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GUÍA DIDÁCTICA DEL DOCENTE

TOMO 3

GET REAL

io d e m 4 Y 3 H S ENGLI Carmen Patricia Ortega Becerra • Viviana Andrea Césped Pardo

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 Editor a cargo

Jorge Muñoz Rau Ariel Acosta Arancibia Ruby Inostroza Dominguez 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

GET REAL ENGLISH 3˚ y 4˚ MEDIO

Guía didáctica del docente Tomo 3 Get Real English 3º y 4º medio 2020 Ediciones Rau y Bodenburg N° de Inscripción: 310818 ISBN: 9789568694685 Autoras

El presente libro no puede ser reproducido ni en todo ni en parte, ni archivado, ni transmitido por ningún medio mecánico, electrónico, de grabación, CD-Rom, fotocopia, microfilmación u otra forma, sin la autorización escrita del editor. Impreso RR Donnelley Chile Se terminó de imprimir 7.048 ejemplares en el mes de diciembre de 2019.

TOM O

EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN PROHIBIDA SU COMERCIALIZACIÓN

GUÍA DIDÁCTICA DEL DOCENTE

GET REAL

TOM O

io d e m 4 Y 3 H S ENGLI Semestre 3 - 4º Medio

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.

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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. 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

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Youth Rights and Responsibilities................................ 220

Propuesta de planificación.................................................................................... 220 Apéndice de contenido complementario........................................................ 255 Apendice de material complementario fotocopiable........................... 258 Complementary activity........................................................................................... 259 Final test............................................................................................................................. 263 Writing template........................................................................................................... 265 Solucionario..................................................................................................................... - Texto del Estudiante ........................................................................................................... - Actividadescomplementarias.............................................................................................. - Examen Final......................................................................................................................

266 266 267 268

Transcripciones............................................................................................................. 269

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Discoveries and Creations ................................................ 272 TOMO 3

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Propuesta de planificación.................................................................................... 272 Apéndice de contenido complementario........................................................ 308 Apendice de material complementario fotocopiable........................... 310 Complementary activity............................................................................................ 311 Final test............................................................................................................................. 315 Writing template........................................................................................................... 317 Solucionario..................................................................................................................... - Texto del Estudiante ........................................................................................................... - Actividades complementarias............................................................................................. - Examen Final......................................................................................................................

318 318 320 320

Transcripciones............................................................................................................. 321

READING BANK............................................................................................................................ ix APÉNDICE DE RÚBRICAS.......................................................................................................... xi BIBLIOGRAFÍA............................................................................................................................. xx

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INTRODUCCIÓN

TOMO 3

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 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.

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.

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

INTRODUCCIÓN

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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.

• 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.

TOMO 3

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”.

• 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.

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: • 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. • 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.

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INTRODUCCIÓN

eSTRUcTURa de La Gdd UN T

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Clase 1

1h. pedagógica

Do you Remember?

Clase 2

1h. pedagógica

Lección 1

Clase 3 - 6

4h. pedagógicas

Lección 2

Clases 7 - 10

4h. pedagógicas

Check Your Progress

Clase 11

1h. pedagógica

UNIDAD 5

1. Brainstorm some words and expressions related to the concept below. Complete the diagram in the Activity Book.

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UNIDAD UNIT55 lEccIóN lESSON 1

Answers will vary.

UNIDAD 5 lIBRO DE AcTIVIDADES

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

aPéNdice de coNTeNido comPlemeNTario

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.

Ventana de habilidades de aprendizaje Estrategias de comprensión auditiva: Predicción

Fuente: Ahmed, R. (2015). Voices: Five essential listening skills for English learners. Retrieved from: https://www. britishcouncil.org/voices-magazine/fi ve-essentiallisteningskills-english-learners

Ventana de habilidades de aprendizaje Estrategia de comprensión auditiva: Uso de conocimiento previo

Explique a sus alumnos que ahora que es hora de recodar qué saben y cuánto conocen sobre el tema de la primera lección de la unidad. Por ejemplo, puede invitarlos a mirar las fotografías e inferir de qué se tratará el texto auditivo. Fuente: Equipo editorial.

Cuando los alumnos hacen predicciones antes de escuchar, generan hipótesis sobre el tipo, el propósito o el contenido de un texto. Estas hipótesis proporcionan un marco y mejoran la comprensión. Fuente: Anderson, n. J. (2005). l2 strategy research. Handbook of research in second language teaching and learning (757-772). Mahwah, NJ, Lawrence Erlbaum Associate

Ventana de habilidades de aprendizaje Estrategia de comprensión auditiva: Enfoque en la información relevante

Invite a los estudiantes a escuchar en inglés enfocándose en información relevante como algunas palabras claves que les permitan desarrollar la idea y entender el mensaje principal. Dígales que no es necesario entender todas las palabras cuando escuchan, que se enfoquen en ciertas palabras y no todos los detalles que no alterna el mensaje. Fuente: Equipo editorial

lesson 2 Giving Responsibilities to Young People Teoría e investigación Estrategias de comprensión de lectura

Ventana pedagógica Uso de diagramas para registrar conocimientos previos

Los diagramas son herramientas muy útiles que los docentes pueden promover en el aula para que los estudiantes registren sus aprendizajes previos de una manera gráfica y visual. Sobre todo, son muy prácticos en las etapas finales de cada lección o unidad, ya que permiten a los estudiantes volver a ellos para contrastar aprendizajes y completar con nuevos aprendizajes y posterior contraste con lo ya aprendido.

La investigación respalda que la instrucción explícita de estrategias de comprensión aumenta la comprensión de los estudiantes. Además, el uso de un repertorio de estrategias de comprensión de lectura mejora el razonamiento de los lectores. La instrucción explícita generalmente involucra un proceso de varios pasos, durante el cual los maestros gradualmente liberan la responsabilidad de los estudiantes. Fuente: McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), 432-440.

Fuente: 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

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UNIDAD 5 APÉNDIcE DE cONTENIDO cOMPlEMENTARIO UNIT 5

ESTRUCTURA DE LA GDD

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TOMO 3

Explique a los estudiantes que, cuando escuchan, también es posible obtener la “imagen completa” pero con una diferencia crucial: la información viene en una secuencia. Y en esa secuencia de información, hay palabras de contenido (los sustantivos, adjetivos y verbos) que pueden ayudarles a formar esa imagen. A menudo llamamos a esto “escuchar lo esencial”. Por ejemplo, las palabras “comida”, “amigos”, “diversión”, “parque” y “día soleado” tienen sus propios significados, pero cuando se escuchan en secuencia, pueden ayudar a formar el contexto de un picnic.

TOMO 3

Ventana de enseñanza Modelando las estrategias

TIEMPO

4h. pedagógicas

Lección 4

Clase 17 - 21

5h. pedagógica

Subject Connections

Clase 22

1h. pedagógica

Project

Clase 23 y 25

2h. pedagógicas

Final Check And Review

Clases 25 y 26

2h. pedagógica

Evaluación formativa 2

Clase 27 y 28

2h. pedagógica

Evaluación Final

Clase 29

1h. pedagógica

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55 UN T 5

Answers will vary.

Piece of news: Positive for Youth Paper.

Answers will vary.

and to improve the quality of education.

3 Brainstorm and write some ideas you think you will find in the text.

levels of the educational system, to set minimum standards of education

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encompasses the obligations of the students to avoid discrimination at all

Additionally, this right includes a responsibility to provide basic education

for individuals who have not completed primary education. Also, it

education accessible to all.

225 248

lesson 1 Defining Human Rights

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CLASES

Clase 13 - 16

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 a los alumnos que completen el crucigrama y que compartan sus respuestas con la clase. Permítales utilizar un diccionario, de ser necesario. Puede dibujar el crucigrama en la pizarra y que algunos estudiantes pasen adelante a completarlo. Dígales: Complete the crossword puzzle. You can use a dictionary if necessary. Draw the puzzle on the board and invite some students to the front to complete it.

desarrollo Before listening

The Declaration of Human Rights…is based on the principle that all human beings are born free and equal in dignity and rights. When a human right is violated…the mechanisms to address those violations are weak

Defining Human Rights

c. When a human right is violated

lesson 1

b. The Declaration of Human Rights

clase 3

iNicio Dé a los alumnos unos minutos para leer lo que harán en la lección 1, ayudándoles a identificar el contenido, las habilidades y las

Pregúnteles: Do you know any expressions related to the topic of human rights? In your opinion, which are those words or expressions that are related to it? Aliéntelos a dar respuestas sin temor a que esten buenas o malas, para que las escriban en el diagrama y ayúdeles a pensar qué pueden hacer para mejorar, resolver problemas, obtener ayuda en caso que lo necesiten, etc. Dígales: Write all the words you can think of in the diagram in your Activity Book. Revise sus respuestas

Human rights are the rights…you have simply because you´re human.

iNicio 3. You are going to listen to a recording about human rights. Think of what you already know about this topic and write, in your notebook, a list of ideas you think will be included in it. Explique a sus alumnos que escucharán una grabación sobre los derechos humanos. Pídales que hagan una lluvia de ideas y anticipen lo que oirán. Si es necesario, revise lo visto la clase anterior. Por ejemplo, usted puede decirles lo siguiente: What do you think the recording is about? Explíqueles: You are going to have some time to think about what you think the recording is going to be. Check your notes from previous class, if necessary.

a. Human rights

posible sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño.

117

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cierre Para cerrar, motive a los estudiantes a compartir si sienten que las personas con distintas nacionalidades comparten sus mismos derechos y responsabilidades, y que justifiquen sus respuestas. Dígales: Do you think people from other countries living in Chile have the same rights and responsibilities as Chilean citizens? Explain. Al terminar, los estudiantes deben reflexionar sobre el trabajo que realizaron en esta sección. Anímelos a que sean lo más específicos

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1 n pairs, read and complete the following statements. Then, share your ideas with the class.

about this topic and write, in your notebook, a list of ideas you think will be included in it.

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Answers will vary.

3 You are going to listen to a recording about human rights. Think of what you already know

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Answers will vary.

clase 4

Discuss which of the underlined words in the text express: a. Addition b. Contrast c. Reason

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Human Rights

116

Answers will vary.

a. Can you define “citizen” in your own words? b. What is a naturalized citizen? c. Which are some of the duties and responsibilities of a citizen? d. What are two rights guaranteed to citizens in the U.S. Constitution?

Answers will vary.

cierre Invite a los estudiantes a compartir sus opiniones sobre el tema, expresando cual de los derechos presentados ellos consideran el más importante en sus vidas actuales y por qué. Dígales: Which of the rights just presented do you consider to be the most important in your everyday life? Why do you think that? Share your answers with the whole class.

The right to education is recognized as a human right in

primary education for everybody and an obligation to develop secondary

Taken and adapted from: https://bit.ly/2UjCsua

international conventions, which recognize a right to free, compulsory

They should obey all laws. In wartime, they must serve in the armed forces when required to.They have to pay taxes to support the services and programs of the government. Good citizens vote in elections to manifest their opinion on how the government should be run. In addition to a national citizenship, people are citizens of a state and a city. They have similar rights and responsibilities in each level of citizenship.

Human right:

Citizens of a country are usually issued a passport.

TOMO 3

Page 120 – Student’s Book

Think about what you already know about the topic. Have a look at pictures (a-d) and decide which human rights they illustrate.

1 c.

As a citizen of your country, you have some rights, but you have duties and responsibilities, too. U.S. law, for example, guarantees the rights and duties of all citizens. It doesn´t matter what U.S. state the citizen lives in, the rights are equal for all citizens. This is because the U.S. Constitution is the supreme law of the land. The rights of citizens of the United States are protected in the Bill of Rights. A citizen has the right to speak without restraint and the right to religious freedom. A citizen who is accused of a crime has a right to a fair trial and a trial with a jury. In exchange for their rights, citizens have duties and responsibilities.

2. Think about what you already know about the topic. Have a look at pictures (a-d) and decide which human rights they illustrate. Antes de comenzar la actividad, obtenga las ideas de los estudiantes sobre el significado de la globalización del concepto. Anímelos a trabajar en parejas y escriba una lista de palabras que les vengan a la mente. Haga que los estudiantes observen las imágenes y las relacionen con los derechos humanos que ellos conocen. Digales: Have a look at the pictures Luego prégunteles: What do they refer to? What do you think they are? Anímelos a usar su creatividad para explicar y expresar los derechos que pueden identificar.

Human Rights

54 Brainstorm some words and expressions related to the concept below. Complete the diagram in the Activity Book.

n pairs, choose a human right you would like to know in depth, and search for some information about it. Organize the information you have collected and write a short paragraph (5-6 sentences).

oralmente. Por ejemplo, puede dibujar el diagrama en la pizarra e ir invitando a los estudiantes a pasar adelante para completarlo.

Strategy in mind Use of previous knowledge.

Activities from the Student’s Book

Defining human rights

Before listening

Responsibilities of Citizenship

Youth Rights and Responsibilities

Lesson 1

Read this article and answer the questions below.

Muestra interés en desarrollar habilidades y conocimientos con el fin de aplicarlos en su futuro campo académico y/o laboral. • Explica los derechos de la juventud en la sociedad. • Señala los deberes y responsabilidades de la juventud con la familia y la sociedad. • Explica los riesgos de no cumplir con ciertos deberes y proporciona ejemplos.

LECCIONES

Lección 3

Al principio de cada unidad, la Guía Didáctica del Docente cuenta con una propuesta de planificación.

UN T

do you remember? Las actividades diseñadas para esta sección permitirán activar los conocimientos previos del estudiante. Explique a sus estudiantes que, una vez que hayan elaborado sus planes de aprendizaje en la sección anterior, revisarán lo que pueden hacer y saber en inglés, antes de comenzar esta unidad. Para empezar, es importante que los estudiantes relacionen los conceptos de Rights y Duties a su vida cotidiana.

AE 04 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes, relacionados con derechos y deberes de la juventud. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta. • Utilizar expresiones para hacer peticiones formales. • Relacionar ideas por medio del uso de conectores: In other words…, For instance…, Even though, Such as y So (if ). • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategias variadas, como elaboración y corrección de modelo escrito. OFT Usa las habilidades comunicativas para exponer ideas, opiniones, sentimientos y experiencias de manera coherente y fundamentada. • Describe actividades de riesgo para la juventud y sus consecuencias. • Señala las obligaciones que tiene la juventud. • Expresa opinión sobre los derechos que tiene la juventud en la sociedad.

1h. pedagógica

4º MEDIO

Unidad 5

Entrada de unidad

Clase 12

TIEMPO

4° Medio - Semestre 1

CLASES

UNIDAD 5 PlANIfIcAcIóN

Page 117 – Student’s Book

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE

TOMO 3

DO YOU REMEMBER?

clase 2

TOMO 3

AE 02 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como solicitudes y artículos relacionados con derechos y deberes de la juventud. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar el orden de los elementos en las preguntas indirectas. • Reconocer la relación entre ideas por medio de conectores: : In other words , For instance , Even though, Such as y So (if ). • Usar estrategias de lectura rápida y focalizada. • Discriminar información relevante de la accesoria para sintetizar el significado del mensaje. • Integrar la expresión oral y escrita.

4º MEDIO

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

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LECCIONES

Evaluación Formativa 1

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE

2. Discuss which of the underlined words in the text express: Después de terminar de discutir las preguntas, invítelos a mirar nuevamente el texto, que se enfoquen específicamente en las palabras destacadas y se imaginen qué representan. Diga a sus estudiantes: Focus on the underlined words. Luego, pregúnteles: What do they express? How do you know? Support your ideas. Asegúrese de que entienden las ideas y no pase a la fase siguiente si es que no es así.

4º MED O

Expresión Escrita AE 12 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes de trabajo, relacionados con sueños y anhelos. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar el uso del segundo condicional. • Usar verbos y frases modales como it might be a good idea, it might be better if you save the money for the trip. • Relacionar ideas por medio del uso de conectores como in fact, as long as, even though, even if, provided that. • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategiasvariadas, como elaboración de modelo escrito, corrección, conciencia de propósito y de audiencia.

4º MED O

Expresión Oral AE 11 Expresarse oralmente por medio de monólogos de aproximadamente tres minutos y de diálogos de aproximadamente 16 intercambios breves y simples que incorporen las funciones comunicativas de años anteriores y las funciones de describir situaciones hipotéticas y persuadir. Para ello, deben: • Utilizar frases hechas, expresiones idiomáticas y oraciones breves y simples conectadas entre sí. • Aplicar vocabulario temático de la unidad. • Aplicar el uso del segundo condicional, usando verbos y frases modales como it might be a good idea, it might be better if… • Expresar coherencia en las ideas mediante el uso de conectores como in fact, even though, even if, provided that. • Pronunciar de manera inteligible sonidos de años anteriores y sonidos /ð/ y /θ/ en palabras como the, three. • Utilizar variadas estrategias, como autocorrección, reformulación de oraciones y uso de señales lingüísticas.

UN T 5

Comprensión de Lectura AE 10 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como artículos, cartas y solicitudes de trabajo, relacionados con sueños y anhelos. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar estructuras que describen situaciones hipotéticas y posibilidades irreales en el futuro. • Identificar expresiones para persuadir. • Reconocer la relación entre ideas por medio de conectores como in fact, as long as, even though, even if, provided that. • Usar estrategias de lectura rápida y focalizada. • Realizar inferencias a partir del texto y justificarlas. • Integrar la expresión oral y escrita.

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 poemas, anuncios y entrevistas, relacionados con sueños y anhelos y que contemplan las funciones de describir situaciones hipotéticas o irreales en el futuro y persuadir. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar estructuras que describen situaciones hipotéticas y posibilidades irreales en el futuro. • Identificar expresiones para persuadir. • Reconocer la relación entre ideas por medio de conectores como in fact, as long as, even though, even if, provided that. • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/ propios del inglés en palabras como the, three. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita.

Unidad 5

Expresión Escrita AE 04 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes, relacionados con derechos y deberes de la juventud. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta, por ejemplo: Can you tell me where the bank is? • Utilizar expresiones para hacer peticiones formales, como Could you open the door, please? Would you mind not smoking here, please? • Relacionar ideas por medio del uso de conectores como as long as, even though, even if. • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategias variadas, como elaboración de modelo escrito, corrección, conciencia de propósito y de audiencia.

4° Medio - Semestre 1

Expresión Oral AE 03 Expresarse oralmente por medio de monólogos de aproximadamente tres minutos y de diálogos de aproximadamente 16 intercambios breves y simples, que incorporen las funciones comunicativas de años anteriores y las funciones de solicitar y dar información de manera indirecta. Para ello, deben: • Utilizar frases hechas, expresiones idiomáticas y oraciones breves y simples conectadas entre sí. • Aplicar vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta, por ejemplo: Can you tell me where the bank is? • Relacionar ideas por medio del uso de conectores como even though, even if. • Utilizar expresiones para hacer peticiones formales como Could you open the door, please? • Pronunciar de manera inteligible sonidos de años anteriores y sonidos /ð/ y /θ/ en palabras como the, three. • Utilizar variadas estrategias, como autocorrección, reformulación de oraciones y uso de señales lingüísticas.

TOMO 3

Comprensión de Lectura AE 02 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como solicitudes y artículos relacionados con derechos y deberes de la juventud. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar el orden de los elementos en las preguntas indirectas. • Reconocer la relación entre ideas por medio de conectores como as long as, even though, even if. • Usar estrategias de lectura rápida y focalizada. • Discriminar información relevante de la accesoria para sintetizar el significado del mensaje. • Integrar la expresión oral y escrita.

TOMO 3

Objetivos de Aprendizaje

Comprensión Oral AE 01 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 anuncios, charlas o conferencias, relacionados con derechos y deberes de la juventud y que contemplan las funciones de solicitar y dar información de manera indirecta y describir procesos y hechos en secuencia. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar el orden de los elementos en las preguntas indirectas. • Identificar expresiones para dar y reportar información de forma indirecta. • Identificar expresiones para describir procesos y secuencia de hechos. • Reconocer expresiones para hacer peticiones formales. • Reconocer la relación entre ideas por medio de conectores como as long as, even though, even if. • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/ propios del inglés en palabras como the, three. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita.

desarrollo 1. Read this article and answer the questions below. Invite a sus alumnos a abrir sus libros. Dígales: Open your book on page 3 and read the text in silence. Asegúrese de que están entendiendo todo el texto. Deles suficiente tiempo para leerlo cuidadosamente. Después de que terminen, pídales lo siguiente: Discuss questions a-e in pairs. Compruebe las respuestas oralmente.

ProPUesTa de PlaNificacióN

Tiempo: 28 horas TOMO 3

Unidad 6: Discoveries and Creations

Tiempo: 28 horas

Objetivos de Aprendizaje

vii

Youth Rights and Responsibilities

5 Semestre 2 - 4º Medio

Semestre 1 - 4º Medio Unidad 5: Youth Rights and Responsibilities

TOMO 3

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE

La Guía Didáctica del Docente incluye una sección llamada Apéndice de Contenido Complementario, con soporte teórico para cada una de las lecciones del Texto del Estudiante (información útil sobre lenguaje, vocabulario, metodología y estrategias).

complementary activity Esta actividad fotocopiable tiene como objetivo complementar las actividades vistas a lo largo de la unidad, reforzando principalmente las habilidades orales y de escritura. Puede utilizarla al finalizar una clase, dependiendo del ritmo de trabajo de sus estudiantes.

Diagnostic Test Esta actividad evaluativa tiene como objetivo evaluar la conducta de entrada de los alumnos. Puede realizarla antes de comenzar la primera lección. Evalúela utilizando la siguiente tabla:

Diagnostic test Great (9 points) You are achieving the learning goals. Keep on working hard!

Good (8 – 7 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (6 - 5 points)

Not good enough (Less than 5 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.

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 ( 20 points) You are achieving the learning goals. Keep on working hard!

Good (19 – 17 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (16 – 12 points)

Not good enough (Less than 12 points)

Formative Test 2 Great (15 points) You are achieving the learning goals. Keep on working hard!

Good (14 – 12 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

final Test 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.

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OK (12 – 9 points)

Not good enough (Less than 9 points)

Template Este template es un modelo de un correo electrónico formal, 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.

UNIDAD 5 APENDIcE DE MATERIAl cOMPlEMENTARIO fOTOcOPIABlE

4º MEDIO

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

La Guía Didáctica del Docente incluye una sección llamada Apéndice de Material Complementario Fotocopiable, el cual incluye actividades fotocopiables adicionales (junto a su descripción de uso y tablas de evaluación) tales como actividades complementarias, evaluaciones de diagnóstico, evaluaciones formativas, extra tests, y templates de texto adicionales.

4º MEDIO

Página 116

1. Respuestas sugeridas a. a native or naturalized person who owes loyalty to a government and is entitled to protection from it b. People who are not natural-born citizens can become citizens of that country. c. They have a duty to serve on a jury when asked. They should obey all laws. In wartime, they must serve in the armed forces when required to. They have to pay taxes to support the services and programs of the government. d. A citizen has the right to speak without restraint and the right to religious freedom. 2. a. and b. but c. because Página 117

2. Los conceptos presentados son: a. Libertad (freedom), b. libertad de culto o religión (religious freedom), c. Libertad de expresión (fredom of speech), d. derecho migratorio (right to migration). Página 118

2. The text is a report, and its purpose is to inform about human rights. 3. All pictures are related to human rights. a. Equality; b. World War II; c. Justice; d. 30 articles of human rights. 4. a. Human rights are the rights you have simply because you´re human. b. No, it’s been discussed for centuries, but the modern affirmations come from after WWII. c. In 1948. d. Some of them are: freedom from torture or slavery, freedom of movement and residence, freedom of expression, religion, or peaceful assembly, etc. Página 119

1. Las Respuestas pueden variar. Revise que estas sean pertinentes respecto de lo que escucharon en la pista de audio. 2. Las Respuestas pueden variar. Revise que estas sean pertinentes respecto de lo que escucharon en la pista de audio y el tema de los derechos humanos.

Página 121

1. a. youth; b. jobless; c. wealth; d. decrease Página 122

Key words complain: (v) To express dissatisfaction, pain, uneasiness, resentment, or grief. wonder: (v) To think or speculate curiosity. support: (v) To bear or hold up (a load, mass, structure, part.); serve as a foundation for. behavior: (n) Manner of behaving or acting. improve: (v) To bring into a more desirable or excellent condition. Hotspot: (n) A place of significant activity. Smart Reading a. Young people are facing an uncertain future because their dreams of education and job opportunities have disintegrated, for reasons far beyond their control. b. “Positive for Youth” wants to provide more opportunities and better support to teens. c. A significant benefit of providing support to the youth is, for example, a 25% reduction in anti-social behavior. Página 122

La Guía Didáctica del Docente incluye un solucionario con todas las respuestas del Texto del Estudiante y Material Fotocopiable Complementario.

Your analysis Posibles respuestas a. Youth and opportuinities b. They were promised a wealth of prospects if they stayed in education or took up the wide range of training opportunities. c. it a tsunami of jobless young people and many more teenagers wondering what the future holds. d. This is a program, supported by local partnerships, where buses and vans drive into local areas and provide youth services such as sport, education, IT, music, fun activities as well as sexual health advice. e. It means that the cost of the program is low compared to the benefits it brings to young people and society. Página 124

Language in Use iii. Alternatives 1. Respuestas abiertas. Cerciórese de que sus respuestas justifiquen el por qué están de acuerdo (agree) o en desacuerdo (disagree).

266

UNIDAD 5 SOlUcIONARIO

4º MEDIO

STUDENT’S BOOK - UNIT 5 - PAGE 118 - EXERCISE 1

What are human rights? A human is a member of the hom*o-sapiens species, a man, woman or child; In other words, a person. Rights are “guarantees”; So human rights are the rights you have simply because you´re human. The idea of human rights is that each one of us, no matter who we are or where we are born, is entitled to the same basic rights and freedoms. Human rights are not privileges, and they cannot be granted or revoked. They are inalienable and universal. That may sound simple, but it gets incredibly complicated as soon as anyone tries to put the idea into practice. What exactly are the basic human rights? Who gets to pick them? Who enforces them, and how? The history behind the concept of human rights is long. Throughout the centuries and across societies, religions, and cultures, we have struggled with defining notions of rightfulness, justice, and rights. But one of the most modern affirmations of universal human rights emerged from the ruins of World War II, with the creation of the United Nations. In 1948, the UN General Assembly adopted the Universal Declaration of Human Rights, which was written by an international committee chaired by Eleanor Roosevelt. This document lays the basis for the modern international human rights law. The declaration is based on the principle that all human beings are born free and equal in dignity and rights. It lists 30 articles recognizing, for instance, the principle of nondiscrimination and the right to life and liberty. It refers to negative freedoms, like the freedom from torture or slavery, as well as positive freedoms, such as the freedom of movement and residence. It encompasses basic civil and political rights, such as freedom of expression, religion, or peaceful assembly, as well as social, economic, and cultural rights, such as the right to education and the right to freely choose one’s occupation and be paid and treated fairly. In past decades, international human rights law has grown, deepening and expanding our understanding of what human rights are, and how to better protect them. So if these principles are so well-developed, then why are human rights abused and ignored time and time again all over the world? The problem, in general, is that it is not at all easy to universally enforce these rights or to punish transgressors. Even though the Universal Declaration of Human Rights is highly authoritative and respected, it is a declaration. It is not a hard law. Then, when individual countries violate it, the mechanisms to address those violations are weak. So, although the main bodies within the UN in charge of protecting human rights monitor and investigate violations, they cannot force states to change a policy or compensate a victim, for example.

TOMO 3

Autoevaluación

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

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.

STUDENT’S BOOK - UNIT 5 - PAGE 120 - EXERCISE 1a

- In other words… - For instance… - Even though… - Such as… - So (If)…

La Guía Didáctica del Docente incluye las transcripciones de todos los audios correspondientes al Texto del Estudiante, Cuaderno de Actividades, y Material Fotocopiable Complementario.

STUDENT’S BOOK - UNIT 5 - PAGE 126 - EXERCISE 1

My daughter, Madeline, is nine years old. She has some chores to do at home and they will change as she gets older. She will have more responsibilities but, for now, these are her daily chores: She starts with making her bed every morning. Then, she puts things away in her room. Today it wasn’t that messy. It is her responsibility to keep her room clean. She does the dishes she uses, too. She started doing this during her summer break. It is also her responsibility to pick up her toys, because she is the one that plays with them. As I always say, if you make a mess, you must clean it up.

a. b. c. d. e. f.

STUDENT’S BOOK - UNIT 5 - PAGE 127 - EXERCISE 1

Bullying Smoking cigarettes or illegal drugs Decreased communication Wasting money Not sleeping enough Riding a bike without a helmet or talking on the phone.

UNIDAD 5 TRANScRIPcIONES

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.

RUBRICS APPENDIX

UNIT 5 • 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 twentyﬁrst century skills. In Assessment and teaching of 21st century skills (pp. 17-66). Springer Netherlands. • Donnelly, Jack. (2013). Universal human rights in theory and practice. Ithaca: Cornell University Press. • 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). • Roosevelt, E. (2000). Universal declaration of human rights in English, Spanish, French, Chinese, Russian, Arabic. Bedford, MA: Applewood Books. • Teaching and Learning in Diverse and Inclusive Classroom: Key issues for new teachers. Routledge Publishers. • 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.

La Guía Didáctica del Docente incluye un Apéndice de Evaluación, con un set de instrumentos de evaluación tales como rúbricas y escalas de valoración, para evaluar el desempeño de los estudiantes respecto de lenguaje, habilidades colaborativas, proyectos generales y otras tareas.

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.

63 STUDENT’S BOOK - UNIT 5 - PAGE 119 - ENGLISH SOUNDS - EXERCISE b

/ ð / the- though – them - their - those – they / θ / thing – think - throughout

269

BIBlIogRAfÍA

Cómo aplicar los 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.

b. Throughout the centuries and across societies…

4º MEDIO

APÉNDICE DE RÚBRICAS Instrumentos de evaluación

62 STUDENT’S BOOK - UNIT 5 - PAGE 119 - ENGLISH SOUNDS - EXERCISE a

a. The idea of human rights is that…

TOMO 3

1. Respuestas abiertas

TraNscriPcioNes Página 120

Speaking workshop 1. b. i. Education ii. Opinion de los estudiantes. Cerciorese de que sus opiniones tengan que ver con el tema y que estén minimamente fundamentadas.

4º MEDIO

UNIT 6 • Azarnoosh, M. (2013). Peer assessment in an EFL context: Attitudes and friendship bias. Language Testing in Asia. 3:11. • Graham, S., MacArthur, C. and Fitzgerald, J. (2013). Best practices in writing 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 • Kolbert , E., (2014). The Sixth Extinction. New York : Henry Holt and Company • 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. • Teaching and Learning in Diverse and Inclusive Classroom: Key issues for new teachers. Routledge Publishers. • 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 • 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

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muchas actividades de comprensión auditiva con diferentes temas. • English Club [en línea] www.englishclub.com sitio de interés y material de apoyo para docentes.

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solUcioNario TexTo del esTUdiaNTe

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 españolinglés 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

Una lista de referencias bibliográficas y sitios web consultada en la realización de esta Guía Didáctica.

CD-ROM

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Rights

Right to Freedom

of Speech

libertyDr ones are

The flat was seven flights up, and Winston, who was thirty-nine and had a bad ankle, went slowly, resting several times on the way. On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. BIG BROTHER IS WATCHING YOU, the caption beneath it ran. Inside the flat, a fruity voice was reading out a list of figures which had something to do with the production of pig-iron. The voice came from an oblong metal plaque which formed part of the surface of the righthand wall. Winston turned a switch and the voice sank somewhat, though the words were still distinguishable. The instrument (the telescreen) could be dimmed, but there was no way of shutting it off completely. He moved over to the window: a smallish, frail figure, the meagerness of his body merely emphasized by the blue overalls which were the uniform of the party. His hair was very fair, his skin roughened by coarse soap, blunt razor blades, and the cold of the winter that had just ended.

used to take ae rial photo graphs. Solar po wer ca n supp ly clean

Religion om Bio maof Right to Freed ss Energ y is being

Youth rights and respo

UN T 5 ed to rep nsibiuslities lace

Fossil Fu els.

Hydropo wer is a good alternati ve to pro duce ele ctricity. Discover

Láminas con imágenes a color relacionadas con el tema de cada unidad, para complementar los contenidos presentados en el Texto del Estudiante. 4º MEDIO

energy.

ies and

Creatio ns UN T 6

incontrovertible. We will, of course, replace your robot.”

Outside, the world looked cold. Down in the street, little eddies of wind were whirling dust and torn paper into spirals, and though the sun was shining and the sky a harsh blue, there seemed to be no color in anything, except the posters that were plastered everywhere.

The black-mustachioed face gazed down from every commanding corner. BIG BROTHER IS WATCHING YOU, the caption said, while the dark eyes looked deep into Winston’s own. Down at street level another poster, torn at one corner, flapped fitfully in the wind. In the far distance, a helicopter skimmed down between the roofs, hovered for an instant, and darted away again with a curving flight. It was the police patrol, snooping into people’s windows. The patrols did not matter, however. Only the Thought Police mattered. Behind Winston’s back, the voice from the telescreen was still babbling away about pigiron and the overfulfilment of the Ninth ThreeYear Plan. The telescreen received and transmitted simultaneously. Any sound that Winston made, above the level of a very low whisper, would be picked up by it, moreover, so long as he remained within the field of vision which the metal plaque commanded, he could be seen as well as heard. There was, of course, no way of knowing whether you were being watched at any given moment. Taken from: Orwell, G. (2008). 1984. (Chapter 1). Washington DC, USA: Signet Classics.

Discuss.

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Andrew did not understand any of this at the time, but in later years, with greater learning, he could review that early scene and understand it in its proper light.

The robo-psychologist, Merton Mansky, listened with a growing frown and more than once managed to stop his ﬁngers at the point beyond which they would have irrevocably drummed on the table. He had drawn features and a lined forehead, but he might actually have been younger than he looked. “Robotics is not an exact art, Mr. Martin,” Mansky explained. “I cannot explain it to you in detail, but the mathematics governing the plotting of the positronic pathways is far too complicated to permit of any but approximate solutions. Naturally, since we build everything around the three laws, those are

Mansky looked confused. “Strange. Of course, we’re attempting generalized pathways these days. Really creative, you think?” “See for yourself.” Sir handed over a little sphere of wood on which there was a playground scene in which the boys and the girls were almost too small to make out, yet they were in perfect proportion and they blended so naturally with the grain that it, too, seemed to have been carved. Mansky was incredulous. “He did that?” He handed it back with a shake of his head. “The luck of the draw. Something in the pathways.” “Can you do it again?”

“Probably not. Nothing like this has ever been reported.”

“Good! I don’t in the least mind Andrew’s being the only one.”

“I suspect that the company would like to have your robot back for study,” Mansky said. “Not a chance!” Sir said with sudden grimness. “Forget it.” He turned to Andrew, “Let’s go home, now.”

Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York: New American Library.

Discuss. a. What is the theme of the text? b. What do you think robots were created for? c. What would be the impact of robots in our everyday life? d. What would be the impact of robots regarding health? e. Do you think robots will replace some human jobs in the future? Why?

a. What kind of society does the text describe? b. What is the setting? c. What person is used in the narrative? d. What is the theme of the text? e. Would you like to live in a reality like the one described in the text? Why?

Gerald Martin took Andrew to the regional ofﬁces of the United States Robots and Mechanical Men Corporation. As a member or the Regional Legislature, he had no trouble at all in gaining an interview with the chief robo-psychologist. In fact, it was only as a member of the Regional Legislature that he qualiﬁed as a robot owner in the ﬁrst place in those early days when robots were rare.

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VOluMe 3

“Not at all,” said Sir. “There is no question of failure, on his part. He performs his assigned duties perfectly. The point is he also carves wood in exquisite fashion and never the same twice. He produces works of art.”

Chapter 1 (Extract)

Photocopiable material

Right to life and

The Bicentennial Man (extract)

Nineteen Eighty Four -

Responsibilities

Right to education

UN T 6

UN T 5

VOluMe 3

ENGLISH 3Y4 medio

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Photocopiable material

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.

GET REAL

La Guía Didáctica del Docente incluye un banco de lecturas adicionales fotocopiables al final de cada tomo, para reforzar las competencias de comprensión de lectura y análisis desarrolladas en el Texto del Estudiante. ESTRUCTURA DE LA GDD

Expresiones para el manejo de la clase

TOMO 3

TEACHER’S BOOK - CLASSROOM LANGUAGE – PAGE v

Greetings

• 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.

EXPRESIONES PARA EL MANEJO DE LA CLASE

4º 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

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TOMO 3

• Answer the questions. • 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.

EXPRESIONES PARA EL MANEJO DE LA CLASE

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE Semestre 1 - 4º Medio Unidad 5: Youth Rights and Responsibilities

Tiempo: 28 horas

TOMO 3

Objetivos de Aprendizaje

vii

Comprensión Oral

Comprensión de Lectura

Expresión Oral

Expresión Escrita

AE 01 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 anuncios, charlas o conferencias, relacionados con derechos y deberes de la juventud y que contemplan las funciones de solicitar y dar información de manera indirecta y describir procesos y hechos en secuencia. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar el orden de los elementos en las preguntas indirectas. • Identificar expresiones para dar y reportar información de forma indirecta. • Identificar expresiones para describir procesos y secuencia de hechos. • Reconocer expresiones para hacer peticiones formales. • Reconocer la relación entre ideas por medio de conectores como as long as, even though, even if. • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/ propios del inglés en palabras como the, three. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita.

AE 02 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como solicitudes y artículos relacionados con derechos y deberes de la juventud. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar el orden de los elementos en las preguntas indirectas. • Reconocer la relación entre ideas por medio de conectores como as long as, even though, even if. • Usar estrategias de lectura rápida y focalizada. • Discriminar información relevante de la accesoria para sintetizar el significado del mensaje. • Integrar la expresión oral y escrita.

AE 04 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes, relacionados con derechos y deberes de la juventud. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta, por ejemplo: Can you tell me where the bank is? • Utilizar expresiones para hacer peticiones formales, como Could you open the door, please? Would you mind not smoking here, please? • Relacionar ideas por medio del uso de conectores como as long as, even though, even if. • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategias variadas, como elaboración de modelo escrito, corrección, conciencia de propósito y de audiencia.

OBJETIVOS DE APRENDIZAJE DEL SEMESTRE

4º MEDIO

Semestre 2 - 4º Medio Unidad 6: Discoveries and Creations

Tiempo: 28 horas

Comprensión Oral

Comprensión de Lectura

Expresión Oral

Expresión Escrita

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 poemas, anuncios y entrevistas, relacionados con sueños y anhelos y que contemplan las funciones de describir situaciones hipotéticas o irreales en el futuro y persuadir. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar estructuras que describen situaciones hipotéticas y posibilidades irreales en el futuro. • Identificar expresiones para persuadir. • Reconocer la relación entre ideas por medio de conectores como in fact, as long as, even though, even if, provided that. • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/ propios del inglés en palabras como the, three. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita.

