GUÍA DIDÁCTICA DEL DOCENTE

TOM
O 2

GET REAL
ENGLI S H 3Y4 m e d io

TOMO 2
GUÍA DIDÁCTICA DEL DOCENTE
Carmen Patricia Ortega Becerra • Viviana Andrea Césped Pardo

GET REAL ENGLISH 3˚ y 4˚ MEDIO

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

 GUÍA DIDÁCTICA DEL DOCENTE

TOM
O 2

GET REAL
ENGLI S H 3Y4 m e d io

Semestre 2 - 3º Medio
Carmen Patricia Ortega Becerra
Licenciado en Lengua y Literatura Inglesas, Universidad de Chile.
Magíster en Lingüística, mención teorías de aprendizaje de la lengua
inglesa, Universidad de Santiago de Chile.
Viviana Andrea Césped Pardo
Grado de Licenciatura en Lengua y Literatura Inglesas,Universidad de Chile.
Profesora de Inglés para Educación Básica y Media.
Bachiller en Estudios Iniciales de Ed. Lengua Inglesa, Universidad Mayor.
Magister en Ciencias de la Educación e investigación
con Mención en Docencia Superior, Universidad Central.

109
 Índice

DISTRIBUCIÓN DEL CONTENIDO

La Guía Didáctica para el Docente de Inglés 3°y 4° Medio se presenta en cuatro tomos, los cuales
contienen las sugerencias metodológicas para las 8 unidades del Texto del Estudiante.
TOMO 2

La introducción general de la Guía Didáctica para el Docente y los apéndices generales que se
encuentran en las páginas finales se repiten en ambos tomos de igual manera.
La foliación de los dos tomos de la Guía Didáctica para el Docente es correlativa en lo que
respecta a las unidades correspondientes al Texto del Estudiante.
En cuanto a las páginas iniciales y finales, para su mayor comprensión, las mismas han sido
foliadas en números romanos y también de manera correlativa.

Introducción.............................................................................................................................. i

Estructura de la GDD............................................................................................................ iii

Expresiones para el manejo de la clase................................................................ v

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE.................................................................. vii

UN T Health and Modern Life........................................................ 112

3
Propuesta de planificación..................................................................................... 112

Apéndice de contenido complementario........................................................ 148

Apendice de material complementario fotocopiable........................... 151

Complementary activity........................................................................................... 152

Final test............................................................................................................................. 156

Writing template........................................................................................................... 158

Solucionario..................................................................................................................... 159
- Texto del Estudiante ........................................................................................................... 159
- Actividades complementarias............................................................................................. 159
- Examen Final...................................................................................................................... 160

Transcripciones............................................................................................................. 160

110 ÍNDICE 3º MEDIO

 UN T Volunteer Work and Entrepreneurs........................... 164
4

TOMO 2
Propuesta de planificación.................................................................................... 164

Apéndice de contenido complementario........................................................ 199

Apendice de material complementario fotocopiable........................... 201

Complementary activity........................................................................................... 202

Final test............................................................................................................................. 206

Writing template........................................................................................................... 208

Solucionario..................................................................................................................... 209
- Texto del Estudiante ........................................................................................................... 209
- Actividades complementarias.............................................................................................. 211
- Examen Final....................................................................................................................... 211

Transcripciones............................................................................................................. 212

READING BANK............................................................................................................................ ix

APÉNDICE DE RÚBRICAS.......................................................................................................... xi

BIBLIOGRAFÍA............................................................................................................................. xx

3º MEDIO ÍNDICE 111

 INTRODUCCIÓN
3° y 4° de Enseñanza Media ha sido escrito especialmente para
cumplir con los objetivos de aprendizaje de 3° y 4° Medio de
Educación Media, y con el propósito de proveer a los estudiantes
de un texto cautivante y motivador.
Los contenidos de 3° y 4° Medio han sido organizados en ocho
unidades, desarrolladas en base a temas que han probado ser de
interés para nuestros estudiantes, sugeridos por el Ministerio de
TOMO 2
Educación. Los temas son motivadores, y se enfocan
principalmente en asuntos relacionados con el mundo actual y la
realidad de los estudiantes, como el trabajo, la salud y la vida
moderna, derechos y deberes de la juventud, sueños y anhelos,
entre otros.
Los contenidos en cada unidad han sido organizados de acuerdo a
las funciones que los alumnos deberán llevar a cabo en inglés y
considerando el desarrollo de las cuatro habilidades del idioma.
La competencia comunicativa de los estudiantes es considerada
como el manejo de funciones que necesitan para comunicarse
dentro de un determinado rango de situaciones.
Este acercamiento permite a los estudiantes ver el lenguaje como
una herramienta necesaria, y le da un propósito claro al contenido
gramatical y léxico, de modo que “el aprendizaje de la lengua sea
resultado de la creación de procesos de interacción correctos en la
sala de clases” (Richards, 2006).
Estructura de una unidad del proyecto
Páginas iniciales
Una entrada de unidad de dos páginas en donde se hace una
introducción al tema a través de actividades en las que se activan la
motivación, la curiosidad y el interés de los estudiantes.
Do you remember? Diseñada para la activación de
los conocimientos previos.
Cuerpo de la unidad
Cuatro lecciones temáticas, a lo largo de las cuales se cubren los tres
ejes: comunicación oral, comprensión lectora y proceso de escritura.
Check your progress. Evaluación de proceso al final de la lección 2.
Páginas finales
Subject Connections. Conecta el tema de la unidad con otra disciplina
del currículum.
Project. Un proyecto destinado a aplicar lo aprendido durante
la unidad.
Final Check. Evaluación final.
Synthesis: Revisión del aprendizaje de toda la unidad.
i INTRODUCCIÓN
Contenidos
Los contenidos en Inglés 3° y 4° Medio se tratan en las secciones
Language in use e English Sounds, en las que los estudiantes
observan rasgos de la lengua inglesa en contexto para descubrir
cómo funcionan. En estas secciones, los estudiantes tienen la
oportunidad de poner en práctica lo aprendido con actividades que
favorecen el uso de la lengua.
Fundamento teórico
Con respecto al marco teórico que respalda, tanto la didáctica de la
especialidad como la metodología pedagógica general propuesta
en Inglés 3° y 4° Medio, se pueden puntualizar los siguientes
enfoques:
• Enfoque comunicativo. Todas las unidades en inglés 3° y 4°
Medio están orientadas al desarrollo de las competencias
comunicativas específicas para el nivel. La lengua inglesa es
presentada como una herramienta para la comunicación de
mensajes y acceso a conocimientos y no como un objeto de
estudio en sí misma y fuera de contexto.
Este enfoque en particular, apunta a desarrollar la competencia
comunicativa de los estudiantes a través del uso de actividades
en pares y grupos, juegos de roles, y proyectos. También incluye
contribuciones de otras propuestas pedagógicas, especialmente
las de “Task-Based Learning” (Aprendizaje a través de tareas), y
“Cooperative Language Learning” (Aprendizaje Cooperativo).
J.C. Richards, en su trabajo “Materials development and
research–making the connection” indica que: “Se pide a los
estudiantes que participen en actividades que están basadas en
el trabajo cooperativo, más que en un acercamiento
individualista del aprendizaje. Se espera que estos se sientan
cómodos al escuchar a sus pares y que no solo dependan del
profesor como un modelo”.
En ese sentido, nuestra propuesta pedagógica se caracteriza por
enfatizar el aprendizaje a través de la interacción en el idioma
extranjero, introducir textos auténticos en las situaciones de
aprendizaje, proveer oportunidades para que los estudiantes no
solo se enfoquen en el lenguaje, sino también en el proceso de
aprendizaje mismo y, por último, considerar las experiencias
personales de los estudiantes como un elemento importante del
aprendizaje en la sala de clases.
• Enfoque basado en tareas. Muchas actividades en inglés 3° y
4° Medio están orientadas a la realización de tareas prácticas que
motivan a los estudiantes y requieren el uso de la lengua inglesa.
La Guía Didáctica del Docente, por su parte, ofrece sugerencias
específicas para adaptar ciertas actividades del Texto del
Estudiante a una metodología basada en tareas.
3º MEDIO
 Este enfoque específico está también relacionado al aprendizaje
a través de experiencias en la sala de clases, donde la experiencia
personal inmediata es vista como uno de los puntos
fundamentales del aprendizaje. Como D. A Kolb indica en su
trabajo Experiential Learning (1984): “La experiencia personal
inmediata le da vida, textura y significado personal subjetivo a
conceptos abstractos y, al mismo tiempo, entrega un punto de
referencia concreto y públicamente compartido para evaluar las
implicaciones y validez de ideas creadas durante el proceso de
aprendizaje”.
Este enfoque puede verse reflejado en el proyecto a través de las
variadas conexiones entre los contenidos y las experiencias
personales de los alumnos, abordadas a través de preguntas y
actividades en que los estudiantes expresan sus opiniones
personales y relacionan los contenidos con su entorno inmediato,
además de las conexiones inter-curriculares y los proyectos
grupales que se presentan en todas las unidades.
• Enfoque de proceso. El enfoque para desarrollar los ejes
curriculares está orientado al tratamiento de las habilidades como
un proceso. Este proceso se concibe distinguiendo tres etapas:
antes, durante y después en el caso de la audición y la lectura, y
práctica guiada en el caso de la producción oral y escrita.
• Enseñanza explícita de estrategias de aprendizaje. Inglés 3° y
4° Medio está basado en la enseñanza explícita de las estrategias
de aprendizaje. Algunas de estas estrategias consisten en hacer
predicciones, tomar nota, focalizar la atención, sintetizar, repetir
frases y palabras, entre otras.
• Enfoque interdisciplinario. Inglés 3° y 4° Medio adopta este
enfoque en la sección especial llamada Subject Connections. En
esta sección, se relaciona el aprendizaje de la lengua inglesa con
una o más disciplinas curriculares.
Otro de los enfoques considerados para la creación de este
proyecto es la Instrucción Explícita, que incluye prácticas tales
como activación de conocimientos previos, estrategias de
pensamiento en voz alta, andamiaje, modelos, práctica guiada,
modelamiento de habilidades, retroalimentación correctiva,
preguntas para monitorear el aprendizaje y repasos. Las siguientes
secciones y recursos del Texto del Estudiante, desarrollan algunas
de las estrategias de instrucción explícita que se indican:
3º MEDIO
• Conocimientos previos: Se activan en la sección Do you
remember?, que se encuentra inmediatamente luego de las
páginas iniciales de la unidad, antes de comenzar la primera
lección, y tiene como objetivo activar los conocimientos previos
de la unidad. Además, se activan constantemente a lo largo del
trabajo con los ejes curriculares, en las etapas de antes de la
lectura y antes de la audición.
TOMO 2
• Modelos de proceso: Se presentan en forma explícita en las
secciones de práctica guiada de las habilidades de producción y
también por medio de ejemplos en aquellas actividades que lo
requieren. El Cuaderno de Actividades, además, cuenta con un
banco de templates de escritura y textos de producción oral.
• Monitoreo del aprendizaje: El texto cuenta con variadas
secciones dedicadas al monitoreo del aprendizaje a lo largo de la
unidad, como la sección Exit slip, al final de cada lección,
destinada a la reflexión sobre lo aprendido. Además, cuenta con
las secciones Check your Progress, en la mitad de la unidad, y
Final Check, al final de cada unidad, dedicadas a la evaluación
de lo aprendido y a la reflexión y formulación de estrategias
personalizadas para el desarrollo de los aprendizajes futuros, a
través de una rúbrica con estrategias explícitas sobre cómo
abordar errores.
• Repaso: La sección Synthesis, al final de la unidad, ofrece una
instancia de repaso de los contenidos vistos hasta ese momento.
El resto de las prácticas instruccionales mencionadas anteriormente
se trabajan mediante la Guía Didáctica, con estrategias específicas
de instrucción directa.
Respecto de la naturaleza de las actividades presentes en el libro,
todas estas tienen una orientación pedagógica, es decir, cada una
contiene un propósito que va más allá de la práctica del lenguaje
por sí mismo. Esto se refleja en el proyecto mediante las variadas
actividades de análisis, comprensión y reflexión que los estudiantes
deben realizar en el idioma extranjero, donde los aspectos técnicos
del idioma no son el foco principal, si no la utilización de este en
pos de una comprensión y comunicación de ideas efectiva y fluida.
INTRODUCCIÓN ii
 estructura de la gdd
OBJETIVOS DE APRENDIZAJE DEL UN T
SEMESTRE Health and Modern Life
3
Semestre 2 - 3º Medio Semestre 2 - 3º Medio
Unidad 3: Health and Modern life Tiempo: 28 horas Unidad 4: Volunteer work and entrepreneurs Tiempo: 28 horas ProPUesTa de PlaNificacióN
Objetivos de Aprendizaje Objetivos de Aprendizaje
TOMO 2

TOMO 2

TOMO 2

Comprensión Oral
AE 09
Demostrar comprensión de
ideas principales e información
explícita en textos orales
simples de variada extensión y
de interacciones que presentan
un uso auténtico del lenguaje,
como videos de interés general,
entrevistas grabadas y partes
de discursos famosos
relacionados con la salud y la
vida moderna y que
contemplan las funciones de
describir acciones pasadas que
continúan en el presente,
TOMO 2
Comprensión de Lectura
AE 10
Leer y demostrar comprensión
de ideas principales e
información relevante en textos
descriptivos, informativos,
narrativos y expositivos
auténticos, simples y de variada
extensión, como entrevistas,
catálogos, folletos e informes,
relacionados con la salud y la
vida moderna. Para ello, deben:
• Usar estrategias de lectura
rápida y focalizada.
• Reconocer vocabulario temático
de la unidad, palabras y frases
Expresión Oral
AE 11
Expresarse oralmente por
medio de monólogos de
aproximadamente tres minutos
de extensión y de diálogos de
aproximadamente 16
intercambios breves y simples,
que incorporen las funciones
comunicativas de años
anteriores, las funciones de
describir acciones pasadas que
continúan en el presente y la
forma en que se realizan las
acciones. Para ello, deben:
• Utilizar frases hechas,
TOMO 2
Expresión Escrita AE LECCIONES CLASES TIEMPO AE LECCIONES CLASES TIEMPO
Comprensión Oral Comprensión de Lectura Expresión Oral Expresión Escrita
AE 12 AE 13 AE 14 AE 15 AE 16 OA 9 OA 11
Escribir textos descriptivos y Demostrar comprensión de Leer y demostrar comprensión Expresarse oralmente por Escribir textos descriptivos y Demostrar comprensión de ideas principales e información Expresarse oralmente por medio de monólogos de
narrativos breves y simples de ideas principales e información de ideas principales e medio de monólogos de narrativos breves y simples de explícita en textos orales simples de variada extensión y de aproximadamente tres minutos de extensión y de diálogos de Clase
Entrada de unidad Clase 1 Lección 3 4h. pedagógicas
aproximadamente 150 explícita en textos orales información relevante en textos aproximadamente tres aproximadamente 150 interacciones que presentan un uso auténtico del lenguaje, 1h. pedagógica aproximadamente 16 intercambios breves y simples, que 14 - 17
palabras, como cartas y reseñas simples de variada extensión y descriptivos, informativos, minutos de extensión y de palabras, como entrevistas e como videos de interés general, entrevistas grabadas y incorporen las funciones comunicativas de años anteriores, las
relacionadas con la salud y la de interacciones que presentan narrativos y expositivos diálogos de aproximadamente itinerarios, relacionados con el partes de discursos famosos relacionados con la salud y la funciones de describir acciones pasadas que continúan en el
vida moderna. Para ello, deben: un uso auténtico del lenguaje, auténticos, simples y de variada 16 intercambios breves y trabajo voluntario y el vida moderna y que contemplan las funciones de describir presente y la forma en que se realizan las acciones. Para ello,
• Aplicar el vocabulario temático como entrevistas grabadas, extensión, como bitácoras, simples que incorporen las emprendimiento. Para acciones pasadas que continúan en el presente, describir la deben:
de la unidad. avisos publicitarios, programas informes y entrevistas, funciones comunicativas de ello, deben: forma en que se realizan las acciones y expresar actitudes • Utilizar frases hechas, expresiones idiomáticas y oraciones breves
de conversaciones radiales y/o relacionados con el trabajo años anteriores y las funciones personales. Para ello, deben: Clase
• Describir acciones del pasado • Aplicar el vocabulario temático y simples conectadas entre sí. Lección 4 4h. pedagógica
televisivos relacionados con el voluntario y el de expresar condición sobre un 18 - 21
que continúan en el presente, de la unidad. • Reconocer vocabulario temático de la unidad y palabras clave, Do you Remember? Clase 2 1h. pedagógica • Aplicar vocabulario temático de la unidad.
como she has been feeling tired trabajo voluntario y el emprendimiento. Para posible evento presente o • Utilizar primer condicional para expresiones y frases hechas. • Describir acciones del pasado que continúan en el presente.
for two months. emprendimiento y que ello, deben: futuro. Para ello, deben: expresar condición sobre un • Identificar acciones pasadas que continúan en el presente. • Caracterizar acciones.
• Caracterizar acciones como they contemplan las funciones de • Usar estrategias de lectura • Utilizar frases hechas, posible evento presente o • Identificar descripciones acerca de la forma en que se realizan • Relacionar ideas por medio del uso de conectores:
eat well. expresar un posible evento rápida y focalizada. expresiones idiomáticas y futuro, como if you help me las acciones. • Pronunciar de manera inteligible sonidos de años anteriores y

describir la forma en que se clave. expresiones idiomáticas y • Dar coherencia a sus ideas presente o futuro y exponer un • Reconocer vocabulario temático oraciones breves y simples with the dishes I will help you • Reconocer expresiones relacionadas con actitudes personales sonidos /z/ y /s/.
realizan las acciones y expresar • Identificar acciones pasadas que oraciones breves y simples mediante el uso de conectores punto de vista. Para conectadas entre sí. frente a situaciones. • Utilizar estrategias para dar señales de acuerdo o desacuerdo. Subject Connections Clase 22 1h. pedagógica
de la unidad, palabras y frases with the homework.
actitudes personales. Para ello, deben: • Aplicar vocabulario temático de • Reconocer la relación entre ideas por medio de conectores:

continúan en el presente.
ello, deben:
• Identificar descripciones acerca
conectadas entre sí.
• Aplicar vocabulario temático de
3° Medio - Semestre 2
como provided that, as long as. clave. • Dar coherencia a sus ideas
• Reconocer vocabulario temático la unidad. • Discriminar sonidos que interfieren con la comprensión del Lección 1 Clase 3 - 7 5h. pedagógicas
OA 12
• Aplicar el uso de elementos • Identificar expresiones de mediante el uso de conectores

3° Medio - Semestre 2
• Reconocer vocabulario temático de la forma en que se realizan la unidad. ortográficos, tales como signos de la unidad, frases y palabras condición referidas a posibles • Utilizar primer condicional para como provided that, texto y sonidos /z/ y /s/ propios del inglés. Escribir textos descriptivos y narrativos breves y simples de

Unidad 3
de la unidad y palabras clave, las acciones. • Describir acciones del pasado de interrogación y exclamación, clave, expresiones y frases eventos presentes o futuros. expresar condición sobre un nevertheless. • Recurrir a estrategias, como el uso de conocimientos previos aproximadamente 150 palabras, como cartas y reseñas

expresiones y frases hechas.
• Identificar acciones pasadas que
continúan en el presente.
• Identificar descripciones acerca
de la forma en que se realizan
las acciones.
• Reconocer expresiones
relacionadas con actitudes
personales frente a situaciones.
• Reconocer la relación entre
ideas por medio de conectores
como provided that, as long as.
• Discriminar sonidos que
interfieren con la comprensión
del texto y sonidos /z/ y /s/
propios del inglés en palabras
como zero y sad.
• Recurrir a estrategias, como el
uso de conocimientos previos
sobre el tema o reconocer
claves no verbales y gestos.
• Integrar la expresión oral
y/o escrita.
• Reconocer expresiones
relacionadas con actitudes
personales.
• Realizar inferencias sobre la base
del contexto y de información
explícita.
• Reconocer la relación entre
ideas por medio de conectores
como provided that, as long as.
• Integrar la expresión oral
y/o escrita.
que continúan en el presente,
como she has been feeling tired
for two months.
• Caracterizar acciones como they
eat well.
• Relacionar ideas por medio del
uso de conectores como as
long as.
• Pronunciar de manera inteligible
sonidos de años anteriores y
sonidos /z/ y /s/ en palabras
como zero y sad.
• Utilizar estrategias para dar
señales de acuerdo o
desacuerdo.
el punto, la coma y la hechas.
mayúscula. • Identificar expresiones de
• Utilizar estrategias variadas de condición referidas a posibles
corrección, coherencia y eventos presentes o futuros.
cohesión de textos escritos, • Reconocer expresiones para
como uso de conectores, exponer puntos de vista.
identificación de propósito y • Reconocer la relación entre
audiencia y uso de modelos ideas por medio de conectores
como provided that,
escritos.
nevertheless.
• Discriminar sonidos que
interfieren con la comprensión
del texto y sonidos /z/ y /s/
propios del inglés en palabras
como zero y sad.
• Recurrir a estrategias, como el
uso de conocimientos previos
sobre el tema o reconocer
claves no verbales, gestos y
entonación.
• Integrar la expresión oral
y/o escrita.
• Realizar inferencias sobre la base posible evento presente o
del contexto y de información futuro, como if you help me
explícita. with the dishes, I will help you
• Reconocer expresiones para with the homework.
exponer puntos de vista. • Relacionar ideas por medio del
• Reconocer la relación entre uso de conectores como
ideas por medio de conectores provided that, nevertheless.
como provided that, • Pronunciar de manera inteligible
sonidos de años anteriores y
nevertheless.
sonidos /z/ y /s/ en palabras
• Integrar la expresión oral
y/o escrita. como zero y sad.
• Utilizar estrategias de
autocorrección.
Unidad 3
• Aplicar el uso de elementos sobre el tema o reconocer claves no verbales y gestos. relacionadas con la salud y la vida moderna. Para ello, deben:
ortográficos, tales como signos • Integrar la expresión oral y/o escrita. • Aplicar el vocabulario temático de la unidad. Clase
Project 2h. pedagógicas
de interrogación y exclamación, • Describir acciones del pasado que continúan en el presente. 23 y 24
el punto, la coma y OA 10 • Caracterizar acciones.
la mayúscula. Leer y demostrar comprensión de ideas principales e Lección 2 Clases 8 - 11 4h. pedagógicas • Dar coherencia a sus ideas mediante el uso de conectores.
• Utilizar estrategias variadas de información relevante en textos descriptivos, informativos, • Aplicar el uso de elementos ortográficos, tales como signos de
corrección, coherencia y narrativos y expositivos auténticos, simples y de variada interrogación y exclamación, el punto, la coma y la mayúscula.
cohesión de textos escritos, extensión, como entrevistas, catálogos, folletos e informes, • Utilizar estrategias variadas de corrección, coherencia y cohesión
relacionados con la salud y la vida moderna. Para ello, deben: Final Check
como uso de conectores, de textos escritos, como uso de conectores, identificación de Clases 25 1h. pedagógica
And Review
identificación de propósito • Usar estrategias de lectura rápida y focalizada. propósito y audiencia y uso de modelos escritos.
y audiencia y uso de • Reconocer vocabulario temático de la unidad, palabras y
modelos escritos. frases clave. OFT
Check Your Progress Clase 12 1h. pedagógica
• Identificar acciones pasadas que continúan en el presente. Usa las habilidades comunicativas para exponer ideas,
• Identificar descripciones acerca de la forma en que se realizan opiniones, sentimientos y experiencias de manera coherente y
las acciones. fundamentada.
• Reconocer expresiones relacionadas con actitudes personales. Evaluación formativa 2 Clase 26 1h. pedagógica
• Da ejemplos de enfermedades propias de la vida moderna.
• Realizar inferencias sobre la base del contexto y de • Explica los riesgos de los estilos de la vida moderna.
información explícita. • Establece relaciones entre los problemas de salud y los hábitos
• Reconocer la relación entre ideas por medio de conectores: de la vida moderna.
• Integrar la expresión oral y/o escrita. Evaluación Formativa 1 Clase 13 1h. pedagógica
Muestra confianza en sí mismo y sentido positivo ante la vida.
• Manifiesta opinión crítica frente a ciertos malos hábitos de la vida
moderna. Evaluación Final Clase 27 1h. pedagógica
• Explica las ventajas de estilos de vida saludable.
• Señala aspectos de la vida que han cambiado en las últimas
décadas.

vii OBJETIVOS DE APRENDIZAJE DEL SEMESTRE 3º MEDIO 3º MEDIO OBJETIVOS DE APRENDIZAJE DEL SEMESTRE viii 112 UNIDAD 3 PlANIfIcAcIóN 3º MEDIO 3º MEDIO UNIDAD 3 PlANIfIcAcIóN 113

Al principio de cada tomo, la Guía Didáctica del Docente cuenta Al principio de cada unidad, la Guía Didáctica del Docente
con una tabla con todos los Objetivos de Aprendizaje cubiertos en cuenta con una propuesta de planificación.
el semestre.

TOMO 2

142
Healthy happiness Before reading
Lesson 4
UN T Page 66 – Student’s Book

Health and Modern Life

1 Is there a formula to be happy? For Dr. Amit Sood, there is one. Read the text below desarrollo
lesson 4 Healthy happyness and discuss the questions. Before reading 2 Look at the examples in the Student’s Book and choose the correct option.

UNIDAD 3 lIBRO DE AcTIVIDADEs

clase 18
1 Discuss. Share your conclusions with the class. a. Why is it important to work with expectation? 1. Is there a formula to be happy?
For Dr. Amit Sood, there is one.
3 a. My parents have been going to the gym for three months or so.
a. What is happiness to you? b. Do you need to put equal effort into caring for yourself and others? b. They have been working in front of blue light screens since 2010.
b. Look at the pictures. What do you think make them happy? c. What do you understand by “nurturing”? Read the text below and discuss Doctors have been saying for ages that having physical activity and a healthy
iNicio
c. What do you feel when you feel happy? d. What are the 2 formulas for happiness? the questions. Activities from the Student’s Book c. diet are essential to have a better and longer life.
Invitar a los estudiantes a ver y opinar Organice a los estudiantes en grupos People have been talking about sleep hygiene for the last few years.
d. Do you think happiness is good for health? Why? d.
en torno a que es la felicidad indicando: e indíqueles que discutan las
e. How does your body express happiness?
Watch the video What is Happiness? preguntas de la actividad. Page 62 – Student’s Book
f. Do you think happiness may have effects on relationships or work?
Learn How to Be Happy In Life and Monitorear. Posteriormente, invítelos
discuss with your partners whether it is The key to happiness in a compartir sus ideas con el resto del
3 Transform the sentences with highlighted verbs into negative and interrogative form. Page 66 – Student’s Book
TOMO 2

TOMO 2

difficult or not to make a change to be

happy, and can we spread this
happiness to society.
What is Happiness? Learn How to Be
Happy In Life
Link: https://bit.ly/1DGbhb1
desarrollo
1. Discuss. Share your conclusions
with the class.
Los estudiantes, en grupos de 3 o 4
estudiantes, dan sus opiniones
fundamentadas respecto de las
preguntas presentadas en la actividad.
In groups discuss the question and
support your answers. Monitorear.
Elegir alumnos en forma aleatoria
para dar su opinión indicando:
(Nombre del alumno) what is
happiness for you? What kind of
things makes you feel happy (Nombre
del alumno)? etc.
2. Read to part of the lyrics of a very
famous song and discuss with your
partner.
Invite a los estudiantes a leer parte de
la canción Don’t worry be happy
indicando: Don’t worry be happy is a
song written by Bobby Mcferrin that
topped the charts 30 years ago. Read
part of the lyrics and discuss the
questions below with a group of
partners
3. Find the song and play it in class.
Do you like it? Why?
Los estudiantes escuchan y expresan
su opinión sobre la canción. Si es
posible entregue a los estudiantes una
guía con la letra de la canción.
2 Read a part of the lyrics of a very famous song and discuss with your partner.
a. What does it mean when it says “But when you worry you make it double”?
b. What’s the attitude described in the second verse? Explain.
Don’t wor��, be happy
by Bobby McFer�in
Here’s a little song I wrote
You might want to sing it note for note
Don’t wor��, be happy
In ever� life we have some t�ouble
But when you wor�� you make it double
Don’t wor��, be happy
Don’t wor��, be happy now
3 Find the song and play it in class. Do you like it? Why?
78 UN T 3 LESSON 4
cierre
A partir de la canción escuchada en la
actividad previa, invite a los alumnos a
expresar su opinión señalando: Discuss with
your partners. Why don’t we need to worry
when we have a problem? Laughing is highly
contagious. Are worries contagious as well?
2 simple formulas curso: In groups, discuss the 1 Write suitable questions for the sentences in exercise 2.
questions in exercise 1. Then, share a. How long have your parents been going to the gym?
them with the rest of the class to 1. Technology hasn´t improved the lives of many people.
“H = R-E, or happiness equals reality minus expectations” Dr. Sood says.
check.
How long have they been working in front of blue light screen?
Has technology improved the lives of many people? b.
Dr. Sood has spent his career How long have doctors been saying that having physical activity and a
researching the keys to cierre 2. The American Psychological Association’s Stress in America Survey 2017 c. healthy diet are essential to have a better and longer life?
doesn’t show that 99 percent of adults own an electronic device.
happiness, and says it can be
Invite a sus alumnos a compartir las d. How long have people been talking about sleep hygiene?
much simpler than some people Does the American Psychological Association’s Stress in America Survey
make it. A lot of it, he says, preguntas que discutieron en grupos con 2017 show that 99 percent of adults own an electronic device?
comes down to focusing on the el resto de la clase, y explicar si están
things you can control. de acuerdo con el texto o no, 3. The survey also doesn’t report that between 2005 and 2015, the Page 68 – Student’s Book
justificando sus respuestas. Dígales: percentage of adults using social media sky rocketed from 7 percent to
“You cannot always change 65 percent. 1 Complete the mind map of the words yoga and H T with vocabulary that you think you might
reality, but you can always work Now, let’s share the opinions you hear in the recording. Compare with your classmates.
discussed with the rest of the class. Does the survey also report that between 2005 and 2015, the
with expectation” he says. “And
Make sure to express if you agree or
percentage of adults using social media sky rocketed from 7 percent to
the more your expectations
are reasonable, perhaps a little disagree with the text and explain why.
65 percent? yoga
lower, the happier you will be.” 4. Rates of technology and social media don’t use are therefore climbing.
Social Media is usually deceptive when portraying “real life”.
Do rates of technology and social media use are therefore climbing?
Along with managing your
expectations, Dr. Sood says happiness can also be maximized by putting
5. The two most popular social network sites doesn’t boas a combined
equal effort into caring for yourself and others.
Don’t wor�� Ain’t got no place to lay your head monthly user base of 2 billion people.
(Ooh) be happy Somebody came and took your bed “ f have four pieces of chocolate, can give you all four. t’ll make you Does the two most popular social network sites boas a combined monthly meditate calm focus attention
(Ooh) don’t wor��, be happy Don’t wor��, be happy happy; it’ll make me miserable” Dr. Sood says. user base of 2 billion people?
(Ooh) don’t wor�� The landlord say’ your rent is late “ can eat all four. t’ll make me happy, and it’ll make you miserable.
6. Recent research found that teenagers aged 13 to 17 years old haven’t
(Ooh) be happy He may have to litigate think true happiness is in eating two chocolates yourself and giving away
two. So you are nurturing yourself, and you are nurturing others. t is in this shifted their preferred social media platforms.
(Ooh) don’t wor��, be happy Don’t wor��, be happy
synergy, in this combination that you will find the greatest happiness.” Have recent research found that teenagers aged 13 to 17 years old
So if you need more happiness in your life, just remember two simple
shifted their preferred social media platforms? H T
formulas: two for me plus two for you equals happiness, and happiness = 7. Social media and text messaging haven’t become an integral part of how
Taken from: https://www.azlyrics.com/ R-E, or reality minus expectations. individuals interact with their social groups.
Source: https://newsnetwork.mayoclinic.org/discussion/mayo-clinic-minute-the-key-to-happiness-in-2-simple-formulas/
Have social media and text messaging become an integral part of how
individuals interact with their social groups?
muscles training effort
3º MED O 3º MED O UN T 3 LESSON 4 79
clase 19 from 5 to over 100 years old people about 30 UN T 3 3º MED O 3º MED O UN T 3 31
the question What makes you happy?, this is
iNicio what people said:
Estas actividades están directamente relacionadas con las actividades del Texto del Estas actividades están directamente relacionadas con las actividades del Texto del
Iniciar la clase invitando a los estudiantes a What Makes You Happy? | 0-100
escuchar una encuesta sobre la felicidad para Link: https://bit.ly/2035Tuh Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
luego compartir sus impresiones. Si no la pertinencia de las respuestas, respecto de si están relacionadas con el tema y la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
cuenta con conexión a internet, puede contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
3º MEDIO

preparar la encuesta de antemano, escribirla,

What kind of things should “worry” us? con toda la clase al momento de terminar la actividad. con toda la clase al momento de terminar la actividad.
How may “not worrying” be beneficial for y darle los datos a los alumnos de forma oral
our physical and mental health? Indique: In a survey conducted to people

132 UNIDAD 3 lEccIóN 4 3º MEDIO 3º MEDIO UNIDAD 3 lEccIóN 4 133

La Guía Didáctica del Docente cuenta con sugerencias La Guía Didáctica del Docente cuenta con sugerencias
metodológicas y minimizados para cada una de las páginas del metodológicas y minimizados para cada una de las
Texto del Estudiante. páginas del Cuaderno de Actividades.

La Guía Didáctica del Docente

incluye una sección llamada
aPéNdice de coNTeNido aPeNdice de maTerial
comPlemeNTario comPlemeNTario foTocoPiaBle

Apéndice de Material
Este apéndice contiene material fotocopiable que el profesor puede utilizar
lesson 1 Live longer and better Las palabras clave a menudo se repiten en un texto, pero como complemento a las actividades sugeridas en el Texto del Estudiante.
como probablemente sabe, si está acostumbrado a escribir
Ventana pedagógica ensayos, estas son frecuentemente reemplazadas por complementary activity Diagnostic Test

Complementario Fotocopiable,
sinónimos, otras palabras con un significado igual o similar.
TOMO 2

TOMO 2

Editor’s Marks
Explique a los alumnos que la tabla Editor’s Marks, muestra
el tipo de marcas que tienen que utilizar para corregir y
Esta actividad fotocopiable tiene como objetivo complementar las Esta actividad evaluativa tiene como objetivo evaluar la conducta
Si una palabra resiste sus intentos de entenderla, tal vez cobre actividades vistas a lo largo de la unidad, reforzando de entrada de los alumnos. Puede realizarla antes de comenzar la
sentido como un sinónimo de una palabra clave. principalmente las habilidades orales y de escritura. Puede primera lección.
utilizarla al finalizar una clase, dependiendo del ritmo de trabajo
Fuente: https://slllc.ucalgary.ca/RF/RS7.htm Evalúela utilizando la siguiente tabla:

La Guía Didáctica del Docente

verificar su escritura. Ilustra errores comunes y distingue l de sus estudiantes.

el cual incluye actividades

diferentes marcas, según sea cada caso. Explique a los Propiciar conversaciones en torno a una lectura colectiva,
estudiantes lo útil que es usar las marcas del editor en la donde los estudiantes tengan oportunidades de participar Diagnostic test
medida que revisan su escritura. Cuénteles lo que esta práctica extendidamente y de oír un lenguaje específico, preciso y Great Good OK Not good enough
les ayudará a detectar su errores comunes y mejorar su variado respecto de los temas aludidos. Es importante (11 points) (10 – 9 points) (8 - 7 points) (Less than 7 points)
escritura.

incluye una sección llamada

considerar que el vocabulario es el predictor más importante

fotocopiables adicionales (junto

You are achieving the You are very well prepared. Your performance is satisfactory, but You need to revise the contents
de comprensión lectora. learning goals. You can easily achieve the highest you can improve. Revise the mistakes and practice more, in order to
Fuente: https://www.agenciaeducacion.cl/noticias/herramientas-mejorar-la- Keep on working hard! score by analyzing the few mistakes you made and reinforce the weakest improve your performance.
Ventana de enseñanza you made. areas in the evaluation.
lectura/
Modelando estrategias Formative Tests

Apéndice de Contenido
lesson 2 An active life

a su descripción de uso y tablas

Lectura: Answering Question
Responder preguntas sobre el texto es otra estrategia que
ayuda a los estudiantes a enfocarse en el significado del texto.
Los profesores pueden ayudar al modelar el proceso de hacer
Estas actividades evaluativas tienen como objetivo complementar a
las evaluaciones de proceso sugeridas en el Texto del Estudiante.
Ventana de enseñanza Puede utilizarlas al finalizar las primeras o las últimas dos
lecciones de la unidad.
Modelando estrategia: Listening

Complementario, con soporte

buenas preguntas y estrategias para encontrar las respuestas Evalúela utilizando la siguiente tabla:

de evaluación) tales como

Nuestra interpretación depende de lo que esperamos escuchar.
en el texto. Formative Test 1
Si lo que escuchamos no cumple nuestras expectativas, nos
Las preguntas pueden ser efectivas porque: lleva a malas interpretaciones. Por otro lado, si somos capaces Great Good OK Not good enough
- Dan a los estudiantes un propósito para la lectura de predecir con precisión lo que escucharemos, nuestra ( 20 points) (19 – 17 points) (16 – 12 points) (Less than 12 points)
- Centran la atención de los alumnos en lo que habilidad auditiva será mucho mas eficiente.

teórico para cada una de las

You are achieving the learning You are very well prepared. Your performance is satisfactory, but You need to revise the contents
deben aprender.

actividades complementarias,
La habilidad de realizar predicciones depende ampliamente de goals. You can easily achieve the you can improve. Revise the mistakes and practice more, in order to
- Ayudan a los alumnos a pensar activamente mientras leen.
nuestra experiencia previa tanto del mundo como de la Keep on working hard! highest score by analyzing the you made and reinforce the weakest improve your performance.
- Alientan a los estudiantes a monitorear su comprensión.
lengua, de lo que se sepa del hablante, como también de la few mistakes you made. areas in the evaluation.
- Ayudan a los alumnos a revisar el contenido y relacionar lo
intensión del hablante. Por lo tanto para desarrollar esta
que han aprendido con lo que ya saben. Formative Test 2

lecciones del Texto del

habilidad los estudiantes deberían concentrarse en estar

evaluaciones de diagnóstico,
Fuente: https://www.readnaturally.com/research/5-components-of-reading/ consientes de su conocimiento previo y utilizarlo como base Great Good OK Not good enough
comprehension para la predicción y compresión de lo expuesto oralmente. (15 points) (14 – 12 points) (12 – 9 points) (Less than 9 points)

Fuente: Jiang, Yongme. (2009) Predicting Strategy and Listening Comprehension.

You are achieving the learning You are very well prepared. Your performance is satisfactory, but You need to revise the contents
Asian Social Science. Vol.5, N°1. goals. Keep on working hard! You can easily achieve the you can improve. Revise the mistakes and practice more, in order to

Estudiante (información útil

Ventana de enseñanza highest score by analyzing the you made and reinforce the weakest improve your performance.

evaluaciones formativas, extra

few mistakes you made. areas in the evaluation.
Modelando estrategias
Pensamiento critico
Lectura: Identificando palabras claves final Test Template
Las palabras clave son palabras que son especialmente Make text-to-world connections. Esta actividad evaluativa tiene como objetivo complementar el Este template es un modelo de un artículo, que tiene como

sobre lenguaje, vocabulario,

importantes para el significado del texto. Pueden ayudarlo a Las conexiones de texto a mundo son las conexiones más Test Final sugerido en el Texto del Estudiante. Puede utilizarlo al objetivo complementar el template sugerido para esta unidad en el

tests, y templates de texto

comprender el significado global y los puntos principales. A grandes que un lector aporta a una situación de lectura. Todos finalizar la unidad con sus estudiantes, para que cuenten con un Cuaderno de Actividades. Puede fotocopiarlo y entregarlo a sus
menudo aparecen en el título, si es que hay uno. Si tiene tenemos ideas sobre cómo funciona el mundo que va más allá instrumento extra con el cual puedan analizar sus fortalezas y alumnos para que cuenten con otro modelo del texto que tienen
dificultades con las palabras en un título, intente encontrarlas de nuestras experiencias personales. Aprendemos sobre cosas debilidades y evaluar su desempeño a lo largo de la unidad. que producir.
en el cuerpo del texto, donde el contexto lo ayudará a a través de la televisión, películas, revistas y periódicos. A

metodología y estrategias).
comprenderlas. menudo son las conexiones de texto a mundo que los

148 UNIDAD 3 APÉNDIcE DE cONTENIDO cOMPlEMENTARIO 3º MEDIO 3º MEDIO UNIDAD 3 APENDIcE DE MATERIAl cOMPlEMENTARIO fOTOcOPIABlE 151
adicionales.

iii ESTRUCTURA DE LA GDD 3º MEDIO

 2. a. Because it is fundamental to active living and in turn the exameN fiNal

solUcioNario health and wellbeing of the community.

b. When we incorporate physical activity into our daily routines.
1. a. ii b. i c. ii d. i e. i
2. Multiple answers may be provided.
c. By building environment such as pedestrian and cycle paths,
sport and recreation facilities, public open space, parks and 3. a. responsibly b. carefully c. slowly d. fast e. happily
b. Digital detox is one of the most helpful ways to manage town squares. 5. a. decreases b. regular c. other stress hormones
TexTo del esTUdiaNTe d. With programs such as healthy lifestyle and travel behaviour
stress related to technology use. d. promote sleep. e. Daily
Página 72 c. Only a 28%. change programs, campaigns, information, education, clubs, 5. Cohesion 1
cost to participant, technology and a broad range of Coherence 1
1. a. People should: Keep track of sleep patterns and schedules,
initiatives that encourage participation in active lifestyles. Vocabulary 5
teens should be going to bed and waking up at around the GUía didÁcTica e. Open-ended answer. Grammar 5
same time every day, create a sleep-friendly physical
Writing structure 3

TOMO 2

TOMO 2
environment., Keep a consistent bedtime routine, keep a acTiVidades comPlemeTarias Formative test 2
consistent bedtime routine among others. 1. b. on time 7. b. kiss and hug 1. a. ii b. iv c. i d. v e. iii
People shouldn’t: Do homework, read a book, or listen to 2. a. late 8. a. kiss 2. Cohesion 1
music in bed, use sleeping time to watch television, cram in Coherence 1
3. c. both hands 9. b. impolite
more studying, use the computer, talk on the phone, or Vocabulary 5
exercise, or sleep in to catch up on sleep they missed during 4. c. arrive late 10. c. 3 feet
Grammar 5
the week. 5 c. call first 11. c. red christmas cards Writing structure 3
b. A bedroom shouldn’t be warmer than 75 degrees, since it can 6. b. not acceptable 12. a. Thailand
make it harder to fall and stay asleep.
2. a. More intense physical activity out of school resulted in Diagnostic test
higher test scores and improved reading comprehension. 1. a. A constant checker is a person who constantly, almost obses
b. Research shows increased participation in physical activity sively, checks their emails, texts, and social media accounts.
leads to better grades. b. 43 percent of U.S. individuals.
c. Short amounts of exercise benefit executive functions.
d. Regular physical activity may increase blood flow to the
c. Constant checkers present higher stress levels .
d. 52 percent check texts. 44 percent check social media. 65
TraNscriPcioNes

La Guía Didáctica del Docente

brain. percent of adults constantly check personal emails.
e. 42 percent.

TOMO 2
3. Respuestas
f. Constant checkers than non-constant checkers feel 28 STUDENT’S BOOK - UNIT 3 - PAGE 61 - EXERCISE 2 29 STUDENT’S BOOK - UNIT 3 - PAGE 69 - EXERCISE 2
Final debate: Respuesta abierta disconnected from their family. And one third of constant
i. “We tend to think of physically fit and being sedentary as Yoga and HIIT: the perfect pair
checkers say that they are unlikely to meet with friends and
being two separate things, but you can be physically fit and

incluye las transcripciones de

Página 75
family in person due to social media. Most of us are more or less familiar with yoga, less so with
Language in use still suffer from sedentary behaviors. I was alarmed about
2. a. 4 This excessive technology and social media use has the amount of time I spend sitting down, so I immediately HIIT. Some people feel intimidated by HIIT, but some others
1. a. manner paved the way for the “constant checker”. love it.
got a desk where I could work standing up.”
1. a. She easily eliminated transoils from her diet. b. Constant checkers stress runs higher than for those who don’t A common misconception is that most people see HIIT, as
b. Laureen drastically changed her way of thinking about ii. “I got lots of houseplants. I recently went round our flat and
engage with technology as frequently.

La Guía Didáctica del Docente

counted them up and I have 47! “If you are an asthmatic, being all about lifting heavy weights and doing high intensity

todos los audios

healthy eating after her sickness.
c. Mrs. Alamos frequently takes crafting classes as a way to
challenge her brain.
d. Learning a new skill will help you associate things differently.
c. 4 And constant checkers who have convinced themselves workouts only. It is true to some extent. Similarly to yoga, it
houseplants can be a really good option. They reduce lots of
that the act of “refreshing” regularly is totally fine. benefits not only physical, but many other aspects of our life
allergens from the air, much more efficiently than any kind
d. Constant checkers are also more negatively impacted by as well. Yoga and HIIT, share a number of the same benefits:
of air filter can do.”
social media, mainly by discussions on politics.
iii. “I now walk a couple of miles to a coffee shop where I’ll do HIIT improves your strength and endurance, and so does
e. 65 percent of Americans agree that “digital detox’ is

incluye un solucionario con

yoga. The only difference is yoga is a purely bodyweight form

correspondientes al Texto del

Página 86
2. Benefit 1: Raw walnuts Fills you up. Oysters Heart-healthyç
Coffee Boost mental focus. Dark chocolate Eating pleasure
Benefit 2: Raw walnuts Keep blood-sugar levels steady
Oysters Improve circulation. Coffee Alertness. Dark chocolate
important for mental health. an hour of work. It means that my sedentary work gets
interrupted regularly by activity.” of exercise while HIIT, is not.
f. 4 Digital detox has helped people connect with friends and
made it easier to interact and stay in touch with family and iv. “When we stopped moving as a species and started The flexibility that yoga develops can bring your HIIT,
training to the next level: overhead squats, back squats, and
friends. farming… one of the things we started to do was build
temporary shelters to live in. We now spend most of our time other movements can benefit hugely from yoga practice.

todas las respuestas del Texto

Formative test 1

Antioxidant
1. a. My parents have been going to the gym for three months
Nutrient 1: Raw walnuts Magnesium. Oysters Omegra-3 fatty
acid. Coffee Riboflavic. Dark chocolate Oleic acid
Nutrient 2: Raw walnuts Phosophorus. Oysters Zinc. Coffee
Potassium. Dark chocolate Fiber
Estudiante, Cuaderno de
indoors and it’s having all kinds of harmful effects on our Yoga helps at muscle tightness after HIIT, workout, speeds up
bodies. Light levels are important and outdoor activity too. recovery, and reduces soreness.
or so.
So send your kids out to play! Outdoor light is better than But let›s listen to some people who have seen the benefits
b. They have been working in front of blue light screens
indoor light.” of both.
since 2010.
c. Doctors have been saying for ages that having physical v. “Blue light wakes you up in the morning and your body Alex, Pasadena.

del Estudiante y Material Actividades, y Material

Suggested serving: Raw walnuts One handfull. Oysters 6 to
12. Coffee 300mg per day. Dark chocolate 2 or 4 small squares
a day.
3. a. 42 percent of constant checkers say that political and
activity and a healthy diet are essential to have a better and stops releasing the sleep hormone called melatonin, so, I’ve been doing Yoga and HIIT, for about three years now and
longer life. clearly, the current recommendations are you shouldn’t be there is no doubt they complement each other.
d. People have been talking about sleep hygiene for the last using blue screens before you go to bed because it might be Sandra, Carson City.
few years. keeping your body awake”.
I have been mixing yoga with all my other training and have
e. I haven’t been meditating since I was operated, and I really

Fotocopiable Complementario.
cultural discussions on social media cause them stress. noticed immediate gains from it. For me yoga is a new

Fotocopiable Complementario.
feel I need it.

3º MEDIO UNIDAD 3 sOlUcIONARIO 159 160 UNIDAD 3 TRANscRIPcIONEs 3º MEDIO

APÉnDICE DE RÚBRICAS BIBlIoGRAfÍA

Instrumentos de evaluación Cómo aplicar los instrumentos de evaluación instruction. New York, NY: The Guilford • Davis, Randall. Randall´s ESL Cyber
UnIt 3
Estos instrumentos de evaluación son herramientas que usted Autoevaluación • Azarnoosh, M. (2013). Peer assessment in Press. Listening Lab [en línea]
puede usar para medir el trabajo de los estudiantes. Entregue suficientes copias de los instrumentos a los estudiantes y an EFL context: Attitudes and friendship • Ikhsan, M. (2017). THE ALTERNATIVE www.esl-lab.com
Son guías que tienen el objetivo de evaluar el desempeño y que se pídales que los usen para evaluar objetivamente su propio progreso bias. Language Testing in Asia. 3:11. STRATEGIES FOR TEACHING muchas actividades de comprensión
basan en un amplio rango de criterios, más que en puntajes en una tarea o proyecto determinado. La evaluación que hagan de • Binkley, M., Erstad, O., Herman, J., READING SKILL FOR EFL STUDENTS. auditiva con diferentes temas.
numéricos. su rendimiento no debería constituir una calificación formal. Raizen, S., Ripley, M., Miller-Ricci, M., Komposisi: Jurnal Pendidikan Bahasa, • English Club [en línea]
Volume 2

Tomo 22
Sastra, dan Seni, 18(1), 107-118. www.englishclub.com
Tomo 2

La Guía Didáctica del Docente

&Rumble, M. (2012). Defining twenty-

Volume
Los instrumentos de evaluación que aquí encontrará, incluyen: Evaluación de pares doi:https://doi.org/10.24036/komposisi. sitio de interés y material de apoyo para
first century skills. In Assessment and
- Rúbricas Muchas veces, toma tiempo implementar esta práctica en la sala de v18i1.6517 docentes.
teaching of 21st century skills (pp. 17-66).
- Cuestionarios clases, por lo que debe ser paciente y permitirse modelar este tipo • Lugavere, M., (2018). Genious Food. New
Springer Netherlands.
- Hojas de observación de clases de evaluación. Debe enfatizar que la evaluación de pares, como la York. HarperCollins Publishers Inc.
BIBlIoGRAfÍA PARA El DoCEntE
• Graham, S., MacArthur, C. and Fitzgerald, • BBC Podcasts [en línea]
Además, estos instrumentos comprenden una sección que difiere autoevaluación, tiene como principal objetivo ayudar a todos a • Marzano, R. J., Pickering, D., Pollock, J.
J. (2013). Best practices in writing

incluye un Apéndice de
mejorar su trabajo y desempeño. Al utilizarla, los estudiantes www.bbc.co.uk/podcasts/
de otros métodos tradicionales de evaluación, ya que examinan los instruction. New York, NY: The Guilford (2011). Classroom Instruction that Works:
toman consciencia de que estos instrumentos proveen evidencia podcasts para trabajar comprensión
procesos mismos de aprendizaje y muestran claramente cómo Press. Research-based Strategies for Increasing
que sustenta sus juicios y opiniones, en caso de que su evaluación auditiva.
trabajar con la evaluación de proceso. Los instrumentos comunican • Marzano, R. J., Pickering, D., Pollock, J. Student Achievement. Alexandria, VA:
no coincida con la del docente. Nuevamente, proporcionar el • Podcasts in English: Listen and learn [en
en forma detallada explicaciones sobre lo que se considera (2011). Classroom Instruction that Works: Association for Supervision and
tiempo suficiente para la revisión post evaluación es crucial. línea]
excelencia al ejecutar cada tarea, y también proveen de sugerencias Research-based Strategies for Increasing Curriculum Development.

