Colegio Nacional de Educación a Distancia

Universidad Estatal a Distancia

Coordinación de

INGLÉS
Orientaciones Académicas

Código: 80019
DÉCIMO Nivel

I semestre 2020

Elaborado por: Erika Prendas Vargas

Correo electrónico: eprendas@[Link]
Teléfono: 88315629

Visite la página web ingresando a: [Link]

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Orientación General
Para orientar su proceso de estudio, leer lo siguiente:

1. Educación a distancia: Se debe asumir una actitud autónoma en el proceso de

estudio; leer los temas que correspondan a cada semana, establecer un horario de
estudio a partir de las orientaciones, se recomienda asistir a las tutorías habilitadas
en cada sede para fortalecer el proceso de aprendizaje.
2. Materiales y recursos didácticos:

Tutoría presencial:
Proceso de interacción y comunicación con el tutor, le permite aclarar
dudas, en CONED la asistencia a la tutoría no es obligatoria sin embargo
es un recurso de apoyo educativo. Para que la tutoría sea provechosa el
estudiante debe llegar con los temas leídos y plantear dudas

Tutoría Telefónica:
Puede comunicarse con el coordinador de la materia en caso de tener
dudas sobre las tareas o temas puntuales, lo anterior en caso de que no
poder asistir a tutorías.

Blog de la asignatura:
Ingresando a la página de CONED [Link], puede acceder al
blog de cada materia, donde encontrará materiales que le permiten
prepararse para la tutoría.

Video tutoriales:
Cada materia cuenta con grabaciones sobre diferentes temas de interés
según nivel y materia, puede acceder al espacio de video tutorías ubicado
en la página web de CONED.

Cursos virtuales híbridos:

Permiten flexibilidad y acompañamiento en el proceso de estudio desde
una computadora portátil o un teléfono inteligente. La apertura de los
cursos depende de la proyección establecida.

Antología del curso:

Material base para las pruebas y tareas.

Facebook: Mi Coned

2
 Sedes de CONED
El Programa CONED está en la mejor disposición de atender a sus consultas en los teléfonos y correo
electrónico correspondiente a cada una de las sedes.

Sede Teléfono Encargado(s) Correo electrónico

Acosta 2410-3159 Norlen Valverde Godínez nvalverde@[Link]
Cartago 2591-9548 Paula Céspedes Sandí pcespedes@[Link]

Ciudad 2783-3333 Merab Miranda Picado mmiranda@[Link]

Neilly
Esparza 2636-0000 Jesuana Araya Angulo jesuana3@[Link]
Ext. 140
Heredia 2262-7189 Cristian Adolfo Salazar casalazar@[Link]
Gutiérrez
Liberia 2666-4296 Yerlins Miranda Solís ymiranda@[Link]

/2665-1397
Limón 2758-1900 Marilin Sánchez Sotela masanchezs@[Link]

Nicoya 2685-4738 Daniel Hamilton Ruiz Arauz druiza@[Link]

Palmares 2452-0531 Maritza Isabel Zúñiga Naranjo mzuniga@[Link]

Puntarenas 2661-3300 Sindy Scafidi Ampié sscafidi@[Link]
Quepos 2777-0372 Lourdes Chaves Avilés lochaves@[Link]
San José 2221-3803 Elieth Navarro Quirós enavarro@[Link]
Turrialba 2556-3010 Mirla Sánchez Barboza msanchezb@[Link]

3
 Evaluación

Esta asignatura se aprueba con un promedio mínimo de 70, una vez sumados
los porcentajes de las notas de las tareas y pruebas

I Prueba escrita 20 I Tarea 10%

II Prueba escrita 25 II Tarea 10%
III Prueba escrita 25 III Tarea 10%

Atención a continuación términos que dentro de su proceso educativo son de

interés:

