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Coordinación de
INGLÉSOrientaciones Académicas
Código: 80007OCTAVO Nivel
I semestre 2020
Elaborado por: 88315629Correo electrónico: [email protected]éfono: 88315629
Visite la página web ingresando a: www.coned.ac.cr
Orientación General
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Colegio Nacional de Educación a Distancia
Universidad Estatal a Distancia
Para orientar su proceso de estudio, leer lo siguiente:
1. Educación a distancia: Se debe asumir 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.
2. 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: Puede comunicarse con el coordinador de la materia en caso de tener dudas sobre las tareas o temas puntuales, lo anterior en caso de que no poder asistir a tutorías.
Blog de la asignatura:Ingresando a la página de CONED www.coned.ac.cr, puede acceder al blog de cada materia, donde encontrará 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
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Sedes de CONEDEl Programa CONED está en la mejor disposición de atender a sus consultas en los teléfonos y correo
electrónico correspondiente a cada una de las sedes.
Sede Teléfono Encargado(s) Correo electrónico
Acosta 2410-3159 Norlen Valverde Godínez [email protected]
Cartago 2591-9548 Paula Céspedes Sandí [email protected]
Ciudad
Neilly
2783-3333 Merab Miranda Picado [email protected]
Esparza 2636-0000
Ext. 140
Jesuana Araya Angulo [email protected]
Heredia 2262-7189 Cristian Adolfo Salazar
Gutiérrez
Liberia 2666-
4296
/2665-
1397
Yerlins Miranda Solís [email protected]
Limón 2758-1900 Marilin Sánchez Sotela [email protected]
Nicoya 2685-4738 Daniel Hamilton Ruiz Arauz [email protected]
Palmares 2452-0531 Maritza Isabel Zúñiga Naranjo [email protected]
Puntarena
s
2661-3300 Sindy Scafidi Ampié [email protected]
Quepos 2777-0372 Lourdes Chaves Avilés [email protected]
San José 2221-3803 Elieth Navarro Quirós [email protected]
Turrialba 2556-3010 Mirla Sánchez Barboza [email protected]
3
Evaluación
Esta asignatura se aprueba con un promedio mínimo de 65, 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 se debe una única asignatura 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. (el comité de evaluación ampliado determinará la condición final de la persona estudiante)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.
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I Prueba escrita 20II Prueba escrita 20III Prueba escrita 20
I Tarea 10%II Tarea 15%
III Tarea 15%
Se aclara que siguiendo el Artículo 27 del REA “las tareas pueden ser desarrolladas, durante las tutorías o fuera de este horario”, no alterando por este acto la validez del instrumento evaluativo.
Calendarización de las pruebas I semestre 2020
Consulte la hora de aplicación en la sede respectiva, este atento a la siguiente distribución de días según sedes versión A y Versión B, tome en cuenta que las sedes versión A atienden de lunes a
viernes y las sedes B sábado y domingo.
VERSIÓN A VERSIÓN BSan José, Nicoya, Turrialba, Heredia, ALUNASA,
Cartago, Acosta, QueposPalmares, Ciudad Neilly, Liberia, Limón,
PuntarenasPROGRAMACIÓN I PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 16 de marzo
Martes 17 de marzo
Miércoles 18 de marzo
Jueves 19 de marzo
Viernes 20 de marzo
Sábado 21 de marzo
Domingo 22 de marzo
Matemática EstudiosSociales
Edc. Cívica
Español Ciencias/Biología
Inglés MatemáticaEspañolSociales
InglésCiencias/ Biología
Educación CívicaPROGRAMACIÓN DE II PRUEBA ESCRITA
VERSIÓN A VERSIÓN BLunes 27 de
abrilMartes 28
de abrilMiércoles 29
de abrilJueves 30
de abrilViernes 1 de
mayo deSábado 2 de
mayoDomingo 3 de
mayoMatemática Estudios
Sociales/Inglés
Español Ciencias/Biología
Feriado MatemáticaEspañolSociales
InglésCiencias/ Biología
PROGRAMACIÓN III PRUEBA ESCRITA
VERSIÓN A VERSIÓN BLunes 25 de
mayoMartes 26 de mayo
Miércoles 27 de mayo
Jueves 28 de mayo
Viernes 29 de mayo
Sábado 30 de mayo
Domingo 31 de mayo
Matemática EstudiosSociales
Edc. Cívica
Español Ciencias/Biología
Inglés MatemáticaEspañolSociales
InglésCiencias/ Biología
Educación Cívica
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FECHAS DE PRUEBAS DE SUFICIENCIA Y AMPLIACIÓN I Y II FAVOR DE CONSULTAR EN SU SEDE RESPECTIVA
