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Inglés 5

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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!


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

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


HABILIDADES Y DESTREZAS

HABILIDADES

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

RESULTADO

DE

APRENDIZAJE

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


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

4 Filósofo Norteamericano que hizo una notable contribución a nuestra comprensión de la teoría y la práctica del

aprendizaje.

Nombre Taxonomía de Estrategias de Lectura No. 1

Instrucciones

para el Alumno Mantén la atención a la explicación del profesor (a) Sigue las indicaciones del profesor (a)

Conocimientos a adquirir

Estrategias de Comprensión de textos y su aplicación

Manera Didáctica de

Lograrlos

Conferencia Trabajo en Binas Trabajo en equipo (4) Plenaria


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.)


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)


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.


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 para el Alumno

Resuelve los ejercicios de las lecturas siguiendo las instrucciones Pregunta tus dudas al profesor

Actitudes a

formar Solidaridad Responsabilidad

Manera

Didáctica de

Lograrlas

Lectura individual

Lectura en binas

Lectura en equipos (4 integrantes)

Competencias

Genéricas y

atributos a

Desarrollar

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

Manera

Didáctica de

Lograrlas

Realizando los ejercicios correspondientes, demostrando disposición para integrarse en equipos diversos


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.


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:


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)


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 Spanish

Governing

Customer

Qualifier installer

Store appliance

Shipping pads

Away from

Shock hazard

Power supply and venting

Exposed to water

Exercise 3: Write the communication situation in the text, answer the questions: What? __________________________________________________ Who? ___________________________________________________ Where? _________________________________________________ When? __________________________________________________


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.


Exercise 2: Search the verbs in the text and write present, past and past participle tenses of each one, as in the example:

Present Past Past participle consider considered 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:


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.

Nombre Textos informativos y descriptivos No. 1


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

Trabajo individual Trabajo en binas Trabajo en equipo (4 integrantes)


Text 1 Digestive system

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. 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-

Nombre Informando y describiendo acciones

Instrucciones

para el Alumno

Lee cuidadosamente los siguientes textos. Sigue las instrucciones que se indican en cada ejercicio Pregunta tus dudas al profesor (a)

Actitudes a

formar

Tolerancia Respeto responsabilidad

Manera

Didáctica de

Lograrlas

A través del trabajo, individual,

en parejas y trabajo

colaborativo.

Competencias

Genéricas a

Desarrollar

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

Manera

Didáctica de

lograrlas

Por medio de la realización de actividades e interacciones con sus

compañeros acordes al tema correspondiente

1

23

4

5

678

9

10

11

12

13

14

15

16

17

18

19

20

21


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 2. Oral cavity 3. Pharynx 4. Esophagus 5. Trachea 6. Diaphragm 7. Spleen 8. Stomach 9. Transverse colon 10.Thin bowel (jejunum) 11. Descending colon 12.Liver 13. Gallbladder 14.Pancreas 15.Duodenum 16. Ascending colon 17.Blind 18. Thin bowel (ileum) 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 ____________


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. The digestive tract ____ a long tube.

2. These simple nutritional compounds _____ absorbed by the intestinal villi.

3. The digestive tube ________ (not) formed by the liver and pancreas.

4. Liver and pancreas _____ parts of the digestive system.

5. The food _____ stirred into porridge called chyme.

6. 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.


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.


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.


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 organization

clothes 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


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 F

1. Olympics Games were founded by Zeus

2. In 393 CE, the Roman emperor Theodosius I, a Christian, abolished the Games because of their pagan influences

3. Athens was chosen as the location for the revival of the Olympic Games and the planning was begun

4. Coubertin was the first to propose the revival of the Olympic Games

5 The ancient Olympic Games grew and continued to be played every four years for nearly 1200 years


Exercise 2: Look at the list of words and match with a definition on the right.

1. unanimously a. Lively or passionate interest 2. games b. 1. Dating from very long ago 2. Very old 3. oarsmen c. All in complete agreement 4. specifically d. 1. The act of reviving or state of being revived 2. a

renewed interest, esp. in old customs and fashion 5. enthusiasm 6. revival e. 1. Of a particular nature; precisely identified 2. precise

in meaning, a specific detail 7. emperor 8. ancient 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


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 I play to win; oh, I 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 I play to win; oh, I Play to ________ There is no other Color of _____________ I play to win; oh, I 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" Play to win That is the color, the color of _______ I play to win; oh, I Play to win There is no other Color of __________ I play to win; oh, I

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 I play to win; oh, I Play to win There is no ___________ Color of success I play to win; oh, I 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


UNIDAD II Textos Narrativos

Textos Instructivos


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

10. Regular and Irregular verbs

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.

