2°

ENGLISH
UNIT

01
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 Competencies
Significant Status of Unit  Escribe diversos tipos de textos en inglés
como lengua extranjera

Situación real: Los estudiantes de 2do año Capabilities

de secundaria regresan después de 2 años a clases  Adecúa el texto en inglés a la situación
presenciales y llevarán un proceso de adaptación y comunicativa.
nuevas expectativas frente a las clases presenciales y el  Organiza y desarrolla las ideas en inglés de
retorno con sus compañeros y docentes en las clases forma coherente y cohesionada.
presenciales.  Utiliza convenciones del lenguaje escrito
Problema: Los estudiantes tienen dificultades para en inglés de forma pertinente.
poder relacionar un vocabulario fluido, y acorde a la  Reflexiona y evalúa la forma, el contenido
terminología de la pandemia, teniendo problemas en y contexto del texto escrito en inglés.
poder realizar textos orales.
Reto solución: Realizo un pequeño teatro con mis Performances
compañeros sobre el retorno a clases y como nos  Adecua el texto que escribe en ingles a la situación
sentimos. comunicativa considerando el tipo textual, algunas
características del género discursivo, el formato, el
soporte y el propósito.
 Produce textos escritos en inglés en torno a un
tema con coherencia, cohesión y fluidez de acuerdo
con su nivel. Los organiza estableciendo relaciones
lógicas y ampliando información de forma
My school life in Covid time pertinente con vocabulario apropiado.
 Emplea convenciones del lenguaje escrito como
recursos ortográficos y gramaticales de mediana
complejidad que le dan claridad y sentido al texto.

Learning experience Evalúa su texto en inglés para mejorarlo
considerando aspectos gramaticales y ortográficos,
y las características de tipos textuales y géneros
discursivos, así como otras convenciones
vinculadas con el lenguaje escrito.

1.- Students make a comparative chart Product

Los estudiantes realizan un cuadro comparativo de
about school supplies before and after los útiles escolares que llevaban al colegio antes y
the pandemic. después de la pandemia.
Thematic Aspects
 Common expression about covid
rules: distance, wash your hand,etc
 Greetings and farewells:
comparative table between formal
and informal ways.
I BIMESTRE

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 MOTIVATIONAL MOMENT

Let’s sing
Zombie
The Cranberries

Another head hangs lowly

Child is slowly taken
And the violence, caused such silence
Who are we mistaken?
But you see, it's not me
It's not my family
In your head, in your head, they are fighting
With their tanks, and their bombs
And their bombs, and their guns
In your head, in your head they are crying
In your head, in your head
Zombie, zombie, zombie-ie-ie
What's in your head, in your head
Zombie, zombie, zombie-ie-ie, oh
Do, do, do, do
Do, do, do, do
Do, do, do, do
Do, do, do, do
Another mother's breaking
Heart is taking over
When the violence causes silence
We must be mistaken
It's the same old theme
Since nineteen-sixteen
In your head, in your head, they're still fighting
With their tanks, and their bombs
And their bombs, and their guns
In your head, in your head, they are dying
In your head, in your head
Zombie, zombie, zombie-ie-ie
What's in your head, in your head
Zombie, zombie, zombie-ie-ie
Oh oh oh oh oh oh oh, ay, oh, ya ya

https://www.youtube.com/watch?v=_X2I9gs39d4

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 EXPERIENCIA DE APRENDIZAJE: Elaboramos cuadro comparativo sobre útiles escolares
antes y después de la pandemia.

Back to my school life

I. Meaningful situation
1: Read the text and answer the following questions.

Good morning, my name is Juan, I am 15 years old and today I start

the school year after two years of the pandemic.
My first class is from my favorite English course, the teacher enters
the class and greets us all with a smile saying: good morning, dear
students, welcome to the English course, my name is Pedro, and
today we will start by calling list each of the students, then we will
welcome each new student that we have this year.
I was nervous and when he called me, I replied: present, dear
professor. and the teacher told me to get up and introduce yourself
to the class and I told him, okay teacher,
hello my name is Juan I am 15 years old I like to watch movies and
play the piano.
the teacher asked for applause for my presentation and said some
questions they have before the class begins, and we all answered
no, teacher, to which a classmate said, teacher, I have a question,
could you come for a moment. And the teacher said: of course.
Later, a student told him, teacher, excuse me, I could go to the
bathroom, and the teacher told him, it's okay, because it's the first
time, I'll leave you, but for the next opportunity, after recess.
At the end of the class, the teacher finished his topic and said that's
all-dear students, today we will not leave homework but let's study
that for the next class we have an exam.
See you soon dear students, have a nice day and a happy weekend.
and we all responded happily, see you later teacher.
Answer the questions in the text:

