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COORDINACIÓN GENERAL
Dra. Alba Irene Guillén Domínguez

COORDINACIÓN ACADÉMICA Y DISEÑO:

Ingrid Alejandra Ramos Ramos Miguel
Aguilar Hernández

Juan Elpidio Fuentes Sánchez

RESPONSABLE DE CONTENIDO:

Faviola Blas Aguilar

Michelle Roblero Altuzar

CORRECIÓN DE ESTILO:
Claudia Mayela Truijillo Nolasco
Nayeli Cameras Abadía

COLABORACIONES:

Gretel Adriana Moreno Espinosa

Maria Del Rosario Gonzales Roble
Rolando Guadalupe Gonzales Yuca
Enrique Aberlay Vera Arguello

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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 INDICE

UNIT 1
Exchange views of community service …………………………………5
Compose dialogs and interventions for a silent short film …..……9
Test 1 …………………………………………………………………………16

UNIT 2

Exchange compliments, like, and dislike in an interview ………..20

Agree with others a travel itinerary ……………………………………24
Reed classic tales ……………………………………………………….…29
Produce constructive forecasts …………………………………………32
Test 2 …………………………………………………………………………37

UNIT 3

Read comics to discuss cultural expressions ……………………….41

Write instructions to use a bilingual dictionary ……………………44
Write notes to elaborate human body schemes …………………….48
Present information about linguistic diversity ……………………..55
Test 3 …………………………………………………………………………60

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4
 SOCIAL PRACTICE
Exchange views of community service

EXPECTED LEARNING
• Listen and review dialogues about community services.
• Understands the general sense and main ideas.
• Exchange information about community services.

APRENDIZAJES ESPERADOS
• Escucha y revisa diálogos sobre servicios comunitarios.
• Entiende el sentido general y las ideas principales.
• Intercambia información sobre servicios comunitarios.

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 COMMUNITY SERVICE

Social practice
Exchange views of community service
Intercambio de opiniones sobre un servicio comunitario

1.- Choose true or false according to the meaning of

community service.
Elige verdadero o falso de acuerdo con el significado de servicio comunitario.

A community service is a voluntary work intended to

help people in a particular area.
Un servicio comunitario es un trabajo voluntario orientado a ayudar
personas en un área en particular.

A COMMUNITY SERVICE IS FREE TRUE FALSE

you have to pay for a community service
you don´t help people

2.- Cross the activities you can do for community service:

Marca las actividades que puedes hacer en un servicio comunitario

TEACH TRANSLATE PLAY

COLLECT HELP SIT
CLEAN RECYCLE WATCH TV

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3.- Read the dialogue about doctor and patient, then
underlines the correct answer
Lee el diálogo entre un doctor y un paciente, después subraya la
respuesta correcta

Patient: Good morning Doctor Juan.

Doctor: Good morning Laura. How can I help you?
Patient: Well, I’ve been feeling dizzy and weak and right now I have a
headache.
Doctor: Do you eat a lot of candy?
Patient: Yes, I love it!
Doctor: You should eat less sugar. Do you have any other symptoms?
Patient: Actually, I wanted to tell that I feel sleepy all the time.
Doctor: I’m going to take your pulse.
Patient: Perfect.
Doctor: Your pulse is fine.
Doctor: Are you allergic to any medications?
Patient: No, I’m not.
Doctor: So, I’m going to prescribe you some analgesic. Take 1 tablet for 3
days. You also need to have a blood test and rest for some days.
Patient: I promise I will.
Doctor: Come back with the results and I’ll give you a diagnosis and a
treatment.
Patient: Thank you doctor. Have a good day.

4. Answer the questions

Contesta las preguntas

1.- where do you imagine the story happens?

2.- who are the protagonists of the story?
3.- what symptoms does the patient have?
4.- laura is allergic to medications?
5.- what were the doctor´s indications?
6.- why will laura return to the doctor´s office?

