PLANES DE MEJORAMIENTO

  PLANES DE MEJORAMIENTO SEGUNDO PERIODO

 

PLAN DE NIVELACIÓN Y/O  PLAN DE MEJORAMIENTO  INDIVIDUAL

(Estudiantes que no han participado de la estrategia “Aprende en casa”)

Docente:	SANDRA LILY ACOSTA Z		ESTUDIANTE		GRADO:
Área:	HUMANIDADDES		­		SEXTO
Asignatura:	INGLÉS		FECHA DE PRESENTACIÓN Y SUSTENTACIÓN: (Cuando lo disponga la SED)
Primer periodo Primer Corte		Segundo periodo x Primer Corte	Tercer periodo Primer Corte	VALORACIÓN:
CRITERIOS DE DESEMPEÑO			EVIDENCIAS
Desarrolla las tareas usando la estrategia aprende en casa			Envío de documento al correo electrónico: slacostaz@educacionbogota.edu.co
Comprende las estructurales gramaticales y las aplica correctamente			Las aplica en las guías dejadas para la clase.
Desarrolla las guías de clase y las envía al correo institucional			Envío a tiempo y completo de los trabajos al mail institucional.
DESCRIPCIÓN DE LA SITUACIÓN ACADÉMICA DEL ESTUDIANTE
DIFICULTADES
EL estudiante no cumplió, con todas las tareas dejadas durante el periodo. El estudiantes tiene falencias en las estructuras gramaticales vistas en clase El estudiante no presta la debida atención a las indicaciones dadas por la docente para la realización de los documentos virtuales.
ACTIVIDADES A NIVELAR
ACTIVIDAD No. 1			Descripción
1. now / for / dad / walk / a / my / isn’t / going _______________________________________________ 2. Fiona / crosswords / does / like / jigsaw puzzles / doing / or /? _______________________________________________ 3. time / free / girlfriend / embroidery / does / my / her / in _______________________________________________ 4. holiday / shoots / doesn’t / instead / films / like / he / photographs / on / taking / Adam _______________________________________________ 5. tonight / in / going / are / staying / out / you / or /? _______________________________________________ 6. tenpins / moment / Tim / the / at / playing / is / the /? _______________________________________________ 7. TV / aren’t / working / gym / out / the / resting / front / they / of / at / but / in _______________________________________________  8. pleasure / Chen / magazines / reads / for / car _______________________________________________ 9. evenings / family / in / time / the / you / like / spending / do / your / with /? _______________________________________________			Make affirmative, negative sentences or questions from the jumbled words below.   Organizar las palabras en oraciones afirmativas o negativas, teniendo en cuenta el orden estructural de la oración, usando el presente progresivo o continuo.   Ejemplo:   1.       now / I / studying/ for / exam / an / am /   I am studying for an exam now.
ACTIVIDAD No. 2			Descripción
Change the verb into the correct form: 1. Anna  (rest) right now. 2. I  (talk) on the phone at this moment. 3. Bella  (cook) dinner now. 4. They  (help) the teacher right now. 5. He  (run) very fast! 6. Julia  (bake) a chocolate cake at the moment. 7. I  (have) fun! 8. You  (dance) very nicely. 9. They  (answer) all the questions. 10. John  (eat) Salad, and I am eating fish. 11. Marta  (drive), and Chris is sleeping (sleep). 12. It  (rain). 13. I  (write) my homework. 14. We  (work) on the new show right now. 15. Kate  (lie) in bed now.               16.  You  (look) good today. 17. He  (study) to be a lawyer. 18. This table  (break) apart. 19. Oliver  (help) me with my homework these days. 20. Luke  (become) more and more handsome.			Change the verb into the correct form. Escriba el verbo en su forma correcta, teniendo en cuenta si la oración y su contexto se encuentran en presente simple o  presente continuo.   Ejemplo:   13. This month we  (stay) with my Sister. 14. Eva  (look) for a roommate.
ACTIVIDAD No. 3			Descripción
A CONTINUACION REALIZAR LA GUIA ANEXA. DEBES HACER LA TRADUCCION DEL LA LECTURA AL ESPAÑOL Y RESPONDER LAS PREGUNTAS: Traducción:
SUSTENTACIÓN
CRITERIOS DE EVALUACIÓN
El trabajo debe ser realizado en un documento en Word y enviado al correo: slacostaz@educacionbogota.edu.co. A más tardar el día 1 de septiembre. Tener presente que por ser recuperación y/o nivelación, la nota máxima es 3.2, según lo establecido en el SIE de nuestro colegio.
FECHA DE ENTERADO:   14 de septiembre  de 2020			FIRMA DEL DOCENTE: SANDRA LILY ACOSTA ZAMBRANO
FIRMA DEL ESTUDIANTE:			FIRMA DEL REPRESENTANTE LEGAL: C.C. No.

