UNIT

12 SESSION 1
WE ARE DIFFERENT
Activity 1
Diseases
Did we know that, in all countries of the world people do not
suffer the same diseases?
We describe the conditions that favor the diseases among
members of a community.
If we already know them, we discuss the reasons that we know,
and if we don’t know them, we talk with our classmates why we
think this is possible.
Regarding the discussed diseases, what is the most affected
part of the body?
How often must we have a medical checkup, in order to
prevent diseases?
When I finish
this unit, I will
be able to:
-Express
- personal
opinions, feelings and
ideas.

-Relate
- my own life to
the one of others.

-Write
- sentences and
short paragraphs
following a logical
sequence.

-Compare
- my cultural
practices in food,
clothing, housing
and entertainment
with those of English -
Speaking countries.

230 On going/En marcha

 12 UNIT

En marcha/On going 231

UNIT
12 SESSION 1
HUMAN BODY

Activity 1

Step 1

Discuss
I think about myself, if I can change my appearance,
what I would like to change in me? Why?
I discuss with my pair what is better: making a change
in my appearance or working to accept me as I am.
We share our conclusion with the rest of the class.

Step 2

Place Where it belongs

We write in a piece of paper the name of parts of the body that we
know, the teacher draws on the blackboard a big human body.
We go to the front and paste the part of the body that we already
wrote where it corresponds.
We find out what part of the body is the best known.

Step 3

Simon says
We follow my teacher’s instruction. When the teacher says “Simon
Says”, if I confuses I have to past and take the place of my teacher.

Simon Says: touch your head…

We comment with our partner what are the similarities and

differences when writing and pronouncing the parts of the body in
English and in Spanish.
We work in our notebook.
232 Tool backpack/Mochila de herramientas
HUMAN BODY
SESSION 2
12 UNIT

Activity 2

Step 4
Vocabulary
Notice
With my partner I read and practice the Vocabulary. I can -- Face
investigate more vocabulary in the Web. -- Head
I visit the website “watch it” to improve my pronunciation. -- Hair
-- Neck
-- Palm
Step 5
-- Finger
-- Hand
Unscramble -- Shoulder
I unscramble what part of the body is and draw an arrow to the -- Elbow
right place in the picture. -- Arm
I work in my notebook and I follow the example. -- Chest
-- Wrist
-- Navel
aehd head -- Leg
-- Stomach
ecnk -- Knee
-- Ankle
lpam -- Foot
-- Heel
irtsw -- Toe

eken

oatcsmh

gle

Watch it!
I follow the link.
Here I can play with the parts of the body.
http://www.mundoprimaria.com/juegos/ingles/vocabulario/1-2-
primaria/286-juego-partes-cuerpo/index.php Watch it!
-- I visit this website.
-- Here, I learn the
Step 6
correct pronunciation
of part of the body.
Dialogue http:/aprendeinglessila.
We create a dialogue with one of my classmates. We have to use com/2013/01/
the parts of the body. vocabulario-partes-
del-cuerpo-body-parts-
We use our creativity, and then we present the dialogue in front of
en-ingles-de-basico-a-
the classroom. avanzado-2/
I visit the website “watch it” to improve my knowledge.

Mochila de herramientas/Tool backpack 233

UNIT
12 SESSION 3
TIME

Activity 3

Step 1

Read
I read IT’S LATE in the Telesecundaria book, Conceptos,
1st grade, Vol. III page 514.
I choose a character and perform the dialogue with my group,
in front of the class.
I respond orally to the following questions.

--What time is it when Pedro tells Felipe to hurry?

--What am I doing at that time? Why?
--What time is it when they arrive at the auditorium?
--What’s my mom doing at that time? Why?

Step 2

Give the Numbers

I work with my partner, and I read aloud the following numbers.
5.32 – 7.46 – 9.55 – 10.05
12.15 – 3.30 – 2.45 – 1.20

Step 3

Give me the Time

I mark in the clock the time that is requested to me, and I write
using numbers the hour that the clock represents.
I follow the example and I work in my notebook.

What time do I wake up in the morning? 6:00

What time do I usually have lunch?

What time do I do my homework?

What time do I go to bed at night?

