CRONOGRAMA Y CUESTIONARIO PARA EXAMEN REMEDIAL

Aquí encuentra el Cronograma y Cuestionario para el examen Remedial. A descargarlo y estudiar!

Buena suerte!

SECOND QUIMESTER EXAM THEMES

FOR JUNE 22ND TO 28TH

Click here to download the themes for the exam

SIXTH TERM EVALUATION

FOR THE WEEK OF JUNE 15TH TO 22ND

• FOR THE FIRST DAY OF CLASSES: Quiz on 

             1. Comparatives and Superlatives
              2. Used to

• FOR THE SECOND DAY OF CLASSES:  Present the portfolio with the 13 documents of this term.

• FOR THE SUMMATIVE EVALUATION:

Topics to be evaluated:

1. Present Simple Vs. Present Progressive
2. Past Simple Vs. Past Progressive
3. Future Simple Vs. Future with Going to
4. Comparatives and Superlatives
5. Used to
6. Unit 7 Vocabulary

SIXTH TERM - ASSIGNMENT 4

FOR THE WEEK OF JUNE 6TH TO JUNE 10TH

FOR THE FIRST DAY OF CLASSES: Quiz on:

Contrasting: Present Simple Vs. Present Progressive, 
Contrasting: Past Simple Vs. Past Progressive, 
Contrasting: Future Simple Vs. Future with Going to.


FOR THE SECOND DAY OF CLASSES:  Complete the activities of the CD ROM Unit 7

FOR THE THIRD DAY OF CLASSES: Print document 1 and document 2 (ONLY THE FIRST FOUR PAGES). Complete the activities and present them.

SIXTH TERM - ASSIGNMENT 3

FOR THE WEEK OF MAY 30TH TO JUNE 3RD

FOR THE SECOND DAY OF CLASSES: Click here and print the document 1 and document 2. Complete them and present them to the teacher.

FOR THE THIRD DAY OF CLASSES: Click here and print the document. Complete it and present it to the teacher.

If for any reason we do not have classes you should complete the exercises and get ready for the quiz on MONDAY JUNE 6TH (only 10TH G on TUESDAY 7TH)

CRONOGRAMA DE REFUERZO ACADÉMICO

PARA ESTUDIANTES CON MENOS DE SIETE EN EL PROMEDIO DEL QUINTO PARCIAL

Imprimir y realizar los ejercicios del CRONOGRAMA DE REFUERZO ACADÉMICO. Presentar en las fechas determinadas en el cronograma.

SIXTH TERM - ASSIGNMENT 2

FOR THE WEEK OF MAY 23TH TO 27TH

This is the last term of this school year. We are going to review all the verb tenses studied during the year. Let's show what we have learned!

FOR THE SECOND DAY OF CLASSES: Print document 1 and document 2, complete them and take them to class.

FOR THE THIRD DAY OF CLASSES: Print document 3 and document 4. complete them and take them to class. TENTH GRADE D and H present these documents the SECOND DAY of classes.

SIXTH TERM - ASSIGNMENT 1

FOR THE WEEK OF MAY 16TH TO 20TH

FOR THE FIRST DAY OF CLASSES: Complete the CD ROM Unit 6.

FOR THE SECOND DAY OF CLASSES: STUDENT'S BOOK pages 76, 78

FOR THE THIRD DAY OF CLASSES: STUDENT'S BOOK pages 79, 81, 82

FIFTH TERM EVALUATION

FOR THE WEEK OF MAY 9TH TO 13TH

Topics to be evaluated:

1. ZERO CONDITIONAL
2. FIRST CONDITIONAL
3. VOCABULARY UNIT 6
4. COULD, MAY, MIGHT

ASSIGNMENT 4

FOR THE WEEK OF MAY 2TH TO 6TH

FOR THE FIRST DAY OF CLASS:  Present Student's Book and Practice Bokk Unit 5 ALL COMPLETE.

FOR THE SECOND DAY OF CLASS: Present CD ROM Unit 5

FOR THE THIRD DAY OF CLASS: Practice Book pages 54 and 55. Quiz on Zero and First Conditional.

ASSIGNMENT 3

FOR THE WEEK OF APRIL25 TO 29

ZERO AND FIRST CONDITIONALS

FOR THE FIRST DAY OF CLASSES: Quiz on Present Perfect and Past Simple

FOR THE SECOND DAY OF CLASSES: Print and complete the ZERO CONDITIONAL EXERCISES

FOR THE SECOND DAY OF CLASSES: Print and complete the FIRST CONDITIONAL EXERCISES

ASSIGNMENT 2

FOR THE WEEK OF APRIL 18 TO 22

FOR THE FIRST DAY OF CLASSES: Write the vocabulary of Unit 6 in your notebook. Then paste one picture for each word, except for  the MAKING RECOMMENDATIONS part.

