MódAut Ing 2sec IIBim

LINEAMIENTOS GENERALES - PEAD-2020
1. Los cuadernos de trabajo o Módulos Autoinstructivos deberán ser remitidos en archivo

WORD o PDF vía el Aula Virtual (estos archivos NO deberán ser mayores a 10 MB) en
las fechas programadas a fin de dar cumplimiento al cronograma estipulado.
2. Los cuadernos de trabajo, Módulos Autoinstructivos, exámenes, controles de lectura,
entrevistas u otros instrumentos de evaluación, deberán desarrollarse de manera personal y
responsable; CUALQUIER COPIA PARCIAL O TOTAL DE LOS MISMOS, SERÁ
MOTIVO DE ANULACIÓN Y LA OBTENCION DE LA CALIFICACION
MÍNIMA DESAPROBATORIA PARA TODOS LOS INVOLUCRADOS.
3. Si el alumno no cumple con la presentación de los materiales educativos en las fechas
solicitadas, automáticamente, se hará acreedor de la calificación mínima desaprobatoria
(C de 1° de Primaria a 2° de secundaria o 05 de 3° a 5° de secundaria) en la
competencia correspondiente, salvo justificación con documento probatorio previo a la
fecha de entrega y en coordinación con el Área Académica.
4. Es responsabilidad del estudiante enviar, a través del Aula virtual, el material educativo
debidamente identificado: nombres y apellidos completos, grado de estudio. Caso
contrario, no será evaluado, correspondiéndole la calificación desaprobada en el
mencionado material educativo.
5. El cronograma de evaluaciones bimestrales será publicado en el Aula virtual. Los
exámenes de evaluación se rendirán en las fechas programadas a través de la mencionada
plataforma, debiendo resolverlas y activar envío. De mediar algún inconveniente, es
responsabilidad del alumno comunicar de manera inmediata por correo electrónico al
docente responsable del curso correspondiente.
6. Los resultados de los exámenes bimestrales se publicarán en la casilla correspondiente del
Aula Virtual.
7. Solo los correos electrónicos proporcionados durante el proceso de matrícula serán
considerados para la comunicación: PEAD – ALUMNO – FAMILIA.
8. Los alumnos, que al finalizar el año escolar, obtengan competencias con calificativo
desaprobado (C o 05) serán programados para rendir las evaluaciones de recuperación o
subsanación a través del Aula virtual. Los estudiantes que residan en Lima serán evaluados
de manera presencial.
9. Cualquier inconveniente que interfiera en el cumplimiento de los trabajos académicos o
exámenes bimestrales deberán ser comunicados con anticipación y presentación de
documento probatorio al Área académica.
10. LOS ALUMNOS QUE INICIAN EL AÑO ESCOLAR EL 30 DE MARZO DEL 2020
DEBERÁN CULMINARLO INDEFECTIBLEMENTE EL 11 DE DICIEMBRE DEL
2020.
2
Este material educativo es para uso exclusivo de los alumnos del Programa de Educación a Distancia del
Liceo Naval “Almirante Guise”
NIVEL SECUNDARIA
2° PEAD
2020
“El Trabajo Bien Hecho”
ORGANIZADOR BIMESTRAL POR COMPETENCIAS – INGLÉS 2020
SEGUNDO BIMESTRE
Eje Transversal: "El COVID-19 como agente de evaluación de la convivencia ciudadana y cambio en el día a día del
peruano”
FECHA
COMPETENCI
CAMPOS TEMATICOS DESEMPEÑOS / EVIDENCIAS DE
A
ENTREGA
Expresión y Speaking
Comprensión
Oral
Reading / Grammar
Vocabulary / Use of English
Unit 3
 Short story: Iceman of the Alps - Get information from written text.
 Reading Comprehension
exercises - Infers and interprets information of the
 Vocabulary 3 written text.
 Understanding exercises
 Short Story + Exercises - Reflect and evaluate the form, content
 Story: “The Johnstown Flood” and context of the written text.
 Questionnaire
 Vocabulary in context - Uses verb tenses correctly respecting
 Sequence chart grammar structure in the sentence.
Comprensión de
Unit 4 - Uses vocabulary related to the topic
Textos appropriately.
 Short story: It’s a wonder!
 Reading comprehension
exercises
 Grammar review: Gerunds,
Comparisons and Relative
Pronouns
 Vocabulary 4
 Fill in Exercises
 Short story + Exercises
 Story: “Think before you act!”
 Vocabulary in context
 Questionnaire
 Story map
 Fact and opinion
Writing - Makes a text according to their level
respecting the form and order of the
 Author’s Purpose and type of text.
Perspective:
Producción de Write a Paragraph - Writes a text using linkers, opening
Textos  Preventive Measures for and closing phrases appropriately to a
COVID-19 logical sequence of ideas.
- Self-Instruction Module Activities 22–26 junio

- English Exam 17 de julio
ORGANIZADOR POR COMPETENCIAS Versión 01

3
Fecha de
Aprobación
09-03-2020
4
Versión 01
Rúbrica de Desempeño Fecha de
Aprobación
16-03-2020
INGLÉS 2° Secundaria - 2020-1

Rubrica de Revisión de Actividades - II Bimestre
Competencias Nivel de Logro

Y Desempeños
Protocolos C B A AD
1. Pronunciation and intonation sound natural.
1. La pronunciación y entonación suenan naturales.
2. Speaks clearly without hesitation.
Expresión y
2. Habla claramente sin dudarlo.
Comprensión Oral
3. Uses a range of appropriate vocabulary and expressions.
3. Usa variedad de vocabulario y expresiones apropiadas.
1. Get information from written text.

