written by Megan and Jorge Lacera
illustrated by Jorge Lacera
SYNOPSIS: Mo Romero is a zombie who loves nothing more than
growing, cooking, and eating vegetables. Tomatoes? Tantalizing. Peppers? Pure
perfection! The problem? Mo’s parents insist that their niño eat only zombie
cuisine, like arm-panadas and finger foods. They tell Mo over and over that
zombies don’t eat veggies. But Mo can’t imagine a lifetime of just eating
zombie food and giving up his veggies. As he questions his own zombie identity,
Mo tries his best to convince his parents to give peas a chance.
Literal
Comprehension
Zombies
Don’t Eat Veggies!
1. What is Mo
craving?
2. Where did Mo grow vegetables?
3. How did Mo’s mom
and dad feel about vegetables? Why?
4. What kinds of foods were zombies supposed to eat?
5. How did Mo try to convince his mom and dad to try
vegetables? What happened?
6. Why were Mo’s attempts fruitless? What did his mom and
dad want him to do?
7. What was Mo’s idea to encourage his parents to try
vegetables? Why did he want to try that particular recipe?
8. How did Mo’s mom and dad react to his Blood Bile Bisque?
9. What does Mo tell
his mom and dad after their negative reaction to the soup? What does he remind
them about? How do they respond?
10. How did Mo’s mom and dad act after Mo told them about his
love for vegetables? What did they try?
Los adjetivos en inglés pueden variar dependiendo del grado o de la
intensidad que queremos expresar. De esta forma, si simplemente queremos
atribuir una cualidad a algo o a alguien, utilizamos el adjetivo en su forma
simple.
Ejemplo: London is rainy.
Pero si queremos hacer una comparación, las cosas cambian. En inglés tendríamos que utilizar el adjetivo en forma comparativa.
En el caso de que no queramos comparar sino expresar el más alto grado
del adjetivo, usaremos el adjetivo en forma superlativa
para formar adjetivos comparativos de superioridad cortos, solo tenemos
que añadir el sufijo “-er” y acompañarlos de “than” en la oración. Si el adjetivo ya
termina en «e», sólo habría que añadir la letra «-r» al final:
- Long
→ Longer
- Cold
→ Colder
- Large
→ Larger
- Nice → Nicer
Cuando el adjetivo es corto y termina en una consonante precedida por
una vocal, la consonante se duplica (si la consonante ya es doble, no se
cambia):
- Hot
→ Hotter
- Tall
→ Taller
- Big
→ Bigger
Para adjetivos terminados en “y”, el final de la palabra se transforma
en “ier” suprimiendo la «y»:
- Happy
→ Happier
- Tiny
→ Tinier
- Merry
→ Merrier
Para adjetivos largos, colocamos “more” delante, sin
olvidarnos de añadir «than» después.
- Beautiful
→ More beautiful than
- Expensive
→ More expensive than
- Uncomfortable
→ More uncomfortable than
En el caso de los superlativos, siempre debemos poner el artículo “the” delante
del adjetivo.
Para construir adjetivos superlativos cortos, debemos añadir el sufijo “-est”.
En caso de que el adjetivo termine en “e” solo habría que añadir la terminación
“-st”:
- Long
→ Longest
- High
→ Highest
- Nice
→ Nicest
Al igual que en grado comparativo, cuando el adjetivo es corto y termina
en una consonante precedida por una vocal, la consonante se duplica (si la
consonante ya es doble, no se cambia):
- Hot
→ Hottest
- Tall
→ Tallest
- Big
→ Biggest
En adjetivos cortos acabados en “y”, el final de la palabra se
transforma en “iest”:
- Funny → Funniest
- Tiny → Tiniest
- Merry
→ Merriest
Para adjetivos largos añadimos “the most” delante del adjetivo en
forma simple:
- Beautiful
→ The most beautiful
- Expensive
→ The most expensive
- Uncomfortable → The most uncomfortable
Adjetivos comparativos y
superlativos irregulares
Por último, existen unos cuantos adjetivos que no siguen las normas que
acabamos de explicar, los denominamos irregulares. Por suerte, son pocos y
fáciles de recordar:
|
Adjetivos |
Comparativos |
Superlativos |
|
good |
better |
best |
|
bad |
worse |
worst |
|
little |
less |
least |
|
far |
further
/ farther |
furthest
/ farthest |
My new bed is larger than the previous one
– Mi nueva cama es más grande que la anterior.
