CARPETA DE

RECUPERACIÓN
INGLÉS
I.E: “José Faustino Sánchez Carrión”
DOCENTE: Ayda Maribel Medina Ramírez
NIVEL: A2
ESTUDIANTE: _________________
GRADO: _________
SECCIÓN : __________
AÑO ACADÉMICO
2021
SITUATION: Dafnhe es estudiante de la Institución educativa “José
Faustino Sánchez Carrión”; cursa el quinto grado de educación secundaria. Su papá el año 2020
falleció a causa del COVID 19; Por lo que su madre no pudo enfrentar la situación y estuvo en
una crisis de depresión. Dafnhe tuvo que ser el apoyo de su madre en los quehaceres de la casa y
en el cuidado de sus hermanos pequeños. Ello ha sido el limitante de no haber podido ingresar a
las clases virtuales en el área de inglés. Por ende, ha solicitado al docente del área, se le brinde
una oportunidad de regularizar los trabajos impresos y de esa manera poder en lo posible
recuperar sus notas y no perjudicarse en el año lectivo 2021. Como estudiante de esta institución
Educativa, ¿tuviste problemas similares al de Dafnhe? ¿Cuáles fueron los limitantes por lo
que no pudiste entrar a clases? ¿Será posible a través de este material, recuperar el tiempo
perdido?

PURPOSE:
Brindar a los estudiantes mayor tiempo y oportunidades para desarrollar aprendizajes que les
permitan lograr los niveles esperados para el grado cursado en el 2021, para así continuar con
sus estudios superiores en el año 2022 y, con ello, evitar la interrupción de su proceso de
aprendizaje.

CHALLENGE: Que el estudiante a través de éste material logre deducir

palabras nuevas (vocabulario) e incorporarlos en la redacción, escucha y habla, respetando la
estructura gramatical del inglés.
El estudiante trabajará las 3 competencias del área:
LEE DIVERSOS TIPOS DE TEXTO EN INGLÉS COMO LENGUA EXTRANJERA
SE COMUNICA ORALMENTE EN INGLÉS COMO LENGUA EXTRANJERA.
ESCRIBE DIVERSOS TIPOS DE TEXTO EN INGLÉS COMO LENGUA EXTRANJERA.
 “LET’S EXCHANGE PERSONAL INFORMATION”

SITUATION: Alberto estudiante del quinto grado tuvo que solicitar su traslado a una
Institución educativa pública porque sus padres a raíz de la pandemia perdieron el trabajo y en
consecuencia ya no pudieron pagar la mensualidad. Por ello, le matricularon en una Institución
estatal y éste año tendrá nuevos compañeros (as) a los cuales deberá presentarse y hablar acerca
de su familia, hobby, rutina diaria, etc. Existe información básica personal que nos permite
distinguirnos de los demás tales como el nombre, edad, familia, entre otros. Si necesitas
interactuar con nuevos amigos y amigas ¿tendrías que compartir información personal?
¿podrías solicitar información personal a otros estudiantes de tu aula? ¿Por qué crees que
es importante brindar nuestra información a otros niños?

PURPOSE: Comprender conversaciones

escritas breves y sencillas en inglés CHALLENGE: video grabado de un
identificando información personal,
deduciendo el léxico y las estructuras para
diálogo en inglés donde se comparte
elaborar una conversación para presentarse y información personal.
conocer nuevos amigos.

COMPETENCE: PERFOMANCE: Obtiene

ESCRIBE DIVERSOS TIPOS DE TEXTOS
EN INGLÉS COMO LENGUA información de conversaciones
EXTRANJERA. escritas breves y sencillas donde se
SE COMUNICA ORALMENTE EN INGLÉS
COMO LENGUA EXTRANJERA comparte información personal

1 COMPLETE WITH YOUR PERSONAL INFORMATION

 2 READING THE DIALOGUES AND PRACTISE

CONVERSATION
Sandra:Good morning!. My name’s Sandra. What is your name?
Alberto:Hello, Sandra. My name is Alberto.
Sandra: How are you Alberto?
Alberto:I’m very well. Thank you. And you?
Sandra:Excellent, thank you.
Alberto:Where do you live?.
Sandra: I live in Junín. And you?
Alberto:In Junín too, Carhuamayo district.
Sandra: oh, it’s good!
Alberto:What is your favorite sport?
Sandra: I play volleyball and socce. And you?
Alberto: Dou you play soccer? It’s excellent! I play soccer too.
Sandra: ok, now, I have a friend who can play soccer.
Alberto:It’s cool!!
Sandra:Nice to meet you Alberto
Alberto: Nice to meet you too Sandra.