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5.- Read and match.
Lee y enlaza

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 SOCIAL PRACTICE
Compose dialogs and interventions for a silent short
film

EXPECTED LEARNING
• Review silent short films.
• Understands general sense and main ideas.
• Produce dialogues and interventions

APRENDIZAJES ESPERADOS
• Revisa cortometrajes mudos.
• Comprende sentido general e ideas principales.
• Produce diálogos e intervenciones

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 COMPOSE DIALOGS AND INTERVENTIONS

Social practice
Compose dialogs and interventions
Compone diálogos e intervenciones para un cortometraje
mudo

1. Watch the following short film and explain it in your

own words
observa el siguiente cortometraje y explícalo con tus propias
palabras

https://youtu.be/dzXPqtHaptU

STEPS TO WRITE A SILENT SHORT FILM SCRIPT .

Pasos para escribir un guion de cortometraje mudo

1. First, review silent films.

Primero, revisa las películas mudas.
2. Next, choose a genre: action, comedy, drama, historical, science, etc.
A continuación, elija un género: acción, comedia, drama,
histórico, ciencia, etc.
3. Then, lay out a silent movie script
Luego, diseña un guión de película muda
4. Plan a story map for a short silent film.
Planifica un story map para un cortometraje mudo.

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 5. Next, practice writing a silent movie script
6. A continuación, practique la escritura de un guión de película muda
7. After that, draft and structure a silent movie script.
Después de eso, redacta y estructura un guión de película muda.
8. Now, practice reading the dialogues aloud, together with the
scenes.
Ahora, practique la lectura de los diálogos en voz alta, junto con
las escenas.
9. Make sure the dialogues are synchronized with the scenes.
Asegúrate de que los diálogos estén sincronizados con las escenas.
10. Finally, present your silent movie.
Finalmente, presenta tu película muda.

2. With The Help Of The Previous Steps Write A Script For

Short Silent Movie Using The Following Images
Con ayuda de los pasos anteriores elabora un guion para
una película muda utilizando las siguientes imágenes.

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 3. Read the text and write true or false
Lee el texto y responde verdadero y falso

Silent cinema is one that does not have recorded and

synchronized sound, especially referring to spoken dialogue,
consisting solely of images. The idea of combining images with
recorded sound is almost as old as cinematography itself, but
until the late 1920s, the most of the movies were molts. This
period prior to the introduction of the sound is known as the
“silent era” or the “silent period”.
The first silent film was created by Louis I Pinched Him in 1888. It
was a two-second film showing two people walking around the
Roundhay Garden, it was titled Roundhay Garden.
The art of cinematography reached full maturity before the
appearance of films with sound in the late 1920s.
In the image below, we can see the parts of the dialogue to
elaborate the dialogue.

Silent cinema is one that does not have ( )

recorded and synchronized sound

The first silent film was created by louis I ( )

pinched him in 1888
( )

The idea of combining images with recorded

sound is almost as old as cinematography
itself, but until the late 1920s ( )

The art of cinematography reached full

maturity before the appearance of films
with sound in the late 1920s

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Grammar verb to be

Present tense.

Example
I am a doctor / yo soy un doctor
She is a funny person / ella es una persona divertida
It is a bicycle/ eso es una bicicleta

Watch the video “ the verb to be, affirmativa, negative and interrogative form”

https://youtu.be/LfoWiB6XMoA

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4. Choose the correct option
Elige la opcion correcta

• Susan ( is. Am. Are) my new friend.

• Why ( is. Am. Are) they so angry?
• I ( is. Am. Are) a very good driver.
• My neighbors ( is. Am. Are) very noisy
• How long ( is. Am. Are) the movie?
• Your black cat ( is. Am. Are) in the garden
• Susan and mike ( is. Am. Are) my parents
• Some people ( is. Am. Are) angry with me

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15
Telesecundaria n°
Localidad

Evaluación parcial
Unidad 1

1. Complete the sentence (1 point)

• A is a voluntary work intended to help

people in a particular area.

2. Answer the crossword puzzle (2 point)

2 4

1.- It´s a place where they take care of stray dogs

2.- It´s a place where takes care for older adults
3.- It´s a place where you can see art and history
4.- It´s a place where doctors and nurses work

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3. Order the steps of a silent short film (4 point)

( )
• Design the movie script

• Choose the genre the short film ( )

• Practice reading dialogues aloud ( )

• Write and structure the silent movie

( )

• Present the film ( )

• Synchronize scenes ( )

4. Match the following images to the sentences ( 2 point)

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( ) They read a book.

