Presentación

Estimados estudiantes, madres y padres de familia, tutores, maestras y maestros;

la secretaría de Educación y Deporte del Estado de Chihuahua y los Servicios
educativos del Estado (SEECH) a través de la Dirección de Educación Secundaria
y Superior, en colaboración con el Departamento de Secundarias Generales,
pone a sus disposición el presente material que constituye un apoyo para el
trabajo educativo a distancia que se implementará, según las condiciones
actuales, durante el primer periodo de estudios del ciclo escolar 2020-2021.

Los esfuerzos realizados desde cada figura de la estructura educativa han sido
invaluables para garantizar la continuidad de la prestación del servicio educativo.
El diseño de estrategias y de materiales son una clara manifestación de
profesionalismo, compromiso, colaboración y de un espíritu fortalecido por la
adversidad que busca en todo momento remediar las barreras para el
aprendizaje y la desigualdad de circunstancias existentes en las niñas, niños y
adolescentes (NNA) que conforman la matrícula escolar del nivel de secundarias
generales.

En este cuadernillo de trabajo se incluyen los contenidos esenciales y actividades

correspondientes a las asignaturas que se cursarán en el presente ciclo escolar, a
excepción de la asignatura de vida saludable que se incluirá en un apartado
adicional. Los docentes titulares de cada asignatura darán continuidad a las
actividades aquí propuestas, para ello, notificarán oportunamente a los
estudiantes el uso que se le dará a este material, por lo que es importante estar
pendientes de esas y otras indicaciones.

Mención aparte amerita el trabajo de acompañamiento y apoyo que realizan las

madres, padres de familia y tutores en cada hogar que indudablemente favorece
el logro de aprendizajes y representa una oportunidad más para que las familias
y el personal directivo y docente de las escuelas fortalezcan los procesos de
comunicación necesarios para que el aprovechamiento de los recursos sea el
óptimo y potencie el desarrollo cognitivo, social y emocional de todos los NNA.
 Créditos

Coordinación general
Efraín Araiza Sánchez
Nancy Gabriela Contreras González
Juan Guillermo Paredes Morín

Edición y diseño
Jesús Acevedo Paredes

Coordinador estatal de asignatura

Silvia Sepúlveda Martínez

Responsables de contenido
Adela Murillo Sánchez
Silvia Sepúlveda Martínez
María de Jesús Ortiz Chávez
Norma Luz Enríquez Márquez
Rosa Isela López Hernández
Joel Rolando González Quezada
Jaime de la Torre Torres
 UNIT ONE FIRST TRIMESTER

Environment Look at the pictures and answer

Family and community.
What do the pictures show?
Communicative activity
Exchanges associated to specific
purposes.
What problem do they reveal?
Social Practice of the language
Express support and solidarity with daily
problems.
What is their purpose?
Product
Public service announcement (PSA).
What do you think about the message transmitted in the
Learning goals
Express reasons of interest in a problem. announcement?
Define ways of expressing according to
the interlocutor.

Pictures The pictures are Public Service Announcements

(PSAs)

The definition is below:

A public service announcement (PSA) is a message in
the public interest disseminated without charge, with
the objective of raising awareness of, and
changing public attitudes and behavior towards, a social
issue.

Think about three Public Service Announcements (PSAs)

you have seen in your town

Topic Purpose Message Place

3.

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 FIRST TRIMESTER UNIT ONE

Look at the PSAs (Public service announcements) and

answer the questions below:

1. What issues do the PSA (Public Service

Announcement) want to raise awareness about?

• Alcohol and driving

• Global warming
• Endangered species
• Deforestation

2. What do those issues have in common?

3. Do any of those issues represent a problem in your

town or area? Are they a matter of concern to you?
Why?

4. What textual or visual images do they use to transmit

the message?

What are the symptoms of COVID-19

infection

Symptoms of COVID-19 vary in severity

5. Which announcement do you support the most?
Why?
Before your read, take a quick look at the title of the
text “What are the symptoms of COVID-19 infection”
and answer the questions:
from having no symptoms at all (being
asymptomatic) to having fever, cough,
sore throat, general weakness and
fatigue and muscular pain and in the
most severe cases, severe pneumonia,
acute respiratory distress syndrome,
sepsis and septic shock, all potentially
leading to death. Reports show that
clinical deterioration can occur rapidly,
often during the second week of disease.

