Cronograma de actividades Language Arts 15-16

Activities booklet for Summer practice

Use of English:

A.      Tenses review. Change the verbs in the box and complete the sentences. Transform the verb into the correct tense. There is one example.

visit

enjoy

fly

write

make

come

Last year, I (1) ___made____ a new friend, Jen, at summer camp. I’ve  
(2) ______________________ talking to her every weekend since then. Now we often 
(3) ___________________ letters to each other. I’m so excited because next month, Jen 
(4) _________________ me for a few days. She (5) __________________ next month. If I had a plane, I (6) ______________________ to visit her tomorrow!

B. Past Simple tense. Complete the sentences with the word. Use the correct form of the verb.

1. go) Yesterday I ________________________ to the movies.   
2. (ride) Steve  ________________________ his bicycle to school yesterday.  
3. (drive) My friends  ________________________ to Los Angeles two weeks ago.  
4. (take) Elizabeth  ________________________ some flowers to her mother last Saturday.  
5. (have) Last week my aunt  ________________________ a baby.  

C. Put the verb in present continuous or present simple

1. Excuse me, ______________ (you/speak) English?
2. They _____________ (not/watch) television very often.

3. Listen! Somebody _______________ (sing)

4. She’s tired. She ____________ (want) to go home.

5. He ____________________ (not/usually/drive) to work. He usually ________ (walk)

D. Vocabulary. Complete the sentences with the words on the chart. There is one extra that you don´t need.

shy    greedy    terrifying    beautiful    sometimes    calm

1.My little brother is always ___________________ when he is around people he doesn’t know.

2. I saw the most ___________________   butterfly in the garden today.

3. My sister ________________ beats me when we race. Most of the time I am faster than she is.

4. We screamed a lot while we watched a __________________________ monster movie.

5. Even though there was a spider on her face, the girl acted __________________________.

E. Vocabulary. Choose the correct word.

1. The manager responded calm / calmly to the angry customer.

2. He was nervous / nervously before the big game.

3. The boy rude / rudely pushed in front of us in line.

4. Sean delicate / delicately placed the glass vase down.

5. The brave / bravely firemen saved the people in the burning house.

F. Complete the chart with the correct past or participle form of the verb. Study the verbs

Verb (infinitive)	Past simple form	Past participle
become	became
begin		begun
break		broken
bring	brought
build	built
buy		bought
catch
choose	chose
come		come
		cost
		cut
do
draw
		drunk
		driven
		eaten
		fallen
feed
	felt
fight		fought
find	found
fly	flew
forget		forgotten
	forgave
get
		given
		gone
grow
have
hear
hide
		hit
know		known
learn	learned	learnt/learned
Verb (infinitive)	Past simple form	Past participle
	lent
lose		lost
make	made
meet		met
pay		paid
		put
read
		ridden
	rose	risen
	ran	run
say		said
see	saw
sell
send
set
show
sing	sang
sleep		slept
speak		spoken
spend		spent
stand
steal	stole
swim		swum
take
		taught
tell		told
think		thought
throw	threw

G. Tenses review. Make the questions using the underlined information in the sentences and the WH word at the beginning of the question. Use the correct tense.