Evaluación, con un set de

www.podcastsinenglish.com/index.shtml
claras para el docente. Evaluación docente - estudiante Student Achievement. Alexandria, VA: • Singhal, M. (2001). Reading Proficiency,
podcasts con fichas de trabajo.
Estos instrumentos han sido diseñados, sobre todo, para informar y Utilice los mismos instrumentos que los estudiantes emplearon Association for Supervision and reading Strategies, Metacognitive
• Merriam-Webster: Dictionary and
enriquecer la instrucción. Ellos son capaces de entregar una para autoevaluarse y para evaluarse en pares. Al entregar el Curriculum Development. Awareness and L2 Readers. The reading
Thesaurus [en línea]
retroalimentación bastante completa, que los estudiantes siempre instrumento corregido, los estudiantes sabrán exactamente qué • McLaughlin, M. (2012). Reading Matrix Vol. 1. No.1.
www.merriam-webster.com
hicieron bien y qué necesitan reforzar en el futuro. comprehension: What every teacher • Tomlinson, J., & Bott, L. (2013). How

instrumentos de evaluación tales

necesitan para crecer en su proceso de aprendizaje.
Estas herramientas también pueden ser usadas en evaluación de
pares y son útiles para entregar retroalimentación. Antes de la
evaluación, es necesario informar de los instrumentos para que los
estudiantes sepan cuáles son las expectativas que se tienen de su
needs to know. The Reading Teacher,
En términos generales, el trabajo con estos instrumentos de
65(7), 432-440.
evaluación es relativamente sencillo. Identifique el número
• Richards, H. & F. Armstrong (eds.) (2010).
máximo de puntos para alcanzar el nivel máximo de rendimiento.
Teaching and Learning in Diverse and
Típicamente, la escala aumenta/ decrece en un punto. La última
Inclusive Classroom: Key issues for new
intonation constrains pragmatic inference. RECURSoS CRA
A continuación se detallan publicaciones
In 35th Annual Conference of the
que se pueden encontrar en las Bibliotecas
Cognitive Science Society, Berlin,
CRA (Centro de Recursos para el
Germany. Cognitive Science Society.
Aprendizaje) a lo largo del país, las cuales
• Ur. P. (2011) A course in language

como rúbricas y escalas de

desempeño.
Luego, durante la fase de evaluación, se utilizan para otorgar
valores a cada área que se desea evaluar. Una vez que a un
instrumento le sea asignado un puntaje determinado, éste debe ser
entregado a los estudiantes para comunicar su calificación, y así
columna muestra el puntaje obtenido, basándose en el rendimiento pueden ser utilizadas en las distintas
teachers. Routledge Publishers. teaching: practice and theory. Cambridge:
observado en cada tarea. unidades.
• Saradananda. (2015). Mudras for modern Camdridge University Press.
El puntaje total se asigna simplemente sumando todos los life: Boost your health, re-energize your • Helgesen, Marc, Brown, Steven (1996).
valores obtenidos. SItIoS WEB
life, enhance your yoga and deepen your Active Listening Introducing.
• British Council [en línea]
Una vez que se han calculado los puntajes, se pueden expresar en meditation. London: Watkins Publishing. Cambridge University Press.
http://esol.britishcouncil.org/magazine

valoración, para evaluar el

dar información sobre sus fortalezas y debilidades. los criterios de desempeño, que son niveles descriptivos de • Tomlinson, J., & Bott, L. (2013). How • Murphy, Raymond (1995).
sitio con actividades de comprensión
calidad, comenzando desde el nivel en el extremo inferior de intonation constrains pragmatic English Grammar in Use.
auditiva y lectora.
Las ventajas de usar una amplia gama de rendimiento y terminando con el del extremo superior. inference. In 35th Annual Conference of • Breaking News English [en línea]
Cambridge University Press.
instrumentos de evaluación the Cognitive Science Society, Berlin, • Varios Autores (2007).
http://www.breakingnewsenglish.com
Germany. Cognitive Science Society. Apuntes de inglés.

Una lista de referencias

sitio con actividades de comprensión

desempeño de los estudiantes

Los docentes pueden incrementar la calidad de su instrucción Parramón.
directa al enfatizar y enfocarse en detalles en particular a la hora • Ur. P. (2011) A course in language auditiva y lectora.
teaching: practice and theory. Cambridge: • Varios Autores.
de evaluar, como modelo para los estudiantes. De esta forma, los • Houghton Mifflin Harcourt Company.
Camdridge University Press. Diccionario Oxford Compact español-
estudiantes pueden contar con guías explícitas sobre lo que los Education Place [en línea]
inglés inglés-español.
docentes esperan de ellos. Los estudiantes pueden usar estos UnIt 4 www.eduplace.com
Oxford University Press.

bibliográficas y sitios web

instrumentos como una herramienta para enriquecer su organizadores gráficos en inglés y español.

respecto de lenguaje, habilidades

• Azarnoosh, M. (2013). Peer assessment in • Varios Autores.
aprendizaje. Los docentes pueden reutilizar estos instrumentos en an EFL context: Attitudes and friendship Juegos, worksheets, libros de trabajo,
Diccionario Pocket inglés-español
una gran variedad de actividades. bias. Language Testing in Asia. 3:11. actividades.
español-inglés.
• Binkley, M., Erstad, O., Herman, J., • ReadWriteThink: Internacional Reading
Larousse.
Raizen, S., Ripley, M., Miller-Ricci, M., Association [en línea]
• Varios Autores.

consultada en la realización de
www.readwritethink.org

colaborativas, proyectos generales

&Rumble, M. (2012). Defining twenty-first
century skills. In Assessment and teaching
of 21st century skills (pp. 17-66). Springer
Netherlands.
• Graham, S., MacArthur, C. and Fitzgerald,
Gramática inglesa comunicativa.
sitio con material de apoyo para docentes.
Larousse.
• Technology: The Online Teacher Resource
• Varios Autores.
www.teach-nology.com
The Oxford Desk Dictionary and
una variada gama de material didáctico
Thesaurus.

esta Guía Didáctica.

J. (2013). Best practices in writing para estudiantes y docentes.

y otras tareas.
Oxford University Press.

xi APÉNDICE DE RÚBRICAS 3º MEDIO 3º MEDIO BIBLIOGRAFÍA xx

CD-ROM
GET REAL
ENGLISH 3Y4 medio El CD-ROM incluido en esta guía,
cuenta con un set de expresiones para
el manejo de la clase, además de todas
las grabaciones usadas en la práctica de
la comunicación oral en el Texto del
Estudiante, Cuaderno de Actividades y
Guía Didáctica del Docente.
EDICIÓN ESPECIAL PARA
EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN
READ nG BAnK Un t 4

Un t 3
Volume 2

Volume 2
A Healthy Lifestyle Dedicated Hearts
(Poem) Dedicated hearts like yours
Are not so easy to find.
Many months reflecting,
Years, perhaps. It takes a special person to be
So generous and kind.
Here is a new purpose for my life:
Everything I do, I will do alright; To care so much for your fellow man
Anything is possible as long as I try. Is a quality all too rare.
Living with respect! Respect for my body, respect for myself! Yet you give of your time and talents,
Taking charge of my life instead, For all in need to share.
Having the ability to change,
So thank you for being a volunteer,
Yearning to know my limitations.
We’re privileged to work with you.
If we do Living with purpose and intention,
We want you to know how appreciated you are,
volunt Increasing my knowledge about healthy foods,
e tone. work, eer Facing the new challenges of what I will do, Not just today, but the whole year through.

Weightlifting can
improve your muscl we will Exercising because I want to, not because I have to!
improv he
Your bodyweight
may affect your health. e peop lp Setting the example for my friends,
le’s lives Tracking what I eat, helping the rest do the same.
. Yes and no answers, and no more ‘maybes’,
Loving me for me, no matter ‘how bad’ or ‘how well’
Taken from: https://bit.ly/2ZFOAFN

Ending this battle. Healthy, not an option, it’s the only way!

Created by: Publishing Team

Photocopiable material

Photocopiable material

Discuss. Discuss.

Entrep a. What do you do to “respect your body”? a. s it difficult to find “dedicated hearts” in our everyday life?
re
people neurs are
b. What challenges will you take to have a healthy life? b. Do you think society retributes those dedicated hearts in any way?
c. Do you think the results are different when someone really enjoys exercising? c. Do you think volunteering is a rewarding experience? Why?
w
l detox” from time
to time. busine ho set up a d. Are you setting a good example of “healthy living”? Do you know someone who inspires you?
Try taking a “digita ss for pr e. How difficult is having a “healthy living”?
but also ofit,
active.
rn life UN T 3
Health and Mode to impr
You should keep
people
’s lives ove
. ix READ NG BANK 3º MEDIO 3º MEDIO READ NG BANK x

Volunte

La Guía Didáctica del Docente incluye un banco de lecturas

er work
and entre
preneu
rs UN T

Láminas con imágenes a color relacionadas con el

4

adicionales fotocopiables al final de cada tomo, para reforzar las

tema de cada unidad, para complementar los competencias de comprensión de lectura y análisis desarrolladas
contenidos presentados en el Texto del Estudiante. en el Texto del Estudiante.

3º MEDIO ESTRUCTURA DE LA GDD iv

 Expresiones para el manejo
de la clase
1 TEACHER’S BOOK - CLASSROOM LANGUAGE – PAGE v

Greetings
TOMO 2

• Good morning. / Good afternoon. / Hello. / Hi.

• Goodbye. / See you tomorrow. / See you later.
• Have a nice weekend. / Enjoy your holiday.

Moods and feelings

A: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. / I’m not very well. / I have a problem. / I’m feeling down. / I’m sad.

Asking for clarification

• Can you repeat that, please?
• Can you say that again, please?
• Sorry. I’m afraid I didn’t understand.
• Can you help me with this exercise, please?

Encouragement
• Well done! / Good! / Excellent! / Good work! / Congratulations!
• Do it more carefully. / Say it again. / Try to correct that, please.
• Not too bad. / You’ll do better next time. / Keep trying!

The date
A: What day is it today?
B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s Thursday. /
It’s Friday. / It’s Saturday. / It’s Sunday.
A: What’s the date today?
B: It’s (Monday) March 9th. / It’s (Monday) 9th March.

The weather
A: What’s the weather like today?
A: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s nice and warm. / It’s nice and cool. / It’s raining. / It’s snowing.

The time
A: What’s the time? / What time is it?
B: It’s one o’clock. / It’s two o’clock. / It’s three o’clock. / It’s ten o’clock. / It’s twelve o´clock.
A: What’s the time? / What time is it?
B: It’s quarter past nine. / It’s half past ten. / It’s five past eleven. / It’s ten past twelve. / It’s twenty past one. / It’s twenty five past two.
A: What’s the time? / What time is it?
B: It’s quarter to eight. / It’s twenty five to nine. / It’s twenty to ten. / It’s ten to three. / It’s five to four.

v EXPRESIONES PARA EL MANEJO DE LA CLASE 3º MEDIO

Turn-taking and permission
• Can I talk to you after the class?
• Excuse me; can I say something?
• Excuse me; can I leave the room for a minute?
• May I go to the bathroom?
• It’s your turn.
• Sorry, it’s my turn.

Some commands and instructions

• Answer the questions.

TOMO 2
• Be quiet.
• Check your answers.
• Check your predictions.
• Close the door.
• Come to the board.
• Compare your answers.
• Complete the paragraph.
• Copy the instructions.
• Discuss the ideas in your group.
• Do exercise 1.
• Do not write in your book.
• Fill in the blanks.
• Find examples in the text.
• Find the cognates in the text.
• Listen to the recording.
• Look at the pictures.
• Look up these words in the dictionary.
• Make a list.
• Make some notes.
• Match the pictures.
• Name three activities.
• Open your books.
• Pay attention, please.
• Put the pictures in order.
• Read the instructions.
• Select the correct answer.
• Silence, please.
• Sit down.
• Stand up.
• Talk to your partner.
• That’s all for today, thank you.
• Work in groups of four.
• Work with your partner.
• Write the sentences.

3º MEDIO EXPRESIONES PARA EL MANEJO DE LA CLASE vi

 OBJETIVOS DE APRENDIZAJE DEL
SEMESTRE
Unidad 3: Health and Modern life
TOMO 2
Comprensión Oral
AE 09
Demostrar comprensión de
ideas principales e información
explícita en textos orales
simples de variada extensión y
de interacciones que presentan
un uso auténtico del lenguaje,
como videos de interés general,
entrevistas grabadas y partes
de discursos famosos
relacionados con la salud y la
vida moderna y que
contemplan las funciones de
describir acciones pasadas que
continúan en el presente,
describir la forma en que se
realizan las acciones y expresar
actitudes personales. Para
ello, deben:
• Reconocer vocabulario temático
de la unidad y palabras clave,
expresiones y frases hechas.
• Identificar acciones pasadas que
continúan en el presente.
• Identificar descripciones acerca
de la forma en que se realizan
las acciones.
• Reconocer expresiones
relacionadas con actitudes
personales frente a situaciones.
• Reconocer la relación entre
ideas por medio de conectores
como provided that, as long as.
• Discriminar sonidos que
interfieren con la comprensión
del texto y sonidos /z/ y /s/
propios del inglés en palabras
como zero y sad.
• Recurrir a estrategias, como el
uso de conocimientos previos
sobre el tema o reconocer
claves no verbales y gestos.
• Integrar la expresión oral
y/o escrita.
vii OBJETIVOS DE APRENDIZAJE DEL SEMESTRE
Semestre 2 - 3º Medio
Objetivos de Aprendizaje
Comprensión de Lectura
AE 10
Leer y demostrar comprensión
de ideas principales e
información relevante en textos
descriptivos, informativos,
narrativos y expositivos
auténticos, simples y de variada
extensión, como entrevistas,
catálogos, folletos e informes,
relacionados con la salud y la
vida moderna. Para ello, deben:
• Usar estrategias de lectura
rápida y focalizada.
• Reconocer vocabulario temático
de la unidad, palabras y frases
clave.
• Identificar acciones pasadas que
continúan en el presente.
• Identificar descripciones acerca
de la forma en que se realizan
las acciones.
• Reconocer expresiones
relacionadas con actitudes
personales.
• Realizar inferencias sobre la base
del contexto y de información
explícita.
• Reconocer la relación entre
ideas por medio de conectores
como provided that, as long as.
• Integrar la expresión oral
y/o escrita.
Tiempo: 28 horas
Expresión Oral
AE 11
Expresarse oralmente por
medio de monólogos de
aproximadamente tres minutos
de extensión y de diálogos de
aproximadamente 16
intercambios breves y simples,
que incorporen las funciones
comunicativas de años
anteriores, las funciones de
describir acciones pasadas que
continúan en el presente y la
forma en que se realizan las
acciones. Para ello, deben:
• Utilizar frases hechas,
expresiones idiomáticas y
oraciones breves y simples
conectadas entre sí.
• Aplicar vocabulario temático de
la unidad.
• Describir acciones del pasado
que continúan en el presente,
como she has been feeling tired
for two months.
• Caracterizar acciones como they
eat well.
• Relacionar ideas por medio del
uso de conectores como as
long as.
• Pronunciar de manera inteligible
sonidos de años anteriores y
sonidos /z/ y /s/ en palabras
como zero y sad.
• Utilizar estrategias para dar
señales de acuerdo o
desacuerdo.
Expresión Escrita
AE 12
Escribir textos descriptivos y
narrativos breves y simples de
aproximadamente 150
palabras, como cartas y reseñas
relacionadas con la salud y la
vida moderna. Para ello, deben:
• Aplicar el vocabulario temático
de la unidad.
• Describir acciones del pasado
que continúan en el presente,
como she has been feeling tired
for two months.
• Caracterizar acciones como they
eat well.
• Dar coherencia a sus ideas
mediante el uso de conectores
como provided that, as long as.
• Aplicar el uso de elementos
ortográficos, tales como signos
de interrogación y exclamación,
el punto, la coma y la
mayúscula.
• Utilizar estrategias variadas de
corrección, coherencia y
cohesión de textos escritos,
como uso de conectores,
identificación de propósito y
audiencia y uso de modelos
escritos.
3º MEDIO

Unidad 4: Volunteer work and entrepreneurs
Comprensión Oral
AE 13
Demostrar comprensión de
ideas principales e información
explícita en textos orales
simples de variada extensión y
de interacciones que presentan
un uso auténtico del lenguaje,
como entrevistas grabadas,
avisos publicitarios, programas
de conversaciones radiales y/o
televisivos relacionados con el
trabajo voluntario y el
emprendimiento y que
contemplan las funciones de
expresar un posible evento
presente o futuro y exponer un
punto de vista. Para
ello, deben:
• Reconocer vocabulario temático
de la unidad, frases y palabras
clave, expresiones y frases
hechas.
• Identificar expresiones de
condición referidas a posibles
eventos presentes o futuros.
• Reconocer expresiones para
exponer puntos de vista.
• Reconocer la relación entre
ideas por medio de conectores
como provided that,
nevertheless.
• Discriminar sonidos que
interfieren con la comprensión
del texto y sonidos /z/ y /s/
propios del inglés en palabras
como zero y sad.
• Recurrir a estrategias, como el
uso de conocimientos previos
sobre el tema o reconocer
claves no verbales, gestos y
entonación.
• Integrar la expresión oral
y/o escrita.
3º MEDIO
Semestre 2 - 3º Medio
Objetivos de Aprendizaje
Comprensión de Lectura
AE 14
Leer y demostrar comprensión
de ideas principales e
información relevante en textos
descriptivos, informativos,
narrativos y expositivos
auténticos, simples y de variada
extensión, como bitácoras,
informes y entrevistas,
relacionados con el trabajo
voluntario y el
emprendimiento. Para
ello, deben:
• Usar estrategias de lectura
rápida y focalizada.
• Reconocer vocabulario temático
de la unidad, palabras y frases
clave.
• Identificar expresiones de
condición referidas a posibles
eventos presentes o futuros.
• Realizar inferencias sobre la base
del contexto y de información
explícita.
• Reconocer expresiones para
exponer puntos de vista.
• Reconocer la relación entre
ideas por medio de conectores
como provided that,
nevertheless.
• Integrar la expresión oral
y/o escrita.
Tiempo: 28 horas
Expresión Oral
AE 15
Expresarse oralmente por
medio de monólogos de
aproximadamente tres
minutos de extensión y de
diálogos de aproximadamente
16 intercambios breves y
simples que incorporen las
funciones comunicativas de
años anteriores y las funciones
de expresar condición sobre un
posible evento presente o
futuro. Para ello, deben:
• Utilizar frases hechas,
expresiones idiomáticas y
oraciones breves y simples
conectadas entre sí.
• Aplicar vocabulario temático de
la unidad.
• Utilizar primer condicional para
expresar condición sobre un
posible evento presente o
futuro, como if you help me
with the dishes, I will help you
with the homework.
• Relacionar ideas por medio del
uso de conectores como
provided that, nevertheless.
• Pronunciar de manera inteligible
sonidos de años anteriores y
sonidos /z/ y /s/ en palabras
como zero y sad.
• Utilizar estrategias de
autocorrección.
OBJETIVOS DE APRENDIZAJE DEL SEMESTRE
TOMO 2
Expresión Escrita
AE 16
Escribir textos descriptivos y
narrativos breves y simples de
aproximadamente 150
palabras, como entrevistas e
itinerarios, relacionados con el
trabajo voluntario y el
emprendimiento. Para
ello, deben:
• Aplicar el vocabulario temático
de la unidad.
• Utilizar primer condicional para
expresar condición sobre un
posible evento presente o
futuro, como if you help me
with the dishes I will help you
with the homework.
• Dar coherencia a sus ideas
mediante el uso de conectores
como provided that,
nevertheless.
• Aplicar el uso de elementos
ortográficos, tales como signos
de interrogación y exclamación,
el punto, la coma y
la mayúscula.
• Utilizar estrategias variadas de
corrección, coherencia y
cohesión de textos escritos,
como uso de conectores,
identificación de propósito
y audiencia y uso de
modelos escritos.
viii
 UN T
Health and Modern Life
3
Propuesta de planificación
TOMO 2

AE LECCIONES CLASES TIEMPO

OA 9
Demostrar comprensión de ideas principales e información
explícita en textos orales simples de variada extensión y de
interacciones que presentan un uso auténtico del lenguaje, Entrada de unidad Clase 1 1h. pedagógica
como videos de interés general, entrevistas grabadas y
partes de discursos famosos relacionados con la salud y la
vida moderna y que contemplan las funciones de describir
acciones pasadas que continúan en el presente, describir la
forma en que se realizan las acciones y expresar actitudes
personales. Para ello, deben:
• Reconocer vocabulario temático de la unidad y palabras clave, Do you Remember? Clase 2 1h. pedagógica
expresiones y frases hechas.
• Identificar acciones pasadas que continúan en el presente.
• Identificar descripciones acerca de la forma en que se realizan
las acciones.
• Reconocer expresiones relacionadas con actitudes personales
frente a situaciones.
• Reconocer la relación entre ideas por medio de conectores:
3° Medio - Semestre 2

• Discriminar sonidos que interfieren con la comprensión del Lección 1 Clase 3 - 7 5h. pedagógicas
texto y sonidos /z/ y /s/ propios del inglés.
Unidad 3

• Recurrir a estrategias, como el uso de conocimientos previos

sobre el tema o reconocer claves no verbales y gestos.
• Integrar la expresión oral y/o escrita.

OA 10
Leer y demostrar comprensión de ideas principales e Lección 2 Clases 8 - 11 4h. pedagógicas
información relevante en textos descriptivos, informativos,
narrativos y expositivos auténticos, simples y de variada
extensión, como entrevistas, catálogos, folletos e informes,
relacionados con la salud y la vida moderna. Para ello, deben:
• Usar estrategias de lectura rápida y focalizada.
• Reconocer vocabulario temático de la unidad, palabras y
frases clave. Check Your Progress Clase 12 1h. pedagógica
• Identificar acciones pasadas que continúan en el presente.
• Identificar descripciones acerca de la forma en que se realizan
las acciones.
• Reconocer expresiones relacionadas con actitudes personales.
• Realizar inferencias sobre la base del contexto y de
información explícita.
• Reconocer la relación entre ideas por medio de conectores:
• Integrar la expresión oral y/o escrita. Evaluación Formativa 1 Clase 13 1h. pedagógica

112 UNIDAD 3 Planificación 3º MEDIO

 TOMO 2
AE LECCIONES CLASES TIEMPO
OA 11
Expresarse oralmente por medio de monólogos de
aproximadamente tres minutos de extensión y de diálogos de Clase
Lección 3 4h. pedagógicas
aproximadamente 16 intercambios breves y simples, que 14 - 17
incorporen las funciones comunicativas de años anteriores, las
funciones de describir acciones pasadas que continúan en el
presente y la forma en que se realizan las acciones. Para ello,
deben:
• Utilizar frases hechas, expresiones idiomáticas y oraciones breves
Clase
y simples conectadas entre sí. Lección 4 4h. pedagógica
18 - 21
• Aplicar vocabulario temático de la unidad.
• Describir acciones del pasado que continúan en el presente.
• Caracterizar acciones.
• Relacionar ideas por medio del uso de conectores:
• Pronunciar de manera inteligible sonidos de años anteriores y
sonidos /z/ y /s/.
• Utilizar estrategias para dar señales de acuerdo o desacuerdo. Subject Connections Clase 22 1h. pedagógica

OA 12
3° Medio - Semestre 2

Escribir textos descriptivos y narrativos breves y simples de

aproximadamente 150 palabras, como cartas y reseñas
Unidad 3

relacionadas con la salud y la vida moderna. Para ello, deben:

• Aplicar el vocabulario temático de la unidad. Clase
Project 2h. pedagógicas
• Describir acciones del pasado que continúan en el presente. 23 y 24
• Caracterizar acciones.
• Dar coherencia a sus ideas mediante el uso de conectores.
• Aplicar el uso de elementos ortográficos, tales como signos de
interrogación y exclamación, el punto, la coma y la mayúscula.
• Utilizar estrategias variadas de corrección, coherencia y cohesión Final Check
de textos escritos, como uso de conectores, identificación de Clases 25 1h. pedagógica
And Review
propósito y audiencia y uso de modelos escritos.

OFT
Usa las habilidades comunicativas para exponer ideas,
opiniones, sentimientos y experiencias de manera coherente y
fundamentada.
Evaluación formativa 2 Clase 26 1h. pedagógica
• Da ejemplos de enfermedades propias de la vida moderna.
• Explica los riesgos de los estilos de la vida moderna.
• Establece relaciones entre los problemas de salud y los hábitos
de la vida moderna.
Muestra confianza en sí mismo y sentido positivo ante la vida.
• Manifiesta opinión crítica frente a ciertos malos hábitos de la vida
moderna. Evaluación Final Clase 27 1h. pedagógica
• Explica las ventajas de estilos de vida saludable.
• Señala aspectos de la vida que han cambiado en las últimas
décadas.

3º MEDIO UNIDAD 3 Planificación 113

 UN T
Health and Modern Life
clase 1
Las actividades en estas lecciones tienen
como propósito activar la motivación de
los estudiantes hacia el tema de la 3
unidad. Permite que los estudiantes
reconozcan la importancia de los
objetivos de aprendizaje para sus
propias vidas. Además, permite que los
estudiantes establezcan metas
personales para la unidad, trazando una
guía del aprendizaje para lograrlas.
TOMO 2

iNicio
Solicite a los estudiantes observar la
imagen en la página 61 y describirla:
(Nombre del alumnos) What can you
see in the picture? Luego los invita al
curso responder las siguientes
preguntas: What does the title of the unit
relate to the picture? What is the
relation between modern life and
health? Is modern life associated
positively or negatively to health?
Luego lea con los estudiantes la cita que
aparece en la parte inferior de la página,
pídales a los estudiantes que trabajen en
parejas/grupos y que traten de explicar
la cita con sus propias palabras,
indicándoles: Read the quotation below.
What do you think Nassim Nicholas
wanted to say with these words? Are we
aware that we are slaves to technology?
Monitorear. Pídales que fundamenten
sus respuestas con el fin de extender la
práctica oral del idioma. Invite a los
“The difference between
alumnos a compartir sus puntos de vista technology and slavery is
con el resto de la clase: What you said that slaves are fully aware
(Nombre del estudiante) was interesting,
could you share it with the rest of
that they are not free”
the class? Nassim Nicholas Taleb
Motive a sus estudiantes y permítales
explorar la unidad antes de comenzar a 60 3º MED O
desarrollarla. Se sugiere que revisen y
reconozcan las diferentes secciones y
señalen lo que más les ha llamado educativos más tradicionales. Dígales que las diversas necesidades de los estudiantes.
su atención. este es el espacio donde mantendrán un Por esta razón, es importante que se tome el
El propósito de esta sección es guiar a registro de sus metas de aprendizaje. No tiempo para modelar, informándoles sobre la
los estudiantes para establecer sus necesitan usar oraciones completas si importancia de las prácticas de
propios objetivos para la unidad y deciden escribir sus metas en inglés. Si este establecimiento de objetivos y la creación de
diseñar un plan de aprendizaje que les es el caso, puede alentarlos a usar palabras un plan de aprendizaje.
ayude a lograr sus objetivos personales. aisladas o frases sencillas que les sean
Es posible que sus estudiantes no estén familiares. Como en la unidad anterior, si
acostumbrados a trabajar con este nota que esta tarea es demasiado exigente
enfoque metacognitivo, ya que para ser abordada en inglés, puede dejar que
normalmente se les ha enseñado a escriban sus metas en español. Recuerde
centrarse en el contenido en enfoques siempre considerar los diferentes niveles y

114 UNIDAD 3 3º MEDIO

 OBJECT VES OF THE UN T
parejas/grupos y que traten de
You will... What for? explicar la cita con sus propias
listen to texts about health and modern life, in order to identify to show comprehension by means of oral palabras, indicándoles: Read the
information about events that started in the past and are still in and written expression. quotation below. What do you think
progress. to boost your reading comprehension by Nassim Nicholas wanted to say with
read different types of texts about the topic of the unit. dentify integrating strategies into the process. these words? Are we aware that we
topic vocabulary and expressions related to health and modern life,
and make connections to the real world to improve comprehension.
to express opinions about health and are slaves to technology? in groups
modern life, making use of target
use dialogues and monologues to communicate with your teacher structures and topic vocabulary of the unit. discuss the questions below.
and classmates, making use of various learning strategies and to write cohesive and coherent texts, Monitorear. Pídales que fundamenten
correct pronunciation. making use of different strategies, sus respuestas con el fin de extender
produce written content in the form of individual sentences as structures and topic vocabulary of the unit, la práctica oral del idioma. Invite a
well as simple descriptive and narrative texts related to health and as well as orthographic elements of
los alumnos a compartir sus puntos

TOMO 2
modern life. the level.
de vista con el resto de la casa: What
you said (Nombre del estudiante)
was interesting, could you share it
1 Read the quote and discuss. Support your answers.
with the rest of the class?
a. Can you define “modern life”? Discuss. 28 Listen to a short talk by a
2.
b. What do you think are the advantages and disadvantages of modern life for our health?
health expert. How are the pictures
c. What do you think of the phrase “we are slaves to technology”? Discuss.
below related to what he says?
d. Have some aspects of modern life affected or changed your family relationships?
Explain.
Indíqueles que seguirán trabajando
2 28 Listen to a short talk by a health expert. How are the pictures below related to what he en grupo. Explicar que deberán
says? Explain. escuchar atentamente el audio con el
a b c fin de relacionar las preguntas con
las imágenes. Monitorear. Pedir
voluntarios para responder las
siguientes preguntas frente al curso:
What did the expert say about
exposition to blue light at night?
What did he do to avoid sedentary
behaviors? What are the benefits of
d e
having plants at home? Why do
people need to do outdoor activities?

cierre
3. Discuss.
Para cerrar la clase, los estudiantes
pueden compartir sus opiniones
respecto de la pregunta propuesta.
3 Discuss. Indíqueles lo siguiente: Do you agree
a. Do you think the changes proposed by the expert can really help you improve your way of living? with Vybarr Cregan-Reid in the sense
that this small tips can help you to
change your unhealthy habits? In
61
3º MED O UN T 3
pairs, read the question and discuss.
Monitorear.
Pida un voluntario para leer frente al curso la Invítelos a reflexionar sobre la importancia
sección You will... en el cuadro de de estos objetivos para sus vidas con el
presentación de los objetivos de la unidad. propósito de valorar esos objetivos a nivel
Luego, explíqueles que la pregunta ¿para personal.: How important are these
qué? se refiere a lo que podrán hacer una vez objectives to your own life?
que cumplan con cada objetivo. Pida a otro desarrollo
voluntario leer la sección What for?
Clarifique de ser necesario. Indique a los 1. Read the quotation and discuss.
alumnos que tanto los objetivos de lenguaje Support your answer.
como los transversales tienen igual Luego lea con los estudiantes la cita que
importancia dentro del desarrollo de aparece en la parte inferior de la página,
la unidad. pídales a los estudiantes que trabajen en

3º MEDIO UNIDAD 3 115


clase 2
do you remember?
iNicio
Se sugiere al docente llevar imágenes
de cartoons del link indicado a
continuación. Presente su selección de
imágenes a la clase e invítelos a discutir
sobre como la tecnología nos ha
afectado en la vida cotidiana. Se sugiere
TOMO 2
realizar preguntas para iniciar el debate:
Are these cartoons a reflection of our
society? Escriba en el pizarrón
vocabulario atingente para que los
estudiantes puedan utilizarlos en
sus exposiciones.
desarrollo
1. What is the purpose of the text
below? take a quick look and
discuss.
En este ejercicio, los estudiantes
deberán inferir el tipo de texto a
partir de la estructura del texto.
Indique lo siguiente: Skim the text.
According to picture, title, opening
and closing sentences of the text,
what is its purpose? Support
your answer.
2. Read the text, pay special attention
to the highlighted verbs and
answer in pairs.
En esta actividad, los estudiantes
deben leer el texto y poner atención a
ciertos elementos en el con el fin de
asociarlos con una determinada
estructura gramatical. Invitar a los
estudiantes a realizar la actividad de
la siguiente manera: Read the
questions of the text, then read the
article and with a partner answer the
questions. What tenses do these verbs
represent? What do these tenses are
used for? Revisar las respuestas
en forma oral con los aportes de
los alumnos.
116 UNIDAD 3
DO YOU REMEMBER?
1 What is the purpose of the text below? Take a quick look and discuss.
2 Read the text, pay special attention to the highlighted verbs and answer in pairs.
a. Which verbs are used to talk about the present?
b. Which verbs are used to talk about unfinished actions?
How modern life affects our
physical and mental health
Modern day living is a combination of evolving A recent research found that teenagers aged 13
technology and social media. Communication to 17 years old have shifted their preferred social
channels are changing every part of our lives media platforms.
so rapidly that it can be tough to adjust. Are
technology and media affecting our physical and
They also found that although 91 percent of teens
mental health?
regularly use text messaging, 40 percent also use
the most popular messaging apps.
Technology has improved the lives of many Social media and text messaging have become an
people, with almost half of adults in the United
States unable to imagine life without their
integral part of how individuals interact with their
social groups. In fact, for many teenagers and
smartphone. young adults, text messaging and social media
The American Psychological Association’s Stress communication is now more frequent than in-
in America Survey 2017 shows that 99 percent person interactions.
of adults own an electronic device, around 86
percent own a computer, 74 percent own a
smartphone, and 55 percent own a tablet.
The survey also reports that between 2005 and
2015, the percentage of adults using social media
skyrocketed from 7 percent to 65 percent.
Rates of technology and social media use are
therefore climbing. The two most popular social
network sites boast a combined monthly user base
of 2 billion people.
Taken and adapted from: https://bit.ly/2rJTAKi
3 30 In your Activity Book, transform the sentences with highlighted verbs into negative and
interrogative form.
62 UN T 3 3º MED O
3. In your Activity Book, transform the cierre
sentences with highlighted verbs into Se sugiere cerrar la clase invitando a los
negative and interrogative form. estudiantes a dar su opinión en torno a la
Invite a los estudiantes a trabajar en el siguiente pregunta: Has mocern life affected
libro de actividades: In your activity book, you physically or mentally? How?
transform those sentences in the text into
their interrogative and negative forms.
Invítelos a pasar al pizarrón a escribir las
oraciones para revisar. Let’s check the
sentences. 8 Volunteers to write the
sentences on the board, come close
please.
3º MEDIO
Lesson 1 Living longer and better
exercise 1. Pida voluntarios para
compartir sus respuestas con el resto
Before reading de la clase. Pregunte: How oldest the
old is person in the world? Do you
1 Discuss with your classmates. think there is a “recipe” to live a
a. How many years do you think the oldest person in human history lived? long life? Would you like to live a
b. Do you think there is a secret to longevity?
long life?
c. Would you like to live a long life? Support your answer. 2. Read these secrets for a long,
happy and healthy life according
to a study. Look at the figures and
2 Read these secrets for a long, happy and healthy life, according to a study. Look at the discuss the questions below.

TOMO 2
chart and discuss the questions below. Organice a los estudiantes en grupos
Centenarians’ top secrets to longevity de 3 o 4 estudiantes. Indíqueles que
observen atentamente el cuadro con
el fin de responder las preguntas:
Age Name Location Longevity secrets Read the chart and answer the
questions according to the
127 Leandra Becerra Mexico Chocolate, sleeping a lot.
information provided in it .
Monitorear. Comentar con la clase la
122 Jeanne Calment France Olive oil, chocolate, a glass of wine a day. información del cuadro.

119 Sarah Knauss USA No stress, not worrying about age, praying. cierre
Los estudiantes expresan su opinión
117 Emma Morano taly 3 eggs a day, being single. respecto de la preguntas: Can bad
eating habits make us live a shorter
116 Misao Okawa Japan Sushi, ramen noodles, sleeping 8 hours a day, relaxing. life? can having a positive attitude help
us live longer? Can having a healthy
Taken and adapted from: https://www.aplaceformom.com/blog/senior-information/how-to-live-to-100/ diet help us live longer or better?

a. Do you think having a healthy diet could help you live longer and better? Nota para el docente:
According to the Guinness Worl Record,
b. How can faith help people live longer? Explain.
the greatest fully authenticated age to
c. How relevant do you think sleeping well is to have a good and long life? which any human has ever lived is 122
d. How are attitude and relationships related to health? Explain. years 164 days by Jeanne Louise
e. Which of the “secrets” presented are the most important for you? Support your answer. Calment (France). She lived to the age
of 122 years, 164 days. She met Vincent
van Gogh when she was 12 or 13.

3º MED O UN T 3 LESSON 1 63

more frequent now to see the elderly doing

lesson 1 Live longer and better
clase 3
iNicio
Llevar a la clase imágenes de adultos
mayores realizando diferentes actividades
asociadas a gente más joven (surferar, viajar,
andar en patineta, hacer deportes, etc.), e
invitarlos a dar sus opiniones en torno a las
siguientes preguntas: Why do you think it is
things that are associated to adults or even
to young people?
desarrollo
Before reading
1. Discuss with your classmates.
En esta actividad los estudiantes, en
grupos de 3 a 4 integrantes, deberán
comentar preguntas sobre vivir muchos
años. Instruya lo siguiente: With your
partners, work on the questions in

3º MEDIO UNIDAD 3 lEccIóN 1 117

 While reading

clase 4
Para introducir la lectura How to live to Key words
100 muestre a los estudiantes algunos life expectancy
de los retratos del link indicado más lifespan
daily treats
abajo y pregúnteles: How to you think crash diet
changes in society have affected elderly
people? Realice una lista en el pizarrón
con sus contribuciones.
https://www.boredpanda.com/
young-vs-old-portraits-faces-of-century-
TOMO 2

jan-langer/?utm_source=google&utm_
medium=organic&utm_
campaign=organic

desarrollo How to live to

100
While reading Strategy in mind
Key words dentifying key words.
Solicite a los estudiantes leer las
palabras en la sección Key words e
inferir sus significado indicando: Take a
look at the words in section Key words.
Paragraph 1
What is the meaning of life expectancy?
Worldwide, life expectancy is higher than ever before.
What does lifespan may refer to? What
In fact, a United Nations report shows that 20% of the
does daily treats mean? What is a population will be aged 65 years and older by 2050 — a
crash diet? figure which is likely to continue rising.

Strategy in mind
Uno de los objetivos que deben ser Smart Reading Paragraph 2
cubiertos en esta actividad es identificar 1. dentify the words you Although eating healthily has a strong showing in second
palabras claves dentro de un texto. consider to be central to the place, even more centenarians attributed their long
Explique a los estudiantes la meaning of the text and write
lifespans to less conventional advice involving daily treats
importancia de esta estrategia: An them in your notebook. Then,
such as chocolate, bacon or sugary drinks.
answer the questions orally.
important part of skimming is a. How do these words
underlining keywords. While you are capture the essence of
reading a text, you can identify the text?
important keywords that will help you to b. Can these words be
replaced by others with the
understand the global meaning of the same meaning but with a
text and the main features. Some stronger effect?
keywords that can be underlined are
names, dates locations, facts, figures etc.

Smart reading 64 UN T 3 LESSON 1 3º MED O

1. Identify the words you consider to
be central to the meaning of the
text. Underline them and answer
the questions:
Solicite a los estudiantes realizar una
lectura general del texto e identificar
palabras claves. Indique lo siguiente:
Read the text and underline those
words you think are central to the
text. Then discuss the questions of
the section with the class.
cierre
Para cerrar la clase, puede solicitar a los
estudiantes comentar sobre la siguiente
pregunta: According to the information
presented previously, eating a healthy diet
proved to be one of the most important
factors to live longer. What do you think
would be a healthy diet? Give details.

118 UNIDAD 3 lEccIóN 1 3º MEDIO

 Paragraph 3 Your analysis indicar en que contextos esas frases
Elizabeth Sullivan, 104, sums up this paradox perfectly in a 1. Discuss, orally. Which fueron dichas: Why did the author
conversation with her doctor: paragraph mentions... mention the phrase “popular pieces
a. popular pieces of advice?
“I saw the doctor and he said, ‘Are you careful about what
b. a less conventional advice? of advice”? Which recommendation
you eat?’ and I said, ‘Certainly not, I have been drinking
c. that life expectancy is would be controversial, do you
three sodas a day for a long time’, and he said, ‘Oh my
goodness, that’s too much sugar. You will die if you keep
higher than before? think? etc.
d. features that centenarians
drinking that,’” she recounted.“But 10 years later he died do not carry out? 2. Discuss with your partners
and I had to change doctors. So I’m still drinking three
sodas a day and people said that’s bad for me but you
e. a controversial Los estudiantes dan sus opiniones en
recommendation?
know, not very many people live to be 104. So I guess the f. a paradox about base a lo que ellos consideran una
sugar in the sodas has kept me alive all this time.” healthy eating? dieta saludable. Solicite a un
2. Discuss with your partners estudiante leer la instrucción de la

TOMO 2
According to the data actividad y pregunte: What do you
Paragraph 4 presented previously, having a consider to be a healthy diet? What
healthy diet proved to be one
Somewhat controversially, more centenarians of the most important factors
kind of food must a healthy diet
recommended a daily drink than abstaining from drinking to live longer. What do you include? Which kind of food should
alcohol entirely — seemingly claiming that a little bit of the think would be a healthy diet? be avoided?
bad stuff might do us some good after all.
Think critically
Las preguntas de esta sección ayudaran
Paragraph 5 a los estudiantes a poner en práctica
Other popular advice included staying active, keeping a diversas habilidades para desarrollar el
positive attitude, and maintaining relationships with family pensamiento crítico de los estudiantes.
and friends. Similarly, getting enough sleep, being nice to Señale: Read the questions in section
others, and having religious faith were also acknowledged Think critically, organize yourselves in
as important parts of living well into old age. groups of 3 or 4 to share your opinions.
Monitorear.

Paragraph 6 Think critically cierre

Judging from the advice collated, striking a happy balance Make text-to-world connections Cierre la clase invitando a los
seems to be key to a long and healthy life. None of the Japanese and Mediterranean estudiantes a trabajar en parejas y dar su
centenarians featured in the research recommended crash diets are said to prolong life. opinión sobre la siguiente pregunta:
What could be the reason
diets or complete lifestyle renovations. Instead, their
for this? Which popular piece of advice
tips were tailored to their own lifestyles and practiced
How much do you think these mentioned in the text is the most
consistently. Most of them have been indulging in a daily
diets differ from ours? important for you? Support your answer.
glass of wine, eating plenty of vegetables, or simply keeping
a loving network of family and friends. Make text-to-self connections
Nowadays, Chileans live longer
than they did 50 years ago.
What are the factors that have
Source: https://www.aplaceformom.com/blog/senior-information/how-to-live-to-100/
influenced having a longer life?
Discuss.

3º MED O UN T 3 LESSON 1 65

clase 5 desarrollo
Your analysis
iNicio
1. Which paragraph mentions...
Se sugiere al docente iniciar la clase
Revisar las preguntas con los estudiantes.
invitando a los estudiantes a hacer un
Invitarlos a leer nuevamente el texto con
resumen de lo leído la clase anterior.
el fin de encontrar la información
Invítelos a dar sus opiniones indicando lo
solicitada. Invite a estudiantes en forma
siguiente: In groups, discuss the about the
aleatoria a leer y responder las diferentes
daily treats you would like to take when you
preguntas. Who wants to read the
are older. Support your answer. Monitorear.
questions and give the answer? Para
extender la actividad pida a los alumnos

3º MEDIO UNIDAD 3 lEccIóN 1 119


clase 6
iNicio
Plantee a los estudiantes la siguiente
declaración: Study Finds Dog Owners
Live Longer. Pídales organizarse en
grupos de 3 o 4 integrantes y dar sus
opiniones en relación a la siguiente
declaración: Get in groups and discuss
the following statement: Study Finds
Dog Owners Live Longer. Discuss with
TOMO 2
your classmates about the benefits of
having a pet at home. Monitorear.
Posteriormente invite a los estudiantes a
escuchar una noticia, dando argumentos
sobre ésta. Now listen to this piece of
news and check if your assumptions
were mentioned.
Study Finds Dog Owners Live Longer
Link: https://bit.ly/2ZZgddc
desarrollo
after reading
language in use
1. Solicite a los estudiantes leer en
parejas la sección Language in use
y determina que tiene en común esa
oraciones, su estructura y que expre-
sa esa estructura. Indique: Based on
the sentences you have read, answer
the question.
2. Explique a los estudiantes el uso de
las expresiones de tiempo Since y
For: We often use for and since when
talking about time. SINCE is used
when talking about a precise moment
in time. FOR when talking about a
period of time.
Luego, indique: Read the examples,
can you notice the difference? Now
read the sentences, and according
to what you have learned, circle
the correct time expression in
each sentence.
1. Write suitable questions for the
sentences in exercise 2, in your
Activity Book.
Indicar: In your Activity book write
the corresponding questions to the
sentences in exercise 2, Language in
use section. Posteriormente, invite
voluntarios a leer las respuestas.
Writing an article
En esta etapa de la lección, los
estudiantes deben organizar sus ideas.
120 UNIDAD 3 lEccIóN 1
After reading
Language in use
1. Read the sentences below. What do they have in common? Why is it used?
• ’ve been avoiding processed food for years.
• Sally has been reading a pretty good book about how to keep a healthy mind.
• Has your brother been talking about going vegan again?
Present Perfect Continuous is used for actions and situations that started in the past and are still
in progress or have happened repeatedly up until the present.
2. 31 This tense is also used with expressions that indicate the period of time, for example
since and for. Look at the examples and choose the correct options below. Write the full
sentences in your Activity Book.
• Example 1: My son has been suffering from anxiety since he applied for that job.
• Example 2: She hasn’t been smoking for over a year now.
a. My parents have been going to the gym for / since three months or so.
b. They have been working in front of blue light screens for / since 2010.
c. Doctors have been saying for / since ages that having physical activity and a healthy diet are
essential to have a better and longer life.
d. People have been talking about sleep hygiene for / since the last few years.
1 31 Write suitable questions for the sentences in exercise 2 in your Activity Book.
Writing An article
1. Organizing ideas
a. Have you ever heard the term “superfoods”? Look at the picture and read the text on the next
page and discuss the following questions:
i. Why was the term “superfood” coined for marketing purposes?
ii. What are “superfoods” supposed to do?
iii. Do you think “superfoods” have the key to get a better and healthier life?
Support your answer.
b. n groups, choose one of the “superfoods” mentioned below and do some research on its
characteristics and benefits.
Beetroot Goji Avocado Pomegranate
Seaweed Kale Chia seeds
66
UN T 3 LESSON 1 3º MED O
Una vez que hayan leído y respondido las cierre
preguntas del texto What are super foods?,
Organice a los estudiantes en grupos de 3 o 4
los estudiantes deben elegir un superalimento
integrantes, entregue una guía preparada
y buscar información sobre éste en el
anteriormente a partir de la infografía Will
laboratorio de computación. Monitorear su
you live to be 100? y solicite a los
trabajo. Indicar lo siguiente: Organize
estudiantes realizar el quiz. Indique: Take the
yourselves in groups of 3 or 4, and work in
quiz about the infographic Will you live to be
the first part of the section Writing. In this
100? and discuss the results with your group.
opportunity you will have to write an article
about a superfood of your choice. If any Will you live to be 100?
questions, raise your hand and I’ll go to Link: https://www.cashnetusa.com/blog/
help you. will-live-100/
3º MEDIO
 What Are Superfoods? desarrollar y terminar la actividad.
Monitorear preguntando: What
Nutritionally speaking, there is no such thing as a superfood. The term was superfood did you choose? Have you
coined for marketing purposes to influence food trends and sell products. found reliable information about it? Do
The food industry gives the “superfood label” to nutrient-rich foods with a you have any questions about how to
supposed capacity to positively affect health. Though many foods could be write it?
described as “super”, it’s important to understand that there is no single food
that holds the key to good health or disease prevention. Apoyar a los jóvenes con estructuras
gramaticales y vocabulario en caso de
Taken and adapted from: https://www.healthline.com/nutrition/true-superfoods que sea necesario. Instruya lo siguiente:
Read each step carefully. If any doubts,
2. Drafting feel confident to ask me. Monitorear.