3 UNSCRAMBLE THE QUESTIONS.

1. What / favorite/ sport / ? / is / your
2. are / ? / how/ you /
3. where / live / ? / do / you
4. ? / old / How / are / you
5. vote / ? / you / Do
6. What / name / is / your / ?

4
READ, PRACTICE THE DIALOGUE AND SEND A
VIDEO.
 WHAT I LEARNED? YES
SO - SO

1
 Logré completar la ficha con mi información personal.

2
 Logré leer el diálogo e identificar detalles específicos sobre la información personal.

3
 Logré ordenar las oraciones con la información de la estructura correcta.
 Practiqué el diálogo con un compañero para luego grabarme un video y enviar como evidencia de lo
4 trabajado a mi docente.

“READING COMPREHENSION”

SITUATION: Para Esteban fue un año difícil debido a que estuvo al cuidado de su
abuelita Santa, desde que sus padres sufrieron un accidente y fallecieron. En el mes de
Julio tuvo que internarla en el hospital por problemas de Salud y a consecuencia de ello
falleció. Esteban tuvo que enfrentar diferentes situaciones en este año por lo que se ha
descuidado de sus estudios; antes de ello, a Esteban le encantaba leer textos en inglés ya
que ése era su pasatiempo favorito. A pesar de todas las dificultades que atraviesa Esteban
tiene el propósito de viajar al extranjero cuando acabe su secundaria, por lo que, conversó
con su docente y le pidió la oportunidad de regularizar los pendientes para no perjudicarse.
¿Es importante las lecturas en la rutina diaria? ¿lograste leer pequeños textos en
inglés durante este tiempo? ¿Qué tipo de textos lees? ¿por qué?

PURPOSE: *Adquirir nuevo vocabulario,

PERFOMANCE: Obtiene
utilizando textos en inglés. * Construir vocabulario
básico de palabras, frases y/o oraciones. * Incentivar y información de textos en inglés en el que
promover al estudiante para la lectura en un nuevo identifica el tipo de texto y resuelve con
idioma. * Incentivar la escritura de textos en inglés total comprensión cada una de las preguntas
como medio de comunicación a través de textos
cortos.
elaboradas.
 COMPETENCE: LEE CHALLENGE:
TEXT 1:DIVERSOS
Listen to and readDE
TIPOS three advertisements.
TEXTOS Comprender y responder preguntas
ESCRITOS EN INGLÉS COMO de nivel literal, inferencial y crítico.
LENGUA
Business owner

Name: Miguel
Last name: Yupanqui De La Cruz
Age: 46 years old Address: Bolivar
street N°200, Huamanga - Peru

Business owner

Name: Carmen
Last name: Castro Sinarahua
Age: 20 years old
Address: Pedro Canga street N° 143
Moyobamba - Peru

Business owner

Name: Walter and Juana Last names:

Yamunaqué Mío Age: 16 and 18 years
old Address: Grau street N° 532, Piura
- Peru
 1 Write A,B or C next to each phrase.

Example:
…offers a way of transport? B

1. …offers 50% off for younger people?

2. …offers to take the product to your home?

3. …offers the service or product in a different currency?

4. …offers different payment methods?

5. …is good if you want to get fit?

6. …is good if you like desserts?

7. …offers a special price one day a week?

TEXT 2: Read the Family Business text.