2


1. A part of my life

2. Change of life

3. The food

4. My childhood

5. The nutrition

6. Song:


HABILIDADES

Elaboro enunciados simples usando vocabulario y

estructuras del pasado.

Respondo preguntas simples con enunciados cortos.

Sigo instrucciones simples

Comprendo textos breves.

Escribo historias cortas.

RESULTADO DE

APRENDIZAJE A lo largo de la unidad se podrá expresar en inglés, leerá, comprenderá y seguirá instrucciones con respecto a textos.


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

Nombre Textos narrativos e instructivos No. 1

Instrucciones

para el Alumno

Comprender y usar correctamente las diferentes formas del

Pasado en textos narrativos e instructivos en inglés

Conocimientos

a adquirir

Uso y

aplicación

correcta del

tiempo pasado

en textos

Manera

Didáctica de

Lograrlos

Trabajo Individual Trabajo en binas Trabajo en equipo


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


Contesta correctamente los siguientes ejercicios de acuerdo a la instrucción de cada actividad.

Actitudes a formar Responsabilidad. Orden. Honestidad

Manera Didáctica

de Lograrlas

Trabajo individual. Trabajo en equipo.

Competencias Genéricas y atributos a Desarrollar

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.

Manera Didáctica

de Lograrlas

Con base en un texto realiza las actividades propuestas, participando en equipo y de manera individual.


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.


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?


Exercise 2: Complete the table below using scanning

Be in present Be in past Verbs in present Verbs in past Verbs in progressive


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:

Present Past Past participle Spanish Regular Irregular

eat ate eaten comer irregular

f 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 t y u i o y u b p ñ m n r b

b d r i n k t y q r e r t y r q a z d f g y t u h e k r s k j l e d

b y a a e y h g q w e q c k i m r g o q w o r e r s o e t m u u a ñ

v t t w w t n u o c d a l y d j j n u q c o o c j t o c b j m n k a

c r r w a q h e k r s z o y e u t b d r s i w i t u i i t u p u j q

c e a e l a a s d f g h s o f m h y d j j i a t h d i t s m d f h j

e w v f b e c o m e s f e s s f t h i n k u e c t y u c u f c u t w

t a e h n u q o d f g h e h e k r s m n b v c x z s d a f g h t i h

i l l o b d r o z x c k c v b n e m y d j j z x c k p r s m d f o g

r s s o z d w i q w a h c u m r r p m p e e l s p o d p y t r p i e

w a d i n x e i q h e r t s j j a d j h j z x c k v c u m u w d i s

x s f i n u q u s x z a i s u t s c u b u i l d c b h p j p a c u t

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 l h p u

q f g h z w s f g j g i k l f c u b f r e b m e m e r c m c k m d d

e h h g x s a y j t y d j j h g f d z x c k s a z z x c f v b n c y

m y j w f e e n e h t u f o l l o w y h e k r s s d e k a t w t h a

o t k e h c u b t z x c k c u b f r e b m u f h c u h j d f o p r w

c r l w y s m d f f r e b m e o w i n y i g l f u s e f x o d d j w

w e k r s l e e p y d j j i u r s m d f t s y h c u h d h d x c t e

e s m d w s m d f a f d o h c u o u j n u q z x c k b s v s z h h g

a r b f f 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


Present Past Past participle Spanish Regular Irregular


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.

Nombre Change of life




Manera Didáctica

de 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.

9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

Manera Didáctica

de Lograrlas



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.


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 take a shower Cook a meal read a newspaper

make a phone call write a letter study Practice a sport

listen to music go out Visit a museum 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 _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________ _______________________________________________


_______________________________________________

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.


Exercise 8: Write the verbs in English in present form.