 Prueba de En caso de que el promedio final sea inferior al mínimo requerido para aprobar
ampliación la materia, tiene derecho a realizar las pruebas de ampliación, que
comprenden toda la materia del semestre.
Tendrá derecho a realizar prueba de ampliación, el estudiante que haya
cumplido con el 80% de las acciones evaluativas asignadas. ( Pruebas y tareas)
Art. 48 del REA.
 Prueba de Constituye una única prueba que se aplica al final del semestre, con los mismos
suficiencia contenidos de los cursos ordinarios. Para llevar un curso por suficiencia no tiene
que haber sido cursado ni reprobado.
 Estrategia de Cuando se debe una única asignatura para aprobar se valora esta opción, para
promoción ello se tiene que tomar en cuenta haber cumplido con todas las pruebas y 80%
de las tareas. (el comité de evaluación ampliado determinará la condición final
de la persona estudiante)
Haber presentado las pruebas de ampliación en las dos convocatorias.
 Condiciones Tiene derecho a eximirse el estudiante que haya obtenido una calificación de 90
para eximirse o más en cada uno de los componentes de la calificación
 Extra clases o Para la entrega de los extra clases, debe seguir los procedimientos de cada sede,
Tareas ya sea entregarlas al tutor de cada materia en las tutorías respectivas, en la
fecha indicada en las orientaciones del curso, en caso de ausencia del docente o
porque tenga un horario limitado, se entregará en la oficina de cada sede de
acuerdo con el horario establecido.
En el caso de recibirse trabajos iguales, se les aplicará el artículo 33 del
Reglamento de Evaluación de los Aprendizajes y, en consecuencia, los
estudiantes obtendrán la nota mínima de un uno.
Se aclara que siguiendo el Artículo 27 del REA “las tareas pueden ser
desarrolladas, durante las tutorías o fuera de este horario”, no alterando por
este acto la validez del instrumento evaluativo.

4
 Calendarización de las pruebas I semestre 2020

Consulte la hora de aplicación en la sede respectiva, este atento a

la siguiente distribución de días según sedes versión A y Versión
B, tome en cuenta que las sedes versión A atienden de lunes a
viernes y las sedes B sábado y domingo.

VERSIÓN A VERSIÓN B
San José, Nicoya, Turrialba, Heredia, ALUNASA, Palmares, Ciudad Neilly, Liberia, Limón, Puntarenas
Cartago, Acosta, Quepos
PROGRAMACIÓN I PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 16 de Martes 17 Miércoles 18 Jueves 19 de Viernes 20 Sábado 21 de Domingo 22 de
marzo de marzo de marzo marzo de marzo marzo marzo

Matemática Estudios Español Ciencias/ Inglés Matemática Inglés

Sociales Biología Español Ciencias/
Edc. Cívica Sociales Biología
Educación Cívica
PROGRAMACIÓN DE II PRUEBA ESCRITA
VERSIÓN A VERSIÓN B
Lunes 27 de Martes 28 Miércoles 29 Jueves 30 Viernes 1 de Sábado 2 de Domingo 3 de
abril de abril de abril de abril mayo de mayo mayo
Matemática Estudios Español Ciencias/ Feriado Matemática Inglés
Sociales/ Biología Español Ciencias/ Biología
Inglés Sociales
PROGRAMACIÓN III PRUEBA ESCRITA

VERSIÓN A VERSIÓN B
Lunes 25 de Martes 26 Miércoles 27 Jueves 28 Viernes 29 Sábado 30 de Domingo 31 de
mayo de mayo de mayo de mayo de mayo mayo mayo
Matemática Estudios Español Ciencias/ Inglés Matemática Inglés
Sociales Biología Español Ciencias/ Biología
Edc. Cívica Sociales Educación Cívica

FECHAS DE PRUEBAS DE SUFICIENCIA Y AMPLIACIÓN I Y II FAVOR DE CONSULTAR EN SU SEDE

RESPECTIVA

__________________________________________________
1
Sede Ciudad Neilly, Horario de aplicación: martes y miércoles

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 Orientaciones del II semestre 2020

Semana Temas Fecha Actividades

Lectiva
1. 10-16 febrero
Chapter # 1 Inicio de Tutorías
Love What We
Inicio cursos virtuales
Semana de inducción
Do!

1. Help wanted

2. Jobs

2. Chapter # 1 17-23 febrero

Love What We
Do!