1. Obtiene información del texto escrito.
2. Infers and interprets information of the written text.

2. Infiere e interpreta información del texto escrito.
3. Reflect and evaluate the form, content and context of the

written text.
Comprensión de 3. Reflexiona y evalúa la forma, el contenido y el contexto del texto
escrito.
Textos
4. Uses verb tenses correctly respecting grammar structure in
the sentences.
4. Usa los tiempos verbales respetando correctamente la estructura
gramatical en las oraciones.
5. Uses vocabulary related to the topic applying the right style

of the text.
5. Usa vocabulario relacionado con el tema, aplicando el estilo
correcto del texto.
1. Makes a text according to their level respecting the form and

order of the type of text.
1. Hace textos de acuerdo a su nivel respetando la forma y el orden
Producción de del tipo de texto.
Textos
2. Writes a text using linkers, opening and closing phrases
appropriately to a logical sequence of ideas.
2. Escribe textos usando enlazadores, frases de apertura y cierre
apropiadas a una secuencia lógica de ideas.
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PROTOCOLO DE REVISIÓN DE MÓDULO AUTOINSTRUCTIVO
En la presentación del Módulo Autoinstructivo además del desarrollo de las actividades y

evidenciar el logro de desempeños en cada competencia se considerará al calificar cada
competencia lo siguiente:
PRESENTACIÓN: Posee identificación completa del alumno y la asignatura (caratula y datos

del estudiante). Presenta el cuaderno en la fecha estipulada.
ORDEN: Respeta la estructura y el orden de los contenidos entregados presentados en un solo

archivo, documento o formato.
CONTENIDO: Posee todos los contenidos planteados desarrollados.
ACTIVIDADES: Desarrolla correctamente todas las actividades propuestas cumpliendo con las
instrucciones del profesor.
LA COPIA TOTAL O PARCIAL DEL DESARROLLO DE CUALQUIER MATERIAL

EDUCATIVO (ENTRE DOS O MÁS ALUMNOS O COPIADO DE INTERNET) ANULA
A TODOS LOS PARTICIPANTES OBTENIENDO MÍNIMA NOTA
DESAPROBATORIA (C).
El incumplimiento de uno de los puntos del protocolo de presentación del cuaderno de

actividades determina la disminución del nivel de logro del estudiante.
6
“Love your country, and make others love it, too,
and it will grow to become a GREAT COUNTRY!”
“It will never be too late to reform our country if

we add courage and hope in the intention.”
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This is a real story of the worst flood in the United States .This teaches us that we have
to take precautions to save our lives, and be strong enough to overcome any kind of
difficulty that a natural disaster could bring to our lives.
“During our life, we fall down many times, the important thing is to know how to
stand up again, to learn from our mistakes so that we can improve our way of
living, and remember that there’s always a tomorrow full of opportunities.”
“Help yourself and God will help you.”
8
Circle the words that have the same vowel sound as in now and found. Then
follow the directions.
1. Howard visits the park on his birthday. Give him a crown.

2. He brings his basketball. Draw Howard bouncing a basketball on the ground.
3. He has his picnic basket. Add it on the ground next to him.
4. Stick a bone in the mouth of Howard's hound.
5. Put a mole coming out from its hole in the mound next to Howard.
6. Put a sleeping owl in the branches of the tree.
7. Add flowers under the tree.
8. Put a trout in the lake.
9. Put a mouse peeking out of its hole in the wall next to the shower.
10. Add a cat getting set to jump down on the mouse.
11. Put a flag on top of the tower in the playground.
12. Add a big cloud over the tower.
13. Put two children on the merry-go-round.
14. Add a bird to the birdhouse on top of the pole.
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Read each question that follows the story. Decide which is the best answer to
each question. Mark the letter for that answer.
Bertha and Pearl work at their mom's pet

store. The girls started helping out when they were
thirteen.
Pearl is a sales clerk. The part of the job
she likes best is working with customers. 4. What is something Pearl might help a customer find?
1 Where do the two sisters work?
Pearl helps them find what they are searching A partsfor.for a car
A at a park on the corner
Someone may need birdseed or earthworms. B birdseed
B at a flower stand on the corner
Bertha is an expert at one thing—she can Ca new shirt
C at a pet store
help a person pick a pet. If someone wants D a purse
D in the desert
a pet with fur, Bertha finds the perfect dog
or cat. If someone wants a small pet, she What is Bertha an expert at?
directs
How oldthat
wereperson to the
the girls birds,
when fish,started
they or turtles.
Amatching
helping out? pets with customers
A thirteen years old B understanding numbers
B three years old C making fake birds
C fourteen years old D ordering things
D fifteen years old 6.If a person wanted a small pet, what
might Bertha pick?
Which of the following is a part of Pearl's Aajob?
dog
A order clothes for herself B a cat
B stack crates in a corner C a horse
C work with customers Da bird
D search for her glasses
THE ICEMAN
VOCABULARY DEFINED 10
Climate, what the weather is like in a region.
Experiment, a process used to test an idea or discover a fact.
Scarce, rare
Variety, a number of different kinds.
Ventured, dared to go
Answer the following questions, use the

words from the vocabulary defined.
 You want to find out if something is true.