 

PLAN DE MEJORAMIENTO GRADO SEPTIMO SEGUNDO PERIODO

PLAN DE NIVELACIÓN Y/O  PLAN DE MEJORAMIENTO  INDIVIDUAL

(Estudiantes que no han participado de la estrategia “Aprende en casa”)

Docente:	SANDRA LILY ACOSTA Z			ESTUDIANTE			GRADO:
Área:	HUMANIDADES			­			séptimo
Asignatura:	INGLÉS			FECHA DE PRESENTACIÓN Y SUSTENTACIÓN: (Cuando lo disponga la SED)
Primer periodo Primer Corte		Segundo periodo X Primer Corte		Tercer periodo Primer Corte		VALORACIÓN:
CRITERIOS DE DESEMPEÑO					EVIDENCIAS
El estudiante, identifica los verbos regulares e irregulares en el pasado simple					Desarrollo de actividades y envío al correo institucional
El estudiante  reconoce el auxiliar DID para las estructuras de pregunta y respuestas en pasado simple					Desarrollo guía del Did
El estudiante desarrolla sus actividades y las envía a tiempo al correo institucional.					Cumplimiento labores académicas.
DESCRIPCIÓN DE LA SITUACIÓN ACADÉMICA DEL ESTUDIANTE
DIFICULTADES
EL estudiante no cumplió, con todas las tareas dejadas durante el periodo. El estudiantes tiene falencias en las estructuras gramaticales vistas en clase El estudiante no presta la debida atención a las indicaciones dadas por la docente para la realización de los documentos virtuales.
ACTIVIDADES A NIVELAR
ACTIVIDAD No. 1					Descripción
I  (study) all night yesterday. 2We  (play) poker after dinner. 3After escaping from prison, he  (rob) a bank. 4He  (start) playing chess at the age of 7. 5We  (arrive) home very late. 6We  (visit) the Louvre while we were in Paris. 7He  (try) to escape. 8I  (stop) smoking when I was 30. 9When I was a child, I  (hate) fish. 10We really  (enjoy) the concert.					Completa las oraciones usando los verbos en pasado simple, teniendo en cuenta, la existencia de los verbos regulares e irregulares.   Los verbos regulares cuando se convierten al pasado se les agrega ED o D. Ejemplo: WORK:       WORKED PLAY       PLAYED   Los verbos irregulares cambia su estructura del presente al pasado. Ejemplo: COME      CAME DRIVE      DROVE
ACTIVIDAD No. 2					Descripción
Infinitive Simple Past was / were spend had leave took get heard go saw sit ate drink told					Convertir el verbo a su infinitivo o pasado, según el caso, teniendo en cuenta si son verbos regulares e irregulares.
ACTIVIDAD No. 3					Descripción
Percy Adams lived in a great neighborhood.  He had many friends there.   Percy woke up one morning and took a long stretch.  He had a good night and was very rested. First, he walked in the kitchen and ate a good breakfast. He waited at the door for someone to open it and let him out.  He had things to do. Percy walked outside and looked around. Everything seemed fine.  Then, he went and checked on his friend, Al the dog.   Al was still sleeping and didn’t want to go with Percy.  Percy walked across the yard and visited the Mother Bird and her babies.  They were fine and were eating some worms for breakfast.  They didn’t even look at Percy.  They were busy.  Percy walked across the street and visited his friend Bubba.  Bubba was outside stretched out in the sun.  Bubba was glad to see Percy. They were great friends.  Bubba said hello to Percy with a great big MEOW. Percy gave a MEOW right back.  Percy and Bubba played and played. They visited their other friends in the neighborhood.  It was time to go home. They were tired and it was a good time to take a nap. 1.  What kind of animals were Percy and Bubba ? a.  dogs       b.  birds c.  mice       d.  Cats   2.  Why did someone have to open the door for Percy? a.  he was too short    b.  he was too lazy c.  cats can’t open doors  d.  he was scared   3.  Who did Percy visit first when he went outside? a.  Al          b.  Bubba c.  Mother Bird      d.  the frog   4.  Why didn’t the birds look at Percy? a.  they were asleep b.  they were afraid c.  they were gone d.  they were eating breakfast   5.  What did Percy do when he went home? a.  played with Al     b.  took a nap c.  ate some food      d.  visited the birds   6.  What kind of day do you think Percy had? a.  bad              b.  ugly c.  great            d.  sleepy   7.  Percy and Bubba were _________. a.  not happy                   b.  good friends c.  hungry for food       d.  mean
