MINISTERIO

DE EDUCACIÓN

2
 MINISTERIO
DE EDUCACIÓN

Texto de aprendizaje
2do. Año de Educación Secundaria Comunitaria Productiva
Primero, segundo y tercer trimestre
Documento oficial - 2023

Edgar Pary Chambi

MINISTRO DE EDUCACIÓN

Bartolomé Puma Velásquez

VICEMINISTRO DE EDUCACIÓN REGULAR

María Salomé Mamani Quispe

DIRECTORA GENERAL DE EDUCACIÓN SECUNDARIA

Equipo de redacción
Dirección General de Educación Secundaria

Coordinación general
Instituto de Investigaciones Pedagógicas Plurinacional

Cómo citar este documento

Ministerio de Educación (2023). Subsistema de Educación Regular. Educación Secundaria
Comunitaria Productiva. “Texto de aprendizaje”. 2do. Año, primero, segundo y tercer
trimestre. La Paz, Bolivia.

Depósito legal
4-1-19-2023 P.O.

Impresión:
EDITORIAL DEL ESTADO PLURINACIONAL DE BOLIVIA

DISTRIBUCIÓN GRATUITA, PROHIBIDA SU VENTA

Índice
PRESENTACIÓN 1
CONOCE TU TEXTO 2

VIDA, TIERRA Y TERRITORIO

Ciencias Naturales: Biología-Geografía 3

CIENCIA, TECNOLOGÍA Y PRODUCCIÓN

Matemática 39
Técnica Tecnológica General 83

COMUNIDAD Y SOCIEDAD
Lengua Castellana 117
Lengua Originaria 149
Lengua Extranjera 163
Ciencias Sociales 181
Artes Plásticas y Visuales 217
Educación Musical 231
Educación Física y Deportes 245

COSMOS Y PENSAMIENTO
Cosmovisiones, Filosofía y Sicología 263
Valores, Espiritualidad y Religiones 281

BIBLIOGRAFÍA 298
PRESENTACIÓN
Por tercer año consecutivo se entregan textos de aprendizaje a nuestras niñas, niños, adolescentes
y jóvenes para dotarles de una herramienta con la que puedan encarar sus estudios de modo
sistemático. Como todo texto de aprendizaje, estos se constituyen en una base sobre la cual pueden
y deben construir aprendizajes más completos e integrales, complementando con bibliografía
y recursos adicionales, de acuerdo con la planificación de las maestras y maestros. El objetivo es
que todas y todos nuestros estudiantes tengan mínimamente una base sobre la que se construyan
conocimientos y aprendizajes.

Los textos de aprendizaje en esta gestión están estructurados con base en los planes y programas que
se elaboraron como parte del proceso de actualización curricular. En la elaboración de ese currículo
actualizado han participado maestras y maestros, padres de familia, estudiantes de secundaria y
normalistas, organizaciones sociales, instituciones públicas, universidades; en fin, se trata de una
construcción colectiva de la comunidad educativa boliviana. El proceso de actualización curricular
ha sido una necesidad en razón a que la ciencia y sus diferentes disciplinas, en todos los campos,
así también la tecnología, experimentan un desarrollo tan significativo que no es posible ignorar,
mucho menos desde la educación. Por otro lado, la sociedad adquiere nuevas problemáticas que
deben ser conocidas y tratadas por nuestras y nuestros estudiantes en sus aulas, para que se formen
como ciudadanos conscientes de los problemas y temas importantes de su época. Todas estas
consideraciones han gravitado profundamente sobre el proceso de actualización curricular y que
ahora tienen una expresión concreta en estos textos.

Como en las gestiones anteriores, los textos de aprendizajes están provistos de recursos pedagógicos
complementarios que por medio de códigos QR guían a maestras, maestros y estudiantes a materiales
audiovisuales así como a otras lecturas complementarias, de tal modo que el contenido rebasa con
creces los márgenes, siempre limitados, de un texto impreso.

Comenzamos la gestión con un currículo actualizado. Es imprescindible que maestras, maestros,

estudiantes y todos, en la comunidad educativa, comprendamos el valor de una constante
actualización en nuestras actividades. Es la garantía para que nuestros procesos educativos no
queden rezagados y una condición básica para garantizar una educación de calidad con contenidos
relevantes y pertinentes.

Edgar Pary Chambi

MINISTRO DE EDUCACIÓN

1
 CONOCE TU TEXTO
En la organización de los contenidos encontraremos la siguiente iconografía:
Glosario
Glosario Aprendemos palabras y expresiones poco comunes y difíciles de comprender, dando uno
o más significados y ejemplos. Su finalidad radica en que la o el lector comprenda algunos
términos usados en la lectura del texto, además de ampliar el léxico.

Investiga
Somos invitados a profundizar o ampliar un contenido a partir de la exploración de Investiga
definiciones, conceptos, teorías u otros, además de clasificar y caracterizar el objeto
de investigación, a través de fuentes primarias y secundarias. Su objetivo es generar
conocimiento en las diferentes áreas, promoviendo habilidades de investigación.

¿Sabías que...?
¿Sabías que...?
Nos muestra información novedosa, relevante e interesante, sobre aspectos relacionados
al contenido a través de la curiosidad, fomentando el desarrollo de nuestras habilidades
investigativas y de apropiación de contenidos. Tiene el propósito de promover la
investigación por cuenta propia.

Noticiencia
Noticiencia
Nos permite conocer información actual, veraz y relevante sobre acontecimientos
relacionados con las ciencias exactas como la Física, Química, Matemática, Biología, Ciencias
Naturales y Técnica Tecnológica General. Tiene la finalidad de acercarnos a la lectura de
noticias, artículos, ensayos e investigaciones de carácter científico y tecnológico.

Escanea el QR
Para ampliar el contenido
Es un QR que nos invita a conocer temáticas complementarias a los contenidos desarrollados,
puedes encontrar videos, audios, imágenes y otros. Corresponde a maestras y maestros
motivar al estudio del contenido vinculado al QR; de lo contrario, debe explicar y profundizar
el tema a fin de no omitir tal contenido.

Aprende haciendo Aprende

Nos invita a realizar actividades de experimentación, experiencia y contacto con el entorno haciendo
social en el que nos desenvolvemos, desde el aula, casa u otro espacio, en las diferentes
áreas de saberes y conocimientos. Su objetivo es consolidar la información desarrollada a
través de acciones prácticas.

