Guia English V

Directorio

CREDITOS

Colegio de Estudios Científicos y Tecnológicos del Estado de Tlaxcala

AsignaturaAsignaturaEnglish V

Semestre: Fifth

Versión 1.0

Créditos

Lic. Héctor Israel Ortíz OrtízGobernador del Estado Tlaxcala

Ing. Gilberto Morales GonzálezDirector General del CECyTE Tlaxcala

Ing. Raúl Alfredo Pérez ZamoraDirector Académico del CECyTE Tlaxcala

Lic. Sidonio Acoltzi NavaDirector Administrativo del CECyTE Tlaxcala

Lic. Hilario Hernández CervantesDirector de Planeación del CECyTE Tlaxcala

Mtro. Luis Miguel Munive PatiñoDirector de Planeación del CECyTE Tlaxcala

Lic. Danitza Meneses LimaLic. Eloísa Sánchez ChamorroLic. Eric Vigueras PadillaIng. Silvia Verónica Paul Ramírez

Lic. Norma Hernández Vásquez

COORDINADOR DE ACADEMIA

DOCENTES

REVISORES

This guide introduces you to a variety of texts and gives you many chances to practice reading for different purposes.

This guide will help you start reading English materials by yourself because it introduces and practices useful reading skills.

Objetivo general

Índice

Contiene los siguientes apartados

I. Mapa Curricular

II. Simbología

III. Introducción a la asignatura

IV. Desarrollo de actividades

a. Aperturab.Desarrolloc. Cierre

V. Fuentes de información

VI. Glosario

VII. Anexos

VIII.

ENGLISHComponente de formación

Asignatura Clave Semestre Carga horaria

Básica Inglés I INBACO13 Primero 3 horas por semana

Inglés II INBACO23 Segundo 3 horas por semana

Inglés III INBACO33 Tercero 3 horas por semana

Inglés IV INBACO43 Cuarto 3 horas por semana

Propedéutica Inglés V INPDCO55 Quinto 5 horas por semana

INGLÈS V

Concepto fundamental • Avances de la humanidad

Concepto subsidiario • Campo:

Social Económico Científico Tecnológico

Funciones del lenguaje sugeridas • Las funciones del lenguaje estarán de acuerdo con los textos seleccionados, con énfasis en la comprensión de lectura.

Nociones gramaticales• Todas las estructuras vistas en los semestres anteriores.

Vocabulario• Acorde con las lecturas propuestas.

Análisis de textos• Informativos • Instructivos • Descriptivos • Narrativos • Científicos

Estrategias para la comprensión de lectura:• Predicción (gráficos, iconográficos y tipográficos) • Skimming • Scanning • Conectores • Referentes para la comprensión • Inferencias de lectura • Prefijos / sufijos • Ideas principales y secundarias • Transcodificación (que el alumno elabore mapas conceptuales, cuadros sinópticos, gráficas, etc.)

Principales categorías:• Diversidad • Espacio • Tiempo • Energía • Materia

Principales valores por fomentar:• Libertad • Justicia • Solidaridad

Contexto de aprendizaje Acorde al tema integrador propuesto

Mapa Curricular

Conceptos fundamentales Society´s Breakthroughs.

Conceptos subsidiarios Utilization and Conservation of Natural Resources, Science and

Technology .

Competencias Genéricas Atributos de competencia

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizaciónde medios, códigos y herramientas apropiados.

5. desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.

8. Participa y colabora de manera efectiva en equipos diversos.

Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas.

Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.

Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.

Se comunica en una segunda lengua en situaciones cotidianas.

Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.

Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo como cada uno de esos pasos contribuyen al alcance de un objetivo.

Ordena información de acuerdo a categorías, jerarquías y relaciones.

Propone maneras de solucionar un problema o desarrollar un proyecto en equipo, definiendo un curso de acción con pasos específicos.

Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

Asume una actitud constructiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

Contenidos

Competencias disciplinares

COMPETENCIAS COMUNICATIVAS:

Identificar, ordenar e interpretar las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el que se generó y en el que se recibe.

Evalúa un texto mediante la comparación de su contenido o con el de otros, en función de sus conocimientos previos y nuevos.

Expresa ideas y conceptos en composiciones coherentes y creativas, con instrucciones, desarrollo y conclusiones claras.

Argumenta un punto de vista en público de manera precisa, coherente y creativa. Valora el pensamiento lógico en el proceso comunicativo en su vida cotidiana y académica. Analiza y compara el origen, desarrollo y diversidad de los sistemas y medios de comunicación. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una

segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto cultural. Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con

la situación comunicativa. Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas,

producir materiales y transmitir información.