234 Tool backpack/Mochila de herramientas

 TIME
SESSION 4
12 UNIT

Activity 4

Step 4

Study
Remember when you ask for the time, you can use: Watch it!
--What time is it? -- I follow this link.
--What’s the time? -- Here I learn more
--Could you tell me the time please? about the time
and the correct
The answer to the questions use the following structure:
pronunciation.
https://www.
It is Minutes Past / to The time youtube.com/
watch?v=ItXtQGHnp1E
--I use past for the first 30 minutes.
--I use to for the second 30 minutes.
--I use half for 30 minutes.
--I use quarter for 15 minutes.
--I use o’clock for the exactly hour.
I follow the link “watch it” to practice the correct pronunciation.

Step 5

What time is it? Vocabulary

I ask to my partner for the time, my partner answers the
following time. I follow the example. -- Half
-- Quarter
10:05 it is five past ten -- Past
5:40 it is twenty to six -- O’clock
7:20
8:15
5:25
11:45
My Schedule
Step 6
-- I enlist all the activities
of my day, and the
The Clock
time when they are
I indicate on the clocks the given time. performed.
I use the vocabulary and I work in my notebook. -- It helps me to
practice to give the
- It’s five o’clock - It’s a quarter to five time and improve my
memory.

- It’s half past two - It’s seventeen to eleven

- It’s two minutes past four

Mochila de herramientas/Tool backpack 235

UNIT
12 SESSION 5
DESCRIBING PEOPLE

Activity 5

Step 1

My Mother and my Grandmother

My partner doesn’t know neither my mother nor my grandmother,
so I have to describe each one.

Step 2

Physical and Emotional Characteristics

I think about my physical and emotional characteristics. I make
a drawing that represents them.
I present in front of the class my drawing and I explain my
characteristics.

Step 3

My Classmate
I choose one of my classmates; nobody has to
know who he or she is.
Pictures I describe him or her. I try to use specific
-- I bring some pictures characteristics, because the rest of the group has
from my house. to guess who my classmate is.
Those pictures could
be of my brother and
sister or my father
and grandparents.

236 Tool backpack/Mochila de herramientas

DESCRIBING PEOPLE
SESSION 6
12 UNIT

Activity 6

Step 4
Watch it!
My Family -- I visit this website.
I use the pictures that I bring from home, and I have -- Here I can learn
to describe them. more about
I follow the correct structure to describe persons. how to describe
persons and
Ask about the person practice on line.
http://www.
What does He / she Look like? inglesmundial.com/
Basico/Leccion3/
He / she Has Adjective Hair Gramatica.html
Is His / her Hair Adjective? https://www.
youtube.com/
Describe physically watch?v=cjtWit3Hgg8
He / she Adjective With Color + hair

I exchange my work with one of my classmates and we correct

each other.
I visit the websites “watch it” to improve my knowledge.
Vocabulary
Step 5
-- Tall
-- Short
Read -- Thin
I read in silence THEY’RE PRETTY in the Telesecundaria book, -- Fat
Conceptos, 1st grade, Vol. I page 529. -- Pretty
With my group we choose characters and perform the dialogue in -- Good
front of the classroom, we use the vocabulary, -- Looking
We answer the following questions. -- Long
-- Curly
--Who is thin and tall and has a mustache?
--Who has dark brown hair?
--Who is thin, tall and pretty?
--Who are pretty?

Step 6
Self Evaluation
Complete -- I check out my
participation in all
I complete the following sentences with real information; I can use
activities.
names of my classmates. -- I assign myself a
-- ___ is very ____. score from 1 to 10.
-- ___ is a ____ person. -- I explain why I am
-- ___ has ____ hair. giving me that
-- ___ is a very ___ woman. score.
-- ___ has ___.

Mochila de herramientas/Tool backpack 237

UNIT
12 SESSION 7
DESCRIBING THINGS

Activity 7

Step 1

Guess what is?

My teacher brings to the classroom a bag with many things inside.
With my eyes covered with a scarf, I take an object from the bag
and I describe it, to identify what object is it.

Step 2

Adjectives
I classify all the adjectives that I found in the class, I follow the box,
and I can use the adjectives from the vocabulary.
Vocabulary
Opinion Size Age Shape Color Origin Made of Finality
-- Wonderful
-- Small
-- Big I share my result with my classmates.
-- Short
-- New
-- Antique Step 3
-- Plastic
-- Wooden
-- Gold My Classroom
-- Plate I use the adjectives that the previous sentences and write at list two
-- Paper sentences describing my classroom.
-- Industrial Follow the example.
-- Washing
I feel good in my comfortable, small, new, square, brown
and white, Guatemalan, brick and educational classroom.