1. What phrases do you use most in class?

___________________________________________________________________________________________
2. What did Juan do in class and what are his likes?
___________________________________________________________________________________________
3. The teacher left homework, and what indication did he give for the next class?
___________________________________________________________________________________________
4 What other phrases would you include in your day of classes?
___________________________________________________________________________________________

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 II. First Interactive Moment

Make sentences using the most outstanding phrases that the teacher uses in class.

 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.
 _______________________________________________________________________________.

III. Second Interactive Moment

Write the new rules you need to know and follow in your school life in pandemic time.

 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.
 _______________________________________________________________.

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 Different ways to say “HI”

I. Meaningful situation

Watch the video very carefully.

https://www.youtube.com/watch?v=eOWG7zsT19o

Write as many greetings you watch in the video

___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
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___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________
___________________________ ___________________________

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 II. First Interactive Moment

Complete the conversation assuming that you are Pedro.

Juan: Hello Pedro, how are you, after two years we

return to class.
Pedro: ________________________________________
______________________________________________
Juan: I'm fine too, I was in Lima and I was the entire
pandemic there, and you?
Pedro: ________________________________________
______________________________________________
Juan: hey! Pedro, which course would you most like to
study?
Pedro: ________________________________________
______________________________________________
Juan: my favorite course is math, it's time to go to class,
see you later.
Pedro: ________________________________________

III. Second Interactive Moment

Write a conversation in pairs using greetings and farewells, in a context of the return to
face-to-face classes.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

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 IV. PRODUCT
Make a comparative chart about the greetings before and after pandemic using Canva.

YOU ARE THE BEST

PRODUCT EXAMPLE:

Evaluation criteria:
1. Adecua el texto que escribe considerando el formato y el propósito
difícilmente.
2. Produce textos escritos en inglés en torno a un tema con aceptable
coherencia, cohesión y fluidez.
3. Emplea con dificultad recursos ortográficos y gramaticales.
4. Evalúa escasamente el texto en inglés para mejorar la gramática y
características textuales vinculadas al lenguaje escrito.

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 Competencies
 Lee diversos tipos de texto en Inglés como
lengua extranjera

Capabilities
 Obtiene información del texto escrito
My school life in Covid time  Infiere e interpreta información de textos
escritos
 Reflexiona y evalúa la forma, el contenido y
contexto del texto escrito

Learning experience Performances

 Identifica información explicita, relevante y
complementaria distinguiendo detalles dispersos en
el texto que contienen algunos elementos complejos
en su estructura y vocabulario cotidiano, en diversos
tipos de textos escritos en ingles
 Deduce diversas relaciones lógicas (adición,
contraste, secuencia, semejanza diferencia y causa) y
2.- Students make an infographics about jerárquicas (ideas principales y complementarias) en
new rules in the school and in their lives. textos escritos en ingles a partir de información
explicita e implícita. Señala las características de
seres, objetos, lugares y hechos, y el significado de
palabras, frases y expresiones en contexto.
 Explica el tema y el propósito comunicativo.
Distingue lo relevante de lo complementario
vinculando el texto con su experiencia para construir
el sentido del texto escrito en inglés y relacionándolo
con su experiencia y sus conocimientos, y con otros
textos. Opina en ingles de manera oral o escrita sobre
el contenido y organización del texto escrito en
inglés, así como sobre el propósito comunicativo y la
intención del autor a partir de su experiencia y
contexreto.

Product
Los estudiantes realizan una infografía con las nuevas
reglas que se emplearon en el colegio y en su vida
diaria en pandemia.
Thematic Aspects
 Classroom rules: the new normality
 personal pronouns and possesive
adjectives.

