Ejer Iutepal1

Profesora: Lic. Karla Gómez

Estudiante: _______________

Sección: __________

Prof. Karla Gómez (2012) Página 2

ÍNDICE

Lineamientos generales……………………………………………………………………………………………..………. 3

Unidad I:

Categorías gramaticales………………………………………………………………………………….…………… 4

Uso del diccionario…………………………………………………………………………………………….…………. 5

Unidad II:

Tiempos simples…………………………………………………………………………………………………….………. 8

Verbos modales……………………………………………………………………………………………………………. 10

Unidad III:

Tiempos compuestos……………………………………………………………………………………………….……. 11

Condicionales…………………………………………………………………………………………………………….……. 13

Unidad IV:

Relaciones anafóricas…………………………………………………………………………………………..……… 14

Unidad V:

Técnicas de lectura………………………………………………………………………………………………….…… 15

Bibliografía…………………………………………………………………………………………………………………………... 20


Lineamientos generales

Según el Reglamento Interno de Evaluación del Rendimiento del Estudiante del Instituto Universitario de

Tecnología “Juan Pablo Pérez Alfonzo”:

Artículo 14: “En ningún caso el peso porcentual de una actividad de evaluación debe ser mayor del

20% de la calificación definitiva”.

Artículo 20: “Es obligación del estudiante asistir a todas las actividades establecidas en el Plan de

Evaluación de cada Asignatura. Las inasistencias acumuladas del 25% del total de horas de clase

previstas para una asignatura durante un período académico semestral implican que la materia

resulte reprobada”.

Parágrafo uno: “En caso de inasistencia por una causa debidamente justificada y comprobada, el

estudiante deberá consignar la respectiva constancia ante el docente de la asignatura en un plazo

no mayor de tres (3) días hábiles después de su incorporación a clase (…)”.

Parágrafo tres: “El estudiante tendrá derecho a solicitar sólo una (1) actividad de evaluación de

inasistencia por asignatura durante el período académico semestral”.

Artículo 42: “El estudiante cursante de cualquier asignatura que una vez transcurrido el 75% del

período académico haya acumulado una calificación cuantitativa de siete (7) puntos (categoría

Deficiente -35-39%) tiene el derecho de solicitar una Actividad de Evaluación Recuperativa (…)”.

Parágrafo único: “El peso porcentual de esta actividad no debe exceder el 10% (…)”.

Otros aspectos importantes:

El estudiante debe firmar el Registro de Calificaciones en señal de conocimiento de los resultados

de cada corte.

El estudiante debe cumplir con el material asignado para las clases, entiéndase su respectivo

diccionario bilingüe y su guía de ejercicios.

La nota mínima aprobatoria es de 10 puntos (Suficiente), lo que es igual a 50% acumulado en un

mismo período académico para cada asignatura.

Ante cualquier duda, por favor diríjase a la docente personalmente o a su correo electrónico:

[email protected]


Unidad I

Categorías gramaticales

A.- Identifica los sustantivos presentes:

1.- My new English book is very colorful.

2.- Susan and Peter went to the park with Mary and her kids.

B.- Identifica los verbos presentes:

1.- Everybody left when the bell rang.

2.- I have nothing to say since everything was said and explained.

C.- En las siguientes oraciones, identifica cuál es la categoría gramatical de las palabras subrayadas.

1.- She studies her lessons carefully.

2.- I live in Caracas.

3.- He goes to class in the mornings.

4.- She studied her lessons yesterday.

5.- He spoke English fluently at the conference this morning.

D.- Completa con el pronombre indefinido que corresponda o con some/any

1.- She doesn’t have _______________ pets

2.- Have you got _______________ good grades?

3.- _______________ in this class is studying English.

4.- Right now, _______________, isn’t studying Chemistry.

E.- Escribe el plural de las siguientes palabras o indica si no tiene.

1.- Do: _______________ 2.- Goose: _______________ 3.- Cattle: _______________

4.- Monkey: _______________ 5.- Roof: _______________ 6.- Scarf: _______________

F.- Completa con el adjetivo correcto.

1.- They aren’t as ____________________ (good) you.

2.- My teacher is ____________________ (great) than yours.

3.- This is ____________________ (bad) film I have ever seen.

4.- English is ____________________ (difficult) than Spanish,

G.- Completa con Much o Many.