AE 10 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como artículos, cartas y solicitudes de trabajo, relacionados con sueños y anhelos. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar estructuras que describen situaciones hipotéticas y posibilidades irreales en el futuro. • Identificar expresiones para persuadir. • Reconocer la relación entre ideas por medio de conectores como in fact, as long as, even though, even if, provided that. • Usar estrategias de lectura rápida y focalizada. • Realizar inferencias a partir del texto y justificarlas. • Integrar la expresión oral y escrita.

AE 11 Expresarse oralmente por medio de monólogos de aproximadamente tres minutos y de diálogos de aproximadamente 16 intercambios breves y simples que incorporen las funciones comunicativas de años anteriores y las funciones de describir situaciones hipotéticas y persuadir. Para ello, deben: • Utilizar frases hechas, expresiones idiomáticas y oraciones breves y simples conectadas entre sí. • Aplicar vocabulario temático de la unidad. • Aplicar el uso del segundo condicional, usando verbos y frases modales como it might be a good idea, it might be better if… • Expresar coherencia en las ideas mediante el uso de conectores como in fact, even though, even if, provided that. • Pronunciar de manera inteligible sonidos de años anteriores y sonidos /ð/ y /θ/ en palabras como the, three. • Utilizar variadas estrategias, como autocorrección, reformulación de oraciones y uso de señales lingüísticas.

AE 12 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes de trabajo, relacionados con sueños y anhelos. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar el uso del segundo condicional. • Usar verbos y frases modales como it might be a good idea, it might be better if you save the money for the trip. • Relacionar ideas por medio del uso de conectores como in fact, as long as, even though, even if, provided that. • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategiasvariadas, como elaboración de modelo escrito, corrección, conciencia de propósito y de audiencia.

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OBJETIVOS DE APRENDIZAJE DEL SEMESTRE

TOMO 3

Objetivos de Aprendizaje

viii

UN T

Youth Rights and Responsibilities

TOMO 3

Propuesta de planificación

220

Unidad 5

4° Medio - Semestre 1

AE AE 01 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 anuncios, charlas o conferencias, relacionados con derechos y deberes de la juventud y que contemplan las funciones de solicitar y dar información de manera indirecta y describir procesos y hechos en secuencia. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar el orden de los elementos en las preguntas indirectas. • Identificar expresiones para dar y reportar información de forma indirecta. • Identificar expresiones para describir procesos y secuencia de hechos. • Reconocer expresiones para hacer peticiones formales. • Reconocer la relación entre ideas por medio de conectores: In other words…, For instance…, Even though, Such as y So (if ). • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita. AE 02 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como solicitudes y artículos relacionados con derechos y deberes de la juventud. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar el orden de los elementos en las preguntas indirectas. • Reconocer la relación entre ideas por medio de conectores: : In other words, For instance, Even though, Such as y So (if ). • Usar estrategias de lectura rápida y focalizada. • Discriminar información relevante de la accesoria para sintetizar el significado del mensaje. • Integrar la expresión oral y escrita.

UNIDAD 5 Planificación

LECCIONES

CLASES

TIEMPO

Entrada de unidad

Clase 1

1h. pedagógica

Do you Remember?

Clase 2

1h. pedagógica

Lección 1

Clase 3 - 6

4h. pedagógicas

Lección 2

Clases 7 - 10

4h. pedagógicas

Check Your Progress

Clase 11

1h. pedagógica

Evaluación Formativa 1

Clase 12

1h. pedagógica

4º MEDIO

Unidad 5

4° Medio - Semestre 1

AE 03 Expresarse oralmente por medio de monólogos de aproximadamente tres minutos y de diálogos de aproximadamente 16 intercambios breves y simples, que incorporen las funciones comunicativas de años anteriores y las funciones de solicitar y dar información de manera indirecta. Para ello, deben: • Utilizar frases hechas, expresiones idiomáticas y oraciones breves y simples conectadas entre sí. • Aplicar vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta. • Relacionar ideas por medio del uso de conectores: In other words…, For instance…, Even though, Such as y So (if ). • Utilizar expresiones para hacer peticiones formales. • Pronunciar de manera inteligible sonidos de años anteriores y sonidos /ð/ y /θ/. AE 04 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas, correos electrónicos y solicitudes, relacionados con derechos y deberes de la juventud. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Aplicar la estructura de pregunta indirecta. • Utilizar expresiones para hacer peticiones formales. • Relacionar ideas por medio del uso de conectores: In other words…, For instance…, Even though, Such as y So (if ). • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategias variadas, como elaboración y corrección de modelo escrito. OFT Usa las habilidades comunicativas para exponer ideas, opiniones, sentimientos y experiencias de manera coherente y fundamentada. • Describe actividades de riesgo para la juventud y sus consecuencias. • Señala las obligaciones que tiene la juventud. • Expresa opinión sobre los derechos que tiene la juventud en la sociedad. Muestra interés en desarrollar habilidades y conocimientos con el fin de aplicarlos en su futuro campo académico y/o laboral. • Explica los derechos de la juventud en la sociedad. • Señala los deberes y responsabilidades de la juventud con la familia y la sociedad. • Explica los riesgos de no cumplir con ciertos deberes y proporciona ejemplos.

4º MEDIO

LECCIONES

CLASES

TIEMPO

Lección 3

Clase 13 - 16

4h. pedagógicas

Lección 4

Clase 17 - 21

5h. pedagógica

Subject Connections

Clase 22

1h. pedagógica

Project

Clase 23 y 25

2h. pedagógicas

Final Check And Review

Clases 25 y 26

2h. pedagógica

Evaluación formativa 2

Clase 27 y 28

2h. pedagógica

Evaluación Final

Clase 29

1h. pedagógica

UNIDAD 5 PlANIfIcAcIóN

TOMO 3

221

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TOMO 3

clase 1 Las actividades en estas páginas tienen como propósito activar la motivación de los estudiantes hacia el tema de la 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.

Youth Rights and Responsibilities

iNicio Para comenzar la clase, dígales a los estudiantes lo siguiente: “We are going to check the learning objetives for this unit. So, open your books on page 114”. Luego, de revisar los objetivos de la unidad, invítelos a vincularse con la unidad 5 del texto. Sugiérales mirar las imágenes en la página 114 detenidamente. Luego, invítelos a dar sus apreciaciones de lo que están viendo. Puede pedirles: “Have a look at the pictures” y pregúnteles: What can you see? What do you think they are? Invite a los estudiantes a discutir sobre el 114. Para enfocar la atención de los estudiantes en un tema en particular, el profesor puede hacer preguntas y dar un tiempo limitado para responderlas. Esta es una técnica muy efectiva para activar el interés y la curiosidad de los estudiantes, y también para motivarlos a aprender más sobre el tema propuesto. Utilice esta estrategia motivacional cada vez que presente un nuevo contenido o tema. Para garantizar un resultado positivo, haga preguntas que requieran respuestas y explicaciones desarrolladas. El límite de tiempo es el factor que permitirá a los estudiantes centrar su atención y evitar distracciones. Motive a sus estudiantes y permítales explorar la unidad antes de comenzar a desarrollarla. Se sugiere que revisen y reconozcan las diferentes secciones y señalen lo que más les ha llamado su atención.

El propósito de esta sección es guiar a los estudiantes para establecer sus propios objetivos para la unidad y diseñar un plan de aprendizaje que les ayude a lograr sus objetivos personales.

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“Rights and responsibilities are different sides of the same coin”. G. Edward Griffin 114

Es posible que sus estudiantes no estén acostumbrados a trabajar con este enfoque metacognitivo, ya que normalmente se les ha enseñado a centrarse en el contenido en enfoques educativos más tradicionales. Dígales que este es el espacio donde mantendrán un registro de sus metas de aprendizaje. No necesitan usar oraciones completas si deciden escribir sus metas en inglés. Si este es el caso, puede alentarlos a usar palabras aisladas o frases sencillas que les sean familiares. Como en la unidad

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anterior, si nota que esta tarea es demasiado exigente para ser abordada en inglés, puede dejar que escriban sus metas en español. Recuerde siempre considerar los diferentes niveles y las diversas necesidades de los estudiantes. Por esta razón, es importante que se tome el tiempo para modelar, informándoles sobre la importancia de las prácticas de establecimiento de objetivos y la creación de un plan de aprendizaje.

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OBJECT VES OF THE UN T

You will also… use communicative skills to express ideas, opinions, feelings and experiences in a coherent and clear way. show interest to develop skills and knowledge, in order to apply them in your future academic and / or employment field.

En estas actividades, se usa el conocimiento que los estudiantes ya tienen sobre un tema determinado para construir un esquema que apoyará la comprensión del texto a escuchar. Los estudiantes relacionan, por medio de predicciones, lo que ya conocen con lo que van a ver.

Look at the pictures on page 114 and discuss these questions. Then, exchange opinions with other classmates.

What’s the difference between rights and responsibilities?

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You will... read and listen to texts about rights and responsibilities and express ideas about this topic in an effective and creative way. practice the pronunciation of words beginning with sounds / ð / and / θ /, ask indirect questions, make formal requests, link ideas through connectors and put into practice the use of orthographic elements in written texts. to connect the topic of the unit with other subjects.

cierre Posteriormente, a partir de las respuestas rescatadas de los diversos grupos solicite a los estudiantes compartir sus experiencias personales con el resto de la clase. Haga preguntas como: Do you feel your rights are respected by the rest? Give examples. Do you think you respect other people’s rights? Give examples. Do you feel you have responsibilities as a young person? Explain.

What for? to recognize vocabulary and expressions related to the topic. to understand main ideas and specific information in written and oral texts. to develop communicative skills to express ideas about the topic of the unit.

Which rights and responsibilities can you think of?

Responsibilities Rights

Can you exemplify the quote on the previous page, based on its pictures?

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desarrollo 1. Look at the pictures on page 114 and discuss these questions. Then, exchange opinions with other classmates. Pida a los estudiantes nuevamente que vuelvan a mirar las imágenes e invítelos a leer las preguntas del ejercicio 1. Luego, dígales: You are going to work in groups in order to answer the questions below. First, discuss the questions with your group and share your opinión with the rest of the class. Deles algo de tiempo 4º MEDIO

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para pensar en sus respuestas en grupos y encontrar una razón que apoye sus ideas (experiencias personales, documentales que hayan visto sobre el tema, información que hayan leído). De ser necesario, permita que sus respuestas las den en español, ya que el propósito de presentar el tema de la unidad es principalmente fomentar la motivación y el interés de los estudiantes. Para redondear, puede hacer que anticipen lo que aprenderán durante la unidad. UNIDAD 5

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DO YOU REMEMBER?

clase 2

Read this article and answer the questions below.

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do you remember?

Responsibilities of Citizenship

Las actividades diseñadas para esta sección permitirán activar los conocimientos previos del estudiante. Explique a sus estudiantes que, una vez que hayan elaborado sus planes de aprendizaje en la sección anterior, revisarán lo que pueden hacer y saber en inglés, antes de comenzar esta unidad. Para empezar, es importante que los estudiantes relacionen los conceptos de Rights y Duties a su vida cotidiana.

You are a citizen of the country where you were born. Usually, citizens live in their country as loyal members of society. Many countries also have options, so people who are not natural-born citizens can become citizens of that country. When they complete the requirements, they are called “naturalized citizens”. As a citizen of your country, you have some rights, but you have duties and responsibilities, too. U.S. law, for example, guarantees the rights and duties of all citizens. It doesn´t matter what U.S. state the citizen lives in, the rights are equal for all citizens. This is because the U.S. Constitution is the supreme law of the land. The rights of citizens of the United States are protected in the Bill of Rights. A citizen has the right to speak without restraint and the right to religious freedom. A citizen who is accused of a crime has a right to a fair trial and a trial with a jury. In exchange for their rights, citizens have duties and responsibilities.

iNicio Para introducir la actividad, puede preguntar sobre la ciudadanía de todos los alumnos presentes, y si conocen a algunas personas con nacionalidades distintas a la suya. Motivelos a compartir las similitudes y diferencias que ven con esas personas. Dígales: Are all people present Chilean citizens? Were you all born in Chile? Do you know anyone who comes from another country? Can you explain the similarities and differences you see in people from other countries? desarrollo 1. Read this article and answer the questions below. Invite a sus alumnos a abrir sus libros. Dígales: Open your book on page 3 and read the text in silence. Asegúrese de que están entendiendo todo el texto. Deles suficiente tiempo para leerlo cuidadosamente. Después de que terminen, pídales lo siguiente: Discuss questions a-e in pairs. Compruebe las respuestas oralmente. 2. Discuss which of the underlined words in the text express: Después de terminar de discutir las preguntas, invítelos a mirar nuevamente el texto, que se enfoquen específicamente en las palabras destacadas y se imaginen qué representan. Diga a sus estudiantes: Focus on the underlined words. Luego, pregúnteles: What do they express? How do you know? Support your ideas. Asegúrese de que entienden las ideas y no pase a la fase siguiente si es que no es así.

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Citizens of a country are usually issued a passport.

Discuss which of the underlined words in the text express: a. Addition b. Contrast c. Reason

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posible sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño. clase 3 lesson 1

Defining Human Rights

iNicio Dé a los alumnos unos minutos para leer lo que harán en la lección 1, ayudándoles a identificar el contenido, las habilidades y las 4º MEDIO

Defining human rights Strategy in mind

Before listening

oralmente. Por ejemplo, puede dibujar el diagrama en la pizarra e ir invitando a los estudiantes a pasar adelante para completarlo.

54 Brainstorm some words and expressions related to the concept below. Complete the diagram in the Activity Book.

Use of previous knowledge.

Human Rights 2

Think about what you already know about the topic. Have a look at pictures (a-d) and decide which human rights they illustrate. a

3 You are going to listen to a recording about human rights. Think of what you already know about this topic and write, in your notebook, a list of ideas you think will be included in it.

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actitudes que desarrollarán. El objetivo de esta unidad es escuchar un texto sobre los derechos humanos para demostrar comprensión y reflexionar sobre el tema, y luego dar una presentación sobre uno de los derechos humanos a elección. desarrollo Before listening 1. Brainstorm some words and expressions related to the concept below. Complete the diagram in the Activity Book. 4º MEDIO

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Lesson 1

While listening

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desarrollo 1. 61 Listen to the recording. While you listen for the first time, check your predictions on page 117. Reproduzca la grabación una vez y dígales: As you listen, you should conﬁrm or correct their ideas in the previous section.

61 Listen to the recording. While you listen for the first time, check your predictions on page 117.

Listen again and answer the questions. a. What type of recording is it? An interview? A piece of news? Or other? b. What is its purpose?

61 Listen again. Then, look at the pictures and discuss how they are connected to the topic.

2. Listen again and answer the questions. Indique a los alumnos que deben responder las preguntas que se presentan, identificando si la grabación es una entrevista, una noticia u otro, además de su propósito. Digales: Can you identify the type of recording it is? What do you think the purpose of the text is? Explain. 3.

Listen again. Then, look at the pictures and discuss how they are connected to the topic. Anime a los alumnos a pensar en cada imagen y en el tema de la unidad. Para esto, dígales: Look at the pictures below carefully Luego, pregúnteles: What do you think the connection between them is o in which way are the pictures related to the topic of the audio text? Revise la pertinencia de las respuestas con todo el curso.

61 Listen to the first part of the recording again, paying special attention to specific information. Then, answer these questions. Explique a los alumnos que escucharán nuevamente la primera parte de la grabación relacionada con el tema de la unidad. Anímelos a trabajar en pares y responder las preguntas. Puede decirles: Listen to the first part of the recording again, and then answer the questions below.

cierre Invite a sus alumnos a que se junten en grupos pequeños y compartan su opinión sobre la necesidad de la existencia de una declaración de derechos humanos, y qué sucedería en el mundo si esta no existiera. Dígales: Get in groups and answer the following questions. Is there a need for the

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Strategy in mind dentifying relevant information.

61 Listen to the first part of the recording again, paying special attention to specific information. Then, answer these questions in your notebook.

a. How are human rights defined? b. s the concept of human rights something recent? c. When did the UN General Assembly adopt the Universal Declaration of Human Rights? d. How many types of freedoms are there? Give examples.

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existance of a declaration of human rights? What would happen if the declaration of human rights didn’t exist? Exchange opinions with your partners and then share them with the whole class. Revise la pertinencia de las respuestas y que se haga mención a derechos mencionados en el audio que escucharon anteriormente.

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After listening

partner. First, read the statement below, and then discuss ideas. Then, complete the ideas in your Activity Book. Finally, share your ideas with the class.

In pairs, read and complete the following statements. Write your answers in your Activity Book. Then, share your ideas with the class. 54

a. Human rights… b. The Declaration of Human Rights … c. When a human right is violated…

cierre 2. Discuss the following questions. Explique a los estudiantes que deben leer las preguntas que se proveen e iniciar una discusión sobre el tema de los derechos humanos. Propicie un ambiente apto para que los alumnos puedan intercambiar sus opiniones. Dígales: Get in group and discuss the question below. Make sure you respect your partners’ opinions, points of view and turns of participation.

Discuss the following questions. a. What do you think is the most important human right? Why? b. What is, in your opinion, the most neglected human right? Why? c. What are the main limitations of human rights today, and what do you think should be done to strengthen the international protection of basic rights and freedoms? d. What can we do against the violations of human rights? e. Look at your own country. Do you think human rights are promoted and protected where you live? Why / why not? Speaking

Giving a brief presentation

English sounds a. b.

clase 6

62 Listen to these extracts of the text and focus on the initial sounds. Are they similar or different? 63

iNicio Explique a sus alumnos que, basados en el tema de los derechos humanos visto en las lecciones anteriores, hoy darán una presentación oral. Puede invitarlos a revisar las opiniones que discutieron la clase pasada. Dígales: Today, you are going to give a brief oral presentation about a human right. Revise the opinions you discussed the previous class with your partner.

Listen to the recording. Pay attention to the initial sound of the words and repeat them.

ð/

the- though - them their - those - they

θ/

thing - think throughout

desarrollo speaking Giving a brief presentation

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clase 5 iNicio Invite a sus alumnos a repasar lo visto en la clase anterior. Recuérdeles que el tema visto fueron los derechos humanos y que hagan un repaso de las respuestas dadas en la actividad 4 de la sección While Reading. Si es necesario, vuelva a reproducir el track xx. Dígales: Do you remember what we saw last class? Open your books on page 118 and review the questions and answers in exercise 4. 4º MEDIO

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desarrollo after listening 1. In pairs, read and complete the following statements. Write your answers in your Activity Book. Then, share your ideas with the class. Invite a los alumnos a leer las afirmaciones incompletas que se proveen y que las completen utilizando información de la que escucharon en la pista de audio. Pida a los alumnos lo siguiente: Work with your

english sounds a. 62 Indique a los alumnos que escucharán una grabación con extractos del texto que escucharon la clase pasada y que deberán enfocarse en como suenan y si los sonidos son similares o diferentes. Reproduzca la grabación una vez y diga a los alumnos: Listen carefully and focus on the first sound of the words. Are they similar or different? b.

63 Indique a los alumnos que, ahora, escucharán una grabación con distintas palabras y que deben enfocarse en los sonidos iniciales y repetirlas. Dígales: Listen to these words carefully and focus on the initial sounds. Then, repeat them outloud.

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TOMO 3

1. Preparing to speak

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speaking Giving a brief presentation 64 Preparing to speak. 1. a. Explique a sus alumnos que van a escuchar una grabación con conectores útiles para la próxima actividad, a los cuales deben poner atención, respecto de entonación y pronunciación. Digales: Listen to the recording. As you listen to the connectors, repeat them, focusing your attention on intonation and pronunciation. b. Indique a los alumnos que deberán leer un párrafo relacionado con uno de los derechos humanos y que deben contestar las preguntas que se indican. Dígales lo siguiente: Now, you will have to read the paragraph below, answer the questions about it and share them with the class. Make sure you read the paragraph carefully and ask for help if there are any parts you don’t understand. c. Sugiera a sus estudiantes reunirse con algún compañero para que elijan un derecho humano e investiguen sobre él. Luego, dígales “Think about a human right you would like to talk about and search for information to learn more about it and write a short paragraph about it in your notebook”. 2. Practicing En parejas, los estudiantes se turnan para expresar sus opiniones, utilizando la información en el ejercicio previo y el vocabulario de la lección. Permítales que se corrijan entre ellos, si detectan algún error en el discurso de su compañero. Dígales: Read your text again. Then, take turns to practice reading the presentation aloud. Correct your mistake in pairs”. 3. Performing Diga a los estudiantes: “After practicing your presentation, talk about the human right in front of the class. Sugiérales usar recursos audiovisuales para su presentación. Puede decirles: You may use visual aids in order to support your presentation”.

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Listen to these connectors. Repeat them, paying special attention to intonation.

n other words…

For instance…

Even though

Such as

So (if)

b. Read this short paragraph and answer. i. What human right is it about? ii. Do you agree with the paragraph? Explain.

The right to education is recognized as a human right in international conventions which recognize a right to free, compulsory primary education for everybody and an obligation to develop secondary education accessible to all. Additionally, this right includes a responsibility to provide basic education for individuals who have not completed primary education. Also, it encompasses the obligations of the students to avoid discrimination at all levels of the educational system, to set minimum standards of education and to improve the quality of education. Taken and adapted from: https://en.unesco.org/themes/right-to-education

55 n pairs, choose a human right you would like to know in depth, and search for some information about it. Organize the information you have collected and write a short paragraph (5-6 sentences) in your Activity Book.

2. Practicing a. Take turns to practice reading the presentation aloud. b. Correct each other´s mistakes. 3. Performing Talk about the human right you have chosen in front of the class, using your own words. f possible, use visual aids, such as photos, to enhance your presentation. 4. Evaluating After you finish, join another pair and peer-evaluate your performance, using the prompts in the box. Give positive feedback and suggestions to each other, focusing on your strengths and making suggestions to improve your weaknesses.

Exit slip

Evaluate your performance. Discuss your answers with the class.

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

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Our classmates... prepared the presentation carefully. used the expressions and the words studied in the lesson. expressed ideas using their own words. paid attention to pronunciation.

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4. evaluating Indique a sus alumnos: We could revise previous lessons to practice the language used. We should be more rigorous when making notes. We could spend more time listening and repeating models of spoken language. cierre exit slip Los estudiantes reflexionan sobre el trabajo que han realizado a lo largo de la lección y mantienen un registro de sus respuestas

The most important thing learned today...

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personales, que pueden compartir con algunos de sus compañeros de clase. Anímelos a que sean lo más específicos posible, sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño. De ser posible, revise sus notas de forma individual o en pares. Dígales: Answer the Exit Slip at the bottom of the page and keep record of your answers in your notebook, so that I can check them and give you some feedback. Puede reforzar esta lección con la página 57 del Cuaderno de Actividades. 4º MEDIO

Giving responsibilities to young people

discuss, with your partner, which words the pictures are related to. Share your answers with the whole class.

Before reading

Look at the pictures and discuss which concepts they are related to. Justify your answer.

jobless

wealth

decrease

2. Brainstorm and write, in your Activity Book, some ideas you think you will find in the text. Indique a los estudiantes que van a leer una noticia y que, de acuerdo a las fotos y conceptos que acaban de revisar en el ejercicio 1, deberán predecir y discutir los puntos indicados. Dígales: Look at the pictures and read the concepts in exercise 1, in order to address the points in exercise 2. Share your answers with the whole class.

youth

TOMO 3

Lesson 2

3. Brainstorm and write, in your Activity Book, some ideas you think you will find in the text. El propósito de esta actividad es que los estudiantes trabajen en grupos haciendo predicciones. Para esto, puede decirles: Discuss in groups and write, in your Activity Book, a list of ideas that you think you could find in the text.

You are going to read a piece of news. According to the previous pictures and concepts, predict and discuss. a. What you think the text will be about. b. Where the news happened. c. How it will be related to the topic of the unit.

55 Brainstorm and write, in your Activity Book, some ideas you think you will find in the text.

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UN T 5 LESSON 2

clase 7

lesson 2

Giving Responsibilities to Young People

iNicio Lea el nombre de la lección en voz alta con la clase. Invite a los alumnos a identificar la relación entre el contenido de esta lección y el tema de la anterior (Defining Human Rights). Digales: What do you think the 4º MEDIO

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relationship between this lesson and the previous one is? Share your ideas with your classmates. desarrollo Before reading 1. You are going to read a piece of news. According to the previous pictures and concepts, predict and discuss. Dé tiempo a sus estudiantes para buscar a un compañero de trabajo. Luego dígales: Take a look at the pictures below. Then, UNIDAD 5 lEccIóN 2

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While reading

1 Read the text and confirm your predictions.

TOMO 3

1. Read the text and confirm your predictions. Ahora invite a sus estudiantes a leer el texto para que confirmen sus predicciones en los ejercicios previos. Si sus ideas fueron distintas, pregúnteles: Why do you think your ideas were so different from the ideas in the text?

Key words complain wonder support behavior improve hotspot

THE PAPER PUTS LOCAL PARTNERSH PS AND G VING RESPONS BIL TY TO YOUNG PEOPLE AT TS HEART AND MAY MAKE A REAL D FFERENCE.

Key words Pida que los estudiantes observen el texto en la página 9. Luego dígales que encuentren el significado de las palabras destacadas en el diccionario. Para esto, les puede decir: Take a look at the text on pages 122-123. Then, find the meaning of the highlighted words in the dictionary. Recuerde a los alumnos estas habilidades esenciales del diccionario: • • •

•

By Barbara Hearn

Strategy in mind dentifying relevant information.

Smart reading 1. Read the whole text and complete these sentences in your notebook. a. Young people are facing an uncertain future because... b. “Positive for Youth” wants to... c. A significant benefit of providing support to the youth is...

Smart Reading Diga a sus alumnos: You are going to read the whole text in order to answer the questions below. Do it in your notebook.

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Mon 19 Dec 2018

Young people are facing an uncertain future. As the 21st century arrived, they were promised a wealth of prospects if they stayed in education or took up the wide range of training opportunities. Now, nearly 19 years on, their dreams of education and job opportunities have disintegrated, for reasons far beyond their control. While it is something of an adult pastime to complain about young people, we have to assume our responsibility for letting down a generation. The economic crisis has brought with it a tsunami of jobless young people and many more teenagers wondering what the future holds.

Las palabras aparecen en orden alfabético. Las palabras normalmente aparecen en su forma singular. Para averiguar el significado de las expresiones, puede ser necesario buscar las palabras individuales y luego determinar el significado de la expresión. El contexto debe tenerse en cuenta en todo momento.

cierre Invite a los alumnos a reflexionar sobre el texto que acaban de leer y las preguntas que acaban de responder, hipotetizando sobre los efectos que tendría una iniciativa similar en nuestro país. Dígales: Reflect upon the piece of news you have just read. Which, do you think, the effects of a similar initiative applied in our country would be? Discuss with your partner and share your views with the whole class.

Government’s “Positive for Youth” paper is a welcome step

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Positive for Youth calls for a “new partnership approach” in local areas – between businesses, charities, public services, the general public and young people – to provide more opportunities and better support to our teens. For businesses and charities, young people are their future employees and customers. For public services, early and positive support can reduce the chances of public funds being wasted in expensive secure provision for teenagers, for example.

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We have been working with Business in the Community for almost three years on On Route. This is a program supported by local partnerships, where buses and vans drive into local areas and provide youth services such as sport, education, T, music, fun activities as well as sexual health advice. The buses work closely with the police to identify “hotspots” where teenagers hang out. The cost of running a bus, especially when it is supported by volunteers and resources from local businesses, is low. The impact is high. Some examples from various areas include 1,000 fewer deployments of police officers, a 34.6% decrease in inconsiderate behavior and a 25% reduction in anti-social behavior. Positive for Youth aims to place teenagers and young people at its heart. There is the accurate expectation that teenagers themselves have the responsibility to improve their local communities. The government pioneered the idea that young people are capable of assessing the quality of their local services. Another government-funded scheme is Young nspectors, which trains some of the most disadvantaged young people from poorer communities to inspect and report on local services. The Young nspectors scheme has, so far, helped change the lives of more than 1,400 young people and improve more than 600 local services. There is a legal requirement across public services to listen to the views of service users. Teenagers use many public services such as police stations, clinics, clubs and libraries; and also spend as much as US$ 10 billion in shopping and travel, up to age 19, via the commercial sector. They want to see services improved, not just for themselves but for their families and neighbors too. nvolving young people as Young nspectors makes sense and is a way of developing young people’s self-esteem.

Your analysis 1. Answer these questions in groups, orally. a. What´s the main topic of the text? b. What were young people promised at the beginning of this century? c. What has the economic crisis brought? d. What is On Route? e. “The cost of running a bus is low, the impact is high”. Can you explain this phrase?

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Think Critically Esta sección está diseñada para que los estudiantes sean capaces de realizar una actividad usando pensamiento crítico (Critical Thinking). En esta sección, en primera instancia, los estudiantes trabajan en grupo, discuten sus opiniones y desarrollan una respuesta, para luego compartirla con el resto de la clase. Dígales: In small groups, discuss about the ways in which the text may be connected to Chilean reality, and if you think if there might be any other solutions to the problems presented in the piece of news you have just read. Al monitorear, identifique palabras o expresiones significativas, y escríbalas en el pizarrón para que puedan ser utilizadas por todos los estudiantes.

cierre Posteriormente, los estudiantes dan su opinión personal frente al curso respecto de cómo podría ser aplicable una iniciativa como la vista en el texto en sus propios barrios. Acepte opiniones relacionadas con el tema y que utilicen el vocabulario apropiado, visto durante la clase. En esta sección, puede aceptar respuestas en español, pero siempre incentivando a los alumnos a que hagan su mejor intento por expresarse en inglés.

Think critically Make text-to-world connections Are you familiarized with the topic of the text? n which way is the topic connected to Chilean reality? Explain. Make text-to-self connections Can you think of any other solutions to the problems in the piece of news you have read? Which ones?

Taken and adapted from: Government’s Positive For Youth paper is a welcome step. Retrieved from https://www.theguardian.com/society/joepublic/2011/dec/19/positive-for-youth-paper-young-people

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clase 7 iNicio Indique a sus alumnos que comiencen la clase revisando los apuntes de la clase anterior, respecto del texto de lectura con el que continuarán trabajando. Si es necesario, deles algunos minutos para revisar el texto rápidamente de nuevo. Dígales: Check your notes from the previous class and skim the text again, in order to be ready to continue working with it. 4º MEDIO

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desarrollo Your analysis 1. Answer these questions in groups. Exlique a sus alumnos que, a continuación, trabajarán en grupos para responder algunas preguntas de análisis relacionadas con el texto. Dígales: Get in groups. Then answer the questions below.

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After reading

TOMO 3

clase 9

Language in use

iNicio Indique a sus alumnos que comiencen la clase revisando los apuntes de la clase anterior, respecto del texto de lectura con el que trabajaron. Si es necesario, deles algunos minutos para revisar el texto rápidamente de nuevo. Dígales: Check your notes from the previous class and skim the text again, in order to be ready to continue working.

Read and analyze these sentences from the text. Read the questions and discuss the answers with your partner. • they were promised a wealth of prospects if they stayed in education or took up the wide range of training opportunities. • ...provide youth services such as sport, education, T, music, fun activities as well as sexual health advice. a. What do the words in bold link in each sentence? i. Additional ideas

desarrollo Pida a los alumnos que enfoquen su atención en el cuadro de Language in Use. Explíqueles que realizarán una actividad relacionada con los conectores que vieron en el texto de lectura. Si es necesario, invítelos a volver a esa página y motívelos a darles ejemplos si es necesario. Finalmente, invítelos a trabajar con su compañero de puesto. Dígales: Direct your attention to the sentences below. These sentences are from the text that you have read. Now, work with your partner and do the activity. Check your answers as a class.

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iii. Alternatives

Read the following statements from the text. Discuss if you agree or disagree with these ideas.

Discuss with the class. a. Did you ask questions yourself, as you were reading? Which ones? b. Are there any similar initiatives in your country?

Writing

A summary

You will summarize the news article you have already read in this lesson. 1. 56 Organizing the ideas Read the news article on pages 122 - 123 again and gather information from the title and paragraphs as well. Complete the organizer in the Activity Book and fill it with the main idea of the text and a few important details and key words.

1. Read the following statements from the text. Discuss if you agree or disagree with these ideas. Invite a sus estudiantes a trabajar en parejas, y que discutan si están de acuerdo o en desacuerdo con las ideas presentadas. Dígales: Discuss the following statements with your partners. Pregúnteles: Do you agree or disagree? Why?

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ii. Opposite options

- The government pioneered the idea that young people are capable of assessing the quality of their local services. - There is the accurate expectation that teenagers themselves have the responsibility to improve their local communities. - nvolving young people as Young nspectors makes sense and is a means of developing young people’s self-esteem.

after reading

cierre 2. Discuss with the class. A continuación, explíqueles a sus estudiantes que trabajarán en una discusión grupal. Para esto, puede decirles: In groups, discuss the questions below. Motívelos a dar respuestas lo más detalladas posibles, respecto de las preguntas que se hicieron mietras leían y, principalmente, sobre si hay iniciativas similares, o con los mismos objetivos, en su país. Para cerrar la clase, invítelos a compartir sus respuestas con todo el curso, de manera oral. Corrija errores de pronunciación, si es necesario.

Connectors

Specific information

Main idea Specific information

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Specific information

UN T 5 LESSON 2

clase 10 iNicio Al comenzar la clase, indique a los alumnos que hoy escribir un resumen de la noticia que leyeron en esta lección. Invítelos a recordar de qué se trataba la noticia y que hagan una lluvia de ideas, en pequeños grupos, anotando todo lo que recuerden en su cuaderno. Dígales: Today, you are going to summarize the news article you have already read in this lesson. Get in groups and

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brainstorm all the ideas you can think of, related to the text, and write them in your notebook. Revise con toda la clase, de forma oral. desarrollo Writing a summary En esta etapa, pida a sus estudiantes revisar la noticia nuevamente. Cuénteles además, que deberán trabajar en el taller de escritura basado en procesos y pasos. Guíelos para 4º MEDIO

2. Drafting On a separate sheet of paper, write some sentences summarizing the main ideas of each paragraph, using your own words. Do not be afraid of making mistakes at this stage.

lo siguiente: We are going to read these instructions together. If you have any questions, we are going to check them as a class.

Put the sentences together into different paragraphs, using the information on the graphic organizer and connectors to link your ideas. Keep in mind that the summary must be much shorter than the original news article.

The Universal Declaration of Rights was adopted by the General Assembly of the United Nations in 1948. This declaration states rights and fundamental freedoms to which all human beings are entitled... 3. Revising Based on the Editor´s Marks on the right, check for grammar, punctuation and spelling mistakes.

Editor’s Marks

4. Editing Write the final version of your summary on a separate sheet of paper and revise it again. You can add more information, if needed. 5. Publishing Exchange summaries with another group, evaluate each other´s work and give positive feedback and suggestions to improve their weaknesses. Use the prompts in the box to help you evaluate your partners´ performance.

Capital letter / Lowercase

4. editing Diga a sus estudiantes: Now, you are going to write the final version of your summary. After that, you are going to revise again. If necessary, add additional information.

Punctuation Add a word

Check spelling Change place

5. Publishing Ahora los estudiantes deben leer la versión final de sus resúmenes con cuidado y examinar de qué manera la composición ha mejorado la calidad de su lenguaje. Es útil liderar esta reflexión como una clase y guiar a los alumnos tanto como sea posible, utilizando preguntas e indicaciones.

Our classmates... expressed their ideas clearly. included the main idea and important details using their own words. used grammar and punctuation correctly. didn´t make major spelling mistakes.

Exit slip

Evaluate your performance. Discuss your answers with the class.

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

The most important thing learned today...

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que se vayan familiarizando cada vez más con esta orientación y dejar de dirigir sus esfuerzos hacia la escritura final de un texto sino más bien en el proceso que esto implica. Puede decirles: “Now you are going to work in a writing workshop. Here, you are going to summarize the news article you have already read in this lesson. Please, focus your attention on the process of writing, in order to get a proper final version of your text”.

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3. revising Explíqueles que es el momento de revisar la gramática, puntuación y errores gramaticales. Para esto, pídales: Direct your attention to the Editor’s Marks on the Right. Luego Pregúnteles: Do you recognize any of those points? Which ones? Finalmente pídales: Check for grammar, punctuation and spelling mistakes based on the Editor’s Marks.

Use the text below as a model.

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1. organizing the ideas Dígales lo siguiente: You have to read the news article on pages 122 and 123 once more. Collect relevant information from the text and complete the ideas in the graphic organizer below. 2. drafting Lea las instrucciones de este proceso en forma grupal. Deténgase cada vez que sea necesario para monitorear si están entendiendo lo que deben hacer. Dígales

cierre exit slip Los estudiantes reflexionan sobre el trabajo que han hecho durante la lección y escriben sus respuestas personales, que pueden compartir con usted y algunos de sus compañeros de clase. Si los estudiantes tienen problemas con los recursos para apoyar el habla, explique que algunos de ellos son la entonación, el tono de voz, el tono, la pronunciación y el volumen. Proporcione ejemplos orales y escritos para ayudarlos a ver cómo estos recursos son útiles para transmitir el mensaje. Asegúrese de dedicar el tiempo suficiente para permitir que los estudiantes reflexionen sobre su trabajo y mantenga un registro de sus respuestas personales.

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CHECK YOUR PROGRESS

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cHecK YoUr ProGress iNicio Explique a sus estudiantes que, como ya han repasado lo que estudiaron en las dos lecciones que acaban de terminar, ahora es tiempo de enfrentar el desafío de realizar las tareas que se detallan en las actividades 1 y 2. Deles tiempo para trabajar en grupos o en pares y ver si son capaces de realizar cada tarea. Monitoree su trabajo, caminando alrededor de la sala de clases y observe qué tan confiados se sienten con estas actividades.

Created by Publishing Team.

a. What´s Madeline’s routine? b. Why is it her responsability to do her dishes and pick up the toys? c. What’s your opinion about doing chores when you are very young? Do you agree or disagree? Express your opinion out loud.

Read and listen to the recording. Then, answer the questions in pairs. 65

evaluación formativa La evaluación formativa es un proceso de evaluación continuo cuyo enfoque considera la evaluación como parte del trabajo cotidiano del aula, basado en la búsqueda e interpretación de evidencia acerca del logro de los estudiantes

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8 points

Right: have the right to be treated the same as everyone else, no matter my age, sex, race, nationality, beliefs or other personal characteristics. Responsibility: have the responsibility to treat others equally, without discrimination.

3. In your notebook, summarize your partner´s opinions in exercise 2. Write about 150 words. Then, share your text with the class.

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In pairs, take turns to read the following rights and responsibilities. Then, ask the necessary questions to know your partner´s opinion. Right: have the right to speak freely and express my ideas and opinions. Responsibility: have the responsibility to be respectful of other people´s ideas and opinions, even if they are different to mine.

2. In pairs, take turns to read the following rights and responsibilities. Then, ask the necessary questions to know your partner´s opinion.

