Colegio San Francisco Coll Miss Solange Cea

Unidad Técnica Pedagógica TERCEROS MEDIOS A-B

Departamento de Inglés JUEVES 3 DE SEPTIEMBRE, 2020

Queridos estudiantes:
Como ya saben, la tercera semana de septiembre, cuando nos corresponde clases online, estaremos en un receso por
fiestas patrias. Por este motivo, les envío las guías N°3 y 4 de comprensión lectora en la cuáles deben ser capaces de
leer e identificar información específica y general. Además, conocerán nuevas palabras y expresiones que serán de
utilidad durante esta unidad especialmente en su proyecto de vida sana.

Por favor, lean atentamente las instrucciones que se encuentran redactadas en español en la guía.
No olvides continuar trabajando paralelamente en el desafío: Healthy Lifestyle Project (desafío de vida saludable).
Este proyecto ya fue explicado en la clase anterior. Al final de las guías, encontrarás la pauta de evaluación que
será aplicada en Octubre.

 La guía se revisará en la TERCERA CLASE ONLINE que se realizará:

MIÉRCOLES 30 DE SEPTIEMBRE

3MA 15:00 HRS

ID: 912 5691 4890

CLAVE:   948996
LINK:    https://zoom.us/j/91256914890?pwd=dnRLYmdZeW14VVErZk1sQldoeVo4Zz09

3MB 16:30 HRS

ID: 922 6273 5686

CLAVE:  916596 
LINK:    https://zoom.us/j/92262735686?pwd=OXY3MzEzOVhBWGlVdGpWQmRzbllpZz09

No olvides enviar las guías resueltas al correo institucional solange.cea@colegiosanfranciscocoll.cl con el ASUNTO:
GUÍA N°3 Y 4 SEGUNDO SEMESTRE y tu nombre con apellido y curso.

¡Ánimo y demuestra tu destreza!

 SECOND SEMESTER 2020 – WORKSHEET N°3

Name: __________________________________________ grade : ___________ score:___ /23 pts

HEALTHY LIFESTYLE
LESSON 3: READING COMPREHENSION
AIM: Understanding main and general ideas from a written text by getting new vocabulary.
Instructions:
Instrucciones guía N°3:
 Debes leer comprensivamente el texto usando diccionario de ser necesario.

 Actividad número 1: Leer el texto y completar con palabras de vocabulario que aparecen en el cuadro. Fíjate en
la letra inicial que está escrita en azul.

 Actividad número 2: Escribe 5 consejos de cómo mantener una mente saludable en cuarentena. Usa modal
verbs.

 Actividad número 3: Completa la tabla con los beneficios de vivir saludablemente: beneficios a corto plazo y
beneficios a largo plazo. Sigue el ejemplo.

READING :

1- Read Roberto´s description about his healthy habits over the COVID-19 pandemic and
complete the missing vocabulary with words from this worksheet. Pay attention to the letter
clue 😉. (___/7pts)

Over the COVID-19 pandemic, I have made big efforts to keep a H______ lifestyle.
Every morning, I wake up at 8:00, I have breakfast, and I do E______ to stretch my
muscles and be F______. After that I have bread and milk for breakfast, and I always
eat A______ which is a super food. I care a lot about my D_____ because this can
prevent S______ which is bad for my productivity. I additionally, S_____ from 7 to 8
hours a day.

Avocado Diet Stress Healthy Flexible Exercises Sleep

LET´S CONSTRUCT AND APPLY OUR KNOWLEDGE (___/10 pts)
2- Write 5 ADVICES for young people to keep a good mental health during the quarantine.
1._____________________________________________________________________________________________

2._____________________________________________________________________________________________

3._____________________________________________________________________________________________

4._____________________________________________________________________________________________

5._____________________________________________________________________________________________

3- A healthy lifestyle has both short- and long-term health benefits. Can you list some of them? Use
the vocabulary from the worksheet to help yourself. (___/6 pts)

Short term health benefit Long term health benefit

For example:
 Better health makes you feel strong.
 _____________________________
 _____________________________
 _____________________________
For example:
 It helps you live longer.
 _______________________________
 _______________________________
 _______________________________

SECOND SEMESTER 2020 – WORKSHEET N°4

Name: __________________________________________ grade : ___________ score:___ /30 pts

HEALTHY LIFESTYLE: FOOD CULTURE IN OTHER COUNTRIES
LESSON 3: READING COMPREHENSION
AIM: Understanding main and general ideas from a written text by getting new vocabulary.
Instructions:
Instrucciones guía N°3:
 Debes leer comprensivamente el texto usando diccionario de ser necesario.

