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DEL
Comprendo, valoro, escribo, expreso, y utilizo el vocabulario para describir una persona, lugar u objeto.
COMPETENCIA
OnceGRADO
InglésASIGNATURA
2 mesesDURACION
April – June 2017FECHA
CúcutaLUGAR
ConcienciaciónCAPACIDADLógicoNIVEL
Ingles | Grado 11 | guía 2
DEL
Ingles | Grado 11 | guía 2
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 un escrito científico para montarlo a unaaplicación virtual.
PROJECT EXPECTED RESULTSExpresar de forma escrita y oral argumentos científicos que sean de utilidad en un aplicación, plasmando la gramática vista durante el periodo declases.
COMPETENCE OF DEVELOPACTIVITIES 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.
Soy hábil desarrollando la capacidad lingüística,
ubicando correctamente palabras y expresiones
sencillas de la lengua inglesa en un contexto
indicado.
Reconozco cuando me hablan en inglés; entiendo cuando me saludan y se despiden; sigo
instrucciones con actividades en clase. Demuestro comprensión
sobre preguntas sencillas. Me intereso positivamente en el
desarrollo de mi capacidad lingüística.
Recito y canto rimas que comprendo con entonación; expreso
mis sentimientos y estados de ánimo;
menciono lo que me gusta y no me gusta.
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.
Final presentation:
LECTURAValoro la lectura como un hábito
importante de enriquecimiento personal y académico.
Reconozco palabras y frases cortas en inglés; relaciono
ilustraciones con oraciones simples.
ESCRITURAEscribo un texto corto relativo a mí, a mi familia, mis amigos, mi entorno o sobre
hechos que me son familiares.Describo dentro de mis textos conelocuencia, el hacer de un articulo
científico, usando y aplicando la gramática vista al redactar. (verbos, artículos, adjetivos, tiempos simples
y continuos, sustantivos).
Create a presentation of How to make a digital
magazine where you apply basic and concrete way the
grammar learned in this period.
Transcribo palabras que comprendo y que uso con
frecuencia; escribo el nombre de elementos y lugares que
reconozco en una ilustración.
Creo un cuento basado en el vocabulario visto, como hacer
una revista digital utilizando la estructura básica de la oración.
MONÓLOGOSExpreso de manera sencilla lo que me gusta
y me disgusta respecto a algo. Disfruto con mis compañeros la alegría de desarrollar mi capacidad
lingüística
CONVERSACIÓNUtilizo códigos no verbales como gestos y
entonación, entre otros.
Ejecución Lorem ipsum dolor sit amet, consectetur adipiscing elitRetroalimentación
Publicación
DEL
How to make a digital primer
ACTIVIDADES Y
TAREAS
MESES (2)
SEMANAS (8)
1 2 3 4 5 6 7 8Intellectual activity 1
Intellectual activity 2
Intellectual activity 3
Intellectual activity 4
Volitive activity 1
Volitive activity 2
Psychomotor activity 1
Psychomotor activity 2
Spiritual activity 1
Affective activity 1
Retroalimentación y
Publicación
Ingles | Grado 11 | guía 2
Ingles | Grado 11 | guía 2
Desarrollar la capacidad de concienciación para describir y presentar lascaracterísticas de como hacer un escrito científico para montarlo a una aplicaciónvirtual..
• In listening: Comprendo información básica sobre temas relacionados con los artículos científicos dentro de una aplicación nueva en ingles.
• 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 un articulo científico de mi interes,utilizando los temas vistos, 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 conversations: Respondo con frases cortas a preguntas sencillas sobre temas que me son familiares.
Participo en conversaciones en las que puedo explicar mis opiniones e ideas sobre temas generales, personales y abstractos.
DE
Es hábil para aplicar los temas vistos en la
elaboración de una presentación sobre cómo
crear un articulo usando las bases gramaticales
necesarias al emplearlas dentro de las habilidades
productivas en una aplicación.
psicomotorToma 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 compuestas.
.
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.
.
intelectual
Ingles | Grado 11 | guía 2
Identifica en un texto la gramática
propuesta para el periodo, usando
todos los componentes
estructurales para armar la gramática,
proponiendo una producción elocuente.
-Propone ideas nuevas en sus escritos, teniendo en cuenta la estructura y los
elementos de la gramática,-Se adapta
adecuadamente a trabajar en grupo en clase.
-Actúa con respeto y tolerancia durante las
actividades a desarrollar.
• 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 class
Make 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.
QUESTION
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.