Al terminar la clase, dígales que, en base a las tareas realizadas en las actividades 1, 2 y 3, deberán autoevaluarse de acuerdo con los criterios de avance en la escala de rendimiento al final de la página. Antes de que empiecen, pídales que se fijen en la escala y luego lean las descripciones. Asegúrese de que comprendan bien los términos great, good, OK and not good enough, para que la autoevaluación sea efectiva.

6 points

Read and listen. Then, answer the questions in your notebook.

My daughter, Madeline, is nine years old. She has some chores to do at home and they will change as she gets older. She will have more responsibilities but, for now, these are her daily chores. She starts with making her bed every morning. Then, she puts things away in her room. Today it wasn’t that messy. t is her responsibility to keep her room clean. She does the dishes she uses, too. She started doing this during her summer break. t is also her responsibility to pick up her toys, because she is the one that plays with them. As always say, if you make a mess, you must clean it up.

Puede reforzar esta lección con las páginas 58 y 59 del Cuaderno de Actividades. 1.

3 In your notebook, summarize your partner´s opinions in exercise 2.

10 points

nterpret your results Great! (24 points) You are achieving the learning goals. Keep on working hard!

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Good (20-24 points) You are very well prepared. Analyze the few mistakes you made.

OK (13-19 points) Your performance can improve. Revise your mistakes and weakest areas with your teacher.

Not good enough (12 or less points) You need to revise the contents and practice more, in order to improve your performance.

UN T 5 CHECK YOUR PROGRESS

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 que los estudiantes estrechen la brecha entre el conocimiento actual y las metas esperadas, y la forma de lograrlo. Invite a sus alumnos a realizar la evaluación en silencio. Al terminar, revise el desempeño de los alumnos con la rúbrica en el Apendice de Material Complementario Fotocopiable de la Unidad 5, página 261.

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lesson 3

The consequences of irresponsible behavior

iNicio Lea el nombre de la lección en voz alta a la clase. Invite a los alumnos a identificar la relación entre el contenido de esta lección y el tema de la anterior (Giving Responsibilities to Young People). Dígales: What’s the 4º MEDIO

The consequences of irresponsible behavior

consequences of the risky behaviors in the pictures.

Before listening

cierre 3. Discuss about two other risky behaviors and their possible consequences. Fill this graphic organizer in your Activity Book with your conclusions. Then, make comparisons with other groups. Los estudiantes trabajan en los mismos grupos. Luego de una discusión grupal, completan el organizador en el Cuaderno de Actividades y cierran la clase comparando las respuestas con las de otros grupos. Explíqueles lo siguiente: Copy this graphic organizer in your notebook and fill it in with your conclusions. Then, compare it with other groups.

Look at the pictures and identify the risky situations. Then, listen to the recording and check your answers. 66

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clase 14 2

Discuss the consequences of the risky behaviors above. Share your conclusions with the rest of the class.

56 Discuss about two other risky behaviors and their possible consequences. Fill this graphic organizer in your Activity Book with your conclusions. Then, make comparisons with other groups.

iNicio Para comenzar la clase, invite a los alumnos a revisar lo que hicieron la clase pasada, en especial el diagrama que completaron sobre comportamientos riesgosos de la juventud. Invite a algunos alumnos al frente de la clase para que resuman los temas tratados la clase anterior. Dígales: Revise the contents in the diagram you filled in the previous class. (Nombre de alumno), can you come to the front and remind the whole class of the topics and risky behaviors seen the previous class?

Other youth risky behavior

Risks

Not wearnig sitbelt

Smoking

Consequences

Get injured in an accident

Have health problems

You are going to listen to a recording about a student who owns a credit card. n pairs, write a list in your notebook with some predictions concerning the student´s behavior.

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UN T 5 LESSON 3

relationship between this title and the topic seen in the previous lesson? Discuss. desarrollo Before listening 1.

Look at the pictures and identify the risky situations. Then, listen to the recording and check your answers. Antes de comenzar la actividad, obtenga ideas de los estudiantes sobre las situaciones riesgosas reflejadas en las imágenes. Anímelos a trabajar en grupos y 66

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luego dígales: Take a look at the pictures. What type of risky situations are they? Then, listen to the recording and ckeck your predictions. 2. Discuss the consequences of the risky behaviors above. Share your conclusions with the rest of the class. Invite a sus estudiantes a juntarse en grupos y discutir sobre las consecuencias de los comportamientos graficados en las fotos. Digales: Work in groups y luego pídales lo siguiente: Discuss the

desarrollo 4. You are going to listen to a recording about a student who owns a credit card. In pairs, write a list in your notebook with some predictions concerning the student´s behavior. Indique a los alumnos que escucharán un dialogo sobre una estudiante que posee una tarjeta de crédito y que, en su cuaderno, escriban una lista con predicciones sobre el posible comportamiento de la estudiante. Dígales: “Work in pairs and write some predictions concerning the student’s behavior in the recording”. No revise las respuestas en esta instancia.

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While listening

TOMO 3

Listen to the recording. As you listen, check your ideas and predictions in exercise 4. Invítelos a revisar sus predicciones del ejercicio anterior. Pregúnteles si estas estaban correctas o no. Pídales que compartan sus respuestas con su compañero, si estas fueron diferentes. Dígales: Listen to the recording, paying attention, and check your predictions with your partner.

Look at the diagram and discuss some of those general aspects of the recording. Share your conclusions with the class.

UNIDAD 5 lEccIóN 3

Strategy in mind Paying attention to intonation. Paying attention to general and relevant details.

Type

Recording

Purpose

Speakers

67 Listen to the recording again. Focus on the relevant ideas and answer these 57 questions. Write your answers in your Activity Book.

a. According to the conversation, which item did Kate NOT purchase with her credit card? i. A digital camera ii. a plane ticket iii. a hat b. What is one reason to explain why she obtained a student credit card? i. She wants to buy things at a discount using the card. ii. She hopes to establish a good credit rating. iii. She doesn’t want to borrow from her parents.

67 Listen to the recording again. Focus on the relevant ideas and answer these questions. Write your answers in your Activity Book. Ponga el audio nuevamente e invite a sus estudiantes a enfocarse en la información relevante. Para esto, puede decirles: Now, focus on the relevant information, as you listen to the recording once more. Afterwards, write your answers in your Activity Book.

cierre Invite a sus alumnos a que, en grupos, comenten sobre la situación de la estudiante en el diálogo, indicando cuales fueron los errores que cometió Kate en su comportamiento. Dígales: Get in groups and discuss which mistakes Kate made when using her credit card. Explain for the whole class to hear.

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Listen to the recording. As you listen, check your ideas and predictions in exercise 4.

2. Look at the diagram and discuss some general aspects of the recording. Share your conclusions with the class. Invítelos a seguir trabajando en pares, ahora para que miren el diagrama y discutan sobre el tipo y propósito del texto, además de los hablantes que identifican. Dígales: Look at the diagram and discuss some general aspects of the recording, such as type of text purpose and speakers. 3.

c. What is one problem NOT mentioned in the conversation? i. t’s usually difficult to get out of debt. ii. The interest rates on student cards are very high. iii. Students often apply for more credit cards than they need.

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d. How does Kate plan on resolving her credit card problems? i. She hopes that someone will give her the money. ii. She plans on getting a job to pay for her debts. iii. She is going to return the items she purchased with the card. e. What is Mark going to do for his friend to help her manage her money? i. Help her find a better paying job to cover her expenses. ii. Teach her how to prepare a financial management plan. iii. Both i and ii.

UN T 5 LESSON 3

clase 15 iNicio Invite a los alumnos a revisar lo que vieron la clase anterior, para que recuerden la situación de Kate y su comportamiento con la tarjeta de crédito, revisen sus notas y respuestas. Dígales: Revise your notes from previous class. What was Kate’s situation? Explain the situation to your partner.

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desarrollo language in use Use Indirect Questions 1. Invite a leer las oraciones y compararlas. Si es necesario, ayúdelos con la pronunciación y entonación. Dígales: Read the questions below. Focus on the structure, and intonation and pronunciation patterns. 2. Pregúnteles: Which questions have the same meaning? 4º MEDIO

ndirect Questions

1. Read and compare these questions. a. Can you tell me where you got all this? b. Are you able to pay for all this?

trabajar en grupos. Luego, dígales: Discuss the questions below as a class.

c. Where did you get all this stuff? d. Do you know if you are able to pay for all this?

2. dentify the questions that convey the same meaning in exercise 1. 3. n pairs, discuss and analyze the grammatical difference of the questions in exercise 1. Pay attention to the order of the elements. Then, check with your teacher. 4.

67 Listen to the conversation again and identify other indirect questions. Write your findings in your notebook.

5. Transform the indirect questions you have found into direct questions. Then, compare with your classmate.

Discuss these questions with the class, according to Kate’s intonation. a. Which of these pictures represents Kate´s attitude? Explain your choice.

iii

cierre Invite a los estudiantes a compartir las oraciones que acaban de escribir con el resto de la clase, de forma oral, o en el pizarrón. Dígales: Share the sentences you have just written with the whole class. Are there any volunteers who want to come to the front and write them on the board?

b. s Kate conscious of the consequences of her irresponsible behavior?

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67 Listen to the recording again. Focus on these specific words and use them to write some sentences in your notebook.

earn

budget

interest rate

debt

pay back

cash

iNicio Comience la clase diciendo a los alumnos que revisen lo que vieron la clase anterior, y que practiquen las oraciones que escribieron con el vocabulario visto. Dígales: Revise what you did last class and practice the sentences you wrote out loud.

borrow

After listening

In small groups, answer the following questions about the recording. a. Do you think Kate´s behavior is appropriate? b. Do you agree or disagree with the existence of students’ credit cards? c. Do you think credit cards lead to impulse spending? d. What are other dangers of having a credit card? e. Can you imagine what consequences Kate may face?

desarrollo after listening

Read and answer these questions with your group. a. What teenage irresponsible behavior can be usually seen in your country? b. Have you ever done anything risky? What have you done? c. Do you remember if there were any consequences? Which ones? d. Why do you think teens sometimes take risks?

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3. Ahora pídales que se enfoquen en el orden de los elementos en la preguntas. Pregúnteles: Which is the order in the questions? What do these questions have in common? 4. 67 Invítelos a escuchar la conversación nuevamente. Pídales que identifiquen las preguntas indirectas y motívelos a encontrar otros ejemplos en su cuaderno. Para ayudarlos, dígales: You are going to listen to the conversation again. Try to identify the indirect questions. As you find them, write them in your notebook. 4º MEDIO

67 Listen to the recording again use them to write some sentences in your notebook. Ahora invite a sus alumnos a escuchar nuevamente el audio. Dígales: We are going to listen to the recording again. Pay attention and focus on the words below. Write down some sentences where the words are used, in your notebook.

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Language in use

UN T 5 LESSON 3

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5. Cúenteles que deben transformar las preguntas indirectas a directas. Luego, dígales que las comparen con sus pares. Explíqueles: “Now, change the indirect questions into direct ones”. Luego, pídales que las comparen con sus compañeros: “Compare your answers with your partner”. 4. Discuss these questions with the class, according to Kate’s intonation. Después de haber modelado la estrategia de comprensión auditiva, invítelos a

1. In small groups, answer the following questions about the recording. Cuénteles a sus estudiantes que trabajarán en pequeños grupos. Luego, Dígales: Discuss and answer the question below. 2. Read and answer these questions with your group. Motívelos a seguir trabajando en grupos. Después de darles tiempo para leer y comprender las preguntas, dígales lo siguiente: Read the questions below. Then, answer them in your group and share them with the whole class.

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Speaking

speaking carrying out an interview

1. Preparing to speak

A continuación, los estudiantes prepararán una entrevista sobre los riesgos de no cumplir con certeza los deberes de los jóvenes y sus consecuencias. Explíqueles que deberán añadir preguntas directas e indirectas. TOMO 3

Carrying out an interview

In pairs, you are going to prepare a short interview about the duties of youth and the consequences if you don’t carry them out. You must use both direct and indirect questions. a.

Listen to these expressions, paying attention to pronunciation and intonation.

Excuse me!

b. Write a draft of your interview in your notebook, adding the necessary key words of the topic, direct and indirect questions as well as the expressions in exercise 1.a. 2. Practicing a. Take turns to practice your interview. Pay attention to pronunciation and intonation. b. Correct each other´s mistakes. 3. Performing Role play your interview in front of the class. 4. Evaluating After you finish, evaluate your work using the prompts in the box. Then, offer positive feedback to each other, focusing on your strengths and making suggestions to improve your weaknesses.

We...

2. Practicing Los estudiantes toman turnos para practicar su entrevista. Se corrigen los errores. Para ayudarlos, puede decirles, lo siguiente: Work in pairs and take turn to practice your interview. Focus on the pronunciation and intonation. You may correct your mistakes.

prepared our interview carefully. paid attention to pronunciation and intonation. used the necessary vocabulary and expressions. asked direct and indirect questions. followed the suggested steps.

Exit slip

3. Performing Los alumnos actúan su entrevista en frente de la clase. Dígales: Act it out.

Evaluate your performance. Discuss your answers with the class.

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

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Do you mind if ask you a few questions? Of course!

Sure, no problem!

1. Preparing to speak. a. 68 Los alumnos deben escuchar las expresiones y poner atención a la pronunciación y entonación. Dígales: Listen to these expressions. Focus on their pronunciation and intonation. b. A continuación, dígales: You are going to write a draft of your interview in your notebook. Include the key words and direct and indirect questions you have learnt so far.

4. evaluating Lea en voz alta la información del cuadro. Invítelos a trabajar diciendoles lo siguiente: Using the prompts in the box, evaluate your partner. Dígales que se enfoquen en sus fortalezas y sus debilidades.

Can ask you some questions?

The most important thing learned today...

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Proporcione ejemplos orales y escritos para ayudarlos a ver cómo estos recursos son útiles para transmitir el mensaje.

Asegúrese de dedicar el tiempo suficiente para permitir que los estudiantes reflexionen sobre su trabajo y mantenga un registro de sus respuestas personales. Puede reforzar esta lección con las páginas 61 y 62 y del Cuaderno de Actividades.

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nterested in summer jobs?

the pictures to the corresponding adjective. Finalizada la actividad, sugiérales agregar otras características que son importantes cuando se busca trabajo.

Before reading

Look at the people and identify their corresponding personality adjectives.Then, decide which of these characteristics are important when hunting for a job.

optimistic

talkative

bad-tempered

shy

insecure

57 Fill in the chart, in the Activity Book, with your strengths and weaknesses. Then, share your list with your partner and describe your personality.

Look at these words and predict how they will be connected to the text on page 132.

employees attitude interview

applicant

skill

Interested in Summer Jobs?

iNicio Para comenzar la clase, pida a sus alumnos que lean el título de la lección. Invítelos a que, en parejas, compartan si alguna vez han tenido un trabajo durante el verano o si les gustaria tener uno, y que luego lo compartan

cierre Para cerrar la clase, invite a sus alumnos a que, en pares, lean las palabras de la actividad 3, elijan tres de ellas y expliquen de qué manera piensan que estarán relacionadas con el texto de las páginas 123-133. Dígales: Get in pairs. Read the words in exercise 3, pick 3 of them and explain in which whay you think they will be related to the text on the next page. Write your reasons on a separate sheet of paper, and then read them to the rest of the class.

interviewer

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clase 17

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eye contact

productive

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lesson 4

3. Look at these words and predict how they will be connected to the text on page 132. Motívelos a trabajar en grupos, luego Dígales: Take a look at the words. Pregúnteles: How do you think the words below will be connected to the text on the next page?

wear

2. Fill in the chart, in the Activity Book, with your strengths and weaknesses. Then, share your list with your partner and describe your personality. Dígales a sus estudiantes: Now you are going to fill in the chart in your Activity Book. You must write your strengths and your weakness. Luego de monitorear esta actividad, invítelos a compartir su lista con sus compañeros.

hard-working

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Lesson 4

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con el resto de la clase. Dígales lo siguiente: Ask your partner if they have ever had a summer job or if they would like to have one. Share with the class. desarrollo 1. Look at the people and identify their corresponding personality adjectives. Then, decide which of these characteristics are important when hunting for a job. Pídales a sus alumnos lo siguiente: Have a look at the pictures. Luego dígales: Match UNIDAD 5 lEccIóN 4

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While reading

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clase 18

1 Skim the text to check your predictions in exercise 3.

iNicio Comience la clase diciendo a los alumnos que revisen lo que vieron la clase anterior, y que practiquen las oraciones que escribieron con el vocabulario visto sobre el tema de los trabajos de verano. Dígales: Revise what you did last class and practice the sentences you wrote out loud.

Key words show up traits willingness helpful mock

1. Indique a los alumnos que deben leer el texto de forma rápida, para obtener palabras clave y corroborar sus predicciones hechas la clase anterior. Dígales: Skim the text and check your predictions in the previous exercises. Pregúnteles: Were your predictions correct?

How should you prepare for a summer job? Strategy in mind Skimming to find main and general ideas quickly. Scanning to find specific pieces of information.

Smart reading 1. In pairs, look through the text quickly to get the main and general ideas. Invite a los estudiantes a utilizar las estrategias que acaba de modelar. En la primera actividad de esta sección dígales: “Skim the text and get the main and general ideas”.

UNIDAD 5 lEccIóN 4

What do companies look for in a teen applicant? According to Kay Meyers, Human Resource manager at an important company, her top four qualities are: flexible availability and the ability to show up on time, make eye contact and hold a conversation. Annika Tunberg, Director of Marketing, explained that they look for someone who is both a hard worker and quick learner. No matter what you do, it’s important to show up for your job and have a desire to be there.

What skills do employers want teenagers to have? Smart reading 1. n pairs, look through the text quickly to get the main and general ideas. 2. dentify the following information and write it in your notebook: a. What companies look for in a teen applicant. b. Skills that employers want teens to have. c. What to expect in an interview.

2. Identify the following information and write it in your notebook: En esta actividad, invite a los estudiantes a escanear el texto y obtener información específica. Dígales: Scan the text in order to find specific pieces of information.

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By Christina Cress May 30, 2019 Summer is here and school is out! To fill your long days of summer, you’re considering getting your first job. Do you know what to expect?

desarrollo While listening

cierre Invite a sus alumnos a reflexionar sobre las características que los empleadores generalmente requieren de sus postulantes y si ellos están de acuerdo o no con ellas. Indiqueles que compartan sus opiniones en pequeños grupos. Dígales: Do you agree with the skills employers look for in teen applicants? Get in small groups and share your opinion about this issue.

What should you know about getting a summer job?

No matter what job you end up getting, there are some traits that almost every employer looks for in their employees.

» Be self-motivated Employees who are self-motivated are hard workers, loyal, and have a strong commitment to their job. Employers don’t want to constantly stand over their employees telling them what to do. They want you to show initiative. Suggest a policy change if you see something that isn’t working. Go that extra mile, above and beyond what your employer expects of you.

» Have a positive attitude Employers see this as one of the biggest assets a teen can have. Being positive affects not only your willingness to do the job, but also your trainability and leads to a fun and more productive work place.

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previous exercise”. Monitoreé la actividad asegurándose de que todos están trabajando.

Your analysis

The ability to interact with people is a plus in customer service jobs. You need someone to be able to read people and put customers at ease—especially if they’re upset about something. “The best thing employees can do is take care of the customer,” says Meyer. What should you expect in an interview? You found the job you want, you applied, now it’s time for your interview! You can’t wear jeans, but there’s no need for you to go shopping for a suit or tie. A nice pair of pressed pants or a modest length skirt (below the knee) paired with a polo or button-down shirt will work just fine. Just make sure whatever shirt you choose is wrinkle free! Show up on time! f you’re late for the interview, can they expect you to show up to work on time? Punctuality is important to employers. t shows initiative and that you’re committed to doing a good job.

1. Answer these questions in small groups. a. Can you explain the importance of Kay Meyer’s top qualities in a teen applicant? Give examples. b. Apart from the traits mentioned, which other skills may employers look for? Explain. c. Are there any other aspects that must be taken into account in a job interview? f necessary, search for extra information.

2. Share your analysis with other groups.

Make sure that, during the interview, you maintain good eye contact. This shows you’re engaged and listening to them.

TOMO 3

» Be a people person

Al monitorear, identifique palabras o expresiones significativas, y escríbalas en el pizarrón para que puedan ser utilizadas por todos los estudiantes.

t’s also helpful for you to know the company you’re interviewing with. Show that you’re interested in the company by preparing questions for the interviewer. Make sure you know the skills you have for the job you’re applying for. You can research the job you’re applying for online, check out the company’s website or talk to someone who works for the company you’re interviewing with. Have you ever heard the phrase “practice makes perfect”? Recruit a friend or a family member to have a mock interview. Here are some things you can expect interviewers to ask you: What is your greatest strength/weakness? Why should we hire you? And so on. Now that you know what’s out there and how to ace that interview, start applying!

Taken and adapted from: https://www.ihmvcu.org/moneysmarts/money-smarts-blog/2018/05/30/ what-every-teenager-should-know-about-getting-a-summer-job

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iNicio Comience la clase diciendo a los alumnos que revisen sus opiniones sobre las características que los empleadores generalmente requieren de sus postulantes y si ellos están de acuerdo o no con ellas. Puede pedir a un par de voluntarios que salgan al frente y compartan sus opiniones Dígales: Revise your opinions from last class. Luego dígales: Can two volunteers come to the front and share their opinions with the rest of the class? 4º MEDIO

Think critically Make text-to-text connections Have you ever read other texts related to the same topic? Did those texts provide the same or different information? Explain. Make text-to-self connections n your opinion, how useful was the information you read in this text? Explain.

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desarrollo Your analysis 1. Answer these questions in small groups. Indique a los alumnos que lean el texto nuevamente y respondan las preguntas en pequeños grupos, luego de decirles: Work in groups and answer the questions” Revise las respuestas como grupo curso. 2. Share your analysis with other groups. Dígales a sus alumnos: “Now exchange your ideas with other groups in the UNIDAD 5 lEccIóN 4

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After reading

cierre

TOMO 3

after reading 1. Write down some questions, in your notebook, about the text you have just read. You can ask about something you are curious about or didn´t understand, as shown in the examples below. Then, read out your questions in groups and discuss the answers. Invítelos a sus alumnos a trabajar en grupos. Dígales: Look at the examples below. In groups, write down in your notebook questions as in the examples, which are related to the text you have just read. Monitoreé la actividad y, para cerrar la clase, invítelos a compartir sus preguntas y compararlas como grupo curso.

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Discuss these questions in groups. a. Have you ever had a job interview? How was the experience? Did you search for information about the company? Did you prepare any questions to ask the employer afterwards? f you haven’t, how do you imagine it would be? b. What factors, do you think, influence the decision to apply for a certain job? Your salary requirement? Schedule? Your availability? Your personality?

Read the email below and discuss the following: a. Which type of questions does the applicant ask? b. Which skills do you think are needed for the specific job on the email?

iNicio Invite a sus alumnos a revisar las preguntas que crearon al finalizar la clase pasada, ya que estas son necesarias para las actividades de esta clase. Invite a algunos alumnos a compartir sus preguntas frente a la clase. Dígales: Revise the questions you wrote last class. Are there any volunteers who would like to share their questions in front of the class?

3. Read the email below and discuss the following: Dígales que discutiran 2 preguntas en pares después de leer el correo electrónico. Puede decirles: “Take a look at the email below, and then answer the questions. Check your answers as a group”.

Why is it important to prepare questions for the interviewer?

Do you know what it means “to go that extra mile, above and beyond...”?

clase 20

desarrollo 2. Discuss these questions in groups. Dígales que discutirán en grupos: “Work in groups and discuss the following questions”. Asegúrese de que están entendiendo las preguntas, puede hacerlos leer en voz alta para que se familiaricen con la información. Pídale a un estudiante voluntariamente leer la pregunta, dígale: “Who wants to read? Would you like to read the question aloud”?

Write down some questions, in your notebook, about the text you have just read. You can ask about something you are curious about or didn´t understand, as shown in the examples below. Then, read out your questions in groups and discuss the answers.

From: [emailprotected] To

Cc Cco

[emailprotected]

Subject

To request some information

Dear Mr. Lee, am writing to you because am interested in applying for a position as a waiter in your cafeteria; Could you please tell me the type of person you are looking for to fill this position? And could you please tell me what my main duties would be? ’ll be looking forward to your reply. Regards Harry Tyler Submit

A Created by Publishing Team.

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cierre Invite a sus alumnos a compartir las respuestas de la actividad 3 con el resto de la clase. Motívelos a que expresen, de forma oral, las habilidades que ellos piensan se necesitan para el trabajo del email y que justifiquen sus respuestas. Dígales: What do you think the skills needed for this job are? Justify your opinion out loud.

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clase 21 iNicio Al comenzar la clase, invite a sus alumnos a revisar nuevamente el modelo de email de la página 134, poniendo especial atención a su estructura. Dígales: Look at the email on page 134 and pay attention to its structure. Dígales que, en una hoja aparte, escriban sus ideas sobre como se estructura un email formal y que intercambién sus ideas con sus compañeros. On a separate sheet of paper, 4º MEDIO

A formal email

información. Primero, recomiéndoles: Focus on the following expressions. Luego, pregúnteles: What do you think they are? What do these have in common? What kind of information do they ask? Cuando hayan respondido, puede motivarlos a leerlas en voz alta como grupo cursos o de manera individual. Dígales: Now, you can read the questions aloud.

1. Organizing the ideas magine that you are searching for a summer job and you need to write a formal email to the company to get some information. a.

n pairs, talk about a summer job that you would like to apply for. Then, copy this graphic organizer in your notebook and fill it in with some information that you would like to know about the job.

Main duties Schedule b.

Read and listen to these expressions to formally request for information.

Can you tell me …?

Could you please tell me…? Would you kindly …?

Would you please tell me…?

3. Revising Based on the Editor´s Marks, check for grammar, punctuation and spelling mistakes. 4. Editing Write the final version of your email and revise it again. You can add more information, if needed. 5. Publishing Exchange writings with your partner, evaluate each other´s work and give positive feedback and suggestions to improve each other’s weaknesses. Use the prompts in the box to help you evaluate your partner’s performance.

Exit slip

Editor’s Marks Capital letter / Lowercase Punctuation Add a word

Check spelling Change place

3. revising Ahora pídales: Check grammar, punctuation, and spelling mistakes based on Editing Marks in the box.

My partner... wrote clear and well-organized ideas. included enough vocabulary. requested for information using formal expressions. revised grammar and punctuation carefully.

4. editing Señale lo siguiente: “You are going to write your final version of your e-mail at this stage. You may include extra information if necessary”.

Evaluate your performance. Discuss your answers with the class.

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

The most important thing learned today...

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wrtie some ideas on how a formal email is structured and share your ideas with your partners. desarrollo Writing a formal email 1. organizing the ideas Empiece esta actividad diciéndoles: Imagine that you are looking for a summer job and you need to write a formal e-mail to the company to get some information. 4º MEDIO

2. drafting En esta etapa, cuénteles que deberán escribir un borrador con las ideas del organizador gráfico incluyendo toda la información para solicitar la información. Puede decirles: Now, you are going to write a draft of your email. Base your information and your ideas on your graphic organizer. You may include the expressions in exercise 1.

Do you think you could…?

2. Drafting Based on the information in your graphic organizer, write a draft of your email, in your notebook. Remember to include the necessary key words and expressions to request for information in a formal way, as shown in the example on page 134. At this stage, do not care much about making mistakes.

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TOMO 3

Writing

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a. Pídales trabajar en pares. Invítelos a hablar sobre un trabajo de verano que les gustaría postular. Dígales: What kind of summer job would you like to apply for? Luego, invítelos a completar un organizador gráfico en su cuaderno, con la información que les gustaría saber sobre el trabajo. Revise la información como grupo curso. b. 69 Ponga la grabación e invítelos a escuchar expresiones para solicitar

5. Publishing En pares presentan sus textos y luego se evalúan el trabajo. Recuérdeles que una parte esencial de esta etapa es dedicarle el tiempo suficiente para permitir que los estudiantes intercambien comentarios de apoyo. Explíqueles que deben basar su evaluación en la información del box. Puede decirles: “Using the prompts in the box, Exchange your text with your partner. Evaluate each other’s work giving positive feedback and suggestions to improve each other’s weakness”. cierre exit slip Asegúrese de dedicar la parte final de la lección para que los alumnos reflexionen sobre su desempeño en las tareas y luego discuta los resultados de la autoevaluación en grupos pequeños y / o con el resto de la clase. UNIDAD 5 lEccIóN 4

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SUBJECT CONNECT ONS

clase 22

sUBJecT coNNecTioNs

TOMO 3

iNicio Explique a sus alumnos que esta etapa corresponde al cierre de cada módulo. Dígales, además, que aquí se presentan diferentes tipos de textos y tareas para permitir que los estudiantes apliquen lo que han aprendido y lo conecten con otras materias escolares.

e Scienc

In pairs, read the title of the text and look at the pictures. Predict what kind of information the text will have.

Read the text, look at the highlighted sentences and explain what they mean, in your own words.

social science

As you read, answer these questions. a. What did Martin Luther King believe in? b. What does violence bring?

c. What does non-violence require? d. What does violence provoke?

4 Final debate: Discuss these questions in groups.

1. In pairs, read the title of the text and look at the pictures. Predict what kind of information the text will have. Invite a sus estudiantes a trabajar en pares. Sugiérales trabajar con un compañero o compañera diferente. Luego indíqueles lo siguiente: Have a look at the pictures on page 136, then read the title of the text. Pregúnteles: Who is the person in one of the pictures? What do you know about him? Escuche sus respuestas y motívelos a tomar notas de estas: Write down your ideas in your notebook.

a. What should we do to live in harmony with others? b. Do you think non-violence is part of your duties and responsibilities? Explain.

Human Rights and Violence “Non-violence in the Civil Rights struggle has meant not relying on arms and weapons”. weapons”. Said Martin Luther King in his 1965 speech. He added “Nonviolence has also meant we do not want to instill fear to others or into the society of which we are part. It has meant that we don´t seek to win victory over anyone. We seek to liberate our society and share in the self-liberation of all the people.” Without doubt, violence often brings momentary results. Nations have frequently won their independence in battle. But despite temporary victories, violence never brings permanent peace. It solves no social problems: it merely creates new and more complicated ones.“Violence “Violence is immoral,” immoral,” he said,“It destroys community and makes brotherhood impossible.”

2. Read the text, look at the highlighted sentences and explain what they mean, in your own words. desarrollo 3. As you read, answer these questions. En la medida que van leyendo, los estudiantes responden en pares las preguntas que se presentan. Puede sugerirles lo siguiente: Work in pairs, then, answer the questions below.

Social

According to Martin Luther King, practicing non-violence shows that we have reached a superior level, level, that we have escaped the blind fear that incites panic and violence. Non-violence, for him, requires courage and selfsacrifice. Violence is impractical and immoral because it develops hatred and ends in destruction for all. He pointed out that violence has come to be taken for granted as a means of solving problems. However, this violence engenders violence and it will never bring permanent peace. He also declared that we must exchange ideas and opinions in peaceful dialogues. We must set an atmosphere of understanding and tolerance, an atmosphere of brotherhood and love. Taken and adapted from: https://en.islcollective.com/resources/printables/worksheets_doc_docx/human_rights__violence/human-rights-racism/22974

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cierre 4. Discuss these questions in groups. Nuevamente, invite a sus alumnos a discutir en grupos. Dígales que después de leer, deberán contestar las siguientes preguntas. Puede sugerirles leer primero las preguntas. Por ejemplo, puede decirles: Read the questions below y puede preguntales: Do you understand these questions?

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L TERARY C RCLE

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 answers with the whole class”.

1 Read this monologue and answer the questions in your notebook.

Disappointment Cynthia: Well it’s done, I’ve passed the point of no return...I still can’t believe this has happened to me! All my school life, I’ve been great, I’ve always been a leader, almost always the first in my class...until now. I don’t know what happened. I’m furious at myself; I knew I should have studied much harder. I feel terrible; I feel like I’ve disappointed everyone, my family, including myself...Why didn’t I try harder, I should have paid more attention to my grades. My Dad would tell me,“I know you are smart sweetheart, but it wouldn’t hurt to do just a little extra credit to increase your average.” But no! ...You know most kids would have celebrated the grades I got, but not me, it’s like I broke some sacred chain!...Well it’s finally over. It´s too late now, and there’s nothing I can do about it, but cry a little tear and get on with life. But you know what’s ironic?...As bad as I feel right away, it’s like an enormous heavy load that has been lifted off my shoulders... it’s like I’m FREE!

TOMO 3

cierre Invite a sus alumnos a que reflexionen sobre sus responsabilidades actuales y si creen que estas los ayudarán de alguna manera en el futuro, al sumarse al mundo laboral. Motívelos a justificar sus respuestas y a compartirlas con el resto de la clase. Dígales: “Do you think the responsibilities you have today will help you, in any way, in the future? Can you provide any examples? Share with the whole class.”

Retrieved and adapted from: http://www.ispgroupinc.com/monologues/free-monologues-downthetubes.htm

a. What responsibilities, do you think, Cynthia is talking about? b. What do you think happened to Cynthia? c. What do you think about Cynthia’s attitude towards herself? d. What piece of advice would you give her?

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UN T 5 L TERARY C RCLE

clase 23

liTerarY circle iNicio Invite a sus alumnos a reflexionar sobre cuáles son sus deberes como adolescentes y como estudiantes. Motívelos a pensar sobre como llevan a cabo estos deberes y si sienten que los están cumpliendo de buena marea. Dígales: What are your responsibilties as a 4º MEDIO

137

teenager? How do you carry on these responsibilities? Share with the class. 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 líneas para encontrar la información. Si es necesario, lea las preguntas con toda la clase y deles ejemplos y explique el vocabulario

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PROJECT:

clase 24 I.

TOMO 3

ProJecT: Giving a presentation

II. Procedure

1. Reflect upon the rights and responsibilities that teens have, according to the law in your country. Discuss: What is the legal age to vote? At what age can you get a driving license? What is the minimum age for employment? What is the age of criminal responsibilities? 2. Choose one of the topics in activity 1 and carry out an investigation. 3. Visit some websites or a library, where you can get extracts of legal documents, publications or opinions about the topic. 4. Select the relevant information and organize the main ideas in your notebook as follow.

ii. Procedure Dígales que deben reflexionar sobre sus derechos y sus responsabilidades de acuerdo a la ley. Si es posible, dígales lo siguiente: Read the questions below. Discuss in your groups. En esta actividad, pídales lo siguiente: Select one of the topics in exercise 1 in order to find out information. Sugiérales a sus alumnos: Carry out an investigation on your topic. You may visit some websites or a library, in order to get information. A continuación, indiqueles a sus estudiantes lo siguiente: After finding your information, select some ideas and write them in your notebooks. Copy the diagram provided to organize your information.

UNIDAD 5 PROYEcTO

Work in groups of four.

2. Read the instructions in the Procedure section. Then, copy this chart in your notebook and, according to your strengths and weaknesses, elaborate an action plan for the project. 3. Before you start, read the rubric at the end of the page carefully, so that you know, in advance, the areas that will be evaluated.

Puede decirles: In your groups elaborate an action plan for the project based on your strengths and weaknesses.

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Preparation

i. Preparation Los estudiantes trabajan en grupos de a cuatro personas. A continuación leen las instrucciones en la sección de procedimiento. Infórmeles que deben elaborar un plan de acción.

iii. Presentation Dígales que en esta etapa deben presentar sus hallazgos a la clase. Los puede motivar diciéndoles: Make a short introduction. Then, present the information. Don’t forget to include a conclusion as a group. Después de la presentación, los estudiantes invitan a algunos compañeros a formular dos a tres preguntas sobre el tema. Dígales lo siguiente: Invite your classmates to ask two or three questions about your topic. After you have finished the project, reflect on your work and evaluate the group´s performance according to the following scale.

Giving a presentation

Topic

After you have finished the project, reflect on your work and evaluate the group´s performance according to the following scale (answer in your notebook): 4 3 2 1

Excellent Good Satisfactory Needs improvements

The group...

Score

nformation 1

Details

had a positive attit ude towards the assigned task.

4 3 2 1

nformation 2

Details

completed the task on time.

4 3 2 1

nformation 3

Details

acknowledged the sources of information properly.

4 3 2 1

followed the instructions carefully.

4 3 2 1

nformation 4

Details

developed awareness of the importance of consulting reliable sources of information.

4 3 2 1

worked collaboratively and responsibly towards the common goal.

4 3 2 1

III. Presentation

1. Present your findings to the whole class. First, make a brief introduction. Then, each student presents one part of the information. Finally, finish the presentation with a conclusion. 2. nvite classmates to ask two or three questions about your topic. 138

IV. Evaluation

UN T 5 PROJECT

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Terminadas las presentaciones, puede invitar a los alumnos a evaluarse. Dígales: Reflect on your work and evaluate the groups’ performance according to the scale below.

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F NAL CHECK

desarrollo 1.

70 Listen to four articles presented by the Unicef. As you listen, match them with the corresponding rights below, on a separate piece of paper.

Access to information

Non-discrimination

Right to privacy

4 points

2. In your notebook, write an email to Unicef, asking for some extra details about children´s rights. You must include the necessary formal expressions to request information. 3. Read this paragraph in pairs. Then, ask direct and indirect questions about it.

Freedom of thought, belief and religion

2 In your notebook, write an email to Unicef, asking for some extra details

4. Write a dialogue of about 16 brief interactions related to the risks and consequences of one irresponsible behavior, on a separate piece of paper. Practice with a partner and role play it in front of the class.

10 points

about children´s rights. You must include the necessary formal expressions to request information.

3 Read this paragraph in pairs. Then, ask direct and indirect questions about it.

6 points

“From traditional jobs, such as babysitting and lawn care, to entrepreneurial ventures, such as computer repair services, parttime jobs for teens come in a variety of options. Besides earning and spending money, part-time jobs teach responsibility and useful life skills. Teenagers looking for jobs face some challenges, such as the knowledge of child labor laws, age requirements, time managing, etc.

clases 27 y 28 evaluación formativa

Taken and adapted from https://work.chron.com/parttime-jobs-teenagers-12051.html

4 Write a dialogue, of about 16 brief interactions, related to the risks and consequences of one irresponsible behavior, on a separate piece of paper. Practice with a partner and role play it in front of the class.

10 points

nterpret your results Great! (30 points) You are achieving the learning goals. Keep on working hard!

Good (25 - 29 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (17 - 24 points) Your performance is satisfactory, but you can improve. Revise the mistakes you made and reinforce the weakest areas in the evaluation.

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Not good enough (16 or less points) You need to revise the contents and practice more, in order to improve your performance.

UN T 5 F NAL CHECK

clases 25 y 26

TOMO 3

70 Read and listen to four articles presented by the Unicef. As you listen, match them with the corresponding rights below on a separate piece of paper.

139

la integración de estrategias de estudio, y del desarrollo del pensamiento crítico y habilidades lingüísticas.

