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ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES PLANTEL NAUCALPAN DEPARTAMENTO DE INGLÉS

GUÍA DE EXAMEN EXTRAORDINARIO INGLÉS III 2010 Autores: Virginia Díaz Tapia Jacaranda Jímenez Rentería Hugo Selestino Peréz Cureño Yesenia Rivera Rivera José Luis Valdez Rojas

Responsable: Víctor Chávez Barrón

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UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADES PLANTEL NAUCALPAN DEPARTAMENTO DE INGLÉS

GUÍA PARA EL EXAMEN EXTRAORDINARIO DE INGLÉS III A) INTRODUCCIÓN Objetivo de la guía La guía para la preparación del examen extraordinario de Inglés III, tiene el propósito de presentarte actividades relacionadas con las cuatro habilidades de inglés que se incluyen en el Primer Acercamiento a los Programas de Inglés I y III (PAPI). Estas actividades son similares a las que aparecen en los materiales didácticos utilizados en el curso ordinario. La guía es un recurso didáctico que te proporcionará ayuda práctica en tu preparación para presentar el examen extraordinario. Además encontrarás ejercicios de tipo gramatical que te facilitarán la comprensión de las estructuras que se incluyen en este nivel. Las actividades presentadas están directamente relacionadas con los aprendizajes y por lo tanto con los temas que comprenden este tercer semestre de inglés. Objetivo general del Programa de Inglés III El alumno utilizará y entenderá frases y vocabulario habitual, en forma oral y escrita, para hacer descripciones de su pasado y planes e intercambiar información, tanto académica como cotidiana. Asimismo, comprenderá los puntos principales de textos auténticos breves. Contenidos de la guía La presente guía consta de actividades diversas que incluyen la práctica de las cuatro habilidades de inglés así como de la gramática, además de cuadros explicativos que te ayudarán a entender mejor la temática. Los reactivos son muy similares a los que se presentan en los materiales que se utilizan en el salón de clases. Se incluye un examen modelo similar al cuando presentes tu examen extraordinario y también podrás verificar las respuestas del examen modelo con la hoja diseñada para las mismas. La guía incluye direcciones electrónicas para que practiquen de forma independiente las habilidades auditivas y orales.

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B) INSTRUCCIONES Forma de estudio y resolución de actividades La resolución de las actividades que contiene la presente guía te ayudará a prepararte para resolver con éxito el examen extraordinario de la asignatura de Inglés III. Será necesario que dediques el tiempo suficiente para que, de manera autónoma, estudies los cuadros de información, visites las páginas electrónicas propuestas, comprendas las instrucciones de cada actividad y seas capaz de resolver las actividades. También se incluyen claves de respuesta para que tú mismo revises las actividades resueltas y de esta manera observes tu propio avance. Las actividades que se presentan en esta guía son del tipo de actividades y ejercicios que se trabajan en el curso ordinario, asimismo también serán similares a las que se presentarán en el examen extraordinario que presentaras próximamente. Formato del examen extraordinario El examen extraordinario consta de cinco secciones (reading, writing, listening, speaking y grammar). Incluye entre 3 y 5 ejercicios por habilidad con un máximo de 100 reactivos en total. Programa de Inglés III Unidad 1 Propósito: Al finalizar la unidad, el alumno aplicará aprendizajes de cursos anteriores para comprender/producir textos sencillos orales y escritos en lengua inglesa. Unidad 2 Propósito: Al finalizar esta unidad el alumno podrá describir y entender planes y acuerdos en textos orales y escritos. Unidad 3 Propósito: Comprende y produce textos orales y escritos en pasado para satisfacer propósitos académicos y personales. Unidad 4 Propósito: Narrará experiencias personales y culturales y realizará tareas académicas a partir de la lectura detallada.

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C) SUGERENCIAS DE ACTIVIDADES Las actividades presentadas en cada unidad retoman una actividad de práctica en situación de comunicación y de acuerdo con los contenidos del Primer Acercamiento a los Programas de Inglés I y III (PAPI). Estas actividades son similares a las que se presentan en los materiales que se trabajan en los cursos ordinarios. D) FORMAS DE AUTO-EVALUACION Para que cuentes con un recurso adicional para presentar de forma exitosa tu examen extraordinario, hemos incluido un examen modelo y la clave de respuestas. De esta manera podrás realizar una autoevaluación.

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INDICE

Presentación

1

Aprendizaje I

6

Aprendizaje II

11

Aprendizaje III

13

Aprendizaje IV

16

Aprendizaje V

19

Aprendizaje VI

24

Aprendizaje VII

27

Aprendizaje VIII

33

Aprendizaje IX

33

Aprendizaje X

38

Aprendizaje XI

40

Aprendizaje XII

41

Aprendizaje XIII

44

Aprendizaje XIV

48

Aprendizaje XV

51

Aprendizaje XVI

53

Aprendizaje XVII

57

Examen Modelo

60

Anexos

65

Sección de respuestas

68

Bibliografía

83 5

UNIDAD 1 3er semestre

Aprendizaje 1

Comprende frases y vocabulario habitual sobre temas de interés personal como objetos de su entorno cotidiano.

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I. Look at the pictures and complete the information.

__________ shout

These are my______________.

I have a red

______________.

Next Sunday is my birthday! I want a __________________. 7

II. Label the pictures.

1. __________________

2. ___________________

3. ___________________

4. __________________

5. ___________________

6. ___________________

III.Match the expressions. Write the letter on the blank.

_____ 1. Are you Danny?

A Sorry, I „m too busy.

_____ 2. Do you like soda?

B No, I am Pamela.

_____ 3. How many brothers do you have?

C I love it.

_____ 4. John, this is Jack.

D 2

_____ 5. Where are you from?

E Nice to meet you.

_____ 6. Would you like to go to the movies?

F Italy.

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IV. Order the conversation in the right order, by writing letters A-F. A diet Coke, please.

________

And for your main course?

________

And to drink?

________

Are you ready to order?

________

I think I‟ll start with the soup.

________

I‟ll have the chicken.

________

V. Unscramble the sentences to make a logical conversation. Be careful with capitalization.

1.

me excuse. 1. ______________________________________________________________ B. help

you

I can

?

2. ______________________________________________________________ A. sweater size this larger do have you a in? 3. ______________________________________________________________ B. go here you. 4. ______________________________________________________________ A. you cards accept you credit? 5. ______________________________________________________________ B. cash take we only. 6. ______________________________________________________________

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VI. Complete the sentences with the correct word from the box. an

is

on

play

studying

where

1.

_______________________ do you live?

2.

The pen is ______________ the desk.

3.

They __________________ football on Sundays.

4.

She ___________________ for her test.

5.

There _________________ a car in the garage.

6.

I have _____________ apple in the bag.

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APRENDIZAJE 2 Capta la esencia de avisos y mensajes en contextos que le son familiares. Para desarrollar esta habilidad te sugerimos algunas estrategias con las que puedes comprender avisos, mensajes, noticias, anuncios publicitarios, instrucciones o el contenido un texto en inglés. Una de ellas puede ser la identificación de cognados (palabras .similares en escritura al español), títulos, subtítulos, números e imágenes. Analizando estos aspectos puedes comprender información de manera general y así seguir alguna instrucción o cubrir otra necesidad.

A continuación te presentamos algunos ejercicios que te pueden servir para desarrollar más dicha habilidad. I.

Now read the sentences from 1 to 5 and match them with the correct advertisement

( ) 1. It is possible to swim later in the evening.

( ) 2. This is cheaper because it isn't new.

( ) 3. All our prices are lower for a short time.

( ) 4. You can pay for your journey in a different way if necessary.

( ) 5. If you are 15 or younger, you may win some money.

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If you want to get specific information, you can answer this exercise. II.

Look at the texts and answer exercise 1.

III. Find specific information in the texts. Be careful to copy everything correctly. A Phone number _________________________________ A.

Name of the book ______________________________

B.

Last date to see play ____________________________

C.

Name of guitar player ___________________________

D.

Student ticket price _____________________________

E.

Time of the concert _____________________________

Where to see play ______________________________ H. Price of dictionary _____________________________ F.