The flowers are more beautiful than last
year – Las flores están más bonitas que las del año pasado.
The pico Cristobal Colón is the highest mountain
in the country – El pico cristobal colón es la montaña más alta del país.
It was the hottest topic
at the meeting – Fue el tema más candente en la reunión.
Santa Claus is known as the
merriest person – Santa Claus es conocido como la persona más feliz.
It was the most
beautiful day of my life – Fue el día más bonito de mi vida.
ACTIVITY:
1- Con las siguientes imagenes construye frases comparativas y /o superlativas.
CULTURAL DIVERSITY PROJECT
Continuando con la realización del proyecto esta semana trabajaremos
tres listening enfocados en la diversidad. De ellos debes:
· * tomar notas (note-taking)
· * intercambiar información (information exchange)
con tus compañeros de equipo (después de escuchar y haber tomado nota de manera
individual se reunirán virtualmente para hacer sus aportes e ir recopilando
información que les servirá para estructurar el proyecto.)
· * realizar organizador grafico o mapa mental de
los videos, donde puedan evidenciar la importancia de cada tipo de diversidad.
se realiza entre los integrantes del equipo, por favor aplicar los tiempos
trabajados hasta el momento.
·
este último punto lo deben enviar a los correos
de los profesores para tener evidencia de sus avances
fjingles11b@gmail.com
santiago.giraldob@udea.edu.co este correo solo es para los estudiantes de
10D
ingles10e2021@gmail.com
1.
3-
INSTITUCIÓN
EDUCATIVA FRAY JULIO TOBÓN B.
CULTURAL
DIVERSITY PROJECT
GRADE:10
Tema: Cultural diversity
Objetivo: Apreciar los aportes culturales de su propia comunidad y de otras.
El proyecto a trabajar se estará desarrollando durante las próximas 4 a 5
semanas.
Para la realización de este se pueden organizar en equipos máximo de 5
estudiantes. (recuerden que si lo va a hacer en equipo se deben reunir de
manera virtual no está permitido encuentros presenciales o en casas)
Este proyecto tiene cuatro momentos que trabajaremos en el siguiente
orden:
1-
Reading,
2-
Listening,
3-
Speaking
4- Writing.
ACTIVITY
1-
Lee con atención el siguiente texto
2- Identifica en el texto las ideas principales (cópialas en el cuaderno)
3- Identifica los tiempos verbales vistos hasta el momento (copia las frases donde se vean aplicados los tiempos)
4-
Consulta: que es el verbo to - be usos y conjugación en
presente y pasado con ejemplos
What is cultural diversity?
December 18, 2012 | Dr. Lisa D. Belfield
What language do you
speak? What is your religion? What holidays do you celebrate? What is your
racial identification? What is your ethnic identity? What is your culture?
Culture is that which
shapes us; it shapes our identity and influences our behavior. Culture is our
“way of being,” more specifically, it refers to the shared language, beliefs,
values, norms, behaviors, and material objects that are passed down from one
generation to the next.1
According to the U.S.
Census Bureau, the 2009 population in America was:
· 80% White
· 16% Hispanic or
Latino origin (may be of any race)
· 13% African American
· 5% Asian
· 1% American
Indian/Alaskan Native
· 0.2% Native
Hawaiian/Pacific Islander2
Each race encompasses a multitude of different
ethnic groups. An ethnic group
refers to people who are closely related to each
other through characteristics such
as culture, language, and religion.3 There
are many ethnic groups in the United
States, due in large part to its immigrant
population; each of these
groupscontributes to America’s cultural heritage.
