ENGLISH

1
High School Level

Student book for curricular transition

 ENGLISH
LE S S O N

https://acortar.link/jeR3jx

ENGLISH

HIGH SCHOOL LEVEL

STUDENT BOOK FOR CURRICULAR TRANSITION

 Equipo técnico MINEDUC

Carla Carolina Carrillo Gortaire

Carolina Elizabeth Pontón Vizueta

Voces y Grabación de Audio

Verónica Vera Albuja
Diego Hernando Coronel Quevedo
Tania Ivonne Proaño Garzón
Bryan Harvey López Oña
Jaime Gabriel Galarza Chiriboga

Diseño y diagramación
Estudios y Construcciones Uleam-EP
Universidad Laica Eloy Alfaro de Manabí

Primera edición 2024

ISBN
978-9942-662-42-2

© Ministerio de Educación
Av. Amazonas N34-451 y Av. Atahualpa
Quito-Ecuador
www.educacion.gob.ec

DISTRIBUCIÓN GRATUITA La reproducción parcial o total de esta publicación,

PROHIBIDA SU VENTA en cualquier forma y por cualquier medio mecánico
o electrónico, está permitida siempre y cuando sea
autorizada por los editores y se cite correctamente
la fuente.
 STUDENT’S
GUIDE
TABLE OF CONTENTS

WORKSHEET 1 WORKSHEET 4
Cultural Celebrations Footprints of the Past: Ancient
Civilizations
WORKSHEET 2
It’s all about movies WORKSHEET 5
Expressing through art images
WORKSHEET 3
The Impact of social media on WORKSHEET 6
personal Well-Being Mastering “th” sound

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What is My first English book?
It is educational curriculum material for
you to use during the teaching-learning
process.

How is it organized?
It is organized through
worksheets that group topics
with various activities to
achieve meaningful learning.
Additionally, this text includes
its own teacher's guide with
recommendations for students
to meet learning objectives.

What am I going to learn?

To apply the acquired skills
in English communication
through various practical,
individual, and group
actions that will be useful
for continuing with my life
project.

How am I going to learn it?

I will learn through various
practices, individual, and group
actions that will be useful to
continue with my life project.
 WORKSHEET 1

COMMUNICATION AND CULTURAL AWARENESS

General objective To nurture cultural competence by immersing
in the exploration of global celebrations and
traditions. Learners will gain insights into diverse
cultures, customs, and beliefs, fostering a profound
appreciation and understanding of worldwide
diversity.
Learning objective Students will be able to identify and describe various
global celebrations and traditions, demonstrating an
increased understanding and appreciation for the
customs, beliefs, and cultural diversity of different
communities worldwide.
Descriptor Understand, compare, and contrast the diversities
that exist both nationally and globally, identifying
the values, rights, and obligations demonstrating
tolerance and respect for all individuals.
Performance indicators Students can accurately identify and name several
global celebrations customs, beliefs, and traditions
from different countries or regions.
They can compare and contrast the similarities
and differences between various celebrations and
traditions, highlighting unique customs and beliefs.
They can effectively communicate their understanding
of global celebrations and traditions to others,
promoting cultural awareness and understanding.

TITLE: CULTURAL CELEBRATIONS

“In this section, we’ll explore celebrations from around the world that include personal, family,
community, national, and religious/cultural festivities. Get ready to dive into diverse celebrations
and traditions!”

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Student’s Guide - Bachillerato 5

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THE FESTIVAL OF COLORS – INDIA

Holi is a Hindu festival that celebrates the arrival of spring and the victory of good over evil. It’s a
time for new beginnings and spreading love. The festival lasts for two days.
On Holi, people of all backgrounds and ages come together to play with colorful powders,
spreading them on each other. The streets come alive with colors, music, water games, and
delicious food.
Holi is not only celebrated in India but also in other countries where there are large Indian
communities, like Suriname, South Africa, and Malaysia. Even in the United Kingdom and the
United States, you can find parties and events to enjoy.
The festival teaches us about the victory of good over evil, showing that faith and devotion can
lead to salvation, open to all who believe.”