1. They live in New York.   Where ___________________________________?

2. She wants to learn English because she wants a better job.  Why _________________________?

3. He gets up at seven every morning.  What ___________________________________?

4. Mario is at the concert.  Who ___________________________________?

5. Your keys are on the desk.  Where ___________________________________?

H. Error Correction: Correct the questions and write the correct one in the space. Do not answer the questions.

1. When begins the race? -  _______________________________________________

2. Sell you fish? – _______________________________________________

3. Who does the trumpet play? – _______________________________________________

4. Where flew the plane? – _______________________________________________

5. Do you have got a brother? – _______________________________________________

6. Can the man the car drive? _______________________________________________

I. 2^nd. Conditional. Complete the sentences. Write the correct verb on the right space.

1. If I __________________________ where she lived, I would ________________________ her. (Visit/knew)

2. If I ________________________ a bike, I would ________________________ to school much faster. (Get/had)

3. I would _____________________ you on a trip if I ___________________________ drive a car. (Could/ take)

4. I would _____________________ you to dinner if my brother _______________ sick.  (Invite/weren’t)

5. We need some carrots. If we ______________ some carrots, this soup would ___________ a lot better. (Had/taste)

J.      Read each sentence. Unscramble the sentences. Form passive and active voice sentences.

1. the / protected / people / area / The

_____________________________________________________________________

2. room / cleaned / night / My / was / last  

_____________________________________________________________________

3. Jim / goal / was / by / The / scored  

_____________________________________________________________________

4. fresh / stew / made / was / The / my / with / vegetables 

_____________________________________________________________________

5. school / The / showed / movie / the/ was / in

_____________________________________________________________________

K.      Transform the sentences from the Active to the Passive voice. Passive voice.

1. Mountains provide resources. 

_____________________________________________________________________

2. Students learn English in school.

_____________________________________________________________________

3. We pack the suitcase. 

_____________________________________________________________________

4. She waters the plants. 

_____________________________________________________________________

5. They fold the clothes.

_____________________________________________________________________

L. Complete the 1^st conditional exercises with the correct form of the verb.

If you __________________ (send) this letter now, she_____________ (receive) it tomorrow. 

If I ____________ (play) the lottery, I _________________ (have) a chance to hit the jackpot.

If I _____________________ (find) your ring, I _________________ (give) it back to you. 

If I ______________________ (do) this test, I _____________________ (improve) my English. 

Simon _________________ (go) to London next week if he ___________________ (get) a cheap flight. 

M. 2^nd Conditional. Read each sentence. Unscramble the sentences.

1. she / to / French, / move / If / France / spoke / would / she 

________________________________________________________________________

2. If / I / time, / had / I / play / more / school / sports / after / could 

________________________________________________________________________

3. earlier, / If / to / bed / went / you / you / tired / wouldn’t / so / be

________________________________________________________________________

4. I / poem / you / If / poetry, / write / I’d / a / wrote 

________________________________________________________________________

5. be / If / in / a contest, / I / happy / would / won / I / a prize

________________________________________________________________________

Proyectos: Tejido

Dear students:

Here is the video for the project so you can have a guide to do you assignment. Enjoy!

:)

https://www.youtube.com/watch?v=k4jdA9S7WwY

Science: Carbon and Oxygen Cycles

Dear Students:

Please watch the videos and answer the questions. Take some notes and prepare an exposition to present it to your friends, explaining what is carbon and oxygen cycle. You will need visual material, a poster (A4) in a cardboard.

Questions:

1. What is carbon?
2. Where is most of the carbon dioxide disolved?
3. How is the green house effect caused?
4. What is oxygen?
5. What is photosynthesis responsible for?
6. What are the main reservoirs of oxygen?
7. Why is the ozone layer important?
8. What does photosynthesis produce?
9. What is the other process that adds oxygen to the atmosphere?
10. Where do we find carbon?

Video 1: https://www.youtube.com/watch?v=YNd5p2HvYcg

Video 2: http://www.tutorvista.com/biology/animations/oxygen-cycle-animation

Video 3: http://www.tutorvista.com/biology/animations/carbon-cycle-animation

Dear students: Here is the link with the information we check in class about the Nitrogen Cycle. Please check it and copy it in your notebooks.

Nitrogen cycle: http://eschooltoday.com/ecosystems/the-nitrogen-cycle.html

Latin American dictatorships.

Dear students:

Please watch the videos and answer the questions. If you don´t understand some of the words, please check them in the dictionary.  Please watch the videos with your parents, so they can help you understand more about this topic. Then check the reading to fill in the gaps.

https://www.youtube.com/watch?v=sMif-qZ-YSQ&feature=youtu.be

https://www.youtube.com/watch?v=oH8lMhMzw64

Questions:

1. Which countries were fighting in the Cold War (Guerra fría)?

2. Which country helped establish the dictatorships in Latin America?

3. What ideals did the dictatorial regimens try to repress in Latin America?

4. What is "Operación Condor"?

5. How many people were killed, tortured or disappeared during the dictatorships?

6. Who was identified as the head of "Operación Condor"?

7. What were the plans of dictatorships in America to bring absolute stability?

8. What did this means for the people of Brazil, Argentina and Chile?

9. What were the human right abuses in Brazil?

10. What were the human right abuses in Chile and Argentina?

OIL BOOM:

There are three videos, two of them are in Spanish. Please watch them and take notes in English. For the third video, answer the five questions.

https://www.youtube.com/watch?v=kx8Fs7akoQc&feature=youtu.be

https://www.youtube.com/watch?v=Orz67teq6q4

https://www.youtube.com/watch?v=8MBJnnk6bBo

Questions:

1. What are the eight indigenous nationalities in the Amazon?

2. Why is the water highly contaminante?

3. What is the extension of land contaminated?

4. What are the diseases found in the contaminated area?

5. Did Texaco pay or clean the disaster?

Reading comprehension

Read the article and fill in the gaps in the next sentences:

1. The term dictatorship  means the ___________________ in which absolute power is _____________ in the hands of a ________________ and sometimes his _______________.

