asignatura inglés v

Transcription

asignatura inglés v

ASIGNATURA
INGLÉS V
C o le g io s d e E s tu d io s
Científicos y Tecnológicos
AGOSTO 2015
www.sep.gob.mx
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DIRECTORIO
Prof. Vito Lucas Gómez Hernández
Secretario de Educación del Estado
Lic. José Antonio Bonales Rojas
Director de Educación Media Superior y
Superior
Lic. Isidoro del Camino Ramos
Director General de CECYTESLP
Mtra. Eugenia Santos de Alba
Directora Académica de CECYTESLP.
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CRÉDITOS
Araujo Becerra María Azalea
Castillo Rodríguez Yadira
Castro Ayala Erasto
Cortez Magaña Vivaldo
Galván Corpus Jorge
García Torres Jesús
Hernández Gamboa Javier
Ibarra Ruíz Sonia
Martínez Hernández Reyno
Martínez Reyes José Inés
Reyes Macías José Guadalupe
Rodríguez Ángeles Isabel Carmen
Saldaña Medrano Claudia
Plantel III
Plantel I
Plantel IV
Plantel V
Plantel II
Plantel II
Plantel IV
Plantel I
Plantel VII
Plantel VIII
Plantel III
Plantel I
Plantel II
ADECUACIONES AL ACUERDO 653
AGOSTO 2015
Ibarra Ruiz Sonia de Jesús
García Torres Jesús
Reyes Macías José Guadalupe
Ponce Sustaita Olivia
Cortes Magaña Vivaldo
Toscano Balderas Jhony Daniel
Díaz Ruiz Liliana Elizabeth
Navarrete Ramírez Salvador
Flores Torres Daniel
Plantel I
Plantel II
Plantel III
Plantel IV
Plantel V
Plantel VIII
Plantel IX
Plantel X
Plantel XI
SAN LUIS POTOSÍ
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UNIDAD I
Textos descriptivos
Textos informativos
STUDENT IDENTIFICATION
Name _________________________________________________________
First name
last name
School ___________________________________Group _______________
Address _______________________________________________________
____________________________________________________
Telephone___________________ Cell phone ________________________
e –mail ______________________________________________________
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PRESENTACIÓN
El Colegio de Estudios Científicos y Tecnológicos del Estado de San Luis Potosí, la
Academia de Inglés y su colegiado de profesores quienes comprometidos con la calidad
educativa, han implementado acciones que apoyan el desarrollo académico de sus
estudiantes al elaborar la Guía V de aprendizaje de Inglés, en conformidad con el Programa
Vigente y los lineamientos establecidos por la Reforma Integral de la Educación Media
Superior (RIEMS) y el Marco Curricular Común (MCC)
“Por ello, las nuevas versiones de los programas destacan los aprendizajes que permitan a
los jóvenes articular conceptos, procedimientos y actitudes que favorezcan el desarrollo de
sus capacidades, tanto para continuar en la educación superior y transitarla con éxito, como
para incorporarse al trabajo con una formación que les permita ejercer plenamente su
ciudadanía, tomar decisiones de manera responsable y mejorar su calificación profesional” .
“Actualmente el idioma inglés es el que se prefiere en la ciencia en general, y más del 80%
de la información en Internet la encontramos en inglés. El aprendizaje de este idioma debe
contribuir al desarrollo intelectual del alumno, esto es, al conocer una lengua extranjera se le
proporciona al individuo ventajas y herramientas para un eficiente desenvolvimiento personal,
profesional y académico. Se espera que gradualmente se vaya despertando en el alumno el
interés por aprender el idioma, al desarrollar diversas habilidades en cada asignatura, y
mediante este proceso se pueda llegar al objetivo de que el estudiante comprenda y se
comunique en un inglés básico” 1
1
Programa de Estudios de Inglés, Bachillerato Tecnológico RIEMS, Págs. 1,4 México, COSDAC, 2009
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Para lograr lo anterior, esta guía se conforma de tres unidades, descritas a continuación:
UNIDAD I. Textos descriptivos. Textos informativos
UNIDAD II. Textos Narrativos Textos Instructivos
UNIDAD III. Textos Científicos
Esperando que este material de apoyo sea de gran utilidad en tu proceso de aprendizaje y
despierte tu interés por conocer y aprender más, te deseamos el mayor de los éxitos.
MAPA CURRICULAR
COMPONENTE DE
FORMACIÓN:
CAMPO DE
CONOCIMIENTO:
Propedéutica
Comunicación
ASIGNATURA
ANTECEDENTE:
ASIGNATURA
CONSECUENTE:
Inglés IV
Nivel superior
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ESTRUCTURA GENERAL DE LA ASIGNATURA DE INGLÉS
ANTECEDENTE:
Inglés IV
Inglés V
Avances de la humanidad
Campo
Social
Proyecto
Campo
Económico
Proyecto
Campo
Científico
Proyecto
Conceptos
fundamentales
Campo
Tecnológico
Proyecto
Conceptos
subsidiarios
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COMPETENCIA DE LA ASIGNATURA
Al término del curso el alumno reafirma estructuras gramaticales y vocabularios
que le permitan compartir sus saberes y experiencias personales con sus
compañeros, compañeras y profesores, estableciendo clara vinculación entre lo
que aprende y su vida cotidiana, utilizando como medios: hablar, leer, escribir y
comprender la información que le proporcionen los textos escritos en inglés.
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COMPETENCIAS GENÉRICAS
Describen, fundamentalmente conocimientos,
indispensables en la formación de los alumnos.
habilidades,
actitudes
y valores
Se autodetermina y cuida de sí
1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los
objetivos que persigue.
2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en
distintos géneros.
3. Elige y practica estilos de vida saludables.
Se expresa y comunica
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la
utilización de medios, códigos y herramientas apropiadas.
Piensa y crítica reflexivamente
5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos
establecidos.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando
otros puntos de vista de manera crítica y reflexiva.
Aprende de forma autónoma
7. Aprende por iniciativa e interés propio a lo largo de la vida.
Trabaja en forma colaborativa
8. Participa y colabora de manera efectiva en equipos diversos.
Participa con responsabilidad en la sociedad
9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el
mundo.
10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias,
valores, ideas y prácticas sociales.
11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables
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COMPETENCIAS PROPUESTAS PARA DESARROLLAR EN EL ESTUDIANTE EN LA
ASIGNATURA DE INGLÉS V, BASADAS EN EL CANADIAN LANGUAGE BENCHMARK 2
SPEAKING V
El estudiante es competente al:
READING V
-Incorporarse a una conversación con tópicos
familiares
-Comenzar a utilizar oraciones largas, aunque dude o
haga pausas algunas veces
-Usar un vocabulario amplio común, además de
algunos modismos
-Sostener conversaciones simples en el teléfono, pero
aún encontrando dificultades
-Utilizar lenguaje formal y casual
-Solicitar que le clarifiquen la idea o instrucción cuando
no la entienda.
-Leer textos que contengan de tres a cinco párrafos
de extensión
-Entender las ideas principales, algunos detalles e
inferir el significado de un texto
-Leer textos en cualquier campo del saber humano
-Seguir instrucciones de siete a diez pasos, aun
cuando no posea apoyo de imágenes
-Entender hechos y hacer algunas inferencias en
textos comunes y especializados
-Localizar detalles específicos en extensos
directorios, tablas de contenidos, índices y glosarios
-Entender la conexión entre párrafos y poder
predecir lo que sigue.
LISTENING V
WRITTING V
El estudiantes es competente al:
-Entender conversaciones, si la gente habla lentamente
-Puede seguir discursos simples, repetitivos y
predecibles
-Entender muchas palabras en una conversación
informal, a una velocidad normal, en audio grabadora o
radio, y seguir la idea principal, si le es relevante
-Entender un rango amplio de vocabulario común,
incluso modismos
-Solicitar que le repitan algunas ideas, especialmente
cuando le hablan con rapidez
-Identificar la situación, el estado emocional y la
relación entre personas que hablan
- Entender un mensaje telefónico predecible y simple
-Obtener un significado inferido desde anuncios,
ofertas y sugerencias
-Escribir un párrafo siguiendo una idea o una
opinión, dando detalles
-Escribir una carta breve. Una nota o e-mail, usando
el lenguaje apropiado
-Llenar un formulario simple que contenga de 20 a
30 conceptos
-Tomar un mensaje telefónico que contenga de
cinco a seis detalles
-Escribir un párrafo con base en una idea principal
soportada con detalles
-Elaborar enunciados con buen control de
estructuras simples, escritura, puntuación y
vocabulario
-Escribir un párrafo, describiendo un evento o un
incidente
-Seleccionar el leguaje y contenidos apropiados, de
acuerdo con la ocasión
2
Pawlikowska-Smith, Grazyna. Canadian Language Benchmarks 2000, English as a Second Language for Adults. Centre for Canadian Language
Benchmarks. Pages194. www.language.ca
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Esta Guía de Inglés V es la última de una serie de 5, que han sido elaboradas por el
colegiado de la Academia Estatal de Inglés de los CECYTESLP (Colegio de Estudios
Científicos y Tecnológicos del Estado de San Luis Potosí) con la autorización de la Dirección
General del Colegio
Por medio de reuniones colegiadas se establecieron criterios para el análisis, aprobación, y
distribución de los contenidos que se encuentran en el Programa de Estudios de Inglés,
Bachillerato Tecnológico, Reforma Integral de Educación Media Superior 2000 (RIEMS).
En presencia de autoridades académicas del Colegio (CECYTE), en las reuniones se
formaron equipos de trabajo para llevar a cabo la asignación de contenidos por unidades (3),
creación de ejercicios gramaticales, sus respectivas respuestas, fechas de entrega para
realizar la compilación correspondiente y entrega a la Dirección Académica para su
valoración, y posteriormente enviarse a la impresión correspondiente.
Esta Guía de Aprendizaje de inglés V, contiene actividades y ejercicios que son de utilidad
para potenciar las habilidades Reading, Listening, Writing y Speaking; ya que existe
vinculación entre las actividades que se presentan.
La estructura de esta guía tiene la finalidad de que exista un auto-aprendizaje, pues con
buena actitud y dinamismo se puede avanzar de manera rápida.
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RECOMENDACIONES PARA EL ALUMNO
La presente Guía de Aprendizaje representa un importante esfuerzo que el Colegio de
Estudios Científicos y Tecnológicos del Estado de San Luis Potosí y la Academia Estatal de
Inglés han realizado durante cuatro semestres anteriores para darte a conocer los contenidos
que abordarás en la asignatura Inglés V. Si eres un estudiante que ya ha trabajado con las
Guías de Aprendizaje, ya conoces la dinámica del trabajo y será más fácil para ti resolver sus
ejercicios o prácticas.
Los contenidos de Inglés V, se llevarán a cabo a través de textos en inglés, y diversidad de
ejercicios orales y escritos. En este ejemplar como en los anteriores, las actividades están
diseñadas para trabajo individual mientras que en algunas otras, colaborarás con uno de tus
compañeros o bien otros, formando equipos de trabajo bajo la guía de tu profesor, quien con
certeza aclarará tus dudas y te proporcionará la información que sea necesaria.
Para lograr un óptimo uso de este módulo de aprendizaje:
Lleva siempre tu diccionario a la clase.
Muestra siempre una actitud constructiva.
Aprovecha las oportunidades de practicar el idioma oralmente con tus compañeros y
maestro.
Mantén limpia tu área de trabajo
Explota todas las opciones dentro y fuera del aula para aprender el idioma.
Considéralo como un documento que presenta información relevante en el área de la
Información y comunicación y pueda ser utilizado incluso después de concluir esta
asignatura.
¡Disfruta la materia al máximo! ¡Bienvenido a la experiencia!
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Nombre:
Al término de la unidad el alumno conocerá y
aplicará las Estrategias de Comprensión Lectora, las
cuales le dan pauta para comprender el contenido de
textos en inglés con diversa finalidad
1
1. Estrategias de Lectura
2. Diversos tipos de textos
3. Aplicación de las estrategias de Comprensión Lectora con textos
descriptivos e informativos, los cuales incluyen estructuras
gramaticales vistas en los semestres anteriores.
1. Changing roles: stay –at – home dads
2. Find the title
3. What is Mechatronics?
4. Digestive system
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HABILIDADES Y DESTREZAS
HABILIDADES
RESULTADO
DE
APRENDIZAJE