Desafío
Desafío Nos motiva a realizar actividades mediante habilidades y estrategias propias, bajo consignas
concretas y precisas. Su objetivo es fomentar la autonomía y la disciplina personal.

Realicemos el taller práctico para el fortalecimiento de la lecto escritura.

¡Taller de Ortografía!

2 ¡Taller de Caligrafía!

¡Razonamiento Verbal!
 Primer Trimestre: Lengua Extranjera

COMUNIDAD Y SOCIEDAD
SEXUALIDAD HUMANA INTEGRAL Y HOLÍSTICA

Lengua Extranjera

CONVIVENCIA CON EVENTOS QUE SUCEDEN

EN EL CONTEXTO
¡INICIEMOS DESDE LA PRÁCTICA!

1. Carnival
Let´s know and read about Oruro´s carnival (Conozcamos y leamos sobre el carnaval de Oruro)

ORURO CARNIVAL- FEBRUARY AND MARCH

Millions of people fly to Bolivia each year for one of the most popular carnivals of
the world. Oruro is located on the vast Bolivian Altiplano; a world famous festival is
celebrated every February or March. It´s considered one of the Masterpieces of the
Oral and Intangible Heritage of Humanity by UNESCO in 2001. The carnival gets its
name from Oruro which means ‘where the sun is born.

The carnival it is a popular festival with travellers, which always begins with the
diablada or the devil dance where dancers wear colourful costumes and masks
featuring caricatures of devils, animals, Inca rulers and slave drivers to pay homage to
the Virgen del Socavón (“Virgin of the Mineshaft ”). This festival is based on the pre-
colonial ceremony of giving thanks to the earth-mother Pachamama.

Let’s answer these question (Respondemos estas preguntas)

1. Do you visit the Bolivia’s Carnival?

2. Where is Oruro located?
3. When was considered oral and intangible heritage of humanity?
4. What means Carnival?

¡CONTINUEMOS CON LA TEORÍA!

1.1. The simple present tense: Usage and form, question and answers
SIMPLE PRESENT

AFFIRMATIVE NEGATIVE INTERROGATIVE

S+V+C S + DO / DOES + NOT Auxiliary: DO Auxiliary: DOES
+V+C Do + (I, You, We, They) + verb (forma Does + (He, She, It) + verb
Juana and Alison talk base) (forma base)
about movies every day. Daniel does not play
(Juana y Alison hablan soccer. Do the students listen to the teacher? Does Maria read a book?
sobre películas cada (Daniel no juega (¿Los estudiantes escuchan al Yes, she does/ no, she does
día) futbol) profesor?) not. (no, she doesn´t)
En presente simple You do not play Do you play guitar? Does Hector eat bread?
utilizamos en tercera soccer. Yes, I do/ no, I do not. (no, I don´t) Yes, he does/ no, he does
persona : (Tu no juegas futbol) Do we eat bread? not. (no, he doesn´t)
Yes, we do/ no, we do not. (no, we Does the cat eat mouse? 163
₋ He plays don´t) Yes, it does/ no, it does not.
₋ She studies Do they play soccer? (no, it doesn´t)
₋ He watches Yes, they do/ no, they do not. (no,
₋ She sings they don´t)
 Educación Secundaria Comunitaria Productiva

1.2. Costumes of my region (Costumbres de mi región)

Bolivia is a beautiful country located in South America. It is a big country with a lot
of history and many natural resources. The population is eleven million inhabitants;
people in Bolivia speak different languages as: Aymara, Quechua, Guaraní, Yuracare,
Spanish and others. We have beautiful landscapes, mountains, rivers, valleys,
forests, etc. The diversity in Bolivia means different cultures, religious festivities like
Chunchos in Tarija or Gran Poder in La Paz, parades like the carnival in Oruro, Santa
Cruz and Tarija. In Tarija women also celebrate Comadres, it is famous because
women from different social groups dance and sing with no men.

Uyuni is very famous because it is amazing and it is full of tourists from all over
the world, but, in Rurrenabaque, we also have wild landscapes and tropical areas
where we can relax and enjoy our country. Bolivia has different typical dishes like
Mondongo, Saice, Majadito, Pique macho, Fricasé, Charquecan or K´alapurka. The
anniversary of Bolivia is the sixth of August. Bolivia is an amazing country!

Let’s answer the questions about Bolivia and write them in your notebook. (Respondemos las preguntas acerca de
Bolivia y escribimos en el cuaderno).

a. Is Bolivia a beautiful country?

b. Are the Aymara, Quechua, Guaraní, Yuracare, Spanish and others languages from Bolivia?

c. Do you know the Oruro´s carnival? Mention another religious festivity in your region.

d. Do you like your community? Mention two or more typical dishes that you like.
1.3. Advises for caring water at carnivals. (Consejos para el cuidado del agua en los carnavales)
CARNIVAL CELEBRATIONS

CARNIVAL IN RIO DE JANEIRO-BRAZIL CARNIVAL IN SOUTH AMERICA

The Carnival from Peru to Bolivia and parts

Carnival is a festival where people dress of Chile and Argentina celebrated with
in costumes and walk in the streets of the millennia-old indigenous traditions. Carnival
town. The carnival in Rio de Janeiro-Brazil in Bolivia begins with water games, balloons
attracts people from over the world. The and water gun and ponchos, umbrellas,
celebration last for four days. It starts masks and others. Communities performed
on Friday and ends on Tuesday. Samba rituals with song and dance and made
schools participate with shiny elaborated offerings of food and water to the fertility
costumes, choreography and percussion. goddess, Pachamama (Mother Earth).
There is wild dancing and partying all day Across the Andes, Pachamama’s special
and all night. worship day is “Martes de Challa” or Ch´alla
on Tuesday. In the Quechua language,
“ch´alla” means to sprinkle the earth. There
is music and dancing and people usually
have lots of fun!

Let´s fill the boxes with the specific information of each celebration. Copy the chart in your notebook and complete
(Llenemos las casillas con la información específica de cada celebración. Copia el cuadro en tu cuaderno y completa.)

