COLEGIO SAN BENITO DE TIBATÍ

Monjes Benedictinos

Área: Inglés Asignatura: Inglés Grado: 7 Maestro(a): Martha Isabel Gomez

Gomez
Gestión
académica 2023
GUÍA DE TRABAJO PARA ESTUDIANTES EN EL ___II_____ BIMESTRE

Nombre del estudiante: _________________________ Curso: _______

EXERCISE FROM METACOGNITION

AND EMOTIONAL INTELLIGENCE

Works as hard as you can!

Do not forget your limits
are only those you place on
yourself!

1. Crea un jeroglífico, tipo acertijo, usando emojis o cualquier tipo de imagen, en la cual
describas la importancia de esta asignatura para tu vida.
2. ¿Qué pudiste comprender con facilidad y qué te ayudó a ello (estudié con música, mientras
estudiaba caminaba, realicé esquemas, le expliqué a mis compañeros, un compañero me
explicó, etc.)?
3. ¿En qué tuviste dificultades y cuáles fueron las causas (no di a conocer mis inquietudes al
maestro, no presté la suficiente atención)?
4. ¿Qué acciones concretas tomarás para superar las dificultades que tienes en este momento?
5. ¿Cómo te sientes hoy a nivel emocional?
6. ¿Qué puedes hacer para conservar tu salud emocional en este último bimestre?

Combinación preguntas 5 y 6: Actividad de introspección: Previamente, tu maestro te ha

solicitado traer un espejo de bolsillo o mediano, que te permita observar todo tu rostro. Para
esta actividad, te sentarás en el suelo en mesa redonda junto a tus compañeros, observando
todo el tiempo tu reflejo, mientras completan las siguientes frases, con lo que sientes en ese
momento:

Soy ……….., me gusta…en la mayor parte de mis clases me he sentido…debido a

que……….
Siento que para este bimestre quiero… y espero…, pero tengo miedo de… ya que siento que
no puedo… por lo que necesito…

7. ¿Como maestro (a) te puedo ayudar en algo?

8. ¿Cuáles son los sueños o proyectos que te llevarán a dar lo mejor de ti mismo(a) en
este último bimestre?
9. Escribe una meta emocional, otra académica y otra de carácter espiritual, que puedas
cumplir en este último bimestre.

Combinación preguntas 8 y 9: Pregunta: ¿Qué decisión he tomado últimamente, que me ha

acercado a mis metas y tener paz interior?

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 Objectives to achieve learning

How does language influence the social and sports integration of individuals?

COMMUNICATIVE GOAL 1.1.

Produces, keeps and understands written/oral texts coherently about free time activities, computers and technology,
using: modal verbs, semi modals, passive voices, verbs of opinion and phrasal verbs.

INDICATORS DEADLINE

1.1.1. Describes and narrates historical events that happened in the past April 19th
using simple past, past continuous and modal verbs, In a comic
strip. 25%

1.1.2. Designs, proposes and socializes a project that leads to happiness, PART I- May 03rd
taking into account aspects: full life, the science of happiness, jobs, skills,
preferences, interviews, relative pronouns and adverbs. 25% PART II- May 04th -
7B
PART II- May 05th
-7A

1.1.3. Participate actively and responsibly in each class, committing to the May 18th
delivery and development of each proposed academic activity. 30%

1.1.4. Demonstrate your cognitive abilities and the extent of your academic May 25th
performance through a competency test. 20%

Contents

Mindfulness

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 PEDAGOGICAL DESCRIPTION OF THE INDICATOR
Indicator 1.1.1. Express ideas orally and in writing about sports and health problems
using modal verbs, through an informative magazine. April 20th
Specific objective to get learning:
Designs a school magazine that contains articles, comic, tips and other texts to express opinions, obligations,
needs, advices and probabilities about health.