3. Interviewing

4. Working to live
or Living to work?

3. Chapter # 2 24 febrero 1
marzo
Stories Come in
All Shapes and
Sizes

1. Tell mw a Story

2. Thumbs
Up/Down

4. 2-8 marzo ENTREGA I Tarea

Chapter # 2
8 de marzo día internacional de las mujeres
Stories Come in
All Shapes and
Sizes

3. The Reviews Are

in

4. You should Read

This

5. 9-15 marzo
REPASO

6
6. 16-22 marzo I PRUEBA ESCRITA
Horario según corresponda a cada sede
20 de marzo: Aniversario Batalla de Santa Rosa
7. 23 – 29 marzo

Chapter # 3

A world of
Differences

8. 30 marzo – 5
Chapter # 4 abril

Caution: Fragile
World. Handle
with Care

1. What Makes
Something
Sustainable.

2. Products and
Practices around
the World.

9. 6-12 abril
Semana Santa
11 de abril: Celebración de la batalla de
Rivas y acto heroico de Juan Santa María.
10. 13-19 abril
Chapter # 4

Caution: Fragile
World. Handle
with Care

3. Products and
Practices in Costa
Rica.

4. Am I
Environmentally
friendly

11. 20-26 abril

Entrega II Tarea

Es una evaluación Oral por lo tanto debe de

ser presencial.

Para conocer el horario de cada grupo, debe

7
 de contactarse con el tutor a cargo

12. 27 abril -3 mayo II PRUEBA ESCRITA

Horario según corresponda a cada sede
1 de mayo: Día internacional de la clase
trabajadora.

13. Chapter # 5 4 -10 mayo

High Tech High

Touch

14. Chapter # 6 11-17 mayo ENTREGA III Tarea

What Comes
Comprensión Auditiva
Next?
Es una evaluación presencial.
1. Paas or Fail? Para conocer el horario de cada grupo,
2. College or debe contactar al tutor a cargo.
Carrer?

15. Chapter # 6 18 -24 mayo 22 de mayo: Día internacional de la

Biodiversidad.
What Comes
Next?

3. Study Here or
Abroad?

4. Getting By or
Getting Ahead?

16. 25 mayo – 31 III PRUEBA ESCRITA

mayo
Horario según corresponda a cada sede

17. 1-7 junio Entrega de resultados

18. 8-14 junio Pruebas de ampliación I convocatoria

Pruebas de suficiencia

19. 15-21 junio Resultados finales a los estudiantes

20. 22 junio-28 junio Pruebas de ampliación II convocatoria

8
 MATRICULA II SEMESTRE 2020

21. 29 junio 5 julio

Receso Institucional

6 – 12 julio Receso Institucional

*Mes de junio ultima aplicación de pruebas nacionales de Bachillerato

Unit # 1 : Love What We Do!

Linguistic Competences Indicadores

Oral Written Comprehension

L1. Understand the main points, concepts, key Recognizes key points in television
points and details in television programs, radio, programs, radio, and web-based
and web-based broadcasts/announcements broadcasts/ announcements,
dealing with subjects of interest if the people video/audio recordings discussions
talk slowly and clearly. and social conversations about jobs
L2. Follow a small group discussion between and occupations.
two or more native speakers if that Discriminates main points, concepts,
conversation is unhurried and if the learner is key points and details from television
familiar with the topic under discussion in a programs, radio, and web-based
video/audio recording about jobs and broadcasts/ announcements, small
occupations. group discussion, between simple
L3. Understand when people speak at normal report to answer literal questions
speed on familiar topics. There may be a need about a text about jobs and
to repeat particular words and phrases or help occupations.
in clarifying particular details.

R1. Understand factual text and simple reports Summarizes what has been said on
on familiar topics (e.g., news accounts, blog modeled sentence frames to convey
posts, Twitter feeds) about jobs and occupations. information
R2. Understand charts and graphs. to another.
R3. Manipulate English language sounds using Explains what he/she means with
knowledge in phonics, syllabification and word another word when he/she can´t think of
parts. the exact word.
R4. understand textbook or online explanations Asks someone for clarification or for
and examples with aid of word list and/or confirmation that a form is correct in
dictionary, key words, diagrams, and illustrations some basic mistakes.
to support reading comprehension Produces face to face conversations and

