COLEGIO ADVENTISTA DEL NORTE

GESTIÓN ACADÉMICA 2021

Fecha: 13 de Junio Periodo(s): Código: Proceso Tema: Nivelación y Versión 1
2021 SEGUNDO GA PMCA 9 SP1 mejoramiento académico

Asignatura: Preparación para prueba Docente: Carolina Restrepo Reyes Grado: 7B

Internacional

ESTUDIANTE JORGE ENRIQUE PANCHE

N° ESTANDAR Y/O DESEMPEÑO BÁSICO DE COMPETENCIA
1 _Identifica la estructura en las palabras y oraciones para completar párrafos con coherencia. (Language form)

2 Ejemplifica los tipos de preguntas estándar de selección múltiple en ejercicios de comprensión de lectura tipo Toefl.
(Reading section)
3 Diseña láminas de vocabulario para profundizar la capacidad de comprensión de palabras y expresa su significado
( Vocabulary)
4 Demuestra interés por participar y cumplir con las actividades trabajadas a tiempo.

FECHA DE PRESENTACIÓN,
ENTREGA Y SUSTENTACIÓN
N° ACTIVIDADES DE NIVELACIÓN Y SUPERACIÓN A PRESENTAR NOTA

Realiza un ejercicio de completar oraciones e ideas en el texto con las estructuras 06 De

1 gramaticales básicas. Julio
Emily Carr de
2021
Not all children who grow up 1.________ culture are completely
influenced 2.________ that culture. Some young people find that
they are more interested in nature or the culture of other people
at a very young age.

The most famous painter in Victoria's history is Emily Carr. She

was born in 1871 and, as a child, she discovered that walking in
the woods appealed more to her than playing with other
children. She discovered that 3._____________in roaming the
streets of old Victoria than playing at home with dolls and
4._______________brushing her hair and putting pretty ribbons in
it.

Emily was a chubby little girl who spent much of her childhood in

Beacon Hill Park, 5._______________ to her family home.
Drawing fascinated her, and she also liked to play with the
animals she kept as pets. She had ducks and chickens, and
even domesticated a crow. In later life she had several dogs and
a pet monkey too! She often wandered around the streets of
Victoria and was particularly interested 6.______________Nations
 COLEGIO ADVENTISTA DEL NORTE
GESTIÓN ACADÉMICA 2021
people and the Chinese people she saw in Victoria's Chinatown.
Their culture and way of dressing seemed so distinct from her
own.

At the age of sixteen 7.___________________drawing seriously. She

eventually travelled to San Francisco and Paris to study art, but
always returned to her beloved forests of the Pacific Northwest in
the Victoria area.

As she became a young, strong and independent woman Emily

began to go on longer and longer trips into
the uncharted forests to paint and draw what she saw. She loved
the free and simple lifestyle she saw the First Nations people
living. In the summer of 1895 8._________________with two other
women to explore the wilderness along the Cowichan River that
runs through Duncan, just north of Victoria.

Some time later she travelled up the coast by boat to visit and
draw the native villages along the way. This required
great daring and strength. This wilderness was truly wild; there
were no police or Coast Guard if she got into trouble - and no
radio to call for help.

The First Nations people called her "Klee Wyck", which means
"Laughing One", and she knew more about their lifestyle and the
forests of B.C. than any other European woman. When you look
at her paintings, you can sense the atmosphere of these dark,
mysterious forests. Her paintings are now very famous and,
although the dark colours may not be attractive to some people,
they evoke the beauty and mystery of the deep woods and the
skill of a great artist. Emily was a very brave and independent
woman. She walked for kilometer after kilometer through the
woods alone, even though she knew that bears, cougars and
wolves 9.______________her only companions.
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GESTIÓN ACADÉMICA 2021
1. a) into for b) inside a c)into

2. a) by b) in c) for

3. a)She were the most interested b) She was more interest c) she was more
interested

4. a) spending her time b) Sprend her time c) Sprending the time

5. a) who was very close b) what were very close c) which was very
close

6. a) in the first b)at the first c)on the first

7. a)she began studying b) she began to study c) she begins to

study

8. a) she went on an expedition b)she go on a expedition c)she went in an

expedition

9. a) could be b)would be c) might be

Read the passages and answer the follow up questions according to

the readings.
2
THE SACK GARDEN

This is Meg. Meg lives in South Africa. She has three kids. It is hard to feed her
kids. White people own most of the farmland in South Africa. Meg does not
have land for a garden. Food costs a lot of money.

But Meg has a very good way to grow food. She finds a big sack. She puts rocks
in the middle of the sack. She fills the rest of the sack with dirt. She makes little
holes in the side of the sack. She puts a tomato plant in one hole. She puts a
bean plant in one hole. She puts a green pepper plant in one hole. She puts
eggplant in the top of the sack. She waters the sack garden from the top.

Her garden does not need much water. Her garden does not need much room.
Her garden does not cost much money to make. Her garden does not have
many weeds.

What is something that is difficult for Meg?

a) It is difficult for her to understand white people.
b) She can't be creative.
c) It is hard for her to feed her children.
d) It is difficult for her to control the weeds in her garden.
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GESTIÓN ACADÉMICA 2021

What is Meg's way of growing food?

a) She uses special seeds.
b) She gets help from her neighbors.
c) She keeps different kinds of fruits and vegetables in different sacks.
d) She puts different kinds of food in a sack that doesn't need much room or
water.

There is something Meg does not grow in the little holes in the side of the sack.
What is it?
a) Tomatoes
b) Eggplant
c) A bean plant
d) Green pepper

Which of the following is NOT something good about Meg's garden?

a) It does not need much water.
b) It can grow a lot of food very quickly.
c) It does not need much space.
d) There are not many weeds in Meg's garden.

Why doesn't Meg grow food in the same way as other farmers?
a) There is not enough water.
b) There are too many weeds.
c) It would cost too much money.
d) She does not have any land.

Es hora de poner a prueba tu habilidad para comprender las siguientes

3 expresiones y ponerlas en práctica en un contexto comunicativo.

Instrucción: En fichas bibliográficas escribe la expresión en inglés, busca su

significado, realiza un dibujo que represente la expresión y crea un ejemplo
usando la expresión.

 Don`t turn a blinde eyes: No te hagas de la vista gorda

 Not my taste: No es de mi gusto
 I`m so fanished: me muero de hambre
 I ran out of shampoo: Se me acabo el shampoo
 Pull yourself together: Cálmate
 I must be dreaming: Debo estar soñando
 feel under the weather: sentire enfermo
VALORACIÓN FINAL

El estudiante confirma que da por entendido la forma de presentar las actividades asignadas para la nivelación de los desempeños
de competencias pendientes, en caso de tener dudas sobre las actividades a presentar preguntar al docente, de igual manera se da a
conocer la fecha en las cuales hará la entrega, presentación y sustentación de los mismos.

En constancia de entrega se envía esta nivelación el día 14 del mes de Junio de 2021, por plataforma saberes, firmada por el docente
de la asignatura.
 COLEGIO ADVENTISTA DEL NORTE
GESTIÓN ACADÉMICA 2021
Carolina Restrepo R.
_________________________ Firma del docente