Ingles | Grado 11 | guía 2
Actividad Volitiva
Actividad Afectiva
Actividad Espiritual
Actividad Intelectual
Actividad Psicomotriz
Ingles | Grado 11 | guía 2
1. Taking in account about the scientific articles you like and you read
regularly, carry them to class and analyze in a deduction of the
information taking the main idea in a paragrapgh of 5 lines in english.
Notebook and dictionary.
Look for a picture about your past and tell to the class the most
important relevance facts marked your childness and the in a short
exposition in powerpoint tell to the class about this experience in 3
minutes. Oral support.
Look for a passage in the bible that kinds of elements existed for the
creation of the world. Oral support.
Write a concept about a verb, adjective, noun, simple present, simple
past and simple future with 3 examples about them. Then after that you
should tell me 20 verbs in english witha respective image. Power point.
Search for 1 of the best scientific articles in 2.016 and explain in your
notebook What did you like abou it in 10 diffrent features with pictures.
Answer it about the indications
given in class.
Creación de una aplicación para la adquisición de material de consulta en diferentes asignaturas.
Ingles | Grado 11 | guía 2
COMPONENT EPISTEMOLOGICAL
Did
yo
u k
no
w
tha
t?
That
The term "app" is a shortening of the term"application software". It has become very popular,and in 2010 was listed as "Word of the Year" by theAmerican Dialect Society.In 2009, technologycolumnist David Pogue said that newer smartphonescould be nicknamed "app phones" to distinguish themfrom earlier less-sophisticated smartphones.
which
Google Play (formerly known as the Android Market)is an international online software store developed byGoogle for Android devices. It opened in October2008.[17] In July 2013, the number of apps downloadedvia the Google Play Store surpassed 50 billion, of theover 1 million apps available.
Ingles | Grado 11 | guía 2
Ingles | Grado 11 | guía 2
INTELECTUAL trainingConjugación del presente simple.
La construcción del presente simple (Present Simple) en inglés es realmente fácil, tiene la estructura: [SUJETO] + [VERBO] (en infinitivo sin to).A tener en cuenta: Si el sujeto es 3ª persona del singular se le añade una "-s" al verbo.
Veamos como ejemplo la conjugación del verbo "to live" (vivir) en presente simple:
Caso especial: "-es" para la 3ª persona
Para los verbos acabados en "-o","-sh", "-ch" , "-ss", "-x" , "-z", "-y" se añade "-es" en lugar de "-s para la 3ª persona del singular". Veamos a continuación algunos ejemplos:
Verbo Tercera persona Significado
to go he goes él va
to wish he wishes él desea
to reach he reaches él alcanza
to express he expresses él expresa
to fix he fixes él arregla
to kiss he kisses él besa
to buzz he buzzes él murmulla
Ingles | Grado 11 | guía 2
La negación en el presente simple.
La negación con los verbos plenos (esto es no modales y no auxiliares) también es fácil:
[SUJETO] + do(es) + not + [VERBO]
I do not sing.no canto.He does not sing.Él no canta.They do not play.Ellos no juegan.
Ingles | Grado 11 | guía 2
Construcción del pasadoComo norma general, para formar el pasado en inglés se añade "-ed" a un
verbo. work➜worked. Aunque hay que tener en cuenta unasconsideraciones:Verbos irregulares - Para los verbos irregulares hay que memorizar su formade pasado. Os mostramos un par de ejemplos de verbos irregulares:
Verbo Pasado Significado
to go went ir
to buy bought comprar
to have had tener
to be was/were ser o estar
Ingles | Grado 11 | guía 2
La interrogación en el presente simple.
En las oraciones interrogativas también se hace uso del verbo auxiliar to doanteponiéndolo al sujeto.La estructura de las preguntas cerradas o de yes/no (es decir aquellas que notienen partícula interrogativa) es:
do(es) + [SUJETO] + [VERBO] ?Do you like music?¿Te gusta la música?Does he speak English?¿Él habla inglés?
Ingles | Grado 11 | guía 2
La negación en el pasado simple.La formación de la negación en "past simple" es más sencilla que la afirmación.
Su estructura es:[SUJETO] + did + not + [VERBO EN INFINITIVO (sin to)]
Os mostramos un par de ejemplos:
I did not sing.yo no canté.he did not sing.él no cantó.
Ingles | Grado 11 | guía 2
Conjugación Significado
did I sing? ¿canté?
did you sing? ¿cantaste?
did he sing? ¿cantó?
did we sing? ¿cantamos?
did you sing? ¿cantasteis?
did they sing? ¿cantaron?