2 ( ) Nicolas´ best friend

is Maria.

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 ( ) Nicolas is the new
student, and a little bit
3 different than his
classmates.

( ) They hug and

4 talk about the
school.

5. Choose the correct verb form of the verb to be in present

simple.

• They black cats

• Our parents in the city
• Children usually happy
• This thing bad for us
• your sister younger than you?

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19
 SOCIAL PRACTICE
Exchange compliments, like, and dislike in an
interview

EXPECTED LEARNING
• Listen and review likes and dislikes in interview dialogues.
• Understands the general sense and the main ideas in the
dialogues.
• Exhibit compliments, tastes and aversions in written dialogues.
• Express compliments, tastes and aversions in a dialog.

APRENDIZAJES ESPERADOS
• Escucha y revisa gustos y aversiones en diálogos de entrevistas.
• Entiende el sentido general y las ideas principales en los
diálogos.
• Expone cumplidos, gustos y aversiones en diálogos escritos.
• Expresa cumplidos, gustos y aversiones en un diálogo.

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EXCHANGE COMPLIMENTS, LIKE, AND DISLIKE IN AN
INTERVIEW

Social practice
Exchange compliments, like, and dislike in an interview
Intercambia cumplidos, gustos y aversiones en una entrevista

1. Translate the following verbs

(Traduce los siguientes verbos)

Verb Spanish

Love

Like

Dislike

Hate

Básicamente los verbos Love, Like, Dislike y Hate se utilizan para

expresar preferencias; es decir, cosas o actividades que nos gusta hacer
(I like reading / Me gusta leer) y cosas o actividades que no nos gusta
hacer (I don’t like reading / No me gusta leer).

2. Read the following sentences

Lee las siguientes oraciones

I love cars
She likes movies
We don´t like sad music
We dislike sad music
He hates vegetables
 Cuando los verbos love, like, dislike y hate estan acompañados de otros
verbos, hay dos opciones: ING e infinitivo.
She loves listening
I like playing soccer
He doesn´t like eating vegetables }

3. Use the next verbs to complete the sentences

Utiliza los siguientes verbos para completar las oraciones
Love like dislike hate

• My mom broccoli and peas.

• Jon and Gabriel grapes
• Julia lettuce but she beans
• We mangoes, grapes and apples
• He cherries
• he hamburger and cheese? Yes, he
• you potatoes? Yes, I
• it carrots? No, it
• we plums? No we
• Mathew mangoes and he pears
• They pizza but they broccoli

4. Read the following conversation and answer true and

false
Lee la siguiente conversación y responde verdadero y falso

Woman: Last night I saw a great movie.

Man: What movie?
Woman: I don’t remember the title, but it was a romantic comedy.
Man: I hate romantic comedies. I can’t stand them.
Woman: Really? I love them.
Man: Do you like horror movies?
Woman: No, I don’t. I can’t sleep after watching a horror movie.
Man: That’s a shame. What do you think of action movies?
Woman: I really like them. My husband likes them, too.
Man: My wife doesn’t like watching movies at all.
Woman: What does she like doing then?
Man: She loves watching sports on TV.

Women like romantic comedy movies ( )

Man likes horror movies ( )
The woman's husband likes action movies ( )
Man's wife likes romantic movies ( )
Man likes to watch romantic movies ( )

5. Match the opposites words

Enlaza los opuestos de las siguientes palabras

Happy Sickly
Healthy Fat
Happy Cruel
Take it easy Cold
Fon Sad
Slim Nervous
Hot ITINERARIO DE VIAJE Boring

6. Complete the sentences in your notebook

Completa las oraciones en su cuaderno

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 SOCIAL PRACTICE
Agree with others a travel itinerary

EXPECTED LEARNING
• Search and consult information.
• Compare pros and cons of ideas and proposals.
• Build construct to defend ideas and proposals
• Listen and express pros and cons to build consensus