9
 interviews about personal experiences,
feelings, opinions and reactions about a
Oral and Written Production job or occupation.
SI1. Summarize what has been said and convey Retells a simple story read or heard in
this information to another about job and class about a description of a job fair or
occupation ads in dialogues and interviews. job experience.
SI2. Explain what he/she means with another Describes in detail, about a personal job
word when he/she can´t think of the exact experience and information at job fairs
word. supported with online/physical
SI3. Ask someone for clarification of what information .
others have just said or for confirmation in Writes a resume for requesting a job,
order to correct some basic mistakes. based on an ad (newspaper, internet,
SI.4. manage conversations and interviews radio).
about personal experiences, feelings, opinions Writes a cover letter for a dream job or
and reactions on a job or occupations, occupation, using simple, coherent, and
justifying main points of view, assumptions and well-written sentences.
plans, briefly.
SP1. Retell a simple story read/heard in class
about a job fair or job experience.
SP.2. describe in detail personal job WRITTEN PRODUCTION-
experiences and information about job fair COMPREHENSION
supported by online/physical information. Understands text and simple reports on
W1. Write a resume for requesting a job, based familiar topics about jobs and
on ads (newspaper, internet, radio). occupations.
W2. write a cover letter for a dream job or Manipulates English language words
occupation, using simple, coherent, and well- sound using knowledge in phonics,
written sentences and check written resume or syllabification.
cover letter to look for mistakes (subject-verb Describes past experiences, feelings,
agreement, pronoun and article agreement, emotions by indications of time.
capitalization, using commas, sentence sense, Applies future tense forms in
word order, text structure, concrete ideas, etc. descriptions.
Employs superlative and comparative
form of adverbs.
Uses past perfect tense forms in
statements or readings.
Changes sentences into reported speech.

Unit # 2 Stories Come in All Shapes and Sizes

Linguistic Competences Indicadores

10
 Oral Written Comprehension Recognizes the main points of
even a relatively long discussion
L1. understand the main points of a relatively on familiar topic, related to
long discussion on a familiar topic, related to stories on standard English.
stories in Standard English. Extracts specific details from
L2. understand specific details from many web- many web-based broadcasts/
based broadcasts/ memes, comics, posts, memes, comics, posts, poems.
poems dealing with subjects of interest if the Repeats what has been said and
people talk clearly. conveys this information to another
R1. understand specific factual text and simple person.
reports on familiar topics (e.g., movie reviews, Interacts in a face to face
interviews, tweets, posts, etc.). conversation talking in detail about
R2. recognize English language sounds using tweets, memes, poems, posts, blogs,
knowledge in phonics, syllabification and word comics, short stories, videos when
parts. interacting in pairs or small groups
R.3. understand texts of various lengths, as Describes what is occurring in tweets,
long as the words used are familiar and/or blogs, short stories, videos, including
concern areas of learners’ interest (e.g., his/her personal opinion about them.
tweets, memes, poems, posts, blogs, comics, Sustains a conversational exchange
short stories, videos) supported by the use key with peers.
of words, diagrams, and illustrations. Expresses opinions of a short story,
play, essay, or poem examined in
Oral and Written Production class.

SI1. repeat what has been said and convey this WRITTEN PRODUCTION –
information to another person. COMPREHENSION
SI.2. talk in detail about tweets, memes, Expresses what has been learned,
poems, posts, blogs, comics, short stories, how it has been learned, and learning
videos. goals for the future.
SP1. describe what is occurring in tweets, Discriminates information from texts
blogs, short stories, videos, including his/her and simple reports on familiar topics.
personal opinion about them. Recognizes information from texts of
SP2. sustain a conversational exchange with a various lengths.
peer in the classroom when the topic is Applies 2nd, 3th conditional in
familiar, though there may be some difficulty statements.
in understanding and being understood from Employs simple present tense in
time to time. descriptions or statements.
SP3. express opinions of a short story, play, Use modals verbs in text or
essay, or poem examined in class. statements.
W1. express what has been learned, how it has Use past tense in reading or
been learned, and learning goals for the future. statements.
W2. summarize simple text dealing with Selects determiners in statements or
familiar subjects (e.g., short stories, videos, readings.
blogs) and check written sentences to look for Writes phrases for summarizing / for

11
 mistakes (subject-verb agreement, pronoun organization in paragraphs.
and article agreement, capitalization, Applies reported speech in
indentation, commas, appropriate vocabulary statements.
and connecting ideas and required format)
spelling and basic punctuation accurately
enough to be followed most of the time.

