Lee el siguiente extracto, luego responde a las preguntas. La red social es una parte importante de la vida de muchos jóvenes hoy en día. Muchos adolescentes usan activamente redes sociales como Instagram, Snapchat y Facebook para conectar con sus amigos. Estas plataformas sociales también les ofrecen la oportunidad de compartir fotos, videos y mensajes con sus amigos en línea. Preguntas: 1. ¿Qué son las redes sociales? 2. ¿Qué redes sociales usan los adolescentes? 3. ¿Qué oportunidades ofrecen las plataformas sociales?

Objective: Students will be able to differentiate the impacts of a volcanic eruption from the White Island Volcano in New Zealand Activity 1: Research the Eruption Before students can understand the impact of the eruption, they must first do some research on the event to understand what happened and why. Discuss some information about the White Island Volcano and its eruption in December 2019. Introduce key terms used to describe global natural disasters, such as lava flows, earthquakes, ash clouds, and tsunamis. Explain the focus on the impacts of the eruption and encourage students to think beyond the immediate physical effects that followed the eruption. Activity 2: Picture Story Break the class into groups and provide each with a piece of paper and art supplies. Have each group create a scene depicting the White Island eruption and its effects, details should include the volcano, ash clouds, lava flows, seismic waves, and/or tsunami waves. Each group should then present their story to the class and explain each element of the picture. Activity 3: Chain Reaction After they understand the eruption and its physical aspects, it is time to analyze the different effects the eruption had. Draw a chart on the board with three columns: Immediate Impact, Medium-Term Impact, and Long-Term Impact. Give each student a different color marker and have them brainstorm and add impacts to the chart in the correct categories. Wrap Up: After the class has had enough time to brainstorm and research, a discussion should follow regarding their findings and the importance of understanding natural disasters and their consequences. Ask students to explain the difference between the three categories and connections between the eruptions' effects. Point out real-world cases of the impacts discussed and how they still shape the lives of people today.

In chapter 1 of The Hobbit, Bilbo Baggins goes about his everyday life. One day, Gandalf the wizard arrives and asks him to join Thorin Oakenshield and his group of adventurers to reclaim a treasure from a fierce dragon named Smaug. Bilbo refuses the adventure but is eventually convinced by Thorin’s persuasive speech and departs with the party the following morning. Questions and answers: Q: Who joins Bilbo Baggins on his adventure? A: Bilbo is joined by Thon Oakenshield and his party of adventurers. (Page 5) Q: What is the main goal of the adventurers? A: The adventurers’ main goal is to reclaim a treasure from a dragon named Smaug. (Page 5) Q: Why does Bilbo initially refuse the adventure? A: Bilbo initially refuses the adventure because of his comfortable life and fear of the unknown. (Page 4)

Learning Intention: Learners will be able to design incorporating augmented reality into an app concept. Objectives: At the end of the lesson, the learners will be able to: 1. Explain the concepts and benefits of augmented reality. 2. Identify suitable applications for augmented reality. 3. Recognize the different advantages and drawbacks of incorporating augmented reality in an app concept. 4. Create a simple augmented reality app concept with a user-friendly, intuitive interface. Materials: - Computers or tablets with internet - Printed handouts Time: 90 minutes Procedures: 1. Introductory Activity (5 minutes): - Introduction - Teacher introduces the lesson, discussing the concept and benefits of augmented reality (AR). 2. Main Activity (50 minutes): - Brainstorming - Learners brainstorm ideas for applications that could use AR technology. - Small Groups - Learners work in small groups to come up with a user-friendly and intuitive app concept incorporating augmented reality. - Presentations - Learners present their app concept to the class, discussing the main features, advantages and drawbacks of the concept. 3. Follow-up Activity (25 minutes): - Exercise - Teacher guides learners through an interactive exercise where they develop an AR app prototype using a mobile app development platform. - Reflection - Learners reflect on the activities and their experience developing the app. 4. Summary (10 minutes): - Discussion - Learners discuss the key points and applications of augmented reality. - Recap - Teacher recaps the main points of the lesson and encourages learners to explore different augmented reality applications. Assessment: - Observation - Teacher observes learners in small group discussions and during the prototyping exercise. - Self-Assessment - Learners complete a self-assessment of their app concept at the end of the lesson. - Peer Evaluation - Learners give feedback to other groups on their app concept presentations.