1.- How _______________ people is here today?

2.- Wow! You have so _______________ money.

3.- I need so _______________ baking soda for this cake.

4.- She has _______________ relatives.


Uso del diccionario

Abreviaturas básicas:

SUSTANTIVO: s, n, s.c, s.i

ADJETIVO: a, adj

VERBO: v, va, vo, vr, vn, vt, t, tr, vtr, vi, i, intr, vintr

ADVERBIO: adv

PRONOMBRE: pron

PREPOSICIÓN: prep

ARTÍCULO: art

CONJUNCIÓN: conj

INTERJECCIÓN: inter, excl.

FEMENINO: f

MASCULINO: m

SINGULAR: sing

PLURAL: pl

INGLÉS AMERICANO: AM, EU, $, US

INGLÉS BRITÁNICO: UK, GB, BRIT, £

PASADO O PRETÉRITO: pt

PASADO PARTICIPIO O POSTPRETÉRITO: pp

Otras como por ejemplo: ANAT, VZLA, DER, etc.

Simbología básica:

SÍMBOLOS FONÉTICOS: Λ, ě, æ, ð, ŋ, θ, etc

PRONUNCIACIÓN: (), [], //, {} sólo si contienen símbolos fonéticos

CANTIDAD DE CATEGORÍAS GRAMATICALES: 1,2… 9 ó I, II, … IX e inclusive , …

CANTIDAD DE SIGNIFICADOS DENTRO DE UNA MISMA CATEGORÍA GRAMATICAL: 1, 2, …

PLECA (sustituye al término anglosajón): - , ~ o la primera letra del término en minúscula seguida de punto.

Ejemplo “Airplane” a. “Tree” t. y así sucesivamente.

SEPARADORES (separan categorías gramaticales): ¶, ||, •, //, etc.

INTRODUCTORES (sólo si los sigue una palabra o frase en negritas): ¶, ||, •, //, etc.

El diccionario ofrece una gran variedad de información acerca de las palabras que contiene. Observe el siguiente

ejemplo:


Pronunciación categorías gramaticales (n= sustantivo, v= verbo)

run [rΛn] n (sport) carrera; (THEAT) temporada; (SKI) pista || v (pt ran pp run) vt (business) dirigir; (hotel)

administrar • vi (gen) correr; (work, machine) funcionar • to go for a ~ ir a correr; to ~ errands hacer diligencias

• run away vi huir; run in vt (BRIT car) rodar; run out of vt quedarse sin.

Por otro lado, algunos de los diccionarios bilingües contienen los indicadores regionales, que son palabras o

expresiones cuyo uso se limita a determinadas regiones del mundo hispano-hablante o anglo-hablante.

Ej.

Ejercicios:

A.- Identifique los elementos presentes:

Well (wel) 1 s pozo • 2 adv bien • 3 adj to be w. estar bien (de salud); excl. w.! ¡vaya!; conj (adición) as w. además,

también; as w. as además de; w. done bien hecho; get w. soon que te mejores pronto; they are doing w. now

ahora les va bien; w., as I was saying bueno, como decía • vi brotar.

B.- Traduzca las oraciones seleccionando el significado correcto de cada una de las palabras subrayadas de acuerdo

a su función gramatical en cada oración.

1.- The old well is in the garden: ______________________________________________________________

2.- I don’t feel well today: __________________________________________________________________

3.- Blood welled from the cut: _______________________________________________________________

bus / bΛs / n (plural buses or busses) (Transp.) (local) autobús m, bus m, camion m

(AmC, Mex), colectivo m .(Arg, Ven) ómnibus m (Per, Ur) micro (Chi), guagua f (Cu).


C.- Observe la siguiente entrada y determine los elementos que contiene y que describen a la palabra en cuestión:

D.- Con ayuda de su diccionario identifique la categoría gramatical de todas y cada una de las palabras en las

siguientes oraciones.

1.- Her new Chevrolet with all of its accessories pleased Valerie.

2.- Erick noticed their boat was drifting toward the falls.

3.- The basketball season began last April.

4.- The president seemed unusually nervous.