FOR THE SECOND DAY OF CLASSES: Complete Student's Book page 64 and 66.

FOR THE THIRD DAY OF CLASSES: Present Perfect Vs. Past Simple Quiz. Study the 12 pages document you received in class.

CRONOGRAMA DE REFUERZO ACADÉMICO

SOLO PARA ESTUDIANTES CON MENOS DE SIETE EN EL PARCIAL CUARTO

ESTÁ EL CRONOGRAMA EN LA SIGUIENTE DIRECCIÓN:

https://drive.google.com/file/d/0B45zuYF_3rliczMtdl9ZWWY5a0k/view?usp=sharing

Realizarlo y entregarlo en las fechas indicadas.

BUENA SUERTE!

ASSIGNMENT 1

FOR THE WEEK OF APRIL 11 TO 15

FOR THE FIRST DAY OF CLASS: Copy the following text in your notebook.

PRESENT PERFECT VS PAST SIMPLE

Form

Simple Past	Present Perfect Simple
irregular verbs: see 2nd column of irregular verbs Example: I spoke	irregular verbs: form of 'have' + 3rd column of irregular verbs Example: I / you / we / they have spoken he / she / it has spoken
regular verbs: infinitive + ed Example: I worked	regular verbs: form of 'have' + infinitive + ed Example: I / you / we / they have worked he / she / it has worked
Exceptions
Exceptions when adding 'ed': when the final letter is e, only add d Example: love - loved after a short, stressed vowel, the final consonant is doubled Example: admit - admitted final l is always doubled in British English (not in American English) Example: travel - travelled after a consonant, final y becomes i (but: not after a vowel) Example: worry - worried but: play - played

Use

In British English, the use of Simple Past and Present Perfect is quite strict. As soon as a time expression in the past is given, you have to use Simple Past. If there are no signal words, you must decide if we just talk about an action in the past or if its consequence in the present is important.

Note that the following explanations and exercises refer to British English only. In American English, you can normally use Simple Past instead of Present Perfect. We cannot accept this in our exercises, however, as this would lead to confusions amongst those who have to learn the differences.

Certain time in the past or just / already / yet?

Do you want to express that an action happened at a certain time in the past (even if it was just a few seconds ago) or that an action has just / already / not yet happened?

Simple Past	Present Perfect Simple
certain time in the past Example: I phoned Mary 2 minutes ago.	just / already / not yet Example: I have just phoned Mary.

Certain event in the past or how often so far?

Do you want to express when a certain action took place or whether / how often an action has happened till now?

Simple Past	Present Perfect Simple
certain event in the past Example: He went to Canada last summer.	whether / how often till now Example: Have you ever been to Canada? / I have been to Canada twice.

Emphasis on action or result?

Do you just want to express what happened in the past? Or do you want to emphasise the result (a past action's consequence in the present)?

Simple Past	Present Perfect Simple
Emphasis on action Example: I bought a new bike.(just telling what I did in the past.)	Emphasis on result Example: I have bought a new bike. (With this sentence I actually want to express that I have a new bike now.)

Signal Words

Simple Past	Present Perfect Simple
yesterday ... ago in 1990 the other day last ...	just already up to now until now / till now ever (not) yet so far lately / recently

FOR THE SECOND DAY OF CLASS: Work on the pages we started in class.
FOR THE THIRD DAY OF CLASSES: Quiz on present perfect vs past simple.

FOURTH BLOCK SUMMATIVE EVALUATION

FOR THE WEEK OF MARCH 28TH TO APRIL 1ST

This evaluation is only about grammar. 

 The topics to be evaluated are:

1. Relative Clauses                                                         2.5 points       

2. Passive Voice (Present simple and Past Simple)       2.5 points       

3. Past Simple                                                                2.5 points       

4. Past Simple Vs. Past Continuous                              2.5 points       

                                                                              -----------------

         TOTAL                                                                 10 points

Check:

• Relative Clauses and Passive Voice in the Students' book Unit 4 Grammar Reference and in the two documents we worked on this term.
• Past Simple and Past Simple Vs. Past Continuous in the Students' book Unit 5 Grammar Reference and in the document we worked on this term.