What do you carry out?
 What is another word for place?
birch bark flint copper ax Bow, quiver + arrows

You are tired of always eating the same

bone needle thing. Whatbackpack
do you want in your meals?
stone dagger
 What are temperature, wind, and rain part of?

 It took courage, but you went. What did you do?
 If something is hard to find, what is it?
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Iceman of the Alps
Read each sentence. Write the word from the box that best completes each
sentence.
climate site variety scarce experiment ventured
1. Erika and Helmut Simon into the snowy Alps for a hike.
2. They came across a frozen mummy. It was a man's body that had been preserved by
the freezing .
3. An showed that the body was over 5,000 years old.
4. Near the mummy were a of items.

5. An ax, a bone needle, and a stone dagger were at the .
6. Items from 5,000 years ago are . This was an incredible find!
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VOCABULARY Nº 3
CHORE, small duty or piece of work. An everyday task (in the home (homework) or a
farm.)
 Farmers usually have to do many chores since 5 o’ clock in the morning.
AWE, to feel a great and sudden fear

 I was awed by the sounds I heard outside.
DAM, reservoir, a barrier built to keep back water and raise its level
 The Town Hall has decided to make a dam in the outskirts.
FLOODPLAIN, area of level country which can be flooded.

 There are many towns that lay on floodplains.
CHURN, to move violently

 The ship’s propellers churned the waves to foam
SWIRL, when air or water flows/moves at varying speeds, with twists and turns.
 The dust was swirling about the streets.
SLOG, walk or work hard and steadily.

 The people lost in the forest slogged around to find the way back home.
SWEEP AWAY, wipe out

 The hurricane swept away everything it found in its way.
CREST, the action of forming a white top of a large wave.

 The storm crested the sea for many hours.
WORN OUT, tired

 He was worn out by all that hard work.
FILL IN EXERCISE
Fill in the gaps with the WORDS above, and don’t forget to put the verb in the
correct tense according to the sentence. Watch out with the plural form, too!
1. Lots of water came into the town.

2. The deep sound I heard coming from the earth me like never
before.
3. The old lady was along the path.
4. are necessary to provide the exact quantity of water we need
to live.
5. When the wind blows strongly, it the oceans.
6. Before going out I have to do my at home.
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7. He was extremely , after having surfed the whole day long.
8. The water pipes of my neighborhood broke, and the water
everything away.
9. Although Piura’s valley is a , its people aren’t ready for a
flood.
10. The river down the valley.
Write the word that answers each of the following riddles, use the words from
the vocabulary defined.
VOCABULARY DEFINED  This is a name for men, women, and children.
Alarmed, worried or
frightened.  I feel this way when something frightens me.
Damage, harm or injury.
Flood, to overflow with
water; (n) a large flow of  I am what happens when a river overflows.
water over land, often caused
by overflowing rivers or
lakes.  I push against a surface.
People, humans
Pressure, the force pushing
against a surface.  I mean “harm or injury”.
Tributaries, the streams that
flow into a larger stream or
 We flow into a larger stream.
Floodplain
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The Johnstown Flood
These sentences are about "The Johnstown Flood." Write the word from the
box that makes sense in each sentence.
tributaries flood pressure people alarmed damage
1. In 1889, hundreds of lived in the town of Johnstown,

Pennsylvania.
2. After storm rains filled up the lake near Johnstown, the of the water
broke the dam.
3. The rushing water became a and poured into the valley.
4. An overflowing river can do a lot of .
5. Sixteen-year-old Victor Heiser felt when he saw the wall of water

coming at him.
6. Victor's barn floated down one of the river's .
Answer these questions to tell what you think might happen in "The
Johnstown Flood."
1. What do you think might happen when the rushing waters reach Johnstown?
2. What do you think might happen to Victor?
3. What do you think the town will look like after the storm is over and the waters are
gone?
15
16
Sixteen-year-old Victor Heiser pulled his coat around him. He leaped over puddles and wi
It was just after 4:00 P.M. on May 31, 1889, in Johnstown, Pennsylvania. Rain had been com
Victor was alarmed to see that the barn was wet inside. Water was seeping under the walls
Just then he heard a roar that awed him. It was like thunder, but it didn’t stop. It seemed
Victor ran to the barn window to see where the noise was coming from. To his horror, a w
The old dam had broken at last! Then, before he had time to escape, the water lifted up th
Fourteen miles up the river from Johnstown was a big earth dam. It held back a large, human-m
With all the rain of the past two days, water in