From African Americans to
Russian Americans, the United States is one of the
most diverse nations in terms
of culture.
What does it mean to be “culturally diverse”?
The term “culturally
diverse” is often used interchangeably with the concept of “multiculturalism.”
Multiculturalism is defined as:“…a
system of beliefs and behaviors that recognizes and respects the presence of all
diverse groups in an organization or society, acknowledges and
values their socio-cultural differences, and encourages and enables their
continued contribution within an inclusive cultural context which empowers all within the
organization or society.4
Sociologist Dr. Caleb
Rosado, who specializes in diversity and multiculturalism, described seven
important actions involved in the definition of multiculturalism:5
· recognition of the abundant diversity of cultures;
· respect for the differences;
· acknowledging the validity of different cultural expressions and
contributions;
· valuing what other cultures offer;
· encouraging the contribution of diverse groups;
· empowering people to strengthen themselves and others to achieve their
maximum potential by
being critical of their own biases; and
· celebrating rather than just tolerating the differences in order to bring about
unity through
diversity.
Why is cultural diversity a “good thing”?
Culture is the lens
with which we evaluate everything around us; we evaluate what is proper or
improper, normal or abnormal, through our culture. If we are immersed in a
culture that is unlike our own we may experience culture shock and become
disoriented when we come into contact with a fundamentally different culture.
People naturally use their own culture as the standard to judge other cultures;
however, passing judgment could reach a level where people begin to
discriminate against others whose “ways of being” are different than their
own—essentially, we tend to fear that which we do not understand.
Cultural diversity is
important because our country, workplaces, and schools increasingly consist of
various cultural, racial, and ethnic groups. We can learn from one another, but
first we must have a level of understanding about each other in order to
facilitate collaboration and cooperation. Learning about other cultures helps
us understand different perspectives within the world in which we live, and
helps dispel negative stereotypes and personal biases about different groups.
In addition, cultural
diversity helps us recognize and respect “ways of being” that are not
necessarily our own, so that as we interact with others we can build bridges to
trust, respect, and understanding across cultures. Furthermore, this diversity
makes our country a more interesting place to live, as people from diverse
cultures contribute language skills, new ways of thinking, new knowledge, and
different experiences.
How can you support cultural diversity?
· Increase your level
of understanding about other cultures by interacting with
· people outside of
your own culture—meaningful relationships may never
develop simply due to
a lack of understanding.
· Avoid imposing values
on others that may conflict or be inconsistent with
cultures other than
your own.
· When interacting with
others who may not be proficient in English, recognize
that their
limitations in English proficiency in no way reflects their level of
intellectual
functioning.
· Recognize and
understand that concepts within the helping profession, such
as family, gender
roles, spirituality, and emotional well-being, vary
significantly among cultures and influence
behavior.
· Within the workplace,
educational setting, and/or clinical setting, advocate
for the use of
materials that are representative of the various cultural
groups within the
local community and the society in general.
· Intervene in an
appropriate manner when you observe others engaging in
behaviors that show
cultural insensitivity, bias, or prejudice.
· Be proactive in
listening, accepting, and welcoming people and ideas that
are different from
your own.6
Cultural diversity
supports the idea that every person can make a unique and positive contribution
to the larger society because of, rather than in spite of, their differences.
Imagine a place where diversity is recognized and respected; various cultural ideas
are acknowledged and valued; contributions from all groups are encouraged;
people are empowered to achieve their full potential; and differences are
celebrated.
“Diversity is the one true thing we have in common.
Celebrate it every day.”
–Anonymous
References
1. R. Schaefer Sociology: A brief introduction (New
York, NY: McGraw-Hill, 2006).
2. U.S. Census
Bureau, USA QuickFacts, accessed December 2010.
4. C. Rosado, What Makes
a School Multicultural?, accessed
December 2010.
5. Ibid.
6. Adapted from Promoting Cultural Diversity and
Cultural Competency, accessed December
2010.
Los cinco usos principales del present continuous son:
1.
Describir acciones que ocurren en el momento
exacto en que se habla o escribe
Ejemplo: You are studying English.