238 Tool backpack/Mochila de herramientas

DESCRIBING THINGS
SESSION 8
12 UNIT

Activity 8

Step 4

Analyze Watch it!

I comment with my partner: -- I visit this website.
-- Here I can evaluate
-- One of these kinds of adjectives is more important than others. myself or just
practice about
I notice that in English: the adjectives have a specific order when describing things.
I describe a person or thing. The order is: http://www.
ejerciciodeingles.
Opinion Size Age Shape Color Origin Made of Finality com/ejercicios-orden-
adjetivos-descriptivos-
quiz/
I don’t have to write one of each but is important that the adjectives
that I use follow that order. All of them come before the noun or subject.
I try to describe my uniform. I write about it in my notebook.
I consult the link “watch it” to improve my knowledge.

Step 5

Order
I order the following words, using the specific order of the adjectives.
I comment with my classmates.
I work in my notebook.
Follow the example.
Self Evaluation
-- handsome, tall, young men.
-- I check out my
-- European / white / rare / car. participation in all
-- experienced / young / English / teacher. activities.
-- table / brow / square / wood. -- I assign myself a
score from 1 to 10.
-- big /plastic / gray / bag.
-- I explain why I am
giving me that
score.
Step 6

Write
I write five sentences describing my things.
I exchange with one of my classmates and we correct each other.

Mochila de herramientas/Tool backpack 239

UNIT
12 SESSION 9
ADJECTIVES OF QUANTITY

Activity 9

Step 1

Sand or Stars
I have to find the forms to quantify the sand and the stars,
without using a number.
I discuss with my partner what is the largest amount?
And why do I think so?
I share my conclusion with the rest of my classmates.

Step 2

Without Numbers
I observe the pictures and try to express the quantity without
use a number.

Step 3

Draw
I go out of the classroom and draw something from the school
that exemplifies the words of the vocabulary.
I follow the example.

A few

240 Tool backpack/Mochila de herramientas

ADJECTIVES OF QUANTITY
SESSION 10
12 UNIT

Activity 10

Step 4

Study
The adjectives of quantity are used to show the amount of nouns.
These adjectives do not tell us the exact number but it tells us an
approximate amount.
I analyze the following sentences.
-- Pedro has little knowledge about technology.
-- Rocio eats the whole apple.

Step 5
Vocabulary
Write
-- Whole
I use the information about adjectives of quantity and the -- Some
words from the vocabulary and then I write 10 sentences -- Little
about my environment using these adjectives. -- All
-- No
-- Enough
-- Few
-- Any
-- Much
-- Many
-- A lot of

Step 6

Complete
I choose the adjective of quantity from the vocabulary and
complete the sentences bellow. Watch it!
I work in my notebook. -- I visit the website.
-- Here I can find
-- There is ___water in the pot. more examples
-- The cat drinks___ milk. of how to use
the adjectives of
-- I really eat ____.
quantity and I can
-- Is ___ food for me? practice too.
-- There are ____ students in the classroom. http://www.
juntadeandalucia.es/
averroes/~04002507/
Short Paragraph files/rincones/english/
I write a short paragraph about my life, using the adjectives grammar_site/
of quantity. quantity.htm
I visit the website “watch it” to improve my knowledge.

Mochila de herramientas/Tool backpack 241

UNIT
12 SESSION 11
LINGUISTIC AND CULTURAL DIVERSITY

Activity 11

Step 1

Around the World

I observe the picture.

I think, if I could change a culture and choose one of the ones
I see in the picture, will I choose and why?
I meet with my classmates who chose the same culture as I did.
I discuss with my group the positive and negative aspects of
belonging to the culture that I chose.

Step 2

My Culture
I draw the aspects or traditions that I like the most about my culture.
I change my classroom into an art gallery and as a group we
present our drawings.
While my classmates admire my art, I expose them about my
culture.
Investigate
-- I investigate the
cultures that are Step 3
native of The United
States of America. Compare
After the art gallery, I find the differences between other cultures
exposed by my classmates and mine.
We write these differences in our notebook.

242 Tool backpack/Mochila de herramientas

LINGUISTIC AND CULTURAL DIVERSITY
SESSION 12
12 UNIT

Activity 12

Step 4

Mental Map
Read the following information and make a mental map
with the information provided.