Subject: Maths Topic: 2D shapes Age Group: Year 1 Objectives: 1. Define different 2D shapes 2. Identify the different 2D shapes 3. Describe the characteristics of different 2D shapes 4. Compare and contrast different 2D shapes Materials Needed: -Chart of 2D shapes -Whiteboard and marker -Coloring materials (crayons, coloured pencils, etc.) -Paper Introduction (5 minutes): The class will start with a fun game to introduce what 2D shapes are. The children will start by gathering into a big circle and then throwing an object (could be a ball or a beanbag, either) back and forth. With each “throw and catch”, the teacher will call out the names of a 2D shape simultaneously with the throw, such as “circle”, “rectangle”, “square”, etc. Teaching/Modelling (20 minutes): The teacher will then draw a large chart of different 2D shapes on the whiteboard, and instruct the children to copy it down on their paper. The chart should include “circle”, “oval”, “rectangle”, “square”, “triangle”, “pentagon”, and “hexagon”. The teacher will then explain the distinct characteristics of each shape: what it looks like, the number of sides, angles and curves, etc. Once the children have understood this, the teacher will ask them to then individually go back to their desks and identify the shapes for themselves. Practice (15 minutes): The children will use the coloring materials provided to color up their charts as a fun way to practice their learning. The teacher should instruct the children to color up their charts as accurately as possible, to ensure that they are able to identify the shapes accurately and with accuracy. Conclusion (5 minutes): To wrap up the lesson, the teacher will then ask the children to answer some questions to test their understanding of the topic. Questions could include: -What shapes have four sides? -What shape has no sides? -Can you name two shapes with four corners? -How many sides do ovals have? Once the children have answered the questions, the teacher can then conclude the lesson by thanking them for their hard work and efforts.

1. Simple: I went to the store. 2. Complex: Even though I wasn't sure what I wanted, I went to the store. 3. Compound: I went to the store, and I bought some snacks. 4. Compound-complex: Although I wasn't sure what I wanted, I went to the store, and I bought some snacks while I was there. 5. Simple: She ran away. 6. Complex: Even after she had been warned of the danger, she ran away. 7. Compound: She ran away, and she never returned. 8. Compound-complex: After she had been warned of the danger, she still ran away, and she never returned. 9. Simple: He told a lie. 10. Complex: Because he was embarrassed, he told a lie. 11. Compound: He told a lie, and he was caught. 12. Compound-complex: Since he was embarrassed, he told a lie, and he was caught in the end. 13. Simple: We sang a song. 14. Complex: Although none of us knew the words, we sang a song. 15. Compound: We sang a song, and we had fun. 16. Compound-complex: Although none of us knew the words, we still sang a song, and we had fun while we did it.

1. Because I studied hard, I did well on the test. 2. Although I studied hard, I still felt unprepared. 3. Before I left the room, I remembered to turn off the lights. 4. Although I was nervous, I still gave a good presentation. 5. While I was tidying up the kitchen, I noticed a mouse. 6. The mouse scurried away before I could catch it. 7. I chased the mouse until it disappeared. 8. I went to the store after I finished my chores. 9. The store opened an hour ago. 10. Since I went to the store, I’ve seen several interesting things. 11. When I finally made it home, it was already dark. 12. Although I was tired, I still managed to complete my assignment. 13. After I finished my assignment, I went to bed. 14. We will go to the beach once the rain stops. 15. Although I wanted to stay for the whole day, I had to go.

