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COORDINACIÓN DE INGLÉS EN EDUCACIÓN BÁSICA
estrategia educativa
claseshogar
en tu
CUADERNILLODE ACTIVIDADES
CICLO ESCOLAR 2019 – 2020
EDUCACIÓN PRimaria
sexto grado
DIRECTORIO
Lic. Francisco García Cabeza de VacaGobernador Constitucional del Estado de Tamaulipas
Lic. Mario Gómez MonroySecretario de Educación de Tamaulipas
Mtra. Magdalena Moreno OrtizSubsecretaria de Educación Básica
C.P. Jorge Alberto Chapa LealSubsecretario de Administración
Coordinación de la propuestaCoordinación de Inglés en Educación BásicaMtra. Miriam Elizabeth Ramírez Carrizales
Investigación de contenido y diseño de actividades
Revisión y traducciónYuridia Guadalupe Álvarez Zavala, Lorenia Valles Canales.
ApoyoSandra Isabel Moncada Ramírez
Validación de imagen institucionalDirección de Comunicación EducativaCoordinación de Imagen
D.R. Secretaría de Educación de TamaulipasCalzada General Luis Caballero S/NC.P. 87090Ciudad Victoria, Tamaulipas.
Roberto Carlos Cano González, Abundio Orozco García, Anais Moreno Cuevas, Norma Patricia Chávez Herrera, Rodolfo Enrique Rodríguez Gámez . Rosa Elena Pérez García, Saida Soraya Cerda Abundis, Yessica Yurina Ochoa Coronado, Cynthia Elizabeth Flores Aguilera, Claudia Graciela Tapia Kuhnagel, Juan Manuel Vasconcelos González, Nelly Alejandra Zamora Morales.
El “Cuadernillo de Actividades Ciclo Escolar 2019-2020 Sexto Grado de Educación Primaria” fue elaborado en el marco del Fortalecimiento a la Estrategia Clases en tu Hogar Tercer Momento, por personal académico de la Subsecretaría de Educación Básica.
ÍNDICE
Inglés
Español
PRESENTACIÓN
WELCOME
DESARROLLO
REFERENCIAS
Bibliográficas
Iconográficas
MENSAJE DEL SECRETARIO
Activity 1: Jessica the hippo
Activity 2: Homophones
Activity 3: Syllables
Activity 4: Invitations
Activity 5: Events
Activity 6: Reported speech part 1
Activity 7: Reported speech part 2
Activity 8: What did he say?
Activity 9: How was your summer vacation?
Activity 10: Project 1
Activity 11: Jobs and professions part 1
Activity 12: Jobs and professions part 2
Activity 13: Jobs and professions part 3
Activity 14: What do scientists do?
Activity 15: José M. Hernández
Activity 16: Let's Talk about Poems!
Activity 17: Biography and conceptual map
Activity 18: Darwin and Aristotle
Activity 19: Parts of a text
Activity 20: Project 2
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MESSAGE FROM THE SECRETARY OF EDUCATION IN TAMAULIPAS
Lic. Mario Gómez MonroySecretary of Education in Tamaulipas
In Tamaulipas we understand the importance of educating our children for the future and because of the circumstances we are living in this moment where COVID-19 has changed our lifestyle and closed our schools temporarily, we are trying to find new ways to fulfill the right our children have for an education based on principles of inclusion and equity by designing different educational tools that support distance education.
During this period of staying at home, we are facing new challenges, but thanks to the commitment every member of our education community has made, we have come up with a group of different educational strategies that will help our students continue their learning process from home taking into consideration the diversity of the student community, the existing gap in social inequity and the different social contexts.
The designed strategies are part of a program called “Clases en tu Hogar” which provides different options of activities for teachers in order to reach every student they have and strengthen the distance learning process by enhancing the cooperation amongst teachers and parents. These activities include: TV sessions, radio programs, online courses and also printed material for those who do not have access to technological devices. Dear Tamaulipas Students, in this moment where worry and instability have become a health issue worldwide, we have designed these workbooks for you. They will help you to continue with your learning process while you stay safe at home.
The activities inside these books are made to be solved at your own pace and time, try to find a clean space at home where you have enough light and is free of distractions, this will allow you to concentrate easier and be able to reach the expected learnings marked on the program as well as your own goals in a more successful way.