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Aprendizaje 3 En este apartado leerás dos diferentes textos en los cuales identificarás la idea principal y contestarás una serie de preguntas con información específica para ellas. Además aprenderás como expresar actividades diarias, así como también hábitos y rutinas. Recordarás los cambios que se realizan en los verbos cuando son utilizados por la tercera persona del singular (she, he, it) al aumentarles el sufijo –s o –es, además el uso de auxiliares como: does, doesn't, do y don't y finalmente el uso de las palabras que requieren información tales como: Who, What, When, Where, Why, Who, Which, How, How often etc., en donde se requiera

Para más información de expresión de actividades diarias, hábitos y rutinas, puedes revisar el appendix no. 1

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I.

Read the following text about Mary, pay attention in the activities that she does and answer the true (T), false (F) questions at the bottom.

Mary’s typical week Mary is Mexican, but she lives in Washington DC because her father is an ambassador since 2008. She does not have any siblings, but she is happy. Mary is 15 years old and always gets up at 6 am, takes a shower, has breakfast and goes to school. Mary is an intelligent girl who wants to become a lawyer; she is in first grade of high school. Her mother‟s name is Linda; she is a teacher and always helps her with homework. Mary goes to school from Monday to Friday. On Saturday, she practices tennis and spinning, after that returns home and does her homework. Every day at 3 o‟clock, Mary‟s family gets together and has lunch. At that time, everybody shares or comments the most outstanding things of the day. Mary usually hangs out with her friends all Sundays afternoon and comes back at 7 pm. She is never late because she prepares everything for her school week.

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1.

Who is Mary? ________________________________________________________________.

2.

Do you do the same things as Mary? ______________________________________________________________.

3.

Does Mary live with her family? ____________________________________________________________.

4.

Why does Mary live in The USA? ______________________________________________________________

5.

What is the main idea of this text? ______________________________________________________________

II. Answer true (T), false (F) the following statements about Mary. 6.

Mary is Mexican, but she lives in The United Sates.

T

F

7.

Mary‟s mother is a lawyer.

T

F

8.

Mary has a brother.

T

F

9.

Mary is 15 years old.

T

F

10.

Mary goes everyday to school.

T

F

11.

Mary‟s father works there since 2008.

T

F

12.

Mary does not like tennis.

T

F

13.

Mary never eats at home during the week.

T

F

14.

Mary enjoys being with her friends.

T

F

15.

Mary wants to become a lawyer.

T

F

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Aprendizaje 4

El alumno realiza intercambios sociales breves, lleva a cabo tareas sencillas y habituales como presentarse a sí mismo y habla de sus actividades cotidianas

OK, ¿estás listo? Bueno iniciemos nuestro despegue hacia el maravilloso mundo del idioma inglés. Como te puedes imaginar, en todo inicio de una conversación sobre todo si acabamos de conocer a una persona, generalmente lo hacemos presentándonos. Posteriormente presentamos a una tercera persona y de esa manera se realiza una interacción social. Parar llevar a cabo lo anterior se recurre a dar datos personales y para ello es muy común encontrar estructuras gramaticales las cuales contengan el verbo “to be” (ser/estar). Es muy importante comprender su uso y estructuración ya que aparece muy frecuentemente en el idioma inglés. En el siguiente cuadro encontrarás sus conjugaciones las cuales te pueden ayudar a comprender como estructurar oraciones con el verbo “to be” al combinarse con los diversos pronombres, o bien, los nombres a los que sustituyen. Se agrega también en la parte inferior del cuadro una pequeña formulita en afirmativo, negativo y pregunta que te facilitará su comprensión. Nota: Se incluyen también sus formas abreviadas. Nota: Aparece un doble pronombre “You” porque recuerda que este puede manejarse tanto en singular con su correspondencia “tú” en español como para plural con su correspondencia “ustedes”.

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1. Now, fill in with the appropriate form of the verb “be”

Hi, I _____ Fergus. I ______ from Edinburg, Scotland. My last name _______ Harrinson. This ______my daughter Theresa. She ________ ten years old. Her brother, my youngest son, ______ five years old. We ______ a happy family. We have a little puppy. It _____ a golden retriever. It _____ only 3 months old. My daughter and my son ______ lovely. I love them.

A continuación se te presenta el siguiente párrafo en el que aparece la rutina diaria de Robinson.

2. Read it and answer the following set of questions. Hi, I‟m Robinson and this is what I do from Monday to Friday. I wake up at 5:30. I stay in bed for 10 more minutes and then I get up. I take a shower from 5:45 to 6:00. I get dressed and then I have breakfast. I leave for school at 6:30. I take my classes from 7:00 to 2:00. I go back home at about 2:15. It takes me around 40 minutes to get to my house. I stay home from 3:00 to 6:00 then I go out to meet my friends. I usually do my homework in the evening. I finally go to bed at 9:00 or 9:30. So this is my day.

1) What time does Robinson wake up? ______________________________

2) What does he do after he gets up? _______________________________

3) What does he do from 7:00 to 2:00? ______________________________

4) How long does it take him from school to his house? ___________________________

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5) Where is he from 3:00 to 6:00? ___________________________

Como te puedes dar cuenta el describir las actividades cotidianas no es tan difícil como se pudiera pensar. Observa el siguiente cuadro en el cual se te indica como estructurar una oración para realizar dicha descripción. En la parte inferior del cuadro se agrega una pequeña formulita en afirmativo, negativo y pregunta la cual te puede ser de bastante ayuda también. Nota: Se toma como ejemplo el verbo “eat” (comer) Nota: Recuerda que el pronombre “You” se maneja tanto para singular como plural, como se te mostró en la parte superior.

3. Write a short text of 50 - 60 words about the different activities you do from Monday to Friday.

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________________________________

Para complementar tu aprendizaje sobre esta tema, visita la página de internet: www.longman.com/topnotch y dirígete a la sección “Unit 8 online activities”. Resuelve los ejercicios que se indican y que están relacionados con las actividades diarias.

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Aprendizaje 5 Describe de manera sencilla su entorno, rutina y apariencia.

Forming the simple present tense  With most verbs, the third person singular form is created simply by adding -S. Clean – she cleans

Speak- speaks

Play - plays

 However, with some verbs, you need to add -es or change the ending a little. Here are the rules: Verbs ending in s, ch, z, x, sh & o add -es Fix - He Fixes

watch – She watches pass – It passes

go – He goes

 Verbs ending in consonant + y Change Y to I, then add –es. Study – she studies

Try – He tries Top Notch Fundamentals.Joan Saslow, Allen Ascher.2006,pp 68

I.

Read the text below, underline verbs with one color and possessives with different color.

I´m Kevin Druken, I´m 17 years old, I´m tall and chubby. I have short curly and blond hair, with blue eyes. I´m down to earth. I live in Canada. Canada is a big county. There are forest, rivers, waterfalls and mountains, everywhere. I have two older brothers, Dave and Andrew and a younger sister Samanta. We live with our parents in Alberta City. Our house is quite big, with a great garden and I have my own room. It´s not very big, but it´s my space. I don´t have pets. In summer time, my brothers and I visit our grandmother who lives in Vancouver. I go to Alberta National School and I´m in the 11th grade. My favorite subject are Science and music, but I don´t like history at all. It‟s boring. I sometimes help out at home; I take out the trash twice a week, make my bed every day, and set the table. In my spare time I like watching American football, hanging out with my friends, listening to music and playing my guitar. I want to become a famous musician one day!. 19

Pronouns I YOU HE SHE IT WE YOU THEY

I.

Possessive adjectives My Your His Her Its Our Your Their

Re-write the text in third person. Change the appropriate pronouns, adjectives and verbs. Check the pronouns and possessive adjectives.

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II. Answer the questions below. Read the text again. 1. 2. 3. 4. 5.

What does Kevin look like? ____________________________ Who does he live with? ____________________________ Does he have his own room? ___________________________ How often does he take out the garbage? ___________________ What does he do in his free time? ________________________

Vocabulary: Appearance Height: Tall Hair: (color) Brown Hair: (length) long Hair: (type) straight Weight: heavy

Medium height Black Medium length wavy chubby/ fat

Short blond Short bold curly Thin/slim

III. Read the descriptions and draw each person. 1. Argelia is medium height. She has long black hair and she wears glasses.

2. Ralph is tall and fat. He has short, straight black hair.

3. Ximena is short and thin. Her hair is long, black and wavy.

4. Frank is medium height and slim. He has short curly brown hair.

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IV. Instructions. Write a paragraph about your family, friends and neighbors using the phrases in the boxes. Choose one of these verbs for each paragraph: like, dislike, love and hate. Going to the movies listening to hip-hop washing clothes writing letters doing homework watching TV surfing in the net playing sports cleaning the house dancing singing

Example: (Your father) My father loves playing sports My cousin__________ My brother‟s girlfriend______________ I_____________________ MY neighbor ____________ _____________________ _____________________ _____________________

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UNIDAD 2 Propósito: al finalizar esta unidad el alumno podrá describir y entender planes y acuerdos en textos orales y escritos.