ANTONIA
RAÚL VICTORIO
MARIELA

2 ANSWER THE QUESTIONS

Example: Where are they? a) office b) factory c) home

1. Who is the business owner? a) Mariela b) Victorio c) Raúl

2. Who are the employees? a) Mariela, Antonia b) Raúl, Antonia c) Raúl, Antonia
and Raúl and Victorio and Mariela

3. What is the product? a) masks b) cupcakes c) photo frames

4. What is the family business name? a) Raúl's maks b) Victorio’s c) Mariela’s cupcakes
photoframes

TEXT 3: Read and extract and phrases from these ads.

 AD 1 AD 2 AD 3

Ads Adjectives Call for Action phrases

Ad 1
Example: Romantic Example: Choose that special song
1.
3.
2.

Ad 2 4. 6.
5. 7.

Ad 3 8. 11.
9. 12.

10.

3 Complete the chart

TEXT 4: Read the post

 TEXT 5: Read the dialogue

Check the boxes,

follow the
example

5 Check the correct information for Hilda (A) and Roberto (B)
6 Correct the statements for Hilda and Roberto, follow the example

TEXT 6: Read the blog entries of teen bloggers from different parts of the world
7 Complete the chart.

8 Match the people with the sentences.

He loves snow.

He speaks two languages and is studying

another one.

She is almost 18 years old.

He is starting to study a new language.

She speaks different languages with

different members of her family.
 TEXT 7: Read the biography of Renata flores

9 Complete the chart.

Renata Flores is widely known as the queen of

Quechua rap. She grew up in Huamanga,
Ayacucho. She started singing at the age of 14
years old. She is 20 years old now.
Her music is a combination of trap, hip hop,
electronic, and reggaeton. She is making a
difference because she is producing music in
Quechua, but with a modern twist. Quechua is a
language that more than 8 million people speak.
She is raising awareness about the Quechua
language. One interesting fact about Renata is that
her grandmother speaks Quechua as her native
language. So, Renata writes the lyrics in Spanish
TEXT 8: Read the magazine covers and articles.
and her grandmother helps with the translation.
One of Renata’s goal is to rescue her culture. She
is an important part of the newest generation of
Peruvian artists.
MAGAZINE 01
 MAGAZINE 02

1 Circle the correct answer.

0

Pepe Dina Both

She/he is the director of a music school.

Pepe Dina Both
 Pepe Dina Both
She/he says. We have a very rich culture. We can´t forget about our national instruments.

She/he says. You can play traditional music to promote cultural diversity. Pepe Dina Both

She/he learned Spanish as a second language. Both

Pepe Dina

She/he is very proud to be Peruvian.

Pepe Dina Both
She/he thinks that learning can be fun.

She/he writes songs Pepe Dina Both

TEXT 9: Read the article

The Planet needs our help and there are big and little actions we can do.
Every day we do actions that impact the planet negatively without realising.
The first step to change this situation is to analyse what we do at home, in our
daily routine. We asked two teenagers about their routine: Marco and
Camila. Do their actions impact the environment positively or negatively?
Marco is a 16-year old teenager. He lives in Tacna. Every morning Marco
often takes a quick shower, in this way he saves water. When he goes to the
market, he always takes his recycled bags with him. He goes shopping for
food but he never buys packaged food. As for his clothing, he never throws
away his old clothes; he usually fixes or donates his old shirts and pants.
Finally, Marco always sorts the garbage into plastic, paper and organic. He
says: “I do my best to help the environment every day”
However, Camila who is also a 16-year old teenager is not really aware of
what actions help the environment or not. She confesses she pays little
attention to her everyday actions. She takes a long shower in the morning.
She likes spending 15 to 20 minutes in the shower. When she goes shopping
for food, she always comes home with a lot of new plastic bags from the
supermarket. She always buys bottled water and packaged food. She
generates a lot of garbage at home and she throws plastic, paper and organic
garbage in one bag only. When we ask Camila about her clothing, she says
she never recycles or reuses anything. She usually throws away her old
clothes and buys new clothes. Camila says: “Honestly, I feel I need to change
most of my habits.” Our actions can save or destroy the planet. Are you
aware if your actions help or damage the environment?

