Presentación
Estimados estudiantes, madres y padres de familia, tutores, maestras y maestros; la secretaría de Educación y Deporte del Estado de Chihuahua y los Servicios educativos del Estado (SEECH) a través de la Dirección de Educación Secundaria y Superior, en colaboración con el Departamento de Secundarias Generales, pone a sus disposición el presente material que constituye un apoyo para el trabajo educativo a distancia que se implementará, según las condiciones actuales, durante el primer periodo de estudios del ciclo escolar 2020-2021. Los esfuerzos realizados desde cada figura de la estructura educativa han sido invaluables para garantizar la continuidad de la prestación del servicio educativo. El diseño de estrategias y de materiales son una clara manifestación de profesionalismo, compromiso, colaboración y de un espíritu fortalecido por la adversidad que busca en todo momento remediar las barreras para el aprendizaje y la desigualdad de circunstancias existentes en las niñas, niños y adolescentes (NNA) que conforman la matrícula escolar del nivel de secundarias generales. En este cuadernillo de trabajo se incluyen los contenidos esenciales y actividades correspondientes a las asignaturas que se cursarán en el presente ciclo escolar, a excepción de la asignatura de vida saludable que se incluirá en un apartado adicional. Los docentes titulares de cada asignatura darán continuidad a las actividades aquí propuestas, para ello, notificarán oportunamente a los estudiantes el uso que se le dará a este material, por lo que es importante estar pendientes de esas y otras indicaciones. Mención aparte amerita el trabajo de acompañamiento y apoyo que realizan las madres, padres de familia y tutores en cada hogar que indudablemente favorece el logro de aprendizajes y representa una oportunidad más para que las familias y el personal directivo y docente de las escuelas fortalezcan los procesos de comunicación necesarios para que el aprovechamiento de los recursos sea el óptimo y potencie el desarrollo cognitivo, social y emocional de todos los NNA.
Créditos
Coordinación general Efraín Araiza Sánchez Nancy Gabriela Contreras González Juan Guillermo Paredes Morín Edición y diseño Jesús Acevedo Paredes Coordinador estatal de asignatura Silvia Sepúlveda Martínez Responsables de contenido Adela Murillo Sánchez Silvia Sepúlveda Martínez María de Jesús Ortiz Chávez Norma Luz Enríquez Márquez Rosa Isela López Hernández Joel Rolando González Quezada Jaime de la Torre Torres
FIRST TRIMESTER
UNIT ONE
Look at the pictures and answer
Environment Family and community. Communicative activity Exchanges associated purposes.
What do the pictures show? to
specific
Social Practice of the language Express support and solidarity with daily problems.
What problem do they reveal? What is their purpose?
Product Public service announcement (PSA). Learning goals Express reasons of interest in a problem. Define ways of expressing according to the interlocutor.
What do you think about the message transmitted in the announcement?
Pictures
The pictures are Public Service Announcements (PSAs) The definition is below: A public service announcement (PSA) is a message in the public interest disseminated without charge, with the objective of raising awareness of, and changing public attitudes and behavior towards, a social issue. Think about three Public Service Announcements (PSAs) you have seen in your town Topic
Purpose
Message
Place
1
2
3.
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FIRST TRIMESTER
UNIT ONE
Look at the PSAs (Public service announcements) and answer the questions below: 1.
What issues do the PSA (Public Service Announcement) want to raise awareness about? • • • •
Alcohol and driving Global warming Endangered species Deforestation
2. What do those issues have in common?
3. Do any of those issues represent a problem in your town or area? Are they a matter of concern to you? Why?
4. What textual or visual images do they use to transmit the message? What are the symptoms of COVID-19 infection
5. Which announcement do you support the most? Why?
Before your read, take a quick look at the title of the text “What are the symptoms of COVID-19 infection” and answer the questions: 1.
What do you think the text is about?
2. What do you know about the topic?
Symptoms of COVID-19 vary in severity from having no symptoms at all (being asymptomatic) to having fever, cough, sore throat, general weakness and fatigue and muscular pain and in the most severe cases, severe pneumonia, acute respiratory distress syndrome, sepsis and septic shock, all potentially leading to death. Reports show that clinical deterioration can occur rapidly, often during the second week of disease. Recently, anosmia – loss of the sense of smell – (and in some cases the loss of the sense of taste) have been reported as a symptom of a COVID-19 infection. There is already evidence from South Korea, China and Italy that patients with confirmed SARS-CoV-2 infection have developed anosmia/hyposmia, in some cases in the absence of any other symptoms. (Taken from ecdc.europa.eu/en/covid19/questionsanswers).