2. Establecer contextos. Hablar de situaciones generales, personales o sociales, que ocurren en la actualidad. En estos casos, se puede acompañar por adverbios como currently, lately o these days, entre otros.
Ejemplo: She is working a lot lately.
3. Adelantar hechos, citas, eventos o acciones que ocurrirán en el futuro. Quien habla debe estar seguro de que ocurrirán.
Ejemplo: They are going to the zoo next Saturday.
4. Mencionar hechos temporales.
Ejemplo: Today is snowing, but yesterday was sunny.
5. Describir acciones que ocurren constantemente. En estos casos la oración se refuerza con adverbios como always, forever, constantly, entre otros.
Ejemplo: The birds are always singing since sunrise
Cómo formar el present continuous (estructura)
Como
otros tiempos verbales, el presente continuo en inglés cuenta con tres modos: afirmativo,
negativo e interrogativo. En esta tabla puedes encontrar cómo se forma:
|
Afirmativo |
Sujeto + verbo to be +
verbo
en gerundio(ING) + complemento |
|
Negativo |
Sujeto + verbo to be +
not + verbo en gerundio + complemento |
|
Interrogativo |
Verbo to be + sujeto + verbo en gerundio + complemento |
Reglas
Como puedes ver, la terminación
dominante en este tiempo verbal es –ing, sin embargo,
cabe subrayar las siguientes reglas para la formación de gerundios en algunos
verbos:
·
Regla 1. Todos
los verbos terminan en –ing.
No hay que darle muchas vueltas a
esto. Todo verbo conjugado en present continuous debe tener esta terminación.
Ejemplo: The elephant is playing in the water.
· Regla 2. Cuando un
verbo termina en consonante, se debe
duplicar la última letra para agregar la terminación –ing.
Ejemplo: The jaguar is running.
· Regla 3. Si el verbo termina en e muda, se elimina esta letra y se coloca la terminación –ing.
Ejemplo: They are dancing cumbias.
· Regla 4. Los
verbos que terminan en doble e
conservan esta terminación y agregan al final –ing.
Ejemplo: I am seeing my lawyer next Monday.
· Regla 5. Verbos
terminados en –ie colocan en su lugar una y + -ing.
Ejemplo: He is lying to his boss.
Excepciones
La naturaleza de algunos verbos
impide su conjugación en presente continuo en inglés, por lo que no suelen tener terminación -ing. Estos verbos son conocidos como “de estado” o stative
verbs. ¿Qué señalan los stative verbs? Estados
emocionales o mentales, sensaciones, comunicación y otros. En este cuadro
podrás encontrar algunos ejemplos:
|
Stative verbs |
|||
|
Estados emocionales o mentales |
Sensaciones |
Comunicación |
Otros estados |
|
Believe (creer) Dislike (disgustar) Doubt (dudar) Imagine (imaginar) Know (saber) Like (gustar) Love (amar) Hate (odiar) Prefer (preferir) Realize (notar / darse cuenta) Recognize (reconocer) Remember (recordar) Suppose (suponer) Understand (entender) Want (querer) Wish (desear) |
Appear (aparecer) Hear (oír) See (ver) Seem (parecer) Smell (oler) Sound (sonar) Taste (saber, de sabor) |
Agree (estar de acuerdo) Astonish (asombrar) Deny (negar) Disagree (no estar de acuerdo) Impress (impresionar) Mean (significar) Please (complacer) Promise (prometer) Satisfy (satisfacer) Surprise (sorprender) |
Be (ser/estar) Belong (pertenecer) Concern (concernir) Consist (consistir) Contain (contener) Cost (costar) Depend (depender) Deserve (merecer) Include (incluir) Involve (involucrar) Lack (faltar) Matter (importar) Need (necesitar) Owe (deber, de deuda) Own (tener) Possess (poseer) |
|
Believe (creer) Dislike (disgustar) Doubt (dudar) Imagine (imaginar) Know (saber) Like (gustar) Love (amar) Hate (odiar) Prefer (preferir) Realize (notar / darse cuenta) Recognize (reconocer) Remember (recordar) Suppose (suponer) Understand (entender) Want (querer) Wish (desear) |