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Aprendizaje 6 El alumno describe de manera sencilla una variedad de temas que sean de su interés; planea y realiza acciones futuras.

Continuemos en nuestro viaje hacia el conocimiento y dominio del idioma inglés. Como te has dado cuenta el aprendizaje de esta lengua se puede facilitar bastante únicamente con seguir de manera adecuada las indicaciones y explicaciones que se te dan; pero lo más importante es poner a trabajar ese aprendizaje y realizar tareas con él para que se convierta en algo significativo para ti. Ahora dirijamos nuestra atención hacia como poder describir actividades a realizar en un futuro. Antes que todo presta atención a la composición gramatical de ésta y responde a la siguiente actividad. FUTURE

Affirmative

Negative

Interrogative

I am going to eat

I am not going to eat

You are going to eat

You are not going to Are you ...? eat Is he ...? He is not going to eat Is she ...? She is not going to eat Is it ...? It is going not to eat Are we ...? We are not going to Are they ...? eat

He is going to eat She is going to eat It is going to eat We are going to eat They are going to eat

Am I ...?

Short Answers Yes, I am./ No, I´m not Yes, you are/No, you aren´t Yes, he is/No, he isn´t Yes she is/No, she isn´t Yes, it is/No, it isn´t Yes, we are/No, we aren´t Yes, they are/No, they aren´t

They are not going to eat

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I. Use the information contained in the above chart, and fill in the gaps with the correct form of “be going to” and put the next verbs in their correct space.

[organize, take, move, attend, study]

1.- Peter _____________________ to Miami next year.

2.- I ____________________ for my exam. I have to pass it.

3.- My brothers ____________________ a party in two weeks.

4.- _____ you _______________ the class tomorrow?

5.- We ___________________ vacation this Summer because my father had the house repaired.

Como te diste cuenta esta estructura gramatical te va a servir para describir acciones o actividades a realizar en un fututo siempre y cuando hayan sido planeadas previamente. Ten siempre en mente que la forma del verbo “be” dentro de la expresión se va a modificar según el sujeto que se esté empleando en la oración. A continuación realiza el siguiente ejercicio en los consecutivos extractos de canciones. Nota: En ocasiones en la práctica la regla gramatical no se aplica tal cual, un ejemplo de esto lo encontraras en los fragmentos de algunas canciones que a continuación se incluyen en la guía para que resuelvas un ejercicio. En el caso del futuro con “be going to” algunos nativo hablantes del idioma inglés lo descomponen y lo contraen a modo de hacerlo más práctico y rápido de pronunciar, es decir en lugar de decir “going to” dicen “gonna” y omiten la preposición “to”.

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II. Write a short text, in which you describe the different activities you plan to do for the next week.

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ____________________________________

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Aprendizaje 7 Identifica las ideas principales de textos de interés académico y general.

Elementos de un párrafo Tema: De lo que trata el texto Idea principal: Lo más importante que se dice sobre el tema y por lo general está en la primera oración del párrafo pero no siempre. En ocasiones puede presentarse como una definición o pregunta. La identificación de las ideas principales en un texto es de gran utilidad ya que permiten:  Saber de qué trata un texto  Organizar el materia de la lectura  Tomar notas Ideas de apoyo: Información que amplía, refuerza, explica a la idea principal.

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I.

Look at this advertisement and read the information.

The secret of success

Top ten Secrets of Success -for just $ 19.99

How to be more successful -let Max Power change “Be nice to people on your way up because you meet them on your way down.” Jimmy Durante

Be the best! Seven Steps to Success 28

“Succes usually comes to those who are too busy to be looking for it.” Henry David Thoreau

Lots of people want success. Lots of people say they have the answer. But what exactly the secret of success is? Think about it II.

What does “success” mean to you? From the list, choose the three most important aspects.

Success is … a. _____ having a lot of Money. b. _____ enjoying your work. c. _____ living in a big house. d. _____ being famous.

e. _____ having a lot of friends. f. _____ being powerful. g. _____ being free to do what you want. h._____ having a good family life.

Vocabulary skills: Guessing meaning from context III.

Read this text. Check ( ) the correct meaning of each word in italics. Use your dictionary. Do you have what it takes to be a success? Think about your 1. dream - the job you want, where you want to live, how you See your life. Close your eyes. Try to see these things. Ask yourself Am I 2. prepared to work hard? Do I have enough commitment? When I have a problem, will I 3. give up? Or am I determined? Do I really want a 4. challenge? This won´t be easy. Can I learn from my 5. mistakes? Or will I make the same mistakes again? Am I 6. determined enough to succeed? Or, will I give up easily? Do I believe I can 7. achieve what I want? Will I work hard enough? 1. 2. 3. 4. 5. 6. 7.

a. _____ home a. _____ able a. _____ quit a. _____ family a._____ errors a. _____ happy a. _____ ask for

b. _____ health b. _____ willing b. _____ become sad b. _____ vacation b. _____ friends b. ______ strong b. ______ get

c. _____ goal c. _____ free c. _____ take a rest c. _____ difficult task c. _____ studies c. _____ lucky c. _____ buy 29

IV.

Read the text. Were your ideas correct?

Three steps to success She had no job. She was a single mother, living in a small apartment with her baby daughter. Life was hard. Now, she is a great success. Children and adults buy her books all over the world – in thirty languages. It seems her books win awards and break records almost every day. Who is she? J.K. Rowling – the woman who wrote the Harry Potter stories. What is the secret of her success? Rowling says she wrote “Harry Potter and the Philosopher´s Stone” because she wanted a challenge. She wanted to achieve something special. She likes writing. In fact, she wrote her first book (called “Rabbit”) when she was six years old. Perhaps this is the first reason for her success – she chose to do something that she enjoyed. STEP 1: Do something that you enjoy. But how did she become such great success? Well, in 1992, Rowling left her job in England and went to Portugal. She moved to Portugal to have more time to do what she loved most – write. She worked as an English teacher. She used her free time in the mornings to write “Harry Potter and the Philosopher´s Stone.”

STEP 2: Follow your dream. She married, but later divorced. She returned home to the U.K. with her baby daughter Jessica. She lived in Edinburgh in Scotland. She lived in a very small, cold apartment. Life as a single mother was hard, but she was determined to finish writing “Harry Potter and the Philosopher´s Stone.” She wrote mostly in cafés and while her daughter was asleep. She had no Money for a computer or typewriter – she used a pen and paper. When thing became difficult, she didn´t forget her goal, and she didn´t stop working.

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STEP 3: Never give up. The road to success was hard for Rowling, but eventually she succeeded. Her advice to people who want success is simple: Try your best. If you really want to succeed, then you will. Be prepared to make mistakes – learn from them. You have to be strong, and never give up. Sounds simple, doesn´t it?

Understanding the text V.

Read these questions and write your answers.

a. Why did Rowling write “Harry Potter and the Philosopher´s Stone? _______________________________________________________________________ b. What was the title of the first book she wrote? ________________________________________________________________________ c. How many languages are the Harry Potter books available in? _______________________________________________________________________ d. What is the name of her daughter? _______________________________________________________________________ e. What are the three steps to her success? _______________________________________________________________________

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a. b. c. d. e.

VI. _______ _______ _______ _______ _______ VII.

Put these events in J.K. Rowling´s life in order. She lived in Edinburgh. She got married. She got divorced. She worked in Portugal. She left her job in England. This text contains five mistakes. Circle them. Then re-write the text correctly.

The American writer J.K. Rowling wrote her first book, “Rabbit,” at the age of five. She began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a French teacher. When she left Portugal, she lived in London. She continued to write “Harry Potter and the Philosopher´s Stone” while looking after her daughter Jennifer. Now, she is a worldwide success. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

32

Aprendizaje 8,9 El alumno(a) escribe oraciones para pedir y dar consejos, expresar obligación y prohibición.

Modals should, must, have to, and imperatives

Explicación

Ejemplos

En oraciones afirmativas , negativas y Should

preguntas, should se usa para dar

You should see a doctor.

consejo. La contracción de should not es:

You shouldn‟t eat so much.

shouldn’t.

What should I do?

