Copy the checklist in your notebook and write a in the Yes or No columns according to your results.

Tabla marcada según el avance real del equipo

In community, look at your results in the table and, with the help of your teacher, reassign the activities you still need to do or review the information you already have.

Plan de tareas pendientes con responsables y fechas

Reflect on the following questions, answer them, and have a dialogue about them: a) What do you still need to do? b) What activities do you need to start doing? c) Which activities can you do differently?

a) Terminar el borrador; b) Diseñar tableros y exponer; c) Dividir tareas por habilidades

Libro de Uerakua Anapu Uantakua Projects And Readings 1

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Exploration: checklist del proyecto y presente continuo

📄 ejercicios ingles 🎓 otro · 1° TELESECUNDARIA México 🇲🇽 MX 🗣 Español

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Checklist marcada según avance. 2. Reasignación de tareas pendientes. 3. a) Terminar el borrador. b) Diseñar tableros y exponer. c) Dividir tareas. Grammar: a) are setting up; b) is representing.

📚 exercise ingles ⭐⭐ Dificultad 2/5 ⏱ 6 min lectura

Solución — Página 180

Uérakua anapu uantakua. Projects and Readings. Libro de Educación Telesecundaria Grado 1° Ciclo Escolar 2025 - 2026

Ejercicio 1

Copy the checklist and mark Yes or No according to your results. / Copia la lista y marca Sí o No según tus resultados.

Se copia la tabla en el cuaderno con las columnas Actions, Yes, No.
Se revisa cada acción realizada durante el proyecto.
Se marca $\checkmark$ en Yes si la acción se completó; en No si aún falta.

Actions	Yes	No
The community members gathered enough information to make the album.	$\checkmark$
They made a first draft of the album.	$\checkmark$
Each community completed their assigned tasks.		$\checkmark$
The community members participated actively.	$\checkmark$

(El estudiante puede agregar aspectos como: We chose the images, We wrote the captions, We practiced the oral presentation.)

Respuesta

Ejemplo orientativo de lista marcada:

Ejercicio 2

In community, look at your results and reassign pending activities. / En comunidad, revisen los resultados y reasignen lo pendiente.

Se comparan las columnas Yes y No en equipo.
Las acciones marcadas en No se convierten en tareas pendientes.
Con ayuda del docente se asignan responsables y fechas.

Respuesta orientativa: Las actividades sin marcar se reparten entre los integrantes; por ejemplo, si falta el primer borrador, se acuerda terminarlo en la siguiente sesión y revisar la información ya recopilada antes de avanzar.

Ejercicio 3

Reflect on the questions and have a dialogue. / Reflexiona y dialoga.

Parte 3.a

What do you still need to do?

Respuesta orientativa: We still need to finish the first draft of the album and check that all the information about the English-speaking country is complete and well organized.

Parte 3.b

What activities do you need to start doing?

Respuesta orientativa: We need to start designing the display boards, writing the captions and preparing the oral presentation for the class.

Parte 3.c

Which activities can you do differently?

Respuesta orientativa: We can divide the tasks by skills: one student searches for images, another writes the texts and another practices the pronunciation, so the work is faster and more organized.

Grammar

Fill in the blanks with the present continuous tense. / Completa con presente continuo.

Recordar la estructura: sujeto + am/is/are + verbo en -ing.
Identificar el sujeto de cada oración para elegir el auxiliar.
Conjugar el verbo entre paréntesis.

Parte 3.a

We ___ (set up) our display boards with information about ___ [country name]'s artistic expressions.

Sujeto We → auxiliar are.
Verbo set up → setting up.
Se elige un país de habla inglesa, por ejemplo Canada.

Respuesta

We are setting up our display boards with information about Canada's artistic expressions.

Parte 3.b

A group ___ (represent) a traditional dance from ___ [country name].

Sujeto A group (singular) → auxiliar is.
Verbo represent → representing.
Se elige un país, por ejemplo Ireland.

Respuesta

A group is representing a traditional dance from Ireland.

Contenido de la página

Exploration

Completing the project is not just about finding information and copying and pasting it into your album. You must ensure that what you have done so far matches your plan. This will help you identify what you have completed and still need to do.

Copy the following checklist in your notebook, which will help you track your progress and make adjustments if required. According to your results, write a $\checkmark$ in the Yes or No columns. You can add other important aspects to the checklist.

