1

°

Undecimo

Ingles

2 meses

Enero . Marzo 2017

Cúcuta

Concienciación

Lógico

Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir, una persona, lugar u objeto.

TITLE OF THE PROJECT How to make a digital primer

OBJETIVE OF THE PROYECT Desarrollar la capacidad de concienciación para describir y presentar las características de como hacer la historia de mi vida.

PROJECT EXPECTED RESULTS Expresar sus características y uso de un como hacer una revista digital sobre la historia de mi vida en el idioma ingles

COMPETENCE OF DEVELOP ACTIVITIES AND TASKS HITOS O EVENTOSINTELLECTUALS PSYCHOMOTORS VOLITIVE AFFECTIVES ESPIRITUALS

ESCUCHAComprendo una descripción oral

sobre una situación, persona, lugar u objeto.

.

Poseo capacidad lingüística al identificar correctamente palabras y expresiones sencillas en un contexto determinado

en la lengua inglesa.

Reconozco cuando me hablan en inglés; entiendo cuando me saludan y

se despiden; sigo instrucciones con actividades en clase. Demuestro

comprensión sobre preguntas sencillas

LECTURAValoro la lectura como un hábito importante de enriquecimiento personal y académico

Soy hábil desarrollando la capacidad lingüística, ubicando correctamente palabras y expresiones sencillas de la lengua inglesa en un contexto indicado.

Reconozco palabras y frases cortas en inglés; relaciono ilustraciones con oraciones simples.

I share my knowledge already acquired with my colleagues / as and friends.

I am responsible with my duties and obligations.

Deepen my relationship with God, with myself / a, with my colleagues / as and my surroundings.

ESCRITURAEscribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre hechos que me son familiares

Comunicación describir las caracterísiticas de la historia

de mi vida en una revista digital aplicando la

Gramática:Presentation of:-Greetings,

1 to 100 numbers, El verbo “TO BE” en sus tres formas;

afirmativa, negativa e interrogativa.

Respuestas cortas.La preposición de lugar “from”.

El orden de las palabras.Adjetivos, pronombres

posesivos, nacianalidaes.

Transcribo palabras que comprendo y que uso con frecuencia; escribo el nombre de elementos y lugares que reconozco en una ilustración.Crear un cuento basado en el vocabulario visto como hacer una revista digital Utilizar las estructura básica de la oración.

MONÓLOGOSExpreso de manera sencilla lo que me gusta y me disgusta respecto a algo

Create a presentation of How to make a digital magazine where you apply basic and concrete way the grammar

learned in this period.

Me intereso positivamente en el desarrollo de mi capacidad lingüística.

CONVERSACIÓNUtilizo códigos no verbales como gestos y entonación, entre otros

Recito y canto rimas que comprendo con entonación; expreso mis sentimientos y estados de ánimo; menciono lo que me gusta y no me gusta.

Disfruto con mis compañeros la alegría de desarrollar mi capacidad de lingüística

ACTIVIDADES Y TAREAS

MESES (2) HISTORY PENCIL

SEMANAS (8)

1 2 3 4 5 6 7 8

INTELLECTUAL ACTIVITY 1

INTELLECTUAL ACTIVITY # 2

INTELLECTUAL ACTIVITY #3

INTELLECTUAL ACTIVITY #4

VOLITIVE ACTIVITY #1

VOLITIVE ACTIVITY #2

VOLITIVE ACTIVITY #3

VOLITIVE ACTIVITY #4

PSICOMOTOR ACTIVITY #1

PSICOMOTOR ACTIVITY #2

AFECTIVE ACTIVITY #1

SPIRITUAL ACTIVITY #1

• In listening: comprendo información básica sobre temas relacionados con las actividades y las historias de mi vida en una revista digital.

• In reading: puedo extraer información general y específica de un texto corto y escrito en un lenguaje sencillo.

• In writing: escribo un texto corto relativo a la historia de mi vida , cantidades, adjetivos, que me son familiares. Utilizo vocabulario adecuado para darle coherencia a mis escritos.

• In monologues: narro o describo de forma sencilla hechos y actividades que me son fáciles de recordar.

• In conversation: respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.

• Escribo textos cortos que narran historias y describen objetos y cantidades de manera sencilla.

• Desarrollar la capacidad de concienciación mediante la identificación y aplicación de los temas Los pronombres personales.

