¿Por què fortalecer las HSE? WHY STRENGTHEN THE HSE?
As the main word in a sentence, the verb will generally describe an occurrence or an action.
Recursos virtuales para el fortalecimiento de las HSE -Primaria Virtual resources for strengthening HSEs - Primary
Conditional verbs are used to create conditional sentences, which express hypothetical or unlikely situations. Conditional verbs can be used in the past, present, or future tense, and auxiliary verbs like can/could, will/would, and may/might are important in forming conditionals
Cuadernillo de Trabajo Worbook
Tablet
¿Qué HSE podrían ser importantes en este contexto? What HSE could be important in this context?
An infinitive verb is essentially the base form of a verb with the word 'to' in front of it. When you use an infinitive verb, the 'to' is a part of the verb. It is not acting as a preposition in this case.
Rafael Bisquerra incorpora a las competencias socioemocionales, las competencias para la vida y el bienestar, entendidas como la “capacidad de la persona para afrontar los problemas de la vida diaria, tomar decisiones, desarrollar una ciudadanía crítica y responsable con los problemas de la sociedad” Rafael Bisquerra incorporates to the competitions socio-emotional, life skills and well-being, understood as the "capacity of the person to face life problems daily, make decisions, develop citizenship critical and responsible with the problems of the society"
¿Para qué nos sirven las HSE? What are the HSEs for?
The negative verb forms are made by putting not after an auxiliary verb.
Principalmente, CASEL (2020) identifica que lleva a un aumento en el rendimiento académico de los estudiantes; a una mejor conducta en el aula; a un mayor manejo del estrés y la depresión; así como a mejores actitudes sobre sí mismos, los demás y la escuela. Mainly, CASEL (2020) identifies that leads to an increase in performance students' academic; to a better behavior in the classroom; to a greater management of stress and depression; as well as better attitudes about themselves, others and the school.
Según investigaciones desarrolladas durante dos décadas por diversas disciplinas, es posible identificar que el aprendizaje socioemocional logra una serie de resultados a corto y largo plazo. According to research carried out during two decades for various disciplines, it is possible to identify that learning socioemotional achieves a series of short and long term results.
¿Cómo afecta la emergencia sanitaria por COVID en lo socioemocional a las y los docentes? How does the health emergency due to COVID affect socio-emotional to teachers?
Auxiliary verbs are verbs such as have, be, may, do, shall, will, can, or must that are used with another verb to show the verb's tense, to form a question, etc.
Preocupación, estrés, agotamiento emocional, depresión, ansiedad, entre otros, por las nuevas demandas laborales, dificultades tecnológicas y para conectarse con estudiantes de zonas más alejadas por falta de conectividad. Worry, stress, exhaustion emotional, depression, anxiety, between others, due to the new demands labor, technological difficulties and to connect with students from more remote areas due to lack of connectivity.
¿Cómo afecta la emergencia sanitaria por COVID en lo socioemocional a las y los estudiantes? How does the health emergency due to COVID affect socio-emotional to the students?
A modal verb is a type of verb that is used to indicate modality. Commonly used modal verbs are can, could, must, should, had better, have to and sometimes need or dare.
Un 46% reporta tener menos motivación para realizar actividades que normalmente disfrutaba y el 36% se siente menos motivado para realizar actividades habituales. 46% report having less motivation to doing activities you normally enjoyed and 36% feel less motivated to perform habitual activities
El 43% de las mujeres se siente pesimista frente al futuro, en comparación al 31% de los hombres participantes. 43% of women feel pessimistic about to the future, compared to 31% of men participants.
El 73% ha sentido la necesidad de pedir ayuda en relación a su bienestar físico y mental. Pese a lo anterior, el 40% no pidió ayuda (UNICEF). 73% have felt the need to ask for help in relation to their physical and mental well-being. Although the above, 40% did not ask for help (UNICEF).
El 27% reportó sentir ansiedad y 15% depresión en los últimos siete días. Para el 30%, la principal razón que influye en sus emociones actuales es la situación económica. 27% reported feeling anxiety and 15% depression in the last seven days. For 30%, the main reason that influences your current emotions is the economic situation.
Canciones karaoke Karaoke songs
Grammatical mood refers to the quality or form of a verb in a sentence. More specifically, mood denotes the tone of a verb in a sentence, so the intention of the writer or speaker is clear.
3 canciones, una por cada región, cada región representada por el personajeprincipal.
• Cada canción desarrolla habilidades socioemocionales, que decantan del conocimiento de los personajes a través de los cuentos.
• Metodología: Escuchar la canción y cantarla junto con la letra del karaoke, se les invita a preparar sus propios instrumentos caseros (palo de lluvia - botella con semillas; maracas – botellas y piedras, entre otros). 3 songs, one for each region, each region represented by the character principal.
• Each song develops socio-emotional skills, that decant of knowledge Of the characters through the stories.
• Methodology : Listen to the song and sing it along with the
karaoke lyrics, you are invited to prepare your own homemade instruments (stick rain- bottle with seeds ;maracas- bottlesand stones,among others).
Cuentos musicalizados Musicalized stories
In grammar, the voice of a verb describes the relationship between the action that the verb expresses and the participants identified by its arguments.
• Consiste en dos videos animados de cuentos narrados acompañados por musicalización.
• Cada cuento corresponde a una región del país, destacando características culturales que identifiquen al estudiante con el personaje.
• Estos personajes acompañan al estudiante a lo largo de los cuadernos de habilidades socioemocionales. • It consists of two videos animated storytelling accompanied by musicalization.
• Each story corresponds to a region of the country,
highlighting features cultural that identify the student with character.
• These characters accompany to the student throughout the
skill notebooks socioemotional.
Actividades de conciencia plena Mindfulness activities
A participle is a form of a verb that can be used as an adjective or combined with the verb to be to construct different verb tenses.
• Denominados como “Conectando con mis sentidos”,
por cuanto conecta consigo misma/o y con lo que les rodea.
• Son ejercicios de respiración, tensión - relajación, que activan sentidos como oír, imaginar (visualizar).
• El tomar conciencia de nuestras sensaciones internas y externas nos permite identificar las sensaciones agradables y desagradables, y con ello señales de alerta. • Named as "Connecting with my senses", because it connects with me same / o and with what surrounds.
• They are breathing exercises, tension - relaxation, which activate senses like hearing, imagine (visualize).
• The awareness of our internal and external sensations allows us to identify the pleasant sensations and unpleasant, and with it warning signs.
Recursos virtualizados para el fortalecimiento de las HSE para nivel primaria Virtualized resources for strengthening HSEs for primary level
A transitive verb will only makes sense if it applies its action on an object.
3 videos de canciones karaoke 3 videos of karaoke songs
4 videos de cuentos cortos narrados 4 videos of narrated short stories
2 videos de cuentos musicalizados 2 videos of musicalized stories
4 videos de conciencia plena 4 Mindfulness Videos
Recursos de tutoría para fortalecer las HSE primaria - Secundaria Tutoring Resources to Strengthen Elementary HSEs -
High school
An intransitive verb has two characteristics:
1.it is an action verb, expressing a doable activity
2.it will not have a direct object receiving the action
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TV
Radio
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