Utilizo adecuadamente las estrategias para comprensión de
lectura

Leo y comprendo información básica de textos descriptivos
e informativos

Redacto en inglés información personal y de otras personas

Asigno el título en algunos textos cuando el tema es
conocido para mi

Señalo las ideas principales de los textos

Me integro en conversaciones sencillas en inglés

Utilizo mis saberes dentro y fuera del aula
A lo largo de la unidad el estudiante utilizará con desempeño
las actividades planteadas, con el objeto de que se conviertan
en herramientas con las cuales incremente los conocimientos y
los proyecte en su vida social y profesional
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Nombre
Taxonomía de Estrategias de Lectura
No.
1
Instrucciones Mantén la atención a la explicación del profesor (a)
para el Alumno Sigue las indicaciones del profesor (a)
Estrategias de
Conocimientos
Comprensión de
a adquirir
textos y su aplicación
Manera
Didáctica de
Lograrlos
Conferencia
Trabajo en Binas
Trabajo en equipo (4)
Plenaria
Las Estrategias para la Comprensión de lectura son una herramienta para todo el que desea
obtener información de manera rápida y confiable al consultar textos en otro idioma, no
solamente inglés; el siguiente documento indica de manera sencilla qué hacer cuando se
tiene interés por conocer el contenido de textos diversos.
TAXONOMÍA3 DE ESTRATEGIAS DE LECTURA
(Donald Schon: 1991)4
I. Desarrollar sensibilidad hacia el texto
El lector:
a) Se hace consciente del tipo de texto que intenta comprender, un fragmento o todo.
b) Hacemos referencia a las ilustraciones, diagramas, títulos o tipografía especial del texto.
c) El selecciona el propósito y el tipo de letra.
II. El empleo de conocimientos previos
El lector:
a) Este formula hipótesis sobre el texto.
b) Realiza predicciones sobre el contenido del texto.
c) Utiliza sus conocimientos previos acerca del tema.
d) Emplea la información de los pasajes anteriores a lo largo de la lectura.
3
Clasificación
Filósofo Norteamericano que hizo una notable contribución a nuestra comprensión de la teoría y la práctica del
aprendizaje.
4
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III. Establecimientos de lazos léxicos
El lector:
a) Identifica palabras claves del texto.
b) Ignora palabras desconocidas.
c) Tolera, en ciertos casos, la comprensión aproximada de una palabra.
d) Emplea cognados entre L1 y L2 para comprender el léxico.
e) Reconoce los cognados falsos.
f) Hace el empleo de la morfología (afijos) de las palabras; infiere el significado de palabras por el
contexto.
g) Utiliza el diccionario con eficiencia para resolver sus problemas de vocabulario clave.
h) Reconoce el valor polisémico de las palabras; identifica el significado de palabras por el contexto.
i) Identifica expresiones idiomáticas.
j) Identifica las frases nominales, verbales, adverbiales, subordinadas, etc.
k) Examina las palabras técnicas y sus definiciones.
IV. Reconoce cohesión dentro del texto
El lector:
a) Relee el texto para una mayor comprensión del texto y aclara dudas.
b) Hace paráfrasis del texto para mayor comprensión.
c) Realiza la traducción de una palabra o una frase a L1.
d) Usa el contexto para interpretar una palabra o frase.
e) Percibe la estructura superficial del texto.
f) Encuentra y reconoce los conectores.
V. Reconoce la coherencia del texto
El lector:
a) Se adelanta en el texto para formarse una idea general.
b) Confirma o rechaza las inferencias existentes.
c) Lleva a cabo una lectura general del texto (skimming).
d) Hace una lectura específica de palabras o frases completas (scanning).
e) Realiza una lectura de búsqueda (search reading).
f) Reconoce las relaciones semánticas del vocabulario.
En estas estrategias se exponen algunos modelos básicos del proceso de lectura en L1 y L25. Hay
numerosos modelos de este proceso; los cuales son primordialmente interactivos y de esquema.
La construcción de modelos teóricos y de clasificaciones de estrategias está evolucionando y
mientras se investigue, cada vez será de mayor utilidad para dominar el proceso de lectura de
comprensión en Inglés Técnico
5
L1 Lengua Materna y L2 Lengua Adicional (inglés, alemán, francés, etc.)
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Identificación de las estrategias de lectura.
Las estrategias de lectura y los propósitos del lector están estrechamente relacionados. Su
identificación es capital, pues su eficaz aplicación permite al lector ser más eficiente.
IDENTIFICACIÓN DE LAS ESTRATEGIAS DE LECTURA
Las estrategias de lectura y los propósitos del lector, están estrechamente relacionados, su
identificación es muy importante porque su aplicación permite al lector ser más eficiente.
TIPOS DE LECTURA
Mirada superficial. Cuando se hojea una publicación con el fin de determinar si nos interesa o no.
Esta incluye toda la información gráfica y tipográfica- tipo y tamaño de letra, dibujos, fotos o
diagramas, etc. (surveing).
Lectura global. Para obtener una idea general; consiste en un recorrido rápido del texto a fin de
formar una idea de cómo está organizado (la primera plana del periódico, por ejemplo) (skimming).
Lectura rápida o de exploración. Para encontrar información específica; solo una idea, un hecho,
un detalle específico, una pista para después continuar en velocidad normal. Es encontrar cierta
información entre varios elementos (fechas, datos bibliográficos, etc.) (scanning).
Lectura detallada. Que se realiza normalmente con propósito de estudio (search reading).
Lectura de anticipación. Que consiste en tratar de adivinar lo que continuará en el texto, es la
síntesis de visión y comprensión, ( Prediction)
Inferencia. Cuando se trata de deducir, de sacar una conclusión, de pasar de una hipótesis a otra,
(inference)
Referencia. Consiste en la capacidad de relacionar una palabra con otra, un párrafo con otro
descubriendo así la red de significación de un texto. (reference)
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APLICACIÓN DE LAS ESTRATEGIAS DE LECTURA
I.- Predicción
Apoyo Visual: Distribución del texto, forma en que está presentada la información: títulos,
subtítulos, división en párrafos, en un solo bloque, etc., reconocimiento tipográfico, todos los
elementos gráficos que conforman un texto, tipo y tamaño de letra, dibujos, fotos, etc.
De contenido a partir de: título o subtítulo, la primera línea del texto, una lectura global del
texto, para obtener una idea general. (skimming)
II.- Determinar el valor comunicativo del texto
Propósito del lector: el tipo de lectura está en función de las necesidades del lector.
Función del texto: determinar el valor comunicativo de un texto sin lo cual no es posible su
comprensión cabal. El lector debe determinar si este texto proporciona: información,
instrucción, sugerencia, etc.
Situación de comunicación: permite la ubicación del texto, respondiendo a las preguntas:
¿qué?, ¿quién?, ¿dónde? y ¿cuándo?
Diferenciar entre hecho (objetivo) y opinión (subjetivo): discriminar entre los hechos y las
opiniones.
III.- Estrategias para extraer información
Estrategias de vocabulario: Uso de cognados6 y falsos cognados, deducción del significado
de palabras desconocidas haciendo uso del:
Contexto: sinonimia, antonimia, hiperordinación, subordinación
Formación de palabras: compuestos y derivados con afijos, sufijos y prefijos.
Palabras que se repiten dentro de un texto
Uso de referentes, tales como pronombres que se refieren a algo ya mencionado o que se
va a mencionar.
Uso de conectores, son palabras que establecen relaciones entre las oraciones
(enunciados) y párrafos que forman el texto.
6
Palabras que tienen igual escritura y significado a las palabras en español, los falsos cognados difieren en el significado.
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Extracción de información específica (scanning), localizar en qué párrafo se encuentra la
información y leerlo con más atención.
Anticipación: El alumno se detiene en un párrafo y anticipa qué dirá el que sigue.
Transcodificar información: Consiste en pasar información esquematizada en diagramas,
tablas o cuadros sinópticos a un texto o viceversa.
Nombre
Practicando las estrategias de lectura
Instrucciones Resuelve los ejercicios de las lecturas siguiendo las instrucciones
para el Alumno Pregunta tus dudas al profesor
Actitudes a
formar
Competencias
Genéricas y
atributos a
Desarrollar
Manera
Didáctica de
Lograrlas
Solidaridad
Responsabilidad
Manera
Didáctica de
Lograrlas
Lectura individual
Lectura en binas
Lectura en equipos (4 integrantes)
4.Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y herramientas
apropiados

Sigue instrucciones y procedimientos de manera reflexiva,
comprendiendo cómo cada uno de sus pasos contribuye al alcance
de un objetivo
Realizando los ejercicios correspondientes, demostrando disposición
para integrarse en equipos diversos
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Text 1
Changing roles: stay –at – home dads
British mechanic Neil Walkingshaw was looking for a way to care for his newborn child when
he approached his boss with a proposal in early 2000. Reluctant to hire a babysitter once his
wife’s maternity leave ended and she returned to work, Walkingshaw asked if he could switch
to part-time hours in order to spend half of each day at home looking after his son. His
employer refused, saying the paperwork would be “too messy” and that it would be difficult to
get anyone to share Walkingshaw’s job. Knowing that the company he worked for had
granted similar requests to female employees, Walkingshaw sued on the grounds of sex
discrimination. On November 20, 2001, an industrial tribunal ruled that Walkingshaw had
been discriminated against and awarded him 3600 pounds. The ruling is believed to be the
first of its kind, and demonstrates just how much views on parental roles have changed over
the years.
Studies have also found that the presence of the father in the home can contribute to lower
juvenile crime rates, a decrease in child poverty, and lower rates of teenage pregnancy.
Differences in parenting styles between men and women are also believed to contribute to
children’s ability to understand and communicate emotions in different ways. The research
supports claims by some groups that the absence of a father in the family is the single biggest
social problem in modern society.
In recent years, organizations like the U.S. –based National Fatherhood Initiative have begun
to argue that the presence of the father is vital to a child’s development. These organizations
aim to encourage fathers to take a more active role in their children’s lives. The movement
also calls for the creation of a new image of fatherhood, one that goes beyond the traditional
view of the father solely as provider, and also includes the equally crucial roles of nurtures,
moral example, disciplinarian and teacher.
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Exercise 1:
Read the text using Skimming. After that, work with a classmate to solve exercise 2
Exercise 2:
Use Scanning to answer the following questions:
a) What was Neil Walkingshaw occupation?
____________________________________________________________
b) How much money did Walkingshaw earn?
____________________________________________________________
c) What do some studies found about the presence of the father at home?
____________________________________________________________
d) Are important the styles between fathers and mothers for children?
____________________________________________________________
e) If you were now a father or a mother what roll do you act with your children?
_____________________________________________________________
f) In your opinion, which is the main idea of the text?
____________________________________________________________
Exercise 3:
Underline with red color the cognates you find in the text above, and write them in the
space below:
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Text 2
Before you begin – Read these instructions completely and carefully
IMPORTANT – Save these instructions for local inspector’s use
IMPORTANT – OBSERVE ALL GOVERNING CODES AND ORDINANCES
Note to Installer – Be sure to leave these instructions with the consumer
Note to Customer – Keep these instructions with your Owner’s Manual for future reference
…………………………………………………………………………………………………………..
Note: Installation and service of this dryer must be performed by a qualified installer, service
agency, or the gas supplier
WARNING – POTENTIAL FIRE AND SHOCK HAZARD