IMPORTANT
LOCATION HOW LONG IT LASTS ACTIVITIES
FEATURE

CARNIVAL
164
 Primer Trimestre: Lengua Extranjera

Let’s practice these advices in your class and house. (Practicamos estos consejos en clase y en casa)

SAVING WATER AT HOME

Spending only 5 minutes in

Fixing household saves up the shower saves up to 20 Turning off water while Buying water-saving Using a broom to clean
to 20 gallons a day. gallons a day. brushing your teeth. washing machines. your driveway.

1.4. Phrasal Verbs with go and put

Go about To deal with something Put up with Means to tolerate

Go after To try to get something Put on Means to dress

To disagree with someone or
Go against Put down Means to insulte
something
Go ahead To continue to do something Put off Means to distract
GO PUT
Go along To continuo to happen Put away Means to tidy
To connect by somebody by
Go around To travel to all parts Put through
phone
Go away To move (person or place) Put by Means to save money

Go back To return to a person or place Put off Means to delay

¡REALICEMOS LA VALORACIÓN!

Let’s think and write about your actions to care the water in the community. Write your ideas in your notebook
(Pensemos y escribamos sobre tus acciones para cuidar el agua en la comunidad. Escribe tus ideas en tu cuaderno).

¡ES HORA DE LA PRODUCCIÓN!

Let’s create and role play a short dialogue about your community’s costumes. Complete the dialogue in your notebook.
(Creamos un diálogo y practicamos sobre las costumbres de tu comunidad. Completa el diálogo en tu cuaderno).

MY COMMUNITY

Me: Hi, Do you visit the Copacabana town? Me: Hi, Do you visit the ________________?
Friend: Yes, I do Friend: _____________________________________
Me: Do you know where Copacabana located is? Me: Do you know where _____________located is?
Friend: No, I don’t. Do you know where it is? Friend: _____________________________________
Me: Yes, It is located in La Paz city Me: it is located in _________________________
Friend: I know other interesting places too. Friend: I know other interesting places.
Me: Which? Me: Which?
Friend: National Park Madidi. Friend: _____________________________________

165
 Educación Secundaria Comunitaria Productiva

THE SCHOOL

¡INICIEMOS DESDE LA PRÁCTICA!

2.1. Adjectives: Describe activities at school. (Adjetivos: Describir actividades en la escuela)

Let´s read the conversation, reading, choose the correct answer and write in our notebook. (Vamos a leer la conversación,
elegimos la respuesta correcta y registramos en nuestro cuaderno).

MY SCHOOL ENGLISH TEST

Hi! My name is Ana and this is my new school. It's a big Daniel: Hello my Friend! What´s up Fatima?
school for boys and girls. There are about seven hundred Fatima: Everything ok, and you?
students. Some of them aren't Quechuas. They are from Daniel: Here just playing video games, today we have free
different countries. time.
There are many classrooms, a lot of toilets and a library. Fatima: No, Today is Friday and we have English exam!
The library has got 40 thousand books. The computer Daniel: Really? I forgot it. Bye bye. I have to study my
room is next to the teacher's room where there are thirty lesson.
computers.
Outside, there is the park, It's behind the school. In front
of the school there is a courtyard and a garden with many
flowers where students can play.
1. This text is about: 1. Who does talk with Fatima?
a) Books in the new school. b) Computers in the new a) Ana. b) Manuel. c) Daniel.
school. 2. Does Fatima play games?
c) Anne's new school. a) Yes, he does. b) No, she doesn’t. c) no, it do

2. There are about six hundred students. 3. Circle the adjectives:

a) True Ambitious book angry big book busy fat
b) False funny dog
Hungry jealous computer bad marker bed
crazy

2.2. Places in the school

Let’s match the words with the pictures and then practice. (Emparejamos las palabras con las imágenes y luego
practicamos).

TEACHER’S ROOM

SCHOOLYARD

BATHROOM

PLAYGROUND

2.3. Questions words: Where, When, Why, How many

Where Refers to places This is the house where my son is happy.

When Refers to time The day when the year finishes is December.

Why Refers to reason Do you know why the school is closed today?

How many Refers to count How many cups of coffee do you drink?

Let´s complete in your notebook the sentences using question words. (Completa en tu cuaderno las oraciones usando
las palabras interrogativas)
166 1. ________is the school?
2. _______are you happy?
3. 2022 is the year_______ the World cup starts in Qatar.
4. ________cars are there?
 Primer Trimestre: Lengua Extranjera

2.4. Time expressions (now, right now, etc.)

SIGNAL WORDS
Las palabras de advertencia se ubican al final de las oraciones, en algunas ocasiones también pueden ir al principio
de la oración.
Estas palabras indican que un evento sucede en el instante Estas palabras indican que el evento sucederá en un
en el que se lo menciona. futuro cercano.

₋ At the moment, At this moment (Por el momento, ₋ Today (Hoy, hoy día)
En este momento) ₋ Soon, very soon (Pronto, muy pronto)
₋ Now, Right now (Ahora, justo ahora) ₋ This/next week (Esta/la siguiente semana)
₋ Listen! (¡Escucha!) ₋ This/next year (Este/el siguiente año).
₋ Look! (¡Mira!) ₋ This/next summer (Este/el siguiente verano)

¡REALICEMOS LA VALORACIÓN!

Let’s reflect about school. (Reflexionamos sobre las escuelas.)

1980 2022

¡ES HORA DE LA PRODUCCIÓN!

Let’s write in our notebook a text with drawings or pictures about your school using these alternatives (Escribamos en
nuestro cuaderno un texto con dibujos o imágenes de tu colegio usando estas alternativas).

BOOK IN THE SCHOOL COMPUTERS IN CLASS STUDENTS HAVE A BREAKFAST

a) My book is in the school.

COMMUNITY WORK
¡INICIEMOS DESDE LA PRÁCTICA!

3.1. Verbs and short sentences to care environment

Let´s known what do they do for the community. (Conozcamos que hacen ellos por la comunidad)

167

People help in our community and the world. They make things better for you and me. Keep us healthy safe and
clean, coach us, feed us, and teach us things that one day will help us to be. They are a BIG BIG help in our community.
 Educación Secundaria Comunitaria Productiva

Let’s copy the following exercises in your notebook and match with the meaning (Copia los siguientes ejercicios en tu
cuaderno y une con el significado que corresponda)
1. Save animals __c__ a) Reciclar material
2. Use pesticides ____ b) Usa bolsas de plástico
3. Use solar energy____ c) Salvar animales
4. Use plastic bags____ d) Usa pesticidas
5. Recycle material____ e) Usa energía solar.