• El verbo “TO BE” en sus tres formas; afirmativa, negativa e interrogativa.• Respuestas cortas.• La preposición de lugar “from”.• El orden de las palabras.• Nacionalidades.• Y mas temas….

Es hábil para aplicar los temas vistos en la elaboración de una presentación sobre como crear una cartilla digital sobre la revolución cibernética. Tiene clara la gramática las estructuras de la oraciones afirmativas y negativas

Toma decisiones equilibradas al analizar los saberes que necesita desde el vocabulario visto en el periodo y la forma correcta de usar la gramática para hacer oraciones sencillas

.

Propone formas sencillas y prácticas para usar de forma creativa la elaboración de la presentación de acuerdo a la estructura y elementos vistos en el periodo

Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los elementos de la gramáticaSe adapta adecuadamente a trabajar en grupo en clase.Actúa con respeto y tolerancia durante las actividades a desarrollar.

.

Identifica en un texto la gramática propuesta para el periodo.Partes de la oración y tiene claro el vocabulario sobre el tema del periodo.History of my life

.

• You should memorize the structures and all vocabulary in the foreign language. Debes memorizar todas las estructuras gramaticales y el vocabulario en la lengua extranjera.

• Review all lessons and the expressions. Repasa todas las lecciones y expresiones• Answer the Initial evaluation. Responde a la evaluación inicial.• Pay attention to the classes and ask if you don´t understand. Pon atención a clase y pregunta sí no entiendes algo.

For the written works take into account the order, the application of the grammar its structure, the vocabulary must be clear, there should be no translations in Spanish, handle the application of images

You should read the guide completely.Answer the initial evaluation.Id very important you attitude in classMake a sentences in order affirmative, question and answer in the negative and affirmative form.Take into account the vocabulary and grammar seen during the period

Must submit the written works in an orderly manner, taking into account the ICONTEC standards.You must use images to accompany the text.It must be brief and concrete in

its arguments.

QUESTION

4

5

Make a little story about the history of my life magazine web, don´t use translator, only with your words to remember (250 words).

Look for a striking image on a the history of my life magazine web and have an article to share a feature with your classmates. (Power point)

Look for a passage in the bible that kinds of elements existed for the history of my life magazine web. Oral support.

Do you remember the adjectives? Write a list of adjective classes you know. Find the grammar in English, and write the concept in the notebook.

Search all the vocabulary that has to do with the history of my life magazine web, attach images. Oral support.

In this project you develop grammar seen during the period. Keep in mind the grammatical time to do their work. You have the opportunity to work with the following areas of The verb "TO BE" in its three forms; Affirmative, negative and interrogative.Short answers.The preposition of place "from”The order of the words.Numbers. Count. And more.

PROJECT PERIOD

We are going to develop a presentation in power point on the history use creation and update the history of my life magazine web.You should use images, and short phrases that accompany these images, that are striking should not be many but if you can explain them.You must not use unknown vocabulary you must use the one you learned during the period.

“ REMEMBER”

DID

YO

U K

NO

W

TH

AT

?

WHEN?

At first, biographical writings were regarded merely as a subsection of history with a focus on a particular individual of historical importance. The independent genre of biography as distinct from general history writing, began to emerge in the 18th century and reached its contemporary form at the turn

of the 20th century.

WHO ? A 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 story, highlighting various aspects of his or

her life, including intimate details of experience, and may include an analysis of the subject's personality.

prepositons

number

professions

nounsadjetive

articles

Nacio-nalities

to learn…..

http://www.pumarosa.com/ingles/greetings/index/load.htm?f Copy in yournotebook.

Please enter this link and practice the pronunciation of greetings, from now on, we will practice them every day and all the time.

Intellectual Training

GRAMMAR

Un pronombre sujeto es la persona o cosa que hace la acción del verbo. Generalmente viene antes del verbo excepto en preguntas. Un pronombre toma el lugar de la persona o cosa específica.

Pronouns:(Pronombres)

Subject pronounsExample :John runs. >>>He runs. (Juan corre. >>>( Él corre.)

Pronouns ObjectUn pronombre objeto es la persona o cosa que recibe la acción del verbo. Generalmente viene después de un verbo o una preposición.

Example:He gave the food to me.He gave the food to you.He gave the food to him.He gave the food to her.He gave the food to it.He gave the food to us.He gave the food to you.He gave the food to them.