CHECK THE PREVIOUS INFORMATION AND COMPLETE THE FOLLOWING

STATEMENTS.

1.-Holi is a Hindu festival that celebrates the arrival of __________ and the victory of good over
evil.

2.- On Holi, people of all backgrounds come together to play with colorful powders, __________
them on each other.

3.-The streets come alive with colors, music, water games, and delicious __________ on Holi.

4.-Holi is celebrated not only in India but also in other countries with large __________ communities.

5.-The festival of Holi teaches us about the triumph of __________ over evil and the role of faith
and devotion in salvation.

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WRITE 3 INTERESTING FACTS ABOUT THE FESTIVAL:

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THANKSGIVING - UNITED STATES

Thanksgiving is a holiday that celebrates the harvest and other blessings of the past year. It is
a time for families and friends to come together and give thanks for all the good things in their
lives.
The first Thanksgiving was celebrated in 1621 by the Pilgrims and the Wampanoag people. It
was a three-day feast that included turkey, corn, and other foods that were abundant in the fall.
The Macy’s Thanksgiving Day Parade is a popular tradition that has been held in New York City
since 1924. It features giant balloons, floats, and performances from Broadway musicals.
Many families watch football games on Thanksgiving Day, and it is also a popular day for
shopping, with many stores offering Black Friday sales.

Student’s Guide - Bachillerato 7

 READ THE FOLLOWING STATES AND CIRCLE TRUE OR FALSE.

1.-Thanksgiving is a holiday that celebrates the harvest and other blessings of the past year.
(True/False)

2.-The first Thanksgiving took place in 1621 and included a three-day feast with turkey, corn,
and other fall foods. (True/False)

3.-The Macy’s Thanksgiving Day Parade has been a tradition in New York City since 1924,
featuring giant balloons, floats, and Broadway musical performances. (True/False)

4.-Many families watch football games on Thanksgiving Day. (True/False)

5.-Thanksgiving is also a popular day for shopping, with many stores offering Black Friday sales.
(True/False)

WRITE 3 INTERESTING FACTS ABOUT THE CELEBRATION:

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DÍA DE MUERTOS - MEXICO
Dia de Muertos is a special celebration
that’s all about life, not death. It’s a time
when families and friends get together
to remember and honor their loved ones
who have passed away. People believe

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that the spirits of the deceased come
back to be with their families during this
time.
A key part of the celebration is creating
‘ofrendas,’ which are like special altars.
Families make these altars in their homes
or at the graves of their loved ones. They decorate them with flowers, candles, food, and other
things to welcome the spirits of the departed.
You might have seen ‘calaveras’ or sugar skulls – they’re those colorful skulls decorated with icing
and other edible stuff. People often give them as gifts or use them to decorate their ofrendas.
Dia de Muertos isn’t just celebrated in Mexico; you can find it in other parts of Latin America and
even in the United States. It’s a time for people of all ages and backgrounds to come together
and celebrate life and the memories of their loved ones.

ANSWER THE FOLLOWING QUESTIONS:

What is the emphasis of Dia de Muertos?

______________________________________________________________________________________

Why do families and friends come together during Dia de Muertos?

______________________________________________________________________________________

What is the belief about the spirits of the deceased during this time?

______________________________________________________________________________________

In addition to Mexico, where else is Dia de Muertos celebrated?

______________________________________________________________________________________

SPEAKING:

Get in small groups and talk about the celebrations you just learned.

Which one is your favorite? What do you like about it?

Discuss with the class and teacher:

What do celebrations teach us about a culture?

Is there any similarity between those celebrations and the ones in our country?