La evaluación formativa es un proceso de evaluación continuo cuyo enfoque considera la evaluación como parte del trabajo cotidiano del aula, basado en la búsqueda e interpretación de evidencia acerca del logro 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 que los estudiantes estrechen la brecha entre el conocimiento actual y las metas esperadas, y la forma de lograrlo. Invite a sus alumnos a realizar la evaluación en silencio. Al terminar, revise el desempeño de los alumnos con la rúbrica en el Apendice de Material Complementario Fotocopiable de la Unidad 5, página 262.

fiNal cHecK iNicio Indique a los estudiantes que este Final Check les permitirá, a ellos y a usted, evaluar hasta qué punto han sido capaces de lograr los objetivos de la unidad, a través de

4º MEDIO

UNIDAD 5 REVISION fINAl

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Answers will vary.

Human Rights

Answers will vary.

Human rights are the rights…you have simply because you´re human.

UN T 5

4º MED O

1. Indique a los alumnos que completen el crucigrama y que compartan sus respuestas con la clase. Permítales utilizar un diccionario, de ser necesario. Puede dibujar el crucigrama en la pizarra y que algunos estudiantes pasen adelante a completarlo. Dígales: Complete the crossword puzzle. You can use a dictionary if necessary. Draw the puzzle on the board and invite some students to the front to complete it.

b. The Declaration of Human Rights

The Declaration of Human Rights…is based on the principle that all human beings are born free and equal in dignity and rights. c. When a human right is violated When a human right is violated…the mechanisms to address those violations are weak

a. Human rights

1 n pairs, read and complete the following statements. Then, share your ideas with the class.

Page 119 – Student’s Book

Page 117 – Student’s Book

Answers will vary.

Youth Rights and Responsibilities

Activities from the Student’s Book

UN T

The right to education is recognized as a human right in

Piece of news: Positive for Youth Paper.

Answers will vary.

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4º MED O

Answers will vary.

3 Brainstorm and write some ideas you think you will find in the text.

Page 121 – Student’s Book

and to improve the quality of education.

levels of the educational system, to set minimum standards of education

encompasses the obligations of the students to avoid discrimination at all

for individuals who have not completed primary education. Also, it

Additionally, this right includes a responsibility to provide basic education

education accessible to all.

primary education for everybody and an obligation to develop secondary

international conventions, which recognize a right to free, compulsory

Human right:

n pairs, choose a human right you would like to know in depth, and search for some information about it. Organize the information you have collected and write a short paragraph (5-6 sentences).

1 c.

Page 120 – Student’s Book

TOMO 3

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Answers will vary.

UN T 5

Get injured in an accident

Not wearnig sitbelt

Have health problems

Smoking

Getting into debt

Wasting money

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Getting intoxicated

Drinking alcohol

Consequences

Risks

Other youth risky behavior

organizer with your conclusions. Then, make comparisons with other groups.

3 Discuss about two other risky behaviors and their possible consequences. Fill this graphic

Page 127 – Student’s Book

Specific information

Answers will vary.

Main idea

Answers will vary.

Specific information

Read the news article on pages 122-123 again and gather information from the title and paragraphs as well. Complete the organizer and fill it with the main idea of the text and a few important details and key words.

1 c.

Page 124 – Student’s Book

b. What is one reason to explain why she obtained a student credit card? i. She wants to buy things at a discount using the card. ii. She hopes to establish a good credit rating. iii. She doesn’t want to borrow from her parents.

Adjectives describing characteristics.

Weaknesses

UN T 5

TOMO 3

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Adjectives describing characteristics.

Strengths

describe your personality.

2 Fill in the chart with your strengths and weaknesses. Then, share the list with your partner and

e. What is Mark going to do for his friend to help her manage her money? i. Help her find a better paying job to cover her expenses. ii. Teach her how to prepare a financial management plan. iii. Both i and ii.

Listen to the recording again. Focus on the relevant ideas and answer these questions.

a. According to the conversation, which item did Kate NOT purchase with her credit card? i. A digital camera ii. a plane ticket iii. a hat

Page 131 – Student’s Book

Page 128 – Student’s Book

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ACROSS 2. (n) A responsibility to do something. 8. (n) A moral rule or standard of good behavior. 11. (v) Arise, appear. 12. (n) A person who breaks a law or moral rule.

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DOWN 1. (n) Fairness, equity. 3. (n) The quality or state of being free. 4. (n) A formal statement or announcement. Proclamation. 5. (adj) Not able to be transferred to another. nherent. 6. (n) The act of breaking a law or moral rule. 7. (adj) Existing everywhere or involving everyone. 9. (n) A person who is a member of a particular country. 10. (n) Considered fair or morally acceptable.

Human Rights

for help.

1 Read the definitions and complete the crossword. You can use a dictionary or ask your teacher

Activity Book

UN T 5

Taken and adapted from: https://bit.ly/2ECERYs

Gender stereotypes are inevitably passed to our children. (i) Even / But / Even if, by becoming aware of the messages our children receive, we can help them develop ways to overcome these incorrect ideas. To counteract these ideas, parents can look for ways to challenge and support their children, and to encourage confidence in ways that go beyond society´s fixed ideas about differences between boys and girls.

If we are serious about educating a generation to be good workers (h) such as / such/ as well as parents, we need to eliminate such stereotypes as those mentioned previously.

The Sorting Machine “The fact is,” says Nicholson,“that society functions as a kind of sorting machine regarding gender. In a recent survey, fiftyeight percent of eighth-grade girls, but only six percent of boys earned money caring for younger children. (g) On the other hand / On top of that / Though, twenty-seven percent of boys, but only three percent of girls earned money doing lawn work”.

for Girls, Inc., this kind of practice prevents boys and girls from acquiring important skills for their future lives.

2. Indique a sus alumnos que deben leer el texto y elegir los conectores correctos, encerrándolos con un círculo, y que luego revisen las respuestas con el resto de la clase. Dígales: Now, read the text and choose the correct connector in each case. Then, compare and check your answers with the rest of the class.

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There´s nothing wrong with that. The problem arises when certain activities are deemed appropriate for one sex (f) so/ but/ then not the other. According to Heather J. Nicholson, Ph. D., Director of the National Resource Center

Blue and Pink The emphasis on differences begins at birth and continues throughout childhood. (c) So if / For instance / Also, few people would give pink baby´s clothes to a boy (d) and / as / or a blue blanket to a girl. Later, many of us give dolls and miniature kitchenware to girls, while boys receive more “masculine” toys (e) as well as / additionally / such as action figures and construction sets.

How are children exposed to these stereotypes? According to the researchers David and Myra Sadker of the American University of Washington, D.C., boys and girls are often treated differently in the classroom. They found out that, when boys speak, teachers usually offer constructive comments, and when girls speak, teachers tend to focus on the behavior. (b) In other words / For instance / On the other hand, it´s more important how girls act rather than what they say.

Gender stereotypes are rigid ideas about how boys and girls should behave. We all know what these stereotypes are: A “feminine” girl should be insecure and a little illogical in her thinking. A “masculine” boy should be strong, unemotional, aggressive, and competitive.

Most parents want their sons and daughters to have equal chances of success when they grow up. Today, equality of the sexes is largely required by public policy and law. (a) Although / Because / However, old-fashioned ideas and a lot of prejudice are still part of our culture and this presents challenging questions for parents.

Growing up equal

2 Read the text and circle the correct options.

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They prevent boys and girls from acquiring important skills for their future lives. Effect

rigid ideas, exposure to stereotypes in school, from birth, etc.

Cause

Gender stereotypes

Main dea

• • • • • • You could say… ´m quite convinced that… Quite frankly… My view on this is… This may be controversial, but… t´s reasonable to say …

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3. Indique a los alumnos que lean el texto en la página 58 nuevamente y contesten las preguntas. Dígales: Read the text on page 58 again and write the answers to these questions. 4. Luego, indique: Now, you’re going to fill in the graphic organizer with brief ideas to summarize the text on page 58 and, later, discuss about the topic using the expressions provided in the box below.

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As see it, ... Frankly, … do believe/ feel/think … t could be said that… My initial reaction is … Personally speaking…

• • • • • •

Solution

Becoming aware of messages children receive, looking for ways to challenge and support children.

n pairs, fill in the graphic organizer with brief ideas to summarize the text on page 59. Then, discuss about the topic using the expressions provided in the box below.

Useful phrases to express oral opinion!

society functions as a kind of sorting machine regarding gender.

d. What´s the role of society in gender stereotypes?

They prevent boys and girls from acquiring important skills for their future lives.

c. What are the consequences of exposing boys and girls to gender stereotypes?

They are treated differently in the classroom; they are given different clothes, toys, etc.

b. How are children exposed to gender stereotypes?

They want them to have equal chances.

a. What do parents want for their children?

3 Read the text on page 59 again and write the answers to these questions. Discuss these questions in pairs.

d. Where will they go after the housework is done? i. To a movie. ii. Out to eat. iii. To a ball game.

b. What is one thing the boy is NOT assigned to do around the house? i. Take out the trash. ii. Vacuum the floors. iii. Wipe the walls.

Second

Then

Later

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Next, sweep the floor.

after that, wipe the walls

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5. Indique a a sus alumnos que deben discutir las preguntas en pares. Dígales: Get together in pairs and discuss these questions. 6. 71 Indique a sus alumnos que deben escuchar un audio y, respecto de este, elegir la opción correcta. Dígales: Listen to the recording and choose the correct options. 7. Luego, indique: Listen to the dialogue again and, in pairs, use the connectors in the box, and pictures, to say what chores the boy needs to do.

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First

After that

Later, clean the kitchen Connectors of sequence

Then, put he books in order

second, vacuum the floor

71 Listen to the dialogue again. Pay attention to the sequence of activities. Then, in pairs, use the connectors in the box, and pictures, to say what chores the boy needs to do.

c. What does the boy have to do in his bedroom? i. Make his bed. ii. Pick up his dirty clothes. iii. Put his books in order.

Listen to the recording and choose the correct options.

a. What does the boy want to do at the beginning of the conversation? i. Go outside. ii. Go play in a friend´s house. iii. Play video games.

Answers will vary.

a. Should young people be given responsibilities? Answers will vary. b. What are some common teenage responsibilities? Answers will vary. c. Do you believe children and teens should be assigned chores? Which ones? Why?

First, do the living room

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Yes, making teens more focused on the rewards of peers and being included in peer activities.

Does the brain change?

During the adolescence period.

When is there an increased interest in peer relationships?

No, adolescents are just as good as adults at evaluating risk.

Are adolescents worse than adults at evaluating risk?

Teens engage in risky behavior because they are not very good at evaluating risk.

What do people often believe?

Dangerous driving, drug use, excess drinking, and risky sexual behavior.

What does risk-taking include?

More risks than any other age groups.

What do adolescents and young adults usually take?

Taken and adapted from: https://bit.ly/2jO2Qsh

So, the brain changes making teens more focused on the rewards of peers and being included in peer activities. This increased focus on peers occurs during a time when the brain is not yet ready to assist in mature selfregulation. These factors provide a “perfect storm” of opportunities for risky behavior.

Researchers have found several changes in the brain during puberty that are important in explaining risky behavior. For instance, during the adolescence period, there is an increased interest in peer relationships. Studies have shown that several areas of the brain make adolescents more sensitive to the rewards of peer relationships than adults. This motivates teens to focus on their peers in decisionmaking situations that involve risky behavior.

8. Indique a los alumnos que deben leer el texto corto y escribir preguntas a las respuestas que se proveen. Revíselas con ellos como grupo curso. Dígales: Read the text and write appropriate questions according to the answers. Then, let’s check them all together.

People often believe that teens engage in risky behavior because they are not very good at evaluating risk. But early research in this area demonstrated that adolescents are just as good as adults at evaluating risk. So, teens know that the behaviors are risky, but they still engage in them.

Adolescents and young adults usually take more risks than any other age groups. This risk-taking includes dangerous driving (e.g. texting), drug use, excess drinking, and risky sexual behavior. Despite educational efforts to provide teens with information about this, many adolescents continue to engage in risky behavior.

8 Read the text and write appropriate questions for the sentences below.

What time is the game? Where does she live? When did you leave? How have you solved the problem?

Yes-No Questions

Wh- Questions

Direct s there a train to London? Does he study politics? Did they go to class? s she going to get married?

Question phrase

Could you tell me Do you remember Do you think you could tell me

Do you know Can you tell me Could ask

Link

what time where when how

whether

Subject + Verb

the game is? she lives? you left? you have solved the problem?

there is a train to London? he studies politics? they went to class? she is going to get married?

ndirect

ndirect questions help us ask questions in a polite way. Start with expressions such as: Do you know…? Can / Could you tell me…? Add if / whether when there is no question word. The position of the verb changes in indirect questions. See the chart below.

Do you know whether the brain changes?

9. Invite a los alumnos a analizar el cuadro con instrucciones y ejemplos sobre como construir Indirect Questions. Luego de eso, indíqueles que deben re-escribir las preguntas del ejercicio 11. Dígales: Analyze the chart about the construction of indirect Questions. Then, transform your direct questions in exercise 11 into indirect ones. You can ask for help if there is anything you don’t understand or if you have any doubts.

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Can you tell me when there is an increased interest in peer relationships?

Could you tell me if adolescents are worse than adults at evaluating risk?

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Do you know what people often believe?

Can you tell me what risk-taking includes?

b. c.

Do you know what adolescents and young adults usually take?

9 Transform your direct questions in exercise 11 into indirect questions.

• • • •

ndirect Questions

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than then that

/ð/ their thunder them they therefore those thief there these

b. /θ/ theater thirty thought though thumb throw theme threw throat therapy thus threat

Listen and identify the “odd words” in each group.

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Answers will vary.

Reason 3:

10. 72 Explique a sus alumnos que deben escuchar e identificar las palabras que no corresponden a cada grupo, respecto de su sonido inicial. Dígales: Listen and identify the “odd words” in each group. 11 Indíqueles que deben leer el párrafo que se provee y llenar el organizador gráfico con sus propias ideas y opiniones. Indique: Read this paragraph and fill in the graphic organizer with your ideas.

Answers will vary.

Restate my opinion:

Reason 2:

Answers will vary.

Reason 1:

My opinion:

Taken and adapted from: What are some common teenage responsibilities? Retrieved from: https://lifestyle.howstuffworks. com/family/parenting/tweens-teens/common-teenage-responsibilities.htm

Responsibility is a wonderful attribute to have in a child, teenager, adult, employee, employer, you name it! When children are young, they can be assigned chores to demonstrate that members of a family work together to maintain the home. In addition, responsibility induces maturity and increases self-esteem, as the child recognizes that he or she is a capable person.

11 Read this paragraph and fill in the graphic organizer with your ideas.

Reformulation: - n other words - To put it in a different way - To put it differently

Respuestas variarán. Revise que utilicen

Change place

Check spelling

Add a word

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12. Indique a los alumnos que deben escribir una coposición de alrededor de 150 palabras, basada en sus ideas en el ejercicio 9. Dígales: Using the connectors provided in the box, write a 150-word composition based on your ideas from exercise 9.Then, correct your partner and check with the class.

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Check the whole unit and decide which aspects helped you complete this task. Score your performance from one to four. Share your results with a partner.

How did get here?

Punctuation

Capital letter / Lowercase

Editor’s Marks

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Respuestas variarán. Revise que utilicen los connectores que se proveen en el cuadro.

Paragraph 5 (Restate your opinion)

los connectores que se proveen en el cuadro.

Paragraph 4 (Reason 3) Respuestas variarán. Revise que utilicen

los connectores que se proveen en el cuadro.

Paragraph 3 (Reason 2)

connectores que se proveen en el cuadro.

Respuestas variarán. Revise que utilicen los

connectores que se proveen en el cuadro.

Paragraph 2 (Reason 1)

Conclusion - n summary - n brief - n short - To sum up - All in all

Respuestas variarán. Revise que utilicen los

Exemplification - For instance - To illustrate - Such as - Like - e.g.

Paragraph 1 (your opinion)

Addition: - Also - Besides - n addition - Furthermore - Moreover

Connectors

provided in the box.

12 Write a 150-word composition based on your ideas from exercise 11. Use the connectors

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Submit

Bobby Gateway

5. Best Regards,

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4. Thank you in advance for your time. will call your office next week to schedule something if don’t hear back from you soon. ’m really glad ran into you at the meeting as you seem to be very experienced in the fields am learning about.

3. As mentioned when we spoke, am currently considering a degree in computer science and management, but am not sure if this combination would be valuable to potential human resource recruiters. would really appreciate your thoughts and advice on this subject. Could please take 30 minutes of your time to talk to you by phone or meet you for coffee before or after classes one day, so may get your feedback and insight?

2. Thank you for inviting me to the meeting last week. enjoyed the SHRM meeting and hearing about XYZ Corp’s new software. appreciated what you were saying about automation being the future of the field.

1. Dear Ms. Jacobs:

Ms Jacobs ([emailprotected])

Cc Cco

En esta sección se presenta un texto referencial, con el objeto de proporcionar a los alumnos un ejemplo concreto de su estructura. Invite a los alumnos a leer en parejas el email formal de la sección Writing Reference. Dígales: A formal email is a good way to start communicating with someone you don’t know very well and it os also one of the best ways to ask questions and inform people in the context of jobs, communication between teacher-

Formal email

Bobby Gateway ([emailprotected])

Subject

WR T NG REFERENCE

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students, employer-employee, etc. Read the section “How to write a formal email” and compare it to the example email, to corroborate if it follows the same structure. Para extender la actividad, se sugiere realizar preguntas de comprensión: What information must be included in a formal email? What structure does it have? What’s the difference between a formal and an informal email, according to your experience?

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The last step is to include an appropriate closing with your name. “Best regards”, “Sincerely”, and “Thank you” are all professional. Avoid closings such as “Best wishes” or “Cheers” unless you are good friends with the reader. Finally, before you hit the send button, review and spell check your email one more time to make sure it’s truly perfect!

5. End with a closing

Before you end your email, it’s polite to thank your reader one more time and add some polite closing remarks. You might start with “Thank you for your patience and cooperation” or “Thank you for your consideration” and then follow up with, “ f you have any questions or concerns, don’t hesitate to let me know” and “ look forward to hearing from you”.

4. Add your closing remarks

Make your purpose clear early on in the email, and then move into the main text of your email. Remember, people want to read emails quickly, so keep your sentences short and clear. You’ll also need to pay careful attention to grammar, spelling and punctuation so that you present a professional image of yourself and your company.

f you are starting the email communication, it may be impossible to include a line of thanks. nstead, begin by stating your purpose. For example, “ am writing to enquire about …” or “ am writing in reference to …”.

3. State your purpose

f you are replying to a client’s inquiry, you should begin with a line of thanks. For example, if someone has a question about your company, you can say, “Thank you for contacting ABC Company”. f someone has replied to one of your emails, be sure to say, “Thank you for your prompt reply” or “Thanks for getting back to me”. Thanking the reader puts him or her at ease, and it will make you appear more polite.

2. Thank the recipient

Always open your email with a greeting, such as “Dear Lillian”. f your relationship with the reader is formal, use their family name (eg. “Dear Mrs. Price”). f the relationship is more casual, you can simply say, “Hi Kelly”. f you don’t know the name of the person you are writing to, use: “To whom it may concern” or “Dear Sir/Madam”.

1. Begin with a greeting

Follow these five simple steps to make sure your English emails are perfectly professional.

How to write a formal email

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Apéndice de contenido complementario Lesson 1 Defining Human Rights

Ventana de habilidades de aprendizaje Estrategias de comprensión auditiva: Predicción

Modelando las estrategias

Ventana de habilidades de aprendizaje Estrategia de comprensión auditiva: Uso de conocimiento previo

Cuando los alumnos hacen predicciones antes de escuchar, generan hipótesis sobre el tipo, el propósito o el contenido de un texto. Estas hipótesis proporcionan un marco y mejoran la comprensión.

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Ventana de enseñanza

Fuente: Anderson, n. J. (2005). l2 strategy research. Handbook of research in second language teaching and learning (757-772). Mahwah, NJ, Lawrence Erlbaum Associate

Ventana de habilidades de aprendizaje Estrategia de comprensión auditiva: Enfoque en la información relevante

Lesson 2 Giving Responsibilities to Young People Teoría e investigación Estrategias de comprensión de lectura

Ventana pedagógica Uso de diagramas para registrar conocimientos previos

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Ventana de Aprendizaje de Habilidades Uso del diccionario

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Recuerde a los alumnos estas habilidades esenciales del diccionario: • Las palabras aparecen en orden alfabético. • Las palabras normalmente aparecen en su forma singular. • Para averiguar el significado de las expresiones, puede ser necesario buscar las palabras individuales y luego determinar el significado de la expresión. • El contexto debe tenerse en cuenta en todo momento. Fuente: Equipo editorial.

Teoría e investigación Determinar la importancia de la información es una estrategia que los lectores utilizan para distinguir entre qué información de un texto es más importante y qué información es interesante pero no es necesaria para la comprensión. Esta estrategia de lectura les permite a los estudiantes distinguir entre la información más y menos importante presentada en los textos. Fuente: Allen, T., Reeson. C. (March 15, 2015) Determing Importance: Helping students recognize important points in content Text.https://beyondpenguins.ehe.osu. edu/issue/rocks-and-minerals/determining-importance-helping-students-recognizeimportant-points-in-content-text

Teoría e investigación Haciendo conexiones

La teoría de esquemas explica cómo nuestras experiencias, conocimientos, emociones y entendimientos previos afectan lo que aprendemos y cómo aprendemos. El esquema es el conocimiento de fondo y la experiencia que los lectores aportan al texto. Los buenos lectores recurren al conocimiento y la experiencia previos para ayudarles a comprender lo que están leyendo y, por lo tanto, pueden utilizar ese conocimiento para establecer conexiones. Los lectores con dificultades a menudo se mueven directamente a través de un texto sin detenerse a considerar si el texto tiene sentido en función de sus propios conocimientos previos, o si su conocimiento puede usarse para ayudarlos a entender materiales confusos o desafiantes. Al enseñar a los alumnos cómo conectarse a un texto, pueden entender mejor lo que están leyendo. El acceso a conocimientos y experiencias previas es un buen punto de partida para enseñar estrategias porque cada estudiante tiene experiencias, conocimientos, opiniones y emociones a las que puede recurrir. Fuente: Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Stenhouse Publishers

Pensamiento critico Make text-to-world connections

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 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 un 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. 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?

Lesson 3 The consequences of irresponsible behavior Ventana de aprendizaje de habilidades Estrategia de comprensión auditiva: Poner atención en la entonación.

Sugiérales escuchar el texto una vez, enfocándose en la entonación en las preguntas directas e indirectas. Si es necesario, ponga nuevamente la grabación para que hagan la distinción. Pídales que descubran el patrón de entonación. Estrategia de comprensión auditiva: Poner atención en los detalles generales y específicos. Este tipo de estrategia requiere de un mayor análisis de la información escuchada. Ayúdelos a familiarizarse con información específica y general. Puede invitarlos a escuchar y parafrasear la información. También puede pedirles que contesten preguntas o completen alguna tabla con información más específica. Este tipo de ejercicio requiere de habilidades de análisis, interpretación y evaluación. Invítelos a escuchar y enfocarse en la idea general. Hágales preguntas para guiar sus respuestas. Motívelos a volver a escuchar y esta vez pregúnteles por detalles específicos. Fuente: Equipo editorial.

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

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Inferir el significado de la entonación y acentuación.

Explique que el lenguaje hablado proporciona información sobre lo que sabemos, lo que hacemos y lo que queremos. Puede usarse para comunicar mucho más que el significado exacto de las palabras. Nos permite entender lo que el hablante siente sobre lo que está diciendo y nos ayuda a inferir significados, es decir, podemos obtener más información de las palabras que su significado común. Una acentuación adecuada ayuda a las personas a entender exactamente cómo queremos que lo hagan. Los oyentes perderán una gran cantidad de información si solo se enfocan en escuchar y entender las palabras usadas, sin captar el significado que transmite la entonación. Fuente: Tomlinson, J., & Bott, L. (2013). How intonation constrains pragmatic inference. In 35th Annual Conference of the Cognitive Science Society, Berlin, Germany. Cognitive Science Society.

Lesson 4 Interested in Summer Jobs? Ventana de enseñanza Relate a sus estudiantes que las técnicas de lecturas del Skimming y el Scanning son técnicas que utilizan movimientos rápidos de los ojos y palabras clave para moverse rápidamente a través del texto con propósitos ligeramente diferentes. Mientras con la técnica de Skimming se está leyendo rápidamente para obtener una visión general del material, con la técnica de Scanning se lee rápidamente para encontrar hechos específicos. Fuente: Equipo Editorial

He was a Baptist minister and social rights activist in the United States in the 1950s and ’60s. He was a leader of the American civil rights movements. He organized a number of peaceful protests as head of the Southern Christian Leadership Conference, including the famous March on Washington. In 1964 he won the Nobel Peace Prize, and, at the time, he was the youngest person to have done so. Martin Luther King, Jr., is known for his contributions to the American civil right movement in the 1960s. His most famous work is his “I have a Dream” (1963) speech, in which he spoke of his dream of a United States that is void of segregation and racism. King also advocated for nonviolent methods of protest. He organized and staged countless marches and boycotts during the civil rights movement.

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Ventana de enseñanza

Martin Luther King, Jr., influenced people around the world. In a time of civil unrest, King advocated for peaceful approaches to some of society’s biggest problems. He organized a number of marches and protests and was a key figure in the U.S. civil rights movement. He was instrumental in the Memphis sanitation worker’s strike, the Montgomery bus boycott, and the March on Washington. His advocacy of peaceful protest has permeated into contemporary social justice movements.

Martin Luther King, Jr., was standing on a motel balcony in Memphis, Tennessee, on April 4, 1968, when he was shot and killed by James Earl Ray. An hour later, King died at St. Joseph’s hospital. His death sparked a number of riots across the country. He is forever memorialized on the third Monday of January every year—“Martin Luther King Jr. Day”—a holiday instated by U.S. Pres. Ronald Reagan. Fuente: https://www.britannica.com/biography/Martin-Luther-King-Jr

Ventana de aprendizaje de habilidades Estrategias de comprensión lectora: Skimming y scanning

Explique a sus alumnos que el skimming se utiliza para buscar las ideas principales 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 enfoque en las primeras oraciones de cada párrafo e identifique la información que entrega cada párrafo. Fuente: Equipo editorial.

Subject Connections

Para contextualizar a sus alumnos sobre la vida y obra de Marin Luther King, puede leerles esta pequeña biografía, de forma clara y pausada. Si es necesario, puede traducir algunos fragmentos al español. Martin Luther King, Jr., original name Michael King, Jr., (born January 15, 1929, Atlanta, Georgia, U.S. -died April 4, 1968, Memphis, Tennessee). 4º MEDIO

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APENDICE DE MATERIAL COMPLEMENTARIO FOTOCOPIABLE

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Este apéndice contiene material fotocopiable que el profesor puede utilizar como complemento a las actividades sugeridas en el Texto del Estudiante. Complementary Activity Esta actividad fotocopiable tiene como objetivo complementar las actividades vistas a lo largo de la unidad, reforzando principalmente las habilidades orales y de escritura. Puede utilizarla al finalizar una clase, dependiendo del ritmo de trabajo de sus estudiantes.

Diagnostic test Great (9 points) You are achieving the learning goals. Keep on working hard!

Good (8 – 7 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (6 - 5 points)

Not good enough (Less than 5 points)

Good (19 – 17 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (16 – 12 points)

Not good enough (Less than 12 points)

Formative Test 2 Great (15 points) You are achieving the learning goals. Keep on working hard!

Good (14 – 12 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

Final Test 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.

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comPlemeNTarY acT V TY Choose three rights and three responsibilities or chores. Then, write sentences using connectors to link your ideas.

operty Own pr Educatio

re Tortu

Meals

Belong to a

Dusting

religion

ity

Sweepin

cur al se i c o S Respect th

e rights of

e you Leav

n Clea

Equality

others

cy Priva

Legal h

Nationality

Free to ex p

ress

Do la

VOLUME 3

elp

undry

Clean

2 Discuss in your groups. Then share your ideas with the class. a. Do you respect other people’s rights? b. Are human rights guaranteed in your country? Why? Why not?

d. What human rights organizations do you know about? e. Do religions respect human rights? Why? Why not? Explain. f. Do you know someone whose rights have been violated? g. What rights should people who violate the rights have? Do they deserve rights? h. Do you find it possible that everyone in the world will have the same rights in the future? Why/why not?

4º MEDIO

UN T 5 cOMPlEMENTARY AcT V TY

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c. Do you know any famous people who have fought for their rights?

259

/ 9 points

d aGNosT c TesT

1 Read the article, find the connectors and classify them in the chart below.

5 points

Do children and teenagers have constitutional rights? VOLUME 3

Under the law, children in the United States are fully formed human beings with the same basic constitutional rights that adults enjoy. Like every other citizen, children have the right to due process under the law and the right to counsel. They’re also protected against cruel and unusual punishment and unreasonable searches and seizures. However, the law also recognizes that children aren’t physically and emotionally mature enough to handle the responsibility attached to legal activities like drinking, let alone the right to vote or run for public office. The law reconciles these two ideas by implementing ages of majority designed to define when a person has the ability to exercise his or her rights responsibly. These usually vary by state, but they govern everything from the right to drive to the right to marry.

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There are some exceptions, however. In the juvenile justice system, for example, children don’t receive bail, nor are they tried by juries of their peers. Juveniles do have the right to seek legal counsel if there’s a chance that they could be tried as adults, as well as the right to a hearing before a judge. Children can also petition for legal emancipation from

260

Addition

Contrast Reason and Cause

their parents, but they would face an uphill battle there: The Liberty Clause of the 14th Amendment gives parents the right to raise their own children, as long as there is no abuse or neglect. Although children and teens enjoy the same rights as their elders, the Supreme Court has repeatedly limited student rights to free speech and expression in school. The Court has also upheld censorship of school newspapers and suspensions of students for inappropriate language and behavior. Schools have even been allowed to search students’ private property without probable cause. In that particular case, New Jersey v. T.L.O., the Court found that a school’s responsibility to educate and protect children trumps student privacy, and allows school authorities more leeway than the police would have outside school. The court ruled on that case in 1985, but student rights have been further restricted since then. Children and adults share many of the same rights under the law, but the exceptions to the rule make it clear that most children lack the maturity to truly understand what having those rights actually entails. Taken and adapted from: https://bit.ly/2Gxrhrb

Condition

Comparison

Option

2 Answer these questions according to the text.

4 points

a. What are children and teen’s rights under the juvenile justice system? b. What measures have been taken regarding the relationship between children and schools? UN T 5 cOMPlEMENTARY AcT V TY

4º MEDIO

/ 20 points

formaT Ve TesT 1

1 Read the text and indicate if the statements are True (T) or false (F).

5 points

Are Human Rights Universal?

Some ask, isn’t human rights an essentially Western concept, ignoring the very different cultural, economic and political realities of the South? Can the values of the consumer society be applied to societies that have nothing to consume, for example? The fact is that there are serious objections to the concept of universal human rights. It is essential to recognize that universality does not presuppose uniformity. To assert the universality of human rights is not to suggest that our views of human rights transcend all possible differences. Rather, it is enough that they do not fundamentally contradict the ideals and aspirations of any society, and that they reﬂect our common universal humanity, from which no human being must be excluded. Some philosophers have objected that the concept of universal human rights is founded on an individualistic view of people, whose greatest need is to be free from interference by the state. NonWestern societies often have a communitarian ethic which sees society as more than the sum of

VOLUME 3

its individual members and considers duties to be more important than rights. Many also object to speciﬁc rights, which they say reﬂect Western cultural bias: the right, for instance, to political pluralism, the right to paid vacations and the rights of women. How can women’s rights, for example, be universal when in some societies marriage is seen not as a contract between two individuals but as an alliance between lineages? Some religious leaders argue that human rights can only be acceptable if they are founded on transcendent values of their faith, sanctioned by God. The Universal Declaration claims no such heritage – a draft reference to the Creator was consciously left out of the ﬁnal text. How can one respond to these objections? Concepts of justice and law, the legitimacy of government, the dignity of the individual, protection from oppressive or arbitrary rule and participation in the affairs of the community are found in every society on the face of this earth. The challenge of human rights is to identify the common denominators we all possess. Taken and adapted from: https://worldpolicy.org/2009/11/11/tharoor-arehuman-rights-universal-world-policy-journal-world-policy-institute/

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The Universal Declaration of Human Rights is half a century old, but critics are still asking whether anything in our multicultural, diverse world can be truly universal.

There is a general consensus about the “not” universality of Human rights concerning culture, religion, politics, etc. b. Politicians indicate that the concept of universal human rights is founded on an individualistic points of view from people who wants to be free from interference of the state. c. n the Universal Declaration of Human Rights faith values were left out of the final text unintentionally. d. Humans Rights reflect a strong Western cultural influence in relation to women’s rights. Finding a common denominator would be the challenge, rather that focusing on the e. impossibility of universalism.

2 Write a 100-word summary, on a separate sheet of paper, about the text you read in exercise 1. 4º MEDIO

15 points

UN T 5 cOMPlEMENTARY AcT V TY

261

/ 15 points

formaT Ve TesT 2

1 Read the rights below and write the responsibilities associated to them

10 points

VOLUME 3

a. Right: have the right to speak freely and express my ideas and opinions and opinions even if they are different to mine.

b. Right: have the right to be treated the same as everyone else, no matter my age, sex, race, nationality, beliefs or other personal characteristics.

2 Read the text and write 5 indirect questions about punishments and consequences.

5 points

Punishments vs. Consequences: Teach Your Teen the Difference

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That’s the problem with some favorite go-to punishments—they make the teen suffer for a little while, but they have little impact on changing the behavior. To create consequences that are more effective, it is important to start with understanding the difference between punishments and consequences. They are not the same. They serve very different purposes, and create very different results.

262

Punishments are used to impose suffering of some kind and to make it clear who is in control. They are often unrelated to the problem behavior (taking away a phone because your teen was mean to her brother, for example), and they are most often

given in moments of anger and frustration. The result of most punishments is that it instills fear and resentment, it makes teens reluctant to admit their mistakes, and most importantly, it has little, if any, effect on future behavior. Consequences, on the other hand, are designed to teach teens to learn from their mistakes. They encourage good behavior, and teach teens to engage in more proactive problem solving. Ideally, consequences end up teaching teens that they are in control of, and responsible for, their behavior. Taken from: https://www.goodtherapy.org/blog/punishments-vsconsequences-teach-your-teen-the-difference-0427155

a. b. c. d. e.

UN T 5 cOMPlEMENTARY AcT V TY

4º MEDIO

f Nal TesT /35 points

1 Read the text Human Rights History and answer the questions.

t ﬁrst, in the year 3.000 BC, there were no human rights. But then a man named Cyrus the Great decided to change all that. After conquering Babylon in 539 BC, he did something completely revolutionary. He announced that all slaves were free to go. He also said people had the freedom to choose their religion no matter what crowd they were a part of. They documented his words on a clay tablet known as the Cyrus cylinder and just like that, human rights were born. The idea spread quickly to Greece, to India and eventually to Rome. They noticed that people naturally followed certain laws. They called this “natural law”, but it kept getting trampled on by those in power not until a thousand years later, in 1215, in England where people ﬁnally got a king to agree, through Magna Carta, that no one can overrule the rights to people. Not even a king. Many years later, the French, in 1789, had their own revolution, because they insisted that their human rights weren’t just made up, they were natural. The Roman concept of natural law had become “natural rights”. Unfortunately, not everyone was so thrilled. In France, in 1800, a general named Napoleon, decided to overthrow the new French democracy and crowned himself emperor of the world. He almost succeeded, but the countries of Europe joined forces in 1814 and fought against his invasion and defeated him.

Human Rights was again a hot topic. They drew up international agreements, broadly granting many rights across Europe, but only across Europe. The rest of the world somehow still didn’t qualify; instead, they got invaded, conquered and consumed by Europe’s massive empires. But then, at the beginning of 20th century, a young lawyer from India decided that enough was enough. His name was Mahatma Ghandi and, in the face of violence, he insisted that all people of Earth had rights, not just in Europe. Eventually, even Europeans started to agree, but it wasn’t going to be that easy. Two world wars erupted. Never had human rights been so close to extinction and never had the world been more desperate for change. So, the countries of Earth banded together and formed the United Nations in 1945. Their basic purpose was “…to reaﬃrm faith and fundamental human rights, in the dignity and worth of the human person.” Everyone seemed to have a slightly diﬀerent idea of what human rights should be but under the supervision of Eleanor Roosevelt, in 1946, they ﬁnally agreed on a set of Rights that apply to absolutely everyone. The Universal Declaration of Human Rights. The French concept of natural rights have, ﬁnally, become human rights.

a. Who was Cyrus the Great? b. How were his words documented? c. Why were human rights called “natural laws” at the beginning? d. When were human rights close to extinction? e. How did people come to an agreement about the concept of human rights? 4º MEDIO

VOLUME 3

Human Rights History

UN T 5 f NAl TEST

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5 points

263

2 How are these pictures related to the text? Explain.

6 points

VOLUME 3

Listen to the dialogue and fill in the gaps with the phrases you hear.

a. Excuse me, sir!

5 points

ask you a few questions?

b. Sure,

c. d.

what human rights are? was

if everyone in the world has human rights.

to know why people want to have human rights?

4 Transform the indirect questions in exercise 3 into direct questions.

4 points

a. b.

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264

5 Write a 150-word text describing your rights, duties and responsibilities as a teenager.

15 points

Use the vocabulary and grammar you have learned so far.

Great! (35 - 33 points)) You are achieving the learning goals. Keep on working hard! UN T 5 f NAl TEST

Good (32 - 28 points) You are very well prepared. Analyze the few mistakes you made.

OK (27 - 22 points) Your performance can improve. Revise your mistakes and weakest areas with your teacher.

Not good enough (21 or less points) You need to revise the contents and practice more, in order to improve your performance. 4º MEDIO

Wr T NG TemPlaTe

Recipient: main receiver of an e-mail

Cc…

Carbon copy: Secondary receiver of an email

Bcc…

Blind carbon copy: Secondary receiver of an email not seen by recipient

Attach:

Blind carbon copy: Secondary receiver of an email not seen by recipient

VOLUME 3

a formal ema l

[emailprotected]

Recipient

From: JReeves@ gmail.com

Sender

Subject: Architect Assistant

Subject

Dear Mr.Salgado,

Greeting

am writing to you because am interested in applying for a position in your company as an Architect Assistant.

State your purpose

Thank you in advance for your time. have attached a cover letter, resume, and certificates for your consideration. f you took a moment to go through them to get a better picture of who am, would love to talk to you in more detail regarding this amazing opportunity at your company. hope to hear back from you regarding my application. ’ll be looking forward to your reply. Regards,

Complimentary closing Name signature

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Jimmie Reeves

Closing remarks

4º MEDIO

UN T 5 WR T NG TEMPlATE

265

Solucionario Texto del Estudiante Página 115

TOMO 3

1. Respuestas abiertas Página 116

Página 120

Speaking workshop 1. b. i. Education ii. Opinion de los estudiantes. Cerciorese de que sus opiniones tengan que ver con el tema y que estén minimamente fundamentadas. Página 121

1. a. youth; b. jobless; c. wealth; d. decrease Página 122

Language in Use iii. Alternatives 1. Respuestas abiertas. Cerciórese de que sus respuestas justifiquen el por qué están de acuerdo (agree) o en desacuerdo (disagree).