En oraciones afirmativas , negativas y

Have to

preguntas, have to se usa para expresar

I have to go to school every day.

obligación personal

She has to make the bed.

En afirmación se usa have to con I, you,

They don‟t have to work

we, and they. Usa has to con he, she and

tomorrow.

it.

He doesn‟t have to wash the

En negación se usa don’t have to con I,

dishes.

you, we, and they. Usa doesn’t have to con he, she and it. En afirmaciones, negaciones y preguntas, must se usa para expresar obligaciones Must

legales. Mustforma la contracción con not: mustn’t.

Imperatives

You must bring your passport to the airport. You mustn‟t drink and drive. Must I take a test to get a driver‟s license?

Se usa en oraciones negativas para

Don´t fight!

expresar prohibiciones.

Don‟t talk during the exam!

Usa don’t.

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I. Look at the pictures and write an advice. Use should / shouldn’t and the information in the box.

(He) wants to lose weight. eat sabritas swim

eat fruit and vegetables

do exercise drink soda

1. He _______________________________________. 2. He _______________________________________. 3. He _______________________________________. 4. He________________________________________ 5. He _______________________________________ II. Look at the pictures and write the rules. Use must / mustn’t and the information in parentheses.

1. You _______________________________________. (wear your seatbelt)

2. You _______________________________________. (park here)

3. Citizens____________________________________.(pay taxes)

4. It´s an easy topic, you _______________________. (study)

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5.people ______________________.(show respect to others)

III. Look at the pictures and write the prohibitions. Use imperatives and the information in parentheses.

1. _______________________________________ (litter)

2. _______________________________________ (smoke) IV. Look at the pictures and write the obligations. Use have to / has to / don’t have to / doesn’t have to and the information in parentheses.

1. He _______________________________________. (clean the house)

2. He _______________________________________.(not / cook)

3. I _______________________________________. (do homework)

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V. Read the following sentences and circle the correct option according to the situation 1. I have a terrible headache, what _______________ I do? a)should

b)have to

c)mustn‟t

d)don´t

2. _______________ do that! It‟s dangerous. a)Should

c)Don‟t

b)Must

d)Have to

3. You _______________ talk on the phone when you drive, that‟s the law. a)shouldn‟t

b)mustn‟t

d)haven‟t

c)don´t

4. I think you _______________ eat fruits and vegetables If you want to lose weight. a)have to

b)mustn‟t

c)shouldn‟t

d)should

5. People _______________ shout in a library. a)mustn‟t

b)should

c)have to

d)must

6. _______________ jump on the bed! You can get hurt. a)doesn‟t

b)mustn‟t

c)don‟t

d)shouldn‟t

7. She _______________ to clean up her room. a)has

b)don‟t have

c)have to

d)has to

8. If she has problems with the subject she _______________ talk to the teacher. a)mustn‟t

b)has

c)should

d)doesn‟t

9. Do you _______________ wear a uniform in CCH? a)don‟t

b)should

c)must

d)have to

10. Does Manuel _______________ do a lot of homework today? a)have to

b)must

c)should

d)has to

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UNIDAD 3 Propósito: comprende y produce textos orales y escritos en pasado para satisfacer propósitos académicos y personales.

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Aprendizaje 10 El alumno describe experiencias académicas y personales pasadas. Ver anexo 2

I. Read the text and answer the following questions.

1. Who wrote the e-mail? _________________________________________________________ 2. How was Beth‟s week? _________________________________________________________ 3. What does she do every morning? _________________________________________________________ 4. How long did she swim? _________________________________________________________ 5. When did she go bike riding? _________________________________________________________

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II. Put the conversation in order. Write letters A-F on the blank.

Are you looking for anything special?

________

Do you like gardening?

________

Yes, I‟m crazy about it.

________

I‟d like some gardening magazines.

________

I‟m just browsing.

________

What are you up to?

________

III.Write an e-mail to your best friend and describe your last vacation. You can star saying. Hello….., I want to tell you about my last vacation in……, Last summer I went to……….. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ________________________________________________________________________. IV. Make questions for the following answers. 1 .__________________________________________________? Yes, I did my homework. 2. __________________________________________________? I was born on July 7th 1992. 3. __________________________________________________? No, I wasn´t at home. 4. __________________________________________________? I paid with a credit card. 5. __________________________________________________? Yes, she bought some bananas. 39

Aprendizaje 11 Comprende, en términos generales, discursos orales, sencillos y breves sobre temas cotidianos, con pronunciación clara.

I.

In the follow web page you will find some easy conversations, and then you will answer some questions.

a) Just click on Listening practice. http://esl.about.com/od/beginningenglish/u/start.htm#s10 II. Go to the following web page http://www.saberingles.com.ar/listening/index.html a) Choose “listening” from the list. b) Choose the level: easy, medium, difficult. c) Choose a video, topic or song d) Check your answers and listen again to practice your pronunciation. PRÁCTICA - EJERCICIOS - SPEAKING - LISTENING - WRITING - LECTURAS - CUENTOS - JUEGOS - VIDEOS III. If you want to practice more. Go to the net web page: http://www.learnenglishfeelgood.com/eslvideo/index.html You will find some: clips from movies comedy trailers

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APRENDIZAJE 12

La escritura es una de las habilidades que generalmente se desarrolla primero, reconociendo y produciendo palabras, luego frases, oraciones, párrafos y hasta un texto. A través de esta habilidad puedes narrar historias, relatos, películas, un programa de televisión o actividades cotidianas. A continuación te presentamos ejercicios en los que unirás palabras para formar frases, oraciones y después un párrafo.

I.

Match the verbs with the nouns and phrases, and write the expressions in the picture. Note: more than one combination is possible.

II. Now make sentences according to the pictures.

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EXAMPLE

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III. Write a short paragraph using some of these pictures to describe the activities that your mother does in a week.

You can start with these words.

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APRENDIZAJE 13 Lee textos auténticos de temas de interés; localiza información específica, para satisfacer necesidades académicas y personales.

Como tú bien sabes, una habilidad muy importante hacia el dominio de una lengua además de la producción oral, la producción escrita y la comprensión auditiva es la comprensión lectora. Esta última nos permite comprender al emisor o escritor mediante palabras escritas. Para ello es básico contar con ciertas estrategias para poder comprender un texto y poder realizar diversas tareas tanto de índole personal como académico. Más importante aun es el hecho de poder leer textos auténticos y que sean de interés para el lector ya que ello aumenta bastante la motivación y la curiosidad por intentar comprender lo que expresa determinado texto. Una vía muy útil hacia la comprensión del texto es mediante la identificación de la idea principal, la cual generalmente se encuentra al inicio de cada párrafo. Para poder llegar a la localización de tal idea te puedes apoyar en las palabras que se parecen al español y que son mejor conocidas como cognados. Estos te serán de mucha utilidad para extraer la idea general del texto. A continuación se te presenta como ejemplo el primer párrafo extraído de un texto con el cual posteriormente trabajaras. En dicho párrafo aparecerán subrayados algunos cognados así como la idea principal en cursivas. Adolescence (lat. Adolescere = (to grow) is a transitional stage of physical and mental development that occurs between childhood and adulthood. This transition involves biological, social, and psychological changes, though the biological and physiological ones are the easiest to measure objectively. Historically, puberty has been heavily associated with teenagers and the onset of adolescent development. In recent years, however, the start of puberty has seen an increase in preadolescence and extension beyond the teenage years, making adolescence less simple to discern.

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A través de este conjunto de palabras puedes llegar a la comprensión de algunas otras de origen anglosajón que sean desconocidas por ti; las mismas que pueden ser de suma importancia para el entendimiento del texto. Mediante el empleo de esta herramienta (cognados) te será más sencillo identificar las ideas principales en un texto y como consecuencia su comprensión.

I.

As a closing activity, identify one main idea for each one of the paragraphs that compose the text. Read carefully the third paragraph because it is the largest. Remember, the most important information answers questions (what?, who?, where?)

Paragraph 2 (main idea)

________________________________________________________________________________ ________________________________________________________________________________ _________________________________________________________________________

Paragraph 3 (main idea)

________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________

Paragraph 4 (main idea)

________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________________

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UNIDAD 4 Propósito: narrará experiencias personales y culturales y realizará tareas académicas a partir de la lectura detallada.

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Aprendizaje 14

Para realizar la descripción de algo o alguien es indispensable el uso de adjetivos calificativos los cuales van a designar tamaño, origen, color, material, etc. Recuerda que en inglés los descriptores siempre se ponen antes de la palabra u objeto al cual describen a menos que apenas se vayan a introducir.