La interrogación en el pasado simple.Para construir la interrogación se utiliza el verbo auxiliar to do en pasado (did) la Estructura es:
Did + [SUJETO] + [VERBO EN INFINITIVO (sin to)] ?
Ingles | Grado 11 | guía 2
El futuro simple (Future Simple) en inglés se forma con la estructura:
SUJETO + will / shall + VERBO.Nota: El auxiliar shall sólo se utiliza para la primera persona de singular y del plural. Mientras que el auxiliar will se puede utilizar en todos los casos. Como ejemplo de la conjugación del futuro simple, veamos el verbo to work (trabajar):
Conjugación Significado
I will / shall work yo trabajaré
you will work tú trabajarás
he will work él trabajará
we will / shall work nosotros trabajaremos
you will work vosotros trabajaréis
they will work ellos trabajarán
Ingles | Grado 11 | guía 2
Negación en el Futuro simple.La negación del futuro se realiza simplemente añadiendo el adverbio not entre el auxiliar will y el verbo: SUJETO + will + not + VERBO.
Conjugación Significado
I will /shall not work yo no trabajaré
you will not work tú no trabajarás
he will not work él no trabajará
we will/shall not work nosotros no trabajaremos
you will not work vosotros no trabajaréis
they will not work ellos no trabajarán.
Ingles | Grado 11 | guía 2
Interrogación en el futuro simple.La interrogación se forma, como es habitual, invirtiendo el verbo y el sujeto:
will + SUJETO + VERBO?
Conjugación Significado
will/shall I work? ¿trabajaré?
will you work? ¿trabajarás?
will he work? ¿trabajará?
will/shall we work? ¿trabajaremos?
will you work? ¿trabajaréis?
will they work? ¿trabajarán?
Ingles | Grado 11 | guía 2
INTELLECTUAL ACTIVITY #1
Exercise 1
Identify the subject and predicate (verb) in eachof the following. Write what tense is Record youranswers in your notebook and translate them.
1. Doug drove to Moncton.
2. Suddenly, the lightning struck the steeple.
3. This sentence contains a verb.
4. The merchant bought six dozen shirts.
5. Marc is a fine artist.
6. Sheila is painting her house today.
7. John and Angela believed their story.
8. After the lecture, the students walked to thelibrary.
9. Before the concert, the singers had threepractice sessions.
10. The house on the corner was built by JacquesDumont.
11. You should be ashamed of your behavior.12. Have Jenny and her sister seen that movie?13. Didn’t you file those papers with the lawyer?14. The lawn mower had cut a wide swath across
the grass.15. The school bus was yellow.
Ingles | Grado 11 | guía 2
Exercise 2
Identify the subject and predicate (verb) in each of these sentence, identify whattense is and translate them:
1. The chief of that department issued a statement.
2. The smell of the lilacs in the spring is overpowering.
3. The box on the table is full of apples.
4. Each of his friends expressed an opinion.
5. Circumstances beyond our control forced our actions.
6. The dishes in the sink are dirty.
7. The loud, cracking sounds from the mill have gotten worse during the years.
8. Each one of their attempts had failed.
9. Did the man on the roof finish the shingles before lunch?
10. Has the parcel from the West Indies arrived yet?
Ingles | Grado 11 | guía 2
Exercise 4
A. Combine the following subjects and predicates to form five sentences.
Use each subject and predicate only once.
SUBJECT PREDICATES
John Started school last fall.
mildew Drove to Winnipeg.
Tammy's daughter Barbecued the steaks.
a fawnGrew in my basement lastSummer.
Mrs. HallWandered into mybackyard.
B. In each of the following sentences, underline the baresubject once and the.
Bare predicate twice. Separate the complete subject from thecomplete.
Predicate with a double slash (//).a. Into the store burst the angry customer.b. On the hilltop stood the old house and its outbuildings.c. Through the valley rode the messenger.d. Do you have an extra pen?e. Beyond the trees lay safety.f. Did everyone have a good time?g. Off to the playground trooped the little girls.h. Have you completed your science labs?i. His ideas should have been given greater consideration.j. Above the trees bobbed and floated the balloon.k. Stop the car!l. Finish your homework first.
Ingles | Grado 11 | guía 2
Ingles | Grado 11 | guía 2
A. Fill in the blanks with A / AN or THE or nothing at all.
• 1. ______________most of _____________ stories people tell about Irish are not true.
• 2. ______________beef we had for dinner last night was excellent.