2. The dictator generally controls the three state powers : _______________, ______________ and _______________.

3. The leader of the ____________ coup, General Guillermo Rodríguez Lara, believed in “_______________  _______________” and created state-run companies.

4. Ecuador participated in "Operación Condór" in _________.

5. Augusto Pinochet Ugarte  heads coup against President ______________________ on Sept 11, 1973, in which _____________ of leftists were rounded up, tortured and murdered in the basement of the _______________. 

6. In Cuba, _____________________________ was installed in the presidency by the ________ in 1952 and rules the country until being overthrown by the ____________________.

7. Juan ________________________ was a rare left-leaning Peruvian dictator, he repressed some dissent (exiling publishers), _________________________, and pursued relations with the _______________________________.

8. The government, Military Junta in Brazil,  had a name for its program: the "___________________________________".

9. One of the leaders of the Military Coup in 1976-83 was ____________________________, he appoints himself president and commences the __________________________.

10. Dictators can come to power in a variety of different ways. They can be __________________, be _______________________ by the resident ruling party or Communist hierarchy, or ________________________ their position from a deceased relative.

 What is it?

A dictatorship is a government headed by a dictator. The term dictatorship has come to mean a government in which absolute power is concentrated in the hands of a dictator and sometimes his partners. Many dictators have held the formal title of "President", but applied extraordinary, often non-constitutional or de facto powers. Dictators can come to power in a variety of different ways. They can be elected, be appointed by the resident ruling party or Communist hierarchy, or inherit their position from a deceased relative. Still other modern dictators seize power in a military coup, and are supported by the military.  The dictator generally controls the three state powers : legislative, executive and judicial. (Taken from: http://encyclopedia.kids.net.au/page/di/Dictatorship)

Dictatorship in Latin America

PERU 
Peru has had over a dozen coup, often short-lived, sometimes populist. Below is a small sample.
Manuel A. Odria (1948-56)
Modified the penal code to punish "political terrorism" with the death penalty, adopted a draconian Internal Security Law, suppressed opposition party APRA.
Juan Velasco Alvarado (1968-75) A rare left-leaning dictator, Alvarado repressed some dissent (exiling publishers), nationalized companies, and pursued relations with the Soviet Union. As his health deteriorated, he was overthrown. 
OPERATION CONDOR Peru joins in 1978

ECUADOR 
A military coup in 1963 to keep the country from going communist, commences with jailing or exiling the entire leadership of the communist left and reorganizing the universities to squash the left. The junta returns power in 1967. The leader of the 1972 coup, General Guillermo Rodríguez Lara, believed in “revolutionary nationalism” and created state-run companies, often run directly by the armed forces,as part of an effort to replace foreign-produced goods and services with nationally produced goods and services. The state expanded its role in industries such as the telephone service, airlines, tourism, hotels,and steel. In addition, the government joined the Organization of the Petroleum Exporting Countries (OPEC). He is deposed by the military in a series of coups in 75/76. Power is handed back in 79.
OPERATION CONDOR Ecuador is known to have participated beginning in 1978. It is unclear to the extent, but is believed to have been peripheral.

CUBA 
Fulgencio Batista
Runs the country after a coup in 1933, but is finally elected in 1940. Installed in power by the US in 1952 and rules until being overthrown by the Cuban Revolution. Complete stooge of US corporations and the American Mafia. 

CHILE 
Augusto Pinochet Ugarte (1973 to 90)
heads coup against President Salvador Allende on Sept 11, 1973. Orders thousands of leftists rounded up, tortured and murdered in the basement of the national sports stadium. Between 5,000 and 30,000 people are believed to have been killed in the operations of Pinochet's regime.
OPERATION CONDOR killed Chilean activists, generals, trade-unionists, and threatened US Congressman (and later NYC Mayor) Ed Koch. The assassination of several people in Washington, D.C. led to the some diplomatic tensions with the U.S. Many Chileans were "disappeared."