TOMO 2
Read the Writing Reference in your Activity Book on pages 40 and 41, about the Editor’s Marks Indique les el tiempo estimado para
features to include in your text, and then write an article in 140-190 words. Use realizar cada paso de la actividad.
Capital letter /
the information you collected. Write simple sentences and then put them into Lowercase
paragraphs, adding connectors you have learned in previous lessons. Remember: cierre
Punctuation
a. Give it an engaging title. exit slip
Add a word
b. Make sure each paragraph begins with a topic sentence.
ss Check spelling
En esta sección los estudiantes deben
s
c. ntroduce questions to capture the reader’s interest. auto evaluarse. Monitorear. Conversar
en forma individual con los estudiantes
d. nclude Present Perfect Continuous sentences whenever it is possible. Change place

3. Revising respecto sus puntos débiles y sugiérales

Organize your ideas in paragraphs and make sure you’ve included actividades complementarias o
The article...
all the elements mentioned previously. estrategias de aprendizaje para poder
4. Editing
has an engaging title.
reforzar el o los contenidos y lograr los
begins with a topic sentence.
Check for grammar, spelling and punctuation mistakes, using objetivos de la unidad. Invite a los
includes engaging questions.
the Editor’s Marks. estudiantes a comentar su performance:
includes the writer’s
5. Publishing main ideas. What was the most important thing you
Write the final version of your article. is well-organized and learned (Nombre del estudiante? What
Exchange your article with a partner and evaluate each other’s
interesting for the reader. contents do you need to reinforce?
work, using the prompts in the box.
Los contenidos de esta unidad pueden
ser reforzados a través de las
actividades 1, 2, 3, 4 y 5 del libro
de actividades.
Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 3 LESSON 1 67

clase 7 Utilice la información en el link dejado a

iNicio
Realice la actividad Mito o Realidad en torno
a la alimentación, indicando lo siguiente:
There are lots of discussions about healthy
diets, what to eat, when to eat, and how
much to eat. But what is truth and what is
not? Let´s play Myth of Fact about a healthy
diet. I’ll read a statement and you will have
to guess if it is a myth or a fact.
continuación para llevar a cabo esta
actividad.
15 Myths About a Healthy Diet You Need
to Stop Believing
Link: https://brightside.me/
inspiration-health/15-myths-about-a-healthy-
diet-you-need-to-stop-believing-172255/
Retomar la actividad comenzada la clase
anterior, pidiendo a cada grupo comentar en
que han estado trabajando. Solicitarles seguir
trabajando indicando el tiempo asignado para

3º MEDIO UNIDAD 3 lEccIóN 1 121


lesson 2 An active life
clase 8
iNicio
Se siguiere al docente introducir la clase
el concepto de HIIT (High Intensity
Interval Training) por medio del video
High Intensity Interval Training
(HIIT) - Maximum Results,
TOMO 2
Minimum Time indicando lo siguiente:
Do you know what HIIT means? What
are the benefits of its workouts? Watch
the video to find out the answers. Invite
a los estudiantes comentar la
información contenida en el video.
High Intensity Interval Training (HIIT)
- Maximum Results, Minimum Time
Link: https://bit.ly/2V0zkj9
desarrollo
Before listening
1. Answer the questions in pairs.
En esta sección los estudiantes en
pareja comentan las preguntas de la
actividad. Monitorear. Invítelos a
compartir sus opiniones con el resto
del curso: (Nombre del alumno) Can
you share with us your opinion about
question 1?
2. Discuss the benefits of physical
activity with the class. Then, rank
the “top 5 benefits of physical
activity” that would make you
stand up from your seat.
Organice a los estudiantes en grupos
para trabaja en esta actividad.
Indique los siguiente: Read the text
The Multiple Benefits of Physical
Activity, and discuss with your group
which of these would be your top 5
benefits. Share them with the class.
While listening
2.
1. Complete the mind map of the
words yoga and HIIT in the
Activity Book, with vocabulary
that you think you might hear in
the recording.
Indique: Complete the mind map with
concepts or ideas associated to the
words Yoga and HIIT in your activity
book, page 31. Then compare with
your closest classmates.
122 UNIDAD 3 lEccIóN 2
Lesson 2 An active life
Before listening
1 Answer these questions in pairs.
a. How many times a week do you do physical activity?
b. How can physical activity be beneficial for health?
c. What kind of problems can be caused by the lack of physical activity?
2 Discuss the benefits of physical activity with the class. Then, rank the “top 5 benefits of
physical activity” that would make you stand up from your seat.
The Multiple Benefits of Physical Activity
ncreases Reduces • Risk of osteoporosis and
symptoms of arthritis.
• Fitness, stamina and energy. • Chronic illness and disability.
• Body fat, overweight
• Lean muscle, muscle • Mortality rates and risk of
strength and bone density. dying prematurely. and obesity.
• Flexibility, coordination, and • Risk of coronary heart • Falls and injuries in
older people.
balance. disease, cardiovascular
disease and stroke. • Risk of developing dementia.
• mproved immune system.
• Risk of diabetes, high • Feelings of fatigue,
• Healthy ageing, mobility,
cholesterol and high blood depression, stress and anxiety.
independence and quality of
life in older adults. pressure. • Risk of menstrual symptoms,
• Risk of colo-rectal and constipation and back pain.
• Mental health.
breast cancer. • Risk of postnatal depression.
• Memory, behavior, and
concentration. • Risk of asthma. • Demand on health services.
Created by Publishing Team.
While listening
Key words
1 31 Complete the mind map of the words yoga and High- flexibility
Intensity Interval Training (H IIT) in the Activity Book, with
vocabulary that you think you might hear in the recording. Use
weightlifting
workouts
the picture below to support your answers and compare with soreness
your classmates. tightness
squats
Strategy in mind
Predict the topic of the audio
track.
68
UN T 3 LESSON 2 3º MED O
29 Listen to a radio program talking cierre
about how yoga and HIIT can work Para cerrar la clase invite a los estudiantes a
together. Were the words in your “mind comentar en grupos la infografía Sedentary
map” mentioned? Lifestyle Statistics. Si es posible proyecte la
Ahora indique: Listen to a radio program infografía en el pizarrón o entréguela en
talking about how Yoga and HIT can work formato de guía. Señale: Read the
together and check if the concepts and infographic Sedentary Lifestyle Statistics.
ideas in your mind map were mentioned. Analyze it in your groups. Monitorear.
Make comments with your partner. Sedentary Lifestyle Statistics
https://www.lifespanfitness.com/workplace/
resources/articles/
sitting-all-day-is-taking-a-toll-on-your-body
3º MEDIO
Your analysis
4. Muscle-strengthening activities
2 29 Listen to a radio program talking about how yoga and HIIT can work together and answer
in your notebook.
should be done involving major
muscle groups on 2 or more days
a. Were the words from your “mind map” mentioned?
a week.
b. dentify the sports in the pictures.
Source: https://www.who.int/dietphysicalactivity/
c. Which two pictures best represent the vocabulary from the recording? physical-activity-recommendations-18-64years.
pdf?ua=1
a b c
Luego, permita que los estudiantes
compartan sus realidades con el resto de
la clase, preguntando: According to
what the WHO recommends, how have

TOMO 2
you been doing? Is the amount of
physical activity you have been doing
appropriate, or less than appropriate?
What kind of physical activity have you
d e f been doing?

desarrollo
Your analysis
3. Listen again and choose the
correct option with your partner.
Indique a los estudiantes que
escucharán nuevamente el programa
radial y solicíteles realizar la
actividad señalando: Read the
Your analysis
statements in exercise. Listen to the
3 29 Listen again and choose the correct option with your partner. Answer in your notebook. radio program again and circle the
a. Yoga practitioners / Some people feel intimidated by High ntensity Training. correct alternative in each statement.
b. High ntensity Training and yoga improve your strength / 4. Which pictures from exercise 2
strength and endurance.
Think critically illustrate the vocabulary below?
c. Yoga / High ntensity Training helps with muscle tightness.
Make text-to-world connections
Discuss.
d. Practicing yoga / High ntensity Training complements
freediving training.
t is a fact that yoga has multiple i. bodyweight
e. High ntensity Training, cycling and diving are not / are fitness
benefits for physical health. ii. freediving
n this sense, do you think
practice examples. practicing yoga should be part of iii. mindfulness
the daily school schedule? iv.soreness
Make text-to-self connections v. squats
4 Which pictures from exercise 2 illustrate the vocabulary below?
Discuss.
How do you think yoga vi.weightlifting
can benefit your academic
i. bodyweight iv. soreness achievements? Invite a los estudiantes a observar las
ii. freediving v. squats imágenes y asociarlas a las palabras
iii. mindfulness vi. weightlifting presentadas de acuerdo a lo escuchado
en el audio: Look at the pictures and
3º MED O UN T 3 LESSON 2 69 connect them to the words below. Check
your your classmates.

intensity aerobic physical activity cierre

clase 9
iNicio
Se recomienda comenzar la clase leyendo
las siguientes recomendaciones de la
Organización Mundial de la Salud a los
estudiantes y comentarlas como curso.
The World health Organization recommends:
1. Adults aged 18–64 should do at least 150
minutes of moderate-intensity aerobic
physical activity throughout the week or
do at least 75 minutes of vigorous-
3º MEDIO
throughout the week or an equivalent
combination of both.
2. Aerobic activity should be performed in
bouts of at least 10 minutes of duration.
3. For additional health benefits, adults
should increase their moderate intensity
aerobic physical activity to 300 minutes
per week, or engage in 150 minutes of
vigorous-intensity aerobic physical
activity per week, or an equivalent
combination of moderate - and vigorous-
intensity activity.
Think critically
Las preguntas de esta sección ayudaran
a los estudiantes a poner en práctica
diversas habilidades para desarrollar el
pensamiento crítico de los estudiantes.
Señale: Read the questions in section
Think critically, organize yourselves in
groups of 3 or 4 to share your opinions.
Monitorear.
UNIDAD 3 lEccIóN 2 123
 After listening

clase 10 1 30
iNicio
Se sugiere comenzar recordando a los
estudiantes lo indicado en el audio
trabajado la clase anterior, por medio de
las siguientes preguntas: Previously, we
listened to a radio program talking
about how Yoga and HIIT can work
together. What do you remember about
it? What is HIIT? What are the benefits
TOMO 2
Read and choose the correct answer with your partner. Answer in your notebook.
Then, listen and check.
a. Going on a diet means:
i. you start a diet.
ii. you are in the process of dieting.
b. Keeping fit means:
i. becoming healthy though exercise.
ii. exercising regularly to be healthy.
c. Gaining weight means:
i. an increase in your body weight.
ii. a decrease in your body weight.
d. n bad shape means:

of both activities? i. not having a healthy physical appearance.

ii. having a healthy physical appearance.
desarrollo
after listening
2 Take turns to read the sentences with the correct collocation.
1. 30 Read and discuss the correct a. ’ve put on 5 kilos since last year. No gym during that period really helped me
answer with your partner. Then, to gain / lose weight.
listen and check. b. You are in very good / bad shape, you look very healthy. What are you doing?
Solicite a los estudiantes leer las c. t took almost a year to get / keep fit, in order to run in the marathon.
palabras y elegir la definición d. The doctor recommended me to go / be on a low-salt diet.
alternativa. Señale: Read the words
below and choose the corresponding
3
definition. Indíqueles que escucharan Listen and check your answers from exercise 2.
31

un audio para revisar las respuestas

indicando: Listen to check. 4 Make sentences with the collocations you did not use in exercise 2. Use the picture below
to create your sentence. .
2. Take turns to read the sentences
with the correct collocation.
Indique a los alumnos que, en
parejas, deberán hacer turnos para
leer las oraciones y de acuerdo a su
contexto elegir el verbo correcto de
la siguiente manera: In pairs, take
turns to read the sentences with the
corresponding verb.
3. 31 Listen and check exercise 2.
Luego invítelos a escuchar las
oraciones para revisar: Let’s listen to
the correct sentences.

cierre
4. Make sentences with the
collocations you did not use in
70
execise 2.
UN T 3 LESSON 2 3º MED O

Para cerrar la clase invite a los

estudiantes a poner las frases bad
shape, lose weight, keep fit y be on a
diet en una oración indicando: In
groups put the collocations bad
shape, lose weight, keep fit y be on a
diet in sentences. Then take turns to
share them with another group.

124 UNIDAD 3 lEccIóN 2 3º MEDIO

 Speaking Talking about physical activity and active living

1. Preparing to speak have you been doing lately to live an

a. Tell your partner what you have been doing lately to live an active life. Give examples. active living? Give examples.
b. 32 Listen to the article Get into working out. Which of these statements are correct? Discuss. Señáleles que a continuación
i. Listening to music keeps you motivated to work out. escucharán un artículo y deberán
ii. Gear is not important for sport activities. tiquear las aseveraciones
iii. t is benefitial to have daily long workout sessions. mencionadas en el audio de las
iv. You don’t need to feel guilty if you miss a day of workout routine. siguiente forma: Listen to the article
2. Practicing and indicate the statements
a. n pairs, make some notes about what you will include in your speech. mentioned. Do it orally.
i. What, when and where you have been practicing.
ii. Why you have been practicing.
2. Practicing
iii. Positive aspects of your activity. Leer la instrucción e indicar a los

TOMO 2
iv. Negative aspects of your activity. estudiantes lo siguiente: Take some
v. Sum up notes about your speech and include
b. nclude sentences expressing actions and situations that started in the past and are still the elements mentioned from a to c.
in progress.
c. nclude collocations covered in the lesson. 3. Performing
In pairs, take turns to give your
3. Performing
opinion, out loud. Then discuss, with
n pairs, take turns to give your opinion, out loud. Then discuss, with your partner, whether you agree
or not with her / his point of view. You can use some of the expressions below. your partner, whether you agree or
not with her / his point of view. You
You’re right, agree... think you are quite right can use some of the expressions
below.
Actually, don’t agree... disagree... Los estudiantes hacen turnos para
My classmate intercambiar sus presentaciones y,
4. Evaluating posteriormente, dar su opinion sobre
expresses her / his ideas clearly.
Evaluate your partner’s performance, using the prompts in
ellas utilizando las frases indicadas.
the box. uses target grammatical structure.
justifies her / his points of view.
Monitorear.
includes topic vocabulary. 4. evaluating
expresses her / his opinion about Evaluate your partner’s performance
other points of view.
using the prompts in the box
Lea en voz alta la información del
cuadro. Invítelos a trabajar
Exit slip Evaluate your performance. Discuss your answers with the class. diciéndoles lo siguiente: Using the
prompts in the box, evaluate your
Write: partner. Provide your classmates
5 things ’ve learned with valuable feedback.
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
cierre
2 questions have exit slip
1 thing would like to learn more about En esta sección, los estudiantes deben
auto evaluarse, enfocándose en sus
fortalezas y sus debilidades. Invite a los
3º MED O UN T 3 LESSON 2 71 estudiantes a compartir los resultados de
su autoevaluación y evaluar qué
estrategias podrían utilizar para
clase 11 desarrollo poder conseguir el o los objetivos
1. Preparing to speak. menos logrados.
speaking
a. Discuss what you have been doing
Talking about physical lately to live an active life. Give Los contenidos de esta unidad pueden
activity and active living examples. ser reforzados a través de las
iNicio b. 32 Listen to the article Get into actividades 6 y 7 del libro de
working out. Which of these statements actividades.
Indique a los estudiantes lo que deben hacer:
You will work individually preparing short are correct? Discuss.
presentation about physical activity and Invite a los estudiantes compartir con la
active living. clase sobe lo que han hecho para tener un
estilo de vida activo preguntando: What

3º MEDIO UNIDAD 3 lEccIóN 2 125

 clase 12
cHecK YoUr ProGress
Explique a sus estudiantes que es
tiempo de enfrentar el desafío de revisar
su progreso. Monitoree su trabajo,
caminando alrededor de la sala de clases
y observe qué tan confiados se sienten
con estas actividades. Dígales que, en
base a las actividades realizadas en esta
TOMO 2
sección, deberán autoevaluarse de
acuerdo con los criterios de avance en la
escala de rendimiento.
1. 33 Listen to the following tips to
have a healthy sleep and answer.
a. Name 3 things people should
and shouldn’t do as part of their
bed routine.
b. What temperature is recommended
for a bedroom and why?
2. Read the text and write in your
notebook what it says about:
a. students who exercise more.
b. physical activity and grades.
c. executive purposes.
d. blood flow.
3. Write 5 sentences about what you
have been doing lately to have a
better quality of life.
final debate
Do you agree with the following
statement? Explain.
cierre
Interpret your results
Converse con cada uno de sus
estudiantes acerca de sus resultados. Vea
en donde se encuentra el o los puntajes
más bajos y ejercite y/o resuelva dudas
si es necesario: Did you achieve your
learning goals (Nombre del estudiante)?
is there any particular content you
(Nombre del estudiantes) should
practice more?
126 UNIDAD 3 cHEQUEA TU PROGREsO
CHECK YOUR PROGRESS
1 33 Listen to the following tips to have a healthy sleep and answer. 4 points
a. Name 3 things people should and shouldn’t do as part of their bed routine.
b. What temperature is recommended for a bedroom and why?
2 Read the text and write in your notebook what it says about: 8 points
a. students who exercise more. c. executive purposes.
b. physical activity and grades. d. blood flow.
Active kids learn better
Did you know?
• Most research shows that replacing • More intense physical activity out of
academic lessons with physical activity school resulted in higher test scores and
does not have a detrimental impact on improved reading comprehension.
school grades – in fact some research • Physical activity intervention led to
shows increased participation in physical significant improvements in children’s
activity leads to better grades. math scores.
• Most research in this field has found a • Students who exercised more participated
positive link between children’s physical in sports and achieved higher grade point
activity participation and academic averages.
achievement. • Regular physical activity may increase
• Short amounts of exercise benefit memory blood flow to the brain.
and cognition.
Taken and adapted from: https://www.dsr.wa.gov.au/about/benefits-to-the-community
3 32 Write 5 sentences about what you have been doing lately to have a better 5 points
quality of life.
10 points
4 Final debate: Do you agree with the following statement? Explain.
“To keep the body in good health is a duty…otherwise we shall not be
able to keep the mind strong and clear.”
Buddha
nterpret your results
Great! Good OK Not good enough
(23 points) (17 - 22 points) (11 - 14 points) (1 or less points)
You are achieving You are very well prepared. Your performance can You need to revise the
the learning goals. Analyze the few mistakes improve. Revise your contents and practice
Keep on working hard! you made. mistakes and weakest
areas with your teacher.
more, in order to improve
your performance.
72 UN T 3 CHECK YOUR PROGRESS 3º MED O
clase 13 que los estudiantes estrechen la brecha entre
el conocimiento actual y las metas esperadas,
evaluación formativa y la forma de lograrlo. Invite a sus alumnos a
La evaluación formativa es un proceso de realizar la evaluación en silencio. Al
evaluación continuo cuyo enfoque considera terminar, revise el desempeño de los alumnos
la evaluación como parte del trabajo con la rúbrica en el Apendice de Material
cotidiano del aula, basado en la búsqueda e Complementario Fotocopiable de la
interpretación de evidencia acerca del logro Unidad 3, página 154.
de los estudiantes respecto a una meta. Se
utiliza para orientar el proceso de enseñanza
- aprendizaje y tomar decisiones oportunas
que beneficien a los estudiantes con el fin
3º MEDIO
Lesson 3 Brain Fitness
desarrollo
Before listening
Before listening
1. Discuss with your partner.
Una vez que los estudiantes hayan
1 Discuss with your classmates.
leído el texto, solicíteles organizarse
a. How important is it to have a “healthy mind”? en grupo y discutir las preguntas
b. What aspects of our everyday life can affect (positively and negatively) our mental health? indicando: After reading the text
c. s it important to have a healthy body in order to have a healthy mind? What food tell us about culture, in
d. Have you ever heard of the concept “brain fitness”? What do you think it means? groups discuss the questions below.
e. How are the images below related to the concept of “brain fitness”? Explain.
2. Discuss these questions, make

TOMO 2
notes and share your answers with
the class.
Invite a los estudiantes a observar las
imágenes y en parejas responder las
preguntas de la actividad indicando:
Look at the pictures in exercise 2.
How old are they? Do you think an
adult brain is different from an
elderly brain? How? Why? In pairs,
read the questions and discuss.
Monitorear. Si el tiempo lo permite,
leer el siguiente extracto donde
encontrará la información a
2 Discuss these questions, make notes and share your answers with the class.
las preguntas realizadas en
esta actividad.
a. How do you think a teenager’s brain is different from an adult’s brain?
b. At what age do you think human brains are fully developed? cierre
c. What are the people in the pictures below doing for their mental health? Explain. Invite a los estudiantes a ver el video
d. How do you think memory changes with age? Explain. sobre como ejercitar sus cerebros: In the
video, you will see some brain exercises
such as mirror writing, line drawing,
read upside down, finger fitness and
magical DIY illusions. Una vez que lo
hayan visto, pídales compartir sus
impresiones con el resto del curso: Have
you ever tried any of these exercises
before? Was it difficult? Mencione a los
estudiantes los beneficios de Finger
fitness señalando lo siguiente: some of
the benefits of finger fitness are:
- Improves hand-eye co-ordination
- Fosters fine motor control
3º MED O UN T 3 LESSON 3 73 - Improves sequential memory
- Promotes self-regulation
strategies to workout your brain? Were you - Promotes focused attention and
aware that? deliberate memory
lesson 3 Brain fitness Finalmente, reproduzca nuevamente el
Brain workout plan
Link: https://www.napequity.org/nape- video e invítelos a realizar los ejercicios
clase 14
content/uploads/poster_brainArtboard-1.png presentados: Let’s watch the video again
iNicio and give it try!
Proyecte en el pizarrón la infografía Brain Si no cuenta con conexión a internet,
workout plan e invite a los estudiantes a dar resuma el contenido del video de
sus opiniones sobre lo leído realizando las antemano y describalo a sus alumnos.
siguientes preguntas: Can we exercise our 35 Brain training tips
brains? Do you put in practice any if these Link: https://bit.ly/2ZYHBHW

3º MEDIO UNIDAD 3 lEccIóN 3 127


clase 15
iNicio
Inicie la clase invitando a los
estudiantes a ver un video que relaciona
la comida con la memoria, indicando:
Watch the video and discuss if food can
really help you to boost your memory.
Si no cuenta con conexión a internet,
resuma el contenido del video de
antemano y describalo a sus alumnos.
TOMO 2
Secrets to a Super Memory, Pt 2
Link: hhttps://bit.ly/2ZTyLv7
While listening
Key words
Solicite a los estudiantes leer las
palabras en la sección Key words e
inferir sus significado: Take a look at
the words in section Key words. What
does tease mean? What is the meaning
of mental state? What does fats refer
to? What does engage mean? What
does the concept flax seeds refer to?
Strategy in mind
Esta estrategia permite desarrollar en los
estudiantes la habilidad de utilizar
claves semánticas y sintácticas de textos
con contenidos específicos para
completar partes de un texto.
Smart listening
1. 34 Listen to some facts about our
brain. Which facts did you find
most interesting? Take notes, in
your notebook, and discuss them.
Los estudiantes son invitados a
escuchar el texto, tomar notas y
comentar en parejas lo escuchado
indicando: Let’s listen to the text
Facts about our brains. Take notes of
what you listen and discuss them
with your partner. Monitorear.
2. 35 Listen to the second part of the
text and complete these sentences
in your Activity Book.
Invitar a los alumnos a trabajar en su
cuaderno de actividades. Reproduzca
la segunda parte del audio con el fin
de completar. Indique lo siguiente:
Read through the sentences, predict
what types of information you need
for each of them and then listen to
complete the sentences. Invitar
voluntarios a leer las oraciones
completas
128 UNIDAD 3 lEccIóN 3
While listening
Smart Listening
Key words
1 34 Listen to some facts about our brain. Which facts did tease
you find most interesting? Take notes in your notebook and mental state
discuss them.
fats
engage
flax seeds
2 35 32 Listen to the second part of the text and complete
these sentences in your Activity Book.
a. Brain fitness has…
Strategy in mind
b. Focus on fish oils from wild...
c. Stories are a way to solidify… Completing sentences.
d. …exercise is a great “brain exercise” too.
e. To really help your brain stay young…
3 35 Listen to the second part once more and answer these questions.
a. Look at the pictures below. In which other ways can you challenge your brain?
b. How often is it necessary to meditate to increase your brain fitness?
c. Which kind of fat should you eliminate from your diet?
d. How many hours per day does the average person watch TV?
e. How can learning to cook, for example, improve your brain fitness?
Think critically
Make text-to-world connections
Global average life expectancy
increased by 5.5 years between
2000 and 2016. Due to this fact,
many brain training programs
are offered to seniors all over
the world. Do you think these
training programs should
be part of each nation’s
health care system to promote
mental health?
Make text-to-self connections
What kind of action can we take
in order to promote brain fitness
in our country? What can we do
as a society?
74 UN T 3 LESSON 3 3º MED O
Your analysis conexiones más grandes que un lector aporta
a una situación de lectura. Todos tenemos
1. Listen once more and answer these
ideas sobre cómo funciona el mundo que va
questions.
más allá de nuestras experiencias personales.
En parejas, los estudiantes responder las
Aprendemos sobre cosas a través de la
preguntas de la actividad. Indique: In
televisión, películas, revistas y periódicos.
pairs, read the questions of the activity,
Invite a sus estudiantes a hacer conexiones
then listen to the audio again and answer.
del texto con el mundo. Para hacer esto,
cierre puede organizar a los estudiantes en grupos
Think critically de a cuatro e invitarlos a responder las
preguntas presentadas.
Make text-to-world connections
Las conexiones de texto a mundo son las
3º MEDIO
 After listening
Indique a los alumnos a leer las
Language in use Adverbs oraciones de la i a la iii, poner
atención a las palabras destacadas e
1. 36 Read and listen to the following sentences, paying special attention to the highlighted
words in bold. What do they convey?
identificar su uso de la siguiente
manera: Read sentence in exercise 1
a. manner
in the Language in use section. What
b. attitude
do the highlighted words have in
c. focus on specific information
common? What do they convey:
i. Frankly, don’t think spend too many hours in front of the TV. manner attitude or focus on specific
ii. Meditating has surprisingly helped me to develop concentration. information? Agregue: Adverbs of
iii. The first thing we eliminated from our diet was trans fats, clearly. manner modify the verbs telling us the
way something was done.

TOMO 2
Adverbs can indicate “attitude”. n this particular case, the adverb is not related to the relationship
between subject and action.
1. Create four sentences in your
Example: Activity Book, using the following
Attitude: Clearly, it was a matter of time to see her change her diet. adverbs.
Relationship subject/action: Now, she can clearly see the consequences of her bad habit. Indique a los estudiantes lo siguiente:
Use the target adverbs of manner
and contextualize then in sentences
1 32 Create four sentences in your Activity Book, using the following adverbs. related to the topic of the lesson.
easily drastically frequently differently 2. What do these phrases from the
audio track mean? Write your
explanations in your Activity Book.
2 33 What do these phrases from the audio track mean? Write your explanations in the Indique a los estudiantes que en su
Activity Book. cuaderno de actividades deberán
a. solidify memories explicar el significado de los
b. challenge your brain conceptos indicados según el
c. help your brain stay young contexto. Señale: In your notebook,
write what those expressions mean
according to what you heard in the
3 Read and discuss this question in groups. Share your ideas with the whole class.
second audio. Organice a los
estudiantes en grupos de 3 o 4 para
comentar sus respuestas indicando:
According to the CNTV, during 2017, an average Chilean Organize in small groups and share
spent 813 hours consuming TV. Taking this fact into
consideration, what kind of initiatives would you promote to your answers. Monitorear. Pida
encourage people to turn off the TV? voluntario para leer sus respuestas
frente al curso: (Nombre del
estudiante) would you like to read
your answers, please?

3º MED O
Make text-to-self connections.
Al hacer conexiones de texto a su propia
realidad, los estudiantes recurren a sus
conocimientos y experiencias anteriores para
conectarse con el texto. Para solicitar a los
alumnos que realicen conexiones de texto a
sí mismos, invítelos a reflexionar sobre la
pregunta señalada.
clase 16
iNicio
Se sugiere al docente comenzar la clase
organizando a los estudiantes en grupos de 3
UN T 3 LESSON 3
o 4 integrantes y dar sus opiniones respecto
de la pregunta: Do we have any particular
food manners that differentiate us from
others Latin American countries?
desarrollo
after listening
language in use Adverbs
1. Read and listen to the following
sentences, paying special attention to
the highlighted words in bold. What do
they convey?
cierre
3. Read and discuss this question in
groups. Share your ideas with the
75 whole class.
En el mismo grupo en el que
trabajaron en la actividad anterior,
invitar a los estudiantes a dar sus
opiniones en torno a la pregunta
indicada: In the same groups, read the
question below and discuss with your
partners. Monitorear. Leer la pregunta
frente al curso e invitarlos a dar
sus opiniones.

3º MEDIO UNIDAD 3 lEccIóN 3 129


clase 17
iNicio
Se sugiere comenzar la clase
discutiendo la siguiente pregunta para
contextualizar la siguiente actividad:
What is mental health?
Posteriormente, lea la siguiente
definición a los estudiantes:
According to Medical News Today,
mental health refers to our cognitive,
TOMO 2
behavioral, and emotional wellbeing - it
is all about how we think, feel, and
behave. The term ‘mental health’ is
sometimes used to mean an absence of
a mental disorder.
Mental health can affect daily life,
relationships, and even physical health.
Mental health also includes a person’s
ability to enjoy life - to attain a balance
between life activities and efforts to
achieve psychological resilience.
speaking
Talking about
mental health
En esta actividad, los estudiantes
deberán presentar su opinión respecto
del texto leído.
1. Preparing to speak.
a. Read the results of a study about
anxiety, depression and insomia
during the Covid-19 pandemic and
discuss which results you found
surprising, interesting or worrying.
Solicite a los estudiantes leer el
texto para luego comentar con un
compañero sus impresiones
indicando: Read the text Anxiety,
depression and insomnia: the
impact of COVID-19 on mental
health and discuss your
impressions with a partner.
130 UNIDAD 3 lEccIóN 3
Speaking Talking about mental health
1. Preparing to speak
a. Read the results of a study about anxiety,
depression and insomia during the Covid-19
pandemic and discuss which results you found
surprising, interesting or worrying.
Anxiety, depression and insomnia:
the impact of COVID-19 on mental health
COVID-19 patients are at an increased risk of being diagnosed with anxiety,
depression or insomnia. Here’s a closer look at how the SARS-CoV-2 virus can impact
your mental health:
◆ Recent research has revealed that within three months of testing positive, almost 20% of
people diagnosed with COVID-19 had psychiatric disorders, including anxiety, depression
or insomnia.
◆ One in four of those people had not received a psychiatric
diagnosis before. The researchers said that the results are
possibly underestimates of the actual number of cases.
◆ Researchers also found that people with a pre-existing
psychiatric disorder were 65% more likely to be diagnosed
with COVID-19 than those without.
The researchers say this finding was unexpected and needs
further investigation. In the meantime, they say, having a
psychiatric disorder should be added to the list of risk
factors for COVID-19.
◆ Sufferers of “long COVID” – who are still experiencing
symptoms months after testing positive – also appear to
experience mental health issues, which can be caused by
a range of factors including post-traumatic stress disorder
(PTSD), lethargy, fatigue and olfactory disorders such as a
loss of their sense of smell.
◆ Even for those who have not tested positive, lockdown
measures have increased feelings of loneliness, isolation,
restlessness and anxiety, as millions of people have been forced to adapt
to new realities and make drastic lifestyle changes.
More and more people are seeking crisis mental health services as a result of
COVID-19.
◆ Pandemics have had a tremendous impact on the mental health of affected populations
throughout history. For example, there are reports that say that the Ebola virus caused
“widespread panic and anxiety, depression caused by the sudden deaths of friends,
relatives, and colleagues, and stigmatization and social exclusion of survivors.”
76 UN T 3 LESSON 3 3º MED O
3º MEDIO
 The Spanish Flu pandemic of 1918-1919 also had a long-standing Lea en voz alta la información del
impact on the mental health of survivors as a result of the massive cuadro. Invítelos a trabajar indicandoles
and sudden loss of life which led many people into a chronic state of lo siguiente: Using the prompts in the
helplessness and anxiety.
box, evaluate the partner you
◆ Even though the link between pandemics and mental health is well- practiced with.
documented and researched, there is still more research needed to
fully understand the causes and solutions. Scientists are still examining cierre
how COVID-19 affects the brain and the central nervous system to
determine how much that plays a role in receiving a diagnosis vs the exit slip
trauma of suffering with symptoms, and in some cases avoiding death. En esta sección los estudiantes deben
auto evaluarse enfocándose en sus
Adapted from: Anxiety, depression and insomnia: The impact of covid-19 on mental fortalezas y sus debilidades. Invite a los
estudiantes a compartir los resultados de

TOMO 2
health. Gavi, the Vaccine Alliance. Retrieved June 10, 2022, from https://bit.ly/3xDVKx5

su autoevaluación y evaluar que

2. Practicing estrategias podrían utilizar para poder
Take notes of the facts you think are surprising, interesting or worrying in the article. Write some conseguir el o los objetivos menos
attitude adverbs, such as ‘sadly’, ‘unfortunately’, etc., next to the facts to help you convey the logrados.
meaning you want when sharing your opinion.
3. Performing Los contenidos de esta unidad pueden
Take turns to present your opinion to the rest of the group. Add if you agree with your classmates or ser reforzados a través de las
not. Explain why. actividades 9 y 10 del libro de
4. Evaluating actividades.
Use the prompts in the box to evaluate your classmates’ performance. Provide valuable feedback to
your partners.

My classmates...
made use of correct tone and volume of voice.
made use of correct pronunciation and intonation.
expressed her/his opinion coherently.
showed confidence.
made use of appropriate attitude adverbs to
convey meaning.

Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 3 LESSON 3 77

2. Practicing
Take notes of the facts you think are
surprising, interesting or worrying in the
study. Write some adverbs next to each of
the facts, to help you convey the meaning
you want when sharing your opinion.
Invite a los estudiantes a seguir las
instrucciones de esta actividad: Read the
instruction of this section of the activity.
Remember to use adverbs of manner in
your exposition.
3. Performing
Take turns to present your opinion with the
rest of the group. When finishing, make
some comments of the points you share
and the points you do not agree with.
Invite a los estudiantes a presentar sus
impresiones frente a otra compañero.
4. Performing
Use the prompts in the box to evaluate
your classmates’ performance. Provide
valuable feedback to your partners.

3º MEDIO UNIDAD 3 lEccIóN 3 131

 Lesson 4 Healthy happiness

lesson 4 Healthy happyness

1 Discuss. Share your conclusions with the class.
clase 18 a. What is happiness to you?
iNicio b. Look at the pictures. What do you think make them happy?
c. What do you feel when you feel happy?
Invitar a los estudiantes a ver y opinar
d. Do you think happiness is good for health? Why?
en torno a que es la felicidad indicando:
e. How does your body express happiness?
Watch the video What is Happiness?
f. Do you think happiness may have effects on relationships or work?
Learn How to Be Happy In Life and
discuss with your partners whether it is
TOMO 2

difficult or not to make a change to be

happy, and can we spread this
happiness to society.
What is Happiness? Learn How to Be
Happy In Life
Link: https://bit.ly/1DGbhb1

desarrollo
1. Discuss. Share your conclusions 2 Read a part of the lyrics of a very famous song and discuss with your partner.
with the class.
a. What does it mean when it says “But when you worry you make it double”?
Los estudiantes, en grupos de 3 o 4
estudiantes, dan sus opiniones b. What’s the attitude described in the second verse? Explain.

fundamentadas respecto de las

preguntas presentadas en la actividad.
In groups discuss the question and
support your answers. Monitorear.
Don’t wor��, be happy
by Bobby McFer�in
Elegir alumnos en forma aleatoria
para dar su opinión indicando:
Here’s a little song I wrote
(Nombre del alumno) what is Don’t wor�� Ain’t got no place to lay your head
You might want to sing it note for note
happiness for you? What kind of Don’t wor��, be happy (Ooh) be happy Somebody came and took your bed
things makes you feel happy (Nombre In ever� life we have some t�ouble (Ooh) don’t wor��, be happy Don’t wor��, be happy
del alumno)? etc. (Ooh) don’t wor�� The landlord say’ your rent is late
But when you wor�� you make it double
(Ooh) be happy He may have to litigate
2. Read to part of the lyrics of a very Don’t wor��, be happy
(Ooh) don’t wor��, be happy Don’t wor��, be happy
famous song and discuss with your Don’t wor��, be happy now
partner.
Invite a los estudiantes a leer parte de
la canción Don’t worry be happy Taken from: https://www.azlyrics.com/

indicando: Don’t worry be happy is a

song written by Bobby Mcferrin that 3 Find the song and play it in class. Do you like it? Why?
topped the charts 30 years ago. Read
part of the lyrics and discuss the
questions below with a group of 78 UN T 3 LESSON 4 3º MED O

partners
3. Find the song and play it in class.
Do you like it? Why?
Los estudiantes escuchan y expresan
su opinión sobre la canción. Si es
posible entregue a los estudiantes una
guía con la letra de la canción.
cierre
A partir de la canción escuchada en la
actividad previa, invite a los alumnos a
expresar su opinión señalando: Discuss with
your partners. Why don’t we need to worry
when we have a problem? Laughing is highly
contagious. Are worries contagious as well?
What kind of things should “worry” us?
How may “not worrying” be beneficial for
our physical and mental health?

132 UNIDAD 3 lEccIóN 4 3º MEDIO

 Before reading

1 Is there a formula to be happy? For Dr. Amit Sood, there is one. Read the text below desarrollo
and discuss the questions. Before reading
a. Why is it important to work with expectation? 1. Is there a formula to be happy?
b. Do you need to put equal effort into caring for yourself and others? For Dr. Amit Sood, there is one.
c. What do you understand by “nurturing”? Read the text below and discuss
d. What are the 2 formulas for happiness? the questions.
Organice a los estudiantes en grupos
e indíqueles que discutan las
preguntas de la actividad.
Monitorear. Posteriormente, invítelos
The key to happiness in a compartir sus ideas con el resto del

TOMO 2
2 simple formulas curso: In groups, discuss the
questions in exercise 1. Then, share
“H = R-E, or happiness equals reality minus expectations” Dr. Sood says.
them with the rest of the class to
check.
Dr. Sood has spent his career
researching the keys to cierre
happiness, and says it can be
much simpler than some people
Invite a sus alumnos a compartir las
make it. A lot of it, he says, preguntas que discutieron en grupos con
comes down to focusing on the el resto de la clase, y explicar si están
things you can control. de acuerdo con el texto o no,
“You cannot always change justificando sus respuestas. Dígales:
reality, but you can always work Now, let’s share the opinions you
with expectation” he says. “And discussed with the rest of the class.
the more your expectations Make sure to express if you agree or
are reasonable, perhaps a little disagree with the text and explain why.
lower, the happier you will be.”
Social Media is usually deceptive when portraying “real life”.
Along with managing your
expectations, Dr. Sood says happiness can also be maximized by putting
equal effort into caring for yourself and others.
“ f have four pieces of chocolate, can give you all four. t’ll make you
happy; it’ll make me miserable” Dr. Sood says.
“ can eat all four. t’ll make me happy, and it’ll make you miserable.
think true happiness is in eating two chocolates yourself and giving away
two. So you are nurturing yourself, and you are nurturing others. t is in this
synergy, in this combination that you will find the greatest happiness.”
So if you need more happiness in your life, just remember two simple
formulas: two for me plus two for you equals happiness, and happiness =
R-E, or reality minus expectations.

Source: https://newsnetwork.mayoclinic.org/discussion/mayo-clinic-minute-the-key-to-happiness-in-2-simple-formulas/

3º MED O UN T 3 LESSON 4 79

clase 19 from 5 to over 100 years old people about

the question What makes you happy?, this is
iNicio what people said:
Iniciar la clase invitando a los estudiantes a What Makes You Happy? | 0-100
escuchar una encuesta sobre la felicidad para Link: https://bit.ly/2035Tuh
luego compartir sus impresiones. Si no
cuenta con conexión a internet, puede
preparar la encuesta de antemano, escribirla,
y darle los datos a los alumnos de forma oral
Indique: In a survey conducted to people

3º MEDIO UNIDAD 3 lEccIóN 4 133

 clase 19
While reading
HAPP NESS
While reading Key words
= S + C + V
our genetic conditions (things we voluntary conditions
Genetic predisposition predisposition can’t change: ethnicity, (things we can change:
iNicio Voluntary condition (accounts for for example) jobs, relationships,
Key words
roughly 50%) hobbies, location)
Healthy behaviors
Emotional payoffs
Solicite a los estudiantes leer las Metropolitan areas
Percentage of happy Americans by age

palabras en la sección Key words e 100

inferir sus significado señalando: Take a Health 80

look at the words in section Key words. 60

According to the topic of lesson: What Percentage of adults who exercise 40

does healthy behaviors refer to? What 30+ minutes, 5+ days a week
TOMO 2

20

would emotional playoffs mean? What 27% 18-30 years 18

is genetic predisposition? What does 25% 31-49
28% 50-64
20 30 40 50 60 70 80 90+

voluntary condition mean? What are 31% 65+

Healthy behaviors, like exercising and
eating right, have bigger emotional
Metropolitan areas? Exercise benefits: payoffs for lower-income individuals
• Releases endorphins (those who earn less than $36.000 a year).
Strategy in mind • Reduces stress Healthier people are
Strategy in mind • Prevents depression
20%
La estrategia a desarrollar a través de • mproves sleep
happier than average.
Skimming and scanning for
estas actividades es Skimming and specific information.
• ncreases energy levels
• Builds muscle tone 26%
Scanning. Indicar a los estudiantes lo of Americans are obese.
siguiente: Skimming and scanning are Numbers of days with at least Americans spend as much as
two very different strategies for speed 30 minutes of exercise and
reported stress, happiness levels 90%
reading and they are used for different of their lives indoors.

purposes. Skimming refers to looking Drugs like nicotine and alcohol will, over
time, reduce the levels of serotonin and
only for the general or main ideas. Happiness
dopamine, the chemicals in your brain
Scanning is used to look only for a Stress that control when you feel happy.

specific fact or piece of information 1 2 3 4 5 6 7 Only 48%

of Americans consider
without reading everything. themselves “very happy”.

desarrollo Marriage protects against normal

Smart reading
1. Before you read the text, find and
underline the key words.
En esta actividad los alumnos aplican
el concepto de Scanning. con el fin
de identificar palabras claves
asociadas a las diferentes partes del
texto y su relación con el tema del
texto. Señale: Scan the text and
underline the words you think are
keys words in the text.
declines in happiness during
adulthood which happens over time.
Relationships Religiously speaking
Smart reading - The very religious, which
accounts from around 41% of
1. Before you read the text, find adults, are much happier than the
the key words and write them
6 - 7 hours:
less-religious and non - believers.
- People with more than 10 friends
in your notebook.
the amount of time spent in their congregation were
2. Skim the text and, with a
partner, talk about 3 facts
socializing each day that
makes people happiest.
TW CE
that caught your attention
as happy in life as those who had
no friends in their congregation.
and explain why.
Over the last few decades, - Nuns who expressed faith and
women have become less happy optimism in their journals were
more likely to live longer than
with their lives compared to men.
those who didn’t.

2. Skim the text and, with a partner,

talk about 3 facts that caught your 80 UN T 3 LESSON 4 3º MED O

attention and explain why.

Pida a los estudiantes organizarse en
cierre
parejas y comentar 3 hechos que le
llamaron la atención, justificando la Invite a los estudiantes a cerrar la clase
respuesta de la siguiente forma: Skim respondiendo, en una palabra, la pregunta
the text and find out 3 facts that What makes you feel happy?
caught your attention. With a partner
make comments, supporting your
answers.

134 UNIDAD 3 lEccIóN 4 3º MEDIO

 - A research shows that both lottery winners and paralyzed accident victims
found their happiness levels went back to their previous life / before tragedy Your analysis
happiness levels in less than a year. Think critically
1. Answer in your notebook.
- Only 48% of Americans consider themselves “very happy”.
According to the text... Make text-to-world connections
Happiest States in the US a. which are the top 5 Las conexiones de texto a mundo son
1. Hawaii happiest countries in las conexiones más grandes que un
2. North Dakota
3. Minnesota
the world?
b. what is the effect of nicotine
lector aporta a una situación de lectura.
4. Alaska and alcohol consumption? Todos tenemos ideas sobre cómo
Location 5. Utah
6. Colorado
c. what are the benefits funciona el mundo que va más allá de
7. Kansas
of exercising? nuestras experiencias personales.
d. how many hours a
8. Nebraska
day do happy people Aprendemos sobre cosas a través de la
Happiest countries
9. New Hampshire
spend socializing? televisión, películas, revistas y
10. Montana
e. which are the happiest periódicos. A menudo son las

TOMO 2
9. Canada 10. Sweden
7. Finland 4. Switzerland
careers? conexiones de texto a mundo que los
2. Norway 2. What do these numbers from profesores intentan mejorar cuando
1. Denmark
the text refer to? Answer in
your notebook.
enseñan lecciones de ciencias, estudios
3. Netherlands a. 90% sociales y literatura. Un ejemplo de una
b. $75.000 conexión de texto a mundo sería cuando
11. USA
5. Austria
6. srael c. 6 - 7 hours un estudiante dice: “Vi en la televisión
d. 30 + minutes
e. $36.000 una entrevista en que se hablaba de las
8. Australia
cosas que se describen en el texto”.
People who live in large metropolitan areas are happier and healthier than their Invite a sus estudiantes a hacer
rural counterparts: fewer are obese, fewer smoke cigarettes, more visit the dentist conexiones del texto con el mundo. Para
hacer esto, puede organizar a los
and they have easier access to fruits and vegetables.

Happiness brings us more estudiantes en grupos de a cuatro y

Career
33%
of people say they are very
happy with their jobs.
93%
of people are happiest
when they use their skills
and strengths for 10+
hours. However, this refers
to only about 1 in 4 adults.
“My philosophy is, if you can’t laugh at yourself, life is
going to be pretty terrible for you”
-Alvin Wong, NY Times’ happiest American
dígales: What would be the facts that
success, not vice-versa
make “urban” people happier that
The happiest careers are ones which involve
serving other people. Tops go to: those who live in rural areas?
1. Clergy
2. Firefighters Make text-to-self connections.
Al hacer conexiones de texto a su
3. Reservation agents
30% of workers are engaged in their work, propia realidad, los estudiantes recurren
meaning they are involved, enthusiastic and a sus conocimientos y experiencias
contribute positively. Think critically
52% are not engaged and anteriores para conectarse con el texto.
18% are actively disengaged.
Make text-to-world connections
Why are “urban” people happier
Para solicitar a los alumnos que realicen
Engaged workers are just about as happy on than those who live in rural conexiones de texto a sí mismos,
invítelos a reflexionar sobre la pregunta
the weekdays as they are on the weekends.
areas?
Beyond a household income of Make text-to-self connections señalada: Do you think Chileans living
$75.000 Do you think Chileans living in in urban areas are happier than those
a year, money does nothing for happiness. urban areas are happier than who live in rural areas? Support your
those who live in rural areas?
Why? answer.
Taken and adapted from: https://bit.ly/2XSIvE5

3º MED O UN T 3 LESSON 4 81

clase 20 desarrollo
Your analysis
iNicio
Solicite voluntarios para leer las preguntas
Invite a los estudiantes a debatir en torno a la de la actividad 1 y 2 de la sección Your
siguiente información. En lo posible analysis. Luego organice a los estudiantes en
reproducir la canción: Since the 2013 grupos de 3 estudiantes y solicíteles
premiere of Pharrell William’s music video responderlas indicando: With the members of
for “happy”, people all over the globe have your group, read the text again and answer
created their own dance videos to the the questions in activity 1 and 2. Monitorear.
“infectious” hit song because it made them Motive a los estudiantes a leer las respuestas
feel happy. What do you think is the relation frente al curso para revisar: Who wants to
between happiness and music? read question a?

3º MEDIO UNIDAD 3 lEccIóN 4 135


clase 21
iNicio
after reading
language in use: Provided that
/ As long as
1. Read these examples. What’s the
function of the words in bold?
Discuss.
Pida a dos estudiantes leer las
oraciones de la actividad 1 de la
TOMO 2
sección Language in use, analizar las
palabras en negrita e identificar su
uso. Indicar: Read the sentences,
analyze them. Pay attention to the
words in bold. What is the function
that conjunctions Provided that and
As long as have in those sentences?
Posteriormente, señale: Conjunctions
are used to connect phrases, clauses,
and sentences in order to form
complex sentences. Provided that
and As long as are subordinating
conjunctions, that means that they
are used to connect a clause that
cannot stand alone and connect it to
another to make a complex sentence.
1. Write 2 sentences in your
notebook, based on the pictures
below. Use the expressions as long
as and provided that.
Pida a los estudiantes poner en
practica lo que han aprendido de la
sección Language in Use indicando:
Use the target conjunctions to write
sentences based on the pictures
below in your notebook. Let’s read
them to the class to check. Escriba
algunos aportes en el pizarrón.
language in use comparing and
contrasting
1. Read the examples below. What
do the expression in bold want to
convey in each sentence?
Pida a dos estudiantes leer las
oraciones de la actividad 1 de esta
sección, analizar las palabras en
negrita e identificar su uso indicando:
Read the sentences, paying attention
1. In pairs, discuss about the things
to the words in bold. What do they
want to convey?
2. Use the expressions below to
replace the target expression in
exercise 1.
Solicite a los estudiantes reemplazar
136 UNIDAD 3 lEccIóN 4
After reading
Language in use Provided that / As long as
1. Read these examples. What’s the function of the words in bold? Discuss.
a. Provided that he quits fast food, he can change his fitness routine.
b. You’ll sleep well soon, as long as you go to the doctor to treat your snoring problem!
Provided that and As long as are used when the speaker / writer wants to establish specific
conditions or set limits on a situation. As long as is more common in spoken language; while
provided (that) is more formal and more common in written language.
1 Write 2 sentences in your notebook, based on the pictures below. Use the expressions as long
as and provided that.
Language in use Comparing and Contrasting
1. Read the examples below. What do the expression in bold want to convey in each sentence?
a. UK government has offered brain training programs for many years, just as the Chilean
government lately.
b. n European countries, this program has been available in the private health system, while in
Chile, this benefit is only for those people in the public system.
2. Use the expressions below to replace the target expression in exercise 1.
in the same way nevertheless on the other hand as well as
2 33 In pairs, discuss about the things that make you feel happy and why. Fill in the Venn
Diagram in your Activity Book with the things you agree with and differ from.
Writing About the happiest moment of your life
1. Organizing ideas
a. Read these sentences. What are the people describing? Discuss.
- “Spending a day at the beach by myself and feeling alive, serene, and actually enjoying
being alone.”
- “My wedding day was the happiest day of my life.”
- “When created a piece of work and someone bought it.”
82 UN T 3 LESSON 4 3º MED O
las frases indicadas por las presentadas en discutir sobre en tema indicado y comparar
la actividad. Señale: Replace the target y contrastar sus resultados. Indicar: In
expression in 1 with those presented pairs talk about things that make you feel
above. Is there any other expression we happy and why. Then compare and
can use to convey the same meaning? contrast the features you have in common
and those you differ from.
makes you feel happy and why. In
your notebook, make a Venn Diagram
and Fill in the Venn Diagram, in your
Activity Book, with the things you
agree with and differ from.
Pida a los estudiantes trabajar en parejas,
3º MEDIO
 b. Think about the happiest day of your life. In your notebook, make a plan of the information you will
include, following this structure. Writing
First paragraph: Set the scene (Who, where and where).
about the happiest
Second paragraph: Write the main part of the story, and the background of the event.
moment of your life
Third paragraph: Write the climax of the story and the outcomes.
En esta etapa de la lección, los
2. Drafting
estudiantes deben organizar sus ideas
Use your notes to write the draft of your story. nclude the content covered during the lesson.
con el fin de escribir sobre el día más
feliz de sus vidas: Individually, you will
Remember that when writing a story you should: have to write a short text about the
• use narrative sentences in past tense (simple, continuous, happiest day of your life. Read the steps
past perfect or past perfect continuous).
carefully. If you have any questions, feel
• adjectives and adverbs to make your story more descriptive.
confident to ask. Monitorear. Indicarles

TOMO 2
• use adverbs of sequence to describe the order of the events.
el tiempo asignado a cada etapa de la
actividad.
3. Revising
Read the prompts in the box to check your draft and improve or complete cierre
the story. Editor’s Marks exit slip
4. Editing Capital letter /
Lowercase
En esta sección, los estudiantes deben
Check for grammar, spelling and punctuation mistakes, using the Editor’s Marks. auto evaluarse. Conversar con cada uno
Punctuation
de ellos para cerciorarse en que aspectos
5. Publishing
a. Exchange a copy of your story with another partner.
Add a word
necesitan ejercitación extra o apoyo:
ss
b. Evaluate your classmate’s work, using the prompts in the box. Provide s Check spelling What contents do you need to improve?
valuable feedback. Change place What contents do you think you manage
well? Do you have any questions?

The text...
includes all elements of a story.
follows a coherent and cohesive structure.
makes use of appropriate orthographic rules.

Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 3 LESSON 4 83

cierre
Think critically
Los estudiantes comentan en grupo las
preguntas de la sección Think critically.
Monitorear. Invitarlos a compartir sus
opiniones con la clase: In groups, make
comments on the questions in section Think
critically. Then share your opinions with the
rest of your partners.
clase 22
iNicio
Comenzar la clase con un breve debate,
indicando lo siguiente: According to some
researches, happy people are more likely to
give charity. Actually, Pharrell William’s
Grammys hat was auctioned for $44.000.
That money went to From One Hand to
Another, a charity that helps children learn
through technology and the arts. Do you think
there is a relationship between happiness and
charity? Support your answers.

3º MEDIO UNIDAD 3 lEccIóN 4 137


clase 23
sUBJecT coNNecTioNs
Physical education
En esta sección, los estudiantes
establecen vínculos entre la lengua
inglesa y otras disciplinas (Educación
Física). En esta ocasión, los estudiantes
escucharán, analizarán e interpretarán
TOMO 2
un reportaje que habla sobre la relación
entre la actividad física y la salud.
iNicio
Para introducir el tema, inicie una breve
discusión en torno a la siguiente
información: In January 2019, the
Ministerio del Deporte presented the
results of the survey Encuesta Nacional
de Actividad Física y Deportes 2018,
which showed that the 81,3% of Chilean
population are inactive or fairly active.
Pauline Kantor, Minister of Sports, said
that the challenge is improving
infrastructure, and offering sport
activities in squares and parks. What
other measures should the government
take to lower this rate?
desarrollo
1. Discuss the questions.
En parejas, los estudiantes comentan
las preguntas de esta sección
indicando: In groups, discuss the
questions in exercise 1. Monitorear.
Invitar a los estudiantes a compartir
sus opiniones con el resto del curso.
2. 37 Listen and say what is what
the American Heart Association’s
opinion about...
Los estudiantes leen las preguntas
para luego escuchar el reportaje.
Señale: In groups of 3, read the
questions. Listen to the audio and
answer those questions.
3. Listen again and decide which of
these statements are true. Discuss
and explain.
Pida a un voluntario leer las
preguntas de esta actividad. Pregunte:
(Nombre del alumno) can you read
the questions in exercise 3? Invítelos
a escuchar nuevamente el texto y
responder las preguntas: Let’s listen
again and find out the answers to
138 UNIDAD 3 cONEXIóN INTERDIscIPlINARIA
al
Physic
SUBJECT CONNECT ONS ion
Educat
1 Discuss the questions.
a. Students who are physically active tend to have better grades, school attendance, and
classroom behaviors. What do you think the reason for this is?
b. Why is, for most people, so difficult to start doing physical activity and being constant?
2 37 Listen and say what the American Heart Association’s opinion is about...
a. the kind of physical activity people should do.
b. people with disabilities or chronic conditions.
c. the relationship between physical activity and muscles.
d. consulting a health-care provider.
3
Listen again and decide which of these statements are true. Discuss and explain.
37
a. Aerobics are exercises that are good for people’s health.
b. When people get older, muscles lose strength and flexibility.
c. People who have a chronic condition need appropriate physical activity.
d. People who enjoy regular physical activity have lower death rates than the rest of the people.
e. People with heart disease that are physically fit live longer and are prone to have fewer
heart attacks.
4 Final debate: Discuss about the reasons behind this figure and what kind of actions can
be taken to lower this rate. Use the pictures below to support your answer.
According to CDC Healthy Schools (Centers of Disease Control and Prevention),
only 27.1% of high school students in the United States participates in, at least,
60 minutes per day of physical activity on all 7 days of the week.
84 UN T 3 SUBJECT CONNECT ONS 3º MED O
those questions. Check your answers with
a partner.
cierre
4. Final debate. Discuss about the reasons
behind this figure and what kind of ac-
tions can be taken to lower this rate.
En grupos, los estudiantes comentan sobre
la información presentada en el cuadro,
respecto de la cantidad de horas otorgadas
a la actividad física por estudiantes de
secundaria en Estados Unidos.
3º MEDIO
 L TERARY C RCLE líneas para encontrar la información. Si
es necesario, lea las preguntas con toda
la clase y deles ejemplos y explique el
1 Read the excerpt from Go ask Alice. Discuss the questions, orally. Explain your answers. vocabulario que no sea familiar a sus
alumnos. Mientras los grupos trabajan,
observe y brinde ayuda. Aliéntelos a
justificar sus respuestas.
Dígales: “Read the text and answer the
questions below. Then, share your
December 4
answers with the whole class, and
ry , support your answers with contextual
Dear Dia ore. I don’t
tn’t diet anym true, I had information”.