COMPETENCIAS DISCIPLINARES:

Comprende la intención y el propósito de los diversos tipos de discurso. Comprende la noción y las propiedades del texto. Reconoce que la lectura es el resultado de una interacción entre el texto y el lector

aplicando las estrategias necesarias de acuerdo al propósito del texto y del lector. Desarrolla estrategias útiles para la comprensión análisis e interpretación de textos

periodísticos, científicos y publicitarios. Utilizar procedimientos y estrategias de la comunicación escrita y reconoce la importancia

de evaluar las producciones, tanto propias como ajenas, con criterios objetivos de corrección, coherencia, propiedad y creatividad.

Se expresa en forma coherente, creativa y adecuada a las diversas situaciones y finalidades de la comunicación.

Desarrolla estrategias para hacerse comprender en lengua extranjera, en situaciones comunicativas cotidianas.

Conoce aspectos elementales sobre el origen, desarrollo y riqueza de una lengua extranjera.

Contenidos Conceptuales

Connectors (what´s more, nevertheless) Gerund Affixes (-or, -ist, -ician for jobs, -ular, -ive, -ing, mono-, bi-, multi-) Verbs with to or gerund In order to/that, for+gerund, to+verb; Uses of the Connectives for causes and effects; adjectives+to+infinitive Adjectives or adverb; have/get something done Prefixes (un-, in-, im-, mis- re-, over- under-) Relative clauses and verbs with base form. Comment adverbs, reflexive pronouns. Except for/ apart from/besides, enough, not enough, too.

Multi-words phrases; each, every, all.

Contenidos Procedimentales

Developing the four skills

Individual, pair and group work/ collaborative work

Reading comprehension strategies

Contenidos Actitudinales

Solidarity, freedom.

Simbología

Simbología

Conocimientos

Instrumento de Evaluación

English Language V is a subject located in the fifth semester of the CECYTE schools. In

this semester you will use all the previous knowledge you got from English I, II, III

and IV in order to develop some reading strategies for English texts.

Pre-reading, While-reading and Post-reading is the most suitable methodology for

this course because you will be guided through the different stages of Reading and

this will allow you to develop and improve your ability to read efficiently and to

integrate reading with some other skills. At the same time, you will communicate

each other.

The main role of the teacher is to guide you and to promote the self-learning, so

that, you will have a meaningful learning. While you will have a more active role,

doing the activities designed for each reading and designing some other activities.

Some readings for this course were taken from different text books, and some other

from the Internet. The teacher designed the activities for these ones. Working with

these readings and the different reading strategies, will let you to learn how to read

effectively. The development of this skill will be very useful for you in further studies

or in your career.

Introducción

Desarrollo de actividades

We read for many different reasons. We can read to: Learn about a new topic, and talk or write about it later Learn new grammar and new vocabulary Enjoy it

This guide will help you to read and understand different things such as:

Books, articles, magazines, letters Online blogs, web pages, e-mails, text messages Receipts, manuals, road signs, postcards, maps Charts, diagrams

Tips for you to improve your reading skill: Don’t worry about understanding everything! Build your own reading speed Think ahead Ask question as you read

“MAKE ENGLISH PART OF YOUR LIFE”

Good Luck

and

Enjoy this guide!

Apertura

Nombre de la actividad

Opening task No. 1

Instrucciones para el estudiante

Look at the picture and answer the questions

Conocimientos a Adquirir

To get background knowledge

Manera didáctica de lograrlo

Answering a quizz

Producto de aprendizaje

Stating opinions,Preferences listing.

1.-What place is it?2.-Where is it?3.- Name the place, the country and the continent4.-Why the people go to this place?5.-What different types of tourism can you think of?

Conocimientos


Vocabulary exercise and fill gap activity No. 2


Complete the sentences with words from the box.

Actitudes a formar

ResponsabilityManera didáctica de lograrlas

Motivating the student to answer the fill gap exercise.

Competencia disciplinar a desarrollar

Comprende la noción y las propiedades del texto.


Encouraging student to look for the meaning of the.new vocabulary by using different tools.

Competencia Genérica a desarrollar

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.


Answering the exercise


Comprehension of the text to answer it in a correct form (Coherence)

Recursos materiales de

apoyoWritten exercise, dictionary.

Complete the sentences with words from the box.

Adventure travel Hotel manager Desk clerk ResortEcotourism Sightseeing Guided tour Vacation package

1. A type of vacation which tries not to harm the environment is______________.

2. The person in charge of a place where tourists stay is the________________.

3. When you visit interesting places that tourists often visit, you go_________________.

4. When you buy travel an accommodation together, it is a _____________________.

5. A place where a lot of people go on vacation is a ______________.6. A type of vacation with exciting activities is_______________.7. On a _______________, somebody shows you a place and tells you about

it.8. The hotel employee who books rooms and answers questions is

the_______________.