Indicator Rubric
According to the writing rubric.
Task fulfillment 20%
Content 20%
Grammar 20%
Vocabulary and spelling 20%
Magazine 20%

Resources

Modal verbs:
Close- up book. Page 93, 97
https://www.youtube.com/watch?v=km3xMfQSmAU&ab_channel=LearnEnglishwithEnglishClass101.com
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2615/mod_resource/content/17/contenido/index.
html
Narrative templates: https://dribbble.com/tags/narrative
Writing, Close- up book. Page 98, 99
Vocabulary. Close- up book. Page 92, 96
Did you know?
When writing, it’s super important write for your audience. Think about it: You use different language when
updating your CV than when writing a university essay or article for your personal blog. Essentially, the
difference is your tone and choice of words. So before tapping out any old text, consider:
Is your text more formal, such as a university application letter, employment cover letter or essay? These texts
are:
Usually complex, with longer sentences and more thoroughly explored points
Less emotional and not designed to move the reader
Typically written with expanded words (cannot, would not have, television)
Practice

Simple past vs past continuous.

https://wordwall.net/es-ar/community/past-simple-vs-past-continuous
page 1 and 2 file:///C:/Users/Janus/Downloads/OA1_grammar_worksheets_final.pdf

Modal verbs:
https://www.youtube.com/watch?v=oXSc7SzGbGw&ab_channel=LearnEnglishwithRosie

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 PEDAGOGICAL DESCRIPTION OF THE INDICATOR
Indicator 1.1.2: Designs, proposes and socializes a project that leads to happiness, taking into account
aspects: the science of happiness, jobs, skills, preferences, interviews, relative pronouns and adverbs. May
03rd

Specific objective to get learning:

Investigate and design information resources that account for the specific skills for the development of a task.

Indicator Rubric
This indicator will be working with groups of 3 students, each group has to investigate about a job or work
assigned by the teacher. Then, students have to design a project about a Job or a work that make workers
happier, explain the abilities that they need, do some interviews and design a plan to have enjoyed the life and
be happy.
The activity will be developed in 4 stages:

Research: This stage will be worked as a homework. 5%

Proposal: students will design the interview and an Task fulfillment 20%
infographic about how they will develop the Class work 20%
proposal. 30% Plan 20%
Task fulfillment 20% Use of language 20%
Class work 20% Use of English during the activity 20%
Interview 20%
Inphographic 20% Presentation: oral presentation. 25%
Use of English 20% Task fulfillment 20%
Content 20%
Design: in this stage students have to analyze the Grammar 20%
result of the interviews and design the plan to plan Vocabulary and spelling 20%
to have enjoyed the life and be happy. 40%
Comic 20%

Resources
Find your passion (Close -up, book. Unit 8)

https://graphicmama.com/blog/what-is-
infographic/

Jobs and occupations flashcards and vocabulary. https://www.vocabulary.cl/Basic/Professions.htm

Modal verbs:
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2615/mod_resource/content/17/c
ontenido/index.html
Did you know?
The record for the most major league baseball career innings is held by Cy Young, with 7,356 innings.
The Major League Baseball teams use about 850,000 balls per season.
The first instance of global electronic communications took place in 1871 when news of the Derby winner was
telegraphed from London to Calcutta in under 5 minutes.

Practice

4
 PEDAGOGICAL DESCRIPTION OF THE INDICATOR
Indicator 1.1.3: Participate actively and responsibly in each class, committing to the delivery and development of each
proposed academic activity. May 18th

SPECIFIC OBJECTIVE TO GET LEARNING:

Attend and practice new concepts, grammatical forms and other expressions of the English language, in order
to improve the use of language and communication through the four language skills.