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EXPERIENCIA DE APRENDIZAJE: Leemos y realizamos una infografía sobre las nuevas reglas
en la escuela y en nuestras vidas.

My new normality in school

I. Meaningful situation

Watch the video, then read the opinion belong, and say that you agree or not.

https://youtu.be/8xNunzyqlow

A teacher says:
“The application of the covid 19 vaccine is very important and fundamental
for returning to school. This tool is crucial to protect the health of students,
teachers and the entire educational community. As they said in the video,
students need face-to-face education but they have to do it with due
protection so as not to run the risk of infection and hospitalization. As a
teacher, I believe that it is essential that students have an educational
quality, but now it should be prioritized that students are vaccinated and
enjoying good health in order to be certain that they are being protected and
educated with awareness in the face of the current situation of the world.”

My opinion:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________.

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 II. First Interactive Moment

Read the text belong and answer the questions.

Hello, my name is Dr. TV and I am an infectious disease doctor, today we will talk about Covid
19 and everything that happened in these two years.
It all started in 2019 in May in Peru, a rare disease called "covid 19" began, which welcomed
the world society in confinement where people could not go to work, students did not attend
schools, a long period where scientifically little was known what this pandemic was.
Two long years passed when there were changes in society and consequently, many people
became infected with this flu. Sanitary measures immediately came out to avoid massive
contagion.
First, the experimentation of vaccines came out to be able to counteract this disease that
occurred in society, and in various countries, they were applied.
The Peruvian state implemented many regulations such as the mandatory use of most veneers
to be able to go out on the street, it was said that to take care of ourselves we would have to
maintain the social distance of two meters because the cover manifested itself through the
viral load of the people and it was given as a recommendation that people use alcohol to be
able to disinfect their hands.
Today is a different year where people go back to work and students go back to class, where
you try to get back to life before.

1. What is the topic mentioned in the text?

_______________________________________________________________________________________
_______________________________________________________________________________________

2. What are the measures that they mention in the text so as not to be infected

with covid?
_______________________________________________________________________________________
_______________________________________________________________________________________

3. What did you do in the pandemic time?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

4. Tell me, did you get vaccinated against coveting, and why?
_______________________________________________________________________________________
_______________________________________________________________________________________
__

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III. Second Interactive Moment

Read the text belong.

Get Your Vaccine

Why get a vaccine?
 Get a vaccine to protect yourself, your loved ones and your community. Vaccines
are effective at preventing severe illness and death from the coronavirus and the
Delta variant. Get a vaccine booster shot as soon as it is recommended for you to
increase your protection. Vaccines are safe and effective. Medical experts
carefully tested the vaccines among thousands of adults with diverse backgrounds.
Find a vaccine location near you
 COVID-19 vaccines are free and available to anyone who wants one, regardless of
their immigration or health insurance status.
Wear a mask in indoor public places.
 Vaccines will protect you from severe illness and death. After you are fully
vaccinated, wear a mask in indoor public places. You can still be infected and
transmit the virus to others. If you are not vaccinated, get your vaccine, and wear
a mask in indoor public places. Make sure your mask covers your nose and mouth
and secure it under your chin.
Stay 6 feet away from others.
 Inside your home: Avoid close contact with people who are sick. Outside your home:
Remember that some people without symptoms may spread the virus. Stay at least
6 feet (about two arm lengths) from other people.
Avoid crowds and poorly ventilated indoor spaces.
 Avoid crowded places like restaurants, bars, fitness centers, or movie theaters.
Avoid indoor spaces that do not offer fresh air from the outdoors. If indoors,
bring in fresh air by opening windows and doors.
Wash your hands often.
 Wash your hands often with soap and water for at least 20 seconds. If soap and
water are not available, use a hand sanitizer that contains at least 60% alcohol.
Cover all surfaces of your hands and rub them together until they feel dry. Avoid
touching your eyes, nose, and mouth with unwashed hands.
Monitor your health daily.
 Be alert for symptoms: Watch for fever, cough, shortness of breath, or other
symptoms of COVID-19.

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Now, with the information of the text, make a conceptual map.

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 That’s mine and that’s yours

I. Meaningful situation

Personal pronoun Possessive adjective

I My
You Your
He His
He Her
It Its
We Our
they Their

Underline the possessive adjectives in the text, then, create one like the example but with
your information.

