This document contains instructions for a makeup assignment for a 10th grade English course. Students must submit their makeup plan in a white folder with letter sized paper. The plan must be handwritten and include both English and Spanish translations. The assignment contains 7 exercises practicing various English grammar topics like adverbs, adjectives, past perfect tense, and translating paragraphs. Students are instructed to complete the exercises in order and write clearly. Assignments that do not follow the submission requirements will not be accepted.

1. INSTITUTO DE INVESTIGACIÓN AGROAMBIENTAL JOAQUIN MONTOYA
INGLES
CURSO DECIMO
RECUPERACIÓN III PERIODO
EL PLAN DE MEJORAMIENTO SE DEBE PRESENTAR EN CARPETA BLANCA, HOJAS DE BLOCK TAMAÑO CARTA; DEBE
ESTAR A MANO Y TENER LA RESPECTIVA TRADUCCIÓN INGLES Y ESPAÑOL. (Valor 40% )
Exercise 1
Complete each sentence with an adverb. The first letters are given.
1. We did not go out because it was raining heavily
2. Our team lost the game because we played very ba______
3. I had little difficulty finding a place to live. I found a flat quite ea______
4. Nobody knew Andres was coming to see us. He arrived unex______
5. Mike keeps fit by playing tennis reg________
Exercise 2
Fill in the blanks with the correct form of the adjectives in brackets. There may be more than one correct answer.
1. Today's soup tastes muchthan yesterday's. (good)
2. The way to school seems ___________when I take the bus than when I ride my bike. (far)
3. England is not ____________ than the USA. (big)
4. Trains are generally _______________than buses. (fast)
5. I'm sorry. I don't have ______________ time to help you now as I used to. (much)
6. I have _______________ money this month than I did last month. (little)
Exercise 3
Translate the following text and identify the adverbs of this.
Education is clearly in the midst of a dramatic transformation. From the incorporation of mobile devices with their "anywhere, anytime"
access to information to the rapidly growing presence of tablet devices and digital books, clear challenges are being raised to existing
models of how we think, learn, teach, and make decisions. The future seems both clear and imminent — a future in which students
carry course texts and personal media in a "digital backpack" that is light, fun to use, enjoyable for reading, and always connected to
information and friends. However, visions of media-rich, cost-efficient educational texts available on a variety of digital devices seem
frustratingly slow to solidify due to factors ranging from cost at scale to a failure to effectively exploit the pedagogical potential of these
devices.
As an increasing number of states and educational institutions declare their commitment to moving to digital-only platforms for
educational texts, it seems wise to consider a fundamental question about the future of educational materials, in terms of both content
and delivery:
Why is a "book" the best metaphor for envisioning this future?
Much like the transition of music media from vinyl to CD to highly mobile media devices, it seems reasonable to ask what potentials
emerging technologies offer for educational content. To this point, the majority of digital text offerings appear to be relatively simplistic
migrations of print content to digital platforms. Instead of merely digitizing textbooks, it seems wise to reimagine the future as one in
which educational institutions pursue the full and unique potentials, or affordances, of the mobile digital medium for learning. After all,
students bring expectations of interactivity and connectedness when they use any type of digital device, and when they only get a PDF

2. with the ability to highlight and add notes, their expectations are not met. Hence, students continue to resist switching from paper
textbooks to digital.
Exercise 4
Write sentences with PAS PERFECT using the words given below.
1. my parents / looked after / baby / tomorrow night /had
2. looked /had / clouds! / it / rain / soon
3. she / had/ baby / June / cut / the/
4. I / not/ worked / this evening /had/
5. we / traveled / USA / this summer/ had
6. worry! / they / not/ been angry / you/ had/
Exercise 5
Fill in the blanks with the Past Perfect Simple form of the verbs in brackets.
1. Tom_ _ _ _ _ _ _ _ _ _ _ _ _ (run) the business alone for years before he took a partner.
2. After he _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ (write) the cheque, he cashed it.
3. His bicycle was no longer in the shed. Burglars _ _ _ _ _ _ _ _ _ _ __ _ _(steal) it.
4. _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _. (she / not moved) by the time she got married?
5. Mary was a wealthy woman. She _ _ _ _ _ _ _ _ _ _ _ _ (inherit) everything from her parents.
6. After the pianist _ _ _ _ _ __ _ _ _ _ _ _ _ _ (play) in London, he went to Paris for a holiday.
7. Because he _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ (not book) a ticket, he couldn't see the play.
8. By the time he phoned us, we_ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ (sold) the car.
9. He was able to travel when he_ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ (save) enough money.
10. The building was destroyed. It _ _ _ _ _ _ _ _ _ _ _ _ _ (burn) down.
Exercise 6
Make a cartoon to help the environment using adverbs
Exercise 7
Write a text about your childhood using past perfect min 10 lines, with images.

3. NOTE: WORK IN ORDERED TO SUBMIT FORM AND WRITE CLEARLY.
JOBS THAT DO NOT MEET THESE REQUIREMENTS ARE NOT RECEIVED.
TEACHER ALEXANDRA