A big Siberian tiger

A tender kitten

A medium t-shirt jacket

A Mexican blouse

Intelligent dolphins

A large blue

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Tall girls

A beautiful woman

A happy baby

Como te diste cuenta para indicar una característica es esencial contra con palabras que cumplan esta función. En el idioma inglés cuando se quiere o intenta comparar algo o alguien con otra cosa o persona los adjetivos cumplen un papel relevante. Para llevar a cabo una comparación se emplean adjetivos manejados como comparativos. Para formar un comparativo al adjetivo se le agrega la terminación “er” si se trata de adjetivos de una o dos silabas o bien se le antepone la palabra “more”, ojo, sin la terminación “er” si se trata de un adjetivo de más de dos silabas.

Observa el siguiente cuadro de ejemplos: Adjective cheap nice big small pretty happy furious beautiful good bad

Comparative Cheaper Nicer Bigger Smaller Prettier Happier more furious more beautiful Better Worse

Nota: A estos dos últimos (good y bad) se les conoce como adjetivos irregulares.

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I. Complete the following exercise of comparatives.

Adjective 1) 2)

fast intelligent

Comparative _____________ _____________

3)

lazy

_____________

4)

tall

_____________

5)

handsome

_____________

Presta atención a las siguientes construcciones gramaticales: Subject + be + adjective(er) + than + noun or pronoun. Subject + be + more + adjective + than + pronoun.

II. Now complete these conversations.

1.- A: Which dress is ________________ (pretty), the yellow one or the green one? B: Well, the green one is silk. And silk is _______________ (expensive) polyester. 2.- A: I think a leopard is _______________ (furious) a lion. B: Yes, I agree with you but remember that a lion is ________________ (big) a leopard. 3.- A: Is your brother _______________ (old) your sister? B: No, he is _________________ (young) her. 4.- A: Look at these tennis shoes! They are ________________ (good) those ones. B: I prefer the leather ones. They are _______________ (stylish) the black ones.

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Aprendizaje 15 Escribe párrafos breves utilizando conectores

You can find some examples of linking words in the next chart: Linking word And

Explanation Links two ideas that are related.

Examples I like reading. + I like dancing. I like reading and dancing.

So

Gives a result.

But

Links a positive and a negative idea.

I was very tired.+ I went to bed. I was very tired so I went to bed. I like swimming. + I don‟t like running. I like swimming but I don´t like running. I went to the party.+ I wanted to see Mary. I went to the party because I wanted to see Mary.

Because

Gives a reason.

I. Complete the following sentences use and, so, but or because. 1. She wants to go to the movies, ___________ I don‟t like that movie. 2. My wife plays poker ___________ likes badmington. 3. I can‟t sleep, ___________ I‟m going to drink a glass of milk. 4. She went to the disco, ___________ she didn‟t dance. 5. I‟m studying English ___________ I love languages. 6. She danced a little ___________ talked to her friends. 7. He doesn‟t play the guitar, ___________he plays the drums. 8. He is sad ___________ his dog died. 9. She didn‟t invite me, ___________ I didn‟t go to her birthday party. 10. She can draw well, ___________ she can‟t cook.

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II. Imagine that you went to the movies and your friends want to know, what the story was about. Write the story by using linking words (and, so, but, because) _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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Aprendizaje 16 Organizadores gráficos. Los organizadores gráficos son técnicas activas de aprendizaje por las que se representan los conceptos en esquemas visuales. Son herramientas muy importantes que pueden ser usados dentro del proceso de aprendizaje. Los organizadores gráficos forman esquemas visuales de información y permiten que la mente “vea” patrones y relaciones. Los siguientes son dos ejemplos de organizadores gráficos.  Mapas Conceptuales. Son una representación gráfica organizada y jerarquizada de la información. Están formados por conceptos, proposiciones y palabras de enlace. Características de los mapas conceptuales. Los conceptos se jerarquizan, los más generales van en la parte superior y los ejemplos en la parte inferior del gráfico. El mapa debe contener sólo la información más importante. Los conceptos se encierran en elipses o recuadros, se usan líneas o flechas para unirlos y se utilizan palabras de enlace. Las proposiciones son dos o más conceptos unidos por palabras de enlace. Cómo construir un mapa conceptual. 1. Identificar y subrayar las palabras clave que representen las ideas principales del texto. 2. Hacer una lista de los conceptos a manera de inventario. 3. Seleccionar por niveles de inclusividad los conceptos y clasificarlos. 4. Escribir el tema en la parte superior y encerrarlo en un óvalo o recuadro. 5. Escribir las palabras de enlace entre el tema y los siguientes conceptos. 6. Unir con líneas o flechas los conceptos.

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Consists of

Cómo puedes observar en el mapa conceptual, la fotosíntesis es el tema y se escribe en el nivel superior; consiste en; son las palabras de enlace. Los conceptos: Reacciones que dependen de la luz, y reacciones que no dependen de la luz, están unidos por flechas y éstos se encuentran en el mismo nivel, es decir existe una jerarquía.

I. Read the following text. Then work on a graphic organizer.Follow instructions listed above, "how to build a conceptual map" Different types of music. Music is a form of art. Edgard Varese defined it as "organized sound". Music expresses our feelings as well emotions in a melodious and pleasant way. Is there anybody who doesn‟t like this form of art? Read on to know the various types of music. Different types of music help in soothing one‟s disturbed soul, in the growth of concentration and also enliven us to live life to the fullest. There are varied genres of music as people have different tastes. For e.g., classical music, rock, jazz, metal, rap, folk etc. But the objective remains the same. The aim of all music is to touch the core of the heart and thus music can be called an expression of our heart‟s saying. To understand and know about different genres of music, let us have a look at the following genres.

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Different Music Genres Classical Music: Classical music is a complex form of music as it requires high musical skills, like learning the ragas and ability to coordinate with other musicians. One has to maintain the complex relationship between its emotional flows. If you wish to learn this music, then you have to go through proper training. Rock Music: This music genre was originated in the rock and roll era of 1950s. The vocals are accompanied by guitar, drum and bass. Certain rock groups also use piano, synthesizer, saxophone, flute, mandolin and sitar for a deeper effect. This type of music has several sub genres, such as hard rock, progressive rock and metal rock. All these types of rock music are popular till date. Metal Music: Metal music emerged after the Second World War. Here the melody of the song is heavily influenced by the structure of the songs. While in rock music, songwriting is based within a form; in metal music, the central melody decides the structure of the song. It is also known as „information music‟.

Hip-hop Music: Hip-hop music always includes the use of instruments such as guitar, violin, fiddle, piano, bass and drums. In these types of music, the bass is the main instrument. This can be used in different intensities to emote feelings of anger, pride and others. This type of music is the result of hip-hop culture and is known as hip-hop music. This music shows a heavy influence of Jamaican music. The roots of the music are found in African American and West African music. It was first played by a group of traveling singers and poets of West Africa. Wedding Ceremony Music: Wedding music is used in the ceremonies. These can be classical and modern, according the tastes of people. Some people prefer country melodies, while others opt for classical music as wedding music. Such music varies from every culture. Trance Music: This type of music is usually played in club houses and discotheques. It originated in the 20th century. This music is characterized by fast tempo and repetitious beats of the percussion. It has a hypnotic effect on the souls of listeners. Jazz: This type of music is featured by strong and complex rhythms. The main musical instruments used for jazz music are cornet, trumpet or violin, that help carry the melody. This is a rhythmic music and has a forward momentum called "swing". However, in this music genre, the skilled performer interprets a tune in his own way. Folk Music: Folk music is a kind of traditional music that is handed down from generations in every culture. This type of music reflects the emotions of common laity. Popular music and tribal music are the two sub genres of folk music. This folk music shows

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the social upheaval that lies among various classes of people. This also portrays their struggle for survival and their culture. Techno Music: Techno music is also known as fusion music. This became popular towards the middle part of the 1980s. This is a form of electronic dance music and based on African American music styles like funk, electro and electric jazz. It features fast beats and this form was initiated by Juan Atkins, Kevin Saunderson and Derrick May. Opera Music: Opera music first emerged in Italy in the 1600s. This genre has a remarkable combination of theatrical art and musical invention and is specifically played in the theaters. This has greater appeal for its delightful orchestral accompaniment. The preludes and interludes of this music set the tone for the action on-stage.