Students, please be confident that your teachers have the best interest in your learning process and are very committed to help you every time you have doubts or you need help. Also, remember that you have a loving family that is there to support and help you at any time.
In Tamaulipas, we are strong and responsible citizens, and we will get through this contingency in the best way. I am sure that when the time comes to reopen our schools, we all will be back stronger, more creative and prepared than ever.
I recognize your dedication and effort to continue learning from home, as well as taking special care of your health by following the instructions given by the Health Department. Remember that is your commitment to continue learning at home through “Clases en tu Hogar” what assures you a promising future.
I wish you the best.
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MENSAJE DEL SECRETARIO DE EDUCACIÓN DE TAMAULIPAS
Lic. Mario Gómez MonroySecretario de Educación de Tamaulipas
El Gobierno del Estado de Tamaulipas, preocupado por otorgar el derecho a la educación, bajo los principios de calidad, pertenencia, inclusión y equidad educativas hasta los contextos más vulnerables, en zonas de riesgo, marginación y en condiciones difíciles, ante la contingencia sanitaria por COVID-19 que ha traído el cierre de los planteles escolares como parte de la prevención para preservar la salud, ha preparado esta herramienta de apoyo.
Con la enseñanza a distancia se hizo necesario enfrentar retos con la participación comprometida de todos los miembros de la comunidad educativa, estableciendo estrategias con acciones escolares para aprender desde sus hogares, que atiendan a la diversidad y que acorten la brecha de desigualdad social.
Con la Estrategia Educativa Clases en tu Hogar, se pone a disposición de los docentes un abanico de posibilidades para elegir la opción que fortalezca de la mejor manera el trabajo de la educación a distancia, con prácticas de cooperación y ayuda mutua entre los docentes y padres de familia, a través de herramientas como las Tecnologías de la Información y la Comunicación (TIC's) y material impreso para regiones y hogares que no cuentan con conectividad.
Estimadas alumnas y alumnos, en este momento de inestabilidad y preocupación a nivel mundial por la preservación de la salud, se envía hasta su hogar este Cuadernillo de Actividades para que, ante este periodo de aislamiento social, continúes aprendiendo y fortaleciendo los aprendizajes esperados del grado escolar, desde la seguridad de tu casa. Para resolver las actividades y ejercicios que fueron elaborados especialmente para ti, elige un horario específico, busca un espacio limpio, donde tengas iluminación suficiente, libre de ruidos excesivos y asegúrate de tener al alcance tus libros de texto, lee detenidamente y comparte con tu familia tus logros.
Distinguidos estudiantes, siéntanse seguros de que el compromiso de sus maestras y maestros está presente para disipar dudas y que el afecto de su familia los respalda en casa, para que al regreso a nuestras escuelas, puedan contar con gran satisfacción que los tamaulipecos somos fuertes, decididos y creativos y que salimos de esta contingencia con éxito; reconozco su dedicación y esfuerzo para seguir aprendiendo desde casa, así como el tener especial cuidado de su salud realizando todas las medidas sanitarias para seguir cuidándote y cuidar a quienes te rodean.
Recuerda que tu dedicación para seguir aprendiendo con Clases en tu Hogar te asegura un futuro prometedor. ¡Mucho éxito!
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PRESENTACIÓN
En Tamaulipas para atender las medidas de prevención recomendadas por el Comité
Estatal de Seguridad en Salud y la Secretaría de Educación de la entidad (SET) ante el
COVID-19, se da un proceso de aislamiento social con suspensión de clases.
La suspensión de clases implica una medida de seguridad para que padres de familia y
alumnos sean corresponsables con la prevención y contención del padecimiento,
limitando al máximo sus actividades fuera de casa, principalmente en aquellos lugares de
alta concentración poblacional.
Por lo anterior, en el marco del Fortalecimiento a la Estrategia Clases en tu Hogar se
diseñó el Cuadernillo de Actividades dirigido al estudiante de educación básica, con el fin
de realizar las tareas en familia, retroalimentando o aprendiendo para complementar la
educación que has recibido en tu centro escolar.
Las actividades que constituyen este cuadernillo son interesantes, divertidas y te permiten
fortalecer la sana convivencia familiar, sin gastos excesivos porque están preparadas
para desarrollarlas con los materiales que posees en casa, lo que puedes reciclar, así
como aprovechar tus libros del ciclo escolar.