VOLITIVE ACTIVITY #1

http://english-corner0.webnode.com.co/english-learning-zone/

THE VERB "TO BE" IN ITS THREE FORMS; AFFIRMATIVE, NEGATIVE AND INTERROGATIVE.

let's practice

Fill in the blanks with the right subject / personal pronouns (I, you, he, she, it, we, they):Angelina Joli is American.______ isn't French. Brad Pitt is American, too._____ isn't German. Brad and Angelina aren't French.____ are American. My friend and I are high school students.____ aren't primary school students.The Statue of Liberty is in New York.____ isn't in Washington

Fill in the blanks with the right form of to be ( am, are or is):

_____you the new student?

Yes, I _______ . Leila and Nancy _________students. Nancy ______ Australian . My sister and I _______ students.The girls _______ tired.These women _______beautiful.The tea ______delicious.Nadia and Leila _______friends.The newspaper_______ cheap.

volitive activity #1

Possessive adjectivesAdjetivos posesivos indican de quien es algo. Por ejemplo, en lugar de decir que el libro es de Juan, debemos decir que es su libro (his

book).

Example:

That is my food.That is your food.That is his food.That is her foodThat is its food.That is our food.That is your food.That is their food.

Possessive pronouns

Pronombres posesivos también indican de quien es algo pero no son adjetivos. Se usa un posesivo adjetivo antes de un sustantivo (ej. That is her book. = Ése es su libro.). Un pronombre posesivo, al contrario, es un sustantivo y puede estar solo, sin el nombre de la cosa (ej. That ishers. = Ése es suyo.)

Example:The book is mine.The book is yours.The book is his.The book is hers.The book is ours.The book is yours.

The book is theirs.

THE PREPOSITION OF PLACE "FROM".

IN A person lives:In a country and in a city.

Rebecca lives in the United StatesShe lives in New York City

ON On a street, avenue, road, etc.

She lives on Pine Street

AT At a streetaddress.

She lives at 1089 Pine Street.

These are some of the most important prepositions of place:

FLAGS OF THE WORLDhttps://www.countries-ofthe-world.com/continents-of-the-world.html

Do you remember the colors?With the flags of the countries we are going to review the colors

CONTINENTS

COUNTRIES AND NATIONALITY VOCABULARY

This chart lists many of the countries or nations in the world, with the following information:

name of country

adjective used for that country (also describes nationality)

noun used for a person from that country

Look at these example sentences:

She comes from France.

She is French

Her nationality is French.

She is a Frenchwoman.

She drives a French car

She speaks French.

.

NUMBERS

THE ORDINAL NUMBERS

INTELLECTUAL ACTIVITY #1What Is Included in a Biography?

here are certain situations in life where you’ll be asked to write about people – either about yourself or someone else – and knowing what information to include in a biography can be a helpful first step. Sometimes a person’s life is so full of rich details and interesting facts that it’s difficult to know what to include and what to leave out; but, there are some guidelines to follow that will help you write a biography.

Consider the Audience for the Biography

The key to writing a great biography is really found within this idea: choose facts that are both relevant and interesting to your audience. In order to do this, you should consider why the biography is needed, and who will be reading it, and then focus on those areas of the person’s life that the audience will likely want to know about.

If you’re writing a biography that will be sent out in a company-wide email in order to introduce a new employee to his co-workers, you’ll probably write more about the person’s work history and experience, with perhaps a few personal facts thrown in that will help the co-workers get to know him on a personal level.

However, such a biography probably wouldn’t contain exhaustive detail about his parents, for example, and what they did, and how they influenced him while he was growing up. Such information isn’t really appropriate for the situation or for the target audience. On the other hand, that information might be highly relevant if you’re writing a biography that will be used in a psychological study of the person.

1. Identify the main ideas. Copy the text in the notebook and underline in blue the main ideas, use as support the grammar seen so far.2. How do you think the story continues? Create a short text where you tell how the story about your life could continue; Write 5 own ideas use the theme of nationalities, flags, numbers, personal pronouns.3. Invents a title for this text.

VOLITIVE ACTIVITY #2

MEMBERS OF THE FAMILYTell us about your family. Recreates in an eighth of cardboard a similar picture uses photos of your relatives and under each one places the kinship and the name.We will share it in class

ADJECTIVES

• http://comoaprenderinglesbien.com/adjetivos-en-ingles/

https://www.youtube.com/watch?v=pULYOrbw0EM

ADJECTIVES

ADJECTIVE LISThttp://www.englisch-hilfen.de/en/words/opposites1.htm

PARTS OF THE SENTENCE

INTELLECTUAL ACTIVITY # 2

1. print this exercise and paste it into your

notebook, do it taking into account the grammar view.