__________________________________________________
Sede Ciudad Neilly, Horario de aplicación: martes y miércoles
Orientaciones del I semestre 2020
Semana
Lectiva
Temas Fecha Actividades
1.Chapter# 1 My
High School…Our place
1. High School -- Bring it on!
2. A Day in the Life of My High School
Pages 7-28
10-16 febreroInicio de Tutorías
Inicio cursos virtualesSemana de inducción
2. Chapter # 1 My High School…Our place3. What is Your Next
Class?4. High School
Through my Friend´s Eyes
Pages 28- 41
17-23 febrero
3. Chapter # 2 Let the Good Times
Roll!1. Fun times: Inside
and Out2. What´s your
favorite?Pages 41- 55
24 febrero 1 marzo
4. Chapter # 2 Let the Good Times
Roll!3. Ready to play: Tell
me the rules4. Up Close and
PersonalPages 56 – 66
2-8 marzo ENTREGA I Tarea8 de marzo día internacional de las mujeres
5.REPASO
9-15 marzo
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6. 16-22 marzo I PRUEBA ESCRITAHorario según corresponda a cada sede20 de marzo: Aniversario Batalla de Santa Rosa
7. Chapter # 3 Something to
Celebrate!1. Let’s celebrate: Holidays with My
Family2. Let’s celebrate:
Latin American Holidays and
Festivals Pages 67- 82
23 – 29 marzo
8. Chapter # 3 Something to
Celebrate!3. Let’s celebrate:
Holidays and Festivals around the
World4. A holiday to
remember: One of my favorites
Pages 82-97
30 marzo – 5 abril
9. 6-12 abrilSemana Santa
11 de abril: Celebración de la batalla de Rivas y acto heroico de Juan Santa María.
10.Chapter # 4 Going
Shopping!
Pages 105 -132
13-19 abril
11. 20-26 abril ENTREGA II TAREA ORALEs una evaluación Oral por lo tanto debe de ser
presencial.
Para conocer el horario de cada grupo, debe de contactarse con el tutor
12. 27 abril -3 mayo II PRUEBA ESCRITAHorario según corresponda a cada sede1 de mayo: Día internacional de la clase trabajadora.
13. Chapter # 5 Unforgettable
Events
Pages 133 - 154
4 -10 mayo
14.Chapter # 6
Amazing Costa
11-17 mayoENTREGA III Tarea
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Rica!1. Beautiful Costa
Rica2. Hiking,
Biking and Walking Around Costa Rica
Pages 157- 177
Comprensión AuditivaEsta evaluación es presencial.
Para conocer el horario de cada grupo, debe contactar al tutor a cargo.
15. Chapter # 6 Amazing Costa
Rica!3. Traveling Necessities
4. Planning My Perfect Vacation
Pages 177- 185
18 -24 mayo 22 de mayo: Día internacional de la Biodiversidad.
16. 25 mayo – 31 mayo
III PRUEBA ESCRITAHorario según corresponda a cada sede
17. 1-7 junio Entrega de resultados
18. 8-14 junio Pruebas de ampliación I convocatoriaPruebas de suficiencia
19. 15-21 junio Resultados finales a los estudiantes
20. 22 junio-28 junio Pruebas de ampliación II convocatoria
MATRICULA II SEMESTRE 2020
21. 29 junio 5 julioReceso Institucional
6 – 12 julio Receso Institucional
*Mes de junio ultima aplicación de pruebas nacionales de Bachillerato
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Chapter # 1 My high school … Our place.
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. understand specific information when people speak at normal speed about leisure activities. There may be a need to repeat particular words and phrases.
L.2. understand main ideas and key points from teacher explanations and audio announcements about leisure activities, delivered clearly and at a slow pace, supported by textbook illustrations.
R.1. answer literal questions in straightforward messages.
R.2. manipulate English language sounds using knowledge in phonics, syllabification and word parts.