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Aprendizaje 17 El programa de inglés III considera aspectos gramaticales que permiten alcanzar una buena comunicación al usarlos de manera adecuada. A través de esto puedes realizar diálogos sobre asuntos cotidianos o académicos. A continuación enlistamos algunos de estos puntos gramaticales: 1. Am, is, are, was, were 3. “Ing” 5. Should and must

2. Going to 4. Did

Los ejercicios que ahora te presentamos te servirán para recordar los puntos arriba enumerados y al final encontrarás un dialogo que incluye varios de éstos.

I. Two friends are talking about their last vacation. Choose the correct response. Write the letter on the line A.-------“What´s your occupation?”

1. His name is Carlos

B.-------“Where are your parents from?”

2. I´m a manager

C.-------“Who is your friend?”

3. Italy. But they live in México now

A.-------“ How was your vacation?”

1. Yes, It was good. But a little spicy

B.-------“ Was the weather good?”

2. Terrific. It was so much fun

C.-------“Was the food ok.?”

3. No, it wasn´t. It rained all week

II. Rewrite the sentences to express future actions. Use “BE GOING TO” and the base form of the verb.

A. She studied for three hours

She´s going to study for three hours--------------------------------------tomorrow

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B. They ran two miles last Saturday. ----------------------------------------------------------------------------------next Saturday C. We had a party last week. ----------------------------------------------------------------------------------next week D. I went to school yesterday. ----------------------------------------------------------------------------------tomorrow E. You got tickets for the concert. ----------------------------------------------------------------------------------tomorrow

III.

Two tourists are in the train station. Choose the correct response. Write the letter in the parentheses.

A ( ) “ oh, no! The train´s leaving in four minutes”

1.Really? How was the flight?

B ( )”I took Northern Airlines to Hong Kong”

2.Once or twice a year.

C ( )”I´m looking for the departure gate”

3. Which one?

D ( )”Are you taking the 8:00 train? E ( )”How often do you fly?”

4. Yes, I am. You too. 5. We should hurry up.

IV. Rewrite the statements. Write questions in response using the words in parentheses.

1. A: She bought a new printer. B: Why did she buy a new printer --------------------------------------(WHY) 2

A: We went on vacation B:--------------------------------------------------------------------------(where)

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3.

A: They visited some friends yesterday B: -------------------------------------------------------------------------(WHEN)

4.

A: They went to the gym B: -------------------------------------------------------------------------(WHERE)

5.

A: He spent a lot of money B: ----------------------------------------------------------------------(HOW MUCH)

V. Complete the sentences with MUST AND SHOULD. A. I think you--------------------get on time to work B. You------------------drink coffee at night C. You------------------go to the dentist! Don´t wait!

VI. Complete the conversation. Use words from the box.

LIMOUSINE RESERVATION

GOING RENTAL

SHOULD

LATE

ARRIVING

A: What time are we----------------in Canada? B: Pretty------------------.Around 10:30 p.m A: What about a hotel? B: I´m going to make a---------------online. A: Great. And are we ----------------------to need a taxi to the hotel? B: There´s a ------------------------from the airport, or we could get a --------------car. A: They´re expensive. I think we ------------------save our money. A: You´re right. And walking is good exercise. 59

EXAMEN MODELO EXAMEN EXTRAORDINARIO INGLÉS III

The following exam is divided into five sections: reading, grammar, listening, writing and speaking. You can check your answers in the key answer section. Name: ___________________________________________________________________ Date: ___________________________ READING READING I.

Read the text below and complete the sentences.

Techno-Newbie I´m not a person who is really interested in computers. So, when my brother says something about a thing called a USB stick, I have no idea what he is talking about! I think I should get with it, and learn the latest technology. So, next week I´m going to an electronics store to buy a new computer. Let me tell you, I´ll be so out of place when the sales people start talking about all these different things of computers and programs. Everything sounds like a foreign language to me! Anyway, I´ll get a nice laptop that has a modem inside of it, so I can get online wherever I want. That´s what my brother told me I should do. USB sticks are really easy to use because all you have to do is stick them into a USB port, and they start working right away. That´s perfect for me! After I get my laptop, my brother and I will start chatting online all the time. I´ll even something called a webcam, so we can see each other when we walk. But not yet, I´m still trying to get the hang of e-mail! Answer the questions 1. Is the writer an expert in computers? Explain. ___________________________________________________________________ ___________________________________________________________________ 2. What is the main idea of the text? _______________________________________ Complete in the blanks 3. The writer, will buy a computer because________________________________ 60

4. Why does the writer say computers language is different language to him?_____________________________________________________________ 5. Why does the writer want a laptop with a modem inside of it? ________________ _________________________________________________________________ 6. Why does the writer think USB sticks are easy to use? ______________________ ________________________________________________________________ 1point each .

Total points in this section

GRAMMAR II. 1. 2. 3. 4.

Use any appropriate tense for the verbs in parenthesis. John is in my English class. He (study)________________ English this semester. He (take, also)____________________ some other classes. Yesterday John (eat) __________ breakfast at 8:00. John (eat, not, usually) ___________________ breakfast before 8:00.

Choose the correct words. 5. 6. 7. 8. 9.

I´m the good/best tennis player Heavy metal music is louder/lighter than Trova music I can run fastest/faster than your father Mexico City is smaller/bigger than Tijuana Soccer is the most popular/the least popular sport in Mexico

Answer the following questions based on your own information 10. Did you go to the cinema last week ? __________________________________________________________________ 11. Dis you see a Harry Potter film last month ? __________________________________________________________________ 12. Did you see a film on TV last weekend? _________________________________ 13. Did you want to be an actor when you were a child ? __________________________________________________________________

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Write your answer on the line. Choose a, b or c. 14. Jack _________ wear a suit to work every day. a. Have to b. has to c. don´t have to 15. If you want to do well on the test, you ___________ study hard. a. Has to b. don´t have to c. must 16. _________ I have a glass of orange juice? a. Should b. could c. has to 17. You _________ eat junk food a. Must b. could c. shouldn´t 18. I ________ stop smoking isn´t good for your health a. Should b. could c. has to

1 point each

Total points in this section

*LISTENING III. 1. 2. 3. 4. 5. 6.

Katrina is making some phone calls. Fill in the gaps with the phrases you hear. Katrina Hello,¹is that Simon Dale? Simon Speaking. Katrina Hi, Simon.²___________ Katrina Clark. Simon Oh, hello, Katrina. Look, I can´t talk right now. ³________you back? Katrina Yes, of course. 4_______________ my mobile. Simon Right. I´ll 5 _______________ later. Bye

1 point each

Total points in this section

*Tomado de Chris Redston, Cunninham. (2007). Face2face. Elementary student´s book. Cambridge UK. P75 Acude a la mediateca a consultar el audio

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WRITING 7. Write down two paragraphs. The first paragraph about what you did on your last vacations. The second paragraph about what you will do on your next vacation. (at least 250 words). Last summer I went to………. In my next vacation I am going to……….

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________

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11points

Total points in this section

SPEAKING

8. Choose two (2) topics and talk about them. You will have five (5) minutes to prepare your speech and two (2) minutes to talk about them.  Your daily activities.  Describe your family  Give advice under an emergency situations  Describe your autobiography  Tell about your favorite book or movie  Describe your last vacation  Tell your plans for the next year  Describe your best friend  Describe two holiday places in Mexico  Describe a famous person

11points

Total points in this section

Total points

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ANEXOS

ANEXO No. 1 SIMPLE PRESENT We use this tense to express habits and routines. When the subjects...He, She and It are used, you need to add an -S or an -ES to the verbs in order to be grammatically correct. Example: Mary goES to the movies every Sunday. Mary can be replaced for SHE Peter kissES his girlfriend every day. Peter can be replaced for HE My dog playS with its ball. My dog for IT The verbs ending in: -ss

kisses

-sh

washes

-ch

watches

-x

fixes

-o

goes

You NEED to add the -ES ending. For the negative form you have to use the auxiliary Does not or doesn't and the verb in simple form. Ex. Mary does not watch TV. 65

Mary does not kiss her dog. For questions, the auxiliary goes at the beginning of the sentence and the verb in simple form. Ex. Does Mary go to school? Does she wash the clothes? If you want to use any information question, it is placed in front of the auxiliary. Ex. When does Mary go to school? Why does she practice a sport? When we use the subjects I, We, You, They, the verb does not need any change. Ex. I do my homework. You do your homework. We do our homework. They do their homework. For negatives you have to use the auxiliary DO NOT or DON'T. Ex. I do not play tennis. I do not play tennis They do not study. They do not study. For the questions, you have to use the auxiliary DO. Ex. Do you play tennis? Do we get along well? Do they eat healthy? If you want to use an information question, you have to put it in front of the auxiliary DO. Ex. When do you play tennis? Where do you live?