Student’s Guide - Bachillerato 9

 WORKSHEET 2

ORAL COMMUNICATION
General objective Listen to short spoken or audio texts in familiar
contexts, extract and identify main ideas and
details when presented slowly and with visual
support, and use spoken examples as models to
communicate their own needs and information
clearly and simply, employing learned grammatical
structures and effectively using newly acquired
words and expressions during social interactions,
despite occasional errors.
Learning objective Actively listen to short-spoken or audio texts within
familiar contexts and extract main ideas and key
details when presented at a slower pace and with
the support of visual aids. Employ spoken examples
as templates to confidently express their own
needs and relay information clearly and concisely,
using grammatical structures learned in class,
and integrate recently acquired vocabulary and
expressions in their everyday social interactions,
even if occasional errors occur.
Descriptor Understand and recognize spoken language
in diverse forms and model communication
transmitting the desired message while showing
resilience and adaptability in the face of language
challenges.
Performance indicators Recognize and understand the main ideas and key
details when the material is presented at a slower
pace and accompanied by visual aids.
Use familiar vocabulary to extract meaning from
spoken texts.
Extract relevant information from the spoken or
audio texts, identifying and summarizing key points.
Employ spoken examples as models to facilitate
their communication effectively express their needs
and transmit information clearly and concisely.
Apply grammatical structures and vocabulary
they have learned in class when communicating,
demonstrating an understanding of basic grammar
rules and sentence structures.

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 TITLE: IT’S ALL ABOUT MOVIES

Do you like movies?

Malia, Alina, and Will are going to the movies tonight, but they can’t decide which movie to
watch. They’re talking about different movies, and while they talk. Listen and mark the pictures
in the order they talk about them and then choose the name from the word box to label each
poster.

EL 10 LIVES EL REY LEÓN

PRINCIPITO
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WALL-E SPIDER-MAN TOY STORY

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DO YOU LIKE MOVIES?

Malia, Alina, and Will are going to the movies tonight, but they can’t decide which movie to
watch. They’re talking about different movies, and while they talk. Listen and mark the pictures
in the order they talk about them and then choose the name from the word box to label each
poster.

Student’s Guide - Bachillerato 11

 https://n9.cl/hp3nxg
GARFIELD KUNG FU
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LA PELICULA PANDA

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WISH HARRY
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POTTER

SPEAKING

CAN YOU NAME OTHER KINDS OF MOVIES?

Get in small groups and talk about your favorite movies. ¿Can you say what kind of movie it is?
Now, let’s listen to a short story about Sophie and her favorite kind of movies. Write true or
false near each statement.

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 WORKSHEET 3

READING
General objective To develop the ability to effectively comprehend and
analyze straightforward texts related to personal
interests or familiar academic subjects, allowing
individuals to extract specific information, identify
main points, and make informed personal judgments
in response to the text.
Learning objective Students will be able to comprehend and analyze
texts on personal interests or familiar academic
topics, enabling individuals to extract specific
information, recognize key points, and formulate
informed personal evaluations based on the text.
Descriptor Choose and use technological tools and social media
from a healthy balanced perspective respecting
oneself and others with kindness, dignity, and
consideration.
Performance indicators Construct and use graphic organizers, such as
concept maps or diagrams, to visually represent
the structure and content of a text.
Apply graphic organizers effectively to different
types of texts.
Demonstrate the ability to identify and
summarize the main ideas in texts on personal
interests or academic subjects.
Successfully extract specific details and relevant
information from texts to support understanding.
Make inferences and draw conclusions from the
text.
Recognize and highlight key points in the text.
Formulate thoughtful and well-informed
personal evaluations or responses to the text’s
content.
Engage in class discussions or written
assignments, offering insights and assessments
that demonstrate a deep understanding of the
text.
Apply critical thinking skills to assess the
reliability and credibility of the source materials.
Demonstrate an appreciation for ethical
considerations when discussing or evaluating
the text’s content.