266

UNIDAD 5 Solucionario

4º MEDIO

Página 126

1. a. She has some chores to do at home. She starts with making her bed every morning. Then, she puts things away in her room. It is her responsibility to keep her room clean. She does the dishes, too. It is also her responsibility to do some dusting. She just picks up her toys because she is the one that plays with them. b. Because she’s the one who uses them. c. Respuesta abierta. Revise si utilizan expresión agree and disagree. 2. Posibles respuestas: What rights do you have? What are your rights? What are your responsibilities? What responsibilities do you have? 3. Respuesta abierta. Cerciórese de que los alumnos repliquen la estructura de resumen vista en la lección pasada. Página 127

1. a. Bullying b. Smoking cigarettes or illegal drugs c. Decreased communication d. Wasting money e. Not sleeping enough f. Riding a bike without a helmet or talking on the phone. Página 128

2. Tipo de grabación: dialogue Propósito: To create awareness of irresponsible money management. Hablantes: Kate and Mark 3. a. i; b. ii; c. iii; d. ii; e. ii. Página 129

4. ii 5. Las respuestas pueden variar. After listening 1. Las respuestas pueden variar. Cerciórese de que estas sean pertinentes y estén relacionadas con el tema tratado, de los comportamientos irresponsables en los jóvenes. 2. Las respuestas pueden variar. Página 131

1. a. insecure b. talkative c. hard-working d. optimistic e. bad-tempered f. shy 2. Las respuestas pueden variar. Cerciórese de que las respuestas se relacionen con sus fortalezas y debilidades. 3. Las Respuestas variarán. Página 132

Smart reading 1. Las respuestas pueden variar 2. a. They look for someone who is both a hard worker and quick learner. They look for someone who has flexible availability and the ability to show up on time, someone who makes eye contact and can hold a conversation. 4º MEDIO

b. Be self-motivated, have a positive attitude and be a people person. c. Las respuestas pueden variar. Página 133

You analysis 1. Las Respuestas pueden variar. Página 134

2. Las Respuestas pueden variar. 3. Las Respuestas pueden variar.

TOMO 3

2. Las Respuestas pueden variar. Cerciórese de que estas sean pertinentes al tema.

Página 136

3. a. He believed in non-violence. b. Violence brings more violence. c. It requires courage and self-sacrifice. d. It destroys community; it develops hatred and ends in destruction for all. 4. Las Respuestas pueden variar. Página 138

1. Article 2: Non-discrimination. Article 14: Freedom of thought, belief and religion. Article 16: Right to privacy. Article 17: Access to information. 3. Revise la pertinencia de las respuestas de sus alumnos, respecto de estructuras de preguntas directas e indirectas. 4. Las respuestas pueden variar.

Guía DidÁctica Actividades complementarias Diagnostic test

1. a. The law implemented ages of majority designed to define when a person has the ability to exercise his or her rights responsibly. b. Children don’t receive bail or are tried by juries of their peers. c. Juveniles have the right to seek legal counsel if there’s a chance that they could be tried as adults, as well as the right to a hearing before a judge. d. The Court has repeatedly limited student rights to free speech and expression in school. It has also upheld censorship of school newspapers and suspensions of students for inappropriate language and behavior. Schools have even been allowed to search students’ private property without probable cause. 2. Addition: And As well as Contrast: But However Although Reason and Cause: due Condition: If Comparison: Than like Option /Alternative: or 3. Multiple answers may be provided.

UNIDAD 5 Solucionario

267

TOMO 3

Formative test 1 1. a. T b. F c. F d. T e. T 1 2. Cohesion Coherence 1 Vocabulary 5 Grammar 5 Writing structure 3 Formative test 2 1. a. Responsibility: I have the responsibility to be respectful of other people´s ideas and opinions even if they b. Responsibility: I have the responsibility to treat others equally, without discrimination. 2. Multiple answers may be provided by students. examen final 1. a. He started with the concept of human rights. b. On a clay tablet known as the Cyrus cylinder. c. Because they weren´t made up. They were natural. d. During the second world war. e. With the proclamation of the Universal Declaration of Human Rights. 2. a. Information in paragraph 5. b. Information in paragraph 7. 3. a. Excuse me! Do you mind if I ask you a few questions? b. Sure, no problem! c. Could you tell me what human rights are? d. I was wondering if everyone in the world has human rights. e. I’d like to know why people want to have human rights? 4. a. May I ask you a few questions? b. What are human rights? c. Does everyone in the world have human rights? d. Why do people want to have human rights? 5. Cohesion 1 Coherence 1 Vocabulary 5 Grammar 5 Writing structure 3

268

UNIDAD 5 Solucionario

4º MEDIO

Transcripciones STUDENT’S BOOK - UNIT 5 - PAGE 118 - EXERCISE 1

STUDENT’S BOOK - UNIT 5 - PAGE 119 - ENGLISH SOUNDS - EXERCISE a a. The idea of human rights is that…

b. Throughout the centuries and across societies…

TOMO 3

STUDENT’S BOOK - UNIT 5 - PAGE 119 - ENGLISH SOUNDS - EXERCISE b / ð / the- though – them - their - those – they / θ / thing – think - throughout

STUDENT’S BOOK - UNIT 5 - PAGE 120 - EXERCISE 1a

- In other words… - For instance… - Even though… - Such as… - So (If)…

STUDENT’S BOOK - UNIT 5 - PAGE 126 - EXERCISE 1

STUDENT’S BOOK - UNIT 5 - PAGE 127 - EXERCISE 1

a. Bullying b. Smoking cigarettes or illegal drugs c. Decreased communication d. Wasting money e. Not sleeping enough f. Riding a bike without a helmet or talking on the phone.

UNIDAD 5 Transcripciones

269

STUDENT’S BOOK - UNIT 5 - PAGE 128 - EXERCISE 1

TOMO 3

Mark: Hi, Kate. Nice jacket! And nice hat! That looks expensive! Can you tell me where you got all this? Kate: I bought it. I’m glad you like it. Mark: Bought it? Kate: Yeah! Mark: But, can you tell me how much you paid for all this? Where did you get the money? Kate: I got it with this! A student credit card! Mark: A student credit card? How did you get one of these? Kate: I got an application on my email. Mark: Don’t you think it is a bit risky? Do you know if you are able to pay for all this? Kate: I don’t think so! A credit card helps you build a credit rating, and even buy things that you can´t pay with cash…like the plane ticket I got recently. Mark: What plane ticket? Kate: Oh yeah, my roommate and I are going to Hawaii during the school break and I needed some new clothes for that so… Mark: I don´t want to hear it! Credit cards usually lead to impulse spending…as I can see here. And the interest rates of student credit cards are usually very high! How in the world are you going to pay off your credit card bill? Kate: Um, I’m not really sure, to be honest. Maybe I can borrow some money. Mark: Hey, let´s sit down and talk about how you´re going to pay things back, and maybe we can come up with a budget. Kate: Yeah, maybe you’re right. I shouldn’t spend that much money. Do you know if there is a part-time job available near our school? I could earn some money to pay my debts, don´t you think? Mark: Yeah, that´s a good idea too. Kate: Thanks!

270

UNIDAD 5 Transcripciones

STUDENT’S BOOK - UNIT 5 - PAGE 130 - EXERCISE 1a - Excuse me! - Can I ask you some questions? - Do you mind if I ask you a few questions? - Sure, no problem! - Of course!

STUDENT’S BOOK - UNIT 5 - PAGE 135 - EXERCISE 1b

Can you tell me …? Could you please tell me…? Do you think you could…? Would you kindly …? Would you please tell me…?

STUDENT’S BOOK - UNIT 5 - PAGE 139 - EXERCISE 1 Article 2. The Convention applies to every child without discrimination, whatever their ethnicity, gender, religion, language, abilities or any other status, whatever they think or say, whatever their family background. Article 14. Every child has the right to think and believe what they choose and also to practice their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights and responsibilities of parents to guide their child as they grow up. Article 16. Every child has the right to privacy. The law should protect the child’s private family and home life, including protecting children from unlawful attacks that harm their reputation. Article 17. Every child has the right to reliable information from a variety of sources, and governments should encourage the media to provide information that children can understand. Governments must help protect children from materials that could harm them.

4º MEDIO

ACTIVITY BOOK - UNIT 5 - PAGE 61 - EXERCISE 6

Son: Dad, can I go outside? Dad: Well, did you get your Saturday´s chores done? Son: Aw, Dad. Do we have to? Dad: Well, you know the rules. No going out until the work is done. Son: So, what is my work? Dad: Let me see. First, you have to clean the bathroom, including the toilet. And don´t forget to scrub the bathtub. Son: Mm, I prefer to do the living room. Dad: Well, okay, but you need to vacuum the living room and the hall and be sure to dust everything. Oh, and don´t forget to wipe the walls and clean the coffee table. Next, sweep and mop the kitchen floor and be sure to polish the dining table. Son: Okay. Okay. Dad: And make your bed. Son: I´ve already made it! Dad: Great. Then, pick up all your books and put them away. And… Son: Anything else? Dad: Yeah. Son: But Dad! That´s not fair! Dad: And then, how about going out for lunch and getting a big milk shake, but you probably don´t want to do that!

TEACHER’S BOOK - UNIT 5 - PAGE 264 EXERCISE 3 A: Excuse me! Do you mind if I ask you a few questions? B: Sure, no problem! A: Could you tell me what human rights are? B: Human rights are entitlements that every individual in the world possesses simply in virtue of the fact that he or she is a human being. A: I was wondering if everyone in the world has human rights. B: Absolutely everyone. Criminals , heads of state, children, men, women, African, Asian, unemployed, singers... A: Even criminals and heads of state? B: Yes, absolutely everyone. Criminals and heads of state are human too. A: I’d like to know why people want to have human rights? B: The power of human rights lies in the very fact that they treat everyone as equal in terms of possessing human dignity.

TOMO 3

ACTIVITY BOOK - UNIT 5 - PAGE 64 - EXERCISE 10

a. than, their, thunder, them, then, they, therefore, those, that, thief, there, these. b. theater, thirty, thought, though, thumb, throw, theme, threw, throat, therapy, thus, threat.

4º MEDIO

UNIDAD 5 Transcripciones

271

UN T

Discoveries and Creations

TOMO 3

Propuesta de planificación

272

Unidad 6

4° Medio - Semestre 1

AE AE 05 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 noticias, charlas o descripciones orales o audiovisuales, relacionados con descubrimientos y creaciones recientes y que contemplan las funciones de describir acciones y eventos pasados, solicitar y confirmar información, y comparar procesos y hechos. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras clave, expresiones y frases hechas. • Identificar acciones o procesos pasados en que el sujeto es desconocido o no es importante. • Identificar expresiones para solicitar o confirmar información. • Identificar expresiones de comparación. • Reconocer la relación entre ideas por medio de conectores: as well as, and, also, so if, or, in other words, y because. • Discriminar sonidos que interfieren con la comprensión del texto y sonidos /ð/ y /θ/ propios del inglés. • Recurrir a estrategias, como el uso de conocimientos previos sobre el tema o reconocer claves no verbales, gestos, entonación y detalles relevantes. • Integrar la expresión oral y escrita. AE 06 Leer y demostrar comprensión de ideas principales e información relevante en textos informativos, descriptivos y narrativos auténticos, simples y de variada extensión, como textos de divulgación científica y de innovación y artículos, relacionados con descubrimientos y creaciones recientes. Para ello, deben: • Reconocer vocabulario temático de la unidad, palabras, frases y expresiones clave. • Identificar acciones o procesos pasados en que el sujeto es desconocido o no es importante. • Identificar expresiones para solicitar o confirmar información. • Reconocer la relación entre ideas por medio de conectores: conectores: as well as, and, also, so if, or, in other words, y because. • Usar estrategias de lectura rápida y focalizada. • Distinguir entre hecho y opinión. • Integrar la expresión oral y escrita.

UNIDAD 6 Planificación

LECCIONES

CLASES

TIEMPO

Entrada de unidad

Clase 1

1h. pedagógica

Do you Remember?

Clase 2

1h. pedagógica

Clase 3 - 7

5h. pedagógicas

Clases 8 - 10

3h. pedagógicas

Check Your Progress

Clase 11

1h. pedagógica

Evaluación Formativa 1

Clase 12

1h. pedagógica

Lección 1

Lección 2

4º MEDIO

Unidad 6

4° Medio - Semestre 1

AE 07 Expresarse oralmente por medio de monólogos de aproximadamente tres minutos y de diálogos de aproximadamente 16 intercambios breves y simples, que incorporen las funciones comunicativas de años anteriores y las funciones de describir acciones pasadas en que el sujeto es desconocido, y solicitar y confirmar información. Para ello, deben: • Utilizar frases hechas, expresiones idiomáticas y oraciones breves y simples conectadas entre sí. • Aplicar vocabulario temático de la unidad. • Utilizar el pasado de la voz pasiva. • Utilizar preguntas para solicitar y confirmar información. • Relacionar ideas por medio del uso de conectores: conectores: as well as, and, also, so if, or, in other words, y because. • Pronunciar de manera inteligible sonidos de años anteriores y sonidos /ð/ y /θ/. • Utilizar variadas estrategias, como autocorrección, reformulación de oraciones y uso de señales lingüísticas.

LECCIONES

CLASES

TIEMPO

Lección 3

Clase 13 - 16

4h. pedagógicas

Lección 4

Clase 17- 20

4h. pedagógica

Subject Connections

Clase 21

1h. pedagógica

Project

Clase 22 y 23

2h. pedagógicas

Final Check And Review

Clases 24 y 25

2h. pedagógica

OFT Usa las habilidades comunicativas para exponer ideas, opiniones, sentimientos y experiencias de manera coherente y fundamentada. • Da ejemplos de aparatos tecnológicos que usa frecuentemente y explica cómo estos le son útiles en su vida diaria. • Señala aspectos positivos de algunos descubrimientos y creaciones recientes. • Elabora descripciones de algunos descubrimientos y creaciones recientes.

Evaluación formativa 2

Clase 26

1h. pedagógica

Muestra interés en desarrollar habilidades y conocimientos con el fin de aplicarlos en su futuro campo académico y/o laboral. • Explica las ventajas de algunas creaciones recientes para su vida académica y laboral. • Señala las consecuencias de descubrimientos recientes en su vida laboral. • Da ejemplos de creaciones recientes que le permitirán desarrollar habilidades y adquirir conocimientos en su vida académica y laboral.

Evaluación Final

Clase 28

1h. pedagógica

AE 08 Escribir textos descriptivos y narrativos breves y simples de aproximadamente 150 palabras, como cartas y correos electrónicos, relacionados con descubrimientos y creaciones recientes. Para ello, deben: • Incorporar las funciones de años anteriores. • Aplicar el vocabulario temático de la unidad. • Utilizar el pasado de la voz pasiva. • Utilizar preguntas para solicitar y confirmar información. • Relacionar ideas por medio del uso de conectores: conectores: as well as, and, also, so if, or, in other words, y because. • Aplicar el uso de elementos ortográficos, como signos de interrogación y exclamación, el punto, la coma y la mayúscula. • Utilizar estrategias variadas, como elaboración de modelo escrito, corrección, conciencia de propósito y de audiencia.

UNIDAD 6 Planificación

TOMO 3

273

UN T

TOMO 3

clase 1 Las actividades en estas páginas tienen los siguientes propósitos: Activar la motivación de los estudiantes hacia el tema de la 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. A su vez, traza una guía del aprendizaje para lograr las metas personales de los alumnos. Para lograr estos propósitos, es importante que los estudiantes dediquen tiempo a cada sección antes de comenzar la unidad.

Discoveries and Creations

iNicio Para comenzar la clase de hoy, diga a los estudiantes lo siguiente: We are going to check the learning objetives for this unit. So, open your books on page 141. Si usted lo prefiere, puede pedirles a algunos alumnos que lean en voz alta los objetivos y preguntarles a otros si entendieron. Por ejemplo, les puede decir: Can you read aloud, please? Did you understand what your classmate read? Explain. Motive a sus estudiantes y permítales conocer su texto antes de comenzar a utilizarlo. Se sugiere que revisen y reconozcan las diferentes secciones y señalen lo que más les ha llamado su atención. El propósito de esta sección es guiar a los estudiantes para establecer sus propios objetivos para la unidad y diseñar un plan de aprendizaje que les ayude a lograr sus objetivos personales. Es posible que sus estudiantes no estén acostumbrados a trabajar con este enfoque metacognitivo, ya que normalmente se les ha enseñado a centrarse en el contenido en enfoques educativos más tradicionales. Dígales que este es el espacio donde mantendrán un registro de sus metas de aprendizaje. No necesitan usar oraciones completas si deciden escribir sus metas en inglés. Si este es el caso, puede alentarlos a usar palabras aisladas o frases sencillas que les sean familiares. Como en la unidad anterior, si nota que esta tarea es demasiado

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“Creativity often consists of merely turning up what is already there” Bernice Fitz-Gibbon 140

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exigente para ser abordada en inglés, puede dejar que escriban sus metas en español. Recuerde siempre considerar los diferentes niveles y las diversas necesidades de los estudiantes. Por esta razón, es importante que se tome el tiempo para modelar, informándoles sobre la importancia de las prácticas de establecimiento de objetivos y la creación de un plan de aprendizaje.

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read and listen to descriptive and informative texts about discoveries and recent creations. convey ideas about the topic through opinions, dialogues and monologues. practice the pronunciation of words beginning with sounds / ð / and / θ /, use the past of Passive Voice to focus on actions, use Tag Questions to confirm information, link ideas through connectors and put into practice the use of orthographic elements in written texts. You will also… use communicative skills to express ideas, opinions, feelings and experiences in a coherent and based way. show interest to develop skills and knowledge in order to apply them in your future academic and / or employment field.

cierre 2. Look at the pictures and decide if they are discoveries or creations. Explain the difference in your own words. Ahora, invite a los estudiantes a mirar las fotos y decidir si lo que muestran son descubrimientos (discoveries) o creaciones (creations). Para cerrar la clase, indíqueles que deben justificar sus respuestas. Dígales: What’s the difference between creations and discoveries? Explain. Luego pregúnteles: are these pictures creations or discoveries? How do you know? Explain.

What for?

You will...

to recognize and apply key words and expressions related to the topic. to understand main ideas and specific information in written and oral texts. to answer questions to demonstrate comprehension of oral and written texts. to express ideas in a coherent way. to develop communicative skills to express ideas about the topic of the unit.

Look at the picture on page 140 and discuss these questions. Then, exchange opinions with the whole class.

Para enfocar la atención de los estudiantes en un tema en particular, el o la docente pueden hacer preguntas y dar un tiempo limitado para responderlas. Esta es una técnica muy efectiva para activar el interés y la curiosidad de los estudiantes, y también para motivarlos a aprender más sobre el tema propuesto. Utilice esta estrategia motivacional cada vez que presente un nuevo contenido o tema. Para garantizar un resultado positivo, haga preguntas que requieran respuestas y explicaciones desarrolladas. El límite de tiempo es el factor que permitirá a los estudiantes centrar su atención y evitar distracciones.

a. What discovery is exemplified with the picture? b. Does this discovery have an impact on you and/or the world? c. Did the discovery push the world to find a solution? How? d. What creations are shown to solve the problem related to the situation in the picture?

Look at the pictures and decide if they are discoveries or creations. Explain the difference in your own words. a

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desarrollo 1. Look at the picture on page 140 and discuss these questions. Then, exchange opinions with the whole class. Luego de revisar los objetivos de la unidad, invítelos a vincularse con la unidad 6 del texto. Para esto, sugiérales mirar la imágen en la página 140. Pregúnteles: What can you see? What do you think the unit is about? How do you know? A continuación, dígales: First, you are going to work in groups. Then, discuss the ques4º MEDIO

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tions below and finally, share your ideas with the rest of the class. Monitoree esta actividad, deles tiempo para reflexionar, y encontrar razones que apoyen sus ideas. Revise la actividad como grupo curso.

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OBJECT VES OF THE UN T

DO YOU REMEMBER?

clase 2 1

TOMO 3

do you remember?

a. Which global challenges is society facing nowadays? b. How is technology helping to solve those global challenges?

iNicio Para empezar, es importante que los estudiantes relacionen los conceptos de Discovery y Creation a su vida cotidiana. Plantee la siguiente pregunta para que discutan de forma breve antes de comenzar: Do think you live in an era of discoveries, creations, or both? Explain. desarrollo 1. Look at these pictures and answer the questions below. Discuss in groups. Pida a los estudiantes trabajar en grupos y sugiérales mirar las imágenes en la página 142. Adicionalmente, obtenga como clase, un vocabulario clave asociado con las imágenes. Por ejemplo, puede decirles: Look at the pictures. Pídales: Think about different words to describe the pictures, y pregúnteles: What can you see? What do you think they are? A continuación, invítelos a discutir en sus grupos y contestar las preguntas de la actividad 1. Para esto, dígales: Discuss the questions with your group and share your opinión with the rest of the class. Deles algo de tiempo para pensar en sus respuestas en grupos y encontrar una razón que apoye sus ideas. Comparten sus respuestas con el curso. Copie las ideas más relevantes en la pizarra. 2.

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74 Listen to the recording and check your ideas in exercise 1. Were your answers correct? Explíqueles que a continuación, escucharán un audio para chequear sus predicciones en la actividad 1. Para esto, dígales: In order to check your predictions in activity 1, I am going to play the recording once. Una vez revisadas sus predicciones, invítelos a compartir sus ideas en caso de que fueran algo distintas. Dígales: Were your ideas the same as in the recording? Were they different? Would you like to tell us? Posteriormente, los estudiantes comentan sus impresiones con el resto de la clase. 74 Write three statements about the track you have just heard, in

UNIDAD 6

Look at these pictures and answer the questions below. Discuss in groups.

2 3

Listen to the recording and check your ideas in exercise 1. Were your answers correct?

74 Write three statements about the track you have just heard, in your Activity Book, 68 using some of the connectors below. You can listen again, if necessary.

as well as/and/ also so if 4

however / even though /but or

in other words

such as /for instance because

Answer these questions. a. Has technology helped to solve any global issues before? Which ones? Give examples. b. n your opinion, what has been the greatest technological invention? Why? How has it contributed to the world? c. What other problems could technology solve?

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your Activity Book, using some of the connectors below. You can listen again, if necessary. Motívelos a trabajar en su libro de actividades. Cuénteles que, a continuación, van a escuchar el audio una vez más y escribir tres oraciones usando los conectores que se proveen. Para esto, dígales: Focus your attention on the expresssions provided. Do you know the meaning of these expressions? Revise con ellos el significado de las expresiones.

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Luego, explíqueles: You are going to listen to the recording again. Then write three statements using the expressions from the box as you hear. Don’t forget to work in your Activity Book. cierre 4. Answer these questions. Para cerrar la clase, pida a los estudiantes leer las preguntas con su compañero y trabajar en pares. Para esto, dígales: Have a look at the pictures. Then, discuss the questions with your partner. 4º MEDIO

mpact of sea pollution

desarrollo Before reading

Before reading

1. In pairs, identify the relationship between the pictures and the words below. Invite a sus estudiantes a inferir, a partir de las imágenes. Para esto, pídales trabajar en pares y mirar las imágenes y relacionarlas con las palabras en los cuadros. Primero, puede preguntarles: Have you recognized them? Have you seen them before? Where? When? Espere sus respuestas y luego dígales: Now, you are going to match the pictures to the words in the boxes. Revise las respuestas como clase.

n pairs, identify the relationship between the pictures and the words below.

trash

household items plankton

sea life

jellyfish

tide

plastic netting

microplastic recycling

TOMO 3

Lesson 1

cierre 2. Discuss these questions in groups. You may take notes of your ideas in your notebooks. Pida a los estudiantes trabajar en grupos. Invítelos a leer las preguntas del ejercicio 2. Luego, para cerrar la clase, dígales: Discuss the questions with your group. Then, write down your ideas in your notebook. Deles algo de tiempo para pensar en sus respuestas en grupos y encontrar una razón que apoye sus ideas. Luego revise sus respuestas como grupo curso. Monitoree el trabajo y apoye las consultas que surjan.

Discuss these questions in groups. You may take notes of your ideas in your notebooks. a. What do you think are the major factors that contribute to sea pollution? b. How is sea life being affected? c. Which problems do you think the text will address?

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UN T 6 LESSON 1

clase 3 lesson 1

Impact of sea pollution

iNicio Dé a los alumnos unos minutos para leer lo que harán en la lección 1, ayudándoles a identificar el contenido, las habilidades y las actitudes que desarrollarán. Si es necesario, ayúdelos en la lectura y asegúrese de que se están familiarizando con lo que harán en esta 4º MEDIO

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unidad. El objetivo de esta lección es que los alumnos lean un texto sobre los efectos de la contaminación en el océano para demostrar comprensión y reflexionar sobre el tema, y que luego escriban un reporte sobre un problema similar.

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While reading

TOMO 3

clase 4

1 Read the text and confirm your prediction in exercise 2c.

iNicio Invite a sus alumnos a revisar lo visto la clase anterior, que revisen el vocabulario visto junto a las imágenes y que recuerden la discusión que tuvieron al final de la clase. Pida a algunos voluntarios que resuman de forma breve las respuestas dadas a las preguntas del ejercicio 3 de la página 143. Dígales: In groups, remember what you discussed about last class. Is there a volunteer who would like to summarize the opinions given?

Key words pristine swept dumped disposal outweigh resemble entangled

1. Invite a sus estudiantes a confirmar sus predicciones en el ejercicio 2c. Motívelos a trabajar, diciéndoles: “Now, it is your turn to check your predictions. Read the text once”. Espere un tiempo prudente para que lean y luego pregúnteles: Were your predictions correct? Were they different? Why? Después de escuchar sus respuestas, dirija su atención hacia las palabras destacadas en el texto. Dígales: “Focus your attention on the highlighted words in the text” Luego, pregúnteles: What do they express? Invítelos a buscar las palabras en el diccionario. Asegúrese de que entienden las ideas y no pase a la fase siguiente si es que no es así.

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Plastic is polluting the seas, but there’s still time to turn the tide. By Jennifer Barone

Strategy in mind

Today, it seems that no part of the ocean is safe from plastic. In recent years, oceanographers have searched in vain for a pristine marine environment.“It’s a global problem,” says Chelsea Rochman, a marine ecologist at the University of Toronto in Canada.

Skimming to find main and general ideas quickly. Scanning to find specific pieces of information.

It was discovered that plastic harms wildlife and introduces dangerous chemicals into marine ecosystems. Once plastic enters the environment, it lasts a long time.

desarrollo While reading

Smart reading 1. In pairs, have a quick look at the text to get the main and general ideas. Invite a sus estudiantes a trabajar en pares. Motívelos a leer rápidamente el texto e identificar las ideas generales. Para eso, puede decirles: “Have a quick look at the text. Then, identify the main ideas”. Puede pedirles, por ejemplo: “Underline the main ideas “. Además, pregúnteles lo siguiente: “How do you think you identified the main ideas? Explain.” Escuchelos atentamente, luego, invítelos a compartir sus ideas con el resto de la clase. 2. As you read, answer these questions in your notebook. Haga que respondan las preguntas

An Ocean of Plastic

INTO THE OCEAN

Smart reading 1.

n pairs, have a quick look at the text to get the main and general ideas.

2. As you read, answer these questions in your notebook. a. What was discovered over the plastic? b. What are some properties of plastic that make it a problem pollutant? Cite evidence from the text. c. What was detected in 2015? d. Why is wildlife at risk?

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When people litter, or when trash is not properly disposed of, things like plastic bags, bottles, straws, and foam beverage cups get carried to the sea by winds and waterways. About 80 percent of ocean plastic originates on land. The rest comes from marine industries such as shipping and fishing. In 2015, it was calculated that at least 8 million tons of plastic trash are swept into the ocean from coasts every year. That’s the equivalent of a full garbage truck of plastic being dumped into the sea every minute. If current trends in plastic production and disposal continue, that figure will double by 2025. Last year, it was predicted that by 2050, ocean plastic will outweigh all the fish in the sea.

NOT-SO-FANTASTIC PLASTIC

In today’s world, plastic is everywhere. It is found in shoes, clothing, household items, electronics, and more. There are different types of plastics, but they are all made of polymers— large molecules made up of repeating units. Their chemical structure gives them a lot of advantages: They’re cheap and easy to manufacture, lightweight, water- resistant, durable, and can be molded into nearly any shape.

UN T 6 LESSON 1

mientras leen. Dígales: “Now you are going to answer the questions below as you read” Revise las respuestas como clase.

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general ideas you underlined in exercise 1 of the Smart Reading section. After you finish, share the ideas, in your own words, in front of the class.

cierre Invite a sus alumnos a cerrar la clase con una actividad grupal, en la que deben refrasear las ideas principales subrayadas en el ejercicio 1 de la sección Smart Reading, y presentarlas de forma oral frente a la clase. Dígales: In small groups, rephrase the

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Also, as plastic contains dyes and flame retardants, when it is not disposed of properly, those additives end up in the environment. Plastic also tends to absorb harmful chemicals such as pesticides and industrial chemicals. So, if marine organisms eat that plastic, they may be exposed to higher concentrations of these contaminants.

WILDLIFE AT RISK

One of the biggest impacts of plastic pollution is its effect on sea life. Seals, sea turtles, and even whales can become entangled in plastic netting. Sea turtles eat plastic bags which resemble jellyfish, and pieces of micro plastic can resemble plankton, small organisms that many marine animals consume. In 2015, it was detected that nearly 700 marine species have been observed entangled with or eating plastic.

siguiente: Discuss the consequences of the statements in the “Your analysis” section, in groups. Chequeé las respuestas oralmente.

Your analysis

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. Aprendemos sobre cosas a través de la televisión, películas, revistas y periódicos. A menudo son las conexiones de texto a mundo las que los 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 una entrevista en la televisión, 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. Para hacer esto, puede organizarlos en grupos pequeños y decirles: Work in small groups and discuss the questions below. Luego, ellos leen las dos preguntas y discuten sus respuestas, o puede invitarlos a hacer esa conexión de manera individual. Lea las preguntas en voz alta y guíelos para que logren esa conexión: Has Chile contributed to reducing the production of plastic? How? Do you think that there is anything else that should be done? Explain.

1. Read the statements below and, in groups, discuss the consequences they can have. a. Once plastic enters the environment, it lasts a long time. b. About 80 percent of ocean plastic originates on land. The rest comes from marine industries such as shipping and fishing. c. Scientists are also working towards new materials that are safer for the environment.

Plastic and its pollutants can even make it into our own food supply. That means we are eating plastic, too.

TURNING THE TIDE

It was determined that one way to keep the ocean cleaner and healthier is through cleanup efforts. Scientists are also working towards new materials that are safer for the environment such as a new polymer that breaks down more easily in seawater. Disposing of plastic properly for recycling or trash collection is a key step. Adapted from: An ocean of plastic. Retrieved from https://scienceworld.scholastic.com/ issues/2016-17/041717/an-ocean-of-plastic.html#1050L

Think critically Make text-to-world connections Has Chile contributed to reducing the production of plastic? How? Do you think that there is anything else that should be done? Explain. Make text-to-self connections How do you think the reduction of plastic can affect your own everyday life? Explain.

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clase 5 iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que retomen el texto de lectura. Invite a algunos voluntarios (que no hayan participado la clase pasada) a compartir las ideas principales del texto de forma oral, en sus propias palabras, frente a toda la clase. Dígales: come to the front of the class and, in

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your own words, share the main ideas of the text seen last class. desarrollo Your analysis 1. Read the statements below and, in groups, discuss the consequences they can have. Invite a los alumnos a leer el texto nuevamente. Luego de eso, pídales conformar pequeños grupos e indique lo

cierre 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: How do you think the reduction of plastic can affect your own everyday life? Explain and share your ideas.

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Unfortunately, some of the same properties that make plastics great for consumer goods make them a problem pollutant. Plastic does not biodegrade or break down naturally. It just fragments, or breaks into tiny pieces known as micro plastic, and can stick around for hundreds or perhaps even thousands of years.

After reading

TOMO 3

clase 6

Language in use

iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que recuerden el tema de la unidad y el texto que leyeron. Pida a un voluntario que resuma lo hecho la clase anterior frente a toda la clase: (Nombre del alumno), can you come to the front and briefly summarize what we did last class?

Read and analyze these sentences from the text. Read the questions and discuss the answers with your partner. - t was discovered that plastic harms wildlife. - t was predicted that by 2050, ocean plastic will outweigh all the fish in the sea. What do the words in bold convey? i. The action is the important element. ii. The person who did the action is the important element.

desarrollo after reading

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68 Fill in this graphic organizer, in your Activity Book, with information about the problem of plastic in the ocean.

Problem

language in use Passive Voice in Past Tense Indique a sus estudiantes lo siguiente: Work in pairs and analyze the sentences below. Discuss and answer the questions. Revise como grupo curso. - It was discovered that plastic harms wildlife. - It was predicted that by 2050, ocean plastic will outweigh all the fish in the sea. Invite a los alumnos a leer los statements y decidir, respecto de las oraciones de arriba, cual es el correcto: Dígales: Read the statements below and choose the correct option. Read the sentences above again, if necessary. Cuando respondan, revise diciendo: We use the passive voice in past tense when the action is the important element in the sentence, not the person who did the action. 1. Fill in this graphic organizer, in your Activity Book, with information about the problem of plastic in the ocean. A continuación, digales a sus alumnos lo siguiente: Direct your attention to the following graphic organizer. As you can see, these are elements of any non-literary text. Now you are going to fill this in in your Activity Book, using the information from the previous text you read. Do it with a classmate. Deles un tiempo adecuado y luego revise sus respuestas como grupo curso. 2. 75 Listen to some news headlines and, in pairs, report them, using the Passive Voice. Invite a sus alumnos a seguir trabajando en sus grupos. Dígales: “Work in your groups. Listen to some

Passive Voice in Past Tense

Cause(s)

Effect(s)

Solution(s)

75 Listen to some news headlines and, in pairs, report them, using the Passive Voice. You can use the pictures below to support your answers. .

dentify these elements in the text on pages 144 - 145. Check with the whole class.

Title 4

ntroduction

Cause(s)

Effect(s)

Solution(s)

Source

Discuss these questions in groups. a. How do you feel about the situation of sea pollution in your country? Are you optimistic or pessimistic? Why? b. What can you do to help prevent sea pollution? c. Do you think we will ever be able to get rid of plastic? Why?

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news headlines and report them, using the passive voice and your own word. Invítelos a compartr sus respuestas con el resto de la clase. 3. Identify these elements in the text on pages 144 - 145. Check with the whole class. Motívelos a trabajar en grupos y luego dígales: “Now you are going to identify the elements of the text on pages 144145.” En cuanto terminen, revise la actividad como clase.

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cierre 4. Discuss these questions in groups. Invite a sus alumnos a discutir las preguntas sobre el tema de la contaminación en el océano, en grupo. Al terminar, invítelos a compartir sus respuestas con toda la clase. Dígales: Discuss the following questions in small groups. Then, organize your answers, write them down, and share them with the whole class, outloud.

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A report

invítelos a revisar los elementos del texto vistos previamente, y también las actividades relacionadas con los esquemas de información y ejercicios realizados. Dígales: Now you are going to work on this stage of the process. You may base your ideas on the information checked so far.

1. Organizing your ideas a. Choose one of these topics and research some information about it.

ntensive farming Radioactive contamination

Genetically modified food Any other similar topic you are interested in.

b. Reuse the graphic organizer on page 146 to arrange your findings. 2. Drafting According to the information in your graphic organizer, write four brief Voice. You can use the pictures below to support your answers. The first paragraph should include an introduction of the topic. n the second paragraph, you must write about the causes. n the third paragraph, you should stablish the effects and, finally, in the fourth paragraph you need to close your text writing about the solution(s) of the problem of your topic. At this stage do not care much about making mistakes. Remember to start your report with a title, use enough connectors to link your sentences and include some ideas in the Past Simple of the Passive Voice. Editor’s Marks Don´t forget to add the sources of information, at the end of the report.

Capital letter / Lowercase

3. Revising Based on the Editor´s Marks, check for grammar, punctuation and spelling mistakes.

Punctuation

Check spelling Change place

My classmate

5. Publishing Read your report to the class.

5. Publishing Motive a sus alumnos a presentar sus reportes en frente de la clase. Para esto, puede decirles: Now that you have finished, you may read your text in front of the class. Who is first? Any volunteers?

expressed ideas clearly. included a title, an introduction and a conclusion. established the causes and effects of the problem. included the sources of information. added some past ideas in Passive Voice. used grammar and punctuation correctly. didn´t make major spelling mistakes.

6. Evaluating Exchange reports with your classmate and evaluate each other´s work. Give positive feedback and suggestions to improve weaknesses. Use the prompts in the box to help you evaluate your partners´ task.

Evaluate your performance. Discuss your answers with the class.

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

The most important thing learned today...

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UN T 6 LESSON 1

clase 7 Writing

a report

iNicio 1. organizing your ideas. Dígales a sus alumnos: Direct your attention to the topics below. Then, select one of them and find information about it. You may use an encyclopedia, internet, libraries, etc.

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4. editing Escriben la versión final de su reporte. Dígales: Write down the final version of your report. You may include additional information if you need.

Add a word

4. Editing Write the final version of your report on a separate sheet of paper, and revise it again. You can add more information if needed.

Exit slip

3. revising Invite a sus alumnos a que revisen su escritura utilizando las marcas del editor del cuadro. Para esto, solicite lo siguiente: You are going to check your mistakes in your text, punctuation and spelling rules. You may use the Editor’s Marks.

TOMO 3

Writing

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Luego de recopilar la información, pídales a sus estudiantes ordenarla, basándose en el organizador gráfico de la página 146. Para esto, puede indicarles lo siguiente: Based on the graphic organizer on page 146, reorganize your findings in exercise 1. desarrollo 2. drafting Lea en voz alta la instrucción de la actividad. Pregunte a sus alumnos si están entendiendo lo que deben hacer en esta parte del proceso. Para ayudarlos,

6. evaluating Finalmente, haga que los estudiantes intercambien su trabajo. Dígales que leer el texto de su pareja y verifiquen el trabajo de su compañero poniendo atención en los puntos del cuadro My classmate. Dígales además, que el objetivo de esta actividad es elevar su conciencia sobre su escritura. Para realizar esta actividad, puede señalarles lo siguiente: Now, you are going to work in pairs and exchange your reports in order to evaluate each other’s work. Use the information in the the box “My classmate”. cierre exit slip Los estudiantes reflexionan sobre el trabajo que han realizado a lo largo de la lección y mantienen un registro de sus respuestas personales, que pueden compartir con algunos de sus compañeros de clase. Anímelos a que sean lo más específicos posible, sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño. UNIDAD 6 lEccIóN 1

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Lesson 2

clase 8 lesson 2

Before listening

Bees at risk

iNicio Before listening

TOMO 3

Bees at risk

Think about what you already know about bees and use these pictures and words to explain how honey is made. Check with the whole class.

honeycomb

1. Think about what you already know about bees and use these pictures and words to explain how honey is made. Check with the whole class. Los estudiantes activan su conocimiento previo a través de esta actividad. Primero, indíqueles que trabajarán en pares, vinculando las imágenes con las expresiones. Puede decirles, lo siguiente: Focus your attention on the pictures below. Have you seen this process before? When? Explain. Match these pictures with the expressions. Luego, de escuchar sus ideas, invítelos a relacionar las palabras con las imágenes. Revise como clase. desarrollo 2. You are going to listen to a recording about the situation of bees in the world. Brainstorm key words that you believe will be mentioned. Take notes in your notebook. Antes de comenzar la actividad, obtenga las ideas de los estudiantes sobre las palabras que creen serán mencionadas en el audio. Anímelos a trabajar en parejas y escriba una lista de palabras que les vengan a la mente. Haga que los estudiantes observen las imágenes en la actividad anterior y las relacionen con el audio que van a escuchar. Digales: Have a look at the pictures. Luego, pregúnteles: What do they refer to? What do you think the recording is about? Anímelos a usar su creatividad y tomar notas en su cuaderno. Luego, pídales que expresen sus ideas con el curso.

hive

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honey pollinate

You are going to listen to a recording about the situation of bees in the world. Brainstorm key words that you believe will be mentioned. Take notes in your notebook.