Speaking practice 3

Desarrollo

No.


Discuss what is important to you when you go on vacation

Actitudes a formar

Self-improvementManera didáctica de lograrlas

Involving the students in the topic.


Expresa ideas y conceptos en composiciones coherentes y creativas, con instrucciones, desarrollo y conclusiones claras

Argumenta un punto de vista en público de manera precisa, coherente y creativa.


Motivating the students to talk about the topic.




Encouraging them to give a personal opinion


Improving oral production


apoyoThe board and markers


Pre-reading No. 4


Look at the title of the article. Predict what the article will be about.

Quickly read the article. Then answer the questions.

Actitudes a formar

SolidarityManera didáctica de lograrlas

Involving the students to work in teams or pair work.





Motivating the students to read and get the general idea and specific information of the text.


4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.8. Participa y colabora de manera efectiva en equipos diversos.


Encouraging them to get the main information


Improving Reading comprehension


apoyoA written text

READING STRATEGY: SCANNING and SKIMMING

Read the text and circle the correct options.San Pablito Pahuatlán is a small town in Puebla State. It is quiet and not polluted. There are two hotels, and there are many restaurants. There is a market on Saturdays. Tourists visit the market to buy traditional clothes and papel amate, paper made from the amate tree. The people of San Pablito are very friendly. They speak Spanish and Otomí. There are many old traditions in San Pablito.Some people want to preserve the traditions. For example, Don Alfonso García Téllez is a shaman, a writer and an artist. He is from San Pablito. He writes about the traditions of the Otomi in San Pablito. His books are beautiful.

1. SanPablito Pahuatlán is... a. in Puebla state. b. in the state of Mexico. c. in Guatemala.

2. The people of San Pablito are______...a. Very aggressive .b. Very friendly. c. Very funny.

3. Is there a restaurant in San Pablito? a. Yes, there's one b. No, there isn't. c. Yes, there are many.

4. People of San Pablito speak _______..a. English - French. b. Spanish - English. c. Spanish - Otomì.

5. There is _____on Saturdays.a. a market b. a circus c. a festival

6. Don Alfonso Garcìa Tellez is a ______.a . Businessman . b . Artist . c . Singer

7. What is the main purpose of the text? ______________________________________________________________________________________________________________________________


Read a text about a specific topic5


Read the text and complete the task

Actitudes a formar

Solidarity and liberty

Manera didáctica de lograrlas

Involving the students to work individually





Motivating the students to read and get the specific information of the text.




Encouraging them to get the specific information


Reading comprehension


apoyoA written text and a food pyramid brought by the teacher.

What do you think is the text about?

Is there a relation between the two pictures above?

http://www.food.gov.uk/images/pagefurniture/eatwellplatelarge.jpg

What do you think is the profession of the woman above?

Do you think is important her profession? Why?

Have your seen a food pyramid? How it is formed?

How much of each food group do you eat every week? Complete these sentences by yourself.

I eat a little of_______________

I eat about_____________servings every week

I eat a lot of ____________________

I eat about ________________servings every week


The use of new vocabulary No. 6


Complete a speech exercise.Students underline nouns, adjectives and verbs from the text given (Nutrition) and complete the chart below.

NutritionNutrition means the food we eat and how much we eat of each food group. The first group contains breads and grains, the second one vegetables and fruit, the third one dairy products (milk, yoghurt, cheese) and meat, the fourth group contains fats, oils and sweets. Good nutrition is important. When we eat good food, our bodies are stronger and we stay healthy. The nutrition pyramid is a guide that helps us choose the best food for a balanced diet. It is healthy to eat food from each of the main food groups.

1. A balanced diet is the same as a healthy diet. yes no2. The nutrition pyramid tells us what to eat every day. yes no3. It is healthy to eat food from each food group. yes no4. It is healthy to eat a lot of food from each food group. yes no

Actitudes a formar

ResponsibilityManera didáctica de lograrlas





Motivating the students to identify the correct use of the words.


5.Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.


Encouraging them to classify the words


Identify the function of the words


apoyoA written exercise

Complete the table below by using the words you underlined on the text “Nutrition”.

Adjective Noun Verb


Real-life Reading tasksNo. 7


Students answer a multiple choice task

Actitudes a formar

ResponsibilityManera didáctica de lograrlas




Cierre


Motivating the students to read and identify specific information




Encouraging them to develop reading comprehension


Identify the useful information to be applied in real life


apoyoText and dictionary

Healthy Eating

Tips for a Healthy Diet and Better Nutrition

Healthy eating is not about strict nutrition philosophies, staying unrealistically thin, or depriving yourself of the foods you love. Rather, it’s about feeling great, having more energy, and keeping yourself as healthy as possible – all which can be achieved by learning some nutrition basics and incorporating them in a way that works for you.