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ANEXO NO.2 Pasado Simple Para este tiempo el auxiliar para la realización de preguntas es DID Y su negación DIDN‟T. EX. Maria went to the movies. NEG. Maria didn’t go to the movies. Question: Did Maria go to the movies? Cuando se hace uso del auxiliar el verbo será en la forma base del mismo.

Cuando se hace uso del Verbo To Be este funcionará como verbo y auxiliar al mismo tiempo, es decir, que este verbo no necesita de otros auxiliares para formular preguntas y expresar negaciones. Ex. I was at home yesterday. Neg. I wasn’t at home yesterday. Question: Was I at home yesterday?

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HOJA DE RESPUESTAS APRENDIZAJE 1

Look at the pictures and complete the information.    

Don´t shout. These are my pencils I have a black skirt. Next Sunday is my birthday! I want a dress.

Label the pictures. 1. socks 2. flag 3. helicopter 4. Zoo 5. mitten/ball 6. shrimp/seafood Match the expressions. Write the letter on the blank. B

1. Are you Danny?

A Sorry, I „m too busy.

C

2. Do you like soda?

B No, I am Pamela.

D

3. How many brothers do you

C I love it.

E

4. John, this is Jack.

D 2

F

5. Where are you from?

E

Nice to meet you.

A

6. Would you like to go to the

F

Italy.

have?

movies?

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Order the conversation by writing letters A-F. A diet Coke, please. D And for your main course?

E

And to drink?

C

Are you ready to order?

A

I think I‟ll start with the soup. B I‟ll have the chicken. F Unscramble the sentences to make a logical conversation. Be careful with capitalization. A. me excuse. 1. Excuse me B. help you I can? 2. Can I help you? A. sweater size this larger do have you a in? 3. Do you have this sweater in a larger size? B. go here you. 4. Here you go. A. you cards accept you credit? 5. Do you accept credit cards? B. cash take we only. 6. We only take cash. Complete the sentences with the correct word from the box. an / is / on / play / studying / where

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1. Where do you live? 2. The pen is on the desk. 3. They play football on Sundays. 4. She is studying for her test. 5. There is a car in the garage. 6. I have an apple in the bag. APRENDIZAJE 2 EJERCICIO A. Now read the sentences from 1 to 5 and match them with the correct advertisement. (H) 1 (B) 2 (E) 3 (A) 4 (F) 5 EJERCICIO B. If you want to get information, you can answer this exercise. 1. Find specific information in the text. Be carful to copy everything correctly. A_ 0776592448 B_ ANIMAL FARM C_ AUGUST 29 D_ JUAN ROMERO E_ 12.30 F_ 8:00 P.M G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE. H_ 4.25 G_ OUTSIDE IN THE BEAUTIFUL GARDENS OF BRINTON COLLEGE. H_ 4.25

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APRENDIZAJE 3 Answer true (T), false (F) the following statements about Mary. 1. Mary is Mexican, but she lives in The United Sates.

T

F

2. Mary‟s mother is a Lawyer.

T

F

3. Mary has a brother.

T

F

4. Mary is 15 years old.

T

F

5. Mary goes everyday to school.

T

F

6. Mary‟s father works there since 2008.

T

F

7. Mary does not like tennis.

T

F

8. Mary never eats at home during the week.

T

F

9. Mary enjoys being with her friends.

T

F

10. Mary wants to become a Lawyer.

T

F

APRENDIZAJE 4 Hi, I am Fergus. Harrinson. This _ is__

I am

from Edinburg, Scotland. My last name

is

my daughter Theresa. She _ is ten years old. Her brother, my youngest son, is five years old. We are a happy family. We have a little puppy. It is a golden retriever. It is only 3 months old. My daughter and my son are lovely. I love them. 1) What time does Robinson wake up?

He wakes up at 5:30.__

2) What does he do after he gets up? ____He takes a shower.___ 3) What does he do from 7:00 to 2:00? ____He takes classes._____ 4) How long does it take him form school to his house? ___It takes him 40 minutes.__ 5) Where is he from 3:00 to 6:00? ___He is at home.___ APRENDIZAJE 5

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I Re-write the text He is Kevin Druken, he is 17 years old, he´s tall and chubby. He has short curly and blond hair, with blue eyes. He‟s down to earth. He lives in Canada. Canada is a big county. There are forest, rivers, waterfalls and mountains, everywhere. He has two older brothers, Dave and Andrew and a younger sister Samanta. They live with their parents in Alberta City. Their house is quite big, with a great garden and he has his own room. It‟s not very big, but it‟s his space. He doesn´t have pets. In summer time, his brothers and he visit their grandmother who lives in Vancouver. He goes to Alberta National School and he´s in the 11th grade. His favorite subject are Science and music, but he doesn´t like history at all. It‟s boring. He sometimes helps out at home; He takes out the trash twice a week, makes his bed, and sets the table. In his spare time he likes watching American football, hanging out with his friends, listening to music and playing his guitar. He wants to become a famous musician one day! II Answers 1. He‟s tall and chubby. He has short curly and blond hair, with blue eyes. 2. He lives with his parents, brothers and sister. 3. Yes, he does. 4. He takes out the trash twice a week. 5. In his spare time he likes watching American football, hanging out with his friends, listening to music and playing his guitar. IV Example of possible answers 1. My best friend hates doing homework 2. My brother likes surfing in the net 3. My neighbor dislike cleaning the house 4. My cousins love watching movies 5. I don´t like singing in front of people V Example of possible answer 1. My bathroom is large 73

2. 3. 4. 5.

The kitchen is small and bright My school is spacious The living room is colorful I study in a big classroom

APRENDIZAJE 6 I. 1.- Peter is going to move to Miami next year. 2.- I am going to study for my exam. I have to pass it. 3.- My brothers are going to organize a party in two weeks. 4.- Are you going to attend the class tomorrow? 5.- We are going to take vacation this Summer because my father had the house repaired. II. 1) She´s going to leave him over. 2) She´s going to take her love away. 3) I´m never going to fake it. 4) I´m never going to be good enough for you. 5) Nothing´s going to change things that you said. 6) Nothing´s going to make this right again.

APRENDIZAJE 7 V. Understanding the text a. Because she wanted a challenge b. Rabbit c. Thirty languages d. Jessica e. 1. Do something that you enjoy 2. Follow your dream 3. Never give up 74

VI. a.5 b.3 c.4 d.2 e.1 VII. Re-write the text correctly. The English writer J.K. Rowling wrote her first book, “Rabbit,” at the age of six. She began writing “Harry Potter and the Philosopher‟s Stone” when she worked in Portugal as a English teacher. When she left Portugal, she lived in Edinburgh. She continued to write “Harry Potter and the Philosopher´s Stone” while looking after her daughter Jessica. Now, she is a worldwide success. APRENDIZAJE 8 Y 9 I. Look at the pictures and write advice. Use should / shouldn’t and the information in the box.

We wants to lose weight. eat sabritas swim

eat fruit and vegetables

do exercise

drink soda

1. He shouldn‟t eat sabritas. 2. He should eat fruits and vegetables. 3. He shouldn‟t drink soda. 4. He should swim 5. He shouldn´t drink soda II. Look at the pictures and write rules. Use must / mustn’t and the information in parentheses.

1. You must wear your seatbelt. (wear your seatbelt)

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2. You mustn´t park here. (park here) III.Look at the pictures and write prohibitions. Use imperatives and the information in parentheses.

1. Don‟t litter. (litter)

2. Don´t smoke. (smoke) IV. Look at the pictures and write the obligations. Use have to / has to / don’t have to / doesn’t have to and the information in parentheses.