Student’s Guide - Bachillerato 13

 TITLE: THE IMPACT OF SOCIAL MEDIA ON PERSONAL WELL-BEING

Social media has become an integral part of our daily

lives, especially for young people. While social media has
many benefits, such as connecting with friends and family,
it can also have negative effects on personal well-being.
Here are some key points related to the impact of social
media on personal well-being:
Positive effects: Some studies have found that social media
use can have positive effects on personal well-being, such
as increasing social connectedness and reducing social
isolation.
Routine social media use can compensate for diminishing
face-to-face social interactions in people’s busy lives.
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Negative effects: Other studies have found that social media

use can have negative effects on personal well-being, such as
increased feelings of anxiety, depression, loneliness, and perceived
inferiority.

Social media can also contribute to cyber bullying, privacy

concerns, and negative impacts on education and mental health.

Mixed effects: Some studies have produced conflicting evidence

concerning the potential effects of social media on individuals’
overall well-being, with some reporting negative outcomes while
others revealing beneficial results.
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Personal factors: The effects of social media on personal well-
being are dependent on personal and psychological characteristics and social circumstances.
For example, individuals who are more susceptible to anxiety or depression may be more
negatively affected by social media use.

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CREATE A GRAPHIC ORGANIZER TO REPRESENT THE EFFECTS OF SOCIAL
MEDIA ON PEOPLE’S WELL-BEING.

1. How does social media affect your daily life? Do you think it has made your life better or
worse in some way? Please explain _____________________________________________________
______________________________________________________________________________________

2. Do you think social media helps people feel more connected or lonely? Can you share any
examples of this? _______________________________________________________________________
______________________________________________________________________________________

3. Do you think people can have mean or hurtful behavior on social media, or problems with
privacy? How do you think these things can make people feel?_______________________________
______________________________________________________________________________________

4. Do you think the way people feel on social media has something to do with the kind of
person they are or how they think? Can you give any examples? ____________________________
______________________________________________________________________________________

5. Why do you think some people say social media is good, and others say it’s not? How can
people deal with the good and bad parts of social media better? _____________________________

______________________________________________________________________________________

Student’s Guide - Bachillerato 15

 How can we find a balance between social media and well-being?

Maintaining a healthy balance of social media use is important for personal well-being,
especially for young people. While social media can have positive effects, such as increasing
social connectedness, it can also have negative effects, such as increased feelings of anxiety,
depression, and loneliness. Here are some tips on how to balance social media use to promote
positive well-being:

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Schedule social media time: Have a purpose for social Follow positive accounts:
Scheduling specific times for media use: Be mindful of why Follow people and accounts
social media use can help you are using social media that have positive messages
ensure that you are present in and what you hope to gain and make your feed an
the moment and not spending from it. Don’t fall down the encouraging place.
too much time on social media. rabbit hole and get lost in
endless scrolling.

Assess your mental state: Be aware of how social media use affects your mental state. If you
are feeling down, anxious, or depressed, it may be time to take a break from social media.

Reflect on your media diet: Reflect on your own media diet and develop individual plans for
healthy media balance that consider both how media contributes productively and unproductively
to your life.

Recognize the emotions that arise:

Recognize the different feelings and
emotions that arise when you engage
in activities that involve digital media.
Some students may need additional
support and practice in recognizing
and interpreting these emotions.

Cultivate healthy habits: Cultivate

healthy habits that balance time
online with in-person connections
and healthy hobbies. Spend time
connecting face-to-face with friends
and family, enjoying hobbies, and
paying attention to work or school.
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AFTER REVIEWING THESE GUIDELINES, DETERMINE THE ACCURACY OF
THE FOLLOWING STATEMENTS BY SELECTING TRUE OR FALSE.

1. Maintaining a healthy balance of social media use is important for personal well-being,
especially for young people.

True or False

2. Scheduling specific times for social media use can help ensure that you are present in the
moment and not spending too much time on social media.