2. classify as many adjectives as you can identify in the chart. Create a picture. Studying them if you do not understand the meaning investigates.Oral support in class.

HOW TO WRITE AN AUTOBIOGRAPHY

What's your story? Anyone who has lived a full life has something fascinating to share with the world. The trick to writing an autobiography is to treat it like any good story: it should have a protagonist (you), a central conflict, and a cast of fascinating characters to keep people engaged. You may want to think about a certain theme or idea that has been present in your daily life to revolve your story around. Read on to learn how to craft the story of your life and polish your writing to make it sing

Mapping Out Your Life 1.Write out your life timeline. Start writing your autobiography by conducting research on your own life. Creating a timeline of your life is a good way to make sure you include all the most important dates and events, and it gives you a structure to build upon. You can consider this the "brainstorming" phase, so don't hesitate to write down everything you can remember, even if you don't think the memory will make it into the final version of the book. Your autobiography doesn't have to begin with your birth. You may want to include some family history as well. Write down information about your ancestry, your grandparents' lives, your parents' lives, and so on. Having information about your family history will help readers get a sense of how you became the person you are.

What happened when you were a teenager? What led you to make the decisions you made?

3. Read and understand the text. Draws a list of new vocabulary.Now using the adjectives you already know rewrite a text based on the read, change the adjectives, write it in your notebook, we will share it in class with your classmates.4.Draw an image that represents the story and that you can explain with your words

HOW TO WRITE AN AUTOBIOGRAPHY

Did you go to college? Write about those transitory years, too.

Write about your career, your relationships, your children, and any big life-altering events that occurred.

2.Identify the main characters. Every good story has interesting characters, friends and foes who help move the plot along. Who are the characters in your life? It's a given that your parents will play a role, along with your spouse and other close family members. Think beyond your immediate family to others who have affected your life and should play a role in your autobiography.

Teachers, coaches, mentors, and bosses are extremely influential in people's lives. Decide whether someone who has been a role model (or the opposite) for you will figure into your story.

Ex boyfriends and girlfriends might co-star in some interesting stories.

What enemies have you had in life? Your story will be boring if you don't include some conflicts.

Offbeat characters such as animals, celebrities you've never met, and even cities are often points of interest in an autobiography.

3.Pull out the best stories. The story of your entire life would start to get pretty long-winded, so you'll have to make some decisions about what anecdotes you're going to include. Begin drafting your manuscript by writing out the main stories that will be woven together to create a picture of your life. There are a few main topics that most autobiographies cover since readers find them fascinatingThe childhood story. Whether your childhood was happy or traumatic, you should include a few anecdotes that give a picture of who you were and what you experienced at the time. You can tell the story of your childhood by breaking it down into smaller anecdotes that illustrate your personality -your parents' reaction when you brought home a stray dog, the time you climbed out the window at school and ran away for 3 days, your friendly relationship with a homeless person living in the woods . . . get creative.The coming of age story. This heady and often sensual period in a human's life is always of interest to readers. Remember that it's not about writing something unique; everyone comes of age. It's about writing something that resonates with readers.The falling in love story. You could also write the opposite of this, the never-finding-love story.The identity crisis story. This usually occurs in the 30s or 40s, and is sometimes referred to as a mid-life crisis.The story of facing down some force of evil. Whether its your battle with addiction, a controlling lover, or a madman who tried to kill your family, you've got to write about conflict you've experienced.

AGE

PROFESSIONS AND OCCUPATIONS

PLAYhttps://learnenglishkids.britishcouncil.org/es/category/topics/jobs

VOLITIVE ACTIVITY #3

GENITIVE SAXON

VOLITIVE ACTIVITY #4

Using the grammar of this page makes the description of the objects that are inside the classroom. Make sentences in forms, affirmative, negative and question. Use the structure to ask for quantity. Copy the exercise in your notebook.

THERE IS THERE ARE

INDICATE PROXIMITY OR DISTANCE.