¡CONTINUEMOS CON LA TEORÍA!

3.2. Giving directions (prepositions of movement)

Let´s learn to ask for and giving directions. (Aprendamos a preguntar y dar ubicaciones)

Let’s read and role play this dialogue in class with your classmate. (Leamos y dramaticemos este diálogo con tu
compañero en clase).
Go straight alone the central avenue, past
the traffic lights; turn right, it is on your
1. Excuse me. Where is the church?
left, next to the bus station.

2. Can you tell me the way to the Isla Del Sol? 1.

Sure, go straight the central avenue, go
along the street, and arrive to the School
Naval. Turn right and take a canoa or boat
3. Excuse me. Is there a kiosk around here? 2. to Isla del Sol.

3. Yes, past the school Naval and there you

4. Excuse me. Where is the Hospital? are. It is on your left.

4. Yes, past de church of Copacabana, turn

right. It is next to the Police Station.
3.3. Prepositions of time: at-in-on
Let´s learn and practice giving directions. (Aprendamos y practiquemos para dar ubicaciones)

PREPOSITIONS OF
ASKING FOR GIVING DIRECTIONS GIVING DIRECTIONS
TIME

AT:
Where is the (nearest)...? Turn left Turn right
¿Dónde está...(más cercano)? Gire a la izquierda Gire a la derecha
₋ night.
168 ₋ 10:30
₋ noon / midday
₋ midnight
Go straight on Go cross the street
Vaya recto Cruce la calle
 Primer Trimestre: Lengua Extranjera

How (can/do) I get to the...?

¿Cómo (se va / puedo llegar / se llega)
a ...
IN:
On the corner Go through
En la esquina Vaya cruzando ₋ the morning
₋ the afternoon
₋ the evening
Is there a... (around / near) here? ₋ February
¿Hay alguna... (por aquí / cerca)?
ON:
Go past the Go up
Pase por delante de Subir ₋ Sunday
₋ Monday
morning
What's the best way to go to the...? ₋ Tuesday
¿Cuál es el mejor camino para ir a...? afternoon

Go down Turn around

Bajar Girar alrededor
Let’s copy the following sentences in your notebook and fill in the blanks below with the correct prepositions of time
IN, AT, ON. (Copiamos en el cuaderno las siguientes oraciones y llenamos en los espacios con la preposición correcta).

a) My brother has a new job. He works _______the evening.

b) We have a picnic _______Saturday afternoon.
c) When is the meeting? Is it ______2:00?
d) Tom's birthday is next week, ___________January 14.
e) My grandfather was born__________the 1950s.
3.4. Means of transport

Means of transportation are vehicles that are used to move people or goods around. There are different means of
transportation. (Los medios de transporte son vehículos que se utilizan para el traslado de personas o mercancías.
Existen diferentes medios de transporte.)

Let’s read the sentences and join with images. Write in your notebook (Leamos las oraciones y enlacemos con las
imágenes, registrandolas en el cuaderno)
They are in train.

They are by bus.

She is by horse.

He is by taxi.

They are by motorbike.

Let’s copy the following chart in your notebook and locate the means of
transportation according to the place in which it travels. (Copia en tu cuaderno
el siguiente cuadro y ubiquemos el medio de transporte de acuerdo al lugar en el 169
que se desplaza.)
WATER LAND AIR
Ship
 Educación Secundaria Comunitaria Productiva

¡REALICEMOS LA VALORACIÓN!

Let’s look at the picture and think about garbage in the streets. (Observemos la imagen y reflexionemos acerca de la
basura en las calles.)

BASURA ORGÁNICA BASURA INORGÁNICA

Let’s answer the following questions in your notebook. (Respondamos las siguientes preguntas en tu cuaderno)

1. Do you see garbage in the streets of your neighborhood? ¿Ves a menudo basura ensuciando las calles de tu barrio?
2. Where do you throw your garbage? ¿Dónde botas tu basura?
3. What do you think about the images above? ¿Qué piensas acerca de las imágenes de arriba? . How do you select trash?

¡ES HORA DE LA PRODUCCIÓN!

Let’s indicate the addresses of the pharmacy and the grocery store that are closest to our home. Then, let’s draw a map
in your notebook, showing the locations of each place. (Indiquemos la dirección de la farmacia y la tienda más cercana
a nuestra casa. Luego, dibuja un mapa en tu cuaderno indicando la ubicación de cada lugar).

THE WEATHER IN BOLIVIA

¡INICIEMOS DESDE LA PRÁCTICA!

Let’s write in your notebook and draw the weather forecast for each department

How is the weather like in Tarija?

How is the weather like in Cobija?

¡CONTINUEMOS CON LA TEORÍA!

1.1. Months of the year. (Los meses del año)

Let´s read, practice the pronunciation and then write in your notebook the months in the correct order. (Leemos y
170 practiquemos la pronunciación y luego escribe en tu cuaderno los meses en el orden correcto)
AUGUST JUNE SEPTEMBER JULY FEBRUARY OCTOBER
APRIL NOVEMBER MARCH MAY DECEMBER JANUARY
 Segundo Trimestre: Lengua Extranjera

1. JANUARY 4. ...................................... 7. ...................................... 10. ......................................

2. ...................................... 5. ...................................... 8. ...................................... 11. ......................................

3. ...................................... 6. ...................................... 9. ...................................... 12. ......................................

In what month do we celebrate these holydays?. Write in your notebook

Glosario
Weather = clima
The carnival Christmas Season = estación
Forecast = pronóstico
Temperature = temperatura
Bolivia’s
Student’s day
independence day

1.2. Seasons and weather conditions (Estaciones y condiciones climáticas)

WINTER SPRING SUMMER AUTUMN

December January March April May June July August September October
February November

Weather conditions, let’s order the letters to discover the hidden word and write in your notebook.

