Fichas

Work carefully. Remember to read all the options before you choose an answer. Ask me if you have any questions. Use your analytical reasoning to guess if necessary.

You will read three related sentences. They are out of order. Rearrange them to form a logical chain of reasoning (cause → effect → result).

Activity Name: "Let's Match the Animals!"

Reason:
• Matching Activity (Pictures and Vocabulary)
• Use 8-10 normal animal pictures + English vocabulary
• Students draw hungry lines to match the pictures or choose from multiple choices

Drag the reason to the suitable job

Esta actividad está diseñada para aplicar las estrategias de comprensión de lectura
(razonamiento lógico, palabras transparentes y conocimiento previo) a letreros comunes
que se encuentran en lugares públicos de países de habla inglesa.
Inferences and Logical Reasoning (Inferencia y Razonamiento Lógico)
Instrucciones: Lea los siguientes letreros de advertencia y prohibición que a menudo
omiten el sujeto (You está implícito). Utilice su conocimiento previo del contexto (dónde lo
encontraría) y el razonamiento para deducir su significado y la acción requerida.
 

Many animals in the world are in danger. They are called endangered animals. This means there are not many of them left. They can disappear forever.
Some reasons are: people hunt them, destroy their homes, or the weather is changing (climate change).
In this activity, we will learn:

• Where these animals live
• How many are left
• Why they are endangered

(Everyone turns.)

Gillian: Who are you?

Zoe: Do you have brains?

(Ad-libbed responses: “Fair enough,” “Good idea,” “Safer that way,” etc.)

William: De’Ath? Don’t you mean Death?

Gillian: Murder? Hang on, why aren’t you scared of us? Boo!

Bella: Slightly? We’re dead, and you’re having a chat like it’s tea time!

Winnie: Zoe likes open minds too—different reason though.

Malcolm: Of course I am!

Bella: (Fake sobbing.) Oh, Victor! My darling! Who could do this to you?

Winnie: Ernest.

Gillian: (Hands De’Ath the card.)

Bella: Don’t forget Patti.

Zoe: Patti the Poltergeist.

Malcolm: Well, technically, we all did.

William: Wait. You said murder? You can’t mean this is murder!

Bella: Oh, must this take long? If Victor—or Ernest or whatever—stays dead, I’ll need a new potential husband. They’re all dressed so splendidly… clearly wealthy enough to keep me in the manner I deserve.

Zoe: Basingstoke?

Gillian: True. I became a ghost immediately after dying. Didn’t even have time to dry off.

Winnie: Unless the CCTV shows nothing, it’s unclear who did it.

(A beat.)

Zoe: Oh, shame—I wanted to watch this on YouBoo.

Malcolm: Zoe, you don’t need to watch—you’re here.

Winnie: Just a minute, Inspector. If one of us is nicked, how do you punish a ghost?

Gillian: Why me?

Winnie: Because you’re easiest to imagine not being there.

Zoe: What? No! I done nothing.

Bella: That’s just how she talks, Inspector. She don’t know no different.

De’Ath: So one or more of you is responsible for the deaths of Professor Ernest Jones and Patti the Poltergeist. I intend to find out who!

Zoe: And then what?

De’Ath: Then the guilty will face consequences.

Malcolm: Consequences! Missed that one.

Zoe: (To Gillian) What did he say?

Gillian: You’ll be nicked.

Zoe: But I didn’t do nothing!

(All groan.)

Gillian: Life? Are you sure?

Zoe: We’re already dead… haha.

Malcolm: A week in Basingstoke?

Gillian: (To audience.) We have a murder to solve. So, ladies and gentlemen, let us see if we can, between us, solve these crimes, as we open up the floor to questions from the audience.

(Audience questions – see production notes.)

Scene 2 – The Reveal

Winnie: Her real name was Sharon.

Zoe: Sharon?

Winnie: Yes, she told me while I was doing her hair before we came out tonight.

William: She didn’t have any ingredients for potions.