Hi Daniel,
My name is John. This is my friend Jason. He's 12. His sister is nine. Their pet is a budgie. His
name is Dickens. Jason and I go to the same school. There are 450 boys and girls in our school.
Jason's form teacher is Mrs. Peterson. She has a pet, too. Her pet is a tortoise. Our form teacher
is Mr. Smith. I like his lessons. He has two dogs. The dogs love to play in his garden. Now I have
a question for you. What is your pet?

Yours,
John

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________.

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 II. First Interactive Moment

Choose the correct answer.

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 III. Second Interactive Moment

Read the text belong and underline the possessive adjectives and personal pronouns.

Hello, everyone! I am Shreya Data, a freshman pursuing BSc. Digital Business and
Innovation at TIU. After completing my first semester in Japan, I returned to my
home country; India in February. It was a great feeling to be at home after 5 months
as I enjoyed my time in Delhi with my family and friends. I was just preparing for
my return to Japan in March, when it was announced that the Spring term will be
held online. This news came as a relief because the COVID-situation in India was
better than Japan, and I wished to stay with my family during the pandemic.
Soon, as the online classes, and the lockdown in India started, it was a bit difficult
to adjust at first due to several reasons, like time difference between India and
Japan for instance. But as I gradually became used to the online platforms, now at
the end of the 4-months long online semester, I can say that I am finally
comfortable to online-learning. Undoubtedly, it was because the efforts of my
professors and the university staff. The quality of the classes barely varied from
offline style. In fact, it had become easier for students to participate in
discussions. The time and efforts invested by the teachers is highly applaudable,
because even though the classes were not offline, we could still connect with
professors through email, for questions and doubts to which, they replied promptly.
Moreover, the university has been so supporting that several services were
modified to help the students in their home country.
However, after staying in India for more than 5 months now, I really miss Japan
and my life there. Although I get to connect with my friends through social media,
but the life and environment in Japan is irreplaceable. Surely, online learning
experience can never be an alternative to the traditional offline way. But
unfortunately, the travel restrictions in Japan and India do not allow me to return
to Japan any time soon, but I really hope that I do!

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 IV. PRODUCT

Make an infographics about new rules in the school and in their lives.

YOU ARE THE BEST

PRODUCT EXAMP LE:

Evaluation criteria:
1. Identifica poca información explicita y relevante en diversos tipos de texto
escritos en inglés.

2. Deduce relaciones lógicas y jerárquicas con dificultad a partir de información

explicita e implícita.
3. Explica y distingue el propósito comunicativo del texto escrito con dificultad.

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 Competencies
 Se comunica oralmente en inglés como lengua
extranjera.

Capabilities
• Obtiene información del texto oral en inglés.
• Infiere e interpreta información del texto oral en
inglés.
• Adecúa, organiza y desarrolla el texto en inglés de
forma coherente y cohesionada
• Utiliza recursos no verbales y paraverbales de forma
estratégica.
• Interactúa estratégicamente en inglés con distintos
interlocutores
My school life in Covid time • Reflexiona y evalúa la forma, el contenido y contexto
del texto oral en inglés

Performances
 Recupera información explicita y relevante
Learning experience seleccionando datos específicos en los textos orales que
escucha en inglés, con vocabulario cotidiano y
pertinente.
 Integra la información cuando es dicha en distintos
momentos.
 Deduce información señalando características de seres,
Objetos, lugares y hechos. Deduce el significado de
3.- We make a small theater with my palabras, frases y expresiones de mediana complejidad
en contexto.
classmates about the return of  Explica el tema y el propósito comunicativo. Distingue
classes and how we feel. lo relevante de lo complementario vinculando el texto
con su experiencia a partir de recursos verbales, no
verbales y para verbales para construir el sentido del
texto oral en inglés.
 Adapta el texto oral a la situación comunicativa
manteniendo el registro y los modos culturales, y
considerando el tipo de texto, el contexto y el propósito.
 Emplea estratégicamente gestos, movimientos
corporales y contacto visual para enfatizar lo que dice.
 Participa en diversas situaciones comunicativas
alternando los roles de hablante y oyente para
preguntar, responder y explicar
 Opina en inglés como hablante y oyente sobre el
contenido y el propósito comunicativo del texto oral,

Product
Los estudiantes realizan un pequeño teatro sobre el
retorno a clases y como ellos se sienten.
Thematic Aspects
 Feelings and moods: description
about my classmates
 New school suplies: Technologies
and Biosafety kid
 Comparative adjectives

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EXPERIENCIA DE APRENDIZAJE: Hacemos un pequeño teatro con mis compañeros sobre el
regreso de clases y cómo nos sentimos.