Unit # 3 A World of Differences

Linguistic Competences Indicadores

Oral Written Comprehension

Distinguishes many television,
L.1. understand many television, radio, and radio, and web-based broadcasts/
web-based broadcasts/ announcements announcements.
dealing with subjects of interest if the people Extracts main idea of audio texts in
talk clearly. many television, radio, and web-
L.2. follow the main idea of audio text if the based broadcasts/ announcements
topic is familiar and the text can be replayed. Recognizes textbook explanations
R.1. read textbook explanations and examples and examples.
with aid of word list and/or dictionary support. Manipulates English language sounds
R.2. manipulate English language sounds using using prior knowledge in phonics,
knowledge in phonics, syllabification and word syllabification and word parts.
parts. Interprets many subject specific
R.3. understand many subject specific words words when encountered in text.
when encountered in text (e.g., diversity, Repeats what has been said and
culture, cultural norms, stereotypes) support convey this information to another
reading comprehension by key words, person.
diagrams and illustrations. Expresses opinions about cultural
identity and c diversity.
Expresses opinions on familiar
Oral and Written Production subjects and ask for others’ opinions.
Asks question to others if the
SI.1. repeat what has been said and convey this questions have been prepared
information to another person. beforehand.
SI.2. express opinions about cultural identity and Explains points of view, justifying
cultural diversity. assumptions, and plans, briefly.
SP.1. express opinions on familiar subjects and
ask for others’ opinions. WRITTEN PRODUCTION -
SP.2. derive interviews from others, if the COMPREHENSION
questions have been prepared beforehand. Writes completing specific graphic
Sometimes, can pose a further question organizers and sentence frames

12
 without having to pause very long to formulate aimed at monitoring comprehension.
the question. Writes a simple, short descriptive
SP.3. explain and justify, briefly points of view, narrative paragraph based on real or
assumptions and plans. imagined event related to cultural
W.1 express what has been learned, how it has diversity, including characters, plot,
been learned, and learning goals for the future and setting.
related to cultural diversity. Applies 2nd, 3th conditional in
W.2 write a simple, short descriptive narrative statements.
paragraph of personal experiences on cultural Employs contrasting opinions in
diversity, without using an aid such as a statements.
dictionary, and check it to look for mistakes Uses phrasal verbs to complete
(subject-verb agreement, pronoun and article sentences or texts.
agreement, capitalization, using commas, Applies modals verbs to give
sentence sense, word order, text structure, opinions.
concrete ideas, spelling and basic punctuation,
etc.).

Unit # 4 Caution: Fragile World. Handle with Care

Linguistic Competences Indicadores

Oral Written Comprehension

Paraphrases the main points of a
L.1. understand the main points of even a relatively long discussion using
relatively long discussion if it concerns a standard English.
familiar topic and if the people involved use Extracts the main points of audio
Standard English and do not speak too quickly. texts.
L.2. follow the main idea of audio text about Extracts the most important
our sustainable world. information in news broadcast
L.3. understand the most important (television, internet).
information in a news broadcast (television, Indicates verbally willingness to
Internet) when visuals support the message participate in activities.
about the fragile world and the way of Maintains and closes a
mitigating effects responsibly. conversational exchange with a peer
R.1. use key words, diagrams, and illustrations in the classroom.
to support reading comprehension Expresses opinions about the fragile
R.2. manipulate English language sounds using world and the way of mitigating
knowledge in phonics, syllabification and word effects responsibly, deriving
parts. questions for others’ opinions.
13
 R.3. understand the important information in Summarizes simple text dealing with
simple, clearly drafted printed materials such the subject.
as newspapers, charts and graphs with some Explains and justify points of view
understanding of sustainable development briefly about the topic
Manipulates English language sounds
using knowledge in phonics,
syllabification and word parts.
Oral and Written Production
WRITTEN PRODUCTION –
SI. 1. verbally indicate willingness to participate COMPREHENSION
in activities. Describes events (e.g., sustainable
SI. 2. sustain a conversational exchange with a practices at home or school) using
peer in the classroom when the topic is complete sentences that are
familiar, though there may be some difficulty connected to each other within
in understanding and being understood from expository paragraphs.
time to time. Discriminates key words, diagrams,
SP.1. express opinions about the fragile world and illustrations to support reading
and the way of mitigating effects responsibly, comprehension.
welcoming questions with others’ opinions. Interprets the important information
SP.2. explain and justify points of view briefly in simple, clearly drafted print
about the topic. materials (newspaper, charts and
W.1. summarize simple text dealing with the graphs, diagrams).
subject. Describes experiences and
W.2. describe events (e.g., sustainable sustainable practice by applying
practices at home or school) using complete comparative and superlatives forms.
sentences that are connected to each other in Uses future continuous in different
expository paragraphs and check written situations.
paragraphs to look for mistakes (subject-verb Applies modals to express opinions.
agreement, pronoun and article agreement, Employs tag questions form.
capitalization, using commas, sentence sense, Applies information questions in
word order, text structure, concrete ideas, readings or statements.
etc.). Recognizes vocabulary related to the
topic studied.