Bella: Oh, well surmised, Inspector! Bravo!

Malcolm: (To Gillian) So we can go?

Zoe: What? Me? No! I liked Patti. She was my friend.

Malcolm: That doesn’t sound like Zoe. She only pulls hair off if she’s going to eat their… B-R-A-I-N-S.

William: Real wine!

Winnie: What? Me? No, don’t be silly. Why would I want to kill Victor? And why would I want to kill Patti? I helped her get ready for tonight, for goodness’ sake. I helped her with her hair!

William: So that’s why you wanted me to spend time with Patti! You wanted her sneezes to use in your spells! She and Gillian are the only ones who are officially spooks!

Winnie: Yes, yes, OK. I stabbed him, but I didn’t know then he wasn’t a vampire. He accused me of shoddy spells.

Zoe: Is that near Cognito?

Bella: Yes Zoe, yes, it is. Just down the road.

Gillian: Look, Inspector – Victor, or Ernest, whoever he was, must have known the risks when he came to live with us. Anyone could have found out at any time he wasn’t a vampire. It wouldn’t have taken a genius.

William: Keeping up standards, Winnie, good girl.

Malcolm: Zoe, I’m sorry to say, the house belonged to Victor, I think we’re all going to have to move to… (braces himself) Basingstoke!

(All except De’Ath.) Nooooooo!

(Curtain.)

Students need to write their opinion with three reasons

Complete each sentence with the correct connector from the box.
 

Word Bank:
because, however, therefore, one solution is, whereas, in contrast, for example, as a result

Conjunctions

Definition: Conjunctions are words that connect words, phrases, or sentences.

Some common ones: and, but, or, because, so

• and → adds information
• but → shows contrast or opposite
• or → shows a choice
• because → gives a reason
• so → shows result

Conjunctions Worksheet (Class 6)

Name: ___________________

Date: ___________________

Part A: Fill in the blanks with the correct conjunction (and, but, or, because, so)

1. I wanted to play football, ______ it was raining.
2. She likes tea ______ coffee.
3. I was tired, ______ I went to bed early.
4. He is smart ______ hardworking.
5. We stayed home ______ it was too late to go out.

Complete the song.

Filling in the blank and matching pictures with reasons

Finding
Topic Sentence:

List Words:

Time Words:

Title:

The additional reason using because:

Practice the use of reasoning.

Instruction:

• Read the text carefully.
• Highlight or underline words/phrases/sentences that show abstract nouns, modal auxilaries, connectives and simple present tense.
• Write them into the table below.
• In the “Reason” column, explain why it belongs to that category.
   

Students complete short reasoning chains by dragging or typing the missing steps. This helps them see how ideas logically connect.

• Why is mathematics important in daily life?
• Can you name any famous mathematicians?
• mathematics, the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects. It deals with logical reasoning and quantitative calculation, and its development has involved an increasing degree of idealization and abstraction of its subject matter. Since the 17th century, mathematics has been an indispensable adjunct to the physical sciences and technology, and in more recent times it has assumed a similar role in the quantitative aspects of the life sciences.

  In many cultures—under the stimulus of the needs of practical pursuits, such as commerce and agriculture—mathematics has developed far beyond basic counting. This growth has been greatest in societies complex enough to sustain these activities and to provide leisure for contemplation and the opportunity to build on the achievements of earlier mathematicians.

  All mathematical systems (for example, Euclidean geometry) are combinations of sets of axioms and of theorems that can be logically deduced from the axioms. Inquiries into the logical and philosophical basis of mathematics reduce to questions of whether the axioms of a given system ensure its completeness and its consistency. For full treatment of this aspect, see mathematics, foundations of.

  This article offers a history of mathematics from ancient times to the present. As a consequence of the exponential growth of science, most mathematics has developed since the 15th century ce, and it is a historical fact that, from the 15th century to the late 20th century, new developments in mathematics were largely concentrated in Europe and North America. For these reasons, the bulk of this article is devoted to European developments since 1500.