Why do we use this and these?We use this (singular) and these (plural) as pronouns:to talk about people or things near us:This is a nice cup of tea.Whose shoes are these?- to introduce people:This is Janet.These are my friends, John and Michael.WARNING:We don’t say These are John and Michael.We say This is John and this is Michael.to introduce ourselves to begin a conversation on the phone:Hello, this is David, Can I speak to Sally?

INDEFINITE ARTICLES

https://www.youtube.com/watch?v=4Uvgdn2EwNAhttps://www.youtube.com/watch?v=_WuiFapZ-J0

POSSESSIVE ADJECTIVES

INTERROGATIVE PRONOUNS

VERBS

INTELLECTUAL ACTIVITY #3

1.Create a similar box but with adjectives that describe the a Processes of social magazine webThere are 10 characteristics.2. You're a private investigator. You must investigate who kidnaps in Processes of social magazine web.For this you must make a document with images where you ask the questions to the witnesses and the investigation that takes you to the result of discovering who was the cause.Use the grammar view, from the beginning of the period.Use the adjectives classification box.

CRAFTING A NARRATIVE

4.Write in your own voice. People read autobiographies to gain insight on what its like to be someone else. Being authentically you is a sure way to keep people engaged. If your writing is formal and stiff, or if it reads like a college essay instead of an expose on your life, people will have trouble getting through the book.

Write as though you're openinour heart to a trusted friend, in prose that's clear, strong and not too cluttered with vocabulary words you rarely use.

Write so that your personality is revealed. Are you funny? Intense? Spiritual? Dramatic? Don't hold back; your personality should come through in the way you tell your story.

5.Be revealing. You don't have to be explicit, but it's important to reveal truths about yourself and your life in an autobiography. Don't let the book become a list of your accomplishments, with all the negative material carefully kept under the rug. Present yourself as a whole person, sharing talents and flaws alike, and your readers will be able to identify with you and hopefully root for you as they make their way through your story.

Don't always cast yourself in a positive light. You can have foibles and still be the protagonist. Reveal mistakes you've made and times when you've failed yourself and other people.

Reveal your inner thoughts. Share your opinions and ideas, including those that may spark controversy. Be true to yourself through your autobiography.

6.Capture the spirit of the times. How was your story shaped by the moment in history in which it took place? What wars influenced your politics? What cultural events inspired you? Discussing what happened in the world at large during your lifetime is a good way to make your story more relevant and interesting to those reading it.1.Create an overarching plot. Now that you know what content you want to include in your autobiography, think about how you want to structure your book. Like any great book, your autobiography needs a great plot. Work with the material you have to craft an interesting story that builds toward a climax and ultimately resolves. Create a narrative arc by organizing and filling out your written memories and anecdotes so that they flow together logically.What's your central conflict? What's the biggest obstacle life presented that took years to overcome or come to terms with? Maybe it's an illness you were diagnosed with at an early age, a relationship wrought with turmoil, a series of career setbacks, a goal you worked for decades to achieve, or any other number of things. Look to your favorite books and movies for more examples of conflicts.

INTELLECTUAL ACTIVITY #4

There are three types of biography:

Autobiography

It tells the story of a person’s life, who writes it himself or herself. However, sometimes he/she may take guidance from a ghostwriter or collaborator.

Biography

It narrates the life story of a person written by another person or writer. It is further divided into five categories:

Popular biography

Historical biography

Literary biography

Reference biography

Fictional biography

Memoir

This is a more focused term than an autobiography or a biography. In a memoir, a writer himself/herself narrates the details of a particular event or situation occurred in his/her lifetime.

1) Reading comprehension2) You must read the text

aloud,3) understand the

vocabulary, if there are new words you must make a listing in your notebook and the translation.

4) Record with your voice the text, practice the pronunciation.

5) We will read in class and ask about reading.

6) Remember that you must use what you learned during the period

Types of Biography

TYPES OF BIOGRAPHY

Examples of Biography in Literature

Shakespeare: A Life by Park Honan

It is the most accurate, up-to-date and complete narrative ever written about the life of Shakespeare. Park Honan has used rich and fresh information about Shakespeare in order to change the perceptions of the readers for the playwright and his role as a poet and actor. This book completely differs from other biographies that imagine different roles for him, commenting on his sexual relationships and colorful intrigues. Though detailed psychological theories and imaginative reforms about him could be amusing, in fact, they damage credibility of the sources. Therefore, many attempts have been made to know about him, which is not a new thing but this one is a unique example.