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WELCOME
Welcome boys and girls from Tamaulipas.
I am your English Teacher, I sent you this workbook so you can learn and have fun
at home with help of
your family.
The skills you will develop are:
Reading Speaking
Writing
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Read and answer the questions. / Lee y responde las preguntas.
Jessica the hippo has lived with a family, Tony and Shirley Joubert, in South Africa since she was a baby. Even the family's dog loves Jessica.
Every night she gets a full body massage from her “mother”. Every day she drinks twenty liters of coffee. She loves coffee! She also likes watching T.V. in the living room and going and getting treats in the kitchen. The strange circumstances of Jessica's life mean that she is a star. She has been in articles, in newspapers, and on television shows. She even has a fan club.
1. Choose the best headline.
a) Star hippo part of a family b) Dangerous hippo attacks family
2. Who does Jessica live with?____________________________________________________________________
3. Where does she live?_____________________________________________________________________
4. What does she drink every day?_____________________________________________________________________
5. Why is she a star?_____________________________________________________________________
Activity 1Jessica the hippo
Look at the picture and then complete the sentences using the correct homophone word. / Observa la imagen y después completa las oraciones usando la palabra homófona correcta.
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1. We are not being ______________ with our employees. (fair / fare)
2. The girl is injured! She needs medical ___________. (aide/aid)
3. The snails are known for being really ______________. (slow/sloe)
4. The stream of these rivers ______________ down the lake. (flow/floe)
5. There is a ____________ buzzing around! (be/bee)
6. Can you speak louder please, I can’t ___________ you. (here/hear)
7. I like Christmas because I love to _______________ presents. (rap/wrap).
Activity 2Homophones
Read each word and determine how many syllables it has. Put a check mark in the correct box. / Lee cada palabra y determina cuantas silabas tiene cada palabra. Pon una palomita en el recuadro correcto.
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1 Syllable 2 Syllables 3 Syllables
1. Doctor
2. Bear
3. Umbrella
4. Robot
5. Cookie
6. House
7. Telephone
8. Building
9. Thick
10. Lunch
11. Triangle
12. Twelve
13. Dinosaur
14. Alphabet
15. Tiger
16. Area
17. Laptop
18. Computer
19. Notebook
20. Controller
Activity 3Syllables
Read the following invitation and the responses and then answer what is asked. / Lee la invitación y las respuestas de abajo, después contesta lo que se te pide.
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Activity 4Invitations
Hello Gemma and Steve,
How are you?
I would like to invite you to my birthday party next week! rdIt's on Friday July 3 , at 6:00 p.m. at my house.
527 Rio Vista Drive, Winterfield.
It's a fancy-dress party, so you need to wear a costume. The theme is Hollywood and
movies. You can also bring some soda or chips if you want.
Could you please let me know if you can come? You can call me or send a message.
Hope to see you there!
Hugs, Charlotte.
1. Is Gemma going to the party?
2. What is the theme of the party?
3. What will Steve bring to the party?
4. Find and write three greetings
5. What is Charlotte's address?
6. Find three ways of saying goodbye.
7. Find and write a confirmation of attendance.
8. Find and write one request.
9. Find and write an apology.
10. Find and write two offers.
Hi, Charlotte,
I'd love to come to your party, but unfortunately, I'm going away with my family that day. I'm jealous – all our friends are going to your party! I hope you have a great time. Would you like me to help with the preparations? Sorry I can't come.
Bye,Gemma.
Hey Charlotte,
I'd love to come to your party! I already have a fancy-dress outfit. I will bring a few bottles of soda. Is there anything else you need?
See you next Friday! I can't wait.
Steve.
Think and write three different events, complete the information for each. / Escribe tres eventos diferentes. Completa la información para cada uno.
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Activity 5Events
Event 1: _____________________________________________
People you can invite:
_____________________________________________________________________________
Time, date and place:
______________________________________________________________________________
Dress Code
______________________________________________________________________________
Event 2: _____________________________________________
People you can invite:
_____________________________________________________________________________
Time, date and place:
______________________________________________________________________________
Dress Code
______________________________________________________________________________
Event 3: _____________________________________________
People you can invite:
_____________________________________________________________________________
Time, date and place:
______________________________________________________________________________
Dress Code
______________________________________________________________________________
During this week of June, we will be working with ¨reported speech¨ and will also be reading about different countries. / Durante esta semana del mes de junio, estaremos trabajando con ̈ reported speech¨ y también estaremos leyendo sobre diferentes países.