the lake had been rising all day.
By 3:10 P.M., the pressure of the water was
getting dangerous. The old dam had not been
well kept up. Now it could not take such
pressure, and it broke. With a roar, the entire
lake burst free.
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The water poured down on Johnstown, flooding the river, its tributaries, and the
valley.
Johnstown lay on a floodplain, yet its people weren't ready for a flood. They had
not set up levees. Levees are strong walls that prevent
damage in times of flood.
At 4:07 P.M., the river crested as tons of water came
churning into Johnstown. The flood wiped out
whatever was in its path. Stores, homes, barns, trains,
cattle, and hundreds of people were swept into the
swirling tide.
There was no time to raise an alarm. The water was
coming too fast. People swam, grabbed tree branches
to float on, or ran for the hills to escape the torrent.
Victor Heiser, trapped in his floating barn, scrambled
onto its roof. There he held on for dear life as the barn rode one of the river's swift
tributaries. He ended up in the town of Kernville, trembling and worn out but alive and
safe.
The next day, June 1, people all around the United States learned about the
Johnstown flood. The town had suffered a lot of damage, and people yearned to
help. Volunteer workers, food, clothing, and dollars poured in.
In Washington, D.C., Clara Barton heard the news. She was the leader of the newly
formed Red Cross. She and fifty doctors and nurses rushed to Johnstown. For the
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first time, the Red Cross set up shelters to take care of flood victims. They fed them and
gave them somewhere to stay until their homes were fixed.
Rain fell on Johnstown for forty more days. Workers slogged around in deep mud,
taking care of all the homeless people.
At last the sun came out. Work on new-businesses and homes could get started. The
work lasted for five years, but in time Johnstown came back to life.
Today, visitors to Johnstown do not see the terrible damage. Old newspapers are all
that tell of the worst flood ever in the United States.
TRUE OR FALSE ?
Read the following statements and circle the correct answer. T for True and F
for False.
 Victor is sixty years old. T F

 On May 31, at 4:30 p.m. the dam broke. T F
 The water coming from the dam formed a furious and dangerous stream. T F
 The swirling water destroyed everything in its route. T F
 Stores, homes, barns, trains, planes and cattle were swept into the swirling
tide. T F
 Many people died because of this disaster. T F
 Victor made one of the most incredible and dangerous trips in his life. T F
 The next day, American knew about the disaster. T F
 The survivors claimed for help. T F
 Not only volunteers worker went there, but also all the vital resources were
taken. T F
 The Red Cross took tents so that the victims could stay there until their
homes were rebuilt. T F
 Rain fell on Johnstown for more than forty days. T F
 It took five years to rebuilt Johnstown. T F
 The only way we have to get information about this tragedy is by reading
old newspapers. T F
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1. Why was Johnston flooded in 1886?
2. How do you think Victor Heiser felt during his wild ride in the flood?
3. Suppose Victor Heiser sent a letter to a friend, telling what happened to him. Write
what he might have said about his river trip aboard a barn.
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In the story “The Johnstown Flood”, you might have found five underlined
words, use them to fill in the spaces in blank . Be careful, the tense of some verbs
may change according to each situation!
What happened sweetheart ?
Moo, I’m one of the cows of Mr. Gimson’s

!
My pink balloon
!
Hurry up, row quickly! The water is

into
the boat!
cloud
People in Africa as other poor countries are

for help.
Let’s do something!
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THE JOHNSTOWN FLOOD
Complete the sequence chart about “The Johnstown Flood.” Write one or two
sentences in each box. The first box has been completed for you.
Event 1 Event 2
In 1889, a big earth dam above Johnstown, Pennsylvania, broke.
Event 3 Event 4
Red Cross volunteers .............
Now use the information from the boxes to write a one-sentence summary of the
story.
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In writing a story, an article, or a book, an author has a purpose. An author’s
purpose can be to entertain, to inform, or to persuade.
What do you think the author’s purpose is in “The Johnstown Flood”? and
why?
An author’s perspective is his or her view of something. It shows what the author
values, and it expresses his or her opinions. One way of figuring out an author’s
perspective is to make a chart of story events. Notice how the following events in “The
Johnstown Flood” show the author’s perspective about disasters.
EVENTS
An earth dam broke

+
Many people died and almost a whole town was swept away.
AUTHOR’S PERSPECTIVE
eneral should prevent this kind of disasters, by keeping well the dams, make levees and preparing the people to be rea
23
Plan a paragraph about a theme you like. Begin by choosing a
purpose and perspective for your paragraph. What things should you
include in your paragraph to make your readers think and feel as you
do?
Fill in the chart that has been done for you.
EVENTS
Author’s Perspective
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by Charlene Norman
illustrated by David Clar
This story shows us about human relationships, and how we can change them to good
just by adding a small good deed everyday.
“Nobody needs a smile more than the person who doesn’t have one to give.”
anonymous
“Pleasing words are the music of life.”