UN T 6 LESSON 2

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partners. You must answer the questions below. Revise sus respuestas con el curso.

Listen to the recording once. While you listen, check your predictions. Reproduzca la grabación una vez y dígales: As you listen, you should conﬁrm or correct your ideas in the previous section. 76

2. Answer these questions with a classmate. Anime a los alumnos a trabajar en pares y responder las preguntas. Para darle las instrucciones, puede decirles, lo siguiente: Now, you are going to work with your

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collect

While listening 1.

beekeeper

76 Listen to the recording again. As you listen, take notes in your notebook about the following points: Reproduzca la grabación una vez y dígales: As you listen, you should make some notes based on the phrases provided. Revise la actividad en forma general.

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While listening

Strategy in mind

Answer these questions with a classmate.

Listening for details.

a. What type of recording is it? b. What´s its purpose?

desarrollo language in use Tag Questions 1. 77 Antes de poner el audio, diga a sus estudiantes: Direct your attention to the expressions in bold. What do they mean? When do we use them? Have you seen them before? Después de escuchar sus ideas, invítelos a responder la pregunta. Digales: What’s the function of the words in bold? Answer.

Listen to the recording once. While you listen, check your predictions.

76 Listen to the recording again. As you listen, take notes in your notebook about the following points:

Bees in the US

Factors affecting bees’ health

Measures to provide more food to bees

4. Language in use 1.

Tag Questions

Read and listen to these sentences, paying attention to the short questions in bold.

- So, you can have much more data on bee populations, can´t you? - t´s clear that bees in the United States are still struggling, isn´t it? - Those aren´t good news, are they? - This looks better, doesn´t it? a. What´s the function of the words in bold? i. To get information

ii. To emphasize information

iii. To confirm information

76 Listen to the first part of the recording and answer these questions. Write your answers in your notebook. Later, check your answers with the class.

a. What happened 10 years ago? b. What does CCD mean? c. What have countries created since the alarm was first raised? d. What percentage of bee colonies did the U.S lose over the 2015-16 winter? e. s the situation in Canada better or worse than in the U.S.? Why? f. What percentage has the wild bee diversity in U.S. dropped between 2008 and 2013?

76 Draw this graphic organizer in your notebook. Then, listen to the second part of the recording and fill it with the information you hear.

Causes

Effects

Solutions

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cierre Para cerrar la clase, invite a sus alumnos a que se junten en pares y compartan, de forma oral, las notas que escribieron en el ejercicio 3. Dígales: Share the information you wrote in exercise 3 with the whole class. Motive a sus alumnos a que hagan preguntas y corrijan a sus compañeros. Dígales: Ask questions if you have any doubts and correct your classmates if you catch any mistakes.

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clase 9 iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que recuerden el tema de la unidad y el audio que escucharon. Pida a un voluntario que resuma lo hecho la clase anterior frente a toda la clase: (Nombre del alumno), can you come to the front and briefly summarize what we did last class?

TOMO 3

76 Listen to the first part of the recording and answer these questions. Write your answers in your notebook. Later, check your answers with the class. Explique a los alumnos escucharán la primera parte de una grabación relacionada con el tema de la unidad. Anímelos a trabajar en pares y responder las preguntas. Puede decirles: Listen to the recording, and then answer the questions below. Revise las respuestas.

cierre 5. Draw this graphic organizer in your notebook. Then, listen to the second part of the recording and fill it with the information you hear. Indique a sus estudiantes que, para cerrar la clase, deben copiar el organizador en su cuaderno. Además, dígales que, a continuación, escucharán la segunda parte del audio para confirmar sus respuestas. Puede decirles la instrucción, de la siguiente manera: Direct your attention to the graphic organizer. Complete with your ideas. Then, listen to the second part of the recording and check your answers. Al terminar, invítelos a compartir sus respuestas con el resto de la clase. Puede dibujar le organizador en la pizarra, para que los alumnos lo completen, pasando adelante.

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After listening

TOMO 3

clase 10

iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que recuerden el tema de la unidad y el audio que escucharon. Pida a un voluntario que resuma lo hecho la clase anterior frente a toda la clase: (Nombre del alumno), can you come to the front and briefly summarize what we did last class?

a. What other reasons could there be for bees declining in number? b. Can you imagine other solutions to solve the problem? Propose some ideas. c. How could your country be affected by the disappearance of bees?

/ θ / thousands method anything sublethal / ð / other that this although

both

76 Work in groups. One of you will play the role of the interviewer and the other two classmates will play the role of Simon and Andrea. Listen to the recording again, paying special attention to your specific part. Take brief notes in your notebook. c. Prepare a draft with the information you are going to include. Add two new questions and some Tag Questions to confirm information.

2. Think of four questions that you would like to ask Simon or Andrea and write them in your Activity Book. Pida a los alumnos lo siguiente: Work in your Activity Book. What questions would you like to ask them? Write down your ideas in your book. Then, share your answers with the rest of the class.

2. Practicing a. Take turns to practice the conversation. Pay attention to pronunciation and intonation. b. Correct each other´s mistakes.

My classmates

3. Performing Role play your conversation. Then, some groups may perform it in front of the class. 4. Evaluating Evaluate your work using the prompts in the box. Then, offer positive feedback and suggestions to each other.

speaking role playing an interview

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Role playing an interview

1. Preparing to speak a. 78 Listen and repeat these words from the recording. Focus on the pronunciation of the sounds / θ / and / ð /.

1. Discuss these questions. Haga que los estudiantes discutan. Para esto, dígales: In groups, discuss the question below.

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69 Think of four questions that you would like to ask Simon or Andrea and write them in your Activity Book.

Speaking

desarrollo after listening

1. Preparing to speak a. 78 Expliques a sus alumnos que van a pronunciar dos sonidos diferentes. Dígales: In the following exercise you are going to differentiate two English sounds. Please, read them aloud, then listen and repeat. What are their differences? b. 76 Explique a los alumnos escucharán una grabación relacionada con una entrevista. Anímelos a trabajar en grupos de a tres y, luego, deberán hacer un juego de roles donde cada uno de ellos practicará un papel. Puede decirles: Listen to the recording once and identify the main ideas. Then, in groups of three, you should slect one character in order to role play. Listen again and, as you listen, you are going to take notes about your role.

Discuss these questions.

Exit slip

Evaluate your performance. Discuss your answers with the class.

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

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prepared the conversation carefully. asked and answer questions about the topic. confirmed information using Tag Questions. followed the suggested steps. corrected each other with respect.

UN T 6 LESSON 2

c. A continuación dígales lo siguiente: Think about additional information you are going to include in the conversation. Prepare a draft adding two questions to the interview. Don’t forget to use Tag Questions. 2. Practicing a. Dígales a sus estudiantes: Read your text again. Then, take turns to practice reading the presentation aloud. b. A continuación, pídales lo siguiente: Correct your mistakes in pairs.

The most important thing learned today...

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3. Performing Role play your conversation. Then, some groups may perform it in front of the class. Dígales a los estudiantes: After practicing your presentation, roleplay it in front of the class. 4. evaluating Asegúrese de que los estudiantes intercambien comentarios y sugerencias de mejoras de manera respetuosa, centrándose en sus puntos fuertes y proponiendo algunas acciones correctivas 4º MEDIO

CHECK YOUR PROGRESS 79 Read the dialogue. Then, complete the spaces with Tag Questions to confirm the information. Write your answers in your notebook. Then, listen and check.

cHecK YoUr ProGress

10 points

Explique a sus estudiantes que, como ya han repasado lo que estudiaron en las dos lecciones que acaban de terminar, ahora es tiempo de enfrentar el desafío de realizar las tareas que se detallan en las actividades 1 y 2. Deles tiempo para trabajar en grupos o en pares y ver si son capaces de realizar cada tarea.

Oh, Yes! Our environment is in great danger, ...?

Hello Derek, What are you reading? You look worried. An article about environment pollution. t says that this situation is getting worse.

The problem of environment pollution has become a major threat for human beings as well as animals.

Besides, the increase in temperature, the Earth is suffering from droughts, floods, the melting of the ice caps, etc.

1. Read the dialogue. Then, complete the spaces with Tag Questions to confirm the information. Write your answers in your notebook. Then, listen and check.

That´s right! On the other hand, plants and animals are likely to be extinct as well. ...?

2. Choose one of the topics from the unit and create a dialogue similar to the one above. Include Tag questions, connectors, amd the Passive Voice. Then, practice and perform your dialogue in front of the class.

Absolutely! As a consequence, we have been suffering from various kinds of diseases...?

Situations that aren´t normal at all, ... ?

Al terminar la clase, dígales que, en base a las tareas realizadas en las actividades 1 y 2, deberán autoevaluarse de acuerdo con los criterios de avance en la escala de rendimiento al final de la página. Asegúrese de que comprendan bien los términos great, good, OK and not good enough, para que la autoevaluación sea efectiva.

People should stop polluting the environment and be aware of harmful effect of their actions.

Yes, completely agree with you.

Choose one of the topics from the unit and create a dialogue similar to the one above. nclude Tag questions, connectors, and the Passive Voice. Then, practice and perform your dialogue in front of the class.

10 points

nterpret your results Great! (20 points) You are achieving the learning goals. Keep on working hard!

Good (19 - 16 points) You are very well prepared. Analyze the few mistakes you made.

OK (11 - 15 points) Your performance can improve. Revise your mistakes and weakest areas with your teacher.

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clase 12 Not good enough (11 or less points) You need to revise the contents and practice more, in order to improve your performance. UN T 6 CHECK YOUR PROGRESS

para las áreas que necesitan mejorar. Sugiérales: Evaluate your performances using the prompts in the box. Deles tiempo para realizar la evaluación. Comenten como grupo curso. cierre exit slip Los estudiantes reflexionan sobre el trabajo que han realizado a lo largo de la lección y mantienen un registro de sus respuestas personales, que pueden compartir con algunos de sus compañeros de clase. 4º MEDIO

evaluación formativa

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Anímelos a que sean lo más específicos posible, sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño.

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TOMO 3

clase 11

Lesson

clase 13 lesson 3

Before listening

Sustainable Energies

TOMO 3

iNicio Before listening

1. How would you define the concept “renewable energy”? Discuss with the class. Para comenzar, agrupe a sus alumnos, motívelos a definir el concepto como clase y escuche atentamente sus ideas. Dígales: Discuss the question with the class. Revise como clase.

How would you define the concept “renewable energy”? Discuss with the class. 69 n pairs, look at the pictures and match them with the words below, in your Activity Book. Which sources are renewable? Discuss.

fossil fuels

80 Listen to some definitions and identify the corresponding energy sources from above. Explique: “After listening to some definitions, you are going to identify the corresponding energy sources in activity 2”.

cierre Invite a sus alumnos a compartir sus respuestas de la actividad 3 y motívelos a definir cada tipo de energía con sus propias palabras, basándose en todas las definiciones de energías renovables vistos. Dígales: Share your answers in exercise 3 with the whole class. While doing that, define each type of energy you mention, using your own words.

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nuclear energy

3 4

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solar energy

biomass energy

geothermal energy

desarrollo 2. In pairs, look at the pictures and match them with the words below, in your Activity Book. Which sources are renewable? Discuss. Anímelos a trabajar en parejas e invítelos a realizar la actividad en su Cuaderno de Actividades. Haga que los estudiantes observen las imágenes y las relacionen. Finalmente, pídales que discutan cuales de esos recursos son renovables. Para ayudarlos en la instrucción de esta actividad, usted les puede decir, lo siguiente: “You are going to work in pairs. Then, you have to match the pictures to the words in your notebook. Finally, discuss if the sources are renewable or not. 3.

Sustainable energies

wind energy hydroelectric energy

Listen to some definitions and identify the corresponding energy sources from above.

You are going to listen to a recording titled Africa Sustainable Energy. What do you think the major concerns will be? Which inventions will be used to deal with the problems? Write down your ideas in your notebook.

UN T 6 LESSON 3

clases 14 y 15 iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que recuerden el tema de la unidad y los audios que escucharon. Pida a un voluntario que resuma lo hecho la clase anterior frente a toda la clase: (Nombre del alumno), can you come to the front and briefly summarize what we did last class?

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desarrollo 4. You are going to listen to a recording titled Africa Sustainable Energy. What do you think the mayor concerns will be? Which inventions will be used to deal with the problems? Write down your ideas in your notebook. Luego de pedirles que trabajen en parejas, dígales a sus estudiantes: “Before listening to a recording, you are going to write down some ideas about what you think the recording is about?” Revise las ideas como 4º MEDIO

While listening 81

Listen to the recording and check your predictions.

Listen again and discuss in pairs.

a. Purpose of the listening.

Dígales: After listening to the recording again, indicate the purpose and main ideas of the text. Try to be as specific as possible.

Strategy in mind Answering questions.

b. Main ideas.

81 Listen to the recording and answer the questions below, outloud. Use the pictures to support your anwers.

a. What type of health problems can be caused by using wood and kerosene for energy? i. Lung problems ii. Skin problems b. How many homes in central Kenya will benefit from electric power, when the hydroelectric project is complete? i. About 50 ii. About 150

81 Listen to the recording and answer the questions below, outloud. Explique a los alumnos que escucharán la grabación nuevamente. Anímelos a trabajar y responder las preguntas de comprensión. Motívelos a que revisen sus respuestas con toda la clase. Puede decirles: Listen to the recording again and answer the comprehension questions by choosing the correct option. Then, check your answers with the whole class.

TOMO 3

c. What is the maximum capacity of the hydropower turbine that the community expect to reach in the near future? i. 40 kilowatts ii. 20 kilowatts d. How many Kenyan homes are supplied with electric power now? i. 150 ii. 56

Namibia

e. What have been the main traditional sources of energy in Kenia? i. Wood ii. Wood and kerosene f. What have been the main consequences of not using green energies in Kenia? i. Destruction of forests and lung problems ii. Destruction of ecosystems and skin problems g. n Namibia, the UN is helping to fund projects that will increase the use of… i. hydro power ii. solar energy h. What type of energy is used in the capital of Namibia? i. Hydroelectric ii. A coal burning power plant

Kenya

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UN T 6 LESSON 3

las de sus compañeros. Dígales: Compare your previous ideas with your classmates. Were they too different from each other? How?

grupo curso. Revise la pertinencia de las respuestas, es decir, que todas estén relacionadas con el tema de la unidad. While listening 1.

Listen to the recording and check your predictions. Para comenzar la actividad de listening, reproduzca la grabación una vez y dígales: As you listen, you should conﬁrm or correct their ideas in the previous section. Invítelos a comparar sus respuestas con 81

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81 Listen again and discuss in pairs. Ahora, reproduzca la grabación una vez más y señale a sus alumnos que deben, primero, indicar el propósito del texto (si es informativo, narrativo, etcétera), y luego señalar las ideas principales de lo que logran escuchar, de manera oral.

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TOMO 3

81 Listen to the recording once more. Then, look at the pictures and discuss how they are related to the information you hear. Take notes in your notebook and then discuss with your group. Para cerrar la clase, explique a los alumnos escucharán la grabación una vez más. Anímelos a formar grupos y explicar de qué manera las fotos están relacionadas con la pista de audio. Puede decirles: Now, listen to the recording once more. As you hear, in your groups decide how the pictures below are related to the information.

81 Listen to the recording once more. Then, look at the pictures and discuss how they are related to the information you hear. Take notes in your notebook and then discuss with your group.

cierre after listening 1. In groups, discuss these questions. Haga que los estudiantes discutan en grupos. Para esto, dígales: In groups, discuss the questions below. Invítelos a compartir sus respuestas con toda la clase.

After listening

a. How much energy do you think you use every day? Where does it come from? b. Are there any problems of energy scarcity in your country? c. Does your country use renewable energies? Which ones? Where? d. How can new technology solve environmental problems? e. Can you think of a different green energy source that will be used in the future?

clase 16 Writing

a survey

Dirija la atención de sus alumnos hacia la siguiente actividad. Explíqueles que, a continuación, deberán crear una encuesta para saber el uso que sus compañeros hacen de la energía. Para aclarar la instrucción, dígales: Focus your attention on the following activity. You must create a survey to know what your classmates’ habits, concerning their use energy. desarrollo 1. organizing the ideas a. 82 Ahora, invite a sus estudiantes a escuchar un audio y practicar las expresiones. Dígales: Direct your attention to the expressions below. Can you read out loud? Espere a que lean, luego ponga la grabación y dígales: Now, I am going to play the recording. Repeat the expressions, as you hear them.

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n groups, discuss these questions.

Writing

A survey

n pairs, you are going to create a simple survey to know your classmates´ use of energy. 1. Organizing the ideas a. 82 Listen and practice these expressions to request some information.

May ask you a few questions?

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Could you please answer some questions?

Do you mind if ask you a few questions?

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Discuss some questions you would like to ask. You can ask open-ended (the person can answer in any way they want) or closed-ended questions (the person chooses from one or several options). Then, copy this chart in your notebook and fill it with your ideas.

Open-ended questions What type of bulbs do you use at home? What do you do to save energy?

Closed-ended questions Do you switch off the lights when you leave a room? Do you close the faucet while you brush your teeth?

2. Drafting Organize and write your questions in your notebook without paying much attention to grammar or spelling mistakes. You may start with simple or general questions and finish with the most complex or specific ones. 3. Revising Based on the Editor´s Marks on the right, check for grammar, punctuation and spelling mistakes.

Capital letter / Lowercase

4. Editing Type the final version of your survey and check it again. You can add more questions if needed. 5. Publishing Print ten copies of your survey and ask the questions to some of your classmates. Next session, you may present a graph to show the results of your study.

4. editing Escriben la versión final de su encuesta. Dígales: Write down the final version of your survey. You may include additional information, if you need.

Editor’s Marks

Punctuation Add a word

Check spelling

5. Publishing Motive a sus alumnos a imprimir sus encuestas y aplicarlas a sus compañeros. Luego, dígales: You are going to present your survey now. Invítelos a aplicar la encuesta con sus compañeros. Dígales: Now, survey your classmates.

Change place

6. Evaluating Use the prompts in the box to help you evaluate each other´s work and give positive feedback and suggestions to improve each other’s weaknesses.

We... wrote clear and well-organized questions. included open and closed-ended questions. requested for information using formal expressions. revised grammar and punctuation carefully.

Exit slip

cierre 6. evaluating Finalmente, haga que los estudiantes intercambien su trabajo. Dígales que lean el texto de su compañero y verifiquen su trabajo, poniendo atención a los puntos del cuadro. Dígales, además, que el objetivo de esta actividad es elevar su conciencia sobre su escritura. Para realizar esta actividad, puede señalarles lo siguiente: Now, you are going to work in pairs and exchange your surveys, in order to evaluate each other’s work. Use the information in the the box.

Evaluate your performance. Discuss your answers with the class.

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

The most important thing learned today...

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UN T 6 LESSON 3

b. Revise la explicación en el encabezado de esta actividad e invite a los estudiantes a trabajar en parejas, pidiéndoles lo siguiente: In pairs, decide on some questions you would like to ask. Then, copy the chart below and complete it in your notebook. Revise la información sobre open ended questions y closed ended questions en el apéndice de información complementaria en la página xx de este texto. 4º MEDIO

TOMO 3

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2. drafting Explique a sus estudiantes que a continuación, trabajarán organizando su información. Cuénteles, lo siguiente: Now that you have finished the previous activity, you are going to write your questions in your notebook. You don’t need to check your spelling mistakes at this stage.

exit slip Al finalizar, los estudiantes reflexionan sobre el trabajo que realizaron en esta sección. Anímelos a que sean lo más específicos posible sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño.

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Lesson

clase 13 lesson 4

The rise of drones

Before reading

The Rise of Drones

iNicio Before reading

TOMO 3

Look at the pictures and identify some uses of these technological devices. Discuss in groups. Then, give examples of other devices and their applicability.

1. Look at the pictures and identify some uses of these technological devices. Discuss in groups. Then, give examples of other devices and their applicability. Invite a sus alumnos a comenzar la clase mirando las fotos del ejercicio 1. Pregúnteles si reconocer algunos de los elementos presentados y para qué sirven. Puede, también, invitarlos a que, en pequeños grupos, describan los objetos que ven y expresen si, alguna vez, han usado uno de ellos. Dígales: In groups, direct your attention to the pictures below. Do you recognize the use of these technological devices? Have you ever used or seen any of them? What have you used it for? Deles tiempo para discutir en grupos, para que luego compartan sus respuestas con el resto de la clase. 2. Answer these questions in groups. Invite a sus alumnos a formar grupos y discutir las preguntas, eligiendo sus dispositivos tecnológicos favoritos y explicando, en sus palabras, sus funciones. Dígales: Get in groups and discuss the questions presented. Explain why you have chosen that specific device and explain its functions, using your own words.

a. What’s your favorite technological device? Why? b. Which function does this device have? Explain.

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Answer these questions in groups.

UN T 6 LESSON 4

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Do you know what a drone is? Have you ever seen/used one? Make some comments.

Read the title of the text on page 158 and look at these pictures to predict the uses of drones nowadays. Explain the uses in your own words and share with the class.

Dígales: “Direct your attention to the pictures below. What use could drones have in these situations? Discuss and then share your ideas with the whole class.

TOMO 3

cierre Para cerrar la clase, invite a los alumnos a compartir sus conclusiones respecto del ejercicio 3 con el resto del curso. Dígales: Share your conclusions with the whole class. What makes you think drones can serve those purposes? Explain. Revise pertinencia de las respuestas y resuelva dudas.

4º MED O

desarrollo 3. Do you know what a drone is? Have you ever seen/used one? Make some comments. Lea directamente las preguntas del encabezado. Pregunte: Do you know what a drone is? Have you ever seen/used one? Luego, invite a los alumnos a trabajar en grupos para discutir estas preguntas y hacer comentarios. Dígales: You are going to work in groups. Discuss and make some comments. 4º MEDIO

UN T 6 LESSON 4

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4. Read the title of the text on page 158 and look at these pictures to predict the uses of drones nowadays. Explain the uses in your own words and share with the class. Al terminar la actividad 3, indique a sus estudiantes que fijen su atención en las fotos de la actividad 4 y explíqueles que deberán discutir el uso que los drones podrían tener en esas situaciones especificas.

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While reading

TOMO 3

clase 18

1 Read the text and confirm your predictions in exercise 4.

iNicio Para iniciar la clase, indique a los estudiantes que revisen lo que hicieron la clase pasada, para que recuerden el tema de la unidad y los audios que escucharon. Pida a un voluntario que resuma lo hecho la clase anterior frente a toda la clase: (Nombre del alumno), can you come to the front and briefly summarize what we did last class?

Key words unmanned ally wizards goods gather

desarrollo While reading Strategy in mind

1. Dígales: Now you are going to read the text once and check your predictions in exercise 4. Después de confirmar sus predicciones, invítelos a leer el texto y trabajar en las siguientes actividades. Para esto, puede decirles: Now that you have checked you predictions, you may read the text again and do the further activities.

dentifying false information.

Smart reading 1. n pairs, read the statements and discuss if they are true or false. Correct the false ones. a. The first drone was created at the beginning of the 20th century. b. Drones were originally created with the purpose of gathering data. c. Older drones are limited because they follow a GPS signal. d. Today´s drones are limited because of their reduction in size. e. Drones are used today to carry out difficult tasks at a low cost. f. n Europe, there is more than one law that regulates the airspace.

Smart reading 1. In pairs, read the statements and discuss if they are true or false. Correct the false ones. Indique a los alumnos que deben responder las preguntas, identificando si la información es verdadera o falsa. Si son falsas, invítelos a justificar sus respuestas. Si son falsas, invítelos a justificar sus respuestas. Dígales: Are these statements true or false? Discuss in pairs. Then, correct the false ones and share your answers with the whole class. Revise las respuestas como grupo curso. 158

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UN T 6 LESSON 4

Do you know how many things drones can do for you? The world´s first drone was created in 1907 by inventor brothers Jacques and Louis Bréguet. These machines were first built for military pilots and gunners to use as target practice. Today, the military remains the leading user of these small unmanned aerial vehicles, but as drones have become smaller and more affordable, people outside the military have begun to use them. In 2016, more advanced drones were introduced, thanks to smart computer vision and machine learning technology which allowed them to avoid obstacles and intelligently track (and photograph) people, animals or objects – rather than being limited to following a GPS signal. Drones look like helicopters and, without a doubt, one of their strengths is the many different applications for which they can be used. Miniaturization has made it possible for drones to fit inside a rucksack or even on the palm of the hand, which makes them our best ally in very different scenarios: they can monitor crops, detect water leakages, monitor species in danger of extinction, find people in emergency situations, help predict the weather, speed up the electricity grid inspection and maintenance tasks. From a business point of view, the drone revolution is leading to an in-depth transformation of the main sectors of activity, since they can take on complex tasks and reduce costs. The laws are being adapted and Europe is working on a single law that regulates the airspace between the ground and an altitude of 150 m: the following will be mandatory: a certification issued by the corresponding transport authority of each country, an authorization for the company, an aeronautical civil responsibility insurance policy and an identification number for each drone.

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entender este nuevo texto. Pregúnteles: Have you read about drones before? What have you read? Was the information similar or different to the text of this lesson?

These small aerial wizards are already prepared to help us in many different missions. The most common uses are:

Your analysis Drones make it possible for amateur filmmakers to get aerial shots. This is enabling things that the general population was never able to experience and, at the same time, cutting costs off aerial photography in a huge way.

b. They can be used in prevention activities, by tracing risk maps with aerial photographs; planning the fire extinguishing operations, flying over the affected area using thermographic cameras and participating in the fire extinguishing operations as an active member, transporting up to 300 litres of nebulized water. c.

1. Match these headings with the correct paragraphs in the text. Write your answers in your notebook. - Rescue operations in natural disaster zones - Predictive maintenance of power grids - Fire fighting - Oil, gas and mineral exploration - Shooting video - Services for isolated towns and locations

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: How important will drones be in your future working life? How do you think drones will contribute to the knowledge of people in the near and far future?

They can scan affected areas with their thermographic cameras to locate missing persons. Their reduced dimensions allow them to go to places that are hard to reach and find isolated persons; they can also deliver food and water to survivors.

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d. Power grids sometimes run through areas that are hard to reach and, therefore, drones are the perfect solution to inspect and service these grids. They speed up these inspections and avoid having to interrupt the supply. Likewise, they improve the service quality and continuity and increase productivity. e. A German courier and logistics company made the first delivery of goods using a drone: a package with medicines was sent from their office in Norddeich to the island of Juist. Therefore, drones can be used to deliver medicines and supplies to isolated towns and rural environments. f. With the help of specific electromagnetic sensors, drones can be used to gather geological information to help geophysicists identify and better approximate the location and presence of minerals, oil, and natural gas.

Think critically Make text-to-world connections Have you read about drones before? What have you read? Was the information similar or different to this text? Make text-to-self connections How important will drones be in your future working life? How do you think drones will contribute to the knowledge of people in the near and far future?

Taken and adapted from: https://bit.ly/2CMVOxN

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Your analysis 1. Match these headings with the correct paragraphs in the text. Write your answers in your notebook. En esta actividad, invite a sus estudiantes a vincular los títulos con sus respectivos párrafos en sus cuadernos. Para esto dígales: Focus your attention on the Your Analysis section. Can you see the headlines there? You are going to match these headlines with the paragraphs in the text. 4º MEDIO

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cierre Think critically Make text-to-text connections Para que efectivamente usen esta estrategia, podría modelar esta actividad para que los estudiantes hagan conexiones significativas. Por ejemplo, usted podría recordarles que, al leer un texto, podemos recordar otros que ya hayan leído. Motive a su estudiantes a considerar una variedad de textos que hayan leído antes y que les podrían ayudar a

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After reading

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clase 19

Language in use

a. Read and analyze these sentences from the text. - The world´s first drone was created in 1907. - These machines were first built for military pilots. b. n pairs, analyze the way the past tense of the Passive Voice is formed.

language in use Passive Voice in Past Tense (II)

a. Invítelos a trabajar en el Language in Use diciéndoles: Direct your attention to the sentences below. What do these sentences have in common? Espere a que le respondan y luego indique: Work in pairs and answer the question. Revise como grupo curso. - The world´s first drone was created in 1907. - These machines were first built for military pilots. b. In pairs, analyze the way the past tense of the Passive Voice is formed.

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How can they be helpful in agriculture?

What´s the impact of drones in natural disaster zones?

Discuss these questions in groups. a. What do you think of the use of drones? Are there any drawbacks? b. Do you know any other uses that haven´t been mentioned on this lesson? c. How do you think drones can help scientific studies? d. What do you believe the future holds for drones?

Speaking

A presentation about drones

You are going to make a presentation and express your opinion about drones. 1. Organizing your ideas a.

Read and listen to these expressions to give opinion. Then, practice them orally.

´m convinced that…

From my point of view...

To my mind …

1. In groups, ask and answer questions about the information in the text. Follow the examples below.

2. Discuss these questions in groups. En esta actividad, invite a los alumnos a discutir las preguntas presentadas, en grupos. Indíqueles lo siguiente: Now you are going to work in groups. You have to answer the questions. Make sure you support your ideas.

n groups, ask and answer questions about the information in the text. Follow the examples below.

How can drones work as fire fighters?

desarrollo after reading

Motívelos a trabajar en grupos, diciéndoles: Work in groups and make questions and answers, following the examples below. Revise las respuestas como grupo curso. Puede invitar a algunos a leer las preguntas y a otros a responderlas en forma alternada. Dígales: Did you finish? Who wants to read the first question? Would you like to answer question number…?

Passive Voice in Past Tense II

Speaking personally…

70 Discuss with your partner your opinion about drones. Then, fill in this chart in your Activity Book with your own ideas.

Pros of drones

160

´m certain that …

UN T 6 LESSON 4

cierre Invite a los grupos a compartir las opiniones discutidas en el ejercicio 2 con el resto de la clase. Puede invitar a algunos alumnos a pasar adelante para contestar o pueden ahcerlo todos desde sus puestos, pero para que todo el curso escuche y se genere un intercambio de opiniones. Dígales: Now, you are going to share your opinions from exercise 2 with the rest of the class. Are there

Cons of drones

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any volunteers who would like to come to the front and share their answers? Remember you have to support your ideas.

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2. Preparing to speak In your notebook, write a draft of your presentation using the information in your chart. Remember to include the necessary key words and expressions to give opinions and the Passive Voice in Past Tense. Add appropriate connectors to link your ideas. At this stage, do not care much about making mistakes. Remember to include:

Cons

Opinion

Pros Conclusion

3. Practicing a. Practice the presentation with a partner. Pay attention to pronunciation and intonation. b. Correct each other´s mistakes. 4. Performing Give your presentation in front of the class. 5. Evaluating After you finish, evaluate your work using the prompts in the box. Then, offer positive feedback and suggestions to each other, focusing on your strengths and making suggestions to improve your weaknesses.

3. Practicing Motívelos a practicar su presentación. Para eso, dígales: You are going to practice your presentation with your parner. Please, focus on your pronunciation and your intonation.

We... prepared the presentation carefully. paid attention to pronunciation and intonation. used the necessary vocabulary and expressions. used the Passive Voice in Past Tense. Gave my personal opinion about the topic. followed the suggested steps. corrected each other with respect.

Exit slip

A continuación, pídales lo siguiente: Correct other’s mistakes.

4. Practicing Indique a sus estudiantes: Now, it is your turn to present it in front of the class. Are you ready? Good luck! 5. evaluating Los estudiantes deben responder a la tabla de evaluación. Leen las oraciones y marcan las opciones que mejor representan su desempeño durante la unidad. En caso de que tengan dudas, puede revisar los contenidos específicos estudiados hasta ahora. Dígales: Check your work and your classmate’s work, using the information in the box. Ask for help, if necessary.

Evaluate your performance. Discuss your answers with the class.

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

The most important thing learned today...

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cierre exit slip UN T 6 LESSON 4

clase 20 speaking a presentation about drones You are going to make a presentation and express your opinion about drones. iNicio 1. organizing the ideas a. 83 Invite a sus alumnos a practicar algunas expresiones. Dígales: Read as you listen to these expresions. Then practice them with your classmates. 4º MEDIO

TOMO 3

ntroduction (Using the Passive Voice)

desarrollo 2. Preparing to speak Explique a sus estudiantes que a continuación, trabajarán escribiendo el borrador de su presentación. Indíqueles, lo siguiente: Now that you have finished the previous activity, you are going to write a draft of your presentation. Please, use the information in your chart. Remember to use expressions and passive structures you’ve learned throughout the unit.

161

b. Ahora, puede desafiar a los estudiantes a discutir en pares sobre su opinión de los drones. Dígales: What is your opinion about drones? Do you think they are useful or useless? Discuss with your partner. Afterwards, fill in the chart below, in your Activity Book and complete it with your ideas.

Los estudiantes reflexionan sobre el trabajo que han realizado a lo largo de la lección y mantienen un registro de sus respuestas personales, que pueden compartir con algunos de sus compañeros de clase. Anímelos a que sean lo más específicos posible, sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño.

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SUBJECT CONNECT ONS

clase 21

sUBJecT coNNecTioNs

TOMO 3

maths

Causes of tropical deforestation, 2000-2005 Logging 5-8%

Pasture (cattle ranching) 40%

296

Small-scale agriculture (subsistence agriculture) 15-20%

3% er* Large-scale agriculture (soy, oil palm, maize, rice, etc) 15-20%

Oth

desarrollo 1. In pairs, look at the figures of this pie chart and discuss the data. Then, answer the questions below. Pida a los alumnos trabajar en pares y dígales: Now you are going to work interpreting some data on a pie chart. The idea is that you answer the questions below using this information. Monitoree y resuelva las dudas cuando sea necesario.

*Other includes urbanization, dams, infrastructure, mining, non-agricultural fires

Retrieved from: https://rainforests.mongabay.com/defor_index.htm

84 70 Listen and make notes of the information with the tropical deforestation data that you hear. Write your answers in your Activity Book.

Fact 1: Loss of rainforest in Atlantic coast of Brazil. Fact 2: Loss of Central America’s rainforest. Fact 3: Loss of The Philippines’ rainforest. Fact 4: Loss of Madagascar’s rainforest. Fact 5: Loss of El Salvador’s rainforest. Fact 6: Loss of Sumatra’s rainforest.

84 Listen and make notes of the information with the tropical deforestation data that you hear. Write your answers in your Activity Book. Motívelos a trabajar en su libro de actividades. Explíqueles que trabajarán en una actividad de comprensión auditiva. Para esto, puede decirles: As you listen, you may write down some ideas about deforestation.

3. In pairs, create a pie chart based on the data you have heard. Enter a title and data for your pie chart. Ahora es el turno de que ellos creen su propio gráfico. Cuénteles: You are going to create your own pie chart based on the data you heard.

n pairs, look at the figures of this pie chart and discuss the data. Then, answer the questions below. a. What information does it show? b. Which are the most important factors in forest loss? c. Which has been the least important factor in deforestation?

iNicio Explique a sus alumnos que en esta clase interpretarán información de un gráfico sobre un tema relacionado con un problema medioambiental. Pregúnteles si alguna vez han interpretado información de un gráfico en otra asignatura, y con qué propósito. Dígales: Today, we are going to interpret information from a pie chart, related to a environmental problem. Have you ever interpreted information from a graph? What for? Share with the class.

Maths

162

n pairs, create a pie chart based on the data you have heard. Enter a title and data for your pie chart.

When you finish, join other classmates to share and compare your work. Take turns to ask and answer questions about the information in your chart.

UN T 6 SUBJECT CONNECT ONS

cierre 4. When you finish, join other classmates to share and compare your work. Take turns to ask and answer questions about the information in your chart. Para esta actividad, usted les dirá: At this stage you have to work in groups. Now, you are going to share and compare your data. You should take turns in order to ask and asnwer the questions about the information provided. Revise

UNIDAD 6 cONEXIóN INTERDIScIPlINARIA

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la pertinencia de la información que entregan y que esta corresponda a los datos entregados en la pista de audio.

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L TERARY C RCLE

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 text and answer the questions below. Then, share your answers with the whole class”.

1 Read this extract of a science fiction novel by Isaac Asimov. Then discuss the questions within your group.

The three rules of robotics

“We have: One, a robot may not injure a human being, or, through inaction, allow a human being to come to harm.”

“Right!” “Two,” continued Powell, “a robot must obey the orders given it by human beings except where such orders would conﬂict with the First Law.”

“Right” “And three, a robot must protect its own existence as long as such protection does not conﬂict with the First or Second Laws.”

TOMO 3

cierre Desafíe a sus alumnos a ahondar en la última pregunta que acaban de responder, de manera que compartan con sus compañeros si ellos creen que alguna vez la tecnología avanzará lo suficiente como para vivir con robots muy avanzados. Dígales que justifiquen sus respuestas buscando información sobre este tema en internet o en alguna enciclopedia y que compartan sus respuestas con toda la clase. Dígales: “Do you think we will ever live in a world with very advanced robots? Support your answers by looking for information on the Internet or an encyclopedia. Share your answers with the whole class”.

Powell’s radio voice was tense in Donovan’s ear: “Now, look, let’s start with the three fundamental rules of robotics -- the three rules that are built most deeply into a robot’s positronic brain.” In the darkness, his gloved ﬁngers ticked off each point.

“Right! Now, where are we?”

Adapted from: Asimov, I. (1950). I, Robot. Greenwich, Conn: Fawcett Publications.

a. Explain the three rules of robotics with your own words. b. What do you think the novel is about? Why? Support your answer. c. Do you agree with the rules of robotics presented? Why? d. What would be your three rules of robotics? Write them in your notebook. e. Do you think we will ever live in a world with very advanced robots? Support your answer.