Choose the types of foods that improve your health and avoid the types of foods that raise your risk for such illnesses as heart disease, cancer, and

diabetes. Expand your range of healthy choices to include a wide variety of delicious foods. Learn to use guidelines and tips for creating and maintaining a satisfying, healthy diet.

Healthy Fast Food

Tips for Making Healthier Fast Food Choices

America has been called a "fast food nation" and for good reason. Every day, one out of four Americans eats fast food. If you are eating out, fast food restaurants are often the cheapest option, but unfortunately, not usually the healthiest one. Eating just one fast food meal can pack enough calories, sodium and fat for an entire day, but the quick-and-cheap temptation can be hard to resist.

As an informed customer, you can make healthier choices and still enjoy the convenience of fast food restaurants.

Learning to make healthier choices at fast food restaurants

Making healthier choices at fast food restaurants is easier if you prepare ahead by checking guides that show you the nutritional content of meal choices at your favorite restaurants. Free downloadable guides help you evaluate your options. If you have a special dietary concern, such as diabetes, heart health or weight loss, the websites of national non-profits provide useful advice. You can also choose to patronize restaurants that focus on natural, high quality food.

If you don’t prepare ahead of time, common sense guidelines help to make your meal healthier. For example, a seemingly healthy salad can be a diet minefield when smothered in high-fat dressing and fried toppings, so choose a salad with fresh veggies, grilled toppings and a lighter dressing. Portion control is also important, as many fast food restaurants serve enough food for several meals in the guise of a single serving.

Underline the correct option

1. Healthy eating is_____________a. Feeling bad b. having less energy c. having more energy

2. To be healthy you need______________a. Food that improve your healthb. Fast food /junk foodc. Food that contains a lot of calories

3. The fast food restaurants are_______________a. very expensive option to eatb. cheaper than other type of restaurantsc. the best option to eat in a healthy way

4. America is called “fast food nation” because_________________a. People eat healthy foodb. People eat a lot of junk foodc. People eat quickly

5. Making healthier choices at fast food restaurants is________________a. interestingb. difficultc. easy


Learning logNo. 8


Students read and write a narrative about the text “Healthy Eating"

Actitudes a formar

Solidarity Responsibility


Involving the students to work in teams




Motivating the students to read and write specific information




Encouraging them to develop reading comprehension and writing a narrative


Write specific information about the reading



Get and write the main ideas of the text “Healthy Eating” with your own words.

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Word building ( Prefixes and suffixes)No. 9


Students match the correct suffix and prefix to form a new word.

Students look for the words (with suffixes) in the text below and underline them.

Students complete the text using the written prefixes.

Actitudes a formar Responsibility


Involving the students to work individually.




Motivating the students to identify and write the prefixes and suffixes in a correct form




Encouraging them to improve their knowledge about prefixes and suffixes.


Identify and write words that contain prefixes and suffixes


apoyoTexts

READING STRATEGY: SUFFIXES Fundamentos teóricos

Fuentes de información Anexos

Glosario

READING STRATEGY: PREFIXES


Identifying connectors 10


Students select the correct connector to complete the text.

Actitudes a formar Responsibility


Involving the students to work individually.




Motivating the students to know connectors and use them correctly.




Encouraging them to improve their knowledge about connectors.


Identify connectors and use them in a correct form.



READING STRATEGY: CONNECTORS

Students commonly:

Get confused when they translate false cognates as true cognates. Do an incorrect translation of a word; they select the first definition that

they find in a dictionary without looking for the correct function of the word (verb, adjective, etc.)

Do a literal Spanish translation of a text and many times it does not have coherence.

Have grammar and spelling mistakes. Do not have enough vocabulary to express their own ideas.

The students will be evaluated according to their performance on each activity using the assessment format.

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Classes programming interrupted ( student’s industrial visit, )Schools do not have the required equipment or services

Instrumento de Evaluación

After finishing this guide you will be able to:

Read an informative text, charts and advertisements Read and write a narrative text Understand and use expressions using connectors Use prefixes and suffixes Use a new vocabulary related to a specific topic Use reference words for building cohesion Understand sequences in information texts Recognize and use expressions for stating purposes Identify the speech (grammar and vocabulary) in texts Infer the meanings of unknown words

“SEQUENCES. English for Bachillerato Tecnológico 5”

Bibliografia

By Julian Thomlinson, Rob Waring and Phil WoodallHEINLE CENGAGE Learning2009.

Documento:REFORMA INTEGRAL DE BACHILLERATOBachillerato Tecnològico. Programa de Estudios. Inglès.SEMS- COSDACMèxico, 2009.

www.geocities.comwww.wikipedia.com

http://www.wikipedia.com/

http://www.geocities.com/

Guia English V

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