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    Cuadernillo de Inglés Tercero de Secundaria 2020

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    Luis Ramon Cota Pineda
    This document provides a lesson plan for an English class for third year secondary students during the 2020-2021 school year. It outlines the weekly schedule from August 24th to September 11th, including the social contexts for language learning, communicative activities, language practices, and expected learning outcomes for each week. Some of the grammatical concepts covered include using discourse markers, talking about past abilities, and using passive voice. Practice activities are provided to help students reinforce these concepts.

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    Cuadernillo de Inglés Tercero de Secundaria 2020

    Uploaded by

    Luis Ramon Cota Pineda
    1K views7 pages
    This document provides a lesson plan for an English class for third year secondary students during the 2020-2021 school year. It outlines the weekly schedule from August 24th to September 11th, including the social contexts for language learning, communicative activities, language practices, and expected learning outcomes for each week. Some of the grammatical concepts covered include using discourse markers, talking about past abilities, and using passive voice. Practice activities are provided to help students reinforce these concepts.

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    Cuadernillo de Inglés Tercero de Secundaria 2020

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    This document provides a lesson plan for an English class for third year secondary students during the 2020-2021 school year. It outlines the weekly schedule from August 24th to September 11th, including the social contexts for language learning, communicative activities, language practices, and expected learning outcomes for each week. Some of the grammatical concepts covered include using discourse markers, talking about past abilities, and using passive voice. Practice activities are provided to help students reinforce these concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views7 pages

    Cuadernillo de Inglés Tercero de Secundaria 2020

    Uploaded by

    Luis Ramon Cota Pineda
    This document provides a lesson plan for an English class for third year secondary students during the 2020-2021 school year. It outlines the weekly schedule from August 24th to September 11th, including the social contexts for language learning, communicative activities, language practices, and expected learning outcomes for each week. Some of the grammatical concepts covered include using discourse markers, talking about past abilities, and using passive voice. Practice activities are provided to help students reinforce these concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7

    Cuadernillo de Inglés

    Tercero de Secundaria
    2020-2021

    DIRECCIÓN DE EDUCACIÓN SECUNDARIA


    JEFATURA DE DEPARTAMENTO
    MESA TÉCNICA
    Week1
    Aug 24th-28th
    Ambientes sociales de aprendizaje Familiar y comunitario
    Actividad comunicativa Intercambios asociados a medios de
    comunicación
    Práctica social del lenguaje Compara la misma noticia
    periodística en varias publicaciones
    periodísticas
     Revisa noticias periodísticas.
    Aprendizajes esperados  Lee noticias periodísticas.
     Contrasta una noticia en varios
    periódicos
     Puede usar “formal discourse
    markers” tales como “to begin
    with”, “furthermore”, “moreover”,
    “regarding” y “in conclusion”

    Remember: Discourse markers are words used not only to connect


    sentences, but also to guide the reader throughout an oral or written text.
    Some discourse markers are used to introduce new information, join ideas,
    add data, or wrap a text.

    Recuerda:
    Los “discourse markers” son palabras que se utilizan no solo para conectar
    oraciones, sino también para guiar al lector a lo largo de un texto oral o
    escrito. Algunos “discourse markers” se utilizan para introducir nueva
    información, unir ideas, agregar datos o ajustar un texto.

    Activity 1:

    Read the following newspaper article and complete Diana’s opinion about it, by
    using the discourse markers from the box.

    Lee el siguiente artículo y completa la opinión que Diana tiene acerca de él.
    Utiliza los “discourse markers” que vienen en la tabla.
    How do colors affect our moods?
    Oh, man, I'm green with envy. I'm so angry I'm seeing red. Oh guys, I'm feeling really blue
    today. 
    We definitely tend to link colors with emotions and there's been plenty of psychological and
    social research on how specific colors actually influence our moods and actions.
     
    But, the effects of color aren't written into our DNA. They're set by personal experience. I
    mean, you could imagine some universal associations between say, a feeling of tranquility
    and the calm blue of the sky, but for Joe Schmoe, blue might also trigger anger and fear
    because it reminds him of the jacket on the playground bully.
     
    The cultures we live in also tend to dictate how we read certain colors. Like in the west, we
    think of white as representing purity and innocence, but in some eastern cultures, it's the
    color of mourning.
     
    The lack of consensus hasn't stopped advertisers from using those cultural differences to try
    and influence our buying decisions or office managers from relying on color information
    theory to increase productivity in the workplace.

    Taken from: https://www.tweentribune.com/article/tween78/how-do-colors-affect-our-moods/

    Diana’s opinión:

    *furthermore (más alla), *moreover (además)

    *in conclusion (en conclusión)

    *to begin with (para empezar)

    Well ______________________, I think it’s always good to recognize your emotions.


