COLEGIO ROBERT F.

KENNEDY
JM
Ciclo V
Grados: ONCE
Periodo III

Proyecto de Ciclo V: Tiempo de Crecer

Impronta: Proyecto Profesional y Laboral
Eje de desarrollo RFK: Investigación y desarrollo de la cultura para el trabajo
Ejes de desarrollo socio-afectivo:
 Intrapersonal: Gestionar emociones y respuestas emocionales
 Interpersonal: Aprender a convivir ayudando a construir comunidad
 Comunicación asertiva: Estructurar mensajes argumentados y propositivos a partir
de lecturas de la realidad en contextos comunicativos.
 Resolución de problemas: Desarrollar habilidad para comprender problemáticas
más complejas y proponer alternativas de solución.

Asignatura: Lengua extranjera-Inglés Docente: Mariela Castro

OBJECTIVES:
1. Foster reading and writing abilities to improve English language learning used in communicative
contexts.
2. Develop communication skills that allow students to be global citizens through language
learning. TOPICS: Reading and writing practice in context
CONTENTS: The Future Is In Your Hands
METHODOLOGY: The student has to read the information in the guide and carry out the activities
in the notebook. These activities will be delivered to the teacher to be evaluated according to the
instructions given, both for students with online work and for the special cases of students with
"physical guides" determined by the Institution.
EVALUATION: The activities will be valued and socialized with the student according to the
achievements and indicators corresponding to each period socialized at the beginning of the school
year. Each unit of work explicitly mentions the expected achievements.

ACTIVITIES
All the materials found here will be used exclusively for academic purposes.
Lesson 1
Read

8. Read a teenager’s blog post. Do you ever feel the same?

9. Match phrases a–d with the underlined phrases in the text.

a. do things as well as I could
b. feeling happy about something in the future
c. gave my homework to teachers
d. continued

10. Read the text again. Write T (true) or F (false).

a. Anna never worried about thefuture.
b. She didn’t always work hard in 8th grade.
c. She won a prize for her school work in 8th grade.
d. She studied harder in 9th grade than 8th grade.
e. Her family felt happy for her in 9th grade.
f. She isn’t very confident now.

11. Look at these two pairs of sentences. Which ones are in the text?
A1. ‘What will happen if I don’t get good results next year?’
A2. ‘What would happen if I didn’t get good results next year?’

B1. ‘If I don’t go to university, what will I do?’

B2. ‘If I didn’t go to university, what would I do?’
 12. Read the sentences in exercise 11 again. Answer these questions.
a. Are all the sentences about the future?
b. Which sentences show possible future situations?
c. Which sentences show imaginary future situations?
d. Complete the table. Use the options in the box.

13. Match the two parts of the sentences.

1. Will I get a prize a. I wouldn’t worry about my

future.

2. If I knew whatto study, b. if I pass all myexams?

3. Would I get into c. my parents will be

university disappointed.

4. If I don’t study hard, d. if I failed all my exams?

14. Complete the sentences with your own fears about the future.
a. If …
b. Would I … if … ?
c. I won’t … if …
d. Will … if … ?
e.

Lesson 2

1. Read the people’s plans. Match them with the pictures.

a. When I grow up, I hope to be a dentist.

 b. What do you want to do with your life after this holiday?
c. Five years from now, I see myself as a famous actress.
d. A: My short-term plans? I plan to eat another
crisp! B: Ha, ha. Veryfunny.
2. Read the comments in exercise 1 again. Which words or phrases talk about
future plans?

4. Read the texts. Which words and phrases do they use to talk about their
plans and intentions?

5. Read the texts again. Write T (true) or F (false).

a. Angela wants to help people with medicine after she is 25.
b. Carlos plans to travel the world with his family.
c. Both teenagers have a plan for thefuture.

Read

9. Read the text. Answer the questions.

a. What kind of text is it?
b. Do you send and receive a lot of messages?
c. Who do you usually send messagesto?
10. Read the message again. Answer the questions.
a. Who is Jairo Suárez?
b. Where does he live?
c. How does he feel about hisfuture?
d. What is his main ambition?
e. What is his main fear about thefuture?
f. How could he get money for hisstudies?

11. Use a dictionary to find the meaning of the words in the box. Then write
five sentences about your own goals using these words.

12. Think about your short-term (ST), medium-term (MT) and long-term (LT)
goals. Copy the table in your notebook and put a mark (X) in the columns.
 16. Choose one of your goals. Make your plan.