NUSYN DYOULC INRAY ORYMST

YWSON DIYNW TOH LOCD

Let’s copy the following sentences in your notebook and complete the spaces with a season or weather condition.

a) Silvia likes _________________ season she likes rainy days. a) The weather today is ____________.
b) __________________ is the best season to plant trees. b) The weather yesterday was ___________. 171
c) ________________ is the best season to go to Uyuni. c) My favorite weather is _____________.
d) In __________________ I eat ice creams, its hot. d) My best friend’s favorite weather is
____________.
 Educación Secundaria Comunitaria Productiva

1.3. Comparative adjectives (Grammar rules)

Glosario
Find the opposites to these adjectives
and write in your notebook. T W D S I D M W The adjective: It is the word
that determines or qualifies
L M T Q S W E L the noun.
a) Big =____________________
b) Happy =____________________ U D O U I P R I
c) Cold =____________________ C L H I A L I R
d) Noisy =____________________ I I D E W W C U Noticiencia
e) Fast =____________________ To compare two things we use
F M H T O U H R
f) New =____________________ “than” after the adjective, it
g) Poor =___________________ F C E L S O S E means “that”.
h) Easy =____________________ I O S M A L L O
D S E U D D R O

COMPARATIVE ADJECTIVES SPELLING RULES FORM EXAMPLE

One syllable Adj + - er Tall + - er = taller
Two syllable ending in - y -y changes to –i + -er Happy + -er = happier
Two syllables (not ending in -y) more+Adj more+famous =more famous
Three (or more) syllables more+Adj more+beautiful=more beautiful

Let’s copy the following sentences and complete them in the notebook with the comparative form. (Completemos
estas oraciones)

Interesting easy big tall happy new

a) My friend is ________________ than me.

b) History books are ___________________ than Horror books. Noticiencia

c) My TV is ________________ than my computer. COMPARATIVES
They are used to compare two
1.4. Phrasal verbs: clear up, cloud over, warm up, cool down, pelt down or more objects, places, people,
animals.
Become clear or sunny, as of the sky after a period of clouds or fog.
A CLEAR UP
Cuando el Cielo se despeja

For the sky to fill with clouds; [for the sun] to be obscured by clouds.
B CLOUD OVER
Cuando se empieza a nublar
Noticiencia
Literally, to become cooler in temperature.
C COOL DOWN Solo hay dos palabras en
Cuando bajan las temperaturas
inglés que terminan en «-gry»:
To become warmer in temperature. «angry-furioso» y «hungry-
D WARM UP hambriento«.
Cuando el clima está cálido

The rain has been pelting down for almost a week straight!
E PELT DOWN
Cuando la lluvia cae torrencialmente

¡REALICEMOS LA VALORACIÓN!

Let´s answer this question in our notebook.

172
a) Is the weather changing?
b) How is the weather where you live?
c) What do you do to take care of mother nature?
d) What do your community do to take care of mother nature?
 Segundo Trimestre: Lengua Extranjera

¡ES HORA DE LA PRODUCCIÓN!

My weekly weather forecast

Make a chart, predicting or searching the weather forecast for this week
where you live, use drawings too. Explain your ideas with the class.

FOOD
¡INICIEMOS DESDE LA PRÁCTICA!

Let’s look at this typical dish (Miremos este plato típico)

1. What Bolivian typical dish is this?

2. Where is it from?

3. What are its ingredients?

¡CONTINUEMOS CON LA TEORÍA!

2.1. Bolivian food: Healthy food - Junk food (Comida boliviana: Comida saludable - Comida chatarra)

Let´s draw healthy and junk food in our notebook that you can see in your community. (Dibujemos en nuestro cuaderno
comida chatarra y saludable que puedas ver en tu comunidad.

2.2. Countable and uncountable nouns

NOUNS CAN BE… (Los sustantivos pueden ser)

GRAMMAR NOTES
COUNTABLE (contables) UNCOUNTABLE (incontables)
…Los podemos contar. …No los podemos contar
Usamos el artículo indefinido “a” o
Dog, pencil, apple, child Milk, happiness, rice, love
“an” con sustantivos contables en
singular, el significado es “un/una”.
Se pueden escribir en plural.
No tienen forma plural.
Dog/dogs, pencil/pencils, apple/apples ₋ a pear = una pera (word with
Milks, rices
child/children a sound of a consonant).
Usualmente no se escriben con “a/
Pueden acompañarse de “a/an” o un ₋ an apple = una manzana
an” o un número por delante.
número antes del sustantivo. (word with a sound of vowel).
They like rice.
A dog, two children, an apple
I wish you much happiness

Write a “U” for uncountable nouns and a “C” for countable nouns FOR THE NEXT CLASS
(Escribe una “U” para nombres incontables y una “C” para nombres contables.)
Vinegar
Make a list of the aliments that you 173
Salt (sal) U Sugar azucar Bread (pan) C have in your kitchen. Write in your
(vinagre) notebook.
Cookie Cinnamon
Egg (huevo) Oat (avena)
(galleta) (canela)
 Educación Secundaria Comunitaria Productiva

2.3. There is – There are

Draw according to the description
There is There's hay
SINGULAR
On the table there are 3 oranges, there is a
There is not There isn't no hay tomato, there aren’t four bars of chocolate,
there is only one, there are 2 potatoes, there
Is there? ¿hay? is a watermelon, there is a bottle of coke,
finally there’s a birthday cake.

There are hay

PLURAL

There are not There aren't no hay

Are there? ¿hay?

2.4. Use of some and any (Singular and plural nouns)

I have some information for you about flights to parts.

SOME Is generally used in positive sentences
(Positive - uncountable)
I don´t have any information for you about flights to
ANY Is generally in negative sentences
parts.(negative - uncountable)
Let’s copy the following sentences in your notebook and complete the spaces. (Completemos los espacios.)
Use “a”, “some” or “any” and practice the conversation. (Usa “a”, “some” o “any” y practica la conversación.)

Álvaro: Hilda, is there __________ milk left?

Yaritza: Yes, there is __________ in the bottle on the table.
Álvaro: Are there ___________ oranges?
Yaritza: No, there aren’t ________ oranges, sorry. Álvaro, do you have _______ cats?
Álvaro: Yes, I do. I have ________ cat. Yaritza, do you have __________ flowers?
Yaritza: Yes, I have ____________ in my garden.
Cesar: Is there __________ milk left?
Hilda: Yes, there is __________ in the bottle on the table.