INDICATOR RUBRIC
This indicator will be worked throughout the period, where the student must collect 30signatures,
equivalent to 0.1 each, developing the following activities:
1. Development of the workshops of the book and platform
2. Development of practice exercises, tasks, and participation in class
3. Punctual presentation of each activity within class time
4. Participation and correct handling of the spelling of the given vocabulary
5. Notes and excellent presentation of the notebook
 Presentation of IELST type test equivalent to 0.04 out of 50 for a total of 20 signatures

RESOURCES
o Use of vocabulary page 92
o Reading pages 90- 91
o Grammar modal verbs of obligation and necessity.
o Grammar
o Complementary workshops on pages.
o Audio workshops page 94
o Speaking page 83
o Writing page 86- 87
o Close- up book. Unit 8 and unit 9

DID YOU KNOW?

According to a 2010 study out of the journal BMC Medical Research Methodology, bright colors go hand-in-hand
with happiness. This is especially true of yellow, the study found, as happier people favor that color. Oppositely,
gray was most closely associated with anxiety and depression in the study.

PRACTICE

Relative Pronouns.
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2749/mod_resource/content/7/cont
enido/index.html#Actividad1

2
 PEDAGOGICAL DESCRIPTION OF THE INDICATOR
Indicator 1.1.4: Demonstrate your cognitive abilities and the extent of your academic performance through a
competency test. May 25th

SPECIFIC OBJECTIVE TO GET LEARNING:

Evaluate the different concepts learned in class, along with the new words the students discovered in the
Development of the different indicators.
INDICATOR RUBRIC
Listen general outstanding
25% accuracy for answers
Remembering information

Read vocabulary selection

25% reading comprehension
Accuracy
focus question
Write Grammar tense structure
25% use of vocabulary
Sentences structure
organization (limited) (adequate)
Minimal Mechanics (punctuation, capitalization and spelling)
grammar use (subjects, adjectives, verbs and all categories)
Speak pronunciation
25% use of vocabulary
Fluency
basic grammar organization
Use of content
visual contact
communicate Ideas clearly
expressions
tone quality

RESOURCES

Close –up, book. Unit 8 and 9

Relative Pronouns.
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2749/mod_resource/content/7/cont
enido/index.html#Actividad1
Jobs and occupations vocabulary. https://www.vocabulary.cl/Basic/Professions.htm
Modal verbs:
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2615/mod_resource/content/17/con
tenido/index.html
Modal verbs.
https://www.youtube.com/watch?v=km3xMfQSmAU&ab_channel=LearnEnglishwithEnglishClass101.com
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2615/mod_resource/content/17/contenido/index.ht
ml

DID YOU KNOW?

The Happiness Formula

H = S + C +V

The total level of happiness (H) is the sum of your biological set points (S), the conditions of your life
(C) and the voluntary activities (V) that you do. Now let’s dive deep into each of these:

3
 6th and 7th
This activity is focused on the breath, because the physical sensation of
breathing is always there and you can use it as an anchor to the present moment

Communicative goal: to pay attention to the present moment.

Date: March 29th

Warm up.

https://www.youtube.com/watch?v=F0SWMICwtm0&ab_channel=gozenonline

To help them process anxiety, kids discover how to go from asking constant "What if" questions to coming
back to "What is" going on in the present moment.

Meditation

Teacher will guide student meditations.

1. Sit comfortably. Students will sit on the floor.

2. Cross your legs comfortably in front of you.
3. Straighten your upper body—but do not stiffen. Your spine has natural curvature. Let it be there.
4. Notice what your arms are doing. Situate your upper arms parallel to your upper body. Rest the
palms of your hands on your legs wherever it feels most natural.
5. Soften your gaze. Drop your chin a little and let your gaze fall gently downward. It’s not necessary
to close your eyes. You can simply let what appears before your eyes be there without focusing on it.
6. Feel your breath. Bring your attention to the physical sensation of breathing: the air moving through
your nose or mouth, the rising and falling of your belly, or your chest. (10 minutes).
7. You are a home. How is your front?
Beautiful Damnably Commodious Cozy Gigantic Grand Ancient
huge
Prodigious Lavish Alluring Attractive Enchanting Expensive Roomy
Spacious Ravishing Tranquil Costly Tiny Amenities Splendid

8. Which actions you do to take care of it?

9. How is your home inside?
10. Who are inside your home?
11. What is the meaning of the symbols that are in your bedroom?
12. Are there animals?
13. Which color is your bedroom?
14. What is four favorite place in your home?
15. Feel your breath. (3 minutes) then open your eyes.
16. Draw your home.
17. In groups of two students. (Each student will say 3 important qualities of his/her classmate)

4
The following rubric contains the evaluation criteria for your self-evaluation. This must be completed based on
your perception of your performance during this term. At the end you will find two questions in Spanish to
justify you evaluation and create a compromise for the next term.