• 3. Everyone has problems in ________________ life.
• 4. I don't know much about _______________ life of Napoleon.
• 5. My grandmother had _____________ long life.
• 6. Yes, my name is ___________ Simpson, but I'm not ____________ Simpson you're looking for.
• 7. _____________ people wear jewellery to look more attractive.
• 8. _______________ jewellery Diana wearing today is beautiful.
• 9. Mary is wearing ____________ gold ring today. It is made of ___________ gold.
• 10. _______ word to __________ wise is _________ sufficient.
INTELLECTUAL ACTIVITY #2
Constructing Sentences:
Example: happy/you/are = Are you happy?
1. Lives/she/New York/in
2. Don't/like/I/ice cream
3. A/they/dog/got/have
4. Not/is/tired/he
5. We/Spain/don't/live/in
6. Got/car/has/he/a/?
7. Are/happy/?/they
8. Does/like/he/?/dogs
9. Go/Carol/doesn't/the/cinema/to
10. Go/to/they/cinema/the
Build the story set in this exercise.Must choose the right people to create sentences.Specify the parts of the sentence of the text.Write it in your notebook and use colors to highlight words.
Ingles | Grado 11 | guía 2
INTELLECTUAL ACTIVITY #3
Say step by step how can you make an app, do a prezi in which you can do a presentation, in this kind ofvirtual tool you have to add pictures and explain to us how can you use it to enhance scientific topics andmany of them telling how can you teach English through this kind of application.
Ingles | Grado 11 | guía 2
Opinion Size Age Form Color Origin Material
Nice Big Young Round blue Italian Metal
pretty small old square red British wooden
stupid large New flat green Mexican plastic
original tiny Ancient straight yellow western golden
INTELLECTUAL ACTIVITY #4
About this chart in which you can see the correct order to teach the adjectives, make 25 descriptions looking for the designto describe a noun and remember paste a picture to represent each description.
Ingles | Grado 11 | guía 2
VOLITIVE ACTIVITY #1
When an adverb ends…• With "y" replace "y" con una "i":
Heavy + ly = heavi + ly = heavily
Happy + ly = happi + ly = happily
However, there are many adverbs that donot end in "-ly“Fast, very, hard, home, just, too, well,never, sometimes, etc.
With "e" omits the "e":True + ly = tru + ly = truly
CLASSES OF ADVERBS
Grade Very, highly, totally, perfectly, partially, almost.(Muy, altamente, totalmente, perfectamente,parcialmente, casi).
You are totally right.
Mode
They run happily.
Ingles | Grado 11 | guía 2
Ingles | Grado 11 | guía 2
CLASSES OF ADVERBS
Place
Home, here, there, outside, inside, away, around, anywhere, abroad, up, down, out.
He is home.
Time
Now, soon, later, yesterday, tomorrow, early, before, lately, recently.
They are having dinner now
Frequency
Always, never, sometimes, often, rarely, usually, occasionally.
Ingles | Grado 11 | guía 2
Duration Forever, constantly, temporarily,briefly.
He will forever be her little boy.
Certainly, maybe, probably,possibly, surely. He is probably in trouble.
More, less, better, worse, faster,slower, farther, closer.
She writes faster than most people.
Best, most, least, worst,strongest, fastest, slowest.
They like each other best.
Probability
Comparative
Superlatives
Ingles | Grado 11 | guía 2
With reference to an article you choosemake a list of the following grammar: A list of verbs. Adjectives description in order. Different classes of adverbs. Prepositions. The main idea.
VOLITIVE ACTIVITY #2
ROBINSON CRUSOE TEXT
Being the third son of the family and not bred to any trade, my head began to be filled very early with rambling thoughts. My father,who was very ancient, had given me a competent share of learning, as far as house-education and a country free school generally go,and designed me for the law; but I would be satisfied with nothing but going to sea; and my inclination to this led me so strongly againstthe will, nay, the commands of my father, and against all the entreaties and persuasions of my mother and other friends, that thereseemed to be something fatal in that propensity of nature, tending directly to the life of misery which was to befall me.