R.3. understand important information on the label of packages (e.g., directions for use, and instructions for preparation).
R.4. understand the main points and supporting details in simple, clearly drafted print materials, such as school handouts, brochures, letters and messages or newspapers
Oral and Written Production SI.1. discuss different things to do for fun. SI.2. ask and answer questions about
experiences, events, past experiences. SP.1. describe experiences, events and
storytelling related to exercise, sports and games.
SP.2. describe what is occurring in a film or book, and indicate their personal opinion about it.
W.1. write a shot description of personal experiences without using an aid, such as a dictionary, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).
Identifies others’ expressions of interests regarding school activities (e.g. likes and dislikes, indicating preferences about subjects and school activities).
Recognizes short, clear and simple instructions and explanations when delivered slowly.
Recognizes the main points in short, simple stories.
Expresses common interests about school life.
Says what exactly he/she does not understand and asks simply for clarification.
Names school activities. Asks and answers straightforward
questions in familiar situations. Describes common interests about school
activities, the subjects and schedule he /she has at school.
Explains high school through his/her friends/ peers briefly.
Discriminates important information in simple texts.
Identifies English language sounds.
Written Production- Comprehension Extracts the gist of short articles and ads in
age-appropriate magazines (print and/or electronic).
Identifies the subject pronouns in statements.
Identifies simple present tense forms in statements.
Employs possessive s / s´ in the correct way.
Uses the present Continuous tense to give opinions.
Applies frequency adverbs in statements. Uses adverbs of sequence in paragraphs or
statements.
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Applies prepositions of time in statements or readings.
Develops sentences with phrasal verbs. Writes with the help of illustrations an
explanation of what they do every day at school.
Chapter # 2 Let the Good Times Roll!
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. understand isolated, familiar words and phrases when listening to clear, slow, and basic text read aloud.
L.2. extract important information from audio texts (e.g., sports announcements, sports scores) provided the message is delivered clearly.
L.3. understand the most important points in a straightforward conversation, story, account or presentation accompanied by drawings and/or diagrams provided, if it is told slowly and clearly.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
R.2. recognize some key terminology from subject areas (e.g., labels on sports equipment).
R.3. understand the main idea and two or three details in texts written in simple language using high frequency words and/or words recognized from other known languages.
R.4. understand most of what occurs in a well-structured short story and the story’s main characters.
Oral and Written Production SI.1. invite others to practice or attend
different sports. SI.1. invite others to practice or attend
Recognizes isolated, familiar words and phrases when listening to clear, slow, and basic text read aloud.
Recognizes important information from audio texts (e.g., sports announcements, sports scores) provided the message is delivered clearly.
Extracts the most important points in a straightforward conversation, story, account or presentation accompanied by drawings and/or diagrams provided there is some previous familiarity with the topic.
Identifies isolated and familiar words and phrases by matching words or phrases with definitions or meaning.
Invites others to practice or attend different sports.
Exchanges information about everyday matters using simple vocabulary.
Asks and answers questions about favorite sports, places to practice them, equipment needed, outstanding players and achievements.
Describes a day he/she will never forget in sports.
Explains briefly a sport, a sports team, or a videogame he/she knows well.
Uses simple sentences and expressions to describe sports, videogames and leisure activities.
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different sports. SI.2. exchange information about everyday
matters using simple vocabulary (e.g., weekend activities, sports, hobbies, interest and entertainment).
SI.3. ask and answer questions about favorite sports, places to practice, equipment needed, outstanding players and achievements.
SP.1. describe a day in sports he/she will never forget.
SP.2. explain briefly a sport, a sports team, a videogame he/she knows well.
W.1. use simple sentences and expressions to describe sports, videogames and leisure activities.
W.2. prepare simple reminders or notes regarding sports or videogames for personal use (e.g., notes, agendas, calendars).
W.3. write an introduction or conclusion to a story with the help of a dictionary, checking written sentences to look for mistakes (e.g., subject-verb agreement, capitalization, spelling, basic punctuation etc.).
Prepares simple reminders or notes regarding sports or videogames for personal use.
WRITTEN COMPREHENSION – PRODUCTION
Writes simple sentences, expressions to describe sports, videogames and leisure activities.
Recognizes verbs follow by infinitives and gerunds.
Shows personal opinions by answering wh questions and yes / no questions.
