Cuadernillo de Inglés

Tercero de Secundaria
2020-2021

DIRECCIÓN DE EDUCACIÓN SECUNDARIA

JEFATURA DE DEPARTAMENTO
MESA TÉCNICA

Ambientes sociales de aprendizaje
Actividad comunicativa
Práctica social del lenguaje
Aprendizajes esperados
Week1
Aug 24th-28th
Familiar y comunitario
Intercambios asociados a medios de
comunicación
Compara la misma noticia
periodística en varias publicaciones
periodísticas
 Revisa noticias periodísticas.
 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.

Ambientes sociales de aprendizaje
Actividad comunicativa
Práctica social del lenguaje
Aprendizajes esperados
Week 2
Aug 31st – Sept 04th
Familiar y comunitario
Intercambios asociados a información de uno
mismo y de otros.
Comenta experiencias propias y de otros en
una conversación.
 Escucha y revisa conversaciones sobre
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.

Ambientes sociales de aprendizaje
Actividad comunicativa
Práctica social del lenguaje
Aprendizajes esperados
Week 3
September 07th – 11th
Familiar y comunitario
Intercambios asociados al entorno
Expresa quejas sobre un producto
 Escucha y revisa quejas sobre
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
2. I watched TV last night
3. Julia took the French test
4. Tom saw the movie three times
5. Melissa washed the windows.
a) The movie was seen three times
b) The homework was done by my brother
c) The French test was taken
d) TV was watched by me last night
e) The windows were washed by Melissa