REMEDIAL FOLDER

READ DIFFERENT TYPES OF TEXTS IN ENGLISH

STUDENT GRADE: 6th TEACHER: Gaby Balleto, Elianne Jiménez DUE DATE: March 2023

INTRODUCTION
Dear student, In this folder you will find learning experiences that you will need to develop during these two months of vacations.
● You will find in each experience an interesting situation which will challenge you to research, work out, solve problems, complete charts, answer questions
and enjoy the learning process.
● While doing so, you will be developing a variety of learning processes. Tell your family about these challenges and what you will learn through these
experiences. Also, let them know how meaningful they will be to achieve what is expected.
● First you will have to carry out a variety of activities to reinforce the reading strategies you need to practise.
● Finally you will produce a final product that will demonstrate what you have learnt.
● To know if you have achieved what was expected, you will find a checklist that will allow you to self-evaluate your work during the process and see how you
have gradually improved your reading skills.
LEARNING PURPOSES: (Description)
In this folder you will find learning experiences that you will need to carry out during these two months of vacations.
 Organise and develop ideas around a central theme making use of some coordinated and subordinate connectors including everyday vocabulary and specific
and relevant grammatical constructions.
 Use nonverbal and verbal resources to emphasize a text.
 Comment on what is heard by using knowledge of the subject. Participates by formulating and answering questions about daily activities, past events and topics
of personal interest.

GUIDELINES FOR AUTONOMOUS LEARNING:

Try to remember an occasion in which you needed some help to learn something new like swimming, riding a bike or painting. Perhaps a relative or your parents
helped you in the process until you learnt how to do it on your own. In this case you will only ask for help when it is extremely necessary until you become an
AUTONOMOUS LEARNER.
HOW CAN I BECOME AN AUTONOMOUS LEARNER?

Consider the following:

❖ Asking yourself questions is a very important process to achieve this goal.

❖ Talking with a member of your family about the experience you will carry out will also help you understand the task better.
❖ Asking a family member what they know about the topic and in case they know nothing about it, telling them what you know and what you have learnt so far.

HOW DO I ORGANIZE MYSELF?

1st BEAR IN MIND THE PURPOSE AND FINAL PRODUCT: Identify the final task you have to produce as part of the whole learning experience and go through all the
activities you have to do. That will help you organize your time and identify the important moments you need to consider in the process.
2nd ASK FOR HELP WHEN NECESSARY : In case you are confused, identify a family member that can support you and ask him/her questions until you are sure you
understand what you are expected to do.
3rd THIS GUIDELINE WILL SHOW YOU THE WAY: Use always this guide since it will help you follow the necessary steps to achieve what is required.
4th HOW YOU WORK THESE ACTIVITIES IS UP TO YOU: You have to decide when and where to work. You also have to decide when to start and finish one task. It
is important to identify your strengths in order to accomplish the set up challenges.

MY STRENGTHS TO BECOME AN AUTONOMOUS LEARNER

★ I identify the task and the required activities in the learning experience.
★ I make decisions and fulfill the assigned tasks when I understand the purpose of the activity and I organize myself.
★ I recognize my skills, attitudes and knowledge when I realize I can carry out the activity by myself.
★ I feel confident and satisfied when I make correct decisions and I work in a responsible way.
★ I evaluate and identify my improvements when I go over the checklist and realize that I have accomplished the required tasks..
★ I complete the reading tasks efficiently by applying the right strategies, answering questions, completing graphs and charts, citing evidence, interpreting and analyzing
information, comparing and contrasting and using my critical thinking skills.
★ I am critical and reflective when I realize the difficulties I had and the strategies and procedures which were more effective than others.
★ I use technological resources as a complement to my learning process.

Translated and adapted from: Aprendo en casa (2020) Carpeta de Recuperación. Ministerio de Educación. Perú
 COMPETENCE STANDARDS
Read different types of texts in - Organize and develop ideas around a central theme making use of some coordinated and subordinate connectors
English including everyday vocabulary and specific and relevant grammatical constructions.
- Use nonverbal and verbal resources to emphasize a text.
- Comment on what is heard by using knowledge of the subject. Participates by formulating and answering questions
about daily activities, past events and topics of personal interest.