2.5. Make a recipe. (Hacer una receta)

Order the instructions to make a recipe of a sandwich, then make your own recipe in your notebook.

Sandwich

¡REALICEMOS LA VALORACIÓN!

Let´s write a list of things to buy at the market in your notebook and then answer the questions too.

1. What food should a pregnant woman consume? (¿Qué comida debería consumir una mujer embarazada?
2. What healthy foods should you consume? (¿Qué comida saludable deberías consumir?

174
¡ES HORA DE LA PRODUCCIÓN!

Let’s make a RECIPE BOOK together, choose typical dishes and desserts of your region with drawings or pictures if it’s
possible choose healthy ingredients.
 Segundo Trimestre: Lengua Extranjera

LIKES AND DISLIKES

¡INICIEMOS DESDE LA PRÁCTICA!

What do these symbols mean? Use them in the pictures below

¡CONTINUEMOS CON LA TEORÍA!

I – YOU – WE - THEY LIKE I LIKE ICE CREAM

AFFIRMATIVE
SHE – HE - IT LIKES SHE LIKES APPLES
I – YOU – WE - THEY Don´tlike I don´t like ice cream
NEGATIVE
SHE – HE - IT Doesn´t like She doesn´t like apples
DO I – YOU – WE - THEY LIKE? Do you like ice cream?
INTERROGATIVE
SHE – HE - IT LIKE? Does she like apples?

Let’s practice this conversation

A: Do you like cartoons? (¿Te gustan las dibujos animados?)

B: Yes, I do, I like them so much. (Si, me gustan mucho)
A: Does your brother like music? (¿A tu hermano le gusta la música?)
B: Yes, He does. His favorite is Folk music. (Si, su favorita es la música folclórica)
A: What kind of movies do you like? (¿Qué clase de películas te gustan?)
B: I like comedy movies. (Me gustan las películas de comedia)

Let’s answer with short answers (Respondamos con respuestas cortas)

Does Luís like spiders? Does Luís like carrots?

Do they like strawberries? Does Belén like cats?
Does Belén like dogs? Do they like chili?
Luís
Do you like oranges? Likes Does Belén like the French fries?
Dislikes

Belén

3.1. Activities in my free time. Copy the following exercise and order it in your notebook (Actividades en
mi tiempo libre. Copia en tu cuaderno los ejercicios y ordenalos)

ORDER DE SENTENCES I like…

₋ Riding a bike = manejar bicicleta
1. Playing / Royer / really / games / enjoys / computer. ₋ Cooking = cocinar 175
2. Edgar / playing / and / cards / Silvia / like. ₋ Watching films = ver películas
3. You / do / dancing / enjoy / ? ₋ Going shopping = ir de compras
₋ Watching tik tok = ver tik tok
 Educación Secundaria Comunitaria Productiva

What do you like doing in your free time? Answer in your notebook

In my free time

I like…………………..…………………………………………..........................

3.2. Adverbs of frequency: Always, sometimes and never, make your own sentences

ALWAYS Siempre I am always on time for school

These words come
before the verbs and SOMETIMES Algunas veces We sometimes watch TV
after the verb to be.
NEVER Nunca They never skip classes

3.3. Do you like…? Would you like…?

Let´s copy the following sentences in your notebook and answer using short answers. (Copia las oraciones en el
cuaderno y respondamos usando respuestas cortas)
a. Do you like playing soccer? __________________________
b. Do you dance salsa? _____________________________
c. Do you eat saice? ______________________________
Let’s practice these conversations (Practiquemos estas conversaciones)

TO OFFER TO INVITE SOMEONE

Hugo: Would you like orange juice? (offer) Dagner: would you like to play volley? (invitation)
Nelly: No thank you. Maydee: No, thank you.
Hugo: Ok. Nelly, do you like grapes? (all the time) Dagner: Would you like to visit Stely?
Nelly: Yes, I love grapes! I´m hungry. Maydee: Sure! Let’s go!
Hugo: What would you like to eat? (offer)
Nelly: A Salteña, please.

Complete with would or do/does. Let's do it in your notebook.

1. ____________ she like dancing? (Would/Do/Does)

2. ____________ you like some apples? (Would/Do)
3. ____________ you like a glass of water? (Would/Do)

¡REALICEMOS LA VALORACIÓN!

Choose like and dislike and discuss. Answer in your notebook

₋ Pink is only for women and blue is for men.

₋ Men don’t have to cry

¡ES HORA DE LA PRODUCCIÓN!

Let´s make a collage about “Equal rights between men and women in my community” describing some situations
that you like or dislike about gender roles in your community. (Haz un collage sobre “Igualdad de derechos entre
hombres y mujeres en mi comunidad” describiendo algunas situaciones que te gustan o no sobre los roles de género en
tu comunidad).
176
 Tercer Trimestre: Lengua Extranjera

CONVIVENCIA INTERCULTURAL A TRAVÉS

DEL USO DE LA TECNOLOGÍA
¡INICIEMOS DESDE LA PRÁCTICA!

1. The hardware and software of the computer

1.1. Collocations for using electronic devices: Scan a document, upload a photo, and print a document
Let´s know about the computer and choose and circle the correct answer. Let's do it in your notebook (Conocemos
sobre la computadora y encerremos la respuesta correcta)

I am Magaly, this is my computer. My Who does give the computer to Magaly?

father gives me on my birthday. I love a) Mother. b) Sister. c) Father.
doing and painting in my computer. 2. Magaly loves _______in the computer.
My brother loves to play games in it. a) Paint. b) Games. c) Internet
A computer is a very useful machine. 3. A computer is a very_________machine.
a) Useless. b) Complex. c) Useful.
4. What does Magaly’s brother love to do in the computer?
a) Watch movies. b) Play games. c) Watch cartoons

¡CONTINUEMOS CON LA TEORÍA!

Let´s copy the drawings of the computer parts in your notebook and identify them writing the number inside de circle.
(Identifiquemos las partes de la computadora y escribamos el número dentro del círculo)

1. DRIVE 2. MONITOR 3. KEYBOARD 4. MOUSE 5. MODEM/ROUTER 6. PRINTER

Sends a network
The principal
An output device A pointing signal to the
input device; Produces
Reads CD/DVD that lets you see device used to computer: used
used to type printed copies of
discs. you work as you make on screen to connect many
instructions into computer output
go. selections. computers to the
the computer.
internet.