Use only rigid or flexible metal 10 cm (4”) diameter ductwork for exhausting to the
outdoors. Never use plastic or other combustible ductwork.
This appliance must be properly grounded and installed as described in these
instructions
Do not install or store appliance in an area where it will be exposed to water/ weather
For installation in garages, refer to local codes
Instruction
Step 1
Remove and save literature from dryer drum.
Step 2
Tilt the dryer and remove the foam shipping pads by pulling at slides breaking away from
dryer legs. Be sure to remove all foam pieces around legs
Step 3
Move dryer to desired operating location
Step 4
Adjust all four leveling legs to match washer height. Dryer must be level and rest firmly on all
four leveling legs
Step 5
Adjust the two stabilizing legs to contact the floor
Step 6
Connect gas supply (see GAS CONNECTION INFORMATION section of this instruction)
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Step 7
Connect to power supply. (See ELECTRICAL CONNECTION INFORMATION section of this
instruction)
Step 8
Connect external exhaust (See EXHAUST INFORMATION section in this instruction)
Check for proper operation (power supply and venting)
Step 9
Place Owner’s Manual and Installation Instructions where they will be accessible to the user
Exercise 1:
Choose one of the three options for the title of the text, then underline it.
a) Fridge Owner Manual Instructions
b) Installation instructions for your new gas dryer
c) Auto stereo instructions
Exercise 2:
Search the meaning of the words in the square according the context of the reading in
your dictionary
English
Governing
Customer
Qualifier installer
Store appliance
Shipping pads
Away from
Shock hazard
Power supply and venting
Exposed to water
Spanish
Exercise 3:
Write the communication situation in the text, answer the questions:
What? __________________________________________________
Who? ___________________________________________________
Where? _________________________________________________
When? __________________________________________________
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Text 3
What is Mechatronics?
It is a Japanese word which combines the words: mechanics and electronics. The
mechatronics consists of the following four areas:
Processing information area:
Taking as an example an automatic machine, the area of information relates to a control unit.
Typical control units are personal computers, microcomputers and programmable controllers
and so on. Also the content related to the elements and logic circuits, are used including the
inside of a servo amplifier or D / A converter.
Sensors Area(s):
The existence of an object, the latest speed detection and visual sensors using cameras are
widely used in several areas. Taking a CNC machine tool as an example, can be cited, a
proximity switch, magnetic scale rotary machine (rotary).
Area of actuators:
When an object moves, actuator must be determined to consider the speed, accuracy and
stability required at the time. Therefore, requires knowledge of the correct actuator. As a
typical actuator various types of electric motors, are cited for example, DC servo motor, servo
AC motor and so on. In the actual plant or machinery, air cylinders and / or water are widely
used
Machine area:
In a production plant, the machine itself is a machine tool or general purpose machine tools.
Since the machine itself is regarded in other words as the mechanism of the interface or
mechanical interface.
Exercise 1:
Read the text to a partner and underline with red color at least 10 unknown words, find
the meaning in Spanish and write them on your notebook.
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Exercise 2:
Search the verbs in the text and write present, past and past participle tenses of each
one, as in the example:
Present
consider
Past
considered
Past participle
considered
Exercise 3:
Underline the correct answer: What does this text indicate?
a) Information
b) instruction
c) suggestion
Exercise 4:
Make a diagram with the information of the text below:
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Textos informativos y descriptivos
Nombre
Instrucciones
para el Alumno
Lee y analiza las características de un texto informativo y un texto
descriptivo
Conocimientos
a adquirir
Establece diferencia
entre los textos
Aplica estrategias para
la comprensión de la
lectura
Manera
Didáctica de
Lograrlos
No.
1
Trabajo individual
Trabajo en binas
Trabajo en equipo (4 integrantes)
Informative texts
They are those texts which reveal the most important events that occur in the different fields
of science and technology, arts, sports, etc.
You can find this type of texts in newspapers and magazines; informative texts allow us to
know important events what happened? who? how? when? where? and why?
Descriptive texts
They are those in which descriptions are used to make the message be understood better.
There are three types of description:
1. Physics: It occurs by means of an illustration with the names of each of the parts that
comprise the described object.
2. Process: Provides the sequence or the phase in which a process or phenomenon occurs,
in some occasions is represented by a diagram and using arrow keys.
3. Function: In this type of description is detailed the function or activity carried out by
different parts of the subject matter; usually includes a process or physical description.
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Informando y describiendo acciones
Nombre
Instrucciones Lee cuidadosamente los siguientes textos.
Sigue las instrucciones que se indican en cada ejercicio
para el Alumno
Pregunta tus dudas al profesor (a)
Actitudes a
formar
Competencias
Genéricas a
Desarrollar
Manera
Didáctica de
lograrlas
Tolerancia
Respeto
responsabilidad
Manera
Didáctica de
Lograrlas
A través del trabajo, individual,
en
parejas
y
trabajo
colaborativo.
4. Se expresa y se comunica en una segunda lengua. Sigue
instrucciones y procedimientos de manera reflexiva comprendiendo
como cada uno de sus pasos contribuyen al alcance de un objetivo