TOMO 2
sa ys I m us
Mama Well, It’s
hy she cares. not
really know w o w ee ks , bu t I know it´s cierre
r tw th at.
a bad cold fo causing it. I am sure of
th at is Desafíe a sus alumnos a ahondar en la
the diet morning I was
be so wrong? This ast última pregunta que acaban de
How ca n sh e it for breakf responder, de manera que compartan
m y us ua l half grapefru ld ea t so me
having r, I th in k you shou qué “tips” o consejos le darían a Alice
“D ea o” And e sh
and she said some milk to
eg gs an d… respecto de su alimentación. Luego de
bread and ead and a
t a slice of br eso, invítelos a decidir si creen que
made me ea bacon!
g and a little Alice lleva un estilo de vida sano o no,
scrambled eg
ly, at least,
four y que justifiquen sus respuestas.
That’s probab , maybe five, or six, Dígales: “Think a little bit more about
ries
hundred calo more.
hu nd red calories the last question. What tips would you
or seven
e my own give Alice regarding her eating habits?
ust let me liv
I think she m on ’t like Do you think she’s leading a healthy
ld know I d
life. She shou wei gh t, it lifestyle? Why? Support your answers”.
I am over
myself when .
el sad
makes me fe

a. How does Alice feel? Why?

b. What is Alice trying to do?
c. How did Alice’s mother try to help her?
d. Do you think Alice has a healthy lifestyle?
e. What tips would you give Alice?

3º MED O UN T 3 L TERARY C RCLE 85

clase 24 dietas, y que compartan sus respuestas con

liTerarY circle
iNicio
Pregunte a sus alumnos si alguna vez han
seguido alguna dieta para mejorar su salud.
Motívelos a que compartan los regímenes
que siguieron y si estos dieron o no
resultados. Luego de eso, invítelos a
reflexionar sobre la efectividad de estas
sus compañeros. Dígales: “Have you ever
gone on a diet? What did you do? What food
did you eat? Were they effective? Share your
answers with your partners.”
desarrollo
Explíqueles que van a leer el texto con la
intención de encontrar información para
responder las preguntas que se proveen.
Será necesario que lo lean cuidadosamente.
Podrán utilizar la estrategia de leer entre

3º MEDIO UNIDAD 3 cÍRcUlO lITERARIO 139

 clase 25 PROJECT: Healthy Habits Poster

Materials
ProJecT: Healthy
Habits Poster Pictures of healthy
activities and habits
Un proyecto es una actividad grupal 1 large piece of
cardboard Markers
donde los alumnos (as) deben crear un
producto. En esta ocasión los
estudiantes deben realizar un poster
Preparation III. Presentation
sobre hábitos saludables según I.
TOMO 2

rango etario. 1. Work in groups of 5. You will make a poster 1. Present your research and poster to your
of 4 healthy activities and/or habits for people classmates.
Se sugiere solicitar los materiales la of a particular age and present it to your
clase previa al proyecto. Si es posible, classmates. IV. Evaluation

se sugiere realizar la actividad en el 2. Elaborate an action plan for the project. After you finished the presentation, reflect on your
laboratorio de computación. Before you start, read the rubric carefully in work and evaluate you group’s performance,
order to know, in advance, the components according to the following scale (answer in your
i. Preparation that will be evaluated. notebook):
Se sugiere realizar un modelo del Note: f possible, work in the computer lab to
proyecto con el fin de presentarlo como search for information and make the poster. 4 Excellent
Ask your computer lab assistant for technical
referencia a los estudiantes. Pida un support.
3 Good
voluntario para leer al curso la 2 Satisfactory
1 Needs improvements
instrucción de la sección Preparación. II. Procedure
Presénteles el resultado final del 1. Your teacher will assign each group an The group... Score
proyecto realizado por usted con age range.
worked collaboratively and responsibly
antelación, de manera que los alumnos 20’s and 30’s 40’s 50’s 60’s towards the common goal.
4 3 2 1

vean en forma concreta y tangible lo
que se espera: Indique:
This is my poster about Healhty Habits.
2. Find some reliable sources (web pages or
completed the assigned work on time. 4 3 2 1
experts’ opinions) to learn about healthy
habits of the people of the age range you
were assigned. Consider food, physical
presented all the information required. 4 3 2 1

Read the steps of the project. activity and mental health.

health acknowledged the source of
4 3 2 1
Monitorear. 3. Once you have gathered all the data, make a
information properly.

draft of the information you will include in followed the instructions carefully. 4 3 2 1
ii. Procedure your poster:
developed awareness about the
Incentive a los estudiante a trabajar de • Title importance of having healthy habits 4 3 2 1
manera ordenada y tranquila para lograr • Age range characteristics regardless of the age.
• Healthy habits and their benefits
un buen resultado. Indique el tiempo
4. Make your Poster.
asignado para esta sección de la
5. Be prepared to present your work to
actividad. Señale: I’ll assign you an age your partners.
group to work with, and according to
that, you will have to make a poster
presenting healthy activities or habits
for people of that age. Read the
instructions in the Procedure, carefully.
If any questions, raise your hand, and 86 UN T 3 PROJECT 3º MED O

I´ll go to your place to help you.

Monitorear. Al final de cada presentación, entregar
iii. Presentation retroalimentación a cada pareja acerca de
la presentación.
Dígales que en esta etapa deben
presentar su proyecto.

iV. evaluation
Terminadas las presentaciones, puede
invitar a los estudiantes a evaluarse:
Now it is time to reflect on your work
according to the scale below.

140 UNIDAD 3 PROYEcTO 3º MEDIO

 F NAL CHECK final debate
Invite a los estudiantes a formar grupos
y discutir la importancia que puede
1 In your notebook, write a 150-word paragraph, explaining the benefits of thinking 10 points tener en nuestra vida el humor y tener
positively and having healthy habits. una mente activa. Dígales: Stephen
Hawking said: “Keeping an active mind
2 33 38 Listen to how some food can contribute to our happiness and complete 12 points
has been vital to my survival, as has
the chart in your Activity Book. been maintaining a sense of humor”.
Discuss the importance that an active
mind and humor can have in our lives.
3 Read the text and answer the questions in your notebook. 6 points
Interpret your results

TOMO 2
Effects of Social Media and Need for Digital Detox Una vez que los estudiantes hayan
Social media negatively affects a great “unplugging” or taking a “digital detox” analizado e identificado sus fortalezas y
proportion of “constant checkers”, is important for their mental health. debilidades en cuanto al logro de los
compared with those who do not check However, only 28 percent of those who objetivos de la unidad, invite a los
their phones as frequently. More than say this actually report doing so. alumnos a reflexionar sobre su
two in five “constant checkers” (42 Taking a “digital detox” is one of the desempeño interpretando sus resultados
percent) say that political and cultural
discussions on social media cause them
most helpful ways to manage stress según la tabla.
related to technology use” “Constant
stress, compared with 33 percent of checkers” could benefit from limiting
non-constant checkers. Additionally, 42 their use of technology and presence on clase 28
percent of “constant checkers” say they social media. Adults, and particularly
worry about negative effects of social parents, should set a good example for
media on their physical and mental
evaluación formativa
children when it comes to a healthy
health, compared with 27 percent of relationship with technology. La evaluación formativa es un proceso
people who don’t check as often. de evaluación continuo cuyo enfoque
Almost two-thirds of Americans (65 Taken and adapted from: https://www.apa.org/news/press/
releases/2017/02/checking-devices.aspx considera la evaluación como parte del
percent) strongly agree that periodically trabajo cotidiano del aula, basado en la
búsqueda e interpretación de evidencia
a. What kind of information causes stress in “constant checkers”? acerca del logro de los estudiantes
b. Why is a digital detox beneficial? respecto a una meta. Se utiliza para
c. How many people do actually do a digital detox? orientar el proceso de enseñanza -
aprendizaje y tomar decisiones
4 Final debate: Stephen Hawking said: “Keeping an active mind has been vital to my oportunas que beneficien a los
10 points
survival, as has been maintaining a sense of humor”. Discuss the importance that an estudiantes con el fin que los
active mind and humor can have in our lives. estudiantes estrechen la brecha entre el
nterpret your results conocimiento actual y las metas
esperadas, y la forma de lograrlo. Invite
Great!
(38 points))
Good
(30 - 37 points)
OK
(22 - 29 points)
Not good enough
(21 or less points) a sus alumnos a realizar la evaluación
You are achieving the You are very well prepared. Your performance can You need to revise the en silencio. Al terminar, revise el
learning goals. Analyze the few mistakes improve. Revise your contents and practice desempeño de los alumnos con la
Keep on working hard! you made. mistakes and weakest areas
with your teacher.
more, in order to improve
your performance.
rúbrica en el Apendice de Material
Complementario Fotocopiable de la
87
Unidad 3, página 155.
3º MED O UN T 3 F NAL CHECK

Los contenidos de esta unidad pueden

clases 26 y 27
fiNal cHecK
iNicio
Indique a los estudiantes que este Final
Check le permitira, a ellos y a le permitira,
evaluar hasta que punto han sido capaces de
lograr los objetivos de la unidad, a través de
la integración de estrategias de estudio, y del
desarrollo del pensamiento crítico y
habilidades lingüísticas.
ser reforzados a través de las
desarrollo
actividades 11, 12, y 13 del libro
1. In your notebook, write a 150-word de actividades.
paragraph, explaining the benefits of
thinking positively and having healthy
habits.
2. 38 Listen to how some food can con-
tribute to our happiness and complete
the chart in your activity book.
3. Read the text and answer
the questions.

3º MEDIO UNIDAD 3 REVIsION fINAl 141

142 TOMO 2

UN T Page 66 – Student’s Book

Health and Modern Life 2 Look at the examples in the Student’s Book and choose the correct option.
UNIDAD 3 lIBRO DE AcTIVIDADEs

3 a. My parents have been going to the gym for three months or so.
b. They have been working in front of blue light screens since 2010.
Doctors have been saying for ages that having physical activity and a healthy
Activities from the Student’s Book c. diet are essential to have a better and longer life.
d. People have been talking about sleep hygiene for the last few years.
Page 62 – Student’s Book

3 Transform the sentences with highlighted verbs into negative and interrogative form. Page 66 – Student’s Book

1 Write suitable questions for the sentences in exercise 2.

a. How long have your parents been going to the gym?
1. Technology hasn´t improved the lives of many people.
Has technology improved the lives of many people? b. How long have they been working in front of blue light screen?
How long have doctors been saying that having physical activity and a
2. The American Psychological Association’s Stress in America Survey 2017 c. healthy diet are essential to have a better and longer life?
doesn’t show that 99 percent of adults own an electronic device. d. How long have people been talking about sleep hygiene?
Does the American Psychological Association’s Stress in America Survey
2017 show that 99 percent of adults own an electronic device?
3. The survey also doesn’t report that between 2005 and 2015, the Page 68 – Student’s Book
percentage of adults using social media sky rocketed from 7 percent to
65 percent. 1 Complete the mind map of the words yoga and H T with vocabulary that you think you might
hear in the recording. Compare with your classmates.
Does the survey also report that between 2005 and 2015, the
percentage of adults using social media sky rocketed from 7 percent to
65 percent? yoga
4. Rates of technology and social media don’t use are therefore climbing.
Do rates of technology and social media use are therefore climbing?
5. The two most popular social network sites doesn’t boas a combined
monthly user base of 2 billion people.
Does the two most popular social network sites boas a combined monthly meditate calm focus attention
user base of 2 billion people?
6. Recent research found that teenagers aged 13 to 17 years old haven’t
shifted their preferred social media platforms.
Have recent research found that teenagers aged 13 to 17 years old
shifted their preferred social media platforms? H T
7. Social media and text messaging haven’t become an integral part of how
individuals interact with their social groups.
Have social media and text messaging become an integral part of how
individuals interact with their social groups?
muscles training effort

30 UN T 3 3º MED O 3º MED O UN T 3 31

Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
3º MEDIO
Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas

con toda la clase al momento de terminar la actividad. con toda la clase al momento de terminar la actividad.
 Page 72 – Student’s Book Page 75 – Student’s Book
3º MEDIO

3 Write 5 sentences about what you have been doing lately to have a better quality of life. 2 What do these phrases from the text mean? Write your explanations.
a. I have been practicing yoga over a year. a. Solidify memories: To internalize a memory.

b. I have stopped eating fast food. b. Challenge your brain: To make a mental effort.

c. I go back walking home. c. Help your brain stay young: keep your mind active.

d. I eat more salad.

Page 82 – Student’s Book
f. I try to eat less sugar. 2 In pairs, discuss about the things that make you feel happy and why. Fill in the Venn Diagram
with the things you agree with and differ from.

Page 74 – Student’s Book

2 Listen to the second part of the track and complete these sentences.
a. Brain fitness has has basic principles: variety and curiosity .

b. Focus on fish oils from wild wild

wildsalmon,
salmon,nuts
nutssuch
suchas
aswalnuts,
walnuts,seeds
seedssuch
suchasasflax
flaxseed
seedand
andolive
olive
. oil.
oil.
c. Stories are a way to solidify memories, interpret events and share moments. .

d. Physical exercise exercise is great “brain exercise” too.

e. To really help your brain stay young challenge it. .

Page 75 – Student’s Book

1 Create four sentences using the following adverbs.

easily:

Page 86 – Student’s Book

drastically: 2 38 Listen to how some food can contribute to our happiness. Complete

Raw walnuts Oysters Coffee Dark chocolate

frequently:
Benefits
UNIDAD 3 lIBRO DE AcTIVIDADEs

differently: Suggested serving the

chart below.

32 UN T 3 3º MED O 3º MED O UN T 3 33

Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
con toda la clase al momento de terminar la actividad.
143
Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
con toda la clase al momento de terminar la actividad.

TOMO 2
144 TOMO 2

Activity Book 4 Discuss with your partners what the people in the pictures have been doing lately to have a
healthy life.
UNIDAD 3 lIBRO DE AcTIVIDADEs

1 39 Listen to the text Teens and Sleep facts and circle the correct option.

a. Sleeping helps you to eat better / study better and manage the stress of being a teen.

b. t is unnatural / natural for teenagers not to be able to fall asleep before 11:00 pm.

c. A research found that only 15% / 50% reported sleeping 8 1/2 hours on school nights.

d. rregular sleep patterns can / can’t affect biological clocks and sleep quality.

e. Not many / Many teens suffer from treatable sleep disorders, such as narcolepsy, insomnia,
restless legs syndrome or sleep apnea.

2 Unscramble the following collocations:

a. KEPE TF Keep fit I’ve reduced the amount of sugar and salt in my food. I’ve also been .....
b. SELO TGEHW Lose weight 5 Write the sentences in the correct order.
c. OODG EPSAH Good shape a. I have been listening to this music while meditating.

d. AHHYELT G VNL Healthy living listening been have to while music meditating. this

Feel well b. We have been reducing processed food from our diet lately.
e. FLEE LLEW
food have our reducing processed diet We been lately. from
3 Write original sentences with the collocations from exercise 2. c. Have you been smoking in spite of the fact that the doctor prohibited?
a. How can I keep fit during winter time? Have fact in the prohibited? of been spite doctor you that
the smoking it
b. We don’t need to skip lunch to lose weight. He has been reading books about how to live better since he suffered that attack.
d.
c. He is 78 and he is in very good shape.
to suffered books better been he He reading how has that
d. It is possible to have a healthy living no matter how busy you are. live attack. about since

e. Doing aerobics makes me feel weel!

6 40 Listen to the following facts about active living and tick the correct statements.
Present Perfect Continuous a. ✔ Moderate-intensity physical activity must be done preferably most or all days
of the week.
The Present Perfect Continuous Tense (also known as the Present Perfect Progressive Tense)
shows that something started in the past and is continuing at the present time. b. According to some researches, health problems cause high levels of sedentary time.
• She has been sleeping 5 hours a day since she got that job. c. ✔ Sedentary behavior is not the same as a lack of physical activity.
• They have not been coming to the gym for a long time. ✔
d. People should get a massage when reaching a goal.
• Has he been eating properly after his operation?
e. ✔ People should set the alarm 30 minutes earlier to do some physical activity.
The Preposition for refers to an incomplete period of time, while since refers to a specific point
in time. f. People should challenge themselves for a maximum amount of “screen time” at work.

34 UN T 3 3º MED O 3º MED O UN T 3 35

1. 39 Indique a los estudiantes leer las afirmaciones, escuchar el audio y encerrar
en un círculo la alternativa correcta, indicando: Read the sentences, listen to the
audio and circle the correct alternative. 2. - 3. Pida a los estudiantes trabajar en las
actividades 2 y 3 señalando lo siguiente: Unscramble the words in exercise 2, then
3º MEDIO
4. Indique: In groups, discuss what they have been doing to have a healthy life. Use
the Present perfect continuous in your discussion. 5. Indique a los alumnos poner
en orden las palabras de la actividad: Put those words in order to form sentences in
Present perfect continuous. 6. Indique a los estudiantes que escucharán un audio y

write original sentences with those collocations. Read your sentences to another deberán tiquear las oraciones mencionadas en él: Listen to the audio Facts about
partner to check. Active living, and tick those sentences which were mentioned.
 7 Read the infographic ‘Facts About Junk Food’ and answer the following questions. 9 Change the following adjectives into adverbs and write full sentences with them.
3º MEDIO

a. (fast) She fast lost weight following her doctor’s recommendations.

b. (nervous)
FACTS ABOUT JUNK FOOD c. (good) She wants to feel and look well.
TWO TAKEAWAY MEALS A WEEK? d. (responsible) My dad responsibly quit smoking after his was detected diabetes.
ONE = 3 SERVES OF f you eat one
One cafe style
JUNK FOOD *
13KG WE GHT GA N sundae for
muffin can contain
MEAT P E
4 TEASPOONS
OF FAT N ONE YEAR
dessert every
night over a
10 teaspoons of e. (secret) Roland secretly stated going to the gym to lose weight.
sugar and nearly
AND OVER ONE TH RD OF AN ADULT’S year you will
one quarter of
MAX MUM DA LY SALT L M T consume you daily energy
18 K LOS requirements

= 13kg OF SUGAR Adverbs of manner

t has been estimated that consuming two medium
combo meals from a fast food outlet each week could
lead to a weight gain of 13kg in one year (if this meal
is consumed in addition to the food your body needs
17 Adverbs of manner describe how and in what way the action of a verb is carried out. Most of the

28%
of the average
household food budget
and you don’t increase your physical activity) TEASPOONS OF FAT adverbs are formed by adding the suffix -ly at the end of the adjective, but there are exceptions:
in one serve of fish and chips
is spent on fast food
and eating out • When the adjective ends in -y, use -ily
• Adjectives ending in -le : remove the “e”.
75% SALT OF AUSTRAL ANS’
NTAKE
COMES FROM PROCESSED FOODS SUCH AS
THERE ARE ABOUT 16
TEASPOONS OF SUGAR $900+ • rregular: hard/hard, good/well, fast/fast, late/late, straight/straight, high/high.
JUNK FOOD, SNACKS AND PRE-PREPARED
MEALS/SAUCES
N A 600mL BOTTLE OF The amount you will spend in one
year if you buy one standard Adverbs of manner can be placed at the beginning, in the middle or at the end of a sentence.
chocolate bar every day
High salt intake increases your risk of stroke REGULAR SOFT DR NK However, badly, hard, well, or fast are always after the verb, or placed between a verb and
an object.

35% OF ADULTS’ AND 41% OF CH LDREN’S DA LY ENERGY NTAKE COMES FROM JUNK FOOD
For most people, there is no room for junk food in a healthy diet
10 Discuss.
1 teaspoon sugar = approximately 4 grams Alongside awareness, countries have started to fight back against the marketing and
1 teaspoon fat = approximately 5 grams
consumption of unhealthy foods with tax on harmful foods and drinks. For example, the UK has
* One junk food serve is equivalent to 600kJ, as per the discretionary food category in the Australian Dietary Guidelines. These foods should only be
consumed occasionally and in small amounts for good health introduced a tax on sugary drinks and cigarettes. Discuss with your partners:

a. Do you think this is a completely positive measure? Why?

It
It comes
comes from
from processed
processed food
food such
such as
as junk
junk b. Are there any other measures that governments can take instead of setting taxes?
a. Where does Australians’ salt intake come from?food,
food, snacks,
snacks, pre-prepared
pre-prepared meals
meals // sauces.
sauces.
b. How many kilos of sugar will Australians consume if they have one sundae every night? c. s it necessary to prohibit certain products certain products or set taxes if campaigns
18 kilos of sugar.
c. How much energy intake comes from junk food? Adults 35% and Children 41%
are not effective?
I think that this kind of regulation is very helpful in the sense that...
d. What percentage of their food budgets do Australians spend on junk food? About $900.
Useful phrases to express oral opinion!

8 Discuss with your partners. Expressing opinion Making concessions Clarifying

Personally, I think Australians’s junk food habits are similar.... • think that… • Of course, many / some • By this mean…
a. Do you think our reality is similar to that of the Australians? • Here ’m referring to…
• t seems to me that… people argue…
b. How much junk food do you eat weekly? • would argue that… • t is sometimes argued… • To be more precise…
c. What kind of junk food do you eat? • do not believe that… • Admittedly… • That is to say…
d. How much money do you spend on junk food? • am unconvinced that… • While…
e. Do you think your junk food consumption is harmless for your health? • do not agree that…
UNIDAD 3 lIBRO DE AcTIVIDADEs

36 UN T 3 3º MED O 3º MED O UN T 3 37

7. Indique a los estudiantes leer la infografía y responder las preguntas con la 9. En esta actividad los estudiantes deberán transformar los adjetivos en adverbios
información contenida en el texto: Read the text Facts about junk food, and answer de modo y hacer una oración con ellos. Indique: Transform those adjective in ad-
the questions. Motívelos a leer sus respuestas frente al curso para revisar. 8. Orga- vers of manner and use then in sentences related to the topic of the unit.
nice a los estudiantes en grupos de 3 o 4 alumnos con el fin de discutir en torno a lo 10. Señale: In groups discuss the facts presented in exercise 10. Monitorear. Invite
leído en la actividad anterior. Señale: In groups discuss the questions based in what a los estudiantes a compartir sus opiniones con el resto del curso. What you said
you have just read in exercise 7. Monitorear. was interesting, can you share it with the class, please?
145

TOMO 2
146 TOMO 2

11 Match the clauses. 13 Choose 2 of the Nutrition Facts and compare and contrast their information. Use vocabulary
such as similar to, just like, on the other hand, and whereas.
a. You can eat that snack i. d you will have a better sleep.
Boiled egg Peanut butter Tiramisu
UNIDAD 3 lIBRO DE AcTIVIDADEs

b. We should move to Hawaii, ii. b since it’s the happiest state in the US.
c. People can improve their memory, iii. e as long as the size of the label is small. Nutrition Facts Nutrition Facts Nutrition Facts
d. As long as you reduce blue screen iv. c provided that they participate in Boiled egg Peanut butter Tiramisu
exposition, brain training programs. Seving Size: 1 large (50g) Seving Size: 2 tbsp (32g) Seving Size: 1 Seving (119g)
e. Some information in the footnote v. a as long as it is gluten free.
Amount Per Serving Amount Per Serving Amount Per Serving
won’t be present
Calories 78 Calories from Fat 48 Calories 188 Calories from Fat 143 Calories 392 Calories from Fat 274
% Daily Value* % Daily Value* % Daily Value*
Total Fat 5,3 g 8% Total Fat 16g 25% Total Fat 30 g 46%
12 Recount a story about a funny event related with healthy eating, sleeping habits, or active living.
Saturated Fat 1.6g 8% Saturated Fat 3g 15% Saturated Fat 17g 85%
Include the following:
Polyunsaturated Fat 0.7g Trans Fat 0g Trans Fat 0.3g
Monounsaturated Fat 2g Polyunsaturated Fat 3.6g Cholesterol 210mg 70%
Cholesterol 187mg 62% Monounsaturated Fat 6.6g Sodium 206mg 9%
Sodium 62mg 3% Cholesterol 0mg 0% Potassium 110mg 3%
Potassium 63mg 2% Sodium 152mg 6% Total Carbohydrates 24g 8%
Title The first time I traveled by plane. Total Carbohydrates 0.6g 0% Potassium 189mg 5% Dietary Fiber 0.2g 1%
Dietary Fiber 0g 0% Total Carbohydrates 7.7g 3% Sugars 14g
Paragraph 1: Set the scene.
Sugars 0.6g Dietary Fiber 1.8g 7% Protein 5.7g
Protein 6.3g Sugars 2.1g Vitamin A 24%
I clearly remember that day, It was on June 2016... Vitamin A 5.2% Protein 7g Vitamin C 0%
Vitamin C 0% Vitamin A 0% Calcium 8%
Calcium 1.9% Vitamin C 0% ron 6%
ron 3.3% Calcium 1.3% *Percent Daily Values are based on a 2000 calorie diet.
*Percent Daily Values are based on a 2000 calorie diet. ron 3.8%
*Percent Daily Values are based on a 2000 calorie diet.
Paragraph 2: Write the main part of the story .
Editor’s Marks Source: https://www.nutritionix.com/i/nutritionix/tiramisu-1-serving/56742da60faa59422bdb7882

We have been waiting for ... Capital letter /

Lowercase

Punctuation I serving of peanut butter and 1 serving of boil egg have a similar
Add a word
ss
s Check spelling Iron percentage. However the amount of calories per serving is
Paragraph 3: Write the climax and the outcome. Change place
higher in the case of the peanut butter.
When suddenly my dad started to ...

Expressions to compare and contrast

Comparing
Similarly, likewise, in the same way, also, like, alike, similar, equal, comparable.
How did get here?
Contrasting
Check the whole unit and decide which aspects helped you complete this task. Score your n contrast, on the other hand, however, though, although, but.
performance from one to four. Share your results with a partner.

38 UN T 3 3º MED O 3º MED O UN T 3 39

11. Invite a los estudiantes a formar oraciones completas con las clausulas pre- Invitar a los estudiantes a trabajar en parejas y comparar y contrastar la información
sentadas: In pairs, read the clauses and connect them to form complete sentences. nutricional de los productos indicando lo siguiente: In pairs choose two nutrition
Elija estudiantes en forma aleatoria para leer las oraciones y revisar. 12. Indique facts labels and compare and contrast them.
3º MEDIO

a los estudiantes que escriban una historia de algunos delos temas indicados en la
actividad siguiendo la estructura: Recount a story about one the topics mentioned
in the activity, following the target structure.
 WR T NG REFERENCE An article
3º MEDIO

An Article gives factual and clear information about a particular issue. Before you write an article,
remember checking reliable sources.

Health Problems of Modern Living hyper-alertness, with users listening out for their mobile phones in
the same way a mother may listen out for her baby’s cry. Screen time
may also affect sleep through the impact of light waves on the brain,
The title should be informative yet interesting affecting melatonin, an important sleep-regulating hormone. The
enough to capture the reader’s attention. negative health effects of insomnia span from increased risks of physical
health problems such as reduced immunity, high blood pressure and
Have you ever wondered how many hours a day we spent sitting on high blood sugar to mental health problems such as substance abuse
a chair? Compared to our parents and grandparents, we spend much and depression.
more time sitting down than ever before. From the workplace to our n the rest of the paragraphs, provide extra
homes our bodies are sitting motionless behind desks, in traffic or information, supported by evidence.
behind TV and computer screens.
• Maintain an informative tone.
The first paragraph should keep the reader • Use easy and clear language.
interested and introduce the topic of the • nclude facts.
article at the same time. • Avoid repetition.
• nclude supporting quotations if necessary.
Scientists have found that there are serious health risks associated
with “sedentary behavior”, which refers to time spent in minimal With increases in both sedentary behavior and screen time in our
movement (sitting or lying). Research has found that a sedentary generation, the risks start to add up and can put your health at serious
lifestyle increases a person’s risk for a wide range of physical and risk. Clearly, limiting screen time and avoiding it at night would be a
mental health problems such as obesity, high cholesterol, diabetes, good idea. In terms of sedentary behavior, the bad news is that doing
cardiovascular disease and depression. moderate or vigorous exercise 30 minutes a day is not enough to
counteract the risks posed by a whole day of sitting. The good news is
n the following paragraph, give some basic
that there are ways you can reduce the negative effects of sedentary
information and facts about the topic of the
behavior: in addition to proper exercise before or after work, break up
article. ntroduce each paragraph with a Topic
sentence. Topic sentences are statements
your day in the chair with short bouts of movement. This can be as
that tell us what the paragraph is about simple as walking down the hall to speak to your colleague instead of
and provide the text with a well-organized sending an email; taking a longer walk to the bathroom or meeting
structure. room than you would have otherwise; and instead of slouching in your
chair while on a call, stand or even pace while talking.

Scientists think that spending too much time in front of a screen may n the final paragraph, summarize the main
be especially harmful as it can reduce time spent socialising. This points of the article.
puts you at higher risk of depression, which makes you more likely
to be sedentary and so the vicious cycle begins. Computer screens Taken and adapted from: https://bit.ly/2I8tr0z
are especially worrying: studies show higher rates of depression in
sedentary behavior that comes from watching computer screens than
from watching TV screens.
Mobile phone screens seem to bring a host of additional problems.
Studies of teenagers and college students have shown that mobile
phone use at night may affect sleep, causing insomnia. This is Before you write the final version of your article remember:
particularly a problem with young people, many of whom are displaying • Make sure references and quotes are clear and intelligible.
UNIDAD 3 lIBRO DE AcTIVIDADEs

behavior akin to mobile phone addiction, which may cause a kind of • Check spelling mistakes and grammatical errors.
• Proofread punctuation mistakes.

40 UN T 3 3º MED O 3º MED O UN T 3 41

En esta sección se presenta un texto referencial, con el objeto de proporcionar a los An article is a non-fictional composition primarily to inform the reader about a
alumnos un ejemplo concreto de su estructura. particular subject based on facts. Read the article below and, with your partner
Invite a los alumnos a trabajar en parejas y leer la sección Writing Reference identify the different sections in it.
indicándoles lo siguiente:
147

TOMO 2
 Apéndice de contenido
complementario
Lesson 1 Live longer and better
Ventana pedagógica
TOMO 2
Editor’s Marks
Explique a los alumnos que la tabla Editor’s Marks, muestra
el tipo de marcas que tienen que utilizar para corregir y
verificar su escritura. Ilustra errores comunes y distingue
diferentes marcas, según sea cada caso. Explique a los
estudiantes lo útil que es usar las marcas del editor en la
medida que revisan su escritura. Cuénteles lo que esta práctica
les ayudará a detectar su errores comunes y mejorar su
escritura.
Ventana de enseñanza
Modelando estrategias
Lectura: Answering Question
Responder preguntas sobre el texto es otra estrategia que
ayuda a los estudiantes a enfocarse en el significado del texto.
Los profesores pueden ayudar al modelar el proceso de hacer
buenas preguntas y estrategias para encontrar las respuestas
en el texto.
Las preguntas pueden ser efectivas porque:
- Dan a los estudiantes un propósito para la lectura
- Centran la atención de los alumnos en lo que
deben aprender.
- Ayudan a los alumnos a pensar activamente mientras leen.
- Alientan a los estudiantes a monitorear su comprensión.
- Ayudan a los alumnos a revisar el contenido y relacionar lo
que han aprendido con lo que ya saben.
Fuente: https://www.readnaturally.com/research/5-components-of-reading/
comprehension
Ventana de enseñanza
Modelando estrategias
Lectura: Identificando palabras claves
Las palabras clave son palabras que son especialmente
importantes para el significado del texto. Pueden ayudarlo a
comprender el significado global y los puntos principales. A
menudo aparecen en el título, si es que hay uno. Si tiene
dificultades con las palabras en un título, intente encontrarlas
en el cuerpo del texto, donde el contexto lo ayudará a
comprenderlas.
148 UNIDAD 3 APÉNDICE DE CONTENIDO COMPLEMENTARIO
Las palabras clave a menudo se repiten en un texto, pero
como probablemente sabe, si está acostumbrado a escribir
ensayos, estas son frecuentemente reemplazadas por
sinónimos, otras palabras con un significado igual o similar.
Si una palabra resiste sus intentos de entenderla, tal vez cobre
sentido como un sinónimo de una palabra clave.
Fuente: https://slllc.ucalgary.ca/RF/RS7.htm
l
Propiciar conversaciones en torno a una lectura colectiva,
donde los estudiantes tengan oportunidades de participar
extendidamente y de oír un lenguaje específico, preciso y
variado respecto de los temas aludidos. Es importante
considerar que el vocabulario es el predictor más importante
de comprensión lectora.
Fuente: https://www.agenciaeducacion.cl/noticias/herramientas-mejorar-la-
lectura/
Lesson 2 An active life
Ventana de enseñanza
Modelando estrategia: Listening
Nuestra interpretación depende de lo que esperamos escuchar.
Si lo que escuchamos no cumple nuestras expectativas, nos
lleva a malas interpretaciones. Por otro lado, si somos capaces
de predecir con precisión lo que escucharemos, nuestra
habilidad auditiva será mucho mas eficiente.
La habilidad de realizar predicciones depende ampliamente de
nuestra experiencia previa tanto del mundo como de la
lengua, de lo que se sepa del hablante, como también de la
intensión del hablante. Por lo tanto para desarrollar esta
habilidad los estudiantes deberían concentrarse en estar
consientes de su conocimiento previo y utilizarlo como base
para la predicción y compresión de lo expuesto oralmente.
Fuente: Jiang, Yongme. (2009) Predicting Strategy and Listening Comprehension.
Asian Social Science. Vol.5, N°1.
Pensamiento critico
Make text-to-world connections.
Las conexiones de texto a mundo son las conexiones más
grandes que un lector aporta a una situación de lectura. Todos
tenemos ideas sobre cómo funciona el mundo que va más allá
de nuestras experiencias personales. Aprendemos sobre cosas
a través de la televisión, películas, revistas y periódicos. A
menudo son las conexiones de texto a mundo que los
3º MEDIO
 profesores intentan mejorar cuando enseñan lecciones de
ciencias, estudios sociales y literatura. Un ejemplo de una
conexión de texto a mundo sería cuando un estudiante dice:
“Vi en la televisión una entrevista en que se hablaba de las
cosas que se describen en el texto”.
Invite a sus estudiantes a hacer conexiones del texto con el
mundo. Lea las preguntas en voz alta y guíelos para que
logren esa conexión:
¿Está familiarizado con el tema del texto?
¿De qué manera se relaciona el tema con la realidad
chilena? Explique.
Fuente: Equipo editorial.
Make Text-to-self connections
Al hacer conexiones de texto a uno mismo, los estudiantes
recurren a sus conocimientos y experiencias anteriores para
conectarse con el texto. Para solicitar a los alumnos que
realicen conexiones de texto a uno mismo, invítelos a
reflexionar sobre la pregunta señalada: ¿Se te ocurren otras
soluciones a los problemas en la noticia que has leído?
¿Cuáles?
Fuente: Equipo editorial.
Consejo de enseñanza
Modelos para hablar
Los modelos son importantes porque los estudiantes pueden
explorar diferentes formas de expresar ideas. Cuando use un
modelo oral, guíelos para identificar si necesitan apoyo.
Ayúdelos a:
- Decidir la manera de expresar sus opiniones de acuerdo con
los recursos prosódicos.
- Controle el uso de recursos prosódicos (volumen, tono,
tono, pronunciación)
- Use lenguaje no verbal y recursos prosódicos para crear un
efecto
- Valor de las conductas propias y de otros.
3º MEDIO
Lesson 3 Brain fitness
Evaluación para el aprendizaje
Autoevaluación del estudiante
El término “autoevaluación del estudiante” se utiliza como un
“término general”, que abarca: autoevaluación del estudiante
y autocontrol del alumno. En otras palabras, el enfoque está
en la capacidad de los estudiantes para: Entender tanto las
intenciones de aprendizaje como los criterios de éxito. Usar
estos criterios para juzgar lo que han aprendido y lo que aún
TOMO 2
necesitan aprender.
• Reflexionar sobre el proceso de aprendizaje para determinar
cómo aprenden mejor.
• Actuar sobre la retroalimentación recibida de su profesor y
sus compañeros.
• Establecer objetivos de aprendizaje en función de lo que aún
necesitan aprender.
• Administrar la organización de su aprendizaje.
Fuente: Equipo editorial.
Ventana de enseñanza
Involucrar a los estudiantes en la autoevaluación
Al hacer que las metas de aprendizaje sean explícitas e
involucrar a los estudiantes en la autoevaluación, la
evaluación formativa puede hacer que los estudiantes se
conviertan en agentes de su propio aprendizaje, aumentando
su motivación, autonomía, metacognición y aprendizaje. Al
pedirles a los estudiantes que hagan público su pensamiento,
las pruebas formativas pueden proporcionar andamios que
ayudan a los estudiantes a confrontar sus conceptos erróneos,
refinar y profundizar sus entendimientos, y pasar a niveles de
experiencia más sofisticados.
Taken from: Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci,
M., &Rumble, M. (2012). Definingtwenty-fi rstcenturyskills. In Assessment and
teachingof 21st centuryskills (pp. 17-66). Springer Netherlands.
Ventana pedagógica
Learning to learn
Puede darles a los estudiantes, tres consejos útiles para
ayudarlos a controlar sus nervios:
• Ser especialistas del tema que están presentando.
• Respirar profundamente antes e incluso durante la
presentación oral.
• Practicar en voz alta. La mejor manera de reducir la
ansiedad es ensayar.
Fuente: 9 HelpfulTips to Calm Your NervesBefore Speaking. Retrieved from https://
www.inc.com/marcel-schwantes/9-simple-tricks-to-overcome-yourfear-of-
speaking.html
si se puede, despues poner ventana estrategia de completación
de oraciones.
UNIDAD 3 APÉNDICE DE CONTENIDO COMPLEMENTARIO 149
 Lesson 4 Healthy happyness
Ventana pedagógica
Strategy in mind
Skimming for general ideas
Invítelos a leer los primeros y últimos párrafos del texto.
Pregúnteles sireconocieron ideas principales. Pídales que se
las mencionen y que le digan como las identificaron.
Scanning to find specific information
TOMO 2
Una vez realizado el skimming, invítelos a explorar el texto y
enfocarse en la información específica entregada en el texto.
Fuente: Equipo editorial
Ventana de aprendizaje de habilidades
Strategy in mind
Recuerde a sus alumnos que el skimming se utiliza para
buscar las ideas principals de un texto, leyendo los primeros y
últimos párrafos. En esta instancia, puede ayudarlos, leyendo
velozmente parte del primer párrafo del texto. Después de
terminar de identificar la idea principal. Cuénteles que el
scanning es una estrategia de exploración. Tiene que ver con
la búsqueda de información específica que ya se conoce de
antemano. Dígales que se enfoquen en las primeras oraciones
de cada párrafo e identifiquen la información que entrega
cada párrafo.
Fuente: Equipo editorial
150 UNIDAD 3 APÉNDICE DE CONTENIDO COMPLEMENTARIO
Ventana pedagógica
Antes de leer
• Presente y haga que los estudiantes participen en el tema del
texto.
• Obtenga lo que saben al respecto y ayúdeles a relacionarlo
con sus propias experiencias.
• Utilice las ilustraciones proporcionadas y / o utilice las
suyas propias.
• Use esta inducción del tema para presentar el vocabulario y
las estructuras clave, y escríbalas en la pizarra.
• Invite a los alumnos a predecir el contexto y formular
hipótesis sobre lo que aparecerá en el texto.
• Siempre pida a los alumnos que den un vistazo rápido al
texto e identifiquen las palabras afines y las que ya conocen.
Esto les ayudará a formular hipótesis más informadas y
también a sentirse menos seguros cuando se enfrentan a un
nuevo texto.
• Dirija la atención de los alumnos a la estructura del texto y
ayúdeles a notar el diseño, la puntuación, los títulos, los
subtítulos, etc., para identificar el tipo de texto que leerán.
Esto proporcionará pistas para ayudarles a entender el texto.
• Haga estas actividades rápidamente y aproveche el interés
creado para continuar con las actividades de lectura.
Fuente: Equipo editorial
3º MEDIO
 APENDICE DE MATERIAL
COMPLEMENTARIO FOTOCOPIABLE
Este apéndice contiene material fotocopiable que el profesor puede utilizar
como complemento a las actividades sugeridas en el Texto del Estudiante.

Complementary Activity Diagnostic Test

TOMO 2
Esta actividad fotocopiable tiene como objetivo complementar las Esta actividad evaluativa tiene como objetivo evaluar la conducta
actividades vistas a lo largo de la unidad, reforzando de entrada de los alumnos. Puede realizarla antes de comenzar la
principalmente las habilidades orales y de escritura. Puede primera lección.
utilizarla al finalizar una clase, dependiendo del ritmo de trabajo Evalúela utilizando la siguiente tabla:
de sus estudiantes.
Diagnostic test
Great Good OK Not good enough
(11 points) (10 – 9 points) (8 - 7 points) (Less than 7 points)
You are achieving the You are very well prepared. Your performance is satisfactory, but You need to revise the contents
learning goals. You can easily achieve the highest you can improve. Revise the mistakes and practice more, in order to
Keep on working hard! score by analyzing the few mistakes you made and reinforce the weakest improve your performance.
you made. areas in the evaluation.

Formative Tests
Estas actividades evaluativas tienen como objetivo complementar a
las evaluaciones de proceso sugeridas en el Texto del Estudiante.
Puede utilizarlas al finalizar las primeras o las últimas dos
lecciones de la unidad.
Evalúela utilizando la siguiente tabla:
Formative Test 1
Great Good OK Not good enough
( 20 points) (19 – 17 points) (16 – 12 points) (Less than 12 points)
You are achieving the learning You are very well prepared. Your performance is satisfactory, but You need to revise the contents
goals. You can easily achieve the you can improve. Revise the mistakes and practice more, in order to
Keep on working hard! highest score by analyzing the you made and reinforce the weakest improve your performance.
few mistakes you made. areas in the evaluation.

Formative Test 2
Great Good
(15 points) (14 – 12 points)
You are achieving the learning You are very well prepared.
goals. Keep on working hard! You can easily achieve the
highest score by analyzing the
few mistakes you made.
OK Not good enough
(12 – 9 points) (Less than 9 points)
Your performance is satisfactory, but You need to revise the contents
you can improve. Revise the mistakes and practice more, in order to
you made and reinforce the weakest improve your performance.
areas in the evaluation.

Final Test Template

Esta actividad evaluativa tiene como objetivo complementar el
Test Final sugerido en el Texto del Estudiante. Puede utilizarlo al
finalizar la unidad con sus estudiantes, para que cuenten con un
instrumento extra con el cual puedan analizar sus fortalezas y
debilidades y evaluar su desempeño a lo largo de la unidad.
Este template es un modelo de un artículo, que tiene como
objetivo complementar el template sugerido para esta unidad en el
Cuaderno de Actividades. Puede fotocopiarlo y entregarlo a sus
alumnos para que cuenten con otro modelo del texto que tienen
que producir.

3º MEDIO UNIDAD 3 APENDICE DE MATERIAL COMPLEMENTARIO FOTOCOPIABLE 151

 comPlemeNTarY acT V TY
Game: Trivia quiz
nstructions:
7 In most countries, when you meet someone for
Get organized in groups of 4 students; decide on who the first time, you aren’t supposed to .
will conduct the Trivia Quiz, while the others will write
VOLUME 2

a. wave
the alternative of each question on a piece of paper.
b. kiss and hug
Then, the student who conducted the quiz checks
c. greet
the answers. The student with the highest score is the
winner of the trivia. 8 In Peru, Columbia, Brazil, Bolivia and Mexico, it is
common to someone you have just
1 In the U.S., Canada and most European met for the first time.
countries, you’re expected to arrive a. kiss
for appointments or meetings. b. bow at
a. late c. ignore
b. on time 9 In the U.S., Canada and many European countries,
c. not on time it is to eat noisily or burp loudly in front
2 In Spain, you’re expected to arrive of others.
for most appointments or meetings. a. polite
a. late b. impolite
b. early c. o.k.
c. on time 10 In the U.S., people usually stand at least
3 In Japan, China, Korea and Vietnam, never pass apart from one another when they
something to an older person or superior with only talk or when they stand in line for something.
one hand; you’re expected to use . a. 10 inches
a. right hand b. 6 feet
b. eft hand c. 3 feet
c. both hands 11 Sending these items for Christmas is considered
4 In the U.S. and Canada, don’t if bad manners in Japan.
you’re invited to someone’s home. a. greetings
a. call b. party invitations
b. arrive early c. red christmas cards
c. arrive late 12 In
Photocopiable material

the honey moon lasts three

5 In the U.S. and Canada, you’re supposed to months and according to custom, the bride
if you plan to visit someone at home. covers all expenses.
a. go first without calling a. Thailand
b. arrive early b. ndia
c. call first c. Algeria

6 In many Asian countries, it is to visit 13 According to tradition, passengers of the train

your friends at home without invitation or prior passing over the Jamuna river in ndia, should
appointment. give tribute to the river by throwing this in it.
a. acceptable a. a shoe
b. not acceptable b. coins
c. unusual c. a piece of their clothing

152 UN T 3 cOMPlEMENTARY AcT V TY 3º MEDIO

 d aGNosT c TesT / 15 points

1 Read the text The emergence of the ‘constant checker’ and answer the following questions. 6 points

a. What is a constant checker?

b. What percentage of US individuals are constant checker?
c. What is the main problem about being a constant checker?
d. What percentage of adults checks texts? Checks social media? Checks personal emails?
e. What percentage of people are concerned about the effects of social media on their health?

VOLUME 2
f. What does the text say about constant checkers and their family and friends?

The emergence of the ‘constant checker’

T he technological and social media
advances of the past decade have bred
the “constant checker.” A constant checker is
a person who constantly, almost obsessively,
checks their emails, texts, and social media
accounts. This profile is synonymous with 43
percent of U.S. individuals.
Being continuously connected in this way
has been linked with higher stress levels.
Moreover, 18 percent of individuals have
identified technology use as a significant
source of stress.
On an average day in the U.S., 65 percent of
adults constantly check personal email, 52
percent and 44 percent check texts and social
media, respectively, and 28 percent say the
same about work emails.
Stress levels among constant checkers are
considerably higher than they are among
people who do not engage with technology
and social media as frequently.
For example, 42 percent of constant checkers
worry about the effect of social media on their
physical and mental health, compared with 27
percent of non-constant checkers.
Furthermore, as a result of technology, more
constant checkers than non-constant checkers
feel disconnected from their family, even when
they are in the same room, and more than
one third of constant checkers say that they
are unlikely to meet with friends and family in
person due to social media.
Taken and adapted from: http://bit.do/eQx4D

2 Put the words in the correct order to form coherent sentences. Thick those in Present Perfect tense. 10 points
a. “constant checker”. - technology and social media - use - the way - for the - This excessive -

Photocopiable material
has paved
b. higher than - as frequently. - for those who don’t engage - Constant checkers - stress runs with
technology
c. And constant checkers who have convinced themselves that the act of “refreshing” regularly is
totally fine.
d. Constant checkers - by social media, - mainly by discussions on politics.- are also more
negatively impacted
e. “digital detox’ - agree that - 65 percent of Americans - mental health. - is important for
f. has helped people - made it easier to interact - connect with friends and - and stay in touch with
family and friends. - Digital detox

3º MEDIO UN T 3 cOMPlEMENTARY AcT V TY 153

 formaT Ve TesT 1 / 15 points

1 Read the sentences and complete them with the correct form of the verb and since and for. 5 points

have been saying haven’t been meditating have been talking

have been going have been working

VOLUME 2

a. My parents to the gym three months or so.

b. They in front of blue light screens 2010.
c. Doctors ages that having physical activity and a healthy diet are
essential to have a better and longer life.
d. People about sleep hygiene the last few years.
e. was operated, and really feel need it.

2 Read the text and answer the questions below. 5 points

What is Active Living?

Physical activity is fundamental to active living
and in turn the health and wellbeing of our
community. Active living is a lifestyle choice
where people incorporate physical activity into
their daily routines – active transport (cycling
to work or school, walking to the bus stop or
train station), playing with the kids, gardening,
or catching up with friends for active fun. It also
includes competing in sport or participating in an
activity class or pursuit for pleasure and fitness.
The aim is to build in at least 30 minutes of
physical activity daily for adults and 60 minutes
Photocopiable material
for children. Active living is supported by the
places in which we live – through the built
environment such as pedestrian and cycle paths,
sport and recreation facilities, public open space,
parks and town squares. It is also supported by
cultural and social factors and programs such
as healthy lifestyle and travel behaviour change
programs, campaigns, information, education,
clubs, cost to participant, technology and a broad
range of initiatives that encourage participation
in active lifestyles.
Taken and adapted from: http://bit.do/eQx5h

a. Why is physical activity so important?

b. When do you become an active person?

c. How is active living supported by authorities?

d. How have cultural and social factors determined our lifestyles?

e. Do you do physical activity or do you have an active living? Support your answer.

154 UN T 3 cOMPlEMENTARY AcT V TY 3º MEDIO

 formaT Ve TesT 2 / 20 points

1 Sentences (i - v) were removed from the text Teens and Sleep Hygiene. Read the text and 5 points
connect those sentences with the corresponding paragraph (a - e).

i. f you have a history of chronic sleep deprivation.

ii. Jasmine Reese, M.D., from Johns Hopkins All Children’s Hospital, shares some helpful tips.
iii. Meditate or listen to soothing music before bed.

VOLUME 2
iv. That means most of our teens are not getting the required sleep their bodies and minds need.
v. t is important to make sure you are fully rested.

Teens and Sleep Hygiene

After a fun summer break of staying up
late and sleeping in, it’s time for school
again. Getting back to a good routine
sleep schedule might be challenging,
especially for our teens. a.
How much sleep do teens actually need?
According to the American Academy of
Pediatrics, teens ages 13 to 18 years old
need 8 to 10 hours of sleep routinely
in order to promote optimal heath.
According to national statistics, only
about 25 percent of high school students
are actually getting the recommended
eight or more hours of sleep each night.
b.
Why is sufficient sleep so important?
Sleep is such an important part of all
of our daily lives. You should think of it
as being just as important as food and
water for your overall health. While you
are sleeping, your brain actually stays
pretty active in filtering out toxins,
Which teen-related activities can be
affected?
When thinking about teen drivers,
d. For example, a teen who
stays up all night watching movies,
talking on the phone or gaming has been
compared to having a driving ability
similar to that of a severely intoxicated
drunken driver. For teen athletes, getting
good sleep allows you to have better
focus, reaction time, physical growth and
allows your body to recover from injuries
and/or vigorous exercise.
What are some helpful “sleep hygiene”
practices?
Do’s:
• Routine sleep schedule, even on the
weekends
• Avoid bright lights and screen time
right before bed time
• e.
Don’ts:

forming neuronal connections, and
maintaining pathways you need to learn
and make new memories. c.
and don’t get the required amount of
sleep your body needs, you actually have
a higher risk of chronic illnesses such
as heart disease, high blood pressure,
diabetes and even depression.
Photocopiable material
• Drink caffeine late in the day
• Exercise right before bed
• Nap for more than 30 minutes during
the day
Taken and adapted from: http://bit.do/eQx5E

2 Write a text, on a separate sheet of paper, expressing your opinion about Teens and sleeping 15 points
habits. nclude Adverbs of manner and the conjunctions “Provided that” and “as long as”.