My father, a wise and grave man, gave me serious and excellent counsel against what he foresaw was my design. He called me onemorning into his chamber, where he was confined by the gout, and expostulated very warmly with me upon this subject. He asked mewhat reasons, more than a mere wandering inclination, I had for leaving father's house and my native country, where I might be wellintroduced, and had a prospect of raising my fortune by application and industry, with a life of ease and pleasure. He told me it was menof desperate fortunes on one hand, or of aspiring, superior fortunes on the other, who went abroad upon adventures, to rise byenterprise, and make themselves famous in undertakings of a nature out of the common road; that these things were all either too farabove me or too far below me; that mine was the middle state, or what might be called the upper station of low life, which he had found,by long experience, was the best state in the world, the most suited to human happiness, not exposed to the miseries and hardships, thelabour and sufferings of the mechanic part of mankind, and not embarrassed with the pride, luxury, ambition, and envy of the upperpart of mankind. He told me I might judge of the happiness of this state by this one thing - viz. that this was the state of life which allother people envied; that kings have frequently lamented the miserable consequence of being born to great things, and wished theyhad been placed in the middle of the two extremes, between the mean and the great; that the wise man gave his testimony to this, asthe standard of felicity, when he prayed to have neither poverty nor riches.
Ingles | Grado 11 | guía 2
Answer the following comprehension questions
1. Robinson Crusoe got his name from a mixture of.
2. Robinson Crusoe had two brothers who.
3. When Crusoe's father learned that he wanted to travel and see the world he.
4. Crusoe’s father thought that it was better to.
5. Robinson Crusoe’s father.
6. That disease suffers robinson crusoe father?
7. I thought was best for?
8. Family agreed that he wanted to travel?
9. Criticizes him you make this text?
10.Summarize 5 points where expose the most important points of this text.
Ingles | Grado 11 | guía 2
PSHYCOMOTOR ACTIVITY #1
1. Each student must present evidence of handwork withthe exercises you did in a oral presentation and choosean article and with it do a video. It must contain thepoints developed arguments where the work doneduring the period shows.(portfolio).
2. You should choose the images or video which willshow in his own voice the summary of the bookchosen.
3. It must be dynamic, pleasant and easy to understandthe structures seen driving during the term. oralarguments.
Ingles | Grado 11 | guía 2
PSHYCOMOTOR ACTIVITY #2
• For this work the student must have ready evidenceof his work defined the article to be discussed duringthe presentation.
• Must submit written work according to the rules is.
• The edited video ready must to be uploaded toYouTube and to the new app “applicate”.
• The clothes you will use for your presentation shouldbe elegant.
• Define how you will organize the space for spectators.
• Billboards if you plan to use.
• Decoration of their presentation.
Ingles | Grado 11 | guía 2
SPIRITUAL ACTIVITY #1
• For this achievement rate shall be taken into account throught the period,respect for the vitafe the agenda with all the term and the vita fe with arespective image.
• His behavior inside and outside of class.
• Bringing the Bible to school.
• Actively participate during the devotional.
Ingles | Grado 11 | guía 2
AFFECTIVE ACTIVITY #1
For this achievement rate shall be taken into account throughout the term, respect,collaboration, good manners, collaboration, good judgment, positive feedback, andappropriate attitude to their peers and teacher.
Ingles | Grado 11 | guía 2
PROJECT TERM
• THIS TERM YOU HAVE TO CHOOSE A SCIENTIFIC ARTICLE AND WITH IT UPLOAD AVIDEO USING THE GRAMMAR SEEN ABOUT THE SUBJECT, WRITE YOUR OWNARTICLE AND DO A PRESENTATION IN AN ELEGANT SUIT OR DRESS TO PRACTICEYOU LEARNED.
Ingles | Grado 11 | guía 2
SPIRITUAL ACTIVITY #1
• For this achievement rate shall be taken into account throught the period,respect for the vitafe the agenda with all the term and the vita fe with arespective image.
• His behavior inside and outside of class.
• Bringing the Bible to school.
• Actively participate during the devotional.
Ingles | Grado 11 | guía 2
autoevaluacionsustentada
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:
Ingles | Grado 11 | guía 2
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.
VolitivoSustento 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
FAMILIA
Ingles | Grado 11 | guía 2
http://www.mansioningles.com/Vocabulario.htm
http://www.cambridge.org/us/esl/touchstone/student/index.html
https://www.youtube.com/watch?v=zmR_CYJrz8o
https://www.youtube.com/watch?v=IlXqMAIflXU&feature=youtu.be
http://www.agendaweb.org/grammar/adjectives-exercises.html
http://www.english-room.com/5a_2541.htm
http://www.curso-ingles.com/recursos/juegos/worder
https://www.englishclub.com/vocabulary/adverbs-manner.htm
http://www.saberingles.com.ar/lists/adverbsfrequency.html
http://www.saberingles.com.ar/lists/adverbsfrequency.html
Ingles | Grado 11 | guía 2
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