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UN T 6 L TERARY C RCLE

clase 22

liTerarY circle iNicio Invite a sus alumnos a reflexionar sobre como imaginan ellos el futuro, respecto de avances tecnológicos en aspectos como transporte, comida, salud y servicios. Invítelos a que, en grupos, compartan sus reflexiones con toda la clase. Dígales: “How 4º MEDIO

163

do you think the future will be, in terms of transport, food, health and services? In groups, share your opinions and reflections with the whole class”. 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 líneas para encontrar la información. Si es necesario, lea las preguntas con toda la clase UNIDAD 6 cÍRcUlO lITERARIO

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PROJECT:

clase 23

TOMO 3

ProJecT: A round-table discussion

UNIDAD 6 PROYEcTO

2. Start the discussion, respecting turns and time of participation. 3. Use some of the expressions below to give your opinion.

Agreement agree. agree with you ... share your view. have come to the same conclusion. hold the same opinion.

i. Preparation Diga a sus alumnos que deben trabajar en grupos de seis estudiantes (aprox) e indíqueles: In your groups, read the rubric at the end of the activity, so that you know, in advance, what areas will be evaluated.

298

Preparation

1. Work in groups of six students. 2. Before you start, read the rubric at the end of this activity, so that you know, in advance, the areas that will be evaluated.

Este proyecto es una actividad grupal. En esta ocasión los estudiantes deben generar una discusión de mesa redonda o “round table discussion”, donde deberán discutir un tema previamente escogido. Esta actividad le permitirá a los alumnos reforzar vocabulario y/o estructuras cubiertas a lo largo de la unidad.

ii. Procedure 1. Indique a los alumnos lo siguiente: Start a conversation about environmental problems in Chile and the world. Discuss the following questions: Which technological devices have contributed to reducing or solving those problems? What pros and cons do those devices have? Debe dar a los estudiantes el tiempo suficiente para discutir las ideas y dar su opinión sobre cada una de estas. 2. Puede invitar a los alumnos a elegir uno de los aparatos de los que han hablado en el proceso anterior y que hagan una investigación sobre el item seleccionado. Los estudiantes deciden cuál es el tema seleccionado y, opcionalmente, pueden dar razones para su elección. Puede explicarles lo siguiente: You may choose one of devices you have talked about in the previous tasks. Decide which is the selected device and, optionally, you may give reasons for your choice. Then, find information about it. Include its characteristics, contributions, advantages and disadvantages. 3. Indique a los alumnos lo siguiente: Find additional information. There may be publications or opinions about the topic in many sources. Try online sources or visit the school’s library.

A round-table discussion

Disagreement don’t agree. don’t agree with you ... disagree. don’t think so. take a different view. don’t share your view. don’t think that’s quite right. According to...

IV. Evaluation II. Procedure

1. Reflect upon the environmental problems that Chile and the world have. Then, discuss: Which technological inventions have contributed to reduce or solve those problems? What pros and cons do those inventions have? 2. Choose one of the inventions you have mentioned in the procedure, and carry out an investigation about it. Find information about its characteristics, contributions, advantages, disadvantages and so on. 3. Search for extra information, publications or opinions about the topic. 4. Select the relevant information and organize the main ideas in your notebook as follows:

Topic of discussion

The group...

Score

had a positive attitude towards the assigned task.

4 3 2 1

completed the task on time.

4 3 2 1

respected time and turns of participation.

4 3 2 1

stated agreement and disagreement through appropriate expressions.

4 3 2 1

Advantages

Details

acknowledged the sources of information properly.

4 3 2 1

Disadvantages

Details

followed the instructions carefully.

4 3 2 1

developed awareness of the importance of consulting reliable sources of information.

4 3 2 1

III. Presentation

1. Come to an agreement with your partners to select the moderator of the discussion and the participant that is going to begin the round table. 164

After you have finished the project, reflect on your work and evaluate the group´s performance according to the following scale (answer in your notebook): 4 Excellent 3 Good 2 Satisfactory 1 Needs improvements

UN T 6 PROJECT

4. Ahora, continue diciéndoles: “Now you have new information. You must choose the relevant information and organize it in your notebook”. iii. Presentation 1. Enfatice la siguiente instrucción: You need to nominate both the student who will lead the round table and the one who will start the discussion. 2. Los alumnos comienzan la mesa redonda. Anímelos a respetar los turnos de

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participación y deje que cada participante tenga la misma oportunidad de ser escuchado. Dígales: Begin the round-table discussion. Respect turns of participation and let each participant have an equal opportunity to be heard. 3. Recuérdeles usar las expressions sugeridas abajo. Para esto, dígales: Use the expressions in below to express your opinion about the announcement of your classmates.

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F NAL CHECK

fiNal cHecK

10 points

Read and listen to the text. Then, discuss the questions below.

iNicio Indique a los estudiantes que este Final Check les 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 desarrollo del pensamiento crítico y habilidades lingüísticas.

Air Pollution

any of the solutions to air pollution are similar to those for climate change, though it’s important to either make a concerted effort to drive less, or switch to a lower-emissions vehicle. Switching over to green energy is also important, as that will cut back on fossil fuel emissions. If you

aren’t able to install solar panels or wind turbines on your property or if your utility gets its electricity from dirty energy sources, consider signing up for a renewable energy producer, such as the ones that connect consumers to a 100 percent renewable energy source to power their homes.

desarrollo 1. 85 Read and listen to the text. Then, discuss the questions.

Taken from: https://bit.ly/2Dhd4gl

2. Write down an email to a friend, telling her/him about a technological device you usually use. Include some general characteristics and the way it helps you to develop abilities and get knowledge. Use a separate sheet of paper.

a. How can technology solve or diminish this particular environmental problem? b. Propose one more way to lower carbon emissions into the air.

2 Write down an email to a friend, telling her/him about a technological device you usually use. Include some general characteristics and the way it helps you to

TOMO 3

clases 24 y 25

10 points

develop abilities and get knowledge. Use a separate sheet of paper.

clase 26 evaluación formativa

nterpret your results Great! (20 points) You are achieving the learning goals. Keep on working hard!

Good OK (15 - 20 points) (13 - 15 points) You are very well prepared. Your performance is atisfactory, but you can You can easily achieve the improve. Revise the mistakes highest score by analyzing the few mistakes you made. you made and reinforce the weakest areas in the evaluation.

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iV. evaluation Dígales: Now that you have finished your project, reflect on your work and evaluate the group´s performance, according to the following scale.

Not good enough (12 or less points) You need to revise the contents and practice more, in order to improve your performance.

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cierre Los estudiantes reflexionan sobre el trabajo que realizaron en esta sección. Anímelos a que sean lo más específicos posible sobre las dificultades que creen que enfrentarán en el futuro y las medidas que tomarán para mejorar su desempeño. 4º MEDIO

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Discoveries and Creations

however

and even though

also

so if but

or such as

for instance

in other words

en pos de resolver problemas tales como desastres naturales, salud, educación y agricultura, que utilicen los conectores que se proveen.

a. Acepte como respuestas correctas oraciones relacionadas con la tecnología

because

as well as

74 Write three statements about the track you have just heard, using some of the connectors below. You can listen again, if necessary.

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Cleanup efforts, use of new materials safer to the environment, disposing of plastic properly, etc.

Solution(s)

Plastic in the ocean.

Effect(s)

littering, trash not properly disposed of.

Cause(s)

Plastic in the ocean.

Problems

1 Fill in this graphic organizer with information about the problem of plastic in the ocean.

Page 146 – Student’s Book

Page 142 – Student’s Book

Activities from the Student’s Book

UN T Page 150 – Student’s Book

What can we do to save the bees?

b d g f

wind energy

solar energy

nuclear energy

fossil fuels

vii.

vi.

a e c

hydroelectric energy

biomass energy

geothermal energy

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iv.

iii.

ii.

renewable? Discuss.

2 n pairs, look at the pictures and match them with the words below. Which sources are

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Why are bees dying?

2 Think of four questions that you would like to ask Simon or Andrea and write them below.

TOMO 3

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Page 160 – Student’s Book

Pros of drones

Certain regulations must be followed

Cons of drones

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Sumatra has lost 85% of its rainforests.

Fact 6: Loss of Sumatra’s rainforest.

El Salvador has lost 70-85% of its rainforests.

Fact 5: Loss of El Salvador’s rainforest.

Madagascar has lost 95% of its rainforests.

Fact 4: Loss of Madagascar’s rainforest.

The Philippines have lost 90% of its rainforests.

Fact 3: Loss of The Philippines’ rainforest.

Central America has 50% of its rainforests.

Fact 2: Loss of Central America’s rainforest.

The Atlantic coast of Brazil has lost 90-95% of its rainforest.

Fact 1: Loss of rainforest in Atlantic coast of Brazil.

2 Listen and make notes of the information with the tropical deforestation data that you hear.

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Low cost, have access to different places, take photos

own ideas.

1 b. Discuss with your partner your opinion about drones. Then, fill in this chart with your

trash

plankton

swept

sea life

entangled

outweighs

biodegrade

microplastics

recycled

UN T 6

TOMO 3

1. Indique a los estudiantes que deben leer y completar el texto con el vocabulario que se provee. Dígales lo siguiente: Now, read the text about the effects of plastic in the ocean and fill in the gaps with the words provided.

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Taken and adapted from: https://bit.ly/2wFcYZI

plankton , the tiniest creatures in our oceans, are eating Even (i) (j) microplastics and absorbing their hazardous chemicals. The tiny, broken down sealife pieces of plastic are displacing the algae needed to sustain larger (k) who feed on them.

More than 5 trillion plastic pieces weighing over 250,000 tons afloat at sea.

d. t was calculated that Americans discard more than 30 million tons of plastic a year. Only 8 recycled percent gets (g) . The rest ends up in landfills, is burned or becomes trash (h) .

Over 260 species, including invertebrates, turtles, fish, seabirds and mammals, were reported entangled to ingest or become (f) in plastic debris, resulting in impaired movement and feeding, reduced reproductive output, lacerations, ulcers and death.

c. swept Plastic is found (d) in even extremely remote areas of the Earth. t was outweighs measured that in our oceans alone, plastic debris (e) zooplankton by a ratio of 36-to-1.

b. t was discovered that toxic chemicals leach out of plastic and are found in the blood and tissue of nearly all of us. Exposure to them is linked to cancers, birth defects, impaired immunity, endocrine disruption and other ailments.

Disposed plastic materials can remain in the (c)environmentfor up to 2,000 years and longer.

a. Plastic is a material that was made to last forever, yet it was found that 33 percent of all plastic water bottles, bags and straws - are used just once and biodegrade ; it breaks down littered (a) into the sea. Plastic cannot (b) into smaller pieces.

environment

littered

1 Read the text and complete with the vocabulary provided.

Activity Book

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Plastic piles up in the environment.

Plastic threatens wildlife.

) What is plastic pollution? ) Pollution by plastics additives. ) What makes plastic hazardous? ) Plastic waste on land.

a. Plastic never goes away. b. Plastic affects human health. c. Plastic threatens wildlife. d. Plastic piles up in the environment. e. Plastic poisons our food chain.

UN T 6

4º MED O

Invite a sus alumnos a realizar las actividades 2, 3 y 4 de esta página. Dígales lo siguiente: All the activities on this page are related to the effects of ocean pollution. Answer all of them and finish by discussing the statement in exercise 4. Make sure you use the expressions provided in the chart.

Disagreeing with an opinion That´s different. don´t agree with you. That´s not entirely true. On the contrary… ´m sorry to disagree with you, but … Yes, but don´t you think… That´s not the same thing at all. ´m afraid have to disagree. ´m not so sure about that.

Agreeing with an opinion Of course. You´re absolutely right. Yes, agree. think so too. That´s a good point. Exactly. don´t think so either. So do . That´s true. Neither do . couldn´t agree with you more.

Asking someone´s opinion

What do you think about…? What´s your view on…? How do you see the situation? What´s your opinion of …? What are your ideas? What are your thoughts on …? How do you feel about …? What´s your position on …?

Jennifer Barone

“Plastic is polluting the seas, but there’s still time to turn the tide.”

4 Discuss this statement in groups using the expressions below. What’s your opinion?

a. ( b. ( c. ( d. (

3 Read the text on page 71 again and tick the best title.

Plastic affects human health.

Plastic never goes away.

Plastic poisons our food chain.

2 Match the following headings with the appropriate paragraphs in the text in exercise 1.

took

Passive

The documents were found this morning.

Mr. Wallace drove the children to school. They found the documents this morning,

UN T 6

Indique a los alumnos que lean el párrafo con las reglas sobre como construir la estructura de la voz pasiva en inglés y que, además, utilicen los ejemplos para convertir en pasivas las oraciones de la actividad 5. Dígales: Read the rules of the Passive Voice, and what it is used for. Then, look at the examples and transform the sentences in activity 5 into the Passive Voice.

4º MED O

A nice dinner was prepared yesterday by the cook.

d. The cook prepared a nice dinner yesterday.

The letters were thrown away by mistake.

c. Someone threw away the letters by mistake.

The house was demolished by the hurricane two weeks ago.

b. The hurricane demolished the house two weeks ago.

My computer was infected by a virus last month.

a. A virus infected my computer last month.

5 Make these sentences passive.

My wallet was stolen. The children were driven to school (by Mr. Wallace).

Someone stole my wallet.

Penicillin was discovered in 1928 (by Alexander Fleming).

tat the party (by Mathew).

Active

Alexander Fleming discovered penicillin in 1928.

taken

a lot of pictures at the party.

were

Active

Further examples:

A lot of pictures

Subject

Mathew

Object

• Use the Passive Voice when we are more interested in the action itself rather than in who or what did the action. • The object of the active form becomes the subject of the passive. • We add was/were when the main verb of the active is in past. • We turn the main verb of the active into the past participle. • f we need or want to add the agent of the passive, we must use by.

Passive Voice in Past Tense

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(start) (start start) in Europe, but was added (add)

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Invite a los alumnos a desarrollar las actividades 6 y 7 de estas páginas, todas relacionadas con el pasado pasivo (Simple Past Passive). Dígales: Answer activities 6 and 7, all related to the use of the Simple Past Passive.

a. Harry Potter / write / 1997

Harry Potter was written in 1997. b. the first email / send / 1973 The first email was sent in 1973. c. the first space shuttle / launch / 1981 The first space shuttle was launched in 1981. d. the Eiffel Tower / build / 1887 The Eiffel Tower was built in 1887. e. atoms / discover / in 1897 Atoms were discovered in 1897.

7 Write full sentences using the Past Simple Passive.

Taken and adapted from: https://bit.ly/2OKuRQ4

was invented n 1973, the first hand-held, truly mobile cellular phone (m) (invent). Since then, the technology has grown faster and faster until today, mobile phones are so common that nobody thinks about them twice.

(introduce) introduce)) next. At first, each mobile The idea of cellular towers (i) was introduced was limited phone (j) (limit)) to service by only one cell tower. Then, as new was created (create), people (l) were allowed (allow ((allow) allow) to technology (k) transfer their service from tower to tower.

Later, several other wireless networks (g) were started they weren´t compatible with American networks. Service (h) throughout the rest of Europe shortly afterwards.

At that time, the phones were still not mobile, so the equipment for making these calls (f) was measured (measure)) at about 35 kg and had to stay in your house.

was started (start) in St. Louis, n 1949, an American company called AT&T (d) Missouri. There were about 5,000 customers and about 30,000 calls were made (e) (make) per week.

Mobile phones (a) (develop)) throughout the 20 century. n 1908, an American power company claimed that they had created a wireless phone. The was acussed (accuse)) of fraud, but later the accusation company (b) was dropped (drop). (c)

were developed

Mobile Phones

6 Read the text and fill in the spaces with the correct form of the Past Simple Passive.

pollen

pollinate

Causes

Solutions

TOMO 3

Indíqueles lo siguiente: Answer activities 8, 9 and 10, all related to the problem of bees disappearing, its causes and consequences.

a. solutions, b. problem, c. causes.

Problem

UN T 6

Taken and adapted from: http://sos-bees.org/

Bee-killing pesticides, in particular, pose the most direct risk to pollinators. The main reasons for global bee-decline are linked to industrial agriculture, parasites/pathogens and climate change. The loss of biodiversity due to monocultures and the wide -spread use of bee-killing pesticides are particular threats for honey bees and wild pollinators.

Invite a los alumnos a responder las actividades de esta página, todas relacionadas con el problema de la desaparición de las abejas, sus causas y consecuencias.

4º MED O

Since the late 1990s, beekeepers around the world have observed the mysterious and sudden disappearance of bees, and report unusually high rates of decline in honeybee colonies.

10 Label the paragraphs in exercise 9, using the words in the box.

hive

To protect our bees and agriculture, we need to shift from destructive industrial agriculture towards ecological farming. First and important steps are: 1. Ban all bee-harming pesticides. 2. Adopt a bee-action plan. 3. Promote ecological farming.

9 Read the text and number the paragraphs in the correct order. a.

from flowers and transform it into honey in their stomachs.

beekeeper

g. Bees communicate the location of food by carrying odor samples back to the

f. Some farmers

e. The cells of the

nectar

collect the honey from the frames. honeycomb are usually hexagonal in form. pollinate tomatoes by hand to ensure early fruit on plants.

d. There are different techniques used to

c. Bees gather

nectar

collect

pollen

may cause severe allergic reactions in a lot of people.

beekeeper

honeycomb

b. The person who keeps honey bees is called

a. n spring,

hive

8 Complete the sentences with the words in the box.

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(+) Sentence

(-) Tag

Emily is American, isn´t she?

(-) Sentence

(+) Tag

They have finished, haven´t they? They haven´t finished, have they?

Present Perfect Paul and Brad can come, can´t they? You would do it, wouldn´t you? He´ll finish the course, won´t he? The children should watch the film, shouldn´t they? We must be there at 9, mustn´t we?

Tom was studying, wasn´t he?

Past Continuous

Modal Verbs

Bob and arrived late, didn´t we? Bob and didn´t arrive late, did we?

Past Simple (Other verbs)

Paul and Brad can´t come, can they? You wouldn´t do it, would you? He won´t finish the course, will he? The children shouldn´t watch the film, should they? We mustn´t be there at 9, must we?

Tom wasn´t studying, was he?

Jack wasn´t upset, was he?

Jack was upset, wasn´t he?

Past Simple (Be)

They aren´t coming, are they?

They are coming, aren´t they?

You don´t study German, do you?

Emily isn´t American, is she?

Present Continuous

Present Simple (Other verbs) You study German, don´t you?

Present Simple (Be)

Verb Tense

Use Tag Questions to ask for confirmation. They go at the end of statements. The subject in the statement matches the subject in the tag. f the statement is positive, the tag is usually negative and vice versa.

doesn’t he? ?

UN T 6

? ?

4º MED O

Indique a los alumnos que lean el párrafo con las reglas sobre como usar las “tag questions” en inglés y que, además, utilicen los ejemplos para completar las preguntas de la actividad 11. Dígales: Read the rules of the Tag Questions, and what they are used for. Then, look at the examples and complete the questions in exercise 11.

d. You won´t be late,

will you? e. She was at the party, wasn’t she? f. We´ve met before, haven’t we?

c. He eats meat,

This/That is Paul´s pen, isn´t it? These/Those aren´t foreigners, are they?

b. You don´t take sugar in your coffee, do you?

a. They´re on holiday this week, aren’t they?

11 Complete with Tag Questions.

SOME MORE SPEC AL CASES am right, aren´t ? There weren´t any problems, were there?

SPEC AL CASES Statements using barely, hardly, neither, no, nobody, none, nothing and seldom are treated as negative statements. EXAMPLES: (-) Nobody went to the meeting, (+) did they? (-) Nothing is ready, (+) is it?

• • • •

Tag Questions

Listen and circle the correct Tag Questions.

a. could he? / can he? can he? b. is it? / does it? is it? c. doesn´t it? / hasn´t it? doesn´t it? d. doesn´t she? / has she? has she? e. isn´t that? / isn´t it? isn´t it? f. aren´t there / aren´t they? aren´t there?

/θ/ Everything

Indíqueles lo siguiente: Answer activities 12, 13 and 14, all related to the use of Tag Questions. Feel free to consult the chart on page 75 again.

Invite a los alumnos a responder las actividades de esta página, todas relacionadas con la construcción de oraciones utilizando las “Tag Questions”.

/ ð / gather, them, another, their, those, neither

/ð/ Although

Listen and classify the words you hear, according to their pronunciation.

/ θ / thin, author, truth, method, thought, youth, earth

Answers may vary Answers may vary Answers may vary

4º MED O

EXAMPLE: Since the late 1990s, beekeepers have observed the disappearance of bees, haven´t they?

Questions, as shown below.

13 Write three statements taken from the text in exercise 9, and add the corresponding Tag

TOMO 3

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biomass energy

fossil fuels d. wind energy

provider

: A company or organization that sells a product or service.

Taken and adapted from: https://bit.ly/2FU8nYL

The United Kingdom has been trying to reduce the amount of coal it uses. Coal now supplies less than seven per cent of the UK´s electricity. t was appointed that it must now try to use less gas to make sure it meets its target for greenhouse gas emissions. The UK currently uses too much gas. The conservation charity World Wildlife Fund said it was pleased that the UK is moving towards greener energy. t said: “We have never been cleaner or greener, and we are on target for an even better year in 2018.” t added: “Climate change is causing devastation on our nature and wildlife, but we are at last facing up to the challenge. We are turning our backs on polluting fossil fuels and embracing a new, clean future.”

UN T 6

supplies coal

4º MED O

: A black rock found underground deposits and burnt for heating or power.

: That generates or produces something.

Indíqueles lo siguiente: Answer activities 15 and 16, all of them about vocabulary related to types of energies, such as renewable energies or fossil fuels.

Invite a los alumnos a responder las actividades de esta página, todas sobre vocabulario relacionado a los tipos de energías, ya sea renovables o fósiles.

b. emission : The production and sending out of something, especially gas or radiation. c. renewable : A type of energy that is not gone forever when it is used. greener energy d. : More eco-friendly energy.

The United Kingdom is doing a lot to increase its use of renewable energy. t is moving away from fossil fuels and increasing the use of green energies, such as wind power, nuclear power and solar energy. New figures from the UK´s electricity provider show that the UK had its greenest year ever in 2017 for electricity production. t even had its first coal-free day for over 150 years. Thirteen clean energy records were broken by UK in 2017. n June, wind, nuclear and solar power produced more electricity than gas and coal combined. t was the first time this has ever happened. The UK´s power system is now the fourth cleanest in Europe and the seventh cleanest in the world.

Growing a More Sustainable UK

16 Read the text and match the highlighted words and phrases to their correct meaning below.

geotermal energy

15 dentify the type of energy shown on each picture.

F T T F

T F

The charity said the UK was turning its back on greener energy.

A wildlife charity was satisfied with the UK´s efforts to be greener.

The article says that nowadays the UK is using an excessive amount of gas.

The UK has failed in reducing the quantity of coal used.

The UK has the fourth cleanest energy system in the world.

n 2017, the UK had its first coal-free day for over 150 years.

The UK is making less use of wind power.

The UK is doing a significant effort to implement more ecological energies.

TOMO 3

Indíqueles lo siguiente: Answer activities 17 and 18, all of them related to the use of cleaner energies.

t´s my conviction that… At first sight… Generally speaking… ´d like to point out that…

Invite a los alumnos a responder las actividades de esta página, las cuales son de comprensión y producción, relacionadas al uso de energías limpias.

4º MED O

As far as ´m concerned… tend to think that… take a different view at … hold the opinion that…

Useful phrases to express opinion To say the truth… To be frank…

UN T 6

Role D – Cycling more often You think cycling more often is the best way to conserve energy. Tell the others three reasons why. Tell them what is wrong with their ways. Also, tell the others which is the least useful of these (and why): taking shorter showers, becoming a vegetarian or buying from charity shops. Role B – Taking shorter showers You think taking shorter showers is the best way to conserve energy. Tell the others three reasons why. Tell them what is wrong with their ways. Also, tell the others which is the least useful of these (and why): buying from charity shops, becoming a vegetarian or cycling more often.

Answers will vary.

Role C – Becoming a vegetarian You think that becoming a vegetarian is the best way to conserve energy. Tell the others three reasons why. Tell them what is wrong with their ways. Also, tell the others which is the least useful of these (and why): taking shorter showers, buying from charity shops or cycling more often.

Role A – Buying from charity shops You think buying from charity shops is the best way to conserve energy. Tell the others three reasons why. Tell them what is wrong with their ways. Also, tell the others which is the least useful of these (and why): taking shorter showers, becoming a vegetarian or cycling more often.

expressions in the chart below.

18 n groups, choose one role, read the instructions carefully, and express your ideas, using the

are true (T) or false (F). Correct the false ones.

17 Read the text on the previous page again and, in pairs, read the sentences and discuss if they

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Against

Listen again and answer these questions. Then, discuss your answers in pairs.

trafficking drugs, hazard to aircraft, violation of privacy,

As technology progresses, regulation and operational use need to then be harmonized with it.

e. What does Dr. Yoge Patel say about regulating the use of drones?

They were used to inspect f*ckushima Nuclear Power Plant.

d. How is a Japanese firm planning to use drones?

Respuestas de los estudiantes.

c. What do you think she means by saying that drones have the ability to be a “game changer”?

She agrees they can be a hazard, but they can also be very useful.

b. Does Dr. Patel agree or disagree with the idea that drones may be unsafe?

They can be.

a. Are drones hazardous to aircrafts? Why? Why not?

they can be used for transporting medical supplies, taking aerial pictures, detecting water leaks, preventing crimes, doing aircraft inspections.

For

88 Listen to a radio conversation and complete the table with arguments for and against drones.

UN T 6

4º MED O

Indíqueles lo siguiente: Answer activities 19, 20 and 21, all of them related to the use of drones, their advantages and disadvantages.

Invite a los alumnos a responder las actividades de esta página, las cuales son de comprensión y producción, relacionadas al uso de los drones, sus ventajas y desventajas.

Check the whole unit and decide which aspects helped you complete this task. Score your performance from one to four. Share your results with a partner.

How did get here?

for and against the use of drones.

22 Based on the instructions below, write a 150-word essay, in your notebook, giving arguments

Answers will vary.

a. How useful are drones? b. How safe/dangerous are they? c. Do you think people should have a license to fly drones? d. Should they be banned?

19 Discuss these questions in groups. For and Against Essay

One convincing point/argument in favor/against of… A further common criticism of… t could be argued that… t is claimed/suggested t is widely argued that…

Nonetheless… Nevertheless… Despite (the fact that) … n spite of (the fact that) … While it is true to say that… t cannot be denied that…

To express contrast

n particular… Particularly… This is (clearly) illustrated/ shown by the fact that … For instance, …

To introduce examples

UN T 6

En esta sección se presentan instrucciones y estructura de un ensayo de “pros” y“contras” para que los alumnos realicen la actividad 22. Dígales: A “for and against” essay is a formal piece of writing in which a topic is addressed from opposing points of view. Read the instructions and the useful expressions provided below, in order to write your own essay. After you finish it, corroborate if it follows the same structure.

4º MED O

Furthermore… Moreover… Besides… Apart from… What is more…

n other words, … That is to say… This/which means that… To put it another way… To put it differently… n few words…

To introduce points for or against

Taken and adapted from: For and Against Essays. Retrieved from: http://academicwriting.wikidot.com/for-and-against-essays

To express addition

To explain/clarify a point

Useful expressions and linking words/phrases

Note: Although these are “balanced” arguments, if you feel that either the for or against side is stronger and should be supported, this side should be presented in paragraph 4, thus leading the reader to your conclusion.

Points to consider • Before you start writing your essay you should make a list of the points for and against the subject. • Each paragraph should start with a topic sentence which summarizes the topic of the paragraph. A topic sentence should be brief, clear and precise. • This is academic writing, so do not use informal style such as short forms, colloquial words or emotional language.

c. Conclusion– n paragraph 4 you refer back to the topic and summarize. Here you can state your opinion and say why you find one side more convincing than the other.

b. Main Body- Normally you have two paragraphs. n Paragraph 2, you state your arguments for and in Paragraph 3, your arguments against.

A “for and against” essay is a formal piece of writing in which a topic is considered from opposing points of view. You should present both sides in a fair way by discussing them objectively and in equal detail. A good essay of this type should consist of: a. ntroduction- Paragraph 1- ntroduce the topic. The opening should engage the reader’s interest and give a hint of what is to follow, without giving your opinion.

WR T NG REFERENCE

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T F F

ii. However

iii. Since

i. But

i. Additionally

ii. Together with

iii. And

ii. such as

haven´t you? do they? b. They don´t watch much TV, c. Phil played handball yesterday, didn´t he? d. Kevin won´t come tonight, will he ?

MOCK TEST

109

4 points

Este MockTest puede ser encontrado en la página 109 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 de los estudiantes.

a. You have cleaned your bike,

iii. though

lions and tigers, are among the most ferocious species.

3 Fill in the blanks with Tag Questions.

i. as well as

d. Animals

iii. Although

, he was extremely rude to a press photographer.

ii. Even if

the car was quite old, it was still very reliable.

i. Although

c. The cricketer played badly.

a. ´m not going out tonight. , can see you tomorrow if you like.

Only the government is responsible for the children´s right to education.

Not only the government, but also the parents.

3 points

/ 11 points

Thanks to education women can get a stable income.They get empowered.

Sustainable development is a result of education.

2 Circle the correct connectors.

Taken and adapted from: https://bit.ly/2UYoNdb

Going to school is a human right, just like the right to liberty and security. It is perhaps the most important because it is fundamental to enjoy the other rights. It is the gate for knowledge and innovation. Without education there will be no progress, no equal opportunities and no sustainable development. With the right to education, people can understand the other rights they have and get profit from them. Thanks to education, women empowered, children are safe, and disabled people are treated with respect. Education is not just a right, but it is also a duty. The government has to build schools, but the parents have to send their children there and make sure they are leaning something.

1 Read the text and answer true or false. Justify the false ones.

TEST 3 – 4° MEDIO

TOMO 3

Apéndice de contenido complementario

TOMO 3

Lesson 1 Impact of sea pollution

Lesson 2 Bees at risk

Palabras Clave

Ventana de aprendizaje de habilidades

• Pristine: (adj) Characteristic of the earlier, or an earlier, period or condition; original. • Swept: (v) Past tense and past participle of sweep. Clean (an area) by brushing away dirt or litter. • Dumped: (v) past tense and past participle of dump. To put down or drop something in a careless way. /To get rid of something unwanted, especially by leaving it in a place where is not allowed to be. • Disposal: (n) The act of getting rid of something, especially by throwing it away. • Outweigh: (v) To be greater or more important than something else. • Resemble: (v) To look or be like someone or something.

Strategy: Listening for details

Ventana pedagógica Relate a sus estudiantes que las técnicas de lecturas del Skimming y el Scanning son técnicas que utilizan movimientos rápidos de los ojos y palabras clave para moverse rápidamente a través del texto con propósitos ligeramente diferentes. Mientras con la técnica de Skimming se está leyendo rápidamente para obtener una visión general del material, con la técnica de scanning se lee rápidamente para encontrar hechos específicos. Fuente: Equipo Editorial

Para revisar la voz pasiva en pasado, puede accede al siguiente link con sus alumnos https://www.grammarbank.com/simplepast-passive.html

Si es posible, haga que los estudiantes visiten este enlace. Aquí encontrarán forma, uso y ejercicios que les ayudarán a entender la función de la voz pasiva en pasado de una manera mejor.

Escuchar los detalles se refiere al tipo de escucha que hacemos en la que no podemos permitirnos ignorar nada, porque no sabemos exactamente qué información del texto auditivo será necesario para completar la tarea. Este término se confunde a veces con escuchar información específica que se aplica a las ocasiones en las que no tenemos que entender todo lo que se dice, sino solo una parte muy específica. Fuente: https://englishpost.org/teaching-activity-listening-for-gist-and-detail/

Ventana de enseñanza Modelando las estrategias

ALERTA DE ERROR Sonidos / θ / and / ð /

Recuerde que algunos estudiantes hispanoparlantes podrían tener dificultades para expresarse , al pronunciar estos sonidos (iniciales, intermedios, finales) cuando dicen palabras y/o para entender a los nativos hablantes.

El sonido / θ / no existe en español solo en inglés. La tendencia de los estudiantes sería pronunciar una /z/ u otro sonido al no saber de la existencia de este sonido, como por ejemplo en las palabras: birthday, anything, author, healthy, themes, theories, methods, health, North, El sonido / ð / es más suave y tiene vibración de las cuerdas vocales. Es usado en palabras como mother, father, this, that, then, etcétera.

Fuente: Equipo editorial.

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Lesson 4 The Rise of Drones

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 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.

Lesson 3 Sustainable Energies Language bank Open Questions

Open questions are questions which cannot be answered with just ‘yes’ or ‘no’. Many of them begin with ‘wh’: why, where, who etc. Open questions can be compared to closed questions, which need only yes or no answers. Example ‘Why did you decide to study English?’ is an example of an open question. Compare this with ‘Did you decide to study English because it’s useful for work?’, a closed question. Closed Questions

Yes / No questions are also called closed questions because there are only two possible responses: Yes or No. When forming a Yes / No question, it must include one of these verbs: Be, DO, HAVE, or a modal verb.It is impossible to ask a Yes / No question without one of these verbs. Example Are elections next year?

Key words • unmanned (adj) Not crewed/ Obsolote/Not trained • ally (v) To place in a friendly association, as by treaty. / To enter into an alliance. • wizards (n) Skilled or clever people/magicians. • goods (n) Possessions and personal properties. • gather (v) To collet from different places. TOMO 3

Evaluación para el aprendizaje

Ventana de aprendizaje de habilidades Tips para identificar si la información es verdadera o falsa

• A primera vista, una oración puede parecer verdadera porque contiene hechos y afirmaciones que son verdaderas. Sin embargo, si solo una parte de la oración es falsa, entonces toda la oración es falsa. Una oración puede ser en su mayoría verdadera porque contiene información correcta, pero en última instancia es falsa si contiene información incorrecta. • Explorar cada afirmación como si fuera cierta. • Enfocarse en cada declaración como si fuera verdadera y luego determinar si alguna parte de la declaración es falsa. Solo una parte falsa en una declaración hará que toda la declaración sea falsa. • Tener en mente que para que una oración sea verdadera, cada parte debe ser “verdadera”. • Examinar a fondo las oraciones largas y las declaraciones. Las oraciones largas a menudo contienen grupos de palabras y frases separadas u organizadas por puntuación. • Leer cada conjunto de palabras y frases individualmente y con cuidado. Si un conjunto de palabras o frase en la declaración es falso (incluso si el resto es verdadero), toda la declaración es falsa y la respuesta es “falsa”. • Las declaraciones más largas pueden ser falsas puesto que cuanto más larga sea una declaración de verdadero / falso, mayor será la probabilidad de que la declaración sea falsa. Fuente: https://www.educationcorner.com/true-false-tests.html

Ventana pedagógica Fuente: https://bit.ly/2THr8sk

Ventana pedagógica 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 a medida que revisan su escritura. Señale que esta práctica les ayudará a detectar su errores comunes y mejorar su escritura.

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: https://www.inc.com/marcel-schwantes/9-simple-tricks-to-overcomeyourfear-of-speaking.html

Fuente: Equipo editorial.

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UNIDAD 6 APÉNDICE DE CONTENIDO COMPLEMENTARIO

309

APENDICE DE MATERIAL COMPLEMENTARIO FOTOCOPIABLE

TOMO 3

Este apéndice contiene material fotocopiable que el profesor puede utilizar como complemento a las actividades sugeridas en el Texto del Estudiante. Diagnostic Test Esta actividad evaluativa tiene como objetivo evaluar la conducta de entrada de los alumnos. Puede realizarla antes de comenzar la primera lección.

Complementary Activity Esta actividad fotocopiable tiene como objetivo complementar las actividades vistas a lo largo de la unidad, reforzando principalmente las habilidades orales y de escritura. Puede utilizarla al finalizar una clase, dependiendo del ritmo de trabajo de sus estudiantes.

Evalúela utilizando la siguiente tabla:

Diagnostic test Great (15 points) You are achieving the learning goals. Keep on working hard!

Good (14 – 10 points)

OK (9 - 7 points)

You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

Not good enough (Less than 7 points)

Great ( 15points) You are achieving the learning goals. Keep on working hard!

Good (14 – 12 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

OK (12 – 9 points)

Not good enough (Less than 9 points)

Formative Test 2 Great (20 points) You are achieving the learning goals. Keep on working hard!

Good (19 – 17 points) You are very well prepared. You can easily achieve the highest score by analyzing the few mistakes you made.

310

OK (16 – 12 points)

Not good enough (Less than 12 points)

Template Este template es un modelo de un reporte (fotocopiable), que tiene como objetivo apoyar a los alumnos en la construcción de un determinado texto escrito. Puede fotocopiarlo y entregarlo a sus alumnos para que cuenten con un modelo del texto que tienen que producir durante el desarrollo de la unidad.

UNIDAD 6 APENDICE DE MATERIAL COMPLEMENTARIO FOTOCOPIABLE

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comPlemeNTarY acT V TY 1 Identify the elements in the text and make a graphic organizer with the information asked, on a separate sheet of paper.

Solution(s)

Effect(s)

Cause(s)

VOLUME 3

ntroductio

Title

Source

The impact of the Great Pacific Garbage Patch

Marine debris and pollution, consisting mostly of plastic trash, is accumulating in oceans around the world. The Great Pacific Garbage Patch exists in the northern Pacific Ocean, stretching between Japan and the United States. How the Garbage Patch Accumulated About 80 percent of the plastic trash that makes up the Great Pacific Garbage Patch originated from land-based activities occurring in North America and Asia. The remaining 20 percent of the trash originated from boats and ships on the ocean. From Asia, it takes trash only about one year to reach this destination. Because plastic does not decompose, it simply floats in the water, moving along with ocean currents. Some photo degradation occurs from sunlight, which breaks the plastic up into tiny pieces. Two separate zones of currents move two separate plastic patches in circular motions. Between the patches, a convergence zone moves the plastic back and forth. Environmental Harm That Has Resulted Debris found in any region of the ocean can easily be ingested by marine species causing choking, starvation, and other problems; Animals living in these areas are experiencing significant harm from the plastic. Sea turtles

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think that the plastic is jellyfish, and they eat it. Other animals become entangled and trapped in the plastic. Because the garbage blocks sunlight, algae is not growing as it should. With less algae, the entire food chain is experiencing a negative disruption. In addition, the plastics floating in the ocean are leeching harmful chemicals into the water, which are likely entering the food chain. Measures for Reducing and Preventing Ocean Pollution The size, location, and extensive nature of the Great Pacific Garbage Patch makes cleaning it impractical. A large number of ships would need to work for an entire year to eliminate only a fraction of the plastic from the water. Because cleanup is impossible, experts focus their efforts on prevention of additional accumulation of plastic in the garbage patches. To prevent additional problems, consumers should use biodegradable plastic when they choose to use plastic. Avoiding the use of plastic whenever possible can also help reduce the garbage patches. Recycling plastic properly is another effective prevention measure. Think about what you use, consume, and discard in average lifetime. Calculate this for every American and then for every person on Earth. Humans have left their mark on 83 percent of Earth’s Surface. But it is a fact that our world is mostly covered in water, which makes up about 71% of the Earth’s Surface, while the other 29% consists of continents and islands. What about the impact of garbage in our lives? What can we do to reduce our environmental impact? Taken and adapted from: https://www.bbcleaningservice.com/greatpacific-garbage-patch.html

UN T 6 cOMPlEMENTARY AcT V TY

Photocopiable material

The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them. The problem relates to materials, science and the advent of plastics in modern life, an example of the unintended consequences of technology.