3º MEDIO UN T 3 cOMPlEMENTARY AcT V TY 155

 f Nal TesT
/ 35 points

1 Read the text How to Read Food Labels and circle the correct alternative. 5 points

a. The US Food and Drug Administration (FDA) requires that food companies provide particular...
VOLUME 2

i. food packages. ii. information in Nutrition Facts labels.

b. On the Nutrition Facts label, the first nutrients listed are those which...
i. people should try to eat less. ii. people should eliminate from the diet.
c. Eating too many calories a day is linked to...
i. overweight. ii. overweight and obesity.
d. The statement that “Percentage Daily Values are based on a 2,000 calorie diet”
i. must be on all food labels. ii. may be on the label if it is big enough.
e. The number of calories and all the nutrient amounts are for...
i. each serving size. ii. the whole package.

How to Read Food Labels

Eating a nutritious diet is key to good health.
Therefore, it’s important to know what’s in
the foods you buy at the store. The US Food
and Drug Administration (FDA) requires that
food companies provide certain information
in Nutrition Facts labels – those labels printed
on food packages. Here’s a guide to help you
understand what the information on the
label means:
Serving Size. The serving size tells you how
many cups or pieces of food you are expected to
eat, and how many servings are in each container
of food. The number of calories and all the
nutrient amounts are for each serving size, not
necessarily for the whole package. That means
Photocopiable material
Nutrients. Nutrients are substances in food
that children’s bodies need to grow and all our
bodies need to work right. Americans tend to
get too much of some nutrients, and not enough
of others. On the Nutrition Facts label, the first
nutrients listed are the ones we should try to
eat less of. They are: fat, saturated fat, trans fat,
cholesterol, and sodium. The next nutrients
listed are ones we should try to eat more of. They
include: dietary fiber, vitamins, calcium, and iron.
Footnote. The information after the asterisk (*)
on the label is called a footnote. The statement
that “Percentage Daily Values are based on a 2,000
calorie diet” must be on all food labels. The rest
of the information in the footnote may not be on

that, if a can of soup has 2 servings and you eat
the whole can, you’re getting twice as many
calories and twice as many nutrients as it says
on the label.
Calories. Eating too many calories a day is linked
to overweight and obesity, which raises your risk
for cancer, heart disease, and diabetes. Eating
foods with fewer calories can help you control
your weight. According to the FDA, 40 calories
per serving is considered low, 100 calories is
moderate, and 400 calories or more is high.
some food packages if the size of the label is too
small. But when it does appear, it’s always the
same. It doesn’t change from label to label. That’s
because it shows recommended dietary advice for
all Americans based on how many calories
they eat each day. It’s not specific to any one
food product.
Taken from: https://www.cancer.org/latest-news/how-to-read-food-labels.
html

156 UN T 3 f NAl TEsT 3º MEDIO

 2 Based on the information provided in previous text, write 5 sentences using the conjunctions 5 points
“provided that” and “as long as”.

a.
b.
c.
d.
e.

VOLUME 2
3 Transform the adjectives into adverbs of manner and complete the sentences. 5 points

slow careful happy responsible fast

a. She followed all the doctor’s indications to lower her blood sugar levels.
b. Teas and sodas have notable amounts of caffeine in them, so be sure to read your drink labels
in the late afternoon.
c. We suggest building your healthy habits in three key areas: diet, exercise
and lifestyle.
d. H T training is an amazing way to get fit and lose fat .
e. Living promotes a range of lifestyle habits that are important for overall health.

4 41 Listen to the text The benefits of meditation and circle the correct alternative. 5 points

a. 1. A review concluded on 3,515 participants about the benefits of meditating, indicated that not
only do meditators feel less stressed, but also that their levels of the “stress hormone” cortisol
increases / decreases measurably.
b. 2. One study conducted at Ohio State University showed that over the period of one month
/ regular mindfulness-based muscle relaxation exercises lowered the risk of breast
cancer recurring.
c. 3. Experts believe that meditation reduces the body’s responsiveness to cortisol and
other hormones / other stress hormones.
d. 4. There are also guided meditations that are designed to promote sleep. / improve sleeping.

Photocopiable material
e. 5. Weekly / Daily relaxing meditation has been found to relieve rritable Bowel
Syndrome symptoms.

5 Write a text, on a separate sheet of paper, comparing and contrasting Healthy living and 15 points
Unhealthy living.
Great! Good OK Not good enough
(35 - 33 points) (32 - 28 points) (27 - 22 points) (21 or less points)
You are achieving the You are very well Your performance can You need to revise the
learning goals. Keep on prepared. improve. Revise your contents and practice
working hard! Analyze the few mistakes mistakes and weakest more, in order to improve
you made. areas with your teacher. your performance.

3º MEDIO UN T 3 f NAl TEsT 157

 Wr T NG TemPlaTe
aN arT cle

The title must be

How Being Happy Makes You Healthier informative and catching, to
catch the reader’s interest.
“Happiness is the meaning and the purpose of life, the whole aim and end of
human existence.”The ancient Greek philosopher Aristotle said these words more
VOLUME 2

The First paragraph must get

than 2,000 years ago, and they still ring true today. the attention of the reader
Happiness is a broad term that describes the experience of positive emotions, and introduce the topic of
the article.
such as joy, contentment and satisfaction. Emerging research shows that being
Questions may be included to
happier doesn’t just make you feel better — it actually brings a host of potential
engage the intended audience.
health benefits.
Being happy promotes a range of lifestyle habits that are important for overall
health. A study of more than 7,000 adults found that those with a positive well-
being were 47% more likely to consume fresh fruits and vegetables than their less
positive counterparts. Diets rich in fruits and vegetables have consistently been
associated with a range of health benefits, including lower risks of diabetes, stroke n the following paragraph,
and heart disease. give some basic information
and facts about the topic of
In the same study of 7,000 adults, researchers found that individuals with a the article.
positive well-being were 33% more likely to be physically active, with 10 or more ntroduce each paragraph
hours of physical activity per week. Regular physical activity helps build strong with a Topic sentence.
bones, increase energy levels, decrease body fat and lower blood pressure. Topic sentences are
What’s more, being happier may also improve sleep habits and practices, which is statements that tell what the
paragraph is about and to
important for concentration, productivity, exercise performance and maintaining provide cohesion to the text.
a healthy weight. This study found that sleep problems, including trouble falling
asleep and difficulty staying asleep, were 47% higher in those who reported low
levels of positive well-being. n the rest of the paragraphs,
provide extra information,
Being happy may help reduce stress levels. Normally, excess stress causes an supported by evidence.
increase in levels of cortisol, a hormone that contributes to many of the harmful • Maintain an informative tone.
effects of stress, including disturbed sleep, weight gain, type 2 diabetes and high • Easy and clear language.
• nclude facts.
blood pressure.
• Avoid repetition.
Happiness may protect the heart by reducing blood pressure, a major risk factor • nclude supporting quotations
for heart disease. A study of over 6,500 people over the age of 65 found that if necessary.
positive well-being was linked to a 9% lower risk of high blood pressure and a
Photocopiable material

13–26% lower risk of heart disease. Happiness may also reduce the risk of heart
disease, the biggest cause of death worldwide.
Scientific evidence suggests that being happy may have major benefits for your
health. For starters, being happy promotes a healthy lifestyle. It may also help
combat stress, boost your immune system and protect your heart. What’s more, it
may even increase your life expectancy.
While further research is required to understand how these effects work, there’s
no reason you can’t start prioritizing your happiness now.
Focusing on the things that make you happy will not only improve your life — it n the final paragraph(s),
summarize the main points of
may help extend it too.
the article.
Taken and adapted from: https://www.healthline.com/nutrition/happiness-and-health#section1

158 UN T 3 WR T NG TEMPlATE 3º MEDIO

 Solucionario
Texto del Estudiante
Página 72
1. a. People should: Keep track of sleep patterns and schedules,
teens should be going to bed and waking up at around the
same time every day, create a sleep-friendly physical
environment., Keep a consistent bedtime routine, keep a
consistent bedtime routine among others.
People shouldn’t: Do homework, read a book, or listen to
music in bed, use sleeping time to watch television, cram in
more studying, use the computer, talk on the phone, or
exercise, or sleep in to catch up on sleep they missed during
the week.
b. A bedroom shouldn’t be warmer than 75 degrees, since it can
make it harder to fall and stay asleep.
2. a. More intense physical activity out of school resulted in
higher test scores and improved reading comprehension.
b. Research shows increased participation in physical activity
leads to better grades.
c. Short amounts of exercise benefit executive functions.
d. Regular physical activity may increase blood flow to the
brain.
3. Respuestas
Final debate: Respuesta abierta
Página 75
Language in use
1. a. manner
1. a. She easily eliminated transoils from her diet.
b. Laureen drastically changed her way of thinking about
healthy eating after her sickness.
c. Mrs. Alamos frequently takes crafting classes as a way to
challenge her brain.
d. Learning a new skill will help you associate things differently.
Página 86
2. Benefit 1: Raw walnuts Fills you up. Oysters Heart-healthyç
Coffee Boost mental focus. Dark chocolate Eating pleasure
Benefit 2: Raw walnuts Keep blood-sugar levels steady
Oysters Improve circulation. Coffee Alertness. Dark chocolate
Antioxidant
Nutrient 1: Raw walnuts Magnesium. Oysters Omegra-3 fatty
acid. Coffee Riboflavic. Dark chocolate Oleic acid
Nutrient 2: Raw walnuts Phosophorus. Oysters Zinc. Coffee
Potassium. Dark chocolate Fiber
Suggested serving: Raw walnuts One handfull. Oysters 6 to
12. Coffee 300mg per day. Dark chocolate 2 or 4 small squares
a day.
3. a. 42 percent of constant checkers say that political and
cultural discussions on social media cause them stress.
3º MEDIO
b. Digital detox is one of the most helpful ways to manage
stress related to technology use.
c. Only a 28%.
Guía DidÁctica
TOMO 2
Actividades complemetarias
1. b. on time 7. b. kiss and hug
2. a. late 8. a. kiss
3. c. both hands 9. b. impolite
4. c. arrive late 10. c. 3 feet
5 c. call first 11. c. red christmas cards
6. b. not acceptable 12. a. Thailand
Diagnostic test
1. a. A constant checker is a person who constantly, almost obses
sively, checks their emails, texts, and social media accounts.
b. 43 percent of U.S. individuals.
c. Constant checkers present higher stress levels .
d. 52 percent check texts. 44 percent check social media. 65
percent of adults constantly check personal emails.
e. 42 percent.
f. Constant checkers than non-constant checkers feel
disconnected from their family. And one third of constant
checkers say that they are unlikely to meet with friends and
family in person due to social media.
2. a. 4 This excessive technology and social media use has
paved the way for the “constant checker”.
b. Constant checkers stress runs higher than for those who don’t
engage with technology as frequently.
c. 4 And constant checkers who have convinced themselves
that the act of “refreshing” regularly is totally fine.
d. Constant checkers are also more negatively impacted by
social media, mainly by discussions on politics.
e. 65 percent of Americans agree that “digital detox’ is
important for mental health.
f. 4 Digital detox has helped people connect with friends and
made it easier to interact and stay in touch with family and
friends.
Formative test 1
1. a. My parents have been going to the gym for three months
or so.
b. They have been working in front of blue light screens
since 2010.
c. Doctors have been saying for ages that having physical
activity and a healthy diet are essential to have a better and
longer life.
d. People have been talking about sleep hygiene for the last
few years.
e. I haven’t been meditating since I was operated, and I really
feel I need it.
UNIDAD 3 solucionario 159
 2. a. Because it is fundamental to active living and in turn the
health and wellbeing of the community.
b. When we incorporate physical activity into our daily routines.
c. By building environment such as pedestrian and cycle paths,
sport and recreation facilities, public open space, parks and
town squares.
d. With programs such as healthy lifestyle and travel behaviour
change programs, campaigns, information, education, clubs,
cost to participant, technology and a broad range of
initiatives that encourage participation in active lifestyles.
e. Open-ended answer.
TOMO 2
Formative test 2
1. a. ii b. iv c. i d. v e. iii
2. Cohesion 1
Coherence 1
Vocabulary 5
Grammar 5
Writing structure 3
Transcripciones
28 STUDENT’S BOOK - UNIT 3 - PAGE 61 - EXERCISE 2
i. “We tend to think of physically fit and being sedentary as
being two separate things, but you can be physically fit and
still suffer from sedentary behaviors. I was alarmed about
the amount of time I spend sitting down, so I immediately
got a desk where I could work standing up.”
ii. “I got lots of houseplants. I recently went round our flat and
counted them up and I have 47! “If you are an asthmatic,
houseplants can be a really good option. They reduce lots of
allergens from the air, much more efficiently than any kind
of air filter can do.”
iii. “I now walk a couple of miles to a coffee shop where I’ll do
an hour of work. It means that my sedentary work gets
interrupted regularly by activity.”
iv. “When we stopped moving as a species and started
farming… one of the things we started to do was build
temporary shelters to live in. We now spend most of our time
indoors and it’s having all kinds of harmful effects on our
bodies. Light levels are important and outdoor activity too.
So send your kids out to play! Outdoor light is better than
indoor light.”
v. “Blue light wakes you up in the morning and your body
stops releasing the sleep hormone called melatonin, so,
clearly, the current recommendations are you shouldn’t be
using blue screens before you go to bed because it might be
keeping your body awake”.
160 UNIDAD 3 Transcripciones
Examen Final
1. a. ii b. i c. ii d. i e. i
2. Multiple answers may be provided.
3. a. responsibly b. carefully c. slowly d. fast e. happily
5. a. decreases b. regular c. other stress hormones
d. promote sleep. e. Daily
5. Cohesion 1
Coherence 1
Vocabulary 5
Grammar 5
Writing structure 3
29 STUDENT’S BOOK - UNIT 3 - PAGE 69 - EXERCISE 2
Yoga and HIIT: the perfect pair
Most of us are more or less familiar with yoga, less so with
HIIT. Some people feel intimidated by HIIT, but some others
love it.
A common misconception is that most people see HIIT, as
being all about lifting heavy weights and doing high intensity
workouts only. It is true to some extent. Similarly to yoga, it
benefits not only physical, but many other aspects of our life
as well. Yoga and HIIT, share a number of the same benefits:
HIIT improves your strength and endurance, and so does
yoga. The only difference is yoga is a purely bodyweight form
of exercise while HIIT, is not.
The flexibility that yoga develops can bring your HIIT,
training to the next level: overhead squats, back squats, and
other movements can benefit hugely from yoga practice.
Yoga helps at muscle tightness after HIIT, workout, speeds up
recovery, and reduces soreness.
But let›s listen to some people who have seen the benefits
of both.
Alex, Pasadena.
I’ve been doing Yoga and HIIT, for about three years now and
there is no doubt they complement each other.
Sandra, Carson City.
I have been mixing yoga with all my other training and have
noticed immediate gains from it. For me yoga is a new
3º MEDIO
 approach to exercising and a chance to slow things down,
focus on breathing, and work on mind and body control.
Oscar, Jersey.
I´ve been practicing yoga for a long part of my life, and I
have great respect for it. I competed in freediving and it was
very important in my daily training.
Bretanny, Boston.
I have been trying to get friends and coworkers to supplement
yoga with their workouts, even if it isn’t HIIT. I have been
doing yoga for years. It increases your flexibility, but more
than that, it is about understanding yourself.
30
STUDENT’S BOOK - UNIT 3 – PAGE 70 - EXERCISE 1
a. Going on a diet means that you start a diet.
b. Keeping fit means exercising regularly to be healthy.
c. Gain weight means an increase in your body weight.
d. Bad shape means not having a healthy physical appearance.
31 STUDENT’S BOOK - UNIT 3 – PAGE 70 - EXERCISE 3
a. I’ve put on 5 kilos since last year. No gym during that
period really helped me to lose weight.
b. You are in very good shape, you look very healthy. What are
you doing?
c. It took almost a year to get fit, in order to run in the
marathon.
d. The doctor recommended that I go on a low-salt diet.
32
STUDENT’S BOOK - UNIT 3 - PAGE 71 - EXERCISE 1b
Get Into Working Out
Make It Yours
Lean into your own personality to get into sports. Your
favorite music, your ideal time of day and activities you
actually enjoy are more likely to keep you motivated.
Stay Supported
Make sure you have the right gear for each activity. That may
mean a new sports bra, a good shirt, sports shoes, etc.
Break It Up
It’s OK to break up your total physical activity goal into
shorter sessions. Aim for, at least, 150 minutes of moderate
aerobic activity per week. Short bursts a few times a day can
get you there without feeling overwhelmed.
Build It In
Create space in the natural flow of your life to add activity, so
it doesn’t feel like a chore. Sneak it into quality time with
family and activities you’re already doing.
Give It Time
It can take a while for a behavior to become a habit. Try to be
active around the same time each day – even if you don’t do
the same every time.
3º MEDIO
Keep It Going
If you miss a day or a workout, don’t worry about it. Skip the
guilt and focus on what you will do tomorrow!
33 STUDENT’S BOOK - UNIT 3 - PAGE 72 - EXERCISE 1
What can I do to have a healthy sleep?
• Keep track of sleep patterns and schedules.
• Maintain a regular sleep schedule. Teens should be going to
bed and waking up at around the same time every day,
TOMO 2
including non-school nights.
• Be consistent on weekends. Although teens can stay up a little
longer, they should not stay in bed longer on weekends. It will
make it harder to get back on track for their regular schedule.
• Create a sleep-friendly physical environment.
• The bedroom should be comfortable, cool, quiet, and dark. A
bedroom that is warmer than 75 degrees can make it harder
to fall and stay asleep.
• The bed should only be used for sleeping. Try not to do
homework, read a book, or listen to music in bed.
• Keep a consistent bedtime routine. Try doing less stimulating
activities such as reading or listening to calm music. Do not
use this time to watch television, study, use the computer, talk
on the phone, or exercise.
34 STUDENT’S BOOK - UNIT 3 - PAGE 74 - EXERCISE 1
Facts about our brain.
1. Your brain has about 86 billion neurons, which are cells of
the nervous system. Neurons are responsible for receiving
and transmitting nerve impulses;
2. The brain of an adult woman weighs about 1.3 kg; the brain
of an adult male weighs 1.5 kg. Unfortunately for men, the
weight of the brain does not say anything about its
intelligence;
3. Your brain exists for about 2% of your body weight, but uses
up to 25% of your daily total energy requirements;
4. Every day, we lose 85,000 neurons (cells), that is, 1 cell per
second, or 31 million cells per year;
5. Fortunately, we continue to create new connections
throughout our lives. Every time you recall a memory or have
a new thought, you make new connections in your brain;
6. The creation of new cells by mental activity is called
neuroplasticity;
7. There are no pain receptors in your brain, this means your
brain can not feel any pain itself;
8. There are about 150,000 kilometers of blood vessels in your
brain. If you put this one after the other, it is almost 4 times
the complete circumference of the Earth!
9. While you are awake, your brain generates 10 to 23 watts of
energy. That is enough energy to make a low-energy light
bulb shine.
UNIDAD 3 Transcripciones 161
 35
STUDENT’S BOOK - UNIT 3 – PAGE 74 - EXERCISE 2
Brain fitness has basic principles: variety and curiosity. Use
these ideas to keep a healthy brain.
Play Games
Brain fitness programs and games are a wonderful way to
challenge your brain. Suduko, crosswords and electronic games
can all improve your brain’s speed and memory. These games
rely on logic, word skills, math and more.
Meditation
Daily meditation is, perhaps, the single greatest thing you can do
TOMO 2
for your mind and body health. Meditation not only relaxes you,
it gives your brain a workout. By creating a different mental
state, you engage your brain in new and interesting ways while
increasing your brain fitness.
Eat for Your Brain
Your brain needs you to eat healthy fats. Focus on fish oils from
wild salmon, nuts such as walnuts, seeds such as flax seed and
olive oil. Eat more of these foods and less saturated fats.
Eliminate transfats completely from your diet.
Tell Good Stories
Stories are a way to solidify memories, interpret events and
share moments. Practice telling your stories, both new and old,
so that they are interesting, and fun. Some basic storytelling
techniques will go a long way in keeping people’s interest in
what you have to say.
Turn Off Your Television
The average person watches more than 4 hours of television
every day. Television can stand in the way of relationships, life
and more. Turn off your TV and spend more time living and
exercising your mind and body.
Exercise Your Body to Exercise Your Brain
Physical exercise is great brain exercise too. By moving your
body, your brain has to learn new muscle skills, estimate
distance and practice balance. Choose a variety of exercises to
challenge your brain.
Learn a New Skill
Learning a new skill works multiple areas of the brain. Your
memory comes into play, you learn new movements and you
associate things differently. Reading Shakespeare, learning to
cook, etcetera, will challenge your brain and give you something
to think about.
Make Simple Changes
We love our routines but, the more we do something, the less our
brains have to work to do it. To really help your brain stay
young, challenge it. Change routes to the grocery store, use your
opposite hand to open doors and eat dessert first. All this will
force your brain to wake up from habits and pay attention again.
36 STUDENT’S BOOK - UNIT 3 - PAGE 75 - EXERCISE 1
i. Frankly, I don’t think I spend too many hours in front of
the TV.
ii. Meditating has surprisingly helped me to develop
concentration.
iii. The first thing we eliminated from our diet was trans fats,
clearly.
162 UNIDAD 3 Transcripciones
37 STUDENT’S BOOK - UNIT 3 - PAGE 84 - EXERCISE 2
What’s the link between physical activity and health?
Even with risk factors for heart disease such as high blood
pressure, diabetes or high cholesterol, people who enjoy regular
physical activity have lower death rates than people who have no
risk factors but who aren’t physically active. What’s more, people
with heart disease who are physically fit live longer and have
fewer heart attacks than heart patients who aren’t physically fit.
The facts are clear: Regular physical activity benefits people
who have heart disease as well as those who don’t.
What type of physical activity is best?
Any type of physical activity is good if it makes your muscles
work more than usual. The heart is a muscle and benefits from a
workout just like other muscles in your body.
Physical activity for your heart
Physical activities that involve steady, rhythmic movement of the
legs and arms are called “aerobic” exercises and are especially
good for the heart. Examples include brisk walking, running,
swimming, cycling and dancing. Regular aerobic exercise
conditions the heart to pump blood to the whole body.
Adults with chronic conditions or disabilities should get regular
physical activity according to their abilities and should avoid
inactivity. Preferably, the activity should be spread throughout
the week. Great benefits can be achieved at up to 300 minutes of
moderate-intensity aerobic activity or 150 minutes of vigorous-
intensity activity each week.
Physical activity for your other muscles
Stretching and strengthening activities keep muscles working
well. Include strength training in your exercise routine at least
twice a week.
Muscles lose strength and flexibility as you get older. Common
tasks become more difficult, such as bending over to tie shoes,
opening a jar, lifting a bag of groceries or even getting out of a
chair. When your muscles aren’t in good shape, you’re more
likely to lose your balance and fall. Strengthening exercises can
also help boost your metabolism so you get more benefit out of
your aerobic activities and lose weight faster.
How to get started
Healthy adults generally do not need to consult a health-care
provider before becoming physically active. However, if you have
a chronic condition, your doctor can help you plan an
appropriate physical activity program and may refer you to a
formal cardiac rehabilitation program to help you learn to be
active safely. You may also need an exercise stress test before you
become active again.
38 STUDENT’S BOOK - UNIT 3 - PAGE 87 - EXERCISE 2
Raw walnuts
Walnuts fill you up and help keep blood-sugar levels steady.
They’re also a good source of magnesium and phosphorus:
Having low levels of magnesium has been linked to increased
risk of depression, while high levels of magnesium have been
linked to reduced symptoms of depression.
Suggested serving: One handful
3º MEDIO
 OYSTERS
Oysters are heart-healthy and contribute to that great feeling
after eating, because they improve overall circulation. Oysters
are also very high in essential nutrients like omega-3 fatty
acids.
Oysters are also a great source of zinc — an undervalued
mineral, said Ramsey — and vitamin B12. Zinc has a role in
helping our bodies fight off stress and is essential to the part
of the brain that regulates mood and memory.
Suggested serving: Six to 12 oysters
COFFEE
Coffee is practically a magic bean when it comes to mood
lifting: The caffeine in coffee can boost mental focus and
alertness and athletic performance. Coffee consumption may
also protect against Type 2 diabetes and decrease the risk of
depression. But the less you consume, the better it works.
Suggested serving: Coffee has about 150 mg of caffeine per
cup. Limit consumption to about 300 mg caffeine per day and
consume it once a day, at the time you want to be most alert.
Dark chocolate
“Dark chocolate is one of the biggest mood boosters,” Dark
chocolate not only provides immediate eating pleasure, but it
has a high percentage of cacao, which has more antioxidant
power than many other foods.
Suggested serving: Two to four small squares a day.
39
ACTIVITY BOOK - UNIT 3 - PAGE 34 - EXERCISE 1
Teens and Sleep facts
• Sleep is vital to your well-being, as important as the air you
breathe, the water you drink and the food you eat. It can even
help you eat better and manage the stress of being
a teen.
• Biological sleep patterns shift toward later times for both
sleeping and waking during adolescence -- meaning it is
natural to not be able to fall asleep before 11:00 pm.
• Teens need about 8 to 10 hours of sleep each night to
function best. Most teens do not get enough sleep — one
study found that only 15% reported sleeping 8 1/2 hours on
school nights.
• Teens tend to have irregular sleep patterns across the week
— they typically stay up late and sleep in late on the
weekends, which can affect their biological clocks and hurt
the quality of their sleep.
• Many teens suffer from treatable sleep disorders, such as
narcolepsy, insomnia, restless legs syndrome or sleep apnea.
40 ACTIVITY BOOK - UNIT 3 - PAGE 35 - EXERCISE 6
Along with healthy eating, being active and sitting less is an
important part of maintaining a healthy weight.
Be Active Everyday
Just 30 minutes of moderate-intensity physical activity (an
activity that is energetic and raises your heart rate but doesn’t
make you too breathless, such as fast walking) on most or all
days of the week is needed for good health.
3º MEDIO
Sit Less
Research shows that high levels of sedentary time can lead to
health problems. Sedentary time is the time we spend sitting, or
not moving very much. High levels of sedentary time are linked
to poor health and increased risk of health problems (e.g. type
2 diabetes and heart disease). Sedentary behavior is not the
same as a lack of physical activity. People who do enough
physical activity each day may still spend a lot of time sitting
for too long.
Here are some tips on how to get started:
• Choose an activity that you enjoy.
TOMO 2
• Set small and achievable physical activity goals.
• Reward yourself when you reach your goals e.g. massage.
• Be active with friends or family by making a regular time to
meet to go walking or take part in other activities.
• Make physical activity part of your day – set your alarm 30
minutes earlier each morning or use your lunch break to go
for a walk.
More technology often leads to more sedentary time. Set
yourself a goal for a maximum amount of ‘screen time’ for
leisure each day.
41 Teacher’s Book - Page 157 - EXERCISE 4
The benefits of meditation.
1. A literature review conducted in 2014 assessed 47 mindfulness
meditation trials that involved around 3,515 participants. The
review concluded that meditation is a useful tool that helps
relieve symptoms of anxiety and depression. And not only do
meditators feel less stressed, their levels of the “stress
hormone” cortisol decrease measurably.
2. One study conducted at Ohio State University showed that
regular mindfulness-based muscle relaxation exercises
lowered the risk of breast cancer recurring. A different study
at Ohio State monitoring meditation’s effects on elderly
patients concluded that mindfulness and relaxation exercises
practiced over the period of one month helped boost patients’
immune system.
3. Experts believe that meditation reduces the body’s
responsiveness to cortisol and other stress hormones, which is
similar to how blood pressure reducing medications work. It’s
one of meditation’s great health blessings.
4. Meditation practice helps the body learn to relax, a benefit
that continues when it’s time to bed. It also trains the mind to
settle the attention on an object such as the breath and allow
other thoughts and emotions to float by like clouds on a
pleasant day. There are also guided meditations that are
designed to promote sleep. Harvard Medical School suggests
that focusing on a phrase such as “breathe in calm, breathe
out tension” beats counting sheep when it’s time to sleep.
5. Irritable Bowel Syndrome is a common bowel disorder
characterized by bloating, abdominal pain, cramps and
altered bowel behavior. Daily relaxing meditation has been
found to relieve its symptoms. Following a series of successful
studies, researchers now strongly recommended daily
meditation in its management.
6. A study conducted at the University of Utah suggested that
mindfulness contributes to better emotional and physical
well-being.
UNIDAD 3 Transcripciones 163
 UN T Volunteer Work
4 and Entrepreneurs
Propuesta de planificación
TOMO 2

AE LECCIONES CLASES TIEMPO

OA 13
Demostrar comprensión de ideas principales e información
explícita en textos orales simples de variada extensión y de
interacciones que presentan un uso auténtico del lenguaje, Entrada de unidad Clase 1 1h. pedagógica
como entrevistas grabadas, avisos publicitarios, programas
de conversaciones radiales y/o televisivos relacionados con el
trabajo voluntario y el emprendimiento y que contemplan
las funciones de expresar un posible evento presente o
futuro y exponer un punto de vista. Para ello, deben:
• Reconocer vocabulario temático de la unidad, frases y palabras
clave, expresiones y frases hechas. Do you Remember? Clase 2 1h. pedagógica
• Identificar expresiones de condición referidas a posibles eventos
presentes o futuros.
• Reconocer expresiones para exponer puntos de vista.
• Reconocer la relación entre ideas por medio de conectores:
unless, nevertheless y provided that.
• Discriminar sonidos que interfieren con la comprensión del
3° Medio - Semestre 2

texto y sonidos /z/ y /s/ propios del inglés.

• Recurrir a estrategias, como el uso de conocimientos Lección 1 Clase 3 - 7 5h. pedagógicas
previos sobre el tema o reconocer claves no verbales,
Unidad 4

gestos y entonación.
• Integrar la expresión oral y/o escrita.

OA 14
Leer y demostrar comprensión de ideas principales e
información relevante en textos descriptivos, informativos, Lección 2 Clases 8 - 11 4h. pedagógicas
narrativos y expositivos auténticos, simples y de variada
extensión, como bitácoras, informes y entrevistas,
relacionados con el trabajo voluntario y el emprendimiento.
Para ello, deben:
• Usar estrategias de lectura rápida y focalizada.
• Reconocer vocabulario temático de la unidad, palabras y
frases clave. Check Your Progress Clase 12 1h. pedagógica
• Identificar expresiones de condición referidas a posibles eventos
presentes o futuros.
• Realizar inferencias sobre la base del contexto y de
información explícita.
• Reconocer expresiones para exponer puntos de vista.
• Reconocer la relación entre ideas por medio de conectores:
unless, nevertheless y provided that.
• Integrar la expresión oral y/o escrita. Evaluación Formativa 1 Clase 13 1h. pedagógica

164 UNIDAD 4 Planificación 3º MEDIO

 AE LECCIONES CLASES TIEMPO

TOMO 2
OA 15
Expresarse oralmente por medio de monólogos de
aproximadamente tres minutos de extensión y de diálogos Clase
Lección 3 4h. pedagógicas
de aproximadamente 16 intercambios breves y simples que 14 - 17
incorporen las funciones comunicativas de años anteriores
y las funciones de expresar condición sobre un posible
evento presente o futuro. Para ello, deben:
• Utilizar frases hechas, expresiones idiomáticas y oraciones
breves y simples conectadas entre sí.
Clase
• Aplicar vocabulario temático de la unidad. Lección 4 4h. pedagógica
18 - 21
• Utilizar primer condicional para expresar condición sobre un
posible evento presente o futuro.
• Relacionar ideas por medio del uso de conectores: unless,
nevertheless y provided that.
• Pronunciar de manera inteligible sonidos de años anteriores y
sonidos /z/ y /s/.
• Utilizar estrategias de autocorrección. Subject Connections Clase 22 1h. pedagógica

OA 16
3° Medio - Semestre 2

Escribir textos descriptivos y narrativos breves y simples de

aproximadamente 150 palabras, como entrevistas e
itinerarios, relacionados con el trabajo voluntario y el
Unidad 4

emprendimiento. Para ello, deben: Clase

Project 2h. pedagógicas
• Aplicar el vocabulario temático de la unidad. 23 y 24
• Utilizar primer condicional para expresar condición sobre un
posible evento presente o futuro.
• Dar coherencia a sus ideas mediante el uso de conectores:
unless, nevertheless y provided that.
• Aplicar el uso de elementos ortográficos. Final Check
• Utilizar estrategias variadas de corrección, coherencia y Clases 25 1h. pedagógica
And Review
cohesión de textos escritos, como uso de conectores,
identificación de propósito y audiencia y uso de
modelos escritos.

OFT
Muestra confianza en sí mismo y sentido positivo ante Evaluación formativa 2
la vida. Clase 26 1h. pedagógica
• Muestra interés por conocer trabajos voluntarios.
• Da ejemplos de trabajos voluntarios.
• Invita a participar en trabajos voluntarios.
Muestra interés en desarrollar habilidades y conocimientos
con el fin de aplicarlos en su futuro campo académico
y/o laboral. Evaluación Final
• Señala las ventajas del trabajo voluntario. Clase 27 1h. pedagógica
• Explica los requisitos para trabajos voluntarios en otros países.
• Explica cómo el inglés puede ser útil para participar en
trabajos voluntarios.

3º MEDIO UNIDAD 4 Planificación 165

 clase 1 UN T Volunteer Work
and Entrepreneurs
Las actividades en estas lecciones tienen
como propósito activar la motivación de
los estudiantes hacia el tema de la 4
unidad. Permite que los estudiantes
reconozcan la importancia de los
objetivos de aprendizaje para sus
propias vidas. Además, permite que los
estudiantes establezcan metas
personales para la unidad, trazando una
guía del aprendizaje para lograrlas.
TOMO 2

iNicio
Solicite a los estudiantes observar las
imágenes en la página 88 y solicite
voluntarios para comparar y contrastar
las imágenes indicando: (Nombre del
alumnos) Can you compare and contrast
two of these pictures? Una vez que los
estudiantes hayan realizado esta
actividad, invítelos a responder las
siguientes preguntas: What do all these
pictures have in common? Have you
ever met someone who does bring this
kind of help? What does that person do?
Pida un voluntario para leer frente al
curso la sección You will... en el cuadro
de presentación de los objetivos de
la unidad.
Luego, explíqueles que la pregunta
¿para qué? se refiere a lo que podrán
hacer una vez que cumplan con cada
objetivo. Pida a otro voluntario leer la
sección What for? Clarifique de ser “Wherever you turn, you can find someone who needs you.
necesario. Indique a los alumnos que Even if it is a little thing, do something for which
tanto los objetivos de lenguaje como los
transversales tienen igual importancia there is no pay but the privilege of doing it.
dentro del desarrollo de la unidad. Remember, you don’t live in the world on your own.”
Invítelos a reflexionar sobre la
importancia de estos objetivos para sus Albert Schweitzer
vidas, con el propósito de valorar esos
objetivos a nivel personal.: How 88 3º MED O
important are these objectives to your
own life?
Es posible que sus estudiantes no estén anterior, si nota que esta tarea es demasiado
Motive a sus estudiantes y permítales acostumbrados a trabajar con este enfoque exigente para ser abordada en inglés, puede
explorar la unidad antes de comenzar a metacognitivo, ya que normalmente se les ha dejar que escriban sus metas en español.
desarrollarla. Se sugiere que revisen y enseñado a centrarse en el contenido en Recuerde siempre considerar los diferentes
reconozcan las diferentes secciones enfoques educativos más tradicionales. niveles y las diversas necesidades de los
y señalen lo que más les ha llamado Dígales que este es el espacio donde estudiantes. Por esta razón, es importante que
su atención. mantendrán un registro de sus metas de se tome el tiempo para modelar,
El propósito de esta sección es guiar a aprendizaje. No necesitan usar oraciones informándoles sobre la importancia de las
los estudiantes para establecer sus completas si deciden escribir sus metas en prácticas de establecimiento de objetivos y la
propios objetivos para la unidad y inglés. Si este es el caso, puede alentarlos a creación de un plan de aprendizaje.
diseñar un plan de aprendizaje que les usar palabras aisladas o frases sencillas que
ayude a lograr sus objetivos personales. les sean familiares. Como en la unidad

166 UNIDAD 4 3º MEDIO

 OBJECT VES OF THE UN T
sus opiniones frente al curso: What
You will... What for? are these people doing? Why do you
listen to texts about volunteer work and entrepreneurs, in order to identify to show comprehension by means think they are doing it? Do you think
experiences that happened before others. dentify topic vocabulary and of oral and written expression. they get any rewards for doing it?
make relations to support comprehension. Discriminate target sounds. to support the comprehension of
Use diverse strategies. Demonstrate comprehension by means of oral and a text, and integrate strategies to cierre
written expressions. oral and written expression.
read and show comprehension of, different types of texts about the topic Para cerrar la clase, los estudiantes
to express opinions about
of the unit. dentify topic vocabulary and expressions related to volunteer volunteer work and entrepreneurs, pueden compartir su experiencia o de
work and entrepreneurs and make relations to support comprehension. Use making use of target structures otros con respeto a realizar trabajo
diverse to express ideas orally and in written form. and topic vocabulary of the unit, voluntario indicando: Have you ever
communicate orally by means of dialogues and monologues, making use
of varied strategies and correct pronunciation. Express opinions, cohesively
coherently and cohesively.
volunteered? Have any member of your
to write cohesive and coherent
family or friend ever volunteered? What

TOMO 2
and coherently, about volunteering, by means of target structures and texts, making use of different
vocabulary. strategies, structures and topic did she/he do? What organization did
communicate ideas related to health and modern life through sentences vocabulary of the unit, as well as she/he help?
and short descriptive texts. Make use of target structure, topic vocabulary orthographic elements of the level.
and orthographic elements of the level. Write cohesive and coherent texts, Si cuenta con acceso a internet, puede
making use of connectors and diverse strategies. invitar a los alumnos a visitar los
siguientes links con el fin de
interiorizarse en el tópico de la unidad:
Why volunteer?
1 Read the quote on page 88 and discuss with your partner.
Link: https://www.ncvo.org.uk/ncvo-
a. What is your definition of volunteer work? volunteering/why-volunteer
b. Have you ever volunteered? Career Development: How
c. What organizations do volunteer work in your country? What kind of work do they do? Volunteering Can Create Opportunity
Link: https://www.volunteerhub.com/
2 Describe the pictures below and discuss. blog/career-development-volunteerism/
a. What are these people doing? Describe the activities. Jóvenes solidarios en Chile: un 16%
b. Why do you think they are doing it? participa en voluntariado
c. Do you think they get any retribution for doing it? Link: https://www.latercera.com/
nacional/noticia/jovenes-solidarios-chile
-16-participa-voluntariado/397340/

3º MED O UN T 4 89

desarrollo comenten las preguntas de la actividad 1,

1. Read the quotation on page 88 and
discuss with your partner.
Lea a los estudiantes la cita que aparece
en la parte inferior de la página e invíte-
los a comentar como curso las siguientes
preguntas: Is it true that, wherever you
turn, there is someone who needs help?
Is there any privilege in helping others?
Is it our duty to do something since we
are not alone in the world? Solicite a
los estudiantes que trabajen en parejas y
indicándoles: Read the quotation below
and answer the questions. Do not forget to
support each answer. Monitorear. Invite a
los estudiantes a compartir sus opiniones
con las clases.
2. Describe the pictures below and discuss.
Indíqueles que , en grupo, ahora deberán
observar las imágenes, leer las preguntas
de la actividad y compartir sus opinio-
nes con los otros miembros del grupo.
Monitorear. Pedir voluntarios para dar

3º MEDIO UNIDAD 4 167


clase 2
do you remember?
iNicio
Escriba en el pizarrón la siguiente
aseveración: The government should
pay for some of the jobs volunteers do.
Organice a los estudiantes en grupos de
4 integrantes, indíqueles leer la oración
en el pizarrón y debatir en torno a ella,
TOMO 2
indicando los siguiente: Being a
firefighter is one of the most valued
volunteer jobs in our country.
Firefighters are conscious they need
resources; however they prefer those
resources being invested in training,
equipment, fire trucks, etc, rather than
in salaries. Read the statement and
discuss with your group. Monitorear.
desarrollo
1. Read the text and answer
the questions.
En este ejercicio los estudiantes
deberán leer un texto no literario.
Indicar: Read the piece of news and,
in pairs, answer the questions. Invi-
tar a estudiantes a leer las respuestas
para revisar: (Nombre del estudiante)
Can you read and answer question 1,
please? Who wants to read the next
one please?
2. Transform the following sentences
into the Passive voice. Write them
in your Activity Book.
En esta actividad, los estudiantes
deben transformar las oraciones a voz
pasiva. Recordales: The passive voice
is used to show interest in the person
or object that experiences an action
rather than the person or object that
performs the action. Invite a los estu-
diantes a pasar al pizarrón para revi-
sar las respuestas. Se sugiere además
aprovechar esta instancia para que
expliquen en que consiste, gramati-
calmente, esta transformación.
168 UNIDAD 4
DO YOU REMEMBER?
1 Read the text and answer the questions.
a. What did the Titi Fund do?
b. How long did it take them to carry out this donation?
c. What do these NYC schools have in common?
d. How did students feel?
JANUARY 16, 2020
The Titi Fund Grants 5,000
Wishes in New York City
Just in time for the holidays, 31 schools in families”, said Rachel Yaroschuk, a social
New York City received some exciting news. worker from the Bronx.“Students are proud
The Titi Fund of New York provided 5,000 and showing off their new winter coats!
brand new coats to students living in need. Having something new that they wear with
The Titi Fund partnered with Operation pride honors the dignity of our students and
Warm to provide brand new winter coats to families. There is nothing better than seeing
kids and guardians smiling”.
every school on the Operation Warm wish
list located within the five NYC boroughs
(Manhattan, Brooklyn, Queens, The Bronx,
and Staten Island).
All orders were placed, shipped, and received
in a two-week period, leading up to the
public school’s December vacation. School
administrators were then able to surprise
their students with the gift of a new coat just
in time for the holidays.
“We were thrilled to receive this generous
donation! Out of all NYC schools, we have
one of the highest number of students in
temporary housing. Most of these students
live in shelters or are doubled-up with other
Taken and adapted from: https://bit.ly/2JoA3KF
2 42 Transform the following sentences into the Passive voice. Write them in your
Activity Book.
a. The Titi Fund partnered with Operation Warm to provide brand new winter coats to every school.
b. School administrators were able to surprise their students with the gift.
c. The Titi Fund of New York provided 5,000 brand new coats to students living in need.
d. 31 schools in New York City received some exciting news.
90 UN T 4 3º MED O
cierre
Se sugiere cerrar la clase debatiendo en torno
a la siguiente afirmación: According to an
extension program of the Perdue University
in India, the most frequently-reported reason
for volunteering is “being asked”. The study
indicates: “There is a lesson here that all of
us need to remember: If we need help, we
need to ask!”. Do you think organizations
should ask for help or should wait for people
who really want to help?
3º MEDIO
Lesson 1 Volunteering
indicadas. Posteriormente solicite
voluntarios para leer las preguntas y
Before reading compartir las respuestas con el curso:
(Nombre del estudiante) Can you
1 Exchange opinions. read question 1 and give
a. What do you think about volunteering? your opinion?
b. Would you participate in a non-profit organization? Or would you find another way to help? 42 Read and listen to the
2.
c. What kind of volunteer program would you be a part of?
following story and discuss the
d. Do you think you have the abilities to be part of a volunteering program?
questions with your partners.
e. What kind of characteristics should a volunteer have?
Los estudiantes leen y escuchan el
texto The Star Thrower y comentan

TOMO 2
2 42 Read and listen to the following story and discuss the questions with your partners. sobre el. Indique lo siguiente: Read
and listen the tale The Star Thrower
and discuss in groups the questions.
The Star Thrower Monitorear. Invitar a los estudiantes
by Loren Eiseley
a compartir sus opiniones con
la clase.
Once upon a time, a man walking along a beach saw a boy picking up starfish 3. 43 Listen to what these people
and throwing them into the sea.
say about volunteering and discuss
He asked the boy why he was throwing starfish into the sea.
with your classmates. Support
The boy replied,“The tide is going out. If I don’t throw them in, they’ll dry up
and die.”
your answers.
Solicite a los estudiantes leer las pre-
The man smiled and said,“But, there are miles of beach and thousands of
starfish on every mile. You can’t possibly make a difference!” guntas de la actividad 3, e invítelos a
The boy smiled, bent down, picked up another starfish, and threw it into the sea. escuchar algunos testimonios de gen-
“Well,” he said,“I made a difference for that one.” te que realiza voluntariado con el fin
de responder las preguntas indicadas.
Listen to these people talking about
Taken and adapted from: https://www.goodreads.com/work/quotes/503244-the-star-thrower volunteering work and discuss the
a. Do you think one person can make a difference? questions with your partners. Se su-
b. Do you think a big number of people can make a difference? giere extender la actividad realizando
preguntas de comprensión como las
3 43 Listen to what these people say about volunteering and discuss with your
siguientes: How does Trevor Lytt-
classmates. Support your answers. leton feel about helping and why ?
What does Anna Jackson say about
a. What do all these people have in common? her role? What does Diane Hoffman
b. How do these people feel when they help others? say about volunteering?
c. What benefits do you get, personally,
by volunteering? cierre
d. What benefits, other than personal satisfaction, could you get by volunteering? Para cerrar la clase, puede presentar la
e. Should volunteering be rewarded in any way?
infografía Volunteering Things you
should know, la sección Volunteers’
rights and responsibilities indicando lo
3º MED O UN T 4 LESSON 1 91 siguiente: Read the rights and
responsibilities of a volunteer. Do you
agree with them? Why should a volunteer
clase 3 indicates that those who volunteer typically be reliable? Why should a volunteer
contribute more than those who do not receive appropriate training? Why should
($2,295 to $1,009). Why do you think this they receive support and supervision?
lesson 1 Volunteering happens?
Si no cuenta con conexión a internet,
Source: Independent Sector, www.independentsector.org
iNicio puede preparar la infografía de
desarrollo antemano y llevarla impresa, para que
Se sugiere abrir la clase invitando a los sus alumnos puedan verla. Volunteering
estudiantes a dar su opinión en torno a la Before reading
Things you should know
siguiente información: According to a North 1. Exchange opinions.
American organization that brings together a Link: http://volunteeringvictoria.org.au/
En esta actividad los estudiantes, en grupo
diverse set of nonprofits, foundations, and wp-content/uploads/2016/07/
de 3 a 4 integrantes, deben comentar con
corporations, Trends in Volunteerism Volunteering-Victoria-Guide-to-
sus compañeros acerca de las preguntas
Volunteering-Infographic-page2.jpg

3º MEDIO UNIDAD 4 lEccIóN 1 169


clase 4
iNicio
Para introducir la lectura 7 Surprising
benefits of volunteering pregunte a los
estudiantes: Do you think there are any
benefits in volunteering? Which ones?
Why? Realice una lista en el pizarrón
con sus contribuciones. Presente a los
estudiantes el siguiente video,
indicando: A UK foundation launched
TOMO 2
this video to motivate people to be part
of a global change. Can we really make
a change?
En caso de no ser posible acceder a este
recurso, invite a los estudiantes a debatir
en torno a la pregunta: Can an
individual really make a change? How?
Discuss with your partners.
Making a world of difference
Link: http://bit.do/eQBYa
desarrollo
While reading
Key words
Solicite a los estudiantes leer las
palabras en la sección Key words e
inferir sus significado indicando: Take a
look at the words in section Key words.
According to the topic of the lesson and
the title of the text, what does schedule
may refer to? What does spare mean?
What would shifted away mean?
What is wealthier? What does
loneliness mean?
Strategy in mind
Uno de los objetivos que deben ser
cubiertos en esta actividad es entender
el significado de palabras. Indique lo
siguiente: In order to contextualize the
meaning of a word you should identify
common types of context clues, such as
identifying the type or word, by
analyzing meaningful word parts such
as root words and affixes.
Smart reading
1. Read the text and complete the
sentences in your Activity Book
with the words provided.
Solicite a los estudiantes leer el texto
y posteriormente completar las ora-
ciones con la palabra correspondien-
te del banco de palabras. Sugiérales
poner en práctica la estrategia de la
lección, identificando el tipo de pa-
170 UNIDAD 4 lEccIóN 1
While reading
Key words
schedule
spare
beneficial
improve
ease
elderly
Strategy in mind
Understanding specific meaning
of words.
Smart reading
1. 42 Read the text and
complete the sentences in
your Activity Book with the
words provided.
elderly sparing
shifted away
wealthier loneliness
a. Research indicates that
people have…the purposes
of volunteering.
b. This is similar to other
researches, showing that
people who donate to
charity feel...
c. Are you interested in
volunteering with the...?
d. There are many ways to
join in with others and help
conquer feelings of...
e. … a few hours of your
time volunteering can be
a brilliant way to make a
difference.
92
UN T 4 LESSON 1
labra, y sus sufijos. Indique lo siguiente:
Once you have read the text, complete the
sentences in your Activity book with the
words. Pay special attention to the root
words and affixes to infer their meaning
and connect them to the corresponding
sentence.
cierre
Invite a los estudiantes a cerrar la clase
comentando las siguiente información: Dr.
Stephen Post, in his book Good Things
7 SURPRISING
BENEFITS OF VOLUNTEERING
“Volunteers do not necessarily have the time;
they just have the heart.“
Elizabeth Andrew
Don’t let a busy schedule stand between you and volunteering.
Sparing as little as two hours per week to volunteer can give
you more benefits than you can imagine.
I’m not just talking about the warm and fuzzy feeling you get
from helping people and animals. Science says volunteering has
a positive effect on your physical and mental health.
As wild as it may sound, volunteering may be more beneficial to
you than it is to those you’re helping. Below are some amazing
benefits of volunteering you may not know about.
1. VOLUNTEER NG MAY HELP YOU L VE LONGER.
Volunteering improves your overall health, which
consequently lowers the risk of premature death. The
amount of time you spend volunteering matters. A study
found that, if you volunteer more than 100 hours a year, you
will help your health last longer. That may seem like a lot of
time, but it only equates to about two hours a week.
2. VOLUNTEER NG CAN MAKE YOU LESS LONELY.
Loneliness is one of those problems you should never ignore.
It increases your risk of heart disease, obesity, depression and
anxiety. Luckily, if you volunteer for just a couple of hours
every week, you will help end your loneliness. In a study,
researchers found that widows reduced their loneliness by
simply volunteering for this short amount of time.
3º MED O
Happen to Good People, indicated that
people who volunteer:
Feel Good After Volunteering · 95%
Feel Physically Healthier · 68%
Feel Less Stress · 73%
Sleep Better · 58%
Do you think volunteering can really make
you feel happier and healthier? Does is
depend on the type of volunteering program?
How can volunteering and sleeping well
have any relation? Can volunteering make
you feel less stresses?
3º MEDIO
 Your analysis
1. Read the questions and
choose the best answer
according to the text. Answer
in your notebook.
a. What does the word
“equates” mean?
3. VOLUNTEER NG HELPS MPROVE SOC AL L FE. i. corresponds
If you work from home, chances are you don’t meet people ii. regards as identical
as much as you would like to. Well, if you volunteer, there is b. The writer uses the phrase
“fuzzy feeling you get from
a great possibility that you will meet new people and make
helping” in the introduction
new friends.
to show that…
i. Helping people is a
desarrollo
Your analysis
1. Read the questions and choose the
best answer according to the text.
Los estudiantes leen nuevamente el
texto con el fin de identificar frases
y oraciones y su significado según
su contexto. Read the questions in
section Your analysis, then read the
text again and answer. Seleccione a
estudiantes en forma aleatoria a leer

4. VOLUNTEER NG MAY EASE YOUR ANX ETY AND DEPRESS ON.
Most times, we feel anxious or depressed because we focus
feeling that cannot
be described.
too much on ourselves. Working with people or pets will ii. Helping people is a
shift the focus away from yourself. Researchers also say that feeling that cannot
if you help others, your brain will release chemicals which be seen.
make you feel happy. Spending time with animals also has c. What is a fact about anxiety
and depression?
the same effect.
i. Brain releases “good”
5. VOLUNTEER NG CAN KEEP YOU PHYS CALLY ACT VE. chemicals when helping.
Volunteering can help you move more, whether you choose
ii. Helping people may
mitigate anxiety and
to walk the pets in your local animal shelter or help the depression.
elderly. Moving more lowers the risk of conditions like e. What does the writer say
arthritis, heart disease, and obesity. about skills?
i. Volunteering helps
6. VOLUNTEER NG HELPS YOU DEVELOP NEW SK LLS. people to become better
leaders.
Skill-based volunteering is a great way to gain more
ii. Teaching others helps
experience and develop new skills. If you teach people your
skill, you will become a better leader and communicator. people to become better
leaders.
7. VOLUNTEER NG MAKES YOU FEEL L KE YOU HAVE MORE T ME.
You’ve probably heard that giving makes you feel wealthier.
The same is true for volunteering. A report from Harvard
Business Review explains that giving your time away makes Think critically
you feel like you have more time. This should be encouraging Make text-to-world connections
to those who use the excuse that they’re too busy to n your opinion, how can
volunteer. volunteering boost your
future career?
Taken and adapted from: https://bit.ly/2WgVEpZ
Make text-to-self connections
How important is volunteering in
our country?
Are we more reactive than
proactive when it comes to
volunteering? Why?
3º MED O UN T 4 LESSON 1
TOMO 2
las oraciones con sus respectivas
respuestas.
Think critically
Se sugiere organizar a los estudiantes en
grupos de 3 o 4 integrantes y dar sus
opiniones respecto de las preguntas ahí
planteadas. Get in groups of 3 or 4
students and discuss the questions in
Think critically section. Monitorear.
Escribir algunos de los aportes de los
estudiantes recogidos durante el
monitoreo. Posteriormente, motive a los
estudiantes a presentar sus puntos de
vista y compartirlos con el resto de la
clase. (Nombre del estudiante) you said
that..... Why did you say that?
cierre
Entregue a los estudiantes los siguientes
datos y pregunte: According to an
important survey, Volunteering brings
“The Career success effect” since
volunteers are more likely to get a job,
employers believe volunteering is a
valuable add, and people who volunteer
are more likely to be promoted and
increase their salaries. How can
volunteering help you have more
opportunities to get a job? How can it
help you to be promoted? How can
93
having a employee who volunteers be
positive for the employer?

clase 5 skills can you develop in you work with

people? What kind of skills can you develop
iNicio if you work in the environmental area?
Se sugiere al docente iniciar la clase
invitando a los estudiantes a hacer un
resumen del texto leído la clase anterior.
Motívelos a dar sus opiniones respecto de la
aseveración 6 del texto, indicando: (Nombre
del alumno) Do you agree that volunteering
helps you develop new skills? What kind of

3º MEDIO UNIDAD 4 lEccIóN 1 171

 After reading

clase 6
Language in use Zero and First conditionals
iNicio Take a look at these examples and read the rules below.
Solicite a los estudiantes a visitar el link a. f you work from home, chances are you don’t meet people as much…
indicado con el fin de pensar más
b. f you volunteer for just a couple of hours every week, you will help end your loneliness.
profundamente que tipo de voluntariado
i. Zero conditional (example a) is used when talking about a general truth rather than a specific
es el más apropiado de acuerdo a sus instance of something.
intereses indicando: Visit the link below, ii. First conditional (example b) is used to express situations in which the outcome is likely (but
and take the quiz at the Quibblo not guaranteed) to happen in the future.
website. It will help you to think deeply
about your potential as volunteers.
TOMO 2

What Type of Volunteer Work Should
You Do?
Link: http://bit.do/eQCnC
En caso de no poder acceder a este
recurso trabajar con el quiz What kind
of volunteer are you?, multicopiar y
entregar a los estudiantes con el fin de
determinar que tipo de voluntariado es
el adequado según sus intereses.
1
43 Complete the sentences in your Activity Book with the Zero Conditional.
a. When have no time to volunteer,...
b. f it rains while we are giving away lunch,...
c. When people want to help,...
d. When you volunteer,...
e. f someone comes in a wheelchair,...
2 44 Listen to the questions and answer them, using the First Conditional. Then, ask them
to your partner. Use the pictures below to support your answers.

