physical, political, sex, age, physical or mental condition, sexual orientation.

Q2. Examples of Discrimination: Age, Caste, Disability, Language, Name, Nationality., Race or ethnicit, Region.

Q3. Trait mindfulness dampens the relationship between perceived discrimination and depressive symptoms.

Q4. A person might be discriminated against because of their race, age, sex, politics, sexual orientation, gender identity, religion, the way they look, a past criminal record, the person's lifestyle, their choice of clothing, their age or their disabilities.

3. What are some types of discrimination?

4. Finally:
- What is individual discrimination?
* It is one that occurs between one individual and another. That is, when a person treats another person differently and negatively without there being a different contextual reason.

- What is institutional discrimination?
* It refers to the unfair and discriminatory treatment of an individual or group by a society and its institutions.

- What is collective discrimination?
* When a different treatment is given from one group to another, negative and inferior for the same reasons. For example, collective discrimination is suffered by the LGBT community.

- What are some international treaties that address discrimination?
* Important documents of the United Nations that address discrimination include:
The Universal Declaration of Human Rights and The International Convention on the Elimination of All Forms of Racial Discrimination (ICERD).

- ¿What are some types of discrimination?

* People may discriminate on the basis of age, criminal record, caste, height, weight, physical appearance, disability, family status, gender identity, gender expression, generation, genetic characteristics, marital status, nationality, Profession, color, race, etc.

WEEK 20
TOPIC: Celebrate the divesity

THE STORY OF MIRIAM
Miriam have 14 year old, she's a high school student, She suffers from body size discrimination, her classmates make fun of her because at her school she can't erase the blackboard or help decorate her classroom when a holiday occurs. People think she is lazy, but they are people she doesn't know and they judge her without knowing her.
Her parents work, they work in their own mini-market and she supports them in everything, she is hard-working, organized and very intelligent. This problem of discrimination that she has tells her parents and her teacher, so then they seek a favorable solution for Miriam.

- Imagina que Sara y Ario te visitan, ¿Cómo sería ese diálogo? . Escribe un diálogo corto que podría ser incluido en la historia

- Hey Stephany -said Ario and Sara
- How are you? -said
- I am said -Very good and happy - they -we come to tell you that we can all be great heroes -said Sara happily
-How? - I asked
They explained to me that by staying home and protecting our family, we are being heroes, I was excited and promised to always do what every hero does, protect others.

WEEK 21
27/08/20

TOPIC: ¡Lets! Protect our mental health