In the following page you can find a table with examples of sentences each one in a different tense written in both "direct speech" and "reported speech".A continuación, veras una tabla con ejemplos de varias oraciones en cada uno de sus tiempos en forma de "direct speech" y su forma en "reported speech".
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Activity 6Reported speech part 1
El estilo indirecto (reported speech) lo utilizamos para contar lo que una persona ha dicho, pero sin citar exactamente sus palabras.
Ejemplo de reported speech (R.S.):
Mario said that he was going to the restaurant that evening.
Ejemplo de direct style (estilo directo) (D.S.):
Mario said " I am going to the restaurant this evening. "
CAMBIOS NECESARIOS
Cuando cambiamos una oración de direct style a reported speech se tiene que tomar en cuenta ciertos aspectos.
-los tiempos verbales
-expresiones temporales y de lugar
-pronombres
Ejemplo:
R.S.: Mario said that he was going to the restaurant that evening.
D.S.: Mario said " I am going to the restaurant this evening. "
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DIRECT REPORTED
Present Simple
It is great!
Past Simple
He said it was great.
Present Continuous
I’m having a great time!
Past Continuous
He told me he was having a great time.
Present Perfect
They have paid me a great honor.
Past Perfect
He said they had paid him a great honor.
Past Simple
We came here last year.
Past Perfect
They said they had come here last year.
Now let's practice! Read the following conversation. Using different colors, circle the verb tenses, time and place expressions, and the pronouns in each of the sentences. / Ahora vamos a practicar, lee la siguiente conversación. Utilizando diferentes colores, encierra los tiempos verbales, las expresiones temporales (tiempo) y de lugar, y los pronombres en cada una de las oraciones.
Ejemplo:
Direct: I recommend this trip to everybody.
Reported: She said that she recommended this trip to everybody.
1. Direct: We came here last summer. Reported: They said they had come here last summer.
2. Direct: The beach is a great place in the afternoon. Reported: They said the beach was a great place in the afternoon.
3. Direct: We have many activities during the day. Reported: She said they had many activities during the day.
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Activity 7Reported speech part 2Underline the correct option. / Subraya la opción correcta. Recuerda que los tiempos se cambian a su tiempo anterior. Si es presente, cambia a pasado (is – was).
Now it's your turn. Write three sentences using reported speech. Use the words in parenthesis. / Ahora es tu turno. Escribe tres oraciones usando el modo de reporte. Usa las palabras que están en el paréntesis.
1.Direct: I will enjoy it.
Reported: She said that she will/ would enjoy it.
2.Direct: I cannot believe how easy it is.
Reported: She said that she can/ could not believe how easy it is/was.
3.Direct: It is a great way to reconnect with nature.
Reported: He said that it is/ was a great way to reconnect with nature.
4.Direct: They will go to the beach this summer.
Reported: They said that they will/would go to the beach this summer.
5.Direct: We cannot visit New York in winter.
Reported: They said that they can/could not visit New York in winter.
1. Reported: __________________________________________________________
(She/will /cook turkey in Christmas).
2. Reported:____________________________________________________________
(He/cannot/ swim in The Nile River it is too dangerous.)
3. Reported:____________________________________________________________
(They are excited because we will go to London).
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Activity 8What did he say?Read the text and write on the line the correct reported speech. / Lee el texto y escribe la forma correcta del reporte.
He said it was too expensive
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Read the text and circle the correct answer to report what they said. / Lee el texto y encierra la respuesta correcta para reportar lo que se dijo
Now it's time to practice, if you have access to internet you can search for the following video / Es hora de practicar si tienes acceso a internet puedes buscar el siguiente video https://www.youtube.com/watch?v=PqIBjgCJi5o&t=86s
Activity 9How was your summer vacation?
Bob: How are you?
Sally: I’m good. How was your summer vacation?
Bob: It was great. I went to Jeju with my family?
Sally: Really? What did you do there?