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FIRST TRIMESTER
UNIT ONE
Once read, answer the questions below: 1.
What is the text about?
2. Where can you find it? 3. What is the purpose of the text? 4. What are the symptoms of COVID-19? 5. What is anosmia? 6. If a relative of yours were diagnosed with COVID-19, what would you do?
7. What do you think about COVID-19?
Match the sentences in the left with the ones on the right: Expressing support and solidarity about daily problems…… We use words like should, could, ought to and had (´d) better with an infinitive verb. Example: You should breathe deeply continuously throughout the test to make sure you do not have severe pneumonia.
Write the answers to the questions expressing your own opinions. Use the ideas in the last exercise. What can you do if someone hurts you? What if you see someone bullying a friend? What can you do if someone sends you abusive text message?
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FIRST TRIMESTER
UNIT ONE
Product: Public service announcement (PSA) • • •
Scan the unit and make a list of useful expressions you might use in your announcement Prepare a script with the details you would like to add in your PSA Write the script of the announcement. Decide the number of scenes and the necessary expressions that you want to add. Draw your Public service announcement:
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FIRST TRIMESTER
UNIT TWO
Environment Recreational and literary. Communicative activity Literary expression.
Instructions: Look at the pictures and imagine what is happening, after that read the story “Dream Comes True” and solve the exercises bellow.
Social Practice of the language Read theater plays. Product Write a short story). Learning goals Read short plays and understand general meaning, main ideas and details
Dream Comes True Once, poor Bhiku went to Bansi Lal's shop. Bansi Lal asked Bhiku, "Why are you standing here like this?" Bhiku said, "Last night I saw a dream." “What about the dream?" Bansi Lal smiled. "I saw that I would get gold here, in front of your shop," Bhiku replied seriously Bansi Lal laughed and said, "You fool, dreams never come true. If dreams came true, then I tell you what I saw in my dream. In my dream I saw that there is gold underground in your courtyard." Bhiku rushed back. On the way he kept thinking, "May be dreams do come true." He reached home and started digging in his courtyard. Suddenly his shovel struck a pot. He took out the pot. It was filled with gold coins. Bhiku happily said, "Thanks to Bansi Lal who teased me about my dreams. Now I am no longer a poor man." Thus it is true that courage and patience can make dreams come true.
Exercise 1: Write in the parenthesis the letter according to the order of the story happened. a) End of a story b) Middle of a story c) Beginning of a story
1 ( 2( 3(
) Bansi said: Dreams never come true ) Bhiku found a pot filled with gold coins ) Bhiku was standing out of Bansi Lal’s shop
Exercise 2: After to read the story, answer the next questions: 1.
What are the names of the two men who are talking out of the shop?
2. Who is the shop’s owner? 3. What did Bhiku dream? 4. What did Bansi dream? 5. What did Bhiku find in his courtyard?
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FIRST TRIMESTER
Exercise 3: According to the story, match the images with the vocabulary. 1.
(
UNIT TWO
a)
b)
c)
d)
e)
f)
g)
h)
) Pot
2. (
) Dream
3. (
) Backyard
4. (
) Gold
5. (
) Laughed
6. (
) Coins
7. (
) Shovel
8. (
) Digging
Instructions: Read the first part of a story and solve the exercises bellow. The Story of The Prodigal Son There was a very rich person. He had two sons. The first son was hard working. He always obeyed his father. He was very good and nice person. But the second son was totally different from the first son. He was lazy. He did not work in his father’s field. He was disobedient to his father. He wanted to lead a gay and free life.