Appear (aparecer) Hear (oír) See (ver) Seem (parecer) Smell (oler) Sound (sonar) Taste (saber, de sabor) |
Agree (estar de acuerdo) Astonish (asombrar) Deny (negar) Disagree (no estar de acuerdo) Impress (impresionar) Mean (significar) Please (complacer) Promise (prometer) Satisfy (satisfacer) Surprise (sorprender) |
Be (ser/estar) Belong (pertenecer) Concern (concernir) Consist (consistir) Contain (contener) Cost (costar) Depend (depender) Deserve (merecer) Include (incluir) Involve (involucrar) Lack (faltar) Matter (importar) Need (necesitar) Owe (deber, de deuda) Own (tener) Possess (poseer) |
Pero hay casos especiales cuya
conjugación en presente continuo depende del significado. En esta tabla puedes
conocerlos:
|
Stative verbs: casos especiales |
||||
|
Verbo |
Significado sin terminación
-ing |
Ejemplo |
Significado con terminación
-ing |
Ejemplo |
|
Appear |
Parecer / Asemejar |
It
appears to be an UFO |
Presentarse (en un escenario) /
Actuar |
My
band is appearing at his party tonight |
|
Feel |
Opinar |
I
feel you deserve more |
Sentir |
She
is feeling pain in her chest |
|
Look |
Parecer |
It
looks too weird to me |
Ver |
They
are looking at the puppies |
|
See |
Entender |
He
can’t see your point |
Visitar |
He
is seeing his couch again |
|
Think |
Opinar |
She
thinks you are her best teacher |
Pensar |
I am
thinking about your |
Dar a conocer acciones o estados permanentes
“Elephants live in Africa and Asia"
Comunicar acciones o estados que se repiten en el tiempo
“the shop opens at 9 o´clock”
Transmitir rutinas, hechos continuos y que se repiten de
forma diaria o con periodicidad determinada.
“I usually walk home after work!
1. Simple
Present Sentences: Fill in the blanks with the correct word.
1. She (play)
baseball on Saturday.
2. We (live)
in an apartment.
3. The boys (eat)
breakfast at 7 am.
4. He (have)
two brothers.
5. My mother (like)
romantic movies.
6. Pedro (make)
dinner every day.
7. Cynthia and Ramon (work) on Monday.
8. I (go)
to school at 8 am.
9. The computer (be) broken.
10. My brother and I (watch) TV at night.
11. Susana (try)
to learn new things every day.
12. My father (run)
on Saturday morning.
13. I (have)
three brothers.
14. Adriana (think)
pizza is delicious.
15. The girls (want)
more pasta.
16. She (give)
money to charity.
17. The computer (work) without a cable.
18. The Toronto zoo (open) on Saturday.
19. The teacher (help) the students after
class.
20. Everyone (need)
a pen.
2
2
2. Write the following vocabulary from the song NEED, MEET, HURT, FALL and write the lines on the labelled stipes provided.
3. www.lyricstraining.com Listen, work and practice.
SHALLOW BY LADY GAGA AND BRADLEY COOPER.
Los verbos modales (can, must, may) tienen dos
excepciones:
No se les agrega –s ni –es.
Incorrecto: Your cat cans jump between trees.
Correcto: Your cat can jump between trees.
Incorrecto: She musts be
in her office.
Correcto: She must be
in her office.
Incorrecto: He mays help
you tomorrow.
Correcto:He may help you tomorrow.
Las formas negativas e
interrogativas no usan auxiliar do/does,
sino a sí mismos, es decir:
·
Can
Negativo: Your cat can not jump between trees
Interrogativo:Can your cat jump between trees?
·
Must
Negativo: She must not be in her office
Interrogativo: Must she be in her office?
·
May
Negativo:He may not help you tomorrow
Interrogativo:May he help you tomorrow?
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