BRAZIL 
A Military Junta (1964-85), supported by the US [principally, the CIA, the ITT corporation], removed João Goulart. Congress was shut down, political opposition was reduced to virtual extinction, habeas corpus for "political crimes" was suspended, criticism of the president was forbidden by law, labor unions were taken over by government interveners, mounting protests were met by police and military firing into crowds, peasants' homes were burned down, priests were brutalized...disappearances, death squads, a remarkable degree and depravity of torture...the government had a name for its program: the "moral rehabilitation" of Brazil. 
OPERATION CONDOR According to a government-sponsored truth and reconciliation commission in 2007, by the end of the 21 years of dictatorship there were 339 documented cases of government-sponsored political assassinations or disappearances. More were interrogated, tortured, and jailed.

ARGENTINA 
Eduardo A. Lonardi Doucet (1955-58) 
Overthrew Peron in 1955, deposed two months later by General Pedro Eugenio Aramburu who ruled for three years. Aramburu is later kidnapped and killed in 1970 by the Montoneros in retaliation for his murder of a Peronist-General.
Juan Carlos Onganía (1966-70), a month into his regime ordered La Noche de los Bastones Largos ("The Night of the Long Police Batons"), beating and arresting University professors and students. Overthrown by General Roberto M. Levingston (1970-71) who was then deposed himself by General Alejandro Agustín Lanusse (1971-73).
Jorge Rafael Videla (1976-83)
One of the leaders of the Military Coup, appoints himself president and commences the dirty war. Currently living under House Arrest. 
OPERATION CONDOR Alongside the "Dirty War," upwards of 30,000 are "disappeared:" abducted, tortured, killed, their bodies hidden; often their infant children would be kidnapped and adopted by military officers or the wealthy.

WATER CYCLE AND WATER FILTRATION

Dear Students:

Please take a look at the following activities. Answer the questions:

Video number 1:

Please follow the instructions on the video. If you want you can do de experiment, but is not obligatory; and answer the following questions.

1. What is aeration?
2. What is coagulation?
3. What is sedimentation?
4. What happens in the filtration process?
5. What is the last step in the treatment process?

Remember: This video will help you when you start to built your own water filter.

https://www3.epa.gov/safewater/kids/flash/flash_filtration.html

Number 2: 

Read the facts about water. There are many fact that will help you to organize your script for the open house.  There will be a quiz about the 15 first questions.

https://www3.epa.gov/safewater/kids/water_trivia_facts.html

Video number 3: 

Play the game. Print out your score. Have fun!!

https://www3.epa.gov/safewater/kids/flash/flash_qagame.html

Print for PORTFOLIO-Proyectos

Please dear students print this in different pages. If you can print these in recyclable paper it will be great!!

Page 1:

1.       Pelo en muñeca recortable

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

Coser el pelo de las muñecas siguiendo los puntos blancos en sus cabezas para practicar puntadas.

c.        Materiales:

Cartulina, muñeca de papel recortable, aguja, hilo, tijeras.

d.       Resultado o producto: 

Page 2:

1.       Muestrario de puntos de costura y bordado

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

Realizar un muestrario siguiendo líneas rectas en un pedazo de tela de 22cm por 30cm, siguiendo las indicaciones de la docente, y usando las puntadas básicas de bordado y costura.

c.        Materiales:

Aguja, hilo, tijeras, pedazo de tela reciclada de alguna prenda que no usen en casa, botones.

d.       Resultado o producto:

Page 3:

1.       Monedero de gato con material reciclado.

a.       Objetivos:

·         Desarrollar las habilidades artísticas de los estudiantes.

·         Aumentar la motricidad fina realizando varias actividades que permitan hacer movimientos pequeños y precisos con las manos.

·         Coordinar las capacidades visuales y manuales.

·         Unir y ensamblar piezas de diferentes tamaños adquiriendo destreza y agilidad con los dedos.

·         Potenciar el desarrollo de los sentidos, sensibilidad, expresión de las emociones,  e inteligencia.

b.       Desarrollo o descripción:

c.     Usar el siguiente patrón

d.    - Hacer un rectángulo de 36.6 x 30.5

e.     - Trazar una cruz para marcar el centro.

f.     - A partir de la cruz dibujar el rectángulo que ves en el centro del gato de 19x12.

g.    - Y dibujar la mitad de la silueta, siguiendo las medidas.

h.       Coser todas las piezas juntas para obtener el monedero final. Pegar un botón para cerrar el monedero.

i.         Materiales:

Aguja, hilo, tijeras, pedazos de tela reciclada de alguna prenda que no usen en casa, patrón, botón.

j.         Resultado o producto: 

1.    

 Nota: Las siguientes imágenes son propiedad intelectual de las personas que aparecen en ellas y no se puede hacer libre uso de las mismas.