True or False

3. Following people and accounts that have positive messages can help create a more
encouraging social media feed.

True or False

4. Recognizing and interpreting emotions that arise during digital media activities is not
necessary for maintaining a healthy balance.

True or False

5. Spending time connecting face-to-face with friends and family and enjoying hobbies can
help cultivate healthy habits that balance time online.

True or False

IDENTIFYING FAKE NEWS

In today’s digital age, social media has become a primary source
of information for many people. However, not all information on
social media is accurate, and it is essential to recognize fake news
to avoid being misled. Here are some tips for recognizing fake
news:
Check the source of the information and verify that it is a reputable
and reliable source. Be wary of sources that are unfamiliar or have

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a history of spreading false information.
Look for evidence to support the claims made in the article or
post. If there is no evidence or the evidence is weak, it may be fake
news.
Check the date of the article or post to ensure that it is current and not outdated. Fake news
often uses old information to mislead people.
Be skeptical of sensational headlines or stories that seem too good to be true. Fake news often
uses sensational headlines to grab attention.
Use fact-checking websites or tools to verify the accuracy of the information. Fact-checking
websites like Snopes or FactCheck.org can help you determine if the information is true or false.
Be aware of your own biases and how they may affect your perception of the information. Try
to approach the information with an open mind and consider different perspectives.

PROJECT
Find different news and use the tips previously mentioned to identify if they are real or fake.
Present it to the class.

Student’s Guide - Bachillerato 17

 WORKSHEET 4

WRITING
General objective Communicate and structure information by
incorporating factual information and details
at various stages of the writing process using a
diverse set of tools to encourage and enhance
collaboration, learning, and productivity.
Learning objective Students will be able to communicate and
structure information by incorporating factual
details throughout the writing process, utilizing
a wide range of tools to foster collaboration,
learning, and productivity.
Descriptor Analyze the impact of peoples’ history and
its influence on the culture and beliefs while
developing an understanding and tolerance of
cultural differences.
Performance indicators Integrate relevant and accurate factual
information into their written work at various
stages of the writing process.
Write about past situations or historical events.
Demonstrate effective collaboration skills,
including clear communication, task distribution,
and shared responsibility for group writing
projects.

TITLE:

FOOTPRINTS OF THE PAST:

ANCIENT CIVILIZATIONS

Ancient civilizations were the first

settled and stable communities that
became the basis for later states,
nations, and empires. The study
of ancient civilization is concerned
with the earliest segments of the
much broader subject called ancient
history. Here are some important
ancient civilizations:

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18 Student’s Guide - Bachillerato

https://n9.cl/e0vgf https://n9.cl/fxspi4 https://n9.cl/blqlh

Ancient Egypt was a Mesopotamia was a Ancient Greece, originating

civilization that appeared civilization that emerged around 800 BCE, had a
around 3100 BCE and lasted around 4000 BCE and lasted remarkable history spanning
for more than 3,000 years. It for more than 3,000 years. over a millennium. Situated
was in the northeastern region It settled in the region that is in what is now modern-day
of Africa and was known for now Iraq and was known for Greece, it gained renown for
its pyramids, hieroglyphics, its invention of writing, the its contributions to philosophy,
and pharaohs. wheel, and the plow. art, and architectural
achievements.

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Ancient Rome: It appeared Ancient China, emerging The Maya civilization had
around 753 BCE, Ancient Rome approximately in 1600 its beginnings as early as
endured for over a millennium. BCE, left an indelible mark 2000 BCE and maintained
Its geographical location, now over a history spanning a dominant presence in
Italy, was celebrated for its more than 3,000 years in Mesoamerica for over three
advancements in engineering, what we now recognize as millennia until the Spanish
legal systems, and military China. It was recognized for arrival in 1519 AD. Organized
power. seminal inventions like paper, into influential city-states, the
gunpowder, and the compass. Maya’s legacy is celebrated
for its advanced achievements
in written language,
mathematics, art, architecture,
and astronomy.