1.2. Present continuous tense: Affirmative and negative

Let´s know about present continuous. (Conocemos el presente continuo).
Noticiencia
PRESENT CONTINUOUS PRESENT CONTINUOUS: Present progressive verbs
TENSE SUBJECT + TO BE + VERB + ING + COMPLEMENT En inglés traducimos el
gerundio “-ing” como “-ando”
Se usa para acciones Affirmative I am studying English Yo estoy estudiando inglés “-endo”
Negative I am not playing tennis Yo no estoy jugando tenis Sleeping = durmiendo
temporales y para describir
Interrogative Are you chating in class? ¿estás chateando en clase? Studying = estudiando
lo que ocurre en el momento. Dancing = bailando

SIGNAL WORDS
Signal words are placed at the end of sentences, sometimes they can also be at the beginning of the sentence.(Las
palabras de advertencia se ubican al final de las oraciones, en algunas ocasiones también pueden ir al principio de
la oración). 177
Present progressive
These words indicate that an event happens at the moment in which it is mentioned.(Estas palabras indican que un
evento sucede en el instante en el que se lo menciona)
 Educación Secundaria Comunitaria Productiva

₋ At the moment, At this moment (Por el momento, en este momento)

₋ Now, Right now (Ahora, justo ahora)
₋ Listen! (¡Escucha!)
₋ Look! (¡Mira!)
These words indicate that the event will happen in the near future. (Estas palabras indican que el evento sucederá en
un futuro cercano)
₋ Today (Hoy, hoy día)
₋ Soon, very soon (Pronto, muy pronto)
₋ This/next week (Esta/la siguiente semana)
₋ This/next year (Este/el siguiente año)
₋ This/next summer (Este/el siguiente verano)
Let’s write the -ING form of these verbs. Practice in your notebook (Escribamos la forma -ING de estos verbos, practica
en tu cuaderno).
do Doing play playing dance dancing
study listen work
chat drink Write
sleep go eat
1.3. ING verbs rules - Actions and short sentences
Let’s write the -ING form of the following verbs. Practice in your notebook (Escribamos la forma -ing de los siguientes
verbos. Practica en tu cuaderno).
Speak _________________ Talk _________________ Wear _________________
Live _________________ Watch _________________ Do _________________
Work _________________ Go _________________ Make _________________

1.4. Action verbs (to plug in, to turn on/off, to connect)

Noticiencia
To plug in: conectar To turn on: encender To turn off: apagar To connect: conectar
We need to:
Install the software We return to the Please turn off the Use the USB cable Add “ING” at the end of the
and plug in the house and turn on the television. to connect your verb.
If the verb ends with “e” erase
scanner. radio Android to computer.
that letter and add “ING”.

¡REALICEMOS LA VALORACIÓN!

Let’s prepare a list of homework’s actions to do in this moment in our house. (Preparamos una lista de acciones que
hacemos en nuestra casa)

¡ES HORA DE LA PRODUCCIÓN!

Let’s draw in wallpaper and paste all the technologies that students use actually and tell the class why. (Dibujamos
en un papelografo y pegamos las diferentes tecnologías que los estudiantes utilizan actualmente y socializan ¿Por qué?
en clase).
FEELINGS AND EMOTIONS

¡INICIEMOS DESDE LA PRÁCTICA!

2.1.Knowing my town and important places. (Conocer mi pueblo y lugares importantes)

178 Let´s visit our famous places in Bolivia. (Visitemos nuestros lugares famosos de Bolivia)
Let´s choose and circle the correct answer. Write in your notebook (Encerremos la respuesta correcta. Escribe en tu
cuaderno)
 Tercer Trimestre: Lengua Extranjera

I am Maria; you can pay attention my travelling description:

While visiting Bolivia focus on seeing cities like La Paz or Uyuni. However, if you’re near La
Paz. I suggest visiting these incredible locations of Lake Titicaca and Isla del Sol, which is a
stunning island located on Lake Titicaca and Copacabana.
Now you need to know about traveling to Copacabana and Isla del Sol.
₋ Flew into La Paz to take a bus into Copacabana and stayed there a night to acclimate.
₋ Then took a boat or canoa to Island del Sol on Lake Titicaca for an overnight stay.
₋ Copacabana is a very small town so you can find some local trout.
1. Can Maria know La Paz and Uyuni? 3. Where can you eat something?
a) Yes, she can. a) You can eat in the Isla del Sol.
b) No, he cannot. b) You can eat in local trout.
c) No she cannot. c) You can eat pique macho.

2. What can you see? 4. What can you do to travel Lake Titicaca?
a) You can see the lake Titicaca and Isla del Sol. a) You can fly into La Paz to take a bus.
b) You can see a giraffe. b) You can walk.
c) You can see a Toro Toro mountain. c) You can swim to Copacabana.

¡CONTINUEMOS CON LA TEORÍA!

2.2. Connectors (and, but)

Let’s read the following sentences and interpret the meaning. (Leamos las siguientes oraciones e interpretemos el
significado)

Maria, Joseph and Isabel are playing soccer. Carlos is strong, but now is exited.
Let’s copy the following sentences in your notebook and choose the correct connector. Complete the sentences. (Copia
las siguientes oraciones y elige el conector correcto. Completa las oraciones)