Review Workshop

Dear student, please read VERY CAREFULLY:

This reinforcement workshop must be resolved as part of your Academic leveling commitment for the
fourth academic bimester. The delivery of the same will NOT be evaluated, but IT IS A REQUIREMENT
TO BE ABLE TO PRESENT THE LEVELING EXAM.

You must resolve the performance activity that you failed. This is the way you prepare to present your
leveling that will take place. THE NEXT June 2. On the May 31, before the leveling exam, we will clear up
doubts and have a general review of the skills that will be evaluated.

COMMUNICATIVE GOAL

Produces, keeps and understands written/oral texts coherently about sports, sport equipment, jobs, parts of
the body, health problems, school objects using: modal verbs, semi modals, passive voices, verbs of opinion
and phrasal verbs.

5
https://learnenglishkids.britishcouncil.org/video-zone/how-do-firefighters-put-out-fires

Read the following dialogue and pay attention to the different meanings expressed by using modal verbs.

Develop the activities by each one of the skills.

6
https://avi.cuaed.unam.mx/repositorio/moodle/pluginfile.php/2610/mod_resource/content/6/contenido/index.h
tml

Bibliography

o British council

o New close-up A2 National Geographic editorial

http://macmillan.com.br/arquivo/catalogos/naio_inter_b/document.pdf

RUBRICS FOR WRITING ASSESSMENT

CRITERIA LOW 1-6.5 BASIC 6.6 – 7.9 HIGH 8 – 9.5 SUPERIOR 9.6 - 10
The student shows The student The student understands The student understands and
TASK difficulty to understand understands and follows and follows the instructions, follows the instructions, and
FULFILLMENT and follow instructions, the instructions but and fulfills the tasks with few completely achieves the
and does not express shows some difficulties mistakes. Also, the task was task’s objectives. Also, the
interest in fulfilling the to fulfill the task. Also the presented punctually. task was presented
task. Also the task was task might be presented punctually.
not presented punctually after the due date.
The text has not relation The text is somehow The text is related to the task The text is totally related to
CONTENT with the task and ideas related to the task but and some relevant the task and supporting and
are not elaborated. The ideas are not completely information was included. additional ideas were
main idea is not clear. developed, it lacks of Main idea is clear but the included. There is one clear,
relevant information. supporting information is well-focused topic. Main idea
Main idea is somewhat general stands out and creativity is
clear but there is a need evident and enriches the text.
for more supporting
information.
The text does not include The text includes some The text includes the new The text includes the new
GRAMMAR the new structures of the new structures structures studied during the structures studied during the
studied during the lesson studied during the lesson, with few mistakes lesson, with almost no
and there are more than lesson; however there that do not interfere with mistakes and clear
4 errors in grammar that are some mistakes that clear expression of ideas expression of ideas.
make the text not clear. affect the clarity of the
idea
The text does not show a The text shows minimal The text shows good use of The text shows
VOCABULARY proper use of use of the vocabulary the vocabulary studied excellent and advanced use
AND SPELLING the vocabulary studied studied during the during the lesson as well as of the vocabulary studied
during the lesson and it lesson; however it words and expressions from during the lesson, word
has numerous spelling incorporates vocabulary previous lessons; however choice is above the
mistakes previously learned, and it it still has a few spelling level. The text has few or no
has some spelling mistakes. spelling mistakes.
mistakes.

ERROR CONVENTIONS