Sigue instrucciones y procedimientos de manera reflexiva,
comprendiendo cómo cada uno de sus pasos contribuye al alcance
de un objetivo
Por medio de la realización de actividades e interacciones con sus
compañeros acordes al tema correspondiente
Text 1
Digestive system
3
The digestive tract is a long tube, with important glands
embedded, that transform the complex food molecules into
simple and easily usable substances by the body.
4
These simple nutritional compounds are absorbed by the
intestinal villi, which cover the small intestine. Thus, they pass
into the blood and nourish each and every one of the cells of
the organism
From the mouth to the anus, the digestive tract measuring
about eleven meters long. In the mouth it begins proper
digestion. The teeth grind food and secretions from the
salivary glands moisten them and start their chemical
decomposition. Then, the cud crosses the pharynx, continues
through the esophagus and comes to the stomach, a muscle-
1
2
5
12
13
14
15
16
17
18
19
6
7
8
9
10
11
20
21
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liter bag and a half capacity, whose secret powerful gastric mucosa, in the stomach; the food
is stirred into a porridge called chyme.
At the exit of the stomach, the digestive tract extends with the small intestine, about seven
meters long, but retreated on him. In its first portion or duodenum it receives intestinal glands
secretions, bile and pancreatic juices. All these secretions contain a large amount of enzymes
that degrade foods and it transforms them into simple soluble substances.
The digestive tract continues along the large intestine, something more than meter and half in
length. Its final portion is the rectum, which ends in the year where evacuate to the outside of
the indigestible remains of food.
Anatomical description
The digestive tube is formed by: mouth, esophagus, stomach and a small intestine that
consists of duodenum, jejunum and ileum. The large intestine is composed of: cecum and
appendix, colon and rectum.
(With your biliary vesicle) liver and pancreas are part of the digestive system, though not in
the digestive tract.
1. Right nostril
6. Diaphragm
11. Descending colon
16. Ascending colon
2. Oral cavity 3. Pharynx
7. Spleen
8. Stomach
12.Liver
13. Gallbladder
17.Blind
18. Thin bowel (ileum)
4. Esophagus
5. Trachea
9. Transverse colon
10.Thin bowel (jejunum)
14.Pancreas
15.Duodenum
19. Appendix
20.Pelvic colon 21. Rectum
Exercise 1:
Underline the definite articles and circle the undefinite articles of the text.
Exercise 2:
Complete the following information according text 2, writing on the line the correct
number.
1. write the number of trachea _____________
2. write the number of liver ________________
3. write the number of spleen ______________
4. write the number of jejunum _____________
5. write the name of number 1______________
6. write the name of number 3 _____________
7. write the name of number 6 _____________
8. write the name of number 15 ____________
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Exercise 3:
Read the text using scanning and then describe the path of the food in the digestive
system and write their names on the line
Example: 1. mouth
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
Exercise 4:
Write the correct form of the verb to be in simple present
1.
2.
3.
4.
5.
6.
The digestive tract ____ a long tube.
These simple nutritional compounds _____ absorbed by the intestinal villi.
The digestive tube ________ (not) formed by the liver and pancreas.
Liver and pancreas _____ parts of the digestive system.
The food _____ stirred into porridge called chyme.
I ________ human. I have digestive system.
Text 2
The process of making bread
1. All the ingredients are weighed and placed in a vertical mixing. Starch and water are added
to produce the mass. This mass is then fermented for a few hours to allow the activation of
starch and the swelling of the mass. This period of fermentation is known as "sleep or rest
time".
2. The mass is returned to the mixer, where the rest of flour and water are added, along with
the fat, margarine, sugar, milk, salt, and/or eggs. The ingredients should be mixed and
scattered evenly in the dough to form gluten (elastic protein product, which is when the starch
has been separated from the mass per wash).
3. Then the mass is divided and rounded, and it is immediately tested. Mass parts pass
through the styler, containing a series of rollers which will remove any excess gas and air to
ground. The dough pieces are formed in a cylindrical mold or bar (bread) and placed in
containers.
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4 Containers are placed in a test temperature and humidity controlled cabin, and are dropped
off by an hour. The containers are brought to an oven so that the dough is baked. This is the
most important part of the production process.
The oven temperature will transform the mass in a light, pleasant and appetizing product.
5. When the bread is removed from the oven, it should be cooled before that they are cut and
packaged.
6. Then, the loaves of bread will be packaged in automatically and taken to a warehouse
where he is kept in shelves to immediately respond to the demands of the market.
Exercise 1:
Read the text to a partner using skimming and answer the next questions
1. What kind of text is it?_________________________________________
2. With what another name is called the period of fermentation in this case?
_________________________________________________________
3. What ingredients are mixed into the mixer?
__________________________________________________________
__________________________________________________________
4. What is the most important part of the production process?
___________________________________________________________
5. Write processes that are carried out for the elaboration of bread:
____________________________________________________________
____________________________________________________________
Exercise 2:
Underline prepositions that you find in the text.
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Exercise 3:
Write on the lines the adverbs and their meaning you find in the text
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Exercise 4:
Read again the text 3 and then make a diagram with the information. Listen to your
teacher indications.
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Text 3
Look at the title of the reading. Which of the following words do you think
will be in the reading? Why?
Write in Spanish the meaning of each word
competition
money
clothes
organization
sport
people
History of the Olympics
Creating the Modern Olympic Games
According to legend, the ancient Olympic Games were founded by Heracles (the Roman
Hercules), a son of Zeus. Yet the first Olympic Games for which we still have written records
were held in 776 BCE (though it is generally believed that the Games had been going on for
many years already). At this Olympic Games, a naked runner, Coroebus (a cook from Elis),
won the sole event at the Olympics, the stage - a run of approximately 192 meters (210
yards). This made Coroebus the very first Olympic champion in history.
The ancient Olympic Games grew and continued to be played every four years for nearly
1200 years. In 393 CE, the Roman emperor Theodosius I, a Christian, abolished the Games
because of their pagan influences.
Approximately 1500 years later, a young Frenchmen named Pierre de Coubertin began their
revival. Coubertin is now known as le Rénovateur. Coubertin was a French aristocrat born on
January 1, 1863. He was only seven years old when France was overrun by the Germans
during the Franco-Prussian War of 1870. Some believe that Coubertin attributed the defeat of
France not to its military skills but rather to the French soldiers' lack of vigor.* After examining
the education of the German, British, and American children, Coubertin decided that it was
exercise, more specifically sports, that made a well-rounded and vigorous person.
Coubertin's attempt to get France interested in sports was not met with enthusiasm. Still,
Coubertin persisted. In 1890, he organized and founded a sports organization, Union des
Sociétés Francaises de Sports Athlétiques (USFSA). Two years later, Coubertin first pitched
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his idea to revive the Olympic Games. At a meeting of the Union des Sports Athlétiques in
Paris on November 25, 1892, Coubertin stated.
Let us export our oarsmen, our runners, our fencers into other lands. That is the true Free
Trade of the future; and the day it is introduced into Europe the cause of Peace will have
received a new and strong ally. It inspires me to touch upon another step I now propose and
in it I shall ask that the help you have given me hitherto you will extend again, so that together
we may attempt to realize [sic], upon a basis suitable to the conditions of our modern life, the
splendid and beneficent task of reviving the Olympic Games.**
His speech did not inspire action. Though Coubertin was not the first to propose the revival of
the Olympic Games, he was certainly the most well-connected and persistent of those to do
so. Two years later, Coubertin organized a meeting with 79 delegates who represented nine
countries. He gathered these delegates in an auditorium that was decorated by neoclassical
murals and similar additional points of ambiance. At this meeting, Coubertin eloquently spoke
of the revival of the Olympic Games. This time, Coubertin aroused interest.
The delegates at the conference voted unanimously for the Olympic Games. The delegates
also decided to have Coubertin construct an international committee to organize the Games.
This committee became the International Olympic Committee (IOC; Comité Internationale
Olympique) and Demetrious Vikelas from Greece was selected to be its first president.
Athens was chosen as the location for the revival of the Olympic Games and the planning
was begun.
* Allen Guttmann, The Olympics: A History of the Modern Games (Chicago: University of Illinois Press, 1992) 8.
** Pierre de Coubertin as quoted in "Olympic Games," Britannica.com (Retrieved August 10, 2000 from the World Wide Web.
http://www.britannica.com/bcom/eb/article/2/0,5716,115022+1+108519,00.html).
Exercise 1:
Read the following statements and check False ( F ) or True ( T ) according with the
lecture, if you think to the sentence is false, correct the sentence to make it true.
T
1.
2.
3.
4.
5
F
Olympics Games were founded by Zeus
In 393 CE, the Roman emperor Theodosius I, a Christian,
abolished the Games because of their pagan influences
Athens was chosen as the location for the revival of the Olympic
Games and the planning was begun
Coubertin was the first to propose the revival of the Olympic
Games
The ancient Olympic Games grew and continued to be played
every four years for nearly 1200 years
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Exercise 2:
Look at the list of words and match with a definition on the right.
1.
2.
3.
4.
5.
6.
7.
8.
unanimously
games
oarsmen
specifically
enthusiasm
revival
emperor
ancient
a. Lively or passionate interest
b. 1. Dating from very long ago 2. Very old
c. All in complete agreement
d. 1. The act of reviving or state of being revived 2. a
renewed interest, esp. in old customs and fashion
e. 1. Of a particular nature; precisely identified 2. precise
in meaning, a specific detail
f. A man who rows
g. The male ruler of an empire
h. An amusement or pastime 2. A competitive activity
with rulers
Exercise 3:
Look the followings pictures, investigate on the net about this topic Olympics Games
in each year and work in teams writing a small paragraph
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SONG 1
COLOR OF SUCCESS
Patience ________
Time to move along
No one to blame
It is time to win
Don't criticize
Try to _________
I am number one in the end.
Play to win
That is the color, the ______________
I play to win; oh, I
Play to win
There is ____________
Color of success
Free as a bird
It is time to spread ___________
Dark whether is gone
The sun is shining
First, understand
I am not your ______________
Shrewd, I am kind
You cannot deny me
Play to win
That is the color, the color of success
Play to ________
There is no other
Color of _____________
Spoken Words:
And, the cow was _________ to its rightful owner.
In today's entertainment news, Morris Day,
famous singer of that popular rock group will not
be singing, "What time is it" _______. As you
know, that group is no longer together. The
question that most people seem to be asking is
"What will Morris do now?" What I am going to
do? "Play"
Do not take me wrong by the words of my song
Bitterness gone, It is ___________
Fresh, picturesque at my very best
Gratefully strong, and proud to be me
Second Spoken Words:
Topping the hour's news, the _________ update.
What seemingly had turned to stone for Morris
Day has turned to gold or even platinum once
again as he takes his new life pursuing a solo
career, which includes records and movies.
Ammm, the ________ is indeed bright for Morris.
Play to ______
That is the color, the color of success
Play to win
There is no ___________
Color of success
If I want to make love ___________
It is all right
It is my _______
I play to win
If I want to get crazy sometimes
It is all ________
It is my life
I play to _______
If I want to _______ love sometimes
It is all right
It is my _______
I play to win
If I want to get _________ sometimes
It is all right
It is my ________
I play to win
Play to win
That is the color, the color of _______
Play to win
There is no other
Color of __________
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UNIDAD II
Textos Narrativos
Textos Instructivos
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Nombre:
El estudiante es capaz de expresar y aplicar
los conocimientos que le permitan comprender, interpretar
y utilizar textos narrativos e instructivos en tiempo pasado.
1.
The verb to be in past
2.
Simple past
3.
Use to/used to
4.
Quantifiers
5.
How much / how many
6.
Some/ any
7.
Countable and uncountable nouns
8.
Past progressive
9.
Cognates
2
10. Regular and Irregular verbs
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1. A part of my life
2. Change of life
3. The food
4. My childhood
5. The nutrition
6. Song:
HABILIDADES
RESULTADO DE
APRENDIZAJE
 Elaboro enunciados simples usando vocabulario y
estructuras del pasado.
 Respondo preguntas simples con enunciados cortos.
 Sigo instrucciones simples
 Comprendo textos breves.
 Escribo historias cortas.
A lo largo de la unidad se podrá expresar en inglés, leerá,
comprenderá y seguirá instrucciones con respecto a textos.
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Nombre
Instrucciones
para el Alumno
Conocimientos
a adquirir
Textos narrativos e instructivos
No.
1
Comprender y usar correctamente las diferentes formas del
Pasado en textos narrativos e instructivos en inglés
Uso y
aplicación
correcta del
tiempo pasado
en textos
Manera
Didáctica de
Lograrlos
Trabajo Individual
Trabajo en binas
Trabajo en equipo
Narrative texts
They are related facts that can be developed in one place along a given space and time. This
story includes the participation of various characters, which may be real or imaginary, in that
narration need not be factual and maybe written from the perspective of a character in the
text. The style of a narrative is a choice made by the author based in part on text's genre,
purpose and structure
The purpose of narrative text is generally to entertain, inform or express ideas. Its sub-types
include fables, memoirs and adventure stories. Narrative text most often has a five-part
structure.
Stylistically, narratives can be described in many ways, including comic, tragic, sentimental,
reflective and ironic. Examples include news stories, novels, stories, history books,
biographies, memoirs, etc.
Instructional texts
The instructional text is one that provides a clear sequence of instructions that are intended to
develop an activity to reach a goal or accomplish a goal. The language should be precise and
concrete. Indicate instructions, operations or procedures recommended steps composed to
be met to achieve a result.
They require a special format. Development of procedures consisting of detailed steps that
must be met to achieve a result. Graphic marks are used as numbers, asterisks or dashes to
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differentiate the series or sequence of steps.
The characteristics of an instructional text can be showed with drawings, by type of
instructional text to be developed; applied to children of primary school grades find it
interesting to observe allowing more guidance in the process. Examples include use
instructions, first aid, recipes, safety rules, etc.
Nombre
A part of my life
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios de acuerdo a
la instrucción de cada actividad.
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
Manera
Didáctica Trabajo individual.
de
Trabajo en equipo.
Lograrlas
4. Escucha, interpreta y emite mensajes pertinentes en distintos
contextos mediante la utilización de medios, códigos y
herramientas apropiados.
 Aplica distintas estrategias comunicativas según quienes
sean sus interlocutores, el contexto en el que se encuentra y
los objetivos que persigue.
Con base en un texto realiza las actividades propuestas,
participando en equipo y de manera individual.
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Text 1
A PART OF MY LIFE
Hello. Today is Monday and the weather is nice but yesterday it was very cold.
My name is Jesus, I was born in San Luis Potosi, I am Mexican, but now I live in California
State, I am 17 years old. When I was much younger I was really naughty and I wasn’t very
friendly, I am the youngest of the family and I was very spoiled. I lived in Mexico and when I
was 7 years old, my father decided move to USA. I have two brothers their names are Mike
and Tomas and one sister, her name is Isabel.
When we were much younger we had a little cat his name was Denver, it was black and very
lovely.