Bob: We looked around Jeju.
Sally: Sounds great.
Bob: We rode horses and walked around Jeju olle.
Sally: Jeju olle? What’s that?
Bob: It’s a walking path. You can see beautiful beaches and fields from there.
Sally: Wow, I want to go there, too.
Bob: How about your vacation? What did you do?
Sally: I took a tae kwon do lesson.
Bob: What color belt do you have?
Sally: White. I want to get my blue belt soon.
Bob: Good Luck!
1. I’m good. She said that she is/ was good.
2. It’s a walking path. He said that it is / was a walking path.
3. You can see beautiful beaches and fields from there.
He said that you can / could see beautiful beaches and fields from there.
4. I want to go there, too. She said that she want / wanted to go there, too.
5. I want to get my blue belt soon. She said that she want / wanted to get her blue belt soon.
Jeju olle (walking path)
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To end this week, you will be working on a project about your country. Look and read the worksheet below and use it as a guide. Remember you can use any material and resources available in your home. / Para terminar esta semana, trabajarás en un proyecto sobre tu país. Observa y lee la hoja de trabajo al final y usa la como guía para tu proyecto. Recuerda que puedes usar cualquier material y recursos disponibles en tu hogar.
Activity 10Project 1
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Look at the pictures and write the correct name using the word bank. / Observa las imágenes y escribe el nombre correcto usando las palabras del recuadro.
Activity 11Jobs and professions part 1
Scientist Pilot Architect Police Officer Bus Driver Painter Waiter
Teacher Mechanic Nurse Doctor Plumber
Doctor-Doctor Police Officer-Oficial de
Policía
Waiter-Mesero Mechanic-Mecánico
Pilot-Piloto Bus Driver-Conductor de autobús
Plumber-Plomero Nurse-Enfermera
Painter-Pintor Architect-Arquitecto Teacher-Maestro Scientist-Científico
VOCABULARY:
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Find Jobs and Professions (20) in the Word Puzzle, use activity 1 as a reference. You will find 8 new words, write them below. / Encuentra los 20 nombres de profesiones y oficios en la sopa de letras, toma como referencia la actividad 1. Encontraras 8 nuevas palabras, escríbelas en la parte inferior.
Activity 12Jobs and professions part 2
C V S A Z T R R D P R I R Q R
H K P T R S U E E D I E M E F
E M N A L C T A C M C L T Y B
F Y W R I E H D N I R R O T U
I Z T E C N X I F O O A E T S
D E N T I S T F T P R A F C D
X P I I X M O E E E C T R I R
Y V G A W E A R R H C O S N I
E J E W C T R Z E Z T T P A V
P U Y I K W N R E C M H L H E
J O L X E U K Q A J Z W U C R
I O T A X I D R I V E R M E I
P F E T S I T N E I C S B M Z
R O T C O D F J O M V J E I W
N U R S E U P Q O D I K R N V
JOBS AND PROFESSIONS
KEY: Actor, Astronaut, Chef, Taxi Driver, Dentist, Detective, Farmer, Reporter
1. 5.
2. 6.
3. 7.
4. 8.
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Match the job or profession to the correct description. / Relaciona la ocupación o profesión con su descripción correcta.
1. Police Officer a) Person who drives a bus Persona que conduce un autobus
2. Nurse b) Person who teaches students Persona que enseña a los alumnos
3. Scientist c) Works in a hospital and helps doctors Trabaja en un hospital y ayuda a los doctores 4. Teacher d) Person who acts in a movie Persona que actua en una película 5. Doctor e) Takes people’s orders in a restaurant Toma las ordenes de las personas en un restaurant 6. Mechanic f) Works in a laboratory and makes experiments
Trabaja en un laboratorio y hace experimentos 7. Waiter g) Works in a police station and keeps people safe Trabaja en la estacion de policia y mantiene seguras a las personas 8. Bus driver h) Repairs vehicules such as cars and buses Repara vehiculos tales como carros y autobuses 9. Actor i) Designs buildings and houses Diseña edificios y casas
10. Architect j) Works in a hospital and cures sick people
Trabaja en un hospital y cura gente enferma
Activity 13Jobs and professions part 3
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Read the information and complete the diagram with the tools and activities from a scientist. / Lee la información y completa el diagrama con las herramientas y actividades de un científico.