The Life of Samuel Johnson by James Boswell

It is frequently hyped as a perfect example of modern biography and all-time best example in English language. This masterpiece of James Boswell has covered the whole life of ubiquitous literary writer, Samuel Johnson, with whom James was well acquainted on account of his subject of study. The unique quality of this book is that it shows Johnson as a walking intellectual amongst us.

7) Let us use the grammatical structure INTERROGATIVE PRONOUNS. Create questions to ask your colleagues about the text that we are understanding.

8) Make a list about verbs in your notebook

1. For the presentation of the final project of the period, should take into account the following points:

2. You will make an oral presentation on History of my life web.

3. The content should have a short review of its creation, its use, and its development over time.

4. The oral structure for the support must have the grammar seen during the period.

5. Use the same vocabulary seen, take into account the parts of the sentence.

6. To create a presentation in power point, the content of the slides should be more in images than text because you will tell it orally.

7. Please support intellectual activities, there is a lot of information

PSICOMOTOR ACTIVITY #1

1. Present the first evidence of the work, in the draft

2. You must have the points you are going to develop

3. The draft text with the grammatical themes you chose.

4. Some images

5. Remember to support you in the text of the guide.

Some examples

The function of writing biographies is to provide details regarding the life of a person or a thing in an entertaining but informative manner. By the end of a biography, the readers feel like they are well acquainted with the subject. Biographies are often non-fictional, but many biographers also use novel-like format, because a story line would be become more entertaining with the inclusion of strong exposition, rising conflict and then climax. Besides, the most inspirational life stories could motivate and put confidence into the readers.

PSICOMOTOR ACTIVITY #2

• Submit the completed project for review.

• This day you should already be with the learned text and a good speaking in the possible.

• You must bring the presentation in power point.

• I'll ask you questions about it.

So should be your presentation on the final day of the project according to the schedule.

AFECTIVE ACTIVITY #1You are respectful to your friends and teachers by supporting all the proposed activities collaborate with your peers helping when they are behind in the period.

You should look for someone or a partner of the school who needs any help, and you will collaborate.Through a short video you are going to document your work of solidarity that you have done, and in the end you tell us how you felt and what you learned.

SPIRITUAL ACTIVITY #1

For this achievement rate shall be taken into account during the period:1.Excellent behavior inside and outside the classroom2.Agenda with all the devotional period3.Each must have its corresponding drawing or image.4.Respect for himself and his companions.5.Punctuality,6.Collaboration in activities within the school

Teniendo en cuenta los siguientes criterios deevaluación de: (S) Siempre, (F) frecuentemente,(CN) Casi nunca y (N) Nunca, marca con una Xla columna que corresponde a tu criterio, segúnlo aprendido:

ASPECTO DESCRIPCIÓN S F C N

Intelectual Poseo capacidad lingüística al identificar

correctamente palabras y expresiones sencillas en

un contexto determinado en la lengua inglesa.

Psicomotor Soy hábil desarrollando la capacidad lingüística, ubicando correctamente palabras y expresiones sencillas de la lengua inglesa en un contexto indicado.

Volitivo Sustento mi actividad volitiva al elaborar todas las actividades propuestas en su momento y a su hora haciendo aportes a mi propio desarrollo

Afectivo Soy colaborador al elaborar todas las actividades

propuestas y ayudar a mis compañeros que tengan

dificultades en los temas que yo conceptualizo.

Espiritual Sustento mi actividad espiritual al mantener buenas

relaciones interpersonales con mis compañeros de

clase, con mis superiores así como con todo mi

entorno en el colegio

Padre de familia, favor diligenciar el siguiente cuadro para conocer su opinión respecto a los aspectos mostrados por su hijo/adurante el desarrollo del tema, en el periodo. Su opinión es muy importante para nosotros, pues nos ayuda a fortalecer el proceso deformación de los estudiantes.

Aspectos internos Aspectos externosFORTALEZAS OPORTUNIDADES

DEBILIDADES AMENAZAS

http://www.pumarosa.com/ingles/greetings/index/load.htm

http://english-corner0.webnode.com.co/english-learning-zone/https://www.countries-ofthe-world.com/continents-of-the-world.htm l

https://www.youtube.com/watch?v=pULYOrbw0EM

https://learnenglishkids.britishcouncil.org/es/category/topics/jobs

https://www.youtube.com/watch?v=_WuiFapZ-J0

https://www.bbvaopenmind.com/en/impact-of-the-technological-revolution/