My sister Isabel was a very good student, she is beautiful and intelligent woman, and she is
26 years old. Her favorite actor is Brad Pitt. She was working in a factory but now she doesn’t
work, she is traveling with her friends.
My brothers weren’t good students when they were much younger, but now they are
excellent students and they are studying in the same university, when they were 10 and 12
years old they were very good tennis players. My brother Mike was very shy and Tomas was
very serious. Now they are very funny and very nice.
My father and my mother are very hard workers. They are friends for us. My mother was a
housewife but now she is an excellent nurse and my father was a very grumpy man and he
never was in the house, because he was at the police station all day; however, he now
spends a lot of time with us, he is a good police and he always helps me when I have some
problems.
My house was small and it was red and yellow colors. Now, my house is big and I like it.
Now, I am in high school. I am happy and I like school, Enrique Morales and I are very good
friends, he is my best friend; Yesterday we were at the party for my birthday. Today he is
absent, he is sick because of the cold drinks that he drank.
When I was in the junior high I wasn’t happy. The classes were boring and the teachers
weren’t very friendly. I was a little lazy, but I’m not now. Now I think I’m really hard working
student and I like the school.
I hope write me about you.
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Exercise 1:
In pairs read the story, using skimming, and then answer the questions below.
1. – Who wrote the letter?
2. – When did he/ she write the letter?
3. - How was the weather yesterday?
4.-What was her/his best friend last name?
5.-What was her/his mother occupation?
6. - What was her/his cat name?
7. - How old was he/she?
8. - What sport did his/her brothers practice?
9. - How were the classes in the junior high school?
10.-Where did he/she live?
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Exercise 2:
Complete the table below using scanning
Be in present
Be in past
Verbs in present Verbs in past
Verbs in progressive
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Exercise 3:
Now write your own story using the past of verb Be in your notebook.
Exercise 4:
In team find present verbs in English in the square below, and then, complete the
table as in the example:
f
Present
Past
Past participle
Spanish
eat
ate
eaten
comer
irregular
e a t q w r t y u i u i e v i l j c o o k h g f d s a a z x c b v
n u q g m k
j h g s i t d s s a q w e r
b d r
t y q r e r t y
i
n k
b y a a e y h g q w e q c k
v
Regular Irregular
t
c r
t w w t
r
t y u i o y u b p ñ m n r b
q a z d f g y t u h e k r s k
j
j
n u q c o o c j
r w a q h e k r s z o y e u
t
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c e a e
l
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b e c o m e s f e s s
f
f g h s o
f m h y d j
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t
h
f g h e h e k
r
s m n b v c x z s d a f
i
l
r
s s o z d w i q w a h c u m r
i n k u e c t y u c u
o b d r o z x c k c v b n e m y d j
j m n k a
u p u j q
i a t h d i t s m d
t
a e h n u q o d
f
r p m p e e l s p o d p y
g h
i
n x e i q h e r t s
j
j
a d
x s
i
n u q u s x z a i s u
t
s c u b u i
t
f
g h z w s f g
e h h g x s a y j
l d c b h p j
p a c u t
d z x c k s a z z x c f
v b n c y
l
o w y h e k r s s d e k a
t w t h a
f
f
o
t
k e h c u b t
z x c k c u b
c r
l w y s m d f
f r e b m e o w i
e e p y d j j
e s m d w s m d f
a r b
f
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h p u
f
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u
l
r
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f
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h g
e e n e h t u f o
l
p i e
t y d j
j w f
s
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f
m y
w e k r
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j g i k l
j
c u b
r
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j h j z x c k v c u m u w d i s
d a r e b d r b m r g n h j m h e h m h e k r s g j y d u d
q
f h j
c u t w
j z x c k p r s m d
w a d
f
t o c b
f
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l
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i m r g o q w o r e r s o e t m u u a ñ
n u o c d a l y d
a a s d
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r e b m e m e r c m c k m d d
e b m u f h c u h j d
n y i g l
s m d f
a f d o h c u o u
o p r w
f u s e f x o d d j w
t s y h c u h d h d x c t e
j n u q z x c k b s v s z h h g
p u s h e k r s l m n b w x b d r y d j
j z x w
i
s h v h
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Present
Past
Past participle
Spanish
Regular
Irregular
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Nombre
Change of life
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios de acuerdo a la
instrucción de cada actividad.
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
Manera
de
Trabajo en equipo.
Lograrlas
 Aplica distintas estrategias comunicativas según quienes sean
sus interlocutores, el contexto en el que se encuentra y los
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
Maria Gomez was born in Tabasco. She grew up in a small village. She began school when
she was six years old. She went to elementary school, but she didn’t go to high school. Her
family was very poor, and she had to work when she was thirteen years old. She worked on
an assembly line in a shoe factory.
When Maria was seventeen years old, her family moved to the United States. At first, they
lived in Los Angeles, after two years, they moved to San Francisco. When Maria arrived in the
United Sates, she wasn’t very happy. She missed her friends back in Tabasco, and she didn’t
speak any word of English. She began to study English at night, and she worked in a factory
during the day.
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Maria studied very hard. She learned English, and got a good job as a secretary. Maria still
studies at night, but now she studies advertising at a business school. She wants to work for
advertising company some day and write commercials.
Maria still misses her old friends, but she communicates with them very often by the net.
She’s very happy now, and she’s looking forward to an exciting future.
Exercise1:
Read the text using scanning and then answer the questions.
1. - Where was Maria born?
2.-Did she grow up in a large city?
3.-When did she begin the school?
4.-What is Maria occupation?
5.-What language did Maria learn?
6.-What does she want to do in the future?
7.-Where did Maria live when she arrived to US?
Exercise 2:
Write a title for the reading and after that, underline the verbs in past to make a list with
them in your notebook.
Exercise 3:
Did you have any change in your life? I’m sure about it; Write how it was, using the
past tense.
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Exercise 4:
Which of the next activities did you do yesterday? Make sentences.
Look at the example: I didn’t watch TV yesterday
watch TV
make a phone call
listen to music
take a shower
write a letter
go out
Cook a meal
study
Visit a museum
read a newspaper
Practice a sport
Do the homework
Exercise 5:
Francisco is the manager of an important company. Look his diary of yesterday and
write about the things that he did and he didn’t do. Check the example:
8:30 buy newspaper and magazine for my mother √
9:00 have meeting with bank manager √
10:00 call to the Sam’s club office √
10:15 write a mail to Henry х
10:30 talk with Toño and Julia about new products√
11:30 send a fax to California about training course х
12:00 write a letter to Directors of Cecyte to confirm meeting √
1:00 visit to David for lunch х
2:00 take a taxi to go home √
2:30 prepare suitcase √
4:00 take the train to London √
6: 00 call home x
8:00 buy a new tie х
10:00 put the alarm clock х
Example: He bought a newspaper and a magazine for his mother
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
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_______________________________________________
Exercise 6:
Answer the next questions about you
1.-What time did you get up today?_________________________
2.-How did you fell when you got up?__________________________
3.-What did you eat for breakfast? ____________________________
4.-What did you drink for breakfast? ___________________________
5.-What time did you leave from your house? ____________________
6.-What time did this class begin?______________________________
7.-When did you go to the cinema? __________________________
8.-What did you read yesterday? ______________________________
9.- Where did you go last night? _______________________________
10.-What did you wear the last Sunday?_________________________
Exercise 7:
Complete the sentences in negative and affirmative forms. Look at the example:
Carla usually Studies English, but She didn’t study English yesterday. She studied
mathematics
1.-Paul usually writes to his friends, but he _________ __________ to his friends yesterday.
He _____________ to his cousins.
2.-I usually drive to the park on Saturday, but I _________ ___________ to the park last
Saturday. I _________ to the mall.
3.-We usually arrive late, but We __________ __________ late today. We ________ on
time.
4.-My husband and my son usually take a shower every morning, but they _____ ______ a
shower in the morning today. They ______ a shower in the afternoon.
5.-Margaret usually reads the newspaper in the morning but, she __________ _________
the newspaper yesterday. She _________ a magazine.
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Exercise 8:
Write the verbs in English in present form.
28
ACROSS
1.Contestar
2.-Construir
3.-Perder
4.-Mostrar
5.-Conocer (gente)
6.-Recordar
7.-Prestar
14
16
17
1
5
18
2
19
20
4
23
3
7
8.-Ganar
9.-Leer
10.-Parar
11.-Lavar
12.-Barrer
13.-Gozar
14.-Colocar
15
21
6
DOWN
15.-Empezar
16.-Escribir
17.-Extrañar
18.-Entregar
19.-Despertar
20.-Vivir
21.-Cabalgar
24
*
11
27
22
8
26
9
25
12
10
13
22.-Bailar
23.-Hacer
24.-Robar
25.-Señalar
26.-Estudiar
27.-Esperar(lugar)
28.-Dar
Exercise 9:
Write the verbs in English in past form
9
17
2
6
1
8
10
16
17
8
15
3
9
1
4
2
*
16
*
15
20
11
10
7
13
14
3
12
5
13
12
19
22
4
18
11
14
21
7
5
20
21
6
19
18
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COMPETENCY
DEVELOPMENT:
Expresses ideas
compositions in a structured, creative and coherent way.
and
concepts
in
Writing: Description of a process
A.- In groups, discuss the following questions
1.
2.
3.
4.
How often do you wear sneakers?
How many pairs do you have?
Do you have a favorite brand?
What materials are used to make the sneakers?
B.- Label the parts of this sneaker with words from the box.
Rubber strip
Canvas top
holes
Insole
Rubber sole
Shoelaces
C.- Listen and number the pictures in order
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D.- Listen again and make notes on each stage of the process. Use the sequencing
words below
E.- Write a description of the process of making sneakers. Make sure you use Simple
Present Passive. Use the verbs in the box to help you. Check their meaning, using a
dictionary if necessary.
cut
melt
cool
punch
attach
glue
thread
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SONG 2
LOVE ADDICTION
Let me tell you about ____, she´s all right
I used to love her
Everybody said leave her _______
Breaking´s so hard
Well it´s a strange thing to go _________
I´m kind of hooked on the way she turns
me on
Don’t´let her turn you out
You know what that girl´s ________
Don´t let her lead you on
Keep you _________ on and on
Chorus:
He´s so blind to _________
She brought the man to his knees
Oh sometimes you really ____________
So so blind to defeat
She brought the man to his _________
Oh baby, sometimes the world´s so cold
Well she´s got a certain ____________
It´s so true she´s like no other
She never leaves me hangin very long
Repeat Chorus
Repeat Chorus
Don´t mess with it, huh
In a world so cold
Band air
Repeat chorus
Such an innocent _______
To be fooled, she made me need her
She´d do my right, sometimes she does
me _________
Yeah in the back of my mind
I know it´s time to leave her
She´ll look around and I´ll be gone
Repeat Chorus
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UNIDAD III
Textos Científicos
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Nombre:
El estudiante habrá aplicado las estrategias
convenientes, utilizado la gramática e identificado el
significado de palabras para demostrar sus saberes acerca
de la comprensión de lectura de textos científicos
3
1. - Future Will
2. - Future be going to
3. - Tag questions
4. - First Conditional
5. - Present Perfect
6. - Second Conditional
7. - Past Perfect
8. - Third Conditional
9.- Adjetival Clauses
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1. - Presenting the Future!!!
2. - It´s a great place to live, isn´t it?
3. - What’s in it for me?
4. - Caves
5. - A news article
6. - It´s a Wonderful Life (1976)
7. - Rita’s replay
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 Leo y comprendo textos de una extensión de 3 a 5
párrafos.
HABILIDADES
 Entiendo las ideas principales, algunos detalles e inferir el
significado del texto.
 Leo textos en cualquier campo del saber humano.
 Entiendo hechos y hacer algunas inferencias en textos
comunes y especializados.
RESULTADO DE
APRENDIZAJE
Mejor comprensión de textos, habilidad necesaria para su
desempeño en el nivel superior.
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Nombre
Textos Científicos
No.
1
Cada uno de los textos que se presentan tiene una serie de
Instrucciones ejercicios que te permitirán desarrollar habilidades para la
para el Alumno comprensión de lectura. Sigue atentamente las instrucciones del
maestro, utiliza tu diccionario y pregunta cualquier duda.
Identificar textos
científicos, aplicar
adecuadamente las
Conocimientos estrategias de
a adquirir
skimming, scanning,
inferencias,
homónimos.
Lectura individual en voz
alta, Trabajo individual de
Manera
investigación,
inferir,
Didáctica de
trabajo en clase individual,
Lograrlos
en pareja y colaborativo en
equipo
Scientific texts
Scientific texts (papers): they are those occurring in the context of the scientific community,
with intent to display or demonstrate the progress made by research. Genres are typical of
this type of thesis, Bachelor Memory, Article scientist or scientific monograph. They are also
scientific texts, although oral transmission; the Conference, Paper or Communication.
It is a text with clear and precise language. It highlights the facts about the views.
Aims at universality through its specific terminology, which allows precise and accurate
translations into other languages with no room for misinterpretation
The scientific papers present statements that may be subject to verifiability, (it means that
they
can be checked). Typically they are produced within the framework of a scientific
community to communicate and demonstrate the progress made in research7
7
http://definicion.de/texto-cientifico/ (August 3, 2012)
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Nombre
Presenting the future!!!
Instrucciones para
el Alumno
Contesta correctamente los siguientes ejercicios de acuerdo a la
instrucción de cada actividad.
Actitudes a formar
Responsabilidad.
Orden.
Honestidad
Competencias
Genéricas y
atributos a
Desarrollar
Manera Didáctica
de Lograrlas
Manera
de
Trabajo en equipo.
Lograrlas
 Aplica distintas estrategias comunicativas según quienes sean
sus interlocutores, el contexto en el que se encuentra y los
9. Transmite mensajes en una segunda lengua o lengua extranjera
atendiendo las características de contextos socioculturales
diferentes.
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Exercise1:
A - Read this article about the future. Follow the instructions of your teacher.
Text 1
PRESENTING THE FUTURE
by Will Hapin
A new millennium has begun as well as a new century, and it’s bringing new
developments in all areas of our lives. Where will we work in this new era? What we
will wear? How will we travel, study and relate to our families? Let’s follow Dr. Nouvella
Eon a typical day in 2115.
Dr. Eon’s day begins at 7:00 am when her bedroom lights turn themselves on. Her son
will weak up, too. She usually works from her home office. But today she is going to
teach. She doesn’t bother to check the weather report her high-tech material of her
clothing will keep her comfortable warm or cool.
“Hi mom her, son greets her over the home communications system. She goes to his
room to say good morning. While she is helping Ricky get ready for his day, the
household robot will prepare breakfast.
When will Dad be home? Ricky wants to know. Mr. Eon is a captain of the Mars
shuttle. “The shuttle leaves Mars at 6:00 pm today and it arrives tomorrow afternoon.
He’ll be here by the time you get home from school tomorrow”
“Don’t forget your backpack” Nouvella tells Ricky as they leave. “You’ll need it to send
me pictures of the zoo.” Ricky’s class is going on a field trip today, and he’ll carry a
backpack with a built-in computer, camera, and cell phone. She won’t worry about his
getting lost. All the children’s jackets have GPDs (Global Positioning Devices), so
she’ll be able to see where he is at any time on her wristwatch computer.
Nouvella is going to drive Ricky to school and then drive to the freeway. There, she’ll
connect with a freeway guidance system, so she won’t actually drive her car most of
the way to the university. Instead, she is going to listen to music and prepare to teach
her class.
Many of these changes have already begun, and we’ll see others very soon. The future
is arriving any minute now. Are you ready for it?
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Exercise 2:
Read the text using Scanning in order to find the answers. Write T (true) or F (false)
1. _____ The robot will prepare breakfast after Nouvella helps Ricky?
2. _____ The Mars shuttle will leave Mars in the evening?
3. _____ Nouvella will drive all the way to the university?
Exercise 3:
Underline in the text all the sentences that contain will or be going to, then write down them
and translate to Spanish. Follow the example.