5.- Susan often felt awkward or uncomfortable yet never showed it.

pin [ pin ] n 1 (a) (for cloth, paper) alfiler m; it was so quiet you could have heard a ~

drop había tanto silencio que se podía oír el vuelo de una mosca (b) (brooch, badge) (Am)

insignia f (c) (on grenade) anilla f (d) (clothes) (Am) pinza, (Ur) palillo m (Chi) perrito m

(Col, Ven) gancho m (de la ropa) (e) (Med) clavo m. vt 2 (a) (fasten, attach) <dress / seam>

prender con alfileres (b) they ~ned him against the wall lo inmovilizaron contra la pared.


Unidad II

Tiempos simples

Sujeto

Tiempo

Auxiliar

Interrogativa Fórmula

? Afirmativa

Fórmula

+ Negativa

Fórmula

- I

You

We

They

She

He

It

Presente

Simple

Am Are Is Is Peter a

Doctor? Aux+S+V+C?

Peter is a

doctor

S+V+C

Peter isn’t

a doctor

S+AuxN+

V+C

Do Do Does

Does he

work? Aux+S+C?

I study

English

I don’t

study

English

S+AuxN+

V+C

Pasado

simple

Was Were Was Were you in

Florida?

Aux(pt)+S+

C?

I was in

Florida

S+V(pt)+C

I wasn’t in

Florida S+didn’t+

V+C

Did

Did you live in

Florida? Did+S+V+C?

I lived in

Florida

I didn’t

live in

Florida

S+Aux(pt)

N+V+C

Futuro

simple Will

Will you send

a fax? Will+S+V+C?

I will send

a fax S+Aux+V+C

I won’t

send a fax

S+won´t+

V+C

Futuro

simple

Going to

Am Are Is

Is she going

to buy a new

house?

Aux+S+going

to+V+C?

You are

going to

Caracas

S+Aux+

going to+

V+C

They

aren’t

going to

move out

S+AuxN+

going

to+V+C

S: sujeto V: verbo N: negación Aux: auxiliar C: complemento

Ejercicios:

A.- Identifique el tiempo verbal de las siguientes oraciones y subraye el verbo principal:

1.- David was in a meeting yesterday.

2.- Helen’s children don’t like eating soup.

3.- Is she going to have class tomorrow night?

4.- Sue traveled to Sweden last year.

5.- Banks will hire more people.

6.- Your boyfriend doesn’t do homework.

7.- They aren´t going to Cancun next summer.

8.- We didn’t go out last weekend.

9.- Rose usually watches a new movie every Friday.

10.- Mr. Weiss bought an Ipad.


B.- Completa las oraciones con “will o going to”.

1. A: Why are you holding a piece of paper?

B: I (write)____________________ a letter to my friends back home in Texas.

2. A: I'm about to fall asleep. I need to wake up!

B: I (get)___________________ you a cup of coffee. That will wake you up.

3. A: I can't hear the television!

B: I (turn)_______________________it up so you can hear it.

4. We are so excited about our trip next month to France. We (visit)_____________________ Paris, Nice and

Grenoble.

5. Sarah (come)________________________ to the party. Oliver (be) _____________________ there as well.

C.- Conjuga las siguientes oraciones en los tiempos verbales simples restantes conservando su estructura.

1.- Will you play Xbox with me?

2.- They are not going to travel this year.

3.- I drove my dad’s car yesterday night.

4.- She walks her dog every day.


Verbos modales

Auxiliar

(Verbo Modal) Significado

Fórmula

?

Fórmula

+

Formula

- Ejemplos

Can/Can’t Poder

Aux+S+V+C

+? S+Aux+V+C

S+AuxN+V

+C

I can’t touch my toes.

Could you come

yesterday?

May I help you?

He might visit us.

I will go there.

Shall we go now?

I would buy it.

You should go to the

doctor.

You must wash your

hands.

Could/Couldn’t

Pude/podía

Podría/Podría haber

sido/pudo haber sido

May/May not Puede, pueda que, tal

vez

Might

Might not Podría (n), quizás

Will/Won’t

Indica futuridad y se

utiliza en expresiones

de cortesía

Won’t: no querer

Shall/Shalln’t Sugerencias

Would

Wouldn’t

Sin traducción, le

añade el sufijo “ía” a

los verbos.

Should

Shouldn’t Debe / debería

Must/Mustn’t Debe / tiene que

Ejercicios:

A.- Subraya el verbo modal y traduce la oración.