Student’s Guide - Bachillerato 19

When we talk about the past it is necessary to use the Simple Past tense. It is a verb tense used
to describe an action that took place in the past. It is used to talk about completed actions or
events that happened at a specific time in the past. Here is some information about the structure,
use, and examples of the simple past tense:

Structure:
For regular verbs, the simple past tense is formed by adding “-ed” to the base form of the verb.
For irregular verbs, the simple past tense is formed by changing the verb to its past tense form.
Affirmative:

Subject + Verb in the past form (base form of the verb + ed/d for regular verbs or past tense form
of the irregular verbs)

Negative:
Subject + did not + infinitive without to
Interrogative: Did + subject + infinitive without to

Negative Interrogative:
Did not + subject + infinitive without to
When do we use the simple past tense?
To describe an action that happened at a specific time in the past.
To describe a series of completed actions in the past.
To describe a past habit or state of being.
To describe a past event that happened before another past event.

LET’S APPLY!
Each of the following questions will assess your understanding of when these civilizations
emerged and what they were known for. Let’s embark on a journey through time and history to
see how well you grasp the past!”

1. When did the civilization of Ancient Egypt first appear?

a) 2000 BCE
b) 1000 BCE
c) 3100 BCE
d) 500 CE

2. What is one of the inventions attributed to Ancient Mesopotamia?

a) Pyramids
b) Hieroglyphics
c) Writing
d) Philosophy

3. When did Ancient Greece originate?

a) 2000 BCE
b) 800 BCE
c) 1000 CE
d) 4000 BCE

20 Student’s Guide - Bachillerato

4. In which modern-day country was Ancient Rome located?
a) Greece
b) Iraq
c) China
d) Italy

5. What are some of the inventions attributed to Ancient China?

a) Pyramids and hieroglyphics
b) Legal systems and military power
c) Writing and the wheel
d) Paper, gunpowder, and the compass

6. When did the Maya civilization maintain a dominant presence in Mesoamerica?

a) Until 1000 CE
b) Until 3000 BCE
c) Until the arrival of the Spanish in 1519 AD
d) Until the 4th century BCE

NOW YOU ARE GOING TO WRITE A SENTENCE IN THE PAST USING EACH
ANSWER FROM THE PREVIOUS ACTIVITY.

Ex: Ancient China didn’t invent the writing and the wheel.

1.-________________________________________________________________________________________

2.-______________________________________________________________________________________

3.-______________________________________________________________________________________

4.-______________________________________________________________________________________

5.-______________________________________________________________________________________

6.-______________________________________________________________________________________

Writing using the past: Controlled writing. Use the verbs in the box and change them to past
tense to complete the following information.

Student’s Guide - Bachillerato 21

 THE INCAS

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be x3 begin believe bring build think have appear

The Inca civilization ______ one of the most dominant and advanced civilizations in the Americas

before the arrival of the Europeans. Here are some interesting facts about the Inca civilization:

The Inca Empire, also known as the Incan Empire and the Inka Empire, _______ the largest empire

in pre-Columbian America.

The Inca civilization ________________ in the Peruvian mountains sometime in the early 13th

century. The Spanish _____________ the invasion of the Inca Empire in 1532 and by 1572, the last

Inca state was fully conquered.

The Inca people _______ famous for building amazing things, like Machu Picchu. What’s interesting

is they didn’t use wheels or metal tools to build it.

The Inca religion __________different ideas about gods and nature. They believed in many gods.

The most important one was Inti, who was like the sun. They also ___________ in Viracocha, a

god who made things and was a hero, and Apu Illapu, a god who brought rain.

The Inca people had their own beliefs about gods and nature. They ____________ the sun was

the most important god, and they also believed in a god who created things and a god who

_________________ rain.

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CHALLENGE!
What ancient civilization is the most interesting?

WRITE A SHORT PARAGRAPH ABOUT IT.

USE THE SIMPLE PAST TENSE AND SUMMARIZE THE INFORMATION.
YOU CAN DO IT!