 Actividad número 1: Lee el texto y luego responde si las oraciones son verdaderas (TRUE) o falsas (FALSE).

 Actividad número 2: Lee el texto, busca en él y subraya las cifras y palabras que se encuentran en la tabla.
Luego, anota en la tabla a qué se refieren cada una de ellas.

 Actividad número 3: Finalmente, responde las preguntas en inglés.

Reading about UK Snack culture

Mmm ... do you fancy a tasty bag of crisps? Or how about a yummy chocolate bar? British people
love their snacks. Find out more about some popular British snacks. Don't read if you're hungry!
Snack facts

Young people in Britain eat more snacks than people of the same age in other European countries. A
recent survey has discovered that 64 per cent of under-20-year-olds snack between meals. How does this
compare with other countries? 58.7 per cent of young people snack in Germany, 53 per cent in France and
only 40.7 per cent in Spain.
What are these young Brits eating? Savoury snacks, especially crisps, are the favourite snack in the UK.
Snack researchers found that the average person in Britain spends £43 on savoury snacks each year,
compared with £12 for the French and only £7 for the Italians. British people are spending a total of about
£2.8 billion a year on savoury snacks!

Crisps
What are crisps exactly? They are very thin slices of potato, fried in oil then covered in salt or other salty
flavours. British people are mad for crisps and they like them in a huge variety of flavours. Some of the
most popular flavours include cheese and onion, salt and vinegar, steak and onion, roast chicken, tomato
ketchup, and cheese and bacon.
A crisp-making company held a competition recently to find new exciting flavours for their crisps. The
competition was called ‘Do us a flavour’ and the company received more than a million suggestions for
new flavours. The finalists included squirrel flavour and onion bhaji flavour. The winner was builder’s
breakfast, which tried to replicate the tastes of a full English breakfast including bacon, eggs, sausages
and beans. The flavour was suggested by Emma Rushin of Belper, Derbyshire, who won £50,000 and one
per cent of future sales of her flavour. You can’t find builder’s breakfast crisps in the shops now, though –
they were discontinued after one year.

Chocolate
It isn’t only savoury snacks that British people love. In fact, they spend more on chocolate than any other
European country! If you go to any newsagent’s shop in the UK, you’ll see a huge selection of chocolate
bars on sale. There is milk chocolate, dark chocolate and white chocolate. There are small bars of
chocolate, medium-sized ones and massive bars of chocolate. You can buy mint-flavoured chocolate,
chocolate-covered peanuts or raisins, chocolate with nuts, chocolate with toffee ... the list is endless!
And chocolate companies are always testing out new flavours. One brand of chocolate bar recently asked
people to try four new flavours of a chocolate and then vote on Facebook for their favourite. The bar with
the most votes will be permanently added to their range.
Health
While crisps, chocolate and other snacks can be delicious, many people are worried that young people eat
too much of these kinds of foods. The Food Standards Agency (FSA) is a government organisation that is
responsible for food safety and food hygiene in the UK. The FSA issued a warning recently that many
children’s snacks contained dangerously high levels of salt.

Some parents are unhappy that their children can buy snack foods that are high in sugar, salt or fat such as
sweets, biscuits and crisps from vending machines in schools. Some schools have banned these types of
vending machines.

Advertising and marketing is another controversial area. Some people feel that advertising for junk food
and unhealthy snacks should not be directed at children and teenagers. One opinion is that young people
should be protected by a ban on this kind of advertising before 9 p.m. on television and that there should
be more controls over websites, sponsorship and in-store promotions. What do you think?