APRENDIZAJES ESPERADOS
• Busca y consulta información.
• Compara pros y contras de ideas y propuestas.
• Construye argumentos para defender ideas y propuestas
• Escucha y expresa pros y contras para construir consensos

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 TRAVEL ITINERARY
Social practice
Agree with others a travel itinerary
Acuerda con otros un itinerario de viaje

1. Write down what you mean by hearing the following

words
Escribe lo que entiendes al escuchar las siguientes palabras

Journey

Travel

Trip

• JOURNEY: Cuando se ha realizado un trayecto (generalmente una

larga distancia) de un lugar a otro. Por ejemplo: We went on a journey
around the World
• TRAVEL: Es un sustantivo incontable que puede también ejercer como
verbo y cuando se utiliza como nombre, se encuentra generalmente en
sustantivos compuestos como: travel agency, travel documents, travel
insurance, travel expenses, etc. Por ejemplo: I like travel, but it’s
exhausting sometimes
• TRIP: Cuando queremos preguntar a alguien cómo le ha ido su viaje
(normalmente un período corto). Por ejemplo: You’re back from vacation!
How was your trip?

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Ways to write texts about future trips
Forma de construir textos para futuros viajes

Lo primero que se debe decir es a dónde vas a ir y cuándo vas a

ir usando la estructura del futuro BE GOING TO. Así: I’m going
to go to Paris next Friday. / Voy a ir a Paris el próximo viernes.

Posteriormente, puedes decir por qué quieres visitar ese sitio: I

want to visit Paris because I love French art. / Quiero visitar
Paris porque me encanta el arte francés.

Habla del hospedaje. Puede ser en un hotel o en la casa de alguien

conocido: My friend Sarah lives in Paris, so I’m going to stay
in Sarah’s apartment. / Mi amiga Sarah vive en París, así que
me quedaré en el apartamento de Sarah.

Luego puedes hablar de las actividades que vas a hacer: I’m going
to visit the Louvre Museum, I’m going eat Soupe à l’oignon, which
is also known as French onion soup. / Voy a visitar el Museo del
Louvre, voy a comer Soupe à l’oignon, que también se conoce
como sopa de cebolla francesa.

Recuerda siempre complementar las actividades con información

extra. Esto hará que tu texto sea más claro y tenga una mayor
coherencia: I’m going to visit the Louvre Museum because my art
teacher told me it is the best museum in the world. / Voy a visitar
el Museo del Louvre porque mi profesor de arte me dijo que es el
mejor museo del mundo.

Siempre es muy útil dar una conclusión a todos los textos: I know
I’m going to have a great time in Paris. / Sé que la voy a pasar
genial en París.

2. Write a short text about your next trip. Use the

information (Ways to write texts about future trips)
Escribe un texto breve sobre tu proximo viaje usando la información anterior

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 3. With your text make four questions and answer them
Con tu texto, elabora cuatro preguntas y respondelas

• Can I ask you a question? → ¿Puedo hacerle una pregunta?

• Can you show me on the map?
• Can you translate this for me?
• Could you say that again, please?
• Could/can you speak more slowly?
• Excuse me, could you take a photo for us?
• Sorry, I didn’t understand that…
• How much is it to get in?
• Where is the currency exchange office?
• Which are the opening hours?
• Where is this place?
• Do you have any rooms available?
• What time is it?
• Where is the train station?

3.- Find the words of summer in the alphabet soup

Encuentra las palabras del verano en la sopa de letra

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4. - Read postcards and answer the questions
Lee las postales y contesta las preguntas

DEAR MARTHA

I'M HAVING A GREAT TIME IN TAIWAN. I'M STAYING IN A HOTEL

NEAR TAIPEI 101. ONE OF THE TALLEST SKYSCRAPERS IN THE
WORLD.