311

/ 15 points

d aGNosT c TesT

10 points

VOLUME 3

1 Look at the pictures. Then, answer the questions.

a. What is the difference between a discovery and an invention? Explain.

b. What do these pictures represent? A discovery or a creation?

c. What does “clean energy” mean?

d. How many types of clean energy do you know? Mention them.

e. What is it the impact of clean energies in our everyday life?

8 Write 5 statements related to the topic discovery and creations, using some of the

5 points

connectors below.

as well as such as

as well as for instance

and

also however so if

even though

in other words

but

because

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312

b. c. d. e.

UN T 6 cOMPlEMENTARY AcT V TY

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/ 15 points

formaT Ve TesT 1

1 Transform the sentences below into the Passive Voice.

5 points

a. Otto Frederick Rohwedder of Daven port invented the brad slicing machine in 1998.

VOLUME 3

b. Ralph H. Baer invented the first video game console in 1972.

c. W.K von Roentgen discovered X-rays in 1895.

d. Calvin Souther Fuller, Daryl Chapin and Gerald Pearson invented the solar cells in 1958.

e. Joy Mangano, an American inventor, crated the “Miracle Mop”, in 1990.

10 points

2 Write sentences in the Passive Voice using the verbs from the box.

paint

shoot build

discover

begin

invent

finish

a. The Whitehouse -between 1792 and 1800

b. The Parthenon-447 BCE-432 BCE

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c. Hovercraft- Christopher co*ckerell-1952

d. John Wilkes Booth -Lincon-1865

e. Penicillin- Alexander Fleming- 1928

f. Mona Lisa -Leonardo da Vinci-between 1503-1519

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UN T 6 cOMPlEMENTARY AcT V TY

313

/ 20 points

formaT Ve TesT 2

1 Complete the following dialogue with Tag questions. Then, listen and check your answers.

5 points

A: Hi David, may ask you a few questions? B: Yes VOLUME 3

A: Air Conditioning was invented in 1922, (a)

B: Exactly, it was invented by Willis Carrier in 1922. A: When was the Atomic Bomb invented? B: t was invented in 1945. A: t was invented by J. Robert Oppenheimer, (b)

B: Yes, in fact it was invented by him and his team. A: The ball-point-pen wasn’t invented by Robert E. Kahn and Vint Cerf, (c)

B: No, it wasn’t invented by them. t was invented by Ladisli Biro in 1938. A: What did Ladisli Biro invent? B: The internet. A: What about the mobile phone? t was invented by Thomas Edison, (d)

B: No, it wasn’t. t was invented by Martin Cooper and his team between 1972 and 1973. Thomas Edison invented the electric chair and the phonographs. A: Guglielmo Marconi was one of the pioneers regarding long radio transmission, (e)

B: Yes, he was, indeed.

2 Write a 150 - word presentation about the appropriate use of water. nclude the following

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features:

314

ntroduction (Using the Passive Voice)

Pros

Opinion

UN T 6 cOMPlEMENTARY AcT V TY

15 points

Cons

Conclusion

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f Nal TesT / 36 points

1 Read the text and answer True (T) or False (F). Justify the false statements out loud.

5 points

Environmental pollution is one the greatest challenges that the world is facing today. It began since the industrial revolution, increasing day by day and causing irreparable damage to the Earth. Causes of Environmental Pollution Pollution from cars, trucks, and other vehicles is, and has been, our major environmental pollution issue for almost a century now. Fossil fuel emissions from power plants which burn coal as fuel contributed heavily, along with vehicles burning fossil fuels, to the production of smog which is a toxic gas which now surrounds our once pristine planet. Carbon dioxide is another product from all of the vehicles on the planet, as well as unreformed power plants and other industrial facilities. Water pollution is a major issue. Many industries dump wastes into rivers, lakes, ponds, and streams, in an attempt to hide wastes from EPA inspectors.

Effects of Environmental Pollution The polluting gases mentioned above have an interesting effect on climate. Essentially, these gases form a veil around the planet which holds heat in, increasing the overall temperature of the planet. The rise in planetary temperature, or global warming, is not immediately noticeable. However, even a rise of a few degrees Centigrade causes catastrophic changes in weather. This is happening now. Solutions to Environmental Pollution Electric and hybrid vehicles and public transportation systems may contribute. Also, more radiation solutions are in the works, with various ecologically friendly power technologies being built every day. Solar power is a fantastic solution. Now that solar radiation is at a peak, we can get power from the sun using solar panel systems. Other solutions can be Wind power and Electromagnetic radiation (ER) reduction. Taken and adapted from: https://www.eartheclipse.com/environment/ causes-effects-solutions-to-environmental-pollution.html

Pollution can’t cause irreparable damage to humans or other living species.

Gases forming a veil around the planet can be considered a form of environmental pollution.

Fossil fuel emissions are not immediately noticeable.

This problem begun during the industrial revolution.

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ndustries dump waste into rivers, lakes, and ponds.

UN T 6 f NAl TEST

Photocopiable material

Pollution is the contamination of the environment by introduction of contaminants that can cause damage to the environment and harm or discomfort to humans or other living species.

VOLUME 3

What is Environmental Pollution?

315

Listen to the conversation, then, complete the following chart by writing 2 open-ended questions, 2 closed-ended questions, and 2 tag questions. 89

VOLUME 3

Open-ended questions

Closed-ended questions

Tag questions

3 Choose one of the topics below. Then, make a graphic organizer with the information below.

Global warming Human footprint

Ocean pollution Internet and social media

Pros

Sustainable energies

Conclusion Opinion

4 Write a 150-word text about the topic you chose in the previous activity. Use Passive voice, Tag

Photocopiable material

questions, and connectors.

316

Great! (36 - 35 points)) You are achieving the learning goals. Keep on working hard!

UN T 6 f NAl TEST

Good (34 - 30 points) You are very well prepared. Analyze the few mistakes you made.

10 points

Endangered animals

Cons

ntroduction

6 points

OK (29 - 24 points) Your performance can improve. Revise your mistakes and weakest areas with your teacher.

15 points

Not good enough (23 or less points) You need to revise the contents and practice more, in order to improve your performance.

4º MEDIO

Wr T NG TemPlaTe a rePorT

ntroduction

Humans are the main cause of water pollution, which is triggered in many ways: by the dumping of industrial waste; due to temperature rise, that cause the alteration of water by reducing the oxygen in its composition; Or due to deforestation, which causes sediments and bacteria to appear under the soil and therefore contaminate groundwater. In the same way, the pesticides used in agricultural fields filter through underground channels and reach the consumption networks; And also as a result of accidental spillage of oil.

Causes

Firstly, the disappearance of biodiversity and aquatic ecosystems. Also, humans are harmed by the alteration in the food chain and by contracting illnesses when drinking or using contaminated water. As you can see, water pollution has a great impact in the environment.

Effects

For all this, we must ensure water availability, its sustainable management and sanitation for all, as reflected in the sixth of the Sustainable Development Goals adopted by the United Nations in the 2030 Agenda.

VOLUME 3

Water is a basic resource that guarantees the life of all living beings on the planet. However, its scarcity and pollution cause millions of people to have poor access to this much-needed asset. Although there are processes such as water treatment or desalination that facilitate its treatment, use and consumption in areas with quality or supply problems, it is first necessary to avoid its contamination.

Conclusion

Photocopiable material

Taken and adapted from: https://bit.ly/2Fx6rYt

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UN T 6 WR T NG TEMPlATE

317

Solucionario Texto del Estudiante Página 141

TOMO 3

1. a. Global warming c. Respuestas abiertas.

b. Respuestas abiertas. d. Respuestas abiertas.

Página 142

1. a. Education. b. Disaster relief. c. Farming. d. Health. 4. Respuestas abiertas Página 143

1. a. plankton b. recycling c. jellyfish d. sea life e. microplastic f. plastic netting d. trash h. tide i. household items 2. Respuestas abiertas Página 144

Smart reading 2. Respuestas posibles a. It was discovered that plastic harms wildlife and introduces dangerous chemicals into marine ecosystems. / Once plastic enters the environment, it lasts a long time. b. Plastic does not biodegrade or break down naturally. Also, as plastic contains dyes and flame retardants, when it is not disposed of properly, those additives end up in the environment. Plastic also tends to absorb harmful chemicals such as pesticides and industrial chemicals. So, if marine organisms eat that plastic, they may be exposed to higher concentrations of these contaminants. c. It was calculated that at least 8 million of plastic trash are swept into the ocean from coasts every year. d. Because animals are eating plastic or micro plastic.

Página 146

Language in use i.

2. Respuestas posibles

318

Cause(s) Plastic is polluting the seas

UNIDAD 6 Solucionario

Effect(s) • Seals, sea turtles, and even hales can become entangled in plastic netting. • Sea turtles eat plastic bags which resemble jellyfish, and pieces of micro plastic can resemble planton.

Source: Adapted from: An ocean of plastic. Retrieved from https://scienceworld. scholastic.com/issues/2016-17/041717/an-ocean-of-plastic.html#1050L.

Página 148

1. Posible respuesta: Bees pollinate and extract nectar from flowers. Then, they go back to the hive, make honey and store it in their honeycomb. The beekeeper, then, extracts the the honey from the honeycomb. 2. Las respuestas pueden variar. Página 149

2. a. A news report. b. To inform about the problem of bees. 3. Las respuestas pueden variar. Language in use a. iii.

Página 145

Your analysis: 1. Respuestas abiertas.

• wildlife at risk • endangered ocean species and marine animals

2. a. It has been discovered that many species of sea birds die because of eating plastic. b. It has been claimed that there is a huge patch of plastic in the Pacific Ocean that covers 1.6 million square kilometers. 3. Respuestas posibles: Title: An ocean plastic Introduction: Today, it seems that no part of the ocean is safe from plastic. It was discovered that plastic harms wildlife and introduces dangerous chemicals into marine ecosystems. Once plastic enters the environment, it lasts a long time. Cause(s): People litter, Trash is not properly disposed of, things like plastic bags, bottles, straws, and foam beverage cups get carried to the sea by winds and waterways, shipping and fishing. Effect(s) Sea life is affected, sea animals are damaged, wildlife at risk, seals, sea turtles, and even hales can become entangled in plastic netting, sea turtles eat plastic bags which resemble jellyfish, and pieces of micro plastic can resemble plankton, etc. Solution(s) Cleanup, a new polymer, disposing of plastic properly for recycling, trash collection

Solution(s) • Cleanup • A new polymer • Disposing of plastic properly for recycling • Trash collection

4. a. Ten years ago, beekeepers in the U.S. raised the alarm that thousands of their hives were mysteriously empty of bees. b. Colony Collapse Disorder. c. Many countries have created new monitoring methods to judge the status of their bees. d. 28.1 per cent. e. Better, with 16.8 loss, in contrast. f. 23 per cent. 5. Posibles respuestas Causes: Diesel fumes, some pesticides, climate change, pests, viruses, predators. Effects: They may struggle to find food, they may get lost, scarcity of certain foods for people. Solutions: Improve the environments in which they collect food, planting flowers to provide them with food, eliminating the use of pestivides when gardening, buying local honey. 4º MEDIO

Página 150

Página 159

1. Las respuestas pueden variar. Speaking: 1. Practica de los estudiantes Página 151

1. b. isn’t it? c. aren’t they? d. are they? d. haven’t we? 2. Las Respuestas pueden variar. 1. Renewable energy: energy from a source that is not depleted when used, such as wind or solar power. 2. a. geothermal energy b. fossil fuels c. hydroelectric energy d. nuclear energy e. biomass energy f. wind energy g. solar energy 3. 1. Solar energy 2. Geothermal energy 3. hydroelectric energy 4. Fossil fuels 5. Wind energy 6. Biomass energy 7. Nuclear energy

Speaking 1. Las respuestas pueden variar. 2. Las Respuestas pueden variar. Página 162

Página 153

2. a. Inform about the use of sustainable energy in Africa. b. Some African countries are starting to use their excess of natural energy to meet their energy needs (hydroelectric and solar energy). 3. a. i, b. ii, c. i, d. ii, e. ii, f. i, g. ii, h. ii. Página 154

2. a. Acepte definiciones y respuestas relacionadas con la energía hidroeléctrica (hydroelectric power). b. Acepte respuestas y definiciones relacionadas con Africa y los países mencionados en el texto de audio (Kenia y Namibia), y como se están utilizando las energías renovables en esos países. c. Acepte respuestas sobre el uso de combustibles fósiles (fossil fuels) (como carbón, kerosene, etcétera) y sus efectos dañinos para las personas y la naturaleza. d. Acepte respuestas sobre la energía solar (solar power), sus usos y beneficios. 1. Respuestas abiertas 1. b. Respuestas abiertas

Página 157

4. Exploring remote places, delivery, putting out fires, bringing help in natural disasters, filming Página 158

Smart reading 1. a. T b. F. These machines were ﬁrst built for military pilots and gunners to use as target practice. c. T d. F. These small aerial wizards are already prepared to help us in many different missions. Miniaturization has made it possible for drones to ﬁt inside a rucksack or even on the palm of the hand, which makes them our best ally in very different scenarios e. T f. T 4º MEDIO

Language in use b. It is formed by using the verb To Be in past + the Past Participle of the verb. 1. Las respuestas pueden variar. Revise la estructura de las preguntas y pertinencia con el tema de la lección. 2. Las Respuestas pueden variar

1. a. Causes of tropical deforestation, 2000-2005 b. Pasture, large-scale agriculture (soy, oil palm, maize, rice, etc), small-scale agriculture (subsistence agriculture) c. Urbanization, dams, infrastructure, mining, non-agricultural fires. 1. 1. The Atlantic coast of Brazil has lost 90-95% of its rainforest. 2. Central America has 50% of its rainforests. 3. The Philippines have lost 90% of its rainforests. 4. Madagascar has lost 95% of its rainforests. 5. El Salvador has lost 70-85% of its rainforests. 6. Sumatra has lost 85% of its rainforests. Página 164

1. Las respuestas pueden variar. 2. Las respuestas pueden variar.

Guía DidÁctica Actividades complemeNtarias Title: The impact of the Great Pacific Garbage patch Introduction: The Great Pacific Garbage Patch (GPGP) is an intriguing and publicized environmental problem. This swirling soup of trash up to 10 meters deep and just below the water surface is composed mainly of non-degradable plastics. These plastic materials trap aquatic life and poison them by physical blockage or as carriers of toxic pollutants. The problem relates to materials science and the advent of plastics in modern life, an example of the unintended consequences of technology. Cause(s): non-degradable plastics-plastic materials – materials science Solution(s): Cleaning /Recycling/Reduce plastic use/Ban the bags/ plastic Effect(s): Plastic harms wild life and introduces dangerous chemicals into marine ecosystems. / Sea animals eat plastic/ Ocean is polluted / Damages in human health

UNIDAD 6 Solucionario

319

TOMO 3

Página 160

Página 152

Página 155

Your analysis 1. a. Shooting video b. Fire fighting c. Rescue operations in natural disaster zones d. Predictive maintenance of power grids e. Services for isolated towns and locations f. Oil, gas and mineral exploration

TOMO 3

Diagnostic test 1. a. A discovery is recognizing something that already exists for the first time, that nobody has found before. An invention is creating something totally new with one’s own ideas and development. b. It is an invention called solar cells. c. A solar cell is an electronic device that catches sunlight and turns it directly into electricity d. Multiple answers may be provided. Solar cells are sustainable and renewable, low-maintenance, eco-friendly and affordable. Solar Water Heaters Solar water heaters can be a reasonable alternative to conventional gas- or electric-powered models. Solar panels heat water, they are used in outdoor solar lights, solar cookers and small solar devices. e. Clean energy as energy derived from renewable, zeroemissions sources (“renewables”), as well as energy saved through energy efficiency (“EE”) measures. 2. Multiple answers may be provided. Formative test 1 1. a. The brad slicing machine was invented by Otto Frederick Rohwedder of Daven in 1998 b. The first video game console was made in 1972 by Ralph H. Baer. c. X-rays were discovered by W.K von Roentgen in 1895.

d. Solar cells were invented by Calvin Souther Fuller, Daryl Chapin and Gerald Pearson in1958. e. The Miracle Mop was created by the American inventor Joy Mangano, in 1990. 2. Multiple answers may be provided by students. Formative test 2 1. a. wasn’t it? - b. wasn’t it? - c. was it? - d. wasn’t it? e. wasn’t he? 2. Cohesion 1. Coherence 1. Vocabulary 5. Grammar 5. Writing structure 3. examen final 1. a. F b. T c. F d. T e. T 2. Open-ended questions: 1. Which invention has had the greatest impact on society in the last 100 years? 2. Why do you think so? Closed-ended questions: 1. Was it so popular? 2. Did he have a car accident? Tag questions: 1. the toaster is one of the he greatest inventions, isn’t it? 2. today video games continue to be very popular, don’t they? 3. Multiple answers may be provided. 4. Cohesion 1. Coherence 1. Vocabulary 5. Grammar 5. Writing structure 3.

Transcripciones 74

STUDENT’S BOOK - UNIT 6 - PAGE 142 - EXERCISE 2

How is technology helping to solve global challenges? Technology can be applied to help remedy a variety of wider challenges facing society, from healthcare to environmental sustainability – and technology leaders can play an important part in driving that change through innovative thinking and collaboration. Some ways tech is helping to solve major global challenges are: Education. Smart classroom technology is breaking down the walls of the traditional classroom and opening up new opportunities for students and teachers. For many students, especially those in remote areas, developments in cloud, video conferencing, and wireless technology can offer access to classes, subjects, and teachers they might otherwise have never been able to reach. Healthcare. The digitization of hospitals and other healthcare facilities will see a largely paper-based industry transition to more efficient Electronic Medical Records, allowing doctors to access records from anywhere, as well as interact with

320

UNIDAD 6 Solucionario

patients and colleagues. Electronic Medical Records will improve the patient experience, reduce costs for hospitals, and lead to higher quality care around the world. Disaster relief. Innovation in technology is providing new and more effective ways to deal with the impact of a disaster, from improving the way survivors can communicate, to helping emergency services gain precious time and information. Drones can be used to drop off much-needed aid packages to isolated areas, and mobile applications can help emergency services respond more quickly and effectively by providing crucial information quickly. Farming. According to the UN Food and Agriculture Organization, we will need to produce 70% more food in 2050 compared to 2006 to support the world’s growing population. Farmers and agricultural companies are increasingly using practical farming technologies or ‘smart farming’ solutions – livestock monitoring, equipment testing, soil and weather measurements – to intensify efficiency and productivity in their daily work

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STUDENT’S BOOK - UNIT 6 - PAGE 146 - EXERCISE 2

a. Scientists have discovered many species of sea birds die because of eating plastic. b. Researchers claimed that there is a huge patch of plastic in the Pacific Ocean that covers 1.6 million square kilometers. 76

STUDENT’S BOOK - UNIT 6 - PAGE 149 - EXERCISE 1

Interviewer: Please, let’s welcome Mr. Simon Klein, a PhD student specializing in bee cognition and Mrs. Andrea Barron, a professor in the department of biological science at Macquarie University. What can you tell us about CCD? Simon: Ten years ago, beekeepers in the U.S. raised the alarm that thousands of their hives were mysteriously empty of bees. And what followed was global concern over a Andrea: new phenomenon: colony collapse disorder. In other words, CCD. To make things worse, we are also losing many of our populations of wild bees, a situation that may have tragic consequences for us as well as them. Interviewer: Ten years after the initial alarm, what is the current status of the world´s bee populations? Andrea: Since the alarm was first raised, many countries have created new monitoring methods to judge the status of their bees. Interviewer: So, you can have much more data on bee populations, can´t you? Simon: That´s right. Although monitoring them is still a complex process. Andrea: Beekeepers can tolerate up to 15 per cent losses of colonies over winter, but the U.S. is massively above this figure, having lost 28.1 per cent of colonies over the 2015-16 winter. Interviewer: It´s clear that bees in the United States are still struggling, isn´t it? Yes. Canada, by contrast, reported 16.8 per cent Andrea: losses. Interviewer: This looks better, doesn´t it? Simon: Absolutely! But it´s still above the level of losses at which beekeepers can easily restock. Honey bees are not the only bees that we should Andrea: care about: Wild bees are vital pollinators too, since some plants are pollinated by only one wild bee species. Between 2008 and 2013, wild bee diversity in the US dropped by 23 per cent. Interviewer: Oh, that isn’t good news, is it? Andrea: Not, really. Interviewer: Do you understand why this is happening? It´s a complex problem with many causes. Bees Simon: have to travel large distances to collect pollen and nectar. They need finely tuned senses,

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spatial awareness, learning and memory. Anything that damages such skills can make bees struggle to find food, or even get lost. Andrea: Because of this, bee populations are very vulnerable to what we call “sub lethal stressors”, factors that don´t kill the bees directly but can affect their behavior, for example, diesel fumes and some pesticides. In addition, apart from the climate change, bees have to deal with pests, viruses and predators that have been spread around the world as a side-effect of international trade. Bees have a huge impact on our food supply as Simon: they are the most important pollinators of many of the fruits and vegetables we eat. Dying bees scream a message to us that they cannot survive in our current agricultural and urban environments. Interviewer: What can be done? Simon: At a global level, to preserve our bees, we must improve the environments in which they collect food. Every small action can make a difference. Interviewer: Also, planting flower borders with bee-friendly flowers in gardens can provide food for both wild and domestic bees. People should reduce or eliminate the use of herbicides or pesticides when gardening. Another tempting option is to buy local honey. Simon: Which often has a more distinctive flavor than Andrew: mass-produced, doesn´t it? Interviewer: Of course! Well, thank you very much for all your useful information.

TOMO 3

STUDENT’S BOOK - UNIT 6 - PAGE 149 LANGUAGE IN USE - EXERCISE 1 - So, you can have much more data on bee populations, can´t you? - It´s clear that bees in the United States are still struggling, isn´t it? - That isn´t good news, is it? - This looks better, doesn´t it? 78

STUDENT’S BOOK - UNIT 6 - PAGE 150 - EXERCISE 1a

/ θ / thousands – method – anything – sub lethal - birth / ð / other – that – this – although 79

STUDENT’S BOOK - UNIT 6 - PAGE 151 - EXERCISE 1

Sandra: Hello Derek, What are you reading? You look worried. Derek: An article about environment pollution. It says that this situation is getting worse. Sandra: Oh, Yes! Our environment is in great danger, isn’t it? Derek: The problem of environment pollution has become a major threat for human beings as well as animals. UNIDAD 6 Transcripciones

321

TOMO 3

Sandra: Besides, the increase in temperature, the Earth is suffering from droughts, floods, the melting of the ice caps, etc. Derek: Situations that aren´t normal at all, are they? Sandra: That´s right! On the other hand, plants and animals are likely to be extinct as well, aren’t they? Derek: Absolutely! As a consequence, we have been suffering from various kinds of diseases, haven’t we? Sandra: People should stop polluting the environment and be aware of harmful effects of their actions. Derek: Yes, I completely agree with you. 80

STUDENT’S BOOK - UNIT 6 - PAGE 152 - EXERCISE 3

1. It comes from the heat of the sun. You can use panels to trap the energy and it can be saved for cloudy days. 2. It comes from the heat inside the earth. It is food for places with volcanic activity. 3. It takes energy from flowing water such as rivers, streams and ocean currents. 4. They are extracted from the earth such as coal, oil and natural gas. When they are burned to make energy, they produce carbon dioxide which contributes to global warming. 5. It produces energy by moving blades or a turbine or mill. 6. It is produced from a plant or human waste. Wood is the most common source, but now methane gas or vegetable oils are being used to create energy. 7. It is produced by splitting atoms. There is a risk of accidents and this form of energy produces dangerous waste that is difficult to dispose of. 81

STUDENT’S BOOK - UNIT 6 - PAGE 153 - EXERCISE 1

Kenia With an average rainfall of over 3,000 millimeters per year and a large amount of excess water from the snows of Mount Kenya, the Embu district in central Kenya has an abundance of water. But the region lacks infrastructure and many communities are not in the country’s electric grids. Near the town of Chuka, a number of people have banded together to use hydropower to meet their electricity needs. With UN´s global environment facilities help, the community has set up a hydropower turbine to supply power to 56 homes. The turbine currently provides 20 kilowatts of power and the community hopes that it will soon reach its maximum capacity of double that amount. This would enable approximately 150 homes to benefit from electric power. Traditionally, people in the district have relied on wood and kerosene as their main sources of energy. This means that forests are being destroyed for firewood and respiratory health problems caused by smoking fumes are very common. The small hydropower plants allow them to use electricity for most of their needs. Making renewable energy sources, like hydropower, accessible to the poor, is one way to address the infrastructure problems in the country. It also helps to build a more sustainable environment by getting clean energy to those who need it most.

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UNIDAD 6 Transcripciones

Namibia In the southern African country of Namibia, energy is in short supply. The nation imports 70% of its energy from South Africa. To meet the rest of the electricity needs, Namibians rely on a hydropower plant in the north and on a coal burning plant in the capital. The country’s relatively small population is spread out over a vast area, making it difficult to ensure that everyone has access to electricity, but one resource that Namibia has in abundance is sunshine. The UN is helping to increase the use of solar energy. People in a village in central Namibia have used different sources of energy until now. With solar panels on every house, they have access to a light source and can use electrical appliances. The UN’s main objective is to help people finance the installation of solar energy systems in their homes as well as install solar panels in public buildings like schools and health clinics. 82

STUDENT’S BOOK - UNIT 6 - PAGE 154 - EXERCISE 1a

May I ask you a few questions? Could you please answer some questions? Do you mind if I ask you a few questions? 83

STUDENT’S BOOK - UNIT 6 - PAGE 160 - EXERCISE 1a

I’m convinced that… From my point of view… I’m certain that… To my mind… Speaking personally… 84

STUDENT’S BOOK - UNIT 6 - PAGE 162 - EXERCISE 2

Between 1960 and 1990, most of the deforestation occurred globally, with an increasing trend every decade. • Brazil has the highest annual rate of deforestation today. • The Atlantic coast of Brazil has lost between 90-95% of its rainforest. • Central America has 50% of its rainforests. • South America has 70% of its rainforests. • The Philippines have lost 90% of its rainforests! • Madagascar has lost 95% of its rainforests! • El Salvador has lost 70-85% of its rainforest due to heavy bombing during the civil war in 1984-1985. • Sumatra has 15% of its rainforests left. • Only 6% of Central Africa’s forests are protected by law. 85

STUDENT’S BOOK - UNIT 6 - PAGE 165 - EXERCISE 1

Many of the solutions to air pollution are similar to those for climate change, though it’s important to either make a concerted effort to drive less, or switch to a lower-emissions 4º MEDIO

ACTIVITY BOOK - UNIT 6 - PAGE 77 - EXERCISE 12 a. He can’t, can he? b. It isn’t the best, is it? c. It goes down that road, doesn´t it? d. Melissa hasn’t come back, has she? e. It’s perfect, isn´t it? f. There are enough people, aren´t there? 87

ACTIVITY BOOK - UNIT 6 - PAGE 77 - EXERCISE 14 gather, thin, author, them, truth, method, another, their, thought, those, youth, neither, earth. 88

ACTIVITY BOOK - UNIT 6 - PAGE 80 - EXERCISE 20

Rob:

Hello I’m Rob and this is 6 Minute English. Joining me today is Neil! Hello. And today we’re discussing those pilotless Neil: aircraft that we seem to be hearing and reading a lot about at the moment. Rob: You mean drones. And yes, they are in the news quite often for good and bad reasons. They’ve been used for many things from trafficking drugs, detecting water leaks and vigilance to prevent burglary, shop lifting and others. Apparently, drones seem to be everywhere now. Neil: But are they safe and are they necessary? I’ve heard about them being a hazard to aircraft because they’ve been flown close to airports. Rob: Well, in 2016, it was shown through figures that, in the UK, there were 70 near misses involving drones. And that’s more than double the year before. So that is a little worrying. Neil: Yes. And there’s the potential risk of people’s privacy being invaded when a drone is flown over their property with a camera attached to it. Rob: Ah, but those cameras are also good at capturing some great aerial footage – that’s the film recording of the view from above the ground. So, they’re not all bad. And Dr. Yoge Patel would agree. She is CEO of Blue Bear, which supplies unmanned planes and drones. Here she is speaking about drones on the Woman’s Hour TV program: Dr. Patel: They have the potential to be dangerous, agreed. They also have, though, the ability to be a game changer in both domestic use and in military use. So, some of our 4º MEDIO

drones are being used for aircraft inspections. In fact, our drones were put into f*ckushima. Rob: Yes. Her company has used drones to inspect the inside of the damaged f*ckushima nuclear power station in Japan. And another example of drones being a game changer is UNICEF and the Malawian government testing drones for carrying medical supplies. This could help save lives in remote places. It seems like the sky’s the limit for the uses of Neil: drones! I mean there’s no limit to what they can do. But I am a little concerned about how they are regulated or controlled. Well Dr Yoge Patel says because the technology is Rob: new, regulations – or legal controls - are developing all the time, listen: Dr. Patel: As technology progresses, regulation and operational use need then be harmonized with it. And we are, as a community, going through that whole process of saying what is proportionate and appropriate regulation to go with different uses of drones. Rob: It’s good that they are making regulations suitable and appropriate for what the drones are being used for. They definitely need some control. That´s right. Neil: 89

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vehicle. Switching over to green energy is also important, as that will cut back on fossil fuel emissions. If you aren’t able to install solar panels or wind turbines on your property or if your utility gets its electricity from dirty energy sources, consider signing up for a renewable energy producer, such as the ones that connect consumers to a 100 percent renewable energy source to power their homes.

TEACHER’S BOOK - UNIT 6 - Page 316 - EXERCISE 2

Luke: In your opinion, which invention has had the greatest impact on society in the last 100 years? Mary: From my point of view Luke, the toaster is one of the greatest invention, isn’t it? Lucy: I don’t share your view, Mary. Speaking personally, video games are the best invention, aren’t they? Mary: Why do you think so? I disagree… Lucy: Because when they hit the market, they were so popular and groundbreaking, weren’t they? Mary: popular? Luke: They were!! Lucy: Besides, today video games continue to be very popular, don’t they? Luke: Yes, they do! Mary: When and where was the most famous video console invented? Lucy: It was first released on April 21, 1989 in Japan. Mary: Who invented it? Luke: It was invented by a man called Gunpei Yokoi. Mary: Was it invented by Gunpei Yokoi? Lucy: Yes, it was. Luke: Did he have a car accident? Lucy: Yes, he did. He was hit and fatally injured by two passing cars… Mary: Wow…. Luke: That’s a pity! UNIDAD 6 Transcripciones

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Nineteen Eighty Four Chapter 1 (Extract)

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Discuss. a. What kind of society does the text describe? b. What is the setting? c. What person is used in the narrative? d. What is the theme of the text? e. Would you like to live in a reality like the one described in the text? Why?

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The Bicentennial Man (extract) incontrovertible. We will, of course, replace your robot.”

Andrew did not understand any of this at the time, but in later years, with greater learning, he could review that early scene and understand it in its proper light.

“Probably not. Nothing like this has ever been reported.”

“Good! I don’t in the least mind Andrew’s being the only one.”

Taken from: Asimov, I. (March 1991). Robot Visions. The bicentennial man. (p. 245). New York: New American Library.

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APÉNDICE DE RÚBRICAS Instrumentos de evaluación

Cómo aplicar los instrumentos de evaluación

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.

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Estos instrumentos de evaluación son herramientas que usted puede usar para medir el trabajo de los estudiantes.

Los instrumentos de evaluación que aquí encontrará, incluyen: - Rúbricas - Cuestionarios - Hojas de observación de clases

Las ventajas de usar una amplia gama de instrumentos de evaluación

Autoevaluación

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.

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Rubrics 1. Listening comprehension Lesson: Skills

Date

Criteria 1

Points

Understanding key events or facts.

Understands 1 or 2 Understands some of Understands many events or key facts. the events or events or key facts, key facts. mainly in sequence.

Understands most events in sequence or understands most key facts.

Understanding details.

Gets few or no important details.

Gets some important Gets many important details. details.

Gets most important details and key language.

Responding appropriately to features such as: laughter, silence, etc., and / or accentuation, intonation, and rhythm.

Almost never.

Sometimes.

Most of the time.

Nearly always.

Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

Doing tasks.

Provides limited or no response and requires many questions or prompts.

Provides some response to teacher with four or five questions and prompts.

Provides adequate response to teacher with two or three questions and prompts.

Provides insightful response to teacher with one or no questions or prompts.

At the end of the session, the listener is able to:

Answer factual questions on general information.

Answer factual questions on general and specific information.

Summarize the beginning, middle, and end of the story.

Reveal the sequence of events, providing details on dialog, and motivation of characters.

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2. Reading comprehension Name:

Lesson:

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Skills

Date

Criteria 1

Points

1. Understands key events or facts.

Understanding one or two events or key facts.

Understanding some of the events or key facts.

Understands many events or key facts, mainly in sequence.

Understands most events in sequence or understands most key facts.

2. Understands details.

Gets few or no important details.

Gets some important details.

Gets many important details.

Gets most important details and key language.

3. Identifies characters or topics.

Identifies one or two characters or topics using pronouns (he, she, it, they).

Identifies one or two Identifies many topics or Identifies all characters or topics by specific name (Old characters or topics by characters by name in Ben Bailey). generic name (boy, text (Ben, Giant). girl, dog).

4. Answering questions.

Answers questions with incorrect information.

Answers questions with some misinterpretation.

Answers questions with literal interpretation.

Answers questions with interpretation showing higher level thinking.

5. Answering tasks.

Provides limited or no response and requires many questions or prompts.

Provides some response to teacher with four or five questions and prompts.

Provides adequate response to teacher with two or three questions and prompts.

Provides insightful response to teacher with one or no questions or prompts. Total points

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3. Writing process rubric 1

Points

Planning / Brainstorming

Gets no or limited key words / ideas.

Gets few key words / ideas

Gets numerous key words / ideas.

Gets numerous and detailed key words / ideas.

Drafting

Uses no or limited key words / ideas from planning stage. Shows no organization and structure of first draft.

Uses few key words / ideas from planning stage. Shows weak organization and structure of first draft.

Uses most of key words / ideas from planning stage. Most of first draft is organized.

Uses all of key words/ ideas from planning stage. Uses additional ideas. First draft is highly organized.

Revising

Does not add, delete or rearrange ideas from the first draft. Details are not specific and clear.

Add, deletes or rearranges a few ideas from the first draft. Few details are specific and clear.

Adds, deletes or rearranges adequate ideas from the first draft. Most details are specific and clear.

Adds, deletes or rearranges numerous adequate ideas from the first draft. All details are specific and clear.

Editing

Does not correct errors of: spelling, punctuation, capitalization, and sentence structure.

Corrects some errors of: spelling, punctuation, capitalization, and sentence structure.

Corrects most of errors of: spelling, punctuation, capitalization, and sentence structure.

Corrects all the 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.

Writes part of the final copy in clear handwriting nor types it correctly on a computer. Sentence fluency is poor in most parts.

Writes most of the final copy in clear handwriting or types it correctly on a computer. Sentence fluency is strong in most parts.

Writes the final copy in clear handwriting or types it correctly on a computer. Sentence fluency is strong.

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Total points

4. Making connections 4

Text-to-self connections

Without prompting, student can explain connections with own life that are closely related to the text.

Without prompting, student can explain connections with own life. However, they are vaguely related to the text.

With prompting, student can explain connections with own life that are closely related to the text.

With prompting, student can explain connections with own life. However, they are vaguely related to the text.

Text-to-text Connections

Without prompting, student can explain connections with other texts that are similar.

Without prompting, student can explain connections with other texts that are vaguely similar 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 other texts. However, they are vaguely related to the text.

Without prompting, student can explain connections with the world. However, they are vaguely related to the text.

With prompting, student can explain connections with the world that are closely related to the text.

With prompting, student can explain connections with the world. However, they are vaguely related to the text.

Text-to-world Without prompting, connections student can explain connections with the world that are closely related to the text.

Points

Total points

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Rating Scales 1. Use of reading strategies Unit / Lesson:

Date: Always

Sometimes

Never

1. I make predictions before I read.

2. I understand the message-the text makes sense to me.

3. I know when I am having trouble understanding the text.

4. I know the main idea of the text.

5. I understand the words in the text.

6. I understand the punctuation.

7. I know how to find different parts of the text (chapters, pages, beginning, middle, end).

8. I can pick out clues from the reading to help me make an interpretation.

9. I give my opinion-make a judgment-about the text.

10. I support my opinion with details from the text.

11. I know the difference between fact and opinion.

12. I can see similarities and differences between the texts I read.

13. I can make connections between the text and my own life.

14. I can make connections between the text and other subjects.

15. I can pick out words from the story that help me work out the setting.

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2. Oral exchange Yes

Partially

Points

talk briefly about a topic.

ask and answer questions to keep the conversation going.

answer questions including information and details.

use appropriate language expressions and vocabulary.

imitate the model and use correct intonation and pronunciation.

speak naturally without unnecessary pauses.

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Student is able to…

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 Lesson Indicators Punctuation

uses accurate punctuation.

Capitalization

uses capital letters to begin sentences and for names.

Content / ideas

uses graphic organizers and writes a draft. adds details to improve the text.

Language and vocabulary

uses subject/verb agreement. uses adequate vocabulary and connectors. writes complete sentences that make sense.

Spelling

writes most words correctly.

Needs Acceptable improvement

Date Good

Excellent

Created by: Publishing team.

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5. Project Name(s):

Date: Needs Improvement

Satisfactory

Excellent

1. Has clear vision of final product.

2. Properly organized to complete project.

3. Managed time wisely.

4. Acquired needed knowledge base.

5. Communicated efforts with teacher.

Needs Improvement

Satisfactory

Excellent

1. Format.

2. Mechanics of speaking / writing.

3. Organization and structure.

4. Creativity.

5. Demonstrates knowledge.

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Process

Product (Project)

Points

Total: Teacher’s comments:

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

B: To develop cultural awareness and comprehension showing interest, respect and tolerance for one’s and other cultures. 1

Highly negative

Negative

3 Slightly negative

Criteria: Student demonstrates a

4 Neutral

Slightly positive

Positive

Highly positive Points

attitude regarding…

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Social 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.

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I demonstrated autonomy in the learning process. 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.

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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. Volume 3

I offered solutions and alternatives to solve problems. 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.

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I showed respect for others’ opinions.

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bibliografÍa

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• 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 • Kolbert , E., (2014). The Sixth Extinction. New York : Henry Holt and Company • 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. • Teaching and Learning in Diverse and Inclusive Classroom: Key issues for new teachers. Routledge Publishers. • 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 • 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] www.englishclub.com sitio de interés y material de apoyo para docentes.

Volume TOMO 33

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 españolinglés 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.

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