SIGNIFICANT AUTHENTIC TASKS, WORKING EVIDENCES ASSESSMENT OBSERVATIONS

Month

LEARNING SITUATIONS ✓ = Results INSTRUMENTS SUGGESTIONS

Week

1 1. Is being too Pre reading: Text analysis Questionnaire

JANUARY

confident a good - What do you know about mythology? worksheet.

personality trait? - Research: Find out information about the myth of
Daedalus and his son Icarus. Write down your findings
in the worksheet provided.
While Reading:
- As you read the text, underline/highlight the main
events of the myth.
- Answer questions:
 Summarize
 Cite evidence
After Reading:
- Reading comprehension questions.
1. Text Analysis:
- Plot Diagram.
2. Critical thinking:
Make connections:
-Describe a time you were asked to stop doing
something but you continued doing it anyway.
 2 Performance Task: Graphic Comic Checklist
- Read: Search information about another myth you
consider interesting.
- Using the information you found, create a graphic
comic.
- Focus on the most important events.
3 2. Artistic ways of B1 Preliminary Reading: Reading B1 Reading B1
expressing yourself. 1. Part 2 “Art Courses”: Preliminary Preliminary
- Introduction. mocks. mocks
- Paraphrasing
- Identifying key words.
- Matching key words with phrases.
- Finding Evidence.
- Reading task: Write the correct answer and evidence
to support your choice.
4 3. Understanding and 2. Part 4 “bees, bees, bees”:
respecting nature. - Introduction
- Grammar and vocabulary: adjectives and animals,
simple past tense.
- Practise
- Reading Task
5 4. Discrimination in Article “George Floyd: What happened in the final Online Online
February

today’s society. moments of his life” Worksheet. worksheet

- Describe images shown. results.
- While reading, answer the questions from the online
worksheet.
- Collect facts.
6 - Watch a video of the protests that took place in The Summary
USA and express your view.
- Go online and find an update on the case, read it,
make some notes about the most important parts.
- Make a summary of the article you found.
7 5. Influencers: Do we B1 Preliminary Part 1: Short messages: Worksheet: Students'
do as they say? 1. Who’s your favourite celebrity? Paste a responses to
(singer, actor, athlete, influencer, etc) Why? screenshot the worksheet.
2. Think about your favourite celebrity and look at their of some of the
tweets or instagram posts. Select 6 of those posts and tweets you
paste the screenshot in the chart. select.
3. Answer questions about the short messages:
- What do they talk about the most? Answer their
- Do you like what they say? tweets/instagram
- What do most people respond to those messages? posts.
4. Respond to each post you selected using complete
sentences.
8 B1 Preliminary Reading. Reading B1 Answers to the
Part 3 “Influencers”: - Understanding purpose in exam Preliminary part reading task
questions 3 questions.
- Reading task. - Critical thinking question.
Teachers: Gaby Bayeto, Elianne Jiménez GRADE: 6th DATE: March 2023

TOPIC: The Flight Of Icarus text analysis.

COMPETENCE: Read different texts in English.

PRE READING:

1. What do you know about mythology?

2. Find out information about the myth of Daedalus and his son Icarus. Write

down your findings in this chart. Don’t forget to include the source.

Information I found out. Where did I find this information?

(Web page link, name of the book, etc)

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
 WHILE READING:

3. Read “The Flight of Icarus” (If you have your Collections book, use it - page

31) and highlight the most important events.

4. Summarize.

Reread lines 15–29 and summarize in 2 lines what Daedalus does to help

himself and his son escape from the island.

5. Cite text evidence. (lines 57-79) Myths typically include events that cannot happen in
real life and characters with unusual abilities. Cite specific evidence in the text that

illustrates those two aspects of a myth.

AFTER
AnswerREADING:
the following questions about the myth you just read.

6. Why did King Minos send Daedalus to a high tower?

7. How did Deadalus and Icarus prepare for their escape? Explain.

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
 8. Why did Daedalus tell his son not to fly too high?

9. Did Icarus obey? What did he do? Explain.

CRITICAL THINKING:

10. Describe a time you were asked to stop doing something but you continued doing it

anyway. Were there any consequences?

12. PERFORMANCE TASK:

- Think about a myth you like and do some research about it.

- Using that information, create a graphic comic (comic strip) with the most important events

in that myth.