anonymous
“If you judge everybody, you don’t have time to love them.”
anonymous
25
Read the sentences and circle the words that have the letter pattern “ough”.
Then follow the directions. Don’t forget to DRAW!
1) The man is going through the express checkout line. Make a sign that says Express.
2) The man brought his daughter with him to the store. Draw his daughter next to him.
3) The man bought milk and cereal. Add a milk carton next to the cereal.
4) The man bought a half dozen doughnuts. Draw three more doughnuts to make a half dozen.
5) The man does not have enough money. Draw a few extra dollars in his hand.
6) The man’s daughter thinks they ought to buy a magazine. Put a magazine in her
hand.
7) Although the man wants to get the magazine, he doesn’t have enough money. Draw
an X over it.
8) The woman behind the counter thought the man’s daughter was well-behaved, so
she gave her a treat. Draw the treat.
9) The man asks the woman to make sure the sacks are tough enough so they don’t
break. Draw two paper sacks around the groceries.
10) Because the woman does a thorough job bagging the groceries, the man gives her a
tip. Draw a few coins on the counter.
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Answer the following questions, use the
VOCABULARY words from the vocabulary defined.
DEFINED
 I am like a king. Who am I?
emperor, the ruler of
a country or nation. EMPEROR
enemies, people who  I’m a seat belt in a car. What do I do for
try to harm or people?
destroy another
individual or group. PROTECT
evidence, something  I’m a new machine someone has just made for
that supports the the first time. What could you call me?
truth.
invention, INVENTION
something that is
 We try to harm other people. Who are we?
made or thought of
for the first time.
ENEMIES
protect, to keep
 You use to prove something is true.
from being harmed;
What am I?
to defend.
tomb, a place where
EVIDENCE
dead people are
buried.  I’m a place for people who have died.
What am I ?
TOMB
The Great Wall of China
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It’s a Wonder!
Write a word from the ad to complete each sentence. Choose from the words
in dark type.
1. The Great Wall of China is an amazing invention .

2. The wall was used to protect northern China.
3. The wall was begun to keep China's enemies from invading.
4. The wall became a tomb for some who worked on it.
5. When you look at the wall, you can still see evidence of how it
was made.
6. China's first emperor was the one who started the wall.
Why do you think the Great Wall of China is called a “Wonder”?
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GERUNDS: “ing” form
Prepositions are words like: of, in, at, about, for, with, by, up, down, from.
If you use a verb after a preposition, you usually have to use the –“ing” form.
Examples:
 Instead of using a pen, you can use a computer.
 Are you interested in learning about computers ?
 The only way you can learn is by using a
computer.
If you want to use a verb as a noun you usually have to use the –“ing” form
also.
Examples:
 Swimming is good for our health.
 Smoking is bad for our health.
 Studying a little every day is much better than
study a lot a day before the exam.
 Being kind to others is being kind with ourselves.
 Traveling without money is like snapping photos
without film.
Special Verbs: VERBS + “-ING”

Some verbs in English are “special”. The verb after them usually has “-ing” at the
end. Most of these verbs are about likes and dislikes or about starting and
stopping.
Examples:
 I like eating chocolates.
 He hates playing basketball.
 I love being with my family.
 She doesn’t mind going to the cinema.
 We dislike watching TV for many hours.
 They enjoy reading good books.
 She started learning French one year ago.
 He stopped smoking five years ago.
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“-ING” CLAUSES
You can use an “-ing” clause to describe a person, place or thing.
Examples:
 The boy sitting next to me is called Fred.
 The wall running through China is called “The
Great Wall”.
 The bus standing at the bus stop leaves in five
minutes.
Usually, the “-ing” clause takes the place of a relative clause.
The boy sitting next to me....... = The boy who is sitting next to me......…
The wall running through ....... = The wall that runs through China......….
The bus standing at the ........... = The bus that is standing at the…….. .....
EXERCISES:
Use the verbs from the box to fill in the following exercise.
Don’t forget to change them according to each sentence!
use eat be pay teach read go have cycle
 Thank you for so helpful, I don’t know what I would have

done without your help.
 English magazines is a good way to improve your English.
 I hate to get up early on Sundays.
 The teacher Math is one of the best ones.
 I don’t mind . My legs are quiet strong because I run every
day.
 When I first started this machine I was on level three, but
now I’m on level seven.
 They complained about too much for the books.
 She doesn’t love to the beach like I do.
 We stopped candies because the dentist told us not to do it.
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 Add –er to most short adjectives to compare one thing with another
thing. Add –est to compare one thing with two or more other things.
 Use more with longer adjectives to compare one thing with another
thing. Use most to compare one thing with two or more other
things.
 The adjectives good(better, best) and bad(worse, worst) have special

forms for comparing.
 For each sentence, write two new sentences using other forms of the underlined
adjective. In your first sentence, compare two things. In your second sentence,
compare three or more things. The first one is already done!
1. Susan carried a heavy basket on Monday.

On Tuesday, the basket seemed heavier.
On Friday, she had the heaviest basket of all.
2. That first wolf had big teeth.
3. Miss Muffet was hungry in the morning.
 Write more or most in the blank to complete each sentence.
4. The smile of the first prince was more charming

than that of the second prince.
5. Was Miss Muffet’s visit to the palace the most exciting

experience that she ever had?
 Rewrite this sentence correctly.
6. Which would be worser for Bo Peep, fifty sheep or one hundred?