What kind of volunteer are you? a b

Link: http://bit.do/eQCoD

desarrollo
after reading
language in use zero and first
conditional
Solicite a los estudiantes leer en parejas
la sección Language in use y
determinar cual es el intención de ellas
según su estructura. Indique:
Conditional sentences are statements c
used to express that the action in the
main clause (without If or When) can
only take place if a certain condition (in
the clause with If or When) is fulfilled.
Based on what you have read, what
would the grammatical structure of
those conditionals be? Entregue a los
estudiantes otros ejemplos significativos
con el fin de que ellos puedan
identificar la estructura para luego 94 UN T 4 LESSON 1 3º MED O
aplicarla en la actividad siguiente.
Zero conditional: If + Present simple,
Present simple 1. Complete the sentences in your Activity 2. 44 Listen to the questions and answer
Book with the Zero Conditional. them, using the First Conditional.
First conditional: If + Present simple,
Invite a los estudiantes a trabajar en pare- Then, ask them to your partner.
Will + Infinitive
jas y posteriormente solicíteles revisar y Invite a un estudiante a leer la instrucción
compartir sus oraciones con otro grupo: In de la actividad 2. Indique a los estudian-
pairs complete the sentence with the First tes que realicen turnos para preguntar y
conditional. Then exchange your senten- responder lo indicado en el audio: Listen
ces with another group and check. to the audio, then take turns to ask and
answer the target questions. Monitorear.

172 UNIDAD 4 lEccIóN 1 3º MEDIO

 Writing An essay
In groups of three, write an essay about the benefits of doing volunteer Work in your notebook. clase 7
1. Organizing ideas
a. Find more information about the benefits of doing volunteer work. You can visit the link below or Writing an essay
consult some other reliable sources within your reach. iNicio
https://bit.ly/2HvkHSE
En esta actividad, los estudiantes deben
b. Make a plan of the information you will include, according to the following structure.
First paragraph: ntroduce the topic. escribir un ensayo de opinión. Para ello
Second paragraph: Present the main argument supporting the positive aspects of volunteer invite a los estudiantes leer la sección
work. Writing Reference de la unidad 4 en el
Third paragraph: Further points supporting your argument. Activity book, e identificar su
Fourth paragraph: Summarize and conclude your exposition.
estructura y elementos.
2. Drafting

TOMO 2
Use your notes to write the review. nclude conditional sentences. Also, remember: desarrollo
• Give it an engaging title. En esta etapa de la lección, los
• Give examples where possible. estudiantes deben organizar sus ideas.
• Use formal language.
Señale lo siguiente: In this activity, in
• Don’t use contractions.
• Use a range of grammatical structures.
Editor’s Marks groups of three students, you will have
Capital letter /
Lowercase
to write an essay presenting and
2. Revising
supporting the benefits of doing
Read the prompts in the box to check your draft and improve or complete
your essay.
Punctuation
volunteer work. Visit the link below to
Add a word find more information about the topic to
ss
4. Editing
s Check spelling support your points. Read each step
Check for grammar, spelling and punctuation mistakes, using the Editor’s Marks Change place carefully. If any doubts, feel confident to
in the box, and write the final version of your report on a separate sheet of paper.
ask me. Monitorear. Indíqueles el
5. Publishing tiempo estimado para realizar cada paso
a. Exchange your report with another group and evaluate each The report de la actividad.
other’s work, using the prompts in the box.
includes examples.
b. Discuss the result of the evaluation and offer supporting
includes conditional cierre
feedback to each other. Remember to show respect to all your
sentences. exit slip
partners’ ideas.
is coherent and cohesive. En esta sección, los estudiantes deben
is interesting for the reader. auto evaluarse. Monitorear. Conversar
en forma individual con los estudiantes
respecto de sus puntos débiles y
sugiérales actividades complementarias
Exit slip Evaluate your performance. Discuss your answers with the class. o estrategias de aprendizaje para poder
reforzar el o los contenidos y lograr los
Write: objetivos de la unidad. Invite a los
5 things ’ve learned estudiantes a comentar su desempeño:
4 things ’ve found interesting The most important thing Who wants to share their exit slip with
3 things that need improvement learned today... the class? (Nombre del estudiante) what
2 questions have about you? What was the most
1 thing would like to learn more about important thing you learned (Nombre
del estudiante?)
3º MED O UN T 4 LESSON 1 95 Los contenidos de esta unidad pueden
ser reforzados a través de las
job search would boost their willingness to actividades de la 1 a la 4 del libro de
cierre
volunteer. Do you think volunteering can actividades.
Lea a los estudiantes el resultado de un
help you in any way in for future professional
estudio sobre Millenials y el voluntariado, e
life? How? explain.
invítelos a compartir sus opiniones: A new
study released by an important institution Source: https://newsroom.statefarm.com/volunteering-
reveals key insights into what motivates game-changer-millennials/
people to volunteer. While the survey
included all generations, the most surprising
results came from Millennials (ages 18-34).
According to the study, 35% of younger
Millennials (those you are starting out) said
offering opportunities to help their career or

3º MEDIO UNIDAD 4 lEccIóN 1 173

 Lesson 2 Volunteering abroad
clase 8

1 Discuss.
lesson 2 Volunteering abroad
a. Have you ever heard about volunteering abroad? What do you think it is?
iNicio b. What would be the benefits of volunteering abroad?
c. What would be the disadvantages of this kind of volunteering?
1. Discuss.
d. Look at the pictures below. Which benefits , do you think, would volunteer work bring
Iniciar la clases presentando el to these places?
concepto de Volunteering abroad
indicando: According to Global
crossroads “volunteering abroad is
TOMO 2

the process of doing unpaid work

in a foreign country, oftentimes in
a developing country in great need,
with the goal of simply having a
positive impact on the people and
environment of that country”.
Read the questions in activity 1
and discuss them with a group of
partners. Monitorear. Invite a los
Jaiour, ndia. Burkina Faso, Africa Sattahip, Tailandia
estudiantes a compartir sus opiniones
con el resto de la clase.
Before listening

desarrollo
Before listening
1. 45 Listen to Jen Gale talking
about what she’s passionate about
and answer the questions.
Los estudiantes escuchan el
testimonio de Jen Gale y responden
las preguntas. Señale: Listen to what
Jen Gale says about volunteering
abroad. In pairs, answer questions
in exercise 1. Monitorear. Invítelos a
compartir sus respuestas con el resto
del curso. (Nombre del alumno) Can
you read and answer question 1,
please?
2. According to Jen, there are 12
reasons to volunteer abroad that
will make you join her. Read them
and rank your preferences from 1
to 5. Then, justify your answers
1 45 Listen to Jen Gale talking about what she’s passionate about and answer the questions.
a. Why did Jen travel?
b. What motivated Jen to travel?
c. Why does she feel lucky?
d. What does Jen expect from volunteering abroad?
2 According to Jen, there are 12 reasons to volunteer abroad that will make you join
her. Read them and rank your preferences from 1 to 5. Then, justify your answers and share
them with the whole class.
1. Volunteering gives you perspective. 7. You’ll meet other like-minded volunteers.
2. You learn how to live simply. 8. Future employers will rate your experience.
3. You learn new skills…fast. 9. Your confidence will go through the roof.
4. You’ll work out what’s important to you. 10. You begin to embrace the unexpected.
5. You’ll experience a new culture. 11. You’ll learn how to adapt quickly.
6. You’ll meet the greatest people in 12. t’s a springboard for travelling and
host cities. vice versa.
96 UN T 4 LESSON 2 3º MED O

and share them with the

whole class.
En parejas, los estudiantes trabajan
en esta actividad indicando: Read
the 12 reasons Jen Gales gives to
volunteer abroad. In pairs, rank your
top 5 and talk about your preferences
with your partner. Do not forget to
support your answers. Invitar a los
estudiantes a compartir su ranking y
fundamentar. Which ones are your
top 5 reasons to volunteer abroad
(Nombre del alumno) and why?
cierre
Proyecte la infografía indicada e invite a los
alumnos a observarla y analizar los datos
entregados en ella, indicando: Did you know
that Peru is the top country of choice for
volunteering abroad? Read the information
in the infographic Traveling to save the
world by the numbers and make comments
on the data provided in it.
Traveling to save the world by the numbers
Link: http://bit.do/eQCsA
Si no cuenta con conexión a internet para
desarrollar esta actividad “online”,
multicopiar y entregar a los estudiantes con
el fin de que puedan analizar datos sobre el
voluntariado.

174 UNIDAD 4 lEccIóN 2 3º MEDIO

 While listening
1 Look at the pictures, read the following statements and predict what the audio will be about.
2 46 43 Volunteering Solutions is an organization that
operates in more than 20 countries, providing more than 100
volunteering options. Listen to what their project offers in Peru.
Complete the sentences in your Activity Book.
a. The speaker says volunteers will work and…heritage… in the
“land of ncas”.
b. Cusco local childcare center receives…kids between…and….
c. According to the speaker, volunteers will have…
d. This program is ideal for those volunteers who do not have
time to…
e. The special requirement to join the medical program must be…
Think critically
Make text-to-world connections
What kind of volunteering would you
do abroad? Support your answer.
Make text-to-self connections
Do you know any organizations in Chile
which arrange volunteering abroad?
Do you think these kinds of programs
are accessible for Chilean teenagers?
3º MED O
clase 9
iNicio
Se sugiere al docente introducir la clase
presentando el video GLA Peru: Teen
Volunteer Abroad in the Andes y realizar
peguntas de comprensión como por ejemplo:
What was the main problem in the Peruvian
village those students helped? Was language
a barrier? How was this program a life
changing experience?
3º MEDIO
Key words
highlights
underprivileged
witnessing
thrilling
encompassing
Strategy in mind
Predict content.
UN T 4 LESSON 2
GLA Peru: Teen Volunteer Abroad in the
Andes
Link: http://bit.do/eQCur
Si no cuenta con conexión a internet para
desarrollar esta actividad “online”, puede
generar un resumen escrito del contenido del
video, de antemano, y entregarlo a los
estudiantes, con el fin de que puedan analizar
una experiencia específica de voluntariado.
desarrollo
While listening
1. Look at the pictures, read the
following statements and predict
what the audio will be about.
Organice a los estudiantes en grupos
de tres alumnos y solicíteles observar
las imágenes y leer las oraciones,
con el fin de predecir que escucha-
rán en la siguiente actividad. Look
at the pictures and read the sen-
TOMO 2
tences in exercise 1. What do you
think the audio you will listen to is
about? Discuss with your partners.
Monitorear. Escribir en el pizarrón
las predicciones que los estudiantes
realizaron durante su monitoreo.
2. 46 Volunteering Solutions is an
organization that operates in more
than 20 countries, providing more
than 100 volunteering options.
Listen to what their project offers
in Peru. Complete the sentences in
your Activity Book.
Organice a los alumnos en parejas,
solicíteles escuchar información
sobre un programa de voluntariado
en el extranjero. Monitorear. Indique:
Listen to what a 2-week volunteering
program abroad offers and complete
the sentences in exercise 1 in your
Activity book. Then, check your
answers with another group. Pida
voluntarios para leer las oraciones y
revisar.
Pregunte a los estudiantes si las
predicciones realizadas en la
actividad 1 fueron correctas.
cierre
Think critically
97
Las preguntas de esta sección ayudaran
a los estudiantes a poner en práctica
diversas habilidades para desarrollar el
pensamiento crítico de los estudiantes.
Señale: Read the questions in section
Think critically and take some notes of
what you think of these topics. Once the
time is up, get in groups of 3 or 4 to
share your opinions. Monitorear.
UNIDAD 4 lEccIóN 2 175

clase 10
iNicio
Se sugiere motivar a los estudiantes
recordando lo indicado en el audio
trabajado la clase anterior por medio de
las siguientes preguntas: Last class, we
listened to an audio track about a
volunteering program abroad. What do
you remember about it?
3. Listen again and answer
TOMO 2
the questions.
Indique a los estudiantes que
escuchen nuevamente el audio track
y respondan las preguntas: Let’s
listen to the audio again and answer
the following questions. Solicite a los
estudiantes, en forma aleatoria, leer
las preguntas con sus respectivas
respuestas.
desarrollo
after listening
language in use Unless
Solicite a los estudiantes leer en parejas
la sección Language in use, analizar las
oraciones y determinar el uso de la
conjunción Unless. Luego, indique:
Based on the sentences you have read,
answer the questions.
1. Write 5 sentences, in your Activity
Book, about volunteering abroad,
using Unless and If not. Share
them with the class.
Solicite a los estudiantes escribir
5 oraciones relacionadas con el
tema de la lección, utilizando la
conjunciones Unless y If not. Señale:
In pairs, write, in your Activity Book,
5 sentences using the conjunctions
Unless and If not. I’ll need
volunteers to write the sentences on
the board to check.
cierre
Organizar la clase en grupos de 3 o 4
integrantes, e indicarles comentar si
realizarían este voluntariado
indicándoles: In groups, make some
comments on whether you will take this
volunteering program or not. Support
your answers.
176 UNIDAD 4 lEccIóN 2
3 46 Listen again and answer the questions.
a. How many days does the volunteering project last?
b. Mention 2 excursion volunteers will participate in.
c. How is this project convenient?
d. What is the age requirement to participate in this project?
e. How much is the 2-week project?
After listening
Language in use Unless
Read these sentences and answer the questions below.
a. My dad said won’t go if ’m not 18. → My dad said won’t go unless ’m 18.
b. f you don’t study, you won’t join → Unless you study, you won’t join the
the volunteering program. volunteering program.
i. What changed in the sentences on the right?
ii. What does the word in bold mean?
Unless
Unless means the same as f not. t is followed by the Present Tense, and the order of the words
in the sentence does not make any difference.
1 44 Write 5 sentences, in your Activity Book, about volunteering abroad, using Unless
and f not. Share them with the class.
Speaking Choosing a volunteering program abroad
You will decide on a two-week short term volunteering abroad travel program you would like to
participate in and explain your decision to your partner.
1. Preparing to speak.
a. 47 Listen to one of the projects in Chile and answer.
i. What is the project about?
ii. How does this project work?
iii. What does the organization offer?
b. What do these words mean? Explain and give examples.
join in improve effort motivate community
c. What kind of project would you join? Visit the link below and decide on a project in which you
would want to participate. f you don’t have nternet access, find some information in your library
or ask your teacher for help.
https://bit.ly/2CqiO5y
98 UN T 4 LESSON 2 3º MED O
clase 11 good use of your time and feel free to ask if
you have any doubts. Monitorear.
speaking
desarrollo
choosing a volunteering
1. PrePariNG To sPeaK
program abroad
a. 47 Read the text and answer:
iNicio Invite a los estudiantes a leer el texto
Organice a los estudiantes en parejas e de la actividad y responder las
indique lo que deben hacer: You will have to preguntas: With your partner read the
choose a two-week short term volunteering text Things you should better not do
abroad travel program and explain your in... and discuss the questions. Motive
partner why you made that decision . Make a los estudiantes a compartir sus
respuestas con el resto del curso.
3º MEDIO
2. Practicing
a. Make some notes about what you must include in your conversation: cierre
i. Name of the project.
ii. What the program is about. exit slip
iii. Activities. En esta sección, los estudiantes deben
iv. Trips. auto evaluarse enfocándose en sus
v. Requirements: age, visa, health, vaccinations, etc. fortalezas y sus debilidades. Invite a los
vi. The reason(s) for your decision.
estudiantes a compartir los resultados de
b. nclude “Conditional sentences” (affirmative and negative).
su autoevaluación y evaluar que
c. nclude topic vocabulary covered in exercise 1b. estrategias podrían utilizar para poder
3. Performing
conseguir el o los objetivos menos
n pairs, take turns to give your opinion. Use some of the expressions in the box while speaking, to logrados.
make your points clear.
Los contenidos de esta unidad pueden

TOMO 2
Fillers Giving reasons Enumerating ser reforzados a través de las
actividades de la 5 a la 9 del libro de
By the way... Since... Moreover... actividades.
What mean... Due to... n addition...
So... tell you this because... Furthermore...

4. Evaluating
Evaluate your partner’s performance using the prompts in the box.

My classmate
expresses her/his ideas clearly.
uses target grammatical structure.
uses topic vocabulary properly.
includes expressions to make clear
her/his point.
has an appropriate body language
while talking.

Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 4 LESSON 2 99

2. Practicing 4. evaluating
Leer la instrucción e indicar a los Lea en voz alta la información del cuadro.
estudiantes lo siguiente: Work on this Invítelos a trabajar diciéndoles lo
stage of the activity. Make good use of siguiente: Using the prompts in the box,
your time. Make sure you follow all the evaluate the partner you practiced with.
instructions provided, and consider all the Provide your classmates with valuable
elements you must include in your feedback.
conversation. Then, practice it orally. If
you have any questions, feel free to ask.
3. Performing
Los estudiantes hacer turnos para
intercambiar sus opiniones. Monitorear.

3º MEDIO UNIDAD 4 lEccIóN 2 177

 clase 12
cHecK YoUr ProGress
iNicio
Explique a sus estudiantes que es
tiempo de enfrentar el desafío de revisar
su progreso. Monitoree su trabajo,
caminando alrededor de la sala de clases
y observe qué tan confiados se sienten
TOMO 2
con estas actividades. Dígales que, en
base a las actividades realizadas en esta
sección, deberán autoevaluarse de
acuerdo con los criterios de avance en la
escala de rendimiento.
desarrollo
1. 48 Listen to the text “Find What’s
Right for You” and connect each
paragraph to its corresponding
picture below. Write your answers
on a separate sheet of paper.
1. Read the text and answer
the questions.
3. According to your personal
characteristics and abilities, what
kind of volunteer job would be
most suitable for you? Discuss.
Explain orally
Uso de gramática 3 puntos
Fluidez 2 puntos
Uso de vocabulario
(fillers, giving reasons, etc.) 2 puntos
El estudiante siguió
las instrucciones 2 puntos
Total 10 puntos
cierre
Interpret your results
Converse con cada uno de sus
estudiantes acerca de sus resultados.
Vea en donde se encuentra el o los
puntajes más bajos y ejercite y/o
resuelva dudas si es necesario: How
good you did it (Nombre del
estudiante)? is there particular content
you (Nombre del estudiantes) should
reinforce?
178 UNIDAD 4 cHEQUEA TU PROGRESO
CHECK YOUR PROGRESS
1 48 Listen to the text Find What’s Right for You and connect each paragraph to its
corresponding picture below. Write your answers on a separate sheet of paper.
4 points
a b c d
2 Read the text and answer the questions in your notebook. 4 points
Getting the most out of volunteering
Ask questions. You want to make sure that the experience is right for your skills, your goals,
and the time you want to spend. Questions might address your time commitment, if there’s any
training involved, who you will be working with, and what to do if you have questions during
your experience.
Make sure you know what’s expected. You should be comfortable with the organization
and understand the time commitment. Consider starting small, so that you don’t overcommit
yourself at first. Give yourself some flexibility to change your focus, if needed.
Don’t be afraid to make a change. Don’t force yourself into a volunteer role you dislike. Talk to
the organization about changing your focus or look for a different organization that’s a better fit.
f volunteering overseas, choose carefully. Some volunteer programs abroad can cause
more harm than good if they take much-needed paying jobs away from local workers. Look for
volunteer opportunities with reputable organizations.
Taken and adapted from: https://bit.ly/2RuAW85
a. What kind of questions should volunteers ask to organizations?
b. Why do you think volunteers should be flexible if their focus changes?
c. What kind of organization must a volunteer look for when thinking about an
overseas program?
d. f volunteers are not enjoying themselves, what should they do?
3 According to your personal characteristics and abilities, what kind of volunteer job 10 points
would be most suitable for you? Discuss.
nterpret your results
Great! Good OK Not good enough
(18 points) (15 - 17 points) (11 - 14 points) (11 or less points)
You are achieving You are very well prepared. Your performance can You need to revise the
the learning goals. Analyze the few mistakes improve. Revise your contents and practice
Keep on working hard! you made. mistakes and weakest more, in order to improve
areas with your teacher. your performance.
100 UN T 4 CHECK YOUR PROGRESS 3º MED O
clase 13 que los estudiantes estrechen la brecha entre
el conocimiento actual y las metas esperadas,
evaluación formativa y la forma de lograrlo. Invite a sus alumnos a
La evaluación formativa es un proceso de realizar la evaluación en silencio. Al
evaluación continuo cuyo enfoque considera terminar, revise el desempeño de los alumnos
la evaluación como parte del trabajo con la rúbrica en el Apendice de Material
cotidiano del aula, basado en la búsqueda e Complementario Fotocopiable de la Unidad
interpretación de evidencia acerca del logro 4, página 204.
de los estudiantes respecto a una meta. Se
utiliza para orientar el proceso de enseñanza
- aprendizaje y tomar decisiones oportunas
que beneficien a los estudiantes con el fin
3º MEDIO
Lesson 3 Meeting the new bosses!
desarrollo
1. Look at the pictures and discuss.
1 Look at the pictures and discuss. Solicitar a los estudiantes observar
a. Do you know what an “entrepreneur” is?
las imágenes y responder las
b. Have you ever heard these names: Steve Jobs, Oprah Winfrey, Walt Disney, Mark Zuckerberg,
preguntas indicando: Look at the
J.K. Rowling? What do they have in common? pictures. Do you recognize these
c. What has been their contribution to society? people? Do you know what they have
d. Do you know their stories? done? In groups, try to answer the
questions in activity 1.

Before reading

TOMO 2
1. 49 Listen to 8 key entrepreneurial
skills all teenagers should
develop to become successful
entrepreneurs. Discuss with your
classmates which of these skills you
have and which ones you
must develop.
Invite a los estudiantes a
escuchar atentamente el texto 8
Entrepreneurial skills kids should
have y a discutir sobre habilidades
ahí mencionadas. Listen to the
8 Entrepreneurial skills kids
should have if you want to be an
entrepreneur, carefully. Then discuss
with the members of your group,
which of those skills you have and
which one you should develop.
Support your answers.
Before reading
cierre
1 49Listen to 8 key entrepreneurial skills all teenagers should develop to become Invite a los estudiantes a ver el siguiente
successful entrepreneurs. Discuss with your classmates which of these skills you have and video y comentar. Indique: Watch the
which ones you must develop.
video of the program Entrepreneurial
Skills Pass (ESP) that certifies students
a. Resilience e. Self-confidence from 15 to 19 years old who want to
b. nnovation and Creativity f. Empathy enter the world of work or to start their
c. ndustriousness g. Optimism own business. Would you like to be part
d. Curiosity h. Giving back of this program? Why? Should schools
in Chile have a similar program as part
of their curriculum? Discuss with your
3º MED O UN T 4 LESSON 3 101 partners. Si no cuenta con acceso a
internet, puede preparar un resumen del
video de antemano y presentarlo a sus
industry? What would you say it would be
clase 3 alumnos de forma oral, o como estime
his contribution to society?
conveniente.
De no ser posible acceder a este recurso, leer
Introducing the Entrepreneurial Skills
lesson 3 Meeting the new bosses a los estudiantes parte de su biografía en el
Pass (ESP): A New Certification for JA
mismo link o desde otra fuente que usted
Invite a los estudiantes a ver el video Walt Cyprus Students
considere pertinente.
Disney - Mini Biography y posteriormente Link: http://bit.do/eQCXY
responder las siguientes preguntas: Is there Walt Disney - Mini Biography
any movie of his studio that you remember Link: http://bit.do/eQCWL
fondly? Why? What do you think has been
Walt Disney’s contribution to the movie

3º MEDIO UNIDAD 4 lEccIóN 3 179


clase 15
iNicio
Organice a los estudiantes e indíqueles
comentar detalles sobre algún
emprendedor que conozcan, ya sea
personalmente o por medio de las
noticias que les haya llamado la
atención, señalando: In groups, talk
about an entrepreneur you know
(personally or not) and share your
TOMO 2
impressions about her/him.
desarrollo
While reading
Key words
Solicite a los estudiantes leer las
palabras en la sección Key words e
inferir sus significado indicando: Take a
look at the words in the section Key
words. According to the topic of the
lesson and the title of the text, what
does entrepreneurial spirit may refer
to? What does pursue mean? What
would goals mean? What is
boundaries? What does quotes mean?
Strategy in mind
Identificar el propósito de un texto,
permitirá a los estudiantes determinar la
finalidad comunicativa del emisor. Para
ello, los estudiantes deberán leer
comprensivamente, atendiendo a la
información explícita e implícita,
determinar el tipo de texto, el
destinatario, entre otros.
Smart reading
1. Skim the text, read the statements
below and choose the correct
option.
Invite a los estudiantes a leer el texto
y responder a la pregunta: What is
the text about?
2. Invite a los estudiantes leer el
extracto de una entrevista a Raymond
Lei e indíqueles leer las oraciones e
identificar la respuesta correcta,
señalando: Read the extract of an
interview with Raymond Lei, a young
entrepreneur, who talks about his
entrepreneurial spirit. Then read the
statements and choose the correct
180 UNIDAD 4 lEccIóN 3
While reading
nterview with
young entrepreneur
Key words
entrepreneurial spirit
pursue
goals
Raymond Lei
boundaries
(Extract)
quotes
Raymond has an entrepreneurial
spirit and proven results. We have
a lot to learn from him and he will
be sharing some things with us in
Strategy in mind this interview.
dentifying the purpose of a text.
Smart reading
1 Yeah! know you are Raymond, but my readers may
1. Skim the text, read the
statements below and choose not know you. Can you please introduce yourself?
the correct option. Answer in My name is Raymond Lei and ’m a Business Major at
your notebook. UC Berkeley.
a. The text is expository
/ argumentative /
instructional / narrative.
b. The text is aimed at young
2 What makes you think you are an entrepreneur?
people / entrepreneurs/ started my business, ooShirts.com, at age 16, because
saw an opportunity. ’m 19 now, the company’s been
public in general.
rapidly growing, and ’ve enjoyed the entire process.
c. The tone of the text is
informal / formal.
d. The writer uses opened
questions / closed 3 How did you build up an “entrepreneurial spirit”? Do
questions. you believe you were born with it or did you develop it?
e. The purpose of the text is to
inform the audience about
’ve always been entrepreneurial. ’ve always liked
what entrepreneuring is doing things differently from the people around me.
/ increase the audience For instance, in high school, instead of joining existing
knowledge of the topic / organizations, would create my own. didn’t quite like
encourage entrepreneurs the idea of following others, and preferred working in
to pursue their dreams. an “open” setting. Starting my own projects and being
entrepreneurial allowed me to do this.
102 UN T 4 LESSON 3 3º MED O
alternative. Invitar a estudiantes leer las Monitorear. Invitar a algunos estudiantes a
oraciones para revisar las respuestas. compartir sus emprendimientos con el curso.
cierre
En grupos, los estudiantes comentan sobre
qué tipo de emprendimiento realizarían, por
qué y cómo lo llevarían a cabo, invitándolos
de esta manera: In groups of 3 or 5 students,
talk about what kind of business would you
like to run, why and how you would do it.
Think about the possible drawbacks that you
can face and how you would overcome them.
3º MEDIO
 Your analysis
1. According to the text, are
these statements true or
false? Discuss, orally.
a. Raymond started his
business by the age of 19.
4 Which books motivated you to be an entrepreneur? b. When in high school, he
None. think the best motivation comes from your own created an organization.
goals and ideas. Books tend to guide you to think in a c. During his last year in high
school, he invented ooshirts.
certain way, while entrepreneurs need to think without
these boundaries. com.
d. Raymond went into the shirt
business to drive down the
prices.
Seleccione a alumnos en forma
aleatoria para revisar las respuestas:
(Nombre del estudiante) can you
read statement 1, please?
Think critically
Invite a los estudiantes a reflexionar en
torno a las siguiente preguntas: Do you
think that, due to technology,
entrepreneurs are more motivated to
take risks and run their own businesses?
What do you think motivates Chilean

TOMO 2
5 How did you come up with an idea for the ooShirts e n the first year, the
website? company sold 1000 shirts. entrepreneurs?
During my second year in high school, was ordering shirts
for my school club with its logo printed on it. wanted a cierre
nice 3-color logo printed on a black shirt, and received Invite a los estudiantes a dar sus
budgets from several local and online companies. All of
opiniones respecto del uso de
them, unfortunately, had excessively high prices. did a
good bit of research on why their prices were so high and plataformas sociales para promover sus
concluded that the existing companies were inefficient. emprendimientos indicando: When used
Now, at this time, didn’t have that much knowledge on efficiently, social media can help to
how to run a business, so started off simple – directly bridge the gap between your product
selling printed shirts to other clubs at my school, and then and your potential customers. Discuss
growing it from there.
how these social media platforms can
help an entrepreneur in her/his business
and why.
6 Why did you go into the shirts industry and not any
other industry?
felt the prices could be driven down. Other than that, not
much. t’s actually a very difficult industry to be in.

8 guess you also faced some problems we all face when

starting, such as no visitors, things not moving well,
etc. How do you keep moving on, in spite of all these? Think critically
n the beginning, actually wasn’t expecting much. As
Make text-to-world connections
said previously, started off by selling to other groups at Do you think that, due to
my school. Selling a thousand shirts in a year was good technology, entrepreneurs are
enough for me. And in the first year, that’s how many sold. more motivated to take risks and
’ve been continually making upgrades to the website and run their own businesses?
thinking of new ways to improve the way do business.
Make text-to-self connections
What do you think motivates
Chilean entrepreneurs?
Taken and adapted from: https://www.writersincharge.com/interview-with-raymond-lei/

3º MED O UN T 4 LESSON 3 103

clase 16 Your analysis

1. According to the text, are these
iNicio
statements true or false? Discuss.
Inicie la clase entregando el siguiente dato Invitar a los estudiantes a leer nuevamente
para luego ser comentado: According to a la entrevista, con el fin de determinar si
survey, by 2019, over a 51% of young people las afirmaciones ahí presentes son
in USA either want to start a business or verdaderas o falsas. Señale: Read the
have already started one. What do you think statements in the exercise, then read the
motivates young people to take the risk? text again and find out whether they are
Discuss with your partners. true or false. Support the false ones.

3º MEDIO UNIDAD 4 lEccIóN 3 181


clase 17
iNicio
Se sugiere al docente comenzar la clase
organizando a los estudiantes en grupos
de 3 o 4 integrantes y dar sus opiniones
respecto de la pregunta: If you were to
interview an entrepreneur you admire,
who would you interview? Why? What
kind of questions would you ask her/
him? What piece of advice would you
TOMO 2
ask her/him?
desarrollo
after reading
language in use Nevertheless /
Provided that
1. 50 Este ejercicio tiene como
objetivo que los estudiantes
discriminen el uso de las
conjunciones Nevertheless
y Provided that. Invite a los
estudiantes a escuchar las oraciones
y determinar el uso de las palabras
destacadas dentro de la oración.
Indique lo siguiente: Conjunctions
connect words, phrases, clauses, or
sentences. Coordinating conjunctions
connect two equal parts of a sentence
as it is the case of Nevertheless.
Subordinating conjunctions connect
two clauses: a main clause
(independent) to the other being
subordinate (dependent), such a the
conjunction Provided that.
1. Complete the sentences with
Nevertheless and Provided that in
your Activity Book.
Solicite a los estudiantes utilizar
su Cuaderno de Actividades con el
fin de poner en práctica el uso de
las conjunciones presentadas en la
actividad anterior señalando: In your
Activity Book, complete the sentences
with the target conjunctions. Then,
check your answers with a partner.
Invite a estudiantes a leer las
oraciones para revisar.
Writing an interview
En esta etapa de la lección, los
estudiantes deben organizar sus ideas
para producir un texto escrito. Señale lo
siguiente: In this activity, in groups of
three students, you will have to write an
interview with a young entrepreneur.
182 UNIDAD 4 lEccIóN 3
After reading
Language in use Nevertheless / Provided that
1. 50 Read and listen to the following sentences, paying special attention to the highlighted
words.
i. Gina had been working for over a decade in the beauty business. Nevertheless, she just
reached success 5 years ago.
ii. Provided that we meet the quality standards, we can start our business.
What does Nevertheless convey?
a. a condition.
b. a contrast.
What does Provided that convey?
a. a condition.
b. a contrast.
1 44 Complete the sentences with Nevertheless and Provided that in your Activity Book.
a. Jordi is a clever strategist…he’s had several drawbacks with the implementation of the project.
b. …the conditions are met; these negotiations can be completed within a couple of months.
c. Emulation, …, is a prime factor for each entrepreneurial venture.
d. There is always some place for good and positive information that might be the object of
attention,…it is clear and relevant.
Writing An interview
You are going to create an interview for a young entrepreneur.
Work in groups of three.
1. Organizing ideas
a. Read some tips writers should take into account when interviewing someone in the text on
page 105.
b. You can visit the link below, choose one of the young entrepreneurs cited and write a 7
-question interview.
https://www.entrepreneur.com/article/317784
f you don’t have nternet access, you can choose any entrepreneur you know or invent one.
c. Your interview must include the topics in blue and their corresponding answers.
• History of the entrepreneur: Experience, education and current position.
• Origin of the business. Where the business idea came from.
• Resources required. Amount of money required, how the entrepreneur got the money, etc.
• Customer: Who the target is, how the entrepreneur got the first customers.
• Obstacles: What the biggest obstacles were and how he/she overcame them.
• Future: What the future goals for the firm are.
104 UN T 4 LESSON 3 3º MED O
Visit the link below, choose one of those
young entrepreneurs and follow the steps to
write your interview. If any
doubts, feel confident to ask me. Monitorear.
Indíqueles el tiempo estimado para realizar
cada paso de la actividad.
cierre
Solicite a los estudiantes, comentar con otro
grupo sobre su elección de emprendedor y
qué los motivó a elegir a esa/ese
emprendedor en particular.
3º MEDIO
 Tips for interviews (Extract)
Preparing for the Interview
Research – Do as much research as possible. A
well-prepared reporter inspires confidence in
the source.
Developing Questions – Once you’ve researched
your topic, prepare a list of questions to ask.
Keys to a Successful Interview
Establish a Rapport – When starting out, don’t
abruptly launch into your questions,“chitchat” a
little first. This will help you “break the ice”.
Keep it Natural – An interview can be
cierre
conversation. Also, maintain eye contact as much
as possible. exit slip
Be Open – Don’t be too focused on your list En esta sección los estudiantes deben
of questions, so that you don’t miss anything auto evaluarse. Monitorear. Conversar
interesting. This attitude may take your interview
in an unexpected - but newsworthy - direction.
en forma individual con los estudiantes
respecto sus puntos débiles y sugiérales
Maintain Control – Be open, but don’t waste
your time. If your source starts to talk about
actividades complementarias o
things that are of no use to you, politely – but estrategias de aprendizaje para poder
firmly – steer the conversation back to the topic reforzar el o los contenidos y lograr los
at hand. objetivos de la unidad. Invite a los
estudiantes a comentar su performance:

TOMO 2
uncomfortable, so keep things natural. Instead Wrapping Up – At the end of the interview, ask
of mechanically reading out your list of your source if there’s anything important that Who wants to share your exit slip with
questions, ask them naturally into the flow of the you hadn’t asked about. the class? (Nombre del estudiante) what
Taken and adapted from: https://www.thoughtco.com/conducting-interviews-for-news-stories-2073868 about you? What was the most
important thing you learned (Nombre
2. Drafting
del estudiante? What did you find
Work in your notebook. After choosing your entrepreneur, write the questions
Editor’s Marks interesting about your investigation? Is
based on the information provided. Remember: Capital letter /
Lowercase
there something you need to imrpove?
• Write the answers in active voice. • Pay attention to punctuation.
Punctuation Los contenidos de esta unidad pueden
3. Revising Add a word ser reforzados a través de la actividad
Read the prompts in the box to check your draft and improve or complete ss
s Check spelling 3 del libro de actividades.
your essay.
Change place
4. Editing
Check for grammar, spelling and punctuation mistakes, using
the Editor’s Marks in the box, and write the final version of The interview
your interview. includes key questions.
5. Publishing includes relevant questions about
a. Exchange your interview with another group and evaluate the entrepreneur.
each other’s work. includes answers in active voice.
b. Discuss the result of the evaluation and offer supporting has appropriate use of punctuation.
feedback to each other. Remember to accept all the ideas has a coherent and cohesive structure.
and opinions with respect.

Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 4 LESSON 3 105

iNicio
Iniciar la clase retomando la lectura cubierta
la clase anterior realizando preguntas de
comprensión como las siguiente: What does
the expression “chitchat” refer to? Why
should the interview “keep natural”? Should
you stick strictly to list of questions?
desarrollo
Posteriormente invite a los estudiantes a
seguir trabajando en su texto. Indíqueles el
tiempo estimado para realizar las actividades
restantes. Luego de que revisen su entrevista
con el Editor’s Marks, invítelos a compartirlo
con sus compañeros para que puedan
revisarlo y corregirse el uno al otro,
utilizando la información en el cuadro.

3º MEDIO UNIDAD 4 lEccIóN 3 183

 Lesson 4 Fundraising

lesson 4 Fundraising
1 Discuss.
clase 19 a. Do you know what fundraising is? How does it work? Find out and explain it. Use the pictures
below to support your answer.
iNicio
b. How can fundraising be helpful?
Invitar a los estudiantes a responder las c. Do you know any Chilean fundraising campaigns?
siguientes preguntas con el fin de d. What is their purpose?
motivar a los estudiantes con el tema de e. How do they reach their goals?
la lección: Have you ever participated
in an event to raise funds for a worthy
TOMO 2

cause? Did you ever wonder what it

takes to put on such an event? Would
you like to raise money to donate to a
group or person in need? Have you
ever been on a sports team that had a
team sponsor?

desarrollo
1. Discuss. Charity running. Brno, Czech Republic. Cancer Research Running. Southampton, UK. Charity Family Festival. Zaporozhia, Ukraine.

Los estudiantes, en grupos de 3 o

4 estudiantes, dan sus opiniones Before listening
fundamentadas respecto de las 1 51 Listen to the following fundraising challenges and connect them to the pictures.
preguntas de la actividad: Do you
know what a fundraising is? How a b

does it work? Find out and explain

it. How can a fundraising be
helpful? Do you know any Chilean
fundraising campaigns? What is
their purpose? How do they reach
their goals? Monitorear.

Before listening
1. 51Listen to the following c d

fundraising challenges and connect

them to the pictures.
Organice a los estudiantes en
parejas y indíqueles que escucharán
invitaciones a participar en desafíos
para recolectar fondos, las que
deberán conectar a las fotografías
Señale lo siguiente: In pairs, discuss
the questions in exercise 1. Then, 106 UN T 4 LESSON 4 3º MED O
share them with the rest of the class.
2. Do you remember the “Ice Bucket
Challenge”? Find information Ice Bucket Challenge: 5 things you cierre
about it and discuss the following should know
Invite a los estudiantes a debatir en torno a
questions. Link: http://bit.do/eQDWr
las siguientes preguntas: What groups in our
Organice a los estudiantes en grupos, society would be affected, if there were no
Proyecte la noticia accediendo al fundraising challenges or charity donations?
link indicado más abajo, e invítelos How would they be affected?
a responder las preguntas: Read the
piece of news and, in groups, discuss
the questions. En caso de no poder
proyectar la noticia, hacer copias de
ella o leerla al curso.

184 UNIDAD 4 lEccIóN 4 3º MEDIO

 2 Do you remember the “Ice Bucket Challenge”? Find information about it and discuss the
following questions. 1. 52 Listen to an interview about
a. Did you, or anyone you know, take part in it? organizing a fundraising event,
b. Do you think it was a good idea? and indicate and discuss with your
c. Do you know any other cause that made use of social media to raise money for charity? partners.
Indique: Listen to an interview with
Mark Rogers, who will give us some
While listening
useful tips when organizing fundrai-
1 52 Listen to an interview about organizing a fundraising sing events. Then, in groups discuss
Key words
event, and indicate and discuss with your partners. the questions. Monitorear.
philanthropist
a. How useful do you think these tips are for someone who wants
to make a fundraising event?
intricacies 2. 52 Listen again and indicate if the
stand out
statements are right or wrong.

TOMO 2
b. f you were to make a fundraising event, which of these tips do measurable
you think you can manage easily? expertise Reproduzca nuevamente el audio y
c. Do you have any money management skills? solicite a los estudiantes indicar si
d. Would you feel confident to work with a large amount las aseveraciones presentadas son
of money? correctas o incorrectas, según lo
indicado en el texto: Listen to the
2 52 Listen again and indicate if the statements are right interview again. Read the statements
or wrong. Strategy in mind below and indicate whether they are
a. Attracting new donors is not that important. Relating audio with personal Right or Wrong. Check with a part-
b. Setting a fixed budget for your event is a bad idea. experience or background ner. Para extender la actividad, elija
c. Don’t use digital media. Be traditional and conservative.
knowledge. a estudiantes en forma aleatoria y
d. Contact traditional media, such as TV channels and radios. solicíteles leer las oraciones e indicar
si son o no correctas.

Think critically
Make text-to-world connections
Do you know about any fundraising events
abroad? What causes do they support?
f you don’t know any, look for information
online or any reliable source.
Make text-to-self connections
What are the most common fundraising
events in our country?
3º MED O
clase 20
iNicio
Los estudiantes son invitados a trabajar en
grupos y a dar sus opiniones en relación a la
siguiente pregunta: According to what you
have seen or read about fundraising events
abroad, what would be the most successful
events? Run-a-thon, dollar walk, car wash,
bake sale, raffles or jeans day.
UN T 4 LESSON 4 107
desarrollo
While listening
Key words
Solicite a los estudiantes leer las palabras en
la sección Key words e inferir sus
significado señalando: Take a look at the
words in section Key words. According to the
topic of lesson What does philantropist may
refer to? What would intricacies mean?
What is stand out? etc.
Think critically
Make text-to-world connections.
Las conexiones de texto a mundo son
las conexiones más grandes que un
lector aporta a una situación de lectura.
Todos tenemos ideas sobre cómo
funciona el mundo que va más allá de
nuestras experiencias personales. Invite
a sus estudiantes a hacer conexiones del
texto con el mundo. Para hacer esto,
puede organizar a los estudiantes en
grupos pequeños y decirles: Work in
small groups and discuss the questions
below. Luego, ellos leen la pregunta y
discuten su respuesta, o puede invitarlos
a hacer esa conexión de manera
individual. Lea la pregunta en voz alta y
guíelos para que logren esa conexión:
Do you know about any fundraising
events abroad? What causes do they
support? If you don’t know any, look for
information online or any reliable
source.
Make text-to-self connections.
Al hacer conexiones de texto a su propia
realidad, los estudiantes recurren a sus
conocimientos y experiencias anteriores
para conectarse con el texto. Para solicitar
a los alumnos que realicen conexiones de
texto a sí mismos, invítelos a reflexionar
sobre la pregunta señalada: What would
be the most common fundraising events
in our country?

3º MEDIO UNIDAD 4 lEccIóN 4 185

 After listening
after listening
English sounds /s/ or /z/
eNGlisH soUNds /s/ or /z/
1. 53 Listen to the following words and classify them /s/ or /z/.
1. 53 Indique a los estudiantes que
a. audience
escucharán y clasificarán palabras b. disaster
con los fonemas /s/ y /z/: Listen to c. raised
the following words and classify d. organize
them /s/ or /z/. Reproduzca e. minimize
nuevamente el audio y solicite a los 2. Create original sentences using the words in exercise 1. Share them with the class.
estudiantes repetir cada palabra
después de cada pausa. Listen again
and repeat after the pause.
TOMO 2

Writing An event program

2. Los alumnos utilizan las palabras
presentadas en la actividad anterior
en contexto. Posteriormente, las leen
a un compañero con el fin de
practicar los fonemas: Write original
sentences using the vocabulary in the
previous activity. Then, read them to
a partner.
n groups of three students, you will write a 150-word event program.
1. Organizing ideas
a. Look at the ads on the following page. What are they promoting? What is their cause?
When will the activities be held? Where are the venues? How much is the admission?
b. Choose one of those events and write the corresponding program, including 3 activities that will
take place during the event. t can be a music band, a comedian, a silent auction, a dancing
group, or any other interesting activity.
c. The program must include the following information:

clase 21
iNicio
Invite a los estudiantes a debatir en
torno a la siguiente pregunta: Does your
community have needs that a fundraiser
could meet? Identify worthy causes
together, and discuss what you could do
to make a difference.
desarrollo
Writing
an event program
En esta etapa de la lección, los
estudiantes deben organizar sus ideas
para realizar el programa de un evento.
Señale lo siguiente: In this activity, in
groups of three students, you will have
to write a 150-word event program.
Read each step carefully. If any doubts,
feel confident to ask me. Monitorear.
Indíqueles el tiempo estimado para
realizar cada paso de la actividad.
• Name of the event
• Short overview of the event
• Activity 1: Name of the activity, time, overview of the activity
or short review of the artist.
• Activity 2: Name of the activity, time, overview of the activity
or short review of the artist.
• Activity 3: Name of the activity, time, overview of the activity
or short review of the artist.
2. Drafting
Work in your notebook your notes to write the draft of your program. Look up the following
vocabulary and include it in the program.
count on join
charity event raise money
3. Revising
Read the prompts in the box to check your draft and improve or complete the program.
108 UN T 4 LESSON 4 3º MED O

186 UNIDAD 4 lEccIóN 4 3º MEDIO

 CH LE D SASTER REL EF US

t t i
nual

e
cierre

h
N 10 An

g
th

a
FUNDRA S NG EVENT JO

May 3rd 2020 at 4 pm at the

Community Center in Arcadia
S p DINNE
R
exit slip
En esta sección, los estudiantes deben
Park Family Housing: 2707 auto evaluarse. Monitorear. Conversar
Tennis Crescent, UBC en forma individual con los estudiantes
RA SE A FORK for a GREAT CAUSE
respecto sus puntos débiles y sugiérales
actividades complementarias o
Saturday June 20, estrategias de aprendizaje para poder
5:00 PM until 8:00 PM reforzar el o los contenidos y lograr los
The money raised with
Centerville Fire Station
objetivos de la unidad. Invite a los
the event will be sent to estudiantes a comentar su performance:

TOMO 2
the Chilean community Who wants to share their exit slip with
the class? (Nombre del estudiante) what
as donation.

about you? What was the most

$15 All you can eat
per plate Spaghetti & Garlic bread important thing you learned (Nombre
del estudiante? Do you have any
Created by Publishing Team.
questions?
4. Editing
Check for grammar, spelling and punctuation mistakes using the Editor’s Marks Los contenidos de esta unidad pueden
Editor’s Marks
in the box. ser reforzados a través de las
5. Publishing
Capital letter /
Lowercase actividades 12, 13 y 14 del libro de
a. Exchange a copy of your program with another group. Punctuation
actividades.
b. Evaluate your classmates’ work using the prompts in the box. Provide Add a word
valuable feedback. ss
s Check spelling

Change place
The text...
includes all elements required.
includes topic vocabulary.
follows a coherent and cohesive structure.
makes use of appropriate orthographic rules.

Exit slip Evaluate your performance. Discuss your answers with the class.