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
 - Before you create the comic, organize your ideas by doing an outline:

Main events Description

About your Graphic Comic :

- Your comic needs to have some text (dialogue/setting/explanation of the situation) (use

complete sentences)
- Include from 8 to 12 scenes.
- Use colors for the different panels (squares where you represent each scene)
- Remember to check grammar and spelling.
- Use the checklist while you work on this task.
- Remember to include the main events from the plot diagram in your comic.

GRAPHIC COMIC CHECKLIST ✅

1. I did some research on a myth I am interested in.

2. I have done the outline to select the most important parts of the
myth.
3. I organised the scenes I will include.
4. I have used complete sentences in each scene.
5. I checked spelling and grammar.

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
 6. I am using appropriate verb tenses according to my comic.
7. I used colours to make my comic more appealing.
8. I am including 8 to 12 scenes.
9. I included the main events from the plot diagram.

Draw your graphic comic on the next page.

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
 Teacher: Gaby Bayeto; Elianne Jimenez Date: March 2023
Topic: The Flight of Icarus Plot Events. Grade: 6th
Competence: Write different types of texts.
PLOT DIAGRAM

Complete the diagram with the plot events from “The flight of Icarus” Remember to use complete
sentences.

Beers, K.(2017). Collections – Grade 7 (Student's Edition).Orlando FL: Houghton Mifflin Harcourt.
Teachers: Gaby Bayeto, Elianne Jiménez GRADE: 6th DATE: March 2023

TOPIC: Artistic ways of expressing yourself. / Understanding and respecting nature.

COMPETENCE: Read different texts in English.

Introduction: In this part you read five descriptions of people and eight short texts on a
variety of subjects and match what each person requires with information in one of the
eight texts.

I. Paraphrasing. Match the expressions about people with the expressions

about apartments.

Information about people looking for Information about apartments.

apartments.
1. always uses public transport a. extremely low prices
2. cannot afford to spend much b. has its own gym
3. dislikes noise c. is in a quiet neighbourhood
4. is very sociable d. next to a leisure centre open every
5. likes to keep fit evening
6. works until 5.30 p.m. e. bus stop nearby
f. opportunities to meet new people

II. Identifying key words. Read this description of someone who wants to go
away on holiday. Underline the words and phrases that tell you exactly what
she wants.

Hannah wants to go to a really lively place where everything stays open late. It should
also offer top-class cultural attractions and high-quality accommodation.

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.

 III. Matching key words with paraphrases. Read these descriptions of three
holidays and decide which of A - C would be the most suitable for Hannah.
Write your answer here:

IV. Evidence. Write down the evidence you found to support your choice for
Hannah. Remember, you should find three pieces of evidence in the answer
you chose.

Evidence 1:
Evidence 2:
Evidence 3:

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.

 IV. READING TASK:
1. For each question, choose the correct answer. Do not forget to consider
key words (3 important things each one requires)

The young people below all want to find an art course to attend. One
the next page there are descriptions of eight art courses.
Decide which art course would be the most suitable for the people below.

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.
 2. Write your answers here and also the 3 pieces of information that prove
your answer.

RAFA
Letter of the correct answer: Text
Evidence:
-
-
-

SIMONA
Letter of the correct answer: Text
Evidence:
-
-
-

ANDREI
Letter of the correct answer: Text
Evidence:
-
-
-

NICOLA
Letter of the correct answer: Text
Evidence:
-
-
-

KARL
Letter of the correct answer: Text
Evidence:
-

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.

 -
-

B1 READING PART 2 CHECKLIST

Use this checklist once you have finished working on this reading section

1. Did I read each of the five person's descriptions carefully to check on what exactly they
want, like or need?

2. Did I underline the key words in the descriptions of people?

3. Did I read the texts carefully in order to find information that matched the people’s
descriptions?

4. Did I write the 3 pieces of evidence to confirm I chose the best match?

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1.

Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1. Cambridge.
Cambridge University Press. (2019). B1 Preliminary for Schools Trainer 1. Cambridge.
 Teachers: Gaby Bayeto, Elianne Jimenez GRADE: 6th DATE: March 2023

TOPIC: Read and Article about Discrimination

COMPETENCE: Read texts in English.

IN CLASS WE READ A FOLK TALE ABOUT DISCRIMINATION. IN THIS TASK YOU WILL READ
AN ARTICLE ON THE SAME TOPIC BUT ABOUT SOMETHING THAT HAPPENED
LAST YEAR IN

THE USA.