Objectives: Students will be able to: 1. Describe the multiple comedy genres used by Mel Brooks in his movies 2. Explain how to differentiate between the different genres 3. Analyze themes and ideas portrayed in Brooks’ films 4. Explain the comedic relevance of Brooks’ films Materials: • Computers with Internet access • Short clips from Mel Brooks’ films • Discussion questions about Brooks’ films • Short written pieces about Brooks’ films Procedure: 1. Introduction (10 minutes): Introduce Mel Brooks and his work in film. Discuss his various genres of comedy, such as satire, parody, and slapstick. 2. Video Clips (20 minutes): Show clips from a few of Brooks’ most well-known films, such as Young Frankenstein, Blazing Saddles, and Spaceballs. Discuss what elements these films contain, including satire, parody, and slapstick. 3. Discussion (20 minutes): Have the students work in small groups to discuss the themes and comedic elements of these films and how they relate to Brooks’ other films. 4. Writing Activity (20 minutes): Instruct the students to take what they have learned about Mel Brooks and write a short essay about their favorite Brooks film and why. Closure (10 minutes): Recap the lesson, emphasizing the different genres of comedy used by Mel Brooks. Encourage the students to watch and appreciate Brooks’ work.

Objective: Students will be able to identify the main characters, demonstrate awareness of the story sequence, and express comprehension of the moral of the story. Materials: - Copy of the story “The Little Red Hen” - Copies of coloring page with pictures of red hen and main characters - Blank paper - Colored pencils, markers, crayons Procedure: 1. Introduction: (5 minutes) Introduce the story ‘The Little Red Hen’ to the students. Explain that ‘The Little Red Hen’ is a story about working hard and independence. Encourage the students to predict what the story might be about. 2. Reading the Story: (15 minutes) Read the story aloud to the students. Encourage the students to participate by asking comprehension questions throughout the story. 3. Activity: (15 minutes) Pass out a copy of the coloring pages with pictures of the red hen and main characters. Ask the students to color in the pictures while you discuss the characters and their roles in the story. 4. Discussion: (15 minutes) Lead a class discussion on the characters, story sequence, and moral of the story. Ask the students to write down their answers to the questions on the blank paper. 5. Wrap-up: (5 minutes) Sum up the lesson by reviewing the main points with the students. Ask them if they understand the moral of the story. Assessment: Have the students turn in their answers to the questions on the blank paper for assessment.

Learning Intention: Students will be able to add two-digit numbers within 40 correctly. Objectives: 1. Students will be able to identify two-digit numbers and add them together. 2. Students will be able to use various strategies such as making a ten or using the place value chart technique to add two digit numbers. 3. Students will be able to explain how to add two digit numbers within 40. Materials: -Whiteboard and markers -Number strips (0-40) -Place Value Chart -60 equation cards (containing two-digit numbers within 40) Procedure: 1. Introduction: (10 minutes) - Introduce the lesson objectives and explain why addition of two digit numbers within 40 is an important skill. - Ask students to generate different strategies to solve two-digit numbers within 40. 2. Demonstration: (10 minutes) - Demonstrate proper methods on whiteboard for solving two-digit numbers within 40. - Ask for student feedback to improve the methods. 3. Student Collaboration: (15 minutes) - Divide the class into small groups of three. - Give each group number strips (0-40), place value chart and equation cards (containing two-digit numbers added within 40). - Ask each group to practice problem solving within the group, asking each student to solve one equation on the board. - Ask group members to provide feedback and corrections while solving the two-digit numbers. 4. Assessment: (15 minutes) - Ask students to form two lines and give each student one equation card (containing two-digit numbers within 40). - Students will take turns to solve the equations on the board and discuss the solutions. - Provide praise and corrections to students as needed. 5. Reflect: (5 minutes) - Ask each student to share what strategies they used to solve the equation cards. - Encourage students to reflect on what strategies worked best for them and what strategies weren’t effective. - Discuss how understanding addition of two-digit numbers within 40 can help students in future maths experiences.