Selects the appropriate modals in readings or statements.
Identifies English language sounds using knowledge in phonics, syllabification and word parts.
Discriminates some key terminology from subject areas (e.g., labels on sports equipment).
Recognizes the main idea and two or three specific details in readings.
Chapter # 3 Something to Celebrate!
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. understand main information in short,straightforward audio messages if thesemessages are delivered slowly andclearly (e.g., holidays and celebrations).
L.2. understand specific details in an audioadvertisement if it is deliveredclearly and related to his/her interest.
L.3. understand the gist of overheardconversations generally.
R.1. identify and manipulate English languagesounds using knowledge inphonics, syllabification and word parts.
R.2. follow a set of clear-cut instructions(e.g., what to do if you attend a
Recognizes main information in short, straightforward audio.
Distinguishes specific details in an audio advertisement if it is delivered clearly and concerns a product and/or service of interest to the student.
Recognizes the gist of overheard conversations generally.
Identifies English language sounds using knowledge in phonics, syllabification and word parts.
Asks and answers about local holidays, celebrations and festivals.
Asks and answers about holidays and festivals in Latin America and around the World.
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festival or celebration), especially if there arepictures.
R.3. understand chronological order withinspecial sentence structuresusing linkers: sequential past time.
Oral and Written Production SI.1. ask and answer about local holidays,
celebrations and festivals. SI.2. ask and answer about holidays and
festivals in Costa Rica, Latin America and aroundthe World.
SI.3. accept or refuse invitations politely. SP.1. describe a holiday, celebration and
festival in a short presentation, prepared inadvance but not read, in pair-share or smallgroup.
SP.2. describe what he/she did on his /her lastholiday, individually.
W.1. write short messages, for example to makeor change an invitation or an appointment tomeet on a holiday, a festival or a celebration.
W.2. write a text message or a postcard/e-postcard to friends to give news aboutholidays, festivals or celebrations, checkingwritten sentences to look for mistakes(e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).
Accepts or refuses invitations politely. Describes holidays, celebrations and festivals in
general. Describes what he/she did on his /her last holiday. Writes a text message or a postcard/e-postcard to
friends to give news about holidays, festivals or celebrations.
WRITTEN PRODUCTION – COMPREHENSION Discriminates a set of clear-cut instructions (e.g.,
what to do if you attend a festival or celebration), especially if there are pictures.
Identifies isolated and familiar words and phrases by matching words or phrases with definitions, pictures or meaning.
Writes a text message or a post card to friends to give news about holidays, festivals or celebrations.
Applies simple present tense forms in statements. Employs Zero conditional in statements. Describes situations by using past continuous
tense forms. Applies signal words by using sequential past time. Names regular and irregular verbs. Identifies the use of simple past tense forms in
statements. Recognize the verb to be past tense forms in
statements.
Chapter # 4 Going Shopping!
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. understand the main idea of a presentation on a topic when the subject is familiar to them and it is delivered slowly and clearly (e.g., another student’s report about different services they can get in a commChaptery).
L.2. understand simple technical explanations if given slowly and clearly and opportChaptery
Recognizes the main idea of a presentation on a topic when the subject is familiar to them and it is delivered slowly.
Identifies English language sounds using knowledge in phonics, syllabification and word parts.
Discriminates directions for getting to a place, using everyday reference material (e.g.,
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is given for clarification (e.g., how to get to different places).
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
R.2. understand short instructions illustrated through step-by-step visuals (e.g., following simple map´s directions).
R.3. understand directions for getting to a place, using everyday reference materials (e.g., advertising material, city maps and GPS gadgets).
Oral and Written Production SI.1. ask appropriate questions during a
conversation to ensure the other person understands points being made or information being given.
SI.2. ask someone to say something more clearly, to explain something a different way, or to repeat what has been said.
SP.1. make recommendations about convenient places to buy something.
SP.2. tell a simple direction (e.g., how to get to a location) as well as offer simple explanations to others.
W.1. write recommendations about going shopping wisely.
W.2. write straightforward text on topics familiar to them.
W.3. write a summary sentence of a text’s main points, giving one or two details, checking written sentences to look for mistakes. (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.
advertising material and city maps, GPS gadgets).
Asks appropriate questions during a conversation to ensure that the other person understands points being made or information being given.
Asks someone to say something more clearly, to explain something a different way, or to repeat what has been said.