Cultural diversity is the variation of cultures, this reflect

the multiplicity and interaction of cultures in the world.
Cultural diversity is manifested by the diversity of
language, religious beliefs, etc.
Multiculturalism implies the existence of different
cultures in a given territory, as is the case of Guatemala
and the United States of America and is recognizing the
other as distinct but involves establishing equal relations
between groups.
The Universal Declaration of Human Rights recognizes
that interculturalism is a dialogue among equals.
Interculturalism is understood as the search of what
people have in common without giving up the differences
of each culture, leading to enrichment. It seeks dialogue
with respect between groups that are culturally
different.

Step 5

Write a Song
I write a song as a way to promote multiculturalism.
I make some musical instruments made of recycled materials.
I present the song to the rest of classmates.

Step 6
At Home
-- I work the “Collage
Write of Words”.
I write a short paragraph about:
--What activities are performed in my community that promote
interculturalism?
--As young people, what can we do to live in an intercultural society?
--Why is it important to recognize multiculturalism?
--I work in my notebook and I share with my classmates.

Mochila de herramientas/Tool backpack 243

UNIT
12 SESSION 12
Cont. Activity 12

COLLAGE OF WORDS
I illustrate the following words;
With the pictures I create a collage and I present my collage
on the wall.
I use this vocabulary to work the next two projects.

A lot of Looking
All Many
Ankle Much
Antique Navel
Any Neck
Arm New
Big No
Chest O´clock
Curly Palm
Elbow Paper
Enough Past
Face Plastic
Fat Plate
Few Pretty
Finger Quarter
Foot Short
Gold Shoulder
Good Small
Hair Some
Half Stomach
Hand Tall
Head Thin
Heel Toe
Industrial Washing
Knee Whole
Leg Wonderful
Little Wooden
Long Wrist

244 Tool backpack/Mochila de herramientas

ORAL PROJECT
SESSION 13
12 UNIT

Activity 13

We are all Equal

We think of an activity that can be developed to promote
multiculturalism in our community.
We present our proposal to our classmates; we use supporting
material to be convincing.
We hear the proposals of others with respect and attention, and then
all of us will vote for the best proposal to do it.

Mochila de herramientas/Tool backpack 245

UNIT
12
Integridad
Es una cualidad humana
que le da, a quien la posee,
la autoridad para decidir
y resolver por sí misma,
cuestiones vinculadas a su
propio accionar.
¿Qué características tiene
la evaluación de los
proyectos?
- La evaluación de los
proyectos es un proceso
sistemático, reflexivo,
innovador, acumulativo,
continuo e integral.
• Hace uso de instrumentos
técnicos, flexibles y
participativos que dan
validez y confiabilidad a los
resultados obtenidos, por
medio de autoevaluación
coevaluación y
heteroevaluación.
Relación entre lo
aprendido y su aplicación
para la vida cotidiana:
- Permite visualizar el avance
de los aprendizajes.
- Optimiza la información
obtenida y los recursos
utilizados para
fundamentar las opiniones.
- Promueve la solidaridad.
- Es flexible ante cambios
necesarios.
Inventario de productos
elaborados
Es el registro ordenado de
los productos elaborados
durante la ejecución de los
11 proyectos integradores,
realizados durante el ciclo
escolar.
246 Work table/Mesa de trabajo
SESSION 14
Project 12 Activity 14
Evaluation of Projects:
My Portfolio of Learning
Entre nosotros
Nivel aula: DPA
Preparación 30 minutos
¿Qué es la evaluación anual de proyectos?
Es la forma de interpretar, verificar y presentar lo que hemos aprendido durante
el ciclo escolar.
Requerimiento para la actividad
Presentación del portafolio con los resultados o productos de los once
(11) proyectos integradores, realizados durante el ciclo escolar, cada uno
acompañado del instrumento de evaluación utilizado durante el proceso.
Paso 1 60 minutos
¿Qué se presentará?
La compilación de todas las etapas diseñadas del Portafolio de Aprendizaje,
trabajadas en cada uno de los momentos de los 11 proyectos anteriores.
Paso 2 210 minutos
Determinar las formas de presentación
Selección de las evidencias de mi aprendizaje
En el portafolio registro las reflexiones, aportes, fotografías, resúmenes, síntesis,
comparaciones, ensayos, documentos y otros para enriquecer el contenido
del mismo.
Además selecciono las evidencias de mi portafolio que demuestran mi
esfuerzo y dedicación. Puedo utilizar las evaluaciones de cada proyecto, como
evidencia del proceso formativo y de mejora continua durante el ciclo escolar.
Elaboración de una guía
La tabla que se presenta ofrece una guía para analizar cada proyecto:
Aprendizajes
Lo que Lo que
Proyecto significativos
me gustó no me gustó
adquiridos
1. Autobiografía
2. Gobierno escolar
3. Diagnóstico de nuestra comunidad
4. Presentación del diagnóstico
y cronogramas de proyectos
5. Día de la salud
6. Día de la salud
7. Feria del emprendimiento
8. Feria del emprendimiento
9. Feria del emprendimiento
10. Festival de arte y cultura
11. Festival de arte y cultura
Continuación
Paso 2 12 UNIT