1.- I would pass the English test.

______________________________________________________________________________________

2.- Children should drink natural fruit juices instead of soft drinks.

______________________________________________________________________________________

3.- He won’t help us.

______________________________________________________________________________________

B.- Completa con el verbo modal que corresponda.

1.- Sami __________ lift that heavy table. He is too weak!

2.- You __________ behave well in front of guests. Stop being silly!

3.-Muneera __________ come to the party, but nobody is sure.


4.- He __________ be friendly but most of the times he isn’t.

Unidad III

Tiempos compuestos

Sujeto

Tiempo

Auxiliar

Interrogativa Fórmula

? Afirmativa

Fórmula

+ Negativa

Fórmula

- I

You

We

They

She

He

It

Progresivos

Presente

progresivo Am Are Is

Are you

studying?

Aux+S+V

(ing)+C?

I am

studying

S+Aux+V

(ing)+C

I am not

studying

S+AuxN+

V(ing)+C

Pasado

progresivo Was Were Was

Were they

reading?

Aux(pt)+S+

V(ing)+C?

They were

reading S+Aux(pt)

+V (ing)+C

They

weren’t

reading

S+AuxNeg

(pt)+V

(ing)+C

Futuro

progresivo Will+be

Will you be

cooking?

Will+S+be+

V(ing)+C?

We will be

cooking

S+will

be+V(ing)

+C

We won’t

be

cooking

S+won’t

be+V(ing)

+C

Perfectos

Presente

perfecto Have Have Has

Have you

finished

reading?

Aux+S+

V(pp)+C?

She has

finished

reading

S+Aux+V

(pp)+C

She hasn’t

finished

reading

S+AuxN+

V (pp)+C

Pasado

perfecto Had

Had you

worked?

Had+S+

V(pp)+C?

He had

worked

S+had+V

(pp)+C

He hadn’t

worked

S+hadn´t

+V (pp)+C

Futuro

perfecto Will+have

Will he have

studied?

Will+S+

have+V(pp)

+C?

She will

have

studied

S+will

have+V

(pp)+C

We won’t

have

studied

S+won’t

have+V

(pp)+C

Perfectos progresivos

Presente

perfecto

progresivo

Have

+

been

Have

+

been

Has

+

been

Has she been

eating

candies?

Aux+S+

been+

V(ing)+

C

We have

been

eating

candies

S+Aux+

been+

V (ing)+C

We

haven’t

been

eating

S+Aux+

N+been+

V (ing)+C

Pasado

perfecto

progresivo

Had+been Had you been

working?

Had+S+

been+

V(ing)+

C

We had

been

working

S+had

been+

V(ing)+C

They

hadn’t

been

working

S+hadn´t

been+

V(ing)+C

Futuro

perfecto

progresivo

Will+have+been

Will he have

been

travelling?

Will+S+

Have

been+

V(ing)+

C

You will

have been

travelling

S+will

have

been+

V (ing)+C

He won’t

have

been

working

S+won´t

have

been+

V (ing)+C


Ejercicios:

A.- Identifica el tiempo verbal y subraya el verbo principal, además encierra en un círculo el auxiliar

correspondiente.

1.- We will be attending a meeting tomorrow.

2.- It has been difficult to find a cure for cancer.

3.- Scientists are trying to make a vaccine for cancer.

4.- She had already finished reading when the class began.

5.- Will you have been practicing your English skills?

6.- He isn’t working right now

7.- They had not paid for that

8.- Have you gone to the beach these days?

9.- Marie hasn´t been watching TV

10.- We were listening to music when you arrived

B.- Conjuga las siguientes oraciones en los tiempos verbales compuestos conservando su estructura.

1.- He studies English at the university.

2.- The dog smelled a steak last night.

3.- Eminem didn’t sing here.

4.- Will you walk the dog today?

5.- Does she speak a lot?


Condicionales

Ejercicios:

A.- Selecciona la respuesta correcta para cada caso.