ACTIVITY 1 : Answer if the sentences below are true or false. (___/6 pts)

• British people eat fewer snacks than other Europeans. ___________

• Crisps are usually made from potatoes. __________

• There was a competition in the UK to find new tastes for Crisps. __________

• The winner of the ‘Do us a flavour’ was squirrel flavour. __________

• You can buy chocolate at a news agent’s in Britain. __________

• All schools have machines that sell unhealthy snacks. __________

ACTIVITY 2 : Read the text again, find and underline the words and numbers. What do these words and numbers relate
to in the text? Make notes. (___/7 pts)

WORDS AND YOUR NOTES

NUMBERS
2.8 billion

Cheese and onion

£50,000

Facebook

Salt

Vending machines

Advertising

ACTIVITY 3 : Answer these questions.

1. What is the favourite snack in the UK? (___/1 pt)

A) chocolate B) crisps C) fried chicken

2. What are your favourite snacks?, why? are they healthy? (___/3 pts)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. Food and drink vending machines are helpful, why? (____/2 pts)
_______________________________________________________________________
_______________________________________________________________________

4. Different food every day for school children, Is it good or a bad idea? (___/1 pt)
_______________________________________________________________________

5. How to ensure there is enough food for everyone in the future? (____/ 2 pts)
_______________________________________________________________________
_______________________________________________________________________

6. Who should solve the hunger problem in the world? (____/ 1 pt)
_______________________________________________________________________

7. What is the most important mean of the day and why? (____/2 pts)
_______________________________________________________________________
_______________________________________________________________________

8. How can you avoid junk food? (___/2 pts)

_______________________________________________________________________

9. Why is chocolate good for health? (____/ 1 pt)

_______________________________________________________________________

10. What are the benefits of eating fruit? (____/ 2 pts)

_______________________________________________________________________
 PAUTA DE EVALUACIÓN TERCERO MEDIO
HEALTHY LIFESTYLE PROJECT

OBJETIVO: El estudiante será capaz de demostrar manejo de estructuras y

vocabulario de la unidad a través de la propia experiencia, realizando un programa de
vida sana en el cual pondrá en prá ctica la teoría que será explicada en el producto
final que será un video / disertació n.

Estudiante: ___________________________________________________________________________________
Puntaje: 56 pts

4 3 2 1 0
MB B S I N/O

Indicador 4 3 2 1 0
Envía evidencias de trabajo: plan alimenticio, calendario de
acciones,fotografías, journal.
Escribe texto en formato Word sobre su desafío, utilizando el
lenguaje en estudio: uso de modals: should, must, musn’t.
(REPORTE DE PROYECTO).
Utiliza vocabulario en estudio: Being Healthy.
Utiliza expresiones estudiadas en guías 2,3 ,4 y 5.
Escribe texto respetando puntuació n.
Escribe texto respetando reglas de ortografía.
Total trabajo escrito 24 pts
EXPOSISCIÓN ORAL 4 3 2 1 0
Realiza presentació n oral demostrando un trabajo contínuo,
incluyendo evidencias de éste de modo original en un Ppt o
video.
La exposició n debe tener una duració n min de 3 minutos y
má xima de 5 min.
Utiliza tono de voz clara y lo suficientemente fuerte para que
pueda ser escuchado con claridad en la clase online o en el
video.
Pronuncia claramente y sigue ritmo y sonidos del idioma
inglés.
Demuestra dominio de la informació n.
Describe las actividades o acciones elegidas y sus beneficios.
El material utilizado debe ser de buena calidad visual y en el
caso de ser un video, que éste cuente con buen audio y buena
edició n.
Envía material en la fecha indicada.
Total exposición oral 32 pts

***EL VIDEO O PPT DEBE SER ENVIADO EN LA MISMA FECHA QUE SE ENVÍA LA EVIDENCIA DE TRABAJO Y EL REPORTE
DEL PROYECTO : 16 DE OCTUBRE. ***