English
Where will we work?
Spanish
¿Dónde trabajaremos ?






Exercise 4:
Answer the following personal questions, on your notebook and then, ask them to
your partner.
1. What are you going to do tonight?
2. What will you do next Sunday?
3. What are you going to study at college?
4. Where will you live in 5 years?
5. How many children will you have?
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Text 2
It’s a great place to live, isn’t it?
Our reporters around the world interviewed people working or studying in foreign
countries. Our questions, like this: How do you like living here? Here is what we
learn from Anton Freeman, and Tessa Wiley.
First interview
Reporter You’re a student, aren’t you?
Anton
Yes, I am. I’m studying architecture at the
Kaywon School of Art and Design.
Reporter That’s not in Seoul, Is it?
Anton
No, it’s not. But it’s not far
Reporter So, how do you like living here? Doesn’t
the cold weather bother you?
Anton
No, I’m from Berlin, so I am used to cold
winters. I love this city. You can find
modern skyscrapers right next to the
ancient structures.
Reporter That’s true. That’s the old city gate over
there, isn’t it?
Anton
Yes. And there are several beautiful
palaces nearby.
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Second interview
Reporter You’re from England, aren’t you?
Tessa
Yes. I moved to Toronto 10 years ago.
Reporter Was it a difficult adjustment?
Tessa
No, not really. First of all, heaving the
same language makes the things
easy, doesn´t it? And people here are
very friendly.
Reporter Why Canada?
Tessa
England’s a small country. I was
Attracted by Canada’s wide-open
spaces. It seems to offer endless
possibilities
Reporter Don’t you miss your family back
home?
Tessa
Sometimes, but the internet keeps us
connected. And they visit every year.
Reporter It doesn’t’ take long to cross the
Atlantic, does it?
Tessa
No, that’s why they call “The pond.” It
really is a small world now, isn’t it?
Reporter It sure is
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Exercise 1:
Translate to the Spanish the first interview
Exercise 2:
Work in teams of 5 members
We are reporters, aren’t we? Write an interview to your team members using tag questions
in order to check, confirm or comment on a situation. Practice it and then, each team has to
talk in front of the group.
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Exercise 1:
Before you read:
Work in pairs: look at the pictures which are in the next page, and say the names of
these plants, talk with your classmate about that.
Then answer the questions below.
a) How much do you know about herbal remedies?_____________________
b) Have you ever heard the name of the plants in the picture?_____________
c) Have you or has anyone used plants as remedy to cure illnesses?.
____________________________________________________________
Exercise 2:
Look at the title of the reading, mark the words which you think will be in the reading?
What do you think is going to be the topic?
a) Medicine
b) people
a) birthday
e) years d)plants
Exercise 3:
Look the words you underlined in exercise 2, Read carefully the text, to see if your
prediction was correct.
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Text 3
What’s in it for me?
By Murray Young.
Plants have been used for thousands of years to treat, and sometimes to cure, minor and
major illnesses. The rise of “rational” medicine led to a brie decline in herbal remedies In the
early part of this century, but recently they have been rediscovered. Research laboratories
have been set up to investigate he remedial properties of tree bark, flower petals and fungus.
The results have been spectacular.
Substances which have been extracted from plants are now from the basis of some of the
most important pain-killing and even life-saving drugs.
Among the most popular pain-killers, aspirin and codeine both come from flowers- the
meadowsweet and the poppy. People have used Cocaine as a local anesthetic for much
longer that it has been taken by drug addicts, comes from the coca plant. Penicillin, the
universal antibiotic, is a fungus which was discovered by accident when it grew naturally in a
Petri dish in Alexander Fleming´s laboratory and killed the bacteria that were in the dish.
Quinine, Which has prevented and treated malaria for many years, is distilled from the bark of
the yellow chinchona tree.
Whether you suffer from migraine or high blood pressure, you should be grateful to nature or
providing a cure (ergonovine from ergot and reserpine from Indian snakeroot, respectively).
The drug companies are certainly grateful. For instance, vinblastine, which occurs naturally in
the rosy periwinkle of Madagascar, cures most people of two different types of cancer and in
the income from the manufacture and sale of the substance exceeds $180 million per year.
Exercise 4:
Reading comprehension:
Complete the information; try not to look back at the reading for it.
1- People have used plants for thousands of years to treat…
________________________________________________________________
2.- Doctors who believe in “rational” medicine.
________________________________________________________________
3.-Recently scientists have extracted important substances from… mention three of them.
__________________________________________________________
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4.-How was discovered the universal antibiotic?
5.-The drug companies have been getting a large amount from the manufacture and sale of…
vinblastine.
__________________________________________________________________
6. – If you were ill, you would use … (herbal plants/ medicine
Exercise 5:
Read again the text, underline the unknown words, make a list then look in your
dictionary for the right definition, ask your teacher for the herbal names.
1.-_______________________
______________________________________
2.-_______________________
______________________________________
3.-_______________________
_______________________________________
4.-_______________________
_______________________________________
5.-_______________________
_______________________________________
6.-_______________________
_______________________________________
7.-_______________________
_______________________________________
Exercise 6:
Follow the next instructions:
Was interesting the reading…
Have you heard about the topic?
Write a short paragraph on your notebook, giving your opinion. Use present perfect tense and
present perfect progressive at least one in your writing.
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Text 4
Caves
The majority of the world’s most spectacular caves, including the Cacahuamilpa Caves, are
located in areas of limestone rock. This is because limestone is a soft kind of rock that is
easily eroded by water. Some caves are formed when rainwater is made more acidic as it
passes through dead plants in the soil. The rock is dissolved by the acidic water and solution
caves are formed. Other caves, like Cacahuamilpa Caves, are made by underground rivers.
Caves like these are called erosional Caves.
When an empty space is created in the limestone, stalactites and stalagmites start to form.
Stalactites’ hang from the roof of the Cave and stalagmites grow up from the floor. They are
made by the constant dripping of water that contains calcium carbonate. The calcium
carbonate is deposited in tiny quantities over hundreds of years. Stalactite and stalagmites
only grow about 0.1 mm a year. The longest stalactite in the world is found in Minas Gerais,
in Brazil, and is more than 20 meters long. How long did it take to form?
Exercise 1:
After you read the text to a partner using skimming, use scanning to answer the
questions
1. - Where are located the majority of the world´s most spectacular caves?
__________________________________________________________________
2. - How are formed the Cacahuamilpa Caves?
__________________________________________________________________
3. - Which caves are called erosional caves?
__________________________________________________________________
4. - Where is the longest stalactite in the world?
__________________________________________________________________
5. - How long is it?
__________________________________________________________________
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Exercise 2:
Read the text again using scanning and answer true or false.
1. - Stalagmites hang from the roof of the caves.
________________
2. - The rock is dissolved by the acidic water
and solution caves are formed
________________
3. - Stalactites grow up from the floor.
________________
4. - Limestone is dissolved by rainwater.
________________
5. - Some caves are called underground caves.
________________
Exercise 3:
Rewrite the sentences using passive voice.
Example: Water pollution kills marine life.(active voice)
Marine life is killed by water pollution. ( Passive voice).
1. - The boy does the pictures.
_____________________________________________________________
2. - The maid cleans the house.
_____________________________________________________________
3. - I wash my dog every month.
_____________________________________________________________
4. - The girls plant some roses in the garden.
_____________________________________________________________
5. – My neighbor sings in the morning a wonderful song
_____________________________________________________________
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Text 5
Read Paula’s letter to Rita. Then complete Rita’s reply with if or would plus the phrases in
the box.
Dear Rita,
I’m sorry I haven’t written, but I’ve been worried about a problem we have. Because we live in
the country, my husband’s sister and his family come here every two weeks and act like they
are in a hotel. They never bring any food and they eat and drink everything in the refrigerator.
The children run around the house, making messes and breaking things. Laura my sister in
law makes long distance phone calls and never pays for them. I’ll go crazy unless I can solve
this problem soon!
What would you do if you were in my place?
Love
Paula
Rita’s Reply.
Dear Mary.
What horrible situation! Next weekend, ________________________________
___________________________! First,_________________________________
so they would find an empty refrigerator. I ____________________disconnect the telephone
_________________________________________________________
________________________________________________.
If I _________________you, I would tell them not to visit ____________________
If they _____________again I __________________do the same thing again.
Good luck!
Love
Mary.
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Text 6
It´s a Wonderful Life (1976)
Exercise 1:
Read the text, following the teacher’s instructions.
What would have happened if you had never been born? Peter Stalleto learns the answer in
Frank Capra´s great movie classic, It´s a wonderful life.
When the movie opens, Peter is standing on bridge thinking about suicide. Throughout his
life, he has sacrificed his dreams in order to help other people. He could have gone to college
if the family business hadn´t needed him. He would have traveled around the world instead of
remaining in his hometown of Bedford Falls. Now faced a failed business and a possible jail
sentence, Peter decides to end his life by jumping into the river. Enter Gabriel, an angel sent
to help him. Gabriel jumps into the water first, certain that, as always, Peter put aside his own
problems in order to rescue someone else.
Safely back on land. Peter wishes he had never been born. “I suppose it would have been
better if I had never been born at all.” He tells Gabriel.”You got your wish: you never been
born” responds his guardian angel.
Gabriel then teaches Peter a hard lesson. In a series of painful episodes, he shows him what
life would have been like in Bedford Falls without Peter Stalleto. Peter goes back to the site of
his mother´s home. He finds, instead, an old, depressing boardinghouse. If Peter had not
supported his mother, she would have become a miserable, overworked boardinghouse
owner. Peter´s own home is a ruin, and his wife Meredith, is living a sad and lonely life. Each
scene is more disturbing than the last, until finally we end in a graveyard. We see the grave
of Peter´s little brother, Joe. If Peter hadn´t been alive, he couldn´t have saved Joe´s life. Joe
would have never grown up to be a war hero, saving the lives of hundreds of soldiers. “Joe
wasn´t there to save them because you weren´t there to save Joe,” explains Gabriel. “You
see Peter, you really had a wonderful life.”
The ending of the movie delivers a heartwarming holiday message. It´s a Wonderful Life
shows us the importance of each person´s life and how each of our lives touches those of
others. We see through Peter´s eyes how the lives of those around him would have been
different if he hadn´t known them.
This movie is highly recommended for the whole family.
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Exercise 2:
Underline the sentences that contain the third conditional and then, translate them o
Spanish. Follow the example.
 What would you have happened if you had never been born?
Qué hubiera pasado si no hubieras nacido?