1. If the bus______________, I’ll get to work late again.

a) is late b) will be late c) was late

2. Anna will have to learn Portuguese if she __________________ to Brazil.

a) goes b) went c) will go

3. If you don’t leave now, you _______________ the train.

a) won’t catch b) don’t catch c) wouldn’t catch

4. Mandy ________________ her flat if she doesn’t find another job.

a) lost b) loses c) will lose

5. If Maggie and Bill ________________, they would know what to do.

a) are b) were c) would be

6. I __________________ the police if I heard a strange noise in the night.

a) can call b) will call c) would call

7. Richard would have more money if he _______________ so much.

a) didn’t travel b) travels c) traveled

8. If Sarah’s parents lived near, she _______________ them at weekends.

a) will see b) may see c) could see

B.- Completa el condicional con la forma correcta del verbo entre paréntesis.

1.- If you go to Spain, where ____________________ (you stay) ?

2.- I'll get lost if you ____________________ (not go) with me.

3.- We'll have to go to the shop if we ____________________ (run out) of sugar here.

4.- If you ____________________ (wear) this wig, nobody would have recognized you.

5.- I wouldn't have brought jumper if I ____________________ (know) that it was not cold.

6.- What ____________________ (you do) if you heard the alarm.


Unidad IV

Relaciones Anafóricas

Se emplean para evitar la repetición del mismo sustantivo en un texto. Pertenecen a este tipo de palabras todos los

pronombres, además de los adjetivos posesivos y los adverbios de lugar “there” (allá), “overthere” (por allá), “here”

(aquí) y “overhere” (por aquí)

EJERCICIO: Señala los elementos referenciales y sus respectivos referentes en los siguientes textos.

TEXTO 1:

1A man walked into a corner store in Colorado Springs with a gun and demanded all the cash from the cash

2register. After the cashier had put the cash in a bag, the robber saw a bottle of scotch that he wanted behind

3the counter on the shelf. He told the cashier to put it in the bag along with the cash. The cashier refused,

4saying that the man wasn’t over twenty-one.

5The robber insisted that he was in fact older than twenty-one, but the cashier stood his ground and refused to

6give it to him unless he showed some official ID stating his age. The robber took his driver’s license out of his

7wallet and gave it to the cashier. After a couple of minutes the clerk agreed that the man was in fact over

8twenty-one and put the bottle of scotch in the bag.

9As the robber ran from the store, the cashier immediately called the police and gave the name and address he

10had seen on the license. The police arrested the robber two hours later while he was sitting in his living room

11enjoying a glass of scotch.

TEXTO 2:

1A man who was in serious financial trouble after having been fired because of inadequate reading and writing

2skills, decided that robbing a bank would be the solution to all his problems. He chose as his target the Bank of

3America in downtown San Francisco. He walked into the branch only to realize he had not written his stickup

4note. He decided to go through with it anyway and got a deposit slip from the bank and wrote his note:

5“This iz a stickup. Put your muny in this bag”

6While standing in line to give his note to the teller, he began to worry that someone had seen him write the note

7and might call the police. He decided to leave the Bank of America and try another bank. He crossed the street

8to the Wells Fargo Bank. After waiting a few minutes in line, he handed his note to the Wells Fargo teller.

9The teller read the note and, judging from the spelling errors, realized that the would-be robber was not very

10bright. She told him that she could not accept his stickup note since it had been written on a Bank of America

12deposit slip. She explained that she could only accept the note if it were written on a Wells Fargo slip and that

13he would either have to fill out of their slips or go back to the Bank of America.


19Looking somewhat confused but taking the teller’s word for it, the man decided to leave the bank. The Wells

20Fargo teller then called the police who arrested the man a few minutes later while he was waiting in line back

21at the Bank of America.

TEXTO 3:

1Who will believe my verse in time to come,

2If it were filled with your most high deserts?

3Though yet, heaven knows, it is but as a tomb

4Which hides your life and shows not half your parts.

5If I could write the beauty of your eyes

6And in fresh numbers number all your graces,

7The age to come would say “this poet lies;

8Such heavenly touches never touched earthly faces”

9So should my papers, yellowed with their age,

10Be scorned, like old men of less truth than tongue,

11And your true right be termed a poet’s rage

12And stretched metre of an antique song:

13But were some child of yours alive that time,

14You should live twice, in it and in my rhyme.

-William Shakespeare-

Sonetos

-XVII-

Unidad V

Técnicas de lectura

Ejercicios:

A.- Aplica la técnica del skimming en el texto siguiente. Lee en 30 segundos como máximo.