Student’s Guide - Bachillerato 23

 WORKSHEET 5

LANGUAGE THROUGH THE ARTS

General objective Analyze and recognize artistic elements and
within a work of art, and connect these elements
to personal experiences, other artworks, and the
artistic community. Use these connections to
develop personal responses and interpretations
of the artwork.
Learning objective Analyze and identify artistic elements within
various works of art, drawing connections
between these elements and their own
experiences, other artworks, and the broader
artistic community. They will use these
connections to formulate informed and personal
responses and interpretations of the artworks.
Descriptor Compare and contrast the principal messages,
techniques, and resources used in various
forms of artistic expression, along with their
corresponding cultural references, while
contributing to the preservation and promotion
of our national cultural heritage.
Performance indicators Learners can make meaningful connections
between the identified elements in a work of
art and their own experiences, as well as relate
them to other artworks in terms of similarities
and differences.
Students show an ability to consider different
viewpoints and interpretations of the same
artwork, encouraging a more comprehensive
understanding.
Over time, students exhibit improvement in their
ability to analyze and connect artistic elements,
showcasing an evolving understanding of art
and its various contexts.
Students apply the skills acquired in art analysis
and interpretation to create their artwork,
demonstrating an integration of knowledge and
practical application.

24 Student’s Guide - Bachillerato

 TITLE: EXPRESSING THROUGH ART IMAGES

OSWALDO GUAYASAMÍN
Oswaldo Guayasamín is an Ecuadorian artist who was
born on July 6, 1919, in Quito, Ecuador. He came from a
humble background, with a Kichwa father and a Mestiza
mother. He was the oldest of ten siblings. Even as a child,
he loved to draw and was quite talented. His father worked
as a carpenter, and he worked as a taxi and truck driver.
Guayasamín followed his passion for art and attended
the School of Fine Arts in Quito for seven years. He was
excellent in his studies and earned the title of painter and
sculptor in 1941. In 1942, he held his first art exhibition
in Quito, which caused controversy because of his strong
social critique of his artwork.
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https://acortar.link/fx8MX8

Student’s Guide - Bachillerato 25

He received a UNESCO prize for his lifelong commitment to peace. He passed away in 1999,
leaving a significant void in the art world.

Guayasamin’s paintings express the suffering of oppressed people of different contexts, the
hands on his paintings represent the hard work and slavery. He has hundreds of paintings and
all of them represent people´s emotions and suffering.

Art, like paintings, can make us feel things. Artists use colors, shapes, and pictures to show
different emotions. When we look at art, it can remind us of our feelings or tell us a story.

Color and Feelings: Artists use colors to show how they feel. Bright colors can make us happy,
and dark colors can make us sad. Every color has a feeling.

Pictures and Stories: Paintings can tell stories. We can see people, places, and things in
paintings. These pictures help us understand what the artist wants to say.

Faces and Emotions: Sometimes, paintings show faces with different feelings. A smile can show
happiness, and a frown can show sadness. We can look at the faces in paintings to see how they
feel.

Our Feelings: When we look at art, we can think about how it makes us feel. We might remember
our own happy or sad times. Art can be like a mirror for our feelings.

Art is for Everyone: Even if we don’t understand everything about art, we can still enjoy it. Art
is a way for people to talk about feelings and stories, no matter where they come from.
Art is a special way for us to understand and share our feelings, and anyone can enjoy it.

LET’S LEARN SOME EMOTIONS:

https://n9.cl/q8u1u https://n9.cl/cfznh https://n9.cl/4fv0c

Happiness: Bright and Sadness: Cool and muted Surprise: Startling colors,
warm colors, smiling faces, colors, tearful expressions, wide-eyed expressions,
and joyful scenes. and somber settings. and unexpected elements.