1. - Angie would have watched the movie last night if she hadn´t seen it before.
a) ________ She watched the movie last night.
b) ________ She saw the movie before.
2. - I would have recorder the movie if my DVD recorder had not stopped working
a) _________ I recorder the movie
b) _________My DVD recorder broke
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3. - If I had had time, I would have watched “Back to the Future” movie
a) _________I didn´t have time to watch Back to the “Future movie”
b) _________ I watched Back to the Future “movie”
Text 7
The Future of Medicine
Exercise 1:
Ask the following questions to your partner
1. Look at the photo above. What and where is it happening?
2. What is a robot? How many ways a robot could be used in a hospital?
3. Tell your partner three ways in what the field of medicine and medical
technology has changed in the last 10 years?
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Exercise 2:
Read the following sentences.
a) Surgeons make long incisions.
b) Surgeons make long incisions in a patient´s chest.
c) Surgeons make long incisions in a patient´s chest to reach the heart.
Which sentence best helped you to understand the meaning of the word incision? Explain
your answer to a partner.
Exercise 3:
Scanning in the text below the sentence in which the word italicized appears. Then
choose the best definition.
1. In line 4, the phrase make-believe means
a) realistic
b) imaginary
c) uncertain
2. In line 8, the word trauma means a
a) difficult work
b) great sadness c) physical injury or wound
3. In line 17, the word inserted means
a) put in
b) removed
c) cut
4. In line 20, the word relays means
a) creates
b) lights up
c) sends
Exercise 4:
Read this scientist article, follow the teacher’s instruction
TITLE:
Images of robotic equipment being used in operating rooms were once seen only in
science-fiction movies. Today, the use of robotic equipment for certain types of surgery
is no longer make-believe ―it´s real!
Traditional surgical procedure require surgeons to make large incisions in patient´s
body in order to gain access to the internal organs(1) It was once common for heart
surgeons, who perform highly specialized and complex procedures(2), to make long
incisions in a patient´s chest and then split the breastbone to reach the heart. The
patient then had to recover from the trauma of the surgical treatment, the split bone,
and the large wound created by the incision. Patients who undergo surgery requiring
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this kind of invasive procedure are often prone (3) to infection (4), as bacteria can
infect the cut in the skin. In addition, there is often a lengthy recovery period.
A surgical technique known as ´Keyhole surgery´ has become more common in recent
years. This technique eliminates the need for surgeons to make large incisions.
Instead, a couple of small incisions, each measuring about one centimeter, are made
around the area to be operated on. Long instruments, which look a bit like chopsticks,
are inserted through the tiny incision and into the patient´s body. At the end of this
instruments are small tools that resemble standard surgical tools. A tiny camera, called
endoscope, is also inserted into the body through one of the incisions. The camera
relays an image of what is happening inside the patient´s body to a large computer
monitor, so doctor are able to see what is going on, and where to place the tools. The
awkward part of keyhole surgery is that it is counterintuitive; if a surgeon wants to
move the tool to the left, he or she must push it to the right, and vice versa.
Other advancements in technology are also being used today in the OR (5). A new
machine called the da Vinci™ Surgical System has been tested in hospitals in the U.S.
This robotic apparatus (6) requires that surgeons make three small incisions in the
body. Two of the slits are for instruments; the third is for the endoscope. Unlike keyhole
surgery, the da Vinci™ robots moving parts are designed to mimic the natural hand
and wrist movements of a surgeon, thus providing better control and sensitivity. Sitting
at a console a few feet from a patient, the surgeon can perform an operation by holding
and moving highly sensitive pads that enable him or her to control the instruments. The
area of the body on which the surgeon is working is magnified (7) on a screen, which is
attached to the console. This gives surgeons a realistic three-dimensional view of the
area―similar to what they would see during a traditional surgical procedure.
Although the da Vinci™ Surgical System is undergoing trials from some procedures, it
has been hailed as revolutionary by many surgeons. Patients with serious illnesses
must still undergo major surgery, but the smaller incisions and less invasive (8)
procedures typically mean that there in less physical trauma to the body, so a shorter
recovery time is needed. In some cases, the patients stay in the hospital has been cut
in half when the da Vinci™ Surgical System was used. On the downside (9), some
operations have taken up to fifty minutes longer because surgeons are inexperienced
at using the new technology. As surgeons become more familiar with the machines,
the time needed for surgical procedures is likely to decrease.
As technologies continue to develop in the medical field, we may find that robots
become a permanent feature of the OR.
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Exercise 5:
Follow the instructions
What do you think is the best title for the text? Find it using skimming and scanning. Check
your answer with the teacher. Write it in the empty upper square.
a) Robotic Equipment
b) Robotic Technology
c) Robotic Surgeons
Exercise 6:
Find out in your dictionary the definition of the words that have a numeral from 1 to 9.
1. internal organs_______________________________________________
2. procedure __________________________________________________
3. prone(to) ____________________________________________________
4. infection ____________________________________________________
5. OR ________________________________________________________
6. apparatus ___________________________________________________
7. magnified ___________________________________________________
8. invasive ____________________________________________________
9. downside __________________________________________________
Exercise 7:
Find out the definition of the following homonyms. They could be verbs, nouns or
adjectives.
close
close
command
command
flavor
flavor
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RIVALRY
a. Discuss the following.
 Can you name any international corporations? What are their products?
 Do you now anything about Microsoft and Apple and their products?
b. Read the text below and choose the best title.
a)
b)
c)
Steve Jobs and Bill Gates
Computers taking over our lives
And the winner is…..
Microsoft and Apple are two multinational corporations that have been rivals for about 30
years. At first it started off a duel over computers but it has now moved on to gamming and
music.
Both companies were founded by college dropouts in the 1970s. Apple, which was founded
by Steve Jobs, created the first PC in the mid 70s and little later created a more user-friendly
computer, the Macintosh.
Microsoft founder by Bill Gates took a different path. Microsoft license software, which is
known as Windows, to manufacturers like Compaq. Microsoft´s vision of “a computer on
every desk and in every home” was becoming a reality and by 1992 Bill Gates had become
the richest person in the world.
Microsoft strategy was too powerful for Apple to complete with and, in 1985, Steve Jobs was
fired from the company he helped create. Twelve years later, Apple brought back jobs, who
turned the Mac (short for Macintosh) into something cool and desirable. Apple has since sold
millions of Macs.
Currently Microsoft is the number one player in the corporate world. Microsoft has such a
strong hold in businesses that it wil be extremely difficult for Apple to catch up, if it ever
catches up. Apple, on the other hand, dominates the consumer space. Apple is seen as
innovative and cool, while Microsoft is seen as old and difficult to change. In addition, Apple is
increased the rivalry by making number of commercials were they mock Microsoft. They show
them as being out of date and totally uncool.
The relationship between Apple and Microsoft is not always one of rivalry, however. They also
rely on each other and work together. Microsoft makes software for the Mac. Macs can now
even run with Windows, and if Microsoft stopped making Microsoft Office for the Mac, it would
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be very bad for Apple.
It seems like the consumer is the real winner in this rivalry. Through the competition between
the two corporations, consumers are offered more and better products.
c. Read the text again and the statements below and decide if they express fact or
opinion. Write F or O in the boxes.
1. Microsoft and Appleare rivals in the computer, gaming and music
industry
2. Apple and Microsoft followed different business strategies.
3. Microsoft is old and difficult to change
4. In some sectors, Apple and Microsoft depend on each other
5. The consumer is the real winner in the rivalry between Microsoft
and Apple
d. Match the words highlighted in the text with their meanings a-f
1.
2.
3.
4.
5.
6.
Rivals
Dropouts
Dominates
Innovative
Mock
Out of date
a.
b.
c.
d.
e.
f.
New and original
To have absolute control
Opponents, people who are competing
against each other
People to quit school
To make fun of
Old-fashioned
e. Discuss the following.
 Do you know any other international corporations that are rivals?
 Do you think that the real winner in rivalry between corporations is always the
consumer? Why/Why not?
Passive Voice 1