1. He has to clean the house. (clean the house)

2. He doesn‟t have to cook.(not / cook)

3. I have to do homework. (do homework)

I. Read the following sentences and circle the correct option according to the situation 1. I have a terrible headache, what _______________ I do? 76

a)should

b)have to

c)mustn‟t

d)don´t

2. _______________ do that! It‟s dangerous. a)Should

c)Don‟t

b)Must

d)Have to

3. You _______________ talk on the phone when you drive, that‟s the law. a)shouldn‟t

b)mustn‟t

d)haven‟t

c)don´t

4. I think you _______________ eat fruits and vegetables If you want to lose weight. a)have

b)mustn‟t

c)shouldn‟t

d)should

5. People _______________ shout in a library. a)mustn‟t

b)should

c)have to

d)must

6. _______________ jump on the bed! You can get hurt. a)doesn‟t

b)mustn‟t

c)don‟t

d)shouldn‟t

7. She _______________ to clean up her room. a)has

b)don‟t have

c)have to

d)has to

8. If she has problems with the subject she _______________ talk to the teacher. a)mustn‟t

b)has

c)should

d)doesn‟t

9. Do you _______________ wear a uniform in CCH? a)don‟t

b)should

c)must

d)have to

10. Does Manuel _______________ do a lot of homework today? a)have to

b)must

c)should

d)has to

APRENDIZAJE 10 6. Who wrote the e-mail? Beth Carlson 7. How was Beth‟s week? It was very busy. 8. What does she do every morning? She does aerobics for 30 minutes. 9. How long did she swim? She swims one hour. 10. When did she go bike riding? On Saturday 77

Put the conversation in order. Write letters A-F on the blank. a) Were you looking for anything special?

3

b) Do you like gardening?

5

c) Yes, I‟m crazy about it.

6

d) I wanted some gardening magazines.

4

e) I was just browsing.

2

f) What were you up to yesterday at noon? 1

Write a post card to your best friend and describe your last vacation. Example: Hello dear Peter, what is up with you? What are you doing over there? Here I‟m having a good time with my family. I still have 3 days off. Yesterday we came back from the beach. We went to Acapulco and it was good. The weather was fantastic as well as the food. We went to the beach everyday and ate seafood. At night I went to the discotheque and danced all night long………. Make questions for the following answers. 1. Did you do your homework? Yes, I did my homework. 2. When were you born ? I was born on July 7th 1992. 3. Were you at the cinema at 7 pm? No, I wasn´t at home. 4. How did you pay the bill? I paid with a credit card. 5. Did you bring fruits? 78

Yes, she bought some bananas.

APRENDIZAJE 12 I. Match the verbs with the nouns and phrases, and write the expressions in the picture. 1. CUT OUT COUPONS 2. MAKE A GROCERY LIST 3. GO TO A DENTIST APPOINTMENT 4. GET A HAIR CUT 5. PICK UP THE DRY CLEANING 6. UNLOAD THE GROCERIES 7. TAKE TE BUS HOME 8. LEAVE THE AT THE GARAGE 9. PICK UP THE KIDS FROM THE SCHOOL. 10. GO GROCERY SHOPPING B. Now make sentences according to the pictures. 1. SHE GETS COUPONS TO GET A PRIZE. 2. SHE MAKES A GROCERY LIST TO GO TO THE SUPERARKET. 3. SHE GOES TO THE DENTIST BECAUSE HE HAS TOOTHACHE. 4. SHE GETS A HAIR CUT TO CHANGE HER LOOK. 5. SHE PICKS UP THE DRY CLEANING. 6. SHE UNLOADS THE GROCERIES FROM THE CAR. 7. SHE TAKES THE BUS HOME. 8. SHE LEAVES THE CAR AT THE GARAGE WHEN SHE ARRIVES HOME. 9. SHE PICKS UPTHE CHILDREN AT 10´CLOCK. 10. SHE GOES TO THE GROCERY SHOP. 79

APRENDIZAJE 13

As a closing activity, identify one main idea for each one of the paragraphs that compose the text. Read carefully the third paragraph because it is the biggest.

Paragraph 2 (main idea)

The end of adolescence and the beginning of adulthood varies by country as well as by function.

Paragraph 3 (main idea)

In commerce, this generation is seen as an important target.

Paragraph 4 (main idea)

In the past there were ceremonies that celebrated adulthood, typically occurring during adolescence.

APRENDIZAJE 14 Complete the following exercise of comparatives. Adjective 1) 2) 3)

fast intelligent lazy

Comparative faster more intelligent lazier

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4) 5)

tall handsome

taller more handsome

Now complete these conversations. 1.- A: Which dress is prettier than (pretty), the yellow one or the green one? B: Well, the green one is silk. And silk is more expensive (expensive) polyester. 2.- A: I think a leopard is more furious (furious) a lion. B: Yes, I agree with you but remember that a lion is bigger than (big) a leopard. 3.- A: Is your brother older than (old) your sister? B: No, he is younger than (young) her.

4.- A: Look at these tennis shoes! They are better than (good) those ones. B: I prefer the leather ones. They are more stylish (stylish) the black ones.

APRENDIZAJE 15 I. Complete the following sentences use and, so, but or because. 1. She wants to go to the movies, BUT I don‟t like that movie. 2. My wife plays soccer AND she likes badmington. 3. I can‟t sleep, SO I‟m going to drink a glass of milk. 4. She went to the disco, BUT she didn‟t dance. 5. I‟m studying English BECAUSE I love languages. 6. She danced a little AND talked to her friends. 7. He doesn‟t play the guitar, BUT he plays the drums. 8. He is sad BECAUSE his dog died. 9. She didn‟t invite me, SO I didn‟t go to her birthday party. 10. She can draw well, BUT she can‟t cook. 81

APRENDIZAJE 17 I. Choose the correct response. Write the number on the line.

A. B. C. A. B. C.

2 3 1 2 3 1

II. Rewrite the sentences to express future actions. Use BE GOING TO and the base form of the verb. A.

She´s going to study for three hours tomorrow.

B.

They´re going to run two miles next Saturdays.

C.

We´re going to have a party next week.

D. E.

I´m going to school tomorrow. You ´re going to get tickets for the concert.

III. choose the correct response. Write the number in the parentheses. A. B. C. D. E.

5 1 3 4 2

IV. Rewrite the sentences. Write questions in response using the words in parentheses 1. 2. 3. 4. 5.

Why did she buy a new printer? Where did you go on vacation? When did they visit some friends? Where id they go to the gym? How much money did he spend?

V. Complete the sentences with MUST AND SHULD. A.

MUST 82

B. C.

SHOULD SHOULD

VI. Complete the conversation. Use words from the box. A. B. C. D. E. F.

ARRIVING LATE RESERVATION GOING LIMOUSINE _ RENTAL SHOULD

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BIBLIOGRAFÍA GUIA DE INGLÉS III

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.

Craven, Miles. Reading keys. Macmillan.Thailand. 2003 Escárcega, Manuel y Nevin Terrance. Inglés 2. Ediciones Larousse, S.A de C.V.2000 Johannsen Kristin. 2008. Hemispheres. McGraw-Hill; Colombia. Mitchell, H. Let´s Speed up 3. US.A. Editorial M&M Publications, 2009. Mitchell, H. Let´s Speed up 3. US.A. Editorial M&M Publications, 2009. Mitchell,H. Let’s speed up 3 USA: ditoril M&M Publications. Reading Styles. Macmillan; Thailand. Rogers Mickey & Lanas Angela.200 Escárcega, Manuel y Nevin Terrance. Inglés 2. Ediciones Larous Saslow Joan & Ascher Allen. 2006. Top Notch Fundamentals. Pearson Education: The United States of America. Soars Liz & John. 2005. American Headway. Oxford University; England. Zuchovicki, Silvia y Alejandra Reséndiz. (2005). Comprensión de Lectura en Inglés. (Inglés II). México: T.E.M. Adrian –Vallance, D. (1990). Practise your comparatives. Longman: Singapore. Zuchovicki, Silvia y Alejandra Reséndiz. (2006). Comprensión de Lectura en Inglés. (Inglés III). México: SCONLIC Ediciones. Zuchovicki, Silvia. Inglés IV www.mindtools.com/media/Diagrams/mindmap.jpg www.longman.com/topnotch http://www.saberingles.com.ar/listening/index.html http://www.planamanecer.com/portada/Bachillerato%20%7C%20Informaci%C3% B3n/content/modo/view/id/310/Itemid/56/ http://www.learnenglishfeelgood.com/eslvideo/index.html http://www.graphic.org/ http://esl.about.com/od/intermediatereading/a/d_adviceshy.htm http://esl.about.com/od/beginningenglish/u/start.htm#s10 http://en.wikipedia.org/wiki/Mind_map http://en.wikipedia.org/wiki/Concept_map http://en.wikipedia.org/wiki/Adolescence

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