IT IS A SUNNY DAY WITH A VERY PLEASANT CLIMATE. RIGHT

NOW I'M SITTING IN A VERY BEAUTIFUL VIEWPOINT NEAR THE
CITY. THE VIEW IS AMAZING. THE FOOD IS VERY GOOD HERE
BECAUSE THERE ARE JAPANESE DISHES. I AM REALLY ENJOYING
THIS TRIP, I THINK TAIWAN IS A WONDERFUL ISLAND

WITH LOVE. CARLOS.

Which country is Carlo visiting?

Where are you staying?

Why does he like the food of the place?

What do you think about the country where you are located?

Where is carlos sitting while writes the postcard?

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 Social practice
Read classic tales

ACHIEVEMENTS
• Select and review classic stories.
• Understands the general sense and main ideas of classic tales.
• Compare variants in pronunciation and writing.
• Expresses main events orally.
• Rewrites main events.

APRENDIZAJES ESPERADOS
• Selecciona y revisa cuentos clásicos.
• Comprende el sentido general y las ideas principales de cuentos
clásicos.
• Compara variantes en la pronunciación y en la escritura.
• Expresa sucesos clave de forma oral.
• Reescribe sucesos clave.

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 READ CLASSIC TALES

Social practice Read

classic tales Lee
cuentos clásicos

1.- Read the following classic story and underline the main
ideas.
Lee el siguiente cuento clásico y subraya las ideas principales

Cinderella
Once upon a time, in a village there lived a beautiful girl named. Cinderella
with her wicked stepmother and tow step sisters. She worked hard all day.
One day, they all went to a ball in the palace, leaving Cinderella behind.
Cinderella was feeling sad. Suddenly there was a burst of light and the fairy
godmother appeared.

With a flickof the magic she turned Cinderella into a beautiful princess with
glass slippers and a horse carriage appeared at the door. The fairy godmother

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 warned Cinderella to return before midnight. Cinderella arrived at the ball,
the prince saw her and fell in love with her.
They danced together all night. As the clock struck twelve, Cinderella rushed
out to her carriage leaving one of her slippers behind.
The prince went to every house in the town with the sipper until he found
Cinderella.
The prince and Cinderella lived happily ever.

2.- Find the words in the soup letters

Busca las palabras

M A F A I R Y A D G
A M S D G T R Y S G
C I N D E R E L L A
E G E R T Y D U R U
C N O P R U N S T H
N I I D A N C E G J
I G U T S S F J Y K
R H C A R R I A G E
P T S S E R V E S M
O M A R R I E S B N

3.- Order the events

Ordena los eventos

( ) The prince went to every house in the town with the slipper until he
found Cinderella.
( )One day, they all went to a ball in the palace, leaving Cinderella behind.
( )The fairy godmother warned Cinderella to return before midnight.
( )Once upon a time,in a village there lived a beautiful girl named Cinderella
with her wicked stepmother and two step.
( )The prince and Cinderella lived happily ever.

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 Social practice
Produces constructive forecasts

EXPECTED LEARNING
• Review written examples of Forecasts.
• Identify ways to express future actions when listening to them.
• Ask and answer questions for understand forecasts.
• Write statements that express future to compose
• Pronostic

APRENDIZAJES ESPERADOS
• Revisa ejemplos escritos de pronósticos.
• Identifica formas de expresar acciones futuras al escucharlas.
• Formula y responde preguntas para comprender pronósticos.
• Escribe enunciados que expresan futuro para componer
• Pronósticos

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 CONSTRUCTIVE FORECASTS

Social practice
Produces constructive forecasts
Produce pronósticos constructivos acerca de otros

1.- Read the conversation and discuss the questions below.

Lee la conversación y discuta las preguntas a continuación.

What are they talking about?

Why do you think he needs to know the weather pronostic?

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2.- Look at the weather pronostic examples and answer the
questions
Mira el ejemplo de pronosticos meteorológicas y contesta las
preguntas

Will it rain on Saturday?

Is it going to be sunny?
Will it rain on Tuesday?
No, it’s going to be cloudy?

2. - Read the predictions. Then answer the questions.