Write:
5 things ’ve learned
4 things ’ve found interesting The most important thing
3 things that need improvement learned today...
2 questions have
1 thing would like to learn more about

3º MED O UN T 4 LESSON 4 109

3º MEDIO UNIDAD 4 lEccIóN 4 187

 clase 22
sUBJecT coNNecTioNs
mUsic
En esta sección, los estudiantes
establecen vínculos entre la lengua
inglesa y otras disciplinas (Música). En
esta ocasión, los estudiantes leerán,
analizarán e interpretarán el texto A
TOMO 2
song for a good cause que habla sobre
la importancia de la música con el fin
de apoyar alguna causa.
iNicio
Para introducir el tema, reproduzca la
canción 1-800-273-8255 interpretada
por Logic junto a Alessia Cara y Khalid,
y pregúnteles si saben a que
corresponde ese número. Señáleles los
siguiente: 1-800-273-8255 in the phone
number of the National Suicide
Prevention Lifeline which help to
prevent suicide. This Lifeline provides
24/7, free and confidential.
1. Discuss the questions.
En parejas los estudiantes comentan
las preguntas de esta sección
indicando: In pairs discuss the
questions How important are advert
songs to promote a product? How
effective are songs to encourage
people to donate for charity? Do you
have a favorite advert song? Find
out what “Band aid” is and share it
with the class.
2. 53 Listen to the text and explain
what the speaker means with the
following phrases or statements.
Los estudiantes escuchan para luego
discutir las preguntas. Señale: In
groups of 3, read the questions.
Listen to the audio about music
tradition and answer those questions.
cierre
3. Listen again and answer true,
4. Discuss this statement with your class.
54
false or “not mentioned”.
Pida a un voluntario leer las
preguntas de esta actividad y indicar
si las oraciones son verdaderas,
falsas o no fueron mencionadas
según el texto. Indique: Listen to the
audio again and answer. (Nombre del
alumno) can you read statement 1,
please?
188 UNIDAD 4 cONEXIóN INTERDIScIPlINARIA
SUBJECT CONNECT ONS Music
1 Discuss the questions.
a. What do you think the people in the pictures are doing?
b. How important are advert songs to promote a good cause?
c. How effective are songs to encourage people to donate for charity?
d. Do you have a favorite advert song?
e. Find out what “Band Aid” is and share it with the class.
2 54 Listen to the text and explain what the
speaker means with the following phrases
or statements.
a. Songs have long been powerful vehicles
for social change...
b. ...high-profile celebrity fundraisers.
c. Some (songs) became instant anthems...
d. ...he helped cement the lifesaving digits
into the popular consciousness.
3 54 Listen again and answer true, false
or “not mentioned”. Answer in your
notebook.
a. Massive diffusion benefits singles.
b. The National Suicide Prevention Lifeline
was created by Logic.
c. The song is part of his third album.
d. The calls rose to 50% after the song
was released.
e. 1-800-273-8255 was a chart hit.
4 Final debate
Discuss: Some of the biggest advertisements in recent decades involve music. Non-profit
organizations have also made use of songs to promote their campaigns and raise funds. How
effective have been songs to promote campaigns in your country? Think of some examples and
discuss with your class.
110 UN T 4 SUBJECT CONNECT ONS 3º MED O
Organice a los estudiantes en grupos de 3
o 4 integrantes, pídales leer la afirmación
e invítelos a comentar sobre el rol de las
canciones para promover campañas en
nuestro país indicando: Read the
statement and make comments on the
question. Monitorear. Invite a los
estudiantes a compartir sus opiniones con
el resto del curso.
3º MEDIO
 L TERARY C RCLE
1 Read the poem and answer the questions in your notebook. Then, discuss the questions with
your group.
Everyday Heroes
Here’s to the everyday heroes,
The volunteers who do what they can,
To ease the suffering of others,
And be of service to their fellow man.
May they know the true satisfaction
That comes from helping others
Less fortunate than themselves,
But no less their sisters and brothers.
May they feel the gratitude in our hearts
For all of the good that they’ve done.
The appreciation that we all feel for them
Is truly second to none.
By Kelly Roper
Retrieved from: https://charity.lovetoknow.com/Volunteer_Appreciation_Poem
a. What kind of feelings does the poem describe about volunteering?
b. What images come to your head when you read the poem?
c. Do you consider volunteers as “heroes”? Why? Support your answer.
d. Would you do volunteer work? What? Share with your partners.
3º MED O
clase 23
liTerarY circle
iNicio
Invite a sus alumnos a reflexionar sobre
quienes ellos consideren son los “héroes” de
los tiempos modernos. Puede darle algunos
ejemplos, como voluntarios, bomberos,
filántropos, entre otros. Pregúnteles si
conocen algunos de estos héroes o incluso
3º MEDIO
UN T 4 L TERARY C RCLE
algunos anónimos, y que compartan sus
visiones con el resto de la clase. Dígales: Do
you think there are heroes amongst us? Who
are they? Do you know any of them, even if
they are anonymous? Share with the class.
desarrollo
Explíqueles que van a leer el poema con la
intención de encontrar información para
responder las preguntas que se proveen.
Será necesario que lo lean cuidadosamente.
Podrán utilizar la estrategia de leer entre
líneas para encontrar la información. Si
es necesario, lea las preguntas con toda
la clase y deles ejemplos y explique el
vocabulario que no sea familiar a sus
alumnos. Mientras los grupos trabajan,
observe y brinde ayuda. Aliéntelos a
justificar sus respuestas.
Dígales: “Read the poem and answer
the questions below. Then, share your
answers with the whole class”.
TOMO 2
cierre
Desafíe a sus alumnos a ahondar en la
última pregunta que acaban de
responder, de manera que compartan
con sus compañeros si ellos harían (o
han hecho) algún tipo de trabajo
voluntario y cual. Indíqueles que den
detalles del trabajo, si lo disfrutaron o
no, qué aprendieron, o, en el caso de
que nunca lo hayan hecho, por qué les
interesa. Dígales: “Think a little bit
more about the last question. What
volunteer job would you do (or have
done) Why are you interested in that
particular job? Did you like it? Why do
you think you would like it, etc.
111
UNIDAD 4 cÍRcUlO lITERARIO 189
 clase 24
ProJecT: Infographic about
customs around the world
Un proyecto es una actividad grupal
donde los alumnos (as) deben crear un
producto. En esta ocasión los
estudiantes deberán presentar una
infografía de un proyecto para recaudar
TOMO 2
fondos para su colegio.
Se sugiere solicitar los materiales la
clase previa al proyecto.
i. Preparation
Se sugiere realizar un modelo del
proyecto con el fin de presentarlo como
referencia a los estudiantes. Pida un
voluntario para leer al curso la
instrucción de la sección Preparation.
Presénteles el resultado final del
proyecto realizado por usted con
antelación, de manera que los alumnos
vean en forma concreta y tangible lo
que se espera: Indique: Organize
groups, read the instructions of this
stage and prepare your project.
Monitorear.
ii. Procedure
Incentive a los estudiantes a trabajar de
manera ordenada y tranquila para lograr
un buen resultado. Indique el tiempo
asignado para esta sección de la
actividad. Señale: Read the instructions
in the Procedure section, carefully. If
any questions, raise your hand, and I´ll
go to your place. Monitorear.
iii. Presentation
Indique a los estudiantes que, en esta
etapa, deben presentar su proyecto:
Come to the front of the class and
present your School fundraising project.
iV. evaluation
Terminadas las presentaciones, puede
invitar a los estudiantes a evaluarse:
Now it is time to reflect on your work,
according to the scale below.
Al final de cada presentación, entregar
retroalimentación a cada pareja acerca
de su desempeño.
190 UNIDAD 4 PROYEcTO
PROJECT: School fundraising project
Materials
Cardboard Markers
I. Preparation 4. Make a poster of the event. nclude:
i. Name of the event.
1. Work in groups of 5. You will make a
ii. Purpose of the event.
presentation of a fundraising project for your
iii. Goal of the event.
school.
2. Elaborate an action plan for the project.
iv. Place and time of the event.
v. Admission price or selling price of the
Before you start, read the rubric carefully, in
products.
order to know, in advance, the components
vi. mages related to event.
that will be evaluated.
5. Once you have gathered all the data, write the
II. Procedure steps and make the poster.
1. Choose a fundraising idea from the list below 6. Be prepared to present your work to your
or one of your own. partners.
Bingo night III. Presentation
Car wash 1. Present your fundraising project and poster to
Popcorn and movies the class.
Bake sale
Hot Dog Sale IV. Evaluation
After you finish the presentation, reflect on your
2. Think about any improvements your school work an evaluate you group’s performance,
may need, and determine the purpose and according to the following scale (answer in your
the goal of the event. notebook):
3. Organize the event:
i. Set a budget: include all expenses and
4 Excellent
3 Good
incomes. 2 Satisfactory
1 Needs improvements
ii. Determine the cost of the admission or the
selling price of the products.
iii. Choose a date and venue. The group... Score
iv. Make arrangements: tour the place where worked collaboratively and responsibly
4 3 2 1
your event will be held, and determine towards the common goal.
what supplies you can use and if you will completed the assigned work on time. 4 3 2 1
need something else.
v. Organize teams to manage all aspects of presented all the information required. 4 3 2 1
the event, including set-up, and clean-up.
vi. Specify each team’s function.
followed the instructions carefully. 4 3 2 1
developed awareness about the
importance of volunteering.
4 3 2 1
112 UN T 4 PROJECT 3º MED O
3º MEDIO
 F NAL CHECK 3. Choose one of the institutions
below you would like to help,
and explain, in 150 words, their
1 Read the text and match the questions to the paragraphs. Write your answers on a 4 points mission, why you chose it and what
separate sheet of paper. you can do to help them.

Young Entrepreneur nstitute. Frequently Asked Questions Interpret your results

Una vez que los estudiantes hayan
a. With activities ranging from classes to competitions, apprenticeships to guest
speakers, we reach students through a wide variety of institutions, and support youth
analizado e identificado sus fortalezas y
entrepreneurship with community programs for kids and educators. debilidades en cuanto al logro de los
b. With the generous support of University School, community foundations and objetivos de la unidad, invite a los
alumnos a reflexionar sobre su

TOMO 2
organizations, Young Entrepreneur nstitute is able to provide our services at no cost
to schools and organizations. desempeño, interpretando sus resultados
c. Give us a call, send us an email. We’ll get back to you right away. Call us at 216-831- según la tabla.
2200 or send an email to yei@us.edu.
d. Consider a donation or joining our advisory group. Contact Wendy Wercion at
wwercion@dotmail.com or 440-339-1885. clase 27
Taken and adapted from: https://bit.ly/2JvEKCc
evaluación formativa
i. How can support Young Entrepreneur nstitute? La evaluación formativa es un proceso
ii. What does the Young Entrepreneur nstitute do? de evaluación continuo cuyo enfoque
iii. How can people get more information? considera la evaluación como parte del
iv. How does Young Entrepreneur nstitute get founds? trabajo cotidiano del aula, basado en la
búsqueda e interpretación de evidencia
2 55 Listen to a piece of news and answer the questions in your notebook. acerca del logro de los estudiantes
10 points
respecto a una meta. Se utiliza para
a. How much money did the man want to raise for charity?
orientar el proceso de enseñanza -
b. Was this challenge his first one?
aprendizaje y tomar decisiones
c. How many days did Mr. Kettell spend pushing the brussels sprout?
oportunas que beneficien a los
d. Was it a successful event? Explain.
estudiantes con el fin que los
estudiantes estrechen la brecha entre el
3 Work in your notebook. Choose one of the institutions below you would like to help, conocimiento actual y las metas
and explain, in 150 words, their mission, why you chose it and what you can do to
10 points esperadas, y la forma de lograrlo. Invite
help them.
a sus alumnos a realizar la evaluación
nternational Red Cross Techo. Un Techo para Chile en silencio. Al terminar, revise el
desempeño de los alumnos con la
nterpret your results rúbrica en el Apendice de Material
Great! Good OK Not good enough Complementario Fotocopiable de la
(24 points) (18 - 23 points) (14 - 17 points) (13 or less points) Unidad 4, página 205.
You are achieving You are very well prepared. Your performance can improve. You need to revise the
the learning goals. Analyze the few mistakes Revise your mistakes and contents and practice
Keep on working you made. weakest areas with your more, in order to improve
hard! teacher. your performance.

3º MED O UN T 4 F NAL CHECK 113

cierre desarrollo del pensamiento crítico y

habilidades lingüísticas.
clases 25 y 26
desarrollo
1. Read the text and match the questions
fiNal cHecK to the paragraphs. Write your answers
on a separate sheet of paper.
iNicio
2. 55Listen to a piece of news and
Indique a los estudiantes que este Final answer the questions.
Check le permitirá, a ellos y a usted, evaluar
hasta qué punto han sido capaces de lograr
los objetivos de la unidad, a través de la
integración de estrategias de estudio, y del

3º MEDIO UNIDAD 4 REVISION fINAl 191

 TOMO 2

Page 94 – Student’s Book

192
UN T Volunteer Work 1 Complete the sentences with the Zero Conditional.

4 and Entrepreneurs a. When have no time to volunteer, I look for another way to help.

b. f it rains while we are giving away lunch, we move to the hall. of the shelter.
Activities from the Student’s Book
c. When people want to help, they do it unconditionally.

Page 90 – Student’s Book d. When you volunteer, you feel wealthy.

2 Transform the following sentences into the Passive voice. e. f someone comes in a wheelchair, Martin receives them by the main entrance.
a. The Titi Fund provided brand new winter coats to every school.
The Titi Fund partnered with Operation Warm to provide brand new winter
coats to every school on the Operation Warm in 5 NYC boroughs.

UNIDAD 4 lIBRO DE AcTIVIDADES

b. School administrators were able to surprise their students with the gift. Page 97 – Student’s Book
All orders were placed, shipped, and received in a two-week period, leading up to
the public school’s December vacation. 1 Volunteering Solutions is an organization that operates in more than 20 countries, providing
more than 100 volunteering options. Listen to what their project offers in Peru. Complete
c. The Titi Fund of New York provided 5,000 brand new coats to students living in need.
the sentences.
Out
Out of
of all
all NYC
NYC schools,
schools, thse
thse 55 the
the highest
highest number
number of
of students
students in
in temporary
temporary housing.
housing.
Most
Most ofof these
these students
students live
live in
in shelters
shelters or
or are
are doubled-up
doubled-up with
with other
other families.
families. a. The speaker says volunteers will work and witnessing heritage sites
d. 31 schools in New York City received some exciting news. in the “land of ncas”.

b. Cusco local childcare center receives 30 kids between 3

and 5 .

Page 92 – Student’s Book c. According to the speaker, volunteers will have

an open mind and flexible attitude for .
working in a new and different environment
1 Read the text and complete the sentences with the expressions provided. .
d. This program is ideal for those volunteers who do not have time to commit to a month or more

elderly sparing shifted away e. The special requirement to join the medical program must be at least 18 at the time .
of joining.
wealthier loneliness

a. Research indicates that people have shifted away the purposes of volunteering.

b. This is similar to other researches, showing that people who donate to charity feel wealthier .

c. Are you interested in volunteering with the elderly ?

d. There are many ways to join in with others and help conquer feelings of loneliness .

e. Sparing a few hours of your time volunteering can be a brilliant way to make a difference.

42 UN T 4 3º MED O 3º MED O UN T 4 43

Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
con toda la clase al momento de terminar la actividad.
Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
con toda la clase al momento de terminar la actividad.

3º MEDIO
 Page 98 – Student’s Book Activity Book
1 Write 5 sentences, about volunteering abroad, using Unless and f not. Share them with
the class.
1 Match the words in bold to their definitions below.

3º MEDIO
a. Unless I like their project, I’ll join that organization.
a. She’s signed up to give classes at the community college.
b. If we can’t go to the fundraising event, we can make a donative. b. You can count on us for the fundraising challenge next week!
c. The raffle night will be held at all cost.
c. We can reach our money goal, unless we can’t sell these products. d. The Cheese and Wine night is a fundraising event for a wildlife organization.
e. The program aims to spread the holiday spirit by inviting the locals to buy gifts for families
d. I won’t take the volunteering program abroad unless you go with me.
in need.

e. If you don’t boost yourself, you will never start your business. i. e : Not having enough money or food.
ii. b : To be confident that you can trust someone.

Page 104 – Student’s Book iii. d : The act of collecting or producing money for a
particular purpose, especially for a charity.
1 Complete the sentences with Nevertheless and Provided that.
iv. a : Agree to become involved in an organized activity.
a. Jordi is a clever strategist, nevertheless , he’s had several drawbacks with the v. c : t must be done or avoided, whatever happens.
implementation of the project.

b. Provided that the conditions are met; these negotiations can be completed within a 2 Write original sentences using the words below. Use the images to support your answers.
couple of months.
improve elderly motivate underprivileged entrepreneurial spirit
c. Emulation, nevertheless , is a prime factor for each entrepreneurial venture.

d. There is always some place for good and positive information that might be the object of
attention, provided that it is clear and relevant.

a.
In need to improve my English if I want to take that volunteering program abroad.
b.
I prefer do voluntary work with elderly rather than children.
We need to motivate our classmates to get the money to buy dippers for the
c. nursing home.
Next month we will participate in an fundraising event supporting unprivileged
d. people in the North, would you like to participate?

e.
More and more people are finding the entrepreneurial spirit within themselves.

44 UN T 4 3º MED O 3º MED O UN T 4 45

Estas actividades están directamente relacionadas con las actividades del Texto del
Estudiante indicadas. Utilice los ejemplos de posibles respuestas dados para evaluar
la pertinencia de las respuestas, respecto de si están relacionadas con el tema y
contenidos vistos durante la lección. Invite a los estudiantes a revisar sus respuestas
con toda la clase al momento de terminar la actividad.
1. Indique: Read the definitions and then read the sentences paying special
attention to the words in bold. Then connect them to their corresponding meaning.
2. Señale a los estudiantes lo siguiente: Using the words in the box write original
sentences about the topic of the unit. Monitorear. Motive a los estudiantes a leer las

UNIDAD 4 lIBRO DE AcTIVIDADES

oraciones frente al curso y revisar.

193
TOMO 2
194 TOMO 2

3 Complete the sentences with the corresponding form of the verb. 5 57 Listen to the information about volunteering in Fiji and tick the information mentioned.

a. f she (have) has a free evening tomorrow, she (take) will take me a. ✔ Location.
UNIDAD 4 lIBRO DE AcTIVIDADES

to the volunteering night.

b. Duration.
b. When you (help) help someone, you (have) have a sense of
accomplishment. c. ✔ Projects.

c. We (participate) will participate in the challenge, f Lucas (run) runs too. d. 3 weeks program fee.

d. f (get) get good marks, (go) will go to do some volunteering e. Special dietary requirements.
in Bolivia.
f. Medical requirements.
e. f you (raise) raise money for charity, you (need) need to make ✔
g. Meals.
it really clear who or what you are fundraising for.
h. ✔ Weekend itinerary.
Suva, Fiji.
4 56 Listen to the statements (a - d) and complete the clauses with the Zero or First conditional.
Share them with your partner. 6 57 Listen again. Which statement is true?
a. they won’t be able to buy all they need. a. The program offers to participate in 3 projects in Suva. All volunteers must be 18
to participate.
b. it’s absolutely necessary to promote our cause.
b. The program offers to participate in 1 project per week in towns in south east Fiji.
c. If you want to go with me. c. ✔ The program offers to participate in 1 of three projects in and around Suva. Fees go
from $340 for a period ranging from 1 week.
d. next year we will have to organize a big fundraising event.

7 Discuss with your partners about the pros and cons of volunteering abroad.
Zero Conditional and First Conditional
The zero conditional is used for when the time being referred to is now or always and the situation
is real and possible. The Zero Conditional is often used to refer to general truths. The tense in both
parts of the sentence is the simple present. n zero conditional sentences, the word “if” can usually
be replaced by the word “when” without changing the meaning. One of the main
drawbacks I could face
The First Conditional is used to refer to the present or future where the situation is real. The
type 1 conditional refers to a possible condition and its probable result. n these sentences, the “if”
is language, because...
clause is in the simple present, and the main clause is in the simple future.

https://www.ef.com/wwen/english-resources/english-grammar/conditional/

Franciscan Center of Pomerini. Tanzania, Africa.

Expressions to clarify what you mean

• Sorry, lost my train of thought. • Let me explain that again.

• That’s not what meant to say. • Let’s try that one more time.
• Let me rephrase that. • Let me restate that.
• Let me start over.

46 UN T 4 3º MED O 3º MED O UN T 4 47

3. Indique: Read the grammar box about conditionals, then read the sentences,
identify the conditional and complete it with the corresponding verb form. 4. 56
Señale lo siguiente: Now you will listen to the first part of sentence, you will have to
complete it with a clause using the corresponding conditional.
3º MEDIO
5. Instruya a los estudiantes: You’ll listen to an audio about Volunteering in Fiji.
Read the list below and check those features that were mentioned. 6. 57 Luego,
indique: Read the statements below, listen to the audio and indicate wich of those
statements is true. 7. Para finalizar, indique: Organize in groups of 3 or 4 students

and discuss about the pros and cons of volunteering abroad. You can use the
phrases in the box bellow to clarify want you mean.
 8 Read the review and tick the false statements. 9 Based on the information provided in the previous activity, write 5 questions and underline their
corresponding answers in the text.
3º MEDIO

a. How long did the volunteer work in a large company?

Teaching English in Chile - A unique and rare opportunity of cultural exchange.
b.
After eight years of working as a software
c.
developer and project manager for a large
company, decided wanted to pursue d.
other passions. After researching several
different work/volunteer abroad programs, e.
found the English Opens Doors Program
in Chile. This program seemed to combine
my passion for teaching, traveling and 10 58 Listen two entrepreneurs talking and write C for Catherine Cook or W for Willow Tufano.
Hispanic culture, while being located in a
a. C She developed an online version of a yearbook.
safe country with a rich culture and sites.
states to spend Christmas with my family.
was placed in Cunco, Chile and taught
Overall, would say the best thing about
b. W She was 14 when she started her business.
English at a public school ranging from
5th to 12th grade. arrived in late July 2014 my journey was the connection made with c. W She is in the property business.
and would end up spending 4 months my students, teachers, host family, and
friends in Cunco. Of course, would also d. C She reports annual sales of 7 figures.
living in this community. lived with a host
family (husband and wife) along with their rank exploring Chile and learning Spanish C
e. Her site has attracted advertisers like ABC and Disney.
daughter who was also a teacher at my at the top of that list, but nothing is better
school. The family was great! They included than the friendships made and the impact f. W She got money cleaning houses and selling things on a website.
me in their daily activities and introduced left on the community. would also say
me to all their neighbors. My family was very that the most challenging aspect of the
trip was using Spanish to connect with my 11 59 Listen to the overview of these extreme challenges and match them to the pictures
patient and helped me a lot with learning
Spanish throughout my time in Cunco. My community outside of the classroom and,
school was very welcoming as well and at the beginning of my journey, the cold
had so much fun teaching English to my climate. was so sad to leave in December
students. could see a difference in my during Chile’s spring, because the weather
students speaking abilities in just a few was incredible and every day wasn’t in the
weeks, which was fun. Some of my high school would spend with students or my
schoolers would come into my class and friends hanging out in the town square.
speak English with me as an alternative am currently attending Spanish classes at a
to hanging out with their friends between local college and plan on returning to Chile
classes. was very excited about that. After in January of 2021, so that can see my a. Appalachian trail b. The Canoe Tucker Trail c. Wingwalking challenge.
the program traveled the south of Chile host family and friends again. Essex.
for a month and then returned home to the Taken and adapted from: https://bit.ly/2UftT4u
12 Discuss with your classmates which of these charities you would benefit and why.
a. ✔ The interviewee participated in a software project volunteer program. Charities raising money for animals’ shelters. Charities raising money for people with disabilities.
b. The interviewee was volunteering for four months.
Charities raising money for hospices. Charities raising money for community fundraising.
c. ✔ The interviewee was introduced to the community by other volunteers.
d. ✔ The interviewee traveled to the south of Chile for Christmas.
e. The interviewee indicated that the best thing about the program was the friendships
she made and the impact she left on the community.
UNIDAD 4 lIBRO DE AcTIVIDADES

d. The interviewee said that the climate wasn’t a problem at all.

e. The interviewee was required to speak Spanish.

48 UN T 4 3º MED O 3º MED O UN T 4 49

8. Solicite a los estudiantes leer una reseña y tiquear las oraciones que con falsas
indicando: Read a review written by a volunteer who participated in the Chilean
program English Opens Doors and tick those false statements.
195
9. Indique: Write 5 questions based in the information found in the text, and underline
their corresponding answers. 10. 58 Luego, señale: Listen to an audio presenting
how two teenage girls started their own businesses. 11. 59 Listen to the following
extreme challenges and match them to the pictures. 12. Indique: Choose one of the
charities below and discuss why you chose it and what would be your contribution.

TOMO 2
196 TOMO 2

13 Read the text and answer the questions. 14 Based on the information in exercise 13, organize a challenge to raise funds to support Charity
Water. Write a text explaining what the challenge is about, the purpose and its goal.
Respuestas abiertas
UNIDAD 4 lIBRO DE AcTIVIDADES

663 million people in the world live

Presentation
without clean water. We will organized and extreme challenge callled ....

That’s nearly 1 in 10 people worldwide; or twice T ME

the population of the United States. The majority
lives in isolated rural areas and spends hours every
day walking to collect water for their family. Not
only does walking for water keep children out of
school or take up time that parents could be using
to earn money, but the water often carries diseases
that can make everyone sick. Access to clean water
means education, income and health - especially
for women and kids.
Clean water changes everything.
HEALTH
Diseases from dirty water kill more people every
year than all forms of violence, including war.
43% of those deaths are children under five years
old. Access to clean water and basic sanitation
can save around 16,000 lives every week.
n Africa alone, women spend 40 billion hours a
year walking for water.
Access to clean water gives communities more
time to grow food, earn an income, and go to
school -- all of which fight poverty.
EDUCAT ON
Clean water helps keep kids in school,
especially girls.
Less time collecting water means more time in
class. Clean water and proper toilets at school
means teenage girls don’t have to stay home for a We will organized and extreme challenge callled ....
Purpose
week out of every month.
Women are responsible for 72% of the water
collected in Sub-Saharan Africa.
Editor’s Marks
When a community gets water, women and girls
get their lives back. They start businesses, improve Capital letter /
Lowercase
their homes, and take charge of their own futures.
Punctuation

Add a word
ss Check spelling
s
Change place

a. 1 in 10 people worldwide; or twice the population of the United States. Goal

b. Access to clean water means education, income and health - especially for Our goal is to reach $500.000 in tickets and $200.000 in
women and kids. merchandizing to....
c. Diseases from dirty water kill more people every year than all forms of violence,
including war.
d.Access to clean water gives communities more time to grow food, earn an
income, and go to school.
e. Women are responsible for 72% of the water collected in Sub-Saharan Africa.
Taken from: https://www.charitywater.org/global-water-crisis

a. What percentage of people doesn’t have clean water?

b. Which social benefits does access to clean water provide?
c. What kills more people than war? How did get here?
d. n which way are communities being benefited when they get access to clean water?
Check the whole unit and decide which aspects helped you complete this task. Score your
e. Who is mainly in charge of water collecting in their communities? performance from one to four. Share your results with a partner.

50 UN T 4 3º MED O 3º MED O UN T 4 51

13. Indique a los estudiantes leer un texto sobre el poder del agua limpia dentro de 14. Invite a los estudiantes a seguir trabando en los mismos compañeros con los
una comunidad y responder las preguntas señalando: Read a text about how the que trabajaron en la actividad anterior y realizar un Desafío para una campaña
access to clean water cont de agua. Indíqueles: In the same group, organize a challenge supporting
charity water. Present your challenge and indicate what it is about, indicate the
3º MEDIO

specific purpose of organizing this challenge and present your goals.

 WR T NG REFERENCE Essay The thesis statement concisely
states the main idea or argument
3º MEDIO

An essay, according to the BAWE* classification, is a piece of writing which develops an argument and of the essay, sets limits on the
supports it with evidence. The purpose of an essay is to demonstrate or develop the ability to construct topic, and can indicate the
a coherent argument and employ critical thinking skills. organization of the essay.
Each paragraph should include
a Topic Sentence. The Topic
Sentence shows how the idea
relates to the thesis.

Trust is often an overlooked asset for charities. For

many organisations, trust can typically only come
on the agenda when things are going wrong. NPC’s
State of the Sector research report Charities taking
charge shows that nearly a third of charity leaders
The public trust problem is
Supporting details elaborate
think a loss of trust in the sector would have no upon the topic sentences and

not confined to charities effect on their organisation. The research also finds thesis. Supporting details should
include the writer’s own analysis.
a narrow association between trust and fundraising
Firstly, ... / On the other hand, ...
A growing mistrust and scepticism of organisations, rather than taking a more holistic view to trust.
The introduction is the first / For example, ... / Moreover, ...
experts and leaders has become a defining feature of paragraph of an essay. ts Trust is precious and fragile, so building and / Consequently, etc.
recent times, causing many to question established purpose is to introduce the maintaining trust with the public needs to be at the
reader to the topic and present
truths that they’ve traditionally held dear. Against heart of any charity’s strategy and operations. Just
the specific points.
a backdrop of increasing volumes of data and t should begin with a hook that as businesses are considering their wider societal
commentary, amplified by social media, and the catches the reader’s interest. impact and purpose, charities too need to consider
rise of ‘fake news’, it has become much harder for This hook could be a quote, an their impact and the relevance of their actions. It is
the public to both know who the experts are and to analogy, a question, etc. After the raison d’etre of the sector, and charities should Concluding Sentence: Each
trust them to get things right. This directly impacts getting the reader’s attention, paragraph should end with
be leading the way in terms of measuring and
the introduction should give a final statement that brings
many charities that are themselves experts in their demonstrating their impact and outcomes both
some background information together the ideas brought up in
field and rely on the public to listen to and respond on the topic. The ideas within to make decisions for themselves and to deliver the paragraph. t can serve as a
to their advice. In an increasingly digitalised world, the introduction should be outcomes for the people they serve and the wider transition to the next paragraph.
there’s a sense that it is harder to gain and retain general enough for the reader to public. Engaging with the public proactively,
trust. There are growing concerns among CEOs understand the main claim and communicating clearly and authentically.
gradually become more specific
about the impact of social media on the level of trust Considering your total impact will not only help in
to lead into the thesis statement.
in their industry. times of crisis, but also form critical building blocks
to continued success.
Source: https://www.thinknpc.org/resource-hub/charities-are-underestimating-the- The conclusion is the last
importance-of-trust-thats-a-problem/ paragraph of the assignment.
This section wraps up the ideas
of the essay and finishes with a
final comment. t may include
phrases such as:
On the whole, ... / n conclusion,
UNIDAD 4 lIBRO DE AcTIVIDADES

... / To conclude, .../ To sum up,

... / strongly believe that, etc.
* British Academic Written English

52 UN T 4 3º MED O 3º MED O UN T 4 53

En esta sección se presenta un texto referencial, con el objeto de proporcionar a los An essay is an extended piece of writing that presents and supports a thesis or
alumnos un ejemplo concreto de su estructura. proposition. There are many types of essays (argumentative, descriptive,
Invite a los alumnos a trabajar en parejas y leer la sección Writing Reference exploratory, etc.) but they all have the common objective of presenting and
indicándoles lo siguiente: defending a topic, based on the reliability of the facts and on the selection, critical
evaluation, organization, and presentation of these facts.
197

TOMO 2
198 TOMO 2

TEST 2 – 3° MEDIO / 15 points

UNIDAD 4 lIBRO DE AcTIVIDADES

1 Read the text below and circle the word which best fits each gap. 15 points

Is Social Media Messing with Your Teen’s Mental Health? (Extract)

by Katie Hurley.
Social media dramatically changed the way we
communicate, socialize, and make and maintain
friendships. While there are (0) benefits to
living in a (1) world, there are also
risks. Today’s youth miss out on critical social
(2) development when they spend
the majority of their free time connected to and
interacting (3) a screen. They can
also get lost in a world of unrealistic comparisons,
cyberbullying, and feeling left out.
Research shows an (4) in major
depressive episodes from 8.7% in 2005 to 11.3%
in 2014 in adolescents and from 8.8% to 9.6% in
young adults. The increase was larger and only
statistically significant only in the age
(5) of 12 to 20 years. Clearly
depression is on the rise (6) teens,
the question we need to ask (7) is
how much does technology and social media
contribute to it?
It’s no big secret that connecting (8)
texting, or social media can include harsh
judgments and comparisons. It’s (9)
to make statements on a screen that would
(10) be difficult to verbalize face to
face. And disjointed shorthand conversations can
easily result in misunderstandings. It
(11) help that digital communication
occurs at a rapid pace, one that is difficult to
process at times.
In the UK, a survey was made to determine
the effects of social media use on issues such
as anxiety, depression, self-esteem, and body
image. Their findings show that a famous
video streaming webpage had the most positive
(12) , while social media based on
personal profiles all had negative effects (13)
mental health.
(14) these findings might make you
want to delete all social media apps and ban your
teen from any digital communication, avoidance
isn’t the answer. A better bet is to understand
how and why your teen uses social media, stay
connected, and know (15) to look
for, if your teen shows unexplained emotional
changes.

0 a. advantages b. benefits c. risks

1 a. computers b. digital c. cyber
2 a. skills b. ability c. manners
3 a. over b. by c. through
4 a. increase b. boost c. upgrade
5 a. length b. field c. range
6 a. among b. between c. with
7 a. themselves b. ourselves c. myself
8 a. over b. via c. by
9 a. easier b. easiest c. easy
10 a. however b. although c. otherwise
11 a. doesn’t b. don’t c. won’t
12 a. force b. power c. impact
13 a. in b. on c. at
14 a. While b. During c. But
15 a. what b. that c. which

108 Mock TesT

Este MockTest puede ser encontrado en la página 108 del Cuaderno de

Actividades. El Mock Test tiene como finalidad evaluar conocimientos cubiertos
a lo largo de las unidades del semestre. Puede utilizarlo al finalizar las actividades
del Cuaderno de Actividades correspondientes al semestre y apoyar el aprendizaje
3º MEDIO

de los estudiantes.
 Apéndice de contenido
complementario
Lesson 1 Volunteering
Evaluando Estrategias
Las Estrategias de evaluación permite al lector pensar
críticamente sobre el texto y hacer una juicio cognitivo o
afectivo. El docente puede utilizar las siguientes estrategias de
evaluación después de la lectura por medio de las siguientes
actividades: (1) pensar como el autor; (2) evaluar el texto; (3)
anticipar el uso del conocimiento; (4) monitoreo de
significado, sabiendo cuando ya el estudiante sabe, y cuanto
no; (5) usar y crear esquemas, hacer conexiones entre lo
nuevo y lo conocido, construir y activar conocimientos
previos; (6) realizar preguntas, generar preguntas antes,
durante y después de leer que te guíe más profundamente en
el texto; (7) determinar importancia, decidir que lo más
importante; (8) inferir utilizando el conocimiento previo y la
información del texto, predecir, concluir, emitir juicios,
interpretar; (9) crear imágenes mentales; y (10) sintetizar.
Fuente: http://bit.do/ePQ7u
Teoría e investigación
Curriculum Interdisciplinario
A veces los estudiantes son reacios e incapaces de transferir el
conocimiento a través de las áreas temáticas y de usar el
conocimiento para ayudarles a resolver nuevos problemas. En
la actualidad, las matemáticas y las ciencias van de la mano, y
los estudios sociales nunca pueden entenderse sin leer
documentos y literatura auténticos de diferentes períodos de
tiempo y perspectivas. Con la instrucción interdisciplinaria,
las áreas temáticas se entrelazan y exploran a través de un
tema o concepto global. En la vida real, no podemos aislar las
matemáticas en 45 minutos de nuestro día. En su lugar,
utilizamos las matemáticas para ayudarnos a resolver los
problemas cotidianos en la cocina, en el jardín y para muchos
de nosotros en nuestros trabajos.
La investigación cerebral ha demostrado que la información
en nuestro cerebro está organizada en estructuras
esquemáticas. Estas estructuras se componen de bits de
información interconectados y sirven como marco para el
conocimiento que adquirimos. Cuando el conocimiento de un
alumno está conectado, es mucho más probable que aplique el
conocimiento previo a una amplia variedad de situaciones
nuevas. Adquirirán nueva información de una forma más
accesible y podrán relacionarla mejor con el conocimiento
adquirido previamente. La instrucción interdisciplinaria
permite a los estudiantes comprender la interconexión de las
disciplinas y hace que el aprendizaje sea más significativo y
3º MEDIO
relevante a medida que se realizan conexiones fascinantes en
todas las áreas temáticas.
Fuente: https://www.movingbeyondthepage.com/curriculum/
strategyinterdisciplinary.aspx
TOMO 2
Lesson 2 Volunteering abroad
Ventana pedagógica
Internet
Las lecciones asistidas pueden complementar la enseñanza al
agregar una dimensión adicional a la sala de clases. Los
alumnos lo utilizan para recopilar información sobre
diferentes temas o buscar ejercicios adicionales para practicar
un elemento de idioma en particular. Internet ofrece a los
estudiantes oportunidades ilimitadas para trabajar con
materiales que ellos mismos eligen y ofrece un entorno de
aprendizaje atractivo e interactivo.
Fuente: Equipo editoria
Ventana pedagógica
Consejos para desarrollar lecciones seguras en internet
• Nunca inicie las lecciones solicitando que los estudiantes
usen el internet y/o realicen búsquedas por su cuenta.
• Solicite a los alumnos que busquen información específica,
no solo que naveguen por la web.
• Siempre indique a los estudiantes que escriban las URL de
los sitios que utilizan para los informes en formato de
bibliografía.
• Se sugiere realizar una visita previa de los sitios antes de
que los estudiantes los hagan.
Fuente: Equipo editorial
Ventana pedagógica
Explicando la gramática
Dar ejemplos
Provea a los estudiantes de ejemplos contextualizados de la
estructura gramatical a presentar. Luego, base su explicación
en ellos, entregando nuevos ejemplos. Posteriormente, son los
estudiantes quienes ponen en práctica la estructura gramatical
y dan ejemplos.
La práctica
Una vez que haya realizado la presentación y explicación de la
estructura gramatical, realice una práctica simple, de la
UNIDAD 4 APÉNDICE DE CONTENIDO COMPLEMENTARIO 199
 estructura, que no necesariamente tiene que ser un “gap-fill”,
sino que puede ser una lluvia de ideas, lo que implica que los
estudiantes den una determinada cantidad de ejemplos a partir
de un determinado elemento. Lo esencial es que los
estudiantes eliciten la mayor cantidad de oraciones posibles,
con el fin de que sientan que manejen la estructura y
transmitan un mensaje significativo.
Source: Ur. P. (2011) A course in language teaching: practice and theory.
Cambridge: Camdridge University Press.
TOMO 2
Lesson 3 Meeting the new bosses
Lesson 4 fundraising
Ventana de enseñanza
Ayudar a estudiantes con dificultades para escribir
La producción escrita involucra múltiples habilidades en
forma simultánea como la capacidad de utilizar el
vocabulario, la organización del texto mismo y la ortografía.
También implica complejos subprocesos tales como la
generación de ideas y la transcripción de estas en un texto
(Flower & Hayes, 1981), lo cual compromete procesos
motores, el reconocimiento de palabras y de su significado, y
su procesamiento sintáctico en oraciones y párrafos (Cuetos,
2009). Debido a esto, la fluidez en la producción de un texto
es difícil de adquirir para los escritores principiantes.
Otras razones que contribuyen en la falta de fluidez en la
producción de textos es que los estudiantes no tienen claro los
objetivos, y/o propósitos de un texto, y como revisarlo. Por
este motivo sería mejor establecer objetivos específicos en la
revisión del texto,y dándoles instrucciones simples para
incorporar ideas en sus textos y hacerlos más interesantes.
Fuentes: Graham, S., MacArthur, C. and Fitzgerald, J. (2013). Best practices in
writing instruction. New York, NY: The Guilford Pres
Teoría e investicagión
Como enseñar a revisar
Investigaciones han revelado el impacto positivo de las
estrategias de revisión en la enseñanza de la producción de
textos (Grahan, & Harris, 2007; MacArthur, 2007). Algunas
estrategias efectivas de revisión de textos escritos son las
siguientes:
• Enseñanza explicita. Explicite el proceso de revisión a los
estudiantes, indicando los objetivos específicos de la
revisión e identificando claramente el destinatario del texto.
• Enfocarse en la claridad y el detalle. Los estudiantes
deberían ser capaces de responder a las preguntas: Hay algo
en el texto difícil de entender? Qué palabras podrían ser un
aporte para hacer del texto uno más claro?
• Realizar un práctica guiada y dar feedback a los estudiantes.
Fuente: Graham, S., MacArthur, C. and Fitzgerald, J. (2013). Best practices in
writing instruction. New York, NY: The Guilford Press
200 UNIDAD 4 APÉNDICE DE CONTENIDO COMPLEMENTARIO
Ventana pedagógica
Editor’s Marks
Explique a los alumnos que la tabla Editor’s Marks, muestra
la simbología utilizada para corregir textos. Ilustra errores
comunes y distingue diferentes marcas, según sea cada caso.
Explique a los estudiantes lo útil que es usar las marcas del
editor en la medida que revisan sus textos. Cuénteles lo que
esta práctica les ayudará a detectar errores comunes y mejorar
su redacción.
Ventana pedagógica
Incorporando estrategias auditivas
Un enfoque sobre como incorporar estrategias auditivas en
actividades de este tipo involucran en ciclo de actividades,
como se indica a continuación:
Paso 1: Actividad pre-auditiva.
En parejas, los estudiantes predicen las posibles palabras y
frases que podrían escuchar, y esciben sus predicciones.
Paso 2: Escuchar el texto
A medida que los estudiantes escuchen el texto, subrayan o
encierran en un círculo aquellas palabras o frases que
predijeron correctamente. También deberían escribir nueva
información a medida que escuchan.
Paso 3: Discusión basada en procesos en parejas.
En parejas los estudiantes comparan lo que han entendido
del texto.
Paso 4: Escuchan el texto por segunda vez.
Los estudiantes se enfocan en aquellas partes del texto que le
causaron confusión, y toma notas de la nueva información.
Paso 5: Discusión grupal basada en procesos.
El docente realiza una actividad de compresión auditiva a los
estudiantes y discute con ellos respecto de las estrategias
utilizadas para la comprensión del texto.
Fuente: Richards, J. (2008). Listening and Speaking -From Theory to practice.
New York: Cambridge University Press. Retrieved from: www.cambridge.org
Ventana de aprendizaje
Incorporando estrategias auditivas
Muchas investigaciones se han realizando evidenciando la
importancia del trabajo colaborativo apoyando la tesis que el
aprendizaje ocurre como parte de la interacción entre el
estudiante y el entorno, o entre el estudiante y sus pares.
Los resultados obtenidos realizados por el Departamento de
Filología Inglesa de la Universidad de Alicante durante el
2011 y 2012 sobre el aprendizaje colaborativo han sido
satisfactorios; el alumnado lo valora de forma positiva no sólo
para el aprendizaje teórico de conceptos, sino también como
simulación de actividades que le sirvan para su incorporación
al mercado laboral.
Retrieved from: https://bit.ly/2vxvHXD
3º MEDIO
 APENDICE DE MATERIAL
COMPLEMENTARIO FOTOCOPIABLE
Este apéndice contiene material fotocopiable que el profesor puede utilizar
como complemento a las actividades sugeridas en el Texto del Estudiante.

Complementary Activity Diagnostic Test

TOMO 2
Esta actividad fotocopiable tiene como objetivo complementar las Esta actividad evaluativa tiene como objetivo evaluar la conducta
actividades vistas a lo largo de la unidad, reforzando de entrada de los alumnos. Puede realizarla antes de comenzar la
principalmente las habilidades orales y de escritura. Puede primera lección. Evalúela utilizando la siguiente tabla:
utilizarla al finalizar una clase, dependiendo del ritmo de trabajo
de sus estudiantes.
Diagnostic test
Great Good OK Not good enough
(15 points) (14 – 10 points) (9 - 7 points) (Less than 7 points)
You are achieving the You are very well prepared. Your performance is satisfactory, but You need to revise the contents
learning goals. You can easily achieve the highest you can improve. Revise the mistakes and practice more, in order to
Keep on working hard! score by analyzing the few mistakes you made and reinforce the weakest improve your performance.
you made. areas in the evaluation.

Formative Tests
Estas actividades evaluativas tienen como objetivo complementar a
las evaluaciones de proceso sugeridas en el Texto del Estudiante.
Puede utilizarlas al finalizar las primeras o las últimas dos
lecciones de la unidad.
Evalúela utilizando la siguiente tabla:
Formative Test 1
Great Good OK Not good enough
( 20 points) (19 – 17 points) (16 – 12 points) (Less than 12 points)
You are achieving the learning goals. You are very well prepared. Your performance is satisfactory, but You need to revise the contents
Keep on working hard! You can easily achieve the you can improve. Revise the mistakes and practice more, in order to
highest score by analyzing the you made and reinforce the weakest improve your performance.
few mistakes you made. areas in the evaluation.

Formative Test 2
Great Good OK Not good enough
(15 points) (14 – 12 points) (12 – 9 points) (Less than 9 points)
You are achieving You are very well prepared. Your performance is satisfactory, but You need to revise the contents
the learning goals. You can easily achieve the you can improve. Revise the mistakes and practice more, in order to
Keep on working hard! highest score by analyzing the you made and reinforce the weakest improve your performance.
few mistakes you made. areas in the evaluation.

Final Test Template

Esta actividad evaluativa tiene como objetivo complementar el
Test Final sugerido en el Texto del Estudiante. Puede utilizarlo al
finalizar la unidad con sus estudiantes, para que cuenten con un
instrumento extra con el cual puedan analizar sus fortalezas y
debilidades y evaluar su desempeño a lo largo de la unidad.
Este template es un modelo de un ensayo (Essay) fotocopiable,
que tiene como objetivo complementar el template sugerido para
esta unidad en el Cuaderno de Actividades. Puede fotocopiarlo y
entregarlo a sus alumnos para que cuenten con otro modelo del
texto que tienen que producir.

3º MEDIO UNIDAD 4 APENDICE DE MATERIAL COMPLEMENTARIO FOTOCOPIABLE 201

 COMPLEMENTARY ACT V TY
In pairs, describe these set of pictures of entrepreneurship and volunteering. Compare and contrast them. Give
as many details as possible.

Set A
Volume 2

Set B
Photocopiable material

202 UN T 4 COMPLEMENTARY ACT V TY 3º MEDIO

 d aGNosT c TesT / 15 points

1 Read this invitation to participate in the volunteering week, and answer the questions below. 6 points

SVW - Student Volunteering Week

We are excited to announce that Student Volunteering Week 2019 will take place
from 11th – 17th February. Entering its 19th year, Student Volunteering Week aims

VOluMe 2
to celebrate the impact of student volunteers and encourage students to engage
in civic life. Student Hubs and the National Union of Students (NUS) are
supporting the Student Volunteering Network (SVN) to deliver the campaign.
Student Hubs believes that when students are supported to tackle social
challenges, learn about issues and connect with each other, both communities
and students benefit. SVW is a brilliant opportunity to demonstrate how social
action creates positive change. High quality social action enhances communities
and equips young people to become skilled, active citizens.
We are looking forward to building on the success of previous campaigns. Student
Volunteering Week 2018 saw 60 Colleges, Universities and Students’ Unions from
across the UK take part. Over 55,000 students were involved in various types of
social action during the week.
Source: https://www.awarenessdays.com/awareness-days-calendar/student-volunteering-week-2019/

a. Do you think all schools in Chile must commit themselves with the community and generate a
volunteering program as part of the curriculum? Why?

b. What kind of program would help your community the most?

c. What actions would you take to carry out that program?

6 points

2 Complete the sentences with the correct tense: Present Simple, Present Perfect or Present
Perfect Continuous.

Photocopiable material
a. (think) about volunteer abroad for a couple of weeks.
b. He (volunteer) two hours every day, at a dog shelter.
c. We (be/not) here for more than an hour and we (receive) plenty of food.
d. We (find) that there are five different types of volunteer programs.
e. The UN Youth Volunteer initiative (offer) assignments from 6 months to a
maximum of 24 months.

3 Based on the sentences in exercise 2, write 3 sentences in the Passive Voice, on a separate 3 points
sheet of paper.

3º MEDIO UN T 4 cOMPlEMENTARY AcT V TY 203

 formaT Ve TesT 1 / 20 points

1 Read the sentences and complete them with the First conditional. 5 points

a. f win the lottery, .

b. They will donate 5% of the incomes, .
c. , we’ be happy to teach you what you will have to do.
d. f decide to get a gap year, .
VOluMe 2

e. f she goes to the community canteen today, .

2 Choose one of institution below you would like to help and explain, in 100-words, their mission, 15 points
why you chose it and what you can do to help them.

Techo para Chile CODEFF. Comité Nacional Pro Defensa de la Flora y Fauna
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204 UN T 4 cOMPlEMENTARY AcT V TY 3º MEDIO

 formaT Ve TesT 2 / 15
20 points

1 Read the following statements and make the corresponding question. 8 points

a.
worked in the corporate beauty world until 26 but then my favorite shampoo brand was
discontinued. was so upset that decided that would create my own.
b.

VOluMe 2
The problem that nearly all entrepreneurs or new businesses face is that potential customers
often do not want to be the first to try. They want to see that your business idea is proven and
tested before they try it.
c.
An Antarctic explorer called Ernest Shackleton. read a book about him when was quite
young; think was about 16. t was about his epic journey to save his men and it was just his
determination never to give up and his struggle that was truly inspiring.
d.
After six to seven months of struggle, it slowly took off. 10 years later, it’s sold in 70 countries
worldwide and has created a whole new category in haircare.

2 Read the sentences below. Which of them are making a wrong use of Nevertheless and
Provided that? Circle them. 7 points
a. A friend who hasn’t got much money may, nevertheless, be willing to contribute, for example by
organizing a fundraising concert, dinner, collection etc.
b. Nevertheless laws regarding fundraising are proliferating, and ethical practitioners, must be alert
to new laws.
c. Provided that the enthusiasm to look at your organization’s performance and figure out how to
do better next year is the hallmark of good leadership and a dedication.
d. Nevertheless, your nonprofit receives a percentage of sales through an arrangement with a
for-profit business, make sure you understand the implications of cause-related marketing and
commercial co-ventures.
e. Can our organization fundraise provided that it is not yet tax-exempt?
f. Provided that most charitable nonprofits rely upon the generosity, fundraising has a major role to
the charitable nonprofit community.

Photocopiable material
g. Supporting small non-profits in Latin America has many benefits. Nevertheless, before doing so,
take into account their visibility, donor understanding, covering operating cost, among others.

3º MEDIO UN T 4 cOMPlEMENTARY AcT V TY 205

 f Nal TesT
/ 15 points

1 Read the tips Jerome Katz highlights, to become a successful entrepreneur, and answer the 5 points
questions.
VOluMe 2

Tips to Return On Investment, From

Jerome Katz’s Experience & Research
1. Word Of Mouth
This method of face to face communication
is always number one for small businesses.
Nothing can beat real human interaction
when it comes to building relationships. It
is also very low cost, and therefore, makes
it the method with the best return on
investment.
2. Website Marketing & Search Engine
Optimization
The rise of local digital media options (such
as a website, search engine optimization,
online reviews, local online ads, etc.) has
presented a great opportunity for small
businesses. This is a relatively inexpensive
marketing method that has been shown to
deliver a great return for small businesses.
3. Dealing Directly With Your Customers
& Up-Selling Or Cross-Selling
Face to face time with the owner is
irreplaceable. People really appreciate
being able to talk directly to the owner of
the business. If you talk directly with your
customers, just to see if there is anything
you can do for them to make their service
better, it goes a long way to making them
feel special and appreciated.
4. Have A Simple & Solid Business Plan
Have a small simple business plan that
outlines what you sell, who you are selling
to and what the value proposition is for
what you are selling. This ensures you
have a clear plan and that you can quickly
and effectively communicate your business
idea to prospective customers or potential
financiers.
5. Watch & Understand Your Numbers
Know what you need to charge to make a
profit, and how much profit each customer
means to you. Know the profit difference
between all of your different products. If
you don’t understand these numbers, it
will be hard to make decisions and run
your business successfully.
Taken and adapted from: http://bit.do/eQECg

a. Why do you think face to face communication is important for small businesses?
Photocopiable material

b. According to the text, how does digital media help small businesses?

c. Why is face-to-face time with customers important?

d. What does the text say about having a plan?

e. Why is it relevant to watch and understand numbers?

206 UN T 4 f NAl TEST 3º MEDIO

 2 Based on the previous text, write 5 sentences expressing conditions. 5 points

a.
b.
c.
d.
e.

VOluMe 2
3 Put the phrases in order. 5 points

a. five of them should be shut. - in Southampton, to run the libraries - Unless volunteers come
forward

b. during your fundraising event - unless you tell them so! - that they can give - Donors might not
know

c. for a Volunteer t-shirt. - people must pay a fee - Unless volunteering only for a special event,

d. the remuneration of charity trustees - unless strict conditions are met. - n Scotland, is strictly
prohibited

e. and unless it is managed wisely - Time is - nothing else can be managed. - the scarcest
resource for entrepreneurs,

4 60 listen to the text and tick the correct sentences. 5 points

a. Working from home can be an overwhelming experience.

b. Family and friends tend to think that those who work from home are less dedicated as
they are.
c. People who run their own business do not have weekends.

Photocopiable material
d. t is not tough to go back to a traditional work for those who worked at home previously.
e. For entrepreneurs it is possible to clock out their jobs.

5 Write an event program, on a separate sheet of paper, promoting a “Pet Adoption Day”. 15 points

Great! Good OK Not good enough

(35 - 33 points)) (32 - 28 points) (27 - 22 points) (21 or less points)
You are achieving You are very well prepared. Your performance can improve. You need to revise the
the learning goals. Analyze the few mistakes Revise your mistakes and contents and practice
Keep on working you made. weakest areas with your more, in order to improve
hard! teacher. your performance.

3º MEDIO UN T 4 f NAl TEST 207

 Wr T NG TemPlaTe
aN essaY The introduction is the first
paragraph of an essay. ts purpose is
to introduce the reader to the topic

Why Fundraising Is Important

and present the specific
points. t should begin with a
hook that catches the reader’s
It seems obvious why fundraising is important: to raise funds for needed interest. This hook could be a
VOluMe 2

items, services and programs. Yet, raising funds has so many other benefits quote, an analogy, a question,
besides the obvious. etc. After getting the reader’s
attention, the introduction should
Often, budgets get cut, or less than ideal family situations mean that children give some background information
have to go without things or activities that their classmates receive, and later on the topic. The ideas within
the introduction should be
life opportunities may be diminished because of it. There are, unfortunately,
general enough for the reader to
needs of great variety all around us, and fundraising will most likely be an understand the main claim and
aspect of our lives for generations to come. But raising funds for a cause has a gradually become more specific to
lot more benefits than taking care of an obvious monetary need. lead into the thesis statement.

Fundraising is important for a variety of other reasons as well. For example,

The thesis statement concisely
it allows the children or other recipients of the funds (or what they purchase)
states the main idea or argument
to feel some pride of ownership. In many cases, the beneficiaries of funds of the essay, sets limits on the
that are raised are able to feel not as if they have received ‘charity,’ topic, and can indicate the
but as if they have actually earned the item or experience that the funds organization of the essay.
have provided. Each paragraph should include
a Topic sentence. The Topic
In the growing pressure from government to “do more with less,” it is Sentence shows how the idea
unfortunately true that the way that many schools and communities are relates to the thesis.
doing this is to cut out the programs that they deem as not being essential.
This often means that many childhood experiences will be lost as well. Field Supporting details elaborate
trips to see the capital, to perhaps stand for the first time inside a museum, or upon the topic sentences and
to attend their first play or concert, would be lost without many fundraising thesis. Supporting details should
programs. On top of that art programs at the schools themselves, like music, include the writer’s own analysis.
Firstly, ... / On the other hand, ...
theater and visual arts, are often the first area where cuts are made.
/ For example, ... / Moreover, ... /
Moreover, fundraising is one aspect of engaging children in civic minded Consequently, etc.
activities from a young age. It creates awareness in a young person that they
are part of a community, and that this position entails a certain amount of Concluding Sentence: Each
responsibility and also self empowerment. When they are raising funds for paragraph should end with a final
other segments of society, it teaches them to appreciate what they have statement that brings together the
and to understand that they have the ability, even from a young age, to ideas brought up in the paragraph.
t can serve as a transition to the
help others.
next paragraph.
It is a fact that children who participate in civic or public service from a young
age are more likely to carry on with that type of work into adulthood. On
the other hand, if young people are being helped by others who are doing The conclusion is the last paragraph
fundraising for a cause that affects them, they understand that there are of the assignment. This section
wraps up the ideas of the essay and
people who care about them outside of their immediate circle. This can help finishes with a final comment.
them to have a greater sense of self-esteem and self-worth, which can lead
On the whole, ... / n conclusion, ... /
to better life choices overall. To conclude, .../ To sum up, ... /
Adapted from: Why Fundraising s mportant strongly believe that...
http://www.fundraisingip.com/fundraising/why-fundraising-is-important/

208 UN T 4 WR T NG TEMPlATE 3º MEDIO

 Solucionario
Texto del Estudiante Página 96
1. a. For her it’s a combination seeing incredible sights, meeting
Página 89
exciting and different people, and coming back with
1. Respuestas abiertas stories to share with her friends.
2. a. They are all volunteering. Cleaning a beach, teaching kids, b. She wants to leave a socially conscious.
feeding dogs, giving lunch and giving medical help. c. Because she is part of a generation that has traveling as a

TOMO 22
Volume
hobby.
Página 90
d. Make traveling sustainable by giving something back.
1. a. The Titi Fund partnered with Operation Warm to provide 2. Respuestas abiertas
brand new winter coats to every school on the Operation
Warm in 5 NYC boroughs. Página 97
b. All orders were placed, shipped, and received in a two-week Smart listening
period, leading up to the public school’s December vacation. 1. a. witnessing / sites
c. Out of all NYC schools, thse 5 the highest number of b. 30 / 3 / 5
students in temporary housing. Most of these students live in c. an open mind and flexible attitude for working in a new and
shelters or are doubled-up with other families. different environment
2. a. Brand new winter coats were provided by The Titi Fund d. commit to a month or more
partnered with Operation Warm to every school. e. at least 18 at the time of joining.
b. Students were surprised with the gift by their School
administrators. Página 98
c. 5,000 brand new coats were provided to students living in Your analysis
need by the Titi Fund of New York. 1. a. Two weeks.
d. Some exciting news were received by 31 schools in New b. Vinicunca Rainbow Mountain, Humantay lagoon, Sacred
York City. Valley and Machu Picchu.
Página 91
c. Because it is for those who don not have much time.
d. Volunteers must be 17 years or older at the time of joining
1. Respuestas abiertas the project and at least 18 at the time of joining those who
3. a. They all volunteer. want to participate in Medical Program.
b. They all agree that is rewarding. e. 2 Weeks: $850; Extra Week: $175
c. Respuesta abierta.
d. Pespuesta abierta Language in use
i. “If.... not” was repalce but “Unless.
Página 92 ii. Unless means “except if”
Smart reading 1. a. Unless I like their project, I’ll join that organization.
1. a. shifted away b. If we can’t go to the fundraising event, we can make a
b. wealthier donative.
c. elderly c. We can reach our money goal, unless we can’t sell these
d. loneliness products.
e. Sparing d. I won’t take the volunteering program abroad unless you go
with me.
Página 93
e. If you don’t boost yourself, you will never start your
Your analysis business.
1. a. i b. i c. i d. ii
Página 99
Página 94 1. a. i. The program supports projects for people with physi
1. a. I look for another way to help. cal and or mental disabilities.
b. we move to the hall. of the shelter. ii. The program is mainly funded through charities and
c. they do it unconditionally. donations.
d. you feel wealthy. iii. This organization offers disabled participants a better
e. Martin receives them by the main entrance. quality of life and it is very self-rewarding to see the
2. Respuestas abiertas difference you make, while also becoming familiar with
the culture.

3º MEDIO UNIDAD 4 Solucionario 209

 b. Página 103
Join in: (Verb) to become involved in an activity with
Your analysis
other people.
1. a. False. He started his business at 16.
Improve: (Verb) to (cause something to) get better.
b. True
Effort: (Noun ) physical or mental activity needed to
c. False. He started his company in his second year in high
achieve something.
school
Motivate: (Verb) to cause someone to behave in a particular
d. True
way.
True
Community: (Noun) the people living in one particular area or
people who are considered as a unit because of Página 104
their common interests, social group, or
Language in use
nationality.
TOMO 2

1. What does Nevertheless convey?

Source: https://dictionary.cambridge.org/
b. a contrast.
Página 100
What does Provided that convey?
a. a condition.
1. a. 2
b. 4 1. a. nevertheless
c. 1 b. Provided that
d. 3 c. nevertheless
2. a. Direct questions related to the way the organization works. d. provided that
b. They should be flexible in case it is necessary.
c. A volunteer should look for a reputable organization Página 106

d. He/she should talk to the organization about changing your 1. a. ii

focus or look for a different organization that is a better fit. b. i
c. iv
Página 101 d. iii
1. a. Respuesta abierta 2. Respuestas abiertas
b. Steve Jobs was the co-founded Apple Computers. Oprah
Winfrey is an American media executive, actress, talk show Página 107
host, television producer and philanthropist. Walt Disney Smart listening
was an American entrepreneur, animator, voice actor and 1. Respuestas abiertas.
film producer and a pioneer of the American animation
industry. Mark Zuckerberg is an American technology Your analysis
entrepreneur and philanthropist. He is known for co-founding 1. a. F
and leading Facebook. J.K. Rowling is a British novelist, b. F
philanthropist, film producer, television producer and c. F
screenwriter, best known for writing the Harry Potter fantasy d. T
series.
c. Respuesta abierta
Página 110

d. An entrepreneur is an individual who founds and runs a 1. Respuestas abiertas

small business and assumes all the risk and reward of the 2. a. Songs can inspire people to support a good cause to make a
venture. better world.
b. Famous people who like to help in different campaigns.
Página 102 c. There are songs that become specially importance in a very
Smart reading short time due to its content.
1. It is an interview with a young entrepreneur, Raymond Lei, who d. Through the song people inernalize the number.
runs this company ooShirts.com when he was 16. He talks 3. a. True
about the way he started , why he made the decision to get into b. False
the business and the problems he has faced. c. True
2. a. Expository d. False
b. young people e. Not mentioned
c. informal
d. They are open-ended questions Página 110
e. To encourage entrepreneurs to pursue their dreams. 1. a. ii
b. iv
c. iii
d. i

210 UNIDAD 4 Solucionario 3º MEDIO

2. a. He wanted to raise $8,500 for a cancer charity
b. No, it wasn’t.
c. He spent 3 days.
d. Yes, it was. He climbed the Mount Snowden.
3. - Cantidad de palabras:
- Uso correcto de vocabulario/spelling:
- Aplicación de las instrucciones correctamente:
- Uso correcto de la gramática:
Guía DidÁctica
Examen Final
1. a. Because it helps building relationships.
b. Because it is a relatively inexpensive marketing method that
delivers a great returns for small businesses.
2 puntos
c. Because by talking directly with the customers you can get
3 puntos
feedback and provide a better service. Besides it makes
2 puntos
people feel special and appreciated.
3 puntos
d. It must be simple and solid in order to quickly and
effectively communicate your business idea to prospective
customers or potential financiers.
e. Because if you do not manage your business numbers it will

TOMO 2
Actividades complemetarias be hard to make decisions and run it business successfully.
Diagnostic test 2. Open-ended answers.
1. a. Open-ended answers.
3. a. Unless volunteers come forward to run the libraries in
2. a. have been thinking b. volunteers c. haven’t been / have Southampton, five of them should be shut.
received d. have found e. offers b. Donors might not know that they can give during your
3. a. Plenty of food has been received in a few a hours. fundraising event unless you tell them so!
b. Five different types of volunteer programs were found in that c. Unless volunteering only for a special event, people must
website. pay a fee for a Volunteer t-shirt.
c. Assignments from 6 months to a maximum of 24 month are d. In Scotland, the remuneration of charity trustees is strictly
offered by the UN Volunteer initiative. prohibited unless strict conditions are met.
Formative test 1 e. Time is the scarcest resource for entrepreneurs, and unless it
1. Open-ended answers. ( First Conditional structure: If + present is managed wisely nothing else can be managed.
simple, will + verb) 4. b. 4 c. 4
2. Cohesion 1 5. Cohesion 1
Coherence 1 Coherence 1
Vocabulary 5 Vocabulary 5
Grammar 5 Grammar 5
Writing structure 3 Writing structure 3
Formative test 2
1. a. How did you start running your own business?/How did you
become an entrepreneur?
b. What was the major problem you have to face?
c. Is there anyone who inspire you? / Who inspires you?
d. What has your major achievement been?
2. a. 4 b. 4 e. 4 f. 4 g. ü

3º MEDIO UNIDAD 4 Solucionario 211

 Transcripciones
42 STUDENT’S BOOK - UNIT 4 - PAGE 91 - EXERCISE 2
Once upon a time, a man walking along a beach saw a boy
picking up starfish and throwing them into the sea. He asked
the boy why he was throwing starfish into the sea.
TOMO 2
The boy replied, “The tide is going out. If I don’t throw them
in, they’ll dry up and die.”
The man smiled and said, “But, there are miles of beach and
thousands of starfish on every mile. You can’t possibly make a
difference!”
The boy smiled, bent down, picked up another starfish, and
threw it into the sea.
“Well,” he said, “I made a difference for that one.”
43
STUDENT’S BOOK - UNIT 4 - PAGE 91 - EXERCISE 3
“It enables me to get out of the house, otherwise I would just
be staying in, and it gives me a sense of purpose I didn’t have
before”.
Maggie Pardoe
“I’m blessed that I can travel to these cool places and that I
can give back. We all have the same 24 hours and you have to
choose what to do with them. I recommend that others find
their passion. That’s how you’ll want to give back”.
Diane Hoffman
“It was so rewarding to see just how much the older people we
welcomed appreciated our small act of kindness”.
Trevor Lyttleton
“I think as a coach of any sport, but especially inclusive sports,
you have a bigger role to play in helping players develop their
independence, overall health and fitness, and their mental
well-being”.
Anna Jackson
44 STUDENT’S BOOK - UNIT 4 - PAGE 94 - EXERCISE 2
a. What will you do after you graduate?
b. What will you do if you have time next Christmas?
c. How do you think you will feel if you do volunteer work?
212 UNIDAD 4 Transcripciones
45 STUDENT’S BOOK - UNIT 4 - PAGE 96 - EXERCISE 1
Why do we travel? To see incredible sights? To meet exciting and
different people? To come back with stories to share with our
friends? Or because we want to leave our mark in the world,
make a difference, and give a little back to our great Mother
Earth? For me, it’s a combination of everything, which is
precisely why volunteering abroad has become my perfect
solution. I want to leave a socially conscious footprint which
benefits not just me, but also those around me when I volunteer
abroad – exploring, not exploiting the cultures which I’m
immersed in.
So why volunteer abroad as part of your travels? We’re the
generation who are lucky enough to have traveling as a hobby.
We shouldn’t forget that, just a few decades ago, traveling to
another country was something which you could only see in a
book (I know – can you imagine?!). Naturally then, it’s important
that we make traveling sustainable by giving something back.
46
STUDENT’S BOOK - UNIT 4 - PAGE 97 - EXERCISE 2
Short Term Volunteering Project in Peru
Volunteering Solutions provides a thrilling opportunity to do a
2-week volunteer trip, which includes excursions to famous sites.
This program is particularly convenient for volunteers who do
not have time to commit to a month or more of volunteering
abroad but would like to make some contribution and also
travel along with other volunteers on the weekends to one of
the most spectacular places in Peru.
Trip Highlights
• A perfect 2-week trip to Peru, encompassing volunteer work
and witnessing heritage sites in the “Land of Incas”.
• Volunteer for the local communities of Cusco and work at the
local childcare center of the city, housing 30 underprivileged
little kids, aged between 3 and 5 years old, that have only 1
teacher, due to resource shortage.
• Responsibilities at the project include teaching the kids,
taking care of them and participating in fundraising activities
for the project.
• The project also includes excursions to Vinicunca Rainbow
Mountain, Humantay lagoon, Sacred Valley and Machu
Picchu.
Program Requirements
• Volunteers must be 17 years of age at the time of joining the
project. Medical Program volunteers must be at least 18 at
the time of joining.
• Volunteers need to have an open mind and flexible attitude
for working in a new and different environment. Volunteers
should bring energy and enthusiasm to make a difference.
• Must be in good health.
Cost: 2 Weeks: $850; Extra Week: $175
3º MEDIO
 47
STUDENT’S BOOK - UNIT 4 - PAGE 98 - EXERCISE 1a
Volunteer in Chile, the project.
Give something back to humanity and show your support in a
project for people who are often rejected by society, for having
a disability. Be a positive example for others, and make an
effort to assist others and provide them with basic needs.
This volunteer program is based in Chile and it supports
projects for people with physical and or mental disabilities.
The program is mainly funded through charities and donations;
it maintains several homes and creative workshops attended by
both adults and children. All the facilities are adapted to the
physical and psychological needs of the people. This
organization offers disabled participants a better quality of life
and it is very self-rewarding to see the difference you make,
while also becoming familiar with the culture.
48
STUDENT’S BOOK - UNIT 4 - PAGE 100 - EXERCISE 1
Find What’s Right for You
Unlike school, with volunteering you get to pick what really
interests you and who, or what, is most deserving of your time.
Need some ideas to get you started? Here are just a few:
1. Help kids learn and grow. Become a Big Brother or Big
Sister, camp counselor, or volunteer for an after-school
sports program. Special Olympics games and events are
great ways to get to know special-needs kids.
2. Give back over the holidays. Serve dinner to the homeless in
Christmas, volunteer at your local food bank, or distribute
toys to kids. Your church, temple, mosque, or other place of
worship also may be able to use your help.
3. Play with pets at a local animal shelter. Most shelters
depend on volunteers to keep the cats and dogs happy and
well exercised, and when you’re walking rescued dogs, you
get a workout too.
4. Volunteer for a political campaign. If you’re interested in
politics, it’s a great way to find out how things work on the
inside. Even if you can’t vote, you can still work to get your
candidate elected — whether it’s the president or your mayor.
49 STUDENT’S BOOK - UNIT 4 - PAGE 101 - EXERCISE 1
8 Entrepreneurial skills kids should have.
The entrepreneurial mindset treats obstacles as challenges to
overcome, therefore, developing these skills early on will help
you in the years to come.
1. Resilience
Life is full of obstacles, and developing a thick skin is essential
to getting on in life. Every entrepreneur needs resilience and
determination to get back up when things are not going so
well.
2. Innovation and Creativity
Entrepreneurs need to think quick, solving complex
problems with ingenious solutions. Creative thinking is
essential for entrepreneurs to build their empires.
3º MEDIO
3. Industriousness
No matter how high they rise, the best entrepreneurs never
avoid day-to-day, common work. To build a strong work
ethic, kids need to learn the value of hard work.
4. Curiosity
Being curious about how the world works is a precursor to
identifying ways to make it a better place. Entrepreneurs are
life-long learners, always looking for ways to improve
themselves.
5. Self- Confidence
Believing in yourself and your abilities is essential for a
TOMO 2
successful life - providing the push to take risks and see
things through. Entrepreneurship is all about having faith in
your own idea.
6. Empathy
Being able to relate to and support others is an invaluable
skill for leadership. Successful entrepreneurs understand the
importance of empathy and establishing positive connections.
7. Optimism
Entrepreneurs are a model of optimism -evangelizing for
better world and working to make it happen. And this
positive outlook provides social and health advantages.
8. Giving back
Entrepreneurs understand the importance of corporate
social responsibility. True visionaries want to make the
world better for everyone, not just themselves.
50STUDENT’S BOOK - UNIT 4 - PAGE 104 -
LANGUAGE IN USE - EXERCISE 1
i. Gina had been working for over a decade in the beauty
business. Nevertheless, she just reached success 5 years ago.
ii. Provided that we meet the quality standards, we can start
our business.
51 STUDENT’S BOOK - UNIT 4 – PAGE 106 - EXERCISE 1
i. Relay for life presents WATTER BATTLE!
A fundraiser to help find a CURE for Cancer!
Bring your family!
Admission is $5
We will be selling water balloons and water refills (at extra
cost).
Bring a towel and a water gun.
Friday May 17th, from 2PM to 4:30 PM.
ii. Pink Hair 2020 CANSA Challenge
Now available in THIS salon.
We need you!
Join us in raising money for CANSA by wearing Pink
extensions
The Pink Hair Challenge is back, where Great Lengths is
donating the profits from the sale of our pink hair
extensions to the Cancer Association of South Africa.
September 1st - 31st.
#pinkhairshowsyoucare
UNIDAD 4 Transcripciones 213
 iii. 5K SUPER HERO RUN and 1K walk!
Child Guidance Resource Centers
Sunday, October 7th, 2020. 9AM
Williamson College of Trades, Media PA
Register at: CGRC.ORG/5K
Making healthy choices, one stride at a time.
iv. Duct-tape the Principal Fundraiser!
Yes! You read correctly!
We are duct taping Mr. Mantan to the wall.
$2 per strip
May 19th. Undercover area, 8:30 AM
TOMO 2
Thank you for supporting Pa’s Princesses in the 2020
Mackay Relay For Life.
52 STUDENT’S BOOK - UNIT 4 - PAGE 107 - EXERCISE 1
Interviewer: And today we are with Mark Rogers,
entrepreneur and philanthropist, who has raised
more than 10 million dollars for disabled
children in our country. It’s nice to have you
here, Mark.
Mark Rogers: Thanks for having me!
Interviewer: So, we are here to learn a bit more about the
intricacies of organizing a fundraising event and,
actually, make it stand out. We are anxious to
learn from an expert. Would you share some tips
with us?
Mark: Of course. First of all, you have to start by
asking yourself the right questions. For example,
Who is my audience? What type of event will
attract this audience? What is the purpose of the
event? What is the best venue to attract the right
crowd? Etcetera.
After you have defined these points, you can start
defining your “measurable goals”.
Interviewer: Measurable goals? What is that?
Mark: Important details such as the exact amount of
money you want to raise, how to attract new
donors and sponsors, and so on. It’s also
important to know, exactly, how much money you
need to spend to achieve your goals too.
Interviewer: Interesting, I had never thought of that.
Mark: So, when all this is defined, you have to start
worrying about the technical details, such as
promotion, social media, and also contacting
local media, such as local TV channels or
radios.
Interviewer: We can see it is a lot of work, but it’s definitely
worth it if it is for a good cause.
Mark: It’s difficult, but not impossible, and the people
in need will definitely appreciate your effort.
Interviewer: Thanks very much for sharing your expertise
with us, Mark.
Mark: Any time!
214 UNIDAD 4 Transcripciones
53STUDENT’S BOOK - UNIT 4 - PAGE 108 - ENGLISH
SOUNDS - EXERCISE 1
a. audience b. disaster c. raised d. organize e. minimize
54 STUDENT’S BOOK - UNIT 4 - PAGE 110 - EXERCISE 2
A Song for a Good Cause
“Music expresses that which cannot be said and on which it is
impossible to be silent,” Victor Hugo wrote in 1864 —
approximately 120 years before Band Aid existed. Songs have
long been powerful vehicles for social change, either through
the messages contained in their lyrics, or as high-profile
celebrity fundraisers.
As music started being recorded, mega-production benefit
singles became a very popular way to make a statement
through songs. Some became instant anthems.
One big example of the impact of a song is when the artist
Logic named one of his songs with the telephone number of
hotline to prevent suicide. He helped cement the lifesaving
digits into the popular consciousness. The song opens with
Logic rapping from the perspective of a caller. “1-800-273-
8255” became the centerpiece of Logic’s third album,
“Everybody”, and addressed sociological issues in an
emotional way. Within three weeks of the song’s release that
April, the calls to the Suicide Prevention Hotline rose 27%.
This would rise to more than 50% after Logic performed the
song in August at the 2017 MTV Video Music Awards. The
artist says this is the most important song he has ever written.
55
STUDENT’S BOOK - UNIT 4 - PAGE 113 - EXERCISE 2
Man makes 1000-metre climb up a hill while pushing a
Brussels sprout with his nose!
People do many crazy things to raise money for charity. The
latest crazy stunt came from an English man who decided to
push a Brussels sprout up the highest mountain in Wales – with
his nose. He wanted to raise $8,500 for a cancer charity. Stuart
Kettell, 49, said he loves challenges and will try to do anything
for charity. His other challenges include walking 800
kilometers on stilts and sitting in a box for a week. He said:
“I’ve seen, firsthand, the amazing results of cancer charities,
not only for the patients but their family and friends too.” He
added: “People’s cancer stories inspire me even more to carry
on, and my challenges are going to get even crazier”.
It took Mr. Kettell three days to push the Brussels sprout up the
1,085m-high Mount Snowden.
56
ACTIVITY BOOK - UNIT 4 - PAGE 46 - EXERCISE 4
a. If they don’t get a donation,...
b. I won’t use social media sites unless...
c. I’ll buy some tickets for the potluck dinner...
d. If donating isn’t possible this year,...
3º MEDIO
 57 ACTIVITY BOOK - UNIT 4 - PAGE 47 - EXERCISE 5
Volunteer in Fiji
Volunteers are based throughout a variety of Fijian
communities, volunteering in and around Suva, on the south
eastern coast of mainland Fiji.
You can choose from 3 volunteer project options in Fiji,
including Teaching and Sports Education, Kindergarten and
Construction and Renovation.
With volunteer program fees starting from $340 for 1 week, you
will not find a more affordable and trustworthy volunteer travel
organization in Fiji.
Volunteers need to be 18 years or over to participate, unless
volunteering with a parent or guardian. All volunteers are
required to have adequate volunteer travel insurance and
provide a criminal background check.
Volunteers have the weekends free and this time is more
commonly spent traveling farther afield in Fiji to one of the
pristine coastlines, beaches or rainforests.
Meals are served at the volunteer house 3 times per day during
the week. Breakfast and dinner are served during the weekends
and volunteers are responsible for their own lunches.
58
ACTIVITY BOOK - UNIT 4 - PAGE 49 - EXERCISE 10
Catherine Cook
Fifteen-year-old Catherine Cook and her brother were looking
at a yearbook and thought it would be a good idea to build a
social media website built around an online version of a
person’s yearbook. MyYearbook.com was launched and later
merged with an ad-sponsored site that allows users to post and
complete online quizzes. By 2006, the site had raised $4.1
million in venture capital funding and had 3 million members
worldwide. The site has attracted large advertisers like Disney
and ABC. Cook reports annual sales of “seven figures”.
Willow Tufano
Willow Tufano is a 14-year old girl from Florida whose mom
works in real estate. Florida was hit hard by the recession, and
the price of houses dropped dramatically. Tufano had made
some money already by clearing houses and selling the
possessions on the Internet. So, when she presented the idea of
buying a house for herself, her mom was onboard and gave her
the support she needed. They bought a house and, in less than
a year, they were renting it out for $700 a month. They have
already got their initial investment back. Tufano plans on
buying her mother completely out in the coming years. With the
housing market potentially picking back up again, she may see
an amazing appreciation unfold. Not bad for a 14-year old.
3º MEDIO
59 ACTIVITY BOOK - UNIT 4 - PAGE 49 - EXERCISE 11
1. Wingwalking challenge. Essex.
Working alongside the Skymax Aviation Team, we are able
to offer this amazing challenge for you to experience the
thrill of a wing walking ride from this private aerodrome in
the heart of Essex, for one of our partner charities.
2. Appalachian trail
This trek offers you the challenge of trekking the
Appalachian Trail through the Smoky Mountain Range. The
range stretches 800 square miles across central North
TOMO 2
America and our trek focuses on the beautiful Smoky
Mountain Range south of Knoxville. The Smoky Mountains
National Park is America’s most visited National Park, with
more visitors annually than the Grand Canyon, Yosemite
and Yellowstone combined.
3. The Canoe Tucker Trail
A guided canoe trip down the River Tweed, from KELSO to
BERWICK, which forms the border between England and
Scotland, starting 10am on a Saturday and finishing by
midday on Sunday.
60TEACHER’S BOOK - UNIT 4 - PAGE 207 -
EXERCISE 4
Running your own business is the American dream. Add “work
from home” to the mix and it sounds like paradise, right?
However, many home-working entrepreneurs find themselves
lost, overwhelmed and overworked.
There are a few things nobody tells you about this kind of work:
1. You’ll get less respect.
There is still a bit of a stigma around working from home.
Plus, your family and friends will often assume you are not
as busy, stressed or dedicated as they are. You’ll need plenty
of self-respect, and boundaries, to take these misconceptions
on a regular basis.
2. There’s no such thing as a weekend.
Or holidays. Or clocking out. Working for yourself means
time management, but it also means sacrifice. It could be
several years before you have a full vacation without
working, especially if you have clients around the world.
3. It gets tougher and tougher to get back.
The longer you get used to working for yourself from home,
the tougher it’ll be to ever “go back” to a more traditional
job. You get used to setting your own schedule, getting paid
per project instead of per hour, and wearing whatever you
want in the home office.
4. There’s no such thing as done.
A deadline is a deadline, there is no clocking out and
forgetting about it. Plus, while it’s relatively easy to clock
out and forget when you have a more traditional job, it’s
nearly impossible as an entrepreneur.
Don’t let these struggles of being an entrepreneur dissuade
you, if you are really dedicated. It really is the good life for
many. However, you need to be ambitious, driven and have
strong time management skills.
UNIDAD 4 Transcripciones 215
 READ NG BANK
Un t 3
Volume 2

A Healthy Lifestyle
(Poem)

Many months reflecting,

Years, perhaps.
Here is a new purpose for my life:
Everything I do, I will do alright;
Anything is possible as long as I try.
Living with respect! Respect for my body, respect for myself!
Taking charge of my life instead,
Having the ability to change,
Yearning to know my limitations.
Living with purpose and intention,
Increasing my knowledge about healthy foods,
Facing the new challenges of what I will do,
Exercising because I want to, not because I have to!
Setting the example for my friends,
Tracking what I eat, helping the rest do the same.
Yes and no answers, and no more ‘maybes’,
Loving me for me, no matter ‘how bad’ or ‘how well’
Ending this battle. Healthy, not an option, it’s the only way!

Created by: Publishing Team

Photocopiable material

Discuss.
a. What do you do to “respect your body”?
b. What challenges will you take to have a healthy life?
c. Do you think the results are different when someone really enjoys exercising?
d. Are you setting a good example of “healthy living”? Do you know someone who inspires you?
e. How difficult is having a “healthy living”?

ix READ NG BANK 3º MEDIO

 Un t 4

Volume 2
Dedicated Hearts
Dedicated hearts like yours
Are not so easy to find.
It takes a special person to be
So generous and kind.
To care so much for your fellow man
Is a quality all too rare.
Yet you give of your time and talents,
For all in need to share.
So thank you for being a volunteer,
We’re privileged to work with you.
We want you to know how appreciated you are,
Not just today, but the whole year through.

Taken from: https://bit.ly/2ZFOAFN

Photocopiable material
Discuss.
a. s it difficult to find “dedicated hearts” in our everyday life?
b. Do you think society retributes those dedicated hearts in any way?
c. Do you think volunteering is a rewarding experience? Why?

3º MEDIO READ NG BANK x

 APÉNDICE DE RÚBRICAS
Instrumentos de evaluación
Estos instrumentos de evaluación son herramientas que usted
puede usar para medir el trabajo de los estudiantes.
Son guías que tienen el objetivo de evaluar el desempeño y que se
basan en un amplio rango de criterios, más que en puntajes
numéricos.
TOMO 2
Los instrumentos de evaluación que aquí encontrará, incluyen:
- Rúbricas
- Cuestionarios
- Hojas de observación de clases
Además, estos instrumentos comprenden una sección que difiere
de otros métodos tradicionales de evaluación, ya que examinan los
procesos mismos de aprendizaje y muestran claramente cómo
trabajar con la evaluación de proceso. Los instrumentos comunican
en forma detallada explicaciones sobre lo que se considera
excelencia al ejecutar cada tarea, y también proveen de sugerencias
claras para el docente.
Estos instrumentos han sido diseñados, sobre todo, para informar y
enriquecer la instrucción. Ellos son capaces de entregar una
retroalimentación bastante completa, que los estudiantes siempre
necesitan para crecer en su proceso de aprendizaje.
Estas herramientas también pueden ser usadas en evaluación de
pares y son útiles para entregar retroalimentación. Antes de la
evaluación, es necesario informar de los instrumentos para que los
estudiantes sepan cuáles son las expectativas que se tienen de su
desempeño.
Luego, durante la fase de evaluación, se utilizan para otorgar
valores a cada área que se desea evaluar. Una vez que a un
instrumento le sea asignado un puntaje determinado, éste debe ser
entregado a los estudiantes para comunicar su calificación, y así
dar información sobre sus fortalezas y debilidades.
Las ventajas de usar una amplia gama de
instrumentos de evaluación
Los docentes pueden incrementar la calidad de su instrucción
directa al enfatizar y enfocarse en detalles en particular a la hora
de evaluar, como modelo para los estudiantes. De esta forma, los
estudiantes pueden contar con guías explícitas sobre lo que los
docentes esperan de ellos. Los estudiantes pueden usar estos
instrumentos como una herramienta para enriquecer su
aprendizaje. Los docentes pueden reutilizar estos instrumentos en
una gran variedad de actividades.
xi APÉNDICE DE RÚBRICAS
Cómo aplicar los instrumentos de evaluación
Autoevaluación
Entregue suficientes copias de los instrumentos a los estudiantes y
pídales que los usen para evaluar objetivamente su propio progreso
en una tarea o proyecto determinado. La evaluación que hagan de
su rendimiento no debería constituir una calificación formal.
Evaluación de pares
Muchas veces, toma tiempo implementar esta práctica en la sala de
clases, por lo que debe ser paciente y permitirse modelar este tipo
de evaluación. Debe enfatizar que la evaluación de pares, como la
autoevaluación, tiene como principal objetivo ayudar a todos a
mejorar su trabajo y desempeño. Al utilizarla, los estudiantes
toman consciencia de que estos instrumentos proveen evidencia
que sustenta sus juicios y opiniones, en caso de que su evaluación
no coincida con la del docente. Nuevamente, proporcionar el
tiempo suficiente para la revisión post evaluación es crucial.
Evaluación docente - estudiante
Utilice los mismos instrumentos que los estudiantes emplearon
para autoevaluarse y para evaluarse en pares. Al entregar el
instrumento corregido, los estudiantes sabrán exactamente qué
hicieron bien y qué necesitan reforzar en el futuro.
En términos generales, el trabajo con estos instrumentos de
evaluación es relativamente sencillo. Identifique el número
máximo de puntos para alcanzar el nivel máximo de rendimiento.
Típicamente, la escala aumenta/ decrece en un punto. La última
columna muestra el puntaje obtenido, basándose en el rendimiento
observado en cada tarea.
El puntaje total se asigna simplemente sumando todos los
valores obtenidos.
Una vez que se han calculado los puntajes, se pueden expresar en
los criterios de desempeño, que son niveles descriptivos de
calidad, comenzando desde el nivel en el extremo inferior de
rendimiento y terminando con el del extremo superior.
3º MEDIO
Rubrics
1. Listening comprehension

Name: Lesson: Date

Criteria
Skills Points
1 2 3 4
Understanding key events Understands 1 or 2 Understands some of Understands many Understands most
or facts. events or key facts. the events or events or key facts, events in sequence or
key facts. mainly in sequence. understands most

Volume 2
key facts.
Understanding details. Gets few or no Gets some important Gets many important Gets most important
important details. details. details. details and key language.

Responding appropriately to Almost never. Sometimes. Most of the time. Nearly always.
features such as: laughter, silence,
etc., and / or accentuation,
intonation, and rhythm.
Answering questions. Answers questions Answers questions Answers questions Answers questions with
with incorrect with some with literal interpretation showing
information. misinterpretation. interpretation. higher level thinking.

Doing tasks. Provides limited Provides some Provides adequate Provides insightful
or no response response to teacher response to teacher response to teacher with
and requires with four with two or three one or no questions
many questions or five questions and questions and or prompts.
or prompts. prompts. prompts.
At the end of the session, the Answer factual Answer factual Summarize the Reveal the sequence of
listener is able to: questions on questions on general beginning, middle, events, providing details
general and specific and end of on dialog, and
information. information. the story. motivation of characters.
Total points

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3º MEDIO RUBRICS APPENDIX xii

 2. Reading comprehension

Name: Lesson: Date

Criteria
Skills Points
1 2 3 4
1. Understands key Understanding one or Understanding some Understands many Understands most events in
events or facts. two events or key facts. of the events or key events or key facts, sequence or understands
facts. mainly in sequence. most key facts.
2. Understands Gets few or no Gets some important Gets many important Gets most important details
details. important details. details. details. and key language.
Volume 2

3. Identifies Identifies one or two Identifies one or two Identifies many topics or Identifies all characters or
characters or characters or topics characters or topics by characters by name in topics by specific name (Old
topics. using pronouns (he, generic name (boy, text (Ben, Giant). Ben Bailey).
she, it, they). girl, dog).
4. Answering Answers questions with Answers questions Answers questions with Answers questions with
questions. incorrect information. with some literal interpretation. interpretation showing
misinterpretation. higher level thinking.
5. Answering tasks. Provides limited or no Provides some Provides adequate Provides insightful
response and requires response to teacher response to teacher with response to teacher with one
many with four two or three questions or no questions
questions or five questions and prompts. or prompts.
or prompts. and prompts.
Total points

Taken and adapted from: http://www.storyarts.org/classroom/usestories/listenrubric.html

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xiii RUBRICS APPENDIX 3º MEDIO

3. Writing process rubric
Step 1 2
Planning / Gets no or limited key
Brainstorming words / ideas.
Uses no or limited key
words / ideas from
planning stage.
Drafting Shows no organization
and structure of first
draft.
Revising Does not add, delete
or rearrange ideas
from the first draft.
Details are not specific
and clear.
Editing Does not correct errors
of: spelling,
punctuation,
capitalization, and
sentence structure.
Publishing Does not write the
final copy in clear
handwriting nor types
correctly on a
computer. Sentence
fluency is poor.
4. Making connections
Dimension 4 3
Text-to-self Without prompting,
connections student can explain
connections with own life
that are closely related to
the text.
Text-to-text Without prompting,
Connections student can explain
connections with other
texts that are similar.
Text-to-world Without prompting,
connections student can explain
connections with the
world that are closely
related to the text.
3º MEDIO
Gets few key words /
ideas
Uses few key words /
ideas from planning stage.
Shows weak organization
and structure of first draft.
Add, deletes or rearranges
a few ideas from the
first draft.
Few details are specific
and clear.
Corrects some errors of:
spelling, punctuation,
capitalization, and
sentence structure.
Writes part of the final
copy in clear handwriting
nor types it correctly on a
computer.
Sentence fluency is poor
in most parts.
Without prompting, student
can explain connections
with own life. However,
they are vaguely related
to the text.
Without prompting, student
can explain connections
with other texts that are
vaguely similar to the text.
Without prompting, student
can explain connections
with the world. However,
they are vaguely related to
the text.
3 4
Gets numerous key words
/ ideas.
Uses most of key words /
ideas from planning stage.
Most of first draft
is organized.
Adds, deletes or
rearranges adequate ideas
from the first draft.
Most details are specific
and clear.
Corrects most of errors of:
spelling, punctuation,
capitalization, and
sentence structure.
Writes most of the final
copy in clear handwriting
or types it correctly on a
computer.
Sentence fluency is strong
in most parts.
2 1
With prompting, student
can explain connections
with own life that are
closely related to the text.
With prompting, student
can explain connections
with other texts that are
very similar to the text.
With prompting, student
can explain connections
with the world that are
closely related to the text.
Points
Gets numerous and detailed
key words / ideas.
Uses all of key words/ ideas
from planning stage.
Uses additional ideas.
First draft is
highly organized.
Volume 2
Adds, deletes or rearranges
numerous adequate ideas
from the first draft.
All details are specific
and clear.
Corrects all the errors of:
spelling, punctuation,
capitalization, and sentence
structure.
Writes the final copy in clear
handwriting or types it
correctly on a computer.
Sentence fluency
is strong.
Total points
Points
With prompting, student
can explain connections
with own life. However,
they are vaguely related
to the text.
With prompting, student
can explain connections
Photocopiable material
with other texts. However,
they are vaguely related
to the text.
With prompting, student
can explain connections
with the world. However,
they are vaguely related
to the text.
Total points
RUBRICS APPENDIX xiv
 Rating Scales
1. Use of reading strategies

Name: Unit / Lesson: Date:

Always Sometimes Never
1. I make predictions before I read. 3 2 1
2. I understand the message-the text makes sense to me. 3 2 1
3. I know when I am having trouble understanding the text. 3 2 1
Volume 2

4. I know the main idea of the text. 3 2 1

5. I understand the words in the text. 3 2 1
6. I understand the punctuation. 3 2 1
7. I know how to find different parts of the text (chapters, pages, beginning, middle, end). 3 2 1
8. I can pick out clues from the reading to help me make an interpretation. 3 2 1
9. I give my opinion-make a judgment-about the text. 3 2 1
10. I support my opinion with details from the text. 3 2 1
11. I know the difference between fact and opinion. 3 2 1
12. I can see similarities and differences between the texts I read. 3 2 1
13. I can make connections between the text and my own life. 3 2 1
14. I can make connections between the text and other subjects. 3 2 1
15. I can pick out words from the story that help me work out the setting. 3 2 1
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xv RUBRICS APPENDIX 3º MEDIO

2. Oral exchange

Student is able to… Yes Partially Points

talk briefly about a topic. 4 3 2 1
ask and answer questions to keep the 4 3 2 1
conversation going.
answer questions including information and 4 3 2 1
details.
use appropriate language expressions and 4 3 2 1
vocabulary.

Volume 2
imitate the model and use correct intonation 4 3 2 1
and pronunciation.
speak naturally without unnecessary pauses. 4 3 2 1
Total points

3. Oral presentation

Name Date
Indicators Excellent Good Satisfactory Unsatisfactory
Topic was covered deeply.
Presentation was well planned and coherent.
Presentation was practiced.
Relevant comments were included.
Opinions / conclusions were supported
by reasons.
Visual aids were useful.
Teacher’s comments

Created by: Publishing team.

4. Writing

Name Lesson Date

Needs
Indicators Acceptable Good Excellent
improvement
Punctuation uses accurate punctuation.

Photocopiable material
Capitalization uses capital letters to begin sentences and for names.
uses graphic organizers and writes a draft.
Content / ideas
adds details to improve the text.
uses subject/verb agreement.
Language and vocabulary uses adequate vocabulary and connectors.
writes complete sentences that make sense.
Spelling writes most words correctly.

Created by: Publishing team.

3º MEDIO RUBRICS APPENDIX xvi

 5. Project

Name(s): Date:
Needs
Process Satisfactory Excellent Points
Improvement
1. Has clear vision of final product. 1 2 3
2. Properly organized to complete project. 1 2 3
3. Managed time wisely. 1 2 3
4. Acquired needed knowledge base. 1 2 3
Volume 2

5. Communicated efforts with teacher. 1 2 3

Needs
Product (Project) Satisfactory Excellent Points
Improvement
1. Format. 1 2 3
2. Mechanics of speaking / writing. 1 2 3
3. Organization and structure. 1 2 3
4. Creativity. 1 2 3
5. Demonstrates knowledge. 1 2 3
Total:
Teacher’s comments:

Source: http://www.sdst.org/shs/library/resrub.html
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xvii RUBRICS APPENDIX 3º MEDIO

Rating Scales
1. Cultural awareness and comprehension (OA B)

OBJECTIVE B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures.
Rating 1 2 3 4 5 6 7
Highly negative Negative Slightly negative Neutral Slightly positive Positive Highly
positive
Criteria: Student demonstrates a attitude regarding… Points
Social

Volume 2
his / her interactions with individuals from different countries.
the benefits of interacting with people from different countries.
his / her participation in international or intercultural social experiences.
his / her interest in developing intercultural relationships.
his / her desire to participate in intercultural experiences in the future.
Cognitive
the way in which his / her thinking has changed as a result of exposure to different cultures.
his / her understanding how learning about specific topics can be enhanced when done in a different culture.
Sensitivity
the art of different cultures.
the music of different cultures.
the political systems or structures of different cultures.
the different art expressions of other cultures.
Self-awareness, taking perspective, empathy
the value of similarities and / or differences among cultures.
the need for tolerance toward different cultural practices, values or beliefs.
the need to provide comprehensive and balanced support for his / her conclusions regarding cultural differences and
similarities.
the fact that differences among people and cultures may be neither good nor bad.
manifestations that are culturally unfamiliar.
Total points:

2. Self - evaluation: Interest in on-going and independent learning (OA C)

Statements Yes Needs improvement

I set challenging and relevant long-term goals.
I demonstrated autonomy in the learning process.

Photocopiable material
I identified strengths and weaknesses of the learning process.
I focused on weaknesses of the learning process.
I showed a positive attitude towards language learning.
I recognized the advantages of learning English for future academic or working life.
I shared the new information about a familiar topic.
I deepened knowledge about a topic by consulting bibliography or reference material.
I showed confidence when consulting reference material.

3º MEDIO RUBRICS APPENDIX xviii

 3. Self-evaluation: Collaborative work (OA D)

Statements Always Usually Often Rarely

I accepted the task with responsibility and carry it out on time.
I set and accepted common goals.
I reached an agreement and come to a decision after a general conversation.
I prioritized and planned group tasks.
I discussed group problems with respect.
I offered solutions and alternatives to solve problems.
Volume 2

I participated actively in order to accomplish tasks.

I showed a positive attitude towards group tasks.
I contributed to maintaining a friendly and cooperative environment.
I completed the assigned tasks on time.
I showed respect for others’ opinions.
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xix RUBRICS APPENDIX 3º MEDIO

 bibliografÍa
UNIT 3
• Azarnoosh, M. (2013). Peer assessment in
an EFL context: Attitudes and friendship
bias. Language Testing in Asia. 3:11.
• Binkley, M., Erstad, O., Herman, J.,
Raizen, S., Ripley, M., Miller-Ricci, M.,
&Rumble, M. (2012). Defining twenty-
first century skills. In Assessment and
teaching of 21st century skills (pp. 17-66).
Springer Netherlands.
• Graham, S., MacArthur, C. and Fitzgerald,
J. (2013). Best practices in writing
instruction. New York, NY: The Guilford
Press.
• Marzano, R. J., Pickering, D., Pollock, J.
(2011). Classroom Instruction that Works:
Research-based Strategies for Increasing
Student Achievement. Alexandria, VA:
Association for Supervision and
Curriculum Development.
• McLaughlin, M. (2012). Reading
comprehension: What every teacher
needs to know. The Reading Teacher,
65(7), 432-440.
• Richards, H. & F. Armstrong (eds.) (2010).
Teaching and Learning in Diverse and
Inclusive Classroom: Key issues for new
teachers. Routledge Publishers.
• Saradananda. (2015). Mudras for modern
life: Boost your health, re-energize your
life, enhance your yoga and deepen your
meditation. London: Watkins Publishing.
• Tomlinson, J., & Bott, L. (2013). How
intonation constrains pragmatic
inference. In 35th Annual Conference of
the Cognitive Science Society, Berlin,
Germany. Cognitive Science Society.
• Ur. P. (2011) A course in language
teaching: practice and theory. Cambridge:
Camdridge University Press.
UNIT 4
• Azarnoosh, M. (2013). Peer assessment in
an EFL context: Attitudes and friendship
bias. Language Testing in Asia. 3:11.
• Binkley, M., Erstad, O., Herman, J.,
Raizen, S., Ripley, M., Miller-Ricci, M.,
&Rumble, M. (2012). Defining twenty-first
century skills. In Assessment and teaching
of 21st century skills (pp. 17-66). Springer
Netherlands.
• Graham, S., MacArthur, C. and Fitzgerald,
J. (2013). Best practices in writing
3º MEDIO
instruction. New York, NY: The Guilford
Press.
• Ikhsan, M. (2017). THE ALTERNATIVE
STRATEGIES FOR TEACHING
READING SKILL FOR EFL STUDENTS.
Komposisi: Jurnal Pendidikan Bahasa,
Sastra, dan Seni, 18(1), 107-118.
doi:https://doi.org/10.24036/komposisi.
v18i1.6517
• Lugavere, M., (2018). Genious Food. New
York. HarperCollins Publishers Inc.
• Marzano, R. J., Pickering, D., Pollock, J.
(2011). Classroom Instruction that Works:
Research-based Strategies for Increasing
Student Achievement. Alexandria, VA:
Association for Supervision and
Curriculum Development.
• Singhal, M. (2001). Reading Proficiency,
reading Strategies, Metacognitive
Awareness and L2 Readers. The reading
Matrix Vol. 1. No.1.
• Tomlinson, J., & Bott, L. (2013). How
intonation constrains pragmatic inference.
In 35th Annual Conference of the
Cognitive Science Society, Berlin,
Germany. Cognitive Science Society.
• Ur. P. (2011) A course in language
teaching: practice and theory. Cambridge:
Camdridge University Press.
SITIOS WEB
• British Council [en línea]
http://esol.britishcouncil.org/magazine
sitio con actividades de comprensión
auditiva y lectora.
• Breaking News English [en línea]
http://www.breakingnewsenglish.com
sitio con actividades de comprensión
auditiva y lectora.
• Houghton Mifflin Harcourt Company.
Education Place [en línea]
www.eduplace.com
organizadores gráficos en inglés y español.
Juegos, worksheets, libros de trabajo,
actividades.
• ReadWriteThink: Internacional Reading
Association [en línea]
www.readwritethink.org
sitio con material de apoyo para docentes.
• Technology: The Online Teacher Resource
www.teach-nology.com
una variada gama de material didáctico
para estudiantes y docentes.
• Davis, Randall. Randall´s ESL Cyber
Listening Lab [en línea]
www.esl-lab.com
muchas actividades de comprensión
auditiva con diferentes temas.
• English Club [en línea]
TOMO 22
www.englishclub.com
Volume
sitio de interés y material de apoyo para
docentes.
Bibliografía para el docente
• BBC Podcasts [en línea]
www.bbc.co.uk/podcasts/
podcasts para trabajar comprensión
auditiva.
• Podcasts in English: Listen and learn [en
línea]
www.podcastsinenglish.com/index.shtml
podcasts con fichas de trabajo.
• Merriam-Webster: Dictionary and
Thesaurus [en línea]
www.merriam-webster.com
Recursos CRA
A continuación se detallan publicaciones
que se pueden encontrar en las Bibliotecas
CRA (Centro de Recursos para el
Aprendizaje) a lo largo del país, las cuales
pueden ser utilizadas en las distintas
unidades.
• Helgesen, Marc, Brown, Steven (1996).
Active Listening Introducing.
Cambridge University Press.
• Murphy, Raymond (1995).
English Grammar in Use.
Cambridge University Press.
• Varios Autores (2007).
Apuntes de inglés.
Parramón.
• Varios Autores.
Diccionario Oxford Compact español-
inglés inglés-español.
Oxford University Press.
• Varios Autores.
Diccionario Pocket inglés-español
español-inglés.
Larousse.
• Varios Autores.
Gramática inglesa comunicativa.
Larousse.
• Varios Autores.
The Oxford Desk Dictionary and
Thesaurus.
Oxford University Press.
BIBLIOGRAFÍA xx
 Guía Didáctica del Docente Tomo 2
Get Real English 3º y 4º medio
Reimpresión 2022 Ediciones Rau y Bodenburg
N° de Inscripción: 310817
ISBN: 9789568694661

Autoras Carmen Patricia Ortega Becerra

Licenciado en Lengua y Literatura Inglesas, Universidad de Chile. Magíster en Lingüística,
mención teorías de aprendizaje de la lengua inglesa, Universidad de Santiago de Chile.
Viviana Andrea Césped Pardo
Grado de Licenciatura en Lengua y Literatura Inglesas, Universidad de Chile. Profesora de
Inglés para Educación Básica y Media. Bachiller en Estudios Iniciales de Ed. Lengua Inglesa,
Universidad Mayor. Magister en Ciencias de la Educación e investigación con Mención en
Docencia Superior, Universidad Central.

Director Editorial Jorge Muñoz Rau

Editor a cargo Ariel Acosta Arancibia
Ruby Inostroza Domínguez
Diseño interior María Jesús Moreno Guldman
Diseño portada Cristina Sepúlveda Aravena
Diagramación digital Marcia Gutiérrez Pavez
Productor grabaciones Rodrigo González Díaz, Profesor de Inglés
Ingeniero grabaciones Ignacio Arriagada Maia, Ingeniero en Sonido
Fotografías 123RF Stock Photos
Gerente de Producción Cecilia Muñoz Rau
Asistente de Producción Lorena Briceño González

Guía Didáctica del Docente Tomo 2

Get Real English 3º y 4º medio
2020 Ediciones Rau y Bodenburg
N° de Inscripción: 310817
ISBN: 9789568694661

Guía Didáctica del Docente Tomo 2

Get Real English 3º y 4º medio
2021 Ediciones Rau y Bodenburg
N° de Inscripción: 310817
ISBN: 9789568694661

El presente libro no puede ser reproducido ni en todo ni en parte, ni archivado, ni transmitido por ningún medio mecánico,
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