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COORDINACIÓN GENERAL

Dra. Alba Irene Guillén Domínguez

COORDINACIÓN ACADÉMICA Y DISEÑO:

Miguel Aguilar Hernández

Ingrid Alejandra Ramos Ramos

Juan Elpidio Fuentes Sánchez

RESPONSABLE DE CONTENIDO:

Ana Claudia Domínguez Mora

Claudia Mayela Truijillo Nolasco

Nayeli Cameras Abadía

CORRECIÓN DE ESTILO:

Claudia Mayela Truijillo Nolasco

Nayeli Cameras Abadía

COLABORACIONES:

Luis Alejandro Villagómez Velasco

Angela Itzel Ochoa García

Jesús Jhovanny Velasco Velasco

Todos los contenidos de este cuadernillo están basados en el Plan y Programa de Estudios para la
Educación Básica 2017 de la Asignatura Lengua Extranjera. Inglés.

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 UNIT 1 ……………………………………………………………...... 4
 TOPIC 1 Dealing with everyday problems .....…….………... 5
 TOPIC 2 What´s on the news...…………………………….... 10
 TEST 1 …………………………………………………………. 15

 UNIT 2 ………………………………………………………………... 19
 TOPIC 3 Tealling anecdotes …………………………………. 20
 TOPIC 4 Making complaints …………………………………. 25
 TOPIC 5 Let´s go to the theatre ……………………………... 29
 TOPIC 6 Let´s improvise monologues ……………………… 33
 TEST 2 …………………………………………………………. 36

 UNIT 3 …………………………………………………………………. 39
 TOPIC 7 Comparing cultural aspects ………………………... 40
 TOPIC 8 Environmental emergencies …………………… .. 49
 TOPIC 9 How does it work? …………………………………… 54
 TOPIC 10 Round table discussion ……………………………. 59
 TEST 3 …………………………………………………………… 62

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ÁREA TÉCNICO PEDAGÓGICA – SECTOR 013
ZONAS ECOLARES: 041, 042, 066 Y 069

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 1. “DEALING WITH EVERYDAY PROBLEMS”

“LIDIANDO CON LOS PROBLEMAS COTIDIANOS”

SOCIAL PRACTICE: Express support and solidarity when faced with an

everyday problema.

PRÁCTICA SOCIAL: Expresar apoyo y solidad cuando se enfrenten con

problemas de la vida cotidiana.

ACHIEVEMENTS:

● Express interest in a problema.

● Contrast effect created by prosodic resources and nonverbal
language.
● Define ways of expressing oneself according to the speaker.

APRENDIZAJES ESPERADOS:

● Expresa razones de su interés por un problema.

● Contrasta efectos creados por recursos prosódicos y lenguaje no
verbal.
● Define manera de expresarse según su interlocutor.

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 1. “DEALING WITH EVERYDAY PROBLEMS”
“LIDIANDO CON LOS PROBLEMAS COTIDIANOS”

ACTIVITIES

[Link] the following conversation and analyze the situation

(Lee la siguiente conversación y analiza la situación)

FERNANDA: Hello Ana, today I see you very sad. Are you OK?
ANA: Hello Fernanda, I don’t feel well at school. I don’t want to attend
anymore.
FERNANDA: Why? Tell me what happens.
ANA : Juan says comments about me that make me feel bad, he makes
fun of my hair, the way I dress and talk. He constantly calls me nicknames.
FERNANDA: Calm down, I advise you to tell the teacher and he knows the
situation to help you.
ANA: Thank you, but I feel afraid that this makes the situation worse.

Answer the following question (Contesta las siguientes preguntas.)

A.- What is the problem with the conversation?

a) Sexual harassment b) Bullying c) Cyber bullying
B.- Why did they make fun of Ana?
a) Hair and skin color b) Hair and dress c) Hair, dress and talk
C.- What should Mariana do to solve the problem?
a) Tell your teacher b) Talk to your family c) Confront Jhon

2.- Answer the next questions. (Responde las siguientes preguntas).

5
 a) How do you help other people in your
community?______________________________________________
________________________________________________
b) Can you express what you think about a problem in
English?________________________________________________
_________________________________________________
c) When there is a problem in your classroom, what does your teacher
do?____________________________________________________
_________________________________________________

3. Listen to the reading that your teacher will do and complete the
spaces with words in the box (Escucha la lectura que hará tu maestro y
completa los espacios con las palabras en el recuadro)
People, hello, help, notebook, school, good, need, pencil, think, can

Mariana: _____ Juan

Juan: Hi Mariana
Mariana: I _____ your help
Juan: What can I do for you?
Mariana: Today, we were talking in the _________about the garbage in our
community which is a big problem so I would like to do something to solve
that problem.
Juan: I ______ that it's going to be difficult to solve but you ____ give ideas
to recycle or reuse garbage and _____ won´t leave it in the river or on the
streets.
Mariana: It’s interesting and what can I do to reuse it? Can I create new
things with garbage?
Juan: Of course, for example, with recycled bottles you can make trash
cans, flower plots, decorations, ______ holders. Also, you can reuse
_______ paper.

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Mariana: There are a lot of things and I will even promote not using one use
items. It is upsetting to see single-use material every time.
Juan: Yes, you can develop many ideas and encourage others to_____ you
Mariana: It's a ______ idea, thank you so much.
Juan: You're welcome

4. Match each picture with the correct social problem.

(Relaciona cada imagen con el problema social correspondiente)

( ) Delinquency

a
( ) Floods b

( ) Deforestation

( ) Bullying c d

( ) Illegal hunting

( ) Animal trafficking
e f

( ) Global warming

( ) Addictions
g h

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5. Make a poster to promote a value (Elabora un cartel para promover un
valor)

Example:

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 2. “WHAT´S ON THE NEWS?”
“¿QUÉ HAY EN LAS NOTICIAS?”

SOCIAL PRACTICE: Compare the same news ítem in different

publications

PRÁCTICA SOCIAL: Compara la misma noticia en diferentes

publicaciones.

ACHIEVEMENTS:

● Revise news articles.

● Read news articles.
● Compare the same news items in different newspapers.

APRENDIZAJES ESPERADOS:

● Revisar artículos de noticias.

● Leer artículos de noticias.
● Comparar las mismas noticias en diferentes periódicos.

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 2. “WHAT´S ON THE NEWS?”
“¿QUÉ HAY EN LAS NOTICIAS?”

ACTIVITIES

[Link] the information about newspapers and complete the sentences

below. Check your answers with a partner.

(Lea la información sobre los periódicos y complete las oraciones a

continuación. Comprueba tus respuestas con un compañero)

Top news: It is the section Lifestyle: News about the arts,with the
most important information about art exhibitions
international, national, and and artists. It also includes books
local news. It is usually on the reviews, recipes, and articles
front page of the newspaper. about food, health, and other
The title or headline of the most home-related topics
important article is printed in
big letters.

Entertainment: Information
Sports: News about local about movies, radio, concerts
and international sports and television shows. It also
includes games, puzzles,
comic, strips, cartoons, and
the daily horoscope. 10
events or about famous Sports
personalities.

Travel: Classifieds: Advertisements for

Articles about what to employment, properties, items
do and see in different countries for rent or sale and services lie
and cites information about cleaning, plumbing, carpentry.
different types of tourist
(ecotourism, adventure, etc.),
and advertisements from travel
agencies and airlines.

a.- If you want to check the final score of a soccer game, you can read
the______ section.

b.- When people look for a job, they can consult the___________ section.

c.- If you want to read a comic strip, you can go to the________ section.

d.- If you want to check for local art exhibits, you can go to
the________section.

e.- If you want to read news stories about a terrible natural disaster, check
the__________ section.

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 2. Look at the news article and use the question below to discuss its
parts. (Observa el artículo de noticia y usa las preguntas de abajo para
discutir sus partes)
Newspaper
name
TOP NEWS

Main news
Pictures

Author

Lead
paragraph

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 Circle the correct answer according to the main news (Encierra la
respuesta correcta, de acuerdo a la noticia principal)
1. The news story is about a soccer game/social conflict
2. It is from the classifieds/ Sports/ top news
3. There are/ aren't two groups in the new
4. The both groups live/ don't live in Betania
5. They are/ aren't discussing about their president

3. Look for the news, analyze it and answer the next questions. (Busca
una noticia, analiza y contesta lo que se te pide.)

WHAT?
WHY?

5 Ws
WHO? WHEN?

WHERE?

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EVALUACIÓN

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 TEST 1 – UNIT 1
ESCUELA TELESECUNDARIA _____________________________________________ GRADE AND GROUP : __________

NAME: ___________________________________________________________________ DATE: ______________________

1. Match the columns according with the correct answer.

Illegal hunting

Floods

Deforestation

Bullying

Addictions

2. Choose the correct option

I want to _________ the problem of the garbage in my community
a) Read b) solve c) write
Maria needs your ___________ because she has a problem
a) Help b) dog c) could
________ I help you?
a) What b) how c) Can
I don´t like to __________ fun of nobody
a) Can b) help c) make

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 3. Look the announcement and answer the next questions

What message does the announcement want to transmit?

______________________________________________________________________
What problem does the announcement mention?
______________________________________________________________________
Do you have that kind of problem in your community? Why?
______________________________________________________________________

4. Scramble to identify the newspaper´s section

osrpst ________ lterav __________ opt wens ______ ____________

steyfliel _________________ menttainenter __________________

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 5. Look at the news article and write its parts
pictures Main news lead paragraph author

6. Answer the next questions according to the text

What section does the piece of news belong to?
_________________________________________________________________
How is the main character?
_______________________________________________________________
Where is the news taking place?
_________________________________________________________________

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ÁREA TÉCNICO PEDAGÓGICA – SECTOR 013
ZONAS ECOLARES: 041, 042, 066 Y 069
18
 3. TEALLING ANECDOTES”
“CONTAR ANÉCDOTAS”

SOCIAL PRACTICE: Narrate personal experiences in a conversation.

PRÁCTICA SOCIAL: Narrar experiencias personales en una

conversación.

ACHIEVEMENTS:

● Listen and review conversations about personal experiences.

● Understand general meaning, mains ideas and details.
● Share personal experiences in a convertsation.

APRENDIZAJES ESPERADOS:

● Escucha y revisa conversaciones sobre experiencias personales.

● Comprende el significado general, las ideas principales y los
detalles.
● Comparte experiencias personales en una conversación.

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 3. “TEALLING ANECDOTES”
“CONTAR ANÉCDOTAS”

ACTIVITIES
We can use the present perfect to talk about experiences in our lives.
(Podemos usar el presente perfecto para hablar de experiencias en
nuestras vidas.)
Affirmative 
SUBJECT AUXILIARY PAST PARTICIPLE

+
I/ You/ We/ They have lived
+
+ studied
He / She/ It has eaten

Negative 

SUBJECT AUXILIARY PAST PARTICIPLE

+
+
I/ You/ We/ They haven´t lived

+ studied

He / She/ It hasn´t eaten

Question ?

AUXILIARY SUBJECT PAST PARTICIPLE

+
+
Have I/ You/ We/ They lived

+ studied

Has He / She/ It eaten

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1. Find the mistakes in each sentence and correct it. (Encuentra el
error en cada oración y corrígelo).

Example/Ejemplo:

I’ve meet my favorite actor! I’ve met my favorite actor!

a) He’s try snowboarding and skiing.

_______________________________________
b) She haven’t read any Shakespeare plays.
_______________________________________
c) I’ve never broke my leg.
_______________________________________
d) Has you ever given your teacher a present?
_______________________________________
e) We’ve ran two marathons.
_______________________________________
f) They’s built their own house.
_______________________________________
g) Has he ever have Thai Green curry?
_______________________________________

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 2. Complete the chart. (Completa el cuadro)

Find someone who… Name More

information

…fly / in a hot air balloon

…play / golf
… go / to Southeast Asia
…eat / sushi
…ride / an elephant
…see / a black and White film
… win / a competition
…meet / a famous person
…read / a book in English
…fall / in love
… make / a snowman
…buy / something very expensive
… sead / black food at a restaurant
…bake / a cake
… run / in a marathon

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3. Write down 12 present perfect sentences about things that you
“have” and “haven´t” done in your life using the verbs in the
box. Six sentences should be true and six sentences should be
false. (Escribe 12 oraciones en presente perfecto usando el “have” y
“haven’t” done, sobre actividades que hayas hecho en tu vida,
usando los verbos del recuadro. Seis oraciones deben ser ciertas y
seis falsas)

meet find try play see ride take visit be go eat make

1) ____________________________________________
2) ____________________________________________
3) ____________________________________________
4) ____________________________________________
5) ____________________________________________
6) ____________________________________________
7) ____________________________________________
8) ____________________________________________
9) ____________________________________________
10) ____________________________________________
11) ____________________________________________
12) ____________________________________________

4. Write a short paragraph about something that happened to you

and add an image (Escribe un pequeño párrafo acerca de algo que
te haya pasado y agrega una imagen)

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 4. “MAKING COMPLAINTS”
“HACIENDO QUEJAS”

SOCIAL PRACTICE: Express complaints about a product.

PRÁCTICA SOCIAL: Expresa quejas sobre un producto.

ACHIEVEMENTS:

● Listen and review complaints about a products.

● Interpret general sense, mains ideas and details of complaints.
● Make oral complaints.

APRENDIZAJES ESPERADOS:

● Escucha y revisa quejas sobre productos.

● Interpreta el sentido general, ideas principales y detalles de
quejas.
● Realiza quejas de manera oral.

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 4. “MAKING COMPLAINTS”
(HACIENDO QUEJAS)

ACTIVITIES

[Link] and write what conversation is taking place (Escucha y escribe

qué conversación está tomando lugar)
[Link]
w?usp=sharing

Conversation 1 Conversation 2 Conversation 3

2. Read the conversation and select the correct answer of the questions
below (Lee la conversación y selecciona la respuesta correcta de las
preguntas de abajo)
Customer: Good afternoon.
Salesperson: Good afternoon, Miss. How can I help you?
Customer: I´m angry. I would like to make a return. I bought this blouse
here and it has a stain. I would like a refund.

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Salesperson: I´m sorry. All sales are final and I can't give you a refund and
I apologize for this.
Customer: Why? I deserve to be compensated.
Salesperson: Yes, I can compensate for the inconvenience. I will replace
the blouse and offer a discount on your next purchase. Do you have your
receipt?
Customer: That is great. This is the receipt.
Salesperson: Thank you.

3. Underline the correct answer about the dialogue (Subraya la

respuesta correcta acerca del diálogo).

A.-How did the customer sound when she arrived?

a) Disappointed b) Calm c) Angry d) Happy

B.-How was the salesperson's attitude?

a) Disappointed b) Calm c) Angry d) Happy

C.-What was the final solution?

a) Offer a discount b) replace the product c) give a refund d) a & b

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 4. Observe the phrases below and classify them in the chart (Observa
las frases de abajo y clasifícalas en la tabla)

I will replace your Angry I can compensate The product Hello

dish for the has a stain
inconvenience

The wrong product There was an Good afternoon Disappointed I can offer a
was sent insect in my discount on
soup your next
purchase

I will get your order This is not I will give you a The product
right away what I ordered replacement stopped
Calm
working after a
few days

You sent me a The product We can give you a Good morning This drink is
different style of was broken or refund not cold
tennis shoes damaged

Greeting Reason to complain Attitude Solution

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 5. Write a complaint about any product. Complete the card.
(Escribe una queja acerca de cualquier producto. Completa la
tarjeta)

6. Share the activity 4 with your classmates. (Comparte la actividad

4 con tus compañeros de clase)

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 5. “LET´S GO TO THE THEATRE!”
“¡VAMOS AL TEATRO!”

SOCIAL PRACTICE: Read plays.

PRÁCTICA SOCIAL: Leer obras de teatro.

ACHIEVEMENTS:
● Select and revise plays for a young audience.
● Read short plays and understand general meaning, main
ideas and details.
● Participate in dramatized readings.

APRENDIZAJES ESPERADOS:

● Selecciona y revisa obras de teatro para jóvenes.

● Lee obras de teatro breves y entiende el sentido general,
ideas principales y detalles.
● Participa en lecturas dramatizadas.

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 5-“LET´S GO TO THE THEATRE!”
“¡VAMOS AL TEATRO!”

ACTIVITIES
1. Read the text below. Pay attention to the play elements. (Lea el
texto a continuación. Preste atención a los elementos de la obra de
teatro)
The tragedy of Hamlet, Prince of Denmark Title

Characters
-Bernardo List of
-Francisco characters
-Horatio
-Marcellus
Elsinore, Denmark. At the castle of Hamlet´s late fathers. The late
medieval period, though the play´s chronological settings is Setting
notoriously imprecise.
Francisco a guard, and Bernardo, an officers, greet Marcellus, Character
another officer, and Horatio, Hamlet´s close friend. description

Hamlet feels a responsibility to avenge his father´s murder by his

uncle Claudius. He is now the king and thus well protected. Hamlet Main
struggles with his doubts whether to trust the Ghost or kill Claudius. conflict
Scene I. Elsinore. A platform before the Castle
(FRANCISCO at his post Enter BERNARDO) Stage
directions
BERNARDO: Who´s there?
FRANCISCO: Nay, answer me: stand, and unfold yourself.
BERNARDO: Long live the king!
FRANCISCO: Bernardo?
BERNARDO: Have you had quiet guard?
Dialogue
FRANCISCO: Not a mouse stirring.
BERNARDO: If you meet Horatio, and Marcellus, The rivals of my
watch, bid them make haste.
FRANCISCO: I think I heart them. -Stand, ho! Who´s there?
(Enter HORATIO AND MARCELLUS)
HORATIO: Friends to this ground. 30

MARCELLUS: And liegemen to the Dane.

Circle the correct answer. (Encierre en un círculo la respuesta
correcta)
a. Hamlet will avenge his father/uncle
b. The king is Hamlet/Claudius
c. Hamlet is prince of Denmark/Portugal
d. He is Hamlet's friend Horatio/Bernardo

2. Use the words for each of the emotions presented to you. (Usa
las palabras para cada una de las emociones que se te presentan)

Excited, scared, happy, thirsty, tired, sad, nervous, surprised, angry,

hungry

3. What emotion do you feel? use the words from the previous
activity (¿Que emoción sientes? Usa las palabras de la actividad
anterior.)

1. If you fail an exam ___________________

2. The day of your birthday _______________
3. After a soccer game __________________

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4. When you explain a topic in front of your classmates
____________________________________
5. You observe an injustice ________________

4. Find a song in English which you like, write it, then you will
sing and represent it. (Encuentra una canción en inglés que te guste,
escríbela para cantarla y representarla).

________________________

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________

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 6. “LET´S IMPROVISE MONOLOGUES!”
“¡IMPROVISEMOS MONÓLOGOS!”

SOCIAL PRACTICE: Improvise a brief monologue on a topic of

interest.

PRÁCTICA SOCIAL: Improvisar un monólogo breve sobre un tema

de interés.

ACHIEVEMENTS:
● Check genres of monologues.
● Plan a monologue.
● Present a monologue.
● Promote feedback.

APRENDIZAJES ESPERADOS:

● Revisar géneros de monólogos.

● Planear un monólogo.
● Presentar un monólogo.
● Promover la retroalimentación.

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 6. “LET´S IMPROVISE MONOLOGUES!”
“¡IMPROVISEMOS MONÓLOGOS!”

ACTIVITIES

1. Look at the videos your teacher will present and answer the
following questions. (Observa los videos que presentará tu
maestro y responde las siguientes preguntas)

[Link]
[Link]

a) Who is the man talking to?

b) Can you read his body language?
c) What is his goal?

>> Improvising monologues <<

A monologue is a speech spoken by one person. There are several

types of monologues such as comedy, drama, autobiographical and
storytelling.
(Un monólogo es un discurso pronunciado por una sola persona. Hay
varios tipos de monólogos, como la comedia, el drama, la autobiografía
y la narración.)

2. Discuss with your teacher and your classmates the type of

monologue that you watched. (Discute con tu maestro y tus
compañeros el tipo de monólogo que vieron).

34
3. In groups, discuss and decide which rules should follow to play
a monologue. Fill the ovals. (En equipos, discutan y decidan cuáles
reglas deberian seguir para realizar un monólogo. Rellena los
óvalos).

Turns of No long Speaking

participation pauses. continuously

Type of No repetition Time limit.

monologue of words (one/two
minutes)

Other rules. Hesitations.

4. In pairs, suggest topics to create your own monologue.

(En parejas, sugieran temas para crear su propio monólogo).

Examples: Health, technology, etc.

35
EVALUACIÓN

36
 TEST 2 – UNIT 2
ESCUELA TELESECUNDARIA ________________________________________ GRADE AND GROUP : __________

NAME: ___________________________________________________________________ DATE: _________________

1. INSTRUCTIONS: Read the sentences and underline the correct one (Lee las
oraciones y subraya la correcta)

a) b) c)

 I have went to three countries in my My parents have travel around the world. My best friend never ate pizza with chocolate.
life. My parents have travelled around the My best friend never eaten pizza with
 I have been to three countries in my world. chocolate.
life. My parents travel around the world. My best friend has never eaten pizza with
 I went to three countries in my life chocolate.

2. INSTRUCTIONS: Find the mistake, underline it, and write the correct sentence.
(Encuentra el error y subráyalo. Escribe en el renglón la oración correcta)

a) I have rode a horse and a camel.

__________________________________________
b) I have never make a snowman.
__________________________________________
c) My parents never have tried sushi
__________________________________________

3. INSTRUCTIONS: Read the conversation about a complaint, and answering the

questions (Lee la conversación sobre una queja y responde las preguntas)

COMPLAINT:

Recepctionist Jill: Hi Mrs. Kotter. Can you wait a few more minutes. The doctor Will be with you soon.

Mrs. Kotter: I know you are bussy, Jill but I´m not very happy.

Jill: Oh. What´s wrong Mrs. Kotter?

Mrs. Kotter: I have been sitting in the waiting room for an hour and a half. Many other people have seen the
doctor after 15 minutes. Why I´m waiting so long?

Jill: Oh! Let me see . Oh Mrs. Kotter. Your paper fell on the floor and we didn´t see it.

Mrs. Kotter: Weeeellll?

Jill: Please come right in. The Doctor will see you next.

Mrs. Kotter: Thank you.

37
1. Where does this complaint take place?
__________________________________________________________________
2. Who is involved on this problem?
__________________________________________________________________
3. What was the problem?
__________________________________________________________________

4. INSTRUCTIONS: Use your knowledge of elements of drama! Match the

definition to the correct drama term. (Con tus conocimientos sobre los
elementos de una obra de teatro, relaciona los términos con la definición
correcta)

a) Instructions that tell the actors what to do. ACTS

b) This is where and when the play takes place. ACTORS
c) Stories acted out in front of people or an audience. NARRATOR
d) This person tells the story and informs the “audience,” or reader of
SCENES
background information. This person is not a character in the story.
e) A large part of the play, kind of like a chapter. DRAMA
f) Lines of text the character speaks in the play. DIALOGUE
g) Smaller parts of the play, it helps us know that the setting or characters SETTING
have changed.
STAGE
h) People, animals, or things that are characters in the play.
DIRECTIONS

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ÁREA TÉCNICO PEDAGÓGICA – SECTOR 013
ZONAS ECOLARES: 041, 042, 066 Y 069
39
 7. “COMPARING CULTURAL ASPECTS”
“COMPARANDO ASPECTOS
CULTURALES”

SOCIAL PRACTICE: Read short literary essays in order to

contrast cultural aspects.

PRÁCTICA SOCIAL: Leer ensayos literarios breves para

comparar aspectos culturales.

ACHIEVEMENTS:

● Revise short literary essays.

● Read and understand general meaning, main ideas and
details of literary essays.
● Describe and compare cultural aspects.

APRENDIZAJES ESPERADOS:

● Revisa ensayos literarios breve

● Lee y comprende sentido general, ideas principales y detalles
de ensayos literarios.
● Describe y compara aspectos culturales.

40
 5. Choose a topic to perform your own monologue.
(Elige un tema para llevar a cabo tu propio monólogo)

6. Write some ideas that you want to include in your monologue.

(Escribe algunas ideas que quieres incluir en tu monólogo)

Greetings

Beginning As everyone knows… / Everything started when…

Let me share something I lived…

Middle ideas

End In the end…/ At last… /To sum up…

7. In pairs, prepare your monologue. Make sure to add these

aspects in your monologue. (En parejas, prepara tu monólogo.
Asegúrate de agregar estos aspectos en tu monólogo).

Body Show Speech

language emotions strategies

8. Present your monologue to the class.

(Presenta tu monólogo en frente de la clase).

41
 7. “COMPARING CULTURAL ASPECTS”
“COMPARANDO ASPECTOS CULTURALES”

ACTIVITIES

1. Show to students two fruits and ask them to mention the

characteristics of boths, as well as the similarities and
differences. (Muestre a los alumnos dos frutas y pídales que
mencionen las características de ambas, así como las similitudes
y diferencias.)

● Write the ideas that students contribute on the board in a

disorderly way and later they will be integrated into a "Venn
diagram". Escribir las ideas que los alumnos aporten en el
pizarrón de manera desordenada y posteriormente se integrarán
a un “diagrama de Venn”

42
 ● Explains to students what is a “Venn Diagram”, and plays a
video to complement the information. (Explica a los
estudiantes qué es un “Diagrama de Venn”, y reproduce el video
para complementar la información.)

Video: [Link]
Venn Diagram:

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 Homework: ask to student to compare and contrast the next
pictures and make a Venn Diagram (Tarea: pida a los alumnos que
comparen y contrasten las siguientes imágenes y elaboren un
diagrama de Venn.)

Compare and Contrast – understand the concepts and vocabulary

(Comparar y contrastar – comprender los conceptos y vocabulario).
Comparing and contrasting is a fundamental skill both for writing and
reading comprehension. (Comparar y contrastar es una habilidad
fundamental tanto para la escritura como para la comprensión lectora.)

When we compare two things, we tell When we contrast two things, we tell
how they are alike. how they are different.
Compare Signal words: Contrast Signal words:

like some both same also but yet although unlike while
too similar alike as as well as unless instead however even
have in common though on the other hand whereas

Video: [Link]

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2. Listen to the story. How are Billy and Ron alike? How are
they different? Answer the questions. (Escucha la historia.
¿En qué se parecen Billy y Ron? ¿En qué se diferencian?
Responde las preguntas.)

Billy and Ron are brothers. Billy is 5 years old. Ron is 7 years
old. One day their mom took them to the zoo. Billy wore his red
cap, and Ron wore his blue cap.

They had fun watching all the animals. Ron liked the monkeys
the best. He wanted to stay and watch them some more, but Billy
wanted to go see the elephants. Elephants were Billy’s favorite.

Their mom said it was time to go see the elephants, and Ron
was sad. But their mom said they could come back and see the
monkeys again before they left the zoo. Billy and Ron had a great
day at the zoo.

a) Check the box that tells how Billy and Ron are different.

Billy and Ron’s mom took them to the zoo.

Billy is 5 years old, and Ron is 7 years old.

b) Check the box that tells how Billy and Ron are alike.

Billy wore his red cap, and Ron wore his blue cap.
Billy and Ron wore caps to the zoo.

45
c) Check the box that tells how Billy and Ron are different.

Billy liked the elephants the best, and Ron liked the
monkeys the best.
Billy and Ron had fun at the zoo.

d) Circle the right word to complete each sentence.

When we compare two things, we tell how they are:

alike different

When we contrast two things, we tell how they are:

alike different

3. In pairs choose two countries and think about the differences

and similarities between their cultures. Considering about the
following information: (En parejas elijan dos países y piensen
acerca de las diferencias y similitudes entre las culturas de ambos.
Consideren la siguiente información: )

The purpose of this activity is for students to be able to

identify and compare the similarities and differences between
two countries they have been chosen. (El propósito de esta
actividad es que los estudiantes sean capaces de identificar y
comparar las similitudes y diferencias entre los dos países que
han elegido.)

46
 Education Typical food Sport Traditions

Religion Language Typical Flags colors

music and symbols

Touristic Currency Holidays Type of

places goverment

Also they can investigate on internet or books to get more

information. (Pueden investigar en internet o libros para obtener más
información.)
4. Make sentences using vocabulary to “Compare and
Contrast“ information. (Haz oraciones utilizando el vocabulario
para “Comparar y Contrastar información.)

Example/ Ejemplo:

● Mexico 's flag has three colors as well as the USA´s flag. (La
bandera de México tiene tres colores, así como la bandera de
Estados Unidos.)

● Catholicism is the main religion in Mexico, in the other hand in

USA is Christianism. (El Catolicismo es la religión principal en
México, por el contrario, en Estados Unidos es el Cristianismo.)

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 5. Make a comparative chart using the information of the
countries that you selected. (Elabora un cuadro comparativo
usando la información de los países que seleccionaste.)

Example/ Ejemplo:
Country México USA

Categories
Language

Flag colors and

symbols
Religion

Currency

Type of Goverment

Education

Traditions

Holidays

Typical music

Typical food

Touristic places

Sports

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 8. “ENVIRONMENTAL EMERGENCIES”

“EMERGENCIAS AMBIENTALES”

SOCIAL PRACTICE: Produce instructions to be prepared for a

situation of risk derived from a natural phenomena.

PRÁCTICA SOCIAL: Produce instrucciones para prepararse ante

una situación de riesgo derivada de un fenómeno natural.

ACHIEVEMENTS:
● Select and review instruction manuals.
● Read and understand instructions manuals.
● Write instructions.
● Edit instructive manuals.

APRENDIZAJES ESPERADOS:

● Selecciona y revisa instructivos.

● Lee y comprende instructivos.
● Redacta instrucciones.
● Edita instructivos.
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 8. “ENVIRONMENTAL EMERGENCIES”
“EMERGENCIAS AMBIENTALES”

ACTIVITIES
1.-Read the text. Check your ideas in the activity. (Lee el texto.
Revisa tus ideas en la actividad).

The PopocatepetI is a volcano that is one of the largest volcanoes in North America. It is located in the
middle of this country, between the states of Mexico, Puebla, and Morelos, close to
Mexico City.

Inhabitants of Mexico City need to consider that only those living next to the volcano need to have an
emergency plan and be aware of the alerts issued by the Civil Protection Agency.

If ashes were to fall in Mexico City, the recommendations are:

Protect eyes, nose and mouth in case you

1
need to leave the house.

2 Close the doors and windows and seal cracks

and clefts to prevent the ashes from entering
buildings.

3 Use dusters to clean furniture without

scratching any surfaces.

Cover water deposits, appliances and

4 engines to prevent deterioration from
ashes.

5 Cover sewers and water outlets to prevent clogging

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2.-Connect with an arrow the images with the correct concept about
natural disasters. (Conecta con una flecha las imágenes con el concepto
correcto sobre desastres naturales)

earthquake

volcanic eruption

wildfire

floods

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3.-Explain the natural disasters in the pictures with your own words.
(Explique los desastres naturales en las imágenes con sus propias palabras).

wildfire
_______________________________________________________________
_______________________________________________________________

volcanic eruption

_______________________________________________________________
_______________________________________________________________

floods

_______________________________________________________________
_______________________________________________________________

earthquake
_______________________________________________________________
______________________________________________________________

52
4.- Describe in your own words what the following safety signs mean.
(Describa con sus propias palabras lo que significan las siguientes señales de
seguridad)

_______________ _______________ _____________

______________ _________________ _______________

5.- Research what to do in case of natural disaster, then make a

poster(Investigar qué hacer en caso de un desastre natural, después elabora
un cartel.)

Example (ejemplo).

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 9. “HOW DOES IT WORK?”

¿CÓMO FUNCIONA?

SOCIAL PRACTICE: Paraphrase information to explain how a

machine Works.

PRÁCTICA SOCIAL. Parafrasea información para explicar cómo

funciona una máquina.

ACHIEVEMENTS:

● Select and review materials.

● Read and understand information
● Write information
● Edit texts

APRENDIZAJES ESPERADOS

● Seleccionar y revisar materiales

● Leer y comprender información
● Escribir información
● Editar textos

54
 9. “HOW DOES IT WORK?”
¿CÓMO FUNCIONA?

ACTIVITIES

The topic begins by projecting images of some machines which are

used in different spaces, students can name them in Spanish and
after that, teacher can show their English names. (El tema inicia
proyectando las imágenes de algunas máquinas que se utilizan en
diferentes espacios, los alumnos pueden nombrarlos en español,
después de eso el maestro puede mostrarles los nombres en inglés.)

1. In groups, take turns, identify the machines and answer the

questions about the pictures. (En grupo, tomen turnos,
identifiquen los aparatos y respondan la preguntas de acuerdo a
las imágenes)

Example:
A: What does the picture show?
B: The pictures show…

a) How many types of machines are there?

____________________________________________________
b) What can you do with machines?
____________________________________________________

55
2. Classify the machines of the picture above in the next table.
(Clasifica los aparatos de las imágenes de arriba en la siguiente tabla).

DOMESTIC DIGITAL ELECTRONIC KITCHEN

APPLIANCES PRODUCTS APPLIANCES APPLIANCE

[Link] the machines in the alphabet soup. (Encuentra las máquinas

en la sopa de letras).

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4.- How does a refrigerator work? Look at the next video, then
order the steps writing: first, then, next, finally, later, after that.

[Link]

5.- Choose a machine that you like and create an infographic.

Research its history, usefulness and how it works. (Elige una
máquina que te guste y crea una infografía. Investiga su historia, su
utilidad y cómo funciona).
Example:

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 10. “ROUND-TABLE DISCUSSION”

“MESA REDONDA”

SOCIAL PRACTICE: Discuss viewpoints to participate in a round-

table discussion.
PRÁCTICA SOCIAL: Discute puntos de vista para participar en una
mesa redonda.

ACHIEVEMENTS:
● Revise text about topics of civics and ethics and select
information.
● Understand general meaning and mains ideas.
● Discuss point of view when partcipating in a round-table
discussion.

APRENDIZAJES ESPERADOS:

● Revisa textos sobre un tema de Formación Cívica y Ética y

selecciona información.
● Comprende sentido general e ideas principales.
● Discute puntos de vista al participar en una mesa redonda.

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 10. “ROUND-TABLE DISCUSSION”
“MESA REDONDA”

ACTIVITIES
1. Find the opposite of the words in the alphabet soup and write
them down. (Encuentra el opuesto de las palabras en la sopa de
letras y escríbelas)

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2. Identify (x) if the sentences are on favor or opposing (Identifica
(x) si las oraciones son a favor o en contra)

On favor On Opposing

Abortion

Let a baby live and give him

happiness

Children should not take care of

other children. They are
irresponsible

Euthanasia

Die with dignity

It is unfair to live suffering

Experimentation with animals

Animals do not feel

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It is unrespectful to injure animals.
They deserve respect

Death penalty

Death penalty is cruel and

inhumane

Death penalty avoid delinquency

Migration

Employments are less with

migrants in our country.

Migrants want a better and

comfortable life

Watch the vídeo about the round table and create a concept map
with the information. (Observa el vídeo acerca de la mesa redonda y
crea un mapa conceptual con la información)

[Link]

THE ROUND TABLE

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EVALUACIÓN

62
 TEST 3 – UNIT 3
ESCUELA TELESECUNDARIA ________________________________________ GRADE AND GROUP : __________

NAME: ___________________________________________________________________ DATE: _________________

1. Read the next texts about some cultural traditions of flowers.

If you have Russian business associates or friends, be careful Majority of the Chinese are superstitious as
of the flowers you give them. Avoid flowers with yellow well and attach meanings to various things.
colors as they represent a break-up of a relationship or deceit. When presenting your Chinese friends with
Red carnations are taboo as well because these are flowers flowers, avoid using white, which they
presented to veterans who survived the war and on the graves associate with ghosts and death.
of those who have left this earth.

In Japan you can give odd numbers of flowers, but not white
In the United States, white flowers symbolize innocence ones, such as lilies, camellias, lotus blossoms (it is related with
and purity. Likewise, avoid flowers with thorny stems. death). Roses are fine; but don't give potted plants for the ill (the
illness could take root) although a bonsai tree is always suitable.

2. Write if each sentence is True or False

In Russia and China flowers meaning are related with the color ___________
In China white flowers are associate with ghosts and death like in the United
States___________
In Japan you can give roses. On the other hand, in the United States you should
avoid flowers with thorny stems. ________________
White flowers are related with death in China and Japan ____________
Russians like red carnations so much ____________

63
 3. What do you know about the flowers´ traditions in your country?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Fill in the crossword with a natural disaster

1
3

1
2
3
4

5. Read the instructions in case of flood and number them 1-4

Go to higher Stay away After the flood Stay calm

grounds from check
electronics structural
6. Circle the correct answer in each sentence
You save your food in a refrigerator/ wash machine to have them fresh
To make calls you use a vacuum cleaner/ cellphone
When you write any text a lap top/ television is really useful
A stove/ hairdryer can dry your hair

64
7. Write each sentence in the correct column to describe how the item
works

 An inner drum is where you put the clothes when you’re ready to wash.
 When you speak a microphone turns your voice into electrical signals.
 Paddles are ridges that lie on the edge of the drum and help move your
clothes around while being washed.
 Agitator is a paddle in the middle that helps turn the clothes around in
the soapy water.
 A microchip in the phone modulates (or varies) a radio wave using the
electrical signal.
 Thermostat and heating element control the temperature of the water.
 Pump removes the water from the drum after the wash.
 The radio wave travels through the air to a nearby cell tower.
 Programmer controls the washing machine through all the steps from
washing to rinsing and spin drying.
 Pipes and valves allow the water in and out of the washer.
 The tower sends your voice to the person you are calling and the
process is reversed so that the person on the other end can hear your
voice.

65
 INSTRUCTIONS: Selected a topic and write a short text explaining if you are
on favour or against. (Selecciona un tema y escribe un texto corto explicando si
estás a favor o en contra)
Can use the next linking words and phrases to complement your text.
(Puedes usar las siguientes palabras y frases para complementar tu texto.)

Introducing reasons for Giving opinions Giving examples

opinions
a final reason is I am opposed to a case in point is
a further reason is I am in favour of for example
the main reason is I believe for instance
on the grounds that I agree a good example of this is
the most important reason is I am against including
the second reason is I am convinced that such as
I am of the opinion that
I am sure
I disagree
I strongly support the idea that
I think
In my opinion
Personally, I feel that

ABORTION EUTHANASIA MIGRATION MARRIAGE EQUALITY

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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