1
1
Match the habit with the person and complete the sentences.
 … never ________ or ________ anything.

MARCO … ______________ a quick shower.

… always ______________ bottled water

… never ________ ___________ his old clothes.

… always ______________ the garbage into plastic, paper and organic

CAMILA … __________ a long shower.

1
2
Complete the sentences with the correct name. Write Marco or Camila.

________________ needs to continue with his/her routine. He/She is helping the

1 planet.

2 ________________ thinks he/ she needs to change his/ her everyday actions.

3 ________________ ’s actions have a positive impact on the environment.

4 ________________ ’s actions have a negative impact on the environment.

TEXT 10: Read the article

Innovators see problems as opportunities to create new

VÍCTOR BARRAZA
possible solutions. This article presents Karin and Victor, what can you tell us about
Víctor, two innovators who want to make a difference. yourself?
 about it. We interviewed them and here is what they Lima, but I am from Tingo María. I usually
said about themselves and their innovations. visit my parents in Tingo María and I love

KARIN ABENSUR going out into the fields around Tingo

Maria. It is a beautiful place.
Readers want to know more about you. What problem do you see in your
Where are you from and what is your
community?
occupation?
Karin: I am Peruvian. My father is a fisherman
Víctor: In this time of the pandemic,
and I learned his craft. I am a fisherwoman. We people want to avoid using public
fish in Pucusana. Also, I studied in Agraria transportation, so a lot of people are
University in Lima, so I am a fishing engineer. riding their bikes as everyday
transportation. I really wanted a bike but
it was too expensive.
What problem do you see in your community?
Karin: It is unusual for women to be fisherwomen, so men go to the sea
and fish while their wives wait at home and take care of their children.
Most fishermen are not rich. They make a living out of their craft and
sometimes they need to fish as much as possible. At my university I
learned that fish need time to grow.
You described two problems, women who do not fish and uncontrolled
fishing. How do you solve these two problems?
Karin: I created fishing nets that do not trap small fish and I demonstrated
this net to the fishermen in Pucusana. The small fish are able to live, grow
bigger, and spawn more fish. So now we do responsible fishing. Also, I
decided to start a business called Karin Ecofish. I employ the women of
the area to clean and slice the fish I catch. As a result, the fish are fresh How did you solve that problem?
and ready to cook. We can charge more for the fish that are prepared this Víctor: As an architect I researched information about
way. bamboo. Bamboo grows all over Peru. To me, it is like
What is your dream? giant grass. In one of my visits to my parents in Tingo
Karin: I would like to start an association of Peruvian fisherwomen. María, I made a bike for myself. I noticed bamboo is a
great material for bikes. Not only is it abundant, it is
light, eco-friendly and inexpensive.
Is it difficult to make a bamboo bike?
Víctor: It is really hard. It takes three to four days to
make one bike, but I am not alone. A group of friends
and I started a business called Janko Eco-Bikes. We also
teach other people to make these special bikes and we
employ people to grow bamboo in Tingo María.
What is your dream?
Víctor: To make more bamboo bikes and to make
bamboo houses!

1 Write TRUE and FALSE and correct the false sentences

2

4. Karin created a fishing net to trap only big fish and do responsible
fishing.
Innovators see problems as obstacles to create new
FALSE .
solutions.
Innovators see problems as opportunities to create new 5. Karin wants to start an association of fishermen from
solutions. Pucusana.
1.Karin is a fisherwoman and she learned her craft from her
.
brother.
. Victor Barraza is from Lima, but now he lives in Tingo María.
Karin is a fisherwoman and she learned her craft from her
.
brother.
. 7. Now people use their bikes to avoid public transportation.

. It is very common to see fisherwomen in Pucusana. .

8. Victor makes bikes with bamboo, because it is expensive
. and heavy.
.

9. One of Victor’s dream is to make bamboo houses.

.
 WHAT I LEARNED? YES
SO - SO
NO

Logré al momento de leer aplicar el método Solé (antes, durante y después de la lectura)
1

Logré identificar el tipo de texto.