  This does not mean, however, that developments elsewhere have been unimportant. Indeed, to understand the history of mathematics in Europe, it is necessary to know its history at least in ancient Mesopotamia and Egypt, in ancient Greece, and in Islamic civilization from the 9th to the 15th century. The way in which these civilizations influenced one another and the important direct contributions Greece and Islam made to later developments are discussed in the first parts of this article.

  India’s contributions to the development of contemporary mathematics were made through the considerable influence of Indian achievements on Islamic mathematics during its formative years. A separate article, South Asian mathematics, focuses on the early history of mathematics in the Indian subcontinent and the development there of the modern decimal place-value numeral system. The article East Asian mathematics covers the mostly independent development of mathematics in China, Japan, Korea, and Vietnam.

• Match the words with their meanings.
• structure -the process of thinking logically about something
• reasoning-a way that parts are organized or arranged
• quantitative-a general idea rather than a concrete object
• abstraction-related to numbers or amounts
• commerce-to support or keep something going
• sustain-the activity of buying and selling goods
• axiom-a statement that can be proved using facts and logic
• theorem-a statement that is accepted as true without proof
• civilization-the power to affect how someone or something develops
• influence-an advanced human society with culture and knowledge
• Fill in the blanks with correct words from the list:
  (structure, reasoning, commerce, influence, civilization)
• Ancient _______ like Egypt and Greece made big progress in mathematics.
• Logical _______ is important for solving problems.
• Trade and _______ helped mathematics grow.
• The _______ of India was strong in Islamic mathematics.
• Geometry studies the _______ of shapes.
• Choose the correct form.
• Mathematics (has / have) been important since ancient times.
• It (developed / has developed) far beyond basic counting.
• Many cultures (were / have been) influenced by Greek mathematics.
• Mathematicians (worked / have worked) for centuries to create new ideas.
• Since the 17th century, mathematics (became / has become) a part of science.
• Reading Comprehension

  Answer the questions:

• What is mathematics described as in the first paragraph?
• Why did mathematics develop in many cultures?
• What are mathematical systems made of?
• Where did most mathematical development occur after the 15th century?
• Why is it important to study ancient civilizations to understand European mathematics?
• How did India influence Islamic mathematics?

Describe the images of the object and what it is used for and give a reasons

Instructions for students:

1. Choose one object in the pictures

2. Use adjectives to describe its color, size, and function 

3. Add your reason why you like it or why you often use it

Please match the following with the correct part of the Claim / Evidence / Reasoning Template

1. Carefully read each task on the worksheet before starting.

2. Complete the tasks in order without skipping any.

3. Write your answers clearly and neatly.

4. If a task requires a detailed answer, provide a full and well-reasoned response.

5. Use scrap paper for calculations if necessary.

6. Check each answer before moving on to the next task.

Write your opinion.  Give at least three reasons why you think or feel that way.  Reread and edit your paragraph.

Type in the correct meaning from the definitions to match the academic vocabulary terms.

Academic Vocabulary Terms:

• Analyze
   
• Cite
   
• Explicit
   
• Inference
   
• Textual Evidence
   
• Generalizations
   
• Accurate
   
• Concepts
   
• Infer
   
• Support
   
• Key Details
   
• Informational Text
   

Definitions:

• Break down a text to examine it closely and understand its meaning.
   
• Give credit to the author or source of information.
   
• Very clearly and directly written information, leaving no room for confusion or doubt.
   
• A conclusion you make using clues from the text and your own thinking.
   
• Specific proof from the text that supports your answer or thoughts.
   
• Broad, sometimes oversimplified statements that apply to many examples.
   
• Correct and free from mistakes.
   
• A mental picture or thought that helps you understand something.
   
• To figure out something that the author does not state directly.
   
• To back up or prove your answer with reasons or evidence.
   
• The most important pieces of information in a text.
   
• Nonfiction writing that gives facts about real people, events, or ideas.