    _______________, to know them and how they affect you and the people around you. I
    have read this article in different publications, but this one seems to be more clear.
    __________________, I like the way they explain how colors have a different meaning
    depending on the region. ___________________, I recommend reading this article
    because it’s the one that addresses the issue of how colors affect our moods.
    Week 2
    Aug 31st – Sept 04th
    Ambientes sociales de aprendizaje Familiar y comunitario
    Actividad comunicativa Intercambios asociados a información de uno
    mismo y de otros.
    Práctica social del lenguaje Comenta experiencias propias y de otros en
    una conversación.
     Escucha y revisa conversaciones sobre
    Aprendizajes esperados experiencias personales.
     Comprende sentido general, ideas
    principales y detalles.
     Comparte experiencias personales en
    una conversación
     Puede expresar habilidades en el
    pasado utilizando “could” y “be able to”

    Remember: We use “could” to talk about a general ability in the past.

    Example: When I was younger, I could run faster.

    We use “be able to” when we want to talk about something one managed to do
    in a specific situation in the past and it required more effort to do so.

    Example: We were able to finish the test on time.

    Here you need to use the verb to be in its past simple form:

    *I was/wasn’t able to *They were/weren’t able to

    *She was/wasn’t able to *You were/weren’t able to

    *He was/wasn’t able to *We were/weren’t able to

    *It was /wasn’t able to

    And you need to write a verb in simple form after the preposition “to”

    Example: I wasn’t able to get up early


    Recuerda: Usamos “could” (podría) para hablar de una habilidad general en
    el pasado.

    Ejemplo: cuando era más joven, podía correr más rápido.

    Usamos “be able to” (ser capaz de) cuando queremos hablar sobre algo que
    uno logró hacer en una situación específica en el pasado y requirió más
    esfuerzo para hacerlo.

    Ejemplo: pudimos terminar la prueba a tiempo.


    Aquí necesitas usar el verbo “to be” (ser o estar) en pasado simple:
    *I was/wasn’t able to *They were/weren’t able to

    *She was/wasn’t able to *You were/weren’t able to

    *He was/wasn’t able to *We were/weren’t able to

    *It was /wasn’t able to

    And you need to write a verb in simple form after the preposition “to”

    Example: I wasn’t able to get up early

    Y necesitas escribir un verbo en forma simple después de la preposición "to"

    Ejemplo: no fui capaz de levantarme temprano

    Activity 2
    Think of a verb that can complete the sentences below. Then write it down.

    Piensa en un verbo que pueda completar las siguientes oraciones y después escríbelo

    1. My sister could _____________ ballet when she was in kindergarten.


    2. I _______ able to break the record of the most famous kid in school.
    3. Peter could ______________ climb trees and also ________ really high.
    4. My friends _____________ able to emigrate to USA.
    5. We _______________ able to _____________ the festival.
    Week 3
    September 07th – 11th
    Ambientes sociales de aprendizaje Familiar y comunitario
    Actividad comunicativa Intercambios asociados al entorno
    Práctica social del lenguaje Expresa quejas sobre un producto
     Escucha y revisa quejas sobre
    Aprendizajes esperados productos.
     Interpreta sentido general, ideas
    principales y detalles de quejas.
     Compone quejas orales.
     Puede utilizar la voz pasiva
    (Passive voice) tanto en tiempo
    presente como en pasado.

    Remember: The passive voice is used when the object receiving the action is
    the most relevant part of the sentence. To form passive voice sentences, you
    need the object + veb to be + verb in past participle

    Example: The car was fixed last week (Past simple passive voice)

    Presidents are elected by the people (Present simple passive voice)

    Recuerda: La “voz pasiva” (Passive voice) se usa cuando el objeto que recibe
    la acción es la parte más relevante de la oración.

    Para formar oraciones de voz pasiva, necesitas el objeto + verb to be + verbo


    en pasado participio

    Ejemplo: el coche fue arreglado la semana pasada (Voz pasiva en


    pasado simple)
    Los presidentes son elegidos por el pueblo (Voz pasiva en presente simple)
    Activity 3

    Match each active voice sentence to their respective passive voice sentence.
    Use different colors.
    Une cada oración de voz activa con su respectiva oración de voz pasiva. Usa
    diferentes colores.

    1. My brother did his homework a) The movie was seen three times
    2. I watched TV last night b) The homework was done by my brother
    3. Julia took the French test c) The French test was taken
    4. Tom saw the movie three times d) TV was watched by me last night
    5. Melissa washed the windows. e) The windows were washed by Melissa

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