2

Logré aplicar diferentes técnicas de lectura para su mejor comprensión.

3

Logré analizar el texto y proponer planteamientos diversos.

4

Logré leer y entender para responder los ejercicios propuestos.

5

“LET`S CHANGE OUR LIFESTYLE”

 SITUATION: Como consecuencia del confinamiento, Fernando,
estudiante de quinto grado de secundaria, ha dejado de hacer deporte con sus
compañeros y ha aumentado de peso considerablemente. Frente a ello, ha
conversado con algunos amigos sobre lo que podrían hacer al respecto.
Patricia le ha comentado que, en su casa, preparan alimentos que son buenos
para la salud y que le han ayudado a mantenerse saludable. Fernando y sus
amigos han decidido investigar un poco más al respecto, por lo que se
preguntan: ¿Qué alimentos debemos considerar en nuestra dieta para
mantenernos saludables? ¿Qué recetas podemos preparar con estos
alimentos? ¿Cómo podemos difundirlas?

PURPOSE: Comprender información

específica de textos en inglés identificando el COMPETENCE: LEE
vocabulario, a fin de elaborar, en este idioma, Y ESCRIBE DIVERSOS TIPOS
una receta de un plato peruano saludable y DE TEXTOS EN INGLÉS COMO
describir paso a paso su preparación empleando LENGUA EXTRANJERA.
conectores de secuencia

CHALLENGE: Elaboración
PERFOMANCE: Identifica información explícita, de una receta de un plato peruano saludable
utilizando el léxico pertinente, los conectores
relevante y complementaria integrando datos que se encuentran en distintas
partes de un Artículo sobre la alimentación saludable al realizar una de secuencia y las estructuras adecuados en
lectura intertextual, que contienen varios elementos complejos en su inglés.
estructura (Countable and uncountable nouns “some”, “a” o “an”) y
vocabulario variado. (immune system (natural defences), mental health
(emotional health, stress level), healthy food choices (selection of good
Exercise 1: Match food group with the correct picture.
food) y healthy fats (avocado, fish oil).

A B
 OLIVE OIL TOMATOES AND
CARROTS

C D

APPLE AND PEAR CHICKEN AND EGGS

E F

CORN AND LOLLIPOPS

POTATOES

BUTTER AND
YOGURT

LET’S READ THE TEXT!

You are what you eat

Over this past year, eating healthy is more important than ever. The food we eat affects how we feel and the way our body
functions. Moreover, healthy foods help our immune system function effectively.
It is important to eat a variety of food groups because they provide the body with important nutrients. Fruits and vegetables offer
a lot of vitamins, minerals and fiber. Grains, nuts, and healthy fats, like olive oil, can support our immune system and reduce
inflammation. Beans and peas can reduce the risk of diseases like diabetes.
Obesity and overweight have been increasing in the past years. In addition to making healthy food choices, it is also important
to exercise. Exercise is good for both our physical and mental health.
We are responsible for protecting ourselves. Eat healthy, exercise, and live better.

VITAMINS - MINERALS - FIBER REDUCE INFLAMMATION

FRUIT
 GRAINS

VEGETABLESExercise 2: Complete the chart.

FATS Olive oil

OLIVE OIL BANANAS LETTUCE QUINOA

WHEAT FLOUR AVOCADO CARROT PAPAYA

Exercise 3: Make a creative recipe

SO - SO
AL ELABORAR UNA RECETA DE UN PLATO PERUANO EN INGLÉS YES
 1. Logré observar las imágenes de los grupos de alimentos y las uní con las figuras de alimentos que les
1 corresponde.

2. Logré leer un texto sobre el efecto de los alimentos que ingerimos en nuestro organismo. Y busqué los
2 vocabularios nuevos para familiarizarme con la pronunciación.

3 3. Logré completar la cartilla usando los nombres de frutas, verduras, granos y grasas saludables
4. Logré escribir una receta de mi plato favorite, empleando los conectores de secuencia y la estructura correcta
4 de éste.