YOU WILL HAVE TO COMPLETE THE FOLLOWI G WORKSHEET AS SCHEDULED I

THE WEEKLY

PROGRAM.

WORKSHEET LINK :

● II WEEK 5 - COMPLETE ACTIVITY I AND IN THE INTERACTIVE WORKSHEET.

✔ PRE -READING : Describe the images shown

✔ WHILE READING : Read the article “George Floyd: What happened in the final moments

of his life”- Collect facts. (Link of the article is also given in the worksheet).

ARTICLE LINK :

● WEEK 6 - COMPLETE ACTIVITY III AND IV IN THE WORKSHEET

✔ AFTER READING : Watch a video of the protests that took place in The USA and express
your view in this topic.

George Floyd: What happened in the final moments of his life. BBC News. (2021). Retrieved 8 November 2021,
from https://www.bbc.com/news/world-us-canada-52861726.
Interactive Worksheets | Wizer.me. App.wizer.me. (2021). Retrieved 8 November 2021, from

Elianne Jimenez and Bayeto G., (2020b). Article on George Floyd’s Discrimination Case. San Ignacio de Recalde School.
 ✔ EXTENDED READING : Find an update on the case, read it and make a summary.

SUMMARIZING A TEXT CHECKLIST

Complete this checklist once you have finished reading the article and completing the
worksheet about it.

1. Did I identify the setting of the incident?

2. Did I pay attention to the principal people involved in the incident?

3. Could I understand which were the main events in the article?

4. Was the outcome of the incident clear to me?

5. Did I watch the whole video given in the worksheet and support my
opinion about this case clearly?

George Floyd: What happened in the final moments of his life. BBC News. (2021). Retrieved 8 November 2021,
from https://www.bbc.com/news/world-us-canada-52861726.
Interactive Worksheets | Wizer.me. App.wizer.me. (2021). Retrieved 8 November 2021, from

Elianne Jimenez and Bayeto G., (2020b). Article on George Floyd’s Discrimination Case. San Ignacio de Recalde School.
Teachers: Gaby Bayeto, Elianne Jiménez GRADE: 6th DATE: March 2023

TOPIC: Influencers.

COMPETENCE: Read different texts in English.

I. Who’s your favourite celebrity (singer, actor, athlete, influencer, etc)?

Why? Answer in two lines.

II. Think about your favourite celebrity and look at their tweets or instagram
posts. Select 6 of those posts and paste the screenshot in this chart.

Urquieta K. and Bayeto G., (2020c). Short Messages. San Ignacio de Recalde School.
 3

III. Now answer these questions about the messages you collected:

1. What do they talk about the most?

2. Do you like what they say?

3. What do most people respond to those messages?

Urquieta K. and Bayeto G., (2020c). Short Messages. San Ignacio de Recalde School.
IV. Go over the screenshots you selected and write a response to each one of
them. Your responses have to be written in complete sentences and correct
spelling and grammar.

Post 1 - my response:

Post 2 - my response:

Post 3 - my response:

Post 4 - my response:

Post 5 - my response:

Post 6 - my response:

Urquieta K. and Bayeto G., (2020c). Short Messages. San Ignacio de Recalde School.
 Teachers: Gaby Bayeto, Elianne Jimenez GRADE: 6th DATE: March 2023

TOPIC: Influencers.

COMPETENCE: Read different texts in English.

Introduction: Read a long text that includes opinions and feelings and choose a correct answer
(A, B, C or D) from five multiple-choice questions.

V. Understanding purpose in exam questions.

1. Look at the sentences and write what is the subject’s purpose in

each one.
Example: “My friend suggested going to the park to play football.” - To make a suggestion.

a. Zara explained to the teacher that she had been off school because of illness.
PURPOSE:
b. We recommend you to wash this item of clothing in warm water.
PURPOSE:
c. The thief reminded me to check the tyres on my bike before I went out.
PURPOSE:
d. Our literature teacher encouraged us to read more books at home.
PURPOSE:
I tried to persuade my parents to let me stay out late, but they said “no”.

Lapin, N. (2021). So, You Wanna Be An Influencer?. Forbes. Retrieved 8 November 2021, from
https://www.forbes.com/sites/nicolelapin/2020/10/23/so-you-wanna-be-an-influencer/?
sh=eea1005e83fc. Urquieta K. and Bayeto G., (2020d). Influencers. San Ignacio de Recalde School.
 II. READING TASK:

I. Read this blog on tips to become an influencer and answer the questions below .

So, You Wanna Be An

Influencer?