Lee las predicciones. Luego responde las preguntas

I think the world will be very different in 2030. First of all, s

kid won´t go to school anymore.
If they take all their clases at home, they will only see their
teachers and the other kinds on
the Internet. There won´t be any more printed books if people
read everything on their screens.
Everyone will have a smartphone, too. If they talk to and see
friends using smartphones, they
will never meet their friends in person. People won´t leave
their houses. There won´t be any
traffic, and we will only travel virtually with the help of computer
programs.

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 • What will happen in 2030?
• How will kids take lessons?
• According the text, Why the people won't leave their houses?
• What is the difference between the text and the actual situation?

4.- How is the weather in your town today?

make a draw
Observa cómo está el clima el día de hoy, en tu localidad, realiza un dibujo
y una breve descripción
36
Telesecundaria n°
Localidad

Evaluación parcial
Unidad 2

1. Look. Drag and drop. Write

3
 2. Order the following questions (4 point)

• Can/ask/you/I/question/a/?

• How/is /it/ get/ to/ in/ much/?

• You/could/that/again/say /please /?

• I/didn´t/understand/sorry /that/

3. Read the story and answer the questions (4 point)

The Snowman.

It was nearly Christmas. Katie woke

up and found that the world was
white and magical.
- Snow,she shouted, snow for
Christmas. She ran outside and
danced in the snow. Her brother
Eddie came out too.
They made a big round snowball and
a small one. They put them together
and made a huge snowman. On
Christmas Eve they looked at the
snowman. He waved at them. He was alive!
Hello, he said, it’s Christmas. Would you like a present?

Yes please! The snowman waved his arms. Silver crystal

snowflakes filled the sky. It was so beautiful.
We must give you a present too, said Katie. They gave the
snowman a carrot for a nose, a scarf for his neck, and a hat for
his head.

3
 Happy Christmas! they said.

The snow stopped and the sun came out. The snowman started to
melt.
Goodbye, he said. Build me again next year!

A) Who is the main character?

B) How is the snowman in the story?

C) What season of year was it in history?

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40
 Social practice
Read comics to discuss cultural expressions

EXPECTED LEARNINGS
• Select and review comic strips
• Interprets strip content Comic.
• Exchange views on cultural expressions in a
Discussion

APRENDIZAJES ESPERADOS
• Selecciona y revisa tiras cómicas
• Interpreta el contenido de tiras cómicas.
• Intercambia opiniones sobre expresiones culturales en una
discusión

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 READ COMICS

Social practice
Read comics to discuss cultural expressions
Lee tiras cómicas para discutir expresiones culturales

1.- Read the comic and answer the questions

Lee el comic y contesta las preguntas

In this comic, Superman helped a mysterious

young woman who holds a dark secret, then
battles a gargantuan primate across
Metropolis, after fights a superhero with an
oversized ego, and encounters a lethal foe:
the Silver Banshee. Finally Smallville is not
safe from danger because the intergalactic
war is near.

• Who Superman fights?

• Which are the characters in the comic book??

• Why isn't Smallville safe now?

4
2. - write true (T) or false (F)
Escribe verdadero o falso

• Superman is a mysterious young woman ( )

• Superman fly with gargantuan primate ( )

• Superman escapes to Smallville ( )

• Smallville isn’t safe ( )

3.- Choose a superhero and write a comic

Oberva a los superhéroes y escribe un comic

4
 Social practice
Write instructions to use a bilingual dictionary

EXPECTED LEARNINGS
• Select and review dictionaries Bilingual.
• Understands the use of components textual from bilingual
dictionaries.
• Write instructions.
• Edit instructions

APRENDIZAJES ESPERADOS
• Selecciona y revisa diccionarios bilingües.
• Entiende el uso de componentes textuales de diccionarios
bilingües.
• Escribe instrucciones.
• Edita instrucciones

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 BILINGUAL DICTIONARY
Social practice
Write instructions to use a bilingual dictionary
Escribe instrucciones para usar un diccionario bilingüe