Technology, an ally

I. Meaningful situation

Read the text, answer the questions and share it with yours classmates

Teachers and all people around the world were

adequate to this time to follow learning.
Parties, traditional festivities, stores,
restaurants, the public center were limited in
quarantine. However, closing all the places
appeared the online store for delivery to protect
the family and us. Everybody has to wear a mask
for prevention. After all the institutions were
affected and closed, some of them like
universities, schools, pedagogical institutions were
forced to change the presently classes for virtual
classes using technology to teach students. The
most affected was the students and teachers in
education where they must use frequently laptop,
computer, or cellphones to take or have classes.
This impact has benefits because help in our life.

How affect the covid 19?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Describe the places that were closed during quarantine?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Was the technology helpful?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

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 II. First Interactive Moment

Work in groups and talk about how technology influent in your quarantine time and
how that helps you in your daily.

Hi Raquel, I use a laptop Hello Jesus, I had a

to take my classes in high smart TV to have my
school, and a cell phone virtual classes and also a
to look for extra computer to be able to
information. do my homework.

III. Second Interactive Moment

Make a comparative table about the good and bad uses of technology, then share in
classes.

TECNOLOGY
GOOD USES BAD USES

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 About my feelings and moods

I. Meaningful situation

Match the terms on the right with their correct translation.

Funny Gracioso
Worried Preocupado
Happy Feliz
Embarrassed Triste
Sick Emocionado
Bored Enojado
Sad Avergonzado
Excited Enfermo
Angry Serio
In Love Nervioso
Bored Enamorado
Aburrido

II. First Interactive Moment

Have a conversation with your classmate about how you felt on your birthday.
Note: use 6 feelings or moods. Then you need to share it in class. You can write it.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.

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 III. Second Interactive Moment

You need to share your quarantine experience using the moods belong.

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 Comparing virtual classes and face-to-face classes

I. Meaningful situation

Watch the video and tell the class your opinion about it using comparative adjectives.

https://youtu.be/II6dOFWyw04

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 II. First Interactive Moment

We debate in class; half of you will defend virtual classes and the other half face-to-face
classes.

Virtual classes are Yes, but they are

better because I more boring because
have more free you are alone in front
time. of your laptop.

VIRTUAL CLASSES FACE-TO-FACE CLASSES

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 III. Second Interactive Moment

Complete the sentences using the correct form of comparative adjective and the word
“than”, then share your answers in class.

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 IV. PRODUCT

I MAKE A SMALL THEATER WITH MY CLASSMATES ABOUT THE

RETURN OF CLASSES AND HOW WE FEEL.

YOU ARE THE BEST

FINAL PRODUCT EXAMPLE

https://www.youtube.com/watch?v=6x7y-4CoVjk

Use the expressions that you find in the video

Evaluation criteria:
1. Solo obtiene poca información en textos orales sencillos en inglés con vocabulario sencillo con
ayuda audiovisual y lenguaje corporal del emisor.
2. Solo infiere escasa información en inglés deduciendo pocas características de personas, objetos,
lugares y hechos, el significado de algunas palabras y frases en un contexto con textos orales
sencillos.
3. Solo expresa oralmente escasas ideas en inglés sobre su adecuándose a su interlocutor y
contexto.
4. Desarrolla ideas sobre un tema sin evitar reiteraciones. Organiza muy pocas ideas estableciendo
relaciones de adición.
5. Desarrolla ideas sobre un tema sin evitar reiteraciones. Organiza muy pocas ideas estableciendo
relaciones de adición.
6. Solo interactúa en escasas situaciones orales con otras personas en inglés formulando y
respondiendo algunas preguntas sencillas con dificultad, utilizando escaso vocabulario sencillo y
presentando problemas de pronunciación.

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