There are many different kinds of scientists, and they all do different things. Scientists are very curious people who like to solve problems. They solve these problems by doing science projects called experiments. They can be about keeping our air clean or finding a way to cure people when they have certain diseases.
1. Scientists observe things. They use their senses when solving science problems. They use their eyes to spot details. They use their noses to detect smells. They use their hearing, touch, and even sense of taste.
2. Scientists measure things. They use scales, rulers, thermometers, and other tools to measure things.
3. Scientists communicate their findings. They talk about their discoveries with others, and it can be in the local news or science books.
Activity 14What do scientists do?
WHAT DOES A SCIENTIST DO? / ¿Qué hace un cientifico?
ACTIVITIES (Actividades)
1.
2.
3.
VOCABULARY Experiments/ Experimentos Cure/Cura Diseases/ Enfermedades Observe/Observar Measure/Medir Communicate/ Comunicar Scales/básculas Rulers/Reglas Thermometers/ Termómetros Tools/herramientas
TOOLS (Herramientas)
1.
2.
3.
SCIENTIST
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Read the biography and complete the table. / Lee la biografía y completa la tabla.
Activity 15José M. Hernández
José Moreno Hernández was born on August 7, 1962, he is a former NASA astronaut and American engineer. Hernández was born in French Camp, California. His family is from La Piedad, Michoacán. In 2001, Hernández joined the Johnson Space Center, in Houston, Texas. In February 2006 he completed Astronaut
Candidate Training that included scientific and technical briefings, intensive instruction in Shuttle and International Space Station systems, physiological training, T-38 flight training, and water and wilderness survival training. Hernández worked various technical assignments until his selection on July 15, 2008, as a mission specialist on the STS-128 mission, which launched on August 28, 2009. While in orbit, Hernández became the first person to use the Spanish language in space.
JOSÉ M. HERNÁNDEZ
Astronaut- Astronauta Briefings-Instrucciones Survival-Sobrevivencia First-primero
Engineer-Ingeniero Physiological-Fisiológico Assignments-Asignaciones
Scientific- Científico Training-Entrenamiento Mission-misión
Technical- Técnico Flight-Vuelo Specialist-especialista
VOCABULARY:
JOSÉ M. HERNÁNDEZ
1. What is his name?
¿Cuál es su nombre?
2. What is his job or profession?
¿Cuál es su trabajo o profesión?
3. What is his nationality?
¿Cuál es su nacionalidad?
4. What activities does he do?
¿Qué actividades realiza?
5. When was his first mission as a specialist?
¿Cuándo fue su primera misión como especialista?
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Read the following definitions / Lee las siguientes definiciones.
BIOGRAPHY
Example:
Biograhy: Biography, or simply bio, is a detailed description of a person's life. It involves more than just the basic facts like education, work, relationships, and death; it portrays a person's experience of these life events. Unlike a profile or curriculum vitae (résumé), a biography presents a subject's life.
Biografía: Biografía, es una descripción detallada de la vida de una persona. Implica algo más que los hechos como la educación, el trabajo, las relaciones y la muerte; retrata la experiencia de una persona de estos acontecimientos de la vida. A diferencia de un perfil o currículum vitae (currículum), una biografía presenta la vida de un sujeto.
Activity 16Let's Talk about Poems!
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CONCEPTUAL MAP
Conceptual map: A conceptual map is a learning tool based on the graphical representation of a particular topic through the outlining of the concepts that compose it. These concepts are written hierarchically within geometric figures such as ovals or boxes, which connect to each other through lines and link words.
Mapa Conceptual: Un mapa conceptual es una herramienta de aprendizaje basada en la representación gráfica de un determinado tópico a través de la esquematización de los conceptos que lo componen. Estos conceptos son escritos de forma jerárquica dentro de figuras geométricas como óvalos o recuadros, que se conectan entre sí a través de líneas y palabras de enlace.
Here are some conceptual map ideas / Aquí algunas ideas de mapas conceptuales
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Read the bios and find the answers to the questions. / Lee las biogrfías y encuentra las respuestas de las preguntas.