1.- identify parts of a dictionary

Identifica las partes de un diccionario

Guide pronunciation Pronunciation parts of syllabication

words key speech
entry Word forms homographs definition
Word

4
2.- write the meaning of each word
Escribe el significado de cada palabra

WORD MEANING WORD MEANING

Guide words pronunciation

entry Word Word forms

Pronunciation definition
key

syllabication parts of
speech

homographs

GRAMMAR /GRAMATICA
COGNATES / COGNADOS
A COGNATE IS A WORD THAT IS SIMILAR IN ENGLISH
AND SPANISH AND YOU CAN UNDERSTAND IT EASY
UN COGNADO ES UNA PALABRA QUE EN LA ESCRITURA Y EL
SIGNIFICADO ES SIMILILAR O IGUAL AL ESPAÑOL Y
LAS PUEDES ENTENDER FACILMENTE

EXAMPLE : IMPORTANT -IMPORTANTE

4
3.- write cognates
escribe los cognados

Ingles cognates Ingles cognates

Animal Bank
Hotel Combine
Error Distance
Completely Guide
Absolutely Memory
Dentist Moment
Elephant Music
Dictionary pronunciation

4.- In pairs, complete the dialogue and practice saying it with

your partner.
En pares, complete el dialogo y practica decirlo con tu pareja.

Aren´t they it is don´t you isn´t it I do they are

Pedro: You have a bilingual dictionary. _?

Sandra: Yes, . I use it every day.
Pedro: They are every useful, ?
Sandra: Yes, . You can check spelling
and pronunciation.
Pedro: Sometimes the spelling is confusing, ?
Sandra: Yes, . There are confusing. I check
the pronunciation with the phonetic script

4
 Social practice
Write notes to elaborate human body schemes

EXPECTED LEARNING
• Review and understand information on apparatus of the human
body.
• Proposes and answers questions about apparatus of the human
body.
• Write notes to describe Schemes.
• Edit schematics as a team and with the teacher's guide.

APRENDIZAJES ESPERADOS
• Revisa y comprende información sobre aparatos del cuerpo humano.
• Propone y contesta preguntas sobre aparatos del cuerpo humano.
• Escribe notas para describir esquemas.
• Edita esquemas en equipo y con la guía del docente.

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 HUMAN BODY

Social practice
Write notes to elaborate human body schemes
Redacta notas para elaborar esquemas de aparatos del cuerpo

1.- Look at the text and underline the words that you know
Observa el texto y subraya las palabras que tú conozcas

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2.- Read the text again and answer t (true)or f (false)
Lee el texto de nuevo y contesta verdadero o falso
A) Between the chin and the eyes we find the hand
B) We have five arms
C) We think with our brain
D) We smell with our eye

3.- complete the following exercises with your previous

knowledge
realiza el siguiente ejercicio con tus conocimientos previos

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Grammar /gramatica

Comparative and superlative adjectives

Adjetivos comparativos y superlativos

Adjective: words that describe a person, a thing, aplace, an

animal, an event or an idea
Adjetivos: son palabras que describen a una persona, una cosa,
un lugar, un animal, un evento o una idea

Short adjectives/ adjetivos cortos Long adjectives/adjetivos largos

(fast, big) (veloz, grande)
Se le aumenta er + than / the +
est
Example: the brain is faster than
any computer
(el cerebro es mas veloz que
cualquier computadora )
Se le aumenta more + than / the
most…
Example: the elbow is more powerful
than the hand (el codo es mas
poderoso que la mano)
The heart is the most important
muscle in the system (el corazon es el

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The buttock is the biggest muscle musculo más importante en el
in the body sistema
El gluteo es el musculo más grande
en el cuerpo

Check your grammar: comparatives and superlatives

4. Underline True or False

Marca verdadero o falso

1. To compare two things, we add -er to many adjectives.

True False

2. We add -est to make the superlative form of many adjectives.

True False

3. We never change the spelling of the adjective before adding -er / -est.
True False

4. We often use "than" after a comparative.

True False

5. We often use "the" before a superlative.

True False

6. With longer adjectives, we use "more" + adjective or "most" + adjective.

True False
7. There are a lot of irregular comparatives and superlatives.
True False

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 5. Complete the sentences with the comparative or
superlative form of the adjectives in brackets.
Completar las oraciones con la forma comparativa o superlativa de
los adjetivos entre paréntesis.