ACTIVIDAD 4			DESCRICPCIÓN
Read the following biography of Princess Diana and complete with the correct form of the verb.  The first one has been made for you. (Diana Frances Mountbatten-Windsor; Born Spencer; 1 July 1961 – 31 August 1997).       DIANA, PRINCESS OF WALES Princess Diana _was__ 1 (be)  an iconic figure of the late 20th Century. She was admired for her groundbreaking charity work; in particular her work with AIDS patients. Married to Prince Charles in 1981, she _____ 2 (receive) the title of “Her Royal Highness Princess Diana of Wales”.   Diana ____ 3 (be)  born to an aristocratic family who links to the Royal Family. Her father was Edward Spencer, Viscount Althorp. Edward Spencer was a direct descendent of Charles II. Her mother ____ 4 (be)  Frances Viscountess Althorp. Diana _____ 5 (grow)  up in the family home of Park House, before moving to Althorp in 1975. Diana ___________ 6 (not –shine) as a student, but ____ 7 (do) well in music and ballet. When she _____ 8 (meet) her future husband, Diana was working as a part time assistant in a nursery school in London   In 1981, Diana ______ 9 (marry) Prince Charles. Diana was  20, and Charles by contrast was 33 at the time. The wedding was _______10 (watch) by over 1 billion people world-wide. During their marriage they _____ 11 (have)  two sons, Prince William and Prince Harry. However, in the mid 1980s, tensions _______ 12(start)  to appear in the marriage, and under much publicity the marriage ______ 13(break) up resulting into a divorce in 1992. During this period Diana is _____ 14 (say) to have suffered  various health problems such as bulimia and depression. In January 1997, she _______ 15 (visit)  mine fields in Angola to inspect the clearing of landmines.  Shortly before her death, June 18th Princess Diana met with Mother Teresa. Both ______ 16 (admire) each other. Lastly, Diana ______ 17 (die) on 31st August, 1997, in a car crash involving Dodi Al-Fayed.  It was said they were being chased by paparazzi at the time the fatal accident ________ 18 (occur). The death of Diana ______ 19 (have) a profound impact on the British public and those in other countries. Over 1 million bouquets of flowers were laid at Buckingham Palace. Her funeral was ______20 (watch) by countless millions around the world and her final resting place  was  her family.   Exercise After you have completed reading the previous text, create questions about the reading.   Typical wh- words are:  what, where, when, why, who, how, how many, how much. Structure:  Wh-word+ auxiliary verb+subject+ verb in base form+rest of sentence e.g.  -Who did she marry? She married Prince Charles of Wales. -When did she meet  Mother Theresa? She met Mother Theresa in 1997.
SUSTENTACIÓN
CRITERIOS DE EVALUACIÓN
Realizar el documento y envíar al correo institucional: slacostaz@educacionbogota.edu.co
FECHA DE ENTERADO:   11 DE SEPTIEMBRE DEL  2020					FIRMA DEL DOCENTE: SANDRA LILY ACOSTA ZAMBRANO
FIRMA DEL ESTUDIANTE:					FIRMA DEL REPRESENTANTE LEGAL: C.C. No.

 

PLANES DE MEJORAMIENTO PRIMER PERIODO

Los planes de mejoramiento fueron diseñados, acorde a los trabajos realizados durante las semanas que han transcurrido en el marco del desarrollo de la Estrategia "Aprende en Casa". A continuación encontrarás los documentos de grados sexto y septimo del área de Ingles, despúes que hayas desarrollado las actividades, debes enviarlas en un único documento al correo:     

                              slacostaz@educacionbogota.edu.co

PLAN DE MEJORAMIENTO GRADO SEXTO

EL siguiente plan de mejoramiento, debe ser realizado en hojas blancas, y resuelto de manera completa y teniendo en cuenta lo que solicita el encabezado de cada punto. enviarelo al correo arriba mencionado y con una hoja de presentación.







PLAN DE MEJORAMIENTO GRADO SEPTIMO PRIMER PERIODO