Gives recommendations about convenient places to buy something.
Tells a simple direction (e.g., how to get to a location) as well as offers simple explanations to others.
Identifies different retail shops and services in my town.
Exchanges information for shopping wisely. Applies directions to get to retail shops and
services in town. Produce sentences in comparative or
superlative forms.
WRITTEN PRODUCTION – COMPREHENSION Writes recommendations about going
shopping. Completes statements with comparative and
superlatives forms. Describes goods and services you can you get
in different places. Selects the article according to the nouns. Chooses the most appropriate modal in
statements. Use there is / are forms in statements or
readings. Writes imperatives statements. Identifies phrasal verbs for shopping in
statements or readings. Uses how much / many according to nouns. Applies prepositional phrases and prepositions
by answering questions or giving directions. Writes a summary sentence of a text’s main
points, giving one or two details. Discriminates short instructions illustrated
through step-by-step visuals (e.g., following simple map´s directions).
Identifies isolated and familiar words and phrases by matching words or phrases with definitions or meaning
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Applies demonstratives is statements or readings.
Chapter # 5 Unforgettable Events
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. listen to other students’ contributions in class, and use these responses as models for their own.
L.2. identify the main points of an age-appropriate audio-visual presentation (news items reporting events, accidents).
L.3. understand the gist of a short text when read aloud clearly and slowly.
R.1. identify and manipulate English language sounds using knowledge in phonics, syllabification and word parts.
R.2. extract main ideas from diagrams, with accompanying text, and use information to answer questions if given lead-in phrases.
R.3. understand the main information and a few details in short articles and reports (e.g., a national or world event) if they deal with familiar subjects.
Oral and Written Production SI.1. ask for assistance (e.g., understanding
textbook problems, asking for clarification of vocabulary, terminology).
SI.2. ask and answer questions about a personal, family, national or worldwide event.
SP.1. use simple words to give his/her opinion about a personal, family, national or worldwide event.
SP.2. describe events using simple words or sentence frames about a personal, family, national or worldwide event.
SP.3. explain reasons for an event briefly (electronic device, pet, new bridge in the town, a flood, airport, human rights).
W.1. use text as a stimulus to write short dialogue about a personal event.
W.2. give personal reactions to a piece of age-appropriate literature related to personal,
Identifies isolated and familiar words and phrases by matching words or phrases with definitions or meaning
Identifies learners’’ contributions in class, and uses these responses as models for their own.
Distinguishes the main points of an age-appropriate audio-visual presentation.
Recognizes the gist of a short text. Identifies English language sounds using
knowledge in phonics, syllabification and word parts.
Predicts what the text is about. Asks for assistance (e.g., understanding textbook
problems, asking for clarification of vocabulary, terminology).
Asks and answers questions about a personal family, national or worldwide event.
Uses simple words to give his/her opinion. Describes events using simple words or sentences
frames. Explains reasons for an event briefly. Describes a personal, family, national or
worldwide event.
WRITTEN PRODUCTION – COMPREHENSION
Extracts main information and a few details in short articles and reports.
Identifies a personal, family, national or worldwide event.
Gives information about a personal, family, national or worldwide event by applying future tense will with past continuous clause.
Employs phrasal verbs according to the context. Recognize simple past tense and past perfect
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family, national or worldwide event, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.)
simple in statements or texts. Applies superlatives and comparatives forms of
adverbs. Elaborates questions, answers within sentence
frames.
Chapter # 6 Amazing Costa Rica!
Linguistic Competences IndicadoresOral and Written Comprehension
L.1. recognize verbal instructions related to the topic.
L.2. discriminate key words related to the topic when a text is being read aloud.
L.3. understand the main idea of media presentations on familiar events or places.
R.1. identify English language sounds using knowledge in phonics, syllabification and word parts.
R.2. understand the most important information in short narratives with some illustrations as support.
R.3. finds links and connections between events related to traveling in e-mails, web chats, postcards, or short letters.
Oral and Written Production SI.1. suggest different things to do,
places to go in his/her country. SI.2. ask and answer simple questions
about different tourist attractions. SI.3. ask and answer simple questions
about vacation plans. SP.1. summarize a short story expressed
in a simple sequence of events. SP.2. describe simple steps to enjoy a
touristic activity (e.g., “Then wear a life jacket and a pair of comfortable shoes.”, “take a cold shower after enjoying the hot springs”).