Unit # 5 High Tech High Touch

Linguistic Competences Indicadores

14
 Oral Written Comprehension Recognizes many television, radio,
and web-based broadcasts/
L.1. understand many television, radio, and announcements.
web-based broadcasts/ announcements Recognizes information from
dealing with subjects of interest if the people spoken interactions spoken at
talk clearly. normal speed.
L.2. understand when people speak at normal Extracts main idea and specific
speed on familiar topics. There may be a need details and getting the gist of audio
to repeat particular words and phrases. texts, on familiar topics.
L.3. follow the main idea of audio text if the
topic is familiar and the text can be replayed. Manipulates English language sounds
R.1. understand factual text and simple reports using knowledge in phonics,
on familiar topics (e.g., movie review, syllabification and word parts
interviews, and meeting agendas). Interprets clear, simple instructions
R.2 identify and manipulate English language with some visual support (e.g., how
sounds using knowledge in phonics, to use an app).
syllabification and word parts. Asks questions about procedures.
R.3. understand clear, simple instructions with Starts, sustains and closes a
some visual support (e.g., how to use an app). conversational exchange with a peer
in the classroom when the topic is
familiar.
Summarizes simple text dealing with
Oral and Written Production familiar subjects.

SI.1. ask questions about procedures. WRITTEN PRODUCTION –

SI.2. start, sustain and close a conversational COMPREHENSION
exchange with a peer in the classroom when Writes expository paragraphs about
the topic is familiar, though there may be some tech tools (e.g., apps, video games,
difficulty in understanding and being programs, tech tools), using complete
understood from time to time. sentences that are connected to each
SP.1. express opinions on familiar subjects and other.
ask for others’ opinions. Recognizes factual text and simple
SP.2. explain and justify points of view, briefly, reports on familiar topics (e.g., movie
about the digital world. review, interviews, and meeting
W.1. summarize simple text dealing with agendas).
familiar subjects. Identifies vocabulary related to the
W.2. describe applications or tech tools (e.g., unit by pictures, definitions.
apps, video games, programs, tech tools) using Changes sentences into simple
complete sentences that are connected to passive voice.
each other and check written paragraphs for Identifies present perfect continuous
mistakes (subject-verb agreement, pronoun – present perfect tense in
and article agreement, capitalization, using statements.
commas, sentence sense, word order, text Gives directions and advices about

15
 structure, concrete ideas, etc.). useful apps by using imperatives –
sequencing.

Unit # 6 What Comes Next?

Linguistic Competences Indicadores

Oral Written Comprehension

Recognizes when people speak at
L.1. understand when people speak at normal normal speed on familiar topics.
speed on familiar topics. There may be a need There may be a need to repeat
to repeat particular words and phrases. particular words and phrases.
L.2. follow the main idea of audio text if the extracts the main idea of audio text
topic is familiar and the text can be replayed. if the topic is familiar and the text
R.1. understand factual text and simple reports can be replayed
on familiar topics (e.g., interviews). Manipulates English language sounds
R.2. manipulate English language sounds using using knowledge in phonics,
knowledge in phonics, syllabification and word syllabification and word parts.
parts. Uses texts of various lengths as long
R.3. use key words, diagrams, and illustrations as the words used are familiar.
to support reading comprehension. Interviews others if the questions
R.4. understand texts of various lengths as long have been prepared beforehand.
as the words used are familiar and/or concern Starts, sustains and closes a
areas of student interest. conversational exchange with a peer
in the classroom when the topic is
familiar.
WRITTEN PRODUCTION-
COMPREHENSION
Oral and Written Production Recognizes factual text and simple
reports on familiar topics.
Describes personal goals and needs
SI.1. interview others if the questions have by using future tense and present
been prepared beforehand. Sometimes, can continuous.
pose a further question without having to Intentions by using modals.
pause very long to formulate the question. Explains and justify points of view,
SI.2. sustain a conversational exchange with a assumptions, and future plans, briefly
peer in the classroom when the topic is By information questions.
familiar, though there may be some difficulty Identifying relevant information and
in understanding and being understood from drawing conclusions.