Which would be worse for …
31
Constructions with Comparisons: Adjectives and adverbs
Positive
As ... as (equal comparison)
She is as tall as me. (adjective)

He speaks French as fluently as a Frenchman. (adverb)
Negative
Not as/so ... as (unequal comparison)
He isn’t as/so lucky as me. (adjective)

Your mistake is not as/so bad as hers. (adjective)
She doesn’t snore as loudly as her husband. (adverb)
Note:
Notice that we also use as after the same.
Yours is the same as mine.

Frozen peas aren’t the same as fresh.
COMPARISONS :Make sentences according to the pictures.
Jane’s rose Ann’s rose
32
33
Relative Clauses
You can make one sentence from two ones by using a Relative Clause.
A relative clause gives details about the subject of a sentence. You can use “that”,
“which”, and “who” in relative clauses.
You use “who” with people:

 The people who live next door play loud music
every night.
 The teacher who taught us last year is in
another school now.
And “which” for things:

 The book which I left on the bus is very
expensive.
 The puppy which he bought is a Doberman.
You can often use “that” instead of “which” or “who”.

 The people that came to school yesterday were
building a new wall.
 The book that she posted hasn’t arrived yet.
Note:
You can often find relative clauses in definitions:
 A dictionary is a book which explains the
meanings of words.
 An archaeologist is a person who digs up things
from the past.
34
EXERCISES:
A) Join the words to make complete definitions. One has been done for you.
A cassette player is a book Gives the meanings of words.

An author Grows crops or has animals.
A camera Gives us information.
An archaeologist who Studies things from the past.
An encyclopedia Writes books.
A calculator Does mathematical calculations.
A farmer is a person Takes photographs
A dictionary . Plays recordings
which
is a machine
B) Make one sentence from two sentences by using a relative clause.

Like this:
The human brain communicates with the body all the time. It is still a
mystery for scientists.
The human brain, which is still a mystery for scientists,
communicates with the body all the time.
1. The brain never sleeps. It sends and receives messages twenty-four hours a day.
The brain, which sends and receives messages twenty-four hours a day, never
sleeps.
2. Hundreds of years ago scientists studied the human brain. They wanted to find out if
everyone’s brain is the same size.
Hundreds of years ag, who scientists studied the human brain, wanted to find out
if everyone’s brain is the same size.
3. They discovered that an adult brain is about 2% of our body weight. It weighs about
1,400 grams.
They discovery, which an adult brain weighs about 1,400 grams about 2% of our
body weight.
VOCABULARY Nº4
35
SWOLLEN, when a part of the body becomes greater.
 My little sister knocked her forehead and now it is swollen.
DISPLAY, exhibition, show. Something done by someone, so that other people can see
it.
 The student made a display of her knowledge.
COAL, black mineral that burns and supplies heat, and from which coal gas is made.
 A hot coal fell from the fireplace and burnt a hole in the carpet.
NUISANCE, someone or something that causes trouble or offence.

 Mosquitoes are a nuisance.
AWKWARD, having little skill habilidad

 The child is still awkward with his knife and fork.
SPIN OFF, to loose stability by going round and round.

 I was playing with my friend and at the moment I couldn’t tighten her hand
anymore, she spun off like a spinning-tap.
SLAB, a thick flat thing of any kind of solid substance. (block)

 In winter the water from this lake becomes a big frozen slab.
TAPER, make or become gradually narrower or thinner towards one end.

 The top of the lollipop is tapered off to a point.
FILL IN EXERCISE
Use the words from the vocabulary Nº4 to fill in the following exercise.
 When the line I was grabbing broke, I sping off like a crazy dancer.
 That store always makes many fashion display .
 His mother used to buy a whole slab of cheese.
 Because of his fall, he has a swollen ankle.
 Part of the soap tapper to the thinness of a lamina.
 To make a barbecue we need lots of coal. .
 What a nuisance that child is !
 Some animals are awkward on land but able to move easily in the
water, like seals for example.
36
Write the vocabulary word that answers each of the following clues:
VOCABULARY  Doing this on soft grass will hardly make a sound.

DEFINED
treading
behaves, act in a  You need to follow these in order to make something.
certain way
cousin the child of Instruction
one’s uncle or aunt  This word is used to describe how a person acts.
despair, the loss of all
hope behaves
instruction, directions  When people lose all hope that something will happen,
for how and when to they might feel this.
do something
taut, pulled or drawn despair
tight
 This is a name you use for the daughter or son of your
treading, walking or
aunt or uncle.
stepping on
something; using arms
cousin
and legs to keep one’s
 You could use this word to describe a rope that is
head above water.
pulled hard in opposite directions.
Taut
Think Before You Act!