Millions of computers are sold every day worldwide.
The sports stadium won´t be completed in time.
Dinner was served at 8:30
Helmets should be worn at all times.
Verbs with two objects.
Active Voice
They gave Tim a watch as a birthday present
Passive Voice
Tim was given a watch as a birthday present
or
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A watch was given to Tim as a birthday present
f. Rewrite the sentences using the Passive Voice. Start with the words given.
1. Somebody stole my purse yesterday morning.
My purse
2. They teach students Drama at my school.
Students
3. Participants must wear a seat belt at all times.
A seat belt
4. They´ve built lots of skyscrapers in my city since 2000
Lots of
5. Brian gave Tracy some flowers.
Some flowers
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Most common prefixes
Prefix
Meaning
Examples in English
A, ab
Ad
Ambi
Ante
Bi
Co, col, com, con cor
away from
to
both
before
two
with, together
contra
de
dec
dis
em,en
ex
extra
ill, im,in
against
down, out
ten
bad, wrong
to make
out, from
beyond, outside
not
inter
mono/uni
between, among
one
ob
poly
post
pre
pro
re
semi/hemi/demi
in the way of
many
after
before
forward
again
half
sub
tri
under
three
absence, abstain, averse
adopt, adorn
ambiguous, ambivalent
antecedent, anticipate
bicycle, bifocal
cooperate, coeducation,
collaborate, collate,
compare, combine, consent
concentrate, correspond,
correlate
contradict, contrary
descend, deduct
decade, decimal
disorder, disability
embitter, enjoy
export, except
extraordinary, extraneous
illegal, illiterate, imposible,
immovable, incapable,
insignificant
international, intermediate
monopoly, monogamy,
unicorn
object, observe
polyglot, polygon
postpone, postscript
preview, predict
provoke, procession
return, rebuild
semiannual, hemisphere,
demigod
submarine, substitute
triple, tripped
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Most common suffixes
SUFIXES WITH NOUNS
People who do things:
Suffix
Examples
-ee
employee, referee
-eer
engineer, racketeer
-er
teacher, worker
-or
senator, visitor
People associated with things and places
Suffix
Examples
-an
Mexican, Roman
-ian
musician, magician
-ist
motorist, artist
Feminine forms
Suffix
Examples
-ess
hostess, waitress
-ine/trix
heroine / aviatrix
Note: if you wish to indicate the feminine form of some
words where –ess cannot be added, simply use the word
“woman”, “lady”, or “female” before the noun
Diminutives
Suffix
-et, -let
-ling, -ule
-en
double consonant + y
Examples
pocket, booklet
duckling, molecule
chicken, maiden
Bobby, Johnny
The state of being
Suffix
Examples
-age
marriage, storage
-al
approval, recital
-ance, -ence acceptance, occurrence
-ary
functionary, customary
-dom
kingdom, freedom
-hood
womanhood, fatherhood
-ion, -sion, -tion selection, division, intervention
-ism
realism, Buddhism
-ity
hostility, calamity
-ment
development, punishment
-ness
greatness, humbleness
-ship
relationship, dictatorship
SUFIXES WITH ADJECTIVES
Having the quality of:
Suffix
Examples
-able, -ible
eatable, responsible
-ant, -ent
hesitant, prudent
-ary
sanitary, complementary
-ory
satisfactory, sensory
-ish
girlish, oldish
-like
Godlike, ladylike
-some
tiresome, lonesome
-ous
dangerous, courageous
-worthy
trustworthy, praiseworthy
-ly
fatherly, lively
-y
sandy, salty
-full and –less
Suffix
-full (= with)
-less (= without)
Examples
faithful, harmful
careless, painless
_________________________________________
SUFIXES WITH ADVERBS_________
Son similares a los sufijos con adjetivos
Suffix
Examples
-er (comparative) harder, faster
-est
longest, youngest
_________________________________________
SUFIXES WITH VERBS ____________
To make
Suffix
-ate
-en
-fy, -ify
-ize
Examples
speculate, circulate
soften, sharpen
purify, simply
tranquilize, immunize
Contain or hold a quantity
Suffix
Examples
-ful
mouthful, handful
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IRREGULAR VERBS LIST
PRESENT
PAST
PAST
PARTICIPLE
SPANISH
arise
arose
arisen
elevarse, surgir, originarse.
awake
awoke
awoken
despertar, mover, excitar.
bear
bore
born
soportar, sostener, tolerar.
beat
beat
beaten
batir, revolver, golpear, vencer.
become
became
become
hacerse, convertirse en
begin
began
begun
empezar, iniciar.
bend
bent
bent
doblar, inclinar, torcer.
bet
bet
bet
apostar
bind
bound
bound
atar, unir, enlazar.
bite
bit
bitten
morder.
blow
blew
blown
soplar
break
broke
broken
quebrar, partir, romper.
bring
brought
brought
traer, llevar, conducir.
build
built
built
construir, edificar.
burn
burnt
burnt
quemar, incendiar.
burst
burst
burst
romper, reventar.
buy
bought
bought
comprar
catch
caught
caught
coger, asir, atrapar.
choose
chose
chosen
escoger, elegir.
come
came
come
venir
cost
cost
cost
costar
cut
cut
cut
cortar, dividir.
deal
dealt
dealt
tratar, tener que referirse.
dig
dug
dug
cavar, ahondar.
do
did
done
hacer, ejecutar.
draw
drew
drawn
tirar, arrastrarse, atraer, dibujar.
drink
drank
drunk
beber
drive
drove
driven
impulsar, conducir, llevar
fall
fell
fallen
caer, disminuir.
feed
fed
fed
alimentar, nutrir.
feel
felt
felt
sentir, percibir, tocar.
fight
fought
fought
pelear, combatir.
find
found
found
encontrar, descubrir.
find out
found out
found out
averiguar, investigar.
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flee
fled
fled
escapar, huir, evitar.
fly
flew
flown
volar
forbid
forbade
forbidden
prohibir.
foresee
foresaw
foreseen
prever, prevenir
forget
forgot
forgotten
olvidar (se)
forgive
forgave
forgiven
perdonar
freeze
froze
frozen
congelar
get
got
got (ten)
lograr, obtener, conseguir.
give
gave
given
dar, conceder.
go
went
gone
ir (se), funcionar, resultar.
grind
ground
ground
moler, triturar.
grow
grew
grown
crecer, cultivar.
hang
hung
hung
colgar, suspender.
have
had
had
tener, haber.
hear
heard
heard
oír, escuchar.
hide
hid
hid (den)
ocultar, encubrir.
hit
hit
hit
pegar, golpear, acertar.
hold
held
held
sostener, mantener, contener.
hurt
hurt
hurt
herir, dañar, lastimar.
keep
kept
kept
mantener, guardar, conservar.
know
knew
known
conocer, saber.
lay
laid
laid
poner, colocar.
lead
led
led
guiar, llevar, conducir.
learn
learnt
learnt
aprender, saber.
leave
left
left
partir, irse, abandonar.
lend
lent
lent
prestar
let
let
let
permitir, conceder.
lie
lay
lain
tenderse, descansar,
light
lit
lit
alumbrar, iluminar, encender
lose
lost
lost
perder, malgastar.
make
made
made
hacer, confeccionar, producir.
meet
met
met
encontrarse, satisfacer.
melt
melted
molten (old)
derretir (se), fundir (se)
mistake
mistook
mistaken
equivocarse, errar
pay
paid
paid
pagar, recompensar.
put
put
put
poner, colocar, exponer.
read
read
read
leer, descifrar, marcar.
rebuild
rebuilt
rebuilt
reconstruir
rid
rid
rid
librarse, zafarse.
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ride
rode
ridden
rodar, tener juego, funcionar.
ring
rang
rung
tocar, sonar.
rise
rose
risen
ascender, elevarse, levantarse
run
ran
run
correr, funcionar.
say
said
said
decir, afirmar.
see
saw
seen
ver, observar.
sell
sold
sold
vender
send
sent
sent
enviar
set
set
set
instalar, establecer, colocar
shake
shook
shaken
sacudir, lanzar, agitar.
shed
shed
shed
derramar, esparcir, dejar caer.
shine
shone
shone
brillar, relumbrar, sobresalir.
shoot
shot
shot
disparar, emitir, lanzar.
show
showed
shown
mostrar, exhibir, probar
shut
shut
shut
cerrar, impedir, excluir.
sing
sang
sung
cantar
sit
sat
sat
sentarse, reunirse.
sleep
slept
slept
dormir
slide
slid
slid(den)
resbalar, deslizarse,
smell
smelt
smelt
oler, percibir.
speak
spoke
spoken
hablar, decir.
speed
sped
sped
acelerar, apresurarse.
spend
spent
spent
gastar, consumir, emplear (tiempo).
split
split
split
partir, dividir, separar, reventar.
spoil
spoilt
spoilt
deteriorar, dañar, inutilizar.
spread
spread
spread
extender, esparcir, propagar.
spring
sprang
sprung
saltar, soltar, brotar, surgir.
stand
stood
stood
pararse, tolerar, estar (de pie).
steal
stole
stolen
robar, escabullirse.
stick
stuck
stuck
pegar, adherirse, prender, fijar.
stink
stank
stunk
oler mal, apestar.
strike
struck
struck
golpear, pegar, estallar.
swell
swelled
swollen
hinchar, inflamar, engrosar.
swim
swam
swum
nadar, flotar.
swing
swung
swung
balancear(se), hacer girar.
take
took
taken
tomar, llevar.
teach
taught
taught
enseñar
tell
told
told
decir, contar, narrar.
think
thought
thought
pensar, creer.
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throw
threw
thrown
lanzar, tirar, , arrojar.
understand
understood
understood
comprender.
wake
woke
woke (n)
despertar, excitar.
wear
wore
worn
gastar(se), consumirse, usar.
win
won
won
ganar, conquistar.
write
wrote
written
escribir.
REGULAR VERBS LIST
Recuerda que los verbos regulares forman su tiempo pasado y pasado participio
agregando letra ed al infinitivo.
PRESENT
PAST
PAST
PARTICIPLE
SPANISH
act
acted
acted
actuar
add
added
added
sumar, añadir
arrest
arrested
arrested
arrestar
assist
assisted
assisted
ayudar
attend
attended
attended
asistir, ir
advertise
advertised
advertised
anunciar
amuse
amused
amused
entretener
approach
approached
approached
acercarse
ask
asked
asked
preguntar, pedir
accompany
accompanied
accompanied
acompañar
accustom
accustomed
accustomed
acostumbrar
agree
agreed
agreed
concordar
answer
answered
answered
responder
arrange
arranged
arranged
arreglar, ordenar
arrive
arrived
arrived
arribar, llegar
accustom
accustomed
accustomed
acostumbrar
annoy
annoyed
annoyed
molestar
appeal
applealed
applealed
atraer
appear
appeared
appeared
aparecer
board
boarded
boarded
abordar
bark
barked
barked
ladrar
bless
blessed
blessed
bendecir
brush
brushed
brushed
cepillar
belong
belonged
belonged
pertenecer
beg
begged
begged
suplicar, mendigar
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believe
believed
believed
creer
boil
boiled
boiled
hervir
breathe
breathed
breathed
respirar
complete
completed
completed
completar
count
counted
counted
contar
close
closed
closed
cerrar
cook
cooked
cooked
cocinar
crash
crashed
crashed
chocar
cross
crosssed
crosssed
cruzar
call
called
called
llamar
care
cared
cared
cuidar
carry
carried
carried
llevar
change
changed
changed
cambiar
check
checked
checked
chequear
charge
charged
charged
cargar, cobrar
clean
cleaned
cleaned
limpiar
climb
climbed
climbed
escalar, subir
comb
combed
combed
peinar
cover
covered
covered
cubrir
cry
cried
cried
llorar
crawl
crawled
crawled
gatear, arrastrarse
dance
danced
danced
bailar
dress
dressed
dressed
vestir
die
died
died
morir
declare
declared
declared
declarar
delay
delayed
delayed
demorar
deliver
delivered
delivered
entregar
deny
denied
denied
negar
dine
dined
dined
cenar
dry
dried
dried
secar
enjoy
enjoyed
enjoyed
disfrutar
engage
engaged
engaged
comprometer
envy
envied
envied
envidiar
express
expressed
expressed
expresar
exclaim
exclaimed
exclaimed
exclamar
explain
explained
explained
explicar
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fail
failed
failed
fracasar, fallar
file
filed
filed
archivar
fill
filled
filled
llenar
fire
fired
fired
despedir del trabajo, disparar
follow
followed
followed
seguir
frighten
frightened
frightened
espantar
fry
fried
fried
freir
finish
finished
finished
terminar
fish
fished
fished
pescar
fix
fixed
fixed
arreglar
gain
gained
gained
ganar
guess
guessed
guessed
adivinar
help
helped
helped
ayudar
hope
hoped
hoped
esperar, desear
happen
happened
happened
suceder
hurry
hurried
hurried
apurar (se)
imagine
imagined
imagined
imaginar
iron
ironed
ironed
planchar
judge
judged
judged
juzgar
kiss
kissed
kissed
besar
kill
killed
killed
matar
laugh
laughged
laughged
reir
leak
leaked
leaked
gotear
like
liked
liked
gustar
look
looked
looked
mirar
miss
missed
missed
extrañar
marry
married
married
casar (se)
measure
measured
measured
medir
move
moved
moved
mover
observe
observed
observed
observar
offer
offered
offered
ofrecer
open
opened
opened
abrir
order
ordered
ordered
ordenar
perform
performed
performed
ejecutar, llevar a cabo
plan
planned
planned
planear
play
played
played
jugar, tocar
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pray
prayed
prayed
orar
prefer
prefered
prefered
preferir
prepare
prepared
prepared
preparar
pull
pulled
pulled
tirar, jalar
park
parked
parked
estacionar
pass
passed
passed
pasar
pick
picked
picked
recoger
please
pleased
pleased
complacer, favorecer
polish
polished
polished
pulir
practice
practiced
practiced
practicar
promise
promised
promised
prometer
pronounce
pronounced
pronounced
pronunciar
punish
punished
punished
castigar
push
pushed
pushed
empujar
repeat
repeated
repeated
repetir
report
reported
reported
reportar, informar
request
requested
requested
solicitar, pedir
rest
rested
Rested
descansar
reach
reached
reached
alcanzar
refuse
refused
Refused
rehusar, rechazar
raise
raised
Raised
levantar
rain
rained
Rained
llover
receive
received
received
recibir
remain
remained
remained
quedar, sobrar
remember
remembered
remembered
recordar
repair
pepaired
pepaired
reparar
require
required
required
requerir
reserve
reserved
reserved
reservar, guardar
row
rowed
Rowed
remar
resolve
resolved
resolved
resolver
return
returned
returned
retornar, volver
search
searched
searched
buscar, registrar
save
saved
Saved
salvar
serve
served
served
servir
sign
signed
signed
firmar
smile
smiled
smiled
sonreír
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snow
snowed
snowed
nevar
stay
stayed
stayed
permanecer, quedarse
study
studied
studied
estudiar
suffer
suffered
suffered
sufrir
swallow
swallowed
swallowed
tragar
slip
slipped
slipped
resbalar
smoke
smoked
smoked
fumar
stop
stopped
stopped
detener, parar
switch
switched
switched
conectar, accionar
stretch
stretched
stretched
estirar
talk
talked
Talked
conversar
thank
thanked
thanked
agradecer
touch
touched
touched
tocar, palpar
trap
trapped
trapped
atrapar
tire
tired
Tired
cansar, fatigar
train
trained
trained
entrenar
travel
traveled
traveled
viajar
trouble
troubled
troubled
molestar
try
tried
Tried
tratar, intentar
turn
turned
turned
girar, voltear
use
used
Used
usar
visit
visited
visited
visitar
wait
waited
waited
esperar
want
wanted
wanted
querer, requerir
walk
walked
walked
caminar
wash
washed
washed
lavar
watch
watched
watched
observar, mirar
wish
wished
wished
desear, anhelar
work
worked
worked
trabajar
wrap up
wrapped up
wrapped up
envolver
wreck
wrecked
wrecked
naufragar
warm
warmed
warmed
calentar
warn
warned
warned
advertir
water
watered
watered
regar
weigh
weighed
weighed
pesar
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BASIC BIBLIOGRAPHY
1. http://www.mansioningles.com/gram40.htm
2. http://www.vetement-sportif.com/
3. english.people.com.cn/.../94629/6450537.html
4. www.curso-ingles.com/gramatica-inglesa/few.php
5. www.aulafacil.com/Ingejerc/Lecciones/Lecc13.htm
6. esl.about.com/od/.../a/cm_lot.htm.
7. Traveler American Edition H.Q Mitchell Mm publications
8. English in Action 2 Barbara H. Foley/ Elizabeth R. NELBLETE Edit. Thompson
9. Side by Side Steven J. Molinsky Bill Blis.
10. Let’s Speed Up 2 Student’s book and teacher’s book H. Q. Mitchell Mm publications
11. Ways to grammar –A modern English Practice Book John Shepherd, R. Rossner,
James Taylor Macmillan
12. Upload student book & workbook Virginia Evans / Jenny Dooley US2 Express
Publishing
13. Grammar Practice Activities. A practical guide for teachers Penny Ur
14. Cambridge Handbooks for language teachers, pp.213 – 214
15. Click on America Student Book and Workbook, Virginia Evans & Jenny Dooley
Express Publishing
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asignatura inglés v

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