Lesson 3
Read

1. What’s the best career for you? Do the quiz.

4. Make a list of your talents, skills, strengths, interests and weaknesses. Put
them into the correct category.

5. Look at the text and answer the questions.

a. What kind of text is it?
 b. If people are interested in the jobs, what should they do?
c. What general skills do people need for each department?

8. Read. Make a list of the expressions José and Kelly used to say if they have a
skill and ability or not.

9. Answer the questions.

a. What are your strengths?
b. How can your strengths help you choose a career?

10. Read. Which careers should they do? Choose from the list below.
 Journalist
 Doctor  Lawyer
 Policeman
 Nurse  Engineer
 English
teacher  Farmer
 Secretary
11. Complete the sentences with Roberto or Maria.
a. M isn’t good at Science. d. is creative.
b. likes working with e. might need to use
people. English.
c. doesn’t want to work in f. can work well without
an office. other people.

12. Write a short description of your skills and abilities.

13. Think of a career. Complete the career plan checklist below.

14. Write a short paragraph telling your teacher about your career plan. Use
the expressions from this lesson.
 COLEGIO ROBERT F. KENNEDY
CLASS PROJECT: MOVIES, ART AND LANGUAGE LEARNING
OBJECTIVE: Make connections between students’ own feelings, movies and art to
develop communicative competences and foster emotional learning to become global
citizens.
MATERIALS:
 Any paper you have at home on which you can do a poster.
 Any element you have for Painting, drawing, or do collage, with at home. For
example, pencils, paint brushes, colored pencils, colored acrylics, watercolors,
crayons, magazines, newspapers, etc.
 Your favorite movie in English Language.

PREPARATION TIME:
• Look for your favorite movie in the English Language. (If you do not have a
favorite movie, do the activities with your favorite T.V. program in the
English Language)
• Think on colors, feelings, emotions and drawing as a way to express yourself.
• Check or remember some Movie posters you have seen as examples for the
final work.
ACTION TIME:
• Watch the movie *
• Write a list of words or phrases to describe the feelings and emotions that
the movie makes you feel.
• Make a poster about your favorite movie that reflects the feelings and
emotions that it evoques to you.

When you finish your work of art, place it on a wall with good lighting, take a picture of it
and send it to the teacher according to the instructions for the corresponding week. They
are going to be published in the art exhibition that we will organize virtually or in person as
circumstances allow.

If you have “guías físicas”:

Do your Poster and hand it in with the other activities.

TIPS TO MAKE YOUR POSTER:

- All feelings are valid and your creativity is free to appear.

- The text on movie posters usually contains the movie title in big and beautiful
lettering that draws attention and often the names of the main actors. It may also
 include a slogan, the name of the director, names of characters, the release date, and
other pertinent details to inform prospective viewers about the film.
- The images must be attractive and shocking to convince the public to watch your
favorite movie.
- The poster must not have errors on coherence or spelling.

* You can invite the family to watch the movie with you, cook pop corn, and turn your

house into a movie theater.

VOCABULARY BUILDING
Read the definitions below and complete the puzzle.
1

2 3 4

6 7

10

11 12

13 14 15

16

17

18

19

20

21

22 23

24

25
Across
5. a person with a medical degree
whose job is to treat people who are
ill or hurt
8. a person whose job it is to make
buildings
9. a person who studies or writes
about the meaning of life
10. a person who scientifically
studies animals
13. a person who puts in and checks
electrical wires
17. a person who drives a vehicle
18. a person whose job is to design
or build machines, engines, or
electrical equipment
19. a person who studies, teaches, or police force
is an expert in mathematics
22. a person with a medical degree
trained to take care of the health of tries to protect it from being
animals
24. a person who writes books or
articles to be published
25. a person who is in charge of a
sports game and who makes certain
that the rules are followed
Down
1. a person who writes news stories
or articles for a newspapers or
broadcasts them on radio or
television
2. a person who teaches or studies
astronomy
3. a person who is in an army and
wears its uniform, especially
someone who fights when there is a
war
4. a person who prepares food
6. a person who flies an aircraft
7. a person who studies physics or
whose job is connected with physics
9. a male or female member of the
11. a person who is interested in or
studies the environment and who
damaged by human activities
12. a person whose job is to supply
and connect or repair water pipes,
baths, toilets, etc.
14. a person who teaches or studies
foreign languages
15. a person whose job is to teach in
a school or college
16. a person whose job is to design
new buildings and make certain that
they are built correctly
19. a person who is skilled in playing
music, usually as their job
20. a doctor who is specially trained
to perform medical operations
21. a person who is very good at
sports or physical exercise, especially
one who competes in organized
events
23. a person whose job is to care for
people who are ill or injured,
especially in a hospital