Social media platforms like Instagram and Tik Tok only seem to be getting more prominent and more
popular. With the pandemic, we’re turning towards these platforms more than usual. They’ve become
real sources of income for people who have lost their jobs. It’s well known that you can make an entire
career on social media by becoming an influencer. And it’s a job title that doesn’t seem to be going away
anytime soon. Here are ways influencers make money:

Have a Thing
To start, you need to be specific about what you want to sell, promote, and influence. Frequently, influencers

get their start by posting about what they’re good at and what they love. Ana Coto is a fun, entertaining, and

very skilled roller-skater, and has a significant following on Tik Tok, where you can watch her glide on the

rink for hours. Whatever it is that you want to do as an influencer, make sure it’s focused— don’t have ten

different ideas. Find one thing and stick with it. Oh, and make sure your account isn’t just a page of products

with no personality. Remember, people are there to follow you—not just the sunscreen you love.

Popularity Contest

Lapin, N. (2021). So, You Wanna Be An Influencer?. Forbes. Retrieved 8 November 2021, from
https://www.forbes.com/sites/nicolelapin/2020/10/23/so-you-wanna-be-an-influencer/?
sh=eea1005e83fc. Urquieta K. and Bayeto G., (2020d). Influencers. San Ignacio de Recalde School.
The bigger your following, the more likely it is that larger brands and companies will want to work with you.

The easiest way to build your following is to keep posting. Use hashtags, location geotagging, and tag any

products that appear in your posts. Follow other accounts that you admire and engage with them and their

followers in the comments section.

Partner Up

A huge part of being an influencer is working with brands in some way. Like any job, start small and build.

Find brands that you think would be willing to work with you based on who they’ve worked with in the

past. Don’t be afraid to reach out to them first. You can’t sit around waiting for the job to come to you. Be

proactive and make things happen.

Being an influencer looks like a lot of fun from the outside, but it takes work. It requires networking, putting

yourself out there, taking risks, time, effort, and a real eye for business. Many influencers, if not perhaps all,

are self-starters. It’s the nature of the job, and you have to go after your goal without anyone telling you what

to do. The good news is that there’s freedom in that.

II. HIGHLIGHT THE BEST ANSWER FOR EACH QUESTION:

1. What does the blogger say about the career of influencer in these times?
a) Many influencers have lost their jobs.
b) You can make good money by being an influencer.
c) With the Pandemic this job has disappeared.
d) They are not on social platforms.

2. According to the blogger, why do followers stick with an influencer?

a) Because they like him/her.
b) Because they like the products they promote.
c) Because they are roller skaters.
d) Because they don’t have personality.

3. What should influencers do?

a) Post only things that are popular.
b) Avoid following others accounts.
c) Limit the number of followers.
d) Post everywhere and tag any products in your post.

4. How can you make money as an influencer?

Lapin, N. (2021). So, You Wanna Be An Influencer?. Forbes. Retrieved 8 November 2021, from
https://www.forbes.com/sites/nicolelapin/2020/10/23/so-you-wanna-be-an-influencer/?
sh=eea1005e83fc. Urquieta K. and Bayeto G., (2020d). Influencers. San Ignacio de Recalde School.
 a) Companies pay you to sell their products.
b) Ask some companies if they want to work with you.
c) Sell your products on your posts.
d) Relax and wait.

5. What is the purpose of this blogger?

a) To show it’s easy to be an influencer.
b) To be an influencer.
c) To give advice on becoming an influencer.
d) To show how hard it’s to become an influencer.

III. CRITICAL THINKING:

Answer the following question. Don’t forget to include some of the ideas mentioned in the article.

What do you think about those people who start being followed by a lot of people just
because of the way they look, live or say? Explain (3-5 lines)

Lapin, N. (2021). So, You Wanna Be An Influencer?. Forbes. Retrieved 8 November 2021, from
https://www.forbes.com/sites/nicolelapin/2020/10/23/so-you-wanna-be-an-influencer/?
sh=eea1005e83fc. Urquieta K. and Bayeto G., (2020d). Influencers. San Ignacio de Recalde School.