Actions	Yes	No
The community members gathered enough information to make the album.
They made a first draft of the album.
Each community completed their assigned tasks.
The community members participated actively.

In community, look at your results in the table and, with the help of your teacher, reassign the activities you still need to do or review the information you already have.
Reflect on the following questions, answer them, and have a dialogue about them. a) What do you still need to do? b) What activities do you need to start doing? c) Which activities can you do differently?

Grammar

You've been working hard on developing an album showcasing the cultural and artistic expressions of English-speaking countries. To complete the sentences about your presentation, fill in the blanks with the present continuous tense.

a) We ________ (set up) our display boards with information about ________ [country name]'s artistic expressions.

b) A group ________ (represent) a traditional dance from ________ [country name].

Ejemplos resueltos

We ___ (set up) our display boards with information about ___ [country name]'s artistic expressions.

Sujeto We → auxiliar are; set up → setting up. Resultado: We are setting up our display boards with information about Canada's artistic expressions.

A group ___ (represent) a traditional dance from ___ [country name].

Sujeto A group (singular) → auxiliar is; represent → representing. Resultado: A group is representing a traditional dance from Ireland.

Tabla

Actions	Yes	No
The community members gathered enough information to make the album.
They made a first draft of the album.
Each community completed their assigned tasks.
The community members participated actively.

Fórmulas y ecuaciones

$\text{Sujeto}$ + $\text{am/is/are}$ + $\text{verbo}$ + $\text{-ing}$

Glosario (6)

checklist: lista de verificación para controlar tareas
draft: borrador o primera versión de un trabajo
display board: tablero o cartel para exhibir información
set up: instalar, montar o preparar
represent: representar
reassign: reasignar o redistribuir tareas

Preguntas para practicar

What do you still need to do?

We still need to finish the first draft of the album and check that all the information about the English-speaking country is complete and well organized.

What activities do you need to start doing?

We need to start designing the display boards, writing the captions and preparing the oral presentation for the class.

Which activities can you do differently?

We can divide the tasks by skills: one student searches for images, another writes the texts and another practices the pronunciation, so the work is faster and more organized.

Temas y conceptos clave

Seguimiento y evaluación de un proyectoPresente continuoExpresiones culturales y artísticaschecklistself-assessmentpresent continuouscultural expressionscommunity work

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Figuras de la página (3)

Recuadro decorativo con líneas punteadas, tipo etiqueta o cartel. — Figura 1 image

Ilustración de un ajolote rosado nadando entre plantas acuáticas. — Figura 2 image

Ícono de un marcador de mapa o pin de ubicación color turquesa. — Figura 3 image

Preguntas que la gente también hace

¿Cómo se forma el presente continuo en inglés?

Consulta la solución completa arriba o explora el libro entero para temas relacionados.

¿Cómo hacer una lista de verificación para un proyecto escolar?

Consulta la solución completa arriba o explora el libro entero para temas relacionados.

¿Qué diferencia hay entre presente simple y presente continuo?

Consulta la solución completa arriba o explora el libro entero para temas relacionados.

📌 Antes de leer esto

• Conjugación del verbo to be (am, is, are)
• Vocabulario de actividades escolares y culturales
• Formación del gerundio (-ing)

Siguiente tema sugerido

Presentación oral del álbum cultural y uso del presente continuo en descripciones

📝 Transcripción de la página (texto seleccionable) 1856 caracteres

Exploration

Copy the following checklist in your notebook, which will help you track your progress and make adjustments if required. According to your results,write a √ in the Yes or No columns. You can add other important aspects to the checklist.
In community, look at your results in the table and, with the help of your teacher,reassign the activities you still need to do or review the information you already have.
Reflect on the following questions, answer them, and have a dialogue about them.a) What do you still need to do?

b) What activities do you need to start doing?

c)Which activities can you do differently?

Grammar

a) We (set up) our display boards with information about [country name]'s artistic expressions.

b) A group (represent) a traditional dance from [country name].

![](page=0,bbox=[681, 88, 971, 235])

Actions	Yes	No
The community members gathered enough information to make the album.
They made a first draft of the album.
Each community completed their assigned tasks.
The community members participated actively.

![](page=0,bbox=[745, 985, 1011, 1119])

![](page=0,bbox=[199, 1151, 274, 1265])

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