“Everyday ailments”

For every common health problem, there’s a product you can’t live without. At least, that’s what the advertisers

want you to believe. For teenagers with acne or other skin problems, there’s a miracle cream. A new shampoo will

take care of the dandruff in your hair, and good old-fashioned aspirin will take care of your headache or sore

throat. Are you suffering from insommia? There’s a pill to help you fall asleep. Did you eat the wrong kind of food,

and now you have indigestion? There’s a pill to end the burning feeling in your stomach. And if food won’t stay in

your stomach at all, take some medicine to take care of the nausea. Or maybe you ate too fast, and now you have


the hiccups? Well, you won’t find anything at the pharmacy for hiccups, but you can bet there’s a company working

on a new product right now.

¿De qué se trata el texto?

B.- Aplica la técnica del skimming en el texto siguiente para luego responder ciertas preguntas al respecto. Lee en

90 segundos como máximo.

Understanding and overcoming motion sickness

By Judith Weaver

Kate will never forget that two-hour cruise on a small boat off the coast of Depoe Bay, Oregon. With about 25

other tourists, she was excited about sailing on the Pacific Ocean, but within half an hour, she felt dizzy, nauseous,

and weak. Kate spent the next 90 minutes lying down in misery, counting the time until she could get back on solid

ground. Motion sickness ruined the cruise and she has never ventured out on the ocean again.

Motion sickness comes in many forms, not just seasickness. Ninety percent of the human race is susceptible to

motion sickness of one kind or another. Some people become sick when they sit in the backseat of a car; others

cannot read or look at a map in any kind of moving vehicle. People get motion sickness on airplanes, motorcycles,

amusement park rides and even on camels!

Scientists have learned that motion sickness occurs when the brain is trying to make sense or a situation and there

are too many conflicting messages. While the eyes are sending one message the ears are trying to send a message

about balance. The skin and bone joints, sensitive to air pressure, send still another message.

Many people who have experienced violent motion sickness try to avoid travel. But that is not always possible. So

travelers should employ some well-known strategies to avoid getting sick. The most useful strategy concerns food:

eat a light meal before traveling and bring along a packet of plain soda crackers to snack on regularly. Avoid

alcoholic and carbonated beverages, high-fat foods, and spices. Care in choosing the location of your seat is

another important strategy. In a car, sit in the front seat. On a plane, sit near the wings. On a boat, sit at the

front and keep your eyes fixed on the horizon.

People who still get sick after trying these strategies can try medical help. Some rely on over-the-counter

medications, although some of them can make you sleepy. Others use simple ginger capsules to settle their

stomach. A large number of travelers use pressure bands on their wrists. It is not clear how these bands work, but

they do prevent motion sickness.

1.- ¿De dónde crees que ha sido tomado este texto?


2.- ¿El texto es ficción o realidad?

3.- ¿Cuáles son algunas de las formas en que las personas pueden marearse?

4.- ¿Qué partes del cuerpo intervienen en el mareo?

5.- ¿Hay alguna esperanza para aquellos que sufren de mareos?

E.- Observa la siguiente imagen y aplica predicting.

F.- Lee el siguiente texto en 90 segundos.

Mountain climbers call the part of a mountain over 7000 meters the Death Zone. The human body can’t live for

very long at this height, because the air is too thin and there isn’t enough oxygen. Mount Everest, the world’s

highest mountain, is 8,848 meters high. What happens to the bodies of people who climb it?

Their lungs have to work very hard. Normally, people breathe about 20 times every minute when they are resting.

On top of Everest, climbers must breathe 70-80 times a minute to get enough oxygen. The heart must beat faster

to move the blood through the veins and arteries. Other parts of the body work very slow, to save energy. For

example, the stomach stops digesting food.

As they get closer to the top of the mountain, climbers feel worse and worse. They have insomnia, so they always

feel tired. They get very bad headaches. The sun burns their skin through the thin air, and the bright light from

the snow hurts their eyes. Because they have nausea and indigestion, they don’t want to eat, and that makes them

weaker. In the dry air, they feel thirsty all the time.

Climbing on Everest also affect the brain. Your brain thinks very slowly, because it doesn’t have enough oxygen.

Scientists have tested this by speaking to climbers with radios. They ask questions like, “If John is taller than

Tom, who is the shorter?” This is probably very easy for you to answer. But at the top of Everest, climbers have to

think a long time to find the answer, and they often make mistakes. Because the climbers can’t think well, they

sometimes make bad decisions and get into accidents.