28

ACROSS

14

1.Contestar

8.-Ganar

16

2.-Construir

9.-Leer

17

1

3.-Perder

10.-Parar

5

18

4.-Mostrar

11.-Lavar

2

5.-Conocer (gente) 12.-Barrer

19

20

23

6.-Recordar

13.-Gozar

4

3 7

7.-Prestar

14.-Colocar

15

21

6

24

DOWN

*

11

15.-Empezar

22.-Bailar

27

22

26

25

16.-Escribir

23.-Hacer

8

9

12

17.-Extrañar

24.-Robar

18.-Entregar

25.-Señalar

10

19.-Despertar

26.-Estudiar

20.-Vivir

27.-Esperar(lugar)

13

21.-Cabalgar

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

*

16

2 *

15

20

11

10

7

13

14

3

12

13

19

5

12

22

4

18

11

14

21

7

5

20

21

6

19

18


COMPETENCY DEVELOPMENT: Expresses ideas and concepts in compositions in a structured, creative and coherent way.

Writing: Description of a process A.- In groups, discuss the following questions

1. How often do you wear sneakers? 2. How many pairs do you have? 3. Do you have a favorite brand? 4. 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 Rubber sole

Insole Shoelaces

C.- Listen and number the pictures in order


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


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 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

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


UNIDAD III

Textos Científicos


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

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. - 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



HABILIDADES

Leo y comprendo textos de una extensión de 3 a 5 párrafos.

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.


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)

Nombre Textos Científicos No. 1

Instrucciones

para el Alumno

Cada uno de los textos que se presentan tiene una serie de

ejercicios que te permitirán desarrollar habilidades para la

comprensión de lectura. Sigue atentamente las instrucciones del

maestro, utiliza tu diccionario y pregunta cualquier duda.

Conocimientos

a adquirir

Identificar textos

científicos, aplicar

adecuadamente las

estrategias de

skimming, scanning,

inferencias,

homónimos.

Manera

Didáctica de

Lograrlos

Lectura individual en voz

alta, Trabajo individual de

investigación, inferir,

trabajo en clase individual,

en pareja y colaborativo en

equipo


Nombre Presenting the future!!!




Manera Didáctica

de 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.

9. Transmite mensajes en una segunda lengua o lengua extranjera atendiendo las características de contextos socioculturales diferentes.

Manera Didáctica

de Lograrlas



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?


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 Spanish

Where will we work? ¿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?


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.

http://topnews.in/law/files/seoul-map.jpg


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

http://www.miswallpapers.net/2008-2009Walls/ciudades/Aerial_View_of_the_CN_Tower__Toronto__Canada.jpg


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.


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.


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. __________________________________________________________


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.


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?

__________________________________________________________________


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

_____________________________________________________________


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.


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.


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


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?


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

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

TITLE:


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.


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


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) Steve Jobs and Bill Gates b) Computers taking over our lives c) 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. Rivals a. New and original

2. Dropouts b. To have absolute control

3. Dominates c. Opponents, people who are competing against each other 4. Innovative

5. Mock d. People to quit school

6. Out of date e. To make fun of

f. 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


Most common prefixes

Prefix Meaning Examples in English

A, ab away from absence, abstain, averse

Ad to adopt, adorn

Ambi both ambiguous, ambivalent

Ante before antecedent, anticipate

Bi two bicycle, bifocal

Co, col, com, con cor with, together cooperate, coeducation,

collaborate, collate,

compare, combine, consent

concentrate, correspond,

correlate

contra against contradict, contrary

de down, out descend, deduct

dec ten decade, decimal

dis bad, wrong disorder, disability

em,en to make embitter, enjoy

ex out, from export, except

extra beyond, outside extraordinary, extraneous

ill, im,in not illegal, illiterate, imposible,

immovable, incapable,

insignificant

inter between, among international, intermediate

mono/uni one monopoly, monogamy,

unicorn

ob in the way of object, observe

poly many polyglot, polygon

post after postpone, postscript

pre before preview, predict

pro forward provoke, procession

re again return, rebuild

semi/hemi/demi half semiannual, hemisphere,

demigod

sub under submarine, substitute

tri three triple, tripped


Most common suffixes

SUFIXES WITH NOUNS SUFIXES WITH ADJECTIVES

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 Examples -et, -let pocket, booklet -ling, -ule duckling, molecule -en chicken, maiden double consonant + y 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

Contain or hold a quantity Suffix Examples -ful mouthful, handful

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 Examples -full (= with) faithful, harmful -less (= without) 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 Examples -ate speculate, circulate -en soften, sharpen -fy, -ify purify, simply -ize tranquilize, immunize


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.


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.


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


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


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


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


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


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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