You are about to read a story titled "Think Before You
Act!" Read the story fact sheet, and think about the
meanings of the words in dark type.
Who is in the story:

Roxann, Roxann's mom, Elmore Coleman, Roxann's cousin Kristen
What Kristen reads in Roxann's letter:
Roxann had to do a class project with Elmore, who behaves in an odd way. Roxann
was in despair about having to work with Elmore. Roxann kept telling him, "Think
before you act," but Elmore couldn't seem to follow her instructions.
Later, Roxann and her pals went skating on a pond. Elmore was there treading on
the frozen pond with his dog. In a game, Roxann was at the end of a line of skaters.
When the line got taut, Roxann got whipped to a part of the pond that was not solid.
37
Now answer these questions. Use each word in dark type only once (one time).
1. How does Roxann feel about working with Elmore?
Roxann was in despair about having to work with Elmore
2. Why does Roxann feel this way?

Because Elmore is behaves in an odd way.
3. Who does Roxann send a letter to?

To Kristen, who is Roxanne’s cousin
4. What makes Elmore Coleman different?

Elmore can’t to follow instructions.
5. What is Elmore doing at the pond?

Elmore was treading on the frozen pond with his dog.
6. How does Roxann get whipped to the part of the pond that is not solid?
Because they line go out taut.
By Charlene Norman illustrated by David Clar
Roxann's mom tucked a pillow beneath Roxann's swollen leg.

"How could you have been so reckless, honey?" she asked. "I give you the same
instructions every time you leave to go skating. I say, 'Skate on the far side of the pond,
away from the spring.' I say 'Stay with your friends—don't skate alone.'"
"I started out that way, Mom, but then things just happened too fast," said Roxann.
Roxann's mom smiled and hugged her. "I also always say, 'Think before you act.'"
38
After her mom left, Roxann picked up her notepad and pen and began writing to her
cousin.
First, he put a big sheet of cardboard in his lap and cut it up into
four small sheets. Not a very smart idea—he cut off the bottom of his
vest, too. I said, "Elmore, didn't you realize that
could happen? You need to think
before you act." Next, he set out
our charcoal samples and
then forgot and rubbed his
chin. He had a fine black beard for
the rest of the day. Kids giggled and called him
Blackboard. I said, "Elmore, didn't you realize you
had charcoal all over your hands? Next time, think
before you act."
39
Then we painted a coal mine on our display board. Elmore was so proud of how
good it looked that he clapped his hands—while still holding his paintbrush! Of course
this splashed paint from his brush into my hair. I was
a mess. He's such a nuisance ! By this time I was in despair. I put my hands on my hips,
gave him a stare, and said, "Elmore, PLEASE think before you act!"
After class I went skating with several of my friends. A lot of the pond is frozen
solid, but not the part where the spring feeds in.
Elmore showed up with his cute little dog. He said he was going to teach it how to
skate. He'd taped plastic bags on his
pup's little feet. I watched the two of
them treading with careful, awkward
steps on the pond. What was Elmore
thinking?
I left to play Crack-the-Whip. All
the kids were already in line, so I got on
the end. One strong whip, and SNAP! I
spun off like a rocket, full-speed on
course for the dangerous spot. I couldn't
stop!
The thick, frozen slab tapered to the thinness of a windowpane. CRACK! it broke,
and SPLASH ! down I went!
I popped up, soaking wet and chilled to the bone. The weak current from the spring
made treading water difficult, but I had to keep trying. As I thrashed around, J banged
my leg with my skate. It's still sore and swollen.
It seemed as if I struggled for a long time, screaming for help. I was beginning to
despair, when up ran Elmore's little pup, dragging a rope made out of clothes! He was
little enough to walk out where the kids would have
broken through.
It was next to impossible to hang on when the rope
went taut, but somehow I did it. With Elmore yelling
instructions, my pals pull me out!
Of course I thanked them all. The kids said Elmore
should get a medal for his good
thinking. Elmore blushed and said I
was the one who had coached him to think before acting. Then he
put his coat around me and rushed me home to Mom.
Maybe it was a good thing I had to do that project with Elmore!
So, what’s new with you?
40
Love from your cousin,
Roxann
According to the context of the story find a word that means the same.
 To put something into a convenient position means
 Lake
 Strange
 Opposite of top
 It is something to wear (without sleeves)
 Examples
 Laughed in a dissimulate way
 Careless
Complete the following situations with the words in dark type from the story
“Think before you act”
Be careful with the tense! OK! Come here and sit in my
Grandma, could you tell me a tale, please?
Look! I’m
the glass like Aladdin did it with his lamp.
HEAD
Ouch! I can’t bear the pain! My elbow is