Charles Darwin, in full Charles Robert Darwin, (born February 12, 1809, Shrewsbury, Shropshire, England—died April 19, 1882, Downe, Kent), English naturalist whose scientific theory of evolution by natural selection became the foundation of modern evolutionary studies. An affable country gentleman, Darwin at first shocked religious Victorian society by suggesting that animals and humans shared a common ancestry. Darwin's famous seminal work was On the Origin of Species, published in 1859.
Aristotle, Greek Aristoteles (born 384 bc, Stagira,Chalcidice, Greece— died 322, Chalcis, Euboea ), ancient Greek philosopher and scientist, one of the greatest intellectual figures of Western history. He was the author of a philosophical and scientific system that became the framework and vehicle for both Christian Scholasticism and Medieval Islamic philosophy. Even after the intellectual revolutions of the Renaissance, the Reformation, and the Enlightenment, Aristotelian concepts remained embedded in Western thinking.
Activity 17Biography and conceptual map
1. Where was Charles Robert Darwin born?
2. What is Charles Darwin famous for?
3. What was the name of his theory?
4. What did Charles Darwin suggest? __________________________________________________________________________________
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1. Who was Aristoteles?
2. Where was Aristoteles born?
3. What was he author of? ___________________________________________________________________________________________________________________
4. What happened with the Aristotelian concepts after the Renaissance, the Reformation and the Enlightenment?
VOCABULARY
born – nació
died - murió
Scientist - Científico
Philosopher - Filósofo
Ancestry- ancestros
Renaissance – Renacimiento
Published- publicado
famous- famoso
foundation - cimiento (base)
embedded - arraigado
Greek - griego
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Complete the conceptual map with the information from the previous activity. /Completa el mapa conceptual con la información de la actividad anterior.
Make in your notebook your own conceptual map about Aristotle. / Haz en tu cuaderno tu propio mapa conceptual acerca de Aristóteles.
If you have access to internet, you can find more information here: https://www.britannica.com/biography/Aristotle
Activity 18Darwin and Aristotle
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Read the following definitions to complete the next activity. / Lee las siguientes definiciones para completar la siguiente actividad.
DEFINITIONS:
Introduction: A preliminary section, the beginning of a book, report or speech.
Introducción: Una sección preliminar, el comienzo de un libro, informe o discurso
Body: Is the part of an essay, report or topic that explains and develops the main idea. Is
usually the longest part.Desarrollo: Es la parte de un ensayo, informe o tema que explica y desarrolla la idea
principal. Suele ser la parte más larga.
Conclusion : Is the last part of something, the end or result.Conclusión: Es la última parte de algo, el fin o resultado.
INSTRUCTIONS
Look the next writing and underline with color red the Introduction, with color blue
the Body, and with color green the Conclusion / Observa el siguiente escrito y
subraya con color rojo la introducción, el desarrollo en color azul y la conclusión con color
verde.
Activity 19Parts of a text
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Charles Darwin
Charles Darwin was an English scientist who studied nature. He is known for his theory of
by natural selection. According to this theory, all living things are struggling to
survive. The living things that have the most helpful traits for their environment tend to
survive. These living things then pass along their helpful traits to their young. In this way,
animals change, or evolve, over hundreds of years. He described his ideas in his important
book, On the Origin of Species by Means of Natural Selection (1859).
Charles Robert Darwin was born on February 12, 1809, in Shropshire, England. He did
poorly throughout school. Nevertheless he attended the University of Edinburgh and
the University of Cambridge. A professor at Cambridge encouraged Charles's interest in
natural history.
In 1831 Darwin joined an expedition to explore the coasts of South America. On
December 27, 1831, Darwin and the others set sail on the HMS Beagle. Darwin's goal
was to study the natural history of the areas they were to explore. Theobservations he
made during the five-year trip led him to wonder how new species developed. To
explain this process Darwin formed his theory of natural selection.
Darwin first presented his theory in 1858. The idea of evolution was not new then, but
Darwin's theory explained how evolution occurred. When Darwin published On the Origin of
Species in 1859, the book was an immediate success. However, it was not popular with
people who believed that God created everything in the world all at one time. He continued
writing about his theory in several other books. Charles Darwin died on April 1982.
evolution
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Look at the conceptual map and complete the information, use the text from the activity 19 / Observa el mapa conceptual y completa la información, utilizando el escrito de la actividad 19.
Activity 20Project 2
32
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