SP.3. describe familiar places and tourist attractions using simple vocabulary and language constructions.
W.1. write a timeline of a dreamed vacation.
W.2. write a brochure with the aid of a
Identifies isolated and familiar words and phrases by matching words or phrases with definitions or meanings.
Recognizes verbal instructions related to the topic. Discriminates key words related to the topic when a
text is being read aloud. Retells the main idea of media presentations on
familiar events or places. Identifies English language sounds using knowledge in
phonics, syllabification and word parts. Distinguishes the most important information in short
narratives with some illustrations as support. Recognizes links and connections between events
related to traveling in e-mails, web chats, postcards, or short letters.
Suggests different things to do, places to go in his/her country.
Asks and answers simple questions about different tourist attractions
Summarizes a short story expressed in a simple sequence of events.
Describes simple steps to enjoy a touristic activity. Describes familiar places and tourist attractions using
simple vocabulary and language constructions.
WRITTEN PRODUCTION – COMPREHENSION
Asks and answers simple questions about vacation plans and provides some brief indication of reasons for their opinions.
Writes a timeline of a dream vacation. Gives examples by applying first conditional. Identifies tourist attractions in my country. Names places and tourist attractions in Costa Rica. Tells information to describe different tourist
attractions in Costa Rica.
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writing frame, checking written sentences to look for mistakes (e.g. subject-verb agreement, capitalization, spelling, basic punctuation etc.).
Applies present perfect forms in statements. Elaborates questions, answers and sentences within
sentence frames. Identifies there is/ are in sentences or readings. Writes statements or paragraphs using future time
with prepositional phrases.
Colegio Nacional de Educación a Distancia 16
Sede _______Nombre del estudiante:
_______________________
Número de cédula:
_______________________
Sección:
______
Materia:
__________
Profesor:
____________________________
Fecha de entrega:
________________
Firma del docente:
_______________
Nota obtenida: Puntos Obtenidos Porcentaje
----------------------------------------------------------------------------------------
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COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA
Nombre del estudiante: ____________________________ Número de cédula: _________________
Sección: ______________ Fecha de entrega: ____________Firma de recibido: ______________
Asignatura: ____________________
Instrucciones generales: Esta tarea deberá 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, número de cédula, nivel que cursa, el nombre del profesor, fecha en la que se entrega la tarea y número de la tutoría únicamente en la semana especifica en el cronograma
La tarea se debe entregar al tutor en el horario respectivo de la tutoría únicamente en la semana específica en el cronograma.
I Part. Make a question for each item using WH-words based on the answer given. (4 points)
1. _________________________________________?
My friends study on Saturdays.
2. _________________________________________?
My sister likes Math.
3. _________________________________________?
He’s my friend Hernan.
4. _________________________________________?
The cat loves jumping.
II Part. Rewrite the sentences using the negative form of present continuous tense. (7 points)
1. My mother is cooking rice. _________________________________________________.
2. The cat and the girl are playing in the yard. ____________________________________.
3. We are dancing. _________________________________________________________.
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Tarea número uno
Materia: Inglés Nivel: Octavo Código: 80007
Indicators: Applies yes – no questions in simple present structures.
Applies the correct form of the present progressive to sentences.
Applies going to correctly when telling about future plans.
Valor: 27 puntos 10%
Fecha de entrega: 2 a 8 de Marzo del 2020.
4. Jorge is drawing a picture. _________________________________________________.
5. I’m drinking coke. ________________________________________________________.
6. You are watching T.V. ____________________________________________________. -
7. My teacher is talking. _____________________________________________________.
III Part. Write 5 sentences about what you are going to do this weekend. Remember to use going to. (15 points)
1._______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
Evaluation Chart (For teacher’s use only)
3 pts. 2 pts. 1 pts. 0 pts.
Grammar
St. writes correctly the five sentences without grammatical errors.
St. writes correctly three –four sentences without grammatical errors.
St. writes correctly one two sentence without grammatical errors.
St. doesn’t write any sentence grammatical correct.
CoherenceSt. writes coherently the five sentences without errors.
St. writes coherently three four sentences without errors.
St. writes coherently one two sentence without errors.
St. doesn’t write any question coherently.
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