tarea de inglés de la semana 31 tercero de secundaria
pre-a1
Respuestas a la pregunta
Resolvemos las actividades planteadas en la semana 31, 3°, 4° y 5° grado de secundaria, inglés:
1. LEAD IN: Match the global goals with the pictures that represent them. There is one picture you don’t need to use.
1. END POVERTY: Image d.
2. FIGHT INEQUALITY: Image c.
3. RESPECT THE PLANET: Image a.
2. LET’S UNDERSTAND! Complete the chart with information from the text.
Where are they from:
1. Istanbul, Turkey.
2. Philadelphia, Pennsylvania.
3. Daraa, Syria.
Are the inventors, innovators or campaigners?
1. Inventor.
2. Innovators.
3. Campaigner.
What is their invention/innovation/campaign?
1. Natural plastic made out of banana skins.
2. A farm in a poor neighborhood.
3. A campaign to convince parents to let their daughters continue their education.
What is their mission? - Chosse one option: - end poverty. - fight inequality. - respect the planet.
1. Respect the planet.
2. End poverty.
3. Fight inequality.
3. LET’S PRACTISE! Match the cause with the correct effect.
COLUMN A: EFFECT COLUMN B: CAUSE
1. Fresh water is disappearing ... BECAUSE D. ... many people waste it.
2. Some children and → A. their families don’t have
teenagers need to work ... enough money.
3. Some girls can’t go to → E. ... they are discriminated in
school ... some countries.
4. She is a campaigner ... → C. ... she needs to raise
awareness about pollution.
5. My neighbourhood is → B. ... people throw garbage in
polluted... the streets.
4. Listen to Melati and Isabel’s presentation about their project. Choose the best option to complete the sentences. You will hear the presentation twice.
1. Melati and Isabel’s campaign to make Bali: plastic free ✔
2. The problem is that the ocean and rivers ✔ are very contaminated with plastic bags.
3. First, Melati and Isabel organized a team ✔
4. Melati and Isabel’s strategy included making presentations in public places ✔
5. Melati and Isabel think that teenagers should use their passion and motivation to change the world now ✔
5. LET’S CREATE! Create a graphic organiser about a problem.
Step 1: Match the cause with the corresponding effect to complete the chart.
CAUSES EFFECTS
family problems → do not finish school
no internet connectivity → don’t have access to education
poor food quality → don’t have good nutrition
no hospitals → don’t have good public health
no job → don’t have money
Step 2: Create a graphic organiser including causes and effects related to the problem. You can use the suggested templates:
CAUSES EFFECTS
1. Some people don’t have money → there are no jobs.
2. Some people don’t access → there is no internet connectivity.
to education.
3. Some people do not finish school → there have family problems.
4. Some people don’t have good
public health → there are no hospitals.
5. Some people don’t have → there is poor food quality.
good nutrition
Step 3: Make sentences with the information from your visual organiser. Follow the structure.
1. Some people don’t have money because there are no jobs.
2. Some people don’t access to education because there is no internet connectivity.
3. Some people do not finish school because there have family problems.
4. Some people don’t have good public health because there are no hospitals.
5. Some people don’t have good nutrition because there is poor food quality.
6. Mientras elaboras tu organizador visual es importante que tomes en cuenta estas características
Características o criterios Sí No
1. La información del problema
está plasmada en un organizador gráfico. X
2. El organizador gráfico incluye al menos
cuatro causas y sus efectos. X
3. Se han redactado al menos cuatro oraciones
sobre las causas y sus efectos en base al
organizador gráfico utilizando “because”
correctamente. X
7. LET’S REFLECT! Luego de haber realizado las actividades 1 y 2 puedo concluir que:
Utilizo la palabra “because” en una oración para explicar la razón o causa de algo.
Opción correcta: a.
Cabe resaltar que la causa es la oración que antecede a la palabra ''because'', luego de esta tenemos la consecuencia.
8. Completamos los criterios de evaluación:
1. ¿Puedo identificar información específica en un texto breve en inglés sobre problemas globales?
Sí puedo.
2. ¿Puedo relacionar causa y efecto en inglés utilizando la palabra “because” correctamente?
Sí puedo y muy bien.
3. ¿Puedo crear un organizador visual sobre un problema global o de mi comunidad en inglés?
Un poco, pero necesito ayuda.
Ver más:
Malnutrición infantil en Perú: https://brainly.lat/tarea/18775329
Deserción escolar: https://brainly.lat/tarea/23984300
Alimentación saludable: https://brainly.lat/tarea/31931569
Contaminación ambiental: https://brainly.lat/tarea/11574493
Jóvenes líderes: https://brainly.lat/tarea/6292724