16
time to time Applies if clause to give opinion.
SP.1. describe personal goals and intentions. Uses phrasal verbs in statements.
SP.2. express and ask for others´ opinions Identifies adjectives in statements or
and needs on familiar subjects. with definition.
SP.3. explain and justify points of view, Recognizes vocabulary related to the
assumptions, and future plans, briefly. unit.
W.1. summarize simple text dealing with
familiar subjects.
W.2. write a report on an important personal
experience (e.g., graduating from school,
getting interviewed, and choosing a career)
and check written summaries and reports to
look for mistakes (subject-verb agreement,
pronoun and article agreement,
capitalization, using commas, sentence
sense, word order, text structure, concrete
ideas, etc.).

Colegio Nacional de Educación a Distancia

17
 Sede _______
Nombre del estudiante:

_______________________

Número de cédula:

_______________________

Sección:

______

Materia:

__________

Profesor:

____________________________

Fecha de entrega:

________________

Firma del docente:

_______________

Nota obtenida: Puntos Obtenidos Porcentaje

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COLEGIO NACIONAL DE EDUCACIÓN A DISTANCIA

Nombre del estudiante: ____________________________ Número de cédula: _________________

Sección: ______________ Fecha de entrega: ____________Firma de recibido: ______________

Asignatura: ____________________

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 Tarea número uno

Materia: Inglés Nivel: Décimo Código: 80019

Indicators: Applies past perfect tense in statements.

Changes sentences into reported Speech.

Identifies the difference between the words Work - Job in statements.

Valor: 28 puntos 10%

Fecha de entrega: 2 a 8 de Marzo del 2020.

Instrucciones generales: Esta tarea deberá presentarla de manera individual en hojas

aparte escrita a mano o en computadora. Cada una deberá traer una portada que incluya
el nombre del colegio, nombre de la materia, el nombre completo del estudiante, número
de cédula, nivel que cursa, el nombre del profesor, fecha en la que se entrega la tarea y
número de la tutoría únicamente en la semana especifica en el cronograma

La tarea se debe entregar al tutor en el horario respectivo de la tutoría únicamente en la

semana específica en el cronograma.

I PART

A. Instructions: Put in the verbs in brackets into the gaps and form sentences in Past
Perfect. 10 points

EXAMPLE:

Before Steven did his homework he ______________ at the library. (To study)

ANSWER:

Before Steven did his homework he had studied at the library.

1. She ________________ in Sweden before she went to Norway. (to live)

2. After we _______________ the cornflakes, Henry came in. (to eat)

3. Before Ken ran to Kerry's house, he ______________ him. (to phone)

4. After they _______________ their rucksacks, they rode away on their bikes. (to pack)

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5. Gerry helped his grandma in the house because his father ______________ him so. (to
tell)

6. The cat hid under the chair because the children _______________ so loud. (to be)

7. Before the students started to write, the teacher _____________ their mobile
phones. (to collect)

8. After Max ________________ his breakfast, he left the flat. (to finish)

9. Laura repaired her glasses because her brother _____________ them. (to break)

10. By the time the show began, all friends ___________________. (to arrive)

B. Instruction: Change this direct speech into reported speech. 10 points

1. “He works in a bank” She said

___________________________________________________________

2. “We went out last night” She told

me________________________________________________________

3. “I’m coming!” She said

___________________________________________________________

4. “I was waiting for the bus when he arrived” She told me

__________________________________________________________

5. “I’d never been there before” She said

___________________________________________________________

6. “I didn’t go to the party” She told me

___________________________________________________________

7. “Lucy will come later” She said

___________________________________________________________

8. “He hasn’t eaten breakfast” She told me

___________________________________________________________

9. “I can help you tomorrow” She said

___________________________________________________________

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10. “You should go to bed early” She told me
___________________________________________________________

C. Instruction: Fill each space with the correct form of either work or job (use one word
per space) 8 points

1. How do you usually get to ____________? By bus or by car?

2. Ask Paul to fix your radiator. He's a plumber - it's his ___________.

3. I used to ___________in Manchester but now I'm at a company near Leeds.

4. I like my ____________; I’m a vet and I love working with animals.

5. I've had three different ____________ in the last year - and I hated ALL of
them!

6. What do you do for a living? What's your _________________?

7. I’m busy at the moment – I have a lot of ______________.

8. I’ll be pretty busy at the weekend – I have a lot of small __________ to do in the
house and garden.

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