CHEST !
41
KNEE
Answer the first five questions in a short way. Remember, that to answer in a short
way, you have to use the same auxiliary which has been used to formulate the question.
Example: Did she hurt her leg skating?
Yes, she did.
1. Does Roxann’s mother feel sad about what happened to her daughter?
2. Is Kristen Roxann’s sister?
3. Was Roxann telling Kristen about what happened earlier in the day?
4. Did Roxann think Elmore was odd?
5. Has Roxann gone skating with her cousin?
Now, answer in a complete way.
6. Why is skating on the pond dangerous?
7. How does Roxann wind up headed full speed for the dangerous part of the pond?
8. How does Roxann hurt her leg?
9. Who rescues Roxann, and how does she get out of the water?
42
10. Why does Roxann think it might have been a good thing that she had to do a project
with Elmore that day?
1. How does Elmore save Roxann when she falls into the pond?
2. How does Roxann feel about Elmore at the beginning of the story? How does she
feel about him at the end?
3. What do you think happens the next time Elmore and Roxann have to do a project
together? Write your ideas.
43
Complete the story map below to help you summarize “Think before you act!”. Be
sure to write the events in correct order.
Characters Setting
Time
Place
PROBLEM
Roxann falls....
Important Events
Elmore doesn’t think before he acts, he cuts....
2.
3.
4.
5.
SOLUTION
Now write a one-sentence summary of the story.
44
FACT and OPINION
Whenever you read, it is important to look for facts and opinions. A fact is
something you can prove to be true. If you are reading for information, you would
expect to find mostly facts.
An opinion is what someone thinks or feels about something. You cannot prove
an opinion to be true or false. Opinions often contain signal words such as I think, I
feel, or I believe.
Fact Opinion
Roxann hurt her leg Skating is the most
Skating. Dangerous sport.
Read each sentence below. Is it a fact or is it an opinion? Circle the correct letter, F
for Fact and O for opinion.
 Elmore is the oddest boy in the class. F O

 You get dirty every time you touch a charcoal sample. F O
 Elmore never thinks before acting. F O
 Ponds are dangerous to skate on them. F O
 When the spring comes, some parts of the ponds aren’t frozen anymore. F O
 When a thread goes taut, it is very easy to break it. F O
Write three sentences of your own which are facts, and three which are opinions.
Facts:
1.
2.
3.
Opinions:
4.
5.
6.
45
COVID-19 is the most recently discovered infectious disease caused by coronavirus.
Both this new virus and the disease it causes were unknown before the outbreak in
Wuhan, China, in December 2019. COVID-19 is currently a pandemic that affects many
countries around the world.
Due to the COVID-19 pandemic, we are quarantined in our homes. It´s important to
know how to protect us and prevent the spread of the disease.
Always remember... Stay home and stay safe.
Write a paragraph about Preventive Measures for COVID-19.
These pictures can help you:
46
END Liceo Naval “Almirante Guise”
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LINEAMIENTOS GENERALES - PEAD-2020

1. Los cuadernos de trabajo o Módulos Autoinstructivos deberán ser remitidos en archivo

- Self-Instruction Module Activities 22–26 junio

ORGANIZADOR POR COMPETENCIAS Versión 01

INGLÉS 2° Secundaria - 2020-1

Competencias Nivel de Logro

1. Get information from written text.

2. Infers and interprets information of the written text.

3. Reflect and evaluate the form, content and context of the

5. Uses vocabulary related to the topic applying the right style

1. Makes a text according to their level respecting the form and

En la presentación del Módulo Autoinstructivo además del desarrollo de las actividades y

PRESENTACIÓN: Posee identificación completa del alumno y la asignatura (caratula y datos

ORDEN: Respeta la estructura y el orden de los contenidos entregados presentados en un solo

CONTENIDO: Posee todos los contenidos planteados desarrollados.

LA COPIA TOTAL O PARCIAL DEL DESARROLLO DE CUALQUIER MATERIAL

El incumplimiento de uno de los puntos del protocolo de presentación del cuaderno de

“It will never be too late to reform our country if

“Help yourself and God will help you.”

1. Howard visits the park on his birthday. Give him a crown.

Bertha and Pearl work at their mom's pet

Answer the following questions, use the

 You want to find out if something is true.

 What is another word for place?

birch bark flint copper ax Bow, quiver + arrows

 What are temperature, wind, and rain part of?

climate site variety scarce experiment ventured

3. An showed that the body was over 5,000 years old.

4. Near the mummy were a of items.

AWE, to feel a great and sudden fear

FLOODPLAIN, area of level country which can be flooded.

CHURN, to move violently

SLOG, walk or work hard and steadily.

SWEEP AWAY, wipe out

CREST, the action of forming a white top of a large wave.

WORN OUT, tired

1. Lots of water came into the town.

VOCABULARY DEFINED  This is a name for men, women, and children.

tributaries flood pressure people alarmed damage

1. In 1889, hundreds of lived in the town of Johnstown,

3. The rushing water became a and poured into the valley.

4. An overflowing river can do a lot of .

5. Sixteen-year-old Victor Heiser felt when he saw the wall of water

6. Victor's barn floated down one of the river's .

2. What do you think might happen to Victor?

With all the rain of the past two days, water in

 Victor is sixty years old. T F

What happened sweetheart ?

Moo, I’m one of the cows of Mr. Gimson’s

Hurry up, row quickly! The water is

People in Africa as other poor countries are

In 1889, a big earth dam above Johnstown, Pennsylvania, broke.

Red Cross volunteers .............

An earth dam broke

“Pleasing words are the music of life.”

Then follow the directions. Don’t forget to DRAW!

The Great Wall of China

1. The Great Wall of China is an amazing invention .

Why do you think the Great Wall of China is called a “Wonder”?

Special Verbs: VERBS + “-ING”

Usually, the “-ing” clause takes the place of a relative clause.

use eat be pay teach read go have cycle