Recently, anosmia – loss of the sense of

1. What do you think the text is about?
2. What do you know about the topic?
smell – (and in some cases the loss of the
sense of taste) have been reported as a
symptom of a COVID-19 infection. There
is already evidence from South Korea,
China and Italy that patients with
confirmed SARS-CoV-2 infection have
developed anosmia/hyposmia, in some
cases in the absence of any other
symptoms.

(Taken from ecdc.europa.eu/en/covid19/questions-

answers).

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 UNIT ONE FIRST TRIMESTER

Once read, answer the questions below:

1. What is the text about?

2. Where can you find it?

3. What is the purpose of the text?

4. What are the symptoms of COVID-19?

5. What is anosmia?

6. If a relative of yours were diagnosed with COVID-19,

what would you do?

7. What do you think about COVID-19?

Match the sentences in the left with

the ones on the right:

Expressing support and solidarity

about daily problems……

We use words like should, could, ought

to and had (´d) better with an infinitive
verb.

Example: You should breathe deeply

continuously throughout the test to
make sure you do not have severe
pneumonia. Write the answers to the questions expressing your own
opinions. Use the ideas in the last exercise.

What can you do if someone hurts you?

What if you see someone bullying a friend?

What can you do if someone sends you abusive text

message?

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 FIRST TRIMESTER UNIT ONE

Product: Public service announcement (PSA)

• Scan the unit and make a list of useful expressions you might use in your announcement
• Prepare a script with the details you would like to add in your PSA
• Write the script of the announcement. Decide the number of scenes and the necessary
expressions that you want to add.

Draw your Public service announcement:

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 UNIT TWO FIRST TRIMESTER

Environment Instructions:
Recreational and literary. Look at the pictures and imagine what is happening,
Communicative activity
after that read the story “Dream Comes True” and solve
Literary expression. the exercises bellow.

Social Practice of the language

Read theater plays.

Product
Write a short story).

Learning goals
Read short plays and understand
general meaning, main ideas and details

Dream Comes True

Once, poor Bhiku went to Bansi Lal's

shop. Bansi Lal asked Bhiku, "Why are
you standing here like this?"

Bhiku said, "Last night I saw a dream."

“What about the dream?" Bansi Lal

smiled.

"I saw that I would get gold here, in front

of your shop," Bhiku replied seriously

Bansi Lal laughed and said, "You fool,

dreams never come true. If dreams came Exercise 1: Write in the parenthesis the letter according
true, then I tell you what I saw in my to the order of the story happened.
dream. In my dream I saw that there is
gold underground in your courtyard." a) End of a story b) Middle of a story c) Beginning of a story

Bhiku rushed back. On the way he kept 1 ( ) Bansi said: Dreams never come true
thinking, "May be dreams do come true." 2( ) Bhiku found a pot filled with gold coins
He reached home and started digging in 3( ) Bhiku was standing out of Bansi Lal’s shop
his courtyard. Suddenly his shovel struck
a pot. He took out the pot. It was filled
with gold coins. Bhiku happily said, Exercise 2: After to read the story, answer the next
"Thanks to Bansi Lal who teased me questions:
about my dreams. Now I am no longer a
poor man." 1. What are the names of the two men who are talking
Thus it is true that courage and out of the shop?
patience can make dreams come true.
2. Who is the shop’s owner?

3. What did Bhiku dream?

4. What did Bansi dream?

5. What did Bhiku find in his courtyard?

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 FIRST TRIMESTER UNIT TWO

Exercise 3: According to the story, match the images a) b)

with the vocabulary.

1. ( ) Pot
2. ( ) Dream
c) d)
3. ( ) Backyard
4. ( ) Gold
5. ( ) Laughed
e) f)
6. ( ) Coins
7. ( ) Shovel
8. ( ) Digging

g) h)
Instructions: Read the first part of a story and solve the
exercises bellow.

The Story of The Prodigal Son

There was a very rich person. He had two sons. The first son was
hard working. He always obeyed his father. He was very good
and nice person. But the second son was totally different from
the first son. He was lazy. He did not work in his father’s field. First Son (Older )
He was disobedient to his father. He wanted to lead a gay and
free life.

One day, the younger son said to his father. “Father, give me
my share of property." The father felt very sad. He divided the
property. The second son took his share of property. He left
home with his share. He went to a distant land. There he made
a lot of friends. He spent his property lavishly on his friends,
foods and drinks. He had many bad habits too. He wasted all
the money. Soon he was left with no money. His friends saw
this. They all deserted him one by one.