Even with all these difficulties, more than 2500 people have reached the top of Mount Everest. Scientists have

found ways to solve some of their problems. Now, almost all climbers breathe from oxygen tanks. They use radios

to communicate with people at the bottom, so they can get advice if they’re not thinking clearly. There are

medicines to help them with headaches and lung problems.

But Mount Everest is still the most difficult and dangerous environment on earth. Almost 200 people have died

trying to climb it, with a few more dying every year. Only the strongest bodies can survive up there in the Death

Zone.

1.- Sin volver a leer, responde verdadero o falso a cada una de estas oraciones.

a.-La Zona de la Muerte está en la base de una montaña.

b.- Los problemas que presentan las personas en lo alto de una montaña se deben a la falta de oxígeno.

c.- Escalar el Monte Everest afecta muchas partes del cuerpo del escalador.

d.- En el Monte Everest las personas respiran despacio ya que el aire es muy liviano.

e.- Pocas personas han escalado el Monte Everest.

f.- Nuevas invenciones han ayudado a resolver algunos problemas de salud de los escaladores.

g.- Los escaladores no mueren hoy en día en el Monte Everest.

2.- Sin volver a leer, ¿qué le sucede a estas partes del cuerpo en la Zona de la Muerte? Escribe la letra que

corresponda.

Corazón _____ a.- se vuelve de color rojo

Arterias _____ b.- duele mucho

Estómago _____ c.- trabaja muy lentamente

Cerebro _____ d.- lleva la sangre más rápidamente

Piel _____ e.- deja de funcionar

Cabeza _____ f.- palpita rápidamente

G.- Lee el texto anterior y responde en español estas preguntas. Tienes 10 minutos para responder.

1.- ¿Por qué los escaladores no quieren comer cuando están a altas alturas?

______________________________________________________________________

2.- ¿Qué tipo de pruebas le realizan los científicos a los escaladores?

______________________________________________________________________

3.- ¿Qué medidas tecnológicas toman los escaladores al subir el Everest?

______________________________________________________________________

4.- ¿A qué se le llama Zona de la Muerte?

______________________________________________________________________


BIBLIOGRAFÍA

Impresas:

Areba, A. y Weber, F. (2003). La lectura en inglés para hispanohablantes. 4ª ed. Valencia, Venezuela:

Publicaciones de la Universidad de Carabobo.

De Carvallo, J. y Silva, J. 82001). Curso de Inglés para la adquisición de estrategias de lectura y aprendizaje

de vocabulario de las ciencias de la salud. (Nivel intermedio). 2ª ed. Valencia, Venezuela: Compugráfica, C.A.

Dos Santos, M. (2003). Super Goal Workbook.1ª ed. NY: Mc Graw Hill.

Gramática inglesa comunicativa. (1991). 1ª ed. 17ª reimpresión. Mexico: Larousse.

Inglés. (1993). 8ª ed. Caracas, Venezuela: Publicaciones de la Universidad Nacional Abierta.

Johannsen, K. y Tarver Chase, R. (2010). World English series, books 2A and 3A. Boston, Estados Unidos:

Heinle, Cengage Learning.

Salomone, W.; McDonald, S. y Edelstein, M. (1993). Inside writing. Form A. 2ª ed. California, Estados

Unidos: Wadsworth.

Digitales:

Ejercicios de Inglés. (s/d). Disponible en: http://www.ejerciciodeingles.com/ejercicios-formas-verbales-

progresivas-ingles-rellenar-huecos/ [Consultado julio 2011]

Present and past tense review. (s/d). Disponible en: http://www.englishpage.com/verbpage/verbs17.htm

[Consultado julio 2011]

Present perfect and past perfect. (s/d). Disponible en: http://www.englishpage.com/verbpage/verbs14.htm


Simple present/Simple future. (s/d). Disponible en: http://www.englishpage.com/verbpage/verbs22.htm


Verb tense exercise. (s/d). Disponible en: http://www.englishpage.com/verbpage/exercises/exercise7.htm


http://www.englishpage.com/verbpage/verbs17.htm



http://www.englishpage.com/verbpage/exercises/exercise7.htm

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