1.- My sister is my brother. (intelligent)

2.- The blue whale is animal. (big)

3.- Iceland is Spain (cold)

4.- This is book I’ve ever read. (good)

5.- My neighbour is person I know (lucky)

6.- Friday is the day of the week. (busy)

7.- These trainers are much those. (cheap)

8.- Frank works most people. (hard)

9.- I’m at English than you. (good)

10.- Today has been day of the year. (hot)

11.- This is CD I’ve ever listened. (bad)

12.- English is Japanese. (easy)

13.- Which mountain is in the world. (high)

14.- John is his brother. (clever)

15.- English is Latin. (useful)

16.- What is word in English? (common)

17.- The Nile is river in the world. (long)

18.- Charles is student in the school. (noisy)

19.- Madrid’s population is Santander’s (large)

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20.- It’s hotel in Santander (expensive

6. complete the following crossword puzzle

completa el siguiente crucigrama

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 Social practice
Present information about linguistic diversity

EXPECTED LEARNING
• Select information.
• Read information.
• Rehearse an exhibition.
• Presents an exhibition

APRENDIZAJES ESPERADOS
• Selecciona información.
• Lee información.
• Ensaya una exposición.
• Presenta una exposición

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 LINGUISTICS DIVERSITY

Social practice
Present information about linguistic diversity
Expone información sobre la diversidad lingüística

1.- works in group. Discuss

to answer the questions
Trabajar en grupo. Conversar para
responder las preguntas

What is your language?

Who speaks English ?

Who speaks English as a

second language?

What other language do you know?

2.- . Read the text and write about you understood

Leer el texto y escribe acerca de lo que entendiste

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 In Mexico, 60% of its
indigenous languages are
about to be neglected:
U NA M
(eluniversal.com.mx)

3.- Research and make a presentation about indigenous

languages in Mexico.
Investiga y elabora una presentación acerca de las lenguas indígenas en
México

Do you think body languaje is important when you give a

presentation?

Do you think organizing information is useful when you give a

presentation?

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 6. Complete the table using the words from the box
Completa la tabla usando las palabras del cuadro

Japanese Peruvian Polish Brazilian Russian

French Greek Portuguese Canadian German

COUNTRY NATIONALITY
FRANCE
GREECE
BRAZIL
FRANCE
JAPAN
PORTUGAL
CANADA
PERU
RUSSIA
POLAND

Extra activity
Juego de stop : se marca en el piso un circulo donde se dividan
en paises, uno canta declaro la guerra en contra de mi peor
enemigo que es : y menciona un pais, todos los demas corren y
al que le corresponde ese pais tiene que decir stop y saltar
hacia el area corespondiente, posteriormente tiene que atrapar
a un pais y los que pierdan van saliendo.
El maestro dice una letra del abecedario en ingles y el alumno
que la identifique debe decir un pais y cualquier otro objeto que
inicie con esa letra.

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59
Telesecundaria n°
Localidad

Evaluación parcial
Unidad 3

1. Write the parts of dictionary (3 point)

2. Underline cognates (2 point)

Hotel Cine Animal

Completely Hamburguesa Arm

Carpet Pizza Distance

Dictionary tennis Pronunciation

Contest Exit Memory

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 3. Circle the correct sentence.
1.
a. The more amazing thing just happened to me!
b. The most amazing thing just happened to me!
c. The amazingest thing just happened to me!

2.
a. He’s a lot taller than you.
b. He’s a lot taller you.
c. He's a lot taller from you.

3.
a. She’s worst than me at maths.
b. She’s worse than me at maths.
c. She’s more bad than me at maths.

4.
a. He’s the most good in the team at goal scoring.
b. He’s the best in the team at goal scoring.
c. He’s best in the team at goal scoring.

5.
a. This pizza isn’t as good as Alfie’s.
b. This pizza isn’t as good Alfie’s.
c. This pizza isn’t as best Alfie’s

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4. Write the body parts in the chart (3 point)

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5. Match the columns. (2 point)

Moroccan

Argentine

Cuban

Australian

Mexican

Chinese

Senegalese

seychellois

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