At that time, there was a famine in that land. He could not get Second Son (Younger)
any job. None of his friends gave him food or money. He was
forced to take up a very mean job. His job was to feed the pigs.
Very often he ate the food kept for the pigs. He was very sad
about his present conditions. He soon began to think of his
father and his brother. He said to himself, “In my father’s house,
even the servants have enough food. They get good shelter
too. But here, I am struggling for food and shelter. I will go back
to my father. I will beg him to take me as his servant."

So, decided the prodigal son set out for his father’s house. In
the meantime, his father was always thinking of his second
son. He would sit near the windows. He would look out at the
road, expecting his son to return home.

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 UNIT TWO FIRST TRIMESTER

Exercise 1: Order the time line about what happened to the

younger Son according to the story.

1. He said to his father. “Father, give me my share of

property."
( ) ( )
2. He left home with his share and he went to a distant land.
3. He made lot of friends and spent his property in foods and
drinks.
4. Soon, he had neither friends not money.
5. He could not get any job, he only found one feeding the
pigs.
( ) ( ) 6. He decided will go back to his father and to ask him a job
as his servant.

Exercise 2: Identify the characteristics of the older and the

younger Rich man’s sons, write the correct letter in the
( ) ( ) parenthesis according to the story.

A. First Son ( Older )

B. Second Son ( Younger )

1. ( ) He was hardworking.
2. ( ) He was lazy
3. ( ) He was obedient
4. ( ) He was a good person
5. ( ) He loved freedom
6. ( ) He was disobedient
7. ( ) He was nice
8. ( ) He didn’t work

Exercise 3: Choose the correct answer to the next questions

according to the story.

1. ( ) Who asked to his father to give him his part of the

property?

a. The First Son

b. The Neighbor
c. The Second Son
d. The Father

2. ( ) What did the father do?

a. He spent the property

b. He divided the property
c. He said not
d. He laughed

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 FIRST TRIMESTER UNIT TWO

3. ( ) How did the father feel? Part two….

a. Sad One day his father saw his son coming at

b. Happy a distance. He ran out of his house in
great joy. He met his son on the way. His
c. Satisfied son knelt down. He said, “Father, I am not
d. sleepy fit to be your son. Take me as your
servant." His father lifted his lovingly. He
4. ( )What did the younger Son do? embraced him. He turned to his servants.
He said, “Bring the best robe. Put it on my
a. He stayed at home son. Put a ring on his fingers and shoes
on his feet. Kill the fatted calf. Prepare a
b. He worked the land
feast. Let us eat and enjoy. My son was
c. He traveled to a distant land lost. Now he is fount.”
d. He went to France
The elder son was returning from his
5. ( ) How did the younger Son spend the money? work. He heard the sound of the music
and dancing from his house. He asked
one of his servants about it. His servant
a. He bought a house
told his, “Your brother has come. Your
b. With friends, in food and drinks father is rejoicing at his return. A fatted
c. He save it calf has been killed to prepare for a
d. A car delicious feast and the celebration."

6. ( ) When the younger Son lost his money and friends, what The first son was angry. He refused to
did he decided? enter his house. The father came out. He
begged his elder son to come in for
rejoicing. The elder son said, “I have
a. To get married obeyed you all these years. I have done all
b. To call his father your works. But you never gave me even
c. To go back to his father house a kid to enjoy with my friends. This son
d. To go vacations again wasted all your money and property. And
you order a fatted calf for him!"

His father replied, “My dear son, you are

Instructions: Read the second part of the story “the prodigal always with me. All my property is yours.
son” and answer the exercises bellow. Your younger brother was dead. Now he
is alive. He was lost. Now he is found.
Exercise 1: Complete the next sentences according to the story. Therefore should we not rejoice?"

The elder son understood the love

behind the words of his father. He forgot
everything about his younger brother.
He decided to take part in the
celebration. He was happy.

1. When his father saw his son arriving home, he run out of his
house in________________________________________.

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 UNIT TWO FIRST TRIMESTER

Instructions:
Write a short story, you can use ideas and
details from the two studied stories and
draw or use some images to describe
what is happening in your story:

______________________________________
______________________________________
______________________________________
______________________________________ 2. Prepare a feast. Let us eat and enjoy. My son was lost,
______________________________________ Now _______________________________________.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
3. The first son was angry. He refused to_______________.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________ 4. “My dear son, you are always with me. All my property
is yours. Your younger brother was dead, now
______________________________________
________________________.
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
5. He decided to take part in the celebration. He was
______________________________________
_____________________________.