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https://n9.cl/ou2ek9 https://n9.cl/hfx5t https://n9.cl/k8m5zd

Anger: Intense and Love: Soft colors, tender Fear: Dark and eerie colors,
fiery colors, aggressive gestures, and intimate distorted shapes, and
brushstrokes, and tense interactions. anxious expressions.
postures.

https://n9.cl/6evnf
https://n9.cl/4nnjf https://n9.cl/v3jil

Hope: Uplifting colors, Peace: Calm and Loneliness: Cold and

open compositions, and harmonious colors, serene desolate colors, solitary
optimistic subjects. landscapes, and tranquil figures, and isolated
scenes. settings.

https://n9.cl/7phfd https://n9.cl/aip8x https://n9.cl/y32dy

Excitement: Vibrant colors, Confusion: Chaotic Disgust: Unpleasant

dynamic compositions, and and abstract elements, colors, distorted forms, and
energetic subjects. overlapping shapes, and repulsive imagery.
disoriented figures.

Student’s Guide - Bachillerato 27

These are just a few examples, and artists use a combination of visual elements and techniques
to evoke these emotions in their paintings. Emotions in art can be deeply personal and subjective,
and different viewers may interpret them in various ways.

What emotions do you experience when viewing Guayasamin’s paintings?

Use the previous vocabulary to explain.

When I see these paintings, I feel

YOU ARE AN ARTIST!

Use your creativity and imagination to draw or paint an image that represents some
strong feeling you have felt. Describe all the emotions represented in your work of art.

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 WORKSHEET 6

PRONUNCIATION
General objective Develop clear and effective English pronunciation
skills, enabling learners to communicate
confidently and be readily understood in both
academic and real-world contexts.
Learning objective Understand and correctly pronounce words with
“th” sound in English to communicate clearly.
Descriptor Recognize and differentiate sounds and letters
for correct spelling and pronunciation while
appreciating the value of clear and precise
communication to understand others.
Performance indicators Recognize words with “th” sounds and
pronounce the sounds correctly.
Write some words just by listening to them.

TITLE: MASTERING “th” SOUND

The “th” sound in English is made with your tongue and your teeth. There are two variations of
the “th” sound: the voiceless “th” (/Ө/) and the voiced “th” (/ð/).

Voiceless “th” (/Ө/):

To produce the voiceless “th” sound (as in words like “think” or “math”), follow these steps:
Place the tip of your tongue against your upper front teeth, almost like you’re sticking your tongue
out just a bit.
Exhale gently, allowing the air to flow between your tongue and your teeth.
This should create a soft, hissing “th” sound, like the sound of air escaping when you blow out a
candle.

I SHE HE
YOU

https://n9.cl/zh4yc

IT

THEY
THEY Student’s Guide - Bachillerato 29
WE
30
both
bath
think/thought
PRACTICE SOME EXAMPLES:

Student’s Guide - Bachillerato

https://n9.cl/va2nz https://n9.cl/i23gv https://n9.cl/9kto1
thin

cloth

truth
https://n9.cl/5aj8c https://n9.cl/8zxk4 https://n9.cl/9qte6
 Math
breath

https://n9.cl/dz8oy https://n9.cl/iqgwt

Earth
https://n9.cl/hpmcd
tooth

North

Student’s Guide - Bachillerato

https://n9.cl/y9al5 https://n9.cl/l7vrnu

31
Voiced “th” (/ð/):

The voiced “th” sound (found in words like “this” or “brother”) is very similar to the voiceless “th,”
but it involves your vocal cords vibrating:
Start by placing your tongue against your upper front teeth, just as you did for the voiceless “th.”
This time, add voice by allowing your vocal cords to vibrate while you maintain the tongue-to-
teeth position.

https://n9.cl/nk7ww

https://n9.cl/fd3lf
this that

https://n9.cl/8wzuq
https://n9.cl/4x3nz

weather father
https://n9.cl/ltkwb

https://n9.cl/yljxfy

mother leather

32 Student’s Guide - Bachillerato