Elaboración de un inventario de productos

Con la orientación del facilitador:
Elaboro un inventario de los productos registrados en el portafolio y lo utilizo
para el análisis de la demostración, como elemento final de los aprendizajes
desarrollados durante el ciclo escolar.

Activity 15 SESSION 15

Entre nosotros
Nivel aula: DPA
Tradición familiar
Son costumbres que se
Ruta de la salud transmiten de generación
Con la orientación del facilitador realizo mi ruta de la salud. En esta oportunidad en generación. Se considera
ejercitaré el músculo bíceps femoral. como propio de la familia
(patrimonio familiar).

Paso 3 90 minutos
Integración del proceso

Puesta en común Mi ruta de salud

Reflexionamos acerca de los aprendizajes obtenidos durante la realización Bíceps femoral
de los 11 proyectos. - Sentado sobre el suelo
Redactamos un informe general de los resultados obtenidos. con la columna recta.
Presentamos un plan de acción, para dar seguimiento al proyecto de vida - Separo las piernas, rectas.
- Con las manos sujeto el
del próximo ciclo escolar.
tobillo derecho, estirando
sobre la pierna derecha.
Paso 4 180 minutos - Mantengo la columna
recta, mirando hacia
Presentación de la demostración de lo aprendido. el frente sin flexionar
las rodillas, mantengo
Lo mejor de mi portafolio la postura durante 30
El portafolio se presenta con una propuesta integral del emprendimiento para el segundos.
desarrollo y calidad de vida personal, familiar y/o comunitaria. - Cambio de pierna
Expongo de forma breve el informe realizado y comparto la tabla guía utilizada y repito el ejercicio 5
para analizar cada uno de los proyectos. veces de cada lado.
Con los aportes del grupo presento las grabaciones, fotografías o productos de
todos los proyectos para una memoria digital de lo realizado en los proyectos.

Paso 5 30 minutos
Portafolio educativo Sitios Web sugeridos
- https://portfolium.com
Realizo la autoevaluación de mi portafolio, recuerdo ser objetivo.
- https://www.tumblr.com
Socializo mis hallazgos con los compañeros, y compañeras de clase. - https://www.blogger.
Me reúno con un grupo de compañeros para analizar la coherencia com
entre el proceso educativo desarrollado en nuestro instituto, con los
acontecimientos diarios. Argumento mis observaciones.
Utilizo el ejercicio final de semaforización, para reflexionar y llegar a las
conclusiones que me permitan saber si alcancé el perfil deseado en el grado
que cursé.

Mesa de trabajo/Work table 247

UNIT
12 SESSION 16
QUIZ

Activity 16

The Clock
I have three sheets; I draw in each one a clock with different times.
I work with one of my classmates and I ask him what time is it?
While I show him the clock. Then my classmate has to write the time in
his notebook.

Write
I write in my notebook the correct number in the parentheses.

( ) Thirteen
( ) Three
( ) Nineteen
( ) Fourteen
( ) Six
( ) Three
( ) Seven
( ) Eleven
( ) Four
( ) Eighteen
( ) Fifteen
( ) Twelve
( ) Seven
( ) five

248 Work table/Mesa de trabajo

 SESSION 16
12 UNIT

Parts of the Body

I observe the picture and I write in my notebook the name of each part
of the body that has a number.

2
3

4
5

6
7

10
11
Describe
I observe where I am sitting and I describe it.
I describe the clothes I’m wearing, my shoes and my backpack.
I use the adjectives in the correct order.

Opinion Size Age Shape Color Origin Made of Finality

I remember, analyze and write my progress

90 a 100: I did it with excellence. Dark green

76-89: I succeeded. Light green
60-75: I can improve. Yellow
0-59: In process. Red

Mesa de trabajo/Work table 249