1. I am very hungry, .............. (and/but) the fridge is empty.

2. La Paz ..............(and/but) Cochabamba have a cableway.
3. I think Math is difficult ..............(and/but) I like it.
4. In Oruro ..............(and/but) Potosi, we can eat very delicious food.
5. People in Beni often use boats ..............(and/but) motorcycles as means of transportation.
2.3. Hobbies and Abilities
Let’s read and learn vocabulary for “Feelings and Emotions”. (Leamos y conozcamos vocabulario de “Sentimientos y
emociones).Then let’s match the picture with the correct statements. Do it in your notebook (Relacionemos la imagen
con las afirmaciones correctas. Hazlo en tu cuaderno)
1. Bored = aburrido (a)
1. I am sad because I cannot fly. 2. Cold = frío(a)
a) _______ 3. Hot = caliente
4. Confused = confuso(a)
2. I can finish my homework, so I am happy. 5. Disappointed = decepcionado(a)
b) _______ 6. Tired = cansado (a)
7. Hungry = hambriento (a)
3. I am angry, because now I can’t sing well. 8. Thirsty = sediento (a)
c) _______ 9. Surprised = sorprendido (a)
10. Nervous = nervioso (a)
11. Happy = feliz/ alegre
2.4. Modal verb: CAN (Affirmative, negative, interrogative) 12. Sad = triste
13. Upset = molesto, trastornado
Let’s learn the forms of verb “CAN” in the present tense. (Conozcamos las 14. Excited = emocionado (a) 179
formas del verbo “PODER” en tiempo presente.) 15. Afraid = amedrentado (a)/temeroso(a)
16. Brave = valiente
17. Amused = divertido(a)
 Educación Secundaria Comunitaria Productiva

2.4. Modal verb: CAN (Affirmative, negative, interrogative)

Let’s learn the forms of verb “CAN” in the present tense. (Aprendamos las formas del verbo “PODER” en tiempo
presente.)

CAN/CANNOT (For ability)

Affirmative Negative Yes/No questions Short answers

Yes, you can/No, you

I can cook I cannot/can’t cook Can I cook?
can ́t.

You can dance You cannot/can’t dance Can you dance? Yes, I can/ No, I can ́t.

Yes, he can/ No, he

He can play He cannot/can’t play Can he play?
can ́t.
Yes, she can/ No, she
She can swim She cannot/can’t swim Can she swim?
can ́t.

It can run It cannot/can’t run Can it run? Yes, it can/ No, it can ́t.

Yes, you can/No, you

We can sing We cannot/can’t sing Can we sing?
can ́t.
Yes, we can/ No, we
You can draw You cannot/can’t draw Can you draw?
can ́t.
Yes, they can/ No, they
They can walk They cannot/can’t walk Can they walk?
can ́t.
Let’s complete the following sentences with words in the chart. Do it in your notebook (Completemos las siguientes
oraciones con las palabras de la tabla. Hazlo en tu cuaderno)
1. I can not ................. a car.
2. ............... can write a letter. You drive
3. A chef can .............. a fish. push fry
4. A builder can ................. a wheelbarrow. can ́t
5. Lions .................. read a book.

¡REALICEMOS LA VALORACIÓN!

Let’s copy the following exercises in your notebook, reflect and choose TRUE or FALSE. (Copia los siguientes ejercicios
en tu cuaderno. Reflexionamos y elijamos VERDADERO o FALSO).
1. Pink is only for women and blue is for men. TRUE FALSE
2. Men don’t have to cry. TRUE FALSE
3. Women only cook and take care of the house and men work. TRUE FALSE
4. Women and men have the same rights. TRUE FALSE

¡ES HORA DE LA PRODUCCIÓN!

Let’s make a collage divided in two parts, one for “ABILITIES” and the other for “HOBBIES” about you. (Realizamos un
collage sobre habilidades e intereses acerca de ti).

Escanea el QR

180

Musical instruments and sports

Equipo de redactores de texto de aprendizaje 2do. Año de Educación Secundaria Comunitaria
Productiva.

Primer Trimestre Segundo Trimestre Tercer Trimestre

Ciencias Naturales Ciencias Naturales Ciencias Naturales

Gustavo Pascual Videz Vasquez Gustavo Pascual Videz Vasquez Gustavo Pascual Videz Vasquez
(El Alto - La Paz) (El Alto - La Paz) (El Alto - La Paz)

Ciencias Sociales Ciencias Sociales Ciencias Sociales

IIPP - UPIIP Pamela Choque Escobar Pamela Choque Escobar (Cochabamba)
(Cochabamba)
Comunicación y Lenguajes Comunicación y Lenguajes
Nardy Velasco (Cochabamba) Comunicación y Lenguajes Nardy Velasco (Cochabamba)
Nardy Velasco (Cochabamba)
Lengua Originaria Lengua Originaria
Martha Felisa Clemente Martinez Lengua Originaria Martha Felisa Clemente Martinez
(Chuquisaca) Martha Felisa Clemente Martinez (Chuquisaca)
(Chuquisaca)
Lengua Extranjera Lengua Extranjera
Paola Teresa Calani Noya (Oruro) Lengua Extranjera Paola Teresa Calani Noya (Oruro)
Paola Teresa Calani Noya (Oruro)
Educación Musical Educación Musical
Martin Edwin Charcas Canaviri Educación Musical Elmer Condori Copa
(Cochabamba) Brito David Cari Copa (Santa Cruz)
(Cochabamba)
Educación Fisica y Deportes Educación Fisica y Deportes
Jimmy Gualberto Callisaya Vela Educación Fisica y Deportes Jimmy Gualberto Callisaya Vela
(Cochabamba) Jimmy Gualberto Callisaya Vela (Cochabamba)
(Cochabamba)
Cosmovisiones Filosofía y Cosmovisiones Filosofía y
Psicología Cosmovisiones Filosofía y Psicología
Clary Mabel Montaño Terceros Psicología Alfonso David Rivera Barja (Chuquisaca)
(Cochabamba) Clary Mabel Montaño Terceros
(Cochabamba) Valores Espiritualidades y
Valores Espiritualidades y Religiones
Religiones Valores Espiritualidades y Gilma Margot Suxo Gutierrez (La Paz)
Gilma Margot Suxo Gutierrez (La Paz) Religiones
Gilma Margot Suxo Gutierrez (La Paz) Matemáticas
Matemáticas Candy Brigida Coronel Guachalla
Candy Brigida Coronel Guachalla Matemáticas (La Paz)
(La Paz) Candy Brigida Coronel Guachalla
(La Paz) Técnica Tecnológica
Técnica Tecnológica Ramiro Mendoza Garcia
Ramiro Mendoza Garcia Técnica Tecnológica (Oruro)
(Oruro) Ramiro Mendoza Garcia
(Oruro)

El presente texto es un amplio trabajo colectivo en el que han participado los profesores
mencionados en los créditos, así como diversas instituciones y que, además, recupera pasajes de
los textos de aprendizaje publicados en la anterior gestión, 2022.