First Son (Older )
One day, the younger son said to his father. “Father, give me my share of property." The father felt very sad. He divided the property. The second son took his share of property. He left home with his share. He went to a distant land. There he made a lot of friends. He spent his property lavishly on his friends, foods and drinks. He had many bad habits too. He wasted all the money. Soon he was left with no money. His friends saw this. They all deserted him one by one. At that time, there was a famine in that land. He could not get any job. None of his friends gave him food or money. He was forced to take up a very mean job. His job was to feed the pigs. Very often he ate the food kept for the pigs. He was very sad about his present conditions. He soon began to think of his father and his brother. He said to himself, “In my father’s house, even the servants have enough food. They get good shelter too. But here, I am struggling for food and shelter. I will go back to my father. I will beg him to take me as his servant." So, decided the prodigal son set out for his father’s house. In the meantime, his father was always thinking of his second son. He would sit near the windows. He would look out at the road, expecting his son to return home.
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Second Son (Younger)
FIRST TRIMESTER
UNIT TWO
Exercise 1: Order the time line about what happened to the younger Son according to the story.
(
(
)
(
)
(
)
(
)
)
(
)
1. He said to his father. “Father, give me my share of property." 2. He left home with his share and he went to a distant land. 3. He made lot of friends and spent his property in foods and drinks. 4. Soon, he had neither friends not money. 5. He could not get any job, he only found one feeding the pigs. 6. He decided will go back to his father and to ask him a job as his servant. Exercise 2: Identify the characteristics of the older and the younger Rich man’s sons, write the correct letter in the parenthesis according to the story. A. First Son ( Older ) B. Second Son ( Younger ) 1. (
) He was hardworking.
2. (
) He was lazy
3. (
) He was obedient
4. (
) He was a good person
5. (
) He loved freedom
6. (
) He was disobedient
7. (
) He was nice
8. (
) He didn’t work
Exercise 3: Choose the correct answer to the next questions according to the story. 1. ( ) Who asked to his father to give him his part of the property? a. b. c. d. 2. ( a. b. c. d.
The First Son The Neighbor The Second Son The Father ) What did the father do? He spent the property He divided the property He said not He laughed
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FIRST TRIMESTER
3. ( a. b. c. d. 4. ( a. b. c. d. 5. ( a. b. c. d.
) How did the father feel? Sad Happy Satisfied sleepy )What did the younger Son do? He stayed at home He worked the land He traveled to a distant land He went to France ) How did the younger Son spend the money? He bought a house With friends, in food and drinks He save it A car
6. ( ) When the younger Son lost his money and friends, what did he decided? a. b. c. d.
To get married To call his father To go back to his father house To go vacations again
Instructions: Read the second part of the story “the prodigal son” and answer the exercises bellow. Exercise 1: Complete the next sentences according to the story.
UNIT TWO
Part two…. One day his father saw his son coming at a distance. He ran out of his house in great joy. He met his son on the way. His son knelt down. He said, “Father, I am not fit to be your son. Take me as your servant." His father lifted his lovingly. He embraced him. He turned to his servants. He said, “Bring the best robe. Put it on my son. Put a ring on his fingers and shoes on his feet. Kill the fatted calf. Prepare a feast. Let us eat and enjoy. My son was lost. Now he is fount.” The elder son was returning from his work. He heard the sound of the music and dancing from his house. He asked one of his servants about it. His servant told his, “Your brother has come. Your father is rejoicing at his return. A fatted calf has been killed to prepare for a delicious feast and the celebration." The first son was angry. He refused to enter his house. The father came out. He begged his elder son to come in for rejoicing. The elder son said, “I have obeyed you all these years. I have done all your works. But you never gave me even a kid to enjoy with my friends. This son wasted all your money and property. And you order a fatted calf for him!" His father replied, “My dear son, you are always with me. All my property is yours. Your younger brother was dead. Now he is alive. He was lost. Now he is found. Therefore should we not rejoice?" The elder son understood the love behind the words of his father. He forgot everything about his younger brother. He decided to take part in the celebration. He was happy.
1. When his father saw his son arriving home, he run out of his house in________________________________________.
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UNIT TWO
FIRST TRIMESTER
Instructions: Write a short story, you can use ideas and details from the two studied stories and draw or use some images to describe what is happening in your story: ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
2. Prepare a feast. Let us eat and enjoy. My son was lost, Now _______________________________________.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
3. The first son was angry. He refused to_______________.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
4. “My dear son, you are always with me. All my property is yours. Your younger brother was dead, now ________________________.
______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________
5. He decided to take part in the celebration. He was _____________________________.
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