ASSIGNMENT 5

FOR THE WEEK OF MARCH 14 TO 18

FOR THE FIRST DAY OF CLASSES: Quiz on Past Simple. 
Present the Past Simple document pages 1 to 7 complete.

 Present your project on the following dates:

TENTH D:   Friday March 18th
TENTH E:   Thursday and Friday, March 17th/18th
TENTH F:   Tuesday March 15th
TENTH G:   Wednesday March 16th
TENTH H:   Thursday March 17th

Print the rubric for the project and take it for the project presentation.

MAKE UP QUIZZES

For the cadets that got less than seven in any of these quizzes: Relative Clauses, Passive Voice and Past Simple.

Dates:

TENTH D, E:     Wednesday March 16th
TENTH F, G:     Thursday March 17th 
TENTH H:          Friday March 18th

ASSIGNMENT 4

FOR THE WEEK OF MARCH 7 TO 11

FOR THE FIRST DAY OF CLASSES: Quiz on Passive Voice: Present Simple and Past Simple.

FOR THE SECOND DAY OF CLASSES: Complete all the Passive Voice activities in the 6 pages document we started working in class.

FOR THE THIRD DAY OF CLASSES: PRACTICE BOOK pages 44 and 51.

Remember you have to present your project next week. Check the exact date in the Project post.

ASSIGNMENT 3

FOR THE WEEK OF FEBRUARY 29TH TO MARCH 4TH

FOR THE FIRST DAY OF CLASSES:

a. Complete the CD ROM Unit 4.
b. Quiz on Present and Past Active and Passive voices.

FOR THE SECOND DAY OF CLASSES:



FOR THE THIRD DAY OF CLASSES:
Present the STUDENT'S BOOK and  PRACTICE BOOK UNIT 4, all complete.

PROJECT

MY RECIPE

INSTRUCTIONS

In groups of five you are going to write or copy a recipe. Then you present it to the teacher.
When you have the teacher's approval you can print it and make a copy for each student in your class.
You are going to present the recipe in class in the following dates:

Presentation Dates:

TENTH D:   Friday March 18th
TENTH E:   Thursday and Friday, March 17th/18th
TENTH F:   Tuesday March 15th
TENTH G:   Wednesday March 16th
TENTH H:   Thursday March 17th

RECIPE WRITTEN AND ORAL PRESENTATION RUBRIC

CATEGORIES	2	1.5	1	0.5	Points
WRITTEN RECIPE: Content/Organization	Recipe contains the title of the recipe, a list of ingredients, a paragraph of written directions, and a picture that correlates with the recipe. Every student has a copy of the recipe.	3 out of 4 criteria needed for the recipe are present. Every student has a copy of the recipe.	2 out of the 4 criteria needed for the recipe are present. Not every student has a copy of the recipe.	1 out of the 4 criteria needed for the recipe is present OR none of the criteria needed for the recipe is present. Not every student has a copy of the recipe.
WRITTEN RECIPE: Grammar & Spelling	Writer uses passive voice and makes no errors in grammar or spelling that would cause the reader to follow the recipe incorrectly.	Writer uses passive voice and makes 1-2 errors in grammar or spelling that would cause the reader to follow the recipe incorrectly.	Writer uses passive voice and makes 3-4 errors in grammar or spelling that would cause the reader to follow the recipe incorrectly.	Writer uses passive voice and makes more than 4 errors in grammar or spelling that would cause the reader to follow the recipe incorrectly.
ORAL PRESENTATION: Readiness/ Teamwork skills	Every student has his oral presentation ready and organized. Workload was shared evenly between presenters.	Not every student has his oral presentation ready and organized. Workload was shared evenly between presenters.	1-3 members of the team did between 60-80% of the speaking during the demonstration.	1-3 members of the team did over 80% of the speaking during the demonstration.
ORAL PRESENTATION: Props - Equipment and ingredients	All ingredients and utensils were mentioned and placed on the table in order of use to allow for easy access. Every student tries a small portion of the recipe.	All ingredients and equipment were used and mentioned during the presentation. Most students try a small portion of the recipe.	All ingredients and utensils were displayed, but not all were used in presentation. Some students try a small portion of the recipe.	Not enough props or lack of ingredients. Not every student tries a small portion of the recipe.
ORAL PRESENTATION: Pronunciation/ Volume	Pronunciation is clear and easy to understand. Entire audience can hear 100% of performance.	Pronunciation is quite clear. 75%, of performance can be heard by entire audience.	Pronunciation is difficult to be understood. 50% of performance can be heard by entire audience.	Pronunciation is not clear. 25% of performance can be heard by entire audience.
Total points: