UNIDAD EDUCATIVA “PRIMERO DE ABRIL”

“FORMANDO LÍDERES INNOVADORES CON EQUIDAD, JUSTICIA E

INCLUSIÓN”
TELFS. (03) 2800-337 / 2801-610 FAX 2811-183 Ap. Postal 42
Email: colegio@primerodeabril.edu.ec/
colprimab@hotmail.com Latacunga - Ecuador

PROYECTO 8
SEGUNDO AÑO BACHILLERATO
CICLO SIERRA - AMAZONÍA
AÑO LECTIVO (2021-2022)

Objetivo de Los estudiantes comprenderán el origen, los tipos y las formas de violencia sexual y de
género para desarrollar estrategias e iniciativas de prevención de sus riesgos,
aprendizaje:
comunicando datos estadísticos sociales y culturales a su entorno cercano.

Objetivos 1. Identificar acciones de violencia como un aspecto negativo que han marcado la
historia humana.
específicos:
2. Distinguir las diferentes formas de bullying y promover la importancia del respeto la
sana convivencia en la comunidad educativa.

3. Concienciar sobre la violencia de género como un problema social que debe detenerse
basado en la preservación de los valores como: respeto, amor, tolerancia y empatía.

4. Conocer a un personaje notable que luchó y ofrendó su vida luchando en contra de la

violencia y discriminación.
Indicadores de I. EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the
integrity of cultures in daily classroom activities.
evaluación:
I.EFL.5.1.1. Learners can demonstrate an understanding of the integrity of different cul-
tures by sharing experiences and by participating in class activities and discussions in a
way that shows empathy and respect for others. (I.3, S.1, S.2, J.1, J.3)

I.EFL.5.5.1. Learners can identify the main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases
and words in familiar contexts where speech is clear and visuals help support meaning.
(I.3, I.4)

I.EFL. 5.10.1. Learners can find specific information and identify the main points in
simple, straightforward texts on subjects of personal interest or familiar academic topics
while making informed decisions about one’s own reaction to the text. (I.1, I.2, S.2)

I.EFL.5.15.1. Learners can plan and produce well-constructed informational texts by

applying the writing process and while demonstrating an ability to justify one’s position
on an argument through carefully selected information and appropriate language, tone
and evidence. (I.2, I.3, I.4, S.3, J.1)

Proyecto: Yo luchando por un mundo sin violencia

Indicaciones:
 Mantener la calma y aplicar las medidas recomendadas en el cuidado de nuestra higiene.
  El apoyo de la familia es primordial para el éxito del desarrollo de las actividades.
 Las tareas pueden ser realizadas en hojas de carpetas a cuadros u hojas de cuadernos de años lectivos anteriores,
FIRMADAS por su REPRESENTANTE al final de cada actividad y archivadas en su portafolio estudiantil.
 Las tareas deben ser realizadas de manera impecable con caligrafía legible, de no tener impresora se realizarán
dibujos significativos de acuerdo al tema.
 Las actividades serán presentadas de acuerdo a las fechas establecidas por el docente.

Objetivo semanal: Identificar acciones de violencia como un aspecto negativo que han marcado la historia
humana.
Actividades para la semana 1
Week 1:
TOPIC: VIOLENCE

READING: Read the text.

Children and TV Violence

American children watch an average of three to four hours of

television daily. Television can be a powerful influence in developing
value systems and shaping behavior. Unfortunately, much of today's
television programming is violent. Hundreds of studies of the effects
of TV violence on children and teenagers have found that children
may:
 Become "immune" to the horror of violence;
 Gradually accept violence as a way to solve problems;
 Imitate the violence they observe on television; and
 Identify with certain characters, victims and/or victimizers:
Extensive viewing of television violence by children causes greater
aggressiveness. Sometimes, watching a single violent program can
increase aggressiveness. Children, who view shows, in which
violence is very realistic, frequently repeated or unpunished, are more likely to imitate what they see. The
impact of TV violence may be immediately evident in the child's behavior or may surface years later and young
people can even be affected when the family atmosphere shows no tendency toward violence.
This does not mean that violence on television is the only source for aggressive or violent behavior, but it is a
significant contributor.
Parents can protect children from excessive TV violence in the following ways:
 Pay attention to the programs their children are watching. Watch some with them.
 Set limits on the amount of time they spend with the television.
 Point out that although the actor has not actually been hurt or killed, such violence in real life results in
pain or death.
 Refuse to let the children see shows known to be violent, and change the channel or turn off the TV set
when something offensive comes on, with an explanation of what is wrong with the program.
 Disapprove of the violent episodes in front of the children, stressing the belief that such behavior is not
the best way to resolve a problem.
 To offset peer pressure among friends and classmates, contact other parents and agree to enforce
similar rules about the length of time and type of program the children may watch.
Parents should also use these measures to prevent harmful effects from television in other areas such as racial
or sexual stereotyping. The amount of time children watch TV, regardless of content, should be moderated,
because it keeps children from other, more beneficial activities such as reading and playing with friends. If
parents have serious difficulties setting limits, or deep concerns about how their child is reacting to television,
they should contact a child and adolescent psychiatrist for help defining the problem.

1. Answer the questions:

 1. How many hours of television do children watch? _________________________________________

2. What are the effects of TV violence on children and teenagers? ______________________________

___________________________________________________________________________________

3. Do children imitate what they watch on TV? _______________________________________________

4. Give three examples of how can parents protect children from excessive TV violence:
1. _______________________________________________________________________________
2. _______________________________________________________________________________
3. _______________________________________________________________________________

5. What are more beneficial activities for children or teenagers instead of watching TV? ____________
__________________________________________________________________________________

2. Highlight new words, look up the meaning and make a list with their definitions.
New word Translation
average promedio

LISTENING: Listen and choose the correct word.

VOCABULARY: Reporting verbs
1. Match the words with the definitions.
1. _____ say a. to speak very quietly (7 letters)
2. _____explain b. to express an idea for someone to consider (7 letters)
3. _____remind c. to say something very loudly (5 letters)
4. _____whisper d. to make someone remember something (6 letters)
5. _____tell e. to tell someone about a fact, thought, or opinion (3 letters)
6. _____shout f. to say you’re unhappy or don’t like something (7 letters)
7. _____announce g. to say you will certainly do something (7 letters)
8. _____promise h. to make something easy to understand (7 letters)
9. _____suggest i. to share news, stories, or information with someone (4 letters)
10. ____complain j. to say something officially (8 letters)

GRAMMAR: Quoted Speech

1. Watch the video about Quoted Speech in the following link: https://youtu.be/vUqntuHXyYA

Source: YouTube.com
 In quotes speech, put the comma inside the quotation marks when the quote is first, and outside the
quotation marks when the quote comes second.
Examples: “I’m using my computer right now” she said.
She said, “I’m using my computer right now”.

Quotes Speech Reported Speech

1. Simple present Simple past
2. Can Could
3. Present perfect Past perfect
4. Simple past Past perfect
5. Will Would

2. Look for five quotes of memorable people and glue a picture about them below.
E.g.: “Behind every great man is a woman rolling her eyes” Jim Carrey said.

1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
Objetivo semanal: Distinguir las diferentes formas de bullying y promover la importancia del respeto la sana
convivencia en la comunidad educativa.
Actividades para la semana 2
Week 2:
TOPIC: BULLYING & DISCRIMINATION

Brainstorming
VOCABULARY
1. Look at the picture and talk in groups about “What counts as bullying “and complete the chart
2. SAY NO TO BULLYING
Use should or shouldn´t to make correct sentences. Telling what should be done to stop bullying.
L 3. LISTENING
a. Listen and unscramble the words in yellow.
Racism the decreasing should around be world, but it isn’t. I think it’s getting worse. It really is one of the worst
things in the world. It’s totally illogical and disgusting. of can hate because How you someone the colour of
their skin. know I who people horrible many have my colour many people skin and beautiful with different skin
colours. I remember at school hearing racist someone to said words. I felt sorry for him. He was the person only
in non the - whole white school. I never understood from came hate the where. Racism never leads to anything
positive. Accepting people from other races, and religions and cultures, can only bring many positives to the
world. a hope grandchild in I my live less racist world.

b. Write 3 questions about the racism and ask your partners

QUESTIONS
STUDENT 1 STUDENT 2 STUDENT 3

_____________ _____________ _____________

Q.1.

Q.2.

Q.3.

3. Watch the video and make a mind map about reported speech
https://www.youtube.com/watch?v=ZGdt9apUpqg
Do the online exercise in the following link and print:
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Reported_speech/
Reported_Speech_yn109493fh
Objetivo semanal: Concienciar sobre la violencia de género como un problema social que debe detenerse
basado en la preservación de los valores como: respeto
Actividades para la semana 3
Week 3:
TOPIC: BULLYING & DISCRIMINATION
1. Read the text and answer the following questions.

1. Why did Deila and Joe stop taking lessons?

_______________________________________________________________________

2. How did they say that they were making money?

_______________________________________________________________________

Grammar: Reported Questions

2. Here are 2 reported questions from the story. Complete them, and check your answers

1. Delia asked him where he __________________ it from.

2. He asked her what ______________ and if ______________ all right.

With REPORTED QUESTIONS we use the word order of a statement and not a question.
 RULE.

With YES / NO questions

We use IF or WHETHER and the same word order as a statement

Are you enjoying the party?

She asked me If I was enjoying the party?

She asked me whether I was enjoying the party?

With WH questions

What is your favorite color?

She asked me what my favorite color was?

Why didn’t they come to my party?

He asked me why they hadn´t come to his party?

IN REQUEST OR IMPERATIVES

We use ASKED or TOLD

Can you help me, Alice?

Johnny asked Alice to help him.

Sit down, Liz

Paul told Liz to sit sown

3. Practice your English

Underline the correct words.

0. I asked him how much THE TICKET WAS / WAS THE TICKET
1. She asked me if I WAS / WAS I having fun.
2. Tom asked Mark to HELP HIM / HIM HELP.
3. He asked me why THEY HADN’T TRIED / HADN’T THEY TRIED to phone home.
4. I asked her what WAS HER NAME / HER NAME WAS.
5. They asked him if HE WAS / WAS HE from New York City.
6. She asked him if HE HAD BOUGHT / HAD HE BOUGHT her a present.
7. He asked her what SHE WAS DOING / WAS SHE DOING.
8. I asked him where HE HAD BEEN / HAD HE BEEN living.

Objetivo semanal: Concienciar sobre la violencia de género como un problema social que debe detenerse
basado en la preservación de los valores como: respeto
Actividades para la semana 4
Week 4:
TOPIC: A NOTABLE MAN: MARTIN LUTHER KING JR.

READING: Read the text.

Who Was Martin Luther King Jr.?

Each year on the third Monday of January, the Americans celebrate the
birthday of Martin Luther King Jr. (Junior). This year that is on January
16th. Martin Luther King Jr. was a civil rights leader and people
remember what Martin Luther King Jr. did each year on his birthday.

Martin Luther King Jr. was born in Atlanta, Georgia on January 15,
1929 into a family of pastors. King came of age in a time where blacks
and whites were separated in much of the United States. Blacks were not
allowed to go to the same schools as whites, drink from the same water or
eat in the same restaurants. Martin Luther King Jr. also wanted to
become a pastor. He wasn’t happy with the situation that the blacks and whites were separated. He wanted to end
the separation and tell people that everyone is equal. He started to fight against this separation. Once he said that
all blacks should not go on public buses because the blacks were not allowed to sit on good seats. The blacks
didn’t use public buses for a year. After this protest the blacks were allowed to sit everywhere on the bus.

Martin Luther King gave many speeches, wrote books and did many protests. For the protests he often had to go
to prison. His most famous speech was in 1963 and is called the “I have a Dream” speech. His dream was that
one day his children don’t have to be separated from white people. Five years later, when he was 39 years old, he
was killed.

1. Are these statements true or false?

 Martin Luther King Day is celebrated every year T F

 Martin Luther King Jr. was a farmer T F
 Martin Luther King Jr. went to school with white children T F
 Martin Luther King Jr. had to go to prison T F
 Martin Luther King Jr. was didn’t have children T F
 Martin Luther King Jr. died very young T F

LISTENING: Listen and fill.

Martin Luther King Jr.

In the first half of the 20th century, many African Americans didn’t have the same …………. …………..as white
people.
A lot of white people ……………….. ………………. on black people.
Martin Luther King ……….. …………….in 1929 in Atlanta, Georgia.
Martin Luther King was the ……………..of the civil rights movement in the USA.
He went to university in …………………...
He worked as a ……………………….in Montgomery, Alabama.
He was a great ……………………...
250,000 attended a …………………………at the Washington Monument.
Martin Luther King gave his ‘ … …………… … …………..’ speech.
He was ………………………..on 29 March 1968.

GRAMMAR: Quoted Speech vs. reported Speech

1. Rewrite the direct speech as reported speech to complete the sentences. Use contractions where possible.
a. 'I'll send you a postcard.' He told us that he __________________us a postcard.
b. 'We've bought a new car.' They told me they _________________a new car.
c. 'I don't speak German.' She said that she _______________German.
d. 'You failed your art exam.' You said that we _______________our art exam.
e. 'I can't drive.' He said _____________ drive.
f. 'You look nice.' He told me that I _____________nice.
g. 'We're going ice-skating.' They said they _____________ice-skating.
h. 'The students aren't listening to me.' The teacher said the students ___________ to her.
WRITING: An essay

When you write an essay, you can include this information:

-An introduction
-A paragraph with arguments in favor
-A paragraph with arguments against
- A conclusion, including your opinion

1. Check the essay structure:

Source: https://www.pinterest.com/pin/239183430182895401/

2. Read the following example of an essay.

 Focus on language: Introducing a series of arguments: First of all, In addition,
To sum up.

3. Answer the questions:

1. How does the writer get the reader’s attention in the introduction? _________________________________
2. How many arguments in favor of video games are there? _________________________________________
3. How many arguments against video games are there? __________________________________________
4. What is Avery’s opinion about video games for teenagers? ________________________________________

4. Plan an essay with the title “Are video games a good way to keep fit?” Write your essay in about 150
words.
 Are video games a good way to keep fit?
__________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

__________________________________________________________________________________________

ELABORADO POR: APROBADO VICERRECTOR:

TEACHERS: Lic. Ana Constante Mgs., Lic. Mishelle VICE-PRINCIPAL: Ab. Gonzalo Gamboy MSc.
Velástegui Mgs., Lic. Gustavo Sánchez Mgs., Lic. MSc. Flavio Sosa.
Verónica Vela MSc., Lic Jenny Herrera MSc., Lic.
Martha Guanoquiza, Lic. Rocio Maigualca, Lic. Hugo
Jácome MSc., Lic. Gustavo Vaca MSc.

Signatures:

Fecha: 04 de abril 2022 Fecha: 04 de abril 2022